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18.995 questões encontradas. Mostrando a página 549 de 950.

  • 2CD222C4-06

    Português

    Interpretação de Textos    UNICENTRO · 2015FácilEntre para guardar nos favoritos
    Leia o texto a seguir e responda à questão.

    Internet é coisa do passado

    Para especialista, humanos estarão cada vez mais integrados com tecnologia. Não, um futurista não é alguém que veio do futuro para nos prevenir a respeito do domínio das máquinas e o início de uma guerra sem fim. Muito pelo contrário, Tiago Mattos é multiempreendedor, educador, palestrante e formado pela Singularity University como futurista e seu trabalho é entender que tendências a tecnologia está seguindo. Para entrar no curso, o empreendedor gaúcho de 35 anos de idade foi avaliado com a capacidade de impactar um bilhão de pessoas em dez anos. De acordo com ele, a revolução da Internet já passou e, agora, o futuro aponta para uma integração cada vez maior entre homens e tecnologias. A Singularity University é uma iniciativa da NASA em parceria com o Google e tem como meta principal discutir e encontrar novos caminhos da cultura digital e pós-digital. “O pensamento humano é linear. Já o pensamento dos computadores funciona de acordo com uma lógica exponencial. A cada dezoito meses, mais ou menos, nossa capacidade duplica. Por isso, a velocidade da evolução é cada vez maior”, explica Mattos. Depois da Internet, segundo as discussões da Singularity, três novas revoluções em curso ditam as tendências do futuro próximo: genética/biotecnologia, nanotecnologia e robótica/inteligência artificial. Mattos explica que os anos de 1980 foram transformados pela computação, os 1990 pela Internet e os 2000/2010 viveram o advento dos sensores e da Internet das coisas, agora, o momento já é outro. As interações entre os objetos e os humanos devem se intensificar e se complexificar. “Este é um processo irreversível. Se já temos smartphone, SmarTVs... as coisas ficarão cada vez mais “espertas” e nós, humanos, somos apenas mais uma dessas coisas”, afirma Tiago.

    As novas revoluções já começaram

    Talvez, para um terráqueo das antigas, muito pode parecer roteiro de ficção científica, mas as três revoluções citadas por Mattos já estão a pleno vapor. Pesquisas para desenvolvimento de órgãos humanos com impressoras 3D, realidade aumentada para uso pedagógico em simulações de situações de risco e funções de dispositivos móveis capazes de monitorar condições médicas dos usuários ou acessar dados bancários remotamente são exemplos de como essas novas tecnologias já estão em nosso dia a dia. E, pelo visto, vem muito mais por aí.

    (Adaptado de: RODRIGUES, Ennio. Internet é coisa do passado. Disponível em:<https://super.abril.com.br/tecnologia/internet-e-coisa-do-passado/> . Acesso em: 21 jul. 2015.) 
    Com base no texto, assinale a alternativa correta.
    Escolha uma alternativa para a questão 2cd222c4-06
  • 2CCF06C0-06

    Português

    Análise sintática    UNICENTRO · 2015MédioEntre para guardar nos favoritos
    Leia a crônica a seguir e responda à questão.

    Receita para mal de amor

    Minha querida amiga:
    Sim, é para você mesma que estou escrevendo – você que aquela noite disse que estava com vontade de me pedir conselhos, mas tinha vergonha e achava que não valia a pena, e acabou me formulando uma pergunta ingênua:
    – Como é que a gente faz para esquecer uma pessoa?
    E logo depois me pediu que não pensasse nisso e esquecesse a pergunta, dizendo que achava que tinha bebido um ou dois uísques a mais...
    Sei como você está sofrendo, e prefiro lhe responder assim pelas páginas de uma revista – fazendo de conta que me dirijo a um destinatário suposto.
    Destinatário, destinatária... Bonita palavra: não devia querer dizer apenas aquele ou aquela a quem se destina uma carta, devia querer dizer também a pessoa que é dona do destino da gente. Joana é minha destinatária. Meu destino está em suas mãos; a ela se destinam meus pensamentos, minhas lembranças, o que sinto e o que sou: todo este complexo mais ou menos melancólico e todavia tão veemente de coisas que eu nasci e me tornei.
    Se me derem para encher uma fórmula impressa ou uma ficha de hotel eu poderei escrever assim:
    Procedência – São Paulo; Destino – Joana. Pois é somente para ela que eu marcho. No táxi, no bonde, no avião, na rua, não interessa a direção em que me movo, meu destino é Joana. Que importa saber que jamais chegarei ao meu destino?
    Isso eu gostaria de lhe dizer, minha amiga, com a autoridade triste do mais vivido e mais sofrido: amar é um ato de paciência e de humildade; é uma longa devoção. Você me responderá que não é nada disso; que você já chegou ao seu destinatário e foi devolvida como se fosse uma carta com o endereço errado.
    Que teve alguns dias, algumas horas de felicidade, e por isso agora sofre de maneira insuportável. Então lhe aconselho a comprar um canivete bem amolado e afinar dezoito pedacinhos de pau até ficarem bem pontudos, bem lisos, perfeitamente torneados – e depois deixá-los a um canto. Apanhar uma folha de papel tamanho ofício e enchê-la com o nome de seu amado, escrevendo uma letra bem bonita, de preferência com tinta azul. Em seguida faça com essa folha um aviãozinho, e o jogue pela janela.
    Observe o voo e a aterrissagem. Depois desça, vá lá fora, apanhe o avião de papel, desdobre a folha novamente (pode passá-la a ferro, para o serviço ficar mais perfeito e não haver mais nenhum indício da construção aeronáutica) e volte a dobrá-la, desta vez ao meio. Dobre outras vezes, até obter o menor retângulo possível. Então, com o canivete, vá cortando as partes dobradas até transformar toda a folha em minúsculos papeizinhos, tão pequenos que o nome de seu amado não deve caber inteiro em nenhum deles. Aí, apanhe todos aqueles pauzinhos que tinha deixado a um canto e, com os pedacinhos de papel, faça uma fogueira com o máximo cuidado até que restem somente cinzas. A seguir poderá repetir a operação...
    – Adianta alguma coisa?
    Por favor, querida amiga, não me faça esta pergunta. Nada adianta coisa alguma, a não ser o tempo; e fazer fogueirinhas é um meio tão bom quanto qualquer outro de passar o tempo.

    (BRAGA, R. A Traição das Elegantes. Rio de Janeiro: Record, 1982. p.17.)
    Acerca dos recursos linguísticos presentes na crônica, assinale a alternativa correta.
    Escolha uma alternativa para a questão 2ccf06c0-06
  • 2CCAFDEE-06

    Português

    Gêneros Textuais    UNICENTRO · 2015MédioEntre para guardar nos favoritos
    Leia a crônica a seguir e responda à questão.

