Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 13.083 questões
Criminal Intelligence Analysis (sometimes called Crime Analysis) has been recognized by law enforcement as a useful support tool for over twenty-five years and is successfully used within the international community. Within the last decade, the role and position of Criminal Intelligence Analysis in the global law enforcement community has fundamentally changed. Whereas previously there were a few key countries acting as forerunners and promoters of the discipline, more and more countries have implemented analytical techniques within their police forces. International organizations, such as INTERPOL, Europol and the International Criminal Tribunal for the Former Yugoslavia (ICTY), all have Criminal Intelligence Analysts among their personnel. The techniques are also widely used within private sector organizations.
There are many definitions of Criminal Intelligence Analysis in use throughout the world. The one definition agreed in June 1992 by an international group of twelve European INTERPOL member countries and subsequently adopted by other countries is as follows: 'The identification of and provision of insight into the relationship between crime data and other potentially relevant data with a view to police and judicial practice'.
The central task of Analysis is to help officials — law enforcers, policy makers, and decision makers — deal more effectively with uncertainty, to provide timely warning of threats, and to support operational activity by analysing crime.
Criminal Intelligence Analysis is divided into operational (or tactical) and strategic analysis. The basic skills required are similar, and the difference lies in the level of detail and the type of client to whom the products are aimed. Operational Analysis aims to achieve a specific law enforcement outcome. This might be arrests, seizure or forfeiture of assets or money gained from criminal activities, or the disruption of a criminal group. Operational Analysis usually has a more immediate benefit. Strategic Analysis is intended to inform higher level decision making and the benefits are realized over the longer term. It is usually aimed at managers and policy-makers rather than individual investigators. The intention is to provide early warning of threats and to support senior decision-makers in setting priorities to prepare their organizations to be able to deal with emerging criminal issues. This might mean allocating resources to different areas of crime, increased training in a crime fighting technique, or taking steps to close a loophole in a process.
Both disciplines make use of a range of analytical techniques and Analysts need to have a range of skills and attributes.
Internet: <www.interpol.int>.
About operational and strategic analysis, mark the correct alternative.
O texto a seguir é referência para as questões 14 e 15.
William Penn (1644-1718), founder of Pennsylvania. Son of an admiral, he was sent to a Puritan school and was expelled from Oxford as a dissenter in 1660. Sent to Ireland to manage the family estates, he regularly attended the Quaker meeting at Cork, and on his return to England he was twice imprisoned for proselytizing, but nonetheless retained connections with the court. In 1681, Charles II repaid a debt owed to Penn’s father by granting him a large province on the west bank of the Delaware river in North America. Penn drew up a frame of government providing for religious toleration in the new colony, which he named Pennsylvania. After he had supervised the building of Philadelphia (1682-4), he returned to England and, on James II’s accession, secured the release of some 1,200 Quaker prisoners. Out of favour after the Glorious Revolution, he returned to America in 1699, but financial mismanagement forced him to mortgage his rights as proprietor of the colony.
(Gardiner, J., & Wenborn, N. (eds.) (1995). The History Today Companion to British History. London: Collins & Brown.)
Penn was imprisoned in England:
O texto a seguir é referência para as questões de 11 a 13.
We are accustomed to thinking of military success as determined by quality of weaponry, rather than by food supply. But a clear example of how improvements in food supply may decisively increase military success comes from the history of Maori New Zealand. The Maori are the Polynesian people who were the first to settle New Zealand. Traditionally, they fought frequent fierce wars against each other, but only against closely neighboring tribes. Those wars were limited by the modest productivity of their agriculture, whose staple crop was sweet potatoes. It was not possible to grow enough sweet potatoes to feed an army in the field for a long time or on distant marches. When Europeans arrived in New Zealand, they brought potatoes, which beginning around 1815 considerably increased Maori crop yields. Maori could now grow enough food to supply armies in the field for many weeks. The result was a 15-year period in Maori history, from 1818 until 1833, when Maori tribes that had acquired potatoes and guns from the English sent armies out on raids to attack tribes hundreds of miles away that had not yet acquired potatoes and guns. Thus, the potato’s productivity relieved previous limitations on Maori warfare, similar to the limitations that low-productivity corn agriculture imposed on Maya warfare.
(Diamond, J. (2006). Collapse. London: Penguin.)
Which of the following sentences is NOT true, according to the text?
Texto II, para responder às questões 8 e 9.
Criminal Intelligence Analysis
1 Criminal Intelligence Analysis (sometimes called
Crime Analysis) has been recognized by law enforcement as
a useful support tool for over twenty-five years and is
4 successfully used within the international community. Within
the last decade, the role and position of Criminal Intelligence
Analysis in the global law enforcement community has
7 fundamentally changed. Whereas previously there were a few
key countries acting as forerunners and promoters of the
discipline, more and more countries have implemented
10 analytical techniques within their police forces. International
organizations, such as INTERPOL, Europol and the
International Criminal Tribunal for the Former Yugoslavia
13 (ICTY), all have Criminal Intelligence Analysts among their
personnel. The techniques are also widely used within private
sector organizations.
