Questõesde UECE sobre Tempos Verbais | Verb Tenses

1
1
1
Foram encontradas 65 questões
e17cd393-bb
UECE 2014 - Inglês - Tempos Verbais | Verb Tenses, Presente perfeito | Present perfect, Voz Ativa e Passiva | Passive and Active Voice, Passado simples | Simple past

In terms of tenses, the verbs in “…investors have grown…”, “…he acknowledged…” and “were intended” are, respectively, in the

     Brazil plowed billions of dollars into building a railroad across arid backlands, only for the longdelayed project to fall prey to metal scavengers. Curvaceous new public buildings designed by the famed architect Oscar Niemeyer were abandoned right after being constructed. There was even an illfated U.F.O. museum built with federal funds. Its skeletal remains now sit like a lost ship among the weeds.
     As Brazil sprints to get ready for the World Cup in June, it has run up against a catalog of delays, some caused by deadly construction accidents at stadiums, and cost overruns. It is building bus and rail systems for spectators that will not be finished until long after the games are done. But the World Cup projects are just a part of a bigger national problem casting a pall over Brazil’s grand ambitions: an array of lavish projects conceived when economic growth was surging that now stand abandoned, stalled or wildly over budget. 
    Some economists say the troubled projects reveal a crippling bureaucracy, irresponsible allocation of resources and bastions of corruption.
    Huge street protests have been aimed at costly new stadiums being built in cities like Manaus and Brasília, whose paltry fan bases are almost sure to leave a sea of empty seats after the World Cup events are finished, adding to concerns that even more white elephants will emerge from the tournament. 
   “The fiascos are multiplying, revealing disarray that is regrettably systemic,” said Gil Castello Branco, director of Contas Abertas, a Brazilian watchdog group that scrutinizes public budgets. “We’re waking up to the reality that immense resources have been wasted on extravagant projects when our public schools are still a mess and raw sewage is still in our streets.” 
     The growing list of troubled development projects includes a $3.4 billion network of concrete canals in the drought-plagued hinterland of northeast Brazil — which was supposed to be finished in 2010 — as well as dozens of new wind farms idled by a lack of transmission lines and unfinished luxury hotels blighting Rio de Janeiro’s skyline.
     Economists surveyed by the nation’s central bank see Brazil’s economy growing just 1.63 percent this year, down from 7.5 percent in 2010, making 2014 the fourth straight year of slow growth. 
     President Dilma Rousseff’s supporters contend that the public spending has worked, helping to keep unemployment at historical lows and preventing what would have been a much worse economic slowdown had the government not pumped its considerable resources into infrastructure development.
    Still, a growing chorus of critics argues that the inability to finish big infrastructure projects reveals weaknesses in Brazil’s model of state capitalism. First, they say, Brazil gives extraordinary influence to a web of state-controlled companies, banks and pension funds to invest in ill-advised projects. Then other bastions of the vast public bureaucracy cripple projects with audits and lawsuits.
     “Some ventures never deserved public money in the first place,” said Sérgio Lazzarini, an economist at Insper, a São Paulo business school, pointing to the millions in state financing for the overhaul of the Glória hotel in Rio, owned until recently by a mining tycoon, Eike Batista. The project was left unfinished, unable to open for the World Cup, when Mr. Batista’s business empire crumbled last year. “For infrastructure projects which deserve state support and get it,” Mr. Lazzarini continued, “there’s the daunting task of dealing with the risks that the state itself creates.” 
     The Transnordestina, a railroad begun in 2006 here in northeast Brazil, illustrates some of the pitfalls plaguing projects big and small. Scheduled to be finished in 2010 at a cost of about $1.8 billion, the railroad, designed to stretch more than 1,000 miles, is now expected to cost at least $3.2 billion, with most financing from state banks. Officials say it should be completed around 2016. But with work sites abandoned because of audits and other setbacks months ago in and around Paulistana, a town in Piauí, one of Brazil’s poorest states, even that timeline seems optimistic. Long stretches where freight trains were already supposed to be running stand deserted. Wiry vaqueiros, or cowboys, herd cattle in the shadow of ghostly railroad bridges that tower 150 feet above parched valleys. “Thieves are pillaging metal from the work sites,” said Adailton Vieira da Silva, 42, an electrician who labored with thousands of others before work halted last year. “Now there are just these bridges left in the middle of nowhere.” 
     Brazil’s transportation minister, César Borges, expressed exasperation with the delays in finishing the railroad, which is needed to transport soybean harvests to port. He listed the bureaucracies that delay projects like the Transnordestina: the Federal Court of Accounts; the Office of the Comptroller General; an environmental protection agency; an institute protecting archaeological patrimony; agencies protecting the rights of indigenous peoples and descendants of escaped slaves; and the Public Ministry, a body of independent prosecutors. Still, Mr. Borges insisted, “Projects get delayed in countries around the world, not just Brazil.”
    Some economists contend that the way Brazil is investing may be hampering growth instead of supporting it. The authorities encouraged energy companies to build wind farms, but dozens cannot operate because they lack transmission lines to connect to the electricity grid. Meanwhile, manufacturers worry over potential electricity rationing as reservoirs at hydroelectric dams run dry amid a drought.
     Then there is the extraterrestrial museum in Varginha, a city in southeast Brazil where residents claimed to have seen an alien in 1996. Officials secured federal money to build the museum, but now all that remains of the unfinished project is the rusting carcass of what looks like a flying saucer. “That museum,” said Roberto Macedo, an economist at the University of São Paulo, “is an insult to both extraterrestrials and the terrestrial beings like ourselves who foot the bill for yet another project failing to deliver.”

