题目内容
（请给出正确答案）
A、time of business
B、process of business
C、order of plan
D、order of business
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更多“If the agenda has been well wr…”相关的问题
The goal of a monetary union in ECOWAS has long been an objective of the organization, going back to its formation in 1975, and is intended to【82】a broader integration process that would include enhanced regional trade and【83】institutions. In the colonial period, currency boards linked sets of countries in the region.【84】independence,【85】, these currency boards were【86】, with the【87】of the CFA franc zone, which included the francophone countries of the region. Although there have been attempts to advance file agenda of ECOWAS monetary cooperation, political problems and other economic priorities in several of the region's countries have to【88】inhibited progress. Although some problems remain, the recent initiative has been bolstered by the election in 1999 of a democratic government and a leader who is committed to regional【89】in Nigeria, the largest economy of the region, raising hopes that the long-delayed project can be【90】.
(41)
A．committed
B．devoted
C．adjusted
D．attributed
Almost obscured by this torpor is the fact mat there has been some remarkable progress over the past five years—real changes in the attitude of ordinary people in me Third World toward family size and a dawning realisation mat environmental degradation and their own well-being are intimately, and inversely, linked. Almost none of this, however, has anything to do with what the bureaucrats accomplished in Rio.
Or it didn't accomplish. One item on the agenda at Rio, for example, was a renewed effort to save tropical forests.(A previous UN-sponsored initiative had fallen apart when it became clear that it actually hastened deforestation.)After Rio, a UN working group came up with more than 100 recommendations that have so far gone nowhere. One proposed forestry pact would do little more than immunizing "wood-exporting nations against trade sanctions.
An effort to draft an agreement on what to do about the climate changes caused by CO2 and other greenhouse gases has fared even worse. Blocked by the Bush Administration from setting mandatory limits , the UN in 1992 called on nations to voluntarily reduce emissions to 1990 levels. Several years later, it's as if Rio had never happened. A new climate treaty is scheduled to be signed this December in Kyoto, Japan, but governments still cannot agree on these limits. Meanwhile, the U. S. produces 7% more CO2 than it did in 1990, and emissions in the developing world have risen even more sharply. No one would confuse the "Rio process" with progress.
While governments have dithered at a pace that could make drifting continents impatient, people have acted. Birth-rates are dropping faster than expected, not because of Rio but because poor people are deciding on their own to reduce family size. Another positive development has been a growing environmental consciousness among the poor. From slum dwellers in Karachi, Pakistan, to colonists in Rondonia, Brazil, urban poor and rural peasants alike seem to realize that they pay the biggest price for pollution and deforestation. There is cause for hope as well in the growing recognition among business people that it is not in their long-term interest to fight environmental reforms. John Browne, chief executive of British Petroleum, boldly asserted in a major speech in May that the threat of climate change could no longer be ignored.
The writer's general attitude towards the world leaders meeting at the UN is .
A．supportive
B．impartial
C．critical
D．comedic
The ways of reading indicated here are without doubt kinds of of comprehension. But they show comprehension to consist not just passive assimilation but of active engagement inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and cues (42) _______
Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and clocked for accuracy, or some timeless relation of the text to the world. (43) _______
Such background material inevitably reflects who we are, (44) _______This doesn’t, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page-including for texts that engage with fundamental human concerns-debates about texts can play an important role in social discussion of beliefs and values. How we read a given text also depends to some extent on our particular interest in reading it.
(45)_______such dimensions of read suggest-as others introduced later in the book will also do-that we bring an implicit (often unacknowledged) agenda to any act of reading. It doesn’t then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different kinds of reading inform. each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy or relationship to your surrounding textual environment.
A、 Are we studying that text and trying to respond in a way that fulfils the requirement of a given course？ Reading it simply for pleasure？ Skimming it for information？ Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.
B、 Factors such as the place and period in which we are reading, our gender ethnicity, age and social class will encourage us towards certain interpretation but at the same time obscure or even close off others.
C、If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the contest. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.
[D]In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.
[E]You make further inferences, for instance, about how the test may be significant to you, or about its validity—inferences that form. the basis of a personal response for which the author will inevitably be far less responsible.
[F]In plays，novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.
[G]Rather, we ascribe meanings to test on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.
41__________
42__________
43__________
44__________
45__________
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She () the flat advertisement.
A. has a problem with
B. has a problem for
C. has a problem of
A．She has to meet a friend.
B．She has to fly to Argentina.
C．She has to attend a meeting.
D．She has to lunch with the man next week.
