Apunte Ingles Ii - Ingenieria Industrial 2018

UTN
FACULTAD REGIONAL CÓRDOBA
INGLÉS II
4D1 - 4D3
Selección de Material y Ejercitación
MBA Lic. ADRIANA DEZA

adeza@frc.utn.edu.ar
2018
INGENIERÍA INDUSTRIAL - INGLES TÉCNICO II– Año 2016 – MBA Adriana Deza 2
INTRODUCCIÓN
Esta recopilación y ejercitación no está pensada como una autoguía de estudio, sino como soporte de clases presenciales. Busca
colaborar con el desarrollo de tus propias habilidades lectoras e interpretativas de textos escritos en idioma inglés que versen sobre
cuestiones relacionadas a tu opción de estudios universitarios, es decir, la Ingeniería Industrial y el amplio abanico que
especialidades que abarca.
Los textos que se incluyen son, en su mayoría, originales, por ello se cita la fuente informática de la cual se obtuvieron. La
ejercitación es gradual y orientativa, dirigida a que internalices estrategias que te permitan inferir el significado de palabras, de
frases o de estructuras opacas para un hispano-parlante, “minimizando” el uso del diccionario, es decir, promoviendo su utilización
como último recurso, abordando eventualmente las búsquedas de un modo inteligente y efectivo.
Nos apoyaremos en tu Weltanshauung, tu Cosmovisión de alumno universitario argentino, de habla hispana, que a tu edad ya ha
tenido una virtual sobreexposición mediática a la lengua inglesa desde la infancia, y que ya ha cursado el nivel I de la materia.
Recurriremos a la Gramática, ciencia que estudia los elementos de una lengua y sus combinaciones y a la Gramática
Comparada, para establecer relaciones entre ambas lenguas, haciendo permanentes análisis lexicos, semánticos y sintácticos a
partir de tus propios conocimientos y de los nuevos conceptos que vayas adquiriendo.
Te invito a compartir este módulo de aprendizaje, en el que reforzarás tus capacidades de lector
autónomo y competente y desarrollarás tus habilidades intelectuales superiores: reconocimiento,
comprensión, aplicación y análisis, síntesis y evaluación de información relevante en idioma
extranjero, en un ambiente de respeto y cordialidad, para que la instancia áulica resulte
satisfactoria para todos quienes participan.
Te invito a que compruebes cuántas cosas no sabías que sabías… Adriana A. Deza
 TIEMPOS VERBALES MÁS USUALES

SIMPLE PRESENT
a) The Industrial Engineer finds knowledge of Micro and Macro Economics essential to the
understanding of Budget design.
b) Does the Industrial Engineer find that knowledge essential?
c) The IT analyst does not find knowledge on Economics essential for the design of this system.
d) A modern industrial engineer typically uses predetermined motion time system, computer
simulation, along with extensive mathematical tools for modeling.
e) Does the industrial engineer use any tools?
f) The industrial engineer does not use chemical formulae as frequently as chemical engineers do.
 Passive Voice: Is / Are (found)
SIMPLE PAST
a) Adam Smith was a Scottish economist, philosopher and author as well as a moral philosopher, a
pioneer of political economy and a key figure during the Scottish Enlightenment era.
b) Was ……… ? // …………. was not ………
c) Efforts to apply science to the design of processes and of production systems were made by
many people in the 18th and 19th centuries. They took some time to evolve.
d) Smith obtained a professorship at Glasgow and during this time wrote and published The
Theory of Moral Sentiments.
 Did…… ? // ………. did not ………
 Passive Voice: Was / Were (made/obtained / written / published)
SIMPLE FUTURE
a) An analysis of Taylor's principles of scientific management will consider the principles in the light
of the prevalent different types of science in which abstract science and applied science are
referred to.
b) By aiming at TQM, our businesses will be competitive in global markets
 Will…..…. ? // …. will not ………
 Passive Voice: Will be (considered)
PRESENT PERFECT
a) Many pieces of the puzzle of organizational behavior have now fallen into place.
b) Quality methods in the commercial sector have led to more choice and higher quality.
 Have……… ? // …. have not // Has……. ?
a) Total quality management has radically changed the way organizations are run.
b) It has not been possible to develop a complete generalization.
IMPERATIVE
Work hard. Study a lot. Play fair.
Let the idea grow Don’t let it decay Let A = B
Let’s study together Let’s not study alone Suppose we write the formula without the brackets
SUBJUNCTIVE
Suppose this statement be based on assumptions.
We don’t think it will come out right.
We expect the figures will not show an unusual increase.
We expect production not to show an unusual behaviour.
If the new ideas were put into practice, the situation would be different.
 REFERENCIA
1. La REFERENCIA ANAFÓRICA o anáfora es un mecanismo mediante el cual un elemento del
texto remite a otro que ha aparecido anteriormente, denominado antecedente. Se establece,
pues, una relación interpretativa entre dos unidades lingüísticas en la cual la segunda unidad
adquiere sentido por su relación con la que se ha mencionado antes.
a) It frequently happens that the data that are potentially most valuable are also the ones that are
likely to be the least accurate…
b) The engineer sent the results to Alice when he received her questions by email.
2. La REFERENCIA CATAFÓRICA o catáfora es un mecanismo, simétrico a la referencia anafórica,

por el que una unidad del texto remite a otra que aparece posteriormente. Se establece,
pues, una relación interpretativa entre dos elementos por la cual el primer elemento adquiere
sentido por su relación con el que viene después.
c) After he received her questions by email, the engineer immediately sent back the results to Alice.
3. La SUSTITUCIÓN se da cuando en un texto se utiliza un elemento no idéntico para no repetir,

o para diferenciar o redefinir a otro antes utilizado. Puede tratarse de
• Sustitución nominal: cuando el término que se sustituye es el núcleo de una frase
sustantiva.
d) I met the co-author of the book today. He is a very nice guy.
e) The chief of the laboratory is a rude man. Everybody is afraid of the boss.
• Sustitución verbal: los sustitutos verbales en español son los verbos hacer y ser,
generalmente acompañados por el pronombre complemento “LO”. En Ingles son los
verbos DO y BE, acompañados por SO.
f) Electro-chemical machining removes metal only at those points where it is required; and it does
so without causing mechanical or thermal stresses.
g) Students in Course A proved to be very skilled, while those in course B were not so.
 FUNCIONES DISCURSIVAS / FUNCIONES RETÓRICAS BÁSICAS DEL DISCURSO

CIENTÍFICO-TÉCNICO
El lingüista L.Trimble1 define “función retórica” como una unidad de discurso con un objetivo determinado
en el texto, que puede ser “general” (establecer el marco teórico de una investigación, plantear un
problema, mostrar los resultados, etc.) o “específico” (definir, describir, clasificar, etc.)
Entre las funciones retóricas sobresalientes del lenguaje técnico-científico destaca la Definición,
Clasificación, Descripción física, Descripción de funciones y de procesos e Instrucciones. Los
modos de argumentación también están determinados por el género y las funciones retóricas, entre
ellas, Comparación y contraste, Deducción (de general a particular), Inducción (de particular a general),
Problema-método-solución, Causa-efecto, Ejemplificación, Organización cronológica, Organización
espacial, y Organización secuencial.
TEXTO PARA EJERCITACIÓN
TAREAS:
A. Analice los tiempos verbales del texto. Indique la voz en la cual se encuentran.
B. Identifique las Referencias Textuales y diga a qué remiten tales pronombres y adjetivos.
Ejemplo:
a. its (l. 1) / b. it (l. 2)
……….
C. Identifique las Funciones Retóricas de las diferentes oraciones del texto. Diga qué elementos
lingüísticos le permitieron hacerlo.
Ejemplo:
a. Línea 1: la Función Retórica Principal es DEFINICIÓN. Se define la Administración Científica como
…… .- Utiliza la estructura típica y más básica de definición: A es B.
1 Trimble, L.(1985).English for Science and Technology. A discourse approach,Cambridge: CUP.

TRADUCCIONES POSIBLES DE LA FORMA -ING

Las palabras en inglés terminadas en –ing (Participio Presente, en Inglés) pueden ser utilizadas en ese
idioma para desempeñar una serie de funciones dentro de la oración que no pueden ser desempeñadas
en idioma español por el gerundio (–ando / –endo). A continuación veremos las diversas traducciones
que pueden tener las palabras terminadas en –ing según sea su función dentro de cada oración.
[1] Como SUSTANTIVO

[2] Como ADJETIVO
[3] Como GERUNDIO, indicando el MODO en que algo sucede o se realiza
[4] Como GERUNDIO, indicando el MÉTODO de realización
[5] Como GERUNDIO, en los tiempos verbales CONTINUOS
[6] Como GERUNDIO, indicando ANTERIORIDAD
[7] Como INFINITIVO, indicando propósito
[8] Como INFINITIVO, como objeto de una preposición
[9] Como INFINITIVO, acompañando a otro verbo
[10] Como INFINITIVO, reemplazando a un sustantivo
[11] Como QUE + VERBO CONJUGADO, cuando se usa para simplificar una oración adjetiva post-
modificadora
1. Como SUSTANTIVO
 In multi-phase projects, monitoring provides feedback between project phases, in order to
implement corrective or preventive actions to bring the project into compliance with the project
management plan.
 While the terms may differ from industry to industry, the actual stages typically follow common steps
to problem solving—"defining the problem, weighing options, choosing a path, implementation and
evaluation.
 Traditionally, project management includes a number of elements: four to five process groups, and a
control system. Major process groups generally include: i) Initiation; ii) Planning or design, iii)
Production or execution; iv) Monitoring and controlling; v) Closing
 Additional processes, such as planning for communications and for scope management, identifying
roles and responsibilities, determining what to purchase for the project and holding a kick-off
meeting are also generally advisable.
2. Como ADJETIVO
 The initiating processes determine the nature and scope of the project.
 This kind of the DIY (do-it-yourself) approach is also applicable to the qualifications of software,
computer operating systems and manufacturing processes.
3. Como gerundio, indicando el MODO en que algo sucede o se realiza

 Projects are planned and managed to ensure that the resources are ready when the critical chain
tasks must start, subordinating all other resources to the critical chain.
 Cross-functional teams allow an IE to learn, expand knowledge and gain experience on certain
engineering topics by working with other engineers.
4. Como gerundio, indicando el MÉTODO de realización

 Benefits realization management (BRM) enhances normal project management techniques through a
focus on outcomes (the benefits) of a project rather than products or outputs, and then measuring
the efforts to keep a project on track.
 How to Improve Production Efficiency by Applying Industrial Engineering Methods
5. Como gerundio, en los tiempos verbales CONTINUOS

 The engineer cannot be disturbed. He is currently working on the restricted area of the
manufacturing plant.
 I was working hard on my new paper when the people from a nearby construction started making a
terrible noise. They are not working now, but they were working all weekend.
 It is sometimes said that validation can be expressed by the query "Are you building the right thing?"
and verification by "Are you building it right?" "Building the right thing" refers back to the user's
needs, while "building it right" checks that the specifications are correctly implemented by the
system.
 Here are the top 12 metropolitan cities that you need to target when you are applying for a Master’s
degree or applying to a job post your Master’s
6. Como gerundio, indicando anterioridad

 Having demonstrated excellence in academic performance by being in the top 5% of their year of
study, the Faculty of Engineering is proud to recognize the following students: …
 If you are applying for Industrial Engineering jobs, it is important to make a striking first impression
with your CV. Having secured an interview, you can get ahead of the competition by preparing for
the questions that your prospective employers will ask.
7. Como INFINITIVO, indicando propósito

 These are the clues for understanding the chart.
 The elements for designing the matrix can all be found in the manual.
 Verification and validation are independent procedures that are used together for checking that a
product, service, or system meets requirements and specifications and that it fulfills its intended
purpose.
 In some contexts, it is required to have written requirements as well as formal procedures or
protocols for determining compliance.
8. Como INFINITIVO, acompañando una preposición

 Project Management is the process and activity of planning, organizing, motivating, and controlling
resources, procedures and protocols to achieve specific goals in scientific or daily problems.
 In the past, manufacturing planners and operators have set parameters without understanding the
consequences, leading to waste of energy and efforts.
 Industrial engineers are experts in applying mathematics, engineering and psychological principles to
improve productivity, safety and quality.
9. Como INFINITIVO, acompañando a otro verbo

 The students started making a great noise despite the QUIET sign on the wall.
 The company stopped performing energy audits on existing pipeline infrastructure despite
regulatory advice on continuing them.
10. Como INFINITIVO, reemplazando a un sustantivo

 Reading is an excellent habit.
 [Vuelva al punto 1 y analice cuáles de los que tradujo como sustantivos pueden ser reemplazados por
infinitivos]
11. Como QUE + VERBO CONJUGADO, cuando se usa para simplificar una oración
adjetiva post-modificadora
 Using complex models for "projects" (or rather "tasks") spanning a few weeks has proved to cause
unnecessary costs and low maneuverability in several cases.
 Supersonic aerodynamic problems are those involving flow speeds greater than the speed of sound.
 Mixtures containing a solid and a solvent can be separated by using a decanter, and then simply
pouring the liquid off.
 USOS DEL INFINITIVO

En el discurso científico – técnico, un infinitivo suele usarse principalmente a) como sujeto de una oración; b) en otra
posición de sustantivo; c) indicando propósito; d) completando el significado de otro verbo; e) acompañando a una
preposición. Identifique a continuación de cuál uso se trata:
a. Efforts were made to apply science to the design of processes.
b. The foundations of I.E. began to be built in the twentieth century.
c. Taylor managed to increase productivity.
d. To read about I.E. History you may consult Wikipedia.
e. To err is human, to forgive, divine.

INDUSTRIAL ENGINEERING
1 Industrial engineering is a branch of engineering which deals with the optimization of complex
2 processes or systems. It is concerned with the development, improvement, implementation of
3 integrated systems of people, money, knowledge, information, equipment, energy, materials,
4 analysis and synthesis, as well as the mathematical, physical and social sciences together with the
5
principles and methods of engineering design to specify, predict, and evaluate the results to be
6
7
obtained from such systems or processes. While industrial engineering is a traditional and
8 longstanding engineering discipline subject to (and eligible for) professional engineering licensure
9 in most jurisdictions, its underlying concepts overlap considerably with certain business-oriented
10 disciplines such as operations management.
11 Depending on the subspecialties involved, industrial engineering may also be known as, or
12 overlap with, operations management, management science, operations research, systems
13 engineering, management engineering, manufacturing engineering, ergonomics or human factors
14 engineering, safety engineering, or others, depending on the viewpoint or motives of the user.
15 Examples of where industrial engineering might be used include flow process charting, process
16 mapping, designing an assembly workstation, strategizing for various operational logistics,
17 consulting as an efficiency expert, developing a new financial algorithm or loan system for a bank,
18 streamlining operation and emergency room location or usage in a hospital, planning complex
19 distribution schemes for materials or products (referred to as supply-chain management), and
20 shortening lines (or queues) at a bank, hospital, or a theme park.
21 Modern industrial engineers typically use predetermined motion time system, computer
22 simulation (especially discrete event simulation), along with extensive mathematical tools for
23 modeling, such as mathematical optimization and queue theory, and computational methods for
24 system analysis, evaluation, and optimization.
http://en.wikipedia.org/wiki/Industrial_engineering
EJERCICIOS DE LECTOCOMPRENSIÓN: “Industrial Engineering”

II. REFERENCIA: Diga a qué/quién remiten los términos siguientes.
a. it (l. 2)
b. such systems or processes (l. 6)
III. RESPONDA: ¿Cómo define el autor a…?. Diga qué elementos lingüísticos le permiten aseverarlo.
a. La Ingeniería Industrial (párr. 1)
b. La Ingeniería Industrial (párr. 2)

IV. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación introduce y
complete las conexiones lógicas a partir del contexto (en español)
1. While (L.6)
___________
2. Along with (L.22)
___________
3. Such as (L.23)
___________
V. USOS DE LA -ING –Traduzca cada frase en el contexto provisto. Luego identifique de qué uso se
trata.
1. Industrial engineering is a branch of engineering.

Traducción:
Uso:
2. Its underlying concepts overlap considerably with certain business-oriented disciplines

Traducción:
Uso:
3. Depending on the subspecialties involved, industrial engineering may also be known as operations
management
Traducción:
Uso:
 COMPARACIÓN MEDIANTE ADJETIVOS Y ADVERBIOS

 GRADO COMPARATIVO de SUPERIORIDAD, INFERIORIDAD e IGUALDAD y
 GRADO SUPERLATIVO de SUPERIORIDAD e INFERIORIDAD
GRADO COMPARATIVO: Comparemos una persona A con una persona B.
Podemos decir que A es más veloz que B,
A es menos veloz que B o que
A es tan veloz como B
En los 3 casos estaríamos comparando a la persona A y a la persona B acudiendo a un adjetivo (veloz, que califica
a la persona) en los grados comparativos de superioridad, inferioridad e igualdad, respectivamente.
También podríamos decir que A corre mas veloz que B,
A corre menos veloz que B, o
A corre tan veloz como B
En estos 3 casos estaríamos comparando la forma en que corre el sujeto A y el sujeto B, por medio de un adverbio
(veloz, que modifica al verbo correr) en los grados comparativos de superioridad, inferioridad e igualdad,
respectivamente.
GRADO SUPERLATIVO: Si comparamos a la persona A con un universo de personas determinado, encontramos
que sólo podemos decir que A es el más veloz o A es el menos veloz de ese grupo con quien lo estamos
comparando. Es decir, cuando se trata de grado superlativo, sólo tenemos dos grados, de superioridad y de
inferioridad.
A. GRADO COMPARATIVO Y SUPERLATIVO DE SUPERIORIDAD
B. GRADO COMPARATIVO Y SUPERLATIVO DE INFERIORIDAD

Para todos: LESS ….. THAN // THE LEAST ….
C. GRADO COMPARATIVO DE IGUALDAD

Para todos: AS ….. AS / SO …. AS
D. COMPARATIVOS / SUPERLATIVOS IRREGULARES
https://sites.google.com/a/leobaeck.net/avital-s-site/comparison-of-adjectives
INDUSTRIAL ENGINEERING - HISTORY

1 Efforts to apply science to the design of processes and of production systems were made by
2 many people in the 18th and 19th centuries. They took some time to evolve and to be
3 synthesized into disciplines that we would label with names such as industrial engineering,
4 production engineering, or systems engineering. For example, precursors to industrial
5 engineering included some aspects of military science; the quest to develop manufacturing using
6 interchangeable parts; the development of the armory system of manufacturing; the work of
7 Henri Fayol and colleagues (which grew into a larger movement called Fayolism); and the work of
8 Frederick Winslow Taylor and colleagues (which grew into a larger movement called scientific
9 management). In the late 19th century, such efforts began to inform consultancy and higher
10 education. The idea of consulting with experts about process engineering naturally evolved into
11 the idea of teaching the concepts as curriculum.
12 Industrial engineering courses were taught by multiple universities in Europe at the end of the
13 19th century, including in Germany, France, the United Kingdom, and Spain. In the United States,
14 the first department of industrial and manufacturing engineering was established in 1909 at the
15 Pennsylvania State University. The first doctoral degree in industrial engineering was awarded in
16 the 1930s by Cornell University.
17 In general it can be said that the foundations of industrial engineering as it looks today, began to
18 be built in the twentieth century. The first half of the century was characterized by an emphasis
19 on increasing efficiency and reducing industrial organization costs.
20 In 1909, Frederick Taylor published his theory of scientific management, which included accurate
21 analysis of human labor, systematic definition of methods, tools and training for employees.
22 Taylor dealt in time using timers, set standard times and managed to increase productivity while
23 reducing labor costs and increasing the wages and salaries of the employees.
24 In 1912 Henry Laurence Gantt developed the Gantt chart which outlines actions for the
25 organization along with their relationships. This chart later form was made familiar to us by
26 Wallace Clark.
27 Assembly lines: moving car factory of Henry Ford (1913) accounted for a significant leap forward
28 in the field. Ford reduced the assembly time of a car more than 700 hours to 1.5 hours. In
29 addition, he was a pioneer of the economy of the capitalist welfare ("welfare capitalism") and the
30 flag of providing financial incentives for employees to increase productivity.
31 Comprehensive quality management system (TQM) developed in the forties, was gaining
32 momentum after World War II and was part of the recovery of Japan after the war.
33 In the seventies, with the penetration of Japanese management theories such as Kaizen and
34 Kanban, the issues of quality, delivery time, and flexibility were promoted.
35 In the nineties, following the global industry globalization process, the emphasis was on supply
36 chain management, and customer-oriented business process design. Theory of constraints
37 developed by an Israeli scientist Eliyahu M. Goldratt (1985) is also a significant milestone in the
38 field.
http://en.wikipedia.org/wiki/Industrial_engineering
EJERCICIOS: “Industrial Engineering History”

II. REFERENCIA: Diga a qué/quién remiten los términos siguientes.
a. we (l. 3)
b. such efforts (l. 9)
c. his (l. 20)
d. which (l. 20)
e. their (l. 25)
f. he (l. 28)
g. the field (l.38)
III. USOS DE LA VOZ ACTIVA vs. VOZ PASIVA (identifique de cuál se trata)
a. Industrial engineering courses were taught by multiple universities in Europe at the end of the 19th
century
b. Frederick Taylor published his theory of scientific management
c. the first department of industrial and manufacturing engineering was established in 1909 at the
Pennsylvania State University
d. This chart later form was made familiar to us by Wallace Clark
IV. GRADO COMPARATIVO Y SUPERLATIVO – diga de qué tipo se trata y traduzcalo en el contexto
provisto
a. Fayolism grew into a larger movement called scientific management
Tipo:
Traducción:
b. In the late 19th century, scientific management began to inform consultancy and higher education.
Tipo:
Traducción:
c. This chart later form was made familiar to us by Wallace Clark.

Tipo:
Traducción:
V. Traducciones posibles de la forma –ing. Traduzca las frases / oraciones que se consignan a
continuación y diga de qué uso se trata.
a. precursors to industrial engineering included some aspects of military science
Traduccion:
b. the quest to develop manufacturing using interchangeable parts
Traduccion:
c. the idea of teaching the concepts as curriculum
Traduccion:
d. The first half of the century was characterized by an emphasis on increasing efficiency and
reducing industrial organization costs.
Traduccion:
e. Comprehensive quality management system (TQM) was gaining momentum after World War II.
Traduccion:
f. Following the global industry globalization process, the emphasis in the 90’s was on supply
chain management
Traduccion:
VI. Busque en el texto SINONIMOS / ANTONIMOS de los siguientes términos.
SINONIMOS ANTONIMOS
Carried out -1 decreasing - 23
Categorize - 3 untrustworthy - 20
search - 5 former - 25
Turned out to be - 8 minor - 27
granted - 15 relapse - 32
USOS DEL INFINITIVO Y LA FORMA -ING – (diga QUE TIPO DE USO es y

tradúzcalo en el contexto provisto
1. Competitive pressure creates pressures to resolve ambiguity quickly
2. Analysis is essentially the process of problem solving or rational choice
3. Please read this Software License Agreement carefully before commencing the download of the
software
4. You are authorized to use the software on condition that you agree to be bound by the terms
and conditions of this Agreement
5. The Cape Wind case study was superior as a basis for decision-making
6. The Cape Wind case study was more useful in suggesting better alternative strategies for the
system
7. Machines with secret programs are now trading stocks in tiny fractions of a second
8. Wall Street firms and stock exchanges have spent billions to gain an advantage of a millisecond
for themselves.
9. The experience gained over the past half century in developing artificial programming languages
is overwhelming.
10. Programming languages, which are easily “understood” by computers, require much training and
effort to be deciphered by humans.
11. The underlying assumption has been that the syntax of human language is totally different than
that of machine language
12. Manual handling operations are to be carried out conscientiously.
13. Scheduling and record keeping are two basic clerical tasks.
14. Formulating and structuring the steps to be followed is the hardest part of the project design.
15. Please define the factors for judging the veracity of the idea.
16. Considerable supplementary reading would be necessary to grasp the idea in full.
17. Predicting the future will always be difficult.
18. Accommodating the consumption aspirations of industrialising countries, particularly fast-growing

Asian economies such as China and India, in a world of finite resources and pollution absorption
capacity, will be increasingly difficult.
19. Industrial engineering teaching/practice will need to change, the extent of change depending
greatly on how serious the new problems are.
 MODO CONDICIONAL
Suppose you work at McDonalds assembling Big Mac’s. You are told the
formula for a Big Mac is: “two all-beef patties on a sesame seed bun”. This
is your balanced equation. Now suppose your manager gave you 12 patties
and 10 buns. If you start making up Big Macs, what input (buns or patties)
will you run out of first?
The answer is that patties are limiting. You have enough buns to make 10
Big Macs, but you can only make 6 Big Macs with the patties you were
given (because you have to put two patties on every bun). In this example
beef patties are the limiting agent.
www.scribd.com/doc/.../Energy-and-the-Environment
Tomemos el ejemplo de la línea de armado de Big Macs del párrafo anterior para hacer un
repaso del Modo Condicional en inglés. Recordemos que las gramáticas tradicionales dividen
las oraciones condicionales en cuatro tipos principales, según la secuencia de tiempos verbales
entre ellas y el grado creciente de verosimilitud que el autor asigna a la posibilidad que se
cumpla la predicción, si se cumple la condición.
TIPO 0 o neutro:
Refiere a las “verdades eternas” (eternal truths) o leyes naturales, y presenta igual
tiempo verbal en condición y predicción; el ejemplo clásico es: “If you heat ice, it melts”,
en el cual, dada la condición, la predicción se cumple con total seguridad. En el ejemplo
elegido, si el grado de certeza del autor fuera absoluto, podría decir la siguiente oración
condicional: If you buy a Big Mac, you get two patties per bun.
TIPO 1
(Alta Probabilidad) (Presente + will/imperativo): If you have 20 patties and 10 buns (plus
the other ingredients and seasoning) you will be able to make 10 Big Macs
TIPO 2
(Contrario a una realidad presente) (Past + would): If you had 20 patties and 10 buns
you would be able to make 10 Big Macs
TIPO 3
(Contrario a una realidad pasada, es decir, imposible) (Past Perfect + would + Perfect):
If you had had 20 patties and 10 buns you would have been able to make 10 Big Macs.
ORACIONES CONDICIONALES – CASOS ESPECIALES
Adicionalmente a las formas tradicionales de expresar condiciones que vimos arriba (Condición +
Predicción en una secuencia de verbos determinados que indican el grado de certidumbre que el
autor asigna a tal relación), podemos encontrar casos especiales que, por no resultar
transparentes a la traducción, pueden complejizar la comprensión.
a. Were to + Infinitivo en la condición (if) para indicar suposición sobre el futuro

1. If you were to touch the wire, you would be killed instantly // Were you to touch the wire,
you would be killed instantly // (Should you touch…)
2. Risk management typically involves assessing a number of dimensions of each

identified risk. These dimensions include: • The impact of the risk if it were to occur •
The likelihood that the risk will occur • How difficult it would be to detect the risk. Each of
these dimensions can be assessed separately for a specific area of risk.
3. Should we hire the wrong candidate, we would soon be in deep waters.
b. Unless en la condición (en reemplazo de if) con el significado “if…not” o “except on
condition that”
4. Unless you prefer to do it yourself once you finish, the office shall be closed by 10 pm.
5. Results will not be delivered unless the consultancy is paid in advance.
c. Whether … (or not) en la condición (en reemplazo de if… (or not))
6. The CEO decided to open a new branch, whether the stakeholders like it or not.
7. According to industrial property Act 2001, an industrial design is defined as "any
composition of lines or colours or any three-dimensional form whether associated with
lines or colours or not, provided that such composition or form gives a special
appearance to a product of industry or handicraft and can serve as pattern for a product
of industry or handicraft"
Este uso es diferente del uso de Whether como ALTERNATIVA:
8. The new Act, now defines "design" to mean only the features of shape, configuration,
pattern, ornament, or composition of lines or colours applied to any article, whether in
two- or three-dimensional, or in both forms, by any industrial process or means,
whether manual or mechanical or chemical, separate or combined, which in the finished
article appeal to and are judged solely by the eye; but does not include any mode or
principle of construction
d. Expresiones Varias: On condition that / Provided (that)/ Providing (that) / so
long as / as long as en la condición (en reemplazo de if)
9. Please read this Software License Agreement carefully before commencing the
download of the software through this website. You are authorized to use the software
on condition that you agree to be bound by the terms and conditions of this
Agreement. Should you not agree to the terms and conditions of this Agreement, you
may not download the software.
10. There are several design projects throughout the year, complemented by modules in the
areas of design techniques, manufacturing, ergonomics and business. At the end of year
two, you can opt to switch to the four-year MEng degree provided that you have
obtained at least 55 per cent in the end of year assessment.
11. Admission requirements, Integrated Product Design: A Bachelor’s degree, or equivalent,
preferably in Mechanical Engineering. Other corresponding degrees within engineering
or science may be considered providing that they include relevant courses in
mechanical engineering and product development.
12. Product designs that capture the attention of the marketplace — not for their utility, but
due to creativity, innovation or fashion cachet — can be hugely valuable assets. There
are three primary sources of protection for nonfunctional product designs: trade dress,
copyright and design patents. Of the three, trade dress protection offers the longest-
lasting protection, but likely is the most difficult to establish. By law, the design of a
product is protectable so long as the claimed trade dress is distinctive, i.e. when
consumers identify the trade dress with a particular source.
13. The trademarks can last indefinitely as long as they are used in commerce. After all,
they exist as long as someone remembers them.
 RELACIONES LÓGICO-SEMÁNTICAS (Nexos y Frases Conectoras)

Los conectores lógicos son el medio que utilizamos para lograr que un texto no sea una mera juxtaposición de
oraciones. Los conectores y subordinadores unen una oración con otra, un párrafo con otro, una idea con otra,
estableciendo relaciones de diversos tipos, como veremos a continuación. Pueden situarse al principio o final de una
de las ideas para indicar su relación lógica con la idea posterior o la anterior. Otras veces vinculan ideas que no
están necesariamente cercanas. Analicemos los tipos más comunes de nexos:
 ADICIÓN: Agregan datos o información a lo ya dicho.
And Both … and In addition (to) Along with

Also as well as Apart from Besides
And also Aside from Moreover Furthermore
 CAUSA / CONSECUENCIA: Si bien en general se encuentran en relaciones que contienen
ambos elementos, se debe indicar si el nexo introduce la causa o la consecuencia.
o CAUSA / RAZÓN
Because / of Since As
On account of In view of For
Owing to Due to
o CONSECUENCIA / EFECTO / RESULTADO
So As a result For this reason

And so As a consequence So that
Therefore Then Consequently
Hence Thus With the result that
 CONDICIÓN: Introducen la condición que debe cumplirse para que se cumpla lo
expresado en la proposición principal.
If Or else As / So long as
But for Otherwise Should (sintaxis invertida)
Unless Provided / providing Have / Be (sintaxis invertida)
 TEMPORALES: Establecen una relación de tiempo, indicando un suceso anterior,
simultáneo o posterior.
First/ly Earlier At the same time

After Next In the beinning
When / As Before At this point
While / As Later / on Up to this point
Lately Ultimately Then
At last Meanwhile Eventually
Since then From … to Since
 EJEMPLIFICACIÓN: El componente que sigue al nexo complementa, ejemplifica o
redefine lo que se dice antes.
e.g. For instance Such as

For example Namely (enumeración)
 COMPARACIÓN: confrontan semejanzas o diferencias entre dos o mas elementos de
igual valor, o a uno con todo el universo comparable.
Like Likewise In much the same way as

As … as Unlike
 PROPÓSITO, INTENCIÓN, FINALIDAD: Indican precisamente el propósito por el cual se
realiza lo expresado en la oración principal.
To + infinitivo In order to + infinitivo For + ~ ing
So that So as to
 RESÚMEN, RECAPITULACIÓN, CONCLUSIÓN: Introducen un enunciado que cierra,
resuelve o concluye lo anteriormente dicho en el texto.
In conclusion In summary To summarize

 CONTRASTE, OPOSICIÓN, CONTRADICCIÓN, CONTRAJUNCIÓN: vinculan frases
cuyos contenidos son opuestos, adversos, contrarios, prevaleciendo la idea introducida por
el conector. En la CONCESIÓN, prevalece la idea no introducida por el conector.
Though But Nevertheless

Although However Yet
Even though In contrast While
Whereas Instead On the other hand
Despite Conversely In spite of
 DISYUNCIÓN O ALTERNANCIA: implican oposición entre dos ideas.
Either … or Neither … nor Whether … or

 REPETICIÓN O ÉNFASIS:
Above all Particularly Actually

In other words In particular Indeed
Most importantly In fact Really
 ACLARACIÓN: Se ilustra la idea antes expresada.
That is That is to say i.e.
o Despite the increasing significance of precious metals secondary sources, the bulk are still
recovered by traditional mining processes.
Despite
A pesar de
o Hydrometallurgical schemes deal with the fundamental chemistry of the precious metals as
well as extraction mechanisms.
as well as
asi como
también
o Liquefied propane gas (LPG) fracturing, or simply "gas fracking," is a waterless method
developed by a small energy company, in Calgary, Alberta. Aside from being better
environmentally, using propane for fracking can also be more efficient, because it allows
more gas to flow from wells than water-based fracturing. All the propane leaves the
fractured rocks, unlike water, part of which remains behind and can be absorbed into rock
and so partially block the pathways for gas to escape. The propane method uses only about
one quarter of the number of truck trips that water-based fracking employs, so the impact on
local roads, the noise and dust annoyance to neighbors, and the trucking costs for drillers
are reduced. However, propane costs more initially to use, even though it can be resold
once recovered. It is also explosive, and requires special equipment to be handled properly
and reduce risk
Because
_________
_________
Aside from
_________
_________
unlike
_________
_________
Even though
_________
_________
so
_________
_________
and so
_________
_________
however
_________
_________
 CAUSATIVE USE OF VERBS

A los verbos MAKE, CAUSE y HAVE a menudo se los encuentra en construcciones “causativas”, que en general se
interpretan como “Hacer que XX (un sujeto) haga ZZ (una acción)” en sus distintas conjugaciones (es decir,
alguien hace algo por nosotros, hacemos hacer algo, o se nos hace algo). Comportamiento similar tiene el verbo
ALLOW, con el significado de “Permitir que XX haga ZZ”
 Corrosion is a natural process. The primary driving force of corrosion is based upon the
transformation of iron from its natural state to steel. The refining of iron ore into steel
requires the addition of energy. Steel is essentially an unstable state of iron and corrosion is
the process of iron returning to its natural state. The energy used in the refining process is
the driving force of corrosion. Corrosion cells are established on underground pipelines for a
variety of causes. A primary cause of corrosion is due to an effect known as galvanic
corrosion. All metals have different natural electrical potentials. Where two metals with
different potentials are connected to each other in a common environment, current will flow
causing corrosion to occur. The coupling of steel to a different metal, such as copper, will
cause a corrosion circuit to be established. Direct coupling of copper to steel will cause the
steel to corrode much faster than normal. Another form of this is the coupling of rusty pipe
to new, clean steel. The natural difference in potential causes the new steel to corrode more
rapidly than the old steel. Other causes of pipeline corrosion cells include the effect of
different soil types, oxygen availability, stray current interference and microbiological
growth.
 New method allows to encapsulate substances in nanospheres. The method allows for the
creation of micro and nanospheres by joining two units: an organic or binding molecule,
which acts as an "adhesive", and a metal ion. Please allow us to introduce the subject first.
 Methylated vinyl sulfides made the reaction to be more sluggish than substitution of alkyl
group in that system.
 Protective metal coatings: As protective coatings metals have advantages and disadvantages.
Thus they resist damage well, and are usually far less sensitive to heat, light, water and
oxidation than are organic coatings. Moreover, metal coatings still permit high electrical and
heat conduction through the surface and allow metals to be joined by soldering.
 I had my fellow teacher help me with the introductory class.

 RELATIVE PRONOUNS (Who, Whom, Which, That, Whose, When, Where, Why)
o Academic Achievement Awards - Department of Industrial Engineering: These awards are given
annually at the end of spring semester to celebrate the accomplishments of students whose
academic performance proved outstanding. Students may not apply for these awards as they are
determined by the Department faculty which submits the nomination.
o Organic Chemistry Award: Given to the outstanding student of organic chemistry who has completed
Chem 320A and completed Chem 320B in the Fall Semester of the current academic year.
o SUMMA Award: Given to the graduating student who has rendered an outstanding service to the
department where he/she belongs.
o Carbon (C) and Hydrogen (H) form the main structures of all organic compounds (carbon especially)
with additional functional groups of possible other elements attached. They are the elements whose
compounds comprise the branch of chemistry called organic chemistry.
o Authors who sign (signing) for an article generally should not be more than five. The authors’
names should be given in as complete form as possible: surnames (last names), initials and first
names. The complete mailing address (including the full name of the University or company, city,
postal code) of the place where the work was done should follow the title and authors’ names.
o Hydrolysis explains why basic salts such as basic zinc acetate and basic zinc carbonate,
Zn3(OH)4(CO3).H2O are easy to obtain. The reason for the hydrolysis is the high electrical charge
density on the zinc ion, which pulls electrons away from an OH bond of a coordinated water
molecule and releases a hydrogen ion. The polarizing effect of Zn 2+ is part of the reason why zinc is
found in enzymes such as carbonic anhydrase.
o Robert Boyle was a devout Christian who contributed much to the study of chemistry and is
considered by many as the "father of modern chemistry". During the time when alchemy was very
popular he made great advances in chemistry, and praised God for every discovery he made. Some
of his major contributions were:
 He made a vacuum pump which he used to prove that air was important to transmit sound.
 He made the formulation of his gas law (called Boyle's law) which says that if the temperature is
constant, pressure is inversely proportional to volume. (That means: as pressure increases,
volume of a gas decreases and vice-versa.)
 He changed the way the modern world thought about chemical elements (i.e that they are the
smallest part of a substance that cannot be separated into simpler substances).
 He created the scientific method which became widely applied.
 He helped others understand the way in which compounds and mixtures differ.
OMISSION
o The book on William James (that/which/-) we recommend describes the life and accomplishments
of the scientist whom many scholars believe is both America's greatest philosopher and the father of
American psychology.
o Given the components of the mixture, one would think (that/-) a violent reaction would follow
immediately.
o The tests (that/which/-) the students took this morning were all kept in a briefcase (that was/which
was/-) brought by the teacher himself.
ASSESSING THE ENVIRONMENTAL IMPACTS OF

CONSUMPTION AND PRODUCTION
Armamos ejercitación sobre las estructuras gramaticales subrayadas o resaltadas en el siguiente texto.
1 Environmental impacts are the unwanted byproduct of economic activities. Inadvertently, humans
2 alter environmental conditions such as the acidity of soils, the nutrient content of surface water, the
3 radiation balance of the atmosphere, and the concentrations of trace materials in food chains.
4 Humans convert forest to pastureland and grassland to cropland or parking lots intentionally,
5 nevertheless the resulting habitat change and biodiversity loss are still undesired.
6 The environmental and health sciences have brought important insights into the connection of
7 environmental pressures and ecosystem damages. Well-known assessments show that habitat
8 change, the overexploitation of renewable resources, climate change, and particulate matter
9 emissions are all amongst the most important environmental problems. Biodiversity losses and ill
10 health have both been estimated and evaluated.
11 “What do I do first?” It is a simple question, but for decision-makers trying to determine how they
12 can make a meaningful contribution to sustainable consumption and production the answer is
13 more complex. Today’s environmental debate highlights many priority issues. In the climate
14 change discussions, energy production and mobility are in the spotlight, but when it comes to
15 growing concerns about biodiversity, agriculture and urban development are the focus. Decision
16 makers could be forgiven for not knowing where to begin.
17 The solution to this dilemma begins with a scientific assessment of which environmental problems
18 present the biggest challenges at the global level in the 21st century, and a scientific, systematic
19 perspective that weighs up the impacts of various economic activities – not only looking at different
20 industrial sectors, but also thinking in terms of consumer demand. From its inauguration in 2007,
21 the International Panel for Sustainable Resource Management, a group of internationally
22 recognized experts on sustainable resource management convened by UNEP, realized there was
23 a need to help decision makers identify priorities, and has tried to provide this help from a life-cycle
24 perspective in a systematic and scientific way.
25 The purpose of this report, the latest from the Resource Panel, is to assess the best available
26 science from a global perspective to identify priorities among industry sectors, consumption
27 categories and materials. For the first time, this assessment was done at the global level,
28 identifying priorities for developed and developing countries. It supports international, national and
29 sectorial efforts on sustainable consumption and production by highlighting where attention is
30 really needed.
31 We now know that food, mobility and housing must - as a priority - be made more sustainable if we
32 are serious about tackling biodiversity loss and climate change. In most countries, household
33 consumption, over the life cycle of the products and services, accounts for more than 60% of all
34 impacts of consumption. We know from previous research that a doubling of wealth leads to 80%
35 higher CO2 emissions, so population predictions for 2050 make this even more urgent.
36 More sustainable consumption and production will have to occur not only at the country level but
37 also at the global level. Presently, production of internationally traded goods, vital to economic
38 growth, accounts for approximately 30% of global CO2 emissions. We also need to consider
39 connections between materials and energy. The mining sector accounts for 7% of the world’s
40 energy use, an amount projected to increase with major implications for international policy.
41 Agricultural production accounts for a staggering 70% of the global freshwater consumption, 38%
42 of the total land use, and 14% of the world’s greenhouse gas emissions.
43 We must start looking into our everyday activities if we truly want a greener economy – for
44 developed and developing countries.
45 There is a clear need for more action to provide the scientific data and to find common ways to
46 gather and process it so that priorities can be assessed and determined at a global level.
 SPECIAL DIFFICULTIES
EXPRESIONES
TOO (ADV) + ADJETIVO / ADVERBIO + TO inf. y expresiones análogas
14. Estimates can sometimes be either too high or too low to be of practical use.
15. Stock market's rigged. The United States stock market, the most iconic market in global
capitalism is rigged. All is being done by computers. It's too fast to be done by humans.
Humans have been completely removed from the marketplace. "Fast" is the operative
word. Machines with secret programs are now trading stocks in tiny fractions of a
second, way too fast to be seen or recorded on a stock ticker or computer screen.
Faster than the market itself. High-frequency traders, big Wall Street firms and stock
exchanges have spent billions to gain an advantage of a millisecond for themselves and
their customers, just to get a peek at stock market prices and orders a flash before
everyone else, along with the opportunity to act on it.
16. Based on experience gained over the past half century in developing artificial
programming languages, the common wisdom has been that human-oriented and
machine-oriented languages are necessarily mutually exclusive in terms of their
understandability: natural languages, which are intuitively understood by humans, are
much too difficult to be processed by computers, while (programming) languages,
which are easily “understood” by computers, require much training and effort to be
deciphered by humans. The underlying assumption has been that the syntax of human-
understandable language must necessarily be totally different than that of machine-
digestible language.
The Visual Semantic Web: unifying human and machine knowledge representations with Object-Process Methodology.
SO + ADJETIVO + AS TO inf.
17. Document quality was so poor as to cause Customer Experience issues and agent
frustration, leading to lowered Net Promoter scores and increased service center costs.
Response time to compliance changes were so slow as to require costly manual
workaround solutions.
IT FOLLOWS THAT
18. Predicting the future will always be difficult, but the world will probably soon face a
number of major environment/resource challenges, including global climate change and
oil depletion. Accommodating the consumption aspirations of industrialising countries,
particularly fast-growing Asian economies such as China and India, in a world of finite
resources and pollution absorption capacity, will increase our difficulties. If serious, these
challenges promise a sharp break with trends of the past half-century for both production
and consumption. Both Industrial Engineering practice and education will need to
change due to a number of reasons. First, both oil depletion and climate change are
serious and global problems. Second, technical fixes alone will not solve these
problems, given the environmental problems of even ‘clean’ industrial systems. Third, it
follows that industrial engineering teaching/practice will need to change, the extent of
change depending greatly on both how serious the problems are, and the degree to
which further technology can overcome them.
IT FOLLOWS FROM THIS THAT… / IT DOESN’T FOLLOW FROM THIS THAT…

19. The efficiency with which energy or biomass is transferred from one trophic level to the
next is called the ecological efficiency. Consumers at each level convert on average only
about 10% of the chemical energy in their food to their own organic tissue. For this
reason, food chains rarely extend for more than 5 or 6 levels. At the lowest trophic level
(the bottom of the food chain), plants convert about 1% of the sunlight they receive into
chemical energy. It follows from this that the total energy originally present in the
incident sunlight that is finally embodied in a tertiary consumer is about 0.001%
IS / ARE FOUND TO BE
20. With the evolving needs of today’s manufacturing industries in the area of product
development, 3D CAD model has become very important. Often in many situations there
is a need to remanufacture a physical part where the CAD data is not available with the
manufacturer or is lost because of several reasons. In such cases reverse engineering
is found to be an effective and efficient tool. Reverse engineering is an approach where
the physical parts are digitized in order to obtain a virtual model. Digitization can be done
either manually or it can be fully automatized for better and faster scans. The virtual
models so obtained are helpful in many applications, nevertheless they are often used
for redesign operations.
IT BEING NOTED THAT

21. The arrangement of table 3-2 is quite consistent with the periodic chart of table 3-1, it
being noted that elements with the electrons only with principal quantum number two
(but no greater) fall in the second period, and so on and so forth.
THE [COMPARATIVE FORM], THE [COMPARATIVE FORM]

Se utiliza una estructura paralela que contiene dos comparativos (de superioridad, de
inferioridad o combinados) para indicar que dos cosas / ideas varían en forma directa o
inversamente proporcional.
22. The higher the objective, the harder to achieve
23. The more we investigated, the less we understood.
24. The smaller the deviation, the better the accuracy.
25. The less we stress ourselves, the more productive we prove to be.
Useful Text: PREPARING FOR AN EXAM – PROVEN TIPS

Here are some basic pre-exam tips to help you minimize stress and maximize effective study.
1. Don't cram
Studying the night before an exam causes the level of stress in the body to increase. Unfortunately, this
stress doesn't decrease when you go to sleep. The best way to reduce anxiety is by taking the night
before an exam off to relax: watch TV, talk to a friend, read a novel.
If you're one of those who become anxious because of not studying the night before an exam, then
simply review the main points of your subject earlier in the day and leave the night free for other things.
Note that it is assumed that you have already done some study leading up your exam.
2. Avoid stressful people
Stress is contagious, so resist the urge to have a study session with your apprehensive friends before an
exam, especially if they're complaining about all the work they have left to do and pulling their hair out.
Their stress will only add to your stress and make you doubt, even if you know that you will be fine.
3. Eat well
Good nutrition is a leading factor in a student's academic achievement. A well-balanced diet can help
transform a nutritionally imbalanced student into a healthy and dynamic one. And of course, having
breakfast before an exam is a must for a student who wants to focus and be efficient during the exam.
4. Watch your caffeine intake
Nothing drives up your stress level faster than not being able to fall asleep the night before an exam, so
avoid beverages like coffee, or high energy drinks like V unless they are decaffeinated.
5. Avoid hangovers
Do your best to avoid alcohol the night before your exam because a bad hangover is the very worst
thing to be suffering from in an exam room.
6. Prepare to be prepared
Before going to bed the night before an exam, make sure to collect together everything that you will
need for the exam - this could include: Pens. Sharpened pencils. Ruler. Eraser. Calculator. Your lucky
shirt. Water bottle. Tissues. A watch
Double (and even triple) check the time of your exam, location and seat number. Allow plenty of time
for problems like lack of fuel and traffic on the way, making sure to arrive with time to spare so that you
go into your exam calmly rather than in a frantic rush sweating.
7. Zzzz
Staying up all night before an exam is the worst thing one can do. You reach a point where your
productivity eventually declines, so sleeping is a must to have a refreshed mind the next morning.
Regular sleep is the best way to control exam stress. Students who follow a regular sleeping pattern
have been shown to perform much better than those who stay up late.
Also, don't forget to set your alarm clock the night before!
During the exam
Okay, so you've done everything you can to get prepared in the lead-up to your exam. But how do you
avoid stress on the day of the exam itself?
8. Focus
As you work on your exam, focus only on the exam and not on what other students are doing. There will
always be students in the same exam room as you whose aim is to annoy and distract others and not to
concentrate on the exam they barely started.
If you are the kind of students who tap their pencils, click their pens or make sounds with their mouths
due to exam anxiety, be considerate as it may be really distracting to others. Don't do to others what
you wouldn't want to be done to yourself.
9. Start strategically
Begin your exam by skimming through the questions quickly and note down any initial thoughts or
related memorised facts beside each question. You don't always have to start at the beginning if you
know another question better. Start with the questions you know best. This will boost your confidence
and get you off to a good start.
Don't forget to spend more time on heavier weighted questions.
After the exam
Finally, it's over! You've worked hard and done your best and now it's time to put the exam out of your
mind entirely. Remember - the things that you do after an exam are just as important for dealing with
stress as the things you do before and during.
10. Spoil yourself
Reward yourself as soon as the exam is over. If you do not have any other commitments, go out and do
something like watching a movie with a friend. If you have other exams to study for, it's better to
postpone for a larger treat. Nevertheless, thirty minutes for a coffee with a friend or a quick swim in the
pool will definitely give you the boost needed for the next exam.
Good luck!
So there you have it. Some basic ways that you can make exam time a little bit easier.
These reliable and personally road-tested tips are essential for any student wanting to cope with exam
stress and ensure exam success.
Good luck!
Revising for exams - why cramming the night before rarely works
October 27, 2016 3.11pm EDT - http://theconversation.com/revising-for-exams-why-cramming-the-night-before-rarely-works-67459
The date for an important exam is looming. You know you have to study for it. Suddenly, it’s the evening
before the dreaded date, and you feel like you haven’t studied enough, if at all. It’s time to cram all the
information you can into your brain.
We know that to do well in exams, you have to remember your material to then demonstrate your
knowledge during the test. But is an intense night of study an effective way of learning?
Learning information that can then be recalled in an often stressful environment is taxing on the brain.
In a high pressure situation our brains can easily perform sub-optimally.
How to remember information in the long term
In cognitive psychology, a discrimination can be drawn between deep and shallow processing of
information. This is known as the Levels of Processing theory which was proposed by researchers in the
1970’s. They argued that “deep processing” led to better long-term memory than “shallow processing”.
Shallow processed information can be encoded by the brain based on the simple characteristics of the
words, rather than the meaning. So the knowledge is only able to be stored in short-term memory
stores, where it is only retained for a short period.
To process information deeply, the meaning and importance of the information is encoded. Relations
between concepts are linked together in an elaborate manner, so more understanding of the
information is able to be demonstrated. Due to the more meaningful analysis of the material, stronger
and more long lasting memories can be formed.
Taking the time to elaborate and assign meaning to information allows easier recall. However, this
process takes time, and when an entire subject needs to be crammed into your memory in a short
period of time, deep processing can’t be performed. So cramming can work for a short-term recall of
the information, but this information will rapidly be lost.
Re-reading notes is not enough
Re-reading through notes is often not enough to cement
information into your memory.
Spider diagrams or mind maps have been found to be more
effective than conventional note taking for the retention of
memory.
A way of encoding information more deeply is to
write diagrammatic notes. Spider diagrams, mind maps and
concept maps are visual stimuli and are more easily
remembered than a list of points or blocks of text.
Condensing information down into single word cues can then
efficiently trigger the recall of large amounts of information.
Hand writing revision notes can also help you learn information more deeply and helps you to get into
the practice of writing rapidly in an exam setting. Typing on a computer can also increase distraction, as
the temptation to procrastinate can increase.
A lack of sleep can affect your performance
Sleep is essential in forming enduring memories. Last minute revision is synonymous with a poor night’s
sleep, if any sleep at all. The dilemma presented is that you can either stay up and study to commit as
much information to memory as possible, or forfeit a night’s sleep.
Sleep, however, is essential in forming enduring memories – and a lack of sleep is shown to be self
defeating in terms of memory recall.
Scientists still do not fully understand why sleep is so important for brain function, but it is known that
sleep is important in the consolidation of memory. This is the process of forming an enduring memory
from short-term stores into long-term memory. Your brain goes through different stages of sleep. The
deepest stage of sleep is known as Slow Wave Sleep and this period is proposed to be vital in the
consolidation of memories. The hippocampus is essential in the consolidation of memories, in particular
in forming episodic memories, which requires linking the features of a memory together.
Studies have revealed in mice that the neurons in the hippocampus activated during learning a maze
became active again during Slow Wave Sleep. The reactivation of neurons is proposed to strengthen the
new connections. So a good night’s sleep after learning new information is essential to forming
memories. It’s beneficial to get sleep rather than staying awake and going into an exam without rest.
Procrastination can pile on the pressure
Sometimes anything else can be more appealing than revising for exams. Despite the deadline of exams
to study for, mundane tasks suddenly become more appealing, like rearranging a bookshelf, or cleaning
your desk, instead of revising for an exam. The tasks we can occupy ourselves with when procrastinating
are typically immediately rewarding but only have a short-term value. The more important task of
studying can lead to a bigger reward - passing the exam, however this reward is not immediate.
Humans tend to be motivated for small, immediate rewards. The value of passing a test certainly
outweighs smaller, immediate rewards like playing video games; when the deadline approaches, the
importance shifts. This usually leads to a long night of study before the exam.
It has been suggested procrastinators may be a certain personality type, in particular people who are
thrill seekers. Leaving an important task until the last minute increases adrenalin and stress hormones,
and you can get a rewarding “rush” once it’s complete. This reinforces the idea that such people prefer
working under pressure.
Familiar environment can prompt memory
Even if you arrive at the exam the morning after a long night of study, feeling sleep deprived and as if
you haven’t learnt enough, all may not be lost.
Being in the exam hall at school, college or university can help you recall information. The familiar
environment can increase performance as the stimuli around you can prompt memory.
For example, a science exam being taken in a science classroom can cue memories, these cues aren’t
present in a strange environment such as taking an exam in a course hall.
This is known as the environmental reinstatement effect, which occurs because the location you are in
can act as a prompt for past memories.
Environmental cues can trigger memory recall, so something as simple as having your pencil case on
your desk while studying and again during the exam could assist in prompting memories.
Tips for remembering information
 Hand write out your notes instead of typing
 Get a good night’s sleep before an exam
 Write a plan and start early
EJERCITACIÓN
Arma ejercicios de lecto-comprensión sobre las palabras subrayadas, siguiendo el esquema
propuesto en clases para cada tipo de estructuras, a saber:
1) Referencia
2) Nexos
3) Usos de las formas –ing e infinitivo
4) Comparativos y superlativos
5) Antónimos y sinónimos
6) Preguntas y respuestas
Toma los ejercicios anteriores del cuadernillo como ejemplo.
NEGOTIATION: The effect of the partner’s emotions

