Questões de Concurso Sobre inglês

Foram encontradas 17.605 questões

Q1218098 Inglês
TEXT II
Hilarious and Entertaining

You turned on the TV looking for a good English show for learning English, and a kid’s cartoon is on. Wait, don’t change the channel! There’s so much you can learn from children’s content.
You can use children’s cartoons for learning English just as well as other shows or movies.
Sometimes they’re even better! We know what you’re thinking… “Aren’t Cartoons Just for Kids?”
“Not at all!” 
Many cartoons are fun for all ages to watch. Not all cartoons are for kids, either—“The Simpsons” and “Family Guy” might be cartoons but they both contain a lot of violence and inappropriate jokes that are definitely not for children. Even some cartoons that are for kids have several layers that can give them a completely different meaning when an adult watches them. For example, just this one short clip from “Adventure Time” has themes of marriage, love, loss and scary stalkers (people who follow you everywhere). A child might find it silly, but an adult may think it’s even disturbing!

Why Learn with Cartoons?


So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:
1) Voice actors on cartoons enunciate clearly. That means they pronounce their words well so that everyone can understand them.
2) Many children’s cartoons focus on social interactions, so you can hear some real world conversations and phrases.
3) Children’s cartoons use words that are simple enough for low level English learners to understand, but also throw in plenty of challenging new words for more advanced learners.
4) If you’re watching a show for very young children, these shows are often repetitive—they repeat words, phrases and even whole sentence structures.
5) They’re usually short, about 20 minutes long. Sometimes each episode is split into two halves of 10 minutes each.
6) There are cartoons that are made specifically for learning new words and phrases!
7) Cartoons are perfect if you’re looking for a fun way to learn. And speaking of fun…
8) They’re fun to watch!

(Adapted from http://www.fluentu.com/english/ blog/best-cartoons-for-learning-english/)

Text II deals with using cartoons for English learning. Read the statements below and mark them as TRUE (T) or FALSE (F).

✓ Some cartoons target an adult audience.

✓ Cartoons are fanciful and worthless teaching tools.

✓ Interpreting cartoons may vary depending on viewer’s age.


The statements are, respectively:

Alternativas
Q1218097 Inglês
TEXT I
What’s in a name?

There are numerous terms to describe the process of learning English. In many English speaking countriesit is often referred to as ‘English as an additional language’ or ‘English language learning’. The distinctive position in these contexts is for learners to acquire English alongside other subjects. This approach has proved very popular in the US, Canada, Australia and the UK, where over 25 years of research has informed a political agenda that promotes inclusion. In other areas, such as the Middle East, the term ‘English as another language’ has been coined to reflect the notion of children from minority ethnic backgrounds, who already have experience of using their own home languages and are learning the official language of the country, as well as learning English. In many other countries around the world, readers are likely to be familiar with the concept of learning ‘English as a foreign language’, where learning of English takes place in a non-English speaking context. In EFL classrooms there is a general aspiration for exposing learners to English as a ‘living language’, providing natural opportunities to practise target language through the use of authentic texts. In this case, the role of technology can provide a significant addition to the other more conventional tools (blackboards, textbooks, cassette players) that are found in classrooms around the world. Technologies like the internet can provide access to large quantities of authentic input material. Teachers and learners are no longer isolated from the target language or culture and can ‘… participate in the socially mediated practices of [the target language] community.’ (Kirsch, 2008: 46). Even if learners do not have direct access to the internet in their classrooms, or at home, teachers often do have and can provide additional resources to supplement the material offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/ C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf

The word “if’ in the sentence “Even if learners do not have direct access to the internet in their classrooms” signals a:
Alternativas
Q1218096 Inglês
TEXT I
What’s in a name?

