Questões de Concurso Sobre interpretação de texto | reading comprehension em inglês

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Q4350269 Inglês

O texto seguinte servirá de base para responder à questão.



World's largest intelligent container ship sets sail



The delivery of the nation's first and the world's largest intelligent container ship powered entirely by electricity marks the transition toward a greener and more intelligent future by China's shipping industry, experts said.


Following the successful completion of various tests, the vessel, named Ning Yuan Dian Kun, was delivered in Ningbo, Zhejiang province, on Wednesday.


"From the initial project approval to the final delivery, the vessel showcased the full life-cycle development of zero carbon ships, characterized by pure electric propulsion, autonomous navigation and high operational efficiency, achieved by China's shipping industry," said Ma Hongmeng, a senior engineer at Shanghai Merchant Ship Design and Research Institute and the person in charge of the intelligent container ship.


According to Ma, the ship is proof that China's coastal container transportation segment is entering a new era marked by zero-emissions, intelligent operations and high efficiency, a prerequisite for achieving carbon neutrality and shipping energy transformation. 


With a capacity of over 740 twenty-foot equivalent units, the vessel was independently developed and designed by SDARI. Its electric propulsion system was provided by Shanghai Marine Equipment Research Institute. Both companies are subsidiaries of China State Shipbuilding Corp.


"Independently developed by SMERI, the innovative electric propulsion system has undergone maritime navigation tests, which fully proved its reliability, superiority and adaptability," said Wu Guodong, a senior engineer at the institute.


He added that with all performance indicators meeting expectations, the technological breakthrough from design to application highlighted China's leading position in pure electric ship power system integration worldwide, and laid a solid foundation for the transformation of China's shipping industry to a greener and carbon neutral one.


With a length of 127.8 meters and a width of 21.6 meters, the ship has been tailor-made for Ningbo Ocean Shipping Co and will run on the coastal shipping route between Ningbo and Jiaxing in Zhejiang province.


A senior official from the Ningbo Maritime Safety Administration said that due to the distinctive features of new-generation intelligent vessels, a dedicated service team has been established to provide comprehensive support. The team will conduct continuous tracking and precise assessments throughout the entire process — from design and construction to navigation — ensuring a thorough grasp of the vessels' technical characteristics and effective control of operational risks.


The vessel is equipped with 10 container-shaped power units with a total power supply capacity of about 19,600 kilowatt-hours.


"This allows the ship to achieve zero-emission and zero-noise green operation throughout the entire voyage, while perfectly adapting to the practical operational needs of coastal container transportation," Ma said.


Wang Ting, captain of Ning Yuan Dian Kun, also confirmed this view. "Compared with traditional fuel-powered vessels, the most noticeable change in a fully electric seagoing ship is the lack of noise. In the past, the engine room would be filled by the roar of the main engine, whereas voyages nowadays are almost silent. This creates a more relaxed working environment and allows crew members to concentrate better on operations — a significant improvement brought about by green energy," he said.


He added that in terms of power response, the torque output of electric propulsion motors is linear and instantaneous. Acceleration and deceleration are smooth and highly responsive, with virtually no delay, making operations more straightforward. However, this also places new demands on operators — they must learn to manage energy efficiently, closely monitor power consumption, and plan vessel speed in a more rational manner.


The ship has also adopted two permanent magnet synchronous propulsion motors, capable of cutting carbon emissions by 1,462 tons per year, and completely eliminating emissions of sulfur oxides, nitrogen oxides and fine particles.


"In this way, we manage to achieve zero pollution throughout the entire process of transportation, ranging from navigation and berthing to loading and unloading," Ma from SDARI said.


Currently, Ningbo Ocean Shipping Co operates 32 green and energy-efficient vessels, accounting for 57 percent of its self-owned fleet, marking the initial formation of a sizable green fleet.


Chen Xiaofeng, chairman of the company, said: "We hope to achieve breakthroughs in key areas through Ning Yuan Dian Kun. We aim to build the country's first demonstration model of a fully electric seagoing vessel, promoting the expansion of pure electric technology from inland waterways to maritime transport. We seek to establish a complete, replicable technical and operational system for 'zero-carbon transportation'."



https://global.chinadaily.com.cn/a/202604/16/WS69e0ee90a310d6866e b43dd4.html

Judge the statements below as TRUE (T) or FALSE (F), according to the technical and maritime terminology used in the text:



(__) In the text, "twenty-foot equivalent units" refers to a standardized measure used to indicate the container-carrying capacity of a vessel.


(__) The expression "coastal shipping route" indicates that the vessel will operate along a maritime route near the coast, rather than necessarily on an inland waterway.


(__) The term "berthing" refers to the process of loading containers onto a ship while it is already navigating.


(__) The expression "electric propulsion system" refers to the system responsible for producing or transmitting power used to move the vessel.



The correct sequence is: 

Alternativas
Q4350268 Inglês

O texto seguinte servirá de base para responder à questão.



World's largest intelligent container ship sets sail



The delivery of the nation's first and the world's largest intelligent container ship powered entirely by electricity marks the transition toward a greener and more intelligent future by China's shipping industry, experts said.


Following the successful completion of various tests, the vessel, named Ning Yuan Dian Kun, was delivered in Ningbo, Zhejiang province, on Wednesday.


"From the initial project approval to the final delivery, the vessel showcased the full life-cycle development of zero carbon ships, characterized by pure electric propulsion, autonomous navigation and high operational efficiency, achieved by China's shipping industry," said Ma Hongmeng, a senior engineer at Shanghai Merchant Ship Design and Research Institute and the person in charge of the intelligent container ship.


According to Ma, the ship is proof that China's coastal container transportation segment is entering a new era marked by zero-emissions, intelligent operations and high efficiency, a prerequisite for achieving carbon neutrality and shipping energy transformation. 


With a capacity of over 740 twenty-foot equivalent units, the vessel was independently developed and designed by SDARI. Its electric propulsion system was provided by Shanghai Marine Equipment Research Institute. Both companies are subsidiaries of China State Shipbuilding Corp.


"Independently developed by SMERI, the innovative electric propulsion system has undergone maritime navigation tests, which fully proved its reliability, superiority and adaptability," said Wu Guodong, a senior engineer at the institute.


He added that with all performance indicators meeting expectations, the technological breakthrough from design to application highlighted China's leading position in pure electric ship power system integration worldwide, and laid a solid foundation for the transformation of China's shipping industry to a greener and carbon neutral one.


With a length of 127.8 meters and a width of 21.6 meters, the ship has been tailor-made for Ningbo Ocean Shipping Co and will run on the coastal shipping route between Ningbo and Jiaxing in Zhejiang province.


A senior official from the Ningbo Maritime Safety Administration said that due to the distinctive features of new-generation intelligent vessels, a dedicated service team has been established to provide comprehensive support. The team will conduct continuous tracking and precise assessments throughout the entire process — from design and construction to navigation — ensuring a thorough grasp of the vessels' technical characteristics and effective control of operational risks.


The vessel is equipped with 10 container-shaped power units with a total power supply capacity of about 19,600 kilowatt-hours.


"This allows the ship to achieve zero-emission and zero-noise green operation throughout the entire voyage, while perfectly adapting to the practical operational needs of coastal container transportation," Ma said.


Wang Ting, captain of Ning Yuan Dian Kun, also confirmed this view. "Compared with traditional fuel-powered vessels, the most noticeable change in a fully electric seagoing ship is the lack of noise. In the past, the engine room would be filled by the roar of the main engine, whereas voyages nowadays are almost silent. This creates a more relaxed working environment and allows crew members to concentrate better on operations — a significant improvement brought about by green energy," he said.


He added that in terms of power response, the torque output of electric propulsion motors is linear and instantaneous. Acceleration and deceleration are smooth and highly responsive, with virtually no delay, making operations more straightforward. However, this also places new demands on operators — they must learn to manage energy efficiently, closely monitor power consumption, and plan vessel speed in a more rational manner.


The ship has also adopted two permanent magnet synchronous propulsion motors, capable of cutting carbon emissions by 1,462 tons per year, and completely eliminating emissions of sulfur oxides, nitrogen oxides and fine particles.


"In this way, we manage to achieve zero pollution throughout the entire process of transportation, ranging from navigation and berthing to loading and unloading," Ma from SDARI said.


Currently, Ningbo Ocean Shipping Co operates 32 green and energy-efficient vessels, accounting for 57 percent of its self-owned fleet, marking the initial formation of a sizable green fleet.


Chen Xiaofeng, chairman of the company, said: "We hope to achieve breakthroughs in key areas through Ning Yuan Dian Kun. We aim to build the country's first demonstration model of a fully electric seagoing vessel, promoting the expansion of pure electric technology from inland waterways to maritime transport. We seek to establish a complete, replicable technical and operational system for 'zero-carbon transportation'."



https://global.chinadaily.com.cn/a/202604/16/WS69e0ee90a310d6866e b43dd4.html

Judge the statements below as TRUE (T) or FALSE (F), according to the technical information in the text.



(__) The ship uses container-shaped power units as part of its energy supply system.


(__) The vessel is equipped with permanent magnet synchronous propulsion motors.


(__) The route mentioned in the text connects Ningbo to an overseas port outside China.



The correct sequence is:

Alternativas
Q4350267 Inglês

O texto seguinte servirá de base para responder à questão.



World's largest intelligent container ship sets sail



The delivery of the nation's first and the world's largest intelligent container ship powered entirely by electricity marks the transition toward a greener and more intelligent future by China's shipping industry, experts said.


Following the successful completion of various tests, the vessel, named Ning Yuan Dian Kun, was delivered in Ningbo, Zhejiang province, on Wednesday.


"From the initial project approval to the final delivery, the vessel showcased the full life-cycle development of zero carbon ships, characterized by pure electric propulsion, autonomous navigation and high operational efficiency, achieved by China's shipping industry," said Ma Hongmeng, a senior engineer at Shanghai Merchant Ship Design and Research Institute and the person in charge of the intelligent container ship.


According to Ma, the ship is proof that China's coastal container transportation segment is entering a new era marked by zero-emissions, intelligent operations and high efficiency, a prerequisite for achieving carbon neutrality and shipping energy transformation. 


With a capacity of over 740 twenty-foot equivalent units, the vessel was independently developed and designed by SDARI. Its electric propulsion system was provided by Shanghai Marine Equipment Research Institute. Both companies are subsidiaries of China State Shipbuilding Corp.


"Independently developed by SMERI, the innovative electric propulsion system has undergone maritime navigation tests, which fully proved its reliability, superiority and adaptability," said Wu Guodong, a senior engineer at the institute.


He added that with all performance indicators meeting expectations, the technological breakthrough from design to application highlighted China's leading position in pure electric ship power system integration worldwide, and laid a solid foundation for the transformation of China's shipping industry to a greener and carbon neutral one.


With a length of 127.8 meters and a width of 21.6 meters, the ship has been tailor-made for Ningbo Ocean Shipping Co and will run on the coastal shipping route between Ningbo and Jiaxing in Zhejiang province.


A senior official from the Ningbo Maritime Safety Administration said that due to the distinctive features of new-generation intelligent vessels, a dedicated service team has been established to provide comprehensive support. The team will conduct continuous tracking and precise assessments throughout the entire process — from design and construction to navigation — ensuring a thorough grasp of the vessels' technical characteristics and effective control of operational risks.


The vessel is equipped with 10 container-shaped power units with a total power supply capacity of about 19,600 kilowatt-hours.


"This allows the ship to achieve zero-emission and zero-noise green operation throughout the entire voyage, while perfectly adapting to the practical operational needs of coastal container transportation," Ma said.


Wang Ting, captain of Ning Yuan Dian Kun, also confirmed this view. "Compared with traditional fuel-powered vessels, the most noticeable change in a fully electric seagoing ship is the lack of noise. In the past, the engine room would be filled by the roar of the main engine, whereas voyages nowadays are almost silent. This creates a more relaxed working environment and allows crew members to concentrate better on operations — a significant improvement brought about by green energy," he said.


He added that in terms of power response, the torque output of electric propulsion motors is linear and instantaneous. Acceleration and deceleration are smooth and highly responsive, with virtually no delay, making operations more straightforward. However, this also places new demands on operators — they must learn to manage energy efficiently, closely monitor power consumption, and plan vessel speed in a more rational manner.


The ship has also adopted two permanent magnet synchronous propulsion motors, capable of cutting carbon emissions by 1,462 tons per year, and completely eliminating emissions of sulfur oxides, nitrogen oxides and fine particles.


"In this way, we manage to achieve zero pollution throughout the entire process of transportation, ranging from navigation and berthing to loading and unloading," Ma from SDARI said.


Currently, Ningbo Ocean Shipping Co operates 32 green and energy-efficient vessels, accounting for 57 percent of its self-owned fleet, marking the initial formation of a sizable green fleet.


Chen Xiaofeng, chairman of the company, said: "We hope to achieve breakthroughs in key areas through Ning Yuan Dian Kun. We aim to build the country's first demonstration model of a fully electric seagoing vessel, promoting the expansion of pure electric technology from inland waterways to maritime transport. We seek to establish a complete, replicable technical and operational system for 'zero-carbon transportation'."



https://global.chinadaily.com.cn/a/202604/16/WS69e0ee90a310d6866e b43dd4.html

Read the excerpt below.



"The ship is proof that China's coastal container transportation segment is entering a new era marked by zero-emissions, intelligent operations and high efficiency


[...]"


The expression "is entering a new era" suggests that the coastal container transportation segment is:

Alternativas
Q4350266 Inglês

O texto seguinte servirá de base para responder à questão.



World's largest intelligent container ship sets sail



The delivery of the nation's first and the world's largest intelligent container ship powered entirely by electricity marks the transition toward a greener and more intelligent future by China's shipping industry, experts said.


Following the successful completion of various tests, the vessel, named Ning Yuan Dian Kun, was delivered in Ningbo, Zhejiang province, on Wednesday.


"From the initial project approval to the final delivery, the vessel showcased the full life-cycle development of zero carbon ships, characterized by pure electric propulsion, autonomous navigation and high operational efficiency, achieved by China's shipping industry," said Ma Hongmeng, a senior engineer at Shanghai Merchant Ship Design and Research Institute and the person in charge of the intelligent container ship.


According to Ma, the ship is proof that China's coastal container transportation segment is entering a new era marked by zero-emissions, intelligent operations and high efficiency, a prerequisite for achieving carbon neutrality and shipping energy transformation. 