    Receita para mal de amor

    Minha querida amiga:
    Sim, é para você mesma que estou escrevendo – você que aquela noite disse que estava com vontade de me pedir conselhos, mas tinha vergonha e achava que não valia a pena, e acabou me formulando uma pergunta ingênua:
    – Como é que a gente faz para esquecer uma pessoa?
    E logo depois me pediu que não pensasse nisso e esquecesse a pergunta, dizendo que achava que tinha bebido um ou dois uísques a mais...
    Sei como você está sofrendo, e prefiro lhe responder assim pelas páginas de uma revista – fazendo de conta que me dirijo a um destinatário suposto.
    Destinatário, destinatária... Bonita palavra: não devia querer dizer apenas aquele ou aquela a quem se destina uma carta, devia querer dizer também a pessoa que é dona do destino da gente. Joana é minha destinatária. Meu destino está em suas mãos; a ela se destinam meus pensamentos, minhas lembranças, o que sinto e o que sou: todo este complexo mais ou menos melancólico e todavia tão veemente de coisas que eu nasci e me tornei.
    Se me derem para encher uma fórmula impressa ou uma ficha de hotel eu poderei escrever assim:
    Procedência – São Paulo; Destino – Joana. Pois é somente para ela que eu marcho. No táxi, no bonde, no avião, na rua, não interessa a direção em que me movo, meu destino é Joana. Que importa saber que jamais chegarei ao meu destino?
    Isso eu gostaria de lhe dizer, minha amiga, com a autoridade triste do mais vivido e mais sofrido: amar é um ato de paciência e de humildade; é uma longa devoção. Você me responderá que não é nada disso; que você já chegou ao seu destinatário e foi devolvida como se fosse uma carta com o endereço errado.
    Que teve alguns dias, algumas horas de felicidade, e por isso agora sofre de maneira insuportável. Então lhe aconselho a comprar um canivete bem amolado e afinar dezoito pedacinhos de pau até ficarem bem pontudos, bem lisos, perfeitamente torneados – e depois deixá-los a um canto. Apanhar uma folha de papel tamanho ofício e enchê-la com o nome de seu amado, escrevendo uma letra bem bonita, de preferência com tinta azul. Em seguida faça com essa folha um aviãozinho, e o jogue pela janela.
    Observe o voo e a aterrissagem. Depois desça, vá lá fora, apanhe o avião de papel, desdobre a folha novamente (pode passá-la a ferro, para o serviço ficar mais perfeito e não haver mais nenhum indício da construção aeronáutica) e volte a dobrá-la, desta vez ao meio. Dobre outras vezes, até obter o menor retângulo possível. Então, com o canivete, vá cortando as partes dobradas até transformar toda a folha em minúsculos papeizinhos, tão pequenos que o nome de seu amado não deve caber inteiro em nenhum deles. Aí, apanhe todos aqueles pauzinhos que tinha deixado a um canto e, com os pedacinhos de papel, faça uma fogueira com o máximo cuidado até que restem somente cinzas. A seguir poderá repetir a operação...
    – Adianta alguma coisa?
    Por favor, querida amiga, não me faça esta pergunta. Nada adianta coisa alguma, a não ser o tempo; e fazer fogueirinhas é um meio tão bom quanto qualquer outro de passar o tempo.

    (BRAGA, R. A Traição das Elegantes. Rio de Janeiro: Record, 1982. p.17.)
    Em relação ao título e ao conteúdo do texto, considere as afirmativas a seguir.

    I. Quando prescritos por especialistas, os conselhos amorosos têm grande possibilidade de dar certo.
    II. Apesar de se chamar “Receita”, o texto não contém todos os elementos típicos de um texto instrucional.
    III. Como um texto instrucional, o gênero receita é construído com o uso de verbos no modo imperativo.
    IV. Para o eu do cronista, os conselhos não resolverão os problemas, só servirão para passar o tempo.

    Assinale a alternativa correta.
    Escolha uma alternativa para a questão 2ccafdee-06
  • 2CC6D9A3-06

    Português

    Gêneros Textuais    UNICENTRO · 2015MédioEntre para guardar nos favoritos
    Leia a crônica a seguir e responda à questão.

    Receita para mal de amor

    Minha querida amiga:
    Sim, é para você mesma que estou escrevendo – você que aquela noite disse que estava com vontade de me pedir conselhos, mas tinha vergonha e achava que não valia a pena, e acabou me formulando uma pergunta ingênua:
    – Como é que a gente faz para esquecer uma pessoa?
    E logo depois me pediu que não pensasse nisso e esquecesse a pergunta, dizendo que achava que tinha bebido um ou dois uísques a mais...
    Sei como você está sofrendo, e prefiro lhe responder assim pelas páginas de uma revista – fazendo de conta que me dirijo a um destinatário suposto.
    Destinatário, destinatária... Bonita palavra: não devia querer dizer apenas aquele ou aquela a quem se destina uma carta, devia querer dizer também a pessoa que é dona do destino da gente. Joana é minha destinatária. Meu destino está em suas mãos; a ela se destinam meus pensamentos, minhas lembranças, o que sinto e o que sou: todo este complexo mais ou menos melancólico e todavia tão veemente de coisas que eu nasci e me tornei.
    Se me derem para encher uma fórmula impressa ou uma ficha de hotel eu poderei escrever assim:
    Procedência – São Paulo; Destino – Joana. Pois é somente para ela que eu marcho. No táxi, no bonde, no avião, na rua, não interessa a direção em que me movo, meu destino é Joana. Que importa saber que jamais chegarei ao meu destino?
    Isso eu gostaria de lhe dizer, minha amiga, com a autoridade triste do mais vivido e mais sofrido: amar é um ato de paciência e de humildade; é uma longa devoção. Você me responderá que não é nada disso; que você já chegou ao seu destinatário e foi devolvida como se fosse uma carta com o endereço errado.
    Que teve alguns dias, algumas horas de felicidade, e por isso agora sofre de maneira insuportável. Então lhe aconselho a comprar um canivete bem amolado e afinar dezoito pedacinhos de pau até ficarem bem pontudos, bem lisos, perfeitamente torneados – e depois deixá-los a um canto. Apanhar uma folha de papel tamanho ofício e enchê-la com o nome de seu amado, escrevendo uma letra bem bonita, de preferência com tinta azul. Em seguida faça com essa folha um aviãozinho, e o jogue pela janela.
    Observe o voo e a aterrissagem. Depois desça, vá lá fora, apanhe o avião de papel, desdobre a folha novamente (pode passá-la a ferro, para o serviço ficar mais perfeito e não haver mais nenhum indício da construção aeronáutica) e volte a dobrá-la, desta vez ao meio. Dobre outras vezes, até obter o menor retângulo possível. Então, com o canivete, vá cortando as partes dobradas até transformar toda a folha em minúsculos papeizinhos, tão pequenos que o nome de seu amado não deve caber inteiro em nenhum deles. Aí, apanhe todos aqueles pauzinhos que tinha deixado a um canto e, com os pedacinhos de papel, faça uma fogueira com o máximo cuidado até que restem somente cinzas. A seguir poderá repetir a operação...
    – Adianta alguma coisa?
    Por favor, querida amiga, não me faça esta pergunta. Nada adianta coisa alguma, a não ser o tempo; e fazer fogueirinhas é um meio tão bom quanto qualquer outro de passar o tempo.

