Universidad Nacional English Proficiency Exam PDF 2024

**UNIVERSIDAD NACIONAL** **FACULTAD DE FILOSOFÍA Y LETRAS** **ESCUELA DE LITERATURA Y CIENCIAS DEL LENGUAJE** **ÁREA DE CURSOS DE SERVICIO** **LIX412 INGLÉS INTEGRADO PARA OTRAS CARRERAS III** ***PRUEBA POR SUFICIENCIA I-2024*** **Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\...

**UNIVERSIDAD NACIONAL** **FACULTAD DE FILOSOFÍA Y LETRAS** **ESCUELA DE LITERATURA Y CIENCIAS DEL LENGUAJE** **ÁREA DE CURSOS DE SERVICIO** **LIX412 INGLÉS INTEGRADO PARA OTRAS CARRERAS III** ***PRUEBA POR SUFICIENCIA I-2024*** **Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ID: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** **TRIBUNAL EVALUADOR: M.A. Carolina Tapia, M.A. Gabriela Cerdas., M.A. Martín Núñez.** **TOTAL POINTS: 100 points** +-----------+-----------+-----------+-----------+-----------+-----------+ | | **Listeni | **Reading | **Writing | **Speakin | **Total** | | | ng** | ** | ** | g** | | | | | | | | **100 | | | **20 | **20 | **30 | **30 | pts** | | | pts** | pts** | pts** | pts** | | +===========+===========+===========+===========+===========+===========+ | **Points* | | | | | | | * | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ **GENERAL INSTRUCTIONS** 1. Write down your personal information. 2. Read all the instructions carefully. 3. You have **3 hours** to complete the test. Extra time will not be given. 4. If a student arrives late to the test, he or she will be able to take it only if no one has handed it in, and he or she will count on the remaining time established for the test. If the listening section has finished, the student will not have the opportunity to do it. 5. **For the written section, use blue or black ink only**. Write clearly and orderly. 6. The use of mobile phones or any electronic devices is forbidden during the application of the exam. The use of dictionaries is not allowed either. 7. Make sure you have everything you need; you are not allowed to borrow materials from other test takers. 8. Questions regarding vocabulary or grammar will not be answered. 9. Any kind of fraud or suspicious behavior is not allowed. If a student shows any of those behaviors or talks with the other examinees, his/her test will be removed. Consequently, the exam will not be evaluated. 10. Students are not allowed to leave the classroom while taking the test. SECTION I: LISTENING COMPREHENSION ---------------------------------- **Total of points**: 20 points **Points obtained: \_\_\_\_\_\_\_\_\_** 1. 2. +-----------------+-----------------+-----------------+-----------------+ | | **True** | **False** | **NM** | +=================+=================+=================+=================+ | 1. **Michael | | | | | worked as a | | | | | volunteer | | | | | for the | | | | | Peace Corps | | | | | (PC).** | | | | +-----------------+-----------------+-----------------+-----------------+ | 2. **Peace | | | | | Corps is a | | | | | non-governm | | | | | ental | | | | | American | | | | | institution | | | | |.** | | | | +-----------------+-----------------+-----------------+-----------------+ | 3. **PC sends | | | | | college | | | | | professors | | | | | to work as | | | | | volunteers | | | | | in several | | | | | countries.* | | | | | * | | | | +-----------------+-----------------+-----------------+-----------------+ | 4. **Michael | | | | | worked as a | | | | | teacher in | | | | | several | | | | | public and | | | | | private | | | | | high | | | | | schools.** | | | | +-----------------+-----------------+-----------------+-----------------+ | 5. **Dahomey | | | | | is the | | | | | former name | | | | | for Benin, | | | | | the African | | | | | Country.** | | | | +-----------------+-----------------+-----------------+-----------------+ | 6. **Michael | | | | | had | | | | | experience | | | | | in | | | | | teaching, | | | | | so he | | | | | didn't need | | | | | any | | | | | preparation | | | | |.** | | | | +-----------------+-----------------+-----------------+-----------------+ | 7. **Teaching | | | | | in Togo was | | | | | wonderful | | | | | because of | | | | | the | | | | | plethora of | | | | | resources.* | | | | | * | | | | +-----------------+-----------------+-----------------+-----------------+ | 8. **Michael | | | | | didn't | | | | | really like | | | | | his | | | | | volunteerin | | | | | g | | | | | job.** | | | | +-----------------+-----------------+-----------------+-----------------+ | 9. **Michael | | | | | had the | | | | | sensation | | | | | of being a | | | | | stranger | | | | | because of | | | | | his skin | | | | | color.** | | | | +-----------------+-----------------+-----------------+-----------------+ | 10. **Michael | | | | | loved the | | | | | place | | | | | because of | | | | | its natural | | | | | wonders.** | | | | +-----------------+-----------------+-----------------+-----------------+ | 11. **Michael | | | | | considers | | | | | Togo an | | | | | easy to | | | | | travel | | | | | country.** | | | | +-----------------+-----------------+-----------------+-----------------+ | 12. **Soon, | | | | | Michael is | | | | | going back | | | | | to Togo as | | | | | an invited | | | | | teacher.** | | | | +-----------------+-----------------+-----------------+-----------------+ **\*Plethora: abundance** **Exercise II. [Unique choice. ]**Listen to two people talking about media addiction. Mark (X) the best option to answer each question according to the audio. 5 points (1 each). 1. How often does the woman check her phone?  +-----------------------+-----------------------+-----------------------+ | a. Every two hours. | b. Every few | c. Not very often. | | | minutes. | | +-----------------------+-----------------------+-----------------------+ 2. How often does the man check his phone?  +-----------------------+-----------------------+-----------------------+ | a. Every hour. | b. Not very often. | c. | +-----------------------+-----------------------+-----------------------+ 3. How does the man keep communicated and informed? a. By using his two phones. b) By using his computer c) By using old school means. 4. Which of the following statements is not true for the "second brain" comment? a. b. c. 5. Why does the woman listen to music?  a. +-----------------------------------------------------------------------+ | b. So she can relieve some stress. | | | | c. So she can work more efficiently. | | | | d. So she can accomplish her daily quota of music. | +-----------------------------------------------------------------------+ 6. Which of the following statements is not mentioned in the audio?  +-----------------------------------------------------------------------+ | a. b. c. | +-----------------------------------------------------------------------+ 7. Which of the following statements is true for the woman? +-----------------------------------------------------------------------+ | a. b. c. | +-----------------------------------------------------------------------+ 8. **From the audio we can certainly infer that...** a. b. c. SECTION II: READING COMPREHENSION --------------------------------- **Total points**: 20 points **Points obtained: \_\_\_\_\_\_\_\_\_** **General Instructions:** 1. 2. **Exercise I. Based on reading 1,** read the following statements or questions and choose the answer that best fits (6 points, 1 point each correct answer). 1. The text describes: a. A guide to choose a specific volunteer program. b. Pros and cons of working on a voluntourism program. c. Differences between two different types of doing volunteer work. 2. One of the potential flaws of voluntourism is that: a. It focuses on the participant (volunteer) instead of the community. b. The communities get right away solutions. c. Local people are empowered to work by themselves. 3. One basic difference between voluntourism and volunteering is that: a. Voluntourism provides short-term solutions but also teaches locals how to execute them. b. Volunteering participants teach their own customs and traditions, but in voluntourism, participants have to learn local traditions. c. Volunteering tries to create solutions that will last and can be executed by locals. 4. There would be a positive impact if: a. The management of the program works along with the community. b. The participants decide to cover their expenses. c. The program considers the participant's major. 5. A volunteering program will be ethical if: a. It does not manage the community problems. b. It provides solutions to problems identified by the local people. c. If knowledge and solutions developed are not transferred to local people. 6. One possible conclusion of the text could be: a. Voluntourism is not good for communities; it should not exist. b. People who want to participate in volunteer work must do deep research. c. Volunteering is only to be performed in communities with economic needs. **Exercise II. Based on reading 1**, read the statements and decide if they are true (T), false (F), or not mentioned (NM). 9 points, 1 point each correct answer. +-----------------+-----------------+-----------------+-----------------+ | | T | F | NM | +=================+=================+=================+=================+ | 1. | | | | +-----------------+-----------------+-----------------+-----------------+ | 2. | | | | +-----------------+-----------------+-----------------+-----------------+ | 3. | | | | +-----------------+-----------------+-----------------+-----------------+ | 4. | | | | +-----------------+-----------------+-----------------+-----------------+ | 5. | | | | +-----------------+-----------------+-----------------+-----------------+ | 6. | | | | +-----------------+-----------------+-----------------+-----------------+ | 7. | | | | +-----------------+-----------------+-----------------+-----------------+ | 8. | | | | +-----------------+-----------------+-----------------+-----------------+ | 9. | | | | +-----------------+-----------------+-----------------+-----------------+ Exercise 3. Single Choice. Based on reading 2, choose among A, B, C or D to answer the questions; base your choice on the information found in the text "Not just a physical thing: The psychology of sports injuries and recovery" attached. (8 points, 1 each one). 1. Even though time for rest is essential, for some athletes... a. its really upsetting when they can't get injured. b. suffering an injury is a wonderful thing to happen. c. being away from directed physical activity can be very disappointing. d. injuries are desirable because it allows them to reestablish their mind-set. 2. According to Christino, which of the following statements is not true... a. she helps people to quickly achieve their pre-injure status. b. she is a specialized medical doctor for a hospital in Boston. c. injuries can keep athletes away from practice for a long time. d. lesions are really common to training and directed physical activity. 3. According to Christino and colleagues,... a. both, lesions and their recovery require physical and mental involvement. b. physical strength is key to recovery, therefore mental health is secondary. c. lesions are not affected by one's mental health, but it eases one\`s recovery. d. psychological orientation is needed only when lesions require extended treatment. 4. An example of how mental health can interfere with your physical performance is,... a. Simone Biles. b. Sam Reynolds. c. Melissa Christino. d. Not included in this text. 5. According to the text, doctors consider full recovery when... a. the person recovers his/her physical capabilities. b. the athlete returns to his/her previous level of activity. c. the person has not prolonged affection his/her mental health. d. the person returns to the previous level of activity without suffering a similar lesion. 6. According to the reading; anxiety, depression, and fear... a. propel full recovery. b. tend to impede full recovery. c. play no part in full recovery. d. are key elements for full recovery. 7. Physical Therapists might function as... a. referential assistance for a patient's full recovery. b. personal coaches who can deal with all kinds of problems. c. professionals prepared to provide assistant in more serious mental issues. d. peer providers who can take care of both physical and mental health problems. 8. According to the text, which of the following statements is not mentioned... a. Traditional orthopedic training includes the treatment of mental health. b. There is an institutionalized culture where athletes cannot show weakness. c. Athletes always try to fight their emotions and feelings through cultural events. d. Injuries and mental health are still not normalized within athletes and their families. **SECTION III: WRITING** **Total of points**: 30 points **Points obtained: \_\_\_\_\_\_\_\_\_** **General Instructions:** 1. For this part of the exam, you are asked to choose **[one]** of the topics below and follow the instructions provided. 2. All pieces of writing must include complete sentences. 3. Make sure your composition has an introductory paragraph with its topic sentence, at least three clear supporting ideas in the body paragraph, and a concluding paragraph. 4. Your paragraph must contain around 250-400 words. In case your composition is not complete, or it lacks the minimum of words, it will be graded under half of the grade. 5. Pay special attention to the use of correct grammar structures, word spelling, proper connectors and cohesion, and punctuation rules as necessary. 6. Use the lined sheet provided using blue or black ink only. 7. Do not forget that your handwriting will affect your grade, make it legible. **Situations** 1. 2. 3. 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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-- \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-- \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-- \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-- \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-- \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-- **Rubric to Assess Writing** **LIX412 & LIX413** Student's name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Points: \_\_\_\_\_\_ out of 30 +-----------------------------------+-----------------------------------+ | All the **criteria** below will | **POINTS** | | be evaluated **as expected for | | | the level** | | +===================================+===================================+ | **TASK AND CONTENT** | **5** | | | | | Appropriate length and completion | **4** | | of the task. Instructions | | | followed. The text includes all | **3** | | the corresponding parts which are | | | characterized by relevance and | **2** | | quality. Ideas are related to the | | | topic and well supported. | **1-0** | +-----------------------------------+-----------------------------------+ | **TITLE, INTRODUCTION, MAIN PART, | **5** | | CONCLUSION** | | | | **4** | | Appropriate and accurate title, | | | introduction, main part, and | **3** | | conclusion. The information is | | | relevant and corresponds to its | **2** | | section. | | | | **1-0** | +-----------------------------------+-----------------------------------+ | **ORGANIZATION** | **5** | | | | | Sentences are well organized and | **4** | | properly sequenced and/or | | | connected allowing a smooth | **3** | | transition from one supporting | | | detail to the next up to the | **2** | | concluding sentence. | | | | **1-0** | +-----------------------------------+-----------------------------------+ | **GRAMMAR** | **5** | | | | | Shows adequate command and | **4** | | variety in the use of the | | | grammatical structures studied | **3** | | which are also carefully selected | | | and used in order to suit the | **2** | | required task. | | | | **1-0** | +-----------------------------------+-----------------------------------+ | **VOCABULARY** | **5** | | | | | Shows good command and variety of | **4** | | the vocabulary studied which was | | | carefully selected and used in | **3** | | order to suit the required task. | | | Informal, meaningless, and | **2** | | repeated vocabulary is avoided. | | | | **1-0** | +-----------------------------------+-----------------------------------+ | **ASPECTS OF MECHANICS** | **5** | | | | | Appropriate use of punctuation, | **4** | | spelling and capitalization. The | | | text has a proper title, double | **3** | | spacing is used, margins are left | | | on both sides, the paragraph is | **2** | | indented, the task is neatly | | | presented and clearly written. | **1-0** | | Punctuation marks are not | | | overused allowing ideas to easily | | | flow from one to another. | | +-----------------------------------+-----------------------------------+ | 5 Excellent 4 Adequate 3 Limited | | | 2 Weak 1-0 Unsatisfactory | | +-----------------------------------+-----------------------------------+ Comments: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ SECTION IV: ORAL EXPRESSION --------------------------- **Total of points**: **30** points **Points obtained: \_\_\_\_\_\_\_\_\_\_** **General Instructions:** 1. 2. 3. 4. 5. 6. 7. **Situation 1:** You and your friend talk about your plans, ambitions, dreams, and goals for the future. Explain how you see yourself in 5 years regarding your personal and professional development. **Situation 2:** Talk about your favorite place to go on vacation and explain why you love it. Explain the activities you can do, what you need to take with you and what you must not do. **Situation 3:** Describe what you like or dislike about your community. Explain positive and negative changes your community has experienced. Compare your communities by saying how they are similar or different. **Situation 4:** You and your friend talk about ways you have helped other people or the community. Explain what you have done when you did it and how you made a difference. **Situation 5:** Exchange information about a person who has made a difference in your life, in the lives of others or in society. Provide background information about this person. What has he/she done? How has she/he helped? What makes him/her inspirational? **Situation 6:** Talk about trends society has recently adopted (technological, fashion related, health, transport, apps, etc.). What makes them so appealing? How fast have they spread? How did people acquire such trends? How have they evolved? **Situation 7:** Discuss apps or technological devices that have been created to improve people's lives. What makes them so important? How do they help people? How could they be improved? Provide details as to how you would go about improving such devices or apps based on a target population. **Inglés integrado para otras carreras - Oral Production Rubric** Student's name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Points: \_\_\_\_\_\_ out of 30 +-----------------------------------+-----------------------------------+ | All the **criteria** below will | **Points** | | be evaluated **as expected for | | | the level** | | +-----------------------------------+-----------------------------------+ | **TASK** | **5** | | | | | The student successfully | | | completes the task fulfilling all | | | the requirements. Student's | | | production is within the expected | | | time limits. Instructions given | | | were followed. | | +-----------------------------------+-----------------------------------+ | | **4** | +-----------------------------------+-----------------------------------+ | | **3** | +-----------------------------------+-----------------------------------+ | | **2** | +-----------------------------------+-----------------------------------+ | | **1 - 0** | +-----------------------------------+-----------------------------------+ | **CONTENT** | **5** | | | | | The student shows good command | | | and understanding of the topic(s) | | | by producing sufficient and | | | appropriate ideas for the | | | situation to effectively develop | | | the topic (s) given. Student | | | provides examples, descriptions | | | and factual information to | | | elaborate ideas. | | +-----------------------------------+-----------------------------------+ | | **4** | +-----------------------------------+-----------------------------------+ | | **3** | +-----------------------------------+-----------------------------------+ | | **2** | +-----------------------------------+-----------------------------------+ | | **1 - 0** | +-----------------------------------+-----------------------------------+ | **COMMUNICATION** | **5** | | | | | The student expressed ideas | | | clearly and fluently. The message | | | is transmitted as expected for | | | the level (language used, clarity | | | in speech, etc.). The student | | | actively participates to keep the | | | conversation going. The student | | | almost always communicates | | | properly in order to fully | | | develop a reasonable and | | | meaningful conversation. | | +-----------------------------------+-----------------------------------+ | | **4** | +-----------------------------------+-----------------------------------+ | | **3** | +-----------------------------------+-----------------------------------+ | | **2** | +-----------------------------------+-----------------------------------+ | | **1 - 0** | +-----------------------------------+-----------------------------------+ | **GRAMMAR** | **5** | | | | | The student showed appropriate | | | command of structures studied. | | | Performance shows appropriateness | | | of choice and usage of structures | | | according to the context and as | | | expected for the level. | | +-----------------------------------+-----------------------------------+ | | **4** | +-----------------------------------+-----------------------------------+ | | **3** | +-----------------------------------+-----------------------------------+ | | **2** | +-----------------------------------+-----------------------------------+ | | **1 - 0** | +-----------------------------------+-----------------------------------+ | **VOCABULARY** | **5** | | | | | The student used precise and | | | varied vocabulary appropriate to | | | the context and situation. The | | | student demonstrates an adequate | | | command of the vocabulary and | | | expressions previously studied. | | +-----------------------------------+-----------------------------------+ | | **4** | +-----------------------------------+-----------------------------------+ | | **3** | +-----------------------------------+-----------------------------------+ | | **2** | +-----------------------------------+-----------------------------------+ | | **1 - 0** | +-----------------------------------+-----------------------------------+ | **PRONUNCIATION & PROSODY** | **5** | | | | | Appropriate pronunciation, word | | | stress, and intonation (sounds | | | are not meaningfully distorted, | | | words are not confused or | | | mistaken by the listener). | | +-----------------------------------+-----------------------------------+ | | **4** | +-----------------------------------+-----------------------------------+ | | **3** | +-----------------------------------+-----------------------------------+ | | **2** | +-----------------------------------+-----------------------------------+ | | **1 - 0** | +-----------------------------------+-----------------------------------+ | 5 = Excellent 4 = Adequate 3 = | | | Limited 2 = Weak 1-0 = | | | Unsatisfactory | | +-----------------------------------+-----------------------------------+ **Comments:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Reading 1- Volunteering or Voluntourism: What is the Difference?** March 10, 2024 \| [[General]](https://volunteeringjourneys.com/category/general/) The desire to explore the world while making a positive impact is increasingly common. However, there are two distinct yet linked paths to consider: volunteering and voluntourism. While both involve travel and engagement with communities, their approaches and potential outcomes differ significantly. Understanding these differences is crucial for individuals seeking a meaningful experience abroad that benefits both themselves and the communities they encounter. This article explores deep into the key distinctions between volunteering and voluntourism. We'll explore their unique characteristics, potential drawbacks, and responsible approaches to ensure your international experience contributes positively to the local community and your own personal growth. What is voluntourism? --------------------- Voluntourism, a blend of "volunteer" and "tourism," combines travel with short-term volunteer work, often focusing on the volunteer's experience and personal growth. While the intention might be honorable, it can have unintended consequences for local communities. Let's dive into some potential drawbacks: **Exploiting local resources:** Voluntourism programs, due to their short-term nature, can place an excessive burden on local resources. Food, water, and transportation costs for volunteers can strain limited resources, especially in developing countries. It's crucial to consider whether the program offers a net benefit to the community after factoring in the resource consumption. **Disrupting local cultures:** Inadvertent cultural disruption can occur when volunteers, with good intentions, impose their own values and beliefs. This can be particularly detrimental in communities with established traditions and customs. Responsible programs strive to immerse volunteers in the local culture, fostering respect and understanding rather than imposing foreign perspectives. **Creating dependency:** A reliance on short-term volunteer projects can create a dependency on foreign aid, hindering the development of sustainable solutions within the local community. Ideally, volunteer programs should focus on skills transfer, empowering locals to address their own challenges in the long term. It's important to note that not all voluntourism experiences are inherently detrimental. Responsible programs address these concerns by prioritizing community needs, facilitating cultural exchange, and promoting sustainable practices. However, careful research and critical thinking are crucial before embarking on a voluntourism journey. What is volunteering abroad? ---------------------------- Volunteering abroad goes beyond the transitory experience of voluntourism. It's a dedicated commitment to immersing oneself in a foreign community to contribute meaningful skills and support towards their identified needs. This translates to a focus on: - - - How to volunteer abroad responsibly ----------------------------------- Choosing the right program is integral to ensuring your experience is both impactful and ethical. Here are some key aspects to consider during your research: ### **1. Program Focus:** - - - ### **2. Program Credentials:** - - - ### **3. Personal Preparation:** - **Skill and experience:** Assess your skills and experience to ensure you can offer valuable contributions to the chosen project. Be honest about your limitations and seek opportunities to learn alongside locals. - **Cultural awareness:** Engage in cultural sensitivity training to gain an understanding of the local customs, traditions, and social dynamics. This ensures respectful interactions and avoids any unintentional cultural insensitivity. - **Long-term commitment:** Responsible volunteering often requires a longer-term commitment, allowing you to build meaningful relationships with the community and contribute more effectively to the project. **Reading 2.** Read the following text and complete tasks 4-7 as required by skimming and scanning basic information. **Not just a physical thing: The psychology of sports injuries and recovery** Posted on [September 9, 2021](https://answers.childrenshospital.org/psychology-sports-injury-recovery/)  by [Joanne Barker](https://answers.childrenshospital.org/author/joanne-barker/) \| [Research](https://answers.childrenshospital.org/category/research/) Rest is integral to healing from sports injury, but for some athletes, time off from sports is deeply upsetting. "Nobody plays sports expecting to get injured, but unfortunately, injuries are part of sports," says [Melissa Christino, MD](https://www.childrenshospital.org/directory/melissa-christino). "As a surgeon in the [Sports Medicine Division](https://www.childrenshospital.org/departments/sports-medicine) at Boston Children's Hospital; continues Christino; I help athletes recover from sports injuries, some of which keep her patients on the sidelines for weeks or months at a time." (Image: AdobeStock/Illustration: Sebastian Stankiewicz, Boston Children\'s) Rest is integral to physical healing. However, for some athletes, being injured and getting taken out of their sport can trigger significant mental health issues --- [anxiety](https://www.childrenshospital.org/conditions-and-treatments/conditions/a/anxiety-disorders), [depression](https://www.childrenshospital.org/conditions-and-treatments/conditions/d/depression), and [eating