Robin Hood Swot Essay Example for Free

Robin Hood Swot Essay 1) Perform a basic SWOT analysis on the situation Robin Hood is in. List the top 3-4 Strengths, Weaknesses, Opportunities, and Threats that Robin Hood faces. Strengths * The more people that join Robin Hood the better to outnumber the Sherriff * His close friends have a good understanding of their duties * Are pretty organized and have a clear goal Weaknesses * Group became too large * Discipline was not in reach once such a large group banded together, many arguments ensued * Became more disorganized as group grew * Less accommodations were available Opportunities * Restoring power to King Richard will solve Robin Hoods issue with the Sheriff * King Richard may recognize Robin Hood abilities and make him his right hand man * Robin Hood could make a name for himself and be in history books due to his accomplishments Threats * Sheriff’s backing was becoming stronger and organized * Sheriff has political connections and influential allies * Sheriff’s men could kill them all 2) Are the various Threats that Robin Hood faces and the Weaknesses he has getting worse or getting better? As the days went on, the threats and weaknesses were mounting against Robin Hood. Since there wasn’t any filtering of persons joining the group, they did not weed out the unscrupulous ones. The group was running out of the necessary supplies to survive and couldn’t contain the madness. When all of this was happening, people started leaving Robin’s group to back the sheriff. His allegiances and organization was very attractive to Robin’s men. 3) The case describes several different options (the Opportunities in your SWOT analysis) that Robin Hood could choose to follow to fix his problems: a. Implement a fixed Transit Tax b. Expand to a larger area within/around the forest c. Kill the Sheriff d. Join the Barons in a plan to free the King Richard. Which ONE of the opportunities described in the case do you think will do the best job of addressing the situation that Robin Hood’s group is in and fixing their long term problems? Why? I would say that the best choice for Robin Hood to fix his problems would be to join the Barons in a plan to free King Richard. I think that Robin Hood could bring his people (the ones that remained) together and build some sort of a structured environment. Once that is completed, they could join forces and free King Richard. In a successful rescue and â€Å"re-throning†, he will be able to address the people’s concerns and bring happiness to all. Maybe then they will not be anymore â€Å"stealing from the rich to give to the poor†.

A Critique of Henry James Washington Square :: Henry James Washington Square

A Critique of Henry James' Washington Square I will admit it; I did not like Washington Square. That said, when I read the first line to Donald Hall's afterword, I felt like throwing the book away! "Everyone likes Washington Square" (220), HA! Well not me, Mr. Hall. I am not exactly sure why I kept on reading; maybe I was feeling a little masochistic that day! So, behold my surprise when I began to come across some of the author's words that expressed many of the thoughts that I had about the novel and its characters. Luckily, I did not have to read much before some of these ideas came into play. Throughout the "critique," the author addresses not only the work itself, but also how the story came to be. I found it interesting to learn that Henry James had, in reality, only invented the character of Dr. Sloper. The other characters, as well as the novels main plot, had come from a story that James had been told. Considering the absolute realism of the novel, the fact that James had adapted it from reality makes perfect sense. The aspect of this afterword that I found the most intriguing was Hall's critique of Mrs. Penniman. "Morris Townsend is revealed as her fantasy of an oedipal lover" (230). That line really struck me for it seemed to be the first comment that I had read that was unusual and new. Anyone reading the novel could, rather quickly, deduce the general personalities of the characters. The author's observations about Catherine, Dr. Sloper and Morris do not reveal any new character dynamics. But, his ideas about Mrs. Penniman elaborate beyond the usual "annoying and selfish" remarks. Throughout the Afterword, Hall remarks about the moral conflict of the novel. The author states that "The moral force of this novel lies in the paradox of Dr. Slopers' wrong-rightnes" (224). He goes on to explain that the reader has a love-hate relationship with Dr. Sloper. You know that he is right about Morris from the beginning, but it is very difficult to overlook what a horrible and cold man he is. In part, I agree with the author's idea; it is difficult to fully despise a man who is right. But, Dr. Slopers' concerns about Catherine marrying the fortune hunting Morris seem more to be concerns over his money, rather than his daughters well being and happiness.

