Questões de Concurso
Comentadas para prefeitura de soledade - pb
Foram encontradas 522 questões
Resolva questões gratuitamente!
Junte-se a mais de 4 milhões de concurseiros!
I- Karen could see someone running towards her. II- We spent an enjoyable evening on the movies. III- Michelle is not here at the moment. She is to the store. IV- Does this bus go in Ipanema?
The preposition is CORRECT in:
Read Text I to answer the question.
TEXT I
“One very active research tradition in the field of second language acquisition (SLA) attempts to establish causal relationships between environmental factors and learning. These include the type and quantity of input, instruction and feedback, and the interactional context of learning (Larsen-Freeman and Long 1991). A second very influential line of research and theory in SLA that came to fruition during the 1980s investigates the possible role of universal grammar (UG) in SLA (Eubank 1991b, White 1989). In the Chomskyan tradition, UG refers not to properties of language as the external object of learning but to innate properties of mind that direct the course of primary language acquisition. One question asked within this tradition has been whether or not second language this tradition learners still “have access” to UG, but it is assumed that UG principles are not accessible to learner awareness for any kind of conscious analysis of input. It is possible that SLA is the result of UG (a deep internal factor) acting upon input (an external factor), as proposed by White (1989), but what seems to be left out of such an account is the role of the learner's conscious mental processes.” […]
Available at: https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/ (adapted)
Read Text I to answer the question.
TEXT I
“One very active research tradition in the field of second language acquisition (SLA) attempts to establish causal relationships between environmental factors and learning. These include the type and quantity of input, instruction and feedback, and the interactional context of learning (Larsen-Freeman and Long 1991). A second very influential line of research and theory in SLA that came to fruition during the 1980s investigates the possible role of universal grammar (UG) in SLA (Eubank 1991b, White 1989). In the Chomskyan tradition, UG refers not to properties of language as the external object of learning but to innate properties of mind that direct the course of primary language acquisition. One question asked within this tradition has been whether or not second language this tradition learners still “have access” to UG, but it is assumed that UG principles are not accessible to learner awareness for any kind of conscious analysis of input. It is possible that SLA is the result of UG (a deep internal factor) acting upon input (an external factor), as proposed by White (1989), but what seems to be left out of such an account is the role of the learner's conscious mental processes.” […]
Available at: https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/ (adapted)
Read Text I to answer the question.
TEXT I
“One very active research tradition in the field of second language acquisition (SLA) attempts to establish causal relationships between environmental factors and learning. These include the type and quantity of input, instruction and feedback, and the interactional context of learning (Larsen-Freeman and Long 1991). A second very influential line of research and theory in SLA that came to fruition during the 1980s investigates the possible role of universal grammar (UG) in SLA (Eubank 1991b, White 1989). In the Chomskyan tradition, UG refers not to properties of language as the external object of learning but to innate properties of mind that direct the course of primary language acquisition. One question asked within this tradition has been whether or not second language this tradition learners still “have access” to UG, but it is assumed that UG principles are not accessible to learner awareness for any kind of conscious analysis of input. It is possible that SLA is the result of UG (a deep internal factor) acting upon input (an external factor), as proposed by White (1989), but what seems to be left out of such an account is the role of the learner's conscious mental processes.” […]
Available at: https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/ (adapted)
Read Text I to answer the question.
TEXT I
“One very active research tradition in the field of second language acquisition (SLA) attempts to establish causal relationships between environmental factors and learning. These include the type and quantity of input, instruction and feedback, and the interactional context of learning (Larsen-Freeman and Long 1991). A second very influential line of research and theory in SLA that came to fruition during the 1980s investigates the possible role of universal grammar (UG) in SLA (Eubank 1991b, White 1989). In the Chomskyan tradition, UG refers not to properties of language as the external object of learning but to innate properties of mind that direct the course of primary language acquisition. One question asked within this tradition has been whether or not second language this tradition learners still “have access” to UG, but it is assumed that UG principles are not accessible to learner awareness for any kind of conscious analysis of input. It is possible that SLA is the result of UG (a deep internal factor) acting upon input (an external factor), as proposed by White (1989), but what seems to be left out of such an account is the role of the learner's conscious mental processes.” […]
Available at: https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/ (adapted)
Read Text I to answer the question.
TEXT I
“One very active research tradition in the field of second language acquisition (SLA) attempts to establish causal relationships between environmental factors and learning. These include the type and quantity of input, instruction and feedback, and the interactional context of learning (Larsen-Freeman and Long 1991). A second very influential line of research and theory in SLA that came to fruition during the 1980s investigates the possible role of universal grammar (UG) in SLA (Eubank 1991b, White 1989). In the Chomskyan tradition, UG refers not to properties of language as the external object of learning but to innate properties of mind that direct the course of primary language acquisition. One question asked within this tradition has been whether or not second language this tradition learners still “have access” to UG, but it is assumed that UG principles are not accessible to learner awareness for any kind of conscious analysis of input. It is possible that SLA is the result of UG (a deep internal factor) acting upon input (an external factor), as proposed by White (1989), but what seems to be left out of such an account is the role of the learner's conscious mental processes.” […]
Available at: https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/ (adapted)
I- O Fisioterapeuta Neurofuncional adota a Classificação Internacional de Funcionalidade, Incapacidade e Saúde (CIF), segundo recomenda a Organização Mundial da Saúde (OMS), no âmbito de sua competência. II- No domínio da estrutura e função do sistema nervoso, o Fisioterapeuta Neurofuncional atua nas disfunções sensório-motoras e cognitivo-comportamentais relacionadas às desordens progressivas ou não progressivas do sistema nervoso central e periférico, incluindo também as disfunções neuromusculares. III- O Fisioterapeuta Neurofuncional trata seus clientes/pacientes/usuários individualmente, visto que em condições de origem neurológica, não é possível prestar assistência fisioterapêutica neurofuncional a grupos de indivíduos.
É CORRETO o que se afirma em:
I- Aplicação de técnicas que ofereçam aumento da resistência das vias aéreas pelo acúmulo de secreção. II- Avaliar mecânica pulmonar e posicionar o paciente de maneira a aumentar o trabalho respiratório. III- Aplicar ventilação mecânica não invasiva (VNI) e ajustar parâmetros adequados; caso seja indicado ventilação mecânica invasiva (VMI), participar e auxiliar no procedimento, acoplar ventilador mecânico e ajustar parâmetros a fim de promover melhor interação do paciente ao ventilador.
É CORRETO o que se afirma em:
I- As mais comuns envolvem estruturas musculares por trauma direto ou esforços desta musculatura, com sobrecarga e desenvolvimento da síndrome miofascial e as lesões de estiramento. II- As patologias degenerativas discais e articulares, a exemplo da espondilose fazem parte deste grupo etiológico. III- A espondilólise refere-se ao deslizamento do corpo vertebral para frente da vértebra inferior e espondilolistese corresponde à fratura da parte interarticular da articulação intervertebral e podem causar lombalgia, também fazendo parte desse grupo.
É CORRETO o que se afirma em:
I- Devido aos processos neuromusculares primários que levam à extensão das articulações, principalmente de quadril, joelhos, punhos e cotovelos, surgem, com o passar do tempo, as contraturas. II- Desnutrição, desidratação, má higiene, anemia, obesidade, sedação excessiva, doença cardiorrespiratória, hipoalbuminemia, colchão inadequado, perda de sensibilidade dolorosa e diminuída captação de oxigênio pelos tecidos são elementos que contribuem para o desenvolvimento da úlcera de decúbito. III- As fibras de colágeno, que estão presentes na composição do músculo, em formato de rede e com função de apoio estrutural, cruzam-se, fundem-se (cross-linkage) eencurtam-se, perdendo sua propriedade elástica, o que, por sua vez, encurta o músculo e o tendão, resultando em contratura das articulações. IV- A posição supina, a contratura dos MMII (quadril e joelho) e a ausência do efeito de bomba da musculatura da panturrilha predispõem à estase venosa periférica.
É CORRETO o que se afirma em:
Conheça nossos planos