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Q2913999 Inglês

THERE ARE 10 QUESTIONS OF MULTIPLE CHOICE IN YOUR TEST. EACH QUESTION HAS 4 ALTERNATIVES (A, B, C, AND D) FROM WHICH ONLY ONE IS CORRECT. CHECK THE CORRECT ONE.


A Framework for Understanding Cross-Cultural Misunderstandings

Successful communication between human beings, either within a culture or between cultures, requires that the message and meaning intended by the speaker is correctly received and interpreted by the listener. Sustainable error free communication is rare, and in most human interactions there is some degree of miscommunication.
The message sent from speaker to listener contains a wide array of features, such as words, grammar, syntax, idioms, tone of voice, emphasis, speed, emotion, and body language, and the interpretation requires the listener to attend to all of these features, while at the same time constructing an understanding of the speaker's intentions, emotions, politeness, seriousness, character, beliefs, priorities, motivations, and style of communicating. In addition, the listener must also evaluate whether the utterance is a question or a statement and how and to what extent a statement matters to the speaker (Maltz and Borker, 1982).
Each of the components of the communication provides one or more kind of information. Words convey abstract logic, tone of voice conveys attitudes, emotions and emphases, and body language communicates "requests versus commands, the stages of greeting, and turn-taking" (Schneller 1988, p. 154).
Even assuming that words and body language were perfectly understood, there is more information necessary to successfully communicate across cultures. For example, in some countries it is polite to refuse the first few offers of refreshment: "Many foreign guests have gone hungry because their U.S. host or hostess never presented a third offer" (Samovar and Porter 1988, p. 326). In understanding communication, a listener must pay attention not just to what is said and when, but also to how many times something is said, under what circumstances, and by whom. Given all this complexity, the reason human communication can often succeed is because people learn how to communicate and understand through interacting with one another throughout their lives. Therefore, it is no surprise that culture and socialization are critical determinants of communication and interpretation. "The entire inference process, from observation through categorization is a function of one's socialization" Detweiler (1975). Socialization influences how input will be received, and how perceptions will be organized conceptually and associated with memories.

The importance of culture to communication

Some theorists have gone so far as to claim that culture not only influences interpretation, but constitutes interpretation. The interpretation of communicative intent is not predictable on the basis of referential meaning alone. Matters of context, social presuppositions, knowledge of the world, and individual background all play an important role in interpretation (Gumperz, 1978b).
Even knowledgeable translators can have difficulty with cross-cultural translations. There may not be corresponding words or equivalent concepts in both cultures, jokes and implications may be overlooked, and literal translations can present a host of difficulties. Some language pairs are very difficult to translate, while others, usually in more similar languages, are much easier (Sechrest, Fay and Zaidi 1988).
While some of the incremental difficulties can be traced to the underlying linguistic commonalities between the languages, there may be a more elusive cultural and ecological basis for difficulty in translation. It would be interesting to test how much of the variance in communication could be accounted for by the ease with which the languages in question could be translated into one another.
Although it may facilitate cross-cultural translations, similarity of languages and cultures also increases the likelihood that communicators will erroneously assume similarity of meanings. This may make them more likely to misunderstand speech and behavior without being aware that they may have misinterpreted the speaker's message.
In general, cross-cultural miscommunication can be thought to derive from the mistaken belief that emics are etics, that words and deeds mean the same thing across cultures, and this miscalculation is perhaps more likely when cultures are similar in surface attributes but different in important underlying ways. In this case miscommunication may occur instead of non-communication.

(http://www.dattnerconsulting.com/cross.html )

The pronoun them in “This may make them more likely to misunderstand speech and behavior without being aware that they may have misinterpreted the speaker's message” refers to

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Q2913987 Inglês

THERE ARE 10 QUESTIONS OF MULTIPLE CHOICE IN YOUR TEST. EACH QUESTION HAS 4 ALTERNATIVES (A, B, C, AND D) FROM WHICH ONLY ONE IS CORRECT. CHECK THE CORRECT ONE.


A Framework for Understanding Cross-Cultural Misunderstandings

Successful communication between human beings, either within a culture or between cultures, requires that the message and meaning intended by the speaker is correctly received and interpreted by the listener. Sustainable error free communication is rare, and in most human interactions there is some degree of miscommunication.
The message sent from speaker to listener contains a wide array of features, such as words, grammar, syntax, idioms, tone of voice, emphasis, speed, emotion, and body language, and the interpretation requires the listener to attend to all of these features, while at the same time constructing an understanding of the speaker's intentions, emotions, politeness, seriousness, character, beliefs, priorities, motivations, and style of communicating. In addition, the listener must also evaluate whether the utterance is a question or a statement and how and to what extent a statement matters to the speaker (Maltz and Borker, 1982).
Each of the components of the communication provides one or more kind of information. Words convey abstract logic, tone of voice conveys attitudes, emotions and emphases, and body language communicates "requests versus commands, the stages of greeting, and turn-taking" (Schneller 1988, p. 154).
Even assuming that words and body language were perfectly understood, there is more information necessary to successfully communicate across cultures. For example, in some countries it is polite to refuse the first few offers of refreshment: "Many foreign guests have gone hungry because their U.S. host or hostess never presented a third offer" (Samovar and Porter 1988, p. 326). In understanding communication, a listener must pay attention not just to what is said and when, but also to how many times something is said, under what circumstances, and by whom. Given all this complexity, the reason human communication can often succeed is because people learn how to communicate and understand through interacting with one another throughout their lives. Therefore, it is no surprise that culture and socialization are critical determinants of communication and interpretation. "The entire inference process, from observation through categorization is a function of one's socialization" Detweiler (1975). Socialization influences how input will be received, and how perceptions will be organized conceptually and associated with memories.

The importance of culture to communication

Some theorists have gone so far as to claim that culture not only influences interpretation, but constitutes interpretation. The interpretation of communicative intent is not predictable on the basis of referential meaning alone. Matters of context, social presuppositions, knowledge of the world, and individual background all play an important role in interpretation (Gumperz, 1978b).
Even knowledgeable translators can have difficulty with cross-cultural translations. There may not be corresponding words or equivalent concepts in both cultures, jokes and implications may be overlooked, and literal translations can present a host of difficulties. Some language pairs are very difficult to translate, while others, usually in more similar languages, are much easier (Sechrest, Fay and Zaidi 1988).
While some of the incremental difficulties can be traced to the underlying linguistic commonalities between the languages, there may be a more elusive cultural and ecological basis for difficulty in translation. It would be interesting to test how much of the variance in communication could be accounted for by the ease with which the languages in question could be translated into one another.
Although it may facilitate cross-cultural translations, similarity of languages and cultures also increases the likelihood that communicators will erroneously assume similarity of meanings. This may make them more likely to misunderstand speech and behavior without being aware that they may have misinterpreted the speaker's message.
In general, cross-cultural miscommunication can be thought to derive from the mistaken belief that emics are etics, that words and deeds mean the same thing across cultures, and this miscalculation is perhaps more likely when cultures are similar in surface attributes but different in important underlying ways. In this case miscommunication may occur instead of non-communication.

(http://www.dattnerconsulting.com/cross.html )

According to the text A Framework for Understanding Cross-Cultural Misunderstandings, human communication

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Q2901844 Veterinária

Os processos anêmicos ocorrem em razão de uma excessiva perda de sangue ou destruição, ou ainda pela diminuição da produção de eritrócitos. A comprovação clínica do processo de regeneração dos quadros de anemia é indicada pela ocorrência da reticulocitose. Nos equinos, ocorre uma exceção, uma vez que, nesta espécie, os reticulócitos não são liberados da medula. Nesses casos, a única prática que pode confirmar se a anemia é regenerativa consiste na

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Q2901842 Veterinária

Condição associada à diminuição do fluxo sanguíneo através dos rins, secundária à desidratação e à insuficiência cardiovascular e acompanhada por aumento da densidade específica da urina. Trata-se da azotemia

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Q2901841 Veterinária

A variabilidade do período de incubação da raiva depende de fatores como capacidade invasiva, patogenicidade, carga viral do inóculo inicial, ponto de inoculação, idade e imunocompetência do animal, entre outros. Em cães, o período médio de incubação é de

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Q2901839 Veterinária

Quadro de abdome agudo sem surgimento de peritonite que ocorre em equinos, caracterizado por inflamação catarral ou hemorrágica das mucosas dos intestinos delgado e grosso:

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Q2901832 Veterinária

Método que consiste em se fazer a hemostasia pelo esmagamento linear das túnicas interna e média da artéria:

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Q2901829 Veterinária

As modificações quantitativas e qualitativas dos constituintes do leite que ocorrem em razão de fatores relacionados à sanidade do animal, ao processo de ordenha ou às etapas do pré-beneficiamento ou processamento estão relacionadas à qualidade

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Q2901827 Veterinária

O intervalo de tempo que decorre entre exposição a um agente infeccioso e aparecimento de sinais ou sintomas da doença, durante o qual não existem sinais clínicos manifestos e o doente ainda não constitui fonte de contágio, corresponde ao período de

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Q2901825 Veterinária

Constituem as consequências mais importantes da hidronefrose:

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Q2899694 Educação Física

Tema que integra a declaração de Salamanca sobre princípios, políticas e prática em educação especial e que demanda do estado a garantia de que os portadores de necessidades especiais tenham direito à educação e se integrem ao sistema educacional:

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Q2899693 Educação Física

Para que o aluno se interesse em buscar informações complementares fora do espaço das aulas de educação física e, assim, valorize ainda mais essas atividades, é necessário que haja interação entre

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Q2899692 Educação Física

A educação física contribui muito para o desenvolvimento motor da criança, desde que promova estímulos

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Q2899691 Educação Física

Na década de 1920, articulou-se um movimento no meio educacional que valorizava a educação física como elemento integral nas escolas, inclusive em escolas tradicionais, que também acolhiam os exercícios físicos como fator de disciplina e de saúde. Esse movimento ficou conhecido como

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Q2899689 Educação Física

No Brasil, a educação física sofreu grande influência da área médica, com discursos pautados em prol da higiene, da saúde e da eugenia, por interesse militar e da nação. Na época, as atividades físicas visavam ao desenvolvimento harmonioso do corpo por meio da aprendizagem dos movimentos ginásticos, dando ênfase à dimensão

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Q2899688 Educação Física

O jogo é uma atividade bastante utilizada na educação física escolar. Um dos seus objetivos é fortalecer a aprendizagem de atividades lúdicas, para que a criança possa utilizá-las nas suas horas de lazer fora da escola. Existe um tipo de jogo que desenvolve na criança o raciocínio rápido, melhorando a capacidade de pensar e de agir, sobre o qual até Gabriel Garcia Marques escreveu: “A uma criança daria asas, mas deixaria que aprendesse a voar sozinha”. Trata-se do tipo de jogo conhecido como

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Q2899687 Educação Física

Na década de 1920, dois biólogos propuseram um método que excluía exercícios com sobrecarga e também exercícios que forçassem as articulações. Esse método ficou conhecido como

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Q2899686 Educação Física

A Ginástica Rítmica, arte dinâmica, criativa, natural, possui movimentos característicos próprios. Sua elegância e beleza plástica forma um conjunto harmonioso que relaciona quatro elementos, a saber,

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Q2899685 Educação Física

Refere-se a um conjunto de ações que atende às necessidades físicas, psíquicas, sociais e culturais de um grupo de pessoas ou de um indivíduo, por buscar momentos prazerosos que utilizam experiências lúdicas no momento em que são executadas. Trata-se do(da, dos)

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Q2899684 Educação Física

É uma modalidade que integra a cultura corporal, já que pode ser um jogo, uma dança, um esporte. Trata-se do(da)

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Respostas
81: B
82: C
83: D
84: C
85: A
86: D
87: B
88: C
89: D
90: D
91: D
92: A
93: A
94: B
95: C
96: B
97: D
98: B
99: A
100: C