WinSetupFromUSB 制作Windows Server 2003 U盘启动教程1、打开WinSetupFromUSB，点击RMPrepUSB
2、如下图设置，然后点击【6准备驱动器】（Prepare Drive），出来的界面继续点确定即可
3、下图是格式化过程，耐心等待，直到此界面自动消失
4、返回到主界面，点浏览，找到I386所在目录的上级目录，点刷新，可选择写入的U盘，
选择好之后点击下方的【执行】按钮，就开始了制作过程，请耐心等待，直至完成。
5、将电脑设置为从U盘启动，然后启动到以下界面，按回车或B键即可
6、先选择【First part of Windows Server 2003，Enterprise setup】，然后按回车或B键
7、之后，便进入了熟悉的Window 2003安装界面，喝茶等待即可O(∩_∩)O，安装完毕，
按照提示重启电脑
8、这次选择【Second part of Windows Server 2003，Enterprise setup】，继续Win2003的安装
9、安装好之后，设置从正常的硬盘启动即可。
《跨文化交际学概论》第七章社会交往五、宴请招待p132 Case One: Setting Rules for a Guest – American Hospitality 案例： When Zhang Tao traveled in America, he lived in the home of his American friend, Bill. Once after he had traveled back, he found Bill was in a bad mood. When he asked what the problem was, Bill told Zhang Tao that his son Adam got furious about the noise Zhang made when walking upstairs and also because he was using too much water in the solar powered shower and Adam had to have his shower in cold water. Bill told Zhang Tao that he should walk more softly in future, and have a fast shower to save water. Zhang Tao felt uneasy. How could the host set such rules for his guest! Question: Why did Zhang Tao feel uneasy? 分析： 1) In China, when people host someone, they put the guest in the place of honor to show hospitality. They try to take care of the guest，and try to make the guest feel comfortable and at ease. 2) In America, people tend to give the guest great freedom and treat a guest more casually, naturally and truthfully. 3) Zhang Tao knew he was a guest, and thought in terms of Chinese expectations of hospitality. He thought Bill should treat him courteously instead of setting rules for him. 4) Since Zhang Tao lived in American surroundings, he should have known about the customs there sooner. Case Two: 案例： Lin had traveled 20 hours from Beijing to New York. He needed a good meal. His American friend, Mike, met him. But Mike only offered him a plate of roasted chicken and a glass of orange juice. Lin was used to having a main course, and asked Mike if he had any rice. Mike said he only had fried noodles, and Lin had to make do with it. Though Lin knew Americans didn’t care very much about what food they ate, he still felt surprised because he had taken Mike to the most famous duck restaurant in Beijing -- Quanjude -- when he arrived in Beijing. Question: Why did Lin feel surprised? Offer some advice to him about adjusting to his new environment in America.
查看照片和视频删除照片和视频幻灯片显示共享照片和视频拷贝并粘贴照片和视频从电子邮件信息、彩信或网页存储图像将照片指定给联系人墙纸常见问题 iPhone手机使用手册—“照片”操作说明 iPhone 可让您随身携带照片，从而使您可以与家人、朋友和同事共享它们。在 iPhone 上查看照片，或者通过 AirPlay (IOS4.2)在使用 Apple TV 的电视机上查看它们。您可以从电脑同步照片和视频、查看用IPHONE拍摄的照片和视频、将照片用做墙纸，或者指定照片以识别来电的联系人。您还可以用电子邮件和彩信发送照片和视频，将照片和视频上传到MobileMe 画廊，以及打印照片。 【注】视频功能仅在 iPhone 3GS或新款机型上可用。 一、与电脑同步照片和视频 iTunes 可以使照片和视频与以下应用程序来同步： Mac： iPhoto 4.0.3（苹果电脑的图片管理软件，同步视频需要iPhoto 6.0.6或更新版本），或者 Aperture（apple公司图片处理软件，仅限照片） PC： Adobe Photoshop Elements 8.0或更高版本（仅限照片）。 您还可以从电脑上包含图像的任何文件夹同步照片和视频。 创建 iPhone 版本的视频 iPhone 支持 H.264 和 MPEG-4 视频格式（带 AAC 音频）。如果在将视频同步到 iPhone 时遇到问题，您可以使用 iTunes 创建一个 iPhone 版本的视频。 1、将视频拷贝到您的 iTunes 资料库。 2、在 iTunes 中，从“资料库”列表中选择“影片”，然后选择您想要同步的视频。 3、选取“高级”>“创建 iPod 或 iPhone 版本”。 二、查看照片和视频 您可以在“照片”中浏览从电脑上同步来的照片。您还可以查看使用 iPhone 的内建摄像头拍摄的照片和录制的视频。 使用 iPhone 拍摄的照片和视频、从电脑同步的照片和视频，或者从电子邮件或彩信存储的照片和视频可在“照片”中查看。如果使照片与 iPhoto 8.0（iLife 09 的一部分）或更高版本同步，则可以按您所识别的事件和面孔查看您的照片和视频。如果标记了位置数据，您还可以看到照片和视频的拍摄地点。 操作步骤： 1、在“照片”中，轻按相簿。轻按屏幕底部的按钮，以按事件、面孔或地点（如果适用）
《跨文化交际》案例 Case 1 Litz is a professor of cross—cultural communication in a university in Finland. She invited her Chinese students home for an evening party. The schema from Litz’s point of view includes the following: 1. Giving invitation: by phone / by mail 2. Prepare everything before the arrival of guests 3. Receiving guests: open the door / express welcome / take their overcoats / introduce guests / offer them drinks / make them comfortable 4. Serving food: set the table / soup first / main course / desert 5. Post dinner activities: chat / play music / offer more drinks 6. Seeing guests off: thank them for coming / good night Litz’s evening party was not very successful, because she was upset by one of her guests. Here was the initial conversation between Litz and Lin: Litz: (opens the door) Oh, Lin, how nice you could come! Lin: It’s not difficult to find your house. Litz: Come on in. Lin: (comes in) Litz: Can I take your coat?
91手机助手For iPhone详细使用教程 91手机助手（iPhone版）是由网龙公司开发的一款PC端使用的iPhone手机第三方管理工具，以其美观的界面，方便的操作为一直以来iPhone手机没有方便的配套PC端使用工具提供了一套完美的解决方案，给您带来全新的操作体验。 91手机助手For iPhone 点击下载 一、91手机助手For iPhone版简介 91手机助手（iPhone版）是由网龙公司开发的一款PC端使用的iPhone手机第三方管理工具，以其美观的界面，方便的操作为一直以来iPhone手机没有方便的配套PC端使用工具提供了一套完美的解决方案，给您带来全新的操作体验。 iPhone版手机助手功能列表： 固件支持：iPhone 1.X | 2.X | 3.X |4.X 固件 ; 操作系统：支持32位和 64位的Windows XP / Vista / Windows 7 资料管理：联系人管理、电脑收发管理短信、定制日程、管理任务 媒体娱乐：轻松编辑设置手机铃声、手机主题、壁纸 阅读管理：几十万免费电子书在线/本地化管理；新闻RSS订阅等 软件管理：本地软件管理；海量手机软件免费安装 系统管理：系统信息查阅；进程管理；注册表管理等 备份还原：备份还原短信、通话记录、主题铃声、联系人等十几种信息 为什么要使用91手机助手？ FREE/免费-都是免费的，91手机助手免费，软件游戏电子书也是免费的 轻松管理智能手机-还有什么比把智能机当傻瓜机玩更开心的呢？ 海量资源尽情下载使用-真的是海量，几万手机软件，几十万电子书 完美个性体验-从界面到功能打造最安全最轻松的智能手机PC端管理工具
第二语言教学跨文化交际案例分析 案例分析与写作（共40分） 七、请根据以下材料，按照“发现问题——分析问题——解决问题”的思路，写一篇1500字以上的案例分析，要求观点明确、材料 充实、结构严谨、条理清楚、语言规范、卷面清洁。 材料： 李晓雨是云南大学的一名毕业生，毕业后通过汉办的志愿者选拔，被派往泰国，成为一名汉语教师志愿者。她性格一直比较开朗，所以当她只身一人前往泰国北部的一个中学任教时，也是满怀憧憬；但是她却发现来机场接她的学校人员对她很冷漠，从机场到学校8个小时的路途上几乎没与她说一句话。她知道绝不是因为语言不通。李晓雨是个爱说爱笑的人，她几次想打破沉默，但一直不明白自己到底在什么地方得罪了来接她的人，还是别人根本不想和自己说话。她只好一个人看着车窗外本来很美但不再觉得美的景色。到了目的地，司机和接待的人把她放到一间小房子里，就走了。房间里只有一张平板床，没有任何铺盖。一个初来乍到的女孩，好几个小时没吃饭，没喝水，又不知道商店在那里，身上也没有当地的钱币。晓雨真的有些受不了了，趴在床板上泪水忍不住簌簌而下。她问自己到底做错了什么，为什么别人对自己如此冷漠，为什么和她想象中热情好客的泰国人差距这么大。第一天到学校上班，她的感觉仍然不好，似乎每个学生和老师都对她很冷，没有真诚的微笑，没有主动的招呼。这下可把晓雨急坏了，她开始注意自己每一个细小的举止言行，生怕别人不喜欢。她一直觉得是因为自己做得还不够好，所以别人不接受自己，甚至不接收中文老师的课程。 晓雨是个倔强、好强的女孩。她不服输，认真地向泰国老师学习他们对待学生和同事的方式，积极参加他们的各种活动。有一次她在办公室里看到一个30岁左右的女教师批改了一个学生的作业之后在那个初中学生的脸颊上亲吻了一下。晓雨觉得自己长这么大从来没接受甚至看到过老师亲吻学生的，然而在这里她发现效果真的很好，那个老师和学生的关系非常融洽和谐。在那个教师的鼓励下，她也开始尝试亲吻学生的脸颊，她发现效果出人意料的好！越来越多的人认识了晓雨并成为了她的朋友。她慢慢体会了到冰在融化的感觉。有一次一个老教师来问她是否要去参加学校的升国旗活动，她爽快地回答说：“好啊！”那位老教师有些惊讶地说：“你们中国来的老师不是不愿意参加我们的升国旗仪式吗？你是真的愿意还是假的？”她坚定地说：“我愿意！”从那之后，她每周都很早来到升泰国国旗的地方集合。老师们和同学们对她的态度都发生了很大的变化，这次升旗成了一个分水岭。 答案：案例中的李晓雨同学只身一人被派往泰国，成为一名汉语教师志愿者。在她刚刚到达目的地时，却发现前来接他的当地学校人员态度并不像她想象的那样热情，反而十分冷淡，对于初来乍到的她也没有给予相应的帮助和照顾。在接下来的工作中，李晓雨发现，学校里其他泰国老师对她的态度也并不热情。不仅没有帮助她适应教学工作，甚至连主动的招呼也没有。学生也没有和她建立起和睦融洽的师生关系，这样的问题还影响到了汉语的教学。 从案例中我们可以了解到，李晓雨与当地人之间交际的问题并不是由语言障碍所引起的，文化障碍则是最主要的原因。 跨文化交际过程大体上可分为蜜月期，挫折，调整和适应四个阶段。李晓雨在一开始对泰国人抱有一种思维定式，即原有的“文化成见”。在她的想象中，泰国人是“热情好客”的。而当她受到接待人员的冷漠对待时，想象与实际情况之间的巨大差距使她很难及时调整好自己的心态来适应这一状况，甚至不断地质疑自己的行为。这使得李晓雨在同泰国人的跨文化交际中迅速从蜜月期进入到了挫折阶段。 在接下来一段时间的工作中，李晓雨开始注意自己的行为举止，直到她看到一位泰国教师在批改了学生的作业后亲吻了学生的脸颊。这件事给李晓雨带来的触动很大，因为她以前从未有过教师亲吻学生的经历。这部分是由于中国的传统文化一直强调“尊师重道”，教师常常是高高在上不容冒犯的对象，泰国教师与学生间亲吻脸颊这样的动作在中国是绝少会发生的。部分也与中国人含蓄、内敛的性格传统有关。因此我们不难看出，母语文化与异文化的差异也是造成跨文化交际障碍的一个重要原因。由于对异文化的不了解，很容易将母语文化的思维方式带入跨文化交际中，以致于加深双方的隔阂。在李晓雨意识到这一问题之后，她也开始尝试按照当地人的方式来进行交际，并尝试亲吻了学生的脸颊，效果出乎她意料的好，她与当地人的交际也开始融洽起来。这时的李晓雨已能够逐步克服母语文化与异文化之间差异带来的交际障碍，并逐步进入到调整阶段。 案例中提及的另一个重要事件是升旗事件。李晓雨热情爽快地同意参加泰国学校的升旗仪式，使当地教师十分惊讶，从此其他泰国老师和学生对她的态度也发生了很大变化。这次事件是一个分水岭，李晓雨开始进入适应阶段，这与她坚持不懈地融入异文化的努力是分不开的。另一方面我们可以从泰国老师表现出的惊讶看出，之前学校里的中国教师在与当地人的跨文化交际中并没有采取正确的文化策略，也没有积极尝试与异文化的沟通，因此给对方造成了中国人不尊重泰国文化的负面印象，这也是最初的接待人员对李晓宇态度冷漠的原因。由此可以看出正确的文化策略在跨文化交际中具有重要作用，它不仅会影响到自身交际的正常进行，还会对本群体中其他成员的跨文化交际带来一定影响。 对于一名李晓雨这样的汉语教师来说，在进行正常的汉语教学之前，先要实现同当地人，特别是同学生的和谐交际。通过上文对案例中提及到的问题的分析我们能够认识到，在进行跨文化交际之前首先要尊重当地文化，应当多了解，多吸收异文化的文化知
苹果iPad2平板电脑新手使用教程 有需求请下载，因为超详细 最近关于苹果最火的无非就是iPad2的发售，之前用过iPhone的朋友对iPad2的使用还算了解，但也有没用iPhone但入手iPad2的朋友，这样对苹果官方的套件iTunes就不是很熟悉了，小编有幸入手了一台iPad2，这里给刚入手iPad2但又不是很熟悉不太会用的朋友一个简单的初级入门iPad2使用教程。 什么是iTunes iTunes是苹果所有移动设备的PC套件，不管是iPod、iTouch、iPhone还是今天要说的iPad2，都要使用iTunes 来安装应用程序。 下载完毕后，安装好下载的iTunes，把iPad2用数据线连上电脑，iTunes就会识别了。 同步程序 因为现在iPad2的越狱还没有高人放出，大家只能花钱购买正版或者是免费的试玩版的游戏或者软件了。 注册好了之后，找到你喜欢的一个应用程序，比如我选的这个 点开之后是这个界面，然后点击这里的免费字样
然后就会显示正在下载 下载好了之后，在应用程序选项卡，就会看到刚刚下载的游戏。 这时点击设备中的应用程序选项卡，然后选中要同步的程序
接着点击右下角的同步字样，等待同步完毕即可。 这样就同步完毕之后就会在iPad2的桌面上看到刚刚下载的网球游戏了，QQ等其他一些免费的软件也是一样的道理。 下面是我用iPad2专用的QQ上的一些截图，看着确实很过瘾。
同步音乐 同步音乐其实也是很简单的，首先先把你电脑中要同步到iPad2中的音乐添加到iPad2的资料库中。 这样iPad2中的资料库的音乐标签里就会显示 然后找到设备中的音乐标签，选中要同步的音乐，
Unit 5 Culture and Verbal Communication Case 17 When these two men separate, they may leave each other with very different impressions. Mr Richardson is very pleased to have made the acquaintance of Mr Chu and feels they have gotten off to a very good start. They have established their relationship on a first-name basis and Mr Chu‘s smile seemed to indicate that he will be friendly and easy to do business with. Mr Richardson is particularly pleased that he had treated Mr Chu with respect for his Chinese background by calling him Hon-fai rather than using the western name, David, which seemed to him an unnecessary imposition of western culture. In contrast, Mr Chu feels quite uncomfortable with Mr Richardson. He feels it will be difficult to work with him, and that Mr Richardson might be rather insensitive to cultural differences. He is particularly bothered that, instead of calling him David or Mr Chu, Mr Richardson used his given name, Hon-fai, the name rarely used by anyone, in fact. It was this embarrassment which caused him to smile. He would feel more comfortable if they called each other Mr Chu and Mr