What is Content Distribution and How to Do It Well

As the amount of online content continues to grow, how can marketers improve content visibility and engagement? Producing high-quality content is critical, but its value fades away if nobody gets to see it. This is why strategic content distribution is vital to increasing the value of the content you produce. Here, we’ll explore how to optimize your distribution strategies to build your online visibility, generate more web traffic, and drive conversions. Free Actionable Bonus: Looking to elevate your content strategy? Get our complete guide to creating a content strategy, plus a free content planning template and a list of 30+ places to distribute content Content Distribution: Your Options You can publish content to as many online platforms as you like, but you won’t always reach the right people at the right time. First, you need to discover the relative value of each publishing channel. This will simplify the distribution process for your content team, increase the likelihood of engagement, and give you the highest return on your content investment. There are three main distribution categories: Owned media, which is your website, content assets, email communications, and to some extent, your social media channels. Shared media, which is mainly social media. Paid media, which includes search engine and social media advertising. Each option has its advantages and disadvantages: Owned media takes more effort to attract regular attention, but it will build your credibility and search rankings. Shared media can help your brand reach a wider audience, but it requires constant monitoring. Paid media lets you target specific audiences, but you’re restricted by your budget. If you’re in the early stages of content distribution planning, it may help to focus on owned media, as you have more control over its readership. It can also act as a hub for website traffic before you introduce other channels into the mix. Content Distribution: Understanding Your Goals Content distribution needs to have specific goals,whether it’s to build brand awareness, generate leads, increase user engagement, or something else. For example, do you want people to visit a product page, or sign up to your email newsletter? Your goals will shape your distribution strategies, so always keep these in mind before sharing anything online. It also helps to spend some time analyzing your current situation. Where does your content already exist online? How many Facebook and Twitter followers do you have? How many visitors does your blog get? How many email subscribers do you have? Knowing these details means you can prioritize channels to maximize exposure in the initial distribution phase. Developing a Content Distribution Plan You might know which channels to focus on, but at this stage, it’s important to document your distribution plan so that your team has a constant reference point. There are various things you need to consider in forming this document. Here are the main questions you should answer: What are the different personas of your target audience? Who are you likely to reach on each particular channel? Which channels most closely align with your brand voice? Which types of content resonate with your audience the most? What is the primary marketing goal of each channel? Which topics does your content need to cover? How often should you post on each channel? How much time should you spend monitoring each channel and engaging with users? Who on your team is in charge of each activity? What owned media should traffic be linked to? Content Distribution: Promotion and Analysis To maximize the impact and reach of your content, you need some solid promotional strategies to work alongside distribution. These include search engine optimization, paid search advertising, social media advertising, email marketing, influencer marketing, and content repurposing. Analyzing the results of your content marketing is also key to long-term success. In other words, you need to find out which strategies are working and which should be abandoned. Every organization is different, but you should continuously monitor your strategies and tweak them according to your own data analytics. Finding the â€Å"Sweet Spot† Content distribution is one of the most important aspects of content marketing, but many marketers fail to give it the attention it deserves. Producing high-quality content still matters, but the content marketing â€Å"sweet spot† is where quality content and carefully planned distribution combine. Unless you take content distribution seriously, you’re in danger of wasting time and money, and never really making meaningful connections with your target market. Make smart choices, and you’ll improve the performance of every piece of content you create. Want to explore your options in more detail? Here are some content distribution strategies to include in your distribution plan. 1. Share ‘Snippets’ on Social Media Your target audience is online at different times, so sharing your content multiple times increases the chances of it being seen. However, sharing the same content can be seen spam. To avoid this, create different snippets of the same content, using various images and altered headlines. Using quotations and statistics from a post will also add credibility and drive traffic. 2. Mention Your Sources When Sharing Content If you reference influencers in a blog post, remember to @mention them when you promote your content on social media. The chances are your source will see the content and re-share it. Mentioning other influencers in your industry is a great way to benefit from someone else’s social reach. It will also help you build relationships with other bloggers, giving you more clout when you pitch a guest post for their blog. 3. Pitch Your Content for Roundup Link Building Search for blogs that feature â€Å"Roundup† posts, and pitch your content to them for inclusion next time round. These blogs often produce lists of the best industry content over the last week, month, or year. To find these blogs, Google: inurl:roundup + â€Å"industry keyword† or â€Å"link roundup† + â€Å"industry keyword.† 4. Leverage Hashtags Hashtags are a great tool for targeting the right people and categorizing your social content. When used properly, you’re more likely to feature in relevant industry timelines and expose your brand to new people. This tweet from marketing automation specialists Kuno Creative shows a good balance of readability and Twitter search optimization. By only featuring two hashtags, the tweet is still easy to read. 5. Pin a Post to Your Twitter Profile This is a simple way to boost content visibility. By default, Twitter pins are always shown at the top of your profile page. In this example, marketing expert Michael Brenner has pinned a blog article to the top of his Twitter profile. Your pinned posts are likely to get more traffic than other tweets, so only pin high-quality, evergreen content. Use Twitter Analytics to monitor which pinned tweets get the most engagement. 6. Integrate Sharing Opportunities By making content sharing easier for readers, you give your content the best chance of reaching more people. To maximize shares: Use social share buttons on your website. Post your social media videos to your website. Embed Instagram photos into blog posts to capture new followers. Install social widgets such as the Facebook Like Box to build credibility. 7. Build Your Email List Email marketing may not provide instant results like social media, but it’s still one of the most effective marketing channels. Emails allow you to send content directly to people who already have a relationship with your brand. Consider offering exclusive content in the form of white papers or ebooks to build your subscriber list. 8. Use Online Communities Whatever your niche, there will be an online community willing to engage with your content. Here are some communities to target: Facebook groups LinkedIn groups Google Plus communities Subreddits Quora Inbound Take part in these groups for a few days before posting any content. Answer questions and promote other content. Then when appropriate, submit helpful resources to drive more traffic to your content. 9. Use Internal Resources Most content marketers are already sitting on a ton of valuable internal resources. Your employees, for example, already have some social media reach. Send every employee links to fresh content. It can be as simple as sending a direct tweet for them to share with their social network. Internal linking between blog posts on your site is another simple way to keep visitors on your site for longer and send traffic to older posts. 10. Repurpose Your Best Content Repurposing existing content helps you reach a wider audience across different social channels. Some people prefer video content, or will only share visual content. Transform static content into something more dynamic. Turn a blog post into an infographic, or a how-to article into a video. The options are endless. In Summary Creating original, high-quality content is excellent, but it’s distribution and promotion strategies that will take your content marketing to a whole new level. Try some of these strategies to increase your blog readership, boost website traffic, and increase social media shares. Your content is more likely to be seen by your target audience before your competitors have even noticed. Once you start effectively utilizing multiple channels, it’s worthwhile to start thinking about the importance of marketing attribution. Do you need high-quality content to support your content marketing? Constant Content connects you with thousands of professional writers able to create articles, ebooks, product descriptions, and other assets to tell your brand story, drive SEO and win sales.

