Prova de 2019: Universidade Estadual de Goiás (UEG) — questões com gabarito

Um bom exemplo de como a indústria estimulou a urbanização pode ser verificado na própria Inglaterra do século XIX. Em 1800, apenas 25% da população desse país era urbana. Um século depois, com o crescimento da industrialização, 75% dos ingleses já moravam nas cidades. Esse processo se reproduziu mundialmente; em alguns países de forma imediata, e em outros tardiamente.

ALBUQUERQUE, Maria Adailza Martins. Geografia sociedade e cotidiano: fundamentos, volume I, 3. ed. São Paulo: Escala Educacional, 2013, p. 256.

Sobre essa relação entre industrialização e urbanização, tem se que:

Leia o texto a seguir.

Porém foi logo outorgada

Nova Constituição:

Uma carta diferente

Sem ter tido eleição,

O chamado “Estado Novo”

Sem ter o voto do povo

Na sua elaboração. [...]

Agora os trabalhadores

Pela lei nacional

Tinham um salário mínimo

Com descanso semanal,

Férias e outros direitos,

Embora não tão perfeitas

Porém dando o essencial.

O poema de cordel citado comenta a Constituição de 1937, redigida às pressas por Francisco Campos, com o objetivo de dar aparência de legitimidade ao governo de Getúlio Vargas após o golpe que impôs o Estado Novo. Esse texto constitucional ficou conhecido como

Leia o texto a seguir.

Tomai o caminho do Santo Sepulcro; arrebatai aquela terra à raça perversa e submetei-a a vós mesmos. Essa terra em que, como diz a Escritura: “jorra leite e mel” foi dada por Deus aos filhos de Israel. Jerusalém é o umbigo do mundo, a terra mais que todas frutífera, como um novo paraíso dos deleites.

Papa Urbano II. In: HUBERMAN, Leo. História da Riqueza do Homem. São Paulo: Zahar, 1979. p. 28.

O texto citado é um trecho do discurso do papa Urbano II no Concílio de Clemont, em 1095, no qual o pontífice defende a necessidade de os europeus partirem em uma Cruzada rumo ao oriente. Essa expedição militar ficou conhecida como

A diversidade de unidades morfológicas no organismo humano advém das fisiologias entre estímulos e controles de determinadas substâncias hormonais ou não. Essas unidades – uni ou pluricelulares – lançam produtos biológicos diretamente na corrente sanguínea. Sobre essas unidades morfológicas do sistema endócrino, verifica-se que se trata de glândula(s):

Uma urna possui 5 bolas verdes e 4 amarelas. São retiradas duas bolas aleatoriamente e sem reposição. A probabilidade de ter saído bolas de cores diferentes é

           Capitalism as we know it is over. So suggests a new report commissioned by a group of scientists appointed by the UN secretary general. The main reason? We’re transitioning rapidly to a radically different global economy, due to our increasingly unsustainable exploitation of the planet’s environmental resources and the shift to less efficient energy sources .

    Climate change and species extinctions are accelerating even as societies are experiencing rising inequality, unemployment, slow economic growth, rising debt levels, and impotent governments. Contrary to the way policymakers usually think about these problems these are not really separate crises at all.

        These crises are part of the same fundamental transition. The new era is characterized by inefficient fossil fuel production and escalating costs of climate change. Conventional capitalist economic thinking can no longer explain, predict or solve the workings of the global economy in this new age.

       Those are the implications of a new background paper prepared by a team of Finnish biophysicists who were asked to provide research that would feed into the drafting of the UN Global Sustainable Development Report (GSDR), which will be released in 2019.

          For the “first time in human history”, the paper says, capitalist economies are “shifting to energy sources that are less energy efficient.” Producing usable energy (“exergy”) to keep powering “both basic and non-basic human activities” in industrial civilisation “will require more, not less, effort”.

        At the same time, our hunger for energy is driving what the paper refers to as “sink costs.” The greater our energy and material use, the more waste we generate, and so the greater the environmental costs. Though they can be ignored for a while, eventually those environmental costs translate directly into economic costs as it becomes more and more difficult to ignore their impacts on our societies.

         Overall, the amount of energy we can extract, compared to the energy we are using to extract it, is decreasing across the spectrum – unconventional oils, nuclear and renewables return less energy in generation than conventional oils, whose production has peaked – and societies need to abandon fossil fuels because of their impact on the climate.

         Whether or not this system still comprises a form of capitalism is ultimately a semantic question. It depends on how you define capitalism.

