题目内容
On Friday nights when her friends are deciding which film to see, Karina Wood (26) to a recreational club where she (27) after adults with learning difficulties. Karina has been (28) at the club in Stonehaven for two years. She helps organise social events for a group of 30, (29) in age from young adults to the (30) . Now Karina is one of 70 young people being (31) for her work with a Diana Award, an honor (32) upon children and teenagers who have made an outstanding or selfless (33) to their community. The awards, (34) to the memory of the Princess of Wales, will be (35) at the Scottish parliament tomorrow in the first ceremony north of the border. Karina, a sixth-year pupil at Mackie Academy, is going to the event with her (36) teacher, Ewen Ritchie, who (37) her for the award. Karina, who is studying advanced chemistry, maths and biology and hopes to become a doctor, insists that she doesn’t seek (38) for her work. "It is a fantastic experience," she says. "I get to meet new people and learn new skills." She isn’t (39) that she is the only one of her friends who (40) volunteer work, and she says she doesn’t (41) their Friday night get-togethers. "I don’t know what they think but I (42) the volunteer work. It is good fun." Although Karina was only seven when the (43) of Wales died, she says: "I know she was very (44) in charity work. She was the people’s royal and people could relate to her. I am glad the award is (45) her name.\
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American Indian Movement (AIM) is an organization devoted to promoting cultural awareness and political self determination for Native Americans. AIM seeks recognition of treaty rights in accordance with agreements between Native American tribes and the United States government. The organization also supports Native American education and cultural programs. AIM is best known for its confrontational political demonstrations during the late 192s and 1970s.AIM was founded in 1968 in Minneapolis, Minnesota, in response to complaints by Native American residents about police brutality. Members of the organization began to monitor police behavior. As the group gained strength, they also started to lobby for improved city services for the many Native Americans living in run-down tenant apartments, and they developed survival schools where Native American youths could be taught about their culture. Over the next four years, AIM expanded throughout the country, forming 40 chapters in cities and on reservations. AIM leaders, such as Dennis Banks and Russell Means, became well-known spokesmen for Native American rights.AIM participated in a number of high-profile demonstrations from the late 192s through the late 1970s. From November 1969 to June 1971, AIM members participated in a 19-month occupation of Alcatraz Island, site of an abandoned federal prison in San Francisco Bay. The protest was intended to draw attention to the poor conditions of Native American reservations throughout the United States. The protesters proposed establishing a center for Native American studies on the island. Another group of Native Americans, allied with AIM, occupied a surplus military facility in Davis, California, beginning in October 194. These actions resulted in the establishment of Native American-controlled D-Q University in Davis in 1971. D-Q University is named for Deganawidah, an Iroquois prophet, and Quetzelcoatl, the Aztec god of peace and civilization.AIM staged many demonstrations to protest the U.S. government’s treatment of Native Amencans and the loss of their ancestral lands. In 1970 organization members participated in an occupation of a portion of Mount Rushmore National Monument in the Black Hills of South Dakota. Two years later, AIM members staged a Thanksgiving Day protest at Plymouth. Massachusetts, where the Pilgrims had landed in 1620, and briefly occupied a replica of the Pilgrim ship, the Mayflower.AIM played a critical role in organizing the 1972 "Trail of Broken Treaties." Native American protesters converged on Washington, D)C), just before the presidential election in November. Marchers met with government officials at the Bureau of Indian Affairs (BIA) m present a 20-point program of demands. With police massed outside, marchers took over the BIA building and renamed it the "Native American Embassy." The occupation ended after authorities agreed to appoint a committee to study the demands and not to arrest the protesters.The next major AIM action was the 1973 occupation of the town of Wounded Knee, the site of an infamous massacre of Native Americans by U.S. troops in 1890. Invited by tribal elders to protest a corrupt tribal government, AIM members and local allies took over the tiny hamlet. They were soon surrounded by agents from the Federal Bureau of Investigation (FBI), U.S. marshals, and the BIA police. The ensuing siege lasted for 70 days and ended in a standoff. A committee was appointed to examine the grievances that had led to the occupation, but no official action was ever taken.AIM began to splinter apart. The organization’s national office closed in 1975, and all national officer positions were dissolved in 1979. Although AIM staged "The Longest Walk", a 1978 march from California to Washington, D)C), to protest bills introduced to the U.S. Congress that would reduce or abolish Native American. treaty rights, the group foundered without national leadership. The 1990s have seen a modest revival of the organization. In 1992 local AIM chapters protested the celebrations marking the 500-year anniversary of Columbus’s first voyage to America. At a 1993 conference in New Mexico, 16 local AIM groups organized themselves as the Confederation of Autonomous AIM Chapters. Why was AIM founded in 1968().
开挖边沟、修筑路拱、刷刮边坡、整平路基面时，宜采用平地机械配合其他土方机械作业。
1 I take it that the purpose of any language course is to develop in learners the ability to engage in communicative behaviour and this, I have argued, must mean that there has to be a concern for capacity, for the procedural activation of competence. To coin a slogan: no course without discourse. But language courses have generally concentrated on competence and left capacity out of account. The structurally ordered course concentrates attention on linguistic competence as such but does not effectively indicate how this competence can be drawn upon as a communicative resource. It is true that words and sentence patterns will often be associated with situations, but these situations are designed simply to reveal the symbolic signification of linguistic forms. The direction of fit, as it were, is situation to language.2 In courses which have a notional/functional orientation, the focus of attention is on the schematic level and the direction of fit is reversed. That is to say, the starting point is a particular notional frame of reference or, more usually, a particular functional routine: asking the way, asking and granting permission, apologizing and so on. The language is then brought in to service the presentation of these schemata. In both cases the whole business of language behaviour is presented as a straightforward matter of projecting knowledge. One gets the image of the language user as somebody going around with bits of language in his head aiming for the appropriate occasion to insert them into the right situational slots.3 But actual language use is not like this at all. It is rather a series of problems that have to be solved on the spot by reference to a knowledge of linguistic systems and communicative schemata. This knowledge does not provide ready-made solutions which are simply selected from storage and fitted in. But language courses have generally been based on the assumption that it does. Whether they are structurally or functionally oriented, what they have tended to do is to present and practise solutions. What they need to do, I suggest, is to create problems which require interpretative procedures to discover solutions by drawing on the knowledge available as a resource. In other words, they need to encourage the exercise of the capacity for negotiating meaning and working out the indexical value of language elements in context. The writer is arguing in favor of ().
需要结计本年累计发生额的某些明细账户，每月结账时，应在“本月合计”行下结出自年初起至本月末止的累计发生额，登记在月份发生额下面，在摘要栏内注明“本年累计”字样，并在下面划通栏单红线。12月末的“本年累计”就是全年累计发生额，全年累计发生额下划通栏双红线。 ( )
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