Wednesday, December 14, 2016

Review

The big idea
Whenever you're asked to decide whether something is good or bad--and then explain why on paper--you're being asked to write a *review* or *evaluation*.  This is a valuable style of writing to learn, because even if you don't wind up writing book reviews for a living, you will still need to make big decisions as an adult about which car or house to buy, or which college to attend.  The kind of thinking you need to use in writing reviews is the kind of thinking you need to make intelligent choices in life.
Before you begin
Step One: Decide What To Look At 
The first thing you need to do before you start your review is decide what aspects of the item you are going to evaluate.  What I mean is this: what is it that can be good or bad about something you're going to review?  An example: when you're watching a movie, you can look at the acting, the special effects, the camera work, or the story, among other things.  Those are all items you can examine and decide if they are well or poorly done.  With a book, you can look at the plot, the characters, and the way that the author puts words together.  With a restaurant, you can look at the food, the service, and the setting.  In fact, everything has qualities you can analyze and evaluate; you just need to sit down and figure out what they are.

Step Two: Decide What Makes Things Good or Bad 
Before you can decide whether something is good or bad, you have to figure out what you mean by "good" and "bad." Do you like stories that have a lot of action or a lot of character development?  Do you like acting that's realistic or acting that's wild and nutty?  Do you like authors to use a lot of complicated words, or very simple words?  You decide.  Whatever you like, apply those standards to the thing you are reviewing.

How to do it
It is now time to start putting your essay together.  Here's a pretty simple format you can follow:
1.     Open with an introduction paragraph that does the following things:
o    catches the reader's attention;
o    identifies the thing you'll be reviewing (e.g., the title of the book or movie);
o    identifies the author, star, or director, if appropriate.
2.     Write a full paragraph about each of the aspects you want to examine, making sure each paragraph does these things:
o    opens with a topic sentence that says what the paragraph is about;
o    has several detail sentences that prove the point you are trying to make;
o    uses quotes or examples from the book or movie, if possible, to help prove your point.
3.     End with a conclusion paragraph that does the following:
o    *briefly* restates the main ideas of the review;
o    makes a judgment about the book or movie or whatever, saying whether it is good or bad (some reviewers give ratings, like four stars or two thumbs up);
o    recommends that the reader go to the movie or read the book or buy a meal at the restaurant (or not, if it is no good).
An example
Losing Joe's Place 
by Gordon Korman 
book review by Mr.  Klingensmith

It's not often that one finds a novel as wacky and as full of unexpected surprises as Losing Joe's Place, a book by Gordon Korman.  It is the story of Jason Cardone and his friends Ferguson "The Peach" Peach and Don "Mr.  Wonderful" Champion, and a summer they spend in the big city of Toronto, subletting the totally cool bachelor apartment that belongs to Jason's brother, Joe.  Joe's instructions to the three teenagers boil down to one main thing: DON'T GET EVICTED!  The story shows us just how hard it can be to follow this one simple direction.
One great thing about the book is the way Korman developed the characters.  Each person has a definite personality.  The Peach is an engineering genius who needs to improve everything he sees.  His "better than you are" attitude tends to get on everyone's nerves.  Jason, our hero, seems to be allergic to work, and while his roommates spend the summer slaving away at a variety of jobs, Jason finds ways to avoid job interviews.  At the same time, he becomes a genius in the kitchen, which helps him later on in the story.  Mr.  Plotnick, the boys' landlord and owner of the Olympiad Delicatessen, is one of the greediest and most annoying people you'll ever meet in a book, and the boys spend a lot of their time trying to find ways to get even with him.  Perhaps one of the weirdest characters in the book is Rootbeer Racinette, a huge bearded giant who can chew a hole in an unpoppable truck tire and take a two-by-four in the stomach as hard as you'd care to swing it.  Rootbeer spends the summer with the boys, taking turns getting the boys into and out of trouble (between bouts of Manchurian Bush Meditation and pursuing some of the strangest hobbies in the world).
Another great thing about the book is the plot.  Just as it seems that the boys are going to finally solve their problems and have a great summer, another problem arises that they have to solve, or else they will have to go back home to Owen Sound as the total failures that their parents expect: they run out of money more than once; they fight over the love of a girl they meet in Toronto, and they wind up becoming the secret restaurant kings of the city, all because of a chocolate memory.  Whenever you think that things can't get worse, they can, and the whole book builds toward the finish that you hoped couldn't happen...
Losing Joe's Place is a great book for anyone who likes to see somebody else have a whole lot of funny, funny troubles.  The story is hilarious and keeps you on the edge of your seat, and the characters are strange and interesting enough to make you want to know more about what will happen to them next.  Out of four stars, I would give this book at least three and a half.


