Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.518 questões
Ano: 2013
Banca:
CESPE / CEBRASPE
Órgão:
ANS
Prova:
CESPE - 2013 - ANS - Especialista em Regulação de Saúde Suplementar |
Q470056
Inglês
Texto associado
A hospital case
Sweden is leading the world in allowing private companies to run public institutions
Saint Goran's hospital is one of the glories of the Swedish welfare state. It is also a laboratory for applying business principles to the public sector. The hospital is run by a private company, Capio, which in turn is run by a consortium of private-equity funds, including Nordic Capital and Apax Partners. The doctors and nurses are Capio employees, answerable to a boss and a board.
Welcome to health care in post-ideological Sweden. From the patient's point of view, St Goran's is no different from any other public hospital. Treatment is free, after a nominal charge which is universal in Sweden. St Goran's gets nearly all its money from the state. But behind the scenes it has led a revolution in the relationship between government and business. In the mid-1990s St Goran's was slated for closure. Then, in 1999, the Stockholm County Council struck a deal with Capio to take over the day-to-day operation of the hospital. In 2006 Capio was taken over by a group of private-equity firms led by Nordic Capital. Stockholm County Council recently extended Capio's contract until 2021.
St Goran's is now a temple to “lean management" - an idea that was pioneered by Toyota in the 1950s and has since spread from car-making to services and from Japan to the rest of the world. Britta Wallgren, the hospital's chief executive, says she never heard the term “lean" when she was at medical school (she is an anaesthetist by training). Now she hears it all the time.
The hospital today is organised on the twin lean principles of “flow" and “quality". Doctors and nurses used to keep a professional distance from each other. Now they work (and sit) together in teams. In the old days people concentrated solely on their field of medical expertise. Now they are all responsible for suggesting operational improvements as well.
Internet: < www.economist.com> (adapted).
Sweden is leading the world in allowing private companies to run public institutions
Saint Goran's hospital is one of the glories of the Swedish welfare state. It is also a laboratory for applying business principles to the public sector. The hospital is run by a private company, Capio, which in turn is run by a consortium of private-equity funds, including Nordic Capital and Apax Partners. The doctors and nurses are Capio employees, answerable to a boss and a board.
Welcome to health care in post-ideological Sweden. From the patient's point of view, St Goran's is no different from any other public hospital. Treatment is free, after a nominal charge which is universal in Sweden. St Goran's gets nearly all its money from the state. But behind the scenes it has led a revolution in the relationship between government and business. In the mid-1990s St Goran's was slated for closure. Then, in 1999, the Stockholm County Council struck a deal with Capio to take over the day-to-day operation of the hospital. In 2006 Capio was taken over by a group of private-equity firms led by Nordic Capital. Stockholm County Council recently extended Capio's contract until 2021.
St Goran's is now a temple to “lean management" - an idea that was pioneered by Toyota in the 1950s and has since spread from car-making to services and from Japan to the rest of the world. Britta Wallgren, the hospital's chief executive, says she never heard the term “lean" when she was at medical school (she is an anaesthetist by training). Now she hears it all the time.
The hospital today is organised on the twin lean principles of “flow" and “quality". Doctors and nurses used to keep a professional distance from each other. Now they work (and sit) together in teams. In the old days people concentrated solely on their field of medical expertise. Now they are all responsible for suggesting operational improvements as well.
Internet: < www.economist.com> (adapted).
According to the text above, judge the following items.
Britta Wallgren admits her training as an anaesthetist was inadequate.
Britta Wallgren admits her training as an anaesthetist was inadequate.
Ano: 2013
Banca:
CESPE / CEBRASPE
Órgão:
ANS
Prova:
CESPE - 2013 - ANS - Especialista em Regulação de Saúde Suplementar |
Q470055
Inglês
Texto associado
A hospital case
Sweden is leading the world in allowing private companies to run public institutions
Saint Goran's hospital is one of the glories of the Swedish welfare state. It is also a laboratory for applying business principles to the public sector. The hospital is run by a private company, Capio, which in turn is run by a consortium of private-equity funds, including Nordic Capital and Apax Partners. The doctors and nurses are Capio employees, answerable to a boss and a board.
Welcome to health care in post-ideological Sweden. From the patient's point of view, St Goran's is no different from any other public hospital. Treatment is free, after a nominal charge which is universal in Sweden. St Goran's gets nearly all its money from the state. But behind the scenes it has led a revolution in the relationship between government and business. In the mid-1990s St Goran's was slated for closure. Then, in 1999, the Stockholm County Council struck a deal with Capio to take over the day-to-day operation of the hospital. In 2006 Capio was taken over by a group of private-equity firms led by Nordic Capital. Stockholm County Council recently extended Capio's contract until 2021.
St Goran's is now a temple to “lean management" - an idea that was pioneered by Toyota in the 1950s and has since spread from car-making to services and from Japan to the rest of the world. Britta Wallgren, the hospital's chief executive, says she never heard the term “lean" when she was at medical school (she is an anaesthetist by training). Now she hears it all the time.
The hospital today is organised on the twin lean principles of “flow" and “quality". Doctors and nurses used to keep a professional distance from each other. Now they work (and sit) together in teams. In the old days people concentrated solely on their field of medical expertise. Now they are all responsible for suggesting operational improvements as well.
Internet: < www.economist.com> (adapted).
Sweden is leading the world in allowing private companies to run public institutions
Saint Goran's hospital is one of the glories of the Swedish welfare state. It is also a laboratory for applying business principles to the public sector. The hospital is run by a private company, Capio, which in turn is run by a consortium of private-equity funds, including Nordic Capital and Apax Partners. The doctors and nurses are Capio employees, answerable to a boss and a board.
Welcome to health care in post-ideological Sweden. From the patient's point of view, St Goran's is no different from any other public hospital. Treatment is free, after a nominal charge which is universal in Sweden. St Goran's gets nearly all its money from the state. But behind the scenes it has led a revolution in the relationship between government and business. In the mid-1990s St Goran's was slated for closure. Then, in 1999, the Stockholm County Council struck a deal with Capio to take over the day-to-day operation of the hospital. In 2006 Capio was taken over by a group of private-equity firms led by Nordic Capital. Stockholm County Council recently extended Capio's contract until 2021.
St Goran's is now a temple to “lean management" - an idea that was pioneered by Toyota in the 1950s and has since spread from car-making to services and from Japan to the rest of the world. Britta Wallgren, the hospital's chief executive, says she never heard the term “lean" when she was at medical school (she is an anaesthetist by training). Now she hears it all the time.
The hospital today is organised on the twin lean principles of “flow" and “quality". Doctors and nurses used to keep a professional distance from each other. Now they work (and sit) together in teams. In the old days people concentrated solely on their field of medical expertise. Now they are all responsible for suggesting operational improvements as well.
Internet: < www.economist.com> (adapted).
According to the text above, judge the following items.
Saint Goran's hospital is the first example of the use of Toyota's management technique outside the car-making industry.
Saint Goran's hospital is the first example of the use of Toyota's management technique outside the car-making industry.
Ano: 2014
Banca:
FUNCAB
Órgão:
SEE-AC
Prova:
FUNCAB - 2014 - SEE-AC - Professor de Linguagens e Códigos |
Q469957
Inglês
Texto associado
Read the text below and answer the questions that
follow:
At the Airport
Laura is at the airport. She waits for her flight.
Her flight is to Berlin, and it is 4 hours away. Laura
walks around the airport and looks at the shops. She
has a nice time.
After an hour she wants to visit the bathroom.
She searches for it, but she doesn’t find it. “Where is
the bathroom?” she asks herself. She looks and looks
but she can’t find it. She starts asking people
where it is.
Laura: “Excuse me sir, could you please tell
mewhere is the bathroom?”
“The restroom is over there,” the lady
answers andwalks away.
Laura is confused. “What’s their problem?
I need to use the bathroom and they send me to rest?!
I don’t need a restroom, I need the bathroom!”
After a while Laura gives up. She feels tired of
all this walking and asking. She decides that maybe
they are all right and she does need to rest. She walks
to the restroom. Now she is surprised. She realizes
the restroom is actually the name for a public
bathroom!
follow:
At the Airport
Laura is at the airport. She waits for her flight.
Her flight is to Berlin, and it is 4 hours away. Laura
walks around the airport and looks at the shops. She
has a nice time.
After an hour she wants to visit the bathroom.
She searches for it, but she doesn’t find it. “Where is
the bathroom?” she asks herself. She looks and looks
but she can’t find it. She starts asking people
where it is.
Laura: “Excuse me sir, could you please tell
mewhere is the bathroom?”
“The restroom is over there,” the lady
answers andwalks away.
Laura is confused. “What’s their problem?
I need to use the bathroom and they send me to rest?!
I don’t need a restroom, I need the bathroom!”
After a while Laura gives up. She feels tired of
all this walking and asking. She decides that maybe
they are all right and she does need to rest. She walks
to the restroom. Now she is surprised. She realizes
the restroom is actually the name for a public
bathroom!
Choose the correct sentence about the text.
Q469867
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 2:
English for Adults & Seniors!
Learning a language isn’t only for the young! It’s for everyone and if you are an older learner,maybe 40+ to 70+ then joining an English Language Course in an environment with people in similar age groups is a greatway to do it.
When you join a course at one of the International Schools you will find that approximately more than 20% of our students are aged 30 to 44 and a further 32% are aged 45 to 75 - sometimes older. You aremore than likely to find yourself in a class with people of a similar age;
Some mature students choose Business English courses for their working needs but many more join standard General English courses or the Intensive English Mini-Group courses. Courses like these help you to combine your language course with a holiday and you can make your own afternoon programme or join social programmes which are designed to have a variety of different activities suitable for all the age groups at the school. The programme changes every week and you can see samples of all the different activities on the social programme pages or on Facebook pages.
Mature learners will feel safe joining one of the International Schools. You will find others of a similar age in your class at all times of year
The International School ( I S ) accommodation is also suitable for older clients - you can choose froma homestay with a private bathroom, an apartment, but most convenient of all is Club IS Hotel which is opposite the school. Club IS is for mature individuals who are studying at the school. Classes are always organised according to level and according to age groups.
(Adapted from: < http: www.tisenglish.co.uk /courses-for-adults- seniors>)
Text 2:
English for Adults & Seniors!
Learning a language isn’t only for the young! It’s for everyone and if you are an older learner,maybe 40+ to 70+ then joining an English Language Course in an environment with people in similar age groups is a greatway to do it.
When you join a course at one of the International Schools you will find that approximately more than 20% of our students are aged 30 to 44 and a further 32% are aged 45 to 75 - sometimes older. You aremore than likely to find yourself in a class with people of a similar age;
Some mature students choose Business English courses for their working needs but many more join standard General English courses or the Intensive English Mini-Group courses. Courses like these help you to combine your language course with a holiday and you can make your own afternoon programme or join social programmes which are designed to have a variety of different activities suitable for all the age groups at the school. The programme changes every week and you can see samples of all the different activities on the social programme pages or on Facebook pages.
Mature learners will feel safe joining one of the International Schools. You will find others of a similar age in your class at all times of year
The International School ( I S ) accommodation is also suitable for older clients - you can choose froma homestay with a private bathroom, an apartment, but most convenient of all is Club IS Hotel which is opposite the school. Club IS is for mature individuals who are studying at the school. Classes are always organised according to level and according to age groups.
(Adapted from: < http: www.tisenglish.co.uk /courses-for-adults- seniors>)
Choose the correct statement, according to the last paragraph.
Q469860
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 2:
English for Adults & Seniors!
Learning a language isn’t only for the young! It’s for everyone and if you are an older learner,maybe 40+ to 70+ then joining an English Language Course in an environment with people in similar age groups is a greatway to do it.
When you join a course at one of the International Schools you will find that approximately more than 20% of our students are aged 30 to 44 and a further 32% are aged 45 to 75 - sometimes older. You aremore than likely to find yourself in a class with people of a similar age;
Some mature students choose Business English courses for their working needs but many more join standard General English courses or the Intensive English Mini-Group courses. Courses like these help you to combine your language course with a holiday and you can make your own afternoon programme or join social programmes which are designed to have a variety of different activities suitable for all the age groups at the school. The programme changes every week and you can see samples of all the different activities on the social programme pages or on Facebook pages.
Mature learners will feel safe joining one of the International Schools. You will find others of a similar age in your class at all times of year
The International School ( I S ) accommodation is also suitable for older clients - you can choose froma homestay with a private bathroom, an apartment, but most convenient of all is Club IS Hotel which is opposite the school. Club IS is for mature individuals who are studying at the school. Classes are always organised according to level and according to age groups.
(Adapted from: < http: www.tisenglish.co.uk /courses-for-adults- seniors>)
Text 2:
English for Adults & Seniors!
Learning a language isn’t only for the young! It’s for everyone and if you are an older learner,maybe 40+ to 70+ then joining an English Language Course in an environment with people in similar age groups is a greatway to do it.
When you join a course at one of the International Schools you will find that approximately more than 20% of our students are aged 30 to 44 and a further 32% are aged 45 to 75 - sometimes older. You aremore than likely to find yourself in a class with people of a similar age;
Some mature students choose Business English courses for their working needs but many more join standard General English courses or the Intensive English Mini-Group courses. Courses like these help you to combine your language course with a holiday and you can make your own afternoon programme or join social programmes which are designed to have a variety of different activities suitable for all the age groups at the school. The programme changes every week and you can see samples of all the different activities on the social programme pages or on Facebook pages.
Mature learners will feel safe joining one of the International Schools. You will find others of a similar age in your class at all times of year
The International School ( I S ) accommodation is also suitable for older clients - you can choose froma homestay with a private bathroom, an apartment, but most convenient of all is Club IS Hotel which is opposite the school. Club IS is for mature individuals who are studying at the school. Classes are always organised according to level and according to age groups.
(Adapted from: < http: www.tisenglish.co.uk /courses-for-adults- seniors>)
Choose the correct statement, according to the first paragraph.
Q469859
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 2:
English for Adults & Seniors!
Learning a language isn’t only for the young! It’s for everyone and if you are an older learner,maybe 40+ to 70+ then joining an English Language Course in an environment with people in similar age groups is a greatway to do it.
When you join a course at one of the International Schools you will find that approximately more than 20% of our students are aged 30 to 44 and a further 32% are aged 45 to 75 - sometimes older. You aremore than likely to find yourself in a class with people of a similar age;
Some mature students choose Business English courses for their working needs but many more join standard General English courses or the Intensive English Mini-Group courses. Courses like these help you to combine your language course with a holiday and you can make your own afternoon programme or join social programmes which are designed to have a variety of different activities suitable for all the age groups at the school. The programme changes every week and you can see samples of all the different activities on the social programme pages or on Facebook pages.
Mature learners will feel safe joining one of the International Schools. You will find others of a similar age in your class at all times of year
The International School ( I S ) accommodation is also suitable for older clients - you can choose froma homestay with a private bathroom, an apartment, but most convenient of all is Club IS Hotel which is opposite the school. Club IS is for mature individuals who are studying at the school. Classes are always organised according to level and according to age groups.
(Adapted from: < http: www.tisenglish.co.uk /courses-for-adults- seniors>)
Text 2:
English for Adults & Seniors!
Learning a language isn’t only for the young! It’s for everyone and if you are an older learner,maybe 40+ to 70+ then joining an English Language Course in an environment with people in similar age groups is a greatway to do it.
When you join a course at one of the International Schools you will find that approximately more than 20% of our students are aged 30 to 44 and a further 32% are aged 45 to 75 - sometimes older. You aremore than likely to find yourself in a class with people of a similar age;
Some mature students choose Business English courses for their working needs but many more join standard General English courses or the Intensive English Mini-Group courses. Courses like these help you to combine your language course with a holiday and you can make your own afternoon programme or join social programmes which are designed to have a variety of different activities suitable for all the age groups at the school. The programme changes every week and you can see samples of all the different activities on the social programme pages or on Facebook pages.
Mature learners will feel safe joining one of the International Schools. You will find others of a similar age in your class at all times of year
The International School ( I S ) accommodation is also suitable for older clients - you can choose froma homestay with a private bathroom, an apartment, but most convenient of all is Club IS Hotel which is opposite the school. Club IS is for mature individuals who are studying at the school. Classes are always organised according to level and according to age groups.
(Adapted from: < http: www.tisenglish.co.uk /courses-for-adults- seniors>)
The word SENIORS in the title of the text refers to:
Q469855
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 1:
At the Airport
Laura is at the airport. She waits for her flight. Her flight is to Berlin, and it is 4 hours away. Laura walks around the airport and looks at the shops. She has a nice time.
After an hour she wants to visit the bathroom. She searches for it, but she doesn’t find it. “Where is the bathroom?” she asks herself. She looks and looks but she can’t find it. She starts asking people where it is.
Laura: “Excuse me sir, could you please tell mewhere is the bathroom?”
Man: “Youmean the restroom, right?”
Laura: “No, Imean the bathroom.”
Man: “Well, the restroom is over there.” He says andwalks away.
Laura doesn’t understand. She asks a lady: “Excusememadam, could you please tellmewhere is the bathroom?”
“The restroom is over there,” the lady answers andwalks away.
Laura is confused. “What’s their problem? I need to use the bathroomand they sendme to rest?! I don’t need a restroom, I need the bathroom!”
After a while Laura gives up. She feels tired of all this walking and asking. She decides that maybe they are all right and she does need to rest. She walks to the restroom. Now she is surprised. She realizes the restroom is actually the name for a public bathroom!
(Taken from: < www.really-learn-english.com>)
Text 1:
At the Airport
Laura is at the airport. She waits for her flight. Her flight is to Berlin, and it is 4 hours away. Laura walks around the airport and looks at the shops. She has a nice time.
After an hour she wants to visit the bathroom. She searches for it, but she doesn’t find it. “Where is the bathroom?” she asks herself. She looks and looks but she can’t find it. She starts asking people where it is.
Laura: “Excuse me sir, could you please tell mewhere is the bathroom?”
Man: “Youmean the restroom, right?”
Laura: “No, Imean the bathroom.”
Man: “Well, the restroom is over there.” He says andwalks away.
Laura doesn’t understand. She asks a lady: “Excusememadam, could you please tellmewhere is the bathroom?”
“The restroom is over there,” the lady answers andwalks away.
Laura is confused. “What’s their problem? I need to use the bathroomand they sendme to rest?! I don’t need a restroom, I need the bathroom!”
After a while Laura gives up. She feels tired of all this walking and asking. She decides that maybe they are all right and she does need to rest. She walks to the restroom. Now she is surprised. She realizes the restroom is actually the name for a public bathroom!
