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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.

What does the term "digital divide" refer to in the context of the dialogue?
Reading is an ability that has great importance in learning, and this is due to the fact that reading is definitely part of our daily activity, but, most importantly, reading is one of the skills that students have to learn both in English as a foreign language and in their native language. In order to read with comprehension, developing readers must be able to read with some proficiency and then receive explicit instruction in reading comprehension strategies.
Choose the alternative that contains Reading Comprehension Strategies.
Read the paragraph below about Methods of Language Teaching.

“This is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. It is also a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.”

The paragraph above is a definition of which Method of Learning Teaching?

Text 4

Help students to learn vocabulary in context


The best internalization of vocabulary comes from encounters (comprehension or production) with words within the context of surrounding discourse. Data from linguistic corpora can provide real-world actual language that has been printed or spoken. Rather than isolating words and/or focusing on dictionary definitions, learners can benefit from attending to vocabulary within a communicative framework in which items appear. Students will then associate new words with a meaningful context to which they apply. For example, for a beginning level of students, pictures, realia, and gestures can be used to describe meaning incontext. For a more advanced level of students, encourage them to consult online corpora (e.g., the British National Corpus, or the Corpus of Contemporary American English: COCA) to gain knowledge of patterned sequences, particularly collocations or words that go together (Liu & Jiang, 2009).


Encourage students to develop word-learning strategies

Included in the discussion of teaching reading were such strategies as guessing vocabulary in context. A number of clues are available to learners to develop word-attack strategies.


Considering that only a small fraction of the word list can be covered inside the classroom, it is necessary for students to develop effective strategies for learning vocabulary on their own. Word-learning strategies refer to “the planned approaches that a word-learner takes as an agent of his or her own word learning” (Zimmerman, 2014, p. 297). Once they encounter unknown words, they can try to figure out how the words are used by asking questions such as:


• Is the word countable or uncountable?

• Is there a particular preposition that follows it?

• Is it a formal word?

• Does it have positive or negative connotations? (Zimmerman, 2014, p. 298)


An effective way to encourage word-learning is to urge students to use vocabulary notebooks to enter new words, and to review them daily, once they identify their learning goals. Studies show that in order to understand television shows learners need to know about 3,000 word families and have knowledge of proper nouns (Web & Rodgers, 2009). If they wish to read novels and newspapers comfortably, they need to have a vocabulary size of 8,000–9,000 word families (Nation, 2006). The fact that increasing vocabulary size will influence the degree to which they can understand and use language may motivate them to be determined to expand their vocabulary notebooks.


Unfortunately, professional pendulums have a disturbing way of swinging too far one way or the other, and sometimes the only way we can get enough perspective to see these overly long arcs is through hindsight. Hindsight has now taught us that there was some overreaction to the almost exclusive attention that grammar and vocabulary received in the first two-thirds of the twentieth century. So-called “natural” approaches in which grammar was considered damaging were equally overreactive. Advocating the “absorption” of grammar and vocabulary with no overt attention whatsoever to language forms went too far. We now seem to have a healthy respect for the place of form-focused instruction — attention to those basic “bits and pieces” of a language — in an interactive curriculum. And now we can pursue the business of finding better and better techniques for getting these bits and pieces into the communicative repertoires of our learners.


BROWN, H. D.; LEE, H.. Teaching by Principles: An Interactive Approach to Language Pedagogy. Fourth Edition. New York: Longman. 2015.

Check the alternative that DOES NOT contain examples of reading activities.

TEXT 2

Workplace Burnout Survey

Burnout without borders


Deloitte’s external survey explores the drivers and impact of prolonged, unmanageable stress that may lead to employee burnout.

Deloitte’s marketplace survey on burnout

Professionals today are undoubtedly feeling the pressure of an ‘always on’ work culture, causing stress and sometimes leading to burnout.

Deloitte’s external marketplace survey of 1,000 full-time US professionals explores the drivers and impact of employee burnout, while also providing insight into the benefits and programs employees feel can help prevent or alleviate burnout versus those their companies are currently offering.


The findings indicate that 77 percent of respondents say they have experienced employee burnout at their current job, with more than half citing more than one occurrence. The survey also uncovered that employers may be missing the mark whenit comes to developing well-being programs that their employees find valuable to address stress in the workplace.

Additionally, the survey found that:


  • Employee burnout has no boundaries: 91 percent of respondents say having an unmanageable amount of stress or frustration negatively impacts the quality of their work. 83 percent of respondents say burnout from work can negatively impact their personal relationships.


  • Passion may not prevent workplace stress: 87 percent of professionals surveyed say they have passion for their current job but 64 percent say they are frequently stressed, dispelling the myth that passionate employees are immune to stress or burnout.


  • Many companies may not be doing enough to minimize burnout: Nearly 70 percent of professionals feel their employers are not doing enough to prevent or alleviate burnout within their organization. 21 percent of respondents say their company does not offer any programs or initiatives to prevent or alleviate burnout.
  • Companies should consider workplace culture, not just well-being programs: One in four professionals say they never or rarely take all of their vacation days. The top driver of burnout cited in the survey is lack of support or recognition from leadership, indicating the important role that leaders play in setting the tone.


  • Burnout affects millennial retention: 84 percent of millennials say they have experienced burnout at their current job, compared to 77 percent of all respondents. Nearly half of millennials say they have left a job specifically because they felt burned out, compared to 42 percent of all respondents.


from: <https://www2.deloitte.com/us/en/pages/about-deloitte/articles/burnout-survey.html> Access: 08 Dec., 2023. Adapted

The percentage of surveyed professionals that admitted to never or rarely utilizing all their allocated vacation days, indicating a potential area of concern for workplace culture is

TEXT 2

Workplace Burnout Survey

Burnout without borders


Deloitte’s external survey explores the drivers and impact of prolonged, unmanageable stress that may lead to employee burnout.

Deloitte’s marketplace survey on burnout

Professionals today are undoubtedly feeling the pressure of an ‘always on’ work culture, causing stress and sometimes leading to burnout.

Deloitte’s external marketplace survey of 1,000 full-time US professionals explores the drivers and impact of employee burnout, while also providing insight into the benefits and programs employees feel can help prevent or alleviate burnout versus those their companies are currently offering.


The findings indicate that 77 percent of respondents say they have experienced employee burnout at their current job, with more than half citing more than one occurrence. The survey also uncovered that employers may be missing the mark whenit comes to developing well-being programs that their employees find valuable to address stress in the workplace.

Additionally, the survey found that:


  • Employee burnout has no boundaries: 91 percent of respondents say having an unmanageable amount of stress or frustration negatively impacts the quality of their work. 83 percent of respondents say burnout from work can negatively impact their personal relationships.


  • Passion may not prevent workplace stress: 87 percent of professionals surveyed say they have passion for their current job but 64 percent say they are frequently stressed, dispelling the myth that passionate employees are immune to stress or burnout.


  • Many companies may not be doing enough to minimize burnout: Nearly 70 percent of professionals feel their employers are not doing enough to prevent or alleviate burnout within their organization. 21 percent of respondents say their company does not offer any programs or initiatives to prevent or alleviate burnout.
  • Companies should consider workplace culture, not just well-being programs: One in four professionals say they never or rarely take all of their vacation days. The top driver of burnout cited in the survey is lack of support or recognition from leadership, indicating the important role that leaders play in setting the tone.


  • Burnout affects millennial retention: 84 percent of millennials say they have experienced burnout at their current job, compared to 77 percent of all respondents. Nearly half of millennials say they have left a job specifically because they felt burned out, compared to 42 percent of all respondents.


from: <https://www2.deloitte.com/us/en/pages/about-deloitte/articles/burnout-survey.html> Access: 08 Dec., 2023. Adapted

According to the survey, being passionate about your job

Concerning the lyrics introduced below, the assertions bring true information, EXCEPT for:


La Isla Bonita (Madonna, 1986)


¿Cómo puede ser verdad?

Last night I dreamt of San Pedro

Just like I'd never gone, I knew the song

A young girl with eyes like the desert

It all seems like yesterday, not far away

Tropical the island breeze

All of nature wild and free

This is where I long to be

La isla bonita

And when the samba played

The sun would set so high

Ring through my ears and sting my eyes

Your Spanish lullaby

I fell in love with San Pedro

Warm wind carried on the sea, he called to me

Te dijo te amo

I prayed that the days would last

They went so fast

Tropical the island breeze

All of nature wild and free

This is where I long to be

La isla bonita

I want to be where the sun warms the sky

When it's time for siesta you can watch them go by

Beautiful faces, no cares in this world

Where a girl loves a boy, and a boy loves a girl

Te dijo te amo

El dijo que te ama

La isla bonita

Your Spanish lullaby

(Available in: https://www.azlyrics.com/lyrics/madonna/laislabonita.html. Adapted. Acessed: July, 2024)
The cell is a fundamental component of the organism, capable of maintaining homeostasis to ensure normal functioning. Which of the following statements correctly describes what happens when the cell exceeds the limits of adaptive response and faces adverse conditions?
Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language* is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both. CLIL is closely related to and shares some elements of a range of educational practices. Some of these practices – such as bilingual education and immersion – have been in operation for decades in specific countries and contexts; others, such as content-based language teaching or English as an Additional Language (EAL), may share some basic theories and practice but are not synonymous with CLIL, since there are some fundamental differences. CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches.


* “often a learner’s ‘foreign language’, but it may also be a second language or some form of heritage or community language.”

(COYLE, Do; HOOD, Philip; MARSH, David. 2010, p. 1. Adaptado)
While reading this text, a teacher comes across the word “interwoven” in the fragment “Each is interwoven, even if the emphasis is greater on one or the other at a given time”. A fluent reader, this teacher resorts to context to arrive at the meaning of this word and, doing so, makes use of the reading strategy named
Orthognathic surgery aims not only at aesthetic improvement but also at functional enhancement, requiring detailed planning that involves orthodontic diagnosis and advanced radiographic examinations. Regarding the principles that guide this surgery, analyze the following statements:

I.In patients with mandibular retrognathia, mandibular advancement performed during orthognathic surgery can improve not only occlusion but also the patency of the upper airways, helping in the treatment of obstructive sleep apnea.
II.The use of computed tomography and three-dimensional digital planning is crucial for the accuracy of bone cuts and for predicting final results in orthognathic surgery, being the preferred method for detailed predictions of postoperative occlusion and facial profile.
III.After orthognathic surgery, the use of fixation devices such as plates and screws is always temporary, and they must be removed after complete bone healing to avoid complications.

Select the correct alternative:
We do not know how art began any more than we know how language started. If we take art to mean such activities as building temples and houses, making pictures and sculptures, or weaving patterns, there is no people in all the world without art. If, on the other hand, we mean by art some kind of beautiful luxury, something to enjoy in museums and exhibitions or something special to use as a precious decoration in the best parlour, we must realize that this use of the word is a very recent development. We can best understand this difference if we think of architecture. There is scarcely any building in the world which was not erected for a particular purpose. Those who use these buildings as places of worship or entertainment, or as dwellings, judge them first and foremost by standards of utility. But apart from this, they may like or dislike the design or the proportions of the structure, and appreciate the efforts of the good architect to make it not only practical but right. In the past the attitude to paintings and statues was often similar. They were not thought of as mere works of art but as objects which had a definite function.

Similarly, we are not likely to understand the art of the past if we are quite ignorant of the aims it had to serve. The further we go back in history, the more definite but also the more strange are the aims which art was supposed to serve. The same applies if we leave towns and cities and go to the peasants or, better still, if we travel to the peoples whose ways of life still resemble the conditions in which our remote ancestors lived. Among them there is no difference between building and image-making as far as usefulness is concerned. Their huts are there to shelter them from rain, wind and sunshine and the spirits which produce them; images are made to protect them against other powers which are, to them, as real as the forces of nature. Pictures and statues, in other words, are used to work magic.

E. H. Gombrich. The story of art.
New York, Phaidon, 2024. 16th ed. p. 9-10 (adapted).

Based on the previous text, its ideas and its linguistic aspects, judge the following item.

The author distinguishes between two different notions of art, one of which he points out to be a recent development.

NO KID-DING Why you should never let your kids take a bag on the plane − even if it's free


(§ 1) A TRAVEL expert has revealed you should never let your kids bring a bag on the plane if you want a stress-free journey.


