Zappos Essay Example

Zappos Paper Zappos, an online retailer, is proving that an unfamiliar approach to business can also help grow revenue. Zappos revenue grew from $1. 6 million in 2000 to $1. 64 billion in 2010. How can a company focused on happiness be successful? Zappos corporate culture and focus on customer satisfaction has made it both successful and a model for other companies. Zappos focus on stakeholder happiness contributed to its success. Tony Hseih in his book Delivering Happiness says, â€Å"It’s a brand about happiness, whether to customers or employees or even vendors† (Delivering Happiness) In 2000, entrepreneur Tony Hsieh became the company’s CEO. Hsieh was 26 at the time and surprisingly was not sold on the idea of an Internet shoe store. He told Inc. magazine, â€Å"It sounded like the poster child of bad internet ideas†¦ but I got sucked in. † (Delivering Happiness) After becoming CEO, Hsieh made an unconventional decision to keep Zappos going, proving his commitment by selling his own home to pay for a new warehouse. While the company was also struggling at first, his salary was set at $24. After the dot-com crash in 2002, Zappos was able to recover with sales of $32 million, but was still not profitable. In 2003, the company decided that in order to offer the best customer service, it had to control the whole value chain, from order fulfillment to delivery. In 2004 Zappos made the move to Vegas, in an effort to use the larger pool of experienced call center employees to its advantage. In 2007 the company generated its first profit after reaching $840 million in annual sales. Zappos also started to be recognized for its unique work environment and approach to customer service. Today because of social media everyone quickly gets to see the values and drivers behind a company. We will write a custom essay sample on Zappos specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Zappos specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Zappos specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Marketers, managers, and all people in leadership positions need to change and adapt to this new world. When a company is able to deliver customers a certain â€Å"WOW† factor service, the company has reached an accomplishment and has gone above and beyond a customer’s expectations. As a consumer of many goods, it is more than fair to say that most would return to business when previous business has been fantastic. Zappos is an extremely successful company that has built its business on 10 core values. The â€Å"10 commandments† influence everything from hiring to merit raises and firing. The company hires to these core values and 50% of every employee’s annual review is based on them. These values may come across as simple, such as â€Å"delivering wow service† but when executed in the right way build a strong company with a phenomenal reputation. Zappos does not consider itself to be an average company, and therefore strives to deliver their customers service that is anything but average. In conjunction with these beliefs, Zappo’s first core value is to â€Å"deliver wow through service†. The extraordinary service is not just provided to the customers, but to their co-workers, vendors, and partners. This philosophy is strictly based on service, and does not correspond with anything through monetary value. The goal is to aim directly on the receiver’s emotions and build a strong relationship. Hsieh writes that â€Å" It’s important to act with integrity in your relationships, to be compassionate, friendly, loyal, and to make sure that you do the right thing and treat your relationships well (P. 176). Although Zappos may not offer their customer’s promotional codes, great service is always being promoted with anyone in contact with the company to ensure a positive experience. In this era of business, it is extremely crucial that companies are willing to adapt as the business world continues to change. Zappo’s second core value not only accepts that there is change but is to â€Å"embrace and drive change† but understands that â€Å"part of being in a growing company is that change is constant†. Not only does Zappo welcome the change, it does something more significant; it drives it. The CEO of Zappo has stated that â€Å"If changing our business model is what’s going to save us, then we need to embrace and drive change† (P. 100). As the world and business tends to evolve, now more rapidly then ever, the company is able to stay ahead by driving the change and evolving faster then the competition. Changing and service are not the only keys to success as the third core value is to â€Å"create fun and a little weirdness†. This is another driving force that Zappo possesses that differentiates itself from other companies. The company culture embraces fun and humor. Zappos strives to have a unique and memorable personality. There company culture is what makes it successful, and they believe that embracing their diversity and each person’s individuality will help with creativity. Through this culture a positive result has been the support of people to â€Å"think outside the box†. When you are combining weirdness and having a little fun at work, it is a win- win for everyone. Employees are more engaged in the work that they do, and the company as a whole becomes more innovative. Zappos is a risk taking organization where making mistakes is encouraged. You do not hear that too often, as we discussed in class mistakes are frown upon, at Apple the employees are sometimes beaten! At Zappos, call center workers are prompted to try new things to delight customers. Managers are asked to take their team members out of the office as a way to get them to think about their jobs differently and create stronger bonds. There main goal is to be adventurous, creative and open minded. To encourage learning, the Zappos lobby has several bookshelves fully stocked with top business and management book ranging from â€Å"Peak† to â€Å"Made to Stick† and â€Å"Good to Great†. These are made free to employees, and they are also encouraged to enroll in the classes the company offers to learn new skills. If an employee does not want to follow the 5th value of â€Å"Pursue Growth and Leaning† they will not be at Zappos very long. In order to build strong relationships with their employees the company stresses communication. Zappos is big on transparency and having employees say what they think. If a confidential talk is needed, they supply a full- time life coach who will listen to any complaints, career advice, family advice, or anything else that might be bothering an employee. Employees work together, play together, and have come to think of each other as members of an extended family. Zappos 7th value is to â€Å"build a positive team and family spirit†. Since most of our adult lives are spent working, they want a close group of people who can enjoy each other. After a lay off of 124 workers to cut expenses, Zappos began to look for other ways to watch expenses. It posted a â€Å"do more with less† attitude. After training sessions the company would have a â€Å"happy hour† to help new employees bond with existing employees. This would cost around $3,000. Today, the happy hour has become a $110 in house ice cream social, and has actually gotten more positive reviews from employees than the open bar. Zappos’ 9th value is to be passionate and determined, but not only about your job. Employees are encouraged to bring all outside passions into the workplace. For example, if someone was running a charity event and wanted to get the company involved, the company stresses to bring the idea forward. In order for a company to stay on top, they have to realize there is always room for improvement. The 10th value â€Å"be humble† is key to what keeps Zappos at the top of the game. â€Å"Even though a ton of companies come to us to learn about how we do things, we always say, these are some things that we’re doing that are working, but what you guys doing? We always recognize there’s more to do† (Zappos Website) The key to having a positive work environment depends on hiring the right people. Zappos is looking for people with a sense of humor who can work hard and play hard. They take a different approach to interviewing, asking cartoon questions and other different questions to find out a persons true personality. Potential employees also go through both cultural and technical interviews to make sure they will fit with the company. When hired, they attend a five week training program. After the training program, all employees are offered $2,000 to $3,000 payment to leave the company and quit! Paying new hires to leave may seem like a waste of money, but to Zappos it makes simple sense. This is a way to them to weed out the people who are only there for a paycheck. For them, building culture is more about the money. Without question, Hsieh’s number one message in his book is that top notch customer service is a core competency and a big part of Zappos business model and success. Many companies still believe that customer service is more of a cost than a gain. The cost of acquiring a new customer is often so high that concentrating on your current customer is far more rewarding. Zappos does not outsource its call center operations, and they employee representatives with a high Emotional Intelligence. Employees have free reign in their decision making and are expected to spend as much time as they need on any customers. They help customers shop, (even on competitor’s websites) and will do anything it takes to make the shopping experience memorable. Zappos believes that great customer experiences encourage customers to use the online store again. Word of mouth marketing is the best way to reach new customers. The company has over 75 percent of purchases made by repeat customers. This shows that the mission to â€Å"provide the best customer service possible† is working well for the company. Each year a culture book is published. Inside the pages of this book, all stakeholders within the Zappos circle of influence are invited to give candid feedback on their experience. Hsieh insists that associates contribute honestly to this new process. In his email to stakeholders to write in this book, he requests their responses in this way: â€Å"Remember there are no wrong answers. We want to know what the Zappos culture means to you specifically at this point in time, and we expect different responses from different people. † The responses from every genre of stakeholder are a verification of the core values alive and well in the foundation of this company. Whether it’s selling shoes online or managing the next mission to Mars, having a clear understanding of your stakeholders is probably the biggest differentiator project leaders can bring to the table. Zappos is an excellent example that demonstrates that providing superior value to stakeholders above and beyond what is expected can make the difference between a great and a mediocre outcome. The strength of Zappos beliefs were put test on May 21, 2010. A computer glitch caused a flaw in the website, putting the price of every product on the site to be reset to $49. 50. Within six hours of discovering the error, Zappos employees had fixed the glitch. When the glitch was fixed, Zappos surprisingly announced that they would honor every transaction. This decision cost Zappos over $1. 6 million. To me, this served as another example of how Zappos stayed true to its culture and core values and deliver a â€Å"WOW through customer service. Delivering Happiness is further proof that the workplace doesn’t have to be hostile and ruthless in order for companies to succeed. Zappos has been able to build a successful brand because it created and developed a culture that was focused on treating customers and coworkers well. Tony Hsieh realized early on that in the competitive market of shoe retailing, he must make his employees happy in order to thrive. A happy employee is better equipped to provide great service to customers.

Historical Accounts of Prostitution †Sociology Essay

Historical Accounts of Prostitution – Sociology Essay Free Online Research Papers Historical Accounts of Prostitution Sociology Essay While the subject of prostitution and prostitutes is an uncommon theme in most historical studies, it is nevertheless a prevailing fact of any society. Prostitutes have occupied numerous roles throughout history ranging from the idyllic image of a refined courtesan to that of the unglamorous streetwalker. Indeed, to understand the position that prostitutes occupy in a society is to understand a fundamental aspect of the world in question. Gail Hershatter’s Dangerous Pleasures explores the changing, multifaceted role of prostitutes in the tumultuous era of twentieth century Shanghai. Her fascinating research is not only a unique take on the field of Chinese history, but also a serious look at a group of women that has historically been marginalized and unheard. Hershatter’s voluminous book is divided into five sections covering the whole spectrum of prostitution from the colorful world of courtesans and their upper class clientele to the rehabilitation program propagated by the communist party. The author’s work provides a complex analysis of the diverse prostitution world, ranging from the social lifestyle of different ranking prostitutes, to prostitution practice, and to their autonomy and control over domain. The author juxtaposes contrasting ideas about prostitutes by painting them as both victims and perpetrators. In the first part of the book, Hershatter provides a categorization and classification for prostitutes, and the various social views concerning them. In doing so, the author clarifies the general definition of prostitution, and shows that there is much more complexity to the subject matter then what is pictured today. She characterizes their roles as prostitutes by defining their ranks, either ranging from the common streetwalker who is out to sell her body for sexual entertainment, to the elegant courtesan, who’s role serves as to please the patron with various art forms, such as music, painting, and dancing. As a result, a much broader view of prostitution is described for the general audience. Part two analyzes the lifestyle and social roles of prostitutes during 20th century Shanghai period. In Hershatter’s interpretation, the courtesan was often perceived as an enchantress who exercised considerable control over her clients. The Courtesan lived in a perputal social circle, surrounded by gossip, admiration, hate, passion, and love. But, the main point of interest was the effects prostitutes could have on society. These effects often ranged from control over clients, to setting fashion trends,g The main premise of Hershatter’s study is that prostitution is an indication of modernity in a society. If the presence and role of prostitution is an indicator of modernity, then likewise, public perception of prostitutes is an indicator of societal trends. Even among those who are not in the habit of soliciting prostitutes, the subject of prostitution is nevertheless regarded with at least a mild curiosity – one which Hershatter more than satiates. In contrast to the rather restricted and disgraceful position that modern prostitutes occupy, the colorful world of prostitution in early twentieth century Shanghai, included high ranking courtesans their madames, In a larger context, Dangerous Pleasures also delves into the backdrop across which the study takes place – early twentieth century Shanghai. The â€Å"Pearl of the Orient,† Shanghai was once the city where greed, both East and West collided to create the preeminent city in China, known both for its elegance and destitution. Dominated by foreign powers Shanghai was in essence a microcosm of the semi-colonial China. Research Papers on Historical Accounts of Prostitution - Sociology EssayCanaanite Influence on the Early Israelite ReligionEffects of Television Violence on ChildrenRelationship between Media Coverage and Social andAnalysis Of A Cosmetics AdvertisementWhere Wild and West MeetInfluences of Socio-Economic Status of Married MalesThree Concepts of Psychodynamic19 Century Society: A Deeply Divided EraTrailblazing by Eric AndersonBringing Democracy to Africa

The influence of Fast food on life-span in Japan Research Paper

The influence of Fast food on life-span in Japan - Research Paper Example The above issues are analyzed in current paper; effort has been made in order to present the various aspects of the relationship between the long life span of Japanese and their eating behavior especially regarding their trend to avoid fast food. At the next level, the potential use of the specific eating behavior on the life-span of other populations worldwide is evaluated, aiming to answer the following question: would the avoidance of fast food – as an eating behavior adopted by Japanese – could help people worldwide to increase their life span – as this trend has contributed in the long life-span of Japanese? In order to understand the potential relationship between the avoidance of fast food and the long life span as observed in Japan, it would be necessary to present the common effects of fast food of health – as highlighted in the literature focusing on the specific subject. Then the trends of Japanese regarding fast food will be identified and evaluated showing the potential relationship of the specific eating behavior and the long life span. In this way, it will be possible to understand the potential value of the avoidance of fast food for health, a practice that could be suggested to people with different social and cultural characteristics who are likely to eat fast food, especially as a result of their style of life. The term ‘fast food’ is used in order to indicate food of the following characteristics: ‘a) either the food which can be prepared and served quickly or b) the food designed for ready availability, use or consumption’ (Merriam Webster, 2011). Fast food has a series of advantages, which is the reason for the expansion of this type of food in countries worldwide; at a first level, the access to the particular type of food is easy – referring to the fact that the number of restaurants providing the specific type of food is extremely high. Moreover, the cost of fast food is low, a significant advantage of this type of food; in fact, the low cost of fast food – compared to other types of food – is one of its key reasons for its popularity among people of low income – who cannot afford other types of food. Another advantage of fast food is the limited time required for its preparation; as the term itself declares, fast food can be prep ared quite quickly helping consumers to save time for their various activities. Despite its advantages, fast food has been proved to have a series of negative effects. In fact, the research over the health problems related to fast food has proved that the specific type of food can have severe health implications, leading to various health problems either in the short or the long term (Health Food Guide 2011). The most usual negative effect of fast food is the obesity; other damages that the fast food causes on health are the following ones: ‘heart disease, diabetes, high cholesterol, hypertension and even cancer’ (Health Food Guide 2011). Most commonly, the effects of fast food on health cannot be identified early; usually, it is after a severe problem of health, as a result of consuming fast food for a long period of time, that the dangers of the specific types of food are considered and evaluated. The specific issue can be identified in the article of Martindale (2011 ) where reference is made to the case of a ‘victim’ of fast food, a 56-year old woman who has suffered severe problems of health because of her eating practices – referring specifically to fast food. The particular woman has sued the most known fast food chains in her city – Wendy’s, McDonalds, Burger King and KFC – considering that the food served in these restaurants has been the cause for her health problems

English grammar and spelling Essay Example | Topics and Well Written Essays - 1250 words

English grammar and spelling - Essay Example The part that I am doing is making a program by using Microsoft Visual Basic. It can control the wireless robot by the tool panel program, which is made in Visual Basic, by using the serial communication system to send the characters through the COM port to be received by the robot wireless device. In controlling the robot movement in different directions, for example; the Visual Basic Program sends character "E" for moving forward and "C" for backward, "S" for left and "F" for right and "D" for stopping the movement. In addition to making a screen in Visual Basic program, the user is able to view the live video directly by changing the size of the screen. The user can control the robot by pressing buttons. Apart from my own efforts, the success of any project depends largely on the encouragement and guidelines of my instructors. I would like to show my greatest appreciation to my instructors for allowing me to explore fields like Robotics and Image processing. I am grateful for their constant support and help. The characterization of the BASIC language is easy to use and easy to learn. Most copies and versions of BASIC language allows the user to communicate with the computer directly. BASIC is used in the fields of science and commercial, as well as other areas. The Visual Basic program is one of the best programs for beginners. Also, the Visual Basic language is easier than C++ and Java. It is a programming language that is considered to be one of the most important computer languages in use today. The original name was Basic, but then it developed to become Visual Basic. Visual language is easy to learn, simple, powerful and famous. It also requires some logical thinking, though it is an easy way for most of the beginners to make programs specifically for them. For example, to facilitate their tasks of their daily jobs. The programming of the robot involves working on developing the capacity of some interested groups from the community; there

Earth and space sciences Term Paper Example | Topics and Well Written Essays - 1000 words

