Questões Militares de Inglês
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Which sequence best completes the text below?
On _____ Monday, September 2nd _____ International Olympic Committee's (IOC) inspectors completed their fifth trip to Rio and, at ____ press conference wrapping up _____ trip, gave organizers cautious approval of_____ way things are going.
(Adapted from The Rio Times - Weekly Online Edition, Issue LVIII)
What is the correct way to complete the text below?
Learning a second language is not _______ learning a first language. It is _________.
Which sequence best completes the text below?
On 18 December 2008, President Lula signed the National Defense Strategy, ________ a fifteen month drafting exercise. The document was principally drafted by Minister for Strategic Planning Roberto Mangabeira Unger, and it provides a security policy framework that places defense in the context of the government's broader goal of national development. In terms of _________ the relationship among the strategic tasks of "sea denial", "sea control" and "power projection", the Brazilian Navy will be ruled by an unequal and joint development. If the Navy accepted _____ the same weight to all three objectives, there would be a big risk ________ mediocre in all of them. Although all of them deserve __________, this will happen in a certain order and sequence.
(Adapted from http://www.globalsecurity.org/military/world/brazil/navy.htm)
How New Words Are Created
Below we can find the description of five different processes that have led to the creation of new words in the English language.
(I) ________
Many of the new words added to the ever-growing lexicon of the English language are just created out of the blue, and often have líttle or no etymological pedigree. A good example is the word dog, etymologically unrelated to any other known word, which, in the late Middle Ages, suddenly and mysteriously displaced the Old English word hound (or hund) which had served for centuries.
(II) ___________
Some words arise simply as shortened forms of longer words (exam, gym, lab, bus, vet, phone and burger are some obvious and wellused examples). Perhaps less obvious is the derivation of words like goodbye (a shortening of God-be-with-you) and hello (a shortened form of the Old English for "whole be thou").
(III) ______________
Like many languages, English allows the formation of words by joining together shorter words (e.g. airport, seashore, fireplace, etc.). The concatenation of words in English may even allow for different meanings depending on the order of combination (e.g. houseboat/boathouse, casebook/bookcase, etc) .
(IV) _______
The drift of word meanings over time often arises, often but not always due to catachresis. By some estimates, over half of all words adopted into English from Latin have changed their meaning in some way over time, often drastically. For example, smart originally meant sharp, cutting or painful; A more modern example is the changing meaning of gay from merry to homosexual (and, in some circles in more recent years, to stupid or bad).
(V) ______
New words may arise due to mishearings or misrenderings. According to the "Oxford English Dictionary", there are at least 350 words in English dictionaries (most of them thankfully quite obscure) that owe their existence purely to typos or other misrenderings (e.g. shamefaced from the original shamefast, penthouse from pentice, sweetheart from sweetard, buttonhole from button-hold, etc).
(Adapted from http://wviw.thehistoryofenglish.com/issues_new.html)
The following headings have been removed from the text and replaced by (I), (II), (III), (IV) and (V). Choose the alternative which presents them in the correct order.
1- Change in the Meaning of Existing Words
2- Creation from Scratch
3- Fusion or Compounding Existing Words
4- Truncation or Clipping
5- Errors
American Students Test Well in Problem Solving, but Trail Foreign Counterparts
Fifteen-year-olds in the United States scored above the average of those in the developed world on exams assessing problem-solving skills, but they trailed several countries in Asia and Europe as well as Canada, according to International standardized tests results released on Tuesday.
The American students who took the problem-solving tests in 2012, the first time they were administered, did better on these exams than on reading, math and Science tests, suggesting that students in the United States are better able to apply knowledge to real-life situations than perform straightforward academic tasks.
Still, students who took the problem-solving tests in countries including Singapore, South Korea, Japan, several provinces of China, Canada, Australia, Finland and Britain all outperformed American students.
"The good news is that problem solving still remains a relatively strong suit for American students," said Bob Wise, former governor of West Virginia and president of the Alliance for Excellent Education, a national policy and advocacy group focused on improving high schools. "The challenge is that a lot of other nations are now developing this and even moving ahead. So where we used to, in an earlier era, dominate in what we called the deeper learning skills — Creative thinking, criticai thinking and the ability to solve problems — in terms of producing the workers that are increasingly needed in this area, other nations are coming on strong and in some cases surpassing us ."
The new problem-solving exams were administered to a subset of 15-year-olds in 28 countries who sat for the Program for International Student Assessment, a set of tests every three years commonly known as PISA and given by the Organization for Economic Cooperation and Development, a Paris-based group whose members include the world's wealthiest nations. Almost 1,275 American students took the exams.
Critics of the rankings on International tests have tended to characterize the high performance of Asian countries in particular as demonstrating the rote learning of facts and formulas. But the problem-solving results showed that students in the highest-performing nations were also able to think flexibly. Even on Interactive tasks, the American students' strength, all the Asian countries that participated in this round of exams outperformed the United States.
"To understand how to navigate a complex problem and exercise abstract reasoning is actually a very strong point for the Asian countries," said Francesco Avvisati, an analyst on the PISA team at the O.E.C.D.
(Adapted from http://www.nytimes.com)
American Students Test Well in Problem Solving, but Trail Foreign Counterparts
Fifteen-year-olds in the United States scored above the average of those in the developed world on exams assessing problem-solving skills, but they trailed several countries in Asia and Europe as well as Canada, according to International standardized tests results released on Tuesday.
The American students who took the problem-solving tests in 2012, the first time they were administered, did better on these exams than on reading, math and Science tests, suggesting that students in the United States are better able to apply knowledge to real-life situations than perform straightforward academic tasks.
Still, students who took the problem-solving tests in countries including Singapore, South Korea, Japan, several provinces of China, Canada, Australia, Finland and Britain all outperformed American students.
"The good news is that problem solving still remains a relatively strong suit for American students," said Bob Wise, former governor of West Virginia and president of the Alliance for Excellent Education, a national policy and advocacy group focused on improving high schools. "The challenge is that a lot of other nations are now developing this and even moving ahead. So where we used to, in an earlier era, dominate in what we called the deeper learning skills — Creative thinking, criticai thinking and the ability to solve problems — in terms of producing the workers that are increasingly needed in this area, other nations are coming on strong and in some cases surpassing us ."
The new problem-solving exams were administered to a subset of 15-year-olds in 28 countries who sat for the Program for International Student Assessment, a set of tests every three years commonly known as PISA and given by the Organization for Economic Cooperation and Development, a Paris-based group whose members include the world's wealthiest nations. Almost 1,275 American students took the exams.
Critics of the rankings on International tests have tended to characterize the high performance of Asian countries in particular as demonstrating the rote learning of facts and formulas. But the problem-solving results showed that students in the highest-performing nations were also able to think flexibly. Even on Interactive tasks, the American students' strength, all the Asian countries that participated in this round of exams outperformed the United States.
"To understand how to navigate a complex problem and exercise abstract reasoning is actually a very strong point for the Asian countries," said Francesco Avvisati, an analyst on the PISA team at the O.E.C.D.
(Adapted from http://www.nytimes.com)
Say if the statements are T (true) or F (false) and choose the best alternative.
( ) American students outscored students of developed countries in all kinds of tests.
( ) Results suggest American students are good at problem-solving tests.
( ) American students have outstanding results in problem-solving tasks and in academic subjects like reading, math and science.
( ) American educational authorities are concerned about the performance of students from other countries.
( ) Asian students only perform better when it comes to memorizing
facts and formulas.
American Students Test Well in Problem Solving, but Trail Foreign Counterparts
Fifteen-year-olds in the United States scored above the average of those in the developed world on exams assessing problem-solving skills, but they trailed several countries in Asia and Europe as well as Canada, according to International standardized tests results released on Tuesday.
The American students who took the problem-solving tests in 2012, the first time they were administered, did better on these exams than on reading, math and Science tests, suggesting that students in the United States are better able to apply knowledge to real-life situations than perform straightforward academic tasks.
Still, students who took the problem-solving tests in countries including Singapore, South Korea, Japan, several provinces of China, Canada, Australia, Finland and Britain all outperformed American students.
"The good news is that problem solving still remains a relatively strong suit for American students," said Bob Wise, former governor of West Virginia and president of the Alliance for Excellent Education, a national policy and advocacy group focused on improving high schools. "The challenge is that a lot of other nations are now developing this and even moving ahead. So where we used to, in an earlier era, dominate in what we called the deeper learning skills — Creative thinking, criticai thinking and the ability to solve problems — in terms of producing the workers that are increasingly needed in this area, other nations are coming on strong and in some cases surpassing us ."
The new problem-solving exams were administered to a subset of 15-year-olds in 28 countries who sat for the Program for International Student Assessment, a set of tests every three years commonly known as PISA and given by the Organization for Economic Cooperation and Development, a Paris-based group whose members include the world's wealthiest nations. Almost 1,275 American students took the exams.
Critics of the rankings on International tests have tended to characterize the high performance of Asian countries in particular as demonstrating the rote learning of facts and formulas. But the problem-solving results showed that students in the highest-performing nations were also able to think flexibly. Even on Interactive tasks, the American students' strength, all the Asian countries that participated in this round of exams outperformed the United States.
"To understand how to navigate a complex problem and exercise abstract reasoning is actually a very strong point for the Asian countries," said Francesco Avvisati, an analyst on the PISA team at the O.E.C.D.
(Adapted from http://www.nytimes.com)
How to Exercise While Sítting At Your Computer
Is your work stressing you out? Is your work making you fat? Of course, it is. If you are in a relationship with your work like me (I hate the word "workaholic") , then maybe you are also dealing with some relationship issues like stress and weight gain. Every person who has a desk job does not need to indulge in a tub of ice-cream after a particularly stressful day at work to gain the pounds. In fact, the downside of being a way too dedicated employee is that it will make you fat! The stress to perform plus the inactivity of a desk job will definitely increase your waist size. What's more, you will become lethargic once four hours of inactivity can seriously send your metabolism leveis to an all-time low. If you think that a 30 minute walk every day is enough cardio activity in a week to maintain your metabolism, you are wrong! Yes, I was surprised too! The mathematics of this is that when you perform any cardio activity, it elevates your metabolism rate for a span of time, but not the entire day. Because the rest of the day you are sitting idle on your chair without much activity, the 30 minute walk is not enough, nor is the 1-hour intense workout. What you need to do to keep yourself from pilling on the pounds is to keep your metabolism rate high all day long. For that, you need to break the no physical activity routine from 9 to 5 by exercising while sitting at your desk!
Here are simple exercises that take 5 minutes of your day and prevent you from feeling stiff.
A) Neck: To stretch your neck, slowly flex your head forward and backward, side to side and look right and left. This can be done almost any time to lessen tension and strain. Never roll your head around your neck— this could cause damage to the joints of the neck.
B) Shoulders: Roll your shoulders forward around 10 times, then backward. This helps release the tension off your shoulders.
C) Wrists: Roll your wrists regularly, around every hour or so. Roll the wrists 10 times clockwise, then 10 times counterclockwise. This will help minimize the potential for getting carpal tunnel syndrome if you spend a lot of time typing.
D) Ankles: Roll your ankles regularly. As with your wrists, roll the ankles in a clockwise motion three times, then counterclockwise. This helps improve blood circulation, and prevents that tingling feeling you can get when blood circulation is cut off, also known as "pins and needles".
(Adapted from http://www.buzzle.com and http://www.wikihow.com)
How to Exercise While Sítting At Your Computer
Is your work stressing you out? Is your work making you fat? Of course, it is. If you are in a relationship with your work like me (I hate the word "workaholic") , then maybe you are also dealing with some relationship issues like stress and weight gain. Every person who has a desk job does not need to indulge in a tub of ice-cream after a particularly stressful day at work to gain the pounds. In fact, the downside of being a way too dedicated employee is that it will make you fat! The stress to perform plus the inactivity of a desk job will definitely increase your waist size. What's more, you will become lethargic once four hours of inactivity can seriously send your metabolism leveis to an all-time low. If you think that a 30 minute walk every day is enough cardio activity in a week to maintain your metabolism, you are wrong! Yes, I was surprised too! The mathematics of this is that when you perform any cardio activity, it elevates your metabolism rate for a span of time, but not the entire day. Because the rest of the day you are sitting idle on your chair without much activity, the 30 minute walk is not enough, nor is the 1-hour intense workout. What you need to do to keep yourself from pilling on the pounds is to keep your metabolism rate high all day long. For that, you need to break the no physical activity routine from 9 to 5 by exercising while sitting at your desk!
Here are simple exercises that take 5 minutes of your day and prevent you from feeling stiff.
A) Neck: To stretch your neck, slowly flex your head forward and backward, side to side and look right and left. This can be done almost any time to lessen tension and strain. Never roll your head around your neck— this could cause damage to the joints of the neck.
B) Shoulders: Roll your shoulders forward around 10 times, then backward. This helps release the tension off your shoulders.
C) Wrists: Roll your wrists regularly, around every hour or so. Roll the wrists 10 times clockwise, then 10 times counterclockwise. This will help minimize the potential for getting carpal tunnel syndrome if you spend a lot of time typing.
D) Ankles: Roll your ankles regularly. As with your wrists, roll the ankles in a clockwise motion three times, then counterclockwise. This helps improve blood circulation, and prevents that tingling feeling you can get when blood circulation is cut off, also known as "pins and needles".
(Adapted from http://www.buzzle.com and http://www.wikihow.com)
PART 1: READING COMPREHENSION
The War at Home: The Struggle for Veterans to Find Jobs
In today's tough and competitive job market, it can be challenging for any adult to land a decent job. Though education can definitely improve outcomes, sometimes it's not just abont the degree. Experience can also play a major role in helping people find jobs. Yet in some cases, if you do not have the right kind of experience, this may be of little help. Just ask one of the many college-educated military veterans who serve their country only to return to find a job market that will treat them as rookies.
Army veteran John Lee Dumas said he had zero anxieties about finding a job after graduating college and had been told that his military experience would give him a leg up on other candidates. But things did not turn out that way.
"I quickly found out that I was lumped together with recent college grads for entry-level positions, and that an employee that had two years' experience at a job in a similar industry was considered way more qualified than I was despite my four years as an officer in the army", Dumas said.
When Dumas did find work, he said it was difficult to acclimate to the civilian Office environment.
"I often found that my peers and above had a hard time dealing with my direct approach and attitude about tackling problems head on, often asking for forgiveness rather than permission", he said.
One issue is that veterans are too modest when it comes to stating their accomplishments in the military.
"For some reason, I've had veterans not tell me about their awards and honors, but it should all be listed - from commander' s coins to medals of honor," Hurwitz said.
Navy veteran Tom Graves, who has a career in world force development helping companies understand the benefits of hiring skilled and experienced military veterans, agreed.
(Adapted from http://www.onlinecollege.org)
Considering the text, what does the word "skilled" mean in this extract?
" [...] the benefits of hiring skilled and experienced military
veterans [...]."
PART 1: READING COMPREHENSION
The War at Home: The Struggle for Veterans to Find Jobs
In today's tough and competitive job market, it can be challenging for any adult to land a decent job. Though education can definitely improve outcomes, sometimes it's not just abont the degree. Experience can also play a major role in helping people find jobs. Yet in some cases, if you do not have the right kind of experience, this may be of little help. Just ask one of the many college-educated military veterans who serve their country only to return to find a job market that will treat them as rookies.
Army veteran John Lee Dumas said he had zero anxieties about finding a job after graduating college and had been told that his military experience would give him a leg up on other candidates. But things did not turn out that way.
"I quickly found out that I was lumped together with recent college grads for entry-level positions, and that an employee that had two years' experience at a job in a similar industry was considered way more qualified than I was despite my four years as an officer in the army", Dumas said.
When Dumas did find work, he said it was difficult to acclimate to the civilian Office environment.
"I often found that my peers and above had a hard time dealing with my direct approach and attitude about tackling problems head on, often asking for forgiveness rather than permission", he said.
