Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
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Read the text and answer the question.
Is the Internet Good or Bad for Your Brain?
The controversy itself is superficial; as the obvious reality is the internet and technology are not only here to stay, but constantly evolving and permeating more of our lives.
And, rest assured, the so-called “Flynn Effect” (the sustained increase in “raw” IQ scores since the 1930s) suggests that, if anything, the impact of technology on the population at large has been more positive, or at least neutral, than negative.
The real conversation should be how we can best use the Internet in smarter ways that help us to monitor and enhance the brain, and how can we actively prepare to manage information overload.
A surge of innovation is already pointing at ways in which the Internet can, for the first time, enable better brain health care for everyone with a brain and Internet access. It will soon be simple for an individual to conduct an at-home assessment that will provide a baseline for their cognitive health, which is key given the growing interest from the public in being more proactive with their overall health and wellness in general and, specifically, how to improve brainpower. More baby boomers are recognizing the brain’s status as their most important asset and the need for “brain fitness” in order to lead a productive life.
This, in turn, is already changing research and preventive health practices. Keeping this aggregated information in the cloud allows researchers and developers to examine the data and identify “digital biomarkers” to inform prevention, diagnoses and treatment in a constellation of brain and mental disorders that are now mostly defined by subjective symptoms.
“Big Data” applications are becoming available and capable of helping personalize brain health tools at the individual level, based on both past data and information gathered over time. Tablet-based screenings can be instrumental in diagnoses of Alzheimer’s and MCI. Mobile devices are already entering the sports world, with cognitive tests for concussions. Institutions like AAA have begun large-scale web-based assessments and cognitive training that works on driver’s cognitive skills in order to become safer (and less expensive to insure) drivers.
Now, every new technology presents a fair set of challenges. The flow of information can be overwhelming and lead to “paralysis by analysis.” Chronic multi-tasking can make us less productive, not more. Increased choices and uncertainty can lead to increased stress and anxiety. It is important to note that these are quasi-universal features of modern life, not the type of conditions of disorders that our medical system is set up to address.
And this is why ubiquitous, scalable technology such as the Internet must be part of the solution. A significant opportunity ahead of us is how to leverage consumer-facing, Internet-enabled platforms to optimize brain function to better process information, to enhance working memory, to better regulate one’s stress and emotions. All of these facets of brain health are critical if we are to thrive at a human and considerate level in an information-choked society.
So is the internet good for the brain? The answer can be a resounding “yes” if the analytical and collaborative power of the internet is used properly to monitor and enhance brain functionality in a cost-effective, scalable manner. The trick will be in properly preparing and guiding people to adapt to the mental demands of a modern society. Fortunately it is us, not the Internet, who have a plastic and resilient brain.
Fonte: Adapted from: https://www.wired.com/insights/2013/02/is-the-internet-good-or-bad-for-your-brain/
Read the text and answer the question.
Is the Internet Good or Bad for Your Brain?
The controversy itself is superficial; as the obvious reality is the internet and technology are not only here to stay, but constantly evolving and permeating more of our lives.
And, rest assured, the so-called “Flynn Effect” (the sustained increase in “raw” IQ scores since the 1930s) suggests that, if anything, the impact of technology on the population at large has been more positive, or at least neutral, than negative.
The real conversation should be how we can best use the Internet in smarter ways that help us to monitor and enhance the brain, and how can we actively prepare to manage information overload.
A surge of innovation is already pointing at ways in which the Internet can, for the first time, enable better brain health care for everyone with a brain and Internet access. It will soon be simple for an individual to conduct an at-home assessment that will provide a baseline for their cognitive health, which is key given the growing interest from the public in being more proactive with their overall health and wellness in general and, specifically, how to improve brainpower. More baby boomers are recognizing the brain’s status as their most important asset and the need for “brain fitness” in order to lead a productive life.
This, in turn, is already changing research and preventive health practices. Keeping this aggregated information in the cloud allows researchers and developers to examine the data and identify “digital biomarkers” to inform prevention, diagnoses and treatment in a constellation of brain and mental disorders that are now mostly defined by subjective symptoms.
