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Jumat, 01 Januari 2010

Practise in describing company location

it should always be related to the job. Remember, although the employer is asking personal questions, they are still all related to "what can you bring to the company?" So, I usually give adjectives like reliable, loyal, etc., but make sure you back these with supporting examples. The most important thing is to make sure you boil it all down to presenting the answer in a way that it matches the things the employer is looking for.

Here is more advice :

• Think about what kind of person you would like working for you and convey that to the employer. The best advice I can give to a job seeker is first aim high, well as high as you are capable of and realize the more you are willing to learn through experience or school is valuable. See yourself as a commodity. Be honest about your capabilities, if you don't know how to do something, say you don't know but let the employer know you are capable of learning and even give an example of something else you learned to do, maybe at another job or even a hobby. Most jobs will have to train you to their way and processes so don't undermine your capability and be proud of your accomplishments in life because they will only bring you up.

• Just list off a few characteristics that you see yourself as having. Make all of the characteristics sound as positive as possible. This question is usually asked in order to gauge how a person perceives him- or herself. Just be honest. Are you outgoing? Shy? Diligent? Stubborn? Clever? Passionate? Level-headed? Easy-going? etc., etc. Don't stress too much.

If you can't think of anything, think of a few people who know you and imagine how they would describe you. Pretend that your mom, a sibling, a good friend, a co-worker, and your spouse or significant other are all sitting down in a room making a list of your characteristics and then use the things you think they would say.

• A job interview is NO TIME to be shy. Brag about yourself. It's expected. Brag about all of your good points and don't mention anything negative or anything you "can't do." Be positive and upbeat.

• With complete honesty, don't try to make yourself better than you are, but don't yourself down, either.

• Employers love to ask you questions that get to your perception of yourself. These may come in several forms - "How do you describe yourself"; "What are the qualities you possess that make you the best candidate for this job"; "What do you bring to this company that will make this company stronger" or a variation on these are commonly asked.

• Your resume should already have a personal statement that discusses your qualities - in the most positive terms possible. Make sure you are familiar with your resume. VERY familiar. This is especially important if you didn't write it yourself, or if you have multiple resumes tailored to different positions.

• Because this is such a common question, it may be a good idea to sit down ahead of time and list 4-5 qualities and examples in your previous experience where these qualities allowed you to overcome a problem or succeed at a task.

• Remember, the interview is not a "game"
where you are trying to outsmart the interviewer to get the job. Your best strategy is to honestly sell yourself and your abilities to an employer to get a job that is a good fit for you, in a company that is a good fit for you. Outsmarting an interviewer to get a job in a company or position that ultimately leads to unhappiness on either or both sides is really outsmarting yourself.

• Give a fair answer, tell them about your strong and weak points, but try to emphasize some of your qualities. For example, you could say that you are a hard-working, responsible, serious person, you are able to handle with people, able to work under stress, you are an easy learner. Don't be shy to talk about your creative "side".But be honest, admit that you also had some "bad moments" in your past jobs.

• Your answer should be relevant to the job for which you are being interviews. Do not start going into your personal life. Keep your self-introduction professional!

• A person is defined in three ways: (1) who he is right now, (2) what he has done in the past, and (3) what he will become in the future.

So, here is how you answer: (1) I am a [the job title for which you are applying or something very close.] (2) I have [how many years of experience] in [what field, what subject]. (3) I want to be [a job title that is a couple or a few levels above the current position for which you are applying in 5 to 10 years.] Close your answer with an affirmative question: "Is there anything else you want to know?"

• You should be very straightforward and honest in replying to this question. The interviewer wants to check if what you have mentioned in your resume is correct or not.

• I would answer the question based on who is interviewing me? If it's a sales manager/Technical Manager/Human resources manager? Depending on the person's field I'll have to mend the answer to please him... I feel that everyone's goals are different... so analyze that and then answer.

• Answer this question with your 30-second "elevator speech" about yourself. The standard format for this speech is... "I am a (BLANK), who does (WHAT)." In my case... I am a PROJECT MANAGER, who PROVIDES QUALITY MANAGEMENT SOLUTIONS, Blah, Blah, Blah. (you get the idea).

• Let me share what my recruiting office tells its candidates as they head out for that crucial face-to-face interview. When asked to "tell me about yourself," say, "I will gladly answer that question, but may I first ask you a question? (They ALWAYS say yes) So that I may better focus my answer, what are the issues you want me to address should you hire me? Once they share with you what they need to have you do, then proceed to address how your training, education, skills, and experience can best resolve these issues. By answering in this fashion, you have proven that you know how to focus ... and that you have what's needed to fix the issues they need to have fixed. It's always a winner ... and beats the heck out of, "Well, let's see, I was born on a small farm in Idaho ..."

• I suggest you go into the interview with a few "talking points" about yourself, in other words things you want the interviewer to know about you. Then you try to hit those points in response to any questions you are asked, such as "tell us about yourself." Also be sure to have copies of your resume with you and offer them. In general, interviews go better when you spend them listening and don't talk. If the interviewer is just telling you about the job, you might have a good shot at it.

• This is the chance for you to run down a 30-60 second sales pitch for yourself. The employer doesn't want to know that you like gardening or have four dogs. Here's where you start usually with your education and highlight selling points about your skills, experience and goals.

More Suggestions :

It's one of the most frequently asked questions in an interview: Tell me about yourself. Your response to this request will set the tone for the rest of the interview. For some, this is the most challenging question to answer, as they wonder what the interviewer really wants to know and what information they should include.


The secret to successfully responding to this free-form request is to focus, script and practice. You cannot afford to wing this answer, as it will affect the rest of the interview. Begin to think about what you want the interviewer to know about you.

List five strengths you have that are pertinent to this job (experiences, traits, skills, etc.). What do you want the interviewer to know about you when you leave?
Prepare a script that includes the information you want to convey. Begin by talking about past experiences and proven success.

Next, mention your strengths and abilities :

"My real strength is my attention to detail. I pride myself on my reputation for following through and meeting deadlines. When I commit to doing something, I make sure it gets done, and on time."

Conclude with a statement about your current situation:

"What I am looking for now is a company that values customer relations, where I can join a strong team and have a positive impact on customer retention and sales."

Practice with your script until you feel confident about what you want to emphasize in your statement. Your script should help you stay on track, but you shouldn't memorize it -- you don't want to sound stiff and rehearsed. It should sound natural and conversational.

Even if you are not asked this type of question to begin the interview, this preparation will help you focus on what you have to offer. You will also find that you can use the information in this exercise to assist you in answering other questions. The more you can talk about your product - you - the better chance you will have at selling it.

