Questões de Concurso Comentadas sobre artigos | articles em inglês

Questões Discursivas

Foram encontradas 403 questões

Q2883541 Inglês
not valid statement found

The word “for”, in “for warmth and light bring ecological renewal to what is now an icy desert” (l.16-17), is used to introduce

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Q2914007 Inglês

THERE ARE 10 QUESTIONS OF MULTIPLE CHOICE IN YOUR TEST. EACH QUESTION HAS 4 ALTERNATIVES (A, B, C, AND D) FROM WHICH ONLY ONE IS CORRECT. CHECK THE CORRECT ONE.


A Framework for Understanding Cross-Cultural Misunderstandings

Successful communication between human beings, either within a culture or between cultures, requires that the message and meaning intended by the speaker is correctly received and interpreted by the listener. Sustainable error free communication is rare, and in most human interactions there is some degree of miscommunication.
The message sent from speaker to listener contains a wide array of features, such as words, grammar, syntax, idioms, tone of voice, emphasis, speed, emotion, and body language, and the interpretation requires the listener to attend to all of these features, while at the same time constructing an understanding of the speaker's intentions, emotions, politeness, seriousness, character, beliefs, priorities, motivations, and style of communicating. In addition, the listener must also evaluate whether the utterance is a question or a statement and how and to what extent a statement matters to the speaker (Maltz and Borker, 1982).
Each of the components of the communication provides one or more kind of information. Words convey abstract logic, tone of voice conveys attitudes, emotions and emphases, and body language communicates "requests versus commands, the stages of greeting, and turn-taking" (Schneller 1988, p. 154).
Even assuming that words and body language were perfectly understood, there is more information necessary to successfully communicate across cultures. For example, in some countries it is polite to refuse the first few offers of refreshment: "Many foreign guests have gone hungry because their U.S. host or hostess never presented a third offer" (Samovar and Porter 1988, p. 326). In understanding communication, a listener must pay attention not just to what is said and when, but also to how many times something is said, under what circumstances, and by whom. Given all this complexity, the reason human communication can often succeed is because people learn how to communicate and understand through interacting with one another throughout their lives. Therefore, it is no surprise that culture and socialization are critical determinants of communication and interpretation. "The entire inference process, from observation through categorization is a function of one's socialization" Detweiler (1975). Socialization influences how input will be received, and how perceptions will be organized conceptually and associated with memories.

The importance of culture to communication

Some theorists have gone so far as to claim that culture not only influences interpretation, but constitutes interpretation. The interpretation of communicative intent is not predictable on the basis of referential meaning alone. Matters of context, social presuppositions, knowledge of the world, and individual background all play an important role in interpretation (Gumperz, 1978b).
Even knowledgeable translators can have difficulty with cross-cultural translations. There may not be corresponding words or equivalent concepts in both cultures, jokes and implications may be overlooked, and literal translations can present a host of difficulties. Some language pairs are very difficult to translate, while others, usually in more similar languages, are much easier (Sechrest, Fay and Zaidi 1988).
While some of the incremental difficulties can be traced to the underlying linguistic commonalities between the languages, there may be a more elusive cultural and ecological basis for difficulty in translation. It would be interesting to test how much of the variance in communication could be accounted for by the ease with which the languages in question could be translated into one another.
Although it may facilitate cross-cultural translations, similarity of languages and cultures also increases the likelihood that communicators will erroneously assume similarity of meanings. This may make them more likely to misunderstand speech and behavior without being aware that they may have misinterpreted the speaker's message.
In general, cross-cultural miscommunication can be thought to derive from the mistaken belief that emics are etics, that words and deeds mean the same thing across cultures, and this miscalculation is perhaps more likely when cultures are similar in surface attributes but different in important underlying ways. In this case miscommunication may occur instead of non-communication.

(http://www.dattnerconsulting.com/cross.html )

Check the alternative in which the underlined utterance has the same grammatical function of the underlined one in “Successful communication between human beings, either within a culture or between cultures, requires that the message and meaning intended by the speaker is correctly received and interpreted by the listener”.

Alternativas
Q2913996 Inglês

THERE ARE 10 QUESTIONS OF MULTIPLE CHOICE IN YOUR TEST. EACH QUESTION HAS 4 ALTERNATIVES (A, B, C, AND D) FROM WHICH ONLY ONE IS CORRECT. CHECK THE CORRECT ONE.


A Framework for Understanding Cross-Cultural Misunderstandings

Successful communication between human beings, either within a culture or between cultures, requires that the message and meaning intended by the speaker is correctly received and interpreted by the listener. Sustainable error free communication is rare, and in most human interactions there is some degree of miscommunication.
The message sent from speaker to listener contains a wide array of features, such as words, grammar, syntax, idioms, tone of voice, emphasis, speed, emotion, and body language, and the interpretation requires the listener to attend to all of these features, while at the same time constructing an understanding of the speaker's intentions, emotions, politeness, seriousness, character, beliefs, priorities, motivations, and style of communicating. In addition, the listener must also evaluate whether the utterance is a question or a statement and how and to what extent a statement matters to the speaker (Maltz and Borker, 1982).
Each of the components of the communication provides one or more kind of information. Words convey abstract logic, tone of voice conveys attitudes, emotions and emphases, and body language communicates "requests versus commands, the stages of greeting, and turn-taking" (Schneller 1988, p. 154).
Even assuming that words and body language were perfectly understood, there is more information necessary to successfully communicate across cultures. For example, in some countries it is polite to refuse the first few offers of refreshment: "Many foreign guests have gone hungry because their U.S. host or hostess never presented a third offer" (Samovar and Porter 1988, p. 326). In understanding communication, a listener must pay attention not just to what is said and when, but also to how many times something is said, under what circumstances, and by whom. Given all this complexity, the reason human communication can often succeed is because people learn how to communicate and understand through interacting with one another throughout their lives. Therefore, it is no surprise that culture and socialization are critical determinants of communication and interpretation. "The entire inference process, from observation through categorization is a function of one's socialization" Detweiler (1975). Socialization influences how input will be received, and how perceptions will be organized conceptually and associated with memories.

The importance of culture to communication

Some theorists have gone so far as to claim that culture not only influences interpretation, but constitutes interpretation. The interpretation of communicative intent is not predictable on the basis of referential meaning alone. Matters of context, social presuppositions, knowledge of the world, and individual background all play an important role in interpretation (Gumperz, 1978b).
Even knowledgeable translators can have difficulty with cross-cultural translations. There may not be corresponding words or equivalent concepts in both cultures, jokes and implications may be overlooked, and literal translations can present a host of difficulties. Some language pairs are very difficult to translate, while others, usually in more similar languages, are much easier (Sechrest, Fay and Zaidi 1988).
While some of the incremental difficulties can be traced to the underlying linguistic commonalities between the languages, there may be a more elusive cultural and ecological basis for difficulty in translation. It would be interesting to test how much of the variance in communication could be accounted for by the ease with which the languages in question could be translated into one another.
Although it may facilitate cross-cultural translations, similarity of languages and cultures also increases the likelihood that communicators will erroneously assume similarity of meanings. This may make them more likely to misunderstand speech and behavior without being aware that they may have misinterpreted the speaker's message.
In general, cross-cultural miscommunication can be thought to derive from the mistaken belief that emics are etics, that words and deeds mean the same thing across cultures, and this miscalculation is perhaps more likely when cultures are similar in surface attributes but different in important underlying ways. In this case miscommunication may occur instead of non-communication.

(http://www.dattnerconsulting.com/cross.html )

The underlined word in “Even assuming that words and body language were perfectly understood, there is more information necessary to successfully communicate across cultures”, introduces something that is

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Q2895728 Inglês

There’s a missing connective in each of the following sentences I, II and III:

I . __________ the issues discussed yesterday, we must schedule another meeting, as many doubts still remain.

II. The subway is on strike, __________ buses will get crowded.

III. ___________ what you’ve told me about her, she is very clever.

The alternative that respectively brings the correct connective for each one is

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Q2875373 Inglês
not valid statement found
The following fragment of Text II is NOT completed correctly in
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Q2875372 Inglês
not valid statement found
The excerpt “Many physicists have already swung into action” (lines 8-9, Text II) could be properly completed in
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Q1203568 Inglês

Complete the sentences below with the appropriate word and choose the best alternative:


_____ Paris Hotel is ___ the corner ____ Avenida Paulista and ___ Rua Augusta. I was there and I go for a walk when I stopped ___ ask ___informations about ___ pizzeria and I knew about ____ very good one ____ the same street.

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Q851086 Inglês

05/01/2012

Understand legal issues when using CBCT scans

by Stuart J. Oberman, USA


      Dentists are legally and ethically obligated to do no harm to their patients. Improper diagnosis after using a CBCT (cone-beam computed tomography) does not align with this standard because delay of diagnosis leads to delay of treatment. This is not in the best interest of the patient because it can lead to an inferior prognosis. Also, not every patient requires a CBCT scan; therefore, it is the dentist’s responsibility to determine whether a CBCT scan is necessary by using reasonable, careful judgment in light of the patient’s medical and dental history and thorough examination. The dentist should do a cost-benefit analysis before requesting a CBCT scan. When doing so, the dentist should consider whether the likely benefit to the patient exceeds the ionizing radiation risk and the financial cost.


Dentists’ scope of legal responsibility to diagnose


      When using CBCT, as with other diagnostic tools, the dentist’s responsibility is not limited to the area of interest being diagnosed or treated. The treating dentist is legally responsible for diagnosing any disease that falls within the scope of the dentist’s license, which is normally broad in scope, encompassing all diseases and lesions of the jaw and related structures. As for a dentist’s responsibility for diagnosing a disease that falls outside the scope of the dentist’s license, the answer is not clear. Thus, it is always a good idea to be cautious and assume the responsibility to recognize any abnormality that appears anywhere on the CBCT scan. If ...ART 1... dentist is unsure of ...ART 2... scan results, he or she should consult with ...ART 3... specialists in the field or refer ...ART 4... patient to ...ART 5... specialist.  

As lacunas ART 1 a ART 5 devem ser preenchidas, respectivamente, com
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Q832633 Inglês

Neglect contributed to death of patient at community hospital

16 August 2012 | By Sarah Calkin


      A patient who choked to death at a hospital run by Somerset Partnership Foundation Trust had been neglected by staff, a coroner has ruled.

      Parkinson’s sufferer Diana Mansfield, 78, was struggling to swallow during her stay at Frome Community Hospital in September 2011. On 3 September she choked and died. East Somerset coroner Tony Williams found ..ART1... primary cause of death was ....ART2... acute upper airway obstruction and dysphagia, ...ART3... common side effect of Parkinson’s.

      Following the inquest in July he identified failings made in the nursing care received by Ms Mansfield and recorded a verdict of accidental death aggravated by neglect.

      The Care Quality Commission visited the 28-bed hospital earlier this year in response to concerns about care and welfare of patients and staffing levels arising from Ms Mansfield’s death.

      Inspectors judged the hospital was meeting standards overall. .....CONECTIVO.... it raised minor concerns about staffing levels, noting the ward had a sickness absence rate of nearly 10 per cent and cover was not always available for absent staff for a whole shift.

      The full staffing establishment on the 12-bed ward where Ms Mansfield stayed was three registered nurses and four healthcare assistants on the early shift and five staff - usually two nurses and three HCAs - on the late shift. Some nurses complained this was not always adequate to meet the needs of patients and said it was sometimes a struggle to complete all their tasks. 

A alternativa que preenche correta, e respectivamente, as lacunas ..ART1... a ...ART3... é
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Q2880770 Inglês
not valid statement found

Consider: “Up until a year or so ago, Ms. Rousseff, the former chief of staff of President Luiz Inácio Lula da Silva, had worked mostly behind the scenes(…)”. Where is the verb and what is its verb tense?

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Q2880769 Inglês
not valid statement found

The word ¨Dwealthiest¡± in ¨Dthe wealthiest in Latin America.¡¬ (2nd paragraph) is:

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Q2880768 Inglês
not valid statement found

Consider: “When democracy was restored in the mid-1980s, she had an economics degree and soon became energy secretary in Rio Grande do Sul.” It is correct to say that:

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Q2880766 Inglês
not valid statement found

The word ¯credit” (last paragraph) is:

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Q2880763 Inglês
not valid statement found

¨DOut of prison, she left the underground and went to college.¡¬ The highlighted verbs are examples of:

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Q2877844 Inglês

Instruções: As questões de números 41 a 44 referem-se ao texto abaixo.


Industry gets the floor: Developing future Air Traffic Flow and Capacity Management Systems (ATFCM)


One of the key SESAR projects in the area of Air Traffic Flow and Capacity Management Systems (ATFCM) is Project 13.1.4, managed by Dominique Latgé, from Thales. He explained how the project will enable industry to contribute to future ATFCM systems through SESAR.

The project addresses the evolution of the Network Information Management System (NIMS) from a centralised regional system to a more collaborative and distributed system based on the Functional Airspace Blocks (FABs). One of its objectives is to help the transformation of the current regional CFMU system into marketable technical solutions for the subregional and local levels.

Project 13.1.4 also aims to define the collaborative decision making processes needed by this new organisation of the network. Driven by the new roles and responsibilities at the different levels (regional, sub-regional and local), the project ensures that each actor will find the right information at the right time to take the right decision.


Industry gets the floor


Project 13.1.4 is led by industry. Industry contributors will use the knowledge and experience they have developed in other parts of the world and with Air Navigation Service Providers (ANSPs) at a local level in Europe.

Thales will use experience from work with South Africa’s air traffic & navigation system, where they helped to specify, develop and validate a sub-regional system for ...[A]... : CAMU (South Africa Central Airspace Management Unit). Indra, one of the other project partners, will use knowledge gained from work with Aena on local short term prediction tools and airspace management tools.

The project raises many questions, such as what products are needed inside Europe and at FAB level? What do we need to take into account for areas outside Europe?

The position of manufacturing industry in SESAR projects, in particular in system projects related to air traffic control (WP 10), airports (WP 12) and SWIM (WP 14), makes it a strong technical enabler for information sharing.


(Adaptado de Sesar Magazine, N. 6, Junho 2011, p. 6)

O pronome it, no último parágrafo do texto, substitui

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Q2876216 Inglês

Text I


Brazil: Platform for growth

By Joe Leahy


On the Cidade de Angra dos Reis oil platform,

surrounded by the deep blue South Atlantic, a

Petrobras engineer turns on a tap and watches black

liquid flow into a beaker.

5____It looks and smells like ordinary crude oil.

Nevertheless, for Brazil, this represents something

much more spectacular. Pumped by the national oil

company from “pre-salt” deposits – so-called because

they lie beneath 2,000m of salt – 300km off the coast

10 of Rio de Janeiro, it is some of the first commercial

oil to flow from the country’s giant new deepwater

discoveries.

Already estimated to contain 50bn barrels, and

with much of the area still to be fully explored, the

15 fields contain the world’s largest known offshore oil

deposits. In one step, Brazil could jump up the world

rankings of national oil reserves and production, from

15th to fifth. So great are the discoveries, and the

investment required to exploit them, that they have

20 the potential to transform the country – for good or for ill.

Having seen out booms and busts before,

Brazilians are hoping that this time “the country

of the future” will at last realise its full economic

potential. The hope is that the discoveries will provide

25 a nation already rich in renewable energy with an

embarrassment of resources with which to pursue the

goal of becoming a US of the south.

The danger for Brazil, if it fails to manage this

windfall wisely, is of falling victim to “Dutch disease”.

30 The economic malaise is named after the Netherlands

in the 1970s, where the manufacturing sector withered

after its currency strengthened on the back of a large

gas field discovery combined with rising energy prices.

Even worse, Brazil could suffer a more severe

35 form of the disease, the “oil curse”, whereby nations

rich in natural resources – Nigeria and Venezuela, for

example – grow addicted to the money that flows from

them.

Petrobras chief executive says neither the

40 company nor the country’s oil industry has so far

been big enough to become a government cash cow.

But with the new discoveries, which stretch across an

800km belt off the coast of south-eastern Brazil, this is

going to change. The oil industry could grow from about

45 10 per cent of GDP to up to 25 per cent in the coming

decades, analysts say. To curb any negative effects,

Brazil is trying to support domestic manufacturing

by increasing “local content” requirements in the oil

industry.

50____Without a “firm local content policy”, says

Petrobras CEO, Dutch disease and the oil curse will

take hold. However, “if we have a firm and successful

local content policy, no – because other sectors in the

economy are going to grow as fast as Petrobras”.

55___The other long-term dividend Brazil is seeking

from the discoveries is in research and development

(R&D). Extracting oil from beneath a layer of salt at

great depth, hundreds of kilometres from the coast, is

so challenging that Brazilian engineers see it as a new

60 frontier. If they can perfect this, they can lead the way

in other markets with similar geology, such as Africa.

For its part, Petrobras is spending $800m-$900m

a year over the next five years on R&D, and has

invested $700m in the expansion of its research

65 centre.

Ultimately, Brazil’s ability to avoid Dutch disease

will depend not just on how the money from the oil

is spent. The country is the world’s second biggest

exporter of iron ore. It is the largest exporter of beef.

70 It is also the biggest producer of sugar, coffee and

orange juice, and the second-largest producer of soya

beans.

Exports of these commodities are already driving

up the exchange rate before the new oil fields have

75 fully come on stream, making it harder for Brazilian

exporters of manufactured goods. Industrial production

has faltered in recent months, with manufacturers

blaming the trend on a flood of cheap Chinese-made

imports.

80____“Brazil has everything that China doesn’t and it’s

natural that, as China continues to grow, it’s just going

to be starved for those resources,” says Harvard’s

Prof Rogoff. “At some level Brazil doesn’t just want

to be exporting natural resources – it wants a more

85 diversified economy. There are going to be some

rising tensions over that.”


Adapted from Financial Times - March 15 2011 22:54. Available in:

<http://www.ft.com/cms/s/0/fa11320c-4f48-11e0-9038-00144feab49a,_i_email=y.html>

Retrieved on: June 17, 2011.

Concerning the referent to the pronoun it, in the fragments below,

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Q2727369 Inglês

The Role of Museums in Education


Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.


Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!


The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.


What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.


Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.


Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.


Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4

The discourse marker 'Furthermore' (paragraph 4) can be replaced in this context by:

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Q2727368 Inglês

The Role of Museums in Education


Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.


Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!


The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.


What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.


Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.


Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.


Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4

The modal verb 'might' (paragraph 4) expresses the idea of:

Alternativas
Q2727366 Inglês

The Role of Museums in Education


Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.


Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!


The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.


What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.


Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.


Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.


Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4

The full form of the contraction 'we'd' ... (paragraph 2) is ‘we ...:

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Q2727364 Inglês

The Role of Museums in Education


Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.


Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!


The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.


What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.


Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.


Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.


Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4

The double conjunction 'whether ... or' (paragraph 2) in this context is equivalent to:

Alternativas
Respostas
321: C
322: C
323: C
324: A
325: B
326: C
327: C
328: A
329: C
330: D
331: C
332: B
333: A
334: D
335: B
336: E
337: A
338: D
339: B
340: A