Uma das atitudes facilitadoras da Abordagem Centrada na Pessoa de Rogers é o(a) 

Com relação às dinâmicas de grupo, é correto afirmar que 

Em relação à hipersensibilidade do tipo I, é correto afirmar que

Bactéria da microbiota normal da vagina e que, em vaginoses, apresenta-se em grande quantidade acompanhada de células guias (clue-cells): 

Em estudos recentes no âmbito das relações homem-meio e no que tange aos conceitos geográficos, um dos temas em evidência é a caracterização dos deslugares ou não lugares, definidos como espaços

A Geografia vem passando nas últimas décadas, por um período de intensos debates sobre as diferentes correntes de pensamento envolvidas com a sua produção científica e com o ensino. No contexto brasileiro, ocorre e /ou ocorreu 

A geógrafa Ana Fani Alessandri Carlos, em seu livro Turismo: Espaço, Paisagem e Cultura, assim se expressa: 
“A indústria do turismo transforma tudo o que toca em artificial, cria um mundo fictício e mistificado de lazer, ilusório, onde o espaço se transforma em cenário para o "espetáculo", para uma multidão amorfa mediante a criação de uma série de atividades que conduzem à passividade, produzindo apenas a ilusão da evasão, e, desse modo, o real é metamorfoseado, transfigurado, para seduzir e fascinar. Aqui, o sujeito se entrega às manipulações, desfrutando a própria alienação e a dos outros. O espaço produzido pela indústria do turismo perde o sentido, é o presente sem espessura, quer dizer, sem história, sem identidade; nesse sentido, é o espaço do vazio.” (YÁZIGI, Eduardo; CARLOS, Ana Fani Alessandri; CÁSSIA, Rita de; CRUZ, Ariza da. (orgs.), p. 25-39, 1999.)      O texto acima faz referência a um 

A formação de blocos econômicos marcou o espaço econômico mundial nas últimas décadas do século XX, mas esse cenário tem sofrido transformações significativas nos últimos anos. Neste aspecto, é correto dizer que o(a) 

Após a invasão das polícias civil e militar a uma área de invasão situada no entorno de uma grande metrópole, no estado do Rio de Janeiro, um jornalista relata em uma reportagem que ouviu de um dos invasores o seguinte depoimento:  
“Nós somos “sem-teto” mas também somos gente; não são só os barões e ricaços que têm direito a teto, a uma casa digna; nós, mesmo sendo invasores e “sem teto”, somos também cidadãos brasileiros, fizemos isso aqui porque não tínhamos outra alternativa; queremos forçar o governo a  realizar políticas de moradias populares.”      Tal reportagem poderia ser usada como motivação para uma aula de Geografia sobre 

Até a Revolução Industrial, o processo de mundialização da economia foi vagaroso, devido às limitações nos transportes e nas comunicações. Com a Revolução Industrial e a liberação do Capitalismo para suas plenas possibilidades de expansão, a globalização deu um salto qualitativo e significativo, chegando à atual fase. Entre as características da atual fase, merece realce o(a) 

Em tempos de globalização e aumento da população mundial, a utilização do solo para fins agrícolas apresenta novos contornos e estratégias. A integração dos mercados dos diversos países e a diminuição do protecionismo em escala mundial aumentam a disputa entre as grandes potências agrícolas do contexto mundial. Nessa disputa, a estratégia principal é o(a)   

Crer que há um modo prestigioso de falar a própria língua implica, quando alguém pensa não possuir esse modo de falar, tentar adquiri-lo. Bom exemplo disso é a peça de teatro de Bernard Shaw, Pigmalião (filmada com o título de My Fair Lady). Vemos ali uma jovem florista, Eliza Doolittle, procurar um professor de fonética, Henri Higgins para adquirir o modo prestigioso de falar inglês. Mas suas motivações não são linguísticas, são sociais. “Quero ser uma lady numa loja de flores, e não vender na esquina de Tottenham Court Road”. A história tem, como se sabe, um final feliz, mas Shaw transcreveu perfeitamente os sentimentos linguísticos dos britânicos em relação a uma pronúncia fortemente desvalorizada, a dos cockneys (variedade linguística característica das classes sociais da periferia de Londres) [...] Ora, esse movimento com tendência à norma pode gerar uma restituição exagerada das formas prestigiosas: a hipercorreção. [...] Essa hipercorreção é testemunho de insegurança linguística. É por considerar o próprio modo de falar pouco prestigioso que a pessoa tenta imitar, de modo exagerado, as formas prestigiosas. E esse comportamento pode gerar outros que vêm se acrescentar a ele: a hipercorreção pode ser percebida como ridícula por aqueles que dominam a forma “legítima” e que, em contrapartida, vão julgar de modo desvalorizador os que tentam imitar uma pronúncia valorizada. 
CALVET, Louis-Jean. Sociolinguística: uma introdução crítica. São Paulo: Parábola, 2002, p. 77-79. 

Com base nas ideias de Louis-Jean Calvet e na teoria da variação linguística, pode-se afirmar que o(a) 

Factors and Problems of Teaching English as a Second Language in Rural Areas in Nepal
By Bishnu Mani Thapaliya
Jana Adarsha Multiple Campus, Birendranagar, Chitwan
With the long and varied experience of teaching English to young students in rural areas of Nepal, the columnist would like to share some of the difficulties and their probable remedies in teaching and learning English as second language. The main aim of the essay is to dispel the illusion of English language learning. This essay clearly announces the fact that English can be learnt comfortably even by the people who were born and bred up in adverse conditions.
Most of the students accomplish their schooling in their mother tongue i.e. Nepali. Though they have attained heaps of marks in core subjects, they remain very poor at English still. The students have an unknown fear and fever over English all these years. Now, let us examine some of the various factors which leave English as a souring grape for rural students even today.
To begin with, the first and the foremost factor is the socio-cultural and financial background of the family. As most of the parents are illiterate, they cannot directly take part in the daily routine of their children though they aspire for their children’s bright future. Hence, the students’ performance lacks parental supervision and guidance which is very necessary at this juncture of their education. The illiterate parents cannot realize what their children pursuing neither they do afford time to consult the teacher about the progression in studies of their children. Every minute during the day time is valuable for them as they have to struggle in earning their livelihood. The boy or girl is also sent for work on wages at the specified time of the year which affects their education very dearly.
An interesting observation identifies that the performance in English of the students whose parents are employees and belong to higher middle class is better than that of the students whose parents are illiterate and belong to lower middle class. The probable reason perhaps is that the parents in the first case can spare time to consult the teacher about the ongoing of their children once a while and can guide them if necessary. Thus there has emerged an undesirable difference between the two classes.
Consequently, it is established in rural areas as a proven fact to say that English is tough to study and understand despite the fact that English is the easiest language in the world to learn.
But it was also proved every now and then that the students from the second group also showed greater interest and expertise in English. The credit goes to the student and their teacher who was successful in inculcating curiosity among the students in spite of their financial irregularities and improper brought up. So, mere poverty cannot create a gulf between students and their English language efficiency.
The second major problem is the inefficiency of the teachers. These students generally pursue their studies in Government public schools in which the medium of instruction is Nepali, their mother tongue. The methodology of ELT in these schools is bilingual or translation method. The teachers simply translate everything into their mother tongue and explain them on the name of bilingual or translation method. Though this method offers them sound knowledge in the content, it prevents them in acquiring communication abilities in English. The teacher here plays more as a translator than a genuine English teacher. Hence, virtually, there is no much difference between a Nepali teacher and an English teacher. The English teachers at these schools are untrained and moreover they are unaware of the current trends and techniques of ELT. Most of them are ignorant of useful organizations and websites on the Internet which offer them really good down-to-earth discussions of ideas and techniques.
The reason for these unskilled English teachers may be as a result of the Government’s poor planning on ELT and empowering the teachers.
The case with many of the private English medium schools in rural areas is no better than this. The situation is even worse with them. The teachers who teach English are those who pursued their schooling in Nepali medium and failed in Intermediate and so. The columnist doesn’t consider this is the case with every organization, but with most of them. Definitely, these poor teachers make English as a nightmare to students and they instigate students to habituate by-heart method which deprives students the communication abilities in English. Thus English appeared or is rather made as a dreadful demon for long years in Nepal.
Another probable reason is the model of the English examination papers. It has not been designed in a manner that it helps students to have an authority over English language; rather it makes the students take it for granted. The examinations are content based on memorization where the students are supposed to reproduce what they have recited. Thus students are forced to adopt by-heart method. Their memory works help them more than their creativity and intelligence.
The other factor which affects English language learning is the educational system itself. There are primarily four skills involved in English language learning i.e. Listening, Speaking, Reading and Writing (LSRW). The students of Nepal have been tutored and trained well enough in reading and writing for long ages. But Listening and Speaking skills which play a greater role in communication have been neglected and ignored. Thus our educational system lacks an important dimension. It enables the students to concentrate on reading and writing only. The final examination does also test them mainly on how good their memory is. The examinations are not language-oriented. Even parents are craving for hollow marks than real knowledge.
Consequently, examination-oriented teaching has been adopted in schools. Students are guided and specially trained to concentrate only on the areas where they can score better. Hence, they neglect the other two basic skills.
Listening is the one basic skill which makes speaking possible. Nobody can speak a language without listening to it. Even an infant starts speaking in a particular language after listening to it for many months. It is why an infant who is deaf by birth remains dumb too. Since s/he is not able to listen to, s/he cannot speak in it.
Thus, our young students are deprived of speaking abilities because they have not been properly guided in listening skills. This may be the proper reason why they have not been able to speak English in a proper manner. They have become adept only at writing and reading of English. There should be a comprehensive course for listening and speaking skills. The classrooms should be equipped with audiovideo materials. Student Talking Time (STT) should be maximiz
This is high time that the concerned authorities and teachers adopted an innovative culture of teaching English. Let us hope that our kids’ English will be cashed in the days to come.
(http://neltachoutari.wordpress.com/2010/06/01/factors-and-problems-of-teachingenglish-as-a-second-language-in-rural-areas-in-nepal/) 
In the utterance “The English teachers at these schools are untrained and moreover they are unaware of the current trends and techniques of ELT” (8th paragraph), the underlined word 

