Based on text I, judge whether the following statements are right (C) or wrong (E).
The text stresses the difference between the opinions of cave artists and of modern art scholars in terms of the concept of the artistic genius.
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Based on text I, judge whether the following statements are right (C) or wrong (E).
The text stresses the difference between the opinions of cave artists and of modern art scholars in terms of the concept of the artistic genius.
Text 3
Desuggestopedia; the application of the study of suggestion to pedagogy, has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying and, thus, to help them overcome the barriers to learning. One of the ways th e students' mental reserves are stimulated is through integration of the fine arts, an importante contribution to the method made by Lozanov's colleague Evclyna Carcva.
LARSEN-FREEMAN, Diane. Techniques and Principles in Language Teaching. 3rd ed. Oxford ; New York: Oxford University Press, 2011.
Based on text I, judge whether the following statements are right (C) or wrong (E).
The author concludes that cave artists depicted humans as weak to show the preponderance megafauna had in those days.
Based on text V, judge whether the following statements are right (C) or wrong (E).
Due to the amount of global GDP produced by cities, the article shows how important it is for cities to continue growing to help the urbanization process.
Judge the following items based on the text above.
In relation to cattle farming practices, carbon dioxide is the most important greenhouse gas emitter, originating from the transportation of animals.
After carrying out text reading, it is possible to infer the featured words highlight.
The announcement of pandemic-related lockdown measures in March 2020 in the UK led to a wide-ranging series of measures in education as a whole to deal with the sudden changes in the learning environment. These included top-down policy directives and centralised toolkits, but arguably in language education the most effective responses were often bottom-up community initiatives. Language education was well placed to deal with some of the challenges in responding to the rapid move to online teaching through historical work in areas such as computer-assisted language learning (CALL) (Levy) dating back to the 1960s and more recent variants such as mobile-assisted language learning (MALL). There has been undeniably community-driven work in the school sector in particular in recent years, with the use of the #MFLTwitterati hashtag in part driving debate around the use of technology in language education on Twitter long before COVID-19 struck, and the TiLT (Technology in Language Teaching) webinar series, which began soon afterwards in March 2020. During the COVID-19 crisis, in a drive to support language teachers in moving to online teaching, experts at the Open University developed a free toolkit that could be downloaded, used, adapted and modified by ML practitioners which indeed made a difference. Social media was often a useful platform to provide help with teaching online (Rosell-Aguilar). Other examples include interdisciplinary discussions, such as the AMLUK Symposium on Modern Languages, Area Studies and Linguistics in 2021, which provided examples of the relationship and possible interdisciplinary links between research and pedagogy in Modern Languages, Area Studies and Linguistics. This symposium assuredly opened up constructive discussions about which teaching methodologies and strategies could support the internationalisation and decolonisation of our discipline.
(Reflections on Post-Pandemic Pedagogical Trends in Language Education. In: Dec, 2023.)
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 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 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)
Text CB1A2
Currently, the Digital Euro has not been launched — though there are signs that a launch may be coming sooner rather than later. By October 2025, the ECB (European Central Bank) has indicated a second phase of the preparation for the Digital Euro. By then, the ECB will have prepared an outreach plan, procurement standards, and technology providers.
The Digital Euro has potential downsides, many of them echoed in the other launches of central bank digital currencies. For example, the central bank will become a technology company focused on procurement with central points of failure. This was a breeding ground for corruption for the bureaucrat fortunate enough to make these technical choices in China.
While the Digital Euro is slated to “coexist” with cash, this also comes when EU (European Union) nations are voting on ending end-to-end encryption (a critical digital privacy tool) and have started to restrict cash with limits being placed on how much you can spend in cash to accelerate its slow demise.
User privacy is said to be the ECB’s “chief concern” as it has been designing the central bank’s digital currency. Certainly, the ECB is aware of public perception that has negative surveillance, control, and privacy implications in mind. The ECB has been at pains to say that the Digital Euro will “coexist” with cash and that unlike the e-CNY (China’s central bank digital coin) it will not be tied to a “social credit” score or place limits on how money is spent.
