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Sobre interpretação de texto | reading comprehension em inglês
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Read the text and provide responses to questions.
California woman arrested in theft of 65 Stanley cups - valued at nearly $2,500
By C Mandler
January 22, 2024 / 3:05 PM EST / CBS News
On Jan. 17, police in Roseville, California, discovered a 23-year-old woman had allegedly absconded with 65 Stanley cups from a nearby store — worth nearly $2,500.
"Staff saw a woman take a shopping cart full of Stanley water bottles without paying for them," said the Roseville Police Department in a statement on Facebook.
After being confronted by retail staff, the woman refused to stop, stuffing the cups into her car. She was subsequently arrested on a charge of grand theft and has yet to be identified by officers.
"While Stanley Quenchers are all the rage, we strongly advise against turning to crime to fulfill your hydration habits," said the Roseville police.
One commenter on the post pointed out that in addition to the trove of cups in the trunk and front seat, there was also a bright red Stanley cup in the cup holder, which they hoped police also confiscated. Colorful Stanley cups caused consumer mayhem earlier this month when the brand dropped a limited-edition batch of Valentine's Day colors of the popular tumbler at in-Target Starbucks locations.
Viral video showed shoppers running toward displays of the cups, as well as long lines of consumers waiting to get their hands on one of the coveted Quenchers.
https://www.cbsnews.com/news/stanley-cups-theft-california-target-2500-65/ (First published on January 22, 2024 /3:05PM EST)
C Mandler is a social media producer and trending topics writer for CBS News, focusing on American politics and LGBTQ+ issues.
Leia o cartum.
(https://englishteachermargarita.blogspot.com)
Humor in the cartoon derives from the
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One pathway for converting explicit to implicit knowledge is suggested by skill acquisition theory, a branch of cognitive science studying how people develop skills. In this theory, knowledge is first seen to be declarative (conscious); then, through practice and the application of learning strategies, declarative knowledge becomes proceduralized so that it becomes automatic. Automatic processes are quick and do not require attention or conscious awareness. Many second/ foreign language learners memorize and practice vocabulary items or “chunks” of language such as greetings, idioms or collocations. Frequent practice in using these forms helps the language items to become automatic in the sense that the learner can use them quickly and unconsciously.
Pienemann (1989) proposes that second/ foreign language learners will not acquire a new structure until they are developmentallly ready to do so. If there were no connection between the development of explicit knowledge about a grammar point and the eventual restructuring of the unconscious linguistic system to accommodate the point in the learner’s interlanguage, then, indeed, grammar instruction would not be of much use. However, it has been suggested that there is a connection, so grammar instruction is ultimately useful. Further, practice of language points can lead to automatization, thus bypassing natural order teachability considerations.
(FOTOS, Sandra. Cognitive Approaches to Grammar Instruction.
In Marianne Celce-Murcia. 3rd ed. Teaching English as a second or foreign
language. 3rd edition. Boston, Massachusstes: Heinle&Heinle. 2002.
Adaptado274)
Depreende-se da leitura do primeiro parágrafo que a aprendizagem de “collocations”
Leia o texto, para responder à questão.
One pathway for converting explicit to implicit knowledge is suggested by skill acquisition theory, a branch of cognitive science studying how people develop skills. In this theory, knowledge is first seen to be declarative (conscious); then, through practice and the application of learning strategies, declarative knowledge becomes proceduralized so that it becomes automatic. Automatic processes are quick and do not require attention or conscious awareness. Many second/ foreign language learners memorize and practice vocabulary items or “chunks” of language such as greetings, idioms or collocations. Frequent practice in using these forms helps the language items to become automatic in the sense that the learner can use them quickly and unconsciously.
Pienemann (1989) proposes that second/ foreign language learners will not acquire a new structure until they are developmentallly ready to do so. If there were no connection between the development of explicit knowledge about a grammar point and the eventual restructuring of the unconscious linguistic system to accommodate the point in the learner’s interlanguage, then, indeed, grammar instruction would not be of much use. However, it has been suggested that there is a connection, so grammar instruction is ultimately useful. Further, practice of language points can lead to automatization, thus bypassing natural order teachability considerations.
(FOTOS, Sandra. Cognitive Approaches to Grammar Instruction.
In Marianne Celce-Murcia. 3rd ed. Teaching English as a second or foreign
language. 3rd edition. Boston, Massachusstes: Heinle&Heinle. 2002.
Adaptado274)
The second half of the first paragraph, starting “Many second/foreign language learners memorize and practice vocabulary”,
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This study reviews the findings of earlier translanguaging research in Saudi Arabia. Notably, Saudi Arabia is striving to adjust to the multilingual immigrant workforce on its soil, while encouraging a larger role for its people on other soils. In this changed paradigm, strengthening the Saudis’ English communicative proficiency is an emergent need. To make pertinent pedagogical recommendations on the use of translanguaging in language learning, the study gathered data using a questionnaire administered to 72 participants from King Faisal University. All participants were given fictitious names in order to protect their anonymity. Findings revealed that the Saudi EFL students strongly support the use of translanguaging in the EFL classrooms, but they are worried that it may not bring their proficiency to the desirable standard. They, thus, showed greater faith in the conventional language learning approach, viz., using only English in the EFL classes. The study concluded that learners‟ exposure to translanguaging is apparently not adequate for them to fully appreciate its benefits, and teachers who, so far, strictly keep to the English-only approach, too need to be oriented and trained in its use.
(Journal of Language and Linguistic Studies, 18(Special Issue 1),
556-568; 2022. Adaptado)
This academic text is
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It is adequate do say that pedagogical practices “become less and less preoccupied with limited and unified actions typical of content transmission in teaching-learning processes, and increase the instances of social practices that create possibilities of student engagement in the world.” (Magalhães & Carrijo, 2019, p. 215). We could broaden this and state that it is essential that education be less concerned with limited and limiting actions that look at the other - the student in general - but especially the student who is somehow different from the educators’ or the policy makers’ expectations as just that: a monolith of difference. This notion of difference as a monolith makes us see all SIEN1 students as one single individual or block of individuals (i.e., as if they all had the same features); all deaf students as another monolith; all students in the autism spectrum as still another. But we are not equal. People vary in every aspect of humanity (the way they dress, speak, eat, think, learn). As Adichie (2009) stated in her famous TED: “The single story has a consequence: It robs people of dignity. It makes our recognition of our equal humanity difficult.”
(Magalhães, M.C.C. et al. Viable-transformative inclusion: diverse means of agency by an adolescent with Specific Intellectual Educational Needs (SIEN) and his educators. In: Delta: Documentação de Estudos em Linguística Teórica e Aplicada, Volume: 38, Número: 1. 2022)
1SIEN students: students with specific intellectual educational needs
In the quotation at the end of the paragraph “The single story has a consequence: It robs people of dignity”, the bolded noun phrase refers to
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It is adequate do say that pedagogical practices “become less and less preoccupied with limited and unified actions typical of content transmission in teaching-learning processes, and increase the instances of social practices that create possibilities of student engagement in the world.” (Magalhães & Carrijo, 2019, p. 215). We could broaden this and state that it is essential that education be less concerned with limited and limiting actions that look at the other - the student in general - but especially the student who is somehow different from the educators’ or the policy makers’ expectations as just that: a monolith of difference. This notion of difference as a monolith makes us see all SIEN1 students as one single individual or block of individuals (i.e., as if they all had the same features); all deaf students as another monolith; all students in the autism spectrum as still another. But we are not equal. People vary in every aspect of humanity (the way they dress, speak, eat, think, learn). As Adichie (2009) stated in her famous TED: “The single story has a consequence: It robs people of dignity. It makes our recognition of our equal humanity difficult.”
(Magalhães, M.C.C. et al. Viable-transformative inclusion: diverse means of agency by an adolescent with Specific Intellectual Educational Needs (SIEN) and his educators. In: Delta: Documentação de Estudos em Linguística Teórica e Aplicada, Volume: 38, Número: 1. 2022)
1SIEN students: students with specific intellectual educational needs
In the paragraph, the authors
Leia o texto, para responder à questão.
