Académique Documents
Professionnel Documents
Culture Documents
LIMBA ENGLEZ
2012
Introduction
The English for Economic & Industrial Engineering II is a course of English for Specific
Purposes conceived for students at the Faculty of Economic and Industrial Engineering in the
second year of study. The content and aims of the course are determined by the needs of a
specific group of students doing a Bachelor of Science Degree that interweaves engineering and
economics.
The course provides a complete study of technical texts and writing matters and it covers a range
of subjects to do with economics and engineering and scientific writing. The course is focused on
specialist terminology and scientific writing skills that enable students to work and produce
writings in English-speaking environments.
The course uses contexts, texts, situations from students subject area. It also uses authentic
materials and makes the tasks as authentic as possible. The main purpose of the course is to teach
and use English in a practical way that brings the real world in the lecture room so that students
should be motivated to study individually and to further develop their knowledge of English.
Students are actively involved in the course completion as they have to find their own texts in
their subject area and to draw a personal dictionary with all the technical words in the field of
economics and engineering.
Course objectives
Competencies acquired
Students will be able to:
Make the difference between sentences, clauses and phrases in various
communication situations;
Producing scientific writings;
Adjust the terminology learnt in Romanian to an English-speaking
1
environment;
Study resources
Students need to have access to specialist dictionaries, terminologies and
glossaries. Similarly, students need to have access to specialist journals, either
printed or electronic, which is essential in order to develop the vocabulary specific
to their field of study.
Course Structure
The course of English for Economic & Industrial Engineering has 2 modules
that are structured into four learning units. Each unit, at its turn, comprises the
objectives, theoretical aspects regarding the theme of the specific learning unit,
examples and self-assessment tests of English abilities.
A unit of applications at the end of each module is designed to assess students'
knowledge of English grammar and vocabulary. The applications are compulsory
in order to take the English exam. At a date established together with the lecturer,
students have to upload the practical applications on the e-learning platform .
Duration of self study
Each learning units (both theoretical issues and practical tasks) requires 2-3 hours
of self study provided students feel they need to improve their knowledge of the
language specific to economics and engineering.
Assessment
At the end of the semester, each student is assessed and obtains a mark that is
made up of:
a test that comprises grammar and vocabulary exercises extracted from
students subject area - 60% of the total mark;
the applications uploaded on the on the e-learning platform - 20% of the
total mark
Contents
Introduction
Competencies
U1. Research and Development - Language study
3
4
16
24
33
Introduction
Module 1 introduces students to research and development vocabulary as well as
to R&D practices with complex specific terminology to be learnt. Quality
assurance and safety at work are also important subject areas to be acquired in
order for students to function in English -speaking working environments.
It also provides students with a close grammar study of sentences and clauses in
English.
Competencies
To cover knowledge related to R&D and quality assurance;
To be aware of word importance: research, development, quality, safety at
work
To improve their engineering-oriented vocabulary in English (mechanisms);
To identify and form clauses of reason, result, concession, comparison, time,
contrast
To practically apply the knowledge acquired by individual study
Introduction
M1.U1.2.
M1.U1.3
M1.U1.4
5
9
M1.U1.4.1.
M1.U1.4.1.1.
M1.U1.5.
M1.U1.5.1
9
9
11
11
M1.U1.5.2
M1.U1.6
Company structure
Assessment Test
13
13
M1.U1.1. Introduction
"When asked why we must write, most scientists and engineers think first of the need
to communicate. Communication is so important in science and engineering that it is
easy to forget our other reasons for writing. We write as part of our day-to-day work:
to help us to observe, to remember, to think, to plan and to organize, as well as to
communicate. Above all, writing helps us to think and to express our thoughts and
anyone who write badly is handicapped both when working alone and in dealing with
others. (Barrass R, 2003:1)
Terms are essential to produce accurate scientific writings. Therefore, terminology
management provides the tools required to structure and organize scientific writings.
Terms reflect the conceptual structure of a discipline and, therefore, they represent
the fundament of specialized communication. Terminology allows specialists not only
to structure their thoughts but also to exchange information in a particular field, in
more languages and to organize information by the intermediary of specialized texts.
Whereas the structure of the thought and the conceptualization represent the cognitive
dimension of terminology, the knowledge transfer represents its communicative
dimension. Terminology is the basis for communication among specialists. (Maria
Teresa Cabre, 1998:90)
4
Generally such firms prosper only in markets whose customers have extreme needs, such as
medicine, scientific instruments, safety-critical mechanisms (aircraft) or high technology military
armaments. The extreme needs justify the high risk of failure and consequently high gross
margins from 60% to 90% of revenues. That is, gross profits will be as much as 90% of the sales
cost, with manufacturing costing only 10% of the product price, because so many individual
projects yield no exploitable product. Most industrial companies get only 40% revenues.
Generally the largest technology companies not only have the largest technical staffs, but also
manage them most effectively.
On a technical level, high tech organizations explore ways to re-purpose and repackage advanced
technologies as a way of amortising the high overhead. They often reuse advanced manufacturing
processes, expensive safety certifications, specialized embedded software, computer-aided design
software, electronic designs and mechanical subsystems.
Research
Research is often described as an active, diligent, and systematic process of inquiry aimed at
discovering, interpreting, and revising facts. This intellectual investigation produces a greater
understanding of events, behaviours or theories, and makes practical applications through laws
and theories. The term research is also used to describe a collection of information about a
particular subject, and is usually associated with science and the scientific method.
The word research derives from French; its literal meaning is 'to investigate thoroughly'.
Basic research
Basic research (also called fundamental or pure research) has as its primary objective the
advancement of knowledge and the theoretical understanding of the relations among variables
(see statistics). It is exploratory and often driven by the researchers curiosity, interest, or hunch.
It is conducted without any practical end in mind, although it may have unexpected results
pointing to practical applications. The terms basic or fundamental indicate that, through
theory generation, basic research provides the foundation for further, sometimes applied research.
As there is no guarantee of short-term practical gain, researchers often find it difficult to obtain
funding for basic research. Research is a subset of invention
Examples of questions asked in basic research:
Does string theory provide physics with a grand unification theory?
Which aspects of genomes explain organismal complexity?
Applied research
Applied research is done to solve specific, practical questions; its primary aim is not to gain
knowledge for its own sake. It can be exploratory, but is usually descriptive. It is almost always
done on the basis of basic research. Applied research can be carried out by academic or industrial
institutions. Often, an academic institution such as a university will have a specific applied
research program funded by an industrial partner interested in that program. Common areas of
applied research include electronics, informatics, computer science, material science, process
engineering and drug design.
Examples of question asked in applied research:
What is the most efficient and effective vaccine against influenza?
How can communication among workers in large companies be improved?
How can the Great Lakes be protected against the effects of greenhouse gas?
How can a policy on time use increase transit services to low-income neighborhoods?
There are many instances when the distinction between basic and applied research is not clear. It
is not unusual for researchers to present their project in such a light as to 'slot' it into either
applied or basic research, depending on the requirements of the funding sources. The question of
genetic codes is a good example. Unraveling it for the sake of knowledge alone would be basic
research but what, for example, if knowledge of it also has the benefit of making it possible to
alter the code so as to make a plant commercially viable? Some say that the difference between
basic and applied research lies in the time span between research and reasonably foreseeable
practical applications.
Research methods
The scope of the research process is to produce some new knowledge. This, in principle, can take
three main forms:
Exploratory research: a new problem can be structured and identified
Constructive research: a (new) solution to a problem can be develope d
Empirical research: empirical evidence on the feasibility of an existing solution to a problem can
be provided
Research methods used by scholars:
Action research
Case study
Classification
Experience and intuition
7
Experiments
Eye tracking
Interviews
Map making
Mathematical models and simulations
Participant observation
Physical traces analysis
Semiotics
Statistical data analysis
Statistical surveys
Content or Textual Analysis
Research is often conducted using the hourglass model. The hourglass model starts with a broad
spectrum for research, focusing in on the required information through the methodology of the
project (like the neck of the hourglass), then expands the research in the form of discussion and
results.
Research process
Generally, research is understood to follow a certain structural process. Though step order may
vary depending on the subject matter and researcher, the following steps are usually part of most
formal research, both basic and applied:
Formation of the topic
Hypothesis
Conceptual definitions
Operational definitions
Gathering of data
Analysis of data
Conclusion, revising of hypothesis
A common misunderstanding is that by this method a hypothesis can be proven. Instead, by these
methods no hypothesis can be proven, rather a hypothesis may only be disproven. A hypothesis
can survive several rounds of scientific testing and be widely thought of as true (or better,
predictive), but this is not the same as it having been proven. It would be better to say that the
hypothesis has yet to be disproven.
A useful hypothesis allows prediction and within the accuracy of observation of the time, the
prediction will be verified. As the accuracy of observation improves with time, the hypothesis
may no longer provide an accurate prediction. In this case a new hypothesis will arise to
8
challenge the old, and to the extent that the new hypothesis makes more accurate predictions than
the old, will supplant it.
Publishing
Academic publishing describes a system that is necessary in order for academic scholars to peer
review the work and make it available for a wider audience. The 'system', which is probably
disorganized enough not to merit the title, varies widely by field, and is also always changing, if
often slowly. Most academic work is published in journal article or book form. In publishing,
STM publishing is an abbreviation for academic publications in science, technology, and
medicine.
Most established academic fields have their own journals and other outlets for publication,
though many academic journals are somewhat interdisciplinary, and publish work from several
distinct fields or subfields. The kinds of publications that are accepted as contributions of
knowledge or research vary greatly between fields.
Academic publishing is undergoing major changes, emerging from the transition from the print to
the electronic format. Business models are different in the electronic environment. Since about
the early 1990s,, licensing of electronic resources, particularly journals, was very common.
Presently, a major trend, particularly with respect to scholarly journals, is open access. There are
two main forms of open access: open access publishing, in which the articles or the whole journal
is freely available from the time of publication, and self-archiving, where the author makes a
copy of their own work freely available on the web.
or process by scientists in conjunction with engineers. Industry spends vast sums to develop new
products and the means to produce them cheaply, efficiently. and safely.
Research is important in many disciplines and there are different types of research with different
research professionals. The type of research reflects the environment and the objectives. In
addition, many research words have entered the general language.
Types of research
academic research, applied research, clinical research
development and evaluation research, experimental development, experimentation, innovation,
practical application, product development, pure basic research, pure research, strategic basic
research
Research professionals
analyst engineer lab technician research assistant scientist technician
General terms
breakthrough carry out feasible feasibility me-too product
patent file* a patent pipeline pilot prototype register* a patent
technical know-how (TKH)
If you want to get feedback on a product or service, you can use qualitative research. Qualitative
research uses open-ended interviewing to explore and understand the attitudes, opinions, feelings
and behavior of individuals or a group of individuals. Qualitative research has many common
uses, including:
investigating current product/service/brand positioning
identifying strengths and weaknesses
exploring alternative communication messages
understanding why customers buy and use a product or service
evaluating the impact of advertising or public relations campaigns
10
Research is based around a wide range of activities - from detailed analysis to product
improvement. Results from research activities need to be scientifically measured and then
reported.
Research activities
analyze assess compile determine develop discover evaluate
experiment explore find identify improve innovate investigate
modify record search for study survey test trial
Measuring the results
constant correlation deviation distribution " frequency mean
measurement scale median mode norm random reliability
sampling standard statistics validity variable variance
Reporting the results
feedback report response
11
Just below the professional engineers are the technician engineers. They require a detailed
knowledge of a particular technology- electrical!, mechanical, electronic, etc. They may lead
teams of engineering technicians. Technician engineers and engineering technicians may work
as:
Test/Laboratory technicians: They test samples of the materials and of the product to en sure
quality is maintained.
Installation and service technicians: They ensure that equipment sold by the company is installed
correctly and carry out preventative maintenance and essential repairs.
Production planning and control technicians: They produce the manufacturing instructions and
organize the work of production so that it can be done as quickly, cheaply, and efficiently as
possible.
Inspection technicians: They check and ensure that incoming and outgoing components and
products meet specifications.
Debug technicians: They fault find, repair, and test equipment and so products down to
component level.
Draughtsmen/women and designers: They produce the drawings and design documents from
which the product is manufactured.
The next grade are craftsmen/women, Their work is highly skilled and practical. Craftsmen and
women may work as:
Toolmakers: They make dies and moulding tools which are used to punch and form metal
components and produce plastic components such as car bumpers.
Fitters: They assemble components into larger products.
Maintenance fitters: They repair machinery.
Welders: They do specialized joining, fabricating, and repair work.
Electricians: They wire and install electrical equipment.
Operators require fewer skills. Many operator jobs consist mainly of minding a machine,
especially now that more and more processes are automated. However, some operators may have
to check components produced by their machines to ensure they are accurate. They may require
training in the use of instruments such as micrometers, verniers, or simple 'go/no go' gauges.
s)
12
Managing
director
Development
Manager
Mechanical
Section
Leader
Electronic
Section
Leader
Manufacturing
Manager
Software
Section
Leader
Plant
Manager
Quality
Manager
Marketing
Manager
Inspection
Process and
Products
Inspection
Incoming
Goods
Field
Science
Manager
Industrial
Engineer
Manager
I. Use the word in brackets to form a word which fits in the sentence.
1 The scientists have presented a detailed ________ of the results. (analyze)
2 They have brought in a food ______ to help in the research. (analyze)
3 All process materials are tested using highly developed ________ techniques. (analyze)
4 The researchers have come up with an ________ idea for the use of recycled plastics.(innovate)
13
5 Charles Dyson is the _______ of a vacuum cleaner which works on a new principle.(invent)
6 The advent of the ballpoint pen was a wonderful _______. (invent)
7 They employ a large team of software _____. (develop)
8 A report has been prepared on the _______ tests that have been carried out. (develop)
9 Increasing numbers of people can now work from home thanks to _______ in
telecommunications. (develop)
10 These methods of production are still at an _________ stage. (experiment)
11 The _________ is continuing work on the new drug. (experiment)
12 Many people are against animal ________. (experiment)
II. The following email has been received by the R and D department. Complete it using words
from the list.
breakthrough prototype developmental engineers
design patent innovative experiment
Dear Frank
I had a preliminary meeting with Maria Altefors regarding her (a) _______ for a new children's
pushchair. It's a simple but (b) ________ invention which will allow two children of different
ages to be transported in a single unit. She has already registered a (c) ______ and I'd like us to
develop a (d) ________. Could you arrange a meeting with the (e) _________ to discuss this?
We will have to carry out (f) __________ tests to assess safety features and (g) __________ with
different weight loads.
This could be a real (h) _________ in pushchair design!
14
Regards
Ruth
III. Complete the following sentences with an appropriate verb of Research Activities You will
have to put the verb in the correct form.
1 They _________ a report on future energy requirements.
2 The temperature was measured every hour and carefully ____________.
3 Following the accident. fire experts have to __________ the cause of the fire.
4 These clothes have not worn well so we will have to try and _________ the quality.
5 Scientists continue to _________ for a cure for cancer.
6 They are trying to _______ a solution to the problem of friction.
15
Introduction
16
M1.U2.2.
16
M1.U2.3
M1.U2.3.1
Grammar study
Sentences, Clauses, Phrases
17
17
M1.U2.3.1.1
M1.U2.4
17
21
M1.U2.1. Introduction
"Scientific and technical writing should reflect the way scientists and engineers
think and work, and should therefore be in accordance with the r equirements of the
scientific method". (Barras, R, 2003:30). The author also defines the
characteristics of scientific writing which are to be remember by our students:
Explanation: Consider first the needs of your readers;
Clarity: The clear thinking that is necessary for the application of the scientific
method should be reflected in the clarity of your writing and in your illustrations;
Completeness: The treatment should be comprehensive. Every statement should be
complete. Every line of argument should be followed through to a logical
conclusion;
Impartiality: Make clear any assumptions underlying your arguments, for if these
are incorrect your conclusions may also be incorrect.
