UECE–2010.1–VESTIBULAR–1ª FASE–UNIVERSIDADE ESTADUAL DO CEARÁ–LÍNGUA INGLESA–GABARITO, TEXTO TRADUZIDO & MUITO VOCABULÁRIO.

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

• UECE-2010.1-VESTIBULAR-1ª FASE-LÍNGUA INGLESA- 24/01/2010.

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www.cev.uece.br

❑ ESTRUTURA-PROVA:

• 6 MCQs (Multiple Choice Question) / 4 Options Each Question.

• Texto –  |  | Newsweek |

PROVA, TRADUÇÃO, GABARITO & MUITO VOCABULÁRIO

❑ FONTE DO TEXTO:

* Newsweek é uma revista de notícias semanal estadunidense, publicada na cidade de Nova Iorque e distribuída para os Estados Unidos e também internacionalmente. Na atualidade é a segunda maior revista semanal do país, superada apenas pela revista TIME em circulação e ganhos com publicidade.

❑ TEXTO:

When it comes to market bubbles and how they are created, very little, if anything, has changed. This is because human psychology has not changed. Massive bubbles are created when large numbers of people buy into “new era” stories that exaggerate how much the world has improved. 

For example, in the past few years the global equities and housing bubbles were driven by a giddy faith that world markets were on a tear and prices would go up indefinitely. Our animal spirits are sparked by these tales; we find them irresistible. And since as animals we’re also given to a herd mentality, in a bubble we tend to invest too much in the most popular stories – and continue to do so even after the bubble bursts. As I wrote in my book Irrational Exuberance in 2000, one of the key stories of our time is the triumph of capitalism. This theme was underscored by the desintegration of the Soviet Union and China’s shift to a market economy. But many true believers got the details wrong – and became convinced, for example, that capitalism means market prices will always go up. 

In the several decades since the world-wide rise of market economies, our perceptions of ourselves have changed greatly – while young people back then might have become hippies, deeply sceptical of business, today’s young people are very concerned with making money. They might have temporarily questioned the idea of capitalism after the financial crisis, but quickly shrugged off their qualms.

People still largely believe in the ownership society and in markets. Bubbles are also encouraged by the Internet and by high-speed data transmission. People pick up ideas in newspapers, via TV, or online, then spread then via word of mouth. Anyone who’s ever played the children’s game of telephone knows that, once started, a story or idea takes on a life of its own. The internet helped fuel the tech bubble and the financial crisis. I have no doubt that new social media like Twitter or Facebook will contribute to the
next craze, or that the Internet will have other, unexpected effects on markets as well.

Still, shouldn’t we learn something from our past mistakes? The good news is that some of us do. In some cases, it’s generational – there’s evidence to suggest that people learn best from seismic events that happen to them in their youth (which is why the Great Depression resulted in lifelong behavioural shifts for many people). In other cases, however, people simply don’t pay attention to the right information – or it may take them a while to come to it. Economics is an imperfect science, and it often goes off on tangents. For example, a few years back, economists were enamored with the efficientmarkets theory – the idea that the markets always know best. Now, post-crisis, that’s finally changing, and even the G20 has recently issued a warning about bubbles. 

But while this awareness may help keep them in
check for a few years, it won’t eradicate them. Nor will it be the end of the world when we go through the next one. The triumph of capitalism remains a powerful story, and no matter the shocks to come,
we’re unlikely to forget it.

By Robert Shiller.

Newsweek - Special Issue, Dec. 2009.

_____________________________________________________________________________

      Questão   55 
Shiller's point of view about youths nowadays is that they:
A) Don’t care about Economics.
B) Are worried about making money.
C) Are never concerned about financial crises.
D) Just want to spend money.

