Questões Militares
Sobre vocabulário | vocabulary em inglês
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Text 3
Xerox and the Icarus Paradox
Schilling, Melissa A.
Strategic Management of Technological Innovation, Mc Graw-Hill International Edition, Fourth Edition
According to Greek mythology, when King Minos imprisoned the crafstman Daedalus and his son Icarus, Daedalus built wings of wax and feathers so that he and his son could fly to their escape. Icarus was so enthralled by his wings and drawn to the light of the sun that despite his father's warning, he flew too high. The sun melted his wings, crashing Icarus to death in the sea. This was the inspiration for the now well-known Icarus Paradox – that which you excel at can ultimately be your undoing. Success can engender overconfidence, carelessness, and an unquestioning adherence to one's way of doing things.
For example, in the 1960s and 1970s, Xerox had such a stranglehold on the photocopier market that it did not pay much attention when new Japanese competition began to infiltrate the market for smaller, inexpensive copiers. Xerox management did not believe competitors would ever be able to produce machines comparable to Xerox's quality and cost. However, Xerox was dangerously wrong. By the mid-1970s, Xerox was losing market share to the Japanese at an alarming rate. When Canon introduced a copier that sold for less than Xerox's manufacturing costs, Xerox knew it was in trouble and had to engage in a major benchmarking and restructuring effort to turn the company around.
Text 3
Xerox and the Icarus Paradox
Schilling, Melissa A.
Strategic Management of Technological Innovation, Mc Graw-Hill International Edition, Fourth Edition
According to Greek mythology, when King Minos imprisoned the crafstman Daedalus and his son Icarus, Daedalus built wings of wax and feathers so that he and his son could fly to their escape. Icarus was so enthralled by his wings and drawn to the light of the sun that despite his father's warning, he flew too high. The sun melted his wings, crashing Icarus to death in the sea. This was the inspiration for the now well-known Icarus Paradox – that which you excel at can ultimately be your undoing. Success can engender overconfidence, carelessness, and an unquestioning adherence to one's way of doing things.
For example, in the 1960s and 1970s, Xerox had such a stranglehold on the photocopier market that it did not pay much attention when new Japanese competition began to infiltrate the market for smaller, inexpensive copiers. Xerox management did not believe competitors would ever be able to produce machines comparable to Xerox's quality and cost. However, Xerox was dangerously wrong. By the mid-1970s, Xerox was losing market share to the Japanese at an alarming rate. When Canon introduced a copier that sold for less than Xerox's manufacturing costs, Xerox knew it was in trouble and had to engage in a major benchmarking and restructuring effort to turn the company around.
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TEXT II
LANGUAGE TEACHING
Languages are taught and learned in various places, some in informal settings, others in formal contexts, such as classrooms. It is common knowledge that regardless of the method used, second language learners achieve mastery of the target language to varying degrees. Although 10 individuals may be in the same language class for a year, their eventual proficiency level and profile will be different from one another. This is the result of a combination of the factors briefly mentioned above, compounded with the pedagogical methods that the learner has encountered. Generally speaking, it can be stated that most individuals learn to communicate basic information through a conversation in the target language in the first few years of active language study (provided that there are opportunities to use the language to create personal meaning). It is important to note that mere exposure or contact with the target language in most cases is not sufficient to result in productive language skills.
(http://www.aeservices.net/English/newsletters/Oct2007.html#B2)
TEXTO I
THE IMPACT OF COMPUTER TECHNOLOGY ON LANGUAGE LEARNING
Far from diminishing the human element in the learning process, the advent of computer technology as an integral part of language learning provides an opportunity to reflect upon and implement principles that enhance the learner’s status and expand the teacher’s role.
Most teachers would probably agree on how:
• Respecting learners` particular needs and learning habits increases their learning potential;
• Learner self-esteem and involvement foster learning efficiency; and
• The best use of a teacher’s time is not to teach vocabulary and grammar or provide listening practice, but to foster speech production and live interaction.
Now, paradoxically, the use of computer technology can enable precisely these features to be developed by providing the means to create a learning environment in which each learner or learning group can select speed, level and content to suit their specific learning needs and styles.
‘Guided freedom would be a feature of intelligent CALL (Computer-Assisted Language Learning), where the program would make suggestions, but the learner would make the choices.’ (Warschauer & Healey 1998)
At the same time, the teacher’s role expands beyond being a provider and assessor of knowledge and know-how (i.e. someone in front of the class) to being also a coordinator of media and a tutor (i.e. someone who is also in the midst of his/her learners).
Teachers become freer to use their time more efficiently by devoting their time to:
• Facilitating communicative oral activities;
• Assisting those learners who need their support most; and
• Discussing effective learning strategies.
Experience shows how the proper use of technological tools can be an extraordinary means of generating peer discussion, knowledge exchange, curiosity, motivation and relaxation: all prerequisites of effective learning.
These values are inherent in the content-based, blended-learning English for Aviation Safety courseware designed by AES. The flexibility, availability and depth of relevant informational content of its web-based training mean that learners come to the classroom for the Intensive Speaking Seminars ready to use their time to the full in communicative interaction, putting into practice the skills, knowledge and know-how they have acquired at their own pace.
Especially for pilots and controllers, learning English is not primarily about learning a language; it is learning how to perform certain essential functions in English in a timely and efficient manner.
Philip Shawcross is Director of Training Curriculum at AES.
* ICAO Document 9835: Manual on the Implementation of the ICAO Language Proficiency Requirements
TEXTO I
THE IMPACT OF COMPUTER TECHNOLOGY ON LANGUAGE LEARNING
Far from diminishing the human element in the learning process, the advent of computer technology as an integral part of language learning provides an opportunity to reflect upon and implement principles that enhance the learner’s status and expand the teacher’s role.
