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Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016700
Inglês
Texto associado
The text below refers to question that follow it.
https://br.pinterest.com/pin/211669251227515501/
In the first panel, the question implies is whether or not both pets
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016699
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
The phrase “On the one hand” (2nd paragraph) indicates that the
text will offer a(n)
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016698
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
The verb phrase in “where the foreign language is taught” (3rd
paragraph) is in the
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016697
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
“Hence” (2nd paragraph) can be replaced without change of
meaning by
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016696
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
In the second paragraph, when the authors argue that “Critical
scholars have overtly supported the idea”, they mean that the
idea has been
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016695
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
The phrase “the latter” in “the latter views literacy as the mastery
of linguistic skills” (2nd paragraph) refers to
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016694
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
The phrase “That is” in “That is, it implies approaching texts in a
reflective way” (1st paragraph) can be replaced without change of
meaning by
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016693
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
The text suggests that if teachers opt for critical literacy activities,
they should
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016692
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
According to the authors, critical literacy encourages students to
Ano: 2022
Banca:
FGV
Órgão:
SEAD-AP
Prova:
FGV - 2022 - SEAD-AP - Professor de Educação Básica - Língua Inglesa |
Q2016691
Inglês
Texto associado
Critical Literacy
Critical literacies are not new among scholars and researchers
in literacy education. However, due to different theoretical bases,
there is no unique definition of “critical literacy”. In their
broadest sense, critical literacies refer to the ability to read texts
going beyond their superficial meaning. That is, it implies
approaching texts in a reflective way to understand working
ideologies such as power, inequality, and injustice. In the realm of
critical literacy, text is understood as a “vehicle through which
individuals communicate with one another using the codes and
conventions of society” (Robinson & Robinson, 2003, p. 3). Texts,
in this sense, can be either songs, novels, poems, conversations,
pictures, movies, and so on. […]
Hence, the critical literacies approach is generally contrasted
with functional literacy. The former views literacy as a social
practice, while the latter views literacy as the mastery of linguistic
skills. In addition, Manning (1999) developed a framework to
distinguish critical literacies from functional literacy by
establishing the difference between their respective ideology
purpose, literacy curriculum, and instruction. On the one hand,
the main objective of functional literacy is to produce skilled
workers for the marketplace. Consequently, the curriculum is
restrictive and the instruction is individualistic and competitive.
On the other hand, for critical literacies, texts are not neutral but
marked by power messages, dominating interests, and hidden
agendas. In order to deconstruct these texts and unveil their
ideological messages and power relationships, the curriculum is
to employ materials from the everyday world as text and analytic
tools.
Critical scholars have overtly supported the idea that there is
not a single procedure for incorporating critical literacies into the
classroom, given that the particularities of the context where the
foreign language is taught differ from one another. Thus, an
approach to critical literacies “needs to be continually redefined
in practice” (Comber, 2001, p. 274).
Adapted from: Jiménez, M.C. G. and Gutiérrez, C.P. “Engaging English as a Foreign
Language Students in Critical Literacy Practices: The Case of a Teacher at a Private
University” available at http://www.scielo.org.co/scielo.php?script=
sci_arttext&pid=S1657-07902019000100091&lng=en&nrm=iso
Based on the text, mark the statements below as true (T) or
false (F):
( ) The concept of critical literacy lacks precise definition.
( ) Functional and critical literacies have similar aims.
( ) Classroom practices based on critical literacy vary.
The statements are, respectively:
( ) The concept of critical literacy lacks precise definition.
( ) Functional and critical literacies have similar aims.
( ) Classroom practices based on critical literacy vary.
The statements are, respectively:
Ano: 2022
Banca:
FGV
Órgão:
Senado Federal
Prova:
FGV - 2022 - Senado Federal - Técnico Legislativo - Policial Legislativo |
Q1985726
Inglês
Texto associado
Read Text II and answer the question that follow it.
Text II
From: https://aghlc.com/resources/articles/2016/how-to-prevent-phishing-attacks160812.aspx?hss_channel=tw-2432542152
By using the phrase “throw it out”, the poster recommends that
one should
Ano: 2022
Banca:
FGV
Órgão:
Senado Federal
Prova:
FGV - 2022 - Senado Federal - Técnico Legislativo - Policial Legislativo |
Q1985725
Inglês
Texto associado
Read Text II and answer the question that follow it.
Text II
From: https://aghlc.com/resources/articles/2016/how-to-prevent-phishing-attacks160812.aspx?hss_channel=tw-2432542152
The use of “phishy” is a play on the word “fishy”, meaning that
something looks rather
Ano: 2022
Banca:
FGV
Órgão:
Senado Federal
Prova:
FGV - 2022 - Senado Federal - Técnico Legislativo - Policial Legislativo |
Q1985724
Inglês
Texto associado
Read Text II and answer the question that follow it.
