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Q4189483 Medicina
No cuidado ao recém-nascido (RN) no alojamento conjunto, a identificação precoce de alterações cardíacas é fundamental. Sobre o RN filho de mãe diabética (RNFMD) e/ou o RN com síndrome de Down (trissomia do 21), assinale a alternativa correta.
Alternativas
Q4189482 Medicina

Recém-nascido a termo, com peso de nascimento de 4.200 g (GIG), filho de mãe com diabetes mellitus tipo 1 mal controlado durante a gestação, apresenta, nas primeiras horas de vida, taquipneia, irritabilidade e um sopro sistólico ejetivo suave em borda esternal esquerda. O ecocardiograma revela hipertrofia acentuada do septo interventricular com redução da via de saída do ventrículo esquerdo.



Assinale a alternativa que apresenta corretamente a conduta inicial mais adequada e o prognóstico dessa condição cardíaca.

Alternativas
Q4189481 Medicina

Em um recém-nascido (RN) de 35 semanas de idade gestacional, internado na UTI neonatal por sepse, observam-se sinais clínicos de choque (palidez persistente, pulsos débeis).



Nesse caso, de acordo com as diretrizes da SBP, deve-se fornecer uma expansão volêmica constituída por

Alternativas
Q4189480 Medicina

Recém-nascido (RN) a termo, pequeno para a idade gestacional, do sexo feminino, com peso de nascimento de 2.350 g, desenvolve icterícia zona III de Kramer com 60 horas de vida. Tipagem sanguínea materna: O negativo, Coombs indireto: negativo. Tipagem sanguínea do RN: A positivo, Coombs direto: negativo, eluato anti-A: negativo. É feita dosagem transcutânea de BT (bilirrubina total), que atingiu 11,0 mg/dL.



Qual das causas a seguir é a mais provável dessa icterícia?

Alternativas
Q4189478 Medicina

Recém-nascido (RN) com 16 dias de vida, do sexo feminino, apresenta-se em REG, corado, levemente desidratado, choroso, irritado, com tônus flácido, baixo ganho ponderal, em aleitamento materno exclusivo e com icterícia zona IV, desde o décimo dia de vida. A mãe refere diurese às trocas de fraldas e evacuações amareladas, três vezes ao dia. Pré-natal sem intercorrências. Sem doenças familiares. Tipagem sanguínea da mãe: O negativo, Coombs indireto: negativo, VDRL: negativo, HIV: negativo. Peso do RN ao nascimento: 3.000 g, tipagem sanguínea: B positivo, Coombs direto: negativo.



Diante do quadro clínico e laboratorial, a conduta seguinte mais imediata e correta para o diagnóstico desse RN é dosar

Alternativas
Q4189477 Medicina

Recém-nascido (RN), com 39 semanas de idade gestacional, nasceu de parto vaginal sem intercorrências, pesando 3.100 g. A mãe realizou pré-natal, tendo sido diagnosticada com sífilis no terceiro trimestre (VDRL: 1:32). Recebeu tratamento com três doses de penicilina benzatina 2.400.000 UI, finalizando a última dose 32 dias antes do parto. No momento da admissão para o parto, o teste não treponêmico materno (TNT) era de 1:4. O RN não apresentou alterações ao exame físico, e o TNT dele foi de 1:8.



Considerando o caso apresentado e as diretrizes do Ministério da Saúde do Brasil, assinale a alternativa correta.

Alternativas
Q4189476 Medicina

Recém-nascido a termo, adequado para a idade gestacional, do sexo masculino, apresenta perímetro cefálico de 30 cm. A mãe relata que não realizou o seguimento pré-natal completo, mas se recorda de um episódio de febre e linfonodomegalia cervical no segundo trimestre da gestação. Ao exame físico, apresenta perímetro cefálico de 30 cm, fígado palpável a 3 cm do RCD. É solicitada tomografia de crânio, que demonstra inúmeras calcificações difusas e grosseiras pelo cérebro. Avaliação oftalmológica: coriorretinite bilateral.



Com base na principal suspeita diagnóstica e nos achados para essa patologia, assinale a alternativa correta.

Alternativas
Q4189475 Medicina
Qual é a conduta recomendada para um recém-nascido (RN) cuja mãe começou a apresentar sintomas de varicela três dias antes do parto?
Alternativas
Q4189474 Medicina

Recém-nascido pré-termo (31 semanas de idade gestacional) nasceu por parto cesáreo por descolamento prematuro de placenta. Ao nascimento, o bebê apresenta-se em apneia e com hipotonia acentuada. O clampeamento do cordão umbilical é imediato. Após os passos iniciais de prover calor, posicionar a cabeça, aspirar vias aéreas (devido à presença de sangue) e secar, o neonato permanece em apneia. É iniciada a ventilação por pressão positiva (VPP) com máscara e balão autoinflável. Após 30 segundos de VPP técnica e efetivamente aplicada, o pediatra avalia a frequência cardíaca (FC) através da ausculta do precórdio e verifica que a FC é de 50 batimentos por minuto (bpm).



