Questõesde CESMAC 2018

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Foram encontradas 276 questões
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CESMAC 2018 - Geografia - Meio Ambiente na Geografia, Mudanças climáticas

São áreas de transição entre duas massas de ar termicamente opostas. O encontro dessas massas de ar provoca mudanças significativas no tempo meteorológico, trazendo nuvens e chuvas.


Que denominação pode ser dada às áreas referidas?

A
Brisas marinhas
B
Massas Tropicais
C
Frentes
D
Superfícies termoclinas
E
Vórtices ciclônicos
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CESMAC 2018 - Geografia - Meio Ambiente na Geografia, Impactos e soluções nos meios natural e rural, Agropecuária

A ação transformadora do ser humano vem desencadeando uma série de impactos ambientais nas paisagens rurais. Com referência ao tema, analise as afirmativas abaixo.


1) A utilização frequente de agrotóxicos elimina os insetos nocivos e fortalece o desenvolvimento dos animais maiores.
2) Os agrotóxicos podem contaminar as águas e o solo, podendo até provocar a esterelidade do solo.
3) A erosão do solo é um processo natural independente da ação humana.
4) Por meio do escoamento da água, os produtos químicos, utilizados na agricultura, podem contaminar os rios e lagos.
5) A realização de atividades agrícolas não compatíveis com o tipo de solo explorado pode acarretar graves processos erosivos.


Estão corretas:

A
1, 2 e 3 apenas
B
1, 4 e 5 apenas
C
2, 3 e 4 apenas
D
2, 4 e 5 apenas
E
1, 2, 3, 4 e 5.
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CESMAC 2018 - Geografia - Geologia

Os rios são fortemente influenciados pela estrutura geológica, como se pode observar, por exemplo, na figura a seguir.


A rede de drenagem mostrada na figura recebeu influência marcante de:

A
dobramentos de fundo da crosta terrestre.
B
arqueamentos tectônicos.
C
rochas ígneas intrusivas.
D
falhas e fraturas.
E
rochas argilosas.
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CESMAC 2018 - História e Geografia de Estados e Municípios - História e Geografia do Estado de Alagoas

A organização política das elites alagoanas foi fundamental para a manutenção de privilégios sociais e econômicos. No século XX:

A
existiram fortes partidos regionais desligados das ideias liberais.
B
houve brigas internas que favoreceram o crescimento do PT.
C
desmontou-se o sistema que consagrava o coronelismo.
D
manteve-se o poder dos produtores de cana-deaçúcar.
E
consolidou-se um movimento sindical socialista.
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CESMAC 2018 - História - Período Colonial: produção de riqueza e escravismo, História do Brasil

Na época da colonização, a escravidão influenciou a economia alagoana, pois os escravos:

A
eram submissos e permaneciam adaptados às condições das propriedades.
B
tinham habilidades excelentes em relação à produção e distribuição do açúcar.
C
buscaram organizar pontos de resistências consistentes e bem articuladas.
D
impediram, nas regiões urbanas, a difusão de costumes próprios de suas terras de origem.
E
afirmaram seus padrões culturais, pois não contavam com a oposição senhorial.
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CESMAC 2018 - História - História do Brasil, Processo de Independência: dos movimentos nativistas à libertação de Portugal

As rebeliões que aconteceram no Brasil ameaçaram o poder de Portugal mas conseguiram conquistas importantes. No século XVIII, por exemplo, as rebeliões:

A
foram auxiliadas pelos inimigos de Portugal.
B
divulgaram ideias iluministas de liberdade.
C
contaram com forte organização militar.
D
ajudaram na emancipação de províncias isoladas.
E
conseguir acabar com a escravidão em Pernambuco.
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CESMAC 2018 - História - História Geral, Período Entre-Guerras: Totalitarismos

No século XX, as dificuldades sociais facilitaram o fortalecimento do totalitarismo em alguns países da Europa. Na Alemanha:

A
Hitler tornou-se um grande líder estabelecendo pactos com a Espanha e a França.
B
o nazismo provocou a eclosão de preconceitos e violências autoritárias.
C
o militarismo difundiu-se com o fim de formar uma monarquia parlamentarista.
D
Hitler não conseguiu o sucesso na invasão da Polônia e da França.
E
a perseguição aos judeus foi extensa, mas sem episódios de genocídio.
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CESMAC 2018 - Inglês - Interpretação de texto | Reading comprehension

The artifact that represents the kilogram

Read the text below and answer the following question.


Redefining the Kilogram


The kilogram is shrinking.

The official object that defines the mass of a kilogram is a tiny, 139-year-old cylinder of platinum and iridium that resides in a triple-locked vault near Paris. Because it is so important, scientists almost never take it out; instead they use copies called working standards. But the last time they did inspect the real kilogram, they found it is roughly five parts in 100 million heavier than all the working standards, which have been leaving behind a few atoms of metal every time they are put on scales. This is one of the reasons the kilogram may soon be redefined not by a physical object but through calculations based on fundamental constants.

“This [shrinking] is the kind of thing that happens when you have an object that needs to be conserved in order to have a standard,” says Peter Mohr, a physicist at the National Institute of Standards and Technology (NIST), who serves on the committee that oversees the International System of Units (SI). “Fundamental constants, on the other hand, are not going to change over time.”

The redefinition of the kilogram will be part of a planned larger overhaul to make SI units fully dependent on constants of nature. Representatives from 57 countries will vote on the proposed change this month at a conference in Versailles, France, and the new rules are expected to pass.

What will happen to the old kilogram artifacts after the redefinition? Rather than packing them off to museums, scientists plan to keep studying how they fare over time. “There is so much measurement history on these,” says physicist Stephan Schlamminger of NIST. “It would be irresponsible to not continue to measure them.”

Adaptado de: <https://www.scientificamerican.com/article/redefining-thekilogram/>  Acessado em 10 de outubro de 2018.
A
will be kept for future investigation.
B
should be discarded immediately.
C
must be displayed in a museum.
D
should be sold to rarity collectors.
E
cannot be used scientifically anymore.
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CESMAC 2018 - História - História Geral, Revoluções Liberais na Europa : Ondas de 1820, 1830 e 1848

As revoluções burguesas tentaram modificar a vida política, mas encontraram muitos impasses para concretizar certos ideais. A democracia, por exemplo:

A
desfez alguns mitos autoritários, mas se afirmou apenas na Europa
B
conseguiu criar novos direitos e emancipar as mulheres no século XIX.
C
desmontou a exploração capitalista na Inglaterra e na França.
D
afirmou direitos, mas não anulou a desigualdade social e econômica.
E
estabeleceu-se no mundo ocidental com rapidez impressionante.
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CESMAC 2018 - Inglês - Interpretação de texto | Reading comprehension

According to the graph above it is true to assert that

Read the graph below and answer the following question.


Adaptado de: <https://brainly.com/question/2608462> Acessado em 18 de outubro de 2018.

A
the population of extinct species has risen twofold in 200 years.
B
there’s roughly a link between human population and species extinction.
C
as human population has risen so has the extinction of species.
D
the more humans there are the less extinct species there are too.
E
there were virtually as many extinct species in the 1800s as now.
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CESMAC 2018 - Inglês - Sinônimos | Synonyms

All of the following are a synonym of shrink except for

A
shorten
B
decrease
C
reduce
D
enlarge
E
diminish
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CESMAC 2018 - Inglês - Interpretação de texto | Reading comprehension

The Kilogram as we know it

Read the text below and answer the following question.


Redefining the Kilogram


The kilogram is shrinking.

The official object that defines the mass of a kilogram is a tiny, 139-year-old cylinder of platinum and iridium that resides in a triple-locked vault near Paris. Because it is so important, scientists almost never take it out; instead they use copies called working standards. But the last time they did inspect the real kilogram, they found it is roughly five parts in 100 million heavier than all the working standards, which have been leaving behind a few atoms of metal every time they are put on scales. This is one of the reasons the kilogram may soon be redefined not by a physical object but through calculations based on fundamental constants.

“This [shrinking] is the kind of thing that happens when you have an object that needs to be conserved in order to have a standard,” says Peter Mohr, a physicist at the National Institute of Standards and Technology (NIST), who serves on the committee that oversees the International System of Units (SI). “Fundamental constants, on the other hand, are not going to change over time.”

The redefinition of the kilogram will be part of a planned larger overhaul to make SI units fully dependent on constants of nature. Representatives from 57 countries will vote on the proposed change this month at a conference in Versailles, France, and the new rules are expected to pass.

What will happen to the old kilogram artifacts after the redefinition? Rather than packing them off to museums, scientists plan to keep studying how they fare over time. “There is so much measurement history on these,” says physicist Stephan Schlamminger of NIST. “It would be irresponsible to not continue to measure them.”

Adaptado de: <https://www.scientificamerican.com/article/redefining-thekilogram/>  Acessado em 10 de outubro de 2018.
A
is a unit of mass represented by an immutable object.
B
is bound to get a new set of nonphysical representation.
C
is a base unit of mass which is kept by a resident of Paris.
D
has been displayed in exhibitions throughout the world.
E
could soon disappear and be replaced by another unit of mass.
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CESMAC 2018 - Inglês - Interpretação de texto | Reading comprehension

Fake news

Read the text below and answer the following question.


Do tweens and teens believe “fake news”?


Let's be clear: "Fake news" has always existed. From P.T. Barnum to Ripley's Believe It or Not to supermarket tabloids, selling outrageous ideas has long been a part of our culture. Most kids can tell the difference between the shocking stories they see in the checkout line and the more evenhanded reporting they see on the local TV news.

But today's fake online news sources so closely mimic real news that it's challenging even for adults to discern what's real and what's fake. Also, kids have less experience in and context for evaluating news sources, so certain words or images that might immediately tell an adult that something is fake or biased might not have the same effect on kids.

According to Common Sense Media's report, News and America's Kids: How Young People Perceive and Are Impacted by the News, less than half of kids agree that they know how to tell fake news stories from real ones. When it comes to online news, the stats reveal a serious lack of faith:

Only about one in four kids who gets news online think that news posted online is "very accurate."

Only seven percent think news by people they don't know well is "very accurate."

Tweens are more likely than teens to think that news posted online is "very accurate."

The good news is that kids who get news from social media sites are trying to be careful readers. Most kids who get their news from social media say they pay "a lot" or "some" attention to the source the link on social media takes them to. And the majority who get news online say that when they come across information in a news story that they think is wrong, they "sometimes" or "often" try to figure out whether or not it's true.

Adaptado de: < https://www.commonsensemedia.org/news-andmedia-literacy/do-tweens-and-teens-believe-fake-news> Acessado em 19 de outubro de 2018. 
A
is a new phenomenon.
B
has never existed at all.
C
is an IT era event.
D
has lost its power.
E
has always been around.
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CESMAC 2018 - Inglês - Interpretação de texto | Reading comprehension

The good news is that

Read the text below and answer the following question.


Do tweens and teens believe “fake news”?


Let's be clear: "Fake news" has always existed. From P.T. Barnum to Ripley's Believe It or Not to supermarket tabloids, selling outrageous ideas has long been a part of our culture. Most kids can tell the difference between the shocking stories they see in the checkout line and the more evenhanded reporting they see on the local TV news.

But today's fake online news sources so closely mimic real news that it's challenging even for adults to discern what's real and what's fake. Also, kids have less experience in and context for evaluating news sources, so certain words or images that might immediately tell an adult that something is fake or biased might not have the same effect on kids.

According to Common Sense Media's report, News and America's Kids: How Young People Perceive and Are Impacted by the News, less than half of kids agree that they know how to tell fake news stories from real ones. When it comes to online news, the stats reveal a serious lack of faith:

Only about one in four kids who gets news online think that news posted online is "very accurate."

Only seven percent think news by people they don't know well is "very accurate."

Tweens are more likely than teens to think that news posted online is "very accurate."

The good news is that kids who get news from social media sites are trying to be careful readers. Most kids who get their news from social media say they pay "a lot" or "some" attention to the source the link on social media takes them to. And the majority who get news online say that when they come across information in a news story that they think is wrong, they "sometimes" or "often" try to figure out whether or not it's true.

Adaptado de: < https://www.commonsensemedia.org/news-andmedia-literacy/do-tweens-and-teens-believe-fake-news> Acessado em 19 de outubro de 2018. 
A
tweens and teens have been more careful with the news sources.
B
news from social media has been more and more trustworthy.
C
tweens have had stiff protection from their parents regarding fake news.
D
most kids who get news online believe everything that is told there.
E
no kid trusts what they read online and resort to adults for information.
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CESMAC 2018 - Inglês - Interpretação de texto | Reading comprehension

Children and adults

Read the text below and answer the following question.


Do tweens and teens believe “fake news”?


Let's be clear: "Fake news" has always existed. From P.T. Barnum to Ripley's Believe It or Not to supermarket tabloids, selling outrageous ideas has long been a part of our culture. Most kids can tell the difference between the shocking stories they see in the checkout line and the more evenhanded reporting they see on the local TV news.

But today's fake online news sources so closely mimic real news that it's challenging even for adults to discern what's real and what's fake. Also, kids have less experience in and context for evaluating news sources, so certain words or images that might immediately tell an adult that something is fake or biased might not have the same effect on kids.

