STATE AUTONOMOUS PROFESSIONAL EDUCATIONAL INSTITUTION OF THE NOVOSIBIRSK REGION
"KUPINSKY MEDICAL TECHNIQUE"
Methodological development of a practical lesson
in the discipline Russian language and speech culture
Chapter:Norms of the Russian literary language
Subject:“Eliminating morphological and word-formation errors and inaccuracies in your speech”
Explanatory note
Educational and methodological lesson plan
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Chronological map of the lesson
Main stages of the lesson. Codes of formed competencies
Approximate time
Organizational moment
Purpose: the stage disciplines and prepares students for educational activities
2 min.
The teacher notes those absent from the lesson, checks the readiness of the audience and students for the lesson
Motivation for learning activities. Target setting. Formation OK 1.
Goal: to intensify the cognitive activity of students, to show the significance of the topic for the future profession of a specialist
3 min.
The teacher emphasizes the importance and relevance of the topic. Defines goals and lesson plan.
Updating basic knowledge OK 4 (Appendix 1)
Purpose: to identify the level of theoretical knowledge, assess the degree of preparation for the lesson
10 min.
Checking homework (selectively)
Orlova E.V. Russian language and speech culture for medical universities. - Rostov n/d, 2011 - Task 139
Prepare a message “Basic ways of forming words in the Russian language”
Oral dictation
Guidelines for conducting independent work OK 2 (Appendix 2)
Goal: preparing students for independent work
2 min
The teacher explains the goals, objectives and stages of independent work (written instructions)
Plan: 1. Filling out the workbook
2. Doing exercises
(Appendix 3)
3. Working with the textbook
Goal: to develop the ability to eliminate morphological and word-formation errors and inaccuracies in your speech
50 min
The teacher organizes and monitors students' performance of tasks aimed at developing skills and developing the ability to apply theoretical knowledge in practical activities.
Individual – group teaching method.
Physical education minute. Implementation OK 13Purpose: relieving tension from the muscles of the neck and upper limbs
3 min
The teacher organizes a set of physical exercises.
Comprehension and systematization of acquired knowledge, implementation of OK 4; OK 6; OK7
( Appendix 4)
Goal: systematize and consolidate acquired knowledge and skills, increase the level of understanding of the studied material
10 min.
Reinforcement of the material is carried out in the form of test tasks
Summing up (Appendix 5)
5 min.
The results of students’ work in class are discussed; grades with comments are given.
Homework assignment - OK 5 Purpose: informing students about preparation for the next lesson
5 min.
Decipher medical abbreviations
BP, ACTH, BA, HIV, GB, GHB, DNA, GIT, IHD, mechanical ventilation, MI, exercise therapy, ARF, ARVI, AHF, BCC, RNA, CSF, ESR, AIDS, CVS, GH, ultrasound, UFO, CAH, CRF, CHF, CNS, heart rate, respiratory rate, ECG, NMR.
Total
90 min
Appendix 1
Updating of reference knowledge
Oral dictation
Correct the mistakes in the sentences. Explain the reasons for their appearance .
1. Doctor Noskova sees patients three times a week. 2. My sister is a discharge athlete. 3. During the war, my grandmother was a mortar man. 4. The ballerina masterfully performed his part. 5. A Korean man and a Korean woman were collecting goods from the counter. 6. The engineer was especially good today. 7. The secretary-typist quickly completed the task. 8. Ivan Perepelkin is an excellent nurse. 9. The trees in the cherry orchard were fragrant. 10. The detachment settled down on a river cape. 11. He was covered in sweat. 12. He was not noticed among a number of recruits. 13. Before exams, you need to work hard. 14. There was a huge amount in the current account. 15. He liked it when the garden was in color. 16. This employee was in good standing with his superiors.
Appendix 2
Guidelines for conducting independent work Stages of independent work
Completing the workbook- Read the block of information on the topic Morphology
Do exercises for self-control
10 min.
Doing exercises. Working with handouts
Complete practical tasks
Complete test tasks
25 min.
Working with the textbook - Orlova E.V. Russian language and speech culture for medical universities. - Rostov n/d, 2011- 3 assignment 140
10 min
Collective check of completed exercises
3 min
Ask your teacher questions. Hand in your workbooks.
2 min.
Appendix 3
Independent work of students
Complete practical tasks
Exercise 1 . Select the correct ones from the given forms ( regulatory ). Give reasons for your choice .
Upon arrival - upon arrival; coast –– saving; both candidates – both
candidates; tomato –– tomato; more beautiful –– more beautiful –– more beautiful –– more beautiful; deaf –– deaf; go –– go –– go –– go; bulletin –– bulletin; vacuum cleaner – vacuum cleaner; right shoe –– right shoe; don't spoil - don't spoil; measure –– measure; lay down, lie down –– put down, put down.
Exercise 2 . Determine the type of abbreviations
District Department of Internal Affairs, Youth Theater, CJSC, EVM, University, OVIR, ONT, Republican Scientific and Practical Center, Central District Hospital, BSMU,
MFA, GKB, OVRZ, WHO.
Exercise 3 . Identify deviations from norms . Adjust them .
1. More than four hundred children rested in a children's health camp.
2. The average monthly income of 147 out of 541 firms exceeded 40,000 euros.
3. Despite difficult weather conditions, the republic collected 42.9
centners per hectare.
4. Teachers with eight hundred schoolchildren went for health improvement
5. My grandfather was awarded two medals.
6. According to operational data, in the area the grass was mowed over an area of 10.7
thousand hectares.
7. Grain threshed at two thousand six hundred sixty thousand
hectares.
8. The party will be represented in parliament by one hundred deputies.
10. We stocked up with seven hundred syringes.
Exercise 4 . Identify norm violations and correct them .
1. The patient asked his sister to pour himself some water.
2. On the advice of a doctor, the patient gargles with a solution of baking soda.
3. The doctor prescribed a different medicine for the child.
4. Many children were sick with the flu.
5. Calm down, drink water!
6. The doctor did not find any signs of illness in the child.
7. The boy is now an orphan: his father died when he was three years old.
8. The mother was very worried about her son’s health.
9. A wide scar on his face ran between his right and left eyes.
10. Tanned and stronger, the brother and sister returned from the sea.
Exercise 5 . Identify code violations and correct them .
1. She is even more beautiful today.
2. This is an even worse solution to the problem.
3. This is the kindest person I have ever known.
4. The development of new treatment methods is becoming more intensive.
5. He was hot, full of life.
6. I don’t strive to be better or original, I want to remain myself.
7. One brother is noisy, the other is quiet.
Exercise 6
.
Fix bugs
A) “Citizens on vacation, let’s go hang ourselves” (From an advertisement in a sanatorium)B) “We had a fun wedding” (Headline in the newspaper)C) “The food in our canteens has improved” (From the report of food industry workers)D) “My friend looked at everyone around him cheerfully” (From a student’s essay)D) “I finished my potato lunch, I’m going to the briefing” (From a pager message).
A) “Citizens on vacation, let’s goweigh
"(From an advertisement in the sanatorium)
B) "Fun"took a walk
wedding" (Newspaper headline)
IN) "Nutrition
in our canteensimproved
"(From a report from food industry workers)
D) “For everyone around me, my friendlooked
fun" (From a student’s essay)
D) "Finished"breakfast
, I'm going tomeeting with journalists
"(From a pager message).
Exercise 7 . Correct the sentences, explain errors in the use of the case form of nouns.
A) The role of Neschastlivtsev in Ostrovsky’s “The Forest” was played by a young talented actor.B) Modern science has creatively mastered much of what Darwin created.C) Buy me a pair of stockings and two pairs of socks.D) From time to time, astronomers manage to clearly observe Mars.D) The apple orchard occupies over one hundred hectares.E) A large tomato harvest has been harvested.G) Divide it all into several equal shares.H) We were in the largest workshop of the plant.I) Documents must be submitted by the first of August.J) Multiply the numerator of the first fraction by the denominator of the second.A) The role of Neschastlivtsev in “Forest”e
“Ostrovsky was performed by a young talented actor.
B) Modern science has creatively mastered much of what Darwin createdO
m.
B) Buy me a pair of stockings and two pairs of nosescove
.
D) From time to time, astronomers manage to clearly observe Mars.
D) The apple orchard occupies over one hundred hectaresov
.
E) A large tomato harvest has been harvestedov
.
G) Divide it all into several equal sharesto her
.
H) We were in the largest workshope
plant
I) Documents must be submitted by the first of AugustA
.
K) Multiply the numeratorb
the first fraction on the denominatorb
second.
Exercise 8 .
A) The student was capable of mathematics.B) The young farmer expects a rich buckwheat harvest this year and a more abundant one next year.C) Such an answer is meaningless.D) The boy developed worse habits.D) The poems were successful both in content and form.E) The first student answered more briskly than the second.G) The room is low for such furniture.H) The sky today is blue and full of amazing transparency.I) The game was postponed in a better position for White.K) The hero of the story is a little high school student. He is always smart, always dressed in uniform, and cultured in his manners.A) The student had a wayen
to mathematics.
B) The young farmer expects a rich buckwheat harvest this year andmore
more abundant - in the next one.
C) Such an answer is meaningless.
D) The boy developed worse habits.
D) The poems were successful both in content and form.
E) The first student answeredmore briskly
than the second one.
G) The room is low for such furniture.
H) The sky is blue today, fulle
amazing transparency.
I) The game was postponed in a better position for White.
K) The hero of the story is a little high school student. He is always smart, always dressed in uniform, and cultured in his manners.
Exercise 9.
A) Three boys and three girls performed a beautiful dance.B) The school library has two thousand four hundred and eighty-three books.C) The Papanins stayed on the ice floe for two hundred and seventy-four days.D) The city is located one and a half hundred kilometers from the regional center.D) On this day, the commission examined twenty-three students.E) Air humidity is seventy-six and a half percent.G) Cars were parked at both gates.H) There is one and a half academic months left before the start of exams.I) A nine-meter hundred-year-old oak towered in the center of the clearing.J) Two hundred and forty-three boys and girls took part in the competition.L) Everyone was given five notebooks.A) Three young men and threeAnd girlsAnd performed a beautiful dance.B) The school library has two thousand fourby hundreds sunseventy three books.B) The Papaninites stayed on the ice floe for two hundred and seventy-fourday . D) The city is located one and a half hundred kilometers awayOh from the regional center.D) On this day the commission examined twentyAnd students.E) Air humidity is seventy-six and a half percentA . G) The cars were standing nearboth of them gateH) There are one and a half academic days left before the exams start.s month.AND)Nine meter a hundred-year-old oak towered in the center of the clearing.K) Two hundred and forty-three young men took part in the competitionAnd and girlski . L) They gave each one a toeb notebooks.Exercise 10 Correct sentences, explain errors .
