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Na história de resistência à escravidão no Brasil, em Pernambuco, o mais famoso dos quilombos foi:
Capitão da indústria – Paralamas do sucesso.
Dentre as consequências sociais forjadas pela Revolução Industrial pode-se mencionar:
A partir dos séculos II e III d.C., o Império Romano iniciou uma forte crise que levou à fragmentação de sua parte ocidental, apesar de o lado oriental permanecer existindo sob o nome de Império Bizantino. O primeiro fator que pode ser levantado para explicar o colapso do Império Romano foi a crise econômica relacionada com a crise do sistema escravista, uma vez que economia romana, desde os tempos da República, era extremamente dependente da mão de obra escrava.
O cristianismo também pode ser levantado como razão para explicar a crise do Império Romano, pois, à medida que o número de fiéis cristãos aumentava, a figura do imperador enfraquecia e deixava de receber a adoração religiosa, que possuía anteriormente.
Vítimas, os Cristãos sofreram perseguições em suas origens no Império Romano. Um decreto foi assinado pelo Imperador romano para dar fim às perseguições e oficializando o Cristianismo em toda a Roma. O Cristianismo católico tornou-se religião oficial do Império Romano no ano de 380 d.C., através de qual decreto?
TEXTO
Sobre as concepções e práticas mercantilistas, adotadas pelas nações europeias, entre os séculos XVI e XVIII, é CORRETO afirmar que:
TEXTO
O crescimento do comércio e a expansão da burguesia, a partir do século XI, são resultantes da crise do sistema feudal. São características da Baixa Idade Média na Europa, EXCETO:
Nos séculos XVI a XIX, a mão de obra no Brasil era composta, basicamente, de africanos escravizados. Nesse longo período, a sociedade brasileira foi bastante influenciada por africanos, que em grande parte vinham de Angola e Moçambique.
Acerca da presença dos iorubás (nagôs) no contexto do Brasil Colonial é CORRETO afirmar
Mapa representando batalhas das Guerras Púnicas na História de Roma Antiga.
Os romanos davam aos fenícios o nome de "puni". Cartago, antiga colônia fenícia, teve que enfrentar Roma numa série de guerras que duraram, com longos intervalos de trégua, mais de um século (264-146 a.C.). Roma, de simples Cidade-Estado transformou-se no maior Império na história do Ocidente.
Durante as “Guerras Púnicas”, o expansionismo romano à época da República (509 a.C. a 27 a.C.) teve como resultado
Text 9
Becoming
Back in the ancestral homeland of Michelle Obama, black women were rarely granted the honorific Miss or Mrs., but were addressed by their first name, or simply as "gal" or "auntie" or worse. This so openly demeaned them that many black women, long after they had left the South, refused to answer if called by their first name. A mother and father in 1970s Texas named their newborn "Miss" so that white people would have no choice but to address their daughter by that title. Black women were meant for the field, or the kitchen, or for use as they saw fit. They were, by definition, not ladies. The very idea of a black woman as first lady of the land, well, that would have been unthinkable.
Disponível em: www.nytimes.com. Acesso em: 28 dez. 2019 (adaptado).
According to the cartoon below:
1. Dustine isn’t the man’s daughter.
2. The man is Dustine’s father.
3. Dustine’s very happy with her father.
4. Dustine is the guy’s girlfriend.
5. The guy’s name’s Smudge.
It is CORRECT only
Text 8
THE ROLE OF TEXTBOOKS IN A LANGUAGE PROGRAM
Textbooks are a key component in most language programs. In some situations they serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the students take part in. in other situations, the textbook may serve primarily to supplement the teacher’s instruction. For learners, the textbook may provide the major source of contact they have with the language apart from input provided by the teacher. In the case of inexperienced teachers, textbooks may also serve as a form of teacher training. – they provide ideas on how to plan and teach lessons as well as formats that teachers can use. Much of the language teaching that occurs throughout the world today could not take place without the extensive use of commercial textbooks. Learning how to use and adapt textbooks is hence an important part of a teacher’s professional knowledge.
Text 8
THE ROLE OF TEXTBOOKS IN A LANGUAGE PROGRAM
Textbooks are a key component in most language programs. In some situations they serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the students take part in. in other situations, the textbook may serve primarily to supplement the teacher’s instruction. For learners, the textbook may provide the major source of contact they have with the language apart from input provided by the teacher. In the case of inexperienced teachers, textbooks may also serve as a form of teacher training. – they provide ideas on how to plan and teach lessons as well as formats that teachers can use. Much of the language teaching that occurs throughout the world today could not take place without the extensive use of commercial textbooks. Learning how to use and adapt textbooks is hence an important part of a teacher’s professional knowledge.
