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UNIVERSIDAD PANAMERICANA DEL PUERTO
UNIPAP
DIRECCIÓN GENERAL DE INVESTIGACIÓN, TECNOLOGÍA
Y ESTUDIOS DE POSTGRADO
DIGITEP
PERÍODO LECTIVO I/2015
GUÍA PRÁCTICA DE INGLÉS PARA POSTGRADO
Elaborado por: Aleida Aular
Puerto Cabello, Febrero de 2015
2
CRONOGRAMA DE ACTIVIDADES
CLASE CONTENIDO ACTIVIDADES EVALUACIÓN
1
21/02/15
Uso del diccionario
Técnicas de lectura. Scanning,
Skimming
Claves para una comprensión
eficiente
Tipos de textos
Cognados/falsos cognados
Afijos
Entrega de cronograma
Presentación y
desarrollo de contenidos
Actividad práctica de
comprensión lectora
Autoevaluación
Formativa
Examen de
práctica
2
28/02/15
Oración. Sintagma nominal
Sintagma verbal
Tópico.
Ideas principales/secundarias
Desarrollo de
contenidos
Actividad práctica de
comprensión lectora
Formativa
Examen de
práctica
3
07/03/15
Elementos de conexión
Elementos referenciales
Presentación y
desarrollo de contenidos
Actividad práctica de
comprensión lectora
Formativa
Examen de
práctica
4
14/03/15
Abstract
Resumen
Lectura de abstracts
Ubicación de
información específica:
objetivos,
resultados/hallazgos,
conclusiones
Formativa
Actividades de
comprensión
lectora con material
complementario
5
21/03/14
Examen de suficiencia Actividad práctica
Sumativa
3
ÍNDICE Pág.
Presentación 2
Uso del diccionario 5
Técnicas de lectura. Scanning, Skimming 5
Claves para una comprensión eficiente 6
Tipos de textos 7
Cognados/falsos cognados 7
Afijos 8
Reading: A practical guide to time management 8
Oración. Sintagma nominal/verbal 11
Tópico. Ideas principales /secundarias 12
Reading: How to find innovative solutions to customer problems 12
Elementos de conexión 15
Elementos referenciales 15
Reading: How to choose the right digital marketing model 15
Abstract/ Resumen 19
Reading: Higher education in Ethiopia: expansion, quality assurance and institutional
autonomy 19
Reading: Exploring the mechanisms of knowledge transfer in university-industry
collaborations: A study of companies, students and researchers 20
Referencias bibliográficas 21
Exámenes de práctica 24
4
PRESENTACIÓN
La guía práctica de inglés para postgrado tiene como propósito facilitar la comprensión
lectora de textos en inglés. Se presenta una serie de actividades que permiten el desarrollo
de habilidades lingüísticas y cognitivas a través del análisis de información en esta lengua
extranjera para presentar en español. Se concibe en la tendencia del Inglés con Propósitos
Específicos. Como proceso dinámico permite la adopción de la metodológica ecléctica. Los
participantes de los estudios de cuarto nivel tienen la posibilidad de apropiarse de las
destrezas para su formación profesional integral en un contexto globalizado y cambiante.
Se inicia con una autoevaluación que le permitirá al participante tener una noción acerca de
sus conocimientos. Luego se presentan aspectos gramaticales resumidos y lecturas con
ejercicios de comprensión para complementar la formación del participante. Finalmente, se
adicionan modelos de exámenes para la ejercitación de los participantes.
5
USO DEL DICCIONARIO
El diccionario bilingüe se considera una herramienta indispensable para facilitar la
comprensión lectora. En este se ubican los términos desconocidos que no se pueden inferir
durante la lectura, de allí que es necesario aprender a utilizarlo efectivamente. Es
importante tomar en cuenta algunos aspectos de manera que la búsqueda sea precisa y
rápida:
1. En el diccionario encontrarás: palabras guía, abreviaturas, función gramatical de la
palabra y significado específico de la palabra en el área de conocimiento. En relación a las
funciones gramaticales básicas de la palabra (gráfico 1) es necesario identificar cuál es el
contexto donde esta aparece para saber cómo está actuando y de esa manera llegar a su
significado.
2. Los verbos fraseales son aquellos que tienen diferentes significados cuando aparecen
acompañados de otras palabras, generalmente son preposiciones o adverbios.
3. Sustantivos en plural (-s o -es) no aparecen directamente en el diccionario.
4. Verbos los encontrará en su forma base (-s de las terceras personas, terminación- ed del
pasado o participio pasado no se muestran en el diccionario)
5. Los adjetivos en grado comparativo y superlativo (sufijos -er y –est) aparecen en su
forma base.
6. Las palabras compuestas pueden funcionar como sustantivo o adjetivo. No suelen
encontrarse en el diccionario, por lo que hay que identificar su función gramatical para
inferir su significado en el contexto.