According to Common Sense Media's report, News and America's Kids: How Young People Perceive and Are Impacted by the News, less than half of kids agree that they know how to tell fake news stories from real ones. When it comes to online news, the stats reveal a serious lack of faith:

Only about one in four kids who gets news online think that news posted online is "very accurate."

Only seven percent think news by people they don't know well is "very accurate."

Tweens are more likely than teens to think that news posted online is "very accurate."

The good news is that kids who get news from social media sites are trying to be careful readers. Most kids who get their news from social media say they pay "a lot" or "some" attention to the source the link on social media takes them to. And the majority who get news online say that when they come across information in a news story that they think is wrong, they "sometimes" or "often" try to figure out whether or not it's true.

Adaptado de: < https://www.commonsensemedia.org/news-andmedia-literacy/do-tweens-and-teens-believe-fake-news> Acessado em 19 de outubro de 2018. 
A
are both equally capable of detecting fake news.
B
are never victims of ill-intentioned information.
C
share different skills in order to detect fake news.
D
can tell any kind of real from fake news they get.
E
are targets of fake news by online sources alone.
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CESMAC 2018 - Literatura - Gênero Épico ou Narrativo, Gêneros Literários

Considerado o “príncipe dos poetas de Alagoas”, Jorge de Lima começou a sua vida escrevendo poemas parnasianos. Depois, enamorou-se pelo regionalismo de Gilberto Freyre e, a partir dos anos de 1930, buscou, junto com o poeta mineiro Murilo Mendes, “restaurar a poesia em Cristo”. No entanto, em 1952, Jorge de Lima escreveu aquele que é considerado o seu mais importante poema: “Invenção de Orfeu”. Esse poema é:

A
um longo poema em prosa.
B
um livro composto por cem sonetos.
C
um livro composto todo em “terza rima”.
D
um poema épico em dez cantos.
E
um poema composto em redondilha maior.
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CESMAC 2018 - Literatura - Modernismo, Escolas Literárias

Graciliano Ramos versou em sua obra literária sobre vários temas. Um deles, diz respeito especificamente às perseguições políticas que ele e muitos dos seus contemporâneos sofreram durante os anos em que Getúlio Vargas governou o Brasil pela primeira vez: 1930-1945. Em qual obra Graciliano declina sobre esse período da vida brasileira?

A
Memórias do cárcere.
B
Vidas secas.
C
São Bernardo.
D
A terra dos meninos pelados.
E
Caetés.
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CESMAC 2018 - Literatura - Modernismo, Escolas Literárias

Inúmeros são os poemas que Manuel Bandeira escreveu sobre a sua infância e, particularmente, sobre a sua cidade natal: Recife. Entre eles, podemos citar os poemas “Evocação do Recife” e “Profundamente”. Nesses dois poemas, Manuel Bandeira discorre sobre quais aspectos do Recife e da sua infância?


1) A Rua da União e a casa dos seus avós.
2) A lembrança daqueles que estão dormindo profundamente.
3) As brincadeiras de infância e os primeiros deslumbramentos.
4) A vida de boemia e de namoros que ele viveu no Recife.
5) O período em que ele foi seminarista.


Estão corretas, apenas:

A
1, 2 e 4.
B
1, 3 e 5.
C
2, 3 e 5.
D
2, 3 e 4.
E
1, 2 e 3.
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CESMAC 2018 - Literatura - Escolas Literárias, Romantismo

Um dos principais temas do Romantismo brasileiro foi o indigenismo. Poetas e prosadores como Gonçalves Dias, Machado de Assis e José de Alencar exploraram em suas obras, dentro de uma perspectiva mítica, a figura do índio. No caso de José de Alencar, quais dos seus romances versam sobre a temática indigenista?

A
Iracema, o Guarani e De Ierecê a Guaná.
B
Ubirajara, Confederação dos Tamoios e Ocidentais.
C
O Guarani, Iracema e Vozes d’África.
D
Iracema, O Guarani e Ubirajara.
E
Ubirajara, Ocidentais e Confederação dos Tamoios.
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CESMAC 2018 - Literatura - Realismo, Escolas Literárias

O filósofo Quincas Borba é um personagem criado por Machado de Assis. Autor da teoria do Humanitas, o personagem de Quincas Borba dá título ao sexto romance de Machado, publicado em 1891. No entanto, Quincas Borba não é apenas personagem do romance Quincas Borba, mas também de outro romance de Machado. Qual?

A
Memorial de Aires.
B
Dom Casmurro.
C
Memórias póstumas de Brás Cubas.
D
Helena.
E
A mão e a luva.