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Questões Militares Sobre interpretação de texto | reading comprehension em inglês

Foram encontradas 2.325 questões

Q4231852 Inglês

Read text II to answer question.


Bruna Moura nearly died trying to get to the Olympics. Now

she's back on her skis.


By Nic Zaccardi


Published February 23, 2023


Back in 2011, Moura, then 17, was a promising mountain biker. She was coached by an Olympian, competed on the junior World Cup circuit and strove to represent Brazil at the 2016 Rio Games. But a medical exam revealed a heart condition that required surgery and, ultimately, led her to cross-country skiing. The winter sport became more appealing for a few reasons.


During her recovery, Brazilian sports officials gifted her equipment for roller skiing, which cross-country skiers use for summer training. She took to it. It was also difficult to get sponsors back to return to mountain biking. Plus, her mountain bike coach was actually a two-sport Olympian, switching back and forth between mountain bike and cross-country skiing.


In 2015, Moura competed at the world junior championship in biathlon. Later that year, she entered her first international race in cross-country skiing, where Olympic qualifying is slightly easier for non-traditional winter sports nations.


She competed in her first world championship in cross-country skiing in 2017 and by January 2022 was in contention for the second and last Brazil women's Olympic berth. At the last qualifying event in Switzerland, she finished her race and called her partner, Dutchman Pascal Luiten, who tracked the live results and told her she earned the Beijing Olympic spot. "I started crying and jumping," Moura said. "It was really, really, let's say a fantastic day."


Two days later, Moura tested positive for COVID-19 with symptoms that were not life-threatening. She quarantined in Austria for 10 days and changed her itinerary to get from Europe to China. On Jan. 27th, she could leave. She booked a van through a car service to take her, and her ski equipment, about four hours north to Munich, where she planned to stay a few nights before flying to Beijing. Moura woke up around 5 a.m. to wipe down the room in the house where she quarantined. The van arrived at 7. She learned from text messages that the driver was a Russian named Yevgeny who lived in Berlin.


She remembers details about that morning that altered their estimated arrival time. Yevgeny at first parked behind the house, but she needed him to be in the front where her three large bags were. The GPS had to correct after they took the wrong street leaving the Austrian town.


Yevgeny drove fast enough that Moura became afraid and instinctively looked for the seatbelt. She said that, growing up in Brazil, she always made sure that everybody had their belts on before starting the car. On this morning, she did not initially follow her own advice. Minutes into the trip, she looked at the loose belt and thought: "Do I wear it, or not because the way he's driving?" she recalled a year later. "Maybe if I do not wear it, I have time to react, open the door and jump. That's crazy thoughts of course. But that's what I thought at the moment. Then I put it on and tried to sleep."


About an hour later, Moura woke up. The van was still. "I was scared," she said. "I opened my eye, and I remember thinking to myself, 'You were sleeping. You are waking up now.'... I saw so many people around me, and I did not understand anything because I did not remember anything when I saw them. I got scared, like what the hell is happening here? And then all the pain started, and it was hard to breathe."


Images showed the van up against a guard rail. The windshield and everything below it was mangled, the van's insides and one tire spilled into the side of a two-lane road. On the other side of the road, a large truck lay on its side.


A medical helicopter took Moura to a hospital. She broke an arm in three places, had three broken ribs, lung damage and a broken left foot. When she was stabilized, they brought her to a room. She remembers an old woman entered and told her what had happened, a few hours after the accident. "Until then, I didn't know anything," Moura said. "You had a collision with a truck," Moura was told. "There was nothing to do for the driver. He died with the impact."


After two surgeries, she was discharged the next week and taken 11 hours by ambulance taxi to the Netherlands, where she lives with Luiten. They rented a hospital bed and put it in the living room. The first night was the worst. "All night it was just moaning from pain," said Luiten, who slept on a couch in the room. "That did not stop until the morning." She was prescribed stronger medication the next day. That's about the time the Olympics began. "I wanted to watch it," she said. "At first, it was not easy. The Opening Ceremony was like a punch in my face."


Luiten said they watched the Games on TV all day every day. "It was mostly a matter of trying to enjoy the fact that people were visiting her, caring about her, and there were sports to watch as a distraction," he said. "Trying to get her mind off the pain, especially at night."


She spent most of her time in bed for those first three weeks, the rest in a wheelchair. She began walking, first with crutches, and then, two months after the accident, on her own. By August, she began roller skiing again. She was determined to ski on snow, though her foot still hurt. "I was already aiming at 2026," she said. "Yeah, it hurts like hell now, but it will not stay like this forever."