          Economic activity is driven by meaning – maintaining equal possibilities for the good life while lowering emissions dramatically – rather than profit, and the meaning is politically, collectively constructed. Well, this is the best conceivable case in terms of modern state and market institutions. It can’t happen without considerable reframing of economic-political thinking, in short words: rethinking capitalism as it is nowadays.

           Capitalism as we know it is over. So suggests a new report commissioned by a group of scientists appointed by the UN secretary general. The main reason? We’re transitioning rapidly to a radically different global economy, due to our increasingly unsustainable exploitation of the planet’s environmental resources and the shift to less efficient energy sources .

    Climate change and species extinctions are accelerating even as societies are experiencing rising inequality, unemployment, slow economic growth, rising debt levels, and impotent governments. Contrary to the way policymakers usually think about these problems these are not really separate crises at all.

        These crises are part of the same fundamental transition. The new era is characterized by inefficient fossil fuel production and escalating costs of climate change. Conventional capitalist economic thinking can no longer explain, predict or solve the workings of the global economy in this new age.

       Those are the implications of a new background paper prepared by a team of Finnish biophysicists who were asked to provide research that would feed into the drafting of the UN Global Sustainable Development Report (GSDR), which will be released in 2019.

          For the “first time in human history”, the paper says, capitalist economies are “shifting to energy sources that are less energy efficient.” Producing usable energy (“exergy”) to keep powering “both basic and non-basic human activities” in industrial civilisation “will require more, not less, effort”.

        At the same time, our hunger for energy is driving what the paper refers to as “sink costs.” The greater our energy and material use, the more waste we generate, and so the greater the environmental costs. Though they can be ignored for a while, eventually those environmental costs translate directly into economic costs as it becomes more and more difficult to ignore their impacts on our societies.

         Overall, the amount of energy we can extract, compared to the energy we are using to extract it, is decreasing across the spectrum – unconventional oils, nuclear and renewables return less energy in generation than conventional oils, whose production has peaked – and societies need to abandon fossil fuels because of their impact on the climate.

         Whether or not this system still comprises a form of capitalism is ultimately a semantic question. It depends on how you define capitalism.

          Economic activity is driven by meaning – maintaining equal possibilities for the good life while lowering emissions dramatically – rather than profit, and the meaning is politically, collectively constructed. Well, this is the best conceivable case in terms of modern state and market institutions. It can’t happen without considerable reframing of economic-political thinking, in short words: rethinking capitalism as it is nowadays.

           Capitalism as we know it is over. So suggests a new report commissioned by a group of scientists appointed by the UN secretary general. The main reason? We’re transitioning rapidly to a radically different global economy, due to our increasingly unsustainable exploitation of the planet’s environmental resources and the shift to less efficient energy sources .

    Climate change and species extinctions are accelerating even as societies are experiencing rising inequality, unemployment, slow economic growth, rising debt levels, and impotent governments. Contrary to the way policymakers usually think about these problems these are not really separate crises at all.

        These crises are part of the same fundamental transition. The new era is characterized by inefficient fossil fuel production and escalating costs of climate change. Conventional capitalist economic thinking can no longer explain, predict or solve the workings of the global economy in this new age.

       Those are the implications of a new background paper prepared by a team of Finnish biophysicists who were asked to provide research that would feed into the drafting of the UN Global Sustainable Development Report (GSDR), which will be released in 2019.

          For the “first time in human history”, the paper says, capitalist economies are “shifting to energy sources that are less energy efficient.” Producing usable energy (“exergy”) to keep powering “both basic and non-basic human activities” in industrial civilisation “will require more, not less, effort”.

        At the same time, our hunger for energy is driving what the paper refers to as “sink costs.” The greater our energy and material use, the more waste we generate, and so the greater the environmental costs. Though they can be ignored for a while, eventually those environmental costs translate directly into economic costs as it becomes more and more difficult to ignore their impacts on our societies.

         Overall, the amount of energy we can extract, compared to the energy we are using to extract it, is decreasing across the spectrum – unconventional oils, nuclear and renewables return less energy in generation than conventional oils, whose production has peaked – and societies need to abandon fossil fuels because of their impact on the climate.

         Whether or not this system still comprises a form of capitalism is ultimately a semantic question. It depends on how you define capitalism.

          Economic activity is driven by meaning – maintaining equal possibilities for the good life while lowering emissions dramatically – rather than profit, and the meaning is politically, collectively constructed. Well, this is the best conceivable case in terms of modern state and market institutions. It can’t happen without considerable reframing of economic-political thinking, in short words: rethinking capitalism as it is nowadays.

