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6841Q1024099 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de São João do Oeste SC, AMEOSC, 2024

Texto associado.
O texto seguinte servirá de base para responder à questão.


Archaeologists conduct first 'space excavation' on International Space Station

By Justin St. P. Walsh and Alice Gorman, The Conversation | Published: August 15, 2024 | Last updated on August 20, 2024

New results from the first archaeological fieldwork conducted in space show the International Space Station is a rich cultural landscape where crew create their own "gravity" to replace Earth's, and adapt module spaces to suit their needs.

Archaeology is usually thought of as the study of the distant past, but it's ideally suited for revealing how people adapt to long-duration spaceflight.

In the SQuARE experiment described in our new paper in PLOS ONE, we re-imagined a standard archaeological method for use in space, and got astronauts to carry it out for us.

Archaeology ... in ... spaaaaace!

The International Space Station is the first permanent human settlement in space. Close to 280 people have visited it in the past 23 years.

Our team has studied displays of photos, religious icons and artworks made by crew members from different countries, observed the cargo that is returned to Earth, and used NASA's historic photo archive to examine the relationships between crew members who serve together.

We've also studied the simple technologies, such as Velcro and resealable plastic bags, which astronauts use to recreate the Earthly effect of gravity in the microgravity environment − to keep things where you left them, so they don't float away.

Most recently, we collected data about how crew used objects inside the space station by adapting one of the most traditional archaeological techniques, the "shovel test pit".

On Earth, after an archaeological site has been identified, a grid of one-metre squares is laid out, and some of these are excavated as "test pits". These samples give a sense of the site as a whole.

In January 2022, we asked the space station crew to lay out five roughly square sample areas. We chose the square locations to encompass zones of work, science, exercise and leisure. The crew also selected a sixth area based on their own idea of what might be interesting to observe. Our study was sponsored by the International Space Station National Laboratory.

Then, for 60 days, the crew photographed each square every day to document the objects within its boundaries. Everything in space culture has an acronym, so we called this activity the Sampling Quadrangle Assemblages Research Experiment, or SQuARE.

The resulting photos show the richness of the space station's cultural landscape, while also revealing how far life in space is from images of sci-fi imagination.

The space station is cluttered and chaotic, cramped and dirty. There are no boundaries between where the crew works and where they rest. There is little to no privacy. There isn't even a shower.

What we saw in the squares

Now we can present results from the analysis of the first two squares. One was located in the US Node 2 module, where there are four crew berths, and connections to the European and Japanese labs. Visiting spacecraft often dock here. Our target was a wall where the Maintenance Work Area, or MWA, is located. There's a blue metal panel with 40 velcro squares on it, and a table below for fixing equipment or doing experiments.

NASA intended the area to be used for maintenance. However, we saw hardly any evidence of maintenance there, and only a handful of science activities. In fact, for 50 of the 60 days covered by our survey, the square was only used for storing items, which may not even have been used there.

The amount of velcro here made it a perfect location for ad hoc storage. Close to half of all items recorded (44%) were related to holding other items in place.

The other square we've completed was in the US Node 3 module, where there are exercise machines and the toilet. It's also a passageway to the crew's favourite part of the space station, the seven-sided cupola window, and to storage modules.

This wall had no designated function, so it was used for eclectic purposes, such as storing a laptop, an antibacterial experiment and resealable bags. And for 52 days during SQuARE, it was also the location where one crew member kept their toiletry kit.

It makes a kind of sense to put one's toiletries near the toilet and the exercise machines that each astronaut uses for hours every day. But this is a highly public space, where others are constantly passing by. The placement of the toiletry kit shows how inadequate the facilities are for hygiene and privacy.

What does this mean?

Our analysis of Squares 03 and 05 helped us understand how restraints such as velcro create a sort of transient gravity.

Restraints used to hold an object form a patch of active gravity, while those not in use represent potential gravity. The artefact analysis shows us how much potential gravity is available at each location.

