Questões de Vestibular Comentadas sobre inglês
Foram encontradas 2.807 questões
Ano: 2019
Banca:
Cepros
Órgão:
CESMAC
Prova:
Cepros - 2019 - CESMAC - Prova de Medicina-2019.2- 1° DIA |
Q1332975
Inglês
Texto associado
New Parents Don’t Get Enough Sleep for Six Years After a Child Is Born
Those first three months with a newborn can be rough, but researchers say sleep deprivation is an issue with parents for years. New parents are sometimes shocked to discover how little sleep they get in the first six months after a baby is born. They might also be discouraged to learn that their sleep patterns might not return to normal until that newborn is ready for kindergarten.
A new study published in the journal Sleep found that both parental sleep satisfaction and sleep duration sharply declined after childbirth, hitting their lowest point when a baby is 3 months old.
Women’s sleep duration and quality were far more affected than men, whether or not they breastfed their child. Women lost an average of one hour of sleep nightly compared to what they got prior to pregnancy, while men lost about 15 minutes of sleep per night.
Even four to six years after childbirth, mothers were getting 20 minutes less sleep per night than before they became pregnant, while fathers were still getting 15 minutes less sleep.
“The short-term effects of childbirth on parental sleep is well known. Our study just confirmed these effects,” Lemola told Healthline. “However, it was largely unexpected to find decreased sleep duration and sleep satisfaction six years after birth.”
Sleep was more affected among first-time parents than among parents with more than one child.
The findings were based on interviews of 4,659 parents who had a child between 2008 and 2015.
“While having children is a major source of joy for most parents, it is possible that increased demands and responsibilities associated with the role as a parent lead to shorter sleep and decreased sleep quality even up to six years after birth of the first child,” said Lemola.
Lemola said that future research would be required to determine how parents can cope with sleep loss and regain their sleep patterns sooner.
Adaptado de: <https://www.healthline.com/health-news/newparents-dont-get-sound-sleep-for-6-years#The-bottom-line> Acessado em 04 de março de 2019
Researchers have found that sleep deprivation
Ano: 2019
Banca:
CEV-URCA
Órgão:
URCA
Prova:
CEV-URCA - 2019 - URCA - Vestibular - Prova II - História \ Geografia \ Português \ Inglês |
Q1314151
Inglês
Texto 6
From: https://goo.gl/ngNDf2. Accessed on 11/05/2018
Após ler o Texto 6, pode-se afirmar que ele
Ano: 2019
Banca:
CEV-URCA
Órgão:
URCA
Prova:
CEV-URCA - 2019 - URCA - Vestibular - Prova II - História \ Geografia \ Português \ Inglês |
Q1314148
Inglês
Texto associado
Texto 4
There are 30 million slaves in the world. 60,000 only in the U.S.
We think of slavery as a practice of the past, an image from Roman colonies or 18th-century American plantations, but the practice of enslaving human beings as property still exists. There are 29.8 million people living as slaves right now, according to a comprehensive new report issued by the Australia-based Walk Free Foundation.
This is not some softened, by-modernstandards definition of slavery. These 30 million people are living as forced laborers, forced prostitutes, child soldiers, child brides in forced marriages and, in all ways that matter, as pieces of property, chattel in the servitude of absolute ownership. Walk Free investigated 162 countries and found slaves in every single one. But the practice is far worse in some countries than others.
The country where you are most likely to be enslaved is Mauritania. Although this vast West African nation has tried three times to outlaw slavery within its borders, it remains so common that it is nearly normal. The report estimates that four percent of Mauritania is enslaved – one out of every 25 people. (The aid group SOS Slavery, using a broader definition of slavery, estimated several years ago that as many as 20 percent of Mauritanians might be enslaved.)
From: https://goo.gl/UFx8ZT. Accessed on 11/07/2018
São práticas de
escravidão a que 30 milhões de pessoas no
mundo moderno são submetidas:
Ano: 2019
Banca:
CEV-URCA
Órgão:
URCA
Prova:
CEV-URCA - 2019 - URCA - Vestibular - Prova II - História \ Geografia \ Português \ Inglês |
Q1314147
Inglês
Texto associado
Texto 4
There are 30 million slaves in the world. 60,000 only in the U.S.
We think of slavery as a practice of the past, an image from Roman colonies or 18th-century American plantations, but the practice of enslaving human beings as property still exists. There are 29.8 million people living as slaves right now, according to a comprehensive new report issued by the Australia-based Walk Free Foundation.
This is not some softened, by-modernstandards definition of slavery. These 30 million people are living as forced laborers, forced prostitutes, child soldiers, child brides in forced marriages and, in all ways that matter, as pieces of property, chattel in the servitude of absolute ownership. Walk Free investigated 162 countries and found slaves in every single one. But the practice is far worse in some countries than others.
The country where you are most likely to be enslaved is Mauritania. Although this vast West African nation has tried three times to outlaw slavery within its borders, it remains so common that it is nearly normal. The report estimates that four percent of Mauritania is enslaved – one out of every 25 people. (The aid group SOS Slavery, using a broader definition of slavery, estimated several years ago that as many as 20 percent of Mauritanians might be enslaved.)
From: https://goo.gl/UFx8ZT. Accessed on 11/07/2018
De acordo com o Texto 4,
em que país a escravidão parece ser
normal?
Ano: 2019
Banca:
CEV-URCA
Órgão:
URCA
Prova:
CEV-URCA - 2019 - URCA - Vestibular - Prova II - História \ Geografia \ Português \ Inglês |
Q1314146
Inglês
Texto associado
Texto 3
What is domestic violence and abuse?
When people think of domestic abuse, they often focus on domestic violence. But domestic abuse occurs whenever one person in an intimate relationship or marriage tries to dominate and control the other person. Domestic violence and abuse are used for one purpose and one purpose only: to gain and maintain total control over you. An abuser doesn’t “play fair.” Abusers use fear, guilt, shame, and intimidation to wear you down and keep you under their thumb. Your abuser may also threaten you, hurt you, or hurt those around you.
Domestic violence and abuse do not discriminate. Abuse happens among heterosexual couples and in same-sex partnerships. It occurs within all age ranges, ethnic backgrounds, and economic levels. And while women are more commonly victimized, men are also abused – especially verbally and emotionally. The bottom line is that abusive behavior is never acceptable, whether it’s coming from a man, a woman, a teenager, or an older adult.
From: https://goo.gl/ZoQWV6. Accessed on 11/07/2018
A pessoa que comete
violência e abuso doméstico objetiva:
Ano: 2019
Banca:
CEV-URCA
Órgão:
URCA
Prova:
CEV-URCA - 2019 - URCA - Vestibular - Prova II - História \ Geografia \ Português \ Inglês |
Q1314145
Inglês
Texto associado
Texto 3
What is domestic violence and abuse?
When people think of domestic abuse, they often focus on domestic violence. But domestic abuse occurs whenever one person in an intimate relationship or marriage tries to dominate and control the other person. Domestic violence and abuse are used for one purpose and one purpose only: to gain and maintain total control over you. An abuser doesn’t “play fair.” Abusers use fear, guilt, shame, and intimidation to wear you down and keep you under their thumb. Your abuser may also threaten you, hurt you, or hurt those around you.
Domestic violence and abuse do not discriminate. Abuse happens among heterosexual couples and in same-sex partnerships. It occurs within all age ranges, ethnic backgrounds, and economic levels. And while women are more commonly victimized, men are also abused – especially verbally and emotionally. The bottom line is that abusive behavior is never acceptable, whether it’s coming from a man, a woman, a teenager, or an older adult.
From: https://goo.gl/ZoQWV6. Accessed on 11/07/2018
De acordo com o Texto 3,
quem são as principais vítimas de violência
e abuso doméstico?
Ano: 2019
Banca:
CEV-URCA
Órgão:
URCA
Prova:
CEV-URCA - 2019 - URCA - Vestibular - Prova II - História \ Geografia \ Português \ Inglês |
Q1314144
Inglês
Texto associado
Texto 2
Bohemian Rhapsody - Movie Info
Rhapsody is a foot-stomping celebration of Queen, their music and their extraordinary lead singer Freddie Mercury, who defied stereotypes and shattered convention to become one of the most beloved entertainers on the planet. The film traces the meteoric rise of the band through their iconic songs and revolutionary sound, their near-implosion as Mercury's lifestyle spirals out of control, and their triumphant reunion on the eve of Live Aid, where Mercury, facing a lifethreatening illness, leads the band in one of the greatest performances in the history of rock music. In the process, cementing the legacy of a band that were always more like a family, and who continue to inspire outsiders, dreamers and music lovers to this day.
From: https://goo.gl/XvNUgG. Accessed on 11/05/2018
O Texto 2 descreve o
show Live Aid como:
Ano: 2019
Banca:
CEV-URCA
Órgão:
URCA
Prova:
CEV-URCA - 2019 - URCA - Vestibular - Prova II - História \ Geografia \ Português \ Inglês |
Q1314142
Inglês
Texto associado
Texto 1
Fascism is only a few missteps away
sampotter25 19 January 2008
An amiable German social sciences teacher has to teach his children about an autocratic government. The children at first seem bored, not wanting to hear any more about The Third Reich and Nazism. The teacher is surprised. "We're too knowledgeable to ever fall into something like that again," say the students. The teacher then decides to show the children what it's like to live in an autocracy, and sets up a simple experiment in class. They elect a leader (him) and he begins to instill in them (merely as an examplE) the virtues and practices that accompany an autocracy ("Strength through discipline", "Work as one"). The students take to it, and become obsessed with it. Soon, what was a simple classroom experiment grows to a social entity all it's own, with the teacher not sure if he can reverse the effects.
The film was very well acted and written, and was seriously creepy. It showed how - easily a society could fall into fascism, if presented to the society in the correct way. Watching the film, I understood why the students enjoyed the new system, but was also privy to the horrors that come with it. A shocking and powerful film. The way the different children reacted and how such a seemingly innocent experiment profoundly affected their lives was incredible and horrifying. Vogel gives a powerful performance as an idealistic teacher who isn't aware of the influence he has on others. Worth seeing.
