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ОБЩИЕ ЭЛЕКТРОННЫЕ РЕСУРСЫ ПО ДИСЦИПЛИНЕСтр 1 из 10Следующая ⇒
ПРОГРАММА КУРСА
ЗАДАНИЯ ДЛЯ САМОСТОЯТЕЛЬНОЙ РАБОТЫ ОБЩИЕ ЭЛЕКТРОННЫЕ РЕСУРСЫ ПО ДИСЦИПЛИНЕ Видеоресурсы | Электронная литература | Тестовые задания | ||||||||||||||||||||||||||||||||||||
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| Специализированная аннотированная электронная библиотека для изучающих английский язык www. englspace. com | www.oup.com –Cambridge dictionary online. www.lingvo.yandex.ru Cambridge Dictionaries online http: //dictionary.cambridge.org Oxford Advanced Learner’s Dictionary http: //www1.oupco.uk Longman Web Dictionary www.longman.com Dictionary of Computing http: // www.foldoc.org Merriam-Webster’s Collegiate Dictionary www.m-w.com Merriam-Webster’s Collegiate Dictionary www.m-w.com Англо-русский словарь-минимум ПСИХОЛОГИЧЕСКИХ ТЕРМИНОВ с указателем русских эквивалентов | http: // begin - english. ru / study / Онлайн учебник по английскому языку http: //www.enhome.ru/grammar/content.html Онлайн учебник по грамматике английского языка. alleng.ru Грамматика английского языка, правила чтения и произношения, Электронные учебники: www.classes.ru - Список обновляется ежедневно. www.englishgrammar. Narod.ru Л. Кутузов Практическая грамматика английского языка www.ito.su Cambridge. English Grammar www.EnglishBritain.co/uk Курс английского языка www.edufind.com /English /grammar Обучение грамматике http: //www.study.ru/ Обучение грамматике http: //www.english plus.com/grammar Обучение грамматике www.edufind.com /English /grammar обучение грамматике www.britishcouncil.org /English Language courses www.EnglishBritain.co/uk Learn English online Learn English www.learnenglish.org.uk Free English www.freeenglish.com /English/ BBC Learning English www.bbc.co.uk /world service /learning English www.montageworld.co.uk English language teaching www.britishcouncil. Org language assistant English Английский язык для поступающих в аспирантуру по неязыковым специальностям (11-13) Элек. изд Английский язык для аспирантов и соискателей. Учебное пособие. Автор: Агасиева И.Р. Английский язык дляпрофессионального общения ( 5-13) Элек. ихд Автор: Казарина Т.В. | http: //www.englishatschool.ru/index.php? mod=cat& catg=7& prods=0& prod=0 сайт журнала АЯШ http: //www.sourceword.com/english-open/ Электронный журнал Open English guardian.co.uk Британская газета. Новости Великобритании и в мире, культура, политика, наука, образование и прочее. Есть ряд интересных блогов. The New York Times - Онлайновая версия известной американской газеты Nature International weekly journal of science - Международное еженедельное научное издание Sociological Methods & Research, 2001 № 29. Speak out. Журнал для изучающих английский язык. (Выпуск 79) Электронный журнал | Контролирующие программы www.ielts. Org Examinations www.cfmbridge – efl.org.uk Examinations www.cfmbridge – efl.org.uk Examinations http: //www.english.language.ru- Английский язык (тесты) www.ielts. Org Examinations http: //eleaston.com /quizzes.html Tests and Games | ||||||||||||||||||||||||||||||||||
Приложение 1.
Упражнение 1. прочитайте текст, обратите внимание на сходства и различия в используемой терминологии:
Полноценное общение на научной конференции предпола-гает, что ее участники, с одной стороны, имеют достаточно яс-ное представление о положении, занимаемом в научном мире их коллегами, а с другой – умеют пояснять средствами англий-ского языка свои научные позиции.Научный статус ученого в известной степени характеризу-ется рядом формальных показателей, среди которых степень, звание, место работы, занимаемая должность, обладание спе-циальными наградами, членство в различных обществах и ас-социациях. Одним из важнейших показателей научной квали-фикации является степень (degree). В англоязычных странах успешное окончание трех- четырехлетнего курса обучения в высшем учебное заведении, как правило, приводит к получению степени бакалавра (Bachelor’s degree): Bachelor of Science, сокр. B.Sc./B.S. (естественные науки); Bachelor of Arts, сокр. A.B./B.A. (гуманитарные науки); Bachelor of Fine Arts, сокр. B. F. A. (искусство); Bachelor of BusinessAdministration, сокр. B. B. A. (управление) и т. д. Степень бакалавра часто называется в англоязычных странах первой степенью (first degree). Студенты, продолжающие занятия после получения первой степени (graduate/postgraduate students), могут претендовать на степень магистра (master’s degree): Master of Sciеnce, сокр. M. S.; Master of Arts, сокр. M. A.; Master of Fine Arts, сокр. M. F. A. и т. д. Для получения этой степени после года или двух лет учебы и участия в исследовательской работе необходимо сдать еще ряд экзаменов и, как правило, представить диссертацию (thesis). Принято считать, что степень магистра соответствует диплому выпускника российского вуза с пяти-шестилетним циклом обучения, выполнившего и защитившего дипломный проект.
Отметим, что использование слова diploma по аналогии с русским словом «диплом» (свидетельство об окончании вуза) может привести к неточному пониманию собеседником вашей мысли. Дело в том, что в англоязычных странах завершение курса обучения получением diploma, как правило, менее почетно, чем получение degree. Это обстоятельство можно учесть путем обращения к слову degree, когда речь идет о высшем образовании. Например, обладатель дипломаинженера-химика может сказать: I have a master’s degree in chemical engineering.Следующая степень в англоязычных странах – это степень доктора философии (Doctor of Philosophy, сокр. Ph. D.). Она присуждается представителям различных наук, как естественных, так и гуманитарных. Использование слова Philosophy в данном случае носит чи-сто традиционный характер и объясняется тем, что изначаль-но оно имело более общее значение «наука вообще». Часто степень доктора философии называют doctoral degree/ doctor’s degree/ doctorate: “I attended a college in Arizona for my bachelor’s degree and my master’s degree. Then I got my doctoral degree at the University of Hawai”. Претендент на эту степень должен провести оригинальное научное исследование, как правило, в рам-ках специальной учебной программы (Ph. D. program/students), сдать ряд экзаменов и обязательно представить диссертационную работу (doctoral thesis/dissertation).Понятие «ученая степень кандидата наук» может быть
выражено, например, словом doctorate: I got my doctorate ineconomics two years ago”.При использовании сочетаний типа candidate’s degree/candidate of sciences или candidate of chemistry/ candidate ofchemical science(s) и т. п. следует иметь в виду, что они, являясь дословным переводом с русского, будут понятны только тем зарубежным ученым, кто знаком с научными реалиями нашей страны, что ограничивает круг их употребления или, во всяком случае, требует дополнительных пояснений, например, таких: «I have a candidate’s which corresponds to the Ph. D. Degree in yourcountry». Не в пользу дословного перевода русского словосочетания кандидат наук как candidate of science(s) без соответствующих разъяснений говорят два обстоятельства. Во-первых, оно может быть интерпретировано носителем английского языка по аналогии со словосочетаниями bachelor of science, master of science и тем самым создаст впечатление, что вы работаете в области естественных наук, а это может не соответствовать действительности. Во-вторых, необходимо учитывать, что слово candidate часто используется в сочетаниях Ph. D. doctoral candidate, где оно указывает, что данный исследователь работает над соответствующей диссертацией, но степени доктора философии еще не получил. Сочетание doctoral candidate может быть удачным эквивалентом русскому понятию соискатель. Ср.: Сейчас я являюсь соискателем степени кандидата экономических наук. – Now I am a doctoral candidate in economics. Соответственно, для обозначения понятия аспирант на-ряду со словосочетанием graduate/postgraduate student можно использовать и сочетание doctoral student, особенно если учесть, что оно точнее передает позицию аспиранта как исследователя, работающего над диссертацией, соответствующей докторской диссертации в англоязычных странах. Дело в том, что сочетания graduate student(амер.) и postgraduate student(брит.) употребляются для обозначения студентов, которые могут работать по программам, ведущим к получению степени, как доктора философии, так и магистра. Отметим, что ученый может быть обладателем нескольких или даже многих почетных докторских степеней.
