Questões de Concurso Sobre inglês
Foram encontradas 26.310 questões
Examine the excerpt extracted from “Localization from the Perspective of Translation Studies” (p. 2-3) by Anthony Pym and choose the alternative which DOES NOT CONTAIN features of the localization discourse:
Within localization models, translation is reduced to just one small step in a larger process. Most theorists of translation, of the other hand, would want to see localization as just a part of translation. This has given rise to considerable debate and more than a little discontent (see ISG 2003). Localization models mostly recognize two kinds of processes: internationalisation (for the centralized preparation of products) and localization proper (for the adaptation of the product to locales). Translation Studies, on the other hand, has long worked with three spaces for processes: production of the source text, intervention of the translator, and reception of the target text (or translation). From that perspective, some things seem to be missing in the localizer’s view of the world.
The following fragment is part of a Cooperation Agreement set between a Brazilian university and a foreign university:
3.7 – RESPONSIBILITIES OF THE HOSTING UNIVERSITIES
The host will agree to accept the prescribed number of exchange students, to enroll them as full time students of home university for the agreed upon period of study. The host university will assist students participating under the terms of this agreement, as far as possible, in finding suitable accommodation and will provide appropriate assistance in matters of health, language and local custom that may arise. The host university will appoint an individual who will provide advisory and other academic services to students participating in the exchange under the terms of this agreement.
With regards to the fragment above, please choose the CORRECT answer:
Sistemas de tradução automática disponíveis na internet apresentam-se como uma ferramenta alternativa de apoio ao tradutor. Todavia, traduções de alta qualidade exigem análise crítica e intervenção ativa, por parte do tradutor, sobre o texto apresentado pela ferramenta eletrônica. Abaixo, encontra-se o resumo em português de um artigo na área de Direito. Analise as duas versões apresentadas pelos tradutores automáticos Google e BabelFish e em seguida marque a alternativa INCORRETA.
O Direito não se desenvolve na exatidão de um cálculo matemático. É necessário o reconhecimento dos fatores históricos e axiológicos que permeiam a produção jurídica, sob o risco de se cair na escuridão do resumo do Direito à lei.
Tradução automática apresentada pelo Google Tradutor:
The law does not develop in the accuracy of a mathematical calculation. recognition of historical and value factors is necessary that permeate the legal production, at the risk of falling in the darkness of the summary of law to law.
Tradução automática apresentada pelo BabelFish:
The law develops in a mathematical calculation accuracy. It is necessary to the recognition of historical and axiológicos factors that permeate the legal production, under the risk of falling into the darkness of the summary of the law.
De acordo com os autores de Traduzir com autonomia, é importante identificar Uts, unidades de tradução, que seriam itens lexicais desconhecidos, estruturas sintáticas incompreensíveis e ambiguidades semânticas de difícil solução. Com base nessa informação, assinale a alternativa mais adequada para a tradução do título do artigo “Experiências de enfermeiras brasileiras profissionais no cuidado de pacientes com AIDS”:
A versão mais apropriada para: “Proporcionar ao aluno a compreensão básica da importância do trabalho de atenção à saúde” é:
Abaixo, encontra-se o fragmento de um Plano de Ensino que deverá ser vertido para o inglês e encaminhado para uma universidade americana nos Estados Unidos.
CURSO DE GRADUAÇÃO EM NUTRIÇÃO |
DISCIPLINA: Prática Orientada VI |
NATUREZA DA DISCIPLINA: Obrigatória |
|
OBJETIVO GERAL DA DISCIPLINA: Proporcionar ao aluno a compreensão básica da importância do trabalho de atenção à saúde (...). |
As versões apropriadas para “Curso de Graduação em Nutrição” e para “Prática Orientada VI” são, respectivamente:
Em Vocabulando (p. 416), Isa Mara Lando analisa dois diferentes usos e contextos de emprego do verbo “realize”:
1. Realizar, concretizar, cumprir, empreender; implementar; pôr em prática, levar a cabo, fazer acontecer, tornar realidade.
2. Perceber, atinar, dar-se conta, captar, compreender, concluir, conscientizar-se, descobrir, entender, ver, ter um clique, cair a ficha.
Em cada alternativa abaixo, relacione o contexto dos verbos sublinhados aos campos semânticos 1 ou 2 e então marque a alternativa correspondente:
(_) In some cases, a woman with sexually transmitted disease may not learn of her infection until, for example, she tries to become pregnant and realizes she is infertile.
(_) Scientists have realized that they need to make a more serious effort to engage with how their work is presented to the public.
(_) How can we, as researchers, be optimistic about climate change if the level of dangerous anthropogenic impact is actually higher than we realized?
(_) Advances in technology are helping investigators realize their goal of unlocking the secrets of the brains.
Analise o título e o resumo do artigo científico abaixo para responder às questões 29 e 30
Effect of Ileal Release of palm oil and glutamine on intestinal peptides PYY and GLP-1 in patients with type 2 diabetes and obesity
Abstract: The incretin based therapy constitutes one of the alternatives for the treatment of type 2 diabetes and for weight reduction. For this purpose, functional foods such as palm oil and glutamine provide dietary strategies for the stimulation of intestinal peptides.
The aim of this study was to evaluate whether the capsules of palm oil and glutamine (both of ileal release) result in increased secretion of GLP-1 and PYY.
Quanto ao título do artigo, a tradução mais adequada é:
Analise o título e o resumo do artigo científico abaixo para responder às questões 29 e 30
Effect of Ileal Release of palm oil and glutamine on intestinal peptides PYY and GLP-1 in patients with type 2 diabetes and obesity
Abstract: The incretin based therapy constitutes one of the alternatives for the treatment of type 2 diabetes and for weight reduction. For this purpose, functional foods such as palm oil and glutamine provide dietary strategies for the stimulation of intestinal peptides.
The aim of this study was to evaluate whether the capsules of palm oil and glutamine (both of ileal release) result in increased secretion of GLP-1 and PYY.
Selecione a tradução mais adequada do resumo acima:
Please, read the following text in order to answer questions 21 to 25.
Are scientists leaving the net?
The scientists who helped create the Internet may be leaving it for less crowded cyberspaces. Having been on the Internet longer than the rest of us, scientists use it differently.
Premier researchers use the Internet to test projects like real-time, 3D models of colliding galaxies or rampaging tornadoes. For tasks like that, the Internet is no longer fast enough or reliable enough. And some scientists are frustrated. For them, the information superhighway is full of bumper-to-bumper traffic.
Visionary engineers at the National Science Foundation, fortunately, have long foreseen such congestion. As an alternative, they created the very high-speed Backbone Network Service (VBNS). It links a handful of government and university labs at speed of 155,000,000 bits per second, or 10,000 times faster than a standard modem. By the year 2000, a new generation of equipment and another round of research could give scientists data pipes 12 times faster than that. Among other tricks, these new high bandwidth networks will allow scientists to manipulate huge computer files so unwieldy they are now shipped by four-wheeled means. “Never underestimate the bandwidth of a pick-up truck full of data”, jokes Daniel Sandin of the University of Illinois.
Sandin and his team in Chicago will use the VBNS to immerse goggled humans at different locations into the same type of jaw-dropping virtual reality simulation generated by a supercomputer. “You could not do that on the Internet,” says Thomas Defanti, Sandin’s colleague. “The Internet is so congested that for any kind of highbandwidth use, it is essentially rendered useless.”
“Simply adding lanes is not going to work,” adds Beth Gaston of the National Science Foundation. “Our role is to spur the technology forward” – Mark Uheling.
(Popular Science, September 1996, p.60)
The main purpose of the text is to:
Please, read the following text in order to answer questions 21 to 25.
Are scientists leaving the net?
The scientists who helped create the Internet may be leaving it for less crowded cyberspaces. Having been on the Internet longer than the rest of us, scientists use it differently.
Premier researchers use the Internet to test projects like real-time, 3D models of colliding galaxies or rampaging tornadoes. For tasks like that, the Internet is no longer fast enough or reliable enough. And some scientists are frustrated. For them, the information superhighway is full of bumper-to-bumper traffic.
Visionary engineers at the National Science Foundation, fortunately, have long foreseen such congestion. As an alternative, they created the very high-speed Backbone Network Service (VBNS). It links a handful of government and university labs at speed of 155,000,000 bits per second, or 10,000 times faster than a standard modem. By the year 2000, a new generation of equipment and another round of research could give scientists data pipes 12 times faster than that. Among other tricks, these new high bandwidth networks will allow scientists to manipulate huge computer files so unwieldy they are now shipped by four-wheeled means. “Never underestimate the bandwidth of a pick-up truck full of data”, jokes Daniel Sandin of the University of Illinois.
Sandin and his team in Chicago will use the VBNS to immerse goggled humans at different locations into the same type of jaw-dropping virtual reality simulation generated by a supercomputer. “You could not do that on the Internet,” says Thomas Defanti, Sandin’s colleague. “The Internet is so congested that for any kind of highbandwidth use, it is essentially rendered useless.”
“Simply adding lanes is not going to work,” adds Beth Gaston of the National Science Foundation. “Our role is to spur the technology forward” – Mark Uheling.
(Popular Science, September 1996, p.60)
One of the scientists tried to make a funny comment by saying:
Please, read the following text in order to answer questions 21 to 25.
Are scientists leaving the net?
The scientists who helped create the Internet may be leaving it for less crowded cyberspaces. Having been on the Internet longer than the rest of us, scientists use it differently.
Premier researchers use the Internet to test projects like real-time, 3D models of colliding galaxies or rampaging tornadoes. For tasks like that, the Internet is no longer fast enough or reliable enough. And some scientists are frustrated. For them, the information superhighway is full of bumper-to-bumper traffic.
Visionary engineers at the National Science Foundation, fortunately, have long foreseen such congestion. As an alternative, they created the very high-speed Backbone Network Service (VBNS). It links a handful of government and university labs at speed of 155,000,000 bits per second, or 10,000 times faster than a standard modem. By the year 2000, a new generation of equipment and another round of research could give scientists data pipes 12 times faster than that. Among other tricks, these new high bandwidth networks will allow scientists to manipulate huge computer files so unwieldy they are now shipped by four-wheeled means. “Never underestimate the bandwidth of a pick-up truck full of data”, jokes Daniel Sandin of the University of Illinois.
Sandin and his team in Chicago will use the VBNS to immerse goggled humans at different locations into the same type of jaw-dropping virtual reality simulation generated by a supercomputer. “You could not do that on the Internet,” says Thomas Defanti, Sandin’s colleague. “The Internet is so congested that for any kind of highbandwidth use, it is essentially rendered useless.”
“Simply adding lanes is not going to work,” adds Beth Gaston of the National Science Foundation. “Our role is to spur the technology forward” – Mark Uheling.
(Popular Science, September 1996, p.60)
The pronoun THEY in “...they are now shipped by four-wheeled means” (paragraph 3) refers to:
Please, read the following text in order to answer questions 21 to 25.
Are scientists leaving the net?
The scientists who helped create the Internet may be leaving it for less crowded cyberspaces. Having been on the Internet longer than the rest of us, scientists use it differently.
Premier researchers use the Internet to test projects like real-time, 3D models of colliding galaxies or rampaging tornadoes. For tasks like that, the Internet is no longer fast enough or reliable enough. And some scientists are frustrated. For them, the information superhighway is full of bumper-to-bumper traffic.
Visionary engineers at the National Science Foundation, fortunately, have long foreseen such congestion. As an alternative, they created the very high-speed Backbone Network Service (VBNS). It links a handful of government and university labs at speed of 155,000,000 bits per second, or 10,000 times faster than a standard modem. By the year 2000, a new generation of equipment and another round of research could give scientists data pipes 12 times faster than that. Among other tricks, these new high bandwidth networks will allow scientists to manipulate huge computer files so unwieldy they are now shipped by four-wheeled means. “Never underestimate the bandwidth of a pick-up truck full of data”, jokes Daniel Sandin of the University of Illinois.
Sandin and his team in Chicago will use the VBNS to immerse goggled humans at different locations into the same type of jaw-dropping virtual reality simulation generated by a supercomputer. “You could not do that on the Internet,” says Thomas Defanti, Sandin’s colleague. “The Internet is so congested that for any kind of highbandwidth use, it is essentially rendered useless.”
“Simply adding lanes is not going to work,” adds Beth Gaston of the National Science Foundation. “Our role is to spur the technology forward” – Mark Uheling.
(Popular Science, September 1996, p.60)
The word LIKE in “Premier researchers use the NET to test projects like real-time, 3D models of colliding galaxies or rampaging tornadoes (paragraph 2) introduces elements of:
Please, read the following text in order to answer questions 21 to 25.
Are scientists leaving the net?
The scientists who helped create the Internet may be leaving it for less crowded cyberspaces. Having been on the Internet longer than the rest of us, scientists use it differently.
Premier researchers use the Internet to test projects like real-time, 3D models of colliding galaxies or rampaging tornadoes. For tasks like that, the Internet is no longer fast enough or reliable enough. And some scientists are frustrated. For them, the information superhighway is full of bumper-to-bumper traffic.
Visionary engineers at the National Science Foundation, fortunately, have long foreseen such congestion. As an alternative, they created the very high-speed Backbone Network Service (VBNS). It links a handful of government and university labs at speed of 155,000,000 bits per second, or 10,000 times faster than a standard modem. By the year 2000, a new generation of equipment and another round of research could give scientists data pipes 12 times faster than that. Among other tricks, these new high bandwidth networks will allow scientists to manipulate huge computer files so unwieldy they are now shipped by four-wheeled means. “Never underestimate the bandwidth of a pick-up truck full of data”, jokes Daniel Sandin of the University of Illinois.
Sandin and his team in Chicago will use the VBNS to immerse goggled humans at different locations into the same type of jaw-dropping virtual reality simulation generated by a supercomputer. “You could not do that on the Internet,” says Thomas Defanti, Sandin’s colleague. “The Internet is so congested that for any kind of highbandwidth use, it is essentially rendered useless.”
“Simply adding lanes is not going to work,” adds Beth Gaston of the National Science Foundation. “Our role is to spur the technology forward” – Mark Uheling.
(Popular Science, September 1996, p.60)
The areas in which scientists mostly use the Internet are:
TEXT IV
Garfield
Disponível em: <http://fredisrich.blogspot.com.br/2009_02_01_archive.html>. Acesso em: 15 out. 2016.
The idea expressed by the modal verb can in the last picture is
TEXT IV
Garfield
Disponível em: <http://fredisrich.blogspot.com.br/2009_02_01_archive.html>. Acesso em: 15 out. 2016.
In the cartoon above, beware is synonymous with
TEXT III
Important reasons for teaching kindness in schools
Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving
resulting in the happiness of another person. Terms like this are increasing in popularity around the
world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.
It seems we just can't get enough of those addictive feel good emotions and with good reason.
5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,
and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,
well-rounded individuals.
Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive
psychology with special attention to the educational arena. She believes that kindness changes the brain
10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and
talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that
students feel and empathy is a strength that they share.
A great number of benefits have been reported to support the theory of teaching kindness in schools:
1. Happy Children
15 Science explains that the good feelings we experience when being kind are produced by endorphins
that activate areas of the brain that are associated with pleasure, social connection and trust, and it's
proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver
and recipient.
2. Increased Peer Acceptance
20 Research on the subject has determined that kindness increases our ability to form meaningful
connections with others. Studies show that kind, happy children enjoy greater peer acceptance
because they are well-liked and that better than average mental health is reported in classrooms that
practice more inclusive behaviour due to an even distribution of popularity.
3. Improved Health and Less Stress
25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a
number of physical and mental health benefits as it can significantly increase a person's level of
happiness and reduce stress. More recently though, it's been found it plays a significant role in the
cardiovascular system, helping protect the heart by lowering blood pressure and reducing free
radicals and inflammation, which incidentally speed up the aging process.
30 4. Greater Sense of Belonging and Improved Self Esteem
Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins
that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of
kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful
feeling of optimism and self worth.
35 5. Increased Feelings of Gratitude
When children are part of projects that help others less fortunate than themselves, it provides them
with a real sense of perspective and helps them appreciate the good things in their own lives.
6. Better Concentration and Improved Results
As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and
40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows
them greater attentions spans and enables more creative thinking to produce better results at school.
7. Less Bullying
Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike
previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent
45 bullying and youth violence can be confronted through in-school programs that integrate kindness the
antithesis of victimization.
Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and
often with little impact. Teaching kindness and compassion in schools, not only fosters the positive
behaviour that creates warm and inclusive school environments, but helps children feel that they
50 belong. It's documented that the effects of bullying can be significantly reduced by integrating
kindness based programs in schools.
8. Reduced Depression
Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an
act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in
55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of
kindness, as well as anyone who witnesses that kindness, making it a wonderful natural
antidepressant.
Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,
grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.
60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is
unlikely to take place.
We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be
smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and
other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing
65 and soul cleansing.
Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,
neighborhood, and society.
It's become quite clear that modern education must encompass more than just academics, that in order
for children to develop into happy, confident, well-rounded individuals, matters of the heart must be
70 taken seriously and nurtured as a matter of priority.
Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.
Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is unlikely to take place.(l. 60-61)
The phrasal verb take place means
TEXT III
Important reasons for teaching kindness in schools
Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving
resulting in the happiness of another person. Terms like this are increasing in popularity around the
world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.
It seems we just can't get enough of those addictive feel good emotions and with good reason.
5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,
and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,
well-rounded individuals.
Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive
psychology with special attention to the educational arena. She believes that kindness changes the brain
10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and
talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that
students feel and empathy is a strength that they share.
A great number of benefits have been reported to support the theory of teaching kindness in schools:
1. Happy Children
15 Science explains that the good feelings we experience when being kind are produced by endorphins
that activate areas of the brain that are associated with pleasure, social connection and trust, and it's
proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver
and recipient.
2. Increased Peer Acceptance
20 Research on the subject has determined that kindness increases our ability to form meaningful
connections with others. Studies show that kind, happy children enjoy greater peer acceptance
because they are well-liked and that better than average mental health is reported in classrooms that
practice more inclusive behaviour due to an even distribution of popularity.
3. Improved Health and Less Stress
25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a
number of physical and mental health benefits as it can significantly increase a person's level of
happiness and reduce stress. More recently though, it's been found it plays a significant role in the
cardiovascular system, helping protect the heart by lowering blood pressure and reducing free
radicals and inflammation, which incidentally speed up the aging process.
30 4. Greater Sense of Belonging and Improved Self Esteem
Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins
that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of
kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful
feeling of optimism and self worth.
35 5. Increased Feelings of Gratitude
When children are part of projects that help others less fortunate than themselves, it provides them
with a real sense of perspective and helps them appreciate the good things in their own lives.
6. Better Concentration and Improved Results
As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and
40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows
them greater attentions spans and enables more creative thinking to produce better results at school.
7. Less Bullying
Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike
previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent
45 bullying and youth violence can be confronted through in-school programs that integrate kindness the
antithesis of victimization.
Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and
often with little impact. Teaching kindness and compassion in schools, not only fosters the positive
behaviour that creates warm and inclusive school environments, but helps children feel that they
50 belong. It's documented that the effects of bullying can be significantly reduced by integrating
kindness based programs in schools.
8. Reduced Depression
Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an
act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in
55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of
kindness, as well as anyone who witnesses that kindness, making it a wonderful natural
antidepressant.
Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,
grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.
60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is
unlikely to take place.
We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be
smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and
other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing
65 and soul cleansing.
Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,
neighborhood, and society.
It's become quite clear that modern education must encompass more than just academics, that in order
for children to develop into happy, confident, well-rounded individuals, matters of the heart must be
70 taken seriously and nurtured as a matter of priority.
Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.
It´s widely documented that being kind can trigger a release of the hormone oxytocin which has a number of physical and mental health benefits as it can significantly increase a person´s level of happiness and reduce stress. More recently though, it's been found it plays a significant role in the cardiovascular system […](l. 25-28)
The pronoun it refers to
TEXT III
Important reasons for teaching kindness in schools
Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving
resulting in the happiness of another person. Terms like this are increasing in popularity around the
world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.
It seems we just can't get enough of those addictive feel good emotions and with good reason.
5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,
and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,
well-rounded individuals.
Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive
psychology with special attention to the educational arena. She believes that kindness changes the brain
10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and
talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that
students feel and empathy is a strength that they share.
A great number of benefits have been reported to support the theory of teaching kindness in schools:
1. Happy Children
15 Science explains that the good feelings we experience when being kind are produced by endorphins
that activate areas of the brain that are associated with pleasure, social connection and trust, and it's
proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver
and recipient.
2. Increased Peer Acceptance
20 Research on the subject has determined that kindness increases our ability to form meaningful
connections with others. Studies show that kind, happy children enjoy greater peer acceptance
because they are well-liked and that better than average mental health is reported in classrooms that
practice more inclusive behaviour due to an even distribution of popularity.
3. Improved Health and Less Stress
25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a
number of physical and mental health benefits as it can significantly increase a person's level of
happiness and reduce stress. More recently though, it's been found it plays a significant role in the
cardiovascular system, helping protect the heart by lowering blood pressure and reducing free
radicals and inflammation, which incidentally speed up the aging process.
