Questões de Concurso Sobre inglês
Foram encontradas 25.119 questões
Q4014469
Inglês
Texto associado
Read the following passage from Passing, by Nella Larsen, and answer the question.
Stepping out of the elevator that had brought her to the roof, she was led to a table just in front of a long window whose gently moving curtains suggested a cool breeze. It was, she thought, like being wafted upward on a magic carpet to another world, pleasant, quiet, and strangely remote from the sizzling one that she had left below.
LARSEN, Nella. Passing. In: The Complete Fiction of Nella Larsen – Passing, Quicksand and The Stories. New York: Anchor Books, 2001, p. 164.
The words wafted and sizzling could be
correctly replaced by:
Q4014468
Inglês
Texto associado
Read the following passage from Passing, by Nella Larsen, and answer the question.
Stepping out of the elevator that had brought her to the roof, she was led to a table just in front of a long window whose gently moving curtains suggested a cool breeze. It was, she thought, like being wafted upward on a magic carpet to another world, pleasant, quiet, and strangely remote from the sizzling one that she had left below.
LARSEN, Nella. Passing. In: The Complete Fiction of Nella Larsen – Passing, Quicksand and The Stories. New York: Anchor Books, 2001, p. 164.
The pronoun whose refers to:
Q4014467
Inglês
Texto associado
Read the following passage from Passing, by Nella Larsen, and answer the question.
Stepping out of the elevator that had brought her to the roof, she was led to a table just in front of a long window whose gently moving curtains suggested a cool breeze. It was, she thought, like being wafted upward on a magic carpet to another world, pleasant, quiet, and strangely remote from the sizzling one that she had left below.
LARSEN, Nella. Passing. In: The Complete Fiction of Nella Larsen – Passing, Quicksand and The Stories. New York: Anchor Books, 2001, p. 164.
It is possible to infer that:
Q4014466
Inglês
The word that does NOT complete the sentence in the following text is:
Information and communication technology (ICT) has completely changed many facets of modern life, including education. The way learners study and teachers instruct has changed significantly as a result of the incorporation of ICT into the sphere of education. Language acquisition, especially when it comes to learning the English language, is one of the areas where ICT has had a _____________ impact. The environment for developing the English language has changed as a result of information and communication technology. It has improved inclusion, made education more accessible, and offered possibilities for immersion language practice. To effectively utilize the potential of ICT in English language progress, it is crucial to overcome issues like digital distractions and the digital divide. Technology's role in language learning is likely to change as it advances, providing increasingly more creative and efficient ways to improve English language ability.
PARVEEN, S.; FARID, M. F.; FATIMA, S. H. Impact of Information and Communication Technology Usage on Learning English Language. In: Global Social Sciences Review (GSSR) Vol. VIII, No. I (Winter 2023) Pages: 608 – 615.
Available at: https://www.humapub.com/admin/alljournals/ gssr/papers/UiXy3VThdF.pdf
Q4014465
Inglês
In the advanced reading of scientific
discourse, the ability to perform complex inferences
is intrinsically linked to the decoding of specific
verbal and nominal structures. Associate the
linguistic features (Column I) with their respective
inferential demands in the teaching-learning
process (Column II):
Linguistic Analysis Support
"The crystallization of the liquid occurred rapidly."
"The results might indicate a potential failure."
"The data were collected over a six-month period."
Column I
1- Strategic Nominalization
2 - Epistemic Modality (Hedging)
3 - Passive Voice with Agent Omission
Column II
( ) Requires the reader to infer the author’s degree of caution and avoid interpreting hypotheses as absolute facts.
( ) Requires the reader to infer the objectivity of the report by focusing on the scientific process rather than the individual researcher.
( ) Requires the reader to infer complex relationships between processes that have been condensed into abstract noun phrases.
HUTCHINSON, T.; WATERS, A. English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press, 1987.
Choose the alternative below that presents the correct sequence from top to bottom:
Linguistic Analysis Support
"The crystallization of the liquid occurred rapidly."
"The results might indicate a potential failure."
"The data were collected over a six-month period."
Column I
1- Strategic Nominalization
2 - Epistemic Modality (Hedging)
3 - Passive Voice with Agent Omission
Column II
( ) Requires the reader to infer the author’s degree of caution and avoid interpreting hypotheses as absolute facts.
( ) Requires the reader to infer the objectivity of the report by focusing on the scientific process rather than the individual researcher.
( ) Requires the reader to infer complex relationships between processes that have been condensed into abstract noun phrases.
HUTCHINSON, T.; WATERS, A. English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press, 1987.
Choose the alternative below that presents the correct sequence from top to bottom:
Q4014464
Inglês
Analyze the following verbal structure extracted from a technical discussion:
"The anomalous results could not have been obtained without the integration of high-precision sensors."
From a pedagogical and linguistic perspective, the complexity of this verbal group is justified because it allows the author to:
Q4014463
Inglês
Analyze the structural and semantic
organization of the complex nominal group: "The
recently updated safety protocol guidelines."
I. The head of the phrase is "guidelines", which receives multiple levels of pre-modification, creating a high information density typical of Technical English (ESP).
II. The word "safety" functions as a noun adjunct, but it specifically modifies the compound unit "protocol guidelines", rather than just the word "protocol".
III. The adverbial-adjectival block "recently updated" establishes a temporal boundary that restricts the entire subsequent nominal chain.
Based on the principles of Nominal Groups, choose the correct option:
I. The head of the phrase is "guidelines", which receives multiple levels of pre-modification, creating a high information density typical of Technical English (ESP).
II. The word "safety" functions as a noun adjunct, but it specifically modifies the compound unit "protocol guidelines", rather than just the word "protocol".
III. The adverbial-adjectival block "recently updated" establishes a temporal boundary that restricts the entire subsequent nominal chain.
Based on the principles of Nominal Groups, choose the correct option:
Q4014462
Inglês
According to the reading strategies proposed
by Grellet (1981), the process of inferencing is
essential for a complete understanding of technical
texts. When a reader encounters a sentence like
"The algorithm's outputs were biased; consequently,
the developers had to recalibrate the training set,"
the reader performs an inference by:
GRELLET, F. Developing Reading Skills: A practical guide to reading comprehension exercises. Cambridge: Cambridge University Press, 1981.
GRELLET, F. Developing Reading Skills: A practical guide to reading comprehension exercises. Cambridge: Cambridge University Press, 1981.
Q4014461
Inglês
In the process of syllabus design for English
for Specific Purposes (ESP), the "Target Situation
Analysis" (TSA) functions as a fundamental
diagnostic tool. Beyond simple vocabulary
identification, a robust TSA is conducted in this
framework to:
DUDLEY-EVANS, T.; ST JOHN, M. J. Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press, 1998.
DUDLEY-EVANS, T.; ST JOHN, M. J. Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press, 1998.
Q4014460
Inglês
Match the ESP theoretical concepts
(Column I) with their respective pedagogical
focuses (Column II), according to the framework
by Hutchinson & Waters:
HUTCHINSON, T.; WATERS, A. English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press, 1987.
Column I
(1) Language-centered approach.
(2) Skills centered approach
(3) Learning-centered approach.
Column II
( ) Focuses on the learner's cognitive processes and mental paths to acquire knowledge.
( ) Focuses on the underlying thinking processes and strategies required for professional tasks.
( ) Focuses primarily on the linguistic features and lexical items of the target situation.
Choose the alternative below that presents the correct sequence from top to bottom:
HUTCHINSON, T.; WATERS, A. English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press, 1987.
Column I
(1) Language-centered approach.
(2) Skills centered approach
(3) Learning-centered approach.
Column II
( ) Focuses on the learner's cognitive processes and mental paths to acquire knowledge.
( ) Focuses on the underlying thinking processes and strategies required for professional tasks.
( ) Focuses primarily on the linguistic features and lexical items of the target situation.
Choose the alternative below that presents the correct sequence from top to bottom:
Q4014459
Inglês
The integration of Generative Artificial
Intelligence (AI) in English Language Teaching
(ELT) has introduced the concept of "AI Literacy."
