Questões de Vestibular Comentadas sobre verbos | verbs em inglês

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Q1279898
Inglês Adjetivos | Adjectives , Substantivos e compostos | Nouns and compounds , Verbos | Verbs , Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix)
Ano: 2013 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2013 - UECE - Vestibular - Língua Inglesa - 2ª fase |
Q1279898 Inglês
TEXT

     BRASÍLIA — Brazil’s highest court has long viewed itself as a bastion of manners and formality. Justices call one another “Your Excellency,” dress in billowing robes and wrap each utterance in grandiloquence, as if little had changed from the era when marquises and dukes held sway from their vast plantations.
     In one televised feud, Mr. Barbosa questioned another justice about whether he would even be on the court had he not been appointed by his cousin, a former president impeached in 1992. With another justice, Mr. Barbosa rebuked him over what the chief justice considered his condescending tone, telling him he was not his “capanga,” a term describing a hired thug. 
      In one of his most scathing comments, Mr. Barbosa, the high court’s first and only black justice, took on the entire legal system of Brazil — where it is still remarkably rare for politicians to ever spend time in prison, even after being convicted of crimes — contending that the mentality of judges was “conservative, pro-status-quo and pro-impunity.”
     “I have a temperament that doesn’t adapt well to politics,” Mr. Barbosa, 58, said in a recent interview in his quarters here in the Supreme Federal Tribunal, a modernist landmark designed by the architect Oscar Niemeyer. “It’s because I speak my mind so much.” 
     His acknowledged lack of tact notwithstanding, he is the driving force behind a series of socially liberal and establishment-shaking rulings, turning Brazil’s highest court — and him in particular — into a newfound political power and the subject of popular fascination. 
   The court’s recent rulings include a unanimous decision upholding the University of Brasília’s admissions policies aimed at increasing the number of black and indigenous students, opening the way for one of the Western Hemisphere’s most sweeping affirmative action laws for higher education. 
     In another move, Mr. Barbosa used his sway as chief justice and president of the panel overseeing Brazil’s judiciary to effectively legalize same-sex marriage across the country. And in an anticorruption crusade, he is overseeing the precedent-setting trial of senior political figures in the governing Workers Party for their roles in a vast vote-buying scheme.
   Ascending to Brazil’s high court, much less pushing the institution to assert its independence, long seemed out of reach for Mr. Barbosa, the eldest of eight children raised in Paracatu, an impoverished city in Minas Gerais State, where his father worked as a bricklayer.  
    But his prominence — not just on the court, but in the streets as well — is so well established that masks with his face were sold for Carnival, amateur musicians have composed songs about his handling of the corruption trial and posted them on YouTube, and demonstrators during the huge street protests that shook the nation this year told pollsters that Mr. Barbosa was one of their top choices for president in next year’s elections.
     While the protests have subsided since their height in June, the political tumult they set off persists. The race for president, once considered a shoo-in for the incumbent, Dilma Rousseff, is now up in the air, with Mr. Barbosa — who is now so much in the public eye that gossip columnists are following his romance with a woman in her 20s — repeatedly saying he will not run. “I’m not a candidate for anything,” he says. 
     But the same public glare that has turned him into a celebrity has singed him as well. While he has won widespread admiration for his guidance of the high court, Mr. Barbosa, like almost every other prominent political figure in Brazil, has recently come under scrutiny. And for someone accustomed to criticizing the so-called supersalaries awarded to some members of Brazil’s legal system, the revelations have put Mr. Barbosa on the defensive. 
     One report in the Brazilian news media described how he received about $180,000 in payments for untaken leaves of absence during his 19 years as a public prosecutor. (Such payments are common in some areas of Brazil’s large public bureaucracy.) Another noted that he bought an apartment in Miami through a limited liability company, suggesting an effort to pay less taxes on the property. In statements, Mr. Barbosa contends that he has done nothing wrong. 
     In a country where a majority of people now define themselves as black or of mixed race — but where blacks remain remarkably rare in the highest echelons of political institutions and corporations — Mr. Barbosa’s trajectory and abrupt manner have elicited both widespread admiration and a fair amount of resistance. 
     As a teenager, Mr. Barbosa moved to the capital, Brasília, finding work as a janitor in a courtroom. Against the odds, he got into the University of Brasília, the only black student in its law program at the time. Wanting to see the world, he later won admission into Brazil’s diplomatic service, which promptly sent him to Helsinki, the Finnish capital on the shore of the Baltic Sea. 
     Sensing that he would not advance much in the diplomatic service, which he has called “one of the most discriminatory institutions of Brazil,” Mr. Barbosa opted for a career as a prosecutor. He alternated between legal investigations in Brazil and studies abroad, gaining fluency in English, French and German, and earning a doctorate in law at Pantheon-Assas University in Paris. 
   Fascinated by the legal systems of other countries, Mr. Barbosa wrote a book on affirmative action in the United States. He still voices his admiration for figures like Thurgood Marshall, the first black Supreme Court justice in the United States, and William J. Brennan Jr., who for years embodied the court’s liberal vision, clearly drawing inspiration from them as he pushed Brazil’s high court toward socially liberal rulings.
    Still, no decision has thrust Mr. Barbosa into Brazil’s public imagination as much as his handling of the trial of political operatives, legislators and bankers found guilty in a labyrinthine corruption scandal called the mensalão, or big monthly allowance, after the regular payments made to lawmakers in exchange for their votes. 
    Last November, at Mr. Barbosa’s urging, the high court sentenced some of the most powerful figures in the governing Workers Party to years in prison for their crimes in the scheme, including bribery and unlawful conspiracy, jolting a political system in which impunity for politicians has been the norm.  
     Now the mensalão trial is entering what could be its final phases, and Mr. Barbosa has at times been visibly exasperated that defendants who have already been found guilty and sentenced have managed to avoid hard jail time. He has clashed with other justices over their consideration of a rare legal procedure in which appeals over close votes at the high court are examined. 
     Losing his patience with one prominent justice, Ricardo Lewandowski, who tried to absolve some defendants of certain crimes, Mr. Barbosa publicly accused him this month of “chicanery” by using legalese to prop up certain positions. An outcry ensued among some who could not stomach Mr. Barbosa’s talking to a fellow justice like that. “Who does Justice Joaquim Barbosa think he is?” asked Ricardo Noblat, a columnist for the newspaper O Globo, questioning whether Mr. Barbosa was qualified to preside over the court. “What powers does he think he has just because he’s sitting in the chair of the chief justice of the Supreme Federal Tribunal?” 
      Mr. Barbosa did not apologize. In the interview, he said some tension was necessary for the court to function properly. “It was always like this,” he said, contending that arguments are now just easier to see because the court’s proceedings are televised. 
     Linking the court’s work to the recent wave of protests, he explained that he strongly disagreed with the violence of some demonstrators, but he also said he believed that the street movements were “a sign of democracy’s exuberance.” 
     “People don’t want to passively stand by and observe these arrangements of the elite, which were always the Brazilian tradition,” he said. 
In the phrases “his condescending tone,” “contending that arguments,” and “the court’s proceedings,” the –ING words function, respectively, as:
Alternativas
Q1279897
Inglês Verbos | Verbs , Presente progressivo | Present continuous , Presente perfeito | Present perfect , Passado simples | Simple past
Ano: 2013 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2013 - UECE - Vestibular - Língua Inglesa - 2ª fase |
Q1279897 Inglês
TEXT