A) The boy is now an orphan; his father died when he was three years old.B) Behind him was a cart loaded with things.C) The group passed all the tests and asked to be examined first.D) The hostess took the suitcase off the table and pushed it aside.D) When the holidays came, the students went to their relatives; they were waiting for them with great impatience, hoping to have a good rest.E) The patient asked his sister to pour himself some water.G) The artist’s first performance brought her great success and much could be expected from her.H) The guide gave explanations to his listeners and asked them to write them down so that they could be printed later.A) The boy is now an orphan; father died whenchild was three years old.B) Behindn A cart loaded with things was walking behind him.C) The group passed all tests,students asked examine them first.D) The hostess took the suitcase off the table,which pushed aside.D) The students went to their relatives when the holidays came; they were waiting for them with great impatience, hoping to have a good rest.E) The patient asked his sister to pourto him water.G) The artist’s first performance brought her great success, and fromher there was a lot to be expected.H) The guide gave explanations to his listeners and asked them to write them down so that they could be printed later.Exercise 11. Correct sentences, explain errors .
A) Sunflower seeds are crushed, kneaded and washed with cold water to remove impurities.B) We must help young people grow and demonstrate their abilities.C) Do not damage the furniture by placing a hot kettle on the table.D) It is necessary to focus on the most important issues.D) Where did you hear about this?E) If this continues, I will find myself in a difficult situation.G) On the advice of the doctor, the patient gargles with a solution of baking soda.H) Don't wave your arms so much.I) The flower dried in a vase without water.A) Sunflower seeds are crushed, kneaded and washed with cold water to remove impurities.B) We must help youth grow and manifestlie your abilities.B) Not a portb furniture, placing a hot kettle on the table.D) Necessaryconcentrate attention to the most important issues.D) Where are youheard about this?E) If this continues, ICan I feel likecrawl in a difficult situation.G) On the advice of a doctor, the patientbrush throat with a solution of baking soda.H) Not mashi so hard with your hands.I) Flower without waterwithered in a vase. Exercise 12. Correct the sentences, explain the mistakes.
A) Science is based on the achievements and discoveries of previous generations.B) The task we perform does not cause any particular difficulties.C) The writer spoke about changes in the book that he is preparing for republication.D) In the near future, a new production will be shown, created by the renewed theater troupe.D) Our regularly published wall newspaper provides interesting information about the life of the team.E) Daredevils who attempt to climb to the top of this mountain in winter conditions will pay with their lives.G) Students who write a weak homework essay will have to redo it.
H) Each student who would like to participate in the work of a scientific circle must submit an application to the director.
I) The lecture given to students on the peaceful use of atomic energy aroused great interest.
K) A few days after the quarrel, Dubrovsky caught Troekurov’s peasants in their forests stealing firewood.
A) Science is based on the achievements and discoveries of predecessorsoval
generations.
B) The task, completingit's
us, does not cause any particular difficulties.
C) The writer spoke about the changes in the book,
which he cooks
for reissue.
D) A new production will be shown in the near future, creatingsculpted
by the renewed theater troupe.
D) Our regularly releasingXia
The wall newspaper provides interesting information about the life of the team.
E) Daredevils,
who will try
climb to the top of this mountain in winter conditions, you will pay with your life.
G) Students
who will write
The homework is weak, they will have to redo it.
H) Each student who wishes to participate in the work of a scientific circle must submit an application to the director.
I) The lecture given to the students on the peaceful uses of atomic energy aroused great interest.
K) A few days after the quarrel, Dubrovsky caught Troekurov’s peasants stealing firewood in his forests.
Exercise 13.
Correct sentences, explain errors
.
A) In a chess competition, the young master, meeting with the grandmaster, won a brilliant victory.
B) The use of these expressions and phrases can be shown with illustrative examples, taking examples of fiction as illustrations.
C) All presentation in the book is made extremely briefly, taking into account the student’s time budget.
D) Science is required to provide advice such that, if applied, it would be beneficial in practical work.
D) Having read the work a second time, I think that the main ideas are expressed correctly in it.
E) Approaching the river, we stopped the horses, quickly jumped to the ground and, hastily undressed, rushed into the water.
G) Using a calculator, the calculation is quick and easy.
H) Having received a serious wound, the soldier was saved by his comrades.
I) Having quickly dressed and washed, the boy ran to school, but, having caught on something and tripped, he fell.
A) In a chess competition, a young master mettiring
with the grandmaster, won a brilliant victory.
B) The use of these expressions and phrases can be shown with illustrative examples, takingtykh
as illustrations
from
sampleov
fiction.
C) Since the student does not have enough time, the entire presentation in the book is made extremely short.
D) Science requires the following advice:
from
appliedleniya
whichx was
would be useful in practical work.
D) After reading the work a second time,
I think
that the main ideas are expressed correctly.
E) Liftinghav
to the river, we stopped the horses, quickly jumped to the ground and, hastily undressed, rushed into the water.
G) When using a calculator, the calculation is quick and easy.
H) When the soldier was seriously wounded, he was saved by his comrades.
I) Having quickly dressed and washed, the boy ran to school, but got caughtwasted
for something, I'll tripand
fell.
Complete test tasks
Task 1.
a) I met ophthalmologist Mikhail Alekseevich Shtromberg and his wife, urologist Olga Alexandrovna Shtromberg.
b) I met ophthalmologist Mikhail Alekseevich Shtromberg and his wife, urologist Olga Alexandrovna Shtromberg.
c) I met ophthalmologist Mikhail Alekseevich Shtromberg and his wife, urologist Olga Alexandrovna Shtromberg.
Task 2. Mark the correct sentence.
a) Ulcers are a defect of the skin or mucous membranes and underlying tissues that persist for a long time due to disruption of the healing processes.
b) Ulcers are a defect of the skin or mucous membranes and underlying tissues that persist for a long time due to disruption of the healing processes.
c) Ulcers are a defect of the skin or mucous membranes and underlying tissues that persist for a long time due to disruption of the healing processes.
Task 3..
a) He paid more than two hundred and fifty rubles for the medicine.
b) He paid more than two hundred and fifty rubles for the medicine.
c) He paid more than two hundred and fifty rubles for the medicine.
Task 4. Mark the incorrect sentence.
a) A person, relying on touch, confidently and accurately makes any movements and avoids obstacles.
b) Relies on touch, confidently and accurately making any movements, avoiding obstacles.
c) A person relies on touch, confidently and accurately making any movements, avoiding obstacles.
Task 5. Mark the incorrect sentence.
a) When food calcium is absorbed by the body, it has a significant effect on metabolism and contributes to the fullest use of nutrients in the body.
b) Food calcium, assimilated by the body, has a significant effect on metabolism and contributes to the most complete use of nutrients in the body.
c) When calcium is absorbed by the body, it has a significant effect on metabolism and promotes the most complete use of nutrients in the body.
Task 6. Indicate sentences in which nouns are used incorrectly.
1. Graduate students are confident in the need to study bacteria.
2. His hobby is to study bacilli.
3. Destroying germs is the task of any disinfection.
4. In winter, the squirrel will pull the boletus out of the hollow and eat it.
5. In our yard, children love to play Cossack robbers.
6. The owners harnessed two bears to one sleigh and put the guests there.
7. He managed to shoot three ducks while hunting.
8. The young writer decided to introduce a comic character into the story.
9. The postman tried more than once to find the addressee.
Appendix 4
Comprehension and systematization of acquired knowledge
TEST
1. In which version is the definition correct: Word formation is a branch of the science of language in which...
A) answers are given to questions about how they are built (t . i.e. what parts do words consist of and how are they formed (i.e. from what and with the help of what),
B) the sound side of the word is studied,
C) the rules of spelling words are studied,
D) the history of the word is studied,
D) the lexical meaning and use of words is studied.
2. What is the basis?
A) the main significant part of the word,
B) the significant part of the word before the root,
C) part of a modified word without ending or the entire unchanged word,
D) a significant part of a word without a root,
D) a significant part of the word, which serves to form new forms of the word.
3. Determine the option in which the form of the word revenge is given:
A) sweep away
B) sweeping,
B) swept
D) sweeper
4. Indicate the word formed according to the model “∩ ^^ □ »:
A) silence
B) reserved
B) dangerous
D) urban,
D) a long time ago.
5. Indicate the method of forming an aspect pair of verbs:
forgive - forgive, receive - receive, forget - forget.
A) suffixal,
B) prefix,
B) stress shift
D) prefix-suffixal,
D) affixless.
6. In what cases is the connecting vowel e written in complex words?
A) only after bases on a soft consonant and C,
B) after stems on soft consonants and vowels,
B) after stems on a soft consonant,
D) only after bases on a soft consonant, sibilant and C,
D) after the bases to sibilant and C.
7. Determine which version of the diagram corresponds to the words:
listener, top secret, embellish.
A) ∩^^ □, ¬∩ ^ □, ¬¬∩ ^ □;
B) ∩ ^ □, ∩∩^ □, ¬∩ ^ □;
B) ¬∩ ^ □, ∩^ □, ¬∩ □;
D) ¬∩ ^^ □, ¬∩ □, ¬∩ ^^ ;
D) ¬∩ ^ □, ¬ ¬∩ ^ □, ∩^^ □.
8. Determine the method of formation of the noun teacher's:
A) suffixal;
B) transition from one part of speech to another;
B) adding the basics
D) prefix-suffixal,
D) affixless.
9. Determine with the help of which morphemes the word preexcellent was formed:
A) suffix,
B) two suffixes,
B) prefix and suffix,
D) prefix,
D) connecting vowel E.
10. Which word is formed by adding stems:
A) wall-mounted,
B) window sill,
B) pedestrian
D) chair-bed.
11 Mark the correct phrase.
A)collect anamnesis
b)collect a diagnosis
V)collect the etiology of the disease
12
Tick the correct sentence.
A)Percussion is one of the oldest methods of examining a patient.
b)Percussion is one of the oldest methods of examining a patient.
V)Percussion is one of the oldest methods of examining a patient.
13.
Mark the correct sentence
.
A)Experienced surgeon Smirnova performed a successful operation.
b)An experienced surgeon Smirnova performed a successful operation.
V)An experienced surgeon Smirnov performed a successful operation.
14
.
Mark the correct sentence
.
a) I met the endocrinologist Shoman Mikhail AlexanderRovich and his wife, pediatrician Shoman Olga Vladimirovna
b)I met endocrinologist Shoman Mikhail AlekSandrovich and his wife, pediatrician Shoman Olga Vladimiflat.
V)I met endocrinologist Mikhail Aleksandrovich Shoman and his wife, pediatrician Olga Vladimirovna Shoman.
15 Mark the correct sentence .
A)Gastritis is a stomach disease characterized by inflammationI eat its mucous membrane.
b)Gastritis is a stomach disease characterized by inflammationits mucous membrane.
V)Gastritis is a disease of the stomach characterized by inflammationby removing its mucous membrane.
16. Tick the correct sentence.
A)He paid for medical insurance in the amount of 4.5 thousand rubles.
b)He paid medical insurance in the amount of 4.5 thousand rubles.
V)He paid medical insurance in the amount of 4.5 thousand rubles.
17
.
Mark the wrong sentence
.
A)Hormones entering the blood have a regulating effect onorganism.
b)Once in the blood, hormones have a regulating effect onorganism.
V)When hormones enter the blood, they have a regulating effect onorganism.
18. Mark the incorrect sentence.
A)When he came home, he felt bad.
b)Arriving home, he felt ill.
V)Arriving home, he felt bad.
19.
A)HELL
b)cerebral palsy
V)NS
20. Mark the feminine word.
A)gamma emitter
b)gram molecule
V)spa hotel
Appendix 5
Criteria for assessing students' knowledge and skills
“5” (excellent) - knowledge of theoretical material, taking into account interdisciplinary connections, with test control - 100-90% of correctly completed tasks, correct execution of exercises.
“4” (good) - minor difficulties in answering theoretical questions, disclosure of interdisciplinary connections, logical justification of theoretical questions with additional comments from the teacher, during test control - 80% of correctly completed tasks, performing exercises with the participation of the teacher.
“3” (satisfactory) - incomplete answer to theoretical questions that require leading questions, logical justification of theoretical questions with additional comments from the teacher, with test control - 79% of correctly completed tasks, difficulties when performing exercises with the participation of the teacher.
“2” (unsatisfactory) - incomplete answer to theoretical questions that require leading questions; during test control - less than 70% of tasks completed correctly, gross errors when performing exercises with the participation of a teacher.
Criteria for evaluating vocabulary dictation
Rating "5" awarded for a dictation in which there are no errors.
Rating "4" is given for a dictation in which the student made a mistake1-2 mistakes.
Rating "3" 3 - 4 errors.
Rating "2" is given for a dictation in which it is allowedup to 7 errors.
Criteria for assessing test tasks
Score “5” (excellent) – 90% correct answers
out of 10 tests 9 correct answers out of 15 tests 14 correct answers
out of 20 tests 18 correct answers out of 30 tests 27 correct answers
out of 35 tests 31 correct answers out of 50 tests 45 correct answers
out of 100 tests 90 correct answers
Score “4” (good) – 80% correct answers
out of 10 tests 8 correct answers out of 15 tests 12 correct answers
out of 20 tests 16 correct answers out of 30 tests 24 correct answers
out of 35 tests 28 correct answers out of 50 tests 40 correct answers
out of 100 tests 80 correct answers
Score “3” (satisfactory) – 70% correct answers
out of 10 tests 7 correct answers out of 15 tests 11 correct answers
out of 20 tests 14 correct answers out of 30 tests 21 correct answers
out of 35 tests 24 correct answers out of 50 tests 35 correct answers
out of 100 tests 70 correct answers
Score “2” (unsatisfactory) - 69% correct answers
out of 10 tests 6 correct answers out of 15 tests 10 correct answers
out of 20 tests 13 correct answers out of 30 tests 20 correct answers
out of 35 tests 23 correct answers out of 50 tests 34 correct answers
out of 100 tests 69 correct answers
Blood pressure,
Adrenocorticotropic hormone,
Bronchial asthma,
human immunodeficiency virus,
Hypertension,
Gamma-hydroxybutyric acid,
Deoxyribonucleic acid,
Gastrointestinal tract,
Coronary heart disease,
Artificial ventilation,
Myocardial infarction,
Therapeutic exercise,
Acute respiratory failure,
Acute respiratory viral infection,
Acute heart failure,
Circulating blood volume,
ribonucleic acid,
cerebrospinal fluid,
Erythrocyte sedimentation rate,
Acquired immunodeficiency syndrome,
Cardiovascular system,
Somatotropic hormone,
Ultrasound examination,
Ultraviolet irradiation,
Chronic active hepatitis,
Chronic renal failure,
Chronic heart failure,
Central nervous system
Heart rate,
Respiratory rate,
Electrocardiography,
Nuclear magnetic resonance.
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1 Ideas and meanings TROFIMOVA Roxana Pavlovna, Doctor of Philosophy, Professor of the Department of Philosophy of the Financial University under the Government of the Russian Federation (125993, Russia, Moscow, Leningradsky Prospekt, 49; inbox.ru) CULTURE AND TYPOLOGY OF CIVILIZATIONS Abstract. The article is devoted to the study and modeling of cultural and economic systems of local civilizations, including Russian. The main ideas of the article are in many ways a further development of the theories of N.Ya. Danilevsky, A. Toynbee, S. Huntington and other researchers of the modern civilizational process. The author relies on the basic principles of the civilizational method of studying society, its economy and culture. The article examines and models ancient and modern civilizations, and predicts their fate in the modern world. Modeling of local civilizations also includes such an algorithm as cultural policy implemented by the states that are part of this civilization. In this regard, the typology of local civilizations makes it possible to predetermine possible options for cultural policies that will be implemented by the peoples included in a given local civilization. Key words: algorithm of local civilization, globalization, innovation, innovative local civilization, culture, cultural policy, cultural-economic system, cultural-economic policy, tradition, traditional local civilization, civilizational approach, economics Modern world science, based on the achievements of science of the last century and again comprehending the facts accumulated by her and the conclusions drawn, she created new sciences and methodologies for studying the culture of human society and the problems of its development. New areas of research in our century include cultural studies and civilizationology as sciences. On the basis of the civilizational approach, modern social science is developing a theory of the typology of cultures and local civilizations, which is designed to solve, first of all, the problem of an ordered description and explanation of a heterogeneous set of cultural objects. A special role is played in this process by the system of comparative and systematic research methods. In order to model civilization and give various forecasts of its development, it is important to carry out the tasks of both analysis and synthesis. The modeling itself involves generalizing the data obtained and creating a model for its further development. The emergence of the theory of cultural typology suggests the problem of choice when there are many heterogeneous cultures. To describe these cultures, they need to be ordered. In the theory of cultural typology, there is an intensive accumulation of material. The researcher distributes them according to his concept of the existence of cultures and civilizations into certain types he has identified. Carrying out such studies makes it possible to solve the problem of influencing cultures using the patterns of the identified types proposed by the author of the concept. In this regard, we have a fairly large number of theories for the classification of various cultures and civilizations. The creation of civilizationology and typology of cultures in our century represents a great contribution to the development of modern social science, making it possible to go beyond generally accepted ideas, based on real data on the development of human civilizations. Culturology and civilizationology strive to separate one type of culture or civilization from another, to combine, through internal synthesis, all existing types of cultures into one single type of culture. Today in science and life there is more and more data about the desire for the emergence of a new unified “technogenic” civilization and the possibility of its implementation. In line with these processes, these sciences can influence the development of existing types of cultures and local civilizations.
2 86 Power In the situation of the historical development of mankind, we can assume that there is every reason to talk about trends in the merging of human cultures into a single civilization. Creating a typology of local civilizations is a rather complex task, and its solution today is apparently impossible in its final form, because There is not a single theory of the development of civilizations that does not offer its own typology of world history and local cultures. Based on the above working definition of civilization, we can propose the following system of typology of local civilizations. In creating this typology, we rely mainly on the works of N.Ya. Danilevsky, A. Toynbee and their followers. In this typological system, from the standpoint of geohistorical localization, it is possible to distinguish local civilizations that existed in the world history of mankind. Before the new era, 10 ancients supposedly existed: ancient Egyptian (XXXV century BC 331 BC 325 AD), Sumerian (XXXV century XX century BC), Babylonian (XV century BC. I century BC civilization of Mesopotamia), Hittite (XVIII-XII centuries BC), ancient Chinese (XV century BC present), Hindu (XV century BC present), Minoan (Ancient Aegean XX century BC, 9th century BC), Andean, Mayan, Mexican (pre-Columbian civilizations of America 10th century BC AD XVI century AD). In the first millennium BC, 1 2 transitional civilizations arose: the Hellenistic ancient civilization (it sometimes includes local civilizations of Ancient Greece and Ancient Rome). In the first millennium AD, an average of 10 modern local civilizations emerged: Western European (476), Byzantine-Orthodox (AD), Russian (Russian-Orthodox 998), Arab-Islamic (622), Afghan-Asian (XI-IX centuries present), Chinese, Far Eastern (Shinto 5th century present), Hindu, African (XX century) and American: North American (1776 present) and Latin American (1492 present) /c) local civilizations. Among modern civilizations, a group of local systems stands out that arose at the turn of the first millennium BC and continue to exist in our world. These are Chinese (XV century BC), Far Eastern (Shinto 5th century BC), Hindu (XV century BC) and Afghan-Asian (Persian or, according to Toynbee, Iranian- Syrian state of Central Asia XI-IX century BC). These local civilizations, having emerged among ancient formations, have largely retained their traditional character of development and today are trying to find their way into an innovative society. The works of modern civilizationologists offer other geohistorical systems for the typology of local civilizations: from the 8 cultures of O. Spengler to a more significant number of civilizations of A. Toynbee and modern researchers [Toynbee 1991; Toynbee 2003; Huntington 2003]. The content typology of local civilizations and the cultures that form their basis can be varied. Among local civilizations the following types can be distinguished. 1. Cycle-ending and permanently developing (Chinese, Hindu, Shinto). The latter found the opportunity to respond to the challenges of history and, having arisen among ancient civilizations, continue their development in our days. 2. United ones having common territories, and dispersed territorially scattered ones, such as the Arab-Islamic and Judaic civilizations. 3. Traditional majority of modern civilizations (often referred to as the “third world”) and innovative Western European and North American (local civilizations of the West).
