Questões de Concurso Sobre pronome objetivo | objective pronoun em inglês

TEXT III

Important reasons for teaching kindness in schools

Most people have heard the phrase random acts of kindness, which refers to a selfless act of giving

resulting in the happiness of another person. Terms like this are increasing in popularity around the

world, as more people identify a deficiency in their lives that can only be fulfilled by altruism.

It seems we just can't get enough of those addictive feel good emotions and with good reason.

5 Scientific studies have shown that kindness has a great number of physical and emotional benefits,

and that children require a healthy dose of the warm and fuzzies in order to flourish as health, happy,

well-rounded individuals.

Patty O'Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive

psychology with special attention to the educational arena. She believes that kindness changes the brain

10 by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and

talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that

students feel and empathy is a strength that they share.

A great number of benefits have been reported to support the theory of teaching kindness in schools:

1. Happy Children

15 Science explains that the good feelings we experience when being kind are produced by endorphins

that activate areas of the brain that are associated with pleasure, social connection and trust, and it's

proven that these feelings of joyfulness are contagious, encouraging more kind behaviour by the giver

and recipient.

2. Increased Peer Acceptance

20 Research on the subject has determined that kindness increases our ability to form meaningful

connections with others. Studies show that kind, happy children enjoy greater peer acceptance

because they are well-liked and that better than average mental health is reported in classrooms that

practice more inclusive behaviour due to an even distribution of popularity.

3. Improved Health and Less Stress

25 It's widely documented that being kind can trigger a release of the hormone oxytocin which has a

number of physical and mental health benefits as it can significantly increase a person's level of

happiness and reduce stress. More recently though, it's been found it plays a significant role in the

cardiovascular system, helping protect the heart by lowering blood pressure and reducing free

radicals and inflammation, which incidentally speed up the aging process.

30 4. Greater Sense of Belonging and Improved Self Esteem

Studies show that people experience a 'helpers high' when they do a good deed, a rush of endorphins

that creates a lasting sense of pride, wellbeing and an enriched sense of belonging. Even small acts of

kindness are reported to heighten our sense of wellbeing, increase energy and give a wonderful

feeling of optimism and self worth.

35 5. Increased Feelings of Gratitude

When children are part of projects that help others less fortunate than themselves, it provides them

with a real sense of perspective and helps them appreciate the good things in their own lives.

6. Better Concentration and Improved Results

As it increases serotonin, which plays an important part in learning, memory, mood, sleep, health and

40 digestion, kindness is a key ingredient that helps children feel good. Having a positive outlook allows

them greater attentions spans and enables more creative thinking to produce better results at school.

7. Less Bullying

Two Penn State Harrisburg faculty researchers, Shanetia Clark and Barbara Marinak say, unlike

previous generations, today's adolescents are victimizing each other at alarming rates. They argue adolescent

45 bullying and youth violence can be confronted through in-school programs that integrate kindness the

antithesis of victimization.

Many traditional anti-bullying programs focus on the negative actions that cause children anxiety and

often with little impact. Teaching kindness and compassion in schools, not only fosters the positive

behaviour that creates warm and inclusive school environments, but helps children feel that they

50 belong. It's documented that the effects of bullying can be significantly reduced by integrating

kindness based programs in schools.

8. Reduced Depression

Dr. Wayne Dyer, internationally renowned author and speaker, says research has discovered that an

act of kindness increases levels of serotonin (a natural chemical responsible for improving mood) in

55 the brain. It's also found that serotonin levels are increased in both the giver and receiver of an act of

kindness, as well as anyone who witnesses that kindness, making it a wonderful natural

antidepressant.

Maurice Elias, a professor at Rutgers University Psychology Department says that as a citizen,

grandparent, father, and professional, it is clear to me that the mission of schools must include teaching kindness.

60 Without it, communities, families, schools, and classrooms become places of incivility where lasting learning is

unlikely to take place.

We need to be prepared to teach kindness, because it can be delayed due to maltreatment early in life. It can be

smothered under the weight of poverty, and it can be derailed by victimization later in life. Yet despite these and

other travails, the receipt of kindness and the ability to show kindness through service are both growth enhancing

65 and soul cleansing.

