Internet and Target Customers Segment Essay

1. Based on the three customer personas, which customer segment should Ontela target? Ontela should targe the teen segment. The size of the segment is big and wide, they are usually early adapters of technology (lots are tech savvy) their purchasing power is huge,. Moreover, the segment is substantial, and can make ontela increase its revenues. This segment uses the internet alot and the social network, e.g. facebook,. There can be the domino effect and more friends may join this service. As youth tend to imitate one the other. They spend lots of time in the internet and marketing in the internet (banners, PPC, etc) doesn’t cost a lot and very good to start with. Ontela shouldn’t target the 2nd’ persona because the segment is not big enough, old fashion and the revenues aren’t expected to increase. It is a work tool and therefore it is a niche. 2. Create a positioning statement for your chosen target persona and identify the key themes that should be emphasized in the messaging for the PickDeck service to this segment: Positioning statement: Specifically designed for people who treasure their memories captured in mobile phone and have been frustrated with the cumbersome process of manually transferring photos off their phones, Ontelas’s Picdeck is a quality innovative mobile phone service that promises an easiest way to transfer pictures off their camera phones by automatically uploading those to a desktop, e-mail or favorite photo sharing and social networking sites with no click and best price. The key themes are: **send and save your pictures in one click **easy to use **share with your friends and family easily 3. What are the risks of using qualitative persons to select target customers segment?

