Questõessobre Palavras conectivas | Connective words

InícioTodas as questões
1
1
Foram encontradas 66 questões
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CEDERJ 2021 - Inglês - Vocabulário | Vocabulary, Interpretação de texto | Reading comprehension, Palavras conectivas | Connective words

TEXT 2

Available from: www.nature.com/naturemedicine. Access: 10 Oct. 2021. Adapted.


The linking word “although” (underlined in two sentences of the text) establishes a contrast between ideas, and it may be replaced by “but”. The alternative which correctly expresses the ideas which are contrasted in the two sentences is: 

A

The digital divide is very narrow, but it is clearly widening.

The digital divide is seen in low and middle-income countries, but it is not present in high-income countries.

B

Today there remains a digital divide, but only 51% of the world’s population has access to the mobile internet.

There is free access to mobile communications in low and middle-income countries, but not in high-income countries.

C

Today there remains a digital divide, but the social divide in 51% of the world’s population is narrowing.

The lack of access to mobile communications is inexistent in low and middle-income countries, but it affects high-income countries. 

D

The digital divide is narrowing, but it is still very wide.

The digital divide is found in low and middle - income countries, but it is also present in high-income countries. 

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SÃO CAMILO 2018 - Inglês - Sinônimos | Synonyms, Palavras conectivas | Connective words

No trecho do sétimo parágrafo “However, there’s also a lot of misleading information, and information that’s simply untrue”, o termo sublinhado pode ser substituído, sem alteração de sentido, por

Leia o texto para responder à questão. 

The challenge of doctor-patient relations in the internet age



     “Let me do some research and I’ll get back to you,” my patient said. My patient, a 19-year-old student, had already taken time off from school because of her anxiety. I was her psychiatrist, with over two decades of experience treating university students, and had just explained my diagnostic impressions based on a lengthy evaluation. I’d recommended that she try a medicine I expected would help. I’d also laid out the risks and benefits of other treatment options. 
      “Do you have additional questions I can answer?” I asked. I wanted to let her know that’s why I was there, to cull the research, to help make sense of it. “No, I like to go online and look for myself,” she said.
     More and more, I see students turning away from the expertise that a live person can offer and instead turning to the vast and somehow more objective-seeming “expertise” of the digital world.
     In an age when journalism we don’t like can be dismissed as “fake news,” suggesting that the information we do like is most credible, regardless of its source, it’s not hard to understand why young people do this. The medical profession itself, under managed care, has played a role as well, providing less time for doctor-patient interactions and undermining the chances that a personal relationship and trust can develop. Under the guise of efficiency, medical test results are now often released directly to patients, sometimes before or even without the benefit of any interpretation.
     But there’s danger in trusting data over people, as there is in thinking the expertise of all people is equivalent. When it comes to health, digital natives may not be learning how to navigate effectively. And the consequences could be harmful.
    The availability of health data on the internet has its benefits. Online, for example, we can find explanations and solutions for symptoms we might be too embarrassed, or afraid, to discuss with another person, in person. Or, for lifethreatening diseases, we can locate clinical trials our doctors may not be aware of.
     However, there’s also a lot of misleading information, and information that’s simply untrue. The internet is full of people selling things – supplements, treatment regimens that have not been rigorously tested, even prescription medications – and making false promises that have not been scrutinized by regulatory agencies. Sometimes, as in the case of some websites that promote “an anorexic diet” for “aggressive” weight loss, the information can encourage life-threatening behavior.
      Years ago, when we discussed paternalism versus patient autonomy in my medical school ethics class, I came down strongly in favor of autonomy. Who but the patient could best decide what was right for him or her? But years of clinical – and personal – experience have taught me that information in and of itself is insufficient. Judgment is also indispensable, especially in complex situations, and the capacity for good judgment rests within people, not data sets.

(Doris Iarovici is a psychiatrist at Harvard University’s Counseling and
Mental Health Services and the author of Mental Health Issues and the
University Student. www.nytimes.com, 01.03.2018. Adaptado.)
A
yet.
B
furthermore.
C
therefore.
D
whenever
E
so.
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SÃO CAMILO 2019 - Inglês - Palavras conectivas | Connective words

No trecho “Yet while sheltering in a bookshop from the rain” (1° parágrafo), o termo sublinhado indica ideia de

Leia o texto para responder à questão.

The fantastic appeal of fantasy


The fantasy genre starts where science ends

     Few things can brighten up a dark morning in a Scottish seaside resort during an Atlantic storm. Yet while sheltering in a bookshop from the rain, I had a moment of sunny revelation. Stacked almost as high as my 11-year-old self were copies of The Lord of the Rings, with a cover illustration that promised mystery and magic. That chance discovery started a lifelong love of the fantasy genre1 , both as reader and writer. 
   The fantasy genre has had more and more success, but today we’re in the middle of an unprecedented fantasy boom. Sales continue to rise and it is now the biggest genre in publishing. The more rational the world gets, with super-science all around us, the more we demand the irrational in our fiction.
     Fantasy is not simply a case of swords2 and sorcery3 . Yes, there is that by the shelf. But the genre is as broad as the imagination. The genre starts where science ends.
    “In these modern times, where most of us sit at computers, fantasy books offer a chance to break out of mundane moments,” says Mark Newton, an editor with the genre. “People like to explore themes that go beyond the limited palette that literary fiction claims to offer.” 
     A search for the origins of fantasy will usually have academics muttering about Beowulf or Homer’s The Iliad, but they come from a time when all stories were fantasy: gods and monsters and supernatural artefacts with humanity caught in the middle. The first modern fantasy writer is usually considered to be William Morris, in the late 19th Century. But it was the early 20th Century where fantasy really started to gain status.
     Fantasy fiction has always been about visionary ideas. You can get artful words in plenty of literary fiction, but being able to see beyond the boundaries4 of the world around us — now that’s a special skill.
     I don’t write fantasy fiction simply to provide a trapdoor5 from the real world. For me, the genre is about the reality. But instead of coming up against it, fantasy maps the unconscious aspirations of our modern society through allegory in story- -forms as old as humanity. It’s about turning off the mobile phone and the computer and remembering who we are in the deepest parts of ourselves.

(Mark Chadbourn. www.telegraph.co.uk, 12.04.2008. Adaptado.)

1genre: gênero. Categoria distintiva de composição literária, como romance, poesia etc.
2sword: espada.
3sorcery: feitiçaria.
4boundary: fronteira.
5trapdoor: alçapão
A
finalidade.
B
causa.
C
conclusão.
D
consequência.
E
oposição.
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FGV 2020 - Inglês - Vocabulário | Vocabulary, Sinônimos | Synonyms, Palavras conectivas | Connective words

In the second sentence in the text, the term “hence” can be replaced, with no change in meaning, by

Read the text to answer question.

The aliens among us

     Humans think of themselves as the world’s apex predators. Hence the silence of sabre-tooth tigers, the absence of moas from New Zealand and the long list of endangered megafauna. But sars-cov-2 shows how people can also end up as prey. Viruses have caused a litany of modern pandemics, from Covid-19, to hiv/aids to the influenza outbreak in 1918-20, which killed many more people than the first world war. Before that, the colonisation of the Americas by Europeans was abetted – and perhaps made possible – by epidemics of smallpox, measles and influenza brought unwittingly by the invaders, which annihilated many of the original inhabitants.

(www.economist.com, 22.08.2020. Adapted.)
A
For instance.
B
Accordingly.
C
Nevertheless.
D
Alternatively.
E
Furthermore.
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UNIFESP 2015 - Inglês - Palavras conectivas | Connective words

No trecho do quarto parágrafo “To see whether this is due to some physical effect that poverty might have on a child’s brain”, a expressão em destaque introduz uma

Leia o texto para responder à questão.


    Poverty may hinder kids’ brain development, study says

    Reduced gray matter, lower test scores reported for poor children

July 20, 2015



    Poverty appears to affect the brain development of children, hampering the growth of gray matter and impairing their academic performance, researchers report. Poor children tend to have as much as 10 percent less gray matter in several areas of the brain associated with academic skills, according to a study published July 20 in JAMA Pediatrics. “We used to think of poverty as a ‘social’ issue, but what we are learning now is that it is a biomedical issue that is affecting brain growth,” said senior study author Seth Pollak, a professor of psychology, pediatrics, anthropology and neuroscience at the University of Wisconsin-Madison.

   The results could have profound implications for the United States, where low-income students now represent the majority of kids in public schools, the study authors said in background information. Fifty-one percent of public school students came from low-income families in 2013.

    Previous studies have shown that children living in poverty tend to perform poorly in school, the authors say. They have markedly lower test scores, and do not go as far in school as their well-off peers.

    To see whether this is due to some physical effect that poverty might have on a child’s brain, Pollak and his colleagues analyzed MRI scans of 389 typically developing kids aged 4 to 22, assessing the amount of gray matter in the whole brain as well as the frontal lobe, temporal lobe and hippocampus. “Gray matter contains most of the brain’s neuronal cells,” Pollak said. “In other words, other parts of the brain – like white matter – carry information from one section of the brain to another. But the gray matter is where seeing and hearing, memory, emotions, speech, decision making and self-control occur.”

    Children living below 150 percent of the federal poverty level – US$ 36,375 for a family of four – had 3 percent to 4 percent less gray matter in important regions of their brain, compared to the norm, the authors found. Those in families living below the federal poverty level fared even worse, with 8 percent to 10 percent less gray matter in those same brain regions. The federal poverty level in 2015 is US$ 24,250 for a family of four. These same kids scored an average of four to seven points lower on standardized tests, the researchers said.

    The team estimated that as much as 20 percent of the gap in test scores could be explained by reduced brain development. A host of poverty-related issues likely contribute to developmental lags in children’s brains, Pollak said. Low-income kids are less likely to get the type of stimulation from their parents and environment that helps the brain grow, he said. For example, they hear fewer new words, and have fewer opportunities to read or play games. Their brain development also can be affected by factors related to impoverishment, such as high stress levels, poor sleep, crowding and poor nutrition, Pollak said.

    This study serves as a call to action, given what’s already known about the effects of poverty on child development, said Dr. Joan Luby, a professor of child psychiatry at Washington University School of Medicine in St. Louis. “The thing that’s really important about this study in the context of the broader literature is that there really is enough scientific evidence to take public health action at this point,” said Luby, who wrote an editorial accompanying the study. “Poverty negatively affects brain development, and we also know that early interventions are powerfully effective,” Luby said. “They are more effective than interventions later in life, and they also are cost-effective.”


(www.nlm.nih.gov. Adaptado.)

A
finalidade.
B
causa.
C
condição.
D
reiteração.
E
estimativa.
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ABEPRO 2017 - Inglês - Pronome reflexivo | Reflexive Pronoun, Tempos Verbais | Verb Tenses, Palavras conectivas | Connective words, Pronomes | Pronouns

Analyze the sentences according to structure and grammar use.

1. The word ‘himself’ underlined in the text, is being used in the sentence as a reflexive pronoun.
2. The negative form of: ‘This phenomenon goes by the name of ‘opportunity cost,...’, is: ‘This phenomenon doesn’t go by the name of ‘opportunity cost,…’
3. The words in bold in the text are examples of irregular verbs.
4. The word ‘however’ in: ‘To make the point, however, we must make a brief excursion into logic.’ is being used as a contrastive connector

Choose the alternative which presents the correct ones:

Opportunity Cost


This phenomenon goes by the name of ‘opportunity cost,’ since by not investing in more equipment and a more rigid production flow, the company is forgoing the opportunity to earn increased profits. These costs are every bite as real as the payment of dollars out-of-pocket.


This notion _______ opportunity cost can be reinforced _________ a famous saying ______ Benjamin Franklin, no slouch himself _________ operations management. To make the point, however, we must make a brief excursion into logic. One truth of logic is the validity of the so-called contrapositive, which says simply that if the statement “If A, then B” is true, then it is also true that “If not B, then not A.” That is, of every time A occurs B follows, then we can be sure that if B does not occur, then A did not occur as well. Enough logic then, and back to Ben Franklin.


One of his Poor Richard sayings is that “A penny saved is a penny earned.” We have all recognized the truth of that since childhood, but I assert that by this saying Ben showed us he knows everything about opportunity cost. After all, what is the contrapositive of “A penny not earned is a penny not saved (i.e., a penny sent). All we are saying by this notion of opportunity cost is that “a penny not earned (an opportunity forgone) is a penny spent.” We shall often have occasion to consider opportunity costs, in analyzing and deciding various operations issues.


SCHMENNER, Roger W. Production/Operations Management. 5th Edition. Prentice-Hall, 1993.

A
Only 1 is correct.
B
Only 2 is correct.
C
Only 1 and 2 are correct.
D
Only 3 and 4 are correct.
E
Only 1, 2 and 4 are correct.
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FIMCA 2019 - Inglês - Vocabulário | Vocabulary, Palavras conectivas | Connective words

Analyse the items usage in the text. Mark the one which is a modifier.

Science Education in the United States of America

(Audrey B. Champagne.)

    Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.
    The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.
   The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

(Available: https://files.eric.ed.gov/fulltext/EJ608194.pdf. Adapted.)
A
Safety. (L25)
B
Quality. (L40)
C
Primary. (L26)
D
Pedagogy. (L47)
E
Responsibility. (L10)
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FIMCA 2019 - Inglês - Palavras conectivas | Connective words

“Thus” (L52) introduces a/an:

Science Education in the United States of America

(Audrey B. Champagne.)

    Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.
    The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.
   The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

(Available: https://files.eric.ed.gov/fulltext/EJ608194.pdf. Adapted.)
A
Issue similarity.
B
Change of subject.
C
Logical consequence.
D
Adding and structuring.
E
Important contradiction.
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UFRGS 2019 - Inglês - Interpretação de texto | Reading comprehension, Palavras conectivas | Connective words

Considere as possibilidades de reescrita do segmento Juliet had a book open on her lap, but she was not reading (l. 01-02).

I - Even though she was not reading it, Juliet had a book open on her lap.
II - Despite she was not reading it, Juliet had a book open on her lap.
III- ln spite of the fact that she was not reading it, Juliet had a book open on her lap.

Quais poderiam substituir o segmento, sem prejuízo do sentido original e da correção gramatical?

Instrução: A questão está relacionada ao texto abaixo.  

Adaptado de: MUNRO, Alice. Chance.
In: Runaway. London: Vintage, 2013. p. 52-53.
A
Apenas I.
B
Apenas II.
C
Apenas III.
D
Apenas I e III.
E
I, II e III.
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UFRGS 2019 - Inglês - Interpretação de texto | Reading comprehension, Palavras conectivas | Connective words

Assinale a alternativa que preenche adequadamente a lacuna da linha 33.

Instrução: A questão está relacionada ao texto abaixo. 

Adaptado de
< https:/ /www.3quarksdaily.com/3quarks
daily / 2019 / 06/ dressed-by-shahidha-bari-and
the-pocket-two-books-on-thesecret-life-of
clothes.html>.
Acesso em: 19 jul. 2019.
A
Despite
B
ln spite
C
Although
D
However
E
Regardless
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UFRGS 2019 - Inglês - Interpretação de texto | Reading comprehension, Palavras conectivas | Connective words

Consider the staternents about the uses of the word that in the following segments retrieved frorn the text.

I - ln must have been that it was incantatory(I. 01-02), it belongs to the sarne word class as in that of the Greek philosophers (I. 04).
II - ln that of the Greek phi/osophers (I. 04), it belongs to the sarne word class as in proposed that art was mlmesls, lmitation of reality (I. 04-05).
III- ln must have been that lt was incantatory (I. 01-02), it belongs to the sarne word class as in proposed that art was mlmesls, lmitation of reality (I. 04-05).

Which ones are correct? 

Instrução: A questão está relacionada ao texto abaixo.  

Adapted from: SONTAG, Susan. Agaínst
lnterpretatlon and Other Essays. Penguin Modern
Classics, Straus and Giroux, 2009. p. 3-4.
A
Only I.
B
Only II.
C
Only III.
D
Only II and III.
E
I, II and III.
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UFRGS 2019 - Inglês - Palavras conectivas | Connective words

Select the alternative that contains the words that fill in the gaps in lines 07, 11, 20 and 24, respectively.

Instrução: A questão está relacionada ao texto abaixo.  

Adapted from: SONTAG, Susan. Agaínst
lnterpretatlon and Other Essays. Penguin Modern
Classics, Straus and Giroux, 2009. p. 3-4.
A
For - Despite - moreover - in that
B
Because - Since - thus - due to
C
Because - Although - thus - considering
D
Due to - Because - regardless - as long as
E
For - Since - therefore - in that
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UEG 2015 - Inglês - Sinônimos | Synonyms, Voz Ativa e Passiva | Passive and Active Voice, Interpretação de texto | Reading comprehension, Palavras conectivas | Connective words

Considerando os aspectos estruturais do texto, observa-se que

Leia o texto a seguir para responder à questão.

DEALING WITH CYBERBULLYING

Technology means that bullying is no longer limited to schoolyards or street corners. Cyberbullying can occur anywhere, even at home, via email, texts, cell phones, and social media websites 24 hours a day, seven days a week, with potentially hundreds of people involved. For those who suffer cyberbullying, the effects can be devastating, leaving you feeling hurt, humiliated, angry, depressed, or even suicidal. But no type of bullying should ever be tolerated. 

What is cyberbullying?
Cyberbullying occurs when a child or teen uses the Internet, emails, text messages, instant messaging, social media websites, online forums, chat rooms, or other digital technology to harass, threaten, or humiliate another child or teen. Unlike traditional bullying, cyberbullying doesn't require physical strength or face-to-face contact and isn't limited to just a handful of witnesses at a time. Cyberbullies come in all shapes and sizes – almost anyone with an Internet connection or mobile phone can cyberbully someone else, often without having to reveal their true identity. Cyberbullies can torment their victims 24 hours a day and the bullying can follow the victim anywhere so that no place, not even home, ever feels safe, and with a few clicks the humiliation can be witnessed by hundreds or even thousands of people online.

Tips for kids or teens dealing with cyberbullying
If you are targeted by cyberbullies, it's important not to respond to any messages or posts written about you, no matter how hurtful or untrue. Responding will only make the situation worse and provoking a reaction from you is exactly what the cyberbullies want, so don't give them the satisfaction.
It's also very important that you don't seek revenge on a cyberbully by becoming a cyberbully yourself. Again, it will only make the problem worse and could result in serious legal consequences for you. If you wouldn't say it in person, don't say it online.


Disponível em: <https://www.helpguide.org/articles/abuse/cyberbullying.htm>. acesso em: 17 abr. 2015. (Adaptado).
A
a afirmação “no type of bullying should ever be tolerated”, expressa na voz ativa, seria: noboby should never tolerate bullying.
B
na oração “Unlike traditional bullying” o termo em destaque indica exclusão e, portanto, pode ser substituído por Dislike.
C
as sentenças “bullying is no longer limited to schoolyards” e bullying is not limited to schoolyards anymore têm o mesmo sentido.
D
a pergunta adequada à resposta “Cyberbullies come in all shapes and sizes” pode ser: Where can cyberbullies come from?
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UNINOVE 2015 - Inglês - Palavras conectivas | Connective words

No trecho final do segundo parágrafo “unless the threat is taken seriously”, o termo em destaque introduz uma ideia de

Leia o texto para responder à questão.



    You need only go back 70 years to a time when a scratch and a common infection could prove deadly. Routine surgery and childbirth could be a hazardous business. Penicillin had been discovered in 1928 by Sir Alexander Fleming, but human trials did not begin for over a decade. The first patient was an Oxford policeman, Albert Alexander, who had scratched his face on a rose bush and the wound became seriously infected (another historical version has him injured in a bombing raid). He was treated with penicillin and his condition rapidly improved, but supplies ran out before he could be cured and he died. By the end of the war penicillin was being widely produced, and other drugs quickly followed - marking the start of the antibiotic era.

    So most of us have grown up with these miracle drugs readily available. It’s understandable that patients and some doctors simply can’t comprehend the concept of a pre-antibiotic world. But that is what’s at stake unless the threat is taken seriously.

• Rise of superbugs

    Much of modern medicine is now underpinned by antibiotics. Surgery is more invasive than ever: from hip replacements to cancer treatment and transplants - antibiotics are essential to prevent and treat infection. There have been repeated calls on doctors to curb the overuse of antibiotics going back many years.

    Whilst it is important that the NHS (National Health System in England) exercises better stewardship of antibiotics, it is worth remembering that this is a global problem that requires global solutions. Superbug infections respect no borders and have spread from continent to continent with ease. This is a serious concern because many developing countries have far poorer controls on antibiotic use.

• Misuse

    Last year the World Health Organization found that some antibiotics could be bought legally over the counter in 19 out of 43 European countries surveyed. Then there is the widespread misuse of antibiotics in agriculture, in farmed animals and fish. More antibiotics are used in livestock production than for human health and there is widespread concern about the use of long-term, low-dose antibiotics in animal feed in countries like the US, China and India.

    Part of the problem is due to simple evolutionary pressure: bacteria are constantly evolving, and resistant strains emerging. This means there is a constant battle to stay ahead of the germs. But developing new antibiotics has proved hugely difficult - it’s nearly 30 years since the last new class of antibiotics came on the market.
A
negação.
B
decorrência.
C
ressalva.
D
propósito.
E
comparação.
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UNINOVE 2015 - Inglês - Sinônimos | Synonyms, Palavras conectivas | Connective words

No trecho inicial do segundo parágrafo “So most of us have grown up with these miracle drugs readily available”, o termo em destaque pode ser substituído, sem alteração de sentido, por

Leia o texto para responder à questão.



    You need only go back 70 years to a time when a scratch and a common infection could prove deadly. Routine surgery and childbirth could be a hazardous business. Penicillin had been discovered in 1928 by Sir Alexander Fleming, but human trials did not begin for over a decade. The first patient was an Oxford policeman, Albert Alexander, who had scratched his face on a rose bush and the wound became seriously infected (another historical version has him injured in a bombing raid). He was treated with penicillin and his condition rapidly improved, but supplies ran out before he could be cured and he died. By the end of the war penicillin was being widely produced, and other drugs quickly followed - marking the start of the antibiotic era.

    So most of us have grown up with these miracle drugs readily available. It’s understandable that patients and some doctors simply can’t comprehend the concept of a pre-antibiotic world. But that is what’s at stake unless the threat is taken seriously.

