Inglês
Interpretação de texto | Reading comprehensionPUC - RJ · 2017DifícilEntre para guardar nos favoritos
According to paragraph 4 (lines 25-37), the deal Mr.
Manfoush made with the Syrian regime included
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A8DE4F8F-B0 A8DA761D-B0 Inglês
Interpretação de texto | Reading comprehensionPUC - RJ · 2017DifícilEntre para guardar nos favoritosBased on the information presented in paragraph 3 (lines 17-24), one can say that all the issues below contributed to Mr. Manfoush’s wealth from 2003 onwards, EXCEPT theA8D2B25D-B0 Inglês
Interpretação de texto | Reading comprehensionPUC - RJ · 2017DifícilEntre para guardar nos favoritosThe fragment “This has proved effective at isolating, containing and stranding rebel redoubts into submission without consuming too much of the regime’s dwindling manpower. The sieges have generated lots of money, too” (lines 12 -16) is structured byF3172A03-B0 Inglês
Interpretação de texto | Reading comprehensionPUC - SP · 2017DifícilEntre para guardar nos favoritosDe acordo com os parágrafos 4 a 6, algumas das ações tomadas pelos pais de Endrew, em razão de sua insatisfação com a escola pública em que o filho estudava, foram:F30CA4B6-B0 Inglês
Interpretação de texto | Reading comprehensionPUC - SP · 2017DifícilEntre para guardar nos favoritosSupreme Court Expands Rights for Students with Disabilities
By Lauren Camera, Education Reporter - March 22, 2017. Adaptado.
In a unanimous decision with majorn implications for students with disabilities, the U.S. Supreme Court ruled Wednesday that schools must provide higher educational standards for children with special needs. Schools must do more than provide a ‘merely more than de minimis’ education for students with disabilities and instead must provide them with an opportunity to make "appropriately ambitious" progress in line with the federal education law.“When all is said and done,” wrote Chief Justice John G. Roberts, “a student offered an education program providing a ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all.” He continued, citing a 1982 Supreme Court ruling on special education: “For children with disabilities, receiving an instruction that aims so low would be equivalent to ‘sitting idly... awaiting the time when they were old enough to drop out.’”
There are roughly 6.4 million students with disabilities between ages 3 to 21, representing roughly 13 percent of all students, according to Institute for Education Statistics. Each year 300,000 of those students leave school and just 65 percent of students with disabilities complete high school.
The case which culminated in the Supreme Court decision originated with an autistic boy in Colorado named Endrew. His parents pulled him out of school in 5th grade because they disagreed with his individualized education plan. Under federal law, the Individuals with Disabilities Education Act (IDEA), schools must work with families to develop individualized learning plans for students with disabilities.
While Endrew had been making progress in the public schools, his parents felt his plan for that year simply replicated goals from years past. As a result, they enrolled him in a private school where, they argued, Endrew made academic and social progress.
Seeking tuition reimbursement*, they filed a complaint with the state’s department of education in which they argued that Endrew had been denied a "free appropriate public education". The school district won the suit, and when his parents filed a lawsuit in federal district court, the judge also sided with the school district. In the Supreme Court case, Endrew and his family asked for clarification about the type of education benefits the federal law requires of schools, specifically, whether it requires ‘merely more than de minimis’, or something greater.
“The IDEA demands more,” Roberts wrote in the opinion. “It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” *reimbursement – a sum paid to cover money that has been spent or lost.
In: <https://www.usnews.com/news/education-news/articles/2017-03-22/supreme-court-expands-rights-for-students-with-disabilitie> 30.03.2018
We understand from paragraph 2 that, concerning the ‘merely more than de minimis’ education programs for the disabled, John G Roberts believes such programsF2FC5368-B0 Inglês
Interpretação de texto | Reading comprehensionPUC - SP · 2017DifícilEntre para guardar nos favoritosSupreme Court Expands Rights for Students with Disabilities
By Lauren Camera, Education Reporter - March 22, 2017. Adaptado.
In a unanimous decision with majorn implications for students with disabilities, the U.S. Supreme Court ruled Wednesday that schools must provide higher educational standards for children with special needs. Schools must do more than provide a ‘merely more than de minimis’ education for students with disabilities and instead must provide them with an opportunity to make "appropriately ambitious" progress in line with the federal education law.“When all is said and done,” wrote Chief Justice John G. Roberts, “a student offered an education program providing a ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all.” He continued, citing a 1982 Supreme Court ruling on special education: “For children with disabilities, receiving an instruction that aims so low would be equivalent to ‘sitting idly... awaiting the time when they were old enough to drop out.’”
There are roughly 6.4 million students with disabilities between ages 3 to 21, representing roughly 13 percent of all students, according to Institute for Education Statistics. Each year 300,000 of those students leave school and just 65 percent of students with disabilities complete high school.
The case which culminated in the Supreme Court decision originated with an autistic boy in Colorado named Endrew. His parents pulled him out of school in 5th grade because they disagreed with his individualized education plan. Under federal law, the Individuals with Disabilities Education Act (IDEA), schools must work with families to develop individualized learning plans for students with disabilities.
While Endrew had been making progress in the public schools, his parents felt his plan for that year simply replicated goals from years past. As a result, they enrolled him in a private school where, they argued, Endrew made academic and social progress.
Seeking tuition reimbursement*, they filed a complaint with the state’s department of education in which they argued that Endrew had been denied a "free appropriate public education". The school district won the suit, and when his parents filed a lawsuit in federal district court, the judge also sided with the school district. In the Supreme Court case, Endrew and his family asked for clarification about the type of education benefits the federal law requires of schools, specifically, whether it requires ‘merely more than de minimis’, or something greater.
“The IDEA demands more,” Roberts wrote in the opinion. “It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” *reimbursement – a sum paid to cover money that has been spent or lost.
In: <https://www.usnews.com/news/education-news/articles/2017-03-22/supreme-court-expands-rights-for-students-with-disabilitie> 30.03.2018
O fato que levou à publicação deste texto em março de 2017 foi80760905-B0 Inglês
Interpretação de texto | Reading comprehensionUNEMAT · 2017DifícilEntre para guardar nos favoritosANOTHER TWO BRAZIL DAMS ‘AT RISK OF COLLAPSING’Brazilian mining company Samarco says two dams it uses to hold waste from iron production are damaged and at risk of collapsingOne of the company’s reservoir burst earlier this month, flooding dozens of homes in the southeastern state of Minas Gerais. Eleven people were killed and 12 are missing presumed dead. Emergency work to try to avoid another breach will begin immediately and will last up to 90 days, the company said. The company initially said that two of its dams – Fundao e Germano – had burst on 5 November. But it has now clarified that only the Fundao reservoir collapsed. Germano and another nearby dam, Santarem, are still standing but are at risk, said Samarco’s Infrastructure Director Kleber Terra.
‘First instalment’Samarco is owned by mining giants Vale, from Brazil, and Anglo-Australian company BHP Billiton. It agreed on Monday to pay the Brazilian government 1bn reais (…) compensation. The money will be used to cover the initial clean-up and to offer some compensation to the victims and their families.Disponível em: http://www.bbc.com/news/world-latin-america-3485 1895. Acesso em 25 nov. 2015.Assinale a alternativa que corresponde às informações contidas no texto.
8071A142-B0 Inglês
Interpretação de texto | Reading comprehensionUNEMAT · 2017DifícilEntre para guardar nos favoritosLIQUID LOVE: ON THE FRAILTY OF HUMAN BONDS[…]The tone of Liquid Love isn’t elegiacal, or not often. Rather, Bauman’s book is a hymn to what he calls our liquid modern society. (…) The work of the liquid modern is likewise never done, but it takes much more imagination. Bauman finds his hero working everywhere – jabbering into mobile phones, addictively texting, leaping from one chat room to another, internet dating (whose key appeal, Bauman notes, is that you can always delete a dating without pain or peril). The liquid modern is forever at work, forever replacing quality of relationship with quantity.What’s the significance of all this anxious work? For Bauman the medium is not the message - the new gadgets we use hardly determine who we are. Nor are the messages that people send each other significant in themselves; rather, the message is the circulation of messages. The sense of belonging or security that the liquid modern creates consists in being cocooned in a web of messages. That way, we hope, the vexing problem of freedom and security will disappear.We text, argues Bauman, therefore we are. “We belong,” he writes, “to the even flow of words and unfinished sentences (abbreviated, to be sure, truncated to speed up the circulation). We belong to talking, not what talking about…So stop talking – and you are out. Silence equals exclusion.” (…) It is the fear of silence and the exclusion it implies makes us anxious that our ingeniously assembled security will fall apart. (…)Disponível em http://www.theguardian.com/books/2003/apr/19/hi ghereducation.news. Acesso em nov. 2015.Assinale a alternativa que corresponde às informações contidas no texto.
5FA3A278-AF Inglês
Interpretação de texto | Reading comprehensionPUC - PR · 2017DifícilEntre para guardar nos favoritosRead the text.The Key to Weight Loss Is Diet Quality, Not Quantity, a New Study FindsAnyone who has ever been on a diet knows that the standard prescription for weight loss is to reduce the amount of calories you consume. But a new study, published Tuesday in JAMA, may turn that advice on its head. It found that people who cut back on added sugar, refined grains and highly processed foods while concentrating on eating plenty of vegetables and whole foods — without worrying about counting calories or limiting portion sizes — lost significant amounts of weight over the course of a year. The strategy worked for people whether they followed diets that were mostly low in fat or mostly low in carbohydrates. And their success did not appear to be influenced by their genetics or their insulin-response to carbohydrates, a finding that casts doubt on the increasingly popular idea that different diets should be recommended to people based on their DNA makeup or on their tolerance for carbs or fat.https://www.nytimes.com/2018/02/20/well/eat/counting-calories-weight-loss-diet-dieting-low-carb-lowfat.html?rref=collection%2Fsectioncollection%2Fhealth&action=click&contentCollection=health®ion=rank&module=package&version= highlights&contentPlacement=1&pgtype=sectionfrontAssinale a alternativa que apresenta um exemplo de itens de um diário alimentar de alguém que seguiu os achados do novo estudo citado no texto.
5F99B856-AF Inglês
Interpretação de texto | Reading comprehensionPUC - PR · 2017DifícilEntre para guardar nos favoritosRead the text.'I Was Hooked': Bodybuilder Rich Piana Defended His 27 Years of Steroid Use Before His Shocking Death at 46Before his death, bodybuilder Rich Piana was outspoken about his near 30 years of steroid usage despite admitting time and time again that the drug “can kill you.”The former Mr. California’s death was confirmed Friday morning in a Facebook post by his estranged wife Sara Piana — just two weeks after TMZ Sports reported he was placed in a medically induced coma after passing out in his Florida home, where 20 bottles of testosterone were reportedly found by police.With an Instagram following of 1.2 million users and hundreds and thousands of viewers following his YouTube channel, Piana had a large audience of fans — many of which were young men, who would flock to bodybuilding and fitness conventions to meet the 46-year-old star.But though Piana was open about his drug use, he maintained that he was “not bragging” or encouraging steroid use in others. Instead, Piana claimed he used his platform to educate those who were going to use them on how to use the drugs “properly.”http://people.com/bodies/rich-piana-death-steroid-use-quotes/Assinale a alternativa que apresenta o propósito comunicativo do texto
EDF9BAA6-AF Literatura
BarrocoUNIOESTE · 2017DifícilEntre para guardar nos favoritosTendo em vista a Carta XVII ao Rei D. Afonso VI, escrita pelo Pe. Antônio Vieira, assinale a alternativa que NÃO condiz com as afirmações do autor.EDEB9F1C-AF Inglês
Interpretação de texto | Reading comprehensionUNIOESTE · 2017DifícilEntre para guardar nos favoritosWhat Parents Can Do to Nurture Good WritersSteve Graham, a professor at Arizona State University’s Teachers College, has been researching how young people learn to write for more than 30 years. He is a co-author of numerous books on writing instruction, including “Powerful Writing Strategies for All Students.”How does reading at home help children become better writers?is really critical, but it’s not enough. We don’t have much evidence that if you just read more, you’ll be a better writer. But analyzing text does make a difference. So when we read to kids, we can also have conversations with them about the author’s craft. How did this author make this place seem real in terms of description? What words did they use? How did they present this idea or this argument?Should a parent correct a child’s writing, or just be encouraging?Sometimes when kids come to you to share what they’re writing, they’re not coming for feedback. They are coming for affirmation. It’s really important we emphasize first and foremost what we really like about it. And if you’re going to give feedback, just pick one or two things. English teachers — and parents are guilty of this, too — sometimes overwhelm kids with more feedback than they can absorb all at once. The other thing that’s really important, particularly for parents, is to remember that they don’t own this piece. It’s their child’s.What should parents look for to assess the writing instruction at their child’s school?After about third grade, very little time is devoted to explicit writing instruction. It’s like we’ve imagined that kids have acquired what they need to know to be good writers by then! In middle and high school, the most common activities are fill-in-the-blanks on worksheets, writing single sentences, making lists or writing a paragraph summary. When you start talking about persuasive essays or an informative paper, those things occur infrequently in English class and even less so in social studies and science. So the first questions are: “Is my kid writing at school, and was he given writing assignments to work on at home? Do those require writing more extended thoughts for the purposes of analysis and interpretation?” That’s what they need to be able to do for college.No texto, o autor afirma queFonte: adaptado de < https://www.nytimes.com/2017/08/02/education/edlife/parents-children-writing.html>EDE7AF66-AF Inglês
Interpretação de texto | Reading comprehensionUNIOESTE · 2017DifícilEntre para guardar nos favoritosWhat Parents Can Do to Nurture Good WritersSteve Graham, a professor at Arizona State University’s Teachers College, has been researching how young people learn to write for more than 30 years. He is a co-author of numerous books on writing instruction, including “Powerful Writing Strategies for All Students.”How does reading at home help children become better writers?is really critical, but it’s not enough. We don’t have much evidence that if you just read more, you’ll be a better writer. But analyzing text does make a difference. So when we read to kids, we can also have conversations with them about the author’s craft. How did this author make this place seem real in terms of description? What words did they use? How did they present this idea or this argument?Should a parent correct a child’s writing, or just be encouraging?Sometimes when kids come to you to share what they’re writing, they’re not coming for feedback. They are coming for affirmation. It’s really important we emphasize first and foremost what we really like about it. And if you’re going to give feedback, just pick one or two things. English teachers — and parents are guilty of this, too — sometimes overwhelm kids with more feedback than they can absorb all at once. The other thing that’s really important, particularly for parents, is to remember that they don’t own this piece. It’s their child’s.What should parents look for to assess the writing instruction at their child’s school?After about third grade, very little time is devoted to explicit writing instruction. It’s like we’ve imagined that kids have acquired what they need to know to be good writers by then! In middle and high school, the most common activities are fill-in-the-blanks on worksheets, writing single sentences, making lists or writing a paragraph summary. When you start talking about persuasive essays or an informative paper, those things occur infrequently in English class and even less so in social studies and science. So the first questions are: “Is my kid writing at school, and was he given writing assignments to work on at home? Do those require writing more extended thoughts for the purposes of analysis and interpretation?” That’s what they need to be able to do for college.Mark the INCORRECT alternative.Fonte: adaptado de < https://www.nytimes.com/2017/08/02/education/edlife/parents-children-writing.html>EDDE8E1B-AF Inglês
