TEXT III- Questions 27 to 36
Five ways to get a better bedtime routine by
Amy Sedghi
Getting to sleep can be a struggle , but blackout
blinds and to-do lists can help – as can reserving
the bedroom for sex and shut-eye
An eye mask will block out light.
1. Go to bed at regular times
Going to sleep and waking up at regular times –
even on weekends – will strengthen your body
clock, says Dr Lizzie Hill, a clinical sleep
physiologist and a spokeswoman for the British
Sleep Society. Regular mealtimes are also an
important cue for your circadian rhythm. Avoid
exercise too close to bedtime, as it can cause
restlessness and an elevated body temperature,
says Samantha Briscoe, a senior physiologist at
the Sleep Centre at London Bridge hospital.
2. Protect the bedroom
Preserve the bedroom as a place for sleep (and
sex): there is evidence that the brain forms a strong
association with sleep there. A temperature of 16-
18C (60-64F) is thought to be ideal for most,
according to the Sleep Council, an awareness and
support organisation. Blackout blinds or an eye
mask can help block out light, while keeping
electronic devices out of the bedroom is highly
recommended. If you struggle to fall asleep after
more than 25 minutes, Matthew Walker – a sleep
expert and a professor of neuroscience and
psychology at the University of California, Berkeley
– suggests getting up and going to read under a
dim light in another room. Once sleepy, you can
return to bed.
3. Get ahead on the next day
Your night-time routine is an opportunity to make
mornings run a little smoother: choose your clothes
for the next day when you reach for your pyjamas
or pack your bag while brushing your teeth. Martin
Hagger, a professor of health psychology at the
University of California, Merced, has stressed how
routines are linked to the formation of healthy
habits.
4. Wind down
Reading a book can help slow breathing and relax
muscles, while yoga stretches or even a gentle
walk can reduce anxiety, says Briscoe. A warm bath or shower can also help you relax:
researchers at the University of Texas at Austin
found that bathing in water of 40-42.5C one to two
hours before bedtime was associated with better
sleep.
5. Write down your worries
“If your mind is buzzing from the day, try keeping
a journal or worry book,” suggests Hill. The NHS
also recommends writing to-do lists for the next
day in order to organise thoughts and clear the
mind. “If you experience difficulty with sleep over
the longer term, consider whether there may be an
underlying medical condition,” says Hill. A sleep
diary could help you identify any patterns
(https://www.theguardian.com/lifeandstyle/2019/oct/04/five-ways-toget-
a-better-bedtime-routine. Access: 08/01/2020)
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A normalização dos dados para um banco de dados é uma técnica que tem o intuito de eliminar redundâncias desses dados em arquivos ou tabelas que os armazenam. Sabendo disso, sobre as formas normais de um banco de dados, analise as assertivas e assinale a alternativa que aponta as corretas.
A enfermeira da Unidade Básica de Saúde solicitou uma reunião com os demais profissionais da equipe para discutirem o caso de uma família de sua área adstrita. A família compõe-se por 6 indivíduos, sendo que o pai é alcoólatra e está desempregado há quase dois anos e a mãe trabalha em tempo integral como auxiliar de serviços gerais em uma pequena empresa da cidade. O casal possui quatro filhos, sendo que três são crianças de até 10 anos e o mais velho, que possui 16 anos, precisou deixar a escola para cuidar dos irmãos menores. Mediante o exposto e no tocante ao desenvolvimento do Projeto Terapêutico Singular (PTS), é correto afirmar que os profissionais deverão
Quais dos seguintes músculos estão
associados com a respiração em
repouso?
Texto associado
Mark the option that best describes the
phrasal verb “wind down” taken from the
text:
Em segurança de sistema, apresenta-se a seguinte definição de ataque: “Fazer o programa alvo executar comandos sem dar-se conta que ele o está fazendo. Este código malicioso pode usar a função system, que inicia um shell e executa o seu argumento como um comando de shell”. Assinale a alternative que apresenta esse tipo de ataque.
Assinale a alternativa que apresenta
algumas das maneiras de se realizar um
ajuste fiscal com a realização de cortes
orçamentários em um único ano.
A Classificação de Risco é um processo dinâmico de identificação dos pacientes que necessitam de tratamento imediato, de acordo com o potencial de risco, agravos à saúde ou grau de sofrimento. Em relação aos objetivos da Classificação de Risco, informe se é verdadeiro (V) ou falso (F) o que se afirma a seguir e assinale a alternativa com a sequência correta.
( ) Reduzir o tempo para o atendimento médico, fazendo com que o paciente seja visto precocemente de acordo com a sua gravidade.
( ) Avaliar o paciente após, no máximo, 60 minutos de sua chegada ao Pronto-Socorro humanizando o atendimento.
( ) Determinar o tempo para o atendimento médico, fazendo com que o paciente seja visto após, no mínimo, 60 minutos de sua chegada.
( ) Avaliar o paciente após, no mínimo, 30 minutos de sua chegada ao Pronto-Socorro.
( ) Aumentar o tempo para o atendimento médico, fazendo com que o paciente seja visto de acordo com a ordem de chegada.
Texto associado
Read the following
article
and answer questions 56 to 60.
Dr. Dweck’s
research into
growth mindset
changed education
forever
Over 30 years ago,
Carol Dweck and her colleagues became
interested in students' attitudes about
failure. They noticed that some students
rebounded while other students seemed
devastated by even the smallest setbacks.
After studying the behavior of thousands of
children, Dr. Dweck coined the terms fixed
mindset and growth mindset to describe the
underlying beliefs people have about
learning and intelligence. When students
believe they can get smarter, they
understand that effort makes them stronger.
Therefore they put in extra time and effort,
and that leads to higher achievement.
Recent
advances in neuroscience have shown us that
the brain is far more malleable than we ever
knew. Research on brain plasticity has shown
how connectivity between neurons can change
with experience. With practice, neural
networks grow new connections, strengthen
existing ones, and build insulation that
speeds transmission of impulses. These
neuroscientific discoveries have shown us
that we can increase our neural growth by
the actions we take, such as using good
strategies, asking questions, practicing,
and following good nutrition and sleep
habits.
[…]
So the
researchers asked, “Can we change
mindsets? And if so, how?” This began a
series of interventions and studies that
prove we can indeed change a person’s
mindset from fixed to growth, and when we
do, it leads to increased motivation and
achievement. For example, 7th graders who
were taught that intelligence is malleable
and shown how the brain grows with effort
showed a clear increase in math
grades.
In
addition to teaching kids about malleable
intelligence, researchers started noticing
that teacher practice has a big impact on
student mindset, and the feedback that
teachers give their students can either
encourage a child to choose a challenge and
increase achievement or look for an easy way
out. For example, studies on different kinds
of praise have shown that telling children
they are smart encourages a fixed mindset,
whereas praising hard work and effort
cultivates a growth mindset. When students
have a growth mindset, they take on
challenges and learn from them, therefore
increasing their abilities and achievement.
[…]
Source:
https://www.mindsetworks.com/science/.Access
:02/12/2019)
article
and answer questions 56 to 60.
Dr. Dweck’s
research into
growth mindset
changed education
forever
Over 30 years ago,
Carol Dweck and her colleagues became
interested in students' attitudes about
failure. They noticed that some students
rebounded while other students seemed
devastated by even the smallest setbacks.
After studying the behavior of thousands of
children, Dr. Dweck coined the terms fixed
mindset and growth mindset to describe the
underlying beliefs people have about
learning and intelligence. When students
believe they can get smarter, they
understand that effort makes them stronger.
Therefore they put in extra time and effort,
and that leads to higher achievement.
Recent
advances in neuroscience have shown us that
the brain is far more malleable than we ever
knew. Research on brain plasticity has shown
how connectivity between neurons can change
with experience. With practice, neural
networks grow new connections, strengthen
existing ones, and build insulation that
speeds transmission of impulses. These
neuroscientific discoveries have shown us
that we can increase our neural growth by
the actions we take, such as using good
strategies, asking questions, practicing,
and following good nutrition and sleep
habits.
[…]
So the
researchers asked, “Can we change
mindsets? And if so, how?” This began a
series of interventions and studies that
prove we can indeed change a person’s
mindset from fixed to growth, and when we
do, it leads to increased motivation and
achievement. For example, 7th graders who
were taught that intelligence is malleable
and shown how the brain grows with effort
showed a clear increase in math
grades.
In
addition to teaching kids about malleable
intelligence, researchers started noticing
that teacher practice has a big impact on
student mindset, and the feedback that
teachers give their students can either
encourage a child to choose a challenge and
increase achievement or look for an easy way
out. For example, studies on different kinds
of praise have shown that telling children
they are smart encourages a fixed mindset,
whereas praising hard work and effort
cultivates a growth mindset. When students
have a growth mindset, they take on
challenges and learn from them, therefore
increasing their abilities and achievement.
[…]
Source:
https://www.mindsetworks.com/science/.Access
:02/12/2019)