NO RIGHT TO REMAIN SILENT 下载 pdf 电子版 epub 免费 txt 2025

The world watched in horror in April 2007 when Virginia Tech student Seung-Hui Cho went on a killing rampage that resulted in the deaths of thirty-two students and faculty members before he ended his own life.

Former Virginia Tech English department chair and distinguished professor Lucinda Roy saw the tragedy unfold on the TV screen in her home and had a terrible realization. Cho was the student she had struggled to get to know–the loner who found speech torturous. After he had been formally asked to leave a poetry class in which he had shared incendiary work that seemed directed at his classmates and teacher, Roy began the difficult task of working one-on-one with him in a poetry tutorial. During those months, a year and a half before the massacre, Roy came to realize that Cho was more than just a disgruntled young adult experimenting with poetic license; he was, in her opinion, seriously depressed and in urgent need of intervention.

But when Roy approached campus counseling as well as others in the university about Cho, she was repeatedly told that they could not intervene unless a student sought counseling voluntarily. Eventually, Roy’s efforts to persuade Cho to seek help worked. Unbelievably, on the three occasions he contacted the counseling center staff, he did not receive a comprehensive evaluation by them–a startling discovery Roy learned about after Cho’s death. More revelations were to follow. After responding to questions from the media and handing over information to law enforcement as instructed by Virginia Tech, Roy was shunned by the administration. Papers documenting Cho’s interactions with campus counseling were lost. The university was suddenly on the defensive.

Was the university, in fact, partially responsible for the tragedy because of the bureaucratic red tape involved in obtaining assistance for students with mental illness, or was it just, like many colleges, woefully underfunded and therefore underequipped to respond to such cases? Who was Seung-Hui Cho? Was he fully protected under the constitutional right to freedom of speech, or did his writing and behavior present serious potential threats that should have resulted in immediate intervention? How can we balance students’ individual freedom with the need to protect the community? These are the questions that have haunted Roy since that terrible day.

No Right to Remain Silent is one teacher’s cri de coeur–her dire warning that given the same situation today, two years later, the ending would be no less terrifying and no less tragic.

From the Hardcover edition.

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书籍介绍

The world watched in horror in April 2007 when Virginia Tech student Seung-Hui Cho went on a killing rampage that resulted in the deaths of thirty-two students and faculty members before he ended his own life.

Former Virginia Tech English department chair and distinguished professor Lucinda Roy saw the tragedy unfold on the TV screen in her home and had a terrible realization. Cho was the student she had struggled to get to know–the loner who found speech torturous. After he had been formally asked to leave a poetry class in which he had shared incendiary work that seemed directed at his classmates and teacher, Roy began the difficult task of working one-on-one with him in a poetry tutorial. During those months, a year and a half before the massacre, Roy came to realize that Cho was more than just a disgruntled young adult experimenting with poetic license; he was, in her opinion, seriously depressed and in urgent need of intervention.

But when Roy approached campus counseling as well as others in the university about Cho, she was repeatedly told that they could not intervene unless a student sought counseling voluntarily. Eventually, Roy’s efforts to persuade Cho to seek help worked. Unbelievably, on the three occasions he contacted the counseling center staff, he did not receive a comprehensive evaluation by them–a startling discovery Roy learned about after Cho’s death. More revelations were to follow. After responding to questions from the media and handing over information to law enforcement as instructed by Virginia Tech, Roy was shunned by the administration. Papers documenting Cho’s interactions with campus counseling were lost. The university was suddenly on the defensive.

Was the university, in fact, partially responsible for the tragedy because of the bureaucratic red tape involved in obtaining assistance for students with mental illness, or was it just, like many colleges, woefully underfunded and therefore underequipped to respond to such cases? Who was Seung-Hui Cho? Was he fully protected under the constitutional right to freedom of speech, or did his writing and behavior present serious potential threats that should have resulted in immediate intervention? How can we balance students’ individual freedom with the need to protect the community? These are the questions that have haunted Roy since that terrible day.

No Right to Remain Silent is one teacher’s cri de coeur–her dire warning that given the same situation today, two years later, the ending would be no less terrifying and no less tragic.

From the Hardcover edition.

• 作者：阿瓜 发布时间：2020-04-16 18:01:56

  跳跃阅读，择其精要；中国部分尤其发展趋势一块较有启发

• 作者：冷漠文学家 发布时间：2021-04-11 17:32:51

  拔高彻底失败。

  不仅没有前几部的灵动，甚至多了幼稚，心境成熟？成熟体现于内在，并非体现于自我臆想。

• 作者：沈书枝 发布时间：2014-10-08 13:07:55

  作者尝试通过持续观察美国田纳西州一块一平方米的老龄林来窥见一整个森林和丰富的生态系统。观察方式也很简单，每周数次的探访，不作任何扰乱的原则，静坐观察与冥想沉思相伴的考察方法。这种典型的管中窥豹的观察实践，使得读者的阅读过程很像在吃蛋糕。从平面的外表切下去，在简单的博物学观察之后，是丰富的、颇有可读性的系统知识，现象背后的科学机制及生态网络。这当然是因为作者有深入的生物学研究背景，所以能将这一片小小坛城中所发生的看似平常的现象背后精彩纷呈的故事解析给我们看。

• 作者：任子爵士 发布时间：2019-06-11 02:09:53

  这简直有点太好玩了吧！

• 作者：liwudao 发布时间：2023-06-13 22:21:32

  相比于《lonely planet in 新疆》的文笔优美、强时效性，这本走遍中国编辑部的书，就显得更加死板了一些，不用实地考察都知道其中的一些信息已经失去了参考意义，但也算规规矩矩，有一定的学习价值。

• 作者：羽落弦 发布时间：2011-06-11 23:07:27

  其实没必要这么写福尔摩斯。。

• 有力呐喊，就别无病呻吟

  作者：熊 发布时间：2009-04-11 21:39:04

  这话不是对作者幾米说，而是对我，或不知是哪位的你。

  高三，我读文科政治。没有了高一的愣头愣脑，不会为了刺激踩着单车爬山下坡，摔得两个月行动不便手腕韧带撕裂。开始慢慢褪却高二的懵懵懂懂，不会再傻了吧唧的和那五四文艺会上弹古筝的女生搭讪，想着谈恋爱，为了别人给她撑伞而自己没带只能在教室躲雨而跺脚。高三，踏入了分界线。我有一本笔记本做课堂笔记，每天我会在每页的最顶端写下心情。现在翻开那笔记本，字迹还挺清晰，真不相信一愣头青也会写这些：

  「这世界人来人往，没人在意谁的忧伤。

  我想，我又变了。

  不管如何，开心也好，忧伤也好，都要告诉自己，要笑得灿烂，令世界黯然。

  在忧伤的彼岸，有着名为微笑的存在，在这之前，有什么在等着我呢。

  在徘徊孤单中坚强。」

  等等诸如此类。

  这些文字现在看起来真的很矫情很装×，相信不少同学也和我当年一样。17.8岁的人心智开始成长，会为了学习压力、青涩的爱情等等，一个文字或一个图画就会很轻易的触动。

  高三，因为整天没心没肺的打篮球，我终于因为运动过度受伤住进了医院，休学了大概两个月。父母轮流放下工作来照顾我，给我安慰，但我内心依然很难受。想着那些同学在上课，那些平时不喜欢的同学的脸都变得亲切，要是可以立刻好起来，最讨厌的数学和化学我愿意听上一整天。想着朋友们在打球，那个谁谁谁，还有野狗，阿旺，别神气啊，回去我要立马盖了你们的帽。

  没有经历过的人很难想象躺在病床上的日子有多难受，整天的昏昏噩噩，阳光是什么颜色的都要忘记了。每天都叫着妈妈买书买报给我看，躺着坐着屁股都一样麻一样疼。唯一能让我愉快的除了是今天带了什么好吃的外，就是和小小聊天。这个当年坐在我后排娇小可爱的女生，我时常欺负她藏起她的眼镜或拿天牛的尸体吓她的女生，很窝心在我曾经历过的最难熬的日子里，有她鼓励我，陪我解闷，天天发短信和我东拉西扯。很庆幸我的人生中能认识到对我来说如此重要的朋友。嗯，有点跑题。

  康复后回到学校，一切都很陌生，用功的同学为高考埋头奋斗，无所事事做一天和尚敲一天钟的也大把。自从分班后我们班就不太团结。每天中午吃完后午休看书，耳边总会响起一些同学的市侩言谈。我承认当时我还是很天真的人，没有太多社会阅历，相信着爱情友情，人谁一个微笑我都可以对他好。我的幼稚在班里现实的市侩现实的夹击下，被冲击得体无完肤，加上休学的日子的阴影更让我沉闷。于是，笔记本上写的这些字句也多了起来，人也有些孤僻，把自己封闭起来不愿接触别人。

  幾米的这本书，《又寂寞又美好》，里边的画和一些文字，那些无可名状的忧伤（其实我很恶心这些字眼），我也算是有感受的。

  再灰色的回忆，再寂寞的过往，现在也能从中找到美好。但那些所谓美好，不过是对以往的回忆和感叹。

  如今想起来，那些又算得上什么？日子还是那样过，如若不甘心于平平淡淡的白开水的日子就要好好为自己的生活加料添彩，这些得靠你自己的努力。现实的残酷不是什么可以用简单的无病呻吟的字眼所能描写，也不是用阴郁的图画就能瓦解。没有碰上太坏的运气，没有出门被跳楼自杀砸死、或者躲猫猫冤死、或坠机掉到鲁滨逊飘流岛过快乐人生的话，日子还很长很长。这样的日子还在考虑着那么多无谓的忧伤（嗯，又一阵恶心）干嘛？能活着就好好活下去，能有力呐喊就别无病呻吟。生活的理想是为了更理想的生活，这些所谓“华丽丽的忧伤”只是在吃饱喝足后闲得没事时装×的谈资罢了。

  其实我无聊写了这么多，并不是说幾米坏话，说他缺心眼要把大家往回忆里的灰色地带拖，其实我还是蛮欣赏他的画的。我只是想告诉那些看了这些图文，就很容易把自己迷失在压抑无助的内心深处几个月或一年的同学们，包括我和你，日子长着呢。6月一过就大三了，再一个6月一过就大四实习体验“搵食艰难”了，再一个6月我就是社会青年了。日子说长着可也短着呢，你能有几个热得要死却又如此迷人的6月？你不努力过活谁鸟你？

  套《幸运儿》里边的话来说：“要加油哦！”

  套我自己的话说，我要去洗澡了。

• 把星空送给你。

  作者：Kefir 发布时间：2009-10-04 21:23:07

  大概有3年没买几米的书了。以前的一二十本还整整齐齐地睡在书橱里。

  今天跟小C一起逛书店，他看他的昆德拉，我在犹豫要不要去逛衣服店，然后就看到这本深蓝色的大书。就像彼时看到《幸运儿》一样，屎尿不急地看了起来。

  在作者介绍下面，画着小小的蓝色画框，一些简洁的小文字，告诉我他用了梵高的《星空》，梵高的星星。

  几米在第一页白白的纸上，打印了一行黑黑的字：

      “献给所有无法与世界沟通的孩子”

  我想这是适合我的，虽然我可以口如悬河地陈述对某某电影的××看法，却无法让身边适合和不适合的人了解我的真实表达。就像我说不出口的“我爱你、我原谅你、对不起。”可是我都在行动中体现了，表演老师说：“目的越明确，行动越迅速，少语言，多行动，才是好的表演。”

  我不知道这话是不是真实的，但是欺骗往往都由嘴巴开始。要想在日常生活范畴让行动骗人可是要耗费大把大把青丝的。

  呃，转回正题。

  这书是挺童稚的。

  她爷爷给她买了只小象，有时候它会变成大象。

  后来

  她妈妈给她买了只小猫，有时候它会变成大猫。

  后来

  她很孤单，无法与爸妈沟通，学校里被人欺负，但她不说。

  她把自己装得很酷，可她心里很脆弱。

  后来

  她亲爱的爷爷死了，她以自己的方式跟爷爷道别

  后来

  她听到夜晚窗外有人唱歌，

  桌边是绚丽的《星空》。

  后来

  唱歌的男孩，转到她的班上，沉默寡言。

  后来

  她发现他和她很像。

  但是 她觉得自己更幸运，因为自己会变魔术。

  后来

  她看到他被学生围在巷子里打，于是她也大打出手了。

  后来

  他们在一起，很开心地逃离，逃离学校，逃离城市。

  后来

  他们回来了。女孩生了场病，做了个长长的关于一条自由自在的鲸鱼的梦。

  后来

  她从他奶奶那里知道，那个唱歌男孩跟着水手爸爸离开了这个城市。

  然后，

  她走进了他的房间。

  （看到这两页的时候，女孩站在偌大的空间里，大片大片灰蓝，全是那些恣意的鲸鱼图片，跳跃的，喷水的，转弯的，可我发现这两页纸张很厚。于是我蹭了蹭，这两页都翻开了，4版面的全是那些自由的鲸鱼，在灰黑的空间里畅游！然后在临近正中间，一幅明黄色背景的女孩肖像。霎时，我真的有热泪盈眶的冲动!!）

  女孩终于发现唱歌的男孩才是真正的魔术师。

  后来的后来

  有人在她家门口，放了一只小狗，它再也没变成大狗。

  也许 她再也没觉得孤单了。

             

  故事还是那样的恬静。

  那只在任何书本里都会出现的“大兔子”，还是惯例出现了。

  那只在很多海洋画面里都出现的鲸鱼，也大唱了主角，还在男孩和女孩划船的时候，深蓝深蓝地占据了4/5的巨大画面。

  那些隐藏在故事情节里的情节都在图画里的那些壁画，那些窗外透露给我了。

  （就比如说，女孩帮男孩打架的时候她化身成了一条火红的“恐龙”，

  而在早前的某一页上，女孩准备开门进家的楼梯口处就挂着一张“恐龙的尾巴图”.）但是那只恐龙是蓝色的，因为那个时间点，女孩是悲伤的。

  所以，几米是聪明的。

  我傻瓜一样站在书店里认认真真地看了两遍，还傻瓜一样地哼了几十遍只会一句的那首英文歌《Vincent》。

  对，就是那一句：“Starry starry night ，Starry starry night ，Starry starry night （循环30遍以上）。