30 4. Greater Sense of Belonging and Improved Self Esteem
Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins
that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of
kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful
feeling of optimism and self worth.
35 5. Increased Feelings of Gratitude
When children are part of projects that help others less fortunate than themselves, it provides them
with a real sense of perspective and helps them appreciate the good things in their own lives.
6. Better Concentration and Improved Results
As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and
40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows
them greater attentions spans and enables more creative thinking to produce better results at school.
7. Less Bullying
Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike
previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent
45 bullying and youth violence can be confronted through in-school programs that integrate kindness the
antithesis of victimization.
Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and
often with little impact. Teaching kindness and compassion in schools, not only fosters the positive
behaviour that creates warm and inclusive school environments, but helps children feel that they
50 belong. It's documented that the effects of bullying can be significantly reduced by integrating
kindness based programs in schools.
8. Reduced Depression
Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an
act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in
55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of
kindness, as well as anyone who witnesses that kindness, making it a wonderful natural
antidepressant.
Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,
grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.
60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is
unlikely to take place.
We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be
smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and
other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing
65 and soul cleansing.
Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,
neighborhood, and society.
It's become quite clear that modern education must encompass more than just academics, that in order
for children to develop into happy, confident, well-rounded individuals, matters of the heart must be
70 taken seriously and nurtured as a matter of priority.
Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.
The idea expressed by can in Kindness is best learned by feeling it so that they can reproduce it(l. 11) is
TEXT III
Important reasons for teaching kindness in schools
Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving
resulting in the happiness of another person. Terms like this are increasing in popularity around the
world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.
It seems we just can't get enough of those addictive feel good emotions and with good reason.
5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,
and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,
well-rounded individuals.
Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive
psychology with special attention to the educational arena. She believes that kindness changes the brain
10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and
talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that
students feel and empathy is a strength that they share.
A great number of benefits have been reported to support the theory of teaching kindness in schools:
1. Happy Children
15 Science explains that the good feelings we experience when being kind are produced by endorphins
that activate areas of the brain that are associated with pleasure, social connection and trust, and it's
proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver
and recipient.
2. Increased Peer Acceptance
20 Research on the subject has determined that kindness increases our ability to form meaningful
connections with others. Studies show that kind, happy children enjoy greater peer acceptance
because they are well-liked and that better than average mental health is reported in classrooms that
practice more inclusive behaviour due to an even distribution of popularity.
3. Improved Health and Less Stress
25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a
number of physical and mental health benefits as it can significantly increase a person's level of
happiness and reduce stress. More recently though, it's been found it plays a significant role in the
cardiovascular system, helping protect the heart by lowering blood pressure and reducing free
radicals and inflammation, which incidentally speed up the aging process.
30 4. Greater Sense of Belonging and Improved Self Esteem
Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins
that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of
kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful
feeling of optimism and self worth.
35 5. Increased Feelings of Gratitude
When children are part of projects that help others less fortunate than themselves, it provides them
with a real sense of perspective and helps them appreciate the good things in their own lives.
6. Better Concentration and Improved Results
As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and
40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows
them greater attentions spans and enables more creative thinking to produce better results at school.
7. Less Bullying
Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike
previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent
45 bullying and youth violence can be confronted through in-school programs that integrate kindness the
antithesis of victimization.
Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and
often with little impact. Teaching kindness and compassion in schools, not only fosters the positive
behaviour that creates warm and inclusive school environments, but helps children feel that they
50 belong. It's documented that the effects of bullying can be significantly reduced by integrating
kindness based programs in schools.
8. Reduced Depression
Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an
act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in
55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of
kindness, as well as anyone who witnesses that kindness, making it a wonderful natural
antidepressant.
Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,
grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.
60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is
unlikely to take place.
We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be
smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and
other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing
65 and soul cleansing.
Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,
neighborhood, and society.
It's become quite clear that modern education must encompass more than just academics, that in order
for children to develop into happy, confident, well-rounded individuals, matters of the heart must be
70 taken seriously and nurtured as a matter of priority.
Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.
It's become quite clear that modern education must encompass more than just academics[…](l. 68).
The sentence which has the same meaning of the previous one is It's become quite clear that modern education
Conheça nossos planos