andreeva_tia_nauchnyi_angliiskii_iazyk_vypusk_13_retsenziia
.pdf15.К сожалению, задачи, поставленные в начале рабо ты, не были...
16.Автор принял во внимание ошибки своих предше ственников и...
17.Долгий и трудный путь научных изысканий оказал ся для этого ученого...
18.Успех научного исследования, казалось, был оче видным, если бы He
lp. Остается сожалеть, что такой большой объем про деланной работы...
20.Сбор научной информации был...
Задание 15. Укажите основные достоинства одной из на учных работ по вашей специальности.
Задание. 16. Проведите критической анализ вашей науч ной статьи, описав недостатки.
Задание 17. Составьте предложения со словосочетаниями
оценочного типа.
in conclusion the author...
the monograph can be recommended...
several researchers think the work is...
you can consider the work...
the work is valuable...
the results are to be welcomed.
Задание 18. Переведите предложения на английский язык, закончив их.
1.Это великое научное достижение может быть...
2.Комплекс экспериментов, проведенных для под тверждения данного явления, показал...
3.Ценность этой работы состоит в том, что она основана на архивных документах прошлого столетия, которые...
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4.Язык изложения материала достаточно прост, по этому...
5.Книга может быть рекомендована как научным ра ботникам, так и студентам, потому что...
6.Интересно отметить, что описание событий в на стоящей работе затрагивает...
7.При написании статьи использовались аутентичные тексты, которые...
8.Археологические раскопки подтвердили гипотезу автора о том, что...
9.Заслуга автора состоит в том, что он представил но вый взгляд на научную проблему и, следовательно...
10.С сожалением отмечу, что статья содержит ряд ор фографических ошибок, которые...
11.В заключение еще раз отмечу большое значение данной работы, которая...
12.Всячески поддерживаю и приветствую эту моно графию, поскольку она...
13.Появление этой работы является выдающимся со бытием в современной науке, поскольку...
14.Конечно, данная работа может быть рекомендована...
15.Данная статья представляет большую ценность для...
16.Неоценимое значение данной работы состоит в том, что...
Задание 19. Прочитайте статью по вашей специальности и дайте оценку этой работе и рекомендации по ее ис пользованию.
Задание 20. Прочитайте монографию по вашей специаль ности на английском языке. Напишите рецензию, помня об ее обязательных составляющих.
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ПРИЛОЖЕНИЕ
Составьте рецензию на основе развернутых аннотаций и предисловий, представленных в данном разделе.
T e x t 1
The Social Sciences
Goodman N. (State University of New York at Stony Brook); Marx G. T. (Massachusetts Institute of Technology) with experts from Everything in its Path by Erikson К. T. Yale University. Society Today. N. Y.: Random House, 1978.
Psychology is mainly concerned with the bases of indi vidual human behavior. Major areas of study include: human development, behavior disorders, and learning; perception, sensation, and the biochemistry of the brain and nervous system; and individual emotions, motivation, personality, creativity, and the like. Social psychologists study the proc esses of social interaction - the ways in which individuals and groups behave toward and influence one another.
Anthropology is partly a biological science, partly a so cial science; it deals with the origins, evolution, physical characteristics, and social customs and beliefs of human be ings, usually through comparative study. Physical anthro pology deals with the biological origins of the human species and biological variations within it, including racial differ ences. Major attention is given to finding and classifying human fossils and artifacts. Cultural anthropology is de voted to observing or reconstructing the ways of life of sim ple, preliterate societies and to studying human social rela tionships in general; in recent years it has turned its attention to the study of segments of modem industrial societies, such as neighborhoods.
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Economics is primarily concerned with examining the pro duction, consumption, and distribution of wealth within socie ties. For example, in studying the gross national product, the unemployment rate, or the price of steel, economists are not simply studying statistics - these statistics reflect the behavior of individuals and the relationships among groups.
Political science specializes in the study of power, specifi cally examining governments, the political processes by which social decisions are made, political parties and leadership, and individual and group political behavior.
Sociology emphasizes human relationships within groups and interconnections among social institutions. Its primary subject matter is human societies - their patterns and arrange ments, the processes through which they develop and change, and the interplay between these patterns and processes and the behavior of individuals and groups. If this definition seems very general, it is because the studies done by persons who call them selves sociologists cover a wide range of topics. Thus, while the work of individual sociologists is often concentrated on a partic ular problem, the field itself is very broad.