Kindness can be taught, and it is a defining aspect of civilized human life. It belongs in every home, school,

neighborhood, and society.

It's become quite clear that modern education must encompass more than just academics, that in order

for children to develop into happy, confident, well-rounded individuals, matters of the heart must be

70 taken seriously and nurtured as a matter of priority.

Disponível em: <http://edarticle.com/8-important-reasons-for-teaching-kindness-in-schools/>. Acesso em: 15 set. 2016.

Read text IV to answer 26 through 30.

Invitation for Bids (IFB)

1. The ECOWAS COMMISSION has allocated own funds towards the cost of the Supply, Deployment & Installation of Network Equipment at the ECOWAS Commission Headquarters Data Centre, Abuja.

2. The ECOWAS Commission therefore invites sealed bids for the Supply, Deployment & Installation of Network Equipment at the ECOWAS Commission Headquarters Data Centre, Abuja described above in one lot.

3. The Bidding Document can be obtained at the Procurement Division, Directorate of General Administration, ECOWAS Commission, Plot 101, Yakubu Gowon Crescent, Asokoro District, Abuja, Nigeria, upon submission of a written request and payment of three hundred US Dollars (US$300.00) by Cash or Bank Draft made in favour of ECOWAS Commission, Abuja.

4. For Bidders outside Nigeria, the Bidding Document can be mailed to interested Bidders upon payment (by Transfer) of non-refundable fee of US$300.00 to the Commission (transfer charges born by the bidder). (Account Details available on request.)

5. Interested Bidders may obtain further information at the address below, during office hours: Monday to Friday from 9.00am (8.00am GMT+1) to 4.00pm (3.00pm GMT+1), ECOWAS Commission, Directorate of General Administration, Procurement Division, 1st Floor, Plot 101, Yakubu Gowon Crescent, Asokoro District, PMB 401 Abuja Nigeria.

E-mail: [email protected]

6. Bids shall be valid for a period of 120 (days) after Bid Opening and must be accompanied by a bid security of US$20,000.00 (Bank Guarantee or Insurance Bond).

7. Bids shall be delivered in sealed envelope and deposited in the ECOWAS Tender Box located Office of the Executive Assistant of Commissioner of Administration & Finance, fifth (5th) floor of the ECOWAS Commission Building, 101, Yakubu Gowon Crescent Asokoro District, P. M. B. 401, Abuja, Nigeria on or before November 7, 2013 at 11.30am (10.30am GMT+1) and clearly marked “International Competitive Bidding for the Production of ECOWAS Biometric Laissez Passer and Supply of Equipment” Do Not Open, Except in Presence of the Committee.

8. Bids will be opened in the presence of the bidders who wish to attend on November 7, 2013 at 12.00 noon (11.00am GMT+1), Room 523, Ecowas Commission, Abuja, Nigeria.

(The Economist, September 4^th, 2013. Page 86. Adaptado.)

Read the text to answer 34, 35 and 36.

D.C. schools try to meet students where they live

Sarah Zick swerved through the crowds clogging 14th Street NW in Columbia Heights one recent muggy afternoon, trekking to one of her student’s homes. The first-grade teacher is attempting to meet the families of each of her students at their homes or a place of their choosing — shifting the traditional parent-teacher power dynamic that plays out on school grounds. On this Wednesday, three weeks into the school year, it was student No. 21. She spotted the 6-year-old girl near her public housing complex holding hands with her mother. The girl gave Zick a quick hug. The meeting began. What Zick learned: the girl loves math but is more tepid about reading. She loves dancing and princesses. A friend from school recently died of complications related to asthma, and the 6-year-old often thinks about death. Lockdowns at the school prompted by recent shootings in Columbia Heights exacerbated those anxieties.Zick’s plan after that meeting: she will send the girl home with books about dancing and princesses for mom to read with her at night. And when there is another lockdown or drill, Zick will pay extra attention to make sure the girl is okay.

