Questões de Inglês - AFA | Gabarito e resoluções

(AFA - 2018) TEXTO PARA A PRXIMA QUESTO. FOOD SHORTAGE CAUSES, EFFECTS AND SOLUTIONS Food shortage is a serious problem facing the world and is prevalent in sub-Saharan Africa. The scarcity of food is caused by economic, environmental and social factors such as crop failure, overpopulation and poor government policies are the main cause of food scarcity in most countries. Environmental factors determine the kind of crops to be produced in a given place, economic factors determine the buying and production capacity and socio-political factors determine distribution of food to the masses. Food shortage has far reaching long and short term negative impacts which include starvation, malnutrition, increased mortality and political unrest1. There is need to collectively address the issue of food insecurity using both emergency and long term measures. Causes of food shortages There are a number of social factors causing food shortages. The rate of population increase is higher than increase in food production. The world is consuming more than it is producing, leading to decline in food stock and storage level and increased food prices due to soaring2 demand. Increased population has led to clearing of agricultural land for human settlement reducing agricultural production (Kamdor, 2007). Overcrowding of population in a given place results in urbanization of previously rich agricultural fields. Destruction of forests for human settlement, particularly tropical rain forest has led to climatic changes, such as prolonged droughts and desertification. Population increase means more pollution as people use more fuel in cars, industry, domestic cooking. The resultant effect is increased air and water pollution which affect the climate and food production. Environmental factors have greatly contributed to food shortage. Climatic change has reduced agricultural production. The change in climate is majorly caused by human activities and to some small extent natural activities. Increased combustion of fossil fuels due to increasing population through power plant, motor transport and mining of coal and oil emits green house gases which have continued to affect world climate. Deforestation of tropical forest due to human pressure has changed climatic patterns and rainfall seasons, and led to desertification which cannot support a crop production. Land degradation due to increased human activities has impacted negatively on agricultural production (Kamdor, 2007). Natural disasters such as floods, tropical storms and prolonged droughts are on the increase and have devastating impacts on food security particularly in developing countries. There are several economic factors that contribute to food shortage. Economic factors affect the ability of farmers to engage in agricultural production. Poverty situation in developing nations have reduced their capacity to produce food, as most farmers cannot afford seed and fertilizers. They use poor farming methods that cannot yield3 enough, even substantial use. Investments in agricultural research and developing are very low in developing nations. Recent global financial crisis have led to increase in food prices and reduced investments in agriculture by individuals and governments in developed nations resulting in reduced food production. Effects of food shortage There are a number of short term effects of food shortage. The impact on children, mothers and elderly are very evident as seen in malnutrition and hunger related deaths. Children succumb to hunger within short period as they cannot stand long period of starvation and they die even before the arrival of emergency assistance. There are also long term effects of food shortage. These include increase in the price of food as a result demand and supply forces. Increasing cost of food production due to the increase in fuel prices coupled with persistent drought in grain producing regions has contributed to the increase in the price of food in the world. Increase in oil price led to increase in the price of fertilizers, transportation of food and also industrial agriculture. Increasing food prices culminated in political instability and social unrest in several nations across the globe in 2007, in countries of Mexico, Cameroon, Brazil, Burkina Faso, Pakistan, Egypt and Bangladesh among other nations (Kamdor, 2007). Solution to problem of food shortage There are some solutions to the problem of food shortage. There is need to reduce production of carbon emissions and pollution to reduce the resultant climatic change through concerted and individual efforts. There is need to invest in clean energy such as solar, nuclear, and geothermal power in homes and industries, because they dont have adverse effects on the environment (Kamdor, 2007). Rich nations should help poor nations to develop and use clean and renewable energy in order to stabilize green house emissions into the atmosphere (Watson, nd). Government need to work in consultation with climatic bodies, World Bank and the UN to engage in projects aimed at promoting green environment. Conclusion Causes of food shortage are well known and can be solved if appropriate measures to solve the problem are taken and effectively implemented. Environmental causes of food shortages are changes in climatic and pollution due to human activities such overgrazing4 and deforestation which can be controlled through legislation. (Adapted from http://www.paypervids.com/food-shortage-causes- effects-solutions/Acesso em:14 fev 2017) Glossary: 1. unrest disagreement or fighting between different groups of people 2. soaring something that increases rapidly above the usual level 3. yield to supply or produce something such as profit or an amount or food 4. overgrazing excessive use of land where animals feed on grass In the sentence the change in climate is majorly caused by human activities (lines 36 and 37), the highlighted word means

