Questões de Inglês

Which option completes the text below correctly?

Renew or replace your adult passport

 

    You              be aged 16 or over (or turning 16 in the next 3 weeks) if you want an adult passport. There's a different process to get a passport for a child.

 

    The rules for passports, driving, pet travel and more             change from 1 January 2021. Act now so you             travel as planned.

 

    If you're in the UK you             :

 

- renew your passport if it's expired or will expire soon:

- replace your passport if it's been lost, stolen or damaged;
- change the details on your passport.

(Adapted from https://www.gov.uk/renew-adult-pasport)

Based on the text below, answer question.
 

Career confusion in the 21st century: challenges and opportunities

 

    [1] The time and energy that teenagers dedicate to learning and the fields of study they choose profoundly shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on
their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. In summary, students cannot be what they cannot see.

    [2] With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young  people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.

    [3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part- time employment with full-time education do better in their school-to-work transitions. The positive benefits include
lower probabilities of being unemployed or NEET (Not in Education, Employment or Training), higher wages, and others (see Box 1). However, the benefits cannot be taken for granted and some experiences in different countries have demonstrated that governments and schools can better support young people as they prepare themselves for working life.

    [4] Schools may provide programmes of career development activities, particularly those that include workplace experience. Experience of the world of work challenges young people to understand what it means to be personally effective in different workplaces while providing a unique opportunity to develop social networks of value. Through exposure to the people who do different jobs, young people have the chance to challenge gender- and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).

    [5] However, in recent years, analyses of career preparation have focused on the challenge cf misalignment: where the educational plans of young people are out of kilter with their occupational expectations. When young people underestimate the education required to fulfil their dreams, they can expect to find their early working lives more difficult than would be expected. Of particular concern is that most young people whose aspirations are misaligned with their education come from disadvantaged backgrounds. Consequently, it is now clear that career guidance serves an important service in dealing with inequalities.

    [6] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than working class kids. Similarly, career thinking is often determined by gender and immigrant background as well as socioeconomic status. Disadvantaged young people are at clear risk of career confusion. It is neither fair, nor efficient, for students to move through education with limited views of both the amplitude of the labour market and their own potential.

Box 1 - The positive effects of teenage part-time employment

    [7] Studies in Australia, the United Kingdom and the United States commonly show that teenagers who combine full-time study with part-time work can expect to do better in the adult job market than would be expected, given their backgrounds and academic qualifications. Studies that follow them from childhood to adulthood have routinely found evidence of higher earnings and fewer periods of unemployment. In an American study which follows young people born in the mid-1970s up to the age of 30, the researchers find a positive relationship between working part time at age 14 and 15 and a subjective sense of job realization in adulthood. Teenage students who worked were far more likely to agree at age 30 that they were working in a job that they wanted. However, the exact relationship between working when a teenager and later "economic success is not well understood, and the phenomenon may have some disadvantages: students working excessive hours perform worse in final examinations than would otherwise be exnected.

Box 2 - The long-term impacts of career talks

    [8] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than

(Adapted from: Dream jobs? Teenager career aspirations and the future of work. Available at: www.oecd.org/education/dream-jobs- teenagers-career-aspirations-and-the-future-of-work .htm )

According to the text in Box 1, it is correct to say that people who worked a lot and studied when they were teenagers:

Based on the text below, answer question.
 

Career confusion in the 21st century: challenges and opportunities

 

    [1] The time and energy that teenagers dedicate to learning and the fields of study they choose profoundly shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on
their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. In summary, students cannot be what they cannot see.

    [2] With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young  people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.

    [3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part- time employment with full-time education do better in their school-to-work transitions. The positive benefits include
lower probabilities of being unemployed or NEET (Not in Education, Employment or Training), higher wages, and others (see Box 1). However, the benefits cannot be taken for granted and some experiences in different countries have demonstrated that governments and schools can better support young people as they prepare themselves for working life.

    [4] Schools may provide programmes of career development activities, particularly those that include workplace experience. Experience of the world of work challenges young people to understand what it means to be personally effective in different workplaces while providing a unique opportunity to develop social networks of value. Through exposure to the people who do different jobs, young people have the chance to challenge gender- and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).

    [5] However, in recent years, analyses of career preparation have focused on the challenge cf misalignment: where the educational plans of young people are out of kilter with their occupational expectations. When young people underestimate the education required to fulfil their dreams, they can expect to find their early working lives more difficult than would be expected. Of particular concern is that most young people whose aspirations are misaligned with their education come from disadvantaged backgrounds. Consequently, it is now clear that career guidance serves an important service in dealing with inequalities.

    [6] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than working class kids. Similarly, career thinking is often determined by gender and immigrant background as well as socioeconomic status. Disadvantaged young people are at clear risk of career confusion. It is neither fair, nor efficient, for students to move through education with limited views of both the amplitude of the labour market and their own potential.

Box 1 - The positive effects of teenage part-time employment

    [7] Studies in Australia, the United Kingdom and the United States commonly show that teenagers who combine full-time study with part-time work can expect to do better in the adult job market than would be expected, given their backgrounds and academic qualifications. Studies that follow them from childhood to adulthood have routinely found evidence of higher earnings and fewer periods of unemployment. In an American study which follows young people born in the mid-1970s up to the age of 30, the researchers find a positive relationship between working part time at age 14 and 15 and a subjective sense of job realization in adulthood. Teenage students who worked were far more likely to agree at age 30 that they were working in a job that they wanted. However, the exact relationship between working when a teenager and later "economic success is not well understood, and the phenomenon may have some disadvantages: students working excessive hours perform worse in final examinations than would otherwise be exnected.

Box 2 - The long-term impacts of career talks

    [8] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than

(Adapted from: Dream jobs? Teenager career aspirations and the future of work. Available at: www.oecd.org/education/dream-jobs- teenagers-career-aspirations-and-the-future-of-work .htm )

According to the contents of paragraph 3, the transition from school to work is better for teenagers who:

Based on the text below, answer question.
 

Career confusion in the 21st century: challenges and opportunities

 

    [1] The time and energy that teenagers dedicate to learning and the fields of study they choose profoundly shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on
their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. In summary, students cannot be what they cannot see.

    [2] With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young  people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.

    [3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part- time employment with full-time education do better in their school-to-work transitions. The positive benefits include
lower probabilities of being unemployed or NEET (Not in Education, Employment or Training), higher wages, and others (see Box 1). However, the benefits cannot be taken for granted and some experiences in different countries have demonstrated that governments and schools can better support young people as they prepare themselves for working life.

    [4] Schools may provide programmes of career development activities, particularly those that include workplace experience. Experience of the world of work challenges young people to understand what it means to be personally effective in different workplaces while providing a unique opportunity to develop social networks of value. Through exposure to the people who do different jobs, young people have the chance to challenge gender- and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).

    [5] However, in recent years, analyses of career preparation have focused on the challenge cf misalignment: where the educational plans of young people are out of kilter with their occupational expectations. When young people underestimate the education required to fulfil their dreams, they can expect to find their early working lives more difficult than would be expected. Of particular concern is that most young people whose aspirations are misaligned with their education come from disadvantaged backgrounds. Consequently, it is now clear that career guidance serves an important service in dealing with inequalities.

    [6] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than working class kids. Similarly, career thinking is often determined by gender and immigrant background as well as socioeconomic status. Disadvantaged young people are at clear risk of career confusion. It is neither fair, nor efficient, for students to move through education with limited views of both the amplitude of the labour market and their own potential.

Box 1 - The positive effects of teenage part-time employment

    [7] Studies in Australia, the United Kingdom and the United States commonly show that teenagers who combine full-time study with part-time work can expect to do better in the adult job market than would be expected, given their backgrounds and academic qualifications. Studies that follow them from childhood to adulthood have routinely found evidence of higher earnings and fewer periods of unemployment. In an American study which follows young people born in the mid-1970s up to the age of 30, the researchers find a positive relationship between working part time at age 14 and 15 and a subjective sense of job realization in adulthood. Teenage students who worked were far more likely to agree at age 30 that they were working in a job that they wanted. However, the exact relationship between working when a teenager and later "economic success is not well understood, and the phenomenon may have some disadvantages: students working excessive hours perform worse in final examinations than would otherwise be exnected.

Box 2 - The long-term impacts of career talks

    [8] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than

(Adapted from: Dream jobs? Teenager career aspirations and the future of work. Available at: www.oecd.org/education/dream-jobs- teenagers-career-aspirations-and-the-future-of-work .htm )

The meaning of the expression “out of kilter with” in paragraph 5 is

Based on the text below, answer question.
 

Career confusion in the 21st century: challenges and opportunities

 

    [1] The time and energy that teenagers dedicate to learning and the fields of study they choose profoundly shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on
their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. In summary, students cannot be what they cannot see.

    [2] With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young  people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.

    [3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part- time employment with full-time education do better in their school-to-work transitions. The positive benefits include
lower probabilities of being unemployed or NEET (Not in Education, Employment or Training), higher wages, and others (see Box 1). However, the benefits cannot be taken for granted and some experiences in different countries have demonstrated that governments and schools can better support young people as they prepare themselves for working life.

    [4] Schools may provide programmes of career development activities, particularly those that include workplace experience. Experience of the world of work challenges young people to understand what it means to be personally effective in different workplaces while providing a unique opportunity to develop social networks of value. Through exposure to the people who do different jobs, young people have the chance to challenge gender- and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).

    [5] However, in recent years, analyses of career preparation have focused on the challenge cf misalignment: where the educational plans of young people are out of kilter with their occupational expectations. When young people underestimate the education required to fulfil their dreams, they can expect to find their early working lives more difficult than would be expected. Of particular concern is that most young people whose aspirations are misaligned with their education come from disadvantaged backgrounds. Consequently, it is now clear that career guidance serves an important service in dealing with inequalities.

    [6] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than working class kids. Similarly, career thinking is often determined by gender and immigrant background as well as socioeconomic status. Disadvantaged young people are at clear risk of career confusion. It is neither fair, nor efficient, for students to move through education with limited views of both the amplitude of the labour market and their own potential.

Box 1 - The positive effects of teenage part-time employment

    [7] Studies in Australia, the United Kingdom and the United States commonly show that teenagers who combine full-time study with part-time work can expect to do better in the adult job market than would be expected, given their backgrounds and academic qualifications. Studies that follow them from childhood to adulthood have routinely found evidence of higher earnings and fewer periods of unemployment. In an American study which follows young people born in the mid-1970s up to the age of 30, the researchers find a positive relationship between working part time at age 14 and 15 and a subjective sense of job realization in adulthood. Teenage students who worked were far more likely to agree at age 30 that they were working in a job that they wanted. However, the exact relationship between working when a teenager and later "economic success is not well understood, and the phenomenon may have some disadvantages: students working excessive hours perform worse in final examinations than would otherwise be exnected.

Box 2 - The long-term impacts of career talks

    [8] Results from PISA show that the career aspirations of young people are no simple reflection of teenage academic ability. Rather, they reflect complex lives. Analyses show that the children of more advantaged families are more likely to want to go on to university than

(Adapted from: Dream jobs? Teenager career aspirations and the future of work. Available at: www.oecd.org/education/dream-jobs- teenagers-career-aspirations-and-the-future-of-work .htm )

According to paragraph 1, itis correct to say that “students cannot be what they cannot see” because:

Read the text below and answer the question that follow.

 

TEXT

Few would deny that men and women differ physically. […] But their brains and behavior reflect no significant differences, argue many people, including some psychologists. Increasingly, it seems, it is de rigueur to reject or downplay psychological differences between the sexes – despite substantial scientific evidence that they exist.

Women tend to engage in more altruistic behavior and rate higher on certain measures of empathy. Men, on average, perform better on tasks in which they mentally rotate an object, while women can better remember the location of objects. Evolutionary theorists postulate that sex differences arose because male and female hominids faced different reproductive and survival pressures.

Men are also much more likely to be diagnosed with autism spectrum disorder, for instance, while rates of mood disorders and Alzheimer’s disease are higher among women. These sex differences can have important implications for understanding and treating disorders.

A recent review of sex differences in vulnerability to stress examined findings in humans and nonhuman animals on molecular as well as behavioral levels. Among those findings […] is that “boys and girls, particularly adolescents, had different responses to experiencing post-traumatic stress disorder. Girls had internalizing symptoms, such as self-blame, and boys engaged much more in externalizing behavior,” including acting disruptively. […] The same disorders can [therefore] produce considerably different symptoms.

Sex differences can be important in the development of medications, too. […] past efforts show that a drug tested on male animals won’t necessarily work for human females.

“No one’s saying that men and women are completely different beings. There is probably more that overlaps than is different,” [Georgia] Hodes says. “But we need to understand these differences. I think it becomes especially important when you’re trying to develop better treatments.”

Matt Huston, Psychology Today, October 2019

TEXT states that it is important to study sex differences in order to