Questõessobre Vocabulário | Vocabulary

InícioTodas as questões
1
1
Foram encontradas 512 questões
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ABEPRO 2017 - Inglês - Tempos Verbais | Verb Tenses, Vocabulário | Vocabulary, Verbos modais | Modal verbs

The word in bold, in ‘We shall often have occasion to consider opportunity costs, in analyzing and deciding various operations issues’, is being used to express:

Opportunity Cost


This phenomenon goes by the name of ‘opportunity cost,’ since by not investing in more equipment and a more rigid production flow, the company is forgoing the opportunity to earn increased profits. These costs are every bite as real as the payment of dollars out-of-pocket.


This notion _______ opportunity cost can be reinforced _________ a famous saying ______ Benjamin Franklin, no slouch himself _________ operations management. To make the point, however, we must make a brief excursion into logic. One truth of logic is the validity of the so-called contrapositive, which says simply that if the statement “If A, then B” is true, then it is also true that “If not B, then not A.” That is, of every time A occurs B follows, then we can be sure that if B does not occur, then A did not occur as well. Enough logic then, and back to Ben Franklin.


One of his Poor Richard sayings is that “A penny saved is a penny earned.” We have all recognized the truth of that since childhood, but I assert that by this saying Ben showed us he knows everything about opportunity cost. After all, what is the contrapositive of “A penny not earned is a penny not saved (i.e., a penny sent). All we are saying by this notion of opportunity cost is that “a penny not earned (an opportunity forgone) is a penny spent.” We shall often have occasion to consider opportunity costs, in analyzing and deciding various operations issues.


SCHMENNER, Roger W. Production/Operations Management. 5th Edition. Prentice-Hall, 1993.

A
an advice
B
a permission
C
a suggestion
D
a possibility
E
a duty
cb6fc4ed-02
MACKENZIE 2019 - Inglês - Vocabulário | Vocabulary, Sinônimos | Synonyms

Select the alternative that gives the correct meanings for these words from the text:


A – Feature

B – Nearby

C – Environment

Read the text and answer question


How to Make Friends While Traveling Solo

Even in the best cases, traveling alone can get lonely. Here’s how to connect safely with the people you meet along the way.

By Aric Jenkins April 16, 2019

Experiencing another culture on your own terms, at your own pace, with a budget of your own choosing can be an incredibly rewarding and insightful adventure. But while some may find such a journey liberating, others might worry about safety or a period of solitude in a strange, unfamiliar place. Humans, after all, are social animals.
Prospective solo travelers should know that, despite its label, solo travel does not have to mean you’re alone all the time. There are local communities to safely interact with as well as fellow globe-trotters in a similar position.
A 2016 report from travel research company Phocuswright found that a whopping 72 percent of hostel guests in the United States were traveling alone. Airbnb saw similar a trend in its data, with cities like Ho Chi Minh City, Cologne, and Johannesburg experiencing more than a 130 percent increase in individual bookings in 2016.
With solo traveling growing in popularity, it’s clear there are options to socialize with other travelers — it’s just a matter of putting yourself in the right position to do so. Here are some tactics you can use to meet and befriend people abroad, from tried-and-true methods to innovative new apps and technology.
Go on ‘free’ walking tours
The word free is in quotations because, assuming your tour guide is at least half-decent, you should tip them at the end (many earn the majority of their income on commission). But these walking tours can be worth every penny. Not only will the guide give you an informed and hopefully entertaining view of the locale, but you’ll have a chance to interact with other tourists and possibly come away with a new friend.
(…)
Use Airbnb to go on unique experiences hosted by locals
Airbnb may be known more for its lodging arrangements, but it also wants to give you something to do at your destination. Airbnb Experiences connects travelers with local guides who lead guests on paid activities ranging from city tours to bar crawls and hobby and skill classes. Launched in late 2016, Experiences quickly became a popular feature.
Connect with like-minded explorers on social travel apps
Prefer to cut out the middleman and connect directly with other travelers? Try your hand at the crop of social networking apps specifically designed for travel. Travello, free on iOS and Android, allows you to discover other travelers nearby, match itineraries for planned trips and join groups based on similar interests. You can also create a feed by posting photos and updates.
(…)
Stay in hostels
In a world of hospitable hotels and authentic Airbnbs, why do travelers elect to stay in hostels? Two reasons, really: Hostels are cheap and sociable. You’ll find college-esque dormitories with common lounge rooms and kitchens, and sometimes a bar or cafe.
It’s an ideal environment to meet other travelers, and hostel staffs are well aware of this — some will lead city tours or pub crawls designed to foster interaction between hostel mates. Others might host game nights in the common room or arrange family dinners.
(…)
Adapted from the digital edition of The New York Times: www.nytimes.com

A
characteristic, close, surroundings
B
destination, close, location
C
characteristic, close, entertainment
D
application, far, surroundings
E
application, far, location
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FIMCA 2019 - Inglês - Vocabulário | Vocabulary

“Meet” (L22) does NOT mean:

Science Education in the United States of America

(Audrey B. Champagne.)

    Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.
    The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.
   The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

(Available: https://files.eric.ed.gov/fulltext/EJ608194.pdf. Adapted.)
A
Fit.
B
Deny.
C
Match.
D
Answer.
E
Comply.
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FIMCA 2019 - Inglês - Vocabulário | Vocabulary, Palavras conectivas | Connective words

Analyse the items usage in the text. Mark the one which is a modifier.

Science Education in the United States of America

(Audrey B. Champagne.)

    Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.
    The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.
   The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

(Available: https://files.eric.ed.gov/fulltext/EJ608194.pdf. Adapted.)
A
Safety. (L25)
B
Quality. (L40)
C
Primary. (L26)
D
Pedagogy. (L47)
E
Responsibility. (L10)
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FIMCA 2019 - Inglês - Vocabulário | Vocabulary

For Instance (L22) sets:

Science Education in the United States of America

(Audrey B. Champagne.)

    Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.
    The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.
   The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

(Available: https://files.eric.ed.gov/fulltext/EJ608194.pdf. Adapted.)
A
A standard.
B
An example.
C
A conclusion.
D
A time period.
E
An assessment.
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UFRGS 2019 - Inglês - Vocabulário | Vocabulary, Interpretação de texto | Reading comprehension

Consider the following propositions for rephrasing the sentence Whether we conceive of the work of art on the model of a picture or on the model of a statement, content still comes first (I. 50-53).

I - Content still comes first regardless of whether we conceive of the work of an art on the model of a picture or on the model of a statement.
II - Content, whether conceived on the model of a picture ar on the model of a statement, still comes first.
III - Whether being conceived the work of art on the model of a picture or on the model of a statement, content still comes first.

If applied to the text, which ones would be correct and keep the literal meaning?

Instrução: A questão está relacionada ao texto abaixo.  

Adapted from: SONTAG, Susan. Agaínst
lnterpretatlon and Other Essays. Penguin Modern
Classics, Straus and Giroux, 2009. p. 3-4.
A
Only I.
B
Only III.
C
Only I and II.
D
Only II and III.
E
I, II and III.
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UFRGS 2019 - Inglês - Vocabulário | Vocabulary, Interpretação de texto | Reading comprehension

Assinale com V (verdadeiro) ou F (falso) as afirmações abaixo, acerca do texto.

( ) A palavra would (l. 32) indica a recorrência de uma situação.
( ) A palavra as (l. 43) poderia ser substituída tanto por given that quanto por due to, sem prejuízo da correção gramatical e do significado original do texto.
( ) O segmento who needed them more, since they had families to support (l. 49-50) poderia ser substituído por who needed them more, inasmuch as they had families to support, sem prejuízo da correção gramatical e do significado original do texto.
( ) o easier segmento Odd choices were simply for men, most of whom would sti/1 find women g/ad to marry them (l. 55-57) poderia ser substituído por Odd choices were simply easier for those men who would still find women glad to marry them, sem prejuízo da correção gramatical e do significado original do texto.

A sequência correta de preenchimento dos parênteses, de cima para baixo, é

Instrução: A questão está relacionada ao texto abaixo.  

Adaptado de: MUNRO, Alice. Chance.
In: Runaway. London: Vintage, 2013. p. 52-53.
A
F - F -. V - V.
B
V - F - V - F.
C
F - V - F - V.
D
V - F - F - V.
E
V - V - V - F.
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UFRGS 2019 - Inglês - Vocabulário | Vocabulary

Assinale a alternativa que apresenta termos que, conforme empregados no texto, pertencem à mesma classe de palavras.

Instrução: A questão está relacionada ao texto abaixo. 

Adaptado de
< https:/ /www.3quarksdaily.com/3quarks
daily / 2019 / 06/ dressed-by-shahidha-bari-and
the-pocket-two-books-on-thesecret-life-of
clothes.html>.
Acesso em: 19 jul. 2019.
A
spollsport (l. 04) - hlgh-walsted (l. 26) - authorltatlve (l. 31)
B
academlc (l. 10) - fancy (l. 17) - ventless (l. 26)
C
desperate (l. 09) - subtle (l. 11) - slmultaneously (l. 31)
D
clever (I. 11) - sheeny (l. 35) - shlmmy (I. 42)
E
lnsouclant (l. 32) - worsted (l. 35) - wel-cut (l. 50)
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UFRGS 2019 - Inglês - Vocabulário | Vocabulary, Sinônimos | Synonyms

Assinale a alternativa que poderia substituir adequadamente o segmento slough off (l. 54).

Instrução: A questão está relacionada ao texto abaixo.  

Adaptado de: MUNRO, Alice. Chance.
In: Runaway. London: Vintage, 2013. p. 52-53.
A
postpone
B
prevent
C
shake up
D
shake off
E
put away
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UFRGS 2019 - Inglês - Vocabulário | Vocabulary, Sinônimos | Synonyms

Associe as palavras da coluna da esquerda a seus respectivos sinônimos na coluna da direita, de acordo com o sentido com que estão empregadas no texto.

( ) stingy (l. 30)
( ) snub (l. 36)
( ) dreariness (l. 53)

1. miserable
2. upturned
3. despair
4. meager
5. narrow
6. joylessness

A sequência correta de preenchimento dos parênteses, de cima para baixo, é

Instrução: A questão está relacionada ao texto abaixo.  

Adaptado de: MUNRO, Alice. Chance.
In: Runaway. London: Vintage, 2013. p. 52-53.
A
4 - 5 - 3.
B
1- 5 - 3.
C
1 - 2 - 6.
D
4 - 5 - 6.
E
4 - 2 - 6.
3f2e8832-f9
UFRGS 2019 - Inglês - Vocabulário | Vocabulary, Sinônimos | Synonyms, Interpretação de texto | Reading comprehension

Assinale com V (verdadeiro) ou F (falso) as afirmações abaixo, acerca do texto.

( ) O trecho Bari wants us to think not so much about what clothes say as how they make us feel (l. 20-21) pode ser substituído por Bari wants us to think more of how clothes make us feel rather than of what they say, sem prejuízo da correção gramatical e do significado original do texto.
( ) O segmento it is (l. 47) pode ser omitido, sem prejuízo da correção gramatical e do significado original do texto.
( ) O trecho It is this sense of the dress as an alternative se/f that(I. 47-48) pode ser substituído por This sense of the dress as an alternative self is what, sem prejuízo da correção gramatical e do significado original do texto.
( ) A palavra since (l. 29) pode ser substituída por as from, sem prejuízo de correção gramatical e do significado original do texto.

