Sobre as etapas da fotossíntese, marque V para as afirmativas verdadeiras e F para as falsas.

( ) Durante a etapa fotoquímica, a energia luminosa é absorvida pela clorofila presente no estroma e armazenada em moléculas de ATP.

( ) A luz promove a transformação da água em hidrogênio e oxigênio, sendo o oxigênio liberado pela planta.

( ) O hidrogênio da água e a energia do ATP são usados na fase que não usa luz para transformar o gás carbônico em glicose.

( ) Na etapa química, por meio de uma série de reações químicas, são sintetizados glicídios a partir do gás oxigênio e dos hidrogênios.

A sequência está correta em

Analise a imagem a seguir:

I – AUG II – GUG III – UAG IV – CCU

Considerando as informações da tabela, assinale, a seguir, os aminoácidos que são codificados pelos códons em I, II, III e IV, respectivamente:

Sobre os transportes de substâncias observados na membrana das células, analise as afirmativas a seguir.

I. Transporte de partículas de gases e de líquidos como, por exemplo, a entrada de oxigênio e a saída de gás carbônico na célula.

II. Passagem de água de uma solução para outra através de uma membrana semipermeável ou de permeabilidade seletiva.

III. Entrada de grandes moléculas orgânicas na célula como, por exemplo, as proteínas, os polissacarídeos.

Os transportes descritos em I, II e III são, respectivamente:

According to text clues, the compatible answer is:

Language teaching in a multilingual world

To discuss the complexity of language teaching, we adopt an ecological perspective. This helps us to appreciate the significant challenges for language teachers and language teacher educators at different contextual levels (macro, meso, and micro) (Chong, Issacs & McKinley, 2022). This perspective enables us to assess a variety of challenges relating to macrocontextual conditions, such as cultural traditions, political ideologies, demographic changes, shifting cultural values, and uncertain socioeconomic conditions. The impact of macro-contextual conditions is usually sifted through the mediation of institutional policies and practices at the meso or micro levels before causing changes in language teachers' practice and/or incurring resistance. The ecological perspective also highlights the roles individual teachers play in developing professional practice in response to the mediation of contextual conditions at different levels (e.g., Tao & Gao, 2017, 2018, 2021). It is also important to note that language teachers’ professional practice evolves over time under changing contextual conditions.

Shifting geo-political conditions and the values the public attaches to language learning have been found to profoundly impact language teaching, as they lead to the emergence of new languages, new curricula and the promotion of new pedagogical approaches in educational systems (Gao & Zheng, 2019). For instance, following the government's Belt and Road initiative, universities on the Chinese mainland have launched programs in various languages other than English (LOTE) to provide university graduates with the competences needed to engage with the expanding trade opportunities and frequent sociopolitical exchanges between the People's Republic of China and the countries that speak these LOTEs (e.g., Arabic, Persian).The implementation of these top-down educational initiatives requires language teachers to develop new knowledge and skills, which may enable them to develop new pedagogical practices while engendering a process of ‘deskilling,’ as teachers are told that their well-honed teaching practices are no longer valued. Consequently, the initiatives present new challenges for language teachers, who may not be well-prepared for the task of helping national governments achieve their aspirations.

An increasingly deep engagement with multilingualism in second language acquisition research has had a profound impact on language teacher education, as scholars have been critically examining, identifying, and redressing the deeply entrenched influences of monolingualism, especially English monolingualism, in language education (Li Wei, 2018). The vision of sustaining a multilingual, multicultural world means that LOTEs should be promoted in any educational system as “linguistic diversity is both critical in sustaining cultural diversity and instrumental in supporting vibrant exchanges of knowledge and understanding.

(Available in: https://www.sciencedirect.com/science/article/pii/S0346251X23001495. Adapted.)

Shonto Begay, artist, writer, poet, and filmmaker, was born into the Navajo nation, USA. “In My Mother’s Kitchen”, introduced for reading and exam below, displays some clues of Native American culture that are especifically connected to word choices represented by:

Fragrance of fresh tortillas and corn stew

Fills my mother’s kitchen

Sparsely furnished

Crowded with

warmth

Soot-grayed walls, secretive and blank

She moves gently in and out of light

Like a dream just out of reach

The morning light gives her a

halo

That plays upon her crown of dark hair

Strong brown hands caress soft mounds of

dough She gazes out into the warming day

Past sagebrush hills, out towards the foot of Black

Mesa How far would she let the goats wander today

Before it rains

Childhood dreams and warmth

Tight in my throat, tears in my eyes

The radio softly tuned to a local AM station

News of ceremonies and chapter meetings

And funerals

Flows into the peaceful kitchen

Lines upon her face, features carved of hard

times Lines around her eyes, creases of happy

times Bittersweet tears and ringing silvery

laughter

I ache in my heart

My mother’s gentle movements light up dark

corners Her gentle smiles recall childhood dreams still

so alive

My mother moves in and out of

light Like clouds on days of

promising rain

(Available in: https://www.coursehero.com. Acess in: August 2024.)

I. Students’ learning precedences have substantiated and pinpointed the emergence of novel pedagogic methods.

II. Flipped Classrooms foster student independence and also promote undertaking responsibility for their learning process.

III. Cultural Immersion programmes proffer great scope for native-like acquisition.

There is accuracy in what is stated in

Having as reference what is disposed in the Lei de Diretrizes e Bases da Educação Nacional-LDB concerning the teaching and learning of the English language, it is truthfull that: