Questões de Concurso Sobre palavras conectivas | connective words em inglês

Foram encontradas 632 questões

Q3510805 Inglês
        The idea of time blindness, or difficulty perceiving and managing time, has spread across social media. While there is no diagnosis for it, some people explain that, despite their best efforts, they frequently lose track of time, underestimate or overestimate how long tasks will take, show up late, and miss deadlines.

        Time blindness is a psychological phenomenon that nearly everyone experiences from time to time, said Michael Manos, at the Cleveland Clinic.

        “Who doesn’t get completely occupied with a hobby or a conversation they’re having with somebody, or some kind of activity that is so interesting that it occupies attention, and it takes attention away from other things that might be pressing?” he said.

        Not all experts agree, but some suggest that it could be a limitation for some people.

        Renae Beaumont, an associate professor of psychology in clinical psychiatry, said time blindness and flow, a state of intense focus in an activity that is engaging, enjoyable and temporarily distracts from the passage of time, are different phenomena.

        “Flow is typically associated with positive emotions when you’re doing something you enjoy, and you are able to shift to a different task when you need to. Time blindness involves getting stuck, losing track of time and typically having trouble transitioning to a different task,” she said.

        There is no clear consensus, but some researchers consider time blindness to be an impairment in temporal perception, or the way the brain experiences time.

        Certain strategies may help people who struggle with time perception and management, experts said. 

        Use digital reminders including alarms, timers and calendars to keep track of appointments, dates and deadlines.

Washington Post. February 5, 2025. Adaptado.
No trecho "While there is no diagnosis for it, some people explain that..." (1º parágrafo), o termo "While" pode ser substituído, sem prejuízo de sentido, por 
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Q3502703 Inglês
Choose the sentence that presents correctly the sequential discourse marker.
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Q3482505 Inglês
TEXT 2

GRAMMAR


Most English language teachers are probably comfortable using the word ‘grammar’. There is an established grammatical tradition within ELT, and terms such as ‘tense’, ‘conditional form’, or ‘defining relative clause’ are likely to be familiar even to relatively inexperienced teachers. Grammar is often thought of as something reliable and predictable, but although the term is a keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency.

The word ‘grammar’ comes originally from Ancient Greek grammatike (‘pertaining to letters/written language’). Grammar was one of the ‘liberal arts’ taught in Ancient Greece, and in Rome from around the fifth century BC, although at this time it was a wider area of study than today, including textual and aesthetic criticism and literary history. Its study continued in Europe in medieval times and beyond, with grammar being taught at schools alongside logic and rhetoric in what was known as the ‘trivium’.

The tradition of studying the grammar of English in British schools did not emerge until the 16th century (Howatt with Widdowson 2004: 77) — until then, studying grammar at school meant studying Latin or Ancient Greek, not vernacular languages. Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin (Linn 2006: 74).

Grammar has lost its status as a distinct subject in the school curriculum but the word has continued (since 1530 according to the Oxford English Dictionary) to be used as a countable noun meaning ‘a book describing the grammar of a language’.


Content extracted and adapted from: https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
In the excerpt “Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin” (from paragraph 3), the underlined word (“Indeed”) can be correctly classified as:
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Q3482500 Inglês
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667). 

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.


Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
In the sentence “The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief” (3rd paragraph), the underlined word (“therefore”) can be CORRECTLY classified as:
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Q3464007 Inglês
Leia o texto a seguir para responder à questão.


    Speakers of different languages have different sounds. Thus, as there is no equivalent in English for the ‘click’ in the South African language Xhosa, English speakers find it difficult to produce. British speakers mangle French vowels because they are not the same as the English ones. Japanese speakers, on the other hand, do not have different phonemes for /l/ and /r/ and so have difficulty differentiating between them.


    Whereas in some languages there seems to be a close relationship between sounds and spelling, in English this is often not the case. The sound /ʌ/, for example, can be realized in a number of different spellings (e.g. won, young, funny, flood). The letters ou, on the other hand, can be pronounced in a number of different ways (e.g. enough, through, though, and even journey). A lot depends on the sounds that come before or after them, but the fact remains that we spell some sounds in a variety of different ways, and we have a variety of different sounds for the same spelling.


(Jeremy Harmer. The practice of English language teaching, 2007)
In the excerpt from the first paragraph “Thus, as there is no equivalent in English for the ‘click’ used by Xhosa speakers, English speakers find it difficult to produce”, the word in bold introduces a
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Q3456348 Inglês
Leia o texto para responder à questão.


     One of the major foci of applied linguistics scholarship has been the foreign or second language classroom. A glance through the past century or so of language teaching gives us an interesting picture of varied interpretations of the best way to teach a foreign language. As schools of thought have come and gone, so have language teaching trends waxed and waned in popularity.

    Albert Marckwardt (1972) saw these “changing winds and shifting sands” as a cyclical pattern where a new paradigm of teaching methodology emerged about every quarter of a century, with each new method breaking from the old but at the same time taking with it some of the positive aspects of the previous paradigm. One of the best examples of the cyclical nature of methods is seen in the revolutionary Audiolingual Method (ALM) of the late 1940s and 1950s. The ALM borrowed principles and beliefs from its predecessor by almost half a century, the Direct Method, while breaking away entirely from the Grammar-Translation paradigm. Within a short time, however, ALM critics were advocating more attention to rules of language which, to some, smacked a return to Grammar Translation.


(BROWN, H.Douglas. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
No trecho do segundo parágrafo “Albert Marckwardt (1972) saw these “changing winds and shifting sands” as a cyclical pattern where a new paradigm of teaching methodology emerged”, a palavra destacada em negrito pode ser corretamente substituída por
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Q3456340 Inglês

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   Let’s start by discussing smoking. It continues to be the leading cause of preventable disease and death in many countries. The highest percent of smoking tends to be seen among people with a high school diploma (or not even that!), and the lowest is among those with a bachelor’s degree or higher. Trends in efforts to quit smoking habits also vary by educational level. Adults with only a high school diploma historically have had the lowest rates of quitting smoking compared to adults overall. But these data document the relationship when it is too late: Adults don’t drop out of school, children do.


   The field of public health recognizes education is a social determinant of health and an indicator of well-being. National efforts in North America are currently focused on promoting literacy, and increasing high school completion and college enrollment. It is critical to ensure that children have positive learning experiences while they are still young so that they can achieve educational success. This is one of the best ways to ensure that they can live healthier lives as adults.


   A human baby’s brain is not fully developed at birth. Rapid brain developments and the acquisition of foundation skills occur in the first few years of life and then steady into childhood and adolescence. Abuse, neglect, poverty and related stressful exposures can put children at risk for problems with healthy cognitive, social and emotional development, which can interfere with learning.


   To effectively address the problem, learning environments must include staff who have knowledge about trauma and symptoms of trauma. Most importantly, the school ecosystems, which include the schools’ staff, must be prepared and able to provide children, and each other, safe, supportive and trusting environments. Thus, creating effective solutions will require a multigenerational approach – that is, one that focuses on the children affected as well as on the adults dealing with them. In order to promote well-being across the lifespan, we must collectively invest in meeting the needs of future generations.



(Shanta R. Dube. 07.02.2018, https://theconversation.com. Adaptado) 


In the fragment from the fourth paragraph “that is, one that focuses on the children affected as well as on the adults dealing with them”, the expression “that is” introduces
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Q3456339 Inglês

Leia o texto para responder às questão.




   Let’s start by discussing smoking. It continues to be the leading cause of preventable disease and death in many countries. The highest percent of smoking tends to be seen among people with a high school diploma (or not even that!), and the lowest is among those with a bachelor’s degree or higher. Trends in efforts to quit smoking habits also vary by educational level. Adults with only a high school diploma historically have had the lowest rates of quitting smoking compared to adults overall. But these data document the relationship when it is too late: Adults don’t drop out of school, children do.


   The field of public health recognizes education is a social determinant of health and an indicator of well-being. National efforts in North America are currently focused on promoting literacy, and increasing high school completion and college enrollment. It is critical to ensure that children have positive learning experiences while they are still young so that they can achieve educational success. This is one of the best ways to ensure that they can live healthier lives as adults.


   A human baby’s brain is not fully developed at birth. Rapid brain developments and the acquisition of foundation skills occur in the first few years of life and then steady into childhood and adolescence. Abuse, neglect, poverty and related stressful exposures can put children at risk for problems with healthy cognitive, social and emotional development, which can interfere with learning.


   To effectively address the problem, learning environments must include staff who have knowledge about trauma and symptoms of trauma. Most importantly, the school ecosystems, which include the schools’ staff, must be prepared and able to provide children, and each other, safe, supportive and trusting environments. Thus, creating effective solutions will require a multigenerational approach – that is, one that focuses on the children affected as well as on the adults dealing with them. In order to promote well-being across the lifespan, we must collectively invest in meeting the needs of future generations.



(Shanta R. Dube. 07.02.2018, https://theconversation.com. Adaptado) 


No trecho do quinto parágrafo “one that focuses on the children affected as well as on the adults dealing with them”, a expressão destacada em negrito indica
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Q3439624 Inglês
Leia o texto a seguir para responder à próxima questão.

    Because the culture of any community has many facets and manifestations, it would be practically impossible to deal with all of them in the classroom and prepare students for the many situations that they might encounter in the course of their functioning in ESL/EFL environments. However, many important aspects of teaching the second culture can be brought forth and addressed via classroom instruction, and some of these are discussed here. The most important long-term benefits of teaching culture may be to provide learners with the awareness and the tools that will allow them to achieve their academic, professional, social, and personal goals and become successful in their daily functioning in L2 environments.


CELCE-MURCIA, M. et alii. Teaching English as a Second or Foreign Language. 4th ed. USA, Cengage Learning (2013). Adaptado.
O conectivo em negrito no trecho retirado do texto “Because the culture of any community has many facets and manifestations” pode ser substituído, sem alteração de significado ou estrutura da frase, por
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Q3412597 Inglês
TEXT 1

LEARNING A FOREIGN LANGUAGE TODAY

Until a few years ago, learning a foreign language took place largely in the classroom, within an education system. It usually meant learning grammar rules and vocabulary, doing written exercises, reading specially written texts and answering comprehension questions and - possibly - listening to recorded texts (and answering further comprehension questions about these, too). A lot of people learned the language this way; in fact, you may have done so yourself.

However, some adults who first experienced a foreign language at school in the past did not have much success with it. This was often because they could only see the difficulties, such as the differences between the L1 and the target language (L2). They often became demotivated and decided that English was too difficult, that it had no real use for them, and many of them gave it up as soon as they could. They joined the large worldwide community of unsuccessful foreign language learners.

Today, however, because English is so widely available on the web, and in social media, as well as in many workplaces, it has become a reality - and even a requirement - for a great many people. As a result, it is much easier to see the connection between what is done in the classroom and the use of the language in the outside world, and to ensure that the first can be seen to be a practical preparation for the second.

Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE, Vinícius. Teaching English today: Contexts and objectives. São Paulo: HUB Editorial, 2028 p. 3-4. 
In the sentence “However, some adults who first experienced a foreign language at school in the past did not have much success with it” (2nd paragraph), the word “However” can be correctly classified as: 
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Q3406126 Inglês
READ THE TEXT AND ANSWER QUESTION


The importance of assessing the social and economic impacts of environmental policies


Policymakers face the challenge of supporting both inclusive and sustainable economic development and a healthy environment. While the most desirable policy outcome is one that achieves the greatest environmental benefits while also advancing socioeconomic goals, it is important for policymakers to fully understand the possible trade-offs between these objectives. A better understanding of the broader impacts of environmental policies is crucial to mitigate their adverse effects on competing goals, especially as countries are faced with the arduous task of responding to mounting environmental challenges in economically turbulent times.


Governments are under pressure to scale up and accelerate their ambition on climate and environmental goals. But in taking such action forward, they have to carefully navigate a number of headwinds. These include the long-term impacts of the COVID-19 pandemic on both the economy and society, cost-of-living crisis, political tensions and geopolitical crises such as the Russian invasion of Ukraine. Low-income people and the poorest economies are the hardest hit, primarily due to the steep increases in the price of energy and food.


The level of environmental policy stringency can have an impact on a variety of policy outcomes. Empirical research is crucial to shed light on these interlinkages. Previous research has shown that more stringent environmental policy has achieved significant environmental benefits with little aggregate effect on economic performance. However, localized effects may generate winners and losers, with significant losses for certain sectors, firms or individuals and benefits for others. Nonetheless, at present, the empirical evidence on these distributional aspects is still scarce, despite its crucial role in supporting good policy design. More than ever, regulators need better tools and insights to assess the consequences of environmental policies on the economy and on social outcomes.


Adapted from the brochure downloaded from https://www.oecd.org/en/topics/social-and-economic-impacts-ofenvironmental-policies.html
“However” in “However, localised effects may generate winners and losers” (3rd paragraph) introduces a(n): 
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Q3406123 Inglês
READ THE TEXT AND ANSWER QUESTION


The importance of assessing the social and economic impacts of environmental policies


Policymakers face the challenge of supporting both inclusive and sustainable economic development and a healthy environment. While the most desirable policy outcome is one that achieves the greatest environmental benefits while also advancing socioeconomic goals, it is important for policymakers to fully understand the possible trade-offs between these objectives. A better understanding of the broader impacts of environmental policies is crucial to mitigate their adverse effects on competing goals, especially as countries are faced with the arduous task of responding to mounting environmental challenges in economically turbulent times.


