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Comentadas sobre interpretação de texto | reading comprehension em inglês
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In my research recently published in an open access journal, I used a popular language model, GPT-4 by OpenAI, to create simple summaries of scientific papers. These summaries generated by artificial intelligence (AI) used simpler language and more common words, like “job” instead of “occupation”, than summaries written by the researchers who had done the work.
In one experiment, I found that readers of the AI-generated summaries had a better understanding of the science than readers of the human-written summaries. A second experiment investigated what effects the simpler summaries might have on people’s perceptions of the scientists who performed the research. In this experiment, participants rated the scientists whose work was described in the simpler texts as more credible than the scientists whose work was described in the more complex texts.
Have you ever read about a scientific discovery and felt like it was written in a foreign language? New scientific information is probably hard to understand — especially if you try to read a science article in a research journal. In an era where understanding science is crucial for informed decision- -making, the abilities to comprehend and communicate complex ideas are more important than ever. Trust in science has been declining for years, and one contributing factor may be the challenge of understanding scientific jargon.
As AI continues to evolve, its role in science communication may expand, especially if using generative AI becomes more commonplace. Simple science descriptions are preferable to and more beneficial than complex ones, and AI tools can help. But scientists could also achieve the same goals by working harder to minimize jargon and communicate clearly — no AI necessary.
(David Markowitz. https://theconversation.com, 30.10.2024. Adaptado.)
Hebbian Plasticity and Mental Health
Hebbian plasticity is not just about learning new skills like riding a bike — it also helps your brain stay healthy. In some conditions, such as depression or post‑traumatic stress disorder (PTSD), the problematic symptoms can be caused by the poor function of certain brain connections. Imagine if the pathways between important parts of your brain were weak or broken. When brain pathways are weak, it can be harder to think clearly, concentrate, or feel happy. When a person experiences stress or trauma, Hebbian plasticity can also accidentally strengthen harmful connections. This happens because the brain is trying to protect itself, but sometimes it ends up strengthening neural pathways that make a person more vulnerable to negative emotions or stress responses. Fortunately, learning how to strengthen “positive” neural pathways, such as those involved in healthy coping strategies, physical activity, or resilience, can help restore balance, improving people’s moods and overall mental wellbeing.
Available at: https://kids.frontiersin.org/articles/10.3389/ frym.2025.1425512. Accessed on: March 1st, 2025.
The adjective coping in the sentence “Fortunately, learning how to strengthen ‘positive’ neural pathways, such as those involved in healthy coping strategies, physical activity, or resilience [...].” is closest in meaning to
INSTRUCTION: Read the following text to answer the question.
Neuroplasticity: How the brain changes with learning
You cannot learn something without storing it in some form of memory for future use. From neuroscience, we know that memories are encoded by physical changes in the brain. In other words, your brain changes physically whenever you learn anything, and your brain continues to be moulded by experience and learning throughout your life.
Executive summary
• Your brain is never fixed but continues to change with learning and experience throughout your life.
• Most learning in the brain involves rewiring or making and strengthening connections between neurons, the cells of your brain most crucial for learning.
• In most regions of the brain, the only neurons you will have throughout all of your life are already present at birth. Your brain does continue to grow new neurons in at least one very small but potentially important area for learning, but this is very new research and the role of these new neurons for learning is not yet known.
• Neuroplasticity is important for all learning – much of the neuroscience research on neuroplasticity is related to how the brain recovers from injury or damage – but some of the same principles apply to how the brain changes with learning throughout all of life.
Learning and memory and changes in the brain
Let us start with a simple logical argument, to dispel myths and show that logically, of course, your brain is changing with learning:
Learning and memory are necessarily closely linked. You cannot learn something without storing it in some form of memory for use in the future, either for recall as new knowledge or improvement in skills. From neuroscience, we know that memories are encoded by physical changes in the brain (although we still debate exactly what it is that changes and how). Your brain therefore changes physically whenever anything is learnt, and so your experiences and learning throughout all of life change and mould your brain.
