Questões de Concurso
Sobre tradução | translation em inglês
Foram encontradas 657 questões
Ano: 2025
Banca:
SELECON
Órgão:
Prefeitura de Tapurah - MT
Prova:
SELECON - 2025 - Prefeitura de Tapurah - MT - Professor - Letras - Língua Portuguesa/Inglesa |
Q3616891
Inglês
Texto associado
TEXT:
Reading and Vocabulary: A Recipe for Success
Dr Randi Reppen
March 13, 2025
It’s no surprise that research shows a very strong relationship
between reading comprehension and vocabulary knowledge. After
all, we need to be able to understand the words that we encounter
when reading in order to understand what we’re reading. As Grabe
and Stoller so succinctly stated back in 1997, “reading improves
vocabulary knowledge and vocabulary knowledge supports
reading development” (p.119). It’s a reciprocal relationship: the
larger your vocabulary, the easier it is to read, and the more you
read, the more your vocabulary increases.
So how do we get learners to increase their vocabulary to make
reading easier (and more pleasurable!)? Research tells us that
to read with adequate comprehension, 95 – 98% of the words in
the text need to be known (Nation 2001: 147). But what does it
mean to know a word when a single word can have many diff erent
senses/meanings? Take a simple word like green. Now put
yourself in your student’s shoes. Imagine fi rst encountering this
word in a story about someone who lost their green jacket. Then
in a diff erent context you read about someone who was green –
instead of a color this could mean that the person was feeling sick,
or envious, or a novice, or eco-conscious. Not so simple, is it?
We also know that reading texts on diff erent topics increases the
chances that our students will encounter diff erent words and come
across new meanings of known words. But how can we get them
to do this consistently? One eff ective way is to combine “intensive”
and “extensive” reading practice. This approach can both fi ne
tune reading skills and increase vocabulary knowledge, all while
making reading more pleasurable.
Intensive Reading
Intensive reading activities typically take place in class and involve
diff erent ways of interacting with a text. Examples include timed
readings, scanning for information, or skimming to get the gist of
the text before diving in to read.
Newspaper articles off er great resources for scanning activities
since they often include dates and names. If your school has a
campus paper (print or online), use it as a resource for scanning
activities. Rather than focusing on just one article, have your
students scan the entire school paper for when or where certain
events are taking place. This has the added benefi t of being
directly relevant to their daily lives.
I’m also a fan of timed readings using short texts (200 – 400
words) that cover a wide range of topics. These increase the
opportunity for students to encounter more diff erent words and
to see words they already “know” in diff erent contexts and with
diff erent meanings (as our example above of the word green).
Extensive Reading
Extensive reading usually happens outside the classroom, but
there are benefi ts to including a dedicated time for this type of
reading in class. When I teach reading, I always have 10 – 15
minutes of silent sustained reading as part of class. During that
time everyone, including me, reads something of their choice. I set
a timer so that we don’t lose track of time while reading.
With extensive reading, students choose texts of high interest to
read every day for a predetermined amount of time. It’s important
that students are reading for pleasure during this time and NOT
reading textbooks. Graded readers or young adult literature are
great resources for extensive reading.
You can help motivate your students by keeping track of their
reading. Here are two suggestions:
1. Reading logs – Have your students keep reading logs of
how much time they spend reading each day. They should
also write a sentence or two about what they read.
2. Reading progress tracker – Have a place in your
classroom to show their reading progress. For example,
if students commit to reading 15 minutes a day, create a
board showing student progress in 15-minute increments.
As students accumulate reading time, you can have
benchmarks (e.g., an hour, fi ve hours) for when students
receive diff erent rewards, such as a certifi cate, time for an
in-class game, or even a free book.
Combining intensive and extensive reading activities has long
been a recipe for success in my classrooms. I have no doubt that
it will help you help your students become more successful, and
happier, readers, too.
Adapted from https://www.cambridge.org/elt/blog/2025/03/13/readingand-vocabulary-a-recipe-for-success/
Acesso em 23/07/2025
A técnica da tradução, quando utilizada de forma adequada,
pode ser uma ferramenta valiosa no ensino de inglês como
língua estrangeira, auxiliando na compreensão e na aquisição
de vocabulário. No entanto, é importante considerar os aspectos
socioculturais envolvidos, evitando a mera tradução literal, que
pode levar a erros de tradução. Levando em consideração a
afirmação acima, o trecho do texto: “Now put yourself in your
student’s shoes” tem como tradução mais adequada:
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 III - Inglês |
Q3574695
Inglês
Texto associado
Leia a tira a seguir para responder a questão.
Fonte: https://www.portallos.com.br/2011/12/21/tirinhas-garfield-e-onatal/
Choose the best Portuguese translation for Liz’s line:
“I’m sure whatever you pick will be perfect, and just what I
want!”
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502691
Inglês
In foreign language teaching, the translation process
is guided by two key factors. Select the alternative that
encompasses these two elements.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464013
Inglês
Texto associado
Leia o texto para responder à questão.
In the literature on language learning, one particular
process has commonly been singled out for explication:
transfer. The term describes the carryover of previous
performance or knowledge to subsequent learning. Positive
transfer occurs when the prior knowledge benefits the learning
task; negative transfer, or interference, occurs when previous
performance disrupts the performance of a second task.
It has been common in second language teaching to
stress the role of interference. This is of course not surprising,
as native language interference is surely the most immediately
noticeable source of error among second language learners.
The saliency of interference is strong. For example, a French
native speaker might say in English, “I am in New York since
January,” a perfectly logical transfer of the French sentence
“Je suis a New York depuis Janvier.” Because of the negative
transfer of the French verb form to English, the French system
has, in this case, interfered with the person’s production of a
correct English form.
It is exceedingly important to remember, however, that
the native language of a second language learner is often
positively transferred, in which case the learner benefits
from the facilitating effects of the first language. In the above
sentence, for example, the correct one-to-one word order
correspondence, the personal pronoun, and the preposition
have been positively transferred from French to English. We
often mistakenly overlook the facilitating effects of the native
language in our appetite for analyzing errors in the second
language and for overstressing the interfering effects of the
first language.
(Douglas Brown. Principles of language learning and teaching, 2000.
Adaptado)
Há também transferências negativas em nível de estrutura frasal. A alternativa que apresenta a frase em inglês
traduzida corretamente da frase em português é:
Ano: 2025
Banca:
FGV
Órgão:
SEDUC-MT
Prova:
FGV - 2025 - SEDUC-MT - Professor de Educação Básica - Habilitação: Inglês |
Q3439613
Inglês
Leia o texto.
Transfer is a general term referring to the application of prior skills or knowledge to subsequent learning. While positive transfer benefits the learning task, “negative transfer” or “interference” disrupts learning. In language learning, the learner’s mother tongue is an obvious set of previous experiences, and a most common source of interference errors. Observe os pares de frases que seguem. A versão em português foi fornecida pela professora. A tradução foi feita por um dos estudantes. Nas traduções, observa-se a interferência do português.
I. Aconteceu um milagre com o velho casal que finalmente reencontrou seu filho! Happened a miracle with the old couple who finally met their son again!
II. Ele realmente não compreendeu nada do que eu lhe contei.
He really did not understand nothing of what I told him.
III. As informações sobre novos temporais são todas muito preocupantes.
The informations about new storms are all very disturbing.
IV. A menina ficou extremamente feliz com seu novo corte de cabelo!
The girl stayed extremely happy with her new haircut!
V. A mãe comemorou o novo emprego com seu marido e filhos.
The mother celebrated the new job with your husband and friends.
Enquanto corrige a tarefa, a professora escreve um breve comentário ao lado de cada frase traduzida. Assinale a alternativa que contém uma observação correta sobre a tradução realizada pelo estudante.
Transfer is a general term referring to the application of prior skills or knowledge to subsequent learning. While positive transfer benefits the learning task, “negative transfer” or “interference” disrupts learning. In language learning, the learner’s mother tongue is an obvious set of previous experiences, and a most common source of interference errors. Observe os pares de frases que seguem. A versão em português foi fornecida pela professora. A tradução foi feita por um dos estudantes. Nas traduções, observa-se a interferência do português.
I. Aconteceu um milagre com o velho casal que finalmente reencontrou seu filho! Happened a miracle with the old couple who finally met their son again!
II. Ele realmente não compreendeu nada do que eu lhe contei.
He really did not understand nothing of what I told him.
III. As informações sobre novos temporais são todas muito preocupantes.
The informations about new storms are all very disturbing.
IV. A menina ficou extremamente feliz com seu novo corte de cabelo!
The girl stayed extremely happy with her new haircut!
V. A mãe comemorou o novo emprego com seu marido e filhos.
The mother celebrated the new job with your husband and friends.
Enquanto corrige a tarefa, a professora escreve um breve comentário ao lado de cada frase traduzida. Assinale a alternativa que contém uma observação correta sobre a tradução realizada pelo estudante.
Ano: 2025
Banca:
EVO Concursos
Órgão:
Prefeitura de Santa Rita de Ibitipoca - MG
Prova:
EVO Concursos - 2025 - Prefeitura de Santa Rita de Ibitipoca - MG - Professor II - Inglês |
Q3398366
Inglês
Assinale a alternativa correta que em representa
Português a tradução de “String”:
Ano: 2025
Banca:
EVO Concursos
Órgão:
Prefeitura de Santa Rita de Ibitipoca - MG
Prova:
EVO Concursos - 2025 - Prefeitura de Santa Rita de Ibitipoca - MG - Professor II - Inglês |
Q3398365
Inglês
Assinale a alternativa correta que representa
em Português a tradução de “Straighten”:
Ano: 2025
Banca:
EVO Concursos
Órgão:
Prefeitura de Santa Rita de Ibitipoca - MG
Prova:
EVO Concursos - 2025 - Prefeitura de Santa Rita de Ibitipoca - MG - Professor II - Inglês |
Q3398364
Inglês
Assinale a alternativa correta que representa
em Português a tradução de “Queue”:
Ano: 2025
Banca:
EVO Concursos
Órgão:
Prefeitura de Santa Rita de Ibitipoca - MG
Prova:
EVO Concursos - 2025 - Prefeitura de Santa Rita de Ibitipoca - MG - Professor II - Inglês |
Q3398363
Inglês
Assinale a alternativa correta que representa
em Português a tradução de “Jitter”:
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393027
Inglês
Mark the item which CORRECTLY translates the sentence
below into Portuguese.
Her parents were proud of how sensible she was when she chose to spend the afternoon studying at the library instead of going to the party.
Her parents were proud of how sensible she was when she chose to spend the afternoon studying at the library instead of going to the party.
Ano: 2025
Banca:
Prefeitura de Trombudo Central - SC
Órgão:
Prefeitura de Trombudo Central - SC
Prova:
Prefeitura de Trombudo Central - SC - 2025 - Prefeitura de Trombudo Central - SC - Professor de Língua Inglesa |
Q3391463
Inglês
Leia o trecho em português e a frase correspondente em inglês. Depois, assinale a alternativa que apresenta a
tradução correta e o uso adequado do tempo verbal e pronome:
Português: "Ela estuda inglês todos os dias."
Inglês:
Português: "Ela estuda inglês todos os dias."
Inglês:
Ano: 2025
Banca:
Prefeitura de Itapoá - SC
Órgão:
Prefeitura de Itapoá - SC
Prova:
Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 21 |
Q3335934
Inglês
No método conhecido como "Gramática-Tradução", qual é a principal prática utilizada na
aprendizagem de língua inglesa?
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Provas:
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Fotônica – Subárea: Instrumentação em Fotônica
|
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Nanotecnologia – Subárea: Nanotecnologia |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Espectroscopia Aplicada – Subárea: Instrumentação em Ressonância Magnética Nuclear |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Gestão da Informação – Subárea: Engenharia de Dados |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Transferência de Tecnologia e Comunicação – Subárea: Inovação Social |
Q3313578
Inglês
Texto associado
In the 20th century, we made tremendous advances in discovering fundamental principles in different scientific disciplines that created major breakthroughs in management and technology for agricultural systems, mostly by empirical means. However, as we enter the 21st century, agricultural research has more difficult and complex problems to solve.
The environmental consciousness of the general public is requiring us to modify farm management to protect water, air, and soil quality, while staying economically profitable. At the same time, market-based global competition in agricultural products is challenging economic viability of the traditional agricultural systems, and requires the development of new and dynamic production systems. Fortunately, the new electronic technologies can provide us a vast amount of real-time information about crop conditions and near-term weather via remote sensing by satellites or ground-based instruments and the Internet, that can be utilized to develop a whole new level of management. However, we need the means to capture and make sense of this vast amount of site-specific data.
Our customers, the agricultural producers, are asking for a quicker transfer of research results in an integrated usable form for site-specific management. Such a request can only be met with system models, because system models are indeed the integration and quantification of current knowledge based on fundamental principles and laws. Models enhance understanding of data taken under certain conditions and help extrapolate their applications to other conditions and locations.
Lajpat R. Ahuja; Liwang Ma; Terry A. Howell. Whole System Integration and Modeling — Essential to Agricultural Science and Technology in the 21st Century. In: Lajpat R. Ahuja; Liwang Ma; Terry A. Howell (eds.) Agricultural system models in field research and technology transfer. Boca Raton, CRC Press LLC, 2002 (adapted).
Considering the text presented above, judge the following items.
An acceptable translation into Portuguese of the first sentence of the text could be: No século XX, devido ao uso de meios empíricos, houve avanços tremendos no que diz respeito à descoberta de princípios fundamentais em diferentes áreas acadêmicas, o que levou a um progresso no manejo, na tecnologia e nos sistemas agrícolas.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Provas:
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Fotônica – Subárea: Instrumentação em Fotônica
|
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Nanotecnologia – Subárea: Nanotecnologia |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Espectroscopia Aplicada – Subárea: Instrumentação em Ressonância Magnética Nuclear |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Gestão da Informação – Subárea: Engenharia de Dados |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Transferência de Tecnologia e Comunicação – Subárea: Inovação Social |
Q3313575
Inglês
Texto associado
Many studies reveal the contributions of plant breeding
and agronomy to farm productivity and their role in reshaping
global diets. However, historical accounts also implicate these
sciences in the creation of new problems, from novel disease
vulnerabilities propagated through industrial monocrops to the
negative ecological and public health consequences of crops
dependent on chemical inputs and industrialized food systems
more generally.
Increasingly, historical analyses also highlight the
expertise variously usurped, overlooked, abandoned, or
suppressed in the pursuit of “modern” agricultural science.
Experiment stations and “improved” plants were instruments of
colonialism, means of controlling lands and lives of peoples
typically labeled as “primitive” and “backward” by imperial
authorities. In many cases, the assumptions of colonial improvers
persisted in the international development programs that have
sought since the mid-20th century to deliver “modern” science to
farming communities in the Global South.
Awareness of these issues has brought alternative domains
of crop science such as agroecology to the fore in recent decades,
as researchers reconcile the need for robust crop knowledge and
know-how with the imperatives of addressing social and
environmental injustice.
Helen Anne Curry; Ryan Nehring. The history of crop science and the future of food.
Internet:<nph.onlinelibrary.wiley.com (adapted)
Judge the following items about the text above.
The following suggestion can be considered an adequate translation of the first sentence of the second paragraph: Cada vez mais, análises históricas também ressaltam o conhecimento que foi, de maneiras diferentes, usurpado, negligenciado, abandonado ou eliminado na busca da ciência agrária “moderna”.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Provas:
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Ciências Exatas e da Terra – Subárea: Geoprocessamento
|
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Ciências Exatas e da Terra – Subárea: Sistemas de Informação Geográfica (SIG) e Desenvolvimento Territorial |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Ciências Exatas e da Terra – Subárea: Energias Renováveis |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Ciências Exatas e da Terra – Subárea: Bioprocessos para Energias Renováveis |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Ciências Exatas e da Terra – Subárea: Impactos Ambientais |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Ciências Exatas e da Terra – Subárea: Agricultura Digital |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Ciências Exatas e da Terra – Subárea: Química de Produtos Naturais |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Ciências Exatas e da Terra – Subárea: Agricultura e Climatologia |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Ciências Exatas e da Terra – Subárea: Geotecnologia |
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Ciências Exatas e da Terra – Subárea: Rastreabilidade e Certificação Digital |
Q3301088
Inglês
Texto associado
Many studies reveal the contributions of plant breeding and agronomy to farm productivity and their role in reshaping global diets. However, historical accounts also implicate these sciences in the creation of new problems, from novel disease vulnerabilities propagated through industrial monocrops to the negative ecological and public health consequences of crops dependent on chemical inputs and industrialized food systems more generally.
Increasingly, historical analyses also highlight the expertise variously usurped, overlooked, abandoned, or suppressed in the pursuit of “modern” agricultural science. Experiment stations and “improved” plants were instruments of colonialism, means of controlling lands and lives of peoples typically labeled as “primitive” and “backward” by imperial authorities. In many cases, the assumptions of colonial improvers persisted in the international development programs that have sought since the mid-20th century to deliver “modern” science to farming communities in the Global South.
Awareness of these issues has brought alternative domains of crop science such as agroecology to the fore in recent decades, as researchers reconcile the need for robust crop knowledge and know-how with the imperatives of addressing social and environmental injustice.
Helen Anne Curry; Ryan Nehring. The history of crop science and the future of food.
Internet: <nph.onlinelibrary.wiley.com> (adapted).
Judge the following item about the text above.
The following suggestion can be considered an adequate translation of the first sentence of the second paragraph: Cada vez mais, análises históricas também ressaltam o conhecimento que foi, de maneiras diferentes, usurpado, negligenciado, abandonado ou eliminado na busca da ciência agrária “moderna”.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Prova:
CESPE / CEBRASPE - 2025 - EMBRAPA - Pesquisador – Área: Ciências da Saúde – Subárea: Nutrição |
Q3300233
Inglês
Texto associado
Cientistas procuraram avaliar o impacto que certas mudanças climáticas teriam no futuro próximo em cada região produtora de alimentos do globo — e, então, concluíram se as atividades econômicas hoje desenvolvidas ali estão em risco ou não. Na pesquisa, convencionou-se chamar de “ambiente climático seguro” aqueles onde ainda é viável desenvolver a produção de alimentos.
Edson Veiga. Como o aquecimento global ameaça a agropecuária brasileira.
Internet: <brasildefato.com.br> (com adaptações).
Judge whether the item below presents an adequate translation into English of the paragraph above.
Scientists tried to evaluate how certain climate changes would impact on each food-producing area of the Earth in the future, and then reached the conclusion that the actual economical activities of such areas are at risk. In its research, the term “safe climate environment” was given to those regions in which food production is still feasible.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Prova:
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista - Área: Gestão da Informação - Subárea: Gestão da Informação e da Programação - Textos Técnico- científicos |
Q3281102
Inglês
Com relação à tradução técnica, julgue o item seguinte.
O trecho “Pode-se editar o DNA de toda sorte de seres vivos com finalidades diversas: para tratar doenças e criar alimentos transgênicos, entre outras finalidades”, adaptado do texto Edição genética: riscos e benefícios da modificação do DNA humano, pode ser adequada e corretamente traduzido para o inglês da seguinte forma: Is possible to edit the DNA of all kinds of living beings for various purposes: to treat illnesses and to create genetically modified ailments, among others.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Prova:
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista - Área: Gestão da Informação - Subárea: Gestão da Informação Edição - Inglês/Português |
Q3280244
Inglês
Com relação à tradução técnica, julgue o item seguinte.
O trecho “From a weedy plant called teosinte with an ‘ear’ barely an inch long has come our foot-long (0.3-meter-long) ears of sweet white and yellow corn”, adaptado do texto Food: how altered?, pode ser adequada e corretamente traduzido para o português da seguinte forma: De um arbusto chamado teosino, cuja espiga mal chegava a uma polegada veio o milho branco e o amarelo, com espigas de um pé (0.3 metro) de comprimento.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Provas:
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista - Área: Gestão Estratégica - Subárea: Articulação Político-Institucional Internacional
|
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista - Área: Gestão Estratégica - Subárea: Articulação Político-Institucional Nacional |
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista - Área: Gestão Estratégica - Subárea: Governança e Estratégia |
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista - Área: Gestão Estratégica - Subárea: Inteligência e Planejamento Estratégico |
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista - Área: Gestão Estratégica - Subárea: Riscos, Conformidade e Transparência |
Q3279613
Inglês
Texto associado
Grain poisoning of cattle and sheep
Grain poisoning, also known as grain overload or lactic
acidosis, is usually the result of stock consuming large quantities
of grain or pellets to which they are unaccustomed. Pasture-fed
cows or feedlot cattle not yet adapted to grain may become
acutely ill or die after eating only moderate amounts of grain,
whereas stock accustomed to diets high in grain content may
consume large amounts of grain with little or no effect. Some
circumstances under which grain poisoning can occur include:
accidental access to grain stores; stock access to stubble
paddocks containing excess grain after harvest; stock access
to standing crops; cattle and sheep on feedlot rations without
proper introduction; and grain feeding during drought without
proper introduction.
How is it caused? Grain and finely ground carbohydrate
(such as found in pellets) is rapidly fermented by bacteria in the
rumen, producing large quantities of lactic acid, which lowers the
pH in the rumen. The build-up of acid has effects on the animal
such as: there is a decrease in the numbers of useful bacteria in
the rumen and an increase in the amount of acid-producing
bacteria (causing further build-up of acid in the rumen), rumen
contractions cease, lactic acid draws fluid into the rumen from
the tissues and blood, resulting in dehydration, and, in severe
cases, the blood may become more acid, resulting in heart failure,
kidney failure and or even death.
