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Questões de Inglês
19.971 Questões
Questão 24 155470
UFRR Módulo 1 2017TEXT I
‘500 Years of Brazil’s Discovery’
By GAIL FINEBERG
Our territory was already inhabited before 1500 A.D., by a
large population, estimated in the 1500s at 3 million Indians,
with their own communal organization and traditions.
The encounter occurred on April 22, 1500, when Pedro
Álvares Cabral, commander of a Portuguese armada,
sighted the South American mainland and staked a claim
for Portugal.
The Portuguese found Brazil attractive, as did the French,
Dutch and Spanish. The first agreement between Spain and
Portugal on frontiers was not reached until 1750.
The Jesuits were enterprising, and their missionary efforts
spread throughout the country between 1625 and 1759.
The religious influence was responsible for an extraordinarily
beautiful Brazilian baroque architecture.
Thoughts of independence began to take root in the late
18th century. Revolutionary events in Europe had a profound
effect on Brazil. Napoleon’s invasion of Portugal prompted
the Portuguese prince regent, Dom João, to move the
Portuguese court to Brazil in 1808.
Brazil matured quickly as the seat of the Portuguese empire.
The prince opened Brazilian ports to trade with friendly
nations, including Great Britain, and also government offices
in Rio de Janeiro, a supreme court, a bank, the royal treasury,
mint, printing office, a national library with holdings from the
Portuguese National Library and other academic institutions.
With the death of Portugal’s queen, Maria I, in 1816, the
regent became King João VI. He returned to Portugal in 1821
to contain a revolution there and appointed his son, Dom
Pedro, as regent in Brazil. Dom Pedro refused orders a few
months later to return to Lisbon, established a legislative
assembly in São Paulo and proclaimed Brazil’s independence
from Portugal on Sept. 7, 1822.
Dom Pedro I was crowned emperor in 1822, but after a
troubled reign marked by conflict with the assembly, he
abdicated in favor of 5-year- old Dom Pedro de Alcântara in
1831. For the next nine years, Brazil seethed with civil unrest
until both houses of parliament declared the young regent
had reached majority in 1840. The Brazilian Empire lasted to
1889.
Dom Pedro II proved to be an enlightened leader. Brazil
grew and prospered under his reign, and the country enjoyed
a great deal of stability. (The country’s population grew from 4
million to 14 million; railroads built 5,000 miles of track; and
public revenues and products multiplied.) However, support
for a republic grew, and the empire finally collapsed in 1889,
when the royal family went to exile in Europe.
The country’s 19th century economy relied on slave-based
agriculture. Slave trade with Africa did not cease until 1853.
At the dawn of the 21st century, Brazil, with an economy
that is the eighth largest in the world, is a contributor of music,
painting, literature and other arts to the world’s culture.
https://www.loc.gov/loc/lcib/0006/brazil.html
Roraima is an interesting mountain located in the Guiana Highlands. The peak actually shares the border with Venezuela, Brazil, and Guyana, but the mountain is almost always approached from the Venezuela side. The Brazil and Guyana sides are much more difficult. The mountain’s highest point is Maverick Rock which is at and on the Venezuela side (thought some other sources may differ on this).
Mount Roraima was the first of the Tepuis to be climbed and the credit goes to English botanist Everard Im Thurn on an expedition sponsored by the Royal Geographical Society in 1884. It was his subsequent lectures in England that are believed to have inspired Sir Arthur Conan Doyle’s book ‘The Lost World’.
According to the sentence highlighted in the text, the CORRECT alternative is in:
Questão 23 155468
UFRR Módulo 1 2017TEXT I
‘500 Years of Brazil’s Discovery’
By GAIL FINEBERG
Our territory was already inhabited before 1500 A.D., by a
large population, estimated in the 1500s at 3 million Indians,
with their own communal organization and traditions.
The encounter occurred on April 22, 1500, when Pedro
Álvares Cabral, commander of a Portuguese armada,
sighted the South American mainland and staked a claim
for Portugal.
The Portuguese found Brazil attractive, as did the French,
Dutch and Spanish. The first agreement between Spain and
Portugal on frontiers was not reached until 1750.
