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Q3948504 Medicina
Dois pacientes do sexo masculino, ambos com fibrilação atrial permanente e uso irregular de anticoagulante, são atendidos pelo SAMU em momentos distintos, com diagnóstico clínico de isquemia aguda de membro inferior, ambos com início súbito dos sintomas há menos de 6 horas.

 •     Paciente A


        Dor intensa em membro inferior esquerdo;

        Extremidade fria e pálida;

        Pulsos distais ausentes;

        Sensibilidade tátil discretamente reduzida em pododáctilos;

        Força muscular preservada;

        Dor exacerbada à palpação, sem rigidez muscular.



•      Paciente B


        Dor muito intensa em membro inferior direito;

        Extremidade fria, pálida e marmórea;

        Pulsos distais ausentes;

        Hipoestesia extensa do pé e da perna distal;

        Déficit motor evidente (dificuldade para dorsiflexão do pé);

        Dor espontânea menos intensa no momento da avaliação.



Considerando a classificação de gravidade da isquemia aguda, o prognóstico do membro e a conduta mais adequada no atendimento pré-hospitalar, é CORRETO afirmar que:

Alternativas
Q3948503 Medicina

Homem, 68 anos, é atendido pelo SAMU com palpitações súbitas, dispneia leve e mal-estar há cerca de 6 horas. É portador de hipertensão arterial, diabetes Mellitus tipo 2 e com histórico de AVC isquêmico há 3 anos, sem sequelas. Faz uso regular de losartana e metformina. Ao exame: consciente, orientado, FC: 148 bpm, PA: 126 × 78 mmHg, FR: 20 irpm, SpO₂: 96% em ar ambiente, Ausculta cardíaca: ritmo irregular. Ausculta pulmonar: sem estertores. Monitor cardíaco: fibrilação atrial (FA) com resposta ventricular rápida. Durante o transporte, o paciente mantém estabilidade hemodinâmica.


Na emergência hospitalar, após 2 horas, permanece em FA, FC média de 130 bpm, sem sinais de instabilidade. Ecocardiograma transtorácico sem trombo intracavitário nem disfunção ventricular significativa. Após 48 horas, o paciente recebe alta hospitalar.


Considerando o caso descrito, qual alternativa descreve CORRETAMENTE a conduta mais adequada no Atendimento Pré-Hospitalar (APH), hospitalar e após a alta, respectivamente?

Alternativas
Q3948502 Medicina

Mulher, 60 anos, é atendida pelo SAMU após episódio de mal-estar súbito, associado à dispneia progressiva e desconforto torácico inespecífico, iniciados há cerca de 2 horas. Relata tontura e sensação de desmaio, sem perda da consciência. Antecedentes de hipertensão arterial, varizes de membros inferiores e viagem rodoviária prolongada (10 horas) há 5 dias. Ao exame: consciente, ansiosa. Sinais vitais: FC= 108 bpm; PA: 104 × 66 mmHg; FR: 24 irpm; SpO₂: 90% em ar ambiente. Ausculta pulmonar: sem alterações. Ausculta cardíaca: bulhas normais, B2 discretamente hiperfonética. Extremidades: sem alterações. Monitor cardíaco: taquicardia sinusal. ECG: inversão de onda T em V1–V3. Durante o atendimento, após oxigênio suplementar (4 L/min), a paciente evolui com queda da pressão arterial para 88 × 54 mmHg, mantendo taquicardia.


Considerando o cenário clínico e as possibilidades diagnósticas e terapêuticas no Atendimento Pré-Hospitalar (APH), qual é a melhor interpretação e conduta?

Alternativas
Q3948501 Medicina

Mulher, 29 anos é atendida pelo SAMU em domicílio, 5 dias após tireoidectomia total por bócio multinodular. Refere início súbito de parestesias periorais e em extremidades, seguido de espasmos musculares dolorosos nas mãos. Evoluiu com ansiedade intensa e dificuldade para falar. Ao exame: consciente, ansiosa, mãos em posição de espasmo carpopedal. Sinal de Trousseau positivo. ECG no monitor: QTc prolongado. A acompanhante informa que a paciente recebeu alta hospitalar há 48 horas e não iniciou suplementação prescrita.


Diante do quadro clínico apresentado, qual é o diagnóstico mais provável e a conduta terapêutica mais adequada no ambiente pré-hospitalar?

Alternativas
Q3948500 Medicina

Homem, 64 anos, encontrado em domicílio após episódio de síncope. Histórico de doença coronariana e insuficiência cardíaca. Ao atendimento inicial pelo SAMU, apresenta-se consciente, porém confuso. Após estabilização primária, são observados os seguintes parâmetros: Glasgow: 13 (O3 V4 M6); PA: 86 × 52 mmHg (PAM ≈ 63 mmHg), após 500 mL de cristaloide; FC: 122 bpm; FR: 28 irpm; SpO₂: 92% com O₂ suplementar a 4 L/min. Extremidades frias, enchimento capilar 5 segundos. Lactato capilar: 4,1 mmol/L. ECG: taquicardia sinusal, sem supradesnivelamento do ST. Durante a avaliação secundária, o paciente mantém instabilidade hemodinâmica, apesar das medidas iniciais.


Considerando os critérios de gravidade e os princípios do atendimento pré-hospitalar, qual é a conduta MAIS adequada em relação ao transporte?

Alternativas
Q3948499 Medicina

Mulher, 82 anos, institucionalizada, é atendida pelo SAMU após episódio de rebaixamento agudo do nível de consciência. A cuidadora refere urina turva e com odor fétido há 2 dias, sem febre. Possui antecedentes de hipertensão arterial, insuficiência cardíaca com fração de ejeção reduzida (FE 35%) e doença renal crônica estágio 3. Faz uso regular de furosemida, carvedilol e losartana. Ao exame: Glasgow: 12 (O3 V4 M5); Temperatura= 36,1 °C; FC= 96 bpm; FR= 30 irpm; PA= 92 × 58 mmHg; SpO₂= 93% em ar ambiente. Extremidades frias, enchimento capilar 5 segundos. Diurese referida nas últimas 12 horas: mínima. Glicemia capilar: 168 mg/dL.


Durante a monitorização, o acesso venoso periférico é obtido com dificuldade. Diante desse cenário, qual é a conduta mais adequada no ambiente pré-hospitalar?

Alternativas
Q3948498 Medicina
Homem, 58 anos, é encontrado inconsciente em via pública. Equipe do SAMU inicia atendimento pré-hospitalar. Ao chegar ao local, o paciente encontrava-se em parada cardiorrespiratória, sem pulso central palpável, apneico. O monitor cardíaco evidencia o ritmo caótico, irregular, sem complexos QRS organizados. Imediatamente, são iniciadas manobras de Ressuscitação Cardiopulmonar (RCP) de alta qualidade, com oxigenação e monitorização contínua. Após confirmação do ritmo, qual deve ser a conduta CORRETA segundo o Advanced Cardiac Life Support (ACLS) atual?
Alternativas
Q3946997 Inglês
Which sentence uses the future perfect in a way that is both semantically appropriate and syntactically precise, CORRECTLY expressing an action that will be completed before a specified future point?
Alternativas
Q3946996 Inglês
Which option employs the connector in a way that most accurately reflects concessive contrast while maintaining syntactic CORRECTNESS academic tone, and logical coherence?

Target meaning: The theory is widely accepted; however, it still fails to explain several anomalies in the data.
Alternativas
Q3946995 Inglês
Which option below provides the most accurate and pragmatically appropriate transformation of the sentence from direct to indirect speech, preserving the original temporal, modal, and attitudinal meanings?

“Had I known you were coming,” she exclaimed, “I could have arranged something far more suitable!”
Alternativas
Q3946994 Inglês
Which of the following rewrites most accurately preserves both meaning and pragmatic emphasis of the sentence: “People have long considered multilingualism to foster cognitive flexibility.”while shifting it into a reliable and natural passive construction?
Alternativas
Q3946990 Inglês
        Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules. 


        These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule. 


        Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.


        In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment. 


       However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs. 


          Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation. 



Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

In the sentence “These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills…”, the word “These” refers to:
Alternativas
Q3946989 Inglês
        Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules. 


        These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule. 


        Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.


        In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment. 


       However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs. 


          Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation. 



Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

In the text, the noun “integration” is used when discussing how technology is incorporated into teaching. Which option CORRECTLY provides the adjective form that best fits the context of describing this process?
Alternativas
Q3946988 Inglês
        Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules. 


        These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule. 


        Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.


        In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment. 


       However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs. 


          Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation. 



Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

In the sentence “Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate”, the word “incorporate” is closest in meaning to:
Alternativas
Q3946987 Inglês
        Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules. 


        These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule. 


        Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.


        In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment. 


       However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs. 


          Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation. 



Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

Based on the information in the text, what can be inferred about the role of technology in English-language teaching?


Alternativas
Q3946986 Inglês
        Digital technologies have transformed the way English is taught and learned, offering educators and students more dynamic and flexible ways to engage with language. According to recent research, tools such as computer-assisted instruction, mobile devices, and online multimedia platforms enable both teachers and learners to access a wide variety of resources — from interactive exercises, videos, and audio recordings to adaptive learning modules. 


        These tools facilitate exposure to real language input, allow for repetition and individual pacing, and help learners practise all four language skills (listening, speaking, reading, writing) beyond the constraints of the traditional classroom schedule. 


        Moreover, the integration of technology in English-language instruction tends to increase student motivation and engagement. Studies report that when classrooms incorporate digital media and interactive tasks, students often show greater participation, interest, and willingness to communicate — factors that contribute to better learning outcomes.


        In contexts where technology offers immediate feedback or allows for collaborative online work, learners also benefit from more autonomy and personalized learning paths, which can boost confidence and foster a more learner-centered environment. 


       However, effective technology integration depends on thoughtful planning, teacher training, and pedagogical balance. The literature warns that simply having access to digital tools does not guarantee improved learning; educators must design meaningful tasks, adapt materials appropriately, and support learners' needs. 


          Furthermore, in settings where access to devices or internet is limited, or where teachers lack sufficient training, the potential benefits may not be realized — which underlines the importance of institutional support and professional development for successful implementation. 



Source: Günüç, S. (2023). Technology Integration in English Language Teaching and Learning. International Journal of Language Learning and Applied Linguistics. Nishat Tasneem (2024). The Impact of Technology-Enhanced EFL Reading Classes on Learners' Performances and Participations. International Journal of English Learning and Applied Linguistics.

According to the text, what is one key benefit of integrating digital technologies into English-language teaching?


Alternativas
Q3946985 Inglês

            Perisylvian polymicrogyria (PMG) is a malformation of cortical development in which the cortex around the Sylvian fissures shows excessive small gyri and abnormal cortical lamination. This regional form of PMG is among the commonest patterns seen on MRI and may vary from focal posterior perisylvian involvement to extensive bilateral disease that (Magnetic Resonance Imaging) extends beyond the perisylvian region. Imaging typically demonstrates a thickened, irregular cortical ribbon with shallow sulci and an irregular gray–white matter junction, which is best characterized using high-resolution MRI.



            Clinically, perisylvian PMG—especially when bilateral—is frequently associated with oromotor dysfunction (dysarthria, feeding and swallowing difficulties), language impairments, cognitive delay, and epilepsy; severity correlates with the extent and symmetry of cortical involvement. The condition is genetically and etiologically heterogeneous: cases may be sporadic, associated with prenatal injury (for example infectious or vascular insults), or linked to chromosomal and single-gene variants in some familial forms. Management focuses on symptomatic therapies (speech/feeding therapy, epilepsy control) and genetic/neurological evaluation when appropriate.



Source: Barkovich, A. J., Guerrini, R., Kuzniecky, R. I., Jackson, G. D., & Dobyns, W. B. (2010). Current concepts of polymicrogyria. Neuroradiology. Leventer, R. J., Jansen, A., Pilz, D. T., et al. (2010). Clinical and imaging heterogeneity of polymicrogyria. Brain.

In the sentence “Clinically, perisylvian PMG—especially when bilateral—is frequently associated with oromotor dysfunction, language impairments, cognitive delay, and epilepsy; severity correlates with the extent and symmetry of cortical involvement.”, which connective would best replace the semicolon to preserve the logical relationship between the two clauses?
Alternativas
Q3946984 Inglês

            Perisylvian polymicrogyria (PMG) is a malformation of cortical development in which the cortex around the Sylvian fissures shows excessive small gyri and abnormal cortical lamination. This regional form of PMG is among the commonest patterns seen on MRI and may vary from focal posterior perisylvian involvement to extensive bilateral disease that (Magnetic Resonance Imaging) extends beyond the perisylvian region. Imaging typically demonstrates a thickened, irregular cortical ribbon with shallow sulci and an irregular gray–white matter junction, which is best characterized using high-resolution MRI.



