Segundo a NBR 13532 (Elaboração de projetos de edificações – Arquitetura), a etapa de execução da atividade técnica do projeto de arquitetura que pode ser opcional é:

Segundo o Decreto n° 897, de 21/09/1976, que estabelece o Código de Segurança contra Incêndio e Pânico do estado do Rio de Janeiro (COSCIP/ RJ), um edifício público de escritórios, com 6 pavimentos e com menos de 30m de altura, deve possuir os seguintes dispositivos de incêndio:

Além de direitos e de deveres, também são vedadas ao servidor condutas que ferem a ética pública e que desrespeitam ou contrariam os direitos democráticos de cidadania. Marque a alternativa que apresenta ERRONEAMENTE proibição prevista na Lei nº 8.112/90:

TEXT III

HOW ARE WE DOING HIGHER EDUCATION
INTERNATIONALISATION?

Internationalisation has become a mantra in higher education. The knowledge economy is a global network, we are told, and universities across the world are encouraged to ‘plug in’ in various ways in order to reap the benefits of global interconnectedness, as well as to avoid the perils of parochialism.

Rankings are the new currency of quality, English the official language of science – there is a discourse of convergence that promotes the inevitability of a singular vision for university structure, function and aims.

In this sense, a unitary metric for quality would seek to impose one context upon another. The idea of a ‘world-class university’ is one way in which developmental contexts are ignored in order to export a particular model of university function.

The existence of these kinds of tensions around internationalisation opens the question: when we talk about measuring the value of internationalisation, whose internationalisation are we talking about?

From the rapid growth in internationalisation initiatives over the past two decades, we have seen a recent turn to questioning the ‘value’ of internationalisation projects. Universities are strapped for cash and have to make decisions about which international projects they want to invest in, and which projects provide the most value for institutions’ own aims and ambitions.

Internationalisation takes many forms, including co-taught courses and degrees, massive open online courses (MOOCs), collaborative research projects and student exchanges. Maintaining international partnerships can be costly, and many are, for various reasons, not particularly productive.

In the current context, many universities are reaching a ‘saturation point’ with their international partnerships and have now begun the process of strategic culling and reinvestment. The very idea of which international projects are valuable, and why, is up for grabs.

From a practical point of view, we can ask: where and by what means are international projects being valued? In this sense, attention is drawn towards those spaces where international projects are formed and promoted, and here we can examine their basis and logic.

These ‘spaces of internationalisation’ are everywhere and diffuse – from websites and organisations such as University World News and The Chronicle of Higher Education, to international development institutions such as the OECD, World Bank, national governments and even regional organisations such as UNESCAP (UN Economic and Social Commission for Asia and the Pacific.) or APAIE (Asia Pacific Association for International Education).

There are also international consortia that universities themselves control, such as Universitas 21, the Association of Pacific Rim Universities and the World Universities Network. These kinds of spaces are ‘listening posts’ as well as broadcasting centres through which ideas about internationalisation (and its aims and value.) are promoted and normalised.

What is the knowledge economy, and how should universities respond to it? What is a world-class university, is it desirable for every country, and how can a country acquire one? Should universities cooperate to advance alternate concepts and metrics of productivity and ‘innovation’ in order to change the playing field for all, or should they cooperate with select partners in order to secure competitive advantage against others in a global market?

Whether or not such questions are engaged by university heads or administrators, the answers will always emerge in practice through the way things are done. Whether a vice-chancellor rhetorically promotes holistic concepts of academic work is less materially significant than what the staff and faculty act out in the ways that they assess and articulate the value of their international projects.

Should universities be critics and consciences of society, should they critically evaluate the ‘ethic of global citizenship’, and how can these rationales be evidenced and articulated in these spaces?

Perhaps different kinds of metrics may be needed, or perhaps a different way of thinking altogether. Whatever possibilities might be explored, they will ultimately need to be storied and embedded into investment narratives that flow through these emerging international spaces.

For those concerned about internationalisation being conducted through exploitative and narrow competitive rationalities, and who wonder how we might instead mobilise an ethically grounded and pluralistic vision for internationalisation: let’s look to the spaces where the ‘value’ of internationalisation is currently being made, and then make it differently.

(Marc Tadaki. University World News. Edited. June 1st, 2013. Issue 274)

The word “metrics”, which appears in “Perhaps different kinds of metrics may be needed”, in spite of ending in -s, takes a singular verb. Choose the sentence whose word in bold face is correctly followed by a plural verb.

Pela inexecução total ou parcial do contrato, a Administração poderá, garantida a prévia defesa, aplicar ao contratado:

De acordo com o Art. 7o do Decreto Federal No 7.724/2012, é dever dos órgãos e entidades públicas promover, independente de requerimento, a divulgação em seus sítios na Internet, em seção específica, de informações de interesse coletivo ou geral por eles produzidas ou custodiadas, observado o disposto nos arts. 7° e 8º da Lei nº 12.527/2011, relativas a:

Compete ao Ministro de Estado do Planejamento, Orçamento e Gestão autorizar a realização de concursos públicos para provimento de vagas nos cargos a seguir, EXCETO no caso de:

A proposta pedagógica que proporciona um ambiente educacional de cooperação em que todos os alunos são acolhidos, independentemente
de habilidade, sexo, religião, raça ou condição incapacitante, trabalha com conceito de:

TEXTO 12

A VOZ DO MORRO - Zé Keti

“Eu sou o samba
A voz do morro sou eu mesmo sim senhor
Quero mostrar ao mundo que tenho valor
Eu sou o rei do terreiro
Eu sou o samba
Sou natural daqui do Rio de Janeiro

Sou eu quem levo a alegria
Para milhões de corações brasileiros
Salve o samba, queremos samba
Quem está pedindo é a voz do povo de um país
Salve o samba, queremos samba
Essa melodia de um Brasil feliz”

TEXTO 13

SAUDAÇÃO ÀS FAVELAS - Marcelo D2

“Voltei pra falar das favelas que eu nao falei, falei Hoje provo e comprovo que nao esqueci de voces Morro do juramento, Jorge turco, Babilonia e Adeus cabrito, Fuba, Morro Agudo e Cidade de Deus lagartixa, Coroa, Formiga e Laboriaux

Favela do Acari, timotioda costa e o Morro do Amor
(...)

Morro do cajueiro, Boca do mato e cerro corá Nova Holanda, Engenho da rainha e o famoso Curral Favela da guarda, Manguinhos, Varginha e Rato Molhado Vila Aliança em Bangu, representando o Pasmado

(...)

Sei que sou considerado em qualquer bocada peço descupa a voces, mas não troco meu Morro do Galo por nada.

Fonte: umapordia.wordpress.com

Os TEXTOS 12 e 13 são, respectivamente, a letra do Samba A VOZ DO MORRO, de Zé Keti, gravado em 1955, por Jorge Goulart, com arranjo de Radamés Gnattali, que fez enorme sucesso na trilha sonora do filme “Rio 40 graus”, do cineasta Nelson Pereira dos Santos (TEXTO 12) e um fragmento da letra de SAUDAÇÃO ÀS FAVELAS, rap do cantor e compositor Marcelo D2 (TEXTO 13), gravado em 2005.

Cinquenta anos separam essas duas composições populares. Com essa informação e depois de comparar os dois TEXTOS 12 e 13, é INCORRETO afirmar que: