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A web 2.0 tem como características a facilidade e a agilidade para publicar e armazenar textos e arquivos na internet. Considerando os recursos disponíveis da web 2.0, julgue os itens abaixo como Verdadeiros (V) ou Falsos (F) e, em seguida, assinale a opção correta.
I – Blogs, Wikis, Podcast, Google Docs e Spreadsheets são ferramentas de escrita colaborativa.
II – Skype, Messenger, Voip e Google Talk são ferramentas de comunicação on-line.
III – YouTube é uma ferramenta de acesso a vídeos.
IV – Podcast é um termo que resulta da junção das palavras Ipod e Broadcast.
V – Wiki é um sítio na web que permite o trabalho coletivo entre um grupo de autores, com a funcionalidade apenas de incluir arquivos e visualizar posteriormente na internet.
A sequência correta é:
A classificação, na biblioteconomia, é considerada o processo de reunir assuntos de acordo com o seu grau de semelhança. Acerca do processo de classificação, julgue os itens abaixo como Verdadeiros (V) ou Falsos (F) e, em seguida, assinale a opção correta.
I – A Classificação Decimal Universal – CDU, é mais flexível que a Classificação Decimal de Dewey – CDD.
II – De acordo com a CDU, se um livro tratar de dois assuntos, sendo um causa ou agente do outro, deverá ser classificado pelo assunto ocasionador.
III – A CDU é uma linguagem de indexação e de recuperação de conhecimentos registrados em que cada assunto é simbolizado por um código representado por números arábicos.
IV – A CDU foi concebida inicialmente como um sistema exclusivo para classificação de livros.
V – A CDU é coordenada pela Federação Internacional de Documentos – FID, com sede em Haia, na Holanda.
A sequência correta é:
Considere o exemplo de comunicação oficial abaixo, em que a lacuna substitui o nome do expediente.
|
____. 111/DECOM Em 23 de fevereiro de 2010. Ao Sr. Coordenador Administrativo Assunto: Concessão de linha telefônica e instalação de televisor LCD com canais por assinatura 1. Com o objetivo de dar cumprimento ao que estabelece o Plano Geral de Comunicação Social-2010 desta instituição, solicito a Vossa Senhoria a concessão de mais uma linha telefônica, bem como a instalação de um televisor LCD com canais por assinatura no Departamento de Comunicação Social. 2. Recomendo-lhe ainda que, no ato da contratação dos canais por assinatura, seja observada, preferencialmente, a habilitação daqueles que veiculam notícias. Atenciosamente, Fulano de Tal Assessor de Imprensa da Presidência |
Com base no Manual de Redação da Presidência da República, o exemplo de comunicação oficial acima é denominado:
Leia o texto a seguir para responder às questões de 5 a 7.
1 Configura-se cada vez mais como objetivo prioritário
a busca do desenvolvimento sustentável. Nesse contexto,
estão inseridas as políticas e as diretrizes do governo
federal, que foram implementadas pelo Ministério de Minas
5 e Energia, visando ao uso crescente de fontes renováveis e
limpas.
Em comparação aos demais países, o Brasil configura-
se como um país com grande presença de combustíveis
renováveis. No resto do mundo, a participação desses
10combustíveis é praticamente inexpressiva, e o que se
observa é a supremacia do uso dos derivados de petróleo.
O Brasil dispõe de uma matriz diversificada, haja vista
as alternativas que possui para produzir combustíveis de
naturezas fóssil e renovável, constituindo um ambiente
15 favorável para a introdução gradual do hidrogênio. Esse
energético, se produzido a partir de insumos de natureza
renovável, deixará o Brasil em sintonia com as iniciativas
internacionais para a redução das emissões atmosféricas e
a diminuição da dependência dos combustíveis fósseis.
José Lima de Andrade Neto. Internet: http://www.mme.gov.br. (com adaptações).
Acerca da estrutura do texto, julgue os itens abaixo e, em seguida, assinale a opção correta.
I – A partícula “se” (linha 10) possui sentido condicional.
II – No contexto, a expressão “visando ao” (linha 5) admite também a regência visando pelo.
III – Caso fossem retiradas as vírgulas nas linhas 12 e 14 acarretaria erro gramatical.
IV – Os termos “país” e “países” não são acentuados pela mesma regra.
V – A palavra “supremacia” (linha 11) é um substantivo.
A quantidade de itens certos é igual a
Leia o texto a seguir para responder às questões de 5 a 7.
1 Configura-se cada vez mais como objetivo prioritário
a busca do desenvolvimento sustentável. Nesse contexto,
estão inseridas as políticas e as diretrizes do governo
federal, que foram implementadas pelo Ministério de Minas
5 e Energia, visando ao uso crescente de fontes renováveis e
limpas.
Em comparação aos demais países, o Brasil configura-
se como um país com grande presença de combustíveis
renováveis. No resto do mundo, a participação desses
10combustíveis é praticamente inexpressiva, e o que se
observa é a supremacia do uso dos derivados de petróleo.
O Brasil dispõe de uma matriz diversificada, haja vista
as alternativas que possui para produzir combustíveis de
naturezas fóssil e renovável, constituindo um ambiente
15 favorável para a introdução gradual do hidrogênio. Esse
energético, se produzido a partir de insumos de natureza
renovável, deixará o Brasil em sintonia com as iniciativas
internacionais para a redução das emissões atmosféricas e
a diminuição da dependência dos combustíveis fósseis.
José Lima de Andrade Neto. Internet: http://www.mme.gov.br. (com adaptações).
Com relação aos aspectos linguísticos do texto, julgue os itens abaixo como Verdadeiros (V) ou Falsos (F) e, em seguida, assinale a opção correta.
I – A palavra “a” (linha 9) poderá receber o sinal indicativo de crase, já que, no contexto, o uso do acento grave é facultativo.
II – O texto é narrativo/descritivo.
III – A expressão “haja vista” (linha 12) não pode ser substituída por haja visto ou hajam vistas.
IV – A expressão “Esse energético” (linhas 15 e 16) tem como referente “hidrogênio” (linha 15).
V – A oração “que foram implementadas pelo Ministério de Minas e Energia” (linhas 4 e 5) é subordinada adverbial temporal.
A sequência correta é:
Leia o texto a seguir para responder às questões de 5 a 7.
1 Configura-se cada vez mais como objetivo prioritário
a busca do desenvolvimento sustentável. Nesse contexto,
estão inseridas as políticas e as diretrizes do governo
federal, que foram implementadas pelo Ministério de Minas
5 e Energia, visando ao uso crescente de fontes renováveis e
limpas.
Em comparação aos demais países, o Brasil configura-
se como um país com grande presença de combustíveis
renováveis. No resto do mundo, a participação desses
10combustíveis é praticamente inexpressiva, e o que se
observa é a supremacia do uso dos derivados de petróleo.
O Brasil dispõe de uma matriz diversificada, haja vista
as alternativas que possui para produzir combustíveis de
naturezas fóssil e renovável, constituindo um ambiente
15 favorável para a introdução gradual do hidrogênio. Esse
energético, se produzido a partir de insumos de natureza
renovável, deixará o Brasil em sintonia com as iniciativas
internacionais para a redução das emissões atmosféricas e
a diminuição da dependência dos combustíveis fósseis.
José Lima de Andrade Neto. Internet: http://www.mme.gov.br. (com adaptações).
De acordo com as ideias e os aspectos gramaticais do texto, assinale a opção correta.
Leia o texto a seguir para responder às questões de 1 a 3.
1 O conceito de sustentabilidade vem sendo difundido
cada vez mais no meio corporativo. Os números podem
provar os investimentos e o empenho crescente das
empresas em questões de ordem ambiental e social.
5 Entretanto, mesmo com uma melhor aceitação do conceito,
atualmente, o desenvolvimento sustentável passa por um
momento crucial. O desafio é trazer para esse contexto
o maior número de empresas que ainda não absorveu
as noções de sustentabilidade em seus processos de
10 produção.
Conduzir os negócios atendendo às exigências
da competitividade local e global, ao mesmo tempo
contemplando conceitos de sustentabilidade, representa,
hoje, um dos grandes desafios do setor empresarial que
15 está comprometido com a responsabilidade social e o
desenvolvimento sustentável. No campo da mineração
no Brasil, por exemplo, não há como pensar o futuro
desse segmento dissociado da noção de sustentabilidade
ambiental e social.
20 As tendências apontam para o fato de que a empresa
que não adequar seus conceitos e visões nesses campos
estará fadada a deixar o mercado em médio e longo
prazos.
Gestão Mineral em Destaque. In: Editorial do Boletim Informativo do Departamento Nacional de Produção Mineral – Ministério de Minas e Energia. Ano 2, n.º 21, dez./2006 (com adaptações)
Acerca da estrutura do texto, julgue os itens abaixo e, em seguida, assinale a opção correta.
I – Não configuraria erro de pontuação caso a expressão “cada vez mais” (linha 2) estivesse entre vírgulas.
II – As palavras “futuro” e “momento” são paroxítonas.
III – Os termos “dissociado” (linha 18) e separado possuem o mesmo sentido.
IV – A palavra “absorveu” (linha 8) possui dupla ortografia, admitindo-se também a forma absolveu.
V – Não acarretaria prejuízo sintático caso a partícula “se” fosse inserida imediatamente após “não” (linha 17).
Estão certos apenas os itens
Leia o texto a seguir para responder às questões de 1 a 3.
1 O conceito de sustentabilidade vem sendo difundido
cada vez mais no meio corporativo. Os números podem
provar os investimentos e o empenho crescente das
empresas em questões de ordem ambiental e social.
5 Entretanto, mesmo com uma melhor aceitação do conceito,
atualmente, o desenvolvimento sustentável passa por um
momento crucial. O desafio é trazer para esse contexto
o maior número de empresas que ainda não absorveu
as noções de sustentabilidade em seus processos de
10 produção.
Conduzir os negócios atendendo às exigências
da competitividade local e global, ao mesmo tempo
contemplando conceitos de sustentabilidade, representa,
hoje, um dos grandes desafios do setor empresarial que
15 está comprometido com a responsabilidade social e o
desenvolvimento sustentável. No campo da mineração
no Brasil, por exemplo, não há como pensar o futuro
desse segmento dissociado da noção de sustentabilidade
ambiental e social.
20 As tendências apontam para o fato de que a empresa
que não adequar seus conceitos e visões nesses campos
estará fadada a deixar o mercado em médio e longo
prazos.
Gestão Mineral em Destaque. In: Editorial do Boletim Informativo do Departamento Nacional de Produção Mineral – Ministério de Minas e Energia. Ano 2, n.º 21, dez./2006 (com adaptações)
De acordo com os aspectos linguísticos do texto, assinale a opção correta.
Leia o texto a seguir para responder às questões de 1 a 3.
1 O conceito de sustentabilidade vem sendo difundido
cada vez mais no meio corporativo. Os números podem
provar os investimentos e o empenho crescente das
empresas em questões de ordem ambiental e social.
5 Entretanto, mesmo com uma melhor aceitação do conceito,
atualmente, o desenvolvimento sustentável passa por um
momento crucial. O desafio é trazer para esse contexto
o maior número de empresas que ainda não absorveu
as noções de sustentabilidade em seus processos de
10 produção.
Conduzir os negócios atendendo às exigências
da competitividade local e global, ao mesmo tempo
contemplando conceitos de sustentabilidade, representa,
hoje, um dos grandes desafios do setor empresarial que
15 está comprometido com a responsabilidade social e o
desenvolvimento sustentável. No campo da mineração
no Brasil, por exemplo, não há como pensar o futuro
desse segmento dissociado da noção de sustentabilidade
ambiental e social.
20 As tendências apontam para o fato de que a empresa
que não adequar seus conceitos e visões nesses campos
estará fadada a deixar o mercado em médio e longo
prazos.
Gestão Mineral em Destaque. In: Editorial do Boletim Informativo do Departamento Nacional de Produção Mineral – Ministério de Minas e Energia. Ano 2, n.º 21, dez./2006 (com adaptações)
Com relação às ideias apresentadas no texto, assinale a opção correta.