De acordo com o Programa de Reanimação Neonatal da SBP (2022), o próximo passo deve ser

Alternativas
Q4189473 Medicina
De acordo com o Programa de Reanimação Neonatal da SBP, ao nascimento de um recém-nascido com idade gestacional igual ou superior a 34 semanas, após o clampeamento imediato do cordão devido a apneia e hipotonia, quais são os passos iniciais que devem ser executados e finalizados dentro do “minuto de ouro”, caso a frequência cardíaca permaneça inferior a 100 bpm?
Alternativas
Q4189472 Medicina
A respeito do teste do coraçãozinho, assinale a alternativa correta.
Alternativas
Q4189471 Medicina
Ainda que nem todas elas sejam palpáveis, quantas fontanelas tem um recém-nascido normal?
Alternativas
Q4189450 Inglês
Read the quotation by Frantz Fanon (1952), in Pennycook (2017), to answer the question:

“To speak means to be in a position to use a certain syntax, to grasp the morphology of this or that language, but it means above all to assume a culture, to support the weight of a civilization”.

(Pennycook, A., The cultural politics of English as an international language, 2017)

Para o autor,
Alternativas
Q4189449 Inglês
Leia o texto a seguir de Dias e Turbi sobre the two multis e responda à questão:


      English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public school textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the combined effects of the use of different media (multimodality), which aims to encourage the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning.


(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens, 2021. Adaptado)
The extract from the text “… one of the units of a textbook series for teens that was approved in 2020” is a noun phrase, whose nucleus is 
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Q4189448 Inglês
Leia o texto a seguir de Dias e Turbi sobre the two multis e responda à questão:


      English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public school textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the combined effects of the use of different media (multimodality), which aims to encourage the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning.


(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens, 2021. Adaptado)
In the text, the authors refer to the analysis of textbooks for public schools by the National Program as 
Alternativas
Q4189447 Inglês
Leia o texto a seguir de Dias e Turbi sobre the two multis e responda à questão:


      English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public school textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the combined effects of the use of different media (multimodality), which aims to encourage the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning.


(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens, 2021. Adaptado)
In the fragment “Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning”, the highlighted verbs indicate, respectively:
Alternativas
Q4189446 Pedagogia
Leia o texto a seguir de Dias e Turbi sobre the two multis e responda à questão:


      English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public school textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the combined effects of the use of different media (multimodality), which aims to encourage the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning.


(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens, 2021. Adaptado)
Um professor decide usar esse texto autêntico com seus alunos. Solicita que o mais rapidamente possível identifiquem os dois “multis” aos quais o texto se refere. Ao oferecer tal instrução, o professor estará contribuindo para o desenvolvimento da estratégia de leitura denominada
Alternativas
Q4189445 Inglês
Leia o texto a seguir de Dias e Turbi sobre the two multis e responda à questão:


      English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public school textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the combined effects of the use of different media (multimodality), which aims to encourage the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes, although its pedagogical design can be improved. Our analysis also reveals that much has yet to be done if we consider the responsibility students must assume when learning.


(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens, 2021. Adaptado)
The text has characteristics consistent with
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Q4189444 Linguística
Leia os textos a seguir para responder à questão:


     Do certain people actually have a “knack” for learning foreign languages? Anecdotal evidence would suggest that some people are indeed able to learn languages faster and more efficiently than others. One way of looking at such aptitude is the identification of characteristics of successful language learners. Risk-taking behavior, memory efficiency, intelligent guessing, willingness to communicate, low anxiety, and ambiguity tolerance are but a few of the many variables that have been cited

(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)

    Historically, research on language aptitude has been a roller-coaster ride. John Carroll’s (Carroll & Sapon, 1959) pioneering work on aptitude, embodied in the Modern Language Aptitude Test (MLAT), began the quest. The MLAT asserted the predictability of number learning, sound discrimination, pattern discernment, and memorization for future success in a foreign language. This test, and some others, were used for some time in such contexts as Peace Corps volunteer training programs and military communications courses to help predict successful language learners.

(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)
Use information from syntax and semantics and mark the alternative that has only one possible interpretation in the given context.
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Q4189443 Inglês
Leia os textos a seguir para responder à questão:


     Do certain people actually have a “knack” for learning foreign languages? Anecdotal evidence would suggest that some people are indeed able to learn languages faster and more efficiently than others. One way of looking at such aptitude is the identification of characteristics of successful language learners. Risk-taking behavior, memory efficiency, intelligent guessing, willingness to communicate, low anxiety, and ambiguity tolerance are but a few of the many variables that have been cited

(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)

    Historically, research on language aptitude has been a roller-coaster ride. John Carroll’s (Carroll & Sapon, 1959) pioneering work on aptitude, embodied in the Modern Language Aptitude Test (MLAT), began the quest. The MLAT asserted the predictability of number learning, sound discrimination, pattern discernment, and memorization for future success in a foreign language. This test, and some others, were used for some time in such contexts as Peace Corps volunteer training programs and military communications courses to help predict successful language learners.

(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)
The word “knack”, used within inverted commas in the question that opens the first paragraph, means 
Alternativas
Respostas
1461: B
1462: A
1463: C
1464: D
1465: E
1466: B
1467: A
1468: E
1469: D
1470: B
1471: C
1472: A
1473: C
1474: D
1475: C
1476: B
1477: E
1478: A
1479: D
1480: C