There is a common brain myth or popular perception that the brain becomes fully developed sometime in early childhood, implying that nothing further changes, and that further changes in the brain with development in childhood and adolescence are somehow biologically determined, leading to a fully developed state at adulthood.
In reality, the way your brain develops is determined both by your genetics and by your learning and experiences. Biological does not mean predetermined. Your brain is shaped by your experiences and is never fixed but continues to change along with learning across the lifespan.
Available at: https://solportal.ibe-unesco.org/articles/neuroplasticityhow-the-brain-changes-with-learning/. Accessed on: March 1st, 2025.
INSTRUCTION: Read the following text to answer the question.
Neuroplasticity: How the brain changes with learning
You cannot learn something without storing it in some form of memory for future use. From neuroscience, we know that memories are encoded by physical changes in the brain. In other words, your brain changes physically whenever you learn anything, and your brain continues to be moulded by experience and learning throughout your life.
Executive summary
• Your brain is never fixed but continues to change with learning and experience throughout your life.
• Most learning in the brain involves rewiring or making and strengthening connections between neurons, the cells of your brain most crucial for learning.
• In most regions of the brain, the only neurons you will have throughout all of your life are already present at birth. Your brain does continue to grow new neurons in at least one very small but potentially important area for learning, but this is very new research and the role of these new neurons for learning is not yet known.
• Neuroplasticity is important for all learning – much of the neuroscience research on neuroplasticity is related to how the brain recovers from injury or damage – but some of the same principles apply to how the brain changes with learning throughout all of life.
Learning and memory and changes in the brain
Let us start with a simple logical argument, to dispel myths and show that logically, of course, your brain is changing with learning:
Learning and memory are necessarily closely linked. You cannot learn something without storing it in some form of memory for use in the future, either for recall as new knowledge or improvement in skills. From neuroscience, we know that memories are encoded by physical changes in the brain (although we still debate exactly what it is that changes and how). Your brain therefore changes physically whenever anything is learnt, and so your experiences and learning throughout all of life change and mould your brain.
There is a common brain myth or popular perception that the brain becomes fully developed sometime in early childhood, implying that nothing further changes, and that further changes in the brain with development in childhood and adolescence are somehow biologically determined, leading to a fully developed state at adulthood.
In reality, the way your brain develops is determined both by your genetics and by your learning and experiences. Biological does not mean predetermined. Your brain is shaped by your experiences and is never fixed but continues to change along with learning across the lifespan.
Available at: https://solportal.ibe-unesco.org/articles/neuroplasticityhow-the-brain-changes-with-learning/. Accessed on: March 1st, 2025.
INSTRUCTION: Read the following text to answer the question.
Neuroplasticity: How the brain changes with learning
You cannot learn something without storing it in some form of memory for future use. From neuroscience, we know that memories are encoded by physical changes in the brain. In other words, your brain changes physically whenever you learn anything, and your brain continues to be moulded by experience and learning throughout your life.
Executive summary
• Your brain is never fixed but continues to change with learning and experience throughout your life.
• Most learning in the brain involves rewiring or making and strengthening connections between neurons, the cells of your brain most crucial for learning.
• In most regions of the brain, the only neurons you will have throughout all of your life are already present at birth. Your brain does continue to grow new neurons in at least one very small but potentially important area for learning, but this is very new research and the role of these new neurons for learning is not yet known.
• Neuroplasticity is important for all learning – much of the neuroscience research on neuroplasticity is related to how the brain recovers from injury or damage – but some of the same principles apply to how the brain changes with learning throughout all of life.
Learning and memory and changes in the brain
Let us start with a simple logical argument, to dispel myths and show that logically, of course, your brain is changing with learning:
Learning and memory are necessarily closely linked. You cannot learn something without storing it in some form of memory for use in the future, either for recall as new knowledge or improvement in skills. From neuroscience, we know that memories are encoded by physical changes in the brain (although we still debate exactly what it is that changes and how). Your brain therefore changes physically whenever anything is learnt, and so your experiences and learning throughout all of life change and mould your brain.
There is a common brain myth or popular perception that the brain becomes fully developed sometime in early childhood, implying that nothing further changes, and that further changes in the brain with development in childhood and adolescence are somehow biologically determined, leading to a fully developed state at adulthood.