From: https://goo.gl/HohWhe. Accessed on 11/05/2018
O Texto 1 discorre
sobre um experimento que um professor
fez com seus alunos para mostrar-lhes
como é viver em uma autocracia. Durante
o experimento:
Ano: 2019
Banca:
CEV-URCA
Órgão:
URCA
Prova:
CEV-URCA - 2019 - URCA - Vestibular - Prova II - História \ Geografia \ Português \ Inglês |
Q1314141
Inglês
Texto associado
Texto 1
Fascism is only a few missteps away
sampotter25 19 January 2008
An amiable German social sciences teacher has to teach his children about an autocratic government. The children at first seem bored, not wanting to hear any more about The Third Reich and Nazism. The teacher is surprised. "We're too knowledgeable to ever fall into something like that again," say the students. The teacher then decides to show the children what it's like to live in an autocracy, and sets up a simple experiment in class. They elect a leader (him) and he begins to instill in them (merely as an examplE) the virtues and practices that accompany an autocracy ("Strength through discipline", "Work as one"). The students take to it, and become obsessed with it. Soon, what was a simple classroom experiment grows to a social entity all it's own, with the teacher not sure if he can reverse the effects.
The film was very well acted and written, and was seriously creepy. It showed how - easily a society could fall into fascism, if presented to the society in the correct way. Watching the film, I understood why the students enjoyed the new system, but was also privy to the horrors that come with it. A shocking and powerful film. The way the different children reacted and how such a seemingly innocent experiment profoundly affected their lives was incredible and horrifying. Vogel gives a powerful performance as an idealistic teacher who isn't aware of the influence he has on others. Worth seeing.
From: https://goo.gl/HohWhe. Accessed on 11/05/2018
Sobre o professor do
filme, pode-se dizer que:
Ano: 2019
Banca:
CEV-URCA
Órgão:
URCA
Prova:
CEV-URCA - 2019 - URCA - Vestibular - Prova II - História \ Geografia \ Português \ Inglês |
Q1314140
Inglês
Texto associado
Texto 1
Fascism is only a few missteps away
sampotter25 19 January 2008
An amiable German social sciences teacher has to teach his children about an autocratic government. The children at first seem bored, not wanting to hear any more about The Third Reich and Nazism. The teacher is surprised. "We're too knowledgeable to ever fall into something like that again," say the students. The teacher then decides to show the children what it's like to live in an autocracy, and sets up a simple experiment in class. They elect a leader (him) and he begins to instill in them (merely as an examplE) the virtues and practices that accompany an autocracy ("Strength through discipline", "Work as one"). The students take to it, and become obsessed with it. Soon, what was a simple classroom experiment grows to a social entity all it's own, with the teacher not sure if he can reverse the effects.
The film was very well acted and written, and was seriously creepy. It showed how - easily a society could fall into fascism, if presented to the society in the correct way. Watching the film, I understood why the students enjoyed the new system, but was also privy to the horrors that come with it. A shocking and powerful film. The way the different children reacted and how such a seemingly innocent experiment profoundly affected their lives was incredible and horrifying. Vogel gives a powerful performance as an idealistic teacher who isn't aware of the influence he has on others. Worth seeing.
From: https://goo.gl/HohWhe. Accessed on 11/05/2018
De acordo com o Texto 1, é possível afirmar que:
Ano: 2019
Banca:
CEV-URCA
Órgão:
URCA
Prova:
CEV-URCA - 2019 - URCA - Vestibular - Prova II - História \ Geografia \ Português \ Inglês |
Q1314139
Inglês
Texto associado
Texto 1
Fascism is only a few missteps away
sampotter25 19 January 2008
An amiable German social sciences teacher has to teach his children about an autocratic government. The children at first seem bored, not wanting to hear any more about The Third Reich and Nazism. The teacher is surprised. "We're too knowledgeable to ever fall into something like that again," say the students. The teacher then decides to show the children what it's like to live in an autocracy, and sets up a simple experiment in class. They elect a leader (him) and he begins to instill in them (merely as an examplE) the virtues and practices that accompany an autocracy ("Strength through discipline", "Work as one"). The students take to it, and become obsessed with it. Soon, what was a simple classroom experiment grows to a social entity all it's own, with the teacher not sure if he can reverse the effects.
The film was very well acted and written, and was seriously creepy. It showed how - easily a society could fall into fascism, if presented to the society in the correct way. Watching the film, I understood why the students enjoyed the new system, but was also privy to the horrors that come with it. A shocking and powerful film. The way the different children reacted and how such a seemingly innocent experiment profoundly affected their lives was incredible and horrifying. Vogel gives a powerful performance as an idealistic teacher who isn't aware of the influence he has on others. Worth seeing.
From: https://goo.gl/HohWhe. Accessed on 11/05/2018
Depois de ler o Texto 1,
marque a opção que indica a área de
estudo do professor:
Q1303662
Inglês
According to the text:
Q1303661
Inglês
In the sentence “A detailed analysis of the show’s content in its first and second years
reveals that 80 percent of the program was dedicated to those goals, with the rest meant
to entertain (…)”, those goals refer to:
Q1303660
Inglês
Mark the CORRECT alternative according to the text.
Ano: 2019
Banca:
UEG
Órgão:
UEG
Prova:
UEG - 2019 - UEG - Vestibular - Caderno de Provas Inglês - á Distância |
Q1303248
Inglês
Texto associado
Leia o texto e responda à questão.