With a capacity of over 740 twenty-foot equivalent units, the vessel was independently developed and designed by SDARI. Its electric propulsion system was provided by Shanghai Marine Equipment Research Institute. Both companies are subsidiaries of China State Shipbuilding Corp.


"Independently developed by SMERI, the innovative electric propulsion system has undergone maritime navigation tests, which fully proved its reliability, superiority and adaptability," said Wu Guodong, a senior engineer at the institute.


He added that with all performance indicators meeting expectations, the technological breakthrough from design to application highlighted China's leading position in pure electric ship power system integration worldwide, and laid a solid foundation for the transformation of China's shipping industry to a greener and carbon neutral one.


With a length of 127.8 meters and a width of 21.6 meters, the ship has been tailor-made for Ningbo Ocean Shipping Co and will run on the coastal shipping route between Ningbo and Jiaxing in Zhejiang province.


A senior official from the Ningbo Maritime Safety Administration said that due to the distinctive features of new-generation intelligent vessels, a dedicated service team has been established to provide comprehensive support. The team will conduct continuous tracking and precise assessments throughout the entire process — from design and construction to navigation — ensuring a thorough grasp of the vessels' technical characteristics and effective control of operational risks.


The vessel is equipped with 10 container-shaped power units with a total power supply capacity of about 19,600 kilowatt-hours.


"This allows the ship to achieve zero-emission and zero-noise green operation throughout the entire voyage, while perfectly adapting to the practical operational needs of coastal container transportation," Ma said.


Wang Ting, captain of Ning Yuan Dian Kun, also confirmed this view. "Compared with traditional fuel-powered vessels, the most noticeable change in a fully electric seagoing ship is the lack of noise. In the past, the engine room would be filled by the roar of the main engine, whereas voyages nowadays are almost silent. This creates a more relaxed working environment and allows crew members to concentrate better on operations — a significant improvement brought about by green energy," he said.


He added that in terms of power response, the torque output of electric propulsion motors is linear and instantaneous. Acceleration and deceleration are smooth and highly responsive, with virtually no delay, making operations more straightforward. However, this also places new demands on operators — they must learn to manage energy efficiently, closely monitor power consumption, and plan vessel speed in a more rational manner.


The ship has also adopted two permanent magnet synchronous propulsion motors, capable of cutting carbon emissions by 1,462 tons per year, and completely eliminating emissions of sulfur oxides, nitrogen oxides and fine particles.


"In this way, we manage to achieve zero pollution throughout the entire process of transportation, ranging from navigation and berthing to loading and unloading," Ma from SDARI said.


Currently, Ningbo Ocean Shipping Co operates 32 green and energy-efficient vessels, accounting for 57 percent of its self-owned fleet, marking the initial formation of a sizable green fleet.


Chen Xiaofeng, chairman of the company, said: "We hope to achieve breakthroughs in key areas through Ning Yuan Dian Kun. We aim to build the country's first demonstration model of a fully electric seagoing vessel, promoting the expansion of pure electric technology from inland waterways to maritime transport. We seek to establish a complete, replicable technical and operational system for 'zero-carbon transportation'."



https://global.chinadaily.com.cn/a/202604/16/WS69e0ee90a310d6866e b43dd4.html

According to the text, the delivery of Ning Yuan Dian Kun is presented mainly as evidence that China's shipping industry is:
Alternativas
Q4350265 Inglês

O texto seguinte servirá de base para responder à questão.



World's largest intelligent container ship sets sail



The delivery of the nation's first and the world's largest intelligent container ship powered entirely by electricity marks the transition toward a greener and more intelligent future by China's shipping industry, experts said.


Following the successful completion of various tests, the vessel, named Ning Yuan Dian Kun, was delivered in Ningbo, Zhejiang province, on Wednesday.


"From the initial project approval to the final delivery, the vessel showcased the full life-cycle development of zero carbon ships, characterized by pure electric propulsion, autonomous navigation and high operational efficiency, achieved by China's shipping industry," said Ma Hongmeng, a senior engineer at Shanghai Merchant Ship Design and Research Institute and the person in charge of the intelligent container ship.


According to Ma, the ship is proof that China's coastal container transportation segment is entering a new era marked by zero-emissions, intelligent operations and high efficiency, a prerequisite for achieving carbon neutrality and shipping energy transformation. 


With a capacity of over 740 twenty-foot equivalent units, the vessel was independently developed and designed by SDARI. Its electric propulsion system was provided by Shanghai Marine Equipment Research Institute. Both companies are subsidiaries of China State Shipbuilding Corp.


"Independently developed by SMERI, the innovative electric propulsion system has undergone maritime navigation tests, which fully proved its reliability, superiority and adaptability," said Wu Guodong, a senior engineer at the institute.


He added that with all performance indicators meeting expectations, the technological breakthrough from design to application highlighted China's leading position in pure electric ship power system integration worldwide, and laid a solid foundation for the transformation of China's shipping industry to a greener and carbon neutral one.


