Questões do ENEM: Linguagens e nível médio

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8.516 questões encontradas. Mostrando a página 306 de 426.

  • 304747E6-3B

    Inglês

    Interpretação de texto | Reading comprehension
    PUC - RJ · 2013MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, PUC - RJ 2013, Interpretação de texto | Reading comprehension

    The text ‘Brazil as a bridge between old and new powers?’ has been extracted from a text published in the periodical International Affairs, issue nº 89. The issue, as stated by the editors in an introductory article, ‘… has been divided into two parts. Part one comprises case-studies of three rising powers — Brazil, India and China — while the articles in part two cover the various actors and entities that have reason and/or ability to attempt to manage the rise of new powers. (…) These multiple actors may be grouped into four categories…’


    The following definitions were given in the introductory article for each of the categories:


    1. This group comprises states and groupings of states that have acquired, over the past decades, the role of agendasetters as Great Powers. They have exerted defining influence in shaping the rules and norms of global governance. Despite their relative decline (especially with reference to the rising powers), they still have enough power to act as gatekeepers to the inner sanctums of international regimes.


    2. In this category are the countries that represent the proverbial grass that gets trampled when elephants fight. They often form the unfortunate terrain on which scrambles for power can occur, but are also occasionally able to exercise powerful leverage by providing the follower base that aspiring leaders seek, and legitimize claims to greater power by securing for those leaders the backing of large numbers.


    3. As the shift in the balance of power that we see under way today is not occurring simply between states, this category includes businesses and non-governmental organizations (NGOs) that have emerged as repositories and brokers of power, effectively harnessed by states at different levels of the hierarchy and harnessing them to serve their own causes in turn.


    4. This category recognizes that most international organizations, regimes and networks are seldom ‘actors’ in their own right. But different organizations, networks and regimes, even when made up of similar memberships, show different degrees of adaptability and reform in response to the needs and demands posed by rising powers.


    The sequence that matches the category with its definition is:

    Escolha uma alternativa para a questão 304747e6-3b
  • 303AF054-3B

    Inglês

    Verbos modais | Modal verbs
    PUC - RJ · 2013MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, PUC - RJ 2013, Verbos modais | Modal verbs

    In “The interesting point is that this may present more of an opportunity than a threat…” (lines 160-161), ‘may present’ is replaced without change in meaning by
    Escolha uma alternativa para a questão 303af054-3b
  • 30357A07-3B

    Inglês

    Interpretação de texto | Reading comprehension
    PUC - RJ · 2013MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, PUC - RJ 2013, Interpretação de texto | Reading comprehension

    The fragment “Brazilian musician Tom Jobim’s line that ‘Brazil is not for beginners’” (lines 143-144) is used by the author to
    Escolha uma alternativa para a questão 30357a07-3b
  • 302A935F-3B

    Inglês

    Presente perfeito progressivo | Present perfect continuous
    PUC - RJ · 2013MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, PUC - RJ 2013, Presente perfeito progressivo | Present perfect continuous

    In the fragment “For the last 20 years Itamaraty has been working to position Brazil as a leader of first South America and then the global South.” (lines 100-102), ‘has been working’ expresses
    Escolha uma alternativa para a questão 302a935f-3b
  • 300FC4D6-3B

    Inglês

    Interpretação de texto | Reading comprehension
    PUC - RJ · 2013MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, PUC - RJ 2013, Interpretação de texto | Reading comprehension

    In the fragment “But when examined on a deeper level, the country bears more resemblance to a distributive, value-claiming actor.” (lines 50-52) the expression ‘to bear resemblance to’ means
    Escolha uma alternativa para a questão 300fc4d6-3b
  • 30029021-3B

    Inglês

    Sinônimos | Synonyms
    PUC - RJ · 2013MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, PUC - RJ 2013, Sinônimos | Synonyms

    In the fragments “the country exports advanced passenger aircraft and high fashion design while simultaneously grappling with tens of millions struggling to survive in poverty” (lines 10-13) and “The ability of Brazilian diplomats to carry off this double identity rests in the country’s carefully constructed position as the intermediate or bridging ground between the South and the North.” (lines 52-55), ‘grappling with’ and carry off’ mean, respectively:
    Escolha uma alternativa para a questão 30029021-3b
  • F2EE1EB5-3B

    Inglês

    Interpretação de texto | Reading comprehension
    PUC - RJ · 2013MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, PUC - RJ 2013, Interpretação de texto | Reading comprehension

    The phrase “a chicken-and-egg problem” (. 30) expresses the idea of
    Escolha uma alternativa para a questão f2ee1eb5-3b
  • E82245A3-3B

    Inglês

    Interpretação de texto | Reading comprehension
    PUC - RJ · 2013MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, PUC - RJ 2013, Interpretação de texto | Reading comprehension

    According to a safety engineer working on the project, for autonomous parking to work, most of the technology involved has to be in the car itself. One device which is NOT present in the Swedish test car is
    Escolha uma alternativa para a questão e82245a3-3b
  • E80BAAAC-3B

    Inglês

    Interpretação de texto | Reading comprehension
    PUC - RJ · 2013MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, PUC - RJ 2013, Interpretação de texto | Reading comprehension

    The phrase “a chicken-and-egg problem” (.l 30) expresses the idea of
    Escolha uma alternativa para a questão e80baaac-3b
  • E7FD8373-3B

    Inglês

    Interpretação de texto | Reading comprehension
    PUC - RJ · 2013MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, PUC - RJ 2013, Interpretação de texto | Reading comprehension

    The text implies that driverless cars are
    Escolha uma alternativa para a questão e7fd8373-3b
  • 695DDA42-3B

    Inglês

    Advérbios e conjunções | Adverbs and conjunctions
    PUC - RJ · 2013MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, PUC - RJ 2013, Advérbios e conjunções | Adverbs and conjunctions

    In “They find immersion stressful and anxiety-inducing, although it is not life-threatening.” (l 67-68), “although” expresses the idea of .
    Escolha uma alternativa para a questão 695dda42-3b
  • 69517C56-3B

    Inglês

    Interpretação de texto | Reading comprehension
    PUC - RJ · 2013MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, PUC - RJ 2013, Interpretação de texto | Reading comprehension

    In “Given access to cages (…) the sedentary animals.” (l. 38-43), we learn that
    Escolha uma alternativa para a questão 69517c56-3b
  • 6941BB65-3B

    Inglês

    Interpretação de texto | Reading comprehension
    PUC - RJ · 2013MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, PUC - RJ 2013, Interpretação de texto | Reading comprehension

    In paragraph 2 (l. 6-12), the author argues that
    Escolha uma alternativa para a questão 6941bb65-3b
  • DE1838C5-24

    Inglês

    Interpretação de texto | Reading comprehension
    SENAC-SP · 2013MédioEntre para guardar nos favoritos
    Atenção: A  questão refere-se ao texto apresentado abaixo.

    The stories behind the black opera stars of 'I Live to Sing'
    Washington Post − Saturday, August 24, 2013

    Julie Cohen and Kamal Khan met in elementary school in Fairfax County about 40 yearsFigura 1 de 2 da questão de Inglês, SENAC-SP 2013, Interpretação de texto | Reading comprehension  . Today, Cohen, 49, is the Brooklyn-based founder of BetterThanFiction Productions, a documentary film company; Khan is the director of the University of Cape Town Opera School. “I Live to Sing," a feature-length documentary directed and produced by Cohen, focuses on three of Khan's black students who made their way from humble beginnings in often poverty-ridden townships to excel in opera ‒an art form most closely associated with white, elite audiences and performers.

    How did you come to do this project?
    It was just the fortuitous situation of knowing Kamal Khan. I met Kamal in third grade at Pine Ridge Elementary School in Fairfax County. He was unusual in that even at age 9 his prime interests seemed to be opera, classical music, Shakespeare. These are interests that when you're 40 and living in New York are not so strange! He became James Levine's assistant conductor at the Metropolitan Opera and he still now does a lot of conducting internationally, although his home base is at the University of Cape Town. In the meantime I started doing several documentaries about the human side behind the performing arts. Knowing what Kamal was up to I realized that his fascinating work − from an artistic, political and social context − was just the sort of thing I was interested in making films about.

    Why is it interesting to you to document performing artists?
    We're all so steeped in the relatively small circle of people who become really famous or really big deals. But it's also, I think, wonderful to see the work of and hear the life stories of the majority of performing artists who are toiling away, many of whom are supremely talented, but the world doesn't necessarily get to know.

    Tell me about Linda's life, the young soprano featured in your film.
    Linda Nteleza comes from a huge township adjacent to Cape Town that has a lot of problems − poverty, health-care issues, education issues, huge unemployment. I believe it has the fastest-growing rate of tuberculosis in the world, and Linda has suffered from the consequences of that. Linda learned to sing in school and then followed by her work in community choir, and through the teachers and coaches learned about University of Cape Town and its music program. She lived only a half-hour from the university but hadn't been aware that music was something that was out there. She was encouraged to go and apply. I think she didn't expect to get it, but to her joy andnamazement she did.
    When Linda told her mother that “I want to go to college to study opera," her mother's immediate response was, “What's opera?" It wasn't that she wasn't well-versed in the art form; she didn't know what it was. Linda herself had first heard opera in a TV commercial for Shell Oil that had a beautiful soprano opera singer as background music and she was completely entranced, like, “That's what I want to sing."
    Were you an opera fan before this?
    [Laughs] I . . . must . . . confess that I was not only not an opera fan, but really almost actively probably disliked opera before this project. That's actually not something that I mentioned to Kamal when I pitched the idea of “Can I follow your program around? Can I bring cameras to your school?" [Laughs] . . . But as often when you delve into different art forms, particularly classical art forms that you are ignorant of, the more you get to know it, theFigura 2 de 2 da questão de Inglês, SENAC-SP 2013, Interpretação de texto | Reading comprehension  it starts to sound.

    (Adapted from http://www.washingtonpost.com/lifestyle/style/qanda-the-stories-behind-the-black-opera-stars-of-i-live-to sing/2013/08/23)
    Segundo o texto,
    Escolha uma alternativa para a questão de1838c5-24
  • DE12EA2D-24

    Inglês

    Interpretação de texto | Reading comprehension
    SENAC-SP · 2013MédioEntre para guardar nos favoritos
    Atenção: A  questão refere-se ao texto apresentado abaixo.

    The stories behind the black opera stars of 'I Live to Sing'
    Washington Post − Saturday, August 24, 2013

    Julie Cohen and Kamal Khan met in elementary school in Fairfax County about 40 yearsFigura 1 de 2 da questão de Inglês, SENAC-SP 2013, Interpretação de texto | Reading comprehension  . Today, Cohen, 49, is the Brooklyn-based founder of BetterThanFiction Productions, a documentary film company; Khan is the director of the University of Cape Town Opera School. “I Live to Sing," a feature-length documentary directed and produced by Cohen, focuses on three of Khan's black students who made their way from humble beginnings in often poverty-ridden townships to excel in opera ‒an art form most closely associated with white, elite audiences and performers.

    How did you come to do this project?
    It was just the fortuitous situation of knowing Kamal Khan. I met Kamal in third grade at Pine Ridge Elementary School in Fairfax County. He was unusual in that even at age 9 his prime interests seemed to be opera, classical music, Shakespeare. These are interests that when you're 40 and living in New York are not so strange! He became James Levine's assistant conductor at the Metropolitan Opera and he still now does a lot of conducting internationally, although his home base is at the University of Cape Town. In the meantime I started doing several documentaries about the human side behind the performing arts. Knowing what Kamal was up to I realized that his fascinating work − from an artistic, political and social context − was just the sort of thing I was interested in making films about.

    Why is it interesting to you to document performing artists?
    We're all so steeped in the relatively small circle of people who become really famous or really big deals. But it's also, I think, wonderful to see the work of and hear the life stories of the majority of performing artists who are toiling away, many of whom are supremely talented, but the world doesn't necessarily get to know.

    Tell me about Linda's life, the young soprano featured in your film.
    Linda Nteleza comes from a huge township adjacent to Cape Town that has a lot of problems − poverty, health-care issues, education issues, huge unemployment. I believe it has the fastest-growing rate of tuberculosis in the world, and Linda has suffered from the consequences of that. Linda learned to sing in school and then followed by her work in community choir, and through the teachers and coaches learned about University of Cape Town and its music program. She lived only a half-hour from the university but hadn't been aware that music was something that was out there. She was encouraged to go and apply. I think she didn't expect to get it, but to her joy andnamazement she did.
    When Linda told her mother that “I want to go to college to study opera," her mother's immediate response was, “What's opera?" It wasn't that she wasn't well-versed in the art form; she didn't know what it was. Linda herself had first heard opera in a TV commercial for Shell Oil that had a beautiful soprano opera singer as background music and she was completely entranced, like, “That's what I want to sing."
    Were you an opera fan before this?
    [Laughs] I . . . must . . . confess that I was not only not an opera fan, but really almost actively probably disliked opera before this project. That's actually not something that I mentioned to Kamal when I pitched the idea of “Can I follow your program around? Can I bring cameras to your school?" [Laughs] . . . But as often when you delve into different art forms, particularly classical art forms that you are ignorant of, the more you get to know it, theFigura 2 de 2 da questão de Inglês, SENAC-SP 2013, Interpretação de texto | Reading comprehension  it starts to sound.

    (Adapted from http://www.washingtonpost.com/lifestyle/style/qanda-the-stories-behind-the-black-opera-stars-of-i-live-to sing/2013/08/23)
    According to the text,
    Escolha uma alternativa para a questão de12ea2d-24
  • DE0B593E-24

    Inglês

    Adjetivos | Adjectives
    SENAC-SP · 2013MédioEntre para guardar nos favoritos
    Atenção: A  questão refere-se ao texto apresentado abaixo.

    The stories behind the black opera stars of 'I Live to Sing'
    Washington Post − Saturday, August 24, 2013

    Julie Cohen and Kamal Khan met in elementary school in Fairfax County about 40 yearsFigura 1 de 3 da questão de Inglês, SENAC-SP 2013, Adjetivos | Adjectives  . Today, Cohen, 49, is the Brooklyn-based founder of BetterThanFiction Productions, a documentary film company; Khan is the director of the University of Cape Town Opera School. “I Live to Sing," a feature-length documentary directed and produced by Cohen, focuses on three of Khan's black students who made their way from humble beginnings in often poverty-ridden townships to excel in opera ‒an art form most closely associated with white, elite audiences and performers.

    How did you come to do this project?
    It was just the fortuitous situation of knowing Kamal Khan. I met Kamal in third grade at Pine Ridge Elementary School in Fairfax County. He was unusual in that even at age 9 his prime interests seemed to be opera, classical music, Shakespeare. These are interests that when you're 40 and living in New York are not so strange! He became James Levine's assistant conductor at the Metropolitan Opera and he still now does a lot of conducting internationally, although his home base is at the University of Cape Town. In the meantime I started doing several documentaries about the human side behind the performing arts. Knowing what Kamal was up to I realized that his fascinating work − from an artistic, political and social context − was just the sort of thing I was interested in making films about.

    Why is it interesting to you to document performing artists?
    We're all so steeped in the relatively small circle of people who become really famous or really big deals. But it's also, I think, wonderful to see the work of and hear the life stories of the majority of performing artists who are toiling away, many of whom are supremely talented, but the world doesn't necessarily get to know.

    Tell me about Linda's life, the young soprano featured in your film.
    Linda Nteleza comes from a huge township adjacent to Cape Town that has a lot of problems − poverty, health-care issues, education issues, huge unemployment. I believe it has the fastest-growing rate of tuberculosis in the world, and Linda has suffered from the consequences of that. Linda learned to sing in school and then followed by her work in community choir, and through the teachers and coaches learned about University of Cape Town and its music program. She lived only a half-hour from the university but hadn't been aware that music was something that was out there. She was encouraged to go and apply. I think she didn't expect to get it, but to her joy andnamazement she did.
    When Linda told her mother that “I want to go to college to study opera," her mother's immediate response was, “What's opera?" It wasn't that she wasn't well-versed in the art form; she didn't know what it was. Linda herself had first heard opera in a TV commercial for Shell Oil that had a beautiful soprano opera singer as background music and she was completely entranced, like, “That's what I want to sing."
    Were you an opera fan before this?
    [Laughs] I . . . must . . . confess that I was not only not an opera fan, but really almost actively probably disliked opera before this project. That's actually not something that I mentioned to Kamal when I pitched the idea of “Can I follow your program around? Can I bring cameras to your school?" [Laughs] . . . But as often when you delve into different art forms, particularly classical art forms that you are ignorant of, the more you get to know it, theFigura 2 de 3 da questão de Inglês, SENAC-SP 2013, Adjetivos | Adjectives  it starts to sound.

    (Adapted from http://www.washingtonpost.com/lifestyle/style/qanda-the-stories-behind-the-black-opera-stars-of-i-live-to sing/2013/08/23)
    A palavra que, no contexto, preenche adequadamente a  lacunaFigura 3 de 3 da questão de Inglês, SENAC-SP 2013, Adjetivos | Adjectives é:
    Escolha uma alternativa para a questão de0b593e-24