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凭证式国债不能上市流通，从购买之日起计息，需要提前兑取的可以到购买网点兑取。提前兑取时，除了偿还本金外，利息按实际持有天数及相应的利率档次计算，经办机构按兑付本金数的5%收取手续费。（）
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If open-source software is supposed to be free, how does anyone selling it make any money It’s not that different from how other software companies make money. You’d think that a software company would make most of its money from, well, selling software. But you’d be wrong. For one thing, companies don’t sell software, strictly speaking; they license it. The profit margin on a software license is nearly 100 percent, which is why Microsoft gushes billions of dollars every quarter. But what’s the value of a license to a customer A license doesn’t deliver the code, provide the utilities to get a piece of software running, or answer the phone when something inevitably goes wrong. The value of software, in short, doesn’t lie in the software alone. The value is in making sure the soft- ware does its job. Just as a traveler should look at the overall price of a vacation package instead of obsessing over the price of the plane ticket or hotel mom, a smart tech buyer won’t focus on how much the license costs and ignore the support contract or the maintenance agreement. Open-source is not that different. If you want the software to work, you have to pay to ensure it will work. The open-source companies have refined the software model by selling subscriptions. They roll together support and maintenance and charge an annual fee, which is a healthy model, though not quite as wonderful as Microsoft’s money-raking one. Tellingly, even Microsoft is casting an envious eye at aspects of the open-source business model. The company has been taking halting steps toward a similar subscription scheme for its software sales. Microsoft’s subscription program, known as Soft- ware Assurance, provides maintenance and support together with a software license. It lets you up- grade to Microsoft’s next version of the software for a predictable sum. But it also contains an implicit threat: If you don’t switch to Software Assurance now, who knows how much Microsoft will charge you when you decide to upgrade Chief information officers hate this kind of *’assurance", since they’re often perfectly happy running older versions of software that are proven and stable. Microsoft, on the other hand, rakes in the software-licensing fees only when customers upgrade. Software Assurance is Microsoft’s attempt to get those same licensing fees but wrap them together with the service and support needed to keep systems running. That’s why Microsoft finds the open-source model so threatening: open-source companies have no vested interest in getting more licensing fees and don’t have to pad their service contracts with that extra cost. In the end, the main difference between open-source and proprietary software companies may be the size of the check you have to write. Which of the following is true about Microsoft
Last November, engineers in the healthcare division of GE unveiled something called the "Light- Speed VCT", a scanner that can create a startlingly good three-dimensional image of a beating heart. This spring Staples, an American office-supplies retailer, will stock its shelves with a gadget called a "wordlock", a padlock that uses words instead of numbers. The connection In each case, the firm’s customers have played a big part in designing the product. How does innovation happen The familiar story involves scientist in academic institutes and R&D labs. But lately, corporate practice has begun to challenge this old-fashioned notion. Open-source software development is already well-known. Less so is the fact that Bell, an American bicycle-helmet maker, has collected hundreds of ideas for new products from its customers, and is putting several of them into production. Not only is the customer king: now he is market-research head, R&D chief and product-development manager, too. This is not all new. Researchers have demonstrated the importance of past user contributions to the evolution of everything from sporting equipment to construction materials and scientific instruments. But the rise of online communities, together with the development of powerful and easy-to-use design tools, seems to be boosting the phenomenon, as well as bringing it to the attention of a wider audience, says Eric Von Hippel of MIT. "User innovation has always been around," he says. "The difference is that people can no longer deny that it is happening." Harnessing customer innovation requires different methods, says Mr. Von Hippel. Instead of taking the temperature of a representative sample of customers, firms must identify the few special customers who innovate. GE’s healthcare division calls them "luminaries". They tend to be well-published doctors and research scientists from leading medical institutions, says GE, which brings up to 25 luminaries together at regular medical advisory board sessions to discuss the evolution of GE’s technology. GE’s products then emerge from collaboration with these groups. At the heart of most thinking about innovation is the belief that people expect to be paid for their creative work: hence the need to protect and reward the creation of intellectual property. One really exciting thing about user-led innovation is that customers seem willing to donate their creativity freely, says Mr. Von Hippel. This may be because it is their only practical option: patents are costly to get and often provide only weak protection. Some people may value the enhanced reputation and network effects of freely revealing their work more than any money they could make by patenting it. Either way, some firms are starting to believe that there really is such a thing as a free lunch. The best title for the passage might be
Illiteracy may be considered more as an abstract concept than a condition. When a famous English writer used the (1) over two hundred years ago, he was actually (2) to people who could (3) read Greek or Latin. (4) ,it seems unlikely that university examiners had this sort of (5) in mind when they reported on "creeping illiteracy" in a report on their students’ final examination in 1988. (6) the years, university lecturers have been (7) of an increasing tendency towards grammatical sloppiness, poor spelling and general imprecision (8) their students’ ways of writing; and sloppy writing is all (9) often a reflection of sloppy thinking. Their (10) was that they had (11) to do teaching their own subject (12) teaching their undergraduates to write. Some lecturers believe that they have a (n) (13) to stress the importance of maintaining standards of clear thinking (14) the written word in a world dominated by (15) communications and images. They (16) on the connection between clear thinking and a form of writing that is not only clear, but also sensitive to (17) of meaning. The same lecturers argue that undergraduates appear to be the victims of a "softening process" that begins (18) the teaching of English in schools, but this point of view has, not (19) , caused a great deal of (20) . 9（）
For more than 40 years, a controlling insight in my educational philosophy has been the recognition that no one has ever been -- no one can be -- educated in school or college.46) That would be the case if our schools and colleges were at their very best, which they certainly are not, and even if the students were among the best and the brightest as well as conscientious in the application of their powers.The reason is simply that youth itself -- immaturity -- is an unconquerable obstacle to becoming educated. Schooling is for the young. Education comes later, usually much later. 47) The very best thing for our schools to do is to prepare the young for continued learning in later life by giving them the skills of learning and the love of it. Our schools and colleges are not doing that now, but that is what they should be doing.48) To speak of an educated young person or of a wise young person, rich in the understanding of basic ideas and issues is as much a contradiction in terms as to speak of a round square. The young can be prepared for education in the years to come, but only mature men and women can become educated, beginning the process of their 40s and 50s and reaching some amount of genuine insight, sound judgment and practical wisdom after they have turned 60.This is what no high school or college graduates know or can understand. As a matter of fact, most of their teachers do not seem to know it. 49) In their obsession with covering ground and in the way in which they test or examine their students, they certainly do not act as if they understood that they were only preparing their students for education in later life rather than trying to complete it within the realms of their institutions.There is, of course, some truth in the ancient insight that awareness of ignorance is the beginning of wisdom. But, remember, it is just the beginning. From there on one has to do something about it. 50) And to do it intelligently one must know something of its muses and cures -- why adults need education and what, if anything, they can do about it. The very best thing for our schools to do is to prepare the young for continued learning in later life by giving them the skills of learning and the love of it. Our schools and colleges are not doing that now, but that is what they should be doing.
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