Reflection Essay Example | Topics and Well Written Essays - 500 words - 2

Reflection - Essay Example However, even in the stories these masters have produced, the question of how or whether we can establish our identities as human individuals is answered with our experiences and our personal approaches to solving problems. Identical twins such as the characters that appear in Shakespeare's Comedy of Errors create an immediate sense that there is no way we can become individuals as they are duplicates of each other. In this play, the characters are even all given the same names, increasing the confusion of the action of the play and revealing the degree to which we are easily confused with our double. Part of the reason they struggled so much is that their personalities were also very closely matched - both Antipholus characters being hotheads and both Dromios being rather sarcastic. However, it is their experiences that distinguish them as being different as the Ephesian set are already aware of their wives. The doppelganger effect is somewhat subdued in Stevenson's story of The Str ange Case of Dr. Jekyll and Mr. Hyde because the Hyde character reflects all of the evil that was once a part of Dr. Jekyll leaving the Dr. Jekyll personality to express all the good.

Construction Law Essay Example | Topics and Well Written Essays - 3500 words

Construction Law - Essay Example The first will deal with actions Innocent can take in relation to the inferior materials under contract law and industry statute. The second section deals with standards to be used by Innocent’s architects to call for changes and review. Finally, this section will deal with the dampness problem that was discovered after the contract was rectified. Question (A) In this section, the position of Innocent in relation to their architects's findings are examined in relation to the principles of contract law, breach of contract and the common law doctrine of temporary disconformity. Rules The terms of a contract can be express by incorporation by the terms of reference or implied by relevant legal rues. Exclusion clauses cannot be applied in cases of negligence and major activities that are not done in good faith1. In this broad and general framework, the HGCRA states that the construction contract requires a contractor to build to specification2. The Joint Contracts Tribunal (JCT) a lthough is not statutory has a composition made up of various professional associations which set standards in the building industry. Traditionally a building's structures and diagrams are to be drawn by an architect and supervised by the same architect throughout the construction process3. The architect is not part of the contract but engaged by a party, usually the sponsor or employer in a separate contract. The architect is an independent party and an agent of the employer who must operate ethically and independently4. Express terms in contracts become conditions and when they are not followed and honoured, it can lead to an action for a breach of contract5. Quality standards and quality specifications in a building contract become a form of conditions which must be adhered to. Failure to adhere to these expressly agreed standards leads to a potential breach of contract. In English Common Law, a breach of implied or express term can authorise the aggrieved party to sue for a brea ch of collateral contract under tort or sue for quantum meruit for a breach of statutory duty6. Temporary disconformity could be fully reward if the contractor makes a timely request to change the parts in order to remedy an issue that is capable of being corrected7. In Surrey V Lovell8, it was held that new destruction that damages a property during the various construction stages creates different circumstances9. Rather, in a situation where a builder quickly moves to rectify the situation, an action for a breach of contract will not stand as long as the temporary disconformity is fixed in a timely manner. Application The JCT Design and Building Contract 2011 Edition gives Innocent the right to get the inferior materials fixed. All they need is to get their architects to provide a report and they can demand the modification of the materials by Handyman. Handyman has an option of fixing the defective parts and other aspects. If they are able to do it in a timely manner, they can cl aim temporary disconformity and prevent further actions. But if they refuse, Innocent can take the action further and sue for a breach of contract since the materials used clearly do not conform with the agreed materials and level of quality that is specified in the contract. Conclusion Innocent has the right to sue for a breach of contract. This is because the fundamental specifications that invoked the contract have not been followed to specification. Hence, they can move to get Handyman to fix it. If Handyman fixes it,