The Twilight Saga 5: Midnight Sun 20. Tracker

Each vampire strode out of the forest with a wild expression on their face while their brilliant bright red eyes glittered. The three of them came closer together once they saw how many of us there were. The female had long red curly hair and a catlike appearance. The two males were both tall and built. As they came closer to my family I could understand their chaotic thoughts – our family was large for our kind and civilized compared to most other nomads. I knew what these kind of vampires looked like already, so their torn clothes, disheveled hair and bare feet were not something that would take me off guard. All of their thoughts were thinking in sync with each other. How many vampires are there? They were all shocked as they made their way towards us. Our numbers were an unpleasant surprise to them. They drifted ever closer to us with extreme caution. Carlisle, Emmett and Jasper walked toward the approaching vampires to greet them, leaving only a short distance between us. I stationed myself securely in front of Bella. The visitors were cautiously looking around, mentally tabulating their chances of winning if a fight were to ensue. Once they began closing ranks with my family I began to listen carefully to their thoughts, making sure none of them sensed Bella for what she was ?C a human. Their eyes aren't red†¦ but†¦ How weird. The vampire named Laurent thought. As they descended upon us I had already figured out their names. Each one of them was thinking about the other in turn. The vampire named Victoria was looking anxiously between Laurent and the other male vampire, James. She didn't like the idea that James had to put Laurent in the front ?C to seem the leader of their coven but she was also grateful that he did because if there was an attack Laurent would be killed first and not her precious James. Her eyes darted in our direction. Why are they huddled around that one girl? Victoria thought. As she continued to look in our direction I concentrated on her thoughts alone. She was unknowingly absorbing the signs of the subtle differences between our kind and Bella's. Bella was the only human in a sea of vampires. The scent had not hit her yet. I began concentrating on the others thoughts also. James was a particularly vicious vampire. He was constantly gloating about how superior he was in his mind. James had caught sight of the many scars on Jaspers skin. Look at all of those battle scars. I'll keep my eye on him. He is the real danger of this coven. James was thinking strategy. I just don't understand why so many would gather together like this. Laurent thought. My family and the visitors finally met. â€Å"We thought we heard a game,† Laurent said lazily. â€Å"I'm Laurent, these are Victoria and James.† He gestured toward the others. Carlisle looked completely at ease as he spoke. â€Å"I'm Carlisle,† he began in a hollow voice. â€Å"This is my family, Emmett and Jasper, Rosalie, Esme and Alice, Edward and Bella.† He pointed to each grouping as he spoke. The new comers still hadn't caught scent of Bella but James was peering around me to her. He was noticing that her cheeks were tinged lightly with a pinkish glow and how her eyes were a dark chocolate brown. He stepped closer, unintentionally, to get a better look. â€Å"Do you have room for a few more players?† Laurent asked cordially. â€Å"Actually, we were just finishing up. But we'd certainly be interested another time. Are you planning to stay in the area for long?† Carlisle said in faux enthusiasm, though Laurent hadn't noticed. How long do they plan to be in the area? It's doubtful they would be able to stay here for long. Victoria looked at us incredulously. â€Å"We're headed north, in fact, but we were curious to see who was in the neighborhood. We haven't run into any company in a long time.† Laurent replied amicably. There is something about the dark haired girl. James continued to look at her. His eyes wondered to mine as he continued to think strategically. He doesn't seem like too much for a threat. He thought scathingly. I didn't let my expression change ?C the less he knew about me and my ability, the better. Jasper could feel the extreme hostility emitting from James so he used his gift to calm him down, along with sending waves of calm to the other vampires. James' thoughts returned to the conversation once he heard Carlisle's response. â€Å"No, this region is usually empty except for us and the occasional visitor, like yourselves.† Carlisle explained. Except for them? All three thought simultaneously. Jasper was truly talented. His continuous calm had changed the atmosphere into a more controllable situation. â€Å"What's your hunting range?† Laurent inquired. â€Å"The Olympic Range here, up and down the Coast Ranges on occasion. We keep a permanent residence nearby. There's another permanent settlement like ours up near Denali.† Carlisle explained. A permanent residence? They all thought together. They never leave? How is that possible? Laurent thought in astonishment before voicing his question. â€Å"Permanent? How do you manage that?† he asked, intrigued. This could be our opportunity to get Bella away from here. Be ready to move her away from them. Carlisle directed his thoughts to me. â€Å"Why don't you come back to our home with us and we can talk comfortably?† Carlisle invited. â€Å"It's a rather long story,† he explained. Home? Victoria and James thought together and then exchanged incredulous looks. â€Å"That sounds very interesting, and welcome.† Laurent smiled while choosing his words carefully. â€Å"We've been on the hunt all the way down from Ontario, and we haven't had the chance to clean up in a while.† I wonder what it is like to be so clean and dressed so nicely all the time, Laurent wondered. â€Å"Please don't take offense, but we'd appreciate it if you'd refrain from hunting in this immediate area. We have to stay inconspicuous, you understand.† Carlisle asked politely. â€Å"Of course,† Laurent nodded. â€Å"We certainly won't encroach on your territory. We just ate outside of Seattle, anyway,† he laughed while picturing his last prey and the kill. What? You idiot! Why would you agree to that? James roared in apparent displeasure. I could feel Bella shaking and I tried to hide her obvious human tendencies from the visitors. The constant deluge of thoughts had me struggling trying to keep up with everything. I focused on the threat and Carlisle. Get ready to get her out of here! Carlisle ordered me. â€Å"We'll show you the way if you'd like to run with us ?C Emmett and Alice, you can go with Edward and Bella to get the Jeep,† Carlisle said as casually as possible while inconspicuously directing Emmett and Alice of what to do. I could hear the wind from a mile away before it hit us. Alice looked at me frantically for a fraction of a second as she realized this, too, and her vision of us escaping unscathed shifted abruptly. I saw it flash and in that second I realized what was going to happen. The wind was only a second away and I was prepared. Suddenly the wind blew Bella's hair off her neck and sent her fragrance soaring towards the other vampires. James turned to face her as many thoughts went running through his head. I was preparing to protect Bella. Her scent had been punctuated by the moisture in the air, just like always. A howling rush of anxious thoughts came flowing out of my families minds as they realized the danger. Ummm†¦what a delicious scent, he thought hungrily. His nostrils flared to bring her scent deeper into his lungs, he crouched down, preparing to spring. His eyes narrowed while coming closer to Bella. I was a step ahead of him and so was my family because they had caught her scent strongly on the wind before he did. He was not going to lay a single finger on Bella. My protective side took over and a ferocious snarl ripped up my throat menacingly towards James. I met his gaze unflinchingly and he was suddenly very still like a dog who's hunting a rabbit, ready to attack. â€Å"What's this?† Laurent exclaimed in surprise. Why are they protecting her? She is just a human and an exceptionally frail one at that! This is going to be harder than my last hunt. James thought in a sinister way, determined to seize her at the first opportunity. His thoughts continued on a visual basis as I saw that he would pick victims who were harder to catch and track them down – delighting in the hunt. He continued to dwell on his satisfying memories of his obsession. The harder the kill, the more thrilling he found it. A sickening jolt ran through my stomach as I realized that if we didn't kill him now that he would continue to hunt Bella until she was dead. I shifted simultaneously with each movement he was planning to make. â€Å"She's with us,† Carlisle claimed quickly, almost in a threat. The scent didn't register with Laurent or Victoria for a few seconds longer. When it finally registered with them the scent was obviously not as strong to them as it was to James. â€Å"You brought a snack?† Laurent had a smile spread across his face as he took a step forward, ignoring everyone's protective stance. He was resisting the temptation much easier than James. A small horrified gasp exited Bella's lips. Another growl ripped up my throat, harsher than before. My teeth were showing and it sent a jolt of unease down Laurent's spine. He stepped back. â€Å"I said she's with us,† Carlisle looked tense and protective. â€Å"But she's human,† Laurent protested with a quizzical look on his face, slightly taken aback. Maybe this is how they stay inconspicuous†¦keeping a human as a pet? â€Å"Yes,† Emmett replied while stepping towards James. Laurent knew better than to become aggressive when there were so many vampires protecting Bella. He caught sight of Jasper who had his hands clenched so tightly that his scars shown pearly white. He looked quickly away and towards James while giving him a dark look. What the hell are you doing? Are you trying to get us killed? He thought. James slowly pulled out of his crouch but his thoughts and eyes were still on Bella. No matter what happened now, he was going to hunt her. Tonight ?C she will be mine, James thought excitedly. This should make for a much more interesting sport, he continued and it was obvious that our presence made the hunt considerably more interesting. I refused to move from my protective stance, remaining forcibly in his way. Jasper's waves of calm were working on the other two vampires but not on James. He seemed completely unaffected, like his body overrode it for the mere thought of a hunt as intriguing as this one would be. This one should be fun; I bet James is already making plans. Victoria thought while failing extravagantly to hide the excitement of the hunt on her face. â€Å"It appears we have a lot to learn about each other,† Laurent spoke smoothly, trying to placate the situation. â€Å"Indeed,† Carlisle's voice was relatively calm. I don't understand the fascination. â€Å"But we'd like to accept your invitation.† Laurent's eyes darted toward Bella and me and then quickly away. Good†¦Good, keep talking. This should help me out, James thought while his face lit up with a feverous fanatical glow. â€Å"And, of course, we will not harm the human girl. We won't hunt in your range, as I said.† Laurent added. James threw him a disgruntled look. Well that doesn't help me out at all, he thought angrily. Or†¦maybe this will bring them into a false sense of security and they will let their guard down, James continued to plan in his head. Carlisle studied Laurent's expression for several seconds. He seems to be handling this relatively well. I don't think inviting them over will hurt anything, Carlisle contemplated. â€Å"We'll show you the way. Jasper, Rosalie, Esme?† he called. All three of them moved forward blocking Bella from their view. Alice bounded up next to Bella while Emmett walked backwards to us, never letting James out of his sight, knowing that I could see everything he saw. I'm coming with you, Edward. I won't let anything happen to Bella, Emmett thought protectively. We need to leave now, Alice thought urgently. â€Å"Let's go, Bella.† I commanded. Bella didn't move; her eyes were wide in terror and shock. I grabbed her by the elbow and pulled her towards the jeep. Emmett and Alice stayed behind me, protecting both of us from any form of attack they might try to come at us with, all of us working as a seamless team. We don't have much time, Edward. James will be after Bella shortly. Carlisle won't be able to stall them for long. Alice looked upset. My impatience of her slow human pace was unbearable so by the time we reached the forest edge I threw Bella on my back as gentle as I could without slowing down and then I ran for it. Emmett and Alice were struggling to keep up with me; I was flying through the forest in a fury trying to get Bella away from the danger. I knew that this whole experience was jarring for Bella but the most important thing right now was for her to be safe. When we arrived next to the jeep I opened the door to the backseat and practically threw her in as the rest of us hurried into the Jeep. The key was protruding from the ignition already and I turned it quickly while the engine roared to life. â€Å"Strap her in,† I ordered Emmett who was already in the backseat. We have to go ?C now! Alice shouted from her head. She was already sitting in the passenger's seat looking extremely anxious. Her thoughts were unnecessary because I was already spinning the Jeep around to face the mountain road. Hurry, he's close. Alice's eyes were wide with terror for Bella. I was muttering ferociously while several profanities come through my lips, words that I would never use in front of a lady. Emmett and Alice were on full alert, constantly updating me in their thoughts at what was going on around us. I can't hear or see anything. Emmett informed me urgently. He lost Bella's scent once we took off in the Jeep, she explained to me, relaxing slightly. I watched Bella in the review mirror and through Emmett's eyes. She was bouncing up and down on the seat, her eyes wide. I suddenly wished Jasper had come along with us to keep her calm. Go south, they will split up but the prospects of them finding us are slim. Oh, she paused in thought, looks like they aren't planning to leave so quickly after everything after all. I wonder what they are going to do, Alice tried to look further in the future but there were too many decisions that hadn't been decided yet. I turned south on the main road. â€Å"Where are we going?† Bella finally spoke with a squeak. No one answered her. Just tell her, Alice commanded. I shook my head slightly. Emmett realized we were having one of our private conversations and understood what I was answering. â€Å"Dammit, Edward! Where are you taking me?† Bella shouted this time, looking horrified. I looked in the review mirror at her slightly crest fallen face and it broke my resolve. â€Å"We have to get you away from here ?C far away ?C now.† I said hastily. I pressed the accelerator down harder at my words while the Jeep's speed reached a hundred and five miles an hour. â€Å"Turn around! You have to take me home!† she vehemently exclaimed. This is exactly why I didn't want to tell her where we were going because I knew that she would demand what I couldn't give her. I looked in the review mirror again to see her face. She was fighting with the harness, tearing at the straps with tears welling up in her eyes. â€Å"Emmett,† I called. Emmett looked down at her while she was angrily grasping at the straps. Jeez, she is in a fury. Emmett thought. He brought his hands to her wrists and held them tightly in his grasp. Bella looked in the review mirror with pure anguish in her eyes. â€Å"No! Edward! No, you can't do this,† she cried out. When she begged and pleaded with me like this it broke my heart. I returned her gaze in the mirror. â€Å"I have to, Bella, now please be quiet.† I implored. She was stubborn, as always. â€Å"I won't! You have to take me back ?C Charlie will call the FBI! They'll be all over your family ?C Carlisle and Esme! They'll have to leave, to hide forever!† She shouted with a tragic expression displayed on her face. Of course Bella was being selfless. It was just in her nature to care about everyone else when her life was in danger. This was nothing to our family – the FBI ?C it's happened before with Jasper and Emmett. â€Å"Calm down, Bella.† I commanded. â€Å"We've been there before,† I was almost crying with exasperation. â€Å"Not over me, you don't! You're not ruining everything over me!