Most teachers would probably agree on how:
• Respecting learners` particular needs and learning habits increases their learning potential;
• Learner self-esteem and involvement foster learning efficiency; and
• The best use of a teacher’s time is not to teach vocabulary and grammar or provide listening practice, but to foster speech production and live interaction.
Now, paradoxically, the use of computer technology can enable precisely these features to be developed by providing the means to create a learning environment in which each learner or learning group can select speed, level and content to suit their specific learning needs and styles.
‘Guided freedom would be a feature of intelligent CALL (Computer-Assisted Language Learning), where the program would make suggestions, but the learner would make the choices.’ (Warschauer & Healey 1998)
At the same time, the teacher’s role expands beyond being a provider and assessor of knowledge and know-how (i.e. someone in front of the class) to being also a coordinator of media and a tutor (i.e. someone who is also in the midst of his/her learners).
Teachers become freer to use their time more efficiently by devoting their time to:
• Facilitating communicative oral activities;
• Assisting those learners who need their support most; and
• Discussing effective learning strategies.
Experience shows how the proper use of technological tools can be an extraordinary means of generating peer discussion, knowledge exchange, curiosity, motivation and relaxation: all prerequisites of effective learning.
These values are inherent in the content-based, blended-learning English for Aviation Safety courseware designed by AES. The flexibility, availability and depth of relevant informational content of its web-based training mean that learners come to the classroom for the Intensive Speaking Seminars ready to use their time to the full in communicative interaction, putting into practice the skills, knowledge and know-how they have acquired at their own pace.
Especially for pilots and controllers, learning English is not primarily about learning a language; it is learning how to perform certain essential functions in English in a timely and efficient manner.
Philip Shawcross is Director of Training Curriculum at AES.
* ICAO Document 9835: Manual on the Implementation of the ICAO Language Proficiency Requirements
Given the words extracted from the text, mark the alternative in which the pair of synonyms is NOT correct.
I. foster (paragraph 2) - promote
II. precisely (paragraph 3) - clearly
III. primarily (paragraph 9) - firstly
IV. midst (paragraph 5) - in the middle
V. upon (paragraph 1) - on, over
TEXTO I
THE IMPACT OF COMPUTER TECHNOLOGY ON LANGUAGE LEARNING
Far from diminishing the human element in the learning process, the advent of computer technology as an integral part of language learning provides an opportunity to reflect upon and implement principles that enhance the learner’s status and expand the teacher’s role.
Most teachers would probably agree on how:
• Respecting learners` particular needs and learning habits increases their learning potential;
• Learner self-esteem and involvement foster learning efficiency; and
• The best use of a teacher’s time is not to teach vocabulary and grammar or provide listening practice, but to foster speech production and live interaction.
Now, paradoxically, the use of computer technology can enable precisely these features to be developed by providing the means to create a learning environment in which each learner or learning group can select speed, level and content to suit their specific learning needs and styles.
‘Guided freedom would be a feature of intelligent CALL (Computer-Assisted Language Learning), where the program would make suggestions, but the learner would make the choices.’ (Warschauer & Healey 1998)
At the same time, the teacher’s role expands beyond being a provider and assessor of knowledge and know-how (i.e. someone in front of the class) to being also a coordinator of media and a tutor (i.e. someone who is also in the midst of his/her learners).
Teachers become freer to use their time more efficiently by devoting their time to:
• Facilitating communicative oral activities;
• Assisting those learners who need their support most; and
• Discussing effective learning strategies.
Experience shows how the proper use of technological tools can be an extraordinary means of generating peer discussion, knowledge exchange, curiosity, motivation and relaxation: all prerequisites of effective learning.
These values are inherent in the content-based, blended-learning English for Aviation Safety courseware designed by AES. The flexibility, availability and depth of relevant informational content of its web-based training mean that learners come to the classroom for the Intensive Speaking Seminars ready to use their time to the full in communicative interaction, putting into practice the skills, knowledge and know-how they have acquired at their own pace.
Especially for pilots and controllers, learning English is not primarily about learning a language; it is learning how to perform certain essential functions in English in a timely and efficient manner.
Philip Shawcross is Director of Training Curriculum at AES.
* ICAO Document 9835: Manual on the Implementation of the ICAO Language Proficiency Requirements
The U.S. Department of Homeland Security (DHS), which operates airport security checkpoints in the United States, is spending upward of US$ 7 million a year trying to develop technology that can detect the evil intent of the terrorists among us. Yes, you read that correctly: They plan to find the bad guys by reading their minds.
Dozens of researchers across the country are in the middle of a five year program contracted primarily to the Charles Stark Draper Laboratory, in Cambridge, Mass. They’ve developed a psycho-physiological theory of ‘malintent’ – basically, a hodgepodge of behaviorism and biometrics according to which physiological chances can give away a terrorist’s intention to do immediate harm. So far, they’ve spent US$ 20 million on biometric research, sensors, and a series of tests and demonstrations. This technology is called the Future Attribute Screening Technology (FAST).
The underlying theory is that your body reacts, in measurable and largely involuntary ways, to reveal the nature of your intentions. So as you wait in line at the airport checkpoint, thermal and other types of cameras and laser- and radar-based sensors will try to get a fix on the baseline parameters of your autonomic nervous system – your body temperature, your heart rate and respiration, your skin’s moistness, and the very look in your eyes. Then, as a security officer asks you a few questions, the sensors will remeasure those parameters so that the FAST algorithms can figure out whether you’re naughty or nice, all on the spot, without knowing anything else about you.
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