Questões para Concursos

READ THE TEXT AND ANSWER THE QUESTION: Chatbots could be used to steal data, says cybersecurity agency The UK’s cybersecurity agency has warned that there is an increasing risk that chatbots could be manipulated by hackers. The National Cyber Security Centre (NCSC) has said that individuals could manipulate the prompts of chatbots, which run on artificial intelligence by creating a language model and give answers to questions by users, through “prompt injection” attacks that would make them behave in an unintended manner. The point of a chatbot is to mimic human-like conversations, which it has been trained to do through scraping large amounts of data. Commonly used in online banking or online shopping, chatbots are generally designed to handle simple requests. Large language models, such as OpenAI’s ChatGPT and Google’s AI chatbot Bard, are trained using data that generates human-like responses to user prompts. Since chatbots are used to pass data to third-party applications and services, the NCSC has said that risks from malicious “prompt injection” will grow. For instance, if a user inputs a statement or question that a language model is not familiar with, or if they find a combination of words to override the model’s original script or prompts, the user can cause the model to perform unintended actions. Such inputs could cause a chatbot to generate offensive content or reveal confidential information in a system that accepts unchecked input. According to the NCSC, prompt injection attacks can also cause real world consequences, if systems are not designed with security. The vulnerability of chatbots and the ease with which prompts can be manipulated could cause attacks, scams and data theft. The large language models are increasingly used to pass data to third-party applications and services, meaning the risks from malicious prompt injection will grow. The NCSC said: “Prompt injection and data poisoning attacks can be extremely difficult to detect and mitigate. However, no model exists in isolation, so what we can do is design the whole system with security in mind.” The NCSC said that cyber-attacks caused by artificial intelligence and machine learning that leaves systems vulnerable can be mitigated through designing for security and understanding the attack techniques that exploit “inherent vulnerabilities” in machine learning algorithm. Adapted from: The Guardian , Wednesday 30 August 2023, page 4.

Read

Text I and answer the question that follow it:

Text I Multimodality in the English language classroom: A systematic review of literature Literacy in the 21 st century is now no longer regarded simply as the ability to use a language competently in a mono-cultural setting. Literacy today involves students knowing how to navigate across an increasingly complex communication landscape and to negotiate a range of contexts and patterns of intercultural meanings as well as the prevalence of multimodal texts. Contemporary communication environment is characterised by multimodal meaning-making, that is the “multiplicities of media and modes”, as well as “increasing local diversity and global connectedness” (New London Group, 1996, p. 62) which necessitates a shift in the pedagogical approaches that are adopted by teachers. This is especially so in the digital age where a sole focus on language in literacy is no longer sufficient for the new workplace given that a revised sense of ‘competence’ is required. The recognition of social diversity also demands pedagogical approaches that engage with the transcultural and multicultural classroom. Issues of the day such as fake news and social justice concerns also need to be addressed in the literacy classroom. Multimodality focuses on understanding how semiotic resources (visual, gestural, spatial, linguistic, and others) work and are organised. Multimodality in education adopts an expanded view of literacy to include the range of multimodal communicative practices which young people are involved in today's digital age. Multimodal pedagogies refer to the ways in which the teacher can design learning experiences using a range of multimodal resources. It involves teachers making design choices in the ways in which the curriculum content is expressed, arranged, andsequenced multimodally. Multimodal pedagogies also involve designing opportunities for students to explore and perform ideas and identities using a range of meaning-making resources. The teaching and learning activities often involve drawing from the students’ funds of knowledge and their lifeworld. With multimodal pedagogies, teachers orchestrate the learning process by weaving together a series of knowledge representations into a cohesive tapestry and in so doing make apt selection of meaning-making resources to design the students’ learning experience. Adapted from https://www.sciencedirect.com/science /article/abs/pii/S0898589822000365

Read

Text I and answer the question that follow it:

Text I Multimodality in the English language classroom: A systematic review of literature Literacy in the 21 st century is now no longer regarded simply as the ability to use a language competently in a mono-cultural setting. Literacy today involves students knowing how to navigate across an increasingly complex communication landscape and to negotiate a range of contexts and patterns of intercultural meanings as well as the prevalence of multimodal texts. Contemporary communication environment is characterised by multimodal meaning-making, that is the “multiplicities of media and modes”, as well as “increasing local diversity and global connectedness” (New London Group, 1996, p. 62) which necessitates a shift in the pedagogical approaches that are adopted by teachers. This is especially so in the digital age where a sole focus on language in literacy is no longer sufficient for the new workplace given that a revised sense of ‘competence’ is required. The recognition of social diversity also demands pedagogical approaches that engage with the transcultural and multicultural classroom. Issues of the day such as fake news and social justice concerns also need to be addressed in the literacy classroom. Multimodality focuses on understanding how semiotic resources (visual, gestural, spatial, linguistic, and others) work and are organised. Multimodality in education adopts an expanded view of literacy to include the range of multimodal communicative practices which young people are involved in today's digital age. Multimodal pedagogies refer to the ways in which the teacher can design learning experiences using a range of multimodal resources. It involves teachers making design choices in the ways in which the curriculum content is expressed, arranged, andsequenced multimodally. Multimodal pedagogies also involve designing opportunities for students to explore and perform ideas and identities using a range of meaning-making resources. The teaching and learning activities often involve drawing from the students’ funds of knowledge and their lifeworld. With multimodal pedagogies, teachers orchestrate the learning process by weaving together a series of knowledge representations into a cohesive tapestry and in so doing make apt selection of meaning-making resources to design the students’ learning experience. Adapted from https://www.sciencedirect.com/science /article/abs/pii/S0898589822000365

In May 2021, a hole was found in a robotic arm aboard the International Space Station (ISS). The suspected culprit was a piece of rogue space junk. While thankfully no astronauts were injured, it has re-focussed attention on the growing problem of orbital debris.

How did we get here?
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It’s easy to forget that just seven decades ago the Moon was the only thing orbiting the Earth. On 1 January 2021 there were 6,542 satellites in orbit. Tellingly, only just over half of them were active. That’s a lot of useless metal careering around the planet at 28,000 kph — ten times faster than a bullet.
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How bad is the problem?
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Very bad and getting worse. Estimates suggest there are currently half a million pieces of debris the size of a marble or larger and 100 million pieces of debris above one millimeter across. Yet only 27,000 pieces are actively tracked by the US Department of Defense.
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What is Kessler syndrome?
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It’s a catastrophic chain of events in which a satellite is shattered by a piece of space junk (or a collision with another satellite) and the resulting debris destroys more satellites creating more junk and so on in a never-ending cascade. It’s a domino effect – one piece falls and then takes the rest with it – and is named after NASA scientist Donald Kessler, who outlined the dangers back in 1978.
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What can we do about it?
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Better regulation of new launches would help, as right now it’s a bit of a free-for-all. There are existing regulations in place to try and mitigate the dangers, such as a 25-year de-orbit rule for missions in low-Earth orbit. However, ESA’s Space Debris Environment Report says that less than 60 per cent of those flying in low-Earth orbit currently stick to the rules.
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Colin Stuart. Space Junk : Is it a disaster waiting to happen?
Internet: (adapted).

Considering the text above, judge the following items.

Here’s why we’ll never be able to build a brain in a computer It’s easy to equate brains and computers – they’re both thinking machines, after all. But the comparison doesn’t really stand up to closer inspection, as Dr. Lisa Feldman Barrett reveals. People often describe the brain as a computer, as if neurons are like hardware and the mind is software. But this metaphor is deeply flawed. A computer is built from static parts, whereas your brain constantly rewires itself as you age and learn. A computer stores information in files that are retrieved exactly, but brains don’t store information in any literal sense. Your memory is a constant construction of electrical pulses and swirling chemicals, and the same remembrance can be reassembled in different ways at different times. Brains also do something critical that computers today can’t. A computer can be trained with thousands of photographs to recognise a dandelion as a plant with green leaves and yellow petals. You, however, can look at a dandelion and understand that in different situations it belongs to different categories. A dandelion in your vegetable garden is a weed, but in a bouquet from your child it’s a delightful flower. A dandelion in a salad is food, but people also consume dandelions as herbal medicine. In other words, your brain effortlessly categorises objects by their function , not just their physical form. Some scientists believe that this incredible ability of the brain, called ad hoc category construction, may be fundamental to the way brains work. Also, unlike a computer, your brain isn’t a bunch of parts in an empty case. Your brain inhabits a body, a complex web of systems that include over 600 muscles in motion, internal organs, a heart that pumps 7,500 litres of blood per day, and dozens of hormones and other chemicals, all of which must be coordinated, continually, to digest food, excrete waste, provide energy and fight illness.[…] If we want a computer that thinks, feels, sees or acts like us, it must regulate a body – or something like a body – with a complex collection of systems that it must keep in balance to continue operating, and with sensations to keep that regulation in check. Today’s computers don’t work this way, but perhaps some engineers can come up with something that’s enough like a body to provide this necessary ingredient. For now, ‘brain as computer’ remains just a metaphor. Metaphors can be wonderful for explaining complex topics in simple terms, but they fail when people treat the metaphor as an explanation. Metaphors provide the illusion of knowledge. (Adapted from https://www.sciencefocus.com/future-technology/canwe-build-brain-computer/ Published: 24th October, 2021, retrieved on February 9th, 2022)

Atenção: Para responder às questões de números 39 e 40, baseie-se no texto abaixo.

Mobile Devices and Apps for Health Care Professionals: Uses and Benefits
C. Lee Ventola

The use of mobile devices by health care professionals (HCPs) has transformed many aspects of clinical practice. Mobile devices have become commonplace in health care settings, leading to rapid growth in the development of medical software applications (apps) for these platforms. Numerous apps are now available to assist HCPs with many important tasks, such as: information and time management; health record maintenance and access; communications and consulting; reference and information gathering; patient management and monitoring; clinical decision-making; and medical education and training.
Mobile devices and apps provide many benefits for health care professionals (HCPs), perhaps most significantly increased access to point-of-care tools, which has been shown to support better clinical decision-making and improved patient outcomes. However, some HCPs remain reluctant to adopt their use. Despite the benefits they offer, better standards and validation practices regarding mobile medical apps need to be established to ensure the proper use and integration of these increasingly sophisticated tools into medical practice. These measures will raise the barrier for entry into the medical app market, increasing the quality and safety of the apps currently available for use by HCPs.

(Adapted from: www.ncbi.nlm.nih.gov )

As a young democracy, Brazil has confronted economic and financial upheavals in the past. The country’s economic crisis of 2014—2017 saw a drastic fall in gross domestic product (GDP), stark rise in unemployment, a severe fiscal crisis, and an increased budget deficit. Since then, the economy has been a prominent issue in political conversations, especially regarding globalization and the ways in which trade liberalization can affect economic growth. Those running for office in 2018 differed slightly in this debate, and comparing the proposals and backgrounds of their economic advisors was as important as comparing the candidates themselves.

Lara Bartilotti Picanço, Mariana Nozela Prado & Andrew Allen. Economy and Trade — Brazil 2018 Understanding the Issues. August 14, 2018. Internet: (adapted).

Considering the text above, judge the following items.

TEXT III- Questions 27 to 36

Five ways to get a better bedtime routine by

Amy Sedghi

Getting to sleep can be a struggle , but blackout
blinds and to-do lists can help – as can reserving
the bedroom for sex and shut-eye


An eye mask will block out light.

1. Go to bed at regular times

Going to sleep and waking up at regular times –
even on weekends – will strengthen your body
clock, says Dr Lizzie Hill, a clinical sleep
physiologist and a spokeswoman for the British
Sleep Society. Regular mealtimes are also an
important cue for your circadian rhythm. Avoid
exercise too close to bedtime, as it can cause
restlessness and an elevated body temperature,
says Samantha Briscoe, a senior physiologist at
the Sleep Centre at London Bridge hospital.

