THE DYNAMICS OF THE SPANISH INSTITUTIONAL EVOLUTION TOWARDS ECONOMIC, SOCIAL AND POLITICAL
英语考研一模拟试题

英语考研一模拟试题Part I: Reading Comprehension (40 points)Section ADirections: In this section, there are four passages followed by questions or incomplete statements. For each of them, there are four choices marked A, B, C, and D. Choose the one that best completes the statement or answers the question.Passage 1Questions 1-5 are based on the following passage.When it comes to hosting a dinner party, most people focus on the menu and the guest list. However, one important aspect that is often overlooked is the seating arrangement.It may seem like a small detail, but the way guests are seated can have a big impact on the success of the dinner party. A well-thought-out seating arrangement can help create a comfortable and enjoyable atmosphere for everyone involved.First and foremost, consider the size and shape of the table. If you have a long rectangular table, it's best to seat guests across from each other. This allows for easy conversation and interaction between guests. For a round table, consider seating guests in a way that allows everyone to see and talk to each other easily.Another important factor to consider is the mix of personalities at the table. Try to seat guests with similar interests next to each other toencourage conversation. It's also a good idea to seat more outgoing guests next to quieter ones to help balance the dynamics of the table.In conclusion, the seating arrangement is a key element in hosting a successful dinner party. By taking the time to carefully plan out the seating, you can ensure that your guests have an enjoyable and memorable experience.1. What is one important aspect that is often overlooked when hosting a dinner party?A. The guest listB. The menuC. The seating arrangementD. The decorations2. According to the passage, what is the best seating arrangement for a long rectangular table?A. Guests sitting next to each otherB. Guests sitting randomlyC. Guests seated across from each otherD. Guests seated in a circle3. What should be considered when seating guests to encourage conversation?A. Similar personalitiesB. Different personalitiesC. Different interestsD. Age differences4. How can outgoing guests help balance the dynamics of the table?A. By being the center of attentionB. By sitting next to each otherC. By engaging with quieter guestsD. By leaving early5. What does the author suggest is the key element in hosting a successful dinner party?A. The menuB. The guest listC. The decorationsD. The seating arrangementPassage 2Questions 6-10 are based on the following passage.Technology has become an integral part of our lives, with smartphones, tablets, and laptops being used on a daily basis. While these devices offer convenience and connectivity, there are also downsides to their constant usage.One of the major concerns related to technology is the impact it has on our sleep. The blue light emitted by screens can disrupt our natural sleep cycle, making it harder for us to fall asleep at night. Additionally, the constant notifications and alerts from our devices can lead to increased stress and anxiety, further affecting our ability to get a good night's rest.Moreover, technology has changed the way we communicate with others. While it has made it easier to stay in touch with friends and family, it has also led to a decrease in face-to-face interactions. Many people now rely on texting and social media to communicate, rather than having meaningful conversations in person.In conclusion, while technology offers many benefits, it's important to be mindful of its impact on our sleep and social interactions. Finding a balance between technology use and offline activities is crucial for maintaining our physical and mental well-being.6. According to the passage, what is a major concern related to technology?A. Its impact on our physical healthB. Its impact on our sleepC. Its impact on our social interactionsD. Its impact on our work productivity7. How does the blue light emitted by screens affect our sleep?A. It helps us fall asleep fasterB. It has no impact on our sleepC. It disrupts our natural sleep cycleD. It improves the quality of our sleep8. What can the constant notifications and alerts from devices lead to?A. Increased productivityB. Decreased stress and anxietyC. Improved memoryD. Increased stress and anxiety9. What has technology changed in terms of communication?A. It has decreased face-to-face interactionsB. It has increased face-to-face interactionsC. It has made face-to-face interactions easierD. It has had no impact on face-to-face interactions10. According to the passage, what is crucial for maintaining our physical and mental well-being in relation to technology use?A. Using technology more oftenB. Limiting offline activitiesC. Finding a balance between technology use and offline activitiesD. Completely avoiding technology useSection BDirections: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in the passage. However, the statements are numbered, and you may find the statements in a different order. Choose the order in which the statements are mentioned in the passage.Passage 3A. Twelve-year-old Laxmi Agarwal was walking down the street when she was attacked by a man twice her age. Enraged that she had rejected his advances, the attacker poured acid on her face, leaving her with disfigured features and a lifetime of physical and emotional pain.B. Acid attacks are brutal acts of violence that scar their victims not only physically but emotionally and psychologically as well. Yet, despite the trauma and discrimination they face, many survivors have shown incredible resilience and strength in rebuilding their lives.C. The aftermath of an acid attack is devastating, as victims are left to deal with physical injuries, trauma, and societal stigma. Reconstructive surgery is often needed to restore their appearance, but the emotional scars can be harder to heal.D. Survivors of acid attacks face numerous challenges, including medical treatment, legal battles, and societal judgment. However, many have turned their pain into power by advocating for stricter laws against acid violence and raising awareness about the issue.E. Acid attacks are a form of gender-based violence that stems from jealousy, revenge, or rejection. Victims are frequently targeted byperpetrators who seek to exert power and control over them, using acid as a weapon to disfigure and intimidate.F. Despite the physical and emotional scars they carry, acid attack survivors have shown remarkable courage and resilience in overcoming their trauma. Many have become advocates for change, speaking out against the violence and discrimination they have experienced.Part II: Vocabulary and Structure (20 points)Section ADirections: Choose the word or phrase that best completes each sentence.16. The teacher ___________ the students to study for the exam.A. suggestedB. explainedC. announcedD. mentioned17. She's always been interested in ____________ cultures and languages.A. foreignB. localC. internationalD. regional18. We ______________ a lot of rain during the rainy season.A. getB. haveC. receiveD. take19. It's important to ______________ yourself before going out in the sun.A. coverB. protectC. preserveD. maintain20. The _____________ of the matter was finally resolved after months of negotiation.A. problemB. questionC. issueD. topicSection BDirections: Complete each sentence with the correct form of the verb in parentheses.21. We ______________ (not/go) to the concert last night because we were too tired.22. The company ______________ (consider) relocating to a bigger office space.23. I ______________ (talk) to my parents on the phone when the earthquake struck.24. She ______________ (learn) Spanish for three years before moving to Spain.25. By the time I had arrived at the station, the train ______________ (leave).Part III: Writing (40 points)Directions: Write a short essay (about 300 words) on the following topic.How has the COVID-19 pandemic affected education around the world? Discuss the challenges faced by students, teachers, and educational systems, as well as the opportunities for growth and innovation in the midst of the crisis.End of Exam---以上为英语考研一模拟试题的内容,希望能够帮助您进行备考。
西班牙巴塞罗那大学基本概况.doc

西班牙巴塞罗那大学基本概况巴塞罗那大学创办于1450年,是西班牙国际排名最高的大学,其研究影响力堪称顶尖,目前世界排名第156位。
下面请看整理并翻译的巴塞罗那大学基本概况,供大家参考。
一、关于巴塞罗那大学The University of Barcelona is the most formidable public institution ofhigher education in Catalonia, catering to the needs of the greatest number ofstudents and delivering the broadest and most comprehensive offering in highereducational courses. The UB is also the principal centre of university researchin Spain and has become a European benchmark for research activity, both interms of the number of research programmes it conducts and the excellence thesehave achieved.Its own history closely tied to the history of Barcelona and of Catalonia,our university combines the values of tradition with its position as aninstitution dedicated to innovation and teaching excellence: a university thatis as outward-looking and cosmopolitan as the city fromwhich it takes itsname.巴塞罗那大学是西班牙加泰罗尼亚最具实力的公立高等教育机构,它满足最广大学生的需求,有最广泛和最全面的高等教育课程。
历年大学英语六级真题合集

历年大学英语六级真题合集大学英语六级考试12月24日新六级试题(听力部分文字稿)Section A11. M: I need to find a dentist; you said you know Dr. Smith well, do you recommend her?W: Well, I had to see her a few times, but what impressed me most was the magazines in her waiting room.Q: What does the woman imply ?12. W: I’m afraid I can’t show you the apartment at the moment, because the tenant is still living in it. It’s really a lovely place with a big kitchen and a sunny window for only two hundred dollars a month.M: Sounds good, but we really can’t rent an apartment without seeing it first.Q: What do we learn from the conversation?13. M: So, that’s what’s been keeping you so busy recently!W: Yes, I’ve been tied up with (被缠住) my studies. Youknow I’m planning to go to the United States this coming summer, but I’m a bit nervous about my English.Q: What is the woman busy doing ?14. W: How did you feel when you found out you had high blood pressure?M: Shocked! The problem for me was that there no symptoms (症状); it seemed to have sneaked up on (悄悄接近某人然后突然出现) me.Q: What does the man mean?15. W: So, you’re just back from a trip to India. What were you doing there?M: The trip was intended to bring to the world’s attention the fact that AIDS is not just an African disease; it’s also endangering (危及) other countries , notably, India and Thailand.Q: What was the p urpose of the man’s trip to India?16. M: It’s quite clear from my visit this is a full-size comprehensive (综合性的) university. So why is it still called a college?W: The College of William and Mary is the second oldest institution of higher learning (高等学府)in this country. We have nurtured (培养,培育) great minds like Thomas Jefferson and we’re proud of our name.Q: What do we learn from this conversation about the College of William and Mary?17. M: Have the parts we need for the photocopying machine arrived yet?W: I ordered them last week, but something is holding them up (耽搁).Q: What does the woman say about the part needed for the photocopying machine?18. W: The cafeteria provided many kinds of dishes for us today. Did you notice that?M: Yes. Kind of (有点) rare, isn’t it?Q: What does the man imply?Conversation OneW: Hello, Patrick, is that you?M: Yeah Jane, what can I do for you ?W: I was calling about the apple tree that you were trimming (修剪,剪枝) yesterday. (19)M: That was hard work!W: I’m sure it was. It sure looked difficult.M: Yeah, I’m glad it’s finished. Hauling the branches to the front for garbage pickup was no fun either.W: Well, I don’t think you’re quite finished yet; some ofthe larger branches fell over into my yard, and I think you should come and get them. (20)M: Listen Jane, I don’t see why I should do that. You eat all the apples that fall in your yard and you’ve never complained about that before.W: Well, it’s easier to pick up apples than to drag tree branches all the way to the curb. (20) My kids pick up the apples, and the branches are just too big for them to drag.M: Well, I guess you’ll just have to do it yourself Jane.W: Patrick, I wish you would reconsider (斟酌,再考虑). We’ve always gotten along fairly well, but I think you’re out of line here. The branches are your responsibility.M: Sorry Jane, I disagree! You take the benefits of the apple tree, but refuse to deal with the bad side of it !W: Get the branches off my property or I’ll have to sue you.(21)M: Yeah? For what? You’re taking those law classes too seriously (太较真,太当回事)! (22) I’ll gotta go, I have to pick up my son.W: You’ll be hearing from m e. M: Yeah, yeah. See you in court Jane.Questions 19 to 22 are based on the conversation you havejust heard.19. What did the man do yesterday?20. What did the woman ask the man to do?21. What did the woman threaten to do?22. What was the man’s reaction to the woman’s threat?Conversation TwoM: Did you hear about the air crash that occurred in South America recently? It was quite a tragic accident!W: No, I didn’t see anything in the news about it. What happened?M: A foreign airliner was attempting to land at night in a mountainous area of Argentina and flew into a hill!W: That sounds really terrible! Did anyone survive?M: No, everyone aboard, including the crew, was killed instantly.W: What were the circumstances? Was there bad weather, a fire, or an engine failure?M: Apparently, there were some low clouds in the area, but mostly it was just miscommunication between the pilots and the air traffic controllers.(23)W: Weren’t they both speaking in English, the official international aviation (航空) language?M: Yes, they were. But the transmission from poor-quality radios was slightly distorted (歪曲,曲解) and the accents of the Spanish speaking controllers were so strong that the pilots misunderstood a vital instruction.W: How could a misunderstanding like that cause such a serious accident?M: The pilots were told “Descend to 2-2, 000 feet.” The instruction actually meant 22,000 feet, but they thought they heard descend to 2,000 feet. That’s a huge difference, and it should have been confirmed, but it was not. Unfortunately, the terrain (地形,地势) of the mountains in that region extends up to 2,000 feet.(24)W: So the pilots did descend to the wrong altitude (高度,海拔) then, thinking they were following the air controllers instructions.M: Sadly enough, yes they did. It was a really bad mistake. Many people died as a result of this simple misunderstanding.W: Wow, that’s a powerful lesson in how important it can be to accurately communicate with each other.(25)Questions 23 to 25 are based on the conversation you have just heard.23. What was the cause of the tragedy?24. How high are the mountains in the region?25. What lesson could be drawn from the accident?Section BPassage OneEdgar Poe, an American writer, was born in 1809. His parents were actors. Edgar was a baby when his father left the family. He was two years old when his mother died. (26) He was taken into the home of a wealthy business man named John Allen. He then received his new name, Edgar Allen Poe. As a young man, Poe attended the University of Virginia. He was a good student, but he liked to drink alcohol and play card games for money. As an unskilled game player, he often lost money. Since he couldn’t pay his gambling losses, he left university (27) and began working for magazines. He worked hard, yet he was not well-paid, or well-known. A t the age of 27, he got married. For a time it seemed that Poe would find happiness, but his wife was sick for most of their marriage, and died in 1847. Through all his crises, Poe produced many stories and poems which appeared in different publications, yet he didn’t become famous until 1845, when his poem, The Raven, was published. There is a question, however, about Poe’s importance in American literature. Some critics say Poe was one of America’s best writers, but others disagree. Theysay Poe’s work is difficult to understand (28) and most of his writing describes very unpleasant situations and events. Edgar Allen Poe died in 1849 when he was 40 years old. It is said that he was found dead after days of heavy drinking. (29)26. What happened to Edgar Allen Poe’s family when he was only two years old?27.Why did Edgar Allen Poe leave the University of Virginia?28.What do some critics say about Edgar Allen Poe?29.How did Edgar Allen Poe’s life come to an end?Passage TwoMore than fifty years ago, the United Nations declared that literacy is a basic h uman right. It’s very important for improving the lives of individuals. However, it is estimated that 880 million adults around the world are illiterate, that is, they are unable to read or write. A majority of them are women. (30) More than 110 million school age children in the world do not attend school. Many others complete school or fail to finish their studies without learning to read or write. Many countries depend on the efforts of people who offer their time to help illiterate individuals. For example, John Mogger became concerned about the problem of illiteracy three years ago, so he started teaching five prisoners in Brazil. In his teaching, he developed a system with this group ofprisoners. He says his way of teaching can help anyone learn how to read and write with about thirty hours of study. (32) To learn his system, people must first know how to write letters of the alphabet (字母表) and learn which sounds they represent. The system divides letters into three groups . The first group of letters can be written between two lines. The second can be written between two lines but part of the letter is above the top line. The third group has letters that are partly written below the lower line.(31) John Mogger taught his students to write simple words from the letters. In this way, his students learned more than seven hundred words. Many of them can now write to family members. They also can read newspapers and magazines.30. According to the speaker, which group of people make up the illiterate population?31.What is the most important feature of John Mogger’s method of teaching the alphabet?32.What does John Mogger say about his teaching method?Passage ThreeFarmers usually use ploughs to prepare their fields for planting crops. Ploughs cut into the ground, and lift up weeds, and other unwanted plants. However, ploughing is blamed for causing severe damage to topsoil by removing the plants that protect thesoil from being blown or washed away. (33) Many farmers in South Asia are now trying a process called Low Till Farming. Low Till Farming limits the use of ploughs. (34) in this method of farming seeds and fertilizer are put into the soil through small cuts made in the surface of the ground. Low Till Agriculture leaves much or all the soil and remains of plants on the ground. They serve as a natural fertilizer and help support the roots of future crops. They take in rain and allow it to flow into the soil instead of running off. It has been proved that Low Till Farming increases harvests and reduces water use, and this method reduces the need for chemical products because there are fewer unwanted plants. Scientists say Low Till Farming is becoming popular in South Asia, which is facing a severe water shortage. (35) They say the area will become dependent in imported food unless water is saved through methods like Low Till Farming. Currently, more than 150 million people in South Asia depend on local rice and wheat crops. Farmers grow rice during wet weather. During the dry season they grow wheat in the same fields. Farmers are using the Low Till method to plant wheat after harvesting rice. Scientists say Low Till Agriculture is one of the best examples in the world of technologies working for both people and the environment.33. What is the main problem caused by the usual way ofploughing?34.What does the speaker say about Low Till Farming?35.Where is Low Till Farming becoming popular?Section CAdults are getting smarter about how smart babies are. Not long ago, researchers learned that 4-day-oldscould understand (36) addition and subtraction. Now, British research (37) psychologist Graham Schafer has discovered that infants can learn words for uncommon things long before they can speak. He found that 9-month-oldinfants could be taught, through repeated show-and-tell, to (38) recognize the names of objects that were foreign to them, a result that (39) challenges in some ways the received (40)wisdom that, apart from learning to (41)identify things common to their daily lives, children don’t begin to build vocabulary until well into their second year. “It’s no (42) secret that children learn words, but the words they tend to know are words linked to (43)specific situations in the home,” explains Schafer.” (44)This is the first demonstration that we can choose what words the children will earn and they can respond to them with an unfamiliar voice giving instructions in an unfamiliar setting.” Figuring out how humans acquire language may shed light on why some children learn to read and write later thanothers, Schafer says, and could lead to better treatments for developmental problems. (45) What’s more, the study of language acquisition offers direct insight into how humans learn. “Language is a test case for human cognitive development,” says Schafer. But parents eager to teach their infants should take note: (46) Even without being taught new words, a control group caught up with the other infants within a few moths . “This is not about advancing development,” he says. “It’s just about what children can do at an earlier age than what educators have often thought.”。
《欧洲文化入门》知识点笔记

00230Both Latin and Greek belong to Indo-European language.
00240The Roman writer Horace(:e0lQCQMR65-8t^ WlN0) said captive Greece took her rude conqueror captive 0
00The world s first vast interior space.NLu
N,{ Colosseum('Yt珐) is an enormous.2)Yvsb_q_gRb
00410Sculpture(QX) She-wolf(
00; Father of History ! Herodotus ! war(between Greeks and Persians)
00This war is called Peleponicion wars. ZSWTY嬒d 3
00fH[ v^l g_洺0
00; The greatest historian that ever lived. ( geggO'YvS[) ! Thucydides ! war (Sparta Athens and Syracuse)
00200The burning of Corinth in 146 B.C. Marked Roman conquest of Greece.
00210The melting between Roman Culture and Greek Culture. (Wl_ g ^Jvh)
00220From 146 B.C. Latin was the language of the western half of the Roman Empire.
人教版2019选择性必修第四册 Unit 2 单元复习检测(原卷版)-(人教版新教材新高考专用)

人教2019新版选择性必修四•Unit 2基础练一、词汇短语精练:用所给词的适当形式或填空。
1. He was fond of ________ (dive) from an early age and he enjoys the wonderful creatures on the ocean floor.2. She is old enough to have the________ (free) to do what she likes.3. The carnival held in our school last week________(sponsor) by several famous graduates.4. The charity organized the ______ (distribute) of food and clothing in the disaster area.5. Road accidents have decreased in ________ (frequent) in this region during the past decade.6. You should keep your ________ (capable) to deal with all kinds of problems.7. Modern science makes it possible for us to be in contact ________ each other much more easily.8. California _________ (refer) to as the Golden State, as you know.9. He picked up a handful ____ gravel (石子) and drew back his arm to throw.10. The organization is called Root Shoots because roots move slowly under the ground to make a firm ________ (found).二、题型精练:阅读理解On September 15, El Salvador, Guatemala, and Honduras celebrate their own independence days. On October 16, Mexico follows suit. Each country above has its own nature, but what combines them is local traditions and Spanish culture. Here are four destinations worthy of planning a trip.Tazumal, El SalvadorEl Salvador is home to some rather impressive Mayan ruins that show off this once great civilization. Tazumal is one such place, which is believed to be more than 7,000 years old and was left abandoned sometime around the 13th century. However, large areas were extensively restored in the 40s’ and 50s’, giving visitors a taste of the past.Antigua, GuatemalaThe 16th-century city of Antigua is surrounded by volcanoes, churches, and Baroque buildings, combining European style with pre-Hispanic traditions, making its way to the list of UNESCO World Heritage Sites. It’s possible to visit most of its attractions on foot, including the Arco de Santa Catalina, the Central Park, and the Palacio del Ayuntamiento.Comayagua, HondurasHonduras may be well-known for its beaches, and one worthy of your travels is the city that was once the capital: Comayagua. Founded in the early 1500s, a visit here is like traveling back in time. Several museums showcase the cultural richness and the must-see clock in the central square, which is the oldest clock in the continent, dating back to the 12th century.Veracruz, MexicoVeracruz is a natural beauty with beaches that stretch for as far as the eye can see, deep blue waves and powerful waterfalls. When visiting Veracruz, stop by the Zocalo in Downtown Veracruz, where locals gather to listen to “son jarocho”, a regional folk music style that started right here. Couples also gather to dance in the square. But not just any dance, rather they take part in Danzόn, a traditional couples dance iconic (标志性的) to this particular state.1. Which place has the potential to be a UNESCO World Heritage Site?A. Tazumal.B. Antigua.C. Comayagua.D. Veracruz.2. What can visitors do in Veracruz?A. Learn to sing folk music.B. Watch unique dances.C. Go in for water sports.D. Walk on man-made beaches.3. What do the listed places have in common?A. They share the same traditional culture.B. They have beautiful long beaches.C. They are home to famous ancient ruins.D. They celebrate independence days the same day.三、语法填空Carrying a message of peace and friendship, the flame for the 2022 Winter Olympic Games arrived to a warm welcome in Beijing on Wednesday.Witnessed by organizers, sports 1(figure), performers and students, the flame housed in a red lantern 2(draw) crowds of onlookers as it was accompanied by volunteers into a ceremony held at Beijing’s Olympic Tower. The flame arrived early on Wednesday after 3 (fly) from Greece, the birthplace of the Olympics, where it was lit two days 4 (early).Public exhibitions of the torch and the traditional national relay (接力) in the host country have been simplified for the Beijing Games due 5 COVID-19 precautionary measures. The relay will take place in three host areas and involve about 1,200 torchbearers, 6 scheduled for Feb 2 to Feb 4, with the route 7 (connect) landmarks, historical sites and major tourism attractions in Beijing and Zhangjiakou. The shortened torch relay with reduced crowds, will help ensure the health and 8 (safe) of all participants as well as that of local communities.“As 9 iconic (偶像) cultural element of the Olympic Games, the torch relay plays a10 (extreme) significant role in promoting the host’s international image while spreading the message of peace and friendship,” said Zhang Jiandong, a vice-mayor of Beijing.提升练四、阅读理解Best places to visit in the UKLondon: The UK's All-in-One DestinationWhile it's possible to plan a trip to the UK without visiting London, it's certainly not to beadvised. The nation's capital offers plenty of attractions to keep you busy. For those interested in learning more about the UK's rich history, one of the top things to do in London is visit the Tower of London. Located beside the Tower Bridge on the banks of the River Thames, this former palace and prison includes highlights such as the iconic 1,000-year-old White Tower, with its fascinating displays of armor and weaponry, and the Jewel House, home to the Crown Jewels.Edinburgh; Scotland's CapitalOne of Scotland's most attractive cities, the capital city of Edinburgh is also one of the UK's most visited destinations. Popular for its many well-preserved historic buildings, Edinburgh is perhaps best known as the home of the Edinburgh Castle.Other Edinburgh highlights include broad Princes Street, popular for its shopping and dining, as well as for the Royal Botanical Garden and the National Gallery of Scotland.Medieval (中世纪的) York and its MinsterOne of northern England's most popular tourist destinations, the medieval city of York, long the ecclesiastical (教会的) capital of the Church of England, boasts one of the country's most magnificent cathedrals (教堂). The country's largest medieval church, York Minster can trace its roots back to the spread of Christianity in the 3rd century, although the splendid present Gothic structure was built almost 1,000 years later.Highlights of a tour include the opportunity to view its 14th-century stained glass windows, plus the richly decorated interiors of the choir and north transept. Also worth a visit is the crypt, which contains parts of the original 11th-century church the cathedral now stands on.Plan your sightseeing adventures with our list of the best places to visit in the UK. Click here for more information.1. If you are interested in UK's rich history; where would you go?A. Tower BridgeB. River ThamesC. Tower of LondonD. White Tower2 Which of the following is Edinburgh best known for?A. Edinburgh CastleB. Princes StreetC. National GalleryD. Royal Botanical Garden3. Which of the following about York is true?A. It was the capital of the Church of England.B. York boasts UK's most magnificent cathedrals.C. York Minster is the country's largest medieval church.D. The present Gothic structure was built almost 1000 years ago.4. Where would you probably read this article?A. On a sports magazine.B. On a travel website.C. On a science report.D. On a geography book.五、七选五The Sahara DesertLocationFilling nearly all of northern Africa, the Sahara Desert measures approximately 3,000 miles from east to west and between 800 and 1,200 miles from north to south. 1 The Sahara Desert is bordered in the west by the Atlantic Ocean, in the north by the Atlas Mountains and the Mediterranean Sea, in the east by the Red Sea, and in the south by the Sahel.LandscapeThe Sahara Desert features iconic sand dune (沙丘) fields, which cover about 15 percent of the entire desert’s surface and lie primarily in the north-central region. 2 A few examples include crescent (新月形的) dunes, linear dunes, transverse dunes and star dunes. These dunes, with their various forms, raise many questions about the dynamics of their formation.Water3 Its age-old rivers are the Nile and the Niger. The Nile rises south of the Sahara and empties into the Mediterranean. The Niger rises southwest of the Sahara and flows northeastward into Mali.4 It is the expansive but shallow Lake Chad, a body of water that lies at the southernmost edge of the Sahara. Other lakes hold a salty stew of undrinkable water.ClimateAcross the Sahara Desert, the annual average rainfall equals no more than a few inches or fewer. In the summer, daytime air temperatures often soar to over 100 degrees Fahrenheit, with the hottest air temperature meteorologists have ever recorded — 136 degrees — occurring at EL Azizia, Libya, on September 13, 1922. 5 In the winter, freezing temperatures may occur in the northern Sahara Desert, and milder temperatures across the southern Sahara Desert. Snow may fall occasionally in some of the higher mountain ranges and rarely, on the desert floor.A. No rain at all may fall for several more years.B. It has a total area of some 3,320,000 square miles.C. The dunes usually take on varied and complex forms.D. Star dunes form under winds that blow from several directions.E. The Sahara Desert has some lakes, but only one with drinkable water.F. The Sahara Desert has only two permanent rivers and a handful of lakes.G. Under the clear skies, the temperature may fall 40 degrees or more during an evening.六、完形填空According to a Chinese saying, he who doesn’t reach the Great Wall of China is never a great man. Growing up in Beijing I 1 historical sites and natural attractions (吸引) perfectly well. However, I’d 2climbed the Great Wall before until recently. I, along with my friends, aimed for the top. We soon discovered that the hike (远足) was much more 3 than we had imagined. But we didn’t 4. It took us about two hours to finally reach where we had wanted to get to.As I 5 at the top of the Great Wall, I looked back at the waves (浪) of 6 walking to the top. At that moment, I saw an amazing view that would forever change my opinion on humans’ limits. I saw young couples carrying their children, walking 7but surely towards the top. They would stop once in a while to take a 8 under the hot sun.As I stood there, I began to 9 words that can describe us humans. If one would like to describe Giraffes (长颈鹿), he/she would use words such as 10and long-necked—But what about us? I took another look down below and my 11 began to gather, persevering (坚持不懈的), determined, and strong... As these words came into my mind, I12 that it was not appearance (外貌) or physical characteristics that should define (定义) us humans, but the 13 that we share.I don’t know if I became a great man after returning from this 14 according to the Chinese saying, 15 I surely returned as a more thoughtful person.1. A. show B. accept C. imagine D. know2. A. still B. also C. never D. already3. A. expensive B. interesting C. difficult D. important4. A. break up B. give up C. keep up D. look up5. A. shook B. lay C. walked D. stood6. A. children B. sights C. people D. foreigners7. A. dangerously B. slowly C. worriedly D. strangely8. A. break B. tip C. step D. note9. A. care about B. make up C. tell about D. think of10. A. healthy B. tall C. fat D. scary11. A. thoughts B. emotions C. rules D. plans12. A. worried B. argued C. feared D. realized13. A. dreams B. qualities C. concerns D. experiences14. A. trip B. country C. vacation D. risk15. A. but B. as C. unless D. so七、书面表达假如你是李华,你远在英国的朋友Peter对历史文化名城扬州很感兴趣,发邮件来询问详细信息。
Spanish Club Activities

