Questões - UFPEL | Gabarito e resoluções

(UFPel - 2007) TEXTO 1 BULLYING BULLYING HURTS... inside and out! Bullying is a common experience for many children and adolescents. Surveys indicate that as many as half of all children are bullied at some time during their school years, and at least 10% are bullied on a regular basis. Bullying behavior can be physical or verbal. Boys tend to use physical intimidation or threats, regardless of the gender of their victims. Bullying by girls is more often verbal, usually with another girl .......... the target. Recently, bullying has even been reported in online chat rooms and through e-mail. Children who are bullied experience real suffering that can interfere with their social and emotional development, .......... their school performance. Some victims of bullying have even attempted suicide RATHER THAN continue to endure such harassment and punishment. Children and adolescents who bully thrive on controlling or dominating others. They have often been the victims of physical abuse or bullying themselves. Bullies may also be depressed, angry or upset about events at school or at home. Children targeted by bullies also tend to fit a particular profile. Bullies often choose children who are passive, easily intimidated, or have few friends. Victims may also be smaller or younger, and have a harder time defending themselves. If you suspect your child is bullying others, its important to seek help for him or her as soon as possible. Without intervention, bullying can lead to serious academic, social, emotional and legal difficulties. Talk to your childs pediatrician, teacher, principal, school counselor or family physician. If the bullying continues, a comprehensive evaluation by a child and adolescent psychiatrist or other mental health professional should be arranged. The evaluation can help you and your child understand what is causing the bullying, and help you develop a plan to stop the destructive behavior. If you suspect your child may be the victim of bullying, ask him or her to tell you whats going on. You can help by providing lots of opportunities to talk with you in an open and honest way. Its also important to respond in a positive and accepting manner. Let your child know its not his or her fault, and that he or she did the right thing by telling you. Other specific suggestions include the following: - Ask your child what he or she thinks should be done. Whats already been tried? What worked and what didnt? - Seek help from your childs teacher or the school guidance counselor. Most bullying occurs on playgrounds, in lunchrooms, and bathrooms, on school buses or in unsupervised halls. Ask the school administrators to find out about programs other schools and communities have used to help combat bullying, .......... peer mediation, conflict resolution, and anger management training, and increased adult supervision. - Dont encourage your child to fight back. Instead, suggest that he or she try walking away to avoid the bully, or that they seek help from a teacher, coach, or other adult. - Help your child practice what to say to the bully so he or she will be prepared the next time. - Help your child practice being assertive. The simple act of insisting that the bully leave him alone may have a surprising effect. Explain to your child that the bullys true goal is to get a response. - Encourage your child to be with friends when traveling back and forth from school, during shopping trips or on other outings. Bullies are less likely to pick on a child in a group. If your child becomes withdrawn, depressed or reluctant to go to school, or if you see a decline in school performance, additional consultation or intervention may be required. A child and adolescent psychiatrist or other mental health professional can help your child and family and the school develop a strategy to deal with the bullying. Seeking professional assistance earlier can lessen the risk of lasting emotional consequences for your child. http://aacap.org/page.ww?name=Bullyingion=Facts+for+Families TEXTO 2 HIGH SCHOOL CLASSMATES SAY GUNMAN WAS BULLIED BLACKSBURG, Va. - Long before he killed 32 people in the worst mass shooting in U.S. history, Seung-Hui Cho was bullied by fellow high school students who mocked his shyness and the strange way he talked, former classmates said. Cho, 23, a senior English major at Virginia Polytechnic Institute and State University in Blacksburg, killed 32 people in two attacks before taking his own life Monday. He sent a large multi-media package outlining his grievances against religion and the wealthy to NBC News, but police said Thursday that the material added little to their investigation. The text, photographs and video in the package bristle with hatred toward unspecified people whom Cho, a South Korean immigrant, accused of having wronged him, adding to a portrait of a solitary man who rarely, if ever, managed normal social interactions. Chris Davids, a Virginia Tech student who graduated with Cho from Westfield High School in Chantilly, Va., in 2003, recalled that Cho almost never opened his mouth and would ignore attempts to STRIKE UP a conversation. Once, in an English class, the teacher had the students read aloud and, when it was Chos turn, he just looked down in silence, Davids recalled in an interview with The Associated Press. Finally, after the teacher threatened to give him a failing grade for participation, Cho started to read in a strange, deep voice that sounded like he had something in his mouth, Davids said. As soon as he started reading, the whole class started laughing and pointing and saying, GO BACK to China, Davids said. Among Chos victims were Reema Samaha and Erin Peterson, who both graduated from Westfield High School last year. Police said it was not clear whether Cho SINGLED THEM OUT. http://www.msnbc.msn.com/id/18169776/ O termo bullying, que ainda no tem traduo na lngua portuguesa, refere-se a uma atitude bastante comum no ambiente escolar do mundo inteiro.De acordo com o texto 1, podemos entend-lo como