(§ 2) Experienced flyer, Vanessa Grant recommends parents don't let their kids take a bag with them after sharing her recent experience of travelling with her kids - aged 8 and 11.


(§ 3) "Smart packing is what really saved us," she said.


(§ 4) Vanessa did two long-haul flights with her family from Canada to Indonesia which went smoothly because the kids didn't have bags, she claims.


(§ 5) It is important to "instil a sense of responsibility" in kids however, it is not worth the stress of tracking down a lost backpack __ a busy international airport, according to the travel expert.


(§ 6) Vanessa explained: "The stakes are just too high and even replacing a charging cord can be pricey at a duty-free shop, let alone a whole backpack's worth of stuff."


(§ 7) It is also important to bring the right type of carry-on when travelling with your family, to make your life a lot easier.


(§ 8) A small rolling suitcase is perfect for long-haul flights and "is like the clown car of carry-ons".


(§ 9) Vanessa added: "It fits a change of clothes for three of us, plus toiletries and some snacks."


(§ 10) Instead of storing your carry-on in the overhead bins you should put it __ the seat of your shortest child so they'll be able to rest their feet on it, Vanessa recommends.


(§ 11) This clever hack will stop your child from complaining as it is "uncomfortable to have your legs hanging for hours".


(§ 12) Packing a change of clothes for everyone will ensure you have a smoother journey, according to the experienced flyer.


(§ 13) "Spills and vomiting can happen to anyone," she said.


(§ 14) Vanessa added: "One of my kids lost multiple socks __ the plane and in the hotel.


(§ 15) "Luckily most airlines give passengers a little package including a toothbrush and toothpaste, ear plugs, an eye mask and socks so we had a few extra pairs."


(§ 16) Bringing snacks for your kids can end up saving a lot of money as they likely won't eat all the food offered by airlines, "unless your child is a unicorn".


(§ 17) Vanessa also recommends bringing an empty water bottle you can fill up before getting on the plane.


(§ 18) Most kids on flights are thrilled to get "hours of uninterrupted screen time, both on their tablets and thescreens on the back of seats in front of them".


(§ 19) However, screens even for kids can get old quickly.


(§ 20) Parents should bring alternative activities for their children.


(§ 21) Vanessa brought a book, notepad and pens which kept them entertained throughout the flight.


(§ 22) Forgetting either your charger or headphones can spoil the whole journey, the travel expert claims.


(§ 23) Parents will need the chargers to make sure their children can stay entertained on the screens.


(§ 24) "We brought headphones for everyone," Vanessa said.


(§ 25) She added: "No one—including you—wants to hear the sound effects from your kid's favourite video game for hours on end."



https://www.thesun.co.uk/travel/26306770/never-let-your-kidstake-a-bag-on-plane/ (adaptado)
What does the text mean by "A small rolling suitcase is perfect for long-haul flights and 'is like the clown car of carry-ons'" (§ 8)?
Read the text and answer question.


As one of the oldest and most influential foreign language pedagogical journals, The Modern Language Journal (MLJ) offers valuable insights into how technological advances have affected language teaching and learning at various points in history. The present article will review the proposed pedagogical use of technological resources by means of a critical analysis of articles published in the MLJ since its first edition in 1916. The assessment of how previous technical capabilities have been implemented for pedagogical purposes represents a necessary background for the assessment of the pedagogical potential of present-day technologies. In this article I argue that, whereas most “new technologies” (radio, television, VCR, computers) may have been revolutionary in the overall context of human interaction, it is not clear that they have achieved equal degrees of pedagogical benefit in the realm of second language teaching. I further claim that the pedagogical effectiveness of different technologies is related to four major questions: (a) Is increased technological sophistication correlated to increased pedagogical effectiveness? (b) Which technical attributes specific to newtechnologies can be profitably exploited for pedagogical purposes? (c) How can new technologies be successfully integrated into the curriculum? and (d) Do new technologies provide for an efficient use of human and material resources?


(Salaberry, M. Researchgate.net. Adaptado)
Assuming the text was taken from an academic article, its characteristics are consistent with the

As the Olympics Approaches, a Lesson in Overcoming Adversity


Bert R. Mandelbaum, MD

July 20, 2016


I've known a lot of athletes who qualified for the Olympic Games ,______injuries. But I know of only one who qualified because of an injury.

