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Genetically modified foods
Genetically modified (GM) foods are foods derived from organisms whose genetic material (DNA) has been modified in a way that does not occur naturally, e.g. through the introduction of a gene from a different organism. Currently available GM foods stem mostly from plants, but in the future foods derived from GM microorganisms or GM animals are likely to be introduced on the market. Most existing genetically modified crops have been developed to improve yield, through the introduction of resistance to plant diseases or of increased tolerance of herbicides.
In the future, genetic modification could be aimed at altering the nutrient content of food, reducing its allergenic potential, or improving the efficiency of food production systems. All GM foods should be assessed before being allowed on the market. FAO/WHO Codex guidelines exist for risk analysis of GM food.
(www.who.int)
TEXTO 8
CAPÍTULO IV
Este Quincas Borba, se acaso me fizeste o favor de ler as Memórias póstumas de Brás Cubas, é aquele mesmo náufrago da existência, que ali aparece, mendigo, herdeiro inopinado, e inventor de uma filosofia. Aqui o tens agora em Barbacena. Logo que chegou, enamorou-se de uma viúva, senhora de condição mediana e parcos meios de vida; mas, tão acanhada, que os suspiros no namorado ficavam sem eco. Chamava-se Maria da Piedade. Um irmão dela, que é o presente Rubião, fez todo o possível para casá-los. Piedade resistiu, um pleuris a levou.
Foi esse trechozinho de romance que ligou os dois homens. Saberia Rubião que o nosso Quincas Borba trazia aquele grãozinho de sandice, que um médico supôs achar-lhe? Seguramente, não; tinha-o por homem esquisito. É, todavia, certo que o grãozinho não se despegou do cérebro de Quincas Borba, — nem antes, nem depois da moléstia que lentamente o comeu. Quincas Borba tivera ali alguns parentes, mortos já agora em 1867; o último foi o tio que o deixou por herdeiro de seus bens. Rubião ficou sendo o único amigo do filósofo. Regia então uma escola de meninos, que fechou para tratar do enfermo. Antes de professor, metera ombros a algumas empresas, que foram a pique.
Durou o cargo de enfermeiro mais de cinco meses, perto de seis. Era real o desvelo de Rubião, paciente, risonho, múltiplo, ouvindo as ordens do médico, dando os remédios às horas marcadas, saindo a passeio com o doente, sem esquecer nada, nem o serviço da casa, nem a leitura dos jornais, logo que chegava a mala da Corte ou a de Ouro Preto.
— Tu és bom, Rubião, suspirava Quincas Borba.
— Grande façanha! Como se você fosse mau!
A opinião ostensiva do médico era que a doença do Quincas Borba iria saindo devagar. Um dia, o nosso Rubião, acompanhando o médico até à porta da rua, perguntou-lhe qual era o verdadeiro estado do amigo. Ouviu que estava perdido, completamente perdido; mas, que o fosse animando. Para que tornar-lhe a morte mais aflitiva pela certeza...?
— Lá isso, não, atalhou Rubião; para ele, morrer é negócio fácil. Nunca leu um livro que ele escreveu, há anos, não sei que negócio de filosofia...
— Não; mas filosofia é uma coisa, e morrer de verdade é outra; adeus.
(ASSIS, Machado de. Quincas Borba. São Paulo: Ática, 2011. p. 23-24.)
In Text 8, most of the verbs in Portuguese are conjugated in the past tense, such as “chegou”, “enamorou-se” e “resistiu”. Complete the following text using the correct past tense conjugation of the verbs in parenthesis in English:
Last night Susan (go) ____________ to her friend’s birthday party. She (dance) ____________ with her boyfriend, and (eat) ____________ cake. After they (leave) ____________ the party, Susan and her boyfriend (decide) ____________ to go and watch a movie at the theater. They (see) ____________ the new Transformer’s movie, and then they went home. When she (get) ____________ home, Susan (take) ____________ a shower and (fall) ____________ asleep quickly.
Choose the correct option from the ones listed below:
Gabriel García Márquez was a Literary Giant
With a Passion for Journalism
By Karla Zabludovsky Friday, April 18,2014
The late Gabriel García Márquez holds a special place in the hearts of journalists.
Like Charles Dickens, Mark Twain and Ernest Hemingway — or contemporaries like Pete Hamill and Tom Wolfe — García Márquez, a titan of 20th century literature, honed his writing skills as a reporter
before he became a celebrated novelist.
Even as his literary star rose, García Márquez, known colloquially across Latin America as Gabo, spoke proudly, tenderly and frequently about journalism.
“Those who are self-taught are avid and quick, and during those bygone times, we were that to a great extent in order to keep paving the way for the best profession in the world… as we ourselves called
it," said García Márquez during a speech about journalism at the 52nd Assembly of the Inter American Press Association in 1996.
Newsweek Magazine
No contexto do quadrinho, o termo “can” indica uma ideia de
text:
Students Should Be Tested More, Not Less
“Testing is terrible for learning”. This often repeated saying has become accepted as true without proof. Opposition to testing and its associated ills has led to an over-generalization of the word “test” and an unjustifiable reputation as the personification of all that is wrong with education.
Henry Roediger, a cognitive psychologist at Washington University, compared test results of students who used common study methods — reading material, highlighting, and writing notes — with the results from students repeatedly tested on the same material. Roediger found that taking a test on material can have a greater positive effect on future retention of that material than spending an equivalent amount of time restudying it. Remarkably, this remains true “even when performance on the test is far from perfect and no feedback is given on missed information.”
Some tests, however, are more effective in eliciting this positive effect than others. Standardized tests, like IQ tests, are designed to measure developed knowledge or abilities. They are “summative,” as they measure students’ sum total knowledge or ability at a fixed point in time. Summative tests are not intended to shape future teaching. “Formative assessments,” on the other hand, are designed to discover what students do and do not know in order to shape teaching. They are not meant to simply measure knowledge, but to expose gaps in knowledge so teachers may adjust future instruction accordingly. At the same time, students are alerted to these gaps, which allows them to shape their efforts to learn the information they missed.
Roediger asserts that educators ought to be using formative assessments early and often in the classroom to strengthen learning throughout the unit rather than waiting until the end and giving a summative assessment.
((FROM: http://www.theatlantic.com. Acesso: 28/01/2014. Adapted.)
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