Order: Readers will find your message easier to understand if information and
ideas are presented in an appropriate order.
Accuracy: The scientific method is based on care in planning investigations, care
in observation, precision in measurement, care in recording and care in analysing
data.
Objectivity: Most people respect authority and are reluctant to accept, or even
consider, findings or opinions that conflict with existing beliefs. this may be a
problem for anyone who has something new to say.
16
communication situations;
To identify and form clauses of reason, result, concession, comparison,
time, contrast
To practically apply the knowledge acquired by individual study
17
18
Clauses of concession
These are introduced by although, though, even though, even if, no matter, however and
sometimes by whatever, as is also possible, but only in the adjective + as + be construction.
Although/Though/Even though/Even if you don 't like him you can still be polite.
No matter what you do, don't touch this switch.
However rich people are, they always seem anxious to make more money.
However carefully you drive, you will probably have an accident eventually.
Whatever you do, don't tell him that I told you this.
Patient as he was, he had no intention of waiting for three hours.
(though he was patient)
may + infinitive can be used in hypothetical cases:
However frightened you may be yourself, you must remain
outwardly calm.
may can also imply I accept the fact that':
But he's your brother! He may be my brother but I don't trust him!
But may used in this way is part of another main clause, not a clause of concession.
should + infinitive can be used after even if just as it can after if a conditional sentences, to
express the idea that the action expressed t the infinitive is not very likely to take place:
Even if he should find out he won't do anything about it.
Clauses of comparison
Comparisons with adjectives and finite verbs
It 's darker today than it was yesterday.
He doesn 't pay as much tax as we do/as us.
He spends more than he earns.
Note that + adjective, a colloquial form:
Will if cost 100? - No, it wont cost as much as all that. It wont
be (all} that expensive. (It won't be as expensive as that.)
that + adjective is sometimes used colloquially to mean very.
Comparisons with adverbs and finite verbs
He didn 't play as well as we expected/as well as you (did).
He sings more loudly than anyone I've ever heard/than anyone else (does).
19
immediately
till/until
as
no sooner . . . than
when
as soon as
since
whenever before
the sooner
while
hardly . . . when
They can also be introduced by the minute, the moment.
For examples with when, as, while,
Remember that we do not use a future form, or a conditional tense, in a time clause.
Each of the following future forms becomes a present tense when we put it in a time clause.
Future simple:
You 'II be back soon. I'll stay till then. = I'll stay till you get back.
be going to:
The parachutist is going to jump. Soon after he jumps his parachute will open.
The present continuous, used as a future form, and the future continuous:
He's arriving/He 'II be arriving at six but
When he arrives he'll tell us all about the match.
Before he arrives I'll give the children their tea.
20
But the continuous tense can, of course, be used in time clauses when it indicates a con tinuous
action:
Peter and John will be playing/are playing / are going to play tennis
tonight.
While they are playing (during this time) we 'II go to the
beach.
The future perfect changes to the present perfect, and the future perfect continuous changes t o the
present perfect continuous:
Ill have finished in the bathroom in a few minutes.
The moment/As soon as I have finished I 'II give you a call.
A conditional tense changes to a past tense:
We knew that he would arrive/would be arriving about six.
We knew that till he arrived nothing would be done.
But when when introduces a noun clause it can be followed by a future or conditional tense:
He said, 'When will the train get in?'
He asked when the train would get in.
I. Choose items from (i) and from (ii) to complete these sentences in an appropriate way. Note
the punctuation at the ends of the sentences and phrases already given. (A 6' B)
When
Though
At that time
Before
Then
By contrast
Then nevertheless
21
1 The world output of sugar has been in slow decline since 1984. By c ontrast, Cuba has increased
production by 35%.
2 Redford published his first novel in 1968.
3 The story told in the film was predictable,
4 He was working in the garden
5 We had lived in the same block of flats for 5 years
6 I got up very early.
7 He waited until the audience was silent.
II: Underline the correct alternative. (A, B dr C)
1 Some of his photographs had won prizes in competitions. So that / Consequently, he thought of
himself as a professional photographer.
2 She listened while / at the same time Ray read to her in a low voice.
3 The graphics in that new computer game I bought are quite good. Even so, / Even though, I
soon got bored with playing it.
4 Mr Townsend was on holiday so / in consequence he wasn't considered.
5 He was refused entry to the country. Though / Instead he was forced to return to Spain.
6 I understand your point of view. However, / Although I don't agree with it.
7 Even so, / Even though I knew the house was empty, I rang the doorbell.
8 It was the best race seen in the stadium before that/since Howe beat Razak in 1989.
9 John had lived in the village for 20 years. Even though / nevertheless the locals still considered
him an outsider.
10 The car skidded to a halt as / meanwhile we were approaching the bridge.
11 He has lived next door to us for years, yet / however we hardly ever see him.
12 They met for tea at a cafe in New Street and afterwards / since they went shopping.
13 I walked up the stairs cautiously. Even so / Even though I nearly fell twice.
14 We all sat there gloomily, meanwhile / while Stuart smiled to himself.
15 I first saw Sam Moroney in Manchester. After / After that, I didn't miss any of his British
concerts.
III. Rewrite the following sentences using the words in brackets.
1. They introduce a computer-guided robots because they wanted to increase efficiency.
(in order to).
2. Close the valve. That way the system won't overheat. (so that)
22
3. Scientists are carrying out research. They want to find a cure for AIDS. (so as to)
4. Circuit breakers have been installed because they don't want the system to overload. (so
that
... not)
5. The system is sealed. They want to stop water and dust getting in. (in order to)
6. He is taking anti-malarial drugs. He doesn't want to get malaria, (so that)
23
Introduction
Objectives of the learning unit
24
25
M1.U3.3
Quality Assurance
25
M1.U3.4
M1.U3.4.1.
Language study
Increase your vocabulary
28
28
M1.U3.4.1.1.
M1.U3.4.1.2.
M1.U3.5
28
29
30
M1.U3.1. Introduction
An important aspect of terminology management when it comes to put at users
disposal a terminology database is organizing the database so that is should be
user-friendly, that it is complete, attractive, cohesive. It is essential to always keep
in mind the target group the database addresses, in my case students who have to
improve their English in order to be able to function in an English-working
environment. It calls for a double effort from both teachers and students: on the
one hand, structuring the terminology database for students to learn the specialized
language in their field of study and, on the other hand, linking the terminology
database to documentation and context-oriented database for students to learn to
convey and handle specialized information.
Before structuring the terminology and document database it is essential to focus,
on the one hand, on theoretical aspects related to the knowledge structure of a
particular subject field, which represents the knowledge structure of a terminology
database and, on the other hand, on practical aspects related to the structure of a
terminology database with the particular goal of acquiring specialist languages.
24
(quality, mechanisms);
To provide students with specific items of information related to safety at
25
27
Defect prevention
error failure inspect prevent
process control repair rework scrap
Continuous process improvement
add value analysis * cause/effect analysis check commitment
control define facilitate monitor prioritize
inventory control system failure analysis variability
Customer focus
accurate comply with needs rectify
I. Study the company document on safety on chapter M1. U3.4.1.2., and then answer these
questions.
Who is this document for?
a machine operatives
b managers
c all employees
d injured employees
Who wrote this document?
a trade union representative
b technician
c manager d medical staff
What is the writer's intention?
a to prevent accidents
b to ensure speedy help for injured employees
c to protect the company
d to warn about dangers
30
2 To compare the number of defects over the last ten years, i t would be best to use a Pareto/bar
chart.
