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Dogs are social animals and without proper training, they will be have like wild animals. They will spoil your house, destroy your belongings, bark excessively, fight other dogs and even bite you. Nearly all behavior problems are perfectly normal dog activities that occur at the wrong time or place or are directed at the wrong thing. The key to preventing or treating behavior problems is learning to teach the dog to redirect its normal behavior to outlets that are acceptable in the domestic setting.
one of the best things you can do for your dog and yourself is to obedience train (驯服) it. Obedience training doesn’t solve all behavior problems, but it is the foundation for solving just about any problem. Training opens up a line of communication between you and your dog. Effective communication is necessary to instruct your dog about what you want it to do.
Training is also an easy way to establish the social rank order. When your dog obeys a simple request of "come here, sit," it is showing obedience and respect for you. It is not necessary to establish yourself as top dog or leader of the dog pack (群) by using extreme measures. You can teach your dog its subordinate (从属的) role by teaching it to show submission to you. Most dogs love performing tricks for you to pleasantly accept that you are in charge.
Training should be fun and rewarding for you and your dog. It can enrich your relationship and make living together more enjoyable. A well-trained dog is more confident and can more safely be allowed a grea- ter amount of freedom than an untrained animal.
The primary purpose of obedience training is to （）.

A．teach the dog to perform clever tricks
B．make the dog aware to its owner’s authority
C．provide the dog with outlets for its wild behavior
D．enable the dog to regain its normal behavior

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Edith Smith of New York was concerned about her 18-month-old daughter, Amanda The daughter did not respond when her parents spoke to her, and never react to noises. She doesn’t seem to know what is happening around her, she told the doctor. Without examining Amanda, the doctor assured Edith that her little girl was fine. But when Amanda was not talking by the time she was two, Edith and her husband became more and more anxious. (1) Finally, Edith took Amanda to an ear, nose and throat specialist, who did an auditory brain-stem response test in which clicking sounds sent through earphones are measured in the brain. This examination showed that Amanda was severely hearing-impaired in both ears. The tragedy was that late detection had delayed her language development and threatened, long-term, to hinder her growth socially. Hearing impairment is one of the most common birth defects in Asia today. (2) Dr. Andrew Smith, medical officer with the World Health organization’s Activities for Prevention of Deafness and Heating Impairment Team in Geneva, Switzerland, estimates that 5.5 million children in Asian-Pacific region are deaf or hearing-impaired. He says that the lack of awareness among parents and some physicians about hearing impairment is a major reason for late detection in children. Choy Kwee Yuen of Singapore initially did not suspect there was anything wrong with his child. At six month, Choy Jing Xian cooed and gurgled like any other baby. But when Jing Xian was eight months old, Choy became concerned. The infant would sleep through loud noises, including slaps of thunder. His doctor referred the boy to a specialist, who found that Jing Xian had a severe hearing impairment. (3) All babies up to six months old make vocal noises--it’s a natural reflex, says the specialist, It’s hard to distinguish between a three-month-old hearing baby and a three-month-old deaf baby. He also stresses that even children with moderately severe hearing loss may hear loud sounds or react to hand movements. (4) If a doctor tests a young deaf child’s hearing by ringing a bell next to his ear, he may react to the movement of hand rather than the sound. Because hearing problems are often not detected, many children muddle along until hearing screenings are given at school. They don’t know they have a problem, and their symptoms may be misinterpreted. (5) Mounting evidence shows that the longer the delay in diagnosing the problem, the more trouble the child has in developing language and social skills.