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 (21) ____ on the individual suggest that children engage in criminal behavior (22) ____ they were not sufficiently penalized for previous misdeeds or that they have learned criminal behavior through (23) ____ with others. Theories focusing on the role of society that children commit crimes in (24) ____ to their failure to rise above their socioeconomic status (25) ____ as a rejection of middle-class values. 0O+[z9
Most theories of juvenile delinquency have focused on children from disadvantaged families, (26) ____ the fact that children from wealthy homes also commit crimes. The latter may commit crimes (27) ____ lack of adequate parental control. All theories, however, are tentative and are (28) ____ to criticism. 9|#YKO\\i
Changes in the social structure may indirectly (29) ____ juvenile crime rates. For example, changes in the economy that (30) ____ to fewer job opportunities for youth and rising unemployment (31) ____ make gainful employment increasingly difficult to obtain. The resulting discontent may in (32) ____ lead more youths into criminal behavior. 2 gLa4B-
Families have also (33) ____ changes these years. More families consist of one parent households or two working parents; (34) ____, children are likely to have less supervision at home (35) ____ was common in the traditional family (36) ____. This lack of parental supervision is thought to be an influence on juvenile crime rates. Other (37) ____ causes of offensive acts include frustration or failure in school, the increased (38) ____ of drugs and alcohol, and the growing (39) ____ of child abuse and child neglect. All these conditions tend to increase the probability of a child committing a criminal act, (40) ____ a direct causal relationship has not yet been established. Rd7[e^HSN
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38.[A] expense [B] restriction [C] allocation [D] availability {ctEjgiE
39.[A] incidence [B] awareness [C] exposure [D] popularity &' ,A2iG
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Teachers need to be aware of the emotional, intellectual, and physical changes that young adults experience. And they also need to give serious 21 to how they can best 22 such changes. Growing bodies need movement and 23, but not just in ways that emphasize competition. 24 they are adjusting to their new bodies and a whole host of new intellectual and emotional challenges, teenagers are especially self-conscious and need the 25 that comes from achieving success and knowing that their accomplishments are 26 by others. However, the typical teenage lifestyle is already filled with so much competition that it would be 27 to plan activities in which there are more winners than losers, 28 , publishing newsletters with many student-written book reviews,29 student artwork, and sponsoring book discussion clubs. A variety of small clubs can provide 30 opportunities for leadership, as well as for practice in successful 31 dynamics. Making friends is extremely important to teenagers, and many shy students need the 32 of some kind of organization with a supportive adult 33 visible in the background. q-c9YOz _
In these activities, it is important to remember that the young teens have 34 attention spans. A variety of activities should be organized 35 participants can remain active as long as they want and then go on to 36 else without feeling guilty and without letting the other participants 37. This does not mean that adults must accept irresponsibility.38 they can help students acquire a sense of commitment by 39 for roles that are within their 40 and their attention spans and by having clearly stated rules. ut6M$d4
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Comparisons were drawn between the development of television in the 20th century and the diffusion of printing in the 15th and 16th centuries. Yet much had happened 21 As was discussed before, it was not 22 the 19th century that the newspaper became the dominant pre-electronic 23, following in the wake of the pamphlet and the book and in the 24 of the periodical. It was during the same time that the communications revolution 25 up, beginning with transport, the railway, and leading 26 through the telegraph, the telephone, radio, and motion pictures 27 the 20th-century world of the motor car and the airplane. Not everyone sees that process in 28 . It is important to do so. 4}{S8fGk%
It is generally recognized, 29, that the introduction of the computer in the early 20th century, 30 by the invention of the integrated circuit during the 1960s, radically changed the process. 31 its impact on the media was not immediately 32. As time went by, computers became smaller and more powerful, and they became "personal" too, as well as 33 , with display becoming sharper and storage 34 increasing. They were thought of, like people, 35 generations, with the distance between generations much 36 . >V~q`htth
It was within the computer age that the term "information society" began to be widely used to describe the 37 within which we now live. The communications revolution has 38 both work and leisure and how we think and feel both about place and time, but there have been 39 views about its economic, political, social and cultural implications. "Benefits" have been weighed 40 "harmful" outcomes. And generalizations have proved difficult. ?DVO\ Cp
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25. [A] gathered [B] speeded [C] worked [D] picked ')#E,Y%Hq
26. [A] on [B] out [C] over [D] off -&Fxg>FrYb
27. [A] of [B] for [C] beyond [D] into .vRLK
28. [A] concept [B] dimension [C] effect [D] perspective 02X ~' To"
29. [A] indeed [B] hence [C] however [D] therefore i |>K
30. [A] brought [B] followed [C] stimulated [D] characterized 6 G"AP~|0
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32. [A] apparent [B] desirable [C] negative [D] plausible =Mq=\T
33. [A] institutional [B] universal [C] fundamental [D] instrumental ^DHFP-G?e
34. [A] ability [B] capability [C] capacity [D] faculty i;^
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