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EXAME DE PROFICIÊNCIA EM LEITURA EM LÍNGUA INGLESA

Passo Fundo, 13 de maio de 2015.

Nome completo:______________________________________________________

Instituição de vínculo: ________________________________________________

Número da matrícula (para alunos da UPF):________________________________

PPG (curso): ________________________________________________________

Este exame tem como objetivo principal comprovar sua proficiência em leitura e

compreensão de textos em língua inglesa. Para tanto:

���� leia, atentamente, os textos e as questões que a eles se referem;

���� evite traduzir o texto todo, mas, apenas, o vocabulário necessário para

compreendê-lo;

���� responda às questões em português, com base nas informações de cada texto;

���� use o dicionário impresso, se desejar.

Para realizar este exame:

� use caneta azul ou preta;

� confira o número de questões;

� rubrique todas as folhas da prova;

� não é permitido o uso de dicionários eletrônicos ou qualquer outro

equipamento eletrônico;

� não é permitido emprestar dicionários.

A duração da prova é de 3 (três) horas.

TEXTO 1

How your state of mind affects your

performance By Alexander Caillet, Jeremy Hirshberg and Stefano Petti

DECEMBER 8, 2014

[…] For 20 years, we’ve worked with leaders in more than 30 countries and across diverse industries

to help them understand how state of mind (that is, their moment-to-moment experience of life as

generated by their thinking and as expressed by their feelings) can affect their leadership, and to

help them manage their respective states of mind, rather than being managed by them.

Two years ago, our organization launched a long-term global research initiative to provide

quantitative data on the topic. We selected 18 states of mind and surveyed leaders around the world

on how often they experience each one, the impact of each on their effectiveness and performance,

and what they do to manage their states of mind. To date, we have surveyed and interviewed over

740 leaders.

Below is a chart that lists the percentage of leaders who reported experiencing each of the 18 states

of mind often or regularly:

Of the 18 states of mind

in the chart, it came as

no surprise that 94% of

respondents reported

that Calm, Happy and

Energized (CHE) are the

three that drive the

greatest levels of

effectiveness and

performance. As Giglio

Del Borgo, a country

manager at Experian

explains: “If you are

energized, without being necessarily too excited about things or euphoric, that energy will transmit

into the people working around you.”

The chart clearly shows that most leaders seem able to access CHE states on a regular basis.

However, Frustrated, Anxious, Tired and Stressed (FATS) states of mind were also relatively

common. And we found that certain factors such as age, gender, organizational level, organizational

tenure, span of influence, and type/size of organization, are correlated with similar states of mind,

with lower states more prevalent in certain categories of people - including the young, the male,

those with less tenure, and those operating at lower organizational levels.

Most leaders reported that FATS states often yield benefits in the short term but are detrimental in

the long term – especially to relationships. They also report that it is difficult to shift out of these

states of mind when they are consistently present in the organizational culture or environment. […]

The leaders who responded to our survey also reported that it is much harder to shift from below the

line states of mind to above the line states of mind. […]

So how do leaders shift from lower states of mind to higher states of mind and improve their

effectiveness and performance? And how can they help other people in their organizations who tend

to default to lower states of mind do the same? We’ve consolidated the best practices into four

categories:

Thoughts and feelings. Acknowledge your emotions to reduce their intensity. Allow your thoughts

to be transient. Visualize positive images to generate positive feelings. Refocus your attention on

different stimuli. Journal to find clarity. And engage in meaningful conversations to foster

understanding and optimism.

Physiology. Use deep breathing to reduce stress. Stretch to loosen muscles, stimulate blood flow

and improve cognitive function. And take breaks to clear the mind, relax the prefrontal cortex and

increase contentment.

External environment. Adjust lighting and block noise to generate calm. Listen to music to stimulate

reflection. Eliminate clutter to reduce anxiety and improve focus. And spend time in nature to shift

perspective.

Health and well-being. Eat a well-balanced diet, stick to an exercise regimen and get adequate

sleep to maintain your energy and balance.

Everything in the last category is a must-do. From the others, we recommend choosing the handful

of practices that work best for you, then employing them together with consistency.

Retrieved and adapted from https://hbr.org/2014/12/how-your-state-of-mind-affects-your-performance

AS QUESTÕES DE 1 A 6 REFEREM-SE AO TEXTO 1.

1. Com base no título, bem como no primeiro parágrafo, qual o assunto geral abordado pelo texto 1?

2. Complete o quadro com informações específicas sobre o estudo desenvolvido pelos autores, descrito no texto.

a) Tipo de estudo desenvolvido:

b) Amplitude:

c) Objetivo do estudo:

d) Quantidade de estados de espírito selecionados:

e) Quantidade de líderes entrevistados até o momento:

3. O que representa o ‘CHE’ no estudo e qual a opinião dos entrevistados sobre esse estado?

4. O que significa o ‘FATS’ e como esse estado de espírito é descrito no estudo?

5. Identifique as recomendações dos autores para mudar de estados de espírito mais baixos para os estados de

espírito superiores e melhorar a sua eficácia e desempenho.

