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Q200739 - FGV Analista de Políticas Públicas e Gestão Governamental 2018

TEXT I


In Europe, Weber still rules

Statecrafting

Jul 13, 2016

Steven Van de Walle



After 30 years of public administration reform in European countries inspired by New Public Management ideas, traditional Weberian administration still is the main organizing principle. This is the picture that emerges from a large-scale survey among the entire population of top civil servants in 18 European countries. The findings have now been published in our book — Public Administration Reforms in Europe: The View from the Top.

True, many tools and management practices associated with the NPM such as staff performance talks or management by objectives have become very common. Across all countries, the almost 7000 top civil servants we surveyed list achieving results and ensuring an efficient use of resources among the most important roles they have. They are also in agreement that, compared to five years ago, the public sector has made major progress in terms of efficiency and service quality — two main objectives of the NPM.

There are ‘NPM champions’ — countries that have gone further than others in reforming the Weberian state. Think the UK or the Netherlands, where public employment is increasingly normalised, and delivery contracted out. But even there, the structures of traditional public administration remain firmly in place.

Some elements of the NPM are still mainly absent from current management practice in European countries. Internal steering by contract is not very common, and performance related pay is very rare despite the popularity in reform talk. The weak presence of flexible employment also shows that the Weberian model still dominates. Despite attempts to normalize public employment in some countries, civil servants still enjoy a unique statute. We also observed this during the fiscal crisis, where outright firing permanent civil servants or cutting salaries has been relatively rare.

For civil servants, referring issues upwards in the hierarchy is still the dominant response in situations when responsibilities or interests conflict with that of other organisations. European top civil servants consider the impartial implementation of laws and rules as one of their dominant roles, and largely prefer state provision of services over market provision, with the exception of the British, Danish, and Dutch.

There are clear country differences, with management ‘champions’ such as the UK, Estonia, Norway and the Netherlands, and more legalistic and traditional public administrations such as in Austria, France, Germany, Hungary and Spain. The adoption of newer reform ideas suggest that the Weberian state may now be in decline. Yet some of the other findings of the survey, reported above, show that Weberianism’s main ideas are still deeply embedded in European countries.

(Source: https://statecrafting.net/in-europe-weber-still-rulesa851866dbf02. Retrieved on January 21st, 2018)


Mark the statements below as true (T) or false (F) according to Text I.

( ) Internal steering by contract and performance related pay are two main ideas that come from Weber.

( ) Weberian ideals now belong to the past and are only used for historical interest.

( ) Employment flexibility is one of the tenets of the New Public Management.


The correct sequence is:

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Q200769 - COSEAC Professor - Inglês 2018

Question relate to teaching skills and abilities:

In her book “Teaching Community” (2003), bell hooks claims that educators must work “so that the classroom is not a site where domination (on the basis of race, class, gender, nationality, sexual preference, religion) is perpetuated” and that it should be “a place that is life-sustaining and mind-expanding, a place of liberating mutuality where teacher and students together work in partnership”. This is in agreement with the Parâmetros Curriculares Nacionais (PCN) because it promotes the classroom as:
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Q200771 - COSEAC Professor - Inglês 2018

Question relate to teaching skills and abilities:

Thinking of teacher development, it’s good practice for any L2 teacher to: 
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Q200773 - COSEAC Professor - Inglês 2018

Question relate to teaching skills and abilities:

According to Motta-Roth (2008), the Critical Genre Pedagogy sees the process of teaching/ learning as situated. That means it’s necessary to contextualize content and syllabus based on educational, cultural, social, and political imperatives, connecting individual experience to social experiences as well as social historic conditions of production, distribution and consumption of texts in society. A good example of genre pedagogy in use can be seen when the teacher proposes: 
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Q200775 - COSEAC Professor - Inglês 2018

Question relate to teaching skills and abilities:

Still in practical terms, focusing on lexical terms may be a challenge for the teacher and the student. Penny Ur (2012, p. 69) alerts teachers to the importance of revising vocabulary instead of testing students on it so as to “consolidate and deepen students’ basic knowledge”. It’s important to focus the revision on single-items as well as items in context, using a wide range of exercises, which means, for example:


I conducting dictations.

II having students brainstorm in groups.

III doing a quick bingo.

IV composing stories together.

V finding collocations on websites or dictionaries.


The alternative that best matches the exercises suggested above with their target language is:

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Q200777 - COSEAC Professor - Inglês 2018

Question relate to teaching skills and abilities:

In practical terms, focusing on a grammar topic may be a challenge for the teacher and the student. Using the Passive Voice as mere example, Larsen-Freeman (2003, p. 47) states that “the ultimate challenge of the passive voice is not form” because “although it is a grammatical form, it is not the form that presents the learning challenge”. In her example, focusing on form, teachers may mistakenly choose to introduce the passive as a transformed version of the active, implying they are interchangeable or that all passive sentences include the agent, which is definitely not the case. A good alternative to teaching through form could be to: 
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Q200779 - COSEAC Professor - Inglês 2018

Question relate to teaching skills and abilities:

According to Larsen-Freeman (2003), it’s possible to assert that focusing on the dynamics of language (grammaring) is very important and it helps improve teaching/ learning abilities because:


I it allows teachers/ learners to understand language as having an organic dynamism that renders it simultaneously flexible (real-time) and stable (over-time).

II teachers/ learners tend to perceive language as an idealized, objectified, atemporal “thing” that can be easily understood by the examination of its parts, which is very limited.


Looking at I and II, the most appropriate conclusion is that: 

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Q200781 - COSEAC Professor - Inglês 2018

Question relate to teaching skills and abilities:

Larsen-Freeman (2003, p. 34) asserts that “there is much more of concern in the teaching and learning of grammar than whether or not students produce grammatical forms accurately” and she goes on to say that “the complexity is partly captured by the fact that form is only one of three dimensions, all of which play a part in grammaring”. The other two dimensions she refers to are:
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Q200807 - COSEAC Professor - Inglês 2018

TEXT 1 below, retrieved and adapted from https://chroniclingamerica. loc.gov/lccn/sn83035487/1851-06-21/ed-1/seq-4/ on July 9th, 2018.


Text 1 


                    Women’s rights convention – Sojourner Truth


      One of the most unique and interesting speeches of the convention was made by Sojourner Truth, an emancipated slave. It is impossible to transfer it to paper or convey any adequate idea of the effect it produced upon the audience. Those only can appreciate it who saw her powerful form, her whole-souled, earnest gesture, and listened to her strong and truthful tones. She came forward to the platform and addressing the President said with great simplicity:

      "May I say a few words?" Receiving an affirmative answer, she proceeded: I want to say a few words about this matter. I am a woman's rights. I have as much muscle as any man and can do as much work as any man. I have plowed and reaped and husked and chopped and mowed, and can any man do more than that? I have heard much about the sexes being equal. I can carry as much as any man, and can eat as much too, if I can get it. I am as strong as any man that is now. As for intellect, all I can say is, if a woman has a pint, and a man a quart -- why can't she have her little pint full? You need not be afraid to give us our rights for fear we will take too much; -- for we can't take more than our pint will hold. The poor men seem to be all in confusion, and don't know what to do. Why children, if you have woman's rights, give it to her and you will feel better. You will have your own rights, and they won't be so much trouble. I can't read, but I can hear. I have heard the bible and have learned that Eve caused man to sin. Well, if a woman upset the world, do give her a chance to set it right side up again. The Lady has spoken about Jesus, how he never spurned woman from him, and she was right. When Lazarus died, Mary and Martha came to him with faith and love and besought him to raise their brother. And Jesus wept and Lazarus came forth. And how came Jesus into the world? Through God who created him and the woman who bore him. Man, where was your part? But the women are coming up blessed be God and a few of the men are coming up with them. But man is in a tight place, the poor slave is on him, woman is coming on him, he is surely between a hawk and a buzzard.


Reference: Robinson, M. (1851, June 21). Women’s rights convention: Sojourner Truth. Anti-slavery Bugle, vol. 6 no. 41, Page 160.


By saying that, Sojourner Truth meant that: 
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Q200863 - UECE-CEV Professor - Inglês 2018

TEXT II
Have Smartphones Destroyed a Generation?

Jean M. Twenge




Compiled from:
https://www.theatlantic.com/magazine/archive/2017/09/ha s-the-smartphone-destroyed-a-generation/534198/and https://blog.12min.com/have-smartphones-destroyed-ageneration-summary/

Match the lexical items with the corresponding definitions by numbering Column II according to Column I.
 Column I 1. brink (line 62)  2. iGen (line 71) 3. outcomes (line 80) 4. rate (line 83) 
Column II ( ) The way a thing turns out, a consequence. ( ) Denoting people reaching adulthood in the early 21st century. ( ) A point at which something, typically something unwelcome, is about to happen. ( ) A measure, quantity or frequency, typically one measured against another quantity or measure.
The correct sequence downwards is
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