This is how the way the world measures success in education is changing
Since 2000 when the Organization for Economic Co-operation and Development (OECD) launched a global
academic benchmark for measuring student outcomes by testing 15-year-olds, many global education systems
have been impacted by what sometimes looks and feels like a race to rank high.
When the OECD launched the Programme for International Student Assessment — PISA — the idea was to enable countries to make cross-national comparisons of student achievement using a common/standard metric to increase human capital. In other words, higher academic achievement should corelate with earnings in the future and a country’s standard of living. As PISA states, it publishes the results of the test a year after the students are tested to help governments shape their education policies.
As PISA has developed, through seven global testing rounds every three years, with the first in 2000 and the most recent in 2018, for some it has gained a reputation as the “Olympics of education” given the widespread attention that country rankings receive following the release of results.
Now, partly in the face of criticisms, PISA is looking at expanding how and what it tests. As this process unfolds, policy-makers must remember that the social consequences of a test are just as important as the test’s content. Putting a new face on PISA will undoubtedly present various opportunities and challenges.
To date, PISA has been restricted to what is generally called the “cognitive” side of learning, focusing on reading, mathematics and scientific literacy. In addition to test questions, students and school principals fill out questionnaires to provide contextual information on student and school environment characteristics that can be associated with more or less favourable performance.
Countries that excel in PISA tests, such as Finland, a country with less than six million people, have become regarded by policy-makers as a “global reference society” — an ideal to aspire to — due to their high performance in PISA rankings.
Asian countries or jurisdictions like Singapore, Hong Kong (China) and Japan tend to consistently achieve exceptional PISA performances and hence get a lot of attention from other countries wishing to emulate their success via borrowing policy. For example, England flew teachers out to China to study mathematics teaching.
In the next administration in 2021, PISA will tackle creative thinking, trying to find ways to assess, and have students assess, flexibility in thinking and habits of creativity such as being inquisitive and persistent. The PISA team is also developing a way of testing students’ digital learning, which should be ready in time for the 2024 assessment.
However, it should be remembered that education policies from high achieving nations don’t migrate across international boundaries without consideration given to national and cultural contexts. Rather, innovations and changes in education require teachers to have the time and opportunity to re-educate themselves in relation to more recent insights in what it means to get the best out of children.
When the OECD launched the Programme for International Student Assessment — PISA — the idea was to enable countries to make cross-national comparisons of student achievement using a common/standard metric to increase human capital. In other words, higher academic achievement should corelate with earnings in the future and a country’s standard of living. As PISA states, it publishes the results of the test a year after the students are tested to help governments shape their education policies.
As PISA has developed, through seven global testing rounds every three years, with the first in 2000 and the most recent in 2018, for some it has gained a reputation as the “Olympics of education” given the widespread attention that country rankings receive following the release of results.
Now, partly in the face of criticisms, PISA is looking at expanding how and what it tests. As this process unfolds, policy-makers must remember that the social consequences of a test are just as important as the test’s content. Putting a new face on PISA will undoubtedly present various opportunities and challenges.
To date, PISA has been restricted to what is generally called the “cognitive” side of learning, focusing on reading, mathematics and scientific literacy. In addition to test questions, students and school principals fill out questionnaires to provide contextual information on student and school environment characteristics that can be associated with more or less favourable performance.
Countries that excel in PISA tests, such as Finland, a country with less than six million people, have become regarded by policy-makers as a “global reference society” — an ideal to aspire to — due to their high performance in PISA rankings.
Asian countries or jurisdictions like Singapore, Hong Kong (China) and Japan tend to consistently achieve exceptional PISA performances and hence get a lot of attention from other countries wishing to emulate their success via borrowing policy. For example, England flew teachers out to China to study mathematics teaching.
In the next administration in 2021, PISA will tackle creative thinking, trying to find ways to assess, and have students assess, flexibility in thinking and habits of creativity such as being inquisitive and persistent. The PISA team is also developing a way of testing students’ digital learning, which should be ready in time for the 2024 assessment.
However, it should be remembered that education policies from high achieving nations don’t migrate across international boundaries without consideration given to national and cultural contexts. Rather, innovations and changes in education require teachers to have the time and opportunity to re-educate themselves in relation to more recent insights in what it means to get the best out of children.
The OECD will need to respond to previous critiques and provide greater transparency around newer test
instruments and the choices made to arrive at rankings. The latter is no small challenge since the future focus of
PISA is based on topics which seem more difficult to evaluate than math, science or reading skills.
Disponível em: https://www.weforum.org/agenda/2019/04/new-global-testing-standards-will-force-countries-to-revisit-academic-rankings/. Acesso em: 25 jun.
2019. (Adaptado).
Considerando-se os aspectos linguísticos e estruturais presentes no texto, constata-se que
Ano: 2019
Banca:
UEG
Órgão:
UEG
Prova:
UEG - 2019 - UEG - Vestibular - Caderno de Provas Inglês - á Distância |
Q1303247
Inglês
Texto associado
Leia o texto e responda à questão.