Text 8
THE ROLE OF TEXTBOOKS IN A LANGUAGE PROGRAM
Textbooks are a key component in most language programs. In some situations they serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the students take part in. in other situations, the textbook may serve primarily to supplement the teacher’s instruction. For learners, the textbook may provide the major source of contact they have with the language apart from input provided by the teacher. In the case of inexperienced teachers, textbooks may also serve as a form of teacher training. – they provide ideas on how to plan and teach lessons as well as formats that teachers can use. Much of the language teaching that occurs throughout the world today could not take place without the extensive use of commercial textbooks. Learning how to use and adapt textbooks is hence an important part of a teacher’s professional knowledge.
Text 7
Imagine Joseph Paxton’s Great Victorian Way in Sydenham, a 10-mile stretch of glass and brightly painted iron arcades with its own snaking elevated railway. Or a National Cemetery on Primrose Hill, London’s answer to Paris’s Père Lachaise. Or Hyde Park Corner with a huge art deco music hall. Or White City with a vast expressionist towerscape designed by the German visionary Eric Mendelssohn. If architects’ imaginings had become reality, London could have been a completely different place.
The game of what-ifs in architecture is addictive. The organisers of a new Hayward Gallery touring exhibition had the brilliant idea of exploring the never-never land of building, drawing on the collections of the Royal Institute of British Architects and the Victoria and Albert museum. So many of these visions are a great deal more exciting than the buildings we actually got. In Liverpool, instead of Paddy’s wigwam and Gibberd’s gimcrack (and now sadly deteriorating) Roman Catholic cathedral, we might have had the grand and wonderful Metropolitan Cathedral of Christ the King by Lutyens. In the Strand, instead of George Edmund Street’s relatively makeshift Law Courts, we could have had Alfred Waterhouse’s much more ambitious and romantic urban concept: a magnificent assembly of pitched roofs, towers and walkways, Turneresque in its drama when viewed across the Thames. Waterhouse’s courts fell foul of the Victorian competition system. The designs remain to haunt us.
Source: The Guardian on the Web / April 15, 2004.
Text 7
Imagine Joseph Paxton’s Great Victorian Way in Sydenham, a 10-mile stretch of glass and brightly painted iron arcades with its own snaking elevated railway. Or a National Cemetery on Primrose Hill, London’s answer to Paris’s Père Lachaise. Or Hyde Park Corner with a huge art deco music hall. Or White City with a vast expressionist towerscape designed by the German visionary Eric Mendelssohn. If architects’ imaginings had become reality, London could have been a completely different place.
The game of what-ifs in architecture is addictive. The organisers of a new Hayward Gallery touring exhibition had the brilliant idea of exploring the never-never land of building, drawing on the collections of the Royal Institute of British Architects and the Victoria and Albert museum. So many of these visions are a great deal more exciting than the buildings we actually got. In Liverpool, instead of Paddy’s wigwam and Gibberd’s gimcrack (and now sadly deteriorating) Roman Catholic cathedral, we might have had the grand and wonderful Metropolitan Cathedral of Christ the King by Lutyens. In the Strand, instead of George Edmund Street’s relatively makeshift Law Courts, we could have had Alfred Waterhouse’s much more ambitious and romantic urban concept: a magnificent assembly of pitched roofs, towers and walkways, Turneresque in its drama when viewed across the Thames. Waterhouse’s courts fell foul of the Victorian competition system. The designs remain to haunt us.
Source: The Guardian on the Web / April 15, 2004.
Text 7
Imagine Joseph Paxton’s Great Victorian Way in Sydenham, a 10-mile stretch of glass and brightly painted iron arcades with its own snaking elevated railway. Or a National Cemetery on Primrose Hill, London’s answer to Paris’s Père Lachaise. Or Hyde Park Corner with a huge art deco music hall. Or White City with a vast expressionist towerscape designed by the German visionary Eric Mendelssohn. If architects’ imaginings had become reality, London could have been a completely different place.
The game of what-ifs in architecture is addictive. The organisers of a new Hayward Gallery touring exhibition had the brilliant idea of exploring the never-never land of building, drawing on the collections of the Royal Institute of British Architects and the Victoria and Albert museum. So many of these visions are a great deal more exciting than the buildings we actually got. In Liverpool, instead of Paddy’s wigwam and Gibberd’s gimcrack (and now sadly deteriorating) Roman Catholic cathedral, we might have had the grand and wonderful Metropolitan Cathedral of Christ the King by Lutyens. In the Strand, instead of George Edmund Street’s relatively makeshift Law Courts, we could have had Alfred Waterhouse’s much more ambitious and romantic urban concept: a magnificent assembly of pitched roofs, towers and walkways, Turneresque in its drama when viewed across the Thames. Waterhouse’s courts fell foul of the Victorian competition system. The designs remain to haunt us.
Source: The Guardian on the Web / April 15, 2004.
Algumas cidades ao redor do mundo ajudaram no crescimento do número de usuários de bicicletas das seguintes maneiras:
1) O Japão deu atenção considerável aos motociclistas, aumentando o número de estacionamentos para bicicletas.
2) A Alemanha Ocidental adotou regras menos restritivas para quem era favorável ao uso da bicicleta.
3) A cidade de Copenhague está determinada a bloquear o uso de cerca de 2.300 bicicletas pelo público.
4) Em Lima, Peru, as pessoas que têm uma família grande podem comprar bicicletas usando um programa especial de empréstimo.
5) A estratégia do Japão para motivar as pessoas a preferir usar bicicletas em vez de carros favoreceu a economia e o espaço livre.
As respostas adequadas são:
Text 6
“Riding a bicycle wil save you money, create less pollution, make you _______ and let you zip past heavy traffic. Will anything persuade auto owners to hop on a two-wheeler? Absolutely yes, says a new report from Washington’s Worldwatch Institute. In “Taking Bikes Seriously,” senior researcher Gary Gardner shows how cities around the world have increased bike ridership by offering a little encouragement. The city of Copenhagen, _________ , makes 2,300 bicycles available for public use; the $3 rental fee is refunded when the bike is returned. In Lima, Peru, lowincome residents ________ buy bicycles through a special small-loan program. During the 1980s Japan helped bikers by boosting the number of bicycle parking spaces at railway stations about fourfold, to 2.4 million. That strategy _________ both money and land; two bikes can fit into a square meter of parking space, while cars require about 30 sq m each. Bike-friendly policies ______ western Germany have lifted the amount of cycling by 50% since the early 1970s.”
(Source: “Back on the Bike, With a Little Help from the City”, PLANET WATCH, TIME, September 28, 1998, page 12.)
Text 5
TV-Turnoff Week
TV-Turnoff Week is an exciting opportunity for children and adults to experience life without television. For seven days, people across the country and around the world turn off their televisions to find that life can be more rewarding and fulfilling when we do more and watch less.
Television cuts into family time, harms our children’s ability to read and succeed in school, and contributes to unhealthy lifestyles and obesity. Over 24 million people have participated in TV-Turnoff Week since 1995, including over six million in 2000 alone. Children and adults, rich and poor, black and white — people from every background and all walks of life — take part through schools, churches or community groups, as families or individuals. What they tell us year after year is that life is more enjoyable and less stressful without television.
TV-Turnoff Week is supported by 70 national organizations including the American Medical Association, the American Academy of Pediatrics and National Education Association, and the President’s Council of Physical Fitness and Sports.
It’s clear that the impact of TV-Turnoff Week lasts much longer than seven days. Joy thousands of parents, pediatricians and other families by celebrating TV-Turnoff Week next year!
Text 5
TV-Turnoff Week
TV-Turnoff Week is an exciting opportunity for children and adults to experience life without television. For seven days, people across the country and around the world turn off their televisions to find that life can be more rewarding and fulfilling when we do more and watch less.
Television cuts into family time, harms our children’s ability to read and succeed in school, and contributes to unhealthy lifestyles and obesity. Over 24 million people have participated in TV-Turnoff Week since 1995, including over six million in 2000 alone. Children and adults, rich and poor, black and white — people from every background and all walks of life — take part through schools, churches or community groups, as families or individuals. What they tell us year after year is that life is more enjoyable and less stressful without television.
TV-Turnoff Week is supported by 70 national organizations including the American Medical Association, the American Academy of Pediatrics and National Education Association, and the President’s Council of Physical Fitness and Sports.
It’s clear that the impact of TV-Turnoff Week lasts much longer than seven days. Joy thousands of parents, pediatricians and other families by celebrating TV-Turnoff Week next year!
Text 4
Feeding the world
“We are indebted to half the world before we finished breakfast.” (Martin Luther King)
The environment is about plants and animals – but it’s about humans, too. They need to work and earn money, and they also need to eat. Many people do not have enough food. So scientists and governments are always looking for new ways to feed them.
In many countries, farmers have to sell their fruit and vegetables for very low prices. If they increase these prices, supermarkets will not buy them. There are other problems, too. When there is a drought, or flood, farmers often lose their crops. Then they have no money.
In 1994, a new organization, Fairtrade, decided to help farmers. Their motto is “A fair price for good food”. This organization works with both producers and supermarkets, the different parts of the supply chain. They guarantee a good price to the farmers, and they contribute money to educational and social projects. The supermarkets sell the products at a higher price, but it’s a fair one. And the consumer gets good quality, at a fair price. Everyone in this supply chain benefits!
Ana and Jose are farmers in Ecuador, South America. They grow bananas. “We don’t use many chemicals – Fairtrade limits this. Some companies don’t care. Chemicals make the fruit grow quickly at first. But then they enter the soil, and it degenerates. But we need the Fairtrade price to support us.”
In 2004, Fairtrade worked with similar organizations in 17 other countries in Europe, North America and Asia. There are more and more countries every year. There are now more than 130 products with the Fairtrade logo. These include coffee, tea, chocolate, bananas, fruit juice, sugar and honey.
When a product carries the Fairtrade mark it means the producers and traders have met Fairtrade Standards. The standards are designed to address the imbalance of power in trading relationships, unstable markets and the injustices of conventional trade.
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