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Texto em anexo.---Dr. Eisenberg's hypothesis is that(1) ADHD causes different types of addictive and compulsive behaviors.(2) behaviors associated to ADHD may be beneficial to people with peripatetic lives.(3) adults with ADHD are prone to addictive and compulsive behaviors.(4) two different groups of pastoral nomads might respond differently to the presence of a 7R variant.(5) Nomads have a higher concentration of long DRD4 alleles.---How have Dr. Eisenberg and his group tested their hypothesis?(1) They investigated the eating habits of two groups of Ariaal and the effects in body nourishment.(2) They measured the level of body nourishment in 7R variant of pastoral nomads in Kenya.(3) They compare the level of body nourishment in individuals with 7R who belong to two African groups varying in terms of life conditions.(4) They investigated the peripatetic habits of the Ariaal.(5) They examined which Ariaal had 7R variant in their genes and then compared their level of body nourishment.---A surprising finding about ADHD is that (1) studies have shown that it is not the result of poor parenting.(2) studies have shown that it is at root a genetic phenomenon.(3) Dopamine is the neurotransmitter that causes ADHD.(4) the behaviors associated to ADHD lead adults to perform poorly in modern society, which characterizes ADHD behaviors as inappropriate.(5) some brain receptors associated to ADHD, despite being inappropriate, have not been extinct by means of natural selection.---The main limitation of Dr. Eisenberg's study is that(1) it cannot explain the reason why only a minority of the Ariaal population has the 7R.(2) data collection was poor.(3) it only looks at minority groups that are not representative of the world's population.(4) it cannot explain why nomads with 7R have better life conditions that the settled groups.(5) it cannot explain why nomads with 7R are better nourished.---The 6th paragraph of the text begins with the sentence "How the 7R causes this is not yet know". In this sentence, "this" refers to:(1) Behavioral differences betweens nomads and settled.(2) Nourishment differences between nomads with 7R and settled with 7R.(3) The different versions of DRD4.(4) Higher concentration of 7R in nomads.(5) Different effects on the way the body processes food.---The main contribution of Dr. Eisenberg's study is(1) To unravel the genetic characteristics of the Ariaal.(2) To question why nomadic Ariaal with 7R live better than settled Ariaal with 7R.(3) To question why long-distance migration selects for variants of DRD4.(4) To question whether ADHD may be explained in terms of an evolutionary link to nomadism.(5) To show the benefits of ADHD to support survival behaviors for nomads.---What is the main finding of the study that supports Dr. Eisenberg's hypothesis?(1) Nomadic Ariaal with 7R were better nourished than the Ariaal with 7R who had recently settled down.(2) Nomadic Ariaal with 7R were better nourished as they constantly moved through unfamiliar surroundings to find resources.(3) Nomadic Ariaal were better nourished because they knew how to hunt down resources.(4) One fifth of the population of both Ariaal groups had the 7R version of DRD4.(5) The genetic legacy of nomadism may be an inability to settle.—
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Texto em anexo:---Booth shot Lincoln(1) at the end of a play.(2) when he just arrived at Ford's Theatre.(3) at the beginning of a concert.(4) when Harry Hawk was on stage with Sarah Bernard.(5) when Harry Hawk was performing a monologue.---Lincoln arrived late because(1) he was with his son.(2) he was with his daughter Clara.(3) he had a meeting with a Missouri Senator.(4) he had a meeting with Edman Spangler.(5) he was afraid of leaving his house since he dreamed about his own death.---Lincoln and wife were going to(1) the Central Park.(2) Ford's Theatre with General Grant and wife.(3) Ford's Theatre with Major Rathbone and this fiancée.(4) The Opera House.(5) Missouri with Senator Henderson.---Booth was well known at Ford's Theatre because(1) he was an actor there.(2) he sold snacks there.(3) he was a prestigious play writer.(4) he designed the building.(5) he took care of the horses there.---
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A Classroom Path to Entrepreneurship By GLENN RIFKIN Published: May 1, 2008 The college campus, it turns out, can be an ideal incubator for hatching small businesses. Nanina’s Gourmet Sauce, a pasta sauce company based in Belleville, N.J., was started, for instance, in 2005 by students taking an entrepreneurship course at Monmouth University in West Long Branch, N.J. Nanina’s products are now sold in nearly 400 supermarkets and gourmet shops in New Jersey and Manhattan, and the company’s director of operations is 23-year-old Nick Massari, a student in that class. The course at Monmouth is one of thousands of similar offerings on campuses across the United States. Undergraduate courses in how to start and run a small business are becoming as ubiquitous as Economics 101. Gone is the conventional wisdom that running a small business cannot be learned by sitting in a classroom. According to the Kauffman Foundation in Kansas City, Mo., more than 2,000 colleges and universities now offer at least a class and often an entire course of study in entrepreneurship. That is up from 253 institutions offering such courses in 1985. More than 200,000 students are enrolled in such courses, compared with 16,000 in 1985. The Monmouth course, started in 2005 and taught by John Buzza, a successful food industry entrepreneur who decided to devote his energy to teaching, went well beyond textbooks and lectures. That first year, Professor Buzza brought along with him a real-world challenge. A chef he had worked with at Nanina’s in the Park, an Italian restaurant and catering company in Belleville, had created a tomato pasta sauce that customers were always asking for, but he had neither the time nor the skills to turn the idea into a business. Instead, Professor Buzza gave his class the assignment of starting a pasta sauce company. “We had no idea how to begin,” Mr. Massari said. “But instead of getting lectured on how to do it, we went out and did it.” The class of 35 students was split into five operational teams: sales and marketing, finance, information technology, research and development, and production. They spent significant time researching the market, creating a business plan, revising the plans and carrying out a blueprint for getting the pasta sauce on supermarket shelves. The next semester, they took a course in small-business management where they learned to run the nascent company as a business. The company began shipping its sauce in January 2006, and Mr. Massari, a stellar college infielder who had signed a baseball contract with an independent ball club when he graduated, was asked by the owner of Nanina’s to take over the embryonic business. Giving up his long-shot baseball dreams, Mr. Massari jumped at the opportunity. “I had always thought about owning my own business,” he said... --- Who started Nanina's Gourmet Sauce? (1) Professor Buzza. (2) Mr. Massari. (3) Kaufmann Foundation in Kansas City. (4) the students in Professor Buzza's class. (5) a group of students who used to eat at Italian restaurants. --- In American Universities, entrepreneurship courses are (1) less important than Economics 101. (2) taught according to a theoretical perspective. (3) as popular as a basic Economics course. (4) only thought in New Jersey and Manhattan. (5) less popular then Finance and Operations. --- Professor Buzza is (1) a scholar in the field of Business Administration. (2) the only owner of Nanina's Gourmet Sauce. (3) a successful former entrepreneur. (4) the owner of a Italian restaurant. (5) the Dean of Monmouth University. ---
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