3 Power Generating and non-generating local civilizations. In the diversity of history, not all peoples and their cultures are capable of giving rise to new local civilizational formations. Thus, ancient (Hellenistic) civilization became transitional precisely because it was generative. It gave birth to Western European and two Orthodox civilizations. In the 18th century The generating local civilization was the Western European civilization, which transmitted its civilizational algorithms to the Western Hemisphere, as a result of which two American civilizations were born. 5. Passionate and stagnant local civilizations, i.e. possessing active passionary capabilities for their development or, conversely, seemingly frozen at the previous stage of development. Typically, the second type of local civilizations is characterized in the cultural and economic system by the “movement of capital” to other countries and “brain drain,” when a positive, passionate personal principle either leaves civilization or does not have the opportunity to use its forces and gradually dies. 6. Technology-oriented and mental-oriented local civilizations. The first group of civilizations is mainly technotronic civilizations, focused on the development of material culture, technological achievements with their active implementation and dominant development. The spiritual principles of such local civilizations, as a rule, are colored by a pragmatic orientation, and the deep layers of spiritual culture, which have not become the dominant factor, become the privilege of selected carriers of elite culture. Mentally oriented local civilizations, which mainly include the eastern cultural and economic systems that emerged in ancient times, accept pragmatic economic orientations through their comprehension in traditional spiritual culture. This cultural environment dominates among the values of a given local civilization, and without it all material achievements are perceived as alien. 7. Stable ethnic and emigration local civilizations are civilizations identified by their demographic and cultural composition. All ancient and many modern local civilizations belonged to stable ethnic civilizations. In the territories of their formation, by the time of their emergence, a basic ethnic group with its own culture had already formed. Only modern civilizations of the Western Hemisphere can be classified as emigration. It is important to take into account that during the exploration of America by settlers of the Old World, ancient pre-Columbian civilizations with their population were destroyed and a new ethnic entity was gradually formed from emigrants. Thus, any citizen of North American civilization conceptualizes himself as an American, and at the same time indicates his ethnic origin (formula: “American of Irish or Russian origin”). Such local civilizations have a unique mentality that largely preserves the cultural features of the parent ethnos. 8. Among modern civilizations, one can distinguish formations focused on script civilization (traditional writing), and computer-information societies (North American, Western European civilizations) societies in which the creation and storage of information is entrusted to new computer technology. 9. Based on the characteristics of the dominant mentality, special “biophilic” and “necrophilic” mental-oriented local civilizations are sometimes distinguished. The mentality of the first type of civilizations (Sumerian, Babylonian, Shinto and ancient) is focused on the joy of life. Thus, ancient civilization sometimes considered staying in the kingdom of Hades as a temporary state.
4 88 Power. There was a ritual according to which every ancient Greek still had hope of returning to his homeland under the blue sky. In this regard, the life activity of the ancient Greeks was focused on happiness during life. The spiritual culture of local civilizations, oriented toward the afterlife and reward in it, was characteristic mainly of civilizations that gradually suppressed passionary principles within themselves, as happened, for example, with the ancient Egyptian civilization. 10. In modern civilizationology, cosmogenic, technogenic and anthropogenic local civilizations are also distinguished. The former are approaching the modern understanding of the information society. A special place in the content typology is occupied by the division of local civilizations into “traditional” and “innovative” civilizations, the formation of which is initially determined by different, sometimes completely opposite matrices (foundations) of the cultural and economic systems of these civilizations. Almost all civilizationologists agree that the world that emerged in ancient times was made up of so-called traditional civilizations. Their cultural and economic basis until the 9th-8th centuries. BC constituted a cultural-economic system of social relations, which K. Marx conventionally called the “Asian mode of production.” Having arisen in the Ancient East of the Eastern Hemisphere, this system reproduced itself, becoming the basis of any, even modern traditional local civilization. The concept of the “Asian mode of production”, proposed by K. Marx, was either kept silent for a century and a half or became the object of heated debate. As is known, K. Marx introduces this concept to designate a different “ancient” mode of production that arose in the 8th century. BC in Ancient Greece (Athens and the states of the Maritime Union) and at the same time in Ancient Rome. Conventionally, their fundamental cultural and economic differences can be expressed in a comparative table of these systems (see Table 1) [Trofimova 2006; Trofimova 2014]. Table 1 shows the cultural and economic differences between the two systems that formed the basis of historically different local civilizations. A comparative analysis of the cultural and economic systems of ancient local civilizations shows that they were based on the factors reflected in the left column of the table. Origin in the XI-VIII centuries. in Athens and Rome, a new cultural and economic system, characterized by the factors that are listed in the right column of the table, led to the emergence of a new social system. It was called the Greek miracle of antiquity and became the basis for the development of Western European civilization and all that we call the West today. Cultural-economic systems with conventionally called “Asian” and “ancient” modes of production are preserved in the depths of existing social systems today, and their comparative study is still relevant and timely. In general, all ten local civilizations of antiquity differ from each other not in essence, but in the cultural form of existence and the implementation of the basic principles of cultural and economic systems. In other words, these systems in different civilizations have different embodiments, characteristic of the culture of the peoples creating the civilization, which gives them visible differences. In essence, humanity has created 2 types of cultural and economic systems, traditional and innovative, which are conventionally united by many academic systems.
5 Power 89 Table 1 Comparative characteristics of the cultural and economic systems of local civilizations with “Asian” and “ancient” modes of production Traditional civilizations (with the core of the “Asian” mode of production) 1. Sociocentrism 1. Anthropocentrism 2. Reliance on traditions Innovative civilizations (with the core “ancient” method of production) 2. Reliance on innovation while preserving traditions that promote innovation 3. Socratic-Platonic (sensory-mythological) type of understanding the world. Main category “truth” 3. Aristotelian (rational) type of understanding of the world. The main category is “truth”. 4. Byzantine law: “life for the glory of the state.” The state is the owner. Huge bureaucratic apparatus of officialdom 4. Roman law: the state exists to protect the freedom, life and property of citizens. State manager. No need for a huge bureaucratic apparatus 5. In the economy: 1) a strictly state-centralized economy; 2) concentration of property in the form of state property as belonging to the “gods” or the “deified concept of the people” (the individual does not dispute it); 3) regulation of land, means of production and labor 6. Gods through the state are rulers and owners 7. Patriarchal slavery. Genocide of one's own workers 8. In the political system there is a tendency towards autocracy. Absence of “civil society” and the concept of “citizen” 5. In economics: 1) absence of a strictly centralized economy; 2) dispersal of state property according to the principle: “the land belongs not to the gods, but to the people” to the citizens of the polis; 3) distribution of land first by lot, and then exchange and sale 7. Gods help people, and do not own property. Religious power is independent, outside the state 7. Preservation of its own workers and the abolition of slavery for debts (594 BC Ancient Greece, 326 BC Ancient Rome): classical slavery 10. Legal, civil society. Introduction of the concept of “citizen”. Tendency towards republican and democratic forms of government 9. Sinusoidal rhythm of development 9. Spiral rhythm of development in systems conventionally called West and East. The modern world, starting from the twentieth century, has been making an attempt to create a new global unified cultural and economic system. The above typology represents the identification of certain dominants of local civilizations, characterizing different aspects of life activity, mainly at the beginning of the designated 21 civilizations. Modern civilizationology, considering the world as unity in diversity, turns to the creation of a system of progressive development of human society as a single social entity. Speaking against the doctrine of socio-economic formations, American sociologists W. Rostow, D. Bell and others proposed to distinguish the following periods of development of human society: 1) pre-agrarian society before the emergence of local civilizations; 2) agrarian ancient and early periods of the existence of modern civilizations, economically associated with agricultural production and crafts;
6 90 Power) industrial emergence of industrial production and its intensive development in innovative civilizations. The material sector employs 80% of the labor force and 20% in the service and non-productive sector; 4) post-industrial (with the transition to technotronic) 40% of the population is employed in production, 60% in servicing the population; 5) information, a new type of development of society that is emerging today, where the leading principle is the creation of an information product and its use, management through new technologies of all social relations (20% production; 80% creation, use of an information product and its management) [Comparative study 2001]. The proposed systems of typologies of local civilizations enrich the basic criteria that define the concept of civilization and complement them with new qualities and parameters. In our time, a single technical or information-civilizational structure is being imposed on all peoples, which significantly impoverishes the diversity of social dynamics and erases the unique image of the cultural development of world history. References Comparative study of civilizations: a reader M.: Aspect Press. 556 pp. Toynbee A Comprehension of history. M.: Progress. 736 pp. Toynbee A Civilization before the court of history. M.: Iris Press. 592 pp. Trofimova R.P. Culture. Economy. Finance. M.: FU under the Government of the Russian Federation. 17 p. Huntington S Clash of Civilizations. M.: AST. 576 pp. Trofimova R Philosophy of Civilizations. USA, Charleston, SC. TROFIMOVA Roksana Pavlovna, Dr.Sci.(Philos.), Professor of the Chair of Philosophy, Financial University under the Government of the Russian Federation (49 Leningradskij Ave, Moscow, Russia, GSP-3; inbox.ru) CULTURE AND TYPOLOGY OF CIVILIZATIONS Abstract. The article is devoted to the study and modeling of cultural and economic systems of local civilizations, including the Russian one. In many respects, the basic ideas of the article are the further development of theories of N.Ya. Danilevsky, A. Toynbee, S. Huntington and other researchers of modern civilization process. The author relies on the basic principles of civilization-based method of studying the society, its economy and culture. The article considers the models of ancient and modern civilizations, predicts their fate in the modern world. Keywords: algorithm of local civilization, globalization, innovation, innovative local civilization, culture, cultural and economic systems, tradition, traditional local civilization, civilizational approach, economy
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The most common types of predictions in science: hypothetico-deductive prediction (based on the accepted theory and the laws formulated in it, the prediction of phenomena that are logically deduced from this basis is carried out: for example, on the basis of Newton’s celestial mechanics, the prediction of Le Verrier and Adams about the existence of planet Neptune); prediction by induction (extrapolation of inductive generalizations obtained in some limited area of study beyond that area); predictions based on modeling of possible processes.
General scientific research methods.
General logical research methods include: analysis, synthesis, induction, deduction, analogy.
Analysis is the dismemberment, decomposition of the object of study into its component parts; it underlies the analytical method of research. Types of analysis are classification and periodization.
Synthesis is the combination of individual aspects, parts of the object of study into a single whole.
Induction is the movement of thought from facts to a general position. Inductive conclusions lead to ideas, to generalities.
Deduction is the derivation of a particular from a general proposition. The movement of thought from general statements to statements about individual objects or phenomena. Based on the consequences of deductive reasoning, a certain thought is derived from other thoughts.
Analogy is a way of obtaining knowledge about an object or phenomena based on the fact that they are similar to other objects and phenomena. Reasoning in which the similarity of the studied objects in some characteristics makes a conclusion about their similarity.
Abstraction– the process of abstracting from a number of properties and relationships of the phenomenon under study while simultaneously highlighting the properties of interest to the researcher.
Idealization– a mental procedure associated with the formation of abstract (idealized) objects. General logical methods and techniques of research.
Fundamentally unfeasible in reality. These objects are a very complex and very indirect expression of real processes, some of their limiting cases, which serve as a means of analyzing them and constructing theoretical ideas about them.
Modeling- a method of studying certain objects by reproducing their characteristics on another object - a model, an analogue of one or another fragment of reality (material or mental) - the original model. There must be a certain similarity between the model and the object - in physical characteristics, structure, functions, etc. The forms of modeling are very diverse - subject (physical) and symbolic, an important form of which is mathematical (computer) modeling.
Features of true knowledge. Scientific criteria.
Scientific criteria - a set of features that specify scientific knowledge; a number of requirements that science must satisfy.
The formulations of the criteria below are abstracted from professional and industry specifics and sociocultural and sociohistorical variability.
Truth. Scientificity and truth cannot be equated. Ilyin identified three elements in science: cutting-edge science, designed to play out alternatives (creative search, hypotheses); the solid core of science is an unproblematized layer of knowledge that serves as the foundation; history of science - knowledge displaced beyond the boundaries of science (morally outdated), perhaps not completely 14 . Only the core is formed from true knowledge, however, the core also undergoes changes (scientific revolutions). Absolute true knowledge does not exist in science.
Problematic: science is an attempt to solve problematic situations. Historian Collingwood: all science begins with the consciousness of ignorance.
Validity. Validity cannot be made absolute: not every statement must be proven; science is based on unscientific premises that are accepted without proof. Over time, the evidence of these premises may change; then a revision of the premises occurs (for example, the emergence of quantum mechanics).
Intersubjective verifiability. Scientific knowledge is considered valid if it can be verified in principle by the entire community.
Systematicity: scientific knowledge must be logically organized.
Progressivism: scientific knowledge must improve itself. This requirement does not apply to art - several directions can exist simultaneously (for example, realism and surrealism).
The considered criteria are ideal norms; they do not describe scientific knowledge, but prescribe. The simultaneous presence of all these criteria is impossible, it is only an aspiration. The given system of criteria requires clarification when applied to the branch of science (for example, in physics the main role is played by intersubjective verifiability, in mathematics - truth, in history - systematicity).
The concept of science, scientific research, student research activities: academic and extracurricular.
Science – 1) a sphere of human activity aimed at developing and systematizing new knowledge about nature, society and thinking; 2) the result of the activity; 3) it is part of modern culture, which is a system of objective knowledge about existence, as well as a set of methods for obtaining such knowledge and its practical application.
Research:
According to the Federal Law of 1996 “On Science and State Scientific and Technical Policy”
1.scientific activities aimed at obtaining and applying new knowledge;
2.scientific research – activity aimed at a comprehensive study of an object, process or phenomenon, their structural connections, as well as obtaining and putting into practice results useful for humanity.
Object of scientific research: material system
NI subject: the structure of the system, the interaction of its elements, its properties, patterns of development.
NI classification:
By source of funding:
Budget
Economic agreements
Not funded
In regulations, according to intended purpose:
Fundamental
Applied (to achieve specific tasks)
Search engines (to determine the solution)
Developments (implementation of activity results into practice)
Depending on the forms and methods:
Experimental
Methodical
Descriptive
Analytical
Historical (biographical)
Various mixed designs
Scientific research of students (in accordance with the law “On Higher and Postgraduate Professional Education” of 1996).
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UIRS (student research work). According to the curriculum |
NIRS (student research work). Outside school hours |
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Abstracting scientific publications, preparing reviews of new products Presentation of scientific reports and seminars Writing term papers containing an element of scientific research Conducting research when performing diploma theses Carrying out research during internships |
Participation in research work on the topics of the department Speech at scientific and practical conferences at the university Participation in Olympiads and competitions for the best work Preparation of publications based on the results of research conducted Development and production of diagrams, slides, films, etc. Translations of texts |
Difference between explanation and prediction.
Explanation and prediction of things and phenomena around us is the most important function of science in general and scientific theory in particular.
Despite the identity of logical structures, there is a fundamental difference between explanation and prediction. In both cases, we are dealing with a logical conclusion, but when explaining, we start from the truth of the conclusion and look for the premises from which it follows, and when predicting, we move from known premises and assert that the conclusion must be true. In an explanation, our premises may turn out to be incorrect; in a prediction, our conclusion may turn out to be false.
A truly scientific explanation based on knowledge of causal relationships between phenomena of reality, i.e. on the law, can serve as a basis for prediction. If the explanatory framework contains a law, and not an accidental true generalization, then, by changing particular conditions, we can derive from the law statements about those facts that we have not yet established experimentally. For example, we know that the heavier the boat, the faster it floats downstream. From this law we can derive a prediction: an oar that falls from a boat into the water and floats with the current must lag behind the boat.
A characteristic feature of prediction is that it always refers to unknown events: either to those objects and situations that do not yet exist in the present and will only appear in the future, or to objects that already exist, but have not yet become the subject of observation or experiment . For example, a meteorologist can predict the weather for tomorrow, but can also make a prediction about what the weather conditions are currently in an area where there are currently no observers. Predictions can also relate to events of the past - in this case they are called “retro-predictions”. Scratches on the boulders allow the geologist to conclude that a glacier moved through the area many years ago. Such a conclusion would be a retro-story.
The role of science in the life of modern society.
Today, science in modern society plays an important role in many industries and spheres of people’s lives. Undoubtedly, the level of development of science can serve as one of the main indicators of the development of society, and it is also, undoubtedly, an indicator of the economic, cultural, civilized, educated, modern development of the state...Blah blah blah...
As the main functions of science in the life of society, we note:
the cognitive function is given by the very essence of science, the main purpose of which is the knowledge of nature, society and man, the rational and theoretical comprehension of the world, the discovery of its laws and patterns, the explanation of a wide variety of phenomena and processes, the implementation of predictive activities, that is, the production of new scientific knowledge;
the worldview function is, of course, closely related to the first, the main goal is to develop a scientific worldview and a scientific picture of the world, study the rationalistic aspects of man’s relationship to the world, substantiate the scientific worldview;
the production, technical and technological function is designed to introduce innovations, new technologies, forms of organization, etc. into production. Researchers talk and write about the transformation of science into the direct productive force of society, about science as a special “shop” of production, classifying scientists as productive workers;
The cultural, educational function lies mainly in the fact that science is a cultural phenomenon, a noticeable factor in the cultural development of people and education. Her achievements, ideas and recommendations have a noticeable impact on the entire educational process, on the content of curriculum plans, textbooks, on technology, forms and methods of teaching. Of course, the leading role here belongs to pedagogical science. This function of science is carried out through cultural activities and politics, the education system and the media, the educational activities of scientists, etc.
The primary thing in understanding the nature of science is its impact on man himself, on the system of his interests, needs and opportunities for action in organizing his life and improving it. Science is not something external to the essence of man; it is connected with his very essence. The latter is expressed primarily in human needs. Human needs are very diverse: vital (biological), social (belonging to a certain group) and knowledge. The last group of initial needs consists of the ideal needs of knowing the world around us and one’s place in it, knowing the meaning and purpose of one’s existence on earth, both by appropriating existing cultural values and by discovering something completely new, unknown to previous generations. Cognizing reality, a person strives to understand the rules and patterns to which the world around him is subject.
The need for recognition is an attribute of life. If we do not recognize the desire for knowledge as a basic human need, then its niche will be occupied by other, auxiliary needs, among which the will to power is especially aggressive.
By satisfying and developing the needs of cognition, a person makes possible his complex, holistic development. Science creates an ideal world, a system of ideal ideas about the world, preceding practical actions. Thus, science is characterized by a number of complementary functions in the life of both the individual and society. In a general assessment of the ideal world, the world of knowledge, special attention is paid to two aspects. First of all, it is noted that involvement in scientific activities and familiarization with the field of knowledge increases the general culture of a person. As A. Poincaré said: “A person cannot renounce knowledge without descending; That’s why the interests of science are sacred.” This assessment of science is complemented by its characterization as a strategic resource of society. “The indicator of national wealth,” writes A. B. Migdal, “is not the reserves of raw materials or production figures, but the number of people capable of scientific creativity.”
The meaning of "rational" explanation. The limitations of "rational" explanation in explaining human actions.
If a deductive-nomological scheme is used to explain natural events and facts, then other forms of explanation are proposed for the social sciences dealing with the explanation of human actions. Hempel's first article on the problem of explanation contained an attempt to extend the deductive-nomological scheme to the field of history. In response to this attempt, the Canadian philosopher W. Dray tried to show that other types of explanations are used in history, in particular, the one he called the “rational” explanation.
The gist of Dray's rational explanation is this. When explaining the action of a certain historical figure, the historian tries to reveal the motives that guided the actor and show that, in the light of these motives, the action was reasonable (rational). To illustrate and clarify Dray's thought, consider one of the typical examples of historical explanation.
Anyone familiar with Russian history apparently asked himself the question why the Russian Tsar Ivan the Terrible, who, as is known, was distinguished by cruel despotism and constantly overwhelmed by the fear of losing the throne, suddenly in 1575 voluntarily abdicated the throne and ceded it to the Tatar Khan Simeon Bekbulatovich who was in Russian service? The historian explains this unusual act of the king this way. Grozny waged a constant struggle with the boyars - the descendants of Russian appanage princes. For a number of years, he used the oprichnina as a weapon of struggle, which dealt a serious blow to the boyar aristocracy and helped strengthen the autocracy. However, in the end, the oprichniki aroused such hatred among all layers of Russian society that Grozny was forced to abolish it. But the boyars still filled the Tsar with fear. The introduction of a new regime of terror was prevented by the Boyar Duma. “Completely ignoring the Boyar Duma was risky, especially at the moment when it was discovered that the tsar’s security corps - his “court” - was not reliable enough. Apparently, the tsar and his entourage racked their brains for a long time over how to revive the oprichnina regime without the consent of the Duma and at the same time maintain the appearance of legality in the Russian state, until a penchant for jokes and hoaxes suggested the tsar the necessary solution. A new face appeared on the scene - Grand Duke Simeon. The tragedy unexpectedly turned into a farce” (Skrynnikov R.G. Ivan the Terrible. M., 1980, p. 200). So, the tsar needed the comedy of renunciation in order to settle scores without interference with those who still survived after all the previous repressions. According to Dray's model, this explanation can be reconstructed as follows: Grozny believed that in the current situation it was reasonable to cover up his actions with a figurehead. That's why he put Simeon Bekbulatovich in his place.
The emergence of Dray's model of explanation caused lively debate among scientific methodologists. The central question was: Can a rational explanation be considered scientific? Representatives of the methodology of natural science argued that the deductive-nomological scheme of explanation is universal, it should be used in explanations in any field, and Dray’s model of explanation is not scientific, because it does not use laws. If to explain means to bring the explained under the law, then a rational explanation cannot be considered a truly scientific explanation.
Their opponents pointed out that declaring the deductive-nomological scheme of explanation as the only scientific one means considering that the ideals and norms of scientific research developed by modern natural science are universal and those disciplines in which these norms are violated are excluded from the sciences. It's hard to agree with this. Apparently, it should be recognized that the social sciences are full members of the community of sciences, although different from the natural sciences. Violations of the ideals and norms of natural science research in the social sciences should be seen as evidence of the limited validity of these norms. In particular, following Dray, the methodology of social science should look for such explanatory schemes that are used specifically in the human sciences.