With a length of 127.8 meters and a width of 21.6 meters, the ship has been tailor-made for Ningbo Ocean Shipping Co and will run on the coastal shipping route between Ningbo and Jiaxing in Zhejiang province.


A senior official from the Ningbo Maritime Safety Administration said that due to the distinctive features of new-generation intelligent vessels, a dedicated service team has been established to provide comprehensive support. The team will conduct continuous tracking and precise assessments throughout the entire process — from design and construction to navigation — ensuring a thorough grasp of the vessels' technical characteristics and effective control of operational risks.


The vessel is equipped with 10 container-shaped power units with a total power supply capacity of about 19,600 kilowatt-hours.


"This allows the ship to achieve zero-emission and zero-noise green operation throughout the entire voyage, while perfectly adapting to the practical operational needs of coastal container transportation," Ma said.


Wang Ting, captain of Ning Yuan Dian Kun, also confirmed this view. "Compared with traditional fuel-powered vessels, the most noticeable change in a fully electric seagoing ship is the lack of noise. In the past, the engine room would be filled by the roar of the main engine, whereas voyages nowadays are almost silent. This creates a more relaxed working environment and allows crew members to concentrate better on operations — a significant improvement brought about by green energy," he said.


He added that in terms of power response, the torque output of electric propulsion motors is linear and instantaneous. Acceleration and deceleration are smooth and highly responsive, with virtually no delay, making operations more straightforward. However, this also places new demands on operators — they must learn to manage energy efficiently, closely monitor power consumption, and plan vessel speed in a more rational manner.


The ship has also adopted two permanent magnet synchronous propulsion motors, capable of cutting carbon emissions by 1,462 tons per year, and completely eliminating emissions of sulfur oxides, nitrogen oxides and fine particles.


"In this way, we manage to achieve zero pollution throughout the entire process of transportation, ranging from navigation and berthing to loading and unloading," Ma from SDARI said.


Currently, Ningbo Ocean Shipping Co operates 32 green and energy-efficient vessels, accounting for 57 percent of its self-owned fleet, marking the initial formation of a sizable green fleet.


Chen Xiaofeng, chairman of the company, said: "We hope to achieve breakthroughs in key areas through Ning Yuan Dian Kun. We aim to build the country's first demonstration model of a fully electric seagoing vessel, promoting the expansion of pure electric technology from inland waterways to maritime transport. We seek to establish a complete, replicable technical and operational system for 'zero-carbon transportation'."



https://global.chinadaily.com.cn/a/202604/16/WS69e0ee90a310d6866e b43dd4.html

Read the excerpt below.



"However, this also places new demands on operators — they must learn to manage energy efficiently, closely monitor power consumption, and plan vessel speed in a more rational manner."



In the excerpt, the modal verb "must" expresses: 

Alternativas
Q4350264 Inglês

O texto seguinte servirá de base para responder à questão.



World's largest intelligent container ship sets sail



The delivery of the nation's first and the world's largest intelligent container ship powered entirely by electricity marks the transition toward a greener and more intelligent future by China's shipping industry, experts said.


Following the successful completion of various tests, the vessel, named Ning Yuan Dian Kun, was delivered in Ningbo, Zhejiang province, on Wednesday.


"From the initial project approval to the final delivery, the vessel showcased the full life-cycle development of zero carbon ships, characterized by pure electric propulsion, autonomous navigation and high operational efficiency, achieved by China's shipping industry," said Ma Hongmeng, a senior engineer at Shanghai Merchant Ship Design and Research Institute and the person in charge of the intelligent container ship.


According to Ma, the ship is proof that China's coastal container transportation segment is entering a new era marked by zero-emissions, intelligent operations and high efficiency, a prerequisite for achieving carbon neutrality and shipping energy transformation. 


With a capacity of over 740 twenty-foot equivalent units, the vessel was independently developed and designed by SDARI. Its electric propulsion system was provided by Shanghai Marine Equipment Research Institute. Both companies are subsidiaries of China State Shipbuilding Corp.


"Independently developed by SMERI, the innovative electric propulsion system has undergone maritime navigation tests, which fully proved its reliability, superiority and adaptability," said Wu Guodong, a senior engineer at the institute.


He added that with all performance indicators meeting expectations, the technological breakthrough from design to application highlighted China's leading position in pure electric ship power system integration worldwide, and laid a solid foundation for the transformation of China's shipping industry to a greener and carbon neutral one.


With a length of 127.8 meters and a width of 21.6 meters, the ship has been tailor-made for Ningbo Ocean Shipping Co and will run on the coastal shipping route between Ningbo and Jiaxing in Zhejiang province.


A senior official from the Ningbo Maritime Safety Administration said that due to the distinctive features of new-generation intelligent vessels, a dedicated service team has been established to provide comprehensive support. The team will conduct continuous tracking and precise assessments throughout the entire process — from design and construction to navigation — ensuring a thorough grasp of the vessels' technical characteristics and effective control of operational risks.


The vessel is equipped with 10 container-shaped power units with a total power supply capacity of about 19,600 kilowatt-hours.


"This allows the ship to achieve zero-emission and zero-noise green operation throughout the entire voyage, while perfectly adapting to the practical operational needs of coastal container transportation," Ma said.


Wang Ting, captain of Ning Yuan Dian Kun, also confirmed this view. "Compared with traditional fuel-powered vessels, the most noticeable change in a fully electric seagoing ship is the lack of noise. In the past, the engine room would be filled by the roar of the main engine, whereas voyages nowadays are almost silent. This creates a more relaxed working environment and allows crew members to concentrate better on operations — a significant improvement brought about by green energy," he said.


He added that in terms of power response, the torque output of electric propulsion motors is linear and instantaneous. Acceleration and deceleration are smooth and highly responsive, with virtually no delay, making operations more straightforward. However, this also places new demands on operators — they must learn to manage energy efficiently, closely monitor power consumption, and plan vessel speed in a more rational manner.


The ship has also adopted two permanent magnet synchronous propulsion motors, capable of cutting carbon emissions by 1,462 tons per year, and completely eliminating emissions of sulfur oxides, nitrogen oxides and fine particles.


"In this way, we manage to achieve zero pollution throughout the entire process of transportation, ranging from navigation and berthing to loading and unloading," Ma from SDARI said.


Currently, Ningbo Ocean Shipping Co operates 32 green and energy-efficient vessels, accounting for 57 percent of its self-owned fleet, marking the initial formation of a sizable green fleet.


Chen Xiaofeng, chairman of the company, said: "We hope to achieve breakthroughs in key areas through Ning Yuan Dian Kun. We aim to build the country's first demonstration model of a fully electric seagoing vessel, promoting the expansion of pure electric technology from inland waterways to maritime transport. We seek to establish a complete, replicable technical and operational system for 'zero-carbon transportation'."



https://global.chinadaily.com.cn/a/202604/16/WS69e0ee90a310d6866e b43dd4.html

Read the sentence below.



"Following the successful completion of various tests, the vessel, named Ning Yuan Dian Kun, was delivered in Ningbo, Zhejiang province, on Wednesday."



In the sentence, the structure "was delivered" is in the: 

Alternativas
Q4350263 Inglês

O texto seguinte servirá de base para responder à questão.



World's largest intelligent container ship sets sail



The delivery of the nation's first and the world's largest intelligent container ship powered entirely by electricity marks the transition toward a greener and more intelligent future by China's shipping industry, experts said.


Following the successful completion of various tests, the vessel, named Ning Yuan Dian Kun, was delivered in Ningbo, Zhejiang province, on Wednesday.


"From the initial project approval to the final delivery, the vessel showcased the full life-cycle development of zero carbon ships, characterized by pure electric propulsion, autonomous navigation and high operational efficiency, achieved by China's shipping industry," said Ma Hongmeng, a senior engineer at Shanghai Merchant Ship Design and Research Institute and the person in charge of the intelligent container ship.


According to Ma, the ship is proof that China's coastal container transportation segment is entering a new era marked by zero-emissions, intelligent operations and high efficiency, a prerequisite for achieving carbon neutrality and shipping energy transformation. 


With a capacity of over 740 twenty-foot equivalent units, the vessel was independently developed and designed by SDARI. Its electric propulsion system was provided by Shanghai Marine Equipment Research Institute. Both companies are subsidiaries of China State Shipbuilding Corp.


"Independently developed by SMERI, the innovative electric propulsion system has undergone maritime navigation tests, which fully proved its reliability, superiority and adaptability," said Wu Guodong, a senior engineer at the institute.


He added that with all performance indicators meeting expectations, the technological breakthrough from design to application highlighted China's leading position in pure electric ship power system integration worldwide, and laid a solid foundation for the transformation of China's shipping industry to a greener and carbon neutral one.


With a length of 127.8 meters and a width of 21.6 meters, the ship has been tailor-made for Ningbo Ocean Shipping Co and will run on the coastal shipping route between Ningbo and Jiaxing in Zhejiang province.


A senior official from the Ningbo Maritime Safety Administration said that due to the distinctive features of new-generation intelligent vessels, a dedicated service team has been established to provide comprehensive support. The team will conduct continuous tracking and precise assessments throughout the entire process — from design and construction to navigation — ensuring a thorough grasp of the vessels' technical characteristics and effective control of operational risks.


The vessel is equipped with 10 container-shaped power units with a total power supply capacity of about 19,600 kilowatt-hours.


"This allows the ship to achieve zero-emission and zero-noise green operation throughout the entire voyage, while perfectly adapting to the practical operational needs of coastal container transportation," Ma said.


Wang Ting, captain of Ning Yuan Dian Kun, also confirmed this view. "Compared with traditional fuel-powered vessels, the most noticeable change in a fully electric seagoing ship is the lack of noise. In the past, the engine room would be filled by the roar of the main engine, whereas voyages nowadays are almost silent. This creates a more relaxed working environment and allows crew members to concentrate better on operations — a significant improvement brought about by green energy," he said.


