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. Free play has been introduced in some Japanese kindergartens in order to ()
A. broaden children’s horizon
B. cultivate children’s creativity
C. lighten children’s study load
D. enrich children’s knowledge
“维他奶”是一种以大豆为原料的液体豆制品,是在四十年代初由香港着名实业家罗桂祥发明制造的,其目的在于为贫穷的香港劳苦大众提供一种价格低廉而具有高度营养的食品。战前,维他豆品公司生产的维他奶的经营几乎是失败的,维他奶当时的推销术完全套用英式牛奶公司逐户派送鲜奶的方法。这种订户订购,每天派送的手法对外国人和西化的华人来说,是多年来的习惯,但对本地普通大众而言却十分陌生。此外,产品也不被人们接受,因为大多数香港人视豆浆为"寒凉"之物;价格也稍嫌高,因为战前香港居民收入极低。战后,百废待兴,罗桂祥决心重整旗鼓。豆品公司采用了截然不同的销售方法,只做门市,不设订户,推销员每天将维他奶用三轮车送到街区或学校门口,将其当做汽水出售.换言之,维他奶的市场定位从此改变了,由纯粹营养饮品变成汽水或解渴饮料,从此,维他奶的销售量迅速上升,成为当时香港饮料市场的主要品牌之一。从战后到七十年代初,虽然经过多次销售方法及产品本身的改良,但维他奶所标榜的仍然是罗桂祥最初的构想一——"穷人的牛奶",其广告主题一直是:低廉的价格,营养价值和健康的形象。进入七十年代,香港步人富裕阶段,廉价已不是吸引消费者的主要因素了。通过对维他奶和其他汽水消费者的观察,发现了一个有趣的现象:在大街上,凡买其他饮料者,大多数大模大样地从汽水柜中拿起来就喝,但饮维他奶的,则大多站在一旁遮遮掩掩地饮,唯恐给人家看到。另一项调查表明,在七十年代,汽水的主要顾客是十六到二十岁的年青人,而七十年代年轻人的生活方式与战后的贫苦大众显然不同.在这种情况下,维他奶作为"穷人的牛奶"的意义不大,相反它需要建立一个新的年轻消费品的形象。为此,公司推出了强大的广告攻势,主题是要把维他奶的形象年轻化,使它在主要的市场对象即年轻人的心目中是解渴提神的汽水,就像其他汽水一样与他们多姿多彩的生活息息相关,邀请当时的流行歌星,影星拍广告以达到目的,结果大获成功。 案例给我们的最大启示是()
A. 产品质量至关重要
B. 营销渠道起关键作用
C. 广告的作用极大
D. 营销策略的选择一定要与目标市场相适应