lesson Three More Crime and Less Punishment
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Unit 1 Cultural Differences文化差异In 1993, I had my first opportunity to visit Russia as a representative of the University of California. I was there to provide some technical assistance in the area of agricultural labor management. ―Russians are a very polite people,‖ I had been tutored before my arrival. One of my interpreters, once I was there, explained that a gentleman should pour the lemonade (a type of juice) for the ladies and show other courtesies to them.1993年,我作为加利福尼亚大学的代表,有了我的第一个访问俄罗斯的机会。
我在该地区的农业劳动管理区提供一些技术援助。
“俄罗斯人是很有教养的人,”我在来访之前就被这样教导过。
我一到那儿,我的一位翻译员就对我解释说,一作为一个绅士应该为女士们倒柠檬汁(一种果汁)并且向他们展示其它的礼貌礼仪。
Toward the end of my three-week trip I was invited by my young Russian host and friend Dmitri Ivanovich and his lovely wife Yielena out to dinner. At the end of a wonderful meal Yielena asked if I would like a banana. I politely declined and thanked her, and explained I was most satisfied with the meal. But the whole while my mind was racing: “What do I do? Do I offer her a banana even though they are as close to her as they are to me? What is the polite thing to do?”就在我这三周的旅行快要结束的时候,我被我的朋友,一位年轻的俄罗斯东道主,季米特里·伊万诺维奇和他美丽的妻子Yielena邀请去吃晚饭。
Unit 9 MusicIn-Class Reading Music to Your Gear参考译文音乐与开车安迪·埃利斯1 尽管音乐能使你胸中的怒气平息,但是开车时听音乐也会损害你的健康。
近期研究表明,听声音很响的音乐会严重地影响司机的注意力,而且心理学家也提醒人们,不断地在车里放这种音乐是很危险的,尤其是处于车流中或在高速公路上开车时。
2 音乐有两个极端,任何一个极端都有可能带来危险。
重金属音乐以其强烈的节奏会使人莽撞驾驶,而聆听处于另一个极端的优美的、令人舒心的音乐,会使司机过分放松,以至于丧失安全意识,陷入迷迷糊糊的欲睡状态。
3 英国汽车协会一直关注道路安全,它委托搞了一个项目,研究严重车祸与音乐之间的关系。
这项研究发现,17至25年龄段的男人是最危险、最易产生车祸的群体。
研究还发现,这个群体的人70%的开车时间都在听音乐。
4 快节奏或重金属音乐要是放得很响,会使人易怒好斗,开起车来就会冲劲十足,这种司机也就更容易去冒险。
开车的速度受到了音乐的速度和节奏的控制。
5 在试验中,给那些自愿参加实验的司机听声音很响的音乐,他们说尽管他们不一定感到非要开快车,但的确发现自己换档更快了,加速也快了,刹车更急了。
若是让这些司机听慢节奏的抒情曲,他们承认经常感到自己走神,他们在高速公路上长途开车时,至少有两位参试的司机发现自己不知不觉地在跨越车道标记。
6 这些自愿参试的司机(有些刚刚拿到驾驶执照)所发表的意见非常说明问题。
十八岁的西蒙告诉英国汽车协会,“《走出地狱的蝙蝠》里的快节奏摇滚乐真会让人送命的。
我发现自己不知不觉地越开越快。
”7 另一名自愿参试的司机一直在听ZZ Top乐队最流行的曲子,他说,“我一直在快速行驶,扯着嗓门唱歌,没有看见也没有听见那辆一直想超过我的消防车。
”8 还有些人说:“我陷入了深思”…… “人的感觉会变得麻木” …… “听不见别的汽车是个问题”,“我一直在随着音乐的节奏加快速度。
新视野大学英语book4 unit2快速阅读答案Part 4 Skimmi ng and Scanni ng (Multip le Choice + BlankFillin g)(每小题:分)Direct ions: Read the follow ing passag e and then answer the questi ons. For questi ons 1-7, choose the best answer from the four choice s marked A, B, C and D. For questi ons 8-10, comple te the senten ces with the inform at ion givenin the passag e.Questi ons 1 to 10 are basedon the follow ing passag e.Locked Away Foreve rThe Sad Case of Rebecc a FalconOne nightwhen she was just 15, Rebecc a Falcon got drunkand made the decisi on that ruined her entire life. Now, she is servin g a life senten ce withou t chance of parole (假释) at the Lowell Correc tiona l Instit ution in Ocala,Florid a. Lookin g back, Falcon faults her choice of friend s."I was like a magnet for the wrongcrowd," she says.At the time, Falcon was living with her grandm other in Panama City, Florid a. On Novemb er 19, 1997, upsetover an ex-boyfri end, she downed a largeamount of alcoho l and hailed a taxi with an 18-year-old friend. Her friend had a gun and, within minute s, the taxi driver was shot in the head. The driver, Richar d Todd Philli ps, 25, died severa l days later. Each of the teenag ers latersaid the otherhad done the shooti ng.In Falcon's case, she was foundguilty of murder, though it was neverknownprecis ely what happen ed. "It brokemy heart," says Steven Sharp, one of the people who made the decisi on to send Falcon to prison. "Toughas it is, basedon the crime,I thinkit's approp riate. Still, it's terrib le to put a 15-year-old behind bars foreve r."Falcon's case is not so uncomm on in the US, but it is rare around the world. About9,700 Americ an prison ers are servin g life senten ces for crimes they commit ted before age 18. More than a fifthhave no chance for parole. Life withou t parole is availa ble for youngcrimin als in abouta dozencountr ies, but a recent report by HumanRights Watchand Amnest y Intern ation al foundonly 12 youngcrimin als—in Israel, SouthAfrica, and Tanzan ia—servin g such senten ces. In the U.S., more than 2,200 people are servin g life withou t parole for crimes they commit ted before turnin g 18. More than 350 are 15 or younge