He added that in terms of power response, the torque output of electric propulsion motors is linear and instantaneous. Acceleration and deceleration are smooth and highly responsive, with virtually no delay, making operations more straightforward. However, this also places new demands on operators — they must learn to manage energy efficiently, closely monitor power consumption, and plan vessel speed in a more rational manner.


The ship has also adopted two permanent magnet synchronous propulsion motors, capable of cutting carbon emissions by 1,462 tons per year, and completely eliminating emissions of sulfur oxides, nitrogen oxides and fine particles.


"In this way, we manage to achieve zero pollution throughout the entire process of transportation, ranging from navigation and berthing to loading and unloading," Ma from SDARI said.


Currently, Ningbo Ocean Shipping Co operates 32 green and energy-efficient vessels, accounting for 57 percent of its self-owned fleet, marking the initial formation of a sizable green fleet.


Chen Xiaofeng, chairman of the company, said: "We hope to achieve breakthroughs in key areas through Ning Yuan Dian Kun. We aim to build the country's first demonstration model of a fully electric seagoing vessel, promoting the expansion of pure electric technology from inland waterways to maritime transport. We seek to establish a complete, replicable technical and operational system for 'zero-carbon transportation'."



https://global.chinadaily.com.cn/a/202604/16/WS69e0ee90a310d6866e b43dd4.html

Consider the following statements about the environmental impact of Ning Yuan Dian Kun.



I. The vessel is described as capable of cutting carbon emissions by 1,462 tons per year.


II. The ship completely eliminates emissions of sulfur oxides, nitrogen oxides and fine particles.


III. The text states that the vessel reduces emissions mainly by using traditional fuel more efficiently.



Which statements are supported by the text?

Alternativas
Q4350262 Inglês

O texto seguinte servirá de base para responder à questão.



World's largest intelligent container ship sets sail



The delivery of the nation's first and the world's largest intelligent container ship powered entirely by electricity marks the transition toward a greener and more intelligent future by China's shipping industry, experts said.


Following the successful completion of various tests, the vessel, named Ning Yuan Dian Kun, was delivered in Ningbo, Zhejiang province, on Wednesday.


"From the initial project approval to the final delivery, the vessel showcased the full life-cycle development of zero carbon ships, characterized by pure electric propulsion, autonomous navigation and high operational efficiency, achieved by China's shipping industry," said Ma Hongmeng, a senior engineer at Shanghai Merchant Ship Design and Research Institute and the person in charge of the intelligent container ship.


According to Ma, the ship is proof that China's coastal container transportation segment is entering a new era marked by zero-emissions, intelligent operations and high efficiency, a prerequisite for achieving carbon neutrality and shipping energy transformation. 


With a capacity of over 740 twenty-foot equivalent units, the vessel was independently developed and designed by SDARI. Its electric propulsion system was provided by Shanghai Marine Equipment Research Institute. Both companies are subsidiaries of China State Shipbuilding Corp.


"Independently developed by SMERI, the innovative electric propulsion system has undergone maritime navigation tests, which fully proved its reliability, superiority and adaptability," said Wu Guodong, a senior engineer at the institute.


He added that with all performance indicators meeting expectations, the technological breakthrough from design to application highlighted China's leading position in pure electric ship power system integration worldwide, and laid a solid foundation for the transformation of China's shipping industry to a greener and carbon neutral one.


With a length of 127.8 meters and a width of 21.6 meters, the ship has been tailor-made for Ningbo Ocean Shipping Co and will run on the coastal shipping route between Ningbo and Jiaxing in Zhejiang province.


A senior official from the Ningbo Maritime Safety Administration said that due to the distinctive features of new-generation intelligent vessels, a dedicated service team has been established to provide comprehensive support. The team will conduct continuous tracking and precise assessments throughout the entire process — from design and construction to navigation — ensuring a thorough grasp of the vessels' technical characteristics and effective control of operational risks.


The vessel is equipped with 10 container-shaped power units with a total power supply capacity of about 19,600 kilowatt-hours.


"This allows the ship to achieve zero-emission and zero-noise green operation throughout the entire voyage, while perfectly adapting to the practical operational needs of coastal container transportation," Ma said.


Wang Ting, captain of Ning Yuan Dian Kun, also confirmed this view. "Compared with traditional fuel-powered vessels, the most noticeable change in a fully electric seagoing ship is the lack of noise. In the past, the engine room would be filled by the roar of the main engine, whereas voyages nowadays are almost silent. This creates a more relaxed working environment and allows crew members to concentrate better on operations — a significant improvement brought about by green energy," he said.


He added that in terms of power response, the torque output of electric propulsion motors is linear and instantaneous. Acceleration and deceleration are smooth and highly responsive, with virtually no delay, making operations more straightforward. However, this also places new demands on operators — they must learn to manage energy efficiently, closely monitor power consumption, and plan vessel speed in a more rational manner.


The ship has also adopted two permanent magnet synchronous propulsion motors, capable of cutting carbon emissions by 1,462 tons per year, and completely eliminating emissions of sulfur oxides, nitrogen oxides and fine particles.


"In this way, we manage to achieve zero pollution throughout the entire process of transportation, ranging from navigation and berthing to loading and unloading," Ma from SDARI said.


Currently, Ningbo Ocean Shipping Co operates 32 green and energy-efficient vessels, accounting for 57 percent of its self-owned fleet, marking the initial formation of a sizable green fleet.


Chen Xiaofeng, chairman of the company, said: "We hope to achieve breakthroughs in key areas through Ning Yuan Dian Kun. We aim to build the country's first demonstration model of a fully electric seagoing vessel, promoting the expansion of pure electric technology from inland waterways to maritime transport. We seek to establish a complete, replicable technical and operational system for 'zero-carbon transportation'."



https://global.chinadaily.com.cn/a/202604/16/WS69e0ee90a310d6866e b43dd4.html

Consider the following situation based on the text.



A maritime safety officer is briefing the crew before the first regular operation of a fully electric vessel. The officer wants to emphasize the need to monitor the ship's energy use during the voyage.



Which sentence is appropriate in this context? 

Alternativas
Q4349669 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
Consider the expressions "subsumed under the broad category" and "read between the lines" as they occur in the passage.
Which pair of meanings corresponds to their contextual use?
Alternativas
Q4349668 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
The accommodations section includes "consideration for group work, presentations or participation," followed by a note stating that students are expected to develop skills in these areas while individualized accommodations may be negotiated.
Which interpretation is supported by the relationship between the main list and the note?
Alternativas
Q4349667 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
Consider this progression in the final descriptive paragraph: some individuals are described as speaking in a relatively monotone voice, making limited eye contact, and avoiding social interactions. The following sentence begins with "Such individuals may be perceived..."
The expression "Such individuals" performs which cohesive function? 
Alternativas
Q4349666 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
Alternativas
Q4349665 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
Throughout the text, descriptions of students with ASD repeatedly employ expressions such as "typically," "usually," "tend to," "may," "likely," "many," and "most."
What is the principal discourse effect of this pattern?
Alternativas
Q4349664 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
The text refers to a "predominately reproductive learning culture" in high school and later recommends "scaffolded assignments."
Which interpretation preserves the specialized educational meanings of both expressions?
Alternativas
Q4349663 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
Based exclusively on the supplied text, mark T for true and F for false.

(__)The text presents articulation in speech and writing, attention to detail, rote memory, and systematic problem solving among frequently observed strengths.

(__)The text indicates that intense interests may retain a broad thematic continuity even when more specific interests change over time.

(__)Environmental hypersensitivity is presented as one of the two symptom dimensions on which ASD diagnosis is based.

(__)Anxiety and sensory sensitivity are discussed separately from the two diagnostic symptom dimensions identified in the text.


The correct sequence, from top to bottom, is:
Alternativas
Q4349662 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
Examine the sentence:
"Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD."
In this context, the construction "would now be identified as having" is accurately interpreted as:
Alternativas
Q4348456 Inglês
Instruction: Question refer to the texts below.  


Q32_35.png (402×682)



(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R. R. Reflections on Critical Applied Linguistics and Decoloniality: a follow-up conversation with Alastair Pennycook. Calidoscópio, São Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI: 10.4013/cld.2022.202.12.)  
“These spaces” (l. 37) in “It is into these spaces that we teach” (l. 36-37) refers to
Alternativas
Q4348455 Inglês
Instruction: Question refer to the texts below.  


Q32_35.png (402×682)



(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R. R. Reflections on Critical Applied Linguistics and Decoloniality: a follow-up conversation with Alastair Pennycook. Calidoscópio, São Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI: 10.4013/cld.2022.202.12.)  
Pennycook’s description of the entanglements of English is best explained by which of the following concepts? 
Alternativas
Q4348454 Inglês
Instruction: Question refer to the texts below.  


Q32_35.png (402×682)



(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R. R. Reflections on Critical Applied Linguistics and Decoloniality: a follow-up conversation with Alastair Pennycook. Calidoscópio, São Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI: 10.4013/cld.2022.202.12.)  
In the southern Indian context mentioned by Pennycook, English is 
Alternativas
Q4348453 Inglês
Instruction: Question refer to the texts below.  


Q32_35.png (402×682)



(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R. R. Reflections on Critical Applied Linguistics and Decoloniality: a follow-up conversation with Alastair Pennycook. Calidoscópio, São Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI: 10.4013/cld.2022.202.12.)  
Pennycook’s main argument is that  
Alternativas
Respostas
221: B
222: D
223: D
224: D
225: B
226: B
227: B
228: D
229: C
230: D
231: C
232: A
233: B
234: B
235: B
236: A
237: E
238: D
239: D
240: E