† she began struggling under Emmett's hold. Edward, what do you want me to do? I don't want to hurt her but she is going to hurt herself with all of her struggling. Emmett thoughts became worried immediately. â€Å"Edward, pull over,† Alice directed. Bella has a good plan if you will just listen to her. I gave Alice a grave look while pressing the gas down even harder, showing her that I wasn't even going to slow down, let alone pull over. â€Å"Edward, let's just talk this through,† she continued. He's not following us; he actually has no idea where we went. Now pull over, she inclined her head toward the roads shoulder. â€Å"You don't understand,† I yelled in frustration. Alice had no idea that James was a tracker – that when he hunted his prey he never gave up and always conquered. I couldn't bring Bella back to Forks, he would find her and she would be in danger again. If she were to die, I would too. â€Å"He's a tracker, Alice, did you see that? He's a tracker!† I shouted. Crap! Emmett looked grim. â€Å"Pull over, Edward.† Do it now! We have to talk about this now! We are in this together and we all have to make the decisions together. That includes Bella! Alice raised her eyebrows like she was daring me to disagree with her. I looked down at the speedometer as the Jeep had reached one-twenty. â€Å"Do it, Edward,† Alice said to me in a bossy disapproving voice while glaring at me. She needed to understand, I had to explain to her but I didn't want to say this in front of Bella. I didn't want her to be more terrorized than she already was. I looked into the review mirror again as I saw Bella's encouraging eyes telling me to pull over. Her heart was hammering loudly in her chest and her scent was circling all of us in the Jeep, emphasizing her human frailness. I closed my eyes for a fraction of a second, hoping when I opened them again that this would all be over with. I couldn't stop, I must keep going! â€Å"Listen to me, Alice,† I gave her a reproachful look. â€Å"I saw his mind. Tracking is his passion, his obsession ?C and he wants her, Alice ?C her, specifically. He begins the hunt tonight.† â€Å"He doesn't know where ?C† Alice began but I cut her off. â€Å"How long do you think it will take him to cross her scent in town? His plan was already set before the words were out of Laurent's mouth.† I heard a faint gasp come from Bella's lips and I looked quickly in the review mirror to see her lips parted in pure horror. â€Å"Charlie! You can't leave him there! You can't leave him!† she shouted and began thrashing against Emmett and the harness with nothing but pure worry in her expression. â€Å"She's right,† Alice said while she looked to the future and then she looked at me in horror. I quickly dived into her mind, her vision was devastating. Bella! She will be so hurt and broken I don't know if we could fix her if Charlie is killed. We have to stop him ?C now! At the thought of what this could do to her I automatically slowed down. I didn't want her to die, but I could protect her from him†¦ but I couldn't protect her from the agony, the grief that she would have to suffer if her father was killed. It would be torture to see her in such pain or worse, if she finally took the blame off herself and realized it was entirely my fault and refused to let me comfort her. Alice could almost see my brain hard at work. â€Å"Let's just look at our options for a minute,† she said coaxingly, knowing that I was deep in thought about our options. The Jeep slowed as I took my foot off the accelerator slowly and the speedometer showed the Jeep slowing down to ninety miles an hour. In Alice's vision James would give Victoria the first kill ?C Charlie. Victoria was his mate and they were extremely vicious together, feeding off of each other's ruthlessness. She would display Charlie's dead body to try and coax us back ?C and it would work! I slammed the brakes while pulling into the shoulder. I felt horribly powerless. The car behind me screeched to a halt too and honked their horn. I saw Bella slam back into the seat and I was instantly nervous I had done something to hurt her but she looked unscathed. I turned to look at Alice. â€Å"There are no options,† I howled. To bring her back when that monster was hunting her ?C I just couldn't bare it if something were to happen. My brain was in limbo. â€Å"I'm not leaving Charlie!† Bella yelled louder than I had ever heard but I ignored her. â€Å"We have to take her back,† Emmett said quietly. â€Å"No,† I said with authority. â€Å"He's no match for us, Edward. He won't be able to touch her,† Emmett promised. â€Å"He'll wait,† I explained. We'll beat him at his own game then! â€Å"I can wait, too.† Emmett said while grinning widely. â€Å"You didn't see ?C you don't understand. Once he commits to a hunt, he's unshakeable. We'd have to kill him.† I shouted. And this is a problem because? â€Å"That's an option,† he replied unperturbed. I was becoming angrier because I knew I was going to lose this argument. â€Å"And the female. She's with him. If it turns into a fight, the leader will go with them, too.† Three against seven? Please! â€Å"There are enough of us.† â€Å"There's another option,† Alice replied quietly. She saw what Bella was planning in her head and the only way she saw this plan was if it was a possibility. This made me angrier than before. â€Å"There ?C is ?C no ?C other ?C option!† I shouted. I could see the shock on Bella and Emmett's face in the mirror. I turned to look at Alice. She has a good plan and you know it! Alice barked in her head. I continued to stare at her with deepest dislike. If she doesn't convince James that she is no longer in Forks than he will let Victoria kill Charlie. You can't let that happen. What would Carlisle say? I continued to glare at her and her logic. â€Å"Does anyone want to hear my plan?† Bella asked. â€Å"No,† I growled because I already knew her plan and disagreed with it. I've had enough of this! Alice glared at me so menacingly I almost thought she was going to burn holes through me. â€Å"Listen,† Bella pleaded desperately. â€Å"You take me back.† â€Å"No,† I cut in. I turned to look at her and now she was glaring at me. â€Å"You take me back,† she continued anyway. â€Å"I tell my dad I want to go home to Phoenix. I pack my bags. We wait till this tracker is watching, and then we run. He'll follow us and leave Charlie alone. Charlie won't call the FBI on your family. Then you can take me any damned place you want.† Wow! I like her style. She fights dirty! Emmett looked surprised. Just let her do this, Edward. Alice continued to glare at me. â€Å"It's not a bad idea, really.† Emmett allowed. â€Å"It might work ?C and we simply can't leave her father unprotected. You know that,† Alice replied in a I told you so tone. Everyone's eyes were on me. I took in a deep breath. â€Å"It's too dangerous ?C I don't want him within a hundred miles of her.† â€Å"Edward, he's not getting through us,† Emmett said confidently. I wish I were as confident as he was. I looked at Alice because she started flitting through the future again. Ah, yes, the future is getting clearer. I see†¦ â€Å"I don't see him attacking. He'll try to wait for us to leave her alone.† â€Å"It won't take long for him to realize that's not going to happen,† Emmett said. â€Å"I demand that you take me home.† Bella said firmly. My brain was swelling with the onslaught of information ?C the past events, the present and the future. Bringing my fingers to my temples and squeezing my eyes shut while trying to dispel all thoughts was useless but I tried anyway. â€Å"Please,† Bella whispered a cry. I knew I had to do what was best for Bella all around, not what was just best for me. I decided a compromise would be the best I could deal with. â€Å"You're leaving tonight, whether the tracker sees or not. You tell Charlie that you can't stand another minute in Forks. Tell him whatever story works. Pack the first things your hands touch, and then get in your truck. I don't care what he says to you. You have fifteen minutes. Do you hear me? Fifteen minutes from the time you cross the doorstep.† I conceded. The engine roared to life as I turned the key. I whipped the truck around while listening to everyone's thoughts. I knew this was going to happen, Alice thought smugly. Yes! We get to fight! Hell yes! Emmett rejoiced. â€Å"Emmett?† Bella said. I looked in the mirror and she was looking down at her hands. â€Å"Oh, sorry.† Emmett said while letting go of her wrists. This is the most exciting thing since mine and Jasper's trip to Africa. I hope Edward always keeps Bella around, everything is always so interesting! Emmett continued to think happy thoughts the whole way back to Forks. While everyone else was silent I was working plans in my head. â€Å"This is how it's going to happen,† I began to explain our strategy. â€Å"When we get to the house, if the tracker is not there, I will walk her to the door. Then she has fifteen minutes.† I gave Bella a dark look in the mirror to let her know I wasn't going to change my mind on this point. â€Å"Emmett, you take the outside of the house. Alice, you get the truck. I'll be inside as long as she is. After she's out, you two can take the Jeep home and tell Carlisle.† What? No fight! â€Å"No way,† Emmett interrupted. â€Å"I'm with you.† I sighed. â€Å"Think it through, Emmett. I don't know how long I'll be gone.† I explained. You aren't going to ruin this for me. â€Å"Until we know how far this is going to go, I'm with you,† Emmett said with authority. A growl almost escaped my lips. â€Å"If the tracker is there,† I frowned, â€Å"we keep driving.† No worries! â€Å"We're going to make it there before him,† Alice said with confidence. Oh no you don't, Edward, I'm staying with her. She thought when I planned to send her home.†What are we going to do with the Jeep?† Alice asked to provoke me. I gritted my teeth as I spoke. â€Å"You're driving it home.† No way! â€Å"No, I'm not!† she said coolly. Tonight I just couldn't help myself, a stream of profanities come through my lips, but low enough I was sure Bella couldn't hear them. Would she think of me as a gentleman after this? What a dumb thing to be thinking about in such a crucial moment, I thought to myself. â€Å"We can all fit in my truck,† Bella said quietly. I ignored her, she wasn't helping my cause. â€Å"I think you should let me go alone,† Bella said even more quietly, purposely provoking me. I clenched my teeth and breathed through them slowly. â€Å"Bella, please just do this my way, just this once.† â€Å"Listen, Charlie's not an imbecile,† she continued like she hadn't heard me. â€Å"If you're not in town tomorrow, he's going to get suspicious.† Why does she continually worry about me when she should be worried about herself? Beautiful, selfless, warm, trusting human†¦why do you do this to me? I roared internally. â€Å"That's irrelevant. We'll make sure he's safe, and that's all that matters.† I told her. I could see her rebuttal churning in her eyes before she spoke. â€Å"Then what about this tracker? He saw the way you acted tonight. He's going to think you're with me, wherever you are.† Where on earth did this creature come from? Emmett wondered. â€Å"Edward, listen to her,† he urged. â€Å"I think she's right,† Emmett said, positively delighted. Hum, she has a point. â€Å"Yes, she is,† Alice agreed. They already convinced me to come back to Forks and bring her back to the vampire who hunted her and now they expect me to stay behind! â€Å"I can't do that.† I barked. It was true, it was almost physically impossible for me to leave her now. â€Å"Emmett should stay, too. He definitely got an eyeful of Emmett.† She continued. You have got to be kidding me! She's turning on me now! â€Å"What?† Emmett's eyes narrowed in her direction. I'll placate him. Don't worry. â€Å"You'll get a better crack at him if you stay,† Alice suggested. The way they were planning was driving me insane. I had to put my foot down at some point. â€Å"You think I should let her go alone?† I said incredulously. Do you think I'm an idiot? â€Å"Of course not. Jasper and I will take her.† Duh. I felt like I was being beaten down. They were making sense and I knew it, but I just couldn't stand the pain if something was to happen to her and I wasn't there to protect her. â€Å"I can't do that.† I repeated. Bella spoke up, â€Å"Hang out here for a week ?C† I looked at her in the mirror and she could see my I don't think so expression and amended â€Å"- a few days. Let Charlie see you haven't kidnapped me, and lead this James on a wild-goose chase. Make sure he's completely off my trail. Then come and meet me. Take a roundabout route, of course, and then Jasper and Alice can go home.† It will work. Really. Alice thought to me. â€Å"Meet you where?† I conceded, curiosity getting the best of me. â€Å"Phoenix.† She said matter-of-factly. â€Å"No. He'll hear that's where you're going,† I said impatiently. Oh! Great plan†¦Alice thought seeing what Bella would say before she spoke again. â€Å"And you'll make it look like that's a ruse, obviously. He'll know that we'll know that he's listening. He'll never believe I'm actually going where I say I am going.† Interesting, always interesting. â€Å"She's diabolical,† Emmett began to chuckle and I ignored him. â€Å"And if that doesn't work?† I muttered. â€Å"There are several million people in Phoenix,† she informed me like that settled it. How did our conversation end up like this ?C here, in Forks embracing danger? We should be a hundred miles away by now! â€Å"It's not that hard to find a phone book,† I said grimly. â€Å"I won't go home,† she said happily. This is entertaining, really. Emmett thought with another chuckle in his head. I wanted to roll my eyes at her or shake some sense into her. Maybe she had lost her mind with the stress of the ordeal. â€Å"Oh?† I asked, utterly perplexed. â€Å"I'm quite old enough to get my own place,† she smiled at me in the mirror. It won't come to that. Don't worry. â€Å"Edward, we'll be with her,† Alice winked at me. Everyone had lost their minds. A sadistic vampire was hunting Bella and everyone had turned it into a big joke! â€Å"What are you going to do in Phoenix?† I rebuked. If I have time, shop. She thought but pretended that she didn't think that when she looked at me and replied, â€Å"Stay indoors.† I threw her a disgruntled look. With Jasper gone Edward and I can track this James down and kill him! â€Å"I kind of like it.† Emmett grinned stupidly. I glared at him. â€Å"Shut up, Emmett,† I commanded and I meant that for his thoughts too. It didn't stop him. â€Å"Look, if we try to take him down while she's still around, there's a much better chance that someone will get hurt ?C she'll get hurt, or you will, trying to protect her. Now, if we get him alone†¦Ã¢â‚¬  we can hack him up into little pieces and burn him! Emmett finished in his thoughts with another wide grin spreading across his face at the thought. I saw the bright orange streetlights as they grew brighter and larger as Forks loomed into view. We had finally arrived back in town and I was suddenly anxious that our plan won't work. The streets were empty and it felt like it was an ominous sign. Alice could see the grim expression on my face. She'll be fine, Edward, I've seen it. Alice thought calmy. â€Å"Bella,† I began while Alice and Emmett became alert immediately, gazing raptly out the windows. â€Å"If you let anything happen to yourself ?C anything at all ?C I'm holding you personally responsible. Do you understand that?† I said softly. I heard her loud gulp. â€Å"Yes,† she whispered. I looked at Alice who turned back to me. â€Å"Can Jasper handle this?† He cares for Bella, too. â€Å"Give him some credit, Edward. He's been doing very, very well, all things considered.† I raised an eyebrow. â€Å"Can you handle this?† I asked. I have fewer problems handling it then you do. I'd never hurt Bella. How dare you. Alice thought while a growl ripped up her throat and she pulled back her lips to show her gleaming teeth. Coming from Alice, the very tiny Alice, made me smile despite the events of this evening. â€Å"But keep your opinions to yourself,† I said harshly, knowing that the knowledge of her visions would be too much for Bella to handle. You mean the one where I think you should change her into a vampire so she can live with us forever? She thought with great smugness. I grimaced while pulling into Bella's driveway, looking out at the dark grounds surrounding her house. A lump formed in my throat at the thought of what had to happen next.

