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Questões de Inglês - Reading/Writing
Questão 52 1584983
IFRR Superior 2016/1TIME 100 ICONS
Malala Yousafzai
By Mezon Almellehan
April 16, 2015
Champion of education
I’M 16 years old and from Dara’a in Syria. I fled to Jordan with my Family two years ago.
Spending time with Malala Yousafzai made me stronger. I didn’t know her before meeting her in Za’atari camp last year, but I understand she suffered, and yet continues to fight for what she believes in – for rights of children and for their education. She is an inspiration for me.
When it comes to continuing our education as refugees, I am on the front lines with my friends, speaking to other girls throughout the camp on the importance of going to school. My mother and father are always encouraging me. I saw this in Malala too, and her close relationship with her mother and father.
I’ve always loved learning and education, but since I fled with my Family, these views have grown stronger. I have seen too much wrong to not use my voice. Malala has shown that education is crucial for laying a foundation for girls and boys to have secure lives.
I know no matter what I go through today, it will make me a stronger person for tomorrow. Rather than giving up, my friends and I will continue to think positively and try to make our community better. Girls need to learn to take care of themselves, because if they don’t, nobody will. Our lives are completely diferente now – we’ve gone from living in homes to surviving in tents in refugees camps. Education is the only way to regain our spirit and control over our lives.
I was so honored to be in Oslo to watch Malala be awarded the Nobel Peace Prize. To see a Young woman recognized with such an award made me realize that yes, I can make a difference, and I have to continue to fight for what I believe in – that all girls and boys can bring change to our world.
Almellehan is an education activist and student. (fonte: http://time.com/3822637/malala-yousafzi-2015-time-100/ acessado dia 03/11/15 17:44)
O vocábulo “meeting” ( grifado no texto) funciona na frase como:
Questão 53 1584985
IFRR Superior 2016/1TIME 100 ICONS
Malala Yousafzai
By Mezon Almellehan
April 16, 2015
Champion of education
I’M 16 years old and from Dara’a in Syria. I fled to Jordan with my Family two years ago.
Spending time with Malala Yousafzai made me stronger. I didn’t know her before meeting her in Za’atari camp last year, but I understand she suffered, and yet continues to fight for what she believes in – for rights of children and for their education. She is an inspiration for me.
When it comes to continuing our education as refugees, I am on the front lines with my friends, speaking to other girls throughout the camp on the importance of going to school. My mother and father are always encouraging me. I saw this in Malala too, and her close relationship with her mother and father.
I’ve always loved learning and education, but since I fled with my Family, these views have grown stronger. I have seen too much wrong to not use my voice. Malala has shown that education is crucial for laying a foundation for girls and boys to have secure lives.
I know no matter what I go through today, it will make me a stronger person for tomorrow. Rather than giving up, my friends and I will continue to think positively and try to make our community better. Girls need to learn to take care of themselves, because if they don’t, nobody will. Our lives are completely diferente now – we’ve gone from living in homes to surviving in tents in refugees camps. Education is the only way to regain our spirit and control over our lives.
I was so honored to be in Oslo to watch Malala be awarded the Nobel Peace Prize. To see a Young woman recognized with such an award made me realize that yes, I can make a difference, and I have to continue to fight for what I believe in – that all girls and boys can bring change to our world.
Almellehan is an education activist and student. (fonte: http://time.com/3822637/malala-yousafzi-2015-time-100/ acessado dia 03/11/15 17:44)
Malala está sendo referenciada no texto porque:
Questão 56 196049
IMEPAC 2014/2INSTRUCTIONS - All the questions in this test are taken from the text below. Read it carefully and then choose the correct alternatives that answer the questions or complete the statements placed after it. The alternatives must be chosen in accordance with the content of the text.
Could a commonly prescribed antidepressant slow onset of Alzheimer's?
Thursday 15 May 2014 - 8am PST
New research from the Washington University School of Medicine in St. Louis, MO, and the University of Pennsylvania finds that a commonly prescribed antidepressant may be effective at slowing onset of Alzheimer's disease.
The problems with memory and cognition caused by Alzheimer's are strongly influenced by a build-up of plaques in the brain. The plaques consist of amyloid beta - a protein that is produced as part of normal brain activity. Patients with Alzheimer's disease, however, have elevated levels of amyloid beta, which results in the protein clumping together as plaques.
A previous study by senior author John Cirrito, PhD, assistant professor of neurology at Washington University, suggested that the production of amyloid beta can be reduced by the chemical messenger serotonin.
Most antidepressants work by stimulating the flow of serotonin in the brain, which prompted Cirrito and first author Dr. Yvette Sheline to investigate antidepressants as a tool to control amyloid beta production.
As part of a 2011 study, they tested a range of antidepressants in mice genetically altered to develop Alzheimer's as they age. The mice in the trial were young and had not yet developed the brain plaques that characterize the disease. The researchers found that the antidepressants successfully reduced amyloid beta production in the mice by an average of 25% after 24 hours.
"Until we can more definitively prove that these drugs help slow or stop Alzheimer's in humans, the risks aren't worth it," says Cirrito.
In their new study - published in the journal Science Translational Medicine - the researchers administered the antidepressant citalopram to older mice who already had plaques in their brain. They then tracked the growth of plaques in the mice for 28 days using a technique called "two-photon imaging."
They found that citalopram halted the growth of the existing plaques, while formation of new plaques was reduced by 78%.
In a second phase of the experiment, 23 human subjects between the ages of 18 and 50 received a single dose of citalopram. The participants were not cognitively impaired or depressed. Over the 24 hours following the administration of the citalopram, samples of spinal fluid were taken from the participants.
The spinal fluid samples showed that amyloid beta production had dropped in the human participants by 37%.
"Antidepressants appear to be significantly reducing amyloid beta production, and that's exciting," says Cirrito.
'There is still much more work to do'
"But while antidepressants generally are well tolerated," he continues, "they have risks and side effects. Until we can more definitively prove that these drugs help slow or stop Alzheimer's in humans, the risks aren't worth it. There is still much more work to do."
The next step for the team is to use mouse models again in an attempt to understand the molecular process that causes serotonin to halt the production of amyloid beta.
Dr. Sheline says the team also plans to study older adults who will be treated for 2 weeks with antidepressants.
"If we see a drop in levels of amyloid beta in their spinal fluid after 2 weeks," she explains, "then we will know that this beneficial reduction in amyloid beta is sustainable."
Last year, a study published in JAMA suggested that poor sleep quality may contribute to an increased build-up of amyloid beta plaques in the brains of older people. Meanwhile, a study published around the same time in the journal Neurology found an association between hardening of the arteries and the build-up of amyloid beta plaques in the brain.
Written by David McNamee http://www.medicalnewstoday.com/articles/276838.php (Accessed May 16, 2014)
The text discusses the possibility of antidepressants
Questão 66 8486120
UNICAMP 1° Fase 2023Leia um trecho de um romance publicado em 1985.
But if you happen to be a man sometime in the future, and you’ve made it this far, please remember you will never be subject to the temptation or feeling you must forgive, a man, as a woman. But remember that forgiveness too is a power. To beg for it is a power, and to withhold or bestow it is a power, perhaps the greatest. Maybe none of this is about control. Maybe it isn’t really about who can own whom, who can do what to whom and get away with it, even as far as death. Maybe it isn’t about who can sit and who has to kneel or stand or lie down (…). Maybe it’s about who can do what to whom and be forgiven for it. Never tell me it amounts to the same thing.
(Adaptado de ATWOOD, Margaret. The Handmaid’s Tale. New York: HMH, p. 134, 1985.)
No depoimento, a personagem explicita a relação entre
Questão 8 6026885
UNICAMP 1° Fase 2022A poeta e ativista palestina Rafeef Ziadah estava participando da cobertura jornalística do massacre em Gaza quando um jornalista não-palestino perguntou-lhe se as coisas não seriam melhores se os palestinos parassem de ensinar o ódio às suas crianças. Em resposta a essa pergunta, Ziadah compôs o poema “We teach life, sir”, transcrito a seguir:
Today, my body was a TV’d massacre
that had to fit into sound-bites and word limits.
