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Questão 98 1337293UECE 2° Fase 1° Dia 2019/1
T 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
 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
 about half of them were taking all of their
Many of these students are traditional
age. But for adult students (generally
defined as those 25 and over, working full
 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
 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
 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
 Gordon, a professor at Texas State
“In terms of pros and cons, it offers
great convenience and access for
populations who might not otherwise have
 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
 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.
 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
 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
 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
 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.
 “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.’”
 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
 might have to spend more time with the
Time is a commodity that Mr. Haynes,
like many adult learners, has little of. He
and his wife — Sgt. Chelsea Aiko Haynes
 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
 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
 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
 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
 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
 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
 online class that you’re interested in, if
possible. You will be more likely to become
engaged in the material and learn the
Ask questions and reach out for help
 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.
 Take part in any online discussions
or forums. Your lack of participation will be
easily noted by the instructor.
The underlined verb forms in “(He) heard positive reports” (line 49), “who was also pursuing” (line 50), and “I open the blinds” (lines 89-90) are
Questão 18 2642480UNIMONTES 1° Etapa 2019
INSTRUÇÃO: Leia o texto que segue para responder à questão proposta.
THE STORY OF ELLIS ISLAND
Mass migrations have marked the history of the human race ever since people began to dream of a better life
Migration is in the news these days, as Donald Trump tries to set up new physical and administrative barriers
against people wanting to enter the USA – mostly from Central America, Asia and Africa. But a century ago, the USA
welcomed immigrants, most of them people from Europe who were migrating in mass, looking for a better life in the
USA. Ellis Island, the small island in New York Harbor was, for millions of would-be immigrants, their first experience
 of the promised land.
The year is 1906, the date November 16th. Franz and Ulrike Schumacher and their three children have just
disembarked from the Hamburg-Amerika line steamship that has carried them across the stormy North Atlantic
Ocean from Germany.
Like the thousands of other people milling around them, they are totally bewildered, caught up in a mixture of
 hope and apprehension, as they crowd into a vast waiting room. The room sounds like the Tower of Babel, for few of
those in it speak a word of English. They speak German, Polish, Dutch, Hungarian, or Russian maybe, yet they have
come, seeking a new life in a new world; and now they are on American soil for the first time. This is America!
America! Or at least it is Ellis Island.
After interminable hours of waiting, the Schumacher family are finally called to a desk; immigration officials
 study their papers, and ask them where they intend to go. They don't ask how long they're planning to stay, however,
since they know the answer already. All those who pass through Ellis Island – and that could mean over 11,000
people per day – are would-be immigrants. They are looking to start a new life in a new world.
For many, passing through Ellis Island was not so much a matter of stepping into a new world, it was stepping
into a new life, a new character. And so it was that the man who finally led his family through the door and onto the
 ferry packed with a jostling crowd of new Americans was not Franz Schumacher any more, but Frank Shoemaker,
even if he still didn't understand more than a couple of words of English.
Disponível em: https://linguapress.com/advanced/ellis-island.htm. Acesso em: 7 out. 2019. Adaptado.
A única alternativa cuja forma verbal NÃO expressa um fato ocorrido no passado é:
Questão 36 1887447EN 2° Dia 2015
Which is the correct alternative to complete the dialogue?
Susan: What did George ask you yesterday?
Sandy: He asked me .
Questão 39 1381323CN 1° Dia 2017
Complete the sentences with the correct use of the Simple Past and the Past Continuous.
- I was waiting for the bus when I (see) her.
- The children (argue) when the teacher arrived.
- Everyone (listen) to music when the lights (go) out.
To fill in the gaps respectively, mark the right option.
Questão 31 2237418EEAR 2015
Read the text and answer question.
Investigators trying to find out what happened to a Malaysia Airlines jet that disappeared en route to Beijing on Saturday morning were examining the causes of plane crashes: mechanical failure, pilot error, bad weather. But the discovery that two of the passengers were carrying stolen passports also raised the possibility of criminal violence.
(Adapted from “Passport Theft adds mystery of missing Malaysia Airlines Jet”)
raised — aumentou, ampliou
The underlined verbs in the text are in the
Questão 99 238775UECE 2° Fase 1° Dia 2011/2
 Prof. Katherine Rowe‘s blue-haired
avatar was flying across a grassy landscape
to a virtual three-dimensional re-creation of
the Globe Theater, where some students
 from her introductory Shakespeare class at
Bryn Mawr College had already gathered
online. Their assignment was to create
characters on the Web site Theatron3 and
use them to block scenes from the gory
 revenge tragedy ''Titus Andronicus,'' to see
how setting can heighten the drama. ''I‘ve
done this class before in a theater and a
lecture hall, but it doesn‘t work as well,'' Ms.
Rowe said, explaining that it was difficult
 for students to imagine what it would be like
to put on a production in the 16th-century
Globe, a circular open-air theater without
electric lights, microphones and a curtain.
Jennifer Cook, a senior, used her laptop
 to move a black-clad avatar center stage.
She and the other half-dozen students
agreed that in ''Titus,'' the rape, murders and
final banquet — when the Queen
unknowingly eats the remains of her two
 children — should all take place in the same
spot. ''Every time someone is in that space,''
Ms. Cook said, ''the audience is going to say,
''Uh oh, you don‘t want to be there.‘ ''
Students like Ms. Cook are among the
 first generation of undergraduates at dozens
of colleges to take humanities courses '
even Shakespeare ''that are deeply
influenced by a new array of powerful digital
tools and vast online archives. Ms. Rowe‘s
 students, who have occasionally met with
her on the virtual Globe stage while wearing
pajamas in their dorm rooms, are
enthusiastic about the technology.
At the University of Virginia, history
 undergraduates have produced a digital
visualization of the college‘s first library
collection, allowing them to consider what
the selection of books says about how
knowledge was classified in the early 18th
 century. At Hamilton College, students can
explore a virtual re-creation of the South
African township of Soweto during the 1976
student uprisings, or sign up for ''e-black
studies'' to examine how cyberspace reflects
 and shapes the portrayal of minorities.
Many teachers and administrators are
only beginning to figure out the contours of
this emerging field of digital humanities, and
how it should be taught. In the classroom,
 however, digitally savvy undergraduates are
not just ready to adapt to the tools but also
to explore how new media may alter the very
process of reading, interpretation and
analysis. ''There‘s a very exciting generation
 gap in the classroom,'' said Ms. Rowe, who
developed the digital components of her
Shakespeare course with a graduate student
who now works at Google. ''Students are
fluent in new media, and the faculty bring
 sophisticated knowledge of a subject. It‘s a
gap that won‘t last more than a decade. In
10 years these students will be my
colleagues, but now it presents unusual
learning opportunities.'' As Ms. Cook said,
 ''The Internet is less foreign to me than a
Shakespeare play written 500 years ago.''
Bryn Mawr‘s unusually close partnership
with Haverford College and Swarthmore
College has enabled the three institutions to
 pool their resources, students and faculty. In
November students from all three
participated in the first Digital Humanities
Conference for Undergraduates.
Jen Rajchel, one of the conference
 organizers, is the first undergraduate at Bryn
Mawr to have a digital senior thesis accepted
by the English department: a Web site and
archive on the American poet Marianne
Moore, who attended the college nearly a
 century ago. Presenting a Moore poem on
the Web site while simultaneously displaying
commentary in different windows next to the
text (as opposed to listing them in a paper)
more accurately reflects the work‘s multiple
 meanings, according to Ms. Rajchel. After all,
she argued in the thesis, Moore was acutely
aware of her audience and made subtle
alterations in her poems for different
publications — changes that are more easily
 illustrated by displaying the various versions.
The Web presentation of Moore‘s poetry also
allows readers to add comments and talk to
one another, which Ms. Rajchel believes
matches the poet‘s interest in opening a
 dialogue with her readers.
Particularly inspiring to Ms. Rajchel is
that her work doesn‘t disappear after being
deposited in a professor‘s in box. The site,
which includes scans of original documents
 from Bryn Mawr‘s library, was (and remains)
viewable. ''It really can go outside of the
classroom,'' she said, adding that an
established Marianne Moore scholar at
another university had left a comment.
 Doing research that lives outside the
classroom is also what drew Anna Levine, a
junior at Swarthmore, to digital humanities.
Over the summer and after class, she and
Richard Li, a senior at Swarthmore, worked
 with Rachel Buurma, an assistant professor
of literature there, to develop the Early
Novels Database for the University of
Pennsylvania‘s Rare Book and Manuscript
Library, which enables users to search more
 thoroughly through fiction published between
1660 and 1830. ''I am the one doing all the
grunt work,'' Ms. Levine said of her tasks,
which largely involve entering details about a
novel into the database. ''But one of the
 great things is as an undergraduate, it really
enables me to participate in a scholarly
In a Swarthmore lounge where Ms.
Buurma‘s weekly research seminar on
 Victorian literature and culture meets, Ms.
Levine and a handful of other students
recently settled into a cozy circle on stuffed
chairs and couches. As part of their class
work, they have been helping to correct the
 transcribed online versions of Household
Words and All the Year Round, two 19th-
century periodicals in which Charles Dickens
initially published some novels, including
''Great Expectations,'' in serial form. On a
 square coffee table sat a short stack of
original issues of the magazine that a
librarian had brought from the college‘s
discussed how the experience of reading
 differs, depending on whether the text is
presented in discrete segments, surrounded
by advertisements or in a leather binding;
whether you are working in an archive,
editing online or reading for pleasure.
 Those skeptical of the digital humanities
worry that the emphasis on data analysis will
distract students from delving deeply into the
heart and soul of literary texts. But Ms.
Buurma contends that these undergraduates
 are in fact reading quite closely.
Source: http://www.nytimes.com/March 21, 2011.
In terms of tense, the sentences ''Katherine Rowe’s blue-haired avatar was flying across a grassy landscape'', ''Some students had already gathered online.'' and ''On a square coffee table sat a short stack of original issues of the magazine…'' are respectively in the
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