题目内容
Beauty and Body Image in the Media A) Images of female bodies are everywhere. Women—and their body parts—sell everything from food to cars. Popular film and television actresses are becoming younger, taller and thinner. Some have even been known to faint on the set from lack of food. Women’s magazines are full of articles urging that if they can just lose those last twenty pounds, they’ll have it all—the perfect marriage, loving children, great sex, and a rewarding career. B) Why are standards of beauty being imposed on women, the majority of whom are naturally larger and more mature than any of the models The roots, some analysts say, are economic. By presenting an ideal difficult to achieve and maintain, the cosmetic and diet product industries are assured of growth and profits. And it’s no accident that youth is increasingly promoted, along with thinness, as an essential criterion of beauty. If not all women need to lose weight, for sure they’re all aging, says the Quebec Action Network for Women’s Health in its 2001 report. And, according to the industry, age is a disaster that needs to be dealt with. C) The stakes are huge. On the one hand, women who are insecure about their bodies are more likely to buy beauty products, new clothes, and diet aids. It is estimated that the diet industry alone is worth anywhere between 40 to 100 billion (US) a year selling temporary weight loss (90% to 95% of dieters regain the lost weight). On the other hand, research indicates that exposure to images of thin, young, air-brushed female bodies is linked to depression, loss of self-esteem and the development of unhealthy eating habits in women and girls. D) The American research group Anorexia Nervosa & Related Eating Disorders, Inc. says that one out of every four college-aged women uses unhealthy methods of weight control—including fasting, skipping meals, excessive exercise, laxative (泻药) abuse, and self-induced vomiting. The pressure to be thin is also affecting young girls: the Canadian Women’s Health Network warns that weight control measures are now being taken by girls as young as 5 and 6. American statistics are similar. Several studies, such as one conducted by Marika Tiggemann and Levina Clark in 2006 titled "Appearance Culture in 9- to 12-Year-Old Girls: Media and Peer Influences on Body Dissatisfaction", indicate that nearly half of all preadolescent girls wish to be thinner, and as a result have engaged in a diet or are aware of the concept of dieting. In 2003, Teen magazine reported that 35 percent of girls 6 to 12 years old have been on at least one diet, and that 50 to 70 percent of normal weight girls believe they are overweight. Overall research indicates that 90% of women are dissatisfied with their appearance in some way. Media activist Jean Kilbourne concludes that, "Women are sold to the diet industry by the magazines we read and the television programs we watch, almost all of which make us feel anxious about our weight." E) Perhaps the most disturbing is the fact that media images of female beauty are unattainable for all but a very small number of women. Researchers generating a computer model of a woman with Barbie-doll proportions, for example, found that her back would be too weak to support the weight of her upper body, and her body would be too narrow to contain more than half a liver and a few centimeters of bowel. A real woman built that way would suffer from chronic diarrhea (慢性腹泻) and eventually die from malnutrition. Jill Barad, President of Mattel (which manufactures Barbie), estimated that 99% of girls aged 3 to 10 years old own at least one Barbie doll. Still, the number of real life women and girls who seek a similarly underweight body is epidemic, and they can suffer equally devastating health consequences. In 2006 it was estimated that up to 450, 000 Canadian women were affected by an eating disorder. F) Researchers report that women’s magazines have ten and one-half times more ads and articles promoting weight loss than men’s magazines do, and over three-quarters of the covers of women’s magazines include at least one message about how to change a woman’s bodily appearance—by diet, exercise or cosmetic surgery. Television and movies reinforce the importance of a thin body as a measure of a woman’s worth. Canadian researcher Gregory Fouts reports that over three-quarters of the female characters in TV situation comedies are underweight, and only one in twenty are above average in size. Heavier actresses tend to receive negative comments from male characters about their bodies (How about wearing a sack) and 80 percent of these negative comments are followed by canned audience laughter. G) There have been efforts in the magazine industry to buck (抵制，反抗) the trend. For several years the Quebec magazine Coup de Pouce has consistently included full-sized women in their fashion pages and Chatelaine has pledged not to touch up photos and not to include models less than 25 years of age. In Madrid, one of the world’s biggest fashion capitals, ultra-thin models were banned from the runway in 2006. Furthermore Spain has recently undergone a project with the aim to standardize clothing sizes through using a unique process in which a laser beam is used to measure real life women’s bodies in order to find the most true to life measurement. H) Another issue is the representation of ethnically diverse women in the media. A 2008 study conducted by Juanita Covert and Travis Dixon titled "A Changing View: Representation and Effects of the Portrayal of Women of Color in Mainstream Women’s Magazines" found that although there was an increase in the representation of women of colour, overall white women were overrepresented in mainstream women’s magazines from 1999 to 2004. I) The barrage of messages about thinness, dieting and beauty tells "ordinary" women that they are always in need of adjustment—and that the female body is an object to be perfected. Jean Kilbourne argues that the overwhelming presence of media images of painfully thin women means that real women’s bodies have become invisible in the mass media. The real tragedy, Kilbourne concludes, is that many women internalize these stereotypes, and judge themselves by the beauty industry’s standards. Women learn to compare themselves to other women, and to compete with them for male attention. This focus on beauty and desirability "effectively destroys any awareness and action that might help to change that climate." A report in Teen magazine showed that 50% to 70% girls with normal weight think that they need to lose weight.
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Google’s Plan for World’s Biggest Online Library: Philanthropy or Act of Piracy A) In recent years, teams of workers dispatched by Google have been working hard to make digital copies of books. So far, Google has scanned more than 10 million titles from libraries in America and Europe—including half a million volumes held by the Bodleian in Oxford. The exact method it uses is unclear; the company does not allow outsiders to observe the process. Why is Google undertaking such a venture B) Why is it even interested in all those out-of-print library books, most of which have been gathering dust on forgotten shelves for decades The company claims its motives are essentially public-spirited. Its overall mission, after all, is to "organise the world’s information," so it would be odd if that information did not include books. The company likes to present itself as having lofty aspirations. "This really isn’t about making money. We are doing this for the good of society." As Santiago de la Morn, head of Google Books for Europe, puts it: "By making it possible to search the millions of books that exist today, we hope to expand the frontiers of human knowledge." C) Dan Clancy, the chief architect of Google Books, does seem genuine in his conviction that this is primarily a philanthropic (慈善的) exercise. "Google’s core business is search and find, so obviously what helps improve Google’s search engine is good for Google," he says. "But we have never built a spreadsheet (电子数据表) outlining the financial benefits of this, and I have never had to justify the amount I am spending to the company’s founders." D) It is easy, talking to Clancy and his colleagues, to be swept along by their missionary passion. But Google’s book-scanning project is proving controversial. Several opponents have recently emerged, ranging from rival tech giants such as Microsoft and Amazon to small bodies representing authors and publishers across the world. In broad terms, these opponents have levelled two sets of criticisms at Google. E) First, they have questioned whether the primary responsibility for digitally archiving the world’s books should be allowed to fall to a commercial company, in a recent essay in the New York Review of Books, Robert Darnton, the head of Harvard University’s library, argued that because such books are a common resource—the possession of us all—only public, not-for-profit bodies should be given the power to control them. F) The second related criticism is that Google’s scanning of books is actually illegal. This allegation has led to Google becoming mired in (陷入) a legal battle whose scope and complexity makes the Jarndyce and Jarndyce case in Charles Dickens’ Bleak House look straightforward. At its centre, however, is one simple issue: that of copyright. The inconvenient fact about most