(UFPEL - 2007) Alm do Brasil, outros pases da Amrica Latina, na dcada de 1970, vivenciaram governos militares. As fotos e suas legendas referem-se, respectivamente, s ditaduras do(a)

(Ufpel 2007) Os moluscos possuem sistema digestório completo e com hábitos alimentares variados, podendo ser herbívoros ou carnívoros. Alguns possuem na faringe uma placa de dentes chamada rádula utilizada para ralar o alimento a ser ingerido. Entretanto, outros alimentam-se de organismos microscópicos, tais como protozoários, algas e bactérias e por isso recebem a denominação de filtradores. Com base no texto e em seus conhecimentos, é correto afirmar que a rádula ocorre nos moluscos pertencentes às Classes

(Ufpel 2007) Observe o mapa a seguir. Durante as duas últimas décadas, o espetacular crescimento econômico da China vem traçando uma linha ascendente parecida com a de um foguete; mas seis em cada dez chineses não estão a bordo do expresso do futuro; longe das metrópoles, às margens do Pacífico, a pobreza domina a planície aluvial, as cadeias de montanhas e além delas, o Gobi, deserto maior e mais quente a cada virada de estação climática."Veja" 9/8/2006. [adapt.] Com base nas informações anteriores e em seus conhecimentos, analise as afirmativas a seguir sobre a estrutura territorial da China.I. A região (A), de Xinjang-Uigur, Tibete e Mongólia Interior, é a mais povoada do país, com tradição agrária, grandes cinturões agrícolas e reservatório de mão de obra para os centros urbanos.II. A região (B), de posição setentrional e de menores altitudes, apresenta uma economia voltada para as atividades primárias e utiliza técnicas ultramodernas de cultivo.III. A região (C), se destaca pela existência de grandes cidades, como Xangai, e muitas das Zonas Econômicas Especiais (ZEES), que funcionam como verdadeiros enclaves econômicos internacionalizados.IV. A região (D), da Manchúria, dispõe de imensas reservas de carvão e minério de ferro, abrigando um grande conjunto de indústrias estatais de bens de produção.V. A região (E), onde se localiza Taiwan, é considerada uma província rebelde desde a diáspora provocada pela Revolução Chinesa de Mao-Tse-Thung. Estão corretas apenas

(Ufpel 2007) Naquele tempo, não havia doenças, nem febres, nem doenças dos ossos ou de cabeça (...). Naquele tempo, tudo estava em ordem. Os estrangeiros mudaram tudo quando chegaram. De fato, por mais saudosismo que possa expressar esse lamento, parece mesmo que as doenças do Velho Mundo foram mais frequentemente mortais nas Américas do que na Europa. O missionário alemão chegou inclusive a escrever no finalzinho do século XVIII que os índios morrem tão facilmente que só a visão ou o cheiro de um espanhol os fazem passar deste para outro mundo. Umas quinze epidemias dizimaram a população do México e do Peru. FERRO, Marc. História das colonizações - das conquistas às independências - séculos XIII a XIX. São Paulo: Cia. das Letras, 1996. Os documentos denunciam as doenças provocadas pelos agentes do

