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Questão 171 6755032
UECE 2ª Fase 1° Dia 2022T E X T
Children set for more climate disasters than their grandparents, research shows
People born today will suffer many
times more extreme heatwaves and
other climate disasters over their
lifetimes than their grandparents,
[05] research has shown. The study is the
first to assess the contrasting
experience of climate extremes by
different age groups and starkly
highlights the intergenerational
[10] injustice posed by the climate crisis.
The analysis showed that a child
born in 2020 will endure an average of
30 extreme heatwaves in their lifetime,
even if countries fulfil their current
[15] pledges to cut future carbon emissions.
That is seven times more heatwaves
than someone born in 1960. Today’s
babies will also grow up to experience
twice as many droughts and wildfires
[20] and three times more river floods and
crop failures than someone who is 60
years old today.
However, rapidly cutting global
emissions to keep global heating to
[25] 1.5C would almost halve the heatwaves
today’s children will experience, while
keeping under 2C would reduce the
number by a quarter.
A vital task of the UN’s Cop26
[30] climate summit in Glasgow in November
is to deliver pledges of bigger emissions
cuts from the most polluting countries
and climate justice will be an important
element of the negotiations. Developing
[35] countries, and the youth strike
protesters who have taken to the
streets around the world, point out that
those who did least to cause the climate
crisis are suffering the most.
[40] “Our results highlight a severe
threat to the safety of young
generations and call for drastic emission
reductions to safeguard their future,”
said Prof Wim Thiery, at Vrije
[45] Universiteit Brussel in Belgium and who
led the research. He said people under
40 today were set to live
“unprecedented” lives, ie suffering
heatwaves, droughts, floods and crop
[50] failures that would have been virtually
impossible – 0.01% chance – without
global heating
Dr Katja Frieler, at the Potsdam
Institute for Climate Impact Research in
[55] Germany and part of the study team,
said: “The good news is we can take
much of the climate burden from our
children’s shoulders if we limit warming
to 1.5C by phasing out fossil fuel use.
[60] This is a huge opportunity.”
Leo Hickman, editor of Carbon
Brief, said: “These new findings
reinforce our 2019 analysis which
showed that today’s children will need
[65] to emit eight times less CO2 over the
course of their lifetime than their
grandparents, if global warming is to be
kept below 1.5C. Climate change is
already exacerbating many injustices,
[70] but the intergenerational injustice of
climate change is particularly stark.”
The research, published in the
journal Science, combined extreme
event projections from sophisticated
[75] computer climate models, detailed
population and life expectancy data,
and global temperature trajectories
from the Intergovernmental Panel on
Climate Change.
[80] The scientists said the increases
in climate impacts calculated for today’s
young people were likely to be
underestimates, as multiple extremes
within a year had to be grouped
together and the greater intensity of
[85] events was not accounted for.
There was significant regional
variation in the results. For example,
the 53 million children born in Europe
and central Asia between 2016 and
[90] 2020 will experience about four times
more extreme events in their lifetimes
under current emissions pledges, but
the 172 million children of the same age
in sub-Saharan Africa face 5.7 times
[95] more extreme events.
“This highlights a disproportionate
climate change burden for young
generations in the global south,” the
researchers said.
[100] Dohyeon Kim, an activist from
South Korea who took part in the global
climate strike on Friday, said:
“Countries of the global north need to
push governments to put justice and
[105] equity at the heart of climate action,
both in terms of climate [aid] and
setting more ambitious pledges that
take into consideration historical
responsibilities.”
[110] The analysis found that only those
aged under 40 years today will live to
see the consequences of the choices
made on emissions cuts. Those who are
older will have died before the impacts
[115] of those choices become apparent in the
world.
https://www.theguardian.com/environment/ 2021/sep/27/
The passage “we can take much of the climate burden from our children’s shoulders if we limit warming to 1.5C by phasing out fossil fuel use” (lines 56-59) contains a
Questão 46 6521659
FASM 2019Leia o texto para responder a questão.
Is owning a dog good for your health?
