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Collaborative education programs can offer student
recruitment opportunities, increase Indiana University’s
visibility in other countries and with international institutions
of higher education, and foster faculty research collaboration.
Academic units at Indiana University (IU) may consider any of
the following to diversify their international engagements.
Academic units may structure opportunities for students
at international institutions of higher education to earn a
degree at Indiana University.
Dual and joint degrees pose reputational risks to IU and,
therefore, must be carefully considered. Such degrees are
approved only with primary partners of IU or with leading
peer institutions that have parallel strengths in a particular
field of study. These programs involve a two-way flow of
students, meaning that they are open to students from both
IU and the partnering institution, and require substantial
collaboration between faculty members. Joint degrees involve
collaboration by an IU academic unit and a partner institution
to offer a degree program that neither would have the
resources to offer without combining expertise and
instruction; upon completion of a joint degree program, both
institutions' names appear on the diploma. Joint degrees are
considered new degrees and must be approved by the Board
of Trustees. Because of their complexity and the time
commitment required for their development and approval,
joint degrees are rarely considered by IU academic units.
Cooperative education programs, or facilitated transfer
programs, are designed to make the transfer process easier
for international students who are interested in earning a
degree at Indiana University. A student's home institution, at
its discretion, may accept the credits that the student earns at
IU and confer a separate degree. These programs may be
done with existing partners of IU or in affiliation with a nonpartner institution.
https://global.iu.edu/partnerships/types.html. Acesso em: 21/02/2024.
Adaptado.
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Collaborative education programs can offer student
recruitment opportunities, increase Indiana University’s
visibility in other countries and with international institutions
of higher education, and foster faculty research collaboration.
Academic units at Indiana University (IU) may consider any of
the following to diversify their international engagements.
Academic units may structure opportunities for students
at international institutions of higher education to earn a
degree at Indiana University.
Dual and joint degrees pose reputational risks to IU and,
therefore, must be carefully considered. Such degrees are
approved only with primary partners of IU or with leading
peer institutions that have parallel strengths in a particular
field of study. These programs involve a two-way flow of
students, meaning that they are open to students from both
IU and the partnering institution, and require substantial
collaboration between faculty members. Joint degrees involve
collaboration by an IU academic unit and a partner institution
to offer a degree program that neither would have the
resources to offer without combining expertise and
instruction; upon completion of a joint degree program, both
institutions' names appear on the diploma. Joint degrees are
considered new degrees and must be approved by the Board
of Trustees. Because of their complexity and the time
commitment required for their development and approval,
joint degrees are rarely considered by IU academic units.
Cooperative education programs, or facilitated transfer
programs, are designed to make the transfer process easier
for international students who are interested in earning a
degree at Indiana University. A student's home institution, at
its discretion, may accept the credits that the student earns at
IU and confer a separate degree. These programs may be
done with existing partners of IU or in affiliation with a nonpartner institution.
https://global.iu.edu/partnerships/types.html. Acesso em: 21/02/2024.
Adaptado.
Provas
Questão presente nas seguintes provas
Collaborative education programs can offer student
recruitment opportunities, increase Indiana University’s
visibility in other countries and with international institutions
of higher education, and foster faculty research collaboration.
Academic units at Indiana University (IU) may consider any of
the following to diversify their international engagements.
Academic units may structure opportunities for students
at international institutions of higher education to earn a
degree at Indiana University.
Dual and joint degrees pose reputational risks to IU and,
therefore, must be carefully considered. Such degrees are
approved only with primary partners of IU or with leading
peer institutions that have parallel strengths in a particular
field of study. These programs involve a two-way flow of
students, meaning that they are open to students from both
IU and the partnering institution, and require substantial
collaboration between faculty members. Joint degrees involve
collaboration by an IU academic unit and a partner institution
to offer a degree program that neither would have the
resources to offer without combining expertise and
instruction; upon completion of a joint degree program, both
institutions' names appear on the diploma. Joint degrees are
considered new degrees and must be approved by the Board
of Trustees. Because of their complexity and the time
commitment required for their development and approval,
joint degrees are rarely considered by IU academic units.
Cooperative education programs, or facilitated transfer
programs, are designed to make the transfer process easier
for international students who are interested in earning a
degree at Indiana University. A student's home institution, at
its discretion, may accept the credits that the student earns at
IU and confer a separate degree. These programs may be
done with existing partners of IU or in affiliation with a nonpartner institution.
https://global.iu.edu/partnerships/types.html. Acesso em: 21/02/2024.
