Questões de Concurso
Sobre advérbios e conjunções | adverbs and conjunctions em inglês
Foram encontradas 773 questões
In the fragment “All the problems of the now are forever shaped by the experiences of a then” (l.18-19), the words “now” and “then” can be replaced respectively by here and there without effecting changes in the meaning and the grammatical correction of the passage.
Judge the following items according to the text above.
4 complexity of the problem is intrinsically linked with overarching societal issues, such as poverty reduction, economic development and population growth
7 After a decade of work on integrating Earth- and satellite-based observing networks, thereby establishing new observation methods that have made a tremendous impact on
10 the way climate change and physical oceanic variability is measured, scientists are once again exploring uncharted waters and looking to set a new course for the future at the
13 OceanObs'09 Conference in Venice, Italy on September 21-25. Ten years ago — at the first conference for a comprehensive ocean observing system — scientists envisioned measuring
16 satellite altimetry of sea-surface height with tide gauges and buoy measurements in order to forecast ocean currents. They brainstormed methods for monitoring changes in temperature
19 and salinity in the Southern Ocean and the South Atlantic which had never been systematically monitored. They also drew up a plan for implementing a global array of temperature
22 and salinity floats that would profile the water column down to a depth of 2,000 meters in real time. The initiatives launched at that conference a decade ago have since provided data that
25 fed the International Panel on Climate Change (IPCC) assessments of human influence on climate change, improved seasonal forecasts crucial for agriculture, hydropower, and
28 storm prediction and provided information invaluable to the lives and safety of mariners. Internet: (adapted).
4 level rise, increased temperatures), both current and predicted, will intersect with society and economies and the potentially significant environmental and human impacts that will result.
7 Of emerging interest are the potential impacts of climate change on the enjoyment of human rights and wellbeing. Weather and environmental degradation have, as one of
10 multiple stressors, threatened lives and livelihoods throughout history, but what makes this interaction more relevant today is the growing evidence that greenhouse gases (GHG) emissions
13 have contributed and will continue to contribute to long-term or permanent changes to our ecosystems and landscapes and will increase the frequency and severity of extreme events. This
16 amplifies existing social risks and vulnerabilities and will therefore increase the pressures faced by many disadvantaged individuals and populations in Canada and abroad.
19 On January 15 2009, the United Nations High Commissioner for Human Rights (UNHCHR) released a study on climate change and human rights in response to UN
22 Resolution 7/23 in which signatories expressed concern “that climate change poses an immediate and far-reaching threat to people and communities around the world and has implications
25 for the full enjoyment of human rights.” Internet: (adapted)
The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
The double conjunction 'whether ... or' (paragraph 2) in this context is equivalent to:
Based on TEXT 2, a fictional blog, answer question
TEXT 2
I do realize that in the world of technology there are early and late adopters. I’m not the earliest of cutting-edge early TESL adopters, but I do like to try out new technology and incorporate it into my teaching. This list is a handful of technologies that are established enough not to be too problematic, user-friendly enough that just about anyone can start using them quickly, and useful enough that you’ll soon wonder how you got along without them. In short, this is a list of tech that just about everyone can (and maybe even should) be using in 2010.
1. Wikipedia – It has become popular to question its accuracy. Wikipedia has become a real knowledge bank on the internet. Once we figure out what it is (a compilation of all referenced knowledge) many of these criticisms fall down. Access to all this information means a reorganization of learning.
2. Google – No, I don’t just mean search, but all the other stuff: maps, docs, calendar, etc. It’s never been so easy to collaborate with other people.
3. Twitter – A year ago, I taught a course through Twitter with mixed results. This microblog is almost exclusively interactive, but my ESL students found it tough to collaborate within Twitter because of its constraints on length. The email by contrast, is very simple – it is equally interactive but it is constraint free. So, you should use it and you should see interesting results !
Can you learn the language by using the above alone? Of course not! But they are a good springboard and I hope they lead you to discover all other media available out there (ebooks, blogs, YouTube videos, music, movies, etc.).
More web in the pipeline. Please post a comment.
Based on TEXT 2, a fictional blog, answer question
TEXT 2
I do realize that in the world of technology there are early and late adopters. I’m not the earliest of cutting-edge early TESL adopters, but I do like to try out new technology and incorporate it into my teaching. This list is a handful of technologies that are established enough not to be too problematic, user-friendly enough that just about anyone can start using them quickly, and useful enough that you’ll soon wonder how you got along without them. In short, this is a list of tech that just about everyone can (and maybe even should) be using in 2010.
1. Wikipedia – It has become popular to question its accuracy. Wikipedia has become a real knowledge bank on the internet. Once we figure out what it is (a compilation of all referenced knowledge) many of these criticisms fall down. Access to all this information means a reorganization of learning.
2. Google – No, I don’t just mean search, but all the other stuff: maps, docs, calendar, etc. It’s never been so easy to collaborate with other people.
3. Twitter – A year ago, I taught a course through Twitter with mixed results. This microblog is almost exclusively interactive, but my ESL students found it tough to collaborate within Twitter because of its constraints on length. The email by contrast, is very simple – it is equally interactive but it is constraint free. So, you should use it and you should see interesting results !
Can you learn the language by using the above alone? Of course not! But they are a good springboard and I hope they lead you to discover all other media available out there (ebooks, blogs, YouTube videos, music, movies, etc.).
More web in the pipeline. Please post a comment.
Internet: <coursel .winona.edu> (adapted).
Judge the following item, according to the text.
The word “perhaps” (L.31) is synonymous with maybe.
Internet: <coursel .winona.edu> (adapted).
Judge the following item, according to the text.
The word “whether” (L.23) means if.
Internet: <tesl-ej.org> (adapted).
Based on the text, judge the item below.
The adjective “ultimate” (L.5) can be correctly replaced by final.
Internet: <www.msnbc.msn.com> (adapted).
Judge the following item, according to the text.
The conjunction “but” (L.5) expresses the idea of contrast.
Sometimes it looks like the IT revolution has moved on and left many IS researchers [ADVERB].
For example, according to Nokia, the next generation of computers will be in your pocket. About 1.3 billion mobile phones are sold each year, compared to only 300 million personal computers. An increasing number of these phones come with full-blown operating systems that let users access, organize, and use much more information than older handhelds. The mobile software market may soon exceed the current software market for computers, and a wide variety of information systems will rise on top of all the new software. However, only a relatively small percentage of IS research focuses on the mobile revolution.
Actually, many IS programs in business colleges seem impervious to the wake-up call that information schools provide. Rather, they continue to offer curricula that reflect the past rather than look toward the future. Little wonder that students, whose degrees are based on a very limited number of traditional courses in one area of study, often fail to meet their employers' expectations. With little integration across disciplines to prepare students for the complex problems they will face, organizations
find it necessary to further educate those whom they hire or go abroad to seek appropriate employees with a wider range of skills and knowledge.
(Adapted from
http://www.computer.org/cms/Computer.org/ComputingNow/hom
epage/2009/1009/rW_CO_ISInnovation.pdf)
Harry McCracken, PC World
Monday, October 19, 2009 10:00 AM PDT
Reading about a new operating system can tell you only so much about it: After all, Windows Vista had far more features than XP, [CONJUNCTION] fell far short of it in the eyes of many users. To judge an OS accurately, you have to live with it. Over the past ten months, I've spent a substantial percentage of my computing life in Windows 7, starting with a preliminary version and culminating in recent weeks with the final Release to Manufacturing edition. I've run it on systems ranging from an underpowered Asus EeePC 1000HE netbook to a potent HP TouchSmart all-in-one. And I've used it to do real work, not lab routines. Usually, I've run the OS in multiboot configurations with Windows Vista and/or XP, so I've had a choice each time I turned the computer on: [MODAL] I opt for Windows 7 or an
older version of the OS? The call has been easy to make, because Win 7 is so pleasant to use.
So why wouldn't you want to run this operating system? Concern over its performance is one logical reason, especially since early versions of Windows Vista managed to turn PCs that ran XP with ease into lethargic underperformers. The PC World Test Center's speed benchmarks on five test PCs showed Windows 7 to be faster than Vista, but only by a little; I've found it to be reasonably quick on every computer I've used it on - even the Asus netbook, once I upgraded it to 2GB of RAM. (Our lab tried Win 7 on a Lenovo S10 netbook with 1GB of RAM and found it to be a shade slower than XP; for details see "Windows 7 Performance Tests.").
Here's a rule of thumb that errs on the side of caution: If your PC's specs qualify it to run Vista, get Windows 7; if they don't, avoid it. Microsoft's official hardware configuration requirements for Windows 7 are nearly identical to those it recommends for Windows Vista: a 1-GHz CPU, 1GB of RAM,
16GB of free disk space, and a DirectX 9-compatible graphics device with a WDDM 1.0 or higher driver. That's for the 32-bit version of Windows 7; the 64-bit version of the OS requires a 64-bit CPU, 2GB of RAM, and 20GB of disk space.
Fear of incompatible hardware and software is another understandable reason to be wary of Windows 7. One unfortunate law of operating-system upgrades - which applies equally to Macs and to Windows PCs - is that they will break some systems and applications, especially at first.
Under the hood, Windows 7 isn't radically different from Vista. That's a plus, since it should greatly reduce the volume of difficulties relating to drivers and apps compared to Vista's bumpy rollout. I have performed a half-dozen Windows 7 upgrades, and most of them went off without a hitch. The
gnarliest problem arose when I had to track down a graphics driver for Dell's XPS M1330 laptop on my own - Windows 7 installed a generic VGA driver that couldn't run the Aero user interface, and as a result failed to support new Windows 7 features such as thumbnail views in the Taskbar.
The best way to reduce your odds of running into a showstopping problem with Windows 7 is to bide your time. When the new operating system arrives on October 22, sit back and let the earliest adopters discover the worst snafus. Within a few weeks, Microsoft and other software and hardware companies will have fixed most of them, and your chances of a happy migration to Win 7 will be much higher. If you want to be really conservative, hold off on moving to Win 7 until you're ready to buy a PC that's designed to run it well.
Waiting a bit before making the leap makes sense; waiting forever does not. Microsoft took far too long to come up with a satisfactory replacement for Windows XP. But whether you choose to install Windows 7 on your current systems or get it on the next new PC you buy, you'll find that it's the unassuming, thoroughly practical upgrade you've been waiting for ? flaws and all.
(Adapted from http://www.pcworld.com/article/172602/windows_7_revi...)
For your protection, please read these safety
instructions completely before operating the appliance, and
keep this manual for future reference.
Carefully observe all warnings, precautions and
instructions on the appliance, or the one described in the
operating instructions and adhere to them.
POWER SOURCES - This set should be operated
only from the type of power source indicated on the marking
label. If you are not sure of the type of electrical power supplied
to your home, consult your dealer or local power company. For
those sets designed to operate from battery power, or other
sources, refer to the operating instructions.
OBJECTAND LIQUID ENTRY - Never push objects
of any kind into the set through openings as they may touch
dangerous voltage points or short out parts that could result in
a fire or electric shock. Never spill liquid of any kind on the set.
ATTACHMENTS - Do not use attachments not
recommended by the manufacturer, as they may cause
hazards.
CLEANING - Unplug the set from the wall outlet
before cleaning or polishing it. Do not use liquid cleaners or
aerosol cleaners. Use a cloth lightly dampened with water for
cleaning the exterior of the set.
OVERLOADING - Do not overload wall outlets,
extension cords or convenience receptacles beyond their
capacity, since this can result in fire or electric shock.
ACCESSORIES - Do not place the set on an
unstable cart, stand, tripod, bracket, or table. The set may
fall, causing serious injury to a child or an adult, and serious
damage to the set. Use only a cart stand tripod, bracket, or
table recommended by the manufacturer.
WATER AND MOISTURE - Do not use power-line
operated sets near water - for example, near a bathtub,
washbowl, kitchen sink, or laundry tub, in a wet basement, or
near a swimming pool, etc.
SERVICING - Do not attempt to service the set
yourself as opening or removing covers may expose you to
dangerous voltage or other hazards. Refer all servicing to
qualified service personnel.
SAFETY CHECK - Upon completion of any service
or repairs to the set, as the service technician to perform
routine safety checks (as specified by the manufacturer) to
determine that the set is in safe operating condition.
(Adapted from SONY manual - Sony Corporation - 2000 - Printed in Japan).
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