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The concept captured the zeitgeist of the personal computer revolution. Many young people, especially those in the counterculture, had viewed computers as instruments that could be used by Orwellian governments and giant corporations to sap individuality. But by the end of the 1970s, they were also being seen as potential tools for personal empowerment. The ad cast Macintosh as a warrior for the latter cause—a cool, rebellious, and heroic company that was the only thing standing in the way of the big evil corporation’s plan for world domination and total mind control. Once again Jobs would end up suffering bad publicity without making a penny. Apple’s stock price kept dropping, and by March 2003 even the new options were so low that Jobs traded in all of them for an outright grant of $ 75 million worth of shares, which amounted to about $ 8.3 million for each year he had worked since coming back in 1997 through the end of the vesting in 2006. The laws governing such backdating practices were murky, especially since no one at Apple ended up benefiting from the dubiously dated grants. The SEC took eight months to do its own investigation, and in April 2007 it announced that it would not bring action against Apple "based in part on its swift, extensive, and extraordinary cooperation in the Commission’s investigation [and its] prompt self-reporting. " Although the SEC found that Jobs had been aware of the backdating, it cleared him of any misconduct because he "was unaware of the accounting implications." The SEC did file complaints against Apple’s former chief financial officer Fred Anderson, who was on the board, and general counsel Nancy Heinen. Anderson, a retired Air Force captain with a square jaw and deep integrity, had been a wise and calming influence at Apple, where he was known for his ability to control Jobs’ tantrums. He was cited by the SEC only for "negligence" regarding the paperwork for one set of the grants (not the ones that went to Jobs), and the SEC allowed him to continue to serve on corporate boards.
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Time for another global-competitiveness alert. In the Third International Mathematics and Science Study--which last year tested a half-million students in 41 countries- American eighth graders 21 below the world average in math. And that’s not even 22 part. Consider this as you try to 23 which countries will dominate the technology markets of the 21st century: the top 10 percent of America’s math students scored about the same as the average kid in the global 24 , Singapore. It isn’t exactly a news flash these days 25 Americans score behind the curve on international tests. But educators say this study is 26 because it monitored variables both inside and outside the classroom. Laziness- the factor often 27 for Americans’ poor performance--is not the culprit here. American students 28 spend more time in class than pupils in Japan and Germany. 29 , they get more homework and watch the same amount of TV. The problem, educators say, is not the kids but a curriculum that is too 30 . The study found that lessons for U.S. eighth graders contained topics mastered by seventh graders in other countries. Teachers actually agree that Americans need to 31 their kids to more sophisticated math earlier. Unfortunately, experts say, the teachers don’t recognize that 32 these concepts are taught is as important as the concepts themselves. Most educators rely 33 on textbooks and rote learning (死记硬背) . While many textbooks cover 34 ideas, most do so superficially, 35 students with the techniques but not the mastery of the broader principles. 28（）
Passage OneSwine flu has infected more than a million Americans and is infecting thousands more every week even though the annual flu season is well over. That total of those who have already been infected is "just a ballpark figure," said Dr. Anne Schuchat, director of respiratory diseases at the Centers for Disease Control and Prevention, adding, "We know we’re not tracking every single one of them." Only a tiny fraction of those million cases have been tested. 66 A survey in New York City showed that almost 7 percent of those called had had flu symptoms during just three weeks in May when the flu was spreading rapidly through schools. If that percentage of the city has had it, then there have been more than 500,000 cases in the city alone. 67 The flu has now spread to many areas of the country, Dr. Schuchaf noted, and the C. D. C. has heard of outbreaks in 34 summer camps in 16 states. About 3,000 Americans have been hospitalized, and their median age is quite young, just 19. Of those, 127 have died. The median age for deaths is somewhat higher, at 37, but that number is pushed up because while only a few elderly people catch the new flu, about 2 percent of them die as a result. 68 "Even those victims, "she said, "tend to be relatively young, and I don’t think that they were thinking of themselves as ready to die." The now flu has now reached more than 100 countries, according to the World Health Organization. 69 Australia, Chile and Argentina are seeing a fast spread of the virus, mostly among young people, while one of the usual seasonal flus, an H3N2, is also active. Five American vaccine companies are working on a swine flu vaccine, Dr. Schuchat said. The C. D. C. has estimated that once the new vaccine is tested for both safety and effectiveness, no more than 60 million doses will be available by September. 70 . 68（）.
Time for another global-competitiveness alert. In the Third International Mathematics and Science Study--which last year tested a half-million students in 41 countries- American eighth graders 21 below the world average in math. And that’s not even 22 part. Consider this as you try to 23 which countries will dominate the technology markets of the 21st century: the top 10 percent of America’s math students scored about the same as the average kid in the global 24 , Singapore. It isn’t exactly a news flash these days 25 Americans score behind the curve on international tests. But educators say this study is 26 because it monitored variables both inside and outside the classroom. Laziness- the factor often 27 for Americans’ poor performance--is not the culprit here. American students 28 spend more time in class than pupils in Japan and Germany. 29 , they get more homework and watch the same amount of TV. The problem, educators say, is not the kids but a curriculum that is too 30 . The study found that lessons for U.S. eighth graders contained topics mastered by seventh graders in other countries. Teachers actually agree that Americans need to 31 their kids to more sophisticated math earlier. Unfortunately, experts say, the teachers don’t recognize that 32 these concepts are taught is as important as the concepts themselves. Most educators rely 33 on textbooks and rote learning (死记硬背) . While many textbooks cover 34 ideas, most do so superficially, 35 students with the techniques but not the mastery of the broader principles. 25（）
Passage TwoCultural knowledge consists of the rules, categories, assumptions, definitions, and judgments that people use to classify and interpret the world around them. 71 To the members of that society, these cultural rules don’t seem arbitrary at all, but logical, normal, right, and proper. 72 Each cultural system is different in this respect, with a logic and a consistency of its own. People in any given culture derive a large part of their personality and sense of group identity from these patterns, which have developed over a long period of time. And this cultural pattern is learned, not innate. At birth, we are not Mexican, or Egyptian, or Japanese. 73 We develop a particular cultural style, an inability, in Georges Braque’s phrase, to do otherwise. The cultural style that we absorb is therefore a kind of framework within which we develop a highly personal style. Although we remain individuals, we operate within a context which also marks us as Japanese, Mexican, or Egyptian. As Japanese, Mexicans, or Egyptians, culture equips us with not only a special way of looking at life and the world, but with a problem-solving mechanism for finding our way through that world. It does so by providing us with categories for organizing our perception, and with a set of values for arranging these categories into basic groups: good and bad, better and worse, true and false, ugly and beautiful, and so on. 74 You can easily see how useful culture is. The patterns developed within a social group over generations of interaction enable its members to generate meaning and structure very quickly from the plethora of daily events and occurrences. 75 75（）.
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