The meaning of the requirement of intersubjectivity to the results of observation.
The most important requirement for scientific observation is the requirement of intersubjectivity: the observation must be carried out in such a way that it can be repeated by any other observer with the same result. Only if this requirement is met will the observation result be included in science.
Intersubjectivity of observation is important because it indicates the objectivity of the result of observation. If all observers who repeated an observation obtained the same result, then this gives us reason to consider the result of the observation to be objective scientific evidence, and not the error of an individual observer. Of course, the intersubjectivity of observation cannot reliably substantiate its result, because All observers can be mistaken (if they all, for example, proceed from false theoretical premises), but intersubjectivity protects us from the mistakes of one or another particular observer. The results of observations by scientists of one scientific era can be corrected or even discarded by scientists of another era. This is due to the fact that the result of any observation is implicitly based on certain epistemological and specific scientific premises, which can be discarded by subsequent generations of scientists. Roughly speaking, we often see only what we want to see. Thus, the result of observation always contains an element of subjectivity, but within each individual scientific era, the intersubjectivity of observation indicates its relative objectivity.
Modern understanding of science as a special type of activity.
Modern science is becoming more and more closely connected with all social institutions, permeating not only industrial and agricultural production, but also the military sphere, politics, and management. To appreciate the extent to which science has changed social life, one only needs to look around: the car and the airplane, the radio and the telephone, the television and the personal computer - all of this has entered people's lives over the past century.
Modern science includes hundreds of scientific disciplines or specific sciences. All of them are divided into three large groups depending on the subject of study. Natural sciences - natural sciences or simply natural science - study objects and phenomena of the inorganic, plant and animal world. These include physics, chemistry, biology, geography, geology, etc. Social sciences study the various aspects and institutions of human society, their emergence, functioning and the relationships between them. These include sociology, history, economics, linguistics, theory of state and law, etc. Finally, in the last decades of the twentieth century. A special class of technical sciences began to emerge, studying artificial devices created by man and ways to improve them. Of course, it is impossible to draw sharp boundaries between these groups of sciences. Where, for example, should we include anthropology or economic geography? Moreover, in recent decades, there has been a tendency towards the unification and synthesis of various sciences, towards the emergence of new scientific disciplines at the intersections of pre-existing sciences. Nevertheless, the indicated division of sciences into three large groups has a certain meaning and helps to navigate the motley conglomerate of currently existing disciplines.
The creation of descriptive theories as the first stage in the development of theoretical knowledge.
It is clear that in order to build a theory, certain material must first be accumulated about the objects and phenomena being studied, therefore theories appear at a fairly mature stage of development of a scientific discipline. For thousands of years, humanity has been familiar with electrical phenomena, but the first scientific theories of electricity appeared only in the middle of the 18th century. At first, as a rule, descriptive theories are created that provide only a systematic description and classification of the objects under study. For a long time, for example, the theories of botany and zoology were descriptive: they described and classified species of plants and animals; D.I. Mendeleev’s table of chemical elements was a systematic description and classification of elements. And this is quite natural. When starting to study a certain area of phenomena, we must first describe these phenomena, highlight their characteristics, and classify them into groups. Only after this does deeper research become possible, related to the identification of causal relationships and the discovery of laws.
Specificity of explanation and prediction in the social sciences.
Experimental structure and ethelements. Stages of the experiment.
Experiment scheme:
hypothesizing
selection of experimental and control objects (or states of one object)
determination of neutral, factor (we will change) and control (we will monitor) characteristics of the object.
confirmation or refutation of hypotheses about cause-and-effect relationships between phenomena.
An experiment is a direct material impact on a real object or its surrounding conditions, carried out for the purpose of understanding this object.
The following elements can be distinguished in an experiment: 1) the purpose of the experiment; 2) object of experimentation; 3) the conditions in which the object is located or placed; 4) means of experiment; 5) material impact on the object. Each of these elements can be used as the basis for the classification of experiments. For example, experiments can be divided into physical, chemical, biological, etc. depending on the differences in the objects of experimentation. One of the simplest classifications is based on differences in the purpose of the experiment.
The first stage - the choice of an empirical interpretation of theoretical values - is very important when preparing an experiment. Only after this do our theoretical constructions and calculations acquire empirical meaning, and the experiment itself becomes fundamentally possible. In Lebedev's experiment, light pressure was empirically represented as the twisting of the suspension, and the light intensity was represented as thermal expansion in the thermoelement. Suspension twist and thermal expansion could be observed and measured directly.
The second stage in conducting an experiment - the choice of conditions and instruments used - is determined by the empirical interpretation of theoretical values. If we want light pressure to be represented as a twisting of the suspension, then we must ensure that conditions are created such that this twisting cannot be caused by any other factors. In Lebedev's experiment, the difficulty was that the light pressure forces were very small, and their effect was easily blocked by a number of other factors. Among them, the most significant were convection air currents and radiometric forces. When the suspension was surrounded by air, the movement of air currents could twist it. To eliminate or at least weaken the effect of this factor, Lebedev placed the suspension in a glass container from which the air could be pumped out. The radiometric effect is that the illuminated side of the plate heats up more than the unlit side, and the opposite sides experience unequal gas pressure, which can also cause the suspension to twist. To avoid this, the wings had to be made as thin as possible. The difficulties associated with eliminating all side effects were so great in this case that it took Lebedev more than three years to overcome them.
After the experimental conditions have been chosen and the influence of all side factors has been excluded, the third stage begins: influencing the object, observing its behavior and measuring controlled quantities. This stage can be called decisive in conducting the experiment. It is for him that all the preparatory work is carried out, and it is at this stage that we receive an answer to the question of the theory addressed to nature. In Lebedev's experiment the answer was positive, but in Michelson's experiment, for example, nature answered: “No!”, although the confidence in the existence of the ether was no less than the confidence in the existence of light pressure.
The last, fourth, stage in conducting an experiment consists of processing the data obtained, their theoretical understanding and inclusion in science. The twisting of the suspension observed in the experiment is interpreted as being caused by light pressure. From this it is concluded that light pressure really exists, and the statement about this is included in the theory as having received experimental justification.
1. Insert a or o. On the sheet, mark a with the number 1, o with the number 2. · Z_rnitsa, laid_gay, float_vok, position, industrial_porridge. · 2. Insert l or ll. On the sheet, mark l with number 1, ll with number 2. · Int_ect, ha_ucination, i_umination, dietant, co_orit. · 3. Insert e or i. On the sheet, mark e with the number 1, and with the number 2. · To count, to beat, to squeeze, to catch, to cheat. · 4. Insert e or o. On the sheet, mark e with number 1, o with number 2. · Slap, glutton, slap, sleepover, slap. · 5. Insert and or s. On the sheet, mark and with the number 1, and s with the number 2. · Demonstration, on ts_buds, ts_gan, tit_n, ts_tata. · 6. Insert the letter t where necessary. On the sheet, indicate presence with number 1, absence with number 2. · Peer_nik, charming, skillful, mustache, dangerous. · 7. Insert ь or ъ. On the sheet, mark ь with the number 1, ъ with the number 2. · P_edestal, trilingual, kur_ez, pavil_on, s_emka, · 8. Insert z or s. On the sheet, mark z with number 1, c with number 2. · And_reject, tasteless, characterless, and_mutilate, and_waste. · 9. Insert e or i. On the sheet, mark e with the number 1, and with the number 2. · to_get enough, to_open, to_rotate, to_acquire, to_sea. · 10. Insert and or s. On the sheet, mark and with the number 1, and s with the number 2. · Super_interesting, pre_July, improvise, disinfection, well-known. · 11. Insert e or i. On the sheet, mark e with the number 1, and with the number 2. · 42. Read the sentences. Indicate the correct construction with a number 1, incorrect - number 2. · The apartment was divided into two unequal parts. A wide scar on his face ran exactly halfway between his right and left eyes. The teacher pointed out that there were a number of errors in the work. My brother recently returned from Crimea. A response to the application was received immediately. · 43. Read the sentences. Indicate the correct construction with a number 1, incorrect - number 2. · Science relies on the achievements and discoveries of previous generations. Each student who would like to participate in the work of a scientific circle must submit an application to the dean's office. A few days after the quarrel, Dubrovsky caught Troekurov’s peasants stealing firewood in their forests. Having received a serious wound, the soldier was saved by his comrades. Kashtanka, unable to bear the music, moved restlessly in her chair and howled. · Answers to test No. 2 1. 1, 1, 1, 2, 2 2. 2, 2, 2, 1, 1 3. 1, 2, 1, 2, 2 4. 1, 2, 1, 1, 2 5. 1, 2, 2, 2, 1 6. 1, 1, 2, 1, 2 7. 1, 2, 1, 1, 2 8. 1, 1, 2, 2, 2 9. 1, 2, 1, 2, 2 10. 1, 2, 2, 1, 2 11. 2, 1, 1, 2, 2 12. 2, 1, 1, 2, 2 13. 1, 2, 1, 2, 1 14. 1, 2, 1, 1, 2 15. 1, 2, 1, 2, 2 16. 2, 2, 1, 2, 1 17. 1, 1, 2, 2, 2 18. 1, 1, 2, 1, 1 19. 2, 2, 1, 2, 2 20. 2, 1, 2, 2, 1 21. 1, 1, 2, 1, 2 22. 2, 2, 1, 2, 1 23. 1, 1, 1, 2, 2 24. 2, 2, 2, 2, 1 25. 2, 1, 1 26. 1, 2, 2, 1 27. 1, 1, 2, 1, 2 28. 1, 1, 2, 2, 1 29. 1, 2, 2, 1, 2, 1 30. 1, 1, 1, 2 31. 1, 1, 1, 2, 2 32. 2, 1, 1, 1, 1 33. 1, 2, 2 34. 2, 1, 1, 1, 1, 1, 2 35. 2, 2, 1, 1, 2 36. 1, 1, 2, 2, 1, 2, 2 37. 2, 1, 2, 1 38. 1, 1, 2, 2, 2 39. 1, 2, 2, 2, 1 40. 1, 1, 2, 1, 2 41. 2, 2, 1, 2, 1 42. 1, 2, 2, 1, 2 43. 1, 2, 2, 2, |
After an ordinary attack, he announced to him that the suspicions about my participation in the plans of the rebels, unfortunately, turned out to be too well-founded, that an exemplary execution should have befallen me, but that the empress, out of respect for the merits and advanced years of her father, decided to pardon the criminal son and , saving him from a shameful execution, only ordered him to be exiled to the remote region of Siberia for eternal settlement. This unexpected blow almost killed my father. He lost his usual firmness, and his grief (usually considerable) poured out in bitter complaints.