“Big Data” applications are becoming available and capable of helping personalize brain health tools at the individual level, based on both past data and information gathered over time. Tablet-based screenings can be instrumental in diagnoses of Alzheimer’s and MCI. Mobile devices are already entering the sports world, with cognitive tests for concussions. Institutions like AAA have begun large-scale web-based assessments and cognitive training that works on driver’s cognitive skills in order to become safer (and less expensive to insure) drivers.
Now, every new technology presents a fair set of challenges. The flow of information can be overwhelming and lead to “paralysis by analysis.” Chronic multi-tasking can make us less productive, not more. Increased choices and uncertainty can lead to increased stress and anxiety. It is important to note that these are quasi-universal features of modern life, not the type of conditions of disorders that our medical system is set up to address.
And this is why ubiquitous, scalable technology such as the Internet must be part of the solution. A significant opportunity ahead of us is how to leverage consumer-facing, Internet-enabled platforms to optimize brain function to better process information, to enhance working memory, to better regulate one’s stress and emotions. All of these facets of brain health are critical if we are to thrive at a human and considerate level in an information-choked society.
So is the internet good for the brain? The answer can be a resounding “yes” if the analytical and collaborative power of the internet is used properly to monitor and enhance brain functionality in a cost-effective, scalable manner. The trick will be in properly preparing and guiding people to adapt to the mental demands of a modern society. Fortunately it is us, not the Internet, who have a plastic and resilient brain.
Fonte: Adapted from: https://www.wired.com/insights/2013/02/is-the-internet-good-or-bad-for-your-brain/
Read the text and answer the question.
Is the Internet Good or Bad for Your Brain?
The controversy itself is superficial; as the obvious reality is the internet and technology are not only here to stay, but constantly evolving and permeating more of our lives.
And, rest assured, the so-called “Flynn Effect” (the sustained increase in “raw” IQ scores since the 1930s) suggests that, if anything, the impact of technology on the population at large has been more positive, or at least neutral, than negative.
The real conversation should be how we can best use the Internet in smarter ways that help us to monitor and enhance the brain, and how can we actively prepare to manage information overload.
A surge of innovation is already pointing at ways in which the Internet can, for the first time, enable better brain health care for everyone with a brain and Internet access. It will soon be simple for an individual to conduct an at-home assessment that will provide a baseline for their cognitive health, which is key given the growing interest from the public in being more proactive with their overall health and wellness in general and, specifically, how to improve brainpower. More baby boomers are recognizing the brain’s status as their most important asset and the need for “brain fitness” in order to lead a productive life.
This, in turn, is already changing research and preventive health practices. Keeping this aggregated information in the cloud allows researchers and developers to examine the data and identify “digital biomarkers” to inform prevention, diagnoses and treatment in a constellation of brain and mental disorders that are now mostly defined by subjective symptoms.
“Big Data” applications are becoming available and capable of helping personalize brain health tools at the individual level, based on both past data and information gathered over time. Tablet-based screenings can be instrumental in diagnoses of Alzheimer’s and MCI. Mobile devices are already entering the sports world, with cognitive tests for concussions. Institutions like AAA have begun large-scale web-based assessments and cognitive training that works on driver’s cognitive skills in order to become safer (and less expensive to insure) drivers.
Now, every new technology presents a fair set of challenges. The flow of information can be overwhelming and lead to “paralysis by analysis.” Chronic multi-tasking can make us less productive, not more. Increased choices and uncertainty can lead to increased stress and anxiety. It is important to note that these are quasi-universal features of modern life, not the type of conditions of disorders that our medical system is set up to address.
And this is why ubiquitous, scalable technology such as the Internet must be part of the solution. A significant opportunity ahead of us is how to leverage consumer-facing, Internet-enabled platforms to optimize brain function to better process information, to enhance working memory, to better regulate one’s stress and emotions. All of these facets of brain health are critical if we are to thrive at a human and considerate level in an information-choked society.
So is the internet good for the brain? The answer can be a resounding “yes” if the analytical and collaborative power of the internet is used properly to monitor and enhance brain functionality in a cost-effective, scalable manner. The trick will be in properly preparing and guiding people to adapt to the mental demands of a modern society. Fortunately it is us, not the Internet, who have a plastic and resilient brain.