По-видимому, сочетание senior doctorate может быть ис-пользовано в устной речи для передачи русского понятия степени доктора наук: «I hope to get my senior doctorate within three years».Однако здесь обязательно нужно пояснить, что степень доктора наук в нашей стране требует представления диссертации, а также, как правило, написания монографии. Например, можно сказать: «Our senior doctorate is not an honorary degree. It requires the writing of a dissertation and the publication of a monograph».Для обозначения звания «доцент» на английском языке в европейских неанглоязычных странах употребляется слово docent. Обратим внимание, что в некоторых американских университетах этим словом называют преподавателей млад-шего ранга, не являющихся постоянными членами педагогического коллектива. Поэтому вряд ли можно считать слово docent удачным эквивалентом русскому слову доцент. Если же оно все-таки используется в устной речи, то не будет лишним соответствующее пояснение: «Now I occupy the position of docent which corresponds to associate professor or reader in English-speaking countries».Следующая категория преподавателей в британских вузах известна как lecturer: “Jones J. J., Lecturer in Land Law, University of East Anglia”, в американских – assistant professor: “Brown B. B., Assistant Professor of Economics, University of Texas”.В вузах России аналогичную позицию занимает старший преподаватель. Помимо вышеприведенных аналогов для обозначения этой должности можно употребить сочетание senior instructor. Во всяком случае, им иногда пользуются авторы из англоязычных стран, когда они пишут о системе образования в нашей стране. Заметим, что дословный перевод на английский язык русского словосо-четания старший преподаватель как senior teacher может соответственно потребовать дополнительных пояснений, так как английское слово teacher в основном используется в отношении школьных учителей.Для обозначения группы младших преподавателей в англоязычных странах используются такие сочетания, как assistant lecturer (брит.) и instructor (амер.). В нашей стране примерно такую же позицию занимают ассистент и
преподаватель.
Несмотря на определенные отличия в организации и функционировании таких подразделений, как кафедра в нашей стране и department в вузах англоязычных стран, эти слова можно использовать в качестве ближайших эквивалентов: кафедра физики – department of physicsи наоборот: department of modern languages– кафедра современных языков, но не факультет, как иногда ошибочно переводят сочетания подобного типа.
Слово кафедра нельзя переводить на английский язык как chair, так как данное слово используется лишь для обозначения поста заведующего кафедрой или лица, занимающего эту должность: см., например, два следующих объявления: «TheChair of Economics remains vacant»; «The University of California
College of Medicine is seeking a Chair for the Department ofBiological Chemistry».Во главе учебного подразделения типа факультета, азываемого в британских университетах faculty (faculty of arts, faculty of science, faculty of low, faculty of economics, etc.), ав американских– college или school, (college of fine arts, college of arts and sciences, college of business administration, school of law, school of pharmacy, etc.), стоит dean(декан).
Для передачи позиций декана в высших учебных заведениях можно использовать слово dean, соответственно, заместителя декана – sub-dean/associate dean/assistant dean.Отметим, что в американских университетах есть ряд должностей, в названия которых входит слово dean: dean of students, dean of university, dean of facultyи т. п., но их функции отличны от функций декана в нашем понимании.Добавим, что в американских вузах слово faculty обозначает основной преподавательский состав, в то время как в британских используется сочетание academic/teaching staff. В беседе с американскими учеными нужно иметь в виду особенность употребления слова faculty и в случае необходимости ввести соответствующие коррективы: «When Iuse the word«faculty» I mean by that a division of the university and not the teaching staff».Для передачи позиции ректора вуза кроме вышеприве-денных аналогов (vice-chancellor, president) можно воспользоваться и словом rector, которое применяется в европейских странах и будет понятно зарубежным ученым.
Что касается научно-исследовательских институтов и других организаций подобного типа, то в названиях должностей, которые занимают их сотрудники, часто встречается слово scientist, без указанной научной дисциплины: assistant scientist, research scientist, senior research scientist, principal scientist, senior scientist и т. п. Для передачи на английском языке ученых званий младший и старший научный сотрудник, имеющихся в научно-исследовательских организациях, могут быть предложены различные варианты. Прежде всего, заметим, что вряд ли целесообразно использовать в этом случае слово junior(младший), учитывая, что оно практически не встречается в данном контексте в англоязычных странах. Принимая это во внимание, можно предложить следующие пары для обозначения понятий младший научный сотрудник – старший научный сотрудник (без указания специальности): scientific associate – senior research associate, research associate – senior research associate, research scientist– senior research scientist или с указанием специализации: research physicist/senior research physicist, research chemist/senior research chemist.
Представителям гуманитарных наук следует остановиться на первом из предложенных вариантов, так как такие слова, как scientist и research, как правило, предполагают естественнонаучную тематику исследования. О научном статусе участника конференции можно судить и по занимаемой им административной должности: director of institute; deputy/associate/assistant director; head of department/division; head/chief of laboratory; head of group; project director/leader; head of section и т. д. Подбирая английские эквиваленты названиям руководя-щих научных должностей типа заведующий отделом, лабораторией, руководитель группы и т. п., можно рекомен-довать нейтральное и ясное во всех контекстах слово head: head of department, head of laboratory, head of group.Отметим, что использование слова laboratory предполагает, что речь идет о естественнонаучной тематике исследований. Поэтому сочетание лаборатория гуманитарных дисциплин можно передать по-английски the humanities group.Добавим, что за названием laboratory/laboratories может cкрываться и крупная научная организация (Bell telephone Laboratories), и ее руководитель (director), соответственно, имеет статус директора научно-исследовательского института. Важным показателем научных достижений ученого является вручение ему различных наград (medals, prizes, awards).Особое признание его заслуг в международном масштабе отмечается присуждением Нобелевской премии (The Nobel Prize).Свидетельством заслуг ученого является его избрание в члены ряда научных обществ, например, таких, как Королевское общество (The Royal Society)в Великобритании, Американская Академия наук и искусств (The American Academy of Sciences), Национальная академия наук (The National Academy of Sciences)в США и т. п. Соответственно, в России высшие научные позиции занимают члены Академии наук (members of the Russian Academy of Sciences): члены-корреспонденты (corresponding members) и действительные члены (full members/academicians).
В заключение отметим, что научный статус участника конференций в известной мере определяет выбор той или иной формы обращения к нему в процессе общения
.
Упражнение 2. найдите правильный эквивалент перевода следующих слов и выражений:
to publish, sphere, research, to include, importance, to develop, to collaborate; enterprise, scientific adviser, scientific degree, to be awarded, department, to encounter, branch, research team, data, to participate, to take post-graduate courses, to prove a thesis (dissertation)
защищать диссертацию, обучаться в аспирантуре, опубли-ковать, область, быть награжденным, включать, (научное) исследование, важность, кафедра, встречать(ся), исследовательская группа, данные (информация), разрабатывать, со-трудничать, участвовать, ученая степень, научный руководи-тель, предприятие, отрасль
Упражнение 3. образуйте имя существительное путем
добавления суффикса, переведите его на русский язык:
1) -er/-or V + -er/-or → N
Examples: to research → researcher; to invent → inventor
to publish, to use, to make, to investigate, to experiment, to compute, to collect, to advise, to supervise, to report, to work, to collaborate, to write;
2) -ist N + -ist → N
Example: physics → physicist
economy, technology, science, biology, collective, journal.
Упражнение 4. составьте пары синонимов:
1) device, research, technology, branch, obtain, importance, collaborator, team, scientific adviser, to enable, thesis, journal, to prove a thesis, to collect, data, to encounter, to be engaged in, to be through with, scientific papers, rapidly;
2) quickly, publications, instrument, technique, to finish, to be busy with, field, to get, significance, to come across, information, to gather, coworker, group, supervisor, to defend a dissertation, scientific magazine, dissertation, to allow, investigation.
Упражнение 5. составьте пары антонимов:
1) theory, to obtain, rapidly, experimentator, to finish, to increase, new, experienced, unknown, wide, passive, to enable, high, complicated;
2) simple, low, practice, to give, to disable, active, slowly, theoretician, narrow, famous, to start, to decrease, old, inexperienced.
Приложение 2.
Упражнение 1. переведите на русский язык, обращая внимание на причастные формы и конструкции:
1. A Harris poll taken in 1981 and surveying 12, 000 adults nationwide proved otherwise.
2. The respondents, askedto reflect what was important to them in their lives, were able to state more than one goal.
3. There is a shift in the type of a work people do – a shift from physical labor towards jobs requiring mental skills.
4. Goingdown the list, we can see that 70 % of the people want to have full control of their time.
5. With more people working, adults face the problem of how to balance their work commitments and their deep desire for personal fulfillments.
Упражнение 2. переведите на русский язык, используя разные способы передачи неличных форм глагола:
Using 1. their mind and abilities was the most important goal for the majority of people.
Millions of people are turning to activities for 2. improving their health.
Having 3. a good self-image was important to 81 %.72 % of the people said their goal was 4. havingenough security to livecomfortably.