The main focus of the space station is scientific work. To make this happen, astronauts have to deploy large numbers of objects. Square 03 shows how they turned a surface intended for maintenance into a halfway house for various items on their journeys around the station. Professor de Inglês - 1 1

Our data suggests that designers of future space stations, such as the commercial ones currently planned for low Earth orbit, or the Gateway station being built for lunar orbit, might need to make storage a higher priority.

Square 05 shows how a public wall space was claimed for personal storage by an unknown crew member. We already know there is less-than-ideal provision for privacy, but the persistence of the toiletry bag at this location shows how crew adapt spaces to make up for this.

What makes our conclusions significant is that they are evidence-based. The analysis of the first two squares suggests the data from all six will offer further insights into humanity's longest surviving space habitat.

Current plans are to bring the space station down from orbit in 2031, so this experiment may be the only chance we have to gather archaeological data.


https://www.astronomy.com/space-exploration/archaeologists-conduct-fi rst-space-excavation-on-international-space-station/
Based on the article, what was the primary purpose of the SQuARE experiment conducted on the International Space Station?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

6842Q1024612 | Inglês, Verbos Verbs, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
Read the text to answer question:


CLIL (Content and Language Integrated Learning) is an approach which is neither language learning nor subject learning, but an amalgam of both and is linked to the processes of convergence – the fusion of elements which may have been previously fragmented, such as subjects in the curriculum. This is where CLIL is groundbreaking.


To give a parallel example common in recent times, we can take studies on the environment. A seminal publication on the subject in the 1960s later led to a need to educate young people in schools so as to both inform and, perhaps more crucially, influence behavior. Topics relating to the environment could already be found in chemistry, economics, geography, physics, and even psychology. Yet, as climate change became increasingly worrying, education responded with the introduction of a new subject: “Environmental studies”.


In order to structure this new subject, teachers of different disciplines would have needed to climb out of their respective mindsets grounded in physics, chemistry, geography, psychology and so on, to explore ways of building an integrated curriculum, and to develop alternative methodologies by which to implement it. Climate change is a global and local phenomenon, so the increasing availability in some countries of information and communication technologies during the 1990s provided tools by which to make some of these methodologies operational.


If we return to languages and CLIL, we have a similar situation. The late 1990s meant that educational insight was firmly set on achieving a high degree of language awareness. Appropriate methodologies were to be used to attain the best possible results in a way which accommodated diverse learning styles.


(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning. Cambridge: Cambridge University, 2010.)
In the extract from the fourth paragraph “Appropriate methodologies were to be used to attain the best possible results”, the expression in bold may be substituted by the following modal if meaning is to be preserved:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

6843Q1024101 | Inglês, Vocabulário Vocabulary, Professor de Inglês, Prefeitura de São João do Oeste SC, AMEOSC, 2024

In the context of developing writing skills through contextualization and text production based on everyday situations, which of the following activities would be most effective in helping students connect their writing to real-life experiences?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

6844Q1021801 | Inglês, Verbos Verbs, Inglês, Prefeitura de Queimadas PB, FACET Concursos, 2024

Select the alternative in which Simple Past Tense is correct:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

6845Q976491 | Inglês, Professor de Inglês, Prefeitura de Pinhalão PR, FAU, 2025

Texto associado.
O texto III refere-se à questão.


TEXTO III - How the Minnesota Shootings Suspect Was Caught12


After an intense two-day manhunt, Minnesota police captured Vance Boelter, 57, the suspect accused of shooting two state lawmakers and their spouses. The arrest took place on Sunday evening in a rural field near Minneapolis. Despite being armed at the time, Mr. Boelter was taken into custody without the use of force, according to official reports.

The case began early Saturday morning when police responded to a shooting at the home of State Senator John Hoffman. Concerned that the suspect might target other political figures, officers quickly went to the residence of Representative Melissa Hortman. Upon their arrival, Mr. Boelter opened fire on them before escaping on foot through a golf course located behind the house. This incident marked the beginning of what authorities called the largest manhunt in Minnesota's history.

