UERJ 2019 Inglês - Questões
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Time
Ticking away the moments that make up a dull day
You fritter and waste the hours in an offhand way
¹Kicking around on a piece of ground in your home town
Waiting for someone or something to show you the way
Tired of lying in the sunshine
Staying home to watch the rain
You are young and life is long
And there is time to kill today
And then one day you find
Ten years have got behind you
No one told you when to run
²You missed the starting gun
And you run and you run to catch up with the sun, but it’s sinking
And racing around to come up behind you again
The sun is the same in a relative way, but you’re older
³Shorter of breath and one day closer to death
Every year is getting shorter
Never seem to find the time
⁴Plans that either come to naught
⁵Or half a page of scribbled lines
⁶Hanging on in quiet desperation is the English way
⁷The time has gone, the song is over
Thought I’d something more to say
Home, home again
I like to be here when I can
And when I come home cold and tired
⁸It’s good to warm my bones beside the fire
Far away, across the field
The tolling of the iron bell
Calls the faithful to their knees
To hear the softly spoken magic spells
(ROGER WATERS. letras.mus.br)
Física para poetas
O ensino da física sempre foi um grande desafio. Nos últimos anos, muitos esforços foram feitos com o objetivo de ensiná-la desde as séries iniciais do ensino fundamental, no contexto do ensino de ciências. Porém, como disciplina regular, a física aparece no ensino médio, quando se torna “um terror” para muitos estudantes.
Várias pesquisas vêm tentando identificar quais são as principais dificuldades do ensino de física e das ciências em geral. Em particular, a queixa que sempre se detecta é que os estudantes não conseguem compreender a linguagem matemática na qual, muitas vezes, os conceitos físicos são expressos. Outro ponto importante é que as questões que envolvem a física são apresentadas fora de uma contextualização do cotidiano das pessoas, o que dificulta seu aprendizado. Por fim, existe uma enorme carência de professores formados em física para ministrar as aulas da disciplina.
As pessoas que vão para o ensino superior e que não são da área de ciências exatas praticamente nunca mais têm contato com a física, da mesma maneira que os estudantes de física, engenharia e química poucas vezes voltam a ter contato com a literatura, a história e a sociologia. É triste notar que a especialização na formação dos indivíduos costuma deixá-los distantes de partes importantes da nossa cultura, da qual as ciências físicas e as humanidades fazem parte.
Mas vamos pensar em soluções. Há alguns anos, ofereço um curso chamado “Física para poetas”. A ideia não é original – ao contrário, é muito utilizada em diversos países e aqui mesmo no Brasil. Seu objetivo é apresentar a física sem o uso da linguagem matemática e tentar mostrá-la próxima ao cotidiano das pessoas. Procuro destacar a beleza dessa ciência, associando-a, por exemplo, à poesia e à música.
Alguns dos temas que trabalho em “Física para poetas” são inspirados nos artigos que publico. Por exemplo, “A busca pela compreensão cósmica” é uma das aulas, na qual apresento a evolução dos modelos que temos do universo. Começando pelas visões místicas e mitológicas e chegando até as modernas teorias cosmológicas, falo sobre a busca por responder a questões sobre a origem do universo e, consequentemente, a nossa origem, para compreendermos o nosso lugar no mundo e na história.
Na aula “Memórias de um carbono”, faço uma narrativa de um átomo de carbono contando sua história, em primeira pessoa, desde seu nascimento, em uma distante estrela que morreu há bilhões de anos, até o momento em que sai pelo nariz de uma pessoa respirando. Temas como astronomia, biologia, evolução e química surgem ao longo dessa aula, bem como as músicas “Átimo de pó” e “Estrela”, de Gilberto Gil, além da poesia “Psicologia de um vencido”, de Álvares de Azevedo.
Em “O tempo em nossas vidas”, apresento esse fascinante conceito que, na verdade, vai muito além da física: está presente em áreas como a filosofia, a biologia e a psicologia. Algumas músicas de Chico Buarque e Caetano Veloso, além de poesias de Vinicius de Moraes e Carlos Drummond de Andrade, ajudaram nessa abordagem. Não faltou também “Tempo Rei”, de Gil.
A arte é uma forma importante do conhecimento humano. Se músicas e poesias inspiram as mentes e os corações, podemos mostrar que a ciência, em particular a física, também é algo inspirador e belo, capaz de criar certa poesia e encantar não somente aos físicos, mas a todos os poetas da natureza.
ADILSON DE OLIVEIRA
Adaptado de cienciahoje.org.br, 08/08/2016
The song “Time” could be used to introduce the class “O tempo em nossas vidas” suggested in the text “Física para poetas”.
The fragment of the lyrics that best relates to the class is:
Time
Ticking away the moments that make up a dull day
You fritter and waste the hours in an offhand way
¹Kicking around on a piece of ground in your home town
Waiting for someone or something to show you the way
Tired of lying in the sunshine
Staying home to watch the rain
You are young and life is long
And there is time to kill today
And then one day you find
Ten years have got behind you
No one told you when to run
²You missed the starting gun
And you run and you run to catch up with the sun, but it’s sinking
And racing around to come up behind you again
The sun is the same in a relative way, but you’re older
³Shorter of breath and one day closer to death
Every year is getting shorter
Never seem to find the time
⁴Plans that either come to naught
⁵Or half a page of scribbled lines
⁶Hanging on in quiet desperation is the English way
⁷The time has gone, the song is over
Thought I’d something more to say
Home, home again
I like to be here when I can
And when I come home cold and tired
⁸It’s good to warm my bones beside the fire
Far away, across the field
The tolling of the iron bell
Calls the faithful to their knees
To hear the softly spoken magic spells
(ROGER WATERS. letras.mus.br)
You missed the starting gun²
The fragment above ends the metaphor created in the second stanza. This metaphor establishes a connection between “life” and the following element:
Time
Ticking away the moments that make up a dull day
You fritter and waste the hours in an offhand way
¹Kicking around on a piece of ground in your home town
Waiting for someone or something to show you the way
Tired of lying in the sunshine
Staying home to watch the rain
You are young and life is long
And there is time to kill today
And then one day you find
Ten years have got behind you
No one told you when to run
²You missed the starting gun
And you run and you run to catch up with the sun, but it’s sinking
And racing around to come up behind you again
The sun is the same in a relative way, but you’re older
³Shorter of breath and one day closer to death
Every year is getting shorter
Never seem to find the time
⁴Plans that either come to naught
⁵Or half a page of scribbled lines
⁶Hanging on in quiet desperation is the English way
⁷The time has gone, the song is over
Thought I’d something more to say
Home, home again
I like to be here when I can
And when I come home cold and tired
⁸It’s good to warm my bones beside the fire
Far away, across the field
The tolling of the iron bell
Calls the faithful to their knees
To hear the softly spoken magic spells
(ROGER WATERS. letras.mus.br)
⁴Plans that either $\underline{\text{come to naught}}$
⁵Or $\underline{\text{half a page of scribbled lines}}$
The underlined expressions associate the plans mentioned by the poet to the following idea:
The effect of climate change on epidemic risk
¹The potential impacts of climate change have returned to headlines in recent weeks ²as scientists, activists and policy makers try to understand the possible implications of a warming planet. ³While rising temperatures and sea levels are important to be considered, ⁴changing climate patterns can have vast implications for epidemic risk as well.
Changes in global climate patterns have been ⁵widely discussed; however, rising temperatures also have implications for risk reduction and management, including impacts on infectious disease epidemics. With 2016 the hottest year ever recorded and 2017 following suit, we anticipate a continued growth in the distribution of disease agents, like mosquitoes and ticks. ⁶These can spread illnesses such as zika, yellow fever and dengue to areas where they previously could not be ⁷effectively transmitted.
