Questões de Concurso Comentadas sobre inglês
Foram encontradas 19.378 questões
Atenção: Para responder à questão, considere o texto a seguir.
Climate change can affect mental health. Now these Californians are doing something about it
by Shreya Agrawal
October 10, 2023
The facts of climate change can lead to feelings of hopelessness and despair. Some California activists are creating communities for people to talk about those feelings.
Maksim Batuyev's college studies on the climate crisis left him feeling depressed.
“I was questioning the sheer gravity of it all and how all of it is systemic. None of it has an easy solution," he said. “That really started to bring me into some dark places."
During his senior year at Michigan State University, in 2020, he started talking online to people from around the world about their emotions related to climate change, which ranged from feeling overwhelmed and scared about the future to grieving the parts of nature that have already been lost.
“They sounded just like me,” he said. “And it sounded like too much for one person to take on.”
He decided to do something about it. In 2022, he and climate activist Cindy Pace started informal gatherings in Los Angeles to talk about climate emotions. These groups, commonly known as climate cafés, encourage various kinds of people to come together and talk about their climate feelings in moderated discussions.
Those meetups represent one of the small ways young Californians are beginning to address the global climate crisis as a mental health crisis. Popular organizations and nonprofits are offering community-based therapy solutions, such as climate cafés, urban gardens, and other events where people can come together and talk. Some are turning to nature-based therapy, also known as ecotherapy, which involves spending time in nature to enable growth and healing.
But mental health advocates say the largely people-driven efforts are not nearly enough to meet the needs of younger generations. They say more resources and funding are needed to build stronger community-based systems and to provide a good alternative to therapy, which can often be expensive and less accessible.
“It's clear young people are focused on climate change and for good reason. A lot of past policies, actions, and inactions have created a situation that has folks very worried about the future, and I share that worry," said State Senator Ben Allen, the Redondo Beach Democrat who sponsored the 2017 budget item that funded the school program. “I hope that elected officials, industry leaders, and others in positions of power listen to what they're asking for and respond with the urgency it demands.”
But the ultimate cure to eco-anxiety, Batuyev said, is to solve the climate problem.
(Adapted from https:llcalmatters.org/health/mental-health/2023/10climate-change-califormia-youth-mental-health!)
Based on the text above, judge item below.
Climate change leads to the proliferation of harmful plagues.
Based on the text above, judge item below.
If temperatures increase to the limit of a crop’s threshold, yields will decrease.
Com relação à tradução técnica, julgue o item seguinte.
O trecho “Pode-se editar o DNA de toda sorte de seres vivos com finalidades diversas: para tratar doenças e criar alimentos transgênicos, entre outras finalidades”, adaptado do texto Edição genética: riscos e benefícios da modificação do DNA humano, pode ser adequada e corretamente traduzido para o inglês da seguinte forma: Is possible to edit the DNA of all kinds of living beings for various purposes: to treat illnesses and to create genetically modified ailments, among others.
Judge the following item based on the text above.
Grain poisoning occurs because lactic acid raises the pH levels in the rumen, causing a healthier environment for bacteria.
Judge the following item based on the text above.
Animals accustomed to grain-rich diets are less likely to suffer severe effects from grain poisoning than pasture-fed cows.
Based on the text above, judge item below.
Elevated temperature and CO2 levels improve some crop fields especially because of nutrient levels in the soil.
Judge the following item based on the text above.
The sentence: “The effects of grain poisoning may be worsened if the animal is also suffering from cold stress” can be correctly translated as: Os efeitos da intoxicação causada por grãos devem ser agravados caso o animal também esteja sofrendo puramente de estresse.
What does the phrasal verb "brush up on" mean in the following sentence?
"Before the interview, I need to brush up on my Spanish so I
can speak fluently."
READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.
TEXT IV
Assessment for Young Learners in the English Language Classroom
All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.
Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF
READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.
TEXT IV
Assessment for Young Learners in the English Language Classroom
All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.
Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF
READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.
TEXT IV
Assessment for Young Learners in the English Language Classroom
All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.
Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF
READ TEXT II AND ANSWER THE FOUR QUESTION THAT FOLLOW IT.
TEXT IV
Assessment for Young Learners in the English Language Classroom
All forms of assessment have an impact on school and classroom culture – it can drive what is taught and how. The process and outcomes of assessment also affect both the teachers’ and the learners’ understanding and experience of learning. Our most common understanding of assessment is that it summarises attainment. This has an especially strong focus in education where summative assessments, the achievement tests that typically occur at the end of an instructional programme, have guided the emphasis in curricula. In true terms, however, assessment is the process of collecting and interpreting evidence to make judgements about a learner’s performance. Thinking about the process in this way allows teachers to gather evidence as an ongoing activity during the learning programme and, as a result, to identify strengths and weaknesses that inform future classroom content. This formative approach, where assessment forms part of the learning cycle, is able to capture more detailed and nuanced data about a learner’s performance than the broader brush stroke of a summative score and consequently supports deeper and more consequential learning. More importantly, there is an influential argument that, in education, we should not even be doing assessment unless it has an impact on learning, and this goes to the heart of the purposes of assessment.
Adapted from: https://www.cambridge.org/us/files/9516/0217/6403/ CambridgePapersInELT_AssessmentForYLs_2020_ONLINE.PDF
As regards Text IV, analyse the assertions below:
I. Assessment should be dissociated from the learning process.
II. Summative evaluations tend to overlook details.
III. Achievement tests must take place at the beginning of the year.
Choose the correct answer.
Conheça nossos planos