Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.488 questões
Considering the content of text IV, decide whether the following statements are right (C) or wrong (E).
US educational and cultural exchange programs have been in
place for over sixty years.
The statements below are about the ideas of text III and the vocabulary used in it. Decide whether those statements are right (C) or wrong (E).
Englebert’s experience in the eastern Congo is paradigmatic
for the elaboration of his thesis.
The statements below are about the ideas of text III and the vocabulary used in it. Decide whether those statements are right (C) or wrong (E).
The author of the review understands the problems of the
African continent as a more complex issue.
Decide whether the following statements, concerning the grammatical and semantic aspects of text III, are right (C) or wrong (E).
The author of the review blames the problems of Englebert’s
book mostly on his search for a single answer for the issues
concerning African countries.
Decide whether the following statements, concerning the grammatical and semantic aspects of text III, are right (C) or wrong (E).
Most publications tend to propose explanations for the
situation of African and Asian countries in a generalised form.
Decide whether the following statements, concerning the grammatical and semantic aspects of text III, are right (C) or wrong (E).
Both the author of the book itself and the reviewer agree that
African countries should not have had their independence
determined by outside forces.
Decide whether the statements below, concerning the ideas and the vocabulary of text II, are right (C) or wrong (E).
Globalisation, as a project, intends to respect and promote
different futures and dynamics for different countries.
Considering the ideas and the vocabulary of text II, decide whether the statements below are right (C) or wrong (E).
The author asserts that, even though “space” is an extension to
be travelled, it is nowadays intertwined with the notion of time.
Considering the ideas and the vocabulary of text II, decide whether the statements below are right (C) or wrong (E).
The expression “sleight of hand” (l.14) carries the notion of
skilful deception.
According to text I, decide whether the following statements are right (C) or wrong (E)
Presently, America situates itself in a different position towards
the Orient, regarding British and French perspectives.
According to text I, decide whether the following statements are right (C) or wrong (E)
The British and French tradition of Orientalism is forged
through the colonial experience and academic corpora.
According to text I, decide whether the following statements are right (C) or wrong (E)
The Orient has taken part in molding the contemporary
European experience.
According to text I, decide whether the following statements are right (C) or wrong (E)
The notion of Orientalism, which the author intends to
investigate, is built upon a volume of written texts throughout
the centuries.
Considering the grammatical and semantic aspects of text I, decide whether the following items are right (C) or wrong (E).
The texts defined by E. W. Said as Orientalist, albeit
numerous, always suggest the Occident’s superiority.
Decide whether the following statements are right (C) or wrong (E) according to text I.
It can be said that the French journalist quoted in the text was
disappointed not to find the landscape once described by the
referred writers.
Decide whether the following statements are right (C) or wrong (E) according to text I.
Even though the Orient neighbours Europe, the peoples of this
region are the most likely to appear as Europe’s Other.
Decide whether the following statements are right (C) or wrong (E) according to text I.
The Portuguese as well as other European peoples share the
exact same Orientalist tradition as the British.
Decide whether the following statements are right (C) or wrong (E) according to text I.
The author asserts that the Orient, as Europeans tend to see it,
is a culturally ancient creation.
People with disabilities can use websites and web tools when they are properly designed. However, currently many sites and tools are developed with accessibility barriers that make it difficult or impossible for some people to use them.
The absence of an alternative text is the classic example. Sites and tools with images should include equivalent alternative text in the markup/code.
If an alternative text is not provided for images, the image information is inaccessible, for example, to people who cannot see and have to use a screen reader that reads aloud the information on a page, including the alternative text for the visual image.
When an equivalent alternative text is presented, in HTML format, for example, information is available to everyone to people who are blind, as well as to people who turned off images on their mobile phone to lower bandwidth charges, people in a rural area with low bandwidth who turned off images to speed download, and others. It is also available to technologies that cannot see the image, such as search engines.
Another example of barrier is the lack of keyboard input. Some people cannot use a mouse, including many elderly users with limited fine motor control. An accessible website does not rely on the mouse; it provides all functionality via a keyboard.
Just as images are not available to people who cannot see, audio files are not available to people who cannot hear. Providing a text transcript makes the audio information accessible to people who are deaf or hard of hearing.
It is easy and relatively inexpensive for website developers to provide transcripts for podcasts and audio files. There are also transcription services that create text transcripts in HTML format. Most of the basics of accessibility are even easier and less expensive than providing transcripts. However, the proper techniques are poorly integrated into some web tools, education, and development processes.
Internet:<https://www.w3.org>
People with disabilities can use websites and web tools when they are properly designed. However, currently many sites and tools are developed with accessibility barriers that make it difficult or impossible for some people to use them.
The absence of an alternative text is the classic example. Sites and tools with images should include equivalent alternative text in the markup/code.
If an alternative text is not provided for images, the image information is inaccessible, for example, to people who cannot see and have to use a screen reader that reads aloud the information on a page, including the alternative text for the visual image.
When an equivalent alternative text is presented, in HTML format, for example, information is available to everyone to people who are blind, as well as to people who turned off images on their mobile phone to lower bandwidth charges, people in a rural area with low bandwidth who turned off images to speed download, and others. It is also available to technologies that cannot see the image, such as search engines.
Another example of barrier is the lack of keyboard input. Some people cannot use a mouse, including many elderly users with limited fine motor control. An accessible website does not rely on the mouse; it provides all functionality via a keyboard.
Just as images are not available to people who cannot see, audio files are not available to people who cannot hear. Providing a text transcript makes the audio information accessible to people who are deaf or hard of hearing.
It is easy and relatively inexpensive for website developers to provide transcripts for podcasts and audio files. There are also transcription services that create text transcripts in HTML format. Most of the basics of accessibility are even easier and less expensive than providing transcripts. However, the proper techniques are poorly integrated into some web tools, education, and development processes.
Internet:<https://www.w3.org>
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