7. Las expresiones idiomáticas aparecen muy poco en los diccionarios, la mayoría de las
veces es necesario inferir su significado.
Función Gramatical de las Palabras
Nota: Existen palabras que no se encuentran en el diccionario.
Sustantivo o nombre
Adverbio
Preposición Conjunción
Pronombre
Adjetivo Verbo
Artículo
Palabra
compuesta
6
TÉCNICAS DE LECTURA
Al momento de leer un texto por primera vez, evite leer palabra por palabra o línea por
línea, siempre precisamos entender el significado de las palabras desconocidas.
Generalmente recurrimos al uso del diccionario, tratamos de inferir el significado utilizando
el contexto o combinamos ambas posibilidades. Cuando sea indispensable busque en el
diccionario las palabras esenciales que desconoce. Es necesario darle un vistazo rápido para
tener una idea general del texto y luego pasar a la lectura detallada. Scanning es una
técnica de lectura rápida para buscar información específica, utilice las palabras clave para
guiar la búsqueda sin necesidad de leer el texto completo. Observe tres claves para una
comprensión eficiente:
CLAVES PARA UNA COMPRENSIÓN EFICIENTE
Elaborado por: Aular, 2014 con datos tomados de Scott, 1982.
Leer implica una interacción con el texto: se formulan hipótesis sobre el contenido y se va
rechazando o verificando a medida que se avanza en la lectura. Se formulan preguntas
como por ejemplo: ¿Qué quiere decir el autor?, ¿Me resulta útil esta información?
En el momento de la lectura detallada, observe el texto nuevamente, trate de encontrar las
ideas principales. Aquí encuentra una cuarta clave para una mejor comprensión: la
selectividad, esto implica que debe seleccionar lo que parece más relevante. El título es
sumamente importante y es necesario estudiarlo detalladamente; una de las más grandes
Las palabras que se repiten
Las palabras que se parecen en ambos
idiomas
Las indicaciones tipográficas: título, cifras
en el texto, letras mayúsculas, negritas o cursivas, repartición de
párrafos.
7
dificultades en la comprensión del título es el orden de las palabras. Skimming es otra
técnica que permite al lector procesar rápidamente el texto y seleccionar la información
más importante.
TEXTO
El texto se define como un conjunto de enunciados con una intención comunicativa. Los
tipos de textos responden a una estructura y a un propósito de una comunidad en particular.
El texto varía la función según el propósito del autor, entre ellos: descriptivos, narrativos,
argumentativos, explicativos, clasificación, instrucción. No todos los textos son iguales. El
lector tiene una variedad de objetivos al acercarse a una lectura: entretenimiento, extraer
información, específica o entender toda la información. El texto académico contiene un
argumento lógico y estos a su vez están conformados por generalizaciones, ejemplos,
razones o justificaciones, inferencias, conclusiones, entre otros.
TIPOS DE TEXTOS
Elaborado por: Aular, 2014 con datos tomados de Scott, 1982.
COGNADOS: Se denomina cognado a toda palabra que se escriba igual o muy parecido
entre dos idiomas y que tenga el mismo significado. Ejemplo:
Cognado Significado
Laboratory Laboratorio
Industrial Industrial
Mechanics Mecánica
Credit Crédito
FALSOS COGNADOS: Se denomina cognado a toda palabra que se escriba igual o muy
parecido entre dos idiomas, pero que tenga significado distinto. Ejemplo:
Descriptivos
Explicativos Clasificación
Narrativos
Instrucción
Argumentativos
8
Falso Cognado Significado
Actual Real
Large Grande
Library Biblioteca
No olvide: según el contexto donde aparecen encontrará vocablos que pueden ser cognados
o falsos cognados.
AFIJOS
El sistema de afijos (prefijos y sufijos) permite al lector inferir el significado de palabras
desconocidas. Son partículas que se adjuntan a una palabra o raíz, para modificar su sentido
o valor gramatical o para formar otras derivadas o compuestas. Muchas palabras en inglés
tienen una determinada terminación (-ing, -s, -er). Por lo general, estas terminaciones
poseen significados que no corresponden a lo mismo en español. Los prefijos son
partículas que se anteponen a la palabra o raíz para cambiar su significado. Se añaden a la
izquierda de esta. Los sufijos son las partículas que se colocan al final de la palabra para
cambiar su significado y la clase de palabra. Se añaden a la derecha de esta.
A PRACTICAL GUIDE TO TIME MANAGEMENT
Heather Baldwin
One of the sales managers' biggest complaints is not having enough time in the day. When
you dig down into the typical manager's schedule, however, you often find that time isn't
the problem – it's how that time is prioritized.
Often, managers give first priority to those last-minute requests from the boss to pull
together this or that report or send up a piece of data or sit in on this or that meeting.
