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181Q1024637 | Inglês, Verbos Verbs, Inglês, Prefeitura de Vila Rica MT, IDCAP, 2023

Texto associado.
Stanford Medicine scientists transform cancer cells into weapons against cancer

March 1, 2023 - By Christopher Vaughan


(1º§) Some cities fight gangs with ex-members whoeducate kids and starve gangs of new recruits. Stanford Medicine researchers have done something similar with cancer — altering cancer cells so that they teach the body's immune system to fight the very cancer the cells came from.


(2º§) "This approach could open up an entirely new therapeutic approach to treating cancer," said Ravi Majeti, MD, PhD, a professor of hematology and the study's senior author. The research was published March 1 in Cancer Discovery. The lead author is Miles Linde, PhD, a former PhD student in immunology who is now at the Fred Hutchinson Cancer Institute in Seattle.


(3º§) Some of the most promising cancer treatments use the patient's own immune system to attack the cancer, often __ taking the brakes off immune responses to cancer or by teaching the immune system to recognize and attack the cancer more vigorously. T cells, part of the immune system that learns to identify and attack new pathogens such as viruses, can be trained to recognize specific cancer antigens, which are proteins that generate an immune response.


(4º§) For instance, in CAR T-cell therapy, T cells are taken from a patient, programmed to recognize a specific cancer antigen, then returned to the patient. But there are many cancer antigens, and physicians sometimes need to guess which ones will be most potent.


(5º§) A better approach would be to train T cells to recognize cancer via processes that more closely mimic the way things naturally occur in the body — like the way a vaccine teaches the immune system to recognize pathogens. T cells learn to recognize pathogens because special antigen presenting cells (APCs) gather pieces of the pathogen and show them to the T cells in a way that tells the T cells, "Here is what the pathogen looks like — go get it."


(6º§) Something similar in cancer would be for APCs to gather up the many antigens that characterize a cancer cell. That way, instead of T cells being programmed to attack one or a few antigens, they are trained to recognize many cancer antigens and are more likely to wage a multipronged attack on the cancer.


(7º§) Now that researchers have become adept at transforming one kind of cell into another, Majeti and his colleagues had a hunch that if they turned cancer cells into a type of APC called macrophages, they would be naturally adept at teaching T cells what to attack.


(8º§) "We hypothesized that maybe cancer cells reprogrammed into macrophage cells could stimulate T cells because those APCs carry all the antigens of the cancer cells they came from," said Majeti, who is also the RZ Cao Professor, assistant director of the Institute for Stem Cell Biology and Regenerative Medicine and director of the Ludwig Center for Cancer Stem Cell Research and Medicine.


(9º§) The study builds on prior research from the Majeti lab showing that cells taken from patients with a type of acute leukemia could be converted into non-leukemic macrophages with many of the properties of APCs.


(10º§) In the current study, the researchers programmed mouse leukemia cells so that some of them could be induced to transform themselves into APCs. When they tested their cancer vaccine strategy on the mouse immune system, the mice successfully cleared the cancer.


(11º§) "When we first saw the data showing clearance of the leukemia in the mice __ working immune systems, we were blown away," Majeti said. "We couldn't believe it worked as well as it did."


(12º§) Other experiments showed that the cells created from cancer cells were indeed acting as antigen-presenting cells that sensitized T cells to the cancer. "What's more, we showed that the immune system remembered what these cells taught them," Majeti said. "When we reintroduced cancer to these mice over 100 days after the initial tumor inoculation, they still had a strong immunological response that protected them."


(13º§) "We wondered, If this works with leukemias, will it also work with solid tumors?" Majeti said. The team tested the same approach using mouse fibrosarcoma, breast cancer, and bone cancer. "The transformation of cancer cells from solid tumors was not as efficient, but we still observed positive results," Majeti said. With all three cancers, the creation of tumor-derived APCs led to significantly improved survival.


(14º§) Lastly, the researchers returned to the original type of acute leukemia. When the human leukemia cell-derived APCs were exposed to human T cells from the same patient, they observed all the signs that would be expected if the APCs were indeed teaching the T cells how to attack the leukemia.


(15º§) "We showed that reprogrammed tumor cells could lead to a durable and systemic attack on the cancer in mice and a similar response with human patient immune cells," Majeti said. "In the future we might be able to take out tumor cells, transform them into APCs and give them back to patients as a therapeutic cancer vaccine."


(16º§) "Ultimately, we might be able to inject RNA into patients and transform enough cells to activate the immune system against cancer without having to take cells out first," Majeti said. "That's science fiction __ this point, but that's the direction we are interested in going."


(17º§) The work was supported by funding from the Ludwig Foundation for Cancer Research, the Emerson Collective Cancer Research Fund, the New York Stem Cell Foundation, the Stinehart-Reed Foundation, the Leukemia and Lymphoma Society, the J. Benjamin Eckenhoff Fund, the Blavatnik Family Fellowship, the Deutsche Forschungsgemainshaft, the Knut and Alice Wallenberg Foundation, the Stanford Human Biology Research Exploration Program, the National Institutes of Health (grant F31CA196029), the American Society of Hematology, the A.P. Giannini Foundation, and the Stanford Cancer Institute.


(adapted)
med.stanford.edu/news/all-news/2023/03/cancer-hematology.html
PROFESSOR INGLÊS - 1 8
Which of the following verbs used in the text can be considered an irregular verb?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

182Q1024388 | Inglês, Verbos Verbs, Área 10 Suporte em Tecnologia da Informação, INMETRO, IDECAN, 2024

Interrogative sentences are sentences that ask questions. In this sense, the sentence that presents the correct interrogative form is:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

183Q1024651 | Inglês, Verbos Verbs, Inglês, Prefeitura de Ubatuba SP, Avança SP, 2024

Identify the correct verb form to complete the following sentence:
"The team ________ working on the project for several months when they finally reached a breakthrough."
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

184Q1047500 | Inglês, Verbos Verbs, Cadete do Exército, ESCOLA NAVAL, Marinha

In which alternative is the idea expressed by the modal verb INCORRECTLY stated in brackets?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

186Q1023991 | Inglês, Verbos Verbs, Língua Inglesa, Prefeitura de Sobral CE, UECE CEV, 2023

“Beginning next week, the Adjutant and I will be making1 a series of snap inspections of section barrack-rooms. […] Just ordinary soldierly cleanliness and tidiness is all I want.” (Kingsley Amis)

“And I thought then, Just living long enough wipes out the problems. Puts you in a select club. […] Everybody’s face will have suffered2, never just yours.” (Alice Munro)

“If you are under the impression you have already perfected yourself, you will never rise3 to the heights you are no doubt capable of.” (Kazuo Ishiguro)

In the sentences above, the tenses of the verb forms in bold are, respectively,

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

187Q1023505 | Inglês, Verbos Verbs, Professor de Língua Inglesa, Prefeitura de Lagoa de Itaenga PE, Instituto Darwin, 2023

'Oh, the Places You'll Go!', 'Congratulations! Today is your day. You're off to Great Places! You're off and away!'

Which form of the verb 'to be' is used and why is it used in this context?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

188Q1023514 | Inglês, Verbos Verbs, Auditoria Contábil e Finanças Públicas, CGE PB, FGV, 2024

Texto associado.
Audit data analytics, machine learning, and full population testing


Technologies are evolving at an unprecedented pace and pose significant challenges and opportunities to companies and related parties, including the accounting profession. In today’s business environment, it is inevitable for companies to react quickly to changing conditions and markets. Many companies are seeking better ways to utilize emerging technologies to transform how they conduct business. We live in an age of information explosion, with technologies capable of making revolutionary changes in various industries and reshaping business models. At present, many companies view data as one of their most valuable assets. They amass an unprecedented amount of data from their daily business operation and strive to harness the power of data through analytics. Emerging technologies like robotic process automation, machine learning, and data analytics also impact the accounting profession. It is important for the profession to understand the impacts, opportunities, and challenges of these technologies.


Specifically, in audit and assurance areas, data analytics and machine learning will lead to many changes in the foreseeable future. Audit sampling is one such potential change. The use of sampling in audits has been criticized since it only provides a small snapshot of the entire population. To address this major issue, this study introduces the idea of applying audit data analytics and machine learning for full population testing through the concept of “audit-by-exception” and “exceptional exceptions.” In this way, the emphasis of audit work shifts from “transaction examination” to “exception examination” and prioritizes the exceptions based on different criteria. Consequently, auditors can assess the associated risk based on the entire population of the transactions and thus enhance the effectiveness and efficiency of the audit process.


Adapted from the introduction to a study published in: https://www.sciencedirect.com/science/article/pii/S240591882200006X
The verb form in “has been criticized” (2nd paragraph) is in the:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

189Q1023770 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Iguaraçu PR, UNIVIDA, 2024

In the sentence “This is my first time I have eaten Japanese food”, which tense are the words in bold?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

190Q1046816 | Inglês, Verbos Verbs, Primeiro Dia, ESCOLA NAVAL, Marinha, 2020

Which option completes the text below correctly?
Renew or replace your adult passport
You ______ be aged 16 or over (or turning 16 in the next 3 weeks). if you want an adult passport. There's a different process to get a passport for a child.
The rules for passports, drivlnq, pet travel and more ______ change from 1 January 2021. Act now so you _____ travel as planned.
If you're in the UK you _____.
-renew your passport if it's expired or will expire soon; - replace your passport if it's been lost, stolen or damaged; - change the details on your passport.

(Adapted from <https://www.gov.uk/renew-adult-passport>)
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

191Q1022783 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Brejo Santo CE, CEV URCA, 2025

Texto associado.

Text 1 – How children learn languages


Questions 31 to 39


How long does it take to learn a language?



Many different factors affect the time it takes. These include your child’s age, first language, their reason for BLANK I English and their teachers. You can help your child learn quickly by BLANK II them lots of opportunities to use English. It helps to have real reasons for BLANK III a language, rather than just BLANK IV grammar.

Is it true that boys and girls learn languages differently?

Yes. At early ages, girls tend to develop language more quickly. Remember that it’s OK for children to develop at different speeds. It will be more similar by secondary school age. However, by this stage children might think that languages are ‘more of a girl thing’. Attitudes to learning can have a big impact on educational success so it’s important to find ways to encourage your child and help them enjoy their learning.

Do primary and secondary children learn languages differently?

Yes, there are differences.

Primary school children are learning their first and second languages at the same time. It’s really important to support both languages. Children with a strong foundation in their first language will find it easier to learn a second language. Encourage your child to play, sing and read in both their first and second languages. Remember to plan separate times to focus on each language. If you say something in English and then in another language, your child will automatically listen for their stronger language and ‘tune out’ the other language.

Teenagers are interested in exploring their personalities and identities. This creates lots of opportunities to use popular culture, films, TV, music and video games. Teenagers also enjoy challenging authority, which provides opportunities for debates and discussion.

Will learning another language affect how well my child does at school?

Multilingual children learn at a young age that they can express their ideas in more than one way. This helps their thought process and makes them better, more flexible, learners. Research has found that children who speak more than one language do better in school, and have better memories and problem-solving skills.

What kind of learner is my child?

Watch your child playing. What do they enjoy doing? Puzzlesand problem-solving? Physical play and sports? Word games? Writing stories? Creative play? Try doing these types of activities in English and make a note of what your child responds to best. Alternatively, ask your child to create in English their own one-week ‘dream timetable of activities’. Let them choose how to present it. For example, they could act it out, prepare a written fact file, make a video, draw pictures, go on a treasure hunt or make a scrap book.


Source: https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/howchildren-learn-languages/. Accessed on 01/22/25
The modal verb “might” (in “children might think”) gives the idea of:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

192Q1047634 | Inglês, Verbos Verbs, Cadete do Exército, COLÉGIO NAVAL, Marinha, 2018

Texto associado.
TEXT I

Social media ’destroying how society works'

A former Facebook executive has said social media is doing great harm to society around the world. The executive is a man called Chamath Palihapitiya. He ___________ Facebook in 2007 a n d ___________a vice president. He was responsible for increasing the number of users Facebook had. Mr Palihapitiya said he feels very guilty about getting more people to use social networks. He said the networks are destroying society because they are changing people's behavior. Twenty years ago, people talked to each other face to face. Today, people message each other and do not talk. People also really care about what other people think of them. They post photos and wait to see how many people like the photo. They get very sad if people do not like the photo.
Mr. Palihapitiya said people should take a long break from social media so they can experience real life. He wants people to value each other instead of valuing online "hearts, likes, and thumbs-up". Palihapitiya also points out how fake news is affecting how we see the world, it is becoming easier for large websites to spread lies. It is also becoming easier to hurt other people online. Anyone can hide behind a fake user name and post lies about other people. Palihapitiya said this was a global problem. He is worried about social media so much that he has banned his children from using it. However, he did state that Facebook was a good company. He said: "Of course, it's not all bad. Facebook overwhelmingly does good in the world."
Which verb forms respectively complete the gaps in text I?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

193Q1020039 | Inglês, Verbos Verbs, QM 2023, SEDUCSP, VUNESP, 2025

Texto associado.
Read the text to answer question.


All teachers, whether at the start of their careers or after some years of teaching, need to be able to try out new activities and techniques. It is important to be open to such new ideas and take them into the classroom.

But such experimentation will be of little use unless we can then evaluate these activities. Were they successful? Did the students enjoy them? Did they learn anything from them? How could the activities be changed to make them more effective next time?

One way of getting feedback is to ask students simple questions such as ‘Did you like that exercise? Did you find it useful?’ and see what they say. But not all students will discuss topics like this openly in class. It may be better to ask them to write their answers down and hand them in.

Another way of getting reactions to new techniques is to invite a colleague into the classroom and ask him or her to observe what happens and make suggestions afterwards. The lesson could also be videoed.

In general, it is a good idea to get students’ reactions to lessons, and their aspirations about them, clearly stated. Many teachers encourage students to say what they feel about the lessons and how they think the course is going. The simplest way to do this is to ask students once every fortnight, for example, to write down two things they want more of and two things they want less of. The answers you get may prove a fruitful place to start a discussion, and you will then be able to modify what happens in class, if you think it appropriate, in the light of your students’ feelings. Such modifications will greatly enhance the teacher’s ability to manage the class.

Good teacher managers also need to assess how well their students are progressing. This can be done through a variety of measures including homework assignments, speaking activities where the teacher scores the participation of each student, and frequent small progress tests. Good teachers keep a record of their students’ achievements so that they are always aware of how they are getting on. Only if teachers keep such kinds of progress records can they begin to see when teaching and learning has or has not been successful.


(Harmer, Jeremy. How to teach English. Londres: Longman, 1998)
The suffix -ed that forms the ending of the past and past participle of regular verbs has 3 possible pronunciations: /t/, /d/, /id/. In the following examples, the alternative in which the pronunciation of the regular verb in the past or past participle is /d/ is
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

194Q1024649 | Inglês, Verbos Verbs, Inglês, Prefeitura de Ubatuba SP, Avança SP, 2024

Irregular verbs in English are verbs that do not follow the regular pattern of conjugation. Unlike regular verbs, which typically add "-ed" to the base form to create past tense forms, irregular verbs have unique and often unpredictable past tense and past participle forms.
Identify the alternative that presents, respectively, the correct form of the past participle for the following verbs: drive; fall; overcome; draw.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

195Q1024652 | Inglês, Verbos Verbs, Inglês, Prefeitura de Ubatuba SP, Avança SP, 2024

Choose the correct form to complete the sentence:

"By the time Sarah arrived at the party, everyone ____________."

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

196Q1046941 | Inglês, Verbos Verbs, Segundo Dia, ESCOLA NAVAL, Marinha

Which alternative completes the sentence correctly?
Our teacher_________ the homework assignments when he remembered that Tuesday was a holiday.

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

197Q1046954 | Inglês, Verbos Verbs, Segundo Dia, ESCOLA NAVAL, Marinha

Which sequence best completes the text below?
Almost everyone who studies, lives or works abroad experiences some degree of culture shock. This period of cultural adjustment involves everything from _____ (1) the food and language to _____ (2) how to use the telephone. No matter how patient and flexible you are, _____ (3) to a new culture can, at times, be difficult and frustrating. It is easy _____ (4)lost, depressed and homesick. You may even wanct _____ (5)back home!

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

198Q1046980 | Inglês, Verbos Verbs, Cadete do Exército, ESCOLA NAVAL, Marinha

Which of the alternatives below completes the sentence correctly?

"There ____________ (1) people on the wait list in the past few years whose interest level was inappropriate, " says Meehan.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

199Q1023447 | Inglês, Verbos Verbs, DT Inglês, Prefeitura de Iúna ES, IBADE, 2024

Which sentence uses the causative form of "have" correctly?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

200Q1024985 | Inglês, Verbos Verbs, Edital n 42, USP, FUVEST, 2025

Texto associado.

Texto para a questão

How to write, according to the bestselling novelist of all time



Everyone has a book inside them, or so the saying goes. In this day and age, those who want help coaxing the story out can receive instruction online from some of the world’s most popular authors. Lee Child and Harlan Coben, who have sold hundreds of millions of books between them, teach thriller writing; Jojo Moyes offers tips on romance yarns. And now Agatha Christie, the world’s bestselling writer of fiction, with more than 2 bn copies sold, is instructing viewers in the art of the whodunnit—even though she died in 1976.


Christie’s course is the result not of recently unearthed archival footage, but artificial intelligence. BBC Maestro, an online education platform, brought the idea to the Christie family, which still controls 36% of Agatha Christie Ltd (AMC Networks, an entertainment giant, owns the rest). They consented to bring the “Queen of Crime” back to life, to teach the mysterious flair of her style.


A team of almost 100—including Christie scholars as well as AI specialists—worked on the project. Vivien Keene, an actor, provided a stand-in for the author; Christie’s face was mapped on top. Crucially, Ms Keene’s eerily credible performance employs only Christie’s words: a tapestry of extracts from her own writings, notebooks and interviews.


In this way, the creator of Hercule Poirot and Miss Marple shares handy writing tips, such as the neatest ways to dispatch fictional victims. Firearms bring ballistic complications. Be wary of poisons, as each works in a unique way. Novice authors can “always rely on a dull blow to the head”.


Many of Christie’s writing rules concern playing fair. She practiced misdirection and laid “false clues” alongside true ones, but insisted that her plots do not cheat or hide key evidence: “I never deceive my readers.” In sections devoted to plot and setting, she explains how to plant key clues “in plain sight” and plan events with detailed “maps and diagrams”. She advises viewers to watch and listen to strangers on buses or in shops and to spice up motives for murder with a love triangle.


Some of the most engaging sections come from “An Autobiography”, published posthumously in 1977: Poirot’s origins among the Belgian refugees who reached Devon during the First World War, or fond memories of her charismatic, feckless brother Monty, who had “broken the laws of a lot of countries” and provided the inspiration for many of Christie’s “wayward young male figures”.


By relying on Christie’s own words, BBC Maestro hopes to avoid charges of creepy pedagogical deepfakery. At the same time, it is that focus on quotation which limits the course’s value as a creative-writing toolbox. The woman born Agatha Miller in 1890 speaks from her own time and place. She tells wannabe writers to use snowstorms to isolate murder scenes (as they bring down telephone wires) and cites the clue-generating value of railway timetables, ink stains and cut-up newspapers. These charming details are irrelevant to modern scribblers.


Yet anachronism is not the course’s biggest flaw: it is that it lacks vitality. Christie enjoyed a richer life than learners will glean from this prim phantom: she was a wartime nurse (hence her deep knowledge of toxins), thwarted opera singer, keen surfer and archaeological expert who joined her second husband on digs in Iraq. Furthermore, her juiciest mysteries smash crime-writing rules. The narrator does it; the detective does it; all the suspects do it. Sometimes there’s no detective: in “The Hollow” (1946) Christie regretted that Poirot appeared at all. With its working-class antihero and gothic darkness, “Endless Night” (1967) shatters every Christie cliché. This high-tech, retrofitted version of the author feels smaller and flatter than the ingenious original.


The Economist, May, 8th, 2025


“Watch and listen to strangers on buses or in shops to gather ideas.”

Assinale a alternativa que transforma a recomendação direta citada em um pedido ou sugestão mais polida, sem alteração do seu sentido básico.
  1. ✂️
  2. ✂️
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  5. ✂️
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