(UFPEL2007) A hulha tambm chamada de carvo mineral e apresenta cerca de 80% de carbono. Sua combusto completa pode ser representada de forma simplificada pela equao: C(s) + O2(g) CO2(g) + 94 kcal Hoje seu aproveitamento industrial tem sido feito pela destilao seca ou pirlise, que consiste em seu aquecimento (de 600 a 1000 C) na ausncia de oxignio, processo aps o qual se formam trs fraes. a) A frao gasosa o gs de rua (gs de iluminao), que representa cerca de 20% dos produtos da destilao, sendo formada basicamente por H2 (49%), CH4 (34%), CO (8%) e o restante por outros gases, entre os quais CO2, C2H6, NH3 e H2S. b) A frao lquida constituda: I. Pelas guas amoniacais, cujos componentes so substncias nitrogenadas como aminas, NH4OH, NH4NO3 e (NH4)2SO4 usadas, principalmente, na fabricao de fertilizantes agrcolas; e II. Pelo alcatro da hulha, matria oleosa, escura e constituda de diversas substncias orgnicas, cuja destilao fracionada separa leo leve (2%, formado por BTX ou benzeno, tolueno ou metilbenzeno, e xilenos ou orto-, meta- e paradimetilbenzeno, etc.), leo mdio (12%, formado por fenol ou hidroxibenzeno, cresis ou orto-, meta- e para-metil-hidroxibenzeno, etc.), leo pesado (10%, formado por naftaleno e seus derivados), leo de antraceno (25%, formado por antraceno e fenantreno) e piche (51%). c) A frao slida o coque (70% da hulha), um carvo leve e poroso usado principalmente na indstria siderrgica na obteno do ao. Considerando os compostos citados no texto como componentes dos diversos leos oriundos da destilao fracionada do alcatro da hulha, os que apresentam oito tomos de hidrognio na frmula molecular so:

(UFPEL 2007) TEXTO PARA AS PRXIMAS 2 QUESTES: A hulha tambm chamada de carvo mineral e apresenta cerca de 80% de carbono. Sua combusto completa pode ser representada de forma simplificada pela equao: C(s) + O2(g) CO2(g) + 94 kcal Hoje seu aproveitamento industrial tem sido feito pela destilao seca ou pirlise, que consiste em seu aquecimento (de 600 a 1000 C) na ausncia de oxignio, processo aps o qual se formam trs fraes. a) A frao gasosa o gs de rua (gs de iluminao), que representa cerca de 20% dos produtos da destilao, sendo formada basicamente por H2 (49%), CH4 (34%), CO (8%) e o restante por outros gases, entre os quais CO2, C2H6, NH3 e H2S. b) A frao lquida constituda: I. Pelas guas amoniacais, cujos componentes so substncias nitrogenadas como aminas, NH4OH, NH4NO3 e (NH4)2SO4 usadas, principalmente, na fabricao de fertilizantes agrcolas; e II. Pelo alcatro da hulha, matria oleosa, escura e constituda de diversas substncias orgnicas, cuja destilao fracionada separa leo leve (2%, formado por BTX ou benzeno, tolueno ou metilbenzeno, e xilenos ou orto-, meta- e paradimetilbenzeno, etc.), leo mdio (12%, formado por fenol ou hidroxibenzeno, cresis ou orto-, meta- e para-metil-hidroxibenzeno, etc.), leo pesado (10%, formado por naftaleno e seus derivados), leo de antraceno (25%, formado por antraceno e fenantreno) e piche (51%). c) A frao slida o coque (70% da hulha), um carvo leve e poroso usado principalmente na indstria siderrgica na obteno do ao. Segundo o texto, na frao gasosa da hulha aparecem compostos orgnicos da funo (__________); nas guas amoniacais so encontradas aminas cujo grupo funcional (__________), e, no leo mdio, o fenol e os cresis, que se caracterizam por apresentarem (__________) ligada diretamente ao anel aromtico. Assinale a alternativa que apresenta os termos que completam corretamente a frase acima.

