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【简答题】

Rapid Police Response Police departments in the United States and Canada see it as central to their role that they respond to calls for help as quickly as possible. This ability to react fast has been greatly improved with the aid of technology. The telephone and police radio, already long in use, assist greatly in the reduction of police response time. In more recent times there has been the introduction of the ’’911’’ emergence system, which allows the public easier and faster contact with police, and the use of police computer system, which assist police in planning patrols and assigning emergency requests to the police officers nearest to the scene of the emergency. An important part of police strategy, rapid police response is seen by police officers and the public alike as offering tremendous benefits. The more obvious ones are the ability of police to apply first-aid life-saving techniques quickly and the greater likelihood of arresting people who may have participated in a crime. It in identifying those who witnessed an emergency or crime, as well as in collecting evidence. The overall reputation of a police department, too, is enhanced if rapid response is consistent, and this in itself promotes the prion of crime. Needless to say, rapid response offers the public some degree of satisfaction in its police force. While these may be the desired consequences of rapid police response, actual research has not shown it to be quite so beneficial. For example, it has been demonstrated that rapid response leads to a greater likelihood of arrest only if responses are on the order of 1-2 minutes after a call is received by the police. When response times increase to 3-4 minutes — still quite a rapid response — the likelihood of an arrest is substantially reduced. Similarly, in identifying witnesses to emergencies or crimes, police are far more likely to be successful if they arrive at the scene no more than four minutes, on average, after receiving call for help. Yet both police officers and the public define "rapid response" as responding up to 10-12 minutes after calling the police for help. Should police assume all the responsibility for ensuring a rapid response Studies have shown that people tend to delay after an incident occurs before contacting the police. A crime victim may be injured and thus unable to call for help, for example, or no telephone may be available at scene of the incident. Often, however, there is no such physical barrier to calling the police. Indeed, it is very common for crime victims to call their parents, their minister, or even their insurance company first. When the police are finally called in such case, the effectiveness of even the most rapid of responses is greatly diminished. The effectiveness of rapid response also needs to be seen in light of the nature of the crime. For example, when someone rings the police after discovering their television set has been stolen from their home, there is little point, in terms of identifying those responsible for the crime, in ensuring a very rapid response. It is common in such burglary or theft cases that the victim discovers the crime hours, days, even weeks after it has occurred. When the victim is directly involved in the crime, however, as in the case of a robbery, rapid response, provided the victim was quickly able to contact the police, is more likely to be advantageous. Based on statistics comparing crimes that are discovered and those in which the victim is directly involved, Spelman and Brown (1981) suggest that three in four calls to police need not be met with rapid response. It becomes clear that the importance of response time in collecting evidence or catching criminals after a crime must be weighed against a variety of factors. Yet because police department officials assume the public strongly demands rapid response, they believe that every call to the police should be met with it. Studies have shown, however, that while the public wants quick response, more important is the information given by the police to the person asking for help. If a caller is told the police will arrive in five minutes but in fact it takes ten minutes or more, waiting the extra time can be extremely frustration. But if a caller is told he or she will have to wait 10 minutes and the police indeed arrive within that time, the caller is normally satisfied. Thus, rather than emphasizing rapid response, the focus of energies should be on establishing realistic expectations in the caller and every attempt to meet them. If the police fail to arrive in time, the caller will feel________.

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【单选题】Passage One Questions 11 to 14 are based on the following passage:

A.
The raid had been photographed by hidden cameras.
B.
Some watchman had seen the raid.
C.
The bank teller proved that Joe was the robber.
D.
Some monitors had been installed nearby.

【单选题】The three main types of secondary education in the United States have been provided by the Latin grammar school, the academy, and the public high school. The first of these was a colonial institution....

A.
European educational systems are not good
B.
as high schools developed in the United States, the decision was made to make them responsible to people from all classes of society
C.
there was an aristocratic and selective principle in the European educational tradition
D.
public high schools in the United States embraced the European educational tradition

【单选题】Passage One Questions 26 to 29 are based on the passage you have just heard. Passage OneQuestions 26 to 29 are based on the passage you have just heard.

A.
It may attract more and more investment to the states.
B.
It brings the states more freedom for education reform.
C.
It helps the states compete for federal financial support.
D.
It makes American students more and more competitive.

【单选题】患者,女性,48岁,拟行回肠膀胱成形术,有关手术的不恰当考虑是()

A.
手术时间可能很长
B.
内脏手术范围较广,失血较多
C.
内脏显露时间过久,液体蒸发亦不少
D.
术中对输血、输液必须非常注意
E.
由于回肠膀胱都在下腹部,因此采用低位硬膜外麻醉即可满足手术要求

【单选题】20() A.idle B.rare C.passive D.stymied

A.
Dear Sally,
B.
I write this report to give a brief account of German economy. Please read through it and make any comment as you like. Thanks!
C.
Bob
D.
WHAT’S PUTTING A DAMPER ON GROWTH
E.
Recovery in Germany will remain halting through the year. The economy barely grew in the first quarter after two quarters of (19) , and while export-oriented businesses are making headway, domestic demand remains (20) The economy will struggle to grow 1% this year.
F.
Both consumer spending and business investment (21) in the first quarter, and neither is gaining (22) in the second. Retail sales in May fell for the second month in a row, as May unemployment posted the largest rise in five years. The jump resulted in (23) from new legislation, strike activity and holidays but it also (24) a large number of job losers and poorer (25) of finding a job. Economic growth won’t be strong enough to improve the labor market significantly until next year.
G.
Business (26) is improving slowly. The closely watched (27) from the IFO institute dropped in June, and attitudes are mixed. Big exporters seem more (28) , but builders and retailers are more (29) On June 24, Germany’s retail trade association (30) its sales forecast for this year.
H.
On the plus side, weak domestic demand and falling oil prices are (31) inflation and delaying the urgency for the European Central Bank to raise interest rates. The euro’s 12% rise vs. the dollar since February is an additional inflation dampener.
I.
Eventually, rising exports will (32) capital spending, and consumers will benefit from rising pay -- helped by recent wage (33) -- along with low inflation and interest rates and planned tax cuts. But that is next year’s story.

【单选题】The three main types of secondary education in the United States have been provided by the Latin grammar school, the academy, and the public high school. The first of these was a colonial institution....

A.
enactment of the first state-wide public high-school law
B.
founding of the Latin Grammar School in Boston
C.
establishment of the English classical School in Boston
D.
year when Massachusetts made free public education compulsory after the eighth grade