Pdf-Curso de Proficiência em Língua Inglesa

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EXAMES DE PROFICIÊNCIA EM INGLÊS

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PLANO DE ENSINO 2

1) IDENTIFICAÇÃO

Disciplina: Curso Preparatório para Exames de Proficiência em Língua Inglesa

Carga Horária: 109 hs Período Letivo: 2013/2

Professor: Dr° Marcílio Sampaio dos Santos. Curso: Ms em Saúde e Educação

2) EMENTA

A maior parte da bibliografia usada em cursos de pós-graduação em nível de Mestrado e Doutorado está disponível em língua inglesa para pesquisa e consulta. É mandatório que estudantes e profissionais das diversas áreas de atuação tenham comprovação do domínio da leitura e interpretação de textos através da certificação em proficiência em língua inglesa certificado por uma universidade reconhecida pelo Ministério da Educação –MEC.

3) OBJETIVOS

OBJETIVOS GERAIS

Para a consecução do objetivo proposto (obter sucesso no exame de proficiência em língua inglesa) é necessário:

1- O treinamento, a leitura, releitura, interpretação, análise e compreensão de diferentes gêneros de texto/discursos em língua inglesa em conformidade com a habilitação/especialização do candidato.

• Prática de leitura e produção de textos acadêmicos (pôster, resumo e resenha) na perspectiva da metodologia e da análise de gêneros com vistas à produção escrita.

• Desenvolvimento da habilidade de leitura e interpretação.

• Expansão das habilidades de compreensão e produção oral e escrita

Prof. Dr. Marcílio Sampaio dos Santos. E-mail: [email protected]

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de funções e estruturas básicas da língua inglesa.

2- Conhecimento básico de Língua Inglesa para a leitura e compreensão dos textos.

3- Estudo e análise, em nível avançado, de estruturas linguísticas e das funções comunicativas em língua inglesa.

4- Estudo, discussão e análise de temas relativos às novas tecnologias de comunicação e informação relacionadas ao ensino de língua inglesa.

5- Análise e discussão de exames de proficiência e suficiência em língua inglesa. 6- Prática de leitura e produção de textos acadêmicos (artigo científico e revisão).

Reflexão sobre o caráter formal, argumentativo e expositivo dessas modalidades. 7- Disponibilização na internet de conteúdos (treinamento a distância) de textos em

inglês para fins acadêmicos, com ênfase no desenvolvimento de estratégias de compreensão de leitura em língua estrangeira e estratégias de aquisição de língua através da interação com textos escritos.

JUSTIFICATIVA

Considerações Genéricas acerca do Exame de Proficiência em Língua Inglesa

Um exame de proficiência em leitura em língua estrangeira é um exame que pretende avaliar a capacidade de compreensão e interpretação do aluno na leitura de diferentes tipos de textos. O que se privilegia em um exame desse tipo são as estratégias usadas pelo candidato na construção de um sentido para o texto que está lendo. Não se trata, portanto, de um exame que se concentra em conhecimentos gramaticais e lexicais e sim em competência em leitura.

O Exame de Proficiência tem por objetivo avaliar a compreensão de leitura em língua estrangeira do aluno candidato a Programas de Pós-Graduação (Mestrado e/ou Doutorado), em conformidade com a Resolução nº 11/69 do Conselho Federal de Educação. O aluno aprovado recebe Certificado de Proficiência, válido em todas as instituições de ensino do Brasil. Como preparação, recomenda-se que o candidato pratique a leitura rápida de textos em sua área.

Existem diversos exames de proficiência em inglês disponíveis para brasileiros. O certificado é válido para quem não tem o idioma como língua materna, mas possui fluência na língua.

Os quatro principais exames de proficiência na língua inglesa são Toefl (Test of English as a Foreign Language), Toiec (Test of English for International Communication), Ielts (International English Language Testing System) e CPE (Certificate of Proficiency in English).

O curso, ministrado pelo professor Marcilio Sampaio Santos, visa preparar os participantes para a realização de prova de proficiência em leitura de textos de informação científica em Língua Inglesa. Candidatos a Mestrado, Mestrandos e Doutorandos podem participar e o curso está aberto a todos profissionais e ao público em


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geral que teem intenção em prestar exame de Proficiência em Língua Inglesa.

Informações mais detalhadas para a prova de proficiência;

• Somente poderão ser usados dicionários de papel; • Nenhum equipamento eletrônico (dicionário, celular, notebook, etc) poderá ser

usado durante a prova; • Os participantes deverão trazer lápis, borracha, caneta esferográfica; • Os participantes deverão apresentar documento de identidade e comprovante de

inscrição, se solicitado.

Calendário de Exames de Proficiência das UFMT, UFG, UNB, UFT.

UFMT (inscrição on line no site) www.fundacaouniselva.org.br

13 a 24/05 Período de inscrição para 2ª prova de Proficiência – IL ( Instituto de Língjas)

02/JUNHO/2013 Realização da 2ª Prova Proficiência – IL ( Instituto de Língjas) 05-

23/AGOSTO/2013

Período de inscrição para 3ª prova de Proficiência – IL ( Instituto de Línguas)

23/AGOSTO Encerramento do período de inscrição para a 3º prova de Proficiência – IL ( Instituto de Língjas)

15/SETEMBRO Realização da 3ª prova de Proficiência – IL ( Instituto de Línguas) 28/10 a 08/11

Período de inscrição para 4ª prova de Proficiência – IL 24/NOVEMBRO Realização da 4ª Prova Proficiência – IL

Cronograma de Execução

MÊS Dias Carga Horária Maio 25 04 horas Junho 08-15-21-29 16horas Julho 06-13-20-27 16 horas Agosto 03-10-17-24-

31 25 horas

Setembro 14-21-28 12 horas Outubro 05-19-26 12 horas Novembro 09-16-23-30 16 horas Dezembro 07-14 08 horas Total 1 0 9 Horas

4) CONTEÚDO PROGRAMÁTICO

Obs: O conteúdo programático aqui apresentado é um direcionamento seguro dos conteúdos que serão abordados ao longo do curso. No entanto, considerando a plasticidade e dinâmica da realidade, poderá ser alterado de forma a se adequar a fim de oportunizar o alunado a não perder práticas alternativas de aprendizado conforme surja a oportunidade.


http://www.fundacaouniselva.org.br/

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CONTEÚDO

Aspectos Teóricos

Maio-2013 Ciências da Educação, Políticas Sociais & Saúde

DIA 25/05 Teorização: O Que é Inglês Instrumental.

Modelo de Provas aplicado por diversas universidades:

Best Practice Come Through Organizational Change.

Junho-2013

DIA 8/06 Study: US College Students Advance Little Intellectually.

DIA 15/06 After two years, 45 percent show no significant improvement Ted Landphair.

DIA 22/06 Argentina, Britain mark Falklands War's 30th anniversary .

DIA 29/06 Why America needs war. Jacques R. Pauwels.

JULHO

DIA 06/07 Nesta prova, são apresentados dois abstracts, a respeito dos quais são formuladas algumas questões:

Brazil’s Family Allowance Program.

European Social Model.

DIA 13/07 Fears, Real and Imagined:Learning to Conquer Them.

DIA 20/07 Saved, and Enslaved, by the Cell.

DIA 27/07 Treadmill Machines Can Injure Small Children.

Mês de Agosto

DIA 03/08 Scientists and Their Social Responsibility.

DIA 10/08 Collapsing Colonies. Gunter Latsch – March 28th, 2007.

DIA 17/08 Only 5% of Tropical Forests Managed Sustainably Progress has been made but more is needed, report warns.

DIA 24/08 E C O L O G Y: The Cost of Fear.

DIA 31/08 Why Must I Learn Math?

Mês de Setembro


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DIA 14/09 Is Brazil Ready to Face the Skeletons of Its Junta Years?

DIA 21/09 An Apple a Day Keeps Cholesterol at Bay.

DIA 28/09 GOING GREEN - Heavy Metal.

Mês de Outubro

DIA 05/10 Pediatric HIV — A Neglected Disease?

DIA 19/10 Dengue fever continues to challenge and to puzzle.

DIA 26/10 Relationship of Functional Health Literacy to Patients' Knowledge of Their Chronic Disease - A Study of Patients With Hypertension and Diabetes.

Mês de Novembro

DIA 09/11 Fighting Hunge and Obesity.

DIA 16/11 Consumption of antibiotics in a small Pacific island nation: Samoa. Pharmacy Practice.

DIA 23/11 Freedom is a constant struggle.

DIA 30/11 The Notion of Giftedness and Student Expectations About Writing.

Mês de Dezembro

DIA 07/12 Taking On the Thin Ideal.

DIA 14-21/12 Complemento

5) PROCEDIMENTOS DE ENSINO (técnicas, recursos e avaliação)

Para a consecução do objetivo proposto (obter sucesso no exame de proficiência em língua inglesa) é necessário:

8- O treinamento, a leitura, releitura, interpretação, análise e compreensão de diferentes gêneros de texto/discursos em língua inglesa em conformidade com a habilitação/especialização do candidato.

• Prática de leitura e produção de textos acadêmicos (pôster, resumo e resenha) na perspectiva da metodologia e da análise de gêneros com vistas à produção escrita.

• Desenvolvimento da habilidade de leitura e interpretação.

• Expansão das habilidades de compreensão e produção oral e escrita


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de funções e estruturas básicas da língua inglesa.

9- Conhecimento básico de Língua Inglesa para a leitura e compreensão dos textos.

10-Estudo e análise, em nível avançado, de estruturas linguísticas e das funções comunicativas em língua inglesa.

11-Estudo, discussão e análise de temas relativos às novas tecnologias de comunicação e informação relacionadas ao ensino de língua inglesa.

12-Análise e discussão de exames de proficiência e suficiência em língua inglesa. 13-Prática de leitura e produção de textos acadêmicos (artigo científico e revisão).

Reflexão sobre o caráter formal, argumentativo e expositivo dessas modalidades. 14-Disponibilização na internet de conteúdos (treinamento a distância) de textos em

inglês para fins acadêmicos, com ênfase no desenvolvimento de estratégias de compreensão de leitura em língua estrangeira e estratégias de aquisição de língua através da interação com textos escritos.

Para a consecução do objetivo pleiteado usaremos as seguintes estratégias/descrição:

ESTRATÉGIA DESCRIÇÃO

Cognitivas Permitem ao aprendiz manipular, internalizar, reorganizar, transformar o material linguístico (ao tomar nota, resumir etc)

Metacognitiva Usadas no gerenciamento do processo de aprendizagem, como planejamento, auto monitoração e auto avaliação. Estratégias orientadoras (guiding hand), por direcionarem o processo de aprendizagem.

Memorização Ajudam no armazenamento e recuperação de informações novas por meio de imagens, rimas, palavras-chaves etc.

Compensação Ajuda a superar um problema causado pela limitação linguística, como gestos, circunlocução etc.

Afetivas Ajudam o aprendiz a gerenciar suas emoções e motivação ao falar sobre seus sentimentos, por meio do pensamento positivo e/ou técnicas de respiração para controlar a ansiedade etc.

Sociais Ajudam na aprendizagem com o outro, via interação, e na compreensão da cultura da língua-alvo por meio de pedidos de esclarecimento, conversas com falantes nativos etc.


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6) BIBLIOGRAFIA BÁSICA

Sites na Internet para estudos individual ou em grupos.

1> http://www.upf.br/site/index.php?option=com_content&task=view&id=596&Itemid=599#.UTn8qldvQll Acessado em 08 de março de 2013.

2>https://www.google.com.br/#hl=pt-BR&output=search&sclient=psy-ab&q=modelo+exame+proficiencia+ingles+pro+va&oq=modelo+exame+proficiencia+ingles+pro+va&gs_l=hp.3...18987.30582.0.31262.39.31.0.0.0.0.391.5906.2-1j17.18.0...0.0...1c.1.5.psy-ab.9hwlnyOZMwI&pbx=1&bav=on.2,or.r_cp.r_qf.&bvm=bv.43287494,d.dmg&fp=651da1fbae90aa0f&biw=1366&bih=624. Acessado em 08 de março de 2013.

3> http://www.uniritter.edu.br/eventos/proficiencia/index.php?secao=modelo.

Acessado em 08 de março de 2013.

4> http://www.unisinos.br/mestrado-e-doutorado/saude-coletiva/mestrado/proficiencias


5> http://www.enfermagematual.com/2011/02/modelo-de-prova-de-proficiencia-de.html

6> http://www1.folha.uol.com.br/folha/educacao/ult305u10094.shtml.


7> http://educacaoglobal21.wordpress.com/jornais-e-revistas-internacionais/


7) AVALIAÇÃO:

Avaliação continuada no desenvolvimento das aulas. Testes de aferição de habilidade dos alunos em leitura, compreensão, interpretação, tradução de textos específicos de sua área de atuação quer seja direcionado à educação quer seja direcionado à saúde. Considerando que as provas de proficiência aplicadas pelas universidades são genéricas (não específicas) bom será que o aluno se habitue a ler textos nos diversos campos de conhecimento da ciência.

Outros: O interessado pode organizar seu plano de estudos nos horários e dias que lhe forem mais favoráveis.

Professor: ________________ em 22/04/2013

Dr° Marcílio Sampaio dos Santos


http://www.upf.br/site/index.php?option=com_content&task=view&id=596&Itemid=599%23.UTn8qldvQll

http://www.upf.br/site/index.php?option=com_content&task=view&id=596&Itemid=599%23.UTn8qldvQll

https://www.google.com.br/%23hl=pt-BR&output=search&sclient=psy-ab&q=modelo+exame+proficiencia+ingles+pro+va&oq=modelo+exame+proficiencia+ingles+pro+va&gs_l=hp.3...18987.30582.0.31262.39.31.0.0.0.0.391.5906.2-1j17.18.0...0.0...1c.1.5.psy-ab.9hwlnyOZMwI&pbx=1&bav=on.2,or.r_cp.r_qf.&bv





http://www.uniritter.edu.br/eventos/proficiencia/index.php?secao=modelo

http://www.unisinos.br/mestrado-e-doutorado/saude-coletiva/mestrado/proficiencias

http://www.enfermagematual.com/2011/02/modelo-de-prova-de-proficiencia-de.html

http://www1.folha.uol.com.br/folha/educacao/ult305u10094.shtml

http://educacaoglobal21.wordpress.com/jornais-e-revistas-internacionais/

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3

O que é inglês instrumental? 4

A resposta é simples: uma aula de inglês instrumental apresenta técnicas de 5 leitura para que o aluno possa ler um texto em inglês usando o mínimo de 6 recursos que ele tem. Por exemplo, usamos técnicas de inglês instrumental em 7 aulas para vestibulandos e mestrandos que têm de ler um texto, geralmente 8 não muito fácil, em pouco tempo e com eficácia. O termo inglês instrumental foi 9 adaptado da sigla ESP, English for Specific Purposes (Inglês para Fins 10 Específicos) e teve seu advento na década de 70 em algumas universidades 11 brasileiras e, embora seja usado mais para aulas de leitura, também tem sua 12 atuação na audição, escrita e fala. 13

Algumas estratégias usadas em uma aula de inglês instrumental (leitura): 14

* Palavras cognatas – são aquelas que se parecem com palavras da língua 15 portuguesa e que têm o significado semelhante. Há três tipos de palavras 16 cognatas: iguais (federal, animal), muito parecidas (family, republic) e parecidas 17 (princess, established). Aproximadamente 25% das palavras de um texto são 18 cognatas e isso também inclui os afixos (sufixos e prefixos). 19

*Skimming - é a habilidade de ler o texto superficialmente para ver qual é o 20 assunto geral. 21

*Scanning - é a leitura detalhada do texto, procurando alguma informação 22 específica. 23

*Contexto - O uso do contexto é importantíssimo para a previsão de ideias e 24 pensamentos em uma aula de inglês instrumental. 25

*Evidências tipográficas - São nomes próprios, números e sinais de 26 pontuação (por exemplo, as aspas indicando uma citação), que juntamente 27 com o reconhecimento das palavras cognatas, ajudam na compreensão do 28 texto. 29

*Conhecimento de mundo - Todos lemos um texto já com uma bagagem 30 cultural e de vida. Depois de saber qual é o assunto do texto, fazemos uma 31 busca nos nossos registros sobre ele e utilizamos nosso conhecimento de 32 mundo (chamado de schemata) para agilizar nosso processo de compreensão 33 do texto. 34

*Grupos nominais – São a combinação de substantivo e adjetivo (exemplos: 35 carro novo, comunicação lógica, frase comum, etc.). Saber reconhecer os 36 grupos nominais também ajuda no processo de compreensão do texto. 37

*Gramática - Embora a aula de inglês instrumental seja de leitura, sempre á 38 apresentado um pouco de gramática, para dar a “liga” no texto, usando os 39 tempos verbais, modal verbs, etc. 40


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*Linking words – São as conjunções, aquelas palavrinhas que ligam as 41 orações (and, but, however, although, etc.) e são importantíssimas na leitura de 42 um texto, pois alinhavam as ideias apresentadas. 43

*Pronomes - O estudo dos pronomes do caso reto (I, you, he, she, etc.), 44 oblíquos (him, her, etc.) e demonstrativos (this, that, etc.) é feito com ênfase no 45 processo de compreensão do texto para verificar quem ou o quê fez tal coisa. 46

*Afixação - É o estudo dos sufixos e prefixos, que geralmente são de origem 47 grega e latina e ajudam imensamente na compreensão. 48

A maioria dos livros didáticos de ensino fundamental e médio atualmente traz 49 exercícios com técnicas de inglês instrumental e alguns programas do governo 50 incentivam a leitura tanto em português quanto em língua estrangeira. 51

MODELOS DE PROVAS 52

Com intuito de ajudar na preparação às provas de proficiência de Inglês, 53 disponibilizamos vários textos de áreas diferentes que foram utilizados em 54 provas passadas para que sirvam como modelos. 55

56 Os textos são selecionados de acordo com a unidade que irá prestar a prova 57 e por tanto não se restringem apenas aos temas abordados pelos textos que 58 estamos disponibilizando. 59 A quantidade de perguntas para o mesmo texto não é estabelecida. No total a 60 prova deve conter de 14 até 20 questões. 61 Os textos da prova de proficiência em inglês podem ser de qualquer área do 62 conhecimento (saúde, educação, engenharia, humanidades etc.). 63 64

Simulados: 65

EXAME DE PROFICIÊNCIA EM LEITURA EM LÍNGUA INGLESA 66 67

Nome completo:_ 68

Curso: 69

Este exame tem como objetivo principal comprovar sua proficiência 70 em leitura e compreensão de textos em língua inglesa, para tanto: 71

Leia, atentamente, os textos e as questões que a eles se referem. 72 Evite traduzir o texto todo, mas, apenas, o vocabulário 73

necessário para compreendê-lo. 74 Responda as questões com base nas informações de cada texto. 75 Use o dicionário impresso, se desejar. 76

Para realizar este exame: 77

use caneta azul ou preta; 78 confira o número de questões; 79 rubrique todas as folhas da prova; 80


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não é permitido o uso de dicionários eletrônicos ou 81 qualquer outro equipamento eletrônico; 82

não é permitido emprestar dicionários. 83 A duração da prova é de 3 (três) horas. 84

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TEXTO1: 86

BEST PRACTICE COMES THROUGH ORGANIZATIONAL CHANGE 87

Disponível em: www.nursingcenter.com 88

1Organization-wide strategies will help staff to embrace reduced 89

restraint use. Several projects aimed at achieving restraint-free care 90

have been conducted in long-term care and acute care settings, with 91

varying degrees of success Common elements among them include 92

5administrative support and commitment; staff education on 93

dementia, assessment and behavioral management, ethical and 94

legal issues surrounding the use of restraints, and individualized 95

care; and an interdisciplinary team that helps design an 96

individualized care plan for at-risk and restrained patients. 97

10Consultants may also be helpful in developing behavioral 98

management plans. 99

Beliefs and values within an organization regarding approaches to 100

pain management or the use of surveillance can cause resistance to 101

change and lead to fundamental problems in the care of patients with 102

15dementia. Clinicians and other staff members may not understand 103

that agitation or irregular behavior in patients with dementia may 104

signal a change in health or an unmet need. 105

18Staff education might not in itself bring about lasting change. A 106

nurse who champions change is important, as is providing staff access 107

20to experts in the field, such as geriatric advanced practice nurses 108

or an interdisciplinary restraint-reduction team. 109

Ongoing data collection and monitoring, as part of a quality-110

assessment and quality- improvement system are very important to 111

achieving and maintaining a reduction in restraint use. The quality-112

25improvement team should routinely review the use of restraints in 113

the facility, identify particular challenges, and develop strategies to 114

address them. Staff must be oriented to a culture in which dialogue 115


http://www.nursingcenter.com/

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regarding challenging cases is ongoing and not having all the 116

answers is acceptable. Consistent staff assignments, access to 117

30supportive equipment such as bedside commodes and over-bed 118

trapezes, and technology that supports reliable admission data and 119

communication of care strategies should be institutionalized. Staff 120

should be recognized and rewarded for reducing or eliminating the 121

use of restraints; one effective approach is to post unit results in 122

35public locations. It's also crucial to develop a plan for maintaining 123

restraint reduction during times of staffing shortages. 124

125 As questões de 1 a 6 referem-se ao texto “Best Practice Comes 126 Through Organizational Change” 127

Segundo o texto, os projetos desenvolvidos para o fim da imobilização 128 de pacientes têm em comum: 129 130

a-uma preocupação com a legalidade das práticas do regime de 131 imobilização. 132 b-o tratamento de pacientes imobilizados através da terapia em grupo. 133 c-a instrução dos pacientes imobilizados sobre os problemas 134 relacionados à demência. 135 d-o apoio de grupos considerados de risco, formados por pacientes 136 imobilizados. 137