The top thing on the poll list was 5. to havea family lit.
To live 6. comfortably is a national objective.
The drive 7. to amass an economic fortune is not a mass phenomenon.
Human values seem 8. to have taken priority over material values.
Упражнение 3. найдите переводные эквиваленты к следующим словосочетаниям:
Chess technique, mountain climbing technique, to acquire a technique, to develop a technique, to work out a technique, to perfect a technique, to apply a technique, dance technique, relaxation technique, various photographic technique, computing technique, experimental technique, mass production technique.
Technology assessment, technology forecasting, technology intensive production, capital intense and labor intensive technology, adaptation of technology, to create technology, to apply technology, to employ technology, to export technology, high technology (high tech.)
Упражнение 4. переведите слова и словосочетания на русский язык:
To average; potassium-argon dates; can be dated by …the…method; be dated at … years; long before the rise of copper metallurgy; passed within 700 km of its surface; placed (=spaced) 100ft apart; at the extreme top; the diagram (re)presents; at a level with; is installed (at) 100 m from; at any distance up to 3000 ft
away from the instrument; on the molecular level; at this stage; in the experimental stage; in the middle latitudes; abundant throughout the cross-section; non-instrument observation; ground (=earth)-based observations; elevated temperatures; a doubling of concentration will cause; five percent gain in productivity;
recycling (=reuse) of; a recent replica of experiment was made; be lost to the atmosphere.
Упражнение 5. переведите на русский язык:
To quarry (from natural deposits); conglomerates have been profitably mined; to mine profitably; the extraction (=mining/winning) of the ore; rates of extraction of these non- renewable fossil fuels; extraction (mining) of useful minerals; to increase … by 5 percent the concentration of 2 percent of the balloon volume; the bound is 50 percent ionic; early in the development; consist of … to the extent of 88; to average; to be.. on the average; to measure 12 cm in length; gypsum constitutes the major portion of; the concentration varies (in the range) from 30 to; the cadmium content of these byproducts runs (=ranges) from 2-3 to 25 percent; to amount to an average of; be of variable composition; it varies in composition; be simple in structure; be of industrial (=commercial), importance; share a common trait; be smaller in diameter.
Упражнение 6. запишите ключевые слова из следующих высказываний:
People often think of the U.S. is a very materialistic possession-.oriented country.
In 1981, a Harris poll was taken surveying 1, 200 adults.nationwide.
The poll asked respondents to reflect on what was important.to them in their lives.
The top thing on the list was to have a good family life..
The majority of the people said that using their mind and abilities was the most important goal for them.
The next thing down the line was to be physically fit.
Lots of people are fond of jogging.
The priority of good close friends indicates that, as a nation,
Americans have become highly people-dependent.
Having a good self-image means feeling that one is conducting one’s day-to-day life in a manner that makes one proud and satisfied.
It is interesting that in a country that has a high standard of living for a majority of its people, the desire for economic security is still important.
Упражнение 7. переведите следующие слова в контексте:
To alter: Some robots have the ability to examine a situation and alter their performance according to what is needed. That is, a robot might normally pick up a part with the front facing up. If, however, a part had the front facing down, the robot could follow a different set of procedures.
A torch: A Statue of Liberty holds a torch in her raised hand. Perhaps this serves to symbolically light the path for new immigrants.
A mode: The spacecraft was ready for landing. It was in its landing mode and the astronauts were in their correct positions.
Joints: Robots generally have 5 to 6 joints in their arms. Without these joints, the arms would only be able to reach out in a straight path and could not bend in a curved path.
To fuse something: Generally, a lot of heat is necessary to fuse metals together but if it is done well, these metals will never break apart.
The orientation of an object: Followers of the religion, Islam, must face Mecca, their holy place, when praying. Therefore, they are very concerned about the orientation of the prayer mat when getting ready to pray.
A coat of paint: The old house looked like was in terrible condition but actually it only needed a paint job. Everything else was in fine working order. However, it did require three coats of paint to really cover the old paint because the original colour had been so dark.
An avenue for social mobility: Education is a major avenue for social mobility. For example, blue collar workers can move to white collar position by learning the appropriate management skills. Unskilled or semi- skilled blue collar workers can also move to more skilled blue collar jobs with the proper training.
Упражнение 8. переведите предложения, обращая вни-мание на залог глагола:
The people who would adopt the decision to use nuclear weapons first would never be either justified or forgiven.
The assembly was attended by delegations from the national associations of 45 countries.
Such a reduction is possible only when major powers mutually renounce the development, testing and deployment of space strike weapons.
The first stage will include the complete elimination of the medium-range missiles in the European zone, both ballistic and cruise missiles.
Russia and the USA will carry out further measures designed to eliminate their medium range nuclear weapon and freeze their tactical nuclear systems.
All nuclear powers are to eliminate their tactical nuclear arms, namely the weapons having a range (or radius of action) of up to 1, 000 km.
At the same stage the Russian-American accord on the prohibition of space strike weapon will have to become multilateral, with the mandatory participation in it of major industrial power.
Special procedures will be worked out for dismantling, reequipment or destruction of delivery vehicles.
Verifications with regard to the weapons to be destroyed or limited will be carried out both by national technical means and through on-site inspection.
Упражнение 8. используйте правильную форму слов в скобках:
Capital (punish) ________ has become a very (controversy) 1.______ issue. In the western world, a person is 2. presumed to be(innocence)________until proven (guilt)_____.To avoid the (caprice)_________application of the death 3.penalty, some states make the death sentence (mandate)________ for certain crimes. (Oppose) of the death penalty object to its 4.(discriminate)_________application; (propose)________are in favor of it for (murder)_______who kill (intention)________rather than (accident)________.Some people feel that (crime)_______are victims 5.of their (inherit)______and their (surround) and their
antisocial (behave)_______can be changed through (rehabilitate)_______________.If there is a (suspect) that a crime has been (commit)_________, 6.the (suspect)________is (arrest)_______and (arraign)_______. If there is enough (evident)________of (crime)________action, an (indict)________is brought against the (accuse) person, who will then become the (defend)_____in a court trial. In a (try)________, the twelve (jury)__________will listen to 7.the (evident)_________ and make a (decide)________whether the (accuse) person is (guilt)_______or (innocent)__________.Most people feel that all (murder)________, (rape)________, 8.(arson)________, terror_______ and (kidnap)________should be (severe)________punished.Some people feel that capital punishment can act as a 9.(deter)_________to criminals; other feel it does not prevent (felon)________acts.
Приложение №3
1) Read the text, make up a title for it.
This book presents some of the key economic concepts that have guided economic thinking in the last century and identifies which concepts will continue to direct economic thought in the coming decades. It is written in an accessible manner and is intended for a wide audience with little or no formal training in economics. This treatment will interest economists who want to reflect on the direction of the discipline and to learn about achievements in other subfields. The author imparts his enthusiasm for the economic way of reasoning and its wide applicability. Through the abundant use of illustrations and examples, he makes concepts understandable and relevant. Topics include game theory, market failures, asymmetric information, endogenous growth theory, general equilibrium, rational expectations, and the new institutional economics. Gold is where you find it. This book is solid gold. Clearly, cogently, and cleverly introducing the structure of economic analysis without mathematics, Sandler presents a challenging and comprehensive guide to how to think about the general problems that we face in the broad realm of politics, economics, and policy. This book is a definite treasure for students in politics, sociology, and economics.
Michael D. Ward, University of Washington
ознакомьтесь с примерами:
– completes range of basic concepts in economics made accessible
for broad audience;
– uses numerous, timely examples and is free of an ideological
standpoint;
– author has written or edited 15 other books, including 3 for
Cambridge University Press.
ознакомьтесь с краткими рецензиями:
А.
In a highly readable book, Todd Sandler once again demonstrates his talent for innovative economics. Far from being content to supply new answers to established questions, he raises suite after suite of new questions. Stimulating and provocative from first page to last.
Norman Myers, University of Oxford
в.
In this insightful volume Todd Sandler conveys to the general reader, first, what economics has to tell us about many issues of continuing practical importance? In addition, by explaining cuttingedge developments such as game theory, public choice models, andthe experimental method, the author succeeds in giving a good overview of how economists can come to valid conclusions.
Jack Hirshleifer, University of California, Los Angeles
Упражнение 2. прочитайте аннотацию, объясните, почему данная книга может представлять интерес для читателя:
The Judicial Application of Human Rights Law
The original human rights concepts articulated in the 1948 Universal Declaration have evolved considerably. Nihal Jayawickrama encapsulates the judicial interpretation of human rights law from all available sources in one comprehensive volume, covering superior court case law of over 55 countries, the jurisprudence of the UN Human Rights monitoring bodies, the European Court of Human Rights, and the Inter-American system. This definitive compendium will be essential for legal practitioners, government and non-governmental officials, and academics and students of both constitutional law and the international law of human rights.
ознакомьтесь с примерами:
– The only comprehensive statement of the substantive content of contemporary human rights concepts.
– The only book that assembles all the available jurisprudence on human rights law from national, regional and international sources.
– The only publication that empirically demonstrates, through an analysis of the judicial application of human rights law, the universality of contemporary human rights norms.
Упражнение 3. прочитайте текст, озаглавьте его и ответь-те на вопросы:
The link between information and computer technology has resulted in changes that until a few years ago were restricted
to science fiction. Physical access to documents is no longer so important: on-line services, databases on CD-ROM, the Internet, all make access possible to diverse sources of information. If the system allows downloading, if the research results can be printed, how much does access cost, if it is to a public source… Reading is no longer the only form of access. Now the user has the option to format: brochures, CD-ROMs, videos, audio-books, etc. Technological advance provoked an earthquake in the area of information, breaking barriers. The Global Village is a reality, changing people’s daily routines, habits and customs. It is no longer necessary to go to Washington to consult the catalogue of the Library of Congress to conduct bibliographical research: its electronic address is the Open Sesame for researchers and scholars.
ответьте на вопросы:
1. Is the link between information and computer technology still science fiction?
2. Why is physical access to documents no longer so important?
3. Why is not reading the only form of access now?
4. Why did technological advance provoke an earthquake in the area of information?
Упражнение 4. прочитайте и переведите текст:
The Internet
Last years the classical function of libraries has been more and more superseded by various electronic information systems which enable exchange, acquisition and transmission of information, searching, processing and storage of data and reviewing and lending of library material. As to their resources and unlimited access, no classical library at present can be compared with their capabilities of providing information. Generally speaking Internet is a global library. However, it is well known that it enables several different services, such as e-mail and access to distant computers and networks. So far, e-mail has been a significant factor in all areas of the Internet. Users of the Internet may search for various data, exchange information and communicate with the other users of Internet primarily by means of search engines such as Excite, Magellan, Point, Income, Alta Vista, InfoSeek, Lycos, Open Text Index, WebCrawler, Yahoo, etc.
найдите в тексте следующие выражения:
1) заменяется различными электронно-информационными
системами;
2) накопление и передача информации;
3) поиск, обработка и хранение данных;
4) неограниченный доступ;
5) способность обеспечивать информацией;
6) вообще говоря;
7) до сих пор, пока это
ответьте на вопросы:
1. How has the classical function of libraries been changed?
2. What services does Internet enable?
3. What may users of Internet search?
Упражнение 5. просмотрите текст и выполните задания:
The Internet is the latest jewel in the crown of information technology. Also known as the information super-highway, it is an international infrastructure used for data communication which is becoming as popular and relied upon as the telephone. The important characteristic of the Internet is its speed of information flow. Hence e-mail (electronic mail) travels much faster and is thus much preferred than traditional paper mail (also known as snailmail). E-mail is also beginning to replace many phone calls. This is because e-mail allows the senders the ability to edit information before they post it. Also, e-mail allows the receiver to answer at their own leisure. Another beneficial feature of the Internet is that being supported mostly by academic and nonprofit organizations, the information is free (after an initial connection fee). This means that this technology is not greatly restricted to or dominated by any particular economic class. In fact, the huge amount of competition between the Internet service providers means that the costs related to net-usage are even beginning to decline. The fact that the information is free to the end-user has also sparked a great deal of commercial interest. Many companies are investing time and money into net-advertisements.
They hope that their free promotional material can tap into the new consumer market of the computer-user. The Internet is also beginning to replace libraries as sources of research information. This is because it is current, very generalized for public consumption. The net is also better than libraries for educational reasons. Its interactive nature encourages and motivates students more into learning. The only draw-back is that the information is not as reliable and there are often difficulties in accessing and collecting electronic information, e.g. the crashing of computer servers.
найдите в тексте следующие выражения:
1) известный как; 2) полагаться на…; 3) информационный
поток; 4) черепашья почта; 5) способность редактировать ин-формацию; 6) на досуге; 7) огромная конкуренция; 8) потреби-тельский рынок; 9) общественное потребление; 10) единствен-ный недостаток
кратко расскажите о:
a) characteristic feature of E-mail;
b) the costs related to net-usage;
c) the problem of replacing libraries by the Internet.
Упражнение 6. просмотрите текст и расскажите, о чем он:
Unfortunately, the Internet does contain inbuilt values like most technologies. On the Internet, English dominates, the United States of America is the source of most information and the information is generally a product of the pro-technology community. But despite these prejudices of the medium, the huge popularity of the Internet has led to end-users inventing ingenious1 ways to overcome these problems. For example, the net allows for teleporting (via telnet facilities) to other countries. This is akin to having multiple foreign exchange students and similarly, encourages cultural bio-diversity. Also, information on the net often appears in other languages, of which Japanese and German are very common.
Приложение 4.
Упражнение 1. составьте предложения из предложенных слов и словосочетаний:
a) Example: I took post-graduate courses in economics and applied quantitative methods.
1) in economics; 2) in international law; 3) informatics; 4) economics with mathematics; 5) business administration.
b) Example: I am to take the candidate examination in English.
1) in philosophy; 2) in the special subject.c) Example: My scientific adviser received the State Prize.
1) got his Ph. D. degree in Moscow; 2) made a considerable contribution into economics; 3) took part in various scientific conferences and symposia.
d) Example: I take part in annual conferences of our university.
1) in international symposia; 2) in making experiments; 3) in delivering lecture in economics.
Упражнение 7. прочитайте текст и ответьте на следующие вопросы:
a) What does your research deal with?
b) What are you engaged in at present?
Taking a Post-Graduate Course
Last year by the decision of the Scientific Council I took postgraduate courses to increase my knowledge in economics. I passed three entrance examinations – in History, English and the special subject. So now I am a first year post-graduate student of the Orenburg State University. I’m attached to the Statistics Department. In the course of my post-graduate studies I am to pass candidate examinations in philosophy, English and the special subject. So I attend courses of English and philosophy. I’m sure the knowledge of English will help me in my research.My research deals with economics. The theme of the dissertation thesis) is “Computer-Aided Tools for…” I was interested in the problem when a student so by now I have collected some valuable data for my thesis. I work in closecontact with my research adviser (supervisor). He graduated from the Moscow State University 15 years ago and got his doctoral degree at the age of 40. He is the youngest Doctor of Sciences at our University. He has published a great number of research papers in journals not only in this country but also abroad. He often takes part in the work of scientific conferences and symposia. When I encounter difficulties in my work I always consult my research adviser. At present I am engaged in collecting the necessary data. I hope it will be a success and I will be through with my work on time.
расскажите о себе, ответив на следующие вопросы:
a) what candidate examinations you have already passed;
b) what the theme of your dissertation is;
c) how many scientific papers you have published;
d) if you are busy with making an experiment.
Упражнение 2. прочитайте текст и ответьте на вопросы:
My research work
I’m an economist in one of the Orenburg auditing firms. My special subject is accounting. I combine practical work with scientific research, so I’m a doctoral candidate (соискатель). I’m doing research in auditing which is now widely accepted in all fields of economy. This branch of knowledge has been rapidly developing in the last two decades. The obtained results have already found wide application in various spheres of national economy. I’m interested
in that part of auditing which includes its internal quality control. I have been working at the problem for two years. I got interested in it when a student. The theme of the dissertation is “Internal quality control of audit services”. The subject of my thesis is the development of an effective internal quality control system for audit firm services. I think this problem is very important nowadays as a major portion of public accounting practice is involved with auditing.
In making decisions it is necessary for the investors, creditors and other interested parties to know whether the financial statements may be relied on. Hence there should be an internal control of auditing operations for insuring the fairness of presentation. My work is both of theoretical and practical importance. It is
based on the theory developed by my research adviser, Professor S. Petrov. He is head of the department at the Orenburg State University. I always consult him when I encounter difficulties in my research. We often discuss the collected data. These data enable me to define more precisely the theoretical model of the audit internal quality system. I have not completed the experimental part of my thesis yet, but I’m through with the theoretical part. For the moment I have 4 scientific papers published. One of them was published in the US journal. I take part in various scientific conferences where I make reports on my subject and participate in scientific discussions and debates. I’m planning to finish writing the dissertation by the end of the next year and prove it in the Scientific Council of the Orenburg State University. I hope to get a Ph. D. in Economics.
1. What are you?
2. What is your special subject?
3. What field of knowledge are you doing research in?
4. Have you been working at the problem long?
5. Is your work of practical or theoretical importance?
6. Who do you collaborate with?
7. When do you consult your scientific adviser?
8. Have you completed the experimental part of your dissertation?
9. How many scientific papers have you published?
10. Do you take part in the work of scientific conferences?
11. Where and when are you going to get Ph. D. degree?
Приложение №5
A LETTER TO A FRIEND
Dear Lynn,
Thank you very much for the letter you sent me in August. I was very pleased to know that you are well. Our family misses you. Hope to see you next year.
Could you please send me the books you mentioned during your stay in St. Petersburg? I would be very much obliged because I need them for my work.
Thank you.
Slava
Dear Peter,
Your nice postcard has reached me safely. I have duly noticed your change of address and made a note of it in my address book.
As to me I haven't much news to tell you except that I may be going to Britain for a month or so in the autumn. You'll be hearing from me about it in the near future.
Yours,
Dear Christopher,
Thank you for your letter and for your kind thoughts about me. How I should like to make another trip with you in the autumn season or take walks with you under the moon.
It has been getting colder lately and there are indications of winter in the air.
Have you had any snow yet? They say that skiing has already commenced in the North.
Lots of love,
Dear Edward,
I shall be in London for a couple of days next month, and I was wondering if we could meet together. It has been such a long time since we met and I am very anxious to hear how things are with you.
What about Monday, April 5? If this would suit you I suggest we meet at the entrance to my hotel, which is " Armour Inn", at 12.30.
Please let me know if this is convenient for you.
Yours,
Dear Nathaniel,
Since I last wrote to you we have visited Washington, New York and we are scheduled to go to Philadelphia as well. Our trip has been very enjoyable.
While in Washington we went to see the Museum of Modem Art and afterwards to the Tomb of the Unknown Soldier. In Washington I was much impressed by the size end magnificence of the Capitol.
I wish you had come with us, but we are soon scheduled to return, and then I can tell you all about the trip.
Your Peter.
Dear Raymond,
It was good of you to think of writing to me, and I appreciate it very much.
I am indeed keeping well and am enjoying comparative leisure. I try to divide my time about equally between reading and recreation.
The weather here in St. Petersburg has been rather changeable lately. In the morning the sun shines warmly, but by noon the sky clouds over and we usually have a shower. Sometimes a storm blows up, but it never lasts very long.
It must be very hot now in Europe, so take care of yourself.
Best regards.
Your friend
Dear Mr. Lambert,
Now that the vacation season is well under way, I suppose you are having a very free and easy time. How I envy you! My lot is not so pleasant, for I am obliged to stay at home and prepare for the entrance examination to the University.
I get up at seven o'clock and study an hour before breakfast. Then I continue my work until dinner time. After dinner, which is usually at 3 p.m., I have a nap, and if it is clear I go out for a little exercise. In the evening I read my text-books until it is time to go to bed.
Hoping to hear from you soon.
Sincerely yours,
Writing applications
Memorandum
Date: September 30, 2006
From: Meridith Bronson
To: Franco Marconi, Director, Research Programs
Subject: Commendation - Henry Stapleton - Transport
Demand Project
The purpose of this is to officially commend Henry Stapleton for his exceptional contribution throughout his assignment to the Transport Demand Project (TDP).
As you know, Henry has been working on special assignment with the TDP team for the past eight months. Now that he is about to return to your part of the organization I wanted to make sure that he gets some recognition for his significant and exceptional contributions to the project.
As a junior econometrician, Henry's role in the project was pivotal to its timely and successful completion. It was Henry who worked long hours, numerous nights and weekends with his small team of researchers, first specifying, and then testing the thousands of equations that had to be run. The quality of Henry's written work was also exceptional. His regression analysis summaries were always very well written and rarely required revision.
As a colleague and project team member, Henry was also outstanding. His upbeat enthusiasm for the project was infectious, and he seemed to motivate the entire project team. He was very well-liked by all team members, and in effect he became " unofficial" deputy project manager.
In closing, I would like to say that I have worked with many junior economists and econometricians over the years and have never run across one as professional and productive as Henry Stapleton was on the TDP. I believe that the organization as a whole should recognize his exceptional contribution to a major project.
Please let me know if you have any questions or comments.
Meredith Bronson
Director, Econometric Research
cc: Henry Stapleton
Personnel file - H. Stapleton
Recommendation Letter
November 25, 2010
Mr. Roberto Villas
Manager, Marketing Services
Allied Industries Inc.
110 Riverbend Drive, Suite 1550
Stamford, CT 06907
Dear Mr. Villas:
This is in response to your recent request for a letter of recommendation for Maria Fuentas who worked for me up until two years ago.
Maria Fuentas worked under my direct supervision at Johnson Technologies for a period of six years ending in October 2010. During that period, I had the great pleasure of seeing her blossom from a junior marketing trainee at the beginning, into a fully functioning Marketing, Program Co-Ordinator, in her final two years with the company. That was the last position she held before moving on to a better career opportunity elsewhere.
Maria is a hard-working self-starter who invariably understands exactly what a project is all about from the outset, and how to get it done quickly and effectively. During her two years in the Marketing Co-Ordinator position, I cannot remember an instance in which she missed a major deadline. She often brought projects in below budget, and a few were even completed ahead of schedule.
Ms. Fuentas is a resourceful, creative, and solution-oriented person who was frequently able to come up with new and innovative approaches to her assigned projects. She functioned well as a team leader when required, and she also worked effectively as a team member under the direction of other team leaders.
On the interpersonal side, Maria has superior written and verbal communication skills. She gets along extremely well with staff under her supervision, as well as colleagues at her own level. She is highly respected, as both a person and a professional, by colleagues, employees, suppliers, and customers alike.
Two years ago, when Ms. Fuentas announced her resignation to take up a new position with a larger company, we were saddened to see her leave, although we wished her the greatest success in her new undertaking. Even now, two years after her departure, I can state that her presence, both as a person and as an exemplary employee, is still missed here.
In closing, as detailed above, based on my experience working with her, I can unreservedly recommend Maria Fuentas to you for any intermediate or senior marketing position. If you would like further elaboration, feel free to call me at (416) 765-4497.
Sincerely,
Robert Christenson
Director, Marketing and Sales
Letter of Interest
November 18, 2006
Mr. Raymond Fielding
President
Campus Renaissance Inc.
1850 Highridge Road
Columbus, Ohio 43201
Dear Raymond:
Mitchell-Maxwell and Timberline Properties are pleased to submit herewith our letter of interest to participate in your campus neighborhood redevelopment project.
Since being invited to address this exciting opportunity, our team members have collaborated to produce a preliminary plan that we believe will energize the neighborhood, strengthen the University community, and produce long-term benefits for the entire City of Columbus.
As you know, we are a team of professionals with a proven track record in this region that has the ability to successfully transform our plan into reality. Our team is comprised of members who have worked together on numerous successful projects. They have been assembled for this project because of the enormous trust and confidence thay have in one another. You can be assured that the lead partners in our group will manage the project closely and carefully, and accountability for results will never be delegated.
In the weeks ahead, we look forward to receiving comments from Campus Renaissance and the community at large about our preliminary proposal during the public consultation process. We understand that right now the plan is clearly a 'work in progress' which can only be improved by input from the various stakeholders who care the most about the area in question. We therefore look forward to using their input to develop a comprehensive integrated final development plan.
Thank you for giving us the opportunity to participate.
