掌握了gre阅读里的长难句,到了实战演习的时候了。gre阅读练习每日一篇帮助gre考生循序渐进地进行练习和总结。希望gre考生在进行gre阅读练习时,也按着考试时候的时间规定自己的练习,这样才能有效果。
My objective is to analyze certain forms of knowledge, not in terms of repression or law, but in terms of power. But the word power is apt to lead to misunderstandings about the nature, form, and unity of power. By power, I do not mean a group of institutions and mechanisms that ensure the subservience of the citizenry. I do not mean, either, a mode of subjugation that, in contrast to violence, has the form of the rule. Finally, I do not have in mind a general system of domination exerted by one group over another, a system whose effects, through successive derivations, pervade the entire social body. The sovereignty of the state, the form of law, or the overall unity of a domination are only the terminal forms power takes.
It seems to me that power must be understood as the multiplicity of force relations that are immanent in the social sphere; as the process that, through ceaseless struggle and confrontation, transforms, strengthens, or reverses them; as the support that these force relations find in one another, or on the contrary, the disjunctions and contradictions that isolate them from one another; and lastly, as the strategies in which they take effect, whose general design or institutional crystallization is embodied in the state apparatus, in the formulation of the law, in the various social hegemonies.
Thus, the viewpoint that permits one to understand the exercise of power, even in its more peripheral effects, and that also makes it possible to use its mechanisms as a structural framework for analyzing the social order, must not be sought in a unique source of sovereignty from which secondary and descendent forms of power emanate but in the moving substrate of force relations that, by virtue of their inequality, constantly engender local and unstable states of power. If power seems omnipresent, it is not because it has the privilege of consolidating everything under its invincible unity, but because it is produced from one moment to the next, at every point, or rather in every relation from one point to another. Power is everywhere, not because it embraces everything, but because it comes from everywhere. And if power at times seems to be permanent, repetitious, inert, and self-reproducing, it is simply because the overall effect that emerges from all these mobilities is a concatenation that rests on each of them and seeks in turn to arrest their movement. One needs to be nominalistc, no doubt: power is not an institution, and not a structure; neither is it a certain strength we are endowed with; it is the name that one attributes to a complex strategic situation in a particular society.
17. The authors primary purpose in defining power is to
counteract self-serving and confusing uses of the term
establish a compromise among those who have defined the term in different ways
increase comprehension of the term by providing concrete examples
demonstrate how the meaning of the term has evolved
avoid possible misinterpretations resulting from the more common uses of the term
18. According to the passage, which of the following best describes the relationship between law and power?
Law is the protector of power.
Law is the source of power.
Law sets bounds to power.
Law is a product of power.
Law is a stabilizer of power.
19. Which of the following methods is NOT used extensively by the author in describing his own conception of power?
Restatement of central ideas
Provision of concrete examples
Analysis and classification
Comparison and contrast
Statement of cause and effect
20. With which of the following statement would the author be most likely to agree?
Power tends to corrupt; absolute power corrupts absolutely.
The highest proof of virtue is to possess boundless power without abusing it.
To love knowledge is to love power.
It is from the people and their deeds that power springs.
The health of the people as a state is the foundation on which all their power depends.
21. The authors attitude toward the various kinds of compulsion employed by social institutions is best described as
concerned and sympathetic
scientific and detached
suspicious and cautious
reproachful and disturbed
meditative and wistful
22. According to the passage, states of power are transient because of the
differing natures and directions of the forces that create them
rigid structural framework in which they operate
unique source from which they emanate
pervasive nature and complexity of the mechanisms by which they operate
concatenation that seeks to arrest their movement
23. It can be inferred from the passage that the author believes the conflict among social forces to be
essentially the same from one society to another even though its outward manifestation may seem different
usually the result of misunderstandings that impede social progress
an inevitable feature of the social order of any state
wrongly blamed for disrupting the stability of society
best moderated in states that possess a strong central government
The hypothesis of an expanding Earth has never attracted notable support, and if it were not for the historical example of continental drift, such indifference might be a legitimate response to an apparently improbable concept. It should be remembered, however, that drift too was once regarded as illusory, but the idea was kept alive until evidence from physicists compelled geologists to reinterpret their data.
Of course, it would be as dangerous to overreact to history by concluding that the majority must now be wrong about expansion as it would be to reenact the response that greeted the suggestion that the continents had drifted. The cases are not precisely analogous. There were serious problems with the pre-drift world view that a drift theory could help to resolve, whereas Earth expansion appears to offer no comparable advantages. If, however, physicists could show that the Earths gravitational force has decreased with time, expansion would have to be reconsidered and accommodated.
24. The passage indicates that one reason why the expansion hypothesis has attracted little support is that it will not
overcome deficiencies in current geologic hypotheses
clarify theories concerning the Earths gravitational forces
complement the theory of continental drift
accommodate relevant theories from the field of physics
withstand criticism from scientists outside the field of geology
25. The final acceptance of a drift theory could best be used to support the argument that
physicists are reluctant to communicate with other scientists
improbable hypotheses usually turn out to be valid
there should be cooperation between different fields of science
there is a need for governmental control of scientific research
scientific theories are often proved by accident
26. In developing his argument, the author warns against
relying on incomplete measurements
introducing irrelevant information
rejecting corroborative evidence
accepting uninformed opinions
making unwarranted comparisons
27. It can be deduced from the passage that the gravitational force at a point on the Earths surface is
representative of the geologic age of the Earth
analogous to the movement of land masses
similar to optical phenomena such as mirages
proportional to the size of the Earth
dependent on the speed of the Earths rotation
答案:17-27:EDBDBACACED
2017届高考英语一轮复习精品课件:同步测试卷6
2017届高考英语一轮复习精品课件:高频语法复习3
2017届高三英语一轮复习课时作业12:Unit 2《Healthy eating》(新人教版必修3)
高三英语人教版总复习之语法专项突破课件:语法专项十六 构词法
2017届高考英语一轮复习精品课件:Unit 5《Music 》(新人教版必修2湖北专用)
2017届高考英语一轮复习高频语法专讲专练课件:动词与动词短语
高三英语人教版总复习之语法专项突破课件:语法专项十 定语从句
2017届高三英语一轮复习课时作业33:Unit 3《Under the sea》(新人教版选修7)
2017届高三英语一轮复习课时作业35:Unit5 《Travelling abroad》(新人教版选修7)
2017届高三英语一轮复习课时作业38:Unit 3《Inventors and inventions》(新人教版选修8)
2017届高三英语一轮复习课时作业31:Unit 1《Living well》(新人教版选修7)
高三英语人教版总复习之语法专项突破课件:语法专项七 动词的时态和语态
2017届高三英语一轮复习课时作业23:Unit 3《Life in the future》(新人教版必修5)
2017届高考英语一轮复习精品课件:Unit 2《The Olympic Games》(新人教版必修2湖北专用)
2017届高考英语一轮复习精品课件:高频语法复习8
2017届高三英语一轮复习课时作业17:Unit 2《Working the land》(新人教版必修4)
2017届高三英语一轮复习课时作业19:Unit 4《Body language》(新人教版必修4)
2017届高考英语一轮复习精品课件:Unit 5《Theme parks》(新人教版必修4湖北专用)
2017届高三英语一轮复习课时作业21:Unit 1《Great scientists》(新人教版必修5)
2017届高考英语一轮复习精品课件:Unit 4《Global warming》(新人教版选修6湖北专用)
2017届高考英语一轮复习精品课件:Unit 4《Earthquakes 》(新人教版必修1湖北专用)
2017届高考英语一轮复习精品课件:Unit 4《Astronomy the science of the stars》(新人教版必修3湖北专用)
2017届高三英语一轮复习课时作业34:Unit 4《Sharing》(新人教版选修7)
2017届高三英语一轮复习课时作业26:Unit 1《Art》(新人教版选修6)
2017届高三英语一轮复习课时作业29:Unit 4《Global warming》(新人教版选修6)
2017届高考英语一轮复习精品课件:高频语法复习5
2017届高考英语一轮复习精品课件:同步测试卷3
2017届高三英语一轮复习课时作业24:Unit 4《Making the news》(新人教版必修5)
2017届高考英语一轮复习精品课件:Unit 1《Cultural relics》 (新人教版必修2湖北专用)
2017届高考英语一轮复习精品课件:Unit 1《Art》(新人教版选修6湖北专用)
| 不限 |
| 英语教案 |
| 英语课件 |
| 英语试题 |
| 不限 |
| 不限 |
| 上册 |
| 下册 |
| 不限 |