- •Государственное образовательное учреждение
- •Courts and trials (topical vocabulary)
- •Set Work
- •I. Study the above given lexical units.
- •II. Give words for the following definitions.
- •III. Translate into English:
- •Crime and punishment
- •Set Work
- •Set Work
- •Set Work
- •I. What would you have done?
- •II. Look at these statements. What do you think about them?
- •III. Look at this list of ‘crimes’. Try and rate each crime on a scale from 1-10. (1 is a minor misdemeanor, 10 is a very serious crime.) They are in no order.
- •IV. Compare your list with another student’s. Which of you would be the harsher judge? Which would be the kinder?
- •Thief challenges dose of shame as punishment
- •Set Work
- •Women behind bars
- •Set Work
- •VI. State the idea behind the lines below and enlarge on it.
- •VII. Sum up the key points of the article.
- •VIII. Points for discussion.
- •Justice in los angeles
- •Set Work
- •V. Points for discussion.
- •VI. Sum up the article and single out its main points. Черное плюс белое равняется красному?
- •Set Work
- •I. Think of the best English equivalents of:
- •II. Say what you know about:
- •III. Points for discussion.
- •IV. Comment on the choice of the headline.
- •Set Work
- •VIII. Enlarge on the idea.
- •IX. Points for discussion.
- •X. Role play.
- •Set Work
- •Set Work
- •VI. Give the gist of the article.
- •VII. Points for discussion.
- •Век бы свободы не видать!
- •Set Work
- •Set Work
- •I. Say what is meant by the following words and word combinations. Reproduce the situations in which they were used.
- •II. Find in the article the English for:
- •III. Interpret the lines below.
- •IV. Comment on the author’s choice of the headline and formulate the key idea running through the article.
- •V. Points for discussion.
- •How british burglars pick their victims
- •Set Work
- •I. Master the pronunciation of the words below. Learn and translate them.
- •II. Explain what is meant by:
- •III. Look through the article for the following English equivalents of:
- •IV. State the difference between the words below. Give examples to illustrate their usage.
- •V. Translate the following sentences.
- •VI. Pete (the burglar described in the article) says he is ten stone. How many kilos is it? How many stones do you weigh?
- •VII. Interpret the idea expressed in the lines below.
- •VIII. Points for discussion.
- •A life inside
- •I. Define the following words and word combinations. Reproduce the situations in which they occur.
- •II. Scan the article for the English equivalents of:
- •III. State the difference between the words below. Give examples to illustrate their usage.
- •IV. Explain what is meant by:
- •V. Say whether you agree or disagree with the lines below.
- •Set Work
- •I. Explain the meaning of the words below. Say how they were used in the article.
- •II. Give the English equivalents of the following word combinations:
- •III. Comment on the statements below.
- •IV. Translate the following sentences.
- •V. Points for discussion.
- •VI. Speak about your stand on capital punishment as “the only way to deter criminals”. To back up either of your viewpoints use the key statements.
- •«Палач является в застенок со всеми инструментами» так добивались правды
- •Set Work
- •III. Practise the pronunciation of the words below:
- •IV. Explain what is meant by:
- •V. State the difference between the following words, give examples to illustrate their usage.
- •VI. What other arguments for and against capital punishment can you add to the list?
- •40 Тезисов в осуждение убийцы
- •Set Work
- •Set Work
- •I. Choose the correct meaning according to the passage.
- •II. Give the Russian equivalents of the following vocabulary units:
- •III. Say if the problem of capital punishment has always been vital. Back up your opinion. Как, где и за что казнят
- •Set Work
- •Set Work
- •Set Work
- •Set Work
- •Set Work
- •II. Find in the article the Russian for:
- •III. Say if you share the idea expressed in the sentences below:
- •IV. Explain the difference between:
- •V. Points for discussion.
- •VI. Render the article into English, trying to use as many words under study as you can.
- •VII. Comment on the headline and formulate the author’s message.
- •Inside the new alcatraz
- •Set Work
- •IX. Points for discussion.
- •X. Comment on the headline.
- •XI. Describe a prison for hard-core criminals, as you see it. Смертникам жизнь хуже расстрела
- •Set Work
- •Set Work
- •I. Think of the best English equivalents of:
- •II. Say what you know about:
- •State power and crime
- •Set Work
- •I. Say what is meant by the words and word combinations below:
- •II. Find in the article the English for:
- •III. Say how you understand the lines below and enlarge on the idea.
- •IV. Is it possible to oppose the demoralization of the very fundaments of the life of the nation? What is the general path of the sanitation of public life and the state itself?
- •V. Sum up the main points of the article. Какие законы нам не указ Почему россияне не верят в законы
- •Set Work
- •I. Think of the best English equivalents of:
- •II. What’s the English for?
- •The holocaust in the dock
- •Set Work
- •VII. Give the gist of the article.
- •VIII. Describe the Swiss-Nazi case and formulate the author’s vision of the problem.
- •IX. How is the Swiss-Nazi case likely to end? What’s the rub? Will justice be done at long last? the making of a suicide bomber
- •Set Work
- •I. Master the pronunciation of the words below. Learn and translate them.
- •II. Explain the meaning of the words below. Say how they were used in the article.
- •III. Look through the article for the English equivalents of:
- •IV. Say what you know about:
- •V. Write out expressions with the word “suicide” and explain what they mean.
- •VI. Say whether you agree or disagree with the following statements and enlarge on them.
- •VII. Points for discussion.
- •VIII. Do a library research on some terrorist organisation and make a short report in class. Terrorist infiltrations
- •Set Work
- •VI. Comment on the author’s choice of the headline and formulate the message.
- •VII. Points for discussion.
- •VIII. Say if you’ve read any of the books mentioned in the article. Do such kinds of books appeal to you? hacking for dollars
- •Set Work
- •I. Learn and practise the pronunciation of the words below. Translate them into Russian.
- •II. Define the computer-related word combinations used in the article. Reproduce the context in which they were used.
- •III. Find in the article the English for:
- •IV. Say what is meant by the words and word combinations below. How were they used in the article?
- •V. State the difference between the words below. Give examples to illustrate their usage.
- •VI. Clarify the idea behind the following lines.
- •VII. Outline the main points of the article and dwell upon each of them.
- •VIII. Points for discussion.
- •IX. Make up a dialogue between two cybercops. Use the words from the article.
- •Set Work
- •I. Learn the pronunciation of the words below. Translate them into Russian.
- •II. Define the words and word combinations below. Say how they were used in the article.
- •III. Scan the article for the English equivalents of:
- •IV. Look through the article for the word combinations with the word “online.” Write them out and explain what they mean.
- •V. Explain what is meant by:
- •VI. Fill in the correct preposition. Check against the text.
- •VII. Say how you understand the following lines.
- •VIII. Points for discussion.
- •Internet как инструмент совершения киберпреступлений
- •Set Work
- •I. Render the above given article into English.
- •II. Points for discussion.
- •Spyware hits business
- •Set Work
- •I. Master the pronunciation of the words below. Learn and translate them.
- •II. Explain what is meant by:
- •III. Look through the article for the English equivalents of:
- •IV. What do the following abbreviations stand for:
- •V. State the difference between the words below. Give examples to illustrate their usage.
- •VI. Add some more words to the given string.
- •VII. Fill in the correct prepositions. Check against the text.
- •VIII. Interpret the lines below.
- •IX. Points for discussion.
- •Mobile phone crime blitz launched
- •Set Work
- •Set Work
- •VI. Sum up the key points of the article.
- •VII. Points for discussion.
- •The gentleman thief
- •Set Work
- •Drugs and crime
- •Set Work
- •I. Transcribe and learn the following words:
- •II. Find out and say what is meant by:
- •III. Say what you know about the units of weight mentioned in the article. In what connections were they used?
- •IV. Reveal the difference between:
- •V. Say how you understand:
- •VI. Learn the pronunciation of the following deadly drugs.
- •VII. Give English equivalents for:
- •VIII. Answer the following questions.
- •IX. Translate the following sentences into English.
- •Наркотикам – бой…и герл
- •Set Work
- •Set Work
- •I. Define the words and word combinations below. Reproduce situations in which they occur in the article.
- •II. Look through the article for the following English equivalents:
- •III. Specify the meaning of the prefix over-. Write out the examples with this prefix from the article and explain their meaning. Think of some other examples and dwell upon them.
- •IV. Say how you understand the given lines.
- •V. Points for discussion.
- •Тяга к наркотикам ничуть не ослабла
- •Set Work
- •Set Work
- •I. Say what is meant by the following vocabulary units and in what connection they are used in the article.
- •Вам марихуаны? пожалуйста!
- •Set Work
- •Set Work
- •V. What addictive substances are mentioned in the article? In what ways are they consumed by addicts?
- •VI. Explain how you understand the following phrases:
- •VII. State the difference between the words below. Give examples to illustrate their usage.
- •VIII. Interpret the idea expressed in the given lines.
- •IX. Give the gist of the article and formulate its key idea.
- •X. Comment on the headline.
- •XI. Points for discussion.
- •A shot of sanity
- •Set Work
- •VIII. Give the gist of the article and say what you think of the idea put forward by the author.
- •IX. Points for discussion.
- •Cocaine cartel smashed
- •Set Work
- •I. Think of the best English variant to say:
- •Set Work
- •Set Work
- •I. Supply the English equivalents for the following words and word combinations:
- •Set Work
- •Set Work
- •I. What answers to the above questions does the article offer?
- •II. Scan the article for the English equivalents of the Russian words below and learn them.
- •III. Explain what is meant by:
- •IV. Make up a dialogue (based on the words from task II) between two criminologists.
- •V. Points for discussion.
- •I. Render the below article into English.
- •II. Say whether you share the author’s thesis. How it all starts inside your brain
- •Set Work
- •I. Master the pronunciation of the words below. Learn and translate them.
- •II. Define the following words and word combinations below. Reproduce the situations in which they occur.
- •III. Scan the article for the English equivalents of:
- •IV. Explain what the following abbreviations stand for.
- •V. State the difference between the words below. Give examples to illustrate their usage.
- •VI. Explain how you understand:
- •VII. Say what you know about:
- •VIII. Find in the article the evidence to support the following statements.
- •IX. Points for discussion.
- •Агрессивное поведение запрограммировано еще при рождении преступник разрушает сам себя
- •Set Work
- •VI. Sum up the main points of the article and say if you share the journalist’s stand.
- •VII. Points for discussion.
- •1. Is society or are people to blame for different misdemeanors and felonies? 2. How can people be made less aggressive? of criminals and ceos
- •Set Work
- •V. Interpret the lines below.
- •VI. Say what you know about:
- •VII. Sum up the key points of the article and formulate the author’s thesis.
- •VIII. Comment on the choice of the headline.
- •IX. Points for discussion.
- •Set Work
- •VI. Do you agree that:
- •VII. Sum up the key points of the article.
- •VIII. Points for discussion.
- •Death penalty
- •Убийство должно караться смертью!
- •Cops and robbers (and drug pushers and murderers…)
- •I. Read the following article to find out:
- •Computer hacking – high-tech crime
- •II. Find words or phrases in the text which mean the same as:
- •III. Now complete these statements by choosing the answer which you think fits best.
- •Vocabulary Tests
- •I. Crime. Put each of the following words and phrases into its correct place in the passage below.
- •II. Law breakers. Give the name of the defined law breaker.
- •III. Law breakers. Match the criminal with the definition.
- •IV. Law breakers. Choose the right answer.
- •V. Law breakers. Choose the correct answer.
- •VI. Law breakers. By moving vertically or horizontally (forwards or backwards) find twelve kinds of criminal.
- •VII. Police. Choose the right answer.
- •VIII. Trial. If you commit a crime you may be:
- •IX. Trial. Choose the right answer.
- •X. Trial. Choose the right answer.
- •XI. Punishment. Match each punishment with its description.
- •XII. Punishment. Choose the right answer.
- •XIII. Punishment. Put each of the following words and phrases into its correct place in the passage below.
- •Trial by Jury
- •XIV. Crime and punishment. Choose the right answer.
- •XV. Crime and punishment. Choose the word or phrase that best keeps the meaning of the original sentence if it is substituted for the capitalized word.
- •Vocabulary Test
- •Фантастический процесc
- •Set Work
- •Твое имя в грязи
- •Methods and measures
- •Третье место за воровство
- •Is a crime crackdown a challenge of the time?
- •Государственное образовательное учреждение высшего профессионального образования «Липецкий государственный педагогический университет»
- •398020 Г. Липецк, ул. Ленина, 42
Set Work
I. Explain what is meant by the following words and word combinations. Give their Russian equivalents. Reproduce the situations in which they were used.
A tough stand-off, to legitimize norms, to incur punishment, drug-related charges, the managerial nucleus, a draft list, to drop a lawsuit, a petty offence, a retroactive law.
II. Points for discussion.
Why do the cabinet’s liberal initiatives spoil the peaceful image of the government?
What does the first rule suggest?
What is a vital part of a presidential programme for combating the drug business?
What does the bill that came into force in May 2004 envisage as to the responsibility of drug consumers?
Why “has the ground slipped out from beneath the Committee’s feet”?
III. Speak on different stands of proponents and opponents of the above mentioned initiatives.
IV. Say who you side with.
V. Comment on the headline of the article.
Part V. Genetics and Crime.
ARE CRIMINALS MADE OR BORN?
Richard J. Herrnstein is a professor of psychology and James Q. Wilson a professor of government at Harvard. This article is adapted from their book “Crime and Human Nature.”
A revolution in our understanding of crime is quietly overthrowing some established doctrines. Until recently, criminologists looked for the causes of crime almost entirely in the offenders’ social circumstances. There seemed to be no shortage of circumstances to blame: weakened, chaotic or broken families, ineffective schools, antisocial gangs, racism, poverty, unemployment.
Today, sociological factors have not been abandoned, but increasingly it is becoming clear to many scholars that crime is the outcome of an interaction between social factors and certain biological factors, particularly for the offenders who, by repeated crimes, have made public places dangerous. The idea is still controversial, but increasingly, to the old question “Are criminals born or made?” the answer seems to be: both. The causes of crime lie in a combination of predisposing biological traits channeled by social circumstance into criminal behavior. The traits alone do not inevitably lead to crime; the circumstances do not make criminals of everyone; but together they create a population responsible for a large fraction of America’s problem of crime in the streets.
As far as the records show, crime everywhere and throughout history is disproportionately a young man’s pursuit.
It is easy to imagine purely social explanations for the effects of age and sex on crime. Boys in many societies are trained by their parents and the society itself to play more roughly and aggressively than girls. Boys are expected to fight back, not to cry, and to play to win. Likewise, boys in many cultures are denied adult responsibilities, kept in a state of prolonged dependence and confined too long in schools that many of them find unrewarding. For a long time, these factors were thought to be the whole story.
However, human aggression has been directly tied to sex hormones, in experiments on athletes engaging in competitive sports and on prisoners known for violent or domineering behavior. No single line of evidence is decisive and each can be challenged, but all together they convinced Drs. Maccoby and Jacklin, as well as most specialists on the biology of sex differences, that the sexual conventions that assign males the aggressive roles have biological roots.
That is also the conclusion of most researchers about the developmental forces that make adolescence and young adulthood a time of risk for criminal and other nonconventional behavior. This is when powerful new drives awaken, leading to frustrations that foster behavior unchecked by the internalized prohibitions of adulthood. The result is usually just youthful rowdiness, but, in a minority of cases it passes over the line into crime.
The most compelling evidence of biological factors for criminality comes from two studies – one of twins, the other of adopted boys.
There have been about a dozen studies of criminality using twins. More than 1,500 pairs of twins have been studied in the United States, the Scandinavian countries, Japan, West Germany, Britain and elsewhere, and the result is qualitatively the same everywhere. Identical twins are more likely to have similar criminal records than fraternal twins.
In the US a similar result has recently been reported by David Rowe, a psychologist at the University of Oklahoma, using questionnaires instead of official records to measure criminality. Twins in high school in almost all the school districts of Ohio received questionnaires by mail, with a promise of confidentiality as well as a small payment if the questionnaires were filled out and returned. The twins were asked about their activities, including their delinquent behavior, about their friends and about their co-twins. The identical twins were more similar in delinquency than the fraternal twins. In addition, the twins who shared more activities with each other were no more likely to be similar in delinquency than those who shared fewer activities.
No single method of inquiry should be regarded as conclusive. But essentially the same results are found in studies of adopted children. The idea behind such studies is to find a sample of children adopted early in life, cases in which the criminal histories of both adopting and biological parents are known. Then, as the children grow up, researchers can discover how predictive of their criminality are the family histories of their adopting and biological parents. Recent studies show that the biological family history contributes substantially to the adoptees’ likelihood of breaking the law.
Both the twin and adoption studies show that genetic contributions are not alone responsible for crime – there is, for example, some increase of criminality among boys if their adopted fathers are criminal even when their biological parents are not, and not every co-twin of a criminal identical twin becomes criminal himself. Although it appears, on average, to be substantial, the precise size of the genetic contribution to crime is probably unknowable, particularly since the measures of criminality itself are now so crude.
No one believes there are “crime genes,” but there are two major attributes that have, to some degree, a heritable base and that appear to influence criminal behavior. These are intelligence and temperament. Hundreds of studies have found that the more genes people share, the more likely they are to resemble each other intellectually and temperamentally.
Criminologists have long known about the correlation between criminal behavior and I.Q., but many of them have discounted it for various reasons. Some have suggested that the correlation can be explained away by the association between low socioeconomic status and crime, on the one hand, and that between low I.Q. and low socioeconomic status, on the other. These criminologists say it is low socioeconomic status, rather than low I.Q., that fosters crime. Others have questioned whether I.Q. tests really measure intelligence for the populations that are at greater risk for breaking the law. The low scores of offenders, the argument goes, betray a culturally deprived background or alienation from our society’s values rather than low intelligence. Finally, it is often noted that the offenders in some studies have been caught for their crimes. Perhaps the ones who got away have higher I.Q.s.
If I.Q. and criminality are linked, what may explain the link? There are several possibilities. One is that low scores on I.Q. tests signify greater difficulty in grasping the likely consequences of action or in learning the meaning and significance of moral codes. Another is that low scores, especially on the verbal component of the test, mean trouble in school, which leads to frustration, thence to resentment, anger and delinquency. Still another is that persons who are not as skillful as others in expressing themselves verbally may find it more rewarding to express themselves in ways in which they will do better, such as physical treat or force.
For some repeat offenders, the predisposition to criminality may be more a matter of temperament than intelligence. Impulsiveness, insensitivity to social mores, a lack of deep and enduring emotional attachments to others and an appetite for danger are among the temperamental characteristics of high-rate offenders. Temperament is, to a degree, heritable, though not as much so as intelligence. All parents know that their children, shortly after birth, begin to exhibit certain characteristic ways of behaving – they are placid or fussy, shy or bold. Some of the traits endure, among them aggressiveness and hyperactivity, although they change in form as the child develops. As the child grows up, these traits, among others, may gradually unfold into a disposition toward unconventional, defiant or antisocial behavior.
Premature infants or those born with low birth weights have a special problem. These children are vulnerable to any adverse circumstances in their environment – including child abuse – that may foster crime. Although nurturing parents can compensate for adversity, cold or inconsistent parents may exacerbate it. Prematurity and low birth weight may result from poor prenatal care, a bad diet or excessive use of alcohol or drugs. Whether the bad care is due to poverty, ignorance or anything else, here we see criminality arising from biological, though not necessarily genetic, factors. It is now known that these babies are more likely to be the victims of child abuse.
Traits that foreshadow serious, recurrent criminal behavior have been traced all the way back to behavior patterns such as hyperactivity and unusual fussiness, and neurological signs such as atypical brain waves or reflexes. In at least a minority of cases, these are detectable in the first few years of life. Some of the characteristics are sex-linked. There is evidence that newborn females are more likely than newborn males to smile, to cling to their mothers, to be receptive to touching and talking, to be sensitive to certain stimuli, such as being touched by a cloth, and to have less upperbody strength. Mothers certainly treat girls and boys differently, but the differences are not simply a matter of the mother’s choice – female babies are more responsive than male babies to precisely the kind of treatment that is regarded as “feminine.” When adults are asked to play with infants, they play with them in ways they think are appropriate to the infants’ sexes. But there is also some evidence that when the sex of the infant is concealed, the behavior of the adults is influenced by the conduct of the child.
Some people worry that any claim that biological factors influence criminality is tantamount to say that the higher crime rate of black compared to white Americans has a genetic basis. But no responsible work in the field leads to any such conclusion. The data show that of all the reasons people vary in their crime rates, race is far less important than age, sex, intelligence and the other individual factors that vary within races.
The intense reaction to the study of biological factors in crime, we believe, is utterly misguided. In fact these discoveries, far from implying that “criminals are born” and should be locked up forever, suggest new and imaginative ways of reducing criminality by benign treatment. The opportunity we have is precisely analogous to that which we had when the biological bases of other disorders were established. Mental as well as physical illness – alcoholism, learning disabilities of various sorts, and perhaps even susceptibilities to drug addiction – now seem to have genetic components. In each case, new understanding energized the search for treatment and gave it new direction. Now we know that many forms of depression can be successfully treated with drugs; in time we may learn the same of Alzheimer’s disease. Alcoholics are helped when they understand that some persons, because of their predisposition toward addiction to alcohol, should probably never consume it at all. A chemical treatment of the predisposition is a realistic possibility. Certain types of slow learners can already be helped by special programs.
Crime, admittedly, may be a more difficult program. So many different acts are criminal that it is only with considerable poetic license that we can speak of “criminality” at all. The bank teller who embezzles $500 to pay off a gambling debt is not engaging in the same behavior as a person who takes $500 worth of damage by drunkenly driving his car into a parked vehicle. Moreover, crime, unlike alcoholism or dyslexia, exposes a person to a formal condemnation of society and the possibility of imprisonment. We naturally and rightly worry about treating all “criminals” alike, or stigmatizing persons whom we think might become criminal by placing them in special programs designed to prevent criminality.
There is also a case for redirecting research into the causes of crime in ways that take into account the interaction of biological and social factors. It took years of patiently following the life histories of many men and women to establish the linkages between smoking or diet and disease; it will also take years to unravel the complex and subtle ways in which intelligence, temperament, hormonal levels and other traits combine with family circumstances and later experiences in school and elsewhere to produce human character.
Richard J. Herrnstein and James Q. Wilson
/from New York Times Magazine, August 4, 1985/