Dogs really are our best friends, according to a Swedish study that says canine ownership could reduce heart disease. A study of 3.4 million people between the ages of 40 and 80 found that having a dog was associated with a 23% reduction in death from heart disease and a 20% lower risk of dying from any cause over the 12 years of the study.
Previous studies have suggested dogs relieve social isolation and depression – both linked to an increased risk of heart disease and early death. Dog owners show better responses to stress, their blood pressure and pulse rates don’t soar, have higher levels of physical activity and slightly lower cholesterol levels. The American Heart Association was sufficiently swayed by a review of dozens of studies to release a statement in 2013 saying that owning a dog “was probably” associated with a reduced risk of heart disease. Their reluctance to more strongly endorse dog ownership is because most studies are what is called observational – researchers note an association, but can’t prove causation. This means that other factors might explain why dog owners are healthier than, say, goldfish owners – for example, perhaps only people who are fit in the first place buy pets that need daily walks.
Tove Fall, an epidemiologist and the lead author of this latest study, says they tried their best to allow for any differences in education, existing ill-health and lifestyles between those with and without dogs. The study found the biggest positive impact of having a dog was on people living alone. “It seems that a dog can be a substitute for living with other people in terms of reducing the risk of dying,” says Fall. “Dogs encourage you to walk, they provide social support and they make life more meaningful. If you have a dog, you interact more with other people. If you do get ill and go into hospital and you have a dog, there’s a huge motivation to try to get back home.” Of course, getting a dog and watching it from your sofa while you eat fatty food is not going to reduce your risk of heart disease.
(Luisa Dillner. www.theguardian.com, 04.12.2017. Adaptado.)
In the excerpt from the last paragraph “the lead author of this latest study”, the underlined word expresses an idea of
Questão 89 1337278
UECE 2° Fase 1° Dia 2019/1T E X T
Now, according to an annual survey
by the Babson Survey Research Group and
the Online Learning Consortium, more than
6.3 million students took at least one
[5] distance education course in the Fall 2016
semester (the most recent academic year
for which data is available). That’s 31.6
percent of all higher education
enrollments, according to the study, and
[10] about half of them were taking all of their
classes online.
Many of these students are traditional
age. But for adult students (generally
defined as those 25 and over, working full
[15] time jobs or with parenting
responsibilities) online education is a
particularly attractive option. Citing several
studies, Louis Soares, chief learning and
innovation officer for the American Council
[20] on Education, says that about a third of all
adult students — roughly 13 million — are
pursuing advanced degrees online.
“I think it has given adult students
more opportunities,” Mr. Soares said. “If
[25] done correctly, online education can create
a robust learning experience.”
Research has shown that students can
learn as well online as they can in a face to
face classroom, according to Jovita Ross
[30] Gordon, a professor at Texas State
University.
“In terms of pros and cons, it offers
great convenience and access for
populations who might not otherwise have
[35] it,” said Professor Ross-Gordon, an expert
on adult education. “But a certain degree
of self-direction is required. And it can be
isolating for some folks.”
The vast majority of colleges and
[40] universities in the United States offer at
least some online classes, but there are
still those who question its legitimacy and
also the quality of for-profit colleges whose
curriculum is offered solely online.
[45] Walden University, where Mr. Haynes
is earning his doctoral degree, is one such
institution. He said that he researched the
school through the V.A. and other sources,
and heard positive reports from a friend
[50] who was also pursuing his doctorate in
business administration at Walden, which
Mr. Haynes learned was accredited by the
Accreditation Council for Business Schools.
For Manda Gibson, online education is
[55] the preferred mode of learning. “I love it,”
said Ms. Gibson, 45, the mother of four,
who works full-time as an instructional
designer at Simpson College in Indianola,
Iowa. Ms. Gibson is pursuing her master’s
[60] in business administration online with
Colorado State University-Global Campus,
and before that earned a bachelor of arts
in management, taking mostly online
classes, at Simpson.
[65] “When I sit in a regular class, my
mind wanders,” she says. “`Did I do this
for my kids?’ ‘What am I making for dinner
tonight?’ When I do online, I can say, ‘this
hour is my hour.’”
[70] But she says, with the flexibility of
online education comes responsibility. “You
have to take it seriously,” she said. “Some
people think online classes are easier. I
think it’s actually more work. Because you
[75] might have to spend more time with the
content.”
Time is a commodity that Mr. Haynes,
like many adult learners, has little of. He
and his wife — Sgt. Chelsea Aiko Haynes
[80] of the Army — have six children, ranging
in age from 1 to 17. He is also active with
the Semper Fi Fund, a nonprofit
organization that provides financial
assistance for catastrophically injured
[85] servicemen and women. But most days,
after the children are off to school and his
wife is at her job at the Pentagon, he sits
down in the living room with his MacBook
Air and gets ready to learn. “I open the
[90] blinds to get some natural sunlight in,” he
said. “The TV’s off, the phone’s on vibrate.
And I commit myself fully to my studies.”
Here are some tips for success in
online education for adult learners, from
[95] Jeremy Haynes and Manda Gibson, two
students who have flourished in this
learning environment, and from George
Haber, an adjunct professor at Vaughn
College in Queens, and a veteran of over
[100] 25 years of teaching online.
Set aside specific time periods when
you can do required reading or writing and
stick to the schedule, whether it’s an hour
a night three nights a week; Saturday or
[105] Sunday morning; or some combination.
Get acquainted with your academic
adviser from the start, as he or she is your
lifeline for anything at the institution.
Choose a subject for your first
[110] online class that you’re interested in, if
possible. You will be more likely to become
engaged in the material and learn the
technology.
Ask questions and reach out for help
[115] early. Don’t get frustrated if you don’t
understand something; a quality online
program will not only have self-help
tutorials, but also good student services to
help with the details.
[120] Take part in any online discussions
or forums. Your lack of participation will be
easily noted by the instructor.
https://www.nytimes.com/2018/11/01/
In the sentence “In terms of pros and cons, it offers great convenience and access for populations who might not otherwise have it” one can find a/an
Questão 91 1337280
UECE 2° Fase 1° Dia 2019/1T E X T
Now, according to an annual survey
by the Babson Survey Research Group and
the Online Learning Consortium, more than
6.3 million students took at least one
[5] distance education course in the Fall 2016
semester (the most recent academic year
for which data is available). That’s 31.6
percent of all higher education
enrollments, according to the study, and
[10] about half of them were taking all of their
classes online.
Many of these students are traditional
age. But for adult students (generally
defined as those 25 and over, working full
[15] time jobs or with parenting
responsibilities) online education is a
particularly attractive option. Citing several
studies, Louis Soares, chief learning and
innovation officer for the American Council
[20] on Education, says that about a third of all
adult students — roughly 13 million — are
pursuing advanced degrees online.
“I think it has given adult students
more opportunities,” Mr. Soares said. “If
[25] done correctly, online education can create
a robust learning experience.”
Research has shown that students can
learn as well online as they can in a face to
face classroom, according to Jovita Ross
[30] Gordon, a professor at Texas State
University.
“In terms of pros and cons, it offers
great convenience and access for
populations who might not otherwise have
[35] it,” said Professor Ross-Gordon, an expert
on adult education. “But a certain degree
of self-direction is required. And it can be
isolating for some folks.”
The vast majority of colleges and
[40] universities in the United States offer at
least some online classes, but there are
still those who question its legitimacy and
also the quality of for-profit colleges whose
curriculum is offered solely online.
[45] Walden University, where Mr. Haynes
is earning his doctoral degree, is one such
institution. He said that he researched the
school through the V.A. and other sources,
and heard positive reports from a friend
[50] who was also pursuing his doctorate in
business administration at Walden, which
Mr. Haynes learned was accredited by the
Accreditation Council for Business Schools.
For Manda Gibson, online education is
[55] the preferred mode of learning. “I love it,”
said Ms. Gibson, 45, the mother of four,
who works full-time as an instructional
designer at Simpson College in Indianola,
Iowa. Ms. Gibson is pursuing her master’s
[60] in business administration online with
Colorado State University-Global Campus,
and before that earned a bachelor of arts
in management, taking mostly online
classes, at Simpson.
