Faça seu login
Acesse GrátisQuestões de Inglês - Vocabulary
Questão 20 3639123
ACAFE Medicina Verão 2021Which word from the parenthesis completes each sentence correctly? Mark the alternative that corresponds to the correct sequence from I to VI, respectively.
I - Increasing numbers of people are ........................... to cow's milk. (sensible - sensitive)
ll - I ....................... to spend the night there, so you don't have to wait for me. (intend - pretend)
III - It was rather ................ of him to ask a complete stranger to take care of his luggage. (ingenious - ingenuous)
IV - He left the office at nine exactly, as is his ..................... (costume - custom)
V - Because of legislation, in my country, cinemas have to provide .................. for deaf people. (subtitles - legends)
VI - The company plans to shut down four ................. and cut 10,000 jobs. (factories - fabrics)
Questão 57 7290043
PUC-GO 2016/1TEXTO
Aos 60 anos, Rossmarc foi confinado na cadeia Raimundo Pessoa em Manaus, dividindo uma cela com 80 detentos. Dormia no chão junto de uma fossa sanitária. Para manter-se vivo usava toda a sua inteligência para fazer acordos com os detentos. Lá havia de tudo: drogados, jagunços, pseudomissionários, contrabandistas etc. Fora vítima do advogado. Com toda a lábia, nunca fora a Brasília defender Rossmarc. Por não ter apresentado a defesa, foi condenado a 13 anos de prisão. O advogado sumira, Rossmarc perdera o prazo para recorrer. Como era estrangeiro, os juízes temiam que fugisse do Brasil. O juiz ordenou sua prisão imediata. A cela, com oitenta detentos, fervilhava, era mais do que o inferno. Depressivo, mantinha-se tartamudo num canto, remoendo sua história, recordando-se dos bons tempos em que navegava pelos rios da Amazônia com seus amigos primatas.
Visitas? Só a de Pássaro Azul. Mudara-se também para Manaus e, sem nada dizer a Rossmarc, para obter dinheiro, prostituía-se num cabaré. Estava mais magra e algumas rugas se mostravam em seu rosto antes reluzente, agora de cor negra desgastada. Com o intuito de obter dinheiro, tanto para Rossmarc pagar as contas de dois viciados em crack no presídio, como para as custas de um advogado inexperiente, pouco se alimentava e ao redor dos olhos manchas entumecidas apareciam, deixando-a como alguém que consumia droga em exagero. As noitadas no cabaré enfumaçado e fedorento deixavam-na enfraquecida. Mas não deixara de amar o biólogo holandês. Quando fugira do quilombola, naquela noite, jurara amor eterno e não estava disposta a quebrar o juramento.
Enquanto Pássaro Azul se prostituía para obter os escassos recursos, Rossmarc, espremido entre os oitenta detentos, procurava desesperadamente uma luz no fim do túnel. Lembrava-se dos amigos influentes, de jornalistas, de políticos, e cada vez que Pássaro Azul o visitava, ele implorava que procurasse essas pessoas. Pássaro Azul corria atrás, mas sequer era recebida. Quem daria ouvidos a uma negra que se dizia íntima de Rossmarc, o biólogo que cometera crimes de biopirataria? Na visita seguinte, Rossmarc indagava:
— E dai, procurou aquela pessoa?
Para não magoar o amado, ela respondia que todos estavam muito interessados em sua causa. Dizia, entretanto, sem entusiasmo, com os olhos acuados e baixos, para não ver o rosto magro e chupado de Rossmarc. Entregava-lhe o pouco dinheiro que economizava, fruto da prostituição, e saia de lá com os olhos rasos d’água, tolhendo os soluços.
Numa noite no cabaré, Pássaro Azul conheceu um homem gordo e vesgo, que usava correntões de ouro. Dizia-se dono de um garimpo no meio da selva. Bebia e fumava muito, ria alto, com gargalhadas por vezes irritantes. Entre todas as raparigas, escolheu Pássaro Azul, que lhe fez todas as vontades, pervertendo-se de forma baixa e vil. Foram três noitadas intermináveis, mas Pássaro Azul aprendera a administrar a bebida. Não era tola, como as demais, que se embebedavam a ponto de caírem e serem arrastadas. Era carinhosa com o fazendeiro e saciava-lhe todos os caprichos. Não o abandonava, sentava em seu colo gordo e fazia-lhe agrados fingidos. Dava-lhe mais bebida e um composto de viagra, e o rosto gordo se avermelhava como de um leão enraivecido. Então, ela o puxava para o quarto sórdido. Na cama, enfrentava como guerreira o monte de carne e ossos, trepando sobre suas grandes papadas balofas e cavalgando, como uma guerreira. O homem resfolegava, gritava, gemia, uivava, mas Pássaro Azul não parava aquela louca cavalgada.
[...]
(GONÇALVES, David. Sangue verde. Joinville: Sucesso Pocket, 2014. p. 217-218.)
In Text, Gonçalves refers to different professions, such as, lawyer, judge, biologist and journalist. Read the following definitions and match the most appropriate word from the sequence given below:
1. lawyer
2. biologist
3. journalist
4. judge
5. defence lawyer
6. prosecution lawyer
I- Someone who tries to prove in court that someone is not guilty.
II- Someone who tries to prove in court that someone is guilty.
III-The official in control of a court who decides how criminals should be punished.
IV- Someone whose job is to advise people about laws, write formal agreements, or represent people in court.
V- Someone who studies or works in biology.
VI- Someone who writes news reports for newspapers, magazines.
Choose the best sequence:
Questão 15 157661
CESGRANRIO 2015What is the future of technology in education?
By Matt Britland
Some time ago I was asked about the future of
technology in education. It is a question I think about
all the time. By its very nature, technology changes
quickly and making it accessible to pupils, teachers
and other stakeholders is an ongoing challenge.
I don’t think iPad is the future. For me, the future
is not about one specific device. Don’t misunderstand
me, I love the iPad. In fact, I have just finished a trial
using them – and they have proved effective.
IPads and other mobile technology are the
‘now’, and they will play a part in the future, but four
years ago the iPad didn’t even exist. We don’t know
what the current technology will be in another four.
Perhaps it will be wearable devices such as Google
Glass, although I suspect tablets will still be used in
education.
The future is about access, both locally and
globally. Teaching and learning is going to be social.
Future schools could have a traditional cohort of
students plus online only students who live across
the country or abroad. Things are already starting to
move this way with the emergence of massive open
online courses (MOOCs).
For me the future of technology in education is the
cloud because it can remove the barrier technology
often represents to teaching and learning.
Schools will only need one major thing to
be prepared for the future: a fast robust internet
connection. Infrastructure is paramount to the future
of technology in education.
We don’t know about the new future devices, but
we do know that they will need the cloud. Schools and
other educational institutions will need to provide the
best possible infrastructure.
If you want to start to use mobile technology in
your school, whether it is an iPad program or a bring
your own device (BYOD) program, your connectivity
must be fast and reliable. If the network is inefficient,
students and teachers will not want to use the devices.
The infrastructure should be there before the devices.
Teachers can use the cloud to set, collect and
grade work online. Students will have instant access
to grades, comments and work via a computer,
smartphone or tablet. Many schools are already doing
this.
This is where devices come in. All devices in the
future will need to access the cloud. Students will
have their own devices, either specified by the school
or chosen by themselves.
Thanks to the cloud and mobile devices,
technology will be integrated into every part of school.
Games fields, gyms and school trips will all change.
Whether offsite or on site, the school, teachers,
students and support staff will all be connected. All
classrooms will be paperless.
With the cloud, the world will be our classroom.
E-learning will change teaching and learning. Students
and teachers can interact from anywhere.
The cloud can also encourage independent
learning. Teachers could adopt a flipped classroom
approach more often. Teachers can put videos,
documents, audio podcasts or interactive images for
students online. Students will take ownership of their
own learning. There is a massive amount of resources
online that students can find and use without the
help of the teacher. As long as they have an internet
connection, they are good to go.
This, of course, means the teacher’s role will
change.
Shared applications and documents on the
cloud will allow for more social lessons. How often do
students get an opportunity to collaborate productively
using technology in the classroom? It isn’t always
easy. However, using Google Apps is easy when
students are working on documents together. They
could be in the same room or in different countries. Of
course, these collaborative tools are also very useful
for teachers, even if they never meet their students.
What we must remember is that when schools
adopt new technology and services, they must be
evaluated. Staff will also need training. Any initiative is
doomed to failure without well trained, confident staff
who can see how technology can support and benefit
teaching and learning.
Many schools have already embraced this, but
there’s still a way to go to ensure all schools are ready
for the future of technology. It is time for all schools to
embrace the cloud.
Available at: teacher-blog/2013/jun/19/technology-future-education-cloud- -social-learning>. Retrieved on: 20th Aug. 2014. Adapted.
The modal verb must in the fragment of the text “your connectivity must be fast and reliable” (lines 37-38) conveys an idea of
Questão 48 802725
UFN Inverno 2009/1Pollution 'fights global warming:
By Matt McGrath
BBC News science reporter
[1] Air pollution may be helping the fight
against global warming by enhancing the
ability of plants to absorb carbon dioxide,
scientists say.
[5] Since the 1960s, increased levels of at-
mospheric pollution have enhanced plant
productivity by as much as one quarter, re-
search has found.
In terms of carbon dioxide, this means
[10] that an extra 10% has been stored in the soil.
The research was published in the
scientific journal, Nature.
It is a common assumption that plants
grow best in clear sunny weather, but
[15] scientists say this is not always the case.
Research has shown that forests and
crops can also thrive in hazy conditions be-
cause clouds and particles in the atmosphere
scatter sun light so that it bathes more
[20] leaves.
That enhances photosynthesis, the process
by which plants turn light and carbon dioxide
into food.
Global dimming
[25] Researchers have now analyzed the im-
pact on plants of the dimmer, hazier skies
that have resulted from increases in air pol-
lution around the world since the 1900s.
They have calculated that this so-called
[30] "global dimming” is responsible for increas-
ing plant productivity by as much as one
quarter from 1960 to 1999.
Dr Lina Mercado from the UK's Centre for
Ecology and Hydrology, the lead author of
[35] the study, said:
“This resulted in a net 10% increase in the
amount of carbon stored by the land once
other effects were taken into account,
she was quoted as saying by the Press As-
[40] sociation.
This study highlights some of the compli-
cations that arise when we try to tackle
global warming.
As the world attempts to reduce the
[45] amount of smog and particulates in the at-
mosphere to improve human health, it will
require even greater efforts to cut back on
carbon dioxide.
This new research shows that plants will
[50] simply not absorb as much carbon dioxide in
cleaner air conditions.
The research will also add weight to ar-
guments about geo-engineering, the idea of
curbing global warming by adding reflective
[55] materials to the atmosphere.
US President Barack Obama's chief
scientific adviser, Professor John Holdren,
recently told reporters that such ideas, once
dismissed as half-baked, would have to be
[60] seriously discussed, such was the scale of
the climate challenge.
Fonte: http://news.bbc.co.uk/2/hi/science/nature/8013709.stm Thursday, 23 April 2009.
A expressão destacada no excerto "(…) other effects were taken into account (…)” (l. 38) significa