(AFA - 2018) - Questo adaptada. FOOD SHORTAGE CAUSES, EFFECTS AND SOLUTIONS Food shortage is a serious problem facing the world and is prevalent in sub-Saharan Africa. The scarcity of food is caused by economic, environmental and social factors such as crop failure, overpopulation and poor government policies are the main cause of food scarcity in most countries. Environmental factors determine the kind of crops to be produced in a given place, economic factors determine the buying and production capacity and socio-political factors determine distribution of food to the masses. Food shortage has far reaching long and short term negative impacts which include starvation, malnutrition, increased mortality and political unrest. There is need to collectively address the issue of food insecurity using both emergency and long term measures. Causes of food shortages There are a number of social factors causing food shortages. The rate of population increase is higher than increase in food production. The world is consuming more than it is producing, leading to decline in food stock and storage level and increased food prices due to soaring demand. Increased population has led to clearing of agricultural land for human settlement reducing agricultural production (Kamdor, 2007). Overcrowding of population in a given place results in urbanization of previously rich agricultural fields. Destruction of forests for human settlement, particularly tropical rain forest has led to climatic changes, such as prolonged droughts and desertification. Population increase means more pollution as people use more fuel in cars, industry, domestic cooking. The resultant effect is increased air and water pollution which affect the climate and food production. Environmental factors have greatly contributed to food shortage. Climatic change has reduced agricultural production. The change in climate is majorly caused by human activities and to some small extent natural activities. Increased combustion of fossil fuels due to increasing population through power plant, motor transport and mining of coal and oil emits green house gases which have continued to affect world climate. Deforestation of tropical forest due to human pressure has changed climatic patterns and rainfall seasons, and led to desertification which cannot support a crop production. Land degradation due to increased human activities has impacted negatively on agricultural production (Kamdor, 2007). Natural disasters such as floods, tropical storms and prolonged droughts are on the increase and have devastating impacts on food security particularly in developing countries. There are several economic factors that contribute to food shortage. Economic factors affect the ability of farmers to engage in agricultural production. Poverty situation in developing nations have reduced their capacity to produce food, as most farmers cannot afford seed and fertilizers. They use poor farming methods that cannot yield enough, even substantial use. Investments in agricultural research and developing are very low in developing nations. Recent global financial crisis have led to increase in food prices and reduced investments in agriculture by individuals and governments in developed nations resulting in reduced food production. Effects of food shortage There are a number of short term effects of food shortage. The impact on children, mothers and elderly are very evident as seen in malnutrition and hunger related deaths. Children succumb to hunger within short period as they cannot stand long period of starvation and they die even before the arrival of emergency assistance. There are also long term effects of food shortage. These include increase in the price of food as a result demand and supply forces. Increasing cost of food production due to the increase in fuel prices coupled with persistent drought in grain producing regions has contributed to the increase in the price of food in the world. Increase in oil price led to increase in the price of fertilizers, transportation of food and also industrial agriculture. Increasing food prices culminated in political instability and social unrest in several nations across the globe in 2007, in countries of Mexico, Cameroon, Brazil, Burkina Faso, Pakistan, Egypt and Bangladesh among other nations (Kamdor, 2007). Solution to problem of food shortage There are some solutions to the problem of food shortage. There is need to reduce production of carbon emissions and pollution to reduce the resultant climatic change through concerted and individual efforts. There is need to invest in clean energy such as solar, nuclear, and geothermal power in homes and industries, because they dont have adverse effects on the environment (Kamdor, 2007). Rich nations should help poor nations to develop and use clean and renewable energy in order to stabilize green house emissions into the atmosphere (Watson, nd). Government need to work in consultation with climatic bodies, World Bank and the UN to engage in projects aimed at promoting green environment. Conclusion Causes of food shortage are well known and can be solved if appropriate measures to solve the problem are taken and effectively implemented. Environmental causes of food shortages are changes in climatic and pollution due to human activities such overgrazing and deforestation which can be controlled through legislation. (Adapted from http://www.paypervids.com/food-shortage-causes- effects-solutions/Acesso em:14 fev 2017) Glossary: 1. unrest disagreement or fighting between different groups of people 2. soaring something that increases rapidly above the usual level 3. yield to supply or produce something such as profit or an amount or food The personal pronoun they underlined refers to

(AFA - 2018) TEXTO PARA A PRXIMA QUESTO. FOOD SHORTAGE CAUSES, EFFECTS AND SOLUTIONS Food shortage is a serious problem facing the world and is prevalent in sub-Saharan Africa. The scarcity of food is caused by economic, environmental and social factors such as crop failure, overpopulation and poor government policies are the main cause of food scarcity in most countries. Environmental factors determine the kind of crops to be produced in a given place, economic factors determine the buying and production capacity and socio-political factors determine distribution of food to the masses. Food shortage has far reaching long and short term negative impacts which include starvation, malnutrition, increased mortality and political unrest1. There is need to collectively address the issue of food insecurity using both emergency and long term measures. Causes of food shortages There are a number of social factors causing food shortages. The rate of population increase is higher than increase in food production. The world is consuming more than it is producing, leading to decline in food stock and storage level and increased food prices due to soaring2 demand. Increased population has led to clearing of agricultural land for human settlement reducing agricultural production (Kamdor, 2007). Overcrowding of population in a given place results in urbanization of previously rich agricultural fields. Destruction of forests for human settlement, particularly tropical rain forest has led to climatic changes, such as prolonged droughts and desertification. Population increase means more pollution as people use more fuel in cars, industry, domestic cooking. The resultant effect is increased air and water pollution which affect the climate and food production. Environmental factors have greatly contributed to food shortage. Climatic change has reduced agricultural production. The change in climate is majorly caused by human activities and to some small extent natural activities. Increased combustion of fossil fuels due to increasing population through power plant, motor transport and mining of coal and oil emits green house gases which have continued to affect world climate. Deforestation of tropical forest due to human pressure has changed climatic patterns and rainfall seasons, and led to desertification which cannot support a crop production. Land degradation due to increased human activities has impacted negatively on agricultural production (Kamdor, 2007). Natural disasters such as floods, tropical storms and prolonged droughts are on the increase and have devastating impacts on food security particularly in developing countries. There are several economic factors that contribute to food shortage. Economic factors affect the ability of farmers to engage in agricultural production. Poverty situation in developing nations have reduced their capacity to produce food, as most farmers cannot afford seed and fertilizers. They use poor farming methods that cannot yield3 enough, even substantial use. Investments in agricultural research and developing are very low in developing nations. Recent global financial crisis have led to increase in food prices and reduced investments in agriculture by individuals and governments in developed nations resulting in reduced food production. Effects of food shortage There are a number of short term effects of food shortage. The impact on children, mothers and elderly are very evident as seen in malnutrition and hunger related deaths. Children succumb to hunger within short period as they cannot stand long period of starvation and they die even before the arrival of emergency assistance. There are also long term effects of food shortage. These include increase in the price of food as a result demand and supply forces. Increasing cost of food production due to the increase in fuel prices coupled with persistent drought in grain producing regions has contributed to the increase in the price of food in the world. Increase in oil price led to increase in the price of fertilizers, transportation of food and also industrial agriculture. Increasing food prices culminated in political instability and social unrest in several nations across the globe in 2007, in countries of Mexico, Cameroon, Brazil, Burkina Faso, Pakistan, Egypt and Bangladesh among other nations (Kamdor, 2007). Solution to problem of food shortage There are some solutions to the problem of food shortage. There is need to reduce production of carbon emissions and pollution to reduce the resultant climatic change through concerted and individual efforts. There is need to invest in clean energy such as solar, nuclear, and geothermal power in homes and industries, because they dont have adverse effects on the environment (Kamdor, 2007). Rich nations should help poor nations to develop and use clean and renewable energy in order to stabilize green house emissions into the atmosphere (Watson, nd). Government need to work in consultation with climatic bodies, World Bank and the UN to engage in projects aimed at promoting green environment. Conclusion Causes of food shortage are well known and can be solved if appropriate measures to solve the problem are taken and effectively implemented. Environmental causes of food shortages are changes in climatic and pollution due to human activities such overgrazing4 and deforestation which can be controlled through legislation. (Adapted from http://www.paypervids.com/food-shortage-causes- effects-solutions/Acesso em:14 fev 2017) Glossary: 1. unrest disagreement or fighting between different groups of people 2. soaring something that increases rapidly above the usual level 3. yield to supply or produce something such as profit or an amount or food 4. overgrazing excessive use of land where animals feed on grass The scarcity of food may lead to long term effects such as

(AFA - 2018) TEXTO PARA A PRXIMA QUESTO. FOOD SHORTAGE CAUSES, EFFECTS AND SOLUTIONS Food shortage is a serious problem facing the world and is prevalent in sub-Saharan Africa. The scarcity of food is caused by economic, environmental and social factors such as crop failure, overpopulation and poor government policies are the main cause of food scarcity in most countries. Environmental factors determine the kind of crops to be produced in a given place, economic factors determine the buying and production capacity and socio-political factors determine distribution of food to the masses. Food shortage has far reaching long and short term negative impacts which include starvation, malnutrition, increased mortality and political unrest1. There is need to collectively address the issue of food insecurity using both emergency and long term measures. Causes of food shortages There are a number of social factors causing food shortages. The rate of population increase is higher than increase in food production. The world is consuming more than it is producing, leading to decline in food stock and storage level and increased food prices due to soaring2 demand. Increased population has led to clearing of agricultural land for human settlement reducing agricultural production (Kamdor, 2007). Overcrowding of population in a given place results in urbanization of previously rich agricultural fields. Destruction of forests for human settlement, particularly tropical rain forest has led to climatic changes, such as prolonged droughts and desertification. Population increase means more pollution as people use more fuel in cars, industry, domestic cooking. The resultant effect is increased air and water pollution which affect the climate and food production. Environmental factors have greatly contributed to food shortage. Climatic change has reduced agricultural production. The change in climate is majorly caused by human activities and to some small extent natural activities. Increased combustion of fossil fuels due to increasing population through power plant, motor transport and mining of coal and oil emits green house gases which have continued to affect world climate. Deforestation of tropical forest due to human pressure has changed climatic patterns and rainfall seasons, and led to desertification which cannot support a crop production. Land degradation due to increased human activities has impacted negatively on agricultural production (Kamdor, 2007). Natural disasters such as floods, tropical storms and prolonged droughts are on the increase and have devastating impacts on food security particularly in developing countries. There are several economic factors that contribute to food shortage. Economic factors affect the ability of farmers to engage in agricultural production. Poverty situation in developing nations have reduced their capacity to produce food, as most farmers cannot afford seed and fertilizers. They use poor farming methods that cannot yield3 enough, even substantial use. Investments in agricultural research and developing are very low in developing nations. Recent global financial crisis have led to increase in food prices and reduced investments in agriculture by individuals and governments in developed nations resulting in reduced food production. Effects of food shortage There are a number of short term effects of food shortage. The impact on children, mothers and elderly are very evident as seen in malnutrition and hunger related deaths. Children succumb to hunger within short period as they cannot stand long period of starvation and they die even before the arrival of emergency assistance. There are also long term effects of food shortage. These include increase in the price of food as a result demand and supply forces. Increasing cost of food production due to the increase in fuel prices coupled with persistent drought in grain producing regions has contributed to the increase in the price of food in the world. Increase in oil price led to increase in the price of fertilizers, transportation of food and also industrial agriculture. Increasing food prices culminated in political instability and social unrest in several nations across the globe in 2007, in countries of Mexico, Cameroon, Brazil, Burkina Faso, Pakistan, Egypt and Bangladesh among other nations (Kamdor, 2007). Solution to problem of food shortage There are some solutions to the problem of food shortage. There is need to reduce production of carbon emissions and pollution to reduce the resultant climatic change through concerted and individual efforts. There is need to invest in clean energy such as solar, nuclear, and geothermal power in homes and industries, because they dont have adverse effects on the environment (Kamdor, 2007). Rich nations should help poor nations to develop and use clean and renewable energy in order to stabilize green house emissions into the atmosphere (Watson, nd). Government need to work in consultation with climatic bodies, World Bank and the UN to engage in projects aimed at promoting green environment. Conclusion Causes of food shortage are well known and can be solved if appropriate measures to solve the problem are taken and effectively implemented. Environmental causes of food shortages are changes in climatic and pollution due to human activities such overgrazing4 and deforestation which can be controlled through legislation. (Adapted from http://www.paypervids.com/food-shortage-causes- effects-solutions/Acesso em:14 fev 2017) Glossary: 1. unrest disagreement or fighting between different groups of people 2. soaring something that increases rapidly above the usual level 3. yield to supply or produce something such as profit or an amount or food 4. overgrazing excessive use of land where animals feed on grass The text conclusion seems to be

(AFA - 2018) TEXTO PARA A PRXIMA QUESTO. FOOD SHORTAGE CAUSES, EFFECTS AND SOLUTIONS Food shortage is a serious problem facing the world and is prevalent in sub-Saharan Africa. The scarcity of food is caused by economic, environmental and social factors such as crop failure, overpopulation and poor government policies are the main cause of food scarcity in most countries. Environmental factors determine the kind of crops to be produced in a given place, economic factors determine the buying and production capacity and socio-political factors determine distribution of food to the masses. Food shortage has far reaching long and short term negative impacts which include starvation, malnutrition, increased mortality and political unrest1. There is need to collectively address the issue of food insecurity using both emergency and long term measures. Causes of food shortages There are a number of social factors causing food shortages. The rate of population increase is higher than increase in food production. The world is consuming more than it is producing, leading to decline in food stock and storage level and increased food prices due to soaring2 demand. Increased population has led to clearing of agricultural land for human settlement reducing agricultural production (Kamdor, 2007). Overcrowding of population in a given place results in urbanization of previously rich agricultural fields. Destruction of forests for human settlement, particularly tropical rain forest has led to climatic changes, such as prolonged droughts and desertification. Population increase means more pollution as people use more fuel in cars, industry, domestic cooking. The resultant effect is increased air and water pollution which affect the climate and food production. Environmental factors have greatly contributed to food shortage. Climatic change has reduced agricultural production. The change in climate is majorly caused by human activities and to some small extent natural activities. Increased combustion of fossil fuels due to increasing population through power plant, motor transport and mining of coal and oil emits green house gases which have continued to affect world climate. Deforestation of tropical forest due to human pressure has changed climatic patterns and rainfall seasons, and led to desertification which cannot support a crop production. Land degradation due to increased human activities has impacted negatively on agricultural production (Kamdor, 2007). Natural disasters such as floods, tropical storms and prolonged droughts are on the increase and have devastating impacts on food security particularly in developing countries. There are several economic factors that contribute to food shortage. Economic factors affect the ability of farmers to engage in agricultural production. Poverty situation in developing nations have reduced their capacity to produce food, as most farmers cannot afford seed and fertilizers. They use poor farming methods that cannot yield3 enough, even substantial use. Investments in agricultural research and developing are very low in developing nations. Recent global financial crisis have led to increase in food prices and reduced investments in agriculture by individuals and governments in developed nations resulting in reduced food production. Effects of food shortage There are a number of short term effects of food shortage. The impact on children, mothers and elderly are very evident as seen in malnutrition and hunger related deaths. Children succumb to hunger within short period as they cannot stand long period of starvation and they die even before the arrival of emergency assistance. There are also long term effects of food shortage. These include increase in the price of food as a result demand and supply forces. Increasing cost of food production due to the increase in fuel prices coupled with persistent drought in grain producing regions has contributed to the increase in the price of food in the world. Increase in oil price led to increase in the price of fertilizers, transportation of food and also industrial agriculture. Increasing food prices culminated in political instability and social unrest in several nations across the globe in 2007, in countries of Mexico, Cameroon, Brazil, Burkina Faso, Pakistan, Egypt and Bangladesh among other nations (Kamdor, 2007). Solution to problem of food shortage There are some solutions to the problem of food shortage. There is need to reduce production of carbon emissions and pollution to reduce the resultant climatic change through concerted and individual efforts. There is need to invest in clean energy such as solar, nuclear, and geothermal power in homes and industries, because they dont have adverse effects on the environment (Kamdor, 2007). Rich nations should help poor nations to develop and use clean and renewable energy in order to stabilize green house emissions into the atmosphere (Watson, nd). Government need to work in consultation with climatic bodies, World Bank and the UN to engage in projects aimed at promoting green environment. Conclusion Causes of food shortage are well known and can be solved if appropriate measures to solve the problem are taken and effectively implemented. Environmental causes of food shortages are changes in climatic and pollution due to human activities such overgrazing4 and deforestation which can be controlled through legislation. (Adapted from http://www.paypervids.com/food-shortage-causes- effects-solutions/Acesso em:14 fev 2017) Glossary: 1. unrest disagreement or fighting between different groups of people 2. soaring something that increases rapidly above the usual level 3. yield to supply or produce something such as profit or an amount or food 4. overgrazing excessive use of land where animals feed on grass Investing in clean energy is considered

(AFA - 2018) TEXTO PARA A PRXIMA QUESTO. FOOD SHORTAGE CAUSES, EFFECTS AND SOLUTIONS Food shortage is a serious problem facing the world and is prevalent in sub-Saharan Africa. The scarcity of food is caused by economic, environmental and social factors such as crop failure, overpopulation and poor government policies are the main cause of food scarcity in most countries. Environmental factors determine the kind of crops to be produced in a given place, economic factors determine the buying and production capacity and socio-political factors determine distribution of food to the masses. Food shortage has far reaching long and short term negative impacts which include starvation, malnutrition, increased mortality and political unrest1. There is need to collectively address the issue of food insecurity using both emergency and long term measures. Causes of food shortages There are a number of social factors causing food shortages. The rate of population increase is higher than increase in food production. The world is consuming more than it is producing, leading to decline in food stock and storage level and increased food prices due to soaring2 demand. Increased population has led to clearing of agricultural land for human settlement reducing agricultural production (Kamdor, 2007). Overcrowding of population in a given place results in urbanization of previously rich agricultural fields. Destruction of forests for human settlement, particularly tropical rain forest has led to climatic changes, such as prolonged droughts and desertification. Population increase means more pollution as people use more fuel in cars, industry, domestic cooking. The resultant effect is increased air and water pollution which affect the climate and food production. Environmental factors have greatly contributed to food shortage. Climatic change has reduced agricultural production. The change in climate is majorly caused by human activities and to some small extent natural activities. Increased combustion of fossil fuels due to increasing population through power plant, motor transport and mining of coal and oil emits green house gases which have continued to affect world climate. Deforestation of tropical forest due to human pressure has changed climatic patterns and rainfall seasons, and led to desertification which cannot support a crop production. Land degradation due to increased human activities has impacted negatively on agricultural production (Kamdor, 2007). Natural disasters such as floods, tropical storms and prolonged droughts are on the increase and have devastating impacts on food security particularly in developing countries. There are several economic factors that contribute to food shortage. Economic factors affect the ability of farmers to engage in agricultural production. Poverty situation in developing nations have reduced their capacity to produce food, as most farmers cannot afford seed and fertilizers. They use poor farming methods that cannot yield3 enough, even substantial use. Investments in agricultural research and developing are very low in developing nations. Recent global financial crisis have led to increase in food prices and reduced investments in agriculture by individuals and governments in developed nations resulting in reduced food production. Effects of food shortage There are a number of short term effects of food shortage. The impact on children, mothers and elderly are very evident as seen in malnutrition and hunger related deaths. Children succumb to hunger within short period as they cannot stand long period of starvation and they die even before the arrival of emergency assistance. There are also long term effects of food shortage. These include increase in the price of food as a result demand and supply forces. Increasing cost of food production due to the increase in fuel prices coupled with persistent drought in grain producing regions has contributed to the increase in the price of food in the world. Increase in oil price led to increase in the price of fertilizers, transportation of food and also industrial agriculture. Increasing food prices culminated in political instability and social unrest in several nations across the globe in 2007, in countries of Mexico, Cameroon, Brazil, Burkina Faso, Pakistan, Egypt and Bangladesh among other nations (Kamdor, 2007). Solution to problem of food shortage There are some solutions to the problem of food shortage. There is need to reduce production of carbon emissions and pollution to reduce the resultant climatic change through concerted and individual efforts. There is need to invest in clean energy such as solar, nuclear, and geothermal power in homes and industries, because they dont have adverse effects on the environment (Kamdor, 2007). Rich nations should help poor nations to develop and use clean and renewable energy in order to stabilize green house emissions into the atmosphere (Watson, nd). Government need to work in consultation with climatic bodies, World Bank and the UN to engage in projects aimed at promoting green environment. Conclusion Causes of food shortage are well known and can be solved if appropriate measures to solve the problem are taken and effectively implemented. Environmental causes of food shortages are changes in climatic and pollution due to human activities such overgrazing4 and deforestation which can be controlled through legislation. (Adapted from http://www.paypervids.com/food-shortage-causes- effects-solutions/Acesso em:14 fev 2017) Glossary: 1. unrest disagreement or fighting between different groups of people 2. soaring something that increases rapidly above the usual level 3. yield to supply or produce something such as profit or an amount or food 4. overgrazing excessive use of land where animals feed on grass Starvation, malnutrition, increased mortality and political unrest are mentioned in the text as examples of

