Questões Militares

Leia o texto para responder à questão.

Because we all have different styles of teaching, and therefore planning, orientations about course planning and delivery should not be meant to be prescriptive. As Bailey (1996) points out, a lesson plan is like a road map “which describes where the teacher hopes to go in a lesson, presumably taking the students along”. It is the latter part of this quote that is important for teachers to remember, because they may need to make “in-flight” changes in response to the actuality of the classroom. As Bailey (1996) correctly points out, “In realizing lesson plans, part of a skilled teacher’s logic in use involves managing such departures to maximimize teaching and learning opportunities”. Clearly thought-out lesson plans will more likely maintain the attention of students and increase the likelihood that they will be interested.

(RICHARDS, Jack C.; RENANDYA, Willy A.(Ed.). Methodology in language teaching: an anthology of current practice. Cambridge: Cambridge University Press, 2002. p. 36. Adaptado) 

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

A questão refere-se ao texto destacado a seguir.

When my family first moved to North Carolina, we lived in a rented house three blocks from the school where I would begin the third grade. My mother made friends with one of the neighbors, but one seemed enough for her. Within a year we would move again and, as she explained, there wasn’t much point in getting too close to people we would have to say good-bye to. Our next house was less than a mile away, and the short journey would hardly merit tears or even goodbyes, for that matter. It was more of a “see you later” situation, but still I adopted my mother’s attitude, as it allowed me to pretend that not making friends was a conscious choice. I could if I wanted to. It just wasn’t the right time.

Back in New York State, we had lived in the country, with no sidewalks or streetlights; you could leave the house and still be alone. But here, when you looked out the window, you saw other houses, and people inside those houses. I hoped that in walking around after dark I might witness a murder, but for the most part our neighbors just sat in their living rooms, watching TV. The only place that seemed truly different was owned by a man named Mr. Tomkey, who did not believe in television […].  

To say that you did not believe in television was different from saying that you did not care for it. Belief implied that television had a master plan and that you were against it. It also suggested that you thought too much. When my mother reported that Mr. Tomkey did not believe in television, my father said, “Well, good for him. I don't know that I believe in it, either”.

“That's exactly how I feel,” my mother said, and then my parents watched the news, and whatever came on after the news.

SEDARIS, David. Dress Your Family in Corduroy and Denim. Recurso eletrônico. Boston: Little, Brown and Company, 2004, p. 5.