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【单选题】
I first became aware of the unemployment problem in 1928. At that time I had just come back from Burma, where unemployment was only a word, and I had gone to Burma when I was still a boy and the post-war boom was not quite over. When I first saw unemployed men at close quarters, the thing that horrified and amazed me was to find that many of them were ashamed of being unemployed. I was very ignorant, but not so ignorant as to imagine that when the loss of foreign markets pushes two million men out of work, those two million are any more to blame than the people who draw blanks in the Calcutta Sweep. But at that time nobody cared to admit that unemployment was inevitable, because this meant admitting that it would probably continue. The middle classes were still talking about' lazy idle loafers on the dole' and saying that' these men could all find work if they wanted to', and naturally these opinions spread among the working class themselves. I remember the shock of astonishment it gave me, when I first mingled with tramps and beggars, to find that a fair proportion, perhaps a quarter, of these beings whom I had been taught to regard as cynical parasites, were decent young miners and cotton workers gazing at their destiny with the same sort of dumb amazement as an animal in a trap. They simply could not understand what was happening to them. They had been brought up to work, and behold! It seemed as if they were never going to have the chance of working again. In their circumstances it was inevitable, at first, that they should be haunted by a feeling of personal degradation. That was the attitude towards unemployment in those days: it was a disaster that happened to you as an individual and for which you were to blame. Why did any of the unemployed feel ashamed of their condition?
A.
They imagined they were to blame for being out of work.
B.
They had to live no the unemployment benefits.
C.
They should have been working instead of doing nothing.
D.
They had to admit that unemployment would probably continue
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【单选题】以下对幼儿心理发展关键期理解不正确的是( )。
A.
心理发展的关键期就是幼儿某一心理现象发展特别快的时期
B.
幼儿心理发展的不同领域,其关键期是不同的
C.
在幼儿心理发展的关键期,教师只要抓好对应内容的教育,不用过多涉及其他内容的教育,幼儿心理就可以获得快速发展。
D.
教师需要在幼儿心理发展的关键期为其创设有效的影响环境,满足其学习的需求
【多选题】Halliday和Hasan将连接分为_____等几种。
A.
增补
B.
转折
C.
原因
D.
时间
【单选题】以下对幼儿心理发展关键期理解正确的是( )。
A.
心理发展的关键期就是幼儿学知识学得特别快的年时期
B.
幼儿心理发展的不同领域,其关键期是不同的
C.
在幼儿心理发展的关键期,教师只要抓好专门的教育,幼儿心理就可以获得快速发展。
D.
教师需要在幼儿心理发展的关键期为其创设有效的影响环境,满足其学习的需求
【单选题】4-5岁幼儿能够借助一些雪花片进行简单的数学运算,到了小学阶段,就可以摆脱教具进行加减运算,这说明幼儿心理发展的趋势是( )
A.
从简单到复杂
B.
从被动到主动
C.
从具体到抽象
D.
从零散到系统
【简答题】液压传动不易获得很大的力和转矩。( )
【单选题】南桥芯片负责管理的部件不包括( )
A.
IDE设备
B.
CPU和内存
C.
串并行口
D.
电源管理
【单选题】南桥芯片负责管理的部件不包括( )
A.
IDE设备
B.
B.CPU和内存
C.
C.串并行口
D.
D.电源管理
【判断题】科学合理就是既符合《幼儿园教育指导纲要(试行)》要求,又要适合幼儿身心发展的特点和能力。()
A.
正确
B.
错误
【简答题】Halliday and Hasan listed five sorts ofcohesive devices that could be used to create coherence in texts, such as thereference, substitution, _______________, conjunction and ____________________.
【简答题】狭义的教育目的是国家对把受教育者培养成为什么样人才的总的要求。( )
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