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Q2617917
Nutrição
Sobre o tratamento não medicamentoso da hipertensão arterial em adultos, assinale a afirmativa
INCORRETA.
Q2617916
Nutrição
Sobre a ingestão de micronutrientes, analise as afirmativas.
I. Quando a ingestão de vitamina C está na faixa de 30 a 180mg/dia, a absorção é de 70 a 90%, mas quando é de 1g/dia, a absorção cai para cerca de 50%.
II. As fontes alimentares de vitamina B12 são limitadas aos produtos de origem animal, como carnes, leite e ovos.
III. A absorção do zinco é maior em dietas ricas em proteína animal do que nas ricas em proteína vegetal devido à presença de fitatos nos vegetais.
IV. Ao contrário da vitamina A, o consumo da vitamina C não precisa ser diário, pois ela é armazenada no organismo e atende às necessidades diárias.
Estão corretas as afirmativas
I. Quando a ingestão de vitamina C está na faixa de 30 a 180mg/dia, a absorção é de 70 a 90%, mas quando é de 1g/dia, a absorção cai para cerca de 50%.
II. As fontes alimentares de vitamina B12 são limitadas aos produtos de origem animal, como carnes, leite e ovos.
III. A absorção do zinco é maior em dietas ricas em proteína animal do que nas ricas em proteína vegetal devido à presença de fitatos nos vegetais.
IV. Ao contrário da vitamina A, o consumo da vitamina C não precisa ser diário, pois ela é armazenada no organismo e atende às necessidades diárias.
Estão corretas as afirmativas
Q2617915
Nutrição
Na avaliação da ingestão alimentar de grupos populacionais, o objetivo é determinar a proporção de pessoas
que apresentam ingestão abaixo do requerimento. Sobre essa avaliação, marque V para as afirmativas
verdadeiras e F para as falsas.
( ) Se a média da ingestão do grupo está abaixo da AI, há alta prevalência de ingestão inadequada.
( ) Não se deve utilizar a RDA como parâmetro de comparação com a média da ingestão observada no grupo.
( ) Para se estimar a proporção de indivíduos com baixa ingestão de um nutriente, são necessários, no mínimo, três inquéritos dietéticos consecutivos.
( ) Se a média da ingestão do grupo está abaixo da EAR, provavelmente há alta prevalência de ingestão inadequada.
Assinale a sequência correta.
( ) Se a média da ingestão do grupo está abaixo da AI, há alta prevalência de ingestão inadequada.
( ) Não se deve utilizar a RDA como parâmetro de comparação com a média da ingestão observada no grupo.
( ) Para se estimar a proporção de indivíduos com baixa ingestão de um nutriente, são necessários, no mínimo, três inquéritos dietéticos consecutivos.
( ) Se a média da ingestão do grupo está abaixo da EAR, provavelmente há alta prevalência de ingestão inadequada.
Assinale a sequência correta.
Q2617914
Nutrição
A circunferência do pescoço em adultos pode ser utilizada como
Q2617913
Nutrição
Sobre o peso corporal, assinale a afirmativa correta.
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614589
Inglês
Read the text below.
If those who declare that there is no best method are asked why, the most immediate and frequent answer is likely to be "Because it all depends," meaning that what is best depends on whom the method is for, in what circumstances, for what purpose, and so on. That there is no best method therefore means that no single method is best for everyone, as there are important variations in the teaching context that influence what is best. The variations are of several kinds, relating to social situation, educational organization, teacher-related factors, and learner-related factors. There have been several attempts to categorize such variables systematically and comprehensively, but even the brief and random listing above shows that they are at different levels of generality, as well as of discreteness and tangibility.
PRABHU, N. S. There Is No Best Method-Why? TESOL Quarterly, Vol. 24, No. 2. (Summer, 1990), p. 161-176. [Adapted].
According to the text, the main reason why there is no best method in teaching is because
If those who declare that there is no best method are asked why, the most immediate and frequent answer is likely to be "Because it all depends," meaning that what is best depends on whom the method is for, in what circumstances, for what purpose, and so on. That there is no best method therefore means that no single method is best for everyone, as there are important variations in the teaching context that influence what is best. The variations are of several kinds, relating to social situation, educational organization, teacher-related factors, and learner-related factors. There have been several attempts to categorize such variables systematically and comprehensively, but even the brief and random listing above shows that they are at different levels of generality, as well as of discreteness and tangibility.
PRABHU, N. S. There Is No Best Method-Why? TESOL Quarterly, Vol. 24, No. 2. (Summer, 1990), p. 161-176. [Adapted].
According to the text, the main reason why there is no best method in teaching is because
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614587
Inglês
Texto associado
Text 6
One of the popular myths about the English language is that
somewhere people are still speaking the kind of English that
Chaucer or Shakespeare or Milton spoke. This myth does, of
course, have some foundation in fact, though the mythical
versions repeated above are gross exaggerations. The relevant
fact is that some regional dialects of English retain old forms
which have disappeared from the standard form of the language.
This conservatism in colonial varieties is, rather unfortunately,
termed 'colonial lag' - unfortunately because the term gives the
impression that the colonial variety will (or should) one day catch
up with the home variety, though this is unlikely ever to happen.
Colonial lag is a potential factor in distinguishing colonial
varieties from their home counterparts in all levels of language:
phonology, morphology, syntax, semantics and lexis.
BAUER, L. An Introduction to International Varieties of English. Hong Kong
University Press, Hong Kong, 2003. [Adapted].
The levels of a language are mentioned in the last sentence
in the text and refer to the different layers or components that
make up a language, each contributing to its overall structure
and function. Which level refers specifically to the
arrangement of words and phrases to create well-formed
sentences in a language?
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614586
Inglês
Texto associado
Text 6
One of the popular myths about the English language is that
somewhere people are still speaking the kind of English that
Chaucer or Shakespeare or Milton spoke. This myth does, of
course, have some foundation in fact, though the mythical
versions repeated above are gross exaggerations. The relevant
fact is that some regional dialects of English retain old forms
which have disappeared from the standard form of the language.
This conservatism in colonial varieties is, rather unfortunately,
termed 'colonial lag' - unfortunately because the term gives the
impression that the colonial variety will (or should) one day catch
up with the home variety, though this is unlikely ever to happen.
Colonial lag is a potential factor in distinguishing colonial
varieties from their home counterparts in all levels of language:
phonology, morphology, syntax, semantics and lexis.
BAUER, L. An Introduction to International Varieties of English. Hong Kong
University Press, Hong Kong, 2003. [Adapted].
According to the text, which of the following statements
reflects the concept of "colonial lag"?
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614585
Inglês
Texto associado
Text 5
When I made my way to college, I was truly astonished to find
teachers who appeared to derive their primary pleasure in the
classroom by exercising their authoritarian power over my fellow
students, crushing our spirits, and dehumanizing our minds and
bodies. I had chosen to attend Stanford University, a predominantly
white college (primarily because the financial aid packages were
better than those offered by black institutions), but I never once
considered what it would be like to study with teachers who were
racist. Even though I had attended a high school with outspokenly
racist teachers who were contemptuous and unkind, I had
romanticized college. I believed it would be a paradise of learning
where we would all be so busy studying that we’d never have time
for the petty things of this world, especially not racism.
HOOKS, B. Teaching critical thinking: practical wisdom. New York: Routledge,
2010, p. 2.
The terms contemptuous and unkind in the excerpt “Even
though I had attended a high school with outspokenly racist
teachers who were contemptuous and unkind, I had
romanticized college” can be replaced by which of the
following words, without compromising their meaning?
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614584
Inglês
Texto associado
Text 5
When I made my way to college, I was truly astonished to find
teachers who appeared to derive their primary pleasure in the
classroom by exercising their authoritarian power over my fellow
students, crushing our spirits, and dehumanizing our minds and
bodies. I had chosen to attend Stanford University, a predominantly
white college (primarily because the financial aid packages were
better than those offered by black institutions), but I never once
considered what it would be like to study with teachers who were
racist. Even though I had attended a high school with outspokenly
racist teachers who were contemptuous and unkind, I had
romanticized college. I believed it would be a paradise of learning
where we would all be so busy studying that we’d never have time
for the petty things of this world, especially not racism.
HOOKS, B. Teaching critical thinking: practical wisdom. New York: Routledge,
2010, p. 2.
Based on the report provided, what was the author's
experience attending college at Stanford University?
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614583
Inglês
Texto associado
Text 4
It seems to me, having been involved for many years with
teaching English as a so-called second or foreign language, that
there are deep and indissoluble links between the practices,
theories, and contexts of ELT and the history of colonialism.
Such connections, I want to suggest, run far deeper than
drawing parallels between the current global expansion of
English and the colonial expansion that preceded it. Rather, I
want to argue that ELT theories and practices that emanate from
the former colonial powers still carry the traces of those colonial
histories both because of the long history of direct connections
between ELT and colonialism and because such theories and
practices derive from broader European cultures and ideologies
that themselves are products of colonialism.