Grains with a higher fibre content, such as oats and
sorghum, are safer to feed than, for example, wheat and barley,
since the fibre slows the rate of digestion. Cracking grain
increases the rate of digestion of the starch and consequently may
increase the risk of grain poisoning. Any factor that causes
variation in the intake of grain, or variation in the availability of
carbohydrate, may lead to grain poisoning problems. For
example, an unpalatable additive or inclement weather may put
cattle off their feed on one day, but then they gorge the next day.
The effects of grain poisoning may be worsened if the animal is
also suffering from cold stress. It is a wise precaution to increase
the proportion of roughage fed during particularly cold weather.
Other sources of carbohydrates, such as apples, grapes, bread,
baker’s dough and incompletely fermented brewer’s grain, can
also cause poisoning if eaten in excess.
Internet:<dpi.nsw.gov.au>(adapted).
Judge the following item based on the text above.
The excerpt: “It is a wise precaution to increase the proportion of roughage fed during particularly cold weather.” (in the third paragraph) can be correctly translated as: É uma precaução sensata aumentar a proporção de forragem fornecida durante climas particularmente frios.
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
EMBRAPA
Provas:
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista - Área: Gestão Estratégica - Subárea: Articulação Político-Institucional Internacional
|
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista - Área: Gestão Estratégica - Subárea: Articulação Político-Institucional Nacional |
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista - Área: Gestão Estratégica - Subárea: Governança e Estratégia |
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista - Área: Gestão Estratégica - Subárea: Inteligência e Planejamento Estratégico |
CESPE / CEBRASPE - 2025 - EMBRAPA - Analista - Área: Gestão Estratégica - Subárea: Riscos, Conformidade e Transparência |
Q3279607
Inglês
Texto associado
Grain poisoning of cattle and sheep
Grain poisoning, also known as grain overload or lactic
acidosis, is usually the result of stock consuming large quantities
of grain or pellets to which they are unaccustomed. Pasture-fed
cows or feedlot cattle not yet adapted to grain may become
acutely ill or die after eating only moderate amounts of grain,
whereas stock accustomed to diets high in grain content may
consume large amounts of grain with little or no effect. Some
circumstances under which grain poisoning can occur include:
accidental access to grain stores; stock access to stubble
paddocks containing excess grain after harvest; stock access
to standing crops; cattle and sheep on feedlot rations without
proper introduction; and grain feeding during drought without
proper introduction.
How is it caused? Grain and finely ground carbohydrate
(such as found in pellets) is rapidly fermented by bacteria in the
rumen, producing large quantities of lactic acid, which lowers the
pH in the rumen. The build-up of acid has effects on the animal
such as: there is a decrease in the numbers of useful bacteria in
the rumen and an increase in the amount of acid-producing
bacteria (causing further build-up of acid in the rumen), rumen
contractions cease, lactic acid draws fluid into the rumen from
the tissues and blood, resulting in dehydration, and, in severe
cases, the blood may become more acid, resulting in heart failure,
kidney failure and or even death.
Grains with a higher fibre content, such as oats and
sorghum, are safer to feed than, for example, wheat and barley,
since the fibre slows the rate of digestion. Cracking grain
increases the rate of digestion of the starch and consequently may
increase the risk of grain poisoning. Any factor that causes
variation in the intake of grain, or variation in the availability of
carbohydrate, may lead to grain poisoning problems. For
example, an unpalatable additive or inclement weather may put
cattle off their feed on one day, but then they gorge the next day.
The effects of grain poisoning may be worsened if the animal is
also suffering from cold stress. It is a wise precaution to increase
the proportion of roughage fed during particularly cold weather.
Other sources of carbohydrates, such as apples, grapes, bread,
baker’s dough and incompletely fermented brewer’s grain, can
also cause poisoning if eaten in excess.
Internet:<dpi.nsw.gov.au>(adapted).
Judge the following item based on the text above.
The sentence: “The effects of grain poisoning may be worsened if the animal is also suffering from cold stress” can be correctly translated as: Os efeitos da intoxicação causada por grãos devem ser agravados caso o animal também esteja sofrendo puramente de estresse.
Conheça nossos planos