r.Cruel& Unusua l?Youngcrimin als are servin g life terms(with or withou t the possib ility of parole) in at least48 states, accord ing to a survey by The New York Times,and theirnumber s have increa sed sharpl y in the past decade. Of thoseimpris onedin 2001, 95 percen t were male and 55 percen t were black.Is such punish mentfair for youngoffend ers? In March2005, the Suprem e Courtruledthat the deathpenalt y for crimes commit ted by people under18 violat es the Eighth Amendm ent to the Consti tutio n, whichprohib its "crueland unusua l punish ments." That mighthave surpri sed the people who agreed to the Amendm ent in 1791, many of whom foundsuch execut ionsneithe r cruelnor unusua l. But the Courtsaid that the meanin g of the Amendm ent change s with "evolvi ng standa rds of decenc y." Theirdecisi on has convin ced lawyer s and activi sts that the next legalbattle groun d in the US will be over lifesenten ces for youngcrimin als."Unform ed" Person aliti esThe Suprem e Courtruledthat youths under18 who commit terrib le crimes are less blamew orthy than adults, at leastfor purpos es of the deathpenalt y: They are less mature, more willin g to give in to peer pressu re, and theirperson aliti es are unform ed. "Even a terrib le crimecommit ted by a youngperson," Justic e Anthon y M. Kenned y conclu ded, is not "eviden ce of a hopele sslyevil charac ter."Most of thoseyouthf ul qualit ies were eviden t in Falcon, who had troubl e fittin g in at school. She is in prison for murder, meanin g she partic ipate d in a crimethat led to a killin g but was not proved to have killed anyone.Jim Applem an, the lawyer that triedto put Falcon in jail, says she does not ever deserv e to be free. He is convin ced that she shot Philli ps. "If she were a 29-year-old or a 22-year-old," he says, "I have no doubtshe wouldhave gotten the deathpenalt y."Althou gh Falcon believ es her senten ce is unfair, she says her eightyearsin prison have change d her. "A certai n amount of time beingin jail was what I needed," she says. "But the law I fell underis for people who have no hope of beingchange d for the better, career crimin als who habitu allybreakthe law, and there's just no hope for them in societ y. I'm a comple telydiffer ent case.""This can be hard"The case of anothe r Florid a teenag er, Timoth y Kane, showshow youths can be sent away for life, even when they were not centra l figure s in a crime. (Florid a is amongthe states with the larges t number of youngoffend ers—about600—servin g life senten ces, about270 withou t parole.)On Jan. 26, 1992, Kane, then 14, was playin g videogamesat a friend's housein Hudson, Florid a, whilesome olderboys planne d a robber y. That night, five youths rode theirbikesover to a neighb or's home. Two backed out, but Kane follow ed AlvinMorton, 19, and BobbyGarner, 17, into the house.He did not want others to thinkhe was scared, he recall s. "This is the decisi on that shaped my life since," says Kane.He says he though t the housewouldbe empty. But Madeli ne Weisse r, 75, and her son, John Bowers, 55, were home. WhileKane hid behind a dining-room table, Morton shot and killed Bowers. He then stucka knifein Weisse r's neck; Garner steppe d on the knife, nearly cuttin g off her head.Morton was senten ced to death.Garner, like Kane, a youngoffend er, was givena life senten ce with no possib ility of parole for 50 years. Kane was also senten ced to life, but he may be able to get parole afterservin g 25 years. He doubts that the parole boardwillever let him out.Kane growsemotio nal when talkin g aboutthat Januar y night. "I witnes sed two people die," he says. "I regret that everyday of my life, beingany part of that and seeing that." He does not disput e that he deserv ed punish mentbut says his senten ce is harsh. His days at Sumter Correc tiona l Instit ution in Bushne ll, Florid a, are spentin the prison printshop making 55 centsan hour. "You have no hope of gettin g out," Kane says. "You have no family. You have no moralsuppor t here. This can be hard."Will the courtdo anythi ng to help?In decidi ng whethe r "evolvi ng standa rds" have turned agains t a partic ularpunish ment, the Suprem e Courtlooksat what the states are doing.Life withou t parole for youngoffend ers is widely used, and only threestates specif icall y ban it. If this form of punish mentis to be banned by virtue of its violat ing the Eighth Amendm ent, it will likely happen only when a majori ty of the states firstget rid of it.Robert W. Attrid ge, the lawyer in Kane's case, says he feelssorryfor him. "But he had option s," Attrid ge says. "He had a way out. Two otherboys decide d to leave."CouldTim Kane be your kid, beingin the wrongplaceat the wrongtime?" the lawyer asks. "I thinkhe could. It only takesone nightof bad judgme nt and, man, your life can be ruined."1.What happen ed on Novemb er 19, 1997?A. Falcon's boyfri end drankalcoho l.B. A taxi driver was shot.C. Falcon droveinto a taxi.D. Philli ps killed Falcon's friend.2.In the U.S., the number of people who are servin g life senten ce with no parole forcrimes they commit ted before age 18 is ________________.A. more than 2,200B. about9,700C. only 12D. more than 3503.Giving the deathpenalt y to people under18 goes agains t ________________.A. the Suprem e CourtB. standa rds of decenc y in 1791C. the Eighth Amendm entD. The New York Times4.The Suprem e Courtruledthat youngcrimin als under18 ________________.A. are pressu red by the deathpenalt yB. are guilty of terrib le crimesC. are hopele sslyevilD. are less blamew orthy than adults5.Falcon feelsthat she should have receiv ed ________________.A. an unfair senten ceB. the deathpenalt yC. some time in prisonD. a lifeti me in prison6.Florid a is one of the states with the most ________________.A. crimin als on paroleB. centra l figure s involv ed in crimesC. youngoffend ers with life senten cesD. youngpeople with no hope7.Who stucka knifein Madeli ne Weisse r's neck and killed her?A. Timoth y Kane.B. AlvinMorton.C. BobbyGarner.D. John Bowers.8.Even though he was not a centra l figure in the killin g, Garner was givena lifesenten ce withou t possib ility of 01_MYV ARIAB LE.9.Kane has had a hard time in prison becaus e he has no family, no moralsuppor t,and no hope of 01_MYV ARIAB LE.10.Accord ing to Robert W. Attrid ge, a youngperson's life can be perman ently affect edfor the worstfrom simply one nightof 01_MYV ARIAB LE.。
课文翻译Unit 1TextA young man finds that strolling along the streets without an obvious purpose can lead to trouble with the law. One misunderstanding leads to another until eventually he must appear in court for trial……一个青年发现,在大街上毫无明显目的地游逛会招致警方的责罚。
误会一个接一个发生,最终他只得出庭受审……A Brush with the Law与警察的一场小冲突I have only once been in trouble with the law. 我平生只有一次跟警方发生纠葛。
The whole process of being arrested and taken to court was a rather unpleasant experience at the time, but it makes a good story now. 被捕和出庭的整个过程在当时是一件非常不愉快的事,但现在倒成了一篇很好的故事。
What makes it rather disturbing was the arbitrary circumstances both of my arrest and my subsequent fate in court. 这次经历令人可恼之处在于围绕着我的被捕以及随后庭上审讯而出现的种种武断专横的情况。
It happened in February about twelve years ago. 事情发生在大约12年前,其时正是2月。
I had left school a couple of months before that and was not due to go touniversity until the following October. 几个月前我中学毕业了,但上大学要等到10月。
It lookslike a paradi se, but it is in fact the most treach erous desert in the world:The Kalaha ri.Afterthe shortrainyseason, thereare many waterholes,and even rivers. But aftera few weeks, the watersinksaway into the deep Kalaha ri sand. The waterholesdry up and the rivers stop flowin g. The grassfadesto a beauti ful blondcolorthat offers excell ent grazin g to the animal s.But for the next nine months, there'll be no waterto drink. So, most of the animal s move away, leavin g the beauti ful blondgrassuneate n.Humans avoiddeep Kalaha ri like the plague becaus e man must have waterto live. So the beauti ful landsc apesare devoid of people, except for the little people of the Kalaha ri-- pretty, dainty, smalland gracef ul -- the Bushme n.Whileany otherperson woulddie of thirst in a few days, they live quiteconten tedly in this desert that doesn’tlooklikedesert. They know whereto dig for rootsand bugs and tubers and whichberrie s and pods are good to eat.And of course they know what to do aboutwater.For instan ce, in the earlymornin g, you can collec t dewdro ps from leaves that were carefu lly laid out the previo us evenin g.Or a plumeof grasscan be a reserv oir.lf you have the know-how, an insign ifica nt clumpof twigscan tell you whereto dig and you come to lightwith an enormo us tuber. You scrape shavin gs off it with a stickthat is splitfor a sharpedge. Y ou take a handfu l of the shavin gs, pointyour thumbat your mouthand squeez e.They must be the most conten ted people in the world.They have no crime,no punish ment,no violen ce, no laws, no police, judges, rulers or bosses. They believ e that the gods put only good and useful things on the earthfor them to use. ln this worldof theirs, nothin g is bad or evil.1. treach erous:背叛的, 叛逆的, 奸诈的,危险的。