A sequência correta de preenchimento dos parênteses, de cima para baixo, é

Instrução: A questão está relacionada ao texto abaixo. 

Adaptado de
< https:/ /www.3quarksdaily.com/3quarks
daily / 2019 / 06/ dressed-by-shahidha-bari-and
the-pocket-two-books-on-thesecret-life-of
clothes.html>.
Acesso em: 19 jul. 2019.
A
V - F - V - F.
B
F - V - F - V.
C
F - F - V - V.
D
V - F - F - V.
E
V - V - V - F.
bb2ac026-f7
UEG 2016 - Inglês - Tempos Verbais | Verb Tenses, Vocabulário | Vocabulary, Verbos modais | Modal verbs, Substantivos: definição e tipos | Nouns: definition and types, Substantivos contáveis e incontáveis | Countable and uncountable, Voz Ativa e Passiva | Passive and Active Voice

Analisando-se os aspectos estruturais do texto, verifica-se que

Leia o texto a seguir para responder à questão.


The Internet of Things


   The “Internet of Things” (IoT) is becoming an increasingly growing topic of conversation both in the workplace and outside of it. It’s a concept that not only has the potential to impact how we live but also how we work. But what exactly is the “Internet of Things” and what impact is it going to have on you, if any? There are a lot of complexities around the “Internet of Things” but we want to stick to the basics. Lots of technical and policyrelated conversations are being had but many people are still just trying to grasp the foundation of what the heck these conversations are about.

  Let’s start with understanding a few things. 

  Broadband Internet is becoming more widely available, the cost of connecting is decreasing, more devices are being created with Wi-Fi capabilities and sensors built into them, technology costs are going down, and smartphone penetration is sky-rocketing. All of these things are creating a “perfect storm” for the IoT.

  So What Is The Internet of Things?  

Simply put, this is the concept of basically connecting any device with an on and off switch to the Internet (and/or to each other). This includes everything from cellphones, coffee makers, washing machines, headphones, lamps, wearable devices and almost anything else you can think of.

  So what now?

  The new rule for the future is going to be, “Anything that can be connected, will be connected.”







A
a sentença more devices are being created encontra-se na voz passiva. Na voz ativa seria “They create many more devices”.
B
a sentença technology costs are going down, na forma negativa, seria “technology costs be not going down”.
C
na sentença Let’s start with understanding a few things, o termo “Let´s” é composto pela contração dos vocábulos “Let” e “is”.
D
na sentença Anything that can be connected, o modal “can” apresenta a ideia de possibilidade de ocorrência.
E
na sentença many people are still just trying, o termo “many” pode ser substituído pelo vocábulo “much”, sem alteração de sentido.
ad35e52c-fa
FASEH 2019, FASEH 2019 - Inglês - Vocabulário | Vocabulary, Interpretação de texto | Reading comprehension

Read the dialogue to answer.

Doctor: Have you ever fainted before?
Patient: Yes, the last time you told me your fees.

(Available in:https://pages2cool.blogspot.com.)

Mark the item that does NOT match the dialogue:

A
The patient has blacked out once.
B
The doctor has been charging a lot.
C
The patient has already passed out.
D
Doctor’s wages depend on expertise.
0c40b228-88
CEDERJ 2020 - Inglês - Vocabulário | Vocabulary

The adverb that best conveys the of the underlined word in the sentence "Hopefully, the mayor will think bigger" (paragraph 5) is:

Social Distancing, Without the Police

Letting members of the community enforce social distancing is the better way.