Adapted from www.nytimes.com/April 12, 2014.
A
simple present, present perfect, past continuous.
B
present perfect, simple past passive, simple past.
C
present continuous, present perfect passive, simple present.
D
present perfect, simple past, simple past passive.
1d093432-b8
UECE 2015 - Inglês - Tempos Verbais | Verb Tenses

The verbs 'stand', 'find', 'grow', and 'weaken' are classified respectively as

A
regular, regular, irregular, irregular.
B
irregular, irregular, irregular, irregular.
C
irregular, irregular, irregular, regular.
D
regular, regular, irregular, regular.
1d0c541a-b8
UECE 2015 - Inglês - Tempos Verbais | Verb Tenses, Passado perfeito | Past perfect, Presente perfeito progressivo | Present perfect continuous, Presente perfeito | Present perfect, Presente simples | Simple present , Passado simples | Simple past, Presente progressivo | Present continuous

In the sentence “Both Mr. Calheiros, the head of the Senate, and Mr. Cunha, the head of the lower house, have asserted that they are innocent in connection to the bribery scheme at Petrobras” (lines 138-142), the verbs in the clauses are respectively in the

A
simple present and present continuous.
B
present perfect and simple present.
C
past perfect and simple past.
D
present perfect continuous and simple present.
1cf501c7-b8
UECE 2015 - Inglês - Tempos Verbais | Verb Tenses, Adjetivos | Adjectives, Substantivos: definição e tipos | Nouns: definition and types

The ING words: increasing (line 19), rating (line 44), polling (line 47) are respectively

A
verb, noun, verb.
B
noun, noun, adjective.
C
adjective, verb, noun.
D
verb, noun, adjective.
5e6c8721-b9
UECE 2016 - Inglês - Tempos Verbais | Verb Tenses

The verb tenses in “Their civilizations had given the world great cities” (lines 24-25) and “the war grew out of the same base instinct” (lines 27- 28) are respectively


A
simple past and simple past.
B
present continuous and past perfect.
C
past perfect and simple past.
D
past continuous and present perfect.
5e628f5e-b9
UECE 2016 - Inglês - Tempos Verbais | Verb Tenses

The verb tenses in “those same stories have so often been used” (line 52-53) and “we have made choices that give us hope” (lines 72-73) are respectively


A
present perfect, simple present, and present continuous.
B
present simple, present perfect, and future perfect.
C
past perfect, present perfect passive, and simple future.
D
present perfect passive, present perfect, and simple present.
5e5f9bf7-b9
UECE 2016 - Inglês - Tempos Verbais | Verb Tenses, Infinitivo e gerúndio | Infinitive and gerund

In the phrases “filled with war” (line 14), “driven by scarcity” (lines 14-15) and “compelled by nationalist fervor” (lines 15-16) the verbs are in the


A
past participle.
B
infinitive.
C
gerund.
D
present participle.
4f6b08a5-b9
UECE 2019 - Inglês - Tempos Verbais | Verb Tenses, Adjetivos | Adjectives, Substantivos: definição e tipos | Nouns: definition and types

The text includes the ing-words “learning” (line 06), “transforming” (line 08), “unnerving” (line 09), “working” (line 60), and “thinking” (line 110) whose grammatical functions are respectively

TEXTO

The Future Of Work: 5 Important Ways Jobs

Will Change In The 4th Industrial Revolution


Fonte:

https://www.forbes.com/2019/07/15

A
verb, noun, adjective, verb, noun.
B
adjective, verb, verb, adjective, adjective.
C
noun, verb, adjective, adjective, noun.
D
noun, adjective, adjective, noun, verb.
4f67cc7f-b9
UECE 2019 - Inglês - Tempos Verbais | Verb Tenses, Futuro progressivo | Future continuous, Futuro simples | Simple future, Futuro perfeito | Future perfect, Presente simples | Simple present , Futuro perfeito progressivo | Future perfect continuous, Presente progressivo | Present continuous