PENNYCOOK, A. English and the discourses of colonialism. London:
Routledge, 2002, p. 19.
In the text, the term "rather" (line 7) is used as an adverb,
and it can be replaced by
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614582
Inglês
Texto associado
Text 4
It seems to me, having been involved for many years with
teaching English as a so-called second or foreign language, that
there are deep and indissoluble links between the practices,
theories, and contexts of ELT and the history of colonialism.
Such connections, I want to suggest, run far deeper than
drawing parallels between the current global expansion of
English and the colonial expansion that preceded it. Rather, I
want to argue that ELT theories and practices that emanate from
the former colonial powers still carry the traces of those colonial
histories both because of the long history of direct connections
between ELT and colonialism and because such theories and
practices derive from broader European cultures and ideologies
that themselves are products of colonialism.
PENNYCOOK, A. English and the discourses of colonialism. London:
Routledge, 2002, p. 19.
The author's reflection on the relationships between
colonialism, ideologies and the expansion of the English
language around the world indicates that
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614578
Inglês
For Hutchinson and Waters (1987), in the context of needs
analysis for ESP courses, it is important to distinguish
between target needs and learning needs. A question that
can be used to obtain information about what learners need
to do in the context where they will use the language is:
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614577
Inglês
Oshima and Hogue (2007) in their book “Introduction to
Academic Writing” affirm that the process of writing has four
main steps: prewriting, organizing, writing, and polishing. For
the prewriting stage an academic writer can use the
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614576
Inglês
For students in specific fields, learning to write in academic
genres related to their disciplines is essential and English for
Specific Purposes (ESP) can help develop this skill by
teaching them the relevant language and genre conventions
simultaneously. A genre which can be included in an ESP
course for professional, technical, or academic needs is
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614574
Inglês
Dudley Evans and St. John (1998) in their book
“Developments in ESP: a multidisciplinary approach” identify
five key roles for the ESP practitioner. Among them are
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614573
Inglês
Texto associado
Text 3
A teacher’s experience of using technology in language
teaching
Published 29 October 2021
Using technology has always been an important part of my
teaching, even in the pre-digital age. Like many early adopters, I
get super-excited by the ‘wow’ factor of new technology.
However, some technology (like VR – virtual reality) is still quite
challenging to use successfully. In my own teaching, I’m happy to
incorporate tools which are rather more familiar. (...)
Speaking
My
EAP (English for Academic Purposes) students naturally use
PowerPoint to deliver their presentations. The software is so
familiar that they are unaware that they are using technology!
Classes concentrate on strategies for making a talk effective,
such as incorporating memorable images and reducing text to just
key words. Many of my students have serious pronunciation
difficulties, so revealing a word at the same time as saying it helps
them to be understood by the audience.
Like many teachers, I like the engagement and interactivity
afforded by Kahoot! My favourite voting app is Mentimeter
because it is quick to create a poll, reliable and easy-to-use.
Voting anonymously is significantly different from putting up your
hand. Doing it remotely remains an exciting event – watching as
students’ votes come in. A great way to finish a discussion lesson
on controversial issues is with a class vote.
I encourage fluency in the classroom but also ask students to do
more discrete practice away from the classroom using their
mobile phones – recording themselves, listening and rerecording. They can try out voice searches which are hugely
motivating when you achieve success! (...)
Vocabulary
Many of my new students don’t have a system to record and
review the new vocabulary we cover in class. As part of their
learner training, I present the app Quizlet which allows learners to
create sets of digital flashcards. It’s free. Students who choose to
try it can decide what to write on the back of a card – a translation
or a personalised example sentence containing a new word. The
app automatically creates games such as matching exercises and
Pelmanism, which some learners enjoy.
I am a big fan of graphic organisers and have long encouraged
students to use mind-maps. Having free versions such as
Mindomo is beneficial in helping store words in concept groups
and in reviewing new language.
SHARMA, P. A teacher’s experience of using technology in language teaching.
World of Better Learning Blog. Available at:
https://www.cambridge.org/elt/blog/2021/10/29/technology-language-teaching/. Access on: 20 may. 2024. [Adapted].
In the context of the passage, which common characteristic
do PowerPoint, Kahoot, Mentimeter, mobile phones, Quizlet,
Mindomo and Pelmanism share?
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614572
Inglês
Texto associado
Text 3
A teacher’s experience of using technology in language
teaching
Published 29 October 2021
Using technology has always been an important part of my
teaching, even in the pre-digital age. Like many early adopters, I
get super-excited by the ‘wow’ factor of new technology.
However, some technology (like VR – virtual reality) is still quite
challenging to use successfully. In my own teaching, I’m happy to
incorporate tools which are rather more familiar. (...)
Speaking
My
EAP (English for Academic Purposes) students naturally use
PowerPoint to deliver their presentations. The software is so
familiar that they are unaware that they are using technology!
Classes concentrate on strategies for making a talk effective,
such as incorporating memorable images and reducing text to just
key words. Many of my students have serious pronunciation
difficulties, so revealing a word at the same time as saying it helps
them to be understood by the audience.
Like many teachers, I like the engagement and interactivity
afforded by Kahoot! My favourite voting app is Mentimeter
because it is quick to create a poll, reliable and easy-to-use.
Voting anonymously is significantly different from putting up your
hand. Doing it remotely remains an exciting event – watching as
students’ votes come in. A great way to finish a discussion lesson
on controversial issues is with a class vote.
I encourage fluency in the classroom but also ask students to do
more discrete practice away from the classroom using their
mobile phones – recording themselves, listening and rerecording. They can try out voice searches which are hugely
motivating when you achieve success! (...)
Vocabulary
Many of my new students don’t have a system to record and
review the new vocabulary we cover in class. As part of their
learner training, I present the app Quizlet which allows learners to
create sets of digital flashcards. It’s free. Students who choose to
try it can decide what to write on the back of a card – a translation
or a personalised example sentence containing a new word. The
app automatically creates games such as matching exercises and
Pelmanism, which some learners enjoy.
I am a big fan of graphic organisers and have long encouraged
students to use mind-maps. Having free versions such as
Mindomo is beneficial in helping store words in concept groups
and in reviewing new language.
SHARMA, P. A teacher’s experience of using technology in language teaching.
World of Better Learning Blog. Available at:
https://www.cambridge.org/elt/blog/2021/10/29/technology-language-teaching/. Access on: 20 may. 2024. [Adapted].
From the activities described in the Speaking part, one can
infer that the teacher
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614571
Inglês
Texto associado
Text 3
A teacher’s experience of using technology in language
teaching
Published 29 October 2021
Using technology has always been an important part of my
teaching, even in the pre-digital age. Like many early adopters, I
get super-excited by the ‘wow’ factor of new technology.
However, some technology (like VR – virtual reality) is still quite
challenging to use successfully. In my own teaching, I’m happy to
incorporate tools which are rather more familiar. (...)
Speaking
My
EAP (English for Academic Purposes) students naturally use
PowerPoint to deliver their presentations. The software is so
familiar that they are unaware that they are using technology!
Classes concentrate on strategies for making a talk effective,
such as incorporating memorable images and reducing text to just
key words. Many of my students have serious pronunciation
difficulties, so revealing a word at the same time as saying it helps
them to be understood by the audience.
Like many teachers, I like the engagement and interactivity
afforded by Kahoot! My favourite voting app is Mentimeter
because it is quick to create a poll, reliable and easy-to-use.
Voting anonymously is significantly different from putting up your
hand. Doing it remotely remains an exciting event – watching as
students’ votes come in. A great way to finish a discussion lesson
on controversial issues is with a class vote.
I encourage fluency in the classroom but also ask students to do
more discrete practice away from the classroom using their
mobile phones – recording themselves, listening and rerecording. They can try out voice searches which are hugely
motivating when you achieve success! (...)
Vocabulary
Many of my new students don’t have a system to record and
review the new vocabulary we cover in class. As part of their
learner training, I present the app Quizlet which allows learners to
create sets of digital flashcards. It’s free. Students who choose to
try it can decide what to write on the back of a card – a translation
or a personalised example sentence containing a new word. The
app automatically creates games such as matching exercises and
Pelmanism, which some learners enjoy.
I am a big fan of graphic organisers and have long encouraged
students to use mind-maps. Having free versions such as
Mindomo is beneficial in helping store words in concept groups
and in reviewing new language.
SHARMA, P. A teacher’s experience of using technology in language teaching.
World of Better Learning Blog. Available at:
https://www.cambridge.org/elt/blog/2021/10/29/technology-language-teaching/. Access on: 20 may. 2024. [Adapted].
In this blog post, the author
Ano: 2024
Banca:
IV - UFG
Órgão:
IF-SE
Prova:
IV - UFG - 2024 - IF-SE - Professor EBTT - Letras Inglês |
Q2614570
Inglês
Texto associado
News Headlines
1. How will AI shape your future?
2. Will AI really take over our jobs?
3. Will AI makes us smarter?
4. How will AI impact generations to come?
Prepared by the author.
The future tense which is used in all the questions in the
headlines expresses
Conheça nossos planos