Most studies on emotion in negotiations focus on the effect of the negotiator’s own emotions on the
process. However, what the other party feels might be just as important, as group emotions are
known to affect processes both at the group and the personal levels. When it comes to negotiations,
trust in the other party is a necessary condition for its emotion to affect, and visibility enhances the
effect. Emotions contribute to negotiation processes by signaling what one feels and thinks and can
thus prevent the other party from engaging in destructive behaviors and to indicate what steps
should be taken next: Positive Affect signals to keep in the same way, while Negative Affect points
that mental or behavioral adjustments are needed.
Partner’s emotions can have two basic effects on negotiator’s emotions and behavior: mimetic/
reciprocal or complementary. For example, disappointment or sadness might lead to compassion
and more cooperation. In a study by Butt et al. (2005) which simulated real multi-phase negotiation,
most people reacted to the partner’s emotions in reciprocal, rather than complementary, manner.
Specific emotions were found to have different effects on the opponent’s feelings and strategies
chosen:
 Anger caused the opponents to place lower demands and to concede more in a zero-sum
negotiation, but also to evaluate the negotiation less favorably. It provoked both dominating
and yielding behaviors of the opponent.
 Pride led to more integrative and compromising strategies by the partner.
 Guilt or regret expressed by the negotiator led to better impression of him by the
opponent, however it also led the opponent to place higher demands. On the other hand,
personal guilt was related to more satisfaction with what one achieved.
 Worry or disappointment left bad impression on the opponent, but led to relatively lower
demands by the opponent.
NEGOTIATION: Problems with lab negotiation studies

Negotiation is a rather complex interaction. Capturing all its complexity is a very difficult task, let
alone isolating and controlling only certain aspects of it. For this reason most negotiation studies are
done under laboratory conditions, and focus only on some aspects. Although lab studies have their
advantages, they do have major drawbacks when studying emotions:
 Emotions in lab studies are usually manipulated and are therefore relatively ‘cold’ (not
intense). Although those ‘cold’ emotions might be enough to show effects, they are
qualitatively different from the ‘hot’ emotions often experienced during negotiations.
 In real life there is self-selection to which negotiation one gets into, which effects the
emotional commitment, motivation and interests. However this is not the case in lab studies.
 Lab studies tend to focus on relatively few well defined emotions. Real life scenarios
provoke a much wider scale of emotions.
 Coding the emotions has a double catch: if done by a third side, some emotions might not
be detected as the negotiator sublimates them for strategic reasons. Self report measures
might overcome this, but they are usually filled only before or after the process, and if filled
during the process might interfere with it.
TEXTOS CON EJERCICIOS – TEXTO I

THE SHOESTRING APPROACH – EJERCICIOS
I. REFERENCIA – Diga a qué / quién remiten o reemplazan los términos destacados (0.5 x 3 = 1.5 p)
1. their (L.7)
2. this approach (L. 3/4)
3. in which (L. 25)
II. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación

introduce y complete las conexiones lógicas a partir del contexto (en español) (0.75 x 4 = 3 p)
1. HENCE (L.7)
___________
2. DUE TO (L.15)
______________
3. IF (L.28)
_____________
4. MOREOVER (L.36)
_____________
III. Usos de la terminación –ING – ¿Qué tipo de uso es? Traduzca las frases / oraciones que los
contienen que se transcriben a continuación (0.5 x 3 = 1.5 p)
1. The approach assists evaluators operating under limited budget
Traducción:
Uso:
2. Budget constraints may be addressed by simplifying the evaluation design
Traducción:
Uso:
3. The approach includes data collection methods such as using volunteers to collect data
Traducción:
Uso:
IV. COMPARATIVOS Y SUPERLATIVOS – Diga de qué tipo se trata. Traduzca la oración que los
contiene y que se transcribe a continuación(0.5 x 3 = 1.5 p)
1 y 2) There is a greater need for evaluation processes that are more rapid and economical
Traducción:
Tipo:
3) … to design an evaluation to achieve the highest standards available.

Traducción:
Tipo:
V. SINÓNIMOS Y ANTÓNIMOS – Transcriba del texto sinónimos (primera columna) y antónimos

(segunda columna) de las palabras que se indican a continuación (0.1 x 10 = 1 p)
SINÓNIMOS ANTÓNIMOS
HELP (L.1) INOPERATIVE (L.3)
TRUSTWORTHINESS (L.9) CEASE (L.8)
LIMITATIONS (L.12) FINISHED (L.28)
CRUCIAL (L.19) EASY (L.24)
IN ADVANCE OF (L.38) DECREASE (L.35)
VI. Responda estas preguntas (en Español) (0.5 x 3 = 1.5)
1. Which are the main temporal restrictions that may be faced by an evaluator? (párr. 3)
2. Name two data constraint sources. (párr. 4)
3. Why was the shoestring approach created? (Parr. 5)

PETER PRINCIPLE – EJERCICIOS
I. REFERENCIA – Diga a qué / quién remiten o reemplazan los términos destacados (0.5 x 4 = 2 p)
1. they (L. 2)
2. this topic (L. 12)
3. his/her (L. 30)
4. their (L.36)
II. SINÓNIMOS Y ANTÓNIMOS – Transcriba del texto sinónimos (primera columna) y antónimos (segunda
columna) de las palabras que se indican a continuación (0.1 x 10 = 1 p)
Unapt - 2 Deny - 36
Verified - 3 Covers up - 23
Hilarious - 11 Promotion - 19
Compose - 6 Retreat - 8
Climb - 17 No longer - 5
III. RESPONDA ESTAS PREGUNTAS (en español) (0.5 X 3 = 1.5)
1. ¿Qué sucede a medida que los empleados ascienden en la escala jerárquica? (párr. 3)
2. ¿Quiénes llevan adelante un negocio según Peter? (párr. 5)
3. ¿Por qué dice el autor que el tema parece no tener solución? (párr. 6)
IV. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación

1. AS (L.7)
2. NEVERTHELESS
(L.5)
______________
3. THUS (L.21)
___________
4. IN ORDER TO
(L.35)
_____________
V. Usos de la terminación –ING – ¿Qué tipo de uso es? Traduzca las frases / oraciones que los
1. The concept of the Peter Principle is best explained by imagining the familiar pyramid-shaped business
model
Traducción:
Uso:
2. Managers risk having to recognize that they may have achieved their own level of incompetence
Traducción:
Uso:
3. The Peter Principle is a management theory suggesting that organizations may be run by incompetent
people
Traducción:
Uso:
VI. COMPARATIVOS Y SUPERLATIVOS – Diga de qué tipo se trata. Traduzca la oración que los
contiene y que se transcribe a continuación (0.5 p)
 An employee who would perform better outside of management has no proper way to resolve the situation.
Traducción:
Tipo:
VII. DIFICULTADES ESPECIALES –Traduzca la oración que se transcribe a continuación (0.5 p)

 This sort-of selection causes the average quality of the company’s employees to decrease over time
MOTIVATION – EJERCICIOS
I. RESPONDA ESTAS PREGUNTAS (en español) (0.5 X 3 + 1 = 2.5)
1. What justifies the usual managerial belief that pressure makes diamonds? (párr. 1)
2. Describe Maslow’s Pyramid (párr. 3)
3. According to a recent study by psychologist Susan David, what are highly engaged employees’
motivations at work? (párr. 5)
4. What is meant by “the power of small wins“? (párr. 4. - 1 punto)
II. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación

1. IF (L.3)
_____________
2. MOREOVER (L.8)
___________
3. THEREFORE (L.18)
______________
4. AS (L.15)
_____________
III. Usos de la terminación –ING – ¿Qué tipo de uso es? Traduzca las frases / oraciones que los
1. In a wide-ranging study of employee motivation (L. 25/26)

Traducción:
Uso:
2. They’re attempting to hit a base need in Maslow’s hierarchy of safety and security to motivate (L.20/21)
Traducción:
Uso:
3.
Having talked with 600 managers about what they thought was the single-most important motivator for
employees at work (L.30/31)
Traducción:
Uso:
IV. COMPARATIVOS Y SUPERLATIVOS – Diga de qué tipo se trata. Traduzca la oración que los
contiene y que se transcribe a continuación(0.5 x 3 = 1.5 p)
1) … you need this touchy-feely stuff for only your weakest employees (L. 42)
Traducción:
Tipo
2 y 3) … Non-hierarchical thinking about employee needs is even more important when it comes to your highest
performers. (L.43/44)
Traducción:
Tipo (1)
Tipo (2)
V. REFERENCIA – Diga a qué / quién remiten o reemplazan los términos destacados (0.5 x 3 = 1.5 p)
1. their (L.4)
2. the latter (L. 19)
3. the former (L. 19)
VI. SINÓNIMOS Y ANTÓNIMOS – Transcriba del texto sinónimos (primera columna) y antónimos (segunda
columna) de las palabras que se indican a continuación (0.1 x 10 = 1 p)
CONSIDERABLE (L.6) FAILING TO REACH (L.4)
SINCE THEN (L.10) ABSURD (L.22)
FOUNDATION (L.16) LEAST (L.33)
JUSTIFICATION (L.17) OLD-DATED (L.37)
FIT (L.39) RIGHT (L.43)

I. REFERENCIA ¿Cuál es el antecedente de estos términos? (en español) (0.5 x 2 = 1 p)
5. their (l. 11)
6. these (l. 25)
II. SINONIMOS Y ANTÓNIMOS – Transcriba (en inglés) del texto sinónimos (primera columna) y
antónimos (segunda columna) de las palabras que se indican a continuación (1 p)
SINONIMOS ANTONIMOS
SOLELY (l.3) WORST (L.16)
EVEN THOUGH (l.21) SLIGHTLY (l. 19)
PERMITS (l.33) ENDLESS (l.22)
GUARANTEEING (l.32) FUTILE (l.28)
SIGNIFICANTLY (l.44) SLOWER (l.39)
III. DIFICULTADES ESPECIALES: Traduzca la siguientes oraciones (0.5 x 2= 1p)
1) Were problems to involve more complex cost functions, another technique would be
employed.
2) Linear Programming allows analysts to achieve maximum profit or minimum cost.
IV. FORMAS -ING –Indique de qué función se trata y tradúzcalas en el contexto provisto (3 x 0.5 = 1.5 p)
1. You should test the "optimization equation" for which you are trying to find the value.
Traducción:
2. It takes only a moment to find the optimum solution by posing the problem as a linear program.
Traducción:
3. Linear programming deals with problems such as minimizing costs.
Traducción:
V. GRADO COMPARATIVO Y SUPERLATIVO: Diga de que tipo se trata y tradúzcalo con el

contexto provisto (2 x 0.5 = 1p)
1. Linear Programming is faster than other methods available.
Tipo:
Traducción:
2. In algebra you'll work with the simplest two-variable linear case.
Tipo:
Traducción:
VI. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación

1. HOWEVER (l.43)
2. MOREOVER (l.16)
3. I.E. (l.37)
4. THEREFORE (l.22)
VII. RESPONDA ESTAS PREGUNTAS (en Español) (0.5 x 3 = 1.5 p)
4. ¿Cómo se puede definir la programación lineal? [párr. 1]
5. ¿Para resolver qué tipo de problemas de negocios se aplica la PL? [párr. 3]
6. ¿Cómo se define en el texto un problema de programación lineal? [párr. 4]

I. REFERENCIA ¿Cuál es el antecedente de estos términos? (en español) (0.5 x 2 = 1 p)
7. THESE TASKS (l. 18)

8. ITS (l. 29)
II. SINONIMOS Y ANTÓNIMOS – Transcriba (en inglés) del texto sinónimos (primera columna) y
antónimos (segunda columna) de las palabras que se indican a continuación (1 p)
SINONIMOS ANTONIMOS
APPROPRIATELY (l.8) DEFLATED (l.10)
PREVIOUSLY (l.13) SELDOM (l.12)
PICTURE (l.31) STRENGTH (l.4)
UNDERTAKES (l.32) BEFORE (l.37)
TRACE (l.33) WORST (l.38)
III. FORMAS -ING –Indique de qué función se trata y tradúzcalas en el contexto provisto (0.5 x 3 = 1.5 p)
4. Top-down estimates can be made by looking at similar projects already completed.
Traducción:
5. Evaluate the cost of all resources proving to be necessary to meet the scope of the project.
Traducción:
6. Organizations have many strategies for using project resources more effectively.
Traducción:
IV. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación

introduce y complete las conexiones lógicas a partir del contexto (en español) (0.75 x 4 = 3p)
1. AS (l.16)
2. HOWEVER (l.34)
3. THEREFORE (l.8)
4. IF (l.24)
____________
V. GRADO COMPARATIVO Y SUPERLATIVO – Traduzca la oración y diga de qué tipo se trata

(0.5 x 2 = 1 p)
1. Some pilot projects are designed to define parameters for the largest ones.
Traducción:
Tipo
2. The client could select another consultant that can deliver a less overpriced project.
Traducción:
Tipo
VI. RESPONDA ESTAS PREGUNTAS (en Español) (0.5 x 4 = 2 p)
1. Compare y contraste las técnicas de Valor Ganado y de Costos Reales [párr. 7]

2. ¿Qué sucede cuando un proyecto va mal? [párr. 8]
3. ¿Qué función/es retórica/s predomina/n en el párr. 6? Fundamente
4. ¿De qué deben rendir cuenta los gerentes de proyecto? [párr. 2]
VII. TRADUZCA AL ESPAÑOL (0.5 p)

Were excess resources allocated, costs would be inflated.
I. REFERENCIA ¿Cuál es el antecedente del término en negrita? [En Español] (0.5 x 3 = 1.5 p)
1. THESE MARKETS (L.40)
2. ITS (L.3)
3. THEM (12)
II. SINÓNIMOS Y ANTÓNIMOS – Transcriba del texto sinónimos (primera columna) y antónimos
(segunda columna) de las palabras que se indican a continuación (0.1 x 10 = 1 p)
CONSEQUENTLY – L.3 SELDOM – L.27
READINESS – L.1 LOWER – L.18
KINDS – L.26 HARDER - L.10
UNMISTAKABLY – L.39 THE WORST – L.42
BASICALLY – L.9 FUTILE – L.32
III. USOS de la terminación –ING – Indique de qué función se trata y tradúzcalas con el contexto
provisto (0.5 x 3 = 1.5 p)
1. Policies that affect market conditions by decreasing costs generally increase consumer surplus.
Traducción:
2. These impacts affect human welfare directly through changes in living conditions.
Traducción:
3. The challenge facing analysts is how to value these effects in monetary terms.
Traducción:
IV. GRADO COMPARATIVO Y SUPERLATIVO: Diga de que tipo se trata y tradúzcalo con el
contexto provisto (2 x 0.5 = 1p)
1. WTP is generally easier (1) to use for the measurement of benefits and costs and less difficult (2) to calculate.
Tipo(1):
Tipo(2):
Traducción:
V. ESTRUCTURAS ESPECIALES. Traduzca estas oraciones (0.5 x 2 = 1 p)
1. Monetary values allow decision makers to compare costs and benefits.
2. The more intricate the estimation, the longer it will take, turning it impractical.
VI. RESPONDA ESTAS PREGUNTAS (en Español) (0.5 x 2 = 1 p)
1. ¿Qué tipo de impactos suelen no medirse? (párr. 5)
2. ¿Qué es el excedente del consumidor? (párr. 3)
VII. RELACIONES LÓGICO-SEMÁNTICAS – Traduzca el conector, diga qué tipo de relación

1. IF (L.44)
2. CONVERSELY (L.6)
3. IN OTHER WORDS
(L.4)
4. THEREFORE (L.10)
Tanto el examen de suficiencia como los parciales pueden contener también otros tipos de ejercitación
como la que se encuentra en el manual y que en el caso particular de algunas pruebas no se examina
(depende del texto original usado): Comparativos y superlativos, Verdadero o Falso, Ideas Principales y
Secundarias, Funciones Retóricas, etc.

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UTN

FACULTAD REGIONAL CÓRDOBA

MBA Lic. ADRIANA DEZA

 TIEMPOS VERBALES MÁS USUALES

2. La REFERENCIA CATAFÓRICA o catáfora es un mecanismo, simétrico a la referencia anafórica,

3. La SUSTITUCIÓN se da cuando en un texto se utiliza un elemento no idéntico para no repetir,

 FUNCIONES DISCURSIVAS / FUNCIONES RETÓRICAS BÁSICAS DEL DISCURSO

TEXTO PARA EJERCITACIÓN

1 Trimble, L.(1985).English for Science and Technology. A discourse approach,Cambridge: CUP.

TRADUCCIONES POSIBLES DE LA FORMA -ING

[1] Como SUSTANTIVO

3. Como gerundio, indicando el MODO en que algo sucede o se realiza

4. Como gerundio, indicando el MÉTODO de realización

5. Como gerundio, en los tiempos verbales CONTINUOS

6. Como gerundio, indicando anterioridad

7. Como INFINITIVO, indicando propósito

8. Como INFINITIVO, acompañando una preposición

9. Como INFINITIVO, acompañando a otro verbo

10. Como INFINITIVO, reemplazando a un sustantivo

 USOS DEL INFINITIVO

b. The foundations of I.E. began to be built in the twentieth century.

c. Taylor managed to increase productivity.

d. To read about I.E. History you may consult Wikipedia.

e. To err is human, to forgive, divine.

EJERCICIOS DE LECTOCOMPRENSIÓN: “Industrial Engineering”

b. La Ingeniería Industrial (párr. 2)

2. Along with (L.22)

1. Industrial engineering is a branch of engineering.

2. Its underlying concepts overlap considerably with certain business-oriented disciplines

 COMPARACIÓN MEDIANTE ADJETIVOS Y ADVERBIOS

B. GRADO COMPARATIVO Y SUPERLATIVO DE INFERIORIDAD

C. GRADO COMPARATIVO DE IGUALDAD

D. COMPARATIVOS / SUPERLATIVOS IRREGULARES

INDUSTRIAL ENGINEERING - HISTORY

EJERCICIOS: “Industrial Engineering History”

c. This chart later form was made familiar to us by Wallace Clark.

b. the quest to develop manufacturing using interchangeable parts

reducing industrial organization costs.

VI. Busque en el texto SINONIMOS / ANTONIMOS de los siguientes términos.

USOS DEL INFINITIVO Y LA FORMA -ING – (diga QUE TIPO DE USO es y

1. Competitive pressure creates pressures to resolve ambiguity quickly

2. Analysis is essentially the process of problem solving or rational choice

12. Manual handling operations are to be carried out conscientiously.

17. Predicting the future will always be difficult.

18. Accommodating the consumption aspirations of industrialising countries, particularly fast-growing

ORACIONES CONDICIONALES – CASOS ESPECIALES

a. Were to + Infinitivo en la condición (if) para indicar suposición sobre el futuro

2. Risk management typically involves assessing a number of dimensions of each

 RELACIONES LÓGICO-SEMÁNTICAS (Nexos y Frases Conectoras)

 ADICIÓN: Agregan datos o información a lo ya dicho.

And Both … and In addition (to) Along with

So As a result For this reason

First/ly Earlier At the same time

e.g. For instance Such as

Like Likewise In much the same way as

In conclusion In summary To summarize

Though But Nevertheless

Either … or Neither … nor Whether … or

Above all Particularly Actually

That is That is to say i.e.

 CAUSATIVE USE OF VERBS

 I had my fellow teacher help me with the introductory class.

ASSESSING THE ENVIRONMENTAL IMPACTS OF