The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
The only true alternative about learning in museums, according to the text, is:
The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
'An “aha!” experience' (paragraph 5) corresponds to:
The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
The discourse marker 'Furthermore' (paragraph 4) can be replaced in this context by:
The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
The modal verb 'might' (paragraph 4) expresses the idea of:
The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
The full form of the contraction 'we'd' ... (paragraph 2) is ‘we ...:
The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
The double conjunction 'whether ... or' (paragraph 2) in this context is equivalent to:
The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
What helps the visitor to make new connections about objects collected in fields and displayed in a museum (paragraph 5) is the fact that these objects are placed...
The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
The two factors responsible for 'opening the door' and 'keeping this door open' to a museum visitor (paragraph 4) are, respectively:
The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
'The word egalitarian in “Museums are uniquely egalitarian spaces.” (paragraph 2) means that museums are places for:
The Role of Museums in Education
Museums provide knowledge and inspiration, while also connecting communities. At a time of economic recovery, and in the run-up to the Olympics, they are more important than ever. Museums and galleries deliver world-class public services which offer individuals and families free and inspiring places to visit and things to do. Museums attract audiences from home and abroad. Museums provide the places and resources to which people turn for information and learning. They care for the legacy of the past while creating a legacy for the future.
Museums are uniquely egalitarian spaces. Whether you are rich, poor, or uniquely-abled, the museum door is always an open welcome. A sense of history and beauty, gifts from our cultural heritage, inspires the ordinary soul into extraordinary possibilities. They bind communities together, giving them heart, hope and resilience. They make a vital contribution to international relations and play a unique role in fostering international cultural exchange. If life was just about earning to eat, we'd be depleted and tired. Museums bring to life the opportunity to experience meaning beyond the mundane. Museums make the soul sing!
The most visible and expected offerings of a museum are its exhibitions. Exhibitions tell stories through objects. In a world where virtual experiences are ever increasing, museums provide tangible encounters with real objects.
What does looking at a crystal clear specimen of beryl, a vertebrate fossil emerging from its plaster jacket, or the flag that flew over Inge Lehman's seismological observatory provide in an educational sense? Some professionals maintain that the visceral reaction of wonder, awe or curiosity – the affective response of the viewer – is the enduring legacy of a museum visit. It opens the door to the visitor's mind, engaging them in a discipline that perhaps failed to interest them through other means, and might inspire them to learn more. Furthermore, the social context of a museum visit, where exploration occurs in a friendly atmosphere without the pressure of tests and grades, helps keep that door open.
Curators and educators also aspire to engage the rational mind of the viewer. A mineral collected in the field and displayed in the museum is out of its original context, but thoughtful juxtaposition of the mineral with other objects helps the visitor make new connections. Exhibit labels or a knowledgeable docent leading a tour not only inform directly, but also guide visitors in making their own observations of the object. Hands-on displays combined with objects can provide forceful connections – an “aha!” experience for the visitor. Alan J. Friedman, the former director of the New York Hall of Science, recounts a watershed experience during a 1970 museum visit in which a model telescope that the could touch and adjust brought to life the meaning of the antique telescope.
Museums are the world's great learning resource – they introduce new subjects, bring them alive and give them meaning. Learning in museums improves confidence and attainment: it also opens us to the views of our fellow citizens. Museum collections and the knowledge of museum professionals inspire learning. As the world around us changes, museums and galleries promote awareness of the critical questions of place, humanity, science and innovation.
Adaptado dos sites: http://tle.geoscienceworld.org/cgi/reprint/26/10/1322.pdf e http://www.nationalmuseums.org.uk/media/documents/what_we_do_documents/museums_deliver_full.pdf, pp. 3-4
All the alternatives below are correct according to the text, EXCEPT:
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Texto 3
“A arte barroca europeia surgiu no século 17 e espalhou-se por diversos países. No Brasil, chegou com os imigrantes portugueses 100 anos depois e foi marcante principalmente em Minas Gerais. Por ter sido adotada em contextos históricos tão diferentes, a qualidade de profissionais, a variedade de materiais e o estilo variam, até porque a Europa já tinha um histórico de produção artística e no Brasil os artistas eram autodidatas.”
(Nova Escola, jan./fev. 2010, p.18)
No texto 3, o termo “autodidatas” exerce função sintática de:
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