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What is a Programming Algorithm?
So, what is a programming algorithm? You can think of a programming algorithm as a recipe that describes the exact steps needed for the computer to solve a problem or reach a goal. We've all seen food recipes - they list the ingredients needed and a set of steps for how to make the described meal. Well, an algorithm is just like that. In computer lingo, the word for a recipe is a procedure, and the ingredients are called inputs. Your computer looks at your procedure, follows it to the letter, and you get to see the results, which are called outputs. A programming algorithm describes how to do something, and your computer will do it exactly that way every time. Well, it will once you convert your algorithm into a language it understands! However, it's important to note that a programming algorithm is not computer code. It's written in simple English (or whatever the programmer speaks). It doesn't beat around the bush--it has a start, a middle, and an end. In fact, you will probably label the first step 'start' and the last step 'end.' It includes only what you need to carry out the task. It does not include anything unclear, often called ambiguous in computer lingo, that someone reading it might wonder about. It always leads to a solution and tries to be the most efficient solution we can think up. It's often a good idea to number the steps, but you don't have to. Instead of numbered steps, some folks use indentation and write in pseudocode, which is a semiprogramming language used to describe the steps in an algorithm. But, we won't use that here since simplicity is the main thing.
Adapted from: http://study.com/academy/lesson/what-is-an-algorithm-in-programming-definition-examples-analysis.html. Acesso em 28 de fevereiro de 2019.
Instruction: Answer question based on the following text.
Source: https://www.newyorker.com/humor/daily-shouts/the-eurohug-is-it-a-thing-a-global-guide-toembrace
I. fraught (l.05) for hostile. II. starkers (l.08) for crazy. III. land (l.33) for ground.
Which ones completely change the meaning of the utterance?
Instruction: answer the question based one the following text.
There was no case that chastisement by the petitioner was beyond the child's powers. None of the witnesses stated that she cried or that she was in such a discomfort that she had to be taken home of endurance.
By the context, the bold item can be replaced by:
Instructions: answer the question based on the following text.
Source: https://www.independent.co.uk/life-style/ikigai-hygge-lagom-swedish-danish-japaneses-candinavian-lifestyle-happiness-meaning-of-life-a7956141.html
"Still, it's hard not to feel that ikigai – like hygge and lagom – Is another sticking plaster we've reached for to help patch over the problems in our lives that run deeper than any buzzword word can solve.”
I. The word 'plaster' is used literally. II. 'patch over' could be replaced by 'mend'. III. 'buzzword' could be translated as 'palavra-chave'.
Which ones are correct?
Instructions: answer the question based on the following text.
Source: https://www.independent.co.uk/life-style/ikigai-hygge-lagom-swedish-danish-japaneses-candinavian-lifestyle-happiness-meaning-of-life-a7956141.html
Instructions: answer the question based on the following text.
Source: https://www.independent.co.uk/life-style/ikigai-hygge-lagom-swedish-danish-japaneses-candinavian-lifestyle-happiness-meaning-of-life-a7956141.html
I. It could be translated as "Tudo isso é fofinho". II. 'fluffy' in this context means 'not serious'. III. 'rather' means that you prefer to do something.
Which ones are correct?
Idem, ibidem (adapted).
A respeito dos verbos empregados no texto 7A2-II, julgue o próximo item.
The verb “hasten” (ℓ .5) is synonymous with hurry.
Idem, ibidem (adapted).
No que concerne às ideias e aos sentidos do texto 7A2-II, julgue o item que se segue.
It can be inferred that, in the text, the word “positive” (ℓ .9)
conveys the meaning of good, optimistic.
Chinua Achebe. The african writer and the english language. In: Patrick
Williams & Laura Cristman. Colonial discourse and postcolonial theory.
New York: Columbia University Press, 1994, p. 428-9 (adapted).
A respeito do vocabulário e dos aspectos linguísticos do texto 7A2-I, julgue o item seguinte.
In the text, “cram” (ℓ.8) can be correctly replaced by force,
without changing the meaning of the sentence.
Internet:<www.canteach.ca>
A respeito das informações e dos aspectos linguísticos do texto 7A1-I, julgue o seguinte item.
The phrasal verb “singled out” (ℓ.8) can be understood, in this
context, as a synonym of selected.
People with low literacy skills may not be able to read a book or newspaper, understand road signs or price labels, make sense of a bus or train timetable, fill out a form, read instructions on medicines or use the internet.
In England 16.4% of adults, or 7.1 million people, can be described as having 'very poor literacy skills.' They can understand short straightforward texts on familiar topics accurately and independently, and obtain information from everyday sources, but reading information from unfamiliar sources, or on unfamiliar topics, could cause problems.
Many adults are reluctant to admit to their literacy difficulties and ask for help. One of the most important aspects of supporting adults with low literacy levels is to increase their self-esteem and persuade them of the benefits of improving their reading and writing.
Low levels of literacy undermine the UK’s economic competitiveness, costing the taxpayer £2.5 billion every year (KPMG, 2009). A third of businesses are not satisfied with young people’s literacy skills when they enter the workforce and a similar number have organised remedial training for young recruits to improve their basic skills, including literacy and communication.
Adapted from https://literacytrust.org.uk/information/what-is-literacy/ and https://literacytrust.org.uk/parents-and-families/adult-literacy/ Accesss on February 12th, 2019 In 'Low levels of literacy undermine the UK’s economic competitiveness', the verb UNDERMINE is closest in meaning to
Characteristics of a good test
In order to judge the effectiveness of any test, it is sensible to lay down criteria against which the test can be measured, as follows:
Validity: a test is valid if it tests what it is supposed to test. Thus it is not valid, for example, to test writing ability with an essay question that demands specialist knowledge of history or biology — unless it is known that all students share this knowledge before they do the test.
A particular kind of ‘validity’ that concerns most test designers is face validity. This means that the test should look, on the ‘face’ of it, as if it is valid. A test which consisted of only three multiple choice items would not convince students of its face validity however reliable or practical teachers thought it to be.
Reliability: a good test should give consistent results. For example, if the same group of students took the same test twice within two days — without reflecting on the first test before they sat it again — they should get the same results on each occasion. If two groups who were demonstrably alike took the test, the marking range would be the same.
In practice, ‘reliability’ is enhanced by making the test instructions absolutely clear, restricting the scope for variety in the answers. Reliability also depends on the people who mark the tests. Clearly a test is unreliable if the result depends to any large extent on who is marking it. Much thought has gone into making the scoring of tests as reliable as possible.
(Jeremy Harmer. The practice of English language teaching. 2007. Adaptado)
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