Questões de Concurso
Sobre vocabulário | vocabulary em inglês
Foram encontradas 3.148 questões
Anonymous has named a man it claims posted topless pictures of a 15-year-old girl online and harassed her so relentlessly that she killed herself.
Amanda Todd, from Vancouver, Canada, was found hanged in her home on October 10, just weeks after she uploaded a video to YouTube detailing her horrific treatment at the hands of cyber bullies.
When she was just 12, a man in an internet chat room convinced her to flash her breasts, and a year later, he plastered a picture of the incident across Facebook.
Now in a vigilante move, Anonymous, the world's largest hacking group, has named the man allegedly responsible for the picture.
The group claims that he is a 32-year-old from British Columbia, but MailOnline has chosen not to identify him for legal reasons
As Todd's supporters set up Facebook pages warning the man to 'sleep with one eye open', the move by Anonymous sparks concerns over its abilities to create a 'trial by internet' - bypassing the justice system and casting guilt.
In a video posted to YouTube by Anonymous, a figure claims the group lists his personal information, including his date of birth and address
It explains that his username appears on websites where he 'blackmailed' and gave advice to young girls. The same username is also tied to a website with a 'jailbait' photo gallery. '[He] is an abomination to our society, and will be punished,' the Anonymous figure says.
Referring to the possibility they might have the wrong man, they add: 'At the most this is the person who did this to Amanda Todd, and at the least it's another pedophile that enjoys taking advantage of children.'
Following Anonymous' announcement, the web moved swiftly, with groups calling for his death and warning him to 'sleep with one eye open' cropping up on Facebook.
CKNW reporters have unsuccessfully tried to speak with the man, and neighbours have described his home as 'a known party house on the weekend with lots of young women coming and going'.
But police attended the home on Monday after a neighbour, Chyne Simpson, said Anonymous named the wrong address. He said he felt threatened by internet users and asked them to stay away.
The Royal Canadian Mounted Police refused to confirm Anonymous have the right man but a spokesperson said they were aware that someone had been named.
'We are aware of what's being posted online and certainly following up what we feel is important to follow up,' Sergeant Peter Thiessen told The Globe and Mail, adding: '[Vigilantes] run the risk of committing a criminal offence.'
Todd's family members also said they are not sure the Anonymous report is accurate and said police have tracked down a person living in the U.S. whom they believed was involved.
The claims come weeks after Amanda posted a nearly nine-minute YouTube video detailing her treatment on a stack of notecards held up to the camera.
Todd says that a year after she flashed her breasts, the man tracked her down and demanded he put on a show for him or he would expose her.
When she refused, he created a Facebook page with a list of her friends and used her naked chest as the profile photo. The picture quickly spread across the internet and among her classmates.
It led to relentless bullying online, she said, and she was diagnosed with depression and started drinking. In the video, posted September 7, she admitted that she had previously tried to kill herself twice and has been hospitalised.
After moving to a different city and school, another instance of bullying occurred after she started a romantic relationship with an older man who had a girlfriend. Once that relationship soured, she was confronted and beaten up by the man's girlfriend. She was hit in front of a crowd of screaming people who encouraged her to be left in a ditch.
Amanda does not speak in the video, and her face is not fully shown, but she confirmed her identity with the last notecard which says her name.
One of the final images is a jarring picture of her arm which had been cut repeatedly. Just under six weeks after posting the video, Todd could take the bullying no longer, and took her own life.
During a memorial for Todd on Monday, her friends said they have been aware of a man in his 30s 'stalking' their friend for years.
'There were multiple accounts with random names,' one friend told QMI Agency. 'There were Twitter accounts also used.' The Vancouver Sun reported that Amanda was a student in Grade 10 at the Coquitlam Basic Alternative Education school. The principal of the school confirmed her death and said that she had become connected with many since she transferred to the school in the middle of last year.
'It is a very sad case,' Paul McNaughton told the paper. 'I can tell you we feel we tried everything we could to help her when she came to us.'
Her death prompted a local politician to release a video of her own that pleads to put an end to bullying.
'I just heard about Amanda. I want to say to everyone who loved her, to all her family and friends, how sorry I am about her loss,' British Columbia premier Christy Clark said.
