Questões de Concurso Sobre interpretação de texto | reading comprehension em inglês

Foram encontradas 9.443 questões

Q1790321 Inglês
TEXT:

After so long a pause that Marcia felt sure whoever it was must have gone away, the front doorbell rang again, a courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school with a handful of basketball tickets. Or an agent tardily taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor Bowen had wanted her to avoid the stairs as much as possible from now on. But the diffident summons sounded very plaintive in its competition with the savage swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to squeeze a prompt decision out of her tousled blonde head with the tips of slim fingers. The mirror of the vanity table ventured a comforting comment on the girlish cornflower fringe that Paul always said brought out the blue in her eyes. She pressed her palms hard on the yellow curls, debating whether to make the effort. In any event she would have to go down soon, for the luncheon table was standing exactly as they had left it, and Paul would be returning in half an hour.
Edging clumsily to the side of the bed, she sat up, momentarily swept with vertigo, and fumbled with her stockinged toes for the shapeless slippers in which she had awkwardly paddled about through two previous campaigns in behalf of humanity’s perpetuity. When done with them, this time, Marcia expected to throw the slippers away.
Roberta eagerly reached up both chubby arms and bounced ecstatically at the approach of the outstretched hands. Wellie scrambled up out of his blocks and detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold again.”
Wellie denied the accusation with a vigorous shake of his head, whooped hoarsely, and began slowly pacing the intermittent clatter of their procession down he dingy stairway, the flat of his small hand squeaking on the cold rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the frosted glass panels of the street door. Wellie, with a wobbly index finger in his nose, halted to reconnoiter as they neared the bottom of the stairs, and his mother gave him a gentle push forward. They were in the front hall now, Marcia irresolutely considering whether to brave the blizzard. Wallie decided this matter by inquiring who it was in a penetrating treble, reinforcing his desire to know by twisting the knob with ineffective hands. Marcia shifted Roberta into the crook of her other arm and opened the door to a breath-taking swirl of stinging snow, the first real storm of the season. 
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
In the phrase “for the luncheon table was standing exactly as they had left it”, the pronoun “they” refers to
Alternativas
Q1790320 Inglês
TEXT:

After so long a pause that Marcia felt sure whoever it was must have gone away, the front doorbell rang again, a courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school with a handful of basketball tickets. Or an agent tardily taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor Bowen had wanted her to avoid the stairs as much as possible from now on. But the diffident summons sounded very plaintive in its competition with the savage swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to squeeze a prompt decision out of her tousled blonde head with the tips of slim fingers. The mirror of the vanity table ventured a comforting comment on the girlish cornflower fringe that Paul always said brought out the blue in her eyes. She pressed her palms hard on the yellow curls, debating whether to make the effort. In any event she would have to go down soon, for the luncheon table was standing exactly as they had left it, and Paul would be returning in half an hour.
Edging clumsily to the side of the bed, she sat up, momentarily swept with vertigo, and fumbled with her stockinged toes for the shapeless slippers in which she had awkwardly paddled about through two previous campaigns in behalf of humanity’s perpetuity. When done with them, this time, Marcia expected to throw the slippers away.
Roberta eagerly reached up both chubby arms and bounced ecstatically at the approach of the outstretched hands. Wellie scrambled up out of his blocks and detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold again.”
Wellie denied the accusation with a vigorous shake of his head, whooped hoarsely, and began slowly pacing the intermittent clatter of their procession down he dingy stairway, the flat of his small hand squeaking on the cold rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the frosted glass panels of the street door. Wellie, with a wobbly index finger in his nose, halted to reconnoiter as they neared the bottom of the stairs, and his mother gave him a gentle push forward. They were in the front hall now, Marcia irresolutely considering whether to brave the blizzard. Wallie decided this matter by inquiring who it was in a penetrating treble, reinforcing his desire to know by twisting the knob with ineffective hands. Marcia shifted Roberta into the crook of her other arm and opened the door to a breath-taking swirl of stinging snow, the first real storm of the season. 
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.

When the narrator of the text says that the doctor had advised against the stairs, the understanding is that

Alternativas
Q1790319 Inglês
TEXT:

After so long a pause that Marcia felt sure whoever it was must have gone away, the front doorbell rang again, a courteously brief ‘still waiting.’
It would be a neighbor child on the way home from school with a handful of basketball tickets. Or an agent tardily taking orders for cheap and gaudy Christmas cards.
The trip down to the door would be laborious. Doctor Bowen had wanted her to avoid the stairs as much as possible from now on. But the diffident summons sounded very plaintive in its competition with the savage swish of sleet against the windows.
Raising herself heavily on her elbows, Marcia tried to squeeze a prompt decision out of her tousled blonde head with the tips of slim fingers. The mirror of the vanity table ventured a comforting comment on the girlish cornflower fringe that Paul always said brought out the blue in her eyes. She pressed her palms hard on the yellow curls, debating whether to make the effort. In any event she would have to go down soon, for the luncheon table was standing exactly as they had left it, and Paul would be returning in half an hour.
Edging clumsily to the side of the bed, she sat up, momentarily swept with vertigo, and fumbled with her stockinged toes for the shapeless slippers in which she had awkwardly paddled about through two previous campaigns in behalf of humanity’s perpetuity. When done with them, this time, Marcia expected to throw the slippers away.
Roberta eagerly reached up both chubby arms and bounced ecstatically at the approach of the outstretched hands. Wellie scrambled up out of his blocks and detonated an ominously sloppy sneeze.
Marcia said “Please don’t tell me you’ve been taking cold again.”
Wellie denied the accusation with a vigorous shake of his head, whooped hoarsely, and began slowly pacing the intermittent clatter of their procession down he dingy stairway, the flat of his small hand squeaking on the cold rail of the ugly yellow banister.
The bulky figure of a woman was silhouetted on the frosted glass panels of the street door. Wellie, with a wobbly index finger in his nose, halted to reconnoiter as they neared the bottom of the stairs, and his mother gave him a gentle push forward. They were in the front hall now, Marcia irresolutely considering whether to brave the blizzard. Wallie decided this matter by inquiring who it was in a penetrating treble, reinforcing his desire to know by twisting the knob with ineffective hands. Marcia shifted Roberta into the crook of her other arm and opened the door to a breath-taking swirl of stinging snow, the first real storm of the season. 
DOUGLAS, Lloyd C. White Banners. New York: P. F. Collier &
Son Corporation, 1936.
After the second ring of the doorbell, Marcia
Alternativas
Q1790318 Inglês
TEXT :
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:

• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning between the text and its reader.
• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.
Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.

Background Knowledge
For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience – connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community.
A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.

Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.
Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.
Rereading:In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.
Available at: <https://coerll.utexas.edu>.
Acessed on: August 8th, 2018.
According to the text, in order to lead the learner from the reading stage into the task of production,
Alternativas
Q1790317 Inglês
TEXT :
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:

• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning between the text and its reader.
• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.
Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.

Background Knowledge
For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience – connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community.
A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.

Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.
Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.
Rereading:In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.
Available at: <https://coerll.utexas.edu>.
Acessed on: August 8th, 2018.
According to the text, a holistic education does not include connections between
Alternativas
Q1790316 Inglês
TEXT :
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:

• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning between the text and its reader.
• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.
Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.

Background Knowledge
For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience – connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community.
A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.

Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.
Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.
Rereading:In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.
Available at: <https://coerll.utexas.edu>.
Acessed on: August 8th, 2018.
The text advises that a teacher should
Alternativas
Q1790315 Inglês
TEXT :
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:

• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning between the text and its reader.
• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.
Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.

Background Knowledge
For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience – connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community.
A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.

Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.
Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.
Rereading:In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.
Available at: <https://coerll.utexas.edu>.
Acessed on: August 8th, 2018.
The text is very specific when dealing with foreign language learners. It says they
Alternativas
Q1790314 Inglês
TEXT :
Foreign Language Teaching Methods
Dr. Janet Swaffar, Reading Module Instructor
Definitions of Reading
Among the many definitions of reading that have arisen in recent decades, three prominent ideas emerge as most critical for understanding what “learning to read” means:

• Reading is a process undertaken to reduce uncertainty about meanings a text conveys.
• The process results from a negotiation of meaning between the text and its reader.
• The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text’s meaning.
Reading does not draw on one kind of cognitive skill, nor does it have a straightforward outcome — most texts are understood in different ways by different readers.

Background Knowledge
For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out.
Goals
Asking a learner to “read” a text requires that teachers specify a reading goal. One minimal goal is to ask the learner to find particular grammatical constructions or to identify words that relate to particular features or topics of the reading. But such goals are always only partial. For example, a text also reveals a lot about the readers for which it is written and a lot about subject matter that foreign language learners may or may not know or anticipate.
A Holistic Approach to Reading
The curriculum described here is called a holistic curriculum, following Miller (1996). Holistic education is concerned with connections in human experience – connections between mind and body, between linear thinking and intuitive ways of knowing, between academic disciplines, between the individual and the community.
A holistic curriculum emphasizes how the parts of a whole relate to each other to form the whole. From this perspective, reading relates to speaking, writing, listening comprehension, and culture.
Pedagogical Stages of Reading
Ideally, each text used in such a curriculum should be pedagogically staged so that learners approach it by moving from pre-reading, through initial reading, and into rereading. This sequence carefully moves the learner from comprehension tasks to production tasks. In addition, these tasks should build upon each other in terms of increasing cognitive difficulty.

Pre-Reading: The initial levels of learning, as described in Bloom’s Taxonomy, involve recognizing and comprehending features of a text. As proposed here, pre-reading tasks involve speaking, reading, and listening.
Initial Reading: Initial reading tasks orient the learner to the text and activate the cognitive resources that are associated with the learner’s own expectations. For example, discussions of genres and stereotypes may help the learner to identify potential reading difficulties and to strategize ways to overcome these challenges. Simple oral and written reproduction tasks should precede more complex production tasks that call for considering creative thinking about several issues at the same time.
Rereading:In rereading, the learner is encouraged to engage in active L2 production such as verbal or written analysis and argumentation. These activities require longer and more complex discourse. At this point, the language learner’s critical thinking needs to interact with their general knowledge. Ideally, cultural context and the individual foreign language learner’s own identity emerge as central to all acts of production.
Available at: <https://coerll.utexas.edu>.
Acessed on: August 8th, 2018.
According to the text, reading is a process that
Alternativas
Q1790193 Inglês

The Operations Function


Although somewhat ‘invisible’ to the marketplace the operations function in a typical company accounts for well over half the employment and well over half the physical assets. That, in itself, makes the operations function important. In a company’s organization chart, operations often enjoys parity with the other major business functions: marketing, sales, product engineering, finance control (accounting), and human resources (personnel, labor relations). Sometimes, the operations function is organized as a single entity which stretches out across the entire company, but more often it is embedded in the district, typically product-defined divisions into which most major companies are organized.


In many service businesses, the operations function is typically more visible. Service businesses are often organized into many branches, often with geographic responsibilities – field offices, retail outlets. In such tiers of the organization, operations are paramount.


The operations function itself is, often divided 

.................two major groupings .................tasks:

line management and support services. Line management generally refers.................those managers directly concerned................the manufacture of the product or the delivery of the service. They are the ones who are typically close enough to the product or service that they can ‘touch’ it. Line management supervises the hourly, blue-collar workforce. In a manufacturing company, line management frequently extends to the stockroom (where material, parts, and semi-finished products – termed ‘work-in-process inventory – are stored), materials handling, the tool room, maintenance, the warehouse (where finished goods are stored), and distribution, as well as the so-called ‘factory floor’. In a service operation, what is considered line management can broaden considerably. Often, order-taking roles, in addition to orderfilling roles, are supervised by service line managers.


Support services for line management’s operations can be numerous. Within a manufacturing environment, support services carry titles such as quality control, production planning and scheduling, purchasing, inventory control, production control (which determines the status of jobs in the factory and what to do about jobs that may have fallen behind schedule), industrial engineering (which is work methods oriented), manufacturing engineering (which is hardware-oriented), on-going product engineering, and field service. In a service environment, some of the same roles are played but sometimes under vastly different names.


Thus, the managers for whom operational issues are central can hold a variety of titles. In manufacturing, the titles can range from vice-president – manufacturing, works manager, plant manager, and similar titles at the top of the hierarchy, through such titles as manufacturing or production manager, general superintendent, department manager, materials manager, director of quality control, and down to general foreman or foreman. Within service businesses, ‘operations manager’ is sometimes used but frequently the title is more general – business manager, branch manager, retail manager, and so on.


SCHMENNER, Roger W. Production/Operations Management. 5th Edition. Prentice-Hall, 1993.

According to the article, it is correct to state that, in a company’s organization chart:
Alternativas
Q1790191 Inglês

The Operations Function


Although somewhat ‘invisible’ to the marketplace the operations function in a typical company accounts for well over half the employment and well over half the physical assets. That, in itself, makes the operations function important. In a company’s organization chart, operations often enjoys parity with the other major business functions: marketing, sales, product engineering, finance control (accounting), and human resources (personnel, labor relations). Sometimes, the operations function is organized as a single entity which stretches out across the entire company, but more often it is embedded in the district, typically product-defined divisions into which most major companies are organized.


In many service businesses, the operations function is typically more visible. Service businesses are often organized into many branches, often with geographic responsibilities – field offices, retail outlets. In such tiers of the organization, operations are paramount.


The operations function itself is, often divided 

.................two major groupings .................tasks:

line management and support services. Line management generally refers.................those managers directly concerned................the manufacture of the product or the delivery of the service. They are the ones who are typically close enough to the product or service that they can ‘touch’ it. Line management supervises the hourly, blue-collar workforce. In a manufacturing company, line management frequently extends to the stockroom (where material, parts, and semi-finished products – termed ‘work-in-process inventory – are stored), materials handling, the tool room, maintenance, the warehouse (where finished goods are stored), and distribution, as well as the so-called ‘factory floor’. In a service operation, what is considered line management can broaden considerably. Often, order-taking roles, in addition to orderfilling roles, are supervised by service line managers.


Support services for line management’s operations can be numerous. Within a manufacturing environment, support services carry titles such as quality control, production planning and scheduling, purchasing, inventory control, production control (which determines the status of jobs in the factory and what to do about jobs that may have fallen behind schedule), industrial engineering (which is work methods oriented), manufacturing engineering (which is hardware-oriented), on-going product engineering, and field service. In a service environment, some of the same roles are played but sometimes under vastly different names.


Thus, the managers for whom operational issues are central can hold a variety of titles. In manufacturing, the titles can range from vice-president – manufacturing, works manager, plant manager, and similar titles at the top of the hierarchy, through such titles as manufacturing or production manager, general superintendent, department manager, materials manager, director of quality control, and down to general foreman or foreman. Within service businesses, ‘operations manager’ is sometimes used but frequently the title is more general – business manager, branch manager, retail manager, and so on.


SCHMENNER, Roger W. Production/Operations Management. 5th Edition. Prentice-Hall, 1993.

Analyze the sentences according to the article.
1. stockroom = a place where semi-finished products are stored. 2. tool room = a place where material and parts are kept. 3. warehouse = a place where finished goods are stored. 4. factory floor = a place where materials are handled.
Choose the alternative which presents the correct ones:
Alternativas
Q1790188 Inglês

The Operations Function


Although somewhat ‘invisible’ to the marketplace the operations function in a typical company accounts for well over half the employment and well over half the physical assets. That, in itself, makes the operations function important. In a company’s organization chart, operations often enjoys parity with the other major business functions: marketing, sales, product engineering, finance control (accounting), and human resources (personnel, labor relations). Sometimes, the operations function is organized as a single entity which stretches out across the entire company, but more often it is embedded in the district, typically product-defined divisions into which most major companies are organized.


In many service businesses, the operations function is typically more visible. Service businesses are often organized into many branches, often with geographic responsibilities – field offices, retail outlets. In such tiers of the organization, operations are paramount.


The operations function itself is, often divided 

.................two major groupings .................tasks:

line management and support services. Line management generally refers.................those managers directly concerned................the manufacture of the product or the delivery of the service. They are the ones who are typically close enough to the product or service that they can ‘touch’ it. Line management supervises the hourly, blue-collar workforce. In a manufacturing company, line management frequently extends to the stockroom (where material, parts, and semi-finished products – termed ‘work-in-process inventory – are stored), materials handling, the tool room, maintenance, the warehouse (where finished goods are stored), and distribution, as well as the so-called ‘factory floor’. In a service operation, what is considered line management can broaden considerably. Often, order-taking roles, in addition to orderfilling roles, are supervised by service line managers.


Support services for line management’s operations can be numerous. Within a manufacturing environment, support services carry titles such as quality control, production planning and scheduling, purchasing, inventory control, production control (which determines the status of jobs in the factory and what to do about jobs that may have fallen behind schedule), industrial engineering (which is work methods oriented), manufacturing engineering (which is hardware-oriented), on-going product engineering, and field service. In a service environment, some of the same roles are played but sometimes under vastly different names.


Thus, the managers for whom operational issues are central can hold a variety of titles. In manufacturing, the titles can range from vice-president – manufacturing, works manager, plant manager, and similar titles at the top of the hierarchy, through such titles as manufacturing or production manager, general superintendent, department manager, materials manager, director of quality control, and down to general foreman or foreman. Within service businesses, ‘operations manager’ is sometimes used but frequently the title is more general – business manager, branch manager, retail manager, and so on.


SCHMENNER, Roger W. Production/Operations Management. 5th Edition. Prentice-Hall, 1993.

Some of the titles held in manufacturing are:
Alternativas
Q1790186 Inglês

The Operations Function


Although somewhat ‘invisible’ to the marketplace the operations function in a typical company accounts for well over half the employment and well over half the physical assets. That, in itself, makes the operations function important. In a company’s organization chart, operations often enjoys parity with the other major business functions: marketing, sales, product engineering, finance control (accounting), and human resources (personnel, labor relations). Sometimes, the operations function is organized as a single entity which stretches out across the entire company, but more often it is embedded in the district, typically product-defined divisions into which most major companies are organized.


In many service businesses, the operations function is typically more visible. Service businesses are often organized into many branches, often with geographic responsibilities – field offices, retail outlets. In such tiers of the organization, operations are paramount.


The operations function itself is, often divided 

.................two major groupings .................tasks:

line management and support services. Line management generally refers.................those managers directly concerned................the manufacture of the product or the delivery of the service. They are the ones who are typically close enough to the product or service that they can ‘touch’ it. Line management supervises the hourly, blue-collar workforce. In a manufacturing company, line management frequently extends to the stockroom (where material, parts, and semi-finished products – termed ‘work-in-process inventory – are stored), materials handling, the tool room, maintenance, the warehouse (where finished goods are stored), and distribution, as well as the so-called ‘factory floor’. In a service operation, what is considered line management can broaden considerably. Often, order-taking roles, in addition to orderfilling roles, are supervised by service line managers.


Support services for line management’s operations can be numerous. Within a manufacturing environment, support services carry titles such as quality control, production planning and scheduling, purchasing, inventory control, production control (which determines the status of jobs in the factory and what to do about jobs that may have fallen behind schedule), industrial engineering (which is work methods oriented), manufacturing engineering (which is hardware-oriented), on-going product engineering, and field service. In a service environment, some of the same roles are played but sometimes under vastly different names.


Thus, the managers for whom operational issues are central can hold a variety of titles. In manufacturing, the titles can range from vice-president – manufacturing, works manager, plant manager, and similar titles at the top of the hierarchy, through such titles as manufacturing or production manager, general superintendent, department manager, materials manager, director of quality control, and down to general foreman or foreman. Within service businesses, ‘operations manager’ is sometimes used but frequently the title is more general – business manager, branch manager, retail manager, and so on.


SCHMENNER, Roger W. Production/Operations Management. 5th Edition. Prentice-Hall, 1993.

According to the fourth paragraph of the article, it is correct to say that:
Alternativas
Q1790183 Inglês

The Operations Function


Although somewhat ‘invisible’ to the marketplace the operations function in a typical company accounts for well over half the employment and well over half the physical assets. That, in itself, makes the operations function important. In a company’s organization chart, operations often enjoys parity with the other major business functions: marketing, sales, product engineering, finance control (accounting), and human resources (personnel, labor relations). Sometimes, the operations function is organized as a single entity which stretches out across the entire company, but more often it is embedded in the district, typically product-defined divisions into which most major companies are organized.


In many service businesses, the operations function is typically more visible. Service businesses are often organized into many branches, often with geographic responsibilities – field offices, retail outlets. In such tiers of the organization, operations are paramount.


The operations function itself is, often divided 

.................two major groupings .................tasks:

line management and support services. Line management generally refers.................those managers directly concerned................the manufacture of the product or the delivery of the service. They are the ones who are typically close enough to the product or service that they can ‘touch’ it. Line management supervises the hourly, blue-collar workforce. In a manufacturing company, line management frequently extends to the stockroom (where material, parts, and semi-finished products – termed ‘work-in-process inventory – are stored), materials handling, the tool room, maintenance, the warehouse (where finished goods are stored), and distribution, as well as the so-called ‘factory floor’. In a service operation, what is considered line management can broaden considerably. Often, order-taking roles, in addition to orderfilling roles, are supervised by service line managers.


Support services for line management’s operations can be numerous. Within a manufacturing environment, support services carry titles such as quality control, production planning and scheduling, purchasing, inventory control, production control (which determines the status of jobs in the factory and what to do about jobs that may have fallen behind schedule), industrial engineering (which is work methods oriented), manufacturing engineering (which is hardware-oriented), on-going product engineering, and field service. In a service environment, some of the same roles are played but sometimes under vastly different names.


Thus, the managers for whom operational issues are central can hold a variety of titles. In manufacturing, the titles can range from vice-president – manufacturing, works manager, plant manager, and similar titles at the top of the hierarchy, through such titles as manufacturing or production manager, general superintendent, department manager, materials manager, director of quality control, and down to general foreman or foreman. Within service businesses, ‘operations manager’ is sometimes used but frequently the title is more general – business manager, branch manager, retail manager, and so on.


SCHMENNER, Roger W. Production/Operations Management. 5th Edition. Prentice-Hall, 1993.

According to the third paragraph, we can infer that:
Alternativas
Q1790181 Inglês

The Operations Function


Although somewhat ‘invisible’ to the marketplace the operations function in a typical company accounts for well over half the employment and well over half the physical assets. That, in itself, makes the operations function important. In a company’s organization chart, operations often enjoys parity with the other major business functions: marketing, sales, product engineering, finance control (accounting), and human resources (personnel, labor relations). Sometimes, the operations function is organized as a single entity which stretches out across the entire company, but more often it is embedded in the district, typically product-defined divisions into which most major companies are organized.


In many service businesses, the operations function is typically more visible. Service businesses are often organized into many branches, often with geographic responsibilities – field offices, retail outlets. In such tiers of the organization, operations are paramount.


The operations function itself is, often divided 

.................two major groupings .................tasks:

line management and support services. Line management generally refers.................those managers directly concerned................the manufacture of the product or the delivery of the service. They are the ones who are typically close enough to the product or service that they can ‘touch’ it. Line management supervises the hourly, blue-collar workforce. In a manufacturing company, line management frequently extends to the stockroom (where material, parts, and semi-finished products – termed ‘work-in-process inventory – are stored), materials handling, the tool room, maintenance, the warehouse (where finished goods are stored), and distribution, as well as the so-called ‘factory floor’. In a service operation, what is considered line management can broaden considerably. Often, order-taking roles, in addition to orderfilling roles, are supervised by service line managers.


Support services for line management’s operations can be numerous. Within a manufacturing environment, support services carry titles such as quality control, production planning and scheduling, purchasing, inventory control, production control (which determines the status of jobs in the factory and what to do about jobs that may have fallen behind schedule), industrial engineering (which is work methods oriented), manufacturing engineering (which is hardware-oriented), on-going product engineering, and field service. In a service environment, some of the same roles are played but sometimes under vastly different names.


Thus, the managers for whom operational issues are central can hold a variety of titles. In manufacturing, the titles can range from vice-president – manufacturing, works manager, plant manager, and similar titles at the top of the hierarchy, through such titles as manufacturing or production manager, general superintendent, department manager, materials manager, director of quality control, and down to general foreman or foreman. Within service businesses, ‘operations manager’ is sometimes used but frequently the title is more general – business manager, branch manager, retail manager, and so on.


SCHMENNER, Roger W. Production/Operations Management. 5th Edition. Prentice-Hall, 1993.

In the sentence:
They are the ones who are typically close enough to the product or service that they can ‘touch’ it.”
The underlined pronoun refers to:
Alternativas
Q1790179 Inglês

The Operations Function


Although somewhat ‘invisible’ to the marketplace the operations function in a typical company accounts for well over half the employment and well over half the physical assets. That, in itself, makes the operations function important. In a company’s organization chart, operations often enjoys parity with the other major business functions: marketing, sales, product engineering, finance control (accounting), and human resources (personnel, labor relations). Sometimes, the operations function is organized as a single entity which stretches out across the entire company, but more often it is embedded in the district, typically product-defined divisions into which most major companies are organized.


In many service businesses, the operations function is typically more visible. Service businesses are often organized into many branches, often with geographic responsibilities – field offices, retail outlets. In such tiers of the organization, operations are paramount.


The operations function itself is, often divided 

.................two major groupings .................tasks:

line management and support services. Line management generally refers.................those managers directly concerned................the manufacture of the product or the delivery of the service. They are the ones who are typically close enough to the product or service that they can ‘touch’ it. Line management supervises the hourly, blue-collar workforce. In a manufacturing company, line management frequently extends to the stockroom (where material, parts, and semi-finished products – termed ‘work-in-process inventory – are stored), materials handling, the tool room, maintenance, the warehouse (where finished goods are stored), and distribution, as well as the so-called ‘factory floor’. In a service operation, what is considered line management can broaden considerably. Often, order-taking roles, in addition to orderfilling roles, are supervised by service line managers.


Support services for line management’s operations can be numerous. Within a manufacturing environment, support services carry titles such as quality control, production planning and scheduling, purchasing, inventory control, production control (which determines the status of jobs in the factory and what to do about jobs that may have fallen behind schedule), industrial engineering (which is work methods oriented), manufacturing engineering (which is hardware-oriented), on-going product engineering, and field service. In a service environment, some of the same roles are played but sometimes under vastly different names.


Thus, the managers for whom operational issues are central can hold a variety of titles. In manufacturing, the titles can range from vice-president – manufacturing, works manager, plant manager, and similar titles at the top of the hierarchy, through such titles as manufacturing or production manager, general superintendent, department manager, materials manager, director of quality control, and down to general foreman or foreman. Within service businesses, ‘operations manager’ is sometimes used but frequently the title is more general – business manager, branch manager, retail manager, and so on.


SCHMENNER, Roger W. Production/Operations Management. 5th Edition. Prentice-Hall, 1993.

Related to ‘line management’, it is correct to state that:
Alternativas
Q1790178 Inglês

The Operations Function


Although somewhat ‘invisible’ to the marketplace the operations function in a typical company accounts for well over half the employment and well over half the physical assets. That, in itself, makes the operations function important. In a company’s organization chart, operations often enjoys parity with the other major business functions: marketing, sales, product engineering, finance control (accounting), and human resources (personnel, labor relations). Sometimes, the operations function is organized as a single entity which stretches out across the entire company, but more often it is embedded in the district, typically product-defined divisions into which most major companies are organized.


In many service businesses, the operations function is typically more visible. Service businesses are often organized into many branches, often with geographic responsibilities – field offices, retail outlets. In such tiers of the organization, operations are paramount.


The operations function itself is, often divided 

.................two major groupings .................tasks:

line management and support services. Line management generally refers.................those managers directly concerned................the manufacture of the product or the delivery of the service. They are the ones who are typically close enough to the product or service that they can ‘touch’ it. Line management supervises the hourly, blue-collar workforce. In a manufacturing company, line management frequently extends to the stockroom (where material, parts, and semi-finished products – termed ‘work-in-process inventory – are stored), materials handling, the tool room, maintenance, the warehouse (where finished goods are stored), and distribution, as well as the so-called ‘factory floor’. In a service operation, what is considered line management can broaden considerably. Often, order-taking roles, in addition to orderfilling roles, are supervised by service line managers.


Support services for line management’s operations can be numerous. Within a manufacturing environment, support services carry titles such as quality control, production planning and scheduling, purchasing, inventory control, production control (which determines the status of jobs in the factory and what to do about jobs that may have fallen behind schedule), industrial engineering (which is work methods oriented), manufacturing engineering (which is hardware-oriented), on-going product engineering, and field service. In a service environment, some of the same roles are played but sometimes under vastly different names.


Thus, the managers for whom operational issues are central can hold a variety of titles. In manufacturing, the titles can range from vice-president – manufacturing, works manager, plant manager, and similar titles at the top of the hierarchy, through such titles as manufacturing or production manager, general superintendent, department manager, materials manager, director of quality control, and down to general foreman or foreman. Within service businesses, ‘operations manager’ is sometimes used but frequently the title is more general – business manager, branch manager, retail manager, and so on.


SCHMENNER, Roger W. Production/Operations Management. 5th Edition. Prentice-Hall, 1993.

According to the second paragraph of the article, choose the correct answer.
Alternativas
Q1790176 Inglês

The Operations Function


Although somewhat ‘invisible’ to the marketplace the operations function in a typical company accounts for well over half the employment and well over half the physical assets. That, in itself, makes the operations function important. In a company’s organization chart, operations often enjoys parity with the other major business functions: marketing, sales, product engineering, finance control (accounting), and human resources (personnel, labor relations). Sometimes, the operations function is organized as a single entity which stretches out across the entire company, but more often it is embedded in the district, typically product-defined divisions into which most major companies are organized.


In many service businesses, the operations function is typically more visible. Service businesses are often organized into many branches, often with geographic responsibilities – field offices, retail outlets. In such tiers of the organization, operations are paramount.


The operations function itself is, often divided 

.................two major groupings .................tasks:

line management and support services. Line management generally refers.................those managers directly concerned................the manufacture of the product or the delivery of the service. They are the ones who are typically close enough to the product or service that they can ‘touch’ it. Line management supervises the hourly, blue-collar workforce. In a manufacturing company, line management frequently extends to the stockroom (where material, parts, and semi-finished products – termed ‘work-in-process inventory – are stored), materials handling, the tool room, maintenance, the warehouse (where finished goods are stored), and distribution, as well as the so-called ‘factory floor’. In a service operation, what is considered line management can broaden considerably. Often, order-taking roles, in addition to orderfilling roles, are supervised by service line managers.


Support services for line management’s operations can be numerous. Within a manufacturing environment, support services carry titles such as quality control, production planning and scheduling, purchasing, inventory control, production control (which determines the status of jobs in the factory and what to do about jobs that may have fallen behind schedule), industrial engineering (which is work methods oriented), manufacturing engineering (which is hardware-oriented), on-going product engineering, and field service. In a service environment, some of the same roles are played but sometimes under vastly different names.


Thus, the managers for whom operational issues are central can hold a variety of titles. In manufacturing, the titles can range from vice-president – manufacturing, works manager, plant manager, and similar titles at the top of the hierarchy, through such titles as manufacturing or production manager, general superintendent, department manager, materials manager, director of quality control, and down to general foreman or foreman. Within service businesses, ‘operations manager’ is sometimes used but frequently the title is more general – business manager, branch manager, retail manager, and so on.


SCHMENNER, Roger W. Production/Operations Management. 5th Edition. Prentice-Hall, 1993.

Decide if the sentences below are ( T ) true or ( F ) false according to the article.
( ) In a company’s organization sketch, operations often enjoys inequality with the other major business functions. ( ) At times, the operations function is organized as a single entity which features across the entire company. ( ) Some examples of major business functions are finance control and human resources only.
Now, choose the alternative which presents the correct sequence:
Alternativas
Q1790175 Inglês

The Operations Function


Although somewhat ‘invisible’ to the marketplace the operations function in a typical company accounts for well over half the employment and well over half the physical assets. That, in itself, makes the operations function important. In a company’s organization chart, operations often enjoys parity with the other major business functions: marketing, sales, product engineering, finance control (accounting), and human resources (personnel, labor relations). Sometimes, the operations function is organized as a single entity which stretches out across the entire company, but more often it is embedded in the district, typically product-defined divisions into which most major companies are organized.


In many service businesses, the operations function is typically more visible. Service businesses are often organized into many branches, often with geographic responsibilities – field offices, retail outlets. In such tiers of the organization, operations are paramount.


The operations function itself is, often divided 

.................two major groupings .................tasks:

line management and support services. Line management generally refers.................those managers directly concerned................the manufacture of the product or the delivery of the service. They are the ones who are typically close enough to the product or service that they can ‘touch’ it. Line management supervises the hourly, blue-collar workforce. In a manufacturing company, line management frequently extends to the stockroom (where material, parts, and semi-finished products – termed ‘work-in-process inventory – are stored), materials handling, the tool room, maintenance, the warehouse (where finished goods are stored), and distribution, as well as the so-called ‘factory floor’. In a service operation, what is considered line management can broaden considerably. Often, order-taking roles, in addition to orderfilling roles, are supervised by service line managers.


Support services for line management’s operations can be numerous. Within a manufacturing environment, support services carry titles such as quality control, production planning and scheduling, purchasing, inventory control, production control (which determines the status of jobs in the factory and what to do about jobs that may have fallen behind schedule), industrial engineering (which is work methods oriented), manufacturing engineering (which is hardware-oriented), on-going product engineering, and field service. In a service environment, some of the same roles are played but sometimes under vastly different names.


Thus, the managers for whom operational issues are central can hold a variety of titles. In manufacturing, the titles can range from vice-president – manufacturing, works manager, plant manager, and similar titles at the top of the hierarchy, through such titles as manufacturing or production manager, general superintendent, department manager, materials manager, director of quality control, and down to general foreman or foreman. Within service businesses, ‘operations manager’ is sometimes used but frequently the title is more general – business manager, branch manager, retail manager, and so on.


SCHMENNER, Roger W. Production/Operations Management. 5th Edition. Prentice-Hall, 1993.

“The operations function” have a specific role in the marketplace.
Choose the alternative which presents the correct answer.
Alternativas
Q1790174 Inglês

The Operations Function


Although somewhat ‘invisible’ to the marketplace the operations function in a typical company accounts for well over half the employment and well over half the physical assets. That, in itself, makes the operations function important. In a company’s organization chart, operations often enjoys parity with the other major business functions: marketing, sales, product engineering, finance control (accounting), and human resources (personnel, labor relations). Sometimes, the operations function is organized as a single entity which stretches out across the entire company, but more often it is embedded in the district, typically product-defined divisions into which most major companies are organized.


In many service businesses, the operations function is typically more visible. Service businesses are often organized into many branches, often with geographic responsibilities – field offices, retail outlets. In such tiers of the organization, operations are paramount.


The operations function itself is, often divided 

.................two major groupings .................tasks:

line management and support services. Line management generally refers.................those managers directly concerned................the manufacture of the product or the delivery of the service. They are the ones who are typically close enough to the product or service that they can ‘touch’ it. Line management supervises the hourly, blue-collar workforce. In a manufacturing company, line management frequently extends to the stockroom (where material, parts, and semi-finished products – termed ‘work-in-process inventory – are stored), materials handling, the tool room, maintenance, the warehouse (where finished goods are stored), and distribution, as well as the so-called ‘factory floor’. In a service operation, what is considered line management can broaden considerably. Often, order-taking roles, in addition to orderfilling roles, are supervised by service line managers.


Support services for line management’s operations can be numerous. Within a manufacturing environment, support services carry titles such as quality control, production planning and scheduling, purchasing, inventory control, production control (which determines the status of jobs in the factory and what to do about jobs that may have fallen behind schedule), industrial engineering (which is work methods oriented), manufacturing engineering (which is hardware-oriented), on-going product engineering, and field service. In a service environment, some of the same roles are played but sometimes under vastly different names.


Thus, the managers for whom operational issues are central can hold a variety of titles. In manufacturing, the titles can range from vice-president – manufacturing, works manager, plant manager, and similar titles at the top of the hierarchy, through such titles as manufacturing or production manager, general superintendent, department manager, materials manager, director of quality control, and down to general foreman or foreman. Within service businesses, ‘operations manager’ is sometimes used but frequently the title is more general – business manager, branch manager, retail manager, and so on.


SCHMENNER, Roger W. Production/Operations Management. 5th Edition. Prentice-Hall, 1993.

According to the article, choose the correct alternative.
Alternativas
Q1790103 Inglês

For question, choose the correct answer.


“What time ____ the class ______?”

Alternativas
Respostas
3601: D
3602: B
3603: A
3604: C
3605: C
3606: B
3607: A
3608: B
3609: B
3610: C
3611: A
3612: E
3613: B
3614: A
3615: D
3616: B
3617: C
3618: D
3619: E
3620: B