Questões de Inglês

THURSDAY, DECEMBER 16, 2010.

 

Newsweek Article: Bullying and Empathy (Kate Altman, M.S.) 

Newsweek offers an article on how schools are using empathytraining programs in an effort to reduce bullying in schools: http://www.newsweek.com/2010/12/15/can-schools-teach-kidsnot-to-bully.html 

 

[1]   The effective_____ of such programs is unclear at this point,  

and experts are divided on whether it makes more sense to offer the  

programs to young children (elementary school age) or older children  

(middle school age) (both, is probably the answer). High school kids  

[5] are simply difficult to reach logistically, since they all have different  

schedules all day. Unsurprisingly, some experts have found that the  

most important component to empathy training is to include the  

parents. 

  In assessing these programs and the broader issues of  

[10] empathy-training and bullying, there are multiple factors to consider  

and no clear answers. First of all, empathy is one of the most difficult  

and least-understood skills we can develop – adults and kids alike.  

Empathy is the process of viewing and understanding the world  

through another’s experience, and it is often confused with sympathy,  

[15] which is, essentially, compassion and lacks the ―walking in another’s  

shoes‖ component (which is not to say it is not an admirable trait, it’s  

just different from empathy). Developmentally, children may not be  

able to truly understand and practice empathy until they are closer to  

the pre-teen years, but introducing the concept early and often is a  

[20] good primer for its later development. 

  Another big question to consider: are programs focused on  

empathy simply band-aids on much larger, more systemic problems?  

Why are kids bullying other kids in the first place? What family issues,  

societal issues, educational issues, are contributing to the need/urge  

[25] to humiliate and attack other children for some sort of personal gain  

and satisfaction? My guess is that for many kids, participating in a  

brief (or even a few brief) empathy-skills seminars simply is not  

enough, and will not get at the root(s) of the problems(s), no matter  

how young they are when the programs begin.  

[30]   I’m not saying that the programs are not a good idea. I  

imagine that they have a lot of benefits and could especially help kids  

who would not necessarily be bullies themselves, but may have  

quietly stood by while witnessing bullying, to become more confident  

about standing up to/reporting bullies. However, to truly reduce  

[35] bullying, society and schools need to find ways to identify and work  

with aggressive children and their families from a young age — to  

troubleshoot factors (from not having basic needs met, to divorce, to  

models of aggression in the home, etc.) that contribute to triggering  

aggressive behavior. Such an approach would be expensive and time

[40] consuming and would command a lot of schools’ resources, but it is

hard to imagine a more lightweight approach being nearly as effective. 

 

Segundo o texto,

THURSDAY, DECEMBER 16, 2010.

 

Newsweek Article: Bullying and Empathy (Kate Altman, M.S.) 

Newsweek offers an article on how schools are using empathytraining programs in an effort to reduce bullying in schools: http://www.newsweek.com/2010/12/15/can-schools-teach-kidsnot-to-bully.html 

 

[1]   The effective_____ of such programs is unclear at this point,  

and experts are divided on whether it makes more sense to offer the  

programs to young children (elementary school age) or older children  

(middle school age) (both, is probably the answer). High school kids  

[5] are simply difficult to reach logistically, since they all have different  

schedules all day. Unsurprisingly, some experts have found that the  

most important component to empathy training is to include the  

parents. 

  In assessing these programs and the broader issues of  

[10] empathy-training and bullying, there are multiple factors to consider  

and no clear answers. First of all, empathy is one of the most difficult  

and least-understood skills we can develop – adults and kids alike.  

Empathy is the process of viewing and understanding the world  

through another’s experience, and it is often confused with sympathy,  

[15] which is, essentially, compassion and lacks the ―walking in another’s  

shoes‖ component (which is not to say it is not an admirable trait, it’s  

just different from empathy). Developmentally, children may not be  

able to truly understand and practice empathy until they are closer to  

the pre-teen years, but introducing the concept early and often is a  

[20] good primer for its later development. 

  Another big question to consider: are programs focused on  

empathy simply band-aids on much larger, more systemic problems?  

Why are kids bullying other kids in the first place? What family issues,  

societal issues, educational issues, are contributing to the need/urge  

[25] to humiliate and attack other children for some sort of personal gain  

and satisfaction? My guess is that for many kids, participating in a  

brief (or even a few brief) empathy-skills seminars simply is not  

enough, and will not get at the root(s) of the problems(s), no matter  

how young they are when the programs begin.  

