Questões de Concurso Comentadas sobre interpretação de texto | reading comprehension em inglês

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Q4168103 Inglês

Why women make way less than men do in more religious places


By Stephanie Pappas



   Why is there a persistent wage gap between men and women? Turns out, religion may play a big role in the disparity.


   New research finds that the wage gap is 8 percentage points wider in the five most religious states than in the five most secular, with women making 18% less than men in the least religious states and 26% less in the most religious. What's more, the gender gap is projected to vanish in 28 years in the most secular states, compared with a stunning 109 years in the most religious. "If they're in a religious community, our children are not going to know a world in which they're paid equitably," said Traci Sitzmann, an associate professor of management at the University of Colorado, Denver. "It's a little bit scary." 


Religion and wages


  Sitzmann and her colleague Elizabeth Campbell, an assistant professor of work and organizations at the University of Minnesota, were interested in exploring the impacts of religiosity on workforce issues. They started with a global view. Using data from 140 countries, they compared the likelihood of citizens answering "yes" to the question, "Is religion important in your daily life?" with the gender wage gap in those countries as of 2013, the most recent global data available. They found a striking association: The more religious a country, the greater the wage gap. In nations where more than 95% or more people said religion was important in their daily lives, such as Pakistan and the Philippines, women earned around 46% as much as men.


   In countries where fewer than 20% of people said religion was important to them in daily life, such as Sweden and Estonia, women averaged around 75% of men's wages. The United States had moderately high religiosity and women in the U.S. earned 66 cents for every dollar men earned, Sitzmann told Live Science.


  The effect held true for all major world religions, Sitzmann said. It didn't matter if most believers in a country were Jewish, Christian, Muslim, Buddhist, Hindu or adherants to a folk religion. The wage gap was still greater in countries where religion played a major role in daily life.


   The researchers then turned to Gallup survey data on religious service attendance and the importance of religion in daily life in the 50 U.S. states. In the U.S. data, the researchers looked only at full-time wages so as not to skew the results due to women working fewer hours.


   They again found that the more religious the state, the greater the wage gap. (Mississippi, Alabama, Utah, South Dakota and South Carolina were the most religious states; Vermont, Maine, Massachusetts, Rhode Island and Nevada were the least.) The researchers found that religiosity explained 17% of the variability in the gender wage gap between states. To ensure that the wider economy or levels of conservatism weren’t responsible for the difference, the researchers then looked at year-over-year data between 2008 and 2018 and found that the association between religion and wages still held. The gender gap is shrinking over time in the U.S., they found, but it is shrinking faster in secular states compared with religious ones. At current rates, it will take more than a century for the gap to close in the most religious states.


   According to the workplace data analysis company PayScale, women make 81 cents for every dollar men make as of 2020. This analysis compares median salaries for men and women, and does not control for factors like seniority, years experience and education, all of which can be impacted by gender discrimination and gender role expectations.


The pathway to a wage gap


   Sitzmann and Campbell found three reasons for this difference in wages between secular and religious regions. The more religious a country or state, the more that society differentiated the roles of men and women. In other words, women in more religious societies are expected to put family first. The researchers measured this by looking at how many babies women have, how many women work at all, access to abortion and family-friendly work policies. In more religious societies, women have more children, participate less in the workforce, have less access both to abortion and to policies that help balance work with family. 


  Religious societies are also more likely to sexually objectify women, the researchers found. They measured this by looking at regional Google Trends for the search terms "pornography" and "rape." Both were correlated with religiosity, and both were correlated with the gender wage gap.


   Finally, religious societies are also less likely to promote or accept women in leadership positions. "We've got the Pope saying, 'the door is closed, women are not allowed to be leaders in the church,'" Sitzmann said, referring to Pope Francis' 2013 statement on female priests in the Catholic Church. "That sets the stage for a very strong norm."


   She and Campbell found that in more religious societies, women have less representation in politics and in organizational leadership. They also have lower educational attainment and less legal equality.


