Questões de Concurso
Para prefeitura de cariacica - es
Foram encontradas 672 questões
Resolva questões gratuitamente!
Junte-se a mais de 4 milhões de concurseiros!
(1,_,_,2,_,_,√7,_,3).
Sabendo que os termos dessa sequência foram obtidos seguindo um determinado padrão, então o seu termo central, ou seja, o quinto termo dessa sequência, é igual a
I. O termo “seita” foi utilizado como qualificação negativa dos grupos religiosos minoritários, oriundos do cristianismo ou de outras matrizes religiosas, por aqueles que zelavam pela legitimidade e hegemonia das grandes tradições religiosas ocidentais, de modo particular nas chamadas Igrejas históricas. II. Seita e igreja são conceitos utilizados sociologicamente como modos de organização religiosa que podem concretizar-se de duas maneiras. Primeiro, em grupos religiosos concretos, caracterizados predominantemente pelos aspectos sectários no seu modo de se organizar. Em segundo lugar, para caracterizar posturas religiosas que podem marcar grupos e indivíduos, mesmo que dentro de um grupo maior, que não tenham em seu conjunto traços sectários. III. As noções de igreja e seita são correlacionadas: uma é formulada em relação à outra. Por outro lado, pode ocorrer um gradiente entre os tipos bipolares seita-igreja, de forma que podemos detectar os comportamentos sectários que gradativamente vão adquirindo características eclesiais e vice-versa.
( ) Os budistas acreditam em um ciclo de reencarnação em que a pessoa morre e renasce até atingir a iluminação. Segundo essa crença, são os atos praticados por cada pessoa que vão determinar a vida que ela terá ou o que será quando reencarnar. As ilusões e os apegos fazem com que as pessoas permaneçam aprisionadas ao ciclo de nascimentos e mortes. ( ) Os cristãos acreditam no dia do juízo final, que seria um ajuste de contas de toda a humanidade. A doutrina dessa religião baseia-se na crença de que todo ser humano é eterno. A morte é uma passagem dessa vida para outra e, dependendo de seus atos em vida, o indivíduo alcançará o céu e, se for condenado, irá para o inferno. ( ) Os hindus acreditam que haverá o dia do juízo final, no qual as pessoas serão julgadas. Para eles, não existe a reencarnação e sim uma vida no paraíso para os fiéis, justos e esforçados. O corpo após a morte não significa mais nada, portanto a morte acontece quando a alma se separa do corpo e é levada por anjos da morte que ajudam a realizar essa tarefa. ( ) Os islâmicos acreditam na reencarnação, isto é, que a alma não morre com a pessoa, mas volta em outro corpo para pagar pelos erros acumulados em vidas passadas até purificar-se. A crença na reencarnação contém a ideia do karma que determina a sucessão de nascimentos e mortes pelos quais o ser humano tem que passar. ( ) Para os judeus, a vida é sagrada, a morte não é o final da vida, apenas o fim do corpo ou da matéria. Creem na ressurreição da carne no final dos tempos, mas também existe a possibilidade de reencarnação. Acreditam que existe outro mundo para onde as almas vão. No entanto, a alma pode voltar para a terra em outro corpo para completar a sua missão.
I. seus seguidores tentam relembrar o animal de seu totem ancestral em marcas que são feitas por todo o corpo por meio de cortes profundos. II. o objetivo da prática é marcar e lembrar a sua origem e delimitar algumas condutas sociais, entre elas o casamento, que só deve acontecer entre pessoas que sejam do mesmo animal totêmico. III. os feiticeiros que fazem as cerimônias ou cultos são pessoas respeitadas dentro do clã, pois consolidam a cultura religiosa por meio das cerimônias e dos ritos de cura, de passagem e de iniciação. V. segundo sua cultura, o totem confere força mágica ao homem.
I. Cada nação indígena possui a sua própria religião, com seus ritos, cantos, danças, acessórios, símbolos, indumentária, pinturas corporais, mitos e jeitos de celebrar os importantes momentos da vida. II. Nas comunidades indígenas, a religião é parte integrante do cotidiano. A vida gira em torno do sagrado. III. A estrutura das religiões indígenas não permite o equilíbrio do homem com o meio e a harmonia com a “Mãe Terra”. IV. A religiosidade indígena é marcada pela burocracia institucional, tudo gira em torno das experiências do sagrado e não em uma fundamentação teórica. V. As comunidades indígenas acreditam nas forças da natureza e nos espíritos dos antepassados.
Dr. Dweck’s research into growth mindset
changed education forever
Over 30 years ago, Carol Dweck and her colleagues became interested in students' attitudes about failure. They noticed that some students rebounded while other students seemed devastated by even the smallest setbacks. After studying the behavior of thousands of children, Dr. Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger. Therefore they put in extra time and effort, and that leads to higher achievement.