3 We try to detect/define faulty products before they are sent to our customers.
4 But it's a better idea to protect/prevent faulty products in the first place.
5 Making sure that materials are stored correctly is part of process/inventory control.
6 We're sending our engineer who will repair/remake the faulty motor.
7 We have had problems with the electronic equipment due to power errors/failures.
8 This process is very inefficient because of the volume of s crap/error left over.
9 Here is a list of things we could do to improve quality, and now we must define/prioritize them.
10 Improving the design quality of these cars will add value/variability.
III. Here is a memo from the head of quality control to th e managing director. Complete it with
words from the box.
improvement sampling defects zero prevent analysis monitor
continuous cause/effect defective Pareto
MEMO
From Sue Braun
To Alois Vicent
Re Quality control
As you know we recently carried out a (a)..analysis of the bottle manufacturing
plant. Our aim was quality (b).. and to reduce the number of (c) ___________
31
products. As you can see from the attached (d). chart, raw materials and system failures
are the areas we must improve on.
We will introduce new systems to change our (e).. methods and (f) ..aw
materials more carefully. We carried out a system failure (g)..and we are now repairing
the moulding machine. This will (h) _________ future
failures and reduce (i) _________. With
(j) ____________ process improvement, our aim is (k).defects
32
Introduction
33
M1.U4.2.
33
M1.U4.3
M1.U4.4
Grammar study
Sentences, Clauses, Phrases II
34
34
M1.U4.4.1
M1.U4.4.2
34
36
M1.U4.4.3
M1.U4.5
Contrasting Ideas
Assessment Test
37
38
M1.U4.1. Introduction
An essay in science and engineering is a vehicle for conveying information and
ideas: it is a short written account of a well-defined subject. It is clear and
decisive, systematic and comprehensive, with the parts signposted by carefully
chosen headings. Practice in essay writing will help you to develop your ability to
organize your thoughts and present them in English that will be understood by the
reader you have in mind. Students will find that they learn about their subject at
each stage of their writing: from gathering information and ideas; from selecting
and arranging their material; from writing; from revising; and, if necessary, from
rewriting. However, an essay is not only an exercise in thinking and writing for
students, but also a vehicle in which any writer's thoughts are assembled and
organized and conveyed to the reader in a clear, concise and interesting way."
(Barrass, 2003:50)
M1.U4.2. Objectives of the learning unit
33
34
2 Phrases of cause:
Here an adverb phrase introduces the cause:
Polystyrene manufacturers phased out the use of chlorofluorocarbo ns (CFCs) in the late 1980s
because of concerns about the ozone layer.
Other expressions with a similar meaning are:
as a consequence of due to on account of owing to
35
cause
Sadness/unhappiness
(a lot of) trouble/problems
an illness (e.g. pneumonia)
a disaster/an accident
Produce is more neutral, and deals with more concrete results. It is used in formal contexts.
Scientists can produce statistics and figures that can prove almost anything.
In law light conditions, a fast film will produce the best photographs.
a report
produce
statistics/figures
good results/evidence
While cause usually collocates with negative situations, give can be used for positive or negative
ones. Give is less formal than cause.
Our dog has given us a lot of pleasure over the years.
This car is giving me so much trouble, Im going to get rid of it.
(a lot of) pleasure/happiness
give
a reason/motivation for something
(a lot of) trouble
good results
Generate is often used in contexts where people are forced to do more than usual, and in
computer contexts. It sometimes has a rather negative feel. It is used in formal contexts.
Its going to be difficult to generate sufficient interest in the project.
The government will have to generate the extra funds somehow or other.
generate
Revenue/income/money
Complaints/extra work/controversy
Graphics/documents
Interest/enthusiasm/publicity
General comment:
Cause and give are often used for things happening without people doing anyth ing:
36
I. The following sentences contain a mistake. Find the mistake and correct it.
1 Owing a danger of falling objects, workers must wear a hard hat.
2 The driver wasn't badly injured in the accident on account from the airbag.
3 The car is cheap but reliable and that's the result for its popularity.
4 The manufacture of paper uses bleach and other chemicals. Consequently of this, the waste
must be treated before it can be disposed of.
5 Due to oil is used in the manufacture of so many useful substances, it is a valuable raw
material.
6 Optical fibers carry more information more quickly th an copper wires, since copper wires are
being replaced by optical fibers.
II. Here is part of a dialogue between an architect and someone who is interested in a local
housing development. Fill in the blanks with words from the box.
38
Applications
I. Find words which have opposite meanings to those below:
often
unusual
maximum
fixed
to allow
40
II. Find a specialist text (company/R&D centre presentation, journal article) and
rewrite it by using words of research and development from the text Research
and Development and from the chapter M1.U1.4.1.1.
III. Complete the blanks in the following text.
The head of an engineering company in the UK is the____________ or the
Chief Executive Officer (CEO). If it is an American subsidiary, the head may
be known as the Vice President. Unless the person at the top is the Chairman
of the company, or the owner, he or she will be responsible to a
_____________or, in the case of a US subsidiary, the President. In turn. the
Chairman or President is responsible to the company shareholders.
The managers of the various departments which are vital to a company report
directly to the Managing Director. These managers may be referred to as the
Management Team. They are required to advise the Director on the
consequences of any decision made by the Board in terms of costs,
personnel, materials, time, plant, etc. They also have to brief the Director on
any matterswhich should be taken to the Board for decision.
The______________, with the support of the Mechanical, Electronic, and
_________Sections, is responsible for the introduction of new products. The
____________decides how the new products will be produced. The
_____________and Industrial Engineer Manager report to this member of
the Management Team.
The __________ensures that the products are fault-free and that the
components and materials used in their manufacture meet company
standards. The________handles market research, promotion, and sales. The
Field Service Manager is responsible for the installation and maintenance of
the company's products wherever required.
IV. List some of the potential dangers in your laboratory, workshop, or place of
work. How is the risk of these hazards reduced?
V. Study the safety instructions from a workshop below, and then answer these
questions.
a Who are the instructions for?
41
Always wear eye protection when operating lathes, cutters, and grinders
The areas between benches and around machines must be kept clear.
Tools should be put away when not in use and any breakages and losses
reported.
Machines should be cleaned after use.
42
Contents
Introduction
Competencies
43
43
44
52
69
76
Introduction
Module 2 introduces students to new concepts related to logistics and finance .
Students get familiar with new terminology on machines and process capability as
well as on other concepts used in economic engineering. Similarly, Module 2
provides students with a close grammar study of prepositions. In addition,
introduces students to structural flaws that can plague English sentence:
Competencies
43
Introduction
44
M2.U1.2.
45
M2.U1.3
M2.U1.4
Production Management
Language study
46
48
M2.U1.4.1.
M2.U1.4.1.1.
M2.U1.4.1.2.
M2.U1.5
48
48
49
50
M2.U1.1. Introduction
An important aspect of terminology management when it comes to put at users
disposal a terminology database is organizing the database so that is should be
user-friendly, that it is complete, attractive, cohesive. It is essential to always keep
in mind the target group the database addresses, i.e. students who have to improve
their English in order to be able to function in an English-working environment. It
calls for a double effort from both teachers and students: on the one hand,
structuring the terminology database for students to learn the specialized language
in their field of study and, on the other hand, linking the terminology database to
documentation and context-oriented database for students to learn to convey and
handle specialized information.
Before structuring the terminology and document database it is essential to focus,
on the one hand, on theoretical aspects related to the knowledge structure of a
particular subject field, which represents the knowledge structure of a terminology
database and, on the other hand, on practical aspects related to the structure of a
terminology database with the particular goal of acquiring specialist languages.
Concept, terminological unit and context are essential elements when dealing with
the knowledge structure of a subject field that is to be acquired and used by
students, academic staff or professionals.
44
45
Cn,=(OCW-t/GW)/(6 A)
On the other hand. the value for Co* reflects not only the machine's scatter range. but also the
position of the mean within the tolerance range. It is essential that it be calculated for the
production machinery on which adjustments are either imprecise or impossible. It is calculated as
follows:
Cn*=(?-C/Gty/(3 ft) or c^=(OGW-.-(V(3 ft)
with the lesser value being valid. The definitions are:
x
Total mean value UGW Lower tolerance-range limit OGW Uppertolerance-range limit 6
Estimated process scatter range
Bosch only designates production equipment as capable of ensuring that manufacture will result
in the required product attributes when Cmh is at least 1.67.
