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The Internet overtook print media as a primary source of information for national and international news in the United States in 2008. Television was still far in the lead, but especially among younger demographics, the Internet and social media are primary ways to learn about the day’s news. With 40 percent of the public receiving their news from the Internet, media outlets had to shift focus to make their presence known on the web. One of the most remarkable shifts out of that rush was the establishment of online-only news sources.

The conventional argument claims that the anonymity and the echo chamber of the Internet undermine worthwhile news reporting, especially for topics that are expensive to report on. The ability of large news organizations to put reporters in the field is one of their most important contributions and (because of its cost) is often one of the first things to be cut back during times of budget problems. However, as the Internet has become a primary news source for more and more people, new media outlets—publications existing entirely online—have begun to appear.

In 2006, two reporters for the Washington Post, John F. Harris and Jim VandeHei, left the newspaper to start a politically centered website called POLITICO. Rather than simply repeating the day’s news in a blog, they were determined to start a journalistically viable news organization on the web. The different ways that POLITICO reaches out to its supporters—blogs, Twitter feeds, regular news articles, and now even a print edition—show how media convergence has even occurred within the Internet itself. The interactive nature of its services and the active comment boards on the site also show how the media have become a two-way street: more of a public forum than a straight news service.


https://boisestate.pressbooks.pub/soc122/Van Ry, Veronica. Sociological Communication. Pressbooks, 2023. Adaptado.
No texto, o trecho “undermine worthwhile news reporting” (2º parágrafo), no que diz respeito às reportagens, refere-se à
Text 4


What Was the First Book Ever Written?
By The Editors of Encyclopaedia Britannica

The Epic of Gilgamesh, from ancient Mesopotamia, is often cited as the first great literary composition, although some shorter have survived that are even earlier (notably the “Kesh Temple Hymn” and “The Instructions of Shuruppak”). Apart from its length, the Epic of Gilgamesh may be considered the earliest significant composition because of its enduring impact on literature through the ages. It is believed to have influenced other ancient literary works, including the Iliad, the Odyssey, Alexander romance literature, and the Hebrew Bible (Old Testament), all of which continue to have significant literary impact in their own right.


Available at: https://www.britannica.com/story/what-was-the-first-book-ever-written# Access at: 02 dec. 2024. Adapted.
The Epic of Gilgamesh maybe be considered the earliest significant composition because of its great influence on:

TEXT 1


What do AI chatbots really mean for students and cheating?

October 31, 2023 By

Carrie Spector


The launch of ChatGPT and other artificial intelligence (AI) chatbots has triggered an alarm for many educators, who worry about students using the technology to cheat by passing its writing off as their own. But two Stanford researchers say that concern is misdirected, based on their ongoing research into cheating among U.S. high school students before and after the release of ChatGPT.


Here, Lee and Pope discuss the state of cheating in U.S. schools, what research shows about why students cheat, and their recommendations for educators working to address the problem.


What do we know about how much students cheat?


Pope: We know that cheating rates have been high for a long time. At Challenge Success we’ve been running surveys and focus groups at schools for over 15 years, asking students about different aspects of their lives — the amount of sleep they get, homework pressure, extracurricular activities, family expectations, things like that — and also several questions about different forms of cheating.


For years, long before ChatGPT hit the scene, some 60 to 70 percent of students have reported engaging in at least one “cheating” behavior during the previous month. That percentage has stayed about the same or even decreased slightly in our 2023 surveys, when we added questions specific to new AI technologies, like ChatGPT, and how students are using it for school assignments.


So AI isn’t changing how often students cheat — just the tools that they’re using?


Lee: The most prudent thing to say right now is that the data suggest, perhaps to the surprise of many people, that AI is not increasing the frequency of cheating. This may change as students become increasingly familiar with the technology, and we’ll continue to study it and see if and how this changes. But I think it’s important to point out that, in Challenge Success’ most recent survey, students were also asked if and how they felt an AI chatbot like ChatGPT should be allowed for school-related tasks. Many said they thought it should be acceptable for “starter” purposes, like explaining a new concept or generating ideas for a paper. But the vast majority said that using a chatbot to write an entire paper should never be allowed. So this idea that students who’ve never cheated before are going to suddenly run amok and have AI write all of their papers appears unfounded. What would you suggest to school leaders who are concerned about students using AI chatbots?


Pope: Even before ChatGPT, we could never be sure whether kids were getting help from a parent or tutor or another source on their assignments, and this was not considered cheating. Kids in our focus groups are wondering why they can't use ChatGPT as another resource to help them write their papers — not to write the whole thing word for word, but to get the kind of help a parent or tutor would offer. We need to help students and educators find ways to discuss the ethics of using this technology and when it is and isn't useful for student learning.


Lee: There’s a lot of fear about students using this technology. Schools have considered putting significant amounts of money in AI-detection software, which studies show can be highly unreliable. Some districts have tried blocking AI chatbots from school wifi and devices, then repealed those bans because they were ineffective. AI is not going away. Along with addressing the deeper reasons why students cheat, we need to teach students how to understand and think critically about this technology. For starters, at Stanford we’ve begun developing free resources to help teachers bring these topics into the classroom as it relates to different subject areas. We know that 3 teachers don’t have time to introduce a whole new class, but we have been working with teachers to make sure these are activities and lessons that can fit with what they’re already covering in the time they have available.


I think of AI literacy as being akin to driver’s education: We’ve got a powerful tool that can be a great asset, but it can also be dangerous. We want students to learn how to use it responsibly.


Available from: < https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating>. Access: 08 Dec., 2023. Adapted.

Banning AI chatbots from school wi-fi and buying AI-detection software are measures that have shown to be

POLITICAL POLLS


Despite their popularity, political polls, often seen on TV during elections, sometimes give _______1 results, and some Americans question their _______ 2 .

_______ 3 both 2016 and 2020, most national polls overestimated support for Democrats. Polls aim to show what people think at a certain time but can be tricky to predict future outcomes accurately.

Mallory Newall explains that reliable polls focus on understanding public opinions rather than just predicting election winners. She warns _______4 reading too much into small differences in polls, especially far _______5 election day. Red flags for bad polls include _______6 the right people and not being clear about how the data was collected.

Polling methods _______ 7 since 2016, with more surveys done on line. Online surveys may influence results; however, concerns remain about reaching everyone, especially in rural areas without good internet. Although _______8 challenges, polls remain important _______9 public opinion.

Source:

https://www.newsinlevels.com/products/political-polls-level-3/

The blank numbered as “7” could be CORRECTLY filled with:

Navy looking for drone operator flying device around

Washington state base

Published February 27, 2016 Foxnews.com

(I) _________

A civilian employee of Naval Submarine Base Kitsap-Bangor reported seeing the drone, spokeswoman Silvia Klatman told Military.com.

According to the Navy, it is illegal to operate a drone above the base without the permission of the Navy. "It's our intent to support the investigation and prosecution of this reported act, and any others that may occur, in coordination with civilian law enforcement," Klatman said.

Military.com reported that agents interviewed families who lived in houses surrounding the base. (II) _______Officials said the drones were seen operating at night. "It could be a hoax, but worst-case scenario, it could be clandestine, a foreign government, a cell," Al Starcevich, whose family's house is located between the base and Hood Canal in Washington, told the website. "The creepy thing is they' re only doing it at night. (Ill) ______ "

Starcevich told The Seattle Times that agents told him there had been repeated incidents around the base involving an alleged drone.

Naval Base Kitsap-Bangor's airspace was designated as "prohibited" by the FAA in May 2005, at the request of the Navy. (IV) ______ The prohibited area extends to the water across Hood Canal and the Navy-owned portion of Toandos Peninsula.

Doug O'Donnell, chief pilot at Avian Flight Center at Bremerton National Airport, said security forces are supposed to shoot down aircraft that violate the FAA riiles.

The Bangor base houses eight of the Navy's 14 ballistic-missile submarines, according to Military,com. Each can carry up to 24 missiles with multiple nuclear warheads.

The Defense Department has held countless classified exercises to counter possible drone attacks, The Seattle Times reported. Last year, one exercise included a Marine sniper shooting one down from a military helicopter,

(http://www.foxnews.com/us/2016/02/27/navy-looking-for-drone-operator-flying-device-around-washington-state-base.html)

By reading the text, we CANNOT state that

Navy looking for drone operator flying device around

Washington state base

Published February 27, 2016 Foxnews.com

(I) _________

A civilian employee of Naval Submarine Base Kitsap-Bangor reported seeing the drone, spokeswoman Silvia Klatman told Military.com.

According to the Navy, it is illegal to operate a drone above the base without the permission of the Navy. "It's our intent to support the investigation and prosecution of this reported act, and any others that may occur, in coordination with civilian law enforcement," Klatman said.

Military.com reported that agents interviewed families who lived in houses surrounding the base. (II) _______Officials said the drones were seen operating at night. "It could be a hoax, but worst-case scenario, it could be clandestine, a foreign government, a cell," Al Starcevich, whose family's house is located between the base and Hood Canal in Washington, told the website. "The creepy thing is they' re only doing it at night. (Ill) ______ "

Starcevich told The Seattle Times that agents told him there had been repeated incidents around the base involving an alleged drone.

Naval Base Kitsap-Bangor's airspace was designated as "prohibited" by the FAA in May 2005, at the request of the Navy. (IV) ______ The prohibited area extends to the water across Hood Canal and the Navy-owned portion of Toandos Peninsula.

Doug O'Donnell, chief pilot at Avian Flight Center at Bremerton National Airport, said security forces are supposed to shoot down aircraft that violate the FAA riiles.

The Bangor base houses eight of the Navy's 14 ballistic-missile submarines, according to Military,com. Each can carry up to 24 missiles with multiple nuclear warheads.

The Defense Department has held countless classified exercises to counter possible drone attacks, The Seattle Times reported. Last year, one exercise included a Marine sniper shooting one down from a military helicopter,

(http://www.foxnews.com/us/2016/02/27/navy-looking-for-drone-operator-flying-device-around-washington-state-base.html)

According to the text, it is right to say that

The Armel-Leftwich Visitor Center

Welcome to the Armel-Leftwich Visitor Center of the United States Naval Academy. Visit the United States Naval Academy in Annapolis, MD to see where future officers are educated and trained.

The Visitor Center is conveniently located inside USNA Gate 1 at the Annapolis harbor. Pedestrian entrances are on Prince George and Randall Streets. The Visitor Center provides guided historical tours for visitors, as well as groups.

Anyone 18 or older must show a government-issued photo ID or original passport to enter USNA grounds. Visitors from the states of Minnesota, Illinois, Missouri, New Mexico and Washington are required to present a SECOND PHOTO ID.

The Visitor Center is the first stop on a visit to the undergraduate college of the U.S. Navy and U.S. Marine Corps. Information specialists welcome visitors to view the 13-minute film, "The Call to Serve", and to take a guided walking tour with a professional, certified guide.

Admissions Information

United States Naval Academy Admissions briefings, lasting approximately one hour, are held at 10:00 a.m. and 2:00 p.m., Monday through Saturday, on the second deck of the Visitor Center.

U.S. Naval Academy Museum

The museum's artifacts are displayed in galleries located on two floors in Preble Hall. The first floor is devoted to the exhibit entitled "Leadership and Service: The History of the United States Navy and the Naval Academy". The famous Rogers Collection of antique ship models is the focus of the second floor exhibit.

(Adapted from http://www.usnabsd.com/for-visitors)

According to the text, which statement is correct?
Text CB1A2-I

Indigenous languages appear to be disappearing at a concerning rate around the world. Current data indicates that at least 43% of the world’s spoken languages are being forgotten, with indigenous languages making a significant part. According to ONIC (National Indigenous Organization of Colombia), there are 65 indigenous languages in the country. Nearly one-third of them are at a critical risk of disappearing — and only three of them, including Nasa Yuwe, are spoken by more than 50,000 people. This is the reality that Juan Pablo Camayo seeks to change.
Two years ago, in Caldono, Colombia, Juan Pablo and other neighbours started a communications network that enabled them to provide Internet access to remote rural areas and disseminate content in their mother tongue. That’s how Jxa’h Wejxia Casil — “Wind’s Net” in Nasa Yuwe — came to be.
Currently, Jxa’h Wejxia Casil has about 200 families subscribed to their Internet service and provides a tool that allows communities to preserve the use of their language. With support from other project partners, Juan Pablo leveraged this new communication tool to produce and disseminate original communication materials in Nasa Yuwe.

Internet: <https://unsdg.un.org>(adapted).

According to the text CB1A2-I, judge the following item.

According to the text, Jxa’h Wejxia Casil is a rural communications network that aims to promote the spread of content in Nasa Yuwe.

“Dragons are found in the myths of many cultures and appear in many forms. The name comes from the Greek word drakon, meaning “snake”. Generally, dragons are portrayed as large, scarly, winged serpernts or reptiles with sharp claws.

In European myths , dragons are usually carnivorous reptiles with fiery breath. They are generally considered evil and dangerous. European ( or Western) dragons are said to live in caves or swamps or on mountaintops, where they often guard treasures. Two of the most famous dragons in European literature are the dragon that St. George killed and the dragon that killed Beowulf. There are also many stories about medieval knights fighting dragons.

