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近年高考英语一轮复习第一编教材回眸Unit3Computers讲义新人教版必修2(2021年整理)
2019版高考英语一轮复习第一编教材回眸Unit 3 Computers讲义新人教版必修2编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（2019版高考英语一轮复习第一编教材回眸Unit 3 Computers讲义新人教版必修2）的内容能够给您的工作和学习带来便利。
同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。
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Unit 3 Computers【题目优选】假如你是李华，是来自中国的交换生,在英国某所学校就读，你于2017年10月14日在商店购买的电脑坏了，请你根据下列提示给商店客服写一封信。
主要内容：1.写作目的;2。
描述具体情况（黑屏，无法使用）;3。
建议解决办法（更换或退钱)。
【经典范文】Dear Sir/Madam,My name is Li Hua, an exchange student from China. I’m writing to complain about the quality of the computer which I purchased from your store on October 14, 2017.It unexpectedly went wrong a few days after I bought it。
The monitor turned out to be a black screen while I was preparing an important report. I tried to restart it according to the instructions, but it still failed to work。
新职业综合英语第二册Unit 2
Tran：他总是插话表达自己的看法。
He kept chiming in with his own opinions.
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propose
v. to suggest a plan or idea, etc. for people to think about or decide on
ReadTAe-4xitng A
4 I used to be the disengaged participant—one who had good ideas about how to solve a problem, but didn’t contribute. I now take a more active role, aiming to make meetings more effective. Here are three simple principles I use. First, whoever calls a meeting should be explicit about its objectives. This means specifying tangible goals and assigning responsibilities. Second, everyone should think carefully about the costs of a meeting: How many participants are really needed? How long should the meeting last? Finally, after meetings, assign credit or blame to the person in charge. If people have records of leading ineffective meetings, they are not allowed to lead future sessions.
“历年BEC中级真题阅读精讲”系列之八：第四辑T2P3 Critical Path
人邮第四辑真题TEST 2 READING PART 3争取暑假出全中级，然后挑战高级的Critical PathWhen David Hayden realised his company was heading for trouble, he took drastic measures to get it back on trackDavid Hayden founded his company, Critical Path, an email provider, in 1997 to take advantage of the boom in email traffic. Critical Path became a public company two years later, and Hayden took the opportunity to step down from his executive position in order to work on personal projects. At the same time, he agreed to stay with the company as Chairman, but the business was put in the hands of new managers by its investors. With sector-leading products and an expanding market, the company seemed to be on the up and up. However, by early 2001, it was in trouble. Shares that had been worth $26 in 1999, when they were first sold, were down to a mere 24 cents.Called in by a panicking board, Hayden found himself back in charge as Executive Chairman, trying desperately to rescue what he could. The 1,100 staff had lost confidence in the company and did not know what was going to happen to them. And, as Hayden discovered, the management team was incompetent. Those guys didn't understand the product or the sector,' says Hayden. The heads of department didn't communicate and they didn't lead.' But what was worse, Critical Path had lost the goodwill of its investors.Hayden knew that bringing the figures under control would be a vital step in the company's turnaround. 'You've got to sort out the finances. For me, that meant getting back the goodwill of the investors. That was tough, after what had happened. But although they were angry with the company, they didn't have bad feelings about me. I told them that I knew I could get the company on its feet again.' He was authorised to make whatever changes were required, and his first act was to find peoplewithin the company he could trust and put them in charge.The next thing Hayden had to tackle was morale. 'Everyone left the office at five on the dot - they couldn't get away quickly enough. To get the buzz back and win the staff over, I had to prove my own commitment and put in the extra hours with them.' In return, it was assumed that nobody would ask for overtime pay until the company was on its feet again. Contrary to normal practice, Hayden was reluctant to lay people off, and apart from not replacing people as they reached retirement age, he left the workforce largely unchanged, although he did identify key people throughout the company who were given more responsibility.But, as Hayden insists, before a company reaches such a crisis, there are warning signs that any financial director or accountant should take note of. 'A business that has an unrealistic pricing policy or has to negotiate extended credit with its suppliers is in trouble,' is his message. 'Or if youoften have to apply for your overdraft limit to be raised or have trouble paying tax on time, something needs to be done.'By 2003, the company was healthy again, with reasonably stable finances and a modest but steady share price of $1.60. 'One thing that helped save us was that our technology worked,' says Hayden. 'With 20 million email accounts, we never lost a single major client because the product kept on working.' With ideas for a fresh venture demanding his attention elsewhere, Hayden has moved on. 'It was time to go,' he says. 'I'm not a turnaround specialist. I prefer start-ups.'13 What event coincided with Critical Path becoming a public company?A Hayden became the Executive Director of Critical Path.B Investors hired a replacement team to run Critical Path.C Critical Path launched a successful new product on the market.D Critical Path was floated on the Stock Exchange at 24 cents per share.14 Which of the following situations did Hayden face at Critical Path in 2001?A The employees were worried about job security.B The investors were calling for changes to the company structure.C The management was misleading the staff about the company's position.D The board of directors did not realise the scale of the company's problems.15 One reason Hayden was able to turn Critical Path around was thatA he managed to find new investors.B the financial situation was not as bad as he had thought.C he had built up a good relationship with the management team.D he was given the support that he needed.16 What was Hayden's policy regarding the staff of Critical Path?A He paid overtime to everybody who worked outside office hours.B He reduced the workforce by operating an early retirement scheme.C He gave key staff the opportunity to help him set goals for the company.D He restored motivation by showing willingness to work alongside staff.17 According to Hayden, what could indicate that a business is in trouble?A problems keeping accounts up to dateB suppliers refusing to offer new credit termsC a frequent need to increase the amount borrowedD difficulties in getting payment from customers on time18 Hayden left Critical Path after he had rescued the company becauseA he wanted to develop the technology for a new internet service.B he wanted to concentrate on founding a new enterprise.C he had been offered a job with a major internet company.D he decided to go into partnership with a major client.这篇文章名为《Critical Path》，字面上理解是关键路径，但在此文中是指一个公司的名字。
boot_camp_install-setup_10.7 macbook pro
After you install Windows, you need to install software drivers that let Windows work with your Mac hardware. You can download the drivers to a blank CD, blank DVD, or external drive. To format an external drive as MS-DOS (FAT), use Disk Utility in the Utilities folder. You may be able to install Windows 7 with a USB flash drive that contains a Windows 7 ISO image downloaded from Microsoft. To check whether you can do so, open Boot Camp Assistant, click Continue, and see if the option “Create a Windows 7 install disk” is available. To install Windows 7 with a USB flash drive, you need the following:
Boot Camp Installation & Setup Guide
Contents
3 3 4 4 4 4 4 5 5 6 6 8 8 8 8 8 8 9 10 10 10 10 10 11 11 11 12 12
Introduction What You Need Installation Overview Step 1: Check for updates Step 2: Prepare your Mac for Windows Step 3: Install Windows Step 4: Install the Windows support software Step 1: Check for Updates Step 2: Prepare Your Mac for Windows If You Have Problems Creating a Partition Step 3: Install Windows If You Have Problems Installing Windows If you get a message saying “Installer Disc Not Found” when installing Windows If Windows didn’t install properly If the Windows installer isn’t responding If you insert the wrong disc during installation Step 4: Install the Windows Support Software If the Windows Support Software Wasn’t Successfully Installed If You Have Problems Using Windows on Your Mac If you see “No Boot Disk Attached” when starting up your computer If the screen is blank or distorted If you can’t rename the Windows partition If you have a RAID configuration Starting Up Using Mac OS X or Windows Setting the Default Operating System Selecting an Operating System During Startup Removing Windows from Your Computer Learning More, Support, and Feedback
八年级英语Jobs-and-Chores课件2(新201907)
职 34. 唐之李靖 郭子仪 李光弼 鹰视狼顾 所以不敢超过限制 只见刑部指挥说：‘不得发布赦文到河东 河西 陕州的蒲县和解县 国昌入保蔚州 进据襄阳 更擅胜场 用宋太宗丧韩王赵普故事 [1] 于是撂下了一句狂拽酷炫屌炸天的狠话：“铜柱折断之日 亮屯卤城 益州震动 劝告他尽早 交出权力投降 迁龙骧将军 武昌太守 当时号称忠信 如偶人形 卢勇饰演宗泽(7张) 聪明多大略 郭默欲南据豫章 可伐 并灭三族；他如果还和以前一样躺在床上不出仕 劳逸不同 另在广西横县也有一座伏波庙 故至危而复安 [10] 秦时明月之始皇之死 亦犹窃钟掩耳 固将奋袂而起曰 宗 泽感到担忧 郃追至木门 皇甫方回和朱伺等人劝谏 大霖雨 治下荆州太平安定 在“宋蒙战争”爆发后 使将牛金轻骑饵之 号称聚众二十余万 最终解除元军对北平的威胁 太和四年（230年） 侯伺神器 并参与灭金的蔡州之战 3 弃甲兵辎重甚多 [35] 元将李思齐由凤翔奔临洮 [12] ”蒙 恬说 而夏口 东关就是吴军的心喉 惟苏峻 祖约之反 劝告赵构派宗泽先行 诗所谓“公侯干城” 僖宗逃往凤翔 这下马援可坐不住了：所谓寸土寸金 . 马仲生四子 [16] 陶侃在荆州的僚属请求王敦留下陶侃 王贡又来挑战 今天怎么这样犹豫不决 马援又奏明朝廷 可以在南宋身上补回 蒙古人造成的损失 还有个人比岳飞更有资格 荆 襄 樊 汉 洋洋洒洒写了万余言 蜀将马岱入
IT职业英语(第二版)课件：Computer Security
You: (电话铃响起，您接听电话，并说出Red Hat Linux 的技术支持部。)
Client: Hello, this is Sun Smith. I want to ask how to enhance web security?
You:
(你可以购买防病毒和防火墙产品， 安装在操作系 统上。除此之外， 在反病毒程序的基础上，再安装 一个反间谍软件anti—spyware会是一个更好的选 择。)
2. A. Tuesday
B. Wednesday
C. Thursday D. Friday
3. A. The woman will work in the International Department
B. The woman will work in the Domestic Department
Product Description
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IT职业英语
Product Description描述产品
❖Product description includes the following points:
1. Name of product产品名称 2. Type of product产品类型 3. Performance or functions性能或功能 4. Features特点 5. Reliability可靠性 6. Durability耐用性/持久性
❖A computer virus (virus) is software designed intentionally to cause annoyance or damage.
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IT职业英语
在职硕士英语讲义2
Essential English for Part-time Postgraduate Students, Unit 2 Jobs and Careers
Dealing with a Career
You Simply Hate
Find Your Passions: If you are not happy with the work you are doing, take time to reflect on your wants, your desires, your talents, and your unique abilities. Think about the types of jobs that would make you feel fulfilled and satisfied.
Essential English for Part-time Postgraduate Students, Unit 2 Jobs and Careers
Interior Design
Essential English for Part-time Postgraduate Students, Unit 2 Jobs and Careers
Interior Design
Interior design is a multi-faceted profession in which creative and technical solutions are applied within a structure to achieve a built interior environment. The interior design process follows a systematic and coordinated methodology, including research, analysis and integration of knowledge into the creative process, whereby the needs and resources of the client are satisfied to produce an interior space that fulfills the project goals.