And I perfected my English and I learned my UN resolutions.
But still, he asked me, Ms. Ziadah, don’t you think that
everything would be resolved
if you would just stop teaching so much hatred to your
children?
Pause.
I look inside of me for strength to be patient
but patience is not at the tip of my tongue as the bombs drop
over Gaza.
Today, my body was a TV’d massacre made to fit into soundbites and word limits
and move those that are desensitized to terrorist blood.
And these are not two equal sides: occupier and occupied.
And a hundred dead, two hundred dead, and a thousand dead.
And between that, war crime, and massacre,
I vent out words and smile “not exotic”, “not terrorist”.
No sound-bite will fix this.
We teach life, sir.
(Adaptado de https://blissonature.wordpress.com/2011/11/17/rafeef-ziadahwe-teach-life-sir-text-transcription-lyrics-words-of-poem/. Acessado em 01/ 07/2021.)
A partir da leitura do texto, depreende-se que
Questão 12 6900059
UERJ 2022O romance Animal Farm (“A revolução dos bichos”), de George Orwell, se passa numa fazenda onde animais, liderados pelo porco Old Major, decidem fazer uma revolução. São apresentados abaixo dois trechos do romance: o primeiro, de sua parte inicial, quando a fazenda ainda é administrada por Mr. Jones; o segundo, de sua parte final, quando passa a ser controlada pelos animais.
PART 1
Word had gone round during the day that Old Major (…) had had a strange dream on the previous
night and wished to communicate it to the other animals. It had been agreed that they should all
meet in the big barn as soon as Mr. Jones was safely out of the way.
(…) When Major saw that they had all made themselves comfortable and were waiting attentively,
[5] he cleared his throat and began: “Now comrades, what is the nature of this life of ours? Let us face
it: our lives are miserable, laborious, and short. (…) Why then do we continue in this miserable
condition? Because nearly the whole of the produce of our labour is stolen from us by human
beings. There, comrades, is the answer to all our problems. It is summed up in a single word: Man.
Man is the only real enemy we have. Remove Man from the scene, and the root cause of hunger and
[10] overwork is abolished forever. Man is the only creature that consumes without producing. He does
not give milk, he does not lay eggs (…), yet he is lord of all the animals. (…) Is it not crystal clear,
then, comrades, that all the evils of this life of ours spring from the tyranny of human beings? Only
get rid of Man, and the produce of our labour would be our own. (…) That is my message to you,
comrades: Rebellion!”
PART 2
[15] Years passed. The seasons came and went, the short animal lives fled by. A time came when there
was no one who remembered the old days before the Rebellion (...).
Somehow it seemed as though the farm had grown richer without making the animals themselves
any richer − except, of course, for the pigs and the dogs. (...) It was not that these creatures did
not work, after their fashion. There was, as Squealer* was never tired of explaining, endless work
[20] in the supervision and organization of the farm. Much of this work was of a kind that the other
animals were too ignorant to understand. For example, Squealer told them that the pigs had to
expend enormous labours every day upon mysterious things called “files”, “reports”, “minutes” and
“memoranda”. These were large sheets of paper which had to be closely covered with writing, and
as soon as they were so covered, they were burnt in the furnace. This was of the highest importance
[25] for the welfare of the farm, Squealer said. But still, neither pigs nor dogs produced any food by their
own labour; and there were very many of them, and their appetites were always good. As for the
others, their life, so far as they knew, was as it had always been. They were generally hungry, they
slept on straw, they drank from the pool, they laboured in the fields. (…)
And yet the animals never gave up hope. More, they never lost, even for an instant, their sense of
[30] honour and privilege in being members of Animal Farm. They were still the only farm in the whole
county — in all England! — owned and operated by animals. (…)
* Squealer is the name of a pig.
George Orwell Animal Farm. Londres: Longman, 1945
Animal Farm opens with a clandestine meeting of the animals, motivated by Old Major’s dream.
The aim of this meeting is to pass on the following message:
