Questões de Concurso
Comentadas sobre vocabulário | vocabulary em inglês
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Silicon Valley – America’s High Tech Centre
Silicon Valley is located in the southern part of the San Francisco Bay area. It originally got its name from the large number of companies that produced silicon chips. Today it is a general name for the high-tech industry of Northern California.
The beginning of Silicon Valley goes back to the early 20th century when the United States military and other companies started experimenting in the fields of radio, communications and electronics. The area also grew because Stanford and other universities and colleges produced a number of students who were interested in technology.
One of the first companies that started in Silicon Valley was Hewlett Packard. It was founded by two graduates of Stanford University in 1939. Today HP is the world’s largest technology company and operates in almost all countries in the world. After World War II an industrial park was built around Stanford University. Companies rented offices from the university and employed students as engineers and scientists.
In the 1950s the silicon transistor was developed and many companies started moving into the region. In the 1970s Silicon Valley became a well-known term in the United States because of the computer and software firms that were founded in the area. About a hundred new companies were established every year. Such growth was possible because people could found a company, get money and rent office space in only a few weeks. Among the well-known companies in the region are search engines Google and Yahoo!, chip producer Intel, computer and software manufacturers Apple and Adobe.
By 1992 Silicon Valley accounted for over 250,000 jobs and over 40% of California’s exports. Companies began calling in specialists from China and India because more and more high-tech scientists and engineers were needed.
When the Internet boom began in the 1990s a number of new so-called dot.com enterprises sprang up, including the online auction house eBay and others. When the boom collapsed at the beginning of the new millennium, thousands of high tech workers lost their jobs and couldn’t afford the high housing prices that the area produced. But even after the global financial crisis of 2008 Silicon Valley remains one of the top research and high-tech center in the world.
<http://www.english-online.at/technology/silicon-valley/silicon-valley-americas-high-tech-center.html>
The beginning of Silicon Valley goes back to the early 20th (…)
Qual dos dispostos a seguir melhor traduz a expressão sublinhada acima, neste contexto?
Text II
Reading Comprehension Instruction
There are widespread and erroneous perceptions that children must know all of the words before they can comprehend a text and that they must comprehend it at the literal level before advancing to comprehension at the inferential level.
Recognizing some words is clearly necessary and central to reading. It is important for children to acquire a set of strategies for figuring out the meanings of words and apply these strategies so that words are recognized automatically. Four groups of strategies exist: (1) common graphophonic patterns (e.g., at in cat, hat, bat), (2) high‐frequency or common words used in sentences (e.g., the, a, or), (3) word building (e.g., morphemes, as play in plays, played, playing, playful), and (4) contextual supports gathered through the meanings of sentences, texts, and illustrations. These word recognition strategies are taught as children are engaged in reading and are considered effective in fluency instruction.
Vocabulary and reading comprehension growth occurs side by side even for beginning readers. They each require explicit instruction and lots of reading of stories including repeated readings to teach phonics, to develop sight vocabulary, and to teach children how to decode words; guided retelling using questions that prompt children to name the characters, identify the setting (place and time), speak to the problem, tell what happened, and how the story ended; repeated checking for information; and drawing conclusions. Teaching strategies to children early, explicitly, and sequentially are three key characteristics of effective vocabulary and reading comprehension instruction.
For those who are learning English as second or foreign language, take advantage of their first language knowledge to identify cognate pairs, which are words with similar spellings, pronunciations, and meanings in English. To identify the degree of overlap between the two languages is a strategy that has been demonstrated to be effective for Spanish‐ literate children: learn the words for basic objects (e.g., dog, cat, house, car) that English‐only children already know; review and practice passages and stories through read‐alouds in order to accelerate the rate at which words can be identified and read; and engage in basic reading skills including spelling.
(PHILLIPS, L.M, NORRIS, S. P. & VAVRA, K.L. Reading Comprehension Instruction (pp. 1‐10). Faculty of Education, University of Alberta. Posted online on 2007‐11‐20 in: http://www.literacyencyclopedia.ca)
O texto em língua inglesa a seguir deve ser utilizado para responder à questão.
Vehicle primary suspensions
Primary suspension is the term used for suspension components connecting the wheel assemblies of a vehicle to the frame of the vehicle. This is in contrast to the suspension components connecting the frame and body of the vehicle, or those components located directly at the vehicle’s seat, commonly called the secondary suspension. Usually a vehicle contains both primary and secondary suspension system but primary suspension is chosen for control. There are two basic types of elements in conventional suspension systems. These elements are springs and dampers. The role of the spring in a vehicle’s suspension system is to support the static weight of the vehicle. The role of the damper is to dissipate vibrational energy and control the input from the road that is transmitted to the vehicle.
(Extraído e adaptado de: http://cdn.intechopen.com/pdfs-wm/36631.pdf)
No contexto, os termos spring e damper têm os significados, respectivamente, de
Complete the directions below with the right prepositions:
This is certainly the best way to get______ the Hotel. You come______the bus station and turn______ . Then you go ______ station road for about two blocks. You will see the hotel on your______ .
Read the extract of the song GIVE ME LO VE by ED Sheeram and answer
Told you l ’d let them go
And TU fight my comer
Maybe tonight Til call ya
After my blood turns into alcohol
No I just wanna hold ya
Give a little time to me, we’ll burn this out
We’ll play hide and seek, to turn this around
All I want is the taste that your lips allow
Give me love like never before
‘Cause lately /Ve been craving more
And it’s been a while but I still feel the same
Maybe I should let you go
A recent study, performed with children aged 2 months to 10 years, produced clinicai evidence delineating the stages a child goes through in developing a self-image. It involved exposing the child to his reflection in both a true mirror and then one that was convexly distorted. Children from 9 to 10 months old were highly responsive to both the true and the distorted mirror images. Their excitement, attention, and activity seemed to be unaffected by the distortion, indicating they had no self-image. Slightly older children, aged 10 to 11 months, made rhythmic circular movements when exposed to their distorted image as though attempting to correct the distortion. This change in response indicates the child may have some idea of his image and perhaps recognizes the distorted image is wrong. Amarked change in response changes when a child reaches 18 to 22 months of age. The child avoids both images, having begun to develop a self-image which does not match the mirror image. From 2 to 5 years, the child has developed a definite self-image which is recognizable in the mirror, since the child literally flees the distorted image. Children ages 7 to 10 had reached a levei of cognitive development which allowed them to laugh at the distorted images, play with the mirror and observe the changes they could effect.
Crescer magazine 1992
Complete the blank spaces and check the correct sequence.
This car is so ________.
I’m ________ sorry for this.
She feels _____ about that experience.
Answer question about the text below:
Answer question about the text below:
Technology plays a key role in teenage romance from initial encounters to eventual break-ups, says a US study.
Teenagers rarely meet online but do use technology for flirting, asking out, meeting up and parting, American think tank, the Pew Research Center, found. A survey of 1,060 US teenagers aged 13 to 17 revealed that technology brings them closer but also breeds jealousy.
"Digital platforms are powerful tools for teens," said Amanda Lenhart, lead author of the report from Pew. "But even as teens enjoy greater closeness with partners and a chance to display their relationships for others to see, mobile and social media can also be tools for jealousy, meddling and even troubling behaviour."
Digital romance, broken down
Of the 1,060 teenagers surveyed:
• 35% said they were currently dating and 59% of that group said technology made them feel closer to their partner
• For boys who were dating, 65% said social media made them more connected to a significant other while it was 52% for girls
• 27% of dating teenagers thought social media made them feel jealous or insecure in relationships
• 50% of all teens surveyed, dating or not, said they had indicated interest by friending someone on Facebook or other social media and 47% expressed attraction by likes and comments
• Texting is king - 92% of teens who were dating said they texted a partner, assuming the partner would check in with "great regularity"
• Jealousy happens, but not as much as flirting does - 11% of teenage daters reported accessing a partner's online accounts and 16% reported having a partner asking them to de-friend someone
What gets discussed during all those frequent social media enabled check-ins? According to the survey, it is mostly "funny stuff" followed by "things you're thinking about" as well as other Information such as where they are and what their friends have been doing. And forget having to meet up to resolve a conflict - 48% of dating teenagers said that could be done by texting or talking online. Online tools, with their accessibility and ease of use, also showed some signs of giving this group relationship anxiety. Females are more likely to be subject to unwanted flirting and 25% of teenagers surveyed said they have blocked or unfriended someone because of uncomfortable flirting. And 15% of teenage daters said a partner had used the internet to pressure them into unwanted sexual activity.
'More than emojis'
Nearly half the respondents admitted to concentrating on their phone ahead of their partner when together with 43% of dating teens saying that had happened to them. "I don't think this survey reveals much that is surprising. But it is affirming. Humans are social animals and we build tools to connect with each other, "wrote Julie Beck, an associate editor at The Atlantic news site, of the survey's findings.
"It's not all heart emojis all the time, no, but the tools that facilitate relationships facilitate all aspects of them, good and bad.
"Connecting with others is scary, hard, sometimes dangerous, but usually, hopefully, good. The teens get it."
(Fonte: http://www.bbc.com/news/technology-34416989)
Teen romance usually digitally enhanced, says US study
Technology plays a key role in teenage romance from initial encounters to eventual break-ups, says a US study.
Teenagers rarely meet online but do use technology for flirting, asking out, meeting up and parting, American think tank, the Pew Research Center, found.
A survey of 1,060 US teenagers aged 13 to 17 revealed that technology brings them closer but also breeds jealousy.
"Digital platforms are powerful tools for teens," said Amanda Lenhart, lead author of the report from Pew.
"But even as teens enjoy greater closeness with partners and a chance to display their relationships for others to see, mobile and social media can also be tools for jealousy, meddling and even troubling behaviour."
Digital romance, broken down
Of the 1,060 teenagers surveyed:
• 35% said they were currently dating and 59% of that group said technology made them feel closer to their partner.
• For boys who were dating, 65% said social media made them more connected to a significant other while it was 52% for girls.
• 27% of dating teenagers thought social media made them feel jealous or insecure in relationships.
• 50% of all teens surveyed, dating or not, said they had indicated interest by friending someone on Facebook or other social media and 47% expressed attraction by likes and comments.
• Texting is king - 92% of teens who were dating said they texted a partner, assuming the partner would check in with "great regularity"
• Jealousy happens, but not as much as flirting does - 11% of teenage daters reported accessing a partner's online accounts and 16% reported having a partner asking them to de-friend someone.
What gets discussed during all those frequent social media enabled check-ins?
According to the survey, it is mostly "funny stuff" followed by "things you're thinking about" as well as other information such as where they are and what their friends have been doing.
And forget having to meet up to resolve a conflict - 48% of dating teenagers said that could be done by texting or talking online.
Online tools, with their accessibility and ease of use, also showed some signs of giving this group relationship anxiety. Females are more likely to be subject to unwanted flirting and 25% of teenagers surveyed said they have blocked or unfriended someone because of uncomfortable flirting.
And 15% of teenage daters said a partner had used the internet to pressure them into unwanted sexual activity.
'More than emojis'
Nearly half the respondents admitted to concentrating on their phone ahead of their partner when together with 43% of dating teens saying that had happened to them.
"I don't think this survey reveals much that is surprising.
But it is affirming. Humans are social animals and we build tools to connect with each other,"wrote Julie Beck, an associate editor at The Atlantic news site, of the survey's findings.
"It's not all heart emojis all the time, no, but the tools that facilitate relationships facilitate all aspects of them, good and bad. "Connecting with others is scary, hard, sometimes dangerous, but usually, hopefully, good. The teens get it."
(Fonte: http://www.bbc.com/news/technology-34416989)
Innovation is the new key to survival
[…]
At its most basic, innovation presents an optimal strategy for controlling costs. Companies that have invested in such technologies as remote mining, autonomous equipment and driverless trucks and trains have reduced expenses by orders of magnitude, while simultaneously driving up productivity.
Yet, gazing towards the horizon, it is rapidly becoming clear that innovation can do much more than reduce capital intensity. Approached strategically, it also has the power to reduce people and energy intensity, while increasing mining intensity.
Capturing the learnings
The key is to think of innovation as much more than research and development (R&D) around particular processes or technologies. Companies can, in fact, innovate in multiple ways, such as leveraging supplier knowledge around specific operational challenges, redefining their participation in the energy value chain or finding new ways to engage and partner with major stakeholders and constituencies.
To reap these rewards, however, mining companies must overcome their traditionally conservative tendencies. In many cases, miners struggle to adopt technologies proven to work at other mining companies, let alone those from other industries. As a result, innovation becomes less of a technology problem and more of an adoption problem.
By breaking this mindset, mining companies can free themselves to adapt practical applications that already exist in other industries and apply them to fit their current needs. For instance, the tunnel boring machines used by civil engineers to excavate the Chunnel can vastly reduce miners' reliance on explosives. Until recently, those machines were too large to apply in a mining setting. Some innovators, however, are now incorporating the underlying technology to build smaller machines—effectively adapting mature solutions from other industries to realize more rapid results.
Re-imagining the future
At the same time, innovation mandates companies to think in entirely new ways. Traditionally, for instance, miners have focused on extracting higher grades and achieving faster throughput by optimizing the pit, schedule, product mix and logistics. A truly innovative mindset, however, will see them adopt an entirely new design paradigm that leverages new information, mining and energy technologies to maximize value. […]
Approached in this way, innovation can drive more than cost reduction. It can help mining companies mitigate and manage risks, strengthen business models and foster more effective community and government relations. It can help mining services companies enhance their value to the industry by developing new products and services. Longer-term, it can even position organizations to move the needle on such endemic issues as corporate social responsibility, environmental performance and sustainability.
(http://www2.deloitte.com/content/dam/Deloitte/ru/Document s/energy-resources/ru_er_tracking_the_trends_2015_eng.pdf)
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