Throughout the weekend, more than 100 officers and nearly 20 SWAT teams were deployed across Sibley County, a largely rural area southwest of Minneapolis. Law enforcement agencies worked together, setting up a temporary command center in a nearby parking lot to coordinate search operations.

The breakthrough in the search came on Sunday afternoon when officers discovered Mr. Boelter’s car and hat abandoned on a remote stretch of road. This discovery significantly narrowed the search area. Later, an officer reported seeing someone, believed to be the suspect, running into a wooded area nearby.

Further confirmation came when a local resident provided footage from a trail camera installed on private property. The image captured on the camera showed a person matching Mr. Boelter’s description. Acting on this evidence, police established a one-square-mile perimeter, deploying drones and police dogs to assist in tracking the suspect’s movements.

Using aerial surveillance, officers spotted Mr. Boelter crawling through thick shrubs. Drones tracked him from above, allowing SWAT teams to converge on his location without engaging in a violent confrontation. Authorities emphasized that despite the suspect being armed, the arrest was made peacefully and without incident.

Following the capture, a photo was released showing Mr. Boelter standing in the field where he was apprehended. The image was edited to obscure the faces of the arresting officers for privacy and security reasons. At the command center, law enforcement officials celebrated the successful end to the operation.

Investigators later praised the rapid response and coordination among different police departments. Officials noted that the quick decision by Brooklyn Park officers to check Representative Hortman’s home shortly after the first shooting may have prevented further violence and shortened the duration of the manhunt.


1 Fonte: https://www.nytimes.com/2025/06/16/us/minnesota-shooting-suspect-caught-how.html

Acesso em: 16 de junho de 2025

2 (Adapted from: "How the Minnesota Shootings Suspect Was Caught", The New York Times, June 16, 2025)
Which sentence from the text contains a verb in the past perfect tense?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

6846Q1021804 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de Além Paraíba MG, Consulplan, 2024

Traditional views set the teachers’ task as the application of theory to practice, in more recent views teachers are seen to be both practitioners and theory builders (Prabhu 1992; Savignon 2007). Given the latter view of teachers, their knowledge of methods is beneficial because:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

6847Q1021806 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Além Paraíba MG, Consulplan, 2024

Read the text and point out the option that matches content.


A Way Back From Campus Chaos


Protesting the world’s wrongs has been a rite of passage for generations of American youth, buoyed by our strong laws protecting free speech and free assembly. Yet the students and other demonstrators disrupting college campuses this spring are being taught the wrong lesson – for as admirable as it can be to stand up for your beliefs, there are no guarantees that doing so will be without consequence. The highest calling of a university is to craft a culture of open inquiry, one where both free speech and academic freedom are held as ideals. Protest is part of that culture, and the issue on which so many of the current demonstrations are centered – U.S. involvement in the Israel-Hamas conflict – ought to be fiercely and regularly debated on college campuses.

The constitutional right to free speech is the protection against government interference restricting speech. In the real world, though, this can get messy, and nuance is required when free speech comes into tension with protecting academic freedom. The earliest universities to adopt the principle of academic freedom did so to thwart interference and influence from totalitarian states and religious zealotry. Student codes of conduct and other guidelines are meant to relieve some of the tension between free speech and academic freedom, as well as to ensure that schools are in compliance with government regulations and laws. During the current demonstrations, a lack of accountability has helped produce a crisis. It has left some Jewish students feeling systematically harassed. It has deprived many students of access to parts of campus life.

For years, right-wing Republicans, at the federal and state level, have found opportunities to crusade against academic freedom, with charges of antisemitism on campus serving as the latest vehicle. The House of Representatives used this moment of chaos as cover to begin a legislative effort to crack down on elite universities, and lawmakers in the House recently passed a proposal that would impose egregious government restrictions on free speech.

Schools ought to be teaching their students that there is as much courage in listening as there is in speaking up. It has not gone unnoticed – on campuses but also by members of Congress and by the public writ large – that many of those who are now demanding the right to protest have previously sought to curtail the speech of those whom they declared hateful. Establishing a culture of openness and free expression is crucial to the mission of educational institutions. That includes clear guardrails on conduct and enforcement of those guardrails, regardless of the speaker or the topic. Doing so would not only help restore order on college campuses today but would also strengthen the cultural bedrock of higher education for generations to come.

(Available in: https://www.nytimes.com. Acessed: July 2024.)

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

6848Q1022320 | Inglês, Verbos Verbs, Professor de Inglês, Prefeitura de Careaçu MG, MARANATHA Assessoria, 2025

Choose the sentence that correctly uses a gerund or an infinitive:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

6849Q976496 | Inglês, Professor de Inglês, Prefeitura de Pinhalão PR, FAU, 2025

According to modern ESL teaching approaches, which classroom activity best integrates the four skills: reading, writing, listening, and speaking?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

6850Q1023859 | Inglês, Interpretação de Texto Reading Comprehension, Docente I Língua Estrangeira Inglês, Prefeitura de Maricá RJ, COSEAC, 2024

Texto associado.
Answer question according to TEXT 1 below.

TEXT 1
TRUE STORIES – The School teacher

1 IT'S HAPPENED TO me half a dozen times, lately. I'm walking home through the Edinburgh Gardens and I see them heading towards me. Heavy kids, eight of them, maybe ten. I keep walking, but I keep my eyes on them, and my feet wait for the sign to take off.
2 They are Greeks and Italians, all adolescents, all wearing green or maroon cardigans with a double black stripe round the chest, Levis or Wranglers that fit just right, showing a bit of sock and reddish shoes with big heels. I move across to the outside of the footpath to let them pass. They spread out a little. They're close enough now in the almost-dark for me to see their faces.
3 And it's all right, because the front one is Chris, from Fitzroy High, and he says, 'Hello, miss!' and the others are kids who have grinned and nodded at me a hundred times in the yard at school.
4 I had taught migrants before, but Fitzroy High is one of those legendary inner-suburban schools which can no longer be properly described as Australian. In none of the classes I took were there more than four kids with Australian names. A blond head was a surprise. The administration battled to assimilate these kids into recognizable moulds. In a hundred subtle ways they were defeated.
5 Most of the girls had pierced ears and had worn gold earrings since they were babies. The line was that plain gold sleepers were the only ear decorations allowed. At the time when it was fashionable, in Australia, to wear a zillion colored plastic bangles up your arm, teachers strove hopelessly to prevent this display of gaiety at school. The girls went on wearing them and pulled their sleeves down when they saw a senior mistress coming.
6 There were weekly segregated assemblies. I don't know what they told the boys, but at one girls' assembly I actually heard the senior mistress say, 'As girls we must be modest, quiet, hardworking and well-groomed at all times'.
7 What astonished me was the stubbornness of the kids' resistance to the rules. They didn't organize or protest. They defied. If the pressure got too much for them, they stayed away. And yet they hated to be suspended. One boy was suspended for a week, and every day I'd see him leaning against my front fence, staring wistfully at the school where his mates were tight-roping their way dangerously through the day.
8 In the three other schools I'd taught at, I'd been an authoritarian, a good disciplinarian. It wasn't only political or educational thinking that changed my attitude at Fitzroy High. It was the kids themselves. I suppose I fell in love with the whole nine hundred of them. In other schools, I'd known kids who were 'trouble-makers' or 'over-achievers', or ‘irresponsible' or 'antisocial. But somehow the kids at Fitzroy cut right through those categories.
9 To begin with, they made me laugh. I can't remember ever knowing such exuberant, merry kids. Every class had more than its share of natural clowns. The plays they invented were full of hilarious delight. In a second-form class I had for a year, two Italian boys called Claudio and Joseph used to present weekly plays so excruciatingly funny that we lay across the desks aching and wiping our eyes.
10 A kid called Ilya wrote wonderful, magical stories; he could write fairy tales his grandparents had told him in Yugoslavia. Lemonia could break your heart with a story about a lost fountain pen, and Dora with an account of her dreams. Their English may have been rocky, but there was a pure, delicate humour lying bone-deep in them that nothing could corrupt.

