apostila engenharia de produção2009 2

7/27/2019 APOSTILA engenharia de produo2009 2

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CURSO DE ENGENHARIA DE PRODUO E ENGENHARIA DE PETRLEODISCIPLINA: INGLS INSTRUMENTAL

PROFESSORA: VVIAN GARCIA ALMEIDA LEITE

1- BE PRESENT (Is am - are)

Is he/ she/ it at home now?

Am I at home now?

Are You/ we/ they at home now?

2- BE PAST (Was - were)

Was I/ he/ she/ it at home yesterday?Wasnt

Were You/ we/ they at home yesterday?Werent

3- PRESENT PERFECT (Have + past participle) (used for an action in the past with aresult now)

IWe have cleaned the house.

You started

They

HeShe has done the exercise.It

O Present Perfect formado de: Have ou has + Verbo no Particpio Passado.Devemos usar o Present Perfect nas seguintes situaes:- Quando uma ao comear no passado e continuar at o presente momento. Ex: She has lived

here for 10 years.

As expresses: FOR SINCE LATELY RECENTLY So usadas para indicar o perodo detempo.

- Quando a ao tiver acontecido e no mencionarmos o tempo. Ex: I have watched that film. ( noindicou o tempo )

- Quando algo nunca tiver acontecido. Ex: We have never eaten lobster.

- Quando algo tiver acabado de acontecer. Ex: He has just arrived.

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- Quando uma ao no tiver acontecido ainda. Ex: They havent called me yet.

- Quando a ao puder acontecer no tempo que voc definiu na frase. Ex: I have gone to themovies twice this year. ( o ano no acabou e voc tem a possibilidade de ir mais vezes )

4 - Main Auxiliares (Do, Does, Did, Would, Will)

PRESENT I, YOU, WE THEY = DOHE, SHE, IT = DOESPAST = DIDFUTURE = WILLCONDITIONAL = WOULD

1 - Where ________ you have lunch? (Past)2 When ________ you travel to France? (Future)3 How far _______ he live from here? (Present)4 What _______ you like to do now? (Conditional)5 What _______ you study yesterday? (Past)6 How _______ your brother go to school? (Future)7 How often _______ she go to the movies? (Present)8 Where _______ you buy these CDs? (Past)9 Whose house _______ you live? (Conditional)10 What _______ you wear yesterday? (Past)11 How long _______ they use the computer tonight? (Future)

12 What _______ you like to wear? (Conditional)13 What _______ you like to do on a rainy day? (Present)14 What celebration _______ the children prefer? (Present)15 At what time _______ you go to bed tomorrow? (Past)

5 - ADJECTIVES:

LONG SHORT RICH POOR HOT COLD TALL SHORTINTELLIGENT NECESSARY DIFFICULTINTERESTING IMPORTANT OUTGOING

COMPARATIVE FORMS:AS + ADJECTIVE + ASJAYME IS AS INTELLIGENT AS BETH.

ADRIANA IS AS SHORT AS THAT GIRL.

MORE + ADJECTIVE + THAN (BIG ADJECTIVES)CAR IS MORE COMFORTABLE THAN BUS.PORTUGUESE IS MORE DIFFICULT THAN ENGLISH.

ADJECTIVE + ER + THAN

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GISELE IS TALLER THAN ISLANE.

TODAY IS COLDER THAN YESTERDAY.LESS + ADJECTIVE + THANBIKE IS LESS COMFORTABLE THAN MOTORCYCLE.EDIL IS LESS OUTGOING THAN CELSO.

SUPERLATIVE FORMS:THE MOST + ADJECTIVEJULIANA WILL BE THE MOST POPULAR SINGER IN BRAZIL.HE IS THE MOST HANDSOME BOY IN THE CLASS.CRISTIANO IS THE MOST OUTGOING STUDENT HERE.

THE + ADJECTIVE + EST

VANESSA IS THE RICHEST STUDENT OF THE CLASS.LUCIANO IS THE SHORTEST STUDENT HERE.MARLON IS THE FUNNIEST STUDENT OF THE CLASS.

THE + LEAST + ADJECTIVEENGLISH IS THE LEAST DIFFICULT SUBJECT.FUSCA IS THE LEAST COMFORTABLE CAR.

NOTE: IRREGULAR ADJECTIVES BIG BIGGER - BIGGESTHAPPY HAPPIER HAPPIESTFAR FARTHER FARTHEST

GOOD BETTER BESTBAD WORSE WORST

FLVIO IS THE HAPPIEST MAN OF UNIG.

6 - Prepositions

At: 6 o clock (time / hora)20 Cardoso Moreira Ave. (addresses / endere;os)home / the club (places / lugares)

On: Monday / Tuesday (days of the week / dias da semana)Assis Ribeiro Street (names of streets / nomes de ruas / avenues / avenidas)the table (surface/ superfcie)

In: January / March (months of the year / meses do ano)2004 / 2002 (year / ano)Brazil (countries / pases / cities . cidades)the drawer (containers / compartimentos)

For: Clean the house forme, please. (requests / pedidos)

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This chocolate is foryou. (intended for / inteno )

To: I want to go to Paris. (movement towards / movimentos em direo)

Attention: Leave for( a place / um lugar )He left forthe office at 6 AM.

Of: Give me a glass oflemonade. (content / contedo/ quantity / quantidade)

7 - MAKE, DO, HAVE, TAKE

1- THINGS WE MAKE:Make a mistake (= an error) He made a few mistakes in the exam.

Make a meal (= prepare and cook something to eat) I had to make my own dinner last night.Make money (= become rich) He made lot of money when he worked in America.Make friends Its not always easy to make friends in a foreign country.Make a decision We can have the red ones or the green ones, but we must make a decision.Make a noise I cant work when the children make a lot of noise.Make progress (= improvement) Her English is good now; she has made a lot of progress.YOU CAN MAKE A DIFFERENCE!MAKE THE BED MAKE A HOUSEMAKE A CAKE MAKE A MISTAKEMAKE A NOISE MAKE LUNCHTo make is generally for the PHYSICAL construction of something, with the meaning of to build(construir) orto create (criar).

Sometimes the use ofto make is idiomatic:To make the bedTo make a mistakeTo make noise, sound, a speechTo make sense

2- THINGS WE DO:Do homework I forgot to do my English homework last night.Do the housework (= cleaning) My mother does all the housework last night.Do subjects (= study subjects) Did you do English at school?Do a course I did a one-week course in word processing.Do the shopping (= buy a food) I always do the shopping at the weekend.