• Rise of superbugs

    Much of modern medicine is now underpinned by antibiotics. Surgery is more invasive than ever: from hip replacements to cancer treatment and transplants - antibiotics are essential to prevent and treat infection. There have been repeated calls on doctors to curb the overuse of antibiotics going back many years.

    Whilst it is important that the NHS (National Health System in England) exercises better stewardship of antibiotics, it is worth remembering that this is a global problem that requires global solutions. Superbug infections respect no borders and have spread from continent to continent with ease. This is a serious concern because many developing countries have far poorer controls on antibiotic use.

• Misuse

    Last year the World Health Organization found that some antibiotics could be bought legally over the counter in 19 out of 43 European countries surveyed. Then there is the widespread misuse of antibiotics in agriculture, in farmed animals and fish. More antibiotics are used in livestock production than for human health and there is widespread concern about the use of long-term, low-dose antibiotics in animal feed in countries like the US, China and India.

    Part of the problem is due to simple evolutionary pressure: bacteria are constantly evolving, and resistant strains emerging. This means there is a constant battle to stay ahead of the germs. But developing new antibiotics has proved hugely difficult - it’s nearly 30 years since the last new class of antibiotics came on the market.
A
Therefore.
B
Meanwhile.
C
Although.
D
However.
E
Otherwise.
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UPE 2021 - Inglês - Pronome objetivo | Objective pronoun, Pronome subjetivo | Subjective pronoun, Pronomes e adjetivos possessivos | Possessive pronouns and adjectives, Pronome possessivo substantivo | Possessive pronoun, Palavras conectivas | Connective words, Pronomes | Pronouns

In the 2 nd paragraph: Historically, distance learning described correspondence courses in which students would communicate with their schools or teachers by mail., in which is

Text 1


What is Distance Learning and Why Is It So Important?



1 Distance learning – any form of remote education where the student is not physically present for the lesson – is booming thanks to the power of the Internet. In fact, there are a number of advantages of learning remotely over even traditional teaching models. As the Internet blurs the line between near and far, distance learning is set to disrupt the current paradigm of education.
2 Historically, distance learning described correspondence courses in which students would communicate with their schools or teachers by mail. More recently, distance education has moved online to include a huge range of systems and methods on practically any connected device.
3 Distance education is clearly different from regular education in terms of a student or teacher‘s physical presence. For the most part, it translates into increased freedom for both learners and educators, but it also requires higher degrees of discipline and planning to successfully complete the course of study.
4 The enhanced freedom of remote learning is most clearly seen in the fact that students can choose courses that fit their schedules and resources. (Teachers can do the same.) And in the case of digital learning, students can also choose the location and teaching styles that best suit their needs.
5 Remote education is certainly not a magic bullet and there will always be a place for in-class learning. At the same time, distance learning still has a lot of untapped potential to reach students where they are and connect educators and learners in new ways. From increased flexibility to new learning styles, it seems that the future of learning will be as diverse in time and place as it will be in thought.

Disponível em: https://www.viewsonic.com/library/education/what-is-distance-learning-and-why-is-it-so-important/. Texto adaptado. Acesso em: 20 set. 2020.

A
a sort of connector.
B
an object pronoun.
C
a subject pronoun.
D
an adjective pronoun.
E
a possessive pronoun.
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PUC - RJ 2016 - Inglês - Sinônimos | Synonyms, Palavras conectivas | Connective words

Check the option in which the word in boldface expresses the same meaning in the fragment as the word or expression in italics.

