Questões de Concursos Inglês

Read the text to answer the question from.

It happens that the publication of this edition of the Oxford Advanced Learner’s Dictionary comes 250 years after the appearance of the first comprehensive dictionary of the English language, compiled by Samuel Johnson. Much has changed since then. The English that Johnson described in 1755 was relatively well defined, still essentially the national property of the British. Since then, it has dispersed and diversified, has been adopted and adapted as an international means of communication by communities all over the globe. English is now the name given to an immensely diverse variety of different usages. This obviously poses a problem of selection for the dictionary maker: which words are to be included in a dictionary, and thus granted recognition as more centrally or essentially English than the words that are left out?

Johnson did not have to deal with such diversity, but he too was exercised with this question. In his Plan of an English Dictionary, published in 1747, he considers which words it is proper to include in his dictionary; whether ‘terms of particular professions’, for example, were eligible, particularly since many of them had been derived from other languages. ‘Of such words,’ he says, ‘all are not equally to be considered as parts of our language, for some of them are naturalized and incorporated, but others still continue aliens...’. Which words are deemed to be sufficiently naturalized or incorporated to count as ‘parts of our language’, ‘real’ or proper English, and thus worthy of inclusion in a dictionary of the language, remains, of course, a controversial matter. Interestingly enough, even for Johnson the status of a word in the language was not the only, nor indeed the most important consideration. For being alien did not itself disqualify words from inclusion; in a remark which has considerable current resonance he adds: ‘some seem necessary to be retained, because the purchaser of the dictionary will expect to find them’. And, crucially, the expectations that people have of a dictionary are based on what they want to use it for. What Johnson says of his own dictionary would apply very aptly to The Oxford Advanced Learner’s Dictionary (OALD): ‘The value of a work must be estimated by its use: It is not enough that a dictionary delights the critic, unless at the same time it instructs the learner...’.

(Widdowson, H. Hornby, A.S. 2010. Adaptado)

The Reasons Why We Dance

1. As a choreographer, I get asked to share my opinion about a myriad of dance-related
2. topics, from the practical, like “How can dance help you get in shape?” to the existential, like “Is
3. my dancing a projection of my self-image?”. But the question I think matters most is: why do
4. people dance? What is about moving our bodies to a song we love that is so joyfully Pavlovian?
5. Why do we watch videos and take lessons on something that could be labeled as trivial? Why do
6. we love it so?
7. There are the obvious answers. We dance for physical fitness, mental clarity, emotional
8. stability, and other such pluses. However, all these benefits could be attained by other means –
9. though I confess I have yet to find a better alternative than a great “cha cha”* to lift both one’s
10. heart rate and spirits. There must be something glorious about dancing that is more than just
11. intangible. We cannot seem to explain it, yet we all know it so well that we do not hesitate to
12. tap our feet to a Gershwin melody or pulse with the percussion of a samba rhythm.
13. Perhaps dance is the way we express ourselves when words are insufficient. The joy we
14. feel over newfound love, the determination we have in the face of great sorrow or adversity, the
15. passionate fire of our youth, and the peacefulness of our softer and more graceful years – maybe
16. they are never expressed more fully than through a waltz, or a tango, or a jive. We all want to
17. be understood, and if we could truly speak the words that describe our feelings, how deep and
18. powerful they would surely be. But alas, those words never seem to come to us just right. Maybe
19. dance is simply a translator for the human heart.
20. Perhaps dance is the medium through which we show the world who we truly are and who
21. we can be. All of us, if we are honest, believe deep down that we are not ordinary. We know
22. ourselves to be wonderfully unique, with many layers of personality and talent woven in such a
23. way that no one on earth could possibly have our same make-up. We know it. We just do not
24. always know how to prove it. Maybe dance gives us the opportunity. And perhaps dance is how
25. we choose to remember, how we hold on to the past. It is how we relive __ fun-filled days of
26. our youth or __ time we looked into their eyes and knew they were the one. It is our tribute to
27. the heroes of yesterday who jitterbugged like carefree boys and girls, when tomorrow they would
28. march as men and women to defend freedom’s cause. It is the chance to be __ princess again,
29. waiting for __ outstretched hand and the call to __ romance that is graceful, true, and not as
30. forgotten as the cynics say. When we dance, we can remember them all a little better, feel the
31. butterflies once again, and if only for a moment, return to the purest part of our lives when time
32. was of no matter…for we were dancing.
33. Why do we dance? Every answer will be different, and that is as it should be. Perhaps the
34. better question is, “Why would we not?”