A big part of the ECB’s drive towards the Digital Euro is to compete and pry Europeans away from Bitcoin, cryptocurrencies, and “stablecoins”.
Central bank digital currencies are a direct liability of the central bank. Since the central bank has the power to issue currency, this means that the central bank can essentially create “digital euros” if it wishes to. The architecture and data within a central bank digital currency are usually built completely by the central bank supported by private vendors of its choice. In China, the central bank has turned away from a distributed ledger technology to a centralized data store, in which the technical details are pretty scant. Hence, the central bank controls everything, and the system has no external access.
Internet: <www.forbes.com/sites> (adapted).
Doctor works to save youth from violence before they reach his ER
As an emergency physician at Kings County Hospital Center [in Brooklyn], Dr. Rob Gore has faced many traumatic situations that he'd rather forget. But some moments stick with him. "Probably the worst thing that I've ever had to do is tell a 15-year-old's mother that her son was killed," Gore said. "If I can't keep somebody alive, I've failed." [...]
"Conflict's not avoidable. But violent conflict is," Gore said. "Seeing a lot of the traumas that take place at work, or in the neighborhood, you realize, 'I don't want this to happen anymore. What do we do about it?"
For Gore, one answer is the “Kings Against Violence Initiative" - known as KAVI - which he started in 2009. Today, the nonprofit has anti-violence programs in the hospital, schools and broader community, serving more than 250 young people.
Victims of violence are more likely to be reinjured, so the first place Gore wanted to work was in the hospital, with an intervention program in which "hospital responders" assist victims of violence and their family - a model pioneered at other hospitals. The idea is that reaching out right after someone has been injured reduces the likelihood of violent retaliation and provides a chance for the victim to address some of the circumstances that may have led to their injury.
Gore started this program at his hospital with a handful of volunteers from KAVI. Today, the effort is a partnership between KAVI and a few other nonprofits, with teams on call 24/7.
Yet Gore wanted to prevent people from being violently injured in the first place. So, in 2011, he and his group began working with a handful of at-risk students at a nearby high school. By the end of the year, more than 50 students were involved. Today, KAVI holds weekly workshops for male and female students in three schools, teaching mediation and conflict resolution. The group also provides free mental health counseling for students who need one-on-one support.
"Violence is everywhere they turn - home, school, neighborhood, police," Gore said. "You want to make sure they can learn how to process, deal with it and overcome it."
While Gore still regularly attends workshops, most are now led by peer facilitators - recent graduates and college students, some of whom are former KAVI members - who serve as mentors to the students. School administrators say the program has been a success: lowering violence, raising grades and sending many graduates on to college.
"This is really about the community in which we live" he said. "This is my home. And I'm going to do whatever is possible to make sure people can actually thrive."
(Adapted and abridged from http ://www.cnn.com)
Leia o texto para responder à questão.
While plastic refuse littering beaches and oceans draws high-profile attention, the Food and Agriculture Organization’s (FAO) Assessment of agricultural plastics and their sustainability: a call for action suggests that the land we use to grow our food is contaminated with even larger quantities of plastic pollutants. “Soils are one of the main receptors of agricultural plastics and are known to contain larger quantities of microplastics than oceans”, FAO Deputy Director-General Maria Helena Semedo said in the report’s foreword.
According to data collated by FAO experts, agricultural value chains each year use 12.5 million tonnes of plastic products while another 37.3 million are used in food packaging. Crop production and livestock accounted for 10.2 million tonnes per year collectively, followed by fisheries and aquaculture with 2.1 million, and forestry with 0.2 million tonnes. Asia was estimated to be the largest user of plastics in agricultural production, accounting for almost half of global usage. Moreover, without viable alternatives, plastic demand in agriculture is only set to increase. As the demand for agricultural plastic continues surge, Ms. Semedo underscored the need to better monitor the quantities that “leak into the environment from agriculture”.
Since their widespread introduction in the 1950s, plastics have become ubiquitous. In agriculture, plastic products greatly help productivity, such as in covering soil to reduce weeds; nets to protect and boost plant growth, extend cropping seasons and increase yields; and tree guards, which protect young plants and trees from animals and help provide a growth-enhancing microclimate. However, of the estimated 6.3 billion tonnes of plastics produced before 2015, almost 80 per cent had never been properly disposed of. While the effects of large plastic items on marine fauna have been well documented, the impacts unleashed during their disintegration potentially affect entire ecosystems.
(https://news.un.org, 07.12.2021. Adaptado.)
Climate change poses significant challenges to cattle farming, a sector vital to global food security. Among the most pressing concerns is the increasing frequency and intensity of droughts. Reduced rainfall diminishes pasture quality and availability, limiting feed for livestock and increasing water scarcity. This can lead to decreased animal growth rates, reduced milk production, and increased mortality rates. Moreover, prolonged droughts can contribute to desertification, shrinking available grazing land and forcing farmers to adopt costly alternative feeding strategies.
Beyond drought, other climate-related impacts include heat stress, which can significantly impact animal health and productivity. Rising temperatures can exacerbate heat stress, leading to decreased feed intake, reduced fertility, and increased mortality in livestock. Furthermore, extreme weather events, such as heavy rainfall and flooding, can cause infrastructure damage, contaminate water sources, and lead to the loss of livestock.
The cattle farming sector itself contributes to climate change through greenhouse gas emissions, primarily methane produced during animal digestion and nitrous oxide from manure management. Deforestation for pasture expansion also releases significant amounts of carbon dioxide.
To address these challenges, a multi-pronged approach is crucial.
• Genetic selection: Breeding programs focused on developing drought-resistant livestock breeds are vital. and heat-tolerant
• Sustainable feeding strategies: Implementing precision feeding techniques, improving feed efficiency, and exploring alternative drought-resistant forage livestock resilience. feed sources, varieties, such as can enhance
• Integrated farming systems: Integrating crop and livestock production, such as through agroforestry systems, can improve soil health, enhance water retention, and reduce greenhouse gas emissions.
• Technological innovations: Utilizing technologies such as precision livestock farming, remote sensing for pasture monitoring, and renewable energy sources can improve resource efficiency and reduce the environmental footprint of cattle production.
Furthermore, strong policy support, including incentives for sustainable farming practices, investments in research and development, and improved access to climate information services, are essential for the long-term sustainability of the cattle farming sector.
Addressing the challenges posed by climate change requires a collaborative effort involving farmers, researchers, policymakers, and consumers. By embracing innovative solutions, prioritizing sustainable practices, and fostering a collective understanding of the importance of climate-resilient livestock production, we can ensure a future when this vital sector continues to thrive while minimizing its environmental impact.
Internet:<conafer.org.br> (adapted).
Judge the following item based on the text above.
Crop-livestock-forest integration systems do not influence water conservation.
The Indian education sector has undergone a significant transformation in recent years, owing to the implementation of innovative technologies and solutions. According to a recent report, the e-learning market in India is estimated to have reached $ 1.96 billion in 2021, up from $ 247 million in 2016. The growth in popularity of mobile learning platforms among students has led to this expansion.
Mobile learning platforms are expected to play a significant role in the growth of the online education market in India. A report by a consultancy company projected that the online education market in India would reach $ 1.96 billion by 2021. Educational apps have seen tremendous success by offering interactive video lessons, quizzes, and personalized learning plans to help students succeed academically.
Personalized learning, tailoring teaching and learning to students’ needs, is also an important trend in the Indian education sector. In addition to technology, the Indian education sector has also witnessed the emergence of new pedagogical approaches such as experiential learning, project-based learning, and collaborative learning. These approaches focus on providing students with hands-on, practical learning experiences that prepare them for the real world.
With the continued adoption of these technologies and approaches, the future of education in India looks bright, offering students new opportunities to learn and grow.
Internet: <https://varthana.com/school> (adapted).
Based on the preceding text, judge the following item.
It is correct to conclude from the first sentence of the third
paragraph that personalized learning is achieved by
“tailoring teaching and learning to students’ needs”.