Oxford describes the book as follows: “Two thirds of global Internet users are non-English speakers. Despite this, most scholarly literature on the Internet and computer-mediated-communication (CMC) focuses on English. This is the first book devoted to analyzing Internet related CMC in languages other than English [or non-native English].

    The volume collects 18 new articles on facets of language and Internet use, all of which revolve around several central topics: writing systems, the structure and features of local languages and how they affect Internet use, code switching between multiple languages, gender issues, public policy issues, and so on. The scope of languages discussed in the volume is unusually broad, including French, Arabic, Chinese, Greek, Spanish, Japanese, Thai, and Portuguese [as well as non-native English]. This book will be of great interest to anyone studying linguistics, applied linguistics, communication, anthropology and information sciences.”

The ocean is a world for marine biology like human being who live in this planet. Acaleph, chelonian and shark, they have their “ocean languages” to communicate with each other in order to gain better life in the water. There is a big glass between these marine biology and me, however, when I watch them, I have feelings…

1. Meets the needs of students to be wise consumers of media, managers of information and responsible producers of their ideas using the powerful multimedia tools of a global media culture.

2. Engages students. . . bringing the world of media into the classroom connects learning with “real life” and validates their media culture as a rich environment for learning.

3. Gives students and teachers alike a common approach to critical thinking that, when internalized, becomes second nature for life.

4. Provides an opportunity for integrating all subject areas and creating a common vocabulary that applies across all disciplines.

5. Helps meet state standards while, at the same time using fresh contemporary media content which students love.

6. Increases the ability and proficiency of students to communicate (express) and disseminate their thoughts and ideas in a wide (and growing) range of print and electronic media forms – and even international venues.

7. Media literacy’s “inquiry process” transforms teaching and frees the teacher to learn along with students — becoming a “guide on the side” rather than a “sage on the stage.”

8. By focusing on process skills rather than content knowledge, students gain the ability to analyze any message in any media and thus are empowered for living all their lives in a media-saturated culture.

9. By using a replicable model for implementation, such as CML’s MediaLit Kit™ with its Five Key Questions, media literacy avoids becoming a “fad” and, instead, becomes sustainable over time because students are able to build a platform with a consistent framework that goes with them from school to school, grade to grade, teacher to teacher and class to class. With repetition and reinforcement over time, students are able to internalize a checklist of skills for effectively negotiating the global media culture in which they will live all of their lives.

10. Not only benefits individual students but benefits society by providing tools and methods that encourage respectful discourse that leads to mutual understanding and builds the citizenship skills needed to participate in and contribute to the public debate.

“Mainstream” media education used to consist of mass media based communication and pedagogy. Pedagogy referred to educational sciences. The major role of media education in this framework was to provide citizens with adequate media literacy (the ability to read, analyze, assess and produce communication in a variety of media forms, such as television, print, radio, computers) and to give guidelines of how to cope with the information the mass media provide to the general public.

There is no denying that the Internet can vastly improve the efficiency of scientific research; it allows scientists swift access to all the data and research findings in their fields available worldwide. The internet has made personal communication both more convenient and more rapid.

Problems: Not all information available on the internet is either useful or harmelss; subversive and pornographic items can infiltrate the message downloaded by people unfamiliar with the WEB.

Investment of Money

Uses of new technologies in the long run tend to result in higher productivity, at least in the economic sphere (see discussion in Castells, 1996). Productivity in education is certainly harder to measure, but it is not unreasonable to assume that over time new technologies will help create more effective education (bearing in mind the earlier point that the goals and nature of education are changing in the information age, thus making direct comparisons difficult). In any case, whatever results may be achieved over the long term, there are definite startup expenses related to implementing new technologies in education. For college language learning programs, such expenses usually entail hardware, software, staffing, and training for at least one networked computer laboratory where students can drop in and use assigned software and one or more networked computer laboratories where teachers can bring whole classes on an occasional or regular basis. Intelligent use of new technologies usually involves allocations of about one-third for hardware, one-third for software, and one third for staff support and training. It is often the case in poorly-funded language programs that the hardware itself comes in via a one-time grant (or through hand-me-downs from science departments), with little funding left over for staff training, maintenance, or software.

Investment of Time

Just as technologies may save money over the long term, they also may save time. But, potential long-term benefits to an institution are little consolation to an individual teacher who is spending enormous amounts of time learning constantly-changing software programs and trying to figure out the best way to use them in the classroom.

Increased demands on time are due in part to the difficulty of using new online multimedia technologies in their still-early stages (comparable, perhaps, to the early days of tuning a radio or starting a car when those machines were first invented). However, time demands are caused not only from learning how to master the technology, but also from the changing dynamics of the online classroom. As indicated earlier, new technologies create excellent opportunities for long-distance exchanges, but such exchanges can be extremely complicated in terms of coordinating goals, schedules and plans, especially when involving teachers from different countries or educational systems. Also, another benefit of electronic communication that it provides opportunities for student-initiated communication can also create a time burden, as a teacher’s e-mail box becomes flooded with messages from previously-reticent students.

We can not enjoy a party time without wine…

Traditional wine making steps:

1. Extract the flavor and aroma from the base ingredients by chopping, crushing, pressing, boiling or soaking them.
2. Add sugar, acid, nutrients, and yeast to the fermentation media or liquor to achieve the proper ratio and ferment, covered, for 3 to 10 days in a primary fermentation vessel (crock, jar or polyethylene pail) at 70-75 degrees Fahrenheit.
3. Strain off the liquid from the pulp, put it (the liquid) into a secondary fermentation vessel (a carboy or jug), fit a fermentation trap (airlock) on the mouth of the bottle, and allow fermentation to proceed at 60-65 degrees Fahrenheit until all bubbling ceases (after several weeks).
4. Siphon the wine off the sediments (lees) into another clean secondary fermentation vessel. Reattach the fermentation trap. Repeat after another one or two months and again before bottling.
5. When wine is clear and all fermentation has stopped, siphon into wine bottles and cork the bottles securely. Leave corked bottles upright for 3-5 days and then store them on their side at 55 degrees Fahrenheit for six months (white wine) to a year (red wine) before sampling. If not up to expectations, allow to age another year or more.

Nowadays wine making: using Group Technology & Production Modernization in order to save time and also can keep the orginal taste.