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  • Linguagens

    Inglês

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    Imagem da questão de Inglês, Universidade Presbiteriana Mackenzie 2019, Interpretação de texto | Reading comprehension

    SOURCE: http://www.englishact.com.br/2018/04/calvin-and-hobbes-comic-strips.html access on Oct 7th, 2019.


    By the answer Calvin gives to the Maths problem, we are sure that:
    Escolha uma alternativa para a questão 6b5121aa-01
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  • Linguagens

    Inglês

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    Read the text and asnwer questions:

    HOME

    They rose up like men. We saw them. Like men they stood.

    We shouldn’t have been anywhere near that place. Like most farmland outside Lotus, Georgia, this here one had plenty scary warning signs. The threats hung from wire mesh fences with wooden stakes every fifty or so feet. But when we saw a crawl space that some animal had dug—a coyote maybe, or a coon dog—we couldn’t resist. Just kids we were. The grass was shoulder high for her and waist high for me so, looking out for snakes, we crawled through it on our bellies. The reward was worth the harm grass juice and clouds of gnats did to our eyes, because there right in front of us, about fifty yards off, they stood like men. Their raised hooves crashing and striking, their manes tossing back from wild white eyes. They bit each other like dogs but when they stood, reared up on their hind legs, their forelegs around the withers of the other, we held our breath in wonder. One was rust-colored, the other deep black, both sunny with sweat. The neighs were not as frightening as the silence following a kick of hind legs into the lifted lips of the opponent. Nearby, colts and mares, indifferent, nibbled grass or looked away. Then it stopped. The rust-colored one dropped his head and pawed the ground while the winner loped off in an arc, nudging the mares before him.

    As we elbowed back through the grass looking for the dug-out place, avoiding the line of parked trucks beyond, we lost our way. Although it took forever to re-sight the fence, neither of us panicked until we heard voices, urgent but low. I grabbed her arm and put a finger to my lips. Never lifting our heads, just peeping through the grass, we saw them pull a body from a wheelbarrow and throw it into a hole already waiting. One foot stuck up over the edge and quivered, as though it could get out, as though with a little effort it could break through the dirt being shoveled in. We could not see the faces of the men doing the burying, only their trousers; but we saw the edge of a spade drive the jerking foot down to join the rest of itself. When she saw that black foot with its creamy pink and mud-streaked sole being whacked into the grave, her whole body began to shake. I hugged her shoulders tight and tried to pull her trembling into my own bones because, as a brother four years older, I thought I could handle it. The men were long gone and the moon was a cantaloupe by the time we felt safe enough to disturb even one blade of grass and move on our stomachs, searching for the scooped-out part under the fence. When we got home we expected to be whipped or at least scolded for staying out so late, but the grown-ups did not notice us. Some disturbance had their attention.

    Since you’re set on telling my story, whatever you think and whatever you write down, know this: I really forgot about the burial. I only remembered the horses. They were so beautiful. So brutal. And they stood like men.

    SOURCE: Excerpted from MORRISON, Toni. Home (2012), Harmondsworth: Penguin, 2012.

    In the excerpt: “The grass was shoulder high for her and waist high for me so, looking out for snakes, we crawled through it on our bellies.” We can understand that:
    Escolha uma alternativa para a questão 6b458dd5-01
    Abrir questão de Inglês, prova de 2019
  • Linguagens

    Literatura

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    Read the text and asnwer questions:

    HOME

    They rose up like men. We saw them. Like men they stood.

    We shouldn’t have been anywhere near that place. Like most farmland outside Lotus, Georgia, this here one had plenty scary warning signs. The threats hung from wire mesh fences with wooden stakes every fifty or so feet. But when we saw a crawl space that some animal had dug—a coyote maybe, or a coon dog—we couldn’t resist. Just kids we were. The grass was shoulder high for her and waist high for me so, looking out for snakes, we crawled through it on our bellies. The reward was worth the harm grass juice and clouds of gnats did to our eyes, because there right in front of us, about fifty yards off, they stood like men. Their raised hooves crashing and striking, their manes tossing back from wild white eyes. They bit each other like dogs but when they stood, reared up on their hind legs, their forelegs around the withers of the other, we held our breath in wonder. One was rust-colored, the other deep black, both sunny with sweat. The neighs were not as frightening as the silence following a kick of hind legs into the lifted lips of the opponent. Nearby, colts and mares, indifferent, nibbled grass or looked away. Then it stopped. The rust-colored one dropped his head and pawed the ground while the winner loped off in an arc, nudging the mares before him.

    As we elbowed back through the grass looking for the dug-out place, avoiding the line of parked trucks beyond, we lost our way. Although it took forever to re-sight the fence, neither of us panicked until we heard voices, urgent but low. I grabbed her arm and put a finger to my lips. Never lifting our heads, just peeping through the grass, we saw them pull a body from a wheelbarrow and throw it into a hole already waiting. One foot stuck up over the edge and quivered, as though it could get out, as though with a little effort it could break through the dirt being shoveled in. We could not see the faces of the men doing the burying, only their trousers; but we saw the edge of a spade drive the jerking foot down to join the rest of itself. When she saw that black foot with its creamy pink and mud-streaked sole being whacked into the grave, her whole body began to shake. I hugged her shoulders tight and tried to pull her trembling into my own bones because, as a brother four years older, I thought I could handle it. The men were long gone and the moon was a cantaloupe by the time we felt safe enough to disturb even one blade of grass and move on our stomachs, searching for the scooped-out part under the fence. When we got home we expected to be whipped or at least scolded for staying out so late, but the grown-ups did not notice us. Some disturbance had their attention.

    Since you’re set on telling my story, whatever you think and whatever you write down, know this: I really forgot about the burial. I only remembered the horses. They were so beautiful. So brutal. And they stood like men.

    SOURCE: Excerpted from MORRISON, Toni. Home (2012), Harmondsworth: Penguin, 2012.

    Assinale a alternativa correta sobre a produção literária brasileira ao longo do Século XIX.
    Escolha uma alternativa para a questão 6b3d7b1b-01
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  • Linguagens

    Literatura

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    O trecho abaixo é um fragmento do capítulo de abertura do romance Memórias póstumas de Brás Cubas, de Machado de Assis.
    Figura 1 de 2 da questão de Literatura, Universidade Presbiteriana Mackenzie 2019, Escolas Literárias
    Figura 2 de 2 da questão de Literatura, Universidade Presbiteriana Mackenzie 2019, Escolas Literárias

    Considere as seguintes observações sobre a vida e a obra de Machado de Assis.

    I. Machado de Assis teve uma origem humilde: foi neto de escravos alforriados e filho de Francisco José de Assis, um pintor de paredes, e de Maria Leopoldina Machado de Assis, portuguesa açoriana que se dedicava a serviços domésticos. Mediante uma carreira dedicada às letras, ao jornalismo e ao funcionalismo público, Machado de Assis viveu ao longo do tempo uma trajetória de ascensão social.
    II. Durante décadas de dedicação à vida literária, uma importante faceta de Machado de Assis foi a composição de crônicas, publicadas em jornais e revistas brasileiros. Nas suas crônicas, Machado escrevia sobre uma gama de temas, da vida cotidiana a fatos políticos da sua época.
    III. Em 1897 realizou-se a sessão inaugural, no Rio de Janeiro, da Academia Brasileira de Letras, que teve como seu primeiro presidente Machado de Assis.

    Assinale a alternativa correta.
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    Português

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    O trecho abaixo é um fragmento do capítulo de abertura do romance Memórias póstumas de Brás Cubas, de Machado de Assis.
    Figura 1 de 2 da questão de Português, Universidade Presbiteriana Mackenzie 2019, Interpretação de Textos
    Figura 2 de 2 da questão de Português, Universidade Presbiteriana Mackenzie 2019, Interpretação de Textos

    Assinale a alternativa correta.
    Escolha uma alternativa para a questão 6b2a55be-01
    Abrir questão de Português, prova de 2019
  • Linguagens

    Português

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    Texto para a questão.

