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Questão 8 4359032UNESP Cursos da área de biológicas 2021
Examine o meme publicado pela comunidade “The Language Nerds” em sua conta no Instagram em 28.02.2020.
Para se evitar o qualificativo de “psicopata”, seria aconselhável seguir a recomendação do meme e inserir uma vírgula logo após
Questão 13 4429078UNICAMP 1º Dia 2021
Ao reformular a sua pergunta, o Papai Noel
Questão 16 4060898UNIVAG 2019/1
Leia o texto para responder à questão.
Airborne particles cause more than 3m early deaths a year
Governments are worried over traffic and other local nuisances that create filthy air. But research just published in Nature by Zhang Qiang, of Tsinghua University in Beijing, and an international team including environmental economists, physicists and disease experts, suggests the problem has a global dimension, too. Dr Zhang’s analysis estimates that in 2007 — the first year for which complete industrial, epidemiological and trade data were available when the team started work — more than 3m premature deaths around the world were caused by emissions of fine particulate matter (known as PM2.5, because the particles in question are less than 2.5 microns across).
Of these, the team reckon just under an eighth were associated with pollutants released in a part of the world different from that in which the death occurred, thanks to transport of such particles from place to place by the wind. Almost twice as many (22% of the total) were a consequence of goods and services that were produced in one region (often poor) and then exported for consumption in another (often rich, and with more meticulous environmental standards for its own manufacturers).
In effect, such rich countries are exporting air pollution, and its associated deaths, as they import goods. As far as China is concerned, that phenomenon is probably abating. Chinese coal consumption has been on the wane since 2013, so premature deaths there from toxic air are now probably dropping. But other industrialising countries, such as India, may yet see an increase.
(www.economist.com, 01.04.2017. Adaptado.)
No trecho do terceiro parágrafo “so premature deaths there from toxic air are now probably dropping”, o termo sublinhado equivale, em português, a
Questão 18 109881UERJ 2015/1
Global protest grows as citizens lose faith in politics and the state
 The demonstrations in Brazil began after a small rise in bus fares that triggered mass
protests. Within days this had become a nationwide movement whose concerns had
spread far beyond fares: more than a million people were on the streets shouting about
everything − from corruption to the cost of living to the amount of money being spent on
 the World Cup.
In Turkey, it was a similar story. A protest over the future of a city park in Istanbul snowballed
too into something bigger, a wider-ranging political confrontation with prime minister.
If the recent scenes have seemed familiar, it is because they shared common features: viral,
loosely organised with fractured messages and mostly taking place in urban public locations.
 Unlike the protest movement of 1968, or even the end of Soviet influence in Eastern Europe
in 1989, these are movements with few discernible leaders and often conflicting ideologies.
Their points of reference are not even necessarily ideological, but take inspiration from
other protests, including those of the Arab Spring and the Occupy movement. The result
has seen a wave of social movements − sometimes short-lived − from Wall Street to Tel
 Aviv and from Istanbul to Rio de Janeiro, often engaging younger, better educated and
wealthier members of society.
In Brazil, the varied banners underlined the difficulty of easy categorisation as protesters
held aloft signs expressing a range of demands from education reforms to free bus fares,
while denouncing the billions of public dollars spent on stadiums for the 2014 World Cup
 and the Olympics.
“It’s sort of a Catch-22”, Rodrigues da Cunha, a 63-year-old protester told the Associated
Press. “On the one hand, we need some sort of leadership; on the other, we don’t want
this to be compromised by being affiliated with any political party.”
As the Economist pointed out, while mass movements in Britain, France, Sweden and Turkey
 have been inspired by a variety of causes, including falling living standards, authoritarian
government and worries about immigration, Brazil does not fit the picture, with youth
unemployment at a record low and enjoying the biggest leap in living standards in the
So what’s going on? “This is a very peculiar moment”, Saskia Sassen, a sociology professor
 at Columbia University, New York, told the Observer. She argues that one distinguishing
factor is that many of the protest movements of the past decade have been defined
by the involvement of what she calls “the modest middle class”, who have often been
beneficiaries of the systems they are protesting against, but whose positions have been
eroded by neoliberal economic policies that have seen both distribution of wealth and
 opportunities captured by a narrowing minority. As people have come to feel more distant
from government and economic institutions, a large part of the new mass forms of dissent
has come to be seen as an opportunity to demonstrate ideas of “citizenship”.
Sassen’s belief that many of the recent protests are middle-class-driven appeared to be
confirmed overtly − in the case of Brazil, at least.
From the first to the fourth paragraph, various protest movements in different countries of the world are mentioned.
The author establishes links among them by means of the following textual strategy:
Questão 96 1337288UECE 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 sentences “‘I think it has given adult students more opportunities,’ Mr. Soares said” and “‘You have to take it seriously,’ she said” are respectively examples of
Questão 36 1709585EN 1° Dia 2019
Analyze these sentences.
I - Sheriff Grady Judd decided to do something to cheer up young Dayltn.
II - He came to Daylin's house to bringing him a brand new bike and a helmet.
III - Daylin thanked the man while he worked to making sure the helmet fit.
IV - Daylin will be able to ride the bike after he finishes his medical treatment.
V - Sheriff Grady Judd hopes this bike will help him enjoy to be a kid again.
(Adapted from https://edition.cnn.com)
Choose the correct option.
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