Questões de Concurso
Comentadas para cpcon
Foram encontradas 16.319 questões
Resolva questões gratuitamente!
Junte-se a mais de 4 milhões de concurseiros!
O papel de um auditor interno é:
As práticas de auditoria interna exigem:
É objetivo das práticas de auditoria interna de qualidade:
Uma auditoria interna é contratada por
Nos últimos anos, a auditoria interna passou a ser muito valorizada pelo potencial que as análises avançadas de dados oferecem. Entretanto, as áreas de auditoria passaram a construir ou aprimorar suas competências de data & analytics (dados e analítico). São vários os benefícios trazidos por essa nova técnica, com exceção daquele que está descrito em:
As etapas do ciclo de auditoria interna incluem:
1. planejamento e definição de escopo.
2. avaliação de riscos.
3. geração de relatórios e monitoramento.
4. execução dos trabalhos de campo.
A sequência CORRETA do ciclo de auditoria interna é:
Para definir a amplitude e a época do trabalho a ser realizado de acordo com as diretrizes estabelecidas pela administração da entidade, o planejamento do trabalho de auditoria interna deve compreender:
A documentação da auditoria interna, por meio de papéis de trabalho constitui-se de:
A função básica da auditoria operacional é:
A auditoria operacional pode ser também conceituada como:
A auditoria operacional é uma atividade especializada exercida nas empresas, compreendendo aspectos como:
I- o levantamento de dados.
II- a análise da produtividade e a rentabilidade das empresas.
III- os custos das operações.
IV- a análise do equilíbrio e do crescimento estrutural e patrimonial da empresa, incluindo a situação financeira e a viabilidade econômico-financeira dos projetos de ampliação dos negócios.
A alternativa que expõe o(s) item(ns) complementar(es) à proposição inicial é:
Assinale a alternativa que apresenta todas as funções consideradas de grande contribuição na auditoria interna para a governança corporativa, no intuito de redução do conflito de agência.
Ao contrário da auditoria externa, a função de auditoria interna é:
De acordo com a norma internacional 1100 do IIA, a área de auditoria interna deve ter:
TEXT V- Text for questions 38, 39and 40.
Strategic behavior in digital reading in English
as a second/foreign language: a literature review
(Juliana do Amaral, Marília Camponogara Torres, Lêda Maria Braga Tomitch).
- “[...] It is essential that teachers acknowledge the fact that reading hypertexts is a more cognitively
- demanding process which requires skills such as navigating through hyperlinks and constructing meaning
- from multiple sources. Besides, teachers need to develop students’ awareness when reading digital texts
- by showing them that the strategies employed in this space might be borrowed from traditional forms of
- reading, but, many times, should be selected from a pool of specific strategies that are unique to the digital
- environment. In this way, fostering the students’ metacognition in reading in a second/foreign language
- is essential to improve their competence as readers of both printed and digital texts.” (p. 143)
“Besides, teachers need to develop students' awareness when reading digital texts by showing them that the strategies employed in this space might be borrowed from traditional forms of reading [...]”.The word besides indicates
TEXT V- Text for questions 38, 39and 40.
Strategic behavior in digital reading in English
as a second/foreign language: a literature review
(Juliana do Amaral, Marília Camponogara Torres, Lêda Maria Braga Tomitch).
- “[...] It is essential that teachers acknowledge the fact that reading hypertexts is a more cognitively
- demanding process which requires skills such as navigating through hyperlinks and constructing meaning
- from multiple sources. Besides, teachers need to develop students’ awareness when reading digital texts
- by showing them that the strategies employed in this space might be borrowed from traditional forms of
- reading, but, many times, should be selected from a pool of specific strategies that are unique to the digital
- environment. In this way, fostering the students’ metacognition in reading in a second/foreign language
- is essential to improve their competence as readers of both printed and digital texts.” (p. 143)
The words reading (line 1), demanding (line 2), navigating (line 2), meaning (line 3) and reading (line 7) are, respectively
TEXT V- Text for questions 38, 39and 40.
Strategic behavior in digital reading in English
as a second/foreign language: a literature review
(Juliana do Amaral, Marília Camponogara Torres, Lêda Maria Braga Tomitch).
- “[...] It is essential that teachers acknowledge the fact that reading hypertexts is a more cognitively
- demanding process which requires skills such as navigating through hyperlinks and constructing meaning
- from multiple sources. Besides, teachers need to develop students’ awareness when reading digital texts
- by showing them that the strategies employed in this space might be borrowed from traditional forms of
- reading, but, many times, should be selected from a pool of specific strategies that are unique to the digital
- environment. In this way, fostering the students’ metacognition in reading in a second/foreign language
- is essential to improve their competence as readers of both printed and digital texts.” (p. 143)
Choose the correct information according to the text.
TEXT II
Affordances and limitations of technology: Voices from EFL teachers and learners.
(Mohammad Amiryousefi)
Abstract
- With the developments of new technologies appearing very quickly, the attention has been focused more on
- technology than learning. English centers and institutes have mostly been busy accommodating new programs
- and technologies and hence have not spent enough time to evaluate the CALL (Computer Assisted Language
- Learning) programs and technologies employed to find their affordances and limitations. The present study
- was an attempt to study the perceptions and evaluation of the Iranian EFL learners and teachers about CALL.
- To this end, 240 students and teachers of two big institutes in Iran where CALL is used in their English
- learning program participated in the study. The required data were collected through a mixed-method design.
- The results of data analysis showed that CALL can enhance language learning and English listening, reading,
- and writing skills. It can also increase students' motivation and interest in learning and their exposure to
- language. However, it cannot improve speaking skill well. It also causes technology addiction, lacks good
- standards and an interactive nature necessary for the development of communicative proficiency, and may
- give the confidence to the teachers that everything is prepared by CALL courseware designers and hence they
- may come unprepared. The present study argues that the mere focus on technological support is not adequate,
- and a pedagogical understanding of language teachers’ and learners’ new roles and identities in CALL
- environment should be developed.
Keywords:
Computer Assisted Language Learning; evaluation; perception; language learning;
language skills
(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at: https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20th, 2019)
Answer questions 30 to 33 according to TEXT II.
The phrase “To this end” (lines 6 and 7) refers to
TEXT II
Affordances and limitations of technology: Voices from EFL teachers and learners.
(Mohammad Amiryousefi)
Abstract
- With the developments of new technologies appearing very quickly, the attention has been focused more on
- technology than learning. English centers and institutes have mostly been busy accommodating new programs
- and technologies and hence have not spent enough time to evaluate the CALL (Computer Assisted Language
- Learning) programs and technologies employed to find their affordances and limitations. The present study
- was an attempt to study the perceptions and evaluation of the Iranian EFL learners and teachers about CALL.
- To this end, 240 students and teachers of two big institutes in Iran where CALL is used in their English
- learning program participated in the study. The required data were collected through a mixed-method design.
- The results of data analysis showed that CALL can enhance language learning and English listening, reading,
- and writing skills. It can also increase students' motivation and interest in learning and their exposure to
- language. However, it cannot improve speaking skill well. It also causes technology addiction, lacks good
- standards and an interactive nature necessary for the development of communicative proficiency, and may
- give the confidence to the teachers that everything is prepared by CALL courseware designers and hence they
- may come unprepared. The present study argues that the mere focus on technological support is not adequate,
- and a pedagogical understanding of language teachers’ and learners’ new roles and identities in CALL
- environment should be developed.
Keywords:
Computer Assisted Language Learning; evaluation; perception; language learning;
language skills
(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at: https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20th, 2019)
Answer questions 30 to 33 according to TEXT II.
The sentence “…the attention has been focused more on technology than learning” (lines 1 and 2) is an example of:
TEXT II
Affordances and limitations of technology: Voices from EFL teachers and learners.
(Mohammad Amiryousefi)
Abstract
- With the developments of new technologies appearing very quickly, the attention has been focused more on
- technology than learning. English centers and institutes have mostly been busy accommodating new programs
- and technologies and hence have not spent enough time to evaluate the CALL (Computer Assisted Language
- Learning) programs and technologies employed to find their affordances and limitations. The present study
- was an attempt to study the perceptions and evaluation of the Iranian EFL learners and teachers about CALL.
- To this end, 240 students and teachers of two big institutes in Iran where CALL is used in their English
- learning program participated in the study. The required data were collected through a mixed-method design.
- The results of data analysis showed that CALL can enhance language learning and English listening, reading,
- and writing skills. It can also increase students' motivation and interest in learning and their exposure to
- language. However, it cannot improve speaking skill well. It also causes technology addiction, lacks good
- standards and an interactive nature necessary for the development of communicative proficiency, and may
- give the confidence to the teachers that everything is prepared by CALL courseware designers and hence they
- may come unprepared. The present study argues that the mere focus on technological support is not adequate,
- and a pedagogical understanding of language teachers’ and learners’ new roles and identities in CALL
- environment should be developed.
Keywords:
Computer Assisted Language Learning; evaluation; perception; language learning;
language skills
(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at: https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20th, 2019)
Answer questions 30 to 33 according to TEXT II.
The research results indicate that
Conheça nossos planos