Cell Phone Technology Essay Example for Free

Cell Phone Technology Essay Technology had become engrained in our society. Everywhere people are using cell phones, including children and teenagers. Cell phone technology and technology in general have change the way we do everything in our society. Technology has dramatically altered our world. They have become a necessary part of everyday life so much so that it is leaking into the education world as a new tool despite the concern of the negative effects of cell phone technology. There is a new wave in some schools around the United States. There are some districts that are embracing the use of cell phones in the classroom. Some administers have come around to the thinking that the use of this technology in the classroom can be of benefit in the learning setting. There are also concerns that the same technology can be too distracting for students. However, the use of cell phones in the educational world is worth looking at despite some of the concerns that many adults share. Texting has become the preferred method of basic communication between teenagers and their friends. Seventy-five percent of 12-17 year olds own cell phones, which is up from forty-five percent in 2004 (Lenhart, 2010). Phones have no doubt become an indispensable tool in communication for teens. Eighty-eight percent of teen cell phone users are text messengers (Lenhart, 2010). More than half (fifty-four percent) are daily texters. Among all teens, the use of texting has overtaken the frequency of every other form of communication. The concern about the overuse of cell phones is that it may have negative consequences in teenager’s education.  ¼ of text messages that teens send are sent during class. A survey conducted by Beneson’s online poll, polled 1,013 teens- eighty-four percent that have cell phones-show that a significant number of stud ents have information stored on their phones or has texted answers to their friends. The same poll also found teens send 440 text messages a week on average, 110 of them sent during class (Toppo, 2009). For this reason cell phone use is prohibited for use during the school say within most public schools in the United States. Most administrations and teachers feel that cell phone usage is a negative distraction and deterrent to learning. Administrators are often concerned about the inappropriate use of cell phones, which is the reason that there are restrictions of cell phone (according to Obringer Coffey, 2007, St. Gerard, 2006). Cell phones ringing can present unwanted distraction and for some students, sending and receiving text messages that can lead to cheating (according to Gilroy, 2003). There is also the real possibility of students posting improper pictures is a concern (according to Obringer Coffey, 2007). However, many are choosing to look at cell phones as a new learning tool in the classroom setting. Over the years we have seen on the news about students posting improper photos and language on social networking sites, which causes administrators and teachers to have a real concern. These concerns that many have are valid, and should be addressed. There have been many cases in which the abuse of cell phones has been a huge problem, but administrators want to take a chance on using cell phones in this setting. The important thing to keep in mind that there is down side, yes, but there is a way to monitor the use of this technology too. PPCD teacher Debra Vela, who has 17 years of teaching experience says, â€Å"Sexting, posting of improper photos and cheating may be a legitimate worry, but the benefits outweigh these negative points.† Students today are referred to as â€Å"Digital Natives† (according to Prensky, 2001). They have grown up with technology and multitasking, and in the habit of quickly processing information (Humble-Thaden, 2011). However, as cell phone technology expands with the possibilities of texting, web browsing and gaming have increased over the recent years and administrators are still worried about the distractions of electronic devices. A survey of students and parents by the group Common Sense Media found that almost seventy percent of schools around the country ban cell phone use during the school day (Schachter, 2009). There are some districts and administrators, though that are beginning to realize the potential of cell phones. It is a part an â€Å"anytime, anywhere† learning movement (Schachter, 2009). This leaves laptops and even smaller netbooks behind, in favor for more mobile, affordable and reliable handheld devices like â€Å"smartphones† that can run such programs as Windows Mobile. â€Å"Technology has finally progressed to where mobile devices are cheap and powerful enough to use,† observes Elliot Soloway, a professor at the University of Michigan (Schachter, 2009). A study of twenty-five mobile learning initiatives worldwide by the Joan Ganz Cooney Foundation Center at Sesame Workshop anointed them the wave of the future. â€Å"Just