Um dos temas fundamentais da sociologia é a socialização, que remete à relação entre indivíduo e sociedade e às formas pelas quais os indivíduos são inseridos no convívio social. Entre as variadas concepções sobre socialização, tem-se o seguinte:

Ao longo da história do Brasil, as populações se deslocam ou migram de um lugar para o outro. Várias são as motivações para tais deslocamentos, como a busca por emprego, por assistência médica ou por educação. Uma das migrações mais intensas ocorridas no Brasil ficou conhecida como êxodo rural. Sobre o êxodo rural, verifica-se que

Ao planificarmos um cilindro circular reto cuja altura é igual a 6 cm e cujo raio da base é igual a 4 cm, obtemos uma figura plana cuja área é aproximadamente igual a

    Since 2000 when the Organization for Economic Co-operation and Development (OECD) launched a global academic benchmark for measuring student outcomes by testing 15-year-olds, many global education systems have been impacted by what sometimes looks and feels like a race to rank high.
    When the OECD launched the Programme for International Student Assessment — PISA — the idea was to enable countries to make cross-national comparisons of student achievement using a common/standard metric to increase human capital. In other words, higher academic achievement should corelate with earnings in the future and a country’s standard of living. As PISA states, it publishes the results of the test a year after the students are tested to help governments shape their education policies.
    As PISA has developed, through seven global testing rounds every three years, with the first in 2000 and the most recent in 2018, for some it has gained a reputation as the “Olympics of education” given the widespread attention that country rankings receive following the release of results.
    Now, partly in the face of criticisms, PISA is looking at expanding how and what it tests. As this process unfolds, policy-makers must remember that the social consequences of a test are just as important as the test’s content. Putting a new face on PISA will undoubtedly present various opportunities and challenges.
    To date, PISA has been restricted to what is generally called the “cognitive” side of learning, focusing on reading, mathematics and scientific literacy. In addition to test questions, students and school principals fill out questionnaires to provide contextual information on student and school environment characteristics that can be associated with more or less favourable performance.
    Countries that excel in PISA tests, such as Finland, a country with less than six million people, have become regarded by policy-makers as a “global reference society” — an ideal to aspire to — due to their high performance in PISA rankings.
    Asian countries or jurisdictions like Singapore, Hong Kong (China) and Japan tend to consistently achieve exceptional PISA performances and hence get a lot of attention from other countries wishing to emulate their success via borrowing policy. For example, England flew teachers out to China to study mathematics teaching.
    In the next administration in 2021, PISA will tackle creative thinking, trying to find ways to assess, and have students assess, flexibility in thinking and habits of creativity such as being inquisitive and persistent. The PISA team is also developing a way of testing students’ digital learning, which should be ready in time for the 2024 assessment.
    However, it should be remembered that education policies from high achieving nations don’t migrate across international boundaries without consideration given to national and cultural contexts. Rather, innovations and changes in education require teachers to have the time and opportunity to re-educate themselves in relation to more recent insights in what it means to get the best out of children.

    The OECD will need to respond to previous critiques and provide greater transparency around newer test instruments and the choices made to arrive at rankings. The latter is no small challenge since the future focus of PISA is based on topics which seem more difficult to evaluate than math, science or reading skills.

Considerando-se os aspectos linguísticos e estruturais presentes no texto, constata-se que

    Since 2000 when the Organization for Economic Co-operation and Development (OECD) launched a global academic benchmark for measuring student outcomes by testing 15-year-olds, many global education systems have been impacted by what sometimes looks and feels like a race to rank high.
    When the OECD launched the Programme for International Student Assessment — PISA — the idea was to enable countries to make cross-national comparisons of student achievement using a common/standard metric to increase human capital. In other words, higher academic achievement should corelate with earnings in the future and a country’s standard of living. As PISA states, it publishes the results of the test a year after the students are tested to help governments shape their education policies.
    As PISA has developed, through seven global testing rounds every three years, with the first in 2000 and the most recent in 2018, for some it has gained a reputation as the “Olympics of education” given the widespread attention that country rankings receive following the release of results.
    Now, partly in the face of criticisms, PISA is looking at expanding how and what it tests. As this process unfolds, policy-makers must remember that the social consequences of a test are just as important as the test’s content. Putting a new face on PISA will undoubtedly present various opportunities and challenges.
    To date, PISA has been restricted to what is generally called the “cognitive” side of learning, focusing on reading, mathematics and scientific literacy. In addition to test questions, students and school principals fill out questionnaires to provide contextual information on student and school environment characteristics that can be associated with more or less favourable performance.
    Countries that excel in PISA tests, such as Finland, a country with less than six million people, have become regarded by policy-makers as a “global reference society” — an ideal to aspire to — due to their high performance in PISA rankings.
    Asian countries or jurisdictions like Singapore, Hong Kong (China) and Japan tend to consistently achieve exceptional PISA performances and hence get a lot of attention from other countries wishing to emulate their success via borrowing policy. For example, England flew teachers out to China to study mathematics teaching.
    In the next administration in 2021, PISA will tackle creative thinking, trying to find ways to assess, and have students assess, flexibility in thinking and habits of creativity such as being inquisitive and persistent. The PISA team is also developing a way of testing students’ digital learning, which should be ready in time for the 2024 assessment.
    However, it should be remembered that education policies from high achieving nations don’t migrate across international boundaries without consideration given to national and cultural contexts. Rather, innovations and changes in education require teachers to have the time and opportunity to re-educate themselves in relation to more recent insights in what it means to get the best out of children.

