Английский, вариант 2 + перевод 5 тексто

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Английский, вариант 2 + перевод 5 текстов (Oxford, Crime, Psychopathy, Economics)


Вариант №2
1. Напишите первую форму следующих глаголов: founded, developed, studied, carried, constructed, surrounded, existed, joined, entered, worked, trained, headed; taught, meant, cut, grew, laid, broke, saw, became, got, gave, wrote, sold

2. Напишите вторую и третью формы следующих глаголов (Past Indefinite, Participle II): live, invite, ask, answer, last, fail, pass, allow, plan, connect, repeat, look; say, show, tell, have, begin, take, do, spend, go, drive, win, lie

3. Переведите предложения на русский язык:
Не has always helped me during our study.
I have finished Exercise 1.
My friend has received a letter fr om India.
She has made a mistake in her test.
The child has slept in the open air.

4. Переведите предложения на русский язык, отразив смысловое различие, внесённое глагольными формами. Определите время глагола в обоих предложениях:
I shall be translating a very difficult scientific article during the second week of April.
By April I shall have translated a very difficult scientific article.

5. Поставьте глаголы, заключённые в скобки, в Past Indefinite или Present Perfect:
I (have) a busy day today.
She (have) a busy day last Sunday. I (be) to London twice.
When (be) you there?
They (come) back fr om the North a month ago.

6. Напишите следующие предложения в Past Indefinite и Future Indefinite:
You must introduce the new methods.
Children can help their parents about the house.
The girl may stay at home.

7. Заполните пропуски модальными глаголами или их эквивалентами:
You ... not break the rules.
The teacher... explain the meaning of every word at the last lesson.
The students ... use a dictionary while translating the text.
He ... leave the lesson when he fell ill.
Must we do all this work? No, you ....
Children ... easily make up stories.
1 shall ... see my group-mates in the afternoon.
You ... speak to him at once. Why didn't you?
They will ... learn all the words of Unit 3.
Will you ... teach your friend to swim?

8. Поставьте предложения в прошедшем и будущем времени; укажите время и залог глагола:
The new metro stations are being built in our city.
Many subjects are studied by the students at our Institute.
The letters are received early in the morning.
News is reported over the radio every day.
The exercises are checked up in class.
The children are taken great care of.
The delegations are shown around our city.
Urgent messages are sent by wire.
Oranges are grown in the South.
Hats are sold at the millinery.

9. Поставьте глаголы, заключённые в скобки, в соответствующую форму страдательного залога:
Our guests (show) around the city now.
Art festivals (be held) every other year.
This scientific problem (speak) much about lately.
The lecture (deliver) in French next time.
The method (put) in practice a few months ago.
A new method (put) in practice now.
A lot of beautiful buildings (built) since that time.
The article (write) soon.
Another excursion (organize) for our group last Saturday.

10. Поставьте все типы вопросов к следующим предложениям:
A taxi has been sent for.
Many poems were learnt by heart.
The play will be much spoken about.
The child's temperature is taken each hour.
The story is being read aloud.

11. Ответьте на следующие вопросы письменно:
When was America discovered?
By whom was it discovered?
The new continent was named after Amerigo Vespussi, wasn't it?
Why was the continent named after Amerigo Vespussi ?

Переведите тексты письменно.
Text №1 Oxford
The city of Oxford is like London. It is very old, it is international and it is situated on the river Thames.
Oxford is a beautiful and a very green city. Green fields and parks surround the city. The river Thames is situated quite near the city.
We say that Oxford is old and historical because it has existed since 912. The University was founded in 1249. Oxford is international because people fr om many parts of the world come to study at the University. They come to study at men's colleges or at one of the women's colleges that are the University: they join the University "family" which has more than 9000 members (among them only three hundred women who study at the women's colleges). The red buildings of the women's colleges are new. The men's colleges are beautiful grey old buildings. Each year more than one thousand students enter Oxford University. The entrance exams are difficult. It is necessary to work hard to become a student of Oxford University.
When a new woman student comes to Oxford she is shown the room where she will live. Then a third-year student of the University invites her to her room for tea together with some other nine new first-year students. She tells them everything about college life and answers their questions.
The academic year in England has three terms which usually last from the beginning of October to the middle of December, from the middle of January to the end of March and from the middle of April to the end of June.
Examinations take place at the end of each term. If a student fails in an examination, he may be allowed to take the exam again. Only two re-examinations are usually allowed.
The University of Oxford has a tutorial system of education: every student has a tutor (a teacher) who plans his work. Each week some students come to see him; they tell their tutor about the work they have done. Only the Universities of Oxford and Cambridge have this system of education. There are no tutorial systems of education in other English Universities which are usually situated in large industrial centres.
The students of Oxford must spend morning hours working. They have classes, lectures and seminars or they study in their rooms. At two they have a dinner break which lasts till four. After tea they resume their studies. Almost all srudents go in for some kind of sport. The life of the students at Oxford is interesting.

