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Q4349672
Inglês Aspectos linguísticos | Linguistic aspects , Pronúncia e Som | Pronunciation and Sound ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |
Q4349672 Inglês
Match the connected-speech phenomena in Column I with the descriptions in Column II.

COLUMN I
1.Weak-form reduction. 2.Assimilation. 3.Elision. 4.Resyllabification/linking.

COLUMN II
(__)A segment changes some of its phonetic properties under the influence of a neighboring segment.
(__)A function word that has a full citation form is realized with reduced prominence and frequently with a centralized vowel in unstressed speech.
(__)A segment expected from the citation form is omitted in a phonologically favorable connected-speech environment.
(__)A consonantal segment at the edge of one word is perceptually associated with the following vowel-initial syllable in fluent speech.



The correct sequence, from top to bottom, is:
Alternativas
Q4349671
Pedagogia Políticas Educacionais , Organização e Estrutura dos Sistemas de Ensino no Brasil ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |
Q4349671 Pedagogia
Regarding the treatment of English in the BNCC for Ensino Fundamental, mark T for true and F for false.

(__)Treating English as a lingua franca weakens an exclusive association between legitimate English use and particular national territories or native-speaker communities.

(__)The recognition of plural linguistic repertoires coexists with attention to intelligibility in interaction.

(__)The lingua franca perspective requires teachers to remove linguistic-form analysis from the curriculum because grammatical accuracy and communicative competence are treated as incompatible objectives.

(__)The BNCC connects multiliteracies to social practices in the digital world involving multiple semiotic resources, including verbal, visual, bodily, and audiovisual modes.


The correct sequence, from top to bottom, is:
Alternativas
Q4349670
Inglês Verbos | Verbs , Verbos frasais | Phrasal verbs ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |
Q4349670 Inglês
Consider the distribution below:

• They turned down the proposal. • They turned the proposal down. • They turned it down. • *They turned down it. • They looked after the student. • *They looked the student after.

Which analysis accounts for the contrast?
Alternativas
Q4349669
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |
Q4349669 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
Consider the expressions "subsumed under the broad category" and "read between the lines" as they occur in the passage.
Which pair of meanings corresponds to their contextual use?
Alternativas
Q4349668
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |
Q4349668 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
The accommodations section includes "consideration for group work, presentations or participation," followed by a note stating that students are expected to develop skills in these areas while individualized accommodations may be negotiated.
Which interpretation is supported by the relationship between the main list and the note?
Alternativas
Q4349667
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |
Q4349667 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
Consider this progression in the final descriptive paragraph: some individuals are described as speaking in a relatively monotone voice, making limited eye contact, and avoiding social interactions. The following sentence begins with "Such individuals may be perceived..."
The expression "Such individuals" performs which cohesive function? 
Alternativas
Q4349666
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |
Q4349666 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
Alternativas
Q4349665
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |
Q4349665 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
Throughout the text, descriptions of students with ASD repeatedly employ expressions such as "typically," "usually," "tend to," "may," "likely," "many," and "most."
What is the principal discourse effect of this pattern?
Alternativas
Q4349664
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |
Q4349664 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
The text refers to a "predominately reproductive learning culture" in high school and later recommends "scaffolded assignments."
Which interpretation preserves the specialized educational meanings of both expressions?
Alternativas
Q4349663
Inglês Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |
Q4349663 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
Based exclusively on the supplied text, mark T for true and F for false.

(__)The text presents articulation in speech and writing, attention to detail, rote memory, and systematic problem solving among frequently observed strengths.

(__)The text indicates that intense interests may retain a broad thematic continuity even when more specific interests change over time.

(__)Environmental hypersensitivity is presented as one of the two symptom dimensions on which ASD diagnosis is based.

(__)Anxiety and sensory sensitivity are discussed separately from the two diagnostic symptom dimensions identified in the text.


The correct sequence, from top to bottom, is:
Alternativas
Q4349662
Inglês Voz Ativa e Passiva | Passive and Active Voice , Interpretação de texto | Reading comprehension ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Inglês - Edital nº 39 |
Q4349662 Inglês
Level 1 Autism Spectrum Disorder (formerly known as Asperger's Syndrome)


Since the mid-2000's, there has been a steady increase in the number of students with Autism Spectrum Disorder (ASD) registered at the Paul Menton Centre, consistent with the finding that Ottawa has the second-highest concentration of such students in Ontario (Alcorn-MacKay, 2010).

While still in use, the term Asperger's Syndrome does not appear in the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013), and is now subsumed under the broad category of Autism Spectrum Disorder (ASD). Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD (requiring minimal supports). A neurodevelopmental disorder usually identified in childhood, ASD is diagnosed and described based on two symptom dimensions: (1) Deficits in social communication/social interaction, and (2) Restricted, repetitive patterns of behaviour, interests or activities.

Carleton students with ASD typically have many strengths. They are usually highly articulate, in speech and in writing. They tend to be attentive to detail, with strengths in rote memory and a systematic, logical approach to problem solving. They may have intense interests around a general theme (for example, mechanics or history) with more specific, related interests having varied since childhood (Stoddart, Burke and King, 2012), which can be highly motivating if they are in a related program. They are also likely to be straightforward, loyal and honest (McMahon-Coleman, 2016).

In addition to the two DSM-V symptom dimensions, students with ASD may experience excessive anxiety associated with everyday events.

Many are hypersensitive to environmental stimuli, such as noise, harsh lighting and crowds. They may exhibit rigid, inflexible, rule-bound behaviour, and can experience profound anxiety in response to unfamiliar settings, unclear expectations, and (seemingly minor) changes (e.g. last-minute changes to course syllabus). Other observed areas of difficulty include time management and organization, concentration, fine motor skills (messy, effortful handwriting) and processing speed. Many students with ASD struggle to participate in class discussions, presentations and group work. Grades may suffer because they do not intuitively grasp "the hidden curriculum" like their peers. To illustrate, some may lack awareness of the various types of postsecondary settings − like lectures, labs, and discussion groups − with distinct formats for teaching and learning and expectations for behaviour. They may generalize from the familiar, predominately reproductive learning culture of high school (memorise this and give it back) and be unprepared when required to analyse, critique, or apply knowledge. They may need to be taught explicitly that different academic fields apply different writing conventions, which vary further across assignment types (book report versus persuasive essay, for example), and benefit from access to models, scaffolded assignments (McMahon-Coleman, 2016) and clear written instructions.

Symptoms and characteristics of ASD may lead to false impressions; as a result, many students struggle to establish and maintain friendships. Some speak in a relatively monotone voice with limited eye contact and avoid social interactions. Such individuals may be perceived as aloof, uninterested "loners". Others speak too loudly and out of context, with intense eye contact and a propensity to talk extensively about their own interests, giving the impression that they are insensitive and self-centered. They may be unaware of "unwritten" social rules (e.g. personal space), or interpret language in a highly literal fashion (cannot detect sarcasm or "read between the lines"). Most can't "do small talk"; nor do they readily interpret and express non-verbal social cues (facial expressions, tone of voice, gestures).

Typical Academic Accommodations 

• Extra time and a smaller location for tests and exams 

• Access to a word processor for written tests and exams 

• Recording software or recording pen for lectures 

• Access to volunteer notetaking services 

• Consideration for group work, presentations or participation.



In some cases, a PMC Coordinator will encourage students with ASD to send their instructors a personalised Letter of Introduction explaining the impact of their disability and related strengths and challenges.

Resources

Gobbo, K. and Shmulsky, S. (2014) Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions. Focus on Autism and other Developmental Disabilities, 29(1), 13-22

McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting academic engagement for college students with Autism Spectrum Disorder. Journal of Postsecondary Education and Disability, 26(4), 353-366.

Burgstahler, S. & Russo-Gleicher, R.J. (2015). Applying universal design to address the needs of postsecondary students on the autism spectrum. Journal of Postsecondary Education and Disability, 29, 199-212.

References

Alcorn Mackay, S. (2010). Identifying Trends and Supports for Students with Autism Spectrum Disorder Transitioning into Postsecondary. Toronto: Higher Education Quality Council Ontario.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Stoddart, K. P., Burke, L., and King, R. (2012). Asperger Syndrome in Adulthood: A Comprehensive Guide for Clinicians. New York: W.W. Norton & Company, Inc.

Baron-Cohen, S., Leslie, A. and Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21(1), 37-46



https://carleton.ca/pmc/level-1-autism-spectrum-disorder-formerly-know n-as-aspergers-syndrome/
Examine the sentence:
"Those diagnosed in the past with Asperger's would now be identified as having Level 1 ASD."
In this context, the construction "would now be identified as having" is accurately interpreted as:
Alternativas
Q4349016
Geografia Geografia Econômica , Geografia Política ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Geografia - Edital nº 39 |
Q4349016 Geografia
A interrupção ou alteração de fluxos energéticos, agrícolas e industriais produzida por conflitos recentes atingiu mercados situados fora das áreas diretamente envolvidas nas operações militares.
Empresas passaram a rever fornecedores e estoques, governos modificaram políticas comerciais e energéticas e determinados corredores de transporte adquiriram maior relevância estratégica em razão das condições de segurança.
Esses efeitos apresentam intensidades distintas conforme a posição ocupada pelos países e empresas nas redes de abastecimento e conforme sua capacidade de substituir produtos, fornecedores ou rotas.
À luz da geopolítica contemporânea, qual conclusão pode ser extraída dessas relações? 
Alternativas
Q4349015
Geografia Integração Regional , Geografia Econômica ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Geografia - Edital nº 39 |
Q4349015 Geografia
 O Brasil integra o Mercosul e participa de mecanismos comuns de política comercial, embora determinadas decisões adotadas pelo bloco ou por seus integrantes possam prever tratamentos diferenciados para produtos específicos.
Em 2025, deliberações brasileiras relacionadas à Lista de Exceções à Tarifa Externa Comum alteraram temporariamente alíquotas incidentes sobre diferentes mercadorias, dentro de instrumento previsto no funcionamento do próprio processo de integração.
A existência desse mecanismo permite avaliar a relação entre coordenação comercial regional, regras compartilhadas e margens negociadas de flexibilidade.

Considerando as características institucionais do Mercosul, qual interpretação está correta?
Alternativas
Q4349014
Geografia Urbanização , Hierarquia urbana ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Geografia - Edital nº 39 |
Q4349014 Geografia
A configuração atual do território brasileiro resulta de processos históricos de ocupação, formação de centros urbanos, implantação de sistemas de transporte e intensificação das relações econômicas entre diferentes parcelas do país.
A urbanização e a ampliação dos fluxos modificaram vínculos entre cidades e regiões, produzindo estruturas cuja interpretação exige considerar relações de comando, deslocamentos e circulação de bens, serviços e informações.
Na metodologia utilizada pelo IBGE para analisar essa organização territorial, a _______________ constitui elemento estruturante, enquanto a posição diferenciada dos centros corresponde à _______________.
Os vínculos estabelecidos entre os centros e os espaços a eles associados definem _______________, e sua articulação permite reconhecer recortes denominados _______________.

Identifique a alternativa que completa corretamente as lacunas acima.
Alternativas
Q4349013
Geografia Geografia Econômica ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Geografia - Edital nº 39 |
Q4349013 Geografia
Atividades agropecuárias, industriais e de serviços apresentam distribuição regional diferenciada em Santa Catarina e dependem, em intensidades variadas, de infraestrutura, disponibilidade hídrica, condições do solo, sistemas logísticos e mercados.
Eventos climáticos recentes produziram efeitos desiguais sobre áreas agrícolas, cidades e infraestruturas, enquanto características de relevo, ocupação das várzeas, cobertura vegetal e concentração de ativos socioeconômicos alteraram a exposição dos territórios.
Essas diferenças demonstram que a ocorrência de uma mesma ameaça ambiental não produz necessariamente consequências equivalentes em todas as regiões do estado.
Considerando a interação entre dinâmica econômica e condições ambientais catarinenses, qual análise está correta?
Alternativas
Q4349012
Pedagogia Planejamento Educacional ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Geografia - Edital nº 39 |
Q4349012 Pedagogia
Conflitos envolvendo discriminação, intolerância e desrespeito às diferenças podem ser trabalhados pedagogicamente por meio de conhecimentos curriculares, análise de situações sociais e participação dos estudantes em práticas de convivência democrática.
A educação em direitos humanos não se limita à transmissão de informações sobre normas ou declarações, pois envolve também formas de participação, reconhecimento da diversidade e desenvolvimento de capacidades para identificar violações e posicionar-se diante delas.
Considere uma escola que pretende incorporar essa perspectiva às atividades regulares, evitando tanto ações exclusivamente comemorativas quanto abordagens destinadas apenas à memorização de direitos formalmente reconhecidos.
O planejamento deverá relacionar conteúdos escolares, experiências sociais dos estudantes e práticas que favoreçam participação responsável na comunidade.
Qual encaminhamento corresponde a essa concepção de educação para a cidadania, diversidade cultural e direitos humanos?
Alternativas
Q4349011
Geografia Meio Ambiente na Geografia ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Geografia - Edital nº 39 |
Q4349011 Geografia
Mapas ambientais produzidos em diferentes escalas podem representar vegetação, clima, relevo, solos e biomas por meio de limites cartográficos necessários à sistematização das informações.
A observação detalhada do território, contudo, revela áreas nas quais características associadas a diferentes conjuntos ambientais aparecem combinadas, inclusive em municípios atravessados por limites entre biomas.
Em levantamento divulgado pelo IBGE, existem municípios brasileiros territorialmente inseridos em mais de um bioma, circunstância considerada na definição de um bioma predominante para determinadas finalidades estatísticas.
Essa informação exige distinguir a representação cartográfica utilizada para classificação territorial da diversidade efetivamente existente nas áreas de contato.
Qual interpretação geográfica decorre corretamente dessa situação?
Alternativas
Q4349010
Geografia Meio Ambiente na Geografia , Impactos e soluções no meio urbano , Impactos e soluções nos meios natural e rural ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Geografia - Edital nº 39 |
Q4349010 Geografia
A área de uma bacia hidrográfica contém setores intensamente urbanizados, propriedades agropecuárias, remanescentes de vegetação e trechos ocupados por diferentes infraestruturas de circulação e saneamento.
Levantamentos realizados no território registraram episódios de assoreamento, contaminação da água, erosão, alagamentos e perda de cobertura vegetal, mas esses fenômenos apresentaram intensidade e distribuição distintas entre os setores analisados.
O estudo pretende identificar relações entre processos que ocorrem em parcelas diferentes da bacia, considerando características físicas, formas de uso da terra, infraestrutura disponível e atividades econômicas.
Com base nessa perspectiva, analise as assertivas abaixo e classifique cada uma como verdadeira (V) ou falsa (F).

(__)A classificação de uma área como urbana ou rural é insuficiente para explicar isoladamente a intensidade dos impactos, pois formas de ocupação e condições ambientais interferem em sua produção.

(__)Problemas originados em áreas rurais devem ser analisados segundo processos próprios da produção agropecuária, enquanto impactos urbanos exigem categorias distintas de interpretação territorial.

(__)Alterações do escoamento superficial em determinado setor podem produzir efeitos em outras partes da bacia, estabelecendo conexões espaciais entre áreas com diferentes formas de ocupação.

(__)A existência de infraestrutura de saneamento e drenagem exerce influência secundária sobre riscos ambientais quando as características naturais da bacia permanecem relativamente estáveis.

(__)O estudo dos problemas socioambientais pode relacionar vulnerabilidade, uso do solo, processos físicos e atividades econômicas, inclusive quando seus efeitos ultrapassam os locais onde foram inicialmente produzidos.

A sequência correta, de cima para baixo, é:
Alternativas
Q4349009
Pedagogia Legislação da Educação ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Geografia - Edital nº 39 |
Q4349009 Pedagogia
A Lei de Diretrizes e Bases da Educação Nacional estabelece princípios e finalidades que orientam juridicamente a educação brasileira.
Nos termos do art. 2º, a educação constitui dever da _______________ e do _______________, sendo inspirada nos princípios de _______________ e nos ideais de _______________.
O mesmo dispositivo estabelece como finalidades o pleno desenvolvimento do educando, seu preparo para o exercício da cidadania e sua _______________.
A redação legal articula responsabilidade educacional, valores formativos e relação entre escolarização e vida social.


Assinale a alternativa que completa corretamente as lacunas acima.
Alternativas
Q4349008
Pedagogia Legislação da Educação , Normas Constitucionais do Direito à Educação ,
Ano: 2026 Banca: AMEOSC Órgão: Prefeitura de Mondaí - SC Prova: AMEOSC - 2026 - Prefeitura de Mondaí - SC - Professor Licenciado – Área III / Disciplina: Geografia - Edital nº 39 |
Q4349008 Pedagogia
A Constituição Federal estabelece princípios aplicáveis ao ensino e define a educação como direito cuja efetivação envolve responsabilidades públicas e familiares.
A interpretação desses dispositivos exige distinguir o conteúdo expressamente previsto no texto constitucional de conclusões que dependam de legislação infraconstitucional ou de políticas educacionais específicas.
Os arts. 205 e 206 constituem referência direta para examinar finalidades da educação, condições de acesso, liberdade acadêmica, gratuidade e qualidade.
Com base exclusivamente nesses dispositivos constitucionais, analise as assertivas abaixo e classifique cada uma como verdadeira (V) ou falsa (F).

(__)O art. 205 atribui exclusivamente ao Estado a promoção da educação, reservando à família e à sociedade funções de colaboração definidas posteriormente em lei.

(__)A igualdade de condições para o acesso e permanência na escola integra expressamente os princípios segundo os quais o ensino deve ser ministrado.

(__)A liberdade de aprender, ensinar, pesquisar e divulgar o pensamento, a arte e o saber possui previsão expressa entre os princípios constitucionais do ensino.

(__)A garantia de padrão de qualidade figura expressamente no art. 206 como princípio aplicável ao ensino.

(__)A gratuidade do ensino público prevista no art. 206 está textualmente limitada às etapas classificadas pela Constituição como escolaridade obrigatória.


A sequência correta, de cima para baixo, é:
Alternativas
Respostas
801: D
802: D
803: B
804: C
805: D
806: C
807: A
808: B
809: B
810: B
811: A
812: C
813: C
814: A
815: C
816: C
817: D
818: C
819: D
820: B
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