In a pedagogical approach that seeks to move
beyond the mere substitution of traditional tasks, a
teacher encourages students to use AI to generate
multiple versions of a technical abstract and then
critically compare them for stylistic nuances and
factual accuracy. According to the principles of
digital literacies in the AI era, this practice primarily
aims to:
Q4014458
Inglês
Texto associado
GenAI and the Future of Literacy
The integration of Generative Artificial Intelligence (GenAI) in education has sparked a debate about the evolution of writing. According to The Guardian (2024), while some fear the erosion of basic skills, a pedagogical approach that seeks to move beyond the mere substitution of traditional tasks focuses on "AI Literacy." In this framework, teachers encourage students to use AI to generate multiple versions of a technical abstract and then critically compare them for stylistic nuances and factual accuracy. This practice primarily aims to develop students' critical evaluative skills and their ability to act as "human-in-the-loop" editors, ensuring that technology serves as a cognitive scaff old rather than a replacement for human agency.
THE GUARDIAN. GenAI and the Newsroom. Londres, 15 ago. 2024. Disponível em: https://www.theguardian.com. Acesso em: 05 fev. 2026.
Based on the text regarding "AI Literacy"
and the integration of GenAI in education, analyze
the following statements as True (T) or False (F):
( ) The "AI Literacy" framework focuses on the complete substitution of traditional writing tasks by automated AI tools.
( ) Critical comparison of AI-generated texts aims to enhance students' ability to identify stylistic nuances and factual errors.
( ) The pedagogical approach described encourages students to act as passive recipients of machine-generated content.
( ) The "human-in-the-loop" model ensures that human agency remains central to the writing and editing process.
( ) "Cognitive scaffolding" in this context implies that AI should eventually replace the need for human evaluative skills.
Choose the alternative that presents the correct sequence - from top to bottom:
( ) The "AI Literacy" framework focuses on the complete substitution of traditional writing tasks by automated AI tools.
( ) Critical comparison of AI-generated texts aims to enhance students' ability to identify stylistic nuances and factual errors.
( ) The pedagogical approach described encourages students to act as passive recipients of machine-generated content.
( ) The "human-in-the-loop" model ensures that human agency remains central to the writing and editing process.
( ) "Cognitive scaffolding" in this context implies that AI should eventually replace the need for human evaluative skills.
Choose the alternative that presents the correct sequence - from top to bottom:
Q4014457
Inglês
Texto associado
The Role of Materials in ESP
In the ESP context, the use of authentic materials is not an end in itself, but a means to an end. Such materials are selected because they provide the 'carrier content'—the technical or professional information - through which the 'real content' (the target language structures and skills) is practiced. According to Dudley-Evans and St John, the authenticity of the task is often more important than the authenticity of the text itself. By using a technical manual in an 'Agroecology' course, the instructor ensures that the classroom environment mirrors the communicative demands of the students' future professional lives."
DUDLEY-EVANS, T.; ST JOHN, M. J. Developments in English for Specific Purposes: a multi-disciplinary approach. Cambridge: Cambridge University Press, 1998. p. 115.
A teacher selects a technical manual for an
"Agroecology" course. According to the framework
established by Dudley-Evans and St John (1998),
the primary justification for this choice is that:
Q4014455
Inglês
A teacher uses the flipped classroom
model for a lesson on "Technical Manuals," where
students watch video tutorials at home and use
class time for collaborative problem-solving. This
practice:
Q4014454
Inglês
Within the framework of Computer-Assisted
Language Learning (CALL), the distinction between
communication modes is essential for instructional
design. According to the structural properties of
digital interaction, "Asynchronous Communication"
is characterized by:
KERN, R. Technology and language learning. In: SIMPSON, J. (Ed.). The Routledge Handbook of Applied Linguistics. London: Routledge, 2011.
KERN, R. Technology and language learning. In: SIMPSON, J. (Ed.). The Routledge Handbook of Applied Linguistics. London: Routledge, 2011.
Q4014453
Inglês
Texto associado
Read the text below and answer question.
ESP is not a matter of teaching 'specialized varieties'
of English. The fact that some language features
may be more statistically common in a particular
context does not create a new form of language.
Rather, ESP is an approach to language learning
which is based on learner need. The foundation
of ESP lies in the question: 'Why does this learner
need to learn a foreign language?'. Consequently,
the design of a syllabus for a Civil Engineering
module must prioritize the communicative demands
of the professional field over general linguistic
abstraction."
HUTCHINSON, T.; WATERS, A. English for Specific
Purposes: a learning-centered approach. Cambridge:
Cambridge University Press, 1987. p. 19.
A professor at a Federal Institute is designing
an English module for "Civil Engineering" students.
Based on the principles of Hutchinson and Waters,
presented in the text, the selection of materials for
this course should primarily reflect which underlying
ESP principle?
Q4014341
Inglês
Texto associado
Read text I and then answer the question below.
TEXT I
“Through the Law Enforcement Officers Killed and Assaulted (LEOKA) Data Collection, the FBI provides data
and training that helps keep law enforcement officers safe as they protect the nation’s communities. The goal
is to provide relevant, high quality, potentially lifesaving information to law enforcement agencies focusing on
why an incident occurred, as opposed to what occurred during the incident, with the hope of preventing future
incidents. The data collected is analyzed by the LEOKA team and the results are incorporated into the officer
safety awareness training the FBI provides for partner agencies.
LEOKA’S Three-Tier Approach
LEOKA has a three-tier approach in order to fulfill its mission and promote officer safety awareness to the law
enforcement community nationwide:
▪ Data collection: Data on line-of-duty deaths and assaults are collected from participating agencies
across the country through the FBI’s Uniform Crime Reporting (UCR) Program, and the recent
expansion of the data collection methods are providing even more facts that can be studied by experts
and officer safety trainers in order to tailor training to real world circumstances. The data are also
published annually in the Bureau’s Law Enforcement Officers Killed and Assaulted report.
▪ Research: Over the years, researchers led by the LEOKA Data Collection have been conducting indepth research using UCR data collected regarding incidents in which officers are killed or assaulted.
The published research gives officers a sharper understanding of what types of scenarios and
circumstances have resulted in fatalities and assaults. These articles and publications also contain
information obtained through extensive interviews with officers and offenders involved in critical
incidents to develop lessons learned, trends and curriculum development for the FBI’s Officer Safety
Awareness Training (OSAT).
▪ Training: The objective of the Bureau’s OSAT, which has been provided to thousands of our law
enforcement partners in the U.S. and abroad, is to assist law enforcement managers, trainers, and
personnel with identifying issues and circumstances that may contribute to officer deaths and assaults
and help prevent them. Data has shown an increase in ambushes on our nation’s law enforcement
officers. As a result, LEOKA trainers are studying the data with the purpose of shaping future training
to help reverse this trend with information and education.
LEOKA Criteria
The data collected under the auspices of the LEOKA Data Collection involves law enforcement officers who
meet a certain set of criteria established by the FBI.
General Criteria
The publishable data pertains to felonious deaths, accidental deaths, and assaults of duly sworn city, university
and college, county, state, tribal, and federal law enforcement officers who, at the time of the incident, met the
following criteria:
▪ Wore/carried a badge (ordinarily)
▪ Carried a firearm (ordinarily)
▪ Were duly sworn and had full arrest powers
▪ Were members of a law enforcement agency
▪ Were acting in an official capacity, whether on or off duty, at the time of the incident
▪ If killed, the deaths were directly related to the injuries received during the incidentes.”
Source (adapted): Federal Bureau of Investigation - FBI. Available at: https://www.fbi.gov/how-we-can-help-you/more-fbiservices-and-information/ucr/leoka Accessed on: September 08, 2025.
All the alternatives match the meaning of the word “awareness” as used in the sentence,
EXCEPT:
“The data collected is analyzed by the LEOKA team and the results are incorporated into the officer safety awareness training the FBI provides for partner agencies.”
“The data collected is analyzed by the LEOKA team and the results are incorporated into the officer safety awareness training the FBI provides for partner agencies.”
Q4014340
Inglês
Texto associado
Read text I and then answer the question below.
TEXT I
“Through the Law Enforcement Officers Killed and Assaulted (LEOKA) Data Collection, the FBI provides data
and training that helps keep law enforcement officers safe as they protect the nation’s communities. The goal
is to provide relevant, high quality, potentially lifesaving information to law enforcement agencies focusing on
why an incident occurred, as opposed to what occurred during the incident, with the hope of preventing future
incidents. The data collected is analyzed by the LEOKA team and the results are incorporated into the officer
safety awareness training the FBI provides for partner agencies.
LEOKA’S Three-Tier Approach
LEOKA has a three-tier approach in order to fulfill its mission and promote officer safety awareness to the law
enforcement community nationwide:
▪ Data collection: Data on line-of-duty deaths and assaults are collected from participating agencies
across the country through the FBI’s Uniform Crime Reporting (UCR) Program, and the recent
expansion of the data collection methods are providing even more facts that can be studied by experts
and officer safety trainers in order to tailor training to real world circumstances. The data are also
published annually in the Bureau’s Law Enforcement Officers Killed and Assaulted report.
▪ Research: Over the years, researchers led by the LEOKA Data Collection have been conducting indepth research using UCR data collected regarding incidents in which officers are killed or assaulted.
The published research gives officers a sharper understanding of what types of scenarios and
circumstances have resulted in fatalities and assaults. These articles and publications also contain
information obtained through extensive interviews with officers and offenders involved in critical
incidents to develop lessons learned, trends and curriculum development for the FBI’s Officer Safety
Awareness Training (OSAT).
▪ Training: The objective of the Bureau’s OSAT, which has been provided to thousands of our law
enforcement partners in the U.S. and abroad, is to assist law enforcement managers, trainers, and
personnel with identifying issues and circumstances that may contribute to officer deaths and assaults
and help prevent them. Data has shown an increase in ambushes on our nation’s law enforcement
officers. As a result, LEOKA trainers are studying the data with the purpose of shaping future training
to help reverse this trend with information and education.
LEOKA Criteria
The data collected under the auspices of the LEOKA Data Collection involves law enforcement officers who
meet a certain set of criteria established by the FBI.
General Criteria
The publishable data pertains to felonious deaths, accidental deaths, and assaults of duly sworn city, university
and college, county, state, tribal, and federal law enforcement officers who, at the time of the incident, met the
following criteria:
▪ Wore/carried a badge (ordinarily)
▪ Carried a firearm (ordinarily)
▪ Were duly sworn and had full arrest powers
▪ Were members of a law enforcement agency
▪ Were acting in an official capacity, whether on or off duty, at the time of the incident
▪ If killed, the deaths were directly related to the injuries received during the incidentes.”
Source (adapted): Federal Bureau of Investigation - FBI. Available at: https://www.fbi.gov/how-we-can-help-you/more-fbiservices-and-information/ucr/leoka Accessed on: September 08, 2025.
Choose the alternative that best matches the meaning of the word “badge” as used in the
sentence:
“Wore/carried a badge (ordinarily).”
“Wore/carried a badge (ordinarily).”
Q4014339
Inglês
Texto associado
Read text I and then answer the question below.
TEXT I
“Through the Law Enforcement Officers Killed and Assaulted (LEOKA) Data Collection, the FBI provides data
and training that helps keep law enforcement officers safe as they protect the nation’s communities. The goal
is to provide relevant, high quality, potentially lifesaving information to law enforcement agencies focusing on
why an incident occurred, as opposed to what occurred during the incident, with the hope of preventing future
incidents. The data collected is analyzed by the LEOKA team and the results are incorporated into the officer
safety awareness training the FBI provides for partner agencies.
LEOKA’S Three-Tier Approach
LEOKA has a three-tier approach in order to fulfill its mission and promote officer safety awareness to the law
enforcement community nationwide:
▪ Data collection: Data on line-of-duty deaths and assaults are collected from participating agencies
across the country through the FBI’s Uniform Crime Reporting (UCR) Program, and the recent
expansion of the data collection methods are providing even more facts that can be studied by experts
and officer safety trainers in order to tailor training to real world circumstances. The data are also
published annually in the Bureau’s Law Enforcement Officers Killed and Assaulted report.
▪ Research: Over the years, researchers led by the LEOKA Data Collection have been conducting indepth research using UCR data collected regarding incidents in which officers are killed or assaulted.
The published research gives officers a sharper understanding of what types of scenarios and
circumstances have resulted in fatalities and assaults. These articles and publications also contain
information obtained through extensive interviews with officers and offenders involved in critical
incidents to develop lessons learned, trends and curriculum development for the FBI’s Officer Safety
Awareness Training (OSAT).
▪ Training: The objective of the Bureau’s OSAT, which has been provided to thousands of our law
enforcement partners in the U.S. and abroad, is to assist law enforcement managers, trainers, and
personnel with identifying issues and circumstances that may contribute to officer deaths and assaults
and help prevent them. Data has shown an increase in ambushes on our nation’s law enforcement
officers. As a result, LEOKA trainers are studying the data with the purpose of shaping future training
to help reverse this trend with information and education.