Nevertheless, sociologists as a group can be distinguished from other groups of social scientists. Sociologists give much less attention to the individual and much more attention to groups than do psychologists. They arc much more concerned with modem industrial societies and less concerned with sim pler or proliferate societies than are most anthropologists. Al though many sociologists study economic matters, they tend to give more attention to the relationship between the economy and other aspects of society than economists usually do. Similarly, although sociologists are very active in the study of politics, they are more inclined than political scientists to
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connect political behavior and institutions to nonpolitical ar eas of life.
To make these differences among the social sciences more concrete, consider how each might approach the question of how best to reform the present welfare system in the United States. Psychologists might examine how welfare programs in fluence the mental health of recipients, the extent to which dif ferent programs would increase the individual's sense of per sonal worth and competence, or how best to retrain the unem ployed. Economists might examine the impact of various wel fare programs on taxation, on the unemployment rate, on con sumer buying, or on inflation. Anthropologists might explore the patterns of self-help in isolated, impoverished communities, or they might report on how simple societies deal with welfare problems. Political scientists might study the legislative proc esses through which welfare policies are made or the operations through which government agencies administer welfare pro grams. Sociologists might examine the effects of welfare pro grams on family structure, public opinion, the birth rate, race re lations, education, the formation of slums, or the distribution of power within society. They might also examine how each of these factors . in turn influences welfare programs or creates the need for such programs.
T e x t 2
Academic Anomie
Sommer R. Tight Spaces. New Jersey: Prentice-Hall, Inc., Englewood Cliffs, 1974.
Since World War II, universities have received more than theii share of monumental buildings. Nowhere is the architec ture as hard as on the instant campuses. Planned as a single unit
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before students and faculty arrive on the scene rather than growing organically one building at a time, the instant campus provides an architect's dream. But although it is visually im pressive and monumental in scale and conception, the dream is often flawed in its vision of human psychology and the nature of the educational process. Simon Fraser University, built atop Bumaby Mountain in the best traditions of mega-structure, originally had no services or activities available for its occu pants - no tawdry gas stations, delicatessens, or bookstores that might distract from the architecture. Eventually the number of people running out of gas or getting flat tires induced the uni versity to permit the construction of a gas station. The paucity of services can be attributed to the idea that students would ar rive on campus by bus or car at 9:00 A.M., attend classes until 3:00 and then return home. But higher education on this conti nent doesn't work that way. A student may have one class at 9:00 A.M. and then another at 1:00 P.M. He may spend some of the intervening hours in the library but most of them sitting around the courtyards and labyrinthine corridors. The Univer sity of California at Irvine is another example of monumental architecture with huge concrete structures towering over what was once prime agricultural land. The center of the campus is free of automobiles and bereft of people. It is too large and ex posed to provide feelings of privacy or community. The first floor of most buildings is a service level for trucks, carts, and machines, a fact that inhibits the development of a pedestrian culture. It is not a campus for walking or meeting people. In the large and empty corridors or out on the deserted center area, meeting another human being is an event. Faculty and students spend as little time as they can in these unfriendly buildings. Only the temporary buildings and the rented trailers seemed
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pitched at a human scale. A former student described his life on the Irvine Campus:
It is an eight-hour day, resembling an assembly plant in which the specialist technicians need never make human con tact outside the domain of their specialty. Although nicely landscaped, the campus holds no attraction for the students or faculty. I lived in the dorms, which are beautiful, wellappointed housing with sunken living rooms with gas fire places, fully carpeted, walnut doors and trim, and suite ar rangements which would be very comfortable were it not tor the Friday afternoon exodus. In my dorm alone, out of fifty people only two or three would remain on the weekends. After five years there is still not even a beginning sense of community. People resent the factory and only spend the minimum amount of time necessary on campus, preferring to make their homes and community elsewhere. UCI is for punching the time clock.
Attending a conference on one of these cold campuses is an alienating experience. The buildings are never marked and there is no one around to supply directions. Speakers fly in on the morning of their talk, give their lecture, and depart. Nobody stays around to hear anyone else.
