Prova de 2011: Universidade Federal do Paraná (UFPR) — questões com gabarito

Utilizarás el texto que sigue para contestar a la cuestione.

Las tiritas a continuación te servirán para contestar a la cuestione.

(Disponível em: http://www.gaturro.com/) 

Las tiritas a continuación te servirán para contestar a la cuestione.

(Disponível em: http://www.gaturro.com/) 

Las tiritas a continuación te servirán para contestar a la cuestione.

(Disponível em: http://www.gaturro.com/) 

School Curriculum Falls Short on Bigger Lessons

By Tara PARKER-POPE

      Now that children are back in the classroom, are they really learning the lessons that will help them succeed?

      Many child development experts worry that the answer may be no. They say the ever-growing emphasis on academic performance and test scores means many children aren’t developing life skills like self-control, motivation, focus and resilience, which are far better predictors of long-term success than high grades. And it may be distorting their and their parents’ values.

      In one set of studies, children who solved math puzzles were praised for their intelligence or for their hard work. The first group actually did worse on subsequent tests, or took an easy way out, shunning difficult problems. The research suggests that praise for a good effort encourages harder work, while children who are consistently told they are smart do not know what to do when confronted with a difficult problem or reading assignment.

      Academic achievement can certainly help children succeed, and for parents there can be a fine line between praising effort and praising performance. Words need to be chosen carefully: Instead of saying, “I’m so proud you got an ‘A’ on your test”, a better choice is “I’m so proud of you for studying so hard”. Both replies rightly celebrate the ‘A’, but the second focuses on the effort that produced it, encouraging the child to keep trying in the future.

      Praise outside of academics matters, too. Instead of asking your child how many points she scored on the basketball court, say, “Tell me about the game. Did you have fun? Did you play hard?”. Parents also need to teach their children that they do not have to be good at everything, and there is something to be learned when a child struggles or gets a poor grade despite studying hard. One strategy is to teach children that the differences between easy and difficult subjects can provide useful information about their goals and interests. Subjects they enjoy and excel in may become the focus of their careers. Challenging but interesting classes or sports can become hobbies.

(Adapted from www.nyt.com) 

Consider the following statements:

1. Parents should tell their children they do not have to be good at everything.

2. Parents should try to praise their children in their everyday life.

3. Being successful at school is more important than outside of academic matters.

4. Students with a higher performance at school are encouraged to win games.

5. Parents should help their kids see the difference between easy and difficult subjects.

6. Easy subjects may become the focus of someone’s career.

Which of the statements above are TRUE, according to the text?

School Curriculum Falls Short on Bigger Lessons

By Tara PARKER-POPE

      Now that children are back in the classroom, are they really learning the lessons that will help them succeed?

      Many child development experts worry that the answer may be no. They say the ever-growing emphasis on academic performance and test scores means many children aren’t developing life skills like self-control, motivation, focus and resilience, which are far better predictors of long-term success than high grades. And it may be distorting their and their parents’ values.

      In one set of studies, children who solved math puzzles were praised for their intelligence or for their hard work. The first group actually did worse on subsequent tests, or took an easy way out, shunning difficult problems. The research suggests that praise for a good effort encourages harder work, while children who are consistently told they are smart do not know what to do when confronted with a difficult problem or reading assignment.

      Academic achievement can certainly help children succeed, and for parents there can be a fine line between praising effort and praising performance. Words need to be chosen carefully: Instead of saying, “I’m so proud you got an ‘A’ on your test”, a better choice is “I’m so proud of you for studying so hard”. Both replies rightly celebrate the ‘A’, but the second focuses on the effort that produced it, encouraging the child to keep trying in the future.

      Praise outside of academics matters, too. Instead of asking your child how many points she scored on the basketball court, say, “Tell me about the game. Did you have fun? Did you play hard?”. Parents also need to teach their children that they do not have to be good at everything, and there is something to be learned when a child struggles or gets a poor grade despite studying hard. One strategy is to teach children that the differences between easy and difficult subjects can provide useful information about their goals and interests. Subjects they enjoy and excel in may become the focus of their careers. Challenging but interesting classes or sports can become hobbies.

(Adapted from www.nyt.com) 

School Curriculum Falls Short on Bigger Lessons

By Tara PARKER-POPE

      Now that children are back in the classroom, are they really learning the lessons that will help them succeed?

