Questões de Concurso Sobre inglês
Foram encontradas 25.119 questões
Q3929647
Inglês
Texto associado
Text 1A3-I
Art and technology have long inspired each other, but
recent advancements are driving their fusion like never before.
From AI-generated art and immersive experiences to new
ownership models, the creative landscape is evolving in ways we
could barely imagine a few years ago. This fusion of creativity
and innovation isn’t just adding to the world of art. It’s
redefining it, making us rethink what art can be and who has the
tools to create it. One such innovation is interactive art.
With interactive art, artists can break down traditional
boundaries between the creator and the viewer. Participatory art
involves the audience directly, allowing them to influence the
outcome of the artwork itself. Artists are using technologies like
motion tracking, sensors, and facial recognition to create
installations that change based on viewer movement, expression,
or even mood.
This level of interactivity invites viewers to move from
passive observation to active participation, making them a part of
the artwork’s story. This trend reflects a cultural shift toward
collaboration and personalization, where audiences expect to be
involved in the creative experience. Participatory art installations
are not only transforming gallery experiences but also allowing
viewers to experience art as an unfolding story that changes with
each interaction.
Petra Ivanigova. The Future of Art and Technology:
Key Trends Shaping the Creative Landscape. Internet: <https://medium.com> (adapted).
Choose the option in which is presented a word that could
correctly replace “barely” in the second sentence of the first
paragraph, without changing the original meaning of text 1A3-I.
Q3929646
Inglês
Texto associado
Text 1A3-I
Art and technology have long inspired each other, but
recent advancements are driving their fusion like never before.
From AI-generated art and immersive experiences to new
ownership models, the creative landscape is evolving in ways we
could barely imagine a few years ago. This fusion of creativity
and innovation isn’t just adding to the world of art. It’s
redefining it, making us rethink what art can be and who has the
tools to create it. One such innovation is interactive art.
With interactive art, artists can break down traditional
boundaries between the creator and the viewer. Participatory art
involves the audience directly, allowing them to influence the
outcome of the artwork itself. Artists are using technologies like
motion tracking, sensors, and facial recognition to create
installations that change based on viewer movement, expression,
or even mood.
This level of interactivity invites viewers to move from
passive observation to active participation, making them a part of
the artwork’s story. This trend reflects a cultural shift toward
collaboration and personalization, where audiences expect to be
involved in the creative experience. Participatory art installations
are not only transforming gallery experiences but also allowing
viewers to experience art as an unfolding story that changes with
each interaction.
Petra Ivanigova. The Future of Art and Technology:
Key Trends Shaping the Creative Landscape. Internet: <https://medium.com> (adapted).
According to text 1A3-I, art and technology
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
UNIFAL-MG
Prova:
CESPE / CEBRASPE - 2025 - UNIFAL-MG - Vestibular |
Q3928901
Inglês
Texto associado
Text 1A15
Last year, I had a strange dream. My father and I were
walking through a canal with difficulty as thousands of fish were
released around us. In the dream, I knew that the fish thought
they were drowning, as if they had to face death before becoming
adults. The next day, my father told me that when I was three, he
had taken me to see fish being put into a pond. I could not
remember it, but the vision had stayed in my mind. Memories,
like images, can return years later in unexpected ways.
Today, it is common to see old images suddenly appear
online. We spend hours looking at photos that record our daily
lives in ways never seen before. For young people under
twenty-five, who have grown up with social media, childhood is
no longer private or mysterious. According to Kate Eichhorn, a
media historian at the New School, this constant exposure is sure
to affect how identity develops, although we are not yet sure
exactly how.
Eichhorn explains that there are two sides. On the positive
side, children and teenagers have more control than before. In the
past, adults were the ones who decided how childhood should be
remembered, using books, photo albums, or home videos. Today,
young people can create and share their own images without
depending on adults. This gives them the power to tell their own
stories and decide what to remember about their lives.
On the negative side, social media can make it difficult to
leave the past behind. We are not the only ones posting—our
friends and families also share moments of our lives, often
without asking us. This makes it hard to forget mistakes or
change identities. Eichhorn warns that the danger now is not that
childhood disappears, but that it might never end, because the
past is always visible online.
It would, indeed, be surprising if we could see painful
memories as finished and gone. But most difficult experiences
are not captured on screens. Social media shows only part of life,
often the happy or triumphant side, and leaves out the tears and
struggles. What remains online is rarely the full truth, but
fragments that stay with us, shaping how we remember ourselves.
Nausicaa Renner. How Social Media Shapes Our Identity.
Internet:<www.newyorker.com> (adapted).
Choose the option in which the fragment “this constant exposure
is sure to affect how identity develops” (last sentence of the
second paragraph of text 1A15) is adequately translated into
Portuguese.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
UNIFAL-MG
Prova:
CESPE / CEBRASPE - 2025 - UNIFAL-MG - Vestibular |
Q3928900
Inglês
Texto associado
Text 1A15
Last year, I had a strange dream. My father and I were
walking through a canal with difficulty as thousands of fish were
released around us. In the dream, I knew that the fish thought
they were drowning, as if they had to face death before becoming
adults. The next day, my father told me that when I was three, he
had taken me to see fish being put into a pond. I could not
remember it, but the vision had stayed in my mind. Memories,
like images, can return years later in unexpected ways.
Today, it is common to see old images suddenly appear
online. We spend hours looking at photos that record our daily
lives in ways never seen before. For young people under
twenty-five, who have grown up with social media, childhood is
no longer private or mysterious. According to Kate Eichhorn, a
media historian at the New School, this constant exposure is sure
to affect how identity develops, although we are not yet sure
exactly how.
Eichhorn explains that there are two sides. On the positive
side, children and teenagers have more control than before. In the
past, adults were the ones who decided how childhood should be
remembered, using books, photo albums, or home videos. Today,
young people can create and share their own images without
depending on adults. This gives them the power to tell their own
stories and decide what to remember about their lives.
On the negative side, social media can make it difficult to
leave the past behind. We are not the only ones posting—our
friends and families also share moments of our lives, often
without asking us. This makes it hard to forget mistakes or
change identities. Eichhorn warns that the danger now is not that
childhood disappears, but that it might never end, because the
past is always visible online.
It would, indeed, be surprising if we could see painful
memories as finished and gone. But most difficult experiences
are not captured on screens. Social media shows only part of life,
often the happy or triumphant side, and leaves out the tears and
struggles. What remains online is rarely the full truth, but
fragments that stay with us, shaping how we remember ourselves.
Nausicaa Renner. How Social Media Shapes Our Identity.
Internet:<www.newyorker.com> (adapted).
It is correct to conclude from text 1A15 that what makes it
difficult for young people to “leave the past behind”
(fourth paragraph) is
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
UNIFAL-MG
Prova:
CESPE / CEBRASPE - 2025 - UNIFAL-MG - Vestibular |
Q3928899
Inglês
Texto associado
Text 1A15
Last year, I had a strange dream. My father and I were
walking through a canal with difficulty as thousands of fish were
released around us. In the dream, I knew that the fish thought
they were drowning, as if they had to face death before becoming
adults. The next day, my father told me that when I was three, he
had taken me to see fish being put into a pond. I could not
remember it, but the vision had stayed in my mind. Memories,
like images, can return years later in unexpected ways.
Today, it is common to see old images suddenly appear
online. We spend hours looking at photos that record our daily
lives in ways never seen before. For young people under
twenty-five, who have grown up with social media, childhood is
no longer private or mysterious. According to Kate Eichhorn, a
media historian at the New School, this constant exposure is sure
to affect how identity develops, although we are not yet sure
exactly how.
Eichhorn explains that there are two sides. On the positive
side, children and teenagers have more control than before. In the
past, adults were the ones who decided how childhood should be
remembered, using books, photo albums, or home videos. Today,
young people can create and share their own images without
depending on adults. This gives them the power to tell their own
stories and decide what to remember about their lives.
On the negative side, social media can make it difficult to
leave the past behind. We are not the only ones posting—our
friends and families also share moments of our lives, often
without asking us. This makes it hard to forget mistakes or
change identities. Eichhorn warns that the danger now is not that
childhood disappears, but that it might never end, because the
past is always visible online.
It would, indeed, be surprising if we could see painful
memories as finished and gone. But most difficult experiences
are not captured on screens. Social media shows only part of life,
often the happy or triumphant side, and leaves out the tears and
struggles. What remains online is rarely the full truth, but
fragments that stay with us, shaping how we remember ourselves.
Nausicaa Renner. How Social Media Shapes Our Identity.
Internet:<www.newyorker.com> (adapted).
In the third paragraph of text 1A15, the pronoun “them”, in “This
gives them the power to tell their own stories and decide what to
remember about their lives” (last sentence), refers to
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
UNIFAL-MG
Prova:
CESPE / CEBRASPE - 2025 - UNIFAL-MG - Vestibular |
Q3928898
Inglês
Texto associado
Text 1A15
Last year, I had a strange dream. My father and I were
walking through a canal with difficulty as thousands of fish were
released around us. In the dream, I knew that the fish thought
they were drowning, as if they had to face death before becoming
adults. The next day, my father told me that when I was three, he
had taken me to see fish being put into a pond. I could not
remember it, but the vision had stayed in my mind. Memories,
like images, can return years later in unexpected ways.
Today, it is common to see old images suddenly appear
online. We spend hours looking at photos that record our daily
lives in ways never seen before. For young people under
twenty-five, who have grown up with social media, childhood is
no longer private or mysterious. According to Kate Eichhorn, a
media historian at the New School, this constant exposure is sure
to affect how identity develops, although we are not yet sure
exactly how.
Eichhorn explains that there are two sides. On the positive
side, children and teenagers have more control than before. In the
past, adults were the ones who decided how childhood should be
remembered, using books, photo albums, or home videos. Today,
young people can create and share their own images without
depending on adults. This gives them the power to tell their own
stories and decide what to remember about their lives.
On the negative side, social media can make it difficult to
leave the past behind. We are not the only ones posting—our
friends and families also share moments of our lives, often
without asking us. This makes it hard to forget mistakes or
change identities. Eichhorn warns that the danger now is not that
childhood disappears, but that it might never end, because the
past is always visible online.
It would, indeed, be surprising if we could see painful
memories as finished and gone. But most difficult experiences
are not captured on screens. Social media shows only part of life,
often the happy or triumphant side, and leaves out the tears and
struggles. What remains online is rarely the full truth, but
fragments that stay with us, shaping how we remember ourselves.
Nausicaa Renner. How Social Media Shapes Our Identity.
Internet:<www.newyorker.com> (adapted).
According to the ideas of Kate Eichhorn, media historian
mentioned in text 1A15, one of the positive effects of the use of
social media by young people is that they
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
UNIFAL-MG
Prova:
CESPE / CEBRASPE - 2025 - UNIFAL-MG - Vestibular |
Q3928897
Inglês
Texto associado
Text 1A15
Last year, I had a strange dream. My father and I were
walking through a canal with difficulty as thousands of fish were
released around us. In the dream, I knew that the fish thought
they were drowning, as if they had to face death before becoming
adults. The next day, my father told me that when I was three, he
had taken me to see fish being put into a pond. I could not
remember it, but the vision had stayed in my mind. Memories,
like images, can return years later in unexpected ways.
Today, it is common to see old images suddenly appear
online. We spend hours looking at photos that record our daily
lives in ways never seen before. For young people under
twenty-five, who have grown up with social media, childhood is
no longer private or mysterious. According to Kate Eichhorn, a
media historian at the New School, this constant exposure is sure
to affect how identity develops, although we are not yet sure
exactly how.
Eichhorn explains that there are two sides. On the positive
side, children and teenagers have more control than before. In the
past, adults were the ones who decided how childhood should be
remembered, using books, photo albums, or home videos. Today,
young people can create and share their own images without
depending on adults. This gives them the power to tell their own
stories and decide what to remember about their lives.
On the negative side, social media can make it difficult to
leave the past behind. We are not the only ones posting—our
friends and families also share moments of our lives, often
without asking us. This makes it hard to forget mistakes or
change identities. Eichhorn warns that the danger now is not that
childhood disappears, but that it might never end, because the
past is always visible online.
It would, indeed, be surprising if we could see painful
memories as finished and gone. But most difficult experiences
are not captured on screens. Social media shows only part of life,
often the happy or triumphant side, and leaves out the tears and
struggles. What remains online is rarely the full truth, but
fragments that stay with us, shaping how we remember ourselves.
Nausicaa Renner. How Social Media Shapes Our Identity.
Internet:<www.newyorker.com> (adapted).
In text 1A15, the author mentions that childhood is no longer
private or mysterious for those who grew up with social media.
The main idea behind this statement is that
Ano: 2025
Banca:
VUNESP
Órgão:
UEA
Prova:
VUNESP - 2025 - UEA - Sistema de Ingresso Seriado - 2ª Série do Ensino Médio - Prova de Acompanhamento II |
Q3921817
Inglês
Read the text from the website “Visit Brasil” to answer
the question.
In the month of June, in all regions of Brazil, especially in the Northeast, the traditions and symbols of the country’s rural areas are celebrated with music, lively dances and culinary delights. These celebrations honor Saint John, Saint Peter and Saint Anthony, saints of the Catholic church. Come with us to discover the magic and joy of these festivities, which transform Brazilian cities into colorful and lively scenes.
(https://visitbrasil.com)
The excerpt “Come with us to discover the magic and joy of these festivities” conveys the idea of
In the month of June, in all regions of Brazil, especially in the Northeast, the traditions and symbols of the country’s rural areas are celebrated with music, lively dances and culinary delights. These celebrations honor Saint John, Saint Peter and Saint Anthony, saints of the Catholic church. Come with us to discover the magic and joy of these festivities, which transform Brazilian cities into colorful and lively scenes.
(https://visitbrasil.com)
The excerpt “Come with us to discover the magic and joy of these festivities” conveys the idea of
Ano: 2025
Banca:
VUNESP
Órgão:
UEA
Prova:
VUNESP - 2025 - UEA - Sistema de Ingresso Seriado - 2ª Série do Ensino Médio - Prova de Acompanhamento II |
Q3921816
Inglês
Texto associado
Leia o texto para responder à questão.
Travelling through Brazil and not taking in the variety of
local dishes and tastes of the country’s different regions
definitely makes for an incomplete experience. In the
northern region, for example, strongly influenced by the larger
indigenous presence mixed with European immigration,
local food has evolved to be quite differentiated from that of
other regions. In Brazil, the mixing of several different
peoples over 500 years of history has produced a great mix
of traditions, ingredients and dishes introduced by native and
immigrant populations alike. Brazil’s northern region consists
of the states of Amazonas, Roraima, Amapá, Pará, Tocantins,
Rondônia and Acre. It is also influenced by Portuguese and
African immigrants who arrived in the country since the
beginning of colonisation. However, according to Joseny
Juvito, a chef specialized in northern cuisine, the region
is predominantly indigenous and, therefore, has specific
peculiarities influenced by the fact.
(https://gestaoconteudo.presidencia.gov.br)
No trecho do texto “However, according to Joseny Juvito, a chef
specialized in northern cuisine, the region is predominantly
indigenous”, o termo sublinhado expressa
Ano: 2025
Banca:
VUNESP
Órgão:
UEA
Prova:
VUNESP - 2025 - UEA - Sistema de Ingresso Seriado - 2ª Série do Ensino Médio - Prova de Acompanhamento II |
Q3921815
Inglês
Texto associado
Leia o texto para responder à questão.
