Foram encontradas 1.047 questões
Resolva questões gratuitamente!
Junte-se a mais de 4 milhões de concurseiros!
TEXT I
In Europe, Weber still rules
Statecrafting
Jul 13, 2016
Steven Van de Walle
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:
TEXT I
In Europe, Weber still rules
Statecrafting
Jul 13, 2016
Steven Van de Walle
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)
Text I compares New Public Management and Weberian administration. In this respect, analyse the following statements.
I. The findings reported are not very telling as the sample israther small.
II. Some countries have made more progress than others in implementing NPM.
III. The British, Danish, and Dutch showed a preference towards market provision.
Choose the correct answer:
READ TEXT II AND ANSWER TO THE QUESTION.
TEXT II
Blockchain: An opportunity for accountants? Or a threat?
Resumos relacionados
Advérbios e conjunções em inglês para concursos públicos
O estudo de advérbios e conjunções na língua inglesa é fundamental para quem deseja se destacar em provas de concursos públicos. Esses elementos desempenham papéis essenciais na construção de frases, influenciando diretamente o sentido e a coesão textual, habilidades bastante exigidas nas questões de interpretação e compreensão de textos em inglês.
Artigos (Articles) em inglês: uso em concursos públicos
Artigos (Articles) são palavras essenciais na gramática da língua inglesa, usadas para indicar se um substantivo está sendo mencionado de forma específica ou geral. Eles desempenham papel fundamental em provas de concursos, pois ajudam na compreensão e interpretação dos textos, além de serem frequentemente cobrados em questões envolvendo uso correto de estruturas gramaticais.
READ TEXT II AND ANSWER TO THE QUESTION.
TEXT II
Blockchain: An opportunity for accountants? Or a threat?
READ TEXT II AND ANSWER TO THE QUESTION.
TEXT II
Blockchain: An opportunity for accountants? Or a threat?
READ TEXT II AND ANSWER TO THE QUESTION.
TEXT II
Blockchain: An opportunity for accountants? Or a threat?
I. New technologies have affected CPA’s work but not its relevance. II. Blockchain technology will allow CPAs to shift their attention to other areas. III. Accounting professionals should not waste time trying to understand new technologies.
Choose the correct answer:
READ TEXT I AND ANSWER TO THE QUESTION.
TEXT I
READ TEXT I AND ANSWER TO THE QUESTION.
TEXT I
READ TEXT I AND ANSWER TO THE QUESTION.
TEXT I
READ TEXT I AND ANSWER TO THE QUESTION.
TEXT I
( ) Private sector auditors have more responsibility than government auditors on risk-taking decisions. ( ) The weight government auditors take upon themselves is quite heavy. ( ) Part of the auditor’s job is one of mediation between the public and the government.
The correct sequence is:
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
Read Text 4 and answer the question.
Text 4
Exploring Identity-based Challenges to English Teachers’ Professional Growth
Heather Camp
Minnesota State University-Mankato
Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.
New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform.
Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.
Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work.
Adapted from http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article=1030&context=wte
( ) Professional identity results from a specific discursive model; ( ) Developing an identity is not a simple and effortless endeavor; ( ) Professional identities, including those of new English teachers, are in a constant flux.
The statements are, respectively:
Observe the following cartoon and answer the question.
Text 3
Match the frameworks and the focus of their methods:
1. Behaviorism 2. Constructivism 3. Sociocultural theories
( ) Learner-centered methods ( ) Language-centered methods ( ) Learning-centered methods
Indicate the option that shows the correct matching, from top to bottom.
Observe the following cartoon and answer the question.
Text 3
Observe the following cartoon and answer the question.
Text 3
Read Text 2 and answer the question.
Text 2
Here are four passages from an article on awareness of English as a lingua franca (ELF):
1) “Few will deny that research in the area of English as a lingua franca (ELF) has significantly contributed to our understanding of many different facets of communication involving non-native speakers of English. Such studies have added valuable insights to the growing research in the domain of critical applied linguistics and critical pedagogy and have prompted many scholars to problematize all aspects of English language teaching, learning, testing, curriculum designing, etc.”
2) “It is important at this stage to distinguish between the critical and the transformative perspective in ESOL teacher education. While they both share the element of reflection, they are different in a crucial way, although the former has often been seen as an umbrella term that subsumes the latter.”
3) “Critical pedagogy is invaluable in our attempt to understand the complex processes of the global spread of English and the intricate ways in which it continues to be localized and relocalized (Pennycook, 2010). It has the tools to help teachers appreciate the complications of context and the various underlying and often hidden discourses, from learner identity construction in the ESOL classroom (Norton and Toohey, 2011) to language testing (Shohamy, 2004) to the politics of pedagogy in the ‘classroom as a microcosm of the larger social and cultural world’” (Pennycook, 2001: 138).
4) “The value of an ELF-aware transformative perspective to ESOL teacher education lies in its power to help teachers define ELF for themselves and for their teaching contexts. In this way, teachers are involved in the co-construction of ELF and, in particular, in the development of one or more pedagogical frameworks for ELF. To achieve this, teachers have to have an informed awareness of the ELF construct, a critical awareness of their own deeper convictions about essential aspects of language, communication, and language teaching/learning, and the capability to bring about sustainable change in their teaching.”
From Sifakis, N. C. (2014). "ELF awareness as an opportunity for change: a
transformative perspective for ESOL teacher education". Journal of English as a
Lingua Franca, 3/2: 317-335
Conheça nossos planos