Advertising to Children
（1） Not only are they easily swayed by advertising， they are also persuasive in encouraging their parents to buy a product. If a child wants something in their kid's locker， they will prod and annoy their parents until they get what they want.（2）All it takes is a little suggestion from a single advertisement to send them on their way.
（3） In a campaign entitled "Kids are the Star"， its employees were encouraged to pay special attention to children and to make sure they had a positive experience while eating at its restaurants. The reason for this， naturally， was not that the McDonald's corporation cared deeply about the well-being of children everywhere， but that the pester-power that children have is extraordinarily effective at bringing their parents back for more visits.
The way that advertisers target children is simple big， bright lights， happy people and animated characters are all that is needed to encourage children to think a certain product is something they want. （4）They do not realize that Ronald McDonald is just a guy in a Costum and make-up， and that behind the counter of every McDonald's is a bunch of kids working in uncomfortable conditions for low pay.
This poses a real moral dilemma for those who make the advertising decisions， or at least it should. （5）How do you say no to an opportunity to reach such a wide audience of children， who act as advertisers themselves when they encourage other children and their parents to buy a particular product？

Advertising to Children
（1） Not only are they easily swayed by advertising， they are also persuasive in encouraging their parents to buy a product. If a child wants something in their kid's locker， they will prod and annoy their parents until they get what they want.（2）All it takes is a little suggestion from a single advertisement to send them on their way.
（3） In a campaign entitled "Kids are the Star"， its employees were encouraged to pay special attention to children and to make sure they had a positive experience while eating at its restaurants. The reason for this， naturally， was not that the McDonald's corporation cared deeply about the well-being of children everywhere， but that the pester-power that children have is extraordinarily effective at bringing their parents back for more visits.
The way that advertisers target children is simple big， bright lights， happy people and animated characters are all that is needed to encourage children to think a certain product is something they want. （4）They do not realize that Ronald McDonald is just a guy in a Costum and make-up， and that behind the counter of every McDonald's is a bunch of kids working in uncomfortable conditions for low pay.
This poses a real moral dilemma for those who make the advertising decisions， or at least it should. （5）How do you say no to an opportunity to reach such a wide audience of children， who act as advertisers themselves when they encourage other children and their parents to buy a particular product？

Advertising to Children
（1） Not only are they easily swayed by advertising， they are also persuasive in encouraging their parents to buy a product. If a child wants something in their kid's locker， they will prod and annoy their parents until they get what they want.（2）All it takes is a little suggestion from a single advertisement to send them on their way.
（3） In a campaign entitled "Kids are the Star"， its employees were encouraged to pay special attention to children and to make sure they had a positive experience while eating at its restaurants. The reason for this， naturally， was not that the McDonald's corporation cared deeply about the well-being of children everywhere， but that the pester-power that children have is extraordinarily effective at bringing their parents back for more visits.
The way that advertisers target children is simple big， bright lights， happy people and animated characters are all that is needed to encourage children to think a certain product is something they want. （4）They do not realize that Ronald McDonald is just a guy in a Costum and make-up， and that behind the counter of every McDonald's is a bunch of kids working in uncomfortable conditions for low pay.
This poses a real moral dilemma for those who make the advertising decisions， or at least it should. （5）How do you say no to an opportunity to reach such a wide audience of children， who act as advertisers themselves when they encourage other children and their parents to buy a particular product？

Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.

Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.

Questions 16 to 20 are based on the following passage.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.