     BRASÍLIA — Brazil’s highest court has long viewed itself as a bastion of manners and formality. Justices call one another “Your Excellency,” dress in billowing robes and wrap each utterance in grandiloquence, as if little had changed from the era when marquises and dukes held sway from their vast plantations.
     In one televised feud, Mr. Barbosa questioned another justice about whether he would even be on the court had he not been appointed by his cousin, a former president impeached in 1992. With another justice, Mr. Barbosa rebuked him over what the chief justice considered his condescending tone, telling him he was not his “capanga,” a term describing a hired thug. 
      In one of his most scathing comments, Mr. Barbosa, the high court’s first and only black justice, took on the entire legal system of Brazil — where it is still remarkably rare for politicians to ever spend time in prison, even after being convicted of crimes — contending that the mentality of judges was “conservative, pro-status-quo and pro-impunity.”
     “I have a temperament that doesn’t adapt well to politics,” Mr. Barbosa, 58, said in a recent interview in his quarters here in the Supreme Federal Tribunal, a modernist landmark designed by the architect Oscar Niemeyer. “It’s because I speak my mind so much.” 
     His acknowledged lack of tact notwithstanding, he is the driving force behind a series of socially liberal and establishment-shaking rulings, turning Brazil’s highest court — and him in particular — into a newfound political power and the subject of popular fascination. 
   The court’s recent rulings include a unanimous decision upholding the University of Brasília’s admissions policies aimed at increasing the number of black and indigenous students, opening the way for one of the Western Hemisphere’s most sweeping affirmative action laws for higher education. 
     In another move, Mr. Barbosa used his sway as chief justice and president of the panel overseeing Brazil’s judiciary to effectively legalize same-sex marriage across the country. And in an anticorruption crusade, he is overseeing the precedent-setting trial of senior political figures in the governing Workers Party for their roles in a vast vote-buying scheme.
   Ascending to Brazil’s high court, much less pushing the institution to assert its independence, long seemed out of reach for Mr. Barbosa, the eldest of eight children raised in Paracatu, an impoverished city in Minas Gerais State, where his father worked as a bricklayer.  
    But his prominence — not just on the court, but in the streets as well — is so well established that masks with his face were sold for Carnival, amateur musicians have composed songs about his handling of the corruption trial and posted them on YouTube, and demonstrators during the huge street protests that shook the nation this year told pollsters that Mr. Barbosa was one of their top choices for president in next year’s elections.
     While the protests have subsided since their height in June, the political tumult they set off persists. The race for president, once considered a shoo-in for the incumbent, Dilma Rousseff, is now up in the air, with Mr. Barbosa — who is now so much in the public eye that gossip columnists are following his romance with a woman in her 20s — repeatedly saying he will not run. “I’m not a candidate for anything,” he says. 
     But the same public glare that has turned him into a celebrity has singed him as well. While he has won widespread admiration for his guidance of the high court, Mr. Barbosa, like almost every other prominent political figure in Brazil, has recently come under scrutiny. And for someone accustomed to criticizing the so-called supersalaries awarded to some members of Brazil’s legal system, the revelations have put Mr. Barbosa on the defensive. 
     One report in the Brazilian news media described how he received about $180,000 in payments for untaken leaves of absence during his 19 years as a public prosecutor. (Such payments are common in some areas of Brazil’s large public bureaucracy.) Another noted that he bought an apartment in Miami through a limited liability company, suggesting an effort to pay less taxes on the property. In statements, Mr. Barbosa contends that he has done nothing wrong. 
     In a country where a majority of people now define themselves as black or of mixed race — but where blacks remain remarkably rare in the highest echelons of political institutions and corporations — Mr. Barbosa’s trajectory and abrupt manner have elicited both widespread admiration and a fair amount of resistance. 
     As a teenager, Mr. Barbosa moved to the capital, Brasília, finding work as a janitor in a courtroom. Against the odds, he got into the University of Brasília, the only black student in its law program at the time. Wanting to see the world, he later won admission into Brazil’s diplomatic service, which promptly sent him to Helsinki, the Finnish capital on the shore of the Baltic Sea. 
     Sensing that he would not advance much in the diplomatic service, which he has called “one of the most discriminatory institutions of Brazil,” Mr. Barbosa opted for a career as a prosecutor. He alternated between legal investigations in Brazil and studies abroad, gaining fluency in English, French and German, and earning a doctorate in law at Pantheon-Assas University in Paris. 
   Fascinated by the legal systems of other countries, Mr. Barbosa wrote a book on affirmative action in the United States. He still voices his admiration for figures like Thurgood Marshall, the first black Supreme Court justice in the United States, and William J. Brennan Jr., who for years embodied the court’s liberal vision, clearly drawing inspiration from them as he pushed Brazil’s high court toward socially liberal rulings.
    Still, no decision has thrust Mr. Barbosa into Brazil’s public imagination as much as his handling of the trial of political operatives, legislators and bankers found guilty in a labyrinthine corruption scandal called the mensalão, or big monthly allowance, after the regular payments made to lawmakers in exchange for their votes. 
    Last November, at Mr. Barbosa’s urging, the high court sentenced some of the most powerful figures in the governing Workers Party to years in prison for their crimes in the scheme, including bribery and unlawful conspiracy, jolting a political system in which impunity for politicians has been the norm.  
     Now the mensalão trial is entering what could be its final phases, and Mr. Barbosa has at times been visibly exasperated that defendants who have already been found guilty and sentenced have managed to avoid hard jail time. He has clashed with other justices over their consideration of a rare legal procedure in which appeals over close votes at the high court are examined. 
     Losing his patience with one prominent justice, Ricardo Lewandowski, who tried to absolve some defendants of certain crimes, Mr. Barbosa publicly accused him this month of “chicanery” by using legalese to prop up certain positions. An outcry ensued among some who could not stomach Mr. Barbosa’s talking to a fellow justice like that. “Who does Justice Joaquim Barbosa think he is?” asked Ricardo Noblat, a columnist for the newspaper O Globo, questioning whether Mr. Barbosa was qualified to preside over the court. “What powers does he think he has just because he’s sitting in the chair of the chief justice of the Supreme Federal Tribunal?” 
      Mr. Barbosa did not apologize. In the interview, he said some tension was necessary for the court to function properly. “It was always like this,” he said, contending that arguments are now just easier to see because the court’s proceedings are televised. 
     Linking the court’s work to the recent wave of protests, he explained that he strongly disagreed with the violence of some demonstrators, but he also said he believed that the street movements were “a sign of democracy’s exuberance.” 
     “People don’t want to passively stand by and observe these arrangements of the elite, which were always the Brazilian tradition,” he said. 
In the sentences “Mr. Barbosa took on the entire legal system,” “he is overseeing the precedent-setting trial,” and “Mr. Barbosa has at times been exasperated,” the verbs are, respectively, in the
Alternativas
Q1261831
Inglês Verbos | Verbs , Presente simples | Simple present , Presente perfeito | Present perfect , Passado simples | Simple past , Passado perfeito | Past perfect , Passado perfeito progressivo | Past perfect continuous
Ano: 2013 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2013 - UECE - Vestibular - Inglês - 1º Dia |
Q1261831 Inglês
TEXT
   
