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A．bringingB．obtainingC．gainingD．purchasing
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There are many ways of dealing with offenders that do not involve the payment of money. One is probation, a system that takes many different forms in different jurisdictions but that essentially involves the suspension of sentence on the offender subject to the condition that he is supervised while living in the community by a probation officer and possibly agrees to comply with such other requirements as the court many think appropriate. Usually, if the offender complies with the probation order and commits no further offense while it is in force, no other penalty is imposed, but if he breaks the requirement of the order or commits another offense, he can be brought back before the court and punished for the original offense as well as the later one. In many U.S. states probation is combined with a suspended sentence, so that the sentence the offender will have to serve if he breaks the order is fixed in advance; in England the sentence is not fixed in advance, and the court has complete discretion if there is a breach to sentence the offender for the original crime in light of his later behaviour English law allows suspended sentence of of imprisonment for a specified period (not more than two years), on condition that the offender commit no further offense during the period of suspension. This is different from a probation order, as no supervision is required and no other conditions may be included in the order.
Other alternatives to prison are based on the idea of preventing an offender from committing further offenses, without necessarily confining him in a prison. The most familiar power of this kind is that of disqualifying an offender from driving a motor vehicle or from holding a driver's license. This power is available under the laws of most countries to deal with those offenders who either commit serious driving offenses, such as driving while intoxicated, or who commit repeated but less serious offenses, such as speeding. In many countries there exists a system in which the offender is awarded a number of poims each time he commits a motoring offense; when the number of points accumulated reaches a certain figure, he is automatically disqualified for a specified period. Some countries allow courts to disqualify from driving those offenders who have used motor vehicles in commission of the crime for which they are being sentenced, with the aim of hindering the offender from committing further such offenses. Although attractive in the abstract, this seldom works well in practice, as the absence of a driver's license may well prevent an offender from finding work after release from prison; as a result he may be likely to commit further crimes. Other forms of disqualification may be imposed on offenders convicted of particular types of crimes: a fraudulent company director may be disqualified from being involved in the direction of a company, a corrupt politician may be disqualified from holding public office, or a parent who sexually abuses his children may be deprived of parental authority over them.
The first paragraph is primarily about ______.
One of the advantages of flexible working hours is that
Theories are like apples; there are good ones and there are bad ones. A good apple is flavorful and nutritious. A good theory is one that we have good reason to believe is true, or at least likely to be true. Apples have all sorts of features that are indicative of goodness and that can be used at the store for making smart choices. An apple's color, shininess, shape, and firmness are related to its flavor and food value. Similarly, theories have features that are indicative of their truth, and the task of justification is to identify these features and use them to guide choices as to which theories to believe. In this way, responsible theory choice and responsible science are not unlike responsible shopping. The big difference is that you get to go home and eat the apple and find out if you were right and it really does taste good. With theories, however, there is no feature that is the taste of truth, at least not that we get to sample. There are only features that indicate truth. You never get to go home and see unambiguously that atomic theory, for example, is true. But you do the best you can.
Theories have lots of different properties and can differ one from another in a variety of different ways. A few have been mentioned already, namely the degree of generality and hypothetical status of a theoretical claim. An account of the properties of a theory is an answer to the inquiry, "So tell me what this theory is like." There are plenty of things to say, that is, plenty of features to mention. There is the feature of how it was discovered, by whom, at what time of day. Some theories have the feature of being proposed by Einstein; some lack his feature. Some have the feature of being liked by Einstein; some don't. There are also features of the content of a theory or of its form. Being logically consistent is a feature of form. Making reference to action at a distance, or to evil spirits, or to gluons are distinct features of content. There are even pragmatic features. Some theories are likely to be money-makers; others are not.
Clearly, some of these features of theories are irrelevant to an analysis of scientific knowledge and irrelevant to doing science. We want to focus on the important features, those that meet the following two criteria. First, they must be relevant to the likelihood of the theory being true. That is, they must be reliable indicators of truth so that our seeing whether the feature is present or not will be part of our warrant for believing the theory. Some theories have the property that you learned them on a Tuesday, but that is unimportant because it is neutral to their being true or false. Some theories have the property of describing goblin maintenance men to keep the world in good working order. That's an important feature because it helps us decide whether the theory is true or false.
The second criterion of importance is that the property is something we can in fact evaluate. The information must be accessible to us if it is to be of any use. To get back to apples for a moment, even if it's true that apples with darker seeds taste better, this isn't any help there in the store where information about the seeds isn't available. Similarly, a theory about the demise of dinosaurs is true if it is an accurate picture of the past events, but the feature of being an accurate picture is not something we can evaluate. We can't see what this theory is a picture of, and so we can't assess its accuracy. Much as we would like to use accuracy-of-picture or correspondence-to-facts as features that indicate truth, information about these features is unavailable. Features that are important to the justification of theories must be both truth-conducive and accessible.
Which of the following can serve as one of the reasons to support the idea that theories are like apples？
Individuals cannot ignore the impact of automation and information-processing systems on their skills and jobs. Information technology makes obsolete, in part or in entirety, many human functions: first mechanical and repetitive tasks were affected; now clerical and paraprofessional tasks are being automated; and eventually highly skilled and some professional functions will be made unnecessary. Individuals performing these functions face the probability of shorter periods of employment and the need to adapt or change their skills. As technologies, including information technology, grow more sophisticated, their learning curves stretch or the required skills become narrower; continuing training and education are likely to become a way of life for both employee and employer. Unlike the slow, gradual evolution of human labour in past generations, present day changes are occurring rapidly and with little warning. Unless society members anticipate these effects and prepare to cope with them mentally and in practice, job dislocations and forced geographic relocations may prove traumatic for employees and their families.
The perhaps more fundamental issue of paramount long-term significance for society has to do with the well-being of the human spirit in an increasingly knowledge-intensive environment. In such an environment, knowledge is the principal and perhaps most valuable currency. The growing volume and the rate of obsolescence of knowledge compel the individual to live in the continuous presence of, and frequent interaction with, information resources and systems. Effective use of these resources and systems may be a modern definition of literacy, while the absence of such a skill may very well result in intellectual and possibly economic poverty and inequity. There is a real danger that humans, unwilling or incapable or not given access to information, may be relegated to an existence that falls short of the human potential.
The underlined word "perturb" in the first paragraph most probably means ______.
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