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➧ PROVA DE LÍNGUA INGLESA: FGV/EESP-2019/2020-ECONOMIA-VESTIBULAR-17/11/2019.
➧ ORGANIZADOR: https://vestibular.fgv.br/
➧ ESTRUTURA-PROVA:
➭ 15 Multiple Choice Questions / 5 Options Each Question.
➭ Text – Bloomberg Businessweek (15 questions)
➧ GABARITO:
01-A, 02-C, 03-D, 04-E, 05-B
06-C, 07-A, 08-D, 09-D, 10-E
11-A, 12-C, 13-B, 14-E, 15-B
• TEXTO: Read the text to answer questions from 01 to 15.
There’s something faintly embarrassing about the 50th
anniversary of the first moonwalk. It was just so long ago. It’s
no longer “we” who put a man on the moon, it’s “they” who
put a man on the moon. So why can’t “we” do it? It’s hard not
to feel that for all the technological advances of the last halfcentury, America has lost something — the ability to unite and
overcome long odds to achieve greatness.
At one level, this is silly. The U.S. stopped going to the
moon because Americans stopped seeing the point of it, not
because they stopped being capable of it. Still, the historic
Mercury, Gemini, and Apollo programs do have something to
teach us. Months before the moon landing, the journal Science
wrote that the space program’s “most valuable spin-off of all
will be human rather than technological: better knowledge of
how to plan, coordinate and monitor the multitudinous and
varied activities of the organizations required to accomplish
great social undertakings.” So, here, lessons the Apollo has
left behind.
1. ________ President John Kennedy simplified
NASA’s job with his 1961 address to Congress committing
to “the goal, before this decade is out, of landing a man on
the moon and returning him safely to Earth.” From then on,
any decision was made by whether it would aid or impede the
agency in meeting that deadline. Experiments that were too
heavy were shelved, however valuable they might have been.
Technologies that were superior but not ready for deployment
were set aside. Having a North Star to pursue was essential,
because skeptics and critics abounded. Amid protests over
the Vietnam war and race riots, NASA engineers kept their
heads down and their slide rules busy.
2. Harness incongruence. In any large organization
there is pressure to suppress dissent. That can be deadly,
as it was for NASA in the two space shuttle failures —
Challenger and Columbia — each of which killed all seven
crew members. Leading up to both tragedies, the fact that
engineers grew concerned about a technical problem they did
not fully understand, but they could not make a quantitative
case; and were consequently ignored.
After the bad years of the shuttle disasters, the practice
of harnessing incongruence, and learning from mistakes,
has staged something of a revival at NASA, which has since
successfully sent unmanned craft to Mars, Jupiter and Saturn.
Says Adam Stelzner, a NASA engineer, “Listen to all that the
problem has to say, do not make assumptions or commit to a
plan of action based on them until the deepest truth presents
itself”.
3. Delegate but decide. NASA realized early on that it
needed help. About 90% of Apollo’s budget was spent on
contractors from the most varied places. NASA itself was,
therefore, more of a confederation than a single agency.
With so many players involved, turf wars were
unavoidable. NASA Administrator James Webb coined the
phrase Space Age Management to describe how he tried to
manage conflicts and ensure final decisions were made by
headquarters. Unfortunately, Webb’s mastery of the complex
network was not as thorough as he believed. The death of
three astronauts during a routine test in 1967 was traced to
deficiencies Webb had been unaware of. Failure, in this case,
was as instructive as success.
4. Effectiveness and elegance. Aesthetically, the Apollo
mission was poor. The module that touched down on the
moon looked like an oversize version of a kid’s cardboard
science project, all right angles and skinny legs. Apollo’s
return to Earth was equally unglamorous. The spaceship that
left the launch pad was awesome; what was, by plan, to be
rescued from the Pacific Ocean was a stubby cone weighing
just 0.2% of the majestic original. But what looks clunky and
awkward to an outsider may appear elegant to an engineer.
Engineering inelegance, by contrast, would be redesigning a
machine without fully anticipating the consequences.
Most of the people alive today had not yet arrived on
the planet when Armstrong, Aldrin and Commander Michael
Collins returned to it after their historic voyage. Never mind,
though. The moon landing was a victory for all of the human
race, past, present, and future.
(Peter Coy. Bloomberg Businessweek, 22.07.2019. Adapted.)
01 – (FGV/EESP-2019/2020-VESTIBULAR-1º SEMESTRE-ECONOMIA)
The title which best summarizes the content of the text is:
(A) “Management messages from moon missions”
(B) “Moonflight stories of success revisited”
(C) “50 years gone by — what about the future of spaceships?”
(D) “Changes in America’s management practices”
(E) “Travelling safely through space”
02 – (FGV/EESP-2019/2020-VESTIBULAR-1º SEMESTRE-ECONOMIA)
In the fragment from the first paragraph
“It’s no longer ‘we’ who
put a man on the moon, it’s ‘they’ who put a man on the moon”,
the underlined terms refer, respectively, to
(A) the Americans and the Russians, their rivals in the space
race at the time.
(B) the American people in general and the scientists working
for NASA.
(C) the America of today and the America five decades ago.
(D) the U.S. willing to go on with space programs, and the
U.S. giving them up.
(E) the Americans who are capable of breaking down barriers,
and the Americans who are not.
03 – (FGV/EESP-2019/2020-VESTIBULAR-1º SEMESTRE-ECONOMIA)
The expression from the first paragraph
“overcome long odds”
means, in the context,
(A) accept differences.
