Questões de Concursos Interpretação de texto Reading comprehension

Read the text to answer question.

Robots are writing more of what we read on the internet. And artificial intelligence (AI) writing tools are becoming freely available for anyone, including students, to use.

In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate. The study of AI ethics needs to be central to education as we increasingly use machinegenerated content to communicate with others.

AI robot writers, such as GPT-3 (Generative Pre-trained Transformer) take seconds to create text that seems like it was written by humans. In September, 2020 GPT-3 wrote an entire essay in The Guardian to convince people not to fear artificial intelligence. As recently as 2019, this kind of technology seemed a long way off. But today, it is readily available.

Of course, there’s the issue of cheating on essays and other assignments. School and university leaders need to have difficult conversations about what constitutes “authorship” and “editorship” in the post-human age. We are all (already) writing with technological devices, even just via spelling and grammar checkers.

(https://theconversation.com. Adaptado)

The Indian education sector has undergone a significant transformation in recent years, owing to the implementation of innovative technologies and solutions. According to a recent report, the e-learning market in India is estimated to have reached $ 1.96 billion in 2021, up from $ 247 million in 2016. The growth in popularity of mobile learning platforms among students has led to this expansion.

Mobile learning platforms are expected to play a significant role in the growth of the online education market in India. A report by a consultancy company projected that the online education market in India would reach $ 1.96 billion by 2021. Educational apps have seen tremendous success by offering interactive video lessons, quizzes, and personalized learning plans to help students succeed academically.

Personalized learning, tailoring teaching and learning to students’ needs, is also an important trend in the Indian education sector. In addition to technology, the Indian education sector has also witnessed the emergence of new pedagogical approaches such as experiential learning, project-based learning, and collaborative learning. These approaches focus on providing students with hands-on, practical learning experiences that prepare them for the real world.

With the continued adoption of these technologies and approaches, the future of education in India looks bright, offering students new opportunities to learn and grow.

Internet: <https://varthana.com/school> (adapted).

Read the following text to answer the question.

Written by Virginia Woolf, the following letter expresses her fear of another mental breakdown and her decision to take her own life.

“Dearest, I feel certain that I am going mad again. I feel we can't go through another of those terrible times. And I shan't recover this time. I begin to hear voices, and I can't concentrate. So I am doing what seems the best thing to do. You have given me the greatest possible happiness. You have been in every way all that anyone could be. I don't think two people could have been happier 'til this terrible disease came. I can't fight any longer. I know that I am spoiling your life, that without me you could work. And you will I know. You see I can't even write this properly. I can't read. What I want to say is I owe all the happiness of my life to you. You have been entirely patient with me and incredibly good. I want to say that – everybody knows it. If anybody could have saved me it would have been you. Everything has gone from me but the certainty of your goodness. I can't go on spoiling your life any longer. I don't think two people could have been happier than we have been. V.”

Instruction: answer questions 31 to 40 based on the following text. The highlights throughout the text are cited in the questions.

