Questões de Concursos Inglês

VEGAN VS VEGETARIAN – WHAT’S THE DIFFERENCE?

By Alina Petre

Vegetarian diets have reportedly been around since as early as 700 B.C. Several typesexist and individuals may practicethemfor a variety of reasons, including health, ethics, environmentalism and religion. Vegan diets are a little more recent, but are getting a good amount of press.

What is a vegetarian diet?

According to the Vegetarian Society, a vegetarian is someone who does not eat any meat, poultry, game, fish, shellfish or by-products of animal slaughter. Vegetarian diets contain various levels of fruits, vegetables, grains, pulses, nuts and seeds. The inclusion of dairy and eggs depends on the type of diet you follow.

The most common types of vegetarians include:

•Lacto-ovo vegetarians:Vegetarians who avoid all animal flesh, but do consume dairy and egg products.

•Lacto vegetarians:Vegetarians who avoid animal flesh and eggs, but do consume dairy products.

•Ovo vegetarians:Vegetarians who avoid all animal products except eggs.

•Vegans:Vegetarians who avoid all animal and animal-derived products.

Those who do not eat meat or poultry but do consume fish are consideredpescatarians, whereas part-time vegetarians are often referred to asflexitarians.

Although sometimes considered vegetarians, pescatarians and flexitarians do eat animal flesh. Therefore, they do not technically fall under the definition of vegetarianism.

From: https://goo.gl/n9yEy1. Accessed on 03/22/2017

Read Text I and answer the fourteen questions that follow it

Text I The “literacy turn” in education: reexamining

what it means to be literate

In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.

Within the NLG’s pedagogy of multiliteracies, language and other modes of communication are viewed as dynamic resources for meaning making that undergo constant changes in the dynamics of language use as learners attempt to achieve their own purposes. Within this broader view of literacy and literacy teaching, learners are no longer “users as decoders of language” but rather “designers of meaning.” Meaning is not viewed as something that resides in texts; rather, deriving meaning is considered an active and dynamic process in which learners combine and creatively apply both linguistic and other semiotic resources (e.g., visual, gesture, sound, etc.) with an awareness of “the sets of conventions connected with semiotic activity [...] in a given social space” (NLG, 1996, p. 74).

Grounded within the view that learning develops in social, cultural, and material contexts as a result of collaborative interactions, NLG argued that instantiating literacy-based teaching in classrooms calls on the complex integration and interaction of four pedagogical components that are neither hierarchical nor linear and can at times overlap: situated practice, overt instruction, critical framing, and transformed practice. […]

Although the NLG’s pedagogy of multiliteracies was conceived as a “statement of general principle” (1996, p. 89) for schools, the group’s call for educators to recognize the diversity and social situatedness of literacy has had a lasting impact on foreign language (FL) teaching and learning. The reception of the group’s work along with that of other scholars from critical pedagogy appeared at a time when the field was becoming less solidly anchored in theories of L2 acquisition and more interested in the social practice of FL education itself. In the section that follows, we describe the current state of FL literacy studies as it has developed in recent years, before finally turning to some very recent emerging trends that we are likely to see develop going forward.

(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)

READ TEXT I AND ANSWER THE QUESTION THAT FOLLOWS IT:

TEXT I

Decolonizing English Language Teaching for Brazilian Indigenous Peoples

In an era of increasing contact between citizens of the diverse nations of the world, the far-reaching impacts of globalization are often linked to the propagation of English as a language for international communication in a variety of settings, including international trade, academic and scientific discourses, and diplomacy, among others. Given its status as an international language, English is also a highly-valued foreign language in Brazil, and its influence represents, at least symbolically, greater access to both national and global markets. As such, federal curricular standards require all students in Brazilian public schools to study English as a foreign language from middle to high school.

These standards also apply to the indigenous populations of Brazil. However, additional federal legislation regulates the ways that English and other subjects must be taught in indigenous communities. The Brazilian Constitution, ratified in 1988, represents a significant landmark in this respect, providing for the inclusion of 'specific, bilingual, differentiated, and intercultural' educational practices within indigenous school settings, thus guaranteeing each indigenous group the right to integrate their traditional knowledge, cultures, and languages into primary and secondary education curricula (Brazil, 1988).

As such, the question of how to teach English in indigenous settings in a way that values traditional cultures and knowledge in accordance with the specific, differentiated, and intercultural approach mandated by federal legislation must be addressed. The status of English as the language of globalization, along with its long history as an instrument of colonial imperialism, poses an ethical dilemma in the Brazilian indigenous educational context, given that its inclusion in indigenous school curricula presents an implicit risk of recreating and reinforcing neocolonial hierarchies of knowledge production that favor Western perspectives over traditional indigenous systems of knowledge.

In an effort to adapt English language teaching to the needs and demands of indigenous communities, contributions from the fields of postcolonial theory, English language teaching, and sociocultural approaches to language teaching will be connected to current Brazilian laws governing indigenous education. The aim is to investigate the possibilities for the teaching of a decolonized, local English that values traditional indigenous knowledge systems over neocolonial global influences which are often associated with English.