Morley (1999) has outlined four important goals for pronunciation instruction: functional intelligibility, functional communicability, increased self-confidence, and speech monitoring abilities.
For our purposes, intelligibility is defined as spoken English in which an accent, if present, is not distracting to the listener. Since learners rarely achieve an accent-free pronunciation, we are setting our students up for failure if we strive for nativelike accuracy. Eradication of an accent should not be our goal; in fact, some practitioners use the term accent addition as opposed to accent reduction to acknowledge the individual’s first language (L1) identity without demanding it be sublimated in the new second language (L2).
Functional communicability is the learner’s ability to function successfully within the specific communicative situations he or she faces. And, as they gain communicative skill, they also need to gain confidence in their ability to speak and be understood.
Bv teaching learners to pay attention to their own speech as well as that of others, we help our learners make better use of the input they receive. Good learners “attend” to certain aspects of the speech they hear and then try to imitate it. Speech monitoring activities help to focus learners’ attention on such features both in our courses and beyond them.
(Goodwin, Janet. Teaching Pronunciation. In Marianne Celce-Murcia. 3rd ed. Teaching English as a second or foreign language. 3rd edition. Boston, Massachusstes: Heinle&Heinle. 2002. Adaptado)
It is possible to understand from the fourth paragraph that, by providing learners with speech monitoring activities which will help them act beyond the formal courses they attend, teachers contribute directly to learners’
Leia o texto, para responder à questão.
Morley (1999) has outlined four important goals for pronunciation instruction: functional intelligibility, functional communicability, increased self-confidence, and speech monitoring abilities.
For our purposes, intelligibility is defined as spoken English in which an accent, if present, is not distracting to the listener. Since learners rarely achieve an accent-free pronunciation, we are setting our students up for failure if we strive for nativelike accuracy. Eradication of an accent should not be our goal; in fact, some practitioners use the term accent addition as opposed to accent reduction to acknowledge the individual’s first language (L1) identity without demanding it be sublimated in the new second language (L2).
Functional communicability is the learner’s ability to function successfully within the specific communicative situations he or she faces. And, as they gain communicative skill, they also need to gain confidence in their ability to speak and be understood.
Bv teaching learners to pay attention to their own speech as well as that of others, we help our learners make better use of the input they receive. Good learners “attend” to certain aspects of the speech they hear and then try to imitate it. Speech monitoring activities help to focus learners’ attention on such features both in our courses and beyond them.
(Goodwin, Janet. Teaching Pronunciation. In Marianne Celce-Murcia. 3rd ed. Teaching English as a second or foreign language. 3rd edition. Boston, Massachusstes: Heinle&Heinle. 2002. Adaptado)
According to the second paragraph, the aim of nativelike pronunciation in English learning contexts
Leia o texto, para responder à questão.
The disjunction between method as conceptualized by theorists and method as conducted by teachers is the direct consequence of the inherent limitations of the concept of method itself. First and foremost, methods are based on idealized concepts geared toward idealized contexts. Since language learning and teaching needs, wants, and situations are unpredictably numerous, no idealized method can visualize all the variables in advance in order to provide situation-specific suggestions that practicing teachers need to tackle the challenges they are confronted with every day of their professional lives.
Not anchored in any specific learning and teaching context, and caught up in the whirlwind of fashion, methods tend to wildly drift from one theoretical extreme to the other. At one time, grammatical drills were considered the right way to teach; at another, they were given up in favor of communicative tasks. At one time, explicit error correction was not only favored but considered necessary; at another, it was frowned upon. These extreme swings create conditions where certain aspects of learning and teaching get overly emphasized while certain others are utterly ignored, depending on which way the pendulum swings.
