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Analise as frases abaixo e identifique os termos integrantes da oração:
I. Preciso “de ajuda” para concluir a prova.
II. Ele acreditou “em você”!
III. Você não concordou “com as nossas propostas”?
IV. O funcionário aspirava “a uma promoção”.
Complete the sentences.
1. This test is ___ than the last one.
2. My house is ___ than yours.
3. Today is ___ than yesterday.
Complete the sentences.
1. She enjoys ___ books.
2. They decided ___ early.
3. He avoided ___ the question.
Why Even Basic A.I. Use Is So Bad for Students
Last spring, it became clear to me that over half the students in my large general education lecture course had used artificial intelligence tools, contrary to my explicit policy, to write their final take-home exams. (Ironically, the course was titled Contemporary Moral Problems: The Value of Human Life.) I had asked them about some very recent work in philosophy, parts of which happened to share titles with entirely different ideas in medieval theology. You can guess which topics the students ended up “writing” about.
My situation was hardly unique — rampant A.I. cheating has been reported all over the country. But I felt a dread I struggled to express until a colleague articulated the problem in stark terms: “Our students are about to turn subcognitive,” she said. That was it. At stake are not just specialized academic skills or refined habits of mind but also the most basic form of cognitive fluency. To leave our students to their own devices — which is to say, to the devices of A.I. companies — is to deprive them of indispensable opportunities to develop their linguistic mastery, and with it their most elementary powers of thought. This means they will lack the means to understand the world they live in or navigate it effectively.
Fonte: Berg, Anastasia. The New York Times, 2025. Disponível em: https://www.nytimes.com/2025/10/29/opinion/ai-students-thinking-school-reading.html
Why Even Basic A.I. Use Is So Bad for Students
Last spring, it became clear to me that over half the students in my large general education lecture course had used artificial intelligence tools, contrary to my explicit policy, to write their final take-home exams. (Ironically, the course was titled Contemporary Moral Problems: The Value of Human Life.) I had asked them about some very recent work in philosophy, parts of which happened to share titles with entirely different ideas in medieval theology. You can guess which topics the students ended up “writing” about.
My situation was hardly unique — rampant A.I. cheating has been reported all over the country. But I felt a dread I struggled to express until a colleague articulated the problem in stark terms: “Our students are about to turn subcognitive,” she said. That was it. At stake are not just specialized academic skills or refined habits of mind but also the most basic form of cognitive fluency. To leave our students to their own devices — which is to say, to the devices of A.I. companies — is to deprive them of indispensable opportunities to develop their linguistic mastery, and with it their most elementary powers of thought. This means they will lack the means to understand the world they live in or navigate it effectively.
Fonte: Berg, Anastasia. The New York Times, 2025. Disponível em: https://www.nytimes.com/2025/10/29/opinion/ai-students-thinking-school-reading.html
"O calendário nasce comprimido por Copa do Mundo, eleições gerais e o início da transição da reforma tributária."
Considerando que as palavras "calendário", "início" e "tributária" são classificadas como proparoxítonas aparentes, assinale a alternativa correta quanto aos critérios fonológicos e ortográficos que justificam essa classificação.
"Tratar 2026 como 'apenas mais um ano difícil' não é cautela, é erro de cálculo. O calendário nasce comprimido por Copa do Mundo, eleições gerais e o início da transição da reforma tributária."
Assinale a alternativa que apresenta correta e justificadamente a análise morfológica dos vocábulos destacados no contexto.
Para pequenas e médias empresas, 2026 não será o ano de "deixar rolar", mas de escolher com cuidado onde investir tempo, energia e recursos."
A respeito dos efeitos de sentido produzidos pelas vírgulas e pelas aspas utilizadas no trecho, analise as afirmações a seguir:
I. A vírgula após "empresas" introduz um deslocamento de adjunto adverbial para o início do período, funcionando como marca de ordem inversa que destaca o segmento "Para pequenas e médias empresas" como foco temático.
II. As aspas em "deixar rolar" assinalam a citação direta de fala alheia, revelando o discurso reproduzido de algum enunciador externo ao texto original, tal como ocorre em transcrições jornalísticas ou entrevistas.
III. A vírgula após "rolar" delimita um aposto explicativo, que tem como função reespecificar a expressão anterior e esclarecer seu conteúdo sem alterar a estrutura argumentativa da frase.
Está CORRETO o que se afirma em:
"Em um país onde eventos políticos e esportivos costumam reduzir o ritmo das decisões, o efeito não será apenas menos dias úteis, mas menos dias realmente produtivos."
Com base na norma culta da língua portuguesa, o uso do pronome relativo "onde" nesse contexto está: