Read the following text to answer question.

Why Ebola is so dangerous

July 31, 2014

The Ebola outbreak in West Africa is the world’s deadliest to date. According to the UN, 729 people have died as health officials in Guinea, Liberia and Sierra Leone struggle to control the virus.

- What is Ebola?

Ebola is a viral illness of which the initial symptoms can include a sudden fever, intense weakness, muscle pain and a sore throat, according to the World Health Organization (WHO). And that is just the beginning: subsequent stages are vomiting, diarrhea and – in some cases – both internal and external bleeding.

The disease infects humans through close contact with infected animals, including chimpanzees, fruit bats and forest antelope. It then spreads between humans by direct contact with infected blood, bodily fluids or organs, or indirectly through contact with contaminated environments. Even funerals of Ebola victims can be a risk, if mourners have direct contact with the body of the deceased.

The incubation period can last from two days to three weeks, and diagnosis is difficult. The human disease has so far been mostly limited to Africa, although one strain has cropped up in the Philippines.

Healthcare workers are at risk if they treat patients without taking the right precautions to avoid infection. People are infectious as long as their blood and secretions contain the virus – in some cases, up to seven weeks after they recover.

- What can be done if I catch it?

You must keep yourself isolated and seek professional help. Patients have a better chance of survival if they receive early treatment. There are no vaccines, though some are being tested, along with new drug therapies.

Patients frequently become dehydrated. They should drink solutions containing electrolytes or receive intravenous fluids.

MSF (Doctors without Borders) says this outbreak comes from the deadliest and most aggressive strain of the virus, which kills more than 90% of patients. Other strains are less virulent and have a survival rate of up to 75%. However, it is not known which factors allow some people to recover while most succumb.

TEXTO

[...]

Arandir (numa alucinação) – Dália, faz o seguinte. Olha o seguinte: diz à Selminha. (violento) Diz que, em toda minha vida, a única coisa que salva é o beijo no asfalto. Pela primeira vez. Dália, escuta! Pela primeira vez, na vida! Por um momento, eu me senti bom! (furioso) Eu me senti quase, nem sei! Escuta, escuta! Quando eu te vi no banheiro, eu não fui bom, entende? Desejei você. Naquele momento, você devia ser a irmã nua. E eu desejei. Saí logo, mas desejei a cunhada. Na praça da Bandeira, não. Lá, eu fui bom. É lindo! É lindo, eles não entendem. Lindo beijar quem está morrendo! (grita) Eu não me arrependo! Eu não me arrependo!

Dália – Selminha te odeia! (Arandir volta para a cunhada, cambaleante. Passa a mão na boca encharcada.)

Arandir (com voz estrangulada) – Odeia. (muda de tom) Por isso é que recusou. Recusou o meu beijo. Eu quis beijar e ela negou. Negou a boca. Não quis o meu beijo

Dália – Eu quero!
Arandir (atônito) – Você?
Dália (sofrida) – Selminha não te beija, mas eu.

Arandir (contido) – Você é uma criança. (Dália aperta entre as mãos o rosto de Arandir.)

Arandir – Dália. (Dália beija-o, de leve, nos lábios.)
Dália – Te beijei.
Arandir (maravilhado) – Menina!
Dália (quase sem voz) – Agora me beija. Você. Beija.

Arandir (desprende-se com violência) – Eu amo Selminha!

Dália (desesperada) – Eu me ofereço e. Selminha não veio e eu vim.

Arandir – Dália, eu mato tua irmã. Amo tanto que. (muda de tom) Eu ia pedir. Pedir à Selminha para morrer comigo.

Dália – Morrer?

Arandir (desesperado) – Eu e Selminha! Mas ela não veio!

Dália (agarra o cunhado. Quase boca com boca, sôfrega) – Eu morreria.

Arandir – Comigo?

Dália (selvagem) – Contigo! Nós dois! Contigo! Eu te amo!

[...]

