Questões Militares Sobre adjetivos | adjectives em inglês

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AI tech products at schools and universities

    Every few years, an emerging technology shows up at the doorstep of schools and universities promising to transform education. The most recent? Technologies powered by generative artificial intelligence, also known as GenAI. These technologies are sold on the potential they hold for education. As optimistic as these visions of the future may be, the realities of educational technology over the past few decades have not lived up to their promises, as shown by rigorous investigations of technology after technology – from mechanical machines to computers, from mobile devices to massive open online courses.

    Yet, educational technology evangelists forget, remain unaware or simply do not care. Or they may be overly optimistic that the next new technology will be different than before.

    Here are four questions I believe should be answered before school officials purchase any technology that relies on AI.

    1. Is there evidence that a product works?

   Compelling evidence of the effect of GenAI products on educational outcomes does not yet exist. Therefore, and unfortunately, it is the consumer who carries the onus of appraising products. My recommendation is: use multiple means for assessing product effectiveness.

    2. [...]

   Oftentimes, there is a divide between what entrepreneurs build and educators need. For example, one shortcoming of the One Laptop Per Child program – an ambitious program that sought to put small, cheap but sturdy laptops in the hands of children from families of lesser means – is that the laptops were designed for idealized younger versions of the developers themselves, not so much the children who were actually using them.

  Initiatives have been implemented in which entrepreneurs and educators work together to improve educational technology products. Some products are developed with input from students and educators. Questions to ask vendors might be: In what ways were educators and learners included? How did their input influence the final product?

    3. What educational beliefs shape this product?

   Educational technology is rarely neutral. It is designed by people, and people have beliefs, experiences, ideologies and biases that shape the technologies they develop.

   It is important for educational technology products to rely on what educators have experienced as relevant to the students they meet in their real-life classes. Questions to ask include: What pedagogical principles guide this product? What particular learning does it support or discourage?

    4. Does the product level the playing field?

   Finally, people ought to ask how a product addresses educational inequities. Is this technology going to help reduce the learning gaps between different groups of learners? Or is it one that aids some learners – often those who are already successful or privileged – but not others? Is it adopting an asset-based or a deficit-based approach to addressing inequities?

   Educational technology vendors and startups may not have answers to all of these questions. But they should still be asked and considered. Answers could lead to improved products.

(George Veletsianos. https://theconversation.com, 15.04.24. Adaptado)

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Camping

On Sunday morning, Tom and his family went camping. They camped near the lake. Their tent was shaped like an igloo. It was made of a thin cloth. Tom helped clean up. They ate a tasty meal of barbecued chicken and corn. When it got dark they made a fire. They told stories and sang songs.

English Created Resources.

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On top of the World-Imagine Dragons  

If you love somebody

Better tell them why they’re here cause

They just may run away from you

You will never know what went well

Then again it just depends on

How long of time is left for you

I’ve had the highest mountains

I’ve had the deepest rivers

You can have it all but not til you move it

Now take it in but don’t look down.

www.vagalume.com.br.

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TEXT IV

Generation Z News - Latest Characteristics, Research, and Facts 

Generation Z (aka Gen Z, iGen, or centennials}, refers to the generation that was born between 1996-2010, following millennials. This generation has been raised on the internet and social media, with some the oldest finishing college by 2020 and entering the workforce. Generation Z is the youngest, most ethnically-diverse, and largest generation in American history, comprising 27% of the US population. Pew Research recently defined Gen Z as anyone born after 1997. Gen Z 1______ up with technology, the internet, and social media, which sometimes causes them to be stereotyped as techaddicted, anti-social, or "social justice warriors." The average Gen Z got their first smart phone just before their twelfth birthday. They communicate primarily through social media and texts, and spend as much time on their phones as older generations do watching television. The majority of Gen Zs prefer streaming services to traditional cable, as well as getting snackable content they can get on their phones and computers. Gen Z is the most ethnically diverse and largest generation in American history, and eclipses all other generations before it in embracing diversity and inclusion.

Adapted from https:/twww.businessinsider.com/generation-z

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    This extra long word (that approximately means “fantastic”) was popularized by the movie Mary Poppins and was eventually added to the dictionary. What you probably didn’t know is that there is a word that is longer — yes longer — than this one. Pneumonoultramicroscopicsilicovolcanoconiosis is a type of lung disease caused by inhaling ash and dust. Go ahead and try pronouncing that!

https://www.grammarly.com/blog/10-interesting-english-facts-guest/

IMO Action Plan to address marine plastic litter from ships

  IMO?s Marine Environment Protection Committee (MEPC) in 2018 adopted the International Maritime Organisation (IMO) Action Plan to address marine plastic litter from ships, which aims to enhance existing regulations and introduce new supporting measures to reduce marine plastic litter from ships.

What is marine litter? 

  Plastic materials in all shapes and sizes are omnipresent in our seas and oceans. They break down extremely slowly in the marine environment, taking in excess of 400 years. Marine litter originates from many sources and causes a wide spectrum of environmental, economic, safety, health and cultural impacts. For example, marine litter can cause harm to sea life if ingested or even death if a marine mammal becomes entangled in litter.

  Marine litter has been defined by UN Environment (United Nations Environment) as “any persistent, manufactured or processed solid material discarded, disposed of or abandoned in the marine and coastal environment. Marine litter consists of items that have been made or used by people and deliberately discarded into the sea or rivers or on beaches; brought indirectly to the sea with rivers, sewage, storm water or winds; accidentally lost, including material lost at sea in bad weather (fishing gear, cargo); or deliberately left by people on beaches and shores.”

   Marine litter, including plastics and microplastics, is known to result from land-based sources in massive quantities but can also originate from ships. Debris particles have been observed in coastal areas, in waters far from anthropogenic pollution sources, in surface waters, in the water column of deep water and in ocean sediments, and from the equator to the poles, including trapped in sea ice.

  UN Environment estimates that 15% of marine litter floats on the sea's surface, 15% remains in the water column and 70% rests on the seabed.

  According to another study, 5.25 million plastic particles, weighing 268,940 tonnes in total, are currently floating in the world”s oceans.

What problems does marinelitter cause? 

  In addition to the environmental and health problems posed by marine litter, floating garbage and plastics pose a costly as well as dangerous problem for shipping, as they can be anavigational hazard and become entangled in propellers and rudders.

  Another problem requiring urgent remedial action is the massive accumulation of plastics, not only in coastal areas but also in the deep sea.

  This litter is harmful to marine life: sea creatures can become trapped inside containers or strangled by nets or ropes, and microplastics can also enter the food chain as they are indigestible when swallowed.

(Adapted from https://www.imo.org