Reading 1: Hardware


.  “HARDWARE”  
The functions of the hardware composing a computer can be divided broadly into the following five categories: Input; Storage; Operation; Control and Output.
The following are the units that implement the above-mentioned functions:
· Input unit: This unit inputs the data and programs for computer processing. It is equivalent to the human eyes and ears.
· Storage unit: This unit stores the input data and programs. It is equivalent to the memory section of the human brain.
· Arithmetic unit: This unit conducts calculation and decision on the stored data according to the instructions of the program. It is equivalent to the thinking section of the human brain.
· Control unit: This unit controls the input unit, storage unit, arithmetic unit and the output unit. It is equivalent to the human central nervous system.
· Output unit: This unit outputs the results of This unit controls the input unit, storage unit, arithmetic unit and the output unit. It is equivalent to the human central nervous system computer processing in a format that can be understood by humans. It is equivalent to the human hands and mouth.
These five units are called the "computer five main units".
Since the control unit and the arithmetic unit are handled as one unit, they are called the processor (processing unit) or central processing unit (CPU). The general term "peripheral devices" is used to refer to the input unit, the output unit and the auxiliary storage devices that are outside the processor and exchange data with the main storage unit.
     Likewise, the storage units are divided into main storage unit and auxiliary storage device, depending on their functions.
(1)   RAM (Random Access Memory)
The RAM is semiconductor memory in which data writing and reading is possible. When the computer is turned off, the stored data is lost. This property is called volatility. Since most main storage units are composed of RAMs, the processor can be made to read and write information from the main storage unit at random by specifying the address.
RAMs are classified into DRAMs and SRAMs.
 a.DRAM (Dynamic RAM)
A DRAM represents bits, and stores information depending on whether the part called capacitor is being charged (status "1") or is not being charged (status "0").
Since the circuits are simple and small, RAMs of large capacity can be created at low cost. However, since the charge stored in the capacitor is lost after a lapse of time, the memory needs to be rewritten (recharged) at regular intervals. This operation is called refreshing. Once, DRAMs were used in the main storage unit, but currently they are also used in storage units, etc., contained in the input/output units of printers and other devices.
b.SDRAM (Synchronous DRAM)
Due to the progress of IC technology, and the consequent substantial improvement of the performance of processors, the operating speed of the DRAMs that composed the storage unit could not keep up with the operating speed of the processors. For that reason, an external clock signal that indicates the processor operation timing is now set in the DRAM and through synchronization with this signal, complicated address specifications are reduced and simplified, enabling the development of DRAMs that operate at high speeds. These types of DRAMs are called synchronous DRAMs (SDRAM).
c.SRAM (Static RAM)
SRAMs are created with a circuit called the flip-flop. The flip-flop settles the output according to the previous input and the current input, and can preserve the status "1" and "0" inside the circuit. Since data is not lost unless the computer is turned off, memory refreshing is not necessary. However, since SRAM circuits are complicated, the memory capacity is smaller than that of DRAMs and the cost is higher. However, since its processing speed is high, it is used in devices such as the registers contained in main storage units and processors.
(2)   ROM (Read Only Memory)
The ROM is semiconductor memory for read use only. Since programs and data are stored in the ROM from the beginning, the stored information is not lost even if the computer is turned off. This property is called nonvolatility.
ROMs are classified into mask ROMs and user programmable ROMs.
 a.Mask ROM
Since programs and data are already written in the Mask ROM before it is shipped by the manufacturer, the user cannot add any programs or data. Mask ROMs are used in the memories of game cassettes and IPL (Initial Program Loader), a program used to start the computer, etc.
 b.User programmable ROM
The user programmable ROM is a type of ROM, but since at the time it is shipped by the manufacturer it has nothing stored in it, the user can write data into it once. The following types of user programmable ROM exist
·   PROM (Programmable ROM): Once data has been written, it cannot be erased.
·   EPROM (Erasable PROM): It can be erased with ultraviolet light and rewritten.
·   EEPROM (Electrically Erasable PROM): It can be erased through the application of electrical voltage and rewritten.
EEPROM is used in a storage medium called flash memory, which is used in the registration of image data of digital cameras, etc. Likewise, it is also used in the storage section of IC



Техник хангамж
  Компьютерийг бүрдүүлэгч  техник хангамжийг өргөн утгаар нь дараах таван ангилалд  хувааж     болно: Оролт; Хадгалалт, Operation; Хяналт, Гаралт.
 Дээр дурьдсан  дараах функцуудыг хэрэгжүүлэх төхөөрөмж нь:
Оролтын төхөөрөмж:  Энэ төхөөрөмж нь компьютероор боловсруулагдах өгөгдлүүд болон программыг оруулна. Хүний нүд болон чих зэрэг эрхтэнүүдтэй төстэй. 
Хадгалах төхөөрөмж:  Энэ төхөөрөмж нь өгөгдлүүд болон программыг хадгална. Хүний тархины мэдээлэл санах хэсэгтэй төстэй.
Үйлдлийн төхөөрөмж: Програмын зааврын дагуу хадгалагдаж байгаа өгөгдлүүд дээр тооцоолон бодолт хийнэ.
Удирдлагын төхөөрөмж: Энэ төхөөрөмж нь оролтын  төхөөрөмж, санах төхөөрөмж, арифметик төхөөрөмж болон гаралтын төхөөрөмжүүдийг удирдана. Хүний мэдрэлийн төв системтэй төстэй.
Гаралтын төхөөрөмж: Энэ төхөөрөмж нь компьютерээр боловсруулагдсан хүнд ойлгомжтой хэлбэрийн өгөгдлийг дамжуулах үүрэгтэй. Хүний гар болон амтай төстэй.
          Эдгээр таван төхөөрөмжийг "компьютерийн үндсэн таван төхөөрөмж" гэж нэрлэдэг .  Удирдах төхөөрөмж болон арифметик төхөөрөмж хоёрыг нэг төхөөрөмж гэж үздэг ба төв процессор (CPU - central processing unit) гэж нэрлэдэг.  “Peripheral devices”  гэдэгт  оролт, гаралт болон туслах санах төхөөрөмжүүд хамрагдах ба тэдгээр нь процессороос гадна тусдаа оршино. Үндсэн санах төхөөрөмжтэй мэдээлэл солилцоно. Санах төхөөрөмж нь зориулалтаасаа хамаарч үндсэн санах төхөөрөмж болон туслах санах төхөөрөмж гэж хуваагдана.
          Үүний нэгэн адил хадгалалтын төхөөрөмжүүд өөрсдийн чиг үүргээс хамаарч гол хадгалах төхөөрөмж болон туслах хадгалах төхөөрөмж гэж хуваагддаг.
(1) RAM (Random Access Memory) Шуурхай санах ой.
  Компьютер ажиллаж байх үед мэдээллийг хаана хадгалах эсвэл хааш нь шилжүүлэх зэргийг RAM  буюу шуурхай санах ой зохицуулж байдаг. RAM нь хэд хэдэн төрөл бөгөөд SRAM,  DRAM  гэж нэрлэнэ.
a.DRAM (Dynamic RAM-Динамик шуурхай санах ой)
DRAM нь мэдээллийг санахдаа хурдаар удаан боловч нэг бит мэдээллийг хадгалах хэсэг нь ердийн конденсаторын бүтэтэй байдаг. Хэсэг хугацааны дараа энэ мэдээллийг нь сэргээж байхгүй бол тэжээлд залгаатай ч гэсэн мартчихдаг байна. Конденсатор нь цэнэгээ алдчихдаг. Энэхүү сэргээх үйл ажиллагаанд тодорхой хугацааг зарцуулдаг учир удаан ажиллагаатай байдаг. 
b.SDRAM(Synchronous DRAM)
Синхрон динамик санамсаргүй хандалттай санах ой нь төхөөрөмжийг төхөөрөмжийн ажиллаж байгаа хугацаа болон  үйлдүйлоүйүйлдлийн хурд болон үйл ажиллагааны хурд зэргийг хараахан хадгалж чадахгүй байна. Тиймээс процессорын үйл ажиллагаанд DRAM бий болсноороо оролт гаралтын сигналиудыг хадгалах хялбар боломжийг бий болгосон.Энэтөрлийн DRAM-уудыг SDRAM  гэдэг.
c.SRAM(Static RAM)
STATIC RAM нь мэдээлэлээ харьцангуй удаан хугацаанд хадгалж чаддаг. SRAM-н чипны дотор on/off залгагчууд байна. Мэдээллийг маш хурдан санаж чаддаг өндөр хурдтай санах ой боловч нэг бит мэдээллийг санах хэсэг нь олон транзистороос бүтсэн нарийн бүтэцтэй учир маш их мэдээлэл санадагсанах ой хийхэд бэрхшээлтэй байдаг. Сайн тал нь нэг л санасан бол тэжээл унтраагүй нөхцөл мэдээллээ алддаггүй.
(2) ROM
Тогтмол санах ой руу өгөгдлийг бичих боломжгүй зөвхөн уншдаг бөгөөд компьютерийг асаахад ажиллуулдаг Boot програмд хадгалагддаг. RAM- аас ялгагдах гол онцлог нь компьютерийг унтраасан байхад ч өөр дээрх мэдээллээ алдалгүй хадгалсаар байдаг.Тогтмол санах ойг (ROM)-йиг mask ROM, user programmable ROM гэж ангилдаг.
1.     Mask ROM
2.     User programmable ROM
ROM-ийн нэг төрөл бөгөөд Ганц удаа өөрчлөх боломжтой ROM. Энэ нь өндөр хүчдэл ашиглан чип дахь холболтуудыг тасалдаг тул ганц удаа л програмчлагдана. user programmable ROM нь дараах төрлүүдтэй байдаг.
-          PROM (Programmable ROM): Программыг устгаж цэвэрлэх боломжгүй зөвхөн өөр тийшээ зөөж хадгалах боломжтой.
-          EPROM (Erasable PROM): Хэт ягаан туяаны тусламжтайгаар программийг устгадаг.
-          EEPROM (Electrically Erasable PROM): Цахилгаан цэнэгийн тусламжтайгаар мэдээллийг нь устгах, дахин програмчилж болох нэгэн төрлийн санах ой.