👍 Comentários e Gabarito   B 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
O ponto de vista de Shiller sobre os jovens hoje em dia é que eles:
A) Não se preocupam com economia.
B) Estão preocupados em ganhar dinheiro.
C) Nunca estão preocupados com crises financeiras.
D) Só quer gastar dinheiro.
_____________________________________________________________________________
      Questão   56 
According to Robert Shiller:
A) There’s a strong faith that prices will go down.
B) Human psychology has changed over the years.
C) Human beings have a kind of herd mentality.
D) Old ideas about markets no longer exist.

👍 Comentários e Gabarito   C 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
De acordo com Robert Shiller:
A) Existe uma forte crença de que os preços vão cair.
B) A psicologia humana mudou ao longo dos anos.
C) Os seres humanos têm uma espécie de mentalidade de rebanho.
D) Ideias antigas sobre mercados não existem mais.
_____________________________________________________________________________
      Questão   57 
The author believes in:
A) The triumph of capitalism.
B) The US housing market.
C) Old people’s concern about making money.
D) New era stories that emphasize the world’s improvement.

👍 Comentários e Gabarito   A 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
O autor acredita em:
A) O triunfo do capitalismo.
B) O mercado imobiliário dos EUA.
C) A preocupação das pessoas idosas em ganhar dinheiro.
D) Histórias da nova era que enfatizam a melhoria do mundo.
_____________________________________________________________________________
      Questão   58 
The author also believes that the internet will
A) Stop fueling the so-called tech bubble.
B) Keep on having effects on markets.
C) Destroy old ideas and beliefs about economics.
D) Cause prices to rise over the long term.

👍 Comentários e Gabarito   B 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
O autor também acredita que a internet
A) irar parar de abastecer a chamada bolha tecnológica.
B) Continuara tendo efeitos nos mercados.
C) destruirá velhas idéias e crenças sobre economia.
D) causará os preços a subir a longo prazo.
_____________________________________________________________________________
      Questão   59 
Despite the recent financial crisis,
A) Capitalism maintains its strength/power.
B) The G20 has not been concerned about market bubbles.
C) Economists still believe in the efficient markets theory.
D) The lower classes are spending more and more money.

👍 Comentários e Gabarito   A 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
Apesar da recente crise financeira,
A) O capitalismo mantém sua força / poder.
B) O G20 não se preocupou com as bolhas do mercado.
C) Os economistas ainda acreditam na teoria dos mercados eficientes.
D) As classes mais baixas estão gastando mais e mais dinheiro.

      Questão   60 
According to the text, the post crisis consciousness about bubbles
A) Will prevent their appearance from now on.
B) May easily eradicate them.
C) May maintain them under control for some time.
D) Will not help to change ideas about markets.

👍 Comentários e Gabarito   C 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
Segundo o texto, a consciência pós-crise sobre bolhas
A) Impedirá sua aparência a partir de agora.
B) Pode facilmente erradicá-los.
C) Pode mantê-los sob controle por algum tempo.
D) Não ajudará a mudar idéias sobre mercados. 

UECE–2012.1–VESTIBULAR–1ª FASE–UNIVERSIDADE ESTADUAL DO CEARÁ–LÍNGUA INGLESA–GABARITO, TEXTO TRADUZIDO & MUITO VOCABULÁRIO.

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

• UECE-2012.1-VESTIBULAR-1ª FASE-LÍNGUA INGLESA-27/11/11.

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www.cev.uece.br

❑ ESTRUTURA-PROVA:

• 6 MCQs (Multiple Choice Question) / 4 Options Each Question.

• Texto –  | Scientists hint at why laughter feels so good | www.nytimes.com |

PROVA, TRADUÇÃO, GABARITO & MUITO VOCABULÁRIO

❑ FONTE DO TEXTO:

* The New York Times é um jornal diário estadunidense. A versão impressa do jornal tem a segunda maior circulação, atrás do The Wall Street Journal. Apelidado de "The Lady Gray", o New York Times há muito tempo tem sido considerado um "jornal de referência" nacional. 

❑ TEXTO:

Laughter is regularly promoted as a source of health and well being, but it has been hard to pin down exactly why laughing until it hurts feels so good. The answer, reports Robin Dunbar, an evolutionary psychologist at Oxford, is not the intellectual pleasure of cerebral humor, but the physical act of laughing. The simple muscular exertions involved in producing the familiar ha, ha, ha, he said, trigger an increase in endorphins, the brain chemicals known for their feel-good effect.

His results build on a long history of scientific attempts to understand a deceptively simple and universal behavior. “Laughter is very weird stuff, actually,” Dr. Dunbar said. “That’s why we got interested in it.” And the findings fit well with a growing sense that laughter contributes to group bonding and may have been important in the evolution of highly social humans.

In five sets of studies in the laboratory and one field study at comedy performances, Dr. Dunbar and colleagues tested resistance to pain both before and after bouts of social laughter. The pain came from a freezing wine sleeve slipped over a forearm, an ever tightening blood pressure cuff or an excruciating ski exercise.

The findings, published in the Proceedings of the Royal Society B: Biological Sciences, eliminated the possibility that the pain resistance measured was the result of a general sense of well-being rather than actual laughter. And, Dr. Dunbar said, they also provided a partial answer to the ageless conundrum of whether we laugh because we feel giddy or feel giddy because we laugh. “The causal sequence is laughter triggers endorphin activation,” he said. What triggers laughter is a question that leads into a different labyrinth.

Robert R. Provine, a neuroscientist at the University of Maryland, Baltimore County, and the author of “Laughter: A Scientific Investigation,” said he thought the study was “a significant contribution” to a field of study that dates back 2,000 years or so. It has not always focused on the benefits of laughter. Both Plato
and Aristotle, Dr. Provine said, were concerned with the power of laughter to undermine authority.

The results of Dr. Dunbar’s experiments, when analyzed, showed that laughing increased pain resistance, whereas simple good feeling in a group setting did not. Pain resistance is used as an indicator of endorphin levels because their presence in the brain is difficult to test; the molecules would not appear in blood samples because they are among the brain chemicals that are prevented from entering circulating blood by the so-called blood brain barrier.

Dr. Dunbar thinks laughter may have been favored by evolution because it helped bring human groups together, the way other activities like dancing and singing do. Those activities also produce endorphins, he said, and physical activity is important in them as well. “Laughter is an early mechanism to bond social groups,” he said. “Primates use it.”
Adapted from “Scientists hint at why laughter feels so good.” September 13, 2011, www.nytimes.com.

      Questão   55 

According to Dr. Dunbar’s studies on the reasons why laughter makes human beings feel so good, the explanation lies in the fact that the physical act of laughing
A) pumps more blood to the brain.
B) raises the level of endorphins.
C) triggers intellectual activity.
D) carries brain chemicals to the heart.

👍 Comentários e Gabarito   B 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
De acordo com os estudos do Dr. Dunbar sobre as razões pelas quais o riso faz os seres humanos se sentirem tão bem, a explicação está no fato de que o ato físico de rir
A) bombeia mais sangue para o cérebro.
B) aumenta o nível de endorfinas.
C) desencadeia atividade intelectual.

D) transporta substâncias químicas cerebrais para o coração.
      Questão   56 
As to the scientific endeavor to decipher laughter and its effects in humans, the text states that it has
A) only recently received attention from scientists.
B) always been considered a very silly behavior.
C) often been discarded from psychological studies.
D) been researched for more than a thousand years.

👍 Comentários e Gabarito   D 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
Quanto ao esforço científico para decifrar o riso e seus efeitos em humanos, o texto afirma que
A) só recentemente recebeu atenção de cientistas.
B) sempre foi considerado um comportamento muito bobo.
C) muitas vezes foi descartado de estudos psicológicos.

D) foi pesquisado por mais de mil anos.
      Questão   57 
According to the text, the philosophers Plato and Aristotle pondered that laughter
A) certainly challenged all types of leadership.
B) was a great resource for those in power.
C) could enfeeble authority.
D) eliminated the possibility of pain.