[30]   I’m not saying that the programs are not a good idea. I  

imagine that they have a lot of benefits and could especially help kids  

who would not necessarily be bullies themselves, but may have  

quietly stood by while witnessing bullying, to become more confident  

about standing up to/reporting bullies. However, to truly reduce  

[35] bullying, society and schools need to find ways to identify and work  

with aggressive children and their families from a young age — to  

troubleshoot factors (from not having basic needs met, to divorce, to  

models of aggression in the home, etc.) that contribute to triggering  

aggressive behavior. Such an approach would be expensive and time

[40] consuming and would command a lot of schools’ resources, but it is

hard to imagine a more lightweight approach being nearly as effective. 

 

A opção que descreve a palavra empathy é

THURSDAY, DECEMBER 16, 2010

 

Newsweek Article: Bullying and Empathy (Kate Altman, M.S.) 

Newsweek offers an article on how schools are using empathytraining programs in an effort to reduce bullying in schools: http://www.newsweek.com/2010/12/15/can-schools-teach-kidsnot-to-bully.html 

 

[1]   The effective_____ of such programs is unclear at this point,  

and experts are divided on whether it makes more sense to offer the  

programs to young children (elementary school age) or older children  

(middle school age) (both, is probably the answer). High school kids  

[5] are simply difficult to reach logistically, since they all have different  

schedules all day. Unsurprisingly, some experts have found that the  

most important component to empathy training is to include the  

parents. 

  In assessing these programs and the broader issues of  

[10] empathy-training and bullying, there are multiple factors to consider  

and no clear answers. First of all, empathy is one of the most difficult  

and least-understood skills we can develop – adults and kids alike.  

Empathy is the process of viewing and understanding the world  

through another’s experience, and it is often confused with sympathy,  

[15] which is, essentially, compassion and lacks the ―walking in another’s  

shoes‖ component (which is not to say it is not an admirable trait, it’s  

just different from empathy). Developmentally, children may not be  

able to truly understand and practice empathy until they are closer to  

the pre-teen years, but introducing the concept early and often is a  

[20] good primer for its later development. 

  Another big question to consider: are programs focused on  

empathy simply band-aids on much larger, more systemic problems?  

Why are kids bullying other kids in the first place? What family issues,  

societal issues, educational issues, are contributing to the need/urge  

[25] to humiliate and attack other children for some sort of personal gain  

and satisfaction? My guess is that for many kids, participating in a  

brief (or even a few brief) empathy-skills seminars simply is not  

enough, and will not get at the root(s) of the problems(s), no matter  

how young they are when the programs begin.  

[30]   I’m not saying that the programs are not a good idea. I  

imagine that they have a lot of benefits and could especially help kids  

who would not necessarily be bullies themselves, but may have  

quietly stood by while witnessing bullying, to become more confident  

about standing up to/reporting bullies. However, to truly reduce  

[35] bullying, society and schools need to find ways to identify and work  

with aggressive children and their families from a young age — to  

troubleshoot factors (from not having basic needs met, to divorce, to  

models of aggression in the home, etc.) that contribute to triggering  

aggressive behavior. Such an approach would be expensive and time

[40] consuming and would command a lot of schools’ resources, but it is

hard to imagine a more lightweight approach being nearly as effective. 

 

Para estar adequada ao contexto em que aparece, a palavra effective (linha 1), deve ser acrescida d

De acordo com o texto, é correto afirmar que as personagens não conseguiram pegar nenhum peixe porque

I. discordaram sobre o uso da rede.

II. decidiram jogar as iscas na água.

III. não quiseram manusear as iscas.

IV. não souberam colocar as iscas no anzol.

Assinale a alternativa CORRETA.

Na tira a expressão “pitting our wits against the raging elements” pode ser traduzida por

Phonetic Clues Hint Language Is Africa-Born

 

A researcher analyzing the sounds in languages spoken around the world has detected an ancient signal that points to southern Africa as the place where modern human language originated. 

 

The finding fits well with the evidence from fossil skulls and DNA that modern humans originated in Africa. It also implies, though does not prove, that modern language originated only once, an issue of considerable controversy among linguists.

 

 

The detection of such an ancient signal in language is surprising. Because words change so rapidly, many linguists think that languages cannot be traced very far back in time. The oldest language tree so far reconstructed, that of the Indo-European family, which includes English, goes back 9,000 years at most. 

 

Quentin D. Atkinson, a biologist at the University of Auckland in New Zealand, has shattered this time barrier, if his claim is correct, by looking not at words but at phonemes - the consonants, vowels and tones that are the simplest elements of language. Dr. Atkinson has found a simple but striking pattern in some 500 languages spoken throughout the world: a language area uses fewer phonemes the farther that early humans had to travel from Africa to reach it

(Adaptado de: http://www.nytimes.com/2011/04/15/science/15language.html. Acesso em: 1 ago. 2011.)

 

Assinale a alternativa que apresenta a tradução correta para at most (3º parágrafo).