题目内容
Children model themselves largely on their parents and they do so mainly through identification. Children identify (31) a parent when they believe they have the qualities and feelings that are (32) of that parent. The things parents do and say and the (33) they do and say to them therefore strongly influence a child’s (34) . However, parents must consistently behave like the type of (35) they want their child to become.A parent’s actions (36) affect the self-image that a child forms (37) identification. Children who see mainly positive qualities in their (38) will likely learn to see themselves in a positive way. Children who observe chiefly (39) qualities in their parents will have difficulty (40) positive qualities in themselves. Children may (41) their self-image, however, as they become increasingly （42） by peers group before they reach 13.Isolated events, (43) dramatic ones, do not necessarily have a permanent (44) on a child’s behavior. Children interpret such events according to their established attitudes and previous training. Children who know they are loved can, (45) , accept the divorce of their parent’s or a parent’s early (46) . But if children feel unloved, they may interpret such events (47) a sign of rejection or punishment. In the same way, all children are not influenced (48) by toys and games, reading matter, and television programs. (49) in the case of a dramatic change in family relations, the (50) of an activity or experience depends on how the child interprets it. （42）（）
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Children model themselves largely on their parents and they do so mainly through identification. Children identify (31) a parent when they believe they have the qualities and feelings that are (32) of that parent. The things parents do and say and the (33) they do and say to them therefore strongly influence a child’s (34) . However, parents must consistently behave like the type of (35) they want their child to become.A parent’s actions (36) affect the self-image that a child forms (37) identification. Children who see mainly positive qualities in their (38) will likely learn to see themselves in a positive way. Children who observe chiefly (39) qualities in their parents will have difficulty (40) positive qualities in themselves. Children may (41) their self-image, however, as they become increasingly 42 by peers group before they reach 13.Isolated events, (43) dramatic ones, do not necessarily have a permanent (44) on a child’s behavior. Children interpret such events according to their established attitudes and previous training. Children who know they are loved can, (45) , accept the divorce of their parent’s or a parent’s early (46) . But if children feel unloved, they may interpret such events (47) a sign of rejection or punishment. In the same way, all children are not influenced (48) by toys and games, reading matter, and television programs. (49) in the case of a dramatic change in family relations, the (50) of an activity or experience depends on how the child interprets it. （40）（）
The American economic system is organized around a basically private enterprise, marketoriented economy in which consumers largely determine what shall be produced by spending their money in the marketplace for those goods and services that they want most. Private businessmen, striving to make profits, produce these goods and services in competition with other businessmen; and the profit motive, operating under competitive pressures, largely determines how these goods and services are produced. Thus, in the American economic system it is the demand of individual consumers, coupled with the desire of businessmen to maximize profits and the desire of individuals to maximize their incomes, that together determine what shall be produced and how resources are used to produce it.An important factor of a market-oriented economy is the mechanism by which consumer demands can be expressed and responded to by producers. In the American economy, this mechanism is provided by a price system, a process in which prices rise and fall in response to relative demands of consumers and suppliers offered by sellers-producers, which in turn will lower the price and permit more consumers to buy the product. Thus, price is the regulating mechanism in the American economic system.The important factor in a private enterprise economy is that individuals are allowed to own productive resources (private property), and they are permitted to hire labor, gain control over natural resources, and produce goods and services for sale at a profit. In the American economy, the concept of private property embraces not only the ownership of productive resources but also certain rights, including the right to determine the price of a product or to make a free contract with another private individual. In Paragraph 1, "the desire of individuals to maximize their incomes" means （）.
Despite their good service, most inns are less costly than hotels of（） standards.
Parents can easily come down with an acute case of schizophrenic (精神分裂症) from reading the contradictory reports about the state of the public schools. One set of experts asserts that the schools are better than they have been for years. Others say that the schools are in terrible shape and are responsible for every national problem from urban poverty to the trade deficit.One group of experts looks primarily at such indicators as test scores, and they cheer what they see: all the indicators-reading scores, minimum competency test results, the scholastic aptitude test scores-are up, some by substantial margins. Students are required to take more academic courses-more mathematics and science, along with greater stress on basic skills, including knowledge of computers. More than 40 state legislatures have mandated such changes.But in the eyes of another set of school reformers such changes are at best superficial and at worst counterproductive. These experts say that merely toughening requirements without either improving the quality of instruction or even more important, changing the way schools are organized and children are taught makes the schools worse rather than better. They challenge the nature of the test, mostly multiple choice or true or false, by which children’s progress is measured; they charge that raising the test scores by drilling pupils to come up with the fight answer does not improve knowledge, understanding and the capacity to think logically and independently. In addition, these critics fear that the get-tough approach to school reform will cause more of the youngsters at the bottom to give up and drop out. This, they say, may improve national scores but drain even further the nation’s pool of educated people.The way to cut through the confusion is to understand the different yardsticks used by different observers.Compared with what schools used to be like "in the good old days", with lots of drill and uniform requirements, and the expectation that many youngsters who could not make it would drop out and find their way into unskilled job by those yardsticks, the schools have measurably improved in recent years.But by the yardsticks of those experts who believe that the old school was deficient in teaching the skills needed in the modem world, today’s schools have not become better. These educators believe that rigid new mandates may actually have made the schools worse. The best title for this passage is （）.
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