Questões de Inglês

Read the text to answer question from.

The aliens among us

    Humans think of themselves as the world’s apex predators. Hence the silence of sabre-tooth tigers, the absence of moas from New Zealand and the long list of endangered megafauna. But sars-cov-2 shows how people can also end up as prey. Viruses have caused a litany of modern pandemics, from Covid-19, to hiv/aids to the influenza outbreak in 1918-20, which killed many more people than the first world war. Before that, the colonisation of the Americas by Europeans was abetted – and perhaps made possible – by epidemics of smallpox, measles and influenza brought unwittingly by the invaders, which annihilated many of the original inhabitants.

(www.economist.com, 22.08.2020. Adapted.)

Read the text to answer question from.

The aliens among us

    Humans think of themselves as the world’s apex predators. Hence the silence of sabre-tooth tigers, the absence of moas from New Zealand and the long list of endangered megafauna. But sars-cov-2 shows how people can also end up as prey. Viruses have caused a litany of modern pandemics, from Covid-19, to hiv/aids to the influenza outbreak in 1918-20, which killed many more people than the first world war. Before that, the colonisation of the Americas by Europeans was abetted – and perhaps made possible – by epidemics of smallpox, measles and influenza brought unwittingly by the invaders, which annihilated many of the original inhabitants.

(www.economist.com, 22.08.2020. Adapted.)

Read the text to answer question from.

The aliens among us

    Humans think of themselves as the world’s apex predators. Hence the silence of sabre-tooth tigers, the absence of moas from New Zealand and the long list of endangered megafauna. But sars-cov-2 shows how people can also end up as prey. Viruses have caused a litany of modern pandemics, from Covid-19, to hiv/aids to the influenza outbreak in 1918-20, which killed many more people than the first world war. Before that, the colonisation of the Americas by Europeans was abetted – and perhaps made possible – by epidemics of smallpox, measles and influenza brought unwittingly by the invaders, which annihilated many of the original inhabitants.

(www.economist.com, 22.08.2020. Adapted.)

TEXTO:

Business Home work

Advances in technology are leading a
growing number of people to opt out
of the office, preferring instead to set up
business from home. Aaron Hicklin takes
a look at the advantages and
disadvantages of teleworking...

    Teleworking belongs to the nineties, like mobile
phones and the Internet. The revolution may be slow
in coming, but as computers and telecommunications
release us from the tyranny of the office, more and more
[5] of us are discovering alternative working patterns. [...]
    FLEXIBILITY: Teleworking is not suitable for
everyone, and many companies remain suspicious of
employees who would rather work in the comfort of
their homes. But research shows that those who are
[10] self-disciplined enough to maintain a routine of their
own can be more productive than their office-bound
counterparts. Nevertheless, to be successful, flexibility
is essencial, as is time management and the self

confidence to work without the stimulus of others around
[15] you. Many people find a happy compromise by dividing
their week between home and the office.
    There are problems, of course. Working away from
your colleagues can be a lonely experience, and getting
away from distractions at the office may turn out to be
[20] a false advantage. Having escaped the telephones
an chatter, you may find yourself contending with a
neighbour’s lawnmower or a crying baby across the
street. If you have children of your own you will have
to ensure they do not end up dominating your working
[25] time.
    Naturally, some careers are more suited to home
work than others. Sales and marketing, accountancy,
consultancy work, journalism, design and architecture
are obvious areas, but the possibilities are growing
[30] as technology reduces the need for large offices. Of
course, it’s no use setting up shop in the sitting room,
or balancing the lap top on the corner or your bed, but
if can hive off part of the house strictly for work you
will have overcome the principal hurdles to working from
[35] home.
    “Whether we like it or not, things are going to have to
change,” says Roy Guthrie, chairman of the Telecentre,
Telework, Telecottagers Association who lives in
Grangemouth. “Many local authorities are making motor

access increasingly difficult and expensive, so we really

have to start thinking about the future.”