(Taken from: < www.really-learn-english.com>)
Why is Laura confused, according to the text?
Ano: 2014
Banca:
FUNCAB
Órgão:
SEE-AC
Provas:
FUNCAB - 2014 - SEE-AC - Professor de Língua Inglesa
|
FUNCAB - 2014 - SEE-AC - Professor de Linguagens e Códigos |
Q469853
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 1:
At the Airport
Laura is at the airport. She waits for her flight. Her flight is to Berlin, and it is 4 hours away. Laura walks around the airport and looks at the shops. She has a nice time.
After an hour she wants to visit the bathroom. She searches for it, but she doesn’t find it. “Where is the bathroom?” she asks herself. She looks and looks but she can’t find it. She starts asking people where it is.
Laura: “Excuse me sir, could you please tell mewhere is the bathroom?”
Man: “Youmean the restroom, right?”
Laura: “No, Imean the bathroom.”
Man: “Well, the restroom is over there.” He says andwalks away.
Laura doesn’t understand. She asks a lady: “Excusememadam, could you please tellmewhere is the bathroom?”
“The restroom is over there,” the lady answers andwalks away.
Laura is confused. “What’s their problem? I need to use the bathroomand they sendme to rest?! I don’t need a restroom, I need the bathroom!”
After a while Laura gives up. She feels tired of all this walking and asking. She decides that maybe they are all right and she does need to rest. She walks to the restroom. Now she is surprised. She realizes the restroom is actually the name for a public bathroom!
(Taken from: < www.really-learn-english.com>)
Text 1:
At the Airport
Laura is at the airport. She waits for her flight. Her flight is to Berlin, and it is 4 hours away. Laura walks around the airport and looks at the shops. She has a nice time.
After an hour she wants to visit the bathroom. She searches for it, but she doesn’t find it. “Where is the bathroom?” she asks herself. She looks and looks but she can’t find it. She starts asking people where it is.
Laura: “Excuse me sir, could you please tell mewhere is the bathroom?”
Man: “Youmean the restroom, right?”
Laura: “No, Imean the bathroom.”
Man: “Well, the restroom is over there.” He says andwalks away.
Laura doesn’t understand. She asks a lady: “Excusememadam, could you please tellmewhere is the bathroom?”
“The restroom is over there,” the lady answers andwalks away.
Laura is confused. “What’s their problem? I need to use the bathroomand they sendme to rest?! I don’t need a restroom, I need the bathroom!”
After a while Laura gives up. She feels tired of all this walking and asking. She decides that maybe they are all right and she does need to rest. She walks to the restroom. Now she is surprised. She realizes the restroom is actually the name for a public bathroom!
(Taken from: < www.really-learn-english.com>)
According to the last paragraph, we can conclude that:
Q469852
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 1:
At the Airport
Laura is at the airport. She waits for her flight. Her flight is to Berlin, and it is 4 hours away. Laura walks around the airport and looks at the shops. She has a nice time.
After an hour she wants to visit the bathroom. She searches for it, but she doesn’t find it. “Where is the bathroom?” she asks herself. She looks and looks but she can’t find it. She starts asking people where it is.
Laura: “Excuse me sir, could you please tell mewhere is the bathroom?”
Man: “Youmean the restroom, right?”
Laura: “No, Imean the bathroom.”
Man: “Well, the restroom is over there.” He says andwalks away.
Laura doesn’t understand. She asks a lady: “Excusememadam, could you please tellmewhere is the bathroom?”
“The restroom is over there,” the lady answers andwalks away.
Laura is confused. “What’s their problem? I need to use the bathroomand they sendme to rest?! I don’t need a restroom, I need the bathroom!”
After a while Laura gives up. She feels tired of all this walking and asking. She decides that maybe they are all right and she does need to rest. She walks to the restroom. Now she is surprised. She realizes the restroom is actually the name for a public bathroom!
(Taken from: < www.really-learn-english.com>)
Text 1:
At the Airport
Laura is at the airport. She waits for her flight. Her flight is to Berlin, and it is 4 hours away. Laura walks around the airport and looks at the shops. She has a nice time.
After an hour she wants to visit the bathroom. She searches for it, but she doesn’t find it. “Where is the bathroom?” she asks herself. She looks and looks but she can’t find it. She starts asking people where it is.
Laura: “Excuse me sir, could you please tell mewhere is the bathroom?”
Man: “Youmean the restroom, right?”
Laura: “No, Imean the bathroom.”
Man: “Well, the restroom is over there.” He says andwalks away.
Laura doesn’t understand. She asks a lady: “Excusememadam, could you please tellmewhere is the bathroom?”
“The restroom is over there,” the lady answers andwalks away.
Laura is confused. “What’s their problem? I need to use the bathroomand they sendme to rest?! I don’t need a restroom, I need the bathroom!”
After a while Laura gives up. She feels tired of all this walking and asking. She decides that maybe they are all right and she does need to rest. She walks to the restroom. Now she is surprised. She realizes the restroom is actually the name for a public bathroom!
(Taken from: < www.really-learn-english.com>)
Choose the correct sentence according to the text.
Ano: 2014
Banca:
FUNCAB
Órgão:
SEE-AC
Provas:
FUNCAB - 2014 - SEE-AC - Professor de Língua Inglesa
|
FUNCAB - 2014 - SEE-AC - Professor de Linguagens e Códigos |
Q469849
Inglês
Texto associado
Read the text below and answer the questions that follow:
Text 1:
At the Airport
Laura is at the airport. She waits for her flight. Her flight is to Berlin, and it is 4 hours away. Laura walks around the airport and looks at the shops. She has a nice time.
After an hour she wants to visit the bathroom. She searches for it, but she doesn’t find it. “Where is the bathroom?” she asks herself. She looks and looks but she can’t find it. She starts asking people where it is.
Laura: “Excuse me sir, could you please tell mewhere is the bathroom?”
Man: “Youmean the restroom, right?”
Laura: “No, Imean the bathroom.”
Man: “Well, the restroom is over there.” He says andwalks away.
Laura doesn’t understand. She asks a lady: “Excusememadam, could you please tellmewhere is the bathroom?”
“The restroom is over there,” the lady answers andwalks away.
Laura is confused. “What’s their problem? I need to use the bathroomand they sendme to rest?! I don’t need a restroom, I need the bathroom!”
After a while Laura gives up. She feels tired of all this walking and asking. She decides that maybe they are all right and she does need to rest. She walks to the restroom. Now she is surprised. She realizes the restroom is actually the name for a public bathroom!
(Taken from: < www.really-learn-english.com>)
Text 1:
At the Airport
Laura is at the airport. She waits for her flight. Her flight is to Berlin, and it is 4 hours away. Laura walks around the airport and looks at the shops. She has a nice time.
After an hour she wants to visit the bathroom. She searches for it, but she doesn’t find it. “Where is the bathroom?” she asks herself. She looks and looks but she can’t find it. She starts asking people where it is.
Laura: “Excuse me sir, could you please tell mewhere is the bathroom?”
Man: “Youmean the restroom, right?”
Laura: “No, Imean the bathroom.”
Man: “Well, the restroom is over there.” He says andwalks away.
Laura doesn’t understand. She asks a lady: “Excusememadam, could you please tellmewhere is the bathroom?”
“The restroom is over there,” the lady answers andwalks away.
Laura is confused. “What’s their problem? I need to use the bathroomand they sendme to rest?! I don’t need a restroom, I need the bathroom!”
After a while Laura gives up. She feels tired of all this walking and asking. She decides that maybe they are all right and she does need to rest. She walks to the restroom. Now she is surprised. She realizes the restroom is actually the name for a public bathroom!
(Taken from: < www.really-learn-english.com>)
Choose the correct sentence about Laura, according to the text.
Ano: 2014
Banca:
VUNESP
Órgão:
PRODEST-ES
Prova:
VUNESP - 2014 - PRODEST-ES - Analista de Tecnologia da Informação - Desenvolvimento de Sistemas |
Q466032
Inglês
Texto associado
Computers are used to control a wide range of systems from simple domestic machines, through games controllers, to entire manufacturing plants. These computers interact directly with hardware devices. Their software must react to events generated by the hardware and, often, issue control signals in response to these events. These signals result in an action, such as the initiation of a phone call, the movement of a character on the screen, the opening of a valve, or the display of the system status. The software in these systems is embedded in system hardware, often in read-only memory, and usually responds, in real time, to events from the system’s environment. By real time, I mean that the software system has a deadline for responding to external events. If this deadline is missed, then the overall hardware-software system will not operate correctly.
Embedded software is very important economically because almost every electrical device now includes software. There are therefore many more embedded software systems than other types of software system. If you look around your house you may have three or four personal computers. But you probably have 20 or 30 embedded systems, such as systems in phones, cookers, microwaves etc
Responsiveness in real time is the critical difference between embedded systems and other software systems, such as information systems, web-based systems, or personal software systems, whose main purpose is data processing. For non-real- time systems, the correctness of a system can be defined by specifying how system inputs map to corresponding outputs that should be produced by the system. In response to an input, a corresponding output should be generated by the system and, often, some data should be stored. For example, if you choose a create command in a patient information system, then the correct system response is to create a new patient record in a database, and to confirm that this has been done. Within reasonable limits, it does not matter how long this takes.
However, in a real-time system, the correctness depends both on the response to an input and the time taken to generate that response. If the system takes too long to respond, then the required response may be ineffective. For example, if embedded software controlling a car braking system is too slow, then an accident may occur because it is impossible to stop the car in time.
(Extraído de: Software Engineering, I. Sommerville, 9th Edition, 2011, pg. 538.)
Embedded software is very important economically because almost every electrical device now includes software. There are therefore many more embedded software systems than other types of software system. If you look around your house you may have three or four personal computers. But you probably have 20 or 30 embedded systems, such as systems in phones, cookers, microwaves etc
Responsiveness in real time is the critical difference between embedded systems and other software systems, such as information systems, web-based systems, or personal software systems, whose main purpose is data processing. For non-real- time systems, the correctness of a system can be defined by specifying how system inputs map to corresponding outputs that should be produced by the system. In response to an input, a corresponding output should be generated by the system and, often, some data should be stored. For example, if you choose a create command in a patient information system, then the correct system response is to create a new patient record in a database, and to confirm that this has been done. Within reasonable limits, it does not matter how long this takes.
However, in a real-time system, the correctness depends both on the response to an input and the time taken to generate that response. If the system takes too long to respond, then the required response may be ineffective. For example, if embedded software controlling a car braking system is too slow, then an accident may occur because it is impossible to stop the car in time.
(Extraído de: Software Engineering, I. Sommerville, 9th Edition, 2011, pg. 538.)
De acordo com o texto, em um sistema de tempo real, a exatidão depende
Ano: 2014
Banca:
VUNESP
Órgão:
PRODEST-ES
Prova:
VUNESP - 2014 - PRODEST-ES - Analista de Tecnologia da Informação - Desenvolvimento de Sistemas |
Q466031
Inglês
Texto associado
Computers are used to control a wide range of systems from simple domestic machines, through games controllers, to entire manufacturing plants. These computers interact directly with hardware devices. Their software must react to events generated by the hardware and, often, issue control signals in response to these events. These signals result in an action, such as the initiation of a phone call, the movement of a character on the screen, the opening of a valve, or the display of the system status. The software in these systems is embedded in system hardware, often in read-only memory, and usually responds, in real time, to events from the system’s environment. By real time, I mean that the software system has a deadline for responding to external events. If this deadline is missed, then the overall hardware-software system will not operate correctly.
Embedded software is very important economically because almost every electrical device now includes software. There are therefore many more embedded software systems than other types of software system. If you look around your house you may have three or four personal computers. But you probably have 20 or 30 embedded systems, such as systems in phones, cookers, microwaves etc
Responsiveness in real time is the critical difference between embedded systems and other software systems, such as information systems, web-based systems, or personal software systems, whose main purpose is data processing. For non-real- time systems, the correctness of a system can be defined by specifying how system inputs map to corresponding outputs that should be produced by the system. In response to an input, a corresponding output should be generated by the system and, often, some data should be stored. For example, if you choose a create command in a patient information system, then the correct system response is to create a new patient record in a database, and to confirm that this has been done. Within reasonable limits, it does not matter how long this takes.
However, in a real-time system, the correctness depends both on the response to an input and the time taken to generate that response. If the system takes too long to respond, then the required response may be ineffective. For example, if embedded software controlling a car braking system is too slow, then an accident may occur because it is impossible to stop the car in time.
(Extraído de: Software Engineering, I. Sommerville, 9th Edition, 2011, pg. 538.)
Embedded software is very important economically because almost every electrical device now includes software. There are therefore many more embedded software systems than other types of software system. If you look around your house you may have three or four personal computers. But you probably have 20 or 30 embedded systems, such as systems in phones, cookers, microwaves etc
Responsiveness in real time is the critical difference between embedded systems and other software systems, such as information systems, web-based systems, or personal software systems, whose main purpose is data processing. For non-real- time systems, the correctness of a system can be defined by specifying how system inputs map to corresponding outputs that should be produced by the system. In response to an input, a corresponding output should be generated by the system and, often, some data should be stored. For example, if you choose a create command in a patient information system, then the correct system response is to create a new patient record in a database, and to confirm that this has been done. Within reasonable limits, it does not matter how long this takes.
However, in a real-time system, the correctness depends both on the response to an input and the time taken to generate that response. If the system takes too long to respond, then the required response may be ineffective. For example, if embedded software controlling a car braking system is too slow, then an accident may occur because it is impossible to stop the car in time.
(Extraído de: Software Engineering, I. Sommerville, 9th Edition, 2011, pg. 538.)
Pode-se afirmar que o tipo de software mencionado no texto é
Ano: 2014
Banca:
VUNESP
Órgão:
PRODEST-ES
Prova:
VUNESP - 2014 - PRODEST-ES - Analista de Tecnologia da Informação - Desenvolvimento de Sistemas |
Q466030
Inglês
A Capacity Management Information System or CMIS is a collection of IT infrastructure usage, capacity and performance information that has been gathered in a consistent manner and stored in one or more databases. It is the single book of record for all usage, capacity, and performance data, complete with associated business, application and service statistics. Any IT staffer needing access to capacity management data can potentially use a CMIS.
IT service management processes frequently accessing CMIS data are:
• Capacity planning
• Performance management
• Service level management
• Help/Service desk
• Incident management
• Problem management
• Configuration management
(Extraído de: www.teamquest.com.br/…/ whitepaper /)
Na frase “Any IT staffer needing access to capacity management data can potentially use a CMIS" o termo staffer, no contexto, tem o significado de
Ano: 2014
Banca:
VUNESP
Órgão:
PRODEST-ES
Prova:
VUNESP - 2014 - PRODEST-ES - Analista de Tecnologia da Informação - Desenvolvimento de Sistemas |
Q466029
Inglês
A Capacity Management Information System or CMIS is a collection of IT infrastructure usage, capacity and performance information that has been gathered in a consistent manner and stored in one or more databases. It is the single book of record for all usage, capacity, and performance data, complete with associated business, application and service statistics. Any IT staffer needing access to capacity management data can potentially use a CMIS.
IT service management processes frequently accessing CMIS data are:
• Capacity planning
• Performance management
• Service level management
• Help/Service desk
• Incident management
• Problem management
• Configuration management
(Extraído de: www.teamquest.com.br/…/ whitepaper /)
De acordo com o texto, um CMIS é uma coleção de informações de uso, capacidade e desempenho de infraestrutura de TI que tem sido
Q465491
Inglês
Texto associado
Read the text below and answer the questions that follow:
Teaching English as a foreign language teacher: job description
Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.
Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.
Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.
Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description
Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>
Teaching English as a foreign language teacher: job description
Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.
Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.
Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.
Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description
Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>
Read this paragraph about the aim of the EFL lessons.
“The aim of each lesson is to encourage the students to communicate with each other using the structures and vocabulary they’ve learnt, and to improve the four basic language skills of ___________, ___________, ___________ and ___________.
The four different language skills that complete the paragraph are:
“The aim of each lesson is to encourage the students to communicate with each other using the structures and vocabulary they’ve learnt, and to improve the four basic language skills of ___________, ___________, ___________ and ___________.
The four different language skills that complete the paragraph are:
Q465490
Inglês
Texto associado
Read the text below and answer the questions that follow:
Teaching English as a foreign language teacher: job description
Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.
Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.
Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.
Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description
Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>
Teaching English as a foreign language teacher: job description
Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.
Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.
Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.
Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description
Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>
Read the sentence about the contente of EFL lessons:
“The content of EFL lessons _________ depending on the reason why the students _________ English, for example whether its for business use for adults, schoolwork for children, and so on.”
The correct verbs that complete this sentence are, respectively:
“The content of EFL lessons _________ depending on the reason why the students _________ English, for example whether its for business use for adults, schoolwork for children, and so on.”
The correct verbs that complete this sentence are, respectively:
Q465489
Inglês
Texto associado
Read the text below and answer the questions that follow:
Teaching English as a foreign language teacher: job description
Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.
Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.
Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.
Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description
Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>
Teaching English as a foreign language teacher: job description
Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.
Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.
Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.
Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description
Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>
Read the following paragraph about the EFLteacher's typicalwork activities.
“EFL teachers use a range of ____________ and mater ials, plus a var iety of audiovisual ____________. There’s a strong emphasis on dialogue and role-____________, but more formal exercises, language games and literature are also used.”
Choose the most adequate words that complete the paragraph above, respectively:
“EFL teachers use a range of ____________ and mater ials, plus a var iety of audiovisual ____________. There’s a strong emphasis on dialogue and role-____________, but more formal exercises, language games and literature are also used.”
Choose the most adequate words that complete the paragraph above, respectively:
Q465479
Inglês
Texto associado
Read the text below and answer the questions that follow:
Teaching English as a foreign language teacher: job description
Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.
Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.
Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.
Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description
Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>
Teaching English as a foreign language teacher: job description
Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.
Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.
Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.
Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description
Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>
In “Classes are usually taught in English, even with beginners. ” ( four th paragraph) , the term BEGINNERS refers to:
Q465478
Inglês
Texto associado
Read the text below and answer the questions that follow:
Teaching English as a foreign language teacher: job description
Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.
Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.
Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.
Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description
Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>
Teaching English as a foreign language teacher: job description
Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.
Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.
Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.
Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description
Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>
The pronoun THEY in “they generally all refer to the same thing” (third paragraph) refers to:
Q465477
Inglês
Texto associado
Read the text below and answer the questions that follow:
Teaching English as a foreign language teacher: job description
Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.
Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.
Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.
Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description
Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>
Teaching English as a foreign language teacher: job description
Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.
Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.
Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.
Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description
Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>
TEFL means teaching English as a foreign language. Theword FOREIGNis not correctly used in:
Conheça nossos planos