Important Element in the Story’s Significance Essay

In the two short stories, â€Å"Little Things† by Carver and â€Å"The End of Something† by Hemingway, both authors make the title significant to the story’s message. The title â€Å"Little Things† is somewhat ironic in that the word ‘little’ could refer to the baby or could in fact be calling their argument petty, even though the child that they are fighting over is a major issue. This irony is significant to the story because even though the parents appear passionate about their infant, the argument clearly lies deeper. The title â€Å"The End of Something† could also refer to a number of things. In this story many things are coming to an end. The end of the mill and the town at Horton’s Bay, the end of Nick and Marjorie’s relationship, the end of their fishing trips and the end of their day. Both stories are about the end of relationships however, in â€Å"Little Things† the breakup is angry and violent whereas in â€Å"The End of Something† the breakup is calm and brief. The story â€Å"Little Things† is about the violent breakup of two parents. It is implied that they are married but Carver does not explicitly state this. The opening paragraph describes the weather and the time of day, which reflects the mood of the piece, the darkness of the evening mirroring the dark mood inside the house, â€Å"it was getting dark. But it was getting dark on the inside too. † This shows that although the mood was dark, it was not completely pitch black outside implying that there may still be a slight glimmer of hope for the young couple that is soon introduced. As the fight and the emotions become more reckless and brutal the light begins to fade, showing that all hope is lost. The characters in the story are not named. This gives their predicament a deeper sense of urgency and immediacy. This is used to great effect as when we first meet the man and women, the absence of names throws us directly into the middle of their quarrel. In this piece there is no need to build up the characters with a descriptive foreplay as it is not important to the story, making it more urgent. However in â€Å"The End of Something† we feel more sympathy for the characters as we have learned about them in more detail. From the line â€Å"he was in the bedroom pushing clothes into a suitcase when she came through the door,† we can deduce from the subtext that these people are in some kind of long-term relationship, and the second line of the same paragraph draws attention to the fact that they are having a heated argument. It is extremely common that in short stories a lot of information is insinuated rather than being clearly stated and so the reader must draw a meaning from the subtext. The woman is the first to speak. Carver does not use speech marks at all during the story in order to draw more immediacy to the article. The first line of speech â€Å"I’m glad you’re leaving! I’m glad you’re leaving! Do you hear? † shows that although the woman appears to be angry at her partner and glad that he is moving out it is easily noted that she in fact feels exactly the opposite. This is illustrated by the repetition of the line â€Å"I’m glad you’re leaving† showing that she is trying to reassure herself that she doesn’t need him. This shows irony. The woman continues to barrage the man with slurs, â€Å"son of a bitch†, obviously in an attempt to provoke his attention and convince him to stay. When she states â€Å"you can’t even look me in the face can you? † it is blatantly obvious that the man has had some kind of affair. The woman fails in catching the man’s attention and therefore when she spies the baby’s picture on the bed she takes it, out of spite. The man follows her; turning off the bedroom light as he leaves symbolising the end of their relationship, â€Å"looked around the bedroom before turning off the light. † The baby is also not named showing that although it is the child that they are fighting over, the battle about more and the baby is merely a pawn in their game of spite or revenge. The man states â€Å"I want the baby. † This immediately provokes maternal instincts from the mother who rushes to keep her child. The infant is continuously referred to as ‘the baby’ or ‘this baby’ showing that their child is solely an object that the couple are focusing their anger on. The man’s request for the baby is not because he necessarily wants the child from love but more because he sees it as a prize that he can win over the woman. Gradually their battle becomes more physical and violent as the man tries to take that baby from the woman, â€Å"in the scuffle they knocked down a flowerpot. † The baby senses the tension in the room and starts to cry which adds to the anxiety and desperation in the mood of the text, â€Å"the baby had begun to cry. † Throughout the rest of the story Carver intensifies the atmosphere by using urgent and effective words such as â€Å"screaming,† â€Å"red faced,† â€Å"gripped† and â€Å"hurting†. Nearing the end of the story the light is involved again, â€Å"the kitchen window gave no light,† this line exemplifies that there was no hope left for the couple and the baby. The lines become shorter to add to the fierce battle that the couple is suffering. The man and the woman both grab the child and pull it in different directions in a hope that one will triumph but we do not know the victor. The last line â€Å"in this manner the issue was decided,† leaves us pondering a number of possible out comes. The man or the woman may have succeeded in snatching the infant for themselves or they may have pulled their baby in two. If so the story appears to be a parody of the biblical story ‘The Two Women and Solomon’, in which a man offers to cut a baby in half to settle a quarrel between two woman as to who the mother of the baby is. In this story we are left with an ambiguous end. It is very common in short stories that the resolution of the story is left undecided, again leaving the reader to make their own conclusion from the clues given. The second short story â€Å"The End of Something† is also about the end of a relationship, however it is handled in a calmer and less violent manner. The first paragraph sets the scene of a calm deserted bay, once a busy lumbering town, now reduced to a citizen-free ghost town. The couple, Nick and Marjorie, are rowing through this bay in a calm fashion â€Å"they were trolling along the edge of the channel bank,† but they soon head towards â€Å"dark water† which shows that they are heading towards trouble. They are rowing soundlessly until Marjorie breaks the silence and begins to talk about the old mill on the shore, describing it as â€Å"our old ruin†; this shows that their relationship stretches back a long way. Nick answers unenthusiastically. Marjorie tries to keep up the conversation describing it as a castle, which shows that she sees ‘their’ ruin in a fairy-tale manner. However Nick is still distant which makes Marjorie have to work hard to keep their conversation alive. Marjorie appears to love everything about their fishing trips. She obviously loves Nick very much and is enjoying spending time with him, â€Å"She loved to fish. She loved to fish with Nick. † Clearly Nick is quite qualified at fishing and Marjorie tries to make him feel good by putting him in charge and asking him questions to boost his ego, â€Å"‘They’re feeding,’ Marjorie said. ‘But they won’t strike,’ Nick said. † By this Nick means that he will not strike that night. The couple carries out their actions of fishing with scarce communication and we can tell that something is clearly upsetting Nick as Marjorie is trying to provoke conversation but to no avail. When Marjorie questions Nick â€Å"What’s the matter Nick? † he replies â€Å"I don’t know. † The couple set out a picnic on the beach but we can tell that Nick is merely going through the motions as he says â€Å"I don’t feel like eating† and all it takes is one line from Marjorie and he agrees.

Unit 26

Edexcel BTEC Level 3 Extended Diploma in Creative Media Production Assignment Brief Television & Film | |Unit 26: Film Studies |Title: Analytical Approaches and Relationships between Films and | | |their Production Context | | |Year: 2013 |Group: Year 12 | |Assignment Handout: |Assignment Deadline: |Assessor: | | / /2013 |Draft Submission: / /2013 |G. Rushworth | | |Final Submission: / /2013 | | |This brief has been approved by: |Date: | |J. MacKay |Jan 13 | Context | | | |This unit aims to develop learners’ understanding of how films are created for specific audiences and how they make meaning for those | |audiences through an exploration of industry practices and the application of a range of theoretical approaches. The insights that | |learners develop will inform their future production work. | |Learning Outcomes: |Unit: | |Be able to apply different analytical approaches to films |26. 1 | |Understand the relationship between films and their production contexts |26. 2 | Useful Resources: | |www. imdb. com | |Film website with range of industry and film information | |www. empireonline. co. uk | |Possibly word’s biggest and best film magaizine with huge back catalouge of reviews/features | | | |There is a very large selection of DVDs available in Media Studies.Just ask a Media teacher to take a look. | +-+ |Task 1: Analytical Approaches | |PASS |Using the analytical approaches of genre analysis, content analysis and auteur theory, create a |? |P1 | | |detailed discussion of the gangster genre. | | | | | | | | | |You will look at the film Goodfellas, and extracts from The Godfather, Scarface, American Gangster| | | | |and Lock Stock and Two Smoking Barrels. | | | | |? | | | |Your discussion of the genre may be done as a 1400 word report, or as a fifteen minute Power Point| | | | |presentation with accompanying notes. | | | | | | | | | |In your analysis of the gangster genre you should also consider the following: | | | | | |? | | |Codes and Conventions | | | | |Iconography | | | | |Findings from both your content and textual analysis | | | | |Narrative structure | | | | |Audience Readings |? | |MERIT |In addition: | |M1 | | |Relevant examples that draw upon elements or details of the films studied will be given to support| | | | |what is said, but you will not describe these examples to show how they illustrate the point they |? | | | |support. In discussing codes and conventions in a genre analysis you might note: | | | | | | | | | |‘The knife is part of the iconography of the horror movie and is often the means by which the | | | | |victim is killed.In 12 of the 15 movies I studied for my content analysis a knife was used for at| | | | |least one of the murders and in five it was used for all of them. The other two common means of | | | | |killing were strangulation with a rope and with the bare hands. Knives have connotations of | | | | |slashing movements and gushing blood. The most famous example of this must be the shower scene in | | | | |Hitchcock’s Psycho. Being knifed to death is particularly frightening because you can see the | | | | |person killing you.It’s not like shooting, which is done at a distance and is a much more | | | | |cold-blooded way of killing. This is why the gun is the conventional weapon in gangster movies | | | | |like Scarface. ’ | | | |DISTINCTION |Ideas will be developed and points supported with arguments and well focused examples which are | |D1 | | |elucidated in such a way as to draw out of the example precisely what it is about it that |? | | | |exemplifies the point it illustrates. | | | | |Examples will refer to precisely defined elements or details of the films studied.In discussing | | | | |codes and conventions in a genre analysis you might note: | | | | | | | | | |‘The knife is part of the iconography of the horror movie and is often the means by which the | | | | |victim is killed. In 12 of the 15 movies I st udied for my content analysis a knife was used for at| | | | |least one of the murders and in five it was used for all of them. The other two common means of | | | | |killing were strangulation with a rope and with the bare hands.What | | | | |these methods all have in common is that they involve close bodily contact between the victim and | | | | |the killer, | | | | |which makes the murder more frightening, unlike shooting which is done at a distance and is a much| | | | |more | | | | |cold-blooded way of killing. This is why the gun is the conventional weapon in gangster movies | | | | |like Scarface | | | | |or war movies like Platoon, where the killing of Elias by Barnes shows how far apart they are | | | | |morally as well | | | | |as physically and Barnes’s act seems even more calculating because it is so careful and | | | | |deliberate. Knives have | | | |developed connotations through intertextuality that are specific to horror movies, such as | | | | |slashing mov ements | | | | |and gushing blood. In the most famous example of this – the shower scene in Hitchcock’s Psycho – | | | | |we never actually see the murderer, but we do see the movement of the knife repeated over and over| | | | |again, and the blood swirling down the shower outlet as though it is just water. ’ | | | Task 2 Relationship Between Films And Their Production Contexts | |PASS |Empire, an established film magazine, wants you to write an illustrative article (800 words) about| |P2 | | |Hollywood’s Goodfellas (1990) and Britain’s Lock Stock and Two Smoking Barrels (1998). |? | | | |You can use your notes from task 1 to help you. Your article will look at the relationship each | | | | |film has with the production company and the factors that influence that relationship. | | | | | | | | |Your article should discuss the following: | | | | |Stars | | | | |Social issues | | | | |Regulatory bodies | | | | |Financial determinants | | | | |Distribution and Exhibition | | | | |Vertical and horizontal ntegration | | | | |Synergies between different films |? | | | | | | | | |You will ensure your article looks professional. You should add stills from both films, and use | | | | |appropriate font and layout. | | | |MERIT |You will talk about the relationships between production contexts and films, in such a way as to | |M2 | | |show why they are the way they are, or the effects they have on the films that are produced. |? | | | | | | | |Relevant examples that draw upon elements or details of the films studied will be given to support| | | | |what is said. | | | | | | | | | |Relevant factual information about production contexts will be offered although it will not be | | | | |used to support developed argument. | | |DISTINCTION |You will talk critically about the relationships between production contexts and films, justifying| |D2 | | |points |? | | | |made with supporting arguments or evidence. | | | | | | | | | |Yo u will draw out of an example precisely what it is about | | | | |it that exemplifies the point it illustrates.Material about production contexts will be well | | | | |researched and will refer to precisely focused elements or details of the film/films studied. | | | | | | | | | |You will provide full and extensive explanations and consistently provide arguments to support | | | | |points made. Relevant examples that draw upon elements or details of the films studied will be | | | | |given to support what is said. | | | |Guidance for this Assignment |Task |? |To achieve a PASS grade, the evidence must show that you are able to: | |P1 |Apply approaches to analysing films with some appropriate use of subject terminology |1 | | |P2 |Describe the relationship between films and their production contexts with some appropriate use of subject |2 | | | |terminology | | | |To achieve a MERIT grade, the evidence must show that you are able to: | |M1 |Apply approaches to analysing films cohere ntly with reference to detailed illustrative examples and generally|1 | | | |correct use of subject terminology | | | |M2 |Explain the relationship between films and their production contexts with reference to detailed illustrative |2 | | | |examples and generally correct use of subject terminology | | | |To achieve a DISTINCTION grade, the evidence must show that you are able to: | |D1 |Apply approaches to analysing films critically, supporting points with arguments and elucidated examples and |1 | | | |consistently using subject terminology correctly | | | |D2 |Comprehensively explain the relationship between films and their production contexts with elucidated examples|2 | | | |and consistently using subject terminology correctly | | | Tutor’s Feedback | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Referral – What the learner should do: | | | |Tutor’s Signature/Date |IV Signature/Date | | | | |Learner’s Feedback | | | | | | | | | | | |Learner’s Signature/Date | | | ———————– Grading Criteria: Text taken directly from criteria in BTEC guidelines

Lost in translation - Emphasis

Lost in translation Lost in translation Its amazing how many good ideas are lost in translation not from one language to another, but from the brain to the printed page. One reason could be that its so tempting, when you suddenly find that youre unable to get your idea down on paper effectively, to throw more words at the problem. Yet the solution is often to do quite the opposite, and keep it simple. Take a recent Department of Health guidance document, which should have been issued with its own health warning: The aim of this resource pack is to help organisations promote and implement the use of an HR Leadership Qualities Framework that describes those behaviours which enhance NHS HR capacity and capability to improve the patient experience. Why complicate matters? Try using: This pack will help you promote and introduce an HR leadership qualities framework. In turn, this will help improve the service we give patients. Then theres this example from a recent invitation to tender (specifics changed to protect the guilty): Description/objective of the contract: To provide evidence on the extent to which north west organisations needs for enhanced and modified skills and knowledge among their existing adult employees are being met. This description is not unusually bad. It may even make perfect sense to you. But its extremely unlikely that the author would have described their objective like this if youd asked them to explain it over a cup of coffee. Instead, they might have said something like: We want to discover how far employees of companies in the north west have improved their skills and knowledge. Yet something stopped them using clear, simple language when they started writing. They forgot that their reader is no more likely to enjoy reading dense, turgid documents than they are. Its as if people feel they have to impress others with their language and use of corporate jargon. They ignore the fact that professional people today simply do not have time to decipher poor documents. So you need to be efficient to make sure your message doesnt get lost in a mountain of other documents, letters and emails. Inefficient writing wastes millions of pounds every year and documents are often four or five times longer than they need to be. These documents take much longer to read than they should have to that is, if people read them at all. As a result, your good ideas might go to waste. Here are three tips to help you with your writing: Clarify your key message before you begin, by writing a short three-sentence statement to sum up the issues you want to cover. Plan your document too before you write it. Never use the writing process to work out what you think. You might be clearer when you reach the end of the document, but your reader is more likely to be confused. Instead, separate the thinking process from the writing, and do the thinking first. Dont be afraid to use short, punchy words, and to be less verbose. It doesnt mean that you are dumbing down. Its fine to use jargon as long as youre certain that your reader will understand it. But you can still use plain language between the jargon. Flowery language just makes for heavy reading. Why say, Were currently involved in the implementation of something, when you can just say Were implementing it?

Describing people Assignment Example | Topics and Well Written Essays - 1000 words

Describing people - Assignment Example Be sure to describe for each one their physical appearance, demeanor and positive or negative image. The New Wife: Marc’s new wife Alice is described as dark-skinned and plump, an earthy blue eyed blond, fragile with wavy hair. She is over-indulgent and exuberant, pleased and happy with her husband and his caring attitude. She is naturally curious about her husband’s ex-wife and asks him about the reasons for the breakup, as anyone would naturally want to know. She is positive but nevertheless curious to know what the ex-wife found lacking in Marc. The Ex-Wife: Marc’s ex-wife is described as the woman in white, with dark smooth, lustrous hair and blue eyes. She appears to be a sophisticate and is hard to please, as Marc has told Alice. Alice might have found her superior for a while but can rest content in the knowledge that she is the one with Marc now, while his ex-wife dines alone. 2. Write an essay describing which of the following statements you think best d escribes the character of Alice, the second wife. Provide the number of your choice and briefly defend it. Use at least one example from the selection to support your ideas: 1. She is a thoughtful person beginning to question the wisdom of her decision. 2. She is a shallow person easily swayed by the opinions of others. 3. She is a happily married person exhibiting natural curiosity. 4. Other - Describe Alice in your own words and then defend your statement. In my opinion, (3) Alice is a happily married person exhibiting natural curiosity. She is quite respectful of her husband and a part of the story has her looking him over and wondering what made his first wife leave him†¦ â€Å"She was looking with furtive attention at her husband's face, with its good color and regular shape, at his thick hair with its occasional thread of white silk, at his small, well-cared-for hands. She felt dubious for the first time, and asked herself: "What more did she want, then?" (Colette, 1) an d â€Å"She showed overwhelming gratitude to her husband. She was immodest without knowing it and her entire person revealed over-conspicuous signs of extreme happiness.†(Colette,1). It is human nature to be curious about her spouse’s ex-wife and why they divorced and following her husband’s explanation, this makes Alice wonder why the ex-wife- ‘the woman in white’ -was so hard to please. Nevertheless, Alice would have been pleased to see that she was dining alone, as it would validate her husband’s statement. 3. List three experiences that Sasaki relates in her anecdote. After each experience, describe her reactions to the experience. Then, describe the point you think Sasaki is trying to make by relating this anecdote. One experience that Sasaki relates in ‘Another Writer’s Beginnings’ is that her sister was not as overly concerned with outward appearances as she was. In contrast, Sasaki considered herself an ugly specim en of humanity right from the very beginning. She measures her beauty according to her suitability to being a Mousketeer at age five, while her sister who is three years older than her was realistic enough to know that it is hard for a Japanese to look like a Mouseketeer anyway (Sasaki,1). Secondly, Sasaki is hugely disappointed by her school picture taken at 5 years old and even her mother who was normally a positivist let out a sigh of disdain after viewing the picture. Even she could not find any words of encouragement (Sasaki, 1). Thirdly, at times Sasaki even wished that she could be like her friend Marilyn who was cute and looked as good as Shirley Temple in pictures. She thought at least that would comfort her parents and spare them the embarrassment of having such an

Describe the elements of the communication process and explain the Term Paper

Describe the elements of the communication process and explain the process of interpersonal communication. Discuss the Barriers - Term Paper Example As a sender, he can talk directly to the employees, or send an email requesting to have a meeting with them on a particular date. In this case, the perception of the receiver on the message sent influences the manner in which communication is interpreted, received and responded to. For that reason, the sender should be fully aware of the purpose of the communication and the receiver’s aptitude to decode and comprehend the message as far as interest and language is concerned (Hesse par 2). The Message Messages take various forms and can include signs, symbols or words. To avoid distortion, the sender must ensure that the message is simple and clear. Moreover, the receiver should take care of the body language such as facial expression if the message is to be communicated verbally. Finally, the sender must consider the abilities and the competence of the receiver, when creating a message, to reduce barriers that might hinder effective communication (Priya 5-6). For example, a ma nager who needs information from an employee on how to increase profits and heighten employee retention must ensure that he or she communicates in a language that the worker understands. Additionally, he must make sure that the employee is competent enough in that area; hence, the ideas given are credible enough to be taken into consideration. The Channel Priya (5) assert that the channels of communication play an imperative role in communication; hence, senders should select an appropriate channel or medium of communication to ensure that the message is not distorted. Examples of channels of communication are e-mail, phones, radio, television and internet among others. If an advertiser decides to place an advert in the radio or television, for instance, he should consider the audience or the people who will listen or see the advert. In that case, he must ensure that the intended people get to listen to the advert, and that the right language is used to avoid misinterpretation. It i s essential for businesses to choose when and how they will send their messages. A building society can, for example, only send messages about a new product to their members by email or text if that is the agreed channel of communication. It should be understood that sending of messages through the internet to persons who cannot receive an email results to miscommunication. Receiver The receiver or the decoder is the person who is responsible for decoding or extracting the meaning from the message conveyed. He or she ensures that a feedback is sent to the sender, and his work is mainly to interpret the message. In that case, for the message to be effectively understood and right feedback given, the receiver should be able to read and understand what has been written down. If not, this may lead to distortion of the message by the decoder, and an equally wrong feedback (Priya 5-6). Feedback Feedback is the most vital element in the communication process as it helps in determining whet her the receiver grasped the intended meaning. Without a feedback, the communication process remains incomplete. For instance, when one sends a short message through the phone to a friend and fails to get a feedback, it is likely that the intended recipient did not get the message, or did not understand it. In that case, the language used is imperative and both parties should communicate in a