A
“Instead of a range of permissible emissions estimates that ranged up to 2,390 bn tons from 2015 onwards,” (lines 7-8) – Because of
B
“In effect, that halves the levels of diesel and petrol available for petrol tanks, coal for power stations, and natural gas…” (lines 10-11) – However
C
“In order to have a reasonable chance of keeping global warming below 2°C, we can only emit a certain amount of carbon dioxide, ever…” (lines 27-28) - Due to
D
“Although short-lived and released in smaller quantities, some of these are potentially far more potent than carbon dioxide…” (lines 37-38) – Besides
E
“So the researchers have re-examined both the options and the approaches, and have worked out a global figure that, they suggest, could be relevant to “real-world policy”. (lines 41-42) – Therefore
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IF Sudeste - MG 2017 - Inglês - Preposições | Prepositions, Palavras conectivas | Connective words, Advérbios e conjunções | Adverbs and conjunctions

Read the following article, ignoring the empty spaces (1-5) for the time being. Then, check the alternative that shows the sequence of words that CORRECTLY fill in the gaps:


Your gut, your emotions

What controls our emotions? The same two people might see the same tragic newspaper headline, (1) __________ one is much more emotionally affected than the other. Why is that? According to an international team led by UCLA researchers, these emotions may be partially driven by an unlikely source: our gut bacteria. In fact, the bacteria that colonize our intestines may influence the architecture of the brain itself.

The experiment examining the relationship between brain development and the gut microbiome was conducted with mice. Specific strains of mice, one that lacked a complete gut microbiome and one that had a normal microbiome, were compared in terms of their brain development and behavior. The influence of microorganisms is not limited to brain development.

Interestingly, the mice with the ―normal‖ microbiome had more anxiety and moved less than the mice without the microbiome. (2) __________ exposed to a microbiome early in life, the active, calm mice began to act more anxious and reduced their movements. Microbiota evidently had this influence by affecting hormonal expression and building particular pathways in the brain associated with anxiety. The influence on brain development apparently occurred at a particular point early in the mouse‘s life, so it‘s possible early exposure to a proper microbiome is important for normal development. The researchers speculate that the microbiome helps the mice develop an appropriate sense of caution.

The influence of microorganisms is not limited to brain development. (3) __________ no conclusive link has been established, a few studies have detected abnormalities in the gut microbiomes of children with Autism Spectrum Disorders compared to non-affected children. Nor is microorganism influence limited to gut bacteria. A separate study in hyenas (also awaiting conclusive proof) suggests that individual hyenas use a specific cocktail of stinky bacteria in their scent markers left as a message to other hyenas.

(4) __________ some fungus can get in on the act, hijacking ants and forcing the unfortunate insects to relocate to a place favorable for a fungus to grow. The ant does not survive, but it makes great fungus food. (5) __________ a growing body of evidence from other animals, until the UCLA study there was not much direct research on how the microbiome affects humans. But given its potential importance, hopefully there will soon be more research along these lines. Going with your gut, indeed!

Disponível em:< https://daily.jstor.org/your-gut-youremotions/?utm_term=YOUR%20GUT%2C%20YOUR%20EMOTIONS&utm_campaign=jstordaily_08032017&utm_content=e mail&utm_source=Act-On+Software&utm_medium=email>. Acesso em: 15 Set. 2017.


Check the CORRECT alternative.

A
(1) but - (2) When - (3) While - (4) Even - (5) Despite
B
(1) but - (2) While - (3) Actually - (4) Although - (5) Finally
C
(1) however - (2) When - (3) While - (4) Therefore - (5) So
D
(1) although - (2) While - (3) However - (4) Even - (5) Despite
E
(1) although - (2) Despite - (3) Actually - (4) Although - (5) So
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UNIVESP 2019 - Inglês - Palavras conectivas | Connective words

Leia o excerto a seguir.

Some artists were imprisoned during the dictatorship
in Brazil. _____, some of them were exiled.

Assinale a alternativa que preencha corretamente a lacuna.

A
Despite
B
So
C
As a result
D
However
E
Afterwards
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UNIVESP 2019 - Inglês - Palavras conectivas | Connective words, Advérbios e conjunções | Adverbs and conjunctions

Leia o excerto a seguir.

My sister is married _____ she lives in London.

Assinale a alternativa que preencha corretamente a lacuna.

A
or
B
and
C
for
D
because
E
still