Sincerely,
__________________ ___________________
Mary Louise Lasser Roy Gooding
Timberline Properties Mitchell-Maxwell
Приложение № 6
| T YPICAL TELEPHONE CONVERSATIONS |
| Conversation 1 |
| ABC Electronics. May I help you? |
| Hello, may I speak to Mr. Kelly, please? This is Anna Sedova calling. |
| Hello, I would like to speak to Mr. Kelly, please. My name is Anna Sedova. |
| Would you hold the line, please? I'll see if he is in. |
| I'm sorry, Mr. Kelly is out right now. / Sorry, Mr. Kelly isn't in right now. |
| Would you like to leave a message? |
| Yes, please. Tell him Anna Sedova from New Products called about the exhibition next week. |
| How do you spell your last name, please? |
| That's S as in Samuel, E as in Edward, D as in David, O as in Oliver, V as in Victor, A as in Alice. Sedova. |
| Could you ask him to call me back? My number is 555-3456. / Could you ask him to call me back at 555-3456? (five-five-five, three-four, five-six) |
| Sure. / Of course. I'll give him your message. |
| Thank you very much. Good-bye! |
| Conversation 2 |
| Green Products. Can I help you? |
| Hello! Could you connect me to Adam Long, extension 321, please? |
| Hold on. I'll see if he is in... I'm sorry, he is on another line right now. Would you like to hold? |
| I'm calling long distance. I will try to reach him a little later. |
| What? I can't hear you! |
| I said I would call him back a little later. |
| I can't hear you. This is a bad line. Would you mind dialing the number again? |
| Conversation 3 |
| Hello? |
| Hello! Could I speak to Jane, please? |
| Jane? There's no one by the name Jane here. |
| What number are you calling? |
| Is this 555-1207? (five-five-five, one-two, oh-seven) |
| No, it isn't. You have the wrong number. / You must have misdialed. |
| Oh, I'm sorry. |
| Conversation 4 |
| Hello, is Clara there please? |
| Speaking. / This is me. / This is she. |
| Oh, hello, Clara! This is Mike. How are you? |
| Fine, thanks. How are you? |
| I'm fine, thank you. I called you several times today. First there was no answer, and then the line was busy all the time. |
| Oh, really? |
| Listen, I'm calling about John's party on Sunday. Would you like to go there with me? |
| I'd love to, but I have a test on Monday and I have to study. |
| Sorry to hear that. Well, maybe some other time. See you! |
| Conversation 5 |
| Operator. |
| Hello, operator. I'd like to know the number for Jane Smith. She lives on Fifth Street. |
| Just a moment, please... The number is 555-6789. |
| Thank you. |
| Conversation 6 |
| Hello, can I speak with Jane, please? |
| Jane isn't here right now. |
| When will she be back? |
| I'm not sure. Maybe in a couple of hours. Can I take a message? |
| Could you tell her Mike called? I'll call her back later. |
| Sure. I'll tell her you called. |
| Conversation 7 |
| Operator. |
| Hello, operator. I'd like to know the area code for Springfield, Illinois. |
| The area code for Springfield, Illinois, is (217). (two-one-seven) |
| Thank you. |
| You are welcome. |
| Conversation 8 |
| Operator. |
| Hello, operator. I'd like to make a collect call to Denver, Colorado, to Mrs. James. The number is (720) 555-9867. (seven-two-oh, five-five-five, nine-eight, six-seven) |
| Who's calling, please? |
| Tom James. |
| Hold on, please... |
| Hello? |
| I have a collect call for Mrs. James from Tom James. Would you accept the charges? |
| Yes, of course. Thank you. |
| Mom, it's me! I'm calling from New York. Mommy, I lost my credit card and I don't have any money left. |
| Oh, dear! |
Приложение № 7
WHAT IS PSYCHOLOGY?
Psychology studies people: how they think, how they act, react and interact.
Psychology is concerned with all aspects of behavior and the thoughts, feelings and motivations behind such behavior.
In a sense, you are already a psychologist: we all are. We are all interested in what makes people nervous, and how this understanding can help us to solve major problems in society.
Studies in psychology give you knowledge how to go from being an " amateur psychologist" to a professional one.
How can you learn the science about behavior? How can you use it to improve people's quality of life? How can you put your knowledge to good use in a career?
If you tell your friends you are interested in psychology, common reactions might be " well, can you tell what I'm thinking then? " or " Psychology? That's all just logics, isn't it? " Because we know our behavior we all have theories about it.
To study psychology you have to learn scientific methods: observing, measuring, testing, using statistics to show that what you find is reliable evidence. But psychologists do not simply collect evidence to explain people's behavior; they use their understanding to help people with difficulties.
For example, psychologists are concerned with practical problems such as:
• How can we ease the effects of parental divorce on children?
• How can we minimize accidents on roads, rails, in the air?
• How can the courts ensure that eyewitness testimony is reliable?
• How should people act on a date — what do others find attractive?
• How can we help people overcome depression, stress or phobias?
Vocabulary
to act вести себя, действовать
to react реагировать
to interact взаимодействовать
to be concerned with заниматься чем либо
thoughts мысли
feelings чувства
motivations мотивы, побуждения
in a sense в некотором смысле
to solve major problems решить основные проблемы
society общество
knowledge знания
amateur любитель, непрофессионал
science наука
quality of life качество, уровень жизни
to put to good use находить хорошее применение
common обычный, распространённый
scientific methods научные методы
observing наблюдение
measuring измерение
testing тестирование
to use statistics использовать статистику
reliable evidence достоверные данные
to collect evidence собирать доказательства
to ease смягчать, смягчить
parental divorce развод родителей
to minimize accidents свести к минимуму
rails рельсы, железные дороги
courts суды
eyewitness testimony свидетельства очевидцев
reliable достоверный
evidence доказательства, данные
on a date на свидании
attractive привлекательный
phobias фобии, страхи
Answer the following questions:
1. What does psychology study?
2. What is psychology concerned with?
3. How does one become a professional psychologist?
4. What is a common reaction when you say you are a psychologist?
5. Why does everyone have a theory about behavior?
6. What are some of the scientific methods in psychology?
7. Why do we need scientific methods in psychology?
8. How can psychologists help people on a date, for example?
Biography of Sigmund Freud
Sigmund Freud was born in the Austro-Hungarian Empire in 1856. His father was a small merchant, and Freud's mother was his second wife. Freud had two half-brothers some 20 years older than he was. His family moved to Vienna when he was four years old, and though he often said he hated the city, he lived there until it was occupied by Germany in 1938.
Freud was a good student, and very ambitious. In 1873 he entered the medical school of the University of Vienna. He hoped to go into neurophysiologic research, but pure research was hard to manage in those days unless you were independently wealthy. Freud was engaged and needed to be able to support a family before he could marry, and so he determined to go into private practice with a specialty in neurology.
During his training he made friends with Josef Breuer, another physician and physiologist. They often discussed medical cases together. Freud went to Paris for further study under Jean-Martin Charcot, a neurologist known all over Europe for his studies of hysterics and use of hypnosis. In 1886, Freud returned to Vienna, opened a private practice specializing in nervous and brain disorders, and married.
In 1900, Freud published The Interpretation of Dreams, and introduced the public to the notion of the unconscious mind. In 1901, he published The Psychopathology of Everyday Life, in which he theorized that forgetfulness or slips of the tongue (now called " Freudian slips" ) were not accidental at all, but it was the " dynamic unconscious" telling us something meaningful.
In 1902, Freud was appointed professor at the University of Vienna and began to gather devoted disciples who by 1906 formed a Psychoanalytic Society. Other such groups emerged in other cities. But such disciples as Alfred Adler and Carl Jung split from the group.
Freud continued working, developing his theories, and writing large volumes of work.
In 1923, he was diagnosed with cancer of the jaw, a result of years of cigar smoking. He was 67. He would have 30 operations over the next 16 years to treat the progressive disease. When Nazis took over Austria in 1938, Freud's passport was confiscated and his books burned. Freud left Austria and he and his family went to England. He died in London in September, 1939.
| merchant half-brother though to hate ambitious pure wealthy to be engaged to support private practice specialty neurology to specialize case notion to theorize forgetfulness accidental meaningful devoted to emerge disciples to split cancer jaw | торговец, коммерсант сводный брат несмотря на то что ненавидеть амбициозный чистый состоятельный быть помолвленным поддерживать, содержать частная практика специализация неврология специализироваться случай из практики понятие описать теорию забывчивость случайность имеющий значение преданный появляться последователи откалывать, отходить рак челюсть |
Answer the following questions:
1. Where and when was Sigmund Freud born?
2. What was the profession of Freud's father?
3. How many children were there in Freud's family?
4. Where did Freud live most of his life?
5. Where did Freud study?
6. Why didn't he choose the career of a neurophysiologic researcher?
7. Why did Freud decide to go into private practice?
8. Who was Martin Charcot?
9. What did Freud do when he returned to Vienna?
10. When did Freud publish his first book?
11. What famous phenomenon was analyzed in The Psychopathology of
Everyday Life?
12. Where did Freud teach?
13. Where did Freud's first international presentation take place?
14. Why did Freud have to move to England?
15. Where did' he spend the last years of his life?
Приложение 8
Sole proprietorship
The simplest form of business organization is the sole proprietorship, which is owned by one person. Many small businesses start out as sole proprietorships. The owner has relatively unlimited control over the business and keeps all the profits. These firms are usually owned by one person who has day-to-day responsibility for running the business. Sole proprietors own all the assets of the business and the profits generated by it. They also have complete responsibility for any of its liabilities or debts. In case of breach of contract the business property and personal assets of the owner may be taken to pay judgments for damages awarded by courts.
Sole proprietorships are the most numerous form of business organization. No charter and permit are needed and there are no particular, legal requirements for organizing or conducting a sole proprietorship. When started, many sole proprietorships are conducted out of the owner's home, garage, or van c-nd inventory may be limited and may often be purchased on credit.