[65] “When I sit in a regular class, my
mind wanders,” she says. “`Did I do this
for my kids?’ ‘What am I making for dinner
tonight?’ When I do online, I can say, ‘this
hour is my hour.’”
[70] But she says, with the flexibility of
online education comes responsibility. “You
have to take it seriously,” she said. “Some
people think online classes are easier. I
think it’s actually more work. Because you
[75] might have to spend more time with the
content.”
Time is a commodity that Mr. Haynes,
like many adult learners, has little of. He
and his wife — Sgt. Chelsea Aiko Haynes
[80] of the Army — have six children, ranging
in age from 1 to 17. He is also active with
the Semper Fi Fund, a nonprofit
organization that provides financial
assistance for catastrophically injured
[85] servicemen and women. But most days,
after the children are off to school and his
wife is at her job at the Pentagon, he sits
down in the living room with his MacBook
Air and gets ready to learn. “I open the
[90] blinds to get some natural sunlight in,” he
said. “The TV’s off, the phone’s on vibrate.
And I commit myself fully to my studies.”
Here are some tips for success in
online education for adult learners, from
[95] Jeremy Haynes and Manda Gibson, two
students who have flourished in this
learning environment, and from George
Haber, an adjunct professor at Vaughn
College in Queens, and a veteran of over
[100] 25 years of teaching online.
Set aside specific time periods when
you can do required reading or writing and
stick to the schedule, whether it’s an hour
a night three nights a week; Saturday or
[105] Sunday morning; or some combination.
Get acquainted with your academic
adviser from the start, as he or she is your
lifeline for anything at the institution.
Choose a subject for your first
[110] online class that you’re interested in, if
possible. You will be more likely to become
engaged in the material and learn the
technology.
Ask questions and reach out for help
[115] early. Don’t get frustrated if you don’t
understand something; a quality online
program will not only have self-help
tutorials, but also good student services to
help with the details.
[120] Take part in any online discussions
or forums. Your lack of participation will be
easily noted by the instructor.
https://www.nytimes.com/2018/11/01/
The sentence “When I sit in a regular class, my mind wanders” contains an example of adverb clause classified as
Questão 95 205347
UECE 2° Fase 1° Dia 2016/2Text
President Obama’s Speech in Hiroshima, Japan
[1] Seventy-one years ago, on a bright
cloudless morning, death fell from the sky and
the world was changed. A flash of light and a
wall of fire destroyed a city and demonstrated
[5] that mankind possessed the means to destroy
itself.
It is not the fact of war that sets
Hiroshima apart. Artifacts tell us that violent
conflict appeared with the very first man. Our
[10] early ancestors having learned to make blades
from flint and spears from wood used these
tools not just for hunting but against their
own kind. On every continent, the history of
civilization is filled with war, whether driven
[15] by scarcity of grain or hunger for gold, comp
elled by nationalist fervor or religious zeal.
Empires have risen and fallen. Peoples have
been subjugated and liberated. And at each
juncture, innocents have suffered, a countless
[20] toll, their names forgotten by time.
The world war that reached its brutal
end in Hiroshima and Nagasaki was fought
among the wealthiest and most powerful of
nations. Their civilizations had given the world
[25] great cities and magnificent art. Their thinkers
had advanced ideas of justice and harmony
and truth. And yet the war grew out of the
same base instinct for domination or conquest
that had caused conflicts among the simplest
[30] tribes, an old pattern amplified by new
capabilities and without new constraints.
In the image of a mushroom cloud that
rose into these skies, we are most starkly
reminded of humanity’s core contradiction.
[35] How the very spark that marks us as a
species, our thoughts, our imagination, our
language, our toolmaking, our ability to set
ourselves apart from nature and bend it to our
will — those very things also give us the
[40] capacity for unmatched destruction.
How often does material advancement
or social innovation blind us to this truth? How
easily we learn to justify violence in the name
of some higher cause.
[45] Every great religion promises a pathway
to love and peace and righteousness, and yet
no religion has been spared from believers
who have claimed their faith as a license to
kill.
[50] Nations arise telling a story that binds
people together in sacrifice and cooperation,
allowing for remarkable feats. But those same
stories have so often been used to oppress
and dehumanize those who are different.
[55] Science allows us to communicate
across the seas and fly above the clouds, to
cure disease and understand the cosmos, but
those same discoveries can be turned into
ever more efficient killing machines.
[60] The wars of the modern age teach us
this truth. Hiroshima teaches this truth.
Technological progress without an equivalent
progress in human institutions can doom us.
The scientific revolution that led to the
[65] splitting of an atom requires a moral
revolution as well.
Mere words cannot give voice to such
suffering. But we have a shared responsibility
to look directly into the eye of history and ask
[70] what we must do differently to curb such
suffering again.
Since that fateful day, we have made
choices that give us hope. The United States
and Japan have forged not only an alliance but
[75] a friendship that has won far more for our
people than we could ever claim through war.
The nations of Europe built a union that
replaced battlefields with bonds of commerce
and democracy. Oppressed people and nations
[80] won liberation. An international community
established institutions and treaties that work
to avoid war and aspire to restrict and roll
back and ultimately eliminate the existence of
nuclear weapons.
[85] Still, every act of aggression between
nations, every act of terror and corruption and
cruelty and oppression that we see around the
world shows our work is never done. We may
not be able to eliminate man’s capacity to do
[90] evil, so nations and the alliances that we form
must possess the means to defend ourselves.
But among those nations like my own that
hold nuclear stockpiles, we must have the
courage to escape the logic of fear and pursue
[95] a world without them.
We may not realize this goal in my
lifetime, but persistent effort can roll back the
possibility of catastrophe. We can chart a
course that leads to the destruction of these
[100] stockpiles. We can stop the spread to new
nations and secure deadly materials from
fanatics.
And yet that is not enough. For we see
around the world today how even the crudest
[105] rifles and barrel bombs can serve up violence
on a terrible scale. We must change our mindset
about war itself. To prevent conflict
through diplomacy and strive to end conflicts
after they’ve begun. To see our growing
[110] interdependence as a cause for peaceful
cooperation and not violent competition. To
define our nations not by our capacity to
destroy but by what we build. And perhaps,
above all, we must reimagine our connection
[115] to one another as members of one human
race.
For this, too, is what makes our species
unique. We’re not bound by genetic code to
repeat the mistakes of the past. We can learn.
[120] We can choose. We can tell our children a
different story, one that describes a common
humanity, one that makes war less likely and
cruelty less easily accepted.
My own nation’s story began with
[125] simple words: All men are created equal and
endowed by our creator with certain
unalienable rights including life, liberty and
the pursuit of happiness. Realizing that ideal
has never been easy, even within our own
[130] borders, even among our own citizens. But
staying true to that story is worth the effort. It
is an ideal to be strived for, an ideal that
extends across continents and across oceans.
The irreducible worth of every person, the
[135] insistence that every life is precious, the
radical and necessary notion that we are part
of a single human family — that is the story
that we all must tell.
Ordinary people understand this, I
[140] think. They do not want more war. They
would rather that the wonders of science be
focused on improving life and not eliminating
it. When the choices made by nations, when
the choices made by leaders, reflect this
[145] simple wisdom, then the lesson of Hiroshima
is done.
The world was forever changed here,
but today the children of this city will go
through their day in peace. What a precious
[150] thing that is. It is worth protecting, and then
extending to every child. That is a future we
can choose, a future in which Hiroshima and
Nagasaki are known not as the dawn of
atomic warfare but as the start of our own
[155] moral awakening.
From:www.nytimes.com
The sentences “And yet the war grew out of the same base instinct for domination or conquest that had caused conflicts among the simplest tribes” (lines 27-30) and “The scientific revolution that led to the splitting of an atom requires a moral revolution as well” (lines 64-66) contain relative clauses respectively classified as
Questão 18 404861
Mackenzie 2016/2The sentence “Would you still love me if I did something wrong?” in the third conditional form is