TEST 37
Test tasks type A. (Basic level of difficulty.)
1. In which word is a hard consonant pronounced before the sound [e]? 2. Which word consists of a prefix, a root, one suffix and an ending? 1) Reading, 2) transfer, 3) passing, 4) hill. 3. Which of the following words means “unable to concentrate, expressing inattention”? 1) Apathetic, 2) indifferent, 3) lazy, 4) absent-minded. 4. In which row is the same letter missing in all words? 1) Beginning, collecting, uniting; 2) throwing out, tanning, removing; 3) measuring, combining, wiping; 4) and frying, falling, excessive. 5. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence? For the first time I realized (1) that contemplation of such pictures (2) not only gives visual pleasure (3) but (4) evokes from the depths of consciousness such thoughts (5) that a person had never suspected before. 1) 1, 2, 3;2) 1, 3, 5;3) 1, 3, 4, 5;4) 1, 5. | 6. Read the text and complete tasks A1, A2, A3, A4. A. I dressed quickly, took a towel, a book and went for a swim to the river in the shade of a birch tree, which was located half a mile from the house. B. The slanting rays of the morning sun woke me up early. V. There I lay down on the grass and read, occasionally looking at the silvery surface of the river. G. And sometimes he climbed into the apple orchard, into the middle of the dense raspberry forest. A1. In what order should the sentences appear to form a text? A2. What word or combination of words is the grammatical basis in one of the sentences? 1) Settled down, 2) woke me up, 3) lay down and read, 4) climbed up. A3. Indicate a complex sentence. 1) A;2) B;3) C;4) D. A4. Which sentence has a gerund? 1) A;2) B;3) C;) D |
TEST 38
Test tasks type A. (Increased level of difficulty.)
Read the text and complete the tasks for it*.
READING GOGOL
(1) Gogol is great in each of his mature works, that is, in each of Gogol’s works. (2) “The Inspector General,” or “Dead Souls,” or “Players,” or “The Overcoat” are examples of truly world literature, the language of the world, on which a person understands humanity. (3) In a certain sense, Gogol is close to another Russian genius - Mendeleev, because, like the periodic table of chemical elements, he creates a table of human images and characters. (4) Here he has his own method: he considers what or another quality of a person - greed, rudeness, boasting, boundless courage or insignificance - personifies this trait in one image and, accordingly, gets Plyushkin, Sobakevich, Khlestakov, Taras Bulba or Shponka. (5) Of course, he did not finish this work, but it seems that no one in world literature has done as much in this direction. (6) Even Balzac. (7) Even Dickens. (8) Let's take a look at his work as a whole, and then we will see that he was the forerunner of, if not all, then very many modern literary movements. (9) Doesn't "The Overcoat" precede modern realism? (10) What is modern mysticism in literature? (11) These are “Viy” and “Portrait”. (12) The school of historical romanticism in its modern form was preceded by “Taras Bulba”. (13) This is by no means a chivalric romance, but at the same time it is genuine romanticism. (14) Artistic and sociological research was preceded by “Dead Souls.” (15) Literary descriptions of everyday life - “Old World Landowners,” “The Stroller.” (16) Detective ? (17) This is “The Players.” (18) Vaudeville? (19) This is “Marriage.” (20) Essay? (21) This is “Selected passages from correspondence with friends”, “Theatrical travel”. (22) It seems that not a single writer in the entire history of fiction has guessed as many paths, as many possibilities inherent in literature, as Gogol.
1. Which statement contradicts the thoughts of the author of the text?
1) Gogol created a gallery of human characters.2) Each of Gogol’s heroes embodies one or another typical human character trait.3) All of Gogol’s works are examples of critical realism.4) He was the founder of many modern literary movements.
2. Determine the style and type of speech.
1) Journalistic style, narration; 2) scientific style, description; 3) journalistic style, reasoning; 4) artistic style, reasoning.
3. Find the error in determining the means of communication of sentences.1) Sentences 1 and 2 - contextual synonyms; 2) sentences 3 and 4 - pronominal adverb, personal pronoun; 3) sentences 4 and 5 - introductory word; 4) sentences 12 and 13 - demonstrative pronoun.
4. What means of expression are not used in the text?
1) Series of homogeneous members; 2) incomplete sentences; 3) syntactic parallelism; 4) metaphor, personification.5. How to correctly explain the spelling of nn in the word true (sentence 2)?
1) This is an adverb formed from a participle with a prefix, and it retains the suffix - nn-. 2) This word is an exception. 3) The adjective from which this adverb is formed has a suffix - n-, which is attached to the original stem on n.4) In the noun from which this adverb is derived, nn is written.
6. Indicate the sentence(s) in which a dash separates the word being defined and the separate application.
1) 11, 17, 19;2) 2;3) 3;4) 15.
TEST 39
PREPARATION FOR PART OF THE USE (high level of difficulty)
Text. Theme and idea. Spelling and punctuation (repetition).
1. Title the text. Determine the theme and idea. Rewrite the text by inserting missing letters, opening parentheses, and adding punctuation.
When the breeze blows a mile away, you will hear the linden blossom. An (in)visible river of honey aroma flows from her through the bright July grass. In calm, windless weather, an incredible number of bees flock here to work. The old tree, brightened by flowering, hums and makes noise with bees flickering among the flowers and leaves. More honey is collected from one linden tree than from a hectare of flowering buckwheat. There is no such benefit from the color of the bird cherry, but it blooms early at the time of spring awakening and the riot of all earthly forces and juices. Therefore, the lyrics of secret meetings and first dates and hot girlish love are connected with it.
But then everything fades away, the bird cherry trees fall off and the lilacs fade, the grass dries up and the leaves turn yellow. Who will fall in love with bird cherry trees in September, whose gaze will linger on a jasmine bush, who will gaze at the bare thickets of rose hips? Probably no one. But there is another tree that (doesn’t) catch the eye either in spring or in summer. For (then) when the earth is completely impoverished (there is) nothing for it to please the human eye, bright fiery bones will light up among the length
(According to V. Soloukhin. “Vladimir country roads”)
Lesson No. 10
Working with text. Theme and idea. Additional task to the text.
Read the text. Think about why people take risks, discovering new lands, breaking new paths? Is this necessary? Write down your thoughts (6-8 sentences).
DEATH OF SCOTT'S EXPEDITION
Captain Scott's expedition to the South Pole perished in the terrible snowstorms that erupted in Antarctica in the spring of 1911.
Six people went to the pole on skis. It's been more than a month. Five reached the pole. One fell into a crevice and died from a concussion.
Near the pole, Scott, who was walking ahead, suddenly stopped: something was black in the snow. It was the tent abandoned by Amundsen. The Norwegian was ahead of the British.
Scott realized that this was the end, that they would not be able to make it back, they would not be able to drag their bloody feet through the icy snow. Then the poison was distributed equally to everyone.
On the way back, a silent Scot, Lieutenant Ots, fell ill. He developed gangrene in both legs. Every step caused sharp pain. Ots knew that he was delaying the expedition, that because of him everyone could die. And he found a way out. Scott's diary, found along with four corpses a year after the expedition, says this:
“We’ve only done three miles in the last 24 hours. Despite the inhuman pain, Ots did not lag behind us, but we walked much more quietly than we could have. Yesterday night we stopped. Ots gave me a note and asked me to give it to my family if we survived. Then he stood up and said, looking into my eyes: “I’ll go. I probably won’t be back soon.” He didn't return. He acted like a noble man."
At the end of the diary, Scott wrote in trembling letters:
“I appeal to all humanity. It must know that we took risks, took risks deliberately, but we failed in everything. If we had remained alive, I would have told such things about the high courage and simple greatness of my comrades that they would have shocked every person.”
TEST 40
Working with text. Abstract and review.
Write an annotation and review of the text.
Wanderer
In years gone by, when I was younger, I had some passion for fishing. I left my town house, stocked up on fishing rods and worms and went to the village on the river. I spent whole days until late in the evening on the water, and went to sleep anywhere, among the peasants. On one of these flights, I settled down in a miller's hut. Once, when I came to the miller to spend the night, in the corner of the hut I noticed a man in shabby gray clothes and holey boots, although it was summer. He was lying on the floor with a knapsack under his head and a long staff under his arm. So he slept. At first light, the gray lump in felt boots stirred, grunted somehow, stretched, sat down, yawned, crossed himself, stood up and walked straight through the door. On the porch, he went to the washstand - a simple vessel with two holes, hanging on a string at the edge of the porch.
I was about to start talking to the old man, but I didn’t have time - I left. I really regretted it, and I wanted to at least look at it one more time. I got up on my knees, leaned my elbows on the windowsill and opened the window. The old man walked off into the distance. I looked after him for a long time. His figure, as he moved away, became smaller and smaller and finally disappeared entirely. But in my eyes she remained forever, alive.
It was a wanderer. From time immemorial in Russia there were people who were going somewhere. They had no home, no shelter, no family, no business. We walked across the vast Russian land from place to place, from edge to edge. We rested and slept anywhere. I am convinced that if you ask each of them individually where and why he is going, he will not answer. He didn't think about it. It seemed that in their souls lived a vague idea of some unknown land, where life was more righteous and better. Maybe they are running from something. But if they run, then, of course, from melancholy - this very special, incomprehensible, inexpressive, sometimes causeless Russian melancholy.
In “Boris Godunov” Mussorgsky depicts with amazing power a unique representative of this vagabond Russia - Varlaam. His gray beard is tangled and unkempt, with two corkscrews at the end. Puffy, anemic, but with a bluish-red nose, he is an indispensable visitor to the flea market. It is he who walks there, dark gray, all worn and rumpled, in his quilted hat.
When Varlaam is baptized, he is baptized, he baptizes the spot of melancholy, the spot of life in his heart. But nothing can erase it: neither dance, nor song. I don’t know, of course, whether such people are needed, whether it is necessary to arrange for them to become different. Don't know. I will only say one thing: these people are one of the most wonderful, although perhaps sad, colors of Russian life.
TEST 41
Working with text. Review.
Write a review of the text.