Text II
From: https://aghlc.com/resources/articles/2016/how-to-prevent-phishing-attacks160812.aspx?hss_channel=tw-2432542152
The opening sentence in this poster is a
Ano: 2022
Banca:
FGV
Órgão:
Senado Federal
Prova:
FGV - 2022 - Senado Federal - Técnico Legislativo - Policial Legislativo |
Q1985723
Inglês
Texto associado
Read Text I and answer the four question that follow it.
Text I
Behind the rise of ransomware
The story of the ransomware surge is the story of the
discovery, professionalization, and growth of the targeted attack
extortion model. Prior to 2016, most ransomware campaigns
targeted a large and effectively random pool of end users. This
“spray-and-pray” business model privileged quantity over quality,
meaning ransomware actors spent less time focusing on how to
apply pressure on a given victim and more time trying to reach as
many victims as possible. Until the tail end of this period,
ransomware did not generate enormous profits. Being a secondtier avenue of cybercrime, it failed to attract as much talent or
activity as it would in the years to come.
Ransomware experienced its first period of significant growth
between 2013 and 2016, when refinements to ransomware
payloads, the emergence of virtual currencies, and enhanced
anti-fraud measures from banks and cybersecurity vendors
increased the profitability of digital extortion relative to other
common avenues of cybercrime. What happened next remains
unclear, but with more activity concentrating on ransomware,
criminals appear to have learned how easy it was to extort
organizations before piecing together how lucrative these attacks
could be. Regardless, between 2016 and 2019, established
cybercriminal gangs entered the targeted ransomware business
en masse.
From that point until the summer of 2021, cybercriminals
invested growing time and resources to improve the targeted
extortion model. During this period, digital extortion became
more profitable because cybercriminal gangs and cybercrime
markets reoriented around a near limitless demand for targeted
ransomware. Moreover, as criminals learned how to best extract revenue from victims, they launched increasingly disruptive
ransomware attacks.
[…]
Even though it is tempting to hope that we are just one
diplomatic agreement, one technological leap, or one regulation
away from its elimination, targeted ransomware is here to stay.
As with other forms of crime, the government can expect better
outcomes by planning how to manage the issue over time rather
than searching for quick and complete solutions.
Adapted from: https://www.atlanticcouncil.org/wpcontent/uploads/2022/08/Behind_the_rise_of_ransomware.pdf
The word “Regardless” in “Regardless, between 2016 and 2019,
established cybercriminal gangs entered the targeted
ransomware business en masse” is similar in meaning to
Ano: 2022
Banca:
FGV
Órgão:
Senado Federal
Prova:
FGV - 2022 - Senado Federal - Técnico Legislativo - Policial Legislativo |
Q1985722
Inglês
Texto associado
Read Text I and answer the four question that follow it.
Text I
Behind the rise of ransomware
The story of the ransomware surge is the story of the
discovery, professionalization, and growth of the targeted attack
extortion model. Prior to 2016, most ransomware campaigns
targeted a large and effectively random pool of end users. This
“spray-and-pray” business model privileged quantity over quality,
meaning ransomware actors spent less time focusing on how to
apply pressure on a given victim and more time trying to reach as
many victims as possible. Until the tail end of this period,
ransomware did not generate enormous profits. Being a secondtier avenue of cybercrime, it failed to attract as much talent or
activity as it would in the years to come.
Ransomware experienced its first period of significant growth
between 2013 and 2016, when refinements to ransomware
payloads, the emergence of virtual currencies, and enhanced
anti-fraud measures from banks and cybersecurity vendors
increased the profitability of digital extortion relative to other
common avenues of cybercrime. What happened next remains
unclear, but with more activity concentrating on ransomware,
criminals appear to have learned how easy it was to extort
organizations before piecing together how lucrative these attacks
could be. Regardless, between 2016 and 2019, established
cybercriminal gangs entered the targeted ransomware business
en masse.
From that point until the summer of 2021, cybercriminals
invested growing time and resources to improve the targeted
extortion model. During this period, digital extortion became
more profitable because cybercriminal gangs and cybercrime
markets reoriented around a near limitless demand for targeted
ransomware. Moreover, as criminals learned how to best extract revenue from victims, they launched increasingly disruptive
ransomware attacks.
[…]
Even though it is tempting to hope that we are just one
diplomatic agreement, one technological leap, or one regulation
away from its elimination, targeted ransomware is here to stay.
As with other forms of crime, the government can expect better
outcomes by planning how to manage the issue over time rather
than searching for quick and complete solutions.