Regarding verb tense, the sentences “Employees won’t need to be in the same location.” (lines 39-40) and “…we do have a fair amount of certainty…” (line 70) are, respectively, in the

TEXTO

The Future Of Work: 5 Important Ways Jobs

Will Change In The 4th Industrial Revolution


Fonte:

https://www.forbes.com/2019/07/15

A
simple future and simple present.
B
future perfect and simple present.
C
future perfect continuous and simple future.
D
simple future and present continuous.
4f63e696-b9
UECE 2019 - Inglês - Tempos Verbais | Verb Tenses, Presente perfeito | Present perfect, Presente simples | Simple present , Presente progressivo | Present continuous

In terms of verb tense, the sentences “…remote workers are already common.” (lines 38-39) and “The workforce is changing massively.” (lines 22-23) are, respectively, in the

TEXTO

The Future Of Work: 5 Important Ways Jobs

Will Change In The 4th Industrial Revolution


Fonte:

https://www.forbes.com/2019/07/15

A
present perfect and simple present.
B
simple present and present continuous.
C
present continuous and present continuous.
D
simple present and present perfect.
fc736b90-b7
UECE 2012 - Inglês - Tempos Verbais | Verb Tenses

In questions, complete the sentences with the appropriate structure.


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

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

A
started
B
will start
C
had been started
D
would have starting
fc76875b-b7
UECE 2012 - Inglês - Tempos Verbais | Verb Tenses

In questions, complete the sentences with the appropriate structure.


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

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

A
have included
B
are including
C
had included
D
had been included
fc6edf8b-b7
UECE 2012 - Inglês - Tempos Verbais | Verb Tenses

In questions, complete the sentences with the appropriate structure.


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

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

A
will not be
B
would not have been
C
must not be
D
shall not been
fc6af2fe-b7
UECE 2012 - Inglês - Tempos Verbais | Verb Tenses

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

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

A
simple past and simple past.
B
present perfect and past perfect.
C
simple present and past perfect.
D
present continuous and present perfect.
fc66e47a-b7
UECE 2012 - Inglês - Tempos Verbais | Verb Tenses, Adjetivos | Adjectives, Substantivos: definição e tipos | Nouns: definition and types

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

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

A
verb, verb, adjective, adjective, and verb.
B
noun, verb, noun, adjective, and verb.
C
adjective, noun, verb, verb, and adjective.
D
verb, adjective, verb, noun, and noun.
fc63cc3f-b7
UECE 2012 - Inglês - Tempos Verbais | Verb Tenses

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

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

A
past perfect and present perfect.
B
present perfect passive and present perfect.
C
present perfect and present perfect passive.
D
present perfect and present perfect progressive.
325a6bb3-b6
UECE 2010 - Inglês - Tempos Verbais | Verb Tenses, Adjetivos | Adjectives, Substantivos: definição e tipos | Nouns: definition and types

According to their function in the text, the words frightening (line 52), beginning (line 62), everlasting (line 69), experimenting (line 137) and suffering (line 79) are classified as


A
noun, adjective, verb, verb, noun.
B
verb, verb, adjective, noun, verb.
C
noun, adjective, noun, verb, noun.
D
adjective, noun, adjective, verb, noun.
325020a5-b6
UECE 2010 - Inglês - Tempos Verbais | Verb Tenses

The sentences “New maps of hell have been drawn…”, “John Martin illustrated Paradise Lost…” and “The enormous increase in science fiction since the 1950s has diversified horror fiction…” are respectively in the


A
present perfect, present perfect, simple past.
B
past perfect, simple past, present perfect.
C
simple past, present perfect passive, past perfect.
D
present perfect passive, simple past, present perfect.
4e424e3a-af
UECE 2013 - Inglês - Tempos Verbais | Verb Tenses, Adjetivos | Adjectives, Substantivos: definição e tipos | Nouns: definition and types

The functions of the words purchasing, dealing, filings, programming and recommending in the text are respectively

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
A
verb, noun, noun, verb, adjective. 
B
noun, adjective, verb, verb, verb. 
C
verb, noun, adjective, verb, adjective. 
D
adjective, verb, noun, adjective, verb. 
4e465728-af
UECE 2013 - Inglês - Tempos Verbais | Verb Tenses, Passado perfeito | Past perfect, Presente perfeito | Present perfect, Presente simples | Simple present , Passado simples | Simple past, Passado perfeito progressivo | Past perfect continuous

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

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
A
simple past, past perfect and present perfect.
B
past perfect continuous, simple present and present perfect.
C
simple past, present perfect and simple present.
D
past perfect, simple present and simple past