   HARVARD BUSINESS REVIEW calls data science “the sexiest job in the 21st century,” and by most accounts this hot new field promises to revolutionize industries from business to government, health care to academia. 
   The field has been spawned by the enormous amounts of data that modern technologies create — be it the online behavior of Facebook users, tissue samples of cancer patients, purchasing habits of grocery shoppers or crime statistics of cities. Data scientists are the magicians of the Big Data era. They crunch the data, use mathematical models to analyze it and create narratives or visualizations to explain it, then suggest how to use the information to make decisions. 
     In the last few years, dozens of programs under a variety of names have sprung up in response to the excitement about Big Data, not to mention the six-figure salaries for some recent graduates. In the fall, Columbia will offer new master’s and certificate programs heavy on data. The University of San Francisco will soon graduate its charter class of students with a master’s in analytics.
      Rachel Schutt, a senior research scientist at Johnson Research Labs, taught “Introduction to Data Science” last semester at Columbia (its first course with “data science” in the title). She described the data scientist this way: “a hybrid computer scientist software engineer statistician.” And added: “The best tend to be really curious people, thinkers who ask good questions and are O.K. dealing with unstructured situations and trying to find structure in them.”
      Eurry Kim, a 30-year-old “wannabe data scientist,” is studying at Columbia for a master’s in quantitative methods in the social sciences and plans to use her degree for government service. She discovered the possibilities while working as a corporate tax analyst at the Internal Revenue Service. She might, for example, analyze tax return data to develop algorithms that flag fraudulent filings, or cull national security databases to spot suspicious activity.
     Some of her classmates are hoping to apply their skills to e-commerce, where data about users’ browsing history is gold.
     “This is a generation of kids that grew up with data science around them — Netflix telling them what movies they should watch, Amazon telling them what books they should read — so this is an academic interest with real-world applications,” said Chris Wiggins, a professor of applied mathematics at Columbia who is involved in its new Institute for Data Sciences and Engineering. “And,” he added, “they know it will make them employable.”
  Universities can hardly turn out data scientists fast enough. To meet demand from employers, the United States will need to increase the number of graduates with skills handling large amounts of data by as much as 60 percent, according to a report by McKinsey Global Institute. There will be almost half a million jobs in five years, and a shortage of up to 190,000 qualified data scientists, plus a need for 1.5 million executives and support staff who have an understanding of data.
      Because data science is so new, universities are scrambling to define it and develop curriculums. As an academic field, it cuts across disciplines, with courses in statistics, analytics, computer science and math, coupled with the specialty a student wants to analyze, from patterns in marine life to historical texts.
    With the sheer volume, variety and speed of data today, as well as developing technologies, programs are more than a repackaging of existing courses. “Data science is emerging as an academic discipline, defined not by a mere amalgamation of interdisciplinary fields but as a body of knowledge, a set of professional practices, a professional organization and a set of ethical responsibilities,” said Christopher Starr, chairman of the computer science department at the College of Charleston, one of a few institutions offering data science at the undergraduate level.
     Most master’s degree programs in data science require basic programming skills. They start with what Ms. Schutt describes as the “boring” part — scraping and cleaning raw data and “getting it into a nice table where you can actually analyze it.” Many use data sets provided by businesses or government, and pass back their results. Some host competitions to see which student can come up with the best solution to a company’s problem.
     Studying a Web user’s data has privacy implications. Using data to decide someone’s eligibility for a line of credit or health insurance, or even recommending who they friend on Facebook, can affect their lives. “We’re building these models that have impact on human life,” Ms. Schutt said. “How can we do that carefully?” Ethics classes address these questions.
       Finally, students have to learn to communicate their findings, visually and orally, and they need business know-how, perhaps to develop new products.

From: www.nytimes.com
In terms of verb tense, the sentences “Rachel Schutt, a senior research scientist at Johnson Research Labs, taught ‘Introduction to Data Science’ last semester at Columbia.”, “In the last few years, dozens of programs under a variety of names have sprung up in response to the excitement about Big Data.” and “Most master’s degree programs in data science require basic programming skills.” are, respectively, in the
Alternativas
Q1261830
Inglês Adjetivos | Adjectives , Substantivos e compostos | Nouns and compounds , Verbos | Verbs ,
Ano: 2013 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2013 - UECE - Vestibular - Inglês - 1º Dia |
Q1261830 Inglês
TEXT
   
   HARVARD BUSINESS REVIEW calls data science “the sexiest job in the 21st century,” and by most accounts this hot new field promises to revolutionize industries from business to government, health care to academia. 
   The field has been spawned by the enormous amounts of data that modern technologies create — be it the online behavior of Facebook users, tissue samples of cancer patients, purchasing habits of grocery shoppers or crime statistics of cities. Data scientists are the magicians of the Big Data era. They crunch the data, use mathematical models to analyze it and create narratives or visualizations to explain it, then suggest how to use the information to make decisions. 
     In the last few years, dozens of programs under a variety of names have sprung up in response to the excitement about Big Data, not to mention the six-figure salaries for some recent graduates. In the fall, Columbia will offer new master’s and certificate programs heavy on data. The University of San Francisco will soon graduate its charter class of students with a master’s in analytics.
      Rachel Schutt, a senior research scientist at Johnson Research Labs, taught “Introduction to Data Science” last semester at Columbia (its first course with “data science” in the title). She described the data scientist this way: “a hybrid computer scientist software engineer statistician.” And added: “The best tend to be really curious people, thinkers who ask good questions and are O.K. dealing with unstructured situations and trying to find structure in them.”
      Eurry Kim, a 30-year-old “wannabe data scientist,” is studying at Columbia for a master’s in quantitative methods in the social sciences and plans to use her degree for government service. She discovered the possibilities while working as a corporate tax analyst at the Internal Revenue Service. She might, for example, analyze tax return data to develop algorithms that flag fraudulent filings, or cull national security databases to spot suspicious activity.
     Some of her classmates are hoping to apply their skills to e-commerce, where data about users’ browsing history is gold.
     “This is a generation of kids that grew up with data science around them — Netflix telling them what movies they should watch, Amazon telling them what books they should read — so this is an academic interest with real-world applications,” said Chris Wiggins, a professor of applied mathematics at Columbia who is involved in its new Institute for Data Sciences and Engineering. “And,” he added, “they know it will make them employable.”
  Universities can hardly turn out data scientists fast enough. To meet demand from employers, the United States will need to increase the number of graduates with skills handling large amounts of data by as much as 60 percent, according to a report by McKinsey Global Institute. There will be almost half a million jobs in five years, and a shortage of up to 190,000 qualified data scientists, plus a need for 1.5 million executives and support staff who have an understanding of data.
      Because data science is so new, universities are scrambling to define it and develop curriculums. As an academic field, it cuts across disciplines, with courses in statistics, analytics, computer science and math, coupled with the specialty a student wants to analyze, from patterns in marine life to historical texts.
    With the sheer volume, variety and speed of data today, as well as developing technologies, programs are more than a repackaging of existing courses. “Data science is emerging as an academic discipline, defined not by a mere amalgamation of interdisciplinary fields but as a body of knowledge, a set of professional practices, a professional organization and a set of ethical responsibilities,” said Christopher Starr, chairman of the computer science department at the College of Charleston, one of a few institutions offering data science at the undergraduate level.
     Most master’s degree programs in data science require basic programming skills. They start with what Ms. Schutt describes as the “boring” part — scraping and cleaning raw data and “getting it into a nice table where you can actually analyze it.” Many use data sets provided by businesses or government, and pass back their results. Some host competitions to see which student can come up with the best solution to a company’s problem.
     Studying a Web user’s data has privacy implications. Using data to decide someone’s eligibility for a line of credit or health insurance, or even recommending who they friend on Facebook, can affect their lives. “We’re building these models that have impact on human life,” Ms. Schutt said. “How can we do that carefully?” Ethics classes address these questions.
       Finally, students have to learn to communicate their findings, visually and orally, and they need business know-how, perhaps to develop new products.

From: www.nytimes.com
The functions of the words purchasing, dealing, filings, programming and recommending in the text are respectively
Alternativas
Q335096
Inglês Verbos | Verbs , Presente perfeito | Present perfect ,
Ano: 2013 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE - 2013 - UNB - Vestibular - Língua Inglesa |
Q335096 Inglês
Imagem 005.jpg
Based on the cartoon above, judge itens 27 to 29 and choose the correct answer to item 30.

The man’s decision to take up woodworking happened at an indefinite time in the past.
Alternativas
Q335095
Inglês Verbos | Verbs , Verbos frasais | Phrasal verbs , Vocabulário | Vocabulary , Sinônimos | Synonyms
Ano: 2013 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE - 2013 - UNB - Vestibular - Língua Inglesa |
Q335095 Inglês
Imagem 005.jpg
Based on the cartoon above, judge itens 27 to 29 and choose the correct answer to item 30.

“To take up” is a phrasal verb meaning “to start something as a hobby, for example”.
Alternativas
Q1278821
Inglês Interpretação de texto | Reading comprehension , Verbos | Verbs ,
Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa - 1º Dia - 2ª fase |
Q1278821 Inglês
T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com

Choose the alternative that correctly fills the blanks in the following question.
The bilingual children not only had a better performance, but____________ less resources from the brain in order to do the task.
Alternativas
Q1278820
Inglês Verbos | Verbs ,
Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa - 1º Dia - 2ª fase |
Q1278820 Inglês
T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com

Choose the alternative that correctly fills the blanks in the following question.
If the scientists had not carried out the research, the discoveries ________________.
Alternativas
Q1278819
Inglês Verbos | Verbs ,
Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa - 1º Dia - 2ª fase |
Q1278819 Inglês
T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com

Choose the alternative that correctly fills the blanks in the following question.
In the sentence John said, “I broke my foot during a tennis match.”, the reported/indirect speech of the sentence is: John said that he______________ his foot during a tennis match.
Alternativas
Q1278818
Inglês Verbos | Verbs , Passado simples | Simple past , Passado perfeito | Past perfect ,
Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa - 1º Dia - 2ª fase |
Q1278818 Inglês
T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com

In the following question, some sentences from the text have been modified to fit certain grammatical structures. 
In terms of verb tense, the sentences “In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, bilingual subjects performed better than monolinguals.” and “The families had brought up the children in a bilingual environment.” are in the
Alternativas
Q1278816
Inglês Verbos | Verbs , Presente simples | Simple present , Presente perfeito | Present perfect , Passado simples | Simple past
Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa - 1º Dia - 2ª fase |
Q1278816 Inglês
T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com

In the following question, some sentences from the text have been modified to fit certain grammatical structures. 
The verbs of the sentences “In the first task, the children sorted the shapes by color.”, “…since studies have shown that bilinguals…” and “Why does the tussle between two simultaneously active language systems improve these aspects of cognition?” are respectively in the
Alternativas
Q1278815
Inglês Adjetivos | Adjectives , Substantivos e compostos | Nouns and compounds , Verbos | Verbs ,
Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa - 1º Dia - 2ª fase |
Q1278815 Inglês
T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com

In the following question, some sentences from the text have been modified to fit certain grammatical structures. 
The functions of the words improving, understanding, blessing, conflicting and performing in the text are respectively
Alternativas
Q1277456
Inglês Verbos | Verbs ,
Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa |
Q1277456 Inglês

TEXT


The need to constantly adapt is the new reality for many workers, well beyond the information technology business. Car mechanics, librarians, doctors, Hollywood special effects designers — virtually everyone whose job is touched by computing — are being forced to find new, more efficient ways to learn as retooling becomes increasingly important not just to change careers, but simply to stay competitive on their chosen path.

Going back to school for months or years is not realistic for many workers, who are often left to figure out for themselves what new skills will make them more valuable, or just keep them from obsolescence. In their quest to occupy a useful niche, they are turning to bite-size instructional videos, peer-to-peer forums and virtual college courses.

Lynda Gratton, a professor of management practice at the London Business School, has coined a term for this necessity: “serial mastery.”

“You can’t expect that what you’ve become a master in will keep you valuable throughout the whole of your career, and you want to add to that the fact that most people are now going to be working into their 70s,” she said, adding that workers must try to choose specialties that cannot be outsourced or automated. “Being a generalist is, in my view, very unwise. Your major competitor is Wikipedia or Google.”

Businesses have responded by pouring more money into training, even in the current economic doldrums, according to several measures. They have experimented by paying employees to share their expertise in internal social networks, creating video games that teach and, human resources consultants say, enticing employees with tuition help even if they leave the company.

Individuals have also shouldered a lot of responsibility for their own upgrades. Lynda.com, which charges $25 a month for access to training videos on topics like the latest version of Photoshop, says its base of individual customers has been growing 42 percent a year since 2008. Online universities like Udacity and Coursera are on pace to double in size in a year, according to Josh Bersin of Bersin & Associates, a consulting firm that specializes in learning and talent management. The number of doctors participating in continuing education programs has more than doubled in the last decade, with the vast majority of the growth stemming from the increased popularity of Internet-based activities, according to the Accreditation Council for Continuing Medical Education in Chicago.

The struggle is not just to keep up, but to anticipate a future of rapid change. When the AshevilleBuncombe Technical Community College in North Carolina wanted to start a program for developing smartphone and tablet apps, the faculty had to consider the name carefully. “We had this title Mobile Applications, and then we realized that it may not be apps in two years, it may be something else,” said Pamela Silvers, the chairwoman of the business computer technologies department. “So we changed it to Mobile Development.”

As the metadata and digital archivist at Emory University, Elizabeth Russey Roke, 35, has had to keep up with evolving standards that help different databases share information, learn how to archive “born digital” materials, and use computers to bring literary and social connections among different collections to life. The bulk of her learning has been on the job, supplemented by the occasional course or videos on Lynda.com.

“For me, it’s easier to learn something in the classroom than it is on my own,” she said. “But I can’t exactly afford another three years of library school.”

Rapid change is a challenge for traditional universities; textbooks and even journals often lag too far behind the curve to be of help, said Kunal Mehta, a Ph.D. student in bioengineering at Stanford University. His field is so new, and changing so rapidly, he said, that there is little consensus on established practices or necessary skills. “It’s more difficult to know what we should learn,” he said. “We have advisers that we work with, but a lot of times they don’t know any better than us what’s going to happen in the future.” 

Instead, Mr. Mehta, 26, spends a lot of time comparing notes with others in his field, just as many professionals turn to their peers to help them stay current. The International Automotive Technicians Network, where mechanics pay $15 a month to trade tips on repairs, has more than 75,000 active users today, up from 48,000 in 2006, said Scott Brown, the president. 

In an economy where new, specialized knowledge is worth so much, it may seem anticompetitive to share expertise. But many professionals say they don’t see it that way. 

“We’re scattered all over the country, Australia, New Zealand, the U.K., so it never really bothered us that we were sharing the secrets of what we do,” said Bill Moss, whose repair shop in Warrenton, Va., specializes in European cars, and who is a frequent user of peer-to-peer forums. 

Mr. Moss, 55, said technological advances and proprietary diagnostic tools had forced many garages to specialize. Ten years ago, if his business had hit a slow patch, he said, he would have been quicker to broaden his repertory. “I might have looked at other brands and said, ‘These cars aren’t so bad.’ That’s much harder to do now, based on technology and equipment requirements.” His training budget is about $4,000 a year for each repair technician. 

Learning curves are not always driven by technology. Managers have to deal with different cultures, different time zones and different generations as well as changing attitudes. As medical director of the Reproductive Science Center of New England, Dr. Samuel C. Pang has used patient focus groups and sensitivity training to help the staff adjust to treating lesbian couples, gay male couples, and transgendered couples who want to have children. This has given the clinic a competitive advantage. 

“We have had several male couples and lesbian couples come to our program from our competitors’ program because they said they didn’t feel comfortable there,” Dr. Pang said. 

On top of that, he has to master constantly evolving technology. “The amount of information that I learned in medical school is minuscule,” he said, “compared to what is out there now.” 

 http://www.nytimes.com/2012/09/22

In questions, complete the sentences with the appropriate structure.


The instructional video would have been very efficient if they _________ more examples.

Alternativas
Q1277455
Inglês Verbos | Verbs ,
Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa |
Q1277455 Inglês

TEXT


The need to constantly adapt is the new reality for many workers, well beyond the information technology business. Car mechanics, librarians, doctors, Hollywood special effects designers — virtually everyone whose job is touched by computing — are being forced to find new, more efficient ways to learn as retooling becomes increasingly important not just to change careers, but simply to stay competitive on their chosen path.

Going back to school for months or years is not realistic for many workers, who are often left to figure out for themselves what new skills will make them more valuable, or just keep them from obsolescence. In their quest to occupy a useful niche, they are turning to bite-size instructional videos, peer-to-peer forums and virtual college courses.

Lynda Gratton, a professor of management practice at the London Business School, has coined a term for this necessity: “serial mastery.”

“You can’t expect that what you’ve become a master in will keep you valuable throughout the whole of your career, and you want to add to that the fact that most people are now going to be working into their 70s,” she said, adding that workers must try to choose specialties that cannot be outsourced or automated. “Being a generalist is, in my view, very unwise. Your major competitor is Wikipedia or Google.”

Businesses have responded by pouring more money into training, even in the current economic doldrums, according to several measures. They have experimented by paying employees to share their expertise in internal social networks, creating video games that teach and, human resources consultants say, enticing employees with tuition help even if they leave the company.

Individuals have also shouldered a lot of responsibility for their own upgrades. Lynda.com, which charges $25 a month for access to training videos on topics like the latest version of Photoshop, says its base of individual customers has been growing 42 percent a year since 2008. Online universities like Udacity and Coursera are on pace to double in size in a year, according to Josh Bersin of Bersin & Associates, a consulting firm that specializes in learning and talent management. The number of doctors participating in continuing education programs has more than doubled in the last decade, with the vast majority of the growth stemming from the increased popularity of Internet-based activities, according to the Accreditation Council for Continuing Medical Education in Chicago.

The struggle is not just to keep up, but to anticipate a future of rapid change. When the AshevilleBuncombe Technical Community College in North Carolina wanted to start a program for developing smartphone and tablet apps, the faculty had to consider the name carefully. “We had this title Mobile Applications, and then we realized that it may not be apps in two years, it may be something else,” said Pamela Silvers, the chairwoman of the business computer technologies department. “So we changed it to Mobile Development.”

As the metadata and digital archivist at Emory University, Elizabeth Russey Roke, 35, has had to keep up with evolving standards that help different databases share information, learn how to archive “born digital” materials, and use computers to bring literary and social connections among different collections to life. The bulk of her learning has been on the job, supplemented by the occasional course or videos on Lynda.com.

“For me, it’s easier to learn something in the classroom than it is on my own,” she said. “But I can’t exactly afford another three years of library school.”

Rapid change is a challenge for traditional universities; textbooks and even journals often lag too far behind the curve to be of help, said Kunal Mehta, a Ph.D. student in bioengineering at Stanford University. His field is so new, and changing so rapidly, he said, that there is little consensus on established practices or necessary skills. “It’s more difficult to know what we should learn,” he said. “We have advisers that we work with, but a lot of times they don’t know any better than us what’s going to happen in the future.” 

Instead, Mr. Mehta, 26, spends a lot of time comparing notes with others in his field, just as many professionals turn to their peers to help them stay current. The International Automotive Technicians Network, where mechanics pay $15 a month to trade tips on repairs, has more than 75,000 active users today, up from 48,000 in 2006, said Scott Brown, the president. 

In an economy where new, specialized knowledge is worth so much, it may seem anticompetitive to share expertise. But many professionals say they don’t see it that way. 

“We’re scattered all over the country, Australia, New Zealand, the U.K., so it never really bothered us that we were sharing the secrets of what we do,” said Bill Moss, whose repair shop in Warrenton, Va., specializes in European cars, and who is a frequent user of peer-to-peer forums. 

Mr. Moss, 55, said technological advances and proprietary diagnostic tools had forced many garages to specialize. Ten years ago, if his business had hit a slow patch, he said, he would have been quicker to broaden his repertory. “I might have looked at other brands and said, ‘These cars aren’t so bad.’ That’s much harder to do now, based on technology and equipment requirements.” His training budget is about $4,000 a year for each repair technician. 

Learning curves are not always driven by technology. Managers have to deal with different cultures, different time zones and different generations as well as changing attitudes. As medical director of the Reproductive Science Center of New England, Dr. Samuel C. Pang has used patient focus groups and sensitivity training to help the staff adjust to treating lesbian couples, gay male couples, and transgendered couples who want to have children. This has given the clinic a competitive advantage. 

“We have had several male couples and lesbian couples come to our program from our competitors’ program because they said they didn’t feel comfortable there,” Dr. Pang said. 

On top of that, he has to master constantly evolving technology. “The amount of information that I learned in medical school is minuscule,” he said, “compared to what is out there now.” 

 http://www.nytimes.com/2012/09/22

In questions, complete the sentences with the appropriate structure.


After leaving his job last year, Josh ______ a consulting business that is now very profitable.

Alternativas
Q1277454
Inglês Verbos | Verbs ,
Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa |
Q1277454 Inglês

TEXT


The need to constantly adapt is the new reality for many workers, well beyond the information technology business. Car mechanics, librarians, doctors, Hollywood special effects designers — virtually everyone whose job is touched by computing — are being forced to find new, more efficient ways to learn as retooling becomes increasingly important not just to change careers, but simply to stay competitive on their chosen path.

Going back to school for months or years is not realistic for many workers, who are often left to figure out for themselves what new skills will make them more valuable, or just keep them from obsolescence. In their quest to occupy a useful niche, they are turning to bite-size instructional videos, peer-to-peer forums and virtual college courses.

Lynda Gratton, a professor of management practice at the London Business School, has coined a term for this necessity: “serial mastery.”

“You can’t expect that what you’ve become a master in will keep you valuable throughout the whole of your career, and you want to add to that the fact that most people are now going to be working into their 70s,” she said, adding that workers must try to choose specialties that cannot be outsourced or automated. “Being a generalist is, in my view, very unwise. Your major competitor is Wikipedia or Google.”

Businesses have responded by pouring more money into training, even in the current economic doldrums, according to several measures. They have experimented by paying employees to share their expertise in internal social networks, creating video games that teach and, human resources consultants say, enticing employees with tuition help even if they leave the company.

Individuals have also shouldered a lot of responsibility for their own upgrades. Lynda.com, which charges $25 a month for access to training videos on topics like the latest version of Photoshop, says its base of individual customers has been growing 42 percent a year since 2008. Online universities like Udacity and Coursera are on pace to double in size in a year, according to Josh Bersin of Bersin & Associates, a consulting firm that specializes in learning and talent management. The number of doctors participating in continuing education programs has more than doubled in the last decade, with the vast majority of the growth stemming from the increased popularity of Internet-based activities, according to the Accreditation Council for Continuing Medical Education in Chicago.

The struggle is not just to keep up, but to anticipate a future of rapid change. When the AshevilleBuncombe Technical Community College in North Carolina wanted to start a program for developing smartphone and tablet apps, the faculty had to consider the name carefully. “We had this title Mobile Applications, and then we realized that it may not be apps in two years, it may be something else,” said Pamela Silvers, the chairwoman of the business computer technologies department. “So we changed it to Mobile Development.”

As the metadata and digital archivist at Emory University, Elizabeth Russey Roke, 35, has had to keep up with evolving standards that help different databases share information, learn how to archive “born digital” materials, and use computers to bring literary and social connections among different collections to life. The bulk of her learning has been on the job, supplemented by the occasional course or videos on Lynda.com.

“For me, it’s easier to learn something in the classroom than it is on my own,” she said. “But I can’t exactly afford another three years of library school.”

Rapid change is a challenge for traditional universities; textbooks and even journals often lag too far behind the curve to be of help, said Kunal Mehta, a Ph.D. student in bioengineering at Stanford University. His field is so new, and changing so rapidly, he said, that there is little consensus on established practices or necessary skills. “It’s more difficult to know what we should learn,” he said. “We have advisers that we work with, but a lot of times they don’t know any better than us what’s going to happen in the future.” 

Instead, Mr. Mehta, 26, spends a lot of time comparing notes with others in his field, just as many professionals turn to their peers to help them stay current. The International Automotive Technicians Network, where mechanics pay $15 a month to trade tips on repairs, has more than 75,000 active users today, up from 48,000 in 2006, said Scott Brown, the president. 

In an economy where new, specialized knowledge is worth so much, it may seem anticompetitive to share expertise. But many professionals say they don’t see it that way. 

“We’re scattered all over the country, Australia, New Zealand, the U.K., so it never really bothered us that we were sharing the secrets of what we do,” said Bill Moss, whose repair shop in Warrenton, Va., specializes in European cars, and who is a frequent user of peer-to-peer forums. 

Mr. Moss, 55, said technological advances and proprietary diagnostic tools had forced many garages to specialize. Ten years ago, if his business had hit a slow patch, he said, he would have been quicker to broaden his repertory. “I might have looked at other brands and said, ‘These cars aren’t so bad.’ That’s much harder to do now, based on technology and equipment requirements.” His training budget is about $4,000 a year for each repair technician. 

Learning curves are not always driven by technology. Managers have to deal with different cultures, different time zones and different generations as well as changing attitudes. As medical director of the Reproductive Science Center of New England, Dr. Samuel C. Pang has used patient focus groups and sensitivity training to help the staff adjust to treating lesbian couples, gay male couples, and transgendered couples who want to have children. This has given the clinic a competitive advantage. 

“We have had several male couples and lesbian couples come to our program from our competitors’ program because they said they didn’t feel comfortable there,” Dr. Pang said. 

On top of that, he has to master constantly evolving technology. “The amount of information that I learned in medical school is minuscule,” he said, “compared to what is out there now.” 

 http://www.nytimes.com/2012/09/22

In questions, complete the sentences with the appropriate structure.


If the company had met the requirements, it ____________ necessary to fire the employees.

Alternativas
Q1277453
Inglês Verbos | Verbs ,
Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa |
Q1277453 Inglês

TEXT


The need to constantly adapt is the new reality for many workers, well beyond the information technology business. Car mechanics, librarians, doctors, Hollywood special effects designers — virtually everyone whose job is touched by computing — are being forced to find new, more efficient ways to learn as retooling becomes increasingly important not just to change careers, but simply to stay competitive on their chosen path.

Going back to school for months or years is not realistic for many workers, who are often left to figure out for themselves what new skills will make them more valuable, or just keep them from obsolescence. In their quest to occupy a useful niche, they are turning to bite-size instructional videos, peer-to-peer forums and virtual college courses.

Lynda Gratton, a professor of management practice at the London Business School, has coined a term for this necessity: “serial mastery.”

“You can’t expect that what you’ve become a master in will keep you valuable throughout the whole of your career, and you want to add to that the fact that most people are now going to be working into their 70s,” she said, adding that workers must try to choose specialties that cannot be outsourced or automated. “Being a generalist is, in my view, very unwise. Your major competitor is Wikipedia or Google.”

Businesses have responded by pouring more money into training, even in the current economic doldrums, according to several measures. They have experimented by paying employees to share their expertise in internal social networks, creating video games that teach and, human resources consultants say, enticing employees with tuition help even if they leave the company.

Individuals have also shouldered a lot of responsibility for their own upgrades. Lynda.com, which charges $25 a month for access to training videos on topics like the latest version of Photoshop, says its base of individual customers has been growing 42 percent a year since 2008. Online universities like Udacity and Coursera are on pace to double in size in a year, according to Josh Bersin of Bersin & Associates, a consulting firm that specializes in learning and talent management. The number of doctors participating in continuing education programs has more than doubled in the last decade, with the vast majority of the growth stemming from the increased popularity of Internet-based activities, according to the Accreditation Council for Continuing Medical Education in Chicago.

The struggle is not just to keep up, but to anticipate a future of rapid change. When the AshevilleBuncombe Technical Community College in North Carolina wanted to start a program for developing smartphone and tablet apps, the faculty had to consider the name carefully. “We had this title Mobile Applications, and then we realized that it may not be apps in two years, it may be something else,” said Pamela Silvers, the chairwoman of the business computer technologies department. “So we changed it to Mobile Development.”

As the metadata and digital archivist at Emory University, Elizabeth Russey Roke, 35, has had to keep up with evolving standards that help different databases share information, learn how to archive “born digital” materials, and use computers to bring literary and social connections among different collections to life. The bulk of her learning has been on the job, supplemented by the occasional course or videos on Lynda.com.

“For me, it’s easier to learn something in the classroom than it is on my own,” she said. “But I can’t exactly afford another three years of library school.”

Rapid change is a challenge for traditional universities; textbooks and even journals often lag too far behind the curve to be of help, said Kunal Mehta, a Ph.D. student in bioengineering at Stanford University. His field is so new, and changing so rapidly, he said, that there is little consensus on established practices or necessary skills. “It’s more difficult to know what we should learn,” he said. “We have advisers that we work with, but a lot of times they don’t know any better than us what’s going to happen in the future.” 