There are numerous terms to describe the process of learning English. In many English speaking countriesit is often referred to as ‘English as an additional language’ or ‘English language learning’. The distinctive position in these contexts is for learners to acquire English alongside other subjects. This approach has proved very popular in the US, Canada, Australia and the UK, where over 25 years of research has informed a political agenda that promotes inclusion. In other areas, such as the Middle East, the term ‘English as another language’ has been coined to reflect the notion of children from minority ethnic backgrounds, who already have experience of using their own home languages and are learning the official language of the country, as well as learning English. In many other countries around the world, readers are likely to be familiar with the concept of learning ‘English as a foreign language’, where learning of English takes place in a non-English speaking context. In EFL classrooms there is a general aspiration for exposing learners to English as a ‘living language’, providing natural opportunities to practise target language through the use of authentic texts. In this case, the role of technology can provide a significant addition to the other more conventional tools (blackboards, textbooks, cassette players) that are found in classrooms around the world. Technologies like the internet can provide access to large quantities of authentic input material. Teachers and learners are no longer isolated from the target language or culture and can ‘… participate in the socially mediated practices of [the target language] community.’ (Kirsch, 2008: 46). Even if learners do not have direct access to the internet in their classrooms, or at home, teachers often do have and can provide additional resources to supplement the material offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/ C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf

The verb phrase in “conventionaltools (blackboards,textbooks, cassette players) that are found in classrooms around the world” is in the:
Alternativas
Q1218095 Inglês
TEXT I
What’s in a name?

There are numerous terms to describe the process of learning English. In many English speaking countriesit is often referred to as ‘English as an additional language’ or ‘English language learning’. The distinctive position in these contexts is for learners to acquire English alongside other subjects. This approach has proved very popular in the US, Canada, Australia and the UK, where over 25 years of research has informed a political agenda that promotes inclusion. In other areas, such as the Middle East, the term ‘English as another language’ has been coined to reflect the notion of children from minority ethnic backgrounds, who already have experience of using their own home languages and are learning the official language of the country, as well as learning English. In many other countries around the world, readers are likely to be familiar with the concept of learning ‘English as a foreign language’, where learning of English takes place in a non-English speaking context. In EFL classrooms there is a general aspiration for exposing learners to English as a ‘living language’, providing natural opportunities to practise target language through the use of authentic texts. In this case, the role of technology can provide a significant addition to the other more conventional tools (blackboards, textbooks, cassette players) that are found in classrooms around the world. Technologies like the internet can provide access to large quantities of authentic input material. Teachers and learners are no longer isolated from the target language or culture and can ‘… participate in the socially mediated practices of [the target language] community.’ (Kirsch, 2008: 46). Even if learners do not have direct access to the internet in their classrooms, or at home, teachers often do have and can provide additional resources to supplement the material offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/ C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf

“Like” in “Technologies like the internet” is a:
Alternativas
Q1218094 Inglês
TEXT I
What’s in a name?

There are numerous terms to describe the process of learning English. In many English speaking countriesit is often referred to as ‘English as an additional language’ or ‘English language learning’. The distinctive position in these contexts is for learners to acquire English alongside other subjects. This approach has proved very popular in the US, Canada, Australia and the UK, where over 25 years of research has informed a political agenda that promotes inclusion. In other areas, such as the Middle East, the term ‘English as another language’ has been coined to reflect the notion of children from minority ethnic backgrounds, who already have experience of using their own home languages and are learning the official language of the country, as well as learning English. In many other countries around the world, readers are likely to be familiar with the concept of learning ‘English as a foreign language’, where learning of English takes place in a non-English speaking context. In EFL classrooms there is a general aspiration for exposing learners to English as a ‘living language’, providing natural opportunities to practise target language through the use of authentic texts. In this case, the role of technology can provide a significant addition to the other more conventional tools (blackboards, textbooks, cassette players) that are found in classrooms around the world. Technologies like the internet can provide access to large quantities of authentic input material. Teachers and learners are no longer isolated from the target language or culture and can ‘… participate in the socially mediated practices of [the target language] community.’ (Kirsch, 2008: 46). Even if learners do not have direct access to the internet in their classrooms, or at home, teachers often do have and can provide additional resources to supplement the material offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/ C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf

Theunderlinedphrase in“In this case, the role of technology can provide a significant addition to the other more conventional tools” refers to:
Alternativas
Q1218093 Inglês
TEXT I
What’s in a name?

