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9.777 questões encontradas. Mostrando a página 185 de 489.

  • 5FA3A278-AF

    Inglês

    Interpretação de texto | Reading comprehension    PUC - PR · 2017DifícilEntre para guardar nos favoritos
    Read the text.

    The Key to Weight Loss Is Diet Quality, Not Quantity, a New Study Finds

    Anyone who has ever been on a diet knows that the standard prescription for weight loss is to reduce the amount of calories you consume. But a new study, published Tuesday in JAMA, may turn that advice on its head. It found that people who cut back on added sugar, refined grains and highly processed foods while concentrating on eating plenty of vegetables and whole foods — without worrying about counting calories or limiting portion sizes — lost significant amounts of weight over the course of a year. The strategy worked for people whether they followed diets that were mostly low in fat or mostly low in carbohydrates. And their success did not appear to be influenced by their genetics or their insulin-response to carbohydrates, a finding that casts doubt on the increasingly popular idea that different diets should be recommended to people based on their DNA makeup or on their tolerance for carbs or fat.
    https://www.nytimes.com/2018/02/20/well/eat/counting-calories-weight-loss-diet-dieting-low-carb-lowfat.html?rref=collection%2Fsectioncollection%2Fhealth&action=click&contentCollection=health®ion=rank&module=package&version= highlights&contentPlacement=1&pgtype=sectionfront

    Assinale a alternativa que apresenta um exemplo de itens de um diário alimentar de alguém que seguiu os achados do novo estudo citado no texto.
    Escolha uma alternativa para a questão 5fa3a278-af
  • 5F99B856-AF

    Inglês

    Interpretação de texto | Reading comprehension    PUC - PR · 2017DifícilEntre para guardar nos favoritos
    Read the text.

    'I Was Hooked': Bodybuilder Rich Piana Defended His 27 Years of Steroid Use Before His Shocking Death at 46

    Before his death, bodybuilder Rich Piana was outspoken about his near 30 years of steroid usage despite admitting time and time again that the drug “can kill you.”The former Mr. California’s death was confirmed Friday morning in a Facebook post by his estranged wife Sara Piana — just two weeks after TMZ Sports reported he was placed in a medically induced coma after passing out in his Florida home, where 20 bottles of testosterone were reportedly found by police.
    With an Instagram following of 1.2 million users and hundreds and thousands of viewers following his YouTube channel, Piana had a large audience of fans — many of which were young men, who would flock to bodybuilding and fitness conventions to meet the 46-year-old star.
    But though Piana was open about his drug use, he maintained that he was “not bragging” or encouraging steroid use in others. Instead, Piana claimed he used his platform to educate those who were going to use them on how to use the drugs “properly.”
    http://people.com/bodies/rich-piana-death-steroid-use-quotes/

    Assinale a alternativa que apresenta o propósito comunicativo do texto 
    Escolha uma alternativa para a questão 5f99b856-af
  • 7F500461-AF

    Atualidades

    Guerras, Conflitos e Terrorismo na Atualidade    PUC - RJ · 2017DifícilEntre para guardar nos favoritos

    Disponível em:<http://brasilescola.uol.com.br/geografia> . Acesso em: 26 jul. 2017.


    Os dois territórios espanhóis assinalados no cartograma são

    Escolha uma alternativa para a questão 7f500461-af
  • 7F4B882E-AF

    Geografia

    Aquecimento global    PUC - RJ · 2017DifícilEntre para guardar nos favoritos
    Áreas Assoreadas no Rio Doce, Colatina (ES) 
    Imagem da questão de Geografia, PUC - RJ 2017, Aquecimento global
    DUARTE, Rose (fot). Assoreamento do Rio Doce, em Colatina. Folha Vitória, Vitória, 28 out. 2014. Disponível em: <http://www.folhavitoria.com.br/geral/noticia/2014/10/periodo-de-estiagem-nao-afeta abastecimento-de-agua-no-espirito-santo-html>.  Acesso em: 26 jul. 2017. Adaptado.

    Das causas diretas geradoras do problema ambiental, apresentado na imagem acima, NÃO se inclui o(a) 

    Escolha uma alternativa para a questão 7f4b882e-af
  • 7F20FCB1-AF

    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.    PUC - RJ · 2017DifícilEntre para guardar nos favoritos
    O carbofurano, cuja estrutura química está representada a seguir, é um pesticida que ainda é utilizado no Brasil, todavia em alguns países seu uso na agricultura foi proibido.

    Imagem da questão de Química, PUC - RJ 2017, 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.

    A fórmula molecular do carbofurano é
    Escolha uma alternativa para a questão 7f20fcb1-af
  • 7EF966B1-AF

    Física

    Espelhos Planos    PUC - RJ · 2017DifícilEntre para guardar nos favoritos
    Um objeto é colocado em frente a um espelho, e a imagem formada é virtual. Considere as afirmações abaixo.

    I - O espelho é necessariamente plano ou convexo.
    II - A imagem formada é de tamanho maior que o objeto, caso o espelho seja convexo.
    III - A imagem não pode estar invertida, independentemente do tipo de espelho.

    É correto SOMENTE o que se afirma em:
    Escolha uma alternativa para a questão 7ef966b1-af
  • 7ECE9546-AF

    Biologia

    Hereditariedade e diversidade da vida    PUC - RJ · 2017DifícilEntre para guardar nos favoritos
    No heredograma abaixo, os indivíduos com uma determinada condição genética estão marcados em preto. Os círculos representam o sexo feminino, e os quadrados, o sexo masculino.

    Imagem da questão de Biologia, PUC - RJ 2017, Hereditariedade e diversidade da vida


    A partir da análise deste heredograma, verifica-se que a condição genética é compatível com o seguinte padrão de herança:
    Escolha uma alternativa para a questão 7ece9546-af
  • 7EC47736-AF

    Biologia

    Identidade dos seres vivos    PUC - RJ · 2017DifícilEntre para guardar nos favoritos
    As uvas Thompson, produzidas por videiras triploides e amplamente comercializadas nos supermercados, não apresentam sementes.

    Sua reprodução se dá por meio de
    Escolha uma alternativa para a questão 7ec47736-af
  • 7EBC0E8B-AF

    Biologia

    Identidade dos seres vivos    PUC - RJ · 2017DifícilEntre para guardar nos favoritos
    O funcionamento do corpo humano depende da disponibilidade de água e nutrientes para os diferentes órgãos e tecidos.

    Considerando-se que a distribuição dos nutrientes absorvidos através das células intestinais e do oxigênio captado pelos pulmões depende da correta distribuição desses componentes pelo corpo através do sistema circulatório, verifica-se que
    Escolha uma alternativa para a questão 7ebc0e8b-af
  • EDF9BAA6-AF

    Literatura

    Barroco    UNIOESTE · 2017DifícilEntre para guardar nos favoritos
    Tendo em vista a Carta XVII ao Rei D. Afonso VI, escrita pelo Pe. Antônio Vieira, assinale a alternativa que NÃO condiz com as afirmações do autor.
    Escolha uma alternativa para a questão edf9baa6-af
  • EDEB9F1C-AF

    Inglês

    Interpretação de texto | Reading comprehension    UNIOESTE · 2017DifícilEntre para guardar nos favoritos
    What Parents Can Do to Nurture Good Writers

    Steve Graham, a professor at Arizona State University’s Teachers College, has been researching how young people learn to write for more than 30 years. He is a co-author of numerous books on writing instruction, including “Powerful Writing Strategies for All Students.”
    How does reading at home help children become better writers?
    is really critical, but it’s not enough. We don’t have much evidence that if you just read more, you’ll be a better writer. But analyzing text does make a difference. So when we read to kids, we can also have conversations with them about the author’s craft. How did this author make this place seem real in terms of description? What words did they use? How did they present this idea or this argument?
    Should a parent correct a child’s writing, or just be encouraging?
    Sometimes when kids come to you to share what they’re writing, they’re not coming for feedback. They are coming for affirmation. It’s really important we emphasize first and foremost what we really like about it. And if you’re going to give feedback, just pick one or two things. English teachers — and parents are guilty of this, too — sometimes overwhelm kids with more feedback than they can absorb all at once. The other thing that’s really important, particularly for parents, is to remember that they don’t own this piece. It’s their child’s.
    What should parents look for to assess the writing instruction at their child’s school?
    After about third grade, very little time is devoted to explicit writing instruction. It’s like we’ve imagined that kids have acquired what they need to know to be good writers by then! In middle and high school, the most common activities are fill-in-the-blanks on worksheets, writing single sentences, making lists or writing a paragraph summary. When you start talking about persuasive essays or an informative paper, those things occur infrequently in English class and even less so in social studies and science. So the first questions are: “Is my kid writing at school, and was he given writing assignments to work on at home? Do those require writing more extended thoughts for the purposes of analysis and interpretation?” That’s what they need to be able to do for college.
    Fonte: adaptado de < https://www.nytimes.com/2017/08/02/education/edlife/parents-children-writing.html> 

    No texto, o autor afirma que
    Escolha uma alternativa para a questão edeb9f1c-af
  • EDE7AF66-AF

    Inglês

    Interpretação de texto | Reading comprehension    UNIOESTE · 2017DifícilEntre para guardar nos favoritos
    What Parents Can Do to Nurture Good Writers

    Steve Graham, a professor at Arizona State University’s Teachers College, has been researching how young people learn to write for more than 30 years. He is a co-author of numerous books on writing instruction, including “Powerful Writing Strategies for All Students.”
    How does reading at home help children become better writers?
    is really critical, but it’s not enough. We don’t have much evidence that if you just read more, you’ll be a better writer. But analyzing text does make a difference. So when we read to kids, we can also have conversations with them about the author’s craft. How did this author make this place seem real in terms of description? What words did they use? How did they present this idea or this argument?
    Should a parent correct a child’s writing, or just be encouraging?
    Sometimes when kids come to you to share what they’re writing, they’re not coming for feedback. They are coming for affirmation. It’s really important we emphasize first and foremost what we really like about it. And if you’re going to give feedback, just pick one or two things. English teachers — and parents are guilty of this, too — sometimes overwhelm kids with more feedback than they can absorb all at once. The other thing that’s really important, particularly for parents, is to remember that they don’t own this piece. It’s their child’s.
    What should parents look for to assess the writing instruction at their child’s school?
    After about third grade, very little time is devoted to explicit writing instruction. It’s like we’ve imagined that kids have acquired what they need to know to be good writers by then! In middle and high school, the most common activities are fill-in-the-blanks on worksheets, writing single sentences, making lists or writing a paragraph summary. When you start talking about persuasive essays or an informative paper, those things occur infrequently in English class and even less so in social studies and science. So the first questions are: “Is my kid writing at school, and was he given writing assignments to work on at home? Do those require writing more extended thoughts for the purposes of analysis and interpretation?” That’s what they need to be able to do for college.
    Fonte: adaptado de < https://www.nytimes.com/2017/08/02/education/edlife/parents-children-writing.html> 

    Mark the INCORRECT alternative.
    Escolha uma alternativa para a questão ede7af66-af
  • EDDE8E1B-AF

    Inglês

    Interpretação de texto | Reading comprehension    UNIOESTE · 2017DifícilEntre para guardar nos favoritos
    How does Hurricane Harvey compare with Katrina? Here’s what we know

    Although it is still unfolding, Harvey, now a tropical storm, evokes comparisons to Hurricane Katrina in 2005. Here’s a quick rundown of what we know about similarities and differences between the two.

        • The Cities
    Katrina: Before the storm, New Orleans was a small city of about 455,000 people that lay in large part below sea level, ostensibly protected by a system of levee walls. Its population never fully recovered from the evacuation and destruction and remains below 400,000.
    Harvey: Houston is a sprawling, car-dependent, low-lying but not below sea level city. It has a population of more than two million people, with a system of bayous and waterways to manage flooding.

       • The Storms
    Katrina: It made landfall near the Louisiana/Mississippi border on Aug. 29, 2005, as a Category 3 storm and measured 350 miles across. However, the relatively low classification, was deceptive because Katrina produced the highest storm surge ever recorded in the U.S.
    Harvey: It made landfall in Rockport, Tex., on Friday as a Category 4 storm, measuring 200 miles across, but was quickly downgraded. As of Monday, it was expected to linger for days, causing the National Weather Service to warn, “This event is unprecedented and all impacts are unknown.”

         • Deaths and Damage
    Katrina: One of the deadliest hurricanes ever to strike the U.S., Katrina was responsible for 1,833 deaths, and some bodies were untouched for days. The storm inflicted more than $100 billion in damage, with most of it caused by wind, storm surge and the failure of the levees. Harvey: Local officials have reported at least 10 deaths in Texas since the storm began, but heavy rains and flooding are expected to continue at least through Friday. Most of the damage could be caused by flooding. As for the economy, the Gulf region’s capacity as an oil and gas does not appear to have been seriously compromised.

      • Assistance
    Katrina: The storm displaced over a million people and damaged or destroyed 275,000 homes. Almost a million households received individual assistance from the Federal Emergency Management Agency.
    Harvey: We don’t know yet how many people will be forced out of their homes. But the vast majority of homes in Harvey’s path are not insured against flooding, according to figures from the National Flood Insurance Program. It is estimated that 450,000 people were likely to seek federal aid. 
    Fonte: adaptado de < https://www.nytimes.com/2017/08/28/us/hurricane-katrina-harvey.html>

    Mark the INCORRECT alternative, according to the text.
    Escolha uma alternativa para a questão edde8e1b-af
  • EDDB3020-AF

    Inglês

    Tradução | Translation    UNIOESTE · 2017DifícilEntre para guardar nos favoritos
    How does Hurricane Harvey compare with Katrina? Here’s what we know

    Although it is still unfolding, Harvey, now a tropical storm, evokes comparisons to Hurricane Katrina in 2005. Here’s a quick rundown of what we know about similarities and differences between the two.

        • The Cities
    Katrina: Before the storm, New Orleans was a small city of about 455,000 people that lay in large part below sea level, ostensibly protected by a system of levee walls. Its population never fully recovered from the evacuation and destruction and remains below 400,000.
    Harvey: Houston is a sprawling, car-dependent, low-lying but not below sea level city. It has a population of more than two million people, with a system of bayous and waterways to manage flooding.

       • The Storms
    Katrina: It made landfall near the Louisiana/Mississippi border on Aug. 29, 2005, as a Category 3 storm and measured 350 miles across. However, the relatively low classification, was deceptive because Katrina produced the highest storm surge ever recorded in the U.S.
    Harvey: It made landfall in Rockport, Tex., on Friday as a Category 4 storm, measuring 200 miles across, but was quickly downgraded. As of Monday, it was expected to linger for days, causing the National Weather Service to warn, “This event is unprecedented and all impacts are unknown.”

         • Deaths and Damage
    Katrina: One of the deadliest hurricanes ever to strike the U.S., Katrina was responsible for 1,833 deaths, and some bodies were untouched for days. The storm inflicted more than $100 billion in damage, with most of it caused by wind, storm surge and the failure of the levees. Harvey: Local officials have reported at least 10 deaths in Texas since the storm began, but heavy rains and flooding are expected to continue at least through Friday. Most of the damage could be caused by flooding. As for the economy, the Gulf region’s capacity as an oil and gas does not appear to have been seriously compromised.

      • Assistance
    Katrina: The storm displaced over a million people and damaged or destroyed 275,000 homes. Almost a million households received individual assistance from the Federal Emergency Management Agency.
    Harvey: We don’t know yet how many people will be forced out of their homes. But the vast majority of homes in Harvey’s path are not insured against flooding, according to figures from the National Flood Insurance Program. It is estimated that 450,000 people were likely to seek federal aid. 
    Fonte: adaptado de < https://www.nytimes.com/2017/08/28/us/hurricane-katrina-harvey.html>

    Considerando o texto, assinale a alternativa que melhor traduz o trecho: Houston is a sprawling, car-dependent, low-lying but not below sea level city
    Escolha uma alternativa para a questão eddb3020-af
  • E87D1F73-AF

    Inglês

    Aspectos linguísticos | Linguistic aspects    UFRGS · 2017DifícilEntre para guardar nos favoritos

    Figura 1 de 2 da questão de Inglês, UFRGS 2017, Aspectos linguísticos | Linguistic aspects

          Figura 2 de 2 da questão de Inglês, UFRGS 2017, Aspectos linguísticos | Linguistic aspects


    Adaptado de: HOGAN, Linda. Sightings:

    The Gray Whales’ Mysterious Journey. Washington,

    D.C.: National Geographic, 2002. p. 29-30.


    Considere as propostas de reescrita do segmento As their hind legs have disappeared into them [...], the compass set into their brains (l. 30-33).


    I - While their hind legs were disappearing into them [...], the compass set into their brains

    II - Because their hind legs have disappeared into them [...], a compass set into their brains..

    III- In the same way that their hind legs have disappeared into them [...], the compass set into their brains.



    Quais poderiam substituir o segmento acima, sem prejuízo do sentido literal e da correção gramatical?
    Escolha uma alternativa para a questão e87d1f73-af
  • E8742F1F-AF

    Inglês

    Aspectos linguísticos | Linguistic aspects    UFRGS · 2017DifícilEntre para guardar nos favoritos

    Figura 1 de 2 da questão de Inglês, UFRGS 2017, Aspectos linguísticos | Linguistic aspects

          Figura 2 de 2 da questão de Inglês, UFRGS 2017, Aspectos linguísticos | Linguistic aspects


    Adaptado de: HOGAN, Linda. Sightings:

    The Gray Whales’ Mysterious Journey. Washington,

    D.C.: National Geographic, 2002. p. 29-30.


