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A grande maioria da ETE (Estações de Tratamento de Esgotos) do Brasil são aeróbicas, ocupam um grande espaço físico, estão nas proximidades de áreas habitadas, consomem muita energia, utilizam produtos químicos, têm custo operacional elevado e visam, principalmente, retirar a maior parte possível da carga orgânica para devolver o efluente tratado a um corpo hídrico já totalmente poluído, pelas descargas clandestinas ou nas cercanias de comunidades carentes.
Algumas propostas de melhoria poderiam ser adotadas, destacando-se entre elas:
A indústria da construção civil é um setor produtivo que possui considerável papel na economia do Brasil. A indústria da construção civil, por conta de sua grandiosidade, é atualmente a maior consumidora de recursos naturais da sociedade, absorvendo de 20 a 50% desses recursos explorados no mundo.
Em relação a essa afirmativa, NÃO é possível considerar:
A Resolução CONAMA 3O7 estabeleceu a Política Nacional de Resíduos Sólidos. O Art. 5° é instrumento para a implementação da gestão dos resíduos da construção civil, o Plano Integrado de Gerenciamento de Resíduos da Construção Civil, a ser elaborado pelos Municípios e pelo Distrito Federal.
A classificação, armazenagem e destinação final dos resíduos deve fazer parte deste Plano, de acordo com os seguintes parâmetros, respectivamente:
Sob a ótica dos impactos ambientais causados pelos processos construtivos, existe todo um procedimento preconizado para gestão dos resíduos. Com relação ao licenciamento ambiental, existe uma legislação específica que disciplina todo processo.
Com relação a essa afirmativa, é correto afirmar:
O Ibama publicou na edição do Diário Oficial da União, de 17 de julho de 2013, a Instrução Normativa (IN) n° 12, de 16 de julho de 2013. Essa IN regulamenta a Resolução Conama n° 452/2012 que dispõe sobre os procedimentos de controle da importação de resíduos, conforme as normas adotadas pela Convenção da Basileia.
Diante do quadro acima, NÃO é correto afirmar:
Num condomínio empresarial, as águas pluviais, bem como a drenagem das vias, são conduzidas através de canaletas e dutos, após passarem por caixas de areia, até uma caixa subterrânea em concreto devidamente estanque, com dimensões de 10 m x 12 m x 6 m (altura), ou seja, 720 m3 de volume, para o armazenamento da água destinada a limpeza das vias, rega de plantas e outros fins que não necessitem de água potável.
No último verão, observou-se, durante uma chuva torrencial, que o nível da água no referido reservatório elevou-se em 10 cm durante o período de uma hora. Nesse caso, a vazão de enchimento foi de:
A tabela a seguir apresenta a capacidade de condução de corrente e a queda de tensão por unidade de corrente, para condutores com 100 m de comprimento.
Um circuito bifásico, com tensão 220 V e corrente de
100 A é alimentado com um condutor por fase, com 100 m
de comprimento cada. Considerando-se uma queda de
tensão máxima de 11 V, o menor valor de área de seção
transversal admissível para condutores Fase adequados
a esse circuito é o seguinte:
A figura a seguir apresenta um esquema de comando elétrico, em fase de teste, que se destina à energização de uma carga trifásica.
Caso seja detectada pelo relé 27 uma subtensão no
Quadro Externo, ocorrerá nesses circuitos:
A tabela a seguir relaciona a área de seção transversal interna com o diâmetro nominal de cada eletroduto.
Um circuito elétrico é alimentado por três cabos que,
juntos, ocupam uma área de seção transversal 800 mm2
aproximadamente. Tendo em vista uma ocupação máxima
de 40%, o menor diâmetro nominal de eletroduto para
acomodar esses cabos é:
Na figura a seguir, as plantas 1 e 2 representam, respectivamente, duas versões da planta de instalações elétricas de um cômodo: uma sem a distribuição dos circuitos e outra com essa distribuição.
As duas versões foram desenhadas com o programa
Autocad, utilizando-se o teclado para digitar cada
comando. Digitando-se TE, C, L, CO ou M, obtém-se,
respectivamente, os comandos: text (texto), circle (círculo),
line (linha), copy (copiar) ou move (mover). Dada a Planta 1, é possível desenhar a Planta 2 sem utilizar o seguinte
comando:
A figura a seguir representa um diagrama unifilar de uma instalação elétrica que sofreu curto-circuito.