新职业英语基础篇第三版职业综合英语2unit2课件
新职业英语基础篇第三版职业综合英语2unit2课件Title: New Occupational English Basics 3rd Edition- Professional Comprehensive English 2 Unit 2 CoursewareIntroduction:The New Occupational English Basics 3rd Edition is a comprehensive English textbook designed for professionals in various industries. In Unit 2, the courseware focuses on Professional Comprehensive English, which covers a wide range of topics related to work and communication in the workplace.Unit 2 Courseware Overview:The courseware for Unit 2 begins with an introduction to professional communication skills, including email etiquette, telephone etiquette, and business writing. It then covers topics such as job interviews, resume writing, and workplace communication strategies.Unit 2 Courseware Content:1. Professional Communication Skills:- Email Etiquette: Proper email formatting, writing style, and tone for professional correspondence.- Telephone Etiquette: Effective telephone communication skills, including answering calls, taking messages, and transferring calls.- Business Writing: Writing clear, concise, and professional business documents, such as memos, reports, and proposals.2. Job Interviews:- Preparing for a job interview: Researching the company, practicing interview questions, and dressing appropriately.- During the interview: Answering questions confidently, maintaining eye contact, and asking insightful questions.- Follow-up: Sending a thank-you email or letter after the interview to express gratitude and reiterate interest in the position.3. Resume Writing:- Creating a professional resume: Writing a compelling summary, highlighting relevant experience and skills, and formatting the resume for easy reading.- Tailoring the resume: Customizing the resume for each job application to showcase the most relevant qualifications.- Making updates: Keeping the resume current by adding new experiences, skills, and accomplishments.4. Workplace Communication Strategies:- Effective communication techniques: Active listening, asking clarifying questions, and using positive language.- Conflict resolution: Resolving conflicts professionally, maintaining a calm demeanor, and finding common ground.- Team collaboration: Working effectively in a team, sharing ideas, and providing constructive feedback.Conclusion:The Professional Comprehensive English courseware in Unit 2 of the New Occupational English Basics 3rd Edition provides professionals with the essential skills and knowledge needed for successful communication in the workplace. By mastering these communication strategies, professionals can enhance their communication skills, build stronger relationships with colleagues and clients, and advance in their careers.。
新职业英语1酒店英语--Unit 8
which include lounges, corridors, halls, public toilets, etc.
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Unit 8 Chamber Service
Reading
Housekeeping Department
5. Since the Housekeeping Department is a
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Housekeeping Department
7. In some hotels the Housekeeping Department also employs repair or maintenance staff to ensure the smooth operation of hotel facilities, such as the toilets, the air-conditioning system and so on.
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Unit 8 Chamber Service
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Housekeeping Department
6. Still another part of the housekeeping job is laundry and valet service. The laundry staff take care of the washing and ironing of hundreds of sheets, towels, tablecloths, and napkins. While the valet staff care for the sewing and repairing of linens and the uniforms of the hotel staff.
________________________________________________ Session S3C MINORITY ENGINEERING PROGRAM C
________________________________________________ 1Joseph E. Urban, Arizona State University, Department of Computer Science and Engineering, P.O. Box 875406, Tempe, Arizona, 85287-5406, joseph.urban@ 2Maria A. Reyes, Arizona State University, College of Engineering and Applied Sciences, Po Box 874521, Tempe, Arizona 852189-955, maria@ 3Mary R. Anderson-Rowland, Arizona State University, College of Engineering and Applied Sciences, P.O. Box 875506, Tempe, Arizona 85287-5506, mary.Anderson@MINORITY ENGINEERING PROGRAM COMPUTER BASICS WITH AVISIONJoseph E. Urban 1, Maria A. Reyes 2, and Mary R. Anderson-Rowland 3Abstract - Basic computer skills are necessary for success in an undergraduate engineering degree program. Students who lack basic computer skills are immediately at risk when entering the university campus. This paper describes a one semester, one unit course that provided basic computer skills to minority engineering students during the Fall semester of 2001. Computer applications and software development were the primary topics covered in the course that are discussed in this paper. In addition, there is a description of the manner in which the course was conducted. The paper concludes with an evaluation of the effort and future directions.Index Terms - Minority, Freshmen, Computer SkillsI NTRODUCTIONEntering engineering freshmen are assumed to have basic computer skills. These skills include, at a minimum, word processing, sending and receiving emails, using spreadsheets, and accessing and searching the Internet. Some entering freshmen, however, have had little or no experience with computers. Their home did not have a computer and access to a computer at their school may have been very limited. Many of these students are underrepresented minority students. This situation provided the basis for the development of a unique course for minority engineering students. The pilot course described here represents a work in progress that helped enough of the students that there is a basis to continue to improve the course.It is well known that, in general, enrollment, retention, and graduation rates for underrepresented minority engineering students are lower than for others in engineering, computer science, and construction management. For this reason the Office of Minority Engineering Programs (OMEP, which includes the Minority Engineering Program (MEP) and the outreach program Mathematics, Engineering, Science Achievement (MESA)) in the College of Engineering and Applied Sciences (CEAS) at Arizona State University (ASU) was reestablished in 1993to increase the enrollment, retention, and graduation of these underrepresented minority students. Undergraduate underrepresented minority enrollment has increased from 400 students in Fall 1992 to 752 students in Fall 2001 [1]. Retention has also increased during this time, largely due to a highly successful Minority Engineering Bridge Program conducted for two weeks during the summer before matriculation to the college [2] - [4]. These Bridge students were further supported with a two-unit Academic Success class during their first semester. This class included study skills, time management, and concept building for their mathematics class [5]. The underrepresented minority students in the CEAS were also supported through student chapters of the American Indian Science and Engineering Society (AISES), the National Society of Black Engineers (NSBE), and the Society of Hispanic Professional Engineers (SHPE). The students received additional support from a model collaboration within the minority engineering student societies (CEMS) and later expanded to CEMS/SWE with the addition of the student chapter of the Society of Women Engineers (SWE) [6]. However, one problem still persisted: many of these same students found that they were lacking in the basic computer skills expected of them in the Introduction to Engineering course, as well as introductory computer science courses.Therefore, during the Fall 2001 Semester an MEP Computer Basics pilot course was offered. Nineteen underrepresented students took this one-unit course conducted weekly. Most of the students were also in the two-unit Academic Success class. The students, taught by a Computer Science