Questões de Concursos Públicos - Inglês

McDonald’s is one of the most famous brands in the world. It is the world’s largest chain of hamburger restaurants with 31,000 eateries. It operates in 119 countries, serving 47 million customers a day. The company employs over 1.5 million people. The business began in 1940 when brothers Richard and Maurice McDonald opened their first restaurant. In 1948, they introduced the "Speedee Service System" which started the modern fast-food phenomenon. The golden arches trademark was introduced in 1962. McDonald’s has rarely been out of the headlines for controversies over its unhealthy menus and working conditions. The term "McJob" was added to Merriam-Webster's Dictionary in 2003, meaning "a low-paying job that requires little skill and provides little opportunity for advancement".  Source: http://www.businessenglishmaterials.com/mcdonalds.html  Regarding the use of referents underlined on the text, choose the best alternative:

Older and Better     Many people opt ____________ newer homes because they are cleaner, bigger and often have more amenities. But new research shows old houses ____________ old neighborhoods may be better for your health.   University of Utah researchers found that people who live in older, more walkable neighborhoods are ____________ lower risk for overweight and obesity. The study, to be published in the September issue of The American Journal of Preventive Medicine, tracked the body mass index ____________ nearly a half million Salt Lake County residents in Utah. They found that neighborhoods built before 1950 tended ____________ offer greater overall walkability because they had been designed for pedestrians. Newer neighborhoods often were designed primarily to facilitate car travel, the researchers noted.   “It’s difficult for individuals to change their behavior,” said Ken Smith, co-author of the study and professor of family and consumer studies at the University of Utah. “But we can build environments that promote healthy behavior.”   Dr. Smith and colleagues used census data as well as height and weight information obtained from the drivers’ license records of 453,927 Salt Lake County residents between the ages of 25 and 64. They found that men, on average, weighed ten pounds less if they lived in a walkable neighborhood versus a neighborhood less conductive to walking. The average women weighed six pounds less.   “The data show that how and where we live can greatly affect our health,” Dr. Smith said. “Neighborhoods with higher fractions of residents who walk to work tell us that something beneficial about neighborhood is promoting health.”   The research offers a blueprint for communities on better ways to design new developments to encourage healthful living. And for people shopping for homes, the lesson is to think about not just the house itself but whether the neighborhood is pedestrian-friendly, with sidewalks, bikes and walking paths, low traffic and amenities like coffee shops or convenient stores that are within walking distance.   Last fall, Stanford Medicine Magazine also looked at the effect neighborhoods have on health. Researchers there found that among people who were trying to be more active, living in walkable neighborhoods dramatically improved their odds of exercising for at least two-and-a-half hours week. In one study of people who lived in walkable neighborhoods achieved their goals, compared to just 30 percent of those who lived in pedestrian-unfriendly areas.    Match the words on column 1 with their meanings on column 2:  Column 1 - Words  1. Amenities  2. Walkable  3. Tracked  4. Conducive  Column 2 - Meaning  (   ) propitious.  (   ) studied, analyzed.  (   ) places that make life more pleasant.  (   ) suitable for a walk.  Choose the alternative which presents the correct sequence:

Analyse the translations of the sentence “Don't let your confidence be shaken by minor mistakes.” . I. Não deixe sua confiança ser abalada por erros de menor importância. II. Não deixe sua confidência agitada por eros  pequenos. III. Não permita que sua confiança seja mexida por erros dos jovens. Which ones are possible?