138

As dificuldades relacionadas ao tratamento de pacientes com demência, 139 mencionadas no texto, podem resultar: 140 a-do valor elevado da manutenção de pacientes imobilizados. 141 b-da resistência à imobilização por parte de muitos pacientes. 142 c-da falha na observação dos pacientes em contenção. 143 d-das diferenças nos tipos de tratamento de controle da dor. 144

145

Qual é a melhor tradução para a frase “Staff education might not in 146 itself bring about lasting change” (linha 18)? 147 a-A educação do funcionalismo hospitalar não causará mudanças 148 definitivas. 149 b-É possível que a educação dos funcionários por si só não gere 150 mudanças efetivas. 151 c-A educação do corpo de funcionários não pode trazer uma mudança 152 duradoura. 153 d-A educação dos profissionais talvez traga uma mudança a longo prazo. 154

155

De acordo com o texto, os enfermeiros qualificados em prática geriátrica 156 e o grupo interdisciplinar de redução da imobilização são: 157 a-dois grupos que têm acesso a médicos especialistas. 158


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b-dois exemplos de especialistas em distúrbios como a demência. 159 c-dois tipos de funcionários que admitem mudanças no tratamento. 160 d-enfermeiros com especializações diferentes. 161

162

A equipe de melhoria de qualidade NÃO tem como função: 163 a-a análise rotineira das facilidades de uso do regime de imobilização. 164 b-a identificação de casos que apresentam desafios específicos. 165 c-o desenvolvimento de diferentes maneiras de enfrentar desafios. 166 d-o incentivo da prática do diálogo em relação aos problemas detectados. 167

168

De acordo com o texto, o reconhecimento e a recompensa de funcionários 169 são: 170

a-práticas adotadas por instituições públicas que usam o regime de b-171 imobilização. 172 b-cruciais no combate às faltas frequentes de funcionários. 173 c-parte do sistema de melhoria e avaliação de qualidade descrito no texto. 174 d-uma estratégia de redução da imobilização quando há poucos 175 funcionários. 176

GABARITO 177 1. A; 2. D; 3. B; 4. B; 5. A; 6. C 178

Texto2: 179

Brazil: A Sleeping Giant With a Tradition Of High –Quality Software 180

By Alan S. Horowitz. Disponível em: www.computerworld.com 181

1Brazil is well known for the “bossa nova”, string bikinis and Amazon 182

forests. Less well known is that, by many measures, it's one of the 183

world's major countries. It ranks fifth in both geographic size and 184

population (180 million people) and has the world's eighth-largest 185

5economy. That said, it generally isn't on the radar screen of IT departments 186

thinking of outsourcing. "I don't know anyone going to Brazil [for IT 187

outsourcing]," says Michael Janssen, an outsourcing consultant at Everest 188

Group in Dallas. 189

This isn't all that surprising given Brazil's perceived limitations as an 190

10outsourcing venue. Peter Bendor-Samuel, CEO of Everest Group, says 191

Brazil has a number of shortcomings compared with other offshore centers. 192

Among those are higher costs than outsourcing giant India (he says 193

Brazil has a 30% advantage over the U.S. vs. India's 50%), a longer 194

distance from the U.S. than neighbors Canada and Mexico, and a 15smaller 195

15pool of educated English speakers than, say, India or Canada. But Brazil 196

isn't out of the running. Thiago Maia, executive vice president at IT 197


http://www.computerworld.com/

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outsourcing vendor Vetta Technologies Ltd. in Belo Horizonte, Brazil's 198

third-biggest city, cites a number of the country's strengths: time zone 199

depending on the season, Rio de Janeiro is just one or three hours later 200

20than New York, since one's on daylight-saving time while the other's on 201

standard time), a culture more similar to the U.S.'s than India's is, an 202

expanding software industry and an oversupply of IT professionals. 203

Ben Goertzel, CEO of Biomind LLC, a bioinformatics company in Silver 204

Spring, Md., outsources software engineering, software design, project 205

25management, artificial intelligence R&D, and system and database 206

administration to Vetta. He says Brazil's advantages include a good 207

knowledge of computer science among IT professionals, a tradition of 208

high-quality software engineering and the relatively short flight time to 209

Brazil from the U.S. East Coast, making it feasible to hold in-person 210

30meetings several times a year. 211

He also likes the way Brazilians approach development. "[They] tend to 212

stick a lot closer to the software development and project management 213

processes that are taught in universities," Goertzel says. "Everyone in the 214

U.S. knows what these 'correct practices'. are, but American software 215

35teams tend to make a lot more shortcuts. Brazilian developers are a lot 216

less likely to produce undocumented or poorly documented code." 217

Goertzel says he has to provide Brazilians with explicit requirements and 218

specifications, which takes him more time upfront, but "the end result is 219

more robust software and less time spent on the later phases of the 220

40product cycle." 221

Infrastructure can be an issue, since much of Brazil is very poor. Major 222

cities have reliable electricity and phone service, but Internet connectivity is 223

slower and more expensive than in the U.S. Goertzel likens Brazil's 224

44Internet infrastructure to that of the U.S. about five years ago 225

226

As questões de 1 a 7 referem-se ao texto Brazil: A Sleeping Giant With 227 a Tradition of High-Technology Software 228 229

01-Segundo o texto, o Brasil: 230 a) é tão conhecido por suas praias quanto por seu vasto território. 231 b) é uma das maiores economias, mas não é escolhido para 232


14

serviços de terceirização. 233 c) é a quinta maior economia mundial e o quinto país mais populoso. 234 d) não é escolhido para serviços de terceirização por ser o quinto 235

maior país. 236 02-Assinale a alternativa que contém um fator que é mencionado pelo 237 autor do texto como um dos motivos pelos quais o Brasil é dificilmente 238 escolhido para prestar serviços de terceirização: 239

a) distância do Canadá. 240 b) desmatamento da floresta amazônica. 241 c) índice de analfabetismo. 242 d) altos custos de terceirização. 243

244 03-Qual das alternativas abaixo contém um fator que é considerado por 245 Maia como um ponto positivo do Brasil? 246

a) Semelhanças culturais com EUA e Índia. 247 b) Número reduzido de funcionários de TI. 248 c) Fuso horário. 249 d) O horário de verão no mesmo período que em NY. 250

251 04-As palavras one e other (linhas 20, respectivamente) referem-se, 252 respectivamente: 253 254

a) à cidade do RJ e à cidade de NY. 255 b) ao horário padrão do RJ e ao horário de verão de NY. 256 c) à cidade de NY e à cidade do RJ. 257 d) à estação do ano do RJ e ao horário de verão de NY. 258

05-Segundo o texto, Goertzel: 259

a) não trabalha com empresas brasileiras e explica o porquê. 260 b) elogiou a maneira de os brasileiros gerenciarem um projeto. 261 c) acha difícil brasileiros e americanos se reunirem pessoalmente. 262 d) só vê desvantagens em ter de dar instruções explícitas aos 263

brasileiros. 264 06- De acordo com o autor, 265

a) a infra-estrutura brasileira é boa, apesar da pobreza no país. 266 b) a infra-estrutura pode apresentar problemas por conta da pobreza 267

no Brasil. 268 c) a pobreza no Brasil prejudica mais os serviços de eletricidade que 269

os de Internet. 270 d) a pobreza no Brasil diminui a vida útil dos bens produzidos no país. 271

07-Segundo o que é dito no texto, o autor: 272 a) elogia tanto a rede elétrica quanto o acesso à Internet no Brasil. 273 b) afirma que a conectividade da Internet brasileira é igual à da 274

americana. 275 c) elogia o acesso à Internet, mas critica a rede elétrica. 276 d) elogia o serviço telefônico brasileiro, mas critica o acesso à Internet. 277

GABARITO 278 1.B; 2.D; 3.C; 4.A, 5.B; 6.B; 7.D 279

280


15

Texto3: 281

Study: US College Students Advance Little Intellectually 282

Ted Landphair 283

1After two years in college, 45 percent of the students show little 284

improvement in key intellectual and creative skills, according to a recent 285

study. 286

This is the time of year when millions of American high-school seniors and 287

5their parents scramble to complete the process of finding, and getting 288

accepted by a college to begin the higher education process in September. 289

But there’s some doubt about how high that level of learning will be. 290

The title of a new book tells the story. Based on a recent study by 291

sociologists Richard Arum of New York University and Josipa Roska of the 292

10University of Virginia, the title is: "Academically Adrift: Limited Learning 293

on College Campuses." 294

The professors interviewed 2,300 U.S. college undergraduates and 295

reviewed their academic records. 296

They concluded that after two years in college, 45 percent of the students 297

15showed no significant improvement in key intellectual and creative skills 298

such as critical thinking, complex reasoning, and writing. 299

These results come at a time when President Barack Obama, his 300

education department and outside reformers are all saying that the United 301

States had better start producing smarter college graduates if it wants to 302

20remain competitive globally. 303

The study of students’ behavior during those first two years in college may 304

provide a clue as to what’s breaking down. 305

The researchers found that freshmen and sophomores are more 306

concerned with socializing and communicating with friends than with what 307

25used to be called “cracking the books.” 308

Their “critical thinking” would appear to involve choosing the right pizza 309

joint or bar at which to meet those friends. 310

“It’s good to lead a monk’s existence [in college]," says Eric Gorski, an 311

Associated Press writer who reported on the study. "Students who study 312

30alone and have heavier reading and writing loads do well.” 313


16

Unfortunately for U.S. educational achievement, not many monastic types 314

appear to be applying to college these days. 315 From http://www.voanews.com/english/news/usa/only-in-america/Study-US-College-Students-316 Advance- Little-Intellectually---146441905.html 317

318

As questões 1 a 6 referem-se ao Texto 3. 319

1. O texto é 320

a) um resumo de um estudo feito com estudantes do ensino médio de 321

colégios americanos. 322

b) um anúncio de uma pesquisa que será feita em universidades dos 323

Estados Unidos. 324

c) uma entrevista com os pesquisadores que realizaram um estudo em 325

colégios americanos de ensino médio. 326

d) um relato de um estudo feito com estudantes universitários dos Estados 327

Unidos. 328

2. É possível afirmar que o texto 329

a) traz uma crítica e questiona o nível do ensino superior nos EUA. 330

b) faz elogios ao sistema de ensino superior dos EUA e aos 331

resultados apontados em pesquisas. 332

c) faz uma crítica aos estudantes que saem despreparados dos 333

colégios e não conseguem se dar bem no ensino superior. 334

d) traz questionamentos sobre o futuro do ensino superior nos EUA. 335

Leia as afirmações: 336

I – Mesmo após dois anos de presença no ensino superior, um grande 337

percentual de estudantes dos Estados Unidos demonstrou pouca melhoria 338

em suas habilidades intelectuais e criativas. 339

II – Setembro é o mês em que muitas pessoas ingressam no ensino 340

superior, nos Estados Unidos. 341

III – Sociólogos entrevistaram professores e estudantes que pretendiam 342

entrar no ensino superior, verificando suas habilidades intelectuais, por 343

meio de testes específicos. 344

IV – O desejo do governo americano é que o ensino superior 345

contribua com a formação de pessoas mais inteligentes para que possam 346

competir globalmente. 347


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17

De acordo com o texto, são verdadeiras as afirmações expressas em. 348

a. I – II - III. b. II – III – IV. c. I – II – IV. d. I e III, apenas. 349

4. No trecho ‘The researchers found that freshmen and sophomores 350

are more concerned with socializing and communicating with 351

friends than with what used to be called “cracking the books.” 352

Their “critical thinking” would appear to involve choosing the right pizza 353

joint or bar at which to meet those friends.’ (Linhas 26-7). 354

a) São ressaltadas as qualidades dos estudantes, como o 355

pensamento crítico, a vontade de socialização e de comunicação. 356

b) É ironizada posição dos estudantes universitários iniciantes, pelo 357

descomprometimento com os estudos. 358

c) São destacados os resultados que os estudantes universitários vêm 359

obtendo nos primeiros anos do ensino superior. 360

d) É questionada a falta de apoio aos estudantes que ingressam no 361

ensino superior e se sentem desamparados em suas escolhas. 362

5. Escreva em português a quem ou a que se referem as expressões, no 363

texto: 364

a) their (linha 13) - b) they (linha 14) - c) it (linha 19) - d) which (linha 27) - e) who (linha 29) -

6. Escreva em português os significados no texto, dos seguintes grupos 365

nominais: 366

a) 2,300 U.S. college undergraduates (linha-12) - b) academic records (linha-13) - c) a monk’s existence (linha-28) - d) limited learning (linha-10) -

367 Texto4: Argentina, Britain mark Falklands War's 30th anniversary 368 369

1BUENOS AIRES — Separated by an ocean and an ongoing dispute, Argentina and

Britain commemorated the 30th anniversary Monday of the outbreak of war between

Falkland Islands, a tiny territory that Buenos Aires still wants back but London


18

give up. 5Argentine President Cristina Fernandez de Kirchner dedicated a cenotaph with the

of 649 fallen soldiers in Ushuaia. Her country's ill-fated forces were launched

southern port city in 1982, only to be beaten 74 days later. She railed against the

holding on to the islands, which lie about 300 miles east of Argentina's Patagonia

and about 7,900 miles from London. 10“It’s absurd, this control from 9,000 miles away,” said Fernandez, with slight

exaggeration. Argentina has long claimed the islands it calls the Malvinas, which

control since 1833. But Fernandez also launched a broadside against the military junta in Buenos

took the country to war. She said she recently declassified a secret government

15called the Rattenbach Report, which found that the brief but bloody conflict was "a

adventure" undertaken unwisely by the leaders who ruled Argentina from 1976 to

"We Argentineans are owed the truth over what happened in the war," Fernandez

was not a decision of the people, but by the dictatorship." The war also claimed the lives of 255 British troops, part of a force that then-Prime

20Margaret Thatcher quickly cobbled together to respond to Argentina's unexpected

of the Falklands. Government documents show that Thatcher faced the possibility of

to resign over the incident because Britain had been caught so unprepared. In central England, British veterans of the war and relatives of the dead gathered

memorial service and lighted a single candle that will be kept burning for 74 days. A

25prayed for remembrance and peace. "Britain remains staunchly committed to upholding the right of the Falkland

of the Falkland Islanders alone, to determine their own future," Prime Minister

Cameron said in a statement. "That was the fundamental principle that was at

years ago, and that is the principle which we solemnly reaffirm today." 30About 3,200 people live on the Falklands; nearly all are British citizens.

As questões 7 a 12 referem-se ao texto 4. 370

7.Por que o autor do texto sugere que houve “slight exaggeration” (linha 10-11) na 371

declaração de Cristina Kirchner? 372

_______________________________________________________________373 _______________________________________________________________ 374 8. O que é o Rattenbach Report, e porque Cristina Kirchner ordenou sua abertura? 375

___________________________________________________________376 ___________________________________________________________ 377

9.Na época do conflito das Ilhas Falklands/Malvinas, a Primeira Ministra 378 Britânica temeu a possibilidade de precisar deixar o cargo. A que se deveu esse 379


19

temor? 380 _______________________________________________________________381 _______________________________________________________ 382 10.Qual é o principal argumento apresentado pelo atual Primeiro Ministro 383 Britânico para a manutenção das ilhas Falklands/Malvinas sob domínio 384 britânico?________________________________________________________385 _________________________________________________________ 386 387 11.Indique a que se referem os seguintes números. 388 389

a. 74 (linha 07): 390 391 b. 7,900 (linha 09): 392

393 12.Leia as afirmações: 394 395

I – A presidente Argentina criticou seus predecessores por terem levado o 396 país à guerra. 397 398 II – Quando a Argentina invadiu as ilhas em 1982, as tropas britânicas já 399

estavam preparadas. 400 401 III – O número de soldados argentinos mortos no conflito das 402

Falklands/Malvinas foi superior ao dobro de soldados britânicos mortos. 403

IV – Em memória aos mortos na guerra, a Inglaterra acendeu uma 404

vela para cada soldado perdido. 405 406

De acordo com o texto, são verdadeiras as afirmações expressas em 407 408 e. I – II – III. f. II – III – IV. g. I – II – IV. h. I e III, apenas.

409 Texto 5 WHY AMERICA NEEDS WAR 410

Jacques R. Pauwels ( www.irak.be/ned/Pawelsjacques.htm) 411

1Wars are a terrible waste of lives and resources, and for that reason most people are 412

in principle opposed to wars. 413

This system - America’s brand of capitalism - functions first and foremost to make 414

extremely rich Americans even richer. Without warm or cold wars, however, this 415

5system can no longer produce the expected result in the form of the ever-higher 416

profits the moneyed and powerful of America consider as their birthright. 417

The great strength of American capitalism is also its great weakness, namely, its 418

extremely high productivity. In the historical development of the international economic 419

system that we call capitalism, a number of factors have produced enormous increases 420

10in productivity, for example, the mechanization of the production process introduced 421

by Henry Ford. 422


http://www.irak.be/ned/Pawelsjacques.htm

20

The productivity of the great American enterprises rose spectacularly; for example, 423

already in the twenties countless vehicles rolled off the assembly lines of the 424

automobile factories of Michigan every single day. But who was supposed to buy all 425

15those cars? 426

Most Americans at the time did not have sufficiently robust pocket books for such a 427

purchase. Other industrial products similarly flooded the market, and the result was the 428

emergence of a chronic disharmony between the ever-increasing economic supply and 429

the lagging demand. Thus arose the economic crisis generally known as the Great 430

20Depression. It was essentially a crisis of overproduction. Unemployment exploded, 431

and so the purchasing power of the American people shrunk even more, making the 432

crisis even worse. 433

It cannot be denied that in America the Great Depression only ended during, and 434

because of, the Second World War. Economic demand rose spectacularly when the 435

25war which had started in Europe, and in which the USA itself was not an active 436

participant before 1942, allowed American industry to produce unlimited amounts of 437

war equipment. Between 1940 and 1945, the American state would spend no less than 438

185 billion dollar on such equipment, and the military expenditures’ share of the 25 439

GNP (gross national product) thus rose between 1939 and 1945 from an insignificant 440

301,5 per cent to approximately per cent. The key problem of the Great Depression -- 441

the disequilibrium between supply and demand -- was thus resolved. However, 442

America -- corporate America, the America of the super-rich -- urgently needed a new 443

enemy in order to justify the titanic expenditures for “defense” which were needed to 444

keep the wheels of the nation’s economy spinning at full speed. It is for this reason that 445

35the Cold War was unleashed in 1945, not by the Soviets but by the American 446

“military-industrial” complex, as was called that elite of wealthy individuals and 447

corporations that knew how to profit from the “warfare economy.” 448

In this respect, the Cold War exceeded their fondest expectations. More and more 449

martial equipment had to be cranked out, because the allies within the so-called “free 450

40world”, which actually included plenty of nasty dictatorships, had to be armed to the 451

teeth with US equipment. 452

Later, America, or rather, corporate America, was orphaned of its useful Soviet enemy, 453

and urgently needed to conjure up new enemies and new threats in order to justify a 454

high level of military spending. It is in this context that in 1990 Saddam Hussein 455

45appeared on the scene like a kind of deus ex machina. This dictator, previously 456

perceived and treated by the Americans as a good friend, had been armed to the teeth 457


21

so that he could wage a nasty war against Iran; it was the USA - and allies such as 458

Germany - who originally supplied him with his infamous weapons of mass 459

49destruction. 460

Marque a resposta correta, de acordo com o texto acima. 461

1- O grande impulso inicial dado à indústria americana foi: (0,5 ponto) 462 a) A eleição de Henry Ford para a presidência dos EUA. 463 b) A mecanização do processo de produção introduzida por Henry Ford. 464 c) O desenvolvimento de um sistema econômico internacional. 465 d) Os lucros cada vez mais altos dos americanos. 466 e) A quantidade de veículos fabricados. 467 2-Qual a palavra que poderia substituir pocket books, na linha 16, sem 468 modificar o sentido da mesma, no contexto onde se encontra? (0,5 469 ponto) 470 a) little books 471 b) check book 472 c) income 473 d) employment 474 e) checking account 475 3-Qual a explicação dada pelo autor do texto para a ocorrência da 476 Grande Depressão? 477