Cliff Meidl’s story captures the spirit of the Olympics.

In November 1986, Cliff, a 20-year-old plumber's apprentice, hit three buried high-voltage electrical cables with a jackhammer. An estimated 30,000 volts surged through his body, exploding bone and cartilage from the inside ail the way up to his head. To put that into perspective, electric chairs use only 1500-2000 volts for executions. So it's safe to say that Cliff should have died.

And he nearly did. His heart stopped. Paramedics were able to get it going again, but they had to resuscitate him on the way to the hospital.

As part of a team with renowned plastic surgeon Malcolm Lesavoy, MD, and others, I got to work reconstructing Cliffs legs. Our best hope was to avoid amputation.

But very quickly, we noticed something else going on - something that had nothing to do with our expertise. Through every step of his painful rehabilitation, Cliff grew more and more determined. He never complained. He just asked, "What's next?"

Before he had even finished the rehabilitation, Cliff started paddling various watercrafts. The days spent on crutches had already strengthened his upper body, and he took naturally to the sport. The same year in which he was injured, he began competing in canoe and kayak events, and in 1996 he qualified for the Olympics - not the Paralympic Games, the Olympic Games.

Four years later, in Sydney, Australia, I was overseeing the sports medicine team at the Olympic soccer tournament. I was sitting in the stands during the opening ceremonies when Cliff walked into the Olympic Stadium carrying the Stars and Stripes.

It's a long-standing tradition for delegations of athletes to select one among their number to bear the flag, and the choice often symbolizes some extraordinary accomplishment. I had no idea that Cliff would be selected. So when he strode into the stadium with a normal gait, I nearly broke down.

Moments like that reinforce what I have always believed: that sport can bring out the best in us all.

The Olympic Games (...) are devoted to celebrating the human capacity to improve body, mind, and soul.

They are about taking part - not necessarily about winning. Cliffs peers in the US delegation of 2000 recognized that when they elected him to bear the nation's colors. He never won a medal at the games, but the spirit with which he overcame adversity inspired all of them.

The Olympic motto - faster, higher, stronger - can help our patients realize that the real victory is the "win within." The Win Within: Capturing Your Victorious Spirit is the name of the book I wrote to show people that coming back from adversity is part of our heritage - that we as humanbeings are more adapted to adversity than we are to success.

Adversity is the engine of unimagined opportunity. It can unleash our energy and stimulate our will. It moves us to succeed. If I don’t have food, I have to go get some. If I’m cold, I have to build a shelter.

I remind patients who don't participate in sports that they have the heritage of athletes. We all have the genes of pursuit-hunters who survived by running down their prey and running away from their predators. That's why even now, in 2016, when we go out and take a run, we feel good. We get an endorphin surge and our lipids go down. Our hearts and brains become clear.

The life of sport and sport of life are interlinked. Exercise is our birthright; it's our legacy; it's why we are here.

We no longer have to fear saber-toothed tigers or cave bears. But when you look today at how people can be successful in 2016, it's by avoiding the predators in our urban life: overeating, inactivity, and smoking. And it's by rising to meet adversity.

(Adapted from http ://www.medscape.com/viewarticle/866279)

According to the text, which statement is correct?

Leia o texto a seguir atentamente.

The proliferation of approaches and methods is a prominent characteristic of contemporary second andforeign language teaching. To some, this reflects the strength of the teaching profession. Invention of new classroom practices and approaches to designing language programs and materials reflects a commitment to finding more efficient and more effective ways of teaching languages. The classroom teacher and the program coordinator have a wider variety of methodological options to choose from than ever before. They can choose methods and materials according to the needs of learners, the preferences of teachers, and the constraints of the school or educational setting. To others, however, the wide variety of method options currently available confuses rather than comforts. Methods appear to be based on very different views of what language is and how a language is learned. Some methods recommend apparently strange and unfamiliar classroom techniques and practices; others are described in books that are hard to locate, obscurely written, and difficult to understand. Above all, the practitioner is often bewildered by the lack of any comprehensive theory of what an approach and method are.

Some of the responses to these issues may take the form of new approaches and methods as the teaching profession responds to the findings of new research and to the developments in educational theory and practice. The initiatives for changing programs and pedagogy may come from within the profession as well as from demands of a political, social, or even fiscal nature. Therefore, identifying some of the factors that have influenced language teaching trends’ shifts in the past, and that can be expected to continue to do so in the future, is relevant.

(Available: https://www.novaconcursos.com.br/blog/pdf/richards-jack-c.-&-rodgers.pdf. Adapted.)


Consideram-se exemplos dos fatores aos quais se refere o segundo parágrafo, EXCETO:

In his book “Keys to Communication: An Essential Guide to Communication in the Real World”, Walker (2016) says that “adults spend about 45 percent of their time listening, which is more than any other communicative activity”. Therefore, developing and improving listening abilities is important for effective communication, and listening strategies are useful tools in that journey. Which of the alternatives below is a suggestion that helps with the strategy “listening for gist”?
Read Text I and answer question.


Text I


Stat: Young Americans have been securing the bag since the pandemic, largely thanks to their portfolios popping off. The combined wealth of adults under forty has shot up 80% since 2019, compared to 10% for people 40–54 and 30% for the over-55 set, according to economists at the New York Fed. That’s in part because they were poorer than their elders to start with, so they got more Covid stimulus cash that they put into stocks, which have since had a good run. But money from stocks leaves young people exposed to a volatile asset, since the market…doesn’t always go up.


(Source: https://www.morningbrew.com/daily/issues/slime-bowl)
As regards Text I, analyze the assertions below.

I. Men below forty are 80% wealthier than teenagers.
II. Money from stocks leaves young people exposed to a volatile asset.
III. Young people from all around the world have been securing the bag since the pandemic.

Choose the correct answer.

Leia o texto a seguir, na língua inglesa, a respeito da tarefa de instalação de impressora no Windows.

Install a printer in Windows 11

When you connect a printer or scanner to your PC or add a new printer or all-in-one device to your home network, you can usually start printing right away. Windows 11 supports most printers, so you probably won´t have to install special printer software. Additional printer drivers and support might be available if you update Windows.

(https://support.microsoft.com/en-us/windows/, acessado em 06.05.2024)


De acordo com o texto, caso o Windows 11 seja atualizado,

Back in October 2011, Stanford professors launched three free online courses, open to the public. One by one, these courses went massive, with enrollments topping 100.000 students each. Soon the media was calling these courses MOOCs, short for massive open online courses.
Since then, more than 1.200 universities around the world have launched free online courses. In addition to the larger global MOOC platforms, many national governments around the world have launched their own country-specific MOOC platforms, including India, Italy, Israel, Mexico and Thailand.
After a decade of popularization, in 2021, over 220 million students had signed up for at least one course on one of these platforms, and 40 million did so in 2021 alone. MOOCs and MOOC platforms are still growing, even after the crazy “Year of the MOOC” prompted by the pandemic and travel restrictions.
At Class Central, we try to catalog as many MOOCs as possible, and our listing currently includes more than 150.000 of them, from MOOC platforms and other online learning platforms. But due to limited resources, we cannot index every single one. If you’re looking for MOOCs from around the world, this list is our best attempt to catalog all different MOOC platforms that are out there.

Internet:<https://classcentral.coom> (adapted)

Keeping in mind the ideas expressed above and the linguistic aspects of the text, judge the following item.

According to third paragraph of the text, more than 220 million students registered on MOOC platforms during the so called “Year of the MOOC” — 2021.

“He always thought of the sea as 'la mar' which is what people call her in Spanish when they love her. Sometimes those who love her say bad things about her but they are always said as though she were a woman. Some of the younger fishermen, those who used buoys as floats for their lines and had motorboats, bought when the shark livers had brought much money, spoke of her as 'el mar' which is masculine.They spoke of her as a contestant or a place or even an enemy. But the old man always thought of her as feminine and as something that gave or withheld great favours, and if she did wild or wicked things it was because she could not help them. The moon affects her as it does a woman, he thought.”


— Ernest Hemingway, The Old Man and the Sea
What role does the moon play in the old man's perception of the sea?
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