Interpretação de texto | Reading comprehensionUNIOESTE · 2017DifícilEntre para guardar nos favoritosHow does Hurricane Harvey compare with Katrina? Here’s what we knowAlthough it is still unfolding, Harvey, now a tropical storm, evokes comparisons to Hurricane Katrina in 2005. Here’s a quick rundown of what we know about similarities and differences between the two.• The CitiesKatrina: Before the storm, New Orleans was a small city of about 455,000 people that lay in large part below sea level, ostensibly protected by a system of levee walls. Its population never fully recovered from the evacuation and destruction and remains below 400,000.Harvey: Houston is a sprawling, car-dependent, low-lying but not below sea level city. It has a population of more than two million people, with a system of bayous and waterways to manage flooding.• The StormsKatrina: It made landfall near the Louisiana/Mississippi border on Aug. 29, 2005, as a Category 3 storm and measured 350 miles across. However, the relatively low classification, was deceptive because Katrina produced the highest storm surge ever recorded in the U.S.Harvey: It made landfall in Rockport, Tex., on Friday as a Category 4 storm, measuring 200 miles across, but was quickly downgraded. As of Monday, it was expected to linger for days, causing the National Weather Service to warn, “This event is unprecedented and all impacts are unknown.”• Deaths and DamageKatrina: One of the deadliest hurricanes ever to strike the U.S., Katrina was responsible for 1,833 deaths, and some bodies were untouched for days. The storm inflicted more than $100 billion in damage, with most of it caused by wind, storm surge and the failure of the levees. Harvey: Local officials have reported at least 10 deaths in Texas since the storm began, but heavy rains and flooding are expected to continue at least through Friday. Most of the damage could be caused by flooding. As for the economy, the Gulf region’s capacity as an oil and gas does not appear to have been seriously compromised.• AssistanceKatrina: The storm displaced over a million people and damaged or destroyed 275,000 homes. Almost a million households received individual assistance from the Federal Emergency Management Agency.Harvey: We don’t know yet how many people will be forced out of their homes. But the vast majority of homes in Harvey’s path are not insured against flooding, according to figures from the National Flood Insurance Program. It is estimated that 450,000 people were likely to seek federal aid.Mark the INCORRECT alternative, according to the text.Fonte: adaptado de < https://www.nytimes.com/2017/08/28/us/hurricane-katrina-harvey.html>EDDB3020-AF Inglês
Tradução | TranslationUNIOESTE · 2017DifícilEntre para guardar nos favoritosHow does Hurricane Harvey compare with Katrina? Here’s what we knowAlthough it is still unfolding, Harvey, now a tropical storm, evokes comparisons to Hurricane Katrina in 2005. Here’s a quick rundown of what we know about similarities and differences between the two.• The CitiesKatrina: Before the storm, New Orleans was a small city of about 455,000 people that lay in large part below sea level, ostensibly protected by a system of levee walls. Its population never fully recovered from the evacuation and destruction and remains below 400,000.Harvey: Houston is a sprawling, car-dependent, low-lying but not below sea level city. It has a population of more than two million people, with a system of bayous and waterways to manage flooding.• The StormsKatrina: It made landfall near the Louisiana/Mississippi border on Aug. 29, 2005, as a Category 3 storm and measured 350 miles across. However, the relatively low classification, was deceptive because Katrina produced the highest storm surge ever recorded in the U.S.Harvey: It made landfall in Rockport, Tex., on Friday as a Category 4 storm, measuring 200 miles across, but was quickly downgraded. As of Monday, it was expected to linger for days, causing the National Weather Service to warn, “This event is unprecedented and all impacts are unknown.”• Deaths and DamageKatrina: One of the deadliest hurricanes ever to strike the U.S., Katrina was responsible for 1,833 deaths, and some bodies were untouched for days. The storm inflicted more than $100 billion in damage, with most of it caused by wind, storm surge and the failure of the levees. Harvey: Local officials have reported at least 10 deaths in Texas since the storm began, but heavy rains and flooding are expected to continue at least through Friday. Most of the damage could be caused by flooding. As for the economy, the Gulf region’s capacity as an oil and gas does not appear to have been seriously compromised.• AssistanceKatrina: The storm displaced over a million people and damaged or destroyed 275,000 homes. Almost a million households received individual assistance from the Federal Emergency Management Agency.Harvey: We don’t know yet how many people will be forced out of their homes. But the vast majority of homes in Harvey’s path are not insured against flooding, according to figures from the National Flood Insurance Program. It is estimated that 450,000 people were likely to seek federal aid.Fonte: adaptado de < https://www.nytimes.com/2017/08/28/us/hurricane-katrina-harvey.html>Considerando o texto, assinale a alternativa que melhor traduz o trecho: Houston is a sprawling, car-dependent, low-lying but not below sea level cityE87D1F73-AF Inglês
Aspectos linguísticos | Linguistic aspectsUFRGS · 2017DifícilEntre para guardar nos favoritos
Adaptado de: HOGAN, Linda. Sightings:
The Gray Whales’ Mysterious Journey. Washington,
D.C.: National Geographic, 2002. p. 29-30.
