1,760,989 research outputs found
Rethinking EMI
Full text linkDue to the competitive edge it confers on students, educational institutions, and non-English speaking nations in a globalized economy, English as a medium of instruction (EMI) has been gaining popularity in tertiary education in non-native English-speaking (NNES) countries. Institute-wide EMI implementation has often been imposed by top-down decisions, in combination with the optimistic view that the horse should always be placed before the cart. However, emerging evidence suggests that the delivery of such programs to NNES students has led to new pedagogical challenges and learning problems that go beyond the scope of language learning and teaching and deserve immediate attention. For example, how would an instructor respond to situations in which students’ learning of content is compromised by their limited language proficiency? This book draws on the current practice of EMI in diverse disciplines and university settings and examines how these new pedagogical and learning issues can be addressed. The discussion also involves a reflection on the essence of EMI in relation to the use of the first language (L1) as the medium of instruction in tertiary education. In addition, the book includes discussion about how to ensure and maintain the quality of EMI programs and assess the readiness of stakeholders for such programs, which include administrators, teachers, and students. The discussion is led by exemplars in Hong Kong and Taiwan, where the majority of students are native Chinese speakers, in the hope of developing critical perspectives and practical guidelines as references for EMI in other NNES settings
Contribuição para a redução da interferência eletromagnética em fontes chaveadas
Full text linkTese (doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia Elétrica.O presente trabalho aborda o desenvolvimento e a implementação de técnicas para a redução da interferência eletromagnética (EMI) em fontes chaveadas. As fontes chaveadas podem ser caracterizadas como geradoras inerentes de EMI. A EMI gerada pela fonte chaveada pode interferir na própria fonte chaveada e em equipamentos, elétricos ou eletrônicos, que estejam próximos. Existem normas que regulam a EMI gerada por uma fonte chaveada. Assim, tanto do ponto de vista técnico quanto do ponto de vista legal, pode-se perceber que é necessária a aplicação de técnicas para a redução da EMI. Estas técnicas podem ser divididas em duas classes. A primeira classe é a das técnicas preventivas, que consistem basicamente em utilizar as técnicas de redução da EMI desde as primeiras etapas do projeto da fonte (leiaute, elementos, disposição). A segunda classe é a das técnicas corretivas, que consistem no uso de filtros de EMI tanto na entrada da alimentação quanto no próprio circuito da fonte. Através dos resultados experimentais apresentados pode-se verificar que uma redução efetiva da EMI somente foi obtida quando da aplicação em conjunto das duas classes de técnicas de redução da EMI
ARC Computing Element System Administrator Guide
Full text linkThe ARC Computing Element (CE) is an EMI product allowing submission and management of applications running on DCI computational resourc
Software for EMI - Iterative solvers for EMI models
No full textSource code used in producing the results of Chapter 6, Iterative solvers for EMI models, in the EMI book: Modeling excitable tissue - the EMI frameworkThis project has received funding from the Research Council of Norway (NFR) grant 280709
EMI Security Architecture
Full text linkThis document describes the various architectures of the three middlewares that comprise the EMI software stack. It also outlines the common efforts in the security area that allow interoperability between these middlewares. The assessment of the EMI Security presented in this document was performed internally by members of the Security Area of the EMI project
EMI-Immune Differential Wireline Communication Transceiver Front-Ends
No full textElectromagnetic
interference (EMI) presents a considerable challenge in wireline
transmitter-receiver designs. In this age when electronic systems are
continuously being miniaturized and multi-functionalized, conventional
electromagnetic interference (EMI) suppression and mitigation solutions become
more impractical as they require more space, additional components and an
increase in the manufacturing costs and delay the development process. Thus,
inherent EMI-self-immune designs become more desirable.
Despite their differential signaling nature, differential
wireline communication front-ends are one of the blocks that are primarily
vulnerable to EMI due to the nonlinear properties of active devices used in
integrated systems. Wireline communication front-end blocks are directly
connected to electrically long transmission lines that act as good receptors of
EMI. Consequently, data transmission errors become predominant as injected EMI
corrupts transmitted data by causing unintended logic state reversals due to
large amplitude excursions brought by the undesired injected signal.
Additionally, an injected EMI causes severe DC shift errors, driving the
front-end blocks out of their operating regions. Hence, EMI corrupts the
integrity of an electronic system when it is not mitigated.