Closing the gap


  Finally, the researchers conducted experiments to confirm that it was indeed religion, and not some closely related concept like conservatism, that explained the results. They set up an online game in which 91 participants, about half women and half men, acted as managers who had to allocate wages to employees based on performance reviews. All of the participants saw the same performance reviews, but in some cases the employee was named Patricia Anderson and in others was called Michael Taylor.


   Before seeing the performance reviews, some participants saw a description of the mock company they were working for that described it as faith-based. Others saw a description that focused on the company's dedication to communication and community.


   Those who were primed to believe they were working for a religious company allocated 3% more to the male employee compared with the female employee. In contrast, those who thought the organization was secular allocated 6% more to the female employee.


   But there was a way to reverse the inequality. When the researchers told people in the mock religious company that one of the company values was that women needed to be involved, and that the company had a strict anti-sexual-harassment policy, it wiped out the gender wage gap, according to their research paper published Oct. 27 in the Academy of Management Journal.


   This was a heartening result, Sitzmann said, because it suggests that simply being aware of expectations for gender equality will help make people behave more equitably. 



Adapted from: https://www.livescience.com/religious-states-wider-gender-pay-gap.html

The main idea of the text is:
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Q4155794 Inglês
In the excerpt which follows, the teacher is describing activities he/she can conduct with his/her students. Read it to answer question.
Describing pictures
One simple activity that we can do with our students is to ask them to look for a photo that they enjoy, in their Photo Gallery and describe it to their speaking partner (who is in the photo, where it was taken, when it was taken, etc.). This activity generates a lot of speaking and it can even work in a lowresource class. Students can also use pictures to talk to their partners about what they did the previous weekend, in summer, etc.
Taking pictures
We can encourage our learners to take photos of menus, street signs, advertisements or posters in English and read them carefully. Students can also try to spot spelling errors or incorrect use of apostrophe (‘s).
Recording conversations/words
The voice recorder is now a substitute for the portable cassette recorder. An idea for a simple activity that we can do is get the students record themselves speaking, whether it is for short dialogues with their partners or words. Students can then listen to themselves and become more aware of their mistakes.
Using QR codes for reading activities
QR codes are becoming increasingly popular. What a QR code does is bring up a website link that it is connected to or a text for students to read. In order to use QR codes, the phone needs to have a QR code reader and a camera. The teacher can simply display the QR code in the classroom and the learners can scan it and be directed to the text or grammar exercise. Another way to use QR codes is to hide pieces of paper with QR codes in the school and have students search for them, scan them and read the text they are directed to.
Disponível em: . Acesso em: 9 mar. 2020. (Adaptado). 
 By analyzing the descriptions, the teacher uses principles based on
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Q4155793 Inglês
Leia o texto a seguir para responder à questão.

One of the objectives of the project, Re-imagining Multilingualisms, was to reimagine. The term ‘reimagining’ is something extremely important because imagining and being creative are not things we are used to doing in the academy, not in Linguistics at least! We believe that we are empiricists, that we only look at facts and we make conclusions. We are pseudo-scientists. We make conclusions about what we observe, and we think that what we observe has got nothing to do with what we imagine. On the contrary, it has everything to do with what we imagine. So, when we analyse things ideologically, what is ideology? It’s exactly an imagination which has been naturalised and institutionalised. And so, whenever we look at the world, we’re looking at it from the eyes of a particular learned knowledge, an ideology. When we are asked to be able to imagine things, it’s a point of being able to break out of our established learning and looking for something new. Imagining is extremely important in the learning process. If it doesn’t happen, there is no learning. This is one of the important things of Freirean pedagogy. For example, he made the distinction between what he called ‘banking pedagogies’ or ‘transmission pedagogies’ where there’s just reproduction and repetition, and ‘transformative pedagogies’, what he called ‘liberatory pedagogies’, which is where creativity is involved, where you break the simple linearity of repetition and transmission. So how does this work? How do you promote creativity? It is by breaking what previously seemed natural and normal.

(MENEZES DE SOUZA, 2019, p. 9, ênfase no original) MENEZES DE SOUZA, L. M. Decolonial pedagogies, multilingualism and literacies. Multilingual Margins, vol. 6 (1), 2019. p. 9-13. 
According to the text, 
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Q4155785 Inglês
The following excerpts are titles of talks, webinars, texts or web pages related to language teaching. Read them to answer question.

‘1966 and all that: a critical history of ELT’

‘Travelling back through our profession’

‘A trip down the memory lane of methodology’

‘A brief history of
In ‘A trip down the memory lane of methodology’, the underlined group of words is 
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Q4155784 Inglês
The following excerpts are titles of talks, webinars, texts or web pages related to language teaching. Read them to answer question.

‘1966 and all that: a critical history of ELT’

‘Travelling back through our profession’

‘A trip down the memory lane of methodology’

‘A brief history of
All the titles share a common topic which can be linked to the argument that the study of language teaching methods and approaches
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Q4116291 Inglês
(1º§)Volcanoes can impact climate change. During major explosive eruptions huge amounts__volcanic gas, aerosol droplets, and ash are injected into the stratosphere. Injected ash falls rapidly from the stratosphere -- most of it is removed within several days to weeks -- and has little impact on climate change. But volcanic gases like sulfur dioxide can cause global cooling, while volcanic carbon dioxide, a greenhouse gas, has the potential to promote global warming.


(2º§)The most significant climate impacts from volcanic injections into the stratosphere come from the conversion of sulfur dioxide to sulfuric acid, which condenses rapidly in the stratosphere to form fine sulfate aerosols. The aerosols increase the reflection of radiation from the Sun back into space, cooling the Earth's lower atmosphere or troposphere.


(3º§)Several eruptions during the past century have caused a decline in the average temperature at the Earth's surface of up to half a degree (Fahrenheit scale) for periods of one to three years. The climactic eruption of Mount Pinatubo on June 15, 1991, was one of the largest eruptions of the twentieth century and injected a 20-million ton (metric scale) sulfur dioxide cloud into the stratosphere at an altitude of more than 20 miles. The Pinatubo cloud was the largest sulfur dioxide cloud ever observed in the stratosphere since the beginning of such observations by satellites in 1978. It caused what is believed to be the largest aerosol disturbance of the stratosphere in the twentieth century, though probably smaller than the disturbances from eruptions of Krakatau in 1883 and Tambora in 1815. Consequently, it was a standout in its climate impact and cooled the Earth's surface for three years following the eruption, by as much as 1.3 degrees F at the height of the impact.


(4º§)The large 1783-1784 Laki fissure eruption in Iceland released a staggering amount more sulfur dioxide than Pinatubo (approximately 120-million ton vs. 20). Although the two eruptions were significantly different__length and style, the added atmospheric SO2 caused regional cooling of Europe and North America by similar amounts for similar periods of time.


(5º§)Carbon dioxide (CO2) is a greenhouse gas and is the primary gas blamed for climate change. While sulfur dioxide released in contemporary volcanic eruptions has occasionally caused detectable global cooling of the lower atmosphere, the carbon dioxide released in contemporary volcanic eruptions has never caused detectable global warming of the atmosphere. In 2010, human activities were responsible for a projected 35 billion metric tons (gigatons) of CO2 emissions. All studies to date of global volcanic carbon dioxide emissions indicate that present-day subaerial and submarine volcanoes release less than a percent of the carbon dioxide released currently by human activities. While it has been proposed that intense volcanic release of carbon dioxide in the deep geologic past did cause global warming, and possibly some mass extinctions, this is a topic of scientific debate at present.


(6º§)Published scientific estimates of the global CO2 emission rate for all degassing subaerial (on land) and submarine volcanoes lie in a range from 0.13 gigaton to 0.44 gigaton per year. The 35-gigaton projected anthropogenic CO2 emission for 2010 is about 80 to 270 times larger than the respective maximum and minimum annual global volcanic CO2 emission estimates.


(7º§)There is no question that very large volcanic eruptions can inject significant amounts of carbon dioxide into the atmosphere. The 1980 eruption of Mount St. Helens vented approximately 10 million tons of CO2 into the atmosphere in only 9 hours. However, it currently takes humanity only 2.5 hours to put out the same amount. While large explosive eruptions like this are rare and only occur globally every 10 years or so, humanity's emissions are ceaseless and increasing every year.


(8º§)There continues to be efforts to reduce uncertainties and improve estimates of present-day global volcanic CO2 emissions, but there is little doubt among volcanic gas scientists that the anthropogenic CO2 emissions dwarf global volcanic CO2 emissions.


(9º§)For additional information about this subject, please read the American Geophysical Union's Eos article "Volcanic Versus Anthropogenic Carbon Dioxide" written__USGS scientist Terrence M. Gerlach.


https://www.usgs.gov/programs/VHP/
According to the text, it is correct to say that:
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Q4116290 Inglês
(1º§)Volcanoes can impact climate change. During major explosive eruptions huge amounts__volcanic gas, aerosol droplets, and ash are injected into the stratosphere. Injected ash falls rapidly from the stratosphere -- most of it is removed within several days to weeks -- and has little impact on climate change. But volcanic gases like sulfur dioxide can cause global cooling, while volcanic carbon dioxide, a greenhouse gas, has the potential to promote global warming.


(2º§)The most significant climate impacts from volcanic injections into the stratosphere come from the conversion of sulfur dioxide to sulfuric acid, which condenses rapidly in the stratosphere to form fine sulfate aerosols. The aerosols increase the reflection of radiation from the Sun back into space, cooling the Earth's lower atmosphere or troposphere.


(3º§)Several eruptions during the past century have caused a decline in the average temperature at the Earth's surface of up to half a degree (Fahrenheit scale) for periods of one to three years. The climactic eruption of Mount Pinatubo on June 15, 1991, was one of the largest eruptions of the twentieth century and injected a 20-million ton (metric scale) sulfur dioxide cloud into the stratosphere at an altitude of more than 20 miles. The Pinatubo cloud was the largest sulfur dioxide cloud ever observed in the stratosphere since the beginning of such observations by satellites in 1978. It caused what is believed to be the largest aerosol disturbance of the stratosphere in the twentieth century, though probably smaller than the disturbances from eruptions of Krakatau in 1883 and Tambora in 1815. Consequently, it was a standout in its climate impact and cooled the Earth's surface for three years following the eruption, by as much as 1.3 degrees F at the height of the impact.


(4º§)The large 1783-1784 Laki fissure eruption in Iceland released a staggering amount more sulfur dioxide than Pinatubo (approximately 120-million ton vs. 20). Although the two eruptions were significantly different__length and style, the added atmospheric SO2 caused regional cooling of Europe and North America by similar amounts for similar periods of time.


(5º§)Carbon dioxide (CO2) is a greenhouse gas and is the primary gas blamed for climate change. While sulfur dioxide released in contemporary volcanic eruptions has occasionally caused detectable global cooling of the lower atmosphere, the carbon dioxide released in contemporary volcanic eruptions has never caused detectable global warming of the atmosphere. In 2010, human activities were responsible for a projected 35 billion metric tons (gigatons) of CO2 emissions. All studies to date of global volcanic carbon dioxide emissions indicate that present-day subaerial and submarine volcanoes release less than a percent of the carbon dioxide released currently by human activities. While it has been proposed that intense volcanic release of carbon dioxide in the deep geologic past did cause global warming, and possibly some mass extinctions, this is a topic of scientific debate at present.


(6º§)Published scientific estimates of the global CO2 emission rate for all degassing subaerial (on land) and submarine volcanoes lie in a range from 0.13 gigaton to 0.44 gigaton per year. The 35-gigaton projected anthropogenic CO2 emission for 2010 is about 80 to 270 times larger than the respective maximum and minimum annual global volcanic CO2 emission estimates.


(7º§)There is no question that very large volcanic eruptions can inject significant amounts of carbon dioxide into the atmosphere. The 1980 eruption of Mount St. Helens vented approximately 10 million tons of CO2 into the atmosphere in only 9 hours. However, it currently takes humanity only 2.5 hours to put out the same amount. While large explosive eruptions like this are rare and only occur globally every 10 years or so, humanity's emissions are ceaseless and increasing every year.


(8º§)There continues to be efforts to reduce uncertainties and improve estimates of present-day global volcanic CO2 emissions, but there is little doubt among volcanic gas scientists that the anthropogenic CO2 emissions dwarf global volcanic CO2 emissions.