Considere as propostas de reescrita do segmento As their hind legs have disappeared into them [...], the compass set into their brains (l. 30-33).I - While their hind legs were disappearing into them [...], the compass set into their brainsII - Because their hind legs have disappeared into them [...], a compass set into their brains..III- In the same way that their hind legs have disappeared into them [...], the compass set into their brains.Quais poderiam substituir o segmento acima, sem prejuízo do sentido literal e da correção gramatical?E8742F1F-AF Inglês
Aspectos linguísticos | Linguistic aspectsUFRGS · 2017DifícilEntre para guardar nos favoritosAdaptado de: HOGAN, Linda. Sightings:
The Gray Whales’ Mysterious Journey. Washington,
D.C.: National Geographic, 2002. p. 29-30.
Considere os segmentos retirados do texto e as respectivas propostas de reescrita.I - If you could see them (l. 14-15) – Could you see them.II - the water falls from them back into the seawater (l. 28-29) – the water falls from their back into the seawater.III- we wonder if one day we will return to the seawater (l. 41-42) – we wonder whether one day we will return to the seawater.Quais estão corretas?E86A3B9E-AF Inglês
Interpretação de texto | Reading comprehensionUFRGS · 2017DifícilEntre para guardar nos favoritosAdaptado de: HOGAN, Linda. Sightings:
The Gray Whales’ Mysterious Journey. Washington,
D.C.: National Geographic, 2002. p. 29-30.
Assinale com V (verdadeiro) ou F (falso) as afirmações abaixo, acerca do texto.( ) As baleias, de acordo com indícios morfológicos, já apresentaram características que, hoje, são consideradas humanas.( ) O atual habitat das baleias cinzentas revela que não há um único caminho para a evolução.( ) A observação das baleias cinzentas leva a autora a centenas de milhas da costa, onde as baleias, ao emergirem, adquirem um esplendor ímpar.( ) A autora, ao observar a emergência das baleias cinzentas, compara a visão que tem diante de si à imagem de um deserto coberto de dunas.A sequência correta para o preenchimento dos parênteses, de cima para baixo, éE861EDDC-AF Inglês
Análise sintática | Syntax ParsingUFRGS · 2017DifícilEntre para guardar nos favoritos
Adaptado de: SHAKESPEARE, W. The Life and Death of
Julius Caesar. Disponível em:
<http://shakespeare.mit.edu/ julius_caesar/full.html>.
Acesso em: 12 nov. 2016.
Em qual das alternativas abaixo o segmento grifado apresenta a mesma função gramatical de what I do know (l. 29)?E85C5BB6-AF Inglês
Interpretação de texto | Reading comprehensionUFRGS · 2017DifícilEntre para guardar nos favoritosAdaptado de: SHAKESPEARE, W. The Life and Death of
Julius Caesar. Disponível em:
<http://shakespeare.mit.edu/ julius_caesar/full.html>.
Acesso em: 12 nov. 2016.
A palavra sure (l. 27), como empregada no texto, manifesta