Earth and space sciences - Term Paper Example Though volcanoes are now known to be works of the Earth and its movements, and not of long-ago worshipped deities, their awesome power of destruction and even fiery beauty is still regarded with reverence by some, as much today as it was thousands of years ago. What is different, however, is that scientists now have the means and research to predict whether or not eruptions may occur. In the documentary Deadliest Volcanoes, several new research methods are explored, from the simplicity of a new generation of Global Positioning Satellites (GPS) and their accompanying earth-bound sensors, to the testing of gases and water, to the harnessing of cosmic rays and drilling that goes deep below the surfaces of the planet. Alongside learning about these methods, viewers are invited on a fascinating trip to inspect some of the best and lesser-known volcanoes of the Earth. In Iceland, new generations of sensors are being explored by scientist Sigrun Hreinsdottir on the volcano Eyjafjallajokull. Though volcanoes throughout the world are routinely tracked by means of GPS as well as seismometers, the aim of the new sensors is to track the flow of magma deep underground via movements of the surface of the Earth. The theory that was tested was that magma, in flowing into a volcano, will force the surface above it to move outward, thus allowing for predictions as to the size and the force of the eruption. The new GPS sensors that have been installed to help with these predictions are so sensitive that they can measure the movement of the earth to an eighth of an inch, according to Deadliest Volcanoes. This theory was put into action when, in March 2010, though the sensors moved only centimeters a day, all sensors began to move outward from the known central crater in the volcano Eyjafjallajokull. By March 4, all sensors were showing uniform outward-motion movements, and on March 20, 2010, the volcano erupted. Contrary to movie-going belief, however, the eruption was not over qu ickly. The previous time that Eyjafjallajokull had erupted, prior to 2010, it lasted from 1821 to 1823, a full two years (Hendry). The main difference is that for this eruption, with the work of Ms. Hreinsdottir, it was able to be predicted, and a scientific theory was proved in regards to volcanoes along with the behavior of the underground magma within them, without any loss of life. Another new method of predicting eruptions involves harnessing the result of cosmic rays, or muons. In employing this method, detectors are used that will collect muons entering the atmosphere of the Earth and passing through the solid-rock formations of the volcanoes. Developed by Hiroyuki Tanaka of the University of Tokyo, the basics of his theory state that in using the muons, the density of the volcano, as well as subterranean imaging of what lies underneath the part above the surface, can provide a viable means of mapping and measuring what lies underneath, unseen to the naked eye. This method wa s hoped to be especially useful when dealing with soft-crust or thin-crust areas of a volcano that cannot be reached easily by other means such as climbing or rappelling, or when conditions made it

Relationship Between Emotional Intelligence and Achievement

Relationship Between Emotional Intelligence and Achievement Present study was conducted to find out the relationship between emotional intelligence and optimism with academic achievement in A level students. A sample of 50 students in which 25 girls and 25 boys, age ranged from 16 to 20 years were taken from 3 schools. They completed two questionnaire Life Orientation Test-Revised and Schutte Self Report Emotional Intelligence Test. And Academic Achievement was measured through grades of the students from their school record. Pearson correlation and t-test was applied on data that revealed 1) highly significant relationship between emotional intelligence, optimism and academic achievement. 2) There is no significant gender difference on the scales of Life Orientation Test-Revised and Schutte Self Report Emotional Intelligence Test. Findings showed that there is a positive relationship of emotional intelligence and optimism with academic achievement thus it is important for the parents and the teachers to make the children learn to be optimist ic and learn to control and manage their emotions as well. Introduction This research aims to find the relation of emotional intelligence and optimism with academic achievement among students of (A levels) higher secondary school. Academic achievement only did not depict that the student is emotionally intelligent or optimistic and can do well in all phases of life. Traditionally an individuals smartness is measured in terms of his or her IQ, it is assumed that professionals and experts have high IQ, however IQ serves as only the index of numerical and analytical ability, it has little or no significance with success in professional and personal life because according to Goleman (1995) IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a persons success, it is the Emotional Intelligence which turns the human being into a successful and prosperous because they knew their emotions and can identify others as well and able to manipulate them or control them in better way and if the person is optimistic then his/her optimistic thinking and emotional intelligence will definitely escorts him/her to successful life, accordingly this research aspires to stumble on the relation of emotional intelligence and optimism with academic achievement. Emotional intelligence (EI) can be defined as; it is being able to monitor our own and others feelings and emotions, to discriminate among them, and to use this to guide our thinking and actions (Salovey Mayer, 1990). The attribute of EI is essentially comprised of four basic components; the ability to recognize and express emotion; being able to access and utilize emotions to enable thought; the ability to understand emotions; and to manage emotions. The emotionally intelligent person is skilled in four areas: identifying, using, understanding and regulating emotions (Salovey Mayer, 1993). Then it can be said that success depends on several intelligences and on the control of emotions. John Mayer and Peter Salovey (1990) found that some people were better than others at things like identifying their own feelings, identifying the feelings of others, and solving problems involving emotional issues. According to them EI is a true form of intelligence which has not been scientifically measured. They proposed that emotional intelligence deals with the emotions in a way that if someone is emotionally intelligent he/she will be better able to manage his/her emotions and integrate them. According to Cooper and Sawaf (1997), emotional intelligence is the ability to logically manage the emotions, understands and to applies these controlled and managed emotions to connect and influence. These authors lay more emphasis on the application part of EI in organizations. In simple words emotional intelligence is using your emotions intelligently. The first step to this would be recognizing and understanding your emotions. For example, if your boss screams at you in office today because you came in late, coming home and screaming at your kids would not be the best thing to do. It will just keep the negative feeling floating from one persons head to another. An emotionally intelligent person in this situation would first recognize that he is angry because his boss yelled at him. Dr. Goleman (1999) asserts that awareness of our feelings also enables us to perceive the feelings of others accurately -to be empathetic, to feel with another person. In this case, understanding that your boss yelled because you came late, will make you realize that being on time will make things better. Thus, dealing with our emotions rationally and intelligently will make events better. When psychologists began to write and think about intelligence, they focused on cognitive aspects, such as memory and problem-solving. (Cherniss, 2000). However, there were researchers who recognized early on that the non-cognitive aspects were also important. For instance, David Wechsler defined intelligence as the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment (Wechsler, 1958) as cited in (Cherniss, 2000). Wechsler referred to non-intellectiveËœ as well as intellectiveËœ by which he meant affective, personal, and social factors. Wechsler was not the only researcher who saw non-cognitive aspects of intelligence to be important for adaptation and success. Robert Thorndike as cited in (Cherniss, 2000), to take another example, was writing about social intelligenceËœ in the late thirties (Thorndike Stein, 1937). Unfortunately, the work of these early pioneers was largely forg otten or overlooked until 1983 when Howard Gardner as cited in (Cherniss, 2000), began to write about multiple intelligence. Gardner (1983) proposed that intrapersonal and interpersonal intelligences are as important as the type of intelligence typically measured by IQ. Academic achievement is the ability to analyze, synthesize, and evaluate information, effectively communicate with others, proficient in science, mathematics, computer/technical skills, foreign languages, as well as history, geography, and global awareness, capable of collaboratively working in culturally diverse settings, leaders who see projects through to completion, responsible decision makers who are self-motivated and active political participants and ethical individuals who are committed to their families, communities, and colleagues (Nidds McGerald, 1996). The relationship of emotional intelligence and academic achievement can be depicted from this study conducted by Elias, M. J., Gara, M., Schuyler, T., Brandon-Muller, L. R., Sayette, M. A (1991) that the teaching emotional and social skills is very important at school, it can affect academic achievement positively not only during the year they are taught, but during the years that follow as well. Teaching these skills has a long-term effect on achievement. Emotional intelligence effects the academic achievement in positive ways and it remains with the individual by the end of life. The emotions, feelings, and values are vital for a persons well being and achievement in life (Ediger, 1997). Quality emotions and feelings help students give their best potential in the classroom. The students who are aversive and think negatively cannot concentrate for a long time and have more difficulty in reaching their potential than others. Abdullah, Maria., Chong., Elias, Habibah., Mahyuddin., Rahil., Uli., Jegak (2004) conducted research to examine students overall level of EQ. Research findings indicate that there is positive relationship between EQ and academic achievement. The students positive relationship with academic achievement indicated that if the student performed better on his/her academics then he/she will be emotionally intelligent too. And the other finding of this study is the students have negative relationship of EQ with the negative affect (anger, frustration and anxiety) which showed that the students with high EQ have low negative affect or negative relationship with negative affect (anger, frustration and anxiety). Natalio. E. A., Durà ¡n, L. R (2006) examined the relationships between perceived emotional intelligence (PEI), dispositional optimism/pessimism and psychological adjustment (perceived stress and life satisfaction. Findings confirmed that emotional clarity and mood repair are significant in predicting perceived stress and life satisfaction after the influence of optimism/pessimism were controlled. Thus this research predicted that adolescents with high perceptions of emotional abilities (in particular, high clarity and repair) generally show higher life satisfaction and lower perceived stress. Moreover, to some degree, this effect might be considered as independent from their own optimistic or pessimistic dispositions. James, D. A., Parker, R. E., Creque, D. L., Barnhart, J. I., Harris, S. A., Majeski, L. M. (2004) found the relationship between emotional intelligence and academic achievement in high school Trent university Peterborough. Variables were compared in (highly successful students, moderately successful, and less successful based on grade-point-average for the year), academic success was strongly associated with several dimensions of emotional intelligence. Considering that EI can be a potential determinant of achievement in working life, thus the study aims to determine if there is any significant difference in EI of the local and foreign students, if the emotional intelligence effect the academic achievement and it also differs in local and foreign students. This study reveals that people be evaluated on their own merit of emotional intelligence rather their academic success (James Irene, 2003). Empirical research has produced evidence suggesting that the ability to assess, regulate and utilize emotions (i.e. emotional intelligence) is important to the performance of workers, study reveals that the potential for enhanced emotional capabilities could be improved and there is strong relationship of emotional intelligence and academic achievement (Jaeger, 2003). The Oxford Dictionary of English defines optimism as hopefulness and confidence about the future or the success of something. Optimism is a state where people believe that there are more chances of things going well and good, rather than their going bad. According to Seligman (1991) optimism is: Changing the destructive things you say to yourself when you experience the setbacks that life deals us, is the central skill of optimism. Optimism can also be defined as the tendency to believe that one will generally experience good versus bad outcomes in life (Scheier Carver, 1987). It is the mental state wherein people believe that things are more likely to go well for them than go badly, it is always expecting good for the future and having faith on ones ownself. Seligman (1991) views that optimism is a belief that the actions of individual matters. Optimism is an explanatory style, and individual with this style or optimistic individuals 1) see that the causes of good events in life are permanent (e.g., due to their abilities, their traits and their genes etc.) and bad events have their causes as temporarily, (2) they generalized good events instead of bad ones, (3) dont blame themselves for bad events instead see that good events are because of them (Gatz, 1998). The main advantages of optimism may be found in increasing persistence and commitment during the phase of action toward a chosen goal, and in improving the ability to tolerate uncontrollable suffering. References and further reading may be available for this article. To view references and further reading you must purchase Optimism is another