as Sesame Street help transformed television into a revolutionary tool for learning among young children four decades ago, advances in mobile technologies are showing untapped educational potential for today’s generation,† the report author’s wrote (Schachter, 2009). In 1969, the way children learned changed when Sesame Street aired on PBS. The loved Muppets of the educational show captured the hearts and attention of toddlers. The show taught them the basics of 123’s and ABC’s to the importance of friendships. Before the age of four, children had already learned the basics for their future education by watching this television show. The same is happening today with the use of cell phones. It is drastically changing the face of the way children learn and take information in. Fifth graders at Trinity Meadows (Keller, TX) spent most of their days on their HTC 6800 smartphones, using the GoKnow’s platform. Fifty-five students led the way in a pilot program using the new generation of cell phones and their advanced technology for educational ends. For example, students can draw the solar system on their devices and animate them to show them in real obit. Students can also upload assignments the teacher sends to the server and then the teacher can grade them and submit them back to the student electronically (Schachter, 200). At an early age, children are learning the advantages of technolog y, and will carry it into the future. They are learning to use cell phones as a learning tool, and making the best of what this technology has to offer. Children today have a chance to express themselves creatively and learn in a way that they are familiar with. They are at an advantage since they are already so use to using the technology the world has to offer. â€Å"Allowing children to use cell phone technology in the classroom will provide them with the tools for more creativity to create wonderful projects,† Vela says. This pilot program has shown that the use of cell phone technology in the classroom can be of benefit to the students. Not only that the teachers have a new method of reaching students that they otherwise would not have. With the use of cell phone teachers have new ways of teaching lessons, and the interactivity of these lessons are more likely to reach the minds of students. With the use of cell phone technology in the classroom the children that need a more creative outlet this provides them with platform to do so. Children that need this outlet can create and not be tied down to pencil, paper, marker, c rayons and glue. This allows them to be able to express themselves using the medium that they know best. Using cell phones in the classroom settings as a tool enables them to stay focused and interested in the things that they are learning. Technology is such an important part of everyday life, especially in cell phone technologies. And because of the increasing improvement of cell phone technology has allowed the next generation to use them in a whole new way to learn. Although, there is concern about the overuse of cell phones, the benefits may outweigh the negatives. â€Å"I still think students need to learn the ‘old fashion’ way because what happens if technology becomes unavailable to them? Also students need to be able to use their brains for higher learning,† says Vela. Technology is a wonderful tool to use in the classroom for all age groups. They can benefit from the interactivity of the Internet and all the information that the World Wide Web has to offer students as well as teachers. Children in today’s classrooms have an opportunity that past generations did not have. They have the chance to make a big impression on their lives by allowing themselves to use cell phones to their advantage not their disadvantage. The technology of cell phones has taken over almost every aspect of human activity. Adults as well as children have been consumed by the use of them, and now it has leaked over into the world of education. There are many concerns about the overuse of this technology, but many districts are taking the chance to embrace it and try it out in the classrooms. It has been shown that there are benefits for school children. Although, there is some debate about this issue it is important to remember that there is a need for balance. Reference Lenhart, Amanda. (2010). Teens, cell phone and texting. Pew Research Center Publications. Retrieved 3 June 2012 from http://pewresearch.org. Humble-Thaden, Beth. (2011). Student Reflective Perception of High School Educational Cell Phone Technology Usage. Journal of Technology Studies. Retrieved 3 June 2010 from http://web.ebscohost.com. Toppo, Greg. (2009). Survey: Many teens use phones in class to text or cheat. USA Today. Retrieved 3 June 2012 from http://www.usatoday.com. Schachter, Ron. (2009). Mobile Devices in the classroom. District Administration Magazine. Retrieved 4 June 2012 from http://ww.eric.com. Interview: Debra Vela, PPCD Teacher, 17+ years teaching.

Paris In French New Wave Cinema Film Studies Essay

Paris In French New Wave Cinema Film Studies Essay This essay will analyse the importance of Paris in French New Wave cinema. In addition to that the history of the French New Wave would be looked at to have a better understanding of the importance of location of the film taken as well as the style. Additionally it would also consider the directors who started these films and their impact upon them. This would enable a better understanding of the filming technique and style of the film, the film I will analyze is HYPERLINK http://www.imdb.com/title/tt0055852/fullcreditsClà ©o at the cafà © (1962), in English translation Cleo from 5 to 7. The French New Wave is more than a list of titles or a list of directors. The New Wave was at first a cultural phenomenon, coming from political, economic and social trends that were developed in the 1950s. Big changes in other arts including literature and theatre, made some of the shifts in cinema, and the role even domain of art criticism shifted during this time also. The New Wave cinema was shaped by forces as abstract, as the growth of these film criticism that stressed mise-en-scene over thematic and as concrete as technological innovations in motion picture camera and sound recorders. France was going through some extraordinary industrial growth and self-evaluation, both of which put new pressures on the cinema and its place in the larger national sphere. Also, the average of moviegoers of the 1960s was very different from the ones in the 1950s. Political conservatism, consumerism and television, cine-clubs, popular film journals and a new generation of movie producers all had an involvement in the stories and styles that would make this thriving movement. To understand the meant to be nouvelle vague, it is ideal to consider the social, critical, economic, and the technological backgrounds that helped determine the films and their significance. Rather than starting with the cinema, one must bring the social realm but getting a better understan ding of what French life and culture was like in the 1950s, one can understand much better why this even in the cinema world took place, when and where it did. Even though the rest of international cinema could only look in curious way at the revival of French cinema. France had changed largely in the late 1940s, and this large transformation carried on into the 1960s. Every nation involved in World War II was affected by it for a long time after, and France, particularly, was affected more deeply, with war damage and debt. The French faces a strange mixture of national shame for Frances military loss. Moreover the conflicting views of France held by the international community at the wars end, France as a helpless victim, a lazy and unsuccessful military force, a crippled industrial power, were also felt in its own borders. Every politicians and media newspaper seemed to want to speak to and for unified France, and the French people were often known as a single team that now had to get back to basics in order to simultaneously make up for the lost time and join the modernizing world. In Paris, during World War II was a very dark city. The Germans forces created a blackout which imposed Paris to have the lights turned off, there was a shortage of petrol that kept cars off the road, even a curfew kept people away from the street at night. During daylight, a number of regulations, propaganda made the occupation increasingly unpleasant. One of the few things that took away these times for the French citizens, was the cinema. However, these choices of what to watch, was very limited. American films was banned, and German films which was usually copies of Hollywood musicals and comedies, also melodramatic propaganda movies. French citizens only had the access to the 200 off French made films, that was produced during this four year period. These films that was approved by the German censor was few exceptions, pale imitations of the great French cinema of Marcel Carne, Rene Cliar, Marcel Pagnol and Jean Renoir that had came before the war. The generations of cinephiles for example Andre Bazin, Alain Resnais and Eric Rohmer who had all been raised in the rich cinematic culture of the 1920s and 1930s, this less choice added to the sense of loss they already felt as a result of the war. It was not only the French films that they missed out, but the fact they could no longer see the American films that they loves. This experience of the missing out, let them to bring freedom of expression and truth of representation above all else, and values which would later become centre of their work. After the World War II, France was seen desperately trying to assert, or reassert in the eyes of many French citizens, its cultural, political and even the economic clout in Europe and beyond. From the day the Germans was pushed out of Paris in August 19,1994, the French film industry rushed to reclaim its domain from the collaborators and to foster a new reborn cinema that the world regain from the glory of 1930s, which brought out the golden years of Jean Renoir, Rene Clair and Marcel Carne. As the titles states, Clà ©o de 5 à   7(1962) is set between 5pm and 7pm. At this time we follow a young singer, Florence, Clà ©o Victoire as she walks along the busy street of Paris; all the while she is awaiting a dreaded test result from her doctor. The director Agnes Varda, known as the Grandmother of the New Wave, uses fluid camera style with quick jump cuts to casually take us through the streets of Paris, allowing us the audience to feel the presences in the scenery. The camera brings a realistic, real-life documentary but still a strong experience. Florence starts her journey by using a clichà ©. She is taken by materialism and a mostly hypnotized by her own beauty. She is being selfish and ignorant to the people around her as she is walking around, while people are looking at her, as she is quite noticeable to the people around her. She does not smile, or respond, and she acts like people are not even there. In a way in this selected clip, if at first you watch it, you at first can assume that she was a prostitute. Jill Forbes calls this the inescapable mise-en-scene to which women are subjected, usually in Paris (Forbes 2002:89). Forbes concludes that though Cleo is Bauderliareon in some respects, it is an object not subject of the gaze (2002:86). The shots of her walking the street is done using a bird eye view, you see lots of birds flying off the street as she enters the scene. This could have hidden connotations of the fact that it could be sign of a bad omen, in an almost a mythological scale. As she is walking the camera does not zoom into her, but more the camera is showing the street surroundings, and to make her seem a part of the society around her, as one of the public. You can tell its a sunny day, as being a black and white film, and as she is walking underneath tree, wearing sunglasses also, she is unseen in some part from the shadow, this shows how French new wave films, tend to use natural light. Lots of French New Wave films were created on a tight budget. Directors would use their friends as the cast and crew. The Directors would often have to improvise with camera equipment, for example using shopping cart for tracking shots. Cost in making movies was a major thing to think about; even the efforts to save mo ney would make a film turned into stylists innovation. In Jean-Luc Godards film, Breathless (1960), in French known as (À bout de soufflà ©), was told the film was too long and that