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Interpretação de texto | Reading comprehensionPUC - RJ · 2013DifícilEntre para guardar nos favoritos
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693BF96C-3B 692D455C-3B Biologia
Estrutura e fisiologia da Membrana PlasmáticaPUC - RJ · 2013MédioEntre para guardar nos favoritosO gráfico abaixo representa a entrada, sem gasto de energia, da substância “X” em uma célula, em função da concentração desta substância no meio externo.
Com base nesse gráfico, as curvas I e II representam, respectivamente, um processo de:
6916FCD9-3B Biologia
Identidade dos seres vivosPUC - RJ · 2013MédioEntre para guardar nos favoritosO cladograma abaixo representa as relações filogenéticas dos principais grupos vegetais. A linha inclinada é uma representação do tempo, e os ramos laterais apontam a ocorrência de importantes eventos evolutivos:
Fonte: Adaptado de Júnior, César da Silva: Sasson, Sezar. Biologia 2,
Editora Saraiva, 8 ed. São Paulo. 2005.
No cladograma, os símbolos I, II e III representam, respectivamente, o surgimento de:
DE1C51CD-24 Inglês
Interpretação de texto | Reading comprehensionSENAC-SP · 2013DifícilEntre para guardar nos favoritosAtenção: A questão refere-se ao texto apresentado abaixo.The stories behind the black opera stars of 'I Live to Sing'Washington Post − Saturday, August 24, 2013Julie Cohen and Kamal Khan met in elementary school in Fairfax County about 40 years
. Today, Cohen, 49, is the Brooklyn-based founder of BetterThanFiction Productions, a documentary film company; Khan is the director of the University of Cape Town Opera School. “I Live to Sing," a feature-length documentary directed and produced by Cohen, focuses on three of Khan's black students who made their way from humble beginnings in often poverty-ridden townships to excel in opera ‒an art form most closely associated with white, elite audiences and performers.
How did you come to do this project?It was just the fortuitous situation of knowing Kamal Khan. I met Kamal in third grade at Pine Ridge Elementary School in Fairfax County. He was unusual in that even at age 9 his prime interests seemed to be opera, classical music, Shakespeare. These are interests that when you're 40 and living in New York are not so strange! He became James Levine's assistant conductor at the Metropolitan Opera and he still now does a lot of conducting internationally, although his home base is at the University of Cape Town. In the meantime I started doing several documentaries about the human side behind the performing arts. Knowing what Kamal was up to I realized that his fascinating work − from an artistic, political and social context − was just the sort of thing I was interested in making films about.Infere-se do texto que:Why is it interesting to you to document performing artists?We're all so steeped in the relatively small circle of people who become really famous or really big deals. But it's also, I think, wonderful to see the work of and hear the life stories of the majority of performing artists who are toiling away, many of whom are supremely talented, but the world doesn't necessarily get to know.Tell me about Linda's life, the young soprano featured in your film.Linda Nteleza comes from a huge township adjacent to Cape Town that has a lot of problems − poverty, health-care issues, education issues, huge unemployment. I believe it has the fastest-growing rate of tuberculosis in the world, and Linda has suffered from the consequences of that. Linda learned to sing in school and then followed by her work in community choir, and through the teachers and coaches learned about University of Cape Town and its music program. She lived only a half-hour from the university but hadn't been aware that music was something that was out there. She was encouraged to go and apply. I think she didn't expect to get it, but to her joy andnamazement she did.When Linda told her mother that “I want to go to college to study opera," her mother's immediate response was, “What's opera?" It wasn't that she wasn't well-versed in the art form; she didn't know what it was. Linda herself had first heard opera in a TV commercial for Shell Oil that had a beautiful soprano opera singer as background music and she was completely entranced, like, “That's what I want to sing."Were you an opera fan before this?[Laughs] I . . . must . . . confess that I was not only not an opera fan, but really almost actively probably disliked opera before this project. That's actually not something that I mentioned to Kamal when I pitched the idea of “Can I follow your program around? Can I bring cameras to your school?" [Laughs] . . . But as often when you delve into different art forms, particularly classical art forms that you are ignorant of, the more you get to know it, the
it starts to sound.
(Adapted from http://www.washingtonpost.com/lifestyle/style/qanda-the-stories-behind-the-black-opera-stars-of-i-live-to sing/2013/08/23)DE1838C5-24 Inglês
Interpretação de texto | Reading comprehensionSENAC-SP · 2013MédioEntre para guardar nos favoritosAtenção: A questão refere-se ao texto apresentado abaixo.The stories behind the black opera stars of 'I Live to Sing'Washington Post − Saturday, August 24, 2013Julie Cohen and Kamal Khan met in elementary school in Fairfax County about 40 years . Today, Cohen, 49, is the Brooklyn-based founder of BetterThanFiction Productions, a documentary film company; Khan is the director of the University of Cape Town Opera School. “I Live to Sing," a feature-length documentary directed and produced by Cohen, focuses on three of Khan's black students who made their way from humble beginnings in often poverty-ridden townships to excel in opera ‒an art form most closely associated with white, elite audiences and performers.
How did you come to do this project?It was just the fortuitous situation of knowing Kamal Khan. I met Kamal in third grade at Pine Ridge Elementary School in Fairfax County. He was unusual in that even at age 9 his prime interests seemed to be opera, classical music, Shakespeare. These are interests that when you're 40 and living in New York are not so strange! He became James Levine's assistant conductor at the Metropolitan Opera and he still now does a lot of conducting internationally, although his home base is at the University of Cape Town. In the meantime I started doing several documentaries about the human side behind the performing arts. Knowing what Kamal was up to I realized that his fascinating work − from an artistic, political and social context − was just the sort of thing I was interested in making films about.Segundo o texto,Why is it interesting to you to document performing artists?We're all so steeped in the relatively small circle of people who become really famous or really big deals. But it's also, I think, wonderful to see the work of and hear the life stories of the majority of performing artists who are toiling away, many of whom are supremely talented, but the world doesn't necessarily get to know.Tell me about Linda's life, the young soprano featured in your film.Linda Nteleza comes from a huge township adjacent to Cape Town that has a lot of problems − poverty, health-care issues, education issues, huge unemployment. I believe it has the fastest-growing rate of tuberculosis in the world, and Linda has suffered from the consequences of that. Linda learned to sing in school and then followed by her work in community choir, and through the teachers and coaches learned about University of Cape Town and its music program. She lived only a half-hour from the university but hadn't been aware that music was something that was out there. She was encouraged to go and apply. I think she didn't expect to get it, but to her joy andnamazement she did.When Linda told her mother that “I want to go to college to study opera," her mother's immediate response was, “What's opera?" It wasn't that she wasn't well-versed in the art form; she didn't know what it was. Linda herself had first heard opera in a TV commercial for Shell Oil that had a beautiful soprano opera singer as background music and she was completely entranced, like, “That's what I want to sing."Were you an opera fan before this?[Laughs] I . . . must . . . confess that I was not only not an opera fan, but really almost actively probably disliked opera before this project. That's actually not something that I mentioned to Kamal when I pitched the idea of “Can I follow your program around? Can I bring cameras to your school?" [Laughs] . . . But as often when you delve into different art forms, particularly classical art forms that you are ignorant of, the more you get to know it, the it starts to sound.
(Adapted from http://www.washingtonpost.com/lifestyle/style/qanda-the-stories-behind-the-black-opera-stars-of-i-live-to sing/2013/08/23)DE12EA2D-24 Inglês
Interpretação de texto | Reading comprehensionSENAC-SP · 2013MédioEntre para guardar nos favoritosAtenção: A questão refere-se ao texto apresentado abaixo.The stories behind the black opera stars of 'I Live to Sing'Washington Post − Saturday, August 24, 2013Julie Cohen and Kamal Khan met in elementary school in Fairfax County about 40 years . Today, Cohen, 49, is the Brooklyn-based founder of BetterThanFiction Productions, a documentary film company; Khan is the director of the University of Cape Town Opera School. “I Live to Sing," a feature-length documentary directed and produced by Cohen, focuses on three of Khan's black students who made their way from humble beginnings in often poverty-ridden townships to excel in opera ‒an art form most closely associated with white, elite audiences and performers.
How did you come to do this project?It was just the fortuitous situation of knowing Kamal Khan. I met Kamal in third grade at Pine Ridge Elementary School in Fairfax County. He was unusual in that even at age 9 his prime interests seemed to be opera, classical music, Shakespeare. These are interests that when you're 40 and living in New York are not so strange! He became James Levine's assistant conductor at the Metropolitan Opera and he still now does a lot of conducting internationally, although his home base is at the University of Cape Town. In the meantime I started doing several documentaries about the human side behind the performing arts. Knowing what Kamal was up to I realized that his fascinating work − from an artistic, political and social context − was just the sort of thing I was interested in making films about.According to the text,Why is it interesting to you to document performing artists?We're all so steeped in the relatively small circle of people who become really famous or really big deals. But it's also, I think, wonderful to see the work of and hear the life stories of the majority of performing artists who are toiling away, many of whom are supremely talented, but the world doesn't necessarily get to know.Tell me about Linda's life, the young soprano featured in your film.Linda Nteleza comes from a huge township adjacent to Cape Town that has a lot of problems − poverty, health-care issues, education issues, huge unemployment. I believe it has the fastest-growing rate of tuberculosis in the world, and Linda has suffered from the consequences of that. Linda learned to sing in school and then followed by her work in community choir, and through the teachers and coaches learned about University of Cape Town and its music program. She lived only a half-hour from the university but hadn't been aware that music was something that was out there. She was encouraged to go and apply. I think she didn't expect to get it, but to her joy andnamazement she did.When Linda told her mother that “I want to go to college to study opera," her mother's immediate response was, “What's opera?" It wasn't that she wasn't well-versed in the art form; she didn't know what it was. Linda herself had first heard opera in a TV commercial for Shell Oil that had a beautiful soprano opera singer as background music and she was completely entranced, like, “That's what I want to sing."Were you an opera fan before this?[Laughs] I . . . must . . . confess that I was not only not an opera fan, but really almost actively probably disliked opera before this project. That's actually not something that I mentioned to Kamal when I pitched the idea of “Can I follow your program around? Can I bring cameras to your school?" [Laughs] . . . But as often when you delve into different art forms, particularly classical art forms that you are ignorant of, the more you get to know it, the it starts to sound.
(Adapted from http://www.washingtonpost.com/lifestyle/style/qanda-the-stories-behind-the-black-opera-stars-of-i-live-to sing/2013/08/23)DE0B593E-24 Inglês
Adjetivos | AdjectivesSENAC-SP · 2013MédioEntre para guardar nos favoritosAtenção: A questão refere-se ao texto apresentado abaixo.The stories behind the black opera stars of 'I Live to Sing'Washington Post − Saturday, August 24, 2013Julie Cohen and Kamal Khan met in elementary school in Fairfax County about 40 years . Today, Cohen, 49, is the Brooklyn-based founder of BetterThanFiction Productions, a documentary film company; Khan is the director of the University of Cape Town Opera School. “I Live to Sing," a feature-length documentary directed and produced by Cohen, focuses on three of Khan's black students who made their way from humble beginnings in often poverty-ridden townships to excel in opera ‒an art form most closely associated with white, elite audiences and performers.
How did you come to do this project?It was just the fortuitous situation of knowing Kamal Khan. I met Kamal in third grade at Pine Ridge Elementary School in Fairfax County. He was unusual in that even at age 9 his prime interests seemed to be opera, classical music, Shakespeare. These are interests that when you're 40 and living in New York are not so strange! He became James Levine's assistant conductor at the Metropolitan Opera and he still now does a lot of conducting internationally, although his home base is at the University of Cape Town. In the meantime I started doing several documentaries about the human side behind the performing arts. Knowing what Kamal was up to I realized that his fascinating work − from an artistic, political and social context − was just the sort of thing I was interested in making films about.Why is it interesting to you to document performing artists?We're all so steeped in the relatively small circle of people who become really famous or really big deals. But it's also, I think, wonderful to see the work of and hear the life stories of the majority of performing artists who are toiling away, many of whom are supremely talented, but the world doesn't necessarily get to know.Tell me about Linda's life, the young soprano featured in your film.Linda Nteleza comes from a huge township adjacent to Cape Town that has a lot of problems − poverty, health-care issues, education issues, huge unemployment. I believe it has the fastest-growing rate of tuberculosis in the world, and Linda has suffered from the consequences of that. Linda learned to sing in school and then followed by her work in community choir, and through the teachers and coaches learned about University of Cape Town and its music program. She lived only a half-hour from the university but hadn't been aware that music was something that was out there. She was encouraged to go and apply. I think she didn't expect to get it, but to her joy andnamazement she did.When Linda told her mother that “I want to go to college to study opera," her mother's immediate response was, “What's opera?" It wasn't that she wasn't well-versed in the art form; she didn't know what it was. Linda herself had first heard opera in a TV commercial for Shell Oil that had a beautiful soprano opera singer as background music and she was completely entranced, like, “That's what I want to sing."Were you an opera fan before this?[Laughs] I . . . must . . . confess that I was not only not an opera fan, but really almost actively probably disliked opera before this project. That's actually not something that I mentioned to Kamal when I pitched the idea of “Can I follow your program around? Can I bring cameras to your school?" [Laughs] . . . But as often when you delve into different art forms, particularly classical art forms that you are ignorant of, the more you get to know it, the it starts to sound.
(Adapted from http://www.washingtonpost.com/lifestyle/style/qanda-the-stories-behind-the-black-opera-stars-of-i-live-to sing/2013/08/23)A palavra que, no contexto, preenche adequadamente a lacuna
é:DDF3B421-24 Português
Figuras de LinguagemSENAC-SP · 2013MédioEntre para guardar nos favoritosConsidere a tirinha e as afirmativas abaixo.
I. O humor da tirinha provém do fato de Calvin usar a palavra “rua" em sentido figurado em um quadro e em sentido literal em outro.
II. Na expressão sabedoria das ruas, percebe-se o uso de linguagem denotativa.
III. Na frase ele não é inteligente, mas tem a sabedoria das ruas, há uma crítica e uma ressalva que atenua essa mesma crítica.
IV. Infere-se da tirinha que um menino visto como “valentão" não pode ser inteligente.
Está correto o que se afirma APENAS emDDC94795-24 Geografia
Geografia EconômicaSENAC-SP · 2013Muito fácilEntre para guardar nos favoritosConsidere o mapa abaixo.
(http://outraspalavras.net/outrasmidias/destaque-ou...)
A leitura do mapa e os conhecimentos sobre a infraestrutura social brasileira permitem afirmar que:DDB82F6C-24 Geografia
Integração RegionalSENAC-SP · 2013MédioEntre para guardar nos favoritosConsidere o mapa abaixo.
Brasil: Divisão regional proposta por Milton Santos
(http://www.ecoterrabrasil.com.br/home/index.php?pg=ecoent...)
A regionalização proposta por Milton Santos baseou-seDDB07543-24 Geografia
Geografia EconômicaSENAC-SP · 2013MédioEntre para guardar nos favoritos
(Associação Internacional dos Fabricantes de Veículos (OICA) − 2011)A análise dos dados e os conhecimentos sobre a economia mundial permitem afirmar que, entre os dez países destacados no gráfico, apenas:DDA6F205-24 História
História do BrasilSENAC-SP · 2013FácilEntre para guardar nos favoritosConsidere a figura abaixo.
Manifestação pelo impeachment de Collor, o primeiro presidente eleito pelo povo após 29 anos.
(In: Luiz Koshiba e Denise M. F. Pereira. História do Brasil, no contexto da história ocidental.
São Paulo: Atual, 2003. p. 583)
O amplo movimento que a figura retrata, e que derrubou o Presidente da República, resultou do:DD9C9653-24 História
História GeralSENAC-SP · 2013MédioEntre para guardar nos favoritosObserve as fotos abaixo.
Nas fotos, a construção do metrô de Moscou, em 1934 (à esquerda), e a cidade industrial de Magnitogorsk, na década de 1930, quando as condições de trabalho eram brutais.
(In: Leonel I. A. Mello e Luís C. A. Costa. História Moderna e Contemporânea.
São Paulo: Scipione, 1999. p. 306)
Os cenários retratados nas fotos e o conhecimento histórico sobre a Revolução Russa, permitem afirmar que:DD7C7E1E-24 Matemática
Estudo da RetaSENAC-SP · 2013MédioEntre para guardar nos favoritosDados os pontos A(1,7), B(− 2, 1), C(2, 5) e D(− 1, − 4), e sabendo que
indica o coeficiente angular da reta que passa pelos pontos A e B, considere as seguintes afirmações:
I. O coeficiente angular é igual a 2.II. O coeficiente angular
é igual a − 3.III. O coeficiente angular
é igual a 1.IV. O coeficiente angular
é igual a − 2.Nessas condições, está correto o que se afirma emDD784462-24 Matemática
MatrizesSENAC-SP · 2013MédioEntre para guardar nos favoritosConsidere a matriz A = (aij)3 × 3, cuja lei de formação é:
Sabendo-se que o traço de uma matriz corresponde à soma dos elementos da diagonal principal, pode-se afirmar que o traço da matriz A valeDD164B18-24 Química
Grandezas: massa, volume, mol, massa molar, constante de Avogadro e Estequiometria.SENAC-SP · 2013MédioEntre para guardar nos favoritosO composto representado abaixo é um poderoso antisséptico usado em odontologia.
Massa molar = 128,5 g/molO número de moléculas existente em 0,257 mg desse corante é:Dado: Constante de Avogadro = 6,0 × 1023 mol−1DD10D518-24 Química
Cadeias Carbônicas: Características e Classificações do Átomo do Carbono, Tipos de Ligação e Hibridação. Tipos de Cadeias Carbônicas e Fórmulas. Séries: Homóloga, Isóloga e Heteróloga.SENAC-SP · 2013DifícilEntre para guardar nos favoritosO composto representado abaixo é um poderoso antisséptico usado em odontologia.
Massa molar = 128,5 g/molEsse compostoI. possui anel aromático.II. apresenta a função fenol.III. forma ligações de hidrogênio com a água.Está correto o que se afirma em5747CA4B-F4 Geografia
IndustrializaçãoIF-BA · 2013MédioEntre para guardar nos favoritos
De acordo com o gráfico e com base em seus conhecimentos a respeito do processo de desconcentração industrial no Brasil, é possível afirmar que39B148F7-F4 Matemática
Produtos Notáveis e FatoraçãoIF-BA · 2013FácilEntre para guardar nos favoritosSe x = 95, então a expressão algébrica
tem valor numérico igual a36D83396-F4 Português
Interpretação de TextosIF-BA · 2013MédioEntre para guardar nos favoritos
A leitura do fragmento do poema permite inferir que