The word brand is a comprehensive term that encompasses (包含)other narrower terms. (46) A brand differentiates one sener’s products from those of competitors. A brand name consists of words, letters, and/or numbers that can be vocalized. A brand mark is the part of the brand that appears in the form of a symbol, design, or distinctive coloring or lettering. (47)
A trademark is a brand that is given legal protection because, under the law, it has been appropriated by one seller. (48) All trademarks are brands and thus include the words, letters, or numbers that can be pronounced. They may also include a pictorial design. Some people erroneously believe that the trademark is only the pictorial part of the brand.
One major method of classifying brands is on the basis of who owns them—producers or middlemen. (49)
The terms national and private have been used to describe producer and middleman brand ownership ,respectively. (50) To say that the brand of poultry (家禽)feed marketed in three states by a small Birmingham, Alabama, manufacturer is a national brand, whereas the brands of Penhey’s or Sears are private brands, stretches the meaning of the terms national and private.

• A. It is recognized by sight but may not be expressed when a person pronounces the brand name.
• B. Thus trademark is essentially a legal term.
• C. However, marketing people prefer the producer middleman terminology.
• D. A brand is a name, term, symbol, and/or special design that is intended to identify the goods or services of one seller or group of sellers.
• E. Sunbeam, Florsheim, Spalding ( athletic products), and Sara Lee are producers’brands, while Allstate, Shurfine, Sysco, Craftsman, and Penncrest are middlemen’s brands.
• F. Among various methods of classifying brands, the one based on ownership is widely accepte

Adult education is the practice of (51) and educating adults. This is often done in the workplace, or (52) "continuing education" courses at secondary schools, or at a college or university.
Educating adults differs from educating (53) in several ways. One of the most important (54) is that adults have gained knowledge and experience which can (55) add value to a learning experience or interfere 56 it.
Another important difference is that adults frequently must apply their knowledge in some (57) fashion in order to learn effectively; there must be a (58) and a reasonable expectation that the new knowledge will help them further that goal. One example, (59) in the 1990s,was the spread of computer training courses in (60) adults, most of them office workers, could enroll. These courses would (61) basic use of the operating system or specific application (62) . Because the skills (63) to interact with a PC were so new, many people (64) had been working white - collar jobs (65) ten years or more eventually took such training courses, either of their own will( to gain computer skills and thus can get higher pay) or at the request of their managers.

A:to teach B:teaches C:teaching D:teach

Adult education is the practice of (51) and educating adults. This is often done in the workplace, or (52) "continuing education" courses at secondary schools, or at a college or university.
Educating adults differs from educating (53) in several ways. One of the most important (54) is that adults have gained knowledge and experience which can (55) add value to a learning experience or interfere 56 it.
Another important difference is that adults frequently must apply their knowledge in some (57) fashion in order to learn effectively; there must be a (58) and a reasonable expectation that the new knowledge will help them further that goal. One example, (59) in the 1990s,was the spread of computer training courses in (60) adults, most of them office workers, could enroll. These courses would (61) basic use of the operating system or specific application (62) . Because the skills (63) to interact with a PC were so new, many people (64) had been working white - collar jobs (65) ten years or more eventually took such training courses, either of their own will( to gain computer skills and thus can get higher pay) or at the request of their managers.

A:by B:from C:on D:through

Adult education is the practice of (51) and educating adults. This is often done in the workplace, or (52) "continuing education" courses at secondary schools, or at a college or university.
Educating adults differs from educating (53) in several ways. One of the most important (54) is that adults have gained knowledge and experience which can (55) add value to a learning experience or interfere 56 it.
Another important difference is that adults frequently must apply their knowledge in some (57) fashion in order to learn effectively; there must be a (58) and a reasonable expectation that the new knowledge will help them further that goal. One example, (59) in the 1990s,was the spread of computer training courses in (60) adults, most of them office workers, could enroll. These courses would (61) basic use of the operating system or specific application (62) . Because the skills (63) to interact with a PC were so new, many people (64) had been working white - collar jobs (65) ten years or more eventually took such training courses, either of their own will( to gain computer skills and thus can get higher pay) or at the request of their managers.

A:children B:students C:workers D:employees

Adult education is the practice of (51) and educating adults. This is often done in the workplace, or (52) "continuing education" courses at secondary schools, or at a college or university.
Educating adults differs from educating (53) in several ways. One of the most important (54) is that adults have gained knowledge and experience which can (55) add value to a learning experience or interfere 56 it.
Another important difference is that adults frequently must apply their knowledge in some (57) fashion in order to learn effectively; there must be a (58) and a reasonable expectation that the new knowledge will help them further that goal. One example, (59) in the 1990s,was the spread of computer training courses in (60) adults, most of them office workers, could enroll. These courses would (61) basic use of the operating system or specific application (62) . Because the skills (63) to interact with a PC were so new, many people (64) had been working white - collar jobs (65) ten years or more eventually took such training courses, either of their own will( to gain computer skills and thus can get higher pay) or at the request of their managers.

A:signs B:features C:differences D:practices

Adult education is the practice of (51) and educating adults. This is often done in the workplace, or (52) "continuing education" courses at secondary schools, or at a college or university.
Educating adults differs from educating (53) in several ways. One of the most important (54) is that adults have gained knowledge and experience which can (55) add value to a learning experience or interfere 56 it.
Another important difference is that adults frequently must apply their knowledge in some (57) fashion in order to learn effectively; there must be a (58) and a reasonable expectation that the new knowledge will help them further that goal. One example, (59) in the 1990s,was the spread of computer training courses in (60) adults, most of them office workers, could enroll. These courses would (61) basic use of the operating system or specific application (62) . Because the skills (63) to interact with a PC were so new, many people (64) had been working white - collar jobs (65) ten years or more eventually took such training courses, either of their own will( to gain computer skills and thus can get higher pay) or at the request of their managers.

A:either B:neither C:both D:so