Adapted from: https://www.atlanticcouncil.org/wpcontent/uploads/2022/08/Behind_the_rise_of_ransomware.pdf
In “What happened next remains unclear” (2nd paragraph)
implies that this period is
Ano: 2022
Banca:
FGV
Órgão:
Senado Federal
Prova:
FGV - 2022 - Senado Federal - Técnico Legislativo - Policial Legislativo |
Q1985721
Inglês
Texto associado
Read Text I and answer the four question that follow it.
Text I
Behind the rise of ransomware
The story of the ransomware surge is the story of the
discovery, professionalization, and growth of the targeted attack
extortion model. Prior to 2016, most ransomware campaigns
targeted a large and effectively random pool of end users. This
“spray-and-pray” business model privileged quantity over quality,
meaning ransomware actors spent less time focusing on how to
apply pressure on a given victim and more time trying to reach as
many victims as possible. Until the tail end of this period,
ransomware did not generate enormous profits. Being a secondtier avenue of cybercrime, it failed to attract as much talent or
activity as it would in the years to come.
Ransomware experienced its first period of significant growth
between 2013 and 2016, when refinements to ransomware
payloads, the emergence of virtual currencies, and enhanced
anti-fraud measures from banks and cybersecurity vendors
increased the profitability of digital extortion relative to other
common avenues of cybercrime. What happened next remains
unclear, but with more activity concentrating on ransomware,
criminals appear to have learned how easy it was to extort
organizations before piecing together how lucrative these attacks
could be. Regardless, between 2016 and 2019, established
cybercriminal gangs entered the targeted ransomware business
en masse.
From that point until the summer of 2021, cybercriminals
invested growing time and resources to improve the targeted
extortion model. During this period, digital extortion became
more profitable because cybercriminal gangs and cybercrime
markets reoriented around a near limitless demand for targeted
ransomware. Moreover, as criminals learned how to best extract revenue from victims, they launched increasingly disruptive
ransomware attacks.
[…]
Even though it is tempting to hope that we are just one
diplomatic agreement, one technological leap, or one regulation
away from its elimination, targeted ransomware is here to stay.
As with other forms of crime, the government can expect better
outcomes by planning how to manage the issue over time rather
than searching for quick and complete solutions.
Adapted from: https://www.atlanticcouncil.org/wpcontent/uploads/2022/08/Behind_the_rise_of_ransomware.pdf
When the author uses the expression “the tail end of this period”
(1st paragraph), he is referring to its
Ano: 2022
Banca:
FGV
Órgão:
Senado Federal
Prova:
FGV - 2022 - Senado Federal - Técnico Legislativo - Policial Legislativo |
Q1985720
Inglês
Texto associado
Read Text I and answer the four question that follow it.
Text I
Behind the rise of ransomware
The story of the ransomware surge is the story of the
discovery, professionalization, and growth of the targeted attack
extortion model. Prior to 2016, most ransomware campaigns
targeted a large and effectively random pool of end users. This
“spray-and-pray” business model privileged quantity over quality,
meaning ransomware actors spent less time focusing on how to
apply pressure on a given victim and more time trying to reach as
many victims as possible. Until the tail end of this period,
ransomware did not generate enormous profits. Being a secondtier avenue of cybercrime, it failed to attract as much talent or
activity as it would in the years to come.
Ransomware experienced its first period of significant growth
between 2013 and 2016, when refinements to ransomware
payloads, the emergence of virtual currencies, and enhanced
anti-fraud measures from banks and cybersecurity vendors
increased the profitability of digital extortion relative to other
common avenues of cybercrime. What happened next remains
unclear, but with more activity concentrating on ransomware,
criminals appear to have learned how easy it was to extort
organizations before piecing together how lucrative these attacks
could be. Regardless, between 2016 and 2019, established
cybercriminal gangs entered the targeted ransomware business
en masse.
From that point until the summer of 2021, cybercriminals
invested growing time and resources to improve the targeted
extortion model. During this period, digital extortion became
more profitable because cybercriminal gangs and cybercrime
markets reoriented around a near limitless demand for targeted
ransomware. Moreover, as criminals learned how to best extract revenue from victims, they launched increasingly disruptive
ransomware attacks.
[…]
Even though it is tempting to hope that we are just one
diplomatic agreement, one technological leap, or one regulation
away from its elimination, targeted ransomware is here to stay.
As with other forms of crime, the government can expect better
outcomes by planning how to manage the issue over time rather
than searching for quick and complete solutions.
Adapted from: https://www.atlanticcouncil.org/wpcontent/uploads/2022/08/Behind_the_rise_of_ransomware.pdf
Based on Text I, mark the statements below as true (T) or false
(F).
( ) The “spray-and-pray” business model belongs to a late period in the history of ransomware.
( ) The analysis indicates that cybercrime is far from mushrooming.