The limitations of the concept of method gradually led to statements such as “the term method is a label without substance” (Clarke, 1983, p. 109), and that it has “diminished rather than enhanced our understanding of language teaching” (Pennycook, 1989, p. 597). This realization has resulted in a widespread dissatisfaction with the concept of method.
(Kumaravadivelu, B. Beyond Methods: Macrostrategies for language teaching. Haven and London: Yale University Press. 2003. Adaptado)
In the text, the author
Leia os diálogos, para responder à questão.
Text 1: Making a doctor’s appointment
(telephone rings)
Patient: Could I make an appointment to see the doctor, please?
Receptionist: Certainly, who do you usually see?
Patient: Dr Cullen.
Receptionist: I’m sorry but Dr Cullen has got patients all day.
Would Dr Maley do?
Patient: Sure.
Receptionist: OK then. When would you like to come?
Patient: Could I come at four o’clock?
Receptionist: Four o’clock? Fine. Could I have your name, please?
(Nunan and Lockwood 1991)
Text 2: Confirming an appointment with the doctor (telephone rings)
Receptionist: Doctor’s rooms, can you hold the line for a
moment?
Patient: Yes.
Receptionist: (pause) Thanks.
Receptionist: Hello.
Patient: Hello.
Patient: That’s all right … I’m just calling to confirm an appointment with Dr X for the first of October. Receptionist: Oh …
Patient: Because it was so far in advance I was told to.
Receptionist: I see what you mean, to see if she’s going to be
in that day.
Patient: That’s right.
Receptionist: Oh we may not know yet.
Patient: Oh I see.
Receptionist: First of October … Edith … yes.
Patient: Yes.
Receptionist: There she is. OK.. What’s your name?
Patient: At nine fift…
Receptionist: Got it got it.
(Burns, Joyce and Gollin 1996)
(Carter, Ronald et al. Telling tails: grammar, the spoken language and
materials development. In Tomlinson, B. (ed). Material Development in
Language Teaching. Cambridge: CUP. 1998/2011. Adaptado)
Considere a seguinte gravura e seu texto para responder à questão.
The content of the answer provided by the internet could be an integral part of an English reading class to discuss issues directly related to the
Leia o texto para responder à questão.
AI tech products at schools and universities
Every few years, an emerging technology shows up at the doorstep of schools and universities promising to transform education. The most recent? Technologies powered by generative artificial intelligence, also known as GenAI. These technologies are sold on the potential they hold for education. As optimistic as these visions of the future may be, the realities of educational technology over the past few decades have not lived up to their promises, as shown by rigorous investigations of technology after technology – from mechanical machines to computers, from mobile devices to massive open online courses.
Yet, educational technology evangelists forget, remain unaware or simply do not care. Or they may be overly optimistic that the next new technology will be different than before.
Here are four questions I believe should be answered before school officials purchase any technology that relies on AI.
1. Is there evidence that a product works?
Compelling evidence of the effect of GenAI products on educational outcomes does not yet exist. Therefore, and unfortunately, it is the consumer who carries the onus of appraising products. My recommendation is: use multiple means for assessing product effectiveness.
2. [...]
Oftentimes, there is a divide between what entrepreneurs build and educators need. For example, one shortcoming of the One Laptop Per Child program – an ambitious program that sought to put small, cheap but sturdy laptops in the hands of children from families of lesser means – is that the laptops were designed for idealized younger versions of the developers themselves, not so much the children who were actually using them.
Initiatives have been implemented in which entrepreneurs and educators work together to improve educational technology products. Some products are developed with input from students and educators. Questions to ask vendors might be: In what ways were educators and learners included? How did their input influence the final product?
3. What educational beliefs shape this product?
Educational technology is rarely neutral. It is designed by people, and people have beliefs, experiences, ideologies and biases that shape the technologies they develop.
It is important for educational technology products to rely on what educators have experienced as relevant to the students they meet in their real-life classes. Questions to ask include: What pedagogical principles guide this product? What particular learning does it support or discourage?