he was told to cut an hour and half. He then removed many scenes from the film using jump cuts, as they were filmed in one long take. Some parts did not work were just cut from the middle, a practical decision and also a stylistic one. As Florence is seen walking inside the cafà ©, there are many POV shots. It makes the audience feel that they are in the cafe. All the people that are seen, does not blend in the background, they are seen in your way of the camera, and not something you would be used to watching as you would usually not focus on these extras actors. They seem like real people minding their own business, busy working, reading papers and so on. But one to think if they were watching this clip for the first time, that anyone could possibly be a main character that is about to come into scene. Conversation of people in the background is visibly presence, two men who are on the bottom of the screen, is talking about politics. Bloody Algerian Politics says the man, Where does it leave painting, Florence is seen putting on her own song on the jukebox, and the camera pans away from the conversation, and tracks Florence as she walks away from the Juke box. Through this clip only diegetic sound is being played, from people in the background, objects moving around, there is no mood music, just the diegetic sound that is played from the jukebox. The comments from the two male has some issues due to the time of filming. During the making of this film, the Algerian war was still going on. It had started on 1st November 1954 and would end with the Evian agreement of 18th March 1962, which led Algeria to become independent on 3rd July 1962. The French cinema could not talk explicitly to the conflict, until 1963. From 1954 to 1962, many French intellectuals including the New Wave filmmakers were strongly opposed to the war. In 1961 many of them signed the Manifesto of the 121 Even though it started with 121 signees it soon continued to 400. This made French soldiers to desert rather than fight. This was intended to damage some filmmakers careers because the government forbade anyone to publicise the names who had signed the manifesto, but the state owned media also stopped any radio or television appearance by those who signed the manifesto. This therefore stopped them attempting promotion of newly released films. Some films were banned, like Godards Le Petit Soldat (1963) The Little Soldier. This was completed in the 1960 but was released after the end of the conflict in 1963. The mise-en-scene in this clip shows the location that is set, which is France. Originally the director Anges Varda wanted to shoot this film in colour. But her producer, Georges De Beauregard who has produced other New Wave films like Jean-Luc Godards, A Bout De Soufflà © (1959) as well as others such Jacques Demys Lola (1961). He wanted her to think of the financial way, Make a little black and white film that wont cost more than 32 million F, he advised her. This is why Varda decided to shoot in Paris for being more practical and financially suited. Paris being a city of fear also being a personal resonance for Varda, as a provincial girl arriving in the French metropolis, Varda has been afraid of the city and its dangers of getting lost, feeling lonely and also alienated. Other film makers points of referencing when filming in Paris, were usually other films shot in Paris, but Vardas point was more to do with literacy and being artistic. The styling of French New Wave has bought a new look to cinema with improvised dialogue, rapid changed of scenes and shots that go past the common 180 degree axis. The cameras were used not to mesmerize the audience with narrative and illusory images, but to play with the expectations of cinema. The style that was used to shock the audience out of submission and awe was bold and more direct that director Jean-Luc Godard has been of doing this by having contempt for his audience. His approaches can be seen as stylistic approach and can be seen as a desperate struggle, against the mainstream films at the time. Either way the challenging awareness represented by this movement remains in the cinema today. Effects that are now seem to either commonplace or trite, such a character stepping out of their role in order to address the audience directly, were increasingly innovative at the time. New Wave filmmakers makes no attempts to suspend the viewers disbelief, in the fact, they took steps to constantly remind the viewers that a film is just a sequence of a moving image. No matter how stylized use of shadow and light, the result is set of odd mixed up scenes without the attempt to unity it together, or an actors character changes from one scene to the next or even sets in which accidently come into the camera with the extras, who are hired to do the same. Just like the scene where Florence is leaving the Cafà ©, walking down the street. You cannot decide by some looks on people, if they are even paid extras or onlookers looking at her. A little bit of unique style is used here. One thing that makes Florence different from the other people in the scene is her appearance. She is obviously wearing a wig, which you do understand later in the clip, where the wig is hanging from a dressing table mirror. But her black dress, her blonde hair and sunglasses, not to forget the dress itself reveals her shoulders; this gives her a glamorous Hollywood film actress look. As the camera follows Florence in the scene behind her, the camera turns softly to the left and captures the art work of painting on the wall. Many paintings are on the wall, side by side, like an art gallery. Then you hear a discussion from the public people in the background talking about Art. This helps the audience distinguish the presence of Paris. Paris being of the capital that is famous for artists such as Van Gough, paintings that French owns like The Mona Lisa. Paris is known capital of the artistic pictures and painting. There is a humour when the lady compares with a painting done by Picasso, Picasso owls looks like a woman another artist who made his fame in France. Also I have noticed a lot of people are wearing sunglasses inside the cafà ©. Its amusing to wear this, inside where the sun in not in the way, but this I believe is worn as more of a fashion statement. Paris is also known to be one the capital of the world of the fashion industry. Paris is known to have the fashion labels and fashion designers like Chanel, Dior and Louis Vuitton. Towards the end of the clip, as mentioned earlier of stylised French New Wave films, there is a set of jump cuts of random people. With cuts to Florence walking away from the Cafà © and people looking at her through POV shots. This clearly shows the style of French New Waves films, especially the editing of these jump cuts. These shots are very unsystematic, and almost seem like the director tried to group in scenes that was too long. Or maybe these jump cuts was used to cover some mistakes that might of happened during the filming, as the shoot location was done in an open public space. To conclude this essay it has come to my attention that Paris as a city plays a crucial role in the production of French New Wave. This is mainly due to Paris been seen a central hub for fashion, literature, arts and food as well as not to mention films. This shows that they have come a long way since the French Algerian war as the films were censored from any mention of the war. Additionally the films been produced then did have a low budget, but somehow in Paris, quality and stylistic films was being produced. (2745)

The Digital Divide Essay example -- Papers

The Digital Divide Digital Divide is often described as the gap between those with access to technology (e.g. computers and the Internet) and those who have not. It is a social and political issue that started since the early 1990’s and is believed to have grown over the years. There is also such thing as â€Å"Global Digital Divide†, and this refer back to the gap between developed and developing countries. At present, programs such as BBC’s Computeraid try and help solve this social problem by donating computers in rural areas and helping educate people. Digital Divide isn’t just about the access of people to such facilities but also described as the differing levels of IT skills within the society. Digital Divide is often referred back to the haves and have-nots, also known as the rich and the poor. In earlier years, they have been described as the middle and working classes, although these sectors vaguely exist in the society at present. The haves are people who can afford to buy these new technologies such as compute...

Spanish American War :: essays research papers

The Spanish and American War The Americans were brought into The Spanish and American War on February 15,1898. The Americans came into this war because a naval boat of ours called the Maine was blown up. On that boat, 327of our sailors were killed in the explosion. With this explosion, the navy used it by having a slogan ,â€Å"Remember the Maine,† to get volunteers into the navy to help fight. We though that the Spanish were to blame for blowing up our ship. But, really there was something wrong with the engine which lead to the big explosion. This was not found till they lifted the ship out of the water in 1911. When this happened many newspapers journalist {yellow journalism} took advantage of the explosion and wrote whom they thought did the explosion or who did the people want it to be. One of these newspaper tycoons was William Randolph Hearst. He took great advantages of the war and stretched the truth to the extreme. He did this just to sell more newspapers and to make money. Hearst went over in h is personal boat and took pictures in Cuba of poor and starving people there. He even captured a couple of the Spanish soldiers and turned them over to the Americans. America fought because we had big money in Cuba. All together we had over a $250 million dollars invested there with sugar and other materials that we did not what to be destroyed. We also had $100 million dollars invested in the tobacco plantations, and $50million in transportation. Our president at that time was William McCleain. He did not want to get in this war because he hated war. But when he did he decided to take some other thing that we need also. These things are the Philippines, Guam, and Portico for navel passages. On April 11,1898 McCleain gave a speech to congress for war, and they approved it. The war looked in big favor for the Spanish because they had an army of 400,000 men and we only had only 28,000 men, but this changed after congress declared war. The national guard got 1million recruits during the war, this was the highest ever. In the war there were two generals from the Civil War. These guys are William Shaft who weighed 320 pounds. He had to get a special tub and had to be hoisted up onto his horse.

Communication Channels Essay

A large number of cases point out that using communication channels properly would greatly improve the organization in some aspects. Without understanding communication channels, on the opposite, would have bad effects on the organization. It is not exaggerate to say that communication channels play a significant role in management and good managers will never miss them. In this essay, I will generally talk about three different communication channels which are formal channel, informal channel and grapevine activity and then analyze each of them in details in order to make good comparison. By doing so, the differences among them are shown clearly. Some examples will be given to illustrate how important a good manager who understands communication channels and what benefit he would bring to the organization. Communication channels can be classified into three parts which are formal channel, informal channel and grapevine activity. A formal communication channel identifies individuals who are the official sources of information and the information that is their special concern(Johnson, Donohue&Atkin,1994). Since relationships are determined by one’s role, structure is viewed by managers as a static entity which conforms to a top down configuration (Monge & Eisenberg, 1987). This point of view emphasizes the configurations resulting from formal authority relationships represented in the organizational hierarchy. An official meeting which held by organization is an exmaple of formal channel. On contrast, an informal communication channel is designed for varieties of needs such as social ones and it is based on the social contact as well as the personal affection of administrative staff. This approach maintains a sense of personal integrity and team cohesiveness. Apart from the above two channels, grapevine activity is also counted. However, grapevine activity is a major medium of informal channel. As the name suggests, the grapevine is entwined throughout the organization with branches going in all directions. They spread quickly, uncontrollably and, once started, are often hard to stop. Because grapevine activity may harm both individuals and the organization itself, managers must consider how to control it. Above three communication channels have their own advantages and disadvantages under different circumstances. How to use them efficiently and properly gives us a good topic to discuss. Formal communication channel is significantly useful when there is something fairly important to the organization and everyone should pay attention to. It shows the authority of superior and it is strictly serious. If we use informal channels instead of formal ones under this circumstance, lack of authority and configuration will lead to a never reached target. On one would consider it as an important issue. However, nowadays, informal communication channel is regarded as the complement of formal channel and cannot be ignored. If we could manage informal channel in a right way, it would play an active role in organization. For example, in many situations, in order not to cause some unnecessary troubles, administrative staffs do not say exactly what they thought through formal communication channel but to chime in with others. On this occasion, when we take advantage of informal channel to have a talk with administrative staffs, we may grasp their true feelings towards certain issue and then shoot the arrow at the target. Informal channel may decrease interpersonal conflict and make the human relationship more harmonious. Grapevine activity, as mentioned above, it is a form of informal channel and it is an inevitable part of organizational life. Researchers generally agree that the grapevine often functions in a beneficial manner The grapevine can help improve organizational efficiency in a number of ways. It also can help identify pending problems, can function as an early warning signal for organizational change, and is a vehicle for creating a common organizational culture. Unfortunately, the down side of grapevine activity is obviously at the same time. The most common one is inaccuracy. psychological research reveals that human always like to send emotional messages when they are down in spirits or they are not satisfied with their jobs. They may misinterpret some facts intentionally or unintentionally and tell them to others in an exaggerate way. Someone who has have ulterior motives may take advantage of grapevine in order to satisfy their personal interests. Thus it can be seen that every communication channel has its range of application. Our aim in management is to use them properly. As a result, it is fairly important for a manager to understand communication channels. If a manager understand communication channels he(she) would know which channel is suitable for a certain situation. This would maintain a good human relationships and always make employees happy with their jobs. Employees do not work only for salary but also for some need in spiritual level. They need to be respected and participated. If they feel that they are important to the organization, they would work harder. A good manager would satisfy them with these aspects during formal communication. Informal communication also helps organization with its development. A good manager would use informal communication channel to keep good relationships with employees and cover the shortage of formal communication. For instance, treat employees a lunch or a dinner if they do well in their positions and listen to their opinions as much as you can. This would let them feel that they are valued. Also, provide childcare to employees who have babies already and to free them of worries. By doing so, employees would be more happier and they would contribute more to the organization. As for grapevine activity, a good manager would know how to deal with it and make good control of it. Consequently, the organization would grow faster if we take very good advantage of communication channels. In conclusion, there are three communication channels which are named as formal channel, informal channel and grapevine activity. They all have positive functions to organization depend on how you manage them. It is worthwhile to know and use them appropriately in management and a great value will be obtained accordingly.