Questões de Concurso Comentadas sobre verbos | verbs em inglês

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What is a Content Management System (CMS)?

July 19, 2018

      A content management system, often abbreviated as CMS, is software that helps users create, manage, and modify content on a website without the need for specialized technical knowledge. In simpler language, a content management system is a tool that helps you build a website without needing to write all the code from scratch (or even know how to code at all).

      Instead of building your own system for creating web pages, storing images, and other functions, the content management system handles all that basic infrastructure stuff for you so that you can focus on more forward-facing parts of your website. Beyond websites, you can also find content management systems for other functions – such as document management.

      The content management system is not just a backend management interface, though. It also makes all of the content that you create show up for your visitors exactly like you want it to.

(https://kinsta.com/knowledgebase/content-management-system. Adaptado) 

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Learning and Teaching

    What is learning and what is teaching and how do they interact? Consider again some traditional definitions. A search in contemporary dictionaries reveals that learning is “acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction.” A more specialized definition might read as follows: “Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice” (Kimble and Garmezy 1963:133). Similarly, teaching, which is implied in the first definition of learning, may be defined as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand.” How awkward these definitions are! Isn’t it rather curious that learned lexicographers cannot devise more precise scientific definitions? More than perhaps anything else, such definitions reflect the difficulty of defining complex concepts like learning and teaching.

    These concepts can also give way to a number of subfields within the discipline of psychology: acquisition processes, perception memory (storage) systems, recall, conscious and subconscious learning, learning styles and strategies, theories of forgetting, reinforcement, the role of practice. Very quickly the concept of learning becomes every bit as complex as the concept of language. Yet the second language learner brings all these and more variables into play in the learning of a second language.

    Teaching cannot be defined apart from learning. Nathan Gage (1964:269) noted that “to satisfy the practical demands of education, theories of learning must be ‘stood on their head’ so as to yield theories of teaching.” Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Your understanding of how the learner learns will determine your philosophy of education, your teaching style, your approach, methods, and classroom techniques. If, like B. F. Skinner, you look at learning as a process of operant conditioning through a carefully paced program of reinforcement, you will teach accordingly. If you view second language learning basically as a deductive rather than an inductive process, you will probably choose to present copious rules and paradigms to your students rather than let them “discover” those rules inductively. An extended definition—or theory—of teaching will spell out governing principles for choosing certain methods and techniques. A theory of teaching, in harmony with your integrated understanding of the learner and of the subject matter to be learned, will point the way to successful procedures on a given day for given learners under the various constraints of the particular context of learning.

(Principles of language learning and teaching, H. Douglas Brown. Adaptado)

The Disappearing Honeybee

• Honeybees do more than just make honey. They fly around and pollinate flowers, plants, and trees. Our fruits, nuts, and vegetables rely.....................these pollinators. One third.....................America’s food supply is pollinated.....................the honeybee.

Have you seen or heard a honeybee lately? Bees are mysteriously disappearing in many parts of the world. Most people don’t know about this problem. It is called “colony collapse disorder” (CCD). Some North American beekeepers lost 80% of their hives from 2006-2008. Bees in Italy and Australia are disappearing too.

The disappearance of the honeybee is a serious problem. Can you imagine never eating another blueberry? What about almonds and cherries? Without honeybees food prices will skyrocket. The poorest people always suffer the worst when there is a lack of food.

This problem affects other foods besides fresh produce. Imagine losing your favourite ice cream! Haagen Daaz is a famous ice cream company. Many of their flavours rely on the hard working honeybee. In 2008, Haagen Daaz began raising money for CCD. They also funded a garden at the University of California called The Haven. This garden helps raise awareness about the disappearing honeybee and teaches visitors how to plant for pollinators.

Donating money to research is the most important thing humans can do to save the honeybee. Some scientists blame CCD on climate change. Others think pesticides are killing the bees. Commercial bee migration may also cause CCD. Beekeepers transport their hives from place to place in order to pollinate plants year round.

https://www.englishclub.com/reading/environment/honeybee.htm

     In order for collection of sentences and utterances to succed effectively, the discourse needs to be organised or conducted in such a way that it will be successful. In written English this calls for both coherence and cohesion. For a text to be coherent, it needs to be in the right order. (…)

      No matter how coherent a text is, however, it will not work unless it has internal cohesion. The elements in that text must cohere or stick to each other successfully to help us navigate our way around the stretch of discourse. One way of achieving this is through lexical cohesion, and a way of ensuring lexical cohesion is through the repetition of words and phrases. (…) We can also use interrelated words and meanings to bind a text together (…)

      Another similar cohesive technique is that of substitution, using a phrase to refer to something we have already written. (…) Writers also use linkers such as and, also, moreover (…)

      These features are also present in spoken language, which also shows many examples of ellipsis (where words from a written-grammar version of an utterance are left out without compromising the meaning of what is said). (…)

                      (Harmer, J. The practice of English language teaching. 2007. Adapted)

Read the two cartoons and answer questions.