Questões para Concursos

TEXT I What is the definition of translanguaging? For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging. Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics. Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language. Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability. In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English. A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […] Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors. For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said. Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said. “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said. Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall. Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07

TEXT I What is the definition of translanguaging? For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging. Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics. Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language. Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability. In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English. A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […] Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors. For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said. Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said. “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said. Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall. Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07

TEXT I What is the definition of translanguaging? For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging. Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics. Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language. Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability. In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English. A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […] Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors. For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said. Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said. “When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said. Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall. Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07

Text I Energy Transition in a Transnational World Within the sphere of environmental law, the climate crisis is increasingly understood to be an intersectional challenge that implicates and exacerbates existing systemic challenges and prevailing pathways of inequality. From this vantage point climate change also creates opportunities for rethinking the role of law in limiting the destructive impacts of climate change and moving towards a more sustainable and equitable world in the process. This view is advanced by the climate justice movement, which is swelling in influence worldwide. Drawing from the environmental justice movement, the climate justice movement exposes not only how social and economic inequality has led to and perpetuates patterns of climate change, but also how climate change deepens inequality by disproportionately affecting the most vulnerable members of society. Climate justice seeks greater emphasis on this issue and advocates on the part of those most affected by climate change. The movement envisions a world which simultaneously curtails the negative effects of climate change and reshapes existing social, political, and economic relationships along the way. Amidst the overlapping crises of modern times, the modern climate justice movement is reviving dialogue at the intersection of feminism, environmentalism, social and economic justice, and other progressive law reform movements, as well as creating the space and momentum for intersectional ideas to flourish. For lawyers and legal scholars, the opportunity is to see climate change and environmental degradation within its broader social context and to seize upon the rule of law as a powerful tool for change. Nowhere are these intersecting challenges as acute as in the context of energy. One of the principal aims of the climate justice movement is to achieve a just and equitable transition from an extractive economy to a regenerative economy. This requires transitioning from fossil fuel-dependent to low and zero-carbon economies. However, the pathways for overhauling energy systems worldwide remain indeterminate. Energy systems are evolving in response to a combination of law and policy changes, developments in energy technologies, and market forces. Moreover, given both the entrenched nature of fossil fuel economies and the varied social, political, economic, and environmental factors that shape energy transition, pathways to decarbonization are bound to be beset with complex trade-offs, such as those between energy security and environmental objectives, or between energy choice and economies of scale. The precise contours of these systemic changes vary from country to country, and remain under-explored both within their national contexts and from a broader transnational perspective. This knowledge gap is critical. Understanding how, why, and to what end states are restructuring their energy economies is essential for transitioning to more environmentally sustainable and just societies worldwide. In short, this is an area in need of experimentation and iterative learning. It is a subject ripe for greater scholarly focus, particularly at the transnational level, where improved learning and sharing is indispensable for achieving the global-level shifts needed to address climate change. Adapted from: Etty, Thijs et al. “Energy Transition in a Transnational World.” Transnational Environmental Law 10.2 (2021): 197–204. Available athttps://www.cambridge.org/core/journals/transnational-environmentallaw/article/energy-transition-in-a-transnationalworld/9F9D4229588B39C0E5916DFBE82EA046

Text I Energy Transition in a Transnational World Within the sphere of environmental law, the climate crisis is increasingly understood to be an intersectional challenge that implicates and exacerbates existing systemic challenges and prevailing pathways of inequality. From this vantage point climate change also creates opportunities for rethinking the role of law in limiting the destructive impacts of climate change and moving towards a more sustainable and equitable world in the process. This view is advanced by the climate justice movement, which is swelling in influence worldwide. Drawing from the environmental justice movement, the climate justice movement exposes not only how social and economic inequality has led to and perpetuates patterns of climate change, but also how climate change deepens inequality by disproportionately affecting the most vulnerable members of society. Climate justice seeks greater emphasis on this issue and advocates on the part of those most affected by climate change. The movement envisions a world which simultaneously curtails the negative effects of climate change and reshapes existing social, political, and economic relationships along the way. Amidst the overlapping crises of modern times, the modern climate justice movement is reviving dialogue at the intersection of feminism, environmentalism, social and economic justice, and other progressive law reform movements, as well as creating the space and momentum for intersectional ideas to flourish. For lawyers and legal scholars, the opportunity is to see climate change and environmental degradation within its broader social context and to seize upon the rule of law as a powerful tool for change. Nowhere are these intersecting challenges as acute as in the context of energy. One of the principal aims of the climate justice movement is to achieve a just and equitable transition from an extractive economy to a regenerative economy. This requires transitioning from fossil fuel-dependent to low and zero-carbon economies. However, the pathways for overhauling energy systems worldwide remain indeterminate. Energy systems are evolving in response to a combination of law and policy changes, developments in energy technologies, and market forces. Moreover, given both the entrenched nature of fossil fuel economies and the varied social, political, economic, and environmental factors that shape energy transition, pathways to decarbonization are bound to be beset with complex trade-offs, such as those between energy security and environmental objectives, or between energy choice and economies of scale. The precise contours of these systemic changes vary from country to country, and remain under-explored both within their national contexts and from a broader transnational perspective. This knowledge gap is critical. Understanding how, why, and to what end states are restructuring their energy economies is essential for transitioning to more environmentally sustainable and just societies worldwide. In short, this is an area in need of experimentation and iterative learning. It is a subject ripe for greater scholarly focus, particularly at the transnational level, where improved learning and sharing is indispensable for achieving the global-level shifts needed to address climate change. Adapted from: Etty, Thijs et al. “Energy Transition in a Transnational World.” Transnational Environmental Law 10.2 (2021): 197–204. Available athttps://www.cambridge.org/core/journals/transnational-environmentallaw/article/energy-transition-in-a-transnationalworld/9F9D4229588B39C0E5916DFBE82EA046

Text I Energy Transition in a Transnational World Within the sphere of environmental law, the climate crisis is increasingly understood to be an intersectional challenge that implicates and exacerbates existing systemic challenges and prevailing pathways of inequality. From this vantage point climate change also creates opportunities for rethinking the role of law in limiting the destructive impacts of climate change and moving towards a more sustainable and equitable world in the process. This view is advanced by the climate justice movement, which is swelling in influence worldwide. Drawing from the environmental justice movement, the climate justice movement exposes not only how social and economic inequality has led to and perpetuates patterns of climate change, but also how climate change deepens inequality by disproportionately affecting the most vulnerable members of society. Climate justice seeks greater emphasis on this issue and advocates on the part of those most affected by climate change. The movement envisions a world which simultaneously curtails the negative effects of climate change and reshapes existing social, political, and economic relationships along the way. Amidst the overlapping crises of modern times, the modern climate justice movement is reviving dialogue at the intersection of feminism, environmentalism, social and economic justice, and other progressive law reform movements, as well as creating the space and momentum for intersectional ideas to flourish. For lawyers and legal scholars, the opportunity is to see climate change and environmental degradation within its broader social context and to seize upon the rule of law as a powerful tool for change. Nowhere are these intersecting challenges as acute as in the context of energy. One of the principal aims of the climate justice movement is to achieve a just and equitable transition from an extractive economy to a regenerative economy. This requires transitioning from fossil fuel-dependent to low and zero-carbon economies. However, the pathways for overhauling energy systems worldwide remain indeterminate. Energy systems are evolving in response to a combination of law and policy changes, developments in energy technologies, and market forces. Moreover, given both the entrenched nature of fossil fuel economies and the varied social, political, economic, and environmental factors that shape energy transition, pathways to decarbonization are bound to be beset with complex trade-offs, such as those between energy security and environmental objectives, or between energy choice and economies of scale. The precise contours of these systemic changes vary from country to country, and remain under-explored both within their national contexts and from a broader transnational perspective. This knowledge gap is critical. Understanding how, why, and to what end states are restructuring their energy economies is essential for transitioning to more environmentally sustainable and just societies worldwide. In short, this is an area in need of experimentation and iterative learning. It is a subject ripe for greater scholarly focus, particularly at the transnational level, where improved learning and sharing is indispensable for achieving the global-level shifts needed to address climate change. Adapted from: Etty, Thijs et al. “Energy Transition in a Transnational World.” Transnational Environmental Law 10.2 (2021): 197–204. Available athttps://www.cambridge.org/core/journals/transnational-environmentallaw/article/energy-transition-in-a-transnationalworld/9F9D4229588B39C0E5916DFBE82EA046

Text I Energy Transition in a Transnational World Within the sphere of environmental law, the climate crisis is increasingly understood to be an intersectional challenge that implicates and exacerbates existing systemic challenges and prevailing pathways of inequality. From this vantage point climate change also creates opportunities for rethinking the role of law in limiting the destructive impacts of climate change and moving towards a more sustainable and equitable world in the process. This view is advanced by the climate justice movement, which is swelling in influence worldwide. Drawing from the environmental justice movement, the climate justice movement exposes not only how social and economic inequality has led to and perpetuates patterns of climate change, but also how climate change deepens inequality by disproportionately affecting the most vulnerable members of society. Climate justice seeks greater emphasis on this issue and advocates on the part of those most affected by climate change. The movement envisions a world which simultaneously curtails the negative effects of climate change and reshapes existing social, political, and economic relationships along the way. Amidst the overlapping crises of modern times, the modern climate justice movement is reviving dialogue at the intersection of feminism, environmentalism, social and economic justice, and other progressive law reform movements, as well as creating the space and momentum for intersectional ideas to flourish. For lawyers and legal scholars, the opportunity is to see climate change and environmental degradation within its broader social context and to seize upon the rule of law as a powerful tool for change. Nowhere are these intersecting challenges as acute as in the context of energy. One of the principal aims of the climate justice movement is to achieve a just and equitable transition from an extractive economy to a regenerative economy. This requires transitioning from fossil fuel-dependent to low and zero-carbon economies. However, the pathways for overhauling energy systems worldwide remain indeterminate. Energy systems are evolving in response to a combination of law and policy changes, developments in energy technologies, and market forces. Moreover, given both the entrenched nature of fossil fuel economies and the varied social, political, economic, and environmental factors that shape energy transition, pathways to decarbonization are bound to be beset with complex trade-offs, such as those between energy security and environmental objectives, or between energy choice and economies of scale. The precise contours of these systemic changes vary from country to country, and remain under-explored both within their national contexts and from a broader transnational perspective. This knowledge gap is critical. Understanding how, why, and to what end states are restructuring their energy economies is essential for transitioning to more environmentally sustainable and just societies worldwide. In short, this is an area in need of experimentation and iterative learning. It is a subject ripe for greater scholarly focus, particularly at the transnational level, where improved learning and sharing is indispensable for achieving the global-level shifts needed to address climate change. Adapted from: Etty, Thijs et al. “Energy Transition in a Transnational World.” Transnational Environmental Law 10.2 (2021): 197–204. Available athttps://www.cambridge.org/core/journals/transnational-environmentallaw/article/energy-transition-in-a-transnationalworld/9F9D4229588B39C0E5916DFBE82EA046

Text II Examining the fluff that frustrates northern China Like most blizzards, it begins with just a few white wisps swirling about. Gradually the volume increases and the stuff starts to accumulate on the ground. During the heaviest downfalls the air is so thick with it as to impair visibility. But this is no winter scene. It is what happens every April across much of northern China, when poplar trees start giving off their cotton-like seed-pods. The phenomenon has already begun in Beijing. On April 8th an eddy of fluff balls wafted around the American treasury secretary, Janet Yellen, as she held a press conference in an embassy garden. To call this a nuisance is an understatement. In many people the fluff triggers allergies, asthma and other respiratory problems. Experts say the white balls—produced by the trees’ catkins—are not themselves allergenic, but that they distribute irritating pollen. They also clog rain gutters, drain pipes and car radiators. Worse, they pose a fire hazard. Officials have warned that the fuzz balls have a low ignition point and called for extreme caution on the part of smokers, welders or anyone inclined to burn them “out of curiosity”. China’s catkin problem is the unintended consequence of an old effort to improve the environment. Intensive tree planting began in the 1950s with the aim of ending the scourge of sandstorms caused by winds sweeping out of barren areas. The trees were also meant to firm up the soil and slow desertification. Poplar trees, along with willows, were selected because they are cheap, fast-growing and drought-resistant. In some ways the plan worked. Today sandstorms are less severe and the threat of desertification has faded. But the annual onslaught from catkins is another legacy. Female trees are the cotton-ball culprits. There are millions of them (poplar and willow) in Beijing alone. Authorities have sought to mitigate the mess. The simplest way is to spray water on the trees, turning the fluffy flyers into damp squibs. More advanced solutions involve “birth control”, or injecting female trees with chemicals that suppress catkin production. Another option is “gender-reassignment surgery”, in which branches on female trees are cut and replaced with male grafts. But experts say that these efforts will take time. The good news is that the flurries of poplar fluff will only last for a few more weeks. The bad news is that wafts of willow fluff will then begin. From: https://www.economist.com/china/2024/04/18/examining-thefluff-that-frustrates-northern-china

Text II Examining the fluff that frustrates northern China Like most blizzards, it begins with just a few white wisps swirling about. Gradually the volume increases and the stuff starts to accumulate on the ground. During the heaviest downfalls the air is so thick with it as to impair visibility. But this is no winter scene. It is what happens every April across much of northern China, when poplar trees start giving off their cotton-like seed-pods. The phenomenon has already begun in Beijing. On April 8th an eddy of fluff balls wafted around the American treasury secretary, Janet Yellen, as she held a press conference in an embassy garden. To call this a nuisance is an understatement. In many people the fluff triggers allergies, asthma and other respiratory problems. Experts say the white balls—produced by the trees’ catkins—are not themselves allergenic, but that they distribute irritating pollen. They also clog rain gutters, drain pipes and car radiators. Worse, they pose a fire hazard. Officials have warned that the fuzz balls have a low ignition point and called for extreme caution on the part of smokers, welders or anyone inclined to burn them “out of curiosity”. China’s catkin problem is the unintended consequence of an old effort to improve the environment. Intensive tree planting began in the 1950s with the aim of ending the scourge of sandstorms caused by winds sweeping out of barren areas. The trees were also meant to firm up the soil and slow desertification. Poplar trees, along with willows, were selected because they are cheap, fast-growing and drought-resistant. In some ways the plan worked. Today sandstorms are less severe and the threat of desertification has faded. But the annual onslaught from catkins is another legacy. Female trees are the cotton-ball culprits. There are millions of them (poplar and willow) in Beijing alone. Authorities have sought to mitigate the mess. The simplest way is to spray water on the trees, turning the fluffy flyers into damp squibs. More advanced solutions involve “birth control”, or injecting female trees with chemicals that suppress catkin production. Another option is “gender-reassignment surgery”, in which branches on female trees are cut and replaced with male grafts. But experts say that these efforts will take time. The good news is that the flurries of poplar fluff will only last for a few more weeks. The bad news is that wafts of willow fluff will then begin. From: https://www.economist.com/china/2024/04/18/examining-thefluff-that-frustrates-northern-china

Text II Examining the fluff that frustrates northern China Like most blizzards, it begins with just a few white wisps swirling about. Gradually the volume increases and the stuff starts to accumulate on the ground. During the heaviest downfalls the air is so thick with it as to impair visibility. But this is no winter scene. It is what happens every April across much of northern China, when poplar trees start giving off their cotton-like seed-pods. The phenomenon has already begun in Beijing. On April 8th an eddy of fluff balls wafted around the American treasury secretary, Janet Yellen, as she held a press conference in an embassy garden. To call this a nuisance is an understatement. In many people the fluff triggers allergies, asthma and other respiratory problems. Experts say the white balls—produced by the trees’ catkins—are not themselves allergenic, but that they distribute irritating pollen. They also clog rain gutters, drain pipes and car radiators. Worse, they pose a fire hazard. Officials have warned that the fuzz balls have a low ignition point and called for extreme caution on the part of smokers, welders or anyone inclined to burn them “out of curiosity”. China’s catkin problem is the unintended consequence of an old effort to improve the environment. Intensive tree planting began in the 1950s with the aim of ending the scourge of sandstorms caused by winds sweeping out of barren areas. The trees were also meant to firm up the soil and slow desertification. Poplar trees, along with willows, were selected because they are cheap, fast-growing and drought-resistant. In some ways the plan worked. Today sandstorms are less severe and the threat of desertification has faded. But the annual onslaught from catkins is another legacy. Female trees are the cotton-ball culprits. There are millions of them (poplar and willow) in Beijing alone. Authorities have sought to mitigate the mess. The simplest way is to spray water on the trees, turning the fluffy flyers into damp squibs. More advanced solutions involve “birth control”, or injecting female trees with chemicals that suppress catkin production. Another option is “gender-reassignment surgery”, in which branches on female trees are cut and replaced with male grafts. But experts say that these efforts will take time. The good news is that the flurries of poplar fluff will only last for a few more weeks. The bad news is that wafts of willow fluff will then begin. From: https://www.economist.com/china/2024/04/18/examining-thefluff-that-frustrates-northern-china