GARNER, Helen. True Stories. Melbourne, Australia: The Publishing Company, 2013, pp. 26-28. Adapted.
The utterance, extracted from the text, which contributes to the rupture of the somewhat tense atmosphere created in the 1st and 2nd paragraphs is:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

6851Q887670 | Inglês, Técnico em Informática, FEAS de Curitiba PR, OBJETIVA, 2024

Which item correctly displays a synonym for the word “easy”?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

6852Q1023606 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Língua Inglesa, Prefeitura de Vitória ES, FGV, 2024

Texto associado.

Read Text I and answer the fourteen questions that follow it

Text I The “literacy turn” in education: reexamining

what it means to be literate


In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.

Within the NLG’s pedagogy of multiliteracies, language and other modes of communication are viewed as dynamic resources for meaning making that undergo constant changes in the dynamics of language use as learners attempt to achieve their own purposes. Within this broader view of literacy and literacy teaching, learners are no longer “users as decoders of language” but rather “designers of meaning.” Meaning is not viewed as something that resides in texts; rather, deriving meaning is considered an active and dynamic process in which learners combine and creatively apply both linguistic and other semiotic resources (e.g., visual, gesture, sound, etc.) with an awareness of “the sets of conventions connected with semiotic activity [...] in a given social space” (NLG, 1996, p. 74).

Grounded within the view that learning develops in social, cultural, and material contexts as a result of collaborative interactions, NLG argued that instantiating literacy-based teaching in classrooms calls on the complex integration and interaction of four pedagogical components that are neither hierarchical nor linear and can at times overlap: situated practice, overt instruction, critical framing, and transformed practice. […]

Although the NLG’s pedagogy of multiliteracies was conceived as a “statement of general principle” (1996, p. 89) for schools, the group’s call for educators to recognize the diversity and social situatedness of literacy has had a lasting impact on foreign language (FL) teaching and learning. The reception of the group’s work along with that of other scholars from critical pedagogy appeared at a time when the field was becoming less solidly anchored in theories of L2 acquisition and more interested in the social practice of FL education itself. In the section that follows, we describe the current state of FL literacy studies as it has developed in recent years, before finally turning to some very recent emerging trends that we are likely to see develop going forward.

(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)

In “can at times overlap” (3rd paragraph), “at times” may be replaced without significant change in meaning by
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

6853Q1022584 | Inglês, Interpretação de Texto Reading Comprehension, Bioenergia, EPE, FGV, 2024

Texto associado.
Text I


Shock of the old: Believe it or not, battery-powered vehicles
have been around since Victorian times.

The history of the electric car is surprisingly enraging. If you imagine early electric vehicles at all (full disclosure: I didn’t until recently), it will probably be as the quixotic and possibly dangerous dream of a few eccentrics, maybe in the 1920s or 1930s, when domestic electrification became widespread. It’s easy to imagine some stiff-collared proto-Musk getting bored of hunting and affairs, eyeing his newly installed electric lights speculatively, then wreaking untold havoc and mass electrocutions. The reality is entirely different.

By 1900, a third of all cars on the road in the US were electric; we’re looking at the history of a cruelly missed opportunity, and it started astonishingly early. The Scottish engineer Robert Anderson had a go at an electric car of sorts way back in the 1830s, though his invention was somewhat stymied by the fact rechargeable batteries were not invented until 1859, making his crude carriage something of a one-trick pony (and far less useful than an actual pony).

It’s debatable whether or not Scotland was ready for this brave new world anyway: in 1842, Robert Davidson (another Scot, who had, a few years earlier, also tried his hand at an electric vehicle) saw his electric locomotive Galvani “broken by some malicious hands almost beyond repair” in Perth. The contemporary consensus was that it was attacked by railway workers fearful for their jobs.