The close physical resemblance between campus and prison has prompted Steele Commager to propose an innova tive method to handle drug users and at the same time finance universities. Commager suggests that the dormitories should be converted into stalags to accommodate all those students and others convicted of drug offenses and the state would reim burse the universities at the rate of $10,000 per inmate year, a conservative estimate of how much it costs the state to house each prisoner. Although made in jest, the suggestion raises some
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important questions about the convertibility of hard architecture. Unfortunately, the chances of capitalizing on the physical re semblance of universities and prisons are slight because the cost of remodeling a hard building will probably exceed the cost of building a new one. (In the past few years the State of California has closed half of its mental hospitals. It is doubtful if even 10 percent of this space has been converted to productive use. Anachronisms such as San Quentin and Folsom prison are sched uled to be closed and there are no plans for converting them to any other purpose.)
The architect for a 3,000-student junior college in Rhode Island selected a megastructure over a traditional campus plan because he thought a single building would "force disparate groups of students and faculty together". Not only is this a dangerous assumption to make, but it does not even seem to be a winning strategy. Enforced proximity is no guarantee of contact, communication, or community; one must also take into account the functional relationships between the individu als, their motives for coming together, and the amount of space and time provided for informal gatherings.
Crowding by itself does not increase communication or so cial contact. Indeed it may strengthen a social order that dis courages communication in order to prevent overstimulation from too many people in too little space. However, when we talk about high-rise buildings we are probably referring more to overconcentration than overcrowding. Although over crowding refers to an excess of people per square meter, over concentration refers to an excess of people in one place re gardless of size. Two prisoners in a cell may be one too many regardless of cell size, and the same is true of two business women sharing a single executive office where visits from cli-
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ents and ringing phones disturb the other person no matter how far apart the desks are located. Residents of Park Avenue in New York City below 96th Street are probably not crowded in terms of cubic meters per person, but they are overconcen trated, producing problems in traffic, air quality, noise, and crowds at stores, restaurants, and parks. The residents of Park Avenue above 96th Street, which is the boundary line between the black and white neighborhoods, are both overconcentrated and overcrowded. The concentration of people in urban areas is associated not with a greater sense of community and contact between people but with isolation, loneliness, and crime.
After the disturbances at Columbia University a few years ago, questions were raised about the lack of any academic sen ate. The administration opposed the idea, citing the lack of any room on campus large enough to accommodate the entire fac ulty. The size of classrooms also exerts some influence on American higher education. Unlike in primary and secondary education, where there tends to be a standard ratio of teachers and pupils (something like 1 to 25), university classes range from 3 to 1,500 students. Decisions made by a campus archi tect will influence the ratio of small seminars to middle-sized classes and large lecture sections.
Very little attention has in fact been given to the effect of the vertical campus on the lives of students, faculty, and ad ministrators. High-rise buildings have created enormous con centrations of students, teachers, and clerks, but there is no in dication that this has increased contact, communication, or community. Wilensky studied the effects of a new large head quarters building on a trade union. Communication problems arose within the union that had not been there before, as evi denced by this statement of a union official:
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When it was small, we were involved in everything. ...Now you can't possibly know everything that is going on - just the physical arrangement alone would prevent this. We have a standard joke around here - when we were in the small build ing, you met the top officials in the John and could learn what was going on. Now we have a john on each floor.
Several years ago I was asked to look at the plans for a new psychology building at a large university. All the animal labo ratories were exactly the same size, even though some were de signed to accommodate monkeys and others rats and quail. Be cause I knew that these animals have different spatial require ments, I questioned the reason for the standardized dimensions. The answer of course was that it would not be expedient to give one person less lab space then someone else of equivalent rank. A far more insidious aspect of the building plans was the omis sion of any room large enough to accommodate all the faculty, much less the graduate students. The chairman admitted that he didn't like department meetings because of the acrimony they had generated in the past. Yet tins seemed to assure prescription for alienation, anomie, and the reinforcement of the individual entrepreneur model for faculty.
T e x t 3
Issues in Society
Lena H. F., Helmreich W. B., McCord W. Issues in Society. S. 1., s. a.
Contemporary societies are in a state of crisis. A statement such as this may have produced anxiety or uneasiness in the past, but it is so common an expression today that as we enter the 1990s it virtually has a taken-for-granted quality. Televi sion and print media buffet us daily with accounts of the indi
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