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1AP/11-
ING 2
EXAME DE PROFICIÊNCIA EM LÍNGUA INGLESA PARA PROCESSOS
SELETIVOS DE PROGRAMAS DE PÓS-GRADUAÇÃO DA UFMG
ÁREA Nº 02: CIÊNCIAS EXATAS E DA TERRA, ENGENHARIAS
IDENTIFICAÇÃO
CPF:
DATA: / / NOTA:
INSTRUÇÕES:
1. Esta prova é constituída de 1 (um) texto em língua inglesa, seguido de 5 (cinco) questões
abertas, totalizando, com esta folha de rosto, 6 (seis) páginas. Caso identifique algum problema, solicite a substituição da prova.
2. Leia atentamente o texto e responda às questões propostas. As questões deverão ser
respondidas em português , a tinta (cor azul ou preta; provas respondidas a lápis não serão corrigidas ) e com letra legível.
3. A duração da prova é de 3 (três) **horas.
- É** permitido o uso de dicionário impresso. O candidato deverá utilizar seu próprio
exemplar.
5. Os rascunhos deverão ser entregues ao examinador, junto com a prova: texto e
questões.
6. Responda às questões de acordo com o texto.
Texto:
The Environmental Engineering curriculum and sustainability
Adebayo Ogundipe Washington Braida Stevens Institute of Technology, Center for Environmental Systems, Civil, Environmental and Ocean Engineering Department
Background
The expression “sustainable development” became “vox populli” after the United Nation’s World Commission on Environment & Development (Brundtland Commission) pushed it forward in its 1987 report titled “Our Common Future”. The commission defined sustainable development as “…development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. Based on that report and the work of many other government and non government organizations along the work of professional societies, it has been established that society’s current rate of consumption of resources and ecological services cannot be sustained much longer and the consequent damages to environmental systems are reaching unprecedented levels from which recovery could be impossible. From local effects like pollution of water bodies to global climate change coupled with the current growth rate of the human population, it has become obvious that a major change is needed in the way we do business. There is now overwhelming consensus that human activity has had detrimental effects on natural environmental cycles. Effective action on sustainability has been proposed to address three pillars: environment, society and economy. Though, these pillars are intrinsically linked, focus has been substantially the environmental component of sustainability.
The Current State
The principles of sustainability, green design, design for environment, life cycle design, industrial ecology, and pollution prevention have been touted by various sectors of the society and have attracted professionals from a wide variety of disciplines. However, there have not been many tangible ideas on how to make these principles operational. As noted by Ivan Amato, Managing Editor of Chemical & Engineering News, “The sustainability ethic may be infiltrating the mind-set of a widening swath of humanity, but there also is a collective shoulder-shrug about how to realize it”. While recognition and acknowledgement of the problem was a crucial step, formulating and implementing the solutions is even more imperative especially considering the multi-faceted nature of the sustainability model. A major gap exists between theory and practice and no clear protocols have been developed for achieving either environmental impact abatement or sustainability. What is required is the identification and development of niche areas of specialization working within the holistic multidisciplinary context of sustainable development.
Environmental Engineering as a distinct field is relatively new. Beginning as a specialization field under Civil Engineering and still being taught as such in many Universities and Colleges, the Environmental Engineering profession has been increasingly attracting
to developing sustainable remediation techniques if and when there is a need to do so. Knowledge of methods of assessing upstream and downstream impacts of manufacturing, raw materials and energy choices, transportation, and effluent quality disposal should be incorporated into the breadth of an expanded curriculum. The methodology is 2-fold: i) identify traditional courses that can be modified and expanded to incorporate principles of sustainability and ii) introduction of courses that bring the students the holistic view and tools to move the profession into more sustainable grounds.
Although some of these principles have already been included in the traditional curriculum, in general their inclusion relates more to efficiency and financial issues than to pursue sustainable engineering practices. This impression of the authors is based on the fact that intergenerational equity in general is not considered in these courses.
It is commonly accepted that the environmental engineer must show core expertise in several key areas such as environmental chemistry, physico-chemical treatment processes, biological treatment process, and environmental fate and transport of pollutants. These courses should be the first to be targeted to introduce sustainable issues to the students by introducing, within the scope of the course, concepts such as Industrial Ecology, Environmental Justice, Environmental Impact Categorization and Life Cycle Assessment. Moreover, these concepts should also be incorporated into other courses that define the future professional area of expertise or interest (i.e., groundwater hydrology, watershed management, soil and groundwater remediation, hazardous waste management, solid waste management, air pollution control, etc.).
The authors are aware that the demands of the programs, course requirements and outcomes to be satisfied do not allow for deep coverage of these new issues and identify this as one of the major challenges faced by the faculty. For example, remedial design classes should be structured to emphasize sustainable remediation and a broader horizon of evaluation for the impact of any proposed remediation scheme.
Fonte: In: http://s3.amazonaws.com/academia.edu.documents/30930859/Braida_final.pdf Acesso: Outubro 2015 (fragmento).
Questões:
1. O que Ivan Amato afirma sobre a ‘ética da sustentabilidade’ e a
operacionalização de seus princípios?
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2. De acordo com o documento da Academia de Engenheiros Ambientais ( Academy
of Environmental Engineers ), o que é esperado da formação desses profissionais?
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3. Em que consiste o objetivo da atividade profissional na área de engenharia
ambiental? Como esse objetivo pode ser atingido?
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4. Em que consiste a metodologia utilizada para ampliar o currículo dos cursos de
engenharia ambiental?
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