16 There are many definitions of Criminal Intelligence
Analysis in use throughout the world. The one definition
agreed in June 1992 by an international group of twelve
19 European INTERPOL member countries and subsequently
adopted by other countries is as follows: 'The identification of
and provision of insight into the relationship between crime
22 data and other potentially relevant data with a view to police
and judicial practice'.
The central task of Analysis is to help officials — law
25 enforcers, policy makers, and decision makers — deal more
effectively with uncertainty, to provide timely warning of
threats, and to support operational activity by analysing crime.
28 Criminal Intelligence Analysis is divided into
operational (or tactical) and strategic analysis. The basic skills
required are similar, and the difference lies in the level of
31 detail and the type of client to whom the products are aimed.
Operational Analysis aims to achieve a specific law
enforcement outcome. This might be arrests, seizure or
34 forfeiture of assets or money gained from criminal activities,
or the disruption of a criminal group. Operational Analysis
usually has a more immediate benefit. Strategic Analysis is
37 intended to inform higher level decision making and the
benefits are realized over the longer term. It is usually aimed
at managers and policy-makers rather than individual
40 investigators. The intention is to provide early warning of
threats and to support senior decision-makers in setting
priorities to prepare their organizations to be able to deal with
43 emerging criminal issues. This might mean allocating
resources to different areas of crime, increased training in a
crime fighting technique, or taking steps to close a loophole in
46 a process.
Both disciplines make use of a range of analytical
techniques and Analysts need to have a range of skills and
49 attributes.
Internet: <www.interpol.int>.
About operational and strategic analysis, mark the correct alternative.
Texto II, para responder às questões 8 e 9.
Criminal Intelligence Analysis
1 Criminal Intelligence Analysis (sometimes called
Crime Analysis) has been recognized by law enforcement as
a useful support tool for over twenty-five years and is
4 successfully used within the international community. Within
the last decade, the role and position of Criminal Intelligence
Analysis in the global law enforcement community has
7 fundamentally changed. Whereas previously there were a few
key countries acting as forerunners and promoters of the
discipline, more and more countries have implemented
10 analytical techniques within their police forces. International
organizations, such as INTERPOL, Europol and the
International Criminal Tribunal for the Former Yugoslavia
13 (ICTY), all have Criminal Intelligence Analysts among their
personnel. The techniques are also widely used within private
sector organizations.
16 There are many definitions of Criminal Intelligence
Analysis in use throughout the world. The one definition
agreed in June 1992 by an international group of twelve
19 European INTERPOL member countries and subsequently
adopted by other countries is as follows: 'The identification of
and provision of insight into the relationship between crime
22 data and other potentially relevant data with a view to police
and judicial practice'.
The central task of Analysis is to help officials — law
25 enforcers, policy makers, and decision makers — deal more
effectively with uncertainty, to provide timely warning of
threats, and to support operational activity by analysing crime.
28 Criminal Intelligence Analysis is divided into
operational (or tactical) and strategic analysis. The basic skills
required are similar, and the difference lies in the level of
31 detail and the type of client to whom the products are aimed.
Operational Analysis aims to achieve a specific law
enforcement outcome. This might be arrests, seizure or
34 forfeiture of assets or money gained from criminal activities,
or the disruption of a criminal group. Operational Analysis
usually has a more immediate benefit. Strategic Analysis is
37 intended to inform higher level decision making and the
benefits are realized over the longer term. It is usually aimed
at managers and policy-makers rather than individual
40 investigators. The intention is to provide early warning of
threats and to support senior decision-makers in setting
priorities to prepare their organizations to be able to deal with
43 emerging criminal issues. This might mean allocating
resources to different areas of crime, increased training in a
crime fighting technique, or taking steps to close a loophole in
46 a process.
Both disciplines make use of a range of analytical
techniques and Analysts need to have a range of skills and
49 attributes.
Internet: <www.interpol.int>.
Mark the alternative that presents information which cannot be found in the text II.
In terms of the organization of ideas in the text,
In “To release their stored energy, fossil fuels must be burned.” (lines 33-34) the expression in boldtype can be replaced by
Among the solutions to minimize the risks associated with the use of fossil fuels, the author suggests the
According to paragraph 4 (lines 33-42), all the elements below result from the burning of fossil fuels, EXCEPT
Concerning the figures relative to the year 2005, as mentioned in paragraph 2 (lines 11-22)
Paragraph 3 (lines 23-32) introduces the idea that
“This process...” (line 6) refers to the
In “The twentieth century has been called the hydrocarbon century due to the abundance of fossil fuels, and their contribution to human development.” (lines 1-3), ‘due to’ can be substituted by
The text “Fossil fuels” can be classified as a
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 only true alternative about learning in museums, according to the text, is:
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
'An “aha!” experience' (paragraph 5) corresponds to:
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 discourse marker 'Furthermore' (paragraph 4) can be replaced in this context by:
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
What helps the visitor to make new connections about objects collected in fields and displayed in a museum (paragraph 5) is the fact that these objects are placed...
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