Using Data to Make Decisions Research Paper Example | Topics and Well Written Essays - 500 words

Using Data to Make Decisions - Research Paper Example When it is necessary to reduce your workforce minimizing these actions through retraining, reassignment and reallocation can reduce the loss of employee’s intellectual capital. Critical knowledge must be retained within the company now more than ever. Career and succession plans should be developed for employees which will maximize the life of your employees and reduce productivity losses. Those company’s and managers which invest the time and capital in analytics are more able to meet workforce challenges and decision making demands with accuracy and competence (IBM Global Business Services). As a manager data should be considered a strategic asset and end user needs for analytics should be gathered through a clearly defined process (The Analytical SMB, 2012). Problems or situations that can be addressed through analytics include downsizing, recruiting, and retention. Knowing what your strengths and weaknesses are within your workforce allow you to make decisions quickly. Employee evaluations, prior attendance records and discipline records all become important data components in decision making processes. Career plans and tracks can assist in retention of valuable employees and understanding your company’s shortages will allow you to recruit man power in targeted areas. Results in any problem or situation are greatly improved when data collection includes many elements or facets. You should know and understand the needs of the business in order to decide what data needs to be collected.

AIDS in the United States Research Paper Example | Topics and Well Written Essays - 750 words

AIDS in the United States - Research Paper Example 20 percent of adults have AIDS in seven countries of this area of Africa. The initial slow reaction and lack of concern during the early 1980’s and beyond by the U.S. is clear today. Forty thousand new instances of the disease is reported each year but exactly how many persons are infected is not known because the method intended used to track AIDS is flawed and not likely to be fixed anytime soon. However, the social effect of AIDS has been widely acknowledged. This has served to inform the public and slow the progression of the epidemic but not in the African American community. The continuing proliferation of AIDS is allowed by the lack of appropriate vaccines and the virus’ ability to evolve as it invades, weakens and finally destroys the immune system. HIV, the disease which develops into AIDS, evolves so quickly that its exterior molecules are in a continuous state of transformation; consequently, the human immune system and the vaccines used to battle the virus, cannot catch up. â€Å"As it replicates within a single infected individual, HIV accumulates mutations that change the shape of its surface proteins, evolving right out from under the antibodies produced by the victim’s immune system† (National Institute of Allergy and Infectious Diseases, 2007). Due to AID’s capability of evolving at such a considerable pace, it rapidly counters medical treatments. The HIV cells which live beyond the primary drug concoction reproduce and their decedents transmit the drug resistant strain. This is the rationale for a patient’s drug therapy including what is generally called a ‘drug cocktail’ (various types of HIV drugs used together) which, in concert, act to hinder the further development of the resistant (strong) HIV viral strains. If a smaller amount of the resistant cells continue to exist, the less likelihood the disease will continue to spread. This is just one of the primary evolutionary models used by biomedical scientists to battle AIDS. (National Institute of Allergy and Infectious Diseases, 2007). AIDS made the evolutionary leap from chimpanzees to people. In all likelihood, the transfer happened by people using chimpanzees as a source for meat. The virus began in two varieties of monkeys which were eaten by chimpanzees which may cannibalize when food sources run short. A hybrid virus found in these monkeys (SIV) dispersed via infected chimpanzees and a mutated type (HIV-1) was ultimately transmitted to humans. Just like chimpanzees, people carry two variations of the disease. HIV-2 is the other and the less virulent. â€Å"Because of the similarity between chimpanzees and humans, any virus that successfully adapts to spreading among chimps would be a candidate for a further jump to humans, a potential HIV-3,† according to Paul Sharp, Institute of Genetics at University in England. (cited in Lovgren, 2003). One percent of the Earth’s inhabitants have contracted AIDS. The disease is to blame for killing of nearly three million people every year. AIDS is spread through use of use needles and unprotected sex. There is overwhelming evidence that needle exchange programs (NEPs) are very effective in preventing the transmission of the AIDS viruses yet do not promote drug use as critics of these programs contend. When first presented with this idea, Congress thought that NEPs would encourage drug abuse and they would send the message that the federal government sanctioned drug use by encouraging clean needle dispersal. â€Å"Restricting access to sterile syringes only acts to exacerbate the IDUs already desperate situation and is not in the best interest of the community regarding health, criminal or financial concerns. Free, legal and easily

Current Issues in Management and Financial Accounting Essay

Current Issues in Management and Financial Accounting - Essay Example The aim is to show the current issues that are making the two fields different; the current issues related with these fields. According to Lawrence J. Gitman differences between the two, harmonized financial accounting and variables management accounting are shown in this assignment to understand their purpose to deal with the accounting system. Below different factors are given used to develop a clear information to the reader that how the role of these two branches differ. Garrison Noreen mentioned that two approaches accounting differ with each other in respect to financial statements. The financial accounting actually deals with the presentation of financial data where as the management accounting is the management of the accounting and cost within the firm structure. The financial accounting system actually used to make different financial reporting and therefore, the financial accounting standard board has launched different standards that must be taken in consideration while forming the financial statements. That is the reason that the financial accounting system becomes a harmonized system whereas, management accounting do effect on the financial statements but this actually deals with the management of cost structure within the firm. ... ifference between the two approaches is that management accounting uses different forms of cost structure to ensure minimum cost used in the firm where as financial accounting actually deals with structures and reporting that inform that how much cost is incurred by the firm. The management of any firm uses the management accounting to control their cost within different firms where as financial accounting actually seeks the usefulness of such management accounting system. The management of the firm consider mainly on their cost structure so that they can manage their cost structure to gain much benefits in their financial statements. The financial accounting on the other hand has very precise purpose, it helps in forming the financial statements and also helps the firm to provide a better future understanding of their newly projects. They help to know that which project will be better while management accounting helps the management to manage their cost to gain extra. Therefore, the management uses the harmonized and standard financial accounting system to elaborate better financial conditions of the firm. Therefore, management The management accounting uses different standardized cost structures within the firm where as the financial accounting do not have any standardized cost structure that can be used by the firm. The system design of any firm includes the cost structure and cost design of the firm. For instance either the firm is using the job-order processing system and or process order system (Carl S. Warren, James M. Reeve, Philip F. (2005)). These systems define the cost structure of the firm. The firm chooses these management accounting systems according to the use of resources so that they can incur less cost in the firm. Where as, the financial

Marketing on Women Essay Example | Topics and Well Written Essays - 500 words

Marketing on Women - Essay Example Today, women are well educated, travel, and live alone in new cities, and they form a mobile workforce. Women are active in almost all sectors, such as engineering, manufacturing, construction, hospitality, healthcare, entertainment and TV, and many other sectors. Thus, the earning power of women has increased, and they do not have to depend on their husbands, fathers, brothers, or partners to buy products2. Statistics: In USA, high net worth women make up 39 percent of the top earners while 2.5 million women have assets of $ 4.2 trillion. About 43 percent of women in USA have assets of more than $ 500,000. Estimates until 2020 indicate that women will control and manage about two thirds of the national wealth and control about $ 40 trillion. Generally, women make 95 percent of the decisions to buy a large number of products, while in groceries; they make 99 percent of the decisions. Estimates indicate that women are the decision makers for 85 percent of all consumer goods, 91% of new homes, 92 percent for vacations, 65 percent for new cars and 93 percent for pharmaceuticals, beauty products and personal hygiene items. Women also participate in online buying and 22 percent shop online almost daily, and they post reviews about their purchase, post messages in social media and write to marketing firms about their pleasure or displeasure3. Loyalty: Studies indicate that womens loyalty is less for some types of products such as consumer goods, groceries and toiletries. They look at a number of factors such as product quality and price and they would be willing to try new products that are recommended by friends or that cost less, but the products must meet the expected quality requirement. Celebrity endorsements have limited appeal, unless women like the products. Women also tend to be more loyal to the service provider such as the waiter,

Improving Communication Skills with Active Listening Essay - 1

Improving Communication Skills with Active Listening - Essay Example Though it might sound very easy at first but that is not the case because there are many factors that are involved which can prove to be hindrances in the process of hearing, some of these factors can be external i.e. noise, for example, may interrupt a conversation or hinder your understanding of what the person is saying, another aspect is internal which is when you might not be interested in the conversation and your mind wanders off the topic. Another problem that is linked with listening is that the mind has the ability to think 4 times faster than any speaker, hence there is a processing gap, the mind tends to wander off rather than concentrating on what the other person is saying and that could cause some sort of misunderstanding. Does this mean that one would have to listen to every word the other person is saying? Not necessarily, but what is imperative is that you listen to the person and build a mental image of what he or she is trying to put across, the message should be concentrated upon and mental images of what is being put across should be developed in the mind. How these problems could be overcome so that one becomes an effective listener and understands what is being put across more often than not? The answers lie in active listening, active listening means that one is not just listening but is carrying out an action or actions that involve him in the whole process as well. The first thing that should be done is that the listener should have empathy for the speaker, what that means is that the listener should place himself in the shoes of the person who is speaking, this helps by understanding the situation in a much better manner. The second point is that there should be acceptance of what is being said, acceptance does not by any way mean that you accept or agree to whatever is being said but it largely means that you accept whatever a person is saying might be true and right, you should not jump to conclusions and you cannot be judgmental, what happens is that the lag time between the speakers ability to speak and the minds ability to process is used up by the mind to think of rebuttals to a what a person is saying and that hinders the listening process because you are being judgmental of what is being said are on the lookout to counter-attack.  

Federal Governments Roles in Private Security Research Paper

Federal Governments Roles in Private Security - Research Paper Example This can be done by the creation of gazettes that limit the mandate of private security companies to access information on a particular case. Moreover, the state should be able to share information with the private sector in case of a security threat. For instance, airport security may be mandated to stop a person as mandated by the state. Such collaborations make it easier to handle security threats. Another role of the state on private firms is to ensure proper certification of the practice. An organization should be valid and legally created to be able to serve in the industry. Raphael (2004) also points out that the state should ensure operations of private companies are regulated and specified. For instance, a private company may be provided with a mandate to use firearms only in extremely necessary situations. Private security firms in charge of institutions should be major areas to be targeted by the state. For instance, airports should be handled with greater regards from the state. The state should have intensified focus on private security firms in airports. However, this mandated should be limited to avoid instances of abuse on human rights. Regardless of this requirement, national security should be a priority (Noam, 2005). The author, however, is keen to assert that institutions such as medical and educational facilities should be approached with caution considering the sensitivity of people in these institutions (Noam, 2005). An area that should be provided with maximum state control is boarder control. Private security firms with the responsibility of securing across boarder transports should be completely transparent to the government on the nature of their business and provide evidence to support the claims. One proposed Act is the Federal Acquisitions Regulations (FAR). This act is aimed at managing the contraction of private security firms. In an

Supreme Court Essay Example for Free

Supreme Court Essay Marbury v. Madison:(1803) Judicial review In 1801, Justice William Marbury was to have received a commission from President Adams, but Secretary of State James Madison refused to issue the commission. Chief Justice Marshall stated that the Judiciary Act of 1789, which was the basis for Marburys claim, conflicted with Article III of the Constitution. Marbury did not receive the commission. This case determined that the Supreme Court and not the states would have the ultimate word on whether an issue was in violation of the Constitution. The Supreme Court judged that when the state of Georgia rescinded a land grant it was unconstitutional since it revoked the rights already granted in the contract. This was the first case to declare a state law in violation of the Constitution. . Dartmouth College v. Woodward: (1819) Contracts and State law The New Hampshire legislature amended the original charter of the college, which had been in place since 1769, to make the college more accessible to the public. The problem was that the legislature acted without consultation with the college trustee. The Supreme Court ruled that the original charter was inviolable as the charter was a contract. This decision led to a strengthening of property rights against state abridgement. McCulloch v. Maryland: (1819) Implied powers James Madison created a national bank, The state of Maryland believed this was an intrusion into states rights and attempted to tax the bank. James McCullough, who worked at the bank, refused to pay the state taxes because he believed the state had no right to tax a national bank. Marshall stated. That the bank was incompliance with the constitution and could not be subjected to state taxes. This case established the rule that states could not tax an institution of the federal government. Gibbons v. Ogden: (1824) Interstate commerce Act issue was the right to carry passengers along a canal from New York to New Jersey. The state of New York had granted Aaron Ogden the exclusive right. The federal government issued a license to Thomas Gibbons for the same route. On appeal the case went to the Supreme Court after Ogden sued Gibbons and won. The Supreme Court decided that Gibbons was right and that states cannot stop Congress regulating interstate commerce. This was a landmark case because it established federal authority over the states. This became the basis of the Civil Rights Act of 1964. Cherokee Nation v. The State of Georgia: (1831) State law and Indians The Cherokee Indians had been farming the land in the western part of the state and had established their own government. The Georgians passed laws and tried to have the Cherokee government declared null and void. The Cherokee nation brought the suit to the Supreme Court on the grounds that the Cherokee nation was a foreign entity and therefore the state of Georgia had no rights. Marshall knew that if he ruled in favor of the Indians, President Jackson would not enforce the ruling. So Marshall ruled that the Cherokee nation did not constitute a foreign nation. Thus the Supreme Court had no jurisdiction over the Cherokee nation. Worcester v. Georgia: (1832) State law and Indians in Worcester v. Georgia John Marshall invalidated a Georgia law concerning entry into the Cherokee nation. In this case Worcester, a missionary, sued on the grounds that the state had no right to control any aspect of the Cherokee nation as this would fall within the powers of the federal government. This was just one more instance of the Marshall Court increasing power for the federal government over state governments. The Marshall court attempted to protect the property rights of the Indians. Unfortunately, even Marshall was unable to keep the Indians from continually being forced off their land. . Scott v. Sanford: (1857) Citizenship and Slavery Dred Scott was the slave of an army doctor. The doctor had lived in free states and in free territories, but had returned to Missouri, a slave state, before his death. Scott sued the doctors wife for his freedom on the basis that in a free state he had been free. The Supreme Court decided that Congress had no power to forbid slavery in the territories. They also said that as a slave, Scott was not a citizen and was not eligible to sue in a federal court. This decision annulled the Missouri Compromise and the Kansas-Nebraska Act. The case centered on 3 issues: a) Was Dred Scott a citizen? b) Could Congress prohibit slavery in the territories? c) If a slave was property, then shouldnt Sanford be compensated? Scott and his family did win their freedom because Scotts new owner was the widows brother and a known abolitionist. This case was never about the freedom of Dred Scott but about the future expansion of slavery into the territories. Texas v. White:(1869) Legality of Confederate Government Policies After the Civil War the reconstruction government of the state of Texas brought suit to regain state-owned securities, which had been sold by the Confederate state legislators during the war. The defense claimed that since Texas had not been restored to the Union there were no grounds for a federal court case. Chief Justice Salmon P. Chase maintained that since secession was illegal, Texas had never left the Union. Chase said the Confederate government of the state had been unlawful so all acts carried out by the government were null and void. Therefore the state was entitled to recover the securities. Plessy v. Ferguson: (1896) Separate but equal Homer Plessy was arrested in Louisiana for riding in a whites-only railroad car. Plessy, who was one-eighth African American, appealed on the basis of the equal protection clause of the Fourteenth Amendment. The court said that so long as the facilities were equal then it was legal to racially separate. This became the impetus for segregation across the south. Swift and Company v.  United States: (1905) Defining Interstate Commerce. Swift claimed to be participating in business that was intrastate and not interstate, which he added, meant the interstate commerce act did not apply to his business. The court agreed unanimously that this was not the case and Swift was trying to create a monopoly. Armed with the Sherman Antitrust Act, Oliver Wendell Holmes said the company had a current of commerce among states. Bunting v. Oregon: (1917) Government Enforcement of 10-Hour Workday. In 1913 Oregon established a 10-hour workday for all men and women in mills or manufacturing industries. Any work beyond the ten hours was payable at a rate of time -and-a-half. Bunting, who owned a factory required his workers to work a 13 hour day and did not pay overtime. The Court was split on the issue and did not want to be seen as a regulator of wages. Eventually the court decided that overtime pay did not constitute wage regulation. Schenck v. United States: (1919) Freedom of Speech during Wartime. During World War I Charles Schenck had distributed pamphlets that said the draft was illegal. He was charged under the Espionage Act (1917). Justice Oliver Wendell Holmes rejected the argument that the pamphlets were protected by the free speech clause of the Constitution. Holmes told the court that freedom of speech could be suppressed if there is a clear and present danger, and since this happened during a time of war, there was such a circumstance. Korematsu v. United States: (1944) Legality of Japanese Internment during WWII In1942, after the Japanese attack on Pearl Harbor, President Roosevelt issued Executive Order 9066, which required the forced relocation of over 100,000 Japanese-Americans to relocation camps. The Supreme Court ruled the relocation was illegal. In1988 these people, of whom many were citizens, received compensation. tL-94l.. . Brown v. Board of Education of Topeka, Kansas: (1954) Equal protection Linda brown was denied admission to a local elementary school in Topeka, Kansas. The basis for her denial was that she was black. Chief Justice Earl Warren overruled the separate but equal doctrine of Plessy v. Ferguson. He stated that the public schools violated the fourteenth amendment condition of equal protection under the law. The defendants claimed that the inferior conditions in segregated schools hindered their development. After the ruling was made, the court declared that segregation must end. Gideon v. Wainwright: (1963) Representation by Counsel Gideon was accused of a breaking into a poolroom in Florida but he had no financial means to secure a defense. He requested a defense counsel but was refused and was forced to defend himself. The court returned a guilty verdict. This led to the Supreme Court ruling that all people were entitled to legal counsel regardless of their ability to pay for legal counsel. Heart of Atlanta Motel v.  United States: (1964) Interstate commerce In 1964 Congress tried to pass the Civil Rights Act based on its power to regulate interstate commerce. Congress believed it had the right to ban discrimination in public accommodation and in employment. A motel owner challenged the law on the basis, that he had a local business which should not be considered interstate commerce. The Supreme Court ruled that since the business gained most of its income from interstate commerce; thus, the business was liable to the rules of Article 1, section 8 of the Interstate Commerce Act. Wesberry v. Sanders: (1964) one man tine vote This case dealt ith the apportionment of congressional districts in Georgia. The voters of Georgias fifth congressional district, easily the largest district, believed that their representation was not as equal as that of other districts with less people. They argued that because the state legislators had failed to, realign the districts their vote was debased. The Supreme Court ruled that as much as possible districts should be comparable in terms of population. Miranda v. Arizona: (1966) Rights in custody Ernesto Miranda a man who had not completed the ninth grade was arrested at his home in Arizona and identified as a suspect ina rape-kidnapping case. When he was questioned about the crime Miranda maintained he was innocent, but after two hours of interrogation he signed a confession. At the trial the confession was admitted as evidence and the court found Miranda guilty. The police acknowledged that Miranda had not been made aware. of his rights during the process nor had he had access to legal counsel. While the Miranda confession was given with relatively little pressure it still violated the constitutional requirements that governed such procedures. Inthis case, the Warren court ruled that the accused must be made aware of his or her rights from the beginning. Roe v. Wade: (1973) Right to Privacy During the sexual revolution of the 1960s and 1970s the number of abortions performed illegally was unbelievably high. Inits decision the Court struck down a Texas law that made it illegal to perform abortions unless the womans life was risk. Jane Roe an unmarried mother wanted to terminate her pregnancy but she did not meet the necessary requirements. The Court sided with Roe and said that a woman had a constitutional right to privacy that extended to cover a decision whether or not to terminate her pregnancy. Bakke v. Board of Regents of California: . (1977) Affirmative Action In an attempt to get greater racial and ethnic diversity The University of California Medical School at Davis created a special category for minority students. This was the first constitutional test for affirmative action. Bakke, a white student, was rejected by the university and filed a lawsuit alleging discrimination under the Civil Rights Act of 1965. The Court said the university can use special criteria to determine which students gained acceptance so long as it did not use a quota system.

What Can We Expect From Input Enhancement?