The Jesuits were enterprising, and their missionary efforts
spread throughout the country between 1625 and 1759.
The religious influence was responsible for an extraordinarily
beautiful Brazilian baroque architecture.
Thoughts of independence began to take root in the late
18th century. Revolutionary events in Europe had a profound
effect on Brazil. Napoleon’s invasion of Portugal prompted
the Portuguese prince regent, Dom João, to move the
Portuguese court to Brazil in 1808.
Brazil matured quickly as the seat of the Portuguese empire.
The prince opened Brazilian ports to trade with friendly
nations, including Great Britain, and also government offices
in Rio de Janeiro, a supreme court, a bank, the royal treasury,
mint, printing office, a national library with holdings from the
Portuguese National Library and other academic institutions.
With the death of Portugal’s queen, Maria I, in 1816, the
regent became King João VI. He returned to Portugal in 1821
to contain a revolution there and appointed his son, Dom
Pedro, as regent in Brazil. Dom Pedro refused orders a few
months later to return to Lisbon, established a legislative
assembly in São Paulo and proclaimed Brazil’s independence
from Portugal on Sept. 7, 1822.
Dom Pedro I was crowned emperor in 1822, but after a
troubled reign marked by conflict with the assembly, he
abdicated in favor of 5-year- old Dom Pedro de Alcântara in
1831. For the next nine years, Brazil seethed with civil unrest
until both houses of parliament declared the young regent
had reached majority in 1840. The Brazilian Empire lasted to
1889.
Dom Pedro II proved to be an enlightened leader. Brazil
grew and prospered under his reign, and the country enjoyed
a great deal of stability. (The country’s population grew from 4
million to 14 million; railroads built 5,000 miles of track; and
public revenues and products multiplied.) However, support
for a republic grew, and the empire finally collapsed in 1889,
when the royal family went to exile in Europe.
The country’s 19th century economy relied on slave-based
agriculture. Slave trade with Africa did not cease until 1853.
At the dawn of the 21st century, Brazil, with an economy
that is the eighth largest in the world, is a contributor of music,
painting, literature and other arts to the world’s culture.
https://www.loc.gov/loc/lcib/0006/brazil.html
In the last paragraph of the text above, the expression “At the dawn” means:
Questão 22 155466
UFRR Módulo 1 2017TEXT I
‘500 Years of Brazil’s Discovery’
By GAIL FINEBERG
Our territory was already inhabited before 1500 A.D., by a
large population, estimated in the 1500s at 3 million Indians,
with their own communal organization and traditions.
The encounter occurred on April 22, 1500, when Pedro
Álvares Cabral, commander of a Portuguese armada,
sighted the South American mainland and staked a claim
for Portugal.
The Portuguese found Brazil attractive, as did the French,
Dutch and Spanish. The first agreement between Spain and
Portugal on frontiers was not reached until 1750.
The Jesuits were enterprising, and their missionary efforts
spread throughout the country between 1625 and 1759.
The religious influence was responsible for an extraordinarily
beautiful Brazilian baroque architecture.
Thoughts of independence began to take root in the late
18th century. Revolutionary events in Europe had a profound
effect on Brazil. Napoleon’s invasion of Portugal prompted
the Portuguese prince regent, Dom João, to move the
Portuguese court to Brazil in 1808.
Brazil matured quickly as the seat of the Portuguese empire.
The prince opened Brazilian ports to trade with friendly
nations, including Great Britain, and also government offices
in Rio de Janeiro, a supreme court, a bank, the royal treasury,
mint, printing office, a national library with holdings from the
Portuguese National Library and other academic institutions.
With the death of Portugal’s queen, Maria I, in 1816, the
regent became King João VI. He returned to Portugal in 1821
to contain a revolution there and appointed his son, Dom
Pedro, as regent in Brazil. Dom Pedro refused orders a few
months later to return to Lisbon, established a legislative
assembly in São Paulo and proclaimed Brazil’s independence
from Portugal on Sept. 7, 1822.
Dom Pedro I was crowned emperor in 1822, but after a
troubled reign marked by conflict with the assembly, he
abdicated in favor of 5-year- old Dom Pedro de Alcântara in
1831. For the next nine years, Brazil seethed with civil unrest
until both houses of parliament declared the young regent
had reached majority in 1840. The Brazilian Empire lasted to
1889.
Dom Pedro II proved to be an enlightened leader. Brazil
grew and prospered under his reign, and the country enjoyed
a great deal of stability. (The country’s population grew from 4
million to 14 million; railroads built 5,000 miles of track; and
public revenues and products multiplied.) However, support
for a republic grew, and the empire finally collapsed in 1889,
when the royal family went to exile in Europe.
The country’s 19th century economy relied on slave-based
agriculture. Slave trade with Africa did not cease until 1853.
At the dawn of the 21st century, Brazil, with an economy
that is the eighth largest in the world, is a contributor of music,
painting, literature and other arts to the world’s culture.
https://www.loc.gov/loc/lcib/0006/brazil.html
According to Brazil’s History, Cabral reached the Brazilian coast in the:
Questão 47 154579
AFA 2017TEXT
Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ by Valerie Strauss
The fields of psychology and education were
revolutionized 30 years ago when we now worldrenowned
psychologist Howard Gardner published his
1983 book Frames of Mind: The Theory of Multiple
[5] Intelligences, which detailed a new model of human
intelligence that went beyond the traditional view that
there was a single kind that could be measured by
standardized tests.
Gardner’s theory initially listed seven intelligences
[10] which work together: linguistic, logical-mathematical,
musical, bodily-kinesthetic, interpersonal and
intrapersonal; he later added an eighth, naturalist
intelligence and says there may be a few more. The
theory became highly popular with K-12 educators1
[15] around the world seeking ways to reach students who
did not respond to traditional approaches, but over time,
‘multiple intelligences’ somehow became synonymous
with the concept of ‘learning styles’. In this important
post, Gardner explains why the former is not the latter.
[20] It’s been 30 years since I developed the notion of
‘multiple intelligences’. I have been gratified by the
interest shown in this idea and the ways it’s been used in
schools, museums, and business around the world. But
one unanticipated consequence has driven me to
[25] distraction and that’s the tendency of many people,
including persons whom I cherish, to credit me with the
notion of ‘learning styles’ or to collapse ‘multiple
intelligences’ with ‘learning styles’. It’s high time to
relieve my pain and to set the record straight.
[30] First a word about ‘MI theory’. On the basis of
research in several disciplines, including the study of
how human capacities are represented in the brain, I
developed the idea that each of us has a number of
relatively independent mental faculties, which can be
[35] termed our ‘multiple intelligences’. The basic idea is
simplicity itself. A belief in a single intelligence assumes
that we have one central, all-purpose computer, and it
determines how well we perform in every sector of life. In
contrast, a belief in multiple intelligences assumes that
[40] human beings have 7 to 10 distinct intelligences.
Even before I spoke and wrote about ‘MI’, the term
‘learning styles’ was being bandied about in educational
circles. The idea, reasonable enough on the surface, is
that all children (indeed all of us) have distinctive minds
[45] and personalities. Accordingly, it makes sense to find out
about learners and to teach and nurture them in ways
that are appropriate, that they value, and above all, are
effective.
Two problems: first, the notion of ‘learning styles’ is
[50] itself not coherent. Those who use this term do not
define the criteria for a style, nor where styles come
from, how they are recognized/ assessed/ exploited. Say
that Johnny is said to have a learning style that is
‘impulsive’. Does that mean that Johnny is ‘impulsive’
[55] about everything? How do we know this? What does this
imply about teaching? Should we teach ‘impulsively’, or
should we compensate by ‘teaching reflectively’? What of
learning style is ‘right-brained’ or visual or tactile? Same
issues apply.
[60] Problem #2: when researchers have tried to identify
learning styles, teach consistently with those styles, and
examine outcomes, there is not persuasive evidence that
the learning style analysis produces more effective
outcomes than a ‘one size fits all approach’. Of course,
[65] the learning style analysis might have been inadequate.
Or even if it is on the mark, the fact that one intervention
did not work does not mean that the concept of learning
styles is fatally imperfect; another intervention might
have proved effective. Absence of evidence does not
[70] prove non-existence of a phenomenon; it signals to
educational researchers: ‘back to the drawing boards’.
Here’s my considered judgment about the best way
to analyze this lexical terrain:
Intelligence: We all have the multiple intelligences. But
[75] we signed out, as a strong intelligence, an area where
the person has considerable computational power.
Style or learning style: A hypothesis of how an individual
approaches the range of materials. If an individual has a
‘reflective style’, he/she is hypothesized to be reflective
[80] about the full range of materials. We cannot assume that
reflectiveness in writing necessarily signals
reflectiveness in one’s interaction with the others.
Senses: Sometimes people speak about a ‘visual’
learner or an ‘auditory’ learner. The implication is that
[85] some people learn through their eyes, others through
their ears. This notion is incoherent. Both spatial
information and reading occur with the eyes, but they
make use of entirely different cognitive faculties. What
matters is the power of the mental computer, the
[90] intelligence that acts upon that sensory information once
picked up.
These distinctions are consequential. If people want
to talk about ‘an impulsive style’ or a ‘visual learner’,
that’s their prerogative. But they should recognize that
[95] these labels may be unhelpful, at best, and ill-conceived
at worst.
In contrast, there is strong evidence that human
beings have a range of intelligences and that strength (or
weakness) in one intelligence does not predict strength
[100] (or weakness) in any other intelligences. All of us exhibit
jagged profiles of intelligences. There are common sense
ways of assessing our own intelligences, and even if it
seems appropriate, we can take a more formal test
battery. And then, as teachers, parents, or selfassessors,
[105] we can decide how best to make use of this
information.
(Adapted from https://www.washingtonpost.com/news/answer-sheet)
Glossary:
1. K-12 educators defend the adoption of an interdisciplinary
curriculum and methods for teaching with objects.
Choose the option that shows the indirect speech form for “These distinctions are consequential.” (line 92).
Gardner
Questão 46 154578
AFA 2017TEXT
Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ by Valerie Strauss
The fields of psychology and education were
revolutionized 30 years ago when we now worldrenowned
psychologist Howard Gardner published his
1983 book Frames of Mind: The Theory of Multiple
[5] Intelligences, which detailed a new model of human
intelligence that went beyond the traditional view that
there was a single kind that could be measured by
standardized tests.
Gardner’s theory initially listed seven intelligences
[10] which work together: linguistic, logical-mathematical,
musical, bodily-kinesthetic, interpersonal and
intrapersonal; he later added an eighth, naturalist
intelligence and says there may be a few more. The
theory became highly popular with K-12 educators1
[15] around the world seeking ways to reach students who
did not respond to traditional approaches, but over time,
‘multiple intelligences’ somehow became synonymous
with the concept of ‘learning styles’. In this important
post, Gardner explains why the former is not the latter.
[20] It’s been 30 years since I developed the notion of
‘multiple intelligences’. I have been gratified by the
interest shown in this idea and the ways it’s been used in
schools, museums, and business around the world. But
one unanticipated consequence has driven me to
[25] distraction and that’s the tendency of many people,
including persons whom I cherish, to credit me with the
notion of ‘learning styles’ or to collapse ‘multiple
intelligences’ with ‘learning styles’. It’s high time to
relieve my pain and to set the record straight.
[30] First a word about ‘MI theory’. On the basis of
research in several disciplines, including the study of
how human capacities are represented in the brain, I
developed the idea that each of us has a number of
relatively independent mental faculties, which can be
[35] termed our ‘multiple intelligences’. The basic idea is
simplicity itself. A belief in a single intelligence assumes
that we have one central, all-purpose computer, and it
determines how well we perform in every sector of life. In
contrast, a belief in multiple intelligences assumes that
[40] human beings have 7 to 10 distinct intelligences.