(UFPEL 2007) A meiose um processo de diviso celular em que so formadas quatro clulas com o nmero de cromossomos reduzido metade (n cromossomos). Esse processo dividido em duas etapas (Meiose I e Meiose II), e cada etapa subdividida em vrias fases. Nessas fases, ocorrem vrios eventos: I. clivagem (quebra) das cromtides homlogas e troca de trechos entre elas. II. deslocamento das cromtides irms para polos opostos da clula. III. ocorrncia da citocinese e formao das duas clulas, as quais possuiro n cromossomos cada uma. IV. deslocamento dos cromossomos homlogos para polos opostos da clula. V. emparelhamento dos cromossomos homlogos na placa metafsica (equatorial) da clula. Os eventos I, II, III, IV e V correspondem, respectivamente, s seguintes fases:

(UFPel - 2007)Lei do Mximo, de 29/09/1793. Fixa limites para os preos e salrios, aprovada sob presso popular pela Conveno Nacional. Plano Cruzado [...] Se, por um lado, lanou o Plano Cruzado congelando preos e salrios, reduzindo bruscamente a inflao que penalizava os trabalhadores de baixo poder aquisitivo, por outro foi extremamente inoperante em relao s elites quando estas iniciaram o boicote ao Plano e passaram a reter produtos provocando a escassez no mercado, assim pressionando para a elevao dos preos atravs da formao de mercado paralelo. Com isso, a corroso dos salrios se manifestava na prtica, sem entrar, contudo, nos clculos oficiais da inflao. AQUINO, Rubim et al. Sociedade Brasileira: uma histria atravs dos movimentos sociais. Da crise do escravismo ao apogeu do neoliberalismo. Rio de Janeiro: Record, 2000. A legislao brasileira contempornea imitou aquela estabelecida pela Conveno Nacional. As conjunturas histricas a que correspondem os textos, respectivamente, so