HICKLIN, Aaron. Home work. Horizons. Edinburg: Scot Rail, n. 20, p. 22-3, s.d.

Texto 

What impact have technologies generated in this changing role?

Faced with the pandemic, countries have combined high-tech and low- tech approaches to help teachers better support student learning. In Cambodia, for example, education leaders designed a strategy that combines SMS, printed handouts, and continuous teacher feedback, taking advantage of the high mobile phone penetration in the country. The approach goes beyond providing low-tech materials: it gives information on how to access learning programs, ensures students access paper-based learning materials, and includes home visits to monitor distance learning activities. Teachers are also expected to provide weekly paper-based resources to students and meet them weekly to provide their marked worksheets and issue new ones for the weck ahead,

     Technology has also enhanced government-teacher support, adapting existing coaching programs to be delivered remotely (as the mentioned cases of Nigeria and Uruguay), creating spaces for peer support programs (for example the Virtual EdCamps initiative, created to facilitate peer-topeer learning among teachers) or establishing EdTech hotlines for teachers (like in Estonia, where the HITSA - the Information Technology Foundation for Education - opened an educational technology information line to solve any technological question teachers might have).

     Technology interventions should enhance teacher engagement with students, through improved access to content, data and networks, helping teachers better support student learning, as laid out in the World Bank's Platform for Successful Teachers, where effective use of technology is one of the key principles to ensure cadres of effective teachers.

From: hips://blogs.worldbank.org/education/changing-role-teachers-and-technologies-amidst-covid- 19-pandemic-key-findings-cross. Accessed on 09/13/2021

Texto 

How systems have supported teachers in their new role?
 

     Almost 90% of countries that responded to the survey of Ministries of Education on National Responses to COVID-I9 conducted by UNESCO, UNICEF, and the World Bank (2020) supported teachers by sharing guidelinestressing the importance of: providing feedback to students, maintaining constant communication with caregivers, and reporting to local education units to keep track of learning. Fewer governments took a different approach: Costa Rica developed a digital toolbox with pedagogical resources such as a guide for autonomous work, the state of São Paulo in Brazil organized frequent two-hour conversations between Secretary Rossteli Soares and teachers through the mobile application developed by the state. These conversations and tools allowed governments to have an open line of communication with teachers to better understand their concerns and adjust remote learning programs.

     As teachers started to implement these guidelines and recommendations, they found themselves balancing educating and providing feedback to students remotely, filling administrative reports, and taking care of their families. Some governments recognized early-on that their well-intentioned teacher support systems ended up generating burnout. Peru's Ministry of Education was open to receive feedback and reacted rapidly by changing the guidelines to reduce teacher's administrative workload. The state of Minas Gerais in Brazil developed the mobile application 'Conexão Escola” to encourage teacher-student interaction during designated time after each class, avoiding a situation in which students contacted teachers through WhatsApp or text message throughout the day. In Uruguay, teachers were expected to fill administrative information, but instead of requesting new information from them, the government decided to use GURI, a digital platform that has been used by Uruguayan teachers for over 10 years to report information such as student attendance and grades.

     Beyond providing guidelines and tools, some governments have leveraged existing professional development programs that worked before the pandemic. The state of Edo in Nigeria trained all 11 thousand primary school teachers who are part of the Edo-BEST program in the past two years to effectively use digital technologies in the classroom; during the pandemic, this in-service teacher training program transitioned from in-person to remote training. Similarly, in Uruguay, The Institute for in-Service Teacher Training took an existing coaching program online to provide remote pedagogical support and Ceibal strengthened its teacher training program and Open Educational Resources repository. While over 90% of Uruguayan teachers were satisfied with the remote training received during the pandemic, some expressed the need for further training.

From: hitps://blogs.worldhank ory/education/changing-role-teachers-and-technologies-amidst-covid- 19-pandemic-key-findings-cross. Acvessed on 09/13/2021