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Transcript of IEEE Technical English Program Moshe Kam Alina Keschenr Pramod Abichandani Christopher Lester IEEE...
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IEEE Technical English Program
Moshe KamAlina Keschenr
Pramod AbichandaniChristopher Lester
IEEE Educational Activities
St. Petersburg, RussiaOpening Session Part 1
2 October, 2009ver002
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Why Are We Here?
IEEE volunteers have expressed the desire to have IEEE provide English-language skill services to its Members …in countries where English is not a native
language, nor is it widely used
We organized this event to start an effort in Region 8 toward establishing Technical English Programs (TEPs) in multiple venues
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Weekend Program
Time Location Description Moderators 2 Oct13:45-16:30
Corinthia HotelOpening Session
Moshe Kam, Alina Keschner
2 Oct 18:00-20:00
Abamelek-Lazarev Palace
Reception Douglas Gorham
8:00-9:00
Corinthia Hotel Admiralty
Breakfast
3 Oct9:00-17:00
Corinthia HotelNevskiII TEP workshop
Moshe Kam, Pramod Abichandani, Christopher Lester
3 Oct18:00
Corinthia HotelAdmiralty Participant Dinner Douglas Gorham
4 Oct8:30
Corinthia HotelAdmiralty Debriefing Breakfast
Moshe Kam, Douglas Gorham
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This afternoon…
Speaker Topic Moshe Kam
Opening Session
Alina Keschner On teaching English to non-native speakers
Moshe Kam Description of the TEP workshop and our next steps
Douglas Gorham Logistics
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Why Are We Here?
IEEE volunteers have expressed the desire to have IEEE provide English-language skill services to its Members …in countries where English is not a native
language, nor is it widely used
At present IEEE has only two such programs: In the Russia Northwest Section (R8) In the Uruguay Section (R9)
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A Few Words About Existing Programs
The Russia NW program is geared toward Student Members Started 2005
The Uruguay program is a pilot study toward a later effort focused on Members Not necessarily students; started 2009
The focus of this meeting is English-language for IEEE Student Members.
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Who is involved in this weekend event?
IEEE Russia Northwest Section IEEE Uruguay Section IEEE Educational Activities Board IEEE Region 8
IEEE Volunteers from Regions 2, 8, and 9
The event is sponsored and narrated by the IEEE Educational Activities Board
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IEEE Volunteers have come to this event from…
Croatia France Hungary Iraq Jordan Lebanon R. Macedonia Morocco Nigeria Portugal
Qatar Romania Russia Saudi Arabia Tunisia Turkey United Arab
Emirates United States Uruguay
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Who is involved in this weekend event?
IEEE Russia Northwest Section IEEE Uruguay Section IEEE Educational Activities Board IEEE Region 8
IEEE Volunteers from Regions 2, 8, and 9
The event is sponsored and narrated by the IEEE Educational Activities Board
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IEEE Board of Directors
IEEE
Assembly
IEEE Members
Educational
Activities Technical
Activities
Member and Geographical
Activities
IEEE-USA
Standards Association
Publication Services and Products
Regions and SectionsRegions and Sections
Divisions and SocietiesDivisions and Societies
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Educational Activities Board
One of the six (6) major Boards of IEEE
Responsible for IEEE’s activities in pre-university, university-level and post-university (continuing) education
Including accreditation
15 Board members
Approximately 100 committee members
Staff support of 22 Educational Activities Department
EAB: SMALL BUT POWERFUL
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13 IEEE Educational Activities Board 2008
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14 IEEE Educational Activities Board 2009
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Most recent IEEE Vice Presidents for Educational Activities
Year Name
2009
Teofilo RamosIEEE Region 9
2008
Evangelia Micheli TzanakouIEEE Region 1
2005-2007
Moshe KamIEEE Region 2
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Educational Activities BoardSample Activities
Pre-university activities Teacher In-service Program,
TryEngineering.org, Trynano.org
University-level activities Accreditation, Technical English Program
Continuing education programs Expert Now, Education Partners programs,
Technical English Program, Certification
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Educational Activities BoardSample Activities
Pre-university activities Teacher In-service Program,
TryEngineering.org, Trynano.org
University-level activities Accreditation, Technical English Program
Continuing education programs Expert Now, Education Partners programs,
Technical English Program, Certification
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Why are we meeting in St. Petersburg?
The Russia NW Section has organized and run a Technical English Program since 2005 Led by IEEE volunteers Alexander Mikerov
and Yuriy Sepp Conducted in St. Petersburg
Since 2006, an annual or semi-annual event was added An all-day seminar to student participants
Why are we Meeting in St. Petersburg?
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We take advantage of the 2009 event (3 October 2009) to bring together volunteers from other parts of Region 8:
To hear about what was done here To see and take part in the all-day event To discuss possible new TEPs in other
venues in Region 8
Why are we Meeting in St. Petersburg?
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We take advantage of the 2009 event (3 October 2009) to bring together volunteers from other parts of Region 8:
To hear about what was done here To see and take part in the all-day event To discuss possible new TEPs in other
venues in Region 8
Why are we Meeting in St. Petersburg?
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General Framework (1) Target Group:
Students of science and engineering, who need to improve their knowledge of English for technical and professional purposes
Upper class undergraduates or graduate students
Entry-level requirements: Above average basic skills in English
just above Level B1 in the Common European Framework of Reference for Languages.
Training objective: Upper Intermediate Level (C.1.1)
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Common European Framework of Reference for Languages
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Common European Framework of Reference for Languages
A guideline used to describe achievements of learners of foreign languages across Europe.
Put together by the Council of Europepart of the project "Language Learning for European Citizenship" (1989-1996).
Source: Wikipedia (2009): Common European Framework of Reference for Languages
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Proficient User
Independent User
Basic User
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Proficient User
Independent User
Basic User
Start here
End here
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Level Description
A1
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
A2
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
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Level Description
B1
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
B2
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
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Level Description
C1
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
C2
Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.
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General Framework (2) Teaching unit period: school term
Courses for a semester or quarter
Length of the program: 2-3 semesters 3-5 quarters Students move gradually to higher level courses Typically three types of courses will be available
Organizing unit: IEEE Section in cooperation with an academic
program IEEE Student Branch in cooperation with an
academic program IEEE Section
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Basic logistics
A regular weekly event 2-3 hours in one or two weekly installments
Program is meant to be delivered face-to-face in class Focusing on student interaction and
conversation skills Frequent discussions in groups and oral
presentations
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Typical tasks that we want a TEP student to perform (1)
Read an article in IEEE Spectrum and be able to translate a few paragraphs to his/her native language
Prepare and deliver an oral presentation, using PowerPoint slides about A technical project the student is engaged in A technical paper in English that the student
has read
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Typical tasks that we want a TEP student to perform (2)
Engage in a discussion in English about a technical task that the student is performing as part of a group
Prepare an article for the IEEE Region 8
newsletter describing activities of an IEEE student branch
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Typical tasks that we want a TEP student to perform (3)
Write an English summary of a technical report or article written originally in the student’s native language
Perform library and web literature search and provide a report on findings
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Typical Tasks that we want a TEP student to perform (3)
Participate in an interview as a candidate for a graduate program
in a graduate program that uses English as instruction language
Participate in an interview for an entry level job with a multinational corporation
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TEP is a Three-level Program
Elementary or Pre-intermediate
Intermediate
Advanced or Upper-Intermediate
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TEP Elements
Listen/Speak/Write/Read/Grammar/Vocabulary
====================================== Listening and Writing Listening and Speaking, Exercises in
Pronunciation Vocabulary Presentation and Exercises Reading Comprehension and Text Analysis Listening Comprehension (Audio/Video) Grammar Presentation and Exercises Terminology Training
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Additional Elements of the Program
Administered in a university atmosphere as an extracurricular activity
Conducted weekly during the school term
Requires attendance Discussion group element is central
Requires homework, midterm and final examinations Possibly oral exams
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Additional Elements of the Program
Material studied by students is adapted to their areas of technical interest
IEEE Section would run an annual conference and competition Written reports; oral presentations Possible participation of winners in regional
competitions
Requires tuition payment by students
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Why require tuition?
To cover some of the expenses
To communicate the value of the program
To enhance attendance Students tend to drop activities that they do
not pay for when pressed for time
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Exams and Certificates
Entrance exam is held to determine participant level
Program is likely to be run at three levels simultaneously
Assessment of level and attainment continue throughout the duration of the program
IEEE certificates are given indicating level of achievement Provided by Section and Region, possibly EAB
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TEP is an IEEE Member Benefit
Participants should be bona fide Student or Graduate Student Members of IEEE
Non-participants should be encouraged to join
Attempts to undermine bona fide membership should be discouraged Students should not be encouraged to join
just for the duration of the program Students should not be encouraged to take
advantage of 6-month memberships
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Entrance exams (Russia NW program)
Exams take place once a year and classify candidates into
one of the following categories
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Elementary (Pre Intermediate) Level
Language Index Level
Indicator Value
Speaking Ability to communicate in a number of commonly encountered situations.
ListeningUnderstanding of spoken language, the ability to capture the general sense when viewing movies, television programs, etc.
Reading The ability to extract information from original texts.
WritingThe ability to provide a written statement of everyday events.
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Intermediate Level
Language Index Level
Indicator Value
Speaking Ability to communicate in most commonly encountered situations.
Listening Understanding of spoken language in context .
Reading The ability to read books in English, understanding of different types of written messages.
WritingGeneration of correct business and private letters; the ability to express and convey ideas.
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Advanced (upper-Intermediate) Level
Language Index Level
Indicator Value
Speaking
•Ability to express ideas and opinions with relative ease (fluency) and using a variety of linguistic forms. •Ability to communicate easily any commonly occurring theme in the linguistic environment.
Listening Recognition of different accents. Complete understanding of spoken language in a single audition.
Reading •Complete understanding of original texts.•Understanding the various styles of written messages and genres.
WritingAbility to clearly and correctly express views and ideas, using a variety of linguistic forms.
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Participation of other organizations and sponsors
Local industry
Private Donors
IEEE Section and Region
IEEE Educational Activities Board
IEEE New Initiatives Committee
IEEE Life Member Committee
IEEE Foundation
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Suggestions for Class Content (accompanied by appropriate homework and oral
presentations) Participants describe their background
and technical interests
A session on a fundamental technical area is provided to enhance terminology
Power systems Circuits Communications – antennas and transmission Communications – wireless and networks Fundamentals of computing
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Students perform web and library search of a technical subject and provide a literature survey
Students write on and present a project or a subject of their technical interest/focus
Students translate paragraphs from technical articles in their fields of interest to and from English
Student present short PowerPoint aided reviews of history of a sub-discipline
Class Content
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Students listen to clips from IEEE.tv and youtube and answer questions Listening comprehension
Students undergo mock job interviews and entrance interviews to graduate programs
Students prepare and present technical papers for Section paper contest
Class Content
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Example: Describe the function and operation of the following circuit
http://en.wikipedia.org/wiki/File:Bandpass_Filter.svg
Class Content
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Translate into your native language
An ideal bandpass filter would have a completely flat passband (e.g. with no gain/attenuation throughout) and would completely attenuate all frequencies outside the passband. Additionally, the transition out of the passband would be instantaneous in frequency. In practice, no bandpass filter is ideal. The filter does not attenuate all frequencies outside the desired frequency range completely; in particular, there is a region just outside the intended passband where frequencies are attenuated, but not rejected. This is known as the filter roll-off, and it is usually expressed in dB of attenuation per octave or decade of frequency. Generally, the design of a filter seeks to make the roll-off as narrow as possible, thus allowing the filter to perform as close as possible to its intended design. Often, this is achieved at the expense of pass-band or stop-band ripple.
http://en.wikipedia.org/wiki/Band-pass_filter
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Translate into English: Filtr pasmowy
Filtr pasmowy to układ elektroniczny, bądź algorytm przepuszczający składowe widmowe sygnału w określonym przedziale częstotliwości, nazywanym pasmem przepustowym. Pasmo przepustowe filtru definiuje się jako przedział pomiędzy dolną i górną częstotliwością graniczną lub jako przedział leżący wokół określonej częstotliwości środkowej tego filtru.
Pojęcie filtru pasmowego najczęściej jest utożsamiane z filtrem środkowoprzepustowym. Filtry pasmowe o szczególnie szerokim paśmie mogą być zbudowane także z szeregowego połączenia dwóch filtrów: filtru górnoprzepustowego obcinającego sygnały poniżej dolnej częstotliwości granicznej pasma i filtru dolnoprzepustowego tłumiącego sygnały powyżej górnej częstotliwości granicznej.http://pl.wikipedia.org/wiki/Filtr_pasmowy
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Przykład charakterystyki przenoszenia filtru pasmowego z zaznaczonymi częstotliwościami granicznymi: dolną (fL) i górną (fH),
oraz częstotliwością środkową (f0). Na osi rzędnych zaznaczono
amplitudę sygnału na wyjściu filtru odniesioną do amplitudy na jego wejściu (w decybelach). Umowne granice pasm przyjęto dla spadku przenoszenia o 3dB. Oś częstotliwości f może być wyskalowana liniowo lub logarytmicznie.
Translate into English: Filtr pasmowy
http://pl.wikipedia.org/wiki/Filtr_pasmowy
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Explain the following telecommunications terms
Adaptive antenna systems
Delay spread Doppler spread Fading in wireless
communications Frequency reuse Handoff protocols
Intercell and intracell handover
ISM bands OFDM Paging system Simplex, half-duplex
and full-duplex
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Listen and Report: Bluetooth devices
http://www.youtube.com/watch?v=JiV2LxHYHOk&feature=PlayList&p=B435E415374ECDD9&playnext=1&playnext_from=PL&index=15
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Listen and report: A Bluetooth presentation
Students view a video presentation on Bluetooth devices
Summarize the message provided by the presentation
What are some of the advantages of the technology presented by the video, and how were they demonstrated?
[Discussion] Can you think of limitations and disadvantages of the technology that were not presented in the video?
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Listen and report: Voting Machines http://www.youtube.com/watch?v=MNYA5ggwG84
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Listen and report: Voting Machines http://www.youtube.com/watch?v=MNYA5ggwG84
Students view a presentation about possible security flaws in Diebold voting machines
Summarize the message provided by the presentation
What are the dangers against which this presentation warns?
What are the public implications of the demonstration provided by the Princeton researchers?
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Conduct a Literature Search
Conduct a literature search on the Ozone Hole
Provide a 400-word summary and a 10 slide PowerPoint presentation on the phenomenon
Provide a separate report on the 5-10 major authoritative sources on the phenomenon, and a provide a bibliography http://en.wikipedia.org/wiki/File:160658main2_OZONE_large_350.png
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References
Wikipedia (2009): Common European Framework of Reference for Languages
HTWK (Leipzig): E-Xplore Technical English https://learn.sz.htwk-leipzig.de/wc/main.php?tool=About
Yiuri Sepp: IEEE Russia NW Section Technical English Program Manual (Russian, 2007)
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Questions and Comments ?
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IEEE Technical English Program
Moshe KamIEEE Educational Activities
St. Petersburg, RussiaOpening Session Part 2
2 October, 2009
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Technical English Program:
1. Next Steps2. The 3 October Workshop
St. Petersburg, Russia
2 October 2009
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What participants need to do next… Determine if the program is suitable for their
section/locale
Get in touch with the Section and determine whether the Section is interested in launching a TEP effort
Create a 4-7 volunteer committee to develop the plan
Should include ECE/CS educators, senior volunteers and possibly English educators
The key to success of the effort
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Tasks of the Committee (1) Determine structure, scope, size and
desired timetable Including a small-scale pilot project
Identify needs in volunteers and professionals
Communicate with schools and programs that will participate in the program Identify program to launch the pilot project
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Tasks of the Committee (2) Identify costs, existing resources and funding
needs Consult with Section, Region, EAB about potential
sources of funding Launch a “curriculum subcommittee”
Create course content and plan Create entrance exams
Establish Pilot timetable, venue and recruiting strategy
Conduct recruiting and testing for pilot Launch pilot
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Possible Sources of Funding
The local Section and Region Local sponsors from Industry
[Provide proper name recognition] Private donors and foundations IEEE Foundation IEEE Life Fellow Committee IEEE Educational Activities Board The IEEE New Initiatives Committee
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Questions and Comments ?