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( ) Os budistas acreditam em um ciclo de reencarnação em que a pessoa morre e renasce até atingir a iluminação. Segundo essa crença, são os atos praticados por cada pessoa que vão determinar a vida que ela terá ou o que será quando reencarnar. As ilusões e os apegos fazem com que as pessoas permaneçam aprisionadas ao ciclo de nascimentos e mortes. ( ) Os cristãos acreditam no dia do juízo final, que seria um ajuste de contas de toda a humanidade. A doutrina dessa religião baseia-se na crença de que todo ser humano é eterno. A morte é uma passagem dessa vida para outra e, dependendo de seus atos em vida, o indivíduo alcançará o céu e, se for condenado, irá para o inferno. ( ) Os hindus acreditam que haverá o dia do juízo final, no qual as pessoas serão julgadas. Para eles, não existe a reencarnação e sim uma vida no paraíso para os fiéis, justos e esforçados. O corpo após a morte não significa mais nada, portanto a morte acontece quando a alma se separa do corpo e é levada por anjos da morte que ajudam a realizar essa tarefa. ( ) Os islâmicos acreditam na reencarnação, isto é, que a alma não morre com a pessoa, mas volta em outro corpo para pagar pelos erros acumulados em vidas passadas até purificar-se. A crença na reencarnação contém a ideia do karma que determina a sucessão de nascimentos e mortes pelos quais o ser humano tem que passar. ( ) Para os judeus, a vida é sagrada, a morte não é o final da vida, apenas o fim do corpo ou da matéria. Creem na ressurreição da carne no final dos tempos, mas também existe a possibilidade de reencarnação. Acreditam que existe outro mundo para onde as almas vão. No entanto, a alma pode voltar para a terra em outro corpo para completar a sua missão.
I. seus seguidores tentam relembrar o animal de seu totem ancestral em marcas que são feitas por todo o corpo por meio de cortes profundos. II. o objetivo da prática é marcar e lembrar a sua origem e delimitar algumas condutas sociais, entre elas o casamento, que só deve acontecer entre pessoas que sejam do mesmo animal totêmico. III. os feiticeiros que fazem as cerimônias ou cultos são pessoas respeitadas dentro do clã, pois consolidam a cultura religiosa por meio das cerimônias e dos ritos de cura, de passagem e de iniciação. V. segundo sua cultura, o totem confere força mágica ao homem.
I. Cada nação indígena possui a sua própria religião, com seus ritos, cantos, danças, acessórios, símbolos, indumentária, pinturas corporais, mitos e jeitos de celebrar os importantes momentos da vida. II. Nas comunidades indígenas, a religião é parte integrante do cotidiano. A vida gira em torno do sagrado. III. A estrutura das religiões indígenas não permite o equilíbrio do homem com o meio e a harmonia com a “Mãe Terra”. IV. A religiosidade indígena é marcada pela burocracia institucional, tudo gira em torno das experiências do sagrado e não em uma fundamentação teórica. V. As comunidades indígenas acreditam nas forças da natureza e nos espíritos dos antepassados.
Dr. Dweck’s research into growth mindset
changed education forever
Over 30 years ago, Carol Dweck and her colleagues became interested in students' attitudes about failure. They noticed that some students rebounded while other students seemed devastated by even the smallest setbacks. After studying the behavior of thousands of children, Dr. Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger. Therefore they put in extra time and effort, and that leads to higher achievement.
Recent advances in neuroscience have shown us
that the brain is far more malleable than we ever
knew. Research on brain plasticity has shown how
connectivity between neurons can change with
experience. With practice, neural networks grow
new connections, strengthen existing ones, and
build insulation that speeds transmission of
impulses. These neuroscientific discoveries have
shown us that we can increase our neural growth
by the actions we take, such as using good
strategies, asking questions, practicing, and
following good nutrition and sleep habits. […]
So the researchers asked, “Can we change
mindsets? And if so, how?” This began a series of
interventions and studies that prove we can indeed
change a person’s mindset from fixed to growth,
and when we do, it leads to increased motivation
and achievement. For example, 7th graders who
were taught that intelligence is malleable and
shown how the brain grows with effort showed a
clear increase in math grades.
In addition to teaching kids about malleable
intelligence, researchers started noticing that
teacher practice has a big impact on student
mindset, and the feedback that teachers give their
students can either encourage a child to choose a
challenge and increase achievement or look for an
easy way out. For example, studies on different
kinds of praise have shown that telling children
they are smart encourages a fixed mindset,
whereas praising hard work and effort cultivates a
growth mindset. When students have a growth
mindset, they take on challenges and learn from
them, therefore increasing their abilities and
achievement. […].
Source: https://www.mindsetworks.com/science/.Access:02/12/2019)
Observe the following sentences taken from the text:
I. Recent advances in neuroscience have shown us that the brain is far more malleable than we ever knew.
II. Research on brain plasticity has shown how connectivity between neurons can change with experience.
Mark what is CORRECT about verb tenses in the above sentences:
Dr. Dweck’s research into growth mindset
changed education forever
Over 30 years ago, Carol Dweck and her colleagues became interested in students' attitudes about failure. They noticed that some students rebounded while other students seemed devastated by even the smallest setbacks. After studying the behavior of thousands of children, Dr. Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger. Therefore they put in extra time and effort, and that leads to higher achievement.
Recent advances in neuroscience have shown us
that the brain is far more malleable than we ever
knew. Research on brain plasticity has shown how
connectivity between neurons can change with
experience. With practice, neural networks grow
new connections, strengthen existing ones, and
build insulation that speeds transmission of
impulses. These neuroscientific discoveries have
shown us that we can increase our neural growth
by the actions we take, such as using good
strategies, asking questions, practicing, and
following good nutrition and sleep habits. […]
So the researchers asked, “Can we change
mindsets? And if so, how?” This began a series of
interventions and studies that prove we can indeed
change a person’s mindset from fixed to growth,
and when we do, it leads to increased motivation
and achievement. For example, 7th graders who
were taught that intelligence is malleable and
shown how the brain grows with effort showed a
clear increase in math grades.
In addition to teaching kids about malleable
intelligence, researchers started noticing that
teacher practice has a big impact on student
mindset, and the feedback that teachers give their
students can either encourage a child to choose a
challenge and increase achievement or look for an
easy way out. For example, studies on different
kinds of praise have shown that telling children
they are smart encourages a fixed mindset,
whereas praising hard work and effort cultivates a
growth mindset. When students have a growth
mindset, they take on challenges and learn from
them, therefore increasing their abilities and
achievement. […].
Source: https://www.mindsetworks.com/science/.Access:02/12/2019)
Dr. Dweck’s research into growth mindset
changed education forever
Over 30 years ago, Carol Dweck and her colleagues became interested in students' attitudes about failure. They noticed that some students rebounded while other students seemed devastated by even the smallest setbacks. After studying the behavior of thousands of children, Dr. Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger. Therefore they put in extra time and effort, and that leads to higher achievement.
Recent advances in neuroscience have shown us
that the brain is far more malleable than we ever
knew. Research on brain plasticity has shown how
connectivity between neurons can change with
experience. With practice, neural networks grow
new connections, strengthen existing ones, and
build insulation that speeds transmission of
impulses. These neuroscientific discoveries have
shown us that we can increase our neural growth
by the actions we take, such as using good
strategies, asking questions, practicing, and
following good nutrition and sleep habits. […]
So the researchers asked, “Can we change
mindsets? And if so, how?” This began a series of
interventions and studies that prove we can indeed
change a person’s mindset from fixed to growth,
and when we do, it leads to increased motivation
and achievement. For example, 7th graders who
were taught that intelligence is malleable and
shown how the brain grows with effort showed a
clear increase in math grades.
In addition to teaching kids about malleable
intelligence, researchers started noticing that
teacher practice has a big impact on student
mindset, and the feedback that teachers give their
students can either encourage a child to choose a
challenge and increase achievement or look for an
easy way out. For example, studies on different
kinds of praise have shown that telling children
they are smart encourages a fixed mindset,
whereas praising hard work and effort cultivates a
growth mindset. When students have a growth
mindset, they take on challenges and learn from
them, therefore increasing their abilities and
achievement. […].
Source: https://www.mindsetworks.com/science/.Access:02/12/2019)
Dr. Dweck’s research into growth mindset
changed education forever
Over 30 years ago, Carol Dweck and her colleagues became interested in students' attitudes about failure. They noticed that some students rebounded while other students seemed devastated by even the smallest setbacks. After studying the behavior of thousands of children, Dr. Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger. Therefore they put in extra time and effort, and that leads to higher achievement.
Recent advances in neuroscience have shown us
that the brain is far more malleable than we ever
knew. Research on brain plasticity has shown how
connectivity between neurons can change with
experience. With practice, neural networks grow
new connections, strengthen existing ones, and
build insulation that speeds transmission of
impulses. These neuroscientific discoveries have
shown us that we can increase our neural growth
by the actions we take, such as using good
strategies, asking questions, practicing, and
following good nutrition and sleep habits. […]
So the researchers asked, “Can we change
mindsets? And if so, how?” This began a series of
interventions and studies that prove we can indeed
change a person’s mindset from fixed to growth,
and when we do, it leads to increased motivation
and achievement. For example, 7th graders who
were taught that intelligence is malleable and
shown how the brain grows with effort showed a
clear increase in math grades.
In addition to teaching kids about malleable
intelligence, researchers started noticing that
teacher practice has a big impact on student
mindset, and the feedback that teachers give their
students can either encourage a child to choose a
challenge and increase achievement or look for an
easy way out. For example, studies on different
kinds of praise have shown that telling children
they are smart encourages a fixed mindset,
whereas praising hard work and effort cultivates a
growth mindset. When students have a growth
mindset, they take on challenges and learn from
them, therefore increasing their abilities and
achievement. […].
Source: https://www.mindsetworks.com/science/.Access:02/12/2019)
Dr. Dweck’s research into growth mindset
changed education forever
Over 30 years ago, Carol Dweck and her colleagues became interested in students' attitudes about failure. They noticed that some students rebounded while other students seemed devastated by even the smallest setbacks. After studying the behavior of thousands of children, Dr. Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger. Therefore they put in extra time and effort, and that leads to higher achievement.
Recent advances in neuroscience have shown us
that the brain is far more malleable than we ever
knew. Research on brain plasticity has shown how
connectivity between neurons can change with
experience. With practice, neural networks grow
new connections, strengthen existing ones, and
build insulation that speeds transmission of
impulses. These neuroscientific discoveries have
shown us that we can increase our neural growth
by the actions we take, such as using good
strategies, asking questions, practicing, and
following good nutrition and sleep habits. […]
So the researchers asked, “Can we change
mindsets? And if so, how?” This began a series of
interventions and studies that prove we can indeed
change a person’s mindset from fixed to growth,
and when we do, it leads to increased motivation
and achievement. For example, 7th graders who
were taught that intelligence is malleable and
shown how the brain grows with effort showed a
clear increase in math grades.
In addition to teaching kids about malleable
intelligence, researchers started noticing that
teacher practice has a big impact on student
mindset, and the feedback that teachers give their
students can either encourage a child to choose a
challenge and increase achievement or look for an
easy way out. For example, studies on different
kinds of praise have shown that telling children
they are smart encourages a fixed mindset,
whereas praising hard work and effort cultivates a
growth mindset. When students have a growth
mindset, they take on challenges and learn from
them, therefore increasing their abilities and
achievement. […].
Source: https://www.mindsetworks.com/science/.Access:02/12/2019)
Consider the following statements either TRUE or FALSE according to the text and mark the option which contains the correct sequence:
I. The belief that one can achieve something bigger actually makes students get better accomplishments.
II. Students who had small setbacks and, therefore, a growth mindset gave up easily because of their failures.
III. Neuroscientists discovered that the brain can adapt to new experiences and even change mindsets from fixed to growth ones.
IV. Actions such as questioning, eating healthily, sleeping well among others can help multiply neural connections in the brain.
Read the following article and answer question
Can Allergies Cause Coughing — Or Is It Just A Cold?
Important q: Is it phlegmy or dry?
BY CASSIE SHORTSLEEVE
No matter why it's happening, a cough is always annoying—it's loud, it's uncomfortable, and it never fails to garner unwanted attention.
But what's really behind that cough? Can allergies cause coughing — or do you just have an annoying cold?
Well, turns out, there are some pretty distinct differences between allergy coughs and cold coughs...
Just curious: Why do we cough, anyway? "The purpose of a cough is to help us," says Monica Lee, MD, an otolaryngologist at Massachusetts Eye and Ear. It’s your body’s way of trying to expel something it perceives as a threat in the airway, she says.
Those perceived threats can be a bunch of different things: a piece of food stuck in your throat, pollen, air pollution, or swelling or drainage from extra mucus in your throat. All those things irritate the sensory fibers in your airway, which then stimulate a cough.
As for what exactly happens in your body during a cough? It's kind of complex, says Dr. Lee. Basically, your vocal chords close briefly to generate pressure in the lungs. Once enough pressure is built up, your vocal chords open back up, and air flows quickly through your voice box, which generates that coughing sound. Kinda cool, huh?
7So...can allergies cause coughing? Give it to me straight. In short, yes. Usually, allergies create dry coughs (it’s a direct reaction to something you’re sensitive or allergic to in the airways). If that's the case, you’ll likely have other symptoms (think: itchy, watery eyes; a runny nose; an itchy throat; and sneezing, says Dr. Lee). Headaches and wheezing often come with allergies, too, according to the American College of Allergy, Asthma, and Immunology.
Remind Me: When Is Allergy Season?
Timing's also a factor. If you're allergic to pollen (or your BFF's new adorable kitten), for example, you’ll likely notice symptoms (including your cough) almost immediately, or within an hour of being exposed. And those symptoms could last for hours after you've been exposed — even after the allergen isn't nearby anymore.
Coughs related to allergies are also dependent on patterns, so doctors always try to look at the big picture. Say you get a cough every single March. That could be a sign you're actually suffering from allergies, instead of the common cold. "You need to look at everything that's going on," says Paul Bryson, MD, an otolaryngologist at the Cleveland Clinic.
Your best defense for a cough from allergies? Antihistamines like Allegra, Claritin, and Zyrtec, which are all available over-the-counter. Other options include steroid nasal sprays and immunotherapy shots, which can work to regulate your body's response to allergens, instead of just relieving the symptoms.
How do I know my cough is from a cold?
You know how allergy coughs are typically on the drier side? Coughs from colds (or the flu) tend to be on the wetter side (that "wetness" is actually mucus your body which is trying to move out of your body, says Dr. Lee).
Coughs that come along with a cold usually come along with stuffiness, along with postnasal drip (a.k.a., mucus running down the back of your throat), which can cause a sore throat or chest discomfort. A low-grade fever may also signal a cold instead of allergies.
Colds aren't as immediate as allergies. Instead, they tend to develop over the course of a few days, says Dr. Bryson.
You can try a few different things to help relieve a cough. Decongestants can work for, well, congestion. And ingredients like dextromethorphan (found in many multi-symptom products like Vicks NyQuil Cold & Flu Nighttime Relief) can help ease the coughing itself. Just make sure you take any products as-directed. It should be said, however, that a dry cough isn't always allergies, just like a wet cough isn't always a cold. Allergies can plague your nose, for example, causing post-nasal drip (a wet cough), while mild colds might not leave you stuffed up enough to produce any phlegm.
Do I ever need to worry about a cough?
Something important to remember: A cough — no matter its cause — shouldn’t be your norm. Colds usually run their course within a couple of weeks, which means a cough associated with a cold should go away in about three weeks time (though some can linger on for as long as eight weeks), according to the U.S. National Library of Medicine. The length of an allergy-related cough will vary depending on how (if) you're treating it. But if you notice you’re still barking after two months of symptoms, see your doc. You could either be dealing with an allergy you’re not aware of (this is where an allergy test could come into play) or potentially suffering from another issue such as asthma (especially if you notice shortness of breath with any of your symptoms), reflux, pneumonia, or bronchitis, says Dr. Bryson. And if something (allergies or a pesky cold) is bothering you enough to disrupt your life, don't put off getting it checked out. If nothing else, seeing a doc will give you peace of mind and maybe even speed up your recovery time.
SOURCE:https://www.womenshealthmag.com/health/a26289646/co ughing-from-allergies-or-cold/. Access: 02/12/2019
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