Governments are under pressure to scale up and accelerate their ambition on climate and environmental goals. But in taking such action forward, they have to carefully navigate a number of headwinds. These include the long-term impacts of the COVID-19 pandemic on both the economy and society, cost-of-living crisis, political tensions and geopolitical crises such as the Russian invasion of Ukraine. Low-income people and the poorest economies are the hardest hit, primarily due to the steep increases in the price of energy and food.


The level of environmental policy stringency can have an impact on a variety of policy outcomes. Empirical research is crucial to shed light on these interlinkages. Previous research has shown that more stringent environmental policy has achieved significant environmental benefits with little aggregate effect on economic performance. However, localized effects may generate winners and losers, with significant losses for certain sectors, firms or individuals and benefits for others. Nonetheless, at present, the empirical evidence on these distributional aspects is still scarce, despite its crucial role in supporting good policy design. More than ever, regulators need better tools and insights to assess the consequences of environmental policies on the economy and on social outcomes.


Adapted from the brochure downloaded from https://www.oecd.org/en/topics/social-and-economic-impacts-ofenvironmental-policies.html
“While” in “while also advancing socio-economic goals” (1st paragraph) indicates:
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Q3390446 Inglês
Leia o texto a seguir para responder à questão:


   The United Nations Environment Programme (UNEP) reports that once water is contaminated, it is difficult, costly, and often impossible to remove the pollutants. Currently, 80% of global wastewater goes untreated, and is contaminated by a wide range of substances, from human waste to highly toxic industrial discharges. The type and amount of pollutants in freshwater determines its suitability for human uses such as drinking, bathing, and agriculture.

   Pollution of freshwater ecosystems can also impact the habitat and quality of life of fish and other wildlife. This can include pathogens (largely from human and animal waste), organic matter (including nutrients from agricultural run-off such as nitrogen or phosphorus), chemical pollution (from irrigation, domestic wastewater and runoff of mines into rivers) and salinity. Plastics, and chemicals of emerging concern, such as certain pharmaceutical products, are issues for which their extent and impacts on freshwater are largely unknown. A preliminary assessment of water quality in rivers in Latin America, Africa and Asia, “A Snapshot of the World’s Water Quality” (Ringler, et al., 2016), estimated that severe pathogenic pollution affects around one third of all rivers, severe organic pollution around one seventh of all rivers, and severe and moderate salinity pollution around one-tenth of all rivers in these regions.


(UNDRR, “Pollution”. Disponível em: www.undrr.org/ understanding-disaster-risk/terminology/hips/tl0028#:~:text=Pollution%20 is%20defined%20as%20the,UN%20data%2C%20n o%20date. Adaptado)
No trecho do primeiro parágrafo “human uses such as drinking, bathing, and agriculture”, a expressão destacada em negrito, no contexto, introduz
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Q3376535 Inglês
The Epic of Gilgamesh, from ancient Mesopotamia, is often cited as the first great literary composition, although some shorter compositions have survived [….].
The conjunction “although”, in the sentence, establishes an idea of: 
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Q3376524 Inglês
Text 1

ABSTRACT

The impact of streaming services on youth television viewing habits and media literacy


Streaming services have revolutionized the entertainment industry, playing an important role in attracting young people for movies and television series. The availability of streaming services such as NetFlix, Amazon, Apple TV and other platforms have drastically reduced traditional television viewing. Because of the availability of the shows at any time, youth are used to “marathoning”, resulting in a single session watching complete seasons of different shows in one sitting.
Streaming watching has helped the youth to increase their knowledge about various cultures, beliefs, and perspectives, which has helped in improving their overall understanding of the world. However, this has also led to exposure to inappropriate content, resulting in parental monitoring of the content viewed.
The present research has identified that streaming services have beneficial effects on the media literacy of the youth. Nevertheless, the exposure to inadequate content needs to be monitored, so that the beneficial aspects of streaming viewing outweigh the harm it might cause.


Available at: 10.29121/shodhkosh.v5.i1.2024.946. Access 28 Nov. 2024. 
The two connectors however and nevertheless, underlined in the text, indicate an idea of:
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Q3325804 Inglês

Fog harversting could provide water for arid cities


By Victoria Gill



Q41_54.png (684×584)Q41_54__.png (685×162)

All alternatives below could replace the highlighted word “However” (l. 14) with no significant changes in meaning, EXCEPT: 
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Q3313277 Inglês
     In the 20th century, we made tremendous advances in discovering fundamental principles in different scientific disciplines that created major breakthroughs in management and technology for agricultural systems, mostly by empirical means. However, as we enter the 21st century, agricultural research has more difficult and complex problems to solve.

      The environmental consciousness of the general public is requiring us to modify farm management to protect water, air, and soil quality, while staying economically profitable. At the same time, market-based global competition in agricultural products is challenging economic viability of the traditional agricultural systems, and requires the development of new and dynamic production systems. Fortunately, the new electronic technologies can provide us a vast amount of real-time information about crop conditions and near-term weather via remote sensing by satellites or ground-based instruments and the Internet, that can be utilized to develop a whole new level of management. However, we need the means to capture and make sense of this vast amount of site-specific data.

        Our customers, the agricultural producers, are asking for a quicker transfer of research results in an integrated usable form for site-specific management. Such a request can only be met with system models, because system models are indeed the integration and quantification of current knowledge based on fundamental principles and laws. Models enhance understanding of data taken under certain conditions and help extrapolate their applications to other conditions and locations. 



Lajpat R. Ahuja; Liwang Ma; Terry A. Howell. Whole System Integration and Modeling — Essential to
Agricultural Science and Technology in the 21st Century. In: Lajpat R. Ahuja; Liwang Ma; Terry A. Howell
(eds.) Agricultural system models in field research and technology transfer.
Boca Raton, CRC Press LLC, 2002 (adapted). 
Considering the text presented above, judge the following items. 

The use of “However”, in the last sentence of the second paragraph, helps to indicate that the vast amount of data that technology can provide is not enough to meet the needs of agricultural producers.  
Alternativas
Q3302809 Inglês

Rain Is Coming to Burning Los Angeles and Will Bring Its Own Risks



    Rain is forecast to begin as soon as Saturday afternoon and to continue as late as Monday evening, says meteorologist Kristan Lund of the National Weather Service’s Los Angeles office. The area desperately needs the precipitation, but experts are warily monitoring the situation because rain poses its own risks in recently burned areas— most notably the potential occurrence of mudslides and similar hazards. “Rain is good because we’ve been so dry,” Lund says. “However, if we get heavier rain rates or we get the thunderstorms, it’s actually a lot more dangerous because you can get debris flows.”

    Fires do a couple of different things to the landscape that can increase the risk of burned material, soil and detritus hurtling out of control. When fires burn hot or long enough, they leave an invisible layer of waxy material just under the surface of the ground. This develops from decomposing leaves and other organic material, which contain naturally hydrophobic or water-repellent compounds. Fire can vaporize this litter, and the resulting gas seeps into the upper soil—where it quickly cools and condenses, forming the slippery layer.

    When rain falls on ground that has been affected by this phenomenon, it can’t sink beyond the hydrophobic layer— so the water flows away, often hauling debris with it. “All of the trees, branches, everything that’s been burned—unfortunately, if it rains, that stuff just floats,” Lund says. “It’s really concerning.” Even a fire that isn’t severe enough to create a hydrophobic layer can still cause debris flows, says Danielle Touma, a climate scientist at the University of Texas at Austin. Under normal conditions, trees and other plants usually trap some rain above the surface, slowing the water’s downward journey. But on freshly burned land there’s much less greenery to interfere; all the rain immediately hits the ground. [...]

    Fortunately, the rain should also help firefighters tame the blazes that remain active. The largest, the Palisades Fire, is currently 77 percent contained. The second largest, the Eaton Fire, is 95 percent contained. The Hughes Fire is third largest and only 56 percent contained. A fire can be fully contained but still burning. The containment percentage refers to the amount of the perimeter that has barriers that firefighters expect will prevent further spread.


Scientific American. January 27th, 2025. Adaptado. 

Considerando a oração "[...] it can’t sink beyond the hydrophobic layer—so the water flows away [...]” (3º parágrafo), o termo “so” pode ser substituído, sem prejuízo de sentido, por
Alternativas
Q3299084 Inglês
Texto para a questão

Rain Is Coming to Burning Los Angeles and Will Bring Its Own Risks

    Rain is forecast to begin as soon as Saturday afternoon and to continue as late as Monday evening, says meteorologist Kristan Lund of the National Weather Service’s Los Angeles office. The area desperately needs the precipitation, but experts are warily monitoring the situation because rain poses its own risks in recently burned areas— most notably the potential occurrence of mudslides and similar hazards. “Rain is good because we’ve been so dry,” Lund says. “However, if we get heavier rain rates or we get the thunderstorms, it’s actually a lot more dangerous because you can get debris flows.”
    Fires do a couple of different things to the landscape that can increase the risk of burned material, soil and detritus hurtling out of control. When fires burn hot or long enough, they leave an invisible layer of waxy material just under the surface of the ground. This develops from decomposing leaves and other organic material, which contain naturally hydrophobic or water-repellent compounds. Fire can vaporize this litter, and the resulting gas seeps into the upper soil—where it quickly cools and condenses, forming the slippery layer.
    When rain falls on ground that has been affected by this phenomenon, it can’t sink beyond the hydrophobic layer— so the water flows away, often hauling debris with it. “All of the trees, branches, everything that’s been burned—unfortunately, if it rains, that stuff just floats,” Lund says. “It’s really concerning.” Even a fire that isn’t severe enough to create a hydrophobic layer can still cause debris flows, says Danielle Touma, a climate scientist at the University of Texas at Austin. Under normal conditions, trees and other plants usually trap some rain above the surface, slowing the water’s downward journey. But on freshly burned land there’s much less greenery to interfere; all the rain immediately hits the ground. [...]
    Fortunately, the rain should also help firefighters tame the blazes that remain active. The largest, the Palisades Fire, is currently 77 percent contained. The second largest, the Eaton Fire, is 95 percent contained. The Hughes Fire is third largest and only 56 percent contained. A fire can be fully contained but still burning. The containment percentage refers to the amount of the perimeter that has barriers that firefighters expect will prevent further spread.

Scientific American. January 27th, 2025. Adaptado.
Considerando a oração "[...] it can’t sink beyond the hydrophobic layer—so the water flows away [...]” (3º parágrafo), o termo “so” pode ser substituído, sem prejuízo de sentido, por
Alternativas
Q3280248 Inglês
        Agriculture and fisheries are closely linked to climate, making them vulnerable to changes in temperature, CO2 levels, and extreme weather. While increased temperature and CO2 can enhance some crop yields, this depends on factors like nutrient levels, soil moisture, and water availability. More frequent droughts and floods could challenge food production and safety, while warming waters may shift fish habitats, disrupting ecosystems. Overall, climate change may complicate traditional methods of farming, livestock raising, and fishing.

        Crop responses to temperature changes depend on each crop's optimal growth temperature. Warmer conditions might benefit certain crops or enable the cultivation of new ones, but yields decline if temperatures exceed a crop's threshold. Increased CO2 can enhance plant growth under controlled conditions but may be offset by water, nutrient, and temperature constraints. Additionally, elevated CO2 reduces the protein and nitrogen content in crops like soybeans and alfalfa, lowering their quality and diminishing the forage value for livestock.

        Extreme weather events, such as floods and droughts, can harm crops and reduce yields. For example, high nighttime temperatures in 2010 and 2012 lowered U.S. corn yields, while premature budding caused $ 220 million in losses for Michigan cherries in 2012. Rising summer temperatures may also dry soils, complicating drought management. Increased irrigation could help, but reduced water availability might limit its feasibility.

        Climate change also favors weeds, pests, and fungi, which thrive in warmer, wetter conditions with higher CO2 levels. This could expose crops to new threats and increase farming costs. U.S. farmers already spend over $ 11 billion annually on weed control, and these challenges are likely to grow as weed and pest ranges expand.

        While rising CO2 stimulates plant growth, it also lowers the nutritional value of major crops like wheat, rice, and soybeans by reducing their protein and mineral content. This poses a potential risk to human health. Additionally, increased pest pressure may lead to higher pesticide use, further impacting health and reducing pesticide effectiveness. Climate change, therefore, presents multifaceted challenges to food production, nutrition, and ecosystems.

Internet:<climatechange.chicago.gov> (adapted). 

Based on the text above, judge item below.


The word ‘while’, in the third sentence of the first paragraph, can be correctly replaced with whereas without changing the meaning.  

Alternativas
Respostas
141: A
142: E
143: E
144: C
145: D
146: E
147: E
148: B
149: B
150: D
151: C
152: E
153: B
154: C
155: A
156: B
157: C
158: B
159: B
160: C