This is how the way the world measures success in education is changing
Since 2000 when the Organization for Economic Co-operation and Development (OECD) launched a global
academic benchmark for measuring student outcomes by testing 15-year-olds, many global education systems
have been impacted by what sometimes looks and feels like a race to rank high.
When the OECD launched the Programme for International Student Assessment — PISA — the idea was to enable countries to make cross-national comparisons of student achievement using a common/standard metric to increase human capital. In other words, higher academic achievement should corelate with earnings in the future and a country’s standard of living. As PISA states, it publishes the results of the test a year after the students are tested to help governments shape their education policies.
As PISA has developed, through seven global testing rounds every three years, with the first in 2000 and the most recent in 2018, for some it has gained a reputation as the “Olympics of education” given the widespread attention that country rankings receive following the release of results.
Now, partly in the face of criticisms, PISA is looking at expanding how and what it tests. As this process unfolds, policy-makers must remember that the social consequences of a test are just as important as the test’s content. Putting a new face on PISA will undoubtedly present various opportunities and challenges.
To date, PISA has been restricted to what is generally called the “cognitive” side of learning, focusing on reading, mathematics and scientific literacy. In addition to test questions, students and school principals fill out questionnaires to provide contextual information on student and school environment characteristics that can be associated with more or less favourable performance.
Countries that excel in PISA tests, such as Finland, a country with less than six million people, have become regarded by policy-makers as a “global reference society” — an ideal to aspire to — due to their high performance in PISA rankings.
Asian countries or jurisdictions like Singapore, Hong Kong (China) and Japan tend to consistently achieve exceptional PISA performances and hence get a lot of attention from other countries wishing to emulate their success via borrowing policy. For example, England flew teachers out to China to study mathematics teaching.
In the next administration in 2021, PISA will tackle creative thinking, trying to find ways to assess, and have students assess, flexibility in thinking and habits of creativity such as being inquisitive and persistent. The PISA team is also developing a way of testing students’ digital learning, which should be ready in time for the 2024 assessment.
However, it should be remembered that education policies from high achieving nations don’t migrate across international boundaries without consideration given to national and cultural contexts. Rather, innovations and changes in education require teachers to have the time and opportunity to re-educate themselves in relation to more recent insights in what it means to get the best out of children.
When the OECD launched the Programme for International Student Assessment — PISA — the idea was to enable countries to make cross-national comparisons of student achievement using a common/standard metric to increase human capital. In other words, higher academic achievement should corelate with earnings in the future and a country’s standard of living. As PISA states, it publishes the results of the test a year after the students are tested to help governments shape their education policies.
As PISA has developed, through seven global testing rounds every three years, with the first in 2000 and the most recent in 2018, for some it has gained a reputation as the “Olympics of education” given the widespread attention that country rankings receive following the release of results.
Now, partly in the face of criticisms, PISA is looking at expanding how and what it tests. As this process unfolds, policy-makers must remember that the social consequences of a test are just as important as the test’s content. Putting a new face on PISA will undoubtedly present various opportunities and challenges.
To date, PISA has been restricted to what is generally called the “cognitive” side of learning, focusing on reading, mathematics and scientific literacy. In addition to test questions, students and school principals fill out questionnaires to provide contextual information on student and school environment characteristics that can be associated with more or less favourable performance.
Countries that excel in PISA tests, such as Finland, a country with less than six million people, have become regarded by policy-makers as a “global reference society” — an ideal to aspire to — due to their high performance in PISA rankings.
Asian countries or jurisdictions like Singapore, Hong Kong (China) and Japan tend to consistently achieve exceptional PISA performances and hence get a lot of attention from other countries wishing to emulate their success via borrowing policy. For example, England flew teachers out to China to study mathematics teaching.
In the next administration in 2021, PISA will tackle creative thinking, trying to find ways to assess, and have students assess, flexibility in thinking and habits of creativity such as being inquisitive and persistent. The PISA team is also developing a way of testing students’ digital learning, which should be ready in time for the 2024 assessment.
However, it should be remembered that education policies from high achieving nations don’t migrate across international boundaries without consideration given to national and cultural contexts. Rather, innovations and changes in education require teachers to have the time and opportunity to re-educate themselves in relation to more recent insights in what it means to get the best out of children.
The OECD will need to respond to previous critiques and provide greater transparency around newer test
instruments and the choices made to arrive at rankings. The latter is no small challenge since the future focus of
PISA is based on topics which seem more difficult to evaluate than math, science or reading skills.
Disponível em: https://www.weforum.org/agenda/2019/04/new-global-testing-standards-will-force-countries-to-revisit-academic-rankings/. Acesso em: 25 jun.
2019. (Adaptado).
Considerando-se os aspectos semânticos presentes no texto, verifica-se que a construção
Ano: 2019
Banca:
UEG
Órgão:
UEG
Prova:
UEG - 2019 - UEG - Vestibular - Caderno de Provas Inglês - á Distância |
Q1303246
Inglês
Texto associado
Leia o texto e responda à questão.
This is how the way the world measures success in education is changing
Since 2000 when the Organization for Economic Co-operation and Development (OECD) launched a global
academic benchmark for measuring student outcomes by testing 15-year-olds, many global education systems
have been impacted by what sometimes looks and feels like a race to rank high.
When the OECD launched the Programme for International Student Assessment — PISA — the idea was to enable countries to make cross-national comparisons of student achievement using a common/standard metric to increase human capital. In other words, higher academic achievement should corelate with earnings in the future and a country’s standard of living. As PISA states, it publishes the results of the test a year after the students are tested to help governments shape their education policies.
As PISA has developed, through seven global testing rounds every three years, with the first in 2000 and the most recent in 2018, for some it has gained a reputation as the “Olympics of education” given the widespread attention that country rankings receive following the release of results.
Now, partly in the face of criticisms, PISA is looking at expanding how and what it tests. As this process unfolds, policy-makers must remember that the social consequences of a test are just as important as the test’s content. Putting a new face on PISA will undoubtedly present various opportunities and challenges.
To date, PISA has been restricted to what is generally called the “cognitive” side of learning, focusing on reading, mathematics and scientific literacy. In addition to test questions, students and school principals fill out questionnaires to provide contextual information on student and school environment characteristics that can be associated with more or less favourable performance.
Countries that excel in PISA tests, such as Finland, a country with less than six million people, have become regarded by policy-makers as a “global reference society” — an ideal to aspire to — due to their high performance in PISA rankings.
Asian countries or jurisdictions like Singapore, Hong Kong (China) and Japan tend to consistently achieve exceptional PISA performances and hence get a lot of attention from other countries wishing to emulate their success via borrowing policy. For example, England flew teachers out to China to study mathematics teaching.
In the next administration in 2021, PISA will tackle creative thinking, trying to find ways to assess, and have students assess, flexibility in thinking and habits of creativity such as being inquisitive and persistent. The PISA team is also developing a way of testing students’ digital learning, which should be ready in time for the 2024 assessment.
However, it should be remembered that education policies from high achieving nations don’t migrate across international boundaries without consideration given to national and cultural contexts. Rather, innovations and changes in education require teachers to have the time and opportunity to re-educate themselves in relation to more recent insights in what it means to get the best out of children.
When the OECD launched the Programme for International Student Assessment — PISA — the idea was to enable countries to make cross-national comparisons of student achievement using a common/standard metric to increase human capital. In other words, higher academic achievement should corelate with earnings in the future and a country’s standard of living. As PISA states, it publishes the results of the test a year after the students are tested to help governments shape their education policies.
As PISA has developed, through seven global testing rounds every three years, with the first in 2000 and the most recent in 2018, for some it has gained a reputation as the “Olympics of education” given the widespread attention that country rankings receive following the release of results.
Now, partly in the face of criticisms, PISA is looking at expanding how and what it tests. As this process unfolds, policy-makers must remember that the social consequences of a test are just as important as the test’s content. Putting a new face on PISA will undoubtedly present various opportunities and challenges.
To date, PISA has been restricted to what is generally called the “cognitive” side of learning, focusing on reading, mathematics and scientific literacy. In addition to test questions, students and school principals fill out questionnaires to provide contextual information on student and school environment characteristics that can be associated with more or less favourable performance.
Countries that excel in PISA tests, such as Finland, a country with less than six million people, have become regarded by policy-makers as a “global reference society” — an ideal to aspire to — due to their high performance in PISA rankings.
Asian countries or jurisdictions like Singapore, Hong Kong (China) and Japan tend to consistently achieve exceptional PISA performances and hence get a lot of attention from other countries wishing to emulate their success via borrowing policy. For example, England flew teachers out to China to study mathematics teaching.
In the next administration in 2021, PISA will tackle creative thinking, trying to find ways to assess, and have students assess, flexibility in thinking and habits of creativity such as being inquisitive and persistent. The PISA team is also developing a way of testing students’ digital learning, which should be ready in time for the 2024 assessment.
However, it should be remembered that education policies from high achieving nations don’t migrate across international boundaries without consideration given to national and cultural contexts. Rather, innovations and changes in education require teachers to have the time and opportunity to re-educate themselves in relation to more recent insights in what it means to get the best out of children.
The OECD will need to respond to previous critiques and provide greater transparency around newer test
instruments and the choices made to arrive at rankings. The latter is no small challenge since the future focus of
PISA is based on topics which seem more difficult to evaluate than math, science or reading skills.
Disponível em: https://www.weforum.org/agenda/2019/04/new-global-testing-standards-will-force-countries-to-revisit-academic-rankings/. Acesso em: 25 jun.
2019. (Adaptado).
According to the information in the text, the global education systems are assessed by PISA and it is
Q1300892
Inglês
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Artificial intelligence and the future of medicine
Washington University researchers are working to develop artificial intelligence (AI) systems for health care, which
have the potential to transform the diagnosis and treatment of diseases, helping to ensure that patients get the
right treatment at the right time.
In health care, artificial intelligence relies on the power of computers to sift through and make sense of reams of
electronic data about patients—such as their ages, medical histories, health status, test results, medical images,
DNA sequences, and many other sources of health information. AI excels at the complex identification of patterns
in these reams of data, and it can do this at a scale and speed beyond human capacity. The hope is that this
technology can be harnessed to help doctors and patients make better health-care decisions.
Where are the first places we will start to see AI entering medical practice?
