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Questão 1 Revisiting Plagiarism In An Internet Era: How Modern Technology
Ainda não
respondida
Contributes To The Problem And Solutions

Vale 10,00 Kirsten Loutzenhiser, (E-mail: [email protected]), Barry University

ponto(s).
Antonio Pita, (E-mail: [email protected]), Barry University
Jillian Mitchell Reed, (E-mail: [email protected]), Barry University

INTRODUCTION

Andrea was an 18 year old coed at a top twenty university. She was in the University’s honors program in humanities.
These are all things to be proud of, but she needed to make top grades and get into law school. She got caught cheating
and the academic probation consequences were severe. However, Andrea’s case is unusual; sadly, more so because she
was caught and disciplined than because she was cheating. Consider the number of acts of academic impropriety that
occur each day for each one that gets noticed when it is estimated that upwards of 40% of higher education students
cheat (Moeck, 2002). Some students steal part or whole papers. Others gaze onto another’s exam answers. There are test
banks in athletic department or pan Hellenic societies and businesses that offer a variety of academic services. Movies like
National Lampoon’s Animal House, Legally Blond, Slackers, Bad Bad Boys, The Perfect Score, Better Luck Tomorrow, Bardaasht
and others depict and often glamorize various forms of cheating at high school, undergraduate or graduate levels. Because
faculty and students see cheating and plagiarism through different lenses, teaching students about academic integrity
must be an ongoing process and consequences must be applied in a fair and consistent manner. Still, as long as students
assume that they will not get caught or pay worrisome consequences, the expectation of academic integrity is
unreasonable.

While cheating and plagiarism are nothing new to higher education, the Internet has taken the problem to a new level.
Internet search engines now serve as a controversial form of research. Beyond enabling students to do superficial and
unsubstantiated investigations, search engines make it extremely easy to find services that will do their research for them.
What is astounding is the sheer number of services ready and able to aid students in cheating. This paper reflects on
student cheating and plagiarism, and ways to combat their pervasiveness through the use of detection tools and
prevention techniques.
QUESTÃO 1

The main objective of this article is to

discuss cheating and plagiarism and ways to detect and avoid them.

distinguish the concepts of plagiarism and cheating in academic settings.

highlight the role of some search engines and their use by students.

present a case study of plagiarism on the internet and its consequences.

QUESTÃO 2

Andrea’s case is considered unusual because

she got caught and punished.

she got into a top 20 university.

she got top grades in a subject.

she was in an honors program.

QUESTÃO 3

The authors cited the movies in order to show that

 cheating is often glamorized.

plagiarism is widespread.

students cheat at high school.

teachers overlook plagiarism.

QUESTÃO 4

The word “them” in “(...) search engines make it extremely easy to find services that will do their research for them.”
(paragraph 2) refers to

investigations.

search engines.

services.

students.

QUESTÃO 5

According to the text, one of the reasons why Internet search engines serve as a controversial form of research is that

they can help students modify others’ academic papers.

they can make test banks of graduate subjects available.

they might be used for cheating during the tests.

they might result in shallow pieces of school research.
Questão 2 Tobacco use in 3 billion individuals from 16 countries: an analysis of nationally representative cross-sectional
Ainda não household surveys
respondida
Prof Gary A Giovino PhD , Sara A Mirza PhD, Prof Jonathan M Samet MD, Prakash C Gupta ScD, Prof Martin J Jarvis DSc,
Vale 10,00
ponto(s).
Neeraj Bhala MRCP, Prof Richard Peto MSc, Prof Witold Zatonski MD, Jason Hsia PhD, Jeremy Morton MS, Krishna M
Palipudi PhD, Samira Asma DDS, for The GATS Collaborative Group

Summary

Background

Despite the high global burden of diseases caused by tobacco, valid and comparable prevalence data for patterns of adult
tobacco use and factors influencing use are absent for many low-income and middle-income countries. We assess these
patterns through analysis of data from the Global Adult Tobacco Survey (GATS).

Methods

Between Oct 1, 2008, and March 15, 2010, GATS used nationally representative household surveys with comparable
methods to obtain relevant information from individuals aged 15 years or older in 14 low-income and middle-income
countries (Bangladesh, Brazil, China, Egypt, India, Mexico, Philippines, Poland, Russia, Thailand, Turkey, Ukraine, Uruguay,
and Vietnam). We compared weighted point estimates and 95% CIs of tobacco use between these 14 countries and with
data from the 2008 UK General Lifestyle Survey and the 2006—07 US Tobacco Use Supplement to the Current Population
Survey. All these surveys had cross-sectional study designs.

Findings

In countries participating in GATS, 48·6% (95% CI 47·6—49·6) of men and 11·3% (10·7—12·0) of women were tobacco
users. 40·7% of men (ranging from 21·6% in Brazil to 60·2% in Russia) and 5·0% of women (0·5% in Egypt to 24·4% in
Poland) in GATS countries smoked a tobacco product. Manufactured cigarettes were favoured by most smokers (82%)
overall, but smokeless tobacco and bidis were commonly used in India and Bangladesh. For individuals who had ever
smoked daily, women aged 55—64 years at the time of the survey began smoking at an older age than did equivalently
aged men in most GATS countries. However, those individuals who had ever smoked daily and were aged 25—34-years
when surveyed started to do so at much the same age in both sexes. Quit ratios were very low (<20% overall) in China,
India, Russia, Egypt, and Bangladesh.

Interpretation
The first wave of GATS showed high rates of smoking in men, early initiation of smoking in women, and low quit ratios,
reinforcing the view that efforts to prevent initiation and promote cessation of tobacco use are needed to reduce
associated morbidity and mortality.

Source: The Lancet, Volume 380, Issue 9842, Pages 668 - 679, 18 August 2012

QUESTÃO 1

Many low and middle income countries lack data on

a) diseases caused by tobacco.

b) factors influencing tobacco use.

c) gender of adult tobacco users.

d) solution for smoking patterns.

QUESTÃO 2

The Global Adult Tobacco Survey used data collected from

a) 2006 to 2007.

b) 2006 to 2009.

c) 2007 to 2008.

d) 2008 to 2010.
QUESTÃO 3

According to GATS (Global Adult Tobacco Survey), the percentage of male smokers in Brazil is

a) 11.3%.

b) 21.6%.

c) 40.7%.

d) 48.6%.

QUESTÃO 4

One of the countries in which smokeless tobacco was used was

a) Egypt.

b) India.

c) Mexico.

d) Poland.

QUESTÃO 5

In most countries participating in GATS, the group that started using tobacco at an older age is

a) 25-34 year-old men.

b) 25-34 year-old women.

c) 55-64 year-old men.

d) 55-64 year-old women.

Questão 3

Ainda não
Learning Best When You Rest: Sleeping After Processing New
respondida
Info Most Effective
Vale 10,00
ponto(s). ScienceDaily (Mar. 23, 2012) — Nodding off in class may not be such a bad idea after all. New research from the University
of Notre Dame shows that going to sleep shortly after learning new material is most beneficial for recall.

Notre Dame psychologist Jessica Payne and colleagues studied 207 students who habitually slept for at least six hours per
night. Participants were randomly assigned to study declarative, semantically related or unrelated word pairs at 9 a.m. or 9
p.m., and returned for testing 30 minutes, 12 hours or 24 hours later. Declarative memory refers to the ability to
consciously remember facts and events, and can be broken down into episodic memory (memory for events) and semantic
memory (memory for facts about the world). People routinely use both types of memory every day -- recalling where we
parked today or learning how a colleague prefers to be addressed.

At the 12-hour retest, memory overall was superior following a night of sleep compared to a day of wakefulness. However,
this performance difference was a result of a pronounced deterioration in memory for unrelated word pairs; there was no
sleep-wake difference for related word pairs. At the 24-hour retest, with all subjects having received both a full night of
sleep and a full day of wakefulness, subjects' memories were superior when sleep occurred shortly after learning, rather
than following a full day of wakefulness.
"Our study confirms that sleeping directly after learning something new is beneficial for memory. What's novel about this
study is that we tried to shine light on sleep's influence on both types of declarative memory by studying semantically
unrelated and related word pairs," Payne says.

"Since we found that sleeping soon after learning benefited both types of memory, this means that it would be a good
thing to rehearse any information you need to remember just prior to going to bed. In some sense, you may be 'telling'
the sleeping brain what to consolidate."

Source: http://www.sciencedaily.com/releases/2012/03/120323205504.htm
1- Participants who were tested 12 hours after studying had worse
results when they had studied

related word pairs and had a day of wakefulness.

related word pairs and had a full night of sleep.

unrelated word pairs and had a day of wakefulness.

unrelated word pairs and had a full night of sleep.

2- The study reported in the text is different from previous studies

because it

corroborates the usefulness of sleeping for memory and

learning.

discovered a new method to retain information while sleeping.

illuminates the impact of sleeping on different kinds of

memory.

illustrates the advantages of both episodic and semantic

memory.
3- According to the text, people can learn better if they

nap shortly before learning.

sleep right after studying.

study when they are sleepy.

wake up to study at night.

4- The participants in the study conducted by Jessica Payne and

her colleagues were students who usually sleep

from 9 p. m. to 9 a. m.

from midday to midnight.

six hours or more per night.

thirty minutes after class.

5- Episodic memory and semantic memory refer to the ability to

memorize names and places, respectively.

recall names and meanings, respectively.

remember events and facts, respectively.

understand facts and meaning, respectively.

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