QUESTO ANULADA (AFA - 2017) Howard Gardner: Multiple intelligences are not learning styles by Valerie Strauss The fields of psychology and education were revolutionized30 years ago when we now world renowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model of human intelligence that went beyond the traditional view that 1there was a single kind that could be measured by standardized tests. Gardners theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more. The theory became highly popular with 2K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, multiple intelligences somehow became synonymous with the concept of learning styles. In this important post, Gardner explains 3why the former is not the latter. 4Its been 30 years since I developed the notion of multiple intelligences. I have been gratified by the interest shown in this idea and the ways its been used in schools, museums, and business around the world. But 5one unanticipated consequence has driven me to distraction and thats the tendency of many people, including persons whom I cherish, to credit me with the notion of learning styles or to collapse multiple intelligences with learning styles. 6Its high time to relieve my pain and to set the record straight. First a word about MI theory. On the basis of research in several disciplines, including the study of how 7human capacities are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties, which can be termed our multiple intelligences. The basic idea is simplicity itself. A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a belief in multiple intelligences assumes that human beings have 7to 10distinct intelligences. Even before I spoke and wrote about MI, the term learning styles was being bandied about in educational circles. The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive minds and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in ways that are appropriate, that they value, and above all, are effective. Two problems: first, the notion of learning styles is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/assessed/exploited. Say that Johnny is said to have a learning style that is impulsive. Does that mean that Johnny is impulsive about everything? How do we know this? What does this imply about teaching? Should we teach impulsively, or should we compensate by teaching reflectively? What of learning style is right-brained or visual or tactile? Same issues apply. Problem #2: when 8researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a 9one size fits all approach. Of course, the learning style analysis might have been inadequate. Or even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove non-existence of a 10phenomenon; it signals to educational researchers: 11back to the drawing boards. Heres my considered judgment about the best way to analyze this lexical terrain: Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If an individual has a reflective style, he/she is hypothesized to be reflective about the full range of materials. We cannot assume that reflectiveness in writing necessarily signals reflectiveness in ones interaction with the others. Senses: Sometimes people speak about a visual learner or an auditory learner. The implication is that some people learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the mental computer, the intelligence that acts upon that sensory information once picked up. 12These distinctions are consequential. If people want to talk about an impulsive style or a visual learner, thats their prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, we can take a more formal test battery. And then, as teachers, parents, or self-assessors, we can decide how best to make use of this information. (Adapted from https://www.washingtonpost.com/news/answer-sheet) Glossary: 2K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. In the third paragraph, the author (a)delves into the mind of human beings. (b)reinforces the importance of a thirty-year study. (c)tries to make controversial issues clear. (d)apologizes for the fact that his theory has collapsed.

(AFA - 2017) TEXT Howard Gardner: Multiple intelligences are not learning styles by Valerie Strauss The fields of psychology and education were revolutionized 30 years ago when we now world- renowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model of human intelligence that went beyond the traditional view that there was a single kind that could be measured by standardized tests. Gardners theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more. The theory became highly popular with K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, multiple intelligences somehow became synonymous with the concept of learning styles. In this important post, Gardner explains why the former is not the latter. Its been 30 years since I developed the notion of multiple intelligences. I have been gratified by the interest shown in this idea and the ways its been used in schools, museums, and business around the world. But one unanticipated consequence has driven me to distraction and thats the tendency of many people, including persons whom I cherish, to credit me with the notion of learning styles or to collapse multiple intelligences with learning styles. Its high time to relieve my pain and to set the record straight. First a word about MI theory. On the basis of research in several disciplines, including the study of how human capacities are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties, which can be termed our multiple intelligences. The basic idea is simplicity itself. A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a belief in multiple intelligences assumes that human beings have 7 to 10 distinct intelligences. Even before I spoke and wrote about MI, the term learning styles was being bandied about in educational circles. The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive minds 45 and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in ways that are appropriate, that they value, and above all, are effective. Two problems: first, the notion of learning styles is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/ assessed/ exploited. Say that Johnny is said to have a learning style that is impulsive. Does that mean that Johnny is impulsive about everything? How do we know this? What does this imply about teaching? Should we teach impulsively, or should we compensate by teaching reflectively? What of learning style is right-brained or visual or tactile? Same issues apply. Problem #2: when researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a one size fits all approach. Of course, the learning style analysis might have been inadequate. Or even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove non-existence of a phenomenon; it signals to educational researchers: back to the drawing boards. Heres my considered judgment about the best way to analyze this lexical terrain:Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If an individual has a reflective style, he/she is hypothesized to be reflective about the full range of materials. We cannot assume that reflectiveness in writing necessarily signals reflectiveness in ones interaction with the others. Senses: Sometimes people speak about a visual learner or an auditory learner. The implication is that some people learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the mental computer, the intelligence that acts upon that sensory information once picked up. These distinctions are consequential. If people want to talk about an impulsive style or a visual learner, thats their prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, we can take a more formal test battery. And then, as teachers, parents, or self- assessors, we can decide how best to make use of this information. (Adapted from https://www.washingtonpost.com/news/answer-sheet) Glossary: 1. K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. The expression one size fits all approach (line 64) means