(9º§)For additional information about this subject, please read the American Geophysical Union's Eos article "Volcanic Versus Anthropogenic Carbon Dioxide" written__USGS scientist Terrence M. Gerlach.


https://www.usgs.gov/programs/VHP/
Which one could be better for the title of the text?
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Q4115369 Inglês
As discussed by Warschauer in Technology and Social Inclusion: rethinking the digital divide (2004), one learns to write NOT by
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Q4115368 Inglês
Indicate whether each of the following statements, made by Warschauer (2004), about literacy and education is true (T) or false (F).

( ) The mere existence of the Internet will create researchers or knowledge seekers out of those without the requisite background or skills.
( ) Education and literacy are also important at the individual microlevel, since reading, writing, and thinking skills remain crucial for being able to use the Internet.
( ) At the macrolevel, mass literacy and education serve to grease the wheels of economic development and thus create conditions for greater technologization of society.
( ) As the Internet becomes more widespread, it is highly likely that its use will be stratified, with some using it principally as an entertainment device and others using it to seek and create new knowledge.
( ) The correlation between mass education and societal Internet access is lowest in countries that have a large “tertiary” economic sector (based on consumer and producer services, typical of the postindustrial economy)

De acordo com as afirmações, a sequência correta é:
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Q4115361 Inglês
Evaluate the following statements made by Kroskrity (2000), and discussed by Kumaravadivelu in Understanding Language Teaching: From Method to Postmethod (2006), about the connection between language and ideology.

I - Language and discourse are grounded in social experience and often demonstrably tied to the promotion and protection of political-economic interests.
II - Language ideologies are grounded in social experiences that are always uniformly distributed across diverse communities.
III - Depending on the role they play, people develop different degrees of consciousness about ideologically grounded discourse.
IV - People’s sociocultural experience and interactive patterns contribute to their construction and understanding of language ideologies.

Está correto apenas o que se afirma em
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Q4105041 Inglês
Durante a preparação para a partida de um navio, o contramestre recebeu a seguinte informação:
“Requirements of the several countries vary regarding clearance of a ship”
Esta mensagem informa que as exigências dos países podem variar, em relação
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Q4087896 Inglês

Read the text to answer.


The Prayer

(Celine Dion & Josh Groban.)



I pray you'll be our eyes


And watch us where we go


And help us to be wise


In times when we don't know.



Let this be our prayer


When we lose our way


Lead us to a place


Guide us with your grace


To a place where we'll be safe.



I pray we'll find your light


And hold it in our hearts


When stars go out each night


Remind us where you are.



Let this be our prayer


When shadows fill our day


Lead us to a place


Guide us with your grace


To a place where we'll be safe.



A world where pain and


Sorrow will be ended


And every heart that's


Broken will be mended


And we'll remember


We are all God's children


Reaching out to touch you


Reaching to the sky.



We ask that life be kind


And watch us from above


We hope each soul will find


Another soul to love.



Let this be our prayer


Just like every child


Needs to find a place


Guide us with your grace


Give us faith so we'll be safe.



(Available in: https://www.smule.com/song/celine-dion-josh-grobanthe-prayer. Adapted.) 



However being the lyrics of a song, the text displays several of a prayer’s features, and its main elements seek to produce aesthetic sensations, since the way the message is communicated, how the code is used, not just the message itself, is a vital aim. Having considered the information previously given, point out the prevailing operative function explored in the text. 

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Q4087033 Inglês
According to the Peanuts’ comic strip 
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Q4087026 Inglês

Read the Text and answer the question.


Brown (2007) offers four interconnected characteristics of CLT:


1. Classroom goals are focused on all of the components of CC (communicative competence) and not restricted to grammatical or linguistic competence.


2. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.


3. Fluency and accuracy are seen as complimentary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.


4. In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

Disponível em: https://nufs-nuas.repo.nii.ac.jp Acesso em: 6 de junho de 2022. 

The CLT focus on the connection of
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Q4087025 Inglês

Read the Text and answer the question.