Factors and Problems of Teaching English as a Second Language in Rural Areas in Nepal
By Bishnu Mani Thapaliya
Jana Adarsha Multiple Campus, Birendranagar, Chitwan
With the long and varied experience of teaching English to young students in rural areas of Nepal, the columnist would like to share some of the difficulties and their probable remedies in teaching and learning English as second language. The main aim of the essay is to dispel the illusion of English language learning. This essay clearly announces the fact that English can be learnt comfortably even by the people who were born and bred up in adverse conditions.
Most of the students accomplish their schooling in their mother tongue i.e. Nepali. Though they have attained heaps of marks in core subjects, they remain very poor at English still. The students have an unknown fear and fever over English all these years. Now, let us examine some of the various factors which leave English as a souring grape for rural students even today.
To begin with, the first and the foremost factor is the socio-cultural and financial background of the family. As most of the parents are illiterate, they cannot directly take part in the daily routine of their children though they aspire for their children’s bright future. Hence, the students’ performance lacks parental supervision and guidance which is very necessary at this juncture of their education. The illiterate parents cannot realize what their children pursuing neither they do afford time to consult the teacher about the progression in studies of their children. Every minute during the day time is valuable for them as they have to struggle in earning their livelihood. The boy or girl is also sent for work on wages at the specified time of the year which affects their education very dearly.
An interesting observation identifies that the performance in English of the students whose parents are employees and belong to higher middle class is better than that of the students whose parents are illiterate and belong to lower middle class. The probable reason perhaps is that the parents in the first case can spare time to consult the teacher about the ongoing of their children once a while and can guide them if necessary. Thus there has emerged an undesirable difference between the two classes.
Consequently, it is established in rural areas as a proven fact to say that English is tough to study and understand despite the fact that English is the easiest language in the world to learn.
But it was also proved every now and then that the students from the second group also showed greater interest and expertise in English. The credit goes to the student and their teacher who was successful in inculcating curiosity among the students in spite of their financial irregularities and improper brought up. So, mere poverty cannot create a gulf between students and their English language efficiency.
The second major problem is the inefficiency of the teachers. These students generally pursue their studies in Government public schools in which the medium of instruction is Nepali, their mother tongue. The methodology of ELT in these schools is bilingual or translation method. The teachers simply translate everything into their mother tongue and explain them on the name of bilingual or translation method. Though this method offers them sound knowledge in the content, it prevents them in acquiring communication abilities in English. The teacher here plays more as a translator than a genuine English teacher. Hence, virtually, there is no much difference between a Nepali teacher and an English teacher. The English teachers at these schools are untrained and moreover they are unaware of the current trends and techniques of ELT. Most of them are ignorant of useful organizations and websites on the Internet which offer them really good down-to-earth discussions of ideas and techniques.
The reason for these unskilled English teachers may be as a result of the Government’s poor planning on ELT and empowering the teachers.
The case with many of the private English medium schools in rural areas is no better than this. The situation is even worse with them. The teachers who teach English are those who pursued their schooling in Nepali medium and failed in Intermediate and so. The columnist doesn’t consider this is the case with every organization, but with most of them. Definitely, these poor teachers make English as a nightmare to students and they instigate students to habituate by-heart method which deprives students the communication abilities in English. Thus English appeared or is rather made as a dreadful demon for long years in Nepal.
Another probable reason is the model of the English examination papers. It has not been designed in a manner that it helps students to have an authority over English language; rather it makes the students take it for granted. The examinations are content based on memorization where the students are supposed to reproduce what they have recited. Thus students are forced to adopt by-heart method. Their memory works help them more than their creativity and intelligence.
The other factor which affects English language learning is the educational system itself. There are primarily four skills involved in English language learning i.e. Listening, Speaking, Reading and Writing (LSRW). The students of Nepal have been tutored and trained well enough in reading and writing for long ages. But Listening and Speaking skills which play a greater role in communication have been neglected and ignored. Thus our educational system lacks an important dimension. It enables the students to concentrate on reading and writing only. The final examination does also test them mainly on how good their memory is. The examinations are not language-oriented. Even parents are craving for hollow marks than real knowledge.
Consequently, examination-oriented teaching has been adopted in schools. Students are guided and specially trained to concentrate only on the areas where they can score better. Hence, they neglect the other two basic skills.
Listening is the one basic skill which makes speaking possible. Nobody can speak a language without listening to it. Even an infant starts speaking in a particular language after listening to it for many months. It is why an infant who is deaf by birth remains dumb too. Since s/he is not able to listen to, s/he cannot speak in it.
Thus, our young students are deprived of speaking abilities because they have not been properly guided in listening skills. This may be the proper reason why they have not been able to speak English in a proper manner. They have become adept only at writing and reading of English. There should be a comprehensive course for listening and speaking skills. The classrooms should be equipped with audiovideo materials. Student Talking Time (STT) should be maximiz
This is high time that the concerned authorities and teachers adopted an innovative culture of teaching English. Let us hope that our kids’ English will be cashed in the days to come.
(http://neltachoutari.wordpress.com/2010/06/01/factors-and-problems-of-teachingenglish-as-a-second-language-in-rural-areas-in-nepal/) 
According to the author, one of the reasons for rural students in Nepal to fail in learning English is that 

O terapeuta ocupacional utiliza métodos e técnicas que influenciam nos movimentos por meio de atividades graduadas, movimentação ativa, passiva e uso de adaptações nas AVDs. Esse tipo de análise está embasado no Modelo

Com relação aos fundamentos da Terapia Ocupacional, é correto afirmar que

Na perspectiva do planejamento estratégico situacional no setor público, 

O Manual de Redação da Presidência da República estabelece o emprego de somente dois fechos diferentes para todas as modalidades de comunicação oficial. São eles: 

Considerando os conceitos em Biossegurança no tocante às três (03) classes de cabine de segurança biológica, é correto afirmar

Assunto sempre presente na vida política brasileira, a __________ ocorre quando a parte interessada no ato a ser praticado pelo funcionário procura __________, fazendo-lhe ofertas, promessas e oferecimentos de quaisquer vantagens para que pratique ou deixe de praticar o ato, dando-lhe pareceres __________ ou praticando atos que lhe tragam __________. Os termos que completam corretamente a frase anterior são: