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Paciente vítima de acidente automobilístico, admitido com quadro de taquipneia, saturação periférica de O2 92%, com respiração com lábios semicerrados.
Sobre o manejo inicial do trauma pulmonar, assinale a alternativa correta.
A RDC nº 07/2010 da Anvisa, capítulo III, fala sobre os requisitos específicos para Unidades de Terapia Intensiva Adulto.
Com base no artigo 57, que cita os equipamentos e materiais mínimos, cada leito de CTI adulto deve possuir:
A síndrome de compartimento aguda é uma urgência ortopédica e vascular que se caracteriza pelo aumento da pressão no interior de um compartimento fechado. Em consequência de ser um diagnóstico essencialmente clínico, a síndrome de compartimento é uma urgência frequentemente negligenciada. O atraso na identificação e na instauração do tratamento (fasciotomia) pode causar danos irreversíveis, como a amputação do membro.
Com relação aos compartimentos musculares dos membros inferiores, assinale a alternativa correta.
O termo damage control ou controle de danos foi proposto em 1993, definindo a conduta de interromper a laparotomia na presença de acidose, coagulopatia e hipotermia. Atualmente se aplica a todos os casos de traumas graves, incluindo traumas vasculares de extremidades.
Considerando os conceitos aplicados na cirurgia de controle de dano no trauma contuso vascular, e a abordagem a vítimas de choque hemorrágico no trauma, assinale a alternativa correta.
A insuficiência venosa crônica (IVC) é uma doença comum na prática clínica e suas complicações, principalmente a úlcera de estase venosa, causa uma morbidade significativa. A ulceração afeta a produtividade no trabalho, gerando aposentadorias por invalidez, além de restringir as atividades da vida diária e de lazer.
Em relação às úlceras venosas dos membros inferiores, assinale a alternativa correta.
Os critérios diagnósticos ultrassonográficos de trombose venosa profunda ou trombose venosa superficial são semelhantes aos utilizados para o diagnóstico de trombose venosa dos membros inferiores, uma vez que possuem a mesma fisiopatologia.
Acerca das tromboses, assinale a alternativa incorreta.
A síndrome do desfiladeiro cervicotorácico (SDT) é uma síndrome rara e potencialmente grave que atinge comumente adultos jovens entre 20 e 40 anos de idade, que resulta em morbidade significativa se não tratada. O ecodoppler vascular ou ultrassonografia vascular é o exame de imagem inicial escolhido para avaliação das formas vasculares da SDT, por ser de fácil acesso e não invasivo.
Com relação ao desfiladeiro cervicotorácico, assinale a alternativa incorreta.
O sistema de baixa pressão da fístula arteriovenosa (FAV) provoca amortecimento significativo ou reversão do fluxo no leito arterial distal que se não compensado por via colateral determina isquemia do membro.
Em relação aos acessos vasculares para hemodiálise, assinale a alternativa correta.
As complicações mais frequentes dos procedimentos vasculares estão relacionadas aos acessos vasculares. Os hematomas e os pseudoaneurismas estão entre os mais comuns.
Em relação às complicações de acessos vasculares, assinale a alternativa correta.
As lesões obstrutivas dos troncos supra-aórticos (TSA) acarretam sintomas por dois mecanismos básicos: hemodinâmicos, com redução de fluxo, e por embolização.
Com relação a esse assunto, assinale a alternativa correta
A artéria e a veia poplítea estão localizadas entre as cabeças medial e lateral da musculatura gastrocnêmia, posteriormente ao músculo poplíteo. Alterações nessas relações podem resultar em compressão congênita extrínseca da artéria com consequente lesão arterial e insuficiência vascular.
A condição descrita no texto anterior é chamada de:
Os dados do Censo de 2022 apontam que o Brasil também teve o maior salto de envelhecimento entre censos desde 1940. Em 2010, a cada 30,7 idosos, o país tinha 100 jovens de até 14 anos. Agora, são 55 idosos para cada 100 jovens. Na prática, isso quer dizer que a tendência do país é ter cada vez menos jovens e cada vez mais idosos.
Disponível em: https://g1.globo.com/economia/censo/ noticia/2023/10/27/razao-de-sexo-idade-mediana-taxa-defecundidade-entenda-os-termos-do-censo.ghtml. Acesso em: 14 fev. 2024.
Essa mudança gradativa, que vem ocorrendo ao longo do tempo, aponta para a necessidade de tomada de medidas por parte do poder público no sentido de
La Niña: fenômeno deve ocorrer no 2º semestre de 2024
Depois de 2023 apresentar efeitos meteorológicos extremos, o inverno deste ano será afetado por mais um fenômeno: o La Niña. A previsão foi realizada pela Administração Oceânica e Atmosférica Nacional dos Estados Unidos (NOAA) e diz que os primeiros sinais da niña devem começar a ser sentidos já no segundo semestre de 2024.
Disponível em: https://www.correiobraziliense.com.br/ brasil/2024/01/6789655-la-nina-fenonemo-deve-ocorre-no-2- semestre-de-2024-entenda-efeitos.html. Acesso em: 19 mar. 2024.
Caso a ocorrência do fenômeno se confirme no segundo semestre de 2024, como mencionado no título da reportagem, será constatado no Brasil o seguinte efeito:
Ensinar sobre os problemas urbanos dá aos professores a oportunidade de levar o assunto para o cotidiano que os alunos vivenciam. Isso permite ao professor tornar a aula mais prática e o assunto mais interessante, uma vez que o aluno pode ser conduzido de modo a relacionar diversos conteúdos presentes nos livros com as vivências do dia a dia.
Pensando nisso, um professor levou a seguinte reportagem para a sala de aula:
Temporal alaga ruas, arrasta carros, deixa pessoas ilhadas e derruba árvores em BH
A chuva forte que caiu nesta terça-feira (23/01/2024) provocou alagamentos em Belo Horizonte e Grande BH. Durante o temporal, pessoas ficaram ilhadas, carros foram arrastados e árvores caíram. A Defesa Civil de Belo Horizonte fez algumas interdições por segurança. Na Região da Pampulha, o Córrego Ressaca ameaçou transbordar, e a avenida Heráclito Mourão de Miranda foi interditada. A Avenida Vilarinho também foi bloqueada, em razão do risco de transbordamento do Córrego Vilarinho.
Disponível em: https://g1.globo.com/mg/minas-gerais/ noticia/2024/01/23/temporal-provoca-alagamentos-em-belohorizonte-e-regiao-metropolitana.ghtml. Acesso em: 16 jan. 2024.
A partir do conteúdo apresentado na reportagem, o professor solicitou aos alunos que indicassem uma medida que contribua para amenizar o problema apresentado no texto.
Sendo assim, assinale a alternativa que apresenta uma medida correta.
Essa corrente do pensamento geográfico foi formulada no século XIX pelo geógrafo alemão Friedrich Ratzel. Ela fala das influências que as condições naturais exerceriam sobre o ser humano, sustentando a tese de que o meio natural tem influência direta sobre o homem. Nesse sentido, os homens procurariam organizar o espaço para garantir a manutenção da vida. O maior sinal de perda de uma sociedade seria a perda do território.
Essa corrente do pensamento geográfico tem o nome de:
Durante uma aula de Matemática, uma professora propôs que seus alunos realizassem, em grupos, uma atividade cujo tema poderia ser escolhido pelos próprios alunos. O grupo de Mateus optou por falar do tema “criminalização do aborto”, uma vez que os estudantes genuinamente se interessavam pelo assunto.
Ao apresentar uma ideia de tema para a professora, ela não ficou confortável com a escolha dos alunos, mas, apesar dos inconvenientes visíveis, ela não vetou essa possibilidade. Mateus e seus colegas, no entanto, optaram por não levar a ideia adiante e procuraram outro tema para o trabalho, pois relataram temer a ocorrência da professora. Para eles, ela poderia fazer uma avaliação negativa do trabalho como forma de retaliação pela escolha do tema, mesmo que ela não tivesse feito uma crítica ou ameaça nesse sentido.
A situação descrita coloca foco em um problema de comunicação discutido com ênfase na obra “Diálogo e Aprendizagem em Educação Matemática”, de Elen Alrø e Ole Skovsmose. Esse problema está centralizado
INSTRUCTION: Read the following text to answer question.
Communicative Language Teaching
By Judson Wright
Introduction
The teacher as model
In some approaches to teaching English, the teacher’s main role is to pass on knowledge to students through explanations. In Communicative Language Teaching, the role of the teacher is rather different, although providing clear explanations of language points is still an important part of it. First of all, the teacher acts as a model of good communication skills. This involves asking clear questions, providing clear answers, and giving clear instructions to students. The teacher also models active listening skills, which include making eye contact, listening carefully to what people are saying, checking that listeners understand what’s being said, and responding appropriately. It is the teacher who sets the expectation that these and other communication skills, such as taking turns appropriately in a conversation, are the classroom norm.
Classroom interaction
As in many other classrooms, some of the interaction in the CLT classroom consists of the teacher talking to the whole class while the students listen or respond to the teacher’s questions, particularly when the teacher is explaining a language point. However, CLT is based on the idea that in order to improve students’ communication skills, most of the interaction that teachers need to provide for their students should be classroom tasks that require and develop communication skills. In particular, CLT makes use of roleplays, pair work and group work tasks. These forms of interaction provide some important benefits.
One benefit is that students usually find these forms of interaction motivating and engaging. Pair and group work provide opportunities to focus more on fluency and on content than on accuracy, which often means that students are able to speak more freely than when they are asked to respond to direct questions from the teacher in front of the whole class. These interactions provide a safer space to practise communication skills. The teacher has an important part to play here, ensuring that students avoid focusing on form too much during tasks as well as bringing their students’ focus back onto the content of the interaction rather than correcting each other’s English while carrying out the task
Another benefit is a better use of time. When students are divided into pairs or groups and given a task that each pair or group carries out at the same time, it is a far more efficient and effective use of classroom time than other forms of classroom interaction. It means that all students can be engaged and active at the same time, rather than merely listening to other students respond to the teacher’s questions or prompts, which is a typical interaction in some classrooms. Through pair and group work, each individual student spends far more time using English and practising their communication skills.
Meaningful communication
In order for the interactions to be effective, we need to ensure that successfully completing a task depends on meaningful communication. In other words, each pair and group work task are designed so that there is a real purpose for the interaction, mirroring communicative interactions in the real world. This real purpose might involve a student communicating something about their own life which another student doesn’t know, such as information about their family, or their own opinions on a subject. It might also involve creating an information gap between the students which requires the use of different communication skills. Let’s consider a couple of examples at different levels of English ability that illustrate the idea of meaningful communication.
Imagine a teacher is working with students at an elementary level of English who are learning or practising the names of colours. The teacher produces sheets of paper with perhaps four or five coloured circles on them. Most sheets are different from each other, but each sheet has at least one other that matches it exactly. Each student receives a sheet and is asked not to let other people see their sheet. The task is for each student to find another student whose sheet exactly matches their own. Armed with a simple structure, such as Do you have a … circle?, students mingle around the classroom, asking and answering each other’s questions, until they have each found a matching partner. This type of task can be easily adapted to focus on shapes, body parts, and a range of other lexical sets. Contrast this with a situation where a teacher indicates different objects that the whole class can see and asks questions such as What colour is this? and expects students to respond with the correct colour. In that case, no meaningful communication takes place since all students already know the answer.
[…]
Assessment and correction
During the task, the students’ focus should be on achieving the communicative aim, whether that’s finding someone in the class with matching information, reconstructing a text, or successfully completing a roleplay. The teacher’s role is to employ ongoing informal assessment by monitoring the interactions and making sure that each pair and group stays on task and does not get distracted by trying to correct each other’s use of language. It’s worth making the importance of completing the task explicit at the start of any communicative task. As teachers monitor the students, they should make a note of any errors that they want to focus on after the activity. This is usually most effective when the teacher selects errors that more than one student makes since focusing on these is likely to be of use to more students. While the teacher may choose to ignore most other errors, it is sometimes worth using ‘hot correction’ with individual students. With hot correction, the teacher quickly makes a note of the correct form on a slip of paper and simply places it on the table in front of the student, without interrupting the interaction.
Conclusion
Communicative Language Teaching prepares students for communicative demands outside the classroom using techniques that develop communication skills. In its pure form, some teachers may feel that there is not enough focus on accuracy and language structure to meet their needs and the needs of their students. However, introducing elements of the approach into your classroom and reconsidering your role as a teacher and the types of tasks you ask your students to take part in will motivate and engage your students while developing their communication skills.
Available at: https://www.onestopenglish.com/methodology-theworld-of-elt/communicative-language-teaching/1000116.article. Accessed on: Jan 23rd, 2024.
The discourse marker however in “However, introducing elements of the approach into your classroom and reconsidering your role as a teacher and the types of tasks you ask your students to take part in will motivate and engage your students while developing their communication skills.” is closest in meaning to
INSTRUCTION: Read the following text to answer question.
Communicative Language Teaching
By Judson Wright
Introduction
The teacher as model
In some approaches to teaching English, the teacher’s main role is to pass on knowledge to students through explanations. In Communicative Language Teaching, the role of the teacher is rather different, although providing clear explanations of language points is still an important part of it. First of all, the teacher acts as a model of good communication skills. This involves asking clear questions, providing clear answers, and giving clear instructions to students. The teacher also models active listening skills, which include making eye contact, listening carefully to what people are saying, checking that listeners understand what’s being said, and responding appropriately. It is the teacher who sets the expectation that these and other communication skills, such as taking turns appropriately in a conversation, are the classroom norm.
Classroom interaction
As in many other classrooms, some of the interaction in the CLT classroom consists of the teacher talking to the whole class while the students listen or respond to the teacher’s questions, particularly when the teacher is explaining a language point. However, CLT is based on the idea that in order to improve students’ communication skills, most of the interaction that teachers need to provide for their students should be classroom tasks that require and develop communication skills. In particular, CLT makes use of roleplays, pair work and group work tasks. These forms of interaction provide some important benefits.
One benefit is that students usually find these forms of interaction motivating and engaging. Pair and group work provide opportunities to focus more on fluency and on content than on accuracy, which often means that students are able to speak more freely than when they are asked to respond to direct questions from the teacher in front of the whole class. These interactions provide a safer space to practise communication skills. The teacher has an important part to play here, ensuring that students avoid focusing on form too much during tasks as well as bringing their students’ focus back onto the content of the interaction rather than correcting each other’s English while carrying out the task
Another benefit is a better use of time. When students are divided into pairs or groups and given a task that each pair or group carries out at the same time, it is a far more efficient and effective use of classroom time than other forms of classroom interaction. It means that all students can be engaged and active at the same time, rather than merely listening to other students respond to the teacher’s questions or prompts, which is a typical interaction in some classrooms. Through pair and group work, each individual student spends far more time using English and practising their communication skills.
Meaningful communication
In order for the interactions to be effective, we need to ensure that successfully completing a task depends on meaningful communication. In other words, each pair and group work task are designed so that there is a real purpose for the interaction, mirroring communicative interactions in the real world. This real purpose might involve a student communicating something about their own life which another student doesn’t know, such as information about their family, or their own opinions on a subject. It might also involve creating an information gap between the students which requires the use of different communication skills. Let’s consider a couple of examples at different levels of English ability that illustrate the idea of meaningful communication.
Imagine a teacher is working with students at an elementary level of English who are learning or practising the names of colours. The teacher produces sheets of paper with perhaps four or five coloured circles on them. Most sheets are different from each other, but each sheet has at least one other that matches it exactly. Each student receives a sheet and is asked not to let other people see their sheet. The task is for each student to find another student whose sheet exactly matches their own. Armed with a simple structure, such as Do you have a … circle?, students mingle around the classroom, asking and answering each other’s questions, until they have each found a matching partner. This type of task can be easily adapted to focus on shapes, body parts, and a range of other lexical sets. Contrast this with a situation where a teacher indicates different objects that the whole class can see and asks questions such as What colour is this? and expects students to respond with the correct colour. In that case, no meaningful communication takes place since all students already know the answer.
[…]
Assessment and correction
During the task, the students’ focus should be on achieving the communicative aim, whether that’s finding someone in the class with matching information, reconstructing a text, or successfully completing a roleplay. The teacher’s role is to employ ongoing informal assessment by monitoring the interactions and making sure that each pair and group stays on task and does not get distracted by trying to correct each other’s use of language. It’s worth making the importance of completing the task explicit at the start of any communicative task. As teachers monitor the students, they should make a note of any errors that they want to focus on after the activity. This is usually most effective when the teacher selects errors that more than one student makes since focusing on these is likely to be of use to more students. While the teacher may choose to ignore most other errors, it is sometimes worth using ‘hot correction’ with individual students. With hot correction, the teacher quickly makes a note of the correct form on a slip of paper and simply places it on the table in front of the student, without interrupting the interaction.
Conclusion
Communicative Language Teaching prepares students for communicative demands outside the classroom using techniques that develop communication skills. In its pure form, some teachers may feel that there is not enough focus on accuracy and language structure to meet their needs and the needs of their students. However, introducing elements of the approach into your classroom and reconsidering your role as a teacher and the types of tasks you ask your students to take part in will motivate and engage your students while developing their communication skills.
Available at: https://www.onestopenglish.com/methodology-theworld-of-elt/communicative-language-teaching/1000116.article. Accessed on: Jan 23rd, 2024.
Concerning assessment in the Communicative Approach, a teacher is encouraged
INSTRUCTION: Read the following text to answer question.
Communicative Language Teaching
By Judson Wright
Introduction
The teacher as model
In some approaches to teaching English, the teacher’s main role is to pass on knowledge to students through explanations. In Communicative Language Teaching, the role of the teacher is rather different, although providing clear explanations of language points is still an important part of it. First of all, the teacher acts as a model of good communication skills. This involves asking clear questions, providing clear answers, and giving clear instructions to students. The teacher also models active listening skills, which include making eye contact, listening carefully to what people are saying, checking that listeners understand what’s being said, and responding appropriately. It is the teacher who sets the expectation that these and other communication skills, such as taking turns appropriately in a conversation, are the classroom norm.
Classroom interaction
As in many other classrooms, some of the interaction in the CLT classroom consists of the teacher talking to the whole class while the students listen or respond to the teacher’s questions, particularly when the teacher is explaining a language point. However, CLT is based on the idea that in order to improve students’ communication skills, most of the interaction that teachers need to provide for their students should be classroom tasks that require and develop communication skills. In particular, CLT makes use of roleplays, pair work and group work tasks. These forms of interaction provide some important benefits.
One benefit is that students usually find these forms of interaction motivating and engaging. Pair and group work provide opportunities to focus more on fluency and on content than on accuracy, which often means that students are able to speak more freely than when they are asked to respond to direct questions from the teacher in front of the whole class. These interactions provide a safer space to practise communication skills. The teacher has an important part to play here, ensuring that students avoid focusing on form too much during tasks as well as bringing their students’ focus back onto the content of the interaction rather than correcting each other’s English while carrying out the task
Another benefit is a better use of time. When students are divided into pairs or groups and given a task that each pair or group carries out at the same time, it is a far more efficient and effective use of classroom time than other forms of classroom interaction. It means that all students can be engaged and active at the same time, rather than merely listening to other students respond to the teacher’s questions or prompts, which is a typical interaction in some classrooms. Through pair and group work, each individual student spends far more time using English and practising their communication skills.
Meaningful communication
In order for the interactions to be effective, we need to ensure that successfully completing a task depends on meaningful communication. In other words, each pair and group work task are designed so that there is a real purpose for the interaction, mirroring communicative interactions in the real world. This real purpose might involve a student communicating something about their own life which another student doesn’t know, such as information about their family, or their own opinions on a subject. It might also involve creating an information gap between the students which requires the use of different communication skills. Let’s consider a couple of examples at different levels of English ability that illustrate the idea of meaningful communication.
Imagine a teacher is working with students at an elementary level of English who are learning or practising the names of colours. The teacher produces sheets of paper with perhaps four or five coloured circles on them. Most sheets are different from each other, but each sheet has at least one other that matches it exactly. Each student receives a sheet and is asked not to let other people see their sheet. The task is for each student to find another student whose sheet exactly matches their own. Armed with a simple structure, such as Do you have a … circle?, students mingle around the classroom, asking and answering each other’s questions, until they have each found a matching partner. This type of task can be easily adapted to focus on shapes, body parts, and a range of other lexical sets. Contrast this with a situation where a teacher indicates different objects that the whole class can see and asks questions such as What colour is this? and expects students to respond with the correct colour. In that case, no meaningful communication takes place since all students already know the answer.
[…]
Assessment and correction
During the task, the students’ focus should be on achieving the communicative aim, whether that’s finding someone in the class with matching information, reconstructing a text, or successfully completing a roleplay. The teacher’s role is to employ ongoing informal assessment by monitoring the interactions and making sure that each pair and group stays on task and does not get distracted by trying to correct each other’s use of language. It’s worth making the importance of completing the task explicit at the start of any communicative task. As teachers monitor the students, they should make a note of any errors that they want to focus on after the activity. This is usually most effective when the teacher selects errors that more than one student makes since focusing on these is likely to be of use to more students. While the teacher may choose to ignore most other errors, it is sometimes worth using ‘hot correction’ with individual students. With hot correction, the teacher quickly makes a note of the correct form on a slip of paper and simply places it on the table in front of the student, without interrupting the interaction.
Conclusion
Communicative Language Teaching prepares students for communicative demands outside the classroom using techniques that develop communication skills. In its pure form, some teachers may feel that there is not enough focus on accuracy and language structure to meet their needs and the needs of their students. However, introducing elements of the approach into your classroom and reconsidering your role as a teacher and the types of tasks you ask your students to take part in will motivate and engage your students while developing their communication skills.
Available at: https://www.onestopenglish.com/methodology-theworld-of-elt/communicative-language-teaching/1000116.article. Accessed on: Jan 23rd, 2024.
The aim of Communicative Language Teaching is
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