4. Does the product level the playing field?
Finally, people ought to ask how a product addresses educational inequities. Is this technology going to help reduce the learning gaps between different groups of learners? Or is it one that aids some learners – often those who are already successful or privileged – but not others? Is it adopting an asset-based or a deficit-based approach to addressing inequities?
Educational technology vendors and startups may not have answers to all of these questions. But they should still be asked and considered. Answers could lead to improved products.
(George Veletsianos. https://theconversation.com, 15.04.24. Adaptado)
Leia as duas perguntas e a afirmação a seguir.
– “In what ways were educators or learners included?” (parágrafo 6)
– “How did their input influence the final product?” (parágrafo 6)
– “It is important for educational technology products to rely on what educators have experienced as relevant to the students they meet in their real-life classes.” (parágrafo 7)
Em seu conjunto, as três citações refletem a preocupação do autor do texto em valorizar o professor no que concerne
Leia o texto para responder à questão.
AI tech products at schools and universities
Every few years, an emerging technology shows up at the doorstep of schools and universities promising to transform education. The most recent? Technologies powered by generative artificial intelligence, also known as GenAI. These technologies are sold on the potential they hold for education. As optimistic as these visions of the future may be, the realities of educational technology over the past few decades have not lived up to their promises, as shown by rigorous investigations of technology after technology – from mechanical machines to computers, from mobile devices to massive open online courses.
Yet, educational technology evangelists forget, remain unaware or simply do not care. Or they may be overly optimistic that the next new technology will be different than before.
Here are four questions I believe should be answered before school officials purchase any technology that relies on AI.
1. Is there evidence that a product works?
Compelling evidence of the effect of GenAI products on educational outcomes does not yet exist. Therefore, and unfortunately, it is the consumer who carries the onus of appraising products. My recommendation is: use multiple means for assessing product effectiveness.
2. [...]
Oftentimes, there is a divide between what entrepreneurs build and educators need. For example, one shortcoming of the One Laptop Per Child program – an ambitious program that sought to put small, cheap but sturdy laptops in the hands of children from families of lesser means – is that the laptops were designed for idealized younger versions of the developers themselves, not so much the children who were actually using them.
Initiatives have been implemented in which entrepreneurs and educators work together to improve educational technology products. Some products are developed with input from students and educators. Questions to ask vendors might be: In what ways were educators and learners included? How did their input influence the final product?
3. What educational beliefs shape this product?
Educational technology is rarely neutral. It is designed by people, and people have beliefs, experiences, ideologies and biases that shape the technologies they develop.
It is important for educational technology products to rely on what educators have experienced as relevant to the students they meet in their real-life classes. Questions to ask include: What pedagogical principles guide this product? What particular learning does it support or discourage?
4. Does the product level the playing field?
Finally, people ought to ask how a product addresses educational inequities. Is this technology going to help reduce the learning gaps between different groups of learners? Or is it one that aids some learners – often those who are already successful or privileged – but not others? Is it adopting an asset-based or a deficit-based approach to addressing inequities?
Educational technology vendors and startups may not have answers to all of these questions. But they should still be asked and considered. Answers could lead to improved products.
(George Veletsianos. https://theconversation.com, 15.04.24. Adaptado)
Another very relevant reading ability to be developed in students is that of recognizing the gist of a text, or of a self-contained part of a text. A teacher’s instruction to help develop this ability would include asking the students to reread subitem 2 and provide a subtitle that both shows their understanding of the excerpt and corresponds to the way the text has been structured.
One correct subtitle would be:
Leia o texto para responder à questão.
AI tech products at schools and universities
Every few years, an emerging technology shows up at the doorstep of schools and universities promising to transform education. The most recent? Technologies powered by generative artificial intelligence, also known as GenAI. These technologies are sold on the potential they hold for education. As optimistic as these visions of the future may be, the realities of educational technology over the past few decades have not lived up to their promises, as shown by rigorous investigations of technology after technology – from mechanical machines to computers, from mobile devices to massive open online courses.
Yet, educational technology evangelists forget, remain unaware or simply do not care. Or they may be overly optimistic that the next new technology will be different than before.
Here are four questions I believe should be answered before school officials purchase any technology that relies on AI.
1. Is there evidence that a product works?
Compelling evidence of the effect of GenAI products on educational outcomes does not yet exist. Therefore, and unfortunately, it is the consumer who carries the onus of appraising products. My recommendation is: use multiple means for assessing product effectiveness.
2. [...]
Oftentimes, there is a divide between what entrepreneurs build and educators need. For example, one shortcoming of the One Laptop Per Child program – an ambitious program that sought to put small, cheap but sturdy laptops in the hands of children from families of lesser means – is that the laptops were designed for idealized younger versions of the developers themselves, not so much the children who were actually using them.
Initiatives have been implemented in which entrepreneurs and educators work together to improve educational technology products. Some products are developed with input from students and educators. Questions to ask vendors might be: In what ways were educators and learners included? How did their input influence the final product?
3. What educational beliefs shape this product?
Educational technology is rarely neutral. It is designed by people, and people have beliefs, experiences, ideologies and biases that shape the technologies they develop.
It is important for educational technology products to rely on what educators have experienced as relevant to the students they meet in their real-life classes. Questions to ask include: What pedagogical principles guide this product? What particular learning does it support or discourage?
4. Does the product level the playing field?
Finally, people ought to ask how a product addresses educational inequities. Is this technology going to help reduce the learning gaps between different groups of learners? Or is it one that aids some learners – often those who are already successful or privileged – but not others? Is it adopting an asset-based or a deficit-based approach to addressing inequities?
Educational technology vendors and startups may not have answers to all of these questions. But they should still be asked and considered. Answers could lead to improved products.
(George Veletsianos. https://theconversation.com, 15.04.24. Adaptado)
Leia o texto e o gráfico para responder à questão.
The 2020s have brought a degree of chaos not seen in decades. A pandemic was followed by a full-scale war in Europe; both sent food and fuel prices surging. Extreme weather events have shown that climate change is beginning to bite. The phrase “unprecedented times” soon sounded too common.
This all affected the global standards of living. One measure of this, the United Nations’ Human Development Index (HDI), fell in 2020 for the first time since its launch. It fell again in 2021. The HDI is one of the most widely used measures of countries’ development, after the Gross Domestic Product (GDP). It is not complete, though. It does not account for economic inequality, for example, or disparities between ethnicities and genders.
The latest figures show that the global HDI is rising again, but progress has been slow and uneven. It seems the long-term trend appears to have suffered a permanent setback since the pandemic. This setback will deeply affect the world’s poorest.
Yet there are reasons for hope. The chaos of the 2020s has also shown that governments can collaborate on some big issues. During the pandemic, vaccines were developed, produced and distributed at remarkable speed, saving an estimated 20 million lives in their first year alone. At the 28th United Nations Climate Change Conference (COP28) in 2023 the world proved that it could agree on a deal to tackle climate change (even if fulfilling it is another matter). More of that will be needed to overcome the setbacks from the start of the decade.
Leia o texto e o gráfico para responder à questão.
The 2020s have brought a degree of chaos not seen in decades. A pandemic was followed by a full-scale war in Europe; both sent food and fuel prices surging. Extreme weather events have shown that climate change is beginning to bite. The phrase “unprecedented times” soon sounded too common.
This all affected the global standards of living. One measure of this, the United Nations’ Human Development Index (HDI), fell in 2020 for the first time since its launch. It fell again in 2021. The HDI is one of the most widely used measures of countries’ development, after the Gross Domestic Product (GDP). It is not complete, though. It does not account for economic inequality, for example, or disparities between ethnicities and genders.
The latest figures show that the global HDI is rising again, but progress has been slow and uneven. It seems the long-term trend appears to have suffered a permanent setback since the pandemic. This setback will deeply affect the world’s poorest.
Yet there are reasons for hope. The chaos of the 2020s has also shown that governments can collaborate on some big issues. During the pandemic, vaccines were developed, produced and distributed at remarkable speed, saving an estimated 20 million lives in their first year alone. At the 28th United Nations Climate Change Conference (COP28) in 2023 the world proved that it could agree on a deal to tackle climate change (even if fulfilling it is another matter). More of that will be needed to overcome the setbacks from the start of the decade.
