
- •Федеральное агентство по образованию
- •Preface
- •Credits
- •Table of contents
- •Unit 1 what is science?
- •Part 1: principles of effective reading
- •Skimming: for getting the gist of something
- •Detailed reading: for extracting information accurately
- •Text a the discovery of X-rays
- •Text b call for tolerance towards some 'stem cell tourism'
- •Text c general guidelines
- •Model of a presentation
- •Part 2: oral or written?
- •The academic audience
- •Levels of formality
- •The range of formality Technical → Formal → Informal → Colloquial
- •Part 3: what is science?
- •What is science?
- •Part 4: technology: pros & cons
- •Part 5:listening for academic purposes
- •Part 6: grammar review
- •Parts of speech
- •Task 40. Fill in the blank with the form of the noun in parentheses that is appropriate to the grammatical context of the sentence and the meaning of the passage as a whole.
- •Diabetes: Beyond the Basics
- •The Computer Jungle
- •Vocabulary sheet (to be filled with useful words and expressions of the Unit)
- •Unit 2 science to life: between the lines
- •Part 1: how effectively can you read?
- •Reading skills for academic study
- •Using the title
- •Part 2: paragraph development and topic sentences
- •Text a Science and Technology
- •Text c Research: Fundamental and Applied, and the Public
- •Part 3: scientists' brain drain Task 16. You are going to read a magazine article (Text a). Choose the most suitable heading from the list (1 – 9)for each part (a – j)of an article
- •Text a highlights of the north
- •Text b bio tech brain drain: are too many talented scientists leaving the southeast?
- •Part 4 reading skills for success
- •Reading skills for success: a guide to academic texts
- •Collocations
- •Part 5: listening for academic purposes
- •Going Digital: The Future of College Textbooks?
- •Part 6: grammar review sentence structure
- •1. Simple sentence:
- •2. Compound sentence:
- •3. Complex sentence:
- •Vocabulary sheet (to be filled with useful words and expressions of the Unit)
- •Unit 3 order of importance
- •Part 1 academic vocabulary
- •C a social occasion to which people are invited in order to eat, drink and enjoy themselves
- •A a way of dealing with a problem, an answer
- •Part 2 Coherence
- •The importance of stupidity in scientific research
- •Consumerism is 'eating the future'
- •Now fly me to the asteroids as well
- •Cohesion: Using Repetition and Reference Words to Emphasize Key Ideas in Your Writing
- •Repetition of Key Words
- •Rotation may solve cosmic mystery
- •Part 3 writing & speaking fundamentals
- •Article 1 shapefile technical description
- •Article 2
- •Article 3
- •Article 4 disposable containers for a disposable society
- •Article 5 knowledge, theory, and classification
- •The table of the useful vocabulary
- •Part 4: listening for academic purposes
- •Part 5:grammar review (punctuation)
- •Vocabulary sheet (to be filled with useful words and expressions of the Unit)
- •Text a mistakes and negligence
- •(1) Changing Knowledge
- •(2) Discovering an Error
- •Part 2 Comparison and Contrast
- •Part 3 listening for academic purposes
- •Recognising lecture structure
- •1. Introducing
- •Vocabulary sheet (to be filled with useful words and expressions of the Unit)
- •Unit 5 research misconduct
- •A Breach of Trust
- •Task 4.Study the second case.
- •Treatment of Misconduct by a Journal
- •Part 2 reading skills for academic study: note-taking
- •How to take notes
- •Part 3 preparing an abstract
- •Abstract 1 The hydrodynamics of dolphin drafting
- •Abstract 2 Recomputing Coverage Information to Assist Regression Testing
- •Abstract 3 Methods for determining best multispectral bands using hyper spectral data
- •Abstracts and introductions compared
- •Introduction
- •Introduction
- •Text a The Biosphere: Its Definition, Evolution and Possible Future
- •Introduction
- •Text b The Environment: Problems and Solution
- •Text d The Biosphere: Natural, Man-Disturbed and Man-Initiated Cycles
- •Part 4 listening for academic purposes Giving background information
- •Showing importance/Emphasising
- •Vocabulary sheet (to be filled with useful words and expressions of the Unit)
- •The Selection of Data
- •Lexical & grammar review
- •Part 2 avoiding plagiarism
- •3. Plagiarism!
- •4. Plagiarism is bad!!
- •5. The importance of recognizing the plagiarism
- •Is It Plagiarism?
- •Literal
- •Part 3 evaluating sources
- •Sample mla Annotation
- •Sample apa Annotation
- •Task 22. Analyse an extract of the following annotated bibliography. Define its format.
- •Ethics in the physical sciences course outline and reference books
- •Philosophy
- •The life of a scientist
- •Ethics for scientists
- •A few cautionary notes on saving Web materials
- •Vocabulary sheet (to be filled with useful words and expressions of the Unit)
- •The Race to Publish
- •Part 2 how to read an academic article
- •Article 1
- •50 Million chemicals and counting
- •Article 2 sun is setting on incandescent era
- •How to read a scientific article
- •Part 3 how to write an academic article
- •Publication Practices
- •Restrictions on Peer Review and the Flow of Scientific Information
- •Guidelines for Writing a Scientific Article
- •Part 4 listening for academic purposes
- •Vocabulary sheet (to be filled with useful words and expressions of the Unit)
Abstract 3 Methods for determining best multispectral bands using hyper spectral data
by E. M. Winter, Technical Research Associates, Inc.
Over the years several methods have been used to determining the best bands for a visible near IR multi-spectral sensor. The most popular method, the committee method, places scientists with differing opinions on the phenomena and the sensor mission in one room, and a compromise set is developed. To avoid this, there have been several methods to automate this selection process. We have developed a method to examine hyper spectral data to find the best multi-spectral band set (whether 3, 4, 5 or 6 bands) based on the background, on the premise that, with the target unknown, the band set that best separates the background materials is the best. We start with a hyper spectral data set of a background area without any targets. We then run a program for determining the spectral endmembers. Any endmembers that look like they are due to sensor artifacts or an anomalous point on the ground (junk) are discarded from the list. The resulting hyper spectral endmembers are then input to an exhaustive search program. The goal of the exhaustive search is to find a set of N (say 4) multi-spectral bands that maximizes the spectral angles between all of the endmembers. Thus, at each trial the multi-spectral bands are made by binning the hyper spectral (to four bands in this case) and the spectral angles calculated between endmembers 1 and 2, 1 and 3, 1 and 4, 2 and 3, 2 and 4 etc. The endmembers in each case have been binned to four multi-spectral bands. We save the average of these spectral angle calculations. After examining often millions of combinations, the multi-spectral band set that maximizes the spectral separation is judged to be the best. We have applied this method to the
selection of multi-spectral bands sets for several sensors.
(http://spie.org/Documents/ConferencesExhibitions/DSS07%20abstracts_.pdf)
Abstracts and introductions compared
At first glance, it might seem that the introduction and the abstract are very similar because they both present the research problem and objectives as well as briefly reviewing methodology, main findings and main conclusions. However, there are important differences between the two:
Introduction
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Should be short, but does not have a word limit; |
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Main purpose is to introduce the research by presenting its context or background. Introductions usually go from general to specific, introducing the research problem and how it will be investigated). |
Abstract
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Has a maximum word limit; |
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Is a summary of the whole research; |
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Main purpose is to summarize the research (particularly the objective and the main finding/conclusion), NOT to introduce the research area. |
Task 11. Read the introduction and answer the questions:
How does the author characterize the topic of the discussion?
What does the author say about the scientists contributing to the discussion?
Why are physics and molecular biology chosen to represent science as a whole?
Along what lines will the discussion be carried on?