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小学上册英语第3单元期末试卷考试时间：100分钟（总分:100）B卷一、综合题(共计100题共100分)1. 填空题：The ________ was a famous historical figure known for his peace efforts.2. 选择题：What is the opposite of 'tight'?A. LooseB. FirmC. SecureD. Strong答案:A3. 听力题：I put my _____ (衣服) in the closet.4. 填空题：The _______ (The Great Famine) devastated Ireland in the 19th century.5. 选择题：What is the capital city of New Zealand?A. WellingtonB. AucklandC. ChristchurchD. Dunedin答案: A6. 选择题：What do we call a place where you can buy books?A. LibraryB. BookstoreC. SchoolD. Grocery storeI like to draw pictures of my ________ (玩具名) and imagine their adventures.8. 听力题：Some planets have _____ made of gas and clouds.9. 填空题：The _______ (The Civil Rights Act) aimed to dismantle segregation laws.10. 填空题：Certain plants are known for their ability to improve ______ health in the environment. (某些植物因其改善环境健康的能力而闻名。
高中英语学术论文研究方法练习题40题1.Which of the following topics is most suitable for a high school English academic paper?A.The history of video games.B.The influence of social media on teenagers' language learning.C.The development of artificial intelligence in the medical field.D.The architecture of ancient Rome.答案：B。
解析：选项 A 视频游戏历史与高中英语学术论文关联不大。
选项C 人工智能在医疗领域的发展与英语学科不相关。
选项D 古罗马建筑也与英语学科没有直接关系。
而选项B 社交媒体对青少年语言学习的影响既与英语语言相关，也适合高中学生进行研究。
2.In choosing a topic for an English academic paper, what should be considered first?A.Personal interest.B.Availability of resources.C.Relevance to the curriculum.D.Popularity of the topic.答案：C。
解析：选项 A 个人兴趣虽然重要，但不是首先要考虑的。
选项 B 资源的可获得性在确定选题后再考虑。
选项 D 话题的流行度不是关键因素。
首先应考虑与课程的相关性，这样才能确保论文在学科范围内有意义。
3.Which of the following is NOT a good criterion for choosing anacademic paper topic?A.Being too broad.B.Having enough research materials available.C.Being relevant to current events.D.Being easy to research.答案：A。
福建省厦门第一中学2023-2024学年高三上学期11月期中英语试题学校:___________姓名：___________班级：___________考号：___________一、阅读理解FIVE UNUSUAL SPORTSWhat sports are you into? Football? Tennis? Swimming? If you’re looking for a change, you might like to try one of these.OctopushOctopush (or underwater hockey as it’s also known) is a form of hockey that’s played in a swimming pool. Participants wear a mask and snorkel and try to move a puck (水球) across the bottom of a pool. The sport has become popular in countries such as the UK, Australia, Canada, New Zealand and South Africa. An ability to hold your breath for long periods of time is a definite plus.ZoobombingZoobombing involves riding a children’s bike down a steep hill. The sport originated in the US city of Portland in Oregon in 2002. Participants carry their bikes on the MAX Light Rail and go to the Washington Park station next to Oregon Zoo (which is why it’s called “zoobombing”). From there, they take a lift to the surface, and then ride the mini-bikes down the hills in the area.Office Chair RacingOffice Chair Racing consists of racing down a hill in office chairs that can reach speeds of up to 30kph. Strict rules are in place for competitors: they’re allowed to fit in-line skate wheels and handles to their chairs, but no motors. “We check each chair carefully in advance,”one of the organizers explained. The participants race in pairs wearing protective padding as they launch themselves from a ramp (坡道). Prizes are given to the fastest competitors and also for the best-designed chairs.Fit 4 DrumsFit 4 Drums is a new form of cardio-rhythmic exercise. Led by an instructor, the class involves beating a specially-designed drum with two sticks while dancing at the same time. It’s the first group fitness activity where you get to play a drum while getting an intense workout. A sense of rhythm is a definite advantage!Horse BoardingHorse Boarding involves being towed behind a horse at 35mph on an off-road skateboard. Professional stuntman Daniel Fowler Prime invented the sport after he strung a rope between his off-road “mountain board” and a horse. Participants stand on a board while holding onto a rope, attempting to maintain their balance as the horse gallops (疾驰) ahead. “The horse rider and the horse have to work together because if they don’t, the horse goes flying,”Daniel explained.So, which sport would you like to try?1．What do you need to do if you want to play Octopush?A．Swim on the surface of the water.B．Hold your breath before the sport.C．Play it by the side of the seashore.D．Wear underwater breathing devices. 2．Which activity will you choose if you want to take part in collective fitness?A．Zoobombing B．Office Chair RacingC．Fit 4 Drums D．Horse Boarding3．What proverb does Horse Boarding tell us?A．The spirit is willing, but the flesh is weak.B．Never let your feet run faster than your shoes.C．The bigger they come, the harder they fall.D．Every chess master was once a beginner.Eliana Yi dreamed of pursuing piano performance in college, never mind that her fingers could barely reach the length of an octave (八度音阶). Unable to fully play many works by Romantic-era composers, including Beethoven and Brahms, she tried anyway — and in her determination to spend hours practicing one of Chopin’s compositions which is known for being “stretchy”, wound up injuring herself.“I would just go to pieces,” the Southern Methodist University junior recalled. “There were just too many octaves. I wondered whether I was just going to play Bach and Mozart for the rest of my life.”The efforts of SMU keyboard studies chair Carol Leone are changing all that. Twenty years ago, the school became the first major university in the U.S. to incorporate smaller keyboards into its music program, leveling the playing field for Yi and other piano majors.Yi reflected on the first time she tried one of the smaller keyboards: “I remember beingreally excited because my hands could actually reach and play all the right notes,” she said. Ever since, “I haven’t had a single injury, and I can practice as long as I want.”For decades, few questioned the size of the conventional piano. If someone’s hand span was less than 8.5 inches — the distance considered ideal to comfortably play an octave — well, that’s just how it was.Those who attempt “stretchy” passages either get used to omitting notes or risk tendon (腱) injury with repeated play. Leone is familiar with such challenges. Born into a family of jazz musicians, she instead favored classical music and pursued piano despite her small hand span and earned a doctorate in musical arts.A few years after joining SMU’s music faculty in 1996, the decorated pianist read an article in Piano and Keyboard magazine about the smaller keyboards. As Leone would later write, the discovery would completely renew her life and career.In 2000, she received a grant to retrofit a department Steinway to accommodate a smaller keyboard, and the benefits were immediate. In addition to relieving injury caused by overextended fingers, she said, it gave those with smaller spans the ability to play classic compositions taken for granted by larger-handed counterparts.Smaller keyboards instill many with new confidence. It’s not their own limitations that have held them back, they realize; it’s the limitations of the instruments themselves. For those devoted to a life of making music, it’s as if a cloud has suddenly lifted.4．What is the similarity between Eliana Yi and Carol Leone?A．Their interest in jazz extended to classical music.B．Short hand span used to restrict their music career.C．They both joined SMU’s music faculty years ago.D．Romantic-era composers’ music was easy for them.5．Why did SMU initiate an effort to scale down the piano?A．To reduce the number of octaves.B．To incorporate Bach into its music program.C．To provide fair opportunities for piano majors.D．To encourage pianists to spend more hours practicing.6．How did Yi probably feel when she played the retrofitted piano?A．Confident.B．Frustrated.C．Challenging.D．Determined. 7．Which of the following is the best title of the passage?A．Who Qualifies as an Ideal Pianist?B．Traditional or Innovative Piano?C．Hard-working Pianists Pays offD．The Story behind Retrofitted PianosThe curb cut (路缘坡). It’s a convenience that most of us rarely, if ever, notice. Yet, without it, daily life might be a lot harder—in more ways than one. Pushing a baby stroller onto the curb, skateboarding onto a sidewalk or taking a full grocery cart from the sidewalk to your car—all these tasks are easier because of the curb cut.But it was created with a different purpose in mind.It’s hard to imagine today, but back in the 1970s, most sidewalks in the United States ended with a sharp drop-off. That was a big deal for people in wheelchairs because there were no ramps to help them move along city blocks without assistance. According to one disability rights leader, a six-inch curb “might as well have been Mount Everest”. So, activists from Berkeley, California, who also needed wheelchairs, organized a campaign to create tiny ramps at intersections to help people dependent on wheels move up and down curbs independently.I think about the “curb cut effect” a lot when working on issues around health equity (公平). The first time I even heard about the curb cut was in a 2017 Stanford Social Innovation Review piece by Policy Link CEO Angela Blackwell. Blackwell rightly noted that many people see equity as “a zero-sum game (零和游戏)” and that it is commonly believed that there is a “prejudiced societal suspicion that intentionally supporting one group hurts another.” What the curb cut effect shows though, Blackwell said, is that “when society creates the circumstances that allow those who have been left behind to participate and contribute fully, everyone wins.”There are multiple examples of this principle at work. For example, investing in policies that create more living-wage jobs or increase the availability of affordable housing certainly benefits people in communities that have limited options. But, the action also empowers those people with opportunities for better health and the means to become contributing members of society—and that benefits everyone. Even the football huddle (密商) was initially created to help deaf football players at Gallaudet College keep their game plans secret from opponents who could have read their sign language. Today, it’s used by every team to prevent theopponent from learning about game-winning strategies.So, next time you cross the street, or roll your suitcase through a crosswalk or ride your bike directly onto a sidewalk—think about how much the curb cut, that change in design that broke down walls of exclusion for one group of people at a disadvantage, has helped not just that group, but all of us.8．What does the underlined quote from the disability rights leader imply concerning asix-inch curb?A．It is an unforgettable symbol.B．It is an impassable barrier.C．It is an important sign.D．It is an impressive landmark. 9．According to Angela Blackwell, what do many people believe?A．It’s not worthwhile to promote health equity.B．It’s necessary to go all out to help the disabled.C．It’s impossible to have everyone treated equally.D．It’s fair to give the disadvantaged more help than others.10．Which of the following examples best illustrates the “curb cut effect” principle?A．Spaceflight designs are applied to life on earth.B．Four great inventions of China spread to the west.C．Christopher Columbus discovered the new world.D．Classic literature got translated into many languages.11．What conclusion can be drawn from the passage?A．Caring for disadvantaged groups may finally benefit all.B．Action empowers those with opportunities for better solutions.C．Society should create circumstances that get everyone involved.D．Everyday items are originally invented for people in need of help.Casting blame is natural: it is tempting to fault someone else for a mistake rather than taking responsibility yourself. But blame is also harmful. It makes it less likely that people will own up to mistakes, and thus less likely that organizations can learn from them. Research published in 2015 suggests that firms whose managers pointed to external factors to explain their failings underperformed companies that blamed themselves.Blame culture can spread like a virus. Just as children fear mom and dad’s punishment if they admit to wrongdoing, in a blaming environment, employees are afraid of criticism andpunishment if they acknowledge making a mistake at work. Blame culture asks, “who dropped the ball?” instead of “where did our systems and processes fail?” The focus is on the individuals, not the processes. It’s much easier to point fingers at a person or department instead of doing the harder, but the more beneficial, exercise of fixing the root cause, in which case the problem does not happen again.The No Blame Culture was introduced to make sure errors and deficiencies (缺陷) were highlighted by employees as early as possible. It originated in organizations where tiny errors can have catastrophic (灾难性的) consequences. These are known as high reliability organizations (HROs) and include hospitals, submarines and airlines. Because errors can be so disastrous in these organizations, it’s dangerous to operate in an environment where employees don’t feel able to report errors that have been made or raise concerns about that deficiencies may turn into future errors. The No Blame Culture maximizes accountability because all contributions to the event occurring are identified and reviewed for possible change and improvement.The National Transportation Safety Board (NTSB), which supervises air traffic across the United States, makes it clear that its role is not to assign blame or liability but to find out what went wrong and to issue recommendations to avoid a repeat. The proud record of the airline industry in reducing accidents partly reflects no-blame processes for investigating crashes and close calls. The motive to learn from errors also exist when the risks are lower. That is why software engineers and developers routinely investigate what went wrong if a website crashes or a server goes down.There is an obvious worry about embracing blamelessness. What if the website keeps crashing and the same person is at fault? Sometimes, after all, blame is deserved. The idea of the “just culture”, a framework developed in the 1990s by James Reason, a psychologist, addresses the concern that the incompetent and the malevolent (恶意的) will be let off the hook. The line that Britain’s aviation regulator draws between honest errors and the other sort is a good starting-point. It promises a culture in which people “are not punished for actions or decisions taken by them that match with their experience and training”. That narrows room for blame but does not remove it entirely.12．According to the research published in 2015, companies that ______ had better performance.A．blamed external factors B．admitted their mistakesC．conducted investigations D．punished the under performers 13．According to the passage, what do you learn about the No Blame Culture?A．It encourages the early disclosure of errors.B．It only exists in high reliability organizations.C．It enables people to shift the blame onto others.D．It prevents organizations from making any error.14．What is the major concern about embracing blamelessness according to the passage?A．Innocent people might take the blame by admitting their failure.B．Being blamed for mistakes can destroy trust in employees.C．The line between honest errors and the other sort is not clear.D．People won’t learn their lessons if they aren’t blamed for failures.15．Which of the following is the best title for the passage?A．