Foram encontradas 47.586 questões.
THE INCREDIBLE STORY OF A LIFE-SAVING SURGERY
During a 16-week ultrasound, Margaret Boemer, carrying the surviving twin, Lynlee,
discovered that her unborn baby had a massive, fast-growing sacrococcygeal teratoma (SCT).
By 20 weeks, the tumor was nearly the size of the baby, consuming much of her blood supply.
As a result, her heart had to work harder and harder, which threatened to cause fatal cardiac
arrest. While other doctors suggested the termination of pregnancy, a specialist team at Texas
Children’s Hospital (TCH) proposed a highly risky, experimental fetal surgery with no survival
guarantees for mother or child. At 23 weeks pregnant, surgeons opened Margaret's uterus and
pulled part of Lynlee's body out. During the five-hour procedure, Lynlee's heart temporarily
stopped, but doctors revived her and successfully removed 90% of the tumor. They then placed
the baby back into the uterus to continue growing. Finally, on June 6, 2016, Lynlee was
successfully delivered, and just eight days later, doctors could remove the remainder of the
tumor. Because of her incredible journey, Lynlee became famous worldwide as the "baby who
was born twice."
Compiled and adapted from: TEXAS CHILDREN’S. Meet Lynlee, who was born twice. [S. l.], 2018. Available at: https://www.texaschildrens.org/content/fundraising/meet-lynlee-who-was-born-twice. Accessed on: August 28, 2026 and THE DOCTORPRENEUR ACADEMY. Born Twice: The incredible story of baby Lynlee's life-saving surgery!. [S. l.]: YouTube, 2024. 1 vídeo (3 min). Available at: https://www.youtube.com/watch?v=gxjhUOkCphA. Accessed on: August 27, 2026.
Provas
THE INCREDIBLE STORY OF A LIFE-SAVING SURGERY
During a 16-week ultrasound, Margaret Boemer, carrying the surviving twin, Lynlee,
discovered that her unborn baby had a massive, fast-growing sacrococcygeal teratoma (SCT).
By 20 weeks, the tumor was nearly the size of the baby, consuming much of her blood supply.
As a result, her heart had to work harder and harder, which threatened to cause fatal cardiac
arrest. While other doctors suggested the termination of pregnancy, a specialist team at Texas
Children’s Hospital (TCH) proposed a highly risky, experimental fetal surgery with no survival
guarantees for mother or child. At 23 weeks pregnant, surgeons opened Margaret's uterus and
pulled part of Lynlee's body out. During the five-hour procedure, Lynlee's heart temporarily
stopped, but doctors revived her and successfully removed 90% of the tumor. They then placed
the baby back into the uterus to continue growing. Finally, on June 6, 2016, Lynlee was
successfully delivered, and just eight days later, doctors could remove the remainder of the
tumor. Because of her incredible journey, Lynlee became famous worldwide as the "baby who
was born twice."
Compiled and adapted from: TEXAS CHILDREN’S. Meet Lynlee, who was born twice. [S. l.], 2018. Available at: https://www.texaschildrens.org/content/fundraising/meet-lynlee-who-was-born-twice. Accessed on: August 28, 2026 and THE DOCTORPRENEUR ACADEMY. Born Twice: The incredible story of baby Lynlee's life-saving surgery!. [S. l.]: YouTube, 2024. 1 vídeo (3 min). Available at: https://www.youtube.com/watch?v=gxjhUOkCphA. Accessed on: August 27, 2026.
Provas
THE INCREDIBLE STORY OF A LIFE-SAVING SURGERY
During a 16-week ultrasound, Margaret Boemer, carrying the surviving twin, Lynlee,
discovered that her unborn baby had a massive, fast-growing sacrococcygeal teratoma (SCT).
By 20 weeks, the tumor was nearly the size of the baby, consuming much of her blood supply.
As a result, her heart had to work harder and harder, which threatened to cause fatal cardiac
arrest. While other doctors suggested the termination of pregnancy, a specialist team at Texas
Children’s Hospital (TCH) proposed a highly risky, experimental fetal surgery with no survival
guarantees for mother or child. At 23 weeks pregnant, surgeons opened Margaret's uterus and
pulled part of Lynlee's body out. During the five-hour procedure, Lynlee's heart temporarily
stopped, but doctors revived her and successfully removed 90% of the tumor. They then placed
the baby back into the uterus to continue growing. Finally, on June 6, 2016, Lynlee was
successfully delivered, and just eight days later, doctors could remove the remainder of the
tumor. Because of her incredible journey, Lynlee became famous worldwide as the "baby who
was born twice."
Compiled and adapted from: TEXAS CHILDREN’S. Meet Lynlee, who was born twice. [S. l.], 2018. Available at: https://www.texaschildrens.org/content/fundraising/meet-lynlee-who-was-born-twice. Accessed on: August 28, 2026 and THE DOCTORPRENEUR ACADEMY. Born Twice: The incredible story of baby Lynlee's life-saving surgery!. [S. l.]: YouTube, 2024. 1 vídeo (3 min). Available at: https://www.youtube.com/watch?v=gxjhUOkCphA. Accessed on: August 27, 2026.
Provas
THE INCREDIBLE STORY OF A LIFE-SAVING SURGERY
During a 16-week ultrasound, Margaret Boemer, carrying the surviving twin, Lynlee,
discovered that her unborn baby had a massive, fast-growing sacrococcygeal teratoma (SCT).
By 20 weeks, the tumor was nearly the size of the baby, consuming much of her blood supply.
As a result, her heart had to work harder and harder, which threatened to cause fatal cardiac
arrest. While other doctors suggested the termination of pregnancy, a specialist team at Texas
Children’s Hospital (TCH) proposed a highly risky, experimental fetal surgery with no survival
guarantees for mother or child. At 23 weeks pregnant, surgeons opened Margaret's uterus and
pulled part of Lynlee's body out. During the five-hour procedure, Lynlee's heart temporarily
stopped, but doctors revived her and successfully removed 90% of the tumor. They then placed
the baby back into the uterus to continue growing. Finally, on June 6, 2016, Lynlee was
successfully delivered, and just eight days later, doctors could remove the remainder of the
tumor. Because of her incredible journey, Lynlee became famous worldwide as the "baby who
was born twice."
Compiled and adapted from: TEXAS CHILDREN’S. Meet Lynlee, who was born twice. [S. l.], 2018. Available at: https://www.texaschildrens.org/content/fundraising/meet-lynlee-who-was-born-twice. Accessed on: August 28, 2026 and THE DOCTORPRENEUR ACADEMY. Born Twice: The incredible story of baby Lynlee's life-saving surgery!. [S. l.]: YouTube, 2024. 1 vídeo (3 min). Available at: https://www.youtube.com/watch?v=gxjhUOkCphA. Accessed on: August 27, 2026.
Provas
Provas
- Aspectos linguísticos | Linguistic aspects
- Pronúncia e Som | Pronunciation and Sound
- Ensino da Língua Estrangeira Inglesa
Provas
Provas
Associate the three language teaching emphases listed in the first column with their corresponding descriptions or classroom examples in the second column.
(1) Emphasis on the system
(2) Emphasis on the function
(3) Emphasis on ideology
( ) Language is viewed as a list of lexical units and syntactic rules used to form sentences, focusing primarily on translation and decontextualized grammatical structures.
( ) Language is understood as a way of acting upon the world to achieve specific goals, with pedagogical practices focusing on communicative actions and competencies.
( ) Language is seen as an instrument of social action that constitutes the subject, serving either to reproduce inequality or to promote social change and critical reflection.
( ) Classroom activities engage students in memorizing vocabulary lists, conjugating verbs in isolation, and completing fill-in-the-blank exercises.
( ) Classroom activities focus on specific communicative objectives such as introducing oneself, asking for help, or refusing an invitation.
Choose the alternative that presents the correct sequence from top to bottom.
Provas
[…] One of the things we need to do in English
language education is grasp the entanglements of
English (Pennycook, 2021; 2022b). If we want to
understand the role, spread and position of English in
the world, and our role as language educators in relation
to this, we need ways to think about how English (or
any language) is interwoven with social, cultural,
material and political relations. […]
One of the real difficulties is coming to grips with
the complexities at stake here. […] Leya Mathew
(2022) sheds light on the desperate cycle of hope,
desire, disappointment and inequality with which
English is involved in southern India. Disenfranchised,
lower-caste women want access to English for their
children, which they see as a means for social mobility
for the next generation. Those who already have such
access advise against this, promoting first language
education. As we know, promotion of first-language
education for those who feel that their upward mobility
may depend on English is always a fraught argument,
and the poor may spurn education in the first language,
instead finding themselves paying for poor quality rote
English that may not provide the ticket to change that
is hoped for. Thus, the hegemonic role of English in a
post-colonial context like India is constantly reproduced,
and the agents of this reproduction may be impoverished
women as much as wealthier men. English for these
mothers becomes, at least in their eyes, a tool for
emancipation from class and caste-based segregation
and subjugation, and yet, English language education
and policies also serve to maintain these inequalities.
As English language educators, we have to grasp
these complexities, and understand all these local
instantiations of English. This is not about local varieties
of English nor about one hegemonic role for English but
rather a complexity of entangled relations. It is into
these spaces that we teach.
(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R. R. Reflections on Critical Applied Linguistics and Decoloniality: a follow-up conversation with Alastair Pennycook. Calidoscópio, São Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI: 10.4013/cld.2022.202.12.
Provas
[…] One of the things we need to do in English
language education is grasp the entanglements of
English (Pennycook, 2021; 2022b). If we want to
understand the role, spread and position of English in
the world, and our role as language educators in relation
to this, we need ways to think about how English (or
any language) is interwoven with social, cultural,
material and political relations. […]
One of the real difficulties is coming to grips with
the complexities at stake here. […] Leya Mathew
(2022) sheds light on the desperate cycle of hope,
desire, disappointment and inequality with which
English is involved in southern India. Disenfranchised,
lower-caste women want access to English for their
children, which they see as a means for social mobility
for the next generation. Those who already have such
access advise against this, promoting first language
education. As we know, promotion of first-language
education for those who feel that their upward mobility
may depend on English is always a fraught argument,
and the poor may spurn education in the first language,
instead finding themselves paying for poor quality rote
English that may not provide the ticket to change that
is hoped for. Thus, the hegemonic role of English in a
post-colonial context like India is constantly reproduced,
and the agents of this reproduction may be impoverished
women as much as wealthier men. English for these
mothers becomes, at least in their eyes, a tool for
emancipation from class and caste-based segregation
and subjugation, and yet, English language education
and policies also serve to maintain these inequalities.
As English language educators, we have to grasp
these complexities, and understand all these local
instantiations of English. This is not about local varieties
of English nor about one hegemonic role for English but
rather a complexity of entangled relations. It is into
these spaces that we teach.
(Adapted from: PENNYCOOK, A.; SILVESTRE, V. P. V.; PESSOA, R. R. Reflections on Critical Applied Linguistics and Decoloniality: a follow-up conversation with Alastair Pennycook. Calidoscópio, São Leopoldo, v. 20, n. 2, p. 568–569, 2022. DOI: 10.4013/cld.2022.202.12.
Provas
Caderno Container