Unusual process results, or an instable mean or scatter range indicate that the process is not fully
controlled. This means that non-random influences (interference factors) are affecting the
process. These must be rectified either through removal or compensation; after this the
equipment's performance potential is tested again.
If the result of the machine-capability test is positive, it is followed by an examination of the
process capability. This is intended to ensure that the production process is capable of
consistently meeting the quality requirements placed upon it.
The examination of process capability extends over a longer period of time. All changes in the
process (e.g.. different material, tooling changes or modification of methods) are reflected in the
examination procedure, where they are considered in determining the extent and frequency of
sample testing.
Once compiled, the data are subjected to a statistical analysis comparable to that employed for
determining equipment performance potentials. Particular attention is devoted to ascertaining
whether the process mean and process control are stable, i.e.. whether the process is fully
controlled. If the process is fully controlled. then the process performance potential is confirmed
using the familiar statistical values Cp and Cpk. These values are calculated in the same manner
as Cm and Cmk;
the values for .v and d must be derived from the p rocess examination.
If the process is not fully controlled, then Cp and Cpk are not to be calculated. In this case the
causes of the instability in the process must be dealt with through removal or compensation. The
examination of process performance potential is then repeated.
Bosch designates a process as ensuring the required product attributes only in cases where Cpk is
at least 1.33.
46
Machinery and processes must be tested before SPC is applied. However, both investigations are
also important for processes which are not controlled by SPC, as the required potential must be
confirmed for each type of process.
Statistical Process Control (SPC)
SPC is a process-control system intended to assist in the prevention of errors and their associated
costs. SPC is employed in production, being applied for attributes which are vital to operation.
Test equipment
The test equipment must be able to demonstrate whether the test attributes of the finished product
conform to the prescribed specifications. Test equipment must be monitored, calibrated and
maintained. Measuring error is to be considered when using test equipment. It must be minimal
relative to the tolerance range for the attribute being tested. With test equipment, attention is to be
paid to;
- Determining the measurements to be performed, the required precision and the suitable test
equipment.
- Ensuring that the test equipment meets precision requirements, i.e., the measuring error is
generally not to exceed 10 % of the tolerance range.
- All test equipment and gauges used for product quality-assurance are to be
Production process affected by:
specified in an inspection plan: they must be labelled, and are to be calibrated and adjusted at
prescribed intervals.
- Calibration procedures must be specified. These must comprise individual data on the type
of unit, its identification. application area and calibration intervals. and are also to include the
steps to be taken in case of unsatisfactory results.
- Test devices are to be provided with labels indicating their calibration status.
- Calibration records (histories) are to be maintained.
- The appropriate environmental conditions for calibrating, testing and measurement must be
maintained.
- Test equipment is to be carefully stored and protected against contamination in order to
maintain consistent levels of precision and suitability for use.
- The test equipment and the software are to be protected against any influences which might
invalidate their calibration.
47
48
Documentation
bill of lading delivery note envelope packing list picking list
Goods
cargo consignment freight shipment
Storage
depot distribution centre forklift truck pallet warehouse
Packaging
carton crate pack package
Distribution
carriage carrier channel deliver - delivery dispatch export forward
haul import in transit lading load shipper unload
Means of transportation
air freight lorry ship tanker truck van
M2.U1.4.1.2. Mechanisms
Mechanisms are an important part of everyday life. They allow us to do simple things like switch
on lights, turn taps, and open doors. They also make it possible to use escalators and lifts, travel
in cars, and fly from continent to continent.
Mechanisms play a vital role in industry. While many industrial processes have electronic control
systems, it is still mechanisms that deliver the power to do the work. They provide the forces to
press steel sheets into car body panels, to lift large components from place to place, to force
plastic through dies to make pipes.
AII mechanisms involve some kind of motion. The four basic kinds of motion a re:
Rotary: Wheels, gears, and rollers involve rotary movement.
Oscillating: The pendulum of a clock oscillates-it swings backwards and forwards.
Linear: The linear movement of a paper trimmer is used to cut the edge of the paper.
Reciprocating: The piston in a combustion engine reciprocates.
49
Many mechanisms involve changing one kind of motion in to another type. For example, the
reciprocating motion of a piston is changed into a rotary motion by the crankshaft, while a cam
converts the rotary motion of the engine into the reciprocating motion required to operate the
valves.
50
51
Introduction
Objectives of the learning unit
52
53
M2.U2.3
Grammar study
54
M2.U2.3.1
M2.U2.3.2.
Prepositions
Adjectives with prepositions/Verbs with prepositions
54
64
M2.U2.3.2.1
M2.U2.3.2.2
M2.U2.4
64
65
67
M2.U1.1. Introduction
Terminological units, which take different forms, structure the specialized text
and, in combination with general language units, shape the technical or scientific
discourse. Recognizing terminological units in specialized documentation is
important in an ESP course because the student becomes aware of the specialized
vocabulary in his/her field of study; moreover, this may stand for a starting point
for further documentation and specialized debates.
1) Single-Word and Multiword Terms
2) Set Phrases
3) Collocations
4) Standard texts
5) Abbreviated forms of terms
A term or terminology unit in a specialized language is distinguished from a word
in general language by its single-meaning relationship with the specialized
concept that it designates and by the stability of the relationship between form and
content in texts dealing with this concept (called lexicalization). The status of the
term is revealed by its frequency of use and its relatively fixed contextual
surroundings (its co-occurrents), and by typographical enhancements (italics,
boldface print, quotation marks, etc.). A final indicator is its rather limited set of
morphological and lexical structures: noun (simple, derived, or compound), verb,
adjective, noun phrase, verb phrase, or adjective phrase. (Handbook of
Terminology, 2001:19)
52
communication;
To practically apply the knowledge acquired by individual study.
53
Most people work from nine to five. from can also be used of place:
Where do you come from?
since is used for time, never for place, and means from that time to the time referred to'. It is
often used with a present perfect or past perfect tense.
He has been here since Monday, (from Monday till now)
He wondered where Ann was. He had not seen her since their quarrel.
since can also be an adverb:
He left school in 1983. I haven't seen him since.
since can also be a conjunction of time:
He has worked for us ever since he left school.
If is two years since I last saw Tom =
/ last saw Tom two years ago/I haven't seen Tom for two years. (For since with other types of
clause, see 338.)
for is used of a period of time: for six years, for two months, for ever:
Bake it for two hours.
He travelled in the desert for six months.
for + a period of time can be used with a present perfect tense or past perfect tense for an action
which extends up to the time of speaking:
He has worked here for a year. (He began working here a year ago
and still works here.)
for used in this way is replaceable by since with the point in time when the action began:
He has worked here since this time last year.
during and for
during is used with known periods of time, i.e. periods known by name, such as Christmas,
Easter or periods which have been already defined:
during the Middle Ages during 1941
during the summer (of that year)
during his childhood
during my holidays
The action can either last the whole period or occur at some time within the period:
It rained all Monday but stopped raining during the night, (at some
point of time)
He was ill for a week, and during that week he ate nothing.
56
You can do this sort of work at home or at/in your own home.
Transport: by, on, get in/into/on/onto/off/out of
We can travel by car (but in the/my/Tom's car), by bus/train/ plane/helicopter/hovercraft etc. and
by sea/air. We can also travel by a certain route, or by a certain place (though via is more usual):
We went by the M4. We went via Reading.
We can walk or go on foot.
We can cycle or go on a bicycle or by bicycle.
We can ride or go on horseback.
We get into a public or private vehicle, or get in (adverb).
We get on/onto a public vehicle, or get on (adverb).
But we go on board a boat (= embark).
We get on/onto a horse/camel/bicycle.
We get out of a public or private vehicle, or get out (adverb).
We get off a public vehicle, a horse, bicycle, etc., or get off (adverb).
get in/into/out/out of can also be used of buildings, institutions and countries inst ead of
go/come/return etc. when there is some difficulty in entering or leaving, in and out here are used
as adverbs.
