It being not only possible but even easy to predict which ten-year-old boys are at greatest risk of growing up to be persistent offenders, what are we doing with the information? Just about the last thing that we should do is to wait until their troubles have escalated in adolescence and then attack them with the provisions of the new Criminal Justice Bill.
If this bill becomes law, magistrates will have the power to impose residential care orders. More young people will be drawn into institutional life when all the evidence shows that this worsens rather than improves their prospects. The introduction of short sharp shocks in detention centers will simply give more young people a taste of something else they dont need; the whole regime of detention centers is one of toughening delinquents, and if you want to train someone to be anti-establishment, I cant think of a better way to do it, says the writer of this report.
The Cambridge Institute of Criminology comes up with five key factors that are likely to make for delinquency: a low income family a large family, parents deemed by social workers to be bad at raising children, parents who themselves have a criminal record, and low intelligence in the child. Not surprisingly, the factors tend to overlap. Of the 63 boys in the sample who had at least three of them when they were ten, half became juvenile delinquentscompared with only a fifth of the sample as a whole.
Three more factors make the prediction more accurate: being judged troublesome by teachers at the age of ten, having a father with at least two criminal convictions and having another member of the family with a criminal record. Of the 35 men who had at least two of these factors in their background 18 became persistent delinquents and 8 more were in trouble with the law.
Among those key factors, far and away the most important was having a parent with a criminal record, even if that had been acquired in the distant past, even though very few parents did other than condemn delinquent behavior in their children.
The role of the schools emerges as extremely important. The most reliable prediction of all on the futures of boys came from teachers ratings of how troublesome they were at the age of ten. If the information is there in the classroom there must be a response that brings more attention to those troublesome children: a search for things to give them credit for other than academic achievement, a refusal to allow them to go on playing truant, and a fostering of ambition and opportunity which should start early in their school careers.
1.According to the author, delinquency should be tackled ___.
A.before adolescence
B.during institutional treatment
C.during adolescence
D.when the problem becomes acute
2.The number of young offenders could be reduced by the way of ___.
A.new legal measures
B.better residential care
C.brief periods of harsh punishment
D.examination of their backgrounds
3.What is the outcome result of putting young offenders into detention centers?
A.They become more violent
B.They receive useful training
C.They become used to institutions
D.They turn against society
4.Ten-year-old children likely to become offenders are usually___.
A.spoilt children from small families.
B.bright children in a poor family.
C.dull children with many brothers and sisters.
D.children whose parents have acquired wealth dishonestly.
5.The writer concludes that potential offenders could be helped by ___.
A.spending more time at school
B.more encouragement at school
C.more activities outside school
D.stricter treatment from teachers
参考答案:ADDCB
牛津实用英语语法:113 构成各种时态的形式及用法
牛津实用英语语法:68 you,one和they作不定代词
牛津实用英语语法 74指人的限定性关系从句
牛津实用英语语法:94 at,in; in,into; on,onto
牛津实用英语语法:107 助动词:形式与句型
牛津实用英语语法:117 it is和there is的比较
牛津实用英语语法:100 动词的分类
牛津实用英语语法:99 介词/副词
牛津实用英语语法:98 介词后的动名词
牛津实用英语语法:131 请求许可
牛津实用英语语法:101 主动态动词的主要变化
牛津实用英语语法:105 否定疑问式
牛津实用英语语法:96 介词与形容词、分词连用
牛津实用英语语法:87 介词的位置
牛津实用英语语法:136 can和 be able的各种形式
牛津实用英语语法:97 动词和介词
牛津实用英语语法 58 what的用法
牛津实用英语语法:95 above, over, under, below, beneath等
牛津实用英语语法:119 have+宾语+过去分词
牛津实用英语语法:114 be+不定式
牛津实用英语语法:133 may/might+完成式
牛津实用英语语法:110 附加疑问
牛津实用英语语法:103 各种时态的否定形式
牛津实用英语语法:88 间接宾语前to和for的省略
牛津实用英语语法:116 there is/are/was/were等
牛津实用英语语法:82 连接性关系从句
牛津实用英语语法:138 could+完成式
牛津实用英语语法:130 could或 was/were allowed to
牛津实用英语语法:118 构成各种时态的形式及用法
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