题目内容
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Social workers should learn how to()people.
A. look at
B. look into
C. look after
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更多“Social workers should learn ho…”相关的问题
Psychiatrists，psychologists，social workers and specialists on the family______.
A. are paying increased attention to man's place in the home
B. suggest that we exchange “Momism” for a “neo-popism”
C. women should receive all the credits and blames
D. men should receive all the credits and blames
(31)
A．still
B．even
C．somehow
D．however
Unwillingly to School
By Katrin Fitz Herbert
Every child with a poor school attendance record is a child in danger. At best, he is in danger of not fulfilling his educational potential; at worst, he is in danger of cruelty or neglect.
Enforced school absence in childhood is sometimes used by adults to justify their own career failure. It is difficult for a child to play truant regularly if his parents are keen for him to attend school. Much truancy is openly condoned; as for the rest, not knowing that your children play truant is equivalent to not ensuring that they are at school. It shows lack of interest in their whereabouts, apathy about their education, or inability to control them — i.e., ineffective parents...
The characteristics which lead families to reject regular schooling are likely to have other detrimental effects on the children besides educational failure. For what could make parents decide that the most widely agreed route to secure employment, social acceptance and personal satisfaction is not for them？ The first reason is a general difficulty in dealing with family responsibilities, particularly in the stressful environment of modern cities. Getting the child to school on time is too much to cope with (alarm clock, breakfast, clothes, shoes, gym clothes, lunch money). Secondly, the child’s company may comfort a depressed, isolated mother.
The school’s insistence on uniforms or other obligations and, possibly, its undisguised disapproval of an "inadequate" family, may be the last straw. Children who grow up in such families are likely to be deprived in many ways besides education.
In these families, education is written off as a waste of time. For a child growing up, this is possibly more serious than the loss of education. Habitual non-attendance can accustom children very early in their lives to rejecting the values and legal requirements of society. It is a training in deviance and anti-social behaviour which can lay the foundation for a generally deviant career. The common progression from truancy or parentally-condoned absence to juvenile crime has been reliably established.
In greatest danger of all is the child who successfully plays truant for long periods without his parents’ knowledge. His personal isolation and alienation, not just from conventional behaviour but from his own family, puts him in danger of delinquency, drugs or mental illness in later life. Truancy has been called the "kindergarten of crime", and bad school attendance spells failure and possible unemployment in later life.
It was soon realized that non-attendance was too complex and serious a problem to be dealt with by education departments alone. Much responsibility for school attendance was, therefore, transferred to social workers. This move has, on its own, however, possibly created as many problems as it has solved. This is because the seriousness with which they regard non-attendance is an issue on which social workers and workers in education differ. Social workers tend to regard it as merely one symptom of social failure which, particularly if homelessness, physical neglect, marital problems and illness are present, does not justify more attention than the rest.
Workers in education consider the other problems as all the more reason why the children concerned should have the advantage of regular schooling. The longer they stay truant, the greater are their chances of getting into further trouble. One chief education welfare officer told me: "The best form. of social service you can do for deprived children is to see that they receive education in the normal school setting."
I was given access to a few cases of nine-year-old children selected by their head teacher for causing concern due to problems arising outside school. I read their files and talked to the workers involved about how each, from his professional point of view, saw the chain of events since the initial referral. In cases concerned with school absence, this method produced a commentary of the slow progression towards stalemate which can occur when two departments with different priorities are jointly responsible for solving the same problem. For how can a decisive plan for action ever be formed if it depends on the cooperation of two people who basically disagree？
Non-attendance can so injure a child’s life chances that it deserves to be tackled by a more single-minded attack than this. A concerted policy should focus on the following areas: first, the school’s own capacity for holding the interest of pupils; second, its efficiency in registering unexplained absences; third, school-oriented social work; fourth, boarding schools; and fifth, public attitude.