disorders](https://www.childrenshospital.org/conditions-and-treatments/conditions/e/eating-disorder) to name a few. A recent [literature review](https://pubmed.ncbi.nlm.nih.gov/33826560/) by Christino and her colleagues reinforced the fact that injury and healing comprise both the body and the mind. Certain psychological responses can complicate the healing process, particularly when an injury is extensive or requires surgery. Yet other psychological reactions can actually boost recovery and help an athlete return to sports healthy and strong. Here, Christino discusses how injuries can affect athletes and how mental health can either delay healing or help athletes return to play. **Why is an athlete's mental health so important to sports injury recovery?** "I was a student athlete, so I understand how integral sports can be to athletes' lives. If someone had told me I couldn't play sports when I was 14, even for a limited time, I would have been devastated." added Christino's colleague, doctor Sam Reynolds. For an athlete to perform at their optimal level, they have to be sound both physically and emotionally. Simone Biles drove this point home when she chose not to compete in several gymnastic events at the Tokyo Olympics the previous summer. That's why it's important to look out for an injured athlete's mental health as well as their physical health. An injury that takes an athlete out of play for a long period can be traumatizing for someone who has structured their life around sports. If their medical team understands this, they can watch for maladaptive responses and be ready to help patients who are struggling **How can psychological factors affect recovery from a sports injury?** "We define full recovery as being able to return to sport at the athlete's previous level of play without reinjury," doctors explained. +-----------------------------------+-----------------------------------+ | **Potentially harmful | - **Potentially beneficial | | psychological factors** | psychological factors** | | | | | - fear of movement | | | | | | - fear of reinjury | - athletic identity | | | | | - depression | - self-efficacy | | | | | - unrealistic expectations for | - self-esteem | | recovery | | | | - psychological readiness to | | - anxiety. | return to sport | | | | | | - realistic expectations for | | | recovery | | | | | | - resilience | +-----------------------------------+-----------------------------------+ Several studies have shown that injured athletes with higher levels of stress, anxiety, and fear of reinjury are less likely to fully recover. In one study of Anterior Cruciate Ligament (ACL) reconstruction patients, those with higher levels of fear were 13 times more likely to suffer a second ACL tear within two years of returning to sports than those who were less fearful. Depression, a common experience for injured athletes, has been associated with worse patient-reported outcomes, higher levels of pain, and increased rates of post-surgical complications. On the flip side, some psychological factors have been associated with improved outcomes. Having a high athletic identity can motivate an athlete to commit fully to their rehabilitation and getting back to sports as soon as they are able. **What if a provider feels unprepared to address a suspected mental health issue?** This is a valid concern, but resources may be closer than many providers realize. The patient's physical therapist could be a great source of baseline support for a patient who's feeling down or struggling with a lack of motivation. Many PTs work with patients several times a week and become almost like a coach through their full recovery. More serious issues, like anxiety, depression, or persistently intrusive thoughts, should be addressed by a mental health professional. It's a good idea to know what services are available in your practice, hospital, or local community. Asking a peer where they refer patients is a good place to start.  **Is there anything else providers can do to help athletes work through the emotional side of their recovery?** The goal of medicine is taking care of the whole person --- not just their condition or injury. While mental health issues fall outside of traditional orthopedic training, simply asking a patient how they're coping from an emotional standpoint can be extremely valuable to their recovery. It's also helpful to normalize the situation for patients and families. Most athletes are not accustomed to showing weakness. If they are sad or upset, many try to fight through their feelings or push them aside. Providers can help change this culture by letting patients know it's OK if they are struggling emotionally and that there are ways to get help. It's not fun, but difficult emotions are a normal part of getting injured. Athletes don't have to go through them alone.