(0,5 ponto) 478

a) A desarmonia entre a grande oferta e pequena demanda no mercado 479 americano. 480

b) O alto preço dos automóveis nos EUA. 481 c) O desemprego. 482 d) A falta de mão-de-obra especializada. 483 e) O desequilíbrio da bolsa de valores. 484 2- Segundo o autor, o que contribuiu para o fim da Grande 485

Depressão? (0,5 ponto) 486 a) A diminuição do número de automóveis fabricados. 487 b) O fim da Segunda Guerra Mundial. 488 c) A participação do exército americano na Segunda Guerra Mundial. 489 d) O desempenho da bolsa de valores entre anos 40 e 45. 490 e) A fabricação de equipamento bélico durante a Segunda Guerra Mundial. 491 3- O pronome their (linha 06) refere-se a: (0,5 ponto) 492 a) This system (linha 03) 493 b) the ever-higher profits (linhas 5-6) 494 c) warm and cold wars (linha 04) 495 d) the moneyed and powerful of America (linhas 05) 496 e) Americans (linha 04) 497 4- O que Saddam Hussein representou para os EUA nos anos 90? (0,5 498

ponto) 499 a) A derrubada do poder soviético. 500 b) A nova ameaça que justificaria novos gastos militares. 501 c) Uma ameaça à paz mundial. 502 d) A oportunidade de o governo americano aliar-se à Alemanha. 503 e) Um novo aliado do Irã contra os EUA. 504


22

5- Traduza em bom português as frases que seguem. 505 a) This system – America’s brand of capitalism – functions first and 506

foremost to make extremely rich Americans even richer. Without cold 507 and warm wars, however, this system can no longer produce the 508 expected result in the form of the ever-higher profits the moneyed and 509 powerful of America consider as their birthright. (linhas 03-06) (1 ponto). 510 ............................................................................................................................................511 ............................................................................................................................................512 ............................................................................................................................................ 513

It is for this reason that the Cold War was unleashed in 1945, not by the Soviets but by 514 the American “military-industrial” complex, as was called that elite of wealthy 515 individuals and corporations that knew how to profit from the “warfare economy.” 516 (Linhas 34 a 37) (1 ponto). 517 ............................................................................................................................................518 ............................................................................................................................................519 ............................................................................................................................................ 520

Texto 6 521

Collapsing Colonies 522

Gunter Latsch – March 28th, 2007 523

1A mysterious decimation of bee populations has worried German beekeepers, 524 while a similar phenomenon in the United States is gradually assuming 525 catastrophic proportions. 526 The consequences for agriculture and the economy could be enormous. Is the 527 5mysterious decimation of bee populations in the US and Germany a result of 528 GM crops? 529 Walter Haefeker director of the German Beekeepers Association says one 530 cause of the problem may be the widespread practice in agriculture of 531 spraying wildflowers with herbicides and practicing monoculture. Another 532 10possible cause, according to Haefeker, is the controversial and growing use 533 of genetic engineering in agriculture. 534 12As far back as 2005, Haefeker ended an article he contributed to a journal with 535 an Albert Einstein quote: "If the bee disappeared off the surface of the globe 536 then man would only have four years of life left. No more bees, no more 537 15pollination, no more plants, no more animals, no more man." 538 Since last November, the US has seen a decline in bee populations so dramatic 539 that it eclipses all previous incidences of mass mortality. Beekeepers on the 540 east coast of the United States complain that they have lost more than 70 541 percent of their stock since late last year, while the west coast has seen a 542 20decline of up to 60 percent. 543 In an article in its business section in late February, the New York Times 544 calculated the damage US agriculture would suffer if bees died out. Experts at 545 Cornell University in upstate New York have estimated the value bees generate 546 -- by pollinating fruit and vegetable plants, almond trees and animal feed like 547 25clover -- at more than $14 billion. 548


23

A number of universities and government agencies have formed a Working 549 Group to search for the causes of the calamity, but have so far come up empty-550 handed. They are already referring to the problem as a potential "AIDS for the 551 bee industry." 552 30Diana Cox-Foster, a member of the Working Group, told The Independent 553 newspaper that researchers were "extremely alarmed," adding that the crisis 554 "has the potential to devastate the US beekeeping industry."It is particularly 555 worrisome, she said, that the bees' death is accompanied by a set of symptoms 556 "which does not seem to match anything in the literature." 557 35In many cases, scientists have found evidence of almost all known bee 558 viruses in the few surviving bees found in the hives after most have 559 disappeared. Some had five or six infections at the same time and were 560 infested with fungi -- a sign, experts say, that the insects' immune system may 561 have collapsed. 562 40The scientists are also surprised that bees and other insects usually leave the 563 abandoned hives untouched. Nearby bee populations or parasites would 564 normally raid the honey and pollen stores of colonies that have died for other 565 reasons, such as excessive winter cold. "This suggests that there is something 566 toxic in the colony itself which is repelling them," says Cox-Foster. 567 45Walter Haefeker, the German beekeeping official, speculates that "besides a 568 number of other factors," the fact that genetically modified, insect-resistant 569 plants are now used in 40 percent of cornfields in the United States could be 570 playing a role. 571 According to Hans-Hinrich Kaatz, a professor at the University of Halle in 572 50eastern Germany, the bacterial toxin in the genetically modified corn may have 573 "altered the surface of the bee's intestines, sufficiently weakening the bees to 574 allow the parasites to gain entry -- or perhaps it was the other way around. We 575 53don't know." 576 577 Marque a alternativa correta. 578

1 O tema central do texto acima é: 579

a-Um estudo comparativo, feito sobre a população de abelhas nas 580 costas este e oeste dos Estados Unidos (EU). 581 b-O ataque das abelhas sobre a plantação de frutas e verduras nos EU. 582 c-O que está misteriosamente dizimando a população de abelhas nos 583 EU e na Alemanha. 584 d-A descoberta de um novo vírus que está matando os insetos 585 responsáveis pela polinização. 586 e-Uma experiência com a toxina bacteriana que permite a entrada de 587 parasitas nos intestinos das abelhas. 588 589 2 - Qual a melhor tradução para a expressão, the widespread 590 practice (linha 08)? 591

a-a prática do espargimento 592


24

b-a difundida prática 593 c-a prática contrária à monocultura 594 d-a questão prática 595 e-o conhecimento prático 596 597 3 - Nos EU, o declínio da população de abelhas, desde o último 598 novembro 599

a-só se assemelha à incidência de eclipses. 600 b-foi precedida por outros casos de mortandade. 601 c-foi menor do que 60%, na costa leste dos EU. 602 d-sobrepuja todos os casos anteriores de mortandade em massa. 603 e-foi maior do que 70% na costa oeste dos EU. 604 605

4 - Qual das alternativas não está correta: O Working Group (linhas 26 e 606 27,30) 607

a) é formado por universidades e agências governamentais. 608

b) não teve sucesso na busca das causas da calamidade. 609

c) é o grupo ao qual pertence Diana Cox-Foster. 610

d) se referiu ao problema como “AIDS for the bee industry”. 611

e) pertence ao jornal The Independent. 612

5 - Qual a alternativa que contém as traduções corretas (na mesma 613 ordem) das expressões: 614

growing (linha 10) – Working (linha 26) – adding (linha 31) – 615 weakening (linha 51),no contexto em que se encontram? 616

a-crescente – de trabalho – acrescentando – enfraquecendo b- 617

crescente – de trabalho – aumentando – dizimando 618

c-crescendo – trabalhando – aumentando – repelindo 619

d-crescendo – trabalhando - acrescentando – exterminando 620 621 e-aumentando – trabalhando – crescendo – por enfraquecer 622 623

6 - A que se referem os pronomes its (linha 21) e them (linha 44), 624 respectivamente? 625

a) an article (linha 21) e scientists (linha 35) 626

b) business section (linha 21) e the abandoned hives (linhas 41) 627

c) the New York Times (linha 21) e nearby bee populations or 628 parasites (linha 41) 629


25

d) the New York Times (linha 17) e the honey and pollen stores 630 of colonies (linha 35) 631

e) US agriculture (linha 18) e the colony itself (linhas 36,37) 632

633

7 - Traduza em bom português, as frases que seguem: 634

As far back as 2005, Haefeker ended an article he contributed to a journal with 635 an Albert Einstein quote: “If the bee disappeared off the surface of the globe 636 then man would only have four years of life left. No more bees, no more 637 pollination, no more plants, no more animals, no more man.” (linhas 12-15) 638

639

...............................................................................................................................640

............................................................................................................................... 641

...............................................................................................................................642

...............................................................................................................................643

...............................................................................................................................644

...............................................................................................................................645

...............................................................................................................................646

............................................................................................................................... 647

648

8- It is particularly worrisome, she said, that the bees’ death is accompanied by 649 a set of symptoms “which does not seem to match anything in the literature.” 650 (linhas 32-34) 651

...............................................................................................................................652

............................................................................................................................... 653

...............................................................................................................................654

...............................................................................................................................655

...............................................................................................................................656

...............................................................................................................................657

...............................................................................................................................658

............................................................................................................................... 659

Processo seletivo 660

661

PROVA DE PROFICIÊNCIA EM LÍNGUA ESTRANGEIRA - INGLÊS 662

• Nesta prova, são apresentados dois abstracts, a respeito dos quais são 663 formuladas algumas questões. O conjunto de respostas relativas a cada 664 abstract terá um valor máximo de 5,0 (cinco) pontos. 665

• As respostas devem ser redigidas a caneta, em folha(s) de papel almaço 666 fornecida(s) pela Comissão de Seleção. 667

• Não é permitida a consulta a textos ou quaisquer anotações feitas 668 previamente, mas é autorizado o uso de dicionários. 669


26

• A duração da prova é de 2 (duas) horas (das 14 às 16 horas). 670 • Identifique a(s) folha(s) de respostas apenas com seu número de 671

inscrição. 672 673

A) ABSTRACT1: 674 675

1Introduced in 2003, Brazil’s Family Allowance Program was intended to 676

unite several Income Transfer Programs run at the Municipal, State and 677

Federal levels since 1995. Designed as an expression of the development 678

of direct monetary transfers to families or individuals, its key assumption is 679

5that linking income transfers to poor families with structural policies and 680

programs (mainly in the fields of education, healthcare and jobs) could break 681

through the vicious cycle of poverty in the present and halt its future 682

replication. Linking cash transfers to structuring policies and programs for 683

poor families might well underpin a policy combating poverty and social 684

10inequality. This paper presents a retrospective of these Income Transfer 685

Programs, examining their significance and scope in terms of Brazil’s Social 686

Security Policies, assessing their potentials and constraints as tools for 687

13fostering social inclusion. 688

689

Questões relativas ao Abstract 1: 690

1) Explique, da melhor maneira possível, do que trata o abstract. 691 2) Com qual objetivo foi criado o programa a que se refere a autora? 692 3) Qual o pressuposto central do programa mencionado, segundo a 693

autora? 694 4) No final do abstract, a autora cita algumas características de seu 695

artigo. Quais são essas características? 696 697 B) ABSTRACT2: 698

699

1The so-called European Social Model consists of four distinctly different 700

poverty regimes with diverse consequences for men and women. According 701

to current political rhetoric these policy regimes are changing significantly 702

everywhere, hence transforming the opportunities and challenges for men and 703

5women. This article discusses whether, and to what extent, the perceived 704

changes have affected low-income mothers in European urban settings. The 705

data are drawn primarily from qualitative interviews with mothers of young 706


27

children (under school age) in low-income neighborhoods in three middle-size 707

cities: Hochstätt in Mannheim (Germany), Le Breil in Nantes (France), and 708

10Tang Hall in York (UK). In each neighbourhood 20 mothers were 709

interviewed during 1998 and 1999. For all four welfare regimes within the 710

European Union, mothers and fathers have traditionally had very different 711

roles within the family and varying opportunities to participate in the labor 712

market. According to recent policy formulations this situation is changing. 713

15However, the changes are not reflected in the everyday life of poor 714

citizens. Rather, the interviews revealed that business was as usual. 715

716

Questões relativas ao Abstract 2: 717 718

1) Explique, da melhor maneira possível, do que trata o abstract. 719 2) Quais dados foram utilizados na pesquisa? 720 3) Quantos são os regimes de bem-estar na União europeia? 721 4) Nesses regimes, mães e pais têm as mesmas oportunidades de 722

inserção no mercado de trabalho? 723 5) A que conclusão(ões) chega o autor? 724 725

Programa de Pós-Graduação em Política Social 726 Prova de Proficiência em Língua Estrangeira - Inglês 727

Chaves de respostas 728 729

Questões relativas ao abstract 1 730 1) Explique, da melhor maneira possível, do que trata o abstract. 731 732 Chave da resposta: O abstract aborda o Programa Bolsa Família, com 733 referências a seu pressuposto central e seu surgimento, e apresenta uma 734 retrospectiva dos programas de transferência de renda, analisando seu alcance 735 no âmbito das políticas sociais brasileiras. 736 737 738 2) Com qual objetivo foi criado o programa a que se refere a autora? 739 Chave da resposta: O objetivo do Programa Bolsa Família foi unificar diversos 740 programas de transferência de renda existentes nos âmbitos municipal, 741 estadual e federal desde 1995. 742 743 3) Qual o pressuposto central do programa mencionado, segundo a autora? 744 Chave da resposta: Seu pressuposto central é que conjugar transferências de 745 renda para famílias pobres com políticas e programas estruturais (sobretudo 746 nas áreas da educação, saúde e trabalho) pode interromper o ciclo vicioso da 747 pobreza no presente e impedir sua futura reprodução. 748 749


28

4) No final do abstract, a autora cita algumas características de seu artigo. 750 Quais são essas características? 751 Chave da resposta: O artigo faz uma retrospectiva dos programas de 752 transferência de renda, investiga sua relevância e seu alcance no âmbito das 753 políticas sociais brasileiras e avalia suas potencialidades e seus limites 754 enquanto ferramentas para a promoção da inclusão social. 755 756 Questões relativas ao abstract 2 757 1) Explique, da melhor maneira possível, do que trata o abstract. 758 R. Este artigo discute, se e em que medida, as mudanças percebidas nos 759 regimes de bem-estar social europeu afetam ou não as mães de baixa renda 760 em contextos urbanos europeus. 761 2) Quais dados foram utilizados nesta pesquisa? 762 R. Os dados foram obtidos a partir de entrevistas qualitativas com mães de 763 crianças pequenas (idade pré-escolar), em bairros de baixa renda em três 764 cidades de porte médio: Hochstatt em Mannheim (Alemanha), Le Breil em 765 Nantes (França) e Tang Hall em York (Reino Unido). Em cada bairro, 20 mães 766 foram entrevistadas em 1998 e 1999. 767 3) Quantos são os regimes de bem-estar na União europeia? 768 R. 4. 769 4) Nesses regimes mães e pais têm as mesmas oportunidades de inserção no 770 mercado de trabalho? 771 R. Não. 772 5) A que conclusão(ões) chega o autor? 773 R. Que as alterações referidas pela retórica das políticas não estão refletidas 774 na vida cotidiana dos cidadãos pobres. 775 776

EXAME DE PROFICIÊNCIA EM LÍNGUA INGLESA 777 778

CURSO DE LETRAS 779 INSTITUTO DE LÍNGUAS DA ULBRA- UNIVERSIDADE LUTERANA 780

-MODELO- 781 As questões 1,2,3 e 4 referem-se ao texto abaixo: 782

783

FEARS , REAL AND IMAGINED:LEARNING TO CONQUER THEM

1Our bodies are geared to protect us from perceived physical danger. We react

without thinking and it saves us from injury. Our brains handle emotional trauma the

same way, though it can be confusing when it happens. Have you ever lashed out at someone and, afterwards, wondered why? Often, it has little to do with the current

5situation. Words or actions dredged up the past – something similar probably hurt

you deeply a long time ago. Your brain is simply trying to prevent you from getting

hurt like that again.


29

There's a great deal of meaning in the familiar saying: Live like there's no tomorrow.

Love like you've never been hurt. In both instances, it stresses the importance of

10honest communication right now. Life is unpredictable and you may not have the

chance to address things later on. Past problems can get in the way of present

situations. If you’re too guarded against being hurt, it will impact the happiness you

can have with that other person. Let’s get to the bottom of things…What’s the real

reason something makes you angry? It might involve digging deep. Psychologists

15have determined we formulate most of our opinions, values, sensitive areas,

hopes and fears during our first twenty years. If you were teased as a child, perhaps

you still see yourself as that insecure kid – though other people might see you as a

completely different and very beautiful, confident person. If your heart was broken

when someone you believed in betrayed you... join the club. Sadly, that's an all too

20common occurrence. As is the phrase, we get what we ask for. In your next

relationship, if you're suspicious and accusing, (for fear of being hurt the same way

again ;) you may be subconsciously driving that person to commit the same crime.

The point is this: if you don't tell people why things are bothering you, they may

never be aware they are hurting you. And most of the time, their intention is not to

25be cruel. Tell it like it is. Never mistake direct talk and honesty as "being mean."

People appreciate the truth. Communicate to the world that you know who you are.

Explain what bothers you and why. It's a powerful first step to building respect for

yourself and tighter relationships with others. Do it kindly and no one will get hurt –

29especially you as your friends learn how to tread lightly over sensitive areas.

http://www.alpinelace.com/lifestyles/ShowArticle.cfm?ArticleID=30

784 1) According to the text, which alternative is NOT CORRECT: 785

A. To Handle pode ser traduzida por lidar. 786

B. To Lash(ed) out significa o mesmo que atacar. 787

C. To Dredge(d) up não significa arrancar. 788

D. To Guard(ed) é o mesmo que guardar. 789

E. To Tease(d) pode ser traduzido por caçoar 790 791 2) According to the text, the author suggests that people 792 A. should avoid getting hurt when they are confused. 793 B. should not tell others the reasons why they are feeling hurt or sad. 794 C. who are honest with you are just being mean. 795


30

D. act the same as other people act with you. 796 E. None of the above. 797 798 3) The expression “get to the bottom of things” means 799 A. to see the end of the tunnel. 800 B. to find out the truth. 801 C. not to understand the facts. 802 D. not to lose the chance of being happy. 803 E. to learn how to live well. 804 805 4) The best translation of “we get what we ask for” is 806 A. nós fazemos por merecer. 807 B. as pessoas sempre escolhem o melhor para elas. 808 C. as pessoas se influenciam pelo o que aconteceu com elas no passado. 809 D. nós não sabemos o que queremos e pedimos coisas erradas. 810 E. obter é o mesmo que querer. 811 812 813 As questões 5,6 e 7 referem-se ao texto 2. 814

815 Saved, and Enslaved, by the Cell By KEN BELSON 816

1Nowadays, in popular culture, the cellular phone has taken on the aura of an 817

amulet of safety, an indispensable lifeline: wherever you are, you can always 818

reach help. But this notion is stretched so far that it raises some contrarian 819

questions: Is the sense of security engendered by a cell phoneas much illusion 820

5as reality? Does carrying one make people better at coping with the world, or 821

worse? 822

There is no question that instant access to a phone can save lives. People 823

report fires and robberies, heart attacks and car crashes; parents keep tabs on 824

children; grown children stay in touch with elderly parents. Knowing that you 825

10can always call for help in an emergency makes people feel safer. 826

But they also tether people more closely and constantly to others, and in recent 827

months a growing number of experts have identified and begun to study a 828

distinct downside in that: cell phone use may be making us less autonomous 829

and less capable of solving problems on our own, even when the answers are 830

15right in front of us. 831

According to Christine Rosen, the author of "Our Cell phones, Ourselves," a 832

recent article exploring the social effects of the mobile phone, and the ease of 833


31

obtaining instant advice encourages cell phone users to respond to any 834

uncertainty, crucial or trivial, by dialing instead of deciding. The green sweater 835

20or the blue, pizza or Chinese, the bridge or the tunnel - why take responsibility 836

for making up your own mind when you can convene a meeting in a minute? 837

"Cell phones foster a curious dependency," Ms. Rosen said. "The cell phone 838

erodes something that is being obliterated in American society: self-reliance." 839

That situation also illustrates how the cell phone has become a tool for 840

25manipulating relationships. Children may use the phone as a technological 841

alibi, claiming that their battery was dead or that they must have been in a 842

signal dead spot, when in fact they saw it was Mom calling - again - and chose 843

not to pick up. 844

There are experts who say that the discussion of cell phones and autonomy has 845