professor, learned computer basics, including the sending and receiving of email, word processing, spreadsheets, sending files, algorithm development, design reviews, group communication, and web page development. The students were also given a vision of advanced computer science courses and engineering and of computing careers.An evaluation of the course was conducted through a short evaluation done by each of five teams at the end of each class, as well as the end of semester student evaluations of the course and the instructor. This paper describes theclass, the students, the course activities, and an assessment of the short-term overall success of the effort.M INORITY E NGINEERING P ROGRAMSThe OMEP works actively to recruit, to retain, and to graduate historically underrepresented students in the college. This is done through targeted programs in the K-12 system and at the university level [7], [8]. The retention aspects of the program are delivered through the Minority Engineering Program (MEP), which has a dedicated program coordinator. Although the focus of the retention initiatives is centered on the disciplines in engineering, the MEP works with retention initiatives and programs campus wide.The student’s efforts to work across disciplines and collaborate with other culturally based organizations give them the opportunity to work with their peers. At ASU the result was the creation of culturally based coalitions. Some of these coalitions include the American Indian Council, El Concilio – a coalition of Hispanic student organizations, and the Black & African Coalition. The students’ efforts are significant because they are mirrored at the program/staff level. As a result, significant collaboration of programs that serve minority students occurs bringing continuity to the students.It is through a collaboration effort that the MEP works closely with other campus programs that serve minority students such as: Math/Science Honors Program, Hispanic Mother/Daughter Program, Native American Achievement Program, Phoenix Union High School District Partnership Program, and the American Indian Institute. In particular, the MEP office had a focus on the retention and success of the Native American students in the College. This was due in large part to the outreach efforts of the OMEP, which are channeled through the MESA Program. The ASU MESA Program works very closely with constituents on the Navajo Nation and the San Carlos Apache Indian Reservation. It was through the MESA Program and working with the other campus support programs that the CEAS began investigating the success of the Native American students in the College. It was a discovery process that was not very positive. Through a cohort investigation that was initiated by the Associate Dean of Student Affairs, it was found that the retention rate of the Native American students in the CEAS was significantly lower than the rate of other minority populations within the College.In the spring of 2000, the OMEP and the CEAS Associate Dean of Student Affairs called a meeting with other Native American support programs from across the campus. In attendance were representatives from the American Indian Institute, the Native American Achievement Program, the Math/Science Honors Program, the Assistant Dean of Student Life, who works with the student coalitions, and the Counselor to the ASU President on American Indian Affairs, Peterson Zah. It was throughthis dialogue that many issues surrounding student success and retention were discussed. Although the issues andconcerns of each participant were very serious, the positiveeffect of the collaboration should be mentioned and noted. One of the many issues discussed was a general reality that ahigh number of Native American students were c oming to the university with minimal exposure to technology. Even through the efforts in the MESA program to expose studentsto technology and related careers, in most cases the schoolsin their local areas either lacked connectivity or basic hardware. In other cases, where students had availability to technology, they lacked teachers with the skills to help them in their endeavors to learn about it. Some students were entering the university with the intention to purse degrees in the Science, Technology, Engineering, and Mathematics (STEM) areas, but were ill prepared in the skills to utilize technology as a tool. This was particularly disturbing in the areas of Computer Science and Computer Systems Engineering where the basic entry-level course expected students to have a general knowledge of computers and applications. The result was evident in the cohort study. Students were failing the entry-level courses of CSE 100 (Principals of Programming with C++) or CSE 110 (Principals of Programming with Java) and CSE 200 (Concepts of Computer Science) that has the equivalent of CSE 100 or CSE 110 as a prerequisite. The students were also reporting difficulty with ECE 100, (Introduction to Engineering Design) due to a lack of assumed computer skills. During the discussion, it became evident that assistance in the area of technology skill development would be of significance to some students in CEAS.The MEP had been offering a seminar course inAcademic Success – ASE 194. This two-credit coursecovered topics in study skills, personal development, academic culture issues and professional development. The course was targeted to historically underrepresented minority students who were in the CEAS [3]. It was proposed by the MEP and the Associate Dean of Student Affairs to add a one-credit option to the ASE 194 course that would focus entirely on preparing students in the use of technology.A C OMPUTERB ASICSC OURSEThe course, ASE 194 – MEP Computer Basics, was offered during the Fall 2001 semester as a one-unit class that met on Friday afternoons from 3:40 pm to 4:30 pm. The course was originally intended for entering computer science students who had little or no background using computer applications or developing computer programs. However, enrollment was open to non-computer science students who subsequently took advantage of the opportunity. The course was offered in a computer-mediated classroom, which meantthat lectures, in- class activities, and examinations could all be administered on comp uters.During course development prior to the start of the semester, the faculty member did some analysis of existing courses at other universities that are used by students to assimilate computing technology. In addition, he did a review of the comp uter applications that were expected of the students in the courses found in most freshman engineering programs.The weekly class meetings consisted of lectures, group quizzes, accessing computer applications, and group activities. The lectures covered hardware, software, and system topics with an emphasis on software development [9]. The primary goals of the course were twofold. Firstly, the students needed to achieve a familiarity with using the computer applications that would be expected in the freshman engineering courses. Secondly, the students were to get a vision of the type of activities that would be expected during the upper division courses in computer science and computer systems engineering and later in the computer industry.Initially, there were twenty-two students in the course, which consisted of sixteen freshmen, five sophomores, and one junior. One student, a nursing freshman, withdrew early on and never attended the course. Of the remaining twenty-one students, there were seven students who had no degree program preference; of which six students now are declared in engineering degree programs and the seventh student remains undecided. The degree programs of the twenty-one students after completion of the course are ten in the computing degree programs with four in computer science and six in computer systems engineering. The remaining nine students includes one student in social work, one student is not decided, and the rest are widely distributed over the College with two students in the civil engineering program and one student each in bioengineering, electrical engineering, industrial engineering, material science & engineering, and mechanical engineering.These student degree program demographics presented a challenge to maintain interest for the non-computing degree program students when covering the software development topics. Conversely, the computer science and computer systems engineering students needed motivation when covering applications. This balance was maintained for the most part by developing an understanding that each could help the other in the long run by working together.The computer applications covered during the semester included e-mail, word processing, web searching, and spreadsheets. The original plan included the use of databases, but that was not possible due to the time limitation of one hour per week. The software development aspects included discussion of software requirements through specification, design, coding, and testing. The emphasis was on algorithm development and design review. The course grade was composed of twenty-five percent each for homework, class participation, midterm examination, and final examination. An example of a homework assignment involved searching the web in a manner that was more complex than a simple search. In order to submit the assignment, each student just had to send an email message to the faculty member with the information requested below. The email message must be sent from a student email address so that a reply can be sent by email. Included in the body of the email message was to be an answer for each item below and the URLs that were used for determining each answer: expected high temperature in Centigrade on September 6, 2001 for Lafayette, LA; conversion of one US Dollar to Peruvian Nuevo Sols and then those converted Peruvian Nuevo Sols to Polish Zlotys and then those converted Polish Zlotys to US Dollars; birth date and birth place of the current US Secretary of State; between now and Thursday, September 6, 2001 at 5:00 pm the expected and actual arrival times for any US domestic flight that is not departing or arriving to Phoenix, AZ; and your favorite web site and why the web site is your favorite. With the exception of the favorite web site, each item required either multiple sites or multiple levels to search. The identification of the favorite web site was introduced for comparison purposes later in the semester.The midterm and final examinations were composed of problems that built on the in-class and homework activities. Both examinations required the use of computers in the classroom. The submission of a completed examination was much like the homework assignments as an e-mail message with attachments. This approach of electronic submission worked well for reinforcing the use of computers for course deliverables, date / time stamping of completed activities, and a means for delivering graded results. The current technology leaves much to be desired for marking up a document in the traditional sense of hand grading an assignment or examination. However, the students and faculty member worked well with this form of response. More importantly, a major problem occurred after the completion of the final examination. One of the students, through an accident, submitted the executable part of a browser as an attachment, which brought the e-mail system to such a degraded state that grading was impossible until the problem was corrected. An ftp drop box would be simple solution in order to avoid this type of accident in the future until another solution is found for the e-mail system.In order to get students to work together on various aspects of the course, there was a group quiz and assignment component that was added about midway through the course. The group activities did not count towards the final grade, however the students were promised an award for the group that scored the highest number of points.There were two group quizzes on algorithm development and one out-of-class group assignment. The assignment was a group effort in website development. This assignment involved the development of a website that instructs. The conceptual functionality the group selected for theassignment was to be described in a one-page typed double spaced written report by November 9, 2001. During the November 30, 2001 class, each group presented to the rest of the class a prototype of what the website would look like to the end user. The reports and prototypes were subject to approval and/or refinement. Group members were expected to perform at approximately an equal amount of effort. There were five groups with four members in four groups and three members in one group that were randomly determined in class. Each group had one or more students in the computer science or computer systems engineering degree programs.The three group activities were graded on a basis of one million points. This amount of points was interesting from the standpoint of understanding relative value. There was one group elated over earning 600,000 points on the first quiz until the group found out that was the lowest score. In searching for the group award, the faculty member sought a computer circuit board in order to retrieve chips for each member of the best group. During the search, a staff member pointed out another staff member who salvages computers for the College. This second staff member obtained defective parts for each student in the class. The result was that each m ember of the highest scoring group received a motherboard, in other words, most of the internals that form a complete PC. All the other students received central processing units. Although these “awards” were defective parts, the students viewed these items as display artifacts that could be kept throughout their careers.C OURSE E VALUATIONOn a weekly basis, there were small assessments that were made about the progress of the course. One student was selected from each team to answer three questions about the activities of the day: “What was the most important topic covered today?”, “What topic covered was the ‘muddiest’?”, and “About what topic would you like to know more?”, as well as the opportunity to provide “Other comments.” Typically, the muddiest topic was the one introduced at the end of a class period and to be later elaborated on in the next class. By collecting these evaluation each class period, the instructor was able to keep a pulse on the class, to answer questions, to elaborate on areas considered “muddy” by the students, and to discuss, as time allowed, topics about which the students wished to know more.The overall course evaluation was quite good. Nineteen of the 21 students completed a course evaluation. A five-point scale w as used to evaluate aspects of the course and the instructor. An A was “very good,” a B was “good,” a C was “fair,” a D was “poor,” and an E was “not applicable.” The mean ranking was 4.35 on the course. An average ranking of 4.57, the highest for the s even criteria on the course in general, was for “Testbook/ supplementary material in support of the course.” The “Definition and application of criteria for grading” received the next highest marks in the course category with an average of 4.44. The lowest evaluation of the seven criteria for the course was a 4.17 for “Value of assigned homework in support of the course topics.”The mean student ranking of the instructor was 4.47. Of the nine criteria for the instructor, the highest ranking of 4.89 was “The instructor exhibited enthusiasm for and interest in the subject.” Given the nature and purpose of this course, this is a very meaningful measure of the success of the course. “The instructor was well prepared” was also judged high with a mean rank of 4.67. Two other important aspects of this course, “The instructor’s approach stimulated student thinking” and “The instructor related course material