Complying with these requests can give you a short-term feeling of action, but it erodes
your effectiveness, say Mike and Gary Braun, partners and founders of Pivotal Advisors, a
sales-effectiveness consultancy.
To start, it's helpful to first understand how the best managers spend their time. A 2005
study of 300 managers and 2,500 sales reps found that just 20 percent of managers achieved
plan three years in a row; the other 80 percent were inconsistent. What set the stars apart
was that they spent the vast majority of their time in the following three areas:
9
Planning. Star managers spent significantly more time than mediocre managers setting
targets, setting expectations for key skills, identifying and measuring the activities that led
to sales, identifying the profile of the idea customer, and so on.
Coaching. Star managers spent more time in the field with their teams. Their coaching was
structured, with agendas to measure specific skills, activities, or results.
Selling. No, top managers didn't jump in to save a deal; rather, they all had a deep
understanding of where and how to insert themselves to influence a deal at key moments.
So where do the rest of managers – the inconsistent 80 percent – spend their time? Mostly
on administrative issues, internal operations, meetings, marketing issues, CRM issues, and
other non-customer-facing issues. Interestingly, that 80 percent also felt a need to do it all.
"When we asked how they prioritize, invariably we got, 'Well, we have to do it all. We
can't miss this and that,'" says Mike Braun. "No wonder they're working sixty to seventy
hours a week!"
In a recent Webinar, the Brauns identified three steps managers can take to move from the
core 80 percent to the star 20 percent with consistently high performance:
Step 1: Analyze your calendar. Understand exactly what percent of your time is spent
doing what types of activities. Look for opportunities to purge. Do you really need to sit in
on these upcoming meetings, or could you get the information via email? Is there work you
could delegate? Reports you could consolidate? The test is in this question: "Is this activity
more important than spending time in the field with my reps?"
Step 2: Determine your boss's needs. Star managers work closely with senior leaders to
understand exactly what information and data they need to run the business. According to
the Brauns, it's a good idea to go to your boss and say, "I need to spend more time in the
field to make my team more effective, but I want to make sure you have what you need
from me."
Gain agreement on the types of reports company execs truly need to run the business and
the frequency with which those reports are needed, then eliminate the rest. "You'll be
viewed favorably" if you do this, says Mike Braun.
Step 3: Learn to say no. When you get an "urgent" request for this or that data, remind
your boss of the agreed-upon reports or point to information you've already provided. You
should also ask whether this is information that will be needed on a continuing basis or
something that is just a one-time request. Last, explain that you had planned to be on the
road with Bill and Susan because you're at X point with the Acme Inc. deal, and ask if your
boss would prefer that you prioritize the report ahead of that trip. "When you push back, a
lot of the time you'll find things can wait," says Gary Braun. "More often than not, the
report will suddenly become less important."
10
http://www.sellingpower.com/content/article/?a=9434/a-practical-guide-to-time-
management/a-practical-guide-to-time-management
Responda, en Español, las siguientes preguntas según el texto dado.
1. ¿Cuál es la contradicción más común de los gerentes?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Explique las tres áreas en las cuales los gerentes priorizan su tiempo.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. Mencione los tres pasos que los gerentes pueden seguir para desplazar el porcentaje de
tiempo invertido de un 80 a 20 con un alto rendimiento.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
11
_________________________________________________________________________
_________________________________________________________________________
ORACIÓN
Conjunto de palabras que proporcionan un sentido completo y lógico. Generalmente, está
compuesta por un sujeto y un verbo. El resto de la oración puede estar compuesta por
expresiones de tiempo, lugar, circunstancias o por palabras conectoras entre dos o más
partes del texto. Estas expresiones pueden aparecer al principio, medio o al final de la
oración.
SINTAGMA NOMINAL
Es una frase que incluye un sustantivo núcleo y sus modificadores (los cuales son
opcionales).Si los modificadores se ubican antes del sustantivo núcleo, se denominan pre-
modificadores. Si estos se ubican después del sustantivo, ellos se denominan post-
modificadores.
Modificadores del Sustantivo Núcleo
SINTAGMA VERBAL
Es grupo de palabras compuesta por el verbo principal junto a sus modificadores
(auxiliares, modales, fraseales). El verbo indica la acción, el tiempo y la persona. Los
verbos en inglés se clasifican en regulares e irregulares. A mayoría de los diccionarios
adjunta al final una lista de verbos irregulares.
Pre-modificadores
Articulos
Adjetivos
Participios
Quantificadores,entre otros
Post-modificadores
Frases preposicionales
Cláusulas relativas
12
TÓPICO
Elaborado por: Aular, 2014 con datos tomados de Areba, 2007.
Nota: Es importante recordar que la última oración generalmente es una conclusión que
parafrasea la oración principal.
HOW TO FIND INNOVATIVE SOLUTIONS TO CUSTOMER PROBLEMS Mark Donnolo
Mike, a sales leader for a large beer distributor, was faced with a problem. A customer of
his – a major retailer – needed to increase sales of craft beer. The customer had tried the
usual methods of offering price promotions and trying to get more shelf space, but they
hadn't worked.