   Of the 125 people arrested over offenses that law enforcement officials described as related to the coronavirus pandemic, 113 were black or Hispanic. Of the 374 summonses from March 16 to May 5, a vast majority — 300 — were given to black and Hispanic New Yorkers.
   Videos of some of the arrests are hard to watch. In one posted to Facebook last week, a group of some six police officers are seen tackling a black woman in a subway station as heryoung child looks on. “She's got a baby with her!” a bystander shouts. Police officials told The Daily News the woman had refused to comply when officers directed her to put the mask she was wearing over her nose and mouth.
   Contrast that with photographs across social media showing crowds of sun-seekers packed into parks in wealthy, whiter areas of the city, lounging undisturbed as police officers hand out masks.
   So it is obvious that the city needs a different approach to enforcing public health measures during the pandemic. Mayor Bill de Blasio seems to understand this, and he has promised to hire 2,300 people to serve as social distancing “ambassadors.”
   Hopefully, the mayor will think bigger.
  One promising idea , promoted by City Councilman Brad Lander and others, is to build quickly a kind of “public health corps" to enforce social-distancing measures.
  In this approach, specially trained civilians could fan out across the neighborhoods and parks, helping with pedestrian traffic control and politely encouraging New Yorkers entering parks to protect one another by wearing masks and keeping their distance. Police Department school safety agents, who are not armed, could help. Such a program could also provide muchneeded employment for young people, especially with New York's summer jobs program, which serves people 14 to 24, threatened by budget cuts.
   Another method to help social-distancing efforts may be the community-based groups that have been effective in reducing gun violence in some of the city's toughest neighborhoods.
   The Police Department would play only a minimal role in this approach, stepping in to help with crowd control, for example, something it does extremely well.
   Without a significant course correction, the department's role in the pandemic may look more and more like stop-and-frisk, the policing tactic that led to the harassment of hundreds of thousands of innocent people, most of them black and Hispanic, while rarely touching white New Yorkers. Mr. de Blasio has scoffed at the comparison, though it's not clear why.
   Aggressive police enforcement of socialdistancing measures is nearly certain to harm the health and dignity of the city's black and Hispanic residents. 
   It could also diminish respect for the Police Department. Which is why it makes sense that the city's largest police union has said that its members want little to do with social-distancing enforcement. “The N.Y.P.D. needs to get cops out of the socialdistancing-enforcement business altogether,” Patrick Lynch, president of the Police Benevolent Association, said in a statement on May 4. On this issue, Mr. Lynch gets it.
   New York is facing a public health crisis, not a spike in crime. Black and Hispanic New Yorkers are already suffering disproportionately from the coronavirus. They don't need more policing. They need more help. 

Available at https://www.nytimes.com/2020/05/18/opinion/nypdcoronavirus-arrests-nyc.html. Accessed May 18,2020. 
A
pessimistically
B
optimistically
C
cheerfully
D
carefully
af3ec08a-00
UDESC 2019 - Inglês - Vocabulário | Vocabulary, Interpretação de texto | Reading comprehension

Mark the correct alternative which contains the right meaning of the words.

Available at: www.calendarlabs.com/holidays/brazil/carnival. Accessed on March 25th, 2019


Answer the question below according to Text.

A
drive away (line 5) – ward off, rather than (line 23) – instead
B
throng (line 15) – fill out, lasts(line 25) – opposite of first
C
lasts (line 25) – duration, drive away (line 5) – go after
D
costumes (line 16) – set of formal clothes, throng (line 15) – invade
E
rather than (line 23) – in addition to, costumes (line 16) – set of habits
af3387f7-00
UDESC 2019 - Inglês - Vocabulário | Vocabulary, Interpretação de texto | Reading comprehension

Available at: www.comics.azcentral.com. Accessed on March 28th, 2019.


Answer the question according to Text.


The expression: “I`m sold, Nate”, in the second picture, means:

A
Nate’s friend doubted Nate could go out with Belinda.
B
Nate’s friend wanted his pencil to go on a date too.
C
Nate’s friend loved Belinda and was not happy with all that.
D
Nate’s friend was warning Nate not take Belinda out.
E
Nate’s friend was convinced that the pencil was responsible for Nate´s date.
c2a748a8-7f
IMT - SP 2020 - Inglês - Vocabulário | Vocabulary

De acordo com a tirinha, qual o significado de WANDER?


A
run fast, develop speed.
B
dramatize, move with stress.
C
travel, go far distances fast.
D
reflect, move inwards dramatically.
E
roam, move with no specific destination.
dac57308-76
UNIVESP 2018 - Inglês - Vocabulário | Vocabulary, Interpretação de texto | Reading comprehension, Advérbios e conjunções | Adverbs and conjunctions

No trecho do quarto parágrafo – unless the last two practices result in forced labour – o termo em destaque indica ideia de

Leia o texto para responder a questão.

Modern-day slavery: an explainer
Photograph: Mario Tama/Getty

What is modern-day slavery?
   About 150 years after most countries banned slavery – Brazil was the last to abolish its participation in the transatlantic slave trade, in 1888 – millions of men, women and children are still enslaved. Contemporary slavery takes many forms, from women forced into prostitution, to child slavery in agriculture supply chains or whole families working for nothing to pay off generational debts. Slavery thrives on every continent and in almost every country. Forced labour, people trafficking, debt bondage and child marriage are all forms of modern-day slavery that affect the world’s most vulnerable people.

How is slavery defined?
  Slavery is prohibited under the 1948 Universal Declaration of Human Rights, which states: “No one shall be held in slavery or servitude: slavery and the slave trade shall be prohibited in all their forms.”
  Definitions of modern-day slavery are mainly taken from the 1956 UN supplementary convention, which says: “debt bondage, serfdom, forced marriage and the delivery of a child for the exploitation of that child are all slavery-like practices and require criminalisation and abolishment”. The 1930 Forced Labour Convention defines forced labour as “all work or service which is exacted from any person under the menace of any penalty and for which the said person has not offered himself voluntarily”. As contemporary systems of slavery have evolved, new definitions, including trafficking and distinguishing child slavery from child labour, have developed. 

How many people are enslaved across the world?
  Due to its illegality, data on modern-day slavery is difficult to collate. The UN’s International Labour Organisation (ILO) estimates that about 21 million people are in forced labour at any point in time. The ILO says this estimate includes trafficking and other forms of modern slavery. The only exceptions are trafficking for organ removal, forced marriage and adoption, unless the last two practices result in forced labour. The ILO calculates that 90% of the 21 million are exploited by individuals or companies, while 10% are forced to work by the state, rebel military groups, or in prisons under conditions that violate ILO standards. Sexual exploitation accounts for 22% of slaves.

(www.theguardian.com/global-development/2013/apr/03/modern-day-slavery-explainer. Adaptado)
A
adição.
B
causa.
C
exceção.
D
comparação
E
contraste.
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UNIFESP 2021 - Inglês - Vocabulário | Vocabulary

No trecho do último parágrafo “we will all be inclined to be”, o termo sublinhado indica uma

    Remember the good old days, when you could have a heated-yet-enjoyable debate with your friends about things that didn’t matter that much — times when you could be a true fan of the Manchester United soccer team when you didn’t come from the city of Manchester?

    How things have changed.

    Now disagreements feel deadly serious. Like when your colleague pronounces that wearing a face mask in public is a threat to his liberty. Or when you see that one of your friends has just tweeted that, actually, all lives matter. Before you know it, you’re feeling angry and forming harsh new judgments about your colleagues and friends. Let’s take a collective pause and breathe: there are some ways we can all try to have more civil disagreements in this febrile age of culture wars.

1. ‘Coupling’ and ‘decoupling’

    The first is to consider how inclined people are to ‘couple’ or ‘decouple’ topics involving wider political and social factors. Swedish data analyst John Nerst has used the terms to describe the contrasting ways in which people approach contentious issues. Those of us more inclined to ‘couple’ see them as inextricably related to a broader matrix of factors, whereas those more predisposed to ‘decouple’ prefer to consider an issue in isolation. To take a crude example, a decoupler might consider in isolation the question of whether a vaccine provides a degree of immunity to a virus; a coupler, by contrast, would immediately see the issue as inextricably entangled in a mesh of factors, such as pharmaceutical industry power and parental choice.

2.____________________

    Most of us are deeply committed to our beliefs, especially concerning moral and social issues, such that when we’re presented with facts that contradict our beliefs, we often choose to dismiss those facts, rather than update our beliefs.

    A study at Arizona State University, U.S., analysed more than 100,000 comments on a forum where users post their views on an issue and invite others to persuade them to change their mind. The researchers found that regardless of the kind of topic, people were more likely to change their mind when confronted with more evidence-based arguments. “Our work may suggest that while attitude change is hard-won, providing facts, statistics and citations for one’s arguments can convince people to change their minds,” they concluded.

3. Just be nicer?

    Finally, it’s easier said than done, but let’s all try to be more respectful of and attentive to each other’s positions. We should do this not just for virtuous reasons, but because the more we create that kind of a climate, the more open-minded and intellectually flexible we will all be inclined to be. And then hopefully, collectively, we can start having more constructive disagreements — even in our present very difficult times.

(Christian Jarrett. www.bbc.com, 14.10.2020. Adaptado.)
A
decisão
B
necessidade
C
certeza
D
possibilidade
E
sugestão
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UNIFESP 2021 - Inglês - Vocabulário | Vocabulary

No trecho do quarto parágrafo “whereas those more predisposed to ‘decouple’ prefer to consider an issue in isolation”, o termo sublinhado introduz

    Remember the good old days, when you could have a heated-yet-enjoyable debate with your friends about things that didn’t matter that much — times when you could be a true fan of the Manchester United soccer team when you didn’t come from the city of Manchester?

    How things have changed.

    Now disagreements feel deadly serious. Like when your colleague pronounces that wearing a face mask in public is a threat to his liberty. Or when you see that one of your friends has just tweeted that, actually, all lives matter. Before you know it, you’re feeling angry and forming harsh new judgments about your colleagues and friends. Let’s take a collective pause and breathe: there are some ways we can all try to have more civil disagreements in this febrile age of culture wars.

1. ‘Coupling’ and ‘decoupling’

    The first is to consider how inclined people are to ‘couple’ or ‘decouple’ topics involving wider political and social factors. Swedish data analyst John Nerst has used the terms to describe the contrasting ways in which people approach contentious issues. Those of us more inclined to ‘couple’ see them as inextricably related to a broader matrix of factors, whereas those more predisposed to ‘decouple’ prefer to consider an issue in isolation. To take a crude example, a decoupler might consider in isolation the question of whether a vaccine provides a degree of immunity to a virus; a coupler, by contrast, would immediately see the issue as inextricably entangled in a mesh of factors, such as pharmaceutical industry power and parental choice.

2.____________________

    Most of us are deeply committed to our beliefs, especially concerning moral and social issues, such that when we’re presented with facts that contradict our beliefs, we often choose to dismiss those facts, rather than update our beliefs.

    A study at Arizona State University, U.S., analysed more than 100,000 comments on a forum where users post their views on an issue and invite others to persuade them to change their mind. The researchers found that regardless of the kind of topic, people were more likely to change their mind when confronted with more evidence-based arguments. “Our work may suggest that while attitude change is hard-won, providing facts, statistics and citations for one’s arguments can convince people to change their minds,” they concluded.

3. Just be nicer?

    Finally, it’s easier said than done, but let’s all try to be more respectful of and attentive to each other’s positions. We should do this not just for virtuous reasons, but because the more we create that kind of a climate, the more open-minded and intellectually flexible we will all be inclined to be. And then hopefully, collectively, we can start having more constructive disagreements — even in our present very difficult times.

(Christian Jarrett. www.bbc.com, 14.10.2020. Adaptado.)
A
uma explicação.
B
um exemplo
C
um contraste.
D
uma condição
E
uma consequência.