Even before I spoke and wrote about ‘MI’, the term
‘learning styles’ was being bandied about in educational
circles. The idea, reasonable enough on the surface, is
that all children (indeed all of us) have distinctive minds
[45] and personalities. Accordingly, it makes sense to find out
about learners and to teach and nurture them in ways
that are appropriate, that they value, and above all, are
effective.
Two problems: first, the notion of ‘learning styles’ is
[50] itself not coherent. Those who use this term do not
define the criteria for a style, nor where styles come
from, how they are recognized/ assessed/ exploited. Say
that Johnny is said to have a learning style that is
‘impulsive’. Does that mean that Johnny is ‘impulsive’
[55] about everything? How do we know this? What does this
imply about teaching? Should we teach ‘impulsively’, or
should we compensate by ‘teaching reflectively’? What of
learning style is ‘right-brained’ or visual or tactile? Same
issues apply.
[60] Problem #2: when researchers have tried to identify
learning styles, teach consistently with those styles, and
examine outcomes, there is not persuasive evidence that
the learning style analysis produces more effective
outcomes than a ‘one size fits all approach’. Of course,
[65] the learning style analysis might have been inadequate.
Or even if it is on the mark, the fact that one intervention
did not work does not mean that the concept of learning
styles is fatally imperfect; another intervention might
have proved effective. Absence of evidence does not
[70] prove non-existence of a phenomenon; it signals to
educational researchers: ‘back to the drawing boards’.
Here’s my considered judgment about the best way
to analyze this lexical terrain:
Intelligence: We all have the multiple intelligences. But
[75] we signed out, as a strong intelligence, an area where
the person has considerable computational power.
Style or learning style: A hypothesis of how an individual
approaches the range of materials. If an individual has a
‘reflective style’, he/she is hypothesized to be reflective
[80] about the full range of materials. We cannot assume that
reflectiveness in writing necessarily signals
reflectiveness in one’s interaction with the others.
Senses: Sometimes people speak about a ‘visual’
learner or an ‘auditory’ learner. The implication is that
[85] some people learn through their eyes, others through
their ears. This notion is incoherent. Both spatial
information and reading occur with the eyes, but they
make use of entirely different cognitive faculties. What
matters is the power of the mental computer, the
[90] intelligence that acts upon that sensory information once
picked up.
These distinctions are consequential. If people want
to talk about ‘an impulsive style’ or a ‘visual learner’,
that’s their prerogative. But they should recognize that
[95] these labels may be unhelpful, at best, and ill-conceived
at worst.
In contrast, there is strong evidence that human
beings have a range of intelligences and that strength (or
weakness) in one intelligence does not predict strength
[100] (or weakness) in any other intelligences. All of us exhibit
jagged profiles of intelligences. There are common sense
ways of assessing our own intelligences, and even if it
seems appropriate, we can take a more formal test
battery. And then, as teachers, parents, or selfassessors,
[105] we can decide how best to make use of this
information.
(Adapted from https://www.washingtonpost.com/news/answer-sheet)
Glossary:
1. K-12 educators defend the adoption of an interdisciplinary
curriculum and methods for teaching with objects.
The expression “back to the drawing boards” (line 71) suggests that
Questão 45 154577
AFA 2017TEXT
Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ by Valerie Strauss
The fields of psychology and education were
revolutionized 30 years ago when we now worldrenowned
psychologist Howard Gardner published his
1983 book Frames of Mind: The Theory of Multiple
[5] Intelligences, which detailed a new model of human
intelligence that went beyond the traditional view that
there was a single kind that could be measured by
standardized tests.
Gardner’s theory initially listed seven intelligences
[10] which work together: linguistic, logical-mathematical,
musical, bodily-kinesthetic, interpersonal and
intrapersonal; he later added an eighth, naturalist
intelligence and says there may be a few more. The
theory became highly popular with K-12 educators1
[15] around the world seeking ways to reach students who
did not respond to traditional approaches, but over time,
‘multiple intelligences’ somehow became synonymous
with the concept of ‘learning styles’. In this important
post, Gardner explains why the former is not the latter.
[20] It’s been 30 years since I developed the notion of
‘multiple intelligences’. I have been gratified by the
interest shown in this idea and the ways it’s been used in
schools, museums, and business around the world. But
one unanticipated consequence has driven me to
[25] distraction and that’s the tendency of many people,
including persons whom I cherish, to credit me with the
notion of ‘learning styles’ or to collapse ‘multiple
intelligences’ with ‘learning styles’. It’s high time to
relieve my pain and to set the record straight.
[30] First a word about ‘MI theory’. On the basis of
research in several disciplines, including the study of
how human capacities are represented in the brain, I
developed the idea that each of us has a number of
relatively independent mental faculties, which can be
[35] termed our ‘multiple intelligences’. The basic idea is
simplicity itself. A belief in a single intelligence assumes
that we have one central, all-purpose computer, and it
determines how well we perform in every sector of life. In
contrast, a belief in multiple intelligences assumes that
[40] human beings have 7 to 10 distinct intelligences.
Even before I spoke and wrote about ‘MI’, the term
‘learning styles’ was being bandied about in educational
circles. The idea, reasonable enough on the surface, is
that all children (indeed all of us) have distinctive minds
[45] and personalities. Accordingly, it makes sense to find out
about learners and to teach and nurture them in ways
that are appropriate, that they value, and above all, are
effective.
Two problems: first, the notion of ‘learning styles’ is
[50] itself not coherent. Those who use this term do not
define the criteria for a style, nor where styles come
from, how they are recognized/ assessed/ exploited. Say
that Johnny is said to have a learning style that is
‘impulsive’. Does that mean that Johnny is ‘impulsive’
[55] about everything? How do we know this? What does this
imply about teaching? Should we teach ‘impulsively’, or
should we compensate by ‘teaching reflectively’? What of
learning style is ‘right-brained’ or visual or tactile? Same
issues apply.
[60] Problem #2: when researchers have tried to identify
learning styles, teach consistently with those styles, and
examine outcomes, there is not persuasive evidence that
the learning style analysis produces more effective
outcomes than a ‘one size fits all approach’. Of course,
[65] the learning style analysis might have been inadequate.
Or even if it is on the mark, the fact that one intervention
did not work does not mean that the concept of learning
styles is fatally imperfect; another intervention might
have proved effective. Absence of evidence does not
[70] prove non-existence of a phenomenon; it signals to
educational researchers: ‘back to the drawing boards’.
Here’s my considered judgment about the best way
to analyze this lexical terrain:
Intelligence: We all have the multiple intelligences. But
[75] we signed out, as a strong intelligence, an area where
the person has considerable computational power.
Style or learning style: A hypothesis of how an individual
approaches the range of materials. If an individual has a
‘reflective style’, he/she is hypothesized to be reflective
[80] about the full range of materials. We cannot assume that
reflectiveness in writing necessarily signals
reflectiveness in one’s interaction with the others.
Senses: Sometimes people speak about a ‘visual’
learner or an ‘auditory’ learner. The implication is that
[85] some people learn through their eyes, others through
their ears. This notion is incoherent. Both spatial
information and reading occur with the eyes, but they
make use of entirely different cognitive faculties. What
matters is the power of the mental computer, the
[90] intelligence that acts upon that sensory information once
picked up.
These distinctions are consequential. If people want
to talk about ‘an impulsive style’ or a ‘visual learner’,
that’s their prerogative. But they should recognize that
[95] these labels may be unhelpful, at best, and ill-conceived
at worst.
In contrast, there is strong evidence that human
beings have a range of intelligences and that strength (or
weakness) in one intelligence does not predict strength
[100] (or weakness) in any other intelligences. All of us exhibit
jagged profiles of intelligences. There are common sense
ways of assessing our own intelligences, and even if it
seems appropriate, we can take a more formal test
battery. And then, as teachers, parents, or selfassessors,
[105] we can decide how best to make use of this
information.
(Adapted from https://www.washingtonpost.com/news/answer-sheet)
Glossary:
1. K-12 educators defend the adoption of an interdisciplinary
curriculum and methods for teaching with objects.
Mark the option which shows the appropriate plural form for the word “phenomenon” (line 70).
06