Travelling through Brazil and not taking in the variety of
local dishes and tastes of the country’s different regions
definitely makes for an incomplete experience. In the
northern region, for example, strongly influenced by the larger
indigenous presence mixed with European immigration,
local food has evolved to be quite differentiated from that of
other regions. In Brazil, the mixing of several different
peoples over 500 years of history has produced a great mix
of traditions, ingredients and dishes introduced by native and
immigrant populations alike. Brazil’s northern region consists
of the states of Amazonas, Roraima, Amapá, Pará, Tocantins,
Rondônia and Acre. It is also influenced by Portuguese and
African immigrants who arrived in the country since the
beginning of colonisation. However, according to Joseny
Juvito, a chef specialized in northern cuisine, the region
is predominantly indigenous and, therefore, has specific
peculiarities influenced by the fact.
(https://gestaoconteudo.presidencia.gov.br)
No trecho do texto “local food has evolved to be quite
differentiated from that of other regions”, o termo sublinhado
refere-se a
Ano: 2025
Banca:
VUNESP
Órgão:
UEA
Prova:
VUNESP - 2025 - UEA - Sistema de Ingresso Seriado - 2ª Série do Ensino Médio - Prova de Acompanhamento II |
Q3921814
Inglês
Texto associado
Leia o texto para responder à questão.
Travelling through Brazil and not taking in the variety of
local dishes and tastes of the country’s different regions
definitely makes for an incomplete experience. In the
northern region, for example, strongly influenced by the larger
indigenous presence mixed with European immigration,
local food has evolved to be quite differentiated from that of
other regions. In Brazil, the mixing of several different
peoples over 500 years of history has produced a great mix
of traditions, ingredients and dishes introduced by native and
immigrant populations alike. Brazil’s northern region consists
of the states of Amazonas, Roraima, Amapá, Pará, Tocantins,
Rondônia and Acre. It is also influenced by Portuguese and
African immigrants who arrived in the country since the
beginning of colonisation. However, according to Joseny
Juvito, a chef specialized in northern cuisine, the region
is predominantly indigenous and, therefore, has specific
peculiarities influenced by the fact.
(https://gestaoconteudo.presidencia.gov.br)
According to the text, Brazilian northern gastronomy is
notable for its
Ano: 2025
Banca:
VUNESP
Órgão:
UEA
Prova:
VUNESP - 2025 - UEA - Sistema de Ingresso Seriado - 1ª Série do Ensino Médio - Prova de Acompanhamento I |
Q3921757
Inglês
Read the text to answer the question.
The Parintins Festival takes place annually on the last weekend of June, on Tupinambarana Island, located in the middle of the Amazon River. The city of Parintins, in the state of Amazonas, is the stage for this grand spectacle that attracts visitors from all over Brazil and the world.
(https://visitbrasil.com)
The main purpose of the text is to
The Parintins Festival takes place annually on the last weekend of June, on Tupinambarana Island, located in the middle of the Amazon River. The city of Parintins, in the state of Amazonas, is the stage for this grand spectacle that attracts visitors from all over Brazil and the world.
(https://visitbrasil.com)
The main purpose of the text is to
Ano: 2025
Banca:
VUNESP
Órgão:
UEA
Prova:
VUNESP - 2025 - UEA - Sistema de Ingresso Seriado - 1ª Série do Ensino Médio - Prova de Acompanhamento I |
Q3921756
Inglês
Texto associado
Leia o texto para responder à questão.
Fake news typically refers to news stories or headlines
that are deliberately fabricated to mislead1
or manipulate
readers. These stories often look like real news articles
but are entirely made-up or twisted versions of true events,
created with the intention to deceive2
. Fake news is a type
of disinformation: false information that is created with the
intention to mislead. Disinformation includes not only fake
news, but also other types of claims, such as those put out
as government propaganda, or by social media accounts or
brands in order to sell a product or service. Misinformation, on
the other hand, is any kind of false or inaccurate information
— whether it’s shared intentionally or not. People often spread
misinformation because they genuinely believe it’s true and
don’t realize they’re sharing something incorrect.
(www.unicef.org, 10.02.2025. Adaptado.)
