Questões Militares Comentadas sobre inglês
Foram encontradas 3.288 questões
Ano: 2020
Banca:
Marinha
Órgão:
ESCOLA NAVAL
Prova:
Marinha - 2020 - ESCOLA NAVAL - Aspirante - 1º Dia |
Q1695782
Inglês
Choose the correct option to complete the paragraph
below.
The Brazilian Navy _____ its new Antarctic station "Estação Antártica Comandante Ferraz" (EACF) on 15 January. The facility ______ by China National Electronic Imports and Exports Corporation (CEIEC) to replace the original EACF, which ______ by a fire in 2012. The new station_______ of laboratories, communications and meteorological modules, power generation equipment, and a living area for 64, as well as medical, healthcare, catering, and technical areas.
(Adapted from https://www.janes.com)
The Brazilian Navy _____ its new Antarctic station "Estação Antártica Comandante Ferraz" (EACF) on 15 January. The facility ______ by China National Electronic Imports and Exports Corporation (CEIEC) to replace the original EACF, which ______ by a fire in 2012. The new station_______ of laboratories, communications and meteorological modules, power generation equipment, and a living area for 64, as well as medical, healthcare, catering, and technical areas.
(Adapted from https://www.janes.com)
Ano: 2020
Banca:
Marinha
Órgão:
ESCOLA NAVAL
Prova:
Marinha - 2020 - ESCOLA NAVAL - Aspirante - 1º Dia |
Q1695781
Inglês
Which option completes the text below correctly?
There are ____different opinions on how ____ water you should be drinking every day. Health authorities commonly recommend eight 8- ounce glasses, which equals about 2 liters, or half a gallon. This is called the 8x8 rule and is very easy to remember. However, _____ health gurus believe that you need to sip on water constantly throughout the day, even when you're not thirsty. As with most things, this depends on the individual. _____ factors (both internal and external) ultimately affect your need for water.
(https://www.healthline.com)
There are ____different opinions on how ____ water you should be drinking every day. Health authorities commonly recommend eight 8- ounce glasses, which equals about 2 liters, or half a gallon. This is called the 8x8 rule and is very easy to remember. However, _____ health gurus believe that you need to sip on water constantly throughout the day, even when you're not thirsty. As with most things, this depends on the individual. _____ factors (both internal and external) ultimately affect your need for water.
(https://www.healthline.com)
Ano: 2020
Banca:
Marinha
Órgão:
ESCOLA NAVAL
Prova:
Marinha - 2020 - ESCOLA NAVAL - Aspirante - 1º Dia |
Q1695780
Inglês
Which option completes the paragraph below correctly?
It is important that female navy officers are now commanding vessels, not only because of ________ achievement in and of itself, but also because ________ types of posts will help ______ advance even more in ______ careers.
(Adapted from http://cimsec.org)
It is important that female navy officers are now commanding vessels, not only because of ________ achievement in and of itself, but also because ________ types of posts will help ______ advance even more in ______ careers.
(Adapted from http://cimsec.org)
Ano: 2020
Banca:
Marinha
Órgão:
ESCOLA NAVAL
Prova:
Marinha - 2020 - ESCOLA NAVAL - Aspirante - 1º Dia |
Q1695779
Inglês
Analyze the questions below.
I- Who does this pencil belong to? Il- Who read a book last week? III- Where did your mother born? IV- What about are they talking? V- What fell on the floor yesterday?
Choose the correct option.
I- Who does this pencil belong to? Il- Who read a book last week? III- Where did your mother born? IV- What about are they talking? V- What fell on the floor yesterday?
Choose the correct option.
Ano: 2020
Banca:
Marinha
Órgão:
ESCOLA NAVAL
Prova:
Marinha - 2020 - ESCOLA NAVAL - Aspirante - 1º Dia |
Q1695778
Inglês
Mark the sentence that is grammatically INCORRECT.
Ano: 2020
Banca:
Marinha
Órgão:
ESCOLA NAVAL
Prova:
Marinha - 2020 - ESCOLA NAVAL - Aspirante - 1º Dia |
Q1695777
Inglês
Which option completes the text below correctly?
Renew or replace your adult passport
You ______ be aged 16 or over (or turning 16 in the next 3 weeks). if you want an adult passport. There's a different process to get a passport for a child.
The rules for passports, drivlnq, pet travel and more ______ change from 1 January 2021. Act now so you _____ travel as planned.
If you're in the UK you _____.
-renew your passport if it's expired or will expire soon; - replace your passport if it's been lost, stolen or damaged; - change the details on your passport.
(Adapted from <https://www.gov.uk/renew-adult-passport>)
Renew or replace your adult passport
You ______ be aged 16 or over (or turning 16 in the next 3 weeks). if you want an adult passport. There's a different process to get a passport for a child.
The rules for passports, drivlnq, pet travel and more ______ change from 1 January 2021. Act now so you _____ travel as planned.
If you're in the UK you _____.
-renew your passport if it's expired or will expire soon; - replace your passport if it's been lost, stolen or damaged; - change the details on your passport.
(Adapted from <https://www.gov.uk/renew-adult-passport>)
Ano: 2020
Banca:
Marinha
Órgão:
ESCOLA NAVAL
Prova:
Marinha - 2020 - ESCOLA NAVAL - Aspirante - 1º Dia |
Q1695776
Inglês
Texto associado
Career confusion in the 21st century: challenges and
opportunities
[1] The time and energy that teenagers dedicate to
learning and the fields of study they choose profoundly
shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. ln summary, students cannot be what they cannot see.
[2] With young people staying in education longe than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. ln 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams o young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
[3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part-time employment with full-time education do better in their school-to-work transitions. The positive benefits include lower probabilities of being unemployed or NEET (Not in
Education1 Employment or Training), higher waçes, and
others (see Box 1). However, the benefits cannot be taken
for granted and some experiences in different countries
have demonstrated that governments and schools can
better support young people as they prepare themselves
for working life.
[4] Schools may provide programmes of career
development activities, particularly those that include
workplace experience. Experience of the world of work
challenges young people to understand what it means to
be personally effective in different workplaces while
providing a unique opportunity to develop social networks
of value. Through exposure to the people who do different jobs, young people have the chance to challenge genderN
and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).
[5] However, in recent years, analyses of career
preparation have focused on the challenge of
misalignment: where the educational plans of young
people are out of kilter with their occupational
expectations. When young people underestimate the
education required to fulfil their dreams, they can expect to
find their early working lives more difficult than would be
expected. Of particular concern is that most young people
whose aspirations are misaligned with their education
come from disadvantaged backgrounds. Consequently, it
is now clear that career guidance serves an important
service in dealing with inequalities.
[6] Results from PISA show that the career
aspirations of young people are no simple reflection of
teenage academic ability. Rather, they reflect complex
lives. Analyses show that the children of more advantaged
families are more likely to want to go on to university than working class kids. Similarly, career thinking is often
determined by gender and immigrant background as well
as socioeconomic status. Disadvantaged young people are
at clear risk of career confusion. lt is neither fair, nor
efficient, for students to move through education with
limited views of both the amplitude of the labour market
and their own potential.
According to the text in Box 1, it is correct to say that
people who worked a lot and studied when they were
teenagers:
Ano: 2020
Banca:
Marinha
Órgão:
ESCOLA NAVAL
Prova:
Marinha - 2020 - ESCOLA NAVAL - Aspirante - 1º Dia |
Q1695775
Inglês
Texto associado
Career confusion in the 21st century: challenges and
opportunities
[1] The time and energy that teenagers dedicate to
learning and the fields of study they choose profoundly
shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. ln summary, students cannot be what they cannot see.
[2] With young people staying in education longe than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. ln 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams o young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
[3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part-time employment with full-time education do better in their school-to-work transitions. The positive benefits include lower probabilities of being unemployed or NEET (Not in
Education1 Employment or Training), higher waçes, and
others (see Box 1). However, the benefits cannot be taken
for granted and some experiences in different countries
have demonstrated that governments and schools can
better support young people as they prepare themselves
for working life.
[4] Schools may provide programmes of career
development activities, particularly those that include
workplace experience. Experience of the world of work
challenges young people to understand what it means to
be personally effective in different workplaces while
providing a unique opportunity to develop social networks
of value. Through exposure to the people who do different jobs, young people have the chance to challenge genderN
and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).
[5] However, in recent years, analyses of career
preparation have focused on the challenge of
misalignment: where the educational plans of young
people are out of kilter with their occupational
expectations. When young people underestimate the
education required to fulfil their dreams, they can expect to
find their early working lives more difficult than would be
expected. Of particular concern is that most young people
whose aspirations are misaligned with their education
come from disadvantaged backgrounds. Consequently, it
is now clear that career guidance serves an important
service in dealing with inequalities.