(UFPel -2007) TEXTO 1 BULLYING BULLYING HURTS... inside and out! Bullying is a common experience for many children and adolescents. Surveys indicate that as many as half of all children are bullied at some time during their school years, and at least 10% are bullied on a regular basis. Bullying behavior can be physical or verbal. Boys tend to use physical intimidation or threats, regardless of the gender of their victims. Bullying by girls is more often verbal, usually with another girl .......... the target. Recently, bullying has even been reported in online chat rooms and through e-mail. Children who are bullied experience real suffering that can interfere with their social and emotional development, .......... their school performance. Some victims of bullying have even attempted suicide RATHER THAN continue to endure such harassment and punishment. Children and adolescents who bully thrive on controlling or dominating others. They have often been the victims of physical abuse or bullying themselves. Bullies may also be depressed, angry or upset about events at school or at home. Children targeted by bullies also tend to fit a particular profile. Bullies often choose children who are passive, easily intimidated, or have few friends. Victims may also be smaller or younger, and have a harder time defending themselves. If you suspect your child is bullying others, its important to seek help for him or her as soon as possible. Without intervention, bullying can lead to serious academic, social, emotional and legal difficulties. Talk to your childs pediatrician, teacher, principal, school counselor or family physician. If the bullying continues, a comprehensive evaluation by a child and adolescent psychiatrist or other mental health professional should be arranged. The evaluation can help you and your child understand what is causing the bullying, and help you develop a plan to stop the destructive behavior. If you suspect your child may be the victim of bullying, ask him or her to tell you whats going on. You can help by providing lots of opportunities to talk with you in an open and honest way. Its also important to respond in a positive and accepting manner. Let your child know its not his or her fault, and that he or she did the right thing by telling you. Other specific suggestions include the following: - Ask your child what he or she thinks should be done. Whats already been tried? What worked and what didnt? - Seek help from your childs teacher or the school guidance counselor. Most bullying occurs on playgrounds, in lunchrooms, and bathrooms, on school buses or in unsupervised halls. Ask the school administrators to find out about programs other schools and communities have used to help combat bullying, .......... peer mediation, conflict resolution, and anger management training, and increased adult supervision. - Dont encourage your child to fight back. Instead, suggest that he or she try walking away to avoid the bully, or that they seek help from a teacher, coach, or other adult. - Help your child practice what to say to the bully so he or she will be prepared the next time. - Help your child practice being assertive. The simple act of insisting that the bully leave him alone may have a surprising effect. Explain to your child that the bullys true goal is to get a response. - Encourage your child to be with friends when traveling back and forth from school, during shopping trips or on other outings. Bullies are less likely to pick on a child in a group. If your child becomes withdrawn, depressed or reluctant to go to school, or if you see a decline in school performance, additional consultation or intervention may be required. A child and adolescent psychiatrist or other mental health professional can help your child and family and the school develop a strategy to deal with the bullying. Seeking professional assistance earlier can lessen the risk of lasting emotional consequences for your child. http://aacap.org/page.ww?name=Bullyingion=Facts+for+Families TEXTO 2 HIGH SCHOOL CLASSMATES SAY GUNMAN WAS BULLIED BLACKSBURG, Va. - Long before he killed 32 people in the worst mass shooting in U.S. history, Seung-Hui Cho was bullied by fellow high school students who mocked his shyness and the strange way he talked, former classmates said. Cho, 23, a senior English major at Virginia Polytechnic Institute and State University in Blacksburg, killed 32 people in two attacks before taking his own life Monday. He sent a large multi-media package outlining his grievances against religion and the wealthy to NBC News, but police said Thursday that the material added little to their investigation. The text, photographs and video in the package bristle with hatred toward unspecified people whom Cho, a South Korean immigrant, accused of having wronged him, adding to a portrait of a solitary man who rarely, if ever, managed normal social interactions. Chris Davids, a Virginia Tech student who graduated with Cho from Westfield High School in Chantilly, Va., in 2003, recalled that Cho almost never opened his mouth and would ignore attempts to STRIKE UP a conversation. Once, in an English class, the teacher had the students read aloud and, when it was Chos turn, he just looked down in silence, Davids recalled in an interview with The Associated Press. Finally, after the teacher threatened to give him a failing grade for participation, Cho started to read in a strange, deep voice that sounded like he had something in his mouth, Davids said. As soon as he started reading, the whole class started laughing and pointing and saying, GO BACK to China, Davids said. Among Chos victims were Reema Samaha and Erin Peterson, who both graduated from Westfield High School last year. Police said it was not clear whether Cho SINGLED THEM OUT. http://www.msnbc.msn.com/id/18169776/ O texto 2 apresenta Seung-Hui Cho como