30gotten the cause-and-effect backwards. Autonomy was already an illusion, 846

they say, in a world built on instant communication, whether by telegraph or 847

telephone or fax or e-mail or whatever. Cell phones just add more convenience. 848

"We are less self-reliant than ever, not because we are less independent, but 849

because we are so much more connected," said Mark Federman, chief 850

35strategist at the McLuhan Program in Culture and Technology at the University 851

of Toronto. 852

__________cell phones help "reverse independence into dependence" is 853

neither good nor bad, Mr. Federman said, it´s just a natural outgrowth of 854

technological innovation. Reflection, introspection, thinking for yourself -these 855

40tools of the mind, he said, exist separately from any technology. 856

http://www.nytimes.com/2004/10/10/weekinreview/10bels.html?pagewanted=print&position= 857

858

5) Assinale a única alternativa verdadeira, segundo o texto : 859 A. the cellular phone is above all saving many people’s lives. 860 B. the cell phone makes people more independent and self- realiant. 861 C. people will use the cell phone especially for manipulating others. 862 D. because of the cell phone we are becoming less independent. 863 E. the cell phone is an amulet of safety. 864 865 6) Assinale a única alternativa falsa, segundo o texto: 866 A. having a cell phone in hands can save people’s lives. 867 B. in general people feel safer when carrying a cell phone. 868


32

C. people are capable of solving their life problems because of the cell phone. 869 D. the cell phone may serve as a technological alibi. 870 E. the cell phone as a technological innovation does not have either positive or 871 negative effects on people. 872 873 7) O espaço propositadamente deixado no texto pode ser completado por: 874 A. Because 875 B. Although 876 C. Yet 877 D. If 878 E. That 879 880 As questões 8, 9 e 10 referem-se ao texto abaixo: 881

882

Treadmill Machines Can Injure Small Children 883

1Philadelphia, Pa. — Add treadmill machines to the list of home exercise 884

equipment that can pose dangers to small children. Plastic surgeons at The 885

Children’s Hospital of Philadelphia reported on 12 children who suffered hand 886

injuries from the belt of a moving treadmill. “Most parents don’t regard treadmill 887

5machines as potential hazards,” said Benjamin Chang, M.D., a pediatric plastic 888

surgeon at Children’s Hospital, and senior author of an article recently 889

published in the Annals of Plastic Surgery. “Injuries to children from stationary 890

bicycles have been much better publicized over the past decade, and 891

manufacturers have modified their designs to make them safer, but treadmills 892

10have received less attention,” said Dr. Chang. 893

894

The children in the study ranged in age from 14 months to 7 years, with a 895

median age of 2.4 years. Most of the children were injured when their hands 896

were caught in the back of the machine where the treadmill belt wraps around 897

the rear roller. Most of the injuries were hand abrasions, some of them 898

15equivalent to full-thickness burns in the skin. Half of the children required 899

plastic surgery because scarred skin prevented them from fully extending their 900

fingers. 901

Frequently the children were injured while an adult was using a treadmill, and 902

the child came behind an exercising parent. In other cases, the children were 903

20injured after switching on an unattended machine. 904


33

Although there may be design modifications that could improve safety, such as 905

making treadmills harder to start and easier to stop, Dr. Chang says the most 906

practical preventive measure is to keep children away from the equipment. He 907

suggests keeping treadmills in a room that can be locked while not in use. He 908

25also advises that adults using the machine be aware of their surroundings, and 909

should not wear headsets. “These injuries are easily preventable, but people 910

need to be aware of the potential safety hazards,” he said. 911

http://www.sciencedaily.com/releases/2001/10/0110100 912

913

8) According to the article, 914 A. The number of children getting hurt from treadmill machines and stationary 915 bikes is about the same. 916 B. Most children hurt their hands rather than any other part of the body. 917 C. Most children burn their hands while playing with the treadmill. 918 D. Plastic surgery was a solution for most children’s injuries. 919 E. Headsets are responsible for most accidents with adults. 920 9) According to the article, 921 A. Treadmill machines´ designs need to be changed to make them safer. 922 B. More cases of accidents with treadmill machines are published than with bike 923 accidents. 924 C. Most practical preventive safety measures refer to design modifications. 925 D. Most adults injure themselves when they fall off the treadmill. 926 E. Although parents regard treadmill machines as hazardous, they allow 927 children to play with them. 928 10) Marque a alternativa que não apresenta a análise gramatical correta das 929 frases abaixo citadas: 930 A. Most parents don’t regard treadmill machines as potential hazards – 931 Presente simples 932 B. Most of the children were injured when their hands were caught in the back 933 of the machine – Voz passiva 934 C. The children in the study ranged in age from 14 months to 7 years – 935 Passado simples 936 D. Add treadmill machines to the list of home exercise equipment. – Imperativo 937 E. Although there may be design modifications that could improve safety ...– 938 Verbo modal expressando permissão formal 939 Questão 1 2 3 4 5 6 7 8 9 10 Resposta A E B A D C E B A E

940 941

PARTE II – Resuma em português o texto abaixo em até 100 palavras. 942 Tradução literal do texto será desconsiderada. 943


34

944 Discovering your inner self 945

1Why is it so easy to give advice to others, and so difficult for us to define a path 946

for ourselves? After all, we spend more time with ourselves than we do with any 947

other living being. Yet, we often know friends and family members better than 948

we know ourselves. Are we blind to who we are? Or does the discovery of our 949

5inner selves feel like it's too selfish of an exploration? It's not too selfish, but it's 950

often a little scary. Western society is very rigid when it comes to making 951

assessments. It strongly emphasizes the concepts of success and failure, right 952

and wrong. But who really defines that? The first step to discovering and 953

accepting your inner self is to acknowledge the values monitor within you. It's 954

10that little voice called your conscience. You know exactly when you are feeling 955

most successful. You know the difference between right and wrong. You know 956

the kind of work that gives you the greatest joy. That voice can guide happily 957

through life… if you will just pay attention to what it's telling you To embrace 958

your inner self you might need to let go of society's definitions. Your soul knows 959

15nothing of success and failure. When you're measuring your life by those 960

standards, you're simply feeding your ego. You were born knowing truth, 961

honesty, and integrity. Then outside influences and societal pressures stepped 962

in and encouraged you to think and act differently. It is well within the realm of 963

possibility for each and every one of us to live an authentic life. It takes time to 964

20change and more courage than money. Once you start living a life that you 965

truly feel good about, something miraculous will happen. You'll find that your 966

troubles have disappeared. Conflicted emotions are gone and you no longer 967

feel divided. A soul-searching exercise can be painful or exhilarating but it's the 968

essential first step to accepting who we are. 969

http://www.alpinelace.com/lifestyles/ShowArticle.cfm?ArticleID=37 970

971

UNIVERSIDADE FEDERAL DE ALAGOAS 972 PROGRAMA DE PÓS-GRADUAÇÃO EM PSICOLOGIA 973

EXAME DE PROFICIÊNCIA EM LÍNGUA INGLESA 974

975 CADERNO DE QUESTÕES 976 Orientações gerais: 977 1. Poderão ser consultados dicionários inglês – inglês e inglês – português. 978


35

2. Assine neste Caderno de Questões e coloque o número do seu documento 979 de identificação. 980 3. Ao ser autorizado o início da prova, verifique se a numeração das questões e 981 a paginação estão corretas. O caderno contém 10 (dez) questões do tipo 982 multipla escolha, cada uma valendo 1,0 (um) ponto, totalizando 10,0 (dez) 983 pontos. Caso não tenha recebido o material correto comunique imediatamente 984 ao Fiscal. 985 4. Em cada questão haverá apenas uma única resposta correta. 9 (nove) 986 questões contém 5 (cinco) alternativas e 1 (uma) questão, contém 2 (duas) 987 alternativas. 988 5. Você também está recebendo 1 (uma) Folha de Respostas Oficiais e deverá 989 transcrever suas respostas, cada uma no seu respectivo espaço, preenchendo 990 completamente o círculo correspondente à alternativa escolhida, conforme 991 modelo: 992 6. Para efeito de correção, serão consideradas apenas as respostas 993 transcritas para os respectivos locais na Folha de Respostas Oficiais. 994 7. Tenha bastante cuidado para não trocar a transcrição das respostas na 995 Folha de Respostas Oficais. 996 8. Você terá 3h (três horas) para responder as questões. Faça a prova com 997 tranquilidade, mas controle seu tempo. Esse tempo inclui a transcrição das 998 respostas para a Folha de Respostas Oficias. 999 9. Ao receber a Folha de Respostas Oficiais, confira seu nome, curso e 1000 número de identificação. 1001 10. Em hipótese alguma será concedida outra Folha de Respostas. 1002 11. Não será permitida qualquer tipo de consulta além dos dicionários já 1003 citados. 1004 12. Ao terminar a prova, devolva ao Fiscal de Sala este Caderno de 1005 Questões, juntamente com a Folha de Respostas Oficiais e assine a Lista 1006 de Presença. 1007

1008 Teste de Proficiência em Língua Inglesa 1009

Leia os dois textos abaixo e responda as perguntas referentes a cada um. 1010 1011 Texto 1 1012 1013

Scientists and Their Social Responsibility 1014 Scientists have a major responsibility: to help young people enjoy, appreciate, and be 1015

excited by science 1016 1017 1Enrolment in science and engineering courses in universities is decreasing. 1018

This downward trend may have been caused by the system of education 1019

itself, the low quality training of science teachers; and the low salary, social 1020

status, and recognition of science teaching. The scientific community has 1021

5realized that strategic change in education must start at the primary school 1022

level. This should involve a discovery-based primary school science and 1023

mathematics education. Since the early 1990s, many academies of science in 1024


36

several countries have adopted special primary school science education 1025

programs. The French program in primary schools, for example, involves 1026

10hands-on experimentation by schoolchildren. The teachers challenge, guide, 1027

and encourage students to think, analyze, discuss, verbalize and write their 1028

thoughts. In the process, teachers and scientists interact via the Internet on 1029

scientific problems, and teachers interact with fellow teachers on classroom 1030

14experiences and problems. In the five years that it has been practiced in 1031

about 20 percent of the schools in France, it has been observed that 6- to 12-1032

year old children are open to and enjoy science. Students not only learn science 1033

but also speak and write better. In December 2003, 68 academies of science all 1034

over the world became signatories to the International Academy Panel (IAP) 1035

Statement on Science Education of Children. The IAP recommended to all 1036

20national leaders the following: 1037

(1)Teaching of the sciences to both girls and boys should begin in their primary 1038

and nursery schools. There is evidence that children, from the youngest age, 1039

are capable of building upon their natural and insatiable curiosity to develop 1040

logical and rational thought; (2) This teaching should be closely tied to the 1041

25realities with which the children are confronted locally, in their natural 1042

environment and culture, to facilitate continuing exchange with their family and 1043

friends; (3) This teaching should be based upon models of inquiry-based 1044

pedagogy, assigning a major role to questioning by the students, leading them 1045

to develop hypotheses relating to the initial questions and, when possible, 1046

30encouraging experimentation that, while simple in terms of the apparatus 1047

used, can be performed by children themselves; (4) Teaching of the sciences 1048

which is handed down vertically by a teacher enunciating facts to be learnt by 1049

heart should be avoided in favor of horizontal teaching, that is, one which 1050

connects children with nature directly, at the same time involving their senses 1051

35and their intelligence; (5) Links should be established between teachers, via 1052

the Internet, first within their own country, then internationally, taking advantage 1053

of the universal nature of the laws of science to establish a direct contact 1054

between classes in different countries on subjects of global interest (e.g., 1055

climate, ecology, geography); (6)Priority should be given to the networking of 1056

40schools, and support should be given to efforts to develop shareable 1057


37

experiments and teaching tools (such as documents and experiment portfolios) 1058

to be placed in an electronic commons for all to modify and use. 1059

Scientists have recognized that they have a primary responsibility to promote 1060

the teaching of science to children in ways that will develop their natural and 1061

45insatiable curiosity to develop logical and rational thought. 1062

Adapted from::Scientists and Their Social Responsibility. Manila. Bulletin.February 12, 2006. 1063

1064

Responda as seguintes perguntas com relação ao Texto 1. 1065 1066 1) Que fatores arrolados no texto afetaram a procura por cursos nas áreas de 1067 ciência e engenharia? 1068 2) Segundo o texto, o que os resultados preliminares do programa francês de 1069 educação científica indicam? 1070 3) Segundo o IAP, que parâmetros devem ser seguidos para a educação em 1071 ciências no ensino primário? 1072 4) Retomada referencial: Ao que se referem os pronomes em negrito no texto 1073 acima? 1074 a. this (linha 6) 1075 b. it (linha 14) 1076 c. one (linha 33) 1077 d. all (linha 42) 1078 e. their (linha 44) 1079 1080 5) O que as seguintes palavras e expressões significam no texto: 1081 a. downward trend (linha 2): 1082 b. building upon (linha 23): 1083 c. inquiry-based pedagogy (linha 27): 1084 d. apparatus used (linha 30): 1085 e. an electronic commons (linha 42): 1086 1087 Texto 2 1088 1089 Only 5% of Tropical Forests Managed Sustainably Progress has been made but more is 1090 needed, report warns. 1091

By Michael Hopkin 1092 1093

1Only a tiny percentage of the planet’s tropical forests are being managed 1094

properly. Almost all tropical forests are still in danger of degradation, 1095

according to the most comprehensive survey yet of how these resources are 1096

managed. Only 5% of tropical timber is managed sustainably, says the report. 1097


38

5Although progress has been made in sustainable forestry, only an area the size 1098

of Germany is truly in good hands, say the authors of the survey, published by 1099

the International Tropical Timber Organization (ITTO), an intergovernmental 1100

organization based in Yokohama, Japan, and compiled with the help of 33 1101

countries representing almost all of the world’s tropical forest. For the 1102

10remaining 95% of forest, the challenge is to ensure that any logging is carried 1103

out in a way that is both profitable and sustainable, the report adds. 1104

At least the trend is in the right direction, says report co-author Duncan Poore, a 1105

forest- conservation expert based in Inverness, UK. 1106

In 1988, the first time that the ITTO surveyed the status of tropical forests, less 1107

15than a million hectares were classed as sustainably managed — defined by 1108

the organization as “making it possible to maintain a forest without degrading 1109

its values, while allowing society to benefit from its resources”. That figure has 1110

now grown to some 36 million hectares. 1111

But that is a tiny fraction of the 814 million hectares designated as ‘permanent 1112

20forest estate’: land that should be preserved as forest rather than given over to 1113

agriculture or other land uses. 1114

According to government reports, about half of this permanent forest estate is 1115

being logged or otherwise exploited, and the remaining half is designated as 1116

‘protected’. Whether this protection is being monitored or enforced isn’t well 1117

25known. 1118

“It is clear that the security of most tropical forests is still in jeopardy,” says the 1119

ITTO’s executive director, Manuel Sobral Filho, “which demonstrates a 1120

collective failure to understand that forests can generate considerable economic 1121

value without being destroyed.” 1122

30This economic value is the key to progress, says Poore. It’s not a question of 1123

ring-fencing forests and excluding human activity. Rather, governments should 1124

stress the value of sustainable forestry by encouraging accreditation, and by 1125

clamping down on illegal logging. “People are willing to pay a price for timber 1126

from sustainable forest,” he says. 1127

35“Not buying timber is harmful,” adds Poore. “And buying it from non-1128

sustainable forest is just as harmful. What we recognize as being most 1129

important is making the entire enterprise gain a reasonable profit.” 1130


39

ITTO experts are meeting in Mérida, Mexico, next week to discuss how 1131

countries can make sustainable forest management a reality. “It is far easier for 1132

40forest operators to make a plan than it is for them to implement it,” says the 1133

ITTO’s Steven Johnson, one of the report’s editors. “Companies can appear to 1134

comply with requirements for sustainable management, while continuing to 1135

43employ poor logging practice and to run the forests into the ground.” 1136

1137

Published online: 25 May 2006; 1138 doi:10.1038/news060522-16 1139

Adapted from: [email protected], Nature Magazine 1140

1141 Responda às seguintes perguntas com relação ao texto 2. Use as folhas 1142 pautadas em anexo para responder às questões 1, 2 e 3. 1143 1. Qual é o progresso a que se refere o subtítulo do texto? 1144 2. Como a ITTO define florestas manejadas de modo sustentável? 1145 3. O que é mais importante, na opinião de Duncan Poore, quanto à compra de 1146 madeira? 1147 4. Marque a única alternativa correta. A terminação em –ing na palavra 1148 “degrading” (linha 16) ocorre pela mesma razão que em: 1149 ( ) according (linha 3) 1150 ( ) remaining (linha 10) 1151 ( ) encouraging (linha 32) 1152 ( ) willing (linha 33) 1153 ( ) meeting (linha 38) 1154

1155

5. O que as seguintes expressões significam no texto? 1156 a. the most comprehensive survey yet (linhas 3): 1157 _______________________________________________________________1158 _______________________________________________________________1159 _______________________________________________________________1160 _______________________________________________________________ 1161 1162

b. sustainable forestry (linha 32): 1163

_______________________________________________________________1164 _______________________________________________________________1165 _______________________________________________________________1166 _______________________________________________________________ 1167 1168

c. permanent forest estate (linhas 19-20): 1169

_______________________________________________________________1170 _______________________________________________________________1171


40

_______________________________________________________________1172 _______________________________________________________________ 1173 1174

d. ring-fencing (linha 31): 1175 _______________________________________________________________1176 _______________________________________________________________1177 _______________________________________________________________1178 _______________________________________________________________ 1179 1180 e. clamping down (linha 33): 1181 1182 _______________________________________________________________1183 _______________________________________________________________1184 _______________________________________________________________1185 _______________________________________________________________ 1186 1187

UNIVERSIDADE FEDERAL DO PIAUÍ (modelo de prova) 1188 1189

Área de Pesquisa: Ciências Biológicas e Agrárias e Ciências da Saúde 1190 1191 E C O L O G Y: The Cost of Fear. Thomas E. Martin 1192 1193 1What should parents do when they detect indications of more predators nearby 1194

that might eat their babies? This scenario is commonly faced by parents in the 1195

wild, and the consequences are important. The number of offspring that 1196

organisms produce has a major influence on fitness and, when averaged across 1197

5a population, affects whether this population will increase or decrease. 1198

Offspring production thus has critical implications for evolution via fitness, and 1199

ecology and conservation via demography. On page 1398 of this issue, Zanette 1200

et al. (1) show that the fear of predation can, by itself, strongly affect the number 1201

of offspring produced over an annual cycle by song sparrows. 1202

10Food abundance was long thought to be the main limitation for offspring 1203

production in birds (2, 3). However, many studies of food limitation were based 1204

on birds that nest in boxes, where predation is minimized. Predation was thus 1205

neglected as a limitation on offspring production (4). Yet, among the much 1206

larger diversity of birds that nest in open cups placed on the ground or in 1207

15vegetation, nest predation is commonly the primary and overwhelming source 1208

of nestling mortality (5). The direct effects of nesting mortality from predation 1209

can strongly affect offspring production, limit population growth, and influence 1210

evolution of species (5–8). However, there may also be indirect effects of 1211


41

predation risk on reproductive output caused by altered behaviors, and these 1212

20effects may be underestimated across taxa (9). 1213

Wild animals can assess at least some predation risks in the environment and 1214

adjust behaviors to attempt to reduce those risks, possibly resulting in reduced 1215

offspring production (6, 8, 9). However, such indirect effects of perceived 1216

predation risk are often entangled with reduced offspring production from poorer 1217

25environmental quality or direct predation mortality. To disentangle these 1218

effects, Zanette et al. manipulated vocal cues that can reflect the risk of 1219

predation while holding environmental quality constant and eliminating the direct 1220

effects of predation mortality using netting and electrical fencing. They could 1221

thus unambiguously assess the effects of parental adjustments on offspring 1222

30production that arise from perception of increased predation risk alone. 1223

Whether nesting birds can assess risk in their environment may depend on the 1224

types of predators. In habitats where predators are diverse and difficult to 1225

detect, parents do not adjust offspring production in response to differences in 1226

risk (10). In many other habitats and species of birds, however, nest predators 1227

35can be vocal and visible, and birds adjust behaviors that can affect offspring 1228

production (8). This is the situation explored by Zanette et al., who used 1229

playback of predator sounds to simulate increased risk of predation for some 1230

nesting pairs of song sparrows. In a control experiment, the authors exposed 1231

other pairs of song sparrows to playback of nonpredator sounds. The Linha-40 1232

40results show that parents assessed predation risk and adjusted their behaviors 1233

in ways that reduced offspring production. 1234

The demographic consequences of adjusting behaviors in response to 1235

perceived predation risk arise in two ways. First, parents can reduce the 1236

number of offspring they attempt to raise by reducing clutch size (the number of 1237

45eggs produced) (6, 8). Some recent experimental and correlative studies have 1238

found such effects, but other experiments found that not all species reduce 1239

clutch size in the face of increased risk (6, 8). Zanette et al. do observe reduced 1240

clutch sizes in their predator playback experiment. 1241

Second, perception of increased risk can cause behavioral shifts of parents: It 1242

50can affect choice of habitat for nesting sites (5), incubation behaviors (8), and 1243

the rates at which parents visit the nest to feed nestlings (8, 11). 1244


42

Zanette et al. found that song sparrows modified all of these behaviors in 1245

response to greater perceived predation risk. Females spent less time on the 1246

nest keeping eggs warm, which can compromise development of the embryo 1247

55(12, 13) and caused reduced hatching success. Adjustments in nest site 1248

selection may have magnified these temperature effects, because parents 1249

selected denser habitat, which can provide a less suitable microclimate (5, 14). 1250

The authors also observed that parents reduced feeding rates of nestlings, 1251

confirming previous findings (8, 11). Mortality of nestlings as a result of these 1252

60combined effects dramatically reduced the number of offspring that 1253

successfully left the nest (fledging). 1254

Such strong cumulative loss of offspring across the nesting season due to 1255

shifting parental behaviors has not been clearly documented previously. The 1256

degree of attrition may vary among species and habitats. Nonetheless, the 1257

65dramatic effects of perception of risk on offspring production are striking and 1258

important in demonstrating that the demographic effects of predation may be 1259

strongly underestimated based on direct predation mortality alone. 1260

Increased risk can reflect an increased probability of predation, but it does not 1261

mean that an individual nest actually will be depredated. Parents produce fewer 1262

70offspring than possible when they adjust their behaviors to reduce risk but 1263

predation does not occur. Why do parents incur such costs? Shifting behaviors 1264

can reduce the likelihood that predation actually happens (8, 9), and it can allow 1265

parents to save energy for enhanced offspring production in the future if the 1266

current attempt is lost to predation (8, 15). Still, the reduction in 1267

75offspring production from behavioral responses to fear of predation is a cost if 1268

the current attempt is not lost to predation. This cost needs to be integrated into 1269

predation theory. 1270

References and Notes 1271 1. L. Y. Zanette et al., Science 334, 1398 (2011). 1272

2. D. Lack, The Natural Regulation of Animal Numbers (Oxford, Clarendon Press, 1954). 1273 3. T. E. Martin, Annu. Rev. Ecol. Syst. 18, 453 (1987). 1274

4. T. E. Martin, Auk 121, 289 (2004). 1275 5. T. E. Martin, in Ecology and Conservation of Neotropical Migrants, J. M. Hagan, D. W. Johnston, Eds. 1276

(Smithsonian Inst. Press, 1277 Washington, DC, 1992), pp. 455–473. 1278

6. B. Doligez, J. Clobert, Ecology 84, 2582 (2003). 1279 7. P. Lloyd et al., Ecol. Appl. 15, 1504 (2005). 1280

8. T. E. Martin, J. V. Briskie, Ann. N. Y. Acad. Sci. 1168, 201 (2009). 1281 9. S. Creel, D. Christianson, Trends Ecol. Evol. 23, 194 (2008). 1282

10. A. Chalfoun, T. E. Martin, Condor 112, 701 (2010). 1283 11. S. Eggers et al., Behav. Ecol. 19, 1056 (2008). 1284

12. D. R. Ardia et al., Proc. Biol. Sci. 277, 1881 (2010). 1285


43

13. T. E. Martin et al., Evolution 61, 2558 (2007). 1286 14. J. Marzluff, Condor 87, 559 (1985). 1287

15. T. Slagsvold, J. Anim. Ecol. 53, 945 (1984). 1288 16. I thank S. Auer, D. Barton, J. Maron, J. C. Oteyza, and R. Ton for helpful comments. Supported by the 1289

U. S. Geological Survey 1290 Climate Change Research Program, and the National Science Foundation. 1291

10.1126/science.1216109 1292

1293

Observando a coesão e a coerência textuais, responda às questões de acordo 1294 com o texto The Cost of Fear. 1295 1296 QUESTÃO 01 - Explique a escolha do título de acordo com o gráfico e os 1297 elementos nele apresentados. 1298 1299 _______________________________________________________________1300 _______________________________________________________________1301 _______________________________________________________________1302 _______________________________________________________________ 1303 1304

QUESTÃO 02 - O argumento de que a abundância de alimentos seria o 1305 principal fator de influência na produção de descendentes dos pássaros está 1306 sendo contestado pelo autor da pesquisa em função de outro argumento. 1307 Explique esta afirmação e apresente este novo argumento e os efeitos diretos e 1308 indiretos da causa apresentada para a alteração na geração de descendentes. 1309 _______________________________________________________________1310 _______________________________________________________________1311 _______________________________________________________________1312 _______________________________________________________________ 1313 1314 QUESTÃO 03 - Com base nas informações contidas nos parágrafos 3 e 4, 1315 indique os procedimentos da pesquisa realizada por Zanette e seus colegas. 1316 _______________________________________________________________1317 _______________________________________________________________1318 _______________________________________________________________1319 _______________________________________________________________ 1320 1321 QUESTÃO 04 – Descreva as três mudanças/ajustes de comportamento 1322 parental, em resposta à percepção do risco de predadores, observadas pelos 1323 pesquisadores. 1324 _______________________________________________________________1325 _______________________________________________________________1326 _______________________________________________________________1327 _______________________________________________________________ 1328 1329


44

QUESTÃO 05 - Na conclusão, o autor afirma que uma crescente possibilidade 1330 da existência de predadores indica um aumento de risco, mas não 1331 necessariamente a depredação de um ninho. Sendo assim, quais as 1332 explicações encontradas para os pais se sujeitarem aos custos mencionados 1333 ao longo do texto? 1334 _______________________________________________________________1335 _______________________________________________________________1336 _______________________________________________________________1337 _______________________________________________________________ 1338 1339

UNIVERSIDADE FEDERAL DO PIAUÍ (modelo de prova) 1340 1341

Área de Pesquisa: Ciências Biológicas e Agrárias e Ciências da Saúde 1342 1343 Why Must I Learn Math? by Mark Karadimos 1344 1345 What is math? 1346

1Those who do not appreciate math are those who do not understand what 1347

math is all about. That is why the nature of math desperately needs to be 1348

explained. Simply put, math is about solving problems. 1349

How can math help me solve problems? 1350

5Ever since there were humans in existence, there have been problems to 1351

solve. Whether the problems were over basic requirements like sustaining 1352

sufficient amounts of food or major accomplishments like constructing 1353

multifunctional homes, problems such as these remain with us to this day. The 1354

peculiar thing about problems is that they all have similar properties. 1355

10What do all problems have in common? 1356

Successful problem solvers are able to understand what is expected of the 1357

problems they face. In other words, they know all of the details surrounding the 1358

problem at hand, which is the most important step to solving problems. It 1359

requires an attention to detail and therefore patience. After examining the 1360

15details, intelligent choices need to be made as well as the beginning steps of 1361

developing a strategy. The plan must be carried out in an order that makes 1362

sense. 1363

So careful planning, possibly by justifiable experimentation, must take place. 1364

Once an actual solution is obtained, it must be tested to determine whether or 1365

20not it is reasonable. 1366

What does problem solving have to do with math in school? 1367


45

Every math problem that gets discussed, handled, and assigned forces us to 1368

use many, if not all, of the detailed methods of problem solving. Each individual 1369

problem becomes a small but important lesson for solving problems in general. 1370

25Math is traditionally learned by first doing many smaller problems. Then the 1371

small problems are put together to solve bigger problems. For instance, in order 1372

to solve algebraic equations, being knowledgeable about addition, subtraction, 1373

multiplication, and division is a must. Ordering the steps to be carried out, 1374

evaluating expressions, and learning how and when equations are used must 1375

30be learned, too. 1376

Who commonly uses math? 1377

Everybody uses math whether they realize it or not. Shoppers use math to 1378

calculate change, tax, and sales prices. Cooks use math to modify the amount a 1379

recipe will make. Vacationers use math to find time of arrivals and departures to 1380

35plan their trips. Even homeowners use math to determine the cost of materials 1381

when doing projects. 1382

Which professions use math? 1383

Here is a small list of math orientated careers: 1384

Accountants assist businesses by working on their taxes and planning for 1385

40upcoming years. They work with tax codes and forms, use formulas for 1386

measuring interest, and spend a considerable amount of energy organizing 1387

paperwork. Agriculturists determine the proper amounts of fertilizers, pesticides, 1388

and water to produce bountiful foods. They must be familiar with mixture 1389

problems. Architects design buildings for structural integrity and beauty. They 1390

45must know how to calculate loads for finding acceptable materials in design. 1391

Biologists study nature to act in concert with it since we are so closely tied to 1392

nature. They use proportions to count animals as well as use 1393

statistics/probability. Chemists find ways to use chemicals to assist us which 1394

entails purifying water, dealing with waste management, researching 1395

50superconductors, analyzing crime scenes, making food products. Computer 1396

Programmers create complicated sets of instructions called programs/software 1397

to help us use computers to solve problems. They must have strong logic skills. 1398

Engineers (Chemical, Civil, Electrical, Industrial, Material) build 1399

products/structures/systems like automobiles, buildings, computers, machines, 1400

55and planes, to name just a few examples. They cannot escape the frequent 1401


46

use of calculus! Geologists use mathematical models to find oil and study 1402

earthquakes. Lawyers argue cases using complicated lines of reason. That skill 1403

is nurtured by high level math courses. They also spend a lot of time 1404

researching cases. Managers maintain schedules, regulate worker 1405

60performance, and analyze productivity. Medical Doctors must understand the 1406

dynamic systems of the human body. They research illnesses, carefully 1407

administer the proper amounts of medicine, read charts/tables, and organize 1408

their workload. Meteorologists forecast the weather for agriculturists, pilots, 1409

vacationers, and those who are marine dependent. Military Personnel carry out 1410

65a variety of tasks ranging from aircraft maintenance to following detailed 1411

procedures. Nurses carry out the detailed instructions doctors give them. They 1412

adjust intravenous drip rates, take vitals, dispense medicine, and even assist in 1413

operations. Politicians help solve the social problems of our time by making 1414

complicated decisions. Technicians repair and maintain the technical gadgets 1415

70we depend on like computers, TV's, VCR's, cars, refrigerators. They are 1416

always reading measuring devices, referring to manuals, and diagnosing 1417

system problems. Tradesmen (carpenters, electricians, mechanics, and 1418

plumbers) estimate job costs and use technical math skills specific to their field. 1419

They deal with slopes, areas, volumes, distances and must have an excellent 1420

75foundation in math. 1421

Can I get a good job without learning a lot of math? 1422

In all honesty, anything is possible. However, less and less labor intensive jobs 1423

are available. Workers in those fields are being replaced by machinery and 1424

robotics. Even when those jobs are available, the pay is usually substandard. In 1425

80order to gain successful employment, technical skills must be learned. 1426

Someone has to fix all of those machines and robots. 1427

What are employers looking for? 1428

Employers are looking for three basic traits. They want their employees to be 1429

able to reason, work with technical equipment, and communicate their thoughts 1430

85with other employees. It is clear that math deals with developing reason and 1431

working with technical equipment. It is not so clear how math affects 1432

communication. Successfully using math can improve the ability to speak and 1433

write more clearly. Language, at least the type needed for work, tends to be 1434

89extremely structured and mathematical ability helps deal with that structure. 1435


47

Source: http://www.mathguide.com/issues/whymath.htm 1436

1437

Depois de fazer a leitura do texto, responda às questões a seguir em 1438 português. 1439 1440 QUESTÃO 01 - Quais os tipos de problemas citados na seção How can math 1441

help me solve problems? 1442

_______________________________________________________________1443

_______________________________________________________________1444

_______________________________________________________________1445

_______________________________________________________________ 1446

1447

QUESTÃO 02 - De acordo com texto, qual o passo mais importante para a 1448

resolução de problemas? 1449

_______________________________________________________________1450

_______________________________________________________________1451

_______________________________________________________________1452

_______________________________________________________________ 1453

1454 QUESTÃO 03 - O texto apresenta de forma ordenada como a matemática é 1455 tradicionalmente aprendida. Localize e escreva essa informação. 1456 _______________________________________________________________1457

_______________________________________________________________1458

_______________________________________________________________1459

_______________________________________________________________ 1460

1461 QUESTÃO 04 - Retire do texto as informações a respeito dos seguintes 1462 profissionais: Engineers, Lawyers, Medical Doctors. 1463 _______________________________________________________________1464

_______________________________________________________________1465

_______________________________________________________________1466

_______________________________________________________________ 1467

1468 QUESTÃO 05 - Com base na leitura do texto, quais as características básicas 1469 que os empregadores esperam encontrar em seus funcionários? 1470 _______________________________________________________________1471

_______________________________________________________________1472


48

_______________________________________________________________1473

_______________________________________________________________ 1474

1475 UNIVERSIDADE FEDERAL DO PIAUÍ (modelo de prova) 1476

1477 Área de Pesquisa: Ciências Humanas Sociais e Aplicadas 1478

1479 Is Brazil Ready to Face the Skeletons of Its Junta Years? 1480 By Andrew Downie 1481 1482

1Since Brazil's right-wing military dictatorship ended in 1985, the country has 1483

enjoyed a string of democratically elected and increasingly progressive 1484

administrations. But while neighbors like Chile and Argentina have long since 1485

brought to justice many of the worst leaders and henchmen of their own brutal 1486

5regimes from that era, Brazil has so far declined to seriously investigate the 1487

crimes of what many call the "years of lead." 1488

Now, however, more than a quarter-century later, many see hope that the 1489

victims of Brazil's 21-year-long tyranny, and the victims' families, might finally be 1490

heard. President Dilma Rousseff, the former guerrilla operative who took office 1491

10on Jan. 1, 2011, displayed early indications that she's prepared to reignite the 1492

controversial debate over Brazil's failure to take a deeper — and, many insist, 1493

cathartic — look at its sinister past. Rousseff has made pointed references to 1494

the years she spent in jail, and she has backed the formation of a truth 1495

commission to hear evidence of the abuses, including murder, torture and 1496

15forced exile, committed by the military government. 1497

Rousseff was emboldened two weeks before her inauguration when the Inter-1498

American Court of Human Rights declared Brazil's amnesty law invalid — and 1499

called on the Brazilian government to properly investigate the cases of at least 1500

62 people who disappeared during the country's hapless, short-lived guerrilla 1501

20war in the early 1970s, something previous governments have refused to do. 1502

"The [court] decision challenged the legitimacy and legality of Brazil's amnesty 1503

legislation, and that was a very important and historical decision for Brazil," says 1504

José Miguel Vivanco, executive director for the Americas at Human Rights 1505

Watch. Rousseff "is showing interest and support for the issue of human rights, 1506

25domestically as well as internationally," adds Vivanco, who feels her popular 1507


49

predecessor, former President Luiz Inácio Lula da Silva, too often shied away 1508

from the subject. "I have been positively surprised so far." 1509

Brazil's armed forces deposed a sitting President in a March 1964 coup. 1510

Though the dictatorship that followed wasn't nearly as cruel or oppressive as 1511

30those in Chile and Argentina, human-rights groups still estimate that several 1512

hundred Brazilian were killed or disappeared during its rule, and thousands 1513

more were tortured or forced into exile. Many of the leading lights of what is 1514

today Brazil's ruling cohort, the leftist Workers' Party (PT), were among those 1515

targeted. Lula was arrested and spent time in jail, and in 1970 Rousseff, then 1516

35only 23 years old, was tortured and imprisoned for three years on subversion 1517

charges. 1518

Lula, however, was strangely unwilling to take his former jailers to task during 1519

his eight years (2003-11) in the presidency. He sided with generals who refused 1520

to release documents that might help families locate the bodies of missing loved 1521

40ones, and he backed a Supreme Court decision not to investigate the military's 1522

antiguerrilla operations. 1523

Nor did he show much stomach for reviewing or even discussing the 1524

controversial amnesty law — which was passed during the dictatorship, in 1979, 1525

to protect those who might be accused of abuses in the regime's aftermath by 1526

45exonerating all those accused of political crimes and those connected to 1527

political crimes. (That fact, which violates the rights of the families who had their 1528

beloved ones missing during that period, is a big reason the Inter-American 1529

Court ruled the amnesty illegitimate.) 1530

Rousseff looks more prepared to confront the elephant in the Brazilian room. In 1531

50her inaugural address she spoke of the "most extreme adversities inflicted on 1532

all of us who dared to stand up to oppression," and her special secretary for 1533

human rights, Maria do Rosário, called on the National Congress to pass the 1534

truth-commission legislation. Both women warned against turning the effort into 1535

a witch hunt against the military, and human-rights activists note that the 1536

55commission would have no prosecutorial power. But even the suggestion that 1537

Brazil look harder at the past has spooked the generals and provoked angry 1538

salvos. Rousseff's Defense Minister is adamant that crimes committed by the 1539

dictatorship's leftist opponents should receive the same scrutiny as those 1540

carried out by the state, and one of her top national-security appointees 1541


50

60declared that "the disappeared are the story of our nation [and] we should 1542

neither be ashamed nor brag" about them. 1543

As a result, Rousseff knows she has to walk a fine line between investigating 1544

past abuses and appeasing the military. (Government officials did not respond 1545

to interview requests for this article.) The entrenched protection enjoyed by the 1546

65military for so long, as well as the general lack of public clamor, means rapid 1547

change is unlikely. But for the first time change at least looks possible. "Brazil's 1548

political structure hasn't changed and the elite still holds power," says Beatriz 1549

Affonso, director of the Center for Justice and International Law, which 1550

challenged the amnesty law in the Inter-American Court. "I don't think she will 1551

70do much just yet, as she doesn't want to cause instability in her first year in 1552

office. But I think she will create conditions for it to happen." 1553

1554

Fonte: http://www.time.com/time/world/article/0,8599,2046401,00.html 1555

1556 Depois de fazer a leitura do texto, responda às questões a seguir em ortuguês. 1557 1558 QUESTÃO 01 - Cite duas diferenças, apontadas no texto, entre o regime 1559 ditatorial que ocorreu no Brasil durante as décadas de 60, 70 e 80 e as 1560 ditaduras militares ocorridas na Argentina e no Chile. 1561 _______________________________________________________________1562

_______________________________________________________________1563

_______________________________________________________________1564

_______________________________________________________________ 1565

1566 QUESTÃO 02 - No texto, José Miguel Vivanco, diretor executivo para as 1567 Américas da Organização “Human Rights Watch”, ao comparar as posturas dos 1568 presidentes Lula e Dilma a respeito da ditadura militar, fez a seguinte 1569 afirmação: “I have been positively surprised so far” (3º Parágrafo). Explique, 1570 com base no texto, por que Vivanco se declarou surpreso. 1571 _______________________________________________________________1572

_______________________________________________________________1573

_______________________________________________________________1574

_______________________________________________________________ 1575

1576 QUESTÃO 03 - Por que, de acordo com o texto, a Corte Interamericana de 1577 Direitos Humanos declarou inválida a Lei de Anistia brasileira? 1578


51

_______________________________________________________________1579

_______________________________________________________________1580

_______________________________________________________________1581

_______________________________________________________________ 1582

1583 QUESTÃO 04 - A que o autor do texto se refere ao utilizar a metáfora 1584

“Rousseff looks more prepared to confront the elephant in the Brazilian 1585

room”, no início do sexto parágrafo? 1586

_______________________________________________________________1587 _______________________________________________________________1588 _______________________________________________________________1589 _______________________________________________________________ 1590 1591 QUESTÃO 05 - No último parágrafo, ao se referir às investigações sobre os 1592 abusos cometidos durante o período militar, o texto diz que, apesar de já 1593 parecer possível, uma mudança rápida na postura do governo é improvável. 1594 Que fatos mencionados no último parágrafo do texto corroboram essa 1595 afirmação? 1596 _______________________________________________________________1597 _______________________________________________________________1598 _______________________________________________________________1599 _______________________________________________________________ 1600 1601

UNIVERSIDADE FEDERAL DE CIÊNCIAS DA SAÚDE DE PORTO ALEGRE 1602 PROGRAMA DE PÓS GRADUAÇÃO 1603

PROVA DE PROFICIÊNCIA EM LEITURA EM LÍNGUA INGLESA 1604 - Modelo- 1605

1606 Leia o texto abaixo e resolva os exercícios que seguem. 1607

1608 1609


52

1610

(Linha-1) Lending credence to the old adage about eating an apple a day, a new 1611

study finds that women who ate the fruit daily saw improvements in cholesterol 1612

levels and markers of inflammation — suggesting a lower risk of heart disease 1613

— in a year's time. 1614

(Linha-5)The study, conducted by researchers at Florida State University, involved 1615

160 women who were randomly assigned to eat about 2.7 ounces (75 g) of 1616

dried apples or prunes (dried plums) daily. Researchers did blood tests at the 1617

three-, six- and 12-month marks to measure heart-risk factors. 1618

(Linha-9) After a year, the women who ate dried apples had lowered their total 1619

cholesterol by 14%; their levels of LDL (or "bad") cholesterol had fallen by 23%, 1620

and their levels of HDL (or good) cholesterol had increased by about 4%. 1621

Participants also experienced a 32% decline in C-reactive protein, an indicator 1622

of inflammation in the body and a risk factor for heart disease. 1623

(Linha-14)The women who ate prunes saw also slight reductions in these risk 1624

factors, but not to the same extent as those who ate apples, said study author 1625

and professor of nutrition Bahram H. Arjmandi. As an extra benefit, the women 1626

in apple group lost about 3.3 lbs. on average — even though the dried fruit 1627

added an extra 240 calories to their diets. Researchers chose to study apples in 1628

human volunteers, because previous data from animal studies had suggested 1629

(Linha-20)health benefits. Reported WebMD: 1630


53

1631

(Linha-32)The next step is to take the preliminary study nationwide, according to a 1632

press release. The current findings, which were partially funded by the USDA, 1633

were presented at the Experimental Biology 2011 conference in Washington, 1634

D.C. 1635

Source: http://healthland.time.com/2011/04/14/an-apple-a-day-keeps-cholesterol-at-bay/#ixzz1Jj6MoXHz 1636 1637

1. Qual é o objetivo principal do texto? (1,0 ponto) 1638 ( ) Alertar a população sobre os riscos de ter colesterol alto, principalmente em 1639 mulheres. 1640 ( ) Apresentar resultados de uma pesquisa feita sobre o consumo de frutas e a 1641 saúde das mulheres. 1642 ( ) Incentivar o consumo de frutas. 1643

2. Os leitores alvo do texto são: (1,0 ponto) 1644 ( ) Leitores em geral, interessados em assuntos sobre saúde e alimentação. 1645 ( ) Membros da comunidade científica da área da saúde. 1646 ( ) Mulheres com colesterol alto. 1647

3. Marque verdadeiro (V) ou falso (F) para as seguintes afirmações: (6 x 1648 0,5 = 3,0 pontos) 1649 ( ) As mulheres pesquisadas tinham a tarefa de comer uma maçã inteira por 1650 dia. 1651 ( ) Antes de ser realizada com mulheres, a pesquisa foi realizada com animais. 1652 ( ) Não foi divulgado no artigo se houve um corte em relação à idade das 1653 mulheres pesquisadas. 1654 ( ) Algumas mulheres preferiram comer ameixas ao invés da maçã. 1655 ( ) A pesquisa teve a duração de um ano. 1656 ( ) As maçãs vermelhas foram consideradas pelos pesquisadores as melhores 1657

maçãs. 1658

4. Marque somente os comentários que foram ditos pelo autor da 1659 pesquisa e professor de nutrição Bahram H. Arjmandi: (4 x 0,5 = 2,0 1660 pontos) 1661


http://healthland.time.com/2011/04/14/an-apple-a-day-keeps-cholesterol-at-bay/%23ixzz1Jj6MoXHz

54

( ) “Outro ponto importante é comer a fruta toda, ao invés de procurar por 1662 componentes individuais em suplementos.” 1663 ( ) “Maçãs frescas tendem a ter um resultado ainda melhor.” 1664 ( ) “As mulheres que comeram ameixas também tiveram uma pequena redução 1665 nesses fatores de risco, mas não no mesmo grau do que as que comeram 1666 maçãs.” 1667 ( ) “Qualquer variedade de maçã é boa.” 1668 5. Responda às questões que seguem em português de acordo com o 1669 texto. 1670 a. Explique como foi realizada a pesquisa. (1,0 ponto) 1671 _______________________________________________________________1672 _______________________________________________________________1673 _______________________________________________________________1674 _______________________________________________________________ 1675 1676 b. Quais foram as diferenças nos resultados entre as mulheres que comeram 1677 maçãs e as que comeram ameixas? Qual grupo obteve melhor resultado? 1678 Explique. (1,5 ponto). 1679 _______________________________________________________________1680 _______________________________________________________________1681 _______________________________________________________________1682 _______________________________________________________________ 1683 1684 c. Quais foram os benefícios para a saúde encontrados pelos pesquisadores? 1685 (0,5 ponto). 1686 _______________________________________________________________1687 _______________________________________________________________1688 _______________________________________________________________1689 _______________________________________________________________ 1690 1691

UNIVERSIDADE FEDERAL DE CIÊNCIAS DA SAÚDE DE PORTO ALEGRE 1692 PROGRAMA DE PÓS GRADUAÇÃO 1693

PROVA DE PROFICIÊNCIA EM LEITURA EM LÍNGUA INGLESA 1694 -Modelo- 1695

1696 GOING GREEN - Heavy Metal 1697

By Tiffany O'Callaghan Monday, Jul. 12, 2010 1698 1699 (Linha-1)Over the past six years, The Consumer Product Safety Commission 1700

(CPSC)1 has recalled more than 180 million pieces of metal jewelry that 1701

contained dangerous levels of lead, and in August 2009 it lowered the 1702

acceptable amount of lead in children's jewelry to 300 parts per million (0.03%). 1703

(Linha-5)But the progress in regulating lead appears to have propelled 1704

manufacturers to use another toxic metal, cadmium. 1705


55

(Linha-7)In January of this year, an Associated Press investigation revealed that 1706

many cheap metal pendants and bracelets manufactured in China contained 1707

dangerous levels of cadmium — prolonged exposure to which has been shown 1708

to cause kidney disease, severe bone loss and even lung cancer — with many 1709

products consisting of 84% to 90% cadmium. Since that report, the CPSC has 1710

issued three recalls for jewelry items, all of which were marketed to young 1711

children and cost $1 to $12. McDonald's recently announced a recall of 12 1712

million Shrek-themed glasses after an anonymous tip to a California 1713

congresswoman resulted in tests showing that they contained cadmium. 1714

(Linha-16)The CPSC can regulate emerging threats in consumer products under 1715

authority granted by the Federal Hazardous Substances Act, but the growing 1716

prevalence of products tainted with cadmium, in particular, spurred the 1717

commission to study safe levels of exposure, with the aim of setting a standard 1718

(Linha-20)for acceptable levels. The study is under way, and CPSC spokesman 1719

Alex Filip says the results should be available by the end of the summer. Until 1720

the new cadmium limits are set, manufacturers may be erring on the side of 1721

caution. The McDonald's glasses meet all current regulatory standards, but by 1722

the end of the summer, that's not likely to be the case. 1723

(Linha-25) What is the risk posed by cadmium exposure? According to Bruce Fowler 1724

of the Agency for Toxic Substances and Disease Registry's division of 1725

toxicology and environmental medicine, cadmium on the outside of a glass 1726

would be unlikely to cause harm unless, for example, the glass was repeatedly 1727

washed in a dishwasher and the metal got onto other dishes, from which it 1728

(Linha-30)could be ingested. For jewelry, which small children are prone to put in 1729

their mouths, the threat may be more significant. 1730

(Linha-32)While the ongoing CPSC study will analyze lower levels of exposure, the 1731

latest research focuses on long-term exposure. On the basis of the evidence 1732

available, Fowler suggests that in metal jewelry, at least, cadmium is less 1733

(Linha-35)immediately toxic than lead, a softer metal that breaks down more easily 1734

when exposed to stomach acid; while ingesting cadmium would probably result 1735

in serious illness involving diarrhea and vomiting, it's not likely to be deadly so 1736

quickly. 1737

(Linha-39)If there is a silver lining to this toxic-metal mess, it's that cadmium isn't 1738

likely to cause as great a public-health crisis as lead, primarily because its use 1739


56

is not as widespread. The CPSC's Filip puts it this way: "We're not looking at 1740

another lead story. Cadmium won't be anywhere near the kind of problem that 1741

we saw with lead." 1742 Source: http://www.time.com/time/magazine/article/0,9171,2001002,00.html 1743

1744 1 Consumer Product Safety Commission is an American agency responsible for protecting the public from risks 1745 of serious injury or death from thousands of types of consumer products (http://www.cpsc.gov/about/about.html) 1746

1747

1. Marque a alternativa correta de acordo com o texto. 1748 a. Qual é o objetivo principal do texto? (1,0 ponto) 1749 ( ) Apresentar dados de investigações sobre o nível de substâncias tóxicas em 1750 diversos produtos, assim como as conseqüências para a população e as 1751 questões de regulamentação envolvidas na fabricação desses produtos. 1752 ( ) Denunciar empresas que não seguem o regulamento em relação ao nível de 1753 Cádmio permitido nos produtos e exigir medidas do governo. 1754 ( ) Alertar a população sobre substâncias tóxicas que colocam em risco a 1755 população. 1756 2. Os leitores alvo do texto são: (1,0 ponto) 1757 ( ) Membros da comunidade científica da área da saúde. 1758 ( ) Leitores em geral, interessados em compreender os perigos de substâncias 1759 tóxicas em objetos de uso diário. 1760 ( ) Profissionais do governo e da saúde, preocupados com irregularidades na 1761 fabricação de produtos e os efeitos para a população. 1762 3. Marque verdadeiro (V) ou falso (F) para as seguintes afirmações: (6 x 0,5 = 1763 3,0 pontos) 1764 ( ) Nos últimos seis anos, a Consumer Product Safety Commission (CPSC) 1765 recolheu mais de 180 milhões de peças de jóias de metal que continham altos 1766 níveis de cádmio. 1767 ( ) A maior regulamentação do uso de chumbo nos produtos parece ter feito 1768 com que os produtores usassem um outro metal tóxico, nesse caso, o cádmio. 1769 ( ) Os produtos provenientes da China não apresentaram níveis preocupantes 1770 de cádmio. 1771 ( ) O McDonalds fez recall dos copos do Shrek pois várias crianças começaram 1772 a passar mal após a sua utilização. 1773 ( ) Testes com os copos temáticos do Shrek do McDonalds comprovaram 1774 altíssimo nível de cádmio e chumbo. 1775 ( ) Ainda não existe uma regulamentação estabelecida sobre os níveis 1776 permitidos de cádmio nos produtos, apenas do nível de chumbo. 1777 4. Relacione a agência/organização à direita com a ação realizada à esquerda: 1778 (4 x0,5 = 2,0 pontos). 1779 a. CPSC... ( ) outorgou autoridade para que a CPSC

regulasse as ameaças potenciais b. Associated Press... ( ) apresenta evidências sobre o

potencial de risco de contaminação pela exposição ao cádmio.


http://www.time.com/time/magazine/article/0,9171,2001002,00.html

57

c. Federal Hazardous Substances Act... ( ) realizou uma investigação sobre a presença de cádmio em alguns produtos produzidos na China.

d. Agency for Toxic Substances and Disease Registry's division of toxicology and environmental medicine...

( ) está realizando um estudo sobre os níveis seguros de exposição ao cádmio, para definir um padrão dos níveis aceitáveis.

1780 5. Responda às questões que seguem em português de acordo com o texto. 1781 1782 a. O autor cita alguns riscos físicos devido ao contato prolongado com objetos 1783 contendo um elevado nível de cádmio. Cite dois destes riscos. (1,0 ponto). 1784

__________________________________________________1785

__________________________________________________1786

__________________________________________________1787

__________________________________________________ 1788

1789 b.Há riscos de contaminação de cádmio através de um copo? Por que? Por 1790 que não? Explique. (1,0 ponto). 1791 __________________________________________________1792

__________________________________________________1793

__________________________________________________1794

__________________________________________________ 1795 1796 c. De que maneira pode acontecer a contaminação de cádmio presente em 1797 jóias? Que reações físicas podemos ter se o ingerirmos? (1,0 ponto). 1798

__________________________________________________1799

__________________________________________________1800

__________________________________________________1801

__________________________________________________ 1802

1803

MINISTÉRIO DA SAÚDE 1804 FIO CRUZ 1805

CENTRO DE PESQUISA AGEU MAGALHÃES 1806 -Modelo de Prova, 2012- 1807

MESTRADO ACADÊMICO 1808 Prova de Inglês 1809

TEXT 1 1810 EDITORIAL 1811

Dengue fever continues to challenge and to puzzle 1812 Cad. Saúde Pública, Rio de Janeiro, 27(5):828-829, mai, 2011 1813

1814 Parágrafo-1. Contemporary society tends to believe that scientific knowledge is 1815

2virtually unlimited for establishing measures to control health problems 1816


58

produced by infectious agents. This may explain the widespread bewilderment 1817

vis-à-vis the limited effectiveness of the global struggle against the current 1818

5dengue epidemics. Yet we are facing a disease whose etiological agent 1819

displays tremendous velocity and transmission force. With more than six million 1820

cases of dengue fever per year distributed across some 100 countries and more 1821

than a half million cases evolving to dengue hemorrhagic fever and thus at risk 1822

9of dying, society now views dengue as a modern “urban curse”. 1823

Parágrafo-2. In Brazil, despite progress by the Unified National Health System in 1824

11the surveillance and prevention of infectious diseases and tireless efforts by 1825

numerous health system administrators to control the problem, the situation has 1826

been further aggravated by the introduction of the DENV4 in 2010, since the 1827

Brazilian population is completely susceptible to infection with this dengue virus 1828

15serotype. Brazilians are exposed to the real threat of a new and serious 1829

epidemic wave of dengue. The demand on health services may become so 1830

heavy that it will seriously hinder timely and adequate care to all who need it, 1831

although such care is the only way to avert deaths. Previous experiences, 1832

including the epidemic in 2008 in Rio de Janeiro, tend to corroborate this 1833

20daunting forecast. 1834

Parágrafo-3. It is no coincidence that at the first sign of a dengue epidemic the 1835

21population feels bewildered, vulnerable, and powerless. Such 1836

disempowerment underscores the limits to our understanding of the biological, 1837

social, and behavioral dimensions of dengue virus transmission and its 1838

24pathogenesis. 1839

Parágrafo-4.An on-going challenge is to obtain a vaccine capable of simultaneously 1840

25protecting against the four serotypes and that maintains the delicate balance 1841

between the immunogen's immunogenicity and pathogenicity. Clinical trials with 1842

some candidate vaccines are already in the advanced stages, with prospects 1843

(but still no guarantees) that some will be licensed for mass use in the coming 1844

years. Still, even with the advent of an effective vaccine, issues will remain to be 1845

30solved, such as the mismatch between the number of doses needed to 1846

immunize millions of people at risk and the manufacturer's production capacity, 1847

the number of intervals between doses needed to confer immunity, costs, and 1848

others. Epidemiological studies are thus urgently needed to produce information 1849


59

capable of backing the definition of sustainable vaccination strategies and help 1850

35reduce the transmission force of the virus in Brazil's urban areas. 1851

Parágrafo-5.Meanwhile, we are left with the control measures for Aedesaegypti, 1852

36which must be implemented by society as whole. However, the development 1853

of clean technologies that reduce the vector population requires support from 1854

research agencies. In addition, health professionals and services must continue 1855

their efforts to provide timely and appropriate care for persons that fall ill to 1856

40dengue, in the final effort to reduce case-fatality to a minimum. 1857 Maria Glória Teixeira [email protected] 1858 Maria da Conceição N. Costa 1859 Maurício L. Barreto Instituto de Saúde Coletiva, Universidade Federal da Bahia, Salvador, Brasil. 1860 PART 1 1861 Answer questions 1 to 7 with reference to Text 1. There is one and only one 1862 correct answer to each question. 1863 Q1. This article: 1864 a) has not yet been published 1865 b) presents a quiz on dengue fever 1866 c) was written by the editors of a periodical 1867 d) is taken from a newspaper 1868 Q2. The term vis-à-vis in the fourth line of the first paragraph could be replaced 1869 by which of the following without altering the meaning? 1870 a) face-to-face 1871 b) aiming 1872 c) viewing 1873 d) regarding 1874 Q3. Which of the following tables might illustrate the information given in the 1875 second half of paragraph 1? 1876 A 1877 Nº of cases of dengue fever per annum

Nº of cases of dengue hemorrhagic fever per annum

Number of counties Affected

6,100,000 490,000 101 B 1878 Nº of cases of dengue fever per year

Nº of cases of dengue hemorrhagic fever per year


6,000 5,1 th 100 C 1879 Nº of cases of dengue fever per annum

Nº of cases of dengue hemorrhagic fever per annum


6.1m 510,000 97 D 1880 Prevalence of dengue fever Frequency of dengue

hemorrhagic fever Number of country areas affected

6.1 per million inhabitants < 500 per year 97 1881


60

Q4. According to Paragraph 2, DENV4 is: 1882

a) a conference on dengue fever held in Denver, Colorado in 2010 1883 b) a variant of the dengue fever virus against which Brazilian people have no 1884 immunological defenses 1885 c) a surveillance and control protocol that has left the Brazilian people 1886 defenseless against dengue fever 1887 d) an antiviral drug to which the latest strain of the dengue fever virus has 1888 developed resistance. 1889 1890 Q5. Which of the following problems is NOT mentioned in Paragraph 4? 1891 a) it is difficult to develop an effective vaccine that covers all strains of the 1892 dengue virus 1893 b) the fact that dengue fever is more common in remote rural areas would 1894 hinder distribution of a vaccine 1895 c) drug companies may not be able to produce enough quantities of vaccine to 1896 protect all of the at-risk population 1897 d) the cost of a vaccine program may be high 1898 Q6. The terms meanwhile, however, and in addition in the last paragraph could 1899 be replaced by: 1900 a) for the time being, thus, and furthermore 1901 b) in the meantime, nevertheless, and likewise 1902 c) from time to time, although, and verily 1903 d) however, meanwhile, and in sum 1904 Q7. Which of the following tables accurately reflects the meaning of the ten 1905 words and phrases highlighted in bold in the article? 1906 Quadro-A Quadro-B 1907

POSITIVE NEGATIVE POSITIVE NEGATIVE Progress Tireless efforts Progress Curse Curse Aggravated Aggravated Tireless efforts Hinder Threat Timely and adequate Threat Timely and Adequate Avert Daunting Hinder Clean Daunting Clean Avert 1908 Quadro-C Quadro-D 1909 POSITIVE NEGATIVE POSITIVE NEGATIVE Progress Curse Curse Progress Tireless efforts Aggravated Aggravated Tireless efforts Avert Threat Threat Avert Timely and adequate Hinder Hinder Timely and adequate Clean Daunting Daunting Clean

1910 1911 TEXT 2 1912 THE NEW ENGLAND JOURNAL of MEDICINE 1913 August 18, 2011nengl j med 365;7 nejm.org 1914 1915

Pediatric HIV — A Neglected Disease? 1916 Marc Lallemant, M.D., Shing Chang, Ph.D., Rachel Cohen, M.P.P., and Bernard Pecoul, M.D., M.P.H. 1917 1918


61

Parágrafo-1. The results of the HIV Prevention Trials Network 052 (ClinicalTrials.gov 1919

2number, NCT00074581) study were released this past May, 30 years after the 1920

first publication about U.S. cases of what would come to be called AIDS. The 1921

new study's stunning results —earlier treatment of human immunodeficiency 1922

5virus (HIV) infection leads to a 96% reduction in the risk of HIV transmission 1923

within sero-discordant couples — will influence guidelines in the direction of 1924

even earlier initiation of antiretroviral therapy. The notions of “test and treat” and 1925

“treatment as prevention” come as no surprise to anyone who has been 1926

involved in the fields of prevention of mother-to-child transmission of HIV and 1927

10pediatric HIV care. 1928

Parágrafo-2.Fifteen years after the first study demonstrated the remarkable efficacy 1929

12of zidovudine in reducing mother-to-child transmission of HIV, perinatal HIV 1930

has been virtually eliminated in high-income countries. In the countries most 1931

affected by HIV, however, particularly those in sub-Saharan Africa and Asia, 1932

15prevention coverage remains appalling. The failure to implement prevention 1933

programs for mother-to-child transmission on an appropriate scale has resulted 1934

in hundreds of thousands of preventable HIV infections among newborns. Each 1935

day, more than 1000 children are newly infected with HIV (see the map), and an 1936

alarming 700 die from AIDS-related complications. 1937

Parágrafo-3.In pediatric HIV care, “test and treat” strategies have been on the 1938

21research and implementation agenda for more than 10 years. The Children 1939

with HIV Early Antiretroviral Therapy (CHER) trial in South Africa, which 1940

compared immediate treatment of HIV-infected newborns with treatment 1941

initiated on the basis of immunologic decline or clinical symptoms, 1942

25demonstrated the survival benefit of immediate initiation of anti-retroviral 1943

therapy, which reduced early mortality by 76%. Yet as of the end of 2010, less 1944

than one third of children who needed anti-retroviral therapy were receiving it. 1945

Without treatment, one third of children born with HIV die before their first 1946

29birthday; 50% die before they turn two. 1947

Parágrafo-4. There are many reasons for this unacceptable state of affairs. One of 1948

the most glaring — and yet often overlooked — is that treatment options for 1949

children, particularly the youngest and most vulnerable, are insufficient. 1950

Pharmaceutical companies have invested little in ensuring the safety and 1951

efficacy of anti-retroviral use in children or in developing child-appropriate drug 1952


62

35formulations. Children with HIV–AIDS in low- or middle-income countries are a 1953

largely neglected population. 1954

Parágrafo-5. Vertical transmission of HIV is preventable, and in wealthy countries 1955

effective interventions for preventing mother-to-child transmission have virtually 1956

eliminated HIV infections in newborns. In low- and middle-income countries, 1957

40however, there are numerous barriers to prevention: antenatal care 1958

attendance is low, particularly in rural areas; too few pregnant women have 1959

access to HIV testing; access to optimal antiretroviral prophylaxis or therapy is 1960

insufficient; and alternatives to breast-feeding are uncommon. In its 2010 1961

progress report, the World Health Organization (WHO) indicated that only one 1962

45quarter of pregnant women had received an HIV test, and among those 1963

identified as HIV-infected, only half received any anti-retroviral prophylaxis 1964

during pregnancy or at delivery. 1965

Parágrafo-6. Diagnosing HIV infection in infants is also a major challenge in 1966

resource-limited settings. WHO guidelines recommend HIV testing of exposed 1967

50infants as part of routine care, as early as 6 weeks of age. But in most HIV-1968

exposed children in resource-limited settings, the infection can be diagnosed 1969

with serologic testing only after 15 to 18 months of age, when maternal 1970

antibodies have disappeared from the child's blood. Waiting until a child is 18 1971

months old means that as many as half of infected children will die before their 1972

55HIV status is even known. 1973

Parágrafo-7. In high-income countries, kits for HIV DNA or RNA polymerase chain 1974

reaction (PCR), considered to be the gold standard for diagnosis of HIV in 1975

infants, are commonly used. In resource-poor areas of Africa and Asia, their 1976

availability is largely limited to clinical research settings because of prohibitive 1977

60costs and the need for laboratory infrastructure and trained personnel. 1978

Parágrafo-8. Researchers have developed alternative virologic tests using real-time 1979

PCR and dried bloodspots on filter paper for sample collection, which can be 1980

transported from remote areas to central laboratories. Early diagnosis of HIV in 1981

infants is therefore within reach, although it has yet to be widely implemented. 1982

65Still, better-adapted diagnostic tests that can be used at the point of care are 1983

needed to ensure that diagnosis is possible in early infancy even in the most 1984

remote and rural settings. 1985


63

Parágrafo-9.The WHO recommends immediate anti-retroviral therapy for all HIV-1986

infected children less than 2 years of age. But the safety and appropriate dosing 1987

70of many of the key antiretroviral agents used in adults have not yet been 1988

established in children, particularly in younger age groups, and appropriate 1989

72formulations simply do not exist for children. 1990

Parágrafo-10. The most commonly used regimen in children in resource-limited 1991

settings is a fixeddose combination of stavudine, lamivudine and nevirapine. But 1992

75stavudine is no longer preferred because of toxicity concerns, and nevirapine 1993

is not recommended for children who have been exposed to nevirapine for the 1994

prevention of mother-to-child transmission, since the virus may have developed 1995

resistance. 1996

Parágrafo-11. The results of two recent studies generated strong evidence that 1997

80proteaseinhibitor–based therapies— such as zidovudine, lamivudine and 1998

lopinavir boosted with ritonavir — should be used extensively in HIV-infected 1999

infants. However, this combination of three separate liquid formulations is 2000

impractical for caregivers, is unpalatable for children, requires refrigeration, and 2001

owing to drug interactions, is difficult to manage in cases of coinfection with 2002

85tuberculosis. Improved first-line therapies for children are urgently needed. 2003

Parágrafo-12. In 2010, our organization, the Drugs for Neglected Diseases initiative 2004

(DNDi), a notfor-profit research and development organization that develops 2005

new drugs for neglected diseases such as human African trypanosomiasis, 2006

visceralleishmaniasis, Chagas' disease, and malaria, was called on by various 2007

90organizations, including Doctors Without Borders (Médecins sans Frontières) 2008

and the international drug purchase organization UNITAID, to apply its expertise 2009

to the development of pediatric HIV drugs. In consultation with experts from 2010

countries where HIV is endemic (including South Africa, Ivory Coast and 2011

Thailand), major research institutions, and international and non-governmental 2012

95organizations, DNDi developed “ideal” and “acceptable” specifications for 2013

desired formulations or combinations of pediatric antiretroviral drugs and 2014

identified priorities for acceleration of clinical studies in infants. 2015

Parágrafo-13. There was consensus around the need to develop an improved first-2016

line regimen for infants, irrespective of prior exposure to anti-retrovirals. Ideally, 2017

100this new first-line pediatric therapy needs to be easy to administer and better 2018

tolerated by children than current drugs. The ideal formulation would be 2019


64

palatable, heat-stable, easily dispersible, and administered once daily or less. It 2020

must also carry minimal risk for the development of resistance and be suitable 2021

for infants and young children (<2 months to 3 yearsof age), with minimum 2022

105requirements for weight adjustments. Finally, any new drug must be 2023

compatible with tuberculosis drugs and, especially, affordable. 2024

Parágrafo-14. When it comes to research and development, it is difficult to see HIV 2025

therapeutics as a neglected field. Since HIV was first discovered, more than 20 2026

antiretroviral drugs and several additional anti-retroviral combinations have 2027

110been approved for the treatment of HIV, and today there remains a robust 2028

pipeline of new products in development. 2029

Parágrafo-15. Yet there is no such pipeline for pediatric HIV. Because it has been 2030

virtually eliminated in wealthy countries, pharmaceutical companies have little 2031

incentive to develop child appropriate formulations. Children with HIV–AIDS in 2032

115low- and middle-income countries are not considered in the HIV research and 2033

development agenda because they are poor and voiceless and do not represent 2034

a lucrative market in the traditional sense. Although every effort should certainly 2035

be made to eliminate new HIV infections in children in low- and middle-income 2036

countries, we must not forget the millions of children already living with HIV–2037

120AIDS — and those who will become infected in the coming years — who 2038

urgently need improved, affordable, and appropriate treatment. 2039

2040 Number of New HIV Infections among Children, 2009. | Data are from UNAIDS. 2041 2042

PART 2 2043 Answer questions 8 to 20 with reference to Text 2. There is one and only one 2044 correct answer to each question. 2045 Q8. The question mark in the title suggests that: 2046


65

a) The authors will conclude that vertical transmission of HIV is not as serious a 2047 world wide public health problem as it was once believed to be 2048 b) The authors are unsure as to whether pediatric HIV is being neglected or not 2049 c) Insufficient efforts are being made to treat HIV-infection in children in some 2050 parts of the world 2051 d) The article was not properly proof-read 2052 2053 Q9. The first paragraph tells us that: 2054 a) Thirty years ago, scientists had no knowledge of the disease that would later 2055 come to be called AIDS. 2056 b) Cases of AIDS were first reported in the United States in 1981. 2057 c) 96% of infants already infected with HIV at birth do not go on to develop full-2058 blown AIDS even if they receive no treatment 2059 d) The results of clinical trials carried out in 2010 have led experts in the field of 2060 vertical transmission of HIV to rethink the way they treat patients. 2061 2062 Q10. According to Paragraph 2, zidovudine: 2063 a) is a cheap alternative to the drugs used to treat AIDS in adults in higher-2064 income countries 2065 b) was invented in 1996, but has never been used in developed countries 2066 c) is a drug used to prevent vertical transmission of the HIV virus 2067 d) is responsible for the death of thousands of children in sub-Saharan Africa 2068 2069 Q11. According to the last sentence of Paragraph 3, which of the following 2070 statements is true? 2071 a) Half of all children born with HIV die before the age of two years. 2072 b) Only one third of children born with HIV survive into their third year of life 2073 c) Less than ten percent of children born with HIV live more than 12 months 2074 d) Most children born with HIV live more than two years. 2075 2076 Q12. The map shows that: 2077 a) South America now has more cases of HIV infection in children per year than 2078 Africa. 2079 b) The prevalence of HIV in Brazil compared with other countries has risen 2080 drastically since 2009. 2081 c) In Brazil, in 2009, around 500 children in 10,000 were born infected with HIV 2082 d) The number of new cases of HIV in children in Brazil in 2009 was on a par 2083 with the rates for China, Russia and many countries in Africa 2084 2085 Q13. The word “glaring” in the first sentence of Paragraph 4 could be replaced 2086 by 2087 a) Bright 2088 b) Ugly 2089 c) Obvious 2090 d) Enlightening 2091


66

2092 Q14. Which of the following facts about women in low- and middle-income 2093 countries is NOT given in Paragraph 5? 2094 a) They do not have access to the best antiretroviral treatments 2095 b) Few have access to pre-natal care 2096 c) They tend not to be tested for HIV when pregnant 2097 d) Most of them do not breastfeed. 2098 2099 Q15. Which of the following statements can be inferred from Paragraph 6? 2100 a) None of the mother's antibodies are transferred to the unborn child 2101 b) Serologic tests performed immediately after birth can take 15 months to 2102 process in low-income communities 2103 c) The World Health Organization advocates the testing of babies born to HIV-2104 positive mothers 42 days after birth 2105 d) 50% of children in poor countries die of HIV-related complications within the 2106 first 18 months of life 2107 2108 Q16. HIV DNA or RNA PCR (mentioned in Paragraph 7) is 2109 a) A computer program that simulates the replication of genetic material in the 2110 HIV virus 2111 b) A string of genetic code 2112 c) A string of incomprehensible acronyms 2113 d) The globally recommended standard method for diagnosis of pediatric HIV 2114 2115 Q17. The word “personnel” at the end of Paragraph 7 could be replaced by 2116 which of the following without altering the meaning of the sentence. 2117 a) Personae 2118 b) Personal 2119 c) Staff 2120 d) Lay people 2121 2122 Q18. Which of the following problems with protease-inhibitor–based therapies, 2123 such as zidovudine, lamivudine, and lopinavir boosted with ritonavir, is NOT 2124 mentioned in Paragraph 11? 2125 a) The drugs need to be kept cold 2126 b) Children don't like the taste of them 2127 c) They are still too expensive 2128 d) The drugs interact negatively with those used to treat TB 2129 2130 Q19. The Drugs for Neglected Diseases initiative (DNDi) mentioned 2131 in Paragraph 12 is: 2132 a) An NGO to which the authors of the article are affiliated 2133 b) An international drugs cartel 2134 c) An internationally validated HIV treatment regimen 2135


67

d) A support-group for patients who become addicted to prescription drugs 2136 2137 Q20. The article concludes that: 2138 a) It is difficult to tell whether infants are infected with the HIV virus because 2139 they cannot talk about their symptoms 2140 b) A focus in the medical establishment on the treatment of adults with HIV has 2141 led to worldwide neglect of child carriers of the disease 2142 c) Although pediatric HIV has been virtually eradicated in rich countries, the 2143 same cannot be said for the poorer countries in the world 2144 d) Given the difficulty of developing effective drugs for treatment of pediatric 2145 HIV, health services should concentrate more on the prevention of 2146 transmission. 2147 2148

Centro de Pesquisas AGGEU MAGALHÃES 2149 MESTRADO EM SAÚDE PÚBLICA 2012 2150

Prova de Inglês 2151 Question Answer Question Answer

1 C 11 A 2 D 12 D 3 C 13 C 4 B 14 D 5 B 15 C 6 B 16 D 7 C 17 C 8 C 18 C 9 B 19 A 10 C 20 C

2152 2153

2154

2155

CIÊNCIAS DA SAÚDE 2156

As questões de 01 a 05, cujas respostas deverão ser redigidas EM 2157 PORTUGUÊS, referem-se ao texto abaixo. 2158 2159 Relationship of Functional Health Literacy to Patients' Knowledge of Their Chronic 2160 Disease.- A Study of Patients With Hypertension and Diabetes. 2161

Mark V. Williams; David W. Baker; Ruth M. Parker; Joanne R. Nurss 2162 2163

INTRODUCTION 2164


68

1CHRONIC DISEASES such as hypertension and diabetes require patient 2165

education to achieve adequate control and prevent adverse health outcomes. 2166

Patients with hypertension may need to understand how to properly take 2167

multiple medications and modify their lifestyle (eg, low salt diet, weight loss, or 2168

5exercise) to achieve adequate blood pressure control. The intricacies of the 2169

diabetic diet, insulin injection, and home glucose level monitoring place even 2170

greater educational requirements on patients. Patient education also plays a 2171

critical role in facilitating patients' acceptance of their diagnosis and 2172

understanding behavioral changes required for active participation in treatment. 2173

10Traditional patient education relies heavily on written material about disease 2174

processes, medical management, and self-care instructions. Despite the 2175

availability of extensive health education materials with relatively consistent 2176

content, many are written at too high a level for low-literate patients to 2177

comprehend essential points. Thus, patients with inadequate literacy may not 2178

15benefit from such educational efforts. This may explain why some patient 2179

education programs have been unsuccessful. 2180

This problem may be more common than many health care providers realize; 2181

reading skills are deficient in 46% to 51% of adult US citizens according to the 2182

National Adult Literacy Survey. We previously documented that 35.1% of 2183

20English-speaking patients and 61.7% of Spanish-speaking patients seeking 2184

care at 2 public hospitals lack literacy skills adequate to function in the health 2185

care settings. We and others showed that lower literacy skills also correlate with 2186

poorer self reported health status. Because of their worse health, patients with 2187

poor literacy skills are likely to have even greater educational needs. However, 2188

25the impact of literacy on patients' knowledge of their own illnesses and self-2189

management skills has not been elucidated. To examine the relationship 2190

between literacy and knowledge of chronic disease, we focused on patients with 2191

hypertension and diabetes. In addition to being prevalent, these chronic 2192

diseases require daily attention to self-care and have standard markers of 2193

30disease control (levels of hemoglobin [Hb] A1c and blood pressure). In this 2194

study we measured the functional health literacy of patients with diabetes or 2195

hypertension and evaluated the relationship of patients' literacy levels to 2196

knowledge of their chronic disease and markers of disease control. 2197

Understanding the role of functional health literacy in disease management and 2198


69

35patient education should enhance efforts to improve patients' knowledge of 2199

their disease and adherence to treatment plans. 2200

PATIENTS AND METHODS 2201

This study was conducted at 2 urban public hospitals. Harbor-UCLA Medical 2202

Center is a 500-bed public hospital in Torrance, Calif, operated by the Los 2203

40Angeles County Department of Health Services. The hospital serves an 2204

extremely diverse patient population; approximately 40% are Latino, 30% black, 2205

25% white, and 5% other ethnic minorities. Grady Memorial Hospital is an 2206

approximately 900-bed public hospital in Atlanta, Ga. The vast majority of its 2207

patients are black indigent residents of Fulton and DeKalb Counties. The study 2208

45design, contact, and consent forms were approved by the human 2209

investigations committees at both institutions. Patients were enrolled during a 3-2210

month period from June 1994 through August 1994. All research assistants 2211

underwent 15 hours of training explaining the rationale and study design, 2212

interviewing techniques, and procedures for knowledge and functional health 2213

50literacy test administration. A project coordinator conducted ongoing quality 2214

control of the research assistants. At Harbor-UCLA Medical Center, all patients 2215

with hypertension or diabetes presenting to the General Medicine Clinic on 2216

weekdays during regular appointment hours were eligible if they were currently 2217

being treated with daily medication. Patients were identified by review of their 2218

55medical chart and the diagnosis was confirmed with the nurse in the clinic. 2219

Patients with both type 1 and type 2 diabetes were included in the study; the 2220

vast majority had type 2. Exclusion criteria were prior enrollment in this study or 2221

other literacy studies, age younger than 18 years, unintelligible speech, overt 2222

psychiatric illness, lack of cooperation, police custody, and being too ill to 2223

60participate. Patients were recruited after they had been registered into the 2224

clinic and were waiting to see a physician. To diminish selection bias, eligible 2225

patients were enrolled sequentially from the medical charts of patients waiting to 2226

be seen. 2227 Disponível em:http://archinte.ama-assn.org/cgi/content/full/158/2/166. Acesso em: 27 set. 2011 2228

UFRN – Exame de Proficiência 2011_3 – Inglês – Ciências da Saúde 2. 2229

Questão 1 2230 De acordo com o texto, o que os pacientes com hipertensão e diabetes podem 2231 fazer como parte do conhecimento para o controle de sua doença? 2232

-Espaço para resposta- 2233


70

2234 2235 2236 2237 2238 2239 2240 2241 2242 2243 2244 2245 2246 2247 2248 2249 Questão 2 2250 Qual o problema apontado pelos autores com os programas tradicionais de 2251 educação de pacientes sobre suas doenças? 2252

-Espaço para resposta- 2253 2254 2255 2256 2257 2258 2259 2260 2261 2262 2263 2264 2265 2266 2267 Questão 3 2268 O que foi medido pelos autores no estudo relatado? 2269

-Espaço para resposta- 2270 2271 2272 2273 2274 2275 2276 2277


71

2278 2279 2280 2281 2282 Questão 4 2283 Descreva (a) os hospitais envolvidos, (b) a população de pacientes que 2284 participaram e (c) os critérios de exclusão do estudo apresentado. 2285 2286 2287 2288 2289 2290 2291 2292 2293 2294 2295 2296 2297 2298 2299 Questão 5 2300 · Traduza o fragmento textual abaixo no espaço reservado para isso. 2301 · Seu texto deverá apresentar clareza e estar bem articulado tanto em termos 2302 estruturais quanto de sentido. 2303 All patients with hypertension or diabetes presenting to the General Medicine 2304 Clinic on weekdays during regular appointment hours were eligible if they were 2305 currently being treated with daily medication. Patients were identified by review 2306 of their medical chart and the diagnosis was confirmed with the nurse in the 2307 clinic. 2308 2309

ESPAÇO DESTINADO AO TEXTO DEFINITIVO 2310 _______________________________________________________________2311 _______________________________________________________________2312 _______________________________________________________________2313 _______________________________________________________________2314 _______________________________________________________________2315 _______________________________________________________________2316 _______________________________________________________________2317 _______________________________________________________________2318 _______________________________________________________________2319 _______________________________________________________________ 2320 2321


72

EXAME DE PROFICIÊNCIA EM 2322 INGLÊS 2323

UNESP - JABOTICABAL 2324 FACULDADE DE 2325

CIÊNCIAS AGRÁRIAS E VETERINÁRIAS 2326 2327 Descrição do exame: 2328 Este exame é composto de dois textos. Cada texto é seguido de duas partes, cada uma com 2329 tipos específicos de questões. As questões procuram simular situações comumente 2330 encontradas em ambiente acadêmico e devem ser respondidas em português. 2331 A Parte 1 é composta de três questões dissertativas que visam avaliar a habilidade de 2332 compreensão e de localização de informação. Nessa parte é importante incluir nas respostas 2333 informações extraídas do texto que efetivamente demonstrem a existência de compreensão. 2334 Evite respostas baseadas em conhecimento prévio sobre o assunto. 2335 A Parte 2 é composta de três questões. Essas questões visam a avaliação da compreensão 2336 detalhada de trechos extraídos do texto. Para tanto, é solicitado que o trecho selecionado seja 2337 reescrito em português. A decodificação palavra-por-palavra deve ser evitada, pois tal 2338 estratégia frequentemente resulta em textos sem sentido quando lidos em português. 2339 Recomenda-se que sejam feitas as adaptações necessárias para que a resposta seja coerente 2340 e demonstre que houve compreensão do texto original em inglês. 2341 2342 Text 1 2343 Fighting Hunge and Obesity 2344

Parágrafo-1Galloping economic growth in China over the past 20 2345 years has led to dramatic improvements in the nation's nutrition and health 2346 status. Parallel with rising consumption of meat, poultry, eggs and other animal 2347 products, China has achieved a sharp decline in all indicators of undernutrition 2348 and a similar drop in 5deaths from infectious diseases, such as hepatitis, 2349 diarrhoea and malaria. But a new report by Food and Agriculture Organization's 2350 Nutrition and Consumer Protection Division (AGN) finds that the Chinese have 2351 a new public health problem: overnutrition is increasing to the point where 23% 2352 of the adult population is overweight or obese, and dietrelated chronic diseases 2353 have 10become the leading cause of death. 2354 Parágrafo-2AGN's report, Assessment of malnutrition in six case study countries, 2355

was commissioned from researchers in China, Egypt, India, Mexico, the 2356

Philippines and South Africa. While it found a marked shift over the past 20 2357

years to diets high in saturated fat, sugar and refined foods, trends in the 2358