    Imagem da questão de Português, Universidade Presbiteriana Mackenzie 2019, Adjetivos

    Assinale a alternativa correta.
    Escolha uma alternativa para a questão 6b268aaa-01
    Abrir questão de Português, prova de 2019
  • Linguagens

    Português

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    Texto para a questão.

    Imagem da questão de Português, Universidade Presbiteriana Mackenzie 2019, Interpretação de Textos

    Assinale a alternativa que indica a relação sinonímica INCORRETA, tendo em vista o emprego das palavras no texto.
    Escolha uma alternativa para a questão 6b1f0ac0-01
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  • Linguagens

    Inglês

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    Science Education in the United States of America

    (Audrey B. Champagne.)

        Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.
        The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.
       The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

    (Available: https://files.eric.ed.gov/fulltext/EJ608194.pdf. Adapted.)
    Analyse the items usage in the text. Mark the one which is a modifier.
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  • Linguagens

    Inglês

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    Science Education in the United States of America

    (Audrey B. Champagne.)

        Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.
        The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.
       The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

    (Available: https://files.eric.ed.gov/fulltext/EJ608194.pdf. Adapted.)
    For Instance (L22) sets:
    Escolha uma alternativa para a questão 82d65c32-ff
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  • Linguagens

    Inglês

    Entre para guardar nos favoritos
    Science Education in the United States of America

    (Audrey B. Champagne.)

        Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.
        The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.
       The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

    (Available: https://files.eric.ed.gov/fulltext/EJ608194.pdf. Adapted.)
    “Meet” (L22) does NOT mean:
    Escolha uma alternativa para a questão 82cf2342-ff
    Abrir questão de Inglês, prova de 2019
  • Linguagens

    Inglês

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    Science Education in the United States of America

    (Audrey B. Champagne.)

        Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.
        The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.
       The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

    (Available: https://files.eric.ed.gov/fulltext/EJ608194.pdf. Adapted.)
    The text states that:
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    Literatura

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    Poema tirado de uma notícia de jornal

    João Gostoso era carregador de feira livre e morava no morro da Babilônia num barracão sem número.
    Uma noite ele chegou no bar Vinte de Novembro
    Bebeu
    Cantou
    Dançou
    Depois se atirou na lagoa Rodrigo de Freitas e morreu afogado.

    (BANDEIRA, M. Estrela da vida inteira: poesias reunidas. Rio de Janeiro: José Olympio, 1980.)

    Pode-se afirmar acerca do poema modernista de Manuel Bandeira que:
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    Literatura

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    Descobrimento

    Abancado à escrivaninha em São Paulo
    Na minha casa da rua Lopes Chaves
    De supetão senti um friúme por dentro.
    Fiquei trêmulo, muito comovido
    Com o livro palerma olhando pra mim.

    Não vê que me lembrei que lá no Norte, meu Deus!
    muito longe de mim,
    Na escuridão ativa da noite que caiu
    Um homem pálido magro de cabelo escorrendo nos olhos
    Depois de fazer uma pele com a borracha do dia,
    Faz pouco se deitou, está dormindo.
    Esse homem é brasileiro que nem eu...

    (ANDRADE, Mário de. Poesias completas. Belo Horizonte – São Paulo: Itatiaia – Edusp, 1987.)

    Mário de Andrade, autor do poema anterior, fez parte do grupo que idealizou a Semana de Arte Moderna. Acerca da linguagem empregada pelo poeta em “Descobrimento”, pode-se afirmar que:
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    Literatura

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    A terceira fase do Modernismo, 1945 a 1960, é vista como o “apuro da forma”, entre os autores que se destacam estão: João Cabral de Melo Neto, Guimarães Rosa, Clarice Lispector, Nelson Rodrigues e Ariano Suassuna. Assinale, a seguir, a alternativa concernente à terceira fase modernista.
    Escolha uma alternativa para a questão 8215236f-ff
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    Português

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    O que é prevenção de suicídio, afinal?