I've lost my keys! How are we going to get into the flat/ to get in? (adverb)
The house is on fire! We had better get out! (adverb)
Its difficult to get into a university nowadays.
Giving directions: at, into, to etc. (prepositions), along, on (prepositions and adverbs) and till
(conjunction):
Go along the Strand till you see the Savoy on your right.
The bus stop is just round the comer.
Turn right/left at the Post Office/at the second traffic lights.
Go on (adverb) past the post office.
Turn right/left into Fleet Street.
Take the first/second etc. turning on/to the right or on/to your right.
Go on (adverb) to the end of the road. (till could not be used here.)
You will find the bank on your left halfway down the street.
When you come out of the station you will find the bank opposite
you/in front of you.
Get out (of the bus) at the tube station and walk on (adverb) till you
59
come to a pub.
Get off (the bus) and walk back (adverb) till you come to some
traffic lights.
Be careful not to confuse to and till
at, in; in, into; on, onto
at and in
at
We can be at home, at work, at the office, at school, at university, at an address, at a certain
point e.g. at the bridge, at the crossroads, at the bus-stop.
in
We can be in a country, a town, a village, a square, a street, a room, a forest, a wood, a field, a
desert or any place which has boundaries or is enclosed.
But a small area such as a square, a street, a room, a field might be used with at when we mean
"at this point' rather than 'inside'.
We can be in or at a building, in means inside only; at could mean
inside or in the grounds or just outside. If someone is 'at the station' he
could be in the street outside, or in the ticket office/waiting room/ restaurant or on the platform.
We can be in or at the sea, a river, lake, swimming pool etc.
in here means actually in the water:
The children are swimming in the river.
at the sea/river/lake etc. means 'near/beside the sea'. But at sea means 'on a ship'.
in and into
in as shown above normally indicates position.
T
into indicates movement, entrance:
They climbed into the lorry.
I poured the beer into a tankard.
Thieves broke into my house/My house was broken into.
With the verb put, however, either in or into can be used:
He put his hands in/info his pockets.
in can also be an adverb:
Come in = Enter. Get in (into the car).
on and onto
on can be used for both position and movement:
He was sitting on his case.
60
above can also be an adjective or adverb meaning 'earlier' (in a book, article etc.):
the above address (the previously mentioned address)
see B above (the previously mentioned section B)
below and under
below (preposition and adverb) and under (preposition) can both mean 'lower than' and
sometimes either can be used. But under can indicate contact:
She put the letter under her pillow.
The ice crackled under his feet.
With below there is usually a space between the two surfaces:
They live below us. (We live on the fourth floor and they live on
the third.)
Similarly: We live above them. (See above.)
below and under can mean junior in rank'. But He is under me implies that I am his immediate
superior, below does not necessarily have this meaning.
(Both over and under can be used as adverbs, but with a change of meaning.)
beneath can sometimes be used instead of under, but it is safer to
keep it for abstract meanings:
He would think it beneath him to tell a lie. (unworthy of him) She married beneath her. (into a
lower social class)
beside, between, behind, in front of, opposite
Imagine a theatre with rows of seats: A, B, C etc.. Row A being
nearest the stage.
Stage
Row A Tom Ann Bill
Row B Mary Bob Jane
This means that:
Tom is beside Ann; Mary is beside Bob etc.
;
Ann is between Tom and Bill; Bob is between Mary and Jane.
Mary is behind Tom; Tom is in front of Mary.
But if Tom and Mary are having a meal and Tom is sitting at one side of the table and Mary at
the other, we do not use in front of, but say:
Tom is sitting opposite Mary or Tom is facing Mary.
But He stood in front of me could mean either "He stood with his back tg roe* or 'He faced me'
62
People living on one side of a street will talk of the houses on the other side as the houses
opposite (us) rather than the houses in front of us.
With other things, however, these restrictions do not apply:
She put the plate on the table in front of him.
She sat with a book in front of her.
Where's the bank? - There it is, just in front of you!
There's a car-park in front of/at the back of the hotel.
Don't confuse beside with besides.
beside = at the side of:
We camped beside a lake.
besides (preposition) = in addition to/as well as:
/ do all the cooking and besides that I help Tom.
Besides doing the cooking I help Tom.
besides (adverb) means (a) 'in addition to that/as well as that':
/ do the cooking and help Tom besides
and (b) "in any case/anyway':
We can't afford oysters. Besides, Tom doesn 't like them.
between and among
between normally relates a person/thing to two other people/things, but it can be used of more
when we have a definite number in mind:
Luxembourg lies between Belgium, Germany and France.
among relates a person/thing to more than two others; normally we have no definite number in
mind:
He was happy to be among friends again.
a village among the hills
with could also be used instead of among in the la st sentence above. Also, of course, with a
singular object:
He was with a friend. Examples of other uses:
He cut it with a knife.
Don't touch it with bare hands.
The mountains were covered with snow.
I have no money with me/on me.
He fought/quarrelled with everyone.
63
In descriptions:
the girl with red hair
the boy with his hands in his pockets
the man with his back to the camera/with his feet on his desk
but and except (prepositions)
These have the same meaning and are interchangeable.
but is more usual when the preposition + object is placed immediately
after nobody/none/nothing/nowhere etc:
Nobody but Tom knew the way.
Nothing but the best is sold in our shops.
except is more usual when the preposition phrase comes later in the sentence:
Nobody knew the way except Tom
and after all/everybody/everyone/everything/everywhere etc.
but is more emphatic than except after anybody/anything/ anywhere etc.:
You can park anywhere but/except here. (You can't park here.)
but and except take the bare infinitive.
M2.U2.3.2. Adjectives with prepositions/Verbs with prepositions
M2.U2.3.2.1. Prepositions used with adjectives and participles
Certain adjectives and past participles used as adjectives can be
followed by a preposition + noun/gerund
Usually particular adjectives and participles require particular
prepositions. Some of these are given below; others can be found by
consulting a good dictionary, which after any adjective will give the
prepositons that can be used with it.
Absorbed in
Involved in
According to
Keen on
Accustomed to
Liable for/to
Afraid of
Nervous of
Anxious for/about
Owing to
Ashamed of
Pleased with
Aware of
Prepared for
64
Bad at/for
Proud of
Capable of
Ready for
Confident of
Responsible for/to
Due to/for
Scared of
Exposed to
Sorry for/about
Fit for
Successful in
Fond of
Suspicious of
Frightened of/at
Terrified of
Good at/for
Tired of
Interested in
Used to
Insist on
Live on (food/money)
Long for
Ask for/about
Object to
Attend to
Occur to
Beg for
Persist in
65
Believe in
Beware of
Prepare for
Blame sb for
Punish sb for
Charge sb with
Refer to
Comply with
Rely on
Conform to
Remind sb of
Consist of
Resort to
Deal in
Succeed in
Depend on
Suspect sb of
Dream of
Think of/about
Wait for
Fine sb for
Warn sb of/about
Hope for
Wish for
66
I Five of the following sentences contain mistakes. Find the mistakes and correct them.
1 The interim report was completed lo the end of last month.
2 These products have been on the market since nearly ten years.
3 The meeting has been arranged for 1611' April at 10 a.m.
4 The results will be evaluated after the tests have been completed.
5 We intend to continue production during the new machinery is installed.
6 The road will be closed from 7 p.m and 7 a.m.
7 The jacquard loom for weaving cloth was created at 1801.
8 During Ihe 19111 and 2U11' centuries. great advances were made in treating illnesses.
II Complete the following telephone conversation by adding the correct prepositions of time. If
no preposition is required, leave the space blank.
ERIK: I was wondering if we could arrange a meeting (a) ________ next week?
MIRJAM; Yes, of course! I'm going to Washington (b) ________ Friday evening so can we
arrange something (c) ________ that?
ERIK: Eh, Yes. I'm pretty busy (d) ________ the beginning (e) ________ the
week but perhaps we could meet some time (f) _______ Wednesday?
MIRJAM: Could we meet (g) ________ the morning (h) ________ 9.30?