There are numerous terms to describe the process of learning English. In many English speaking countriesit is often referred to as ‘English as an additional language’ or ‘English language learning’. The distinctive position in these contexts is for learners to acquire English alongside other subjects. This approach has proved very popular in the US, Canada, Australia and the UK, where over 25 years of research has informed a political agenda that promotes inclusion. In other areas, such as the Middle East, the term ‘English as another language’ has been coined to reflect the notion of children from minority ethnic backgrounds, who already have experience of using their own home languages and are learning the official language of the country, as well as learning English. In many other countries around the world, readers are likely to be familiar with the concept of learning ‘English as a foreign language’, where learning of English takes place in a non-English speaking context. In EFL classrooms there is a general aspiration for exposing learners to English as a ‘living language’, providing natural opportunities to practise target language through the use of authentic texts. In this case, the role of technology can provide a significant addition to the other more conventional tools (blackboards, textbooks, cassette players) that are found in classrooms around the world. Technologies like the internet can provide access to large quantities of authentic input material. Teachers and learners are no longer isolated from the target language or culture and can ‘… participate in the socially mediated practices of [the target language] community.’ (Kirsch, 2008: 46). Even if learners do not have direct access to the internet in their classrooms, or at home, teachers often do have and can provide additional resources to supplement the material offered via conventional means.
(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/ C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf

Text I informs that “there are numerous terms to describe the process of learning English”. Read the sentences and mark them as TRUE (T) or FALSE (F).
“English as an additional language” applies to students in countries where English is the first language. The phrase “English as an additional language” is also used in places where English is not the official language. EFL refers to settings around the world where English is taught as a second language.
The statements are, respectively:
Alternativas
Ano: 2019 Banca: FUNDEPES Órgão: Prefeitura de Santa Luzia - MG
Q1214447 Inglês
While at home in Ireland my poor mother wept bitter tears at the thought of her daughter with the university education serving hamburgers to pop stars.
I had been working there about six months the night I met James. It was a Friday night, which was traditionally the night the OJs frequented our restaurant. “OJ” standing, of course, for Office Jerks.
At five o’clock every Friday, like graves disgorging their dead, offices all over the center of London liberated their staffs for the weekend so that hordes of pale, cheapsuited clerks descended on us.
It was de rigueur for us waitresses to stand around sneering disdainfully at the besuited clientele, shaking our heads in disbelieving pity at the attire, hairstyles, etc., of the poor customers.
On the night in question, James and three of his colleagues sat in my section and I attended to their needs in my normal irresponsible and slapdash fashion. I paid them almost no attention whatsoever, barely listened to them as I took their order and certainly made no eye contact with them. If I had I might have noticed that one of them (yes, James, of course) was very handsome, in a black-haired, green-eyed, five-foottenish kind of way. I should have looked beyond the suit and seen the soul of the man.
Oh, shallowness, thy name is Clare.
But I wanted to be out back with the other waitresses, drinking beer and smoking and talking about sex. Customers were an unwelcome interference.
“Can I have my stake very rare?” asked one of the men.
“Um,” I said vaguely. I was even more uninterested than usual because I had noticed a book on the table. It was a really good book, one that I had read myself.
I loved books. And I loved reading. And I loved men who read. I loved a man who knew his existentialism from his magi-realism. And I had spent the last six months working with people who could just about manage to read Stage magazine (laboriously mouthing the words silently as they did so). I suddenly realized, with a pang, how much I missed the odd bit of intelligent conversation.
Suddenly the people at this table stopped being mere irritants and took on some sort of identity for me.
“Who owns this book?” I asked abruptly, interrupting the order placing.
The table of four men were startled. I had spoken to them! I had treated them almost as if they were human!
“I do,” said James, and as my blue eyes met his green eyes across his mango daiquiri, that was it, the silvery magic dust was sprinkled on us. In that instant something wonderful happened. From the moment we really looked at each other, we both knew we had met someone special.
I maintained that we fell in love immediately.
He maintained nothing of the sort, and said that I was a romantic fool. He claimed it took at least thirty seconds longer for him to fall in love with me.
First of all he had to establish that I had read the book in question also. Because he thought that I must be some kind of not-so-bright model or singer if I was working there. You know, the same way that I had written him off as some kind of subhuman clerk. Served me right.
KEYES, Marian. Watermelon. New York: Perennial, HarperCollins, 2002 (Edited).
In the sentence “I attended to their needs in my normal irresponsible and slapdash fashion”, taken from the text, it is incorrect to say that the word ‘irresponsible’
Alternativas
Ano: 2018 Banca: CONSULPLAN Órgão: SEDUC-PA
Q1213205 Inglês
Review the dialogs to answer the next question.
Fay: I guess that’s it, Tony. I’m leaving for good. Tony: Let me get it straight, how come you’ve made that decision?
What will Fay do?
Alternativas
Ano: 2013 Banca: FEPESE Órgão: Prefeitura de São José - SC
Q1213152 Inglês
The strategy used for Reading Comprehension, that is a strategy in which readers use information from a text (including titles, headings, pictures, and diagrams) and their own personal experiences to anticipate what they are about to read (or what comes next), is called: 
Alternativas
Ano: 2003 Banca: CESPE / CEBRASPE Órgão: Instituto Rio Branco
Q1212683 Inglês
Diplomacy, the conduct of inter-state relations, is an old business, and has remained surprisingly constant across three millennia and five continents. Despite vast changes in its social and economic context, its goals and methods have remained strikingly similar over time, so as the shape of the character of the people active in it.   Perpetually, it has the same core activities: representation, negotiation, observation, reporting, analysis and policy advice. Its meat and drink is politics, trade promotion, economic relations, and consular protection. But nowadays, its scope has widened to cover the whole range of government business in a global society.   The diplomat operates in a field of tensions, between war and peace, depending on the relations between the sending and receiving state. He must be adaptable to both. Psychologically, he is always located somewhere along this spectrum, part man of peace, seeking a productive balance of interests, part man of power, seeking national advantage in the global struggle.   He is by nature ambiguous: a voyager between two worlds, an interpreter between alien cultures, a man who can see both points of view and find common ground. He is a front-line officer who risks being shot in the chest or in the back.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