Richardson. Nevertheless, when he was away at school in North America he learned that Americans feel uncomfortable calling people Mr for any extended period of time. His solution was to adopt a western name. He chose David for use in such situations. Case 18 Even if the American knew Urdu, the language spoken in Pakistan, he would also have to understand the culture of communication in that country to respond appropriately. In this case, he had to say ―No at least three times. In some countries, for instance, the Ukraine, it may happen that a guest is pressed as many as seven or eight times to take more food, whereas in the UK it would be unusual to do so more than twice. For a Ukrainian, to do it the British way would suggest the person is not actually generous. Indeed, British recipients of such hospitality sometimes feel that their host is behaving impolitely by forcing them into a bind, since they run out of polite refusal strategies long before the Ukrainian host has exhausted his/her repertoire of polite insistence strategies. Case 19 Talking about what‘s wrong is not easy for people in any culture, but people in high-context countries like China put high priority on keeping harmony, preventing anyone from losing face, and nurturing the relationship. It seems that Ron Kelly had to learn a different way of sending message when he was in China. At home in Canada he would have gone directly to the point. But in China, going directly to the problem with someone may suggest that he or she has failed to live up to his or her responsibility and the honor of his or her organization is in question. In high-context cultures like China, such a message is serious and damaging. In low-context cultures, however, the tendency is just to ―spit it out, to get it into words and worry about the result later. Senders of unwelcome messages use objective facts, assuming, as with persuasion, that facts are neutral, instrumental, and impersonal. Indirectness is often the way members of high-context cultures choose to communicate about a problem. Case 20 It seems that the letters of request written in English as well as in Chinese by Chinese people are likely to preface the request with extended face-work. To Chinese people, the normal and polite way to form a request requires providing reasons that are usually placed before the requests. Of course, this is just the inverse of English conventions in which requests are fronted without much face-work. In the view of the English-speaking people, the opening lines of Chinese requests and some other speech acts do not usually provide a thesis or topic statement which will orient the listener to the overall direction of the communication. Worst of all, the lack of precision and the failure to address the point directly may lead to suspicions that the Chinese speakers are beating around the bush. To them, the presence of a clear and concise statement of what is to be talked about will make the speech more precise, more dramatic, and more eloquent. However, the Chinese learning and using English in communication may find it difficult to
案例分析 I. Linda Walker is a new American teacher in her fifties and has asked her new colleagues to call her Linda. She’s been invited for dinner to the home of her young Chinese colleague Xu, who is also an English teacher. When Linda arrives, she is introduced to Xu's 5-year old daughter. "Hello, granny," said the little girl in English. "No, not granny," the mother hurriedly corrected. "This is Linda. " ? “But why? She’s so much older than you! How can you be so impolite! “The little girl was puzzled and protested in Chinese. Then Linda's face flushed and didn't know what to say. Fortunately, Linda didn't understand Chinese, though she could sense something was wrong from the little girl' s reaction. What was the reason for the awkwardness in this situation?Why did the little girl think it was impolite to call Linda by her first name? II. Sun Yan was very happy to hear that she had been accepted by TDP Company, a well-known American company in Beijing, in which she had been looking forward to finding a position. When she came to the office on her first day and was introduced to her boss, Mr Blake, she could tell at once he was a kind of person and easy to get along with. Everything went smoothly. My Blake and Sun Yan worked together well. Mr Blake had confidence in Sun Yan and regarded her as sweet, smart and efficient. He would often discuss things together with Sun Yan before making decisions. One day when she ws ordering her files in the room outside Mr Blake’s office, Sun Yan heard Mr Blake opening his door and calling her. She looked up and saw Mr Blake extending his left hand, palm up, beckoning her with the forefinger. She put her work down at once and went into Mr Blake’s office. Mr Blake then asked to hear her opinion about a new project. Later that day, Sun Yan felt a little depressed. She recalled every detail of the day and to try to recall anything which may have upset her and finally found the answer. And when she recalled that scene again, she couldn’t help viewing Mr Blake in a rather less favorable light than before. What did Mr Blake do that made Sun Yan suddenly change her opinion about him? Why? III. Litz, a Finnish, once told a story about her mother-in-law. Ten years ago, I met a Taiwan Chinese doctor in the States, and fell in love with him. In less than 6 months we got married. After my graduation we returned to Finland. My husband had long wished to bring his mother to stay with use for a while. Last summer, after we re-decorated out house, we invited her over. You can well imagine how happy my husband was! And I was just as happy. I know being filial(孝顺的) to parents is a great value Chinese people cherish. As wife of a Chinese, I try to be as filial as my husband. Two days after my mother-in-law’s arrival, I talked to my husband whi le his mother was sitting in the garden enjoying the sunshine. Litz: Dick, how long is your mum going to stay? Dick: I don’t know. I haven’t asked her. Litz: Why not ask her? Dick: What do you mean by asking her?