Adapted from: https://www.scielo.br/j/edreal/a/43bj8bSQDpQYPjQTX9jK9jb/

Read text V to answer question .

TEXT V

There are no excuses for racism.

Racism take$ many forms and can happen 1 __ many places. lt includes prejudice, discrimination ar hatred directed at someone because of their colour, ethnicity or national origin.

People often associate racism with acts of abuse or harassment. However, it doesn't need to involve violent or intimidating behaviour. Take racial name-calling and jokes. Or consider situations when people may be excluded from groups or activities because of where they come 2 _______.

Racism can be revealed through people's actions as well as their altitudes. !t can also be reflected in systems and institutions. But sometímes it may not be revealed at ali. Not ali racism is obvious. For examp!e, someone may look 3 _______ a list of job applicants and decide not to interview people with certain surnames.

Racism is more than just words, beliefs and actions. lt includes ali the barriers that prevent people from enjoying dignity and equality because of their race.

PART 1: READING COMPREHENSION

Based on the text below, answer the question.

Exercising Body and Mind at the Same Time?

New Device Lets You Read While You Run

Engineers from Purdue University have devised a new System that will facilitate a very specific type of physical and mental multitasking - helping treadmill runners to read text on a display screen.

The System, called ReadingMate, compensates for constantly bobbing eyes so runners can train for a marathon while reading their favorite novel.

"Not many people can run and read at the same time," said Ji Soo Yi, an assistant professor of industrial engineering at Purdue University. "This is because the relative location of the eyes to the text is vigorously changing, and our eyes try to constantly adjust to such changes, which is burdensome."

Instead of increasing the size of the displayed font, Yi and his colleagues decided to compensate for a runner's head motion.

"You could increase the font size and have a large-screen monitor on the wall, but that's impractical because you cannot have numerous big screen displays in an exercise room," Yi said.

According to a report on the system published recently in Human Factors: The Journal of the Human Factors and Ergonomics Society, the engineers recruited 15 multitasking volunteers to perform a "letter-counting" test while jogging on a treadmill and using ReadingMate. The participants were asked to tally how many times the letter 'F' appeared in two lines of text nested in 10 lines of text that were displayed on a computer monitor.

While performing the test, the participants wore goggles equipped with infrared LEDs. An infrared camera tracked the motion of the LEDs, essentially recording the movement of the runner's head. To compensate for the head motion, the displayed text was moved as the volunteers ran along the treadmill with their heads bobbing.

The researchers found those who used the ReadingMate system performed better at multi-tasking their physical and mental assignments, particularly when it carne to reading smaller font sizes and smaller line-spaced text.

Besides aiding people with the novel task of reading while running, the researchers said their system could be used to assist airline pilots or those working in heavy industry.

"Both may experience heavy shaking and turbulence while reading information from a display," Kwon said. "ReadingMate could stabilize the content in such cases."

(Adapted from http://www.redorbit.com/news)

Based on the text below, answer the question.

Facebook deserted by millions of users in biggest markets

Facebook has lost millions of users per month in its biggest markets. In the last six months, Facebook has lost nearly 9m monthly visitors in the US and 2m in the UK. Studies suggest that its expansion in the US, UK and other major European countries has peaked. In the last month, the world's largest social network has lost 6m US visitors, a 4% fall, according to analysis firm Socialbakers. In the UK, 1.4m fewer users visited in March, a fali of 4.5%. Users are also turning off in Canada, Spain, France, Germany and Japan, where Facebook is extremely popular.

Alternative social networks have seen surges in popularity with younger people. Instagram, the photo-sharing site, got 30m new users in the 18 months before Facebook bought the business. Path, the mobile phone-based social network founded by former Facebook employee Dave Morin, which only allows its users to have 150 friends, is gaining 1m users a week.

Facebook is still growing fast in South America. Monthly visitors in Brazil were up to 6% in the last month to 70m, according to Socialbakers, whose Information is used by Facebook advertisers. India has seen a 4% rise to 64m - still only a fraction of the country's population, so there is room for more growth.

As Facebook itself has warned, the time spent on its pages from those sitting in front of personal computers is decreasing fast because people now prefer to use their smartphones and tablets. Although smartphone minutes have doubled in a year, to 69 a month, that growth may not compensate for dwindling desktop usage.

Facebook will tell investors about its performance for the quarter. Wall Street expects revenues of about $1.44bn, an increase from $1.06bn a year ago. Shareholders will want to know how fast the number of mobile Facebook users is growing, and whether advertising revenues are increasing at the same rate. Facebook founder Mark Zuckerberg has created a series of new initiatives designed to appeal to smartphone users. One initiative, Facebook Home, is software that can be downloaded onto Android phones to feed news and photos from friends - and advertising - directly to the owner's locked home screen.

(Adapted from http://www.guardian.com.uk)