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Файл:Английский в научных и инженерных целях. Часть 2. Учебное пособие
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TOMSK POLYTECHNIC UNIVERSITY
ENGLISH
FOR SCIENCE AND ENGINEERING
Part 2
Recommended for publishing as a study aid
by the Editorial Board of Tomsk Polytechnic University
Draftsmen
I.V. Slesarenko, E.O. Frantsuzskaya
Tomsk Polytechnic University Publishing House
2014
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное учреждение высшего образования
«
НАЦИОНАЛЬНЫЙ ИССЛЕДОВАТЕЛЬСКИЙ
ТОМСКИЙ ПОЛИТЕХНИЧЕСКИЙ УНИВЕРСИТЕТ
»
АНГЛИЙСКИЙ
В НАУЧНЫХ И ИНЖЕНЕРНЫХ ЦЕЛЯХ
Часть 2
Рекомендовано в качестве учебного пособия
Редакционно-издательским советом
Томского политехнического университета
Составители
И.В. Слесаренко, Е.О. Французская
Издательство
Томского политехнического университета
2014
УДК 811.111’243(075.8)
ББК Ш143.21-923
А64
Английский язык в научных и инженерных целях: учебное
А64
пособие. Часть 2 / сост.: И.В. Слесаренко, Е.О. Французская; Томский
политехнический университет. – Томск: Изд-во Томского политехнического университета, 2014. – 88 с.
Пособие разработано в рамках обеспечения учебной дисциплины «English for
Science and Engineering», программа повышения квалификации для сотрудников НИ
ТПУ «Английский в научных и инженерных целях».
Предназначено для сотрудников технического университета, овладевающих
английским языком на уровне, позволяющем общаться с зарубежными коллегами на
профессиональные темы, осуществлять поиск информации на английском языке,
обобщать и оформлять результаты своих исследований в статьи, заявки на гранты.
УДК 811.111’243(075.8)
ББК Ш143.21-923
Рецензенты
Кандидат технических наук, доцент ТПУ
В.Е. Губин
Кандидат педагогических наук, доцент ТГУ
Л.В. Михалева
Кандидат филологических наук, доцент ТГУ
Н.И. Маругина
© Составление. ФГАОУ ВО НИ ТПУ, 2014
© Слесаренко И.В., Французская Е.О.,
составление, 2014
© Обложка. Издательство Томского
политехнического университета, 2014
CONTENTS
TOPIC 1. TECHNOLOGY DEVELOPMENT AND RESEARCH
MOBILITY……………………………………………………………
6
Session 1. Technology Transfer and Diffusion………………….. 6
Session 2. International Mobility of Researchers. Migration of
Research Talent………………………………………………….. 18
Session 3. Innovations and People Who Make Them…………… 24
TOPIC 2. SCIENCE AND SOCIETY……………………………….
Session 4. Research Integrity and Research Misconduct. Conflict
of Interest in Research.....................................................................
Session 5. Technologies for Better Life ……………………….....
Session 6. Research and Development in Universities…………...
Appendix 1 ………………………………………………...………....
Appendix 2 ………………………………………………..……….....
REFERENCES AND USEFUL LINKS………………………………………...
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76
86
5
TOPIC 1. TECHNOLOGY DEVELOPMENT AND RESEARCH
MOBILITY
SESSION 1. TECHNOLOGY TRANSFER AND DIFFUSION
TECHNOLOGY TRANSFER
TASK 1. Study Table 1 Incentives and barriers for science and industry
relations. Comment on it. Use the vocabulary after the table.
Table 1. Incentives and barriers for science and industry relations
Science sector Relations Enterprise sector
Incentives
Secure alternative sources of
funding
Prospective income for
researchers from licensing
Better labour market
opportunities for graduates
Barriers
Lack of qualified personnel
necessary for handling the
interaction
Bureaucratic structures and
decision procedures
High cost of interaction,
contracting licensing, etc.
Lack of sufficient information on
supply and demand
Uncertainty
Cross learning
Personnel mobility
Exchange of knowledge and
experience
Knowledge network externalities
Synergies
Information asymmetries and low
market transparency
Different cultures and
incompatible objectives
High transaction cost
Uncertainty of outcome
Large spillovers
Access to new knowledge
Access to R&D resources and
infrastructures
Opportunities for open-up new
business fields
Recruitment of R&D personnel
Risk averse behavior
Lack of knowledge absorption
capacities and innovation
management capabilities
Lack of qualified personnel
Fear of losing confidential
knowledge
Source: based on Polt et al (2001).
Vocabulary «Technology Transfer».
Commenting on the table and correlations:
The initial/start-up factor is …
6
Sth results in …
The factor influences the following …
The relation is vital and indicates/highlights the tendency …
1. It can be concluded that …
Judging by the factors mentioned it is (relatively) easy/difficult to say …
The consequence is/would be …
The crucial/undermining factor is …
Risks cited include the following …
Potential difficulties viewed may be named as following …
Codependence is clearly/vaguely viewed due to …
TASK 2. Numerous RIS (Regional Innovation Strategy) and RITTS (Regional
Innovations and Technology Transfer Strategies) Projects have shown.
More specifically, industry’s demand for technology depends on:
market structures (e.g. degree of competition, market dynamics,
sophistication of users);
technological characteristics of the sector (e.g. R&D intensity in the
sector); and
absorption and innovation capacity (e.g. qualification of employees,
management and organizational structures encouraging interaction and
creativity, technology skills, in-house R&D).
Source: European Commission. Improving Institutions for Transfer Technology. 2004
TASK 3. Read the text. Answer the questions.
A FRAMEWORK FOR CONSIDERING SCIENCE AND SOCIETY ISSUES:
FIVE DIMENSION OF CHANGE
The relationships between science, technology and society have
changed very significantly in recent decades.
The most important changes that have implications for the international
science community can be grouped under five broad headings:
7
1. Changes in the mobility and global flows of science and scientists,
and associated challenges to universality;
2. Changes in the production of scientific knowledge and the
emergence of hybrid (e.g. public-private) contexts of practice, raising
concerns about the impartiality of science;
3. Changes in the speed and scale of innovation, producing
unavoidable new risks and uncertainties;
4. Changes in the governance of science and technology, especially as
a consequence of globalization, creating new demands for expert
accountability and ethical conduct;
5. Changes in the nature of expertise on the relations of science and
society within civil society, especially among non-governmental
organizations (NGOs), and in academia.
Source: Science and Society: Rights and Responsibility.
International Council for Science. 2007
TASK 4. Divide into pairs. Each of you reads one text. Tell each other what
you have learnt. Use the italicized words and expressions in your speech.
Text 1
THE CHANGING PRODUCTION OF SCIENTIFIC KNOWLEDGE
With regard to the production of science, there is increasing awareness
that the binary distinction between «basic» (pure, curiosity driven, universitybased) and «applied» (use- or mission-driven, industry-based) no longer
adequately captures the full range and diversity of scientific and
technological activities. Much scientific research is of a more hybrid
character, and it occupies the region between basic and applied in novel and
socially significant ways. Questions for science now seem to come to an
increasing degree from the needs or interests of state and society, rather than
exclusively from scientists’ own curiosity.
– Knowledge is increasingly produced in contexts of application (i.e., an
increasing amount of science is to some extent «applied» science);
– Science is increasingly trans-disciplinary - that is, it draws on and
integrates empirical and theoretical elements from a variety of fields;
8
– Knowledge is generated in a variety of sites, not just universities and
industry, but also, for example, in variously supported research centers,
consultancies, and think-tanks;
– Participants in science have grown more aware of the social
implications of their work and publics have become more conscious of
the ways in which science and technology affect their interests and
values.
Science and Society: Rights and Responsibility.
International Council for Science. 2007
Text 2
KNOWLEDGE GAPS AND NEEDS
The treatment of risks and uncertainties in decision making demands
more sustained intellectual analysis and policy attention. Specific questions
to be addressed include:
– How are uncertainties assessed and communicated in diverse areas of
decision-making (environment, public health, engineering, terror alerts,
disaster forecasts and inquiries, etc.)?
– How effectively is existing knowledge, particularly from the social
sciences, concerning uncertainty being deployed in decision-making? Are
there major deficiencies in our knowledge regarding uncertainty or in the
uptake of existing knowledge by policy institutions?
– What conceptual and legal frameworks exist for the analysis and
communication of uncertainty, how do they differ across disciplines and
institutions, and what are their relative advantages and disadvantages?
Important examples include risk-based, precaution-based, and «evidence-
based» approaches.
– What ethical standards exist to guide experts in the representation of
uncertainty? Are there best practices in diverse areas of risk or uncertainty
analysis?
– How do publics cope with uncertainty, and how can decision-makers and
the media ensure the responsible communication of uncertainty to publics?
Source: Science and Society: Rights and Responsibility.
International Council for Science. 2007
9
TASK 5. Learn the italicized words and phrases from the texts above: explain
the meaning in other words, paraphrase and give definitions in Russian
where possible.
Text 1. The Changing Production
Text 2. Knowledge Gaps and Needs
of Scientific Knowledge
curiosity driven research treatment of risks
industry-based research communicate an idea
be of hybrid character deploy sth (a strategy) in decision-
making
be trans-disciplinary in the uptake of sth
generate knowledge risk-based approach
think-tank precaution-based approach
social implications of research evidence-based approach
research uncertainty
TASK 6. Insert prepositions where necessary.
THE CHANGING PRODUCTION OF SCIENTIFIC KNOWLEDGE
With regard 1) ____ the production of science, there is increasing
awareness that the binary distinction 2) ____ «basic» (pure, curiosity driven,
university-based) and «applied» (use- or mission-driven, industry-based) no
longer adequately captures 3) ____ the full range and diversity of scientific
and technological activities.
Much scientific research is 4) ____ a more hybrid character, and it
occupies the region between basic and applied in novel and socially
significant ways. Questions 5) ____ science now seem to come to an
increasing degree 6) ____ the needs or interests of state and society, rather
than exclusively from scientists’ own curiosity:
– Knowledge is increasingly produced 7) ____ contexts of application
(i.e., an increasing amount of science is to some extent ‘applied’
science);
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