Fonte: Adapted from: https://www.wired.com/insights/2013/02/is-the-internet-good-or-bad-for-your-brain/
TEXT:
Teachers
by Kevin William Huff
Teachers
Paint their minds
and guide their thoughts
Share their achievements
and advise their faults
Inspire a Love
of knowledge and truth
As you light the path
Which leads our youth
For our future brightens
with each lesson you teach
Each smile you lengthen
Each goal you help reach
For the dawn of
each poet each philosopher and king
Begins with a Teacher
And the wisdom they bring.
Available in: https://dltk-kids.com/school/poem-teachers.htm. Accessed on June 8, 2024
TEXT:
Teachers
by Kevin William Huff
Teachers
Paint their minds
and guide their thoughts
Share their achievements
and advise their faults
Inspire a Love
of knowledge and truth
As you light the path
Which leads our youth
For our future brightens
with each lesson you teach
Each smile you lengthen
Each goal you help reach
For the dawn of
each poet each philosopher and king
Begins with a Teacher
And the wisdom they bring.
Available in: https://dltk-kids.com/school/poem-teachers.htm. Accessed on June 8, 2024
The (Not Always) Sweet Holiday History of Gingerbread
(Available at: https://www.marthastewart.com/1523540/gingerbread-holiday-history – text specially adapted for this test).
According to the text, gingerbread may be linked to Christmas because:
The (Not Always) Sweet Holiday History of Gingerbread
(Available at: https://www.marthastewart.com/1523540/gingerbread-holiday-history – text specially adapted for this test).
Analyze the following statements about the text and mark T, if true, or F, if false.
( ) Ginger was already known in Europe, but it only became popular in the 11th century, when Europeans were introduced to cakes made with it.
( ) It is believed that Queen Elizabeth I liked to give gingerbread as gifts to her guests.
( ) Even though ginger is from Southern Asia, the “Capital of Gingerbread” title belongs to a German city.
The correct order of filling the parentheses, from top to bottom, is:
(__)Awareness of cultural norms and linguistic subtleties enhances travelers' ability to effectively communicate and navigate unfamiliar environments.
(__)Deepening one's understanding of local dialects and idiomatic expressions is irrelevant for travelers seeking authentic cultural experiences.
(__)Flexibility in language use allows travelers to adapt to diverse cultural contexts and build meaningful connections with locals during their journeys.
It is correct what is stated in:
I.Engagement, improvement in academic ability, and collaborative learning enhancement are some benefits that are expected when technology is involved in the teaching process.
II.Lowering learning anxiety level and lack of time are examples of the possible barriers mentioned in the text.
III.Among others, lack of access and lack of effective training are possible disadvantages of technology use to teach anything.
It is correct what is stated in:
Text 7
From EFL to ELF in Brazil: what the Brazilian education guidelines suggest.
At the beginning of the text devoted to English language teaching in the BNCC, it is made clear that the notion of an increasingly globalized, plural social world is fundamental to shed light on the relevance of learning the English language. According to the document,
Based on this formative assessment, the BNCC lists three important functions of English language teaching (henceforward ELT): (1) to review the relations between language, territory and culture; (2) to broaden the understanding of literacy; and (3) to situate the English language in its lingua franca status.
Before delving into the first function of ELT, a brief, clear definition of English as a lingua franca (henceforward ELF) is necessary. Jenkins (2012, p. 486) states that ‘it is a means of communication between people who come from different first language backgrounds.’ In this sense, any English speaker can be an ELF speaker, be they native users of English or not. She also adds that ‘ELF is not a language variety in the traditional sense of the term.’
The first ELT function described in the BNCC is in line with Jenkins’s view of ELF.
This quote argues that treating English as a lingua franca validates the uses of the language by speakers from places where English is neither the first language (L1) nor an official language, which is the case of Brazilian users of English. The BNCC also contributes to the ownership debate concerning the English language, which has been brought to the fore by Widdowson (1994), who points out that native speakers of English who live in the US or the UK no longer ‘own’ the language. Given the fact that English has become an international language, he argues that ‘no nation can have custody over it’ (Widdowson, 1994, p. 385).
FRANCO, C. P. Teaching English as a Lingua Franca in Brazil: insights into materials writing. In: International Journal of English Linguistics; Vol. 11, No. 3; 2021. P. 62-63
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