[6] Results from PISA show that the career
aspirations of young people are no simple reflection of
teenage academic ability. Rather, they reflect complex
lives. Analyses show that the children of more advantaged
families are more likely to want to go on to university than working class kids. Similarly, career thinking is often
determined by gender and immigrant background as well
as socioeconomic status. Disadvantaged young people are
at clear risk of career confusion. lt is neither fair, nor
efficient, for students to move through education with
limited views of both the amplitude of the labour market
and their own potential.
According to the contents of paragraph 3, the transition
from school to work is better for teenagers who:
Ano: 2020
Banca:
Marinha
Órgão:
ESCOLA NAVAL
Prova:
Marinha - 2020 - ESCOLA NAVAL - Aspirante - 1º Dia |
Q1695774
Inglês
Texto associado
Career confusion in the 21st century: challenges and
opportunities
[1] The time and energy that teenagers dedicate to
learning and the fields of study they choose profoundly
shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. ln summary, students cannot be what they cannot see.
[2] With young people staying in education longe than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. ln 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams o young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
[3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part-time employment with full-time education do better in their school-to-work transitions. The positive benefits include lower probabilities of being unemployed or NEET (Not in
Education1 Employment or Training), higher waçes, and
others (see Box 1). However, the benefits cannot be taken
for granted and some experiences in different countries
have demonstrated that governments and schools can
better support young people as they prepare themselves
for working life.
[4] Schools may provide programmes of career
development activities, particularly those that include
workplace experience. Experience of the world of work
challenges young people to understand what it means to
be personally effective in different workplaces while
providing a unique opportunity to develop social networks
of value. Through exposure to the people who do different jobs, young people have the chance to challenge genderN
and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).
[5] However, in recent years, analyses of career
preparation have focused on the challenge of
misalignment: where the educational plans of young
people are out of kilter with their occupational
expectations. When young people underestimate the
education required to fulfil their dreams, they can expect to
find their early working lives more difficult than would be
expected. Of particular concern is that most young people
whose aspirations are misaligned with their education
come from disadvantaged backgrounds. Consequently, it
is now clear that career guidance serves an important
service in dealing with inequalities.
[6] Results from PISA show that the career
aspirations of young people are no simple reflection of
teenage academic ability. Rather, they reflect complex
lives. Analyses show that the children of more advantaged
families are more likely to want to go on to university than working class kids. Similarly, career thinking is often
determined by gender and immigrant background as well
as socioeconomic status. Disadvantaged young people are
at clear risk of career confusion. lt is neither fair, nor
efficient, for students to move through education with
limited views of both the amplitude of the labour market
and their own potential.
The meaning of the expression "out of kilter with" in paragraph 5 is:
Ano: 2020
Banca:
Marinha
Órgão:
ESCOLA NAVAL
Prova:
Marinha - 2020 - ESCOLA NAVAL - Aspirante - 1º Dia |
Q1695773
Inglês
Texto associado
Career confusion in the 21st century: challenges and
opportunities
[1] The time and energy that teenagers dedicate to
learning and the fields of study they choose profoundly
shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. ln summary, students cannot be what they cannot see.
[2] With young people staying in education longe than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. ln 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams o young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
[3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part-time employment with full-time education do better in their school-to-work transitions. The positive benefits include lower probabilities of being unemployed or NEET (Not in
Education1 Employment or Training), higher waçes, and
others (see Box 1). However, the benefits cannot be taken
for granted and some experiences in different countries
have demonstrated that governments and schools can
better support young people as they prepare themselves
for working life.
[4] Schools may provide programmes of career
development activities, particularly those that include
workplace experience. Experience of the world of work
challenges young people to understand what it means to
be personally effective in different workplaces while
providing a unique opportunity to develop social networks
of value. Through exposure to the people who do different jobs, young people have the chance to challenge genderN
and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).
[5] However, in recent years, analyses of career
preparation have focused on the challenge of
misalignment: where the educational plans of young
people are out of kilter with their occupational
expectations. When young people underestimate the
education required to fulfil their dreams, they can expect to
find their early working lives more difficult than would be
expected. Of particular concern is that most young people
whose aspirations are misaligned with their education
come from disadvantaged backgrounds. Consequently, it
is now clear that career guidance serves an important
service in dealing with inequalities.