What should Mike do to help the customer find a way to increase sales? While the objective
(to increase sales of craft beer) may seem clear, usually there are other factors driving a
customer's challenges. It may sound counterintuitive, but he should actually make it his
goal to redefine the problem for the customer. Here are some ways that Mike can gain a
new perspective and find an innovative solution.
1) Understand the customer's business priorities. Financial challenges apply to the
customer's growth or profitability, either overall or in specific areas. Often, this appears be
TÓPICO
El tópico dice de lo que se trata el texto o el párrafo (de quién o de qué).
IDEAS SECUNDARIAS
Son ideas que constituyen los detalles (ejemplos, acotaciones) que el escritor proporciona a su audiencia para explicar la idea principal y discutir el tópico en
detalle.
IDEA PRINCIPAL
Es una idea que se plantea en forma amplia sin dar explicaciones.
Usualmente, aparece al inicio del párrafo, pero también se puede encontrar en el medio o al final.
13
the customer's main challenge, and it's usually the topic the customer talks about the most.
2) Ask about issues within the customer's market. Think in terms of specific segments or
geographies. Are there challenges the customer is trying to address for certain markets?
Does the customer want to deal with a certain geography or customer segment that may be
exacerbating his or her company's challenges?
3) Consider the challenges the customer has with its offering. What is your customer
trying to accomplish with his or her product or service? Does the customer have any
business priorities that can be solved with certain products or services?
4) Look for precedents. How has this challenge been solved before, either within the
industry, in similar business models, or even in totally different situations but with some of
the same characteristics?
After considering the customer's challenges, the causes of the problem, and the precedents
in the customer's market, Mike redefined his customer's challenge, determining that what
the customer needed was to strengthen its local market connection with the right expertise
in the craft-beer industry. Once this new thinking was applied, Mike was able to suggest
solutions that were new and innovative, including beer placements in the produce section
and suggestions for certain beer and fruit parings.
Sales challenges aren't always what they seem. It pays to dig deeper and consider the many
factors that might be driving a bigger problem for your customer. Define the challenge, and
then look beyond it to the core problems to redefine the challenge. Try to understand
business priorities and the causes and precedents of that problem, and watch how that leads
you to an innovative solution. http://www.sellingpower.com/content/article/?a=10293&nr=1/how-to-find-innovative-
solutions-to-customer-problems/how-to-find-innovative-solutions-to-customer-problems
ACTIVIDAD I. Responda, en Español, las siguientes preguntas según el texto dado.
1. ¿Cuáles son las formas que Mike utiliza para ayudar a un cliente a encontrar una
manera innovadora de incrementar las ventas?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. ¿Cuáles pasos siguió Mike para redefinir el problema de un cliente?
_______________________________________________________________________
_________________________________________________________________________
14
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
ACTIVIDAD II. Resuma gráficamente la idea principal y las secundarias del texto.
15
ELEMENTOS DE CONEXIÓN
Los elementos de conexión son palabras que permiten la coherencia y cohesión del texto.
Existe una cantidad importante de palabras que se comportan como conectores y se ubican
entre oraciones, dentro de ellas o entre párrafos: and, or, so, but, because, furthermore,
entre otros.
ELEMENTOS REFERENCIALES
Los elementos referenciales son palabras, frases y en otras ocasiones ideas que se utilizan
para evitar la múltiple repetición y lograr una mejor coherencia y fluidez en el texto.
Elementos Referenciales
HOW TO CHOOSE THE RIGHT DIGITAL MARKETING MODEL
Four clear paths for winning over—and retaining—customers in the digital era.
by Matt Egol, Michael Peterson, and Stefan Stroh
Look at virtually any consumer industry and you’ll see how changes in digital technology
are fundamentally altering the way that consumers engage with brands before, during, and
after a purchase. Consumers today expect to browse, research, solicit feedback, evaluate,
and push the “buy” button at their own pace, and at the time and place—and via the
platform—of their choosing. Consumers also continue to engage with brands online after a
purchase and to share experiences with one another. Much of this consumer journey is
ELEMENTOS REFERENCIALES
PRONOMBRES
Personales
Relativos
Demostrativos
Posesivos
ADJETIVOS Posesivos
Demostrativos
Determinantes
AUXILIARES Y MODALES
be,do,have
can,could,may,might
16
beyond the direct control of companies, and marketing organizations are sprinting merely
to keep pace.
The good news for chief marketing officers (CMOs) is that digital marketing can offer
detailed data on and analysis of consumer behavior, as well as precise results about a
marketing program’s effectiveness, with a degree of detail and precision that previous
generations of CMOs could hardly fathom. The challenge is that these new technologies
and consumer behaviors are raising the requirements for what will succeed in the market.
Building powerful consumer experiences requires brands to operate outside their comfort
zone; for example, they must work with much shorter cycle times, with more rapid and
frequent iterations, and through a broader vendor ecosystem than the traditional advertising
agency process.
In addition, consumers increasingly demand marketing messages and offers that are highly
personalized, relevant, and targeted. Miss the mark, and you risk losing them forever. In
that regard, digital marketing offers both greater rewards (in terms of higher engagement
and ROI) and greater risk (due to the execution complexity and the need for behavioral
changes across the organization).
In this environment, CMOs know they need new capabilities to succeed. In a recent
survey of more than 300 CMOs in the U.S. that Booz & Company conducted with the
Association of National Advertisers and Korn/Ferry, 72 percent said that building
capabilities in the area of digital marketing is vital. The difficulty is that there’s no one set
of capabilities that apply universally. Companies must identify what kind of marketing
organization they need to make their strategy a success, choose a digital marketing model
based on their strategic objectives, and then focus on developing a handful of marketing
capabilities that will allow them to bring that model to life and consistently excel.
Four New Digital Marketing Models
Booz & Company has identified four equally successful digital marketing models: Digital
Branders, Customer Experience Designers, Demand Generators, and Product Innovators. A
company’s focus for marketing investment might have elements of each, but odds are that
one of these models represents the right marketing organization for your company.
Digital Branders are most often consumer products companies or other marketers that
focus on building and renewing brand equity and deeper consumer engagement. These
companies are shifting their investment from traditional linear advertising toward more
immersive digital multimedia experiences that can connect consumers to the brand in new
ways. They are reimagining how they engage consumers with the primary goal of recruiting
new consumers to the brand and driving loyalty through multiple experiences with the
brand.
Customer Experience Designers use customer data and insights to create a superior end-
to-end brand experience for their customers. Typically, these companies (such as financial-
services companies, airlines, hotels, and retailers) build their business models around
customer service. By reinventing how they interact with customers, and wowing them at
multiple touch points, these companies hope to create an ongoing dialogue and build a loyal
customer base.
Demand Generators (typically retailers) focus on driving online traffic and converting as
many sales as possible across channels to maximize marketing efficiency and grow their
share of wallet. All elements of the digital marketing strategy—website design, search
engine optimization, mobile connected apps, and engagement in social communities—are
tailored to boost sales and increase loyalty. Although Demand Generators also need to
17
leverage content to drive engagement, they are more focused on driving volume and
efficiency than on curating the deep, emotional branded experiences that Digital Branders
pursue.
Product Innovators use digital marketing to help the organization identify, develop, and
roll out new digital products and services. These companies employ digital interactions
with consumers primarily to rapidly gather insights that can help shape the innovation
pipeline. By helping nurture new sources of revenue, the marketing group directly increases
the value of the company.
http://www.strategy-business.com/article/00241?gko=20aae
ACTIVIDAD I
1. ¿Cómo ha afectado la tecnología digital a la industria de consumo?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. ¿Qué puede ofrecer el mercado digital a los gerentes de mercadeo?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. ¿Cuáles son los requerimientos que las tecnologías y el comportamiento de los usuarios
están enfrentando para tener éxito en el mercado?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. ¿Qué resultados arrojó la encuesta aplicada recientemente?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
18
_________________________________________________________________________
_________________________________________________________________________
ACTIVIDAD II. Escriba en Español la palabra, frase o idea que sustituye a los siguientes
elementos referenciales.
1. these new technologies ____________________________________________________
2. their comfort zone ________________________________________________________
3. they ___________________________________________________________________
4.this environment __________________________________________________________
ACTIVIDAD III. Escriba en Español las ideas que relacionan los siguientes elementos de
conexión.
1. and ___________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. today _________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. for example ____________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Although ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
19
ABSTRACT/ RESUMEN
Es un texto corto y ofrece un resumen del texto al lector acerca de una investigación. En su
estructura encuentra el tópico de la investigación, objetivo, metodología, resultados y/o
hallazgos.
Texto I: Higher Education in Ethiopia: Expansion, Quality Assurance and
Institutional Autonomy
Abstract
This article chronicles the key challenges facing Ethiopia as it embarks on an ambitious,
ideologically-driven and aggressive expansion of its higher education system in an effort to
address its national goals of economic growth and poverty reduction. It is argued that the
urge for higher education expansion has placed undue pressures particularly on the state of
quality enhancement and autonomy of universities. As government pressures for more
expansion mounted, universities struggled with dwindling per student budgetary
allocations, shortage of qualified staff, inadequate supply of much needed inputs and the
erosion of their autonomy. It is suggested that while higher education expansion remains an
important goal for Ethiopia for many years to come, a reasonable balance should be struck
between the ideological aspects of expansion and the practical realities of limited resources,
heightened concerns about the quality of student learning and the autonomy of universities.
1¿Cuál fue el propósito de la investigación?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2 ¿Qué sugieren los hallazgos de este estudio?
______________________________________________________________________
______________________________________________________________________
____________________________________________________________________
20
Texto II
Exploring the Mechanisms of Knowledge Transfer in University-Industry
Collaborations: A Study of Companies, Students and Researchers
Abstract
This article discusses mechanisms, enablers and barriers for knowledge transfer in
university-industry collaboration projects involving companies, students and researchers.
Data is collected through 35 qualitative interviews with Danish and Norwegian
representatives from the above categories. All respondents have been involved in
collaborative projects, such as student-industry cooperation or collaboration projects
between scientists and businesses. This research shows that to secure real value adding
through knowledge transfer in university-industry collaboration projects, it is important that
the involved parties view each other as equal partners. It is argued that creating a better
understanding of roles and competences of the involved parties can help diminish this
problem. A final conclusion is that continuous knowledge sharing throughout the project
seems more highly valued by the involved parties than a final report does. Best practice for
collaborative projects is suggested.
1¿Cuál fue el propósito de la investigación?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2 ¿Qué sugieren los hallazgos de este estudio?
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21
REFERENCIAS BIBLIOGRÁFICAS
Aular, A; Colmenares, C; Level, M; Salazar, F; Sánchez, N; Suárez, L y Torres, M. (2008).
Anexo Gramatical Inglés I. Universidad de Carabobo. Valencia, Venezuela.
Aular, A; Colmenares, C; Level, M; Salazar, F; Sánchez, N; Suárez, L y Torres, M. (2006).
Inglés I for Engineers. Universidad de Carabobo. Valencia, Venezuela.
Areba, A. (2007). La Comprensión del Texto Escrito en Inglés: Estrategias.Parte 1.
Venezuela.
Areba, A y Weber, Francoise. (2004). La Lectura en Inglés para Hispano-Hablantes.4ta
Edición. Valencia, Venezuela
Robert, D y Andújar, J. (1967) Resumen Práctico de la Gramática Inglesa. Regents
Publishing Co.
Richards, J. and Rogers, T. (1986). Approaches and Methods in language Teaching.
Cambridge University Press.
Scott, M. (1982). Read in English. Estrategias para una Comprensión Eficiente del Inglés.
Longman Inc. USA.
Widdowson, H. (1993). Aspects of Language Teaching. Oxford University Press.
REFERENCIAS EN LÍNEA
Abebe, G. (2014).Higher Education in Ethiopia: Expansion, Quality Assurance and
Institutional Autonomy.Higher Education Quaterly. Disponible en:
http://onlinelibrary.wiley.com/enhanced/doi/10.1111/hequ.12036/. Consulta: [2013,
febrero 17].
Baldwin, H. (2014) A Practical Guide to Time Management. Disponible en:
http://www.sellingpower.com/content/article/?a=9434/a-practical-guide-to-time-
management/a-practical-guide-to-time-management. Consulta: [2013, febrero 17].
Donnolo, M. How to Find Innovative Solutions to Customer Problems.Disponible en:
http://www.sellingpower.com/content/article/?a=10293&nr=1/how-to-find-
innovative-solutions-to-customer-problems/how-to-find-innovative-solutions-to-
customer-problems. Consulta: [2013, febrero 17].
Donham, C; Hu, R and Jackson, H. (2014).The Legal Traps of Recruiting, Hiring
Disponible en: http://www.workforce.com/articles/20247-the-legal-traps-of-
recruiting-hiring. Consulta: [2013, febrero 17].
Egol, M; Peterson, M and Stroh, S. (2014). How to Choose the Right Digital Marketing
Model. Disponible en: http://www.strategy-business.com/article/00241?gko=20aae.
Consulta: [2013, febrero 17].
Karlsson, P y Smith, L. (2013) Is the Arctic the Next Emerging Market? Disponible en:
http://www.strategybusiness.com/article/00205?gko=c6720.Consulta:[2013,febrero
25].
Nielsen, C and Cappelen, K.(2014).Exploring the Mechanisms of Knowledge Transfer in University-Industry Collaborations: A Study of Companies, Students and
Researchers.Disponible en:
22
http://onlinelibrary.wiley.com/doi/10.1111/hequ.12035/abstract.Consulta: [2013,
febrero 25].
Ramsey, D .(2014) Dave Ramsey: Say no to Credit Cards – and Have a Conversation.
Daily Journal in Business, News Disponible en: http://djournal.com/news/dave-
ramsey-say-credit-cards-conversation/. Consulta: [2013, febrero 25].
Santiago, R; Carvalho, T and Ferreira, A. (2014). Changing Knowledge and the Academic
Profession in Portugal. Disponible en:
http://onlinelibrary.wiley.com/doi/10.1111/hequ.12037/abstract.Consulta: [2013,
febrero25].
23
Autoevaluación Escriba el significado en español de la siguiente lista de palabras y clasifíquelas en verbos, adjetivos,
sustantivos, preposiciones etc.
a
our were because
I
one from made
in
can said like
an
man this back
to
for when they
of
his that your
is
her more only
we
him have many
he
has such before
it
two than through
as
she also which
no
who with about
be
its what there
on
and some their
so
not been these
do
out most would(be)
if
but them could
or
did over after
me
had time first
by
the must years
up
all then where
was
you even called
new
may down often
now
any much take
into will(be) Según las investigaciones realizadas por Haber y Haber (1981) las palabras anteriormente señaladas conforman el 50% de cada página
impresa en el Idioma Inglés.
Ejercicio tomado de: Aular, A; Colmenares, C; Level, M; Salazar, F; Sánchez, N; Suárez y Torres, M. (2009) English I for Engineers.
Universidad de Carabobo.
24
EXÁMENES DE PRÁCTICA
Universidad Panamericana del Puerto
UNIPAP
Dirección de Postgrado
Fecha: __________________________________________
Nombres y Apellidos: ______________________________
C.I: _____________________________________________
EXAMEN DE SUFICIENCIA
Texto I: Is the Arctic the Next Emerging Market?
The earth’s northernmost regions are rich in resources. The challenge will be accessing
them sustainably.
As the ice recedes in the Arctic, talk of industry entering the region to take advantage of its
economic opportunities is on the rise. The territories contain significant natural resources,
including conventional hydrocarbons (natural gas, condensate, and oil), metals, fish, high-
value minerals such as diamonds and rare earths, and fresh water. If the region’s waters
become more navigable, viable new trans-Arctic shipping routes between the North
Atlantic and Bering Strait could emerge. Even if such routes are available only in the
warmer months, they could bring substantial logistics savings over routes through the Suez
and Panama Canals, offering cost benefits for industries and consumers, and global
environmental benefits from reduced fuel consumption and associated greenhouse gas
emissions. It’s no wonder the world’s interest in the Arctic is so keen.
But many of those who wish to develop the region overlook the primary truth about it: It is
an emerging market. To be sure, as one of the last of the true wildernesses remaining in our
world, the Arctic is a uniquely challenging environment. But it is not empty. It is home to
some 4 million people comprising a broad range of cultures—and an economy worth about
US$230 billion annually. The land is inhabited by more than 40 ethnic groups, such as the
Sámi of northern Scandinavia, the Evenki of Russia, and the Inuit of Canada. In Canada,
Greenland, and the United States, in particular, local control by aboriginal communities and
regional business corporations can be substantial. Most of the Arctic region is governed
under existing national structures and international frameworks similar to those in other
areas of the world. It’s not the northernmost equivalent of the next frontier, waiting to be
conquered by big business or governments desperate for resources.
Adding to the complexity, the interested parties don’t yet possess the technology or know-
how to access the Arctic’s resources in a sustainable way. The increased commercialization
of a pristine region raises everyone’s worst fears. For example, the impact on the local
environment of an oil spill or of the northward shift of the world’s fishing fleets remains
unknown. And current levels of investment won’t begin to resolve these and other
uncertainties. Thus, developing the Arctic, though ripe with opportunity, is also fraught
25
with complexity. The desire for resource wealth must be tempered by respect for local
populations and customs, and for the land itself.
Governments and businesses should start by addressing the following five key challenges.
Although this is not a complete list, it brings together current, convergent dialogues and
debates about the region.
Protection of the environment and its people. The effects of climate change in the Arctic
have globally relevant repercussions: witness rising sea levels resulting from ice loss on the
Greenland ice sheet and altered weather patterns caused by the perturbation of jet streams.
Such consequences also put local populations at great risk. Their livelihood and well-being
are directly linked to the land, but their control over its preservation is uneven, ranging
from substantial (in North America and Greenland) to limited (in Fennoscandia and
Russia). Long-term changes in the Arctic are driven primarily by external factors, such as
world commodity prices and rising greenhouse gas emissions. Therefore, future
environmental, economic, and social developments in the region depend critically on policy
and business decisions made elsewhere at the national and international levels, such as
progress in climate change negotiations. At present, strong disparities exist among national
policies on economic development, aboriginal rights, climate change, and environmental
protection. Because the region is small and ecologically fragile, such inequalities heighten
the risk to all stakeholders. For example, strong protections to prevent oil spills could be
implemented in some but not all Arctic regions, leading to impact outside the protected
areas. Agreeing on common policies and legislation across the Arctic countries is thus
crucial, as is the adoption of sustainable operating standards by industry participants.
http://www.strategy-business.com/article/00205?gko=c6720
Responda en Español las siguientes preguntas de acuerdo a la información suministrada en
cada texto.
1. Explique dos razones por las cuales el Ártico será el nuevo mercado emergente.
_________________________________________________________________________
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________________________________________________________________________
2. ¿Por qué el desarrollo del Ártico está envuelto en un entorno de complejidad?
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26
3. Exponga brevemente las repercusiones a nivel mundial de los efectos del cambio
climático en el Ártico.
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_________________________________________________________________________
Texto II: Changing knowledge and the academic profession in Portugal
Abstract
The paper analyses the Portuguese academics' perceptions about changes in their research
activities and modes of knowledge production. Quantitative data gathered from an on-line
national survey have been used to develop this analysis. Results reveal that the majority of
academics declared that they were not involved in knowledge and technology transfer and
that their research activities were not influenced by external sponsors or clients. However,
they did recognize that were strong external pressures to reconfigure the epistemologies,
ontologies and the institutional conditions under which knowledge is produced. The data
analysis also reveals that academics recognize forms of hybridism between autonomy and
endogenous dynamics and heteronomy and exogenous dynamics in the development of
their research activities and knowledge production.
1) ¿Cuál fue el propósito de la investigación?
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______________________________________________________________________
2. ¿Qué concluyó el estudio?
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______________________________________________________________________
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27
EXAMEN DE SUFICIENCIA
Universidad Panamericana del Puerto - UNIPAP
Dirección de Postgrado
Nombres y Apellidos: ______________________________
C.I: _________________________
Fecha: _______________________
Responda en Español las siguientes preguntas de acuerdo a la información suministrada en
cada texto.
Texto 1.Characteristics of African traditional beers brewed with sorghum malt: a review
Abstract
Traditional sorghum beers are produced in several countries of Africa, but variations in the
manufacturing process may occur depending on the geographic localization. These beers
are very rich in calories, B-group vitamins including thiamine, folic acid, riboflavin and
nicotinic acid, and essential amino acids such as lysine. However, the traditional sorghum
beer is less attractive than Western beers because of its poorer hygienic quality,
organoleptic variations and shorter shelf life. Research into the microbiological and
biochemical characteristics of traditional sorghum beers as well as their technologies have
been performed and documented in several African countries. This review aims to
summarize the production processes and compositional characteristics of African
traditional sorghum beers (ikigage, merissa, doro, dolo, pito, amgba and tchoukoutou). It
also highlights the major differences between these traditional beers and barley malt beer,
consumed worldwide, and suggests adaptations that could be made to improve the
production process of traditional sorghum beer.
Keywords: Africa, fermentation, fermentation, sugar, cereals, foods, malt, grain, sorghum
grain, beers, barley, malt, grain.
1. Explique el propósito de la investigación (5 pts)
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28
Texto 2
Fermentation and maturation process of beer production
The brewing process, which is the first phase of the production cycle of beer, is followed by
a second phase, called fermentation process, or fermentation. Fermenting wort is a
manifestation of metabolism of brewer yeast, which is added after the oxidation to the
wort immediately after it is cooled to the fermentation temperature and pumped from the
brewhouse to fermentation vessels.
The task of brewer yeast in the fermentation stage is to convert part of the sugars in the
wort into alcohol. At the set degree of fermentation, the fermentation process is interrupted
(not to be the full conversion of 100 % sugar). The so-called young or green beer is pumped
into another container, wherein continuing fermentation process has a lower intensity, but
at a lower temperature and higher pressure, while the beer carbonated by carbon dioxide.
This part of the fermentation process is called maturation of beer, also known as lagering.
I. The bottom fermentation of beer
The style of bottom-fermenting includes all bottom -fermented beers using the yeasts
Saccharomyces uvarum. The majority of world production are bottom- fermented beers,
including Czech lager Pilsner. These include for example also Dortmunder, Bock, Marzen
and more beers called lagers.
Bottom beer fermentation is carried out at temperatures of 6-12 ° C and lasts for 6-12 days.
For a month or longer they lie (from here the name “lager”) at subzero temperatures which
ensure, among other things, the dispersion of sulfur compounds created during primary
fermentation.
The technology of open fermentation in open fermentation vats in the fermentation
room is typical mainly for production of bottom- fermented beers. It allows especially
convenient collection of krausen from the dead yeast in the last stage of the fermentation
which is a prerequisite for making a quality bottom fermented beer of traditional taste.
Open technology is absolutely unsuitable for the production of top-fermented beer since the
access of air to the active yeast surfaced beer tends to result in the contamination by
undesirable organisms.
For small breweries, there is a strong argument for the main beer fermentation in open vats
– the great marketing asset. View of the fermenting beer is one of the main attractions for
visitors microbrewery.
2. Defina el proceso de fermentación de la cerveza. (5 pts)
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29
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3. En qué consiste el proceso de maduración de la cerveza. (3 pts)
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______________________________________________________________________
4. ¿A qué se denomina lager? (3 pts)
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______________________________________________________________________
5. Explique la tecnología de fermentación en cubas. (4 pts)
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