       Dia mundial de prevenção de suicídio, 10 de setembro. De um tempo para cá todo ano voltamos ao tema. Mas ainda estamos encontrando o tom.
       Após uma vida inteira ignorando o assunto os meios de comunicação resolveram finalmente abordá-lo. Mas, presos aos modelos de campanhas de conscientização habituais focaram-se nos números, taxas de crescimento, histórias individuais, entrevistas com pessoas afetadas pela questão. Tudo muito importante para que a sociedade fique mais esclarecida sobre o panorama local, nacional e até mundial sobre o suicídio. Mas inócuo para prevenção de fato.
      O que é prevenção, afinal? A prevenção em saúde se dá em três níveis:
       Prevenção primária: estratégias para evitar o adoecimento, retirando fatores de risco.
      Prevenção secundária: detecção precoce de pessoas acometidas por um problema, se possível antes de ele se manifestar.
      Prevenção terciária: intervenções para evitar sequelas depois que o problema acontece.
       De trás para frente, quando se fala em suicídio, não é possível fazer prevenção terciária, a não ser tratar das feridas emocionais de quem ficou (na chamada pósvenção).
      E o que seria a prevenção secundária nesses casos? Evitar que pessoas já com intenções ou planos suicidas cometam o ato. Tal situação normalmente se dá quando existe um transtorno mental que agrava uma situação de crise – por estar doente ela não vê outra saída que não a morte. É preciso então dissuadi-las disso, mostrando que o ser humano consegue superar qualquer coisa se tiver ajuda suficiente e se suas emoções não estiverem adoecidas. Não adianta apresentar números, contar histórias tristes. Ninguém nessa situação vai pensar “Puxa, quanta gente já se matou, né? Melhor eu não fazer isso”. Ao contrário, tais dados podem até normalizar para elas esse comportamento. Faremos prevenção se ensinarmos todo mundo a detectar sintomas de depressão, a diferenciar uso e dependência de substâncias; se combatermos o preconceito com psiquiatria, psicologia, estimulando em quem precisa a busca de ajuda e apresentando caminhos para atendimento em crises (como o CVV – fone 188). Se a sociedade inteira compreender que essas são formas eficazes de se buscar saídas para situações aparentemente insolúveis e insuportáveis, poderemos prevenir alguns casos.
      Evidentemente o ideal é que a gente não chegue a ponto de considerar seriamente o suicídio. Como já vimos que isso normalmente ocorre quando crises parecem insuportáveis e insolúveis em função do adoecimento emocional, esse último deveria ser o alvo da prevenção primária. É ingênuo achar ser possível prevenir crises. Mas evitar o adoecimento é um alvo a ser perseguido com afinco. Atividade física regular, sono de qualidade, alimentação saudável, desenvolvimento de vínculos afetivos, criação de uma rede de suporte, tudo isso – de preferência ao mesmo tempo – oferece boa proteção ao adoecimento ou ao agravamento dos transtornos mentais. Falar disso – que aparentemente nada tem a ver com o suicídio – talvez seja uma das formas mais importantes de prevenir novos casos.
        Ah, e apesar de óbvio, vale a pena lembrar: não adianta voltarmos a esses temas apenas ano que vem, ok?
      Já percebeu como diante das mesmas situações – mesmo as dramáticas – tem gente que desmorona, outros sofrem por um tempo mas seguem em frente, e ainda há quem não se abale? Isso mostra que boa parte do problema diante de eventos negativos não está neles, mas em nós – como nossa história, nossos pensamentos, pressupostos e crenças interferem na forma com que lidamos com as adversidades. Em O poder da resiliência (Sextante, 2019) o psicólogo Rick Hanson se uniu ao consultor Forrest Hanson para mostrar, baseado em pesquisas científicas e exemplos práticos, como resiliência vai além da capacidade de absorver os golpes e ficar em pé (o que já é bastante). Ela também coopera para termos mais qualidade de vida e um bem-estar efetivo. Habilidades que vêm muito a calhar tanto para prevenção primária como para secundária e pósvenção.

