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Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Informática Educacional |
Q3145033
Noções de Informática
Ao salvar um arquivo no Microsoft Word pode-se utilizar
a opção "Salvar Como" para escolher o nome, local e
formato do arquivo a ser salvo. Sobre este processo,
assinale a alternativa correta.
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Informática Educacional |
Q3145032
Programação
Seu Joaquim possui dois netos, o Antônio e o Pedrinho.
Seu Joaquim tem uma pilha de moedas de diversos
valores e deseja dividir igualmente essas moedas entre
os seus netos. Para isso, ele começa a separar as
moedas em montes de 1 real, 50 centavos, 25 centavos,
10 centavos e 5 centavos. Ao executar este processo de
separação, qual dos pilares do Pensamento
Computacional seu Joaquim utilizou?
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Informática Educacional |
Q3145031
Noções de Informática
Associe a segunda coluna de acordo com a primeira,
que relaciona comandos do Sistemas Operacional
Windows com seus respectivos atalhos:
Primeira coluna: comando
1.Copiar. 2.Colar. 3.Recortar.
Segunda coluna: atalho
(__)Ctrl+X (__)Ctrl+C (__)Ctrl+V
Assinale a alternativa que apresenta a correta associação entre as colunas:
Primeira coluna: comando
1.Copiar. 2.Colar. 3.Recortar.
Segunda coluna: atalho
(__)Ctrl+X (__)Ctrl+C (__)Ctrl+V
Assinale a alternativa que apresenta a correta associação entre as colunas:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Informática Educacional |
Q3145030
Pedagogia
Considere as afirmativas relacionadas à Computação
Desplugada apresentadas a seguir. Registre V, para
verdadeiras, e F, para falsas:
(__)A computação desplugada proporciona o aprendizado dos conceitos computacionais sem a utilização de hardware ou software.
(__)A computação desplugada pode utilizar jogos de tabuleiros, materiais pedagógicos, cartolina e jogos autorais para o aprendizado de conceitos da computação.
(__)O uso de smartphones para o aprendizado de conceitos de computação faz parte da metodologia de computação desplugada.
Assinale a alternativa que apresenta a sequência correta:
(__)A computação desplugada proporciona o aprendizado dos conceitos computacionais sem a utilização de hardware ou software.
(__)A computação desplugada pode utilizar jogos de tabuleiros, materiais pedagógicos, cartolina e jogos autorais para o aprendizado de conceitos da computação.
(__)O uso de smartphones para o aprendizado de conceitos de computação faz parte da metodologia de computação desplugada.
Assinale a alternativa que apresenta a sequência correta:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Informática Educacional |
Q3145029
Programação
Analise o código-fonte seguinte produzido em linguagem
de bloco e assinale a alternativa correta:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Informática Educacional |
Q3145028
Pedagogia
Considere as afirmativas relacionadas à Cultura Digital
apresentadas a seguir. Registre V, para verdadeiras, e F,
para falsas:
(__)O eixo Cultura Digital, segundo o CIEB, é dividido em sub-eixos, sendo eles: letramento digital, cidadania digital e tecnologia e sociedade.
(__)O letramento digital diz respeito à forma de ler, escrever e interpretar informações com o uso do computador e demais dispositivos digitais.
(__)A Cultura Digital trabalha a compreensão de textos narrativos (verbais e não verbais) e a interpretação das informações recebidas pelos diferentes tipos de mídias envolvidas.
Assinale a alternativa que apresenta a sequência correta:
(__)O eixo Cultura Digital, segundo o CIEB, é dividido em sub-eixos, sendo eles: letramento digital, cidadania digital e tecnologia e sociedade.
(__)O letramento digital diz respeito à forma de ler, escrever e interpretar informações com o uso do computador e demais dispositivos digitais.
(__)A Cultura Digital trabalha a compreensão de textos narrativos (verbais e não verbais) e a interpretação das informações recebidas pelos diferentes tipos de mídias envolvidas.
Assinale a alternativa que apresenta a sequência correta:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Informática Educacional |
Q3145027
Programação
Analise o seguinte código-fonte feito em Java:
Agora, analise as seguinte afirmativas:
I.O laço de repetição "for" externo será executado 100 vezes.
II.O código-fonte imprimirá a quantidade de números pares.
III.O código-fonte imprimirá a quantidade de números primos.
IV.O código-fonte imprimirá o valor de todos os números que são divisíveis entre eles.
É correto o que se afirma em:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Informática Educacional |
Q3145026
Programação
Analise o seguinte trecho de código-fonte realizado em
linguagem de bloco e, em seguida, analise as
afirmações:
I.Este código-fonte entrará em um looping infinito devido o bloco correspondente ao laço de repetição "sempre".
II.Este código-fonte executará exatamente 50 vezes.
III.Ao final da execução do código-fonte, a variável ponto terá o valor 51 e o programa será finalizado.
IV. Ao final da execução do código-fonte, a variável ponto terá o valor 50 e o programa será finalizado.
É correto o que se afirma em:
I.Este código-fonte entrará em um looping infinito devido o bloco correspondente ao laço de repetição "sempre".
II.Este código-fonte executará exatamente 50 vezes.
III.Ao final da execução do código-fonte, a variável ponto terá o valor 51 e o programa será finalizado.
IV. Ao final da execução do código-fonte, a variável ponto terá o valor 50 e o programa será finalizado.
É correto o que se afirma em:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Informática Educacional |
Q3145025
Noções de Informática
Um dos programas do pacote Microsoft Office é o
Microsoft Word que é utilizado para a criação e edição de
documentos de texto. Sobre a funcionalidade "Quebra
de Página", é correto afirmar que:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Informática Educacional |
Q3145024
Pedagogia
Brackmann (2023) divide o pilar do Pensamento
Computacional em sete eixos, já o Centro de Educação
para a Educação Brasileira (CIEB) divide esse mesmo
pilar em somente quatro eixos. Quais dos eixos são
comuns entre as duas fontes?
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Informática Educacional |
Q3145023
Programação
Analise o código-fonte seguinte produzido em Java.
Analise as seguintes alternativas:
I.O código-fonte recebe um vetor como parâmetro por referência, o qual continua com o valor modificado mesmo após finalizar o método.
II.O código-fonte recebe um vetor como parâmetro por valor, voltando ao valor original após sair do método.
III.O código-fonte inverte os números presentes no vetor, colocando-os em ordem de trás para frente.
IV.O código-fonte ordena os números presentes no vetor em ordem crescente.
É correto o que se afirma em:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144835
Inglês
Read the following statements about coordinate and
subordinate clauses. Write T for true statements and F
for false ones:
(__)While coordinate clauses are typically linked by conjunctions such as "and," "but," or "or," they can sometimes be introduced by more complex structures that express contrast or additional conditions, such as "although" or "yet," depending on the context.
(__)A subordinate clause, unlike a coordinate clause, cannot function as an independent sentence, and it always relies on a main clause to convey a complete thought, even if it contains its own subject and verb.
(__)In some cases, a coordinate clause may be punctuated with a semicolon, especially when the clauses are closely related, though this is not always a strict rule and depends on the writer's discretion and stylistic choices.
Select the alternative with the correct sequence:
(__)While coordinate clauses are typically linked by conjunctions such as "and," "but," or "or," they can sometimes be introduced by more complex structures that express contrast or additional conditions, such as "although" or "yet," depending on the context.
(__)A subordinate clause, unlike a coordinate clause, cannot function as an independent sentence, and it always relies on a main clause to convey a complete thought, even if it contains its own subject and verb.
(__)In some cases, a coordinate clause may be punctuated with a semicolon, especially when the clauses are closely related, though this is not always a strict rule and depends on the writer's discretion and stylistic choices.
Select the alternative with the correct sequence:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144831
Inglês
Texto associado
Read the excerpt of the book entitled 'The Other Tongue:
English across cultures' written by Joshua A. Fishman,
published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in
various parts of the world proceeds within the penumbra
of a rather stable and widespread image of English. This
image is itself both influenced by and, in turn,
contributory to an international sociolinguistic balance of
power that characterizes the latter part of the twentieth
century. This balance of power rests solidly on three
realities: (1) not only is English increasingly associated
with technological modernity and power, but this
association is now being fostered by non-English
mother-tongue interests; (2) English is both functionally
fostered and regulated by local political authorities; and
(3) indigenous "preferred languages" are complementary
fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being
spread by non-English mother-tongue interests.
The world has previously witnessed the spread of
languages of empire, the diffusion of lingua francas, and
the growth of international languages. In most respects,
therefore, the continued spread of English for
international and intranational purposes is not novel in
the annals of world history—or, if it is novel, it is so
primarily in a quantitative sense, in terms of scale, rate,
and degree, rather than in any qualitative sense or in
terms of kind. If there is something qualitatively new
under the sun in conjunction with the spread of English inthe non-English mother-tongue world, it is merely that the
spread has reached such an order of magnitude that it is
now significantly fostered by the non- English
mother-tongue world, rather than being predominantly
de- pendent on resources, efforts, or personnel of the
English mother -
tongue world (Conrad and Fishman 1977). Whether we
monitor the veritable army of English-speaking
econo-technical specialists, advisors, and
representatives, or whether we examine the diffusion of
English publications, films, radio and television programs,
literacy programs and educational opportunities, it is
becoming increasingly clear that non-English
mother-tongue countries are significantly active in each of
these connections. Nor is their involvement merely that of
Third World recipients of Western largesse. True, Third
World nations are themselves fostering massive efforts
via and on behalf of English. On the other hand,
however, equally massive programs via English are being
conducted by the Soviet Union, the Arab world, and
mainland China-world powers that have their own
well-developed standard languages and that normally
oppose various political, philosophical, and economic
goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional
language. The other tongue: English across cultures, v. 2, p. 19-26,
1992.
Which of the following statements reflect the truth about
the use of comparative and superlative forms in the text?
I.The phrase "more significantly fostered" is an example of comparative form, with "more" indicating a comparative degree.
II.The text includes "the most respects" in the phrase "in most respects," where "most" serves as the superlative form, indicating the greatest extent among different respects.
III.However, the text does not include any examples of typical "-er" comparative forms or "-est" superlative forms; it relies on "more" and "most" as indicators of comparison.
Choose the correct alternative based on the statements:
I.The phrase "more significantly fostered" is an example of comparative form, with "more" indicating a comparative degree.
II.The text includes "the most respects" in the phrase "in most respects," where "most" serves as the superlative form, indicating the greatest extent among different respects.
III.However, the text does not include any examples of typical "-er" comparative forms or "-est" superlative forms; it relies on "more" and "most" as indicators of comparison.
Choose the correct alternative based on the statements:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144830
Inglês
Texto associado
Read the excerpt of the book entitled 'The Other Tongue:
English across cultures' written by Joshua A. Fishman,
published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in
various parts of the world proceeds within the penumbra
of a rather stable and widespread image of English. This
image is itself both influenced by and, in turn,
contributory to an international sociolinguistic balance of
power that characterizes the latter part of the twentieth
century. This balance of power rests solidly on three
realities: (1) not only is English increasingly associated
with technological modernity and power, but this
association is now being fostered by non-English
mother-tongue interests; (2) English is both functionally
fostered and regulated by local political authorities; and
(3) indigenous "preferred languages" are complementary
fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being
spread by non-English mother-tongue interests.