There are several types of European dragons. The guivre has no legs or wings. It is a large serpent with a wedgeshaped head. The lindworm has one pair of legs but no wings. The Amphiptere is basically a flying snake with wings but no legs. The wyvern – a particular bloodthirsty type of dragon – has two legs and two wings and a barbed tail. Heraldic dragons have four legs and two wings. Many noble European families chose this dragon as their symbol.

The Asian (or Eastern) dragon was also a reptile but often displayed characteristics of other animals, such as camels, deer, lions, eagles, and bulls. Asian dragons have serpentine bodies, do not usually breath fire, and generally have no wings. Many have a “lion’s mane” around their neck and a bear aroud their chin. They have twoo antlers coming from their head and two long whiskers coming from their faces. Asian dragons have 117 scales, 81 infused with yang, the principle of good, and 36 infused with yin, the principle of evil. Their favorite food is roasted swallows. Asian dragons symbolize power and unlike European dragons, are generally pictured as good, kind, and intelligent.

There are three families of Asian dragons: three-toed, four-toed, and five-toed. Three-toed dragons are native to Japan. Four-toed dragons are from Indonesia or Korea. Some Chinese dragons also have four toes, but the “Imperial dragons” of China have five. Asian dragons come in five colors: blue, White, black, red, and yellow. Red and black dragons are powerful, but the yellow dragon is the strongest of all. Asian dragons are often pictured with a pearl in their months, under their chins, or in their claws. The dragon is thought to draw its strength from this pearl.

Many cultures outside of Europe and Asia also have legends of dragons. In fact, it is hard to find a culture that does not have a dragon myth. The Piasa (“storm bird”) was a dragon known to the Illini, a Native American group that lived by the Mississippi River. It had the head of a bear, large teeth, the antlers of an elk, the scaly body of a fish, and a bear’s leg ending in eagle’s claws. The tail was fifty feet (15 meters) long and was tipped with a spearhead. It lived in a cave in the cliffs overlooking the river. For many years, the Piasa only hunted buffalos. Then, it captured an Illini warrior and after that, it developed a taste for humans and began attacking villages. The Illini chief Ouatoga used himself as a “bait” to lure the beast from its cave. When the dragon stormed out to attack him, his warriors killed it with a shower of arrows. In Ethiopia, there are stories about a four-winged dragon, the Ethiopian Dream Snake. These creatures ate poisonous plants to make their bite and scratches poisonous. They were big enough to kill elephants. Once four of them wove together a raft and sailed to Arabia,Where they thought the hunting would be better. Then there is the Trukh of Madagascar, the Anka of Arabia, the Vekher (“wind demon”) of Russia, the Demaj of Persia, and the Kululkan of the Aztecs.

The fact that so many cultures have dragons stories in common has led people to wonder if dragons really existed up the time of the Middle Ages, When they were hunted into extinction. Some people have even wondered if dragons were the last surviving dinosaurs. Scientists, however, have dismissed this theory as highly unlikely since there is no fossil evidence to indicate that any dinosaurs lived past the end of the Mesozoic era, 65 million years ago.”


Text extracted from The Complete Guide to TOELF Test iBT Edition from Bruce Rogers, 2001. Page 168.
Quantos dragões europeus são mencionados no texto?
Mark the incorrect sentence.

Helpinq at a hospital

Every year many young peopie finish school and then take a year off before they start work or go to college. Some of them go to other countries and work as volunteers. Volunteers give their time to help people. For example, they work in schools or hospitais, orthey help with conservation.

Mike Coleman is 19 and______________in Omaha, Nebraska, in the United States. He wants to become a teacher but now he ______________ in Namibia. He's working in a hospital near Katima Mulilo. He says, " I'm working with the doctors and nurses here to help sick peopie. I'm not a doctor but I can do a lot of things to help. For example, I help carry peopie who can't walk. Sometimes I go to villages in the mobile hospital, too. There aren't many doctors here so they need help from peopie like me. I don't get any money, but that's OK, l'm not here for the money.”

"I'm staying here for two months, and I'm living in a small house with five other volunteers. The work is hard and the days are long, but I'm enjoying my life here. I'm learning a lot about life in Southern África and about myself! When I finish the two months' work, I want to travel in and around Namibia for three weeks. For example, I want to see the animais in the Okavango Delta in Botswana."

http://vyre-legacy-access.cambridge.org

Mark the right option to fill in the following sentence.

Why is Mike Coleman in Namíbia, South África? Because_________________________ .

Match the teacher’s actions in the box below to their respective techniques for presenting new language.

Action 1: Teacher has students repeat pronunciation of specific words in a text. Action 2: Teacher asks students about their favorite sports after reading a text on rugby. Action 3: Teacher uses a well-known short story to present the simple past. Action 4: Teacher plays the corresponding audio to a text presented in class.
Read the text thoroughly.

Oral communication in the form of student talk can be described as focused group conversations or collaborative conversationsthatare usually facilitated and/or monitored by an instructor. Eliciting student talk encourages the use of oral language to express their understanding of a concept or ideawhichis more than just knowledgeable peers sharing answers; it is the use of language as a tool to construct meaning. Research suggests that students learn more from giving explanations than receiving explanations (Chi et al, 1994; Sparks, 2013; Webb, 1989); hence the benefit of incorporating student talk into class situations,whereinteractions are easily fostered, has been shown to be effective across disciplines, from Biology to Language Learning (Karrema, 2014; Tanner, 2009) as well as in small classes to 600-person lecture halls (Tanner, 2009). According to renowned developmental psychologist Lev Vygotsky (1896-1934) towhomtalk is one of the primary tools for communication, in particular, communicaion helps students negotiate meaning and connect prior knowledge, resulting in the development of thought and practice (Vygotsky, 1978). Not only can student talk help them better construct understanding of an idea or concept, it can also signal to the instructor whether a particular activity is supporting student learning and whether they are reaching course learning objectives. Student talk supports learning by: providing opportunities to clarify thoughts, generate conclusions, develop theories and ask new questions; establishing normswhichease students’ inhibitions, motivates sharing and promotes respectful communication; exposing learners to new ideas and perspectives from each other’s examples; connecting what students already know and what they think they know, to what they are being asked to learn; acknowledging the value of student’s ideas and empowering thosewhotake more responsibility for their learning; building an understanding of a collaborative nature of learning; privileging the expression of personally meaningful ideas and the use of everyday language rather than focusing on the correct answers and the use of perfect language.


(Rebecca L. Chism and LeighAnn Tomaswick, August 2018. Oral Communication as a Learning Tool. Kent State University Center for Teaching and
As to the featured words, it is compatible information that:

Read the following text to answer question.

Oh, the places you'll go! There is fun to be done! There are points to be scored. There are games to be won.

And the magical things you can do with that ball will make you the winning-est winner of all. Fame! You'll be as famous as famous can be, with the whole wide world watching you win on TV.



Except when they don't

Because, sometimes they won't.



I'm afraid that sometimes

you'll play lonely games too.

Games you can't win

'cause you'll play against you.



All Alone!

Whether you like it or not,

Alone will be something

you'll be quite a lot.



And when you're alone, there's a very good chance

you'll meet things that scare you right out of your pants.

There are some, down the road between hither and yon,

that can scare you so much you won't want to go on.



But on you will go

though the weather be foul.

On you will go

though your enemies prowl.

On you will go

though the Hakken-Kraks howl.

Onward up many

a frightening creek,

though your arms may get sore

and your sneakers may leak.



On and on you will hike,

And I know you'll hike far

and face up to your problems

whatever they are.


“Oh, the Places You'll Go!” by Dr. Seuss - Available at:

https://denuccio.net/ohplaces.html

Regarding the general understanding of the text, it can be inferred that:

Text: “Why do people collect?”

Petra Engels owns 19,571 erasers, Carol Vaughn has 1,221 bars of soap, and Ralf Shrőder has a collection of 14,502 packets of sugar. Many people love to collect things, but why? Psychologists and collectors have different opinions.

The psychologist Carl Jung believed that collecting is part of our ancient human history. Thousands of years ago, humans collected nuts and berries. They kept them carefully and ate them when there was no food. The best collectors survived long cold winters or seasons without rain. Their genes passed to future generations. Nowadays, we still have a collecting instinct.

Historian Philipp Bloom has a different opinion. He thinks collectors want to make something that will remain after their death. By bringing many similar items together, the collector gains historical importance. Sometimes their collections become museums or libraries, for example, Henry Huntington, who founded a library in Los Angeles to house his collection of books.

Author Steve Roach thinks that people collect things to remember their childhood. Many children collect things, but few have enough money to buy the things they really want, and they lose interest. In later life, they remember their collections fondly. Now, they have enough money and opportunity to find special items, and they start collecting again. This way, they can re-live and enjoy their childhood years.

Art collector, Werner Muensterberger, agrees that collecting is linked to childhood. But he believes we collect in order to feel safe and secure. While babies hold blankets or toys to feel safe when their mother isn’t there, adults collect things to stop feeling lonely or anxious.

