In some ways, the United States has made spectacular progress. Fires no longer destroy 18,000 buildings as they did in the Great Chicago Fire of 1871, or kill half a town of 2,400 people, as they did the same night in Peshtigo, Wisconsin. Other than the Beverly Hill Supper Club fire in Kentucky in 1977, it has been four decades since more than 100 Americans died in a fire.
But even with such successes, the United States still has one of the worst fire death rates in the world. Safety experts say the problem is neither money nor technology, but the indifference of a country that just will not take fires seriously enough. American fire departments are some of the world’s fastest and best-equipped. They have to be. The United States has twice Japan’s population, and 40 times as many fires. It spends far less on preventing fires than on fighting them. And American fire-safety lessons are aimed almost entirely at children, who die in disproportionately large numbers in fires but who, contrary to popular myth, start very few of them.
Experts say the fatal error is an attitude that fires are not really anyone’s fault. That is not so in other countries, where both public education and the law treat fires as either a personal failing or a crime. Japan has many wood houses; of the estimated 48 fires in world history, that burned more than 10,000 buildings, Japan has had 27. Penalties for causing a severe fire by negligence can be as high as life imprisonment.
In the United States, most education dollars are spent in elementary schools. But the lessons are aimed at a too limited audience; just 9 percent of all fire deaths are caused by children playing with matches.
The United States continues to rely more on technology than laws or social pressure. There are smoke detectors in 85 percent of all homes. Some local building codes now require home sprinklers. New heaters and irons shut themselves off if they are tipped.
In what aspects should the United States learn from Japan

A:Architecture and building material. B:Education and technology. C:Laws and attitude. D:All of the abov

In some ways, the United States has made spectacular progress. Fires no longer destroy 18,000 buildings as they did in the Great Chicago Fire of 1871, or kill half a town of 2,400 people, as they did the same night in Peshtigo, Wisconsin. Other than the Beverly Hill Supper Club fire in Kentucky in 1977, it has been four decades since more than 100 Americans died in a fire.
But even with such successes, the United States still has one of the worst fire death rates in the world. Safety experts say the problem is neither money nor technology, but the indifference of a country that just will not take fires seriously enough. American fire departments are some of the world’s fastest and best-equipped. They have to be. The United States has twice Japan’s population, and 40 times as many fires. It spends far less on preventing fires than on fighting them. And American fire-safety lessons are aimed almost entirely at children, who die in disproportionately large numbers in fires but who, contrary to popular myth, start very few of them.
Experts say the fatal error is an attitude that fires are not really anyone’s fault. That is not so in other countries, where both public education and the law treat fires as either a personal failing or a crime. Japan has many wood houses; of the estimated 48 fires in world history, that burned more than 10,000 buildings, Japan has had 27. Penalties for causing a severe fire by negligence can be as high as life imprisonment.
In the United States, most education dollars are spent in elementary schools. But the lessons are aimed at a too limited audience; just 9 percent of all fire deaths are caused by children playing with matches.
The United States continues to rely more on technology than laws or social pressure. There are smoke detectors in 85 percent of all homes. Some local building codes now require home sprinklers. New heaters and irons shut themselves off if they are tipped.

A:Architecture and building material. B:Education and technology. C:Laws and attitude. D:All of the above.

Of all the areas of learning the most important is the development of attitudes. Emotional reactions as well as logical thought processes affect the behavior of most people.
"The burnt child fears the fire" is one instance. Another is the rise of despots like Hitler. Both of these examples also point up the fact that attitudes stem from experience. In the one case the experience was direct and impressive, in the other case it was indirect and cumulative. The Nazis were formed largely by the speeches they heard and the books they read.
The classroom teachers in the elementary school are in a strategic position to influence attitudes. This is true partly because children acquire attitudes from those adults whose opinion they respect.
Another reason is that pupils often delve somewhat deeply into a subject in school that has only been touched upon at home or has possibly never occurred to them before. To a child who had previously acquired little knowledge of Mexico, his teacher’s method of handling such a unit would greatly affect his attitude towards Mexicans.
The media through which the teacher can develop wholesome attitudes are innumerable. Social attitudes (with special reference to races and nationalities) science matters of health and safety, the very atmosphere of the classroom--these are a few of the fertile fields for the induction of proper emotional reactions.
However, when children come to school with undesirable attitudes, it is unwise for the teacher to attempt to change their feelings by cheating or scolding them. She can achieve the proper effect by helping them obtain constructive experiences. Finally, a teacher must constantly evaluate her own attitudes, because her influence can be harmful if she has personal prejudices. This is especially true in respect to controversial issues and questions on which children should be encouraged to reach their own decisions as a result of objective analysis of all the facts.
The author advises teachers to ______.

A:correct the pupil’s incorrect attitude whenever they have B:ignore the pupil’s incorrect attitude altogether C:give the proper criticism to the pupil’s incorrect attitude D:try to use positive experience to develop proper attitude in the pupils

Of all the areas of learning the most important is the development of attitudes. Emotional reactions as well as logical thought processes affect the behavior of most people.
"The burnt child fears the fire" is one instance. Another is the rise of despots like Hitler. Both of these examples also point up the fact that attitudes stem from experience. In the one case the experience was direct and impressive, in the other case it was indirect and cumulative. The Nazis were formed largely by the speeches they heard and the books they read.
The classroom teachers in the elementary school are in a strategic position to influence attitudes. This is true partly because children acquire attitudes from those adults whose opinion they respect.
Another reason is that pupils often delve somewhat deeply into a subject in school that has only been touched upon at home or has possibly never occurred to them before. To a child who had previously acquired little knowledge of Mexico, his teacher’s method of handling such a unit would greatly affect his attitude towards Mexicans.
The media through which the teacher can develop wholesome attitudes are innumerable. Social attitudes (with special reference to races and nationalities) science matters of health and safety, the very atmosphere of the classroom--these are a few of the fertile fields for the induction of proper emotional reactions.
However, when children come to school with undesirable attitudes, it is unwise for the teacher to attempt to change their feelings by cheating or scolding them. She can achieve the proper effect by helping them obtain constructive experiences. Finally, a teacher must constantly evaluate her own attitudes, because her influence can be harmful if she has personal prejudices. This is especially true in respect to controversial issues and questions on which children should be encouraged to reach their own decisions as a result of objective analysis of all the facts.
What is the passage mainly about

A:How to develop the desired attitude in children. B:What role do emotional reactions play in education. C:How children’s attitude affect their study. D:Why undesirable attitudes are hard to eliminate.

How would you describe the writer’s attitude toward Karaoke（　）

A:She often goes, and likes it sometimes and sometimes not. B:She thinks it is not only fun, but stress relieving as well. C:She has not tried it herself so has no attitude about it. D:She feels it is a waste of time.

results avoid opinion attitude lesson

The more engaged a parent is, the more the child benefits, adds Bruce Arai. "The evidence is clear: Parental involvement is one of the most important factors in school success. "Arai cites the National Longitudinal Survey of Children and Youth, sponsored by Human Respirces Development Canada (HRDC), which is measuring all aspects of child development. "The hours children spend in class are not one element of their education," states HRDC, which says parental support, along with teacher support and a positive attitude towards school, all contribute to academic success.
A child’s academic performance by all the following factors EXCEPT

A:parental involvement. B:teacher support. C:a positive attitude towards school. D:the size of the class.

if you were to begin a new job tomorrow, you would bring with you some basic strengths and weaknesses. Success or (51) in your work would depend, to some great extent, (52) your ability to use your strengths and weaknesses to the best advantage. Of the utmost importance is your attitude. A person (53) begins a job convinced that he isn’t going to like it or is (54) that he is going to show a weakness which can only harm his Success. On the other hand, a person who is firm in his belief that he is probably as capable (55) doing the work as anyone else and who is willing to make a cheerful attempt at it possesses a certain strength of purpose. The chances are that he will do well. (56) the required skills for a particular job is strength. Lacking those skills is obviously a weakness. A bookkeeper who can’t add or a carpenter who can’t cut a straight line with a saw (57) hopeless eases. This book has been designed to help you capitalize (58) the strength and overcome the (59) that you bring to the job of learning. But in groups to measure your development, you must first (60) stock of somewhere you stand now.
As we get further along in the book, we’ll be (61) in some detail with specific processes for developing and strengthening (62) skills. However (63) begin with, you should stop (64) examine your present strengths and weaknesses in three alreas that are critical to your success or failure in school: your (65) , your reading and communication skills, and your study habits.

A:intelligence B:work C:attitude D:weakness

The writer's attitude towards laughter is

A:critical. B:doubtful. C:positive. D:negative.