Программа по формированию навыков безопасного поведения на дорогах и улицах «Добрая дорога детства» 2
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UNIT II. Postgraduate Studies in EnglandPostgraduate studies at an English University can be undertaken in the form of a taught course or by research. Taught courses lead to one of three qualifications: Certificate, Diploma or Master. Many can be taken on either a full-time or part-time basis. Part of the taught programme is made up of coursework with other students (lectures, seminars, tutorials and laboratory work). The remainder involves independent study for a supervised dissertation or project to be submitted by a particular date. Both elements are examined. In some cases, satisfactory performance in the first part will determine whether students can proceed to the second. A number of departments require students to undertake a taught course before assessing their ability to pursue research. The principal research degrees are Master of Philosophy (MPhil) and Doctor of Philosophy (PhD). Research degrees involve independent study, assisted by a supervisor, and the production of a thesis. The essential difference between the Master and Doctoral levels lies in the quality of a successful PhD thesis, which must be the result of original research, an addition to knowledge and worthy of publication either in full or in an abridged form. The award of either degree also requires a pass in an oral examination. Postgraduate students are granted the Master’s degree after a minimum of one or two years of advanced studies. The degree of Doctor of Philosophy regarded as the highest one is awarded after a minimum of two or three years’ research. Tuition fees for postgraduates usually cover registration, tuition, examination and membership of the Students’ Union. They do not include accommodation, other living expenses or re-examination fees. For international students who can study in England a good grasp of the English language is essential for coping with the intellectual demands of postgraduate study, in whatever field. Equally, competence in the language helps postgraduates adjust more easily to life in the country and cope with the demands of living in a new environment. WORDS AND WORD COMBINATIONS TO BE MEMORIZEDa full-time basis tuition fees a part-time basis to accommodate a taught course accommodation to undertake a course living expenses to pursue research to cope with smth Master of Philosophy (MPhil) to involve Doctor of Philosophy (PhD) to adjust to smth to study for a PhD to assess the abilities to award to grant the award of a degree to require intellectual demands requirement to submit a dissertation new environment EXERCISES1. Answer 10 “What questions” on the text: 1) What are the forms of postgraduate study in England? 2) What is the taught programme made up of? 3) What are the principal research degrees? 4) What do research degrees involve? 5) What is the difference between the Master and Doctoral levels? 6) What does the award of either degree require? 7) What do tuition fees cover? 8) What is the English language essential for? 9) What helps international postgraduates adjust more easily to life in the country? 10) What does competence in the language help them to cope with? 2. Form nouns from the following verbs, translate into Russian. to remain, to determine, to assess, to produce, to research, to require, to involve, to add, to publish, to submit, to register, to adjust, to accommodate 3. React to the wrong statements below using some of the following introductory phrases: I am afraid you are wrong; you are not (quite) right; I can’t agree with you (on that); I am afraid you are mistaken. EXAMPLE: I think the English way of obtaining a scientific degree is very simple. I am afraid you are wrong. It is very complicated. 1) The award of research degrees doesn’t require a pass in an oral examination. 2) They say tuition fees include accommodation. 3) It seems to me you are not involved in the work of the scientific society. 4) Life of international postgraduates is very difficult. 5) I see you’ve easily adjusted to life in a new town. 6) I think there isn’t much difference between the Master and Doctoral levels. 4. Read the text again and compare postgraduate study in England and in Russia. Would you like to take a postgraduate course in England? Why? Give your reasons. 5. Retell the text using some of the expressions given below. 1) The title of the text is … 2) As one can see / as can be seen / from the title it is about… /it is concerned with / it is devoted to / it deals with/ it is said./ it is stressed/ it is noted that… 3) I found the text rather interesting (difficult) because I learned (a great deal) about .. 4) According to the text ... 5) According to what I knew before ... 6) As far as I could gather (understand) from the text ... 7) From the text it becomes clear that (I could see that) … 6. Substitute attributive clauses by attributes of the kind: under consideration (investigation, study), in progress, in question. EXAMPLE: The methods which are being considered are applied in our laboratory. The methods under consideration are applied in our laboratory. 1) This professor is an outstanding authority on the subject which is being discussed. 2) The question which is being studied is of considerable interest. 3) The problem which was being discussed attracted widespread attention. 4) We are going to make a report on research which is being carried on in our department. 5) Special attention must be directed to this innovative project which is being studied by our team. 6) The book you are referring to was published last month. 7) Tell me about the research work which is being done by this department. 7. Translate into English. 1) Моя диссертация посвящена важным современным проблемам ядерной физики. 2) Изучаемые вопросы представляют большой интерес не только для физиков, но и экологов. 3) Диссертация состоит из трех глав. 4) Первая глава является вводной. 5) В этой главе я анализирую теории, выдвинутые ведущими специалистами по данному вопросу. 6) Во второй главе описываются результаты исследования, которые я проводил в прошлом году. 7) Последняя глава посвящена вопросам, связанным с практическим применением результатов моего исследования. 8) Я планирую представить диссертацию через 3 месяца и получить ученую степень кандидата технических наук. 9) Я надеюсь, что результаты исследования будут способствовать расширению научных знаний той области, в которой я работаю. 10) В дальнейшем мне бы хотелось опубликовать монографию и продолжить научную работу над этой темой, так как она очень актуальна. 8. Work in small groups. Ask your partners questions about their participation in the work of a scientific conference. 1) Have you ever attended a scientific conference? 2) What problem was it devoted to? 3) When and where was it held? 4) Who was its chairman? 5) What was the approximate number of the participants? 6) What was the number of sections at work and how many sessions were usually held simultaneously? 7) Which of the problems touched upon attracted general attention and why? 8) Did you make a report? Was it a success? 9) How much time was set aside for discussions? Did this time prove adequate? 10) Did you take part in any of these discussions? 9. Work in pairs. Ask each other questions about the laboratory/department you work at using the following plan: 1) The main scientific orientation of the laboratory/department you work at. 2) The head of the laboratory/department (to be a famous scientist, to be engaged in different activities, to run seminars, to go on business, to advance an idea). 3) The staff of the laboratory/department (teaching under-graduates, postgraduates, participation in the research programs of the University, in the international projects and scientific conferences). 4) Equipment (devices you work with, computers, installations used in research). 5) Scientific papers published on the results of the research carried out at your laboratory/department. *10. Answer the following questions about your research. 1) Do you work at your thesis? 2) Who is your scientific adviser? 3) How does your supervisor follow your work? 4) What is the subject of your thesis? 5) When and why did you get interested in the problem? 6) What is the purpose of your paper? 7) What is of particular interest in your work? 8) What are you going to prove in the course of your research? 9) What part of your dissertation have you already completed? 10) Is there much or little material published on the subject of your investigation? 11) Have you already published any articles? Where and when did you publish them? Are you going to publish any more? 12) Have you ever attended a scientific symposium (congress, conference)? Which problem was it devoted to? When and where was it held? UNIT III. At a Scientific Seminar Professor: Scientific innovation is the topic of our seminar today. Let’s discuss some items regarding this problem. Who would like to begin? Student A: I’d like to stress the great impact of scientific innovation on technology. Professor: I’m not quite sure what you mean here: the impact of today’s scientific activity on today’s technology or the impact of today’s scientific innovation on future technology? Student A: Well, I think the interval between a new discovery and its impact on industry is different depending on the field of innovation. For example, in the case of the transistor it took about twenty years. Student B: But contemporary science moves much faster. Scientific developments in Information Technologies have quickly led to remarkable progress in this area. Say, five years ago we had no idea about such novelties as 3G Technologies, HDTV and others. This field is developing very rapidly. Professor: Well, and what about the source of innovation? Do you think it is a group inventor or an isolated inventor? Student B: I think things have changed now and the group inventor has been put up to the fore instead of a lone inventor. Student A: I don’t agree. In my opinion the original brilliant idea is always the product of one man’s genius. Student B: But he is not isolated, he lives in a group environment, works with people, having intellectual contacts and that’s the main advantage of his scientific and technical competence. Student A: You are probably right. Still we can speak about two stages of innovation. The first one is a new idea put forward by a genius, the second is a group activity requiring many people’s efforts and involving both a sophisticated body of information and sophisticated technology. Professor: Well, I think both points of view are worth considering. Perhaps we’ll do it next time and now I’d like to draw your attention to the problem we dealt with last time. |