books, to which Google has arguably paid insufficient attention, is that they are protected by copyright. Copyright laws differ from country to country, but in general protection extends for the duration of an author’s life and for a substantial period afterwards, thus allowing the author’s heirs to benefit. (In Britain and America, this post-death period is 70 years.) This means, of course, that almost all of the books published in the 20th century are still under copyright—and the last century saw more books published than in all previous centuries combined. Of the roughly 40 million books in US libraries, for example, an estimated 32 million are in copyright. Of these, some 27 million are out of print. G) Outside the US, Google has made sure only to scan books that are out of copyright and thus in the "public domain" (works such as the Bodleian’s first edition of Middlemarch, which anyone can read for free on Google Books Search). H) But, within the US, the company has scanned both in-copyright and out-of-copyright works. In its defence, Google points out that it displays only small segments of books that are in copyright—arguing that such displays are "fair use." But critics allege that by making electronic copies of these books without first seeking the permission of copyright holders, Google has committed piracy. "The key principle of copyright law has always been that works can be copied only once authors have expressly given their permission," says Piers Blofeld, of the Sheil Land literary agency in London. "Google has reversed this—it has simply copied all these works without bothering to ask." I) In 2005, the Authors Guild of America, together with a group of US publishers, launched a class action suit (集团诉讼) against Google that, after more than two years of negotiation, ended with an announcement last October that Google and the claimants had reached an out-of-court settlement. The full details are complicated—the text alone runs to 385 pages—and trying to summarise it is no easy task. "Part of the problem is that it is basically incomprehensible," says Blofeld, one of the settlement’s most vocal British critics. J) Broadly, the deal provides a mechanism for Google to compensate authors and publishers whose rights it has breached (including giving them a share of any future revenue it generates from their works). In exchange for this, the rights holders agree not to sue Google in future. K) This settlement hands Google the power—but only with the agreement of individual rights holders—to exploit its database of out-of-print books. It can include them in subscription deals sold to libraries or sell them individually under a consumer licence. It is these commercial provisions that are proving the settlement’s most controversial aspect. L) Critics point out that, by giving Google the right to commercially exploit its database, the settlement paves the way for a subtle shift in the company’s role from provider of information to seller. "Google’s business model has always been to provide information for free, and sell advertising on the basis of the traffic this generates," points out James Grimmelmann, associate professor at New York Law School. Now, he says, because of the settlement’s provisions, Google could become a significant force in bookselling. M) Interest in this aspect of the settlement has focused on "orphan" works, where there is no known copyright holder—these make up an estimated 5%-10% of the books Google has scanned. Under the settlement, when no rights holders come forward and register their interest in a work, commercial control automatically reverts to Google. Google will be able to display up to 20% of orphan works for free, include them in its subscription deals to libraries and sell them to individual buyers under the consumer licence. N) It is by no means certain that the settlement will be enacted (执行)—it is the subject of a fairness hearing in the US courts. But if it is enacted, Google will in effect be off the hook as far as copyright violations in the US are concerned. Many people are seriously concerned by this—and the company is likely to face challenges in other courts around the world. O) No one knows the precise use Google will make of the intellectual property it has gained by scanning the world’s library books, and the truth, as Gleick, an American science writer and member of the Authors Guild, points out, is that the company probably doesn’t even know itself. But what is certain is that, in some way or other, Google’s entrance into digital bookselling will have a significant impact on the book world in years to come. Google defends its scanning in copyright books by saying that it displays only a small part of their content.