EEPROM санах ойн  зөөвөрлөгч, үүнтэй адилаар энэ нь бас IC хадгалах хэсэгт ашиглаж байгаа дижитал камер, гэх мэт дүрс өгөгдлийн регистрт ашиглагдаж байна.

Tuesday, December 13, 2016

 Advice on how to make a presentation

Start preparing early; don't wait until the last few days to prepare
·         prepare it early, let it rest a little bit and come back to it
·         practice your entire presentation-including your slides
·         if you can practice it before a group of colleagues or friends
Think about Your Audience: 
·         who are they and why are they here;
·         what are their interests;
·          what do they know; what do they want to know; what is a worthwhile investment in their time
Be clear about your purpose: 
·         are you informing or persuading;
·         tell them what you are going to do, tell them, tell them what you told them;
·         what do you want the audience to know, feel, or believe afterwards


Use an Effective Introduction: 

           ·   orient the audience; explain why it is important; set the tone,
           ·   establish a relationship between the speaker and the audience; establish                               credibility;
           ·   avoid weak introductions such as apologies, jokes, rhetorical questions

Organize your presentation clearly and simply: 
·   Prioritize topics and allocate time accordingly
·   stick to only 3-5 main points;
·   have a well thought pattern (examples are problem/solution, chronological, cause       and effect, topical); use transitions to move smoothly from one point to the next
Use supporting materials to flesh out main points 
·   Use examples, statistics, expert opinions, anecdotes

Compose for the Ear, not for the Eye: 
·    Use simple words, simple sentences, markers, repetition, images, personal language ("You" and "I")

Create an Effective Conclusion: 
·     summarize, set final image, provide closure; don't trail off, don't use trite phrases
·     don't just present data or summarized results and leave the audience to draw its own conclusions
·    you have had much more time to work with your information than your audience; share your insight and understanding and tell them what you've concluded from your work

Sound spontaneous, conversational, enthusiastic 
·     use key phrases in your notes so you don't have to read, use the overhead instead of notes;
·     vary volume, don't be afraid of silence, don't use fillers like "um"...
·     Practice, Practice, Practice

Use Body Language Effectively:
·         relaxed gestures, eye contact; don't play with a pen or pointer,
·         don't block visual aids

Use Visual Aids to Enhance the Message: 
·         you will probably need to use overhead transparancies in your presentation but to be            effective, they must be designed and used properly
·         use visuals to reinforce and clarify, not overwhelm;
·         keep visual aids uncluttered; use titles to guide the audience
·         if you use tapes or disks, make sure the equipment is compatible

Analyze the Environment:
·         check out size of room, placement of chairs, time of day, temperature, distractions
    check out AV equipment ahead of time; have a spare bulb

Cope with Stage Fright by Remembering:
 it's normal; it can be helpful, everyone feels it.  

Engleberg (1994) proposes a 7 P approach to the principles of public speaking. 
 You might find these helpful.

Purpose: - Why are you speaking? What do you want audience members to know, think, believe, or do as a result of your presentation
People :   Who is your audience? How do the characteristics, skills, opinions, and behaviors of your audience affect your purpose
Place:    Why are you speaking to this group now and in this place? How can you plan and adapt to the logistics of this place. How can you use visual aids to help you achieve your purpose
Preparation:   Where and how can you find good ideas and information for your speech? How much and what kind of supporting materials do you need.
Planning:     Is there a natural order to the ideas and information you will use? What are the most effective ways to organize your speech in order to adapt it to the purpose, people, place, etc.
Personality:     How do you become associated with your message in a positive way? What can you do to demonstrate your competence, charisma, and character to the audience?
Performance:  What form of delivery is best suited to the purpose of your speech. What delivery techniques will make your presentation more effective. How should you practice?


1.     MAKING A START - Introducing yourself and your talk

Greeting, name, position:
- Good morning. My name’s (…). I’m ( the manager … ).
- Ladies and gentlemen. It’s an honor to have the opportunity to address such a distinguished audience.
- Good morning. Let me start by saying just a few words about my background. I started out  in ...
- Welcome to (…). I knew I’ve met some of you, but just for the benefit of those I haven’t, my name’s (…). 
Title / subject
- I’d like to talk (to you) today about …
- I’m going to present  the recent …
                     explain our position on …
                     brief you on …
           inform you about / describe…      
  - The subject of my talk
       focus   presentation    
       topic    paper (academic)       
        speech (usually to public audience)
Purpose / Objective
- We are here today to decide 
                                  agree …
                                  learn about …
- The purpose of this talk is to update you on …
                                       put you in the picture about …
                                      give you the background to …
- This talk is designed to act as a springboard for
  discussion. Start the ball rolling.
Length
- I shall only take (…) minutes of your time.
- I plan to brief.
- This should be only last (…) minutes.
Outline / Main parts
- I’ve divided my presentation/talk into four
  parts/sections. They are (…).
- The subject can be looked at under the following
   headings: (…).
- We can break this area down into the following fields:
          Firstly / first of all … 
          Secondly / then / next …
          Thirdly / and then we come to …
          Finally / lastly / last of all ...
Questions
- I’d be glad to answer any questions at the end of my talk.
- If you have any questions, please feel free to interrupt.
- Please interrupt me if there’s something which needs clarifying.
  Otherwise, there’ll be time for discussion at the end.
Reference to the audience
- I can see many of you are …;     
- I know you’ve all travelled a long way.
- You all look as though you’ve heard this before.
- As I’m sure you know … ;          
- You may remember …
- We have all experienced …         
- As I’m sure we’d all agree …

2.    LINKING THE PARTS – Linking ideas
Sequencing / Ordering
- Firstly …    secondly …    thirdly … ;     
- Then …    next …   finally / lastly …
- Let’s start with …;  
- So that covers ....
- Let’s move/go on to … ;
- Now we come to … ; That brings us to …
- Let’s leave that (there) … ; That covers …
- Let’s get back to …;     … and turn to …
Giving reasons / causes
- Therefore / so;    
- as a result; that’s why ;
Contrasting
- But;
- however;
Comparing
- similarly;     
- in the same way;
Contrasting
- in fact;       
- actually;
Summarizing
- to sum up; 
- in brief / in short;
Concluding
- in conclusion; 
- to conclude;
Highlighting
- in particular;  
- especially;
Digressing
-By the way ;  
- in passing;
Giving examples
- For example / for instance;  
- such as;     
6. FINISHING OFF - Endings
Signaling the end
- That brings me to the end of my presentation.
- That completes my presentation.
- Before I stop / finish, let me just say …
- That covers all I wanted to say today.
Summarizing
- Let me just run over the key points again.
- I’ll briefly summarize the main issues.
- To sum up …
- Briefly …
Concluding
- As you can see, there are some very good  reasons …
- In conclusion …
- I’d like to leave you with the following thought / idea.
Recommending
- So, I would suggest that we …
- I’d like to propose … (more formal).
- In my opinion, the only way forward is …
Closing
- Thanks.
- Thank you for your attention.
- Thank you for listening.
- I hope you will have gained an insight into …
Inviting questions
- I’d be glad to try and answer any questions.
- So, let’s throw it open to questions.
- Any questions?
7. QUESTION TIME – Asking and answering questions.
Welcoming a question
- Go ahead  / Please do / Certainly.
- That’s a good question.
- That’s interesting.
Clarifying a question
- If I understand you correctly, you are saying / asking …
- I didn’t quite catch that.
- Could you go over that again?
- I’m not sure what you’re getting at.
Avoiding giving an answer / or taking time to think before answering
- Perhaps we could deal with that later.
- Can we talk about that on another occasion?
- I’m afraid that’s not my field.
- I don’t have the figures with me.
- I’m sure Mr. (…) could answer that question.
- That’s interesting, but I’d prefer not to answer that
   today.
Checking the questioner is satisfied
- Does that answer your question?
- Is that clear?
- May we go on?