Do research (= detailed study in one subject) Hes doing research in physics at Rome University.Do (someone) a favour (= do something to help someone) I dont have any coffee. Could you do mea favour and lend me some?Do something/anything/nothing I didnt do anything last night. That boy has done nothing all day.

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3- THINGS WE HAVE:Have a rest (= relax / do nothing) They had a long rest after the game.

Have food (= eat food) and drink I had steak but Paul just had a cup of tea.Have a drink (= drink something) Lets have a drink before dinner.Have a bath / shower I always have a bath when I get up.Have a party Im having a party for my birthday.Have a baby (= be pregnant or give birth) Mary is having a baby next month.Have a (nice / great / terrible) time We had a very nice time in New York last year.

4- THINGS WE TAKE:Take an exam (also do an exam) Im going to take four exams next month.Take a photo She took lots of photos on holiday.Take a decision (also make) Im not very good at taking decisions.Take a shower (also have) Im just going to take a shower before lunch.

Take a bus / train / plane / taxi We were late, so we took a taxi to the airport.

8 - SUBJECTIVE AND OBJECTIVE PRONOUNS

- Subjective Pronouns - S podem ocupar a posio de sujeito (so usados sempreantes do verbo)

Ex: Mary visited John yesterday.(she)

- Objective Pronouns Ocupam a posio de objeto direto e/ou indireto, alm de seremusados depois de preposies.Ex: Paul gave Jane (indirect object) a book (direct object) for her birthday.

He her it

SUBJECTIVE OBJECTIVEI I know Ann. Ann knows me.WE We know Ann. Ann knows us.YOU You know Ann. Ann knows you.HE He knows Ann. Ann knows him.SHE She knows Ann. Ann knows her.THEY They know Ann. Ann knows them.

Exercise

1 I dont know those girls. Do you know ____________?2 - I dont know that man. Do you know _____________?3 - I dont know those people. Do you know ___________?4 I dont know Davids wife. Do you know __________?5 I dont know Mr Stevens. Do you know ___________?6 I dont know Sarahs parents. Dou you know _________?

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9 DEMONSTRATIVE PRONOUNS

SINGULAR PLURALTHIS THESETHAT THOSE

10 MONTE SUA CARTA

O raciocnio lgico e a coerncia so fundamentais para a compreenso, por isso lembre-sesempre de percorrer todo o texto primeiro e, assim, voc adquire melhores condies para inferir ocontexto.

Leia a atividade a seguir e faa a melhor opo para que a sua mensagem tenha uma

seqncia lgica. No se esquea de que voc o autor desta carta e que dependendo de suaescolha, voc pode torn-la coerente, incoerente, engraada ou at mesmo indelicada.Voc o autor:1-Voc recebeu um presente de um primo pelo correio e precisa agradec-lo por escrito. Escolha amelhor opo para que sua carta tenha coerncia do incio ao fim. Lembre-se de que voc o autor.

Dear Cousin,

Thanks for the_______ projects._______ photographs._______ sneakers.

I got really_______ depressed;_______ satisfied;_______ disappointed;

It is_______ an unusual present;_______ a delicate present;_______ a spectacular present;

Ill be the

_______ most happy person;_______ envy of the office to have theseprojects;

_______ most elegant person;

Im certain it / they will look perfect_______ on me._______ in my business ._______on the person you gave.

I plan to show it / them_______ in my university;_______ when I get nervous;_______at the moment my friends return;

because I am_______ not a ridiculous person._______ a person Who likes Carnival._______ an anxious person.

I hope to_______ exchange it / them._______ have it / them forever._______ make it / them a present tosomeone.

Next time you send me a present make sure

_______ Im not an adult._______ to visit me._______ I detest Carnival.

See you,_______ Respect,_______ Aversion,_______ Love,

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11 READING STRATEGIES (ESTRATGIAS DE LEITURA)

Maior sucesso ter o leitor no estudo do texto se fizer uso de algumas estratgias de leitura, bemcomo todas as dicas que o prprio texto proporciona. Conhea a seguir alguns desses elementos.

1. Skimming: Estratgia que consiste em lanar os olhos rapidamente sobre o texto, numa breveleitura para captar o assunto geral.

2. Scanning: uma estratgia de leitura no-linear em que o leitor busca objetivamente localizar asinformaes em que est interessado. Atravs do scanning o leitor objetivo e seletivo e nem sempreprecisa ler o texto todo.

3. Cognates: Muito comuns na lngua inglesa, os cognatos so termos de procedncia grega oulatina bastante parecidos como portugus tanto na forma escrita como no significado.

Os cognatos podem ser:- idnticos: radio, piano, hospital, nuclear, social, etc.- parecidos: gasoline, ifltion, intelligent, population, history, etc.- pouco parecidos: electricity, responsable, explain, activity, etc.

4. Typography: As marcas tipogrficas so elementos que , no texto, transmitem informaes nemsempre representadas por palavras.

5. Repeated Words: Quando algumas palavras se repetem vrias vezes no texto, mesmo comformas diferentes (exemplo: socialism, socialist, social, socialize...), normalmente so importantespara a compreenso. As palavras repetidas aparecem especialmente na forma de verbos,

substantivos e adjetivos e nem sempre so cognatas.

6. Prediction: uma atividade pela qual o aluno levado a predizer, inferir o contedo de um textoatravs do ttulo ou de outros elementos tipogrficos, como ilustraes, por exemplo.Pode ser chamada de pr-leitura.

7. Key words: As palavras chaves so aquelas que esto mais de perto associadas especificamenteao assunto do texto, podendo aparecer repetidas e algumas vezes na forma de sinnimos. Aidentificao das Key words atravs do skimming leva-nos a ter uma viso geral do texto.

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12 - Aspectos Lingsticos

Afixos (Prefixos e sufixos)

Prefixos slaba ou slabas que precedem a raiz de uma palavra, modificando seu sentido.

Ex: agree disagree / known unknown

Sufixos - slaba ou letras que se pospem s razes das palavras para indicar sua flexo, ou torn-las derivadas.

Ex: live lives / teach teacher

Prefixes

1-oposto / noun uncertain / unusual non non-smokingin incapable / incorrect dis dislikeil / ir illegal / irresponsable

2-errado / ruim / malmis misunderstand mal malnutrition

3-muito / acima / alm deover oversleep (dormir em excesso)

super supernatural (sobrenatural)supra suprarational (alm da razo)

4-pouco / abaixounder undergraduate / underestimatedsub subsurface(escondido) / subordinate

5-colocar juntoen enclose (fechar, encerrar)

6-fora / for a deex extract / ex-wife

7-contraanti antiviral / antisocial

8-nicouni unity / universal

9-juntoco cooperation com combinecol collate (confrontar, conferir)

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10-antesfore forecast

11-entreinter interaction / international

Sufixes

1-Formam substantivos de verbos- ion organization- er teacher- or actor- ing building

- ment agreement

2-Formam substantivos de adjetivos- ness safeness

3-Formam adjetivos de substantivos- ful fearful- less endless (infinito)- ous dangerous- al beneficial- y noisy

4-Formam adjetivos de verbos- ing interesting- able comfortable

5-Formam advrbios de adjetivos- ly honestly

easilymainly

6-Formam verbos de adjetivos- ize generalize

- en - shorten

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13 - IRREGULAR VERBS IN GROUPS

Past simple / past participle are the same

1 to cost cost - costto cut cut cutto hit hit hitto hurt hurt hurtto let let letto put put putto shut shut shut

2

to lend lent lentto send sent sentto spend spent spentto build built builtto burn burnt burntto learn learnt learntto smell smelt smeltto feel felt feltto leave left leftto meet met metto dream dreamt dreamtto mean meant meant

to lose lost lostto shoot shot shotto get got gotto light lit litto sit sat satto keep kept keptto sleep slept slept

3 -to bring brought broughtto buy - bought boughtto fight fought fought

to think thought thoughtto catch caught caughtto teach taught taught

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4 to sell sold sold

to tell told toldto find found foundto have had hadto hear heard heardto hold held heldto read read readto say said saidto pay paid paidto make made madeto stand stood stoodto understand understood - understood

Past simple / past participle are different1 -to break broke - brokento choose chose - chosento speak spoke - spokento steal stole stolento wake woke woken

2 -to drive drove drivento ride rode ridden

to rise rose risento write wrote writtento beat bit bittento hide hid hidden

3 -to eat ate eatento fall fell - fallento forget forgot forgottento give gave givento see saw seento take took taken

4 -to blow blew blownto grow grew grownto know knew knownto throw threw thrown

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to fly flew flownto draw drew drawn

to show showed shown5 -to begin began begunto drink drank drunkto swim swam swumto ring rang rungto sing sang sungto run ran run

6 -to come came cometo become became become

14 - ADVERBS

1 Adjective + ly = adverbquickly badly suddenly carefully heavily

2 Adverbs tell you how something happens or how somebody does something.Ex: The train stopped suddenly.I opened the door slowly.Please listen carefully.I understand you perfectly.

Its raining heavily.

3 Hard / fast / late / early are adjectives and adverbs.Adjective Adverb

Ex: Sues job is very hard. Sue works very hard.Ben is a fast runner. Ben can run fast.I went to bed early / late The bus was late / early

4 good (adjective - well (adverb)Ex: Your English is very good.You speak English very well.It was a good game.

Our team played very well.

OBS: well is also an adjective = not ill, in good healthHow are you? Im very well, thank you.

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Exercise

1 Your English is very _________. You speak English very _________.2 The party was very ___________. I enjoyed it very much.3 Martin has a difficult job but he does it ________.4 How are your parents? Are they ____________?5 Did you have a _________ holiday? Was the weather ___________?

15 - ADJECTIVES

1 Adjective + noun ( nice day / blue eyes ) The adjective is before the noun.Ex: Its a nice day today.Laura has brown eyes.

Theres a very old bridge in his village.Do you like Italian food?I dont speak any foreign languages.There are some beautiful yellow flowers in the garden.

2 - Be (am / is / are / was / were) + adjectiveEx: The weather is nice today.These flowers are very beautiful.Im hungry. Can I have something to eat?The film wasnt very good. It was boring.

3 Look / feel / smell / taste / sound / + adjective

Ex: You look tired.George told me about his new job. It sounds very interesting.Dont cook that meat. It doesnt smell good.

Compare:is are is

He feels They look American It smells goodLooks sound tastes

Get hungry / get cold / get tired / get married / get dressed / get lost(get + adjective) + become

Ex: Linda and Frank are getting married. now.I got dressed quickly.We went for a walk and got lost.

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1. Leia o texto com ateno e responda s perguntas.

ATI VIDADE

The Robotics Revolution

If you think robots are mainly characters of science fiction movies, think again. Right now, all over theworld, robots are painting cars, walking into live volcanoes, driving trains in Paris, and defusing bombs

in Northern Ireland.

Many of the robots in use today do jobs that workers. These are the types of jobs which require greatstrength or pose danger. For example, robots are particularly useful in the auto-manufacturing industry

where parts of automobiles must be put together

Spray painting is another task suited to robots because robots do not need to breathe. Unlike humansbeings, they are unaffected by the poisonous fumes. Robots are better at this

task, not because they y are faster or cheaper but because they work in a place where people p

pcannotThe robotics revolution is already beginning to change the kind of work that people do. The boring and

dangerous jobs are now assumed by robots. More and more humans will be required for tasks thatrobots cannot do. There are some industrialists who hope that all their employees will be knowledge

workers, sitting at desks and computer terminals to deal with information. These changes are alreadyunder

way, and their pace accelerates every year.

Fonte: Boeckner, K. and Brown, P. Charles. Computing.Oxford: Oxford University Press, 1993.

Texto 9.2Se voc se interessa por robtica, no deixe de visitar o

website.www.thetech.org/exhibits/online/robotics/

Help!!

characterspersonagens defusing desarmando jobs trabalhos require requeremstrength fora pose impe spray painting pintura a jatobreathe respirar fumes vapores poisonous venenosotasktarefa faster mais rpidos cheaper mais baratosboring enfadonho dangerousperigosos hope esperar (ter esperana)employees empregados knowledge conhecimento desks mesas de trabalhodeal with lidar com under way a caminho pace ritmoa. Que tipo de trabalho mais bem desempenhado por robs do que porseres humanos?

___________________________________________________________________

___________________________________________________________________

b. Quais os exemplos, apresentados no texto, de tipos de trabalho nos

quais os robs so melhores do que o homem?

______________________________________________________________________________________________________________________________________

c. Qual o perigo da pintura a jato para a sade do homem?___________________________________________________________________

___________________________________________________________________

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d. Que tipo de tarefa vai ser desempenhada pelo ser humano cada vez

mais freqentemente?

______________________________________________________________________________________________________________________________________

Trouble to Find the Job of your Dreams?WE HELP YOU TO REACHYOUR GOALS!!!!LONDON SCHOOL FOR

ADVANCED STUDIES

We offerB. A. and MASTER S DEGREES in all technological areas.Our staff includes lecturers with excellent reputation in their areas.

We grant scholarships to applicants with indisputable academic

qualities, with outstanding results in our entrance exams.Contact us: www.lsad.com/ln/uk

B.A. Quer dizer bacharelado,MAS TERS DEGREE, mestrado.to reach a goal alcanar um objetivo staffquadro de funcionrios lecturerprofessorscholarshipbolsa de estudos to grant conceder indisputable inegvel

ATIVIDADES

1. a. No anncio do Texto, qual o problema?

___________________________________________________________________

_________________________________________________________________b. Qual a soluo?

___________________________________________________________________

_________________________________________________________________

Voc vai refletir sobre uma das mais fenomenais formas de expresso humana: a linguagem. Voc j parou parapensar sobre sua capacidade de se expressar? Veja: por meio da linguagem, o homem enfrenta a vida; com ela,

ele se comunica, expressa seus sentimentos, define coisas e pensamentos. A capacidade do ser humano de se

expressar por meio da linguagem realmente fascinante, no acha? O Texto discute essa maravilhosaferramenta humana. Consulte o glossrio antes de iniciar a leitura.

One of the most fascinating aspects of human development isthe ability to learn language. The language faculty is specific

to the human species because no other creature apart from

human beings possesses a language organ. All men are born

with the capacity to speak and it is this capacity that makes

human beings different from animals. It might be suggested

that apes and dolphins use some form of language; this may

be a communication system but it does not have the distinctive

features of human language. Animals may learn some form

of communication in captivity but no species of animal can

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spontaneously use a form of human language. Indeed, learning

a language is an amazing feat and it has attracted the attention

of linguists and psychologists for generations (COOK, 1988).

HELP!

captivity cativeirofeat grande feitofeature caractersticalearn aprenderfaculty capacidadeapart from com exceo de

LANGUAGE FOCUS INo Texto, h verbos que chamamos modais. Os verbosmodais, como can, may, might, must,should, will, no possuem um

sentido prprio como, por exemplo, os verbos run (correr) e write(escrever), que envolvem uma ao. Eles so uma espcie de verbos

auxiliares e, como o nome parece implicar, os modais introduzem uma

certa modalidade ao que dito ou escrito. Dessa forma, com os modais

expressam-se no apenas o fato, mas uma avaliao desse fato. Para

explicar melhor, vamos considerar uma frase do TextoVeja: Animals may learn some form of communication in captivity.

Observe que, nessa frase, may vem acompanhado do verbo learn.

(Os modais vm sempre antes de outro verbo, e esses outros verbos so

chamados verbos principais.) Na frase acima, o que se est sugerindo

que os animais podem (may) aprender alguma forma de comunicao

quando esto em cativeiro; uma probabilidade, e no uma certeza.Com os modais, podemos:

a) dar e pedir permisso:

A:MayI visit you at the weekend?B: Of course, you may. (Poderamos usarcan aqui.)

O modal can tambm usado para poder e dar

permisso. Exemplos: CanI have your telephone

number? (May tem conotao mais formal.)

b) falar sobre obrigatoriedade:

You must wear your seatbelt while driving.

c) falar sobre proibio (usando o

modal na forma negativa):

You mustntdrink before driving.

d) dar um conselho:

For safe sex, you should wear condoms.The USA should sign the Kiotos Protocol.

You should turn off your computer when you re

not using it.

HELP!

condom camisinhaseat belt cinto de segurana

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ATIVIDADES

1. Vamos considerar uma outra frase do Texto: but no species of

animal can spontaneously use a form of a human language. Aqui, o usode can indica possibilidade.

a. Qual o verbo principal dessa frase? _____________________________

b. Agora traduza a frase:

...mas nenhuma espcie ___________________________________________

2. Um dos questionamentos do Texto se os macacos e golfi nhos usam

alguma forma de linguagem. O texto diz: It might be suggested that apes

and dolphins use some form of language

Levando em conta o sentido de might nessa frase, o autor do texto est

questionando se o que os golfi nhos e macacos usam realmente linguagem.Ele oferece uma resposta para seu questionamento na frase que se segue:

but it does not have the distinctive features of human language.

a. Quais seriam as distinctive features of human language a que o autorse refere?

__________________________________________________________________

___________________________________________________________________

Observe que itnessa frase est substituindoform of language.

b. A forma de comunicao usada por golfinhos e macacos se encaixaria dentro dessas caractersticas?

__________________________________________________________________________________________

___________________________________________

c. Qual a idia expressa por might na frase "It might be suggested that apes and dolphins use some form of

language..."?

UMA CIDADE SUBTERRNEAQual a cidade mais peculiar que voc conhece? Qual a razo dessa peculiaridade?

Voc j ouviu falar da cidade de Coober Pedy, na Austrlia? Faa

uma rpida leitura do Texto e, com a ajuda do glossrio que o segue,descubra o que Coober Pedy tem de diferente de outras cidades:

TextoCOOBER PEDY: my cave is my home!Coober Pedy is considered one of the most extraordinary towns in Australia and perhaps in the world. It is a

cosmopolitan town with a population of 3,500 and over 45 different nationalities.

The presence of different nationalities and the friendly lifestyle of the town make it a reference for culturaltolerance, diversity and acceptance. Like any other city, it has schools, shops, a

police station, restaurants, hotels, doctors, sports centers and many things you find in a common town.

Electricity, water and a telephone system are also part of the infra-structure of Coober

Pedy. However, you cannot drive a car, a bus or a taxi there as Coober Pedy has no roads. It has no trees or parks

either. Why? You may ask. The reason is very simple: Coober Pedy

is completely underground! The area in Australia where Coober is located is extremely hot, dry and dusty.

During the day the temperature is about 50 C. This is the reason why people inCoober live underground, in comfortable caves. Coober Pedys caves remain at comfortable 25 degrees during

all the year. There are authentic underground homes to explore as well as underground museums, potteries, opal

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shops, an art gallery and, of course, opal mines. After all, Coober Pedy is recognized as the largest producer of

opal in the world. Today, the town depends as much on tourism as on the opal mining industry to provide thecommunity with employment and sustainability. ( text adapted from:

http://www.gluckman.com/CooberPedy.Australia.htm

http://esvc001128.wic015u.server-web.com/default.htm ).

Help!!

Perhaps talvez Friendly amigvel, simptico lifestyle estilo de vidalike como fi nd encontrar, achar there lunderground subterrneo (under: embaixo; ground: cho, solo)cave caverna remain continuar, permanecer pottery cermicaopal opala (pedra semipreciosa ) mines minasprovide fornecer employment emprego after all afinalVoc pode obter maiores informaes sobre Coober Pedy e outras cidades na Austrlia em:

http://www.greatestcities.com/oceania/AustraliaA palavra like no texto funciona tal qual a palavra como, estabelecendo uma comparao, e no com o

sentido do verbo gostar, que tambm like. O oposto, de like (como), neste caso, unlike (ao contrrio

de...). Assim teramos, por exemplo, unlike Petrpolis, Niteri

is located on the coast.