The noun “kiss” (beijo) and verb “kiss” (beijar) appear numerous times in Text in both the title of the work, as well as in the dialogue between the two characters. Although the verb “kiss” can be used as an intransitive verb, it is generally used, such as in the excerpt from O beijo no asfalto, as a transitive verb.

Recalling that a transitive verb is an action verb that takes an object, which of the following sentence or sentences exemplifies the use of a transitive verb?

I-John ran quickly.

II- Susie kicked the ball.

III-My uncle broke the window.

IV-I wrote a letter to my friend.

Feline Intelligence

Dog and cat lovers seem to relish unending debates over which animal is "smarter." Dog owners often cap their arguments with the fact that dogs have the ability to perform tricks, while cat people counter with the claim that their pets are too intelligent to perform on command. In truth, such methods of pet comparison are useless animal-world versions of mixing apples and oranges. Dogs are motivated by a strong need to follow and please their masters in order to receive praise. The solitary cat answers to no one; nevertheless, if trainability may not be the feline's forte, cleverness and adaptability certainly are.

Leia o texto a seguir para responder à questão.

Air travel in Brazil has undergone some big changes that are sensibly improving the quality of the services offered to passengers. The first effort was the successful expansion and modernization of our airports, guaranteeing that the demands generated by the World Cup could be attended with excellence.

This is why big investments were made, thanks to combined efforts from the public sector and the private concessionaires of the five biggest airports. Funds to the tune of R$11.4 billion allowed for an increase of 70 million passengers per year in attendance capacity and made the airports more spacious, comfortable and functional.

Leia o texto abaixo para responder à questão.

The Biological Basis of Learning and Individuality

Elementary aspects of the neuronal mechanisms important for several different types of learning can now be studied on the cellular and even on the molecular level. Researchers agree that [some] forms of learning and memory require a conscious record. These types of learning are commonly called declarative or explicit. Those forms of learning that do not utilize conscious participation are referred to as non-declarative or implicit.

Explicit learning is fast and may take place after only one training trial. It often involves association of simultaneous stimuli and permits storage of information about a single event that happens in a particular time and place; it therefore affords a sense of familiarity about previous events. In contrast, implicit learning is slow and accumulates through repetition over many trials. It often involves association of sequential stimuli and permits storage of information about predictive relations between events. Implicit learning is expressed primarily by improved performance on certain tasks without the subject being able to describe just what has been learned, and it involves memory systems that do not draw on the contents of the general knowledge of the individual.

The existence of two distinct forms of learning has caused the reductionists among neurobiologists to ask whether there is a representation on the cellular level for each of these two types of learning process. Canadian psychologist Donald O. Hebb boldly suggested that associative learning could be produced by a simple cellular mechanism. He proposed that associations could be formed by coincident neural activity: “When an axon of cell A ... excite[s] cell B and repeatedly or persistently takes part in firing it, some growth process or metabolic change takes place in one or both cells such that A’s efficacy, as one of the cells firing B, is increased.” According to Hebb’s learning rule, coincident activity in the presynaptic and postsynaptic neurons, is critical for strengthening the connection between them (a so-called pre-post associative mechanism).

Leia o diálogo a seguir, entre Joe e sua namorada, para responder à questão.

Leia o texto abaixo para responder à questão.

The Biological Basis of Learning and Individuality

Elementary aspects of the neuronal mechanisms important for several different types of learning can now be studied on the cellular and even on the molecular level. Researchers agree that [some] forms of learning and memory require a conscious record. These types of learning are commonly called declarative or explicit. Those forms of learning that do not utilize conscious participation are referred to as non-declarative or implicit.

Explicit learning is fast and may take place after only one training trial. It often involves association of simultaneous stimuli and permits storage of information about a single event that happens in a particular time and place; it therefore affords a sense of familiarity about previous events. In contrast, implicit learning is slow and accumulates through repetition over many trials. It often involves association of sequential stimuli and permits storage of information about predictive relations between events. Implicit learning is expressed primarily by improved performance on certain tasks without the subject being able to describe just what has been learned, and it involves memory systems that do not draw on the contents of the general knowledge of the individual.

The existence of two distinct forms of learning has caused the reductionists among neurobiologists to ask whether there is a representation on the cellular level for each of these two types of learning process. Canadian psychologist Donald O. Hebb boldly suggested that associative learning could be produced by a simple cellular mechanism. He proposed that associations could be formed by coincident neural activity: “When an axon of cell A ... excite[s] cell B and repeatedly or persistently takes part in firing it, some growth process or metabolic change takes place in one or both cells such that A’s efficacy, as one of the cells firing B, is increased.” According to Hebb’s learning rule, coincident activity in the presynaptic and postsynaptic neurons, is critical for strengthening the connection between them (a so-called pre-post associative mechanism).

Leia o texto abaixo para responder à questão.

The Biological Basis of Learning and Individuality

Elementary aspects of the neuronal mechanisms important for several different types of learning can now be studied on the cellular and even on the molecular level. Researchers agree that [some] forms of learning and memory require a conscious record. These types of learning are commonly called declarative or explicit. Those forms of learning that do not utilize conscious participation are referred to as non-declarative or implicit.

Explicit learning is fast and may take place after only one training trial. It often involves association of simultaneous stimuli and permits storage of information about a single event that happens in a particular time and place; it therefore affords a sense of familiarity about previous events. In contrast, implicit learning is slow and accumulates through repetition over many trials. It often involves association of sequential stimuli and permits storage of information about predictive relations between events. Implicit learning is expressed primarily by improved performance on certain tasks without the subject being able to describe just what has been learned, and it involves memory systems that do not draw on the contents of the general knowledge of the individual.

The existence of two distinct forms of learning has caused the reductionists among neurobiologists to ask whether there is a representation on the cellular level for each of these two types of learning process. Canadian psychologist Donald O. Hebb boldly suggested that associative learning could be produced by a simple cellular mechanism. He proposed that associations could be formed by coincident neural activity: “When an axon of cell A ... excite[s] cell B and repeatedly or persistently takes part in firing it, some growth process or metabolic change takes place in one or both cells such that A’s efficacy, as one of the cells firing B, is increased.” According to Hebb’s learning rule, coincident activity in the presynaptic and postsynaptic neurons, is critical for strengthening the connection between them (a so-called pre-post associative mechanism).

Texto

Hermano não falava nunca de sua casa. Alegava não compreender muito bem porque o homem devia ter um lar. O homem, diziam-lhe sempre, era o ser livre. Nem Deus o quis privar da liberdade. E Deus era o manda-chuva do mundo. E seu criador. Um dia, entediado, ele começou a brincar com barro, na sua olaria. Nos quintais do céu, Jeová havia mandado construir uma, para fabricar telhas e com elas consertar goteiras no purgatório. Brincando, suas mãos infinitamente idosas fizeram uma travessura digna de boa surra. Criaram o Homem! Um boneco de barro, metido a muita cousa. Mas Jeová se arrependeu da brincadeira. Vendo o que faria o boneco, saído de si em momento de tédio, atirou-o num monte enorme de barro. E lá o deixou. Livre.

Deus não fez como seu Manoel açougueiro que criou a Regina e o Chiquinho – um casal de bonecos pretos – e nunca mais os largou.

Hermano achava que o tal homem seria verdadeiramente livre se não tivesse todos os dias que ir a casa para almoçar. Para tomar banho. Para dormir. E mexer numa tulha cheia de problemas mesquinhos. Falta de feijão; educação, futuro, contas do padeiro, baratas e trabalho. Dogmas, normas, inibições. Para ele, o homem não era livre. Livre, sim, era o burro. Um burro come onde encontra capim. Não tem que voltar, tarde da noite, para uma cama no quarto de uma casa, numa rua de cidade. Quanta limitação! Qual, o homem não era livre.

[...]

In the first sentence of Text we can see the adverb “nunca”, which is “never” in English. Replacing the adverb “nunca” (=never) for “às vezes” (=sometimes), read the sentences below.

I- Sometimes he talked about his house.

II-He sometimes talked about his house.

III-He talked sometimes about his house.

IV-He talked about his house sometimes.