Directions: In this section, you are going to read a passage with 10 statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. Welcome, Freshmen. Have an iPod. A) Taking a step that many professors may view as a bit counterproductive, some colleges and universities are doling out Apple iPhones and Internet-capable iPods to their students. The always-on Internet devices raise some novel possibilities, like tracking where students gather together. With far less controversy, colleges could send messages about canceled classes, delayed buses, campus crises or just the cafeteria menu. B) While schools emphasize its usefulness—online research in class and instant polling of students, for example—a big part of the attraction is, undoubtedly, that the iPhone is cool and a hit with students. Being equipped with one of the most recent cutting-edge IT products could just help a college or university foster a cutting-edge reputation. Apple stands to win as well, hooking more young consumers with decades of technology purchases ahead of them. The lone losers, some fear, could be professors. C) Students already have laptops and cell phones, of course, but the newest devices can take class distractions to a new level. They practically beg a user to ignore the long-suffering professor struggling to pass on accumulated wisdom from the front of the room—a prospect that teachers find most irritating and students view as, well, inevitable. "When it gets a little boring, I might pull it out," acknowledged Naomi Pugh, a first-year student at Freed- Hardeman University in Henderson, Tenn., referring to her new iPod Touch, which can connect to the Internet over a campus wireless network. She speculated that professors might try even harder to make classes interesting if they were to compete with the devices. D) Experts see a movement toward the use of mobile technology in education, though they say it is in its infancy as professors try to come up with useful applications. Providing powerful hand-held devices is sure to fuel debates over the role of technology in higher education. E) "We think this is the way the future is going to work," said Kyle Dickson, co-director of research and the mobile learning initiative at Abilene Christian University in Texas, which has bought more than 600 iPhones and 300 iPods for students entering this fall. Although plenty of students take their laptops to class, they don’t take them everywhere and would prefer something lighter. Abilene Christian settled on the devices after surveying students and finding that they did not like hauling around their laptops, but that most of them always carried a cell phone, Dr. Dickson said. F) It is not clear how many colleges and universities plan to give out iPhones and iPods this fall; officials at Apple were unwilling to talk about the subject and said that they would not leak any institution’s plans. "We can’t announce other people’s news," said Greg Joswiak, vice president of iPod and iPhone marketing at Apple. He also said that he could not discuss discounts to universities for bulk purchases. At least four institutions—the University of Maryland, Oklahoma Christian University, Abilene Christian and Freed-Hardeman—have announced that they will give the devices to some or all of their students this fall. G) Other universities are exploring their options. Stanford University has hired a student-run company to design applications like a campus map and directory for the iPhone. It is considering whether to issue iPhones but not sure it’s necessary, noting that more than 700 iPhones were registered on the university’s network last year. H) At the Massachusetts Institute of Technology, iPhones might already have been everywhere, if AT&T, the wireless carrier offering the iPhone in the United States, had a more reliable network, said Andrew Yu, mobile devices platform project manager at M. I. T. "We would have probably gone ahead with this, maybe just getting a thousand iPhones and giving them out," Mr. Yu said. I) The University of Maryland at College Park is proceeding cautiously, giving the iPhone or iPod Touch to 150 students, said Jeffrey Huskamp, vice president and chief information officer at the university. "We don’t think that we have all the answers," Mr. Huskamp said. By observing how students use the gadgets, he said, "We’re trying to get answers from the students." J) At each college, the students who choose to get an iPhone must pay for mobile phone service. Those service contracts include unlimited data use. Both the iPhones and the iPod Touch devices can connect to the Internet through campus wireless networks. With the iPhone, those networks may provide faster connections and longer battery life than AT&T’s data network. Many cell phones allow users to surf the Web, but only some newer ones are capable of wireless connection to the local area computer network. K) University officials say that they have no plans to track their students (and Apple said it would not be possible unless students give their permission). They say that they are drawn to the prospect of learning applications outside the classroom, though such lesson plans have yet to surface. L) "My colleagues and I are studying something called augmented reality (a field of computer research dealing with the combination of real-world and virtual reality)," said Christopher Dede, professor in learning technologies at Harvard University, "Alien Contact," for example, is an exercise developed for middle-school students who use hand-held devices that can determine their location. As they walk around a playground or other area, text, video or audio pops up at various points to help them try to figure out why aliens were in the schoolyard. "You can imagine similar kinds of interactive activities along historical lines," like following the Freedom Trail in Boston, Professor Dede said. "It’s important that we do research so that we know how well something like this works." M) The rush to distribute the devices worries some professors, who say that students are less likely to participate in class if they are multi-tasking. "I’m not someone who’s anti-technology, but I’m always worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis," said Ellen Millender, associate professor of classics at Reed College in Portland, Ore. (She added that she hoped to buy an iPhone for herself once prices fall.) N) Robert Summers, who has taught at Cornell Law School for about 40 years, announced this week—in a detailed, footnoted memorandum—that he would ban laptop computers from his class on contract law. "I would ban that too if I knew the students were using it in class," Professor Summers said of the iPhone, after the device and its capabilities were explained to him. "What we want to encourage in these students is an active intellectual experience, in which they develop the wide range of complex reasoning abilities required of good lawyers." O) The experience at Duke University may ease some concerns. A few years ago, Duke began giving iPods to students with the idea that they might use them to record lectures (these older models could not access the Internet). "We had assumed that the biggest focus of these devices would be consuming the content," said Tracy Futhey, vice president for information technology and chief information officer at Duke. But that is not all that the students did. They began using the iPods to create their own "content," making audio recordings of themselves and presenting them. The students turned what could have been a passive interaction into an active one, Ms. Futhey said. University officials expect that iPhones and iPods can facilitate students’ learning outside the classroom.