(Ufpel 2007) TEXTO 1 BULLYING BULLYING HURTS... inside and out! Bullying is a common experience for many children and adolescents. Surveys indicate that as many as half of all children are bullied at some time during their school years, and at least 10% are bullied on a regular basis. Bullying behavior can be physical or verbal. Boys tend to use physical intimidation or threats, regardless of the gender of their victims. Bullying by girls is more often verbal, usually with another girl .......... the target. Recently, bullying has even been reported in online chat rooms and through e-mail. Children who are bullied experience real suffering that can interfere with their social and emotional development, .......... their school performance. Some victims of bullying have even attempted suicide RATHER THAN continue to endure such harassment and punishment. Children and adolescents who bully thrive on controlling or dominating others. They have often been the victims of physical abuse or bullying themselves. Bullies may also be depressed, angry or upset about events at school or at home. Children targeted by bullies also tend to fit a particular profile. Bullies often choose children who are passive, easily intimidated, or have few friends. Victims may also be smaller or younger, and have a harder time defending themselves. If you suspect your child is bullying others, its important to seek help for him or her as soon as possible. Without intervention, bullying can lead to serious academic, social, emotional and legal difficulties. Talk to your childs pediatrician, teacher, principal, school counselor or family physician. If the bullying continues, a comprehensive evaluation by a child and adolescent psychiatrist or other mental health professional should be arranged. The evaluation can help you and your child understand what is causing the bullying, and help you develop a plan to stop the destructive behavior. If you suspect your child may be the victim of bullying, ask him or her to tell you whats going on. You can help by providing lots of opportunities to talk with you in an open and honest way. Its also important to respond in a positive and accepting manner. Let your child know its not his or her fault, and that he or she did the right thing by telling you. Other specific suggestions include the following: - Ask your child what he or she thinks should be done. Whats already been tried? What worked and what didnt? - Seek help from your childs teacher or the school guidance counselor. Most bullying occurs on playgrounds, in lunchrooms, and bathrooms, on school buses or in unsupervised halls. Ask the school administrators to find out about programs other schools and communities have used to help combat bullying, .......... peer mediation, conflict resolution, and anger management training, and increased adult supervision. - Dont encourage your child to fight back. Instead, suggest that he or she try walking away to avoid the bully, or that they seek help from a teacher, coach, or other adult. - Help your child practice what to say to the bully so he or she will be prepared the next time. - Help your child practice being assertive. The simple act of insisting that the bully leave him alone may have a surprising effect. Explain to your child that the bullys true goal is to get a response. - Encourage your child to be with friends when traveling back and forth from school, during shopping trips or on other outings. Bullies are less likely to pick on a child in a group. If your child becomes withdrawn, depressed or reluctant to go to school, or if you see a decline in school performance, additional consultation or intervention may be required. A child and adolescent psychiatrist or other mental health professional can help your child and family and the school develop a strategy to deal with the bullying. Seeking professional assistance earlier can lessen the risk of lasting emotional consequences for your child. http://aacap.org/page.ww?name=Bullyingion=Facts+for+Families TEXTO 2 HIGH SCHOOL CLASSMATES SAY GUNMAN WAS BULLIED BLACKSBURG, Va. - Long before he killed 32 people in the worst mass shooting in U.S. history, Seung-Hui Cho was bullied by fellow high school students who mocked his shyness and the strange way he talked, former classmates said. Cho, 23, a senior English major at Virginia Polytechnic Institute and State University in Blacksburg, killed 32 people in two attacks before taking his own life Monday. He sent a large multi-media package outlining his grievances against religion and the wealthy to NBC News, but police said Thursday that the material added little to their investigation. The text, photographs and video in the package bristle with hatred toward unspecified people whom Cho, a South Korean immigrant, accused of having wronged him, adding to a portrait of a solitary man who rarely, if ever, managed normal social interactions. Chris Davids, a Virginia Tech student who graduated with Cho from Westfield High School in Chantilly, Va., in 2003, recalled that Cho almost never opened his mouth and would ignore attempts to STRIKE UP a conversation. Once, in an English class, the teacher had the students read aloud and, when it was Chos turn, he just looked down in silence, Davids recalled in an interview with The Associated Press. Finally, after the teacher threatened to give him a failing grade for participation, Cho started to read in a strange, deep voice that sounded like he had something in his mouth, Davids said. As soon as he started reading, the whole class started laughing and pointing and saying, GO BACK to China, Davids said. Among Chos victims were Reema Samaha and Erin Peterson, who both graduated from Westfield High School last year. Police said it was not clear whether Cho SINGLED THEM OUT. http://www.msnbc.msn.com/id/18169776/ Leia atentamente as frases a seguir e observe o emprego da palavra bullying. I. Bullying behavior can be physical or verbal. II. If you suspect your child is bullying others, its important to seek help for him or her as soon as possible. III. If you suspect your child may be the victim of bullying, ask him or her to tell you whats going on. Podemos afirmar que a terminação -ing confere à palavra bully, respectivamente, as funções de:

(UFPEL - 2007) O Iraque, no Oriente Mdio, conta com uma populao de cerca de 30 milhes de habitantes e dono de uma das maiores reservas de petrleo do planeta e de um dos mais ricos patrimnios arqueolgicos do mundo. Mergulhado em um conflito que se arrasta desde a ocupao militar ocorrida em maro de 2003, a populao vive um dia de atentados terroristas, mortes e violncia que parece no ter fim. Leia as afirmativas seguintes. I. Dentre os fatos que geram maior insegurana no Iraque na atualidade, esto os constantes atentados. O alvo desses ataques sempre a populao islmica sunita, que a maioria e vive sob a perseguio da minoria xiita. Os xiitas esto no poder desde que o Iraque foi criado pelo Imprio Britnico. II. Um dos motivos para o agravamento constante da situao no Iraque que a presena de foras de ocupao estrangeiras refora o nacionalismo e acirra a ao dos fundamentalistas contra o invasor. III. O medo de que a Revoluo Islmica se alastrasse para outras naes do Oriente Mdio fez com que os EUA apoiassem Saddam Hussein na invaso ao Ir, em 1980. A condenao de Saddam, em 2006, ocorreu por crimes que cometeu quando era importante aliado estadunidense. IV. Nos EUA, o alto custo da guerra no inibe o deficit oramentrio do pas, entretanto a eleio para o Congresso demonstrou a rejeio ao Partido Democrata, do presidente Bush. O resultado foi influenciado pela insatisfao do eleitorado com a permanncia das tropas na guerra. Esto corretas apenas as alternativas

(Ufpel 2006) Texto 1 "Em todo o mundo, a leste e a oeste, as populações começaram a trocar a dependência às hordas de grandes animais "muitas das quais em rápido declínio" pela exploração de animais menores e de plantas. [...] Onde as condições fossem particularmente adequadas [...], as peças do quebra-cabeça da domesticação se acomodaram e os coletores transformaram-se em agricultores." CROSBY, Alfred W. "Imperialismo ecológico". São Paulo: Companhia das Letras, 1993. Texto 2 "Os historiadores acostumaram-se a separar a coleta e a agricultura como se fossem duas etapas da evolução humana bastante diferentes e a supor que a passagem de uma à outra tivesse sido uma mudança repentina e revolucionária. Hoje, contudo, admite-se que essa transição aconteceu de maneira gradual e combinada. Da etapa em que o homem era inteiramente um caçador-coletor passou-se para outra em que começava a executar atividades de cultivo de plantas silvestres [...] e de manipulação dos animais [...]. Mas tudo isso era feito como uma atividade complementar da coleta e da caça." In: VICENTINO, Cláudio. História para o ensino médio: história geral e do Brasil. São Paulo: Scipione, 2005. Os textos analisam

(UFPEL - 2006) PLAGIARISM ON THE INTERNET For Anna, 22, a final year student in south-east England, internet plagiarism is a natural part of undergraduate life. For the past three years, she says, she has been submitting essays bought and copied from the internet and passing them off as her own. She is currently working on her final-year project and most of the materials in the dissertation are comming off the net. Anna (not her real name) says she cheats because it is easy to get away with it. It is easier, because sometimes when you go to the library you cant find the necessary books or you have too much to read. she says. But Im always careful. The best way is to combine library materials with essays bought from the internet. Texto: http://www.newsbbc.co.uk/1/hi/education/3264143.stm Pode-se observar, nos pargrafos 2, 3 e 4 so texto, a ocorrncia de trs tempos verbais distintos na lngua inglesa. As afirmativas a seguir contm ideias relativas a cada um desses tempos verbais. I. Algo que Anna faz com regularidade. II. Algo que Anna tem feito h algum tempo. III. Algo que Anna est fazendo no momento. Com base nas asseres, assinale a alternativa que apresenta a ideia contida em cada um desses tempos verbais, seguindo a ordem em que aparecem nos referidos pargrafos.

(UFPEL 2006) Entre 1893 e 1895, o sul do Brasil foi palco de uma sangrenta guerra que colocou frente a frente republicanos jacobinos e positivistas contra os antigos liberais do regime monárquico. A violência das facções, o terror indiscriminado e sobretudo o apelo a chavões ideológicos como justificadores da ação bélica e repressiva antecipam as carnificinas do século XX cometidas em nome de ideais progressistas ou reacionários. FRANCO, Sérgio da Costa. A guerra civil de 1893. Porto Alegre: Ed. da Universidade/UFRGS, 1993. A guerra civil descrita no texto foi a