Here are examples given by Contributors :

• Hard worker, quick and eager learner, pays attention to detail.
• Example : Because of past experience and MBA degree, I am versatile and can perform well in many kinds of positions. Now I am looking for a challenging internship position in an established company. Basically, I am an experienced and flexible person can be successful at any kind of finance works.
• "Hardworking", "Task-oriented", "Solution-oriented", "Dependable", "Motivated", "Independent", "Team player" are all examples of good terms you can use. There are many more.
• I am a self-starter dedicated, hard-working person who works well with other, punctual, detail oriented a team player, great organizational and interpersonal skills.
• Describe yourself as outgoing, hardworking, dependable, eager to learn and grow professionally, etc.
• Fast paced, quick learner and very challenging. That's all they want to hear.
• This question is usually asked in order to gauge how a person perceives himself
• Just be honest. List off a few characteristics that you see yourself as having. Actually, a question of this kind is an ideal way to plug in everything we want to say about ourselves that we had leave out of the CV
• If you have attended a premier institution, say that the institution taught you much more than the degree it awarded you. Mention people who influenced you, talk about the books you like reading, your hobbies and your other interests
• Talk about your strengths. Mention an instance when you used your conflict resolution skills or selling skills or whatever. But make certain that it does not sound like blowing your trumpet. Mention these instances as a good learning experience
• Talk about your weaknesses, but make sure that they are positive weaknesses. For instance you could say that that you are a person that pays more attention to details than is warranted. You can openly confess a tendency to be impatient with team members who cannot carry their own weight, or who cannot contribute sufficiently
• Maintain the right tone in doing so. You do not want to give the interviewer the wrong impression or make him feel that you get impatient at times
• No one can do that for you as only you know yoursel
• If asked to then you should do so. Prepare yourself for personal questions such as thi
• Just list off a few characteristics that you see yourself as having. If it's for a job interview, make all of the characteristics sound as positive as possible. This question is usually asked in order to gauge how a person perceives him or herself. Just be honest. Are you outgoing? shy? diligent? stubborn? clever? passionate? level-headed?
• Don't stress too much. If you can't think of anything. Then think of a few people who know you and imagine how they would describe you. Pretend that your mom, a sibling, a good friend, a co-worker, and your spouse or significant other are all sitting down in a room making a list of your characteristics and then use the things you think they would say.
• Do not mention a bad quality if you are not working on it eg. what is your weakest quality? I am not very competent using computers but I am currently taking a evening course to rectify that/ i am going to.
• Most importantly back up what you say, why are you reliable? Read More..

E-mail

Electronic mail, often abbreviated as email, e.mail or e-mail, is a method of exchanging digital messages. E-mail systems are based on a store-and-forward model in which e-mail computer server systems accept, forward, deliver and store messages on behalf of users, who only need to connect to the e-mail infrastructure, typically an e-mail server, with a network-enabled device (e.g., a personal computer) for the duration of message submission or retrieval. Originally, e-mail was always transmitted directly from one user's device to another's; nowadays this is rarely the case.

An electronic mail message consists of two components, the message header, and the message body, which is the email's content. The message header contains control information, including, minimally, an originator's email address and one or more recipient addresses. Usually additional information is added, such as a subject header field.

Originally a text-only communications medium, email was extended to carry multi-media content attachments, which were standardized in with RFC 2045 through RFC 2049, collectively called, Multipurpose Internet Mail Extensions (MIME).

The foundation for today's global Internet e-mail service was created in the early ARPANET and standards for encoding of messages were proposed as early as 1973 (RFC 561). An e-mail sent in the early 1970s looked very similar to one sent on the Internet today. Conversion from the ARPANET to the Internet in the early 1980s produced the core of the current service.

Network-based email was initially exchanged on the ARPANET in extensions to the File Transfer Protocol (FTP), but is today carried by the Simple Mail Transfer Protocol (SMTP), first published as Internet standard 10 (RFC 821) in 1982. In the process of transporting email messages between systems, SMTP communicates delivery parameters using a message envelope separately from the message (headers and body) itself.


Spelling

There are several spelling variations that are occasionally the cause of vehement disagreement.

email is the form officially required by IETF Request for Comments and working groups and is also recognized in most dictionaries.

e-mail is a form still recommended by some prominent journalistic and technical style guides.

Less common forms include eMail and simply mail.

mail was the form used in the original RFC. The service is referred to as mail and a single piece of electronic mail is called a message.

eMail, capitalizing only the letter M, was common among ARPANET users and early developers from Unix, CMS, AppleLink, eWorld, AOL, GEnie, and Hotmail.

EMail is a traditional form that has been used in RFCs for the "Author's Address" and is expressly required "...for historical reasons...".

Origin

Electronic mail predates the inception of the Internet, and was in fact a crucial tool in creating the Internet.

MIT first demonstrated the Compatible Time-Sharing System (CTSS) in 1961.It allowed multiple users to log into the IBM 7094 from remote dial-up terminals, and to store files online on disk. This new ability encouraged users to share information in new ways. E-mail started in 1965 as a way for multiple users of a time-sharing mainframe computer to communicate. Although the exact history is murky, among the first systems to have such a facility were SDC's Q32 and MIT's CTSS.

Host-based mailsystems

The original email systems allowed communication only between users who logged into the one host or "mainframe", but this could be hundreds or thousands of users within a company or university. By 1966 (or earlier, it is possible that the SAGE system had something similar some time before), such systems allowed email between different companies as long as they ran compatible operating systems, but not to other dissimilar systems.

Examples include BITNET, IBM PROFS, Digital All-in-1 and the original Unix mail.

LAN-based mailsystems

From the early 1980s networked personal computers on LANs became increasingly important - and server-based systems similar to the earlier mainframe systems developed, and again initially allowed communication only between users logged into the one server, but these also could generally be linked between different companies as long as they ran the same email system and (proprietary) protocol.

Examples include cc:Mail, WordPerfect Office, Microsoft Mail, Banyan VINES and Lotus Notes - with various vendors supplying gateway software to link these incompatible systems.

Attempts at Interoperability

• Novell briefly championed the open MHS protocol
• uucp was used as an open "glue" between differing mail systems
• The Coloured Book protocols on UK academic networks until 1992
• X.400 in the early 1990s was mandated for government use under GOSIP but almost immediately abandoned by all but a few — in favour of Internet SMTP

The rise of ARPANET-based mail

The ARPANET computer network made a large contribution to the development of e-mail. There is one report that indicates experimental inter-system e-mail transfers began shortly after its creation in 1969.Ray Tomlinson is credited by some as having sent the first email, initiating the use of the "@" sign to separate the names of the user and the user's machine in 1971, when he sent a message from one Digital Equipment Corporation DEC-10 computer to another DEC-10. The two machines were placed next to each other. The ARPANET significantly increased the popularity of e-mail, and it became the killer app of the ARPANET.

Most other networks had their own email protocols and address formats; as the influence of the ARPANET and later the Internet grew, central sites often hosted email gateways that passed mail between the Internet and these other networks. Internet email addressing is still complicated by the need to handle mail destined for these older networks. Some well-known examples of these were UUCP (mostly Unix computers), BITNET (mostly IBM and VAX mainframes at universities), FidoNet (personal computers), DECNET (various networks) and CSNet a forerunner of NSFNet.

An example of an Internet email address that routed mail to a user at a UUCP host:

hubhost!middlehost!edgehost!user@uucpgateway.somedomain.example.com

This was necessary because in early years UUCP computers did not maintain (or consult servers for) information about the location of all hosts they exchanged mail with, but rather only knew how to communicate with a few network neighbors; email messages (and other data such as Usenet News) were passed along in a chain among hosts who had explicitly agreed to share data with each other.

Message format

The Internet e-mail message format is defined in RFC 5322 and a series of RFCs, RFC 2045 through RFC 2049, collectively called, Multipurpose Internet Mail Extensions, or MIME. Although as of July 13, 2005, RFC 2822 is technically a proposed IETF standard and the MIME RFCs are draft IETF standards,[these documents are the standards for the format of Internet e-mail. Prior to the introduction of RFC 2822 in 2001, the format described by RFC 822 was the standard for Internet e-mail for nearly 20 years; it is still the official IETF standard. The IETF reserved the numbers 5321 and 5322 for the updated versions of RFC 2821 (SMTP) and RFC 2822, as it previously did with RFC 821 and RFC 822, honoring the extreme importance of these two RFCs. RFC 822 was published in 1982 and based on the earlier RFC 733.

Internet e-mail messages consist of two major sections:

• Header — Structured into fields such as summary, sender, receiver, and other information about the e-mail.
• Body — The message itself as unstructured text; sometimes containing a signature block at the end. This is exactly the same as the body of a regular letter.
The header is separated from the body by a blank line.

Message header

Each message has exactly one header, which is structured into fields. Each field has a name and a value. RFC 5322 specifies the precise syntax.

Informally, each line of text in the header that begins with a printable character begins a separate field. The field name starts in the first character of the line and ends before the separator character ":". The separator is then followed by the field value (the "body" of the field). The value is continued onto subsequent lines if those lines have a space or tab as their first character. Field names and values are restricted to 7-bit ASCII characters. Non-ASCII values may be represented using MIME encoded words.

Header fields

The message header should include at least the following fields:

• From: The e-mail address, and optionally the name of the author(s). In many e-mail clients not changeable except through changing account settings.
• To: The e-mail address(es), and optionally name(s) of the message's recipient(s). Indicates primary recipients (multiple allowed), for secondary recipients see Cc: and Bcc: below.
• Subject: A brief summary of the topic of the message.
• Date: The local time and date when the message was written. Like the From: field, many email clients fill this in automatically when sending. The recipient's client may then display the time in the format and time zone local to her.
• Message-ID: Also an automatically generated field; used to prevent multiple delivery and for reference in In-Reply-To: (see below).

Note that the "To:" field is not necessarily related to the addresses to which the message is delivered. The actual delivery list is supplied separately to the transport protocol, SMTP, which may or may not originally have been extracted from the header content. The "To:" field is similar to the addressing at the top of a conventional letter which is delivered according to the address on the outer envelope. Also note that the "From:" field does not have to be the real sender of the e-mail message. One reason is that it is very easy to fake the "From:" field and let a message seem to be from any mail address. It is possible to digitally sign e-mail, which is much harder to fake, but such signatures require extra programming and often external programs to verify. Some Internet service providers do not relay e-mail claiming to come from a domain not hosted by them, but very few (if any) check to make sure that the person or even e-mail address named in the "From:" field is the one associated with the connection. Some Internet service providers apply e-mail authentication systems to e-mail being sent through their MTA to allow other MTAs to detect forged spam that might appear to come from them.

RFC 3864 describes registration procedures for message header fields at the IANA; it provides for permanent and provisional message header field names, including also fields defined for MIME, netnews, and http, and referencing relevant RFCs. Common header fields for email include:

• Bcc: Blind Carbon Copy; addresses added to the SMTP delivery list but not (usually) listed in the message data, remaining invisible to other recipients.
• Cc: Carbon copy; Many e-mail clients will mark e-mail in your inbox differently depending on whether you are in the To: or Cc: list.
• Content-Type: Information about how the message is to be displayed, usually a MIME type.
• In-Reply-To: Message-ID of the message that this is a reply to. Used to link related messages together.
• Precedence: commonly with values "bulk", "junk", or "list"; used to indicate that automated "vacation" or "out of office" responses should not be returned for this mail, eg. to prevent vacation notices from being sent to all other subscribers of a mailinglist.
• Received: Tracking information generated by mail servers that have previously handled a message, in reverse order (last handler first).
• References: Message-ID of the message that this is a reply to, and the message-id of the message the previous was reply a reply to, etc.
• Reply-To: Address that should be used to reply to the message.
• Sender: Address of the actual sender acting on behalf of the author listed in the From: field (secretary, list manager, etc.).
• X-Face: Small icon.

Message body

Content encoding

E-mail was originally designed for 7-bit ASCII. Much e-mail software is 8-bit clean but must assume it will communicate with 8-bit servers and mail readers. The MIME standard introduced character set specifiers and two content transfer encodings to enable transmission of non-ASCII data: quoted printable for mostly 7 bit content with a few characters outside that range and base64 for arbitrary binary data. The 8BITMIME extension was introduced to allow transmission of mail without the need for these encodings but many mail transport agents still do not support it fully. In some countries, several encoding schemes coexist; as the result, by default, the message in a non-Latin alphabet language appears in non-readable form (the only exception is coincidence, when the sender and receiver use the same encoding scheme). Therefore, for international character sets, Unicode is growing in popularity.

Uses

In society

There are numerous ways in which people have changed the way they communicate in the last 50 years; e-mail is certainly one of them. Traditionally, social interaction in the local community was the basis for communication – face to face. Yet, today face-to-face meetings are no longer the primary way to communicate as one can use a landline telephone, mobile phones or any number of the computer mediated communications such as e-mail.

Research has shown that people actively use e-mail to maintain core social networks, particularly when others live at a distance. However, contradictory to previous research, the results suggest that increases in Internet usage are associated with decreases in other modes of communication, with proficiency of Internet and e-mail use serving as a mediating factor in this relationship.With the introduction of chat messengers and video conference there are more ways to communicate.

Flaming

Flaming occurs when a person sends a message with angry or antagonistic content. Flaming is assumed to be more common today because of the ease and impersonality of e-mail communications: confrontations in person or via telephone require direct interaction, where social norms encourage civility, whereas typing a message to another person is an indirect interaction, so civility may be forgotten. Flaming is generally looked down upon by Internet communities as it is considered rude and non-productive.

E-mail bankruptcy

Also known as "e-mail fatigue", e-mail bankruptcy is when a user ignores a large number of e-mail messages after falling behind in reading and answering them. The reason for falling behind is often due to information overload and a general sense there is so much information that it is not possible to read it all. As a solution, people occasionally send a boilerplate message explaining that the e-mail inbox is being cleared out. Stanford University law professor Lawrence Lessig is credited with coining this term, but he may only have popularized it.

In business

E-mail was widely accepted by the business community as the first broad electronic communication medium and was the first ‘e-revolution’ in business communication. E-mail is very simple to understand and like postal mail, e-mail solves two basic problems of communication: logistics and synchronization (see below). LAN based email is also an emerging form of usage for business. It not only allows the business user to download mail when offline, it also provides the small business user to have multiple users e-mail ID's with just one e-mail connection. Read More..

Letter of Inquiry

Letter of Inquiry

A letter of inquiry is a general term used for a number of different kinds of business letters addressed to a company. For example, applicants usually send a letter of inquiry, with an enclosed résumé (CV), to an employer for whom they would like to work. Companies send a letter of inquiry to their business partner when they need information about the goods they'd like to order. A letter of inquiry is usually short and to the point, containing only the request and a short introduction with an address, phone number or e-mail address from the sender's side.

General Format

Elements

Business letters (in the United States) usually contain the following elements, in order:
• Sender's address & contact information.
• Date of writing.
• Subject.
• Recipient's name, title, company, & address.
• Salutation/greeting.
• Message (body of the letter).
• Valediction/closing.
• Sender's signature.
• Sender's name, title, company.

In some situations, a business letter may also include the following optional information:

• Enclosures (Encl.: or Enc.:).
• Carbon Copy Recipients (cc:).
• Reference Initials (of the typist, if different from original author of letter).

Line Spacing

In general, each element or paragraph of the letter is followed by a single blank line, except:

• the date, followed by three or four blank lines.
• the final content paragraph, followed by two blank lines.
• the valediction/closing, followed by three or four blank lines (enough for the sender to sign the letter), and
• the sender's title, followed by two blank lines.

Font Formatting

No special character or font formatting is used, except for the subject line, which is usually underlined.

Punctuation

The salutation/greeting is generally followed by a comma, although in the United States a colon is often preferred. The valediction/closing is followed by a comma.

Example Template

[SENDER'S NAME]
[SENDER'S ADDRESS]
[SENDER'S PHONE]
[SENDER'S E-MAIL]

[DATE]


[RECIPIENT W/O PREFIX]
[RECIPIENT'S TITLE]
[RECIPIENT'S COMPANY]
[RECIPIENT'S ADDRESS]

(Optional) Attention [DEPARTMENT/PERSON],

Dear [RECIPIENT W/ PREFIX],

Re: [SUBJECT]

[CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT
CONTENT CONTENT. CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT
CONTENT CONTENT CONTENT CONTENT CONTENT. CONTENT CONTENT CONTENT CONTENT CONTENT
CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT.]

[CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT
CONTENT CONTENT. CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT
CONTENT CONTENT CONTENT CONTENT CONTENT. CONTENT CONENT CONTENT CONTENT CONTENT CONTENT
CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT CONTENT.]


[VALEDICTION (Sincerely, Respectfully, Regards, etc.)],




[SENDER]
[SENDER'S TITLE]


Enclosures ([NUMBER OF ENCLOSURES])

cc: [CC RECIPIENT], [CC RECIPIENT TITLE]
[CC RECIPIENT], [CC RECIPIENT TITLE]


Indentation Formats

Business letters generally conform to one of four indentation formats: Block, Semi-Block, Modified Block, and Modified Semi-Block. Put simply, "Semi-" means that the first lines of paragraphs are indented; "Modified" means that the sender's address, date, and closing are significantly indented.

Block

In a Block format letter, (1) all text is aligned to the left margin, (2) paragraphs are not indented.

Semi-Block

In a Semi-Block format letter, (1) all text is aligned to the left margin, (2) paragraphs are indented.

Modified Block

In a Modified Block format letter, (1) all text is aligned to the left margin, except for the author's address, date, and closing; and (2) paragraphs are not indented. The author's address, date, and closing are usually indented three inches from the left margin, but can be set anywhere to the right of the middle of the page, as long as all three elements are indented to the same position.


Modified Semi-Block

In a Modified Semi-Block format letter, (1) all text is aligned to the left margin, except for the author's address, date, and closing; and (2) paragraphs are indented. The author's address, date, and closing are usually indented three inches from the left margin, but can be set anywhere to the right of the middle of the page, as long as all three elements are indented to the same position.

Not same at all places


The format of a letter is not same at all places. So if you are a school student, then don't fully accept this if your syllabus is different.

Example :

CBSE Board (India)
The usual format (If I am writing)...
My Address
(leave a line)
Date (DD Month YYYY)
(Leave one line)
Receiver's Designation & Address(Can take 2 or more lines)
(leave a line)
Sub:-_______________________________________(Subject)
(leave a line)
Salutation"Sir"
(leave a line)
Body:
Parah 1-What , Why and other initials
(Leave a line)
Parah 2-Describe the problem
(Leave a line)
Parah 3-Request for help or action
(leave a line)
Complementary Close "Yours Faithfully" "Abc" (my name)


• A letter of inquiry clearly and concisely describes: the project, its aims, its significance, its duration and the amount of funds required. The document should never exceed five pages.
• Generally they are 2-3 pages.
• The letter of inquiry should not include any additional supporting information such as videotapes, financial reports, annual reports.
• Letter confirming organization’s charitable/tax-exempt status may be required.


Components of a Letter of Inquiry

• Opening paragraph.
• Statement of need/rationale.
• Organizational description/expertise.
• Description of the project (include timeline and outcomes).
• Budget request and information.
• Closing.


Opening Paragraph

• Summary statement.
• Stand alone.
• Make it clear what you want the reader to do.
• Answer the following questions.
• What are you proposing to do.
• How much is being requested.
• Over what time period.
• Say if you are responding to an RFP.
• Keep the paragraph short.

Example of Opening Paragraph

Syracuse University is pleased to submit a letter of inquiry to the Getty Trust Campus Heritage Grants for the completion of a variety of structural and building envelope condition surveys. Our goal is to develop a comprehensive condition assessment and preservation plan that will be the basis of future capital projects that will ensure the preservation of our historic structures. We estimate the cost of the project will be $190,000. “


Statement of Need

• Who is affected by the problem.
• What factors, or causes, contribute to the existence of the problem.
• What can be done to ameliorate the problem.
• What your organization (and others) are doing to currently address the problem.
• What remains to be done.
• What consequences the target population will face if this need is not met.


Project Activity

• Give a general overview of the activities involved.
• Highlight why your approach is novel and deserving of funding.
• List other collaborators.


Outcomes (1-2) paragraphs)

• State what will be the specific outcomes achieved.
• Indicate how evaluation is part of the project – how will you know you’ve achieved these outcomes?

Credentials

• Demonstrate why you are best equipped to carry out this activity.
• Put any historic background about the institution here.
• Organizational capacity to carry out proposed project
• Major recent accomplishments


Budget

• State the total project cost and how much you will requesting
• Indicate broad categories of activities to be funded.
• Include other sources of funding, both cash and in-kind. Especially indicate what SU will contribute. Do not overlook the value of all in-kind contributions, including those of your collaborators.

Closing

• Offer to give any additional information the foundation might need.
• Give a contact name and contact information for foundation follow-up.
• Let them know that you will give them a call to follow up.
• Express appreciation for the reader’s attention.
• Ask, “May we submit a full proposal?”.


Inquiry Letter Example

1102 West 30th
Lawrence, KS 66321
August 4, 19XX

Dr. Maria Gomez-Salinas
Director of the Diabetes Clinic
St. David's Hospital
1000 Greenberg Lane
Wichita, KS 66780


Dear Dr. Gomez-Salinas:

I am writing you in hopes of finding out more about how the
new Glucoscan II blood glucose monitoring system, which a
representative at Lifescan informed me that your clinic is
currently using.

Originally, I saw Lifescan's advertisement of this new
device in the January 19XX issue of Diabetes Forecast and
became very interested in it. I wrote the company and got
much useful information, but was recommended to write
several current users of the system as well.

For a technical report that I am writing for a technical
writing class at Johnson County Junior College, I need some
help with the following questions:


1. How often does the Glucoscan II need to be calibrated in practical, everyday use conditions?
2. How accurate is the Glucoscan II compared to other similar systems that your patients have used?
3. What problems do your patients experience with this new device?



The Lifescan representative indicated that your clinic is
one the leaders in implementing new technology for
diabetics, and therefore I am eager to hear from you. In
the report I will acknowledge your contributions, and I
will send you a copy of the completed report if you wish.

Thank you for your time, and I hope to hear from you soon.

Sincerely,



Anita Teller
Student, Medical Technology
Johnson County Junior College Read More..

Sabtu, 19 Desember 2009

Memo

Memo merupakan pesan ringkas, yakni pesan yang ditulis seseorang dengan singkat, jelas, dan mudah untuk dipahami. Menurut pemakaiannya, memo ada yang bersifat resmi dan bersifat pribadi (tidak resmi). Memo bersifat resmi dipakai sebagai surat pernyataan dalam hubungan resmi dari seorang pimpinan kepada bawahannya. Memo bersifat pribadi dipakai sebagai nota atau surat pernyataan tidak resmi antar teman, saudara, atau orang lain yang memiliki hubungan akrab.

Ciri-ciri

1. Surat khusus yang dibuat khusus untuk keperluan dalam kantor atau organisasi
2. Dilihat dari peredarannya, sebuah kantor atau organisasi dapat menyampikan memo secara horizontal maupun secara vertikal
3. Penyampian secara horizotal merupakan penyampian memo kepada pihak yang memiliki jabatan satara
4. Penyampian secara vertikal merupakan penyampaian memo dari atasan kepada bawahan atau sebaliknya untuk mengingatkan atau memerintahkan sesuatu
5. Merupakan bentuk komunikasi yang berisi saran, arahan, atau penerangan mengenai sesuatu hal
6. Memiliki bagian surat yang lebih sederhana dibandingkan dengan surat resmi pada umumnya, terutama dalam isi surat.
7. Karena pedarannya yang terbatas, memo biasanya tidak mencantumkan identitas kantor, seperti nama kantor, nomor telepon, faksimili, dan kode pos, secara lengkap.

Ciri-ciri bentuk memo

Bentuk memo terdiri atas dua bagian:
• Kepala Memo
o Penerima
o Pengirim
o Perihal dan tanggal pengimin
o Paraf dan nama terang pengirim
• Isi, penulis langsung menyampikan pesan atau perintah dalam kalimat pendek dan lugas.

Memo

Audience and Purpose

Memos have a twofold purpose: they bring attention to problems and they solve problems. They accomplish their goals by informing the reader about new information like policy changes, price increases, or by persuading the reader to take an action, such as attend a meeting, or change a current production procedure. Regardless of the specific goal, memos are most effective when they connect the purpose of the writer with the interests and needs of the reader.

Choose the audience of the memo wisely. Ensure that all of the people that the memo is addressed to need to read the memo. If it is an issue involving only one person, do not send the memo to the entire office. Also, be certain that material is not too sensitive to put in a memo; sometimes the best forms of communication are face-to-face interaction or a phone call. Memos are most effectively used when sent to a small to moderate amount of people to communicate company or job objectives.

Parts of a Memo

Standard memos are divided into segments to organize the information and to help achieve the writer's purpose.

Heading Segment

The heading segment follows this general format:

TO: (readers' names and job titles)
FROM: (your name and job title)
DATE: (complete and current date)
SUBJECT: (what the memo is about, highlighted in some way)

Make sure you address the reader by his or her correct name and job title. You might call the company president "Maxi" on the golf course or in an informal note, but "Rita Maxwell, President" would be more appropriate for a formal memo. Be specific and concise in your subject line. For example, "Clothes" as a subject line could mean anything from a dress code update to a production issue. Instead use something like, "Fall Clothes Line Promotion."

Opening Segment

The purpose of a memo is usually found in the opening paragraph and includes: the purpose of the memo, the context and problem, and the specific assignment or task. Before indulging the reader with details and the context, give the reader a brief overview of what the memo will be about. Choosing how specific your introduction will be depends on your memo plan style. The more direct the memo plan, the more explicit the introduction should be. Including the purpose of the memo will help clarify the reason the audience should read this document. The introduction should be brief, and should be approximately the length of a short paragraph.

Context

The context is the event, circumstance, or background of the problem you are solving. You may use a paragraph or a few sentences to establish the background and state the problem. Oftentimes it is sufficient to use the opening of a sentence to completely explain the context, such as,

"Through market research and analysis..."

Include only what your reader needs, but be sure it is clear.

Task Segment

One essential portion of a memo is the task statement where you should describe what you are doing to help solve the problem. If the action was requested, your task may be indicated by a sentence opening like,

"You asked that I look at...."

If you want to explain your intentions, you might say,

"To determine the best method of promoting the new fall line, I will...."

Include only as much information as is needed by the decision-makers in the context, but be convincing that a real problem exists. Do no ramble on with insignificant details. If you are having trouble putting the task into words, consider whether you have clarified the situation. You may need to do more planning before you're ready to write your memo. Make sure your purpose-statement forecast divides your subject into the most important topics that the decision-maker needs.

Summary Segment

If your memo is longer than a page, you may want to include a separate summary segment. However, this section not necessary for short memos and should not take up a significant amount of space. This segment provides a brief statement of the key recommendations you have reached. These will help your reader understand the key points of the memo immediately. This segment may also include references to methods and sources you have used in your research.

Discussion Segments

The discussion segments are the longest portions of the memo, and are the parts in which you include all the details that support your ideas. Begin with the information that is most important. This may mean that you will start with key findings or recommendations. Start with your most general information and move to your specific or supporting facts. (Be sure to use the same format when including details: strongest to weakest.) The discussion segments include the supporting ideas, facts, and research that back up your argument in the memo. Include strong points and evidence to persuade the reader to follow your recommended actions. If this section is inadequate, the memo will not be as effective as it could be.

Closing Segment

After the reader has absorbed all of your information, you want to close with a courteous ending that states what action you want your reader to take. Make sure you consider how the reader will benefit from the desired actions and how you can make those actions easier. For example, you might say,

"I will be glad to discuss this recommendation with you during our Tuesday trip to the spa and follow through on any decisions you make."

Necessary Attachments

Make sure you document your findings or provide detailed information whenever necessary. You can do this by attaching lists, graphs, tables, etc. at the end of your memo. Be sure to refer to your attachments in your memo and add a notation about what is attached below your closing, like this:

Attached: Focus Group Results, January- May 2007

Format

The format of a memo follows the general guidelines of business writing. A memo is usually a page or two long, should be single spaced and left justified. Instead of using indentations to show new paragraphs, skip a line between sentences. Business materials should be concise and easy to read. Therefore it is beneficial to use headings and lists to help the reader pinpoint certain information.

You can help your reader understand your memo better by using headings for the summary and the discussion segments that follow it. Write headings that are short but that clarify the content of the segment. For example, instead of using "Summary" for your heading, try "New Advertising Recommendations," which is much more specific. The major headings you choose are the ones that should be incorporated in your purpose-statement in the opening paragraph.

For easy reading, put important points or details into lists rather than paragraphs when possible. This will draw the readers' attention to the section and help the audience remember the information better. Using lists will help you be concise when writing a memo.

The segments of the memo should be allocated in the following manner:

• Header: 1/8 of the memo
• Opening, Context and Task: 1/4 of the memo
• Summary, Discussion Segment: 1/2 of the memo
• Closing Segment, Necessary Attachments: 1/8 of the memo

This is a suggested distribution of the material to make writing memos easier. Not all memos will be the same and the structure can change as you see necessary. Different organizations may have different formatting procedures, so be flexible in adapting your writing skills.

Sample Memo

TO: Kelly Anderson, Marketing Executive

FROM: Jonathon Fitzgerald, Market Research Assistant

DATE: June 14, 2007

SUBJECT: Fall Clothes Line Promotion

Through market research and analysis, it has been discovered that the proposed advertising media for the new fall lines need to be reprioritized and changed. Findings from focus groups and surveys have made it apparent that we need to update our advertising efforts to align them with the styles and trends of young adults today. No longer are young adults interested in sitcoms as they watch reality televisions shows. Also, it is has become increasingly important to use the internet as a tool to communicate with our target audience to show our dominance in the clothing industry.


Internet Advertising

XYZ Company needs to focus advertising on internet sites that appeal to young people. According to surveys, 72% of our target market uses the internet for five hours or more per week. The following list shows in order of popularity the most frequented sites:

• Google
• Facebook
• Myspace
• EBay
• iTunes

Shifting our efforts from our other media sources such as radio and magazine to these popular internet sites will more effectively promote our product sales. Young adults are spending more and more time on the internet downloading music, communicating and researching for homework and less and less time reading paper magazines and listening to the radio. As the trend for cultural icons to go digital, so must our marketing plans.

Television Advertising

It used to be common to advertise for our products on shows like Friends and Seinfeld for our target audience, but even the face of television is changing. Young adults are tuning into reality television shows for their entertainment. Results from the focus group show that our target audience is most interested in shows like American Idol,The Apprentice, and America's Next Top Model. The only non-reality television show to be ranked in the top ten most commonly watched shows by males and females 18-25 is Desperate Housewives. At Blue Incorporated, we need to focus our advertising budget on reality television shows and reduce the amount of advertising spent on other programs.

By refocusing our advertising efforts of our new line of clothing we will be able to maximize the exposure of our product to our target market and therefore increase our sales. Tapping into the trends of young adults will help us gain market share and sales through effective advertising.

Attachments: Focus Group Results, January- May 2007; Survey Findings, January - April 2007

This is a sample memo; facts and statistics used are fictional. Read More..

Verb Phrases

Verb phrases atau frase verba adalah frase yang tersusun dari verba utama ditambah dengan auxiliaries, adverbs, adverb phrases (or clauses), prepositional phrases, atau object. Dalam kalimat, frase verba berfungsi sebagai predikat.

Contoh:
- He was smoking.
- After she had learned to drive, Alice felt more independent.
- We will meet at the library at 3:30 p.m.
- Henry made my coach very proud.

Dalam frase verba, verb selalu menjadi head, yang dapat disertai pre-modifiers dan/atau post-modifier.

Jika terdapat pre-modifiers, bisa berupa kata negative (not/never) atau adverb phrase. Contoh :
- not say what he is doing.
- never needs money.
- He deliberately broke the window.

Kebanyakan head verba harus diikuti oleh post-modifiers. Contoh :
- My son [made a cake].
- We [keep pigeons].
- I [recommend the fish].

Verba yang memerlukan post-modifiers biasa disebut transitive verbs. Post-modifiers pada contoh diatas disebut juga objek langsung (direct object) atau komplemen (complement of the head).

Sebaliknya, beberapa verba (intransitive verbs) digunakan tanpa objek langsung:
- Susan smiled.
- The professor yawned.

Tetapi, banyak juga verba sebagai transitive dan intransitive, tergantung cara pemakaiannya dalam kalimat. Berikut adalah contoh penggunaan kedua bentuk verba tersebut:
- Mark smokes. (Intransitive)
- Mark smokes cigars. (Transitive)

Objek atau komplemen yang melengkapi frase verba tidak hanya objek langsung (direct object) tetapi juga dapat berupa objek tak langsung (indirect object). Contoh :
- We [gave James a present].

Perhatikan juga contoh berikut yang menggunakan verba to be sebagai head:
- David [is a musician]
- Amy [is clever]
- Our car [is in the car park]


Verb phrase

In constructed from a single verb; often, however, the verb phrase will consist of various combinations of the main verb and any auxiliary verbs, plus optional specifiers, complements, and adjuncts. For example, consider the following sentences:

a. Yankee batters hit the ball to win their first World Series since 2000.
b. Mary saw the man through the window.
c. John gave Mary a book.

Example (a) contains the verb phrase hit the ball to win their first World Series since 2000. Example (b) contains the main verb see, the noun phrase (NP) complement the man, and the prepositional phrase (PP) adjunct through the window. Additionally, example (c) contains the main verb gave, and two noun phrases Mary and a book, both selected by the verb in this case.

Note that according to this definition, the verb phrase corresponds to what is commonly called the predicate.

Up to the mid/late 1980s, it was thought that some languages lacked a verb phrase. These included languages with extremely free word order (so-called non-configurational languages, such as Japanese, Hungarian, or Australian aboriginal languages), and languages with a default VSO order (several Celtic and Oceanic languages). The current view in some varieties of generative grammar (such as Principles and Parameters) is that all languages have a verb phrase, while others (such as Lexical Functional Grammar) take the view that at least some of these languages do lack a verb phrase constituent.

Verb Phrases narrowly defined

Verb phrases are sometimes defined more narrowly in scope to allow for only those sentence elements that are strictly considered verbal elements to form verb phrases. According to such a definition, verb phrases consist only of main verbs, auxiliary verbs, and other infinitive or participle constructions. For example, in the following sentences only the bolded words would be considered to form the verb phrase for each sentence:

a. John gave Mary a book.
b. They were being eaten alive.
c. She kept screaming like a maniac.
d. Thou shalt not kill.

This more narrow definition is often applied in functionalist frameworks and traditional European reference grammars. It is incompatible with the generative theory of the verb phrase, since the bolded strings are not constituents under standard analyses. Read More..

Rabu, 16 Desember 2009

Subject, Verb, Complement & Modifier

Verb

A verb is a kind of word (see part of speech) that usually tells about an action or a state and is the main part of a sentence. Every sentence has a verb. In English, verbs are the only kind of word that changes to show past or present tense.
Every language in the world has verbs, but they are not always used in the same ways. They also can have different properties in different languages. For example, in some other languages (e.g., Chinese & Indonesian) verbs do not change for past and present tense. This means the definition above only works well for English verbs.
There are sixteen verbs used in Basic English. They are: be, do, have, come, go, see, seem, give, take, keep, make, put, send, say, let, get.

History of the word verb

The word verb originally comes from *were-, a Proto-Indo-European word meaning "a word". It comes to English through the Latin verbum and the Old French verbe.

Verb forms

In English and many other languages, verbs change their form. This is called inflection. Most English verbs have six inflected forms (see the table), but be has eight different forms.

Forms of English verbs
Primary forms past: walked She walked home
3rd singular present: walks She walks home
plain present: walk They walk home
Secondary forms plain form: walk She should walk home
gerund-participle: walking She is walking home
past participle: walked She has walked home

You should notice that some of the verb forms look the same. You can say they have the same shape. For example, the plain present and the plain form of walk have the same shape. The same is true for the past and the past participle. But these different forms can have different shapes in other verbs. For example, the plain present of be is usually are but the plain form is be. Also, the past of eat is ate, but the past participle is eaten. When you look for a verb in the dictionary, it is usually the plain form that you look for.

An English sentence must have at least one primary-form verb. Each main clause can only have one primary-form verb.

Kinds of Verbs

English has two main kinds of verbs: normal verbs (called lexical verbs) and auxiliary verbs. The difference between them is mainly in where they can go in a sentence. Some verbs are in both groups, but there are very few auxiliary verbs in English. There are also two kinds of auxiliary verbs: modal verbs and non-modal verbs. The table below shows most of the English auxiliaries and a small number of other verbs.
Kinds of English verbs
auxiliary verbs lexical vebs
modal verbs Can you play the piano? I fell
I will not be there I didn't fall
Shall we go I had breakfast.
Yes, you may I'm playing soccer.
You must be joking Must you make that noise?
non-modal verbs Have you seen him? Have you seen him?
I did see it I did see it
He is sleeping He is sleeping

Auxiliary verbs also inflect for negation. Usually this is done by adding n't.
• You shouldn't be here.
• He isn't at home.
• We haven't started yet.

Tense, aspect, and mood

Many people think that all different ways of using verbs are all different tenses. This is not true. There are three main systems related to the verb: tense, aspect, and mood.

Tense

Tense is mainly used to say when the verb happens: in the past, present, or future. Some languages have all three tenses, some have only two, and some have no tenses at all. English and Japanese for example have only two tenses: past and present. Chinese and Indonesian verbs do not show tense. Instead they use other words in the sentence to show when the verb happens.

English tenses
Present tense Past tense
She walks home She walked home
He runs quickly He ran quickly
I can swim well I could swim well
Do you live here? Did you live here?

Aspect

Aspect usually shows us things like whether the action is finished or not, or if something happens regularly. English has two aspects: progressive and perfect. In English, aspect is usually shown by using participle verb forms. Aspect can combine with present or past tense.

Progressive aspect

English uses the gerund-participle, usually together with the auxiliary be to show the progressive aspect.
• I'm sleeping. (present progressive)
• He was studying English last night. (past progressive)

Perfect aspect

English uses the past participle, usually together with the auxiliary have to show the perfect aspect.
• I've seen him twice. (present perfect)
• I had lived there for three years. (past perfect)

The past perfect can be used to express an unrealized hope, wish, etc.
• He had intended to bake a cake but ran out of flour.
• She had wanted to buy him a gift but he refused.

After If, wish and would rather, the past perfect can be used to talk about past events that never happened.
• If only I had been born standing up!
• I wish you had told me that before.
• I would rather you had gone somewhere else.

Mood

Finally, English mood is now usually shown by using modal verbs. In the past, English had a full mood system but that has almost completely disappeared. The subjunctive mood now uses the plain form. There is also a form of be that is used in conditionals to show that something is not true (e.g., If I were a bird, I would fly to California.)

Sentence parts that go with verbs

Certain parts of a sentence naturally come before verbs or after them, but these are not always the same for all verbs. The main sentence parts are: subject, object, complement, and modifier.

Subjects

Almost all English sentences have subjects, but sentences that are orders (called imperatives) usually do not have any subjects. A subject usually comes before a verb, but it can also come after auxiliary verbs. In the following examples, the subject is underlined and the primary verb is in bold.
• We need you.
• The food was good.
• The small boy with red hair is sleeping.
• Can you see the car?
• Come here. (no subject)

Objects

Many verbs can be followed by an object. These verbs are called transitive verbs. In fact, some verbs must have an object (e.g., take), but some verbs never take an object (e.g., sleep). Verbs that do not take an object are called intransitive verbs. Some verbs can even have two objects. They are called ditransitive verbs. In the following examples, the object is underlined and the primary verb is in bold.
• I'm sleeping. (no object)
• I took the book from him.
• I gave him the book. (2 objects)
• I am happy. (no object)
• I became a teacher. (complement, no object)
• I slept in my bed (1 object)

Complements

Some verbs can or must be followed by a complement. These verbs are called linking verbs or copula. In the following examples, the complement is underlined and the verb is in bold.
• He is good.
• He is a boy.
• She became sick.
• She became a manager.
• It looks nice.

Modifiers

Verbs can be modified by various modifiers, mainly adverbs. Note that verbs generally do not need modifiers; it's usually a choice. In the following examples, the adverb is underlined and the verb is in bold.

• The boy ran quickly.
• The freely swinging rope hit him.

Verbs also commonly take a variety of other modifiers including prepositions.

Differences between verbs and other kinds of words

Sometimes a verb and another word can have the same shape. In these cases you can usually see the difference by looking at various properties of the words.

Verbs vs. adjectives

Sometimes a verb and an adjective can have the same shape. Usually this happens with participles. For example, the present participle interesting and the adjective interesting look the same. Verbs are different from adjectives, though, because they cannot be modified by very, more, or most.For example, you can say "That is very interesting," so you know interesting is an adjective here. But you cannot say "My teacher is very interesting me in math" because in this sentence interesting is a verb. On the other hand, if you cannot change the 'be' verb to 'seem' or 'become', it is probably a verb.

• He was isolated / He became isolated (isolated is an adjective)
• The door was opening / *The door became opening (opening is a verb)

Verbs vs. nouns

The gerund-particle sometimes looks like a noun. This is especially true when it is used as a subject, as in the following example:

• Running is good for you.

The main differences between these verbs and nouns are: modifiers, number, and object/complement

Modifiers

Verbs cannot generally be modified by adjectives and nouns cannot generally be modified by adverbs. So, in "Running regularly is good for you", running is a verb because it is modified by regularly, an adverb.

Number

Verbs cannot change for number, so if you can make the word plural, it is a noun, not a verb. For example, "this drawing is nice" can change to "these drawings are nice", so drawing is a noun. But "drawing trees is fun" cannot change to "drawings trees is fun", so it is a verb here.

Object/complement

Many verbs can take objects or complements, but nouns cannot. So, in "parking the car is hard", parking is a verb because it takes the object the car. But, if you say, "there's no parking", parking may be a noun because it does not have an object.

Verbs vs. prepositions

Some verbs have become prepositions. Again, usually these share a shape with participles. Here are some examples:

• Given the problems, I do not think we should go.
• We have many helpers, including John.
• According to the map, we are here.
• He went to hospital following' the fight.

The main difference between verbs and prepositions is that verbs have a subject. Even if the subject is not written, you can understand what it is. Prepositions do not have a subject. Read More..

Rabu, 18 November 2009

Teknologi Terbaru Untuk Lidah bisa Kirim Input Visual

Cui,,, gue sekedar bagi ilmu aja neh,,, tau ga sih lo kalo lidah kita itu bisa digunakan untuk teknologi kirim input visual???? berikut penjelasannya :

di sebuah Negara bernama WASHINGTON DC,Amerika Serikat ditemukan sebuah instrumen baru yang dikembangkan para ilmuwan untuk bisa mengirimkan input visual melalui lidah. Hal ini membantu tunanetra dapat merasakan dan mengenali beragam hal yang berada di sekitar mereka.

Live Science, Sabtu (29/8/2009) melansir, perangkat bernama BrainPort ini ditempatkan pada lidah layaknya seseorang mengulum permen lolipop. Alat ini mengambil informasi yang dikumpulkan oleh sebuah kamera digital yang terpasang pada sepasang kaca mata. Kemudian, kaca mata tersebut mengirimkan aliran elektroda yang tertangkap "lolipop".

Setelah itu, kamera menyampaikan informasi mengenai penampakan objek cahaya yang diangkap kamera ke unit terkecil cellphone. Selanjutnya, unit ini mengubah informasi cahaya menjadi bentuk rangsangan elektrik. Cara kerja alat ini bisa dibilang menggantikan cara kerja retina pada mata.

Unit tersebut kemudian mengirimkan informasi ke 400 mikroelektroda 400 yang tersusun pada BrainPort. Mikroelektroda menstimulasi syaraf pada lidah sehingga pengguna serasa mengulum permen Pop Rocks yang seakan "meletup-letup" di lidah mereka.

Yang menakjubkan, otak pengguna kemudian akan belajar menterjemahkan stimulus pada lidahnya kedalam bentuk gambar visual. Namun, hal ini tidak berarti otak dan mata dapat melihat jelas objek yang ditemui. Perangkat ini hanya menterjemahkan rangsangan syaraf dari mata dan mencoba menggambarkan objek yang terpampang dihadapan pengguna. Read More..

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