    The OECD will need to respond to previous critiques and provide greater transparency around newer test instruments and the choices made to arrive at rankings. The latter is no small challenge since the future focus of PISA is based on topics which seem more difficult to evaluate than math, science or reading skills.

Considerando-se os aspectos semânticos presentes no texto, verifica-se que a construção

    Since 2000 when the Organization for Economic Co-operation and Development (OECD) launched a global academic benchmark for measuring student outcomes by testing 15-year-olds, many global education systems have been impacted by what sometimes looks and feels like a race to rank high.
    When the OECD launched the Programme for International Student Assessment — PISA — the idea was to enable countries to make cross-national comparisons of student achievement using a common/standard metric to increase human capital. In other words, higher academic achievement should corelate with earnings in the future and a country’s standard of living. As PISA states, it publishes the results of the test a year after the students are tested to help governments shape their education policies.
    As PISA has developed, through seven global testing rounds every three years, with the first in 2000 and the most recent in 2018, for some it has gained a reputation as the “Olympics of education” given the widespread attention that country rankings receive following the release of results.
    Now, partly in the face of criticisms, PISA is looking at expanding how and what it tests. As this process unfolds, policy-makers must remember that the social consequences of a test are just as important as the test’s content. Putting a new face on PISA will undoubtedly present various opportunities and challenges.
    To date, PISA has been restricted to what is generally called the “cognitive” side of learning, focusing on reading, mathematics and scientific literacy. In addition to test questions, students and school principals fill out questionnaires to provide contextual information on student and school environment characteristics that can be associated with more or less favourable performance.
    Countries that excel in PISA tests, such as Finland, a country with less than six million people, have become regarded by policy-makers as a “global reference society” — an ideal to aspire to — due to their high performance in PISA rankings.
    Asian countries or jurisdictions like Singapore, Hong Kong (China) and Japan tend to consistently achieve exceptional PISA performances and hence get a lot of attention from other countries wishing to emulate their success via borrowing policy. For example, England flew teachers out to China to study mathematics teaching.
    In the next administration in 2021, PISA will tackle creative thinking, trying to find ways to assess, and have students assess, flexibility in thinking and habits of creativity such as being inquisitive and persistent. The PISA team is also developing a way of testing students’ digital learning, which should be ready in time for the 2024 assessment.
    However, it should be remembered that education policies from high achieving nations don’t migrate across international boundaries without consideration given to national and cultural contexts. Rather, innovations and changes in education require teachers to have the time and opportunity to re-educate themselves in relation to more recent insights in what it means to get the best out of children.

    The OECD will need to respond to previous critiques and provide greater transparency around newer test instruments and the choices made to arrive at rankings. The latter is no small challenge since the future focus of PISA is based on topics which seem more difficult to evaluate than math, science or reading skills.

According to the information in the text, the global education systems are assessed by PISA and it is

O esquema a seguir representa a reação do álcool t-butanol com ácido clorídrico concentrado, o que geralmente é a metodologia utilizada para a obtenção do cloreto de t-butila em escala de laboratório.

Considerando-se as características dos reagentes envolvidos na reação, constata-se que o processo de formação do cloreto de t-butila envolve

O sulfato de bário é uma substância que, em suspensão aquosa, é indicada como meio de contraste radiológico do tubo gastrointestinal. Já o cloreto de bário, outro sal de bário, é tóxico por ingestão, podendo causar a morte. As solubilidades do sulfato de bário e do cloreto de bário em 100 g de água a 25 ºC são, respectivamente: 0,00031 g e 37,0 g. Se a uma solução aquosa de cloreto de bário for adicionado ácido sulfúrico em excesso, formam-se os seguintes produtos:

O conhecimento da estrutura química dos compostos orgânicos a seguir permite uma análise da natureza de suas interações intermoleculares e, se os valores de suas massas moleculares forem próximos, podem-se comparar suas propriedades físicas relativas.

Qual desses compostos orgânicos apresenta a menor temperatura de ebulição?