Adaptado.
Provas
Questão presente nas seguintes provas
Have you ever taken the time to craft a detailed email to a
colleague, or perhaps a text message to a friend, only to have
them shoot back a one-line response that makes it clear they
didn’t read past the first sentence?
The Gazette interviewed Todd Rogers, a behavioural scientist, about his book, “Writing for Busy Readers: Communicate More Effectively in the Real World”.
Gazette: You make a distinction between “effective writing” and “beautiful writing.” What do you mean by effective writing?
Rogers: Effective writing is practical writing with the goal of getting the reader to understand and potentially respond. The guiding insight for the book is that our readers are not reading what we write carefully.
Gazette: You discuss experiments that support strategies for simplifying writing. Could you summarize a few of those tips?
Rogers: First: Less is more: fewer words, fewer ideas, fewer requests. Omit needless words, so that’s not radical, and it’s costless. Eliminating somewhat-useful-but-not-necessary ideas is harder. It’s a balance between getting the point across and adding too much. Finally, the more actions a message asks of readers, the less likely readers are to do any one of them. Second: Add structure. Most people aren’t reading linearly; they’re jumping around.
Third: Use enough formatting, but no more. We found that people interpret underline, bold, and highlight as the writer saying to the reader, “this is the most important content.” When writers highlight or bold a section in a document or an email, it dramatically increases the likelihood that people read that portion, but it decreases the likelihood that they read the rest of the message.
https://news.harvard.edu/gazette/story/2023/10/tips-on-how-to-connectwith-people-who-dont-have-time-to-read. Acesso em: 23/02/2024.
Segundo o texto, uma dificuldade apontada por Todd Rogers, no que diz respeito à simplificação da escrita, refere-se a
The Gazette interviewed Todd Rogers, a behavioural scientist, about his book, “Writing for Busy Readers: Communicate More Effectively in the Real World”.
Gazette: You make a distinction between “effective writing” and “beautiful writing.” What do you mean by effective writing?
Rogers: Effective writing is practical writing with the goal of getting the reader to understand and potentially respond. The guiding insight for the book is that our readers are not reading what we write carefully.
Gazette: You discuss experiments that support strategies for simplifying writing. Could you summarize a few of those tips?
Rogers: First: Less is more: fewer words, fewer ideas, fewer requests. Omit needless words, so that’s not radical, and it’s costless. Eliminating somewhat-useful-but-not-necessary ideas is harder. It’s a balance between getting the point across and adding too much. Finally, the more actions a message asks of readers, the less likely readers are to do any one of them. Second: Add structure. Most people aren’t reading linearly; they’re jumping around.
Third: Use enough formatting, but no more. We found that people interpret underline, bold, and highlight as the writer saying to the reader, “this is the most important content.” When writers highlight or bold a section in a document or an email, it dramatically increases the likelihood that people read that portion, but it decreases the likelihood that they read the rest of the message.
https://news.harvard.edu/gazette/story/2023/10/tips-on-how-to-connectwith-people-who-dont-have-time-to-read. Acesso em: 23/02/2024.
Segundo o texto, uma dificuldade apontada por Todd Rogers, no que diz respeito à simplificação da escrita, refere-se a
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Questão presente nas seguintes provas
Ethical codes evolve in response to changing conditions,
values, and ideas. A professional code of ethics must,
therefore, be periodically updated, and also rest upon widely
shared values.
Although the operating environment of museums grows
more complex each year, the root value for museums, the tie
that connects all of us together despite our diversity, is the
commitment to serving people, both present and future
generations.
Historically, museums have owned and used natural
objects, living and non-living, and all manner of human
artifacts to advance knowledge and nourish the human spirit.
Today, the range of their special interests reflects the
scope of human vision. Their missions include collecting and
preserving, as well as exhibiting and educating with materials
not only owned but also borrowed and fabricated for these
ends. Their numbers include both governmental and private
museums.
The museum universe in the United States includes both
collecting and noncollecting institutions. Although diverse in
their missions, they have in common their nonprofit form of
organization and a commitment of service to the public. Their
collections and/or the objects they borrow or fabricate are the
basis for research, exhibits, and programs that invite public
participation.
Taken as a whole, museum collections and exhibition
materials represent the world's natural and cultural common
wealth. As stewards of that wealth, museums are compelled
to advance an understanding of all natural forms and of the
human experience. It is incumbent on museums to be
resources for humankind and in all their activities to foster an
informed appreciation of the rich and diverse world we have
inherited. It is also incumbent upon them to preserve that
inheritance for posterity.
www.aam-us.org/museumresources/ethics/coe.cfm. Acessado em
22/02/2024. Adaptado.
Provas
Questão presente nas seguintes provas
Ethical codes evolve in response to changing conditions,
values, and ideas. A professional code of ethics must,
therefore, be periodically updated, and also rest upon widely
shared values.
Although the operating environment of museums grows
more complex each year, the root value for museums, the tie
that connects all of us together despite our diversity, is the
commitment to serving people, both present and future
generations.
Historically, museums have owned and used natural
objects, living and non-living, and all manner of human
artifacts to advance knowledge and nourish the human spirit.
Today, the range of their special interests reflects the
scope of human vision. Their missions include collecting and
preserving, as well as exhibiting and educating with materials
not only owned but also borrowed and fabricated for these
ends. Their numbers include both governmental and private
museums.
The museum universe in the United States includes both
collecting and noncollecting institutions. Although diverse in
their missions, they have in common their nonprofit form of
organization and a commitment of service to the public. Their
collections and/or the objects they borrow or fabricate are the
basis for research, exhibits, and programs that invite public
participation.
Taken as a whole, museum collections and exhibition
materials represent the world's natural and cultural common
wealth. As stewards of that wealth, museums are compelled
to advance an understanding of all natural forms and of the
human experience. It is incumbent on museums to be
resources for humankind and in all their activities to foster an
informed appreciation of the rich and diverse world we have
inherited. It is also incumbent upon them to preserve that
inheritance for posterity.
www.aam-us.org/museumresources/ethics/coe.cfm. Acessado em
22/02/2024. Adaptado.
Provas
Questão presente nas seguintes provas
Ethical codes evolve in response to changing conditions,
values, and ideas. A professional code of ethics must,
therefore, be periodically updated, and also rest upon widely
shared values.
Although the operating environment of museums grows
more complex each year, the root value for museums, the tie
that connects all of us together despite our diversity, is the
commitment to serving people, both present and future
generations.
Historically, museums have owned and used natural
objects, living and non-living, and all manner of human
artifacts to advance knowledge and nourish the human spirit.
Today, the range of their special interests reflects the
scope of human vision. Their missions include collecting and
preserving, as well as exhibiting and educating with materials
not only owned but also borrowed and fabricated for these
ends. Their numbers include both governmental and private
museums.
The museum universe in the United States includes both
collecting and noncollecting institutions. Although diverse in
their missions, they have in common their nonprofit form of
organization and a commitment of service to the public. Their
collections and/or the objects they borrow or fabricate are the
basis for research, exhibits, and programs that invite public
participation.
Taken as a whole, museum collections and exhibition
materials represent the world's natural and cultural common
wealth. As stewards of that wealth, museums are compelled
to advance an understanding of all natural forms and of the
human experience. It is incumbent on museums to be
resources for humankind and in all their activities to foster an
informed appreciation of the rich and diverse world we have
inherited. It is also incumbent upon them to preserve that
inheritance for posterity.
www.aam-us.org/museumresources/ethics/coe.cfm. Acessado em
22/02/2024. Adaptado.
Provas
Questão presente nas seguintes provas
The terrible food in hospitals has long been one of the greatest contradictions in health care. Over the past few years, several doctors have spoken out about the lack of healthy food options and how frustrating it can be to tell their patients to make dietary changes, only to have that guidance undermined by the very hospital treating their patients. But now, some hospitals are taking note.
Across the country, medical centers are hiring executive chefs, working closely with nutritionists and dietitians, and striving to ensure that patients with a wide range of dietary needs and restrictions are getting not only the nourishment they need while in the hospital, but the information they need to keep from coming back.
Hospital malnutrition affects 30-50% of patients worldwide, according to a September 2019 study published in the Journal of Parenteral and Enteral Nutrition.
How to prioritize healthy food is a question that chef Christopher Dickens at Southeast Health in Alabama is also asking as the hospital and the food facilities go through a ground-up renovation that’s putting healthier options at the forefront.
