Na configuração padrão do MS-Outlook 365, ao tratar
um e-mail recebido com anexo e clicar em
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one individual from another, then strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems” posed by second language input and output. Chamot (2005, p. 112) defines strategies quite broadly as “procedures that facilitate a learning task. Strategies are most often conscious and goal driven.”
As our knowledge of second language acquisition increased markedly during the 1970s, teachers and researchers came to realize that no single research finding and no single method of language teaching would usher in an era of universal success in teaching a second language. We saw that certain learners seemed to be successful regardless of methods or techniques of teaching. We began to see the importance of individual variation in language learning. Certain people appeared to be endowed with abilities to succeed; others lacked those abilities. This observation led Rubin (1975) and Stern (1975) to describe “good” language learners in terms of personal traits, styles, and strategies. Rubin (Rubin & Thompson, 1982) later summarized fourteen such characteristics. Among other abilities, good language learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by experimenting with its grammar and words
3. Make their own opportunities for practice in using the language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen without understanding every word
5. Use linguistic knowledge, including knowledge of their first language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
In the first two paragraphs, the pair of terms whose
meanings are in evident contrast is:
Embora a Filosofia, em geral, não seja produzida para resultados concretos e imediatos, entender que ela não tem aplicação prática é incorreto. A forma de compreender o mundo é que determina o modo como se produzem as coisas, investiga-se a natureza, propõem-se as leis. Ética, Política, Moral, Esporte, Arte, Ciência, Religião, tudo tem a ver com Filosofia.
(Queiroz; Moita, 2007)
Nos grandes períodos da história: Antiguidade, Idade Média, Idade Moderna e Contemporânea, viveu-se à influência de vários pensadores. Na Idade Média, destacam-se os pensadores
Leia o texto a seguir para responder à questão.
Por que agora a solidão nos adoece?
Para Vivek Murthy, cirurgião-geral e principal autoridade de saúde pública dos EUA, “a teoria evolutiva da solidão de John Cacioppo* está enraizada na observação de que os humanos sobreviveram como espécie não porque temos vantagens físicas como tamanho, força ou velocidade, mas por causa de nossa capacidade de nos conectar em grupos sociais”.
Essa teoria define a solidão como um estímulo para uma necessidade básica: a de nos conectar. “Assim temos uma maior chance de adaptação ao nosso ambiente”, defendeu o psiquiatra Thyago Antonelli-Salgado, da Universidade Federal do Rio Grande do Sul (UFRGS).
“Se pensarmos nos primatas, humanos e não-humanos, com um comportamento de grupo, eles se protegeram contra a ameaça de predação, a escassez de recursos, e, assim, houve uma seleção natural desses indivíduos”, explicou.
Hoje, todavia, segundo os especialistas, a solidão é mais prevalente e intensa do que nunca e se configura como um grave problema de saúde pública. Em relatório de 2023, Murthy destaca que essa condição está associada a um risco maior de doença cardiovascular, demência, AVC, depressão, ansiedade e morte prematura. “O impacto de estar socialmente desconectado na mortalidade é semelhante ao causado por fumar até 15 cigarros por dia.”
Por enquanto, as principais evidências não são capazes de cravar essa relação de causa e efeito. De qualquer forma, o crescente arcabouço científico tem deixado países em alerta. O Japão criou um “Ministério da Solidão”, e, no Reino Unido, uma secretária foi nomeada para combatê-la.
O ponto chave que envolve a solidão é o sofrimento. Entretanto a redução de interações pode ser feita com um objetivo maior, como autoconhecimento ou necessidade profissional (escrever um livro, por exemplo), não estando, portanto, associada a alguma repercussão negativa. Nesse caso, falamos de solitude.