( ) The text argues that solutions to cybercrime can be reached in a jiffy.
The statements are, respectively
( ) The “spray-and-pray” business model belongs to a late period in the history of ransomware.
( ) The analysis indicates that cybercrime is far from mushrooming.
( ) The text argues that solutions to cybercrime can be reached in a jiffy.
The statements are, respectively
Q1984321
Inglês
Texto associado
Read Text II and answer the question that follow it.
Text II
The gist of this cartoon depends on the reader
Q1984317
Inglês
Texto associado
Read text I and answer the question that follow it.
Text I
The New Rules of Data Privacy
The data harvested from our personal devices, along with our
trail of electronic transactions and data from other sources, now
provides the foundation for some of the world’s largest
companies. […] For the past two decades, the commercial use of
personal data has grown in wild-west fashion. But now, because
of consumer mistrust, government actions, and competition for
customers, those days are quickly coming to an end.
For most of its existence, the data economy was structured
around a “digital curtain” designed to obscure the industry’s
practices from lawmakers and the public. Data was considered
company property and a proprietary secret, even though the data
originated from customers’ private behavior. That curtain has
since been lifted and a convergence of consumer, government,
and market forces are now giving users more control over the
data they generate. Instead of serving as a resource that can be
freely harvested, countries in every region of the world have
begun to treat personal data as an asset owned by individuals
and held in trust by firms.
This will be a far better organizing principle for the data
economy. Giving individuals more control has the potential to
curtail the sector’s worst excesses while generating a new wave
of customer-driven innovation, as customers begin to express
what sort of personalization and opportunity they want their data
to enable. And while Adtech firms in particular will be hardest hit,
any firm with substantial troves of customer data will have to
make sweeping changes to its practices, particularly large firms
such as financial institutions, healthcare firms, utilities, and major
manufacturers and retailers.
Leading firms are already adapting to the new reality as it
unfolds. The key to this transition — based upon our research on
data and trust, and our experience working on this issue with a
wide variety of firms— is for companies to reorganize their data
operations around the new fundamental rules of consent, insight,
and flow.
[…]
Federal lawmakers are moving to curtail the power of big
tech. Meanwhile, in 2021 state legislatures proposed or passed at
least 27 online privacy bills regulating data markets and
protecting personal digital rights. Lawmakers from California to
China are implementing legislation that mirrors Europe’s GDPR,
while the EU itself has turned its attention to regulating the use
of AI. Where once companies were always ahead of regulators,
now they struggle to keep up with compliance requirements
across multiple jurisdictions.
Adapted from: https://hbr.org/2022/02/the-new-rules-of-data-privacy
February 25, 2022 – Retrieved September 6, 2022
According to the 2nd paragraph, in relation to the industry’s
practices, the function of the “digital curtain” was to
Ano: 2022
Banca:
FGV
Órgão:
Senado Federal
Provas:
FGV - 2022 - Senado Federal - Consultor Legislativo - Orçamento e Análise Econômica
|
FGV - 2022 - Senado Federal - Consultor Legislativo - Direito Tributário e Direito Financeiro |
FGV - 2022 - Senado Federal - Consultor Legislativo - Direito Penal Processual Penal, Penitenciário e Segurança Pública |
FGV - 2022 - Senado Federal - Consultor Legislativo - Direito Internacional Público, Relações Internacionais e Defesa Nacional |
FGV - 2022 - Senado Federal - Consultor Legislativo - Direito Econômico e Regulação, Empresarial e do Consumidor |
FGV - 2022 - Senado Federal - Consultor Legislativo - Meio Ambiente |
FGV - 2022 - Senado Federal - Consultor Legislativo - Educação |
FGV - 2022 - Senado Federal - Consultor Legislativo - Saúde |
FGV - 2022 - Senado Federal - Consultor Legislativo - Pronunciamentos |
FGV - 2022 - Senado Federal - Consultor Legislativo - Direito Constitucional, Administrativo, Eleitoral e Processo Legislativo |
FGV - 2022 - Senado Federal - Consultor Legislativo - Orçamento e Direito Financeiro |
FGV - 2022 - Senado Federal - Consultor Legislativo - Direito Civil, Processual Civil e Agrário |
FGV - 2022 - Senado Federal - Consultor Legislativo - Direito do Trabalho e Direito Previdenciário |
FGV - 2022 - Senado Federal - Consultor Legislativo - Desporto e Cultura |
FGV - 2022 - Senado Federal - Consultor Legislativo - Direitos Humanos e Cidadania |
Q1984092
Inglês
Texto associado
Read Text II and answer the question that follow it.
Text II
From: https://www.glasbergen.com/ngg_tag/legal-department/
The character’s speech reveals that the legal department has
Conheça nossos planos