The effect of governmental expenditures on the total economy varies with both the level of utilization of labor and capital in the economy at the time of the expenditure, and the segment of the economy which receives the expenditure. If the economy as a whole or the segment of the economy which is the focus of the expenditure is operating at capacity or close to capacity, then the expenditure's major effects will tend to be inflationary, and will not generate much employment of capital and labor. If the economy or sector is operating at much less than full employment, the expenditure will produce a genuine (non-inflationary) rise in the GNP.

　　A true measure of the effect of governmental increase in the amount of money made available, then, is not the simple dollar value of the initial injection but the cumulative effect of this injection through spending and re-spending. In the optimum case the initial expansion of income flow could be great enough to produce tax revenues in excess of the original "deficit spending" or the "tax cut", so that deficits are not only smaller than the increased GNP but are recouped. In Keynesian economics the fundamental point of government policy clearly is not budget-balancing but spending in the event of unused productive capacity and unemployment. Spending increases productivity. This productivity resulting from federal spending has overwhelmed the older economic myths of the balanced budget where government is conceived of as just another business firm.

　　中譯英4

　　許多專家認為，教學改革的當務之急是要改變現(xiàn)在的課程設置和考試辦法，不要讓孩子只知道“頭懸梁，錐刺股，死讀書，讀死書”。他們指出，教育改革的關鍵在于使全社會認識到中、小學教育的目的不只是讓學生掌握必要的知識，更應該提高學生整體素質(zhì)，特別是他們對于人生意義和社會責任這些根本性的問題要有比較深入的思考。學校要在這些方面深入研究，選擇合適的內(nèi)容和方式引導和幫助學生形成正確的觀點。如果學校只強調(diào)知識教育而忽視了人生課程的引導，那么培養(yǎng)出來的只是一批文字或者數(shù)字機器，而不是準備進入社會的預備人才。