As impedâncias de sequência positiva e negativa
do transformador podem ser representadas,
respectivam ente, por Z1 e Z2. No momento do
curto-circuito, a rede a montante do transformador pode
ser representada por uma fonte de tensão Vrede em
série com uma impedância Zrede e os cabos entre o
transformador e o Painel BT possuem impedância Zcabo.
Considerando-se que o curto-circuito em referência é
trifásico e que as cargas alimentadas pelo Painel BT
são resistivas, o diagrama unifilar correspondente é
apresentado na alternativa:
TEXTO II
It has become more or less a cliché these days to refer to English as a world language. At the 1984 conference to celebrate the SOth anniversary of the British Council there was a debate between Sir Randolph Quirk and Professor Braj Kachru on the (literally) million dollar question of 'who owns English’, and hence whose English must be adopted as the model for teaching the language worldwide (Quirk and Widdowson 198S). Since then, much has been written on the role of English as a language of international communication, and the desirability or otherwise of adopting one of the Inner Circle varieties of English (to all intents and purposes, either British or American) as the canonical model for teaching it as a second or foreign language. The position vigorously defended by Quirk in that debate— succinctly captured in the phrase 'a single monochrome standard’ (Quirk 198S: 6)— no longer appeals to the majority of those who are involved in the ELT enterprise in one way or another. Instead, Kachru’s equally spirited insistence that 'the native speakers [of English] seem to have lost the exclusive prerogative to control its standardisation’ (Kachru 198S: 3O), and his plea for a paradigm shift in linguistic and pedagogical research so as to bring it more in tune with the changing landscape, have continued to strike a favourable chord with most ELT professionals. And the idea that English belongs to everyone who speaks it has been steadily gaining ground.
Though still resisted in some quarters, the very idea of World English (henceforward, W E) makes the whole question of the 'ownership’ of English problematic, not to say completely anachronistic. Widdowson expressed the idea in a very telling manner when he wrote 'It is a matter of considerable pride and satisfaction for native speakers of English that their language is an international means of communication. But the point is that it is only international to the extent that it is not their language.’ (italics mine) (Widdowson 1994: 38S).
(...)
Lest I should be misunderstood here, please note what it is that I am not claiming. I am not saying that there are no native speakers of English any more— if by native speakers we mean persons who were born and brought up in monolingual households with no contact with other languages. Indeed, that would be an absurd thing to say. As with every other language, there will— for the immediately foreseeable future at least— continue to be children born into monolingual English-speaking households who will, under the familiar criteria established for the purpose (Davies 1991), qualify as native speakers of English. But what we are interested in at the moment is W E, not the English language as it is spoken in Englishspeaking households, or the Houses of Parliament in Britain. W E is a language (for want of a better term, that is) spoken across the world— routinely at the check-in desks and in the corridors and departure lounges of some of the world’s busiest airports, typically during multinational business encounters, periodically during the Olympics or World Cup Football seasons, international trade fairs, academic conferences, and so on [...].
RAJAGOPALAN, K. The concept of ‘World English’ and its
implications for ELT. ELT Journal Volume S8I2 April 2004.
TEXTO II
It has become more or less a cliché these days to refer to English as a world language. At the 1984 conference to celebrate the SOth anniversary of the British Council there was a debate between Sir Randolph Quirk and Professor Braj Kachru on the (literally) million dollar question of 'who owns English’, and hence whose English must be adopted as the model for teaching the language worldwide (Quirk and Widdowson 198S). Since then, much has been written on the role of English as a language of international communication, and the desirability or otherwise of adopting one of the Inner Circle varieties of English (to all intents and purposes, either British or American) as the canonical model for teaching it as a second or foreign language. The position vigorously defended by Quirk in that debate— succinctly captured in the phrase 'a single monochrome standard’ (Quirk 198S: 6)— no longer appeals to the majority of those who are involved in the ELT enterprise in one way or another. Instead, Kachru’s equally spirited insistence that 'the native speakers [of English] seem to have lost the exclusive prerogative to control its standardisation’ (Kachru 198S: 3O), and his plea for a paradigm shift in linguistic and pedagogical research so as to bring it more in tune with the changing landscape, have continued to strike a favourable chord with most ELT professionals. And the idea that English belongs to everyone who speaks it has been steadily gaining ground.