Text 2. Crime
A crime is understood as a socially dangerous act (or omission) directed against the social and state system, the system of economy, property and other rights of citizens or any other act infringing law and order which is defined in criminal legislation as dangerous to society. Criminal legislation states that there can be no criminal responsibility wh ere the nature of the act is not socially dangerous. In consequence, criminal law does not regard as a crime an act or omission which, even if formally containing features of some act covered by criminal law, does not constitute a danger to society on account of its triviality.
Each crime consists of a number of individual elements. Those elements characterize the purpose of a criminal act, the form and method of an action, the character of a criminal act and so forth. The total sum of elements defining a specific crime comprises what is known as the corpus delicti of a crime. The corpus delicti in any act is grounds for establishing criminal responsibility against the offender. A person may not be considered guilty of having committed a crime unless several elements of corpus delicti of that crime have been established in his acts. In the absence of any element of corpus delicti in the acts of the accused, criminal proceedings may not be instituted, and if instituted, may not be continued, and must be stopped at any stage. In pronouncing its sentence the court must above all answer these questions: a) did the act ascribed to the accused actually take place? b) does it contain corpus delicti? c) was the act performed by the accused? The object of a crime is, under criminal law, social relations guarded by criminal legislation. This means that all crimes prescribed by the Criminal Code are ultimately aimed against the social relations taking shape and developing in society. However, each crime has an immediate object. Thus, murder has its immediate object - human life, theft - state, collective or personal property; rowdyism (hooliganism) - public law and order, etc.
A crime may be committed by an act, i.e. the active behaviour of a person, or persons, or by an omission, i.e. the non-performance of acts which it was his duty to perform (such as failure to use authority).
The subject of a crime is a person who commits the crime and is responsible for it. Only persons who have attained a certain age and are compos mentis can be the subject of a crime. Persons who have the age of 16 before the commission of a crime are criminally responsible; for some crimes (murder, deliberate infliction of bodily injury impairing health, brigandage, stealing, robbery, hooliganism with evil intent, etc.) the age is 14 years.
Actually, the age lim it for some crimes (committed by persons in office in their official capacity, military crimes, etc.) is considerably higher.
A person who, at the time of the commission of a socially dangerous act, is non-compos mentis, i.e. is unable to account for his actions or to govern them in consequence of chronic mental disease, temporary mental derangement, weak-mindedness or some other morbid state, is not criminally responsible. Compulsory medical treatment as established by the criminal legislation of the state (placing in a general or special mental hospital) may be applied to such a person by a court order.
A person who, at the time of the commission of a crime, is compos mentis but, before a sentence is passed by the court, is affected by mental derangement, is not liable to punishment. By an order of the court compulsory medical treatment may be applied to such a person and on recovery from his illness he may be liable to punishment. A person committing a crime while in a state of drunkenness is not relieved of criminal responsibility.

Text № 3 Psychopathy
There is no well-supported theory of psychopathy; many factors are involved that may vary from case to case. Current research focuses on biological determinants and on the qualities of the parent - child relationship that reinforce psychopathic styles of coping with reality. The clinical impression that the psychopathic individual experiences little anxiety about future discomforts or punishments has been supported by experimental studies. One study compared two groups of adolescent male delinquents. The experimenters tested galvanic skin response (GSR) under stress. Dummy electrodes were attached to each subject's leg, and he was told that in 10 minutes he would be given a very strong but not harmful shock. (A large clock was visible so that the subject knew precisely when the shock was supposed to occur; no shock was actually administered). The two groups showed no difference in GSR measures during periods of rest or in response to auditory or visual stimulation.
However, during the 10 minutes of shock anticipation, the nonpsychopathic group showed significantly more tension than the psychopathic group, and at the moment when the clock indicated shock was due, most of the nonpsychopathic delinquents showed an abrupt drop in skin resistance (indicating a sharp increase in anxiety); none of the psychopaths showed this reaction (Lippert&Senter, 1966). Other studies in prison have shown that psychopaths do not learn to avoid shocks as quickly as normal or neurotic individuals do, nor evidence as much autonomic nervous system activity as other prisoners under a variety of conditions (Hare, 1970).
These findings have led to the hypothesis that psychopathic individuals may have been born with an underreactive autonomic nervous system; this would explain why they seem to require so much excitement and why they fail to respond normally to the threats of danger that deter most people from antisocial acts. Interpretations must be made with caution, however. It is possible that psychopaths view experimental situations as something of a game and they try to play it "extra cool" by attempting to control their responses.

Text 4 Economics
It is not only customary but also logical to begin the study of any subject with its definition. But, when we come to economics, we are seriously handicapped in this regard, as there is neither a single comprehensive definition of the subject nor a general agreement among economists on the appropriateness of a particular definition. Economics being a developing and dynamic subject, its true range is not yet fixed. It cannot be fixed, either. This is because economics develops changes with time; and time is never steady or stern. Things change with time, so does economics: its scope-boundaries of the subject-matter, range, method and mode of analysis, approach to thinking on economic ideas and institutions, their role and significance, everything changes when time moves. Perhaps, for these reasons, economists like Hutchinson and Myrdal are of the opinion that economists need to be rigid regarding the precise definition of economics, since a mere definition is of little use in explaining and solving the economic problems faced by man in his life.
This, however, does not mean that one can remain silent on the question of defining economics. An attempt to provide a systematic, comprehensive and analytical definition of the subject is essential to know its nature, scope, significance and limitations. "Definition", as Erich Roll says, "is an essential part of any systematic discipline and the limits of field which it sets out to cultivate should be clearly marked. It is by definition that we assign to each discipline its room in the building of knowledge".

Text 5. Personnel Management
Personnel administration represents a major subsystem in the general management system in which it refers to the management of human resources. It is used to identify the entire scope of management policies and programs in the recruitment, allocation, leadership, and direction of manpower. Personnel administration begins with the definition of the required quantities of particular personal capabilities. Thereafter, people are to be found, selected, trained or retrained, negotiated with, counseled, led, directed, committed, rewarded, transferred, promoted, and finally released or retired.
In many of these relations, managers deal with their associates as individuals — the field takes its name in part from this type of relationship. In some working organizations, however, employees have been represented by unions, and managers bargain with these associations. Such collective-bargaining relationships are generally described as labour relations. Functions of management we should consider here could be defined in the following way.
Major areas of personnel department responsibilities include organizing-devising and revising organizational structures of authority and functional responsibility. They are aimed to facilitate two-way, reciprocal, vertical and horizontal communication. The next one is staffing, or manning-analyzing jobs that develop job descriptions and specifications. That is — appraising and maintaining an inventory of available capabilities, recruiting, selecting, placing, transferring, demoting, promoting and thus assuring qualified manpower when and wh ere it is needed.
Planning and forecasting personnel requirements in terms of numbers and special qualifications as well as scheduling inputs, has been marked as very important for anticipating the need for appropriate managerial policies and programs. One should bear in mind that training the development-assisting team members, from pre-employment. preparatory job training to executive development programs will be able to secure their continuing personal growth. It is necessary for a personnel manager to make collective bargaining-negotiating agreements and in follow these ones through in day-to-day administration;
Rewarding a personnel manager have to ensure provides financial and non-financial incentives for individual commitment and contribution. And of course, general administration - developing appropriate styles and patterns of leadership throughout the organization is one of the main areas of personnel management. It should be also mentioned here the importance of auditing, reviewing, and researching, that is, evaluating current performance and procedures in order to facilitate control and improve future practice.
To designate equally a body of knowledge, a process and a profession the term "ergonomics" or "human-factors engineering" has been used. Human engineering they have called it on the North American continent or ergonomics as it has been called in Japan, in Europe are originated from the Greek words: "ergon" — "work" and "nomos" — law. It is a collection of data and principles about human characteristics, capabilities and limitations in relation to ma-chines, jobs and environments, to take into account the safety, comfort, and productiveness of human users and operators. The data and principles of human-factors engineering are concerned with human performance, behaviour and training in man-machine systems and the design and development of man-machine systems.