又见花开2021-2022年安徽省阜阳市大学英语6级大学英语六级真题(含答案)
学校:________ 班级:________ 姓名:________ 考号:________
一、2.Reading Comprehension (Skimming and Scanning)(20题)
猪八戒兽1.
Defending themlves against attack, test preparation companies say their cours are bad on ______.
三亚景区
2.The Play of Power: An Introduction to American Government
James Einstein, Mark Kessler, Bruce A. Williams and Jacqueline Vaughn Switzer. The Play of Power: An Introduction to American Government. New York St. Martin's Press, 1996. 639 pp. Tables, appendices, glossary, references, index. ISBN 0-312-13662-5.
There are dozens of American Government textbooks on the market, many of them very respected and successful, some even regarded as classics in their umpteenth(无数次的) ed
ition. Frequently there is little that distinguishes one from an other, other than an idiosyncratic(特殊的) "conceptual framework," the number and kinds of graphics, boxes, and photos, or the package of ancillary(辅助的) materials available to the adopter. The Play of Power: An Introduction to American Government is typical of the standard American Government textbook on the market. It provides balanced coverage of political and constitutional history, American political institutions and process, and political participation. This basic version does not include parate chapters on public policy, but many policy issues are addresd in the coverage of the congress, the presidency, the bureaucracy, the courts, and interest groups.
The chapters are organized in a logical quence but they are written so that they may be ud in an alternative quence if an instructor would so desire. The writing style. is very straightforward and not unnecessarily academic and jargonistic. The tone is respectful of students and their experiences and, despite multiple authors, it remains consistent throughout the text.
There are a number of features of The Play of Power that make it attractive and that make it one of the textbooks that I have ud with satisfaction for veral years. As is suggested by the title, the authors describe politics as a game of power played by many players, though theirs is not an application of formal game theories to polities. Instead, they ask students to think of a number of familiar games, like basketball or Monopoly(强手棋), and the ways that the rules, strategies, and resources shape how players go about pursuing their goals and with what effect. The authors invite students, then, to look at polities as a game—a "grand" game with sometimes deadly conquences—that is shaped by certain rules (some found in the Constitution), that is played by many players (politicians, voters, organized interests, etc.) who bring various and un- equal resources (money, status, connections, etc.) to the game, and who win various material and symbolic outcomes. The "game of politics" metaphor is sometimes difficult to sustain throughout the coverage of many topics, but it provides a uful organizational framework. It dashes some of the idealistic notions of American government and politics that students may have picked up in high school civics class, as well as the more cynic
al notions that they pick up in the popular media. In the end, I think it is uful in helping students make n of who gets what, and how, as well as who does what, and why—and with what success.
Another attractive feature of The Play of Power is a rious, consistent, and ultimately successful effort to draw on students' own experience to uncover the relevance of politics and government. The authors compare and contrast political issues and dilemmas to student issues, to student relationships among themlves, with the university, with their parents, and with local government. This helps students e the rule-making and choice—making, as web as the tradeoffs(权衡) of the political process.
The authors of The Play of Power also pall off fairly effectively the challenge of describing the roles of minorities and women in American political history and contemporary politics. This has become an increasingly common undertaking for authors of American government textbooks. Some authors weave a discussion of the
手绘玫瑰花A.Y B.N C.NG
3.
Later he had to throw 50 flashlight batteries away becau ______ had been drained from them.
4.
You can take your temperature by putting an infrared thermometer into your ______.
5.
Half a year after his 60th birthday, Forbes had his prostate and lymph nodes removed and his bladder to his urethra reattached(尿道).
A.Y B.N C.NG
6.
夸人文采好的成语Generalized anxiety disorder can be caud largely by ______.
A.people's worries, uncertainties, end fears
B.the economic and social problems
C.some specific phenomenon
D.individual circumstances
7.
"Natural" is a big buzzword which usually can be found in the advertiment of ______.
8. The example of crossing the street shows that the middle school boy is______.
9.
Michael Ross resigned and spent his unemployment time playing guitar and exploring his lifelong interest in scriptwriting and the movie business for he looked at this as an______, rather than a penalty.
10.
Scientists believed that Mayan city ______ becau many buildings were left unfinished.
11.
奶茶妹妹是谁
The author finds that if he works more than 45 hours a week at the office, his productivity ______.
乘地铁英文12.
未来可期的句子
When you verely limit your total amount of working time for a day, you will become ______.
13.
______chat room urs will proceed to meet face to face.
14.
Epinician odes as well as the statues and inscriptions all rved the function of ______.
15.Tsunami
Up until December of 2004, the phenomena of tsunami was not on the minds of most of the world's population. That changed on the morning of December 24, 2004 when an earthquake of moment magnitude 9.1 occurred along the oceanic trench off the coast of Sumatra in Indonesia. This large earthquake resulted in vertical displacement of the a floor and generated a tsunami that eventually killed 280,000 people and affected the lives of veral million people. Although people living on the coastline near the epicenter of the earthquake had little time or warning of the approaching tsunami, tho living farther away along the coasts of Thailand, Sri Lanka, India, and East Africa had plenty of time to move to higher ground to escape. But, there was no tsunami warning system in place in the Indian Ocean, and although other tsunami warning centers attempted to provide a warning, there was no effective communication system in place. Unfortunately, it has taken a disaster of great magnitude to point out the failings of the world's scientific community and to educate almost every person on the planet about tsunami.