Autograph collector Mark Baker agrees that collecting is emotional, but he doesn’t collect to reduce anxiety. “For me, it’s the excitement,” he says. “I love trying to get a famous person’s autograph. Sometimes I succeed, and sometimes I fail. Also, by collecting autographs, I feel connected to famous people. I don’t just watch them on television. I actually meet them.”

These are just a few reasons for collecting. Do you know any people with collections? Why do they collect?

Questions related to the text above

Collecting gives people something to do during bad weather and cold or wet seasons.

O texto seguinte servirá de base para responder às questões de 1 a 4.

A doll to place your dreams on...

(1º§) "Someday I'm gonna be, exactly like you... till then... I'll make believe I'm you." So went the dulcet tones of Barbie's first ever TV advert in 1959. That year, what would come to be toy company Mattel's most significant and long-lasting creation, Barbie, arrived.

(2º§) She was the brainchild of Ruth Handler; the co-founder, along with her husband Eliot, of Mattel in 1945. According to one of two origin stories (the other involving an adult novelty doll called Bild Lilli, handed out at bachelor parties), Handler noticed her daughter Barbara playing with paper dolls and decided she wanted to give her a doll that was not a baby, but a woman she could aspire to. Barbie, named after her daughter, was born and she premiered at the annual Toy Fair in New York in March 1959. In the first year, 300,000 Barbie dolls were sold.

(3º§) She was 'petite' as the advert chimes, with all the latest clothes and accessories. Among these was, of course, a wedding dress. Her immediate MO was clearly as a stylish and sophisticated style maven, the kind of svelte, pretty woman young girls wanted to be − at least in 1959. Her first ever outfit − as exemplified in Gerwig's initial teaser trailer for the Barbie movie − was a black and white swimsuit, with white heels and white-rimmed sunglasses. Unsurprisingly, by 1961, she was 'going steady' with Ken (oddly named after the Handlers' son).

Courting controversy

(4º§) By the 1960s, Barbie was already attracting criticism for being a 'sex symbol'. To counteract this, the Handlers gave her a little sister, Skipper (originally a child and now sold as a teenager), and a best friend, Midge − who would go to have her own chequered history. Fashioned as a 'homelier' friend for Barbie (with red hair and freckles) Midge would disappear after 1967, returning in the 1980s along with a husband, kids and a 'Happy Family Line' of toys, which even included Pregnant Midge (with a detachable womb!). The line courted scandal from every angle − among which was outrage that Midge was pregnant without a wedding ring. Cannily, Gerwig has lined up Emerald Fennell to play Midge. Yes, Pregnant Midge.

(5º§) Though to many Barbie was too conventional − with her improbable proportions and origins as a doll who aspires to, essentially, marry Ken − to many she was too progressive. Indeed, as early as 1968, nine years after Barbie's invention, Mattel introduced their first Black doll, Christie, a friend of Barbie. Christie arrived at a fecund point in American politics, just as the Civil Rights Act of 1968 − enshrining the illegality of racial discrimination − was passed.

(6º§) It would not be until 1980, however, that Mattel would produce its first Black Barbie. She was designed by Kitty Black Perkins, who was then chief designer for Barbie. She bought her first Barbie doll aged 28, when interviewing for the position, when she was asked to create a whole new wardrobe for the doll. She was chief designer for more than 30 years and, in 1979, she was asked to design the first ever Black Barbie. When she arrived, she was wearing a red disco jumpsuit and came with the tagline: "She's Black! She's beautiful! She's dynamite!"

(adapted) https://www.harpersbazaar.com/uk/culture/entertainment/a44129282/

Who designed the first-ever Black Barbie?

Leia o texto para responder à questão.


If styles are general characteristics that differentiate one individual from another, then strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems” posed by second language input and output. Chamot (2005, p. 112) defines strategies quite broadly as “procedures that facilitate a learning task. Strategies are most often conscious and goal driven.”

As our knowledge of second language acquisition increased markedly during the 1970s, teachers and researchers came to realize that no single research finding and no single method of language teaching would usher in an era of universal success in teaching a second language. We saw that certain learners seemed to be successful regardless of methods or techniques of teaching. We began to see the importance of individual variation in language learning. Certain people appeared to be endowed with abilities to succeed; others lacked those abilities. This observation led Rubin (1975) and Stern (1975) to describe “good” language learners in terms of personal traits, styles, and strategies. Rubin (Rubin & Thompson, 1982) later summarized fourteen such characteristics. Among other abilities, good language learners tend to:

1. Find their own way, taking charge of their learning

2. Be creative and develop a “feel” for the language by experimenting with its grammar and words

3. Make their own opportunities for practice in using the language inside and outside the classroom

4. Learn to live with uncertainty by continuing to talk or listen without understanding every word

5. Use linguistic knowledge, including knowledge of their first language, in learning a second language

6. Use contextual cues to help them in comprehension

7. Learn to make intelligent guesses

8. Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”

9. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation.


(, H.Douglas Brown. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
According to Rubin (Rubin & Thompson, 1982), good language learners “learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”. To help their students develop such an ability, the English teacher may, among other classroom proposals,
O texto seguinte servirá de base para responder à questão.


Archaeologists conduct first 'space excavation' on International Space Station

By Justin St. P. Walsh and Alice Gorman, The Conversation | Published: August 15, 2024 | Last updated on August 20, 2024

New results from the first archaeological fieldwork conducted in space show the International Space Station is a rich cultural landscape where crew create their own "gravity" to replace Earth's, and adapt module spaces to suit their needs.

Archaeology is usually thought of as the study of the distant past, but it's ideally suited for revealing how people adapt to long-duration spaceflight.

In the SQuARE experiment described in our new paper in PLOS ONE, we re-imagined a standard archaeological method for use in space, and got astronauts to carry it out for us.

Archaeology ... in ... spaaaaace!

The International Space Station is the first permanent human settlement in space. Close to 280 people have visited it in the past 23 years.

Our team has studied displays of photos, religious icons and artworks made by crew members from different countries, observed the cargo that is returned to Earth, and used NASA's historic photo archive to examine the relationships between crew members who serve together.

We've also studied the simple technologies, such as Velcro and resealable plastic bags, which astronauts use to recreate the Earthly effect of gravity in the microgravity environment − to keep things where you left them, so they don't float away.

Most recently, we collected data about how crew used objects inside the space station by adapting one of the most traditional archaeological techniques, the "shovel test pit".

On Earth, after an archaeological site has been identified, a grid of one-metre squares is laid out, and some of these are excavated as "test pits". These samples give a sense of the site as a whole.

In January 2022, we asked the space station crew to lay out five roughly square sample areas. We chose the square locations to encompass zones of work, science, exercise and leisure. The crew also selected a sixth area based on their own idea of what might be interesting to observe. Our study was sponsored by the International Space Station National Laboratory.

Then, for 60 days, the crew photographed each square every day to document the objects within its boundaries. Everything in space culture has an acronym, so we called this activity the Sampling Quadrangle Assemblages Research Experiment, or SQuARE.

The resulting photos show the richness of the space station's cultural landscape, while also revealing how far life in space is from images of sci-fi imagination.

The space station is cluttered and chaotic, cramped and dirty. There are no boundaries between where the crew works and where they rest. There is little to no privacy. There isn't even a shower.

What we saw in the squares

Now we can present results from the analysis of the first two squares. One was located in the US Node 2 module, where there are four crew berths, and connections to the European and Japanese labs. Visiting spacecraft often dock here. Our target was a wall where the Maintenance Work Area, or MWA, is located. There's a blue metal panel with 40 velcro squares on it, and a table below for fixing equipment or doing experiments.

NASA intended the area to be used for maintenance. However, we saw hardly any evidence of maintenance there, and only a handful of science activities. In fact, for 50 of the 60 days covered by our survey, the square was only used for storing items, which may not even have been used there.

The amount of velcro here made it a perfect location for ad hoc storage. Close to half of all items recorded (44%) were related to holding other items in place.

The other square we've completed was in the US Node 3 module, where there are exercise machines and the toilet. It's also a passageway to the crew's favourite part of the space station, the seven-sided cupola window, and to storage modules.

This wall had no designated function, so it was used for eclectic purposes, such as storing a laptop, an antibacterial experiment and resealable bags. And for 52 days during SQuARE, it was also the location where one crew member kept their toiletry kit.

It makes a kind of sense to put one's toiletries near the toilet and the exercise machines that each astronaut uses for hours every day. But this is a highly public space, where others are constantly passing by. The placement of the toiletry kit shows how inadequate the facilities are for hygiene and privacy.

What does this mean?

Our analysis of Squares 03 and 05 helped us understand how restraints such as velcro create a sort of transient gravity.

Restraints used to hold an object form a patch of active gravity, while those not in use represent potential gravity. The artefact analysis shows us how much potential gravity is available at each location.

The main focus of the space station is scientific work. To make this happen, astronauts have to deploy large numbers of objects. Square 03 shows how they turned a surface intended for maintenance into a halfway house for various items on their journeys around the station. Professor de Inglês - 1 1

Our data suggests that designers of future space stations, such as the commercial ones currently planned for low Earth orbit, or the Gateway station being built for lunar orbit, might need to make storage a higher priority.

Square 05 shows how a public wall space was claimed for personal storage by an unknown crew member. We already know there is less-than-ideal provision for privacy, but the persistence of the toiletry bag at this location shows how crew adapt spaces to make up for this.

What makes our conclusions significant is that they are evidence-based. The analysis of the first two squares suggests the data from all six will offer further insights into humanity's longest surviving space habitat.

Current plans are to bring the space station down from orbit in 2031, so this experiment may be the only chance we have to gather archaeological data.


https://www.astronomy.com/space-exploration/archaeologists-conduct-fi rst-space-excavation-on-international-space-station/
In the article, the authors mention that astronauts on the International Space Station "create their own 'gravity' to replace Earth's." Considering the multiple meanings of the word "gravity," which strategy would best help a reader understand its specific meaning in this context?

Check the item that CORRECTLY fills in the gaps below:

_____________, play and novel by ___________ playwright ________________, was produced in 1904. The fictional character has become a cultural icon symbolizing youthful innocence and escapism.

Read the following text:


TEXT I


The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices


Read the following text:


The movement towards a more meaningful approach to the teaching of English as a foreign language in Brazilian regular schools reached its climax in the 20th century with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level. Since then, the community of teachers has been divided into those who welcomed the contents, views and propositions of the document, and the ones who believed that the suggestions it contained were inappropriate. At the center of this controversy was the importance given by the official policies to the teaching of reading, as opposed to an approach, borrowed from private language institutes, which historically favored a focus on the oral skills.


A brief overview of the recent history of ELT in Brazilian regular schools


During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.


From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools.This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.


This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.


Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.


To be or not to be: professional identities and beliefs


When asked why they were against the focus on reading, most teachers who take this position, told me that they considered the teaching of reading to be "not enough". Most of them also added that if the teaching of reading was designed to fit a context where one cannot effectively teach the oral skills, then we should not adapt ourselves to that context, but rather demand the improvements that would make more feasible the teaching of the so-called four skills.


Let us consider these statements more closely. The first one is about quantity, that is, by teaching "only" the reading skill, the teacher would be denying her/his students the opportunity for learning all the other skills. They would be denied the opportunity for learning to speak English, which is, after all, assumed to be the real goal of teaching English as a Foreign Language (EFL).


Reasonable and democratic as it may seem, such an argument fails to take into consideration at least one extremely relevant issue: the fact that in Brazil there are virtually no reports of successful teaching of the four skills in contexts other than the private language institutes. Before the mid-1980s, several different attempts were made to make ELT work out at regular schools, but only those which completely changed the characteristics of the classes (making them look almost exactly like the small, homogeneous classes of the private institutes) were able to achieve some (questionable) level of success. In other words, the integrative approach to ELT, with its claim of teaching the four skills, focusing especially on the oral skills, has never been successful in our regular schools, including most of the private ones, with very few exceptions. If that is indeed the case, then it makes very little sense to speak of giving our students more or less of something that they never really had. And even if we are to speak in such terms, then it is extremely clear (at least for those who tried it) that the communicative teaching of one skill is definitely better (and more) than the pantomime of allegedly teaching the four skills, which was never successful in the context of Brazilian schools.


Where do we go from here?


Any attempt to establish new policies for the teaching of EFL at Brazilian regular schools should start with the recognition that the PCN were a very important step towards meaningful foreign language education in this context. Without such recognition, there will always be the suspicion that the old beliefs connected to the professional identity of the teacher as an instructor are coming back.


Surely, we do not want to teach only reading forever. But sound attempts to go forward in enhancing the relevance of our teaching should start with the discussion of the three groups of reasons that justified the propositions of the PCN. The focus on reading was considered the most adequate for the majority of our schools because of practical considerations about our working conditions, social relevance, and educational relevance.


As far as practical conditions and educational relevance are concerned, virtually no major change has occurred in order to justify reframing our teaching. However, in what concerns social relevance, it is undeniable that the growth of the Internet has provided a new context for the use of the English language outside schools. For that reason, it is my belief that skills other than reading may now be taught in our classes without representing a return to a rationale that is alien to our schools. The teaching of writing in the context of Internet genres and practices is definitely necessary, if we want our students to have their own voice, becoming able to project their own local identities in global contexts.

Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil – Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/ nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
According to the text, as opposed to the PCN, the private language institutes focus on:
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