Types Of Electronic Communication

Types Of Electronic Communication Electronic communication has become a very popular means to communicate worldwide. Electronic communication is used for the transfer of different types of data and images through wire, electromagnetic, photo electronic or photo-optical system and radio. Electronic communication is so popular that many businesses and people consider it to be essential tool in our daily lives. The Potomac Knowledge Project from the Marino Institute states Electronic communications is interactive. It engages audiences in active, two-way communications; a self-selected audience, engaged and actively participating in the communications process. There are many ways to communicate electronically, each with benefits and risks related to business or personal use. It is likely that in the future, advances in technology and computer programming will enable us to communicate in ways we can only dream about today. Different Ways to Communicate Electronically Email. There are many different types of electronic communication including but not limited to: email, social media newsgroups, chat rooms, video conferencing, instant messaging, phone and fax. Email via the widely used internet is popular because people are able to write short messages, receive quick responses and include photographs or reports with formatted data quickly and efficiently. Sending information through the conventional or snail mail can be costly and time consuming. Using email for personal or professional purposes is an efficient means of communication. Social Media. Many newsgroups and chat rooms now use Facebook, MySpace and Twitter, a type of social media for communication purposes which lets the user give an instant message and receive an instant response with supporting live video images. Users are able to post messages to a particular group of people or to members of a specific club and comment instantaneously. Miscellaneous. Workplace-communication.com lists over fifty-five different types of electronic communication currently used in the workplace! Some other types of electronic communication that may not fall clearly in one of the above categories above are listed below: Fax Short-wave Radio Radio Broadcast Video Conferencing Skype Satellite Phone Texting Telephony Wikis Electronic communication has gained wide recognition, has innumerable practical applications and provides benefits for the user including quick communication, is cost effective and has easy access. The Benefits Work Related Environment. Many different types of organizations are using electronic communication facilities. Electronic communication provides the opportunity for groups of people in different geographical locations to communicate interactively through text, sound and video. Team members can work on and make contributions to the same document at the same time, engage in meetings and share information on projects. The ability to communicate and problem solve as a team increases the likelihood of an increase in productivity and customer satisfaction. In addition, many businesses are sponsoring discussion groups concerning issues related to the business (products, strategies, etc.) as a resource to offer further communication and marketing prospects. Electronic communication also enables people to work from home, called telecommuting. Working from home provides employees flexibility and saves office space, money spent on paper, printing and postal delivery. The communicated informatio n may be stored on disks, on computer hard drive files and is easily retrievable when needed. For Individual Use. For individual use electronic communication has become a way for people around the world to share pictures, graphics, conversations, and play interactive software games. People are able to communicate more economically when compared to phone or mail and are able to communicate quickly to friends and family who live a distance away. This type of communication has become a very important means of social communication. Careers in Electronic Communication. With the boom in technology and the computer industry, software services, electronic communication, programming, and security issues will provide growing opportunities for employment in the United States and worldwide. The demand for individuals and employees who are knowledgeable in the field of electronic communication will continue to increase. Working in electronic communications is a great option for those with marketable skills interested in securing employment in a fast growing field. The Risks Personal Mail is Insecure. Sending someone a personal electronic message can become a permanent record. It is easy to compromise your reputation by messaging something negative or offensive. Electronic messages are hard to stop once they have been sent and unlike paper messages they can be delivered instantaneously. Electronic messages are not secure and can be easily copied, resent or forwarded to others so you can never know for sure who will read it and form a negative opinion of you. It is also easy for someone to search all posted messages for your name as it travels through the internet; potential employers are now using this as a means to evaluate personality strengths and character when considering a potential hire. When sending a message you really have to think about whether or not you would like the public to read your message in the future. Tom Van Vleck , The Risks of Electronic Communication lists common examples of not using good judgment when sending electronic commun ication: broadcasting or posting a funny message sending or posting an angry message using sarcasm or irony criticizing others in public posting a message or sending mail late at night sending a message about a person that you wouldnt want them to see Business Mail. When communicating with a business or company using electronic mail it is important to look for a guarantee that the company will keep your information for its use only and will not sell your name or address to other companies. Users also need to be guarded when receiving emails from businesses inquiring about personal account information, credit card or billing information as business scams or identity theft have become a significant concern in electronic communication. Computer Hacking or Virus. Secondly, a big concern with electronic communication is security. Your computer can be hacked and/or infected with a computer virus. Most often when hacking a hacker is trying to access personal information for illegal purposes. A computer virus can impact the computer system and network, can erase data on the C-drive, cause the user to be unable to open files, delete files, slow down transmission speed, may replicate information and share it with others, and can alter the structure of messages which can be misunderstood. Electronic viruses can be challenging to detect and to clean off of your computer. For a business, cleaning up viruses can be costly. Conclusion In conclusion, electronic communication does present challenges in security and more recently in fraudulent actions using users personal information for illegal purposes. The use of the Internet, computer and electronic communication has become widely used for business and personal use. With the advances in computer technology and the rapid increase in different types of electronic communication, this form of interaction will continue to grow in popularity for professional and private use.

How social organisation and relationships may affect the learning process?

Social organisation and relationships may affect the learning process in many different ways. In many subjects children will be set in groups according to their ability, this allows them to move forward with their learning and not to be held up by learners that may need more support, which can be given by the teacher or teaching assistant. All pupils need to be continually assessed and monitored through testing and teacher assessment to allow rapid change in groups when needed also to make sure progress is being made. There is, however, a significant problem with setting by ability; no matter how many wonderful names you give the lower sets; all children are aware of which set they are in and this can lead to low self esteem and confidence and can have a detrimental effect on their learning. It can also lead to bullying and name calling from other children. Although sometimes it is also beneficial for them to be of mixed ability so the children are able to peer mentor, thus improving their self esteem, confidence and social skills, whilst giving them a sense of achievement. Working with an adult in small groups also helps children who may be easily distracted remain focused and stay on task. When grouping children, even in ability sets, it is important to focus on the seating arrangement of that group as this can also have an impact on the outcome of the lesson ie children that are known to cause disruptions should be sat near the door or the teaching assistant so they can be kept on task or easily removed if necessary. Children whom are known to be chatty should be placed near the teacher or other adult support so they can be easily reminded to remain focused and on task. It can take a little while for any new group to ‘gel’ and time should be given for this to happen. There are many different reasons why a group may not ‘gel’ such as relationships or personality traits; with in a group of children there may be an SEN, a leader, a loner, a joker, the quiet/shy one and the disengaged child; it is imperative to know the group of children you are working with; be able to sit them in an appropriate seating arrangement to enable them to achieve their best outcome of each lesson. Adult interaction with in groups must always be positive and encouraging. It helps keep children focused and on task. The adult is their to support all children and must be able to work in a number of different ways to help each child; eg a shy, quiet child may need support in being heard by the group, an SEN child may need the problem broken down into an easier explanation to understand it. This is why it is vital to get to know the learners as quickly as possible to you can give them the support they need this in turn will help to boost their confidence and their self esteem making them eager to learn and achieve more. There are however some problems that can occur when supporting learning activities; knowing what these maybe beforehand can help you to either avoid them altogether or assist you in dealing with them if they do occur. The learning activity maybe too challenging or to easy for the group you are working with, feeding back to your teacher from the previous lesson will help to inform future planning and avoid this happening. Therefore it is vital that you are given the planning ahead of time so you are aware of what you and the group will be expected to achieve within the lesson. It is important that the resources are planned and are available before the lesson otherwise you may find there are not enough resources or you do not have the correct resources and this will have a detrimental effect on the learning as this will cause unnecessary disruption and delay to the lesson; the resources also need to be age appropriate and up to date. The learning environment is also an important factor in children’s learning; each child should have enough space so their personal space is not compromised as this may cause conflict or disruptions. The setting must be adapted for any child with a disability and support must be provided for the child to allow them to be successful in their learning. To allow each child best possible chance for them to achieve and learn effectively the setting must be clear from clutter and tidy; be of the correct temperature; be ventilated and be a calm environment ie disruption from their peers; consideration to grouping and where pupils are sat will assist with this. Assessment of all children needs to be ongoing and regular as groups need to be free flowing and regularly changed so children can move forward with their learning. Teachers need to be able to use assessment to inform their future planning and feedback from support staff help them to do this; it also helps them to adapt and adjust learning activities for each group/class to match their abilities. In conclusion, recognition of problems which arise need to be addressed as soon as possible to give the children the best possible chance of success in all aspects of their learning. Assessment and feedback are important tools to inform future planning and help children move forward in their learning. It is also imperative to be able to self evaluate and improve the support you are giving to the children.

Nowhere in Africa

Desperate situations create good autobiographical novels. To meet those situations, an individual looks out for desperate remedies. To face worst situations, the best and the bravest within the human personality, surfaces. For the new and unexpected situations solutions are found. The seemingly impossible, becomes possible. New situations not only become tolerable, but acceptable. One comes to enjoy beautiful experiences. The routine and protected life, when suddenly disrupted, finds new vibrant alternatives. The new way of life, gives rise to new views about life. The strange surroundings turn out to be divine blessings. Nowhere in Africa turns out to nowhere in Africa! The Film: The autobiographical novel-based movie is about such happenings in the life of Stefanie Zweig. Walter Redlich was a successful lawyer in Germany, when Hitler rode to power. The persecution of Jews in Nazi Germany was gathering speed, and to remain in Germany was to invite grave danger to life and property for the Jews.   Walter moved to Kenya. But his wife Jettel and daughter Regina stayed back. This decision of Jettel, shows her love for the social life in Germany, her reluctance to give up the comforts of city life. She also wishes to keep her daughter under her protective wings. She doesn’t like the dark and backward country Kenya. She is a prominent figure in the social circles in Germany, and she is enamored by the glamour of social life in Germany. As the Nazi persecution goes on unabated, Jettel has no alternative and she joins her husband in Kenya along with Regina. Her worst fears about the life and living in Kenya come true. She is accustomed to live a cozy life in Germany, and she resents the rugged farm labor imposed in her new Kenyan pattern of life. Another psychological problem surfaces for Walters as he discovers that Germans are not liked by British settlers in Kenya. The young Regina suffers the most, initially. She finds herself lost in the new and unfamiliar surroundings and nothing fascinates this young girl—except their African family cook, Owuv. Gradually, she begins to like the natural beauty of Kenya. A deep friendship sprouts between Owuvr and the young child. Subsequently Germany invades Africa, and the German National Walter is taken to a British internment camp along with his wife and daughter. The beauty Jettel, seduces a British Army Officer, Walter is put in charge of another farm, and Regina is admitted to a boarding school. The strength of the movie is that it searches the real Africa, its soul, through the innocent and affectionate view point of the child, which has malice towards none. She is kindled with curiosity to know the ways of the world around her. The vast gorgeousness of Kenyan plains has tremendous appeal to her. The transformation that takes place in the city -kitten Jettel as a professional farmland Manager, is real and worth noticing. She understands now, and is not fussy. But human nature being what it is, she continues to be culturally insensitive. She came to Kenya to escape torture and certain death at the hands of Nazis, but it is tormenting to watch how she discriminates against the native Kenyans –then where lies the difference between her and the Nazis? The strength of the film lies in the authentic portrayal of the characters, how they face the ups and downs of the family relationship and the gradual growth and the relevant changes related to its characters. This film is suitable for family viewing. But the short sex scenes and those related to animal sacrifice do not contribute to the overall dignity of the movie. Nowhere in Africa, an Autobiographical Novel, Stefanie Zweig. That the movie is based on this best-selling autobiographical novel won the 2002 Academy Award for the best foreign language film speaks about the merit of the novel. The book describes the harsh realities for the Redlich family, moving from a western country, Germany, to the remote farmlands of Kenya. Regina, their five year old daughter has no problems to adjust and adopt the new way of life. Their cook, Owuor is their language teacher as well. They begin to love the country of their forced choice, but when the war is over, the real problem surfaces. Walter wishes to return to Germany, but once the- Kenya-hater Kettel, wishes to stay back in Kenya. The German children, on their return to Germany after the War, are strangers in their own land. They have to learn German from the beginning. Whenever a book is made into a film, changes in many areas are inevitable. The actress shown in then film (Kettel) and the real mother of the novel are diametrically opposed to each other. Many other parts of the film are true to the contents of the novel. The African cook speaking Swahili gives the genuine touch to the conversation. Stefanie wrote the book under strange circumstances. The paper for which she was working closed down and then she joined a tabloid paper in Frankfurt, as Arts Editor. There she did many a film reviews. She admits the limitations of making a film out of a book, when she says, â€Å"So I knew that the film and the book weren’t going to be the same.† The reality of Walter family returning to Germany after the end of the war has been very well depicted in the book. The great love of Stefanie for her father is also touchingly narrated on more than one occasion in the book. She was asked to do a thing, which she did not like-returning to her own Germany, which was a strange land to her on all counts but she did it for the sake of her love for her father. In a novel the author has lots of freedom to write detailed descriptions, but the director of the film has limitations. Therefore, then film is not the true representation of her life, as compared to the book. The emphasis in the book is for the story of the little girl Regina (Stefanie), but in the film it shifts to her parents and their marital problems. In a highly complicated novel like Nowhere in Africa, with several characters interacting with each other and shifting locales, film adaptation is very different from the original text. The undercurrent of love is seen through the characterization of all characters in the novel, that’s why it is said, the novel tells something deep within the author. It was her father’s advice not to hate. Also the life of 1938 as depicted in Kenya is much different from what is portrayed in the film. More importance is given in the film to the Walter couple and they talk of their marriage incessantly, sidetracking the real problems of their forced migration. Their intense talk about adjusting and saving their marriage looks unrealistic in the given circumstances. At least that is not what is described in the novel. The family escaped from Nazi Germany certainly not to settle scores about their marriage relationship, they had other priorities in life, according to the book. But the film ignores it. That is moving from the tracks of reality. From the point of view of generating revenue for the film, the leading lady of the novel has got to be glamorous, she has to have some peculiar characteristics either positive or negative, and Jettel has been accordingly shown as a cold, calculating and a woman filled with vanity. The book views the qualities in a different perspective. She is not at all that had as shown in the film. To be unhappy is one thing. But what is chiseled in the film is no justice to Jettel. The film presents a more luxurious pattern of life than what is depicted in the novel. As a child Regina was very poor and she could not afford the costly costumes shown in the movie-that is not what is shown about her at that age. But the Regina of age 12 in the book and the movie are one and the same. Her deep love for Ouwor is shown realistically in the movie as compared to the book. The book was hailed as the Society’s best juvenile title in The Netherlands. So also, the movie, whose main focus is on the parent’s relationship. She wrote the book out of respect for her parents. The strong influence of her father played a big part in shaping of the book, which the film could not show in detail due to the limitations of time and other related factors. The actress does not convey the real Jettel in the book. Besides being tough, she was a charming human being also. You see and experience the lasting human love between her and the family cook Ouwor. That’s a great characterization in the book. ———————— References: Nowhere in Africa, DVD, 2003 Zweig, Stefanie, Nowhere in Africa: An Autobiographical Novel, Publisher: University of Wisconsin Press; 1st edition (March 15, 2004) ISBN-10: 0299199606 ISBN-13 : 978-0299199609

Hamlet As An Aristotelian Tragedy Essay - 581 Words

According to the Aristotelian view of tragedy, a tragic hero must fall through his or her own error. This is typically called the quot;tragic flawquot;, and can be applied to any characteristic that causes the downfall the hero. Shakespeares Hamlet, Prince of Denmark can be seen as an Aristotelian tragedy and Hamlet as its tragic hero. Hamlets flaw, which in accordance with Aristotles principles of tragedy causes his demise, is his inability to act. This defect of Hamlets character is displayed throughout the play. In the opening scenes of the play, the Ghost of old Hamlet reveals the truth about his death to his son, and tells Hamlet to avenge the murder. Hamlets first response is one that sounds of speedy action, saying†¦show more content†¦Further evidence of Hamlets tragic flaw can be found in act III, scene 3. At this point, Hamlet is sure of Claudius guilt, and has even declared that quot;Now could I drink hot blood and do such bitter business as the day Would quake to look on.quot; (p. 99 lines 406-408) He comes to find King Claudius alone, and recognizes it as an opportunity to act, but almost immediately talks himself out of action on the bases that the King is praying, and will therefore go to heaven. He decides yet again to delay avenging his fathers murder, this time until he can kill the King while he is in a vile condition, such as quot;When he is drunk asleep; or in his rage; Or in the incestuous pleasure of his bed.quot; (p. 103 lines 89-90) Hamlet has failed to act for so long that the Ghost soon comes back to remind him of his duty. In the end, we see that Hamlets inability to act indeed causes his fall, and that his failure costs him not only his life, but also his mothers. In the final scene, Hamlet duels with Laertes, who has conspired with the King to kill Hamlet. In the Kings attempt to kill Hamlet, he accidentally poisons the Queen. Laertes delivers the fatal wound to Hamlet with a sword dipped in a deadly poison and it is only with his final life breath that Hamlet finally kills the King. This does not mean that Hamlet has finally acted-he has only reacted to what is happening to him. If Hamlet had initially carried out hisShow MoreRelatedHamlet and Macbeth Compared as Aristotelian Tragedies Essay1732 Words   |  7 PagesAristotle’s Poetics is often considered the blueprint to a successful tragedy; his outline has been used for hundreds of years. Aristotle defines a tragedy as â€Å"an imitation of an action that is serious, complete, and of a certain magnitude†¦ in the form of an action, n ot of narrative; through pity and fear effecting the proper purgation of these emotions† (House 82). Aristotle believed that the most important part of a strong tragedy was the plot, and from that, the other elements such as character,Read MoreEssay on Hamlet and Macbeth Analyzed as Aristotelian Tragedies1839 Words   |  8 Pageswritten tragedy; his methods have been used for centuries. Aristotle defines a tragedy as â€Å"an imitation of an action that is serious, complete, and of a certain magnitude†¦ in the form of an action, not of narrative; through pity and fear effecting the proper purgation of these emotions† (House, 82). The philosopher believes the plot to be the most vital aspect of a tragedy, thus all other parts such as character, diction, and thought stem from the plot. Aristotle affirms, â€Å"the principle of tragedy – theRead More Tragedy In Drama Essay1713 Words   |  7 Pages Tragedy and Drama In a range of dramatic works from Agamemnon to Hamlet, one sees the range of development of the tragic form, from the earliest Greek to the later Shakespearean tragedies. 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Perhaps this supposed tragic hero is an ideal hero - one without the tragic flaw. The tragic flaw has been a part of the formula for the tragedy since the Golden age of Greece. The main, and, most often, the only flaw that has been attributed to Hamlet is his delay.   This seems to constitute the central part in Hamlet. Critics seem to cling to this detail, as if