题目内容
In the name of "zero tolerance," our schools are treating innocent children like criminals. "Zero Tolerance" In High Schools On a chilly December morning in Houston, Eddie Evans’’s 12-year-old son hurried out the door in shirt sleeves on his way to the bus stop. Feeling the cold, he ducked back into his house to quickly grab a jacket. It wasn’’t until he’’d gotten inside the school building that he remembered his three-inch pocketknife was still in his coat. Why would a sixth-grader carry a knife Because he was a Boy Scout and he’’d brought it to his last Scout meeting. After asking a friend what he should do, the boy decided to keep quiet and hide the knife in his locker until the end of the day. But his friend mentioned the knife to a teacher, and school officials called the police. That afternoon, cops arrested the Evans child and took him to a juvenile detention center. "From that point on, my family’’s life was flipped on its head," the boy’’s father says. The boy was suspended from school for 45 days and enrolled in an alternative school for juvenile offenders. Evans says the place was like a boot camp, where his son—a good student, a youth leader in his church and a First Class Boy Scout—was so miserable he talked about suicide. This is yet another chapter in the ongoing madness that is America’’s "zero tolerance" craze. Schools nowadays are wildly overreacting to any behavior with a whiff of danger or controversy. Some of these policies were a response to rising teen drug use and high-profile school shootings (such as the massacre at Columbine High School in 1999), which led to a wave of tough federal, state and local laws dealing with drugs and guns. But they’’ve been applied to everything from typical rowdy (粗野的) behavior to innocent missteps. According to a report issued by the Justice Policy Institute in Washington, D.C.: --A 17-year-old in Richmond, Illinois, shot a paper clip with a rubber band, missing his target but hitting a cafeteria worker instead. He was expelled. --A 12-year-old in Ponchatoula, Louisiana, diagnosed with a hyperactivity disorder, told others in a lunch line not to eat all the potatoes, or "I’’m going to get you." Turned in by the lunch monitor, he was referred by the principal to the police, who charged the boy with making "terroristic threats." The kid spent several weeks in a juvenile detention (拘留) center. --A 13-year-old in Denton County, Texas, was assigned in class to write a "scary" Halloween story. He concocted (编造) one that involved shooting up a school, which got him a visit from police—and six days in jail before the courts confirmed that no crime had been committed. "Zero tolerance has been implemented mindlessly," says education professor Cecil Reynolds of Texas A&M University. "Anytime you take something as complex as the way children behave and apply something simplistic to it, you can’’t be doing a good job." Schools Are Overreacting Take a recent case of "sexual harassment" in a Hagerstown, Maryland, elementary school. Now, sexual harassment is serious business. But what if I told you the suspect in this case was still trying to master the alphabet Last December a five-year-old boy pinched the behind of a girl in his kindergarten class and was cited for harassment. As the boy’’s father told a local newspaper, "He knows nothing about sex." But school officials said that the pinch fell under the Maryland Department of Education’’s definition of sexual harassment and that a tough response would be a learning experience for the child. The incident will stay in the young boy’’s file for as long as he remains at the school. And he’’s not even the first to be treated this way: According to Maryland state data, 15 kindergartners were suspended for sexual harassment in the 2005-2006 school year. Cases like these might be one reason the American Psychological Association says zero tolerance policies are having a harmful effect on our kids. When the APA studied such policies last year, it found that kids actually feel less safe and have lower academic performance in schools with high suspension or expulsion rates (and that’’s even if you take other factors, like local income levels, into account). The APA also found that suspending students under zero tolerance rules makes it more likely they’’ll be disruptive in the future. "Educators should have zero tolerance for the behavior but not zero common sense for the consequences," says Tom Hutton, an attorney for the National School Boards Association. And one consequence, a Virginia attorney told the American Bar Association’’s journal, is that "kids are not going to respect teachers and administrators who cannot appreciate the difference between a plastic knife and a switchblade." The good news is that some parents have been fighting back. Eddie Evans, for one, didn’’t take what happened to his son lying down. He contacted everyone from the governor to his state legislators. He organized a parents’’ group, complete with its own website, called Texas Zero Tolerance. Soon he was testifying at the state capitol to reform Texas’’s inflexible zero tolerance laws. In 2005 Gov. Rick Perry signed a law that would give special consideration to whether students with weapons had any intent to cause harm or were acting in self-defense. Present at me ceremony: Eddie Evans and his son. "Get involved in the political process," Evans now urges other parents, "because if you remain silent, the system will not change." His family had the courage and tenacity to say, Enough! Now, how about the rest of us Evans’’s 12-year-old son was suspended from school because________.
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案例分析题In this section you will find after each of the passages a number of questions or unfinished statements about the passage, each with 4 (A, B, C and D) choices to complete the statement. You must choose the one which you think fits best. The time for this section is 75 minutes.questions 1-5 are based on the following passage.Non-indigenous (non-native) species of plants and animals arrive by way of two general types of pathways. First, species having origins outside the United States may enter the country and become established either as free-living populations or under human cultivation-for example, in agriculture, horticulture, aquaculture, or as pets. Some cultivated species subsequently escape or are released and also become established as free-living populations. Second, species of either US or foreign origin and already within the United States may spread to new locales. Pathways of both types include intentional as well as unintentional species transfers. Rates of species movement driven by human transformations of natural environments as well as by human mobility-through commerce, tourism, and travel-greatly exceed natural rates by comparison. While geographic distributions of species naturally expand or contract over historical time intervals (tens to hundreds of years), species-ranges rarely expand thousands of miles or across physical barriers such as oceans or mountains.Habitat modification can create conditions favorable to the establishment of non-indigenous species. Soil disturbed in construction and agriculture is open for colonization by non-indigenous weeds, which in turn may provide habitats for the non-indigenous insects that evolved with them. Human-generated changes in fire frequency, grazing intensity, as well as soil stability and nutrient levels similarly facilitate the spread and establishment of non-indigenous plants. When human changes to natural environments span large geographical areas, they effectively create passages for species movement between previously isolated locales. The rapid spread of the Russian wheat aphid to fifteen states in just two years following its 1986 arrival has been attributed in part to the prevalence of alternative host plants that are available when wheat is not. Many of these are non- indigenous grasses recommended for planting on the forty million or more acres enrolled in the US Department of Agriculture Conservation Reserve Program.A number of factors perplex quantitative evaluation of the relative importance of various entry pathways. Time lags often occur between establishment of non-indigenous species and their detection, and tracing the pathway for a long-established species is difficult. Experts estimate that non-indigenous weeds are usually detected only after having been in the country for thirty years or having spread to at least ten thousand acres. In addition, federal port inspection, although a major source of information on non-indigenous species pathways, especially for agriculture pests, provides data only when such species enter via closely-examined routes. Finally, some comparisons between pathways defy quantitative analysis-for example, which is more "important": the entry path of one very harmful species or one by which many but less harmful species enter the country It can be inferred that all of the following affect the movement of species EXCEPT（）
In the name of "zero tolerance," our schools are treating innocent children like criminals. "Zero Tolerance" In High Schools On a chilly December morning in Houston, Eddie Evans’’s 12-year-old son hurried out the door in shirt sleeves on his way to the bus stop. Feeling the cold, he ducked back into his house to quickly grab a jacket. It wasn’’t until he’’d gotten inside the school building that he remembered his three-inch pocketknife was still in his coat. Why would a sixth-grader carry a knife Because he was a Boy Scout and he’’d brought it to his last Scout meeting. After asking a friend what he should do, the boy decided to keep quiet and hide the knife in his locker until the end of the day. But his friend mentioned the knife to a teacher, and school officials called the police. That afternoon, cops arrested the Evans child and took him to a juvenile detention center. "From that point on, my family’’s life was flipped on its head," the boy’’s father says. The boy was suspended from school for 45 days and enrolled in an alternative school for juvenile offenders. Evans says the place was like a boot camp, where his son—a good student, a youth leader in his church and a First Class Boy Scout—was so miserable he talked about suicide. This is yet another chapter in the ongoing madness that is America’’s "zero tolerance" craze. Schools nowadays are wildly overreacting to any behavior with a whiff of danger or controversy. Some of these policies were a response to rising teen drug use and high-profile school shootings (such as the massacre at Columbine High School in 1999), which led to a wave of tough federal, state and local laws dealing with drugs and guns. But they’’ve been applied to everything from typical rowdy (粗野的) behavior to innocent missteps. According to a report issued by the Justice Policy Institute in Washington, D.C.: --A 17-year-old in Richmond, Illinois, shot a paper clip with a rubber band, missing his target but hitting a cafeteria worker instead. He was expelled. --A 12-year-old in Ponchatoula, Louisiana, diagnosed with a hyperactivity disorder, told others in a lunch line not to eat all the potatoes, or "I’’m going to get you." Turned in by the lunch monitor, he was referred by the principal to the police, who charged the boy with making "terroristic threats." The kid spent several weeks in a juvenile detention (拘留) center. --A 13-year-old in Denton County, Texas, was assigned in class to write a "scary" Halloween story. He concocted (编造) one that involved shooting up a school, which got him a visit from police—and six days in jail before the courts confirmed that no crime had been committed. "Zero tolerance has been implemented mindlessly," says education professor Cecil Reynolds of Texas A&M University. "Anytime you take something as complex as the way children behave and apply something simplistic to it, you can’’t be doing a good job." Schools Are Overreacting Take a recent case of "sexual harassment" in a Hagerstown, Maryland, elementary school. Now, sexual harassment is serious business. But what if I told you the suspect in this case was still trying to master the alphabet Last December a five-year-old boy pinched the behind of a girl in his kindergarten class and was cited for harassment. As the boy’’s father told a local newspaper, "He knows nothing about sex." But school officials said that the pinch fell under the Maryland Department of Education’’s definition of sexual harassment and that a tough response would be a learning experience for the child. The incident will stay in the young boy’’s file for as long as he remains at the school. And he’’s not even the first to be treated this way: According to Maryland state data, 15 kindergartners were suspended for sexual harassment in the 2005-2006 school year. Cases like these might be one reason the American Psychological Association says zero tolerance policies are having a harmful effect on our kids. When the APA studied such policies last year, it found that kids actually feel less safe and have lower academic performance in schools with high suspension or expulsion rates (and that’’s even if you take other factors, like local income levels, into account). The APA also found that suspending students under zero tolerance rules makes it more likely they’’ll be disruptive in the future. "Educators should have zero tolerance for the behavior but not zero common sense for the consequences," says Tom Hutton, an attorney for the National School Boards Association. And one consequence, a Virginia attorney told the American Bar Association’’s journal, is that "kids are not going to respect teachers and administrators who cannot appreciate the difference between a plastic knife and a switchblade." The good news is that some parents have been fighting back. Eddie Evans, for one, didn’’t take what happened to his son lying down. He contacted everyone from the governor to his state legislators. He organized a parents’’ group, complete with its own website, called Texas Zero Tolerance. Soon he was testifying at the state capitol to reform Texas’’s inflexible zero tolerance laws. In 2005 Gov. Rick Perry signed a law that would give special consideration to whether students with weapons had any intent to cause harm or were acting in self-defense. Present at me ceremony: Eddie Evans and his son. "Get involved in the political process," Evans now urges other parents, "because if you remain silent, the system will not change." His family had the courage and tenacity to say, Enough! Now, how about the rest of us What do we know from the three reports issued by the Justice Policy Institute
案例分析题Questions 11-15 are based on the following passage.Edgar Snow was a reporter and a joumalist. He was a doer, a seeker of facts. His mature years were spent in communicating to people-he was an opener of minds, a bright pair of eyes on what went on about him. Fortunately, he went to many places, knew many people, saw many things; thus he communicated from depth and involvement. Suspicious of dogma, he stated in his autobiography. "What interested me was chiefly people, all kinds of people, and what they thought and said and how they lived-rather than officials, and what they said in their interviews and handouts about whatthey people’ thought and saiD．" In writing about people and the event which shaped or misshaped their lives, his point of view was essentially honest and searching- founded on his own inquiry and resting on a body of truth perceived with vision and with compassion. His valued friend and editor, Mary Heathcote, stated that to Edgar Snow, "true professionalism meant telling the truth as one saw it, with as many of the reasons for its existence as one could find out and as much empathy as possible for the people experiencing it..."That he is remembered mostly through Red Star Over China is understandable. The accounts in that book were of international importance and the experience for the author in getting those accounts was perhaps the most significant one in his life. Though it is typical of him what, after the acclaim the book received, he commented, "I simply wrote down that I was told by the extraordinary young men and women with whom it was my privilege to live at age thirty, and from whom I learned a great deal. " That "great deal" spread from the pages of Red Star to alter the thinking of countless people—including many citizens of China who were led by it to action that drastically affected their own lives and the course of their country’s future. An awesome realization of personal responsibility also came about at this point for the young journalist, one he was cognizant of the rest of his life—the discovery, as he heard of friends and students killed in a war they had been moved to join largely because of his reports, that his writing had taken on the nature of political action and that he, as a writer, had to be personally answerable for all he wrote.There were other texts which broke through ignorance and prejudice in similar ways: Far Eastern Front, Living China, Battle for Asia, People on Our Side, Journey To the Beginning, to name some of the eleven books he produced, as well as many pages of engaged reporting—of floods and famines, of wars declared and undeclared, of human dilemmas and indignities, of unsung heroes and unheralded sacrifices-a life’s study of the impact of people and events from many lands known at first hanD．Ed represents what is best in American joumalism—as did his compatriot Agnes Smedley and Jack Belden. They dedicated to action, to communication that would help lessen the need, help correct the injustices. A main objective of theirs, because they were there and they saw, because they were internationalists with concern for human welfare, values and dignity, was to contribute to an understanding of China and the crippling burdens she bore—in a world dominated by arrogance, greed, and ignorance. According to the article, the life of Snow paralleled（）
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