    (Daniel Martins de Barros, 10/09/2019. Disponível em: https://emais.estadao.com.br/blogs/daniel-martins-de-barros/o-que-eprevencao-de-suicidio-afinal/.)
    De acordo com a estrutura textual apresentada, assinale a indicação correta acerca do principal objetivo comunicacional do texto em análise.
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    O que é prevenção de suicídio, afinal?

       Dia mundial de prevenção de suicídio, 10 de setembro. De um tempo para cá todo ano voltamos ao tema. Mas ainda estamos encontrando o tom.
       Após uma vida inteira ignorando o assunto os meios de comunicação resolveram finalmente abordá-lo. Mas, presos aos modelos de campanhas de conscientização habituais focaram-se nos números, taxas de crescimento, histórias individuais, entrevistas com pessoas afetadas pela questão. Tudo muito importante para que a sociedade fique mais esclarecida sobre o panorama local, nacional e até mundial sobre o suicídio. Mas inócuo para prevenção de fato.
      O que é prevenção, afinal? A prevenção em saúde se dá em três níveis:
       Prevenção primária: estratégias para evitar o adoecimento, retirando fatores de risco.
      Prevenção secundária: detecção precoce de pessoas acometidas por um problema, se possível antes de ele se manifestar.
      Prevenção terciária: intervenções para evitar sequelas depois que o problema acontece.
       De trás para frente, quando se fala em suicídio, não é possível fazer prevenção terciária, a não ser tratar das feridas emocionais de quem ficou (na chamada pósvenção).
      E o que seria a prevenção secundária nesses casos? Evitar que pessoas já com intenções ou planos suicidas cometam o ato. Tal situação normalmente se dá quando existe um transtorno mental que agrava uma situação de crise – por estar doente ela não vê outra saída que não a morte. É preciso então dissuadi-las disso, mostrando que o ser humano consegue superar qualquer coisa se tiver ajuda suficiente e se suas emoções não estiverem adoecidas. Não adianta apresentar números, contar histórias tristes. Ninguém nessa situação vai pensar “Puxa, quanta gente já se matou, né? Melhor eu não fazer isso”. Ao contrário, tais dados podem até normalizar para elas esse comportamento. Faremos prevenção se ensinarmos todo mundo a detectar sintomas de depressão, a diferenciar uso e dependência de substâncias; se combatermos o preconceito com psiquiatria, psicologia, estimulando em quem precisa a busca de ajuda e apresentando caminhos para atendimento em crises (como o CVV – fone 188). Se a sociedade inteira compreender que essas são formas eficazes de se buscar saídas para situações aparentemente insolúveis e insuportáveis, poderemos prevenir alguns casos.
      Evidentemente o ideal é que a gente não chegue a ponto de considerar seriamente o suicídio. Como já vimos que isso normalmente ocorre quando crises parecem insuportáveis e insolúveis em função do adoecimento emocional, esse último deveria ser o alvo da prevenção primária. É ingênuo achar ser possível prevenir crises. Mas evitar o adoecimento é um alvo a ser perseguido com afinco. Atividade física regular, sono de qualidade, alimentação saudável, desenvolvimento de vínculos afetivos, criação de uma rede de suporte, tudo isso – de preferência ao mesmo tempo – oferece boa proteção ao adoecimento ou ao agravamento dos transtornos mentais. Falar disso – que aparentemente nada tem a ver com o suicídio – talvez seja uma das formas mais importantes de prevenir novos casos.
        Ah, e apesar de óbvio, vale a pena lembrar: não adianta voltarmos a esses temas apenas ano que vem, ok?
      Já percebeu como diante das mesmas situações – mesmo as dramáticas – tem gente que desmorona, outros sofrem por um tempo mas seguem em frente, e ainda há quem não se abale? Isso mostra que boa parte do problema diante de eventos negativos não está neles, mas em nós – como nossa história, nossos pensamentos, pressupostos e crenças interferem na forma com que lidamos com as adversidades. Em O poder da resiliência (Sextante, 2019) o psicólogo Rick Hanson se uniu ao consultor Forrest Hanson para mostrar, baseado em pesquisas científicas e exemplos práticos, como resiliência vai além da capacidade de absorver os golpes e ficar em pé (o que já é bastante). Ela também coopera para termos mais qualidade de vida e um bem-estar efetivo. Habilidades que vêm muito a calhar tanto para prevenção primária como para secundária e pósvenção.

    (Daniel Martins de Barros, 10/09/2019. Disponível em: https://emais.estadao.com.br/blogs/daniel-martins-de-barros/o-que-eprevencao-de-suicidio-afinal/.)
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    Inglês

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    Trump administration officials on healthcare

         President Donald Trump’s main healthcare policy initiative has been working to fulfill his campaign promise to repeal and replace the Patient Protection and Affordable Care Act(ACA), commonly known as Obamacare. He expressed his support for the House and Senate bills that proposed modifying parts of the ACA. The House passed its bill — the American Health Care Act of 2017 — but members of the Senate have been unable to agree on a final replacement plan, leaving most of the provisions of the ACA in place. Republicans did take one step towards changing the ACA by eliminating the law's individual mandate, which took effect in January 2019. In October 2017, the Trump administration took actions to modify the ACA. Trump issued an executive order directing members of his Cabinet to create rules that would allow small businesses to collectively buy health insurance through association health plans, expand shortterm health coverage, and expand the use of Health Reimbursement Arrangements (HRAs). The order did not make direct changes to existing health insurance rules; instead, it directed agencies to consider new rules that would be subject to a notice and comment period. Trump said that he is still committed to passing a bill to repeal and replace the ACA. Before signing the executive order on October 12, 2017, Trump said, “Today is only the beginning. In the coming months, we plan to take new measures to provide our people with even more relief and more freedom. (…) And we’re going to also pressure Congress very strongly to finish the repeal and the replace of Obamacare once and for all. We will have great healthcare in our country..”.
    (Available in: https://ballotpedia.org. Adapted.)
    “Policy” (L1) means:
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    Inglês

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    Trump administration officials on healthcare

         President Donald Trump’s main healthcare policy initiative has been working to fulfill his campaign promise to repeal and replace the Patient Protection and Affordable Care Act(ACA), commonly known as Obamacare. He expressed his support for the House and Senate bills that proposed modifying parts of the ACA. The House passed its bill — the American Health Care Act of 2017 — but members of the Senate have been unable to agree on a final replacement plan, leaving most of the provisions of the ACA in place. Republicans did take one step towards changing the ACA by eliminating the law's individual mandate, which took effect in January 2019. In October 2017, the Trump administration took actions to modify the ACA. Trump issued an executive order directing members of his Cabinet to create rules that would allow small businesses to collectively buy health insurance through association health plans, expand shortterm health coverage, and expand the use of Health Reimbursement Arrangements (HRAs). The order did not make direct changes to existing health insurance rules; instead, it directed agencies to consider new rules that would be subject to a notice and comment period. Trump said that he is still committed to passing a bill to repeal and replace the ACA. Before signing the executive order on October 12, 2017, Trump said, “Today is only the beginning. In the coming months, we plan to take new measures to provide our people with even more relief and more freedom. (…) And we’re going to also pressure Congress very strongly to finish the repeal and the replace of Obamacare once and for all. We will have great healthcare in our country..”.
    (Available in: https://ballotpedia.org. Adapted.)
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    Inglês

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    Read the dialogue to answer.

    Doctor: Have you ever fainted before?
    Patient: Yes, the last time you told me your fees.

    (Available in:https://pages2cool.blogspot.com.)

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    Inglês

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    Read the dialogue to answer.

    Doctor: Please, take your seat. What is your problem?
    Patient: Hello Doctor, please, can you give me your certificate?
    Doctor: Why?
    Patient: I took two weeks leave in my office. They asked me
    to get a “Doctor Certificate”.

    (Available in: https://pages2cool.blogspot.com.)

    We learn from the dialogue that:
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