Mac使用教程 Mac使用教程（基础篇） 如果您是计算机新手，或只是需要一些教学课程，帮助您将Mac的功能发挥到淋漓尽致，那么您就来对地方了。我们将带领您以最有效率的方式使用Mac。无论您想知道如何操作使用Mac桌面（或只是要知道什么是桌面）、找出连接打印机、iPod、数字相机或其他设备的方式、搜寻电子邮件和Internet、认识各种功能的操作方式、学习如何使用Mac随附的软件，或在无法得心应手地操作时需要协助指点，这种种问题的答案，我们都为您准备好了。准备好了吗？请把您的问题告诉我们：第一课：Mac基础操作如果您是初次接触计算机，才刚开始学习各项操作技巧，不用紧张，其实操作Mac不过就是靠一连串的点选动作。这一课将为您介绍与计算机界面互动的基本方式，也会教您如何在Mac上完成一些基本工作。让我们进入课程内容吧！ 第一次使用Mac吗？那就从学习Mac基础操作开始吧！点点选选轻松操作如果您对Mac桌面和Finder视窗的操作不是很熟练，建议您从这里开始学起，如果已经很熟悉了，可以直接跳到“建立帐号”那部分。我们先来谈谈计算机操作的基本技巧。移动鼠标时（iBook或PowerBook的使用者是以手指在触
控式轨迹板上滑动），您会看到有个箭头（即光标）在屏幕上四处游移。您可以利用这个箭头选取或操作屏幕上的项目，像是选取档案、按下按钮、拖移滑杆等等。有时候在执行不同的操作或应用程式时，箭头会变成手、十字型、I型或其他图像。举例来说，如果您用Safari来浏览这个网页，并在网页上移动箭头，您会发现，当箭头移到文字或文字栏位（如Google文字框或URL栏位）上的时候，它会变成I型光标（有点像字母"I"的形状），通常这表示您可以与文字或栏位有所互动（例如输入或拷贝文字）。当箭头移到按钮或链接上，它会变成手的形状，告诉您这个项目可以点选。有时候Mac忙于工作时，箭头会暂时变成旋转中的彩色圆盘（有的Mac使用者称之为海滩球或风车），这代表某项工作正在执行中。 在您执行不同的工作或应用程式时，箭头（图中最左边）可能会以不同的样子出现。按一下鼠标（或触控式轨迹板按钮）可以选取箭头指向的项目。换句话说，如果箭头落在档案图像上，按一下即可选取该档案；如果箭头落在按钮或链接上，按一下可以启用该按钮或链接；要是落在文字栏位上，按一下可以反白该栏位并输入文字。对话框里出现蓝色按钮时（可参考“打印”或“储存”对话框），您可以按下Return键来选取该按钮，不一定要用鼠标。若想开启档案、档案夹或应用程式，请按两下鼠标按钮。通常您需要按两下Finder视窗或桌面上的项目才能将其开启，不过Dock里的项目除外，想开启Dock里的项目，按其图像一下即可。
Unit 1 Communication Across Cultures Case 1 (Page 23) This case took place in 3 cultures. There seemed to be problems in communicating with people of different cultures in spite of the efforts to achieve understnading. 1）In Egypt as in many cultures, the human relationship is valued so highly that it is not expressed in an objective and impersonal way. While Americans certainly value human relationships, they are more likely to speak of them in less personal, more objective terms. In this case, Richard’s mistake might be that he choseto praise the food itself rather than the total evening, for which the food was simply the setting or excuse. For his host or hostess it was as if he had attended an art exhibit and compliment ed the artist by saying, “What beautiful frames your pictures are in!” 2）In Japan the situation may be more complicated. Japanese people value order and harmony among a group, and that the group is valued more than any particular member. In contrast, Americans stress individuality and are apt to assert individual differences when they seem justifiably to be in conflict with the goals or values of the group. In this case, Richard’s mistake was making great efforts to defend himself even if the error is notintentiona. A simple apology and acceptance of the blame would have been appropriate 3) When it comes to England, w expect fewer problems between Americans and Englishmen than between Americans and almost any other group. In this case we might look beyond the gesture of taking sugar or cream to the valuess expressed in this gesture: for Americans, “Help yourself”; for the English counterpart, “Be my guest.” American and English people equally enjoy entertaining and being entertained, but they differ in the value of the distinction. Typically, the ideal guest at an American party is obe who “makeshimself at home”. For the English host, such guest behavior is presumptuous or rude. Case 2 (Page 24) A common cultural misunderstanding in classes involvs conflicts between what is said to be direct communication style and indirect communication style. In American culture, people tend to say what is on their minds and mean what they say. Therefore, students in class are expected to ask questions when they need clarification. Mexican culture shares this preference of style with American culture in some situations, and that’s why the students from Mexico readily adopted the techniques of asking questions in class. However, Korean people generally prefer indirect communication style, and therefore they tend not to say what is on their minds and to rely more on implications and inference, so as to be polite and repectful and avoid losing face through any improper verbal behavior. As is mentioned in the case, to many Koreans, numerous questions would show a disrespect for the teacher, and would also reflect that the student has not studied hard enough. Case 3 (Page 24) The conflict here is a difference in cultural values and beliefs. In the beginning, Mary didn’t realize that her Dominican sister saw her as a member of the family, literally. In the Dominican view, family possessions are shared by everyone of the family. Luz was acting as most