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  3. A Bullying can take a variety of forms, from the verbal—being taunted or called hurtful names—to the physical—being kicked or sh

A Bullying can take a variety of forms, from the verbal—being taunted or called hurtful names—to the physical—being kicked or sh

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问题     A Bullying can take a variety of forms, from the verbal—being taunted or called hurtful names—to the physical—being kicked or shoved—as well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.
    Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimized pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offenses.
    Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. "There is no bullying at this school" has been a common refrain, almost certainly untrue. Fortunately more schools are now saying: "There is not much bullying here, but when it occurs we have a clear policy for dealing with it."
    Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 2012, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behavior in Post-Primary Schools was published in 2013. Third, there is evidence that these materials work, and that schools can achieve something.
    This comes from carefully conducted "before and after" evaluations of interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying.
Which is not the reason for changes of schools’ attitude toward bullying?
选项 A、Schools are awareness of the severity of school bullying.
B、There are some resources to help to tackle bullying in Britain.
C、The government has taken compulsory measures.
D、Schools can make progress in dealing with bullying.
答案C
解析 本题题干关键词是reason for changes，答案线索可以定位到第四段。根据第四段第一、二句，有三个原因导致这一变化，第一是对霸凌问题严重性的认识 (are awareness of the severity of the problem)，因此选项A与原文表达相同含义。根据第四段第三句，英国有一些帮助处理霸凌问题的资源(…resources to help tackle bullying have become available In Britain)，因此选项B与原文一致。选项D中的make progress与原文第三点中的achieve something属于同义替换，都表明学校在处理霸凌问题上可以有所作为。第四段第四、五句话只提到，英国相关部门出版了反霸凌的材料，但这些不是要求学校反霸凌的强制措施，因此选项C不是学校态度发生改变的原因，故为正确答案。第四段：处理霸凌问题有所进步的三个原因。
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