Google’s Plan for World’s Biggest Online Library: Philanthropy or Act of Piracy A) In recent years, teams of workers dispatched by Google have been working hard to make digital copies of books. So far, Google has scanned more than 10 million titles from libraries in America and Europe—including half a million volumes held by the Bodleian in Oxford. The exact method it uses is unclear; the company does not allow outsiders to observe the process. Why is Google undertaking such a venture B) Why is it even interested in all those out-of-print library books, most of which have been gathering dust on forgotten shelves for decades The company claims its motives are essentially public-spirited. Its overall mission, after all, is to "organise the world’s information," so it would be odd if that information did not include books. The company likes to present itself as having lofty aspirations. "This really isn’t about making money. We are doing this for the good of society." As Santiago de la Morn, head of Google Books for Europe, puts it: "By making it possible to search the millions of books that exist today, we hope to expand the frontiers of human knowledge." C) Dan Clancy, the chief architect of Google Books, does seem genuine in his conviction that this is primarily a philanthropic (慈善的) exercise. "Google’s core business is search and find, so obviously what helps improve Google’s search engine is good for Google," he says. "But we have never built a spreadsheet (电子数据表) outlining the financial benefits of this, and I have never had to justify the amount I am spending to the company’s founders." D) It is easy, talking to Clancy and his colleagues, to be swept along by their missionary passion. But Google’s book-scanning project is proving controversial. Several opponents have recently emerged, ranging from rival tech giants such as Microsoft and Amazon to small bodies representing authors and publishers across the world. In broad terms, these opponents have levelled two sets of criticisms at Google. E) First, they have questioned whether the primary responsibility for digitally archiving the world’s books should be allowed to fall to a commercial company, in a recent essay in the New York Review of Books, Robert Darnton, the head of Harvard University’s library, argued that because such books are a common resource—the possession of us all—only public, not-for-profit bodies should be given the power to control them. F) The second related criticism is that Google’s scanning of books is actually illegal. This allegation has led to Google becoming mired in (陷入) a legal battle whose scope and complexity makes the Jarndyce and Jarndyce case in Charles Dickens’ Bleak House look straightforward. At its centre, however, is one simple issue: that of copyright. The inconvenient fact about most books, to which Google has arguably paid insufficient attention, is that they are protected by copyright. Copyright laws differ from country to country, but in general protection extends for the duration of an author’s life and for a substantial period afterwards, thus allowing the author’s heirs to benefit. (In Britain and America, this post-death period is 70 years.) This means, of course, that almost all of the books published in the 20th century are still under copyright—and the last century saw more books published than in all previous centuries combined. Of the roughly 40 million books in US libraries, for example, an estimated 32 million are in copyright. Of these, some 27 million are out of print. G) Outside the US, Google has made sure only to scan books that are out of copyright and thus in the "public domain" (works such as the Bodleian’s first edition of Middlemarch, which anyone can read for free on Google Books Search). H) But, within the US, the company has scanned both in-copyright and out-of-copyright works. In its defence, Google points out that it displays only small segments of books that are in copyright—arguing that such displays are "fair use." But critics allege that by making electronic copies of these books without first seeking the permission of copyright holders, Google has committed piracy. "The key principle of copyright law has always been that works can be copied only once authors have expressly given their permission," says Piers Blofeld, of the Sheil Land literary agency in London. "Google has reversed this—it has simply copied all these works without bothering to ask." I) In 2005, the Authors Guild of America, together with a group of US publishers, launched a class action suit (集团诉讼) against Google that, after more than two years of negotiation, ended with an announcement last October that Google and the claimants had reached an out-of-court settlement. The full details are complicated—the text alone runs to 385 pages—and trying to summarise it is no easy task. "Part of the problem is that it is basically incomprehensible," says Blofeld, one of the settlement’s most vocal British critics. J) Broadly, the deal provides a mechanism for Google to compensate authors and publishers whose rights it has breached (including giving them a share of any future revenue it generates from their works). In exchange for this, the rights holders agree not to sue Google in future. K) This settlement hands Google the power—but only with the agreement of individual rights holders—to exploit its database of out-of-print books. It can include them in subscription deals sold to libraries or sell them individually under a consumer licence. It is these commercial provisions that are proving the settlement’s most controversial aspect. L) Critics point out that, by giving Google the right to commercially exploit its database, the settlement paves the way for a subtle shift in the company’s role from provider of information to seller. "Google’s business model has always been to provide information for free, and sell advertising on the basis of the traffic this generates," points out James Grimmelmann, associate professor at New York Law School. Now, he says, because of the settlement’s provisions, Google could become a significant force in bookselling. M) Interest in this aspect of the settlement has focused on "orphan" works, where there is no known copyright holder—these make up an estimated 5%-10% of the books Google has scanned. Under the settlement, when no rights holders come forward and register their interest in a work, commercial control automatically reverts to Google. Google will be able to display up to 20% of orphan works for free, include them in its subscription deals to libraries and sell them to individual buyers under the consumer licence. N) It is by no means certain that the settlement will be enacted (执行)—it is the subject of a fairness hearing in the US courts. But if it is enacted, Google will in effect be off the hook as far as copyright violations in the US are concerned. Many people are seriously concerned by this—and the company is likely to face challenges in other courts around the world. O) No one knows the precise use Google will make of the intellectual property it has gained by scanning the world’s library books, and the truth, as Gleick, an American science writer and member of the Authors Guild, points out, is that the company probably doesn’t even know itself. But what is certain is that, in some way or other, Google’s entrance into digital bookselling will have a significant impact on the book world in years to come. The method Google’s book scanning project adopts is not available to the outside world.
Directions: In this section, you are going to read a passage with 10 statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. Welcome, Freshmen. Have an iPod. A) Taking a step that many professors may view as a bit counterproductive, some colleges and universities are doling out Apple iPhones and Internet-capable iPods to their students. The always-on Internet devices raise some novel possibilities, like tracking where students gather together. With far less controversy, colleges could send messages about canceled classes, delayed buses, campus crises or just the cafeteria menu. B) While schools emphasize its usefulness—online research in class and instant polling of students, for example—a big part of the attraction is, undoubtedly, that the iPhone is cool and a hit with students. Being equipped with one of the most recent cutting-edge IT products could just help a college or university foster a cutting-edge reputation. Apple stands to win as well, hooking more young consumers with decades of technology purchases ahead of them. The lone losers, some fear, could be professors. C) Students already have laptops and cell phones, of course, but the newest devices can take class distractions to a new level. They practically beg a user to ignore the long-suffering professor struggling to pass on accumulated wisdom from the front of the room—a prospect that teachers find most irritating and students view as, well, inevitable. "When it gets a little boring, I might pull it out," acknowledged Naomi Pugh, a first-year student at Freed- Hardeman University in Henderson, Tenn., referring to her new iPod Touch, which can connect to the Internet over a campus wireless network. She speculated that professors might try even harder to make classes interesting if they were to compete with the devices. D) Experts see a movement toward the use of mobile technology in education, though they say it is in its infancy as professors try to come up with useful applications. Providing powerful hand-held devices is sure to fuel debates over the role of technology in higher education. E) "We think this is the way the future is going to work," said Kyle Dickson, co-director of research and the mobile learning initiative at Abilene Christian University in Texas, which has bought more than 600 iPhones and 300 iPods for students entering this fall. Although plenty of students take their laptops to class, they don’t take them everywhere and would prefer something lighter. Abilene Christian settled on the devices after surveying students and finding that they did not like hauling around their laptops, but that most of them always carried a cell phone, Dr. Dickson said. F) It is not clear how many colleges and universities plan to give out iPhones and iPods this fall; officials at Apple were unwilling to talk about the subject and said that they would not leak any institution’s plans. "We can’t announce other people’s news," said Greg Joswiak, vice president of iPod and iPhone marketing at Apple. He also said that he could not discuss discounts to universities for bulk purchases. At least four institutions—the University of Maryland, Oklahoma Christian University, Abilene Christian and Freed-Hardeman—have announced that they will give the devices to some or all of their students this fall. G) Other universities are exploring their options. Stanford University has hired a student-run company to design applications like a campus map and directory for the iPhone. It is considering whether to issue iPhones but not sure it’s necessary, noting that more than 700 iPhones were registered on the university’s network last year. H) At the Massachusetts Institute of Technology, iPhones might already have been everywhere, if AT&T, the wireless carrier offering the iPhone in the United States, had a more reliable network, said Andrew Yu, mobile devices platform project manager at M. I. T. "We would have probably gone ahead with this, maybe just getting a thousand iPhones and giving them out," Mr. Yu said. I) The University of Maryland at College Park is proceeding cautiously, giving the iPhone or iPod Touch to 150 students, said Jeffrey Huskamp, vice president and chief information officer at the university. "We don’t think that we have all the answers," Mr. Huskamp said. By observing how students use the gadgets, he said, "We’re trying to get answers from the students." J) At each college, the students who choose to get an iPhone must pay for mobile phone service. Those service contracts include unlimited data use. Both the iPhones and the iPod Touch devices can connect to the Internet through campus wireless networks. With the iPhone, those networks may provide faster connections and longer battery life than AT&T’s data network. Many cell phones allow users to surf the Web, but only some newer ones are capable of wireless connection to the local area computer network. K) University officials say that they have no plans to track their students (and Apple said it would not be possible unless students give their permission). They say that they are drawn to the prospect of learning applications outside the classroom, though such lesson plans have yet to surface. L) "My colleagues and I are studying something called augmented reality (a field of computer research dealing with the combination of real-world and virtual reality)," said Christopher Dede, professor in learning technologies at Harvard University, "Alien Contact," for example, is an exercise developed for middle-school students who use hand-held devices that can determine their location. As they walk around a playground or other area, text, video or audio pops up at various points to help them try to figure out why aliens were in the schoolyard. "You can imagine similar kinds of interactive activities along historical lines," like following the Freedom Trail in Boston, Professor Dede said. "It’s important that we do research so that we know how well something like this works." M) The rush to distribute the devices worries some professors, who say that students are less likely to participate in class if they are multi-tasking. "I’m not someone who’s anti-technology, but I’m always worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis," said Ellen Millender, associate professor of classics at Reed College in Portland, Ore. (She added that she hoped to buy an iPhone for herself once prices fall.) N) Robert Summers, who has taught at Cornell Law School for about 40 years, announced this week—in a detailed, footnoted memorandum—that he would ban laptop computers from his class on contract law. "I would ban that too if I knew the students were using it in class," Professor Summers said of the iPhone, after the device and its capabilities were explained to him. "What we want to encourage in these students is an active intellectual experience, in which they develop the wide range of complex reasoning abilities required of good lawyers." O) The experience at Duke University may ease some concerns. A few years ago, Duke began giving iPods to students with the idea that they might use them to record lectures (these older models could not access the Internet). "We had assumed that the biggest focus of these devices would be consuming the content," said Tracy Futhey, vice president for information technology and chief information officer at Duke. But that is not all that the students did. They began using the iPods to create their own "content," making audio recordings of themselves and presenting them. The students turned what could have been a passive interaction into an active one, Ms. Futhey said. It is possible to incorporate interactive activities into history class by means of computer technology.
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