Questões de Concursos

Selecione os filtros para encontrar suas questões de concursos e clique no botão abaixo para filtrar e resolver.

Q485378•
Inglês•
Vocabulário•
CESPE CEBRASPE•
BANESE•
Trainee

In text I,

"tempted" (R.1) is the same as attempted.

Certo

Errado

Q4776•
Inglês•
FCC•
SEFAZ SP•
Agente Fiscal de Rendas

No texto, infere-se que rather than red ink significa

melhor do que aumentar a burocracia.

ao contrário do orçamento original.

em vez de entrar no vermelho.

em detrimento de uma economia “cor-de-rosa”.

devido à arrecadação abaixo da esperada.

Q4407•
Inglês•
CESGRANRIO•
DECEA•
Controlador de Tráfego Aéreo

According to the last paragraph of Text I, a radar controller:

works entirely alone in his designated airspace.

operates a radar but never contacts airplane pilots.

is responsible for alerting pilots to several potential dangers.

is an inexperienced member of the team of air traffic controllers.

is the only person responsible for conducting a plane to its destination.

Q860662•
Inglês•
Pronomes em Inglês

Choose the correct option:

"_____ guys have been working a lot."

Q104196•
Inglês•
Interpretação de Textos em Inglês•
ESAF•
CVM•
Analista

According to the text, Brazil´s growth pace is likely to

Notificações

Nada por aqui

Q52586•
Inglês•
MB•
Escola Naval•
Oficial da Marinha•
2018

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)?

Q931648•
Inglês•
IF MT•
IF MT•
IF MT Vestibular IF MT•
2018

NEGATIVE EFFECTS OF POLLUTION

01 The term "pollutant" refers to any substance that, when introduced to an area, has a negative impact on

the environment and its organisms. Pollution can impact human health, air, water, land and entire ecosystems.

Most sources of pollution result from human activity.

Impact on Human Health

05 Many pollutants have a negative impact on human health. For example, pollutants in the air, such as ozone

or particulates in the air, may lead to respiratory health problems such as asthma, chronic bronchitis and

decreased lung function. Drinking contaminated water may lead to stomach and other digestive problems.

Pollutants such as mercury can accumulate in fish and seafood and can lead to serious health problems,

especially for vulnerable populations such as children or pregnant women. Pollutants in the soil, such as

10 contamination by heavy metals, toxins or lead, can lead to serious health problems, including cancer and

developmental problems in children.

Impact on Air

One of the most common sources of air pollution results from the burning of fossil fuels, such as vehicle

and factory emissions. These emissions are a major contributor to smog, a mass of particulate matter than

15 hangs like a cloud over many major cities and industrial areas. A second effect of air pollution is acid rain,

which forms when sulfur dioxide and nitrogen oxide in the air combine with oxygen, water and other chemicals in the air.

This combination decreases the pH of rainwater, which is typically pH neutral, and turns it

acid. Acid rain can lead to the death of trees, fish kills in lakes and damage to statues, monuments and

building faces.

20 Impact on Water

Water pollution may result from run-off from places such as agricultural fields, construction sites or factories;

oil spills; sewage disposals; and the accumulation of trash. Water pollution has a deleterious effect

on the native plant and animal species that call bodies of water home. Run-off from agricultural fields can

lead to algal blooms which choke out other plants and decrease the amount of available oxygen for species

25 of fish and other organisms. Chemicals in the water can affect animal development, leading to deformities,

such as extra legs in frogs. Oil spills kill native species of animals including waterfowl and mammal species.

Sewage overflow can contaminate sources of human drinking water, leading to serious health problems, as

mentioned above. The accumulation of trash in bodies of water may also lead to animal deaths resulting

from becoming tangled in plastic items such as plastic bags, fishing wire and other debris.

30 Impact on Land

Pollutants in the soil most often result from industrial sources. Particularly insidious soil pollutants include lead,

PCBs and asbestos. These pollutants may negatively affect human health and native plant and animal health.

Pesticide use can also impact the land. One undesired impact of using pesticides is the death of

native plant and animal species that also reside in the area.

