Questions 21-25 Apple is hardly alone in the high-tech industry when it comes to duff gadgets and unhelpful call centers, but in other respects it is highly unusual. In particular, it inspires an almost religious fervor among its customers. That is no doubt helped by the fact that its corporate biography is so closely bound up with the mercurial Mr. Jobs, a rare showman in his industry. Yet for all its flaws and quirks, Apple has at least four important wider lessons to teach other companies. The first is that innovation can come from without as well as within. Apple is widely assumed to be an innovator in the tradition of Thomas Edison or Bell Laboratories, locking its engineers away to cook up new ideas and basing products on their moments of inspiration. In fact, its real skill lies in stitching together its own ideas with technologies from outside and then wrapping the results in elegant software and stylish design. The idea for the iPod, for example, was originally dreamt up by a consultant whom Apple hired to run the project. It was assembled by combining off-the-shelf parts with in-house ingredients such as its distinctive, easily used system of controls. And it was designed to work closely with Apple’s iTunes jukebox software, which was also bought in and then overhauled and improved. Apple is, in short, an orchestrator and integrator of technologies, unafraid to bring in ideas from outside but always adding its own twists. This approach, known as "network innovation", is not limited to electronics. It has also been embraced by companies such as Procter & Gamble, BT and several drugs giants, all of which have realized the power of admitting that not all good ideas start at home. Making network innovation work involves cultivating contacts with start-ups and academic researchers, constantly scouting for new ideas and ensuring that engineers do not fall prey to "not invented here" syndrome, which always values in-house ideas over those from outside. Second, Apple illustrates the importance of designing new products around the needs of the user, not the demands of the technology. Too many technology firms think that clever innards are enough to sell their products, resulting in gizmos designed by engineers for engineers. Apple has consistently combined clever technology with simplicity and ease of use. The iPod was not the first digital-music player, but it was the first to make transferring and organizing music, and buying it online, easy enough for almost anyone to have a go. Similarly, the iPhone is not the first mobile phone to incorporate a music-player, web browser or e-mail software. But most existing "smartphones" require you to be pretty smart to use them. Apple is not alone in its pursuit of simplicity. Philips, a Dutch electronics giant, is trying a similar approach. Niklas Zennstrom and Janus Friis, perhaps the most Jobsian of Europe’s geeks, took an existing but fiddly technology, internet telephony, to a mass audience by making it simple, with Skype; they hope to do the same for internet television. But too few technology firms see "ease of use" as an end in itself. Which of the following item is NOT the correct statement of "network innovation"
A. Innovation to improve network performance.
B. Ideas are brought from outside and integrated with the company’s own advantage.
C. It is based on the ground that not all good ideas come from home.
D. It involves cultivating contacts with start-ups and academic researchers.
查看答案
设汁教学过程实质上指的就是设计教案。( )
A. 对
B. 错
Directions: In this part of the test, you will hear several short talks and conversations. After each of these, you will hear a few questions. Listen carefully because you will hear the talk or conversation and questions ONLY ONCE. When you hear a question read the four answer choices and choose the best answer to that question. Then write the letter of the answer you have chosen in the corresponding space in your ANSWER BOOKLET. Questions 11-14
A. They agree to meet in the alley to study.
B. They agree to tutor each other for upcoming tests.
C. They agree to study poetry together.
D. They agree to study Biology together.
Where is Love How can we find Love The past ages of man have all been carefully labeled by anthropologists. Descriptions like “Paleolithic Man”, “Neolithic Man”, etc., neatly sum up the whole periods. When the time comes for anthropologists to turn their attention to the twentieth century, they will surely choose the label “Legless Man”. Histories of the time will go something like this: “in the twentieth century, people forgot how to use their legs. Men and women moved about in cars, buses and trains from a very early age. There were lifts and escalators in all large buildings to prevent people from walking. This situation was forced upon earth dwellers of that time because of miles each day. But the surprising thing is that they didn’t use their legs even when they went on holiday. They built cable railways, skilifts and roads to the top of every huge mountain. All the beauty spots on earth were marred by the presence of large car parks.” The future history books might also record that we were deprived of the use of our eyes. In our hurry to get from one place to another, we failed to see anything on the way. Air travel gives you a bird’seye view of the world―or even less if the wing of the aircraft happens to get in your way. When you travel by car or train a blurred image of the countryside constantly smears the windows. Car drivers, in particular, are forever obsessed with the urge to go on and on: they never want to stop. Is it the lure of the great motorways, or what And as for sea travel, it hardly deserves mention. It is perfectly summed up in the words of the old song: “I joined the navy to see the world, and what did I see I saw the sea.”The typical twentiethcentury traveler is the man who always says, “I’ve been there.”You mention the remotest, most evocative placenames in the world like El Dorado, Kabul, Irkutsk and someone is bound to say,“I’ve been there”―meaning,“I drove through it at 100 miles an hour on the way to somewhere else.” When you travel at high speed, the present means nothing: you live mainly in the future because you spend most of your time looking forward to arriving at some other place. But actual arrival, when it is achieved, is meaningless. You want to move on again. By traveling like this, you suspend all experience; the present ceases to be a reality: you might just as well be dead. The traveler on foot, on the other hand, lives constantly in the present. For him traveling and arriving are one and the same thing: he arrives somewhere with every step he makes. He experiences the present moment with his eyes, his ears and the whole of his body. At the end of his journey he feels a delicious physical weariness. He knows that sound. Satisfying sleep will be his: the just reward of all true travelers. Travelling at high speed means_______ .
A. people’s focus on the future
B. a pleasure
C. satisfying drivers’great thrill
D. a necessity of life
______是教师根据教学目的,组织学生到校外观察自然现象和社会现象,从而获取新知识或验证已经学习过的知识的教学方法。