English for Bio-Medical Engineers (self-study competence development). Учебное пособие

Министерство образования и науки Российской Федерации

Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования

«Оренбургский государственный университет»

Е.В. Дмитриева, С.Г. Иванова, Н.С. Сахарова

ENGLISH FOR BIO-MEDICAL

ENGINEERS

(SELF-STUDY COMPETENCE

DEVELOPMENT)

Рекомендовано Ученым советом федерального государственного бюджетного образовательного учреждения высшего профессионального образования "Оренбургский государственный университет" в качестве учебного пособия для студентов, обучающихся по программам высшего профессионального образования по направлению подготовки 201000.62 Биотехнические системы и технологии, профиль «Инженерное дело в медико-биологической практике»

Оренбург

2013

УДК 81.111 : 61(075.8) ББК 81.432.1я73+58я 73

Д 53

Рецензент – профессор, доктор педагогических наук О.М. Осиянова

Дмитриева, Е.В.

Д53 English for Bio-Medical Engineers (self-study competence development) :

учебное пособие / Е.В. Дмитриева, С.Г. Иванова, Н.С. Сахарова; Оренбургский гос. ун-т. – Оренбург : ОГУ, 2013. – 119 с.

ISBN

Учебное пособие состоит из 10 разделов и 2 приложений, в которых представлены аутентичные тексты биоинженерной тематики на английском языке, грамматический и лексический справочный материал, направленный на развитие аналитических, переводческих и коммуникативных умений студентов в области инженерного дела.

Учебное пособие предназначено для студентов 2 курса по направлению подготовки 201000.62 Биотехнические системы и технологии, профиль «Инженерное дело в медико-биологической практике» (бакалавриат).

УДК 81.111 : 61(075.8). ББК 81.432.1я73+58я 73

2

Содержание

3

Введение

Данное учебное пособие составлено в рамках ООП по дисциплине

«Иностранный язык» и предназначено для обучения студентов чтению, пониманию,

прямому и обратному переводу оригинальных текстов биоинженерной тематики на английском языке, направленному на развитие аналитических, переводческих и коммуникативных умений студентов в области инженерного дела.

Целью пособия является расширение знаний по специальности «Инженерное дело в медико-биологической практике». Текстовый материал пособия знакомит студентов с различными видами, техническими характеристиками и условиями эксплуатациями медицинского диагностического оборудования.

Учебное пособие предназначено для студентов 2 курса, по направлению подготовки 201000.62 Биотехнические системы и технологии, профиль

«Инженерное дело в медико-биологической практике» (бакалавриат).

Пособие состоит из десяти разделов, каждый из которых включает аутентичные тексты на английском языке, послетекстовые задания и список слов к разделу. В пособии имеется грамматический справочник для самоконтроля студентов при выполнении заданий по грамматике и тест по чтению для самостоятельной внеаудиторной работы студентов с последующим контролем в аудитории.

Практическая ценность пособия заключается в наличии аутентичного материала, системы разнообразных упражнений на развитие аналитических, и

коммуникативных умений, а также навыков прямого и обратного перевода текстов по специальности с использованием профессиональной терминологии как в аудитории под контролем преподавателя, так и самостоятельно.

Материалы пособия направлены не только на расширение как лингвистических, так и профессиональных знаний средствами английского языка в процессе выполнения коммуникативно-ориентированных заданий.

4

1 Unit 1. Bio-Medical Engineering Training

1.1Text A. My speciality

1.1.1 Memorize the following words and word-groups from the texts of the unit:

1.1.2 Read the following words and word-groups:

bio-medical engineering department, higher educational establishments, Orenburg Eye Microsurgery branch, academician, main research mission, highly-qualified engineers, specialists, speciality, well-equipped laboratories, ophthalmology, eye-deceases, Microprocessor engineering, graduation thesis, bachelor, Magistracy course.

5

1.1.3 Read and translate the text using the dictionary. Be ready to speak on the topic.

I am a second-year student of Bio-Medical Engineering department of the Orenburg State University. It is one of the largest higher educational establishments not only in our town but also in the Orenburg region. The Physical faculty was organized in 1995 on the basis of the Orenburg Eye Microsurgery branch. The head of the Bio-Medical Engineering department is the Academician of Russian Academy of Medical-Technical Sciences Kanukov Vladimir Nikolaevich.

The main research mission of the Bio-Medical Engineering department is the usage of modern developments in electronic, medical and biological practice. During the years of its activity the Bio-Medical Engineering department has trained many highly-qualified engineers. Such specialists are in great demand nowadays in the sphere of Healthcare. Future engineers are supposed to check work capacity of bio-medical equipment and carry out many repairing work with the equipment.

The academic program offers a 4-year course of study, where the students are provided with general, scientific and engineering knowledge and training. The Physical Faculty provides a wide choice of specialities such as: Medical Physics, Bio-Chemical Physics, Radio-Physics, Projecting and Development of Radio-Electronic devices, BioMedical engineering.

The junior students are taught Mathematics, Physics, Bio-Chemistry, foreign languages (English, German, French), Latin, Philosophy, Biology, Informatics, Russian and History. They attend lectures, classes, seminars, tutorials, do laboratory works and tests, carry out experiments in Physics, Electrical engineering, Ecology and Chemistry. They have quite a number of well-equipped laboratories, display rooms, the library of medical literature, a new computerized library with electronic catalogues and reading rooms at their disposal. Students can borrow books with the help of electronic reading cards and gain access to electronic catalogues.