1mislead: ludibriar.
2deceive: enganar.
No trecho do texto “Misinformation, on the other hand, is
any kind of false or inaccurate information”, a expressão
sublinhada expressa
Ano: 2025
Banca:
VUNESP
Órgão:
UEA
Prova:
VUNESP - 2025 - UEA - Sistema de Ingresso Seriado - 1ª Série do Ensino Médio - Prova de Acompanhamento I |
Q3921755
Inglês
Texto associado
Leia o texto para responder à questão.
Fake news typically refers to news stories or headlines
that are deliberately fabricated to mislead1
or manipulate
readers. These stories often look like real news articles
but are entirely made-up or twisted versions of true events,
created with the intention to deceive2
. Fake news is a type
of disinformation: false information that is created with the
intention to mislead. Disinformation includes not only fake
news, but also other types of claims, such as those put out
as government propaganda, or by social media accounts or
brands in order to sell a product or service. Misinformation, on
the other hand, is any kind of false or inaccurate information
— whether it’s shared intentionally or not. People often spread
misinformation because they genuinely believe it’s true and
don’t realize they’re sharing something incorrect.
(www.unicef.org, 10.02.2025. Adaptado.)
1mislead: ludibriar.
2deceive: enganar.
A frase do texto “These stories often look like real news
articles” sugere que uma das características das notícias
falsas é:
Ano: 2025
Banca:
VUNESP
Órgão:
UEA
Prova:
VUNESP - 2025 - UEA - Sistema de Ingresso Seriado - 1ª Série do Ensino Médio - Prova de Acompanhamento I |
Q3921754
Inglês
Texto associado
Leia o texto para responder à questão.
Fake news typically refers to news stories or headlines
that are deliberately fabricated to mislead1
or manipulate
readers. These stories often look like real news articles
but are entirely made-up or twisted versions of true events,
created with the intention to deceive2
. Fake news is a type
of disinformation: false information that is created with the
intention to mislead. Disinformation includes not only fake
news, but also other types of claims, such as those put out
as government propaganda, or by social media accounts or
brands in order to sell a product or service. Misinformation, on
the other hand, is any kind of false or inaccurate information
— whether it’s shared intentionally or not. People often spread
misinformation because they genuinely believe it’s true and
don’t realize they’re sharing something incorrect.
(www.unicef.org, 10.02.2025. Adaptado.)
1mislead: ludibriar.
2deceive: enganar.
The main purpose of the text is to
Ano: 2025
Banca:
VUNESP
Órgão:
UEA
Prova:
VUNESP - 2025 - UEA - Sistema de Ingresso Seriado - 3ª Série do Ensino Médio - Prova de Acompanhamento III |
Q3921609
Inglês
Read the campaign poster launched by the World Health Organization.
(www.who.int, 09.03.2023.)
The campaign poster is mainly designed to
Ano: 2025
Banca:
VUNESP
Órgão:
UEA
Prova:
VUNESP - 2025 - UEA - Sistema de Ingresso Seriado - 3ª Série do Ensino Médio - Prova de Acompanhamento III |
Q3921608
Inglês
Texto associado
Leia o texto para responder à questão.
Disinformation1 in public health is a distinct type of information risk which, unlike misinformation2, is created with malicious intent to spread discord, disharmony and mistrust in targets such as government agencies, scientific experts, public health agencies, private sector and law enforcement, among others. The potential impacts of disinformation can be understood through examples during the Covid-19 pandemic. The Covid-19 pandemic had two key elements that created the perfect storm for disinformation to proliferate and spread. First, it rapidly caused global fear, increasing uncertainty and doubt. Second, it occurred at a point in history where people can easily access, create and share information (as well as misinformation and disinformation) widely over the internet, mobile telecommunications, media and social media platforms. As the pandemic took hold, many posts appeared on social media and spread through instant messaging communications, increasing uncertainty about the treatment, the safety and effectiveness of vaccines, the usefulness of social distancing, and more. This caused social protest, delayed vaccine uptake and led to higher death rates in some instances.
(https://who.int, 06.02.2024. Adaptado.)
1disinformation: informação falsa criada ou compartilhada com o objetivo de enganar.
2misinformation: informação falsa ou enganosa, mas que é compartilhada sem intenção de enganar.
No excerto do texto “As the pandemic took hold, many
posts appeared on social media and spread through instant
messaging communications, increasing uncertainty about
the treatment, the safety and effectiveness of vaccines,
the usefulness of social distancing, and more”, o trecho
sublinhado, em relação às informações que o antecedem,
expressa
Ano: 2025
Banca:
VUNESP
Órgão:
UEA
Prova:
VUNESP - 2025 - UEA - Sistema de Ingresso Seriado - 3ª Série do Ensino Médio - Prova de Acompanhamento III |
Q3921607
Inglês
Texto associado
Leia o texto para responder à questão.
Disinformation1 in public health is a distinct type of information risk which, unlike misinformation2, is created with malicious intent to spread discord, disharmony and mistrust in targets such as government agencies, scientific experts, public health agencies, private sector and law enforcement, among others. The potential impacts of disinformation can be understood through examples during the Covid-19 pandemic. The Covid-19 pandemic had two key elements that created the perfect storm for disinformation to proliferate and spread. First, it rapidly caused global fear, increasing uncertainty and doubt. Second, it occurred at a point in history where people can easily access, create and share information (as well as misinformation and disinformation) widely over the internet, mobile telecommunications, media and social media platforms. As the pandemic took hold, many posts appeared on social media and spread through instant messaging communications, increasing uncertainty about the treatment, the safety and effectiveness of vaccines, the usefulness of social distancing, and more. This caused social protest, delayed vaccine uptake and led to higher death rates in some instances.
(https://who.int, 06.02.2024. Adaptado.)
1disinformation: informação falsa criada ou compartilhada com o objetivo de enganar.
2misinformation: informação falsa ou enganosa, mas que é compartilhada sem intenção de enganar.
No trecho do texto “First, it rapidly caused global fear,
increasing uncertainty and doubt”, o termo “it” refere-se a
Ano: 2025
Banca:
VUNESP
Órgão:
UEA
Prova:
VUNESP - 2025 - UEA - Sistema de Ingresso Seriado - 3ª Série do Ensino Médio - Prova de Acompanhamento III |
Q3921606
Inglês
Texto associado
Leia o texto para responder à questão.
Disinformation1 in public health is a distinct type of information risk which, unlike misinformation2, is created with malicious intent to spread discord, disharmony and mistrust in targets such as government agencies, scientific experts, public health agencies, private sector and law enforcement, among others. The potential impacts of disinformation can be understood through examples during the Covid-19 pandemic. The Covid-19 pandemic had two key elements that created the perfect storm for disinformation to proliferate and spread. First, it rapidly caused global fear, increasing uncertainty and doubt. Second, it occurred at a point in history where people can easily access, create and share information (as well as misinformation and disinformation) widely over the internet, mobile telecommunications, media and social media platforms. As the pandemic took hold, many posts appeared on social media and spread through instant messaging communications, increasing uncertainty about the treatment, the safety and effectiveness of vaccines, the usefulness of social distancing, and more. This caused social protest, delayed vaccine uptake and led to higher death rates in some instances.
(https://who.int, 06.02.2024. Adaptado.)
1disinformation: informação falsa criada ou compartilhada com o objetivo de enganar.
2misinformation: informação falsa ou enganosa, mas que é compartilhada sem intenção de enganar.
The main purpose of the text is to
Ano: 2025
Banca:
Instituto Fênix
Órgão:
Prefeitura de Bom Jardim da Serra - SC
Prova:
Instituto Fênix - 2025 - Prefeitura de Bom Jardim da Serra - SC - Professor de Inglês - Edital nº 1 PSS |
Q3914182
Inglês
Texto associado
Considere o texto a seguir para responder a questão:
The expression “best of all” in the text is used to introduce:
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