Quels problèmes la longue grève de 1995 a-t-elle causés à Paris? Mentionnez une chose
Vous allez entendre des remarques sur les grèves en France. Écoutez-les et répondez ensuite aux questions suivantes.
Souvent, quand les travailleurs américains font la grève, c’est pour longtemps, et afin d’obtenir des concessions spécifiques de la part de leurs employeurs. En France, ce n’est pas toujours le cas. Il n’est pas rare que des travailleurs français fassent une grève d’une seule journée — et qu’ils annoncent cela une semaine en avance! Ce n’est pas forcément pour obtenir quelque chose de précis. Il s’agit souvent de montrer à leurs patrons et à leurs concitoyens qu’ils ne sont pas contents de leurs conditions de travail, de la pension de retraite qu’on leur
propose, etc. Bien sûr, ils montrent aussi qu’ils ont le pouvoir de bien perturber la vie quotidienne en France! C’est surtout les fonctionnaires qui font la grève comme ça, et bien que les autres Français disent que c’est «scandaleux» ou «inadmissible», ils sont remarquablement tolérants de ces grèves courtes. Pendant l’automne de 1995, il y a eu une grève des transports (trains, bus, métro, etc.) qui a duré beaucoup plus longtemps — plusieurs semaines, en fait. Surtout dans les grandes villes comme Paris, cela a créé des embouteillages horribles, des queues interminables pour les taxis, etc., pendant les heures de pointe. C’était frustrant, mais les Parisiens ont trouvé des moyens pour se déplacer, et les grévistes sont retournés au travail à temps pour assurer à tout le monde un joyeux Noël.
Des embouteillages et de longues queues pour les taxis.
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Encierre en un círculo la palabra o frase que no va en cada grupo.
necesito me hace falta me queda
Mi Porti alla festa?
Rispondete alle domande usando un pronome oggetto diretto. (14 pts – 2 each) (Answer the questions using a direct object pronoun.)
Research has shown that teacher-student interaction differs according to the gender of the student (the gender of the teacher does not seem to matter), although most teachers are unaware of any inequities. Studies consistently show that boys have more interventions with teachers than do girls. For example, it has been found that teachers are more responsive to the disruptive behavior of boys than
girls and more likely to reprimand boys. When children request attention, teachers generally respond to boys with instructions and to girls with nurturance. In addition, girls receive more attention when they are physically close to the teacher, whereas boys are given attention at a distance. It has also been found that the feedback received by boys and by girls on the intellectual quality of their work differs. For example, boys receive considerable criticism for failing to obey the rules, whereas girls receive criticism related to their performance. Boys attribute their failure to do well to lack of effort, whereas girls attribute it to a lack of ability. Do some girls, then, give up trying to succeed when they reach high school due to the responses their elementary teachers have given them? It is well established that girls generally perform better academically than boys in elementary school but falter in high school. For example, girls do not do as well as boys in science and math by the time they reach adolescence. In addition, girls typically take fewer advanced math classes than do boys in high school and college. Even though Title IX of the Educational Amendment Act of 1972 obliged schools to provide equal treatment for males and females, schools are still shortchanging girls according to a report by the AAUW. Although more girls are now involved in athletics, the contributions and experiences of females are not as visible as are those of males in textbooks. Furthermore, the pace of change is slow in gender-segregated enrollment patterns in vocational education, with girls primarily enrolled in office and business-training programs, and boys in programs leading to higher-paying trade jobs. Sexuality and the realities of sexual activity (pregnancy, disease, rape) are rarely discussed in schools, although, by law, sexual harassment is defined and consequences delineated. Teachers must be trained to foster assertive and affiliative skills in both girls and boys. School curricula and textbooks should be monitored for gender stereotypes and provide positive role models for both girls and boys. According to this passage, a. girls and boys do equally well in their class work in elementary school. b. girls take more advanced math classes in college than do boys. c. girls do less well than boys in science and math classes in high school. d. girls have better math skills than boys, but do less well than boys in science.
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What will be an ideal response?