            Clinically, perisylvian PMG—especially when bilateral—is frequently associated with oromotor dysfunction (dysarthria, feeding and swallowing difficulties), language impairments, cognitive delay, and epilepsy; severity correlates with the extent and symmetry of cortical involvement. The condition is genetically and etiologically heterogeneous: cases may be sporadic, associated with prenatal injury (for example infectious or vascular insults), or linked to chromosomal and single-gene variants in some familial forms. Management focuses on symptomatic therapies (speech/feeding therapy, epilepsy control) and genetic/neurological evaluation when appropriate.



Source: Barkovich, A. J., Guerrini, R., Kuzniecky, R. I., Jackson, G. D., & Dobyns, W. B. (2010). Current concepts of polymicrogyria. Neuroradiology. Leventer, R. J., Jansen, A., Pilz, D. T., et al. (2010). Clinical and imaging heterogeneity of polymicrogyria. Brain.

In the sentence “The condition is genetically and etiologically heterogeneous: cases may be sporadic, associated with prenatal injury, or linked to chromosomal and single-gene variants in some familial forms.”, what does the word “cases” refer to?
Alternativas
Q3946983 Inglês

            Perisylvian polymicrogyria (PMG) is a malformation of cortical development in which the cortex around the Sylvian fissures shows excessive small gyri and abnormal cortical lamination. This regional form of PMG is among the commonest patterns seen on MRI and may vary from focal posterior perisylvian involvement to extensive bilateral disease that (Magnetic Resonance Imaging) extends beyond the perisylvian region. Imaging typically demonstrates a thickened, irregular cortical ribbon with shallow sulci and an irregular gray–white matter junction, which is best characterized using high-resolution MRI.



            Clinically, perisylvian PMG—especially when bilateral—is frequently associated with oromotor dysfunction (dysarthria, feeding and swallowing difficulties), language impairments, cognitive delay, and epilepsy; severity correlates with the extent and symmetry of cortical involvement. The condition is genetically and etiologically heterogeneous: cases may be sporadic, associated with prenatal injury (for example infectious or vascular insults), or linked to chromosomal and single-gene variants in some familial forms. Management focuses on symptomatic therapies (speech/feeding therapy, epilepsy control) and genetic/neurological evaluation when appropriate.



Source: Barkovich, A. J., Guerrini, R., Kuzniecky, R. I., Jackson, G. D., & Dobyns, W. B. (2010). Current concepts of polymicrogyria. Neuroradiology. Leventer, R. J., Jansen, A., Pilz, D. T., et al. (2010). Clinical and imaging heterogeneity of polymicrogyria. Brain.

According to the text, which statement best describes perisylvian polymicrogyria?
Alternativas
Q3946981 Artes Cênicas

O Pianista , filme de 2002, dirigido por Roman Polanski, foi responsável por dar o primeiro Oscar de melhor ator a Adrien Brody. O filme se baseou na autobiografia de Wladyslaw Szpilman, de como ele sobreviveu à ocupação alemã de Varsóvia e ao Holocausto. Já em 2025, Brody recebeu a mesma premiação pelo filme O Brutalista , de 2024, dirigido por Brady Corbet. O Brutalista acompanha décadas da vida do arquiteto húngaro László Toth, praticante da arquitetura brutalista que, após sobreviver aos campos de concentração do Holocausto, parte para os EUA em busca de recomeço. Toth é uma personagem fictícia, mas foi criada a partir de referências reais como Marcel Breuer e Ernő Goldfinger.


A partir do exposto, avalie os itens abaixo.


I - Apesar de utilizar uma personagem fictícia, o filme O Brutalista (2024) é uma obra que se encaixa no que se define como estilo cinematográfico documental, pois retrata fatos que realmente ocorreram nas vidas dos arquitetos Marcel Breuer e Ernő Goldfinger.


II - Brutalismo e Bauhaus não são o mesmo estilo arquitetônico, embora compartilhem princípios modernos. O primeiro radicaliza a materialidade e a expressão construtiva, enquanto o segundo se concentra na síntese funcional e industrial do espaço.


III - Por ser baseado na vida de Władysław Szpilman, O Pianista , (2002) é uma adaptação cinematográfica. É indispensável que a encenação cinematográfica utilize apenas o preto e o branco para dar mais realismo à obra.


É CORRETO o que se afirma apenas em:


Alternativas
Respostas
1061: E
1062: D
1063: C
1064: C
1065: E
1066: B
1067: D
1068: C
1069: B
1070: D
1071: E
1072: A
1073: E
1074: A
1075: E
1076: B
1077: D
1078: C
1079: C
1080: E