Recent advances in neuroscience have shown us
that the brain is far more malleable than we ever
knew. Research on brain plasticity has shown how
connectivity between neurons can change with
experience. With practice, neural networks grow
new connections, strengthen existing ones, and
build insulation that speeds transmission of
impulses. These neuroscientific discoveries have
shown us that we can increase our neural growth
by the actions we take, such as using good
strategies, asking questions, practicing, and
following good nutrition and sleep habits. […]
So the researchers asked, “Can we change
mindsets? And if so, how?” This began a series of
interventions and studies that prove we can indeed
change a person’s mindset from fixed to growth,
and when we do, it leads to increased motivation
and achievement. For example, 7th graders who
were taught that intelligence is malleable and
shown how the brain grows with effort showed a
clear increase in math grades.
In addition to teaching kids about malleable
intelligence, researchers started noticing that
teacher practice has a big impact on student
mindset, and the feedback that teachers give their
students can either encourage a child to choose a
challenge and increase achievement or look for an
easy way out. For example, studies on different
kinds of praise have shown that telling children
they are smart encourages a fixed mindset,
whereas praising hard work and effort cultivates a
growth mindset. When students have a growth
mindset, they take on challenges and learn from
them, therefore increasing their abilities and
achievement. […].
Source: https://www.mindsetworks.com/science/.Access:02/12/2019)
Observe the following sentences taken from the text:
I. Recent advances in neuroscience have shown us that the brain is far more malleable than we ever knew.
II. Research on brain plasticity has shown how connectivity between neurons can change with experience.
Mark what is CORRECT about verb tenses in the above sentences:
Dr. Dweck’s research into growth mindset
changed education forever
Over 30 years ago, Carol Dweck and her colleagues became interested in students' attitudes about failure. They noticed that some students rebounded while other students seemed devastated by even the smallest setbacks. After studying the behavior of thousands of children, Dr. Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger. Therefore they put in extra time and effort, and that leads to higher achievement.
Recent advances in neuroscience have shown us
that the brain is far more malleable than we ever
knew. Research on brain plasticity has shown how
connectivity between neurons can change with
experience. With practice, neural networks grow
new connections, strengthen existing ones, and
build insulation that speeds transmission of
impulses. These neuroscientific discoveries have
shown us that we can increase our neural growth
by the actions we take, such as using good
strategies, asking questions, practicing, and
following good nutrition and sleep habits. […]
So the researchers asked, “Can we change
mindsets? And if so, how?” This began a series of
interventions and studies that prove we can indeed
change a person’s mindset from fixed to growth,
and when we do, it leads to increased motivation
and achievement. For example, 7th graders who
were taught that intelligence is malleable and
shown how the brain grows with effort showed a
clear increase in math grades.
In addition to teaching kids about malleable
intelligence, researchers started noticing that
teacher practice has a big impact on student
mindset, and the feedback that teachers give their
students can either encourage a child to choose a
challenge and increase achievement or look for an
easy way out. For example, studies on different
kinds of praise have shown that telling children
they are smart encourages a fixed mindset,
whereas praising hard work and effort cultivates a
growth mindset. When students have a growth
mindset, they take on challenges and learn from
them, therefore increasing their abilities and
achievement. […].
Source: https://www.mindsetworks.com/science/.Access:02/12/2019)
Dr. Dweck’s research into growth mindset
changed education forever
Over 30 years ago, Carol Dweck and her colleagues became interested in students' attitudes about failure. They noticed that some students rebounded while other students seemed devastated by even the smallest setbacks. After studying the behavior of thousands of children, Dr. Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger. Therefore they put in extra time and effort, and that leads to higher achievement.
Recent advances in neuroscience have shown us
that the brain is far more malleable than we ever
knew. Research on brain plasticity has shown how
connectivity between neurons can change with
experience. With practice, neural networks grow
new connections, strengthen existing ones, and
build insulation that speeds transmission of
impulses. These neuroscientific discoveries have
shown us that we can increase our neural growth
by the actions we take, such as using good
strategies, asking questions, practicing, and
following good nutrition and sleep habits. […]
So the researchers asked, “Can we change
mindsets? And if so, how?” This began a series of
interventions and studies that prove we can indeed
change a person’s mindset from fixed to growth,
and when we do, it leads to increased motivation
and achievement. For example, 7th graders who
were taught that intelligence is malleable and
shown how the brain grows with effort showed a
clear increase in math grades.
In addition to teaching kids about malleable
intelligence, researchers started noticing that
teacher practice has a big impact on student
mindset, and the feedback that teachers give their
students can either encourage a child to choose a
challenge and increase achievement or look for an
easy way out. For example, studies on different
kinds of praise have shown that telling children
they are smart encourages a fixed mindset,
whereas praising hard work and effort cultivates a
growth mindset. When students have a growth
mindset, they take on challenges and learn from
them, therefore increasing their abilities and
achievement. […].
Source: https://www.mindsetworks.com/science/.Access:02/12/2019)
Conheça nossos planos