67
ERIK: That's fine. I should have received the test results we've been wa iting for
(i) _______ then.
MIRJAM: I'm looking forward to seeing the latest results. 1 haven't heard anything (j) ________
we spoke (k) ________ last month.
around at of from to
Refrigerators keep food (a) _________ a temperature (b) _________ about 50C - They work by
evaporation. When a liquid changes (c) _________ a vapor, it takes heat(d) _________ its
surroundings. In a fridge, the cooling process is done by a refr igerant which circulates (e)
_________ a system (f) _________ sealed pipes.
68
Introduction
Objectives of the learning unit
69
69
M2.U3.3
Finance
70
M2.U3.4
M2.U3.4.1.
Language study
Increase your vocabulary
72
72
M2.U3.4.1.1.
M2.U3.5
72
74
M2.U3.1. Introduction
The concept, together with the terminological unit and the context, represents the
knowledge structure of a particular subject field. Terms do not exist in isolation
but in a particular structure and are always linked to concepts taken from the
specialized reality. The concepts hold a very important role in the process of term
formation, and more than that, in the formation process of terminological units.
Concepts represent the basis of terminology. Forming term is not an arbitrary
process like that of word formation, but is a fully responsible process that
facilitates communication and transmission of knowledge.
Concepts make up the fields of knowledge and establish various relations among
them in order to give coherence to a particular field and in order for specialists to
establish relations among them. This means that indeed terminology is the
structure of specialist knowledge in a certain field (Maria Teresa Cabre, 1998).
M2.U3.2. Objectives of the learning unit
To increase students vocabulary by exposing them to authentic texts;
To translate the Romanian vocabulary learnt at specialist subjects into
English;
To introduce students to economy and finance-oriented terminology;
To practically apply the knowledge acquired by individual study.
69
M2.U3.3. Finance
Finance (From Wikipedia)
The field of finance refers to the concepts of time, money and risk and how they are interrelated.
Banks are the main facilitators of funding through the provision of credit, although private
equity, mutual funds, hedge funds, , and other organizations have become important. Financial
assets, known as investments, are financially managed with careful attention to financial risk
management to control financial risk. Financial instruments allow many forms of securized assets
to be traded on securities exchanges such as stock exchanges, including debt such as bonds as
well as equity in publicly-traded corporations.
The main techniques and sectors of the financial industry
An entity whose income exceeds its expenditure can lend or invest the excess income. On the
other hand, an entity whose income is less than its expenditure can raise capital by borrowing or
selling equity claims, decreasing its expenses, or increasing its income. The lender can find a
borrower, a financial intermediary such as a bank, or buy notes or bonds in the bond market. The
lender receives interest, the borrower pays a higher interest than the lender receives, and the
financial intermediary pockets the difference.
A bank aggregates the activities of many borrowers and lenders. A bank accepts deposits from
lenders, on which it pays the interest. The bank then lends these deposits to borrowers. Banks
allow borrowers and lenders, of different sizes, to coordinate their activity. Banks are thus
compensators of money flows in space.
A specific example of corporate finance is the sale of stock by a company to institutional
investors like investment banks, who in turn generally sell it to the public. The stock gives
whoever owns it part ownership in that company. If you buy one share of XYZ Inc, and they
have 100 shares outstanding (held by investors), you are 1/100 owner of that company. Of
course, in return for the stock, the company receives cash, which it uses to expand its business in
a process called "equity financing". Equity financing mixed with the sale of bonds (or any other
debt financing) is called the company's capital structure.
70
71
Identify relevant objectives and constraints: institution or individual goals, time horizon, risk
aversion and tax considerations;
Identify the appropriate strategy: active v. passive hedging strategy
Measure the portfolio performance
Financial management is duplicate with the financial function of the Accounting profession.
However, financial accounting is more concerned with the reporting of historical financial
information, while the financial decision is directed toward the future of the firm.
M2.U3.4. Language study
M2.U3.4.1. Increase your vocabulary
M2.U3.4.1.1. Economy and finance
International aid, debt and development
Collocations
In a public question-and-answer session on the Internet in 1999, Clare Short, the Minister
responsible for Britain's international development policies and activities, gave this answer to a
question from someone in Harare, Zimbabwe.
Question: Are the UK and Europe tired of trying to encourage real and lasting development
projects in Africa?
Answer: It may surprise you to learn that there are many encouraging signs in Africa. Over the
last three years, 31 African countries achieved economic growth of more than 3% per year.
Foreign direct investment, although still too small, has been rising. Africa's share in world trade
has shown signs of recovering from its long decline. Some countries, such as Mozambique,
Cote d'Ivoire, Uganda and Mauritius, have done much better than this.
But some 250 million people in Africa still live in deep poverty* and we must do better. With
other development agencies we are committed to supporting those African governments which
are following policies to reduce poverty and improve access to better health, education and
clean water.
More collocations
Development grants are often given to poor regions. [money to help economic development]
Sustainable development is the most important goal for most countries.
[development that does not destroy the economy/the environment, etc.]
72
Debt collocations:
to repay
to cancel
to ease
burden
to alleviate
to incur
debtor countries
The APR for this credit card is 23%, that's two per cent lower than my other card. [annual
percentage rate of interest]
My card expires 05/04. [is not valid after]
Credit card fraud has increased in recent years. [illegal use of someone's card or account]
A: Is this a credit card or a charge card? [card where you must pay back the whole debt
each month] B: Actually it's neither. It's a store card. [credit card issued by a store/shop for
that store]
I. Fill the gaps in these sentences using collocations from chapter M2.U3.4.1.1
1. Development is important, but it should be ...................... development, not the kind
that destroys the environment and social structure.
2. The government is ........................... a policy of giving aid only where it is used to
..poverty.
3. There have been some.......................... signs that development aid is working in
many countries.
4. Millions of people still live in ........................ poverty. (Give two answers.)
5. The economy has ............................ from its decline and is now doing well.
6. The struggle to ............................ economic growth in developing countries is a
constant one.
7. It is important to encourage .......................... development projects, not just short-term
ones.
8. The goal should be to improve......................... to better health and education for the
poor.
74
75
M2.U4.1.
M2.U4.2.
Introduction
Objectives of the learning unit
76
76
M2.U4.3
Grammar study
77
M2.U4.3.1
M2.U4.3.1.1
Scientific writing
Run-on sentences
77
77
M2.U4.4.
Assessment Test
80
M2.U1.1. Introduction
Context plays an important role in terminology management: contexts are
important when aiming at identifying the knowledge structure of a subject field;
likewise, contexts are essential elements in a course designed for acquiring and
using specialist languages on account of the fact that the context can clarify the use
and the meaning of specific terminological units and the context can introduce the
learner of a specialist
language to scientific discourses containing the
terminological units studied.
Robert Dubuc and Andy Lauriston (1997:81) define the role contexts play as
follows:
The context thus plays a double role: it first provides living proof that the term is
used in the field of reference and then allows a conceptual content to be associated
with the term being studied. The second role is the more important. It makes it
possible to determine the specific relation between a term and its subject field
through concept identification.
Therefore it is in the context that we recognize the specificity of a term, its weight
in a particular subject field. Similarly, it is in the context that we associate the term
to its concept through conceptual analysis of the context, especially when using at
least two languages, and a bilingual terminology is to be dealt with.
M2.U1.2. Objectives of the learning unit
A run-on sentence has at least two parts, either one of which can stand by itself (in other words,
two independent clauses), but the two parts have been incorrectly together ins tead of being
properly connected.
It is important to realize that the length of a sentence really has nothing to do with whether a
sentence is a run-on or not; being a run-on is a structural flaw that can plague even a very short
sentence:
The sun is high, put on some sunblock.
When two independent clauses are connected by only a comma, they constitute a run-on sentence
that is called a comma-splice. The example just above (about the sunscreen) is a comma -splice.
When you use a comma to connect two independent clauses, it must be accompanied by a little
conjunction (and, but, for, nor, yet, or, so).
The sun is high, so put on some sunscreen.