Also that summer, she began working at a bike shop and then taking kickboxing classes. Co-workers learned her story and set up a Gofundme page to aid with the costs of becoming an international athlete again.


In the fall, Moura ran for the first time since the accident. Late last month, she skied on snow for the first time in a year. Then two weeks ago, she traveled back to Austria, to the same place where she quarantined a year ago. On a bus, she passed by the site of the accident and shared the video on her Instagram story. The 2026 Winter Olympic cross-country skiing races will be about 50 miles south of where last year's tragedy occurred.


Moura said she asks herself daily why she continues this pursuit, which began as a mountain biker more than a decade ago. "When I decided to become an athlete, I decided that I wanted to get to the highest I could," she said. "When you are an athlete, the highest you can get is the Olympics."


Adapted from https://www.nbcsports.com/olympics/news/bruna-moura-cross-country-skiing-brazil

Which sentence extracted from the text contains an adjective in the comparative degree?
Alternativas
Q4231851 Inglês

Read text II to answer question.


Bruna Moura nearly died trying to get to the Olympics. Now

she's back on her skis.


By Nic Zaccardi


Published February 23, 2023


Back in 2011, Moura, then 17, was a promising mountain biker. She was coached by an Olympian, competed on the junior World Cup circuit and strove to represent Brazil at the 2016 Rio Games. But a medical exam revealed a heart condition that required surgery and, ultimately, led her to cross-country skiing. The winter sport became more appealing for a few reasons.


During her recovery, Brazilian sports officials gifted her equipment for roller skiing, which cross-country skiers use for summer training. She took to it. It was also difficult to get sponsors back to return to mountain biking. Plus, her mountain bike coach was actually a two-sport Olympian, switching back and forth between mountain bike and cross-country skiing.


In 2015, Moura competed at the world junior championship in biathlon. Later that year, she entered her first international race in cross-country skiing, where Olympic qualifying is slightly easier for non-traditional winter sports nations.


She competed in her first world championship in cross-country skiing in 2017 and by January 2022 was in contention for the second and last Brazil women's Olympic berth. At the last qualifying event in Switzerland, she finished her race and called her partner, Dutchman Pascal Luiten, who tracked the live results and told her she earned the Beijing Olympic spot. "I started crying and jumping," Moura said. "It was really, really, let's say a fantastic day."


Two days later, Moura tested positive for COVID-19 with symptoms that were not life-threatening. She quarantined in Austria for 10 days and changed her itinerary to get from Europe to China. On Jan. 27th, she could leave. She booked a van through a car service to take her, and her ski equipment, about four hours north to Munich, where she planned to stay a few nights before flying to Beijing. Moura woke up around 5 a.m. to wipe down the room in the house where she quarantined. The van arrived at 7. She learned from text messages that the driver was a Russian named Yevgeny who lived in Berlin.


She remembers details about that morning that altered their estimated arrival time. Yevgeny at first parked behind the house, but she needed him to be in the front where her three large bags were. The GPS had to correct after they took the wrong street leaving the Austrian town.


Yevgeny drove fast enough that Moura became afraid and instinctively looked for the seatbelt. She said that, growing up in Brazil, she always made sure that everybody had their belts on before starting the car. On this morning, she did not initially follow her own advice. Minutes into the trip, she looked at the loose belt and thought: "Do I wear it, or not because the way he's driving?" she recalled a year later. "Maybe if I do not wear it, I have time to react, open the door and jump. That's crazy thoughts of course. But that's what I thought at the moment. Then I put it on and tried to sleep."


About an hour later, Moura woke up. The van was still. "I was scared," she said. "I opened my eye, and I remember thinking to myself, 'You were sleeping. You are waking up now.'... I saw so many people around me, and I did not understand anything because I did not remember anything when I saw them. I got scared, like what the hell is happening here? And then all the pain started, and it was hard to breathe."


Images showed the van up against a guard rail. The windshield and everything below it was mangled, the van's insides and one tire spilled into the side of a two-lane road. On the other side of the road, a large truck lay on its side.


A medical helicopter took Moura to a hospital. She broke an arm in three places, had three broken ribs, lung damage and a broken left foot. When she was stabilized, they brought her to a room. She remembers an old woman entered and told her what had happened, a few hours after the accident. "Until then, I didn't know anything," Moura said. "You had a collision with a truck," Moura was told. "There was nothing to do for the driver. He died with the impact."


After two surgeries, she was discharged the next week and taken 11 hours by ambulance taxi to the Netherlands, where she lives with Luiten. They rented a hospital bed and put it in the living room. The first night was the worst. "All night it was just moaning from pain," said Luiten, who slept on a couch in the room. "That did not stop until the morning." She was prescribed stronger medication the next day. That's about the time the Olympics began. "I wanted to watch it," she said. "At first, it was not easy. The Opening Ceremony was like a punch in my face."


Luiten said they watched the Games on TV all day every day. "It was mostly a matter of trying to enjoy the fact that people were visiting her, caring about her, and there were sports to watch as a distraction," he said. "Trying to get her mind off the pain, especially at night."


She spent most of her time in bed for those first three weeks, the rest in a wheelchair. She began walking, first with crutches, and then, two months after the accident, on her own. By August, she began roller skiing again. She was determined to ski on snow, though her foot still hurt. "I was already aiming at 2026," she said. "Yeah, it hurts like hell now, but it will not stay like this forever."


Also that summer, she began working at a bike shop and then taking kickboxing classes. Co-workers learned her story and set up a Gofundme page to aid with the costs of becoming an international athlete again.


In the fall, Moura ran for the first time since the accident. Late last month, she skied on snow for the first time in a year. Then two weeks ago, she traveled back to Austria, to the same place where she quarantined a year ago. On a bus, she passed by the site of the accident and shared the video on her Instagram story. The 2026 Winter Olympic cross-country skiing races will be about 50 miles south of where last year's tragedy occurred.


Moura said she asks herself daily why she continues this pursuit, which began as a mountain biker more than a decade ago. "When I decided to become an athlete, I decided that I wanted to get to the highest I could," she said. "When you are an athlete, the highest you can get is the Olympics."


Adapted from https://www.nbcsports.com/olympics/news/bruna-moura-cross-country-skiing-brazil

In the extract, "Images showed the van up against a guard rail. The windshield and everything below it was mangled, the van's insides and one tire spilled into the side of a two-lane road. On the other side of the road, a large truck lay on its side." (9th paragraph), the pronoun "its" refers to:
Alternativas
Q4231850 Inglês

Read text I to answer question.


How AI Is Reshaping Advertising for the First Time in a

Decade


By Robert Derow, Justin Kuron, James Reiner, and Mark

Abraham Blog Post January 19, 2026


For the past decade, the mechanics of advertising have remained fairly consistent. Brands compete for attention across search results, social feeds, video and retail media optimizing for clicks, impressions, and conversion rates. While the surfaces have evolved, the basic model hasn't changed: people ______________, advertising platforms ______________, and ______________ the journey.


Artificial intelligence is changing the equation. Instead of static messages placed around content, we're entering an era in which the interface itself understands intent, synthesizes options, and introduces commercial choices directly inside a conversation. This isn't just a new marketing channel it's a fundamentally new advertising environment, with new mechanics, incentives, and rules of competition. Marketing organizations must be prepared to rapidly test, learn, and most importantly scale what works across this growing ecosystem.


Adapted from https://www.bcg.com/x/the-multiplier/how-ai-is-reshaping-modern-advertising

Mark the option that correctly fills in the gaps in the text, respectively.
Alternativas
Q4231849 Inglês

Read text I to answer question.


How AI Is Reshaping Advertising for the First Time in a

Decade


By Robert Derow, Justin Kuron, James Reiner, and Mark

Abraham Blog Post January 19, 2026


For the past decade, the mechanics of advertising have remained fairly consistent. Brands compete for attention across search results, social feeds, video and retail media optimizing for clicks, impressions, and conversion rates. While the surfaces have evolved, the basic model hasn't changed: people ______________, advertising platforms ______________, and ______________ the journey.


Artificial intelligence is changing the equation. Instead of static messages placed around content, we're entering an era in which the interface itself understands intent, synthesizes options, and introduces commercial choices directly inside a conversation. This isn't just a new marketing channel it's a fundamentally new advertising environment, with new mechanics, incentives, and rules of competition. Marketing organizations must be prepared to rapidly test, learn, and most importantly scale what works across this growing ecosystem.


Adapted from https://www.bcg.com/x/the-multiplier/how-ai-is-reshaping-modern-advertising

Mark the option which is NOT correct about the "new advertising environment", compared to the traditional model.
Alternativas
Q4189450 Inglês
Read the quotation by Frantz Fanon (1952), in Pennycook (2017), to answer the question:

“To speak means to be in a position to use a certain syntax, to grasp the morphology of this or that language, but it means above all to assume a culture, to support the weight of a civilization”.