The general climate of a school is obviously a powerful factor in a child’s decision to play truant, so creating an acceptable school atmosphere is one of the most challenging assignments teachers face. It must, however, be distinguished from the separate task of setting up efficient machinery for following up suspected truants. This consists of treating any unexplained absence—even lateness, which is often an indication of absence to come as serious. If the school immediately queries the first and subsequent unexplained absence, it will be much more difficult for the child to become a habitual absentee.
The school’s success in keeping non-attendance to a minimum also depends on the effectiveness of its education welfare officer, the official link between school and home. Ideally, when alerted about a suspected absence, he makes an immediate home visit to see what has gone wrong. In the first instance he may simply go to "collect excuses", gradually forming his own idea of the real reason for the child’s absence the child is bullied at school, the mother is unhappy when the child is at school, the family does not get up in time, the parents don’t know about the truancy, the child has not got a uniform, and so on. Though the officer will do what he can to alleviate any problem he stumbles on, his main interest is to get the child back to school.
Another ingredient of a general attack on chronic non-attendance should be boarding education. Every Education Welfare Officer has his core of cases of children whose parents do not believe in education; who have such psychological problems of their own that they need their children for company or who are so anti-authority that they will not hand their children over to any representatives of the "establishment" they detest. These are the parents with whom the officer, and the school or social workers get nowhere and whose children get no education to speak of, if left in their home environment.
Teachers, education welfare officers and social workers are sometimes excessively reluctant to consider boarding school. They regard it as a punitive action with a certain finality for the child. Many referrals are, therefore, made too late to be really useful. Sending a child to a boarding school should be to improve a situation which is not going well. However, everybody is so wary of it, that we tend to use it when it is really too late; when parents are ready to be relieved of a child who is a problem—thus giving the child good reason to feel rejected. When the child is still wanted, and sent to boarding school against his parents’ will, then it can really solve the problem by answering the child’s educational needs, without destroying family bonds.
Finally, the public apathy towards truancy is a positive incentive to children who have difficulties at school. The man in the street, even when knocked sideways by a diminutive footballer during school hours, merely curses and walks on. Would absence rates be any different if the public occasionally "had a go" at obvious non-attenders and encouraged them to give their teachers another chance to make school worthwhile for them？
1.Every child with poor school attendance record is unable to fulfill his educational potential and is going to suffer cruelty or neglect. ()
2.Many parents do not know that their children play truant regularly, which shows their lack of interest in their children’s education or inability to control them. ()
3.Parent’s difficulty in dealing with family responsibility is not a reason which leads families to reject regular schooling. ()
4.Habitual non-attendance can cause children reject the values and legal requirements of society very early in their lives. ()
5.Truancy or parentally-condoned absence may or may not lead to juvenile crime. ()
6.Mental illness in later life is another bad effect of truancy. ()
7.Non-attendance is such a complex and serious problem that it can’t be dealt with by education department alone. ()
8.According to this passage, the social workers and educational department didn’t cooperate very well because they disagree basically. ()
9.According to the writer, registering unexplained absence is not very effective to resolve regular non-attendance. ()
10.Unlike the parents, the teachers, social workers and education welfare officers are unwilling to send truants to boarding school in the early stage.()
Samuel Preston, a sociologist at the University of Pennsylvania, studied how the American family is changing. He reported that by the time the average American couple reaches about 40 years of age, their parents are usually still alive. The statistics show the change in lifestyles and responsibilities of aging (老龄化) Americans. The average middle-aged couple can look forward to caring for elderly parents sometime after their own children have grown up. Moreover, because people today live longer after an illness than people did years ago, family members must provide long-term care. These facts also mean that after caregivers provide for their elderly parents, who will eventually die, they will be old and may require care too. When they do, their spouses (配偶) will probably take care of them because they have had fewer children than their parents did.
Because Americans are living longer than ever, more social workers have begun to study ways of caregiving to improve the care of the elderly. They have found that all caregivers share a common characteristic; They believe that they are the best people for the job. The social workers have also discovered three basic reasons why the caregivers take on the responsibility of caring for an elderly, dependent relative. Many caregivers believe they had an obligation (职责) to help their relatives. Some think that helping others makes them feel more useful. Others hope that by helping someone now, they will deserve care when they become old and dependent.
Samuel Preston's study shows that______.
A．lifestyles and responsibilities of the elderly are not changing
B．most American couples over 40 have no living parents
C．middle-aged Americans have to take care of their children and parents at the same time
D．elderly people may need care for a long time because they live longer after an illness
Henry Ford changed the American society ______. ()
A．through great social revolution
B．through automotive technological revolution
C．through numerous mechanical inventions
D．through radical political reforms
I didn't know ______ or stay here.
A．either to go
B．whether to go
C．if to go
D．if that I should go
There are a number of factors, which determine the onset of smoking, and these are largely psychological and social. They include availability of cigarettes, curiosity, rebelliousness, appearing thought, anticipation of adulthood, social confidence, the example of parents and teachers, and smoking by friends and older brothers and sisters.
It should be much easier to prevent children from starting to smoke than to persuade adults to give up the habit once established, but in fact this has proved very difficult. The example set by people in authority, especially parents, health care workers, and teachers, is of prime importance. School roles should forbid smoking by children on the premises. This role has been introduced at Summerhill School where I spent my schooldays.
There is, however, a risk of children smoking just to rebel against the rules, and even in those schools which have tried to enforce no smoking by corporal punishment there is as much smoking as in other schools. Nevertheless, banning smoking is probably on balance beneficial. Teachers too should not smoke on school premises, at least not in front of children.
In this passage the author puts an emphasis on ______.
A．the effect of smoking among children
B．the difficulty in preventing children from smoking
C．the reasons why children start smoking among children
D．the measures to ban smoking among children
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U. S. workforce was derided as poorly educated and one of primary cause of the poor U. S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U. S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts a result of the training that U. S. workers received on the job.
More recently, while examing housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.
What is the real relationship between education and economic development？ We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After ail, that's how education got started. When our ancestors were hunters and gatherers 10, 000 years ago, they didn't have time to wonder much about anything besides finding food. only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity's productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity to the forested future. on the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.
The author holds in paragraph 1 that the important of education in poor countries ______.
A．is subject groundless doubts
B．has fallen victim of bias
C．is conventional downgraded
D．has been overestimated
They increase eyestrain due to poor screen resolution, replace a relatively cheap commodity with a more expensive one, and displace workers in print book production and traditional publishing. E-books make it easy to share data, thereby threatening copyright agreements and reducing compensation of authors, as well as creating nonbiodegradable (不可生物降解的) trash.
On the other hand, e-books save paper and trees, reduce the burden of the carrying and storing of printed books, promote self-sufficiency in learning, and make reading a collaborative experience online. They also create new jobs for writers and artists and encourage self-publishing.
In final analysis, Ohler points out, e-books should gain society's approval if a few conditions are met: make them biodegradable and recyclable, solve the problem of eye fatigue (疲劳), be sure the "have-nots" get the technology, and support e-book training in schools and business.
What is the author's purpose of writing the passage？
A．Draw people's attention to the disadvantages of e-books.
B．Call on people to reject e-books.
C．Criticize schools and business that don't provide e-books.
D．Encourage people to use e-books.
When the Civil War ended in 1865 , the Fourteenth and Fifteenth Amendments to the Constitution adopted in 1868 and 1870 granted citizenship and right to vote to blacks but not to women. Discouraged but resolved, feminists influenced more and more women to demand this right. In 1869 the Wyoming Territory had yielded to demands by feminists, but eastern states resisted more stubbornly than before. A women' s voting bill had been presented to every Congress since 1878 but it continually failed to pass until 1920, when the Nineteenth Amendment granted women the right to vote.
With what topic is the passage primarily concerned？
A．The Wyoming Territory.
B．The Fourteenth and Fifteenth Amendments.
C．Abolitionists.
D．Women's Right to Vote.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.
What is the real relationship between education and economic development？ We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.
第31题：The author holds in paragraph 1 that the importance of education in poor countries
A．is subject to groundless doubts.
B．has fallen victim of bias.
C．is conventionally downgraded.
D．has been overestimated.
