Câu hỏi:
18/07/2024 114
What is one reason for the change in the length of the workweek for the average worker in the United States during the 1930's?
What is one reason for the change in the length of the workweek for the average worker in the United States during the 1930's?
A. Several people sometimes shared a single job.
B. Labor strikes in several countries influenced labor policy in the United states.
C. Several corporations increased the length of the workweek.
D. The United States government instituted a 35-hour workweek
Trả lời:
Giải bởi Vietjack
Một lý do để thay đổi thời lượng của tuần làm việc đối với một công nhân trung bình ở Hoa Kỳ trong những năm 1930 là gì?
A. Một số người đôi khi chia sẻ một công việc duy nhất.
B. Lao động đình công ở một số nước ảnh hưởng đến chính sách lao động ở Hoa Kỳ.
C. Một số tập đoàn tăng thời lượng làm việc trong tuần.
D. Chính phủ Hoa Kỳ thiết lập một tuần làm việc 35 giờ.
Thông tin: The Depression years of the 1930s brought with them the notion of job sharing to spread available work around; the workweek dropped to a modem low for the United States of 35 hours.
Chọn A
Một lý do để thay đổi thời lượng của tuần làm việc đối với một công nhân trung bình ở Hoa Kỳ trong những năm 1930 là gì?
A. Một số người đôi khi chia sẻ một công việc duy nhất.
B. Lao động đình công ở một số nước ảnh hưởng đến chính sách lao động ở Hoa Kỳ.
C. Một số tập đoàn tăng thời lượng làm việc trong tuần.
D. Chính phủ Hoa Kỳ thiết lập một tuần làm việc 35 giờ.
Thông tin: The Depression years of the 1930s brought with them the notion of job sharing to spread available work around; the workweek dropped to a modem low for the United States of 35 hours.
Chọn A
CÂU HỎI HOT CÙNG CHỦ ĐỀ
Câu 1:
The word "perceive" in bold in paragraph 3 is closest in meaning to___________.
The word "perceive" in bold in paragraph 3 is closest in meaning to___________.
Câu 6:
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions
One of the most important social developments that helped to make possible a shift in thinking about the role of public education was the effect of the baby boom of the 1950's and 1960's on the schools. In the 1920's, but especially in the Depression conditions of the 1930's, the United States experienced a declining birth rate – every thousand women aged fifteen to forty-four gave birth to about 118 live children in 1920, 89.2 in 1930, 75.8 in 1936, and 80 in 1940. With the growing prosperity brought on by the Second WorldWar and the economic boom that followed it, young people married and established households earlier and began to raise larger families than had their predecessors during the Depression. Birth rates rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. Although economics was probably the most important determinant, it is not the only explanation for the baby boom. The increased value placed on the idea of the family also helps to explain this rise in birth rates. The baby boomers began streaming into the first grade by the mid-1940's and became a flood by 1950. The public school system suddenly found itself “overtaxed”. While the number of schoolchildren rose because of wartime and postwar conditions, these same conditions made the schools even less prepared to cope with the flood. The wartime economy meant that few new schools were built between 1940 and 1945. Moreover, during the war and in the boom times that followed large numbers of teachers left their profession for better-paying jobs elsewhere in the economy.
Therefore, in the 1950's and 1960's, the baby boom hit an antiquated and inadequate school system. Consequently, the "custodial rhetoric" of the 1930's and early 1940's no longer made sense; that is, keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high priority for an institution unable to find space and staff to teach younger children aged five to sixteen. With the baby boom, the focus of educators and of laymen interested in education inevitably turned toward the lower grades and back to basic academic skills and discipline. The system no longer had much interest in offering nontraditional, new, and extra services to older youths.
Question 47: What does the passage mainly discuss?
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions
One of the most important social developments that helped to make possible a shift in thinking about the role of public education was the effect of the baby boom of the 1950's and 1960's on the schools. In the 1920's, but especially in the Depression conditions of the 1930's, the United States experienced a declining birth rate – every thousand women aged fifteen to forty-four gave birth to about 118 live children in 1920, 89.2 in 1930, 75.8 in 1936, and 80 in 1940. With the growing prosperity brought on by the Second WorldWar and the economic boom that followed it, young people married and established households earlier and began to raise larger families than had their predecessors during the Depression. Birth rates rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. Although economics was probably the most important determinant, it is not the only explanation for the baby boom. The increased value placed on the idea of the family also helps to explain this rise in birth rates. The baby boomers began streaming into the first grade by the mid-1940's and became a flood by 1950. The public school system suddenly found itself “overtaxed”. While the number of schoolchildren rose because of wartime and postwar conditions, these same conditions made the schools even less prepared to cope with the flood. The wartime economy meant that few new schools were built between 1940 and 1945. Moreover, during the war and in the boom times that followed large numbers of teachers left their profession for better-paying jobs elsewhere in the economy.
Therefore, in the 1950's and 1960's, the baby boom hit an antiquated and inadequate school system. Consequently, the "custodial rhetoric" of the 1930's and early 1940's no longer made sense; that is, keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high priority for an institution unable to find space and staff to teach younger children aged five to sixteen. With the baby boom, the focus of educators and of laymen interested in education inevitably turned toward the lower grades and back to basic academic skills and discipline. The system no longer had much interest in offering nontraditional, new, and extra services to older youths.
Question 47: What does the passage mainly discuss?
Câu 9:
What is a difference mentioned between a simultaneous interpreter and a consecutive
interpreter?
What is a difference mentioned between a simultaneous interpreter and a consecutive
interpreter?
Câu 11:
Read the following passage and mark the letter A, B, C or D on your answer sheet ton indicate the correct answer to each of the questions.
There are a number of natural disasters that can strike across the globe. Two that are frequently linked to one another are earthquakes and tsunamis. Both of them can cause a great amount of devastation when they hit. However, tsunamis are the direct result of earthquakes and cannot happen without them.
The Earth has three main parts. They are the crust, the mantle, and the core. The crust is the outer layer of the Earth. It is not a single piece of land. Instead, it is comprised of a number of plates. There are a few enormous plates and many smaller ones. These plates essentially rest upon the mantle, which is fluid. As a result, the plates are in constant - yet slow - motion. The plates may move away from or toward other plates. In some cases, they collide violently with the plates adjoining them. The movement of the plates causes tension in the rock. Over a long time, this tension may build up. When it is released, an earthquake happens.
Tens of thousands of earthquakes happen every year. The vast majority are so small that only scientific instruments can perceive them. Others are powerful enough that people can feel them, yet they cause little harm or damage. More powerful earthquakes, however, can cause buildings, bridges, and other structures to collapse. They may additionally injure and kill thousands of people and might even cause the land to change its appearance.
Since most of the Earth’s surface is water, numerous earthquakes happen beneath the planet’s oceans. Underwater earthquakes can cause the seafloor to move. This results in the displacement of water in the ocean . When this occurs , a tsunami may form. This is a wave that forms on the surface and moves in all directions from the place where the earthquake happened. A tsunami moves extremely quickly and can travel thousands of kilometres. As it approaches land, the water near the coast gets sucked out to sea. This causes the tsunami to increase in height. Minutes later, the tsunami arrives. A large tsunami - one more than ten meters in height- can travel far inland. As it does that, it can flood the land, destroy human settlements, and kill large numbers of people.
Câu 12:
Compared to preindustrial times, the number of hours in the workweek in the nineteenth century
Compared to preindustrial times, the number of hours in the workweek in the nineteenth century
Câu 13:
The word "adjoining" in bold in paragraph 2 is closest in meaning to___________.
The word "adjoining" in bold in paragraph 2 is closest in meaning to___________.
