Questões de Concurso
Sobre vocabulário | vocabulary em inglês
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Read Text II and answer the question that follow it.
Text II
From: https://aghlc.com/resources/articles/2016/how-to-prevent-phishing-attacks160812.aspx?hss_channel=tw-2432542152
In the cartoon above, the preposition “Due to” could be
correctly replaced with
The word “seeds” (line 5) means round or oval embryonic small parts released by plants from which new plants can be generated.
The verb “infuriate” (line 9) cannot be correctly substituted by the verb annoy, since they have distinct meanings.
The word “little” (line 16) is a quantifier and is used with both countable and uncountable nouns.
The term “however” (line 13) is an adverb and it means that something can be done in whatever way or manner.
Further and farther are both comparative forms for the adjective far; therefore, “further” (line 20) can be correctly replaced by farther, without a change in meaning.
The word “addressed” (line 11) shows the exact location of the equipment necessary to record the signals for the specific electrophysiology testing.
The term “resilient”, as used in line 13, means to be able to withstand adverse or challenging circumstances.
The expression “due to” (line 11) is used to introduce a cause to a situation previously mentioned.
The term “stall” (line 6) could be correctly replaced with stop, without this changing the meaning of the text.
The term “furthering” (line 2) is the Present Participle form of further and it is related to distance, since further is the comparative form of the adjective far.
Based on the previous text, judge the following item.
In “To some, these thick asphalt ribbons crisscrossing
countries and cleaving apart communities and ecosystems no
longer seem fit for purpose”, the excerpt “no longer seem fit
for purpose” could be correctly replaced by don’t seem fit
for purpose anymore, without change in its meaning.
The excerpt “So-called ‘deepfakes’ often present” (in the second sentence of the first paragraph) could be correctly replaced by Known as “deepfakes”, they often present, without changing the meaning of the text.
Global Perspectives of Public Administration
From a global perspective, public administration still raises passionate debates. Many of us presume to know the virtues of a globalized world, where commerce flourishes without barriers, cultures intertwine with each other, communication and technologies connect distant places to local villages and even to one’s living room. We probably agree that globalization creates a sense of togetherness, a feeling that events on one side of the world concern people living on the other side and that democracy and good governance are globalized aspirations to which people of all nations are prime subscribers. We soon realize however that globalization carries within it an insatiable spirit of competition and greed. The idea that the fittest, the strongest ultimately destroys the weakest, is straight from the jungle. The notion that globalization facilitates the overhauling of established norms and values, for better or for worse, is very much practicable.
What are public administrators to do when globalization seems to threaten the very customs and values that glue their society together? […]
The notion that public administration is a global phenomenon, subject to universal principles of moralities and values is tantalizing but questionable. A particular form of governance seems to work well for societies with common cores principles and traditional heritage, while another form of practice seems to facilitate better the development and aspirations of citizens in other corners of the world. Public administrators are first and foremost responsible for the management of their constituent’s affairs. They should dedicate their time and energy to respond to the aspirations and desiderata of their people and within the established boundaries of their societies. Public administrators seem to be more effective when they are inspired by concrete societal goals and objectives rather than when they are driven by a subjective sense of universal morality and goodness toward mankind. Too often, we have witnessed senseless wars and targeted killings in the name of subjective greater goods and selfish interests. […]
Nevertheless, the world is interconnected and public administrators have to deal with internal as well as external issues outside of their national borders. International laws and regulations require that countries’ citizens behave in a certain manner toward fellow neighbors that certain principles of coexistence such as respect for diversity and basic understanding of human rights and dignity are undeniable. Public administrators in a globalized world have to focus on these ideas and create structures that essentially characterize these viewpoints.
(Adapted from https://patimes.org/global-perspectives-public-administration/
Retrieved June 28th, 2022.)
Read the text and choose the correct option for the question.
ENGLISH TEACHING AND LEARNING DURING THE COVID CRISIS: ONLINE CLASSES AND UPSKILLING TEACHERS
Since many countries have imposed a lockdown on movement, and many schools have subsequently closed their doors, vast numbers of previously tech-shy teachers are having to learn very quickly how to teach using online resources. This might be through delivering lessons using virtual classrooms or providing online self-study material for students, both of which may be new modes of lesson delivery for many.
Since the rise of the internet in the 1990s, English language (EL) teachers have had what might be described as a difficult relationship with technology. Initial teacher education has been slow to embrace digital ways of teaching and learning, meaning that many EL teachers feel that they have been poorly prepared to use technology in their teaching (Clark, 2018). Consequently, many EL teachers have been resistant to the digital wave which has revolutionised other areas of our lives. Understandably, there are a number of worries which teachers have regarding introducing technology into teaching. Three of the most common are:
• Technology is isolating – learner interaction is limited, and dissimilar to the kind of ways that they will be required to use language in the real world.
• Teachers are being deskilled, and the essence of teaching is being lost.
• The rise of technology, particularly Artificial Intelligence (AI), will soon mean that teachers are made redundant.
Is technology isolating for teachers?
In many situations, technology can actually facilitate interaction. We only need to think of how many of us now use our phones and social media such as WhatsApp or Facebook to communicate. This can be equally true of interaction in a virtual learning environment – if managed correctly, opportunities for language use can be optimised and students will have plenty of interaction with each other. And, whether we like it or not, these forms of interaction, mediated through digital channels, now account for a high percentage of interactions in the 'real world‘.
EL teaching has long since stopped being a static discipline, in which teachers are primarily conveyors of declarative knowledge, i.e. facts or information. Nowadays, English teachers are better conceptualised as facilitators of learning who provide learning opportunities for their students, and give feedback to support improvement. The essence of teaching is not therefore something fixed but rather dynamic, adapting to the context and situation in which each teacher finds themselves. The facilitation of learning through technology is a highly skilled endeavour, and in many contexts can offer a really useful support to the classroom, providing students with the chance to learn in new and interesting ways.
Artificial intelligence is a 21st century spectre which haunts many professions. However, a study into which jobs are likely to be replaced by AI in the future (Frey & Osborne, 2013) found that the chances of the profession of school teacher disappearing was around 0.007, i.e. very low indeed, especially when compared with jobs such as Library Assistants (0.95), Real Estate Brokers (0.97) and Telemarketers (0.99).
This is because teaching is a complex job, requiring a range of skills, such as subject knowledge, classroom management, motivational skills, delivering feedback, differentiating learning, problem solving, emotional intelligence, counselling, etc. – the list is almost endless.
This contrasts with the current state of AI, which can be described as 'domain specific‘, i.e. highly skilled but in one particular area, e.g. playing chess, driving a car, recognising human faces or speech. The 'domain general‘ skills which a teacher possesses, and the complex interaction between those, is not going to be matched by machines anytime soon.
Adapted from: https://www.cambridgeenglish.org/blog/english-teaching-and-learning-during-the-covid-crisis/ (Accessed on 01.23.2022)
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