Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.518 questões
Ano: 2006
Banca:
FCC
Órgão:
SEFAZ-SP
Prova:
FCC - 2006 - SEFAZ-SP - Agente Fiscal de Tributos Estaduais - Prova 1 |
Q460762
Inglês
Texto associado
Avoidance and evasion compared: The United States example
The use of the terms tax avoidance and tax evasion can vary depending on the jurisdiction. In the United States, for example, the term "tax evasion" (or, more precisely, "attempted tax evasion") generally consists of criminal conduct, the purpose of which is to avoid the assessment or payment of a tax that is already legally owed at the time of the criminal conduct. (The term "assessment" is here used in the technical sense of a statutory assessment: the formal administrative act of a duly appointed employee of the Internal Revenue Service who records the tax on the books of the United States Treasury after certain administrative prerequisites have been met. In the case of Federal income tax, this act generally occurs after the close of the tax year - and usually after a tax return has been filed.)
By contrast, the term "tax avoidance" is used in the United States to describe lawful conduct, the purpose of which is to avoid the creation of a tax liability. Tax evasion involves breaking the law; tax avoidance is using legal means to avoid owing tax in the first place. An evaded tax remains a tax legally owed. An avoided tax (in the U.S. sense) is a tax liability that has never existed. A simple example of tax avoidance in this sense is the situation where a business considers selling a particular asset at a huge gain but, after consulting with a tax adviser, decides not to [VERB] the sale. ......97...... no sale occurs, no gain is realized. The additional income tax liability that [TO GENERATE] by the inclusion of the gain on the sale in the computation of taxable income is simply not incurred, as there was no sale and no realized gain.
(Adapted from Wikipedia: en.w ikipedia.org/w iki/Tax_evasion)
O texto pode ser sintetizado na seguinte oposição:
Ano: 2006
Banca:
FCC
Órgão:
SEFAZ-SP
Prova:
FCC - 2006 - SEFAZ-SP - Agente Fiscal de Tributos Estaduais - Prova 1 |
Q460759
Inglês
Texto associado
Avoidance and evasion compared: The United States example
The use of the terms tax avoidance and tax evasion can vary depending on the jurisdiction. In the United States, for example, the term "tax evasion" (or, more precisely, "attempted tax evasion") generally consists of criminal conduct, the purpose of which is to avoid the assessment or payment of a tax that is already legally owed at the time of the criminal conduct. (The term "assessment" is here used in the technical sense of a statutory assessment: the formal administrative act of a duly appointed employee of the Internal Revenue Service who records the tax on the books of the United States Treasury after certain administrative prerequisites have been met. In the case of Federal income tax, this act generally occurs after the close of the tax year - and usually after a tax return has been filed.)
By contrast, the term "tax avoidance" is used in the United States to describe lawful conduct, the purpose of which is to avoid the creation of a tax liability. Tax evasion involves breaking the law; tax avoidance is using legal means to avoid owing tax in the first place. An evaded tax remains a tax legally owed. An avoided tax (in the U.S. sense) is a tax liability that has never existed. A simple example of tax avoidance in this sense is the situation where a business considers selling a particular asset at a huge gain but, after consulting with a tax adviser, decides not to [VERB] the sale. ......97...... no sale occurs, no gain is realized. The additional income tax liability that [TO GENERATE] by the inclusion of the gain on the sale in the computation of taxable income is simply not incurred, as there was no sale and no realized gain.
(Adapted from Wikipedia: en.w ikipedia.org/w iki/Tax_evasion)
A palavra que preenche corretamente a lacuna é
Ano: 2006
Banca:
FCC
Órgão:
SEFAZ-SP
Prova:
FCC - 2006 - SEFAZ-SP - Agente Fiscal de Tributos Estaduais - Prova 1 |
Q460758
Inglês
Texto associado
Avoidance and evasion compared: The United States example
The use of the terms tax avoidance and tax evasion can vary depending on the jurisdiction. In the United States, for example, the term "tax evasion" (or, more precisely, "attempted tax evasion") generally consists of criminal conduct, the purpose of which is to avoid the assessment or payment of a tax that is already legally owed at the time of the criminal conduct. (The term "assessment" is here used in the technical sense of a statutory assessment: the formal administrative act of a duly appointed employee of the Internal Revenue Service who records the tax on the books of the United States Treasury after certain administrative prerequisites have been met. In the case of Federal income tax, this act generally occurs after the close of the tax year - and usually after a tax return has been filed.)
By contrast, the term "tax avoidance" is used in the United States to describe lawful conduct, the purpose of which is to avoid the creation of a tax liability. Tax evasion involves breaking the law; tax avoidance is using legal means to avoid owing tax in the first place. An evaded tax remains a tax legally owed. An avoided tax (in the U.S. sense) is a tax liability that has never existed. A simple example of tax avoidance in this sense is the situation where a business considers selling a particular asset at a huge gain but, after consulting with a tax adviser, decides not to [VERB] the sale. ......97...... no sale occurs, no gain is realized. The additional income tax liability that [TO GENERATE] by the inclusion of the gain on the sale in the computation of taxable income is simply not incurred, as there was no sale and no realized gain.
(Adapted from Wikipedia: en.w ikipedia.org/w iki/Tax_evasion)
O verbo que substitui corretamente [VERB] é
Ano: 2006
Banca:
FCC
Órgão:
SEFAZ-SP
Prova:
FCC - 2006 - SEFAZ-SP - Agente Fiscal de Tributos Estaduais - Prova 1 |
Q460757
Inglês
Texto associado
History of the Income Tax in the United States
The nation had few taxes in its early history. From 1791 to 1802, the United States government was supported by internal taxes on distilled spirits, carriages, refined sugar, tobacco and snuff, property sold at auction, corporate bonds, and slaves. The high cost of the War of 1812 brought about the nation's first sales taxes on gold, silverware, jewelry, and watches. In 1817, however, Congress did away with all internal taxes, relying on tariffs on imported goods to provide sufficient funds for running the government.
In 18 62, in order to support the Civil War effort, Congress enacted the nation's first income tax law. It was a forerunner of our modern income tax in that it was based on the principles of graduated, or progressive, taxation and of withholding income at the source. Additional sales and excise taxes were added, and an "inheritance" tax also made its debut.
The Act of 18 62 established the office of Commissioner of Internal Revenue. The Commissioner [TO GIVE] the power to assess, levy, and collect taxes, and the right to enforce the tax laws through seizure of property and income and through prosecution. The powers and authority remain very much the same today.
In 18 68 , Congress again focused its taxation efforts on tobacco and distilled spirits and eliminated the income tax in 1872. It had a short-lived revival in 18 94 and 18 95. In the latter year, the U.S. Supreme Court decided that the income tax was unconstitutional because it was not apportioned among the states in conformity with the Constitution.
In 1913, the 16th Amendment to the Constitution made the income tax a permanent fixture in the U.S. tax system. The amendment gave Congress legal authority to tax income and resulted in a revenue law that taxed incomes of both individuals and corporations. The withholding tax on wages was introduced in 1943 and was instrumental in increasing the number of taxpayers to 60 million and tax collections to $43 billion by 1945.
In 1981 , Congress enacted the largest tax cut in U.S. history, approximately $750 billion over six years. The tax reduction, however, was partially offset by two tax acts, in 1982 and 1984, that attempted to raise approximately $265 billion.
(Adapted from http://w w w .infoplease.com/ipa/A0005921.html)
Ainda segundo o texto,
Ano: 2006
Banca:
FCC
Órgão:
SEFAZ-SP
Prova:
FCC - 2006 - SEFAZ-SP - Agente Fiscal de Tributos Estaduais - Prova 1 |
Q460756
Inglês
Texto associado
History of the Income Tax in the United States
The nation had few taxes in its early history. From 1791 to 1802, the United States government was supported by internal taxes on distilled spirits, carriages, refined sugar, tobacco and snuff, property sold at auction, corporate bonds, and slaves. The high cost of the War of 1812 brought about the nation's first sales taxes on gold, silverware, jewelry, and watches. In 1817, however, Congress did away with all internal taxes, relying on tariffs on imported goods to provide sufficient funds for running the government.
In 18 62, in order to support the Civil War effort, Congress enacted the nation's first income tax law. It was a forerunner of our modern income tax in that it was based on the principles of graduated, or progressive, taxation and of withholding income at the source. Additional sales and excise taxes were added, and an "inheritance" tax also made its debut.
The Act of 18 62 established the office of Commissioner of Internal Revenue. The Commissioner [TO GIVE] the power to assess, levy, and collect taxes, and the right to enforce the tax laws through seizure of property and income and through prosecution. The powers and authority remain very much the same today.
In 18 68 , Congress again focused its taxation efforts on tobacco and distilled spirits and eliminated the income tax in 1872. It had a short-lived revival in 18 94 and 18 95. In the latter year, the U.S. Supreme Court decided that the income tax was unconstitutional because it was not apportioned among the states in conformity with the Constitution.
In 1913, the 16th Amendment to the Constitution made the income tax a permanent fixture in the U.S. tax system. The amendment gave Congress legal authority to tax income and resulted in a revenue law that taxed incomes of both individuals and corporations. The withholding tax on wages was introduced in 1943 and was instrumental in increasing the number of taxpayers to 60 million and tax collections to $43 billion by 1945.
In 1981 , Congress enacted the largest tax cut in U.S. history, approximately $750 billion over six years. The tax reduction, however, was partially offset by two tax acts, in 1982 and 1984, that attempted to raise approximately $265 billion.
(Adapted from http://w w w .infoplease.com/ipa/A0005921.html)
Segundo o texto, nos Estados Unidos,
Ano: 2006
Banca:
FCC
Órgão:
SEFAZ-SP
Prova:
FCC - 2006 - SEFAZ-SP - Agente Fiscal de Tributos Estaduais - Prova 1 |
Q460755
Inglês
Texto associado
History of the Income Tax in the United States
The nation had few taxes in its early history. From 1791 to 1802, the United States government was supported by internal taxes on distilled spirits, carriages, refined sugar, tobacco and snuff, property sold at auction, corporate bonds, and slaves. The high cost of the War of 1812 brought about the nation's first sales taxes on gold, silverware, jewelry, and watches. In 1817, however, Congress did away with all internal taxes, relying on tariffs on imported goods to provide sufficient funds for running the government.
In 18 62, in order to support the Civil War effort, Congress enacted the nation's first income tax law. It was a forerunner of our modern income tax in that it was based on the principles of graduated, or progressive, taxation and of withholding income at the source. Additional sales and excise taxes were added, and an "inheritance" tax also made its debut.
The Act of 18 62 established the office of Commissioner of Internal Revenue. The Commissioner [TO GIVE] the power to assess, levy, and collect taxes, and the right to enforce the tax laws through seizure of property and income and through prosecution. The powers and authority remain very much the same today.
In 18 68 , Congress again focused its taxation efforts on tobacco and distilled spirits and eliminated the income tax in 1872. It had a short-lived revival in 18 94 and 18 95. In the latter year, the U.S. Supreme Court decided that the income tax was unconstitutional because it was not apportioned among the states in conformity with the Constitution.
In 1913, the 16th Amendment to the Constitution made the income tax a permanent fixture in the U.S. tax system. The amendment gave Congress legal authority to tax income and resulted in a revenue law that taxed incomes of both individuals and corporations. The withholding tax on wages was introduced in 1943 and was instrumental in increasing the number of taxpayers to 60 million and tax collections to $43 billion by 1945.
In 1981 , Congress enacted the largest tax cut in U.S. history, approximately $750 billion over six years. The tax reduction, however, was partially offset by two tax acts, in 1982 and 1984, that attempted to raise approximately $265 billion.
(Adapted from http://w w w .infoplease.com/ipa/A0005921.html)
Um sinônimo para offset, no texto, é
Ano: 2006
Banca:
FCC
Órgão:
SEFAZ-SP
Prova:
FCC - 2006 - SEFAZ-SP - Agente Fiscal de Tributos Estaduais - Prova 1 |
Q460754
Inglês
Texto associado
History of the Income Tax in the United States
The nation had few taxes in its early history. From 1791 to 1802, the United States government was supported by internal taxes on distilled spirits, carriages, refined sugar, tobacco and snuff, property sold at auction, corporate bonds, and slaves. The high cost of the War of 1812 brought about the nation's first sales taxes on gold, silverware, jewelry, and watches. In 1817, however, Congress did away with all internal taxes, relying on tariffs on imported goods to provide sufficient funds for running the government.
In 18 62, in order to support the Civil War effort, Congress enacted the nation's first income tax law. It was a forerunner of our modern income tax in that it was based on the principles of graduated, or progressive, taxation and of withholding income at the source. Additional sales and excise taxes were added, and an "inheritance" tax also made its debut.
The Act of 18 62 established the office of Commissioner of Internal Revenue. The Commissioner [TO GIVE] the power to assess, levy, and collect taxes, and the right to enforce the tax laws through seizure of property and income and through prosecution. The powers and authority remain very much the same today.
In 18 68 , Congress again focused its taxation efforts on tobacco and distilled spirits and eliminated the income tax in 1872. It had a short-lived revival in 18 94 and 18 95. In the latter year, the U.S. Supreme Court decided that the income tax was unconstitutional because it was not apportioned among the states in conformity with the Constitution.
In 1913, the 16th Amendment to the Constitution made the income tax a permanent fixture in the U.S. tax system. The amendment gave Congress legal authority to tax income and resulted in a revenue law that taxed incomes of both individuals and corporations. The withholding tax on wages was introduced in 1943 and was instrumental in increasing the number of taxpayers to 60 million and tax collections to $43 billion by 1945.
In 1981 , Congress enacted the largest tax cut in U.S. history, approximately $750 billion over six years. The tax reduction, however, was partially offset by two tax acts, in 1982 and 1984, that attempted to raise approximately $265 billion.
(Adapted from http://w w w .infoplease.com/ipa/A0005921.html)
No texto, a expressão latter year refere-se a
Ano: 2006
Banca:
FCC
Órgão:
SEFAZ-SP
Prova:
FCC - 2006 - SEFAZ-SP - Agente Fiscal de Tributos Estaduais - Prova 1 |
Q460753
Inglês
Texto associado
History of the Income Tax in the United States
The nation had few taxes in its early history. From 1791 to 1802, the United States government was supported by internal taxes on distilled spirits, carriages, refined sugar, tobacco and snuff, property sold at auction, corporate bonds, and slaves. The high cost of the War of 1812 brought about the nation's first sales taxes on gold, silverware, jewelry, and watches. In 1817, however, Congress did away with all internal taxes, relying on tariffs on imported goods to provide sufficient funds for running the government.
In 18 62, in order to support the Civil War effort, Congress enacted the nation's first income tax law. It was a forerunner of our modern income tax in that it was based on the principles of graduated, or progressive, taxation and of withholding income at the source. Additional sales and excise taxes were added, and an "inheritance" tax also made its debut.
The Act of 18 62 established the office of Commissioner of Internal Revenue. The Commissioner [TO GIVE] the power to assess, levy, and collect taxes, and the right to enforce the tax laws through seizure of property and income and through prosecution. The powers and authority remain very much the same today.
In 18 68 , Congress again focused its taxation efforts on tobacco and distilled spirits and eliminated the income tax in 1872. It had a short-lived revival in 18 94 and 18 95. In the latter year, the U.S. Supreme Court decided that the income tax was unconstitutional because it was not apportioned among the states in conformity with the Constitution.
In 1913, the 16th Amendment to the Constitution made the income tax a permanent fixture in the U.S. tax system. The amendment gave Congress legal authority to tax income and resulted in a revenue law that taxed incomes of both individuals and corporations. The withholding tax on wages was introduced in 1943 and was instrumental in increasing the number of taxpayers to 60 million and tax collections to $43 billion by 1945.
In 1981 , Congress enacted the largest tax cut in U.S. history, approximately $750 billion over six years. The tax reduction, however, was partially offset by two tax acts, in 1982 and 1984, that attempted to raise approximately $265 billion.
(Adapted from http://w w w .infoplease.com/ipa/A0005921.html)
A forma correta de [TO GIVE] no texto é
Ano: 2014
Banca:
CESGRANRIO
Órgão:
Petrobras
Provas:
CESGRANRIO - 2014 - Petrobras - Conhecimentos Básicos - Nível Superior
|
CESGRANRIO - 2014 - Petrobras - Administrador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Contador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Elétrica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Produção Júnior |
CESGRANRIO - 2014 - Petrobras - Médico(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Profissional de Comunicação Social Júnior - Relações Públicas |
CESGRANRIO - 2014 - Petrobras - Geofísico(a) Júnior - Geologia |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Segurança Júnior |
CESGRANRIO - 2014 - Petrobras - Enfermeiro(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) Civil Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Processamento Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Petróleo Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Mecânica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Inspeção |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Eletrônica |
CESGRANRIO - 2014 - Petrobras - Analista de Comercialização e Logística Júnior - Transporte Marítimo |
Q452397
Inglês
Comparing the excerpt from Text I “Non-OECD countries are projected to lead oil demand growth this year and forecast to add 1.3 mb/d in 2H14 compared to the same period a year ago” (lines 13-15) to the excerpt from Text II “Non-OECD oil demand, led by Asia and the Middle East, looks set to overtake the OECD for the first time as early as 2Q13 and will widen its lead afterwards” (lines 24-27), one states that Text number
Ano: 2014
Banca:
CESGRANRIO
Órgão:
Petrobras
Provas:
CESGRANRIO - 2014 - Petrobras - Conhecimentos Básicos - Nível Superior
|
CESGRANRIO - 2014 - Petrobras - Administrador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Contador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Elétrica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Produção Júnior |
CESGRANRIO - 2014 - Petrobras - Médico(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Profissional de Comunicação Social Júnior - Relações Públicas |
CESGRANRIO - 2014 - Petrobras - Geofísico(a) Júnior - Geologia |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Segurança Júnior |
CESGRANRIO - 2014 - Petrobras - Enfermeiro(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) Civil Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Processamento Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Petróleo Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Mecânica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Inspeção |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Eletrônica |
CESGRANRIO - 2014 - Petrobras - Analista de Comercialização e Logística Júnior - Transporte Marítimo |
Q452396
Inglês
According to Text II, the statement “ongoing North American hydrocarbon revolution is a ‘game changer’.” (lines 14-15) suggests that the hydrocarbon revolution represents a
Ano: 2014
Banca:
CESGRANRIO
Órgão:
Petrobras
Provas:
CESGRANRIO - 2014 - Petrobras - Conhecimentos Básicos - Nível Superior
|
CESGRANRIO - 2014 - Petrobras - Administrador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Contador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Elétrica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Produção Júnior |
CESGRANRIO - 2014 - Petrobras - Médico(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Profissional de Comunicação Social Júnior - Relações Públicas |
CESGRANRIO - 2014 - Petrobras - Geofísico(a) Júnior - Geologia |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Segurança Júnior |
CESGRANRIO - 2014 - Petrobras - Enfermeiro(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) Civil Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Processamento Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Petróleo Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Mecânica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Inspeção |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Eletrônica |
CESGRANRIO - 2014 - Petrobras - Analista de Comercialização e Logística Júnior - Transporte Marítimo |
Q452395
Inglês
The expression from Text II upstream, midstream and downstream (lines 8-9) implies that investment programmes will be respectively directed to costs that involve
Ano: 2014
Banca:
CESGRANRIO
Órgão:
Petrobras
Provas:
CESGRANRIO - 2014 - Petrobras - Conhecimentos Básicos - Nível Superior
|
CESGRANRIO - 2014 - Petrobras - Administrador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Contador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Elétrica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Produção Júnior |
CESGRANRIO - 2014 - Petrobras - Médico(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Profissional de Comunicação Social Júnior - Relações Públicas |
CESGRANRIO - 2014 - Petrobras - Geofísico(a) Júnior - Geologia |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Segurança Júnior |
CESGRANRIO - 2014 - Petrobras - Enfermeiro(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) Civil Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Processamento Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Petróleo Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Mecânica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Inspeção |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Eletrônica |
CESGRANRIO - 2014 - Petrobras - Analista de Comercialização e Logística Júnior - Transporte Marítimo |
Q452394
Inglês
In the fragment of Text I “Less field maintenance in the North Sea and easing geopolitical tensions could also add further barrels in the coming two quarters.” (lines 31-33), the expression easing geopolitical tensions means geopolitical tensions that are
Ano: 2014
Banca:
CESGRANRIO
Órgão:
Petrobras
Provas:
CESGRANRIO - 2014 - Petrobras - Conhecimentos Básicos - Nível Superior
|
CESGRANRIO - 2014 - Petrobras - Administrador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Contador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Elétrica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Produção Júnior |
CESGRANRIO - 2014 - Petrobras - Médico(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Profissional de Comunicação Social Júnior - Relações Públicas |
CESGRANRIO - 2014 - Petrobras - Geofísico(a) Júnior - Geologia |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Segurança Júnior |
CESGRANRIO - 2014 - Petrobras - Enfermeiro(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) Civil Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Processamento Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Petróleo Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Mecânica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Inspeção |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Eletrônica |
CESGRANRIO - 2014 - Petrobras - Analista de Comercialização e Logística Júnior - Transporte Marítimo |
Q452393
Inglês
In the following fragment of Text I: “Less field maintenance in the North Sea and easing geopolitical tensions could also add further barrels in the coming two quarters.” (lines 31-33) the word quarters means a(an)
Ano: 2014
Banca:
CESGRANRIO
Órgão:
Petrobras
Provas:
CESGRANRIO - 2014 - Petrobras - Conhecimentos Básicos - Nível Superior
|
CESGRANRIO - 2014 - Petrobras - Administrador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Contador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Elétrica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Produção Júnior |
CESGRANRIO - 2014 - Petrobras - Médico(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Profissional de Comunicação Social Júnior - Relações Públicas |
CESGRANRIO - 2014 - Petrobras - Geofísico(a) Júnior - Geologia |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Segurança Júnior |
CESGRANRIO - 2014 - Petrobras - Enfermeiro(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) Civil Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Processamento Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Petróleo Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Mecânica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Inspeção |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Eletrônica |
CESGRANRIO - 2014 - Petrobras - Analista de Comercialização e Logística Júnior - Transporte Marítimo |
Q452391
Inglês
In the fragments of Text I “World oil demand in 2H14 is anticipated to increase” (lines 2-3), “OECD (Organisation for Economic Co-operation and Development) demand is projected to decline” (lines 5-6), “oil demand growth in OECD Asia Pacific will largely be impacted” (lines 11-12), “Production in Russia and Brazil is also expected to increase” (lines 24-25) the boldfaced verb forms indicate
Ano: 2014
Banca:
CESGRANRIO
Órgão:
Petrobras
Provas:
CESGRANRIO - 2014 - Petrobras - Conhecimentos Básicos - Nível Superior
|
CESGRANRIO - 2014 - Petrobras - Administrador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Contador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Elétrica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Produção Júnior |
CESGRANRIO - 2014 - Petrobras - Médico(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Profissional de Comunicação Social Júnior - Relações Públicas |
CESGRANRIO - 2014 - Petrobras - Geofísico(a) Júnior - Geologia |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Segurança Júnior |
CESGRANRIO - 2014 - Petrobras - Enfermeiro(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) Civil Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Processamento Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Petróleo Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Mecânica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Inspeção |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Eletrônica |
CESGRANRIO - 2014 - Petrobras - Analista de Comercialização e Logística Júnior - Transporte Marítimo |
Q452390
Inglês
According to Text I, the statement “On the supply side, non-OPEC oil supply in the second half of the year is expected to increase by 1.2 mb/d over the same period last year to average around 55.9 mb/d, with the US being the main driver for growth, followed by Canada” (lines 20-24) implies that
Ano: 2014
Banca:
CESGRANRIO
Órgão:
Petrobras
Provas:
CESGRANRIO - 2014 - Petrobras - Conhecimentos Básicos - Nível Superior
|
CESGRANRIO - 2014 - Petrobras - Administrador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Contador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Elétrica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Produção Júnior |
CESGRANRIO - 2014 - Petrobras - Médico(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Profissional de Comunicação Social Júnior - Relações Públicas |
CESGRANRIO - 2014 - Petrobras - Geofísico(a) Júnior - Geologia |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Segurança Júnior |
CESGRANRIO - 2014 - Petrobras - Enfermeiro(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) Civil Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Processamento Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Petróleo Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Mecânica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Inspeção |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Eletrônica |
CESGRANRIO - 2014 - Petrobras - Analista de Comercialização e Logística Júnior - Transporte Marítimo |
Q452389
Inglês
According to Text I, the statement “OECD Europe and OECD Asia Pacific are expected to see a lesser contraction than a year earlier” (lines 8-10) implies that the oil demand in those countries
Ano: 2014
Banca:
CESGRANRIO
Órgão:
Petrobras
Provas:
CESGRANRIO - 2014 - Petrobras - Conhecimentos Básicos - Nível Superior
|
CESGRANRIO - 2014 - Petrobras - Administrador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Contador(a) Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Elétrica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Produção Júnior |
CESGRANRIO - 2014 - Petrobras - Médico(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Profissional de Comunicação Social Júnior - Relações Públicas |
CESGRANRIO - 2014 - Petrobras - Geofísico(a) Júnior - Geologia |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Segurança Júnior |
CESGRANRIO - 2014 - Petrobras - Enfermeiro(a) do Trabalho Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) Civil Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Processamento Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Petróleo Júnior |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Mecânica |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Inspeção |
CESGRANRIO - 2014 - Petrobras - Engenheiro(a) de Equipamentos Júnior - Eletrônica |
CESGRANRIO - 2014 - Petrobras - Analista de Comercialização e Logística Júnior - Transporte Marítimo |
Q452388
Inglês
According to Text I, world oil demand in 2H13 was
Ano: 2014
Banca:
Quadrix
Órgão:
COBRA Tecnologia S/A (BB)
Provas:
Quadrix - 2014 - COBRA Tecnologia S-A (BB) - Analista de Operações - Negócios
|
Quadrix - 2014 - COBRA Tecnologia S-A (BB) - Analista de Operações - Funcional |
Quadrix - 2014 - COBRA Tecnologia S/A (BB) - Analista de Operações - Programador de Plataforma Mainframe |
Q452026
Inglês
Texto associado
The following text refers to questions .
Informatics education:
Europe cannot afford to miss the boat
Principies for an effective informatics curriculum
The committee performed a comprehensive review of the considerabie existing material on building informatics curricula, including among many others the (UK) Royal Society report, the CSPrinciples site, the Computing at Schools Initiative, and the work of the CSTA. Two major conclusions follow from that review.
The first is the sheer number of existing experiences demonstrating that it is indeed possible to teach informatics successfully in primary and secondary education. The second conclusion is in the form of two core principies for such curricula. Existing experiences use a wide variety of approaches; there is no standard curriculum yet, and it was not part of the Committee's mission to define such a standard informatics curriculum for the whole of Europe. The committee has found, however, that while views diverge on the details, a remarkable consensus exists among experts on the basics of what a school informatics curriculum should (and should not) include. On the basis of that existing work, the Committee has identified two principies: leverage students' creativity, emphasize quality.
Leverage student creativity
A powerful aid for informatics teaching is the topic's potential for stimulating students; creativity. The barriers to innovation are often lower than in other disciplines; the technical equipment (computers) is ubiquitous and considerably less expensive. Opportunities exist even for a beginner: with proper guidance, a Creative student can quickly start writing a program or a Web Service, see the results right away, and make them available to numerous other people. Informatics education should draw on this phenomenon and channel the creativity into useful directions, while warning students away from nefarious directions such as destructive "hacking". The example of HFOSS (Humanitarian Free and Open Software Systems)
shows the way towards constructive societal contributions based on informatics.
Informatics education must not just dwell on imparting information to students. It must draw attention to aspects of informatics that immediately appeal to young students, to encourage interaction, to bring abstract concepts to life through visualization and animation; a typical application of this idea is the careful use of (non- violent) games.
Foster quality
Curious students are always going to learn some IT and in particular some programming outside of informatics education through games scripting, Web site development, or adding software components to social networks. Informatics education must emphasize quality, in particular software quality, including the need for correctness (proper functioning of software), for good user interfaces, for taking the needs of users into consideration including psychological and social concerns. The role of informatics education here is:
• To convey the distinction between mere "coding" and software development as a constructive activity based on scientific and engineering principies.
• To dispel the wrong image of programming as an activity for "nerds" and emphasize its human, user-centered aspects, a focus that helps attract students of both genders.
Breaking the teacher availability deadlock
An obstacle to generalizing informatics education is the lack of teachers. It follows from a chicken-and-egg problem: as long as informatics is not in the curriculum, there is Iittle incentive to educate teachers in the subject; as long as there are no teachers, there is Iittle incentive to introduce the subject.
To bring informatics education to the levei that their schools deserve, European countries will have to take both long-term and short-term initiatives:
• Universities, in particular through their informatics departments, must put in place comprehensive programs to train informatics teachers, able to teach digital literacy and informatics under the same intellectual standards as in mathematics, physics and other Sciences.
• The current chicken-and-egg situation is not an excuse for deferring the start of urgently needed efforts. Existing experiences conclusively show that it is possible to break the deadlock. For example, a recent New York Times article explains how IT companies such as Microsoft and Google, conscious of the need to improve the state of education, allow some of their most committed engineers and researchers in the US to pair up with high school teachers to teach computational thinking. In Russia, it is common for academics who graduated from the best high schools to go back to these schools, also on a volunteer basis, and help teachers introduce the concepts of modern informatics. Ali these efforts respect the principie that outsiders must always be paired with current high-school teachers.
(Excerpt of ' Report ofthe joint Informatics Europe & ACM Europe Working Group on Informatics Education April 2013')
Informatics education:
Europe cannot afford to miss the boat
Principies for an effective informatics curriculum
The committee performed a comprehensive review of the considerabie existing material on building informatics curricula, including among many others the (UK) Royal Society report, the CSPrinciples site, the Computing at Schools Initiative, and the work of the CSTA. Two major conclusions follow from that review.
The first is the sheer number of existing experiences demonstrating that it is indeed possible to teach informatics successfully in primary and secondary education. The second conclusion is in the form of two core principies for such curricula. Existing experiences use a wide variety of approaches; there is no standard curriculum yet, and it was not part of the Committee's mission to define such a standard informatics curriculum for the whole of Europe. The committee has found, however, that while views diverge on the details, a remarkable consensus exists among experts on the basics of what a school informatics curriculum should (and should not) include. On the basis of that existing work, the Committee has identified two principies: leverage students' creativity, emphasize quality.
Leverage student creativity
A powerful aid for informatics teaching is the topic's potential for stimulating students; creativity. The barriers to innovation are often lower than in other disciplines; the technical equipment (computers) is ubiquitous and considerably less expensive. Opportunities exist even for a beginner: with proper guidance, a Creative student can quickly start writing a program or a Web Service, see the results right away, and make them available to numerous other people. Informatics education should draw on this phenomenon and channel the creativity into useful directions, while warning students away from nefarious directions such as destructive "hacking". The example of HFOSS (Humanitarian Free and Open Software Systems)
shows the way towards constructive societal contributions based on informatics.
Informatics education must not just dwell on imparting information to students. It must draw attention to aspects of informatics that immediately appeal to young students, to encourage interaction, to bring abstract concepts to life through visualization and animation; a typical application of this idea is the careful use of (non- violent) games.
Foster quality
Curious students are always going to learn some IT and in particular some programming outside of informatics education through games scripting, Web site development, or adding software components to social networks. Informatics education must emphasize quality, in particular software quality, including the need for correctness (proper functioning of software), for good user interfaces, for taking the needs of users into consideration including psychological and social concerns. The role of informatics education here is:
• To convey the distinction between mere "coding" and software development as a constructive activity based on scientific and engineering principies.
• To dispel the wrong image of programming as an activity for "nerds" and emphasize its human, user-centered aspects, a focus that helps attract students of both genders.
Breaking the teacher availability deadlock
An obstacle to generalizing informatics education is the lack of teachers. It follows from a chicken-and-egg problem: as long as informatics is not in the curriculum, there is Iittle incentive to educate teachers in the subject; as long as there are no teachers, there is Iittle incentive to introduce the subject.
To bring informatics education to the levei that their schools deserve, European countries will have to take both long-term and short-term initiatives:
• Universities, in particular through their informatics departments, must put in place comprehensive programs to train informatics teachers, able to teach digital literacy and informatics under the same intellectual standards as in mathematics, physics and other Sciences.
• The current chicken-and-egg situation is not an excuse for deferring the start of urgently needed efforts. Existing experiences conclusively show that it is possible to break the deadlock. For example, a recent New York Times article explains how IT companies such as Microsoft and Google, conscious of the need to improve the state of education, allow some of their most committed engineers and researchers in the US to pair up with high school teachers to teach computational thinking. In Russia, it is common for academics who graduated from the best high schools to go back to these schools, also on a volunteer basis, and help teachers introduce the concepts of modern informatics. Ali these efforts respect the principie that outsiders must always be paired with current high-school teachers.
(Excerpt of ' Report ofthe joint Informatics Europe & ACM Europe Working Group on Informatics Education April 2013')
The text tells about the experiences in Microsoft and Google that is:
Ano: 2014
Banca:
Quadrix
Órgão:
COBRA Tecnologia S/A (BB)
Provas:
Quadrix - 2014 - COBRA Tecnologia S-A (BB) - Analista de Operações - Negócios
|
Quadrix - 2014 - COBRA Tecnologia S-A (BB) - Analista de Operações - Funcional |
Quadrix - 2014 - COBRA Tecnologia S/A (BB) - Analista de Operações - Programador de Plataforma Mainframe |
Q452025
Inglês
Texto associado
The following text refers to questions .
Informatics education:
Europe cannot afford to miss the boat
Principies for an effective informatics curriculum
The committee performed a comprehensive review of the considerabie existing material on building informatics curricula, including among many others the (UK) Royal Society report, the CSPrinciples site, the Computing at Schools Initiative, and the work of the CSTA. Two major conclusions follow from that review.
The first is the sheer number of existing experiences demonstrating that it is indeed possible to teach informatics successfully in primary and secondary education. The second conclusion is in the form of two core principies for such curricula. Existing experiences use a wide variety of approaches; there is no standard curriculum yet, and it was not part of the Committee's mission to define such a standard informatics curriculum for the whole of Europe. The committee has found, however, that while views diverge on the details, a remarkable consensus exists among experts on the basics of what a school informatics curriculum should (and should not) include. On the basis of that existing work, the Committee has identified two principies: leverage students' creativity, emphasize quality.
Leverage student creativity
A powerful aid for informatics teaching is the topic's potential for stimulating students; creativity. The barriers to innovation are often lower than in other disciplines; the technical equipment (computers) is ubiquitous and considerably less expensive. Opportunities exist even for a beginner: with proper guidance, a Creative student can quickly start writing a program or a Web Service, see the results right away, and make them available to numerous other people. Informatics education should draw on this phenomenon and channel the creativity into useful directions, while warning students away from nefarious directions such as destructive "hacking". The example of HFOSS (Humanitarian Free and Open Software Systems)
shows the way towards constructive societal contributions based on informatics.
Informatics education must not just dwell on imparting information to students. It must draw attention to aspects of informatics that immediately appeal to young students, to encourage interaction, to bring abstract concepts to life through visualization and animation; a typical application of this idea is the careful use of (non- violent) games.
Foster quality
Curious students are always going to learn some IT and in particular some programming outside of informatics education through games scripting, Web site development, or adding software components to social networks. Informatics education must emphasize quality, in particular software quality, including the need for correctness (proper functioning of software), for good user interfaces, for taking the needs of users into consideration including psychological and social concerns. The role of informatics education here is:
• To convey the distinction between mere "coding" and software development as a constructive activity based on scientific and engineering principies.
• To dispel the wrong image of programming as an activity for "nerds" and emphasize its human, user-centered aspects, a focus that helps attract students of both genders.
Breaking the teacher availability deadlock
An obstacle to generalizing informatics education is the lack of teachers. It follows from a chicken-and-egg problem: as long as informatics is not in the curriculum, there is Iittle incentive to educate teachers in the subject; as long as there are no teachers, there is Iittle incentive to introduce the subject.
To bring informatics education to the levei that their schools deserve, European countries will have to take both long-term and short-term initiatives:
• Universities, in particular through their informatics departments, must put in place comprehensive programs to train informatics teachers, able to teach digital literacy and informatics under the same intellectual standards as in mathematics, physics and other Sciences.
• The current chicken-and-egg situation is not an excuse for deferring the start of urgently needed efforts. Existing experiences conclusively show that it is possible to break the deadlock. For example, a recent New York Times article explains how IT companies such as Microsoft and Google, conscious of the need to improve the state of education, allow some of their most committed engineers and researchers in the US to pair up with high school teachers to teach computational thinking. In Russia, it is common for academics who graduated from the best high schools to go back to these schools, also on a volunteer basis, and help teachers introduce the concepts of modern informatics. Ali these efforts respect the principie that outsiders must always be paired with current high-school teachers.
(Excerpt of ' Report ofthe joint Informatics Europe & ACM Europe Working Group on Informatics Education April 2013')
Informatics education:
Europe cannot afford to miss the boat
Principies for an effective informatics curriculum
The committee performed a comprehensive review of the considerabie existing material on building informatics curricula, including among many others the (UK) Royal Society report, the CSPrinciples site, the Computing at Schools Initiative, and the work of the CSTA. Two major conclusions follow from that review.
The first is the sheer number of existing experiences demonstrating that it is indeed possible to teach informatics successfully in primary and secondary education. The second conclusion is in the form of two core principies for such curricula. Existing experiences use a wide variety of approaches; there is no standard curriculum yet, and it was not part of the Committee's mission to define such a standard informatics curriculum for the whole of Europe. The committee has found, however, that while views diverge on the details, a remarkable consensus exists among experts on the basics of what a school informatics curriculum should (and should not) include. On the basis of that existing work, the Committee has identified two principies: leverage students' creativity, emphasize quality.
Leverage student creativity
A powerful aid for informatics teaching is the topic's potential for stimulating students; creativity. The barriers to innovation are often lower than in other disciplines; the technical equipment (computers) is ubiquitous and considerably less expensive. Opportunities exist even for a beginner: with proper guidance, a Creative student can quickly start writing a program or a Web Service, see the results right away, and make them available to numerous other people. Informatics education should draw on this phenomenon and channel the creativity into useful directions, while warning students away from nefarious directions such as destructive "hacking". The example of HFOSS (Humanitarian Free and Open Software Systems)
shows the way towards constructive societal contributions based on informatics.
Informatics education must not just dwell on imparting information to students. It must draw attention to aspects of informatics that immediately appeal to young students, to encourage interaction, to bring abstract concepts to life through visualization and animation; a typical application of this idea is the careful use of (non- violent) games.
Foster quality
Curious students are always going to learn some IT and in particular some programming outside of informatics education through games scripting, Web site development, or adding software components to social networks. Informatics education must emphasize quality, in particular software quality, including the need for correctness (proper functioning of software), for good user interfaces, for taking the needs of users into consideration including psychological and social concerns. The role of informatics education here is:
• To convey the distinction between mere "coding" and software development as a constructive activity based on scientific and engineering principies.
• To dispel the wrong image of programming as an activity for "nerds" and emphasize its human, user-centered aspects, a focus that helps attract students of both genders.
Breaking the teacher availability deadlock
An obstacle to generalizing informatics education is the lack of teachers. It follows from a chicken-and-egg problem: as long as informatics is not in the curriculum, there is Iittle incentive to educate teachers in the subject; as long as there are no teachers, there is Iittle incentive to introduce the subject.
To bring informatics education to the levei that their schools deserve, European countries will have to take both long-term and short-term initiatives:
• Universities, in particular through their informatics departments, must put in place comprehensive programs to train informatics teachers, able to teach digital literacy and informatics under the same intellectual standards as in mathematics, physics and other Sciences.
• The current chicken-and-egg situation is not an excuse for deferring the start of urgently needed efforts. Existing experiences conclusively show that it is possible to break the deadlock. For example, a recent New York Times article explains how IT companies such as Microsoft and Google, conscious of the need to improve the state of education, allow some of their most committed engineers and researchers in the US to pair up with high school teachers to teach computational thinking. In Russia, it is common for academics who graduated from the best high schools to go back to these schools, also on a volunteer basis, and help teachers introduce the concepts of modern informatics. Ali these efforts respect the principie that outsiders must always be paired with current high-school teachers.
(Excerpt of ' Report ofthe joint Informatics Europe & ACM Europe Working Group on Informatics Education April 2013')
One great problem in IT education is that:
Ano: 2014
Banca:
Quadrix
Órgão:
COBRA Tecnologia S/A (BB)
Provas:
Quadrix - 2014 - COBRA Tecnologia S-A (BB) - Analista de Operações - Negócios
|
Quadrix - 2014 - COBRA Tecnologia S-A (BB) - Analista de Operações - Funcional |
Quadrix - 2014 - COBRA Tecnologia S/A (BB) - Analista de Operações - Programador de Plataforma Mainframe |
Q452024
Inglês
Texto associado
The following text refers to questions .
Informatics education:
Europe cannot afford to miss the boat
Principies for an effective informatics curriculum
The committee performed a comprehensive review of the considerabie existing material on building informatics curricula, including among many others the (UK) Royal Society report, the CSPrinciples site, the Computing at Schools Initiative, and the work of the CSTA. Two major conclusions follow from that review.
The first is the sheer number of existing experiences demonstrating that it is indeed possible to teach informatics successfully in primary and secondary education. The second conclusion is in the form of two core principies for such curricula. Existing experiences use a wide variety of approaches; there is no standard curriculum yet, and it was not part of the Committee's mission to define such a standard informatics curriculum for the whole of Europe. The committee has found, however, that while views diverge on the details, a remarkable consensus exists among experts on the basics of what a school informatics curriculum should (and should not) include. On the basis of that existing work, the Committee has identified two principies: leverage students' creativity, emphasize quality.
Leverage student creativity
A powerful aid for informatics teaching is the topic's potential for stimulating students; creativity. The barriers to innovation are often lower than in other disciplines; the technical equipment (computers) is ubiquitous and considerably less expensive. Opportunities exist even for a beginner: with proper guidance, a Creative student can quickly start writing a program or a Web Service, see the results right away, and make them available to numerous other people. Informatics education should draw on this phenomenon and channel the creativity into useful directions, while warning students away from nefarious directions such as destructive "hacking". The example of HFOSS (Humanitarian Free and Open Software Systems)
shows the way towards constructive societal contributions based on informatics.
Informatics education must not just dwell on imparting information to students. It must draw attention to aspects of informatics that immediately appeal to young students, to encourage interaction, to bring abstract concepts to life through visualization and animation; a typical application of this idea is the careful use of (non- violent) games.
Foster quality
Curious students are always going to learn some IT and in particular some programming outside of informatics education through games scripting, Web site development, or adding software components to social networks. Informatics education must emphasize quality, in particular software quality, including the need for correctness (proper functioning of software), for good user interfaces, for taking the needs of users into consideration including psychological and social concerns. The role of informatics education here is:
• To convey the distinction between mere "coding" and software development as a constructive activity based on scientific and engineering principies.
• To dispel the wrong image of programming as an activity for "nerds" and emphasize its human, user-centered aspects, a focus that helps attract students of both genders.
Breaking the teacher availability deadlock
An obstacle to generalizing informatics education is the lack of teachers. It follows from a chicken-and-egg problem: as long as informatics is not in the curriculum, there is Iittle incentive to educate teachers in the subject; as long as there are no teachers, there is Iittle incentive to introduce the subject.
To bring informatics education to the levei that their schools deserve, European countries will have to take both long-term and short-term initiatives:
• Universities, in particular through their informatics departments, must put in place comprehensive programs to train informatics teachers, able to teach digital literacy and informatics under the same intellectual standards as in mathematics, physics and other Sciences.
• The current chicken-and-egg situation is not an excuse for deferring the start of urgently needed efforts. Existing experiences conclusively show that it is possible to break the deadlock. For example, a recent New York Times article explains how IT companies such as Microsoft and Google, conscious of the need to improve the state of education, allow some of their most committed engineers and researchers in the US to pair up with high school teachers to teach computational thinking. In Russia, it is common for academics who graduated from the best high schools to go back to these schools, also on a volunteer basis, and help teachers introduce the concepts of modern informatics. Ali these efforts respect the principie that outsiders must always be paired with current high-school teachers.
(Excerpt of ' Report ofthe joint Informatics Europe & ACM Europe Working Group on Informatics Education April 2013')
Informatics education:
Europe cannot afford to miss the boat
Principies for an effective informatics curriculum
The committee performed a comprehensive review of the considerabie existing material on building informatics curricula, including among many others the (UK) Royal Society report, the CSPrinciples site, the Computing at Schools Initiative, and the work of the CSTA. Two major conclusions follow from that review.
The first is the sheer number of existing experiences demonstrating that it is indeed possible to teach informatics successfully in primary and secondary education. The second conclusion is in the form of two core principies for such curricula. Existing experiences use a wide variety of approaches; there is no standard curriculum yet, and it was not part of the Committee's mission to define such a standard informatics curriculum for the whole of Europe. The committee has found, however, that while views diverge on the details, a remarkable consensus exists among experts on the basics of what a school informatics curriculum should (and should not) include. On the basis of that existing work, the Committee has identified two principies: leverage students' creativity, emphasize quality.
Leverage student creativity
A powerful aid for informatics teaching is the topic's potential for stimulating students; creativity. The barriers to innovation are often lower than in other disciplines; the technical equipment (computers) is ubiquitous and considerably less expensive. Opportunities exist even for a beginner: with proper guidance, a Creative student can quickly start writing a program or a Web Service, see the results right away, and make them available to numerous other people. Informatics education should draw on this phenomenon and channel the creativity into useful directions, while warning students away from nefarious directions such as destructive "hacking". The example of HFOSS (Humanitarian Free and Open Software Systems)
shows the way towards constructive societal contributions based on informatics.
Informatics education must not just dwell on imparting information to students. It must draw attention to aspects of informatics that immediately appeal to young students, to encourage interaction, to bring abstract concepts to life through visualization and animation; a typical application of this idea is the careful use of (non- violent) games.
Foster quality
Curious students are always going to learn some IT and in particular some programming outside of informatics education through games scripting, Web site development, or adding software components to social networks. Informatics education must emphasize quality, in particular software quality, including the need for correctness (proper functioning of software), for good user interfaces, for taking the needs of users into consideration including psychological and social concerns. The role of informatics education here is:
• To convey the distinction between mere "coding" and software development as a constructive activity based on scientific and engineering principies.
• To dispel the wrong image of programming as an activity for "nerds" and emphasize its human, user-centered aspects, a focus that helps attract students of both genders.
Breaking the teacher availability deadlock
An obstacle to generalizing informatics education is the lack of teachers. It follows from a chicken-and-egg problem: as long as informatics is not in the curriculum, there is Iittle incentive to educate teachers in the subject; as long as there are no teachers, there is Iittle incentive to introduce the subject.
To bring informatics education to the levei that their schools deserve, European countries will have to take both long-term and short-term initiatives:
• Universities, in particular through their informatics departments, must put in place comprehensive programs to train informatics teachers, able to teach digital literacy and informatics under the same intellectual standards as in mathematics, physics and other Sciences.
• The current chicken-and-egg situation is not an excuse for deferring the start of urgently needed efforts. Existing experiences conclusively show that it is possible to break the deadlock. For example, a recent New York Times article explains how IT companies such as Microsoft and Google, conscious of the need to improve the state of education, allow some of their most committed engineers and researchers in the US to pair up with high school teachers to teach computational thinking. In Russia, it is common for academics who graduated from the best high schools to go back to these schools, also on a volunteer basis, and help teachers introduce the concepts of modern informatics. Ali these efforts respect the principie that outsiders must always be paired with current high-school teachers.
(Excerpt of ' Report ofthe joint Informatics Europe & ACM Europe Working Group on Informatics Education April 2013')
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