Based on textI, judge the following items.
The diplomat sometimes has to face contradictory situations. 
Alternativas
Ano: 2007 Banca: CESGRANRIO Órgão: TERMOAÇU
Q1212682 Inglês
Which alternative contains a correct correspondence of meaning?
Alternativas
Ano: 2003 Banca: CESPE / CEBRASPE Órgão: Instituto Rio Branco
Q1212668 Inglês
Diplomacy, the conduct of inter-state relations, is an old business, and has remained surprisingly constant across three millennia and five continents. Despite vast changes in its social and economic context, its goals and methods have remained strikingly similar over time, so as the shape of the character of the people active in it.   Perpetually, it has the same core activities: representation, negotiation, observation, reporting, analysis and policy advice. Its meat and drink is politics, trade promotion, economic relations, and consular protection. But nowadays, its scope has widened to cover the whole range of government business in a global society.   The diplomat operates in a field of tensions, between war and peace, depending on the relations between the sending and receiving state. He must be adaptable to both. Psychologically, he is always located somewhere along this spectrum, part man of peace, seeking a productive balance of interests, part man of power, seeking national advantage in the global struggle.   He is by nature ambiguous: a voyager between two worlds, an interpreter between alien cultures, a man who can see both points of view and find common ground. He is a front-line officer who risks being shot in the chest or in the back.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
diplomacy has never experienced any kind of changes in its activities. 
Alternativas
Ano: 2003 Banca: CESPE / CEBRASPE Órgão: Instituto Rio Branco
Q1212662 Inglês
Diplomacy, the conduct of inter-state relations, is an old business, and has remained surprisingly constant across three millennia and five continents. Despite vast changes in its social and economic context, its goals and methods have remained strikingly similar over time, so as the shape of the character of the people active in it.   Perpetually, it has the same core activities: representation, negotiation, observation, reporting, analysis and policy advice. Its meat and drink is politics, trade promotion, economic relations, and consular protection. But nowadays, its scope has widened to cover the whole range of government business in a global society.   The diplomat operates in a field of tensions, between war and peace, depending on the relations between the sending and receiving state. He must be adaptable to both. Psychologically, he is always located somewhere along this spectrum, part man of peace, seeking a productive balance of interests, part man of power, seeking national advantage in the global struggle.   He is by nature ambiguous: a voyager between two worlds, an interpreter between alien cultures, a man who can see both points of view and find common ground. He is a front-line officer who risks being shot in the chest or in the back.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
 diplomatic activity includes political advice. 
Alternativas
Ano: 2009 Banca: FCC Órgão: MRE
Q1212649 Inglês
It is a small force, but of huge symbolic significance. This month, 1,200 Brazilian troops arrived in Haiti, the country's biggest foreign military deployment since the Second World War. Brazil is commanding a United Nations peacekeeping force of 6,700 mainly Latin American troops and 1,600 police which is taking over from American and French forces in the Caribbean island. This marks a new departure. Brazil has long been a gentle and introverted giant, content to be a bystander on the world stage. 34
Luiz Inácio Lula da Silva, the c ountry's left-leaning president, is carving out a role for Brazil as spokesman for poor countries, most notably by founding the G20 group which lobbies for rich countries to open up farm trade. His government is playing a more active role across South America. And it is seeking a permanent seat on the UN Security Council. "Brazil has begun to flex its muscles as a regiona superpower," says Miguel Díaz of the Centre for Strategic and International Studies, a Washington-based think-tank.
If so, it is a paradoxical one. On the one hand, Brazil's fondest wish is to mitigate the United States' dominance of global affairs and thereby to enhance Brazil's influence. The foreign minister, Celso Amorim, calls for "a more balanced world" and justifies the Haiti mission in part as a step towards it "You can't be a supporter of multilateralism and when it comes to act say it's [too] dangerous," says Mr Amorim.
On the other hand, Brazil's new activism often, though B, coincides with the interests of the United States. Both countries want democracy and stability in places in the Americas where these seem fragile. In some of those places, Lula's Brazi has more friends and influence than George Bush's more abrasive United States. The two sometimes back rivals in these countries, but that is one source of Brazil's usefulness.
Lula did not start Brazil's international activism. In recent years, Brazilian troops have joined UN missions in Eas Timor and Angola. In 1996, Brazil acted with Argentina and the United States to forestall a coup in Paraguay – recognition that the defence of democracy in the region should take precedence over a tradition of non-intervention in the affairs o neighbours.