Over the past five years, the District has sought to reinvent the old-fashioned idea of home visits. It’s no longer about descending on the house of a struggling or truant student. In 2011, the traditional public school system partnered with the Flamboyan Foundation which trained the teachers on how to conduct the visits, paying them $40 each family meeting. Eight years after the program launched, D.C. educators have made more relationship-building home visits than any school system in the country — even more than bigger systems, according to Gina Martinez-Keddy, executive director of Parent Teacher Home Visits, which tracks these interactions.

(Available in:https://www.washingtonpost.com/education. Adapted.)

Considere o fragmento inicial de um texto publicado na internet. Utilize-o para responder as questões 32, 33 e 34 a seguir.

A WHOLE NEW WORLD: A TWISTED TALE BY LIZ BRASWELL SHOWS US A WHOLE NEW AGRABAH

March 24, 2019

Madeleine

A Whole New World is the first book in the Twisted Tales series. At the time of writing, the series consists of five titles published over the past four years, with the sixth due in April 2019. Each of the novels is standalone, meaning you can read whichever stories intrigue you the most in whichever order you feel like. For reviewing purposes, I will be reading the full series in chronological order of publication, and I will be completely honest and spoiler-free in letting you know what I thought!

A Whole New World by Liz Braswell follows an alternate plotline of what would have happened if, at the mouth of the Cave of Wonders, Aladdin had passed the magic lamp to the villain Jafar, granting him the power of the Genie… and the reign of Agrabah. This triggers the rise of a terrifying dictatorship, prompting a revolution on the streets of Agrabah led by slick army of Street Rats.

Did it show me the world? Most definitely. Was it shining, shimmering, splendid? Read on. (...)

WOW News Today. (adaptado)

Instruction: Answer questions 41 to 53 based on the following text.

Why Learning Is A New Procrastination

1. The tremendous world of online courses, blogs, social media, free eBooks, podcasts, and
2. webinars provides the best ever opportunity to broaden your knowledge in almost every sphere
3. you can imagine. Thanks to technological advancement and the instant access to the internet,
4. everyone can now study from home. It seems like it would be foolishly not to seize this
5. opportunity and improve your skills and knowledge. Moreover, you are kind of forced to do so
6. since the contemporary world has raised the bar higher than ever before. It literally invited you
7. to gather the pace and ___________ even more.
8. It is not surprising that, ultimately, you try to be everywhere and do everything. No doubt,
9. you do your best to constantly gather tiny bits of information from as many channels as
10. possible, because you are afraid that you will fall behind if you stop. After all, you enter a
11. learning crunch mode. You do not afford to miss anything and try to read every book you could
12. get your hands on. You listen to every single podcast your smartphone could download and take
13. every online course your paycheck would allow to take.
14. All in all, you learn. As much as possible. As intense as you manage to. You learn how to
15. write and publish a new book. You learn how to launch a successful blog. You learn how to hit
16. your goal on Kickstarter. You learn how to build the next “unicorn”. You learn how to land a job
17. of your dream. You learn how to successfully sell thousands of items on Amazon. You learn how
18. to make millions of dollars in passive income.
19. However, the problem is that you do everything except taking action. All those activities do
20. not take you closer to the things you want to accomplish. Better knowledge does not make you
21. more influential, powerful, and successful unless you apply it. The key secret to success is not
22. ________ expertise, but the ability to use it.
23. Knowledge is worthless unless it is applied. Needless to say that studying is crucial.
24. However, the thing is that it should take the entirely new form now. You should stop learning
25. from someone else’s experiences, knowledge, failures, and wins and start learning from your
26. own mistakes, adventures, ___________, and bold actions.
27. Learning has become a major trend of the 21st century. Sadly, it has also become a new
28. form of procrastination. You consciously postpone the first step justifying this by your eagerness
29. to broaden the knowledge and learn new things. You put the start date off justifying this by
30. your desire to pick up new skills that would help you succeed faster. You procrastinate over
31. chasing your own aspirations because doing the things on your own and creating your own story
32. of success is far more complicated than reading about someone else’s one. Meanwhile, no one
33. would really reproach you for wasting your time. Also, you feel comfortable about staying within
34. this zone of ease and convenience forever.
35. However, the point is that you already have and know everything you need to start off. In
36. fact, there is nothing more you need to learn in order to take the first step. Embrace the truth.
37. No matter how good your theoretical knowledge is, you will face a lot of obstacles while
38. applying it. You will have to deal with issues that have never been described or covered in any
39. book. You will have to look for the solutions and make the spontaneous decisions that no one
40. probably has ever thought of. You will have to design your own road to success.
41. Transform your learning process from the continuous the procrastination into an
42. unstoppable process of absorbing invaluable expertise based on your own experience. It might
43. seem counterintuitive, but the old-fashioned way of learning is what holds you back. This is
44. what makes your triumphs suck.
45. Constant learning, evaluating of ideas, thinking, and visualizing your journey towards your
46. major aspirations will not take you far from the place you are now. Actions will. You can sit and
47. research, and research, and research, while someone else is already reaping huge rewards for
48. his or her fruitful and hard work. Stop learning now. Become bold enough to take the first step
49. and start learning from your own experience.

Source: https://medium.com/the-coffeelicious/why-learning-is-a-new-procrastination-104b53107e8b

Instruction: Answer to questions 38 to 47 based on the text below. The Highlights throughout the text are cited in the questions.

Caribou

01 ____Large hoofed animals belonging to the deer family, caribou and reindeer are actually the

02 same species — Rangifer tarandus. There are differences between caribou and reindeer though.

03 Caribou are native to North America, whereas reindeer are native to northern Europe and Asia.

04 Alaska does have some reindeer, however, imported from Siberia in the late 19th and early 20th

05 centuries.

06 ____Some people use the term "reindeer" to refer to domesticated work animals, such as those

07 pulling Santa's sleigh, but there are both wild and domestic herds of reindeer. Caribou, on the

08 other hand, are wild-living and long-migrating. Indigenous groups herd reindeer and use them for

09 their meat. That's also likely why reindeer evolved to be stockier than caribou.

10 ____Caribou make one of the world's great large-animal migrations. As summer approaches,

11 they head north along well-trod annual routes. Some herds may travel more than 600 miles to

12 get to their summer grazing grounds. They'll spend the summer months feeding on the abundant

13 grasses and plants of the tundra. This is also when they give birth. When the first snows fall each

14 year, the caribou turn back south. Herds of female caribou, called cows, leave several weeks

15 before the males, which follow with yearling calves from the previous birthing season.

16 ____They are taller and lankier than reindeer, likely because they evolved to make these long

17 migrations. They are the only deer in which males and females both have antlers—though only

18 some females have them. Cows have one calf each year, which can stand after only a few minutes

19 and move on with its mother by the next day.

20 ____Caribou are classified as vulnerable to extinction, one step above endangered. Because

21 they're migratory, changes in the landscape, such as the appearance of new fences or other

22 human development on their migration routes, can be especially disruptive. Climate change is

23 also a threat. As the Arctic warms, they become more susceptible to diseases and parasites,

24 which could quickly spread through a herd.

(Available in: https://www.nationalgeographic.com/animals/mammals/facts/caribou – text adapted especially

for this test).

Instruction: answer questions 51 to 58 based on the following text.

