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Text I
How to have a healthier relationship with your phone
A few years ago, a Google employee sent an email to thousands of her co-workers: What if for six weeks straight, you spent one night per week without technology? The email was from Laura Mae Martin, Google’s executive productivity adviser, a role that, among other things, was created to help staff members foster healthier relationships with their gadgets and apps. After she sent the note, Ms. Martin was flooded with responses from coworkers eager for a respite from some of the very products they helped build. Thousands of employees have since participated in the annual “No-Tech Tuesday Night Challenge,” said Ms. Martin.
The problem she was trying to solve isn’t unique to Google workers. One survey found that Americans say they spend too much time on their phones. But dramatic solutions – a digital detox, a phone downgrade or a complete exit from social media – may feel impractical.
Is it possible to have a healthy relationship with technology while still using it daily? Fortunately, according to experts, the answer is a resounding ‘yes’ and here are a few things you can try:
First, start with one simple question.
You know that urge you get to reach for your phone without realizing it? And then, before you know it, you’re an hour into a social media binge? If you want to peacefully coexist with technology, you need to get a handle on those impulses, said Richard J. Davidson, the founder and director of the Center for Healthy Minds at the University of Wisconsin-Madison. According to him, people should start by noticing when they have an urge to lift their phone or open social media on their browser window. By becoming conscious of what you’re about to do, you’re interrupting an automatic behavior and awakening the part of your brain that governs self-control, he added. As one research article suggests, awareness of your actions can help you rein in bad habits.
Secondly, take the “mobile” out of your mobile devices.
Dr. Anna Lembke, a professor of psychiatry and addiction medicine at Stanford University School of Medicine, said one of the biggest problems with smartphones is what she calls “texting while running to catch a bus.” Using our devices while we’re on the move – walking from meeting to meeting, taking a child to school or catching a bus – prevents us from being more engaged in our lives, Dr. Lembke said.
One way to create harmony with technology is to limit your phone use when you’re on the move. Headed out for a walk? Turn off your notifications. Going to grab a coffee? Leave your phone on your desk. If you’re feeling brave, try powering down your phone while in transit. It won’t buzz with notifications, text messages or phone calls, which Dr. Lembke said could help you focus on the world around you.
Last of all, make technology work for you.
One thing experts agree on: To forge a healthy relationship with technology, you need to be in control of it and not the other way around. Think about your gadgets as tools that you decide how to use.
“Make it work for you, not against you; whether it’s an email program or your dishwasher, it’s the intention behind how you’re using it that really makes the big difference”, said Ms. Martin, the productivity expert at Google.
(Adapted from:
https://www.nytimes.com/2024/03/21/well/social-media-phone-addiction.html)
( ) One survey found that, due to spending too much time on their phones, almost fifty percent of people from all around the world are about to make dramatic moves, such as opt for a digital detox or a complete exit from social media. ( ) Experts say it’s quite unlikely for someone to have a healthy relationship with technology while still using it daily because they’re already so addicted to their gadgets that there’s no way to overcome it. ( ) According to the founder and director of the Center for Healthy Minds at the University of Wisconsin-Madison, if someone desires to peacefully coexist with technology, they need to get a handle on impulses that make them reach for their phone without even realizing it.
The statements are, in the order presented, respectively:
I - A legislação brasileira exige que todas as escolas, públicas e privadas, estejam equipadas com recursos e suportes adequados para a inclusão de alunos com qualquer tipo de necessidade especial. II - A inclusão de alunos com altas habilidades/superdotação frequentemente requer aceleração de série ou enriquecimento curricular como estratégias de adaptação pedagógica. III - O ensino de Educação Física para alunos com deficiência deve ser realizado exclusivamente em salas ou espaços separados, para garantir a segurança e a eficácia do ensino. IV - Professores devem receber formação continuada específica para trabalhar com alunos com TGD, incluindo aqueles com TEA, para garantir uma educação inclusiva eficaz. V - Práticas pedagógicas inclusivas para alunos com TEA devem evitar o uso de estímulos visuais e tecnologias assistivas, pois podem causar sobrecarga sensorial.
Estão corretas as afirmativas:
A atividade física regular contribui para a melhoria da ________ (1) e para a redução do risco de ________ (2):
( ) Durante exercícios de alta intensidade, o glicogênio é a principal fonte de energia, substituindo quase completamente a oxidação de ácidos graxos. ( ) O limiar anaeróbico é o ponto durante o exercício em que o lactato começa a se acumular no sangue, indicando uma transição para a predominância do metabolismo aeróbico. ( ) A hiperventilação induzida pelo exercício resulta principalmente da diminuição do dióxido de carbono arterial, o que estimula quimiorreceptores a aumentar a frequência respiratória. ( ) A termorregulação durante o exercício em ambientes quentes depende mais do aumento da circulação sanguínea na pele do que da evaporação do suor. ( ) O treinamento de resistência induz um aumento no tamanho e número de mitocôndrias nos músculos esqueléticos, melhorando a eficiência energética.
A sequência correta é de cima para baixo:
Coluna A:
1 - Teste de Cooper. 2 - Bioimpedância. 3 - Avaliação qualitativa do movimento. 4 - Teste de flexibilidade (teste de sentar e alcançar). 5 - Avaliação de habilidades motoras básicas.
Coluna B:
( ) Avalia a composição corporal estimando a porcentagem de gordura corporal. ( ) Mede a capacidade aeróbica estimando o VO2 máx. ( ) Utiliza critérios para julgar a execução técnica e a eficiência do movimento. ( ) Avalia a capacidade de estender as pernas e alcançar com as mãos o mais distante possível. ( ) Testa habilidades como corrida, salto e arremesso em um contexto educacional.
A sequência correta é:
Na prescrição de atividades físicas em ATIs, é importante escolher exercícios que promovam ________ (1) e ajustar a ________ (2) das sessões para atender às capacidades e limitações dos idosos.