One issue is that veterans are too modest when it comes to stating their accomplishments in the military.
"For some reason, I've had veterans not tell me about their awards and honors, but it should all be listed - from commander' s coins to medals of honor," Hurwitz said.
Navy veteran Tom Graves, who has a career in world force development helping companies understand the benefits of hiring skilled and experienced military veterans, agreed.
(Adapted from http://www.onlinecollege.org)
PART 1: READING COMPREHENSION
The War at Home: The Struggle for Veterans to Find Jobs
In today's tough and competitive job market, it can be challenging for any adult to land a decent job. Though education can definitely improve outcomes, sometimes it's not just abont the degree. Experience can also play a major role in helping people find jobs. Yet in some cases, if you do not have the right kind of experience, this may be of little help. Just ask one of the many college-educated military veterans who serve their country only to return to find a job market that will treat them as rookies.
Army veteran John Lee Dumas said he had zero anxieties about finding a job after graduating college and had been told that his military experience would give him a leg up on other candidates. But things did not turn out that way.
"I quickly found out that I was lumped together with recent college grads for entry-level positions, and that an employee that had two years' experience at a job in a similar industry was considered way more qualified than I was despite my four years as an officer in the army", Dumas said.
When Dumas did find work, he said it was difficult to acclimate to the civilian Office environment.
"I often found that my peers and above had a hard time dealing with my direct approach and attitude about tackling problems head on, often asking for forgiveness rather than permission", he said.
One issue is that veterans are too modest when it comes to stating their accomplishments in the military.
"For some reason, I've had veterans not tell me about their awards and honors, but it should all be listed - from commander' s coins to medals of honor," Hurwitz said.
Navy veteran Tom Graves, who has a career in world force development helping companies understand the benefits of hiring skilled and experienced military veterans, agreed.
(Adapted from http://www.onlinecollege.org)
The Pilot's Advice
- Daytime. South America. Overcast. Good Visibility.
On approaching the buoyed deep water channel which led to the breakwater at the entrance to the port, I was in radio contact with the pilot launch, who reported that he was taking a pilot to a vessel anchored further out before bringing us our pilot. On receipt of this information I slowed to a speed to give bare steerage way. Eventually, however, we arrived at the buoyed channel before the pilot launch had returned to us, therefore, I altered course to proceed up the buoyed channel with still minimum power to counteract the cross-tide effect. Once the pilot boarded he ordered "Full Ahead" and moved into the centre of the channel. By this time the other vessel entering the port was close astern of us and rapidly overtaking our vessel. There then developed an intense discussion in the local language between my pilot and the pilot of the overtaking vessel as to who should pass through the breakwater first. Following this discussion my pilot advised me that as we were proceeding further up the harbor we should enter first and so we should maintain full speed. By this time the other vessel's bow was level with our stern and still overhauling us rapidly.
The situation was allowed by both pilots to develop until the bows were level. I was conning my vessel from the bridge front auxiliary tiller and could feel the intense interaction between the two vessels, I insisted to my pilot that we should reduce speed and allow the other vessel to proceed ahead of us. At this time the pilot of the other vessel stated clearly that my vessel should enter the breakwater first and that he had put his vessel on slow speed, we were then no more than 3 cables from the breakwater. The other vessel dropped rapidly astern and a dangerous situation was averted.
I think this was a case of the "Senior" pilot on the other vessel bullying the pilot on our vessel and so causing a hazardous and highly unnecessary situation.
(from the site: www.nautinst.org - MARS Report 93009)
Mark the correct alternative which completes the sentence.
When the tide in an area is moving up, it's said to be _________________.
The Pilot's Advice
- Daytime. South America. Overcast. Good Visibility.