Why We Fail to Learn from Our Own MistakesB．How to Avoid Disastrous Errors in OrganizationsC．Why We Should Stop the Blame Game at WorkD．How to Deal with Workplace Blame Culture二、七选五You’ve reached that special time — you are getting ready to leave your job and move on to the next step in your career. But the end of an employment relationship is not necessarily the end of the relationship — with either the leader or the company. 16I learned this relatively early in my career. At first, I was concerned I might lose my relationship with my now former boss, as I truly liked him. 17 My boss enthusiastically stayed in touch with me, and I helped him onboard my replacement and consulted on other projects. And now, more than 2 decades since I left, we are still in communication and friends.That isn’t to say it always goes like this. When I left another role, in spite of my desire to maintain communication, my former supervisor seemed indifferent and the relationship ended. Sometimes your boss was a nightmare and you want to end the relationship. 18 You don’t owe the bad bosses anything. That’s exactly what I did when I was fired from a freelance role after I asked to be paid for my completed work!But for the good bosses and organizations, the ones that invested in your talent and celebrated your achievements, things are different. 19 The breakup can become a breakthrough.20 Especially when you have a truly delightful and respectful boss, you may feel guilt, sadness, or regret. But your overall responsibility is to yourself and your career — not to one organization. And given the right circumstances, it is almost always possible — and usually beneficial — to leave gracefully.A．But it turned out I had no reason to fear.B．So the way I left contributed to this breakup.C．It’s completely understandable not to engage further.D．It is normal to have mixed emotions when you leave a job.E．Here are some ways to build a win-win with your former leader.F．The concusion of the employment can start a new era of cooperation.G．You can leave your company and keep the relationship at the same time.三、完形填空While doing some cleaning in my kitchen, I noticed a tiny black pellet(小球)on the shelf.was gone.Now I 33 peek(窥视)inside the dishwasher and the oven before turning them on. 34 , I know I am not the only one looking out for geckos. No 35 is too small for us to love.21．A．remembered B．discovered C．thought D．wished 22．A．approved of B．sought for C．fed on D．got into 23．A．fixed B．touched C．hurt D．lost 24．A．trouble B．danger C．failure D．pleasure 25．A．starvation B．thirst C．climate D．poverty 26．A．different B．simple C．interesting D．tough 27．A．kitchen B．bedroom C．garden D．lab 28．A．books B．woods C．stones D．bottles 29．A．arranged B．grasped C．cleaned D．removed 30．A．dropped B．obtained C．spotted D．rescued 31．A．agreed B．hoped C．feared D．promised 32．A．counted B．checked C．picked D．locked 33．A．even B．never C．still D．already 34．A．Nevertheless B．Instead C．Therefore D．Otherwise 35．A．place B．dream C．human D．creature四、用单词的适当形式完成短文阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
高二英语说明文写作单选题40题1.Which of the following is the best topic for an expository essay?A.My favorite movieB.The history of basketballC.My summer vacationD.A day in my life答案：B。
“The history of basketball”是一个比较适合写说明文的主题，因为可以围绕篮球的起源、发展、规则变化等方面进行客观的阐述。
“My favorite movie”“My summer vacation”“A day in my life”更倾向于记叙文的主题。
2.What should be the main focus of an expository essay about animals?A.Personal opinions on different animalsB.The cuteness of various animalsC.Facts and characteristics of animalsD.Emotional stories about animals答案：C。
说明文关于动物应该主要聚焦在动物的事实和特征上。
“Personal opinions on different animals”是表达个人观点，不是说明文重点。
“The cuteness of various animals”比较主观，也不是说明文重点。
“Emotional stories about animals”属于记叙文范畴。
3.When writing an expository essay on technology, which of the following is least relevant?A.Personal experiences with technologyB.The impact of technology on societyC.The development of technology over timeD.Different types of technology答案：A。
Competition adj. competitive竞争的competing相互矛盾的adv. competitively有竞争力地n. competitor竞争者，对手vi. compete竞争；比赛；对抗Will you judge at the swimming competition next week做评委Sake n. 目的；利益；理由；日本米酒for any sake 无论如何for God's (或Christ's, goodness', gosh, heaven's, mercy's, pity's) sake [口语][用于加强语气]天哪，哎呀；看在上帝份for old time's sake 看在老交情的athlete adj. athletic运动的，体格健壮的n. athleticism竞技热；运动竞赛I was no athlete. 我完全不是运动型的人。
Sacrifice n. 牺牲；祭品；供奉vt. 牺牲；献祭；亏本出售vi. 献祭；奉献V-T To sacrifice an animal or person means to kill them in a special religious ceremony as an offering to a god. 献祭The priest sacrificed a chicken. 牧师献祭了一只鸡。
2.N-COUNT祭品...anim al sacrifices to the gods. …献给众神的动物祭品。
3.V-T If you sacrifice something that is valuable or important, you give it up, usually to obtain something else for yourself or for other people. 舍弃; 牺牲She sacrificed family life to her career. 她为了她的事业牺牲了家庭生活。
高一英语心理学理论单选题30题1. We often feel happy when we receive a compliment. This is an example of _____.A. motivationB. emotionC. perceptionD. cognition答案：B。
选项A“motivation”是动机；选项B“emotion”是情绪，感到开心是一种情绪反应；选项C“perception”是知觉；选项D“cognition”是认知。
题干中收到赞美感到开心是一种情绪表现，所以选B。
2. When you remember a past event, you are using your _____.A. short-term memoryB. long-term memoryC. sensory memoryD. working memory答案：B。
选项A“short-term memory”是短期记忆；选项B“long-term memory”是长期记忆，回忆过去事件是从长期记忆中提取；选项C“sensory memory”是感觉记忆；选项D“working memory”是工作记忆。
所以选B。
3. If you are afraid of spiders, this is an example of a _____.A. phobiaB. habitC. preferenceD. hobby答案：A。
选项A“phobia”是恐惧症，害怕蜘蛛是一种恐惧症的表现；选项B“habit”是习惯；选项C“preference”是偏好；选项D“hobby”是爱好。
所以选A。
4. When you solve a math problem, you are using your _____.A. creativityB. intelligenceC. memoryD. imagination答案：B。
小学上册英语第三单元真题(含答案)英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.The chemical symbol for palladium is ______.2.The chemical formula for iron chloride is _______.3.Which instrument is used to measure weight?A. RulerB. ScaleC. ThermometerD. Stopwatch答案:b4.The sun is ______ in the afternoon sky. (shining)5. A garden needs _______ to thrive.6.The element with the symbol Ti is __________.7.The __________ (知识的传播) has transformed through technological advances.8. A ________ (植物观察员) documents findings.9. A ________ (植物展览) educates the public.ndform) includes mountains, valleys, and plains. The ____11.What is the capital of Canada?A. TorontoB. OttawaC. VancouverD. Montreal答案: B12.Which instrument has keys and is played by pressing them?A. GuitarB. DrumsC. PianoD. Violin答案: C. Piano13.The ______ (温室) helps plants grow in winter.14.My friend is __________ (总是乐于助人).15.The Kuiper Belt is home to many small icy bodies, including ______.16.What is the capital of Kazakhstan?A. AlmatyB. Nur-SultanC. ShymkentD. Karaganda答案: B17.My family goes to the ____.18.The __________ (文艺复兴) brought about changes in art and science.19.What do we call a person who studies the economy?A. EconomistB. PoliticianC. SociologistD. Businessman答案: A20.The process of ______ can change the landscape over time.21. A snail carries its ______ on its back.22.The flamingo stands on one _______ (腿) while resting.23.The Earth's crust is rich in various ______ elements.24.What do you call the main character in a story?A. AntagonistB. ProtagonistC. Supporting CharacterD. Narrator答案: B25. A __________ is a mixture of two or more gases.26.What is the name of the fairy tale character who wore a red hood?A. CinderellaB. Sleeping BeautyC. Little Red Riding HoodD. Rapunzel答案:C27.The ability to conduct heat varies among different _____.28.The _____ (空气) around us is important for plants to breathe.29.The chemical symbol for hydrogen is __________.30.Acids can turn blue litmus paper ______.31.She is ________ her favorite song.32.I can create a _________ (玩具公园) for my toy animals.33.The fish swims in the ________ (水).34.My pet _______ (仓鼠) is very cute.35.The ancient Greeks believed in the power of ________.36.What is the name of the small, red fruit that is often mistaken for a vegetable?A. TomatoB. PeachC. CherryD. Strawberry答案: A37.We have a _____ (梦) of traveling.38.I see a __ on the fence. (butterfly)39.My uncle is a talented __________ (作家).40.I have a pet ________ (猫) that likes to sleep a lot.41.My sister is a great __________ (歌手).42.My dog loves to _______ (玩耍) with its toys.43. A saturated fat is ______ at room temperature.44.My brother is very ________.45.The kitten is ______ with a ball of yarn. (playing)46.What is 7 + 3?A. 9B. 10C. 11D. 12答案:B.1047.Every season has its own ______ (魅力).48.The _____ (湖泊) is calm.49.The __________ is a major river that flows through Russia. (伏尔加河)50.Which animal is known for its black and white stripes?A. TigerB. ZebraC. LeopardD. Cheetah答案: B51.Mushrooms are a type of ______ (真菌), not a plant.52.The Renaissance began in _______.53.We celebrate ________ (success) as a group.54.I saw a _______ (小鸭子) following its mother.55.My aunt loves __________ (跳舞).56.Which of these animals is a reptile?A. FrogB. LizardC. RabbitD. Dolphin答案: B57.The chemical symbol for nitrogen is ______.58.The ______ is the main organ for breathing.59.Photosynthesis converts sunlight into ______ energy.60.My teacher is very __________ (鼓励的).61.Rainforests are known for their rich ______.62.The __________ (土壤的pH值) can affect plant health dramatically.63.The __________ (历史的视角) can highlight bias.64.I can ________ a song on the piano.65.My cousin is an amazing __________ (演员) in school plays.munity engagement toolkit) provides resources for involvement. The ____67.The __________ (历史的探索) unveils insights.68. A fish can breathe underwater with its ______ (鳃).69.She is wearing a _____ hat. (yellow)70.The flowers are ___ (blooming/fading).71.The ______ (果实) of a plant develops from its flowers.72.Mars rovers send back pictures and ______.73.What is the boiling point of water in degrees Celsius?A. 50B. 75C. 100D. 120答案:C74.The bison roams the ______ (草原).75.I like to make ______ for my teachers.76. A _______ is a process that involves mixing.77.In which direction does the sun rise?A. NorthB. SouthC. EastD. West答案:C78.What is the process of changing from a liquid to a gas?A. EvaporationB. CondensationC. FreezingD. Melting答案: A79.I love to watch ______ (舞蹈表演). It’s amazing to see the creativity and talent of the performers.80.My family goes _____ every summer. (camping)81. A compound with a high melting point is likely to be an ______.82.The sound of rain is very ______ (放松).83.The country famous for its poets is ________ (波兰).84.The chemical symbol for silver is ______.85.The capital of Mali is __________.86.I have a favorite ______ (毛绒玩具) that I take everywhere with me.87. A solution that does not conduct electricity is called a ______ solution.88.I enjoy _____ (骑自行车) in the park.89.The sun is shining ________.90.What do you call the action of preparing food for a meal?A. CookingB. BakingC. RoastingD. Grilling答案: A91. A solvent is the substance that dissolves a ______.92.I see a _______ (hawk) flying above.93.What is the capital of the Czech Republic?A. PragueB. BudapestC. BratislavaD. Warsaw答案: A. Prague94.We develop ________ (strategies) for success.95.The Earth's surface is shaped by both internal and external ______.96.The dog is ______ (barking) loudly.97.She has a _____ (colorful) backpack.98.The ancient Egyptians practiced _______ to preserve bodies.99.What do you call a person who repairs watches?A. JewelerB. ClockmakerC. HorologistD. Mechanic答案: C 100.The coach, ______ (教练), teaches us how to play sports.。
小学上册英语第1单元期末试卷英语试题一、综合题(本题有50小题，每小题1分，共100分.每小题不选、错误，均不给分)1 She is _______ (playing) the violin beautifully.2 Frogs start as ______ (蝌蚪) before they become adults.3 What do we call a sweet baked dish made from flour, sugar, and eggs?A. CakeB. BreadC. BiscuitD. Pie4 The _______ (The Space Race) was a major aspect of the Cold War rivalry.5 What do you call the place where you live?A. HouseB. SchoolC. ParkD. Shop6 What do we call the process of reducing waste materials?A. Waste minimizationB. RecyclingC. CompostingD. Reduction答案: A. Waste minimization7 What do you call a baby tiger?A. CubB. KitC. PupD. Calf8 The ______ is often seen in parks.9 I enjoy sharing my _________ (玩具) stories with my classmates.10 What do we call a young male horse?A. FillyB. ColtC. FoalD. Calf答案:B. Colt11 A _______ reaction occurs when substances combine to form a new substance.12 The ________ hops around and explores.13 We are having ______ for dinner tonight. (pizza)14 What do we call a person who travels in space?A. PilotB. AstronautC. CosmonautD. Scientist答案: B15 A windmill converts wind energy into ______.16 The ancient Greeks valued ________ (艺术和哲学).17 A ______ is a sea creature with a shell.18 My sister loves to __________ (听音乐) while studying.19 What is the name of the process that plants use to make food using sunlight?A. RespirationB. PhotosynthesisC. TranspirationD. Fermentation答案:B20 A solution that can no longer dissolve any more solute is called a _______ solution.21 A ______ (羊) bleats softly in the pasture.22 What is the smallest prime number?A. 0B. 1C. 2D. 3答案:C23 The _____ (海豹) is often seen on rocky shores.24 What do we call the act of engaging in self-reflection?A. IntrospectionB. ContemplationC. MeditationD. All of the Above答案：D25 We can _______ a fun project together.26 My friend is a ______. She loves to paint.27 The _____ (海滩) is sunny.28 I enjoy ______ (学习) about different subjects.29 The ancient Egyptians used ________ to document their history.30 What is the main ingredient in chocolate?A. SugarB. Cocoa beansC. MilkD. Flour答案:B31 I have a _____ (有趣的事情) to share.32 My friend has a unique __________ (世界观).33 are a famous ________ (阿尔卑斯山是一座著名的________) range in Europe. The Amaz34 The first electric vehicle was built in the _______ century. (19)35 The chemical symbol for gallium is ______.36 The __________ was a time of great technological advancement. (工业革命)37 My sister is a great __________ (学习者).38 The movie was very ___. (funny)39 The color of a flame can indicate the presence of certain ________.40 The ______ (猩猩) lives in trees and is very strong.41 Matter is anything that has ________ and takes up space.42 What type of animal is a frog?A. MammalB. ReptileC. BirdD. Amphibian答案: D. Amphibian43 A caribou migrates during the ________________ (季节).44 What is the opposite of "fast"?A. QuickB. SlowC. RapidD. Speedy答案:B45 Many cultures use plants in __________ (传统医学).46 The parrot loves to sit on _______ (肩膀).47 What do we call the process of converting a liquid into a solid?A. FreezingB. MeltingC. EvaporationD. Condensation48 The puppy is ______ (非常可爱) and fluffy.49 What type of animal is a dolphin?A. FishB. MammalC. ReptileD. Amphibian答案: B50 What is the opposite of 'wet'?A. DryB. DampD. Moist答案:A51 A __________ is an area where fresh and saltwater mix.52 What do you call the machine that helps you cook food?A. OvenB. RefrigeratorC. DishwasherD. Microwave53 A ____(green technology) develops innovative solutions.54 I want to learn how to ___. (dance)55 Saturn's rings are composed of billions of ______.56 What do you call a person who swims?A. DiverB. SurferC. SwimmerD. Sailor答案:C57 The jellyfish has a bell-shaped ________________ (身体).58 The _______ (小金色) is a common pet for many families.59 n Tea Party was a protest against ________. The Bost60 The chemical symbol for tantalum is ______.61 The state of matter that has a definite volume but not a definite shape is _______.62 What do you call someone who studies the stars?A. GeologistC. AstronomerD. Meteorologist答案:C63 The bird is singing ___. (sweetly)64 Which of these is a type of fabric?A. CottonB. WoodC. MetalD. Stone答案:A65 The __________ can indicate the presence of ancient life forms in rock.66 What do bees produce?A. MilkB. HoneyC. SugarD. Butter67 My brother is ___ (tall/short) for his age.68 Gardening can be an excellent way to spend time outdoors and enjoy ______. (园艺是花时间在户外并享受自然的绝佳方式。
2025届仿真模拟★第02套2025年普通高等学校招生全国统一考试英语注意事项：1．答卷前，考生务必将自己的姓名、准考证号填写在答题卡和试卷指定位置上。
2．回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。
如需改动，用橡皮擦干净后，再选涂其他答案标号。
回答非选择题时，将答案写在答题卡上，写在本试卷上无效。
3．考试结束后，将本试卷和答题卡一并交回。
英语听力 高三模拟 第2025-02套.mp4第一部分听力（共两节，满分30分）做题时，先将答案标在试卷上。
录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节（共5小题；每小题1.5分，满分7.5分）听下面5段对话。
每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
例：How much is the shirt?A. £19.15.B. £9.18.C. £9.15.答案是C。
1．Where does the conversation probably take place?A. In a supermarket.B. In the post office.C. In the street. 2．What did Carl do?A. He designed a medal.B. He fixed a TV set.C. He took a test.3．What does the man do?A. He’s a tailor.B. He’s a waiter.C. He’s a shop assistant. 4．When will the flight arrive?A. At 18:20.B. At 18:35.C. At 18:50.5．How can the man improve his article?A. By deleting unnecessary words.B. By adding a couple of points.C. By correcting grammar mistakes.第二节（共15小题；每小题1.5分，满分22.5分）听下面5段对话或独白。
高二英语阅读推理判断单选题45题1. The article mentions that scientists have discovered a new species of animal. What kind of environment is this new species most likely to live in?A. DesertB. RainforestC. MountainD. Ocean答案：B。
解析：文章中提到科学家发现新物种，科普类文章中通常新物种多在生态丰富的环境中被发现，雨林环境生物多样性丰富，最有可能是新物种生存的环境。
A 选项沙漠环境恶劣，生物种类相对较少；C 选项山地环境虽然也可能有一些特殊物种，但不如雨林可能性大；D 选项海洋环境如果没有特殊提示一般不太可能是刚被发现的新物种生存环境。
2. According to the text, which of the following is NOT a characteristic of a certain scientific phenomenon?A. ColorfulB. LoudC. FastD. Quiet答案：A。
解析：文章中对该科学现象进行了描述，其中没有提到色彩斑斓这个特征。
B 选项大声如果文中有相关声音描述可能是特征；C 选项快速如果文中有涉及速度可能是特征；D 选项安静如果文中有关于安静的表述可能是特征。
3. The passage says that a particular experiment was conducted. What was the main purpose of this experiment?A. To prove a theoryB. To create a new productC. To solve a problemD. To entertain people答案：A。
A Literature Review of Capacity Frameworks:Six Features of ComparisonTara LyonsDepartment of Sociology and AnthropologyCarleton Universitytlyons@connect.carleton.caandBill ReimerDepartment of Sociology and AnthropologyConcordia Universityreamer@vax2.concordia.caPaper Prepared for:NRRN ConferenceTwillingate, NFLDDraft: June 8, 2006Six Features of ComparisonAbstractThis paper compares capacity definitions and their associated theoretical frameworks using six features of comparison: 1) whether capacity is understood as a condition or a process, 2) the outcomes considered, 3) the measurement of capacity, 4) whether it is understood to exist within communities (endogamous) or outside of communities (exogenous), 5) what levels of analysis are used, and 6) whether capacity outcomes are understood as inherently positive. In each case, variations in the literature are compared to the approach taken in the New Rural Economy Project – a nine-year project investigating capacity in rural Canada. We argue that by locating capacity research with respect to these six features we will be better able to compare capacity frameworks, understand the processes involved, and improve the policies and programs designed to enhance capacity at multiple levels.Six Features of ComparisonIntroduction'Capacity', 'community capacity', and 'community development' are commonly used terms in academic literature, however, there remains no consensus on their definitions (Cuthill & Fien, 2005). As a result of this ambiguity the differences and similarities between the concepts and their applications remain underdeveloped. In part this is due to the diverse theoretical frameworks and research in which the concepts are used. We find ’capacity’ used in health research to discuss the ways that communities can improve personal health. Within forestry research (Parkins et al., 2003; Kusel, 1996) we find community capacity defined as “a measure of how communities respond and create opportunities to improve local wellbeing” (Kusel, 1996: 361). Likewise, we see the concepts of community development and community capacity in research dealing with social and economic development (Flora & Flora, 2004; Green & Haines; 2002; Bryden & Munro, 2000; Stern et al., 1997). Further, these various conceptions of‘capacity’ are applied across developing nations (Gibbon et al., 2002) and developed nations (Jackson et al., 2003) and used in research focusing on rural (Tiepoh & Reimer, 2004; Robinson & Wilkinson, 1997) and urban areas (Chaskin, 2001; Gittell et al., 1998). Since they frequently start from diverse frameworks, the value of ‘capacity’ as an analytical concept has been severely limited even as its strategic and polemical use has increased.We hope to reintroduce some of the analytical value of the concept by identifying six key features which help to differentiate its use. We argue that by locating particular conceptions of capacity to these six features, we are better able to make comparisons between then, identifytheir relative utility for various questions, and increase our understanding of the processes and conditions related to capacity development and outcomes.These features have emerged as a result of discussion and research within the New Rural Economy Project (NRE) – a multi-discipline, long-term project focusing on rural Canada. The conceptual framework on capacity that has guided our research and collaboration will be used as a point of reference for discussing the differences and similarities by which capacity is discussed in the literature. We first of all provide a brief introduction to the NRE project, followed by an outline of the Capacity Framework1 we have developed. Next, we situate the NRE framework within other perspectives found in the literature based upon the following six features: 1) whether capacity is understood as a process or not, 2) the types of outcomes considered, 3) how capacity is measured, 4) whether capacity is understood as something that exists within communities (endogamous) or outside of communities (exogenous), 5) the levels of analysis that are used, and 6) whether capacity outcomes are understood as inherently positive. Finally, we will discuss some of the research advantages of the perspective we have taken and identify capacity issues arising for further attention.The NRE ProjectThe NRE Project was established in 1997 with three major characteristics. First, it is a network of researchers, policy-makers, practitioners, and rural citizens working in a collaborative manner using a national perspective to rural research and education (Reimer, 1996). Second, the project 1 There is a distinction between frameworks and models. Cuthill & Fien (2005: 69) use Rapoport (1985:256) distinction: “Conceptual frameworks are neither models nor theories … models describe how things work, whereas theories explain phenomena. Conceptual frameworks do neither; rather they help to think about phenomena, to order material, revealing patterns – and pattern recognition typically leads to models and theories. (Cuthill & Fien, 2005: 69)has developed a number of rural Canadian databases and research materials including census, survey, interview, and documentary information. This material makes it possible to compare rural places on a national level and to do so at a level of specificity that is sensitive to local variation. Using census subdivision data, for example, we have integrated demographic and economic data from 1986, 1991, 1996 and 2001 in order to profile rural Canada on key characteristics. This provides an important basis for grounding our theoretical, strategic, and policy developments. Third, we have established a ‘Rural Observatory’ of 32 systematically identified rural sites with which we have collaborated over the 8 years of the research (Reimer, 2002).All of these elements are integrated in a program of research teams, workshops, conferences, and publications that have enabled us to watch, study, and engage in capacity activities within a systematic comparative structure. It has provided us with the means to elaborate our framework of the capacity process within a context of corroboration that includes multiple methodologies and considerable feedback from local actors.NRE Capacity Model and FrameworkCommunities are dynamic, changing, and fundamentally based on social relations rather than place (Massey, 1994). Geographical proximity may breed community but it is not inevitable. Geographically bounded areas like rural municipalities often represent disparate and disconnected populations, while strong social, cultural bonds and shared identities may exist across widely dispersed geographic spaces or places. Thus the concept of ‘community’ remains problematic from both a theoretical and empirical point of view (Amit & Rapport 2002; Bell &Newby 1973; Lyon 1987). Understandings of place change—with time, contexts, and the people or networks involved (Massey, 1995). So too, does the capacity associated with them. For this reason, we approach the issue of capacity in terms of social capacity rather than community capacity and simply use the term ‘capacity’.Capacity, in the NRE framework, is defined as the ability of people to organize their assets and resources to achieve objectives they consider important. It is represented in Figure 1 in terms of five major elements. First, it includes the assets and liabilities available to a group or community. We have represented these in terms of four types of assets without implying that this list is exclusive or exhaustive. Second, the central part of the Figure represents the various actions or processes that may be taken by individuals or groups to recognize, reorganize, or manage those assets in order to produce outputs. Much of our NRE research has focused on the elaboration of the processes involved – including the identification of four normative systems guiding those processes (Tiepoh & Reimer 2004). Third, our framework highlights the outcomes of the reorganization of assets and liabilities. They may be outcomes that are planned or those that are unintended consequences of those actions. The fourth element is important for the dynamic quality of the framework. It represents how the outcomes at one point in time may become new assets and liabilities in the future. Finally, the framework recognizes the role of contextual features that may constrain, enhance, or modify any of the first four elements. It also acknowledges how the framework is scaleable – finding applications at the level of individuals, communities, regions, nations, or societies.Figure 1: NRE Capacity ModelOur research focuses on the processes by which rural people produce their valued outcomes from the assets available to them. The framework itself can be applied to any kind of community or group, including those in an urban context, although our primary attention has been directed to rural settings. We emphasize the types of social relationships required to produce specified outcomes and highlight assets such as social capital alongside the more traditional emphasis on natural resources and human capital. In all cases we understand social relations as dynamic and potentially complex. This dynamism includes the power relations which are embedded in all types of social relations (Massey, 1994).Six Features of ComparisonCapacity as condition or process?Mendis et al. (2003) identify capacity perspectives in the literature as falling between two extreme poles: those that concentrate on identifying what capacity is and those that focus more on the processes by which capacity is built. The first approach identifies specific characteristics of a community which are assumed to be assets. From this perspective capacity is treated as a condition where capacity is usually understood as static – ready to be used under particular circumstances. The second approach examines how assets are used. In this case, the focus is on the processes of capacity, where capacity is understood as an ongoing, dynamic phenomenon. Most of the capacity literature can be located with respect to these two extremes.Some authors approach capacity as a condition or quality that a group or community can have, build, and use (Gibbon et al., 2002; Labonte and Laverack, 2001; Kusel, 1996). It is seen as a type of stock that can be augmented or depleted. Although Gibbon et al. (2002) state that they “do not presume that community capacity ‘exists’ waiting to be discovered”, for example, they go on to argue that there are particular characteristics (what they refer to as ‘domains of community capacity’) that “adequately capture the essential qualities of a ‘capable community’” (Gibbon et al., 2002: 486-487). In contrast, others, such as Freudenberg (2004; 1995) and Wilkinson (1989) treat capacity as a process that is more dynamic. Wilkinson (1989), for example, argues that community development is a process and notes that "[a] process is never fully 'developed'; it consists simply of behavior in process" (Wilkinson, 1989: 342).Other models fall between these two approaches (Cuthill & Fien 2005). Jackson et al. (2003), for example, do not incorporate feedback and they regard capacity as a quality of a community, which leads us to presume that they are treating capacity as a condition. However, they place themselves outside of the literature that assumes capacity “needs to be added or built”, thereby implying that capacity is more of a process (Jackson et al., 2003: 347). Likewise, Goodman et al. (1998) conceptualize capacity as complex, dynamic, multi-dimensional, as operating at individual and group levels, and as dependent upon context. The authors do not limit their understanding of capacity to a condition of a group. In contrast, capacity is understood as a process and as something which can be lost as well as gained.It is a process as well as an outcome; it includes supportive organizational structures and processes; it is multidimensional and ecological in operating at the individual, group,organizational, community and policy levels…; and it is context specific (Goodman et al, 1998: 260).In addition, they argue that capacity is “a construct that has different meanings in different contexts” and something that changes over time (Goodman et al, 1998: 273). However, they also treat capacity as a condition by identifying nine dimensions that can be used to identify and‘build’ assets.Most authors acknowledge that capacity is dynamic, regardless of whether they treat it as a condition or a process (Jackson et al., 2003; Labonte & Laverack, 2001; Goodman et al., 1998). Labonte and Laverack (2001), for example, criticize formulations that reify ‘capacity’ and argue that capacity is dynamic, context specific, and not independent of infrastructures. In this article, they examine questions such as: “capacity building for whom, and for what purpose?” (Labonte & Laverack, 2001: 112). These questions are important because capacity efforts and outcomesare dependent upon contexts. Democratic leadership, for example, is often considered a condition of capacity (Gibbon et al., 2002), yet in certain communities, groups, or situations this type of leadership may inhibit rather than enhance capacity efforts.If capacity is defined in terms of specific conditions only, such as ‘local leadership’ or ‘resource mobilization’ (Gibbon et al., 2002), we are not encouraged to learn about different ways in which capacity efforts are carried out or why some initiatives are successful and other