35 Impact on Ecosystems

Because each type of pollution (air, water, land) does not occur separately from one another, entire

ecosystems are often impacted. For example, the use of pesticides or fertilizers on land may negatively impact terrestrial

species of plants and animals. When these materials are introduced to nearby bodies of water, they impact aquatic species

of plants and animals. Thus, curbing pollution in one area of an ecosystem

40 can also help protect another part of the ecosystem

Considerando o vocabulário e a estrutura da língua inglesa contidos no texto, assinale a alternativa INCORRETA.

Os termos "refers" (linha 01), "results" (linha 13) e "decreases" (linha 17) são verbos no presente e receberam "s" por estarem na terceira pessoa do singular.

"Thus" (linha 34) pode ser substituído por "therefore", sem prejuízo quanto ao sentido do texto.

"Trash" (linha 23) e "debris" (linha 24) podem ser traduzidos como "lixo" e "detritos", respectivamente.

O termo "children" (linha 9) trata-se de um adjetivo e está no singular.

O termo "women" (linha 9) trata-se de um substantivo e está no plural, sendo um caso de plural irregular.

Q694342•
Inglês•
Aeronáutica•
EPCAR•
Cadete da Aeronáutica•
2019

TEXT

WHAT IS MODERN SLAVERY?

Slavery did not end with abolition in the 19th century. Slavery continues today and harms people in every country in the world.

Women forced into prostitution. People forced to work in agriculture, domestic work and factories. Children in sweatshops1 producing goods sold globally. Entire families forced to work for nothing to pay off generational debts. Girls forced to marry older men.

There are estimated 40.3 million people in modern slavery around the world, including:

• 10 million children

• 24.9 million people in forced labour

• 15.4 million people in forced marriage

• 4.8 million people in forced sexual exploitation

Someone is in slavery if they are:

• forced to work – through coercion, or mental or physical threat;

• owned or controlled by an ’employer’, through mental or physical abuse or the threat of abuse;

• dehumanised, treated as a commodity or bought and sold as ‘property’;

• physically constrained or have restrictions placed on their freedom of movement.

Slavery has been a disgraceful aspect of human society for most of human history. However, Anti-Slavery International has refused to accept that this bloody status quo should be allowed to persist (Aidan McQuade, former director).

Forms of modern slavery

Purposes of exploitation2 can range from forced prostitution and forced labour to forced marriage and forced organ removal. Here are the most common forms of modern slavery.

• Forced labour – any work or services which people are forced to do against their will3 under the threat of some form of punishment.

• Debt bondage or bonded labour – the world’s most widespread form of slavery, when people borrow money they cannot repay and are required to work to pay off the debt, then losing control over the conditions of both their employment and the debt.

• Human trafficking– involves transporting, recruiting or harbouring people for the purpose of exploitation, using violence, threats or coercion.

• Descent-based slavery – where people are born into slavery because their ancestors were captured and enslaved; they remain in slavery by descent.

• Child slavery – many people often confuse child slavery with child labour, but it is much worse. Whilst4 child labour is harmful for children and hinders5 their education and development, child slavery occurs when a child is exploited for someone else’s gain. It can include child trafficking, child soldiers, child marriage and child domestic slavery.

• Forced and early marriage – when someone is married against their will and cannot leave the marriage. Most child marriages can be considered slavery.

Many forms of slavery have more than one element listed above. For example, human trafficking often involves advance payment for travel and a job abroad, using money often borrowed from the traffickers. Then, the debt contributes to control of the victims. Once they arrive, victims cannot leave until they pay off their debt.

Many people think that slavery happens only overseas, in developing countries. In fact, no country is free from modern slavery, even Britain. The Government estimates that there are tens of thousands people in modern slavery in the UK.

Modern slavery can affect people of any age, gender or race. However, contrary to a common misconception6 that everyone can be a victim of

slavery, some groups of people are much more vulnerable to slavery than others.

People who live in poverty7 and have limited opportunities for decent work are more vulnerable to accepting deceptive job offers that can turn exploitative. People who are discriminated against on the basis of race, caste, or gender are also more likely to be enslaved. Slavery is also more likely to occur where the rule of law is weaker and corruption is rife. Anti-Slavery International believes that we have to tackle8 the root causes of slavery in order to end slavery for good. That’s why wepublished our Anti- Slavery Charter, listing comprehensive measures that need to be taken to end slavery across the world.

(Adapted from https://www.antislavery.org/slavery-today/modern-slavery/)

Glossary:

1. sweatshop – a factory where workers are paid very little and work many hours in very bad conditions

2. exploitation – abuse, manipulation

3. will – wish, desire

4. whilst – while

5. to hinder – obstruct, stop

6. misconception – wrong idea/ impression

7. poverty – the condition of being extremely poor

8. to tackle – attack

“Slavery continues today and harms people in every country in the world” (lines 2 and 3). The highlighted words can be substituted for _____.

them

theirs

their

they

Q43086•
Inglês•
FUNDEP•
Bombeiro Militar MG•
Soldado do Corpo de Bombeiro

INSTRUCTIONS: Read the following text carefully and then choose the correct answer.
Leonardo da Vinci

Known as the greatest artist in the history of mankind, Leonardo da Vinci was also a great philosopher and scientist. Leonardo is the most influential figure in the Italian Renaissance and he is considered to be an inventive multi-genius.
Leonardo was born in 1452 in Vinci, Italy, as the child of Piero da Vinci, a notary, and Caterina, a country girl. He stayed with his father’s family and they moved to Florence when he was just 12. At the age of 14, Leonardo started out his artist’s apprenticeship at the studio of Andrea del Verrocchio (1435-1488), an Italian sculptor, goldsmith and painter.
The art of painting made Leonardo knowledgeable about anatomy and perspective. In addition to painting, Verrocchio’s studio also offered technical and mechanical arts and sculpture. Leonardo had developed an interest in architecture so he went on to study engineering.
After a decade of highly original work as an artist, Leonardo wrote to several wealthy men to help finance his projects. The Duke of Milan, Ludovico Sforza (1452-1508), accepted his offer as Leonardo told him that he could design war weapons like guns and mines, and also structures like collapsible bridges. He lived in Milan with the Duke from 1482 to 1508, reportedly creating very innovational war machines. He also did painting and sculpture, as well as urban planning for large-scale water projects. There, he also wrote about making a telescope to view the moon.

Available at: < http://www.famousscientists.org/leonardo-da-vinci> (Edited).

According to the text, Leonard da Vinci did many things during his life. About his activities, it is CORRECTto say that

he could design guns, mines and collapsible bridges.

he preferred to work with innovational war machines.

he started a new movement called Italian Renaissance.

he became a famous engineer when he was in Florence.

Q98980•
Inglês•
Interpretação de Textos em Inglês•
ESAF•
CVM•
Analista

Read the text below entitled 10 Ways to Protect Your
Privacy Online in order to answer questions 17 to
20:

10 Ways to Protect Your Privacy Online
Source: www.newsweek.com (Adapted) Oct, 22nd 2010

Up to a couple of years ago, I used to say that
the average person could protect his or her privacy
on the Web. Even as the founder of an online
reputation-management company, I believed it was
possible so long as you were willing to commit some
time doing it. Today, I tell people this: the landscape
of personal data mining and exploitation is shifting
faster than ever; trying to protect your online privacy
is like trying to build your own antivirus software
really, really difficult. But whether or not you have the
time (or money) to invest in the pros, there are a few
simple steps we can all take to reduce the risk to our
private data.

1. Do not put your full birth date on your social-
networkingprofiles.
Identity thieves use birth dates as cornerstones
of their craft. If you want your friends to know your
birthday, try just the month and day, and leave out
the year.

2. Use multiple usernames and passwords.
Keep your usernames and passwords for social
networks, online banking, e-mail, and online shopping
all separate. Having distinct passwords is not enough
nowadays: if you have the same username across
different Web sites, your entire life can be mapped
and re-created with simple algorithms.

3. Shred.
If you are going to throw away credit-card offers, bank
statements, or anything else that might come in hard
copy to your house, rip them up into tiny bits first.

According to the author, when throwing away credit card offers or bank statements, one should

inform the bank in advance.

store a copy of both documents.

tear them into thin pieces.

delete the identification number first.

not cut any of these documents.

Questões de Concursos

Q485378•
Inglês•
Vocabulário•
CESPE CEBRASPE•
BANESE•
Trainee

Q4776•
Inglês•
FCC•
SEFAZ SP•
Agente Fiscal de Rendas

Q4407•
Inglês•
CESGRANRIO•
DECEA•
Controlador de Tráfego Aéreo

Q860662•
Inglês•
Pronomes em Inglês

Q104196•
Inglês•
Interpretação de Textos em Inglês•
ESAF•
CVM•
Analista

Q485378•
Inglês•
Vocabulário•
CESPE CEBRASPE•
BANESE•
Trainee

Q4776•
Inglês•
FCC•
SEFAZ SP•
Agente Fiscal de Rendas

Q4407•
Inglês•
CESGRANRIO•
DECEA•
Controlador de Tráfego Aéreo

Q860662•
Inglês•
Pronomes em Inglês

Q104196•
Inglês•
Interpretação de Textos em Inglês•
ESAF•
CVM•
Analista

Q52586•
Inglês•
MB•
Escola Naval•
Oficial da Marinha•
2018

Q931648•
Inglês•
IF MT•
IF MT•
IF MT Vestibular IF MT•
2018

Q847565•
Inglês•
Tradução•
ADM TEC•
Professor de Língua Inglesa•
2020

Q694342•
Inglês•
Aeronáutica•
EPCAR•
Cadete da Aeronáutica•
2019

Q485891•
Inglês•
Gramática•
Ministério da Defesa Exército Brasileiro•
Oficial

Q43086•
Inglês•
FUNDEP•
Bombeiro Militar MG•
Soldado do Corpo de Bombeiro

Q486184•
Inglês•
Gramática Inglês•
CESPE CEBRASPE•
Secretaria Municipal de Administração de Vitória ES•
Professor de Educação Básica

Q100079•
Inglês•
Interpretação de Textos em Inglês•
CESPE CEBRASPE•
ANCINE•
Analista Administrativo

Q98980•
Inglês•
Interpretação de Textos em Inglês•
ESAF•
CVM•
Analista

Q18992•
Inglês•
Exército Brasileiro•
EsFCEx•
Oficial do Exército

Q18460•
Inglês•
FAB•
EEAR•
Sargento da Aeronáutica

Q933163•
Inglês•
PUC RS•
PUC RS•
Médico PUC RS•
2023

Q851237•
Inglês•
Tradução•
ADM TEC•
Prefeitura de Delmiro Gouveia AL Professor de Inglês•
2020

Q486217•
Inglês•
Gramática•
FAUEL•
Prefeitura Municipal de Paranaguá PR•
Professor de Inglês

Q860696•
Inglês•
Preposições

Q485378•Inglês•Vocabulário•CESPE CEBRASPE•BANESE•Trainee

Q4776•Inglês•FCC•SEFAZ SP•Agente Fiscal de Rendas

Q4407•Inglês•CESGRANRIO•DECEA•Controlador de Tráfego Aéreo

Q860662•Inglês•Pronomes em Inglês

Q104196•Inglês•Interpretação de Textos em Inglês•ESAF•CVM•Analista

Q485378•Inglês•Vocabulário•CESPE CEBRASPE•BANESE•Trainee

Q4776•Inglês•FCC•SEFAZ SP•Agente Fiscal de Rendas

Q4407•Inglês•CESGRANRIO•DECEA•Controlador de Tráfego Aéreo

Q860662•Inglês•Pronomes em Inglês

Q104196•Inglês•Interpretação de Textos em Inglês•ESAF•CVM•Analista

Q52586•Inglês•MB•Escola Naval•Oficial da Marinha•2018

Q931648•Inglês•IF MT•IF MT•IF MT Vestibular IF MT•2018

Q847565•Inglês•Tradução•ADM TEC•Professor de Língua Inglesa•2020

Q694342•Inglês•Aeronáutica•EPCAR•Cadete da Aeronáutica•2019

Q485891•Inglês•Gramática•Ministério da Defesa Exército Brasileiro•Oficial

Q43086•Inglês•FUNDEP•Bombeiro Militar MG•Soldado do Corpo de Bombeiro

Q486184•Inglês•Gramática Inglês•CESPE CEBRASPE•Secretaria Municipal de Administração de Vitória ES•Professor de Educação Básica

