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Ano: 2019Banca: UEGOrganização: UEGDisciplina: Língua InglesaTemas: Adjetivos | Advérbios de Grau, Finalidade e Contraste | Advérbios e Conjunções | Uso dos Adjetivos
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Artificial intelligence and the future of medicine
Washington University researchers are working to develop artificial intelligence (AI) systems for health care, which
have the potential to transform the diagnosis and treatment of diseases, helping to ensure that patients get the
right treatment at the right time.
In health care, artificial intelligence relies on the power of computers to sift through and make sense of reams of
electronic data about patients—such as their ages, medical histories, health status, test results, medical images,
DNA sequences, and many other sources of health information. AI excels at the complex identification of patterns
in these reams of data, and it can do this at a scale and speed beyond human capacity. The hope is that this
technology can be harnessed to help doctors and patients make better health-care decisions.
Where are the first places we will start to see AI entering medical practice?
One of the first applications of AI in patient care that we currently see is in imaging, to help improve the diagnosis
of cancer or heart problems, for example. There are many types of imaging tests —X-rays, CT scans, MRIs and
echocardiograms. But the underlying commonality in all those imaging methods is huge amounts of high-quality
data. For AI to work well, it's best to have very complete data sets—no missing numbers, so to speak—and digital
images provide that. Plus, the human eye is often blind to some of the patterns that could be present in these
images—subtle changes in breast tissue over several years of mammograms, for example. There has been some
interesting work done in recognizing early patterns of cancer or early patterns of heart failure that even a highly
trained physician would not see.
In many ways, we already have very simple forms of AI in the clinic now. We've had tools for a long time that
identify abnormal rhythms in an EKG, for example. An abnormal heartbeat pattern triggers an alert to draw a
clinician's attention. This is a computer trying to replicate a human being understanding that data and saying,
"This doesn't look normal, you may need to address this problem." Now, we have the capacity to analyze much
larger and more complex sources of data, such as the entire electronic health record and perhaps even data
pulled from daily life, as more people track their sleep patterns or pulse rates with wearable devices, for example.
What effect will this have on how doctors practice medicine?
It's important to emphasize that these tools are never going to replace clinicians. These technologies will provide
assistance, helping care providers see important signals in massive amounts of data that would otherwise remain
hidden. But at the same time, there are levels of understanding that computers still can't and may never replicate.
To take a treatment recommendation from an AI, even an excellent recommendation, and decide if it's right for the
patient is inherently a human decision-making process. What are the patient's preferences? What are the patient's
values? What does this mean for the patient's life and for his or her family? That's never going to be an AI
function. As these AI systems slowly emerge, we may start to see the roles of physicians changing—in my
opinion, in better ways. Doctors' roles may shift from being data collectors and analyzers to being interpreters and
councilors for patients as they try to navigate their health.
Right now, the challenges we need to address as we try to bring AI into medical practice include improving the quality of the data that we feed into AI systems, developing ways to evaluate whether an AI system is actually better than standard of care, ensuring patient privacy and making sure not only that AI doesn't disrupt clinical work flow but in fact improves it. But if doctors do their jobs right and build these systems well, much of what we have described will become so ingrained in the system, people won't even refer to it separately as informatics or AI. It will just be medicine.
Right now, the challenges we need to address as we try to bring AI into medical practice include improving the quality of the data that we feed into AI systems, developing ways to evaluate whether an AI system is actually better than standard of care, ensuring patient privacy and making sure not only that AI doesn't disrupt clinical work flow but in fact improves it. But if doctors do their jobs right and build these systems well, much of what we have described will become so ingrained in the system, people won't even refer to it separately as informatics or AI. It will just be medicine.
Disponível em: https://medicalxpress.com/news/2018-12-artificial-intelligence-future-medicine.html. Acesso em: 02 maio 2019.
Analisando-se os aspectos linguísticos e estruturais do texto, constata-se que
Ano: 2023Banca: SELECONOrganização: Prefeitura de Campo Verde - MTDisciplina: Língua InglesaTemas: Adjetivos | Formação de Palavras: Prefixos e Sufixos | Uso dos Adjetivos
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TEXT:
Mistakes help you learn
Maija Kozlova
May 19, 2021
It is not uncommon for English language lessons to favour
communication over accuracy: real life is nothing like a
classroom! In real-life situations, when you make a mistake in the
language you are learning, context provides ample information
as to what the intended message is. In fact, most of the time,
impeccable accuracy is not needed at all! “Don’t worry about
making mistakes,” I used to tell my English language students.
“Communicating is the most important thing!”
While making mistakes when trying to master a language might
seem counter-intuitive, letting learners freely communicate
and negotiate meaning is key to success. A learner who
communicates a lot while making a few mistakes is much more
likely to develop confidence for dealing with real-life situations
than a learner who communicates very little because they’re
afraid of making any. In communicative language teaching, for
example, the teacher is tasked with both encouraging the learner
to express themselves and with providing corrective feedback in
a way that is not obstructive to communication.
This means that if a learner says, “I go swimming last night,”
it is much more effective to respond with, “Oh, that’s nice, you
went swimming. What did you do after?” rather than, “No! You
went swimming! Use past simple for past events!” – the former
encourages the learner to continue their narrative while the latter
is much more likely to make the learner stop in their tracks,
re-evaluate the context, and think twice before expressing
themselves again in the future, for the fear of making a mistake
again. Teachers need to be careful not to parrot back everything
the students say in this manner, of course, but the technique
can be an effective method of acknowledging the content of a
student’s response, while also providing feedback on accuracy.
The importance of the freedom to make mistakes in language
learning is also supported by research in psychology, which
suggests that learners who try a task without having mastered
it completely experience improved retention of new information.
A similar experiment in the context of language learning also
indicates that the process of making mistakes activates a greater
network of related knowledge in the brain, which leads to superior
learning outcomes.
It is believed that the key to help learners feel relaxed and ready
for communicating freely in the classroom is authenticity. This
means that there should be both a real communicative need for
a learner to speak and the authentic reaction from those around
to what the learner has said.
Here are a few ways of how such authentic communicative
interactions can be practiced in the classroom:
• surround learners with the English language – encourage
them to speak to you and each other in English;
• don’t worry about diverging from topics that are not strictly
covered in your lesson plan;
• model communication by telling your students stories and
anecdotes about your own life and encourage them to do
the same;
• let your learners have fun with English – give them colloquial
expressions to try and ask them to share some expressions
;
• do not overcorrect – make a note of errors and cover it in
subsequent lessons;
• avoid the temptation to turn what was intended as speaking
practice into a full-on grammar lesson.
While easier said than done, especially when the outcome of an
exam is at stake, it is worth remembering that people that our
learners might come to interact with outside of the classroom
are driven by the natural desire to understand the people they
communicate with. This is especially powerful when practiced in
the context of a classroom. They set the learners up for success
in real-life communication. In other words, when communication
is the goal, mistakes are secondary, and that’s real life, isn’t it?
Adapted from: https://wwwcambridgeenglish.org/blog/mistakes-help-you-learnfreedom-to-fail-in-games-and-language-learning/
Na frase “It is not uncommon for English language lessons
to favour communication over accuracy”, o adjetivo em destaque
foi formado pelo acréscimo de prefixo. O adjetivo formado
corretamente pelo mesmo prefixo de “uncommon” é:
Ano: 2023Banca: CESPE / CEBRASPEOrganização: SERPRODisciplina: Língua InglesaTemas: Adjetivos | Uso dos Adjetivos
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Tracy Chou is a 31-year-old programmer — and “an
absolute rock star,” as her former boss Ben Silbermann, the CEO
and co-founder of Pinterest, once said. Yet for all her street cred,
Chou still finds herself grappling with one of the biggest
problems in the industry: Female programmers are regarded
skeptically, and sometimes even treated with flat-out hostility.
She’s seen the same pattern of behavior personally during her
decade in coding: colleagues who muse openly about whether
women are biologically less wired to be great programmers.
There’s a deep irony here — because women were in
computing from its earliest days. Indeed, they were considered
essential back when “computers” were not even yet machines.
Just before the digital age emerged, computers were humans.
And for a time, a large portion of them were women.
Soon, the human computers faced an even more
existential threat: digital computers, which promised to work
with far greater speed and to handle complex math.
Women, though, were among the original coders of these
strange new digital brains, because in the early days
programming was seen as dull work. The earliest programmers
for the Eniac — the military-funded first programmable
general-purpose computer — were entirely women. And though
they wound up inventing brilliant coding techniques, they
received none of the glory: When the Army showed off the Eniac
to the press, it did not introduce the women who had written
the code.
Internet: <smithsonianmag.com>(adapted).
Judge the following item about the previous text and the information stated in it as well as the vocabulary used in it.
The adjective “dull”, in the first sentence of the fourth
paragraph, could be replaced by boring without changing
the meaning of the sentence.
Ano: 2023Banca: Instituto ConsulplanOrganização: Prefeitura de Nova Friburgo - RJDisciplina: Língua InglesaTemas: Adjetivos | Uso dos Adjetivos
Read the advertising text to answer question
Learn a language in 2 week
“There has never been a _____________ way to learn a new language! Just spend an hour a day following Babel, a new online language course, based on the very _____________ language teaching theories. Most people can expect to reach fluency within six months, although the more time you spend on it, _______________ your progress will be. And at only $150 Babel is certainly _________________ most other similar courses, which often cost over $300. Apply online for Babel, the language course described as ‘________________ method to have been invented in the past decade, judging by its results’. And remember, we`re offering a 10% discount for the first 200 orders, so ________________ you apply, the better your chance of paying less!”
Mark the option that fills in the advertisement’s blanks with the correct adjetive forms.
Ano: 2018Banca: QuadrixOrganização: SESC-DFDisciplina: Língua InglesaTemas: Artigos | Uso dos Adjetivos | Adjetivos
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Text for the questions from 38 to 50.
Sound Advice for Language Learners
1 A recent issue of a language learning magazine has
consulted a number of experts in the field of second
language acquisition. Their advice may prove invaluable for
4 those considering a language course. Ask yourself some
basic questions, they suggest. Did you enjoy studying
languages at school, for example? Can you really afford the
7 time to learn a language?
First and foremost, you have to be realistic in your
goals. If you fail to set achievable aims you are likely to give
10 up. Besides, it is worth knowing that the most expensive
courses are not necessarily the best. You should also bear in
mind that the quicker you learn a language the more quickly
13 you forget it. Sue Miller, a French teacher, attempted to
teach herself German by enrolling on a crash course.
Already fluent in three languages, her chances of making
16 progress were high. Two years on she hardly remembers
anything. “I should have chosen a regular course in order to
have more time for practice and consolidation.”
19 Sue’s comment is certainly a good piece of advice.
Internet: <www.flo‐joe.uk> (adapted).
The adjective “Sound” in the title means
Ano: 2023Banca: IDHTECOrganização: Prefeitura de Ilha de Itamaracá - PEDisciplina: Língua InglesaTemas: Adjetivos | Uso dos Adjetivos
In a science camp, students were given the task to observe and
describe different animals. They used several adjectives such as
'fierce', 'gentle', 'noisy', and 'quiet' to characterize the behaviors of
the animals they encountered. Considering the adjectives 'slow'
and 'fast', which are used to describe the speed of an action or
event, how would you describe a snail's movement compared to a
cheetah's sprint using these adjectives in your observations at the
science camp?
Ano: 2024Banca: CPCONOrganização: Prefeitura de Soledade - PBDisciplina: Língua InglesaTemas: Adjetivos | Uso dos Adjetivos
Considering the sentence: “I'm looking for a roommate who is not scared of cockroaches ” the clause in bold can be classified as:
Ano: 2023Banca: IBFCOrganização: SEC-BADisciplina: Língua InglesaTemas: Adjetivos | Uso dos Adjetivos
Leia o fragmento “He sold several patent rights”, considere que há uma sequência de colocação de adjetivos. Assinale a alternativa que siga a mesma ordem de adjetivos.
Ano: 2019Banca: OBJETIVAOrganização: Prefeitura de São Cristovão do Sul - SCDisciplina: Língua InglesaTemas: Adjetivos | Uso dos Adjetivos
The alternative that there is an adjective is:
Ano: 2022Banca: FUNCERNOrganização: Prefeitura de Maxaranguape - RNDisciplina: Língua InglesaTemas: Adjetivos | Uso dos Adjetivos
In a classroom activity, a student wrote “what a pity we only have two more days of vacation left” instead
of “what a pity we only have more two days of vacation left”. This student might have forgotten that: