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Concurso: PM-PR

Concurso: PM-PR
Cargo: Bombeiro Militar - Soldado
Ano: 2014

Ano:

2014

Banca:

NC-UFPR

Cargo:

Bombeiro Militar - Soldado

Disciplina: Inglês

FC572007

Dificuldade: Muito difícil

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

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Why do we have blood types?

In 1996 a naturopath named Peter D’Adamo published a book called Eat Right 4 Your Type. D’Adamo argued that we must eat according to our blood type, in order to harmonise with our evolutionary heritage. Blood types, he claimed, “appear to have arrived at critical junctures of human development.” According to D’Adamo, type O blood arose in our hunter-gatherer ancestors in Africa, type A at the dawn of agriculture, and type B developed between 10,000 and 15,000 years ago in the Himalayan highlands. Type AB, he argued, is a modern blending of A and B.

From these suppositions, D’Adamo then claimed that our blood type determines what food we should eat. With my agriculture-based type A blood, for example, I should be a vegetarian. People with the ancient hunter type O should have a meat-rich diet and avoid grains and dairy. According to the book, foods that are not suited to our blood type contain antigens that can cause all sorts of illness. D’Adamo recommended his diet as a way to reduce infections, lose weight, fight cancer and diabetes, and slow the ageing process.

D’Adamo’s book has sold seven million copies and has been translated into 60 languages. It has been followed by a string of other blood type diet books; D’Adamo also sells a line of blood-type-tailored diet supplements on his website. As a result, doctors often get asked by their patients if blood type diets actually work.

The best way to answer that question is to run an experiment. In Eat Right 4 Your Type D’Adamo wrote that he was in the eighth year of a decade-long trial of blood type diets on women with cancer. Eighteen years later, however, the data from this trial have not yet been published.

Recently, researchers at the Red Cross in Belgium decided to see if there was any other evidence in the diet’s favor. They hunted through the scientific literature for experiments that measured the benefits of diets based on blood types. Although they examined over 1,000 studies, their efforts were fruitless. “There is no direct evidence supporting the health effects of the ABO blood type diet, ” says Emmy De Buck of the Belgian Red Cross-Flanders.

After De Buck and her colleagues published their review in the American Journal of Clinical Nutrition, D’Adamo responded on his blog. In spite of the lack of published evidence supporting his Blood Type Diet, he claimed that the science behind it is right. “There is good science behind the blood type diets, just like there was good science behind Einstein’s mathematical calculations that led to the Theory of Relativity, ” he wrote.

Adapted from: ZIMMER, Carl. Why do we have blood types? Crash diet. Retrieved from: http://www.bbc.com/future/story/20140715-why-do-wehave-blood-types. Access: August,2014.

According to the text, the expression “that question” in boldface and italics (paragraph 04) refers to

(a)

the question presented in the title.

(b)

the string of blood type diet books.

(c)

the blood-type-tailored diet proposed by D’Adamo.

(d)

the question whether blood type diets actually work.

(e)

the experiment which was run to answer the diet question.

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Concurso: PM-PR

Concurso: PM-PR
Cargo: Bombeiro Militar - Soldado
Ano: 2014

Ano:

2014

Banca:

NC-UFPR

Cargo:

Bombeiro Militar - Soldado

Disciplina: Inglês

FC572006

Dificuldade: Muito difícil

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

ENVIAR

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

http://www.d.umn.edu/~lmillerc/TeachingEnglishHomePage/5902/deadlines.html. Acesso em: 25/09/2014.

Hobbes suggests that Calvin should not think about the result of a writing task but rather have fun with the process of creating. Why is this suggestion NOT a profitable one?

(a)

Because Calvin is doing his final exams.

(b)

Because Calvin cannot be creative while writing.

(c)

Because Calvin feels he will fail his writing course.

(d)

Because Hobbes does not know how much effort the process of writing requires.

(e)

Because Calvin was sent to the psychologist at school every time he had fun with writing.

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Concurso: PM-PR

Concurso: PM-PR
Cargo: Bombeiro Militar - Soldado
Ano: 2014

Ano:

2014

Banca:

NC-UFPR

Cargo:

Bombeiro Militar - Soldado

Disciplina: Inglês

FC572005

Dificuldade em análise

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

ENVIAR

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

http://www.d.umn.edu/~lmillerc/TeachingEnglishHomePage/5902/deadlines.html. Acesso em: 25/09/2014.

Consider the question Calvin asks: “How can you be creative when someone’s breathing down your neck?”. The purpose of it is:

(a)

to complain about the result of a test.

(b)

to complain about writing a text on teaching.

(c)

to question why someone has to learn how to write.

(d)

to question how someone can be creative and meet the requirements of a writing task.

(e)

to question why someone has to be standing at the back of another person, by his or her neck.