(AFA - 2017) Howard Gardner: Multiple intelligences are not learning styles by Valerie Strauss The fields of psychology and education were revolutionized30 years ago when we now world renowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model of human intelligence that went beyond the traditional view that1there was a single kind that could be measured by standardized tests. Gardners theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more. The theory became highly popular with2K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, multiple intelligences somehow became synonymous with the concept of learning styles. In this important post, Gardner explains3why the former is not the latter. 4Its been 30 years since I developed the notion of multiple intelligences. I have been gratified by the interest shown in this idea and the ways its been used in schools, museums, and business around the world. But5one unanticipated consequence has driven me to distraction and thats the tendency of many people, including persons whom I cherish, to credit me with the notion of learning styles or to collapse multiple intelligences with learning styles.6Its high time to relieve my pain and to set the record straight. First a word about MI theory. On the basis of research in several disciplines, including the study of how7human capacities are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties, which can be termed our multiple intelligences. The basic idea is simplicity itself. A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a belief in multiple intelligences assumes that human beings have 7to 10distinct intelligences. Even before I spoke and wrote about MI, the term learning styles was being bandied about in educational circles. The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive minds and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in ways that are appropriate, that they value, and above all, are effective. Two problems: first, the notion of learning styles is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/assessed/exploited. Say that Johnny is said to have a learning style that is impulsive. Does that mean that Johnny is impulsive about everything? How do we know this? What does this imply about teaching? Should we teach impulsively, or should we compensate by teaching reflectively? What of learning style is right-brained or visual or tactile? Same issues apply. Problem #2: when8researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a9one size fits all approach. Of course, the learning style analysis might have been inadequate. Or even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove non-existence of a10phenomenon; it signals to educational researchers:11back to the drawing boards. Heres my considered judgment about the best way to analyze this lexical terrain: Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If an individual has a reflective style, he/she is hypothesized to be reflective about the full range of materials. We cannot assume that reflectiveness in writing necessarily signals reflectiveness in ones interaction with the others. Senses: Sometimes people speak about a visual learner or an auditory learner. The implication is that some people learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the mental computer, the intelligence that acts upon that sensory information once picked up. 12These distinctions are consequential. If people want to talk about an impulsive style or a visual learner, thats their prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, we can take a more formal test battery. And then, as teachers, parents, or self-assessors, we can decide how best to make use of this information. (Adapted from https://www.washingtonpost.com/news/answer-sheet) Glossary: 2K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. Mark the option which shows the appropriate plural form for the word phenomenon (reference 10).

(AFA - 2017) Howard Gardner: Multiple intelligences are not learning styles by Valerie Strauss The fields of psychology and education were revolutionized 30 years ago when we now world- renowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model of human intelligence that went beyond the traditional view that there was a single kind that could be measured by standardized tests. Gardners theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more. The theory became highly popular with K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, multiple intelligences somehow became synonymous with the concept of learning styles. In this important post, Gardner explains why the former is not the latter. Its been 30 years since I developed the notion of multiple intelligences. I have been gratified by the interest shown in this idea and the ways its been used in schools, museums, and business around the world. But one unanticipated consequence has driven me to distraction and thats the tendency of many people, including persons whom I cherish, to credit me with the notion of learning styles or to collapse multiple intelligences with learning styles. Its high time to relieve my pain and to set the record straight. First a word about MI theory. On the basis of research in several disciplines, including the study of how human capacities are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties, which can be termed our multiple intelligences. The basic idea is simplicity itself. A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a belief in multiple intelligences assumes that human beings have 7 to 10 distinct intelligences. Even before I spoke and wrote about MI, the term learning styles was being bandied about in educational circles. The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive minds and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in ways that are appropriate, that they value, and above all, are effective. Two problems: first, the notion of learning styles is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/ assessed/ exploited. Say that Johnny is said to have a learning style that is impulsive. Does that mean that Johnny is impulsive about everything? How do we know this? What does this imply about teaching? Should we teach impulsively, or should we compensate by teaching reflectively? What of learning style is right-brained or visual or tactile? Same issues apply. Problem #2: when researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a one size fits all approach. Of course, the learning style analysis might have been inadequate. Or even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove non-existence of a phenomenon; it signals to educational researchers: back to the drawing boards. Heres my considered judgment about the best way to analyze this lexical terrain: Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If an individual has a reflective style, he/she is hypothesized to be reflective about the full range of materials. We cannot assume that reflectiveness in writing necessarily signals reflectiveness in ones interaction with the others. Senses: Sometimes people speak about a visual learner or an auditory learner. The implication is that some people learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the mental computer, the intelligence that acts upon that sensory information once picked up. These distinctions are consequential. If people want to talk about an impulsive style or a visual learner, thats their prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, we can take a more formal test battery. And then, as teachers, parents, or self- assessors, we can decide how best to make use of this information. (Adapted from https://www.washingtonpost.com/news/answer-sheet) Glossary: K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. Choose the option that shows the indirect speech form for These distinctions are consequential. (line 92). Gardner

(AFA - 2017) Howard Gardner: Multiple intelligences are not learning styles by Valerie Strauss The fields of psychology and education were revolutionized 30 years ago when we now world- renowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model of human intelligence that went beyond the traditional view that there was a single kind that could be measured by standardized tests. Gardners theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more. The theory became highly popular with K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, multiple intelligences somehow became synonymous with the concept of learning styles. In this important post, Gardner explains why the former is not the latter. Its been 30 years since I developed the notion of multiple intelligences. I have been gratified by the interest shown in this idea and the ways its been used in schools, museums, and business around the world. But one unanticipated consequence has driven me to distraction and thats the tendency of many people, including persons whom I cherish, to credit me with the notion of learning styles or to collapse multiple intelligences with learning styles. Its high time to relieve my pain and to set the record straight. First a word about MI theory. On the basis of research in several disciplines, including the study of how human capacities are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties, which can be termed our multiple intelligences. The basic idea is simplicity itself. A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a belief in multiple intelligences assumes that human beings have 7 to 10 distinct intelligences. Even before I spoke and wrote about MI, the term learning styles was being bandied about in educational circles. The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive minds 45 and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in ways that are appropriate, that they value, and above all, are effective. Two problems: first, the notion of learning styles is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/ assessed/ exploited. Say that Johnny is said to have a learning style that is impulsive. Does that mean that Johnny is impulsive about everything? How do we know this? What does this imply about teaching? Should we teach impulsively, or should we compensate by teaching reflectively? What of learning style is right-brained or visual or tactile? Same issues apply. Problem #2: when researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a one size fits all approach. Of course, the learning style analysis might have been inadequate. Or even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove non-existence of a phenomenon; it signals to educational researchers: back to the drawing boards. Heres my considered judgment about the best way to analyze this lexical terrain: Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If an individual has a reflective style, he/she is hypothesized to be reflective about the full range of materials. We cannot assume that reflectiveness in writing necessarily signals reflectiveness in ones interaction with the others. Senses: Sometimes people speak about a visual learner or an auditory learner. The implication is that some people learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the mental computer, the intelligence that acts upon that sensory information once picked up. These distinctions are consequential. If people want to talk about an impulsive style or a visual learner, thats their prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, we can take a more formal test battery. And then, as teachers, parents, or self- assessors, we can decide how best to make use of this information. (Adapted from https://www.washingtonpost.com/news/answer-sheet) Glossary: K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. According to the last paragraph

(AFA - 2017) Howard Gardner: Multiple intelligences are not learning styles by Valerie Strauss The fields of psychology and education were revolutionized30 years ago when we now world renowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model of human intelligence that went beyond the traditional view that1there was a single kind that could be measured by standardized tests. Gardners theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more. The theory became highly popular with2K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, multiple intelligences somehow became synonymous with the concept of learning styles. In this important post, Gardner explains3why the former is not the latter. 4Its been 30 years since I developed the notion of multiple intelligences. I have been gratified by the interest shown in this idea and the ways its been used in schools, museums, and business around the world. But5one unanticipated consequence has driven me to distraction and thats the tendency of many people, including persons whom I cherish, to credit me with the notion of learning styles or to collapse multiple intelligences with learning styles.6Its high time to relieve my pain and to set the record straight. First a word about MI theory. On the basis of research in several disciplines, including the study of how7human capacities are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties, which can be termed our multiple intelligences. The basic idea is simplicity itself. A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a belief in multiple intelligences assumes that human beings have 7to 10distinct intelligences. Even before I spoke and wrote about MI, the term learning styles was being bandied about in educational circles. The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive minds and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in ways that are appropriate, that they value, and above all, are effective. Two problems: first, the notion of learning styles is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/assessed/exploited. Say that Johnny is said to have a learning style that is impulsive. Does that mean that Johnny is impulsive about everything? How do we know this? What does this imply about teaching? Should we teach impulsively, or should we compensate by teaching reflectively? What of learning style is right-brained or visual or tactile? Same issues apply. Problem #2: when8researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a9one size fits all approach. Of course, the learning style analysis might have been inadequate. Or even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove non-existence of a10phenomenon; it signals to educational researchers:11back to the drawing boards. Heres my considered judgment about the best way to analyze this lexical terrain: Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If an individual has a reflective style, he/she is hypothesized to be reflective about the full range of materials. We cannot assume that reflectiveness in writing necessarily signals reflectiveness in ones interaction with the others. Senses: Sometimes people speak about a visual learner or an auditory learner. The implication is that some people learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the mental computer, the intelligence that acts upon that sensory information once picked up. 12These distinctions are consequential. If people want to talk about an impulsive style or a visual learner, thats their prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, we can take a more formal test battery. And then, as teachers, parents, or self-assessors, we can decide how best to make use of this information. (Adapted from https://www.washingtonpost.com/news/answer-sheet) Glossary: 2K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. Mark the alternative in which the problems described in paragraphs 6 and 7 (lines 49 to 71) are correctly summarized.

(AFA - 2017) Howard Gardner: Multiple intelligences are not learning styles by Valerie Strauss The fields of psychology and education were revolutionized30 years ago when we now world renowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model of human intelligence that went beyond the traditional view that 1there was a single kind that could be measured by standardized tests. Gardners theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more. The theory became highly popular with 2K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, multiple intelligences somehow became synonymous with the concept of learning styles. In this important post, Gardner explains 3why the former is not the latter. 4Its been 30 years since I developed the notion of multiple intelligences. I have been gratified by the interest shown in this idea and the ways its been used in schools, museums, and business around the world. But 5one unanticipated consequence has driven me to distraction and thats the tendency of many people, including persons whom I cherish, to credit me with the notion of learning styles or to collapse multiple intelligences with learning styles. 6Its high time to relieve my pain and to set the record straight. First a word about MI theory. On the basis of research in several disciplines, including the study of how 7human capacities are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties, which can be termed our multiple intelligences. The basic idea is simplicity itself. A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a belief in multiple intelligences assumes that human beings have 7to 10distinct intelligences. Even before I spoke and wrote about MI, the term learning styles was being bandied about in educational circles. The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive minds and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in ways that are appropriate, that they value, and above all, are effective. Two problems: first, the notion of learning styles is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/assessed/exploited. Say that Johnny is said to have a learning style that is impulsive. Does that mean that Johnny is impulsive about everything? How do we know this? What does this imply about teaching? Should we teach impulsively, or should we compensate by teaching reflectively? What of learning style is right-brained or visual or tactile? Same issues apply. Problem #2: when 8researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a 9one size fits all approach. Of course, the learning style analysis might have been inadequate. Or even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove non-existence of a 10phenomenon; it signals to educational researchers: 11back to the drawing boards. Heres my considered judgment about the best way to analyze this lexical terrain: Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If an individual has a reflective style, he/she is hypothesized to be reflective about the full range of materials. We cannot assume that reflectiveness in writing necessarily signals reflectiveness in ones interaction with the others. Senses: Sometimes people speak about a visual learner or an auditory learner. The implication is that some people learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the mental computer, the intelligence that acts upon that sensory information once picked up. 12These distinctions are consequential. If people want to talk about an impulsive style or a visual learner, thats their prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, we can take a more formal test battery. And then, as teachers, parents, or self-assessors, we can decide how best to make use of this information. (Adapted from https://www.washingtonpost.com/news/answer-sheet) Glossary: 2K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. Choose the best option to change the sentence human capacities are represented in the brain (reference 7), into the active form. The brain __________ human capacities.