As predicted by climate scientists, ⁸increases in extreme weather events may also lead to increases in infectious disease outbreaks. ⁹Epidemics have previously been seen as a consequence of natural disasters, ¹⁰which can lead to displaced and crowded populations, the ideal situation for infection transmission. Severe rainfall or flooding is ¹¹particularly effective at creating environments suitable for the transmission and propagation of infectious diseases, such as measles or cholera.
Even without rising to the level of a natural catastrophe, significant variation in weather patterns can result in changes in human and animal interactions, increasing the potential for pathogens to move from animals into human populations. ¹²For example, unusually heavy rains may predispose regions to ebola outbreaks by creating more favorable environments for bats hosting the virus. ¹³Similarly, food scarcity brought about by drought, political instability or animal disease may lead to more animal hunting, therefore raising the risk for ebola virus epidemic.
It is important to take note of the impact of climate change on epidemic risk, but it is equally important to prepare for its impact on global health. ¹⁴The global health community has largely come to realize that public health preparedness is crucial to responding efficiently to infectious disease outbreaks. For this reason, our work is, then, centered around helping governments manage and quantify infectious disease risk. Besides, regardless of weather patterns, insights into epidemics and into mechanisms for ensuring adequate support are critical for managing this risk.
Since the public health community agrees that ¹⁵the question is not if another outbreak will happen, but when, the steps we take in the coming years to prepare for and reduce the increasing frequency of outbreaks will determine the broader implications these diseases have on our world.
contagionlive.com
The global health community has $\underline{\text{largely}}$ come to realize that public health preparedness is crucial¹⁴
Another word from the text that may replace the underlined one above without significant change in meaning is:
The effect of climate change on epidemic risk
¹The potential impacts of climate change have returned to headlines in recent weeks ²as scientists, activists and policy makers try to understand the possible implications of a warming planet. ³While rising temperatures and sea levels are important to be considered, ⁴changing climate patterns can have vast implications for epidemic risk as well.
Changes in global climate patterns have been ⁵widely discussed; however, rising temperatures also have implications for risk reduction and management, including impacts on infectious disease epidemics. With 2016 the hottest year ever recorded and 2017 following suit, we anticipate a continued growth in the distribution of disease agents, like mosquitoes and ticks. ⁶These can spread illnesses such as zika, yellow fever and dengue to areas where they previously could not be ⁷effectively transmitted.
As predicted by climate scientists, ⁸increases in extreme weather events may also lead to increases in infectious disease outbreaks. ⁹Epidemics have previously been seen as a consequence of natural disasters, ¹⁰which can lead to displaced and crowded populations, the ideal situation for infection transmission. Severe rainfall or flooding is ¹¹particularly effective at creating environments suitable for the transmission and propagation of infectious diseases, such as measles or cholera.
Even without rising to the level of a natural catastrophe, significant variation in weather patterns can result in changes in human and animal interactions, increasing the potential for pathogens to move from animals into human populations. ¹²For example, unusually heavy rains may predispose regions to ebola outbreaks by creating more favorable environments for bats hosting the virus. ¹³Similarly, food scarcity brought about by drought, political instability or animal disease may lead to more animal hunting, therefore raising the risk for ebola virus epidemic.
It is important to take note of the impact of climate change on epidemic risk, but it is equally important to prepare for its impact on global health. ¹⁴The global health community has largely come to realize that public health preparedness is crucial to responding efficiently to infectious disease outbreaks. For this reason, our work is, then, centered around helping governments manage and quantify infectious disease risk. Besides, regardless of weather patterns, insights into epidemics and into mechanisms for ensuring adequate support are critical for managing this risk.
Since the public health community agrees that ¹⁵the question is not if another outbreak will happen, but when, the steps we take in the coming years to prepare for and reduce the increasing frequency of outbreaks will determine the broader implications these diseases have on our world.
contagionlive.com
the question is not if another outbreak will happen, $\underline{\text{but when}}$, ¹⁵
The underlined words present the health community’s opinion concerning new outbreaks of epidemics.
According to their opinion, future outbreaks are seen as:
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