'No one deserves to be bullied. No one earns it. No one asks for it. It isn't a rite of passage. Bullying has to stop.'
http://www.dailymail.co.uk/news/article-2218532/Amanda-Todd-Anonymous-names-man-drove- teen-kill-spreading-nude-pictures.html
Text I
A Day in the Life of the Women of O&G
by Jaime Kammerzell
From Rigzone Contributor. Tuesday, February 14, 2012
Although far fewer women work in the oil and gas
(O&G) industry compared to men, many women find
rewarding careers in the industry. Five women were
asked the same questions regarding their career
5 choices in the oil and gas industry.
Question 1: Why did you choose the oil and gas
industry?
Woman 1: Cool technology, applying science and
money.
10Woman 2: It seemed interesting and the pay was
good.
Woman 3: They offered me a job! I couldn’t turn down
the great starting salary and a chance to live in New
Orleans.
15Woman 4: I did not really choose the oil and gas
industry as much as it chose me.
Woman 5: I chose the oil and gas industry because of
the challenging projects, and I want to be part of our
country’s energy solution.
20Question 2: How did you get your start in the oil
and gas industry?
Woman 1: I went to a university that all major oil
companies recruit. I received a summer internship with
Texaco before my last year of my Master’s degree.
25Woman 2: I was recruited at a Texas Tech Engineering
Job Fair.
Woman 3: At the time, campus recruiters came
to the geosciences department of my university
annually and they sponsored scholarships for
30graduate students to help complete their research.
Even though my Master’s thesis was more geared
toward environmental studies, as a recipient of one
of these scholarships, my graduate advisor strongly
encouraged me to participate when the time came for
35O&G Industry interviews.
Woman 4: I was working for a company in another
state where oil and gas was not its primary business.
When the company sold its division in the state
where I was working, they offered me a position at
40the company’s headquarters in Houston managing
the aftermarket sales for the company’s largest
region. Aftermarket sales supported the on-highway,
construction, industrial, agricultural and the oil and
gas markets. After one year, the company asked me
45to take the position of managing their marine and
offshore power products division. I held that position
for three years. I left that company to join a new startup
company where I hold the position of president.
Woman 5: My first job in the oil and gas industry was
50an internship with Mobil Oil Corp., in New Orleans.
I worked with a lot of smart, focused and talented
geoscientists and engineers.
Question 3: Describe your typical day.
Woman 1: Tough one to describe a typical day. I
55generally read email, go to a couple of meetings and
work with the field’s earth model or look at seismic.
Woman 2: I talk with clients, help prepare bids and
work on getting projects out the door. My days are
never the same, which is what I love about the job I
60have.
Woman 3: I usually work from 7:30 a.m. – 6:30 p.m.
(although the official day is shorter). We call the field
every morning for an update on operations, security,
construction, facilities and production engineering
65activities. I work with my team leads on short-term
and long-term projects to enhance production (a lot of
emails and Powerpoint). I usually have 2-3 meetings
per day to discuss/prioritize/review ongoing or
upcoming work (production optimization, simulation
70modeling, drilling plans, geologic interpretation,
workovers, etc.). Beyond our team, I also participate
in a number of broader business initiatives and
leadership teams.
Woman 4: A typical day is a hectic day for me. My
75day usually starts well before 8 a.m. with phone
calls and emails with our facility in Norway, as well
as other business relationships abroad. At the office,
I am involved in the daily business operations and
also stay closely involved in the projects and the
80sales efforts. On any given day I am working on
budgets and finance, attending project meetings,
attending engineering meetings, reviewing drawings
and technical specifications, meeting with clients
and prospective clients, reviewing sales proposals,
85evaluating new business opportunities and making a
lot of decisions.
Woman 5: On most days I work on my computer
to complete my projects. I interpret logs, create
maps, research local and regional geology or write
90documents. I go to project meetings almost every day.
I typically work only during business hours, but there
are times when I get calls at night or on weekends
from a rig or other geologists for assistance with a
technical problem.
Adapted from URL: <http://www.rigzone.com/news/article
.asp?a_id=11508>. Retrieved on February 14, 2012.
In Text I, the expression “turn down” in “I couldn’t turn down the great starting salary and a chance to live in New Orleans” (lines 12-14) could be replaced, without change in meaning, by
Text I
A Day in the Life of the Women of O&G
by Jaime Kammerzell
From Rigzone Contributor. Tuesday, February 14, 2012
Although far fewer women work in the oil and gas
(O&G) industry compared to men, many women find
rewarding careers in the industry. Five women were
asked the same questions regarding their career
5 choices in the oil and gas industry.
Question 1: Why did you choose the oil and gas
industry?
Woman 1: Cool technology, applying science and
money.
10Woman 2: It seemed interesting and the pay was
good.
Woman 3: They offered me a job! I couldn’t turn down
the great starting salary and a chance to live in New
Orleans.
15Woman 4: I did not really choose the oil and gas
industry as much as it chose me.
Woman 5: I chose the oil and gas industry because of
the challenging projects, and I want to be part of our
country’s energy solution.
20Question 2: How did you get your start in the oil
and gas industry?
Woman 1: I went to a university that all major oil
companies recruit. I received a summer internship with
Texaco before my last year of my Master’s degree.
25Woman 2: I was recruited at a Texas Tech Engineering
Job Fair.
Woman 3: At the time, campus recruiters came
to the geosciences department of my university
annually and they sponsored scholarships for
30graduate students to help complete their research.
Even though my Master’s thesis was more geared
toward environmental studies, as a recipient of one
of these scholarships, my graduate advisor strongly
encouraged me to participate when the time came for
35O&G Industry interviews.
Woman 4: I was working for a company in another
state where oil and gas was not its primary business.
When the company sold its division in the state
where I was working, they offered me a position at
40the company’s headquarters in Houston managing
the aftermarket sales for the company’s largest
region. Aftermarket sales supported the on-highway,
construction, industrial, agricultural and the oil and
gas markets. After one year, the company asked me
45to take the position of managing their marine and
offshore power products division. I held that position
for three years. I left that company to join a new startup
company where I hold the position of president.
Woman 5: My first job in the oil and gas industry was
50an internship with Mobil Oil Corp., in New Orleans.
I worked with a lot of smart, focused and talented
geoscientists and engineers.
Question 3: Describe your typical day.
Woman 1: Tough one to describe a typical day. I
55generally read email, go to a couple of meetings and
work with the field’s earth model or look at seismic.
Woman 2: I talk with clients, help prepare bids and
work on getting projects out the door. My days are
never the same, which is what I love about the job I
60have.
Woman 3: I usually work from 7:30 a.m. – 6:30 p.m.
(although the official day is shorter). We call the field
every morning for an update on operations, security,
construction, facilities and production engineering
65activities. I work with my team leads on short-term
and long-term projects to enhance production (a lot of
emails and Powerpoint). I usually have 2-3 meetings
per day to discuss/prioritize/review ongoing or
upcoming work (production optimization, simulation
70modeling, drilling plans, geologic interpretation,
workovers, etc.). Beyond our team, I also participate
in a number of broader business initiatives and
leadership teams.
Woman 4: A typical day is a hectic day for me. My
75day usually starts well before 8 a.m. with phone
calls and emails with our facility in Norway, as well
as other business relationships abroad. At the office,
I am involved in the daily business operations and
also stay closely involved in the projects and the
80sales efforts. On any given day I am working on
budgets and finance, attending project meetings,
attending engineering meetings, reviewing drawings
and technical specifications, meeting with clients
and prospective clients, reviewing sales proposals,
85evaluating new business opportunities and making a
lot of decisions.
Woman 5: On most days I work on my computer
to complete my projects. I interpret logs, create
maps, research local and regional geology or write
90documents. I go to project meetings almost every day.
I typically work only during business hours, but there
are times when I get calls at night or on weekends
from a rig or other geologists for assistance with a
technical problem.
Adapted from URL: <http://www.rigzone.com/news/article
.asp?a_id=11508>. Retrieved on February 14, 2012.
The sentence, in Text I, in which the boldfaced expression introduces an idea of addition is
The laser-cooled quantum gas opens exciting new realms of unconventional superconductivity
Available at: <http://news.stanford.edu/news/2012/june/lev-new- -matter-060512.html>. Retrieved on: 5 June 2012. Adapted.
In the text, the word in bold-face type is similar to the one in italics in
Read the following text and answer question based on the text
A Potential Solution: Farm Vertically
Texto para a questão.
(Adapted from: Financial Times
http://www.ft.com/intl/cms/s/0/76d064c6-5992-11e1-
8d36-00144feabdc0.html#axzzlmlF7WITI)
Complete the sentences below, then choose an alternative:
“________ the years and ________ the world, the scientists
have been doing ___________ researches about many
diseases, __________ in many cases they haven´t had enough
money to do it”.
Complete the question below:
“For the pick-nick we´ll need ___________CDs, _________
cheese to make sandwiches and ________ lemonade.”
Complete the question below:
Use in a sentence have got is the same as using:
By Bishnu Mani Thapaliya
Jana Adarsha Multiple Campus, Birendranagar, Chitwan
With the long and varied experience of teaching English to young students in rural areas of Nepal, the columnist would like to share some of the difficulties and their probable remedies in teaching and learning English as second language. The main aim of the essay is to dispel the illusion of English language learning. This essay clearly announces the fact that English can be learnt comfortably even by the people who were born and bred up in adverse conditions.
Most of the students accomplish their schooling in their mother tongue i.e. Nepali. Though they have attained heaps of marks in core subjects, they remain very poor at English still. The students have an unknown fear and fever over English all these years. Now, let us examine some of the various factors which leave English as a souring grape for rural students even today.
To begin with, the first and the foremost factor is the socio-cultural and financial background of the family. As most of the parents are illiterate, they cannot directly take part in the daily routine of their children though they aspire for their children’s bright future. Hence, the students’ performance lacks parental supervision and guidance which is very necessary at this juncture of their education. The illiterate parents cannot realize what their children pursuing neither they do afford time to consult the teacher about the progression in studies of their children. Every minute during the day time is valuable for them as they have to struggle in earning their livelihood. The boy or girl is also sent for work on wages at the specified time of the year which affects their education very dearly.
An interesting observation identifies that the performance in English of the students whose parents are employees and belong to higher middle class is better than that of the students whose parents are illiterate and belong to lower middle class. The probable reason perhaps is that the parents in the first case can spare time to consult the teacher about the ongoing of their children once a while and can guide them if necessary. Thus there has emerged an undesirable difference between the two classes.
Consequently, it is established in rural areas as a proven fact to say that English is tough to study and understand despite the fact that English is the easiest language in the world to learn.
But it was also proved every now and then that the students from the second group also showed greater interest and expertise in English. The credit goes to the student and their teacher who was successful in inculcating curiosity among the students in spite of their financial irregularities and improper brought up. So, mere poverty cannot create a gulf between students and their English language efficiency.
The second major problem is the inefficiency of the teachers. These students generally pursue their studies in Government public schools in which the medium of instruction is Nepali, their mother tongue. The methodology of ELT in these schools is bilingual or translation method. The teachers simply translate everything into their mother tongue and explain them on the name of bilingual or translation method. Though this method offers them sound knowledge in the content, it prevents them in acquiring communication abilities in English. The teacher here plays more as a translator than a genuine English teacher. Hence, virtually, there is no much difference between a Nepali teacher and an English teacher. The English teachers at these schools are untrained and moreover they are unaware of the current trends and techniques of ELT. Most of them are ignorant of useful organizations and websites on the Internet which offer them really good down-to-earth discussions of ideas and techniques.
The reason for these unskilled English teachers may be as a result of the Government’s poor planning on ELT and empowering the teachers.
The case with many of the private English medium schools in rural areas is no better than this. The situation is even worse with them. The teachers who teach English are those who pursued their schooling in Nepali medium and failed in Intermediate and so. The columnist doesn’t consider this is the case with every organization, but with most of them. Definitely, these poor teachers make English as a nightmare to students and they instigate students to habituate by-heart method which deprives students the communication abilities in English. Thus English appeared or is rather made as a dreadful demon for long years in Nepal.
Another probable reason is the model of the English examination papers. It has not been designed in a manner that it helps students to have an authority over English language; rather it makes the students take it for granted. The examinations are content based on memorization where the students are supposed to reproduce what they have recited. Thus students are forced to adopt by-heart method. Their memory works help them more than their creativity and intelligence.
The other factor which affects English language learning is the educational system itself. There are primarily four skills involved in English language learning i.e. Listening, Speaking, Reading and Writing (LSRW). The students of Nepal have been tutored and trained well enough in reading and writing for long ages. But Listening and Speaking skills which play a greater role in communication have been neglected and ignored. Thus our educational system lacks an important dimension. It enables the students to concentrate on reading and writing only. The final examination does also test them mainly on how good their memory is. The examinations are not language-oriented. Even parents are craving for hollow marks than real knowledge.
Consequently, examination-oriented teaching has been adopted in schools. Students are guided and specially trained to concentrate only on the areas where they can score better. Hence, they neglect the other two basic skills.
Listening is the one basic skill which makes speaking possible. Nobody can speak a language without listening to it. Even an infant starts speaking in a particular language after listening to it for many months. It is why an infant who is deaf by birth remains dumb too. Since s/he is not able to listen to, s/he cannot speak in it.
Thus, our young students are deprived of speaking abilities because they have not been properly guided in listening skills. This may be the proper reason why they have not been able to speak English in a proper manner. They have become adept only at writing and reading of English. There should be a comprehensive course for listening and speaking skills. The classrooms should be equipped with audiovideo materials. Student Talking Time (STT) should be maximiz
This is high time that the concerned authorities and teachers adopted an innovative culture of teaching English. Let us hope that our kids’ English will be cashed in the days to come.
(http://neltachoutari.wordpress.com/2010/06/01/factors-and-problems-of-teachingenglish-as-a-second-language-in-rural-areas-in-nepal/)
In the utterance “The English teachers at these schools are untrained and moreover they are unaware of the current trends and techniques of ELT” (8th paragraph), the underlined word
Read the following text and choose the answer which best fits the ideas in the text:
“Executive secretaries are responsible for maintaining their manager’s schedules and organizing calendars. They schedule departmental meetings and arrange for conference rooms to be used. Depending on the executive, secretaries may also be tasked with setting some of their manager’s personal appointments as well.”
(by Heather Eastridge from http:// www.ehow.com/facts_5256675_executive-secretary-duties-res)
Para responder a questão, considere o texto a seguir:
Environmental law in Brazil
BRAZIL’S gridlocked Congress often ends up passing contentious laws only after the combatants collapse in exhaustion. So it is with the revision of the Forest Code, a set of rules that, ...A... the name, apply to all privately owned rural land, not just plots in wooded areas. The code, originally approved in 1965, requires owners to keep native vegetation on parts of their land − 80% in the Amazon, less elsewhere − and in erosion-prone and biodiverse areas such as riverbanks and mangrove swamps. But it was long ignored.
Since harsher penalties and enforcement were introduced in the late 1990s the ruralistas, as Brazil’s powerful farming lobby is known, have been trying to revise the code. On April 25th, after 13 years of arguments, rewrites and stalling, the final text landed on the desk of the president, Dilma Rousseff. It was far from the version she wanted. Two government defeats in the ruralista-packed lower house meant it contained few of her own previous revisions or those of the more green-friendly Senate.
The president faced a difficult choice: to scrap the text and start again − which would probably be taken as a declaration of war by the ruralistas − or to make the best of a bad job. She chose the latter. On May 25th ministers went to Congress to say that the president would veto 12 of the new code’s 84 articles and make 32 smaller cuts. The resulting holes would be backfilled in a separate executive decree. Only on May 28th were the details published.
Under Ms Rousseff’s veto, the amnesty sought by ruralistas will apply only to smallholders, who will still have to replant 20% of their plots. Everyone else will have five years to right past wrongs and add their properties to a new Rural Environmental Register. Holdouts will be denied bank loans and face prosecution.
Rubens Ricupero, one of ten former environment ministers consulted by the president before the veto, praises her attempt to strike a balance. Treating small landowners more leniently was both practical, he thinks − they account for 90% of rural properties by number but just 24% by area − and socially just: few could afford much replanting.
(Adapted from http://www.economist.com/node/21556245?zid=305&ah=417bd5664dc76da5d98af4f7a640fd8a)
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