The aim of this research is to eliminate the need for the
costly off-chip EMI suppression and mitigation schemes by designing practical
and efficient integrated EMI solutions that enable integrated wireline
communication front-ends to have self--immunity to EMI. The study focused on
three of the most commonly applied high-speed wireline communication systems –
Low voltage differential signaling (LVDS), current mode logic (CML), and
voltage mode logic (VML). Thus far, EMI self-immune LVDS, CML and VML
transceiver systems have been designed and fabricated using standard UMC 0.18μm CMOS process. The proposed transceivers demonstrated a superior
level of EMI robustness as compared to conventional transceiver structures when
both are subjected to the full spectrum and worst case amplitude of EMI
Introduction Corpora in EMI research
No full textThis chapter points to the fact that notwithstanding the global spread of English-medium instruction (EMI) and a growing body of research into EMI in different disciplines and higher education contexts, transnational, and comparative studies on EMI that draw on large-scale cross-institutional data are extremely scarce. Hence, the TAEC Corpus was created as part of the Erasmus+ project "Transnational Alignment of English Competences for University Lecturers" (TAEC) and included data from various EMI programs at five European universities in Denmark, Italy, the Netherlands, Spain, and Croatia, respectively. The TAEC Corpus consists of classroom interaction data, comprising transcripts of 30 video recorded 90- or 120-minute lectures, and enables the cross-institutional analysis of different aspects of classroom language use, such as mediation and translanguaging, and of content teachers' oral English language proficiency. The corpus is accompanied by transcripts of 30 structured post-observation interviews through which the lecturers were asked about their experience of teaching in English, professional development for EMI, and language proficiency, policy, and use. The chapter presents the development and the characteristics of the TAEC Corpus and concludes with an overview of other chapters in the volume, in which the data gleaned from the corpus and the interviews were analyzed and discussed
Issues in Formative Assessment and Feedback in EMI Classrooms
No full textIt is quite sensible to outline the definition of EMI espoused in this chapter before
we talk about formative assessment and feedback strategies in EMI classes. This
chapter adopts the definition of Macaro et al. (2018) of EMI as “The use of the
English language to teach academic subjects (other than English itself) in coun
tries or jurisdictions where the first language of the majority of the population is not
English” (p. 37). Thus, it is important to know that formative assessment and feedback
described here relate to academic subjects (called content subjects in this chapter)
conducted in the English as a Foreign Language (EFL) context. The ceaseless spread
of EMI, mainly due to “the requirement of a shared medium in the wake of globaliza
tion” (Siddiqui et al., 2021), has become an undeniable fact, has maintained a high
rate of influence and demand (Siegel, 2022) and has sparked an unprecedented need to
train teachers, lecturers and professors to run EMI classrooms effectively (Huang &
Singh, 2014). While the use of EMI in classrooms to teach content subjects has been
justified by policymakers, curriculum designers, and researchers in different parts
of the globe, it has been concomitantly acknowledged that EMI houses a number of
challenges that permeate classrooms at all levels. Siegel (2022) sums up the source
of these challenges as he states
Analysis of High Frequency Effects in Three Phase EMI Filters
No full textIn this paper, the three phase EMI filter, characterized
by S-parameters to extract mutual couplings, is first time
analyzed to evaluate mutual coupling impact on filter insertion
loss. The most important mutual couplings that distort insertion
loss of three phase filter are discovered and analyzed
EMI Lecturer Trainers: Reflections on the Implementation of EMI Lecturer Training Course
No full textUniversities in non-native English-speaking countries strive to increase the number of international students using EMI as one of their internationalisation strategies, “being caught up in the rush to offer both undergraduate and postgraduate programmes through the medium of English” (Macaro et al. 2018, 37). This has resulted in an unprecedented demand for EMI lecturers to acquire both improved English language proficiency and new teaching methodology skills (Gay et al. 2020). The research, however, evidences the lack of published materials for the development of EMI lecturer training courses (Costa 2015; Dafouz 2018; Gay et al. 2020). Moreover, the literature on hands-on practice with respect to the experience of those involved in EMI lecturer training is scant. Thus, here, the authors offer an outline of an EMI lecturer training course and provide an analysis of the experience of eight EMI lecturer trainers from three leading Russian universities that conducted EMI training courses in the academic years 2017-2019. Semi-structured interviews and pre-and post-course surveys show that EMI trainers encounter difficulties which are psychological, methodological and linguistic in nature, these being low English language proficiency of EMI lecturers, their insufficient knowledge of pedagogical strategies, their lack of self-reflection and feedback and their resistance to active learning techniques and a student-centered approach. The findings of this study will be useful for EMI lecturer trainers since the study highlights potential challenges and practical advice on how to increase training efficacy
- …