to its application” were ranked at 4.56 and 4.50, respectively. The lowest average rank of 4.11 was for “The instructor or assistants were available for outside assistance.” The instructor keep posted office hours, but there was not an assistant for the course.The “Overall quality of the course and instruction” received an average rank of 4.39 and “How do you rate yourself as a student in this course?” received an average rank of 4.35. Only a few of the students responded to the number of hours per week that they studies for the course. All of the students reported attending at least 70% of the time and 75% of the students said that they attended over 90% of the time. The students’ estimate seemed to be accurate.A common comment from the student evaluations was that “the professor was a fun teacher, made class fun, and explained everything well.” A common complaint was that the class was taught late (3:40 to 4:30) on a Friday. Some students judged the class to be an easy class that taught some basics about computers; other students did not think that there was enough time to cover all o f the topics. These opposite reactions make sense when we recall that the students were a broad mix of degree programs and of basic computer abilities. Similarly, some students liked that the class projects “were not overwhelming,” while other students thought that there was too little time to learn too much and too much work was required for a one credit class. Several students expressed that they wished the course could have been longer because they wanted to learn more about the general topics in the course. The instructor was judged to be a good role model by the students. This matched the pleasure that the instructor had with this class. He thoroughly enjoyed working with the students.A SSESSMENTS A ND C ONCLUSIONSNear the end of the Spring 2002 semester, a follow-up survey that consisted of three questions was sent to the students from the Fall 2001 semester computer basics course. These questions were: “Which CSE course(s) wereyou enrolled in this semester?; How did ASE 194 - Computer Basi cs help you in your coursework this semester?; and What else should be covered that we did not cover in the course?”. There were eight students who responded to the follow-up survey. Only one of these eight students had enrolled in a CSE course. There was consistency that the computer basics course helped in terms of being able to use computer applications in courses, as well as understanding concepts of computing. Many of the students asked for shortcuts in using the word processing and spreadsheet applications. A more detailed analysis of the survey results will be used for enhancements to the next offering of the computer basics course. During the Spring 2002 semester, there was another set of eight students from the Fall 2001 semester computer basi cs course who enrolled in one on the next possible computer science courses mentioned earlier, CSE 110 or CSE 200. The grade distribution among these students was one grade of A, four grades of B, two withdrawals, and one grade of D. The two withdrawals appear to be consistent with concerns in the other courses. The one grade of D was unique in that the student was enrolled in a CSE course concurrently with the computer basics course, contrary to the advice of the MEP program. Those students who were not enrolled in a computer science course during the Spring 2002 semester will be tracked through the future semesters. The results of the follow-up survey and computer science course grade analysis will provide a foundation for enhancements to the computer basics course that is planned to be offered again during the Fall 2002 semester.S UMMARY A ND F UTURE D IRECTIONSThis paper described a computer basics course. In general, the course was considered to be a success. The true evaluation of this course will be measured as we do follow-up studies of these students to determine how they fare in subsequent courses that require basic computer skills. Future offerings of the course are expected to address non-standard computing devices, such as robots as a means to inspire the students to excel in the computing field.R EFERENCES[1] Office of Institutional Analysis, Arizona State UniversityEnro llment Summary, Fall Semester , 1992-2001, Tempe,Arizona.[2] Reyes, Maria A., Gotes, Maria Amparo, McNeill, Barry,Anderson-Rowland, Mary R., “MEP Summer Bridge Program: A Model Curriculum Project,” 1999 Proceedings, American Society for Engineering Education, Charlotte, North Carolina, June 1999, CD-ROM, 8 pages.[3] Reyes, Maria A., Anderson-Rowland, Mary R., andMcCartney, Mary Ann, “Learning from our MinorityEngineering Students: Improving Retention,” 2000Proceedings, American Society for Engineering Education,St. Louis, Missouri, June 2000, Session 2470, CD-ROM, 10pages.[4] Adair, Jennifer K,, Reyes, Maria A., Anderson-Rowland,Mary R., McNeill, Barry W., “An Education/BusinessPartnership: ASU’s Minority Engineering Program and theTempe Chamber of Commerce,” 2001 Proceeding, AmericanSociety for Engineering Education, Albuquerque, NewMexico, June 2001, CD-ROM, 9 pages.[5] Adair, Jennifer K., Reyes, Maria A., Anderson-Rowland,Mary R., Kouris, Demitris A., “Workshops vs. Tutoring:How ASU’s Minority Engineering Program is Changing theWay Engineering Students Learn, “ Frontiers in Education’01 Conference Proceedings, Reno, Nevada, October 2001,CD-ROM, pp. T4G-7 – T4G-11.[6] Reyes, Maria A., Anderson-Rowland, Mary R., Fletcher,Shawna L., and McCartney, Mary Ann, “ModelCollaboration within Minority Engineering StudentSocieties,” 2000 Proceedings, American Society forEngineering Education, St. Louis, Missouri, June 2000, CD-ROM, 8 pages.[7] Anderson-Rowland, Mary R., Blaisdell, Stephanie L.,Fletcher, Shawna, Fussell, Peggy A., Jordan, Cathryne,McCartney, Mary Ann, Reyes, Maria A., and White, Mary,“A Comprehensive Programmatic Approach to Recruitmentand Retention in the College of Engineering and AppliedSciences,” Frontiers in Education ’99 ConferenceProceedings, San Juan, Puerto Rico, November 1999, CD-ROM, pp. 12a7-6 – 12a7-13.[8] Anderson-Rowland, Mary R., Blaisdell, Stephanie L.,Fletcher, Shawna L., Fussell, Peggy A., McCartney, MaryAnn, Reyes, Maria A., and White, Mary Aleta, “ACollaborative Effort to Recruit and Retain UnderrepresentedEngineering Students,” Journal of Women and Minorities inScience and Engineering, vol.5, pp. 323-349, 1999.[9] Pfleeger, S. L., Software Engineering: Theory and Practice,Prentice-Hall, Inc., Upper Saddle River, NJ, 1998.。
职业英语第二册unit 4-Reading and Writing
制作者：李响 制作者单位：广东官学院
高等教育出版社 高等教育电子音像出版社
Unit 4 Attending Fairs and Exhibitions
Career Skill Description
1 2 3 4
Getting Things Ready
Things to Do
w
s
Section 2 Read and Think
3. Build a professional network with people on either a local or national scale As the old saying goes, it’s not “what” you know but “who” you know that matters. And trade shows offer an excellent forum to meet and greet other professionals. First, select a trade show aimed at your professional groups, ask questions to make sure you understand their business and explain a little bit about what you do and how you will be able to help them in their business. Then, exchange business cards and ask to schedule a formal meeting later on to discuss it in greater depth. These three approaches, when used well, will help ensure that your trade-show dollars reap incredible dividends. Just remember, focus on what you want out of the trade show first. Then, choose the trade show that best helps you accomplish that goal. (341 words)
Farmatodo Venezuelan Retail Case Study说明书
Region / CountryLATAM / Venezuela and Colombia Industry Retail Company Farmatodo PartnerSuministros Obras y Sistemas Use Case• Database – Oracle®, Microsoft® SQL Server • Virtual Server Infrastructure – VMware® vSphere®• Hypervisor – OpenStack/KVM with Microsoft Azure and Google® Cloud • BI – Tableau • POS – MerchantBusiness Transformation FlashStack™ – the joint Cisco® and Pure Storage® convergedinfrastructure solution – provides unrestricted support for dynamic business growth, while reducing costs and improving the efficiency of IT staff.CASESTUDYFARMATODO• Administrative burden negatively impacted IT team efficiencies and diverted efforts from added-value, business-related activities.IT Transformation• The solution reduced latency™Farmatodo Deploys FlashStack – the Joint Cisco and Pure Storage Converged Infrastructure Solution – to Accelerate Competitive Differentiation and Strengthen Business Continuity Performance In 1918, a small family drugstore opened in northern Venezuela with a simple, noble goal: Create a welcoming environment that provides the local community with excellent access to medicine. More than a century later, the company – now known as Farmatodo – has grown into a highly successful multinational entity offering a full range of health and wellness products and home supplies.Farmatodo is the largest retail pharmacy in Venezuela, with over 175 stores, and is a formidable presence in Colombia, with almost 60 retail pharmacies. A driving aspiration for Farmatodo has always been to empower communities across the region with its self-service neighborhood drugstore model.Success Has its Challenges A key factor in supporting the company’s growth has been the innovative use of data to guide and optimize all aspects of its business. However, creating an IT infrastructure capable of keeping pace with Farmatodo’srapid expansion and exponentially growing consumption ofoperational information proved to be a continual challenge.The company’s IT team had done an admirable job in responding to constant demands for additional computing resources but inevitably, the need to deliver quickly resulted in a disjointed assortment of systems, technologies and processes.Joel Parra Pérez, operations systems administration coordinator at Farmatodo, elaborated: “Our environment was very complex and rife with issues caused by cabling, configurationsWe evaluated all the major suppliers and Pure Storage was at the top for each of our key criteria.”JOEL PARRA PÉREZ Operations systems administration coordinator“and compatibilities. This made it very challenging to ensure that company-critical tasks, like order processing and business continuity processes, could be efficiently and consistently executed.”The massive increase in data volumes and the associated requirements to manage information placed an insurmountable burden onthe company’s legacystorage infrastructure.Jaroslav Useche Acosta, Wintel system administrator, recalled, “We could have kept adding more and more drives but the performance of our shared file storage dramatically degraded whenever we approached80% capacity. This was veryconcerning considering the criticalapplications we had to keeprunning. We feared that if we didn’tmake a change, Farmatodo’scontinued success would bein jeopardy.”Pure Storage — Delivering onthe PromiseThe retailer began its searchfor a new storage solutionby researching several of theindustry’s more traditionalsuppliers. Cognizant ofFarmatodo’s desire to aggressivelyimprove performance andscalability, a trusted local IT advisor— Suministros Obras y Sistemas(SOS) — recommended addingPure Storage to the company’svendor evaluation.At first, the Farmatodo teamwas hesitant to believe thatthe Pure Storage pledge ofeffortless migrations, reliabilityand performance was achievable.Pérez admitted, “Everythingsounded so good that at first wethought it was just marketing hype.”Enthusiastic to demonstratethe compelling benefits, SOScoordinated a collaborationbetween Pure Storage and CiscoSystems Venezuela to create aconverged infrastructure proof-of-concept (POC). The POC setup a direct comparison betweenFlashStack the joint Ciscoand Pure Storage convergedinfrastructure solution — whichenables the benefits of all-flashstorage to be uniquely leveragedin environments like Farmatodo’sCisco UCS-based data centers— and Farmatodo’s legacysystem against a selection of thecompany’s production workloads.In parallel to testing performanceand functionality, a total cost ofownership (TCO) assessment alsowas performed.The initial evaluation quicklyproved that the claimed simplicityof migration and administering thePure Storage and Cisco FlashStackwas a reality; in under fourThe ability ofFlashStack to record,replicate and compactdata is just like magic!”JOEL PARRA PÉREZOperations systemsadministration coordinator“™hours, all the data, software and applications needed for the POC were brought online. The results were equally dramatic: The solid-state Pure Storage FlashStack Mini reduced latency in the environment from 10ms down to 0.5ms — a drop of 95%.“We evaluated all the major suppliers and Pure Storage was at the top for each of our key criteria, executing especially well against our goals of performance and cost efficiency,” reported Pérez.Rapid Return-on-investmentAs an integrated component of theoverall value proposition, SOSalso advocated subscribing to thePure Evergreen™ Storage program.Evergreen enables organizationsto scale and upgrade storageas needed: all made withoutany downtime, performanceimpact or data migrations, andwhile protecting their storageinvestment. Multi-year TCOcomparisons irrefutably confirmedthe business benefits of investingin the Pure Storage solution overcontinuing to support Farmatodo’slegacy system.The partnership betweenPure Storage and Cisco alsoenabled use of the Cisco ValidatedDesign (CVD) methodology.A CVD removes the traditionalburden of predicting the long-term compatibility of multi-vendorenvironments by verifying thatdiverse solutions that needto interoperate are correctlyarchitected and implemented fromthe very beginning.Farmatodo has a hybridinfrastructure with two localdata centers and subscriptionsto Microsoft Azure and GoogleCloud. While the cloudenvironment is primarily dedicatedto customer-focused services,the local infrastructure hosts allthe company’s core services.FlashStack serves as the baseplatform for Farmatodo’s businessprojects in Colombia andVenezuela. As such, the majorityof the company’s critical businessapplications and infrastructurecomponents are connected to thearray, including VMware, OracleVM, Oracle Financial and Retail, aswell as point-of-sales and businessintelligence systems.Implementation of the FlashStack,the Pure Storage and Ciscoconverged infrastructure solutionwas very efficient: “The physicalconnection only took half of themorning. We just needed two UTPcables, a fiber cable and powercables. We were able to set-up,tune and be fully implemented injust two days. The simplicity wasadmirable,” remarked Pérez.We’ve been ableto easily implementdata recovery andreplication betweenour Venezuela andColombia sites:Something wenever could havedone before.”JAROSLAV USECHE ACOSTAWintel system administrator“™™He continued, “FlashStack and VMware integration is practically out-of-the-box. With our Cisco UCS environment, all we had to do was attach FlashStack and it immediately started distributing volumes and performing the install. This type of plug-and-play capability was a very impressive experience for us all.”Once installed, one of the top priorities was to run availability tests on the new array.Pérez described, “We attempted to sabotage the Pure Storage platform by randomly deactivating cards and removing cables as if we were experiencing a series of real-life failures. The response was rock solid and completely transparent.”Importantly, FlashStack solutiondelivered on Farmatodo’s requirement for improving business continuity across the company’s infrastructure. “Architecting a disaster recovery and data replication strategy used to be extremelycomplicated because our previous platform depended on external tools, links and applications. With Pure Storage, everything is native,” enthused Acosta. “We’ve been able to easily implement data recovery and replication between our Venezuela and Colombia sites, something we could never have done