Spanish Club ActivitiesAs a member of the Spanish Club, I have been involved in organizing and participating in a variety of activities that have enriched my understanding and appreciation of the Spanish language and culture. Our club has been dedicated to creating an inclusive and engaging environment for students who are interested in learning more about Spanish-speaking countries and their traditions. One of the most popular activities that we have organized is the Spanish movie nights, where we screen a wide range of films from different Spanish-speaking countries. These movie nights have not only provided entertainment but have also served as a platform for members to improve their language skills and gain insight into the diverse cultures within the Spanish-speaking world. In addition to movie nights, the Spanish Club has also organized cultural festivals that showcase the rich traditions and customs of various Spanish-speaking countries. These festivals have been a great way for students to immerse themselves in the vibrant and colorful celebrations that are an integral part of Spanish culture. From flamenco dancing to traditional music and food, these events have allowed us to experience the beauty and diversity of the Spanish-speaking world firsthand. Furthermore, the Spanish Club has been actively involved in community outreach programs that aim to promote the importance of bilingualism and multiculturalism. We have collaborated with local schools and community centers to offer free Spanish language classes and cultural workshops, providing an opportunity for individuals of all ages to learn about the Spanish language and its cultural significance. These outreach programs have not only benefited the community but have also allowed our club members to take on leadership roles and make a positive impact through their passion for the Spanish language and culture. Another significant aspect of the Spanish Club's activities is our participation in language exchange programs with native Spanish speakers. These programs have provided us with the opportunity to practice our language skills in a real-world setting and have allowed us to forge meaningful connections with individuals from Spanish-speaking countries. Through these exchanges, we have gained a deeper understanding of the linguistic nuances and cultural intricacies that are inherent to the Spanish language, fostering a sense of appreciation and respect for the diversity within the Spanish-speakingcommunity. Moreover, the Spanish Club has been instrumental in organizing educational trips to Spanish-speaking countries, providing members with the chance to immerse themselves in the language and culture they have been studying. These trips have been transformative experiences, allowing us to interact with native speakers, explore historical landmarks, and gain a deeper understanding of the societal and cultural dynamics of the countries we visit. The firsthand exposure to the language and culture has been invaluable in reinforcing our language skills and broadening our global perspective. In conclusion, the Spanish Club has played a pivotal role in fostering a deep appreciation for the Spanish language and culture among its members. Through a diverse range of activities, we have been able to create an inclusive and engaging environment that has allowed us to not only improve our language skills but also gain a profound understanding of therich and diverse cultures within the Spanish-speaking world. The experiences and connections we have forged through our involvement in the Spanish Club have been transformative, shaping us into global citizens who are passionate about embracing and celebrating linguistic and cultural diversity.。
2024届上海春季高考(押题卷03)-英语试题+答案

2024学年上海市高考押题卷03英语学科(满分115分)II. Grammar and Vocabulary (20分)Section ADirections: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.The United States of America (commonly ____1____(refer) to as the United States, the U.S.,the USA,the States or America) is a federal constitutional republic comprising fifty states and a federal district.The country is situated mostly in central North America,____2____ its forty-eight contiguous states and Washington,D.C., the capital district, lie ____3____ the Pacific and Atlantic Oceans,bordered by Canada to the north and Mexico to the south. The state of Alaska is in the northwest of the continent, with Canada to its east and Russia to the west across the Bering Strait.At 3.79 million square miles (9.83 million km²) and with more than 300 million people,the United States is the third or fourth ____4____ (large) country by total area,and third largest by land area and by population.The United States is one of the world's most ethnically diverse and multicultural nations, the product of large-scale immigration from many countries. The U.S.economy is the largest national economy in the world, with an estimated 2008 gross domestic product (GDP) of US $14.3 trillion.The nation was founded by thirteen colonies of Great Britain located along the Atlantic seaboard. On July 4,1776,they issued the Declaration of Independence, ____5____ proclaimed their independence from Great Britain and their formation of a cooperative union.The rebellious states ____6____ (defeat) Great Britain in the American Revolutionary War,the first successful colonial war of independence. A federal convention adopted the current United States Constitution on September 17,1787; its ratification the ____7____ (follow) year made the states part of a single republic with a strong central government. The Bill of Rights, comprising ten constitutional amendments guaranteeing many fundamental civil rights and freedoms, was ratified in 1791.In the 19th century, the United States acquired land from France, Spain, the United Kingdom, Mexico, and Russia, and annexed the Republic of Texas and the Republic of Hawaii. Disputes between the agrarian South and industrial North over states’ rights and the expansion of the institution of slavery provoked the American Civil War of the 1860s. The North's victory prevented a permanent split of the country and led ____8____ the end of legal slavery in the United States. By the 1870s, ___9___ national economy was the world's largest. The Spanish–American War and World War I confirmed the country's status as a military power. In 1945, the United States emerged from World War II as the first country _____10_____ (have) weapons,a permanent member of the United Nations Security Council, and a founding member of NATO.The end of the Cold War left the United States as the sole superpower. The country accounts for approximately 50% of global military spending and is a leading economic,political,and cultural force in the world.Directions: Complete the passage with the words in the box. Each word can only be used once. Note that there is one word more than you need.A. catch-up;B. substitute;C. advance;D. committed;E. exhausted;F. multitask;G. transferred;H. maintaining;I. commenting;K. challenge;J. embraceMy friend Haley called me the other day. She hadn't texted me in ___11___ to “find a time “to chat. Nor did we have a Zoom date on the calendar. She just up and called me unannounced.It was thrilling, this unscheduled, spontaneous conversation without a purpose or the weight of a formal ____12____. It felt like wheeling over to someone in the office to hear a joke.I was reminded of that larger orbit of friendships outside the inner core of those we still see in person, usually because we live with them. Think about all those relationships once sustained by serendipity and proximity, now starved by a year of social distancing.In what may be the world's largest sociological experiment, many of us have had to rely almost completely on technology to tend these connections. We now have a whole new cadre of Appointment Friendships.And even with ____13____ scheduling, it's not really enough. A recent study from researchers at the University of Nevada, Las Vegas, confirms what we now know in our ____14____ hearts: video calls, texts, social media, even phone calls are a great supplement to face-to-face interactions, but they aren't a(n) ____15____.Contrary to what you might expect, the more sophisticated the technology, the less it satisfies our need for connection.Researchers reported that the humble phone call was associated with decreases in stress, loneliness, and relationship difficulties. Meanwhile, video chats were associated with increased stress, loneliness, and difficulties in ____16____.I get it, we’re less self-conscious on the phone, and you can ____17____ and talk — maybe fold laundry or eat or both. With video, that uncanny valley of almost being there tends to make you long for the real thing. The UNLV researchers also reported that social media posting, ____18____ and sharing was the “modality most strongly associated with stress. “No one is less surprised about all this than Sherry Turkle, a clinical psychologist at M.I.T. She's been studying how technology affects our capacity for empathy and connection since the first Apple computer showed up with a smiley face, reporting her findings in two seminal books “Reclaiming Conversation” and “Alone Together.”When I spoke to her a few weeks ago, she’d just published her memoir, “The Empathy Diaries,” which is about becoming one of very few women at M.I.T. and one who was willing to ____19____ the enduring gospel of the engineering universe: that technology would solve the problems it caused.Turkle finished working on this book during pandemic shutdowns, which were akin to a real-world test of her life's work. She writes:In the crucible of enforced isolation, we explored the limits of where our screens can take us as technology became our lifeline, we realized how much we missed the full ___20___ of the human.III. Reading ComprehensionDirections: For each blank in the following passages there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.Today we live in a world where GPS systems, digital maps, and other navigation apps are available on our smart phones. ___21___of us just walk straight into the woods without a phone. But phones ___22___on batteries, and batteries can die faster than we realize.If you get lost without a phone or a compass, and you ___23___can’t find north, a few tricks to help you navigate ___24___to civilization, one of which is to follow the land...When you find yourself well ___25___a trail, but not in a completely ___26___area, you have to answer two questions: Which ___27___is downhill, in this particular area? And where is the nearest water source? Humans overwhelmingly live in valleys, and on supplies of fresh water. ___28___, if you head downhill, and follow any H2O you find, you should ___29___see signs of people.If you’ve explored the area before, keep an eye out for familiar sights—you may be ____30____how quickly identifying a distinctive rock or tree can restore your bearings.Another ____31____: Climb high and look for signs of human habitation.____32____ , even in dense forest, you should be able to ____33____gaps in the tree line due to roads, train tracks, and other paths people carve through the woods. Head toward these breaks to find a way out. At night, scan the horizon for artificial light sources, such as fires and streetlights, then walk toward the glow of light pollution.Finally, assuming you’re lost in an area humans tend to frequent, look for the ____34____we leave on the landscape. Trail blazes, tire tracks, and other features can ____35____you to civilization.21. A. Some B. Most C. Few D. All22. A. put B. take C. run D. come23. A. formally B. relatively C. gradually D. literally24. A. back B. next C. around D. away25. A. onto B. off C. across D. alone26. A. unattractive B. uncrowded C. unchanged D. unfamiliar27. A. site B. point C. way D. place28. A. So B. Yet C. Instead D. Besides29. A. immediately B. intentionally C. unexpectedly D. eventually30. A. surprised B. annoyed C. frightened D. confused31. A. problem B. option C. view D. result32. A. Above all B. In contrast C. On average D. For example33. A. bridge B. avoid C. spot D. separate34. A. memories B. marks C. notes D. belongings35. A. restrict B. adopt C. lead D. exposeSection BDirections: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read(A)Why make a film about Ned Kelly? More ingenious crime than those committed by the reckless Australian bandit are reported every day. What is there in Ned Kelly to justify dragging the mesmeric Mick Jagger so far into the Australian bush and away from his natural haunts? The answer is that the film makers know we always fall for a bandit, and Jagger is set to do for bold Ned Kelly what Brando once did for the arrogant Emiliano Zapata.The bandit inhabits a special realm of legend where his deeds are embroidered by others; where his death rather than his life is considered beyond belief; where the men who bring him to“justice” are afflicted with doubts about their role.The bandits had a role to play as definite as that of the authorities who condemned them. These were men in conflict with authority, and, in the absence of strong law or the idea of loyal opposition, they took to the hills. Even there, however, many of them obeyed certain unwritten rules.There robbers, who claimed to be something more than mere thieves, had in common, firstly, a sense of loyalty and identity with the peasants they came from. They didn’t steal the peasant’s harvest; they did steal the lord’s.And certain characteristics seem to apply to “social bandits” whether they were in Sicily or Peru. They were generally young men under the age of marriage, predictably the best age for dissidence. Some were simply the surplus male population who had to look for another source of income; others were runway serfs or ex-soldiers; a minority, though the most interesting, were outstanding men who were unwilling to accept the meek and passiverole of peasant.They usually operated in bands between ten and twenty strong and relied for survival on difficult terrain and bad transport. And bandits proposed best where authority was merely local —over the next hill and they were free. Unlike the general run of peasantry they had a taste for flamboyant dress and gesture; but they usually shared the peasants’ religious beliefs and superstitions.The first sign of a man caught up in the Robin Hood syndrome was when he started out, forced into outlawry as a victim of injustice; and when he then set out to “right wrongs”, first his own and then other people’s. The classic bandit then “take from the rich and gives to the poor” in conformity with his own sense of social justice; he never kills except in self-defense or justifiable place; his people admire and help to protect him; he dies through the treason of one of them; he behaves as of invisible and invulnerable; he is a “loyalist”, never the enemy of the king but only of the local oppressors.None of the bandits lived up fully to this image of the “noble robber” and for many the claim of larger motives was often a delusion.Yet amazingly, many of these violent men did behave at least half the time in accordance with this idealist pattern. Pancho Villa in Mexico and Salvatore Giuliano in Italy began their careers harshly victimized. Many of their charitable acts later became legends.The bandit in the real world is rooted in peasant society and when its simple agricultural system is left behind so is he. But the tales and legends, the books and films continue to appear for an audience that is neither peasant nor bandit. In some ways the characters and deeds of the great bandits could so readily be the stuff of grand opera — Don Jose on “Carmen” is based on the Andalusian bandit El Empranillo. But they are perhaps more at home in folk songs, in popular tales and the ritual dramas of films. When we sit in the darkness of the cinema to watch the bold deeds of Ned Kelly we are caught up in admiration for their strong individuality, their simple gesture of protest,their passion for justice and their confidence that they cannot be beaten. This sustains us nearly as much as it did the almost hopeless people from whom they sprang.36. Which of the following words is NOT intended to suggest approval of bandits?A. Bold (Para. 1).B. Claimed (Para. 4).C. Legend (Para. 2).D. Loyalty (Para. 4).37. Of the following reasons which is the LEAST likely one for becoming bandits?A. They liked theatrical clothes and behavior.B. They wanted to help the poor country folk.C. They were unwilling to accept injustice.D. They had very few careers open to them.38. “…began their careers harshly victimized” (Par. 9) means that they _____.A. had received excessive ill-treatmentB. were severely punished for their crimesC. took to violence through a sense of injusticeD. were misunderstood by their parents and friends39. What has made bandits suitable as film heroes is that they_____.A. are sure they are invincibleB. possess a theatrical qualityC. retain the virtues of a peasant societyD. protest against injustice and inequality(B)Literary Festivals across the WoldLondon Book FairTime: held annually in April for three daysPlace: London, U.K.The London Book Fair is a part of the London Book & Screen Week.Visitors include anyone who is involved with the creation, distribution, sale or treatment of content.Authors, talent scouts (星探), editors, designers, and digital gurus(领袖人物)all walk thefloor-----meeting, talking, observing, discovering. It’s a great opportunity to meet all kinds ofpeople.BookExpo AmericaTime: held annually on May or June for four daysPlace: various cities in the U.S.Unlike most book fairs, BookExpo America doesn’t have a base city. It moves to different placesevery year —— mostly big cities such as New York, Washington, Los Angles and Chicago.It is the largest gathering in the United States of librarians, booksellers and industry professionals,as well as a great place to discover the latest trends in technology while networking with others in the business, Go to book signing sessions(签书会)with your favorite authors, and participate in panel discussions with top writers while you enjoy breakfast. With hundreds of participating authors, there’s lots to do, see and read.Frankfurt Book FairTime: held annually in October for a weekPlace: Frankfurt, GermanyThe Frankfurt Book Fair is the world’s biggest and oldest book event with more than 500 years of history, yet it never stops developing with time.Thematic tours are provided, during which trade visitors and the general public can learn more about the Frankfurt Book Fair. Led by experts, these topical tours take interested groups to stands and other locations around the fair that are relevant to specific themes, such as educations, science, kids. With our Book Fair app, visitors have the possibility to take a time-independent, thematic tour.Tokyo international Book FairTime: held annually in September for three daysPlace: Tokyo, JapanBeing Asia’s leading book fair, the Tokyo International Book Fair has several sub categories, including the Natural Sciences Book Fair, the Humanities & Social Sciences Book Fair, and the Children’s Book’s Fair.One of the highlights of the event is the e-books expo, which shines a spotlight on the fact that people’s reading habits are switching from printed books to digital books.Besides book products, the newest e-learning software and digital technologies are also presented.40. How is BookExpo America different from the other three book fairs?A. It is held in different cities every year.B. It attracts many famous writers.C. It displays the latest trends in technology.D. It is the longest annual book fair.41. Which book fair providers tours of specific themes?A. The London Book Fair.B. BookExpo America.C. The Frankfurt Book Fair.D. The Tokyo International Book Fair.42. What do we know about the Tokyo International Book Fair?A. It is the most popular book fair in Asia.B. It is a great place for e-book lovers.C. It mainly focuses on natural science books.D. It mainly displays printed books for schools.(C)For years, the U. S. has experienced a shortage of registered nurses. The Bureau of Labor Statistics projects that while the number of nurses will increase by 19 percent by 2022, demand will grow faster than supply, and that there will be over one million unfilled nursing jobs by then.So what's the solution? Robots.Japan is ahead of the curve when it comes to this trend. Toyohashi University of Technology has developed Terapio, a robotic medical cart that can make hospital rounds, deliver medications and other items, and retrieve records. It follows a specific individual, such as a doctor or nurse, who can use it to record and access patient data. This type of robot will likely be one of the first to be implemented in hospitals because it has fairly minimal patient contact.Robots capable of social engagement help with loneliness as well as cognitive functioning, but the robot itself doesn't have to engage directly—it can serve as an intermediary for human communication. Telepresence robots such as MantaroBot, Vgo, and Giraff can be controlled through a computer, smartphone, or tablet, allowing family members or doctors to remotely monitor patients or Skype them, often via a screen where the robot's ' face' would be. If you can't get to the nursing home to visit grandma, you can use a telepresence robot to hang out with her. A 2016 study found that users had a "consistently positive attitude" about the Giraff robot's ability to enhance communication and decrease feelings of loneliness.A robot's appearance affects its ability to successfully interact with humans, which is why the RIKEN-TRI Collaboration Center for Human-Interactive Robot Research decided to develop a robotic nurse that looks like a huge teddy bear. RIBA (Robot for Interactive Body Assistance), also known as ‘Robear', can help patients into and out of wheelchairs and beds with its strong arms.It's important to note that robotic nurses don't decide courses of treatment or make diagnoses (though robot doctors and surgeons may not be far off). Instead, they perform routine and laborious tasks, freeing nurses up to attend to patients with immediate needs. This is one industry where it seems the integration of robots will lead to collaboration, not replacement.43. What does the author say about Japan?A. It delivers the best medications for the elderly.B. It takes the lead in providing robotic care.C. It provides retraining for registered nurses.D. It sets the trend in future robotics technology.44. What do we learn about the robot Terapio?A. It has been put to use in many Japanese hospitals.B. It provides specific individualized care to patients.C. It does not have much direct contact with patients.D. It has not revolutionized medical service in Japan.45. What are telepresence robots designed to do?A. Directly interact with patients to prevent them from feeling lonely.B. Cater to the needs of patients for recovering their cognitive capacity.C. Closely monitor the patients' movements and conditions around the clock.D. Facilitate communication between patients and doctors or family members.46. What can we infer from the last paragraph?A. Doctors and surgeons will soon be laid off.B. The robotics industry will soon take off.C. Robots will not make nurses redundant.D. Collaboration will not replace competition.Section CDirections: Complete the following passage by using the sentences given below. Each sentence can be used only once. Note that there are two more sentences than you need.In a few years you will be able to order a transcript of your entire genetic code for less than $1,000. ___47___ Two different university laboratories have developed tests that will reveal the entirety of a baby’s genetic code using just a blood sample from the mother plus a drop of saliva (唾液) from the father.Prenatal (出生前的) whole-genome sequencing will provide volumes of information beyond the currently available tests exclusively for genetic disorders such as Down’s syndrome or Tay-Saches disease. The three billion units of code furnished in the new tests will also dwarf(使…相形见的) the relative trickle (零散) of information provided by consumer gene-testing services such as 23andMe, which currently look only at perhaps about one million locations in the genome.___48___ Without careful planning, the new prenatal genetics might rob a child of the chance to make decisions best left until adulthood — whether or not to learn, for instance, if a mutation (突变) predicts the inevitability of Huntington’s disease 20 years hence.