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(<https://brasil.elpais.com/brasil/2018/09/21/opinion/1537548764_065506.html?id_externo_rsoc=FB_BR_CM>.)
Assinale a alternativa que preenche corretamente as lacunas acima, na ordem em que aparecem no texto.
As bombas que os aliados lançaram sobre a Alemanha durante a Segunda Guerra Mundial conseguiram atingir a borda inferior do espaço: a ionosfera se enfraqueceu sob a influência da onda expansiva de tantos explosivos. __________ o efeito tenha sido temporário, chegou a ser sentido nos céus da Inglaterra. __________, os bombardeios alemães, primeiro os da Luftwaffe (a aviação nazista) e, depois, com os foguetes V1 e V2, mal deixaram vestígios na atmosfera.
Assinale a alternativa que preenche corretamente as lacunas acima, na ordem em que aparecem no texto.
O texto a seguir é referência para a questão.
A explosão das medusas em todo o mundo se deve a uma série de fatores inter-relacionados. Uma das principais causas é o excesso de pesca de seus predadores naturais, como o atum, o que ao mesmo tempo elimina a concorrência pelo alimento e o espaço de reprodução. Em paralelo, diversas atividades humanas em regiões costeiras também ajudam a explicar o fenômeno: ali onde enormes quantidades de nutrientes são jogadas no mar (em forma de resíduos agrícolas, por exemplo), produzindo grandes explosões de populações de algas e plânctons, que consomem o oxigênio da água e geram as denominadas zonas mortas. Não muitos peixes e mamíferos aquáticos conseguem sobreviver nelas, mas as medusas sim, além de encontrarem no plâncton uma fonte de alimentação abundante e ideal. Quando as populações de medusas conseguem se estabelecer, as larvas de outras espécies acabam sendo parte do cardápio também, desequilibrando a cadeia trófica.
As medusas são, além disso, um dos poucos vencedores naturais da mudança climática, já que seu ciclo reprodutivo é favorecido pelo aumento da temperatura nos ciclos oceânicos. Mas há mais fatores. Existem evidências de que certas espécies de medusa se reproduzem com mais facilidade junto a estruturas costeiras artificiais, como molhes e píeres. Por isso, é difícil saber se os esforços para deter, ou até reverter a mudança climática, representam uma solução à crescente presença de medusas nos mares, pelo menos enquanto continuem gerando problemas em ecossistemas costeiros e cadeias alimentares marinhas. [...]
No entanto – e não muito longe de Monte Hermoso – um cientista elucubra uma ideia mais interessante: se queremos resolver o problema das medusas, temos de parar de vê-las como um mal, e começar a vê-las como comida.
(Disponível em: <https://brasil.elpais.com/brasil/2018/09/18/ciencia/1537282711_864007.html>.)
O texto a seguir é referência para a questão.
A explosão das medusas em todo o mundo se deve a uma série de fatores inter-relacionados. Uma das principais causas é o excesso de pesca de seus predadores naturais, como o atum, o que ao mesmo tempo elimina a concorrência pelo alimento e o espaço de reprodução. Em paralelo, diversas atividades humanas em regiões costeiras também ajudam a explicar o fenômeno: ali onde enormes quantidades de nutrientes são jogadas no mar (em forma de resíduos agrícolas, por exemplo), produzindo grandes explosões de populações de algas e plânctons, que consomem o oxigênio da água e geram as denominadas zonas mortas. Não muitos peixes e mamíferos aquáticos conseguem sobreviver nelas, mas as medusas sim, além de encontrarem no plâncton uma fonte de alimentação abundante e ideal. Quando as populações de medusas conseguem se estabelecer, as larvas de outras espécies acabam sendo parte do cardápio também, desequilibrando a cadeia trófica.
As medusas são, além disso, um dos poucos vencedores naturais da mudança climática, já que seu ciclo reprodutivo é favorecido pelo aumento da temperatura nos ciclos oceânicos. Mas há mais fatores. Existem evidências de que certas espécies de medusa se reproduzem com mais facilidade junto a estruturas costeiras artificiais, como molhes e píeres. Por isso, é difícil saber se os esforços para deter, ou até reverter a mudança climática, representam uma solução à crescente presença de medusas nos mares, pelo menos enquanto continuem gerando problemas em ecossistemas costeiros e cadeias alimentares marinhas. [...]
No entanto – e não muito longe de Monte Hermoso – um cientista elucubra uma ideia mais interessante: se queremos resolver o problema das medusas, temos de parar de vê-las como um mal, e começar a vê-las como comida.
(Disponível em: <https://brasil.elpais.com/brasil/2018/09/18/ciencia/1537282711_864007.html>.)
Leia o texto a seguir e responda à questão.
Many graduates earn ‘paltry returns’ for their degree
Mr Halfon, a former skills minister, stated in his speech that the nation has “become obsessed ______(1) full academic degrees”.
“We are creating a higher education system that overwhelmingly favours academic degrees, while intermediate and higher technical offerings are comparatively tiny. The labour market does not need an ever-growing supply of academic degrees. Between a fifth and a third of our graduates take non-graduate jobs. The extra return for having a degree varies wildly according to subject and institution. For many, the returns are paltry.”
Mr Halfon said that there is a strong need for intermediate skills. “There are skills shortages in several sectors. And there are millions ______(2) people who want to get on in life – preferably without spending £50,000 on academic degrees,” he added. “There has been growing concern about the amount of debt students are accumulating and the interest being charged on that debt.”
A spokesman for UUK (a representative organisation for the UK’s universities) said: “Official figures are clear that, on average, university graduates continue to earn substantially more than non-graduates and are more likely to be in employment. A university degree remains an excellent investment.”
“We must, however, be careful to avoid using graduate salaries as the single measure of success in higher education. Many universities specialise in fields such ______(3) the arts, the creative industries, nursing and public sector professions that, despite making an essential contribution to society and the economy, pay less on average.”
Adapted from http://www.bbc.co.uk/news/education-42923529
I. Fifty percent of the graduates take non-graduate jobs. II. Having a degree doesn’t necessarily mean having great salaries. III. The labour market lacks intermediate skills. IV. Many people would rather not spend £50,000 on academic degrees. V. In every single case, university graduates make more money than non-graduates.
Leia o texto a seguir e responda à questão.
Many graduates earn ‘paltry returns’ for their degree
Mr Halfon, a former skills minister, stated in his speech that the nation has “become obsessed ______(1) full academic degrees”.
“We are creating a higher education system that overwhelmingly favours academic degrees, while intermediate and higher technical offerings are comparatively tiny. The labour market does not need an ever-growing supply of academic degrees. Between a fifth and a third of our graduates take non-graduate jobs. The extra return for having a degree varies wildly according to subject and institution. For many, the returns are paltry.”
Mr Halfon said that there is a strong need for intermediate skills. “There are skills shortages in several sectors. And there are millions ______(2) people who want to get on in life – preferably without spending £50,000 on academic degrees,” he added. “There has been growing concern about the amount of debt students are accumulating and the interest being charged on that debt.”
A spokesman for UUK (a representative organisation for the UK’s universities) said: “Official figures are clear that, on average, university graduates continue to earn substantially more than non-graduates and are more likely to be in employment. A university degree remains an excellent investment.”
“We must, however, be careful to avoid using graduate salaries as the single measure of success in higher education. Many universities specialise in fields such ______(3) the arts, the creative industries, nursing and public sector professions that, despite making an essential contribution to society and the economy, pay less on average.”
Adapted from http://www.bbc.co.uk/news/education-42923529
Leia o texto a seguir e responda à questão.
Many graduates earn ‘paltry returns’ for their degree
Mr Halfon, a former skills minister, stated in his speech that the nation has “become obsessed ______(1) full academic degrees”.
“We are creating a higher education system that overwhelmingly favours academic degrees, while intermediate and higher technical offerings are comparatively tiny. The labour market does not need an ever-growing supply of academic degrees. Between a fifth and a third of our graduates take non-graduate jobs. The extra return for having a degree varies wildly according to subject and institution. For many, the returns are paltry.”
Mr Halfon said that there is a strong need for intermediate skills. “There are skills shortages in several sectors. And there are millions ______(2) people who want to get on in life – preferably without spending £50,000 on academic degrees,” he added. “There has been growing concern about the amount of debt students are accumulating and the interest being charged on that debt.”
A spokesman for UUK (a representative organisation for the UK’s universities) said: “Official figures are clear that, on average, university graduates continue to earn substantially more than non-graduates and are more likely to be in employment. A university degree remains an excellent investment.”
“We must, however, be careful to avoid using graduate salaries as the single measure of success in higher education. Many universities specialise in fields such ______(3) the arts, the creative industries, nursing and public sector professions that, despite making an essential contribution to society and the economy, pay less on average.”
Adapted from http://www.bbc.co.uk/news/education-42923529
Leia o texto a seguir e responda à questão.
Learn to code, it’s more important than English as a second language
Apple CEO Tim Cook says coding is the best foreign language that a student in any country can learn. The tech executive made the remarks to French outlet Konbini while in the country for a meeting with French President Emmanuel Macron. The tech leader gave some brief thoughts on education:
“If I were a French student and I were 10 years old, I think it would be more important for me to learn coding than English. I’m not telling people not to learn English in some form – but I think you understand what I am saying is that this is a language that you can use to express yourself to 7 billion people in the world. I think that coding should be required in every public school in the world.”
Of course, it’s in Cook’s best interest to have the world learning how to code. He runs a tech company that depends on access to a constantly growing pipeline of talent. But it could be in your interest too: studying coding could increase your chances of pulling in a big salary. A computer-science education, at least in countries like the US, is one of the most viable and lucrative career paths open to young people today.
But, Cook says, the benefits go beyond that. “It’s the language that everyone needs, and not just for the computer scientists. It’s for all of us”. He added that programming encourages students of all disciplines to be inventive and experimental: “Creativity is the goal. Coding is just to allow that. Creativity is in the front seat; technology is in the backseat. With the combination of both of these you can do such powerful things now.”
Adapted from https://www.cnbc.com/2017/10/12/apple-ceo-tim-cook-learning-to-code-is-so-important.html
Leia o texto a seguir e responda à questão.
Learn to code, it’s more important than English as a second language
Apple CEO Tim Cook says coding is the best foreign language that a student in any country can learn. The tech executive made the remarks to French outlet Konbini while in the country for a meeting with French President Emmanuel Macron. The tech leader gave some brief thoughts on education:
“If I were a French student and I were 10 years old, I think it would be more important for me to learn coding than English. I’m not telling people not to learn English in some form – but I think you understand what I am saying is that this is a language that you can use to express yourself to 7 billion people in the world. I think that coding should be required in every public school in the world.”
Of course, it’s in Cook’s best interest to have the world learning how to code. He runs a tech company that depends on access to a constantly growing pipeline of talent. But it could be in your interest too: studying coding could increase your chances of pulling in a big salary. A computer-science education, at least in countries like the US, is one of the most viable and lucrative career paths open to young people today.
But, Cook says, the benefits go beyond that. “It’s the language that everyone needs, and not just for the computer scientists. It’s for all of us”. He added that programming encourages students of all disciplines to be inventive and experimental: “Creativity is the goal. Coding is just to allow that. Creativity is in the front seat; technology is in the backseat. With the combination of both of these you can do such powerful things now.”
Adapted from https://www.cnbc.com/2017/10/12/apple-ceo-tim-cook-learning-to-code-is-so-important.html
Leia o texto a seguir e responda à questão.
Learn to code, it’s more important than English as a second language
Apple CEO Tim Cook says coding is the best foreign language that a student in any country can learn. The tech executive made the remarks to French outlet Konbini while in the country for a meeting with French President Emmanuel Macron. The tech leader gave some brief thoughts on education:
“If I were a French student and I were 10 years old, I think it would be more important for me to learn coding than English. I’m not telling people not to learn English in some form – but I think you understand what I am saying is that this is a language that you can use to express yourself to 7 billion people in the world. I think that coding should be required in every public school in the world.”
Of course, it’s in Cook’s best interest to have the world learning how to code. He runs a tech company that depends on access to a constantly growing pipeline of talent. But it could be in your interest too: studying coding could increase your chances of pulling in a big salary. A computer-science education, at least in countries like the US, is one of the most viable and lucrative career paths open to young people today.
But, Cook says, the benefits go beyond that. “It’s the language that everyone needs, and not just for the computer scientists. It’s for all of us”. He added that programming encourages students of all disciplines to be inventive and experimental: “Creativity is the goal. Coding is just to allow that. Creativity is in the front seat; technology is in the backseat. With the combination of both of these you can do such powerful things now.”
Adapted from https://www.cnbc.com/2017/10/12/apple-ceo-tim-cook-learning-to-code-is-so-important.html
I- Preferiu não participar da Semana de Arte Moderna, mas enviou seu famoso poema “Os Sapos”, que, lido por Ronald de Carvalho, tumultuou o Teatro Municipal.
II – Sua fase “gauche” caracterizou-se pelo pessimismo, pelo individualismo, pelo isolamento e pela reflexão existencial. A obra mais importante foi o “Poema de Sete Faces”.
III- Na fase social, o eu lírico manifesta interesse pelo seu tempo e pelos problemas cotidianos, buscando a solidariedade diante das frustrações e das esperanças humanas.
IV- A última fase foi marcada pela poesia intimista, de orientação simbolista, prezando o espiritualismo e orientalismo e a musicalidade, traços que podem ser notados no poema “O motivo da Rosa”.
Estão corretas as afirmações:
Leia o trecho abaixo, retirado de I-Juca Pirama, obra de Gonçalves Dias.
Da tribo pujante,
Que agora anda errante
Por fado inconstante,
Guerreiros, nasci:
Sou bravo, sou forte,
sou filho do norte,
Meu canto de morte,
Guerreiros, ouvi.
Trata-se de um:
ASSIS. Machado de. Dom Casmurro. São Paulo: Ática,1999. p.55 (fragmento)
Com Dom Casmurro, obra publicada em 1899, depois de Memórias Póstumas de Brás Cubas (1881) e de Quincas Borba (1891), Machado de Assis deixa marcas indeléveis de que a Literatura Brasileira vivia um novo período literário, bem diferente do Romantismo. Nessas obras, nota-se uma forma diferente de sentir e de ver a realidade, menos idealizada, mais verdadeira e crítica: uma perspectiva realista. O trecho apresentado acima representa essa perspectiva porque o narrador
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