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.

　　中译英4

　　许多专家认为，教学改革的当务之急是要改变现在的课程设置和考试办法，不要让孩子只知道“头悬梁，锥刺股，死读书，读死书”。他们指出，教育改革的关键在于使全社会认识到中、小学教育的目的不只是让学生掌握必要的知识，更应该提高学生整体素质，特别是他们对于人生意义和社会责任这些根本性的问题要有比较深入的思考。学校要在这些方面深入研究，选择合适的内容和方式引导和帮助学生形成正确的观点。如果学校只强调知识教育而忽视了人生课程的引导，那么培养出来的只是一批文字或者数字机器，而不是准备进入社会的预备人才。