*Cha Cha: an energetic modern dance.

(Available in: https://dancewithmeusa.com/why-we-dance-the-reasons/ – text especially adapted for this test).

TEXT 1

Anxiety has kept 28% of UK children away from school

Many children in the UK are missing school because they feel too anxious, according to a new survey. Research by stem4, a mental health charity for young people, found that 28% of children aged between 12 and 18 had missed school in the last year because of anxiety. The charity is asking the government, the health service and schools to do more to help pupils with their mental health.

More than 1,000 young people were surveyed, and almost half said that they were suffering from a mental health difficulty. Experts say that the problems have gotten worse since the coronavirus pandemic. At the moment, 38%of schools in England have a mental health support team. But the government has said that it wants to increase that to at least 50% by the end of March 2025, as well as training teachers and giving more money to the health service.

However, the survey also found that it is not only mental health that is keeping children away from school. Almost a quarter of children aged between 12 and 18 have missed school because of family problems, while 18% have stayed away because of problems with friends or other pupils. The stress of exams was also given as a reason for missing school.

Nihara Krause, the founder of stem4, said that spending a lot of time away from school can have long-lasting negative effects on children.

Adapted from: https://engoo.com.br/app/daily-news/article/anxiety-has-kept-28- of-uk-children-away-from-school/LY6CWsQ1Ee6_G7_OKvNYDg

Imagine a world where dental crowns, bridges, and even braces can be custom‑made within hours. This vision is now a reality, thanks to 3D printing technology. Dentists in Robstown and around the globe are utilizing 3D printers to create precise and tailored dental prosthetics. By using digital impressions, dentists can design prosthetics that perfectly match the patient’s oral anatomy. This not only reduces production time but also enhances the overall quality and fit of the dental devices.

Internet:<www.myrobstowndentistry.com> (adapted).

The philosopher Jeremy Bentham was regarded as the founder of utilitarianism and a leading advocate of the separation of church and state, freedom of expression, and individual legal rights. Furthermore, the “panopticon” is a type of institutional building that has long dominated Bentham’s legacy. As a work of architecture, the panopticon allows a watchman in a central tower to observe occupants of surrounding cells without the occupants knowing whether or not they are being watched. As a metaphor, the panopticon was commandeered in the latter half of the 20th century as a way to trace the surveillance tendencies of disciplinarian societies. Is it still a useful way to think about surveillance today?

The French philosopher Michel Foucault used the idea of the panopticon as a way to illustrate the proclivity of disciplinary societies to subjugate its citizens. He describes the prisoner of a panopticon as being at the receiving end of asymmetrical surveillance: “He is seen, but he does not see.” As a consequence, the inmate polices himself for fear of punishment.

The parallels between the panopticon and surveillance cameras may be obvious, but what happens when you step into the world of digital surveillance and data capture? Unlike the panopticon, citizens don’t know they are being watched. Jake Goldenfein, from the University of Melbourne, tells me it’s important to remember the corrective purposes of Bentham’s panopticon when considering it as a metaphor for modern surveillance. “The relevance of the panopticon as a metaphor begins to wither when we start thinking about whether contemporary types of visuality are analogous to the central tower concept. For example, whether this type of visuality is as asymmetrical, and being co-opted for the same political exercise.” In the panopticon the occupants are constantly aware of the threat of being watched — this is the whole point — but state surveillance on the Internet is invisible; there is no looming tower, no dead-eye lens staring at you every time you enter a URL. There may not be a central tower, but there will be communicating sensors in our most intimate objects.

Internet: <theguardian.com> (adapted).

Too many third graders can’t read this sentence

9 Feb. 2017- Editor's Picks

Two-thirds of U.S. third graders face challenges that will impact their future, including academic struggles that could lead to dimmer academic and career prospects. Sadly, only one in three U.S. students demonstrates reading proficiency at the end of third grade. This has alarming consequences for these children, and for our country.

A report released today from the Business Roundtable (BRT) sheds light on this troubling trend in American education, and advises business leaders on how they can help put more children on a path to success.

(...)

I’ve heard it said that before third grade, students are learning to read, while after third grade, they’re reading to learn. Grade three is a critical crossroads in a life's journey. If you’ve read this far, then you understand why this is so important. Not enough of our young learners can say the same.

I encourage you to read the BRT report. As you read, please consider ways to help our schools and our teachers keep students on paths to bright futures.

Leave your comments below

Michel Jonas

Really, all I read was blabla wa wa wa. Are you Charlie Brown’s teacher? If we can't understand our children who are crying out for help and direction, then there is something wrong with you. Please go back and check yourself! They are worth so much more.

Rick Shire

Thanks for sharing. With two young children, I increasingly think about the importance of early childhoodeducation. Pre-k care is far too inaccessible, ultimately magnifying inequality from the earliest stages of life.

Tom Franks

What exactly is education? Academic education doesn't make someone a better person or even a better employee, I would guess that anything we learn in the education process is at the most 10% useful to us as people. Education should teach academia but also life skills such as budgeting, EQ skills, languages etc., all the elements to be a successful person and not necessarily a successful professional.

(Adapted from https ://www.linkedin.com)

READ THE TEXT AND ANSWER THE QUESTION:

Chatbots could be used to steal data, says cybersecurity agency

The UK’s cybersecurity agency has warned that there is an increasing risk that chatbots could be manipulated by hackers.

The National Cyber Security Centre (NCSC) has said that individuals could manipulate the prompts of chatbots, which run on artificial intelligence by creating a language model and give answers to questions by users, through “prompt injection” attacks that would make them behave in an unintended manner.

The point of a chatbot is to mimic human-like conversations, which it has been trained to do through scraping large amounts of data. Commonly used in online banking or online shopping, chatbots are generally designed to handle simple requests.

Large language models, such as OpenAI’s ChatGPT and Google’s AI chatbot Bard, are trained using data that generates human-like responses to user prompts. Since chatbots are used to pass data to third-party applications and services, the NCSC has said that risks from malicious “prompt injection” will grow.

For instance, if a user inputs a statement or question that a language model is not familiar with, or if they find a combination of words to override the model’s original script or prompts, the user can cause the model to perform unintended actions.

Such inputs could cause a chatbot to generate offensive content or reveal confidential information in a system that accepts unchecked input.

According to the NCSC, prompt injection attacks can also cause real world consequences, if systems are not designed with security. The vulnerability of chatbots and the ease with which prompts can be manipulated could cause attacks, scams and data theft. The large language models are increasingly used to pass data to third-party applications and services, meaning the risks from malicious prompt injection will grow.

The NCSC said: “Prompt injection and data poisoning attacks can be extremely difficult to detect and mitigate. However, no model exists in isolation, so what we can do is design the whole system with security in mind.”

The NCSC said that cyber-attacks caused by artificial intelligence and machine learning that leaves systems vulnerable can be mitigated through designing for security and understanding the attack techniques that exploit “inherent vulnerabilities” in machine learning algorithm.

Adapted from: The Guardian, Wednesday 30 August 2023, page 4.

Fire Devastates Brazil's Oldest Science Museum

The overnight inferno likely claimed fossils, cultural artifacts, and more irreplaceable collections amassed over 200 years.

By Michael Greshko ______________________________________

PUBLISHED September 6, 2018

Major pieces of Brazil's scientific and cultural heritage went up in smoke on September 2, as a devastating fire ripped through much of Rio de Janeiro's Museu Nacional, or National Museum. Founded in 1818, the museum is Brazil's oldest scientific institution and one of the largest and most renowned museums in Latin America, amassing a collection of some 20 million scientifically and culturally invaluable artifacts.

The Museu Nacional's holdings include Luzia, an 11,500-year-old skull considered one of South America's oldest human fossils, as well as the bones of uniquely Brazilian creatures such as the long-necked dinosaur Maxakalisaurus. Because of the auction tastes of Brazil's 19th-century emperors, the Museu Nacional also ended up with Latin America's oldest collection of Egyptian mummies and artifacts.

Even the building holds historical importance: It housed the exiled Portuguese royal family from 1808 to 1821, after they fled to Rio de Janeiro in 1807 to escape Napoleon. The complex also served as the palace for Brazil's post-independence emperors until 1889, before the museum collections were transferred there in 1902. In an September 5 email, Museu Nacional curator Débora Pires wrote that the entomology and arachnology collections were completely destroyed, as was most of the mollusk collection. However, technicians had braved the fire to save 80 percent of the mollusk holotypes—the specimens that formally serve as the global references for a given species. The museum's vertebrate specimens, herbarium, and library were housed separately and survived the fire.

(…)

An Irreplaceable Loss

It's not yet clear how the fire started, but it did begin after the museum was closed to the public, and no injuries have yet been reported. Firefighters worked through the night to douse the burnt-out shell of the main building, but it seems the blaze has already seared a gaping hole in many scientists' careers.

“The importance of the collections that were lost couldn't be overstated,” says Luiz Rocha, a Brazilian ichthyologist now at the California Academy ofSciences who has visited the Museu Nacional several times to study its collections. “They were unique as it gets: Many of them were irreplaceable, there's no way to put a monetary value on it.”

“In terms of [my] life-long research agenda, I'm pretty much lost,” says Marcus Guidoti, a Brazilian entomologist finishing up his Ph.D. in a program co-run by Brazil's Federal University of Rio Grande do Sul.

Guidoti studies lace bugs, an insect family with more than 2,000 species worldwide. The Museu Nacional held one of the world's largest lace bug collections, but the fire likely destroyed it and the rest of the museum's five million arthropod specimens. “Those type specimens can't be replaced, and they are crucial to understand the species,” he says by text message. “If I was willing to keep working on this family in this region of the globe, this was definitely a big hit.”

Paleontologist Dimila Mothé, a postdoctoral researcher at the Federal University of the State of Rio de Janeiro, adds that the blows to science extend beyond the collections themselves. “It's not only the cultural history, the natural history, but all the theses and research developed there,” she says. “Most of the laboratories there were lost, too, and the research of several professors. I'm not sure you can say the impact of what was lost.”

Brazil’s indigenous knowledge also has suffered. The Museu Nacional housed world-renowned collections of indigenous objects, as well as many audio recordings of indigenous languages from all over Brazil. Some of these recordings, now lost, were of languages that are no longer spoken.

“I have no words to say how horrible this is,” says Brazilian anthropologist Mariana Françozo, an expert on South American indigenous objects at Leiden University. “The indigenous collections are a tremendous loss … we can no longer study them, we can no longer understand what our ancestors did. It’s heartbreaking.”

On Monday, The Brazilian publication G1 Rio reported that ashes of burned documents—some still flecked in notes or illustrations—have rained down from the sky more than a mile away from the Museu Nacional, thrown aloft by the inferno.

(…)

Editor's Note: This story was updated on September 6, 2018, with new details about which artifacts survived the fire.

Taken from: https://www.nationalgeographic.com/science/2018/09/news-museu-nacional-fire-rio-de-janeiro-natural-history/. Access: 11 dez. 2018.