2. Protect the bedroom

Preserve the bedroom as a place for sleep (and
sex): there is evidence that the brain forms a strong
association with sleep there. A temperature of 16-
18C (60-64F) is thought to be ideal for most,
according to the Sleep Council, an awareness and
support organisation. Blackout blinds or an eye
mask can help block out light, while keeping
electronic devices out of the bedroom is highly
recommended. If you struggle to fall asleep after
more than 25 minutes, Matthew Walker – a sleep
expert and a professor of neuroscience and
psychology at the University of California, Berkeley
– suggests getting up and going to read under a
dim light in another room. Once sleepy, you can
return to bed.

3. Get ahead on the next day

Your night-time routine is an opportunity to make
mornings run a little smoother: choose your clothes
for the next day when you reach for your pyjamas
or pack your bag while brushing your teeth. Martin
Hagger, a professor of health psychology at the
University of California, Merced, has stressed how
routines are linked to the formation of healthy
habits.

4. Wind down

Reading a book can help slow breathing and relax
muscles, while yoga stretches or even a gentle
walk can reduce anxiety, says Briscoe. A warm bath or shower can also help you relax:
researchers at the University of Texas at Austin
found that bathing in water of 40-42.5C one to two
hours before bedtime was associated with better
sleep.

5. Write down your worries

“If your mind is buzzing from the day, try keeping
a journal or worry book,” suggests Hill. The NHS
also recommends writing to-do lists for the next
day in order to organise thoughts and clear the
mind. “If you experience difficulty with sleep over
the longer term, consider whether there may be an
underlying medical condition,” says Hill. A sleep
diary could help you identify any patterns

(https://www.theguardian.com/lifeandstyle/2019/oct/04/five-ways-toget-
a-better-bedtime-routine. Access: 08/01/2020)

TEXT III- Questions 27 to 36

Five ways to get a better bedtime routine by

Amy Sedghi

Getting to sleep can be a struggle , but blackout
blinds and to-do lists can help – as can reserving
the bedroom for sex and shut-eye


An eye mask will block out light.

1. Go to bed at regular times

Going to sleep and waking up at regular times –
even on weekends – will strengthen your body
clock, says Dr Lizzie Hill, a clinical sleep
physiologist and a spokeswoman for the British
Sleep Society. Regular mealtimes are also an
important cue for your circadian rhythm. Avoid
exercise too close to bedtime, as it can cause
restlessness and an elevated body temperature,
says Samantha Briscoe, a senior physiologist at
the Sleep Centre at London Bridge hospital.

2. Protect the bedroom

Preserve the bedroom as a place for sleep (and
sex): there is evidence that the brain forms a strong
association with sleep there. A temperature of 16-
18C (60-64F) is thought to be ideal for most,
according to the Sleep Council, an awareness and
support organisation. Blackout blinds or an eye
mask can help block out light, while keeping
electronic devices out of the bedroom is highly
recommended. If you struggle to fall asleep after
more than 25 minutes, Matthew Walker – a sleep
expert and a professor of neuroscience and
psychology at the University of California, Berkeley
– suggests getting up and going to read under a
dim light in another room. Once sleepy, you can
return to bed.

3. Get ahead on the next day

Your night-time routine is an opportunity to make
mornings run a little smoother: choose your clothes
for the next day when you reach for your pyjamas
or pack your bag while brushing your teeth. Martin
Hagger, a professor of health psychology at the
University of California, Merced, has stressed how
routines are linked to the formation of healthy
habits.

4. Wind down

Reading a book can help slow breathing and relax
muscles, while yoga stretches or even a gentle
walk can reduce anxiety, says Briscoe. A warm bath or shower can also help you relax:
researchers at the University of Texas at Austin
found that bathing in water of 40-42.5C one to two
hours before bedtime was associated with better
sleep.

5. Write down your worries

“If your mind is buzzing from the day, try keeping
a journal or worry book,” suggests Hill. The NHS
also recommends writing to-do lists for the next
day in order to organise thoughts and clear the
mind. “If you experience difficulty with sleep over
the longer term, consider whether there may be an
underlying medical condition,” says Hill. A sleep
diary could help you identify any patterns

(https://www.theguardian.com/lifeandstyle/2019/oct/04/five-ways-toget-
a-better-bedtime-routine. Access: 08/01/2020)