    Considere os segmentos retirados do texto e as respectivas propostas de reescrita.


    I - If you could see them (l. 14-15) – Could you see them.

    II - the water falls from them back into the seawater (l. 28-29) – the water falls from their back into the seawater.

    III- we wonder if one day we will return to the seawater (l. 41-42) – we wonder whether one day we will return to the seawater.


    Quais estão corretas?
    Escolha uma alternativa para a questão e8742f1f-af
  • E86A3B9E-AF

    Inglês

    Interpretação de texto | Reading comprehension    UFRGS · 2017DifícilEntre para guardar nos favoritos

    Figura 1 de 2 da questão de Inglês, UFRGS 2017, Interpretação de texto | Reading comprehension

          Figura 2 de 2 da questão de Inglês, UFRGS 2017, Interpretação de texto | Reading comprehension


    Adaptado de: HOGAN, Linda. Sightings:

    The Gray Whales’ Mysterious Journey. Washington,

    D.C.: National Geographic, 2002. p. 29-30.


    Assinale com V (verdadeiro) ou F (falso) as afirmações abaixo, acerca do texto.


    ( ) As baleias, de acordo com indícios morfológicos, já apresentaram características que, hoje, são consideradas humanas.

    ( ) O atual habitat das baleias cinzentas revela que não há um único caminho para a evolução.

    ( ) A observação das baleias cinzentas leva a autora a centenas de milhas da costa, onde as baleias, ao emergirem, adquirem um esplendor ímpar.

    ( ) A autora, ao observar a emergência das baleias cinzentas, compara a visão que tem diante de si à imagem de um deserto coberto de dunas.


    A sequência correta para o preenchimento dos parênteses, de cima para baixo, é
    Escolha uma alternativa para a questão e86a3b9e-af
  • E861EDDC-AF

    Inglês

    Análise sintática | Syntax Parsing    UFRGS · 2017DifícilEntre para guardar nos favoritos

    Imagem da questão de Inglês, UFRGS 2017, Análise sintática | Syntax Parsing

    Adaptado de: SHAKESPEARE, W. The Life and Death of

    Julius Caesar. Disponível em:

    <http://shakespeare.mit.edu/ julius_caesar/full.html>.

    Acesso em: 12 nov. 2016.

    Em qual das alternativas abaixo o segmento grifado apresenta a mesma função gramatical de what I do know (l. 29)?
    Escolha uma alternativa para a questão e861eddc-af
  • E85C5BB6-AF

    Inglês

    Interpretação de texto | Reading comprehension    UFRGS · 2017DifícilEntre para guardar nos favoritos

    Imagem da questão de Inglês, UFRGS 2017, Interpretação de texto | Reading comprehension

    Adaptado de: SHAKESPEARE, W. The Life and Death of

    Julius Caesar. Disponível em:

    <http://shakespeare.mit.edu/ julius_caesar/full.html>.

    Acesso em: 12 nov. 2016.

    A palavra sure (l. 27), como empregada no texto, manifesta
    Escolha uma alternativa para a questão e85c5bb6-af
  • E856F18D-AF

    Inglês

    Aspectos linguísticos | Linguistic aspects    UFRGS · 2017DifícilEntre para guardar nos favoritos

    Imagem da questão de Inglês, UFRGS 2017, Aspectos linguísticos | Linguistic aspects

    Adaptado de: SHAKESPEARE, W. The Life and Death of

    Julius Caesar. Disponível em:

    <http://shakespeare.mit.edu/ julius_caesar/full.html>.

    Acesso em: 12 nov. 2016.

    Considere as afirmações abaixo.


    I - As expressões a kingly crown (l. 24) e a good leader, na frase They considered him a good leader, possuem a mesma estrutura e função gramatical.


    II - As palavras thrice (l. 24 e 25) e once (l. 30) podem ser substituídas por three times e one day, respectivamente.


    III- A palavra must, no segmento And I must pause till it come back to me (l. 35), pode ser substituída, sem prejuízo do sentido, pela expressão have to.



    Quais estão corretas?

    Escolha uma alternativa para a questão e856f18d-af