Carnival

1. ______ Carnival is ____ festival celebrated in _____countries of Catholic tradition, often
2. with public parades of playful, imaginative wagons typically called "floats, masking, jokes and
3. feasts”.
4. Etymology
5. The word carnival comes from the Latin "carnem levare" (=eliminate meat) and
6. originally indicated the banquet that was held on the last day of Carnival (Mardi Gras),
7. immediately before Lent, the period of fasting and abstinence when Christians would abstain
8. _____ meat. The first evidence of the use of the word "carnevale" (or "carnevalo") are the texts
9. of minstrel Matazone da Caligano of the late 13th century and writer Giovanni Sercambi around
10. 1400.
11. Carnival period
12. In Catholic countries, traditionally Carnival begins on the Septuagesima Sunday (70
13. days to Easter, it was the first of the nine Sundays before the Holy Week in the Gregorian
14. calendar), and in the Roman rite ends on the Tuesday before Ash Wednesday, which marks the
15. beginning of Lent. The climax is usually from Thursday until Tuesday, the last day of Carnival.
16. Being connected with Easter which is a moveable feast, the final dates of Carnival vary each
17. year, though in some places it may begin already on 17^th January. Since Catholic Easter is on
18. the Sunday after the 17first full moon of spring, therefore from 22 March to 25 April, and since
19. there are 46 days between Ash Wednesday and Easter, then in non-leap years the last day of
20. Carnival, Mardi Gras, can fall any time within February 3 to March 9.
21. In the Ambrosian rite, which is followed in the Archdiocese of Milan and in some
22. neighboring dioceses, Lent begins with the first Sunday of Lent, therefore the last day of
23. Carnival is on Saturday, four days later than the Mardi Gras in other areas of Italy.
24. Carnival in antiquity
25. Although present in the Catholic tradition, Carnival has its origins in much older
26. celebrations, such as the Greek Dionysian festivals ("Anthesteria") or the Roman "Saturnalia".
27. During these ancient rites a temporary dissolution of the social obligations and hierarchies took
28. place in favor of chaos, jokes and even debauchery. From a historical and religious point of
29. view Carnival represented, therefore, a period of renewal, when chaos replaced the established
30. order, but once festive period was over, a new or the old order re-emerged for another cycle
31. until the next carnival.
32. In Babylon, shortly after the vernal equinox the process of the foundation of the cosmos
33. was re-enacted, described with the myth of the struggle of Marduk, the savior-god with Tiamat
34. the dragon, which ended with the victory of the former. During these ceremonies a procession
35. was held in which the forces of chaos were allegorically represented fighting the recreation of
36. the universe, that is the myth of the death and resurrection of Marduk, the savior. In the parade
37. there was a ship on wheels where the deities Moon and Sun were carried along a large avenue
38. - a symbol of the Zodiac - to the sanctuary of Babylon, symbol of the earth. This period was
39. accompanied by an unbridled freedom and a reversal of social order and morality.
40. In the Roman world the feast in honor of the Egyptian goddess Isis involved the presence
41. of masked groups, as told by Lucius Apuleius in the Metamorphoses (Book XI). Among the
42. Romans the end of the old year was represented by a man covered with goat skins, carried in
43. procession, hit with sticks and called Mamurius Veturius.
44. Carnival is therefore a moment in a mythic cycle, it is the movement of spirits between
45. heaven, earth and the underworld. In the spring, when the earth begins to show its power,
46. Carnival opens a passage between the earth and the underworld, whose souls must be honored
47. and for a short period the living lend them their bodies wearing masks. Masks therefore have
48. often an apotropaic meaning, as the wearer takes on the features of the spirit represented.
49. In the 15th and 16th centuries, the Medici in Florence organized large masked carts
50. called "Trionfi" accompanied by carnival songs and dances one, the "Trionfo di Bacco e Arianna"
51. also written by Lorenzo the Magnificent. In Rome under the Popes horse races took place and
52. a called the "race of moccoletti" where runners bearing lit candles tried to blow out each other's
53. candles.

(Available at: http://www.italyheritage.com/traditions/carnival/2023/04/14/ – text especially adapted for this test).

Sociologists have, until recently, tended to avoid technology. This began to change significantly in the late 1980s with the growth and development of both (physical) IT and the (social) debate surrounding it. In a broad sense, sociologists of technology are concerned with explaining how social processes, actions and structures relate to technology; and in this are concerned with developing critiques of notions of technological determinism. The theories and concepts which have been developed are increasingly recognised as of value to technologists, notably in the area of information system design.

Technological determinism is the notion that technological development is autonomous of society; it shapes society, but is not reciprocally influenced. Rather, it exists outside society, but at the same time influences social change. In more extreme varieties of technological determinism, the technology is seen as the most significant determinant of the nature of a society. What is remarkable about the notion of technological determinism is neither its theoretical sophistication nor its explanatory utility. It is important because it is “the single most influential theory of the relationship between technology and society”, according to MacKenzie and Wajcman (1985).

The reality, of course, is that technologies do not, in practice, follow some pre-determined course of development. Research and development decisions, for example, are significant determinants of the sorts of technologies which are developed. Also, although technologies clearly have impacts, the nature of these is not built into the technology, but varies from one culture to another, depending on a broad range of social, political and economic factors.

Hughie Mackay. Theorising the IT/Society Relationship. In: HEAP, N. et al. (eds) Information technology and society: a reader. London: Sage Publications, 1996 (adapted)

O texto seguinte servirá de base para responder à questão.

The Future of Global Economy and Society

Characters:

Emma: A professor of International Relations.

John: A journalist specializing in global economics.

Sophia: An environmental activist and policy advisor.

Emma: Good afternoon, everyone. Today, I'd like to delve into the intricacies of the global economy and its impact on society. As we navigate through these unprecedented times, what do you think are the key drivers reshaping our world?

John: From my perspective, the most significant factor is the acceleration of technological innovation. The digital economy is not just expanding; it's revolutionizing traditional sectors. Artificial Intelligence, blockchain technology, and the Internet of Things are all converging, creating a paradigm shift in how we understand and conduct business.

Sophia: I agree, John. However, I would argue that while technological advancement is transformative, it also presents ethical dilemmas. The digital divide is growing, and the disparity between those who have access to these technologies and those who don't is becoming a critical issue. Moreover, the implications for data privacy and surveillance are profound and cannot be overlooked.

Emma: That's an excellent point, Sophia. The ethical implications are vast. But moving beyond technology, how do you see geopolitical tensions influencing global economic stability?

John: Geopolitical tensions have always played a pivotal role. However, with the recent rise of protectionist policies and trade wars, we are witnessing a fragmentation of the global economic order. Countries are increasingly prioritizing national interests, which could lead to a significant realignment of global alliances and trade networks.

Sophia: And this realignment is not without consequences. We must consider the environmental impact as well. The current economic model, heavily reliant on fossil fuels, is unsustainable. We need a radical transition towards a green economy, and that requires international cooperation—something that's hard to achieve amid rising nationalism.

Emma: Absolutely. The concept of a green economy is gaining traction, but there's a lot of skepticism about its feasibility, especially in developing countries where economic growth is still heavily dependent on traditional industries. What are your thoughts on this?

John: It's indeed a delicate balancing act. Developing nations argue that stringent environmental regulations could stifle their economic growth and exacerbatepoverty. On the other hand, the consequences of inaction could be catastrophic, not just for these countries, but globally. Perhaps the solution lies in creating financial incentives for sustainable development.

Sophia: That's where policy-making becomes crucial. We need to implement more robust frameworks for international cooperation that include financial support, technology transfer, and capacity building. The global north has a historical responsibility to assist the global south in this transition.

Emma: These are compelling insights. It's clear that the path forward is complex and requires a multifaceted approach. Balancing technological, economic, environmental, and ethical considerations is a formidable challenge. However, it's also an opportunity for us to redefine the future of global society.

John: I couldn't agree more, Emma. The question is not whether we will face these challenges, but how we will respond to them collectively.

Sophia: Exactly. It's not just about adapting to change but about proactively shaping it. We must engage in more dialogue, foster innovation, and, above all, uphold our shared values of equity, justice, and sustainability.

Emma: Well said, Sophia. I believe our discussion today has highlighted the interconnectedness of these issues and the importance of global solidarity. Thank you both for this enlightening conversation.

John and Sophia: Thank you, Emma.

READ TEXT III AND ANSWER THE QUESTION THAT FOLLOWS IT:

Plastic Dreams

by Sarah Thompson

Plastic dreams, oh plastic dreams, a vision turned nightmare,

Once a symbol of progress, now a burden we must bear.

Our landfills overflow with your synthetic remains,

A haunting testament to our unsustainable chains.

Plastic dreams, oh plastic dreams, a promise unfulfilled,

Your convenience a facade, your consequences concealed.

Let us wake from this slumber, this toxic desire,

To create a world where nature's essence can inspire.

In our hands lies the power, to choose a different fate,

To abandon plastic dreams and embrace a sustainable state.

For only through conscious choices, can we break this vicious spell,

And ensure a future where our planet and poetry can dwell.

From: https://poemverse.org/poems-about-plasticwaste/#2_the_sea_s_lament_by_michael_anderson