“Our patients can’t choose where they are, how they feel. They just don’t have a lot of choice,” Dickens said. “If we don’t do everything in our power to make sure that’s a great experience, then shame on us.”
He explained that the hospital is trying to move away from processed foods, refined sugars, and excess oil “so that we can produce a product that truly helps our patient, and our community and our staff, with overall health.” Dickens continued. “People have their preconceived notions of what hospital food is, and we want to break those. We know that food is medicine,” said Dickens, “and we need to be ahead of the curve.”
https://www.huffpost.com/entry/bad-hospital-foodhealthy_n_5e5d3de2c5b63aaf8f5b0390.Mar 16, 2020. Adaptado.
No texto, o excerto que explicita a mudança de atitude de alguns hospitais, em relação à comida servida aos pacientes, é
Provas
Questão presente nas seguintes provas
Among my fellow punctuation nerds, I have a
reputation as someone who does not see any use for
semicolons. Cecelia Watson, who teaches at Bard College, has
written a whole book about them: “Semicolon: The Past,
Present, and Future of a Misunderstood Mark.”
Watson, a historian and philosopher of science and a
teacher of writing and the humanities—in other words, a
Renaissance woman—gives us a deceptively playful-looking
book that turns out to be a scholarly treatise on a
sophisticated device that has contributed eloquence and
mystery to Western civilization.
The semicolon itself was a Renaissance invention. It
first appeared in 1494, in a book published in Venice by Aldus
Manutius. “De Aetna,” Watson explains, was “an essay,
written in dialogue form,” about climbing Mt. Etna. The mark
was a hybrid between a comma and a colon, and its purpose
was to prolong a pause or create a more distinct separation
between parts of a sentence.
The problem with the semicolon is not how it looks but
what it does and how that has changed over time. In the old
days, punctuation simply indicated a pause. Comma, colon:
semicolon; period. Eventually, grammarians and copy editors
came along and made themselves indispensable by
punctuating (“pointing”) a writer’s prose “to delineate clauses
properly, such that punctuation served syntax.” That is,
commas, semicolons, and colons were included in a sentence
in order to highlight, subordinate, or otherwise conduct its
elements, connecting them syntactically. One of the rules is
that, unless you are composing a list, a semicolon is supposed
to be followed by a complete clause, capable of standing on
its own. The semicolon can take the place of a conjunction,
like “and” or “but,” but it should not be used in addition to it.
https://www.newyorker.com/culture/comma-queen/sympathy-for-thesemicolon. July 15, 2019. Adaptado.
Provas
Questão presente nas seguintes provas
Among my fellow punctuation nerds, I have a
reputation as someone who does not see any use for
semicolons. Cecelia Watson, who teaches at Bard College, has
written a whole book about them: “Semicolon: The Past,
Present, and Future of a Misunderstood Mark.”
Watson, a historian and philosopher of science and a
teacher of writing and the humanities—in other words, a
Renaissance woman—gives us a deceptively playful-looking
book that turns out to be a scholarly treatise on a
sophisticated device that has contributed eloquence and
mystery to Western civilization.
The semicolon itself was a Renaissance invention. It
first appeared in 1494, in a book published in Venice by Aldus
Manutius. “De Aetna,” Watson explains, was “an essay,
written in dialogue form,” about climbing Mt. Etna. The mark
was a hybrid between a comma and a colon, and its purpose
was to prolong a pause or create a more distinct separation
between parts of a sentence.
The problem with the semicolon is not how it looks but
what it does and how that has changed over time. In the old
days, punctuation simply indicated a pause. Comma, colon:
semicolon; period. Eventually, grammarians and copy editors
came along and made themselves indispensable by
punctuating (“pointing”) a writer’s prose “to delineate clauses
properly, such that punctuation served syntax.” That is,
commas, semicolons, and colons were included in a sentence
in order to highlight, subordinate, or otherwise conduct its
elements, connecting them syntactically. One of the rules is
that, unless you are composing a list, a semicolon is supposed
to be followed by a complete clause, capable of standing on
its own. The semicolon can take the place of a conjunction,
like “and” or “but,” but it should not be used in addition to it.
https://www.newyorker.com/culture/comma-queen/sympathy-for-thesemicolon. July 15, 2019. Adaptado.
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