题目内容
Decide which of the choices given below would best complete the passage if inserted in the corresponding blanks. Mark the best choice for each blank on your answer sheet. Many theories concerning the causes of juvenile delinquency (crimes committed by young people) focus either on the individual or on society as the major contributing influence. Theories (31) on the individual suggest that children engage in criminal behavior (32) they were not sufficiently penalized for previous misdeeds or that they have learned criminal behavior through (33) with others. Theories focusing on the role of society suggest that children commit crimes in (34) to their failure to rise above their socioeconomic status, (35) as a rejection of middleclass values. Most theories of juvenile delinquency have focused on children from disadvantaged families, (36) the fact that children from wealthy homes also commit crimes. The latter may commit crimes (37) lack of adequate parental control. All theories, however, are tentative and are (38) to criticism. Changes in the social structure may indirectly (39) juvenile crime rates. For example, changes in the economy that (40) to fewer job opportunities for youth and rising unemployment (41) make gainful employment increasingly difficult to obtain. The resulting discontent may in (42) lead more youths into criminal behavior. Families have also (43) changes these years. More families consist of one-parent households or two working parents (44) , children are likely to have less supervision at home (45) was common in the traditional family (46) This lack of parental supervision is thought to be an influence on juvenile crime rates. Other (47) causes of offensive acts include frustration or failure in school, the increased (48) of drugs and alcohol, and the growing (49) of child abuse and child neglect. All these conditions tend to increase the probability of a child committing a criminal act, (50) a direct causal relationship has not yet been established.
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Cooperation is the only safeguard we have against the development of neurotic tendencies. It is therefore very important that children should be trained and encouraged in cooperation, and should be allowed to find their own way amongst children of their own age, in common tasks and shared games. Any barrier to cooperation will have serious consequences. The spoilt child, for example, who has learned to be interested only in himself, will take this lack of interest in others to school with him. His lessons will interest him only in so far as he thinks he gains his teachers’ favor. He will listen only to what he considers advantageous to himself. As approaches adulthood, the result of his lack of social feeling will become more and more evident. When he first misunderstood the meaning of life, he ceased training himself for responsibility and independence. By now he is painfully ill-equipped for life’s tests and difficulties. We cannot blame the adult for the child’s early mistakes. We can only help him to remedy them when he begins to suffer the consequences. We do not expect a child who has never been taught geography to score high marks in an examination paper on the subject. Similarly, we cannot expect a child who has never been trained in cooperation to respond appropriately when tasks that demand cooperation are set before him. But all of life’s problems demand an ability to cooperate if they are to be resolved; every task must be mastered within the framework of human society and in a way that furthers human welfare. Only the individual who understands that life means contribution will be able to meet his difficulties with courage and with a good chance of Success. If teachers, parents and psychologists understand the mistakes that can be made in ascribing a meaning to life, and provided they do not make the same mistakes themselves, we can be confident that children who lack social feeling will eventually develop a better sense of their own capacities and of the opportunities in life. When they meet problems, they will not stop trying; they will not look for an easy way out, try to escape or throw the burden onto the shoulders of others; they will not demand extra consideration or special sympathy; they will not feel humiliated and seek revenge, or ask, "what is the use of life What do I get from it" They will say, "we must make our own lives. It is our own task and we are capable of performing it. We are masters of our own actions. If something new must be done or something old replaced, no one can do it but ourselves." If life is approached in this way, as a cooperation of independent human beings, there are no limits to the progress of our human civilization. It can be inferred that, in order to help children develop, teachers, parents and psychologists need to
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Cooperation is the only safeguard we have against the development of neurotic tendencies. It is therefore very important that children should be trained and encouraged in cooperation, and should be allowed to find their own way amongst children of their own age, in common tasks and shared games. Any barrier to cooperation will have serious consequences. The spoilt child, for example, who has learned to be interested only in himself, will take this lack of interest in others to school with him. His lessons will interest him only in so far as he thinks he gains his teachers’ favor. He will listen only to what he considers advantageous to himself. As approaches adulthood, the result of his lack of social feeling will become more and more evident. When he first misunderstood the meaning of life, he ceased training himself for responsibility and independence. By now he is painfully ill-equipped for life’s tests and difficulties. We cannot blame the adult for the child’s early mistakes. We can only help him to remedy them when he begins to suffer the consequences. We do not expect a child who has never been taught geography to score high marks in an examination paper on the subject. Similarly, we cannot expect a child who has never been trained in cooperation to respond appropriately when tasks that demand cooperation are set before him. But all of life’s problems demand an ability to cooperate if they are to be resolved; every task must be mastered within the framework of human society and in a way that furthers human welfare. Only the individual who understands that life means contribution will be able to meet his difficulties with courage and with a good chance of Success. If teachers, parents and psychologists understand the mistakes that can be made in ascribing a meaning to life, and provided they do not make the same mistakes themselves, we can be confident that children who lack social feeling will eventually develop a better sense of their own capacities and of the opportunities in life. When they meet problems, they will not stop trying; they will not look for an easy way out, try to escape or throw the burden onto the shoulders of others; they will not demand extra consideration or special sympathy; they will not feel humiliated and seek revenge, or ask, "what is the use of life What do I get from it" They will say, "we must make our own lives. It is our own task and we are capable of performing it. We are masters of our own actions. If something new must be done or something old replaced, no one can do it but ourselves." If life is approached in this way, as a cooperation of independent human beings, there are no limits to the progress of our human civilization. One can solve his life’s problems when he is capable of
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