6. Qual a recomendação final dos autores, especificamente sobre a última sugestão em comparação as

anteriores?

TEXTO 2

Nepal earthquake: a disaster that shows quakes don't kill people, buildings do Around three-quarters of all deaths in earthquakes are due to building collapse – and poor people bear the brunt. As rescue efforts continue in Nepal, Robin Cross argues for safer, more resilient reconstruction

Robin Cross Friday 1 May 2015

Collapsed buildings in Kathmandu following the earthquake on 25 April. Photograph: UPI/Landov/Barcroft Media

The kind of earthquake that hit Nepal last week is a periodic event in the country: the last was in

1934. For years, the international community knew another big quake was due in Kathmandu. The

disaster is that we have not prepared sufficiently for a predictable event. In a world of increased

urban densification, rapidly expanding informal settlements and development that outstrips a

government’s ability to enforce standards, it is poorly designed and constructed buildings, not

earthquakes, which are the real catastrophe.

In many cases, the rush of urbanisation has produced some of the most dangerous built

environments: multi-storey buildings, over-reliance on concrete and a loss of knowledge that

protected previous generations. The pressure to meet the needs of growing populations, along with

improperly implemented building regulations, can lead to lethal weakness. This was demonstrated in

China in 2008 when the Sichuan earthquake destroyed over 7,000 recent but inadequately

engineered schools, killing thousands of schoolchildren.

Around three-quarters of all deaths in earthquakes are due to building collapse. Low-cost and

informal buildings are most likely to fail, meaning that earthquakes disproportionately affect the

poorest in the community, and usually leave them even poorer. The technology and skills to

practically eliminate this scale of fatality are available. Yet they are not reaching the people who

need them most. Earthquakes are not just a “natural” crisis: they reflect a poverty crisis.

This is a development problem produced by a failure to incorporate risk and resilience into long-term

planning. An earthquake shouldn’t have to be the impetus to “build back better” after lives have

already been destroyed. Building better should start from day one.

After a disaster like Nepal’s earthquake, the international community needs to assist in long-term,

safe reconstruction. If it does not, the construction will be carried out in an ad-hoc manner, with

unplanned reconstruction and inadequate skills resulting in unsafe buildings. This pattern locks poor

communities into a cycle of vulnerability, leaving them unprotected against the next earthquake.

Nepal’s reconstruction is so crucial because it is an opportunity to take the global community’s

combined knowledge and do better. It is more important than ever to focus not only on providing

immediate relief, but to deliver a more resilient, stronger built environment that will not produce a

repeat tragedy of this scale again.

[…]

Ways to rebuild safely and improve resilience are already known, and indeed have been

demonstrated: in Concepcion, Chile, the 2010 earthquake was the sixth largest on record, but

fatalities remained under 1,000, in large part due to effective implementation of building regulations.

And disasters constantly provide new lessons on how to improve resilience, not just of the built

environment, but of social and community structures, too. Ten years ago, after Hurricane Katrina,

residents didn’t know where their evacuation points were in the city. So a New Orleans-based

organisation called Evacuteer has erected 14ft metal sculptures of a person with their arm raised,

engineered to withstand Category 5 hurricanes, at key collection points or “evacuspots”.

[…]

Community hubs, and especially schools, are a priority for reconstruction because they give children

a step back into normality and provide essential childcare services, allowing their adult families to

return to work or participate in further reconstruction.

Robin Cross is managing director of Article 25, an architectural aid charity. In the wake of the recent

earthquake, Article 25 has launched an appeal to support a school building programme in Nepal.

Retrieved and adapted from http://www.theguardian.com/cities/2015/apr/30/nepal-earthquake-disaster-building-collapse-

resilience-kathmandu

AS QUESTÕES DE 7 A 11 REFEREM-SE AO TEXTO 2.

7. Com base no título e subtítulo do artigo, qual é a crítica feita pelo autor em relação à tragédia ocorrida no

Nepal?

8. De acordo com o autor, por que os terremotos também revelam uma “crise de pobreza”, criando um “ciclo de

vulnerabilidade” às comunidades carentes?

9. Outras três catástrofes naturais são mencionadas no texto como exemplos, em comparação ao ocorrido no

Nepal. Identifique-as, completando o quadro a seguir, com as informações solicitadas:

Onde? Quando? Que tipo de tragédia natural?

9.1

9.2

9.3

10. Apresente os argumentos do autor que justificam a prioridade a escolas e centros comunitários no processo

de reconstrução da cidade.

11. Indique a que ou a quem se referem as palavras sublinhadas em cada sentença:

11.1 In a world of increased urban densification, rapidly expanding informal

settlements and development that outstrips a government’s ability to

enforce standards, it is poorly designed and constructed buildings, not

earthquakes, which are the real catastrophe.

11.2 Yet they are not reaching the people who need them most.

11.3 This pattern locks poor communities into a cycle of vulnerability, leaving

them unprotected against the next earthquake.

11.4 Nepal’s reconstruction is so crucial because it is an opportunity to take the

global community’s combined knowledge and do better.