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Comentadas para prefeitura de itatiba - sp
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Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Cirurgião-Dentista Bucomaxilofacial |
Q3467401
Odontologia
As complicações orais da quimioterapia são resultado da ação direta da droga sobre a mucosa bucal (toxicidade estomatológica direta), ou são uma consequência indireta da supressão da medula óssea induzida por drogas quimioterápicas ou mielossupressão (toxicidade estomatológica indireta).
Assinale a alternativa que contém apenas quimioterápicos antimetabólicos capazes de causar lesões na mucosa bucal (mucosite).
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Cirurgião-Dentista Bucomaxilofacial |
Q3467400
Odontologia
O sinal de Battle observado durante a avaliação de um
paciente com trauma craniofacial sugere fratura
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Cirurgião-Dentista Bucomaxilofacial |
Q3467399
Odontologia
Assinale a alternativa que contém um tipo de lesão de
tecidos moles caracterizada por ausência de descontinuidade na superfície dos tecidos moles.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Cirurgião-Dentista Bucomaxilofacial |
Q3467398
Odontologia
A avaliação de tumores odontogênicos envolve a análise das suas características histológicas, radiográficas e clínicas, bem como a investigação da sua história clínica e desenvolvimento. Esta avaliação é crucial para diagnóstico e tratamento adequados, que podem incluir opções cirúrgicas e, em alguns casos, acompanhamento. Os tumores de epitélio odontogênico são compostos somente por epitélio odontogênico, sem qualquer participação do ectomesênquima odontogênico.
Assinale a alternativa que contém apenas tumores de epitélio odontogênico.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Cirurgião-Dentista Bucomaxilofacial |
Q3467395
Odontologia
Levando em consideração a gravidade relativa das infecções dos espaços fasciais profundos, as infecções de gravidade moderada dificultam o acesso às vias respiratórias, por causar trismo e elevação da língua, o que pode complicar a intubação endotraqueal.
Assinale a alternativa que contém apenas espaços fasciais profundos de gravidade moderada.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Cirurgião-Dentista Bucomaxilofacial |
Q3467393
Odontologia
Em relação ao espaço morto, é correto afirmar que é
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Cirurgião-Dentista Bucomaxilofacial |
Q3467392
Odontologia
Muitos medicamentos administrados a pacientes submetidos à cirurgia oral podem atuar como estímulos antigênicos, provocando reações alérgicas.
A reação de hipersensibilidade imediata, mediada por IgE (anticorpos imunoglobulina E), que pode causar reações cutâneas (e mucosas), no trato respiratório e anafilaxia, é a do tipo
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Cirurgião-Dentista Bucomaxilofacial |
Q3467391
Odontologia
Nas cirurgias de esvaziamento cervical radical, usadas
para tratar tumores malignos de cabeça e pescoço, o nervo acessório pode ser lesado antes de alcançar o músculo trapézio. Como consequência, o paciente pode ter
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Cirurgião-Dentista Bucomaxilofacial |
Q3467390
Odontologia
A artéria carótida externa inicia-se no pescoço a partir da bifurcação da artéria carótida comum no trígono
carótico. Tem um trajeto ascendente até a região do
colo da mandíbula, onde termina, dividindo-se em dois
ramos, denominados:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464014
Inglês
Texto associado
Leia o texto para responder à questão.
In the literature on language learning, one particular
process has commonly been singled out for explication:
transfer. The term describes the carryover of previous
performance or knowledge to subsequent learning. Positive
transfer occurs when the prior knowledge benefits the learning
task; negative transfer, or interference, occurs when previous
performance disrupts the performance of a second task.
It has been common in second language teaching to
stress the role of interference. This is of course not surprising,
as native language interference is surely the most immediately
noticeable source of error among second language learners.
The saliency of interference is strong. For example, a French
native speaker might say in English, “I am in New York since
January,” a perfectly logical transfer of the French sentence
“Je suis a New York depuis Janvier.” Because of the negative
transfer of the French verb form to English, the French system
has, in this case, interfered with the person’s production of a
correct English form.
It is exceedingly important to remember, however, that
the native language of a second language learner is often
positively transferred, in which case the learner benefits
from the facilitating effects of the first language. In the above
sentence, for example, the correct one-to-one word order
correspondence, the personal pronoun, and the preposition
have been positively transferred from French to English. We
often mistakenly overlook the facilitating effects of the native
language in our appetite for analyzing errors in the second
language and for overstressing the interfering effects of the
first language.
(Douglas Brown. Principles of language learning and teaching, 2000.
Adaptado)
Vistas em seu conjunto, as duas frases do segundo
parágrafo “This is of course not surprising, as native
language interference is surely the most immediately
noticeable source of error among second language
learners. The saliency of interference is strong.”
exemplificam
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464013
Inglês
Texto associado
Leia o texto para responder à questão.
In the literature on language learning, one particular
process has commonly been singled out for explication:
transfer. The term describes the carryover of previous
performance or knowledge to subsequent learning. Positive
transfer occurs when the prior knowledge benefits the learning
task; negative transfer, or interference, occurs when previous
performance disrupts the performance of a second task.
It has been common in second language teaching to
stress the role of interference. This is of course not surprising,
as native language interference is surely the most immediately
noticeable source of error among second language learners.
The saliency of interference is strong. For example, a French
native speaker might say in English, “I am in New York since
January,” a perfectly logical transfer of the French sentence
“Je suis a New York depuis Janvier.” Because of the negative
transfer of the French verb form to English, the French system
has, in this case, interfered with the person’s production of a
correct English form.
It is exceedingly important to remember, however, that
the native language of a second language learner is often
positively transferred, in which case the learner benefits
from the facilitating effects of the first language. In the above
sentence, for example, the correct one-to-one word order
correspondence, the personal pronoun, and the preposition
have been positively transferred from French to English. We
often mistakenly overlook the facilitating effects of the native
language in our appetite for analyzing errors in the second
language and for overstressing the interfering effects of the
first language.
(Douglas Brown. Principles of language learning and teaching, 2000.
Adaptado)
Há também transferências negativas em nível de estrutura frasal. A alternativa que apresenta a frase em inglês
traduzida corretamente da frase em português é:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464012
Inglês
Texto associado
Leia o texto para responder à questão.
In the literature on language learning, one particular
process has commonly been singled out for explication:
transfer. The term describes the carryover of previous
performance or knowledge to subsequent learning. Positive
transfer occurs when the prior knowledge benefits the learning
task; negative transfer, or interference, occurs when previous
performance disrupts the performance of a second task.
It has been common in second language teaching to
stress the role of interference. This is of course not surprising,
as native language interference is surely the most immediately
noticeable source of error among second language learners.
The saliency of interference is strong. For example, a French
native speaker might say in English, “I am in New York since
January,” a perfectly logical transfer of the French sentence
“Je suis a New York depuis Janvier.” Because of the negative
transfer of the French verb form to English, the French system
has, in this case, interfered with the person’s production of a
correct English form.
It is exceedingly important to remember, however, that
the native language of a second language learner is often
positively transferred, in which case the learner benefits
from the facilitating effects of the first language. In the above
sentence, for example, the correct one-to-one word order
correspondence, the personal pronoun, and the preposition
have been positively transferred from French to English. We
often mistakenly overlook the facilitating effects of the native
language in our appetite for analyzing errors in the second
language and for overstressing the interfering effects of the
first language.
(Douglas Brown. Principles of language learning and teaching, 2000.
Adaptado)
Enquanto palavras cognatas favorecem a transferência
positiva, falsos cognatos frequentemente interferem na
compreensão da língua estrangeira. Assinale a alternativa em que a palavra em negrito é um falso cognato no
contexto da frase.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464011
Inglês
Texto associado
Leia o texto para responder à questão.
In the literature on language learning, one particular
process has commonly been singled out for explication:
transfer. The term describes the carryover of previous
performance or knowledge to subsequent learning. Positive
transfer occurs when the prior knowledge benefits the learning
task; negative transfer, or interference, occurs when previous
performance disrupts the performance of a second task.
It has been common in second language teaching to
stress the role of interference. This is of course not surprising,
as native language interference is surely the most immediately
noticeable source of error among second language learners.
The saliency of interference is strong. For example, a French
native speaker might say in English, “I am in New York since
January,” a perfectly logical transfer of the French sentence
“Je suis a New York depuis Janvier.” Because of the negative
transfer of the French verb form to English, the French system
has, in this case, interfered with the person’s production of a
correct English form.
It is exceedingly important to remember, however, that
the native language of a second language learner is often
positively transferred, in which case the learner benefits
from the facilitating effects of the first language. In the above
sentence, for example, the correct one-to-one word order
correspondence, the personal pronoun, and the preposition
have been positively transferred from French to English. We
often mistakenly overlook the facilitating effects of the native
language in our appetite for analyzing errors in the second
language and for overstressing the interfering effects of the
first language.
(Douglas Brown. Principles of language learning and teaching, 2000.
Adaptado)
Elementary English teachers in Brazil who adequately
understand the author’s claim in the text will
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464010
Inglês
Texto associado
Leia o texto a seguir para responder à questão.
Speakers of different languages have different sounds.
Thus, as there is no equivalent in English for the ‘click’ in
the South African language Xhosa, English speakers find it
difficult to produce. British speakers mangle French vowels
because they are not the same as the English ones. Japanese
speakers, on the other hand, do not have different phonemes
for /l/ and /r/ and so have difficulty differentiating between
them.
Whereas in some languages there seems to be a close
relationship between sounds and spelling, in English this is
often not the case. The sound /ʌ/, for example, can be realized
in a number of different spellings (e.g. won, young, funny,
flood). The letters ou, on the other hand, can be pronounced
in a number of different ways (e.g. enough, through, though,
and even journey). A lot depends on the sounds that come
before or after them, but the fact remains that we spell some
sounds in a variety of different ways, and we have a variety of
different sounds for the same spelling.
(Jeremy Harmer. The practice of English language teaching, 2007)
O aprendiz brasileiro tende a não distinguir as diferentes
pronúncias do sufixo –ed formador do passado e particípio de verbos regulares em inglês: /t/, /d/, e / ɪd/. Por
influência de sua língua materna, tende a pronunciar
todos os passados e particípios da mesma forma. A
alternativa em que o –ed final é pronunciado assim como
em “realized”, no segundo parágrafo do texto, é:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464009
Inglês
Texto associado
Leia o texto a seguir para responder à questão.
Speakers of different languages have different sounds.
Thus, as there is no equivalent in English for the ‘click’ in
the South African language Xhosa, English speakers find it
difficult to produce. British speakers mangle French vowels
because they are not the same as the English ones. Japanese
speakers, on the other hand, do not have different phonemes
for /l/ and /r/ and so have difficulty differentiating between
them.
Whereas in some languages there seems to be a close
relationship between sounds and spelling, in English this is
often not the case. The sound /ʌ/, for example, can be realized
in a number of different spellings (e.g. won, young, funny,
flood). The letters ou, on the other hand, can be pronounced
in a number of different ways (e.g. enough, through, though,
and even journey). A lot depends on the sounds that come
before or after them, but the fact remains that we spell some
sounds in a variety of different ways, and we have a variety of
different sounds for the same spelling.
(Jeremy Harmer. The practice of English language teaching, 2007)
Mark the alternative in which the letters in bold have the
same vowel sound.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464008
Inglês
Texto associado
Leia o texto a seguir para responder à questão.
Speakers of different languages have different sounds.
Thus, as there is no equivalent in English for the ‘click’ in
the South African language Xhosa, English speakers find it
difficult to produce. British speakers mangle French vowels
because they are not the same as the English ones. Japanese
speakers, on the other hand, do not have different phonemes
for /l/ and /r/ and so have difficulty differentiating between
them.
Whereas in some languages there seems to be a close
relationship between sounds and spelling, in English this is
often not the case. The sound /ʌ/, for example, can be realized
in a number of different spellings (e.g. won, young, funny,
flood). The letters ou, on the other hand, can be pronounced
in a number of different ways (e.g. enough, through, though,
and even journey). A lot depends on the sounds that come
before or after them, but the fact remains that we spell some
sounds in a variety of different ways, and we have a variety of
different sounds for the same spelling.
(Jeremy Harmer. The practice of English language teaching, 2007)
In the fragment at the end of the text “and we have a
variety of different sounds for the same spelling”, the
bolded word refers to
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464007
Inglês
Texto associado
Leia o texto a seguir para responder à questão.
Speakers of different languages have different sounds.
Thus, as there is no equivalent in English for the ‘click’ in
the South African language Xhosa, English speakers find it
difficult to produce. British speakers mangle French vowels
because they are not the same as the English ones. Japanese
speakers, on the other hand, do not have different phonemes
for /l/ and /r/ and so have difficulty differentiating between
them.
Whereas in some languages there seems to be a close
relationship between sounds and spelling, in English this is
often not the case. The sound /ʌ/, for example, can be realized
in a number of different spellings (e.g. won, young, funny,
flood). The letters ou, on the other hand, can be pronounced
in a number of different ways (e.g. enough, through, though,
and even journey). A lot depends on the sounds that come
before or after them, but the fact remains that we spell some
sounds in a variety of different ways, and we have a variety of
different sounds for the same spelling.
(Jeremy Harmer. The practice of English language teaching, 2007)
In the excerpt from the first paragraph “Thus, as there
is no equivalent in English for the ‘click’ used by Xhosa
speakers, English speakers find it difficult to produce”, the
word in bold introduces a
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464006
Inglês
Texto associado
Leia o texto a seguir para responder à questão.
Speakers of different languages have different sounds.
Thus, as there is no equivalent in English for the ‘click’ in
the South African language Xhosa, English speakers find it
difficult to produce. British speakers mangle French vowels
because they are not the same as the English ones. Japanese
speakers, on the other hand, do not have different phonemes
for /l/ and /r/ and so have difficulty differentiating between
them.
Whereas in some languages there seems to be a close
relationship between sounds and spelling, in English this is
often not the case. The sound /ʌ/, for example, can be realized
in a number of different spellings (e.g. won, young, funny,
flood). The letters ou, on the other hand, can be pronounced
in a number of different ways (e.g. enough, through, though,
and even journey). A lot depends on the sounds that come
before or after them, but the fact remains that we spell some
sounds in a variety of different ways, and we have a variety of
different sounds for the same spelling.
(Jeremy Harmer. The practice of English language teaching, 2007)
Os exemplos no primeiro parágrafo visam a
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3463995
Inglês
Read the text and the dialogue which follows it.
“No mundo real, raramente as perguntas se referem a um único tipo de conteúdo. Para preparar os alunos para isso, tente avançar a partir de uma resposta certa, pedindo que integrem a ela conhecimentos aprendidos anteriormente.”
(Doug Lemov. Aula Nota 10 3.0, 2022. Adaptado)
Teacher: Who would like to use the verb “cook” in a sentence?”
Student: I like to cook. Teacher: Good! Who would add an indirect object to the sentence?
Student: I like to cook to my family.
Teacher: Could you use a compound indirect object?
Student: I like to cook to my family and friends.
Teacher: When do you cook to them? Add a time adverb to your sentence.
Student: I like to cook to my family and friends on weekends.
The interventions by the teacher recover the students’ knowledge about
“No mundo real, raramente as perguntas se referem a um único tipo de conteúdo. Para preparar os alunos para isso, tente avançar a partir de uma resposta certa, pedindo que integrem a ela conhecimentos aprendidos anteriormente.”
(Doug Lemov. Aula Nota 10 3.0, 2022. Adaptado)
Teacher: Who would like to use the verb “cook” in a sentence?”
Student: I like to cook. Teacher: Good! Who would add an indirect object to the sentence?
Student: I like to cook to my family.
Teacher: Could you use a compound indirect object?
Student: I like to cook to my family and friends.
Teacher: When do you cook to them? Add a time adverb to your sentence.
Student: I like to cook to my family and friends on weekends.
The interventions by the teacher recover the students’ knowledge about
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Enfermeiro |
Q3459328
Enfermagem
A prestação de cuidados paliativos (CP) na Atenção Primária de Saúde (APS) tem como um de seus princípios
norteadores
Conheça nossos planos