The search for a stable South America has long been an axiom of Brazil's foreign policy, but demographics have given it greater urgency. Brazilians, once described as clinging to the coast like crabs, have scurried westwards and northwards. The building of Brasília, which replaced Rio de Janeiro as the capital in 1960, helped to spark development of the interior, a process accelerated by an agricultural boom insuch western states as Mato Grosso. The Amazon, Brazil is learning, is both a resource and weak spot, vulnerable to guerrillas, drug traffickers and land-grabbers.
For most of its history as an independent country, Brazil saw Argentina as its chief rival and strategic threat. That changed with the formation of Mercosur, an incipient customs union also involving Paraguay and Uruguay. This has allowed Brazil to shift much of its army from its southern border to the north-western jungles near Colombia and Peru.
Brazil's sense of neighbourhood may be widening. Yet argues Mr Valladão, Brazil has not de cided what sort of neighbour to be. At times, it portrays itself as a team player. In theory, it negotiates on trade as a member of Mercosur. But Brazil also sees itself as a "whale", with the heft and appetite to act on its own. Mr Amorim's answer is that, in a world likely to be dominated by blocks, Brazil's best option is to co-operate as much as possible with its neighbours and other developing countries. Whales, he notes, "are gregarious animals.
According to the text,
Alternativas
Ano: 2003 Banca: CESPE / CEBRASPE Órgão: Instituto Rio Branco
Q1212642 Inglês
It has become clear that preventive diplomacy is only one of a class of actions that can be taken to prevent disputes from turning into armed conflict. Others in this class are preventive deployment of military and(or) police personnel; preventive humanitarian action, for example, to manage and resolve a refugee situation in a sensitive frontier area; and preventive peace-building, which itself comprises an extensive menu of possible actions in the political, economic and social fields, applicable especially to possible internal conflicts.   All these preventive actions share the following characteristics: they all depend on early warning that the risk of conflict exists; they require information about the causes and likely nature of the potential conflict so that the appropriate preventive action can be identified; and they require the consent of the party or parties within whose jurisdiction the preventive action is to take place.   The element of timing is crucial. The potential conflict should be ripe for the preventive action proposed. Timing is also an important consideration in peace-making and peace-keeping. The prevention, control and resolution of a conflict is like the prevention, control and cure of a disease. If treatment is prescribed at the wrong moment in the evolution of a disease, the patient does not improve, and the credibility of both the treatment and the physician who prescribed it is compromised. Internet:                   <http://www.un.org/Docs/SG/SG-Rpt/ch4b.htm> (with adaptations)
From text, it can be deduced that
 preventive peace-building demands several types of action. 
Alternativas
Ano: 2003 Banca: CESPE / CEBRASPE Órgão: Instituto Rio Branco
Q1212641 Inglês
It has become clear that preventive diplomacy is only one of a class of actions that can be taken to prevent disputes from turning into armed conflict. Others in this class are preventive deployment of military and(or) police personnel; preventive humanitarian action, for example, to manage and resolve a refugee situation in a sensitive frontier area; and preventive peace-building, which itself comprises an extensive menu of possible actions in the political, economic and social fields, applicable especially to possible internal conflicts.   All these preventive actions share the following characteristics: they all depend on early warning that the risk of conflict exists; they require information about the causes and likely nature of the potential conflict so that the appropriate preventive action can be identified; and they require the consent of the party or parties within whose jurisdiction the preventive action is to take place.   The element of timing is crucial. The potential conflict should be ripe for the preventive action proposed. Timing is also an important consideration in peace-making and peace-keeping. The prevention, control and resolution of a conflict is like the prevention, control and cure of a disease. If treatment is prescribed at the wrong moment in the evolution of a disease, the patient does not improve, and the credibility of both the treatment and the physician who prescribed it is compromised. Internet:                   <http://www.un.org/Docs/SG/SG-Rpt/ch4b.htm> (with adaptations)
From text, it can be deduced that
military actions will necessarily lead to armed conflict. 
Alternativas
Ano: 2003 Banca: CESPE / CEBRASPE Órgão: Instituto Rio Branco
Q1212602 Inglês
Diplomacy, the conduct of inter-state relations, is an old business, and has remained surprisingly constant across three millennia and five continents. Despite vast changes in its social and economic context, its goals and methods have remained strikingly similar over time, so as the shape of the character of the people active in it.   Perpetually, it has the same core activities: representation, negotiation, observation, reporting, analysis and policy advice. Its meat and drink is politics, trade promotion, economic relations, and consular protection. But nowadays, its scope has widened to cover the whole range of government business in a global society.   The diplomat operates in a field of tensions, between war and peace, depending on the relations between the sending and receiving state. He must be adaptable to both. Psychologically, he is always located somewhere along this spectrum, part man of peace, seeking a productive balance of interests, part man of power, seeking national advantage in the global struggle.   He is by nature ambiguous: a voyager between two worlds, an interpreter between alien cultures, a man who can see both points of view and find common ground. He is a front-line officer who risks being shot in the chest or in the back.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
It can be inferred from the text I that
Alternativas
Ano: 2003 Banca: CESPE / CEBRASPE Órgão: Instituto Rio Branco
Q1212547 Inglês
Diplomacy, the conduct of inter-state relations, is an old business, and has remained surprisingly constant across three millennia and five continents. Despite vast changes in its social and economic context, its goals and methods have remained strikingly similar over time, so as the shape of the character of the people active in it.   Perpetually, it has the same core activities: representation, negotiation, observation, reporting, analysis and policy advice. Its meat and drink is politics, trade promotion, economic relations, and consular protection. But nowadays, its scope has widened to cover the whole range of government business in a global society.   The diplomat operates in a field of tensions, between war and peace, depending on the relations between the sending and receiving state. He must be adaptable to both. Psychologically, he is always located somewhere along this spectrum, part man of peace, seeking a productive balance of interests, part man of power, seeking national advantage in the global struggle.   He is by nature ambiguous: a voyager between two worlds, an interpreter between alien cultures, a man who can see both points of view and find common ground. He is a front-line officer who risks being shot in the chest or in the back.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
Based on textI, judge the following items.
Diplomacy can be a risky activity.
Alternativas
Ano: 2003 Banca: CESPE / CEBRASPE Órgão: Instituto Rio Branco
Q1212479 Inglês
Diplomacy, the conduct of inter-state relations, is an old business, and has remained surprisingly constant across three millennia and five continents. Despite vast changes in its social and economic context, its goals and methods have remained strikingly similar over time, so as the shape of the character of the people active in it.   Perpetually, it has the same core activities: representation, negotiation, observation, reporting, analysis and policy advice. Its meat and drink is politics, trade promotion, economic relations, and consular protection. But nowadays, its scope has widened to cover the whole range of government business in a global society.   The diplomat operates in a field of tensions, between war and peace, depending on the relations between the sending and receiving state. He must be adaptable to both. Psychologically, he is always located somewhere along this spectrum, part man of peace, seeking a productive balance of interests, part man of power, seeking national advantage in the global struggle.   He is by nature ambiguous: a voyager between two worlds, an interpreter between alien cultures, a man who can see both points of view and find common ground. He is a front-line officer who risks being shot in the chest or in the back.
<http://www.diplomat21.com/diplomacy/necessity.htm> (with adaptations).
Based on textI, judge the following items.
Both as man of peace and as a man of power the diplomat has the same goals.
Alternativas
Ano: 2003 Banca: CESPE / CEBRASPE Órgão: Instituto Rio Branco
Q1212400 Inglês
It has become clear that preventive diplomacy is only one of a class of actions that can be taken to prevent disputes from turning into armed conflict. Others in this class are preventive deployment of military and(or) police personnel; preventive humanitarian action, for example, to manage and resolve a refugee situation in a sensitive frontier area; and preventive peace-building, which itself comprises an extensive menu of possible actions in the political, economic and social fields, applicable especially to possible internal conflicts.   All these preventive actions share the following characteristics: they all depend on early warning that the risk of conflict exists; they require information about the causes and likely nature of the potential conflict so that the appropriate preventive action can be identified; and they require the consent of the party or parties within whose jurisdiction the preventive action is to take place.   The element of timing is crucial. The potential conflict should be ripe for the preventive action proposed. Timing is also an important consideration in peace-making and peace-keeping. The prevention, control and resolution of a conflict is like the prevention, control and cure of a disease. If treatment is prescribed at the wrong moment in the evolution of a disease, the patient does not improve, and the credibility of both the treatment and the physician who prescribed it is compromised. Internet:                   <http://www.un.org/Docs/SG/SG-Rpt/ch4b.htm> (with adaptations)
Based on text, it can be concluded that
in any case, the sooner preventive actions are implemented the better
Alternativas
Respostas
10461: B
10462: B
10463: D
10464: E
10465: C
10466: A
10467: B
10468: D
10469: D
10470: C
10471: C
10472: E
10473: E
10474: B
10475: C
10476: C
10477: C
10478: E
10479: C
10480: C