Main Features of a Sole Proprietorship:
(+) Easy to organize
(+) Owner has complete control
(+) Owner receives all income
(-) Owner has unlimited liability
(-) Benefits are not business deductions
Partnership
In a Partnership, two or more people share ownership of a single business. Like proprietorships, the law does not distinguish between the business and its owners. The partners should have a legal agreement that sets forth how decisions will be made, profits will be shared, disputes will be resolved, how future partners will be admitted to the partnership, how partners can be bought out, or what steps will be taken to dissolve the partnership when needed.
There exist different types of Partnerships:
1. General Partnership
Partners divide responsibility for management and liability, as well as the shares of profit or loss according to their internal agreement. Equal shares are assumed unless there is a written agreement that states differently.
2. Limited Partnership and Partnership with limited liability " Limited" means that most of the partners have limited liability (to the extent of their investment) as well as limited management decisions, which generally encourages investors for short term projects, or for investing in capital assets. This form of ownership is not often used for operating retail or service businesses. Forming a limited partnership is more complex and formal than that of a general partnership.
3. Joint Venture
Joint Venture acts like a general partnership, but it is formed for a limited period of time or a single project.
Main Features of a Partnership:
(+) Easy to organize, but needs agreement
(+) Partners receive all income
(-) Partners have unlimited liability
(-) Partners may disagree
(-) Life of business may be limited
November 25, 2004
Introduction
The 4th World Conference of Science Journalists was an unprecedented event in the history of science journalism in Quebec, Canada and even the world.
Some 620 persons, nearly half of whom were science journalists from 58 countries, attended the Conference from October 4 to 8, 2004. Thirty of the journalists were presidents of a national, regional or international science writer association. In fact, the calibre and representativeness of the science journalists gathered in Montreal was so high that the Conference included the first General Assembly of the World Federation of Science Journalists with headquarters established in Montreal.
The Conference
The 4th World Conference of Science Journalists included three plenaries, 29 sessions and panel discussions, a breakfast and three business luncheons, three news conferences, two meetings of boards of directors of science journalist associations, an exhibition, a poster presentation, side trips in Montreal and to Quebec City and James Bay, as well as several receptions including award of a genuine Canadian Ig. Nobel Prize.
The tone of the Conference was set on opening night which began with a balancing act followed by a rock band and an opera (Nathalie Choquette), and invariably peppered with speeches by the scientific advisor to the Prime Minister of Canada, the Quebec Minister of Economic and Regional Development and Research, and the president of the International Development Research Centre. The evening wound up with the unveiling of two stamps honouring Canadian Nobel Prize laureates Gerhard Herzberg and Michael Smith, the presentation of two L’Oré al Fellowships. The event was staged by a producer and crew from Radio-Canada.
That was a hard act for the keynote speakers to follow, but they succeeded and had no problem doing so given their calibre and that of the panelists.
Numerous stars and prominent personalities of science journalism around the world had accepted the organizers’ invitations: Franç ois de Closets (undoubtedly the greatest French science journalist), John Rennie (editor-in-chief of Scientific American), Jeremy Webb (editor-in-chief of New Scientist), James M. Gorman (science editor of The New York Times), Matthieu Villiers (editor-in-chief of Science et Vie), Aline Richard (editor-in-chief of La Recherche), James Watson (World Bank Chief Scientist), Richard Taylor (Nobel Prize winner in Physics), Bjorn Lomborg (author of the controversial book The Skeptical Environmentalist), Deborah Blum (Pulitzer Prize winner), David Dickson (Director of SciDev.Net), Hervé Kempf (Le Monde) and dozens of leading lights of Quebec, Canadian and world science journalism.
In all, there were 93 keynote speakers and panelists at the Conference, excluding the three speakers at the news conferences, the hosts of the Ig Nobel Prize ceremony, and those at the breakfasts, luncheons, opening night and poster presentations.
Each day began with distribution of the Conference daily newsletter produced by Agence Science-Presse. It summarized some of the previous day’s sessions and described a few upcoming ones. The series of five 4-page newsletters in both English and French is available online..
The final day (Friday, October 8) was devoted to tours. They gave 44 journalists from 21 countries an opportunity to visit the James Bay hydroelectric power station, while 27 others visited Quebec City enterprises, as well as research centres, and 46 journalists toured high-tech firms and academic research centres in Montreal.
All the journalists spoken to after returning home were absolutely thrilled by the Conference and their stay in Montreal and Quebec.
For an idea of the content of the presentations, the questions asked by participants and the discussions, read the excellent Conference proceedings prepared by Infolink and published at the Conference website.
Accomplishments
The 4th World Conference of Science Journalists gave Quebec, Canadian and international science journalism a strong boost.
a) In Quebec
In Qué bec, the Conference enabled the Association des communicateurs scientifiques du Qué bec to recruit 20 new members. It also provided Agence Science-Presse with very promising contacts for an eventual role in French-speaking Africa; discussions about funding are now underway with the Canadian International Development Agency. Agence Science-Presse’s collaboration with SciDev.Net during the Conference may continue in the future and help APS with its projects of international scope.
The Conference was the venue for the first General Assembly of the World Federation of Science Journalists1, which will have its headquarters in Montreal, with Radio-Canada providing free office space in its building on René -Lé vesque Boulevard. The Board of Directors includes two Quebecers: Past President Vé ronique Morin and Executive Director Jean-Marc Fleury.
Numerous reports on private-sector and academic Quebec scientists were produced and distributed across Canada, Asia, Europe and Africa (see Exposure section below).
b) In Canada
The Canadian Science Writers’ Association recruited 59 new members in the three months leading up to the Conference.
Some ten science journalists from Denmark, Germany, Great Britain, Holland, South Africa and Sweden visited research centres in Saskatchewan and Ontario before coming to Montreal through an initiative of the Department of Foreign Affairs.
c) Internationally
The Conference’s most spectacular results were probably on the international level. The enthusiasm generated by the quality of the Conference completed changed the attitudes of the science journalists who were the most sceptical about the value of a World Federation of Science Journalists. One after another, American, British and continental European journalists publicly admitted to their colleagues from around the globe that their strong scepticism had turned into enthusiasm.
The stock of goodwill and cooperation built by the Conference led to the first General Assembly of the World Federation of Science Journalists, and Montreal as the chosen headquarters. A Board of Directors made up of highly prominent journalists was elected, and Finance and Program committees were formed. Many national and regional associations of science journalists announced their intention of joining the Federation.
The 4th World Conference of Science Journalists set five main goals. The grant-recipient journalists from developing countries filled out an evaluation questionnaire that provides some idea of the Conference’s success in attaining its objectives.
Exposure
The 4th World Conference of Science Journalists received extensive media coverage even before it began. Websites around the world such as Asianet (Xinhua News Agency), SciDev.Net, CORDIS, EurekAlert, China Economic Net, Kerala News, P.M. Magazine Medientipps (Germany), REDNova, Yahoo! Finance, CFJE online (Denmark), Science Communication, PR Newswire Europe, CNW, Canadian Institutes of Health Research, International Trade Canada, PSI-COM along with those of numerous science journalist associations promoted the Conference.
In Canada The Toronto Star, The Ottawa Citizen, The Gazette, La Presse, Cyberpresse, The Edmonton Journal, The Winnipeg Free Press, Le Devoir, The Times-Colonist (Victoria), The Windsor Star, The Vancouver Sun, The Kingston Whig-Standard, The Sault Star, and The Calgary Herald published one or more reports on presentations or announcements at the Conference. The event was also the focus on two reports by Radio-Canada’s Les Anné es lumiè re (October 10 and 17) and one by CBC Television (October 5). Across Canada, many university newspapers covered the event, including University Affairs, Le Journal de l’UQAM and Le fil des é vé nements of Laval University.
In India, numerous dailies carried one or more of the half-dozen reports filed by the Indo-Asian News Service correspondent. Stories were also published in the South African magazine Business Day. The reports gave tremendous exposure to the work of Professor Pierre Guertin at Université Laval and the Quebec-based Victhom’s bionic leg. The SciDev.Net and Agence Science-Presse websites gave the Conference daily coverage; with SciDev.Net publishing a dozen original reports.
The work on the Arctic by Professor Louis Fortier of Université Laval was the focus of articles in Le Monde on October 27, as well as in at least ten Canadian and Quebec newspapers, including one in the daily Le Devoir.
The Montreal Conference website is now a prominent landmark for anyone interested in science journalism. A Google search for " science journalism" produces 3, 220, 000 hits with the Conference site as the fifth link from the top. And six of the ten links on the first page of a Google search in French for " journalistes scientifiques" lead to the Conference!
(The reports cited here are only those for which we’ve obtained copies of the articles. Moreover, we know that other reports have been written or are forthcoming, and we will continue efforts to obtain them.)
Statistics of Interest
| Number of participants: | 622 participants from 58 countries | ||
| Number of journalists: | 300 from 58 countries | ||
| Numbers from developing countries | 73 from 35 countries | ||
| Africa | 35 from 18 countries | ||
| Latin America | 16 from 8 countries | ||
| Asia | 22 from 9 countries | ||
| Australia, Korea, Japan et Singapore | 18 | ||
| Europe and Eastern Europe | 68 from 17 countries | ||
| United States | 15 | ||
| Canada | 126 | ||
| Number of Speakers: | |||
| From developed countries | 78 | ||
| From developing countries and countries in transition | 15 | ||
| Number of sessions throughout the 3 days of the Conference: | 36 | ||
| Number of participants for the October 8th visits: | aprox. 100. | ||
7. Countries listed below (listed in French) were represented at the 4th World Conference of Science Journalists
| Afrique du Sud Allemagne Argentine Australie Autriche Bangladesh Belgique Bé nin Bré sil Burkina Faso Canada Chine Colombie Congo Coré e du Sud Croatie Costa Rica Danemark É gypte É quateur | Espagne É tats-Unis É thiopie Finlande France Ghana Hongrie Inde Indoné sie Irlande Italie Kenya Japon Malaysia Mauritanie Mexique Mozambique Né pal Nigeria Ouganda | Pays-Bas Philippines Portugal Royaume-Uni Russie Sé né gal Singapour Soudan Sri Lanka Suè de Suisse Tanzanie Trinidad et Tobago Tunisie Uruguay Vietnam Zambie Zimbabwe |
Приложение № 9
Analyze your audience
- How many people will be in attendance?
- What kind of work or profession do they do?
- What is their level of understanding about your subject?
Analyzing your situation is often difficult to separate from analyzing your audience; in fact, audience is one facet of the larger situation.
Just as readers determine the success of written communication, audiences determine the success of oral presentations. Writing or speaking is successful if the reader or listener responds the way you desire: the reader or listener is informed, persuaded, or instructed as you intend and then responds the way you want with good will throughout.
Just as writing effectively depends on you understanding your reader as thoroughly as possible, effective speaking depends on you understanding your listener. You cannot speak or write effectively to people without first understanding their perspective. You must know how your audience will likely respond based on its members' educational and cultural background, knowledge of the subject, technical expertise, and position in the organization.
When you analyze your audience, focus on its members' professional as well as personal attributes. Your audience members will pay attention to some things because they belong to a specific department or class; they'll react to other things because of their likes, dislikes, and uncertainties. You have to keep both profiles in mind. Your analysis will suggest what you should say or write, what you should not say, and the tone you should use.
To help you analyze your audience, ask the following questions:
· How much do my audience members know about the subject?
· How much do they know about me?
· What do they expect from me?
· How interested will they be in what I say?
· What is their attitude toward me?
· What is their attitude toward my subject?
· What is their age group?
· What positions do their occupy in the organization?
· What is their educational background?
· What is their cultural/ethnic background?
· What is their economic background?
· What are their political and religious views?
· What kinds of cultural biases will they likely have toward me and my topic?
In viewing this list, you will note the prevalence of questions on attitude-- the audience's attitude toward you as well as the subject. Some attitudes will matter more than others, according to the situation.
These questions are particularly crucial ones, since you need to know, before you begin planning your presentation, whether your audience will consider you trustworthy and credible. To be an effective speaker, you must know your audience, establish a relationship by being sincere and knowledgeable about the subject, then conform to their expectations about dress, demeanor, choice of language, and attitude toward them and the topic.
Organize your presentation
The structure of the oral presentation is crucial for one main reason: once you have spoken, the audience cannot " rehear" what you have said. In reading, when you do not understand a sentence or paragraph, you can stop and reread the passage as many times as necessary. When you are speaking, however, the audience must be able to follow your meaning and understand it without having to stop and consider a particular point you have made, thereby missing later statements. To help your audience follow what you say easily, you must design your presentation with your audience, particularly their listening limitations, in mind.
Audiences generally do not enjoy long presentations. Listening is difficult, and audiences will tire even when a presentation is utterly smashing. For that reason, as you design your presentation and select content, look for ways to keep your message as concise as possible. Don't omit information your audience needs, but look for ways to eliminate non essential material. Again, without carefully analyzing your audience's attitude toward the subject, its background, knowledge of the topic, and perspective toward you, you cannot begin to make accurate decisions regarding either content or design and structure of your presentation.
Ask yourself the following questions:
· Is your audience interested in what you will say?
· What are the main questions they will want you to answer?
· Which of these questions is most important? least important?
· Based on your purpose and the audience's expectations, in what order should you present these ideas?
Helping your audience follow your message easily requires that you build into your structure a certain amount of redundancy. That means that you reiterate main points. When you divide your presentation into an introduction, the main body, and the conclusion, you are building in this necessary redundancy.
In the introduction, you " tell them what you are going to tell them"
In the main body, you " tell them"
In the conclusion, you " tell them what you told them"
This kind of deliberate repetition helps your audience follow and remember the main points you are making. (Readers can " reread" text, but listeners cannot " rehear" oral remarks.) To design your presentation with planned repetition, you must clearly know your purpose and what you want your audience to know.
The introduction should clearly tell the audience what the presentation will cover so that the audience is prepared for what is to come.
In planning your introduction, be sure that you state your goal near the beginning. Even if you use some type of anecdote or question to interest your audience, state the goal of your presentation next. Then, state how you will proceed in your presentation: what main issues you will discuss. The main ideas you have developed during the research and content planning stage should be announced here. Generally, the introduction should end with a reiteration of your main point.
The body should develop each point previewed in the introduction.
In the introduction you state the main issues or topics you plan to present. Thus, in designing the body of the presentation, you develop what you want to say about each of these main points or ideas. You may want to present your ideas in a chronological sequence, a logical sequence, or a simple topical sequence. This method will help your audience follow your ideas if you are giving an informative speech, an analytical speech, or a persuasive speech. The important point, however, is that you need to demarcate and announce each point in the body as you come to it so that your audience knows when you have completed one point and begun another.
The conclusion should reiterate the ideas presented and reinforce the purpose of the presentation. It usually answers the question: " so what? "
The conclusion to the presentation should help the audience understand the significance of your talk and remember main points. At a minimum, you should restate the main issues you want your audience to remember, but do so in a concise way. Try to find a concluding narrative or statement that will have an impact on your audience. The conclusion should not be long, but it should leave the audience with a positive feeling about you and your ideas.
The conclusion reinforces the main ideas you wish your audience to retain. Remember: in the introduction, you " tell them what you will tell them"; in the body, you " tell them"; and in the conclusion, you " tell them what you told them." In a presentation which has covered numerous points, you should be sure to reemphasize the main points. But the conclusion also allows you to emphasize the importance of specific ideas, or you can reiterate the value to the ideas you have presented. In short, how you design the conclusion will depend on your initial purpose. A strong conclusion is nearly as important as a strong introduction, as both the beginning and the end will be the parts most likely remembered
Carefully budget your time, especially for short (e.g., 15 minute) presentations:
· Allow enough time to describe the problem you address clearly enough for the audience to appreciate the value of your contribution. This usually will take more than 30 seconds.
· Leave enough time to present your own contribution clearly. This almost never will require all of the allotted time.
ПРОГРАММА КУРСА
| Раздел, тема дисциплины | Наименование темы практического занятия |
| Роль терминов в научном познании и профессиональном общении |
| Использование справочных материалов при переводе. |
| Перевод профессионально -ориентированных текстов. | |
| Технология предпереводческого анализа. |
| Лексические, синтаксические, стилистические и грамматические средства различных типов текста | |
| Специфика (преимущество и недостатки) машинного перевода (комплекс упражнений для обучения машинному переводу). |
| Электронные словари. | |
| Аннотирование профессионально -ориентированных текстов. |
| Виды компрессии текстов. Реферат. | |
| Клише научного стиля |
| Особенности презентации исследовательской работы | |
| Структурно-семантические особенности делового письма |
| Структурно-семантические особенности мотивированного письма | |
| Этикет общения по телефону |
| Прагматические принципы обмена информацией профессионального характера |
| Особенности международного речевого поведения | |
| Типы конференций. |
| Особенности языкового оформления разных типов научных конференций |
ЗАДАНИЯ ДЛЯ САМОСТОЯТЕЛЬНОЙ РАБОТЫ
ОБЩИЕ ЭЛЕКТРОННЫЕ РЕСУРСЫ ПО ДИСЦИПЛИНЕ
Видеоресурсы
Электронная литература
Тестовые задания
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