Dday essays

Dday essays I. World War I had ended. Peace could finally be negotiated between to the Allies and Germany. Bad luck though struck the Allies as Germany had been hit with a horrible depression. A. The number cause for war in most countries up to that time had been poor economic conditions. In 1933, Germany held their usual presidential elections. The people of the country were hoping that the man the elected would bring peace to Germany and possibly better living conditions for them all. So what man they did choose to elect? a. In 1933, A named Adolph Hitler was elected to be the president of Germany. He made many promises and assurances that the people of Germany would have a better life coming. b. Three months after his inauguration, President Hitler turned his back on his people and announced communism over the country of Germany. The people did not suffer as they usually did in communist countries. Adolph Hitler was to attempt to genocide the entire Jewish race from Asia. With this, World War II began in the bloodiest of battles, with some of the most advanced military equipment. The Battle of Normandy considered one of the bloodiest battles ever during World War II, and why was this battle such an important victory for the allies? II. During the beginning of World War II, infantry weapons had the power to now fire over twenty shots in the span of three seconds and were also equipped with deadly grenades or mines that made most battles, especially D-Day, extremely gory. A. Automatic weapons were invented in 1904 but were not readily used in all army for firing was to great of a risk. 1. The American and the British began improving there weapons after the end of World War II knowing that an army equipped with automatic weapons was a great force indeed. 2. With the invention of the tank, armies went on to practice secret ways to kill the men whom were inside the layers of metal inside. Special automatic machine guns called the ...

History of Electromagnetism

History of Electromagnetism Electromagnetism  is an area of  physics  which involves the study of the  electromagnetic force, a type of physical interaction that occurs between  electrically charged  particles. The electromagnetic force usually produces  electromagnetic fields, such as  electric fields,  magnetic fields  and  light. The electromagnetic force is one of the four  fundamental interactions  (commonly called forces) in  nature. The other three fundamental interactions are the  strong interaction, the  weak interaction  and  gravitation. Until 1820, the only magnetism known was that of iron magnets and of lodestones, natural magnets of iron-rich ore. It was believed that the inside of the Earth was magnetized in the same fashion, and scientists were greatly puzzled when they found that the direction of the compass needle at any place slowly shifted, decade by decade, suggesting a slow variation of the Earths magnetic field. Edmond Halleys Theories How can an iron magnet produce such changes? Edmond Halley  (of comet fame) ingeniously proposed that the Earth contained a number of spherical shells, one inside the other, each magnetized differently, each slowly rotating in relation to the others. Hans Christian Oersted: Electromagnetism Experiments Hans Christian Oersted was a professor of science at Copenhagen University. In 1820 he arranged in his home a science demonstration to friends and students. He planned to demonstrate the heating of a wire by an electric current, and also to carry out demonstrations of magnetism, for which he provided a compass needle mounted on a wooden stand. While performing his electric demonstration, Oersted noted to his surprise that every time the electric current was switched on, the compass needle moved. He kept quiet and finished the demonstrations, but in the months that followed worked hard trying to make sense out of the new phenomenon. However, Oersted could not explain why. The needle was neither attracted to the wire nor repelled from it. Instead, it tended to stand at right angles. In the end, he published his findings without any explanation. Andre Marie Ampere and Electromagnetism Andre Marie Ampere in France felt that if a current in a wire exerted a magnetic force on a compass needle, two such wires also should interact magnetically. In a series of ingenious experiments, Andre Marie Ampere showed that this interaction was simple and fundamental: parallel (straight) currents attract, anti-parallel currents repel. The force between two long straight parallel currents was inversely proportional to the distance between them and proportional to the intensity of the current flowing in each. There thus existed two kinds of forces associated with electricity- electric and magnetic. In 1864, James Clerk Maxwell demonstrated a subtle connection between the two types of force, unexpectedly involving the velocity of light. From this connection sprang the idea that light was an electric phenomenon, the discovery of radio waves, the theory of relativity and a great deal of present-day physics.

Setting up high performance teams Essay Example | Topics and Well Written Essays - 2000 words

Setting up high performance teams - Essay Example These factors underline the basis of the teams performing a singular whole than disjointed units within the framework of the organization or the group that they are working under. Constituting a team is an important measure since it explains the manner in which the team members would carry out their processes and activities in order to reach the ultimate objective – the goal which is in sight. Also the presence of a leader within the ranks is also significant since he is the one who ensures that commitment and devotion is laid towards the activities of the whole team and that the team members are dedicated to the cause of serving the objectives of the team. A leader would guarantee that the team members remain on their toes and are up and ready in order to outperform each other so that the end result is one which will make the team stand out as a whole. The objectives of the team are more quintessential than the individual members and this is one aspect that the leader brings with him whilst formulating a high performance team. (Opie, 2000) People selection and recruitment stands as a very essential step of the formulation of teams since right kind of people must be geared up to the task and it is a must to check the kind of motivation that these team members have at the very moment and whether or not the same would remain like that within the future. Thus these factors are deemed as very important whilst getting the people under an umbrella which would actually see that the teams would get the right kind of members within their hold and this is important since it will decide how the team would actually perform within the future and in the long run. One must understand that team members are committed to the task and remain in line with the strategies and tactics deployed by the team leaders so that the team is a high performing one, both in difficult circumstances and in times of ease as well. This eventually