(B) handle uncertainties.
(C) ignore age-old conflicts.
(D) prevail over adversities.
(E) join efforts.
04 – (FGV/EESP-2019/2020-VESTIBULAR-1º SEMESTRE-ECONOMIA)
In the first and second paragraphs
the author expresses his
opinion that
(A) the Americans made a wrong decision when they first
decided to stop flying to the moon.
(B) no fact of real relevance about space travel has taken
place after the first moonwalk.
(C) celebrations for the 50th anniversary of the first moonwalk
were, unhappily, unexpectedly disturbing.
(D) it may seem unbelievable but, with comparatively poorer
technology than today, U.S. could make moonwalk a
reality.
(E) America somewhat seems no longer able to come
together as a nation in pursuit of a major goal.
05 – (FGV/EESP-2019/2020-VESTIBULAR-1º SEMESTRE-ECONOMIA)
In the excerpt from the second paragraph
“The U.S. stopped
going to the moon because Americans stopped seeing the
point of it, not because they stopped being capable of it. Still,
the historic Mercury, Gemini, and Apollo programs do have
something to teach us”,
the underlined word establishes,
between the two sentences, a relation of
(A) time.
(B) contrast.
(C) complementation.
(D) cause and effect.
(E) purpose.
06 – (FGV/EESP-2019/2020-VESTIBULAR-1º SEMESTRE-ECONOMIA)
In the fragment from the second paragraph
“most valuable
spin-off of all will be human rather than technological”,
the
underlined expression can be replaced, with no change in
meaning, by
(A) in spite of.
(B) in addition to.
(C) instead of.
(D) as much as.
(E) or else.
07 – (FGV/EESP-2019/2020-VESTIBULAR-1º SEMESTRE-ECONOMIA)
Choose the alternative proposing the subtitle that would most
closely represent the content of item 1 (3rd paragraph).
(A) Have a clear objective.
(B) Fight skepticism and criticism.
(C) Work hard for your purposes.
(D) Decide with authority.
(E) Follow your intuitions.
08 – (FGV/EESP-2019/2020-VESTIBULAR-1º SEMESTRE-ECONOMIA)
The expression “that deadline”, in the third paragraph,
refers
to
(A) the year of 1961.
(B) a period of over ten years.
(C) the completion of the Apollo program.
(D) the end of the 60’s.
(E) the end of John Kennedy’s presidency.
09 – (FGV/EESP-2019/2020-VESTIBULAR-1º SEMESTRE-ECONOMIA)
The fragment from the third paragraph
“however valuable
they might have been”
can be rewritten, with no change in
meaning, as
(A) even though they were all of great value.
(B) no matter how costly they would have been.
(C) whenever they were considered impracticable.
(D) regardless of possibly being of great relevance.
(E) because they might have been too expensive.
10 – (FGV/EESP-2019/2020-VESTIBULAR-1º SEMESTRE-ECONOMIA)
From the reading of subitem 2 “Harness incongruence”, we
understand that, if disasters such as those with the Columbia
and the Challenger are to be prevented,
(A) workers in highly sophisticated programs should assume
responsibility for their own decisions.
(B) leaders in charge of a project must commit to a plan of
action and never deviate from it.
(C) people should avoid making assumptions about problems
they are not accountable for.
(D) technical problems ought to be fully evaluated and
explained in quantitative terms.
(E) problems must not be disregarded or set aside until they
are totally figured out.
11 – (FGV/EESP-2019/2020-VESTIBULAR-1º SEMESTRE-ECONOMIA)
In the context of the fourth paragraph,
the verb “harness”
means
(A) tackle.
(B) ignore.
(C) explain.
(D) repress.
(E) justify.
12 – (FGV/EESP-2019/2020-VESTIBULAR-1º SEMESTRE-ECONOMIA)
In the fragment from the sixth paragraph
“NASA itself was,
therefore, more of a confederation than a single agency”,
the
underlined word means
(A) comparatively.
(B) as never before.
(C) consequently.
(D) nevertheless.
(E) to a certain extent.
13 – (FGV/EESP-2019/2020-VESTIBULAR-1º SEMESTRE-ECONOMIA)
In the specific context of subitem 3 “Delegate but decide”, the
statement “Failure, in this case, was as instructive as success”
(4th paragraph) means that
(A) NASA learned more from what went wrong in its projects
than from what worked perfectly well.
(B) an unexpected disaster reaffirmed the need for leaders to
exercise more effective governance and oversight.
(C) numerous difficulties arose as NASA delegated too many
of their own responsibilities to others.
(D) conflicts at NASA were inevitable and dealing with them
was not always a successful task.
(E) the highly complex network NASA turned into could only
result in a command breakdown.
14 – (FGV/EESP-2019/2020-VESTIBULAR-1º SEMESTRE-ECONOMIA)
In the fragment from the seventh paragraph
“Webb’s mastery
of the complex network was not as thorough as he believed”,
the underlined word means
(A) transparent.
(B) productive.
(C) efficient.
(D) clever.
(E) comprehensive.
15 – (FGV/EESP-2019/2020-VESTIBULAR-1º SEMESTRE-ECONOMIA)
According to the fourth subitem “Effectiveness and elegance”,
as far as spaceships are concerned,
(A) appearances are positively irrelevant.
(B) form follows efficiency.
(C) elegance and effectiveness should come together.
(D) engineering inelegance ought to be inadmissible.
(E) “clunky” and “awkward” are synonymous to “glamour”.
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