[6] Results from PISA show that the career
aspirations of young people are no simple reflection of
teenage academic ability. Rather, they reflect complex
lives. Analyses show that the children of more advantaged
families are more likely to want to go on to university than working class kids. Similarly, career thinking is often
determined by gender and immigrant background as well
as socioeconomic status. Disadvantaged young people are
at clear risk of career confusion. lt is neither fair, nor
efficient, for students to move through education with
limited views of both the amplitude of the labour market
and their own potential.
The word "their", in "[ ... ] with I imited views of both the
amplitude of the labour market and their own potential."
(paragraph 6), refers to:
Ano: 2020
Banca:
Marinha
Órgão:
ESCOLA NAVAL
Prova:
Marinha - 2020 - ESCOLA NAVAL - Aspirante - 1º Dia |
Q1695772
Inglês
Texto associado
Career confusion in the 21st century: challenges and
opportunities
[1] The time and energy that teenagers dedicate to
learning and the fields of study they choose profoundly
shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. ln summary, students cannot be what they cannot see.
[2] With young people staying in education longe than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. ln 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams o young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
[3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part-time employment with full-time education do better in their school-to-work transitions. The positive benefits include lower probabilities of being unemployed or NEET (Not in
Education1 Employment or Training), higher waçes, and
others (see Box 1). However, the benefits cannot be taken
for granted and some experiences in different countries
have demonstrated that governments and schools can
better support young people as they prepare themselves
for working life.
[4] Schools may provide programmes of career
development activities, particularly those that include
workplace experience. Experience of the world of work
challenges young people to understand what it means to
be personally effective in different workplaces while
providing a unique opportunity to develop social networks
of value. Through exposure to the people who do different jobs, young people have the chance to challenge genderN
and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).
[5] However, in recent years, analyses of career
preparation have focused on the challenge of
misalignment: where the educational plans of young
people are out of kilter with their occupational
expectations. When young people underestimate the
education required to fulfil their dreams, they can expect to
find their early working lives more difficult than would be
expected. Of particular concern is that most young people
whose aspirations are misaligned with their education
come from disadvantaged backgrounds. Consequently, it
is now clear that career guidance serves an important
service in dealing with inequalities.
[6] Results from PISA show that the career
aspirations of young people are no simple reflection of
teenage academic ability. Rather, they reflect complex
lives. Analyses show that the children of more advantaged
families are more likely to want to go on to university than working class kids. Similarly, career thinking is often
determined by gender and immigrant background as well
as socioeconomic status. Disadvantaged young people are
at clear risk of career confusion. lt is neither fair, nor
efficient, for students to move through education with
limited views of both the amplitude of the labour market
and their own potential.
According to paragraph 1, it is correct to say that "students
cannot be what they cannot see" because:
Ano: 2020
Banca:
Marinha
Órgão:
ESCOLA NAVAL
Prova:
Marinha - 2020 - ESCOLA NAVAL - Aspirante - 1º Dia |
Q1695771
Inglês
Texto associado
Career confusion in the 21st century: challenges and
opportunities
[1] The time and energy that teenagers dedicate to
learning and the fields of study they choose profoundly
shape the opportunities they will have during their whole lives. Their dreams and aspirations do not just depend on their talents, but they can be highly influenced by their personal background as well as by the depth and extent of their knowledge about the world of work. ln summary, students cannot be what they cannot see.
[2] With young people staying in education longe than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. ln 2018, the OECD Programme for International Student Assessment (PISA), the world's largest dataset on young people's educational experiences, collected first-of-its kind data on this, making it possible to explore how much the career dreams o young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
[3] Studies in Australia, the United Kingdom and the United States show that teenagers who combine part-time employment with full-time education do better in their school-to-work transitions. The positive benefits include lower probabilities of being unemployed or NEET (Not in
Education1 Employment or Training), higher waçes, and
others (see Box 1). However, the benefits cannot be taken
for granted and some experiences in different countries
have demonstrated that governments and schools can
better support young people as they prepare themselves
for working life.
[4] Schools may provide programmes of career
development activities, particularly those that include
workplace experience. Experience of the world of work
challenges young people to understand what it means to
be personally effective in different workplaces while
providing a unique opportunity to develop social networks
of value. Through exposure to the people who do different jobs, young people have the chance to challenge genderN
and class-based stereotyping and expand their aspirations, easing ultimate entry into the labour market (see Box 2).
[5] However, in recent years, analyses of career
preparation have focused on the challenge of
misalignment: where the educational plans of young
people are out of kilter with their occupational
expectations. When young people underestimate the
education required to fulfil their dreams, they can expect to
find their early working lives more difficult than would be
expected. Of particular concern is that most young people
whose aspirations are misaligned with their education
come from disadvantaged backgrounds. Consequently, it
is now clear that career guidance serves an important
service in dealing with inequalities.
[6] Results from PISA show that the career
aspirations of young people are no simple reflection of
teenage academic ability. Rather, they reflect complex
lives. Analyses show that the children of more advantaged
families are more likely to want to go on to university than working class kids. Similarly, career thinking is often
determined by gender and immigrant background as well
as socioeconomic status. Disadvantaged young people are
at clear risk of career confusion. lt is neither fair, nor
efficient, for students to move through education with
limited views of both the amplitude of the labour market
and their own potential.
According to the text, which option is correct?
Ano: 2020
Banca:
Marinha
Órgão:
EFOMM
Prova:
Marinha - 2020 - EFOMM - Oficial da Marinha Mercante - Primeiro Dia |
Q1695478
Inglês
Texto associado
MARITIME ACCIDENTS
Accidents on Tugboats
Tugboats are those which help move huge
ships to enter docks. They are small in nature but
are powerful to ensure that the large vessels are
handled safely. But sometimes because of the
blockage of the visibility of tugboats by the larger
vessels, maritime accidents occur. Also, human
error on the part of the pilot of the tugboat can also
lead to unwanted and unexpected tugboat mishaps.
Accidents on Oil Tankers
The major cause of accidents on tankers is
explosions. Since the very nature of the materials . these tankers transport is dangerous and highly
flammable, even the most minor of explosions can
cause enormous losses. According to statistics, one
of the main reasons for oil tanker accidents
occurring is because of workers' negligence -
nearly 84-88%.
(Adapted from: https://www .maríneinsight.com/marinesafety/12-types-of~maritime-accidents/)
In "Also, human error on the part of the pilot of the
tugboat can also lead to unwanted and unexpected
tugboat mishaps.", the word in bold expresses:
Ano: 2020
Banca:
Marinha
Órgão:
EFOMM
Prova:
Marinha - 2020 - EFOMM - Oficial da Marinha Mercante - Primeiro Dia |
Q1695477
Inglês
Texto associado
MARITIME ACCIDENTS
Accidents on Tugboats
Tugboats are those which help move huge
ships to enter docks. They are small in nature but
are powerful to ensure that the large vessels are
handled safely. But sometimes because of the
blockage of the visibility of tugboats by the larger
vessels, maritime accidents occur. Also, human
error on the part of the pilot of the tugboat can also
lead to unwanted and unexpected tugboat mishaps.
Accidents on Oil Tankers
The major cause of accidents on tankers is
explosions. Since the very nature of the materials . these tankers transport is dangerous and highly
flammable, even the most minor of explosions can
cause enormous losses. According to statistics, one
of the main reasons for oil tanker accidents
occurring is because of workers' negligence -
nearly 84-88%.
(Adapted from: https://www .maríneinsight.com/marinesafety/12-types-of~maritime-accidents/)
Read the statements below and decide whether
they are TRUE (T) or FALSE (F). Then choose
the option that contains the correct answer.
I. Maritime accidents can be caused by human failure.
II. Size of vessels does not imply maritime accidents.
III. Maritime accidents sometimes occur at dock entrances.
IV. Lack of visibility is one of the causes of maritime accidents.
V. Explosions represent a small percentage in tanker accidents.
I. Maritime accidents can be caused by human failure.
II. Size of vessels does not imply maritime accidents.
III. Maritime accidents sometimes occur at dock entrances.
IV. Lack of visibility is one of the causes of maritime accidents.
V. Explosions represent a small percentage in tanker accidents.
Ano: 2020
Banca:
Marinha
Órgão:
EFOMM
Prova:
Marinha - 2020 - EFOMM - Oficial da Marinha Mercante - Primeiro Dia |
Q1695476
Inglês
Texto associado
Confluence of Cultures
A professional involved in a merchant marine
career gets to meet and mingle with people of
different cultures and nationalities. This helps the
individual to understand and function better as a
team player and learn the nuances of different
cultures and traditions at the same time. This
automatically increases adaptability and brings
about more awareness about what goes and what
doesn't in a different country.