One of the first applications of AI in patient care that we currently see is in imaging, to help improve the diagnosis
of cancer or heart problems, for example. There are many types of imaging tests —X-rays, CT scans, MRIs and
echocardiograms. But the underlying commonality in all those imaging methods is huge amounts of high-quality
data. For AI to work well, it's best to have very complete data sets—no missing numbers, so to speak—and digital
images provide that. Plus, the human eye is often blind to some of the patterns that could be present in these
images—subtle changes in breast tissue over several years of mammograms, for example. There has been some
interesting work done in recognizing early patterns of cancer or early patterns of heart failure that even a highly
trained physician would not see.
In many ways, we already have very simple forms of AI in the clinic now. We've had tools for a long time that
identify abnormal rhythms in an EKG, for example. An abnormal heartbeat pattern triggers an alert to draw a
clinician's attention. This is a computer trying to replicate a human being understanding that data and saying,
"This doesn't look normal, you may need to address this problem." Now, we have the capacity to analyze much
larger and more complex sources of data, such as the entire electronic health record and perhaps even data
pulled from daily life, as more people track their sleep patterns or pulse rates with wearable devices, for example.
What effect will this have on how doctors practice medicine?
It's important to emphasize that these tools are never going to replace clinicians. These technologies will provide
assistance, helping care providers see important signals in massive amounts of data that would otherwise remain
hidden. But at the same time, there are levels of understanding that computers still can't and may never replicate.
To take a treatment recommendation from an AI, even an excellent recommendation, and decide if it's right for the
patient is inherently a human decision-making process. What are the patient's preferences? What are the patient's
values? What does this mean for the patient's life and for his or her family? That's never going to be an AI
function. As these AI systems slowly emerge, we may start to see the roles of physicians changing—in my
opinion, in better ways. Doctors' roles may shift from being data collectors and analyzers to being interpreters and
councilors for patients as they try to navigate their health.
Right now, the challenges we need to address as we try to bring AI into medical practice include improving the quality of the data that we feed into AI systems, developing ways to evaluate whether an AI system is actually better than standard of care, ensuring patient privacy and making sure not only that AI doesn't disrupt clinical work flow but in fact improves it. But if doctors do their jobs right and build these systems well, much of what we have described will become so ingrained in the system, people won't even refer to it separately as informatics or AI. It will just be medicine.
Right now, the challenges we need to address as we try to bring AI into medical practice include improving the quality of the data that we feed into AI systems, developing ways to evaluate whether an AI system is actually better than standard of care, ensuring patient privacy and making sure not only that AI doesn't disrupt clinical work flow but in fact improves it. But if doctors do their jobs right and build these systems well, much of what we have described will become so ingrained in the system, people won't even refer to it separately as informatics or AI. It will just be medicine.
Disponível em: https://medicalxpress.com/news/2018-12-artificial-intelligence-future-medicine.html. Acesso em: 02 maio 2019.
De acordo com o texto, em termos de sentido, verifica-se que o trecho
Q1300891
Inglês
Texto associado
Leia o texto a seguir para responder à questão.
Artificial intelligence and the future of medicine
Washington University researchers are working to develop artificial intelligence (AI) systems for health care, which
have the potential to transform the diagnosis and treatment of diseases, helping to ensure that patients get the
right treatment at the right time.
In health care, artificial intelligence relies on the power of computers to sift through and make sense of reams of
electronic data about patients—such as their ages, medical histories, health status, test results, medical images,
DNA sequences, and many other sources of health information. AI excels at the complex identification of patterns
in these reams of data, and it can do this at a scale and speed beyond human capacity. The hope is that this
technology can be harnessed to help doctors and patients make better health-care decisions.
Where are the first places we will start to see AI entering medical practice?
One of the first applications of AI in patient care that we currently see is in imaging, to help improve the diagnosis
of cancer or heart problems, for example. There are many types of imaging tests —X-rays, CT scans, MRIs and
echocardiograms. But the underlying commonality in all those imaging methods is huge amounts of high-quality
data. For AI to work well, it's best to have very complete data sets—no missing numbers, so to speak—and digital
images provide that. Plus, the human eye is often blind to some of the patterns that could be present in these
images—subtle changes in breast tissue over several years of mammograms, for example. There has been some
interesting work done in recognizing early patterns of cancer or early patterns of heart failure that even a highly
trained physician would not see.
In many ways, we already have very simple forms of AI in the clinic now. We've had tools for a long time that
identify abnormal rhythms in an EKG, for example. An abnormal heartbeat pattern triggers an alert to draw a
clinician's attention. This is a computer trying to replicate a human being understanding that data and saying,
"This doesn't look normal, you may need to address this problem." Now, we have the capacity to analyze much
larger and more complex sources of data, such as the entire electronic health record and perhaps even data
pulled from daily life, as more people track their sleep patterns or pulse rates with wearable devices, for example.
What effect will this have on how doctors practice medicine?
It's important to emphasize that these tools are never going to replace clinicians. These technologies will provide
assistance, helping care providers see important signals in massive amounts of data that would otherwise remain
hidden. But at the same time, there are levels of understanding that computers still can't and may never replicate.