In reality, the way your brain develops is determined both by your genetics and by your learning and experiences. Biological does not mean predetermined. Your brain is shaped by your experiences and is never fixed but continues to change along with learning across the lifespan.
Available at: https://solportal.ibe-unesco.org/articles/neuroplasticityhow-the-brain-changes-with-learning/. Accessed on: March 1st, 2025.
Abstract
Learning and memory happen because of a special brain process called Hebbian plasticity. This process makes the connections between brain cells, called neurons, stronger when the neurons work together. These stronger connections help us think, learn new skills, and remember things. Scientists are studying how Hebbian plasticity works and using tools like transcranial magnetic stimulation (TMS) to change these brain cell connections without the need for surgery. By understanding Hebbian plasticity, researchers hope to find better ways to help people learn, improve memory, and even treat brain‑related problems like depression or memory loss.
Available at: https://kids.frontiersin.org/articles/10.3389/ frym.2025.1425512. Accessed on: March 1st, 2025.
A potential application of understanding Hebbian plasticity, described in the abstract, is
Fonte: https://www.liveworksheets.com › download-pdf.
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“It’s all we’ve been talking about since November,” says Patrick Franzen, publishing director for SPIE, the international society for optics and photonics. He’s referring to ChatGPT, the artificial intelligence (AI)-powered chatbot unveiled that month. In response to a prompt, ChatGPT can spin out fluent and seemingly well-informed reports, essays — and scientific manuscripts. Worried about the ethics and accuracy of such content, Franzen and managers at other journals are scrambling to protect the scholarly literature from a potential flood of manuscripts written in whole or part by computer programs.
Some publishers have not yet formulated policies. Most of those that have avoid an outright ban on AI-generated text, but ask authors to disclose their use of the automated tools, as SPIE is likely to do. For now, editors and peer reviewers have few alternatives, as they lack enforcement tools. No software so far can consistently detect the synthetic text the majority of the time. [...]
In some cases, the resulting text is indistinguishable from what people would write. For example, researchers who read medical journal abstracts generated by ChatGPT failed to identify one-third of them as written by machine, according to a December 2022 preprint. AI developers are expected to create even more powerful versions, including ones trained specifically on scientific literature — a prospect that has sent a shock wave through the scholarly publishing industry.
So far, scientists report playing around with ChatGPT to explore its capabilities, and a few have listed ChatGPT as a co-author on manuscripts. Publishing experts worry such limited use could morph into a spike of manuscripts containing substantial chunks of AI-written text.
Fonte: BRAINARD, Jeffrey. As scientists explore AI-written text, journals hammer out policies. Science, v. 379, n. 6634, p. 740–741, 22 feb. 2023. Disponível em: https://www.science.org/content/article/scientists-explore-ai-written-text-journals-hammer-policies.
No trecho do último parágrafo do texto “... to explore its capabilities ...”, o termo ITS refere-se a
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“It’s all we’ve been talking about since November,” says Patrick Franzen, publishing director for SPIE, the international society for optics and photonics. He’s referring to ChatGPT, the artificial intelligence (AI)-powered chatbot unveiled that month. In response to a prompt, ChatGPT can spin out fluent and seemingly well-informed reports, essays — and scientific manuscripts. Worried about the ethics and accuracy of such content, Franzen and managers at other journals are scrambling to protect the scholarly literature from a potential flood of manuscripts written in whole or part by computer programs.
Some publishers have not yet formulated policies. Most of those that have avoid an outright ban on AI-generated text, but ask authors to disclose their use of the automated tools, as SPIE is likely to do. For now, editors and peer reviewers have few alternatives, as they lack enforcement tools. No software so far can consistently detect the synthetic text the majority of the time. [...]
In some cases, the resulting text is indistinguishable from what people would write. For example, researchers who read medical journal abstracts generated by ChatGPT failed to identify one-third of them as written by machine, according to a December 2022 preprint. AI developers are expected to create even more powerful versions, including ones trained specifically on scientific literature — a prospect that has sent a shock wave through the scholarly publishing industry.
So far, scientists report playing around with ChatGPT to explore its capabilities, and a few have listed ChatGPT as a co-author on manuscripts. Publishing experts worry such limited use could morph into a spike of manuscripts containing substantial chunks of AI-written text.
Fonte: BRAINARD, Jeffrey. As scientists explore AI-written text, journals hammer out policies. Science, v. 379, n. 6634, p. 740–741, 22 feb. 2023. Disponível em: https://www.science.org/content/article/scientists-explore-ai-written-text-journals-hammer-policies.
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The early development of radar was driven primarily by military imperatives, and the targets that were to be detected were mainly aircraft and ships. It was no surprise that echoes were also received from terrain and from rainstorms, but the discovery, during World War II, that birds were often detectable was less expected. As the technology developed, and specially after transmission at the shorter ‘microwave’ wavelengths became commonplace, echoes from insects were also identified. In the late 1940’s and the 1950’s, radar technology was adapted rapidly to the needs of meteorologists, while ornithologists pioneered the use of defence and air-traffic control radars to study bird migration.
Radar observations of insects, however, were relatively sparse until the early 1960’s, when radar meteorologists became rather intensely interested in a type of warm-weather echo that appeared, puzzlingly from their perspective, when there was not a cloud in sight. Perhaps spurred by the meteorologists’ observations, entomologists began their own exploitation of the technology in 1968, when a rather modest radar, built by G.W. Schaefer specifically for insect observation and operated in West Africa just south of the Sahara, proved to be very effective.
Fonte: DRAKE, V.A. and REYNOLDS, D.R. Radar Entomology: Observing Insect Flight and Mi gration. CAB Internacional, 2012.
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The early development of radar was driven primarily by military imperatives, and the targets that were to be detected were mainly aircraft and ships. It was no surprise that echoes were also received from terrain and from rainstorms, but the discovery, during World War II, that birds were often detectable was less expected. As the technology developed, and specially after transmission at the shorter ‘microwave’ wavelengths became commonplace, echoes from insects were also identified. In the late 1940’s and the 1950’s, radar technology was adapted rapidly to the needs of meteorologists, while ornithologists pioneered the use of defence and air-traffic control radars to study bird migration.
Radar observations of insects, however, were relatively sparse until the early 1960’s, when radar meteorologists became rather intensely interested in a type of warm-weather echo that appeared, puzzlingly from their perspective, when there was not a cloud in sight. Perhaps spurred by the meteorologists’ observations, entomologists began their own exploitation of the technology in 1968, when a rather modest radar, built by G.W. Schaefer specifically for insect observation and operated in West Africa just south of the Sahara, proved to be very effective.
Fonte: DRAKE, V.A. and REYNOLDS, D.R. Radar Entomology: Observing Insect Flight and Mi gration. CAB Internacional, 2012.
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What links Sir Isaac Newton, alien solar systems, and a new multi-million dollar TV show? The answer is “the three-body problem”: a conundrum in astronomy and mathematics that describes why it’s often difficult to predict the long-term trajectory of planets, moons and stars. So, what exactly is the problem? And how did it end up becoming the title of a TV series?
To understand, you first need to know a bit about the background to the TV show and its premise. The story is based on Liu Cixin’s epic sci-fi trilogy, The Remembrance of Earth’s Past, of which The Three-Body Problem is the first book. The original trilogy is characterised by the author’s attention to scientific detail. The adaptation is less so, but still crammed with scientific ideas.
The TV series focuses on the “Oxford Five”, who all studied under the same professor at the University of Oxford. Some have gone on to become scientists themselves (a postdoctoral physics researcher, a founder and chief scientific officer of a nano-tech company, and a theoretical physics academic), one has become a school physics teacher, while the fifth is now a snack-food entrepreneur. Scientific credentials abound.
The crux of the story is that an alien race — called the Trisolarans or San-Ti Ren — is headed to Earth to colonise it. Through intergalactic communication, these travellers attempt to intimidate human scientists into slowing down our rapid technological advancement, making Earth easier to conquer. But why are these aliens so hell-bent on taking over our planet in the first place? This is where the three-body problem comes in.
Bodies, in this context, is a scientific byword for planets, moons, suns or any other massive astronomical object. The extraterrestrials’ home planet is situated in a solar system with three suns, hence their name in the English translation of the book — the Trisolarans. This three-sun system can be highly unstable, making conditions difficult for life, hence the desire to travel across the Universe in order to inhabit our relatively stable Solar System. We only have one Sun, so Earth’s future is relatively predictable — at least for the next few million years.
Fonte: YATES, Kit. What is the three-body problem? The chaotic, cosmic mathematics behind the Netflix TV show. BBC, 2024. Disponível em: https://www.bbc.com/future/article/20240328-the-science-astronomy-and-mathematics-of-netflixs-3-body-problem-tv-show. Adaptado.
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What links Sir Isaac Newton, alien solar systems, and a new multi-million dollar TV show? The answer is “the three-body problem”: a conundrum in astronomy and mathematics that describes why it’s often difficult to predict the long-term trajectory of planets, moons and stars. So, what exactly is the problem? And how did it end up becoming the title of a TV series?
To understand, you first need to know a bit about the background to the TV show and its premise. The story is based on Liu Cixin’s epic sci-fi trilogy, The Remembrance of Earth’s Past, of which The Three-Body Problem is the first book. The original trilogy is characterised by the author’s attention to scientific detail. The adaptation is less so, but still crammed with scientific ideas.
The TV series focuses on the “Oxford Five”, who all studied under the same professor at the University of Oxford. Some have gone on to become scientists themselves (a postdoctoral physics researcher, a founder and chief scientific officer of a nano-tech company, and a theoretical physics academic), one has become a school physics teacher, while the fifth is now a snack-food entrepreneur. Scientific credentials abound.
The crux of the story is that an alien race — called the Trisolarans or San-Ti Ren — is headed to Earth to colonise it. Through intergalactic communication, these travellers attempt to intimidate human scientists into slowing down our rapid technological advancement, making Earth easier to conquer. But why are these aliens so hell-bent on taking over our planet in the first place? This is where the three-body problem comes in.
Bodies, in this context, is a scientific byword for planets, moons, suns or any other massive astronomical object. The extraterrestrials’ home planet is situated in a solar system with three suns, hence their name in the English translation of the book — the Trisolarans. This three-sun system can be highly unstable, making conditions difficult for life, hence the desire to travel across the Universe in order to inhabit our relatively stable Solar System. We only have one Sun, so Earth’s future is relatively predictable — at least for the next few million years.
Fonte: YATES, Kit. What is the three-body problem? The chaotic, cosmic mathematics behind the Netflix TV show. BBC, 2024. Disponível em: https://www.bbc.com/future/article/20240328-the-science-astronomy-and-mathematics-of-netflixs-3-body-problem-tv-show. Adaptado.
I like my baby hair with baby hair and afros I like my negro nose with Jackson Five nostrils Earned all this money but they never take the country out me (…)
Disponível em: https://www.vagalume.com.br/beyonce/formation.html. Acesso em: 14 out. 2024.
This part of the song “Formation” shows
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The Chamber of Commerce Brazil-Canada (CCBC) hosted Canada Day 2024, aimed at providing opportunities for young Brazilians who wish to do an exchange program, study, and explore the Canadian job market. The event featured representatives from the Consulate General of Canada in Brazil, who highlighted the efficiency of visa processing, allowing students to begin their studies in the country.
During the event, experts from various universities and educational institutions in Canada shared information and provided clarifications for students, offering a comprehensive view of the available opportunities.
Canada leads the list of the most sought-after destinations by Brazilians for studying abroad. According to the 2023 Belta Survey released by the Brazilian Association of Exchange Agencies, the number of Brazilian students seeking to study abroad grew by 18% in 2022 compared to the pre-pandemic period. This is because the region offers excellent quality of life, safety, and academic options, as well as work opportunities during and after studies, and the possibility of obtaining permanent residency in Canada.
For those who are thinking about studying in Canada, it is essential to pay attention to the registration deadlines offered by the institutions and to prepare the documentation, such as sending transcripts, English test results and necessary proof of income. The institutions present at the event highlighted the importance of starting the application process in advance, as soon as each university opens its applications.
Furthermore, to obtain a student visa for Canada it is necessary to follow a series of steps after receiving the acceptance letter from the educational institution and the scholarship. There are different types of visa, each suited to specific situations: the SX-1, for shortterm courses (up to 24 weeks), which requires an acceptance letter; the V-1, a tourist visa that can also be used for courses of up to 24 weeks; and the S-1 Study Permit, required for courses longer than 24 weeks.
To speed up the process, it is recommended to seek help from an exchange agency that offers guidance and support during all stages. In addition to the acceptance letter, you must have a passport valid for at least six months, demonstrate family ties in your country of origin, prove your financial capacity to support yourself in Canada during the study period and send all the necessary documentation, detailing your plans. For courses lasting more than six months, a medical examination is also required.
Disponível em: ccbc.org.br/en/publicacoes/news-ccbc/canada-offers-great-study-opportunities-for-brazilians-who-want-to-do-an-exchange-program. 17 July 2024 / news CCBC [adapted]. Acesso em: 04 out. 2024.
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Child of the Dark: The Diary of Carolina Maria de Jesus
A powerful and gripping memoir depicting the harsh realities of life in the favelas of Brazil in the 1950s, and one woman's resilience in the face of poverty, racism, and social inequality.
Living in poverty in a Brazilian favela, or "slum," Carolina tried to scrape together a living by collecting recyclables. Among the trash, she found notebooks and papers that she salvaged to write on, and she used these found papers to craft novels, poetry, plays, letters to authorities--as well as her own journal.
In this stunning diary of perseverance in the face of adversity, violence, and starvation, Carolina Maria de Jesus offers a firsthand account of life in the streets of São Paulo that, upon its first publication over 50 years ago, drew international attention to the plight of the poor.
A unique historical account and a critical work in the canon of Afro-Brazilian literature, Child of the Dark offers an essential perspective on the realities and cruelties of life in a favela at the beginning of the "modernization" of the city of São Paulo. Its themes of struggles against marginalization, classism, and racism continue to resonate today.
Includes eight pages of photographs and an afterword by Robert M. Levine
Translated from the Portuguese by David S. Clair
Disponível em: https://www.amazon.com/ Child-Dark-Diary-Carolina-Maria/dp/0451529103. Acesso em: 08 mar. 2024.
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The giver (for Berdis) by James Baldwin
1 If the hope of giving
2 is to love the living,
3 the giver risks madness
4 in the act of giving.
5 Some such lesson I seemed to see
6 in the faces that surrounded me.
7 Needy and blind, unhopeful, unlifted,
8 what gift would give them the gift to be gifted?
9 The giver is no less adrift
10 than those who are clamouring for the gift.
11 If they cannot claim it, if it is not there,
12 if their empty fingers beat the empty air
13 and the giver goes down on his knees in prayer
14 knows that all of his giving has been for naught
15 and that nothing was ever what he thought
16 and turns in his guilty bed to stare
17 at the starving multitudes standing there
18 and rises from bed to curse at heaven,
19 he must yet understand that to whom much is given
20 much will be taken, and justly so:
21 I cannot tell how much I owe.
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The giver (for Berdis) by James Baldwin
1 If the hope of giving
2 is to love the living,
3 the giver risks madness
4 in the act of giving.
5 Some such lesson I seemed to see
6 in the faces that surrounded me.
7 Needy and blind, unhopeful, unlifted,
8 what gift would give them the gift to be gifted?
9 The giver is no less adrift
10 than those who are clamouring for the gift.
11 If they cannot claim it, if it is not there,
12 if their empty fingers beat the empty air
13 and the giver goes down on his knees in prayer
14 knows that all of his giving has been for naught
15 and that nothing was ever what he thought
16 and turns in his guilty bed to stare
17 at the starving multitudes standing there
18 and rises from bed to curse at heaven,
19 he must yet understand that to whom much is given
20 much will be taken, and justly so:
21 I cannot tell how much I owe.
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