From: Baylon, Marissa (Financial Services)
Sent: Tuesday, 2 September 2008 3:26 p.m.
To: Sayer, Carlene (Financial Services); Shirazi, Evangeline (Financial Services); Zhang, Cindy (Woodproducts Newzealand); Patel, Meena (Financial Services)
Subject: Upgrading the Male Software!

Dear Tech Support,

Last year I upgraded from Boyfriend 5.0 to Husband 1.0 and noticed a distinct slow down in overall system performance, particularly in the flower and jewelry applications, which operated flawlessly under Boyfriend 5.0.

In addition, Husband 1.0 uninstalled many other valuable programs, such as Romance 9.5 and Personal Attention 6.5, and then installed undesirable programs such as NBA 5.0, NFL 3.0  and Golf Clubs 4.1.

Conversation 8.0 no longer runs, and Housecleaning 2.6 simply crashes the system.

Please note that I have tried running Nagging 5.3 to fix these problems, but to no avail.

What can I do?

Signed,
Desperate


DEAR DESPERATE,

First, keep in mind, Boyfriend 5.0 is an Entertainment Package, while
Husband 1.0 is an operating system.

Please enter command: ithoughtyoulovedme.html and try to download Tears 6.2 and do not forget to install the  Guilt 3.0 update.

If that application works as designed, Husband1.0  should then automatically run the applications Jewelry 2.0 and Flowers 3.5.

However, remember, overuse of the above application can cause Husband 1.0 to default to  Grumpy Silence 2.5, Happy Hour 7.0 or Beer 6.1.

Please note that Beer 6.1 is a very bad program that will download the Farting and Snoring Loudly Beta.

Whatever you do, DO NOT under any circumstances install Mother-In-Law
1.0 (it runs a virus in the background that will eventually seize control of all your system resources.)

In addition, please do not attempt to reinstall the Boyfriend
5.0 program. These are unsupported applications and will crash Husband 1.0.

In summary, Husband 1.0 is a great program, but it does have limited memory and cannot learn new applications quickly. You might consider buying additional software to improve memory and performance. We recommend Cooking 3.0 and   Hot Lingerie 7.7.

Good Luck Babe!

1st

If there are 1000 steps between you and me

you give your 1st step

I will do the rest

2nd

Normally the one who would like to stay quarrel with you is your true love.

3rd

Gain the true heart only if you pay your true heart

Perhaps you would be hurt seriously by it

Protect yourself by keeping distance with others

which decides you must be lonely forever

4th

Sometimes, it is not the opposite ignore you

it is you are too focus on the opposite.

5th

The real friends who know anything about you(include evil sides) are still keep good opinion on you

6th

Lie exists even in the pure belief

7th

There are infinite topics between friends is not real friends,

the real friends is that even there are no words, they won't feel embarras.

8th

No one can get a hundred percent

only two fifty percents together

9th

The one who is happy because of your sorrow is the enemy

The one who is happy because of your happy is the friend

The one who feels sorry about your sorrow is the one you should keep mind about.

1 Introduction

As the implementation of the computer in ever fields and some excellent Operating Systems (OS) are competing, choosing a proper OS becomes a difficult problem for some small business companies. Each system has their special advantages and disadvantages, this report will focus on introducing the state of the implementation of two of the most excellent system in the world --- Microsoft Windows and GNU/Linux. At the end of this report, some recommendations are given to improve the OS to suit more small business companies.

2 Findings

2.1 Definition

2.1.1 Description

Operating System (OS) is the core software of a computer, which existed in every available computer. What is the reason makes OS so important, and what is it exactly? Silberschatz and Galvin (1994, p1.1) point it that, “Operating System is a program that acts as an intermediary between a user of a computer and the computer hardware”. The graph below shows exactly the status of the OS in a computer. Windows and GNU/Linux are the most wide-used Operating System in business; both of them are welcomed by all kinds of companies.

2.1.2 Features

The Windows XP, as one of the most famous system, a absolutely dominant OS in the market, is accepted by most of people, and which is widely used by personal computers, schools, and small business companies (LaCroix , May 2008). Compare to GNU/Linux, Windows provides many useful functions, such as enhanced device driver verifier, windows file protection, application compatibility and fresh visual design. Large numbers of applications can be run on Windows XP, and most of their Graphic User Interface (GUI) is quite friendly and nice.

GNU/Linux, another famous Operating System, is widely used by government, laboratories, and IT enterprises. GNU/Linux is an UNIX-like System, which is famous of its open source. Anyone who uses the system has the rights to check and modify the source, in order to suit the users’ special purpose (Stallman). GNU/Linux supports almost all kinds of platform, not only IBM platform. GNU/Linux has a powerful kernel, which provides a very stable environment for various large applications running. However, very few users can use it freely because of the unfriendly GUI (Kshetri, August 2005).

2.1.3 Implementation in Companies

According an interview from enterprise Linux news (Stafford, Mar 2003), said that Linux is always rejected by some companies, and Windows is the most popular system in a lot of small business companies. Linux is mostly used for the various server service computers, such like HTTP server, FTP server, ISP server and Email server (SMTP/POP3). Windows also can be used for providing these servers, but mostly Windows is good client computer, which is used for running common applications, such like Office suits, Adobe suits, and games.

3 Conclusions

3.1 Definition

3.1.1 Description

Operating System is irreplaceable software in the computer, and all the applications are running on it. Both Windows and GNU/Linux are belonging to Operating System.

3.1.2 Features

Windows is better at nice Graphic User Interface (GUI) and easy using. Linux kernel provides a strong stability for software running.

3.1.3 Implementation in Companies

In order to decrease the risk of implementation, most small business companies prefer use Windows as their default Operating System.

4 Recommendations

4.1 GNU/Linux should enhance its Graphic User Interface and simplified the complicate operating theory to satisfy the small business companies. GNU/Linux needs to focus on introducing itself to let more people get familiar with it as well.

Reference List

Kshetri N. (August 2005). Diffusion Pattern of Linux: An Assessment on Major Technology Dimensions. Linux of journal

LaCroix, J. (May 2008). It’s time to retire “ready for the desktop”. Retrieved 19^th May, 2008, from http://www.linux.com/feature/134808

Silberschatz A., & Galvin P. (1994). Operating System Concept. Addison-Wesley

Stafford J. (2003). The Wrong Choice: Company rejects Linux, learns a lesson. Retrieved 19^th May, 2008, from http://searchenterpriselinux.techtarget.com/news/interview/0,289202,sid39_gci886021,00.html

Stallman R. Linux and the GNU Project. Retrieved 19^th May, 2008, from http://www.gnu.org/gnu/linux-and-gnu.html

沁阳市远博玻璃钢有限公司

As the human society’s advances, this makes it to be possible for all kinds of people with different cultures in the same classroom. With the problems of the different cultures, many professors and teachers may find that some students who come from Asia are not very pleasant as the local students when they are asked to discuss in a group, maybe some of them are not very outgoing, maybe some of them are deeply influenced by the teaching methodologies in their countries. There is an obvious different teaching methodology between eastern and western because of the different culture and weltanschauung (world outlook). So what are the factors make the eastern and western students different? This essay will focus on introducing the teaching methodologies in China and the teaching methodologies in New Zealand, one is the representative of eastern teaching style, and another one is the representative of western style. The purpose of this essay is for helping those people whose work may relate to international people (particularly international students) or the people who are interested in different teaching methodologies between eastern and western countries to have an outline of it. To compare and contrast the different teaching style, this essay will be divided into two sections; first section will talk about the teaching methodologies in China and the effects on students; second section will talk about the teaching methodologies in New Zealand and the impacts on the local students; at last I will give a conclusion.

The teaching styles of China and other Asian countries are more focusing on the unnatural way. In order to teach students as much information as they can, teachers force their students to study and accept the learning strategies without fully understanding. Ma (1999, p. 12) confirms that Chinese teachers are focusing on the strategies of solving problems, but not the process. Many Chinese teachers believe that whatever if the students could understand the strategies or not, memorizing these strategies is the most important. Although they cannot understand them now, they still can use these strategies to solve the problems, and they will completely understand them one day in the future. Ma (1999, p. 22) also mentions that some teachers are likely to pack the knowledge unintentionally. The knowledge package are well-organized in these teachers’ brain, most of them may not realize that it is significant to make a clear clarity of these knowledge. They just teach their students the things what they believe are the most important. As Ma (1999, p. 3) emphasises “What the teachers expect the students to know is related to their knowledge.” Beside it, textbooks and other materials are attached more importance by Chinese teachers and education system. All the students are encouraged to spend a lot of times on memorizing every word in the textbook, because it is true that the topics and questions of the exam are always picked up from the textbooks, and most of them appeared in the exam even without any changes. Thus the students need to answer these questions by the original words from text; they may lose marks if any words come from the students’ own ideas. Su, Su and Suzanne (1994) reveal that most Chinese teachers follow the national curriculum and textbooks strictly and always prepare their lessons together, hence the junior teachers can make sure that their students acquire the same kind of knowledge.

What are the impacts if the students were taught by Chinese teaching methodologies? First of all, the students may be lack of confidence and creativeness. The students have very few opportunities to perform themselves, to express their own opinions. What they need to do is just remembering every word from the books, and then finishes the exams by the information from the textbooks. Some people like Littlewood (2000) has questioned “the ‘listen and obey’ passivity often ascribed to Asian students.” As Michael (Nov 2000, p. 155) argues, some researches may misunderstand ‘Asian/Confucian values’, some of them claim that ‘Asians lack critical thinking abilities’. Asian students have to follow every idea which appeared in the textbook, they were taught the textbook is a hundred percent authoritative. This prevents them to develop their critical thinking abilities. Secondly some students may lose their aims; they believe that what they need achieve is to get a high mark in exams. What caused this phenomenon? Tang (2000) points it out that the most important reason is that the teaching method in most universities is lack of the motivation: Most Chinese universities are focusing on the raising teaching standards, including curriculum development, text-book writing, and teaching-method improvement without any practice. It seems that they have forgotten the original purpose, which is to teaching their students how to learn, how to solve the problems they might meet in the future. However, there is at least one benefit of using Chinese teaching methodologies, it does provide a strong fundamental knowledge background for students’ further education. Students are forced to memorize the most authoritative knowledge from the textbook, although some of them could not completely understand what the exact meaning they are, they will apply these strategies to their universities’ researches in future.

Comparing Chinese teaching methodologies, New Zealand and other western countries tend to focus on natural way to teach students. Ma (1999, p. 2) proves that western teachers are likely to teach the students with what they expected them to learn. They enjoy the process of teaching their students from A to Z, and the most different teaching methodologies from Chinese one is that they would like sharing their ideas with their students; they prefer to exchange the ideas with their students instead of forcing them to remember the strategies. Another teaching method different from Chinese education system is that New Zealand introduces discussion into the classroom. Brookfield and Preskill (2005, p. XIV) believe “spending time in discussion will allow me less time to cover necessary content.” They also mention some other beneficial effects of discussion: It helps students realise the varieties of views; it improves students’ consciousness and patience for indistinctness and difficulty; it also helps students distinguish and inspect their assumptions. It is quite true that students have to think independently, and contribute their different ideas in the group discussion. This will develop their discussion skills and abilities, it also helps students build their confidence to speak out their own ideas by spending time on discussion. At last, Fielden and Malcolm (2005, p. 294) indicate that New Zealand teachers and professors encourage students to practice research assessment exercises in the school. Demski and Zimmerman (2000, p. 350) admit that “doing more research increases the value of teaching.” Thomas and Harries (2000) discover that both teachers and students benefit from research. In practice, many fresh and unusual ideas from students’ research work not only benefit students themselves but also teachers, teachers may use these ideas for their future teaching or their own research works. By encouraging students to their own research works during their studies, students could gain much deep and wide understanding of the knowledge for the topics, this is a better way for students to understand topics, then simply memorizing it.

Teaching methodologies in New Zealand bring a lot of benefits to students. First, the teaching methodologies New Zealand encourage students to think and study critically, they have been well-trained for these skills, so these skills will accompany them to resolve problems after they leave school. They could easily identify what is right and what is wrong for their future’s works and lives. They could frequently use their judgement skills and critical thinking method to identify what they should choose or what they should abandon, rather than to blindly follow some guidance from somebody else. Secondly, the discussion skills developed in the class could help them to successfully join group communication and discussions for their future works. In reality, a job doesn’t belong to one person only within a group, workmates need effectively communicate with each other during their work, that is why many employers are happy to hire somebody who have the group working spirit. If these skills have not been developed well from the previous education, the students could possibly miss many job opportunities. Finally the graduated students could meet the society’s needs easily because they have plenty of experience from the research skills in New Zealand universities. The newly graduated students immediately face the challenge to find a work and contribute to work. If the students have never had the research experience before, they have to learn it from work, it consumes a lot of time and a lot of resources from employers; And also as new employees, they have no abilities to contribute properly for the company’s research because that they do not know what the employers expect for. So it indicates that students really benefit a lot from their university research skills and experience.

In conclusion, the education methodologies have been analyzed from Chinese and New Zealand perspectives, New Zealand teaching methodologies bring students more flexible skills and practical abilities after they graduate from school; But Chinese teaching methodologies just provide students strong academic foundation knowledge instead of practical skills. Each of the methodology of China and New Zealand has their own advantages for students. However, practical skills and abilities for students are much more important than memorizing knowledge in their brains only. In this case, China should apply some teaching methodologies from western countries in order to promote the quality of teaching style. Without well- qualified teaching methodologies, schools are little more than buildings and equipments.
Reference List

Demski, J. and Zimmerman, J. (2000). On "Research vs. Teaching": A long-term perspective. Account. Horizons 14(3), 343-352.

Fielden K. and Malcolm P. (2005). Aligning Academic Activities: Implications for Teaching and Research in a New Zealand Institute of Technology. Systemic Practice and Action Research, Vol. 18, No.3, June 2005 

Littlewood, W. (2000). 'Do Asian students really want to listen and obey? ELT Journal 54/I: 31-5

Ma, L. (1999). Knowing and teaching elementary mathematics: teachers' understanding of fundamental mathematics in China and the United States / Liping Ma.  Mahwah, N.J.: Lawrence Erlbaum Associates, 1999.

Michael G. (Nov 2000). A critical 'checkbook' for culture teaching and learning

Stephen D. Brookfield & Stephen Preskill (2005). Discussion as a way of teaching. Jossey-Bass 2005

Su Z., Su J. and Suzanne G. (1994). Teaching and Learning Science in American and Chinese High Schools: A Comparative Study.

Tang Y. (2000). Bumpy Road Leading to Internationalization: A Review of Accounting Development in China.  American Accounting Association, 2000

Thomas, R. and Harris, V. (2000). Teaching quality and staff research: Are there connections? A case study of a metropolitan university department. Qual. Assur. Educ. 8(3), 193-147.

The implementation of new technologies in classroom perform more beneficial impact 

[Introduction]

Nowadays, new technologies were introduced into nearly every field such as education, media, and government, which took a lot of benefit. Harvey V. Fineberg(1985) has gave technology an apt definition is “knowledge applied to a purpose”. But it seems there are always numerous problems accompany the new technologies as well. Although new technologies are not perfect solution to handle the current issues, I believe it is very essential to apply new technologies in every field. This essay will provide a case to demonstrate how a new technology is used in the classroom, and the problems which surrounding the new technology. At last, some solutions will be listed, to illustrate that the problems which made by new technologies are less detrimental than beneficial.

[Source]

In order to stimulate students learning more effectively and positively, most schools have introduced computer suits to enable students focus on learning themselves with teacher’s guide. With the help of the computers, students can take as long as they like with the activities; they also get a chance to train their computers skills in the classroom which may be demanded after they graduate from school. The accountants, for instance, the basic knowledge of the database are needed for them to apply a job. They need to know how to calculating the tax on the computer, and how to change the data when it is needed. Without the well-trained basic computer skills in the school, most of accountants may have no idea when the boss asks them to modify some important data. So it is very necessary for every student, not only accountants, to master some useful computer applications in the classroom for the future jobs.

There are unlimited benefits of using computer in the classroom, particularly in their writing. First of all, computers tend to stimulate student to write. There are a lot of useful resource could be found easily in the computer, which may provide lots of new concepts for student to use. Students do not need to spend day and day in library to look for the books they need. Sometimes, some books’ title are really confusing, the students may found the book they borrowed are not they wanted at all after they have a deep research. Secondly, Computers make the essay editing and revising more easily. By the powerful utilities provided by the word process software, students can find and replace the mistakes easily and quickly, they do not need to scan the mistakes one by one. Third benefit is that the neat screen and formation, which makes students have a clear logical idea, help them to have a well-organized essay. Last but not least benefit is that students can produce high-value work completely than students working with traditional tools such as pen, paper, and robber, particularly in writing arguments and reports. (Kristine Brown 1999)  

[Computer assisted language learning (CALL) programs]

Computers are wide-used for the students in the language schools. There is a famous program called computer assisted language learning (CALL) program, which is designed particularly to teach language such as EASE^tm program. There are three main types of CALL programs: first one is text reconstruction, where some letters of a text are replaced with blanks and learners could reconstruct the text from the contextual cues; second one is text manipulation, where learners must use different kinds of manipulation such as re-organizing a messy speech script; the last one is drill and practice, where the learners could concentrate on training listening, grammar, vocabulary and reading. These three kinds of programs may be separated into authoring programs, where the teacher or the designer could input his or her own style exercise. And some of these programs could ask some suggestions from teachers which may improve CALL programs in the next version. This factor makes CALL programs better and better, and gives learner and teachers a more flexible choice. (Kristine Brown 1999)

[Current problems while purchasing CALL programs]

With so many benefits for introducing CALL programs to a language school, many problems are still existed before purchasing them. Firstly, generally most of computer-assisted instruction (CAI) programs are very expensive. It needs more human resources and funds on develop these kinds of software. The period of develop CAI programs are longer than other software because it need keep a highly stable quality. Secondly, schools need consider whether a program is compatible with accepted principles of second language learning. Whatever how excellent the CALL programs are, they need to satisfy the basic demands of the second language learners. Finally, some CALL programs may be boring for the learner to use it. Besides the useful strategies, CALL programs should be vivid enough to attract learners’ concentration.

[Solutions]

Consider these problems, developing skills of evaluating CALL software before purchasing software is suggested. The first skill of evaluating CALL programs is that collect catalogues about new software and evaluate how they described. Look carefully the introduction of the software to identify if it is you really wanted; and can it satisfies your students’ need? Another skill of evaluating CALL is that read reviews of CALL software, these reviews could be found on internet relevant forums or the newsletters. The last advice is organizing a demonstration of it, or acquires a copy of demonstration before purchasing it. It is ideally if you have a trial version of this software, then you have an opportunity to learn more about this software although some functions are not provided in it.

With the implementation of the computers in the classroom, some teachers are not comfortable with these machines. Numerous teachers are not confident to use ‘these machines’ in front of their students. In the usual time, it is always the teacher taught the students how to do something, but they are clear that some of their students may use computer more effective than them, it would be a shame to get the instructions from their students how to use computer in teaching methodologies more valuable. Another problem which make some teachers are not interested in using computers in their class is that they realised the computers may replace their role more or less in the classroom. A lot of assignments need computers’ assistance, so the teachers can not directly guide the students how to achieve their research, what they can do is just advice student how to use resources in the computer to finish their assignments. Their roles were changed from expert to adviser. Thus, as Anderton and Nicholson (1995:7) have mentioned that in discussing new technologies, nearly all the research agree with that all the teachers really need get enough training on using computer skillfully.

References:

Technology Assessment: Motivation, Capability, and Future Directions
Harvey V. Fineberg
Medical Care > Vol. 23, No. 5, Proceedings of Conference "HSR 84: Planning for the Third Decade of Health Services Research" (May, 1985), pp. 663-671

Kaufmann, H (1992) computers: A resource for teaching literacy in the AMEP. Melbourne: AMES Victoria

Kristine Brown (1999) : Using new technology in the classroom. National Centre for English Language Teaching and Research

Anderton M and A Nicholson 1995. New technology and curriculum design: A research project with NESB distance learning students. Sydney: NCELTR

Is it the time to terminate the death penalty?

(328 words)

Jay

As the social developing, some countries claim that it is the time to terminate the death penalty because it has prevented the developing of the human rights. Although no one want to end another one’s life crucially, I have to say that the time to end the death penalty is not coming yet.

United States claims that the action of depriving another human being’s life has seriously trampling human’s rights, so they attempt to persuade every person and government in the world to stop the ‘cruel action. As everyone knows that human rights is based on the developing level of the human being. USA is admitted as one of the most developed countries in the world, but it still cannot totally abolishes the death penalty, it even uses the more cruel methods such as electric chair to end a person’s life, in that way it may warn others who might has the potential possibilities do the same thing as the death-row inmates did. As a result, other developing countries should not stop a thing which even the most developed country could not stop.

Another group people such as humanitarians, wanting to abolish the death penalty in order to give death-row inmates one last chance to become good people. They do everything they can to promote the prisoner’s living conditions in the jail. Some New Zealand jails are more comfortable than their home, is it helpful to reduce the rate of the crime? Obviously it is not. If the situation like this way, people will never afraid of any laws, and homeless people may prefer living in the prison instead of sleeping on the street. The situation would become more terrible than people imaging.

In consequence, death penalty is still very necessary now. Death penalty is just a way to prevent people to do something really bad, but not to terminate people’s lives intentionally.

阵阵湿气不断地从窗外溢进我的房间，不知道会不会破坏我可怜的设备。

不过真的很惬意哦，舒服地浏览着信息，时不时地给朋友们写写信，好像很久之前就已经梦见现在的情景了。

在我对面是一堆茂密的植物，也喊不出它们的名字，经过细雨的不停润泽，枝叶显得越发的油绿了。
风继续吹着，心依然飞着......