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　　在网上交易刚开始的一两年中，大部分业务活动都是围绕着努力开发消费者市场来进行的。最近，在网络证明其不只是一种时尚之后，许多公司之间才开始在网上交易产品和服务。这类公司之间的交易是行得通的，因为商人通常都知道他们需要什么样的产品。

　　但是，许多公司由于怀疑网络的可靠性，因此仍然对网络的使用犹豫不决。Forrester研究所的资深分析家布兰•欧文说，“交易的商家们需要认识到他们可以信赖销售商和供应商之间的这种途径。”有些公司为了降低风险，只与那些已经熟识的固定贸易伙伴进行在线贸易，并给予这些伙伴进入本公司局域网的权利。

　　网络商业模式的另一个重大变化体现在营销策略上。就在不久前，互联网上的营销活动还集中在如何将用户“拉进”网站的策略问题上。然而，去年软件公司开发出新的技术，公司通过使用这项技术可以将信息直接“推出”给消费者，即直接把营销信息传送给特定的用户。最突出的例子是Pointcast网络，该网络使用一种屏幕保护系统，将大量最新的信息和广告源源不断地传送到用户的计算机显示屏上。用户可以定制自己想要的信息，然后直接进入某个公司的网址。像“虚拟葡萄园”这样的公司业已开始采用类似的技术将有关特价商品、产品推销或其他活动的信息“推”向用户。但这种“推”销技术遭到许多网上用户的蔑视。网上文化推崇这样一个概念，即流动到屏幕上的信息应是在接到明确的请求之后才能出现的。一旦商业促销不请自来地充斥电脑屏幕，那么网络和电视就没多大差别了。这种前景让网络净化者感到忧虑。

　　然而，网上公司并不是非得依靠“推销”策略才能挣钱。像“虚拟葡萄园”和亚马逊网站及其他开拓者的例子都表明：只要网站销售的产品对路，同时又能将交互性、热情服务、安全可靠性等几个方面合理结合，就一定会吸引网上的客户。随着计算能力的成本持续大幅度下降，这对任何建立了网上销售的企业来说都是个好的征兆。再过5到10年，当人们回顾今天的历史时，他们很可能会感到奇怪：为什么尝试网上销售的公司会如此之少呢？

　　Passage 3

　　An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this distinction-indeed, contradiction--which goes to the heart of what is wrong with the campaign to put computers in the classroom.

　　An education that aims at getting a student a certain kind of job is a technical education, justified for reasons radically different from why education is universally required by law. It is not simply to raise everyone’s job prospects that all children are legally required to attend school into their teens. Rather, we have a certain conception of the American citizen, a character who is incomplete if he cannot competently assess how his livelihood and happiness are affected by things outside of himself. But this was not always the case; before it was legally required for all children to attend school until a certain age, it was widely accepted that some were just not equipped by nature to pursue this kind of education. With optimism characteristic of all industrialized countries, we came to accept that everyone is fit to be educated. Computer-education advocates forsake this optimistic notion for a pessimism that betrays their otherwise cheery outlook. Banking on the confusion between educational and vocational reasons for bringing computers into schools, computer-ed advocates often emphasize the job prospects of graduates over their educational achievement.

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