To take a treatment recommendation from an AI, even an excellent recommendation, and decide if it's right for the
patient is inherently a human decision-making process. What are the patient's preferences? What are the patient's
values? What does this mean for the patient's life and for his or her family? That's never going to be an AI
function. As these AI systems slowly emerge, we may start to see the roles of physicians changing—in my
opinion, in better ways. Doctors' roles may shift from being data collectors and analyzers to being interpreters and
councilors for patients as they try to navigate their health.
Right now, the challenges we need to address as we try to bring AI into medical practice include improving the quality of the data that we feed into AI systems, developing ways to evaluate whether an AI system is actually better than standard of care, ensuring patient privacy and making sure not only that AI doesn't disrupt clinical work flow but in fact improves it. But if doctors do their jobs right and build these systems well, much of what we have described will become so ingrained in the system, people won't even refer to it separately as informatics or AI. It will just be medicine.
Right now, the challenges we need to address as we try to bring AI into medical practice include improving the quality of the data that we feed into AI systems, developing ways to evaluate whether an AI system is actually better than standard of care, ensuring patient privacy and making sure not only that AI doesn't disrupt clinical work flow but in fact improves it. But if doctors do their jobs right and build these systems well, much of what we have described will become so ingrained in the system, people won't even refer to it separately as informatics or AI. It will just be medicine.
Disponível em: https://medicalxpress.com/news/2018-12-artificial-intelligence-future-medicine.html. Acesso em: 02 maio 2019.
Analisando-se os aspectos linguísticos e estruturais do texto, constata-se que
Q1300890
Inglês
Texto associado
Leia o texto a seguir para responder à questão.
Artificial intelligence and the future of medicine
Washington University researchers are working to develop artificial intelligence (AI) systems for health care, which
have the potential to transform the diagnosis and treatment of diseases, helping to ensure that patients get the
right treatment at the right time.
In health care, artificial intelligence relies on the power of computers to sift through and make sense of reams of
electronic data about patients—such as their ages, medical histories, health status, test results, medical images,
DNA sequences, and many other sources of health information. AI excels at the complex identification of patterns
in these reams of data, and it can do this at a scale and speed beyond human capacity. The hope is that this
technology can be harnessed to help doctors and patients make better health-care decisions.
Where are the first places we will start to see AI entering medical practice?
One of the first applications of AI in patient care that we currently see is in imaging, to help improve the diagnosis
of cancer or heart problems, for example. There are many types of imaging tests —X-rays, CT scans, MRIs and
echocardiograms. But the underlying commonality in all those imaging methods is huge amounts of high-quality
data. For AI to work well, it's best to have very complete data sets—no missing numbers, so to speak—and digital
images provide that. Plus, the human eye is often blind to some of the patterns that could be present in these
images—subtle changes in breast tissue over several years of mammograms, for example. There has been some
interesting work done in recognizing early patterns of cancer or early patterns of heart failure that even a highly
trained physician would not see.
In many ways, we already have very simple forms of AI in the clinic now. We've had tools for a long time that
identify abnormal rhythms in an EKG, for example. An abnormal heartbeat pattern triggers an alert to draw a
clinician's attention. This is a computer trying to replicate a human being understanding that data and saying,
"This doesn't look normal, you may need to address this problem." Now, we have the capacity to analyze much
larger and more complex sources of data, such as the entire electronic health record and perhaps even data
pulled from daily life, as more people track their sleep patterns or pulse rates with wearable devices, for example.
What effect will this have on how doctors practice medicine?
It's important to emphasize that these tools are never going to replace clinicians. These technologies will provide
assistance, helping care providers see important signals in massive amounts of data that would otherwise remain
hidden. But at the same time, there are levels of understanding that computers still can't and may never replicate.
To take a treatment recommendation from an AI, even an excellent recommendation, and decide if it's right for the
patient is inherently a human decision-making process. What are the patient's preferences? What are the patient's
values? What does this mean for the patient's life and for his or her family? That's never going to be an AI
function. As these AI systems slowly emerge, we may start to see the roles of physicians changing—in my
opinion, in better ways. Doctors' roles may shift from being data collectors and analyzers to being interpreters and
councilors for patients as they try to navigate their health.
Right now, the challenges we need to address as we try to bring AI into medical practice include improving the quality of the data that we feed into AI systems, developing ways to evaluate whether an AI system is actually better than standard of care, ensuring patient privacy and making sure not only that AI doesn't disrupt clinical work flow but in fact improves it. But if doctors do their jobs right and build these systems well, much of what we have described will become so ingrained in the system, people won't even refer to it separately as informatics or AI. It will just be medicine.
Right now, the challenges we need to address as we try to bring AI into medical practice include improving the quality of the data that we feed into AI systems, developing ways to evaluate whether an AI system is actually better than standard of care, ensuring patient privacy and making sure not only that AI doesn't disrupt clinical work flow but in fact improves it. But if doctors do their jobs right and build these systems well, much of what we have described will become so ingrained in the system, people won't even refer to it separately as informatics or AI. It will just be medicine.
Disponível em: https://medicalxpress.com/news/2018-12-artificial-intelligence-future-medicine.html. Acesso em: 02 maio 2019.
Considering the ideas expressed in the text, artificial intelligence (AI) systems
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