   1 Most of the recent scholarly works on the evolution of diplomacy highlight the added complexity in which “states and other international actors communicate, negotiate and 4 otherwise interact” in the 21st century. Diplomacy has to take into account “the crazy-quilt nature of modern interdependence”. Decision-making on the international stage 7 involves what has been depicted as “two level games” or “double-edged diplomacy”. With accentuated forms of globalization the scope of diplomacy as the “engine room” of 10 International Relations has moved beyond the traditional core concerns to encompass a myriad set of issue areas. And the boundaries of participation in diplomacy — and the very 13 definition of diplomats — have broadened as well, albeit in a still contested fashion. In a variety of ways, therefore, not only its methods but also its objectives are far more expansive than 16 ever before.      Yet, while the theme of complexity radiates through the pages of this book, changed circumstances and the 19 stretching of form, scope, and intensity do not only produce fragmentation but centralization in terms of purposive acts. Amid the larger debates about the diversity of principals, 22 agents, and intermediaries, the space in modern diplomacy for leadership by personalities at the apex of power has expanded. At odds with the counter-image of horizontal breadth with an 25 open-ended nature, the dynamic of 21st-century diplomacy remains highly vertically oriented and individual-centric.     To showcase this phenomenon, however, is no to 28 suggest ossification. In terms of causation, the dependence on leaders is largely a reaction to complexity. With the shift to multi-party, multi-channel, multi-issue negotiations, with 31 domestic as well as international interests and values in play, leaders are often the only actors who can cut through the complexity and make the necessary trade-offs to allow 34 deadlocks to be broken. In terms of communication and other modes of representation, bringing in leaders differentiates and elevates issues from the bureaucratic arena.    37   In terms of effect, the primacy of leaders reinforces elements of both club and network diplomacy. In its most visible manifestation via summit diplomacy, the image of club 40 diplomacy explicitly differentiates the status and role of insiders and outsiders and thus the hierarchical nature of diplomacy. Although “large teams of representatives” are 43 involved in this central form of international practice, it is the “organized performances” of leaders that possess the most salience. At the same time, though, the galvanizing or catalytic 46 dimension of leader-driven diplomacy provides new avenues and legitimation for network diplomacy, with many decisions of summits being outsourced to actors who did not participate 49 at the summit but possess the technical knowledge, institutional credibility, and resources to enhance results.  Andrew F. Cooper. The changing nature of diplomacy. In: Andrew F. Cooper and Jorge Heine. The Oxford Handbook of Modern Diplomacy. Oxford: Oxford University Press, 2013. p. 36 (adapted). In relation to the content and the vocabulary of the text, decide whether the following statements are right (C) or wrong (E). From the third paragraph, it is correct to infer that the more complex the diplomatic scenario, the more necessary the presence of leaders is.

1 Most of the recent scholarly works on the evolution of diplomacy highlight the added complexity in which “states and other international actors communicate, negotiate and 4 otherwise interact” in the 21st century. Diplomacy has to take into account “the crazy-quilt nature of modern interdependence”. Decision-making on the international stage 7 involves what has been depicted as “two level games” or “double-edged diplomacy”. With accentuated forms of globalization the scope of diplomacy as the “engine room” of 10 International Relations has moved beyond the traditional core concerns to encompass a myriad set of issue areas. And the boundaries of participation in diplomacy — and the very 13 definition of diplomats — have broadened as well, albeit in a still contested fashion. In a variety of ways, therefore, not only its methods but also its objectives are far more expansive than 16 ever before. Yet, while the theme of complexity radiates through the pages of this book, changed circumstances and the 19 stretching of form, scope, and intensity do not only produce fragmentation but centralization in terms of purposive acts. Amid the larger debates about the diversity of principals, 22 agents, and intermediaries, the space in modern diplomacy for leadership by personalities at the apex of power has expanded. At odds with the counter-image of horizontal breadth with an 25 open-ended nature, the dynamic of 21st-century diplomacy remains highly vertically oriented and individual-centric. To showcase this phenomenon, however, is no to 28 suggest ossification. In terms of causation, the dependence on leaders is largely a reaction to complexity. With the shift to multi-party, multi-channel, multi-issue negotiations, with 31 domestic as well as international interests and values in play, leaders are often the only actors who can cut through the complexity and make the necessary trade-offs to allow 34 deadlocks to be broken. In terms of communication and other modes of representation, bringing in leaders differentiates and elevates issues from the bureaucratic arena. 37 In terms of effect, the primacy of leaders reinforces elements of both club and network diplomacy. In its most visible manifestation via summit diplomacy, the image of club 40 diplomacy explicitly differentiates the status and role of insiders and outsiders and thus the hierarchical nature of diplomacy. Although “large teams of representatives” are 43 involved in this central form of international practice, it is the “organized performances” of leaders that possess the most salience. At the same time, though, the galvanizing or catalytic 46 dimension of leader-driven diplomacy provides new avenues and legitimation for network diplomacy, with many decisions of summits being outsourced to actors who did not participate 49 at the summit but possess the technical knowledge, institutional credibility, and resources to enhance results.  Andrew F. Cooper. The changing nature of diplomacy. In: Andrew F. Cooper and Jorge Heine. The Oxford Handbook of Modern Diplomacy. Oxford: Oxford University Press, 2013. p. 36 (adapted). In relation to the content and the vocabulary of the text, decide whether the following statements are right (C) or wrong (E). As far as textual unity is concerned, “Yet” provides a transition from the first to the second paragraphs, and establishes a contrast between the ideas in each of them.