Q100079•Inglês•Interpretação de Textos em Inglês•CESPE CEBRASPE•ANCINE•Analista Administrativo

Q98980•Inglês•Interpretação de Textos em Inglês•ESAF•CVM•Analista

Q18992•Inglês•Exército Brasileiro•EsFCEx•Oficial do Exército

Q18460•Inglês•FAB•EEAR•Sargento da Aeronáutica

Q933163•Inglês•PUC RS•PUC RS•Médico PUC RS•2023

Q851237•Inglês•Tradução•ADM TEC•Prefeitura de Delmiro Gouveia AL Professor de Inglês•2020

Q486217•Inglês•Gramática•FAUEL•Prefeitura Municipal de Paranaguá PR•Professor de Inglês

Q860696•Inglês•Preposições

Q485378•
Inglês•
Vocabulário•
CESPE CEBRASPE•
BANESE•
Trainee

Q4776•
Inglês•
FCC•
SEFAZ SP•
Agente Fiscal de Rendas

Q4407•
Inglês•
CESGRANRIO•
DECEA•
Controlador de Tráfego Aéreo

Q860662•
Inglês•
Pronomes em Inglês

Q104196•
Inglês•
Interpretação de Textos em Inglês•
ESAF•
CVM•
Analista

Q485378•
Inglês•
Vocabulário•
CESPE CEBRASPE•
BANESE•
Trainee

Q4776•
Inglês•
FCC•
SEFAZ SP•
Agente Fiscal de Rendas

Q4407•
Inglês•
CESGRANRIO•
DECEA•
Controlador de Tráfego Aéreo

Q860662•
Inglês•
Pronomes em Inglês

Q104196•
Inglês•
Interpretação de Textos em Inglês•
ESAF•
CVM•
Analista

Q52586•
Inglês•
MB•
Escola Naval•
Oficial da Marinha•
2018

Q931648•
Inglês•
IF MT•
IF MT•
IF MT Vestibular IF MT•
2018

Q847565•
Inglês•
Tradução•
ADM TEC•
Professor de Língua Inglesa•
2020

Q694342•
Inglês•
Aeronáutica•
EPCAR•
Cadete da Aeronáutica•
2019

Q485891•
Inglês•
Gramática•
Ministério da Defesa Exército Brasileiro•
Oficial

Q43086•
Inglês•
FUNDEP•
Bombeiro Militar MG•
Soldado do Corpo de Bombeiro

Q486184•
Inglês•
Gramática Inglês•
CESPE CEBRASPE•
Secretaria Municipal de Administração de Vitória ES•
Professor de Educação Básica

Q100079•
Inglês•
Interpretação de Textos em Inglês•
CESPE CEBRASPE•
ANCINE•
Analista Administrativo

Q98980•
Inglês•
Interpretação de Textos em Inglês•
ESAF•
CVM•
Analista

Q18992•
Inglês•
Exército Brasileiro•
EsFCEx•
Oficial do Exército

Q18460•
Inglês•
FAB•
EEAR•
Sargento da Aeronáutica

Q933163•
Inglês•
PUC RS•
PUC RS•
Médico PUC RS•
2023

Q851237•
Inglês•
Tradução•
ADM TEC•
Prefeitura de Delmiro Gouveia AL Professor de Inglês•
2020

Q486217•
Inglês•
Gramática•
FAUEL•
Prefeitura Municipal de Paranaguá PR•
Professor de Inglês

Q860696•
Inglês•
Preposições