The Movie Unforgiven As An Anti-Western Western Essay

The Movie Unforgiven As An Anti-Western Western - Essay Example The flimsy nature of this explanation is shown by the need for hyperbole whenever the story is told. The Kid, Munny, and Ned categorically attempt the assassination for egocentric goals (Sarat 308). They are particularly interested in attaining glory, to bring back former glory, or just for the money. This portrays the westerners as men of leisure. Their motivation is selfish, fulfilling their calling. Although to some extent, the material gain can be viewed as secondary in the film, Munny is in need of money. Apart from the farm, he has a family to support. His passion is no longer gun fighting. Munny has abandoned that life and only returns to it for what that life can offer him, an opportunity to make a fresh start with his family (Sarat 309). The western convention of gentlemen goes on in Beauchamp's story of English Bob. Little Bill disapproves this story and views Bob as a fearful rogue with a need, and yet a limited aptitude for violence. He gives Beauchamp an account of the s tory. In the process, he relates what he believes takes to be a western hero. According to him, accuracy and coolness of head, rather than speed, makes a western hero. The Westerner is also painted as lonely and somehow melancholy (Kamir 195). Munny faces Little Bill as well as his disputes singlehandedly, which is quite usual in the western. However, their loneliness is not imposed on them by their situations. Rather, it belongs to them intimately and testifies to their completeness. This loneliness is organic, but Munny is not portrayed in the film as being organically alone. At the beginning of the movie, Munny has two partners (Kamir 196). They somehow leave him as a result of the film’s narrative developments. Both the Kid and Ned abandon the gunfighter lifestyle. Munny to some extend ends up alone since that is what is required by the genre, a lone hero. The film also concerns the generic conventions of the western.

Positive Effects of Japanese Saving Rate Essay Example for Free

Positive Effects of Japanese Saving Rate Essay The economic saving rate of Japan is among the highest in the world. According to a recent study, â€Å"the rate in the 80s and the early 90s had been over 10% steadily and higher than any other developed country. † (Katayama 1). This high saving rate has immediate positive effects on Japan’s economy and to foreign economies as well. In this short paper, we will discuss and explore some of the advantages brought by Japan’s high saving rate. As we are all familiar with, Japan is well known for being a self-sufficient country. It is a country that innovates its own useful products, and produces quality that is competitive with American made products. One great difference between the two is that Japan’s economy has a better inclination towards saving, while the American economy is more geared towards spending and making foreign investments. That is a major advantage for Japan as far as economic stability is concerned, because by being able to save well, they are able to sustain their position as a self-sufficient nation. That would mean, they don’t need to focus on making foreign investments to maintain and even increase their gross domestic product. In countries with relatively very high spending rates such as China and the United States, there is almost a desperate need to make foreign investments and export goods. Japan, meanwhile, is able to attract more foreign investors to their soil because of its high savings rate and economic self sufficiency. Future economic stability of citizens is another positive domestic effect of Japan’s saving rate. According to Katayama, â€Å"the life-cycle theory, one of the representative consumption theory, shows that while a rational household may save some of the income in youth, they may spend their savings after their retirement. † (3). This means that majority of Japanese citizens are placing more focus on their future rather than the present. When the current workforce reaches old age and eventually retire, they have personal savings that will ensure a better quality of life even during old age. It is a very good domestic advantage for Japan because the future generation of retired workforce will be taken good care of, even when they reach the age when they leave their jobs and cannot contribute to the Japanese economy anymore. Japan’s saving rate does not impact its own people only, but the entire Asia and the world as well. One of our research sources states:: â€Å"†¦since Japan is the worlds second largest economy (and the largest in Asia), developments within its borders have implications not only for itself, but the rest of the world as well, particularly the rest of Asia and the United States, its largest trade partner. Indeed, the faltering Japanese economy is potentially a significant impediment to economic recovery in the rest of Asia† (Nolan, Robinson and Wang). Although much has been said about the slight weakening of Japan’s currency and savings rate during the past 10 years, the fact remains that Japan is still the world’s second largest economy. It is also considered as the world’s largest creditor. The country’s savings rate, although not as good as before, remains slightly higher than those of highly developed countries and emerging economies. Thus, Japan is still in a position to greatly influence global economic trends in positive ways, eventually quell the current economic crises and pull more resources in the future. Bibliography: Brooke, James. â€Å"Quarters Growth Rose in Japan To 7%, Buoyed by China Trade†. The New York Times. (18 Feb. 2004). 1 Dec. 2007. http://query. nytimes. com/gst/fullpage. html? res=9B01E0DD123DF93BA25751C0A9629C8B63 Katayama, Kentaro. â€Å"Why Does Japan’s Saving Rate Decline So Rapidly? †. Policy Research Institute, Ministry of Finance, Japan. (Dec. 2006). 1 Dec. 2007. http://www. mof. go. jp/jouhou/soken/kenkyu/ron164. pdf. Noland, Marcus. , Sherman Robinson and Zhi Wang. â€Å"The Global Economic Effects of the Japanese Crisis†. The Peterson Institute for International Economics. 1 Dec. 2007. http://www. iie. com/publications/wp/wp. cfm? ResearchID=147.

Integration Of Umts And B-isdn: Is It Possible Or Desirable? :: essays research papers

Integration Of UMTS And B-ISDN: Is It Possible Or Desirable? INTRODUCTION In the future, existing fixed networks will be complemented by mobile networks with similar numbers of users. These mobile users will have identical requirements and expectations to the fixed users, for on-demand applications of telecommunications requiring high bit-rate channels. It will be necessary for these fixed and mobile networks to interoperate in order to pass data, in real time and at high speeds, between their users. But how far must this interoperation be taken? How much integration of the fixed and mobile network structures is needed? Here, a fixed network, B-ISDN, and a mobile network, UMTS, under development at the same time, are examined to see how well and closely they should work together in order to meet expected user needs. Work already taking place on this is discussed. BACKGROUND The Universal Mobile Telecommunication System (UMTS), the third generation of mobile networks, is presently being specified as part of the European RACE technology initiative. The aim of UMTS is to implement terminal mobility and personal mobility within its systems, providing a single world mobile standard. Outside Europe, UMTS is now known as International Mobile Telecommunications 2000 (IMT2000), which replaces its previous name of Future Public Land Mobile Telecommunication System (FPLMTS). [BUIT95] UMTS is envisaged as providing the infrastructure needed to support a wide range of multimedia digital services, or teleservices [CHEU94], requiring channel bit- rates of less than the UMTS upper ceiling of 2 Mbits/second, as allocated to it in the World Administrative Radio Conference (WARC) '92 bands. UMTS must also support the traditional mobile services presently offered by separate networks, including cordless, cellular, paging, wireless local loop, and satellite services. [BUIT95] Mobile teleservices requiring higher bit rates, from 2 to 155 Mbits/second, are expected to be catered for by Mobile Broadband Services (MBS), the eventual successor to UMTS, which is still under study. [RACED732] Broadband Integrated Services Digital Network (B-ISDN), conceived as an all- purpose digital network that will supersede Narrowband ISDN (N-ISDN or ISDN), is also still being specified. B-ISDN, with its transport layer of Asynchronous Transfer Mode (ATM) is expected to be the backbone of future fixed digital networks. [MINZ89] It is anticipated that, by the year 2005, up to 50% of all communication terminals will be mobile. [CHEU94] The Mobile Green Paper, issued by the European Commission in 1994, predicts 40 million mobile users in the European Union by 2000, rising to 80 million by 2010. This gives mobile users an importance ranking alongside fixed-network users. [BUIT95] One result of this growth in mobile telecommunications will be the increase in teleservice operations that originate in either the fixed or mobile network, but

Analysis of the Human Attitude

Surveying the Human Attitude Melissa Hightower November 19, 2012 PSY475 University of Phoenix Surveying the Human Attitude Attitude can be seen in many parts of a daily routine of an individual. The significance of measuring attitude has become important in many areas of our society. Employers want to measure attitude of employees, while customers on the other side of the counter view att Attitude Survey The measure of attitudes is of great importance in a consumer driven economy, such as the one that exists in the United States today.Psychologists use attitude surveys to translate subjective attitudes of people into empirical data. Attitudes themselves are distinguishable from interests and personality traits, in that attitudes are usually attached to an object (Hogan, 2007). The construct of attitude actually encompasses the cognitive, affective, and behavioral thoughts, feelings, and actions that a person exhibits in reaction to—or as a result of—an object. For the p urposes of this paper I designed an attitude survey using a selected-response format that is built upon the precepts of the SERVQUAL approach to attitude assessment.The purpose of the survey is to assess the attitudes and perceptions that University of Phoenix (UOP) students exhibit at graduation about UOP itself. The intention of this paper is to discuss the design, administration, scoring, and interpretation of the survey as well as any issues I experienced while creating the survey. Design The target audience for this survey is UOP graduates that attended at least their sophomore and senior college years at UOP. The particular trait to be measured is the attitude that graduating students hold towards UOP after graduations.The survey should be administered electronically via the UOP student login page after graduation. There are 11 items in the survey and should take no more than 1-2 minutes to complete. I did this on purpose, because I know from experience that I hate taking long surveys when all I really wanted to do was log into UOP online. The survey uses the Likert scale to measure attitude, with the possible answers of strongly disagree, disagree, neutral, agree, strongly agree with the corresponding scores of -2, -1, 0, +1, and +2, respectively. The score report is used to compile the individual scores into a descriptive format.The item stems are the assertions themselves and the responses are gauged through the Likert scale, otherwise known as the method of summated ratings (Hogan, 2007). The basic proposition of the Likert scale is that one attitudinal construct is at the basis of all of the items. All of the statements that I proposed are about the attitude of the graduate toward UOP and therefore addresses this concern. Administration, Scoring, and Interpretation The survey should be administered by UOP personnel and not the teachers. It would not do for the results of the survey to be skewed by the last class experience.This factor cannot be done away with entirely, but it can be minimized by having the survey administered by UOP personnel rather than a teacher. Moreover, in a general sense the lower the score the less the satisfaction and the higher the score the lower the satisfaction. The directionality of the scores are all in the same direction, meaning that a rating of strongly disagree always corresponds to a more unfavorable attitude toward UOP. However, it is important that the survey items be tried out on a large variety of students at UOP and the scores tabulated in advance.These scores will act as a means to convert the raw scores that will be collected when the test is actually distributed on a large scale to normed scores, which are more useful for interpretation. For instance, if there is universal tendency to score one item extremely negative, then the raw scores of the actual test can be mediated to take into account this propensity. For the purposes of a general attitude survey negative scores reflect nega tive perceptions and thoughts about UOP and positive scores the opposite.Issues Experienced While Creating Survey The SERVQUAL approach to attitude surveys is specifically designed for quantifying service quality and product satisfaction in the retail industry (Gob, 2007). As the SERVQUAL approach applies to this attitude survey, the main point of any survey is to ascertain the examinees expectations, perceptions and the gap between them. Therefore, I tried to design items to measure both the expectations of the UOP student as well as their perception of the item in question.This will increase the validity of the interpretation that lower scores equal less satisfaction and vice versa, since the items not only deal with the student’s actual perception, but their expectations as well. I also tried to encompass the entire spectrum of measurements—cognitive, affective, and behavioral—when considering the items to be administered. I am not comfortable with simple sel f-reported tests. They seem too subjective and too circumstantial. The items should gauge observable behavior, past feelings, and current thoughts about the construct being measured. ConclusionIn sum, the attitude survey that I created follows the Likert scale method to gauge the overall satisfaction of UOP students, with an emphasis on both the perception and expectation of the items. The survey also attempts to measure the cognitive, affective, and behavioral components of the construct being tested. The purpose of the survey was to ascertain the general attitude that UOP students have toward the University of Phoenix at graduation. References Gob, R. (2007). Ordinal methodology in the analysis of Likert scales. Quality & Quantity, 41(5),601-626. Retrieved July 24, 2010, from SocINDEX with Full Text database.