ATIVIDADES

1. Indique se as afirmativas abaixo so falsas ou verdadeiras. Quando falsas,

explique a inadequao da afirmativa.

a. Coober Pedy tem caractersticas similares s de outras cidades.

Verdadeira ( ) Falsa ( )_________________________________________________________________

b. Coober Pedy um pas que fica na Oceania.Verdadeira ( ) Falsa ( )

_________________________________________________________________

c. Coober Pedy uma cidade com menos de mil habitantes.

Verdadeira ( ) Falsa ( )

_________________________________________________________________

d. H muitos problemas em Coober Pedy relativos oferta de gua e de eletricidade.


_________________________________________________________________

e. O transporte algo que distingue Coober Pedy de outras cidades.


_________________________________________________________________

f. A temperatura amena o ano inteiro em Coober Pedy.


_________________________________________________________________

g. A cidade subterrnea devido s vrias minas de opala que existem na regio.


_________________________________________________________________

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h. As minas de opala so, em grande parte, responsveis pela economia de Coober Pedy.

Verdadeira ( ) Falsa ( )__________________________________________________________________

i. A cidade abriga pessoas de diversas nacionalidades.


_________________________________________________________________

j. Os habitantes de Coober Pedy vivem como os homens das cavernas.


__________________________________________________________________

2. Determine se as seguintes afirmativas so, de acordo com o texto, possveis ou impossveis. Justifique suas

respostas. In Coober Pedya. it rains a lot. ( ) Possible ( ) Impossible__________________________________________________________________

b. we can buy food at a supermarket. ( ) Possible ( ) Impossible

__________________________________________________________________

c. the children can climb trees in the park. ( ) Possible ( ) Impossible

_________________________________________________________________

d. we cannot have a garden in our home. ( ) Possible ( ) Impossible

_________________________________________________________________

e. the traffic is heavy. ( ) Possible ( ) Impossible

_________________________________________________________________

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Senior Production Engineer Production Engineering Advisor Salaries in Houston,

TXAverage Salary of Jobs Matching Your Search

In USD as of Sep 9, 2009 40k80k120kSenior Production Engineer Production Engineering Advisor in

Houston, TX$108,000

Average Se nior Production Engineer Production Engineering Advisor salaries for jobpostings in Houston, TX are 4% lower than average Senior Production Engineer ProductionEngineering Advisor salaries for job postings nationwide.

Average Salary of Jobs with Related Titles

In USD as of Sep 9, 2009 40k80k120kSupplier Development Engineer in Houston,TX

$69,000

Planning Engineer in Houston, TX $77,000Project Engineer Manager in Houston, TX $72,000Drilling Engineer in Houston, TX $108,000Industrial Engineer in Houston, TX $69,000Senior Electrical Engineer in Houston, TX $90,000Technical Manager in Houston, TX $86,000About Salary Search

Senior Production Engineering Advisor

View All Jobs

Details about the vacancy

Job Title andReference

Senior Production Engineering Advisor

RemunerationUS$96000 - US$200000per annum + Bonus

Location USA

Cont/Perm Permanent Region HoustonRequired

Residency ofApplicant

Posted by Oscar Associates

Expiry Date 30 September 2009

Description Senior Production Engineer/Production Engineering Advisor

POSITION SUMMARY:

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This position will provide Production Engineering technical supportfor development projects and producing assets. The positionrequires experience in analysis and optimization of all componentsof the production system. Normal job duties will be to model and/oranalyze the performance of existing and planned wells, gatheringsystems and facilities to ensure optimum production delivery from

assets.

ROLES/RESPONSIBILITIES:

Prepare the functional requirements for well completion andrecompletion designs in conjunction with subsurface andcompletions engineers, including material and elastomerrequirements, tubing size, perforation requirements, smart wellsystem, etc.Design the well testing and downhole and/or subsea meteringrequirements, and production data requirements for new wells

Artificial lift system design and optimization

Develop and maintain well performance models for all existing andproposed wells. Utilize trending and visualization tools to validateproduction and allocation data and ensure compliance with specifiedoperating limitsBuild, maintain and optimize integrated production models for allwells, gathering systems and production facilitiesDevelop the well specific operating envelopes and wellmanagement guidelines for drawdown, liquid/gas coning, liquidliftingPrepare recommendations for well and/or production systemmodifications to optimize production including economic analysis ofopportunities

Analyze and prepare recommendations for injection and producingzone fluid managementFlow assurance and production chemistry analysis andmanagement, including prediction of paraffin, asphaltines, and scaledepositionWell test analysis

Assess Life Cycle stimulation requirements and incorporate indesign and operating plansProduction forecasting, in collaboration with the operations engineerand subsurface teamProduction log recommendations and analysisSand production management, including design and

recommendation of sand production monitoring systemsFormation damage identification and assessment of stimulationrequirements. Design of well treatment recommendations inconjunction with subsurface and operations engineersErosional velocity analysis and optimizationIdentification, assessment and implementation of new technologiesto enhance well and field performance

SKILLS AND EXPERIENCE:

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10-15 years relevant industry experience in production engineeringExperience with well and production system modeling/analysis andfamiliar with related software (e.g. Prosper, GAP, OLGA)Self-motivated to learn and apply new technologies

Ability to mentor and coach othersStrong written and verbal communication skills. Must be able toeffectively communicate with management, technical and operations

staffAbility to work effectively with minimal supervision in a diverse,multidiscipline team environmentTrack record of successful accomplishments and successfullyexecuted projects in production engineeringProactive analytical skills with attention to details and processimprovements

EDUCATION/TRAINING:

Minimum Bachelor of Science degree in Mechanical Engineering,Petroleum Engineering or equivalent

SOFTWARE REQUIREMENTS:

Microsoft Word, PowerPoint, and EXCELProduction System modeling tools - PROSPER, GAP, RESOLVE,OLGA, PIPESIM, HYSYS

Skill

Completion

Design

Operations oil and gas

ProductionWell

Qualification

Bachelors Degree or equivalent

Production EngineerThis job belongs to job family > Engineering

Further details

Production or manufacturing engineers work with companies that make things - from food,drink and chemical products to clothing, cars, aircraft and printing equipment. They design,build and maintain all the systems in factories, including automated and computer-controlledmachines. This may involve investigating operational problems affecting production,

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improving existing operations, bringing in new methods and processes and planning, andcommissioning and maintaining new production lines. They work with production staff,including operatives and technicians, to keep assembly, manufacturing and packagingsystems working smoothly and efficiently.

Production engineers usually work 37 hours a week, but this could include weekend andevening work. They may work on the shop floor, at a desk with a computer, or in meetings.Manufacturing machinery can be noisy but modern production lines are quieter and usuallyoperate in an air-conditioned, dust-free environment.

Salaries range from about 23,000 a year to 50,000 or more.

A production engineer should:

have a thorough understanding of the manufacturing process

work well with a wide range of people

be able to plan and prioritise tasks

be good at analysing and solving problems

have good communication skills

have strong numerical skills

understand the importance of health and safety.

There are engineering and manufacturing companies in most areas but many companies tendto be based in the major cities and towns across the country. Employers range from food anddrinks manufacturers to vehicle producers. There is also a growing number of high-technology manufacturing companies in the aerospace and electronics industries, as well as

precision engineering and pharmaceuticals. There are also many smaller firms, oftenproducing high value, technologically-advanced products.

Many production engineers are graduates. An HND with distinctions or merits may be analternative, although further training will be required. Apprenticeships and Advanced

Apprenticeships are available and it is possible to begin apprentice training for craft- ortechnician-level jobs in production engineering straight from school, with three to five GCSEs(A*-E). The Diploma in engineering and the Diploma in manufacturing and product designmay be relevant for this area of work.

Production engineers can register with the Engineering Council (ECUK) as a professionalengineer - either Incorporated Engineer (IEng) or Chartered Engineer (CEng). They areexpected to undertake continuing professional development (CPD). This can includeattending courses, meetings, workshops and seminars.

Some engineers move into sales, marketing, general management, training or consultancy.

What is the work like?Production or manufacturing engineers work with companies that make things - from food,drink and chemical products to clothing, cars, aircraft and printing equipment. They design,

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build and maintain all the systems in factories, including automated and computer-controlledmachines.

They develop production lines and systems for all kinds of manufacturing processes. Thesecan be anything from filling cans or bottles to packaging medicines or assembling trucks orcomputers.

The latest technology is used in this work, and production engineers are responsible forplanning, managing and maintaining the production methods and processes.

This may involve:

investigating operational problems affecting production

improving existing operations, bringing in new methods and processes

planning, commissioning and maintaining new production lines

handling the purchase and installation of new equipment

providing manufacturing data

ensuring that quality control standards are being maintained

training and managing staff

preparing manufacturing manuals for staff

managing budgets.

Production engineers usually have a day-to-day responsibility for providing technical expertiseand diagnosing and solving problems. They work with production staff, including operativesand technicians, to keep assembly, manufacturing and packaging systems working smoothlyand efficiently.

If their job involves a management role, production engineers will be involved in meetings withother technical and management staff, and they will have to produce reports on productionissues and budgets for new or replacement systems. They may also liaise with suppliers and

customers, ensuring that service departments handle product defects correctly and recallingproducts if necessary.

Hours and environmentProduction engineers usually work 37 hours a week, but this could include weekend andevening work, particularly when a new production process is being installed and tested, or ifthe company works a shift system.

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They may work on the shop floor, at a desk with a computer, or in meetings. Protectiveclothing may be required when visiting the shop floor.

Manufacturing machinery can be noisy, and in older traditional industries the environment canbe hot, dirty and dusty. Modern production lines are quieter and usually operate in an air-conditioned, dust-free environment.

Salary and other benefitsThese figures are only a guide, as actual rates of pay may vary, depending on the employerand where people live.

Starting salaries for graduates after their initial training may be in the region of 23,000 a year.

Experienced production engineers may earn up to 37,000 a year.

Senior production engineers may earn 50,000 or more.

There may be extra pay for overtime or shifts.

Skills and personal qualitiesA production engineer should:

have a thorough understanding of the manufacturing process

work well with a wide range of people

be able to plan and prioritise tasks

be good at analysing and solving problems

have good communication skills

have strong numerical skills

understand the importance of health and safety.

InterestsIt is important to be interested in:

engineering and manufacturing

keeping up to date with new developments in technology.

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Getting inAround 1.5 million people are employed in engineering-related jobs in the UK, and there areengineering and manufacturing companies in most areas. Many companies tend to be basedin the major cities and towns across the country.

Employers range from food and drinks manufacturers to vehicle producers. There is also a

growing number of high-technology manufacturing companies in the aerospace and

electronics industries, as well as precision engineering and pharmaceuticals. There are alsomany smaller firms, often producing high value, technologically-advanced products.

Jobs tend to be advertised in professional and trade publications, through recruitment

agencies specialising in engineering posts and on the many websites dealing withengineering jobs.

Entry routes

Many production engineers are graduates. In fact, most employers look for graduates, and adegree or equivalent is essential for professional (chartered) status. An HND with distinctionsor merits may be an alternative, although further training will be required. It is also possible totake an Open University degree. The engineering institutions accept these as long as studiesfollow an approved profile.

For a degree course in an engineering subject, applicants need at least two A levels normallyincluding maths and physics, and five GCSEs (A*-C), or equivalent qualifications including

Access courses.

The Institution of Mechanical Engineering (IMechE) offers funding for people starting adegree, as well as opportunities to win further funding through prizes and awards.Opportunities include the Whitworth Scholarship Awards,(www.whitworthscholarships.org.uk), designed for engineers who are planning to embark on,or have already commenced, an undergraduate engineering degree-level programme,normally a MEng. The scholarships are available in all the main engineering disciplines -mechanical, civil, electrical, aerospace and others. Many universities appear to have somefunding to encourage students to study technology (www.scholarship-search.org.uk).

It is also possible to begin apprentice training for craft- or technician-level jobs in productionengineering straight from school, with three to five GCSEs (A*-E). Ideally, these shouldinclude English, maths and science. GCSEs in engineering, manufacturing or design andtechnology could also be useful. A BTEC First Diploma in a relevant subject would be a goodalternative. The Diplomas in engineering, and manufacturing and product design may berelevant for this area of work.

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Apprenticeships and Advanced Apprenticeships provide structured training with an employerand pay at least 80 per week - 95 per week from August 2009. A recent survey found thatthe average wage for apprentices was 170 a week. Entry to Employment (e2e) can help toprepare those who are not yet ready for an Apprenticeship. In addition, Young

Apprenticeships may be available for 14- to 16-year-olds. To find out more, see theApprenticeship page on this website, contact the local Connexions service or visit:

www.apprenticeships.org.uk.

TrainingAll apprentices follow a structured training scheme at work, with part-time study at a localcollege leading to NVQ Level 2 or 3 in engineering production. This can then lead on to studyfor a foundation degree, HNC/D or degree.

For graduate trainees, training is mainly on the job, usually within a structured graduatetraining scheme. Many will go on to do postgraduate qualifications such as the MEng.

Following the award of a degree or an HNC/HND, and after further training with an employer,production engineers can go on to register with the Engineering Council (ECUK) as aprofessional engineer - either Incorporated Engineer (IEng) or Chartered Engineer (CEng).

Production engineers are expected to undertake continuing professional development (CPD).This can include attending courses, meetings, workshops and seminars.

The IET (Institution of Engineering and Technology) offers a number of awards to help

women who are studying for engineering qualifications.Getting onProduction engineers can gain experience in a variety of manufacturing areas, which will helpthem to move into other industries or sectors. There is also scope to move into productionmanagement, or to gain experience in other technical functions such as systems engineering.

Some engineers move into sales, marketing, general management, training or consultancy.

Further informationDiploma in Manufacturing and Product Design. Website: www.manufacturingdiploma.co.uk

The Engineering and Technology Board (ETB), 020 3206 0400. Website: www.etechb.co.ukEngineering Council UK (ECUK), 246 High Holborn, London WC1V 7EX, 020 3206 0500.Website: www.engc.org.uk

Engineering Diploma Development Partnership. Website: www.engineeringdiploma.com

Enginuity Careers. Website: www.enginuity.org.uk

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The Institution of Engineering and Technology (formerly Institution of Electrical Engineers andInstitution of Incorporated Engineers), Savoy Place, London WC2R 0BL. 020 7240 1871.Website: www.theiet.org

Institution of Mechanical Engineers (IMechE), 1 Birdcage Walk, Westminster, London SW1H9JJ. 020 7222 7899. Website: www.imeche.org.uk

The Manufacturing Institute, Quay West, Trafford Wharf Road, Manchester M17 1HH. 0161872 0393. Website: www.manufacturinginstitute.co.uk

SCENTA - careers information in science, engineering and technology. Website:www.scenta.co.uk

SEMTA (Science, Engineering, Manufacturing Technologies Alliance), 14 Upton Road,Watford WD18 0JT. Careers advice line: 0800 282 167. Website: www.semta.org.uk

UK Resource Centre for Women in Science, Engineering and Technology. 01274 436485.Website: www.ukrc4setwomen.org

Women into Science, Engineering and Construction (WISE). 020 3206 0408. Website:www.wisecampaign.org.uk

Women's Engineering Society. 01438 765506. Website: www.wes.org.uk

Further reading

A range of publications from the above organisations

BTEC National Engineering - Newnes

Directions 16 plus - SEMTA publication online

Engineering (CRAC Degree Course Guides) - Trotman

How to Get Ahead in Engineering - Trotman

So You Want to Work in Engineering - Hodder Wayland

Magazines/journalsThe Engineer

Engineering

Engineering and Technology- IET

Manufacturing Engineer- IET

Spark magazine - WISE

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(Some may be priced)

May 2009

Production Engineering

CO2 capture

Published: 15 August 2007 05:45 PM

Source: The Engineer Online

University of Melbourne PhD student Julianna Franco has developed a cost-effective CO2 capture

system based on the use of inexpensive plastic.

In her membrane gas absorption (MGA) system, the porous plastic acts as a semi permeable barrier,

allowing CO2 gas on one side to come into contact with an aqueous solvent on the other, without the

gas or liquid dispersing into each other.

MGAs are commonly used to remove gases from, or dissolve them into, water. For an MGA to be

effective, however, the membrane must be water-repellent on one side to prevent the water from

passing through the pores into the gaseous side of the membrane.

According to Francos supervisor, Professor Geoff Stevens, past research on the use of polypropylene

as a membrane for CO2 capture concluded that it was unsuitable for MGA use. The plastics poreswere observed to wet in the presence of the aqueous solvent used to absorb CO2

from the gaseous phase, allowing the two phases to mix.

However, Franco has now modified the surface properties of the polypropylene to make it as water-

repellent as Teflon. This allows the CO2 to selectively pass through the membrane and be absorbed on

the other side by a widely available solvent (2030% methylethanolamine dissolved in water).

The membrane can be deployed in the form of hollow fibre units that provide an order of magnitude

more surface area than those available in conventional CO2 capture columns.

MGA units can separate carbon dioxide using three to four times less space than processing towers,

making carbon dioxide capture more efficient and economical, said Franco.

Francos research follows on from earlier research that resulted in the construction of a pilot-scale

membrane gas absorption plant incorporating Teflon as the membrane material for separation of

CO2 from natural gas at Krst, Norway.

Australia has natural gas reserves with high CO2 levels, such as those at the Gorgon gas field on the

north-west coast of Australia. According to Stevens, a polypropylene MGA system would make new

natural gas fields with high CO2 content more economically and environmentally viable.

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However, its still early days. Stevens says the polypropylene carbon capture system is due to be tested

next year at a pilot plant that will process 25 tonnes of CO2 per day. The pilot plant is being built at

Hazelwood, one of Victorias oldest and its most greenhouse-polluting brown coal-fired powerstations.

Depending on the outcome of that trial in particular, how the economics of this technology stack up

against competing technologies the most optimistic date for the full deployment of commercial scalecarbon dioxide capture systems in Australia is 2015.

Job Detail

Engineering Opportunities

Recruiter Name: McLaren

Date Posted: 10 August 2007

Location: South East

Sector: Automotive, Design,Engineering,Manufacturing

Position Type: Permanent

Salary Description: Excellent

Apply Now

Job Description

At McLaren we believe that anything is possible.We know what it takes to succeed and we achievethis by working together and encouraging innovation in an extraordinary high performanceenvironment.

Our Automotive business based at the McLaren Technology Centre in Woking, Surrey, is renownedfor its expertise in engineering and manufacturing the most definitive sports cars in the world.We arenow seeking talented engineers and designers on both a permanent and contract basis to join ourteam to work on current and future car projects. Our environment is highly challenging and you will

need to be resilient and confident in your abilities.

We are looking for:Senior Controls EngineerStructural Analysis EngineerDevelopment EngineerChassis Project Engineers & DesignersBody Project Engineers & DesignersInterior Project Engineers & DesignersPowertrain Project Engineers & Designers

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NVH ManagerAerodynamics EngineerSenior Composite TechnologistElectrical Project EngineersWe expect a Mechanical or Automotive Degree at 2:1 standard or above combined with suitableexperience. An understanding of low volume, high performance vehicle programmes would be aparticular advantage.

