Questões Militares
Sobre advérbios e conjunções | adverbs and conjunctions em inglês
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AI tech products at schools and universities
Every few years, an emerging technology shows up at the doorstep of schools and universities promising to transform education. The most recent? Technologies powered by generative artificial intelligence, also known as GenAI. These technologies are sold on the potential they hold for education. As optimistic as these visions of the future may be, the realities of educational technology over the past few decades have not lived up to their promises, as shown by rigorous investigations of technology after technology – from mechanical machines to computers, from mobile devices to massive open online courses.
Yet, educational technology evangelists forget, remain unaware or simply do not care. Or they may be overly optimistic that the next new technology will be different than before.
Here are four questions I believe should be answered before school officials purchase any technology that relies on AI.
1. Is there evidence that a product works?
Compelling evidence of the effect of GenAI products on educational outcomes does not yet exist. Therefore, and unfortunately, it is the consumer who carries the onus of appraising products. My recommendation is: use multiple means for assessing product effectiveness.
2. [...]
Oftentimes, there is a divide between what entrepreneurs build and educators need. For example, one shortcoming of the One Laptop Per Child program – an ambitious program that sought to put small, cheap but sturdy laptops in the hands of children from families of lesser means – is that the laptops were designed for idealized younger versions of the developers themselves, not so much the children who were actually using them.
Initiatives have been implemented in which entrepreneurs and educators work together to improve educational technology products. Some products are developed with input from students and educators. Questions to ask vendors might be: In what ways were educators and learners included? How did their input influence the final product?
3. What educational beliefs shape this product?
Educational technology is rarely neutral. It is designed by people, and people have beliefs, experiences, ideologies and biases that shape the technologies they develop.
It is important for educational technology products to rely on what educators have experienced as relevant to the students they meet in their real-life classes. Questions to ask include: What pedagogical principles guide this product? What particular learning does it support or discourage?
4. Does the product level the playing field?
Finally, people ought to ask how a product addresses educational inequities. Is this technology going to help reduce the learning gaps between different groups of learners? Or is it one that aids some learners – often those who are already successful or privileged – but not others? Is it adopting an asset-based or a deficit-based approach to addressing inequities?
Educational technology vendors and startups may not have answers to all of these questions. But they should still be asked and considered. Answers could lead to improved products.
(George Veletsianos. https://theconversation.com, 15.04.24. Adaptado)
Observe a palavra destacada em negrito nas duas frases a seguir:
I. “Yet, educational technologist evangelists forget, remain unaware or simply do not care.” (parágrafo 2)
II. “Compelling evidence of the effect of GenAI products on educational outcomes does not yet exist” (parágrafo 5).
O uso da palavra yet está corretamente explicado na alternativa:
The opposite of “often” in “Climate change is often discussed” (2nd paragraph) is
(Adapted from https:/Awww.historyhit.com/undiscovered-shipwrecks)
Read the text and answer the question.
Read the conversation between Carol and Neil.
Neil: What do you do on New Year’s Day?
Carol: Well, we sometimes go downtown. They have fireworks. It’s really pretty. Other people invite friends to their house and they have a party.
Neil: Do you give presents to your friends and family?
Carol: No, we never give presents on New Year’s.
Neil: Do you have a meal with your family?
Carol: No, we do that on Christmas. On New Year’s we just party!
From the Book World English 1A
Read the text and answer question.
How facial recognition technology aids police
Police officers’ ability to recognize and locate individuals with a history of committing crime is vital to their work. In fact, it is so important that officers believe possessing it is fundamental to the craft of effective street policing, crime prevention and investigation. However, with the total police workforce falling by almost 20 percent since 2010 and recorded crime rising, police forces are turning to new technological solutions to help enhance their capability and capacity to monitor and track individuals about whom they have concerns.
One such technology is Automated Facial Recognition (known as AFR). This works by analyzing key facial features, generating a mathematical representation of them, and then comparing them against known faces in a database, to determine possible matches. While a number of UK and international police forces have been enthusiastically exploring the potential of AFR, some groups have spoken about its legal and ethical status. They are concerned that the technology significantly extends the reach and depth of surveillance by the state.
Until now, however, there has been no robust evidence about what AFR systems can and cannot deliver for policing. Although AFR has become increasingly familiar to the public through its use at airports to help manage passport checks, the environment in such settings is quite controlled. Applying similar procedures to street policing is far more complex. Individuals on the street will be moving and may not look directly towards the camera. Levels of lighting change, too, and the system will have to cope with the vagaries of the British weather.
[…]
As with all innovative policing technologies there are important legal and ethical concerns and issues that still need to be considered. But in order for these to be meaningfully debated and assessed by citizens, regulators and law-makers, we need a detailed understanding of precisely what the technology can realistically accomplish. Sound evidence, rather than references to science fiction technology --- as seen in films such as Minority Report --- is essential.
With this in mind, one of our conclusions is that in terms of describing how AFR is being applied in policing currently, it is more accurate to think of it as “assisted facial recognition,” as opposed to a fully automated system. Unlike border control functions -- where the facial recognition is more of an automated system -- when supporting street policing, the algorithm is not deciding whether there is a match between a person and what is stored in the database. Rather, the system makes suggestions to a police operator about possible similarities. It is then down to the operator to confirm or refute them.
By Bethan Davies, Andrew Dawson, Martin Innes
(Source: https://gcn.com/articles/2018/11/30/facial-recognitionpolicing.aspx, accessed May 30th, 2020)
How facial recognition technology aids police
Police officers’ ability to recognize and locate individuals with a history of committing crime is vital to their work. In fact, it is so important that officers believe possessing it is fundamental to the craft of effective street policing, crime prevention and investigation. However, with the total police workforce falling by almost 20 percent since 2010 and recorded crime rising, police forces are turning to new technological solutions to help enhance their capability and capacity to monitor and track individuals about whom they have concerns.
One such technology is Automated Facial Recognition (known as AFR). This works by analyzing key facial features, generating a mathematical representation of them, and then comparing them against known faces in a database, to determine possible matches. While a number of UK and international police forces have been enthusiastically exploring the potential of AFR, some groups have spoken about its legal and ethical status. They are concerned that the technology significantly extends the reach and depth of surveillance by the state.
Until now, however, there has been no robust evidence about what AFR systems can and cannot deliver for policing. Although AFR has become increasingly familiar to the public through its use at airports to help manage passport checks, the environment in such settings is quite controlled. Applying similar procedures to street policing is far more complex. Individuals on the street will be moving and may not look directly towards the camera. Levels of lighting change, too, and the system will have to cope with the vagaries of the British weather.
[…]
As with all innovative policing technologies there are important legal and ethical concerns and issues that still need to be considered. But in order for these to be meaningfully debated and assessed by citizens, regulators and law-makers, we need a detailed understanding of precisely what the technology can realistically accomplish. Sound evidence, rather than references to science fiction technology --- as seen in films such as Minority Report --- is essential.
With this in mind, one of our conclusions is that in terms of describing how AFR is being applied in policing currently, it is more accurate to think of it as “assisted facial recognition,” as opposed to a fully automated system. Unlike border control functions -- where the facial recognition is more of an automated system -- when supporting street policing, the algorithm is not deciding whether there is a match between a person and what is stored in the database. Rather, the system makes suggestions to a police operator about possible similarities. It is then down to the operator to confirm or refute them.
By Bethan Davies, Andrew Dawson, Martin Innes
(Source: https://gcn.com/articles/2018/11/30/facial-recognitionpolicing.aspx, accessed May 30th, 2020)
"All authorities have acted quickly and with great caution."
Mark the option that contains a sentence with the same type of adverb underlined in the sentence above.
- I have a question. What would happen if there were a beautiful and highly intelligent child up in heaven waiting to be born and his or her parents decided that the children they already had were enough?
- Your ignorance of theology and medicine is appalling!
- I still think it’s a good question!
Adapted from https://www.peanuts.com/comics/
Read the text and answer question.
The Importance of the English Language
Nowadays, more and more people are dedicating time to studying English as a second language. Many countries include English in their school syllabus and children are starting to learn English at a younger and younger age. Do you know why learning English is so important? Here are five good reasons to take an English Language Course.
1. English is the most commonly spoken language in the world. One out of five people can speak or at least understand English!
2. Studying English can help you get a job.
3. English is the language of the Internet.
4. Travelling is a lot easier with a good knowledge of English.
5. English gives you access to multiple cultures.
Adapted from https://www.british-study.com/en/importance-of-english-language/
Native English speakers are the world’s worst communicators
It was just one word in one email, but it caused huge financial losses for a multinational company. The message, written in English, was sent by a native speaker to a colleague for whom English was a second language. Unsure of the word, the recipient found two contradictory meanings in his dictionary. He acted on the wrong one.
Months later, senior management investigated why the project had failed, costing hundreds of thousands of dollars. “It all traced back to this one word,” says Chia Suan Chong, a UK-based communications skills and intercultural trainer, who didn’t reveal the tricky word because it is highly industry-specific and possibly identifiable. “Things spiralled out of control because both parties were thinking the opposite.”
When such misunderstandings happen, it’s usually the native speakers who are to blame. Ironically, they are worse at delivering their message than people who speak English as a second or third language, according to Chong. “A lot of native speakers are happy that English has become the world’s global language. They feel they don’t have to spend time learning another language.”
The non-native speakers, it turns out, speak more purposefully and carefully, trying to communicate
efficiently with limited, simple language, typical of someone speaking a second or third language. Anglophones,
on the other hand, often talk too fast for others to follow, and use jokes, slang, abbreviations and
references specific to their own culture, says Chong. “The native English speaker is the only one who
might not feel the need to adapt to the others,” she adds.
Adapted from http://www.bbc.com/capital/story/20161028-native-english-speakers-are-the-worlds-worst-communicators
Are any foods safe to eat anymore? The fears and the facts 48 49 50
Food was once seen as a source of sustenance and pleasure. Today, the dinner table can instead begin to feel like a minefield. Is bacon really a risk factor of cancer? Will coffee or eggs give you a heart attack? Does wheat contribute to Alzheimer’s disease? Will dairy products clog up your arteries? Worse still, the advice changes continually. As TV-cook Nigella Lawson recently put it: “You can guarantee that what people think will be good for you this year, they won’t next year.”
This may be somewhat inevitable: evidence-based health advice should be constantly updated as new studies explore the nuances of what we eat and the effects the meals have on our bodies. But when the media (and ill-informed health gurus) exaggerate the results of a study without providing the context, it can lead to unnecessary fears that may, ironically, push you towards less healthy choices.
The good news is that “next year” you may be pleased to learn that many of your favourite foods are not the ticking time bomb you have been led to believe...
Adapted from http://www.bbc.com/future/story/20151029-are-any-foods-safe-to-eat-anymore-heres-the-truth
Are any foods safe to eat anymore? The fears and the facts 48 49 50
Food was once seen as a source of sustenance and pleasure. Today, the dinner table can instead begin to feel like a minefield. Is bacon really a risk factor of cancer? Will coffee or eggs give you a heart attack? Does wheat contribute to Alzheimer’s disease? Will dairy products clog up your arteries? Worse still, the advice changes continually. As TV-cook Nigella Lawson recently put it: “You can guarantee that what people think will be good for you this year, they won’t next year.”
This may be somewhat inevitable: evidence-based health advice should be constantly updated as new studies explore the nuances of what we eat and the effects the meals have on our bodies. But when the media (and ill-informed health gurus) exaggerate the results of a study without providing the context, it can lead to unnecessary fears that may, ironically, push you towards less healthy choices.
The good news is that “next year” you may be pleased to learn that many of your favourite foods are not the ticking time bomb you have been led to believe...
Adapted from http://www.bbc.com/future/story/20151029-are-any-foods-safe-to-eat-anymore-heres-the-truth
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