emotional competence that leads to increased productivity. Optimistic individuals when have confidence on themselves and have good expectations and hope, it will increase the performance in better way, optimistic individuals can better deals with life stressors, when these stressors could not effect their good performance the productivity or achievement in any phase of life will increase. (Seligman, 1990). On the whole, research on optimism indicates that a positive orientation toward life leads to managing difficult situations with less subjective stress and less negative impact on physical well-being. Optimists generally accept reality more readily and try to take active and constructive steps to solve their problems, whereas pessimists are more likely to engage in escape and tend to give up in their efforts to achieve goals (Scheier Carver, 1992). Another debate regarding optimism is that whether it can or cannot be learned. Several researches show that optimism is a way of thinking that can be learned. Seligman (1991), in his book, Learned Optimism told that optimism can be learned. Researches support the theory that being optimistic has many benefits, and that being pessimistic has many costs, on a persons overall quality of life (McCambridge, Strang, Butler, Keaney, Anderson, 2006). According to another study, optimism leads to better academic performance as optimistic individuals can better deal with the stressors and thus they give better results (Whipple, Gootman, 2001). In one study conducted on optimism it is noted that optimism and thinking are positively related with problem solving, optimistic person tackle situation in a better way and find out better solution (Schwarz, Tesser, 2001). In another study conducted by Merrell (2001) it is proved that an optimistic person can better cope with difficulties and is more flexible and durable in bad situations and hardships of life then a pessimistic person (Merrell, 2001). Research shows that optimist people can better deal with failure, firstly because they think of failure as something that can be changed and secondly they can manage stress and rise better from hardships (Whipple, Gootman, 2001). Page and Wayne (2007) found that academic optimism is a school characteristic that predicts student achievement even controlling for socioeconomic status. The study presented that positive psychology variables (hope, optimism, mindfulness) are stronger in high achieving students than in low achieving students. (Pajares, 2001). Nonis, A. S. Wright, D (2003) investigated that student performance has become an increasingly important topic in higher education, the study aimed to discover that to what extent student ability, achievement, striv1ing and situational optimism influence performance outcomes and to investigate the interactive effects of ability and achievement as well as situational optimism on student performance outcomes. In educational institutions, success is measured by academic performance, or how well a student meets standards set out by local government and the institution itself. In academic achievement students performance will be measured through grades of a year. Academic achievement is defined as the quality and quantity of a students work. The study aims to measure the academic achievement in terms of emotional intelligence and optimism, for this purpose the sample will be taken from the higher Secondary School students of A levels. A levels is considered the alternative qualification in Pakistan. Most common alternative qualification is the General Certificate of Education or GCE, where HSSC is replaced with Advanced Level or A Level respectively. GCE AS/A Level are managed by British examination boards of Cambridge Assessment or CIE of the company of University of Cambridge Local Examinations Syndicate or UCLES. Another British examination board that offers GCE AS/A Level is Edexcel of the company of Pearson PLC. However, CIE qualifications of GCE are much preferred option than those of Edexcel. These qualifications are coming to be more respected socially and in terms of job employment. In Pakistan the most of the students are in schools which are SCC or HSSC but for few years people who are stable financially prefe rred the alternative qualification system because there is a big difference in both school systems, from courses to extracurricular activities, even teaching style is different and most of the population of Pakistan belongs to the middle class so people cannot afford their children to be in O/A levels. Academic success is important because it is strongly linked to the positive outcomes value for children. Research shows that adults with high levels of education are more likely to be employed, and to earn higher salaries (National Center for Education Statistics, 2001; U.S. Department of Commerce, Bureau of the Census, 1999). Newhouse Beegle (2005) evaluated the impact of school type on academic achievement of junior secondary school students in Indonesia. The findings are from Indonesia showed that private schools provide with children the best education and put more effort in the studies of children. In the present study sample is from the private (British school), emotional intelligence and optimism will be measured from the participants from these schools. Research also shows that people who are academically successful are more stable in their employment; more likely to have health insurance; are less dependent on public assistance; are less likely to engage in criminal activity; are more active as citizens and charitable volunteers; and are healthier (National Alliance of Business, 1998). Researchers have been challenged to go beyond socioeconomic status in the search for school level characteristics that make a difference in student achievement. The purpose of the study was to identify a new construct academic optimism that is having a positive attitude towards the academic achievement and towards education and then explain the student achievement while controlling socioeconomic status (Hoy et al, 2006). Rationale A level students are mostly at the age of adolescent which is the peak time to decide their career and personality development is completing and they are going through lots of emotional disturbances because there is a lot of studies pressure which can lead to depression and low self-esteem and sometimes resulted in suicide so the study will help to understand that being positive and emotionally intelligent students will be booming in academic achievement. It will provide the level of optimism in A level students that can help teachers and parents to develop optimism in their adolescents because optimism is not always inborn, it can b erudite as well. It will reveal the relationship of optimism, emotional intelligence and academic achievement to facilitate the students opt their line of business prospects, and career selection. A levels students are taken as a sample because of their more or less same socio economic status. Hypotheses The study hypothesized that: There is a positive correlation between emotional intelligence and optimism with academic achievement. The more higher the emotional intelligence and optimism the greater will be the academic achievement. Method Participants For the present study Purposive sampling technique was used for the sample selection, the sample consisted of the 45 girls and boys in equal number from the British schools (Cambridge board and Edexcel affiliated schools) of Rawalpindi. Data was collected from three schools including Froebels, Saint Marry and Roots School System. All the students of A Levels from these schools were taken as the sample and the age of participants ranged from 16-20 years. Inclusion Criteria All the adolescents age ranging from 16 22 years and students of A levels were the part of the study. New inductions or the students at least in school for more than one year were also included in the sample. Exclusion Criteria Adolescents with any disability (mental or physical) and below age 16 years or above 20 years were not included in the study. Instrument The protocol consists of the following: Data Demographic Sheet Schutte Self Report Emotional Intelligence Test (Schutte, Malouff and Bhullar, 1998) Life Orientation Test ( Scheier, Carver and Bridges, 1994) Data Demographic Sheet Demographic data was collected in terms of age, gender, school, main subject, favourite Subject, extracurricular activities, birth order and personal evaluation for academic achievement. Schutte Self Report Emotional Intelligence Test (SSEIT) (Schutte, Malouff and Bhullar, 1998) In the present study emotional intelligence was operationally defined in terms of scores on the Schutte Self Report Emotional Intelligence Test, where high scores indicate more characteristic of emotional intelligence and low scores indicate that the person is not much emotionally intelligent. Schutte self report emotional intelligence scale is a 33 item self report measure of emotional intelligence developed by Nicola S. Schutte, John M. Malouff and Navjot Bhullar in 1998. Schutte self report emotional intelligence scale (SSEIT) is based on Salovey and Mayers (1990) original model of emotional intelligence. This model comprised of four basic components; the ability to recognize and express emotion; being able to access and utilize emotions to enable thought; the ability to understand emotions; and to manage emotions. The most widely used subscales derived from the 33 item Assessing Emotion Scale are those based on four factors. Which were described as: perception of emotion, managing emotions in the self. Social skills or managing others emotions and d utilizing emotion. The items comprising the subscales based on these factors are: perception of emotion (items 5, 9, 15, 18, 19, 22, 25, 29, 32, 33), managing emotions in the self. Social skills or managing others emotions (items 2, 3, 10, 12, 14, 21, 23, 28, 31) and utilizing emotion (items 6, 7, 8, 17, 20, 27). All items are included in one of these subscales. Respondents rate themselves on the item using the five point scale. Respondents require average five minutes to complete the scale. Total scale score are calculated by reverse scoring item 5, 28 and 33, and then summing all items. Scores can range from 33 to 165, with higher scoring indicate more characteristic emotional intelligence. The items for the original Assessing Emotions Scale were in English (Schutte et al, 1998) and most studies utilizing the scale have used the English language version of the scale. In the present study the original English language version was used. Life Orientation Test (LOT) (Scheier, Carver and Bridges, 1994) In the present study Life Orientation Test is operationally defined in terms of Life Orientation Test where high scores indicate that there is more optimism and low scores indicate the pessimism. Life orientation test is the 10 item test developed by Michael F. Scheier, Charlse S. Carver and Michael W. Bridges in 1994. Respondents rate themselves on the item using the five point scale (1-5). Respondents require average five minutes to complete the scale. Total scale score are calculated by reverse scoring item 3, 7 and 9, and then summing all items. Scores can range from 10 to 50, with higher scoring indicate more optimism. In the present study the original English language version was used. Academic Achievement Academic achievement was measured through the grades of the participants of their last semester; all the schools included in the study had the same grading system of Cambridge System and Edexcel. The division of grades according to the percentages are given below: A* = Above 90% A = 80 89% B = 70 79% All the participants fall between these grades. No participant was below 70%. Procedure Data was collected from the British schools of Rawalpindi, three schools including Froebels, Saint Marry and Roots School System. For the purpose of collecting data consent was taken from the school authorities and the purpose of the study was explained to them (school administration). After getting their approval, reference letters were taken for their schools. Consent from participants was taken after explaining them about the nature and purpose of study. Pilot study was done in the school Froebels to check the reliability of both scales Schutte self report emotional intelligence scale (r = .72) and life orientation test (r = .67). Six students were included in the pilot study. After the pilot study the reliability obtained from questionnaires showed that the questionnaires are reliable then data collection process was started. Participants were taken from the British schools of Rawalpindi with the help of respected coordinator of A levels. Participants were given verbal instruction regarding questionnaires, and they were provided with two questionnaires (SSEIT, LOT-R and demographic sheet) and their questions about topic were answered. Average time taken by participants to fill the questionnaire was about 15 minutes. After the completion of the data collection the grades of the each participant of their last semester were taken from their school record with the permission of the school authorities. Data collection was completed in about 20 days. After data collection, data was entered in Statistical Package for Social Sciences (SPSS 0.13) and analyzed the data i.e. frequencies, percentages, pearson correlation and t-test was applied on the data. Results Study was conducted to find out the relationship between emotional intelligence and optimism with academic achievement. A sample of 50 A level students (both girls and boys=25) were selected from 3 schools of Rawalpindi, and protocols were administered on them. Then the data collected was analyzed in SPSS. For this purpose Pearson correlation was used. And also to see whether there is any Gender difference regarding variables of optimism and emotional intelligence in the data independent sample t-test was applied. Table 1 Frequency and Percentage of demographic variable. (N = 50) Table shows frequency and percentage of participants according to demographic variables of age, gender school name and grades. Table 2 Frequency and percentage of demographic variables in terms of main subject, personal evaluation of grades and extracurricular activities. (N = 50) Table shows frequency and percentage of participants according to demographic variables of main subject, personal evaluation of grades and extracurricular activities. Table 3 Pearson Correlation between Life Orientation Test-Revised (LOT-R), Schutte Self Report Emotional Intelligence (SSEIT) and Academic Achievement. Table shows person co-relation (two-tailed level) between optimism, emotional intelligence, academic achievement and sub scales of emotional intelligence (perception of emotion, managing emotion in self and utilizing emotion). Relationship between the optimism and academic achievement is significantly positive (r=.322*, pà ¢Ã¢â‚¬ °Ã‚ ¤ .05). Relationship between optimism and emotional intelligence is significant and positive (r=.367**, pà ¢Ã¢â‚¬ °Ã‚ ¤0.01). Relationship between emotional intelligence and academic achievement is also positive and significant (r=.421**, pà ¢Ã¢â‚¬ °Ã‚ ¤0.01). Table 4 Table shows that there is no significant difference in level of optimism in girls and boys. It showed that on average scores on life orientation scale (measuring optimism) have no considerable gender differences. Table 5 Table shows that there is no significant difference in level of optimism in girls and boys. It showed that on average scores on Schutte Self Report Emotional Intelligence Test (emotional intelligence) have no considerable gender differences. Table 6 Table shows that the students with A* grades 15(30%) were above average which indicates that the students are more optimistic than the students with B grade 1(2%) 0f average and (0%) of above average. A graders are only (8%) above average, which means more optimistic students perform well in academics. Table 7 Table shows that the students with A* grades 17(34%) were above average which indicates that the students are more emotionally intelligent than the students with B grade 1(2%) 0f average and (0%) of above average. A graders are only 6(12%) above average, which means more emotionally intelligent students perform well in academics. Discussion The present study examined relationship of emotional intelligence and optimism with academic achievement in A level students. Main objectives of the study were to find out the relationship of emotional intelligence and optimism with academic achievement in A level students that whether the student achieving high grades is emotionally intelligent and optimistic. To accomplish the objective fifty Students were selected from three different schools of Rawalpindi, both girls and boys. And they completed the protocols (Schutte Self Report Emotional Intelligence Test and Life Orientation Test-Revise). Results indicate the relationship of emotional intelligence and optimism with academic achievement. Table demonstrates that emotional intelligence and optimism has a significant relationship with academic achievement. It means that if emotional intelligence and optimism is high in students it would result in better positive academic achievement. If the student is emotionally intelligent and optimistic then he or she will excel in his academics. Results showed the positive relationship of emotional intelligence and optimism with academic achievement that if the student is performing well in academics he/she is emotionally intelligent and optimistic. Relationship is also been proved with the previous research, Abdullah et al (2004) found the positive relationship between EQ and academic achievement. Another study examined that the emotions, feelings, and values are vital for a persons well being and achievement in life, and if these emotions are used in positive manner then it will lead to success. (Ediger, 1997). Abisamra (2000) found no significant relationship between emotional intelligence and academic achievement, the study was conducted on eleventh graders. Another study showed the positive relationship among emotional intelligence and academic achievement that students who score high on emotional intelligence tend to have good academic performance as compared to those who score low on emotional intelligence scale (Farooq, 2003). There is significantly positive relationship between emotional intelligence and academic achievement (r=.421**, pà ¢Ã¢â‚¬ °Ã‚ ¤0.01) which means the student doing well in his/her academics also sc ored high on emotional intelligence (see Table 3).   The relationship of optimism and academic achievement has also been proved with previous researches, optimism leads to better academic performance as optimistic individuals can better deal with the stressors and thus they give better results (Whipple, Gootman, 2001). Another study conducted by Pajares (2001) findings indicates that constructs like optimism drawn from positive psychology can help explain academic motivation and achievement. The optimistic student can better cope with his/her the daily stressors of academic life and have the positive expectations for the future, results showed the significantly positive relationship between optimism and academic achievement (r=.322*, pà ¢Ã¢â‚¬ °Ã‚ ¤0.05) (see Table 3). Results on gender difference indicated no significant difference in girls and boys. It reveals that no gender differences regarding emotional intelligence and optimism. T-test was applied to see the gender difference in data. It revealed the same results as concluded by the He

Masturbation: There is Nothing Wrong With A Little Self -Love Essay

Masturbation is defined as the self-stimulation of the genitals to achieve sexual arousal and pleasure, usually to the point of orgasm/sexual climax (Knowles, 2002). It is a natural process and one of the most common sexual activities that humans take part in. The subject of masturbation has long been a taboo topic and seen is a sin in many Western religious cultures. Because of this, guilt and shame are associated with masturbation. In the seventeenth and eighteenth centuries many believed masturbation caused illnesses and it was seen as a disease. This has been proven to be untrue and in fact many medical professionals now believe masturbation to be good for a persons physical and sexual health. Masturbation is a natural healthy process and should not be viewed as something sinful and unnatural. Masturbation Masturbation is one of the first sexual experiences a person will have and it usually done by stimulating the penis or clitoris with a hand, fingers or â€Å"sex toys† (Knowles, 2002). Masturbation is way of discovering ones sexual â€Å"potential† and is done for various reasons. Some people may masturbate to relieve sexual tension, to help them fall asleep, or as a safe sex alternative just to name a few. It begins as early as infancy and can continue into adulthood with varying frequency, with or with out a partner but is not considered a substitute for sex, merely a variation. Masturbation â€Å"does not cause any physical injury or harm to the body, and can be performed in moderation throughout a person's lifetime as a part of normal sexual behavior† (Knowles, 2002). The Hate Masturbation has been viewed as a shameful act â€Å"having pathological origins and negative physical and mental health consequences†(Knowles, 2002). T... ...d Johnson on Sex and Human Loving. Boston, MA: Little, Brown and Company. Moglia, Ronald Filiberti, and Jon Knowles, eds. (1997). All About Sex: A Family Resource on Sex and Sexuality. New York, NY: Three Rivers Press. Mosher, Donald L., and Susan G. Vonderheide. (1985). " Contributions of Sex Guilt and Masturbation Guilt to Women's Contraceptive Attitudes and Use." The Journal of Sex Research, 21(1), 2439. National Survey of Sexual Health and Behavior (NSSHB). Findings from the National Survey of Sexual Health and Behavior, Centre for Sexual Health Promotion, Indiana University. Journal of Sexual Medicine, Vol. 7, Supplement 5. Rowan, Edward L. (2000). The Joy of SelfPleasuring. New York, NY: Prometheus Books. Yarber, W. L., Sayad, B. J., & Strong, B. (2010). Human sexuality: diversity in contemporary America (7th ed.). New York: McGraw-Hill Higher Education.