👍 Comentários e Gabarito   C 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
Segundo o texto, os filósofos Platão e Aristóteles ponderaram que o riso
A) certamente desafiou todos os tipos de liderança.
B) foi um ótimo recurso para quem está no poder.
C) poderia enfraquecer a autoridade.

D) eliminou a possibilidade de dor.
      Questão   58 
In the process of evolution, according to Dr. Dunbar, laughter could have been privileged because of
A) its role in the socialization process among groups.
B) its function as a survival tool in the age of stone.
C) the bond it creates between humans and animals.
D) the fact that it could replace singing and dancing.

👍 Comentários e Gabarito   A 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
No processo de evolução, segundo o Dr. Dunbar, o riso poderia ter sido privilegiado por causa de...
A) seu papel no processo de socialização entre os grupos.
B) sua função como ferramenta de sobrevivência na idade da pedra.
C) a ligação que cria entre humanos e animais.

D) o fato de que poderia substituir cantando e dançando.
      Questão   59 
Through some experiments Dr. Dunbar concluded that
A) bouts of laughter occur before and after watching comic films.
B) laughter heals certain brain tumors.
C) good feeling alone does not increase resistance to pain.
D) lab experiments were unable to explain the blood brain barrier.

👍 Comentários e Gabarito   C 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
Através de algumas experiências Dr. Dunbar concluiu que
A) crises de riso ocorrem antes e depois de assistir a filmes de quadrinhos.
B) o riso cura certos tumores cerebrais.
C) bom sentimento sozinho não aumenta a resistência à dor.

D) experimentos de laboratório foram incapazes de explicar a barreira hematoencefálica.
      Questão   60 
In trying to understand the connection between laughter and pain resistance, Dr. Dunbar found that
A) laughter works in the body like wine.
B) the act of laughing increases one’s resistance to pain.
C) the two of them are not related.
D) the longer one laughs, the more headaches s/he has.

👍 Comentários e Gabarito   B 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
Ao tentar entender a conexão entre o riso e a resistência à dor, o Dr. Dunbar descobriu que
A) o riso funciona no corpo como o vinho.
B) o ato de rir aumenta a resistência à dor.
C) os dois não estão relacionados.

D) quanto mais se ri, mais dores de cabeça ele / ela tem.

UECE–2012.2–VESTIBULAR–1ª FASE–UNIVERSIDADE ESTADUAL DO CEARÁ–LÍNGUA INGLESA–GABARITO, TEXTO TRADUZIDO & MUITO VOCABULÁRIO.

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

• UECE-2012.2-VESTIBULAR-1ª FASE-LÍNGUA INGLESA-03/06/2012.

 

www.cev.uece.br

❑ ESTRUTURA-PROVA:

• 6 MCQ (Multiple Choice Question) / 4 Options Each Question.

• Texto – |  | www.nytimes.com |

PROVA, TRADUÇÃO, GABARITO & MUITO VOCABULÁRIO

❑ FONTE DO TEXTO:

* The New York Times é um jornal diário estadunidense. A versão impressa do jornal tem a segunda maior circulação, atrás do The Wall Street Journal. Apelidado de "The Lady Gray", o New York Times há muito tempo tem sido considerado um "jornal de referência" nacional. 

❑ TEXTO:

MORE and more retired people are heading back to the nearest classroom — as students and, in some cases, teachers — and they are finding out that school can be lovelier the second time around. Some may be thinking of second careers, but most just want to keep their minds stimulated, learn something new or catch up with a subject they were always curious about but never had time for.

For many, at least part of the motivation is based on widespread reports that exercising the brain may preserve it, forestalling mental decline and maybe even Alzheimer’s disease and other types of dementia.

Is there any truth to it? And if there is, what type of learning is best suited to the older brain?

Many studies do find that being mentally active is associated with a lower risk of Alzheimer’s disease. But the standard caveat applies: association does not prove cause and effect, and there is always the chance that the mentally active people who never got Alzheimer’s simply had healthier brains to begin with. Even, so, researchers say, there is no harm in telling people to try to stay engaged.

“When you and I are having this conversation, you’re taking notes, thinking, remembering pieces of it, trying to relate it to other things,” said Arthur Toga, a professor of neurology and director of the laboratory of neuroimaging at the University of California, Los Angeles. “You’re changing the circuitry in your brain.

That is because you have changed something in your brain to retain that memory.”

Dr. Toga elaborated: “The conversation requires nerve cells in the brain to fire, and when they fire they are using energy. More oxygen and sugar must be delivered, by increased blood flow to those regions.

“Why would that be good? If you are vasodilating, delivering more blood to certain regions of the brain, that is important. It increases the longevity and the health of those circuits. In adults, if I ask you to perform tasks you’ve never done before, the amount of brain it takes for you to try and do it is far greater than the amount of brain it takes for you to do something you’re already good at. So yes, exercising the brain is good.” Playing video games probably qualifies as a type of brain exercise, he said, though older people might not sharpen their skills as fast as younger ones do.

Dr. Toga warned that while using the brain might help avert some of the mental slowing that normally comes with aging, it had its limits. “I do not believe that it forestalls degenerative disease, however,” he said. “That’s a different process.”

But research continues. Dr. William Jagust, a professor of public health and neuroscience at the University of California, Berkeley, said there were two main theories that tried to explain why exercising the brain might make it more resistant to disease. One is the “cognitive reserve” theory, which says that if the brain is in the best possible shape with extensive neuronal connections from being used a lot, it may be able to withstand the onset of Alzheimer’s disease for a while and symptoms may take longer to develop.

A hallmark of Alzheimer’s is deposits in the brain of an abnormal form of a protein called amyloid. “A paper we published showed that people who were more cognitively active over their whole life span had less amyloid,” Dr. Jagust said.

“My interpretation is that people who are more cognitively active have more efficient brains,” Dr. Jagust said. “What seems to happen in aging is that older people seem to have less efficient brains.” A scan of brain activity on a 20-year-old being asked to remember something will show less activity needed than in an 80-year-old asked to perform the same task.

“Older people seem to activate or bring on line brain areas that young people don’t use,” Dr. Jagust said. “They have to work their brains harder. So people who stay cognitively active may use their brains more efficiently.” That way, they may generate fewer amyloid deposits. But he emphasized that being mentally active throughout life — not just in old age — was what mattered.

Nonetheless, Dr. Jagust acknowledged, “this is all theoretical.”

It is a good idea to try something new.

“A variety of things is important,” Dr. Toga said. “We try to encourage people to do certain things because it couldn’t hurt and may be good. Retaining lots of social interaction is really important. It involves so much of the brain. You have to interpret facial expressions and understand new concepts.

[...]

One of the largest programs for retirees is at the University of Wisconsin, Green Bay (it is not associated with Osher). Called Learning in Retirement, it is sponsored by the university, with more than 1,000 members and more than 240 courses a year. Michael W. Murphy, who spent more than 30 years as an English professor, said this program had brought him some of the greatest joy he had experienced in the classroom. Since 2001, when he stepped down from his post as acting dean at the university, he has been teaching poetry and other subjects to Learning in Retirement members. It is an unpaid position. “I’ve always enjoyed teaching, and the idea of teaching without having to read papers, correct tests and worst of all, give out grades, was really appealing,” Dr. Murphy said.

To his delight, the students actually want to be there. They take the time to tell him how much they appreciate him and sometimes even break into applause after his lectures. The students include doctors, lawyers, professors and highschool dropouts. “The biggest problem I had teaching 18-year-olds was a kind of general apathy,” Dr. Murphy said. “They were looking forward to a career in high finance and I was trying to teach them to appreciate Tennyson. The fact that these people show up, and toddle in or waddle in, some with their walkers or wheelchairs, it’s heartwarming.”

www.nytimes.com/, March 7, 2012.

      Questão   55 

One of the conclusions reached by Dr. Jagust related to the brain was that

A) it is important to be mentally active during one´s whole life span.