are not. In addition, conceptualizing capacity strictly as a condition results in power dynamics being overshadowed. If a community is seen to have high levels of leadership and therefore high levels of capacity, for example, we become insensitive to the way in which that leadership is exercised, including who might be excluded in the process.From our point of view, capacity refers to the whole process by which assets are reorganized into outcomes. Communities or groups with high capacity are able to identify the need, plan the reorganization, and accomplish it with greater ease and efficiency than those with lower levels. Similar to Jackson et al. (2003) capacity may be altered by the assets available (e.g., institutions and human capital), but it is also dependent on the dynamics of the social processes and context in which they take place. Capacity operates within the framework of a dynamic, feedback process where individuals or groups reorganize assets to produce outcomes and where those outcomes can in turn become new assets or liabilities.Outcomes: Capacity for what?Capacity outcomes range from the specific to very general. Health practitioners, for example, often identify health promotion as an outcome (Labonte & Laverack, 2001; Smith et al., 2001; Goodman, et al., 1998; Hawe et al., 1997; Freudenberg et al., 1995), whereas social and economic improvement (in various forms) are discussed as outcomes within the community development literature (Flora & Flora, 2004; Green & Haines; 2002; Bryden & Munro, 2000; Morrisey, 2000; Stern et al., 1997; McGuire et al., 1994).Our concern with community capacity has led us to adopt a relatively flexible approach to capacity outcomes. Communities may value a wide range of outcomes depending on local circumstances and researchers may identify others as important to community development objectives. One community may consider health promotion as an outcome of capacity, for example, while another may value the maintenance of their community centre, community radio station, or library as outcomes. These outcomes may also change over time or remain consistent for long periods of time. In our model, therefore, we have listed just a few of the most frequently cited outcomes for which capacity may be desired or needed: economic wealth, social and political inclusions, social cohesion, environmental security, social and self worth, and health.How is Capacity Measured?Given the many ways in which capacity is defined and conceptualized, it is no wonder that there is considerable variation in the ways it is measured. To facilitate the evaluation of these approaches, we find that some of the fundamental discussions in measurement theory provide auseful place to start (Kline 2006; Bollen & Lennox 1991). From this discussion we can understand the measurement of capacity taking one of three basic approaches.The first is to treat the indicators of capacity as identical with capacity itself. A low value on any of the indicators, therefore, means that a key component of capacity is low or missing, signaling that the level of capacity is diminished. This extreme positivist approach is sometimes reflected in the language of capacity measurement where strict identification of the concept and indicator are implied, but few authors maintain this identification in their more extensive discussions. We can, therefore, assume that for the most part, capacity is treated as a latent concept, requiring a number of operational assumptions for measurement.The second approach to measurement treats the indicators of capacity as outcomes or consequences closely associated with the underlying concept (capacity). This is the classical reflective (effect indicator) approach. Within this model, the outcome indicators are all considered to be correlated since they are all generated in some way or another wherever capacity is relatively high. If capacity is high, we expect to find all of the indicators present.A third approach would be to treat the indicators as causes of capacity as proposed in a formative (causal indicator) model of measurement. In this case, each indicator may or may not be present since they are all potential, but not necessary conditions for high capacity. From this point of view, for example, assets, leadership, or participation may all contribute to high capacity, but any one of them may be low or missing – even under conditions of high capacity. In this case, themeasurement challenge is to determine which of these conditions are most likely to generate high capacity under what circumstances.A key research objective within the third approach would be to examine the relationship between capacity conditions and outcomes in order to develop sufficient confidence in the nature of capacity inferred. In order to be consistent with the model, this analysis would also have to be done in a longitudinal fashion or using longitudinal proxies. By examining which conditions produce which outcomes, we would then be able to specify a formative index for capacity.Few of the authors explicitly discuss the measurement of capacity in these terms. This is unfortunate since it makes comparison difficult and glosses many questions that are critical to the understanding of capacity processes themselves. Jackson et al. (2003), for example, provide‘indicators of overall community capacity’, by means of a checklist of characteristics and propose that these are strengths upon which a community might build. Likewise, Francisco et al. (2001) identify six ‘core competencies’ based on the assumption that there are “key factors or components of successful efforts to bring about community change and improvement (e.g., leadership, having a targeted mission, action planning)” (Francisco et al., 2001: 296). It remains unclear, for example, whether all of these characteristics are necessary for capacity (as we would expect in a reflective model) or only some are necessary (as we would expect in a formative approach). If the reflective model is being used, we would conclude that a group or community which is low in manifested leadership, for example, would therefore be low in capacity. On the other hand, if the formative approach was assumed, we would look for other factors that might reflect capacity in the place of leadership or conditions that suppress the manifestations ofleadership. As practitioners or policy-makers, the former approach would lead us to focus our attention on improving the leadership competence of the group or community, while in the latter we may look to take advantage of other factors already sufficiently strong to produce the desired outcomes.Our approach to the conceptualization and measurement of capacity is of the formative over the reflective type. We understand capacity as a potential quality of a group or community – one that cannot be seen in current conditions alone but as the conjuncture of a number of characteristics. Assets as we have identified them are important, but the absence of one or the other asset is not in itself an indication of low capacity. For this reason, our approach and procedures to measuring levels and types of capacity remain indirect—focusing on the conditions that have contributed to capacity outcomes in the past as a basis for assessing current or future capacity levels. We argue that frameworks which link capacity too closely to specific characteristics are likely to overlook important options for capacity building and action. Our objective is, therefore, to explore the conditions under which capacity is facilitated or impeded.Is capacity endogamous or exogenous?Most authors identify capacity as an internal characteristic of communities that is frequently affected by exogenous constraints and/or facilitators. These include