Учебное пособие предназначено для бакалавров всех специальностей и направлений подготовки радиотехнического факультета. В нем представлены материалы для аудиторной и самостоятельной работы

UNIT 20

TASK 1. Study new words and word combinations.

1	bioengineering		биоинженерия
2	be grounded in		основываться на
3	provision		обеспечение
4	artificial		искусственный
5	hearing aids		слуховые аппараты
6	artificial limbs		протезы
7	supportive		вспомогательный
8	substitute		заменять
9	fermentation process		процесс ферментации
10	sanitation		оздоровление
11	awareness	[ə'wɛənəs]	осознание, осведомленность
12	be credited to		быть заслугой
13	session		сессия, этап
14	medical instrumentation		медицинские инструменты
15	biological modeling		биологическое моделирование
16	blood-flow dynamics		динамика кровотока
17	prosthetics		протезирование
18	biomechanics		биомеханика
19	heat transfer		передача тепла
20	surgeon		хирург
21	bypass		шунт, фильтр, обходить
22	wander into		входить
23	exposure		воздействие
24	curriculum		образовательная программа
25	impaired person		человек с ограниченными физическими возможностями

Task 2. Read the text and translate it from English into Russian.
Bioengineering is the application of engineering knowledge to the fields of medicine and biology. The bioengineer must be well grounded in biology and have engineering knowledge that is broad, drawing upon electrical, chemical, mechanical, and other engineering disciplines. The bioengineer may work in any of a large range of areas. One of these is the provision of artificial means to assist defective body functions—such as hearing aids, artificial limbs, and supportive or substitute organs. In another direction, the bioengineer may use engineering methods to achieve biosynthesis of animal or plant products—such as for fermentation processes.
Before World War II the field of bioengineering was essentially unknown, and little communication or interaction existed between the engineer and the life scientist. A few exceptions, however, should be noted. The agricultural engineer and the chemical engineer, involved in fermentation processes, have always been bioengineers in the broadest sense of the definition since they deal with biological systems and work with biologists. The civil engineer, specializing in sanitation, has applied biological principles in the work. Mechanical engineers have worked with the medical profession for many years in the development of artificial limbs. Another area of mechanical engineering that falls in the field of bioengineering is the air-conditioning field. In the early 1920s engineers and physiologists were employed by the American Society of Heating and Ventilating Engineers to study the effects of temperature and humidity on humans and to provide design criteria for heating and air-conditioning systems.
Today there are many more examples of interaction between biology and engineering, particularly in the medical and life-support fields. In addition to an increased awareness of the need for communication between the engineer and the associate in the life sciences, there is an increasing recognition of the role the engineer can play in several of the biological fields, including human medicine, and, likewise, an awareness of the contributions biological science can make toward the solution of engineering problems.
Much of the increase in bioengineering activity can be credited to electrical engineers. In the 1950s bioengineering meetings were dominated by sessions devoted to medical electronics. Medical instrumentation and medical electronics continue to be major areas of interest, but biological modeling, blood-flow dynamics, prosthetics, biomechanics (dynamics of body motion and strength of materials), biological heat transfer, biomaterials, and other areas are now included in conference programs.
Bioengineering developed out of specific desires or needs: the desire of surgeons to bypass the heart, the need for replacement organs, the requirement for life support in space, and many more. In most cases the early interaction and education were a result of personal contacts between physician, or physiologist, and engineer. Communication between the engineer and the life scientist was immediately recognized as a problem. Most engineers who wandered into the field in its early days probably had an exposure to biology through a high-school course and no further work. To overcome this problem, engineers began to study not only the subject matter but also the methods and techniques of their counterparts in medicine, physiology, psychology, and biology. Much of the information was self-taught or obtained through personal association and discussions. Finally, recognizing a need to assist in overcoming the communication barrier as well as to prepare engineers for the future, engineering schools developed courses and curricula in bioengineering.

TASK 3. Read the following words and word combinations and explain the purpose of each of the devices given below: Braille printer, adaptive switch, adapted keyboard, on-screen keyboard, voice recognition system, screen-pointing device, pneumatic switch (sip and puff)
Model: A screen magnifier is a program used to help visually impaired people read the text on the screen.


TASK 4. Ask Wh-questions and retell the text.


TASK 5. Read the text and match the left and the right columns of alternative input devices:
TYPES OF ASSISTIVE TECHNOLOGY PRODUCTS
Assistive technology products are designed to provide additional accessibility to individuals who have physical or cognitive difficulties, impairments, and disabilities. When selecting assistive technology products, it is important to find products that are compatible with the computer operating system and programs on the particular computer being used.
Below are descriptions of the various types of assistive technology products that are currently available on the market today. You may also want to use a tool to identify the right type of assistive technology that might be useful.
Alternative input devices allow individuals to control their computers through means other than a standard keyboard or pointing device. Examples include:

1	alternative keyboards	a	used to control the cursor on the screen without use of hands. Devices used include ultrasound, infrared beams, eye movements, nerve signals, or brain waves.
2	electronic pointing devices	b	worn on the head, held in the mouth or strapped to the chin and used to press keys on the keyboard
3	sip-and-puff systems	c	manipulated by hand, feet, chin, etc. and used to control the cursor on screen.
4	wands and sticks	d	movable balls on top of a base that can be used to move the cursor on screen.
5	joysticks	e	featuring larger- or smaller-than-standard keys or keyboards, alternative key configurations, and keyboards for use with one hand
6	trackballs	f	allow direct selection or activation of the computer by touching the screen, making it easier to select an option directly rather than through a mouse movement or keyboard. They are either built into the computer monitor or can be added onto a computer monitor.
7	touch screens	g	activated by inhaling or exhaling.

TASK 6. Fill in the gaps using suffixes and prefixes.