Read the text and choose the word that best substitutes the highlited term.

Dive Under the Ice With the Brave Robots of Antarctica Sending a robot into the icy DEPTHS and getting it back alive can be more challenging than communicating with a Mars rover millions of miles away.

Read the text and tick the correct option.
We get it. Black Friday is ______ interruption in ______ otherwise peaceful long weekend - one that should be punctuated only by lazy mornings, long walks with your loved ones, and plenty of leftovers. Now it's Cyber Monday. All weekend, we here at the Gadget Lab have been poring through lists of deals and we've saved the best ones for last. Feel free to bookmark these pages. We'll be here until the bitter end.

Who Invented Emoticons and Emoji?

By Mary Bellis

Chances are you use them _____ a regular basis. _____ a way, they've become an intrinsic part of electronic communication. But do you know how Emoticons originated and what led to their widespread popularity?

What Are Emoticons?

An emoticon is a digital icon that conveys a human expression. It is inserted from a menu of visual expressions or created by using a sequence of keyboard symbols. Emoticons represent how a writer or texter is feeling and help provide better context to what a person writes. For example, if something you wrote was meant as a joke and you want to make that clear, you could add a laughing face emoticon to your text. Another example would be using an emoticon of a kissing face to express the fact that you like someone without having to write, "I like you." The classic emoticon that most people have seen is the little smiley happy face, that emoticon can be inserted or created with keyboard strokes with :-)

Scott Fahlman - Father of the Smiley Face

Professor Scott Fahlman, a computer scientist at Carnegie Mellon University, used the first digital emoticon on the morning of the of September 19th, 1982. And it was a smiley face :-)

Fahlman posted it on a Carnegie Mellon computer bulletin board and he added a note that suggested students use the emoticon to indicate which of their posts were intended as jokes, or were not serious. Below is a copy of the original posting [slightly edited] _____ the Carnegie Mellon bulletin board source:

19-Sep-82 11:44 Scott E Fahlman :-) From: Scott E Fahlman Fahlman I propose that the following character sequence for joke markers :-) Read it sideways. Actually, it is probably more economical to mark things that are NOT jokes, given current trends. For this, use :-( _____his website, Scott Fahlman describes his motivation for the creation of the first emoticon:

This problem caused some of us to suggest (only half seriously) that maybe it would be a good idea to explicitly mark posts that were not to be taken seriously. After all, when using text-based online communication, we lack the body language or tone-of-voice cues that convey this information when we talk _____ person or _____ the phone. Various ―joke markers‖ were suggested, and in the midst of that discussion it occurred to me that the character sequence :-) would be an elegant solution – one that could be handled by the ASCII-based computer terminals of the day. So I suggested that. _____ the same post, I also suggested the use of :-( to indicate that a message was meant to be taken seriously, though that symbol quickly evolved into a marker for displeasure, frustration, or anger.

Today, many applications will include a menu of emoticons that can be automatically inserted. I have one _____ the keyboard of my Android phone for inserting into text messages. However, some applications do not have this feature. So here are a few of the common emoticons and the keyboard strokes for making them. The ones below should work with Facebook and Facebook Messenger. Both applications offer an emoticon menu.

• :) is a smile

• ;) is a wink

• :P is a tease or sticking your tongue out

• :O is surprised or a gasp

• :( is unhappy

• :'( is really sad or crying

• :D is a big smile

• :| is a flat expression for I feel nothing

• :X is for my lips are sealed

• O:) is for a happy face with a halo, meaning I'm

extra good and happy

What's the Difference Between an Emoticon and an Emoji?

Emoticon and an Emoji are almost the same. Emoji is a Japanese word that translates in English as "e" for "picture" and "moji" for "character." Emoji were first used as a set of emoticons that are programmed into a cell phone. They were provided by Japanese mobile companies as a bonus for their customers. You do not have to use several keyboard strokes to make an emoji since a standardized set of emoji are provided as a menu choice.