Leia o texto e o gráfico para responder à questão.
The 2020s have brought a degree of chaos not seen in decades. A pandemic was followed by a full-scale war in Europe; both sent food and fuel prices surging. Extreme weather events have shown that climate change is beginning to bite. The phrase “unprecedented times” soon sounded too common.
This all affected the global standards of living. One measure of this, the United Nations’ Human Development Index (HDI), fell in 2020 for the first time since its launch. It fell again in 2021. The HDI is one of the most widely used measures of countries’ development, after the Gross Domestic Product (GDP). It is not complete, though. It does not account for economic inequality, for example, or disparities between ethnicities and genders.
The latest figures show that the global HDI is rising again, but progress has been slow and uneven. It seems the long-term trend appears to have suffered a permanent setback since the pandemic. This setback will deeply affect the world’s poorest.
Yet there are reasons for hope. The chaos of the 2020s has also shown that governments can collaborate on some big issues. During the pandemic, vaccines were developed, produced and distributed at remarkable speed, saving an estimated 20 million lives in their first year alone. At the 28th United Nations Climate Change Conference (COP28) in 2023 the world proved that it could agree on a deal to tackle climate change (even if fulfilling it is another matter). More of that will be needed to overcome the setbacks from the start of the decade.
Leia o texto e o gráfico para responder à questão.
The 2020s have brought a degree of chaos not seen in decades. A pandemic was followed by a full-scale war in Europe; both sent food and fuel prices surging. Extreme weather events have shown that climate change is beginning to bite. The phrase “unprecedented times” soon sounded too common.
This all affected the global standards of living. One measure of this, the United Nations’ Human Development Index (HDI), fell in 2020 for the first time since its launch. It fell again in 2021. The HDI is one of the most widely used measures of countries’ development, after the Gross Domestic Product (GDP). It is not complete, though. It does not account for economic inequality, for example, or disparities between ethnicities and genders.
The latest figures show that the global HDI is rising again, but progress has been slow and uneven. It seems the long-term trend appears to have suffered a permanent setback since the pandemic. This setback will deeply affect the world’s poorest.
Yet there are reasons for hope. The chaos of the 2020s has also shown that governments can collaborate on some big issues. During the pandemic, vaccines were developed, produced and distributed at remarkable speed, saving an estimated 20 million lives in their first year alone. At the 28th United Nations Climate Change Conference (COP28) in 2023 the world proved that it could agree on a deal to tackle climate change (even if fulfilling it is another matter). More of that will be needed to overcome the setbacks from the start of the decade.
Leia o texto e o gráfico para responder à questão.
The 2020s have brought a degree of chaos not seen in decades. A pandemic was followed by a full-scale war in Europe; both sent food and fuel prices surging. Extreme weather events have shown that climate change is beginning to bite. The phrase “unprecedented times” soon sounded too common.
This all affected the global standards of living. One measure of this, the United Nations’ Human Development Index (HDI), fell in 2020 for the first time since its launch. It fell again in 2021. The HDI is one of the most widely used measures of countries’ development, after the Gross Domestic Product (GDP). It is not complete, though. It does not account for economic inequality, for example, or disparities between ethnicities and genders.
The latest figures show that the global HDI is rising again, but progress has been slow and uneven. It seems the long-term trend appears to have suffered a permanent setback since the pandemic. This setback will deeply affect the world’s poorest.
Yet there are reasons for hope. The chaos of the 2020s has also shown that governments can collaborate on some big issues. During the pandemic, vaccines were developed, produced and distributed at remarkable speed, saving an estimated 20 million lives in their first year alone. At the 28th United Nations Climate Change Conference (COP28) in 2023 the world proved that it could agree on a deal to tackle climate change (even if fulfilling it is another matter). More of that will be needed to overcome the setbacks from the start of the decade.
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