Job DetailProduction Engineer

Recruiter Name: CABOT

Date Posted: 31 July 2007

Job Reference: C3107PE

Contact Name: Liam O'Connell

Location: Wales

Sector: Engineering, Materials

Position Type: Permanent

Salary Description: Unspecified

Apply Now

Job Description

The Cabot Corporation is a $2.5 billion global speciality chemicals company, operating in 18 countrieswith 42 manufacturing facilities worldwide. A world leader in fine particle technology, our products arefound in diverse markets. Our manufacturing site in South Wales specialises in the manufacture offumed silica, which is sold into a range of end markets including electronics and automotive industry.

We operate a highly customer focused environment that is constantly striving to maintain and improvethe quality of the processes in our silica and packaging line department. We have a position availablefor a degree qualified Engineer with experience of working within a similar manufacturing environment,to provide technical support and drive continuous improvements in packaging process capability,capacity and productivity. You will use best practice operating principles and develop and implementworld-class procedures to maximise plant safety and optimise packaging line performance whilstensuring packaging quality standards are achieved. Key aspects of this technical role are:-

Identify, recommend and implement improvements in packaging performance.

Provide prompt and effective technical advice and support to resolve unusual problems using rootcause analysis.

Support and implement new packaging changes and improvements and prepare relevantdocumentation.

Assist in the design, procurement, and installation of new equipment to support new productdevelopment and commercialisation and existing process improvements.

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With an excellent remuneration package, commensurate with relevant experience and careerdevelopment prospects both within the UK and abroad, we can offer a challenging yet rewardingcareer.

Production Engineering

Stranded gas

Published: 27 July 2007 04:27 PM Source: The Engineer Online

A US Department of Energy (DOE) project is turning "stranded" natural gas at marginal, orlow-production, oil fields into fuel for distributed electric power systems.

The project is bringing previously idle oil fields back into production and could boost US oilproduction by some 28 million barrels per year within the next 10 years.

Stranded gas is natural gas that is uneconomic to produce for one or more reasons: theenergy, or Btu content, may be too low; the gas may be too impure to use, or, the volumemay be too small to warrant a pipeline connection to the gas infrastructure.

Non-commercial gas is sometimes produced along with oil, becoming an environmentalliability. This unwanted by product of oil production has become a major problem in California

oil fields where producers have been forced to abandon sites early, leaving valuable reservesof domestic oil untapped.

Typically, there are three ways to deal with stranded gas: venting or flaring the gascontributes to air pollution without any beneficial offsets from the gas, using electrical energyto re-inject the gas incurs significant extra costs and, shutting down oil production leavesvaluable oil in the ground.

But now researchers have recently found another, useful, way to solve the stranded gasproblem.

A project managed by the Office of Fossil Energy's National Energy Technology Laboratory

(NETL) called the Oil Field Flare Gas Electricity Systems (OFFGASES) project is turning thewaste gas into a valuable fuel for distributed generation power units at marginal well sites inCalifornia.

Oil production sites are heavy electricity consumers. According to the California Oil ProducersElectric Cooperative, electricity accounts for 40 to 60 percent of the operating cost of oilproduction and delivery, and it represents one of the highest expenses in producing marginaloil wells.

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In California, equipment such as pump jacks are all run by electricity, and this power must bepurchased from the utility grid. This figures heavily in deciding which sites remain economicalto produce as oil production declines and which ones must be abandoned.

By using microturbines to harness the stranded gas and generate low-cost electricity - usuallyat 20 to 40 percent of the costs of utility grid electricity - the DistributedGeneration/OFFGASES project is increasing oil production in previously hopeless fields,making use of a fuel that was previously considered unusable and uneconomic to produce.

The project is conducting four field demonstrations with fuels of varying energy contents andquality. Three of the demonstrations have shown success so far.

In the first, a demonstration using high-Btu gas, which contains more than 1,600 Btu perstandard cubic foot of gas, boosted oil production in its three-well marginal oil field from 10barrels per day to 23 barrels per day.

In the second, a demonstration with medium-Btu gas, which does not meet the qualityrequirements for commercial pipelines in California, is now producing 150 barrels of oil perday in a 19-well field that had been at risk for abandonment.

In the third, a field containing "harsh" gas, which contains naturally high levels of nitrogen,carbon dioxide, and hydrogen sulphide, has been brought into compliance with air emissionsregulations by scrubbing hydrogen sulphide from the gas using a patented sulphide-treatingsystem.

The fourth demonstration deals with ultralow-Btu gas, which has as little as 15 Btu perstandard cubic foot of gas. This gas is of such low quality that it's not immediately flammableand therefore cannot even be flared - operators have been spiking the weak gas withpurchased commercial natural gas just to flare it.

As part of the NETL-funded project, operators are now using FlexEnergy's Flex-Microturbine,a new technology that uses catalytic combustors and actually runs on 15 Btu gas. While the

microturbine is working, improvements are still needed, and researchers are testing theequipment needed to turn this field into another success.

NETL demonstration partners include FlexEnergy, the Interstate Oil and Gas CompactCommission, California Oil Producers Electrical Cooperative, California Energy Commission,and California South Coast Air Quality Management District.

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Sunday - 30 March 2008Letters

Inefficiency driveEmail articleComment on this article

Published: 26 March 2008 11:40 AM

Source: The Engineer

I write in response to the Porsche Cayenne/Panda discussion (Letters, 10 March).

Last year the government changed the categories of road tax so that all 4x4s would be classified asband G vehicles.

There used to be a 4x4 version of the Panda which, had it been built recently, would now been in thiscategory and burdened with the same ill-thought-out charge.

VW, Subaru and most of the proposed 'hybrid/electric' vehicles currently being proposed also fall intothe 'four-wheel-drive category' regardless of emissions.

If the government wants to stop so-called 'chelsea tractors' it should do so around those areas ofLondon affected and leave the rest of the country alone.

Out of town, where there is no adequate public transport, a 4x4 is essential for safe travel in ice/mudor snow conditions.

The latest charges mean that instead running newer, fuel-efficient cars, many of us will now be drivingolder vehicles that aren't burdened in this way.

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Suppose that youre going to participate of an English Congress and now youhave to fill out a Registration Form. So, Lets Go!

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INSTRUCTIONS:

1- Complete this Registration Form2- Submit a copy of your school transcripts

1. Name ______________________ __________________________________________________

(First) (Middle) (Last)2. Home Address _________________________________________________________________

3. Student ID ____________________________________________________________________4. Zip Code ________________________________ City _________________________________

State: ___________________________________5. Phone Number __________________________ Cell Phone _____________________________

6. Date of Birth ____________________________ Place of Birth __________________________

7. Sex: (Male or Female) ___________________________

8. Nationality: ____________________________________

9. Can you speak English Fluently? __________________________________________________

apostila engenharia de produção2009 2

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