Freudenberg (2004), Gibbon et al. (2002), Labonte and Laverack (2001), Kusel (1996) and Warren (1983), who move beyond strictly individual-based understandings of community capacity to an inclusion of what Jackson et al. (2003) call “socioenvironmental conditions” (Jackson et al., 2003: 340).The most comprehensive example is Jackson et al. (2003) who define community capacity as: “the potential of a community to build on its strengths in order to work towards and achieve its goals and dreams, given both facilitating and barrier conditions coming from inside and outside the community” (Jackson et al., 2003: 345). Specifically, Jackson et al. (2003) argue that it is imperative not to ignore the role that external structures and factors such as institutions and policies have in whether community capacity is facilitated or impeded. Even where a community has an abundance of natural resources, for example, if they do not have the appropriate control over these resources then the resources cannot be used. Similarly, Gibbon et al. (2002) argue that “[t]he capacity of a group is also dependent on the resource opportunities or constraints (ecological, political and environmental), and the conditions in which people and groups live” (Gibbon et al., 2002: 485).These approaches are similar to our capacity framework where we consider individuals, communities, and groups as well as internal and external conditions that can enhance or inhibit capacity efforts. We treat community or group capacity as independent from those external conditions, however, in order to analyze the relationship between them. We recognize Massey’s argument that "[p]laces are both interconnected and interdependent. Their economic fortunes and general well-being can in no way be completely determined by events or actions within the place itself" (Massey, 1995: 69). This approach allows for a more flexible analysis of capacity than one which includes those external conditions as part of the capacity characteristics of the group or community itself. For instance, it raises the question of the conditions under which local capacity may succeed or fail to produce particular outcomes and highlights the limits of local capacity for community development.Capacity for Whom?Capacity is not shared equally among all group or community members. Nor are the outcomes of capacity beneficial for all members. As a result, capacity frameworks that recognize variation in power and privilege are preferred over those that leave these aspects invisible. Part of this involves the identification of the group or community used as the unit of analysis.Many authors focus on the community-level in their framework of capacity with little room for the analysis of variations within that community (Freudenberg, 2004; Jackson et al., 2003; Labonte & Laverack, 2001; Kusel, 1996; Wilkinson, 1989; Warren, 1983). According to Smith et al. (2001), for example, “[c]apacity building is a process of working with a community to determine what its needs and strengths are, and to develop ways of using those strengths to meet those needs” (31). They focus on community action to facilitate better health for members at the community level and explicitly use “community as a central unit for analysis and action” (Smith et al., 2001: 34). They acknowledge that a community is not homogeneous and that “[t]here are divisions and differences within any community, relationships of power and privilege”, yet the analysis remains focused on the ‘community’ as a whole with little room for an analysis of the ways in which events of capacity impact groups and individuals within the community (Smith et al, 2001: 34). This is also the case in the work of Kusel (1996) where community capacity is defined as “the collective ability of residents in a community to respond (the communal response) to external and internal stresses; to create and take advantage of opportunities; and to meet the needs of residents, diversely defined” (369). Once again, the community is the unit of analysis. They acknowledge that people in a community have different needs, yet the focusremains on the community without addressing how these diverse needs are met. Goodman et al. (1998) provide an important exception to this pattern, however, by claiming that community capacity “[operates] at the individual, group, organizational, community and policy levels” and following this up with an analysis that reflects all levels (Goodman et al., 1998: 260).The NRE framework incorporates multiple levels in the analysis – including the individual, group, community, regional, and national. This means the model can be applied at any and all of these levels and that more than one level can be considered for one given event. The level chosen is dependent upon the context of the event of capacity in question and the impacts may be examined at other levels. This is important because an event may have different implications and meanings at different levels. In one of our communities, for example, a small group of citizens proposed to start an All-Terrain Vehicle (ATV) tourism business. Despite opposition to this idea from other members of the community the ATV tourism is now established. If one were to interpret this event as a manifestation of community-level capacity it may be seen as a successful example of the actualization of capacity. However, such a view overlooks the tensions within the community (some of them remaining to this day) and would be unlikely to ask why one group was successful and the other was unsuccessful. Invariably, such tensions and explanations for success or failure are rooted within relations of power. Ignoring them is likely to result in overlooking the important exercise and relations of power in of the process of capacity.Capacity Outcomes as Positive?Community or group capacity may have both positive and negative outcomes. Most of the literature treats capacity as being inherently beneficial with little recognition of the ways inwhich capacity-building may result in undesirable ends. (Flora & Flora, 2004; Jackson et al., 2003; Gibbon et al., 2002; Morrisey, 2000; Goodman et al., 1998; Freudenberg et al., 1995; McGuire, 1994). For example, when Kusel (1996) states that “high community capacity itself is suggestive of higher levels of well-being for residents” he is assuming that capacity can only produce positive impacts for all people in a community (Kusel, 1996: 370). Likewise, Smith et al., (2001) argue that “[c]apacity building is a process of working with a community to determine what its needs and strengths are, and to develop ways of using those strengths to meet those needs” (31). The authors note that although there may be hierarchies within communities and power and privilege, this lies at the level of the community. The outcomes of community capacity are still positive for all involved.The assumption in these approaches is that capacity outcomes always have positive effects across contexts. Capacity is treated as one dimensional and as having beneficial impacts on every person. We see this throughout the capacity literature, even within frameworks that acknowledge internal and external impediments (Freudenberg, 2004; Wilkinson, 1989). Jackson et al. (2003), for example, argue that “capacity recognizes the challenges as part of the community’s action plan to address barriers and explicitly incorporates the concept that the community can be proactive towards achieving its goals” (348). Despite acknowledging obstacles communities face, the outcomes of capacity remain understood as something that is always beneficial for all members of the community.Labonte and Laverack (2001) provide one of the few examples which recognize that capacity outcomes have possible negative effects. They state:。