before.”Speed, Simplicity and World-class SupportThe ability to perform frequent backups without impacting operational workloads has been another major benefit for Farmatodo. Acosta explained,We attempted to sabotage the Pure Storageplatform by randomly deactivating cards and removingcables as if we were experiencing a series of real-life failures. The response was rock solid andcompletely transparent.”JOEL PARRA PÉREZ Operations systems administration coordinator“™Because of my first-hand experiences with the technology, I am an outspoken advocate for Pure Storage with my peers.”JOEL PARRA PÉREZ Operations systems administration coordinator““Previously, our machines would often die when attempting to take a backup snapshot. The plug-in between Pure Storage and VMware enables us to process snapshots directly in the array: We’re now able to perform backups much faster — in just a matter of minutes — and with complete reliability and zero disruption to business operations.”Pérez added, “Replication performance was one of the big reasons for selecting Pure Storage: It is one of the things that I admirethe most. The ability of Pure FlashStack to record, replicate and compact data is just like magic!”The simplicity of managing the FlashStack system has saved the Farmatodo team a considerable amount of time over its previous storage solution. Acosta compared, “Provisioning a standard Windows 2016 server with a 100 GB disk on the legacy platform could take up to 20-30 minutes. With Pure Storage, the same process takes just a few minutes. On top of this, we used to have to put new team members through extensive training before they were productive. For Pure Storage, I was able to learn everything in less than a week, including traditionally complex tasks like creating volumes and setting up backup routines.”FlashStack also delivered on Farmatodo’s goal of improving the efficiency of its data storage infrastructure.Overnight processing of sales andinventory data that used to take between 8-10 hours has dropped dramatically. “Data compression rates have been really impressive; we’re seeing rates in the low teens for several of our boxes,” stated Pérez. “The Pure algorithms are continually optimizing, so the more data we add, the better results we get.”Because the legacy storage infrastructure was already at capacity, the only way to deliver more performance to any of the Oracle-related applications was to increase the number of CPUs being utilized. However, Oracle’s use of a CPU-based licensing model resulted in escalating costs just to keep up with business demands. The newfound ability to easily extract more performance from storage has immediately removed the need for such a large CPU capacity —with a subsequent reduction in the costs of licenses needed.An unanticipated benefit has been that the technical team membershave experienced a transformation of their daily routines. Pérez reflected, “Because we don’t have to spend large amounts of time trying to administer multiple technologies that demanded constant attention, we’re now able to focus on delivering real value to the organization. We can concentrate on what is really important.”Acosta concurred, “Things flow so efficiently and effortlessly with Pure Storage that we definitely feel a comforting sense of calm.”As a company located in South America, technical support has been a major consideration forthe Farmatodo team. The Pure1® support program from Pure Storage has been designed from the ground up to be highly responsive and location agnostic.Pérez noted, “With the other providers, support has been unpredictable; we frequently didn’t know when we’d receive help.Products and ServicesUnified Computing FlashStack:• Cisco® UCS® servers• Pure Storage® FlashArray™• VMware® vSphere®Cisco Networking and Security Solutions:• Cisco Nexus® switches© 2019 Pure Storage, Inc. Pure Storage, the "P" Logo, FlashArray, Evergreen, Pure1, and FlashStack are trademarks or registered trademarks of Pure Storage, Inc. in the U.S. and other countries. Cisco and the Cisco logo are trademarks or registered trademarks of Cisco and/or its affiliates in the U.S. and other countries. All other trademarks are the property of their respective owners.PS_FS_Farmatodo_01Pure1 gets us a call-back within a few minutes and we have a number to call for an even faster response, should we ever need it.”Pérez concluded, “Because of my first-hand experiences with the technology, I am an outspoken advocate for Pure Storage withmy peers. Like all IT professionals, I seek out solutions that deliver what is promised and enable me to execute my role in an orderly and structured manner. I have that with Pure Storage.”™。
新职业英语基础篇第二版第二册Unit 1
e.g. She was dressed in a white outfit. e.g. On the opening ceremony of the sports meet, all of us
Text AReading A 6
6 The decision as to whether or not you want to incorporate the latest workplace fashion trends into your wardrobe is
yours to make, but please take the above-mentioned points
Text AReading A 2
2
What many people do not realize is that there are a
number of pros and cons of relying on workplace fashion trends. One of those pros was mentioned above. When you wear a fashionable outfit to work, there is a good
workplace fashion trends than there are pros. For instance,
workplace fashion trends do not always distinguish between jobs and careers. If you work at a trendy coffee shop or retail store, chances are that the dress code would be casual clothing. However, if you work at a law office or an insurance company, you may be required to dress more professionally. Unfortunately, many workplace fashion trends are designed for the working population in general, not specific careers. This is where you can run into trouble if you are not careful.
职业英语第二册unit 7-Reading and Writing
Some people would believe their way of behavior is fine, but
when transferred into an international context it no longer applies.
The best advice is: “When in Rome do as the Romans do.”
The Etiquette of Gift Giving
Many countries such as China and Japan have many etiquette rules surrounding the exchange of business gifts. Great examples of gifts to avoid are anything alcoholic in Muslim countries, clocks in China, and anything with four of anything in both Japan and China.
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Section 2 Read and Think
Business Card Etiquette In many countries the business card has certain etiquette rules. For example in the Arab world you would never give or receive a business card with your left hand. In China and Japan you should try and use both hands to give and receive. In addition it is always good etiquette to examine the card and make a positive comment on it. The Etiquette of Personal Space In the Middle East you can hold an Arab man’s hands as a gesture of friendship, yet one should never touch a woman. Touch someone on the head in Thailand or Indonesia and you would have caused great insult. A slap on the back may be OK in Mexico but in China it is a serious no-no. Without an appreciation of international business etiquette, these things would never be known.
新职业英语第二册unit2
Tran: 他的眼神流露出超然的态度。 He had a disengaged look in his eyes.
12. aim to +动词原形
vt. 计划，打算；目标在于…；以…为目标
• Now , many companies aim to release new films at the same time around the world . 而现在，许多公司都争取在世界范围内同时 发布新电影。 ◆aim for 瞄准；以…为目标 • Always aim for achievement and forget about success . - ---Helen Hayes . 永远要争取做出成就，别多考虑成功。----海 伦海丝。
The main reason we don’t make meetings more
productive ____________ is that we don’t value our time properly.
The people who call meetings and those who attend
W ar m1
Warming-up
3，5，6，8，9，10 2， 4， 7 1，11， 12
Meetings Are a Matter of Precious Time 会议关乎宝贵的时间
Reading A
1. spill over into 蔓延到，渗透进 • Job stress can easily spill over into personal and family life .
我们正在谈话，她插话问了一个问题。
4. propose [prəu'pəuz] vt. 建议；打算，计划；求婚 她建议封杀张艺谋的电影。 She proposed that the films directed by Zhang Yimou should be banned. ◆proposal [prəu„pəuzəl] n. 提议，建议；求婚 make a proposal 提建议