Eve Rodsky’s deck of cards could help you find domestic bliss

1. Eve Rodsky was fed up. For years she, like many other women, had shouldered the burden
2. of invisible labor at home. Rodsky, a Harvard-educated lawyer and organizational management
3. specialist who advises families and charitable foundations, was tired of being the “she-fault”
4. parent. So, she started a spreadsheet titled “Shit I do.” “After months and months of
5. crowdsourcing this beautiful, giant spreadsheet, I sent this to my husband and said, ‘Can’t wait
6. to discuss.'”
7. Rodsky shared the spreadsheet on Facebook. Soon, she was receiving messages from
8. strangers who had seen it, detailing the domestic indignities they faced. She wanted to channel
9. that frustration into something productive, and then Rodsky realized she could apply
10. organizational management principles to the home. When Sarah Harden, the CEO of the media
11. and production company Hello Sunshine, met Rodsky, she realized Rodsky was onto something
12. novel. “After 40 to 50 years of talking about the problems, she was working on a solution. [At
13. Hello Sunshine], (...) We like to be on the problem-solving end of the conversation rather than
14. wallowing” said Harden.
15. The result is Rodsky’s book, Fair Play: A Game-Changing Solution for When You Have Too
16. Much to Do (and More Life to Live), which came out in October. (Hello Sunshine inked a unique
17. deal with Rodsky as a venture partner, which means the company helped sell the book to a
18. publisher and will take a cut of its profits.) A key piece of Rodsky’s solution is gamifying the
19. notion of fair play with a set of cards. “So this is based on a 100 card game. You’re holding cards
20. that represent all that you do for your home and family.”
21. The author believes the cards can help couples navigate their domestic balance by helping
22. them to talk about home life (which most people don’t do) and take full ownership of the tasks
23. (concept, planning, and execution). The ultimate goal of redistributing domestic work, according
24. to Rodsky, is to free up time for what she calls “unicorn space” — the stuff that might feel like a
25. luxury or pipe dream to most parents. “This is about making time for the things we actually care
26. about — who we were before we had kids,” she said. “What are our passions and purpose,
27. beyond being a parent and a partner and a worker? The more we spend time arguing about who
28. does what, the less time we have for the things that truly matter.”

Adapted from: https://www.fastcompany.com/90425669/eve-rodskys-deck-of-cards-could-help-you-find-domestic-bliss

The Reasons Why We Dance

1. As a choreographer, I get asked to share my opinion about a myriad of dance-related
2. topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
3. my dancing a projection of my self-image?”. But the question I think matters most is: why do
4. people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
5. Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
6. we love it so?
7. There are the obvious answers. We dance for physical fitness, mental clarity, emotional
8. stability, and other such pluses. However, all these benefits could be attained by other means –
9. though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
10. heart rate and spirits. There must be something glorious about dancing that is more than just
11. intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
12. tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
13. Perhaps dance is the way we express ourselves when words are insufficient. The joy we
14. feel over newfound love, the determination we have in the face of great sorrow or adversity, the
15. passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
16. they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
17. be understood, and if we could truly speak the words that describe our feelings, how deep and
18. powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
19. dance is simply a translator for the human heart.
20. Perhaps dance is the medium through which we show the world who we truly are and who
21. we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
22. ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
23. way that no one on earth could possibly have our same make-up. We know it. We just do not
24. always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
25. we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
26. our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
27. the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
28. march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
29. waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
30. forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
31. butterflies once again, and if only for a moment, return to the purest part of our lives when time
32. was of no matter…for we were dancing.
33. Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
34. better question is, “Why would we not?”

*Cha Cha: an energetic modern dance.

(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).

Text 1

Structure of education in Singapore

The complete control and management of Singapore’s education is in the hands of the Ministry of Education (MOE). With continuous endeavour from MOE, today Singapore can be considered to have a strong and well-reputed education system. As per recent study Singapore is ranked fourth in terms of World’s Best Education System.

The preschools are run by the private sector, including religious bodies, community foundations, business groups, etc. However, every preschool need to register itself with the Singapore Ministry of Education before being functional.

After completion of 6 years of primary education, students have to appear for a Primary School Leaving Exam (PSLE). All those students who passed the exam are admitted in a secondary level course, which is usually completed in 4-5 years. It is similar to attending seventh grade through tenth grade in the American education system.

After completion of the secondary education, the students need to appear in Singaporean GCE ‘O’ Level exam. Based on the merit in that exam, students proceed to pre-university education, which is similar to attending eleventh grade and twelfth grade as per the American education system. At this level students can opt for a wide range of subjects from varied academic areas covering Humanities, Arts and Languages, Sciences and Mathematics streams.

www.singaporeeducation.info/Education-System/ Structure-of-Education