''Teaching is hard''. The opposite of ''hard‘ is:

Our Kids Don’t Belong in School By Bridget Samburg | Boston Magazine | September 2015 When Milva McDonald sent her oldest daughter to Newton public school kindergarten in 1990, she was disturbed by what she saw. The kids were being tracked, even at that young age. And then there were the endless hours the small children spent sitting at their desks. It felt unnatural. In the real world, you wouldn’t be stuck in a room with people all the same ages with one person directing them, she thought. During that single year her daughter was in the school system, McDonald saw enough to convince her that she could do better on her own. That would be no small feat: Newton’s public schools have long been rated as among the best in the state (in our Greater Boston rankings this year, they’re 10th.). But she’d always worked part time—she’s now an online editor—and she was fortunate that she could maintain a flexible schedule. So she yanked her daughter out of school, and over the next two decades homeschooled all four of her children—including her youngest, Abigail Dickson, who’s now 16. McDonald’s first homeschool rule was to throw out the book and let her children guide their learning, at their own pace. In lieu of a curriculum or published guides, McDonald improvised, taking advantage of the homeschooling village that had sprouted up around her. One mother ran a theater group, a dad ran a math group, and McDonald oversaw a creative-writing club. Their children took supplementary classes at the Harvard Extension School and Bunker Hill Community College. “I wanted them to be in charge of their own education and decide what they were interested in, and not have someone else telling them what to do and what they were good at,” she says. And by any measure, it’s working. McDonald’s daughter Claire—the third of her four children to be homeschooled—will enter Harvard College as a freshman this fall. Back in the ’90s, McDonald was considered a homeschooling pioneer; now she’s joined by a growing movement of parents who are abstaining from traditional schooling, not on religious grounds but because of another strong belief: that they can educate their kids better than the system can. Though far from mainstream (an estimated 2.2 million students are home-educated in the U.S.), secular homeschooling is trending up. Last year, 277 children were homeschooled in Boston, more than double the total from 2004; in Cambridge the number was 46. (In surrounding towns, the numbers are growing, too: During the 2013–2014 school year, Arlington had 55; Somerville, 36; Winthrop, 5; Brookline, 11; Natick, 36; Newton, 33; and Watertown, 24.) There’s enough momentum that major cultural institutions—from the Franklin Park Zoo and the New England Aquarium to the Museum of Fine Arts and MIT’s Edgerton Center—now regularly offer classes for homeschoolers. Tellingly, even public school systems are becoming more accommodating. In Cambridge, for example, homeschoolers have the option to attend individual classes in the district’s schools. Some take math or science classes and participate in sports—last year, one homeschooler took music and piano lessons. Carolyn Turk, deputy superintendent for teaching and learning at Cambridge Public Schools, says she’s seeing more of this “hybrid” approach than in the past. “In Cambridge we look at homeschooling as a choice,” she says. “Cambridge is a city of choice.” The Boston Public Schools, meanwhile, have begun to view homeschooling as one of the many laboratories in which it can explore new teaching methods. “These people are looking to do instructive, nontraditional education. It’s all different types of people from all incomes,” says Freddie Fuentes, the executive director of educational options for Boston Public Schools. Fuentes, who personally helps parents with academic plans, finds that many homeschooling parents want “very deep, expeditionary learning” for their children. “A lot of them are looking at innovative ways of learning,” he says. “We as a school system need to think about innovation and the cutting edge.” In other words, homeschooling is arriving here in a very Boston-like way: It’s aspirational, intellectual, entrepreneurial, and innovative. (http://www.bostonmagazine.com/news/article/2015/08/25/homeschooling-in-boston/) According to the text, parents are opting for homeschooling because they think

Mark the alternative with the correct relation between main and conditional clauses:

Analyse the sentence: “It is the world’s largest chain of hamburger restaurants with 31,000 eateries”. Choose the only alternative that gives a wrong example of a superlative adjective.

Our Kids Don’t Belong in School By Bridget Samburg | Boston Magazine | September 2015 When Milva McDonald sent her oldest daughter to Newton public school kindergarten in 1990, she was disturbed by what she saw. The kids were being tracked, even at that young age. And then there were the endless hours the small children spent sitting at their desks. It felt unnatural. In the real world, you wouldn’t be stuck in a room with people all the same ages with one person directing them, she thought. During that single year her daughter was in the school system, McDonald saw enough to convince her that she could do better on her own. That would be no small feat: Newton’s public schools have long been rated as among the best in the state (in our Greater Boston rankings this year, they’re 10th.). But she’d always worked part time—she’s now an online editor—and she was fortunate that she could maintain a flexible schedule. So she yanked her daughter out of school, and over the next two decades homeschooled all four of her children—including her youngest, Abigail Dickson, who’s now 16. McDonald’s first homeschool rule was to throw out the book and let her children guide their learning, at their own pace. In lieu of a curriculum or published guides, McDonald improvised, taking advantage of the homeschooling village that had sprouted up around her. One mother ran a theater group, a dad ran a math group, and McDonald oversaw a creative-writing club. Their children took supplementary classes at the Harvard Extension School and Bunker Hill Community College. “I wanted them to be in charge of their own education and decide what they were interested in, and not have someone else telling them what to do and what they were good at,” she says. And by any measure, it’s working. McDonald’s daughter Claire—the third of her four children to be homeschooled—will enter Harvard College as a freshman this fall. Back in the ’90s, McDonald was considered a homeschooling pioneer; now she’s joined by a growing movement of parents who are abstaining from traditional schooling, not on religious grounds but because of another strong belief: that they can educate their kids better than the system can. Though far from mainstream (an estimated 2.2 million students are home-educated in the U.S.), secular homeschooling is trending up. Last year, 277 children were homeschooled in Boston, more than double the total from 2004; in Cambridge the number was 46. (In surrounding towns, the numbers are growing, too: During the 2013–2014 school year, Arlington had 55; Somerville, 36; Winthrop, 5; Brookline, 11; Natick, 36; Newton, 33; and Watertown, 24.) There’s enough momentum that major cultural institutions—from the Franklin Park Zoo and the New England Aquarium to the Museum of Fine Arts and MIT’s Edgerton Center—now regularly offer classes for homeschoolers. Tellingly, even public school systems are becoming more accommodating. In Cambridge, for example, homeschoolers have the option to attend individual classes in the district’s schools. Some take math or science classes and participate in sports—last year, one homeschooler took music and piano lessons. Carolyn Turk, deputy superintendent for teaching and learning at Cambridge Public Schools, says she’s seeing more of this “hybrid” approach than in the past. “In Cambridge we look at homeschooling as a choice,” she says. “Cambridge is a city of choice.” The Boston Public Schools, meanwhile, have begun to view homeschooling as one of the many laboratories in which it can explore new teaching methods. “These people are looking to do instructive, nontraditional education. It’s all different types of people from all incomes,” says Freddie Fuentes, the executive director of educational options for Boston Public Schools. Fuentes, who personally helps parents with academic plans, finds that many homeschooling parents want “very deep, expeditionary learning” for their children. “A lot of them are looking at innovative ways of learning,” he says. “We as a school system need to think about innovation and the cutting edge.” In other words, homeschooling is arriving here in a very Boston-like way: It’s aspirational, intellectual, entrepreneurial, and innovative. (http://www.bostonmagazine.com/news/article/2015/08/25/homeschooling-in-boston/) Check the alternative in which the underlined word contains the same kind of derivational suffix as the one in the underlined word in “now she’s joined by a growing movement of parents who are abstaining from traditional schooling” (5ᵗʰ paragraph).