Run-on sentences happen typically under the following circumstances*:
a. When an independent clause gives an order or directive based on what was said
in the prior independent clause:
This next chapter has a lot of difficult information in it, you should start studying
right away.
(We could put a period where that comma is and start a new sentence. A semicolon
might also work there.)
77
78
79
After each sentence, select the option which best describes that sentence.
1. Although he had been an often decorated soldier during World War II and had fought many
battles for the losing cause of liberalism in Congress.
A. There is nothing wrong with the structure of this sentence.
B. Run-on: put a comma after World War II.
C. Run-on: put a semicolon after World War II.
D. Fragment: put a comma after Congress and finish the sentence.
2. This is going to be the most difficult exam of your college career, you had better start studying
for it immediately.
A. There is nothing wrong with the structure of this sentence.
B. Fragment: put a comma after immediately and finish the sentence.
C. Run-on: replace that comma with a semicolon.
3. Knowing better than anyone else how the state legislature had ignored the needs of the
community college system and created a crisis characterized by an uneducated workforce that
had no place to go for proper training and realizing that someone had to do something about the
situation or the state would begin to lose jobs to states in the American south that were more
aggressive in providing and publicizing excellence in education, Representat ive Fuentes began to
lay plans for an education bill that took into consideration the needs of the state's community
colleges and the students who attended them.
A. There is nothing wrong with the structure of this sentence.
B. This sentence is too long; it must be a run-on.
C. Even though this sentence is very long, it is actually a fragment.
4. Coach Espinoza really wants this job with Notre Dame University, she is very excited about
returning to the college she graduated from.
80
81
Applications
after
away
back
over
by
for
in
together up
into
off
on
1. We had some problems when we checked the hotel. They had reserved
the room under the wrong name.
2. My book club meets regularly to discuss selected novels. In fact, we are getting
..next week to talk about a really unique mystery novel called Illusion.
3. Mrs. Jones's husband passed last Friday. We are going to attend his
funeral next week.
4. In the dream, my wallet turned a butterfly and flew away. Isn't that
symbolic. I think I'd better stop spending so much money.
5. Before the plane took , the flight attendant told everyone to fasten
their seat belts and put their chairs in an upright position.
82
the electricity has gone out and it is dark. However, striking a match or
any open flame may cause a gas explosion.
3. At this time, the Department of Energy is only considering Yucca
Mountain as a possible storage site for nuclear waste. For that reason, this
report will not consider other sites.
4. Scientists have problems assuring that the viral vectors apply themselves
to the correct cells. When implanted, they tend to migrate throughout the
body and miss targeted cells more often than not.
5. Reductions of up to 80 percent in heat and mass transfer coefficients were
measured due to outgassing.
6. The objectives of the Viking mission were to obtain high-resolution
images of the Martian surface, characterize the structure and composition
of the atmosphere and surface, and to search for evidence of life.
III. Each of the following paragraphs has four mistakes in grammar, punctuation,
or usage. Possible mistakes are as follows: run-on, fragment, subject-verb
disagreement, wrong word, missing comma, undesired comma, colon error,
unclear pronoun reference, and possessive error. In order of mistakes through
the paragraph, click on the word(s) or punctuation that causes the mistake.
1. A greenhouse is a glass building used to grow plants. A greenhouse has
transparent glass that allows the sunlight to pass through, but does not allow the
heat inside to escape. The same affect occurs on the earth. The suns radiation
passes through the atmosphere to heat the earth's surface. When heated, the
earth's surface produces infrared radiation, which has a longer wavelength than
that of sunlight. This infrared radiation rises into the atmosphere where gases,
such as carbon dioxide, prevents the infrared radiation from escaping into space.
The concentrations of these gases which are called greenhouse gases, control how
much infrared radiation escapes. The retained radiation heats the earth's
atmosphere, thus keeping the planet warm.
2. During the last century, the concentrations of greenhouse gases have increased
substantially [Holman, 1985]. Scientists believe that further increases could cause
excess warming of the earth's climate. Moreover, many scientists believe this
warming could produce side effects. For example, the changing of the earth's
wind patterns. These wind patterns control the amount of rain received in a
85
particular area. If the greenhouse gases warm the earth's climate too much, areas
that now receive plenty of rainfall could become deserts, moreover, some
scientists speculate that additional increases in warming could cause another
effect, a rise in the ocean levels ["Greenhouse," 1990]. How would this rise
occur? An increase in global temperature would melt the polar ice caps, thus
emptying more water into the oceans. They also predict that this ocean rise,
which may be as high as 1 meter could flood port cities and coastal lands.
References
Alexander, L.G. Right Word Wrong Word. London: Longman, 1998;
Barrass, Robert. Scientists Must Write. London: Routledge, 2002;
Brieger, Nick; Pohl, Alison. Technical English. Vocabulary and Grammar. Oxford: Summertown
Publishing Limited, 2004;
Cabre, Maria Teresa (1998). La Terminology. Thorie, mthode et applications. Ottawa: Les
Presses de lUniversit dOttawa;
Dictionar tehnic englez-roman. Bucuresti: Editura Tehnica, 1997;
Dubuc, Robert, Lauriston Andy (1997). Terms and Contexts. In Handbook of Terminology
Management, Vol. II. Amsterdam/Philadelphia: John Benjamins Publishing Company, pp. 80
87.
Glendinning, E, Glendinning, N. English for Electrical and Mechanical Engineering. Oxford
University Press, 1996;
Leech, G., Svartvik, J. A Communicative Grammar of English. Essex: Longman, 1993;
Levitchi, Leon, Preda, Ioan. Gramatica Limbii Engleze. Bucureti: Editura tiinific, 1967;
McCarthy, Michael; ODell, Felicity. English Vocabulary in Use. Cambridge: University Press,
2002;
Raymond, Murphy. Advanced Grammar in Use. Cambridge: University Press, 2002;
Thomson, A.J; Martinet, A.V. A Practical English Grammar. Oxford: Oxford University Press,
1997;
Vaughan, J (General Editor). General Engineering. London: Prentice Hall International, 1992;
86
Table of Contents
Introduction
..
Competencies ..
Research and Development .
Module 1
Introduction ..
Competencies
1
1
3
3
3
5
5
9
9
9
11
11
13
13
16
16
16
17
17
17
21
24
24
25
25
28
28
28
29
30
33
33
87
Applications
Module 2
33
34
34
34
36
37
38
..
Logistics and Finance.
40
43
Introduction..
Competencies
43
43
Learning Unit 1. Machines and Process Capability - Language 44
study.
M2.U1.1. Introduction.. 44
M2.U1.2. Objectives of the learning unit
45
M2.U1.3. Machines and process capability
46
M2.U1.4. Language study..
48
M2.U1.4.1. Increase your vocabulary. 48
M2.U1.4.1.1. Logistics.
M2.U1.4.1.2. Mechanisms ..
M2.U1.5. Assessment Test
Learning Unit 2. Prepositions Grammar study.
M2.U2.1. Introduction.
M2.U2.2. Objectives of the learning unit
M2.U2.3. Grammar study
M2.U2.3.1. Prepositions..
M2.U2.3.2. Adjectives with prepositions/Verbs with prepositions
M2.U2.3.2.1. Prepositions used with adjectives and participles..
M2.U2.3.2.2.Verbs and prepositions
M2.U2.4. Assessment Test .
Learning Unit 3. Finance - Language study
M2.U3.1. Introduction..
M2.U3.2. Objectives of the learning unit.
M2.U3.3. Finance.
M2.U3.4. Language study.
M2.U3.4.1. Increase your vocabulary.
88
48
49
50
52
52
53
54
54
64
64
65
67
69
69
69
70
72
72
72
Applications
References
M2.U4.1. Introduction..
M2.U4.2. Objectives of the learning unit.
76
76
M2.U4.3.Grammar study.
M2.U4.3.1. Scientific writing..
77
77
M2.U4.3.1.1.Run-on sentences
M2.U4.4. Assessment Test .
77
80
..
..
82
86
89