The world has previously witnessed the spread of
languages of empire, the diffusion of lingua francas, and
the growth of international languages. In most respects,
therefore, the continued spread of English for
international and intranational purposes is not novel in
the annals of world history—or, if it is novel, it is so
primarily in a quantitative sense, in terms of scale, rate,
and degree, rather than in any qualitative sense or in
terms of kind. If there is something qualitatively new
under the sun in conjunction with the spread of English inthe non-English mother-tongue world, it is merely that the
spread has reached such an order of magnitude that it is
now significantly fostered by the non- English
mother-tongue world, rather than being predominantly
de- pendent on resources, efforts, or personnel of the
English mother -
tongue world (Conrad and Fishman 1977). Whether we
monitor the veritable army of English-speaking
econo-technical specialists, advisors, and
representatives, or whether we examine the diffusion of
English publications, films, radio and television programs,
literacy programs and educational opportunities, it is
becoming increasingly clear that non-English
mother-tongue countries are significantly active in each of
these connections. Nor is their involvement merely that of
Third World recipients of Western largesse. True, Third
World nations are themselves fostering massive efforts
via and on behalf of English. On the other hand,
however, equally massive programs via English are being
conducted by the Soviet Union, the Arab world, and
mainland China-world powers that have their own
well-developed standard languages and that normally
oppose various political, philosophical, and economic
goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional
language. The other tongue: English across cultures, v. 2, p. 19-26,
1992.
Which statement about the use of prepositions in relation
to support or causation is accurate according to the text?
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144828
Inglês
Texto associado
Read the excerpt of the book entitled 'The Other Tongue:
English across cultures' written by Joshua A. Fishman,
published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in
various parts of the world proceeds within the penumbra
of a rather stable and widespread image of English. This
image is itself both influenced by and, in turn,
contributory to an international sociolinguistic balance of
power that characterizes the latter part of the twentieth
century. This balance of power rests solidly on three
realities: (1) not only is English increasingly associated
with technological modernity and power, but this
association is now being fostered by non-English
mother-tongue interests; (2) English is both functionally
fostered and regulated by local political authorities; and
(3) indigenous "preferred languages" are complementary
fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being
spread by non-English mother-tongue interests.
The world has previously witnessed the spread of
languages of empire, the diffusion of lingua francas, and
the growth of international languages. In most respects,
therefore, the continued spread of English for
international and intranational purposes is not novel in
the annals of world history—or, if it is novel, it is so
primarily in a quantitative sense, in terms of scale, rate,
and degree, rather than in any qualitative sense or in
terms of kind. If there is something qualitatively new
under the sun in conjunction with the spread of English inthe non-English mother-tongue world, it is merely that the
spread has reached such an order of magnitude that it is
now significantly fostered by the non- English
mother-tongue world, rather than being predominantly
de- pendent on resources, efforts, or personnel of the
English mother -
tongue world (Conrad and Fishman 1977). Whether we
monitor the veritable army of English-speaking
econo-technical specialists, advisors, and
representatives, or whether we examine the diffusion of
English publications, films, radio and television programs,
literacy programs and educational opportunities, it is
becoming increasingly clear that non-English
mother-tongue countries are significantly active in each of
these connections. Nor is their involvement merely that of
Third World recipients of Western largesse. True, Third
World nations are themselves fostering massive efforts
via and on behalf of English. On the other hand,
however, equally massive programs via English are being
conducted by the Soviet Union, the Arab world, and
mainland China-world powers that have their own
well-developed standard languages and that normally
oppose various political, philosophical, and economic
goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional
language. The other tongue: English across cultures, v. 2, p. 19-26,
1992.
According to the text, what is a key reason for the
continued global spread of English in
non-English-speaking countries?
Choose the correct alternative:
Choose the correct alternative:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144827
Inglês
Texto associado
Read the excerpt of the book entitled 'The Other Tongue:
English across cultures' written by Joshua A. Fishman,
published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in
various parts of the world proceeds within the penumbra
of a rather stable and widespread image of English. This
image is itself both influenced by and, in turn,
contributory to an international sociolinguistic balance of
power that characterizes the latter part of the twentieth
century. This balance of power rests solidly on three
realities: (1) not only is English increasingly associated
with technological modernity and power, but this
association is now being fostered by non-English
mother-tongue interests; (2) English is both functionally
fostered and regulated by local political authorities; and
(3) indigenous "preferred languages" are complementary
fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being
spread by non-English mother-tongue interests.
The world has previously witnessed the spread of
languages of empire, the diffusion of lingua francas, and
the growth of international languages. In most respects,
therefore, the continued spread of English for
international and intranational purposes is not novel in
the annals of world history—or, if it is novel, it is so
primarily in a quantitative sense, in terms of scale, rate,
and degree, rather than in any qualitative sense or in
terms of kind. If there is something qualitatively new
under the sun in conjunction with the spread of English inthe non-English mother-tongue world, it is merely that the
spread has reached such an order of magnitude that it is
now significantly fostered by the non- English
mother-tongue world, rather than being predominantly
de- pendent on resources, efforts, or personnel of the
English mother -
tongue world (Conrad and Fishman 1977). Whether we
monitor the veritable army of English-speaking
econo-technical specialists, advisors, and
representatives, or whether we examine the diffusion of
English publications, films, radio and television programs,
literacy programs and educational opportunities, it is
becoming increasingly clear that non-English
mother-tongue countries are significantly active in each of
these connections. Nor is their involvement merely that of
Third World recipients of Western largesse. True, Third
World nations are themselves fostering massive efforts
via and on behalf of English. On the other hand,
however, equally massive programs via English are being
conducted by the Soviet Union, the Arab world, and
mainland China-world powers that have their own
well-developed standard languages and that normally
oppose various political, philosophical, and economic
goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional
language. The other tongue: English across cultures, v. 2, p. 19-26,
1992.
Based on the text, which of the following statements are
correct?
I.The use of articles in the text helps to clarify the distinctions between specific entities, such as "the non-English mother-tongue world" and "a stable image of English".
II.The noun "power" is used in the text as a countable noun, indicating multiple types of power in different contexts.
III.The noun "language" is treated as both countable and uncountable, depending on the context in which it is used.
Choose the correct alternative based on the statements:
I.The use of articles in the text helps to clarify the distinctions between specific entities, such as "the non-English mother-tongue world" and "a stable image of English".
II.The noun "power" is used in the text as a countable noun, indicating multiple types of power in different contexts.
III.The noun "language" is treated as both countable and uncountable, depending on the context in which it is used.
Choose the correct alternative based on the statements:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Timbó - SC
Prova:
FURB - 2024 - Prefeitura de Timbó - SC - Professor de Inglês |
Q3144823
Pedagogia
A avaliação no ambiente educacional é um processo
amplo e contínuo, que envolve diferentes atores e
modalidades de avaliação. Qual das alternativas a seguir
apresenta uma relação coerente entre uma modalidade
de avaliação e seu principal objetivo?
Ano: 2024
Banca:
FUNDATEC
Órgão:
MEC
Prova:
FUNDATEC - 2024 - MEC - Residência Multiprofissional: Enfermagem |
Q3144759
Enfermagem
Sobre a uretrite infecciosa, assinale a alternativa INCORRETA.
Ano: 2024
Banca:
FUNDATEC
Órgão:
MEC
Prova:
FUNDATEC - 2024 - MEC - Residência Multiprofissional: Enfermagem |
Q3144758
Enfermagem
É um importante instrumento para a abordagem familiar, que consiste na
representação gráfica dos contatos dos membros da família com os outros sistemas sociais, das
relações entre a família e a comunidade. O trecho refere-se ao(à):
Ano: 2024
Banca:
FUNDATEC
Órgão:
MEC
Prova:
FUNDATEC - 2024 - MEC - Residência Multiprofissional: Enfermagem |
Q3144757
Enfermagem
Considerando que o esquema básico para o tratamento de tuberculose é padronizado
e deve ser realizado de acordo com as orientações do Ministério da Saúde, assinale a alternativa que
indica o tratamento diário adequado para um adulto que pesa 68 kg na fase intensiva e na fase de
manutenção, respectivamente.
Conheça nossos planos