Instead, Mr. Mehta, 26, spends a lot of time comparing notes with others in his field, just as many professionals turn to their peers to help them stay current. The International Automotive Technicians Network, where mechanics pay $15 a month to trade tips on repairs, has more than 75,000 active users today, up from 48,000 in 2006, said Scott Brown, the president. 

In an economy where new, specialized knowledge is worth so much, it may seem anticompetitive to share expertise. But many professionals say they don’t see it that way. 

“We’re scattered all over the country, Australia, New Zealand, the U.K., so it never really bothered us that we were sharing the secrets of what we do,” said Bill Moss, whose repair shop in Warrenton, Va., specializes in European cars, and who is a frequent user of peer-to-peer forums. 

Mr. Moss, 55, said technological advances and proprietary diagnostic tools had forced many garages to specialize. Ten years ago, if his business had hit a slow patch, he said, he would have been quicker to broaden his repertory. “I might have looked at other brands and said, ‘These cars aren’t so bad.’ That’s much harder to do now, based on technology and equipment requirements.” His training budget is about $4,000 a year for each repair technician. 

Learning curves are not always driven by technology. Managers have to deal with different cultures, different time zones and different generations as well as changing attitudes. As medical director of the Reproductive Science Center of New England, Dr. Samuel C. Pang has used patient focus groups and sensitivity training to help the staff adjust to treating lesbian couples, gay male couples, and transgendered couples who want to have children. This has given the clinic a competitive advantage. 

“We have had several male couples and lesbian couples come to our program from our competitors’ program because they said they didn’t feel comfortable there,” Dr. Pang said. 

On top of that, he has to master constantly evolving technology. “The amount of information that I learned in medical school is minuscule,” he said, “compared to what is out there now.” 

 http://www.nytimes.com/2012/09/22

In questions, sentences from the text may have been modified/adapted to fit certain grammatical structures.


The sentences “Textbooks and even journals often lag too far behind the curve...” and “… technological advances and proprietary diagnostic tools had forced many garages to specialize.” are, respectively, in the

Alternativas
Q1277452
Inglês Adjetivos | Adjectives , Substantivos e compostos | Nouns and compounds , Verbos | Verbs ,
Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa |
Q1277452 Inglês

TEXT


The need to constantly adapt is the new reality for many workers, well beyond the information technology business. Car mechanics, librarians, doctors, Hollywood special effects designers — virtually everyone whose job is touched by computing — are being forced to find new, more efficient ways to learn as retooling becomes increasingly important not just to change careers, but simply to stay competitive on their chosen path.

Going back to school for months or years is not realistic for many workers, who are often left to figure out for themselves what new skills will make them more valuable, or just keep them from obsolescence. In their quest to occupy a useful niche, they are turning to bite-size instructional videos, peer-to-peer forums and virtual college courses.

Lynda Gratton, a professor of management practice at the London Business School, has coined a term for this necessity: “serial mastery.”

“You can’t expect that what you’ve become a master in will keep you valuable throughout the whole of your career, and you want to add to that the fact that most people are now going to be working into their 70s,” she said, adding that workers must try to choose specialties that cannot be outsourced or automated. “Being a generalist is, in my view, very unwise. Your major competitor is Wikipedia or Google.”

Businesses have responded by pouring more money into training, even in the current economic doldrums, according to several measures. They have experimented by paying employees to share their expertise in internal social networks, creating video games that teach and, human resources consultants say, enticing employees with tuition help even if they leave the company.

Individuals have also shouldered a lot of responsibility for their own upgrades. Lynda.com, which charges $25 a month for access to training videos on topics like the latest version of Photoshop, says its base of individual customers has been growing 42 percent a year since 2008. Online universities like Udacity and Coursera are on pace to double in size in a year, according to Josh Bersin of Bersin & Associates, a consulting firm that specializes in learning and talent management. The number of doctors participating in continuing education programs has more than doubled in the last decade, with the vast majority of the growth stemming from the increased popularity of Internet-based activities, according to the Accreditation Council for Continuing Medical Education in Chicago.

The struggle is not just to keep up, but to anticipate a future of rapid change. When the AshevilleBuncombe Technical Community College in North Carolina wanted to start a program for developing smartphone and tablet apps, the faculty had to consider the name carefully. “We had this title Mobile Applications, and then we realized that it may not be apps in two years, it may be something else,” said Pamela Silvers, the chairwoman of the business computer technologies department. “So we changed it to Mobile Development.”

As the metadata and digital archivist at Emory University, Elizabeth Russey Roke, 35, has had to keep up with evolving standards that help different databases share information, learn how to archive “born digital” materials, and use computers to bring literary and social connections among different collections to life. The bulk of her learning has been on the job, supplemented by the occasional course or videos on Lynda.com.

“For me, it’s easier to learn something in the classroom than it is on my own,” she said. “But I can’t exactly afford another three years of library school.”

Rapid change is a challenge for traditional universities; textbooks and even journals often lag too far behind the curve to be of help, said Kunal Mehta, a Ph.D. student in bioengineering at Stanford University. His field is so new, and changing so rapidly, he said, that there is little consensus on established practices or necessary skills. “It’s more difficult to know what we should learn,” he said. “We have advisers that we work with, but a lot of times they don’t know any better than us what’s going to happen in the future.” 

Instead, Mr. Mehta, 26, spends a lot of time comparing notes with others in his field, just as many professionals turn to their peers to help them stay current. The International Automotive Technicians Network, where mechanics pay $15 a month to trade tips on repairs, has more than 75,000 active users today, up from 48,000 in 2006, said Scott Brown, the president. 

In an economy where new, specialized knowledge is worth so much, it may seem anticompetitive to share expertise. But many professionals say they don’t see it that way. 

“We’re scattered all over the country, Australia, New Zealand, the U.K., so it never really bothered us that we were sharing the secrets of what we do,” said Bill Moss, whose repair shop in Warrenton, Va., specializes in European cars, and who is a frequent user of peer-to-peer forums. 

Mr. Moss, 55, said technological advances and proprietary diagnostic tools had forced many garages to specialize. Ten years ago, if his business had hit a slow patch, he said, he would have been quicker to broaden his repertory. “I might have looked at other brands and said, ‘These cars aren’t so bad.’ That’s much harder to do now, based on technology and equipment requirements.” His training budget is about $4,000 a year for each repair technician. 

Learning curves are not always driven by technology. Managers have to deal with different cultures, different time zones and different generations as well as changing attitudes. As medical director of the Reproductive Science Center of New England, Dr. Samuel C. Pang has used patient focus groups and sensitivity training to help the staff adjust to treating lesbian couples, gay male couples, and transgendered couples who want to have children. This has given the clinic a competitive advantage. 

“We have had several male couples and lesbian couples come to our program from our competitors’ program because they said they didn’t feel comfortable there,” Dr. Pang said. 

On top of that, he has to master constantly evolving technology. “The amount of information that I learned in medical school is minuscule,” he said, “compared to what is out there now.” 

 http://www.nytimes.com/2012/09/22

In questions, sentences from the text may have been modified/adapted to fit certain grammatical structures.


In the text, the function of the words retooling, turning, training, consulting, and stemming is respectively

Alternativas
Q1277451
Inglês Verbos | Verbs ,
Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa |
Q1277451 Inglês

TEXT


The need to constantly adapt is the new reality for many workers, well beyond the information technology business. Car mechanics, librarians, doctors, Hollywood special effects designers — virtually everyone whose job is touched by computing — are being forced to find new, more efficient ways to learn as retooling becomes increasingly important not just to change careers, but simply to stay competitive on their chosen path.

Going back to school for months or years is not realistic for many workers, who are often left to figure out for themselves what new skills will make them more valuable, or just keep them from obsolescence. In their quest to occupy a useful niche, they are turning to bite-size instructional videos, peer-to-peer forums and virtual college courses.

Lynda Gratton, a professor of management practice at the London Business School, has coined a term for this necessity: “serial mastery.”

“You can’t expect that what you’ve become a master in will keep you valuable throughout the whole of your career, and you want to add to that the fact that most people are now going to be working into their 70s,” she said, adding that workers must try to choose specialties that cannot be outsourced or automated. “Being a generalist is, in my view, very unwise. Your major competitor is Wikipedia or Google.”

Businesses have responded by pouring more money into training, even in the current economic doldrums, according to several measures. They have experimented by paying employees to share their expertise in internal social networks, creating video games that teach and, human resources consultants say, enticing employees with tuition help even if they leave the company.

Individuals have also shouldered a lot of responsibility for their own upgrades. Lynda.com, which charges $25 a month for access to training videos on topics like the latest version of Photoshop, says its base of individual customers has been growing 42 percent a year since 2008. Online universities like Udacity and Coursera are on pace to double in size in a year, according to Josh Bersin of Bersin & Associates, a consulting firm that specializes in learning and talent management. The number of doctors participating in continuing education programs has more than doubled in the last decade, with the vast majority of the growth stemming from the increased popularity of Internet-based activities, according to the Accreditation Council for Continuing Medical Education in Chicago.

The struggle is not just to keep up, but to anticipate a future of rapid change. When the AshevilleBuncombe Technical Community College in North Carolina wanted to start a program for developing smartphone and tablet apps, the faculty had to consider the name carefully. “We had this title Mobile Applications, and then we realized that it may not be apps in two years, it may be something else,” said Pamela Silvers, the chairwoman of the business computer technologies department. “So we changed it to Mobile Development.”

As the metadata and digital archivist at Emory University, Elizabeth Russey Roke, 35, has had to keep up with evolving standards that help different databases share information, learn how to archive “born digital” materials, and use computers to bring literary and social connections among different collections to life. The bulk of her learning has been on the job, supplemented by the occasional course or videos on Lynda.com.

“For me, it’s easier to learn something in the classroom than it is on my own,” she said. “But I can’t exactly afford another three years of library school.”

Rapid change is a challenge for traditional universities; textbooks and even journals often lag too far behind the curve to be of help, said Kunal Mehta, a Ph.D. student in bioengineering at Stanford University. His field is so new, and changing so rapidly, he said, that there is little consensus on established practices or necessary skills. “It’s more difficult to know what we should learn,” he said. “We have advisers that we work with, but a lot of times they don’t know any better than us what’s going to happen in the future.” 

Instead, Mr. Mehta, 26, spends a lot of time comparing notes with others in his field, just as many professionals turn to their peers to help them stay current. The International Automotive Technicians Network, where mechanics pay $15 a month to trade tips on repairs, has more than 75,000 active users today, up from 48,000 in 2006, said Scott Brown, the president. 

In an economy where new, specialized knowledge is worth so much, it may seem anticompetitive to share expertise. But many professionals say they don’t see it that way. 

“We’re scattered all over the country, Australia, New Zealand, the U.K., so it never really bothered us that we were sharing the secrets of what we do,” said Bill Moss, whose repair shop in Warrenton, Va., specializes in European cars, and who is a frequent user of peer-to-peer forums. 

Mr. Moss, 55, said technological advances and proprietary diagnostic tools had forced many garages to specialize. Ten years ago, if his business had hit a slow patch, he said, he would have been quicker to broaden his repertory. “I might have looked at other brands and said, ‘These cars aren’t so bad.’ That’s much harder to do now, based on technology and equipment requirements.” His training budget is about $4,000 a year for each repair technician. 

Learning curves are not always driven by technology. Managers have to deal with different cultures, different time zones and different generations as well as changing attitudes. As medical director of the Reproductive Science Center of New England, Dr. Samuel C. Pang has used patient focus groups and sensitivity training to help the staff adjust to treating lesbian couples, gay male couples, and transgendered couples who want to have children. This has given the clinic a competitive advantage. 

“We have had several male couples and lesbian couples come to our program from our competitors’ program because they said they didn’t feel comfortable there,” Dr. Pang said. 

On top of that, he has to master constantly evolving technology. “The amount of information that I learned in medical school is minuscule,” he said, “compared to what is out there now.” 

 http://www.nytimes.com/2012/09/22

In questions, sentences from the text may have been modified/adapted to fit certain grammatical structures.


The sentences “This has given the clinic a competitive advantage.” and “The base of individual customers has been growing 42 percent a year since 2008.” are, respectively, in the

Alternativas
Q1273377
Inglês Verbos | Verbs ,
Ano: 2012 Banca: IFG Órgão: IF-GO Prova: IFG - 2012 - IF-GO - Vestibular - Prova 1 |
Q1273377 Inglês
The Wind
James Stephens

The wind stood up, and gave a shout:
He whistled on his fingers, and

Kicked the withered leaves about,
And thumped the branches with his hand,

And said he'd kill, and kill, and kill:
And so he will! And so he will! 
Assinale entre as alternativas seguir aquela que apresenta os verbos conjugados da mesma forma que stand up no texto
Alternativas
Q535100
Inglês Verbos | Verbs ,
Ano: 2012 Banca: VUNESP Órgão: UNESP Prova: VUNESP - 2012 - UNESP - Vestibular - Segundo Semestre |
Q535100 Inglês

Leia a letra da música, interpretada por Amy Winehouse, para responder às questões de números 26 a 30.

Tears dry on their own


All I can ever be to you,

Is a darkness that we knew

And this regret I got accustomed to

Once it was so right

When we were at our high,

Waiting for you in the hotel at night

I knew I hadn’t met my match

But every moment we could snatch

I don’t know why I got so attached

It’s my responsibility,

And you don’t owe nothing to me

But to walk away I have no capacity

He walks away

The sun goes down,

He takes the day but I’m grown

And in your way

In this blue shade

My tears dry on their own.

I don’t understand

Why do I stress a man,

When there’s so many bigger things at hand

We could have never had it all

We had to hit a wall

So this is inevitable withdrawal

Even if I stopped wanting you,

A perspective pushes through

I’ll be some next man’s other woman soon

[…]

I wish I could say no regrets

And no emotional debts

’Cause as we kissed goodbye the sun sets

So we are history

The shadow covers me

The sky above a blaze

That only lovers see

(http://letras.terra.com.br. Adaptado.)

Em qual alternativa todas as palavras, conforme utilizadas na letra da música, são formas verbais?
Alternativas
Respostas
101: B
102: C
103: C
104: D
105: C
106: C
107: A
108: D
109: C
110: A
111: A
112: B
113: C
114: A
115: B
116: C
117: B
118: D
119: E
120: E
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