Antonelli-Salgado aponta que a solidão não pode ser tema abordado apenas na velhice. A importância da conexão social precisa ser ensinada desde cedo. “Muitas vezes, a gente ensina às crianças que, mesmo sem fome, é importante comer para crescer forte. É preciso tomar água para se hidratar. Mas não falamos sobre a importância de ter boas conexões sociais para que haja uma maior qualidade de vida.” Para ele, bons vínculos têm a ver com profundidade, com estabelecer efetivas relações sociais e pensar que elas são sempre uma troca.
(Leon Ferrari. Disponível em: www.estadao.com.br/saude/a-solidao-nosajudou-a-sobreviver-por-que-agora-nos-adoece-especialistas- -explicam/?utm_source=estadao:mail. Adaptado)
* John T. Cacioppo (1951-2018): professor da Universidade de Chicago, onde fundou o Centro da Neurociência Cognitiva e Social.
Assinale a alternativa que traz a afirmação correta a
respeito do texto.
A ansiedade é um estado emocional apresentado diante
de situações de perigo ou estresse, mas, quando excessiva ou constante, pode se tornar um transtorno que afeta
a qualidade de vida do indivíduo.
Um dos sinais observados em pacientes durante uma crise aguda de ansiedade é:
Um dos sinais observados em pacientes durante uma crise aguda de ansiedade é:
Analise o texto a seguir.
“A sinalização que tem a finalidade de fornecer informações que permitam aos usuários das vias adotarem comportamentos adequados, de modo a aumentar a segurança e fluidez do trânsito, ordenar o fluxo de tráfego, canalizar e orientar os usuários da via. Esta sinalização tem a propriedade de transmitir mensagens aos condutores e pedestres, possibilitando sua percepção e entendimento, sem desviar a atenção do leito da via”.
Assinale a alternativa correta, de acordo com o volume IV da Resolução nº 973/2022, com relação ao tipo de sinalização a que o texto se refere.
Analise as alternativas e assinale aquela que corresponde, corretamente, a uma condição adversa de
via (estrada), de acordo com os estudos da Direção
Defensiva.
Assinale a alternativa correta sobre o Modo de Revisão
do aplicativo MS-Word 365, em sua configuração padrão,
aplicado a arquivos corporativos em ambiente de nuvem.
Assinale a alternativa que apresenta uma unidade de
medida (ou derivada) que não pertence ao Sistema Internacional de medidas e sua correta conversão.
De acordo com o anexo I do CTB, “superfície lindeira às
vias rurais, delimitada por lei específica e sob responsabilidade do órgão ou entidade de trânsito competente
com circunscrição sobre a via”, refere-se à faixa
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English (VOICE), a collection of English as a Lingua Franca (ELF) currently under construction, defines lingua franca as an additionally acquired language system that serves as a means of communication for speakers from different speech communities, who use it to communicate with each other but for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify a number of features which point to systematic lexicogrammatical differences between native-speaker English and ELF, for example dropping the third person present tense ‘s’ (e.g. she wear), omitting definite and indefinite articles, insertion of prepositions (e.g. can we discuss about this issue). These features are not a threat to comprehension, as they involve typical errors that most English teachers would correct and remediate. However, Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also been very influential in relation to the teaching of pronunciation for ELF. Her research finds that a number of items common to most native-speaker varieties of English were not necessary in successful ELF interactions; for example, the substitution of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g. think became sink or tink, and this became dis or zis). Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation between a reduced or ‘stripped down’ ELF syllabus and an impoverished experience of the L2. Indeed, it could be argued that learners of any language always end up producing less than the input they are exposed to, and that if that input itself is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom. Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Das palavras a seguir, retiradas do texto, assinale aquela
em que as vogais /ea/ em negrito possuem a mesma pronúncia encontrada na palavra feature.
O espaço triangular localizado entre os dentes, do ponto
de contato para direção oclusal, que serve para distribuir
o bolo alimentar para a direção vestibular e para direção
lingual, denomina-se:
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English (VOICE), a collection of English as a Lingua Franca (ELF) currently under construction, defines lingua franca as an additionally acquired language system that serves as a means of communication for speakers from different speech communities, who use it to communicate with each other but for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify a number of features which point to systematic lexicogrammatical differences between native-speaker English and ELF, for example dropping the third person present tense ‘s’ (e.g. she wear), omitting definite and indefinite articles, insertion of prepositions (e.g. can we discuss about this issue). These features are not a threat to comprehension, as they involve typical errors that most English teachers would correct and remediate. However, Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also been very influential in relation to the teaching of pronunciation for ELF. Her research finds that a number of items common to most native-speaker varieties of English were not necessary in successful ELF interactions; for example, the substitution of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g. think became sink or tink, and this became dis or zis). Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation between a reduced or ‘stripped down’ ELF syllabus and an impoverished experience of the L2. Indeed, it could be argued that learners of any language always end up producing less than the input they are exposed to, and that if that input itself is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom. Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
English as a lingua franca can be differentiated from
other languages or from other varieties of English in that it
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English (VOICE), a collection of English as a Lingua Franca (ELF) currently under construction, defines lingua franca as an additionally acquired language system that serves as a means of communication for speakers from different speech communities, who use it to communicate with each other but for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify a number of features which point to systematic lexicogrammatical differences between native-speaker English and ELF, for example dropping the third person present tense ‘s’ (e.g. she wear), omitting definite and indefinite articles, insertion of prepositions (e.g. can we discuss about this issue). These features are not a threat to comprehension, as they involve typical errors that most English teachers would correct and remediate. However, Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also been very influential in relation to the teaching of pronunciation for ELF. Her research finds that a number of items common to most native-speaker varieties of English were not necessary in successful ELF interactions; for example, the substitution of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g. think became sink or tink, and this became dis or zis). Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation between a reduced or ‘stripped down’ ELF syllabus and an impoverished experience of the L2. Indeed, it could be argued that learners of any language always end up producing less than the input they are exposed to, and that if that input itself is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom. Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Read the two quotations by two researchers, commenting
on some lexico-grammatical features of English as a
lingua franca:
“Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.” (paragraph 2)
“Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.” (paragraph 3)
From the two statements it is possible to understand that, in the teaching of English as a língua franca, a central issue concerning learners’ production of the English language is
“Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.” (paragraph 2)
“Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.” (paragraph 3)
From the two statements it is possible to understand that, in the teaching of English as a língua franca, a central issue concerning learners’ production of the English language is
Os instrumentos endodônticos padronizados de acordo
com a norma ISO 3630-1 (1992) são fabricados com
comprimento de
Leia o texto para responder à questão.
Practice often receives an unfair treatment in the field of applied linguistics. Most laypeople simply assume that practice is a necessary condition for language learning without giving the concept much further thought, but many applied linguists deliberately avoid the term practice. For some, the word conjures up images of repetitive drills in the factories of foreign language learning, while for others it means fun and games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of human endeavor, however. Parents dutifully take their kids to soccer practice, and professional athletes dutifully show up for team practice, sometimes even with recent injuries. Parents make their kids practice their piano skills at home, and the world’s most famous performers of classical music often practice for many hours a day, even if it makes their fingers hurt. If even idolized, spoiled, and highly paid celebrities are willing to put up with practice, why not language learners, teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from Applied Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
In the context of the second paragraph, the extract
“Parents dutifully take their kids to soccer practice, and
professional athletes dutifully show up for team practice,
sometimes even with recent injuries. Parents make their
kids practice their piano skills at home, and the world’s
most famous performers of classical music often practice
for many hours a day, even if it makes their fingers hurt”
aims at
Segundo o que dispõe expressamente a Lei n° 10.098/2000,
que estabelece normas gerais e critérios básicos para a promoção da acessibilidade das pessoas portadoras de deficiência ou com mobilidade reduzida, a instalação de qualquer
mobiliário urbano em área de circulação comum para pedestre que ofereça risco de acidente à pessoa com deficiência
Assinale a alternativa que contém material de moldagem
elástico com presa por reação física.