Why Millennials Don’t Like Credit Cards by Holly Johnson Cheap, easy credit might have been tempting to young people in the past, but not to today’s millennials. According to a recent survey by Bankrate of over 1,161 consumers, 63% of adults ages 18 to 29 live without a credit card of any kind, and another 23% only carry one card. The Impact of the Great Recession Research shows that the environment millennials grew up in might have an impact on their finances. Unlike other generations, millennials lived through economic hardships during a time when their adult lives were beginning. According to the Bureau of Labor Statistics, the Great Recession caused millennials to stray from historic patterns when it comes to purchasing a home and having children, and a fear of credit cards could be another symptom of the economic environment of the times. And there’s much data when it comes to proving that millennials grew up on shaky economic ground. The Pew Research Center reports that 36% of millennials lived at home with their parents in 2012. Meanwhile, the unemployment rate for people ages 16 to 24 was 14.2% (more than twice the national rate) in early 2014, according to the BLS. With those figures, it’s no wonder that millennials are skittish when it comes to credit cards. It makes sense that young people would be afraid to take on any new forms of debt. A Generation Plagued with Student Loan Debt But the Great Recession isn’t the only reason millennials could be fearful of credit. Many experts believe that the nation’s student loan debt level might be related to it. According to the Institute for College Access & Success, 71% of millennials (or 1.3 million students) who graduated from college in 2012 left school with at least some student loan debt, with the average amount owed around $29,400. With so much debt already under their belts, millennials are worried about adding any credit card debt to the pile. After all, many adults with student loan debt need to make payments for years, and even decades. How Millennials Can Build Credit Without a Credit Card The fact that millennials are smart enough to avoid credit card debt is a good thing, but that doesn’t mean the decision has its drawbacks. According to Experian, most adults need a positive credit history in order to qualify for an auto loan or mortgage. Even worse, having no credit history is almost as bad as having a negative credit history in some cases. Still, there are plenty of ways millennials can build a credit history without a credit card. A few tips:     • Make payments on installment loans on time. Whether it’s a car loan, student loan or personal loan, make sure to mail in those payments on time and pay at least the minimum amount required.     • Put at least one household or utility bill in your name. Paying your utility or household bills on time can help you build a positive credit history.     • Get a secured credit card. Unlike traditional credit cards, the funds secured credit cards offer are backed by money the user deposits. Signing up for a secured card is one way to build a positive credit history without any risk. The fact that millennials are leery of credit cards is probably a good thing in the long run. After all, not having a credit card is the perfect way to stay out of credit card debt. Even though it might be harder to build a credit history without credit cards, the vast majority of millennials have decided that the plastic just isn’t worth it. Available at: <http://money.usnews.com/money/blogs/ my-money/2014/11/04/why-millennials-dont-like-credit-cards> In the sentence of the text “Still, there are plenty of ways millennials can build a credit history without a credit card”, the quantifier plenty of can be replaced, with no change in meaning, by

Read the text below to answer questions 15-17.
Solar System’s Water is Older Than the Sun
Next time you’re swimming in the ocean, consider this: part of the water is older than the sun.
So concludes a team of scientists who ran computer models comparing the ratios of hydrogen isotopes over time. Taking into account new insights that the solar nebula had less ionizing radiation than previously thought, the models show that at least some of the water found in the ocean, as well as in comets, meteorites and on the moon, predate the sun’s birth.
The only other option, the scientists conclude, is that it formed in the cold, intersteller cloud from which the sun itself originated.
The discovery, reported in this week’s Science, stems from the insight of lead author Lauren Ilsedore Cleeves, a doctoral student at the University of Michigan, who realized that planetforming disks around young stars should be shielded from galactic rays by the strong solar winds, dramatically altering the chemistry occurring inside the disks, said Conel Alexander, with the Carnegie Institution of Washington.
“The finding... makes it quite hard for these regions in the disk to synthesize any new molecules. This was an ‘aha’ moment for us – without any new water creation the only place these ices could have come from was the chemically rich interstellar gas out of which the solar system formed originally,” Cleeves wrote in an email to Discovery News.
“It’s remarkable that these ices survived the entire process of stellar birth,” she added.
The finding has implications for the search for life beyond Earth, as water is believed to be necessary for life.
“If the sun’s formation was typical, interstellar ices – including water – are likely common ingredients present during the formation of all planetary systems, which puts a wonderful outlook on the possibility of other life in the universe,” Cleeves said.
In addition, it’s not just water that likely survived the solar system’s birth.
“The same must be true for the organic matter that we know is present in molecular cloud ices. So I think this strengthens the case that we have interstellar organic matter in meteorites and comets too,” Alexander wrote in an email to Discovery News.
Available in: http://news.discovery.com
Read the sentence taken from the text.
“The finding has implications for the search for life beyond Earth, as water is believed to be necessary for life.” 
Choose the alternative in which the underlined word is conjugated in the same verb tense as the one above.

English as Language of Global Education When economics students returned this winter to the elite École Normale Supérieure here, copies of a simple one-page petition were posted in the corridors demanding an unlikely privilege: French as a teaching language. “We understand that economics is a discipline, like most scientifc felds, where the research is published in English,” the petition read, in apologetic tones. But it declared that it was unacceptable for a native French professor to teach standard courses to French-speaking students in the adopted tongue of English. In the shifting universe of global academia, English is becoming as commonplace as creeping ivy and mortarboards. In the last fve years, the world’s top business schools and universities have been pushing to make English the teaching tongue in a calculated strategy to raise revenues by attracting more international students and as a way to respond to globalization. Business universities are driving the trend, partly because changes in international accreditation standards in the late 1990s required them to include English-language components. But English is also spreading to the undergraduate level, with some South Korean universities offering up to 30 percent of their courses in the language. The former president of Korea University in Seoul sought to raise that share to 60 percent, but ultimately was not re-elected to his post in December. In Madrid, business students can take their admissions test in English for the elite Instituto de Empresa and enroll in core courses for a master’s degree in business administration in the same language. The Lille School of Management in France stopped considering English a foreign language in 1999, and now half the postgraduate programs are taught in English to accommodate a rising number of international students. Over the last three years, the number of master’s programs offered in English at universities with another host language has more than doubled, to 3,300 programs at 1,700 universities, according to David A. Wilson, chief executive of the Graduate Management Admission Council, an international organization of leading business schools that is based in McLean, Va. “We are shifting to English. Why?” said Laurent Bibard, the dean of M.B.A. programs at Essec, a top French business school in a suburb of Paris that is a fertile breeding ground for chief executives. “It’s the language for international teaching,” he said. “English allows students to be able to come from anyplace in the world and for our students — the French ones — to go everywhere.” This year the university is celebrating its 100th anniversary in its adopted tongue. Its new publicity flm debuted in English and French. Along one of the main roads leading into Paris loomed a giant blue billboard boasting of the anniversary in French and, in smaller letters, in English. Essec has also taken advantage of the increased revenue that foreign students — English-speaking ones — can bring in. Its population of foreign students has leapt by 38 percent in four years, to 909 today out of a student body of 3,700. The tuition for a two-year master’s degree in business administration is 19,800 euros for European Union citizens, and 34,000 euros for non-EU citizens. “The French market for local students is not unlimited,” said Christophe N. Bredillet, the associate dean for the Lille School of Management’s M.B.A. and postgraduate programs. “Revenue is very important, and in order to provide good services, we need to cover our expenses for the library and research journals. We need to cover all these things with a bigger number of students so it’s quite important to attract international students.” With the jump in foreign students, Essec now offers 25 percent of its 200 courses in English. Its ambition is to accelerate the English offerings to 50 percent in the next three years. Santiago Iñiguez de Ozoño, dean of the Instituto de Empresa, argues that the trend is a natural consequence of globalization, with English functioning as Latin did in the 13th century as the lingua franca most used by universities. “English is being adapted as a working language, but it’s not Oxford English,” he said. “It’s a language that most stakeholders speak.” He carries out conversation on a blog, deanstalk.net, in English. But getting students to feel comfortable speaking English in the classroom is easier said than done. When younger French students at Essec start a required course in organizational analysis, the atmosphere is marked by long, uncomfortable silences, said Alan Jenkins, a management professor and academic director of the executive M.B.A. program. “They are very good on written tasks, but there’s a lot of reticence on oral communication and talking with the teacher,” Dr. Jenkins said, adding that he used role-playing to encourage students to speak. He also refuses to speak in French. “I have to force myself to say, ‘Can you give me that in English?’ ” Offcials at Ewha Womans University in Seoul are also aware that they face a diffcult task at the frst stage of their Global 2010 project, which will require new students to take four classes in English, two under the tutelage of native English-speaking professors. The 120-year-old university has embarked on a hiring spree to attract 50 foreign professors. At the beginning, “teaching courses in English may have less effciency or effectiveness in terms of knowledge transfer than those courses taught in Korean,” said Anna Suh, program manager for the university’s offce of global affairs, who said that students eventually see the benefts. “Our aim for this kind of program is to prepare and equip our students to be global leaders in this new era of internationalization.” The Lille management school is planning to open a satellite business school program next fall in Abu Dhabi, United Arab Emirates, where the working language will also be in English. “Internationally, the competition is everywhere,” Dr. Bredillet said. “For a master’s in management, I’m competing with George Washington University. I’m competing with some programs in Germany, Norway and the U.K. That’s why we’re delivering the curriculum in English.
According to the text:

Choose the alternative which presents the correct reason for a teacher to teach Grammar.

Read the text below to answer questions 22-23.
Building a Practical College Degree for the New Economy
This is not a great time to be a recent college graduate.
Average student-loan debt is $29,400. The underemployment rate is 44 percent for graduates ages 22 to 27, meaning they are holding jobs that don’t require bachelor’s degrees. And the average age of financial independence for college graduate these days is 30.
Such statistics have given rise to the narrative that a college degree is no longer worth it, although volumes of economic studies on lifetime earnings prove otherwise. Even so, given the number of college graduates struggling to launch their careers, a wide gap has emerged between what the workforce needs in employees and what colleges are producing in graduates.
Part of the problem is that we have high expectations for the bachelor’s degree today. Thirty years ago, when fewer people required a higher education to get ahead in life, the bachelor’s degree was seen as a vehicle for broad learning. The training part came later by going to graduate school or getting a job where the new employer trained you.
Now we demand that skills training move in tandem with broad learning, and expect both to be completed in the four years of an undergraduate education. For too many students, however, the bachelor’s degree is not providing that dual experience – high-impact, in-classroom learning and out-of-theclassroom, experiential, and hands-on learning necessary for success in today’s economy.
Because of student loan debt, graduate or professional school is no longer an option for many recent college graduates. They’re searching for quick and cheap addon boot camps that give them what they’re missing. And a whole new set of providers are emerging outside of the traditional higher-education ecosystem to provide that lift.
Last year, General Assembly, which offers courses of a few hours to a few weeks in everything from digital marketing to web development, expanded to Washington, DC, where it is selling out of nearly all of its offerings. Its average student is in his mid-20s and just a few years out of college.
According to the text,
I. colleges are not producing in graduates what the workforce needs in employees.
II. nowadays, the bachelor’s degree is seen only as a vehicle for broad learning.
III. nearly 44% of graduates ages 22 to 27 hold jobs that require bachelor’s degree.
IV. colleges are expected to give students not only skills training, but also broad learning.
V. economic studies on lifetime earnings prove a college degree is no longer worth it.
The correct assumption(s) is(are)

ANABOLIC STEROID ABUSE
 Since the 1950’s, some athletes have been taking anabolic steroids to build muscle boost their athletic performance. Increasingly, other segments of the population also have been taking these compounds. An anual survey of drug abuse among adolescents showed a significant increase from 1998 to 1999 in steroid abuse among middle school students. During the same year, the percentage of 12th-graders who believed that taking these drugs causes “great risk” to health, declined from 68 percent to 62 percent.
 Studies show that, over time, anabolic steroids can indeed take a heavy toll on a person’s health. The abuse of oral or injectable steroids is associated with higher risks for heart attacks and strokes, and the abuse of most oral steroids is associated with increased risk for liver problems. Steroid abusers who share needles or use non-sterile techniques when they inject steroids are at risk os contracting dangerous infections, such as HIV/AIDS, hepatites B and C, and bacterial endocarditis. 
Anabolic steroid abuse can also cause undesirable body changes. These include breast development and genital shrinking in men, masculinization of the body in women, and acne and hair loss in both sexes. 
[...]  We hope that this compilation of scientific information on anabolic steroids will help the public recognize the risks of steroid abuse. 
Alan I. Leshner, Ph.D. Director National Institute on Drug Abuse www.nida.nih.gov
Check the meaning of the word in bold.
 - The abuse of steroids is associated with risks for heart attacks and strokes.

De acordo com o texto, assinale com V (verdadeiro) ou F (falso) as afirmativas abaixo.

( ) Ganhos financeiros não são os únicos objetivos do crime cibernético.

( ) Os Cavalos de Troia são o único programa que não pode destruir toda uma rede de computadores.

( ) Desde início dos anos 90, o compartilhamento de sítios de músicas já se fazia violando a lei.

( ) A disseminação de material sujeito a direitos autorais, sem autorização do proprietário, é considerada pirataria.

A sequência correta do preenchimento dos parênteses, de cima para baixo, é

No contexto onde se encontra (l. 26), a palavra offense quer dizer

No período: Estimates by the entertainment industry put the annual cost of internet piracy in the billions of dollars, although there is evidence the scope of the economic impact has been overstated by the industry in an effort to persuade the Government to pass further regulations. (linhas 33-39), insere-se a ideia de que:

No segmento: ... many of them operating in violation of ... (l. 30-31), a palavra them está se referindo a

A expressão all at once, na linha 25, quer dizer

Descobrir números de cartões de crédito, senhas e outras informações pessoais também é o objetivo dos(das)

O uso de ’s na expressão another’s computer system (l. 16-17) é o mesmo em: 

O prefixo un-, presente em unauthorized (l. 16), também ocorre, com o mesmo sentido, em: 

Leia as frases abaixo:

I - Conseguir informações valiosas.

II - Burlar as medidas de segurança do governo ou corporações.

III - Gastar dinheiro.

De acordo com o texto, qual/quais se refere(m) aos principais objetivos do crime cibernético?

Na linha 09, a palavra although pode ser traduzida corretamente por

Qual a melhor tradução para a expressão broad range (l. 02)?

Entre as afirmativas abaixo, assinale aquela que está de acordo com o primeiro parágrafo do texto. (l. 01-07)

No trecho It works by creating a reference image of the iPad’s screen and mapping the target’s finger movements onto this (l. 16-19) os segmentos iPad’s screen (l. 18) e target’s finger (l. 18) estão na forma do possessivo. Qual das alternativas abaixo apresenta uma sentença que contém a mesma estrutura?

A melhor tradução para o segmento doesn’t know which layout is being used (l. 35 e 36), é