LEOKA Criteria
The data collected under the auspices of the LEOKA Data Collection involves law enforcement officers who
meet a certain set of criteria established by the FBI.
General Criteria
The publishable data pertains to felonious deaths, accidental deaths, and assaults of duly sworn city, university
and college, county, state, tribal, and federal law enforcement officers who, at the time of the incident, met the
following criteria:
▪ Wore/carried a badge (ordinarily)
▪ Carried a firearm (ordinarily)
▪ Were duly sworn and had full arrest powers
▪ Were members of a law enforcement agency
▪ Were acting in an official capacity, whether on or off duty, at the time of the incident
▪ If killed, the deaths were directly related to the injuries received during the incidentes.”
Source (adapted): Federal Bureau of Investigation - FBI. Available at: https://www.fbi.gov/how-we-can-help-you/more-fbiservices-and-information/ucr/leoka Accessed on: September 08, 2025.
According to the text, the publishable data from the LEOKA Data Collection refers to law
enforcement officers who were killed or assaulted and who, at the time of the incident, were, EXCEPT:
Q4014338
Inglês
Texto associado
Read text I and then answer the question below.
TEXT I
“Through the Law Enforcement Officers Killed and Assaulted (LEOKA) Data Collection, the FBI provides data
and training that helps keep law enforcement officers safe as they protect the nation’s communities. The goal
is to provide relevant, high quality, potentially lifesaving information to law enforcement agencies focusing on
why an incident occurred, as opposed to what occurred during the incident, with the hope of preventing future
incidents. The data collected is analyzed by the LEOKA team and the results are incorporated into the officer
safety awareness training the FBI provides for partner agencies.
LEOKA’S Three-Tier Approach
LEOKA has a three-tier approach in order to fulfill its mission and promote officer safety awareness to the law
enforcement community nationwide:
▪ Data collection: Data on line-of-duty deaths and assaults are collected from participating agencies
across the country through the FBI’s Uniform Crime Reporting (UCR) Program, and the recent
expansion of the data collection methods are providing even more facts that can be studied by experts
and officer safety trainers in order to tailor training to real world circumstances. The data are also
published annually in the Bureau’s Law Enforcement Officers Killed and Assaulted report.
▪ Research: Over the years, researchers led by the LEOKA Data Collection have been conducting indepth research using UCR data collected regarding incidents in which officers are killed or assaulted.
The published research gives officers a sharper understanding of what types of scenarios and
circumstances have resulted in fatalities and assaults. These articles and publications also contain
information obtained through extensive interviews with officers and offenders involved in critical
incidents to develop lessons learned, trends and curriculum development for the FBI’s Officer Safety
Awareness Training (OSAT).
▪ Training: The objective of the Bureau’s OSAT, which has been provided to thousands of our law
enforcement partners in the U.S. and abroad, is to assist law enforcement managers, trainers, and
personnel with identifying issues and circumstances that may contribute to officer deaths and assaults
and help prevent them. Data has shown an increase in ambushes on our nation’s law enforcement
officers. As a result, LEOKA trainers are studying the data with the purpose of shaping future training
to help reverse this trend with information and education.
LEOKA Criteria
The data collected under the auspices of the LEOKA Data Collection involves law enforcement officers who
meet a certain set of criteria established by the FBI.
General Criteria
The publishable data pertains to felonious deaths, accidental deaths, and assaults of duly sworn city, university
and college, county, state, tribal, and federal law enforcement officers who, at the time of the incident, met the
following criteria:
▪ Wore/carried a badge (ordinarily)
▪ Carried a firearm (ordinarily)
▪ Were duly sworn and had full arrest powers
▪ Were members of a law enforcement agency
▪ Were acting in an official capacity, whether on or off duty, at the time of the incident
▪ If killed, the deaths were directly related to the injuries received during the incidentes.”
Source (adapted): Federal Bureau of Investigation - FBI. Available at: https://www.fbi.gov/how-we-can-help-you/more-fbiservices-and-information/ucr/leoka Accessed on: September 08, 2025.
According to Text I, what is the FBI’s main aim with “LEOKA Data Collection”?
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