Brown (2007) offers four interconnected characteristics of CLT:


1. Classroom goals are focused on all of the components of CC (communicative competence) and not restricted to grammatical or linguistic competence.


2. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes.


3. Fluency and accuracy are seen as complimentary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.


4. In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

Disponível em: https://nufs-nuas.repo.nii.ac.jp Acesso em: 6 de junho de 2022. 

The CLT emphasizes the opportunity for students to participate in a conversation in the classroom, as it promotes
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Q4084563 Inglês
Analise as asserções a seguir e a relação proposta entre elas.

I - No one knows how many languages have died since humans became able to speak, but it must be thousands; in many of these cases, the death has been caused by an ethnic group coming to be assimilated within a more dominant society, and adopting its language. The situation continues today, though the matter is being discussed with increasing urgency
BECAUSE
II - of the unprecedented rate at which indigenous languages are being lost, especially in North America, Brazil, Australia, Indonesia and parts of Africa.


Sobre as asserções é correto afirmar que
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Q4080031 Inglês

O texto seguinte servirá de base para responder à questão.



(1º§) The Maya are probably the best-known of the classical civilizations of Mesoamerica. Originating in the Yucatán around 2600 B.C., they rose to prominence around A.D. 250 in present-day southern Mexico, Guatemala, northern Belize and western Honduras. Building on the inherited inventions and ideas of earlier civilizations such as the Olmec, the Maya developed astronomy, calendrical systems and hieroglyphic writing. The Maya were noted as well for elaborate and highly decorated ceremonial architecture, including temple-pyramids, palaces and observatories, all built without metal tools. They were also skilled farmers, clearing large sections of tropical rain forest and, where groundwater was scarce, building sizeable underground reservoirs for the storage of rainwater. The Maya were equally skilled as weavers and potters, and cleared routes through jungles and swamps to foster extensive trade networks with distant peoples.


(2º§) Around 300 B.C., the Maya adopted a hierarchical system of government with rule by nobles and kings. This civilization developed into highly structured kingdoms during the Classic period, A.D. 200-900. Their society consisted of many independent states, each with a rural farming community and large urban sites built around ceremonial centres. It started to decline around A.D. 900 when - for reasons which are still largely a mystery - the southern Maya abandoned their cities. When the northern Maya were integrated into the Toltec society by A.D. 1200, the Maya dynasty finally came to a close, although some peripheral centres continued to thrive until the Spanish Conquest in the early sixteenth century.


(3º§) Maya history can be characterized as cycles of rise and fall: city-states rose in prominence and fell into decline, only to be replaced by others. It could also be described as one of continuity and change, guided by a religion that remains the foundation of their culture. For those who follow the ancient Maya traditions, the belief in the influence of the cosmos on human lives and the necessity of paying homage to the gods through rituals continues to find expression in a modern hybrid Christian-Maya faith.



https://www.historymuseum.ca/cmc/exhibitions/civil/maya/mmc01eng.html 

According to the text, the Maya did not develop: 
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Q4080030 Inglês

O texto seguinte servirá de base para responder à questão.



(1º§) The Maya are probably the best-known of the classical civilizations of Mesoamerica. Originating in the Yucatán around 2600 B.C., they rose to prominence around A.D. 250 in present-day southern Mexico, Guatemala, northern Belize and western Honduras. Building on the inherited inventions and ideas of earlier civilizations such as the Olmec, the Maya developed astronomy, calendrical systems and hieroglyphic writing. The Maya were noted as well for elaborate and highly decorated ceremonial architecture, including temple-pyramids, palaces and observatories, all built without metal tools. They were also skilled farmers, clearing large sections of tropical rain forest and, where groundwater was scarce, building sizeable underground reservoirs for the storage of rainwater. The Maya were equally skilled as weavers and potters, and cleared routes through jungles and swamps to foster extensive trade networks with distant peoples.


(2º§) Around 300 B.C., the Maya adopted a hierarchical system of government with rule by nobles and kings. This civilization developed into highly structured kingdoms during the Classic period, A.D. 200-900. Their society consisted of many independent states, each with a rural farming community and large urban sites built around ceremonial centres. It started to decline around A.D. 900 when - for reasons which are still largely a mystery - the southern Maya abandoned their cities. When the northern Maya were integrated into the Toltec society by A.D. 1200, the Maya dynasty finally came to a close, although some peripheral centres continued to thrive until the Spanish Conquest in the early sixteenth century.


(3º§) Maya history can be characterized as cycles of rise and fall: city-states rose in prominence and fell into decline, only to be replaced by others. It could also be described as one of continuity and change, guided by a religion that remains the foundation of their culture. For those who follow the ancient Maya traditions, the belief in the influence of the cosmos on human lives and the necessity of paying homage to the gods through rituals continues to find expression in a modern hybrid Christian-Maya faith.



https://www.historymuseum.ca/cmc/exhibitions/civil/maya/mmc01eng.html 

About the end of civilization, it is possible to say that:
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Q4080029 Inglês

O texto seguinte servirá de base para responder à questão.



(1º§) The Maya are probably the best-known of the classical civilizations of Mesoamerica. Originating in the Yucatán around 2600 B.C., they rose to prominence around A.D. 250 in present-day southern Mexico, Guatemala, northern Belize and western Honduras. Building on the inherited inventions and ideas of earlier civilizations such as the Olmec, the Maya developed astronomy, calendrical systems and hieroglyphic writing. The Maya were noted as well for elaborate and highly decorated ceremonial architecture, including temple-pyramids, palaces and observatories, all built without metal tools. They were also skilled farmers, clearing large sections of tropical rain forest and, where groundwater was scarce, building sizeable underground reservoirs for the storage of rainwater. The Maya were equally skilled as weavers and potters, and cleared routes through jungles and swamps to foster extensive trade networks with distant peoples.


(2º§) Around 300 B.C., the Maya adopted a hierarchical system of government with rule by nobles and kings. This civilization developed into highly structured kingdoms during the Classic period, A.D. 200-900. Their society consisted of many independent states, each with a rural farming community and large urban sites built around ceremonial centres. It started to decline around A.D. 900 when - for reasons which are still largely a mystery - the southern Maya abandoned their cities. When the northern Maya were integrated into the Toltec society by A.D. 1200, the Maya dynasty finally came to a close, although some peripheral centres continued to thrive until the Spanish Conquest in the early sixteenth century.


(3º§) Maya history can be characterized as cycles of rise and fall: city-states rose in prominence and fell into decline, only to be replaced by others. It could also be described as one of continuity and change, guided by a religion that remains the foundation of their culture. For those who follow the ancient Maya traditions, the belief in the influence of the cosmos on human lives and the necessity of paying homage to the gods through rituals continues to find expression in a modern hybrid Christian-Maya faith.



https://www.historymuseum.ca/cmc/exhibitions/civil/maya/mmc01eng.html 

About the Mayan civilization, choose the INCORRECT alternative.
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Q4072923 Inglês
O texto seguinte servirá de base para responder à questão.


A job among the stars


(1º§)Working on the ISS (International Space Station) is every astronaut´s dream. Life on board may sound glamorous to some people, but conditions can be uncomfortable and we have a demanding schedule - we work ten-hour days and have one and a half days off - although when you live in your office, it´s hard to separate on-duty and off-duty.

(2º§)Our tasks are quite varied - we do a range of scientific experiments - but we also have to perform routine maintenance and regular safety checks, like cleaning the air filter and inspecting our emergency equipment. We exercise twice a day - if you don´t, your muscles just disappear in the weightless conditions.

(3º§)Life is never dull, but you can feel lonely up here, away from friends and family. Work can also be stressful, so in my free time, I relax by writing and answering emails. I also love taking photos of the views from up here.


HUGHES, John Hughes; NAUNTON, Jon Naunton. Business Result. 4ª Edição. Oxford. Editora Oxford University Press, 2013.
In which person is the text related?
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Respostas
4201: C
4202: D
4203: C
4204: A
4205: A
4206: D
4207: B
4208: A
4209: E
4210: E
4211: A
4212: A
4213: B
4214: C
4215: A
4216: D
4217: B
4218: B
4219: C
4220: B