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Concurso: Prefeitura de São José dos Campos - SP

Concurso: Prefeitura de São José dos Campos - SP
Cargo: Professor - Inglês
Ano: 2026

Ano:

2026

Banca:

FGV

Cargo:

Professor - Inglês

Disciplina: Inglês

FC571594

Dificuldade: Muito difícil

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

ENVIAR

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Read Text V and answer the question that follows.

Text V

Structural and pedagogical problems hinder the use of technology

Three out of four teachers in Brazil show support for the use of artificial intelligence (AI) as a teaching tool. They also say that the technology has impacted education both positively, with faster access to information, and negatively, as students lose their focus.

The data can be found in an unprecedented survey by Semesp Institute, an organization that represents higher education providers. The study was carried out between March 18 and 31 with 444 public and private school teachers from kindergarten to high school located in all regions of Brazil.

In the study,74.8 percent of respondents partially or totally agree with the use of artificial intelligence in teaching. Despite this, just over a third (39.2%) of them said they always use it as a teaching tool.

Even though educators believe it is important to use AI, they also report structural and pedagogical problems that prevent or hinder its employment. Further issues were reported in connection with its excessive use, especially by pupils. Among these problems are the lack of internet at school, the lack of training for teachers and also greater difficulty in holding students’ attention.

“I sense students have become more dependent on research tools and immediate answers and have a hard time having resilience and patience and acting as problem solvers, ” an anonymous teacher who took part in the survey said.

Another one said: “Technology has advanced, but sometimes access to it at school is not satisfactory. Poor internet connection. The computer lab is a restricted space. No Microsoft Office in the mobile lab. The use of cell phones is impractical as students have no internet. Now, even the internet is restricted to teachers.”

Just under half of the teachers (45.7%) declared that both teachers and students have access to computers and the internet where they teach. Another seven percent answered there is still no access to technology in their schools.

Teachers also report that technology has made students lose their focus. “The school can’t keep up with the use of new technologies at the speed that the students can, which leads to a mismatch between the lesson taught and the lesson that the students want. The unbridled use of social media and the high level of exposure of young people to these networks have undermined teachers’ contact with students, ” one of the teachers stated.

From: https://agenciabrasil.ebc.com.br/en/educacao/noticia/2024-05/three-outfour-teachers-brazil-advocate-ai-teaching-tool

The key goal of integrating technology into the Brazilian National Curriculum is to:

(a)

provide a more rigorous curriculum.

(b)

support the growth of distance learning.

(c)

keep students from accessing online content.

(d)

control students’ access to digital information.

(e)

promote critical and conscious use of technology.

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Concurso: Prefeitura de São José dos Campos - SP

Concurso: Prefeitura de São José dos Campos - SP
Cargo: Professor - Inglês
Ano: 2026

Ano:

2026

Banca:

FGV

Cargo:

Professor - Inglês

Disciplina: Inglês

FC571592

Dificuldade: Muito difícil

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

ENVIAR

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Read Text V and answer the question that follows.

Text V

Structural and pedagogical problems hinder the use of technology

Three out of four teachers in Brazil show support for the use of artificial intelligence (AI) as a teaching tool. They also say that the technology has impacted education both positively, with faster access to information, and negatively, as students lose their focus.

The data can be found in an unprecedented survey by Semesp Institute, an organization that represents higher education providers. The study was carried out between March 18 and 31 with 444 public and private school teachers from kindergarten to high school located in all regions of Brazil.

In the study,74.8 percent of respondents partially or totally agree with the use of artificial intelligence in teaching. Despite this, just over a third (39.2%) of them said they always use it as a teaching tool.

Even though educators believe it is important to use AI, they also report structural and pedagogical problems that prevent or hinder its employment. Further issues were reported in connection with its excessive use, especially by pupils. Among these problems are the lack of internet at school, the lack of training for teachers and also greater difficulty in holding students’ attention.

“I sense students have become more dependent on research tools and immediate answers and have a hard time having resilience and patience and acting as problem solvers, ” an anonymous teacher who took part in the survey said.

Another one said: “Technology has advanced, but sometimes access to it at school is not satisfactory. Poor internet connection. The computer lab is a restricted space. No Microsoft Office in the mobile lab. The use of cell phones is impractical as students have no internet. Now, even the internet is restricted to teachers.”

Just under half of the teachers (45.7%) declared that both teachers and students have access to computers and the internet where they teach. Another seven percent answered there is still no access to technology in their schools.

Teachers also report that technology has made students lose their focus. “The school can’t keep up with the use of new technologies at the speed that the students can, which leads to a mismatch between the lesson taught and the lesson that the students want. The unbridled use of social media and the high level of exposure of young people to these networks have undermined teachers’ contact with students, ” one of the teachers stated.

From: https://agenciabrasil.ebc.com.br/en/educacao/noticia/2024-05/three-outfour-teachers-brazil-advocate-ai-teaching-tool

The text concludes that uncontrolled exposure to social media has shown to be:

(a)

useful.

(b)

helpful.

(c)

careful.

(d)

harmful.

(e)

powerful.

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