What Can We Expect From Input Enhancement? Introduction Today, it is generally accepted that target grammatical form of L2 (second language) must be noticed to make acquisition happens and that SLA (second language acquisition) instruction must be integrated into language teaching by which the grammatical forms are presented to learners in meaningful context. IE (Input Enhancement), coined by Sharwood Smith (1991), is a deliberate manipulation to make specific grammatical features of L2 more salient. First of foremost, this technique underscores the fundamental role of input in language teaching. Likewise, the purpose of IE is to draw learners attention to target linguistic form in L2 input. According to Sharwood Smith (1991), learners could be led to noticing target form in two ways: Input Flood (IF) and Textual Enhancement (TE). Through IF, Sharwood Smith (1991) demonstrated the basic idea that the more frequent the exemplars of the target form appear in the input, the more likely the learners will notice the form. In other words, IF manipulates input by saturating L2 linguistic data with target form to draw learners attention. On the other hand, TE is a technique of manipulating the typographical features of a written text to increase the perceptual salience of target grammatical form. The typographical cues such as changing the font style, enlarging the character size, underlining, bolding, capitalizing, and highlighting with colours could be used. However, the question underpins the concept of IE is: Is it sufficient by exposing L2 manipulated input to learners? This question leads to further investigation as learners might not necessary parse the linguistic structure or make form-meaning connection. Therefore, a more specific question emerges: How effective is IE? Based on above discussion, this essay will argue that IE plays facilitative role in L2 learning. The purpose of this essay is to depict what aspects of IE could be fruitfully applied to design a language teaching activity. Review on the key empirical studies of IE will be presented in this essay. Throughout, advantages and limitations of IE will be identified within theoretical frameworks which underpin the stance. Then, we will describe how to overcome the shortfalls of IE by integrating IE with other interventions into classroom language teaching. Finally, IE implications and limitation on language teaching will be reiterated as conclusion. Before discussing the findings and implication of IE, we will first examine several input and noticing issues in SLA field. Input and Noticing Issues in SLA Research Wong (2005) defines of input as samples of language that learners are exposed to in a communicative context or setting (Wong, 2005:119). At the same time, VanPatten (2003) describes input as the language that a learner hears (or reads) that has some kind of communicative intent (VanPatten, 2003: 25). It is clearly to note that both definitions emphasise the terms of communicative. As claimed by VanPatten (2003), learners play communicative role to extract the meaning encoded in the meaning-bearing utterance or sentence. Through these interpretations, we could come to a understanding that L2 learning process engages learners as active participants in a communicative language classroom when they are exposed to L2 input. Despite of communicative value of input, it is generally agreed that input is prerequisite for L2 acquisition. However, there is a need to explore whether manipulation is essential to mediate input into intake. Perceivably, the distinction between input and intake has been drawn in SLA literature. For example, Sharwood Smith (1993) defines input as the potentially processable language data which are made available by chance or by design, to the language learner whereas intake as that part of input that has actually been processed and turned to knowledge of some kind (pp.167). This interpretation leads to ongoing debate about the role of consciousness and unconsciousness mechanism in learning process. Despite extensive research, it still remains controversial as to what type of cognitive mechanism is necessary for acquisition to occur (Svalberg, 2007: 289). Firstly, Krashen (1982) draws a distinction between learning and acquisition. Learning is the result of conscious process whereas acquisition is the product of subconscious process. According to Krashens (1982) strong Input Hypothesis, acquisition takes place when learners are exposed to comprehensible input which is a step more advanced than their current proficiency level. This perception not only implies that input is prerequisite for acquisition process, subconscious process also plays superior role compared to conscious process. In such a case, grammar instruction plays no role in L2 acquisition (Krashen, 1982). Comprehensible Input Hypothesis has thus provokes considerable debate in SLA domain. Among the researchers, Schmidt (1990), contrary to Krashens (1982) hypothesis, postulates that conscious awareness is crucial and necessary for L2 acquisition (p.27). According to Schmidt (1995: 20), only input noticed by learners will be mediated into intake. In contrast, disagree with Schmidts (1990) strong Noticing Hypothesis, Tomlin Villa (1994) posit that unconscious detection is the key process whereas conscious awareness only play facilitative role in L2 learning. Schmidt (1990) outlines six factors influencing noticing when learners process the input, including perceptual saliency of input, frequency of input, instruction, task demands, readiness of learner and processing capacity of learner. During the ongoing debates between the two positions, Sharwood Smith (1993) proposes IE techniques which are linked to Schmidts Noticing Hypothesis. IE techniques emphasise on the qualities of input, namely TE (related to input saliency) and IF (related to input frequency). Hereby, we could claim that the rationale for Sharwood Smiths (1993) IE is driven by Schmidts (1990, 1995) Noticing Hypothesis. That is, Noticing Hypothesis is the theoretical basis for IE. From this point, the debate has indubitably shifted away from general question of Is noticing necessary? to more specific questions of How noticing influence the learning outcome? and How intervention facilitate constrained grammar acquisition process? However, before we claim that IE is efficacy to facilitate L2 acquisition, we need to examine major empirical evidences in SLA research to justify our view on Sharwood Smiths notion. 2 Empirical Evidence of IE As mentioned before, the underpinning theoretical framework for IE is Schmidts (1990, 1995) Noticing Hypothesis. Although Noticing Hypothesis remains controversial, linguists (e.g. Alanen, 1995; Lee, 2002; Shook, 1994; White, 1998; Wong, 2001) has accumulated evidence over the last decade due to its important role in shedding light on how salient input can contribute to the acquisition of L2 target form. In this section, we will discuss the advantages and limitations of IE by reviewing empirical SLA studies on IF and TE. Various perspective of effectiveness such as degree of noticing, intake of forms, accurate production of forms and content comprehension will be examined along the discussion. Input Flood Empirical Evidence: Input Flood has positive effects Lee (2002) investigated the effects of input frequency on the incidental acquisition of Spanish future tense morphology. The subjects were 283 university students with different L1 backgrounds. The frequency of target form appeared in the input passages were 6, 10 and 16 exposures. In immediate post-test, he found frequency has positive effects on the comprehension and intake. In both immediate and delayed post-tests, 16F group outperformed 10F and 6F group significantly. White (1998) investigated the comparison effects of IF and TE on the acquisition of English possessive determiners (PD). 86 French children were divided into 3 treatment groups: textual enhanced input flood (IF-TE group), textual enhanced input flood plus extensive reading and listening (IF-TE+ group) and input flood without enhancement (IF group). In oral picture description task, all subjects experienced improvement. For the frequency of grammatical use, IF-TE+ significantly outperformed the IF-TE and IF group. However, there is no significant difference between IF-TE group and IF group. Empirical Evidence: Input flood has limited effects Trahey White (1993) investigated the effects of IF (positive evidence) on the acquisition of English adverb placement. Subjects were divided into 3 groups: IF group was given flooded positive evidence; IF-EI (A) group received flooded positive evidence and explicit instruction; IF-EI (Q) group received explicit instruction on question formation. They found IF group and IF-EI (A) group performed significantly better than IF-EI (Q) group on using correct word order. However, the results also revealed that IF group and IF-EI (Q) group used incorrect word order more than the IF-EI (A) group. Williams Evans (1998) examined the effects of IF (positive evidence) and explicit instruction on two English target forms: participial adjectives and the passive construction. The university students were divided into 3 groups: IF group received IF with no explicit instruction; IF-EI group received IF and explicit instruction on the forms, rules instruction and corrective feedback; and control group. For the participial adjective, both IF and IF-EI groups showed improvement. However, IF-EI group had significant higher score than IF group. This suggested that explicit instruction had greater effects than IF on this form. For the passive construction, both IF-EI and IF groups made greater improvement than the control group. However, there was no significant difference between IF-EI and IF groups. This suggested that explicit instruction has no greater effect than IF on this target form. Advantages of Input Flood Firstly, Sharwood Smith (1993, 2006) claims that the main purpose of IE is to enforce noticing. Studies show that IF increases learners attention on target forms without any explicit guidance. This incidental-driven technique provides linguistic materials that are essential for learning problem solution (Doughty William, 1998: 236). This statement is validated by Lees (2002) and Whites (1998) study. The findings supports the basic idea of IF that the more exemplars in a flood the better. Secondly, IF enhances content comprehension. The major advantage of IF is that it provides a lot of meaning-bearing input (Wong 2005: 42). With the availability of meaning-bearing input, learners are provided opportunities to capture the meaning embedded in words, syntax or morphology. In both immediate and delayed post-test, Lee (2002) found that input frequency has significant positive effects on the comprehension. Thus it could be noticed that through the exemplar-based and implicit learning method, learners could perform form-meaning connection and manage to penetrate the meaning of the message. Thirdly, IF fosters the intake of the target form. Lees (2002) study reported 16F group outperformed 10F and 6F group significantly in post-test. For recall task, 16F and 10F groups performed significantly better than 6F group. Results of oral picture description task in Whites (1998) study also revealed that all subjects experienced improvement in the use of English PD. However, there was no significant difference between IF-TE group and IF group, indicating that IF alone was sufficient to bring improvement whereas TE played no significant role on the correct use of the target form. Limitation of Input Flood First of all, studies reported that IF is a volatile technique. Findings from Williams Evans (1998) study suggested that forms did not behaviour uniformly in IF technique. Different form types can weaken or strengthen the effect of IF through their mutual interaction, as well as the interaction with other variables such as task requirement, individual differences, content complexity, and pragmatic information in the context (Han, Park Combs, 2008). Thus further investigation on how to eliminate or reduce the effect of the variables when using IF is worthwhile. Secondly, IF does not provide negative evidence. Trahey Whites (1993) study revealed the limitation of IF that the flood was not effective in helping learners to be aware of impossible positions or incorrect grammar (Wong, 2005) and explicit instruction such as negative evidence might be necessary. This situation was also demonstrated in White (1998) study, as subjects frequency use of English PD was increased by TE, but both IF and TE did not have help learners to use the grammatical form correctly. That is, no significant difference was found for the accuracy ratio between IF group, IF-TE group and IF-TE plus extensive reading and listening group. However, when measuring the frequency of grammatical use, IF-TE plus extensive reading and listening group significantly outperformed the IF-TE and IF group. These findings suggest that comprehensible input might be more effective than IE in the acquisition of English PD agreement rules. Again, this issue still remains controversial and is worth further investigation as Krashens Comprehensible Input Hypothesis is refuted by mostly SLA researchers. Nevertheless, this phenomenon might be explained by the statement that comprehension precedes production (Lightbown et al, 2002; Krashen, 1982). Wong (2005: 94) cautions that acquisition is slow and complex hence we could not expect learners to use target form correctly immediately after IE treatment. Thirdly, Input Flood is an implicit technique where no effort is done to direct learners to the embedded forms in the input (Wong, 2005). Whites (1998) study reported that a third of learners were confused about the purpose of the textual enhancement. The textually enhanced input failed to help the learners to figure out the English PD agreement rule. As seen from empirical evidence, IF is an easy-to-use technique. It could be modified and incorporated easily in the classrooms to emphasize specific target form (Cowan, 2008). However, IF imposes some limitations on language teaching pedagogy which is not as effective as other focus-on-form activities. The discussion of how to apply this technique in language teaching will be demonstrated in next section of this essay. Textual Enhancement Like IF, SLA studies on TE also report mixed results. Researchers found that TE has positive effects, has partial effects, and has no effect on L2 acquisition of grammatical features. While Leow (2001) and Leow at al. (2003) have only manipulated the input by TE as an independent variable, the other studies investigated effects of TE in the combination with other intervention . Empirical Evidence: Textual enhancement has positive effects Studies conducted by Jourdenais et al. (1995), Shook (1994), Wong (2001) revealed that TE had not only helps learners to notice the target forms in input, but it is also very effective for enhancing learners intake new grammatical forms. Shook (1994) investigated the effects of TE on Spanish present perfect tense and relative pronouns (quen/quein). The subjects were 125 university students. The results revealed that the two experimental groups who received the passages with TE performed significantly better than the control group in all tests. However, there was no significant difference between TE group and TE plus focus on form group, revealing that focus on form information played no role in L2 acquisition. Jourdenais et al.s (1995) investigated the effects of TE on the acquisition of Spanish preterite and imperfect past tense forms. Both enhanced and unenhanced versions came with pictures depicting the events of the story. Think-aloud protocols and a picture-based written narration task were used to collect data. Results indicated that TE increased noticing of target L2 form and had a significant positive effect on learners output. Empirical Evidence: Textual enhancement has limited effects Alanen (1995) examined the effects of TE and explicit information on the acquisition of semi-artificial Finnish locative suffixes and consonant changes. 36 English subjects were divided into 4 groups: unenhanced passages (UE group), unenhanced passages plus explicit information (UE-EI group), enhanced passages (TE group) and enhanced passages plus explicit information (TE-EI group). On the sentence completion test, TE group performed better than UE group. However, Alanen (1995) found that both EI groups performed significantly better than non-EI groups on both target forms. The result, contradict with Shooks (1994) study, indicated that explicit grammar instruction had greater positive impact than TE. Results from Whites (1998) study, discussed in the previous section of IF, revealed that TE increased the grammatical use of possessive determiners. However, its impact was not as significant as IF which brought greater improvement. White (1998) concluded that benefits resulting from the experimental treatment conditions were due to increased exposure through IF of target forms and not to any other kinds of enhancement (White, 1998: 103). This claim means IF is the only effective tool to enhance L2 acquisition in her study is. Izumi (2002) investigated the comparative effects of TE and output on the acquisition of English relative clause. Subjects were 61 adults with different L1 backgrounds. Explicit information was given to the subjects to attend to the highlighted form. The results found that output-input task brought measurable gains in target form acquisition. Those who received TE treatment failed to show significant gains in acquisition. Wong (2001) examined the effects of TE, simplified input and exposure to reading on the acquisition of French gender agreement of past participles. 81 English university learners were respectively exposed to four conditions: enhanced and simplified passages (TE-S group), enhanced and unsimplified passages (TE-US group), unenhanced and simplified passages (UE-S group), and unenhanced and unsimplified passages (UE-US group). It is found that TE and simplification had no significant effects on the intake of the target forms. However, TE had significant positive effects on the content comprehension. Empirical Evidence: Textual Enhancement has no (or negative) effects In Leows (1997) study the effects of textual length and TE were examined. 84 college learners were divided into 4 groups and were accordingly given an unenhanced long passage, an unenhanced short passage, an enhanced long passage and an enhanced short passage. Results revealed that TE has no effects on either comprehension or intake of the targeted form. Shorter text length improved comprehension but not the intake. Overstreet (1998) replicated Jourdenais et al.s (1995) study and found negative effects of TE. He combined two factors, namely TE (bolded, underlined, increased font size, different font types and shadowed) and topic familiarity on the acquisition of Spanish preterite and imperfect past tense forms. 50 university learners were given one story each, either enhanced or unenhanced. Neither factor significantly affected learners intake. Moreover, Overstreet (1998) found that TE negatively affected comprehension, mainly due to numerous types of enhancements (Lee Benati, 2007: 25). Leow (2001), after a few years of his study in 1997, conducted another study to investigate effect of TE on the acquisition and comprehension of Spanish formal imperative. He did not apply other invention but only TE in this study. The results once again revealed TE has no effects on intake and comprehension. Leow et al. (2003) examined the effects of TE on the acquisition of Spanish present perfect tense and present subjunctive mood. 72 university learners were divided into two groups. One group was given 2 enhanced passages and another group was given 2 unenhanced passages. Results showed that although subjects noticed the target forms when reading, TE did not enhance the intake of the target forms. S.Lee (2007), similar to Overstreets (1998) study, examined the effects of TE ( ±TE) and topic familiarity ( ±F) on English passive construction. 259 Korean subjects were divided to 4 groups: +E/+F group, -E/-F group, -E/+F group and +E/à ¢Ã‹â€ Ã¢â‚¬â„¢F group. The results revealed that TE was beneficial for the intake of target form, but interestingly, negatively affected the comprehension. Advantages and Limitations of TE Some of above studies demonstrated that TE has significant impact on SLA, either in positive or negative ways. First of all, TE increases noticing. This technique offers more salient target form in written input that learners may easily miss (Wong, 2005: 49). Jourdenais et al. (1995) stated that typographical modification can be used as an effective technique for enhancing salience of language features (Jourdenais et al., 1995: 208). As evidence, both Leow et al. (2003) and Jourdenais et al. (1995) used think aloud protocols and reported that subjects noticed the typographically enhanced target forms when reading. Second, TE is effective to enhance intake of forms. For example, Alanen (1995)s study reported that TE group performed better than UE group in sentence completion test. This indicates the positive role of TE on the acquisition of L2 grammar. Jourdenais et al. (1995) also reported that TE had a significant effect on learners output. By contrast, TE failed to demonstrate positive impact on learners comprehension and intake in Leows (1997, 2001) and Overstreets (1998) studies. These studies demonstrated that implicit noticing is not as effective as explicit instruction and that, clearly, learners needed more help than the input provided (White, 1998: 102). Also, although subjects in both Leow et al.s (2003) and Jourdenais et al.s (1995) studies noticed the enhanced target forms, they performed differently in production. Jourdenais et al. (1995) found positive effect of TE on the intake of the target forms whereas Leow et al. (2003) reported that TE did not enhance the intake of the target forms. In addition, Izumi (2002) found that subjects who received TE treatment failed to show significant gains in acquisition, despite the positive impact on the noticing of the target form. More interestingly, output played significant role in his study. These findings are contradicted to Ellis (1997) claim that TE is effective to induce learners to undertake a kind of form function analysis of the structure, as this is exemplified in input that has been specially contrived to illustrate it (Ellis, 1997: 87). Therefore Polio (2007) states that Sharwood Smiths focus was what had been done to the input, rather than what happened in learners mind (Polio, 2007, cited in Gass Selinker, 2008: 388). However, this notion is inaccurate that Sharwood Smith (1991, 1993) has alerted that we should not rely solely on TE to increase learners attention. Noticing triggered artificially by TE might not result in intake. Although learners may notice the signals, the input may nevertheless be non-salient to their learning mechanism (Sharwood Smith, 1991: 21). As Ellis (1997) describes the use of TE focuses learners attention on specific linguistic features and assists them to encode the meaning embedded in the features, it is suggested here that TE should be integrated with other interventions for better result. Third, TE enhances comprehension. In Wong (2001)s study, TE had significant positive effects on the content comprehension, namely it enhanced the recall of the idea units that corresponded to the target forms. However, evidence from Overstreets (1998) and S.Lees (2007) studies suggested TE distracted learners attention from meaning. The results indicated that TE has negatively affected learners comprehension on the content of the passages. In spite of increasing evidence suggesting that TE can promote noticing of certain linguistic features, it remains a matter a debate whether or not it has simultaneously created a trade-off between intake and comprehension (Han, Park Combs, 2008). Also, Simard (2009) cautioned that selection and combination of different typographical cues lead to different impacts on the intakes. His study reported that the use of capital letters and a combination of 3 typographical cues promote the intake of the forms. Overstreets (1998) use of numerous types of typographical cues might lead to distraction and confusion thus did not enhance the acquisition. Therefore, in order to ensure the quality of instructional material, language teachers should select cues carefully. Fourth, TE is a volatile and changeable technique. In other words, external variables may affect the effectiveness of TE. For example, with no prior knowledge about the target forms, the technique is not beneficial to learners (e.g. Leow, 1997, 2001; Leow et al. 2003). Alanens (1995) study also reported that TE had different effects on different target grammatical forms. Age and puberty are other factors that might mitigate the effects of TE. In Whites (1998) study, the children who are still developing their L2 may have encountered a cognitive overload problem (Doughty William, 1998) and therefore constrained the learning process. Clearly, conflicting results on the impact of IE on acquisition, whether positive, limited or negative, are noticeable from previous studies. Several questions emerged subsequently from the review: are these mixed results attributed to different methodological designs that provide learners different degree of input quality and quantity? Or is it due to different grammatical forms targeted in different studies? If so, does this mean that different target forms are vulnerable variable that correspond to IE techniques in different ways? These insights are meaningful and important for the implication of IE in language pedagogy and will be discussed in following section. 3 Pedagogical Implications Nowadays it is common for language teachers to use IE techniques to enhance specific features of L2 in order to draw learners attention to target linguistic aspects. Although IE does not provide full and consistent picture to SLA pedagogy, it offers valuable information on how to deliberately draw learners attention to target forms. As shown, uncertainties still exist on the facilitative role of IF and TE in SLA research. The debate on Noticing Hypothesis still remains open while previous studies failed to show conclusive and consistent results on IE effectiveness. However, fortunately, the field has moved from the debate on the necessity of conscious noticing to the mixed results of IE efficacy. That is, the theoretical development has now provided a clearer window to take a glimpse and imply IE techniques more effectively to language pedagogy with underpinning SLA issues. In contrast with UG, IE is a sub-field of cognitive models which emphasis on how learners process and decode the input. It should be borne in mind that noticing triggered artificially by IE might not result in intake. This implies that one cannot be assured if the enhanced input will become comprehensible and that the effects of IE vary from case to case. In terms of Input Hypothesis (Krashen, 1982), we argues that input play roles in L2 acquisition with the aids of noticing. As stated by Wong (2005), once target form is noticed, learners need to make form-meaning connection to encode underlies linguistic rules correctly (p.90-91). This notion is in line with VanPattens (1996, 2003) input processing theory where intake is equalised to form-meaning connection. Thus IE and other focus on forms tasks such as processing instruction (VanPatten, 1996, 2003) and consciousness-raising tasks might be combined in language teaching for better results. Also, it is reckoned that output tasks might be integrated into SLA instruction when applying IE concept. Long (1996) distinguishes two types of input: positive evidence and negative evidence. In coherence with Longs notion, Sharwood Smith (1993) proposed both positive and negative IE techniques. IE and TE are positive IE whereas negative IE is basically feedback or negative evidence. When there is a gap between learners perception of L2 grammar and evidence in the input, then positive evidence (input) may triggers to change the grammar (Sharwood Smith, 1991: 122-123). On the other hand, when learners are being confronted with their own production (output), negative IE signals that given forms are incorrect, thus warns learners that they have violated the grammatical rules (Sharwood Smith, 1993: 177). This notion implies that IE approach not only adopts Schmidts Noticing Hypothesis as major foundation, but has also implies Longs Interaction Hypothesis as well as Swains (1995) Output Hypothesis. Apparently, Sharwood Smith proposal of negative evidence has been generally neglected by SLA researchers. Therefore, it would be beneficial if language teachers reckon that input (positive evidence) and output (negative evidence) are both important to promote acquisition with the aid of noticing. Particularly, Ellis (1997: 109) asserts that comprehensible input is derived from both input and interactional (output) modifications makes specific linguistic features more salient and facilitates the development of L2. Negotiate for meaning is thus beneficial to promote acquisition. It directs learners attention to focus on the form that initially caused understanding problems and also helps learners to modify their interlanguage production whenever the gap is being identified (Long, 1983; Pica, 1992). Likewise, Wong (2005) suggested that input should not be one-way instruction, namely simply giving input to L2 learners. Learners may be instructed to respond to the input through activities such as quiz, answering questions, story reconstructing, drawing based on oral directions and games. Hereby, interaction has been stressed in order to make the IF more meaningful to the learners. As pointed out by Wong (2005: 46, 60-61), instructors must always keep meaning communication as primary goal of language in attempts of enhancing the input. Attending to both meaning and form is important to make form-meaning connections possible. By this way, respond to the input is a crucial compartment for language learning. This insight is compatible to Ellis (1997) claim that input-based interpretation grammar instruction mediates input into intake. Accordingly, Lee VanPattens (1995: 51) proposal to use learners and classroom setting for language teaching could be combined with IE in a communicative language classroom. Instructors might integrate grammar teaching into authentic context. For example, input could be presented to learners through IF visually and verbally in a natural classroom setting. It will be beneficial if simple scenarios could be constructed. In addition, name of learners could be addressed in the sentence to promote further noticing, such as below: à §Ã… ½Ã¢â‚¬ ºÃƒ ¨Ã… ½Ã¢â‚¬ °Ãƒ ¦Ã…  Ã…  Ãƒ ©- ¨Ãƒ ¥Ã¢â‚¬ ¦Ã‚ ³Ãƒ ¤Ã‚ ¸Ã…  Ãƒ £Ã¢â€š ¬Ã¢â‚¬Å¡ Mary BA door close up. à ¥Ã‚ ¤Ãƒ ¥Ã‚ Ã‚ «Ãƒ ¦Ã…  Ã…  Ãƒ ©Ã… ¾Ã¢â‚¬ ¹Ãƒ ¥Ã‚ ­Ã‚ Ãƒ §Ã‚ ©Ã‚ ¿Ãƒ ¤Ã‚ ¸Ã…  Ãƒ £Ã¢â€š ¬Ã¢â‚¬Å¡ David BA shoes put on. à §Ã‚ ºÃ‚ ¦Ãƒ §Ã‚ ¿Ã‚ °Ãƒ ¦Ã…  Ã…  Ãƒ ¦Ã‚ ¤Ã¢â‚¬ ¦Ãƒ ¥Ã‚ ­Ã‚ Ãƒ ¦Ã¢â‚¬ ¹Ã‚ ¿Ãƒ ¥Ã‚ ¼Ã¢â€š ¬Ãƒ £Ã¢â€š ¬Ã¢â‚¬Å¡ John BA chair move away.

