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Lego wants to replace plastic blocks with sustainable materials
The Lego Group wants to replace the plastic in their products with a “sustainable material” by 2030, the company announced.
The world’s largest toy company will invest $1 billion in their new LEGO Sustainable Materials Centre in Denmark, which _______(1) devoted to finding and implementing new sustainable alternatives for their current building materials. Lego plans on hiring 100 specialists for the center. There is no official definition of a sustainable material.
Legos _______(2) made with a strong plastic known as acrylonitrile butadiene styrene since 1963. The company uses more than 6,000 tons of plastic annually to manufacture its products, according to NBC News. Changing the raw material could have a large effect on Lego’s carbon footprint, especially considering that only 10% of the carbon emissions from Lego products come from its factories. The other 90% is produced from the extraction and refinement of raw materials, as well as distribution from factories to toy stores.
The company _______(3) already taken steps to lower its carbon footprint, including a reduction of packaging size and an investment in an offshore wind farm.
Adapted from http://time.com/3931946/lego-sustainable-materials/
(Título omitido propositadamente)
Italian children have been told not to turn up to school unless they can prove they have been properly vaccinated. The deadline follows months of national debate over compulsory vaccination. The new law came amid a surge in measles cases - but Italian officials say vaccination rates have improved since it was introduced. Children must receive a range of mandatory immunisations before attending school. They include vaccinations for chickenpox, polio, measles, mumps and rubella.
Children up to the age of six years will be excluded from nursery and kindergarten without proof of vaccination under the new rules. Those aged between six and 16 cannot be banned from attending school, but their parents face fines if they do not complete the mandatory course of immunisations.
Italian media report that regional authorities are handling the situation in a number of different ways. In Bologna, the local authority has set letters of suspension to the parents of some 300 children, and a total of 5,000 children do not have their vaccine documentation up to date. In other areas there have been no reported cases, while still others have been given a grace period of a few days beyond the deadline.
The new law was passed to raise Italy’s dropping vaccination rates from below 80% to the World Health Organisation’s 95% target.
Adapted from https://www.bbc.com/news/world-europe-47536981
(Título omitido propositadamente)
Italian children have been told not to turn up to school unless they can prove they have been properly vaccinated. The deadline follows months of national debate over compulsory vaccination. The new law came amid a surge in measles cases - but Italian officials say vaccination rates have improved since it was introduced. Children must receive a range of mandatory immunisations before attending school. They include vaccinations for chickenpox, polio, measles, mumps and rubella.
Children up to the age of six years will be excluded from nursery and kindergarten without proof of vaccination under the new rules. Those aged between six and 16 cannot be banned from attending school, but their parents face fines if they do not complete the mandatory course of immunisations.
Italian media report that regional authorities are handling the situation in a number of different ways. In Bologna, the local authority has set letters of suspension to the parents of some 300 children, and a total of 5,000 children do not have their vaccine documentation up to date. In other areas there have been no reported cases, while still others have been given a grace period of a few days beyond the deadline.
The new law was passed to raise Italy’s dropping vaccination rates from below 80% to the World Health Organisation’s 95% target.
Adapted from https://www.bbc.com/news/world-europe-47536981
(Título omitido propositadamente)
Italian children have been told not to turn up to school unless they can prove they have been properly vaccinated. The deadline follows months of national debate over compulsory vaccination. The new law came amid a surge in measles cases - but Italian officials say vaccination rates have improved since it was introduced. Children must receive a range of mandatory immunisations before attending school. They include vaccinations for chickenpox, polio, measles, mumps and rubella.
Children up to the age of six years will be excluded from nursery and kindergarten without proof of vaccination under the new rules. Those aged between six and 16 cannot be banned from attending school, but their parents face fines if they do not complete the mandatory course of immunisations.
Italian media report that regional authorities are handling the situation in a number of different ways. In Bologna, the local authority has set letters of suspension to the parents of some 300 children, and a total of 5,000 children do not have their vaccine documentation up to date. In other areas there have been no reported cases, while still others have been given a grace period of a few days beyond the deadline.
The new law was passed to raise Italy’s dropping vaccination rates from below 80% to the World Health Organisation’s 95% target.
Adapted from https://www.bbc.com/news/world-europe-47536981
Teaching English in the Brazilian countryside
“In Brazil, countryside youth want to learn about new places, new cultures and people. However, they think their everyday lives are an obstacle to that, because they imagine that country life has nothing to do with other parts of the world”, says Rafael Fonseca. Rafael teaches English in a language school in a cooperative coffee cultivation in Paraguaçu. His learners are the children of rural workers.
Rafael tells us that the objective of the project being developed in the cooperative is to give the young people more opportunities of growth in the countryside, and that includes the ability to communicate with international buyers. “In the future, our project may help overcome the lack of succession in countryside activities because, nowadays, rural workers’ children become lawyers, engineers, teachers, and sometimes even doctors, but those children very rarely want to have a profession related to rural work”, says Rafael.
“That happens”, he adds, “because their parents understand that life in the countryside can be hard work and they do not want to see their children running the same type of life that they have. Their children also believe that life in the country does not allow them to have contact with other parts of the world, meet other people and improve cultural bounds. The program intends to show them that by means of a second language they can travel, communicate with new people and learn about new cultures as a means of promoting and selling what they produce in the country, and that includes receiving visitors in their workplace from abroad.”
Rafael’s strategy is to contextualize the English language and keep learners up-to-date with what happens in the global market. “Integrating relevant topics about countryside living can be transformative in the classroom. The local regional and cultural aspects are a great source of inspiration and learning not only for the young, but for us all.”
Adapted from http://www.cambridge.org/elt/blog/2019/01/21/teaching-english-in-the-brazilian-classroom/
According to the text, read the statements and choose the correct alternative.
I. Rafael tries to show them that their everyday lives are not an obstacle.
II. Those children’s parents don’t want them to attend university.
III. Rafael brings classroom topics close to what the children see and live.
IV. Those children may replace their parents in the future as rural workers.
V. The language school reaffirms that country life has nothing to do with other parts of the world.
Teaching English in the Brazilian countryside
“In Brazil, countryside youth want to learn about new places, new cultures and people. However, they think their everyday lives are an obstacle to that, because they imagine that country life has nothing to do with other parts of the world”, says Rafael Fonseca. Rafael teaches English in a language school in a cooperative coffee cultivation in Paraguaçu. His learners are the children of rural workers.
Rafael tells us that the objective of the project being developed in the cooperative is to give the young people more opportunities of growth in the countryside, and that includes the ability to communicate with international buyers. “In the future, our project may help overcome the lack of succession in countryside activities because, nowadays, rural workers’ children become lawyers, engineers, teachers, and sometimes even doctors, but those children very rarely want to have a profession related to rural work”, says Rafael.
“That happens”, he adds, “because their parents understand that life in the countryside can be hard work and they do not want to see their children running the same type of life that they have. Their children also believe that life in the country does not allow them to have contact with other parts of the world, meet other people and improve cultural bounds. The program intends to show them that by means of a second language they can travel, communicate with new people and learn about new cultures as a means of promoting and selling what they produce in the country, and that includes receiving visitors in their workplace from abroad.”
Rafael’s strategy is to contextualize the English language and keep learners up-to-date with what happens in the global market. “Integrating relevant topics about countryside living can be transformative in the classroom. The local regional and cultural aspects are a great source of inspiration and learning not only for the young, but for us all.”
Adapted from http://www.cambridge.org/elt/blog/2019/01/21/teaching-english-in-the-brazilian-classroom/
Teaching English in the Brazilian countryside
“In Brazil, countryside youth want to learn about new places, new cultures and people. However, they think their everyday lives are an obstacle to that, because they imagine that country life has nothing to do with other parts of the world”, says Rafael Fonseca. Rafael teaches English in a language school in a cooperative coffee cultivation in Paraguaçu. His learners are the children of rural workers.
Rafael tells us that the objective of the project being developed in the cooperative is to give the young people more opportunities of growth in the countryside, and that includes the ability to communicate with international buyers. “In the future, our project may help overcome the lack of succession in countryside activities because, nowadays, rural workers’ children become lawyers, engineers, teachers, and sometimes even doctors, but those children very rarely want to have a profession related to rural work”, says Rafael.
“That happens”, he adds, “because their parents understand that life in the countryside can be hard work and they do not want to see their children running the same type of life that they have. Their children also believe that life in the country does not allow them to have contact with other parts of the world, meet other people and improve cultural bounds. The program intends to show them that by means of a second language they can travel, communicate with new people and learn about new cultures as a means of promoting and selling what they produce in the country, and that includes receiving visitors in their workplace from abroad.”
Rafael’s strategy is to contextualize the English language and keep learners up-to-date with what happens in the global market. “Integrating relevant topics about countryside living can be transformative in the classroom. The local regional and cultural aspects are a great source of inspiration and learning not only for the young, but for us all.”
Adapted from http://www.cambridge.org/elt/blog/2019/01/21/teaching-english-in-the-brazilian-classroom/
Em 1985, a inflação brasileira chegou a 235% ao ano. Para corrigir essa situação, o governo Sarney anunciou, em fevereiro do ano seguinte, um plano de estabilização econômica, conhecido como Plano Cruzado. Observe as afirmativas abaixo.
I – Instituição da moeda chamada Real;
II – Congelamento de preços;
III – “Gatilho” salarial, determinando que os salários seriam reajustados sempre que a inflação chegasse a 20% ao mês;
IV – Substituição da moeda corrente no país, o cruzeiro, pelo cruzeiro novo;
V – Introdução da Unidade Real de Valor (URV).
Assinale a alternativa em que todas as afirmativas estão relacionadas ao plano econômico supracitado.
Ideias republicanas estavam presentes entre os brasileiros há tempos. No século XVIII, inspiraram movimentos contra o domínio português. Em 1870, um grupo de políticos lançou, no Rio de Janeiro, o Manifesto Republicano. Os seguintes episódios, ocorridos na segunda metade do século XIX, abalaram o Império Brasileiro. Considerando os seguintes fatos:
I – Questão Militar.
II – Questão de Fronteiras.
III – Questão Religiosa.
IV – Questão da Cisplatina.
V – Questão Abolicionista.
Assinale abaixo a alternativa em que todas as proposições estão corretas no que se refere às questões que contribuiram para o fim do período Imperial Brasileiro.
Muitos europeus acreditavam que, em direção ao sul, o mar seria habitado por monstros e estaria sempre em chamas. Se arriscassem cruzar o oceano Atlântico, à época conhecido como mar Tenebroso, iriam se deparar com o fim do mundo. Mesmo assim, os portugueses se lançaram às Grandes Navegações, no final do século XV. Considerando:
I – A Tomada de Constantinopla pelos turcos otomanos;
II – A Criação da Companhia das Índias Ocidentais;
III – A existência de um poder centralizador e de um Estado unificado;
IV – A descoberta da imensa mina de prata em Potosí pelos lusitanos;
V – A invenção da bússola pelos portugueses na Escola de Sagres.
Assinale abaixo a alternativa que apresenta as causas que levaram à Expansão Marítima Portuguesa.
O mundo moderno é um voraz consumidor de energia. Atender a essa demanda, pressionada cada vez mais pelas economias emergentes, bem como observar as exigências de um mercado balizado pelo paradigma da eficiência, são desafios incontornáveis. Sobre as características e a participação das diversas fontes de energia, considere as seguintes afirmativas:
I – O drástico aumento do preço do petróleo causado pelas crises internacionais de 1973 e 1979/1980 teve um duplo efeito: viabilizou sua extração em locais de difícil acesso (Sibéria, Alasca e plataformas continentais) e estimulou a pesquisa de fontes alternativas.
II – Impulsionado pelas políticas de redução das emissões de CO2 adotadas pela China, o gás natural já é, desde 2010, a segunda fonte de energia mais utilizada no mundo.
III – Fontes de energia como o etanol e o biodiesel despontam atualmente como excelentes alternativas, pois apresentam os seguintes benefícios: poluem menos que os combustíveis fósseis, geram vários empregos no campo e dinamizam a economia por conta do seu efeito multiplicador.
IV – Isenta de impactos ambientais, a energia eólica vem conquistando cada vez mais espaço na matriz energética de países como China, EUA, Alemanha, Espanha e Índia.
V – Países como França, Ucrânia, Japão e Coreia do Sul continuam a ter nas usinas nucleares uma importante fonte energia, mesmo com problemas relacionados à destinação dos seus rejeitos, à pressão da opinião pública e aos altos custos de construção e manutenção.
Assinale a alternativa que apresenta todas as afirmativas corretas, dentre as listadas acima.
Conheça nossos planos