LECTURA INTENSIVA
Computational Combustion
Introduction
As the Combustion Institute celebrates its 50th anniversary, it is an interesting coincidence that the science of computer simulation and modeling is also approximately 50 years old. Beginning as a technical curiosity with minor impact on scientific research, computer modeling has grown rapidly to play a major role in virtually every field of science and engineering. In particular, computer modeling is now an essential part of combustion research; at the larger scale, enormous computer simulations are assisting in design and optimization of internal combustion engines, solid fuel rocket motors, industrial burners and furnaces, and gas turbine combustors, using massively parallel super computers. At the smaller scale, computer simulations are ubiquitous in everyday combustion life, being used to control operation of individual laboratory experiments, fit spectra in basic science studies, and a multitude of other research and routine applications.
Of course, the electronic computer is not the only modern feature of combustion science. In fact, most of the tools we use today have appeared and become essential during the past 50 years. It is almost impossible today to imagine a research project without the laser, the gas chromatograph or mass spectrometer, and many other tools, in addition to the computer. And each of these tools has grown rapidly in terms of capabilities and importance, although the growth of the computer as a tool has outstripped them all. All of them are indicative of the rapid pace of technological growth, and we must assume that future growth will be at least as rapid and profound. We should continually ask ourselves if we are realizing comparable growth in our understanding of and ability to control the combustion processes that are so much a part of our lives. As we will hope to describe in this paper, computer simulations have certainly added a great deal of understanding, providing fundamental answers to many long-standing questions.
Computational combustion is an enormous topic, with many of the different aspects deserving and receiving reviews by themselves. We are attempting to provide an unusual sort of overview, highlighting those areas in which computer simulations have made an important difference in the way we do research, and emphasizing some of the computational contributions that have provided unique and important insights into the nature of combustion itself. These range from cases in which modelling solved longstanding puzzles or problems, to cases in which modelling changed the views of the entire combustion community. We highlight the case of HCCI combustion, where the existence of a mature simulation capability has revolutionized the overall research plan for an industry; the HCCI may or may not make a significant impact on power production, but we emphasize it because it illustrates the nature of the research team of the present and future, and the complete integration of computer modelling into research and development. We finish by taking the pulse of the near future in scientific computing to see what is about to become possible in terms of addressing difficult problems that have never been solved, simply because of their size and complexity. Combustion is one of many disciplines imbedded in a scientific world where the power of the computer is driving much of our progress, and we want to provide a glimpse of the next generation of problems that will be enabled just by continued growth in computer capacity.
This review is necessarily unbalanced; for example, we focus on modelling of laminar premixed flames and devote no space to laminar diffusion flames. We also discuss models of internal combustion engines but omit gas turbines and furnaces. The inclusions and exclusions reflect the strengths and weaknesses in the experiences of the authors, and they also are motivated by the limited space and time available to us. However, we have tried to include those areas in which computer modelling has grown and then made significant technical advances. In some cases, our choices were simplified by the existence of a recent expert review in some area that we could cite for those interested in further information.
Fuente: Westbrook, C K ; Mizobuchi, Y ; Poinsot, T J ; Smith, P J ; Warnatz, J. (2004). Computational Combustion. Revista Electrónica: Energy Citations Database. Buscador: Scholar Google. http://www.osti.gov/energycitations/servlets/purl/15014799-PhugMg/native/.
martes, 4 de marzo de 2008
viernes, 25 de enero de 2008
UNIDAD IV
FUNCIONES RETÓRICAS BÁSICAS DE LOS TEXTOS
TEXTO A
Teaching Styles
Your teaching style is expressed through the behaviors, characteristics and mannerisms that reflect your teaching philosophy and the role you prefer to take when conveying information in a classroom. They are important because how you present yourself to a class can have a huge impact on your success as a teacher, and consequently, on the success of your students. In his 1996 book, Teaching with Style, Anthony Grasha identified five potential approaches for classroom teachers: Expert, Formal Authority, Personal Model, Facilitator, and Delegator. The following three styles are usually the best options for library instruction:
Expert & Formal Authority
Present themselves as possessing knowledge and expertise that students need. Mainly concerned with verbally (lecture) transmitting as much information as possible to the students.
• Advantages: knowledge and skills are thoroughly conveyed; commands respect.
• Disadvantages: heavy display of knowledge can be intimidating to less experienced students; may not always show the underlying thought processes.
Personal Model - Demonstrator
Believe in "teaching by personal example." Oversees, guides, and directs by showing how to do things, and encouraging students to observe and then to emulate the instructor's approach.
• Advantages: emphasizes direct observation; provides an effective example to follow
• Disadvantages: some teachers may be rigid and discourage a personalized approach; may lead to frustration if students cannot complete the tasks as effectively as the teacher.
Facilitator
Emphasizes the personal nature of teacher-student interactions. Guides and directs students by asking questions, exploring options, suggesting alternatives, and encouraging them to develop independent styles and ideas. Works with students on projects in a consultative fashion and tries to provide as much support and encouragement as possible.
• Advantages: focus on students' specific needs and goals; provides options or alternatives for students, encourages higher-level teaching skills
• Disadvantages: time consuming (less material can be covered), unpredictability (instructor must be flexible)
Though everyone naturally has an individualized approach, you can easily plan and lead your class with one of the above styles. Knowing the best approach is often just a matter of knowing your audience and their needs. For example, taking the Expert stance may be best when addressing experienced faculty who are looking to librarians for advice and assistance. International students, who may have more trouble understanding verbal explanations, may benefit from a Personal Model approach. Finally, undergraduates and others new to library research often learn more when taught by a Facilitator.
Fuente: University of Texas (2005). Teaching Styles. Buscador: Google.com.ve/. http://www.lib.utexas.edu/services/instruction/tips/tf/tf_tstyles.html.
TEXTO B
Types of Intelligence
This part of our website will be concentrating on trying to define or catagorize intelligence. As you can imagine, this is potentially a very difficult process since the world is not constituted of one aspect of life. That is to say that if everyone in the world worked for one thing, let’s just say being the world’s best weight lifter, there would only be one type of person in the world. We could either categorize an individual as being a good weight lifter or a bad weightlifter. Fortunately that is not how the world works; so you see, this is what makes today’s categorizing of intellect so difficult. One person may be a carpenter and be excellent at working with wood; another person may be a physics professor and be excellent at remembering formulas, and figuring out mathematical relationships. I would say that both of these people are intelligent, in their own way. But what does “in their own way” mean, and how can we catagorize someone’s intelligence?
Left vs. Right
Let’s start out by cutting one category of intelligence into two; Left and Right brain. You may have heard someone tell you that they are more “left-brained” than “right-brained”. What does this mean?
Our brains are structurally/physically split into two separate halves by the corpus callosum. This physical boundary sets up a nice way to describe the brain; left versus right side. It is known that the differing sides of the brain perform different functions. For example, for 95% of right handed people, the area in the brain that is in charge of speech is located on the left half of the brain.
Compiling all of the specilized functions to their respective hemisphere (right and left), we are able to catagagorize and individual as “right-brained” or “left-brained” depending on what features show up as dominant in that individual.
Left
. Logical
• Sequential
• Rational
• Analytical
• Objective
• Looks at parts
• Systematic
• Symbolic
• Linear
• Factual
• AbstracT
• Digital
Right
• Random
• Intuitive
• Holistic
• Sythesizing
• Subjective
• Looks at wholes
• Non-verbal
• Casual
• Concrete
• Visual
• Sensory
• Spatial
• Emotional
Here is a list of common features that show up on the respective halves:
http://www.funderstanding.com/right_left_brain.cfm
http://www.educationthroughmusic.com/brain.htm
However, it was not good enough to only have two different types of people (i.e. left-brained or right-brained). This is still too vague and most everyone has strong-points in the right half and left half both, so it is hard to tell which half is the dominant.
The Seven Types of Intelligence
1983, in a publication called “Frames of Mind”, Psychologist Howard Gardner (pictured below) created seven types of individual strengths to help teachers and students understand the strengths of individuals that span the entire spectrum. They are listed here with respect to gifted or talented children:
1. Verbal – the ability to use words
2. Visual – the ability to imagine things in your mind
3. Physical – the ability to use your body in various situations
4. Musical - the ability to use and understand music
5. Mathematical – the ability to apply logic to systems and numbers
6. Introspective – the ability to understand your inner thoughts
7. Interpersonal – the ability to understand other people, and relate well to them
(http://gsmweb.udallas.edu/iep/immweb/seven_intel.html )
*In other sources, there may be nine different types of intelligence. The other two that are not included on the list above are:
Naturalist Intelligence (“Nature Smart”) – Sensitive to living things. Gardner added this to his original list of seven years later).
Existential Intelligence – the ability to tackle deep questions about human existence such as the meaning of life, how did we get here, and what happens when we die.
(http://www.dfrc.nasa.gov/Education/Educator/Workshops/CalState/Images/Seven_Types.jpg)
What is your strongest type of intelligence?
Here are some easy questions to answer for each category:
Verbal – are you good at doing crossword puzzles? Do you like to read and write? Do you like expanding your vocabulary?
Visual – do you see colorful images in your mind? Do you use charts and visuals to get points across? Can you get a sense of what something will look like?
Logical-Mathematical – Do you work well with numbers? Do you like putting things in order or? Are you good at planning?
Bodily-Physical – Do you like hands on stuff? Do you need to involve movement in everything? Do you have a favorite pastime that involves physical activity or moving?
Musical – Are you always moving to or thinking of a rhythm? Do you remember tunes and lyrics easily? Are you easily distracted by sounds? Do you enjoy sounds of all types?
Introspective – Do you enjoy solitude? Are you reflective? Do you like to explore your own feelings and thoughts?
Interpersonal – Are you good with others/people smart? Can you mediate arguments? Are you sensitive to others? Do you like teams, meetings, committees, and social events?
Fuente: Neuroscience of intelligence. (2005). Types of intelligence. Buscador: Google.com.ve/.http://www.Macalester.edu/psychology/whathap/ubnrp/intelligence05/Mtypes.html.
TEXTO C
internal-combustion engine - a heat engine in which combustion occurs inside the engine rather than in a separate furnace; heat expands a gas that either moves a piston or turns a gas turbine
ICE
diesel engine, diesel motor, diesel - an internal-combustion engine that burns heavy oil
cylinder block, engine block, block - a metal casting containing the cylinders and cooling ducts of an engine; "the engine had to be replaced because the block was cracked"
four-stroke engine, four-stroke internal-combustion engine - an internal-combustion engine in which an explosive mixture is drawn into the cylinder on the first stroke and is compressed and ignited on the second stroke; work is done on the third stroke and the products of combustion are exhausted on the fourth stroke
gas engine - an internal-combustion engine similar to a gasoline engine but using natural gas instead of gasoline vapor
gasoline engine - an internal-combustion engine that burns gasoline; most automobiles are driven by gasoline engines
heat engine - any engine that makes use of heat to do work
force feed, force-feed lubricating system, lubricating system, pressure feed, pressure-feed lubricating system - mechanical system of lubricating internal combustion engines in which a pump forces oil into the engine bearings
motorboat, powerboat - a boat propelled by an internal-combustion engine
automotive vehicle, motor vehicle - a self-propelled wheeled vehicle that does not run on rails
outboard motor, outboard - internal-combustion engine that mounts at stern of small boat
poppet, poppet valve - a mushroom-shaped valve that rises perpendicular from its seat; commonly used in internal-combustion engines
radial engine, rotary engine - an internal-combustion engine having cylinders arranged radially around a central crankcase
reciprocating engine - an internal-combustion engine in which the crankshaft is turned by pistons moving up and down in cylinders
rotary engine - an internal-combustion engine in which power is transmitted directly to rotating components
self-starter - an electric starting motor that automatically starts an internal-combustion engine
supercharger - compressor that forces increased oxygen into the cylinders of an internal-combustion engine
valve-in-head engine - internal-combustion engine having both inlet and exhaust valves located in the cylinder head
Fuente: The Free Dictionary, (2004) Internal Combustion Engine. http://www.thefreedictionary.com/internal-combustion%20engine, p. 1.
TEXTO D
Engine repair by Xado Additives Pro Series Small Engine repair | Engine Rebuilding Repair Exchange | Additive Engine Oil | Diesel Engine Maintenance. Complete Revitalization for all car mechanisms.
Optimize, Improve and Perfect the Tolerances in your Engine
Treatment Instructions
Following the present instruction ensures the desired technical effect and reliable and safe operation of units and friction joints.
1. In the presence of fresh molybdenum or teflon additives in the oil effectiveness of XADO may decrease.
2. This cermet protective coating is formed on any rubbing surfaces. However,if the conditions of given mechanism,engine, cylinder-and-piston group are critical (100% wear), destroyed parts need be replaced.
3. Prior to each treatment stage the engine is to be warmed up to its working temperature.
4. To obtaine the best effect, operate the motor car over the whole treatment period in a run-in mode(without overloading).
5. To obtaine the best effect after treatment of a cylinder, operate the motor car for 250 km in a run-in mode (without overloading).
6. Long storage is recommended at a temperature not exceeding 40oC.
7. Recommended for use on all new motor cars, joints and units.
Treatment procedure for internal combustion engines according to XADO-technology:
1. All engines are treatable. This cermet coating is formed on any functional mechanism. However,if the conditions of the mechanism are critical (100% wear), any destroyed parts need be replaced.
2. Complete treatment of an engine is performed in 3 stages:
1. Stage I. Warm the engine to its working temperature. Introduce the estimated quantity of XADO compound through the oil filler neck. Start the engine and allow it to idle for 30 min. Following this drive about 15-20 km with a minimal load (rotational speed of the engine maximum 2.500 r.p.m.)
2. Stage II. To be performed after a 100-250 km run in the same sequence. This treatment can be carried out after 4 h idling cycle of the engine (equivalent to a 200 km run)
3. Stage III. To be performed after a 100-250 km run in the same sequence.
3. After a 2.500 km run for carburetor and a 4.000 km run for commercial diesel engines from the start of Stage I, the engine treatment is considered completed.
Notes.
* This treatment should be performed without changing oil.
* Prior to treatment it is essential to wash cetrufugal filters.
* The engine must be warmed to at least 60 oC.
* This technique is also designed for engines, which have been converted to run on gaseous fuel.
Treatment procedure for reducers, transfer boxes and gearboxes according to XADO-technology
1. Introduce into the gearbox,transfer box or rear axle reducer XADO gel through the oil filler opening in the amount of 1 tube per 1.5 l of oil.
2. Immediately after said introduction of XADO gel drive about 10 km, including 100-300 m in reverse.
3. The treatment is considered completed after 100 h operation of the mechanism (3.000 km run)
Note. If after a 100-200 km run the mechanism's performance is not improved, the most likely cause of this may be a wrong diagnosis. Any inconsiderable improvement evidenced heavy wear of the mechanism. We recommend to double the dosage.
Treatment procedures for engines without oil system
1. Warm up the engine to the working temperature.
2. Unscrew the spark-plug out of the cylinder. If the engine has two cylinders, unscrew the spark-plugs out of both cylinders.
3. Place the piston to the top dead point (to prevent the gel come into the inlet and exhaust ports). If the head is removable then apply the gel directly to the walls of the cylinder and make the piston move 30-40 times not reaching inlet and exhaust ports. Then assemble the unit and fulfill items 5-9.
4. Squeeze the contents of one tube into the cylinder. If there are two cylinders then squeeze one tube into each cylinder.
Attention. You should squeeze the gel so as it comes to the wall of the cylinder, not to the piston .
5. Make piston move 15-20 times (by tugging, turning the set-up drive wheel)
6. Screw the spark-plug
7. Dissolve the contents of one more tube in 5-10 ml of motor oil and pour into the fuel tank
8. Start the engine and let it work on idle for 20-30 minutes
9. Drive 15-20 km with minimal load
10. After 250 km run the treatment is considered over.
TEXTO E
Inventors Rudolf Diesel (1858 - 1913)
By Mary Bellis
Rudolf Diesel was born in Paris in 1858. His parents were Bavarian immigrants. Rudolf Diesel was educated at Munich Polytechnic. After graduation he was employed as a refrigerator engineer. However, he true love lay in engine design. Rudolf Diesel designed many heat engines, including a solar-powered air engine. In 1893, he published a paper describing an engine with combustion within a cylinder, the internal combustion engine. In 1894, he filed for a patent for his new invention, dubbed the diesel engine. Rudolf Diesel was almost killed by his engine when it exploded. However, his engine was the first that proved that fuel could be ignited without a spark. He operated his first successful engine in 1897.
In 1898, Rudolf Diesel was granted patent #608,845 for an "internal combustion engine" the Diesel engine.
The diesel engines of today are refined and improved versions of Rudolf Diesel's original concept. They are often used in submarines, ships, locomotives, and large trucks and in electric generating plants.
Though best known for his invention of the pressure-ignited heat engine that bears his name, Rudolf Diesel was also a well-respected thermal engineer and a social theorist. Rudolf Diesel's inventions have three points in common: They relate to heat transference by natural physical processes or laws; they involve markedly creative mechanical design; and they were initially motivated by the inventor's concept of sociological needs. Rudolf Diesel originally conceived the diesel engine to enable independent craftsmen and artisans to compete with large industry.
At Augsburg, on August 10, 1893, Rudolf Diesel's prime model, a single 10-foot iron cylinder with a flywheel at its base, ran on its own power for the first time. Rudolf Diesel spent two more years making improvements and in 1896 demonstrated another model with the theoretical efficiency of 75 percent, in contrast to the ten percent efficiency of the steam engine. By 1898, Rudolf Diesel was a millionaire. His engines were used to power pipelines, electric and water plants, automobiles and trucks, and marine craft, and soon after were used in mines, oil fields, factories, and transoceanic shipping.
Fuente: Bellis, M. (2003). Inventors Rudolf Diesel (1858 – 1913). Buscador: Google.Com.ve/. http://inventors.about.com/library/inventors/bldiesel.htm.
TEXTO F
A Brief History of ME at Caltech
by Christopher E. Brennen Brief history of ME at Caltech
Like the rest of this special institution we call Caltech, the contributions and accomplishments of the Mechanical Engineering Department and faculty have been twofold. On the one hand our students have gone out into the world to power engineering innovation in industry, in government and especially in the universities of the world. On the other hand our faculty and students have made ground-breaking research contributions to key engineering issues and to new technologies.
Like the rest of Caltech, our students are represented in the faculties of the world in numbers out of all proportion to the number of our graduates. From MIT to Michigan and Princeton, from Georgia Tech to Illinois and Johns Hopkins, our Mechanical Engineering graduates are everywhere - including places as far flung as the National University of Taiwan, the University of Pisa, and the National Autonomous University of Mexico.
But also many of our graduates have risen to key positions in industry - in the aerospace business, in the oil industy, in the semiconductor industry, and more recently in the business of inventing new engineering technologies - indeed the scope of the presentations at the ME Centennial show how broad our contributions have been.
With respect to our research accomplishments, like many other Caltech engineering departments it is fair to say that we got off to a slow start in the early days, when the ``Division of Civil and Mechanical Engineering'' (as it was called at the time) focused on training engineers rather than research. Even then, however, our faculty were much involved with the Metropolitan Water District in the planning of the remarkable Colorado River Aqueduct System. Indeed the Pump Lab - which in its various phases was a very valuable contributor to this basic technology - had its start with that project. Thus it was that faculty like Franklin Thomas, Robert Dougherty, Howell Tyson and Don Clark laid the ground work for the new era of engineering research that was to come during and after the Second World War. Encouraged by von Karman, who had himself only recently arrived at Caltech, Robert Knapp built the world's leading research laboratory for cavitation and high-speed water flows. The Hydrodynamics Laboratory and its associated faculty -- Knapp, Hollander, Plesset, Acosta and Wu -- reeled off a body of fundamental research in this area that dominated the subject for decades and, by extension, led to numerous innovations in naval and other applications. It even makes an appearance in Tom Clancy's ``Hunt for Red October''. Moreover, the early work in cavitation naturally led to research in other multiphase flows. Plesset, Sabersky and Marble, for example, were deeply involved in the multiphase research needed for the analysis of nuclear reactor accident scenarios. Sabersky was perhaps one of the world leaders in identifying the problems and issues associated with granular material flows, an area in which research continues to this day.
Other parallel efforts in internal flows began about the same time. The Pump Lab under Knapp's direction continued to revolutionize knowledge of the internal workings of those ubiquitous machines. Kyropoulos's interest in internal combustion engines initiated a strong interaction with GM. And in the same era, Rannie and Sabersky began the first basic investigations of the internal flows in axial turbomachines - an effort that expanded through the efforts of Rannie and Marble into fundamental research on gas turbines and combustion that provided important steps in the development of the modern gas turbine. Later, Zukoski expanded this combustion research to fires in buildings and contributed significantly to the effort and strategy of fire prevention.
The effort in turbomachine research continued through the last quarter of the 1900s, but with the focus shifted to key research on the unsteady flows and instabilities associated with these devices. This led to the first delineation of the dynamic response of these complex flows and a methodology for the analysis of instabilities such as the Pogo instability endemic to liquid-propelled rockets. In a parallel effort, Culick identified mechanisms of instability in solid rocket motors.
This later emphasis on dynamics of all kinds of mechanical devices and natural processes was a strong component of the ME research during the late 1900s. Caughey contributed a veritable library of key advances in understanding non-linear dynamics and how to view the complex probabilistic components of non-linear vibrations.
About the same time Knowles, Sternberg and Shield were making fundamental contributions to the mathematical theory of elasticity. They initiated a systematic study of material instabilities, and this naturally led to the study of phase-transforming solids and active materials. Concepts introduced by Knowles are now part of the standard language of the mechanics of these materials.
Beginning in the mid 1980's, the ME department underwent another metamorphosis, as large in scope as the post-war transformation. Young faculty were hired who struck out in new research directions and who went on to make seminal contributions in fields such as design, control, medical robotics, computational mechanics, thin films and microdevices. ME faculty also took on substantial administrative and leadership roles during this time, including as EAS Division Chair, Chief Technologist at JPL, Vice-President for Student Affairs, Dean of Students, Chair of the Faculty, and Director of GALCIT, greatly expanding the visibility and influence of ME as a whole within the Institute.
Today, there is no doubt that the strength, scope, and visibility of the ME faculty and its activities are greater than they have ever been. As one measure, Caltech's ME program is ranked third in the nation by US News and World Report despite being an order of magnitude smaller than the competition. Remarkably, all of our eligible faculty have won prestigious young investigator awards. Our research activity encompasses new and exciting areas such as robotics in biomedical and biological contexts, new and exotic materials areas such as chemical vapor deposition, fuel cells, and materials with memory, computational efforts to model the most complex solids and fluids, studies of combustion and detonation, analyses and experiments on fracture in materials and in the earth's surface and on granular flows, strategies to model the dynamics and design of large scale systems.
And what of the future? Though predictions of the future are notoriously difficult, research on the crucial topic of meeting the world's energy needs without destroying the planet in the process will certainly be a major focus. Moreover, it also seems clear that there will be real opportunities in three key areas: mechanical engineering on the micro- and nano-scale, research at the boundaries of biology and engineering, and efforts to design and control large and complex engineering systems. ME must strive to find the unique Caltech contributions to these efforts and the world's needs. How will it all turn out? We don't know, but we expect an exciting ride - stay tuned, and we'll tell you all about it at our bicentennial in 2107.
Fuente: Brennen, Ch. (2007). A Brief History of ME at Caltech”. Buscador: Google.co.ve/. http://www.me.caltech.edu/centennial/history/history1.htm
TEXTO A
Teaching Styles
Your teaching style is expressed through the behaviors, characteristics and mannerisms that reflect your teaching philosophy and the role you prefer to take when conveying information in a classroom. They are important because how you present yourself to a class can have a huge impact on your success as a teacher, and consequently, on the success of your students. In his 1996 book, Teaching with Style, Anthony Grasha identified five potential approaches for classroom teachers: Expert, Formal Authority, Personal Model, Facilitator, and Delegator. The following three styles are usually the best options for library instruction:
Expert & Formal Authority
Present themselves as possessing knowledge and expertise that students need. Mainly concerned with verbally (lecture) transmitting as much information as possible to the students.
• Advantages: knowledge and skills are thoroughly conveyed; commands respect.
• Disadvantages: heavy display of knowledge can be intimidating to less experienced students; may not always show the underlying thought processes.
Personal Model - Demonstrator
Believe in "teaching by personal example." Oversees, guides, and directs by showing how to do things, and encouraging students to observe and then to emulate the instructor's approach.
• Advantages: emphasizes direct observation; provides an effective example to follow
• Disadvantages: some teachers may be rigid and discourage a personalized approach; may lead to frustration if students cannot complete the tasks as effectively as the teacher.
Facilitator
Emphasizes the personal nature of teacher-student interactions. Guides and directs students by asking questions, exploring options, suggesting alternatives, and encouraging them to develop independent styles and ideas. Works with students on projects in a consultative fashion and tries to provide as much support and encouragement as possible.
• Advantages: focus on students' specific needs and goals; provides options or alternatives for students, encourages higher-level teaching skills
• Disadvantages: time consuming (less material can be covered), unpredictability (instructor must be flexible)
Though everyone naturally has an individualized approach, you can easily plan and lead your class with one of the above styles. Knowing the best approach is often just a matter of knowing your audience and their needs. For example, taking the Expert stance may be best when addressing experienced faculty who are looking to librarians for advice and assistance. International students, who may have more trouble understanding verbal explanations, may benefit from a Personal Model approach. Finally, undergraduates and others new to library research often learn more when taught by a Facilitator.
Fuente: University of Texas (2005). Teaching Styles. Buscador: Google.com.ve/. http://www.lib.utexas.edu/services/instruction/tips/tf/tf_tstyles.html.
TEXTO B
Types of Intelligence
This part of our website will be concentrating on trying to define or catagorize intelligence. As you can imagine, this is potentially a very difficult process since the world is not constituted of one aspect of life. That is to say that if everyone in the world worked for one thing, let’s just say being the world’s best weight lifter, there would only be one type of person in the world. We could either categorize an individual as being a good weight lifter or a bad weightlifter. Fortunately that is not how the world works; so you see, this is what makes today’s categorizing of intellect so difficult. One person may be a carpenter and be excellent at working with wood; another person may be a physics professor and be excellent at remembering formulas, and figuring out mathematical relationships. I would say that both of these people are intelligent, in their own way. But what does “in their own way” mean, and how can we catagorize someone’s intelligence?
Left vs. Right
Let’s start out by cutting one category of intelligence into two; Left and Right brain. You may have heard someone tell you that they are more “left-brained” than “right-brained”. What does this mean?
Our brains are structurally/physically split into two separate halves by the corpus callosum. This physical boundary sets up a nice way to describe the brain; left versus right side. It is known that the differing sides of the brain perform different functions. For example, for 95% of right handed people, the area in the brain that is in charge of speech is located on the left half of the brain.
Compiling all of the specilized functions to their respective hemisphere (right and left), we are able to catagagorize and individual as “right-brained” or “left-brained” depending on what features show up as dominant in that individual.
Left
. Logical
• Sequential
• Rational
• Analytical
• Objective
• Looks at parts
• Systematic
• Symbolic
• Linear
• Factual
• AbstracT
• Digital
Right
• Random
• Intuitive
• Holistic
• Sythesizing
• Subjective
• Looks at wholes
• Non-verbal
• Casual
• Concrete
• Visual
• Sensory
• Spatial
• Emotional
Here is a list of common features that show up on the respective halves:
http://www.funderstanding.com/right_left_brain.cfm
http://www.educationthroughmusic.com/brain.htm
However, it was not good enough to only have two different types of people (i.e. left-brained or right-brained). This is still too vague and most everyone has strong-points in the right half and left half both, so it is hard to tell which half is the dominant.
The Seven Types of Intelligence
1983, in a publication called “Frames of Mind”, Psychologist Howard Gardner (pictured below) created seven types of individual strengths to help teachers and students understand the strengths of individuals that span the entire spectrum. They are listed here with respect to gifted or talented children:
1. Verbal – the ability to use words
2. Visual – the ability to imagine things in your mind
3. Physical – the ability to use your body in various situations
4. Musical - the ability to use and understand music
5. Mathematical – the ability to apply logic to systems and numbers
6. Introspective – the ability to understand your inner thoughts
7. Interpersonal – the ability to understand other people, and relate well to them
(http://gsmweb.udallas.edu/iep/immweb/seven_intel.html )
*In other sources, there may be nine different types of intelligence. The other two that are not included on the list above are:
Naturalist Intelligence (“Nature Smart”) – Sensitive to living things. Gardner added this to his original list of seven years later).
Existential Intelligence – the ability to tackle deep questions about human existence such as the meaning of life, how did we get here, and what happens when we die.
(http://www.dfrc.nasa.gov/Education/Educator/Workshops/CalState/Images/Seven_Types.jpg)
What is your strongest type of intelligence?
Here are some easy questions to answer for each category:
Verbal – are you good at doing crossword puzzles? Do you like to read and write? Do you like expanding your vocabulary?
Visual – do you see colorful images in your mind? Do you use charts and visuals to get points across? Can you get a sense of what something will look like?
Logical-Mathematical – Do you work well with numbers? Do you like putting things in order or? Are you good at planning?
Bodily-Physical – Do you like hands on stuff? Do you need to involve movement in everything? Do you have a favorite pastime that involves physical activity or moving?
Musical – Are you always moving to or thinking of a rhythm? Do you remember tunes and lyrics easily? Are you easily distracted by sounds? Do you enjoy sounds of all types?
Introspective – Do you enjoy solitude? Are you reflective? Do you like to explore your own feelings and thoughts?
Interpersonal – Are you good with others/people smart? Can you mediate arguments? Are you sensitive to others? Do you like teams, meetings, committees, and social events?
Fuente: Neuroscience of intelligence. (2005). Types of intelligence. Buscador: Google.com.ve/.http://www.Macalester.edu/psychology/whathap/ubnrp/intelligence05/Mtypes.html.
TEXTO C
internal-combustion engine - a heat engine in which combustion occurs inside the engine rather than in a separate furnace; heat expands a gas that either moves a piston or turns a gas turbine
ICE
diesel engine, diesel motor, diesel - an internal-combustion engine that burns heavy oil
cylinder block, engine block, block - a metal casting containing the cylinders and cooling ducts of an engine; "the engine had to be replaced because the block was cracked"
four-stroke engine, four-stroke internal-combustion engine - an internal-combustion engine in which an explosive mixture is drawn into the cylinder on the first stroke and is compressed and ignited on the second stroke; work is done on the third stroke and the products of combustion are exhausted on the fourth stroke
gas engine - an internal-combustion engine similar to a gasoline engine but using natural gas instead of gasoline vapor
gasoline engine - an internal-combustion engine that burns gasoline; most automobiles are driven by gasoline engines
heat engine - any engine that makes use of heat to do work
force feed, force-feed lubricating system, lubricating system, pressure feed, pressure-feed lubricating system - mechanical system of lubricating internal combustion engines in which a pump forces oil into the engine bearings
motorboat, powerboat - a boat propelled by an internal-combustion engine
automotive vehicle, motor vehicle - a self-propelled wheeled vehicle that does not run on rails
outboard motor, outboard - internal-combustion engine that mounts at stern of small boat
poppet, poppet valve - a mushroom-shaped valve that rises perpendicular from its seat; commonly used in internal-combustion engines
radial engine, rotary engine - an internal-combustion engine having cylinders arranged radially around a central crankcase
reciprocating engine - an internal-combustion engine in which the crankshaft is turned by pistons moving up and down in cylinders
rotary engine - an internal-combustion engine in which power is transmitted directly to rotating components
self-starter - an electric starting motor that automatically starts an internal-combustion engine
supercharger - compressor that forces increased oxygen into the cylinders of an internal-combustion engine
valve-in-head engine - internal-combustion engine having both inlet and exhaust valves located in the cylinder head
Fuente: The Free Dictionary, (2004) Internal Combustion Engine. http://www.thefreedictionary.com/internal-combustion%20engine, p. 1.
TEXTO D
Engine repair by Xado Additives Pro Series Small Engine repair | Engine Rebuilding Repair Exchange | Additive Engine Oil | Diesel Engine Maintenance. Complete Revitalization for all car mechanisms.
Optimize, Improve and Perfect the Tolerances in your Engine
Treatment Instructions
Following the present instruction ensures the desired technical effect and reliable and safe operation of units and friction joints.
1. In the presence of fresh molybdenum or teflon additives in the oil effectiveness of XADO may decrease.
2. This cermet protective coating is formed on any rubbing surfaces. However,if the conditions of given mechanism,engine, cylinder-and-piston group are critical (100% wear), destroyed parts need be replaced.
3. Prior to each treatment stage the engine is to be warmed up to its working temperature.
4. To obtaine the best effect, operate the motor car over the whole treatment period in a run-in mode(without overloading).
5. To obtaine the best effect after treatment of a cylinder, operate the motor car for 250 km in a run-in mode (without overloading).
6. Long storage is recommended at a temperature not exceeding 40oC.
7. Recommended for use on all new motor cars, joints and units.
Treatment procedure for internal combustion engines according to XADO-technology:
1. All engines are treatable. This cermet coating is formed on any functional mechanism. However,if the conditions of the mechanism are critical (100% wear), any destroyed parts need be replaced.
2. Complete treatment of an engine is performed in 3 stages:
1. Stage I. Warm the engine to its working temperature. Introduce the estimated quantity of XADO compound through the oil filler neck. Start the engine and allow it to idle for 30 min. Following this drive about 15-20 km with a minimal load (rotational speed of the engine maximum 2.500 r.p.m.)
2. Stage II. To be performed after a 100-250 km run in the same sequence. This treatment can be carried out after 4 h idling cycle of the engine (equivalent to a 200 km run)
3. Stage III. To be performed after a 100-250 km run in the same sequence.
3. After a 2.500 km run for carburetor and a 4.000 km run for commercial diesel engines from the start of Stage I, the engine treatment is considered completed.
Notes.
* This treatment should be performed without changing oil.
* Prior to treatment it is essential to wash cetrufugal filters.
* The engine must be warmed to at least 60 oC.
* This technique is also designed for engines, which have been converted to run on gaseous fuel.
Treatment procedure for reducers, transfer boxes and gearboxes according to XADO-technology
1. Introduce into the gearbox,transfer box or rear axle reducer XADO gel through the oil filler opening in the amount of 1 tube per 1.5 l of oil.
2. Immediately after said introduction of XADO gel drive about 10 km, including 100-300 m in reverse.
3. The treatment is considered completed after 100 h operation of the mechanism (3.000 km run)
Note. If after a 100-200 km run the mechanism's performance is not improved, the most likely cause of this may be a wrong diagnosis. Any inconsiderable improvement evidenced heavy wear of the mechanism. We recommend to double the dosage.
Treatment procedures for engines without oil system
1. Warm up the engine to the working temperature.
2. Unscrew the spark-plug out of the cylinder. If the engine has two cylinders, unscrew the spark-plugs out of both cylinders.
3. Place the piston to the top dead point (to prevent the gel come into the inlet and exhaust ports). If the head is removable then apply the gel directly to the walls of the cylinder and make the piston move 30-40 times not reaching inlet and exhaust ports. Then assemble the unit and fulfill items 5-9.
4. Squeeze the contents of one tube into the cylinder. If there are two cylinders then squeeze one tube into each cylinder.
Attention. You should squeeze the gel so as it comes to the wall of the cylinder, not to the piston .
5. Make piston move 15-20 times (by tugging, turning the set-up drive wheel)
6. Screw the spark-plug
7. Dissolve the contents of one more tube in 5-10 ml of motor oil and pour into the fuel tank
8. Start the engine and let it work on idle for 20-30 minutes
9. Drive 15-20 km with minimal load
10. After 250 km run the treatment is considered over.
TEXTO E
Inventors Rudolf Diesel (1858 - 1913)
By Mary Bellis
Rudolf Diesel was born in Paris in 1858. His parents were Bavarian immigrants. Rudolf Diesel was educated at Munich Polytechnic. After graduation he was employed as a refrigerator engineer. However, he true love lay in engine design. Rudolf Diesel designed many heat engines, including a solar-powered air engine. In 1893, he published a paper describing an engine with combustion within a cylinder, the internal combustion engine. In 1894, he filed for a patent for his new invention, dubbed the diesel engine. Rudolf Diesel was almost killed by his engine when it exploded. However, his engine was the first that proved that fuel could be ignited without a spark. He operated his first successful engine in 1897.
In 1898, Rudolf Diesel was granted patent #608,845 for an "internal combustion engine" the Diesel engine.
The diesel engines of today are refined and improved versions of Rudolf Diesel's original concept. They are often used in submarines, ships, locomotives, and large trucks and in electric generating plants.
Though best known for his invention of the pressure-ignited heat engine that bears his name, Rudolf Diesel was also a well-respected thermal engineer and a social theorist. Rudolf Diesel's inventions have three points in common: They relate to heat transference by natural physical processes or laws; they involve markedly creative mechanical design; and they were initially motivated by the inventor's concept of sociological needs. Rudolf Diesel originally conceived the diesel engine to enable independent craftsmen and artisans to compete with large industry.
At Augsburg, on August 10, 1893, Rudolf Diesel's prime model, a single 10-foot iron cylinder with a flywheel at its base, ran on its own power for the first time. Rudolf Diesel spent two more years making improvements and in 1896 demonstrated another model with the theoretical efficiency of 75 percent, in contrast to the ten percent efficiency of the steam engine. By 1898, Rudolf Diesel was a millionaire. His engines were used to power pipelines, electric and water plants, automobiles and trucks, and marine craft, and soon after were used in mines, oil fields, factories, and transoceanic shipping.
Fuente: Bellis, M. (2003). Inventors Rudolf Diesel (1858 – 1913). Buscador: Google.Com.ve/. http://inventors.about.com/library/inventors/bldiesel.htm.
TEXTO F
A Brief History of ME at Caltech
by Christopher E. Brennen Brief history of ME at Caltech
Like the rest of this special institution we call Caltech, the contributions and accomplishments of the Mechanical Engineering Department and faculty have been twofold. On the one hand our students have gone out into the world to power engineering innovation in industry, in government and especially in the universities of the world. On the other hand our faculty and students have made ground-breaking research contributions to key engineering issues and to new technologies.
Like the rest of Caltech, our students are represented in the faculties of the world in numbers out of all proportion to the number of our graduates. From MIT to Michigan and Princeton, from Georgia Tech to Illinois and Johns Hopkins, our Mechanical Engineering graduates are everywhere - including places as far flung as the National University of Taiwan, the University of Pisa, and the National Autonomous University of Mexico.
But also many of our graduates have risen to key positions in industry - in the aerospace business, in the oil industy, in the semiconductor industry, and more recently in the business of inventing new engineering technologies - indeed the scope of the presentations at the ME Centennial show how broad our contributions have been.
With respect to our research accomplishments, like many other Caltech engineering departments it is fair to say that we got off to a slow start in the early days, when the ``Division of Civil and Mechanical Engineering'' (as it was called at the time) focused on training engineers rather than research. Even then, however, our faculty were much involved with the Metropolitan Water District in the planning of the remarkable Colorado River Aqueduct System. Indeed the Pump Lab - which in its various phases was a very valuable contributor to this basic technology - had its start with that project. Thus it was that faculty like Franklin Thomas, Robert Dougherty, Howell Tyson and Don Clark laid the ground work for the new era of engineering research that was to come during and after the Second World War. Encouraged by von Karman, who had himself only recently arrived at Caltech, Robert Knapp built the world's leading research laboratory for cavitation and high-speed water flows. The Hydrodynamics Laboratory and its associated faculty -- Knapp, Hollander, Plesset, Acosta and Wu -- reeled off a body of fundamental research in this area that dominated the subject for decades and, by extension, led to numerous innovations in naval and other applications. It even makes an appearance in Tom Clancy's ``Hunt for Red October''. Moreover, the early work in cavitation naturally led to research in other multiphase flows. Plesset, Sabersky and Marble, for example, were deeply involved in the multiphase research needed for the analysis of nuclear reactor accident scenarios. Sabersky was perhaps one of the world leaders in identifying the problems and issues associated with granular material flows, an area in which research continues to this day.
Other parallel efforts in internal flows began about the same time. The Pump Lab under Knapp's direction continued to revolutionize knowledge of the internal workings of those ubiquitous machines. Kyropoulos's interest in internal combustion engines initiated a strong interaction with GM. And in the same era, Rannie and Sabersky began the first basic investigations of the internal flows in axial turbomachines - an effort that expanded through the efforts of Rannie and Marble into fundamental research on gas turbines and combustion that provided important steps in the development of the modern gas turbine. Later, Zukoski expanded this combustion research to fires in buildings and contributed significantly to the effort and strategy of fire prevention.
The effort in turbomachine research continued through the last quarter of the 1900s, but with the focus shifted to key research on the unsteady flows and instabilities associated with these devices. This led to the first delineation of the dynamic response of these complex flows and a methodology for the analysis of instabilities such as the Pogo instability endemic to liquid-propelled rockets. In a parallel effort, Culick identified mechanisms of instability in solid rocket motors.
This later emphasis on dynamics of all kinds of mechanical devices and natural processes was a strong component of the ME research during the late 1900s. Caughey contributed a veritable library of key advances in understanding non-linear dynamics and how to view the complex probabilistic components of non-linear vibrations.
About the same time Knowles, Sternberg and Shield were making fundamental contributions to the mathematical theory of elasticity. They initiated a systematic study of material instabilities, and this naturally led to the study of phase-transforming solids and active materials. Concepts introduced by Knowles are now part of the standard language of the mechanics of these materials.
Beginning in the mid 1980's, the ME department underwent another metamorphosis, as large in scope as the post-war transformation. Young faculty were hired who struck out in new research directions and who went on to make seminal contributions in fields such as design, control, medical robotics, computational mechanics, thin films and microdevices. ME faculty also took on substantial administrative and leadership roles during this time, including as EAS Division Chair, Chief Technologist at JPL, Vice-President for Student Affairs, Dean of Students, Chair of the Faculty, and Director of GALCIT, greatly expanding the visibility and influence of ME as a whole within the Institute.
Today, there is no doubt that the strength, scope, and visibility of the ME faculty and its activities are greater than they have ever been. As one measure, Caltech's ME program is ranked third in the nation by US News and World Report despite being an order of magnitude smaller than the competition. Remarkably, all of our eligible faculty have won prestigious young investigator awards. Our research activity encompasses new and exciting areas such as robotics in biomedical and biological contexts, new and exotic materials areas such as chemical vapor deposition, fuel cells, and materials with memory, computational efforts to model the most complex solids and fluids, studies of combustion and detonation, analyses and experiments on fracture in materials and in the earth's surface and on granular flows, strategies to model the dynamics and design of large scale systems.
And what of the future? Though predictions of the future are notoriously difficult, research on the crucial topic of meeting the world's energy needs without destroying the planet in the process will certainly be a major focus. Moreover, it also seems clear that there will be real opportunities in three key areas: mechanical engineering on the micro- and nano-scale, research at the boundaries of biology and engineering, and efforts to design and control large and complex engineering systems. ME must strive to find the unique Caltech contributions to these efforts and the world's needs. How will it all turn out? We don't know, but we expect an exciting ride - stay tuned, and we'll tell you all about it at our bicentennial in 2107.
Fuente: Brennen, Ch. (2007). A Brief History of ME at Caltech”. Buscador: Google.co.ve/. http://www.me.caltech.edu/centennial/history/history1.htm
lunes, 3 de diciembre de 2007
UNIDAD III
ESTRATEGIAS PARA LA LECTURA
Exploring New Learning Technologies
An Interview with Wirth Professor Chris Dede
Harvard Graduate School of Education
March 1, 2003
by Karlyn Morissette
Wirth Professor Chris Dede believes that emerging technologies expand our capability to create, share, and master knowledge. His current project is the development of Multi-User Virtual Environment Experiential Simulators (MUVEES), in which students explore virtual cities and interact with each other in order to answer scientific questions. Preliminary results show an increased student interest in classroom activity among all students, including those who were previously uninterested in classroom activities. Later this month, Dede will convene a group of leading scholars who have used technology to solve the problem of scaling up innovations in education.
Q: How does teaching scientific concepts through MUVEES differ from more traditional forms of instruction?
A: MUVEES is based on guided, collaborative learning-by-doing in which students "travel back in time" to solve mysteries set in late 19th-century America. The River City curriculum unit presents learners with an engaging, multi-user virtual world consisting of a city with a river running through it, different forms of terrain that influence water runoff and insect propagation, houses, industries, and institutions such as a hospital and a university. Through exercises in their Laboratory Notebooks, teams of students explore the town and gather data to answer questions such as "Why are poor people getting sick in much greater proportion than rich people?" Class sessions in the virtual world alternate with whole-group interpretive sessions led by the teacher.
Q:What do you hope students gain through the River City simulation?
“In school, many students implicitly learn the unrealistic view that there is a single right answer in science that is easily discernible.”
A: The main goal of this curriculum is to help students learn experimental design, a key skill for scientific inquiry that underlies science-fair projects and similar independent investigations. Middle-school teachers identified experimental design as a very difficult topic for instruction; the River City curriculum is designed to respond to this need. Also, in school, many students implicitly learn the unrealistic view that there is a single right answer in science that is easily discernible. In exploring River City, however, students are guided to develop hypotheses regarding many different interacting phenomena that present apparent complexity explainable in terms of three underlying, linked causes. At the end of the unit, they compare their results to those of the other teams and discover several different hypotheses that bear on the same question. Students also learn content in biology and ecology closely linked to national science standards and state tests, as well as ancillary material in history. In addition, their skills in reading, writing, collaboration, and computer literacy are enhanced.
Q: How do teachers assess a student’s progress?
A: While they are exploring the city, students answer questions and record ideas in their Lab Notebooks, which can later be used for assessment purposes. The Lab Notebook starts with questions that guide exploration of the environment and develop mastery of the interface, building towards later investigations that are content-specific and require completing a data table or graph based on the water samples encountered in River City. In addition, the MUVEE automatically archives all student actions, generating a "cognitive audit trail" for examination. Finally, the quality of experimental design in students' independent investigations as evidenced by a report they prepare for the 'Mayor' and their performance on content tests of biology and ecology provide measures of achievement.
Q: In the classrooms where the project has been implemented, what results have you seen thus far?
A: In the pilot implementation of River City, we found that the program motivated all learners, including lower achievement students typically uninterested in classroom activities. All of the students quickly mastered the interface, and a strong engagement in the unit persisted throughout detailed work in the Lab Notebook, even after the initial novelty of playing a computer simulation during class had worn off. Many students typically in the bottom-third of achievement made substantial gains in understanding the knowledge and skills taught by the unit, and upper-achievement students also found the environment productive for learning. However, much more research is needed to fully understand the strengths and limits of this interactive medium for teaching/learning.
Q: What would you say to educators who are skeptical of this method of instruction?
A: Outside of school, the entertainment industry is presenting students with motivating, but mindless, experiences that compete with school homework and informal learning. Kids also are fascinated by virtual interaction with their peers, as exemplified by the ubiquity of instant messaging and similar synchronous communication. Repurposing inexpensive devices bought for entertainment to use for learning in and out of school potentially offers powerful leverage for increasing achievement and equity. Research on whether and how this type of teaching/learning can complement conventional forms of instruction is important.
For More Information
More information about Chris Dede is available in the Faculty Profiles.
HGSE News, Harvard Graduate School of Education©2007 President and Fellows of Harvard College.
Fuente: Exploring New Learning Technologies: An Interview with Wirth Professor Chris Dede. Buscador: Google.com.ve./http://www.gse.harvard.edu/news/features/dede03012003.html. Modificado por N. Tales,
Exploring New Learning Technologies
An Interview with Wirth Professor Chris Dede
Harvard Graduate School of Education
March 1, 2003
by Karlyn Morissette
Wirth Professor Chris Dede believes that emerging technologies expand our capability to create, share, and master knowledge. His current project is the development of Multi-User Virtual Environment Experiential Simulators (MUVEES), in which students explore virtual cities and interact with each other in order to answer scientific questions. Preliminary results show an increased student interest in classroom activity among all students, including those who were previously uninterested in classroom activities. Later this month, Dede will convene a group of leading scholars who have used technology to solve the problem of scaling up innovations in education.
Q: How does teaching scientific concepts through MUVEES differ from more traditional forms of instruction?
A: MUVEES is based on guided, collaborative learning-by-doing in which students "travel back in time" to solve mysteries set in late 19th-century America. The River City curriculum unit presents learners with an engaging, multi-user virtual world consisting of a city with a river running through it, different forms of terrain that influence water runoff and insect propagation, houses, industries, and institutions such as a hospital and a university. Through exercises in their Laboratory Notebooks, teams of students explore the town and gather data to answer questions such as "Why are poor people getting sick in much greater proportion than rich people?" Class sessions in the virtual world alternate with whole-group interpretive sessions led by the teacher.
Q:What do you hope students gain through the River City simulation?
“In school, many students implicitly learn the unrealistic view that there is a single right answer in science that is easily discernible.”
A: The main goal of this curriculum is to help students learn experimental design, a key skill for scientific inquiry that underlies science-fair projects and similar independent investigations. Middle-school teachers identified experimental design as a very difficult topic for instruction; the River City curriculum is designed to respond to this need. Also, in school, many students implicitly learn the unrealistic view that there is a single right answer in science that is easily discernible. In exploring River City, however, students are guided to develop hypotheses regarding many different interacting phenomena that present apparent complexity explainable in terms of three underlying, linked causes. At the end of the unit, they compare their results to those of the other teams and discover several different hypotheses that bear on the same question. Students also learn content in biology and ecology closely linked to national science standards and state tests, as well as ancillary material in history. In addition, their skills in reading, writing, collaboration, and computer literacy are enhanced.
Q: How do teachers assess a student’s progress?
A: While they are exploring the city, students answer questions and record ideas in their Lab Notebooks, which can later be used for assessment purposes. The Lab Notebook starts with questions that guide exploration of the environment and develop mastery of the interface, building towards later investigations that are content-specific and require completing a data table or graph based on the water samples encountered in River City. In addition, the MUVEE automatically archives all student actions, generating a "cognitive audit trail" for examination. Finally, the quality of experimental design in students' independent investigations as evidenced by a report they prepare for the 'Mayor' and their performance on content tests of biology and ecology provide measures of achievement.
Q: In the classrooms where the project has been implemented, what results have you seen thus far?
A: In the pilot implementation of River City, we found that the program motivated all learners, including lower achievement students typically uninterested in classroom activities. All of the students quickly mastered the interface, and a strong engagement in the unit persisted throughout detailed work in the Lab Notebook, even after the initial novelty of playing a computer simulation during class had worn off. Many students typically in the bottom-third of achievement made substantial gains in understanding the knowledge and skills taught by the unit, and upper-achievement students also found the environment productive for learning. However, much more research is needed to fully understand the strengths and limits of this interactive medium for teaching/learning.
Q: What would you say to educators who are skeptical of this method of instruction?
A: Outside of school, the entertainment industry is presenting students with motivating, but mindless, experiences that compete with school homework and informal learning. Kids also are fascinated by virtual interaction with their peers, as exemplified by the ubiquity of instant messaging and similar synchronous communication. Repurposing inexpensive devices bought for entertainment to use for learning in and out of school potentially offers powerful leverage for increasing achievement and equity. Research on whether and how this type of teaching/learning can complement conventional forms of instruction is important.
For More Information
More information about Chris Dede is available in the Faculty Profiles.
HGSE News, Harvard Graduate School of Education©2007 President and Fellows of Harvard College.
Fuente: Exploring New Learning Technologies: An Interview with Wirth Professor Chris Dede. Buscador: Google.com.ve./http://www.gse.harvard.edu/news/features/dede03012003.html. Modificado por N. Tales,
martes, 20 de noviembre de 2007
UNIDAD II
USO Y MANEJO DEL DICCIONARIO
Blomshield, Fred S AIAA/ASME/SAE/ASEE Joint Propulsion Conference and Exhibit, 37th, Salt Lake City, UT; UNITED STATES; 8-11 July 2001. 2001
Over the last 40 years, many solid rocket motors have experienced combustion instability. Combustion instability is the interaction of a motor's inherent oscillatory modes with the combustion and/or fluid dynamic processes inside the motor combustion chamber. If only a small amount of available energy, less than one percent, is diverted to an acoustic mode, combustion instability can be generated. Standard Missile, Sidewinder, Harm, Trident, Hellfire, and Minuteman, just to name a few, have experienced pressure oscillations sometime during their development and life. Combustion instability can lead to ballistic pressure changes, can couple with other motor components, such as guidance or thrust vector control, and in the worst case, cause motor structural failure. Combustion instability in a motor can cost motor developers millions of dollars to eliminate. Sometimes, combustion instability, although present, does not cause system problems and can be tolerated in a motor. In these cases, it still must be characterized and understood. The purpose of this paper is to review 28 of these motors and what solutions were used. It is hoped that some of the lessons learned in the past can be applied to future motors.
Taken from: Blomshield, Fred S. (2001).“Historical perspective of combustion instability in motors - Case studies”. Buscador Scholar Google. http://md1.csa.com/partners/viewrecord.php?requester=gs&collection=TRD&recid=200162022335CE&recid=200113011103MT&recid=A0134508AH
Blomshield, Fred S AIAA/ASME/SAE/ASEE Joint Propulsion Conference and Exhibit, 37th, Salt Lake City, UT; UNITED STATES; 8-11 July 2001. 2001
Over the last 40 years, many solid rocket motors have experienced combustion instability. Combustion instability is the interaction of a motor's inherent oscillatory modes with the combustion and/or fluid dynamic processes inside the motor combustion chamber. If only a small amount of available energy, less than one percent, is diverted to an acoustic mode, combustion instability can be generated. Standard Missile, Sidewinder, Harm, Trident, Hellfire, and Minuteman, just to name a few, have experienced pressure oscillations sometime during their development and life. Combustion instability can lead to ballistic pressure changes, can couple with other motor components, such as guidance or thrust vector control, and in the worst case, cause motor structural failure. Combustion instability in a motor can cost motor developers millions of dollars to eliminate. Sometimes, combustion instability, although present, does not cause system problems and can be tolerated in a motor. In these cases, it still must be characterized and understood. The purpose of this paper is to review 28 of these motors and what solutions were used. It is hoped that some of the lessons learned in the past can be applied to future motors.
Taken from: Blomshield, Fred S. (2001).“Historical perspective of combustion instability in motors - Case studies”. Buscador Scholar Google. http://md1.csa.com/partners/viewrecord.php?requester=gs&collection=TRD&recid=200162022335CE&recid=200113011103MT&recid=A0134508AH
martes, 30 de octubre de 2007
HORARIOS
Horario (sesiones virtuales)
MARTES (VESPERTINO) 04: 00 A 04:45 P.M.
MIÉRCOLES (DIURNO) 09: 00 A 11:15 A.M
NOTA: El horario de los días martes es opcional.
MARTES (VESPERTINO) 04: 00 A 04:45 P.M.
MIÉRCOLES (DIURNO) 09: 00 A 11:15 A.M
NOTA: El horario de los días martes es opcional.
martes, 9 de octubre de 2007
PROGRAMA DE LA UNIDAD CURRICULAR
Objetivos generales:
1. Valorar la importancia universal del idioma como instrumento que permite el acceso a publicaciones científicas, y el contacto con el acontecer mundial en las áreas de interés.
2. Desarrollar destrezas básicas de lectura de textos en inglés relacionados con la especialidad o áreas afines con relación a: la extracción de información implícita y explícita, las relaciones entre las oraciones y partes de un texto, la comprensión de conceptos, y la deducción del significado de palabras nuevas en base al contexto.
3. Familiarizarse con las estructuras gramaticales básicas y el vocabulario específico de cada área de estudio.
4. Identificar los tipos de discursos más utilizados en la redacción de textos científicos-técnicos mediante la utilización de pautas lingüísticas y no lingüísticas además de las relaciones léxico- gramaticales dentro de las oraciones, entre oraciones y entre párrafos.
5. Desarrollar destrezas de referencia y localización de información en manuales, folletos diccionarios, referencias bibliográfica y otras fuentes y documentos informativos afines a la especialidad.
6. Leer, comprender e interpretar textos en inglés relacionados con la especialidad para extraer información general y específica.
1. Valorar la importancia universal del idioma como instrumento que permite el acceso a publicaciones científicas, y el contacto con el acontecer mundial en las áreas de interés.
2. Desarrollar destrezas básicas de lectura de textos en inglés relacionados con la especialidad o áreas afines con relación a: la extracción de información implícita y explícita, las relaciones entre las oraciones y partes de un texto, la comprensión de conceptos, y la deducción del significado de palabras nuevas en base al contexto.
3. Familiarizarse con las estructuras gramaticales básicas y el vocabulario específico de cada área de estudio.
4. Identificar los tipos de discursos más utilizados en la redacción de textos científicos-técnicos mediante la utilización de pautas lingüísticas y no lingüísticas además de las relaciones léxico- gramaticales dentro de las oraciones, entre oraciones y entre párrafos.
5. Desarrollar destrezas de referencia y localización de información en manuales, folletos diccionarios, referencias bibliográfica y otras fuentes y documentos informativos afines a la especialidad.
6. Leer, comprender e interpretar textos en inglés relacionados con la especialidad para extraer información general y específica.
Metodología para la enseñanza:
Esta asignatura representa el primer nivel de los dos que se ofrecen en las carreras del Programa de Educación del Núcleo Costa Oriental del Lago de la Universidad del Zulia.
Para la instrucción en esta asignatura, tanto en la aplicación teórica como práctica, se empleará una metodología de enseñanza ecléctica; es decir, se adoptan aspectos de diferentes enfoques para la enseñanza de segundas lenguas como el método comunicativo, el método gramatical y léxico, además de las contribuciones del enfoque constructivista.
La modalidad bajo la cual se desarrollará la instrucción, es interdisciplinaria, una de tipo virtual con herramientas síncronas (chats) y asíncronas (e-mail y foros) y otra presencial. Ambas modalidades de instrucción tendrán una duración de ocho semanas cada una dentro del periodo en curso. Lo anterior justifica la necesidad actual que existe mundialmente utilizar recursos virtuales como el nuevo paradigma en el desarrollo de la enseñanza en educación superior. Es por ello que se ha incorporado esta modalidad en la instrucción en esta unidad curricular en combinación con la presencial. Los alumnos podrán realizar consultas individuales o de forma grupal tanto en las sesiones virtuales como en las presenciales.
Las actividades para el desarrollo de las destrezas de lecto - comprensión están diseñadas sobre la base de un texto del área y las cuales los participantes deberán cumplimentar. Estas actividades se relacionan con los contenidos del texto, su valor semántico, función del contexto y bajo diversos niveles de análisis como contexto, texto, oración y palabra. Dentro de las actividades se pueden mencionar: la identificación de lazos cohesivos, la identificación de indiciales, activación de esquemas gramaticales, del léxico, la búsqueda de sinónimos y antónimos, la interpretación de la información, elaboración de resúmenes, la diagramación de la información interpretada, identificación de las características de los diferentes tipos de discursos encontrados en los textos, entre otras.
En cada unidad se trabaja con textos auténticos y semi-auténticos que están relacionados con el área de estudio de los participantes. Los participantes podrán encontrar el material de estudio en esta URL.
Contenidos:
Unidad 1. Inglés para fines específicos. Texto: “The categorization of ESP”.
Unidad 2. Uso y manejo del diccionario Texto: “Historical perspective of combustion instability in motors - Case studies”.
Unidad 3. Estrategias para la lectura. Texto: “Exploring New Learning Technologies.An Interview with Wirth Professor Chris Dede”.
Unidad 4. Funciones retóricas básicas de los textos.
Descripción, clasificación y definición. Textos: A) “Teaching Styles”, B) “Types of intelligence”, C) “Internal combustion engine”.
Instrucción. Texto: D) Engine repair by Xado Additives Pro Series Small Engine repair, Engine Rebuilding Repair Exchange, Additive Engine Oil, Diesel Engine Maintenance. Complete Revitalization for all car mechanisms. Optimize, Improve and Perfect the Tolerances in your Engine.
Narración. Textos: E) “Rudolf Diesel” y F) “A Brief History of ME at Caltech by Christopher E. Brennen”.
Unidad 5. Lectura Intensiva. Texto: “Computacional combustión”.
Unidad 1. Inglés para fines específicos. Texto: “The categorization of ESP”.
Unidad 2. Uso y manejo del diccionario Texto: “Historical perspective of combustion instability in motors - Case studies”.
Unidad 3. Estrategias para la lectura. Texto: “Exploring New Learning Technologies.An Interview with Wirth Professor Chris Dede”.
Unidad 4. Funciones retóricas básicas de los textos.
Descripción, clasificación y definición. Textos: A) “Teaching Styles”, B) “Types of intelligence”, C) “Internal combustion engine”.
Instrucción. Texto: D) Engine repair by Xado Additives Pro Series Small Engine repair, Engine Rebuilding Repair Exchange, Additive Engine Oil, Diesel Engine Maintenance. Complete Revitalization for all car mechanisms. Optimize, Improve and Perfect the Tolerances in your Engine.
Narración. Textos: E) “Rudolf Diesel” y F) “A Brief History of ME at Caltech by Christopher E. Brennen”.
Unidad 5. Lectura Intensiva. Texto: “Computacional combustión”.
Referencias:
1. Libros
Alcaráz, Enrique, (2000). El Inglés Profesional y Académico. Primera edición, Madrid, España, editorial: Alianza Editorial, S.A. p. 119-129.
Bolívar, A. y Marcov, Ánika, (1997). Estrategias para la Lectura en Inglés. Segunda edición, Caracas, Venezuela, editorial: Biblioteca de la Universidad Central de Venezuela, p. 9-103.
Bolton, David; Goodey N., (1996). English Grammar in Steps. Primera edición, Londres, Inglaterra, editorial: Richmond Publishing, p. 6-305.
Hutchinson, Tom; Waters, Alan (1987). English for Specific Purposes. Editorial: Cambridge University Press, Lancaster, Inglaterra, p.1-183
Krashen, S. D. (1987). Principles and Practice in Second Language Acquisition. Londres – Inglaterra, editorial: Prentice Hall International, Ltd, p. 63-77.
Nunan, David. (1996). The Learner - Centered Curriculum: A Study in Second Language Teaching. Cambridge, Inglaterra, Editorial: Cambridge University Press, p. 15-99.
Richards, Jacks; Rodgers, Theodore, (1986). Approaches and Methods in Language Teaching. Cambridge, Inglaterra, editorial: Cambridge University Press, p. 1, 154.
Trimble, Louis, (1992). English for Science and Technology. A Discourse Approach. Tercera edición, Cambridge, Inglaterra, editorial: Cambridge University Press. ISBN: 0521255112, p. 5-125
2. Diccionarios
Cuyás, A., (1969). Appleton Cuyas Dictionary. Sedunda Edición. Editorial: Prentice- Hall, INC., Englewood Cliffs, p. 1-296.
Da Costa. (1988). Diccionario Inglés- Español de Computación. Primera edición. Editorial: Panapo, Caracas, Venezuela. ISBN: 980-230-138-8, p. 324.
Hornby, A. (1995). Oxford Advanced Learner’s Dictionary. Quinta edición, editorial: Oxford University Press, Oxford, Inglaterra, p. 01-1403.
Petróleo Internacional. (1982). Glosario de la Industria Petrolera. Inglés – Español, Español – Inglés. Segunda edición, editorial Pennwell Books, Tulsa, Oklahoma, EEUU. ISBN: 0-87814-194-4. p. 190.
Swan, M., (1995). Practical English Usage. Segunda edición. Editorial: Oxford University Press, Oxford, Inglaterra, p. 03-605.
3. Fuentes electrónica
Bellis, M. (2003). Inventors Rudolf Diesel (1858 – 1913). Buscador: Google.Com.ve/. http://inventors.about.com/library/inventors/bldiesel.htm. Fecha última actualización: junio – 2004.
Brennen, Ch. (2007). A Brief History of ME at Caltech”. Buscador: Google.co.ve/. http://www.me.caltech.edu/centennial/history/history1.htm. Fecha última actualización: marzo – 2007.
Blomshield, F. (2001). Historical perspective of combustion instability in motors - Case studies. AIAA/ASME/SAE/ASEE Joint Propulsion Conference and Exhibit, 37th, Salt Lake City, UT; UNITED STATES; 8-11 July 2001. Buscador Scholar Google. http:// md1.csa. com/partners/ viewrecord.php? requester=gs&collection=TRD&recid=200162022335CE&recid=200113011103MT&recid=A0134508AH. Fecha última actualización: agosto - 2006.
ESP WORLD (2006). Theoretical Base and Problems in Business English Teaching in China. By Li Lixin. Buscador: Google. http://www.esp-world.info/Articles_8/Li.htm pp. 1-2. China. Fecha última actualización: septiembre -2006.
Farlex. Inc. (2004). Motor Diesel. Internal – Combustion engine. Buscador: Google.com.ve/. http://www.thefreedictionary.com/internal-combustion%20engine. Fecha última actualización: junio – 2004.
Google Académico Beta (2006). Bibliographies for Mechanics. http://scholar. google.es/scholar?q=mechanics%2Bbibliographies&hl=es&lr=&scoring=r&as_ylo=2001. Fecha última actualización: septiembre de 2006.
Morissette, K. (2003). Exploring New Learning Technologies: An Interview with Wirth Professor Chris Dede. Buscador: Google.com.ve./http://www.gse.harvard.edu/news/features/dede03012003.html. Fecha última actualización: septiembre – 2007.
Neuroscience of intelligence. (2005). Types of intelligence. Buscador: Google.com.ve/. http://www.Macalester.edu/psychology/whathap/ubnrp/intelligence05/Mtypes.html. Fecha última actualización: septiembre - 2007.
Sotech Systems. (2005). Engine repair by Xado Additives Pro Series Small Engine repair, Engine Rebuilding Repair Exchange, Additive Engine Oil, Diesel Engine Maintenance. Complete Revitalization for all car mechanisms. Optimize, Improve and Perfect the Tolerances in your Engine. Buscador: Google.com.ve/ http://www.sotechsystems.com/xadoadditives/DieselFuelEngine Restorehto_treat.htm. Fecha última actualización: septiembre de 2006.
Todd Walke Internet Software, (2003). The Most Powerful Diesel Engine in the World. Buscador: Google.com.ve/. http://www.bath.ac.uk/~ccsshb/12cyl/ . Fecha última actualización: mayo - 2004.
University of Texas (2005). Teaching Styles. Buscador: Google.com.ve/. http://www.lib.utexas.edu/services/instruction/tips/tf/tf_tstyles.html. Fecha última actualización: marzo - 2005.
Westbrook, C K. Mizobuchi, Y; Poinsot, T J; Smith, P J; Warnatz, J. (2004). Computational Combustion. Revista Electrónica: Energy Citations Database. Buscador: Scholar Google. http://www.osti.gov/ energycitations/ servlets/purl/15014799-PhugMg/native/. octubre – 2006.
1. Libros
Alcaráz, Enrique, (2000). El Inglés Profesional y Académico. Primera edición, Madrid, España, editorial: Alianza Editorial, S.A. p. 119-129.
Bolívar, A. y Marcov, Ánika, (1997). Estrategias para la Lectura en Inglés. Segunda edición, Caracas, Venezuela, editorial: Biblioteca de la Universidad Central de Venezuela, p. 9-103.
Bolton, David; Goodey N., (1996). English Grammar in Steps. Primera edición, Londres, Inglaterra, editorial: Richmond Publishing, p. 6-305.
Hutchinson, Tom; Waters, Alan (1987). English for Specific Purposes. Editorial: Cambridge University Press, Lancaster, Inglaterra, p.1-183
Krashen, S. D. (1987). Principles and Practice in Second Language Acquisition. Londres – Inglaterra, editorial: Prentice Hall International, Ltd, p. 63-77.
Nunan, David. (1996). The Learner - Centered Curriculum: A Study in Second Language Teaching. Cambridge, Inglaterra, Editorial: Cambridge University Press, p. 15-99.
Richards, Jacks; Rodgers, Theodore, (1986). Approaches and Methods in Language Teaching. Cambridge, Inglaterra, editorial: Cambridge University Press, p. 1, 154.
Trimble, Louis, (1992). English for Science and Technology. A Discourse Approach. Tercera edición, Cambridge, Inglaterra, editorial: Cambridge University Press. ISBN: 0521255112, p. 5-125
2. Diccionarios
Cuyás, A., (1969). Appleton Cuyas Dictionary. Sedunda Edición. Editorial: Prentice- Hall, INC., Englewood Cliffs, p. 1-296.
Da Costa. (1988). Diccionario Inglés- Español de Computación. Primera edición. Editorial: Panapo, Caracas, Venezuela. ISBN: 980-230-138-8, p. 324.
Hornby, A. (1995). Oxford Advanced Learner’s Dictionary. Quinta edición, editorial: Oxford University Press, Oxford, Inglaterra, p. 01-1403.
Petróleo Internacional. (1982). Glosario de la Industria Petrolera. Inglés – Español, Español – Inglés. Segunda edición, editorial Pennwell Books, Tulsa, Oklahoma, EEUU. ISBN: 0-87814-194-4. p. 190.
Swan, M., (1995). Practical English Usage. Segunda edición. Editorial: Oxford University Press, Oxford, Inglaterra, p. 03-605.
3. Fuentes electrónica
Bellis, M. (2003). Inventors Rudolf Diesel (1858 – 1913). Buscador: Google.Com.ve/. http://inventors.about.com/library/inventors/bldiesel.htm. Fecha última actualización: junio – 2004.
Brennen, Ch. (2007). A Brief History of ME at Caltech”. Buscador: Google.co.ve/. http://www.me.caltech.edu/centennial/history/history1.htm. Fecha última actualización: marzo – 2007.
Blomshield, F. (2001). Historical perspective of combustion instability in motors - Case studies. AIAA/ASME/SAE/ASEE Joint Propulsion Conference and Exhibit, 37th, Salt Lake City, UT; UNITED STATES; 8-11 July 2001. Buscador Scholar Google. http:// md1.csa. com/partners/ viewrecord.php? requester=gs&collection=TRD&recid=200162022335CE&recid=200113011103MT&recid=A0134508AH. Fecha última actualización: agosto - 2006.
ESP WORLD (2006). Theoretical Base and Problems in Business English Teaching in China. By Li Lixin. Buscador: Google. http://www.esp-world.info/Articles_8/Li.htm pp. 1-2. China. Fecha última actualización: septiembre -2006.
Farlex. Inc. (2004). Motor Diesel. Internal – Combustion engine. Buscador: Google.com.ve/. http://www.thefreedictionary.com/internal-combustion%20engine. Fecha última actualización: junio – 2004.
Google Académico Beta (2006). Bibliographies for Mechanics. http://scholar. google.es/scholar?q=mechanics%2Bbibliographies&hl=es&lr=&scoring=r&as_ylo=2001. Fecha última actualización: septiembre de 2006.
Morissette, K. (2003). Exploring New Learning Technologies: An Interview with Wirth Professor Chris Dede. Buscador: Google.com.ve./http://www.gse.harvard.edu/news/features/dede03012003.html. Fecha última actualización: septiembre – 2007.
Neuroscience of intelligence. (2005). Types of intelligence. Buscador: Google.com.ve/. http://www.Macalester.edu/psychology/whathap/ubnrp/intelligence05/Mtypes.html. Fecha última actualización: septiembre - 2007.
Sotech Systems. (2005). Engine repair by Xado Additives Pro Series Small Engine repair, Engine Rebuilding Repair Exchange, Additive Engine Oil, Diesel Engine Maintenance. Complete Revitalization for all car mechanisms. Optimize, Improve and Perfect the Tolerances in your Engine. Buscador: Google.com.ve/ http://www.sotechsystems.com/xadoadditives/DieselFuelEngine Restorehto_treat.htm. Fecha última actualización: septiembre de 2006.
Todd Walke Internet Software, (2003). The Most Powerful Diesel Engine in the World. Buscador: Google.com.ve/. http://www.bath.ac.uk/~ccsshb/12cyl/ . Fecha última actualización: mayo - 2004.
University of Texas (2005). Teaching Styles. Buscador: Google.com.ve/. http://www.lib.utexas.edu/services/instruction/tips/tf/tf_tstyles.html. Fecha última actualización: marzo - 2005.
Westbrook, C K. Mizobuchi, Y; Poinsot, T J; Smith, P J; Warnatz, J. (2004). Computational Combustion. Revista Electrónica: Energy Citations Database. Buscador: Scholar Google. http://www.osti.gov/ energycitations/ servlets/purl/15014799-PhugMg/native/. octubre – 2006.
domingo, 7 de octubre de 2007
UNIDAD I
INGLÉS PARA FINES ESPECÍFICOS
THE CATEGORIZATION OF ESP
…ESP belongs to English language teaching (ELT), and it may use, in specific teaching situations, a different methodology from that of general English. But it is not a special kind of English language, for specialized aim or specific purpose and special language are two different notions. Mackay and Mountford (1978) mentioned:
The only practical way in which we can understand the notion of special language is as a restricted repertoire of words and expressions selected from the whole language because that restricted repertoire covers every requirement within a well-defined context, task or vocation (p.4).
Whereas a specialized aim or a specific purpose refers to the purpose for which learners learn a language, not the nature of the language they learn. Besides, in practical teaching, it is hard to draw a clear line between where General English (GE) courses stop and ESP courses start, although we try to use such names as Business English or Medical English, etc. to distinguish between ESP and GE. And the common core of language is often used both in GE and in ESP. Hutchinson and Waters summed up the difference between the ESP and GE approaches as in theory nothing, in practice a great deal (p.53). Therefore, ESP is part of ELT in theory, and the purpose for which learners learn is different from that of general English, the former being more specific or specialized, whilst the latter more general
Taken from: ESP WORLD (2006). Theoretical Base and Problems in Business English Teaching in China. pp. 1-2. (Adapted by Tales, N.).
THE CATEGORIZATION OF ESP
…ESP belongs to English language teaching (ELT), and it may use, in specific teaching situations, a different methodology from that of general English. But it is not a special kind of English language, for specialized aim or specific purpose and special language are two different notions. Mackay and Mountford (1978) mentioned:
The only practical way in which we can understand the notion of special language is as a restricted repertoire of words and expressions selected from the whole language because that restricted repertoire covers every requirement within a well-defined context, task or vocation (p.4).
Whereas a specialized aim or a specific purpose refers to the purpose for which learners learn a language, not the nature of the language they learn. Besides, in practical teaching, it is hard to draw a clear line between where General English (GE) courses stop and ESP courses start, although we try to use such names as Business English or Medical English, etc. to distinguish between ESP and GE. And the common core of language is often used both in GE and in ESP. Hutchinson and Waters summed up the difference between the ESP and GE approaches as in theory nothing, in practice a great deal (p.53). Therefore, ESP is part of ELT in theory, and the purpose for which learners learn is different from that of general English, the former being more specific or specialized, whilst the latter more general
Taken from: ESP WORLD (2006). Theoretical Base and Problems in Business English Teaching in China. pp. 1-2. (Adapted by Tales, N.).
Suscribirse a:
Entradas (Atom)