Questões

Read the Mother Teresa’s “Anyway Poem” and answer.

                          People are often unreasonable, illogical and self centered;

                                                     Forgive them anyway.

                          If you are kind, people may accuse you of selfish, ulterior

                                                                  motives;

                                                            Be kind anyway.

                         If you are successful, you will win some false friends and 

                                                        some true enemies;

                                                         Succeed anyway.

                             If you are honest and frank, people may cheat you;

                                                Be honest and frank anyway.

                         What you spend years building, someone could destroy

                                                            overnight;

                                                         Build anyway.

                            If you find serenity and happiness, they may be jealous;

                                                    Be happy anyway.

                           The good you do today people will often forget tomorrow;

                                                     Do good anyway.

                              Give the world the best you have, and it may never be

                                                            enough;

                                     Give the world the best you’ve got anyway.

                         You see, in the final analysis, it is between you and your God;

                                   It was never between you and them anyway.

[Reportedly inscribed on the wall of Mother Teresa’s children’s home in Calcutta, and attributed to her. However, an article in the New York Times has since reported (March 8, 2002)] 

Text 

What is Engineering Mind-set thinking?

Engineering Mind-set Thinking is a way of thinking that combines the problem solving/design process with the life-skills that fosters dealing with others as in a team. It provides the culture, measurements, feedback, planning skills, tools and values of engineering without the high level knowledge of math and science (Content Knowledge). Mastering this way of thinking is important for all students, regardless of their career objectives.

You can integrate Engineering mind-set thinking into an existing curriculum by including project-based, experiential focus on all social skills that connect people & society to create a better design and problem-solving solution. It's the culture & tools for thinking. Away of thinking for an entire organization. 

The process is not only about solving problems but also about interfacing with people and the community to communicate background information about the problem. In the business world this means having empathy with your customer. The mindset is breaking the problem into manageable chucks to better understand the problem, taking a system view (inputs & outputs) of the problem and seeing the right issues are addressed for the needs of the community. It's being a leader of your learning environment and taking ownership and responsibility of the project. Engineering mindset also means seeing problems as opportunities and the fun in solving those problems.

Adapted from: https://cdn.websiteeditor.net/06ca7b6b3119475dafa9b75f534f6827/files/uploaded/ Engineering-Mind-set-summary-13.pdf Accessed on April 5, 2021.

CRIMINALS HAVE SMALLER BRAIN SIZE, SAYS STUDY

        A new study has found that antisocial people are more likely to have smaller areas of their brain. Researchers said criminals' brains had a different structure to the brains of people who followed the law. The study is published in the journal "Lancet Psychiatry". Researchers used data from 672 people born in 1972-73. They looked at records of the people's antisocial behaviour between the ages of seven and 26. At the age of 45, the researchers scanned the people's brains. Eighty of the people had a history of criminal and antisocial behaviour from being early teenagers. Researchers found that the areas of the brain linked to emotions, motivation and behaviour control were smaller in the long-term criminals' brains. 

        Professor Terrie Moffitt, a co-author of the research, said the research could help doctors understand what is behind long-term antisocial behaviour. She said the antisocial people in the study may have behaved badly because of their brain structure. She said: "They are actually operating under some [disability] at the level of the brain." She added that because of this, we needed to care for these people in a kinder way. Lead author Dr Christina Carlisi said: "Differences in brain structure might make it difficult for people to develop social skills. This may prevent them from engaging in antisocial behaviour. These people could benefit from more support throughout their lives." 

Available on: https://breakingnewsenglish.com/2002/200221-brain-size.html Accessed on: March, 20th 2020.

READ THE FOLLOWING TEXTTO ANSWER QUESTION.

TEXT 3

“The sudden spike of artificial intelligence (AI) technologies has had and continues to have a transformative impact on various domains, including education. The advent of AI-powered large language models [LLM], such as OpenAI's ChatGPT, will significantly enhance the way English as a foreign language (EFL) is taught and learned. This article explores the versatile applications of ChatGPT as a valuable tool in any EFLteacher's toolkit, specifically focusing on material development and assessment. The demand for effective EFLteaching and learning strategies has been steadily on the rise for years due to globalization and the widespread adoption of English as the lingua franca for international communication. Consequently, the integration of technology in language education has become crucial in addressing the diverse needs of EFL learners and teachers. ChatGPT, a cutting-edge LLM, holds considerable promise in revolutionizing EFLeducation, as it combines advanced natural language processing capabilities with a realistic instantaneous humanlike interaction. This article aims to provide some potential benefits of utilizing ChatGPT in EFL education. First, we examine how ChatGPTcan be employed in material development, streamlining the process of creating engaging and contextually relevant resources tailored to the needs of individual learners, as well as other more general uses. Second, we explore the role of ChatGPT in text assessment, highlighting the fact that, unlike humans, it has the potential of offering real-time, personalized feedback on learners' performance, thereby enhancing the overall learning experience. It is worth noting that this article as well as the applications suggested in it are based on the latest ChatGPT4 and not the older ChatGPT3.5.”

(Adapted from: https://langedutech.com/letjournal/index.php/let/article/view/48 )

    During a ransomware hack, attackers infiltrate a target’s computer system and encrypt its data. They then demand a payment before they will release the decryption key to free the system. This type of extortion has existed for decades, but in the 2010s it exploded in popularity, with online gangs holding local governments, infrastructure and even hospitals hostage. Ransomware is a collective problem—and solving it will require collaborative action from companies, the government and international partners.

    As long as victims keep paying, hackers will keep profiting from this type of attack. But cybersecurity experts are divided on whether the government should prohibit the paying of ransoms. Such a ban would disincentivize hackers, but it would also place some organizations in a moral quandary. For, say, a hospital, unlocking the computer systems as quickly as possible could be a matter of life or death for patients, and the fastest option may be to pay up.

    Collective action can help. If all organizations that fall victim to ransomware report their attacks, they will contribute to a trove of valuable data, which can be used to strike back against attackers. For example, certain ransomware gangs may use the exact same type of encryption in all their attacks. “White hat” hackers can and do study these trends, which allows them to retrieve and publish the decryption keys for specific types of ransomware. Many companies, however, remain reluctant to admit they have experienced a breach, wishing to avoid potential bad press. Overcoming that reluctance may require legislation, such as a bill introduced in the Senate last year that would require companies to report having paid a ransom within 24 hours of the transaction.

Internet:<www.scientificamerican.com>(adapted). 

Read Text I and answer the fourteen questions that follow it

 Text I The “literacy turn” in education: reexamining 

what it means to be literate

In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.

Within the NLG’s pedagogy of multiliteracies, language and other modes of communication are viewed as dynamic resources for meaning making that undergo constant changes in the dynamics of language use as learners attempt to achieve their own purposes. Within this broader view of literacy and literacy teaching, learners are no longer “users as decoders of language” but rather “designers of meaning.” Meaning is not viewed as something that resides in texts; rather, deriving meaning is considered an active and dynamic process in which learners combine and creatively apply both linguistic and other semiotic resources (e.g., visual, gesture, sound, etc.) with an awareness of “the sets of conventions connected with semiotic activity [...] in a given social space” (NLG, 1996, p. 74).

Grounded within the view that learning develops in social, cultural, and material contexts as a result of collaborative interactions, NLG argued that instantiating literacy-based teaching in classrooms calls on the complex integration and interaction of four pedagogical components that are neither hierarchical nor linear and can at times overlap: situated practice, overt instruction, critical framing, and transformed practice. […]

Although the NLG’s pedagogy of multiliteracies was conceived as a “statement of general principle” (1996, p. 89) for schools, the group’s call for educators to recognize the diversity and social situatedness of literacy has had a lasting impact on foreign language (FL) teaching and learning. The reception of the group’s work along with that of other scholars from critical pedagogy appeared at a time when the field was becoming less solidly anchored in theories of L2 acquisition and more interested in the social practice of FL education itself. In the section that follows, we describe the current state of FL literacy studies as it has developed in recent years, before finally turning to some very recent emerging trends that we are likely to see develop going forward.

(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)

                                             Smart Greenhouse

Control the light, watering, temperature, and humidity of your greenhouse – automatically.

                                                                                                                                  Kevin Farnham

      Smart Greenhouse, one of three professional category winner in the 2014 IoT Developer Challenge, is an Internet of Things (IoT) device and application that monitors and controls a greenhouse environment. The concept for Smart Greenhouse came into being after the core team – Dzmitry Yasevich, Pavel Vervenko, and Vladimir Redzhepov – attended JavaOne Russia in April 2013. There, the team saw presentations of a smart house, various robots, and other devices, all controlled by Java.

      Yasevich notes, “We were impressed by these solutions and had an idea to do something like that. Pavel Vervenko suggested making an automated greenhouse. Everyone liked the idea!”.

      First, the team selected the hardware. “We started to use Raspberry Pi as a basis”, Yasevich says. “It is a compact but fullfedged computer with 700 MHz and memory at 512 MB. This system costs around $35”.

      However, early on, a safety concern arose. “Current under high voltage passes in the greenhouse, and there is an automatic watering system, so it was necessary to properly consider all the aspects related to insulation”, Yasevich says.

(http://www.oraclejavamagazine-digital.com/8ef38d6e6f63e8971b9487ddb4bd4bdc/558dae0a/pp/javamagazine20150304-1429053481000c51ce41 0c1-pp.pdf?lm=1429053481000)