Questões de Vestibular Sobre sinônimos | synonyms em inglês

Foram encontradas 295 questões

Q538060 Inglês
In the fragment “But when examined on a deeper level, the country bears more resemblance to a distributive, value-claiming actor.” (lines 50-52) the expression ‘to bear resemblance to’ means
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Q538058 Inglês
In the fragments “the country exports advanced passenger aircraft and high fashion design while simultaneously grappling with tens of millions struggling to survive in poverty” (lines 10-13) and “The ability of Brazilian diplomats to carry off this double identity rests in the country’s carefully constructed position as the intermediate or bridging ground between the South and the North.” (lines 52-55), ‘grappling with’ and carry off’ mean, respectively:
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Q538057 Inglês
Based on the meanings of the words in Paragraph 2, it can be said that
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Ano: 2013 Banca: CESGRANRIO Órgão: PUC - RJ Prova: CESGRANRIO - 2013 - PUC - RJ - Vestibular - 1° Dia - Prova Tarde grupo 5 |
Q537985 Inglês
The phrase “a chicken-and-egg problem” (. 30) expresses the idea of
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Ano: 2013 Banca: CESGRANRIO Órgão: PUC - RJ Prova: CESGRANRIO - 2013 - PUC - RJ - Vestibular - 1° Dia - Prova Tarde grupo 5 |
Q537984 Inglês
The author uses the phrasal verb “trundles off” (. 18) that could be replaced by
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Q537957 Inglês
In “They have put a fleet of 150 experimental vehicles on the roads” (. l 65-66), “a fleet” could be replaced by
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Ano: 2013 Banca: CESGRANRIO Órgão: PUC - RJ Prova: CESGRANRIO - 2013 - PUC - RJ - Vestibular - 1° Dia - Prova Tarde grupos 1, 3 e 4 |
Q537954 Inglês
The author uses the phrasal verb “trundles off” (.l 18) that could be replaced by
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Ano: 2013 Banca: CESGRANRIO Órgão: FMP Prova: CESGRANRIO - 2013 - FMP - Vestibular - Prova 1 |
Q385187 Inglês
In Text I, the expression in parentheses that describes the idea expressed by the boldfaced word is
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Ano: 2013 Banca: VUNESP Órgão: UFTM Prova: VUNESP - 2013 - UFTM - Vestibular - Prova 01 |
Q382491 Inglês
imagem-020.jpg

Sebastião Salgado’s blue eyes have seen a bit of everything in this world - and this might not even be an exaggeration. For the past eight years in particular, the 69­year­old Brazilian photographer has travelled to more than 30 isolated regions of the world, collecting images of dozens of remote tribes, endangered animals and unusual landscapes.

The Genesis project is a singular photographic journey that began in 2004 and ended in 2012, at a cost of one million Euros a year. The result will be shown in magazines, books, a documentary by Wim Wenders and a series of exhibitions around the world, each displaying some 250 black­and­white photos.

The first exhibition will open in London on April 11, with former Brazilian President Lula - Salgado’s long­time friend - as special guest. “We want to create a little movement around these photos to provoke a debate on what we need to preserve,” he says. Salgado defends environmental causes through his organization, Instituto Terra. Even after travelling to so many exotic places, Salgado, now living in Paris, still takes vacations in Brazil. Here are excerpts from a conversation Salgado had with Folha, with new details about his travels, photographic techniques and new environmental projects.

• Coldest trip I visited the Nenets, in the Yamal peninsula, in northern Siberia, Russia. They are a nomadic tribe who raise reindeer in extreme Arctic conditions. When I went there it was spring and weather ranged between ­35ºC and ­45ºC. I didn’t wash myself for 45 days. They don’t take baths because there is no water. The only way to get water is to break off a piece of ice and warm it in a pot.

• Frozen equipment I used a Canon, an EOS1 Mark III, a very powerful machine. The problem was the batteries. In the Siberian temperatures, they quickly lost power. On average, I take 2,500 shots per battery, but this time I could only take 300­400 photos before the battery stopped working. I would put it inside my clothes, my assistant would give me another one, I would take 300 more pictures and, when that battery ran out energy, I would take out the other one and it would work again.

• Going digital for the first time I started Genesis with film and changed to digital. The airport X­Ray scanners degrade the quality of film, and so I decided to change to digital and was quite surprised. Quality was better than the one I had with negatives in medium format. I turned off the screen on the back of the camera, and used my camera as I have always done. When I came back to Paris, I printed contact sheets and edited the photos using a magnifying glass, because I don’t know how to do it in the computer.

• Stone Ages I met tribes that are still living in the Stone Ages, with working tools such as stone hammers. There were clans of about 10 people living in treetops. They had already seen white people before. They looked towards the direction I had come from and the chief asked me whether I was part of the white people clan that usually came from that direction. Because, for them, the world is all made of clans

• Brazilian arrows I met the Zo’e tribe, in Brazil, who were first discovered 15 years ago and live in a state of total purity. You see the guy working with an arrow. He warms it, put some weight on it, a straight feather if he wants a quicker arrow, a rounder one to have it slower. It is the same science as for rockets. And he’s got the same problem as in Cape Canaveral, to recover his rockets. If his ballistic calculations are wrong, he loses his arrow. He takes only 10 arrows with him when he goes hunting, no more than that

• Activist or photographer? Photography is my life. When I am taking photos, I am in a deep trance. When I have my camera and am travelling with the Nenets, it’s my life, morning to night. I have taken incredible photos, but my life is also the environment and Instituto Terra.

No trecho do sexto parágrafo – The airport X­Ray scanners degrade the quality of film, and so I decided to change to digital and was quite surprised. –, a palavra so pode ser substituída, sem alteração de sentido, por
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Ano: 2013 Banca: VUNESP Órgão: Faculdade Cultura Inglesa Prova: VUNESP - 2013 - Faculdade Cultura Inglesa - Vestibular - Prova 01 |
Q359213 Inglês
No excerto do primeiro parágrafo – his research showed that it is language use, not proficiency, which makes the difference –, o trecho language use, not proficiency pode ser reescrito, sem alteração de sentido, como
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Ano: 2013 Banca: VUNESP Órgão: UNESP Prova: VUNESP - 2013 - UNESP - Vestibular - Primeiro Semestre |
Q357454 Inglês
How can consumers find out if a corporation is “greenwashing” environmentally unsavory practices?

imagem-008.jpg
No trecho final do último parágrafo – “all-natural” does not mean the product qualifies as Certified Organic, so be sure to look beyond the hype. –, a conjunção so pode ser substituída, sem alteração de sentido, por
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Ano: 2013 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE - 2013 - UNB - Vestibular - Língua Inglesa |
Q335095 Inglês
Based on the cartoon above, judge itens 27 to 29 and choose the correct answer to item 30.

“To take up” is a phrasal verb meaning “to start something as a hobby, for example”.
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Ano: 2012 Banca: ULBRA Órgão: ULBRA Prova: ULBRA - 2012 - ULBRA - Vestibular - Primeiro Semestre |
Q1378954 Inglês
A linking word that can best substitute the word despite, in “[d]espite the findings of this new study, the difficulty of smoking cessation based on sex should not be discounted”, is:
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Q1367106 Inglês

Texto

When superyacht chic meets hybrid technology

By Eoghan Macguire, for CNNAutor



(Disponível em: <http://edition.cnn.com/2012/05/15/tech/hybrid-superyacht/index.html?hpt=itr_tl>. Acessado em: 16/05/2012)

Concerning the vocabulary it is correct to affirm that


“wealthy” (line 1) and “millionaire” (line 10) are synonyms; “facilities” (line 6) and “amenities” (line 25) are synonyms; “lavish” (line 17) and “ostentatious” (line 45) are synonyms; “vessel” (line 18) and “yachts” (line 35) are synonyms.

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Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa - 1º Dia - 2ª fase |
Q1278809 Inglês
T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com
As to the meaning of the words “stemmed”, “tussle”, “gaze”, and “onset” in the text, it is expressed respectively in
Alternativas
Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa - 1º Dia - 2ª fase |
Q1278808 Inglês
T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com
An example of a pair of words/terms that appear in the text with similar meaning is
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Ano: 2012 Banca: FATEC Órgão: FATEC Prova: FATEC - 2012 - FATEC - Vestibular - Prova 1 |
Q382183 Inglês
In Higher Education, a Focus on Technology

By STEVE LOHR
The education gap facing the nation’s work force is evident in the numbers. Most new jobs will require more than a high school education, yet fewer than half of Americans under 30 have a (2) postsecondary degree of any kind. Recent state budget cuts, education experts agree, promise to make closing that gap even more difcult. The Bill and Melinda Gates Foundation, the William and Flora Hewlett Foundation, and four nonproft education organizations are beginning an ambitious initiative to address that challenge by accelerating the development and use of online learning tools. An initial $20 million round of money, from the Gates Foundation, will be for postsecondary online courses, particularly ones tailored for community colleges and low-income young people. Another round of grants, for high school programs, is scheduled for next year.

Just how efective technology can be in improving education - by making students more efective, more engaged learners - is a subject of debate. To date, education research shows that good teachers matter a lot, class size may be less important than once thought and nothing improves student performance as much as one-on-one human tutoring. If technology is well designed, experts say, it can help tailor the learning experience to individual students, facilitate student- teacher collaboration, and assist teachers in monitoring student performance each day and in quickly fne-tuning lessons. The potential benefts of technology are greater as students become older, more independent learners. Making that point, Mr. Gates said in an interview that for children from kindergarten to about ffth grade “the idea that you stick them in front of a computer is (3) ludicrous.”

(1)
higher education: educação superior.
(2)
postsecondary: termo que se refere aos cursos feitos após o high school ou, no modelo educacional brasileiro, o Ensino Médio.
(3)
ludicrous: ridícula, absurda.

No mesmo trecho do terceiro parágrafo – (...) particularly ones tailored for community colleges and low-income young people. – a palavra tailored pode ser substituída, sem alteração do sentido do texto, por
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Ano: 2012 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE - 2012 - UNB - Vestibular - Língua Inglesa 01 |
Q334021 Inglês
Imagem 003.jpg

Judge the items from 19 through 27 based on to the text above.
In the last paragraph, the verb “lodge” (L.34) conveys the same meaning as the verb damage.
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Ano: 2012 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE - 2012 - UNB - Vestibular - Língua Inglesa 01 |
Q334009 Inglês
Imagem 002.jpg

Judge the items that follow according to the text above.

The expression “wear and tear” (L.32) means unacceptable.
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Ano: 2012 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE - 2012 - UNB - Vestibular - Língua Inglesa 01 |
Q334005 Inglês
Imagem 001.jpg

Judge the following items according to the text above.
The word “runoff” is a synonym for wastewater.
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Respostas
201: B
202: A
203: D
204: A
205: C
206: D
207: C
208: B
209: D
210: D
211: E
212: C
213: C
214: C
215: B
216: A
217: B
218: E
219: E
220: E