      Many child development experts worry that the answer may be no. They say the ever-growing emphasis on academic performance and test scores means many children aren’t developing life skills like self-control, motivation, focus and resilience, which are far better predictors of long-term success than high grades. And it may be distorting their and their parents’ values.

      In one set of studies, children who solved math puzzles were praised for their intelligence or for their hard work. The first group actually did worse on subsequent tests, or took an easy way out, shunning difficult problems. The research suggests that praise for a good effort encourages harder work, while children who are consistently told they are smart do not know what to do when confronted with a difficult problem or reading assignment.

      Academic achievement can certainly help children succeed, and for parents there can be a fine line between praising effort and praising performance. Words need to be chosen carefully: Instead of saying, “I’m so proud you got an ‘A’ on your test”, a better choice is “I’m so proud of you for studying so hard”. Both replies rightly celebrate the ‘A’, but the second focuses on the effort that produced it, encouraging the child to keep trying in the future.

      Praise outside of academics matters, too. Instead of asking your child how many points she scored on the basketball court, say, “Tell me about the game. Did you have fun? Did you play hard?”. Parents also need to teach their children that they do not have to be good at everything, and there is something to be learned when a child struggles or gets a poor grade despite studying hard. One strategy is to teach children that the differences between easy and difficult subjects can provide useful information about their goals and interests. Subjects they enjoy and excel in may become the focus of their careers. Challenging but interesting classes or sports can become hobbies.

(Adapted from www.nyt.com) 

School Curriculum Falls Short on Bigger Lessons

By Tara PARKER-POPE

      Now that children are back in the classroom, are they really learning the lessons that will help them succeed?

      Many child development experts worry that the answer may be no. They say the ever-growing emphasis on academic performance and test scores means many children aren’t developing life skills like self-control, motivation, focus and resilience, which are far better predictors of long-term success than high grades. And it may be distorting their and their parents’ values.

      In one set of studies, children who solved math puzzles were praised for their intelligence or for their hard work. The first group actually did worse on subsequent tests, or took an easy way out, shunning difficult problems. The research suggests that praise for a good effort encourages harder work, while children who are consistently told they are smart do not know what to do when confronted with a difficult problem or reading assignment.

      Academic achievement can certainly help children succeed, and for parents there can be a fine line between praising effort and praising performance. Words need to be chosen carefully: Instead of saying, “I’m so proud you got an ‘A’ on your test”, a better choice is “I’m so proud of you for studying so hard”. Both replies rightly celebrate the ‘A’, but the second focuses on the effort that produced it, encouraging the child to keep trying in the future.

      Praise outside of academics matters, too. Instead of asking your child how many points she scored on the basketball court, say, “Tell me about the game. Did you have fun? Did you play hard?”. Parents also need to teach their children that they do not have to be good at everything, and there is something to be learned when a child struggles or gets a poor grade despite studying hard. One strategy is to teach children that the differences between easy and difficult subjects can provide useful information about their goals and interests. Subjects they enjoy and excel in may become the focus of their careers. Challenging but interesting classes or sports can become hobbies.

(Adapted from www.nyt.com) 

Are these statements TRUE (T) or FALSE (F), according to the text?

( ) Schools tend to emphasize academic performance and test scores.

( ) Students should develop life skills, such as self-control, ambition, and competitiveness.

( ) Getting high grades does not necessarily mean that the student will be successful in life.

( ) The emphasis on academic performance is not supported by parents at all.

( ) Long-term success is usually achieved by students who get high grades.

Mark the alternative which presents the correct sequence, from top to bottom.

       Jorge Mario Pedro Vargas Llosa, was born on March 28, 1936, in the Peruvian provincial city of Arequipa. He is a writer, politician, journalist, essayist, and Nobel Prize laureate. Vargas Llosa is one of Latin America's most significant novelists and essayists, and one of the leading authors of his generation. Some critics consider him to have had a larger international impact and worldwide audience than any other writer of the Latin American Boom. He was awarded the 2010 Nobel Prize in Literature "for his cartography of structures of power and his trenchant images of the individual's resistance, revolt, and defeat".

Vargas Llosa rose to fame in the 1960s with novels such as The Time of the Hero (La ciudad y los perros, literally The City and the Dogs, 1963/1966), The Green House (La casa verde, 1965/1968), and the monumental Conversation in the Cathedral (Conversación en la catedral, 1969/1975). He writes prolifically across an array of literary genres, including literary criticism and journalism. His novels include comedies, murder mysteries, historical novels, and political thrillers. Several, such as Captain Pantoja and the Special Service (1973/1978) and Aunt Julia and the Scriptwriter (1977/1982), have been adapted as feature films.

      Many of Vargas Llosa's works are influenced by the writer's perception of Peruvian society and his own experiences as a native Peruvian. Increasingly, however, he has expanded his range, and tackled themes that arise from other parts of the world. Another change over the course of his career has been a shift from a style and approach associated with literary modernism, to a sometimes playful postmodernism.

      Like many Latin American authors, Vargas Llosa has been politically active throughout his career; over the course of his life, he has gradually moved from the political left towards liberalism or neoliberalism, a definitively more conservative political position. While he initially supported the Cuban revolutionary government of Fidel Castro, Vargas Llosa later became disenchanted with the Cuban dictator and his authoritarian regime. He ran for the Peruvian presidency in 1990 with the center-right Frente Democrático (FREDEMO) coalition, advocating neoliberal reforms.

(Adapted from www.wikipedia.org) 

       Jorge Mario Pedro Vargas Llosa, was born on March 28, 1936, in the Peruvian provincial city of Arequipa. He is a writer, politician, journalist, essayist, and Nobel Prize laureate. Vargas Llosa is one of Latin America's most significant novelists and essayists, and one of the leading authors of his generation. Some critics consider him to have had a larger international impact and worldwide audience than any other writer of the Latin American Boom. He was awarded the 2010 Nobel Prize in Literature "for his cartography of structures of power and his trenchant images of the individual's resistance, revolt, and defeat".

Vargas Llosa rose to fame in the 1960s with novels such as The Time of the Hero (La ciudad y los perros, literally The City and the Dogs, 1963/1966), The Green House (La casa verde, 1965/1968), and the monumental Conversation in the Cathedral (Conversación en la catedral, 1969/1975). He writes prolifically across an array of literary genres, including literary criticism and journalism. His novels include comedies, murder mysteries, historical novels, and political thrillers. Several, such as Captain Pantoja and the Special Service (1973/1978) and Aunt Julia and the Scriptwriter (1977/1982), have been adapted as feature films.

      Many of Vargas Llosa's works are influenced by the writer's perception of Peruvian society and his own experiences as a native Peruvian. Increasingly, however, he has expanded his range, and tackled themes that arise from other parts of the world. Another change over the course of his career has been a shift from a style and approach associated with literary modernism, to a sometimes playful postmodernism.

      Like many Latin American authors, Vargas Llosa has been politically active throughout his career; over the course of his life, he has gradually moved from the political left towards liberalism or neoliberalism, a definitively more conservative political position. While he initially supported the Cuban revolutionary government of Fidel Castro, Vargas Llosa later became disenchanted with the Cuban dictator and his authoritarian regime. He ran for the Peruvian presidency in 1990 with the center-right Frente Democrático (FREDEMO) coalition, advocating neoliberal reforms.

(Adapted from www.wikipedia.org) 

       Jorge Mario Pedro Vargas Llosa, was born on March 28, 1936, in the Peruvian provincial city of Arequipa. He is a writer, politician, journalist, essayist, and Nobel Prize laureate. Vargas Llosa is one of Latin America's most significant novelists and essayists, and one of the leading authors of his generation. Some critics consider him to have had a larger international impact and worldwide audience than any other writer of the Latin American Boom. He was awarded the 2010 Nobel Prize in Literature "for his cartography of structures of power and his trenchant images of the individual's resistance, revolt, and defeat".

Vargas Llosa rose to fame in the 1960s with novels such as The Time of the Hero (La ciudad y los perros, literally The City and the Dogs, 1963/1966), The Green House (La casa verde, 1965/1968), and the monumental Conversation in the Cathedral (Conversación en la catedral, 1969/1975). He writes prolifically across an array of literary genres, including literary criticism and journalism. His novels include comedies, murder mysteries, historical novels, and political thrillers. Several, such as Captain Pantoja and the Special Service (1973/1978) and Aunt Julia and the Scriptwriter (1977/1982), have been adapted as feature films.

      Many of Vargas Llosa's works are influenced by the writer's perception of Peruvian society and his own experiences as a native Peruvian. Increasingly, however, he has expanded his range, and tackled themes that arise from other parts of the world. Another change over the course of his career has been a shift from a style and approach associated with literary modernism, to a sometimes playful postmodernism.

      Like many Latin American authors, Vargas Llosa has been politically active throughout his career; over the course of his life, he has gradually moved from the political left towards liberalism or neoliberalism, a definitively more conservative political position. While he initially supported the Cuban revolutionary government of Fidel Castro, Vargas Llosa later became disenchanted with the Cuban dictator and his authoritarian regime. He ran for the Peruvian presidency in 1990 with the center-right Frente Democrático (FREDEMO) coalition, advocating neoliberal reforms.

(Adapted from www.wikipedia.org) 

Um próton movimenta-se em linha reta paralelamente às linhas de força de um campo elétrico uniforme, conforme mostrado na figura. Partindo do repouso no ponto 1 e somente sob ação da força elétrica, ele percorre uma distância de 0,6 m e passa pelo ponto 2. Entre os pontos 1 e 2 há uma diferença de potencial ∆V igual a 32 V.

Considerando a massa do próton igual a 1,6 x 10-27 kg e sua carga igual a 1,6 x 10-19 C, assinale a alternativa que apresenta corretamente a velocidade do próton ao passar pelo ponto 2.

A unidade de uma grandeza física pode ser escrita como . Considerando que essa unidade foi escrita em termos das unidades fundamentais do SI, assinale a alternativa correta para o nome dessa grandeza.

Desde o começo da vida, os sistemas biológicos passaram por grandes mudanças evolutivas, representadas por grandes saltos em complexidade. Esses eventos foram fundamentais na configuração e diversificação da vida na Terra e resultaram em uma organização hierárquica da vida, conhecida como níveis de organização biológica (celúla, tecido, órgão, sistema, indivíduo, população, comunidade, ecossistema, biosfera). Esses níveis são vinculados entre si e, cada vez que um evolui de outro (saltos), o nível resultante é mais complexo que o anterior. Por exemplo, a origem da vida e da célula está diretamente associada à organização de moléculas em células; células se agrupam e formam tecidos; tecidos formam órgãos, que formam sistemas e assim por diante. Cada um desses saltos em complexidade (ou mudança de nível biológico) resulta no aparecimento de propriedades que não estavam presentes no nível pré-existente. São as chamadas propriedades emergentes.

Com isso em mente e conhecendo as propriedades dos níveis associados à ecologia, as propriedades emergentes associadas a indivíduo, população, comunidade e ecossistema, são, respectivamente:

No dia 11 de março de 2011, ocorreu na região central da Serra do Mar paranaense um conjunto de escorregamentos, desencadeados em virtude de elevados índices pluviométricos concentrados nesse dia, associados à umidade acumulada dos dias antecedentes. Os escorregamentos, predominantemente, situaram-se nas posições superiores e íngremes das encostas. O volume de material desprendido nesse episódio, por meio dos escorregamentos, consistiu de blocos rochosos, solo e troncos de árvores, que foram transportados e seguiram caminho de fluxo em direção às áreas de planície, resultando em mortes e grandes danos por destruição total ou parcial de casas, ruas, estradas, pontes e lavouras. Sobre esse evento ocorrido na Serra do Mar do estado do Paraná, identifique as afirmativas a seguir como verdadeiras (V) ou falsas (F):

( ) Os solos nas posições superiores das encostas da Serra do Mar paranaense apresentam-se pouco espessos, característica que contribuiu para os escorregamentos, levando a uma rápida saturação hídrica pelo evento de chuva, o que promoveu o desencadeamento dos processos.

( ) Um dos fatores que agravou a ocorrência dos escorregamentos nesse evento na Serra do Mar paranaense foi a ocupação urbana nas áreas mais elevadas, pois exercem grande peso nas encostas.

( ) A declividade da encosta afeta diretamente na sua estabilidade frente aos processos de escorregamento, motivo pelo qual a maior parte deles ocorreu nas áreas mais declivosas.

( ) Consensualmente, sabe-se, no meio científico, que, devido ao aquecimento global promovido pela ação do homem, os valores de precipitação aumentarão na Serra do Mar, ampliando cada vez mais a ocorrência desses processos e a sua área de influência.

Assinale a alternativa que apresenta a sequência correta, de cima para baixo.