    (BRAGA, R. A Traição das Elegantes. Rio de Janeiro: Record, 1982. p.17.)
    Acerca das características gerais da crônica, atribua V (verdadeiro) ou F (falso) às afirmativas a seguir.

    ( ) Seu destinatário é Joana, seu grande amor.
    ( ) O uso do pronome de tratamento “você” traz uma esfera de intimidade com o leitor.
    ( ) Não é possível identificar o destinatário da carta.
    ( ) O tom da conversa é quebrado pelo uso formal da linguagem.
    ( ) É uma resposta ao questionamento sobre a relação amorosa.

    Assinale a alternativa que contém, de cima para baixo, a sequência correta.
    Escolha uma alternativa para a questão 2cc6d9a3-06
  • 2CC2EA53-06

    Português

    Análise sintática    UNICENTRO · 2015FácilEntre para guardar nos favoritos
    Leia o texto a seguir e responda à questão.

    Imagem da questão de Português, UNICENTRO 2015, Análise sintática
    No período “100 anos lutando para que ninguém mude nem uma vírgula da sua informação”, a segunda oração se relaciona com a primeira para indicar
    Escolha uma alternativa para a questão 2cc2ea53-06
  • 2CA78859-06

    Português

    Interpretação de Textos    UNICENTRO · 2015MédioEntre para guardar nos favoritos
    Leia a canção e a charge a seguir e responda à questão.

    Asa Branca

    Quando olhei a terra ardendo
    Qual fogueira de São João
    Eu perguntei a Deus do céu, ai
    Por que tamanha judiação

    Que braseiro, que fornalha
    Nem um pé de plantação
    Por falta d’água perdi meu gado
    Morreu de sede meu alazão

    Até mesmo a asa branca
    Bateu asas do sertão
    Então eu disse adeus Rosinha
    Guarda contigo meu coração

    Quando o verde dos teus olhos
    Se espalhar na plantação
    Eu te asseguro não chores não, viu
    Que eu voltarei, viu
    Meu coração

    Hoje longe muitas léguas
    Numa triste solidão
    Espero a chuva cair de novo
    Pra mim voltar pro meu sertão

    Quando o verde dos teus olhos
    Se espalhar na plantação
    Eu te asseguro Não chores não, viu?
    Que eu voltarei, viu meu coração.


    (GONZAGA, L.; TEIXEIRA, H. Asa Branca. Disponível em: <http://www.onordeste.com/onordeste/enciclopediaNordeste/index.phd?titulo=Asa+Branca,+Luiz+Gonzaga+Teixeira&ltr=a&id_perso=7038>. Acesso em: 9 set. 2015.)

    Imagem da questão de Português, UNICENTRO 2015, Interpretação de Textos
    Acerca da canção, considere as afirmativas a seguir.

    I. Apresenta o nordestino, diante de suas mazelas, completamente sem esperança porque a seca, nessa região, é irreversível, contínua, implacável.
    II. A letra dessa canção é um verdadeiro lamento diante do problema do homem nordestino.
    III. A canção retrata a seca que castigava o sertão, forçando os moradores daquele lugar a deixar sua terra e sua família para tentar melhores condições de vida.
    IV. Traz, além da temática da seca, um certo teor religioso e romântico.

    Assinale a alternativa correta.
    Escolha uma alternativa para a questão 2ca78859-06
  • 701B0048-06

    Inglês

    Interpretação de texto | Reading comprehension    UNIFESP · 2015FácilEntre para guardar nos favoritos

    Leia o texto para responder à questão.


        Poverty may hinder kids’ brain development, study says

        Reduced gray matter, lower test scores reported for poor children

    July 20, 2015


    Imagem da questão de Inglês, UNIFESP 2015, Interpretação de texto | Reading comprehension


        Poverty appears to affect the brain development of children, hampering the growth of gray matter and impairing their academic performance, researchers report. Poor children tend to have as much as 10 percent less gray matter in several areas of the brain associated with academic skills, according to a study published July 20 in JAMA Pediatrics. “We used to think of poverty as a ‘social’ issue, but what we are learning now is that it is a biomedical issue that is affecting brain growth,” said senior study author Seth Pollak, a professor of psychology, pediatrics, anthropology and neuroscience at the University of Wisconsin-Madison.

       The results could have profound implications for the United States, where low-income students now represent the majority of kids in public schools, the study authors said in background information. Fifty-one percent of public school students came from low-income families in 2013.

        Previous studies have shown that children living in poverty tend to perform poorly in school, the authors say. They have markedly lower test scores, and do not go as far in school as their well-off peers.

        To see whether this is due to some physical effect that poverty might have on a child’s brain, Pollak and his colleagues analyzed MRI scans of 389 typically developing kids aged 4 to 22, assessing the amount of gray matter in the whole brain as well as the frontal lobe, temporal lobe and hippocampus. “Gray matter contains most of the brain’s neuronal cells,” Pollak said. “In other words, other parts of the brain – like white matter – carry information from one section of the brain to another. But the gray matter is where seeing and hearing, memory, emotions, speech, decision making and self-control occur.”

        Children living below 150 percent of the federal poverty level – US$ 36,375 for a family of four – had 3 percent to 4 percent less gray matter in important regions of their brain, compared to the norm, the authors found. Those in families living below the federal poverty level fared even worse, with 8 percent to 10 percent less gray matter in those same brain regions. The federal poverty level in 2015 is US$ 24,250 for a family of four. These same kids scored an average of four to seven points lower on standardized tests, the researchers said.

        The team estimated that as much as 20 percent of the gap in test scores could be explained by reduced brain development. A host of poverty-related issues likely contribute to developmental lags in children’s brains, Pollak said. Low-income kids are less likely to get the type of stimulation from their parents and environment that helps the brain grow, he said. For example, they hear fewer new words, and have fewer opportunities to read or play games. Their brain development also can be affected by factors related to impoverishment, such as high stress levels, poor sleep, crowding and poor nutrition, Pollak said.

        This study serves as a call to action, given what’s already known about the effects of poverty on child development, said Dr. Joan Luby, a professor of child psychiatry at Washington University School of Medicine in St. Louis. “The thing that’s really important about this study in the context of the broader literature is that there really is enough scientific evidence to take public health action at this point,” said Luby, who wrote an editorial accompanying the study. “Poverty negatively affects brain development, and we also know that early interventions are powerfully effective,” Luby said. “They are more effective than interventions later in life, and they also are cost-effective.”


    (www.nlm.nih.gov. Adaptado.)

    A Dra. Joan Luby afirma que
    Escolha uma alternativa para a questão 701b0048-06
  • 70171E74-06

    Inglês

    Interpretação de texto | Reading comprehension    UNIFESP · 2015MédioEntre para guardar nos favoritos

    Leia o texto para responder à questão.


        Poverty may hinder kids’ brain development, study says

        Reduced gray matter, lower test scores reported for poor children

    July 20, 2015


    Imagem da questão de Inglês, UNIFESP 2015, Interpretação de texto | Reading comprehension


        Poverty appears to affect the brain development of children, hampering the growth of gray matter and impairing their academic performance, researchers report. Poor children tend to have as much as 10 percent less gray matter in several areas of the brain associated with academic skills, according to a study published July 20 in JAMA Pediatrics. “We used to think of poverty as a ‘social’ issue, but what we are learning now is that it is a biomedical issue that is affecting brain growth,” said senior study author Seth Pollak, a professor of psychology, pediatrics, anthropology and neuroscience at the University of Wisconsin-Madison.

       The results could have profound implications for the United States, where low-income students now represent the majority of kids in public schools, the study authors said in background information. Fifty-one percent of public school students came from low-income families in 2013.

        Previous studies have shown that children living in poverty tend to perform poorly in school, the authors say. They have markedly lower test scores, and do not go as far in school as their well-off peers.

        To see whether this is due to some physical effect that poverty might have on a child’s brain, Pollak and his colleagues analyzed MRI scans of 389 typically developing kids aged 4 to 22, assessing the amount of gray matter in the whole brain as well as the frontal lobe, temporal lobe and hippocampus. “Gray matter contains most of the brain’s neuronal cells,” Pollak said. “In other words, other parts of the brain – like white matter – carry information from one section of the brain to another. But the gray matter is where seeing and hearing, memory, emotions, speech, decision making and self-control occur.”

        Children living below 150 percent of the federal poverty level – US$ 36,375 for a family of four – had 3 percent to 4 percent less gray matter in important regions of their brain, compared to the norm, the authors found. Those in families living below the federal poverty level fared even worse, with 8 percent to 10 percent less gray matter in those same brain regions. The federal poverty level in 2015 is US$ 24,250 for a family of four. These same kids scored an average of four to seven points lower on standardized tests, the researchers said.

        The team estimated that as much as 20 percent of the gap in test scores could be explained by reduced brain development. A host of poverty-related issues likely contribute to developmental lags in children’s brains, Pollak said. Low-income kids are less likely to get the type of stimulation from their parents and environment that helps the brain grow, he said. For example, they hear fewer new words, and have fewer opportunities to read or play games. Their brain development also can be affected by factors related to impoverishment, such as high stress levels, poor sleep, crowding and poor nutrition, Pollak said.

        This study serves as a call to action, given what’s already known about the effects of poverty on child development, said Dr. Joan Luby, a professor of child psychiatry at Washington University School of Medicine in St. Louis. “The thing that’s really important about this study in the context of the broader literature is that there really is enough scientific evidence to take public health action at this point,” said Luby, who wrote an editorial accompanying the study. “Poverty negatively affects brain development, and we also know that early interventions are powerfully effective,” Luby said. “They are more effective than interventions later in life, and they also are cost-effective.”


    (www.nlm.nih.gov. Adaptado.)

    According to the information presented in the sixth paragraph, brain growth is likely to occur due to
    Escolha uma alternativa para a questão 70171e74-06
  • 70131C5A-06

    Inglês

    Interpretação de texto | Reading comprehension    UNIFESP · 2015MédioEntre para guardar nos favoritos

    Leia o texto para responder à questão.


        Poverty may hinder kids’ brain development, study says

        Reduced gray matter, lower test scores reported for poor children

    July 20, 2015


    Imagem da questão de Inglês, UNIFESP 2015, Interpretação de texto | Reading comprehension


        Poverty appears to affect the brain development of children, hampering the growth of gray matter and impairing their academic performance, researchers report. Poor children tend to have as much as 10 percent less gray matter in several areas of the brain associated with academic skills, according to a study published July 20 in JAMA Pediatrics. “We used to think of poverty as a ‘social’ issue, but what we are learning now is that it is a biomedical issue that is affecting brain growth,” said senior study author Seth Pollak, a professor of psychology, pediatrics, anthropology and neuroscience at the University of Wisconsin-Madison.

       The results could have profound implications for the United States, where low-income students now represent the majority of kids in public schools, the study authors said in background information. Fifty-one percent of public school students came from low-income families in 2013.

        Previous studies have shown that children living in poverty tend to perform poorly in school, the authors say. They have markedly lower test scores, and do not go as far in school as their well-off peers.

        To see whether this is due to some physical effect that poverty might have on a child’s brain, Pollak and his colleagues analyzed MRI scans of 389 typically developing kids aged 4 to 22, assessing the amount of gray matter in the whole brain as well as the frontal lobe, temporal lobe and hippocampus. “Gray matter contains most of the brain’s neuronal cells,” Pollak said. “In other words, other parts of the brain – like white matter – carry information from one section of the brain to another. But the gray matter is where seeing and hearing, memory, emotions, speech, decision making and self-control occur.”

        Children living below 150 percent of the federal poverty level – US$ 36,375 for a family of four – had 3 percent to 4 percent less gray matter in important regions of their brain, compared to the norm, the authors found. Those in families living below the federal poverty level fared even worse, with 8 percent to 10 percent less gray matter in those same brain regions. The federal poverty level in 2015 is US$ 24,250 for a family of four. These same kids scored an average of four to seven points lower on standardized tests, the researchers said.

        The team estimated that as much as 20 percent of the gap in test scores could be explained by reduced brain development. A host of poverty-related issues likely contribute to developmental lags in children’s brains, Pollak said. Low-income kids are less likely to get the type of stimulation from their parents and environment that helps the brain grow, he said. For example, they hear fewer new words, and have fewer opportunities to read or play games. Their brain development also can be affected by factors related to impoverishment, such as high stress levels, poor sleep, crowding and poor nutrition, Pollak said.

        This study serves as a call to action, given what’s already known about the effects of poverty on child development, said Dr. Joan Luby, a professor of child psychiatry at Washington University School of Medicine in St. Louis. “The thing that’s really important about this study in the context of the broader literature is that there really is enough scientific evidence to take public health action at this point,” said Luby, who wrote an editorial accompanying the study. “Poverty negatively affects brain development, and we also know that early interventions are powerfully effective,” Luby said. “They are more effective than interventions later in life, and they also are cost-effective.”


    (www.nlm.nih.gov. Adaptado.)