Female Education and Economic Growth

Female Education and Economic Growth Case Study Of India Economic growth in India India is classified as a lower middle income country, and since 2011 is no longer regarded as a developing country (World Bank Database, 2012) due to recent high economic growth (Kohli, 2006). In 2010, the country had a real GDP growth of 8. 8 percent and a nominal GDP per capita of 1410. 3 dollars (World Bank Database, 2012). According to AT Kearney, an International consulting group (Rao & Varghese, 2009), India is ranked as one of the best countries to start a new business in.The foreign investment rate, might be a proof of that. The ministry of finance in India believes it will reach almost 40 percent of the GDP by 2013. Not only the foreign investments have increased but the domestic savings and investments has also gone up and were about 30 percent of the GDP in 2009 (Rao & Varghese, 2009). The ratio of poor people6 has decreased from 45. 3 percent to 29. 8 percent between year 2000 and 2010 (Worl d Bank Database, 2012). Even if poverty has decreased one third of the population is still thought to be poor (World Bank Database, 2012).Poverty negatively affects the opportunity for many to be able to enroll in school negatively. The state has a major role to mass educate the population and increase human capital (Duraisamy, 2001). One of the most important ways to do that is to reduce the fertility rate. It is one of the major components to long-term economic growth in India (Dreze & Murthi, 2001; Tilak, 2006; World Bank, 1997; Yadava & Chadney, 1994). A lower fertility rate means a higher GDP per capita (Weil, 2009), and more money to invest in the country and its inhabitants (World Bank, 1997). Education in India The 1. billion people (World Bank Database, 2012) of India's 28 states, together with its seven union territories, do not speak the same language, do not share the same culture and do not have the same religious beliefs. Educational system differs in the respective st ates due to the fact that it is partly regulated by the state and partly by the local government (Kajisa ; Palanichamy, 2009; World Bank, 1997; World Bank, 2004). In 1999 India spent 4. 5 percent of its total GDP on education, but spending on education has declined since then. In 2006, spending dropped to 3. 1 percent (World Bank Database, 2012).Article 45 in the Indian Constitution states: â€Å"†¦ for free and compulsory education for all children until they reach the age of 14† (in Andreosso-O'Callaghan, 2003). 7 As can be seen in article 45, ambitions have been high since 1960s. In year 2000 approximately 18. 5 million children were out of school. In 2007 the number was 4. 9 million. Primary completion rate also increased and in 2008 it was around 95 percent, for both males and females8 (World Bank, 2012). The quality of governmental schools has been questioned in India (Duraisamy, 2001). Even if the completion rate in primary schooling is high, literacy rate is not reflecting that.Between year 2000 and 2006 there has been little change in the literacy rates, which was just under 50 percent for females and approximately 75 percent for males (2006) (World Bank, 2012). Some argue that good quality schooling is only available for the rich and higher middle class in private schools, especially for boys (Andreosso-O'Callaghan, 2003). According to Easterly (Andreosso-O'Callaghan, 2003) elite education does not lead to economic growth. If ability is seen as innate, it means that the majority of the people who are not included in the elite will not be able to use their full potential.This is a great social loss, and might slow down India's future long-term economic growth (Esteve- Volart, 2004; Klasen, 2002; Rao ; Varghese, 2009). For example, in China, mass education has been the key to a fast growing economy (Andreosso-O'Callaghan, 2003). Chatterji (2008) claims that primary education has the highest correlation with economic growth in India, seconda ry education have some effect and tertiary education being insignificant to economic growth. The reason Chatterji (2008) came to that conclusion might be the debated â€Å"surplus of education† in the media.India supplied domestic labor market with 22 million graduates (2009) and faced high youth unemployment rates (Rao & Varghese, 2009). However, Tilak (2007) disagrees. According to him higher education has a significant effect on economic growth, but it is not as strong as the effects of primary and secondary education on economic growth in India. Female education in India As mentioned above approximately 18. 5 million were out of school in the year of 2000, almost 75 percent of these children were girls9. Out of 5 million children out of school in 2007, 3. 5 million were girls.The data indicates that ratio is still approximately the same. In year 2007 the expected years of education for women and men respectively was 10. 9 for males and 9. 8 for females. However, this was not reflected on the average years of schooling in 2010. The mean years of schooling for girls over the age of 15 were approximately 4. 5 years and about 7 years for boys (World Bank, 2012). 10 Figure 1: Source: World Bank, World Development Indicators and Global Development Finance (World Bank Database, 2012). As can be seen in figure 1, gross female school enrollment11 rate has increased for all levels in India between 1990 and 2010.The highest increase has been in primary education after the millenium and forward. The high percentage rate of female enrollment rate in primary schooling might be an indication that women in all ages are enrolling in school, independent from appropriate primary schooling age in the country. This might be due to an increase in informal schooling, which will be reviewed later in the paper. Secondary schooling is spiriling up as well, which might be due to an increase of the middle class in India. However, tertiary education does not have as high increa se in enrollment as primary and secondary schooling.This might as well be due to an increase of the middle class. Females staying at home is a sign of financial stability (Duraisamy, 2001), therefore the incentives to enroll in tertiary education might decrease. Figure 2: When figure 1, is compared to figure 2, which shows the trends for male schooling in India between 1990-2010, it is possible to see that the gap between male and female enrollment is closing. In the beginning of 1990 almost 110 percent of males were enrolled in primary schooling, whilst only 80 percent of females were enrolled in the same level.In 2010 the enrollment for males and females is almost the same. This might be because of subsidies for girls, but also that informal schooling which first of all targets females and the poor has showed results. The enrollment for male secondary schooling has slightly increased during the last two decades, while the female secondary enrollment significantly has increased. Th is might be due to the facts mentioned for primary schooling, as well as completion of primary schooling and therefore the ability to move on to the next level of schooling.The increase of the middle class might also be a reason for this. Tertiary schooling is moving in the same pace more or less both for males and females, slightly more males than females join higher education. Which might be an indicator that the most bright ones, or with the most money have the ability to join, independent of gender. It is also important to mention the states hard work since the 1960's to make its inhabitants see the positive sides with education, working hard for families to see the benefits of schooling for girls.A woman's socioeconomic background might affect the level of completion rate. If a family is poor, one rather invests in sons than daughters (Chaudhri & Jha, 2011; World Bank, 1997). Women from the middle class in the majority of cases finish at least primary education, irrespectively if they live in rural or urban area. Women from the upper class in the urban areas, usually have at least secondary education, and more often can chose if they want to become a part of the labor force or not. There are few or no social barriers prohibiting them from joining the labor market (World Bank, 1997).Duraisamy (2001) came to the conclusion that female education has a positive rate of return for all levels of education in India. World Bank (1997) came to the same conclusion, but only when participation in the labor market was not accounted. One reason for this might be that majority of women do not work after finishing school but become stay at home mothers. Therefore education for women might not give the same economic return on the investment compared to men who join the labor force and therefore contribute to increased income per capita.This finding might be questioned due to exclusions of positive externalities mentioned earlier in the paper. Before continuing on and rev iewing the impacts of female education on economic growth through a decline in fertility rate and increase in human capital, it is important to clarify the diversity in India. In the 1990s some states had almost universal education, such as the southern state of Kerala. In Kerala, both men and women can choose whether to join the