Despite this unpromising start, electric vehicles had entered widespread commercial circulation by the start of the 20th century, particularly in the US. Electric cabs crisscrossed Manhattan, 1897’s bestselling US car was electric and, when he was shot in 1901, President McKinley was taken to hospital in an electric ambulance. London had Walter Bersey’s electric taxis, and Berlin’s fire engines went electric in 1908; the future looked bright, clean and silent.

By the 1930s, however, the tide had definitively turned against electric, cursed by range limitations and impractical charging times while petrol gained the upper hand thanks partly – and ironically – to the electric starter motor. The Horseless Age magazine, which vehemently backed the petrol non-horse, would have been delighted. There was a brief resurgence of interest in the late 1960s, when the US Congress passed a bill promoting electrical vehicle development, but nothing much actually happened until the Nissan Leaf sparked interest in 2009. Electric still isn’t quite there yet, battling infrastructure and battery problems that might have been familiar to Anderson and friends.


Adapted from The Guardian, Tuesday 24 October 2023, p. 6 https://www.theguardian.com/lifeandstyle/series/shock-of-the-old/2023/oct/24/all

Based on the text, mark the statements below as TRUE (T) or FALSE (F).

( ) The history of electric cars has been fraught with flawed assumptions.

( ) Robert Anderson’s invention in the 1830s was triggered off by the launching of rechargeable batteries.

( ) The 19th century Scottish locomotive engineer is said to have quashed social resistance.

The statements are, respectively,

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

6854Q1047678 | Inglês, Interpretação de Texto Reading Comprehension, Cadete do Exército, ESCOLA NAVAL, Marinha, 2018

Texto associado.

Doctor works to save youth from violence before they reach his ER


As an emergency physician at Kings County Hospital Center [in Brooklyn], Dr. Rob Gore has faced many traumatic situations that he'd rather forget. But some moments stick with him. "Probably the worst thing that I've ever had to do is tell a 15-year-old's mother that her son was killed," Gore said. "If I can't keep somebody alive, I've failed." [...]

"Conflict's not avoidable. But violent conflict is," Gore said. "Seeing a lot of the traumas that take place at work, or in the neighborhood, you realize, 'I don't want this to happen anymore. What do we do about it?"

For Gore, one answer is the “Kings Against Violence Initiative" - known as KAVI - which he started in 2009. Today, the nonprofit has anti-violence programs in the hospital, schools and broader community, serving more than 250 young people.

Victims of violence are more likely to be reinjured, so the first place Gore wanted to work was in the hospital, with an intervention program in which "hospital responders" assist victims of violence and their family - a model pioneered at other hospitals. The idea is that reaching out right after someone has been injured reduces the likelihood of violent retaliation and provides a chance for the victim to address some of the circumstances that may have led to their injury.

Gore started this program at his hospital with a handful of volunteers from KAVI. Today, the effort is a partnership between KAVI and a few other nonprofits, with teams on call 24/7.

Yet Gore wanted to prevent people from being violently injured in the first place. So, in 2011, he and his group began working with a handful of at-risk students at a nearby high school. By the end of the year, more than 50 students were involved. Today, KAVI holds weekly workshops for male and female students in three schools, teaching mediation and conflict resolution. The group also provides free mental health counseling for students who need one-on-one support.

"Violence is everywhere they turn - home, school, neighborhood, police," Gore said. "You want to make sure they can learn how to process, deal with it and overcome it."

While Gore still regularly attends workshops, most are now led by peer facilitators - recent graduates and college students, some of whom are former KAVI members - who serve as mentors to the students. School administrators say the program has been a success: lowering violence, raising grades and sending many graduates on to college.

"This is really about the community in which we live" he said. "This is my home. And I'm going to do whatever is possible to make sure people can actually thrive."

(Adapted and abridged from http ://www.cnn.com)

What does the pronoun “it" refer to in the excerpt “‘Violence is everywhere they turn - home, school, neighborhood, police,’ Gore said. ‘You want to make sure they can learn how to process, deal with it [...]’” (7thparagraph)?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

6856Q1047424 | Inglês, Interpretação de Texto Reading Comprehension, Cadete do Exército, ESCOLA NAVAL, Marinha

Texto associado.

Based on the text below, answer the question.


Why Join the Navy?

In the Navy, you' 11 find there' s much more to be gained than a regular paycheck. In fact, the Navy experience can shape your future through outstanding financial benefits, unparalleled career potential, and the lifestyle of freedom and personal growth that you've been waiting for.

(I) _______

Launch your future in any of dozens of dynamic career and j ob areas - each with excellent opportunities to earn promotions by advancing through the ranks.

(II) ________

Report to work in a dif f erent time zone or a dif f erent hemisphere. Take on lif e as a world traveler. Experience people and places that most others simply canft . And see firsthand the positive impact you'11 make - for yourseif, your country and the world at large.

(III) _______

Do it all while earning competitive pay, generous vacation time and other special bonuses that make the difference between getting ahead and just getting by.

(IV) _______

The Navy has a strong interest in the long-term health of its Sailors and their families, which means that outstanding benefits are standard - for both you and your family, including full coverage from some of the nation's most talented professionals.

(V) _______

Think about it . As long as you have the drive to make a difference in the world - and in your own life - there will be a place for you in America's Navy. Enlist now!

(Adapted from http://www.navy.com/joining/why-join.html

The following headings have been removed from the text and replaced by (I), (II), (III), (IV) and (V).

1- Secure Your Finances

2- Get Medical Care

3- Join the Navy

4- Find Your Niche

5- Go Global

Therefore, the correct order of the headings is:

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

6857Q1024131 | Inglês, Verbos Verbs, Inglês, Prefeitura de Santana de Parnaíba SP, MS CONCURSOS, 2024

Escolha a alternativa que está correta de acordo com o uso do present perfect. She __________ already __________ her homework.
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6858Q1023365 | Inglês, Interpretação de Texto Reading Comprehension, Manhã, Câmara dos Deputados, FGV, 2023

Texto associado.
The Future Of Accounting:
How Will Digital Transformation Impact Accountants?


In business, as in life, change is the only true constant. From mitigating unprecedented business disruptors to adapting to new operational paradigms, professionals in all industries find themselves dealing with major changes — many of them driven by emerging technologies.

Accounting is no exception. The profession has moved far beyond mere bookkeeping and payroll, and like its partner procurement, it’s taking an increasingly strategic role for forward-thinking businesses. While some pundits say accounting has a dim future in the digital world of tomorrow, technologies such as cloud-based data management, process automation and advanced analytics are actually poised to further elevate accountants in new and empowering ways.

As far back as 2015, industry leaders were sounding the death knell for accountants, convinced emerging technologies — particularly automation — would end in death by digital for accountancy as we know it. And as recently as 2019, accountants surveyed by Robert Half on the impact of automation on their profession expressed concerns about being replaced, having fewer opportunities for creative problem-solving and an overdependence on tech in completing daily tasks.

Yet, the events between then and now, including the Covid-19 pandemic, have instead shown that accountants, like other professionals, need to worry much more about adaptation than replacement.

There's no question that digital transformation has radically changed the playing field. Big data has become a rich resource that needs to be tapped to compete effectively. But for businesses ready to leverage the potential of digital tools, this shift is an opportunity, not a threat.

[…]

Both the skill set and the job description for tomorrow's accountant will be greatly expanded, while still hewing to the core competencies of the profession. Supported by technology in a collaborative setting, accounting teams will be populated with both dedicated accounting professionals and subject matter experts from other areas of the business.

Tomorrow's accountants may play an advisory role, welcoming business intelligence and procurement professionals and working to chart a strategic sourcing plan. They could leverage data management tools, including augmented reality, to humanize and contextualize spend data for the C-suite to make better decisions based on long-term value rather than return on investment alone.

With more diverse skill sets and greater technical acumen, accountants can bring their own expertise to teams in other business units, providing crucial financial intelligence, refining budgets or ensuring compliance. […]

As a function, accounting may become less about refining one's skill set through certifications and more about core competencies that grow over time, with a focus on lifelong education and skill development required to take on a complex, ever-changing business environment.

Automation and other data-driven technologies are poised to free accountants, not constrain them. Organizations thatunderstand the potential and importance of these technologies — and invest in the tools and training required to help their accountants take full advantage — will be ahead of the curve. Tomorrow's accountants will play a more creative and strategic role in their companies. As a result, their businesses will not only enjoy more efficient workflows and reap more useful insights from their accounting processes, but help strengthen their own resiliency, agility and competitive footing.


Adapted from: https://www.forbes.com/sites/forbestechcouncil/2021/05/19/thefuture-of-accounting-how-will-digital-transformation-impactaccountants/?sh=343b437853fb
Regarding the effects of technology, the outlook the text provides for accountancy is
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6859Q1023373 | Inglês, Análise Sintática Syntax Parsing, Auditor de Controle Externo, TC DF, CESPE CEBRASPE, 2023

Texto associado.
Text 1A1-II


Brazil’s first scientific expedition to the Arctic aims to explore the biodiversity of one of the planet’s coldest territories, learn more about its ecological importance and its role in global climate change, and contribute to its preservation. The Brazilian team of scientists from the University of Brasília and the Federal University of Minas Gerais has been in the Svalbard archipelago—a section of the Arctic Circle that belongs to Norway—since July 8.

According to the expert, research in the region is crucial in monitoring relevant developments in Brazil as well as worldwide. “What happens here in the Arctic affects Brazil, so we should have the right to speak and vote, which is not happening.”

Brazil is the only among the ten largest global economies without a voice on issues related to the region. Therefore, Brazil’s scientific presence in the Arctic—a region covering more than 16 million square kilometers—can prove significant for the inclusion of the nation as an observer member of the Arctic Council, the international cooperation body on environmental strategies for the territory. The country should also join the Svalbard Treaty, which not only recognizes Norway’s sovereignty over the archipelago, but also grants access to the area’s resources for signatory nations.


Internet: <agenciabrasil.ebc.com.br> (adapted).

According to text 1A1-II, judge the following item.

The first Brazilian expedition to the Arctic, as presented in the first paragraph, has a threefold objective.

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6860Q1022864 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Vista Alegre do Alto SP, VUNESP, 2024

Texto associado.

Read the text to answer question.


No one who speaks English has any difficulty understanding the meaning of a sentence like ‘It’s warm in here’. We all recognise that it is a comment on the temperature in some place or other. But why it is being said, and what the speaker wishes to convey by saying it, depends entirely on two things: the context in which it is said and what the speaker wants people to understand (...) The meaning of language depends on where it occurs within a larger stretch of discourse, and thus the relationship that the different language elements have with what comes before and after them. In other words, speakers and writers have to be able to operate with more than just words and grammar; they have to be able to string utterances together.

Our ability to function properly in conversation or writing depends not only on reacting to the context in which we are using the language, but also on the relationship between words and ideas in longer texts.

Words can also mean more than one thing, for example, ‘book’ (= something to read, to reserve, a list of bets, etc.), ‘beat’ (= to win, to hit, to mix, e.g. an egg, the ‘pulse’ of music/a heart) and ‘can’ (= ability, permission, probability – and a container made of metal). Notice that, in these examples, not only can the same form have many meanings, but it can also be different parts of speech.

With so many available meanings for words and grammatical forms, it is the context the word occurs in which determines which of these meanings is being referred to. If we say, ‘I beat him because I ran faster than he did’, ‘beat’ is likely to mean won rather than physically assaulted or mixed (though there is always the possibility of ambiguity, of course).



(Harmer, 1998. Adaptado)

Considerando situações corriqueiras, a sentença que contém ambiguidade e, portanto, precisa de contexto mais específico para ser compreendida, é
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