(Pennycook, A., The cultural politics of English as an international language, 2017)

Para o autor,
Alternativas
Q4189448 Inglês
Leia o texto a seguir de Dias e Turbi sobre the two multis e responda à questão:


      English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public school textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the combined effects of the use of different media (multimodality), which aims to encourage the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning.


(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens, 2021. Adaptado)
In the text, the authors refer to the analysis of textbooks for public schools by the National Program as 
Alternativas
Q4189447 Inglês
Leia o texto a seguir de Dias e Turbi sobre the two multis e responda à questão:


      English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public school textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the combined effects of the use of different media (multimodality), which aims to encourage the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning.


(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens, 2021. Adaptado)
In the fragment “Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning”, the highlighted verbs indicate, respectively:
Alternativas
Q4189445 Inglês
Leia o texto a seguir de Dias e Turbi sobre the two multis e responda à questão:


      English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public school textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the combined effects of the use of different media (multimodality), which aims to encourage the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning.


(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens, 2021. Adaptado)
The text has characteristics consistent with
Alternativas
Q4189443 Inglês
Leia os textos a seguir para responder à questão:


     Do certain people actually have a “knack” for learning foreign languages? Anecdotal evidence would suggest that some people are indeed able to learn languages faster and more efficiently than others. One way of looking at such aptitude is the identification of characteristics of successful language learners. Risk-taking behavior, memory efficiency, intelligent guessing, willingness to communicate, low anxiety, and ambiguity tolerance are but a few of the many variables that have been cited

(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)

    Historically, research on language aptitude has been a roller-coaster ride. John Carroll’s (Carroll & Sapon, 1959) pioneering work on aptitude, embodied in the Modern Language Aptitude Test (MLAT), began the quest. The MLAT asserted the predictability of number learning, sound discrimination, pattern discernment, and memorization for future success in a foreign language. This test, and some others, were used for some time in such contexts as Peace Corps volunteer training programs and military communications courses to help predict successful language learners.

(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)
The word “knack”, used within inverted commas in the question that opens the first paragraph, means 
Alternativas
Q4189439 Inglês
Leia o texto a seguir para responder à questão:


   According to Savignon and Sysoyev (2005), “cultures are never static” (p. 36). Certainly, there are aspects of culture that do not change or change at a slower rate, such as values, norms, and historical heritage (Savignon & Sysoyev, 2005), but teachers need “to recognize the limits of this static nature and keep in mind that culture, as well as language, is constantly changing, it is in flux (Lange, 1999). The dynamic nature of culture brings a number of challenges and concerns for teachers trying to choose relevant teaching materials and activities (Savignon & Sysoyev, 2005). While culture is often depicted as static in textbooks, the digital media, authentic products and texts provide a more dynamic environment.

   Foreign language instructors are beginning to incorporate more movies in the FL classroom as “an accessible window” (Bueno, 2009, p. 319) to the target culture through “combined effects of images, sounds, camera, plots and dialogue” (Stephens, 2001, p. 2). The teachers’ major task is to bring both language and culture into students’ social reality (Lange, 1999), in order to make sure that they do not possess incomplete or outdated knowledge about the target language and its culture.


(Dema, O., Mueller, A. J., Teaching culture in the 21st century language classroom, 2012. Adaptado)
The verb in the fragment “While culture is often depicted as static in textbooks” (paragraph 2) is in the passive voice. However, not all English verbs – or verb tenses – can take a passive. The alternative in which the sentence can be correctly rewritten in the passive voice is:
Alternativas
Q4189437 Inglês
Leia o texto a seguir para responder à questão:


   According to Savignon and Sysoyev (2005), “cultures are never static” (p. 36). Certainly, there are aspects of culture that do not change or change at a slower rate, such as values, norms, and historical heritage (Savignon & Sysoyev, 2005), but teachers need “to recognize the limits of this static nature and keep in mind that culture, as well as language, is constantly changing, it is in flux (Lange, 1999). The dynamic nature of culture brings a number of challenges and concerns for teachers trying to choose relevant teaching materials and activities (Savignon & Sysoyev, 2005). While culture is often depicted as static in textbooks, the digital media, authentic products and texts provide a more dynamic environment.

   Foreign language instructors are beginning to incorporate more movies in the FL classroom as “an accessible window” (Bueno, 2009, p. 319) to the target culture through “combined effects of images, sounds, camera, plots and dialogue” (Stephens, 2001, p. 2). The teachers’ major task is to bring both language and culture into students’ social reality (Lange, 1999), in order to make sure that they do not possess incomplete or outdated knowledge about the target language and its culture.


(Dema, O., Mueller, A. J., Teaching culture in the 21st century language classroom, 2012. Adaptado)
According to the first paragraph,
Alternativas
Q4189436 Inglês
Leia o texto a seguir para responder à questão:


   Knowledge of a language enables you to combine sounds to form words, words to form phrases, and phrases to form sentences. You cannot buy a dictionary or phrase book of any language with all the sentences of the language. No dictionary can list all the possible sentences, because the number of sentences in a language is infinite. Knowing a language means being able to produce and understand new sentences never spoken before. This is the creative aspect of language. Not every speaker can create great literature, but everybody who knows a language can create and understand new sentences.

   This creative aspect of language is quite easy to illustrate. If for every sentence in the language a longer sentence can be formed, then there is no limit to the number of sentences. If you know English, you have the knowledge to add any number of adjectives as modifiers to a noun and to form sentences with indefinite numbers of clauses.

   All human languages permit their speakers to increase the length and complexity of sentences in these ways; creativity is a universal property of human language.

  Our knowledge of language not only allows us to produce and understand an infinite number of well-formed (even if silly and illogical) sentences, but also permits us to distinguish well-formed (grammatical) sentences from ill-formed (ungrammatical) sentences – or non-sentences.


(Fromkin, Rodman and Hyams, An Introduction to Language, 2013. Adaptado)
A teacher is discussing aspects of knowledge of the language and creativity, and also introduces the concept of sentences (grammatically well-formed) and non-sentences (grammatically ill-formed) discussed by Fromkin, Rodman and Hyams. Students are asked to get in groups and discuss the 5 following sentences to decide which one, among them, can be considered a non-sentence according to the authors’ view. Based on this context, select the option that presents a non-sentence.
Alternativas
Q4189431 Inglês
Leia o texto a seguir para responder à questão:


   Knowledge of a language enables you to combine sounds to form words, words to form phrases, and phrases to form sentences. You cannot buy a dictionary or phrase book of any language with all the sentences of the language. No dictionary can list all the possible sentences, because the number of sentences in a language is infinite. Knowing a language means being able to produce and understand new sentences never spoken before. This is the creative aspect of language. Not every speaker can create great literature, but everybody who knows a language can create and understand new sentences.

   This creative aspect of language is quite easy to illustrate. If for every sentence in the language a longer sentence can be formed, then there is no limit to the number of sentences. If you know English, you have the knowledge to add any number of adjectives as modifiers to a noun and to form sentences with indefinite numbers of clauses.

   All human languages permit their speakers to increase the length and complexity of sentences in these ways; creativity is a universal property of human language.

  Our knowledge of language not only allows us to produce and understand an infinite number of well-formed (even if silly and illogical) sentences, but also permits us to distinguish well-formed (grammatical) sentences from ill-formed (ungrammatical) sentences – or non-sentences.


(Fromkin, Rodman and Hyams, An Introduction to Language, 2013. Adaptado)
According to the first paragraph, the creative aspect of language allows the user to
Alternativas
Q4157243 Inglês
Durante uma manobra em porto, um rebocador aproxima-se para auxiliar a embarcação. O oficial transmite a ordem: “Send heaving lines to the tugs.” Considerando o contexto da assistência de rebocadores, a ação esperada da tripulação é: 
Alternativas
Q4126928 Inglês
Text CG1A7


    The United Kingdom (UK) government is developing a “murder prediction” programme which it hopes can use personal data of those known to the authorities to identify the people most likely to become killers. Researchers are alleged to be using algorithms to analyse the information of thousands of people, including victims of crime, as they try to identify those at greatest risk of committing serious violent offences.

    The Ministry of Justice (MoJ) says the scheme will “review offender characteristics that increase the risk of committing homicide” and “explore alternative and innovative data science techniques to risk assessment of homicide”. The project would “provide evidence towards improving risk assessment of serious crime and ultimately contribute to protecting the public via better analysis”, a spokesperson added.

    The MoJ hopes the project will help boost public safety, but campaigners have called it “chilling and dystopian”.

    Sofia Lyall, a researcher for Statewatch, the pressure group that discovered the existence of the project, said: “Time and again, research shows that algorithmic systems for ‘predicting’ crime are inherently flawed. This latest model […] will reinforce and magnify the structural discrimination underpinning the criminal legal system.”

    “Like other systems of its kind, it will code in bias towards racialised and low-income communities. Building an automated tool to profile people as violent criminals is deeply wrong, and using such sensitive data on mental health, addiction and disability is highly intrusive and alarming,” added Lyall.


Internet: <https://www.theguardian.com/uk-news> (adapted).
Based on the information provided in text CG1A7 about the “‘murder prediction’ programme”, judge the following items.

I The programme has been in use in the United Kingdom for at least a couple of years.
II According to advocates of the programme in the UK government, one of its goals is to improve how the risk of serious crimes is assessed.
III Opponents of the programme argue that it will increase the structural discrimination on which the UK criminal legal system is based.

Choose the correct option.
Alternativas
Q4126927 Inglês
Text CG1A7


    The United Kingdom (UK) government is developing a “murder prediction” programme which it hopes can use personal data of those known to the authorities to identify the people most likely to become killers. Researchers are alleged to be using algorithms to analyse the information of thousands of people, including victims of crime, as they try to identify those at greatest risk of committing serious violent offences.

    The Ministry of Justice (MoJ) says the scheme will “review offender characteristics that increase the risk of committing homicide” and “explore alternative and innovative data science techniques to risk assessment of homicide”. The project would “provide evidence towards improving risk assessment of serious crime and ultimately contribute to protecting the public via better analysis”, a spokesperson added.

    The MoJ hopes the project will help boost public safety, but campaigners have called it “chilling and dystopian”.

    Sofia Lyall, a researcher for Statewatch, the pressure group that discovered the existence of the project, said: “Time and again, research shows that algorithmic systems for ‘predicting’ crime are inherently flawed. This latest model […] will reinforce and magnify the structural discrimination underpinning the criminal legal system.”

    “Like other systems of its kind, it will code in bias towards racialised and low-income communities. Building an automated tool to profile people as violent criminals is deeply wrong, and using such sensitive data on mental health, addiction and disability is highly intrusive and alarming,” added Lyall.


Internet: <https://www.theguardian.com/uk-news> (adapted).
In the fragment “The MoJ hopes the project will help boost public safety, but campaigners have called it ‘chilling and dystopian’.” (third paragraph of text CG1A7), it can be correctly concluded that the pronoun “it” refers to
Alternativas
Ano: 2026 Banca: UERJ Órgão: CBM-RJ Prova: UERJ - 2026 - CBM-RJ - Oficial Combatente |
Q3872471 Inglês
I’M A BOSS – PLEASE, BAN ME FROM OUT-OF-HOURS EMAILS AND CALLS, AND SAVE ME FROM MYSELF









ANDRÉ SPICER Adaptado de theguardian.com, 17/02/2024.
According to the last sentence of the article, the right to disconnect would bring the following benefit:
Alternativas
Ano: 2026 Banca: UERJ Órgão: CBM-RJ Prova: UERJ - 2026 - CBM-RJ - Oficial Combatente |
Q3872470 Inglês
I’M A BOSS – PLEASE, BAN ME FROM OUT-OF-HOURS EMAILS AND CALLS, AND SAVE ME FROM MYSELF









ANDRÉ SPICER Adaptado de theguardian.com, 17/02/2024.
The author’s arguments in support of right-to-disconnect legislation for bosses are textually organized by two markers.
These markers are:
Alternativas
Ano: 2026 Banca: UERJ Órgão: CBM-RJ Prova: UERJ - 2026 - CBM-RJ - Oficial Combatente |
Q3872469 Inglês
I’M A BOSS – PLEASE, BAN ME FROM OUT-OF-HOURS EMAILS AND CALLS, AND SAVE ME FROM MYSELF









ANDRÉ SPICER Adaptado de theguardian.com, 17/02/2024.
The fragment need to be accompanied (l. 29) emphasizes the idea of:  
Alternativas
Ano: 2026 Banca: UERJ Órgão: CBM-RJ Prova: UERJ - 2026 - CBM-RJ - Oficial Combatente |
Q3872468 Inglês
I’M A BOSS – PLEASE, BAN ME FROM OUT-OF-HOURS EMAILS AND CALLS, AND SAVE ME FROM MYSELF









ANDRÉ SPICER Adaptado de theguardian.com, 17/02/2024.
The author uses the word surprising (l. 23) in relation to the results of the study in order to:
Alternativas
Respostas
21: A
22: B
23: E
24: B
25: C
26: C
27: B
28: A
29: C
30: B
31: A
32: C
33: C
34: D
35: D
36: B
37: B
38: C
39: D
40: A