    According to the information presented in the fifth and sixth paragraphs, one can say that
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        Poverty may hinder kids’ brain development, study says

        Reduced gray matter, lower test scores reported for poor children

    July 20, 2015


    Imagem da questão de Inglês, UNIFESP 2015, Interpretação de texto | Reading comprehension


        Poverty appears to affect the brain development of children, hampering the growth of gray matter and impairing their academic performance, researchers report. Poor children tend to have as much as 10 percent less gray matter in several areas of the brain associated with academic skills, according to a study published July 20 in JAMA Pediatrics. “We used to think of poverty as a ‘social’ issue, but what we are learning now is that it is a biomedical issue that is affecting brain growth,” said senior study author Seth Pollak, a professor of psychology, pediatrics, anthropology and neuroscience at the University of Wisconsin-Madison.

       The results could have profound implications for the United States, where low-income students now represent the majority of kids in public schools, the study authors said in background information. Fifty-one percent of public school students came from low-income families in 2013.

        Previous studies have shown that children living in poverty tend to perform poorly in school, the authors say. They have markedly lower test scores, and do not go as far in school as their well-off peers.

        To see whether this is due to some physical effect that poverty might have on a child’s brain, Pollak and his colleagues analyzed MRI scans of 389 typically developing kids aged 4 to 22, assessing the amount of gray matter in the whole brain as well as the frontal lobe, temporal lobe and hippocampus. “Gray matter contains most of the brain’s neuronal cells,” Pollak said. “In other words, other parts of the brain – like white matter – carry information from one section of the brain to another. But the gray matter is where seeing and hearing, memory, emotions, speech, decision making and self-control occur.”

        Children living below 150 percent of the federal poverty level – US$ 36,375 for a family of four – had 3 percent to 4 percent less gray matter in important regions of their brain, compared to the norm, the authors found. Those in families living below the federal poverty level fared even worse, with 8 percent to 10 percent less gray matter in those same brain regions. The federal poverty level in 2015 is US$ 24,250 for a family of four. These same kids scored an average of four to seven points lower on standardized tests, the researchers said.

        The team estimated that as much as 20 percent of the gap in test scores could be explained by reduced brain development. A host of poverty-related issues likely contribute to developmental lags in children’s brains, Pollak said. Low-income kids are less likely to get the type of stimulation from their parents and environment that helps the brain grow, he said. For example, they hear fewer new words, and have fewer opportunities to read or play games. Their brain development also can be affected by factors related to impoverishment, such as high stress levels, poor sleep, crowding and poor nutrition, Pollak said.

        This study serves as a call to action, given what’s already known about the effects of poverty on child development, said Dr. Joan Luby, a professor of child psychiatry at Washington University School of Medicine in St. Louis. “The thing that’s really important about this study in the context of the broader literature is that there really is enough scientific evidence to take public health action at this point,” said Luby, who wrote an editorial accompanying the study. “Poverty negatively affects brain development, and we also know that early interventions are powerfully effective,” Luby said. “They are more effective than interventions later in life, and they also are cost-effective.”


    (www.nlm.nih.gov. Adaptado.)

    Nos Estados Unidos, o valor de US$ 36.375 refere-se
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        Poverty may hinder kids’ brain development, study says

        Reduced gray matter, lower test scores reported for poor children

    July 20, 2015


    Imagem da questão de Inglês, UNIFESP 2015, Palavras conectivas | Connective words


        Poverty appears to affect the brain development of children, hampering the growth of gray matter and impairing their academic performance, researchers report. Poor children tend to have as much as 10 percent less gray matter in several areas of the brain associated with academic skills, according to a study published July 20 in JAMA Pediatrics. “We used to think of poverty as a ‘social’ issue, but what we are learning now is that it is a biomedical issue that is affecting brain growth,” said senior study author Seth Pollak, a professor of psychology, pediatrics, anthropology and neuroscience at the University of Wisconsin-Madison.

       The results could have profound implications for the United States, where low-income students now represent the majority of kids in public schools, the study authors said in background information. Fifty-one percent of public school students came from low-income families in 2013.

        Previous studies have shown that children living in poverty tend to perform poorly in school, the authors say. They have markedly lower test scores, and do not go as far in school as their well-off peers.

        To see whether this is due to some physical effect that poverty might have on a child’s brain, Pollak and his colleagues analyzed MRI scans of 389 typically developing kids aged 4 to 22, assessing the amount of gray matter in the whole brain as well as the frontal lobe, temporal lobe and hippocampus. “Gray matter contains most of the brain’s neuronal cells,” Pollak said. “In other words, other parts of the brain – like white matter – carry information from one section of the brain to another. But the gray matter is where seeing and hearing, memory, emotions, speech, decision making and self-control occur.”

        Children living below 150 percent of the federal poverty level – US$ 36,375 for a family of four – had 3 percent to 4 percent less gray matter in important regions of their brain, compared to the norm, the authors found. Those in families living below the federal poverty level fared even worse, with 8 percent to 10 percent less gray matter in those same brain regions. The federal poverty level in 2015 is US$ 24,250 for a family of four. These same kids scored an average of four to seven points lower on standardized tests, the researchers said.

        The team estimated that as much as 20 percent of the gap in test scores could be explained by reduced brain development. A host of poverty-related issues likely contribute to developmental lags in children’s brains, Pollak said. Low-income kids are less likely to get the type of stimulation from their parents and environment that helps the brain grow, he said. For example, they hear fewer new words, and have fewer opportunities to read or play games. Their brain development also can be affected by factors related to impoverishment, such as high stress levels, poor sleep, crowding and poor nutrition, Pollak said.

        This study serves as a call to action, given what’s already known about the effects of poverty on child development, said Dr. Joan Luby, a professor of child psychiatry at Washington University School of Medicine in St. Louis. “The thing that’s really important about this study in the context of the broader literature is that there really is enough scientific evidence to take public health action at this point,” said Luby, who wrote an editorial accompanying the study. “Poverty negatively affects brain development, and we also know that early interventions are powerfully effective,” Luby said. “They are more effective than interventions later in life, and they also are cost-effective.”


    (www.nlm.nih.gov. Adaptado.)

    No trecho do quarto parágrafo “To see whether this is due to some physical effect that poverty might have on a child’s brain”, a expressão em destaque introduz uma
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    Leia o texto para responder à questão.


        Poverty may hinder kids’ brain development, study says

        Reduced gray matter, lower test scores reported for poor children

    July 20, 2015


    Imagem da questão de Inglês, UNIFESP 2015, Interpretação de texto | Reading comprehension


        Poverty appears to affect the brain development of children, hampering the growth of gray matter and impairing their academic performance, researchers report. Poor children tend to have as much as 10 percent less gray matter in several areas of the brain associated with academic skills, according to a study published July 20 in JAMA Pediatrics. “We used to think of poverty as a ‘social’ issue, but what we are learning now is that it is a biomedical issue that is affecting brain growth,” said senior study author Seth Pollak, a professor of psychology, pediatrics, anthropology and neuroscience at the University of Wisconsin-Madison.

       The results could have profound implications for the United States, where low-income students now represent the majority of kids in public schools, the study authors said in background information. Fifty-one percent of public school students came from low-income families in 2013.

        Previous studies have shown that children living in poverty tend to perform poorly in school, the authors say. They have markedly lower test scores, and do not go as far in school as their well-off peers.

        To see whether this is due to some physical effect that poverty might have on a child’s brain, Pollak and his colleagues analyzed MRI scans of 389 typically developing kids aged 4 to 22, assessing the amount of gray matter in the whole brain as well as the frontal lobe, temporal lobe and hippocampus. “Gray matter contains most of the brain’s neuronal cells,” Pollak said. “In other words, other parts of the brain – like white matter – carry information from one section of the brain to another. But the gray matter is where seeing and hearing, memory, emotions, speech, decision making and self-control occur.”

        Children living below 150 percent of the federal poverty level – US$ 36,375 for a family of four – had 3 percent to 4 percent less gray matter in important regions of their brain, compared to the norm, the authors found. Those in families living below the federal poverty level fared even worse, with 8 percent to 10 percent less gray matter in those same brain regions. The federal poverty level in 2015 is US$ 24,250 for a family of four. These same kids scored an average of four to seven points lower on standardized tests, the researchers said.

        The team estimated that as much as 20 percent of the gap in test scores could be explained by reduced brain development. A host of poverty-related issues likely contribute to developmental lags in children’s brains, Pollak said. Low-income kids are less likely to get the type of stimulation from their parents and environment that helps the brain grow, he said. For example, they hear fewer new words, and have fewer opportunities to read or play games. Their brain development also can be affected by factors related to impoverishment, such as high stress levels, poor sleep, crowding and poor nutrition, Pollak said.

        This study serves as a call to action, given what’s already known about the effects of poverty on child development, said Dr. Joan Luby, a professor of child psychiatry at Washington University School of Medicine in St. Louis. “The thing that’s really important about this study in the context of the broader literature is that there really is enough scientific evidence to take public health action at this point,” said Luby, who wrote an editorial accompanying the study. “Poverty negatively affects brain development, and we also know that early interventions are powerfully effective,” Luby said. “They are more effective than interventions later in life, and they also are cost-effective.”


    (www.nlm.nih.gov. Adaptado.)

    Os estudos anteriores à pesquisa liderada pelo Dr. Seth Pollak evidenciam que
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    Interpretação de texto | Reading comprehension    UNIFESP · 2015MédioEntre para guardar nos favoritos

    Leia o texto para responder à questão.


        Poverty may hinder kids’ brain development, study says

        Reduced gray matter, lower test scores reported for poor children

    July 20, 2015


    Imagem da questão de Inglês, UNIFESP 2015, Interpretação de texto | Reading comprehension


        Poverty appears to affect the brain development of children, hampering the growth of gray matter and impairing their academic performance, researchers report. Poor children tend to have as much as 10 percent less gray matter in several areas of the brain associated with academic skills, according to a study published July 20 in JAMA Pediatrics. “We used to think of poverty as a ‘social’ issue, but what we are learning now is that it is a biomedical issue that is affecting brain growth,” said senior study author Seth Pollak, a professor of psychology, pediatrics, anthropology and neuroscience at the University of Wisconsin-Madison.

       The results could have profound implications for the United States, where low-income students now represent the majority of kids in public schools, the study authors said in background information. Fifty-one percent of public school students came from low-income families in 2013.

        Previous studies have shown that children living in poverty tend to perform poorly in school, the authors say. They have markedly lower test scores, and do not go as far in school as their well-off peers.

        To see whether this is due to some physical effect that poverty might have on a child’s brain, Pollak and his colleagues analyzed MRI scans of 389 typically developing kids aged 4 to 22, assessing the amount of gray matter in the whole brain as well as the frontal lobe, temporal lobe and hippocampus. “Gray matter contains most of the brain’s neuronal cells,” Pollak said. “In other words, other parts of the brain – like white matter – carry information from one section of the brain to another. But the gray matter is where seeing and hearing, memory, emotions, speech, decision making and self-control occur.”

        Children living below 150 percent of the federal poverty level – US$ 36,375 for a family of four – had 3 percent to 4 percent less gray matter in important regions of their brain, compared to the norm, the authors found. Those in families living below the federal poverty level fared even worse, with 8 percent to 10 percent less gray matter in those same brain regions. The federal poverty level in 2015 is US$ 24,250 for a family of four. These same kids scored an average of four to seven points lower on standardized tests, the researchers said.

        The team estimated that as much as 20 percent of the gap in test scores could be explained by reduced brain development. A host of poverty-related issues likely contribute to developmental lags in children’s brains, Pollak said. Low-income kids are less likely to get the type of stimulation from their parents and environment that helps the brain grow, he said. For example, they hear fewer new words, and have fewer opportunities to read or play games. Their brain development also can be affected by factors related to impoverishment, such as high stress levels, poor sleep, crowding and poor nutrition, Pollak said.

        This study serves as a call to action, given what’s already known about the effects of poverty on child development, said Dr. Joan Luby, a professor of child psychiatry at Washington University School of Medicine in St. Louis. “The thing that’s really important about this study in the context of the broader literature is that there really is enough scientific evidence to take public health action at this point,” said Luby, who wrote an editorial accompanying the study. “Poverty negatively affects brain development, and we also know that early interventions are powerfully effective,” Luby said. “They are more effective than interventions later in life, and they also are cost-effective.”


    (www.nlm.nih.gov. Adaptado.)

    Segundo o texto, a pesquisa publicada no periódico JAMA Pediatrics aponta que a pobreza
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    Interpretação de texto | Reading comprehension    UNIFESP · 2015MédioEntre para guardar nos favoritos

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    Nobel winner Malala opens school for Syrian refugees

     

    Sylvia Westall

    July 13, 2015

    Bekaa Valley, Lebanon


    Imagem da questão de Inglês, UNIFESP 2015, Interpretação de texto | Reading comprehension 

     

      Malala Yousafzai, the youngest winner of the Nobel Peace Prize, celebrated her 18th birthday in Lebanon on Sunday by opening a school for Syrian refugee girls and called on world leaders to invest in “books not bullets”. Malala became a symbol of defiance after she was shot on a school bus in Pakistan in 2012 by the Taliban for advocating girls’ rights to education. She continued campaigning and won the Nobel in 2014.

       “I decided to be in Lebanon because I believe that the voices of the Syrian refugees need to be heard and they have been ignored for so long,” Malala told Reuters in a schoolroom decorated with drawings of butterflies. The Malala Fund, a non-profit organization that supports local education projects, provided most of the funding for the school, set up by Lebanon’s Kayany Foundation in the Bekaa Valley, close to the Syrian border. The Kayany Foundation, established by Syrian Nora Joumblatt in response to Syria’s refugee crisis, has already completed three other new schools to give free education to Syrian children in Lebanon. The Malala school can welcome up to 200 girls aged 14 to 18.

       “Today on my first day as an adult, on behalf of the world’s children, I demand of leaders we must invest in books instead of bullets,” Malala said in a speech. Lebanon is home to at least 1.2 million of the 4 million refugees that have fled Syria’s war to neighboring countries. There are about 500,000 Syrian school-age children in Lebanon, but only a fifth are in formal education. “We are in danger of losing generations of young Syrian girls due to the lack of education,” Joumblatt said in a speech at the opening of the school. “Desperate and displaced Syrians are increasingly seeing early marriage as a way to secure the social and financial future of their daughters. We need to provide an alternative: Keep young girls in school instead of being pressured into wedlock.”

        Lebanon, which allows informal settlements on land rented by refugees, says it can no longer cope with the influx from Syria’s four-year conflict. More than one in four people living in Lebanon is a refugee. The United Nations says the number of Syrian refugees in neighboring countries is expected to reach 4.27 million by the end of the year. “In Lebanon as well as in Jordan, an increasing number of refugees are being turned back at the border,” Malala said. “This is inhuman and this is shameful.”

        Her father Ziauddin said he was proud she was carrying on her activism into adulthood. “This is the mission we have taken for the last 8-9 years. A small moment for the education of girls in Swat Valley: it is spreading now all over the world,” he said.

     

    (www.reuters.com. Adaptado.)

    Segundo o texto,
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  • 6FF90774-06

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    Sinônimos | Synonyms    UNIFESP · 2015DifícilEntre para guardar nos favoritos

    Leia o texto para responder à questão.

     

    Nobel winner Malala opens school for Syrian refugees

     

    Sylvia Westall

    July 13, 2015

    Bekaa Valley, Lebanon


    Imagem da questão de Inglês, UNIFESP 2015, Sinônimos | Synonyms 

     

      Malala Yousafzai, the youngest winner of the Nobel Peace Prize, celebrated her 18th birthday in Lebanon on Sunday by opening a school for Syrian refugee girls and called on world leaders to invest in “books not bullets”. Malala became a symbol of defiance after she was shot on a school bus in Pakistan in 2012 by the Taliban for advocating girls’ rights to education. She continued campaigning and won the Nobel in 2014.

       “I decided to be in Lebanon because I believe that the voices of the Syrian refugees need to be heard and they have been ignored for so long,” Malala told Reuters in a schoolroom decorated with drawings of butterflies. The Malala Fund, a non-profit organization that supports local education projects, provided most of the funding for the school, set up by Lebanon’s Kayany Foundation in the Bekaa Valley, close to the Syrian border. The Kayany Foundation, established by Syrian Nora Joumblatt in response to Syria’s refugee crisis, has already completed three other new schools to give free education to Syrian children in Lebanon. The Malala school can welcome up to 200 girls aged 14 to 18.

       “Today on my first day as an adult, on behalf of the world’s children, I demand of leaders we must invest in books instead of bullets,” Malala said in a speech. Lebanon is home to at least 1.2 million of the 4 million refugees that have fled Syria’s war to neighboring countries. There are about 500,000 Syrian school-age children in Lebanon, but only a fifth are in formal education. “We are in danger of losing generations of young Syrian girls due to the lack of education,” Joumblatt said in a speech at the opening of the school. “Desperate and displaced Syrians are increasingly seeing early marriage as a way to secure the social and financial future of their daughters. We need to provide an alternative: Keep young girls in school instead of being pressured into wedlock.”

        Lebanon, which allows informal settlements on land rented by refugees, says it can no longer cope with the influx from Syria’s four-year conflict. More than one in four people living in Lebanon is a refugee. The United Nations says the number of Syrian refugees in neighboring countries is expected to reach 4.27 million by the end of the year. “In Lebanon as well as in Jordan, an increasing number of refugees are being turned back at the border,” Malala said. “This is inhuman and this is shameful.”

        Her father Ziauddin said he was proud she was carrying on her activism into adulthood. “This is the mission we have taken for the last 8-9 years. A small moment for the education of girls in Swat Valley: it is spreading now all over the world,” he said.

     

    (www.reuters.com. Adaptado.)

    Analise o trecho do terceiro parágrafo “I demand of leaders we must invest in books instead of bullets”, para responder à questão.


    O termo “must” pode ser substituído, sem alteração de sentido, por

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  • 6FF30624-06

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    Vocabulário | Vocabulary    UNIFESP · 2015FácilEntre para guardar nos favoritos

    Leia o texto para responder à questão.

     

    Nobel winner Malala opens school for Syrian refugees

     

    Sylvia Westall

    July 13, 2015

    Bekaa Valley, Lebanon


    Imagem da questão de Inglês, UNIFESP 2015, Vocabulário | Vocabulary 

     

      Malala Yousafzai, the youngest winner of the Nobel Peace Prize, celebrated her 18th birthday in Lebanon on Sunday by opening a school for Syrian refugee girls and called on world leaders to invest in “books not bullets”. Malala became a symbol of defiance after she was shot on a school bus in Pakistan in 2012 by the Taliban for advocating girls’ rights to education. She continued campaigning and won the Nobel in 2014.

       “I decided to be in Lebanon because I believe that the voices of the Syrian refugees need to be heard and they have been ignored for so long,” Malala told Reuters in a schoolroom decorated with drawings of butterflies. The Malala Fund, a non-profit organization that supports local education projects, provided most of the funding for the school, set up by Lebanon’s Kayany Foundation in the Bekaa Valley, close to the Syrian border. The Kayany Foundation, established by Syrian Nora Joumblatt in response to Syria’s refugee crisis, has already completed three other new schools to give free education to Syrian children in Lebanon. The Malala school can welcome up to 200 girls aged 14 to 18.

       “Today on my first day as an adult, on behalf of the world’s children, I demand of leaders we must invest in books instead of bullets,” Malala said in a speech. Lebanon is home to at least 1.2 million of the 4 million refugees that have fled Syria’s war to neighboring countries. There are about 500,000 Syrian school-age children in Lebanon, but only a fifth are in formal education. “We are in danger of losing generations of young Syrian girls due to the lack of education,” Joumblatt said in a speech at the opening of the school. “Desperate and displaced Syrians are increasingly seeing early marriage as a way to secure the social and financial future of their daughters. We need to provide an alternative: Keep young girls in school instead of being pressured into wedlock.”

        Lebanon, which allows informal settlements on land rented by refugees, says it can no longer cope with the influx from Syria’s four-year conflict. More than one in four people living in Lebanon is a refugee. The United Nations says the number of Syrian refugees in neighboring countries is expected to reach 4.27 million by the end of the year. “In Lebanon as well as in Jordan, an increasing number of refugees are being turned back at the border,” Malala said. “This is inhuman and this is shameful.”

        Her father Ziauddin said he was proud she was carrying on her activism into adulthood. “This is the mission we have taken for the last 8-9 years. A small moment for the education of girls in Swat Valley: it is spreading now all over the world,” he said.

     

    (www.reuters.com. Adaptado.)

    Analise o trecho do terceiro parágrafo “I demand of leaders we must invest in books instead of bullets”, para responder à questão.

    A expressão “instead of” indica uma ideia de
    Escolha uma alternativa para a questão 6ff30624-06
  • 6FEFF51B-06

    Inglês

    Interpretação de texto | Reading comprehension    UNIFESP · 2015MédioEntre para guardar nos favoritos

    Leia o texto para responder à questão.

     

    Nobel winner Malala opens school for Syrian refugees

     

    Sylvia Westall

    July 13, 2015

    Bekaa Valley, Lebanon


    Imagem da questão de Inglês, UNIFESP 2015, Interpretação de texto | Reading comprehension 

     

      Malala Yousafzai, the youngest winner of the Nobel Peace Prize, celebrated her 18th birthday in Lebanon on Sunday by opening a school for Syrian refugee girls and called on world leaders to invest in “books not bullets”. Malala became a symbol of defiance after she was shot on a school bus in Pakistan in 2012 by the Taliban for advocating girls’ rights to education. She continued campaigning and won the Nobel in 2014.

       “I decided to be in Lebanon because I believe that the voices of the Syrian refugees need to be heard and they have been ignored for so long,” Malala told Reuters in a schoolroom decorated with drawings of butterflies. The Malala Fund, a non-profit organization that supports local education projects, provided most of the funding for the school, set up by Lebanon’s Kayany Foundation in the Bekaa Valley, close to the Syrian border. The Kayany Foundation, established by Syrian Nora Joumblatt in response to Syria’s refugee crisis, has already completed three other new schools to give free education to Syrian children in Lebanon. The Malala school can welcome up to 200 girls aged 14 to 18.

       “Today on my first day as an adult, on behalf of the world’s children, I demand of leaders we must invest in books instead of bullets,” Malala said in a speech. Lebanon is home to at least 1.2 million of the 4 million refugees that have fled Syria’s war to neighboring countries. There are about 500,000 Syrian school-age children in Lebanon, but only a fifth are in formal education. “We are in danger of losing generations of young Syrian girls due to the lack of education,” Joumblatt said in a speech at the opening of the school. “Desperate and displaced Syrians are increasingly seeing early marriage as a way to secure the social and financial future of their daughters. We need to provide an alternative: Keep young girls in school instead of being pressured into wedlock.”

        Lebanon, which allows informal settlements on land rented by refugees, says it can no longer cope with the influx from Syria’s four-year conflict. More than one in four people living in Lebanon is a refugee. The United Nations says the number of Syrian refugees in neighboring countries is expected to reach 4.27 million by the end of the year. “In Lebanon as well as in Jordan, an increasing number of refugees are being turned back at the border,” Malala said. “This is inhuman and this is shameful.”

        Her father Ziauddin said he was proud she was carrying on her activism into adulthood. “This is the mission we have taken for the last 8-9 years. A small moment for the education of girls in Swat Valley: it is spreading now all over the world,” he said.

     

    (www.reuters.com. Adaptado.)

    On her 18th birthday, Malala
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  • 6FEBEBC9-06

    Inglês

    Interpretação de texto | Reading comprehension    UNIFESP · 2015MédioEntre para guardar nos favoritos

    Leia o texto para responder à questão.

     

    Nobel winner Malala opens school for Syrian refugees

     

    Sylvia Westall

    July 13, 2015

    Bekaa Valley, Lebanon


    Imagem da questão de Inglês, UNIFESP 2015, Interpretação de texto | Reading comprehension 

     

      Malala Yousafzai, the youngest winner of the Nobel Peace Prize, celebrated her 18th birthday in Lebanon on Sunday by opening a school for Syrian refugee girls and called on world leaders to invest in “books not bullets”. Malala became a symbol of defiance after she was shot on a school bus in Pakistan in 2012 by the Taliban for advocating girls’ rights to education. She continued campaigning and won the Nobel in 2014.

       “I decided to be in Lebanon because I believe that the voices of the Syrian refugees need to be heard and they have been ignored for so long,” Malala told Reuters in a schoolroom decorated with drawings of butterflies. The Malala Fund, a non-profit organization that supports local education projects, provided most of the funding for the school, set up by Lebanon’s Kayany Foundation in the Bekaa Valley, close to the Syrian border. The Kayany Foundation, established by Syrian Nora Joumblatt in response to Syria’s refugee crisis, has already completed three other new schools to give free education to Syrian children in Lebanon. The Malala school can welcome up to 200 girls aged 14 to 18.

       “Today on my first day as an adult, on behalf of the world’s children, I demand of leaders we must invest in books instead of bullets,” Malala said in a speech. Lebanon is home to at least 1.2 million of the 4 million refugees that have fled Syria’s war to neighboring countries. There are about 500,000 Syrian school-age children in Lebanon, but only a fifth are in formal education. “We are in danger of losing generations of young Syrian girls due to the lack of education,” Joumblatt said in a speech at the opening of the school. “Desperate and displaced Syrians are increasingly seeing early marriage as a way to secure the social and financial future of their daughters. We need to provide an alternative: Keep young girls in school instead of being pressured into wedlock.”

        Lebanon, which allows informal settlements on land rented by refugees, says it can no longer cope with the influx from Syria’s four-year conflict. More than one in four people living in Lebanon is a refugee. The United Nations says the number of Syrian refugees in neighboring countries is expected to reach 4.27 million by the end of the year. “In Lebanon as well as in Jordan, an increasing number of refugees are being turned back at the border,” Malala said. “This is inhuman and this is shameful.”

        Her father Ziauddin said he was proud she was carrying on her activism into adulthood. “This is the mission we have taken for the last 8-9 years. A small moment for the education of girls in Swat Valley: it is spreading now all over the world,” he said.

     

    (www.reuters.com. Adaptado.)

    According to the text, Malala Yousafzai was shot because she
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        “They don’t see us as a powerful economic force, which is an incredible ignorance.” – Salma Hayek, actor, denouncing sexism in Hollywood at the Cannes Film Festival; until recently, she added, studio heads believed women were interested only in seeing romantic comedies.


    (Time, 01.06.2015.)

    Based on the information the text presents, one can say that
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        “They don’t see us as a powerful economic force, which is an incredible ignorance.” – Salma Hayek, actor, denouncing sexism in Hollywood at the Cannes Film Festival; until recently, she added, studio heads believed women were interested only in seeing romantic comedies.


    (Time, 01.06.2015.)

    O termo “they” refere-se a
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