15countries' nutritional and disease status differ from the classic nutrition and 2359

health transitions occurred in Europe and North America during the 1900’s. 2360

"What we are seeing in developing countries undergoing rapid economic 2361


73

transition is undernutrition, overnutrition and infectious and chronic diseases 2362

19coexisting over long periods of time", says AGN' s Gina Kennedy. 2363

Parágrafo-3 The report says this "situation" is the result of various factors. Progress 2364

in improving water and sanitation systems and development of sound public 2365

health systems has been slow, thwarting efforts to reduce undernutrition. 2366

Changing dietary patterns and lifestyles spurred by urbanization, the 2367

liberalization of markets, demographic shifts and declining levels of physical 2368

25activity have contributed to overweight and chronic diseases. In all of the 2369

countries studied, per capita energy supply has increased since 1970 and most 2370

have experienced a rapid movement away from plant-based diets. While the 2371

share of cereals, legumes, pulses and nuts in people's diets has remained 2372

stable or declined, the consumption of sugar, oils, fats and animal products has 2373

30generally increased. One consistent trend is the increased "energy density" of 2374

diets: the percentage of energy derived from fat. 2375

Parágrafo-4 Urban populations are typically the first to begin incorporating more fats, 2376

animal source foods and processed products into their diet. But the report says 2377

the dietary changes observed are not limited to urban areas, or to wealthier 2378

35strata of the population. Research in China has found increasing intakes of 2379

animal foods and oils in large rural centers, while in Brazil processed bakery 2380

and meat products, sweets and soft drinks were among the most commonly 2381

consumed foods in low-income areas. Falling prices are another stimulus for 2382

dietary changes. The effects of these changes are not necessarily negative. 2383

40"Transition from a predominantly cereal-based diet to one that includes more 2384

meat and dairy products should have a positive impact on the intakes of high-2385

quality protein and several micronutrients," AGN says. In fact, the report sees 2386

"some progress" in reducing child under nutrition in all of these countries. 2387

Nevertheless, stunting and underweight remain high in India and the 2388

45Philippines, and nationally aggregated data hide disparities within regions and 2389

among different ethnic and socio-economic groups. Even so, overweight in 2390

children is an emerging concern. "Increasing rates of overweight and obesity in 2391

children signal a very alarming trend," AGN says, "since early onset of obesity 2392

means higher risk of developing obesity related chronic diseases." 2393

Parágrafo-5The report finds the nutrition status of adults in the countries studied is 2394

51"strikingly different" to that of children: adult underweight is declining and 2395


74

overweight is now more prevalent than underweight in China, Egypt, Mexico 2396

and the Philippines. There are also "striking discrepancies" in anthropometric 2397

outcomes between children and adults. "It seems that there are environmental 2398

55and biological factors leading to such extreme outcomes," AGN says. "There 2399

is also evidence of increased risk of adult obesity when undernutrition occurs 2400

during childhood. While poverty is a main driver of stunting, the inverse is not 2401

necessarily true: in many countries, the urban poor and undereducated have 2402

59high rates of overweight." 2403

Parágrafo-6The report concludes that, given current economic and social trends, 2404

observed changes in dietary patterns are likely to continue and combined with 2405

changes in lifestyle; particularly the decrease in physical activity will exacerbate 2406

emerging problems of over nutrition and diet-related chronic disease. The report 2407

cautions, however, that the need to address diseases among adults should not 2408

overshadow national and regional efforts to improve child growth and alleviate 2409

micronutrient deficiencies. 2410 Source: Food and Agriculture Organization 2411

Parte 1 - Responda as perguntas a seguir, de acordo com o texto. 2412 1) Quais fatores levaram a coexistência de doenças infecciosas, desnutrição e 2413 obesidade nos países estudados? 2414 _______________________________________________________________2415 _______________________________________________________________2416 _______________________________________________________________2417 _______________________________________________________________ 2418 2419 2) Mudanças na dieta alimentar em áreas urbanizadas têm sido maior do que 2420 em áreas rurais? Explique. 2421 _______________________________________________________________2422 _______________________________________________________________2423 _______________________________________________________________2424 _______________________________________________________________ 2425 2426 3) Qual é a relação entre a alimentação de crianças e adultos nos países 2427 estudados? 2428 _______________________________________________________________2429 _______________________________________________________________2430 _______________________________________________________________2431 _______________________________________________________________ 2432 2433


75

Parte 2 - Reescreva em português os trechos selecionados abaixo. (Lembre-2434 se de que não se trata de uma tradução literal:você pode reproduzir o conteúdo integral do trecho com 2435 outras palavras, desde que mantenha o sentido original.) 2436 4) “Galloping economic growth in China over the past 20 years has led to 2437 dramatic improvements in the nation's nutrition and health status. Parallel with 2438 rising consumption of meat, poultry, eggs and other animal products, China has 2439 achieved a sharp decline in all indicators of undernutrition and a similar drop in 2440 deaths from infectious diseases, such as hepatitis, diarrhoea and malaria”. 2441 _______________________________________________________________2442 _______________________________________________________________2443 _______________________________________________________________2444 _______________________________________________________________ 2445 _______________________________________________________________2446 _______________________________________________________________ 2447 2448 “AGN's report, Assessment of malnutrition in six case study countries, was 2449 commissioned from researchers in China, Egypt, India, Mexico, the Philippines 2450 and South Africa. While it found a marked shift over the past 20 years to diets 2451 high in saturated fat, sugar and refined foods, trends in the countries' nutritional 2452 and disease status differ from the classic nutrition and health transitions 2453 occurred in Europe and North America during the 1900’s”. 2454 _______________________________________________________________2455 _______________________________________________________________2456 _______________________________________________________________2457 _______________________________________________________________ 2458 _______________________________________________________________2459 _______________________________________________________________ 2460 2461 6)“While poverty is a main driver of stunting, the inverse is not necessarily true: 2462 in many countries, the urban poor and undereducated have high rates of 2463 overweight." The report concludes that, given current economic and social 2464 trends, observed changes in dietary patterns are likely to continue and 2465 combined with changes in lifestyle, particularly the decrease in physical activity 2466 will exacerbate emerging problems of over nutrition and diet-related chronic 2467 disease. 2468 _______________________________________________________________2469 _______________________________________________________________2470 _______________________________________________________________2471 _______________________________________________________________ 2472 _______________________________________________________________2473 _______________________________________________________________ 2474 2475 2476

UNISINOS 2477


76

UNIVERSIDADE DO VALE DO RIO DOS SINOS 2478 Programa de Pós-Graduação em Lingüística Aplicada 2479

PROVA DE PROFICIÊNCIA EM INGLÊS PARA O INGRESSO NA PÓS-2480 GRADUÇÃO 2481

2482 Instruções gerais: 2483 1) É permitido somente uso de dicionário convencional (não eletrônico), de uso 2484 individual e exclusivo. 2485 2) Ao final da prova, assine a ata de comparecimento. 2486 3) O tempo máximo de realização da prova é de 3 horas. 2487 4) As respostas devem ser formuladas em português. 2488 5) Esta prova está dividida em 2 partes. Devem ser respondidas as questões 2489 referentes às duas partes. 2490 6) Não é permitido levar nenhum material de prova! 2491 2492 Nome do(a) candidato(a) (legível): 2493 _______________________________________________________________ 2494 2495 PARTE 1 2496 Os textos a seguir são resumos extraídos de diferentes periódicos 2497 internacionais. 2498 Escolha um deles, de acordo com o tema de sua preferência, e preencha o 2499 quadro abaixo: 2500 2501 Texto 1: Norris, Pauline & Nguyen, Hong Anh. 2502 Consumption of antibiotics in a small Pacific island nation: Samoa. 2503 Pharmacy Practice (Internet), Jan.-Mar. 2007, vol.5, no.1,p.36-41. ISSN 1886-2504 3655. 2505 1High levels of antibiotic use contribute to development of antibiotic resistance. 2506

There is little known about levels of antibiotic use in Samoa, although 2507

anecdotally, there are high levels of use, and a strain of methicillin-resistant 2508

Staphylococcus aureus may have developed there. The study aimed to gather 2509

5basic data on levels of antibiotic use in Samoa. All those who import medicines 2510

into Samoa were interviewed; invoices, prescription records in hospitals, 2511

pharmacies and health centers were reviewed; and prospective observation 2512

was carried out in private pharmacies. Analysis of orders made in one year 2513

provided an estimate of overall antibiotic consumption of 37.3 Defined Daily 2514

10Doses (DDDs) per 1000 inhabitant days. Penicillins comprised 63% of DDDs 2515

used. Antibiotics were around a third of all prescribed drugs in hospitals and 2516

pharmacies, and 44% of those dispensed in health centers. Approximately two-2517


77

thirds of prescriptions dispensed included an antibiotic. A quarter of antibiotic 2518

sales in pharmacies were without a prescription. Samoa has high rates of use of 2519

15antibiotics and very high reliance on penicillins, compared to other developing 2520

countries. Levels of prescribing are high compared with other developing 2521

nations. It is feasible to calculate total consumption of medicines in very small 2522

18developing nations. 2523

2524

Texto 2: Lehner, Luis, Gravitational radiation from black hole spacetime. 2525 Ph.D. University of Pittsburgh, 1998 DAI-B 59/06, p. 2797, Dec 1998. 2526 2527 1The problem of detecting gravitational radiation is receiving considerable 2528

attention with the construction of new detectors in the United States, Europe 2529

and Japan. The theoretical modeling of the wave forms that would be produced 2530

in particular systems will expedite the search and analysis of the detected 2531

5signals. The characteristic formulation of GR is implemented to obtain an 2532

algorithm capable of evolving black holes in 3D asymptotically flat space-time. 2533

Using compactification techniques, future null infinity is included in the evolved 2534

region, which enables the unambiguous calculation of the radiation produced by 2535

some compact source. A module to calculate the waveform is constructed and 2536

10included in the evolution algorithm. This code is shown to be second-order 2537

convergent and to handle highly non-linear space times. In particular, we have 2538

shown that the code can handle space-time whose radiation is equivalent to a 2539

galaxy converting its whole mass into gravitational radiation in one second. We 2540

further use the characteristic formulation to treat the region close to the 2541

15singularity in black hole space-time. The code carefully excises a region 2542

surrounding the singularity and accurately evolves generic black hole space-2543

time with apparently unlimited stability. 2544

2545

Texto 3 ‘Freedom is a constant struggle’: The dynamics and consequences of 2546 the Mississippi Civil Rights Movement, 1960-1984" Ph.D. State University of 2547 New York at Stony Brook, 1997 DAI-A 59/02, p. 620, Aug 1998. 2548 2549

1This dissertation examines the impacts of social movements through a multi-2550

layered study of the Mississippi Civil Rights Movement from its peak in the early 2551

1960s through the early 1980s. By examining this historically important case, I 2552


78

clarify the process by which movements transform social structures and the 2553

5constraints' movements face when they try to do so. The time period studied in 2554

this dissertation includes the expansion of voting rights and gains in black 2555

political power, the desegregation of public schools and the emergence of 2556

white-flight academies, and the rise and fall of federal anti-poverty programs. I 2557

use two major research strategies: (1) a quantitative analysis of county-level 2558

10data and (2) three case studies. Data have been collected from archives, 2559

interviews, newspapers and published reports. This dissertation challenges the 2560

argument that movements are inconsequential. Indeed, some view federal 2561

agencies, courts, political parties, or economic elites as the agents driving 2562

institutional change. Typically these groups acted in response to movement 2563

15demands and the leverage brought to bear by the civil rights movement. The 2564

Mississippi movement attempted to forge independent structures for sustaining 2565

challenges to local inequities and injustices. By propelling change in an array of 2566

local institutions, movement infrastructures had an enduring legacy in 2567

19Mississippi. 2568

Texto 4: Palmquist, M., & Young, R.. The Notion of Giftedness and Student 2569 Expectations About Writing. Written Communication, 9(1), 137-168, 1992. 2570 2571 2572 1Research reported by Daly, Miller, and their colleagues suggests that writing 2573

Apprehension is related to a number of factors we do not yet fully understand. 2574

This study suggests that included among those factors should be the belief that 2575

writing ability is a gift. Giftedness, as it is referred to in the study, is roughly 2576

5equivalent to the Romantic notion of original genius. Results from a survey of 2577

247 postsecondary students enrolled in introductory writing courses at two 2578

institutions indicate that higher levels of belief in giftedness are correlated with 2579

higher levels of writing apprehension, lower self-assessments of writing ability, 2580

lower levels of confidence in achieving proficiency in certain writing activities 2581

10and genres, and lower self-assessments of prior experience with writing 2582

instructors. Significant differences in levels of belief in giftedness were also 2583

found among students who differed in their perceptions of the most important 2584

purpose for writing, with students who identified "to express your own feelings 2585

about something" as the most important purpose for writing having the highest 2586

15mean level of belief in giftedness. Although the validity of the notion that 2587


79

writing ability is a special gift is not directly addressed, the results suggest that 2588

belief in giftedness may have deleterious effects on student writers. 2589

2590 Escolhido o texto, preencha o quadro a seguir: 2591 Área de estudo:

Questão(ões) de pesquisa:

Metodologia empregada:

Conclusões:

2592 UNISINOS 2593

UNIVERSIDADE DO VALE DO RIO DOS SINOS 2594 Programa de Pós-Graduação em Lingüística Aplicada 2595

PROVA DE PROFICIÊNCIA EM INGLÊS PARA O INGRESSO NA PÓS-2596 GRADUÇÃO 2597

2598 PARTE 2 2599 Leia o texto abaixo e responda às questões de 1 a 7: 2600

Taking On the Thin Ideal 2601 1Since 2001, more than 1,000 high school and college students have 2602

participated in the Body Project, which works by getting girls to understand how 2603

they have been buying into the notion that you have to be thin to be happy or 2604

successful. After critiquing the so-called thin ideal by writing essays and role-2605

5playing with their peers, participants are directed to come up with and execute 2606

small, nonviolent acts. They include slipping notes saying "Love your body the 2607

way it is" into dieting books at stores like Borders and writing letters to Mattel, 2608


80

makers of the impossibly proportioned Barbie doll. According to a study in the 2609

latest issue of the Journal of Consulting and Clinical Psychology, the risk of 2610

10developing eating disorders was reduced 61% among Body 10 Project 2611

participants. And they continued to exhibit positive body-image attitudes as long 2612

as three years after completing the program, which consists of four one-hour 2613

sessions. Such lasting effects may be due to girls' realizing not only how they 2614

were being influenced but also who was benefiting from the societal pressure to 2615

15be thin. "These people who promote the perfect body really don't care about 2616

you at all," says Kelsey Hertel, a high school junior and Body Project veteran in 2617

Eugene, Ore. "They purposefully make you feel like less of a person so you'll 2618

18buy their stuff and they'll make money." 2619

As part of the program, Hertel and a friend posted signs in a school bathroom 2620

saying YOU ARE BEAUTIFUL. DON'T BE SOMEONE THAT YOU'RE NOT. BE 2621

YOURSELF. The girls then watched their classmates react. "They'd see the 2622

signs and say things like 'That's encouraging because I always feel so fat and 2623

gross and ugly,'" Hertel says. The study's lead author, Eric Stice, designed the 2624

Body Project betting that a crucial element in preventing eating disorders lay in 2625

25getting a participant to critique a fashion ad or other negative influence in front 2626

of her peers. "If I write down 10 things bad about it and post it on MySpace so 2627

anyone can view it, I'm accountable for it," says Stice, now at the Oregon 2628

Research Institute. 2629

29Psychologists are excited about his study because there's not a lot of other 2630

data measuring the effectiveness of such programs, let alone their long-term 2631

impact. 2632

32"This is a good start," says Dr. Walter Kaye, a board member of the National 2633

Eating Disorders Association. But Kaye cautions that eating disorders are much 2634

more complicated than researchers first thought. For starters, the disorders 2635

35can't be blamed solely on environmental factors. Brain-scan studies show that 2636

the neural circuitry that normally responds to the pleasurable, rewarding 2637

aspects of eating doesn't seem to work in anorexics. 2638

38The Body Project study, which is funded by the National Institutes of Health, 2639

recruited participants by distributing flyers outside classrooms and posting them 2640

40in school bathrooms. Now sororities and other groups are beginning to launch 2641

peer-administered versions of the program. But even if one is not available in 2642


81

your community, there are things parents can do to help with body-image 2643

issues. Be aware of what signals you 40 might be giving your children when you 2644

talk about your own desire to lose weight. Pay attention to the stereotypical 2645

45body image your kids are watching on TV. And perhaps most important, talk 2646

with them about it. 2647

1) Qual o principal objetivo do projeto ao qual o texto se refere? 2648

_____________________________________________________________2649 _____________________________________________________________2650 _____________________________________________________________2651 _____________________________________________________________2652 _____________________________________________________________ 2653 2654

2) Segundo o texto, os psicólogos que integram o projeto ficaram satisfeitos 2655 com o estudo realizado. A que se deve tal satisfação? 2656

_____________________________________________________________2657 _____________________________________________________________2658 _____________________________________________________________2659 _____________________________________________________________2660 _____________________________________________________________ 2661

2662

3) Quais os principais resultados alcançados pelo projeto? 2663

_____________________________________________________________2664 _____________________________________________________________2665 _____________________________________________________________2666 _____________________________________________________________2667 _____________________________________________________________ 2668

2669

4) A palavra because, em “(...)Psychologists are excited about his study 2670 because there's not a lot of other data measuring the effectiveness of such 2671 programs”, poderia ser substituída por: 2672 ( ) While 2673 ( ) Although 2674 ( ) Where 2675 ( ) However 2676 ( ) Since 2677 5) Assinale com V as afirmativas verdadeiras e com F as falsas, levando em 2678 consideração o texto acima: 2679 ( ) O projeto a que se refere o texto procura combater a idéia de que, para que 2680 alcancem a felicidade ou obtenham sucesso, as garotas devem ser magras. 2681 ( ) Segundo o texto, não houve redução no desenvolvimento de doenças 2682 alimentares entre as participantes do projeto. 2683 ( ) Algumas das atividades propostas aos participantes do projeto foram 2684 realizadas em ambientes escolares. 2685


82

( ) As doenças alimentares, segundo os integrantes do projeto, ocorrem devido 2686 a fatores ambientais. 2687 6) Diga a que palavras se referem, no texto, as expressões a seguir: 2688 a) they (linha 6): __________________________________________________ 2689 b) which (linha 12):________________________________________________ 2690 c) his (linha 29): __________________________________________________ 2691 d) them (linha 39):_________________________________________________ 2692 e) them (linha 46): ________________________________________________ 2693 2694 7) Encontre a forma que melhor expresse em português o sentido dado pelo 2695 texto: 2696 a) Love your body the way it is (linha 6-7): 2697 _______________________________________________________________2698 _______________________________________________________________ 2699 2700 b) the risk of developing eating disorders (linha 9-10): 2701 _______________________________________________________________2702 _______________________________________________________________ 2703 c) positive body-image attitudes (linha 11): 2704 _______________________________________________________________2705 _______________________________________________________________ 2706 2707 d) a fashion ad or other negative influence in front of her peers (linhas 25 e 26: 2708 2709 _______________________________________________________________2710 _______________________________________________________________ 2711 2712 e) their classmates react (linha 21) 2713

_______________________________________________________________2714 _______________________________________________________________ 2715 2716 NOTA DO AUTOR: 2717 Chegamos ao fim deste primeiro impress destinado à melhoria de sua 2718 habilidade em leitura e interpretação de textos acadêmicos para fins de prestar 2719 o exame de proficiência em língua inglesa. Para quem já tem uma base de 2720 inglês tudo parecerá mais fácil. Para aqueles que se ressentem de uma 2721 fundamentação em inglês terão que se esforçar um pouco mais. Seguramente 2722 o sucesso é medido pelo esforço e a dedicação de cada um, nisso reside o 2723 mérito da conquista e da vitória. À todos é dado o direiro de perseguir as suas 2724 metas. Àqueles que perseverarem serão lembrados pela vitória. Não existe 2725 vitória sem luta. 2726 Boa Sorte, 2727


83

Obrigado por acreditar em meu trabalho. Ele foi feito para você. Consumiu dias, 2728 noites e semanas de estudo, análise, interpretação, correções, editoração e 2729 inúmeros outros detalhes. Agora espero de você o melhor. Sucesso! 2730 2731

Marcílio Sampaio dos Santos. ______________________________________. 2732


Self Improvement

Pdf-Curso de Proficiência em Língua Inglesa