Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.238 questões
(__)The discovery of the gold coins was made by the lead researcher of the Israel Antiquities Authority.
(__)The Israel Antiquities Authority kept the exact location of the discovery under wraps.
(__)The gold coins are originally from the time of the Abbasid Caliphate and are about 1,100 years old.
(__)The one that buried the gold coins never intended to come back and retrieve them.
Gold Coins Discovery Location: __________ Who found: _________ Estimated date: _______ What historic period: _________
Word: Quantum Entanglement (noun)
Definition:
A phenomenon in quantum mechanics where two or more particles become connected and can instantaneously affect each other, regardless of the distance between them.
Excerpt:
"In quantum physics, the concept of quantum entanglement has led to groundbreaking discoveries in the realm of quantum computing. Scientists have observed particles exhibiting correlated behavior, demonstrating the mysterious interconnectedness described by the theory."
Based on the provided information, what is the significance of quantum entanglement in the field of quantum computing?
I came across a hilarious meme known as the "Distracted Boyfriend" while browsing my social media feed. The creativity in meme culture is truly impressive. After sharing it with friends, their reactions were akin to "LOL, where did you find this?" Memes have a unique way of bringing people together through shared humor. Later, during a conversation about favorite TV shows, we delved into discussing OTPs (One True Pairings), highlighting the prevalence of fandom-specific language in online conversations. A friend mentioned a trending hashtag challenge — #RandomActsofKindness — showcasing the positive use of social media. A throwback photo with #ThrowbackThursday brought back many memories, emphasizing how swiftly time passes. Amidst the discussion, someone playfully dropped a leet speak reference, leading to laughter and speculations about secret hacking skills.
What is the main focus of the text?
Luke: "Do you ever think about the concept of time? It's like we're constantly racing against it."
Mary: "Time is a construct. The real challenge is understanding that the present moment is all we truly have."
What does Mary imply about time and the present moment?
O texto IV refere-se à questão.
TEXTO IV
From Rockets to Ball Bearings, Pentagon Struggles to Feed War Machine: The flow of arms to Ukraine has exposed a worrisome lack of production capacity in the United States that has its roots in the end of the Cold War. By Eric Lipton
March 24, 2023,
Disponível em: www.nytimes.com
WASHINGTON — The Navy admiral had a blunt message for the military contractors building precision-guided missiles for his warships, submarines and planes at a moment when the United States is dispatching arms to Ukraine and preparing for the possibility of conflict with China.
“Look at me. I am not forgiving the fact you’re not delivering the ordnance we need. OK?” Adm. Daryl Caudle, who is in charge of delivering weapons to most of the Navy’s East Coast-based fleet, warned contractors during an industry gathering in January. “We’re talking about warfighting, national security, and going against a competitor here and a potential adversary that is like nothing we’ve ever seen. And we can’t dillydally around with these deliveries.”
His open frustration reflects a problem that has become worryingly apparent as the Pentagon dispatches its own stocks of weapons to help Ukraine hold off Russia and Washington warily watches for signs that China might provoke a new conflict by invading Taiwan: The United States lacks the capacity to produce the arms that the nation and its allies need at a time of heightened superpower tensions.
Industry consolidation, depleted manufacturing lines and supply chain issues have combined to constrain the production of basic ammunition like artillery shells while also prompting concern about building adequate reserves of more sophisticated weapons including missiles, air defense systems and counter-artillery radar.
The Pentagon, the White House, Congress and military contractors are all taking steps to address the issues.
Procurement budgets are growing. The military is offering suppliers multiyear contracts to encourage companies to invest more in their manufacturing capacity and is dispatching teams to help solve supply bottlenecks. More generally, the Pentagon is abandoning some of the costcutting changes embraced after the end of the Cold War, including corporate-style just-in-time delivery systems and a drive to shrink the industry.
O texto III refere-se à questão.
TEXTO III
Song by Miley Cyrus
We were good, we were gold
Kinda dream that can't be sold
We were right 'til we weren't
Built a home and watched it burn
I didn't wanna leave you
I didn't wanna lie
Started to cry but then remembered
I can buy myself flowers
Write my name in the sand
Talk to myself for hours
Say things you don't understand
I can take myself dancing
And I can hold my own hand
Yeah, I can love me better than you can
Can love me better
I can love me better, baby (2x)
O texto I refere-se à questão.
TEXTO I
“By definition, all second language learners, regardless of age, have already acquired at least one language. This prior knowledge may be an advantage in the sense that they have an idea of how languages work. On the other hand, knowledge of other languages can lead learners to make incorrect guesses about how the second language works, and this may result in errors that first language learners would not make.
Very young language learners begin the task of first language acquisition without the cognitive maturity or metalinguistic awareness that older second language learners have. Although young second language learners have begun to develop these characteristics, they will still have far to go in these areas, as well as in the area of world knowledge, before they reach the levels already attained by adults and adolescents.”
Fonte: LIGHTBOWN, P. M.; SPADA, N. How languages are learned. Hong Kong: Oxford University Press, 1993.
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Canada: Educating in and for climate emergency
Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.
Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.
A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.
Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.
The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.
(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)
Leia o texto para responder à questão.
Canada: Educating in and for climate emergency
Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.
Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.
A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.
Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.
The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.
(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)
Leia o texto para responder à questão.
Canada: Educating in and for climate emergency
Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.
Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.
A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.
Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.
The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.
(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)
Leia o texto para responder à questão.
Canada: Educating in and for climate emergency
Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.
Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.
A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.
Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.
The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.
(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)
Leia o texto para responder à questão.
Canada: Educating in and for climate emergency
Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.
Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.
A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.
Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.
The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.
(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)
Leia o texto para responder à questão.
Canada: Educating in and for climate emergency
Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.
Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach. When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.
A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change. Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.
Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.
The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.
(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)
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