(AFA - 2017) Howard Gardner: Multiple intelligences are not learning styles by Valerie Strauss The fields of psychology and education were revolutionized 30 years ago when we now world- renowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model of human intelligence that went beyond the traditional view that there was a single kind that could be measured by standardized tests. Gardners theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more. The theory became highly popular with K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, multiple intelligences somehow became synonymous with the concept of learning styles. In this important post, Gardner explains why the former is not the latter. Its been 30 years since I developed the notion of multiple intelligences. I have been gratified by the interest shown in this idea and the ways its been used in schools, museums, and business around the world. But one unanticipated consequence has driven me to distraction and thats the tendency of many people, including persons whom I cherish, to credit me with the notion of learning styles or to collapse multiple intelligences with learning styles. Its high time to relieve my pain and to set the record straight. First a word about MI theory. On the basis of research in several disciplines, including the study of how human capacities are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties, which can be termed our multiple intelligences. The basic idea is simplicity itself. A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a belief in multiple intelligences assumes that human beings have 7 to 10 distinct intelligences. Even before I spoke and wrote about MI, the term learning styles was being bandied about in educational circles. The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive minds 45 and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in ways that are appropriate, that they value, and above all, are effective. Two problems: first, the notion of learning styles is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/ assessed/ exploited. Say that Johnny is said to have a learning style that is impulsive. Does that mean that Johnny is impulsive about everything? How do we know this? What does this imply about teaching? Should we teach impulsively, or should we compensate by teaching reflectively? What of learning style is right-brained or visual or tactile? Same issues apply. Problem #2: when researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a one size fits all approach. Of course, the learning style analysis might have been inadequate. Or even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove non-existence of a phenomenon; it signals to educational researchers: back to the drawing boards. Heres my considered judgment about the best way to analyze this lexical terrain: Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If an individual has a reflective style, he/she is hypothesized to be reflective about the full range of materials. We cannot assume that reflectiveness in writing necessarily signals reflectiveness in ones interaction with the others. Senses: Sometimes people speak about a visual learner or an auditory learner. The implication is that some people learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the mental computer, the intelligence that acts upon that sensory information once picked up. These distinctions are consequential. If people want to talk about an impulsive style or a visual learner, thats their prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, we can take a more formal test battery. And then, as teachers, parents, or self- assessors, we can decide how best to make use of this information. (Adapted from https://www.washingtonpost.com/news/answer-sheet) Glossary: K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. Mark the option that shows synonyms for the underlined expressions in its high time to relieve my pain and to set the record straight (lines 28 and 29).

(AFA - 2017) Howard Gardner: Multiple intelligences are not learning styles by Valerie Strauss The fields of psychology and education were revolutionized30 years ago when we now world renowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model of human intelligence that went beyond the traditional view that1there was a single kind that could be measured by standardized tests. Gardners theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more. The theory became highly popular with2K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, multiple intelligences somehow became synonymous with the concept of learning styles. In this important post, Gardner explains3why the former is not the latter. 4Its been 30 years since I developed the notion of multiple intelligences. I have been gratified by the interest shown in this idea and the ways its been used in schools, museums, and business around the world. But5one unanticipated consequence has driven me to distraction and thats the tendency of many people, including persons whom I cherish, to credit me with the notion of learning styles or to collapse multiple intelligences with learning styles.6Its high time to relieve my pain and to set the record straight. First a word about MI theory. On the basis of research in several disciplines, including the study of how7human capacities are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties, which can be termed our multiple intelligences. The basic idea is simplicity itself. A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a belief in multiple intelligences assumes that human beings have 7to 10distinct intelligences. Even before I spoke and wrote about MI, the term learning styles was being bandied about in educational circles. The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive minds and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in ways that are appropriate, that they value, and above all, are effective. Two problems: first, the notion of learning styles is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/assessed/exploited. Say that Johnny is said to have a learning style that is impulsive. Does that mean that Johnny is impulsive about everything? How do we know this? What does this imply about teaching? Should we teach impulsively, or should we compensate by teaching reflectively? What of learning style is right-brained or visual or tactile? Same issues apply. Problem #2: when8researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a9one size fits all approach. Of course, the learning style analysis might have been inadequate. Or even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove non-existence of a10phenomenon; it signals to educational researchers:11back to the drawing boards. Heres my considered judgment about the best way to analyze this lexical terrain: Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If an individual has a reflective style, he/she is hypothesized to be reflective about the full range of materials. We cannot assume that reflectiveness in writing necessarily signals reflectiveness in ones interaction with the others. Senses: Sometimes people speak about a visual learner or an auditory learner. The implication is that some people learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the mental computer, the intelligence that acts upon that sensory information once picked up. 12These distinctions are consequential. If people want to talk about an impulsive style or a visual learner, thats their prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, we can take a more formal test battery. And then, as teachers, parents, or self-assessors, we can decide how best to make use of this information. (Adapted from https://www.washingtonpost.com/news/answer-sheet) Glossary: 2K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. In the fourth paragraph (lines 30 to 40), its said that