(From: https://www .marineinsi ght. com/careers-2/10-reasonswhy-a-career-in-merchant-navy-ís-unl ike-any-other-career/)
According to the text:
Ano: 2020
Banca:
Marinha
Órgão:
EFOMM
Prova:
Marinha - 2020 - EFOMM - Oficial da Marinha Mercante - Primeiro Dia |
Q1695475
Inglês
Texto associado
Confluence of Cultures
A professional involved in a merchant marine
career gets to meet and mingle with people of
different cultures and nationalities. This helps the
individual to understand and function better as a
team player and learn the nuances of different
cultures and traditions at the same time. This
automatically increases adaptability and brings
about more awareness about what goes and what
doesn't in a different country.
(From: https://www .marineinsi ght. com/careers-2/10-reasonswhy-a-career-in-merchant-navy-ís-unl ike-any-other-career/)
Which word DOES NOT follow the same plural
rule applied to the word "nationalities" in the text?
Ano: 2020
Banca:
Marinha
Órgão:
EFOMM
Prova:
Marinha - 2020 - EFOMM - Oficial da Marinha Mercante - Primeiro Dia |
Q1695474
Inglês
Based on the text, it is possible to infer that:
Ano: 2020
Banca:
Marinha
Órgão:
EFOMM
Prova:
Marinha - 2020 - EFOMM - Oficial da Marinha Mercante - Primeiro Dia |
Q1695473
Inglês
In "A merchant navy or merchant marine is the
fleet of merchant vessels [... ]. ", the word fleet
means:
Ano: 2020
Banca:
Marinha
Órgão:
EFOMM
Prova:
Marinha - 2020 - EFOMM - Oficial da Marinha Mercante - Primeiro Dia |
Q1695472
Inglês
Read the poem below and choose the correct
answer.
SEA-FEVER
I must down to the seas again, to the lonely sea and the sky, And all I ask is a tall ship and a star to steer her by, And the wheel's kick and the wind's song and the white sail's shaking, And a grey mist on the sea's face and a grey dawn breaking. I must down to the seas again, forthe call of the running tide Is a wild call and a clear call that may not be denied; And all I ask is a windy day with the white clouds flying, And the flung spray and the blown spume, and the seagulls crying. I must down to the seas again to the vagrant gypsy life, To the gull's way and the whale's way where the wind's like a whetted knife; And all I ask is a merry yarn from a laughing fellow-rover, And quiet sleep and a sweet dream when the long trick's over.
By John Masefield (1878-1967)
According to the text:
SEA-FEVER
I must down to the seas again, to the lonely sea and the sky, And all I ask is a tall ship and a star to steer her by, And the wheel's kick and the wind's song and the white sail's shaking, And a grey mist on the sea's face and a grey dawn breaking. I must down to the seas again, forthe call of the running tide Is a wild call and a clear call that may not be denied; And all I ask is a windy day with the white clouds flying, And the flung spray and the blown spume, and the seagulls crying. I must down to the seas again to the vagrant gypsy life, To the gull's way and the whale's way where the wind's like a whetted knife; And all I ask is a merry yarn from a laughing fellow-rover, And quiet sleep and a sweet dream when the long trick's over.
By John Masefield (1878-1967)
According to the text:
Ano: 2020
Banca:
Marinha
Órgão:
EFOMM
Prova:
Marinha - 2020 - EFOMM - Oficial da Marinha Mercante - Primeiro Dia |
Q1695471
Inglês
Choose the option that correctly completes the
sentences below, respectively:
I - The journey was quite quick _______ the road was clear.
II - The meeting has been canceled _______ the strike.
III - I drove at a steady 50 mph ________ save fuel.
IV- There's no reason _______ we shouldn't be friends.
V- _______ all her qualifications, she's useless at the job.
I - The journey was quite quick _______ the road was clear.
II - The meeting has been canceled _______ the strike.
III - I drove at a steady 50 mph ________ save fuel.
IV- There's no reason _______ we shouldn't be friends.
V- _______ all her qualifications, she's useless at the job.
Conheça nossos planos