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A nonviolent offender can choose between jail and alternative sentencing.
A．Y
B．N
C．NG
答案
更多“A nonviolent offender can choose between jail and alternative sentencing.A．YB．NC．NG”相关的问题
第1题
Nonviolent conflict resolution programs work better with high school children.
A．Y
B．N
C．NG
第2题
The author cites Logan, Huggins, and Litwack for their
A．work on curriculum reform. in the public schools
B．participation in the Freedom Summer in Mississippi
C．return to the field of Afro-American history
D．research on blacks in nineteenth-century North Carolina
E．identification with nonviolent direct action
第3题
回答题。
Some African Americans
Some African Americans have had a profound impact on American society, changing many people&39;s views on race, history and politics. The following is a sampling of African Americans who have shaped society and the world with their spirit and their ideals.
Muhammad Ali (Cassius Marcellus Clay ) grew up a devout Baptist in Louisville, Kentucky, learning to fight at age 12 after a police officer suggested he learn to defend himself. Six years later, he was an Olympic boxing champion, going on to win three world heavyweight titles. He became known .as much for his swagger (趾高气扬 ) outside the ring as his movement in it, converting to Islam in 1965, changing his name to Muhammad Ali and refusing to join the US Army on religious grounds. Ali remained popular after his athletic career ended and he developed Parkinson&39;s disease, even lighting the Olympic torch at the 1996 Atlanta Olympics.
W. E. B. Du Bois (William Edward Burghardt Du Bois ) was born in 1868. This Massachusetts native was one of the most prominent, prolific intellectuals of his time. As an academic, activist and historian, Du Bois co-founded the National Association for the Advancement of Colored People (NAACP ) , edited "The Crisis" magazine and wrote 17 books, four journals and many other scholarly articles. In perhaps his most famous work, "The Souls of Black Folk", published in 1903, he predicted "the problem of 20th century (would be) the problem of the color-line".
Martin Luther King Jr. is considered one of the most powerful and popular leaders of the American civil rights movement. He spearheaded (带头；作先锋 ) a massive, nonviolent initiative of marches, sit-ins, boycotts and demonstrations that profoundly affected Americans&39; attitudes toward race relations. He was awarded the Nobel Peace Prize in 1964.
Black leader Malcolm X spoke out about the concepts of race pride and black nationalism in the early 1960s. He denounced the exploitation of black people by whites and developed a large and dedicated following, which continued even after his death in 1965. Interest in the leader surged again after Spike Lee&39;s 1992 movie "Malcolm X" was released.
In 1947, Jackie Robinson broke the color barrier by joining the Brooklyn Dodgers, becoming the first black baseball player in the U. S. major leagues. After retirement from baseball in 1957, he remained active in civil rights and youth activities. In 1962, he became the first African-American to be inducted into the Baseball Hall of Fame.
Which of the following is NOT true about Muhammad Ali？ 查看材料
A.He never served in the army
B.He learned to fight at an early age
C.His popularity decreased after his retirement from boxing
D.He loves peace
第4题
A Sense of Crisis
Around the world, governments see violence in schools as a growing problem.
The subject is on the agenda at a meeting of G8 education ministers in Japan in April, according to the European Commission, which is coordinating efforts by member governments of the European Union to deal with the issue. UNESCO, the United Nations' educational body in Paris, is preparing an action plan. And the U. S. administration is turning schools into hightech fortresses(堡垒) in its determination to defeat the problem.
Many educators, however, my governments are missing the point, which Kisa Savolainen of unesco says is that violence "is a problem of society reflected in the schools," and that schools are ill equipped to deal with the problem on their own.
Mrs. Savolainen, director of UNESCO's department for culture and peace, wondered how the situation would improve so long as some governments spend more money on prisons than schools, while domestic violence remains a daily reality for many children, or while teachers in somewhere continue to subject children to corporal punishment (体罚).
Nor does the American technological response do anything more than treat the symptoms, she said. It reinforces the idea in children's mind that "the whole structure of society is based on violence."
Karen Colvard, senior program officer with the Harry F. Guggenheim Foundation, which studies violence in societies, said that the security introduced in innercity high schools in New York and elsewhere played more to public misinformation that the worm is meaner than it actually is. She said the real issue was the poor quality of education in those schools.
"The Board of education should have other priorities," she said. "It should be paying more attention to educational issues, which will have a bigger impact in the long run."
While violence clearly is an obstacle to education, a response wholly based on security considerations creates an environment that is not conductive to learning, according to an educator in New York, Peter Lewis. In a study for the American Anthropological Association, he described the oppressive atmosphere of a typical innercity school: the crackle of guards' walkietalkies, the constant sirens and alarms, flashing strobe lights, beeps from metal detectors and the constant yelling of violent words derived from rap songs.
Nevertheless, following the killings at the Columbine High School in Littleton, Colorado, and other shootings last year, authorities in the United States are spending millions of dollars on alarm and video systems, metal detectors, physical barriers and uniformed guards—money that many educators say would have been better spent on teachers, books and better buildings.
Some educators also advocate counseling and tutoring programs, or childcare programs to prevent young students from being left on their own for hours.
Francois Marchand, president of a French institute for research into nonviolent resolution of conflict, recommends that children should be encouraged to understand aggressive instincts through role playing, which American educators call "peer mediation (调解)." The children "have to be caught young," Mr. Marchand said. "By the time they get to high school, it becomes not impossible, but a lot more difficult."
But there is considerable debate about the value of such conflict resolution programs. Some teachers believe they help institutionalize violence and are yet another distraction from the main business of teaching.
Governments do not .seem to know how to deal with the crisis, which affects both rich countries and poor. If there is conflict or violence in society, it will inevitably be reflected in the schools.
Mrs. Savolainen said there is some promise in a multipronged (多方面的) approach in th
A．Y
B．N
C．NG