The OSU students are interested in foreign languages. Mastering a foreign language enables them to read foreign literature in the original, to learn about the latest scientific

6

and technical developments abroad, advanced technologies in ophthalmology, medical diagnostics and treatment of eye-deceases.

The senior students are taught such special subjects as Electronics, Microprocessor engineering, Optical Methods in Informatics, Bio-Medical Research Methods. The fourthyear students combine studies with their research work. They write course papers. The fourth-year students prepare graduation thesis on the scientific problems of their research work and take Bachelor degree exams. Upon graduation those inclined for research work can take a two-year Magistracy course and get a Master’s degree.

Many highly-qualified teachers work at the departments of Physical faculty, some of them have doctor’s and candidate's degrees and scientific ranks.

After the graduation from the university students will be able to work as engineers, managers, designers in clinics, design departments or carry out pedagogical activity.

1.1.4 Answer the following questions:

1What University do you study at?

2What faculty do you belong to?

3When was it founded?

4Are you a second-year student?

5What specialities does the Physical faculty train?

6Why do you want to become a bio-medical engineer?

7What subjects is the academic program composed of?

8Why do the students study foreign languages?

9What does the course of studies end with?

10What problems do the students deal with in their course papers and graduation

thesis?

11Where do the graduates work?

12What way can graduates continue their studies in?

7

1.2Text B. Bio-medical engineering training

1.2.1 Memorize the following words and word-groups from the texts of the unit:

1.2.2 Read the following words and word-groups:

pharmaceutical, collaborative efforts, to endeavor, knowledge, bachelor of science, undergraduate, requirement, tangible, interdisciplinary, substantial, deficiencies.

1.2.3 Read and translate the text using the dictionary.

Bio-medical engineers combine sound knowledge of engineering and biological science, and therefore tend to have a bachelors of science and advanced degrees from major universities, who are now improving their bio-medical engineering curriculum because interest in the field is increasing. Many colleges of engineering now have a biomedical engineering program or department from the undergraduate to the doctoral level.

8

Traditionally, bio-medical engineering has been an interdisciplinary field to specialize in after completing an undergraduate degree in a more traditional discipline of engineering or science, the reason for this being the requirement for biomedical engineers to be equally knowledgeable in engineering and the biological sciences. However, undergraduate programs of study combining these two fields of knowledge are becoming more widespread, including programs for a Bachelor of Science in Bio-medical Engineering. As such, many students also pursue an undergraduate degree in bio-medical engineering as a foundation for a continuing education in medical school. Though the number of bio-medical engineers is currently low (as of 2004, under 10,000 in the U.S.), the number is expected to rise as modem medicine and technology improves.

In the U.S., an increasing number of undergraduate programs are also becoming recognized by ABET as accredited bio-engineering/bio-medical engineering programs. Over 40 programs are currently accredited by ABET.

As with many degrees, the reputation and ranking of a program may factor into the desirability of a degree holder for either employment or graduate admission. The reputation of many undergraduate degrees are also linked to the institution's graduate or research programs, which have some tangible factors for rating, such as research funding and volume, publications and citations).

Graduate education is also an important aspect in BIVtE. Although many engineering professions do not require graduate level training, BME professions often recommend or require them. Since many BME professions often involve scientific research, such as in the pharmaceutical and medical device industries, graduate education may be highly desirable as undergraduate degrees typically do not provide substantial research training and experience.

Graduate programs in BME, like in other scientific fields, are highly varied and particular programs may emphasize certain aspects within the field. They may also feature extensive collaborative efforts with programs in other fields, owing again to the interdisciplinary nature of BME.

Education in BME also varies greatly around the world. By virtue of its extensive bio-technology sector, numerous major universities, and few internal barriers, the U.S. has

9

progressed a great deal in the development of BME education and training. Europe, which also has a large bio-technology sector and an impressive education system, has encountered trouble in creating uniform standards as the European community attempts to bring down some of the national barriers that exist. Recently, initiatives such as BIOMEDEA have sprung up to develop BME-related education and professional standards. Other countries, such as Australia, are recognizing and moving to correct deficiencies in their BME education. Also, as high technology endeavors are usually marks of developed nations, some areas of the world are prone to slower development in education, including in BME.

ABET

ABET. Inc., formerly the Accreditation Board for Engineering and Technology, is a non-profit organization that serves the public by accrediting United States postsecondary degree programs in applied science, computing, engineering, and technology. Accreditation is intended to certify the quality of these programs. There are over 2,800 programs accredited at over 600 colleges and universities in the U.S.

ABET is the recognized U.S. accreditor of college and university programs in applied science, computing, engineering, and technology. ABET also provides leadership internationally through workshops, consultancies, memoranda of understanding, and mutual recognition agreements, such as the Washington Accord. ABET has been recognized by the Council for Higher Education Accreditation (CHEA) since 1997.

1.2.4Find in the text the sentences with the predicates in the Progressive Tense and translate them.

1.2.5Find in the text the sentences with the participles and define their function in the sentence.

10