___49___ Similar laissez faire(放任) action to prenatal whole-genome testing could portend (预示) tragedy.Ultimately certain agency will need to develop a comprehensive policy on prenatal whole genome testing. Bioethics scholars wrote an analysis last summer that calls on the medical community to develop a guide to the most relevant genomic data for future parents. ___50___ Without access to a much higher level of refined expertise, the secrets of our offspring’s genetic code will continue to remain an unnerving cipher — or worse.A. Unfortunately, there aren’t nearly enough trained genetics counselors to handle the coming upsurge in demand for this type of information.B. Adults cannot do much to alter their biological lot, but what if parents could examine their unborn child’s genome?C. Cancer has become the first killer these years. That’s why people tend to take overtreatment with the knowledge of family history.D. Another fear is that a customer without discussing with genetics counselor can receive information via the Internet about a multifold greater risk of breast cancer.E. Another problem arises whether it is moral to choose to stop pregnancy because of the genome problem.F. Attitudes toward child rearing might change along with the new technology.IV Summary Writing51. Directions: Read the following passage. Summarize the main idea and main point(s) of the passage in no more than 60 words. Use your own words as far as possible.'This is crisis teaching': students with disabilities are neglected as coronavirus shuts schoolsHomeschooling your children during the Covid-19 pandemic(流行病) is hard. For parents whose children have a disability, it's a 'herculean(困难的) task'As her mom tells it, Sesame Street(儿童节目) is Aubrey's first and only love. Her affection for the program's cast of puppets, for Elmo in particular, is so aggressive and pure that her parents have to restrict her access to it because she gets so peculiar after watching it.Aubrey, whose real name her parents asked be withheld to protect her privacy, is a 16-year-old student in Los Angeles. As a teenager living with autism(自闭症), routine is the bedrock of her day.But in the days of a spiraling coronavirus crisis, predicting what comes next is all but impossible. “Think about how we are with uncertainty and multiply it by a million. For her not knowing is almost unbearable,” said her father, Pirouz Kavehpour.Today, with 124,000 of the nation's schools closed due to coronavirus, Kavehpour has joined the ranks of millions of parents turned into homeschool teachers overnight – no easy feat for any working parent, but especially challenging for parents whose children have disabilities.It remains unclear when schools across the country will reopen. California officials already indicated they won't restart this academic year and a handful of other states have closed doors until fall. And as classrooms shift to online learning, many of the services guaranteed to the nation's roughly 7 million children with disabilities have been effectively suspended.Federal law promises to give students educational services that address individual needs. But it's unclear when children with disabilities will get the kind of face-to-face help they had been getting at school before.(Adapted from the Guardian BY Jerry)V. TranslationDirections: Translate the following sentences into English, using the words given in the brackets.52. 你应该就你的所作所为向在场的所有人表示歉意。
询问四位老师不同的国籍并做出回答英语作文

询问四位老师不同的国籍并做出回答英语作文Exploring the Diversity of Nationalities Among Four EducatorsIn today's increasingly interconnected world, the opportunity to engage with individuals from diverse cultural backgrounds has become more prevalent than ever before. As an inquisitive student, I was eager to delve into the unique perspectives and experiences of four educators from different nationalities. Through a series of engaging conversations, I gained invaluable insights into the richness that cultural diversity can bring to the educational landscape.The first educator I had the pleasure of speaking with was Mrs. Emilia Fernandez, a passionate Spanish literature professor at a local university. Born and raised in the vibrant city of Madrid, Mrs. Fernandez shared her profound appreciation for the rich literary traditions of her homeland. She eloquently described the captivating works of renowned Spanish authors such as Miguel de Cervantes and Federico García Lorca, and how their writings have profoundlyinfluenced the cultural identity of the Spanish people. Her enthusiasm for her subject matter was palpable, and I found myself captivated by her ability to weave together the historical and social contexts that have shaped the evolution of Spanish literature.Next, I had the opportunity to converse with Mr. Takeshi Nakamura, a respected professor of Japanese history at a prestigious institution. Hailing from the bustling city of Tokyo, Mr. Nakamura provided me with a deep understanding of the intricate tapestry of Japanese culture and its enduring influence on the global stage. He eloquently discussed the significance of traditional Japanese art forms, such as calligraphy and woodblock printing, and how they continue to be celebrated and preserved in contemporary society. Furthermore, he shared his insights into the unique social dynamics and hierarchical structures that have defined Japanese society throughout its rich history, offering a thought-provoking perspective on the cultural nuances that shape the Japanese experience.The third educator I spoke with was Dr. Fatima Khayyam, a renowned expert in Middle Eastern politics and international relations. Born in Tehran, Iran, Dr. Khayyam's wealth of knowledge and personal experiences provided me with a captivating window into the complexities of the Middle Eastern region. She delved into the historical tensions and geopolitical challenges that have shaped the contemporary landscape, highlighting the importance of culturalunderstanding and diplomatic engagement in navigating these intricate issues. Her articulate and well-reasoned analysis challenged my preconceptions and encouraged me to approach global affairs with a more nuanced and empathetic perspective.Finally, I had the privilege of conversing with Mrs. Gabriela Morales, a passionate educator from Brazil who specializes in the field of environmental sustainability. Hailing from the vibrant city of Rio de Janeiro, Mrs. Morales shared her deep-rooted commitment to preserving the natural wonders of her homeland, particularly the breathtaking Amazon rainforest. She eloquently described the delicate balance between economic development and environmental conservation, emphasizing the crucial role that education plays in fostering a sustainable future. Her infectious enthusiasm for her work and her unwavering dedication to making a positive impact on the world left a lasting impression on me, inspiring me to consider how I can contribute to the global effort to protect our planet.Through these engaging conversations with educators from diverse nationalities, I have gained a profound appreciation for the richness and complexity of our world. Each individual's unique cultural background and personal experiences have shaped their perspectives and approaches to their respective fields, offering me a multifaceted understanding of the human experience. This exposure to diverse worldviews has not only broadened my intellectualhorizons but has also instilled in me a deep respect for the inherent value of cultural diversity.As I reflect on these illuminating discussions, I am reminded of the importance of embracing and celebrating the differences that make us human. By engaging with individuals from various nationalities and backgrounds, we have the opportunity to challenge our own assumptions, expand our knowledge, and foster a greater sense of global citizenship. This understanding is not only crucial for personal growth but also essential in addressing the complex challenges facing our interconnected world.In conclusion, the insights I have gained from these four remarkable educators have left an indelible mark on my perspective. Their unique stories and perspectives have inspired me to continue exploring the rich tapestry of human diversity, recognizing that each individual's cultural heritage is a valuable thread that contributes to the vibrant and multifaceted tapestry of our global community.。
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2003 EAEPE Conference, MaastrichtTHE DYNAMICS OF THE SPANISH INSTITUTIONAL EVOLUTION TOWARDS ECONOMIC, SOCIAL AND POLITICAL DECENTRALIZATION, 1950-2000: MARKETS, DEMOCRACY AND FEDERALISM FOR ECONOMIC DEVELOPMENTϕGonzalo Caballero1(University of Vigo)Research Area C - Institutional Change1-INTRODUCTIONIn this paper, we analyse the institutional dynamics that explain the “Spanish economic miracle” in the second half of the XX Century from a institutional theoretical approach that incorporates lessons from institutional economics, the historical and institutional comparative analysis and the transaction cost politics. In this sense, we study how Spain could experience an evolutionary process that decentraliced power: first, economic decentralisation towards markets in the sixtires; second, political decentralisation towards the political actors in the seventies; third, territorial decentralisation towards the regional governments in the last two decades of the Century.The Spanish economic history through this period is a story of success. The spanish population lived, at midway through the last Century, in an agrarian and underdeveloped economy that had not experienced an industrialization process that other european neighboursϕ The previous versions of this paper were presented at the European Historical Economics Society School (Trinity College, Dublin, Ireland, 2001); the 2004 and 2003 European School for New Institutional Economics (Institut d´Etudes Scientifiques, Cárgese, France); the IX Meeting on Public Economics (University of Vigo, Spain, 2002); the Spanish Congress of Economic Policy (University of Bilbao, Spain, 2002) and the Research Euro-Workshop on Government & Institutions in Twentieth Century European Economic History (University of Warwick, UK, 2002).1 Facultad de Economia, Universidad de Vigo, Campus As Lagoas, Marcosende, 36310 Vigo, Spain. E-mail: gcaballero@uvigo.eshad already made in the XIX Century. The situation showed autarky, inflationary vicious circle and economic failure. But there were five strong tendencies that determined the general economic evolution until the XXI Century: economic growth; the intensive productive transformation of the economy; the change towards a new policy and economic culture of stability, liberalization and market; the integration in the european tendencies; and a total modification of the economic role of the State.In this way, at the end of the XX Century, the Spanish economy presents a level of development and welfare comparable to those in the European western world. This Spanish experience constitutes a good example of a successful process of economic development, specially due to the consolidation of the changes.And under this Spanish experience, the key piece to understand the “economic miracle” is the role that institutions played throughout time: the process of institutional change occupies the main agenda for research into the economy. This process was initiated in a political dictatorship and economic autarky framework that implied lack of both market economy and democracy, and finished in a democracy with economic and political freedom (next to other traits as the welfare State or the political decentralisation).Of this effort of communication between, on the one hand, New Institutionalism and, on the other, the evolution of an economy such as the Spanish - which has passed from underdevelopment and dictatorship to a new and consolidated scene of prosperity and freedom in a brief space of time- it is possible to expect a triple process of enrichment.In the first place, the broad progress of the relation between economy and institutions that the New Institutional Economics incorporates, allow us to have a better understanding of the evolution of the Spanish economy. The objective is to cover the deficit of institutional analysis that exists in the Spanish academy.Secondly, the proposed analysis can enrich the present state of the economics of development when defining the keys to a fast, successful, intense but non-traumatic process such as the Spanish, which so many times has been proposed as the model for other economies(from Latin American to Eastern Europe). It is advisable to try to extract the possible lessons from the Spanish case for other countries.Thirdly, the very state of knowledge of the relations between the State, the institutions, the transaction costs and the economy, and of the processes of institutional change can advance, thanks to the discoveries that the analysis of the Spanish experience contributes. In this sense, extending the empirical fields of analysis is interesting for this process of “guerrilla action” that tries to form New Institutional Economics from different subdisciplines (Coase, 1999). In particular, this work is developed with the preferred attention posed in the second level of the social analysis of Williamson (2000).In this paper we will show that the Spanish experience generates the following lessons:A)Francoism constituted the last way in which the Predatory State took form in Spain: theinstitutional evolution transformed that traditional model of State towards a contractual State via political transition (1975-1978), in a similar way of that of North and Weingast (1989).B)Franco´s dictatorship experienced a process of institutional change that showed the“self-destructing” character of the first francoism institutions: the “self-enforcing”institutions that prevailed in the forties opened a stage of adaptation during the fifties that changed many “quasi-parameters”, and broke the first institutional equilibrium of the francoism (according to the theoretical notions of Avner Greif (2002)).C)In fact, the Spanish experience corroborates the hypotheses of Barzel (1997), North(2000) and Olson (2000) on the possibility of economic growth emerging with the passage of time under a sovereign that maximises its wealth: thus, Spain experienced the institutional change of making markets and economic modernization, 1958 being the key date.D)The economic reform of market preceded the political reform of democratization inSpain. The political change of 1978 allowed a solid institutional basis for market economy and modified the fronts of public intervention, generating vicious circles in the sense of Olson (2000). Moreover, political markets reduced transaction costs andrepresented a more efficient social point than Franco´s regime. And meanwhile, the civil society was gradually emerging (Pérez Díaz, 1993).E)The path of the Spanish economy changes course in the second half of the XX Century:the historical memory of the Spanish Civil War (1936-39) which confronted “the two Spains” supposed a process of collective learning of enormous consequences in all later historical evolution. As North (2000) indicates, when in a society it is perceived that the system of beliefs is inconsistent with the results that it predicts, there occur the conditions of drastic change in the trajectory of a society. This is what happens in a new Spanish society during the sixties, that gradually discovers the irrational and mistaken aspects of the political and economic recipe book of francoism, and demands a new institutional framework which is economically and politically more efficient.F)The path of the institutional change in Spain followed the pro-European way. Spanishcivil society´s European aspirations were one of the motors for change in the country, next to the explicit European policy of the Spanish State. The Spanish institutional path is a good example of gradual change versus those experiences that are characterized as “big-bang” or “shock-therapy”.G)The main formal changes produced in the Spanish institutional path are: stabilisationand liberalisation of markets in 1959; political democratisation in 1978; adhesion to the EEC in 1986 and the incorporation to EMU in 1999. In Spain, major public choices affecting the basic institutional framework since the sixties were adapted with coherence to the pro-European view, and, furthermore, were structured in an order that makes evident the unfeasibility of any of them without having accepted the previous choices.H)The institutional situation that was born in 1978 with the democratic transitionconstituted “self-reinforcing institutions”, such as the Spanish evolution showed until the end of the XX Century.I)There was a rupture in the path of the Spanish economic policy, which shifted from thescenario at the end of Franco's regime, in which Spain lacked a coherent and minimallyefficient policy scheme, towards a new scenario in which the institutional framework incorporates modern economic policy (fiscal, monetary or financial, for example).J)Decentralisation was the most innovative institutional feature of democratic Spain. The 1978 Spanish Constitution analysed as a contract is characterised in material of the decentralisation model by a high level of incompleteness (Dixit, 1996): in fact, it defined minimum bases but left the model open. In this way, an evolutionary and transactional approach became necessary to analise the sequence of the Spanish State towards the present levels of high decentralisation.K)The story of the Spanish success throughout the period 1950-2000 should not lead to trivial idealisation. In fact, the institutional inertia maintains some problems such us the unemployment or the lack of competence during many years.2-THE DEPARTURE SITUATION: A PREDATORY STATE IN SELF-DESTRUCTING INSTITUTIONS, 1939-1949In the Northian work, the analysis of Spain during the XV, XVI and XVII centuries appears in recurrent form as a representative example of how a bad design of the institutional framework prevents political and economic success (North, 1981, 1985, 1989, 1990a, 1994, 2000). In this way, the Spanish institutional evolution supposed the economic failure of the country during several centuries, the predatory character of the Spanish state constituting an important explanatory variable.This scenario implied that the State was at the service of particular and non-inclusive interests, and that there was no division of powers guaranteeing property rights and the credibility of the government’s commitmentThe new authoritarian régime, that in 1939 had eliminated democracy and the parliamentary system of the Republic, established a life-Presidency reserved for General Francisco Franco. The new institutional framework was based on a predatory State in the Northian sense, that is to say, an agency relation in which the State is to be in the service of a principal which itincorporates only certain social sectors characterized by their antirepublicanism. In particular, the Northian predatory State takes the form of an autocracy, in which the dictatorial régime decides the size of the state and can take control of the fiscal residues - understood as the difference between total output and the cost of the State Government (Przeworski and Limongi, 1993).In particular, Francoism adopted a political formula that concentrated all power in the General: the Caudillo was not limited except by its own will. In this way, the régime had absolute capacity of decision to be able actually to shape without obstacles the political-economic program that it considered suitable. Nevertheless, the failure of the economic policy of the régime became especially evident throughout the forties, when that predatory state acted according to its genesis and nature, initiating in the fifties, forced by circumstances, a process of institutional re-adaptacion that implied the gradual elimination of some of its characteristic elements.The very nature of the régime was based on the monopolistic power of coercion when de facto not obtaining the legitimacy within the established institutional framework. Franco was the constituent power in a situation without possibilities of veto, and the régime had the capacity to impose non-voluntary interchanges that would end up by becoming expropriations and meant an attenuation of property rights.In this first period of Francoism, the set of rules that were to prevail in the Spanish economy was characterized by the absolute and discretionary power of the State, which prevented the agents from believing in the stability of the institutional framework. There were no institutional mechanisms that allowed the State to establish credible commitments in the rules of operation of the economy: nothing guaranteed that the régime would not change the rules in the near future or make arbitrary confiscations, the reason why the economic value of the future was reduced, and with this all type of investment and growth fell (North, 1993). Again, the predator meant a “long night” for the Spanish economy in establishing an institutional formula that nothing would approach the technical frontier of production (consider that the maximumprevious production, that took place in 1930, did not recover until 1952). Until 1950 in the Spanish economy, the predator and depression coexisted.The Franquista interventionism was incapable of confronting a policy of public spending that stimulated growth, due to the economic insufficiency of a state that did not have modern mechanisms of tax collecting, and that due to the high level of fraud did not collect a third of what it should (García Delgado and Jiménez, 1999). In this scenario, the public sector did not receive enough even to cover its meagre expenses, incurring a situation of public deficit that the state solved through a printing of money, with perverse inflationary effects.Public intervention was characterized by a regulation implemented via a multiplicity of regulations and direct controls on the performance of the economic agents in the interior, establishing prices, amounts and recipients. The markets were limited in their function of allocation mechanism, and the institutional framework moved away from one suitable for capitalist development. The establishment of companies, agricultural and industrial production, internal and external commercialization, the labour market, the financial and exchange markets were characterized by the discretionary and extra-budgetary direction of the predatory state. This dictatorial inspector derived from the Franquista distrust in economic freedom and involved an expropriation of economic rights that affected all society, reducing the value of goods (González, 1989). The authoritarian system prevented the proprietors from protecting themselves from the political assault that expropriation presented, reminding us of the British situation previous to the Glorious Revolution, according to the postulates of North and Weingast (1989).But in addition to this interventionism, which decreased the possibilities of the Spanish economy and caused the development of a black market on the margins of the institutional framework established by the State, the predator assumed a pretension of national self-supply that meant the substitution of imports (autarky), relying thus on protectionism that built on a conviction in the capacity of “role of director” of the State in directing the economy (the traditional paternalism of the Spanish State). A forced industrialization, which denied that the catalyst system of prices was important to the population, was imposed, which provokedinefficient behaviours in the economic agents instead of establishing an assembly of rules that stimulated economic conduct that would favour growth.In this way, this institutional framework, that did not respect the rights of private property and entailed high transaction costs, explains the economic failure of the Forties. The question that we must formulate is why this predatory State and these institutions - that constituted a limiting factor of growth - survived. The answer is that they constituted SELF-ENFORCING INSTITUTIONS during the Forties (an equilibrium, a stationary state), that prevailed but did not perpetuate over time (according to Avner Greif (2002), they were SELF-DESTRUCTING such as the following experience corroborated: the next sections will show this point) (Weingast works on the “self-enforcing” topic in an unpublished paper). Three factors explain this institutional equilibrium.1-In the first place, the predatory State itself - understood as the winning military army of the war - looked to sustain itself in power, and in a society that had just undergone a civil war, rivals did not exist who seriously defied this established State, though this was after World War II when a greater sensation of fragility of the survival of the regime came about.2-Secondly, there was a demand for that institutional framework, though this limited development and led the economy into a depression. (a) Thus, part of the Spanish population demanded that political régime as good for consumption in spite of its economic cost, due to their ideological preferences. (b) But in addition, sectors existed that saw their economic income guaranteed in that institutional framework: although the size of the cake had been reduced, they were able to take control of a greater piece. The situation of favoritism and lack of competition was able to generate followers of this inefficiency in the system, as in the case of monopolistic position of companies and already established supervisory groups or that of sectors near power (c)Likewise, there were citizens averse to risk, who arranged to assume that institutional framework if they could in this way avoid the possibility of strife.3-Thirdly, it is necessary to indicate the ideological error on the operation of the economy that the regime had. That ideological error did not allow the quantification of the costs that the predatory policy pre-supposed for growth. The predator thought that interventionism and autarky were channels for development, showing a remarkable ignorance of the effects of the economic policy. The bad economic results, international experience, the appearance of the first generations of economists.. later allowed the regime to adapt its subjective model of economic political decision.The Spain of the forties corresponds to a situation near balance and institutional stability, that can only be understood in a society terrified by the potential and real violence of the régime and by the memories of the civil confrontation. The régime tried to maintain that so-inefficient institutional framework through the expansion of a shared mental model propitious to its interests, and of the indiscriminate use of the political function of repression. But in addition to which the political-judicial-bureaucratic framework turned out to be totally inadequate for first order economizing, their effects were felt in the informal aspects of the economy as a terrible handicap. In this sense, the Spain of the Forties survived in practically null levels of social capital.3-THE DARWINIAN ADAPTATION OF THE PREDATOR DURING THE FIFTIES.In the Fifties there coexisted in the Spanish case after the Civil War certain timid institutional changes with the exit of the depression and the first samples of growth. New circumstances in the inner and outer surroundings forced the predator to adapt itself to modifying the institutional framework. This decade corresponded with a phase of adaptation and change of economic policy of the regime, which little by little moved away from the protectionist and interventionist model of the previous decade, and would definitively leave in 1959. In this way, these years correspond with a “pivotal decade” between the situation of the forties characterized by the genuine predator and the economic depression and the new scene ofthe sixties in which the conditions of the surroundings led the predator to cause a phase of modernization and clear economic expansion.The first question that we must consider is why the predator initiated institutional change. The answer to this question happens via the analysis of the three different elements of the maximization process that explain the conduct of the Franquista State.A)The grouping of selection possibilities of the State. The grouping of policies thatthe predator could choose was modified by changes in external and internalrestrictions. Among these external factors, there predominated the new scene of theCold War, generating a high added value to the Spanish political position and thiswas to mean the end of isolation for Spain: In this sense, there appeared a groupingof economic political possibilities linked to the surroundings that previously werenot at the disposition of the predator. But the changes also affected the internalfactors, since, with the passage of time, the economic penury of the populationimplied a risk for the survival of the predator. In fact, in these years there arose thefirst strike movements, and the first protests of a civil society that began to shrugoff the weight of the that had prevented it from acting after the war. The innerrestriction limited the State when it established the degree of depredation thatsociety would stand: if that degree surpassed a threshold of depredation, societywould be disposed to confront the State and support some political rival to theState.B)The pursued objectives. The predator maintained its intention to perpetuate itself inpower to serve the interests of the tradicionalist sectors of Spanish society, both viathe imposition of an institutional framework that favoured their economic interestsand via the defence and imposition of values such as Catholicism or antiliberalism-despising everything what smacked of individual rights. If the objective of theState as maximizer was to maintain itself in the power, this forced it to obtain aseries of intermediate objectives, among which economic growth and the well-being of the population were to occupy growing priority. The problem was toreside in that the State would have to apply policies that contradicted its genuineideology and its original postulates. This situation generated a trade-off betweenobjectives (growth versus ideology) to which the state would have to respond atevery moment. Due to the continuous strengthening of civil society with thepassage of time, the objective of the general welfare and growth would occupy amore and more important place in the political-economic agenda of the régime.C)The nature of the State as decider. The Franquista State continually modified itsnature of decider, passing from one irrational mental model to another with dosesof much greater rationality and realism. The ideology of the régime was adaptinglearning with experience, and in the Fifties certain important changes took place.In this direction it was possible to indicate the importance of change in thedominant economic thought of Spain (Requeijo, 1990), the role of the firstgenerations of economists emerged from the Spanish University and the externalrecommendations of organizations such as the IMF and the OEEC. All thesefactors were extending a message of liberalization of the markets and recovery ofbasic balances: little by little, and in a process of resistance and conflict, thismessage was introduced into the State apparatus.In fact, as opposed to the characteristics of previous governments, the newgovernment of 1951 made certain political changes that reflected the contradictionsand conflicts between regulation and liberalization, indicative of an adaptationprocess. The decisive change of the 1957 government incorporated a team oftechnicians who would finally obtain, and not without upheavals in thegovernment, the application of a coordinated package of policies of reforms.Due to these three great processes of change, the result was the modification of the institutional framework of the Spanish economy, of which the Fifties implied a period of beginning in which autarky and economic interventionism still prevailed, but in which there already existed conflicts and strife due to the institutional changes. After the biennium of transition 1949-1950 in which Spain made its first contacts with the United States (González,1989), the 1951 change of ministers opened a period in which policies were applied that attenuated the rigidity of autarky and previous economic interventionism: the institutional framework did not play a stimulant role in economic growth but little by little it stopped preventing the development of the possibilities of the Spanish economy. In addition, the agreements with the U.S.A. allowed the entry of currency and with it the import of goods of equipment essential to increasing production. In this way, private investment and growth recovered, which maintained a cumulative annual rate around 4% for the period 1949-59. In these years, Spain experienced an industrial revolution that in 1958 allowed industrial production practically to double that of 1950 (González, 1989).The last two years of the period constituted the biennium of pre-stabilization (1957-1958). In 1957 the Spanish economy had lived in a situation of galloping inflation, the fruit of excessive growth in demand and wage increases. This growth in prices was accompanied by a deficit in the balance of payments that entailed the reduction of the accumulated external reserves – we can say that the increase of imports entailed the strangling of the external sector. The new government of 1957 understood that the growth of prices was the fundamental problem, for which reason it applied a monetary policy of contraction of the total creation of credit and carried out a tributary reform that while increasing collection allowed a partial reduction of the necessities of the financial means of the public sector. The situation reflected that the problem was well diagnosed but, in spite of these partial solutions, a complete political resolution of the solution was lacking. In fact, the OEEC indicated that the government measures, which also incorporated some measures of foreign trade, were few and badly coordinated.Thanks to the accumulated reserves from other times, Spain had assets with which to finance the supply of merchandise from 1953 to 1958. But those reserves were becoming exhausting. In parallel, towards 1958 two phenomena of doubtless relevance to the external position of the Spanish economy took place: (a) on the one hand, Spain entered international economic organizations (the IMF, OEEC, World Bank); (b) on the other hand, in December of 1958 the main European currencies adopted the external convertibility.In this scene of adaptation of the predatory State, the tensions between those in favour of “old policy of inflation and industrialization” and those in favour of “the new policy of stabilization and liberalization” were evident. Impelled by the international current of convertibility - which forced the peseta to stabilize prices if is wanted to declare its convertibility - and faced with the permanent and increasing crisis of the balance of payments that in July 1959 placed the Spanish economy in a “virtual suspension of payments”, the régime - in its effort to adapt in a darwinian manner to the circumstances and survive - decided on a new economic order of stabilization and liberalization. The State assumed the necessity of institutional change before the non-viability of the traditional Spanish political economic project, especially in the new international economic context. There was no alternative to economic policy if it were wanted to save the Spanish economy “at the edge of the abyss”. The challenge was confronted via the Plan of Stabilization and Liberalization of 1959.4- MAKING MARKETS: INSTITUTIONAL CHANGE TOWARDS ECONOMIC MODERNISATION AND SOCIAL CHANGE, 1959-1975.In the process of adaptation of the Franquist predatory State, 1959 was the year of inflexion in the economic policy of the regime. As opposed to the surroundings of a first Francoism, characterized by an old policy that gathered the three traditions of the Spanish economy -inflation, protection and intervention -, the régime bid decisively in that year for a new policy of stability, liberalization and market (Varela, 1989).In April of 1959 the Report of the Mission of the IMF recommended to Spanish policy-makers stabilization through discipline in financing of the public sector, moderation of growth of private credit (through the exercise of monetary policy), elimination of intervention that distorted allocation, and liberalization of foreign trade and payments (betting on a sole and realistic exchange rate for the peseta) (Fuentes Quintana, 1984).The practical suspension of payments of the Spanish economy in 1959 forced institutional change towards the market economy with the approval of the Plan of Stabilization in July of。