On approaching the buoyed deep water channel which led to the breakwater at the entrance to the port, I was in radio contact with the pilot launch, who reported that he was taking a pilot to a vessel anchored further out before bringing us our pilot. On receipt of this information I slowed to a speed to give bare steerage way. Eventually, however, we arrived at the buoyed channel before the pilot launch had returned to us, therefore, I altered course to proceed up the buoyed channel with still minimum power to counteract the cross-tide effect. Once the pilot boarded he ordered "Full Ahead" and moved into the centre of the channel. By this time the other vessel entering the port was close astern of us and rapidly overtaking our vessel. There then developed an intense discussion in the local language between my pilot and the pilot of the overtaking vessel as to who should pass through the breakwater first. Following this discussion my pilot advised me that as we were proceeding further up the harbor we should enter first and so we should maintain full speed. By this time the other vessel's bow was level with our stern and still overhauling us rapidly.
The situation was allowed by both pilots to develop until the bows were level. I was conning my vessel from the bridge front auxiliary tiller and could feel the intense interaction between the two vessels, I insisted to my pilot that we should reduce speed and allow the other vessel to proceed ahead of us. At this time the pilot of the other vessel stated clearly that my vessel should enter the breakwater first and that he had put his vessel on slow speed, we were then no more than 3 cables from the breakwater. The other vessel dropped rapidly astern and a dangerous situation was averted.
I think this was a case of the "Senior" pilot on the other vessel bullying the pilot on our vessel and so causing a hazardous and highly unnecessary situation.
(from the site: www.nautinst.org - MARS Report 93009)
Mark the correct statement according to the following situation.
Ships passing by Rosario Strait, U.S.A., have noticed a new
sand bank 6 miles from the entrance to the strait and have
informed the port authorities about it. The authorities
decide to broadcast this to other vessels in the area as
there is a lot of traffic. They say:
The Pilot's Advice
- Daytime. South America. Overcast. Good Visibility.
On approaching the buoyed deep water channel which led to the breakwater at the entrance to the port, I was in radio contact with the pilot launch, who reported that he was taking a pilot to a vessel anchored further out before bringing us our pilot. On receipt of this information I slowed to a speed to give bare steerage way. Eventually, however, we arrived at the buoyed channel before the pilot launch had returned to us, therefore, I altered course to proceed up the buoyed channel with still minimum power to counteract the cross-tide effect. Once the pilot boarded he ordered "Full Ahead" and moved into the centre of the channel. By this time the other vessel entering the port was close astern of us and rapidly overtaking our vessel. There then developed an intense discussion in the local language between my pilot and the pilot of the overtaking vessel as to who should pass through the breakwater first. Following this discussion my pilot advised me that as we were proceeding further up the harbor we should enter first and so we should maintain full speed. By this time the other vessel's bow was level with our stern and still overhauling us rapidly.
The situation was allowed by both pilots to develop until the bows were level. I was conning my vessel from the bridge front auxiliary tiller and could feel the intense interaction between the two vessels, I insisted to my pilot that we should reduce speed and allow the other vessel to proceed ahead of us. At this time the pilot of the other vessel stated clearly that my vessel should enter the breakwater first and that he had put his vessel on slow speed, we were then no more than 3 cables from the breakwater. The other vessel dropped rapidly astern and a dangerous situation was averted.
I think this was a case of the "Senior" pilot on the other vessel bullying the pilot on our vessel and so causing a hazardous and highly unnecessary situation.
(from the site: www.nautinst.org - MARS Report 93009)
The correct alternative to complete the sentence below is:
When the men aboard the tug receive the towing line from the ship, they _____________
Close Approach With Oil Rig
A drilling rig was engaged in operations in a designated offshore oilfield. Its location had remained unchanged for more than four months and a two-mile radius safety zone had been established. This information was adequately promulgated to mariners. Despite these measures, on a clear day, the rig's crew was alerted to a cargo vessel that was approaching with a closest point of approach (CPA) of 0.3 nautical miles. It was observed that the ship's AIS was not operational, and general calls on the VHF went unanswered.
The rig's standby vessel was then sent off to intercept the cargo vessel and after closing with her, called her by name and also sounded the danger signal of several rapid short blasts at close range. The cargo ship made no attempt to respond and continued on her dangerous course, passing about two cables off the rig despite there being unrestricted sea room to seaward of the rig.
(from the site: www.nautinst.org - MARS Report 200736)
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