B) engaging in conversation is what matters.

C) sugar increases the blood flow in the brain.

D) cell phones can harm it.

👍 Comentários e Gabarito   A 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
Uma das conclusões do Dr. Jagust relacionada ao cérebro foi que
A) é importante ser mentalmente ativo durante toda a sua vida.
B) envolver-se em conversas é o que importa.
C) o açúcar aumenta o fluxo sanguíneo no cérebro.
D) telefones celulares podem prejudicá-lo.

      Questão   56 

According to the text, mental decline and some kinds of dementia may be avoided if one

A) sleeps eight hours a day.

B) walks two miles a week.

C) exercises the brain.

D) eats enough fiber.

👍 Comentários e Gabarito   C 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
De acordo com o texto, o declínio mental e alguns tipos de demência podem ser evitados se
A) dormir oito horas por dia.
B) caminhar duas milhas por semana.
C) exercitar o cérebro.
D) comer fibra suficiente.

      Questão   57 

According to Dr. Jagust, the theory of “cognitive reserve” states that if the brain is in good shape with many neuronal connections from being really active, it may

A) perform actions using areas not related to certain tasks.

B) make patients recover from depression more easily.

C) help researchers to spot malfunctioning areas.

D) resist the start of Alzheimer and delay the development of its symptoms.

👍 Comentários e Gabarito   D 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
Segundo o Dr. Jagust, a teoria da "reserva cognitiva" afirma que, se o cérebro está em boa forma, com muitas conexões neuronais de ser realmente ativo, pode
A) realizar ações utilizando áreas não relacionadas a determinadas tarefas.
B) faz com que os pacientes se recuperem da depressão mais facilmente.
C) ajudar os pesquisadores a identificar áreas com defeito.
D) resistir ao início do Alzheimer e retardar o desenvolvimento de seus sintomas.

      Questão   58 

According to Dr. Toga, using the brain might reduce the chances of mental slowing due to old age, but it DOES NOT

A) make it more resistant to fatigue.

B) increase longevity of brain cells.

C) alter the way nerve cells function.

D) avoid the coming of degenerative disease.

👍 Comentários e Gabarito   D 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
Segundo o Dr. Toga, o uso do cérebro pode reduzir as chances de lentidão mental devido à idade avançada, mas NÃO
A) torná-lo mais resistente à fadiga.
B) aumentar a longevidade das células cerebrais.
C) alterar o funcionamento das células nervosas.
D) evitar a vinda de doença degenerativa.

      Questão   59 

The "Learning in Retirement" program of the university of Wisconsin

A) started with the teaching of poetry in poor neighborhoods.

B) gave Michael Murphy some of the greatest joy he’d experienced as a professor.

C) is the best program for retirees in the United States.

D) focuses on improving failing eyesight and weakened muscles.

👍 Comentários e Gabarito   D 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
O programa "Aprendendo na aposentadoria" da universidade de Wisconsin
A) começou com o ensino de poesia em bairros pobres.
B) deu a Michael Murphy uma das maiores alegrias que ele experimentou como professor.
C) é o melhor programa para aposentados nos Estados Unidos.
D) concentra-se em melhorar a visão deficiente e os músculos enfraquecidos.

      Questão   60 

One cause of Dr. Murphy's delight is the fact that in the "Learning in Retirement" program

A) students are encouraged to learn syntax and grammar.

B) many 18-year-old students can participate.

C) students are really enthusiastic about it.

D) disabled students can appreciate Tennyson.

👍 Comentários e Gabarito   B 

TÓPICO - Questão sobre INTERPRETAÇÃO TEXTUAL:
Uma das causas do deleite do Dr. Murphy é o fato de que, no programa "Learning in Retirement"
A) os alunos são incentivados a aprender sintaxe e gramática.
B) muitos estudantes de 18 anos podem participar.
C) os alunos estão realmente entusiasmados com isso.
D) alunos com deficiência podem apreciar Tennyson.