labor force or not. In other parts of the country, such as states of Bihar and Rajasthan, overall female enrollment was about 50 percent.In Punjab on the other hand, an agricultural state in the north, overall female enrollment was almost 80 percent, but labor participation for women was extremely low (World Bank, 1997; World Bank, 2004). Female education's effect on fertility rate in India Dreze and Murthi (2001) argue that female education together with low mortality rate and low son- preference are the only significant factors reducing fertility rate in India. They add that modernization and urbanization, poverty reduction and male literacy have no signi ficant association with reduced fertility rate.On a national level, a drop in fertility rate reduces population growth and therefore increases income per capita. A lower mortality rate is indirectly affected by female education. According to the World Bank (1997; 2004) literate women have more knowledge about how to feed their children; they grasp the importance of hygiene and clean water, and know more about a child's basic health. This decreases child mortality, and therefore women does not have to plan for as many children (Dreze and Murthi, 2001; Yadava & Chadney, 1994). Figure 3:Source: World Bank, World Development Indicators and Global Development Finance (World Bank Database, 2012). Figure 4: Source: World Bank, World Development Indicators and Global Development Finance (World Bank Database, 2012). In figure three and four one can view that fertility rate and mortality rate have decreased significantly in the last 20 years. Majority of the scholars such as Klasen (2002) cla im that only secondary female education has a direct effect on reducing fertility rate while primary education has an indirect effect in reducing fertility rate through reducing mortality rate for children under the age of five.Comparing figures one, two and three one can comprehend that it might be true. Mortality rate has had a higher percentage decrease than fertility rate and primary female enrollment is higher than secondary. There is a strong son-preference in India. Parents might continue to have children until they get a son. A weaker son-preference could decrease the fertility rate by eight percent (Dreze and Murthi, 2001; Chaudhri & Jha, 2011; Esteve-Volart, 2004; Mutharayappa, Choe, Arnold & Roy, 1997; Yadava & Chadney, 1994).Some argue that modernization did not show to have any direct effect on fertility rate in India but might lower son-preference indirectly through female education. However, this might not only be true for female education solely, but for education in general as well (Dreze & Murthi, 2001; Yadava & Chadney, 1994). 13 In India, female secondary education has a stronger direct effect in reducing fertility rate, than primary education. An educated woman might not desire as many children as an uneducated one. They also have a higher probability to give birth to as many children as desired.Thus, the actual family size has a higher chance to be close to the desired. This indicates to an increased knowledge of contraception use and that educated women marry later than uneducated ones. The income and substitution effect both occur in India, as explained above (Dreze & Murthi, 2004). In 1994 in Gujarat, women with no education had 3. 6 children, mothers with primary education had 3. 3 children, and women who had completed secondary school had 2. 4 children. In Rajasthan the fertility rate in 1991 was 6, and in Kerala the fertility rate the same year was 2. 6.The rate of female enrollment in these states was very different, from almost un iversal in Kerala to less than 50 percent in Rajasthan (Mutharayappa, Choe, Arnold & Roy, 1997; World Bank 1997; 2004). 14 It is commonly believed that poverty has a significant positive effect on fertility rate. As mentioned earlier, Dreze and Murthi (2001) have not found any association between poverty and fertility rate in India. Studies have shown that parents do not view children as financial assets. Instead they are seen as a financial burden in short-term, with a possibility that sons will take care of them in old age.This perception in India seems to be independent of income. Female education's effect on human capital in India After China, India has the second largest labor force in the world, of approximately 500 million people (Rao ; Varghese, 2009; Sahoo ; Kumar Dash, 2009). This is a possible foundation for high productivity and therefore economic growth. However, if the population is unhealthy, illiterate and uneducated then the large population might not translate into a high human capital. In India, where majority of the mothers stay at home, they are the ones taking care of children's health needs (Esteve-Volart, 2004).There has been shown, not only in India, but in the whole world, that mothers who are literate have more nurtured and healthier children, than their illiterate counterpart (Tembon & Fort, 2008). Therefore female education has shown to be both directly (through women joining the labor force) and indirectly related to a higher human capital, hence higher economic growth. Good health and nutrition received in early age is an important condition for good health as an adult. For example, in India, vaccination against polio and malaria increases when a mother is educated to some extent (World Bank 1997).However the causality between female education and better health and attainment in school can be questioned. The poorest women have the least access to education in India, and therefore do not have access to financial assets as educated women might have. Healthy children facilitate mother's ability to go back to paid or un-paid work much faster than women who have unhealthy children (World Bank, 1997; 2004). This means that the opportunity cost of female education for girls decrease, if mothers and siblings are healthier. This might increase female enrollment, and decrease drop-out rate among girls.Therefore, an increase in knowledge of basic health due to female education increases human capital in more than one way (Esteve-Volart, 2004; Rao ; Varghese, 2009). In the majority of cases, fathers join the labor market while mothers stay at home, especially in rural areas. In India there is a positive relation between educated mothers and their children's achievements in school. Studies have shown that a mother's education increases not only the health and therefore concentration level of a child in school, but also the motivation and grades.Once again we can see that educated mothers have positive effects on their d aughters. Educated mothers, especially in urban areas, encourage their daughters more often to strive for a higher education, than uneducated ones (World Bank, 2004). Policies that promote female education in India The Indian government has been working hard since the late 1960s to be able to give universal education to its population (Duraisamy, 2001; Tilak, 2006). It is not the easiest task in India where the population grew from approximately 890 million in 1991 to over 1. billion in 2010. The hardest ones to reach are the Dalit15 girls. Indian government has tried to increase the demand for education for them through subventioning the direct costs of their education, for example text books and uniforms (Ferry, 2008;Munshi ; Rosenzweig, 2006). 16 A project that started in the 1980s in India was informal schooling. The purpose was and is mass education for those who had the least possibilities to enter formal schooling and provide basic knowledge in subjects that students can use in their everyday life.These schools reduce opportunity cost of female education through having schools closer to communities in rural areas and during the day when girls do not have to be involved in household work. There are many positive effects of informal schooling, which are similar to those of primary education. However, the national institute of educational planning and administration reported that the informal education had several weaknesses, especially in the poorest areas in the country like Bihar.It was said to be underfunded, curriculum was thought by unmotivated teachers and few children continued with formal education (World Bank, 1997). Studies made in urban Mumbai shows that some girls from former casteless groups, the Dalits, have been the biggest winners. These women used free education offered to them and became active members of the labor market and have taken themselves out of the poverty trap. In contrast to women from the middle class who might not have been able to do so because of the social norms (Ferry, 2008).In summation, the key factor for long-term economic growth in India is a decrease in fertility rate. The proof that female education affects economic growth through fertility rate reflects findings of Dreze and Murthi (2001) who argue that the only factors which decrease fertility rate in India are female education, low mortality rate and low son-preference. It is also proven that female education has both direct and indirect effect on human capital which creates effect on economic growth as well. Obstacles for female education in India are mainly related to social and cultural norms, as well as a high population.

Free Essays on Jim Bridger

Jim Bridger was a legendary frontiersman. He was born in Richmond, Virginia in 1804. From 1824 until the late 1860’s he was the premier Indian fighter, beaver trapper, fur trader and guide to the Wild West. With an almost photographic memory for terrain, he guided more wagon trains than all the other scouts put together on the westward trek. He was also a storekeeper, scout, explorer, and discoverer with the ability to speak English, French, Spanish, and six Indian tongues as well. He was, in fact, the most interesting character in our western history. In the winter of 1822, at the age of 18, Bridger signed on with General William Ashley’s Rocky Mountain Fur Trading Company to trap beaver on the upper Missouri River. Bridger spent his first year with the company on the upper Missouri until Blackfoot Indian hostilities forced the expedition back down the river in the spring of 1823. After working for Ashley, Bridger trapped the Rocky Mountains with various companies and partnerships. Renowned by his peers, Bridger was an able brigade leader and a excellent trapper. Year after year he was able to avoid Indian attack and turn a profit from his trappings. One particular discovery early on in Bridger’s career brought him lasting celebrity. To settle a bet in the winter camp of his trapping party of 1824, Bridger was selected to set out to find the exact course of the Bear River from the Cache Valley in present day Utah. He returned and reported that it emptied into a vast lake of salt water. The men were convinced that he had found an arm of the Pacific ocean. In reality, he was the first white man to view The Great Salt Lake. The only contact mountain men had with society was at a rendezvous for an annual trading event. St. Louis merchants would meet with the trappers in Wyoming territory and trade goods for pelts. The trappers needed salt, sugar, tobacco, traps, and liquor. The rendezvous was als... Free Essays on Jim Bridger Free Essays on Jim Bridger Jim Bridger was a legendary frontiersman. He was born in Richmond, Virginia in 1804. From 1824 until the late 1860’s he was the premier Indian fighter, beaver trapper, fur trader and guide to the Wild West. With an almost photographic memory for terrain, he guided more wagon trains than all the other scouts put together on the westward trek. He was also a storekeeper, scout, explorer, and discoverer with the ability to speak English, French, Spanish, and six Indian tongues as well. He was, in fact, the most interesting character in our western history. In the winter of 1822, at the age of 18, Bridger signed on with General William Ashley’s Rocky Mountain Fur Trading Company to trap beaver on the upper Missouri River. Bridger spent his first year with the company on the upper Missouri until Blackfoot Indian hostilities forced the expedition back down the river in the spring of 1823. After working for Ashley, Bridger trapped the Rocky Mountains with various companies and partnerships. Renowned by his peers, Bridger was an able brigade leader and a excellent trapper. Year after year he was able to avoid Indian attack and turn a profit from his trappings. One particular discovery early on in Bridger’s career brought him lasting celebrity. To settle a bet in the winter camp of his trapping party of 1824, Bridger was selected to set out to find the exact course of the Bear River from the Cache Valley in present day Utah. He returned and reported that it emptied into a vast lake of salt water. The men were convinced that he had found an arm of the Pacific ocean. In reality, he was the first white man to view The Great Salt Lake. The only contact mountain men had with society was at a rendezvous for an annual trading event. St. Louis merchants would meet with the trappers in Wyoming territory and trade goods for pelts. The trappers needed salt, sugar, tobacco, traps, and liquor. The rendezvous was als...

Causes and Consequences of World War I

Belief in inevitability of war and advocacy of war to become supreme major cause for WW1. 5. Anglo-german naval rivalry Britain was supreme at sea and was challenged by germany. Britain couldnt accept this. The rivalry culminated in WW1. 6. Absence of international organisation Concert of europe was informal group of nations aftr napoleans defeat but couldnt control its member and didnt represent the entire free world. The system of pacific settlement of international disputes set up by the hague conference was unsatisfactory. And couldnt contain imperial rivalries. 7. Negative role of the press in creating war psychology despite attempts of governments to normalise their relations. 8. Autrian and serbian rivalry Austria-hungary wanted access to sea at the cost of slav territories and serbia represented slav nationalism. The two had contradictory aims. This led to a conflict of interest and was encouraged by the russian czar as well building grounds for war. 9. Personal ambitions of leader. Kaiser william II of germany, austra-hungary, russian leaders(czar and his wife). 10. The Sarajevo incident Annexation of bosnia-herzegovina by austria in 1908, 2 balkan wars, italian annexation of tripolo ,moroccan crisis along with the japanese threat to peace in the background, the assassination of the crown price of austria-hungary, archduke franze ferdinand with his wife in sarajevo june,1914 was a direct cause for WW1. Consequences The results of the great war were almost as numerous as its causes. By the end of the world war in 1918, american president woodrow wilson proposed peace and made a statement of war aims in his famous 14 points 1. Open covenant of peace,openly arrived at and Abolition of secret diplomacy 2. Absolute freedom of navigation at sea, outside territorial waters in peace and war except by international action. 3. Removal of eco barriers and establishment of equal trade conditions 4. Reduction in national armaments to the point only needed for domestic security 5. Free,open minded and impartial adjustment of all colonial claims 6. Evacuation of all russia territory and allowing its to politically develop in acc with her own national policy 7. Evacuation and restoration of Belgium 8. Same for france and return of alsace and Lorraine to it. 9. Readjustment of italian frontiers along clear line of nationality 10. Freest opportunity of autonomous devt for people of austria-hungary 11. Evacuation and restoration of romania,serbia and montenegro and free access to sea for serbia 12. Autonomous devt of the non turkish possessions of the sultan 13. Resurrection of independent polan with access to sea. 14. Formation of a general association of nations for the purpose of affording mutual guarantees of pol independence and territorial integrity to small n great alike. These were accepted but not followed by the european nations of the peace conference and were later rejected by the american senate after woodrow wilson lost his popularity and presented them befre the senate. Paris peace conference Fightin in WW1 ended with complete surrender of germany in nov,1918. Representatives of allied and associated powers assembled at paris on 18 jan 1919 to draw a new map of europe and the world. Selection of paris as venue unfortunate decision. It was done to take revenge from germany for the french humiliation at the hall of mirrors in versailles aftr the french defeat in the franco-prussian war. The conference was a victors club as none of the leaders of the defeated countries attended it as they were allowed no say in the conference. The conference was dominated by 4 leaders- woodrow wilson, PM lloyd george of britain, PM of france george celemnceau, italian PM vittorio orlando. It was at this conference that the treaty of Versailles was signed, officially ending WW1 on 28th july 1919. Provisions of treaty of versailles 1. Territorial provisions territorial changes in respect of germany. †¢alsace and lorraine returned to france †¢eupene,malmady and mernet given to belgium east germany given to posen †¢ Parts of west prussia and silesia to poland. Poland given access to to sea at the cost of german by way of corridor in west prussia. †¢port memel and hinterland taken away but fate undecided. Later given to lithuania. †¢coal mining area of saar demanded by france by nt given to france. Only under temporary control of france. Aftr 15 years- plebiscite conducted whether saar wants to go to germany, france or remain with league of nations †¢ Ausrtia-hungary broken up into small states. New austria small ger speaking landlocked state. Due to fears of france, germany and austria prevented from uniting without permission of league of nations of which france was permanent member. †¢small german territory also given to czechoslovakia. †¢germany also lost all colonies which were taken up by other powers of league of nations. 2. Economic provisions of reparation. †¢War indemnity cudnt be imposed on germany because a)cost of war borne by allies impossible to return for germany b)woodrow wilson against war indemnity since war cost werent only borne by allies but also by defeated powers. so allies demanded compensation for indiscriminate bombing and loss of lives at the hands of germany †¢no payable amount was fixed. A reparation commission set up to determine the extent of civilian losses keeping in mind germanys capacity to pay back. †¢germany was to gives horses and cattle to france n belgium and coal to france,belgium n italy. It was to surrender it submarine telegraph cables to allies and surr ender all merchant ships more than 1600 tonnes. †¢default on part of germany was punishable by allies †¢customs union between Luxembourg and germany abolished to end german control over luxembourg economy. repartion commission submitted its report in april 1921 and total amount payable by germany was 6,600,000,000 pounds. †¢germany ws to giv trade facilities of certain commodities to allies. Acces to sea to Czechoslovakia and Switzerland. †¢german rivers and canal internationalised. 3. Disarmament †¢principle of reduction of arms incorporated in covenant of league. But it was not followed by allied powers. There were severe disarmament provisions for germany that made her a military cripple †¢army limited to 100,000 troops and 4000 officers. Recruitment only voluntarily. †¢navy limited to 6 battle ships,6 light cruisers,12 destroyers and 12 torpedo boats. No submarines. Strength of navy only 15000 men and 1500 officers. War ships in excess were to be dismantled. †¢debarred from having an air force and naval aircrafts. †¢german general staff abolished. Allied control commission set up to supervise enforce of these clauses. Set up ws to be funded by germany again. 4. War and guilt crimes †¢germany declared solely responsible for war by article 231 of treaty. german emporer kaiser william II was found guilty of violation of treaties and international law. He sought asylum in netherlands who refused to hand him over to allies for a trial. †¢german people could never accept that their country alone was responsible for the war. 5. Provisions regarding international organisation †¢1st part of treaty provided for the establishment of a world organisation to be known as league of nations. †¢ Its constitution,called covenant, was adopted at the paris conference and included all peace treaties. It was to consist of an assembly,council and secretariat. †¢ A permanent court of international justice and international labour organisation was to be set up. †¢ These bodies were meant to maintain peace,settle international disputes peacefully,punish countries who may break the covenant and improve social and economic life all over the world. The guarantees of the enforcement of the treat were written in part XIV according to which until successful execution of the treaty the entire Rhineland(west of rhine with bridgeheads) would be occupied by allied powers. Germany was ultimately reduced from a world power to an insignificant small power. She was forced to give up monarchy and accept democracy which was something the country wasnt prepared for. The treaty was so humiliating that the german had sworn revenge for it. The seeds for WW2 had been sown. Hitler later exploited this situation and imposed dictatorship in 1933 and began rearmament under the excuse that the allies had not reduced their armaments. This led to another arms race,violation of the treaty and eventually culminated in the second world war. Other treaties †¢treaty of st. ermain with austria on the model of treaty of versailles with excpetion of the reparation clause. †¢treaty of neuilly with bulgaria †¢treaty of tianon with hungary †¢treaties of sevres and luasanne with defeated turkey to separate its constituents and reduce military capacity and pay reparation Fall of Ottoman empire Its fall during the war created many newly independent middle eastern nation states which were quickly taken over by britain france etc. Economic depression The end of the war also caused a temporary economic bubble which soon popped and led to the great depression.

Using Mobile Technology and Mobile devices in the workplace Essay

Using Mobile Technology and Mobile devices in the workplace - Essay Example In fact, a research carried out by the Foresights Networks and Telecommunications, Q1 2011, indicate that 64 percent of all firms in North America and Europe identify the provision of adequate mobility support for their staff as a top priority (Wright, Mooney, & Parham, 2011). Memorandum To: Leslie Anderson President, SC Technology Company From: Lehua Lashua IT Administrator Subject: Mobile Devices in the Workplace Date: November 14, 2012 Executive summary The benefits that come along with mobile devices and mobile technology usage at work places are many and influence the employee’s accessibility, quality, and ability to make meaningful decisions based on the given information timelines. People use mobile devices in addition to other office tools to mediate the tasks and activities required to fulfill certain responsibilities at work (Brennen, 2011). Thus, it is essential for organizations to apply the use of mobile technology and mobile devices with respect to the need to achieve goals set and objectives allocated by an organization. Today’s world is so technologically vibrant such that in order to attain the set targets and meet every customer’s demand, organizations should find it imperative to adopt and integrate the application of mobile devices and mobile technology.... This report will seek to propose why organizations such as SC Technology Company need to acquire, integrate, and coordinate the use of mobile technology and mobile devices at workplace. Introduction As mobile technology continues to advance and mobile devices become much cheaper and evolve with regard to their portability, interfaces, bandwidth, features, and context awareness, people are constantly making these devices part of their social and professional worlds. The introduction of the so-called â€Å"Smartphone† has irreversibly revolutionized the way people conduct business. Whilst laptops and desktops continued to dominate the last decade and half, the advent of mobile computing technology has become much more novel, changed the presentation even though not necessarily the way people currently do business (Wright, Mooney, & Parham, 2011). Exponentially, the business world has injected new and sophisticated technological devices and other products that are transforming th ey way companies view profit margins, competition, and time. The application and use of mobile devices have erased working boundaries and replaced them with substantially portable, integrated, and accessible gadgets. These devices are suitable for doing away with the distance involved in cases where employees used to take time and resources before realizing the intended objectives (Katz, 2011). Purpose The main of this essay is to prepare a report based on an ongoing research regarding the application and use of mobile devices and mobile technology in workplaces (SC Technology Company). It will also report on how mobile technology and mobile devices can help increase an organization’s productivity and