According to the Lure of Language blog: "Emojis were first invented by Shigetaka Kurita _____ the late nineties as a project for Docomo, the predominant mobile phone operator _____ Japan. Kurita created a complete set of 176 characters different from traditional emoticons that use standard keyboard characters (like Scott Fahlman’s ―smiley‖), each emoji was designed _____ a 12×12 pixel grid. In 2010, emojis were encoded in the Unicode Standard allowing them to have widespread use in new computer software and digital technology outside of Japan."

A New Way to Communicate

The happy face has been around seemingly forever. But the iconic symbol has experienced revolutionary resurgence thanks to web connected devices such as smartphones, laptops and tablet computers.

Complete the blanks on the text with the correct prepositions.

De acordo com a literatura sobre Educação Inclusiva, considere as seguintes afirmações:

I. A educação inclusiva parte do princípio de que o direito à educação é um direito humano fundamental e a base para uma sociedade mais justa;

II. A educação inclusiva trabalha somente com alunos com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação;

III. A educação inclusiva implica na compreensão da inclusão como um processo que não se restringe à relação professor-aluno, mas como um princípio de valorização das diferenças, que envolve toda a comunidade escolar e que demanda a implementação de políticas públicas.

Marque a opção que apresenta a(s) afirmativa(s) correta(s):

Relacione e enumere as características das Pedagogias:
(1) Libertadora
(2) Libertária
(3) Crítico Social dos Conteúdos

( ) Valorização da escola como instrumento de apropriação do saber. Considera que é preciso lutar pela democratização da escola, para que assim ela sirva aos interesses populares e garanta a todos um bom ensino, isto é, a apropriação conhecimentos básicos que tenham repercussão na realidade dos estudantes.
( ) A autogestão é o conteúdo e o método. É a síntese tanto do seu objetivo pedagógico quanto do político.
( ) A organização dos conteúdos se dá através dos “temas geradores" que são extraídos a partir da problematização da prática de vida dos educandos.
( ) Tem a não-diretividade como princípio, considerando inúteis e prejudiciais qualquer abordagem que se utilize de ameaças e obrigações.
( ) O diálogo é considerado o método básico. Educadores e educandos se posicionam de forma simétrica e ativa no ato de conhecer e aprender.
( ) O professor é considerado o mediador do processo. Recusa a ideia de não-diretividade. É necessária a intervenção do professor para apresentar e orientar os métodos de estudo, exigir o esforço do aluno, propor conteúdos e modelos compatíveis com as experiências vividas pelos estudantes para que desenvolvam autonomia e se mobilizem para uma participação ativa.
Marque a opção que representa a sequência correta.

TO FIGURE OUT how and when ancient fish first CRAWLED from the ocean onto land, Neil Shubin is about to head to the mountains of Antarctica. Leaving behind family and friends for the upcoming holidays, __________ and a team of five other scientists and a mountain guide will be camping at the base of a remote mountain range that was a tropical river delta around 385 million years ago.

Using ropes and climbing gear, the scientists will be scouring cliffs and ridge lines for fossil deposits containing the earliest tetrapods, or four-limbed animals. This is the latest expedition on a fossil-hunting career that has taken Shubin to places as disparate as Ethiopia, West Virginia, and the two poles. To understand better the development of fish into land animals, __________ has to locate fossils that tell __________ the speed and direction of evolution.__________

We are looking to find the intermediates between water and land,‖ says Shubin, a vertebrate paleontologist at the University of Chicago. ―To do that, we need to find rocks that are the right type, the right age and that are exposed.‖

The fossils __________ hopes to find are preserved in sedimentary deposits that exist in several places around the globe, but what makes Antarctica special for fossil hunters is the fact that there is no rain or snow to erode THEM away.

After the fish DIED those millions of years ago, THEY were covered by layers of silt and mud in the river delta. Over time, that mud TURNED to rock, and the bones BECAME fossilized. Now the fossils are part of the Transantarctic Mountains, a 2,000-mile spiny ridge that divides East and West Antarctica and is dotted with deep crevasses and treacherous glaciers. The same dry, cold conditions that make life impossible for almost all current life forms (except microscopic algae or bacteria) in these mountains help preserve fossils for millions of years.

(By Erick Niller, adapted)

Fill the blanks in lines 5, 16, 17 and 23 with the best option.

What’s the correct order of the days of the week, from the first to the last?

A Lei 9.394/96 aponta que a Educação Básica é formada da seguinte forma:

MORE THAN 130 years ago, at the first Olympic Games in Athens, Boston University law student Thomas Burke took his mark at the 100-meter dash not in a standing position, but a crouch—what was then considered an unusual starting stance. But far more unusual, by today's standards, was his gold-medal winning time of 12 seconds flat. These days, talented middle schoolers post 100-meter times BETTER than Burke's. In March 2018, 15-year-old Briana Williams, a high school SOPHOMORE, set a world age-group record in the event with a time of 11.13 seconds. The record for boys 18-and-under is nearly a second FASTER still: Set in 2017 by Anthony Schwartz, the 10.15-second time would have won gold at 1980's Summer Games.

Today, though, on the world stage, Schwartz wouldn't even podium: In the past 30 years, only three sprinters have medaled at the Olympics with a time SLOWER than 10 seconds. Propelled by more effective training, GRIPPIER track surfaces, FASTER footwear, and, yes, pharmaceuticals, competitors at every level of track and field's premier event have steadily chipped away at the world's BEST 100-meter times. Jamaican sprinter Usain Bolt holds the current world record: a sprightly 9.58 seconds. The surprisingly persistent record progression is enough to make anyone ask: When will the FASTEST people on Earth cease to become any FASTER? And when they do, what will the FASTEST time ultimately be?

(...) Which is one reason biomechanists approach the matter somewhat differently than mathematicians. They address the second question by investigating not when Bolt's record might fall, but by __________, based on the bodies of today's FASTEST sprinters. "Once they get rolling, the force they apply becomes a motion-based mechanism, where they use their limbs to throw a punch at the ground," says biomechanist Peter Weyand. As director of the Locomotor Performance Laboratory at Southern Methodist University in Dallas, Weyand invites many of the FASTEST sprinters on Earth to run in short bursts in front of high-speed, motion-tracking cameras on a bespoke, force-sensing treadmill that makes the thing you trot on at your gym look like a glorified hamster wheel.

Based on his observations, Weyand says the two BIGGEST factors limiting the performance of elite sprinters are __________force they can apply to the ground, and how fast. At current top speeds of around 27 miles per hour, he says elite male sprinters like Usain Bolt put down roughly five times their body weight, in between .085 and 0.09 seconds.

(...) That probably puts the theoretical limit for the 100 meter dash CLOSER to 9.58 than 9.00. But Weyand, for his part, thinks athletes have plenty of room to improve. "If you put together a perfect human being, and the perfect race, I could certainly see something in the low 9.40-second range, maybe a little bit FASTER than that, under currently legal conditions," he says.

Answer the option that representes comparatives and superlatives, according to the highlighted words: BETTER, FASTER, SLOWER, GRIPPIER, BEST, FASTEST, BIGGEST and CLOSER.

De acordo com Benjamin Bloom (1983), a avaliação pode ser classificada em três categorias: somativa, diagnóstica e formativa. Enumere a segunda coluna de acordo com a primeira.
(1) Somativa
(2) Diagnóstica
(3) Formativa
( ) Avaliação que dá informações, identifica erros, sugere interpretações quanto às estratégias e atitudes dos alunos e, portanto, alimenta diretamente a ação pedagógica.
( ) Avaliação muito geral, que serve como ponto de apoio para atribuir notas, classificar o aluno e transmitir os resultados em termos quantitativos, feita no final de um período.
( ) Avaliação que possibilita ao educador e educando detectarem, ao longo do processo de aprendizagem, suas falhas, desvios, suas dificuldades, a tempo de redirecionarem os meios, os recursos, as estratégias e procedimentos na direção desejada.
Assinale a alternativa que corresponde à sequência correta.