牛津版必修三英语第二课作文The English language is a vast and complex system of communication that has evolved over centuries, shaped by the diverse cultures and experiences of those who have used it. As a student of English, I have had the privilege of delving into the intricacies of this language through the Oxford Edition's Compulsory 3 curriculum. In this essay, I will explore the insights and lessons I have gained from the second lesson in this series.At the heart of this lesson lies the concept of effective communication. We are introduced to the idea that language is not merely a tool for conveying information but a means of building connections, understanding, and relationships. The lesson emphasizes the importance of considering the audience, the context, and the purpose of our communication, as these factors profoundly influence the way we express ourselves.One of the key lessons I have taken away from this unit is the significance of active listening. The lesson highlights the need to truly engage with the person we are communicating with, to seek tounderstand their perspective, and to respond in a way that demonstrates our genuine interest and concern. This skill is particularly crucial in today's fast-paced, digital world, where it is all too easy to become distracted and miss the nuances of what is being said.Another valuable lesson I have learned is the art of persuasive writing. The lesson delves into the techniques and strategies used to craft compelling arguments and to sway the opinions of our audience. We are encouraged to consider the use of rhetorical devices, the organization of our ideas, and the importance of supporting our claims with evidence. This knowledge has proven invaluable as I navigate the academic and professional landscapes, where the ability to communicate persuasively can open doors and create opportunities.Beyond the realm of written communication, this lesson has also shed light on the significance of nonverbal cues in our interactions. We are reminded that our body language, tone of voice, and facial expressions can often convey more than our words alone. By becoming more attuned to these subtle yet powerful forms of communication, we can enhance our ability to connect with others and to better understand the underlying emotions and intentions behind their messages.Furthermore, the lesson has emphasized the importance of cultural awareness and sensitivity in our communication. As the world becomes increasingly interconnected, it is crucial that we develop an appreciation for the diverse perspectives and communication styles of individuals from different cultural backgrounds. By cultivating this understanding, we can avoid misunderstandings, build bridges of respect and empathy, and engage in more meaningful and productive dialogues.Perhaps most importantly, this lesson has instilled in me a deep respect for the power of language and the responsibility that comes with wielding it. We are reminded that our words have the capacity to inspire, to comfort, to persuade, and, at times, to cause harm. As such, we must approach communication with a sense of mindfulness, considering the impact of our words and striving to use language in a way that uplifts, enlightens, and empowers those around us.In conclusion, the second lesson of the Oxford Edition's Compulsory 3 curriculum has been a transformative experience, equipping me with a more nuanced understanding of the complexities of communication. From the importance of active listening to the art of persuasive writing, from the significance of nonverbal cues to the value of cultural awareness, this lesson has provided me with a robust set of tools and insights that I know will serve me well in my academic, professional, and personal endeavors. As I continue myjourney as a student of the English language, I am grateful for the opportunity to delve deeper into the richness and power of this remarkable means of expression.。
Whereas You Were an Insensitive Fool...The simple truth is that if you want to be heard by your husband, you must speak a language he understands.如果你想你丈夫听你的,你就必须说他能听懂的语言,这是一个简单的事实。
An example: A friend of mine is married to a wealthy money waster (spendthrift) who used to drive like a maniac 〔madman〕—tailgating, speeding, weaving between lanes. My friend repeatedly expressed her fear about his dangerous habits but he didn’t modify his behavior; money was the language he spoke. She gave him one final war ning: slow down or else. He didn’t, so without any fanfare, she withdrew $40,000 from their bank accounts and bought herself a luxury convertible. I hear he’s a pretty safe driver now.举个例子:我的一个朋友,她的丈夫很有钱,爱挥霍,开起车子来像个疯子:追逼前车、超速、随意变道。
我的朋友不止一次对她丈夫表示这种危险的驾车习惯让人害怕,但他不曾有任何改变;钱是他能听懂的语言。
我朋友给了最后通牒:开慢点,否那么……他当然没有听进去,于是我朋友从他们的银行账户里取了40000美元给自己买了辆豪华敞篷跑车,当然这样做并不是为了炫耀。
新概念英语第三册第3课Lesson 3 An unknown goddessLecturer: Patience WangListeningListen to the tape once and then answer the questions below. 1. Where did the archaeologists find clay fragments? 2. What did they represent? 3. Where was the body of one statue found? 4. Where was its head found? 5. How tall did the goddess turn out to be? 6. Where did her hands rest? 7. What was she wearing?Listening comprehension Choose the correct answers to the following questions. 1. The interesting discovery made by the archaeologists was_. (a) that the city had once been prosperous (b) that the temple had been used as a place of worship (c) they found the fifteen statues had been painted (d) that they were not the first to have found the head of the goddess 2. The city enjoyed a high level of civilization . This is confirmed by the fact that_. (a) some of the houses were built only one storey high (b) a great number of fragments were found in the temple (c) the city had been built on clay (d) advanced techniques had been employed in building and decoratingListening comprehension3. In seeking to establish the identity of the reconstructed statue, the archaeologists_. (a) tried to determine which goddess it represented (b) pieced together the fragments they found (c)discovered that it was more modern than any of the other statues (d) wondered whether it belonged to the fifth or the fifteenth century Lesson 3 An unknown goddess Some time ago, an interesting discovery was made by archaeologists on the Aegean island of Kea. An American team explored a temple which stands in an ancient city on the promontory of Ayia Irini. The city at one time must have been prosperous, for it enjoyed a high level of civilization. Houses -- often three storeys high -- were built of stone. They had large rooms with beautifully decorated walls. The city was equipped with a drainage system, for a great many clay pipes were found beneath the narrow streets.Lesson 3 An unknown goddess (Ⅱ)The temple which the archaeologists explored was used as a place of worship from the fifteenth century B.C. until Roman times. In the most sacred room of temple, clay fragments of fifteen statues were found. Each of these represented a goddess and had, at one time, been painted. The body of one statue was found among remains dating from the fifteenth century B.C. It's missing head happened to be among remains of the fifth century B.C. This head must have been found in Classical times and carefully preserved. It was very old and precious even then. When the archaeologists reconstructed the fragments, they were amazed to find that the goddess turned out to be a very modern-looking woman. She stood three feet high and her hands rested on her hips. She was wearing a full-length skirt which sweptthe ground. Despite her great age, she was very graceful indeed, but, so far, the archaeologists have been unable to discover her identity.unknownunknown adj. 1. ~(to sb.) not known or identified未知的,不详的,未被确认的 e.g. (1) 不知何故,他试图数星星。
Less on ThreeDetective on the TrainAnswer the questions on the text P71-721.Q: Where did the eve nts take p lace? Who was Bob Sugg?A: These eve nts p robably took p lace in London.Bob Sugg was a n ews paper boy / a boy selli ng n ews pap ers.2.Q: Which was his favorite part of the n ews paper? What did he find stra nge in apersonal ad one day? What else did he find mysterious about the ad?A: It was the p age of personal advertiseme nts.In the ad more words were used tha n n ecessary. It saido n n ext Sunda? whe n nextSunday” would have bee n eno ugh.Bob Suggs favorite part of the news papers was the p age of p ersonal advertisements.Also he felt sure he had come upon the advertises n ame in personal ads before.3.Q: What n ews caught his eye four days later? How did he connect the n ews withthe personal four days ago?A: The headli ne of some n ews about a burglary.He found the first letters of the words in the ad spe” Roman Square.That was the n ame of the street where the burglary had take n p lace. He also discovered the date of the burglary and the very house was in directly men ti oned in the ad.4.Q: Where did he go then? What did he do there? What did he find out?A: He went to the n ews paper office.And there he went through the back nu mbers of the paper carefully.He found there were three personal ads with the same name----Cross.5.Q: Who did he tell about his discovery? What did Bob tell him the three ads hebrought with him?A: He told Insp ector Hameli n about it.He said the three ads all gave the date of burglaries.6.Q: What did the insp ector say about Bofediscovery?A: He said that it gave the p olice the key to somethi ng----the un solved crimes.7.Q: What did the insp ector then try to find out? Did he find that out?A: He tried to find out who the advertiser was / where these advertisements had come from.No, he did n't because the advertiser mailed the ad to the n ews paper with p ayment, and did not go there person ally. He did not leave this real address either.& Q: What did the Inspector decide to do? A similar ad appearedin the paper the following week, didn 'it?A: He decided to watch the papers and take acti on whe n ano ther ad sig nedCross” app eared.Yes, it did.9.Q: What did the p olice decide to do? What did the Insp ector tell Bob to do? Hedid n'wa nt to do as he was told, did he?A: They decided to hide n ear the house the burglars planned to burglarize, and catch thecrim inals on the spot.He did n 'wa nt Bob to join them and told him to read out what was going to happen in the n ews paper.No, he did n'.10.Q: Where did Bob go after dark on Thursday ni ght? What for?A: He went to the street where the burglary was likely to take p lace.He wan ted to help the p olice catch the crim in als.11.Q: Who were the people he saw walk ing along the street? What were they doing? A: Theywere p oliceme n in p lain clothes.They were wait ing there to cap ture the thieves.12.Q: Who was the man he saw in p olice uniform? How did Bob know he must bethe crimi nal? How did Bob hel p to catch the crimi nal?A: He was the crim in al.Bob knew it because all the p oliceme n were in plain clothes and, besides the mansoun ded like a liar.He p rete nded that he had lost someth ing and was look ing for it. Whe n the manlooked dow n, Bob kicked him hard and sent him flying. Then Bob shouted and the policeme n ran over and caught the man.Bob knew the man in p olice uniform was the criminal because all the policemen were in plain clothes and, besides the man sounded like a liar.Talk about Bob Sugg: What kind of boy was he? P72Bob hated crimes and crim in als, and he meant to p reve nt it whe never he could. He had helped several wron gdoers. He was a very clever boy. One day, he found a strange personal ad in a newspaper and decided to solve the mystery he felt it contain ed. Four days later, n ews about a burglary caught his atte nti on. He rushed to the n ews paper office and looked up the back nu mbers of the paper. He found two more person als by the same advertiser, Cross. All the three ads gave the date and the pl ace of the planned burglaries. He told a p olice insp ector about his discovery, which provided the key to a few unsolved burglaries. He also helped to catch the chief crim in al.Whitte n Work. P72Describe how bob help catch the crim inal in about 100 words.描述鲍勃怎么帮忙捉住那个罪犯的(大约一百字)。