Though still resisted in some quarters, the very idea of World English (henceforward, W E) makes the whole question of the 'ownership’ of English problematic, not to say completely anachronistic. Widdowson expressed the idea in a very telling manner when he wrote 'It is a matter of considerable pride and satisfaction for native speakers of English that their language is an international means of communication. But the point is that it is only international to the extent that it is not their language.’ (italics mine) (Widdowson 1994: 38S).
(...)
Lest I should be misunderstood here, please note what it is that I am not claiming. I am not saying that there are no native speakers of English any more— if by native speakers we mean persons who were born and brought up in monolingual households with no contact with other languages. Indeed, that would be an absurd thing to say. As with every other language, there will— for the immediately foreseeable future at least— continue to be children born into monolingual English-speaking households who will, under the familiar criteria established for the purpose (Davies 1991), qualify as native speakers of English. But what we are interested in at the moment is W E, not the English language as it is spoken in Englishspeaking households, or the Houses of Parliament in Britain. W E is a language (for want of a better term, that is) spoken across the world— routinely at the check-in desks and in the corridors and departure lounges of some of the world’s busiest airports, typically during multinational business encounters, periodically during the Olympics or World Cup Football seasons, international trade fairs, academic conferences, and so on [...].
RAJAGOPALAN, K. The concept of ‘World English’ and its
implications for ELT. ELT Journal Volume S8I2 April 2004.
TEXTO II
It has become more or less a cliché these days to refer to English as a world language. At the 1984 conference to celebrate the SOth anniversary of the British Council there was a debate between Sir Randolph Quirk and Professor Braj Kachru on the (literally) million dollar question of 'who owns English’, and hence whose English must be adopted as the model for teaching the language worldwide (Quirk and Widdowson 198S). Since then, much has been written on the role of English as a language of international communication, and the desirability or otherwise of adopting one of the Inner Circle varieties of English (to all intents and purposes, either British or American) as the canonical model for teaching it as a second or foreign language. The position vigorously defended by Quirk in that debate— succinctly captured in the phrase 'a single monochrome standard’ (Quirk 198S: 6)— no longer appeals to the majority of those who are involved in the ELT enterprise in one way or another. Instead, Kachru’s equally spirited insistence that 'the native speakers [of English] seem to have lost the exclusive prerogative to control its standardisation’ (Kachru 198S: 3O), and his plea for a paradigm shift in linguistic and pedagogical research so as to bring it more in tune with the changing landscape, have continued to strike a favourable chord with most ELT professionals. And the idea that English belongs to everyone who speaks it has been steadily gaining ground.
Though still resisted in some quarters, the very idea of World English (henceforward, W E) makes the whole question of the 'ownership’ of English problematic, not to say completely anachronistic. Widdowson expressed the idea in a very telling manner when he wrote 'It is a matter of considerable pride and satisfaction for native speakers of English that their language is an international means of communication. But the point is that it is only international to the extent that it is not their language.’ (italics mine) (Widdowson 1994: 38S).
(...)
Lest I should be misunderstood here, please note what it is that I am not claiming. I am not saying that there are no native speakers of English any more— if by native speakers we mean persons who were born and brought up in monolingual households with no contact with other languages. Indeed, that would be an absurd thing to say. As with every other language, there will— for the immediately foreseeable future at least— continue to be children born into monolingual English-speaking households who will, under the familiar criteria established for the purpose (Davies 1991), qualify as native speakers of English. But what we are interested in at the moment is W E, not the English language as it is spoken in Englishspeaking households, or the Houses of Parliament in Britain. W E is a language (for want of a better term, that is) spoken across the world— routinely at the check-in desks and in the corridors and departure lounges of some of the world’s busiest airports, typically during multinational business encounters, periodically during the Olympics or World Cup Football seasons, international trade fairs, academic conferences, and so on [...].
RAJAGOPALAN, K. The concept of ‘World English’ and its
implications for ELT. ELT Journal Volume S8I2 April 2004.
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