Less Effective Form Of Communication Media Essay

Less Effective Form Of Communication Media Essay Communication is the key thing that sets human beings apart from all the other animals. The human ability to communicate at a very sophisticated level has enabled us to build civilizations and to develop advanced technologies. Technology has increased incrementally since then and there have been huge leaps in communications technologies, such as the Internet. Whereas, the quality of the communication deteriorated as our ability to communicate rapidly via technology. The world today is a global world; we live in a global village and the world as we know it keeps decreasing due to the rapid growth of technology. The ever increasing speed at the development of new technology creates innovative ways of communicating and in more ways than one has changed the way people communicate. It will be argued here that although modern communication has some advantages, which include convenience, speed, dissemination, the disadvantages cannot be neglected, such as lack of content, language confusion . The role of modern technology provides methods that hinder interpersonal communication. This essay briefly provides a critical opinion on the potential disadvantages and possible dilemma with the use of electronic communication in interpersonal communication by provides examples of some interpersonal communication that rely on new technology . First, a rapid increase in communications technology has led to increased quantity of communication, but decreased quality. Technology is constantly changing the way we communicate. Although technology has made peoples life easier to communicate with others, it has caused the potential problem that the forms of communication to become less effective and less formal. Advances of communication technology have reduced the effectiveness of modern communication. The only forms of communication in many years ago were face to face, letters, and telephone. The switch to digital technology, like the invention of the internet has been the major influences on the form of how people communicate. (Boddy. 1) Communication is important to humans and a vital part of our world;. Human is a social animal and therefore requires communication as an essential tool for socializing. Focusing on interpersonal communication skills, Eunson (Eunson. 286) defines this as the processes that help, distort or bloc k communication of messages between individuals but communicating effectively requires some basic skills such as active listening, usage and interpretation of body language and facial expressions. However, technology has created different channels to enhance interpersonal communication, invention such as mobile phones, emails, social networks, has made for easier, faster and smarter ways of communicating. John Boynton Priestleyà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s Paradox suggests that the rapid increase in communications technology has reduced effective communication (Eunson. 4-5). It is the growth in all aspects of life in the twenty-first century that have increased the emphasis put on interpersonal communication. As the world continues to experience more growth, expands its horizons and even becomes more and more connected through technological advances, this has continued to call for the carrying out of effective interpersonal dialogue. As a result of advancement in technology an d the associated rise in businesses where transactions in faraway countries get involved, the call to have and maintain quality conversation has become a reality now. The question that therefore rises here is whether quality communication existed at one point in time and was eliminated by technological advancement or it is the technology itself that has made people realize the importance of quality during interpersonal communication? The former could be more true than the later as argued by Priestley (McEvoy. 48). Effective communication has been categorized as one that would only involve a small group of people who have the ability to interact exclusively with each and therefore have the chance and ability to adapt their messages to suit their recipient specific needs and get immediate interpretations and response from them (Eunson: 6). Technology is turning things around and Priestleys paradox cannot be held in doubt. It is possible today to send an email within minutes to thousan ds of people all over the world. This is fast and good but the problem with this kind of communication is that it does not meet the criteria for effective communication. The thousands of people who receive these emails do not have a chance to react directly to the sender. To be noted also very well is that it is not possible to customize this kind of communication to suit the specific needs of every recipient. A general message would thus have to be sent to all people irrespective of their needs. There is no doubt here that quantity of messages sent is a guarantee but quality remains questionable. Nowadays, the Internet has been the biggest technological advance in communication since the invention of the telephone. The Internet has allowed a worldwide network that is accessible by anywhere, anyone, and anytime(Kraut et al. 49). The internet had a negative effect, which is a paradox, on social involvement and psychological wellbeing with new internet users.(Kraut et al. 52). Modern technology has had its benefits as well as disadvantages on communication. Priestley felt that it has reduced quality and increased quantity while there are opponents to this theory who feel otherwise. There is no doubt that technology in communication has increased quantity but the concern of quality remains to be concluded as per the specific case that would be considered. In some cases it may reduce quality while in other cases, quality has been shown to be enhanced. Moreover, electronic communication also has negative impacts on language skills. In the struggle to educate the next generation, literacy, creativity, and thinking are all being impacted by technology communication. Language is shortened and cannibalized. It becomes acceptable to employ shortcuts that can spill over into the workplace. Impatience may result when folks fed on sound bites are forced to confront lengthy books, complex texts and journal articles. Literature and the English language both suffer as evidenced by declining reading skills and compromised rules of grammar. This decline has the potential to diminish performance on all sorts of challenges, including critical job-qualifying exams and assignments. Another drawback to communication technology is that many people feel more isolated than connected even as we are now allow to communicate with more and more people through various technologies. Life has a lot of dramatic changed. through the socializing among people. the frequency of social meetings has reduced. An increasingly number of people are more care and concern about their online life rather than their real social life. Technological means have also affected nonverbal communication. The current generation is beome more lacks essential interpersonal skills, such as the ability to express the ideas and thoughts to others face-to-face. The increased frequency of communication through texting and chatting on websites is a major reason for this tendency. In face to face communication and nonverbal communication, like facial expressions and body language, reinforces peoples message. Nonverbal communication is not allow for peoceed via communication technology . The Internet has m ade it possible to keep in touch with people from anywhere in the world. Pelople also can communicate on text messaging and cell phones. This has led to some complaints that such technology has led to a decrease in face-to-face interactions. Communicating with someone face-to-face allows people to watch their nonverbal cues, such as a smile or a frown, and this is another layer of communication. Technology doesnt allow people to catch these sorts of nonverbal cues. As Dr. Pam Hayes, an Alaska psychologist said, I think there is the potential for greater richness in face-to-face interaction because you lose the facial expressions and body cues when youre doing work on the Internet. The subtle forms of communications are lost over the Internet.Lack of face-to-face interaction has reduced the nonverbal grasping power of individuals. Communication technology creates laziness of some people. For example, people who use electronic communication to contactt somebody in the same place are d isplaying lazy behavior. The from typically involves the social networking web sites like Facebook or MySpace. These sites not only create huge distractions to peoples everyday lives but also keep people have ultimately replaced face-to-face socializing and from doing what theyre supposed to do. One more negative impact which cannot be neglected is that not everyone has the same level of access with electric communication. Digital divide refers to the difference in communication technology skills within groups of people. Electric communication makes the gap between people who possess regular access to technology, such as computers and their related functions like ability to get on the Internet Communication technology makes the digital divide of people who do not have this access . In conclusion, although technology has made life easier to communicate, it has caused the forms of communication to become less formal and less effective. Along with the rapid increase of technological innovations, people are more and more connected in the globalized world of today. However, as a result of the new technologies from this information agebut are ironically more isolated from family and friends. Although the alleviate of communication may have been improved, our lives have become more impersonal consequently. Technology has indeed made potential negative impact on society and made interpersonal communication less effective. Work sited Boddy, William. New Media and Popular Imagination: Launching Radio, Television, and Digital Media in the United States. Oxford University Press, 2004. Print. Eunson, Baden. Communicating in the 21st Century. John Wiley Sons Australia, 2008. Print. McEvoy, J. G. Enlightenment and Dissent in Science: Joseph Priestley and the Limits of Theoretical Reasoning. Enlightenment and Dissent 2. 1983. Print. Robert Kraut, Michael Patterson, Vicki Lundmark, Sara Kiesler, Tridas Mukopadhyay, and William Scherli.sInternet Paradox: A Social Technology That Reduces Social Involvement. Carnegie Mellon University,1998.