STORM
There were still ten miles left to the nearest village, and a large dark purple cloud, which came from God knows where, without the slightest wind, but was quickly moving towards us. The sun, not yet hidden by the clouds, brightly illuminates her gloomy figure and the gray stripes that go from her to the very horizon. Occasionally, lightning flashes in the distance and a faint rumble is heard, gradually intensifying, approaching and turning into intermittent peals that embrace the entire sky... I feel terrified, and I feel the blood circulating faster in my veins. But the advanced clouds are already beginning to cover the sun; Here it looked out for the last time, illuminated the terribly gloomy side of the horizon and disappeared. The whole neighborhood suddenly changes and takes on a gloomy character. Now the aspen grove began to tremble, the leaves became some kind of white-cloudy color, standing out brightly against the purple background of the clouds, making noise and spinning; The tops of large birch trees begin to sway, and tufts of dry grass fly across the road. Swifts and white-breasted swallows, as if with the intention of stopping us, soar around the chaise and fly over the very chest of the horse; jackdaws with disheveled wings somehow fly sideways in the wind... Lightning flashes as if in the chaise itself, blinding the vision... At the same second, a majestic roar is heard above your head, which seems to rise higher and higher, wider and wider along a huge spiral line, gradually intensifies and turns into a deafening crash that involuntarily makes you tremble and hold your breath. God's Wrath! How much poetry there is in this common thought!
Anxious feelings of melancholy and fear increased in me along with the intensification of the thunderstorm, but when the majestic minute of silence came, which usually precedes the irritation of a thunderstorm, these feelings reached such a degree that, had this state continued for another quarter of an hour, I am sure that I would have died from excitement.
TEST 42
Write a reflection essay (review, review or essay) based on the text. (Text “Reading Gogol”, lesson No. 7.) Do you consider the topic raised by the author to be relevant and important? Express your opinion about the content of the text, argue your position. Mark 2-3 means of expression that are characteristic of this text, explain their role in this text and give examples of use. The volume of the essay is at least 150 words.
TEST 43
Test task type C. (High level of difficulty.)
Write a reflection essay (review, review or essay) based on the text. Do you consider the topic raised by the author to be relevant and important in our time? Express your opinion about the content of the text, give reasons for your position. Comment on the author's main thoughts about what science is, what its purpose and role in the life of society are, thoughts about the relationship between science and creativity. Mark 2-3 means of expression that are characteristic of this text, explain their role in this text and give examples of their use. The volume of the essay is at least 150 words.
EDGE OF SCIENCE
What is science? A seemingly simple question, and the answer to it seems to be known to everyone. But an accurate and concise definition of this concept is not at all easy. It’s not so simple that until now a single, universally accepted definition, it turns out, does not exist. The whole point, apparently, is that science is too multifaceted a social phenomenon to be able to express its essence with a single definition. This is how scientists and thinkers characterize science: “Science is the resolution of many doubts; she is the vision of the hidden; it is the eye for everything...” says ancient Indian wisdom. “Science is not only knowledge, but also consciousness, that is, the ability to use knowledge,” the Russian historian believed. “Science is the tireless centuries-old work of bringing thoughts together through a system “all knowable phenomena of our world” - this is how the creator of the theory of relativity, Albert Einstein, understood the main goal of science. “Science is the art of understanding nature,” believed the American anthropologist Franz Boas. Even from these few definitions we can conclude that science is, first of all, the sum of knowledge about the world around us, that science is the basis of our perception of the world. If we consider science also a form of reflection of the surrounding reality in our consciousness, that is, attribute it to the elements of spiritual culture, then this will also be fair. That's how diverse the facets of science are. The world of modern science is truly limitless. It also covers the vastness of space with the study of planets where life once was or someday will be; and the depths of the microworld, getting to the very heart of the atom and determining the rules of the structure of elementary particles; and the secrets of life itself, the recipes by which living beings are “made” - from bacteria to humans; and the laws of the work of the highest creation of nature - the human mind. By comprehending all these exciting secrets, science fulfills its main purpose, because the main goal of science is knowledge. But all the mind-shaking achievements of science and all the greatest achievements of technology would be unthinkable without a flight of imagination. In order for controlled space laboratories to descend on Venus and Mars, generations of philosophers, science fiction writers and science fiction scientists were needed who dreamed of flights to other worlds. Fusion energy, genetic engineering and engineering enzymology are all dream creations realized. Without imagination, there would be no science itself, because creativity without imagination is unthinkable, and people will compose their best heartfelt songs about this tree. Either amber, or orange, or (bright) blue, the clusters peep through the carved greenery, and looking at them we are betrayed by the beauty of rose hips and jasmine
TEST 44
OPTION No. 1
"Collection of texts"
(1) A man was walking back from the war. (2) He walked on a dark autumn night from the railway station, where the ambulance train had brought him. (3) He hasn’t been home for three years. (4) Missing, shell-shocked, crippled, he was now in a hurry to go home. (5) He was already running along his native street, when suddenly someone strong and shaggy rushed at him in the dark, knocking him down. (6) “Wolf,” he was horrified in the darkness, instinctively covering his throat with his hand. (7) But the “wolf” squealed joyfully, licked his face and hand with his rough tongue. (8) And the man sat down right on the road, grabbed the shaggy muzzle, pressed it to himself and whispered through his tears: “Naida, my dear dog. Did you recognize me? (9) And the dog became silent, only her heart was beating so loudly that it was ready to jump out. (10) She was crossing the street when a smell hit her nose, causing her to stop. (11) This smell was special, unlike any other - it was the smell of the owner. (12) Never in her life had she run so fast, afraid that the trail would disappear, disappear, like three years ago. (13) She saw nothing in front of her except a figure in an overcoat limping in front with a duffel bag over his shoulders... (14) The dog’s joy was so great that she almost knocked him down, throwing herself on his chest, barking loudly. The dog went berserk.( 16) The bolt knocked, the mistress of the house appeared, recognizing her husband, she screamed and stretched out her hands to him... (17) And Naida jumped around the hugging people with a joyful bark. (18) This barking woke up the neighbors, they hurriedly got dressed, in a hurry to touch someone else’s happiness, cry for the dead, remember the terrible days and hear once again that these dark days will not return.
Exercise
1) Memory is one of the most important properties of human existence. 2) Memory is the most important creative process, thanks to which the past enters the present, the future is, as it were, predicted by the present, connected with the past. 3) The Victory Day over fascism is one of the important memories of the war ?4) Are poppies a flame of eternal flame in honor of those killed at the front?
Exercise2. Which sentence of Svintsov’s text contains inversion?
1) 1;2) 7;3) 10;4) 18.
Exercise3. What means of expression are used in sentence 9?
1) Personification; 2) comparison; 3) metaphor; 4) epithet. Task 4. What is the meaning of the word furious in Svintsov’s text (sentence 15)?
1) An incredibly difficult state. 2) An extremely excited state of mind. 3) An inexhaustibly inventive state. 4) An incorrigibly playful state.
Write a short essay-argument (at least 70 words), taking as a basis the main idea that unites the texts you listened to and read.
TEST 45
To Balyazin's text: option No. 47 by
“Collection of texts” by L. M. Rybchenkova
Read the text and complete tasks 1–4.
1) It seems that fate itself was preparing Denis Davydov for a military career. (2) He came from an ancient noble family: his ancestors, the Davydov boyars, served as captains and governors for the Russian tsars, and rose to the ranks of brigadier or general. (3) The future heroes of the Patriotic War of 1812 were closely related: the general and the general. (4) His father served under the command of Suvorov, commanded a regiment. (5) The village of Borodino belonged to the father of Denis Davydov. (6) served in the guard, then in the hussar regiment. (7) In 1812, on the eve of the Battle of Borodino, he submitted to General Bagration a plan for methods of partisan military operations - and received under his command a small cavalry detachment (50 hussars and 80 Cossacks), which began to actively operate after the retreat of the Russian army and the capture of Moscow by the French. (8) He later outlined the history of his exploits in his diary and his poems. (9) The results of his partisan exploits are remarkable | . (10) Thus, in October 1812, his “flying detachment” captured 3,560 privates and 43 officers of the French army. (11) By November 1812, the “flying squad” had grown from 130 to 1000 people. (12) In skirmishes with enemy detachments and transports, the partisan hussars demonstrated miracles of courage and ingenuity, recapturing wagons with military supplies and food from the French, attacking gangs of marauders, freeing detachments of Russian prisoners, who then replenished the “flying detachment.” (13) Together with the Russian army, Davydov reached Paris. (14) In 1814 he was awarded the rank of major general. (15) Later he took part in the Russian-Persian war, in the Polish war. (16) In 1819, Davydov married the general’s daughter; they had 6 sons and 3 daughters. (17) In the last 20 years, having retired, he lived on his estate until 1839, writing poetry and prose about the War of 1812. (18) It was a battle for true memory. |
Exercise1. What common idea unites the texts you listened to and read?
1) This was genuine patriotism of the highest standard and greatest purity. (Balyazin) 2) “This day will remain an eternal monument to the courage and excellent bravery of Russian soldiers, where all the infantry, cavalry and artillery fought desperately.” (Kutuzov) | 3) History has preserved the names of the heroes of the Patriotic War of 1812, among them officers and generals, soldiers and non-commissioned officers. 4) The Russian army, which united in its ranks Russians, Ukrainians, Belarusians and Georgians, Tatars and Germans, united by the consciousness of common duty and love for their Fatherland, defeated the Napoleonic army, collected from all over Europe |
. Task 2. What definition is synonymous with the word field in this text?
TEST 46
To Nosov's text: option No. 69 by
"Collection of texts"
Exercise. Read the text and complete tasks 1–4.
(1) War There is, perhaps, not a single family in Russia that would not be touched by this terrible word. (3) There is not a single house where the loss of loved ones and relatives who gave their lives in the name of saving the Fatherland is not mourned. (4) And our interest in such families should not fade, so the children of our school, together with the head of the museum, history teacher Khristenko Lyudmila Mikhailovna, conducted a search operation “The Order in my house.” 5. And today we have a holiday in our school hall - “We are the Heirs of Victory.” (6) On one side of the round table is the search group, on the other are invited guests and students of our school. (7) During this round table we heard many stories about found family heirlooms. (8) Orders and medals, awards...(9) Anya Glazatova (8th “A”) has a great-grandfather - Panfilov Vikhrev, Hero of the Soviet Union. (10) Evgenia Bessonova (8th “B”) has a great-grandfather Gorovets A. K - pilot, died on the Kursk Bulge, Hero of the Soviet Union. (11) Elina Mashkarina (8th "A") had a great-grandfather - a tank driver, died liberating Crimea, Hero of the Soviet Union. (12) Misha Khromov (7 1st "B") great-grandfather - a military doctor, hospital surgeon. (13) Daria Epifantseva (10th "B") had a great-grandfather who forged victory in the rear, working at a factory. (14) Evgeniy Tochilov (10th "A" ) a whole military dynasty: great-grandfather, grandfather, father. (15) We heard a lot of interesting things at the holiday, it’s impossible to retell them all. (16) The Great Patriotic War has faded into history, but the memories of living participants in the war and children’s stories about them remain.
Exercise1. What common idea unites the read and listened texts?
1) Memory is one of the most important properties of human existence. 2) The holiday of Victory over fascism is one of the most vivid memories of the war. 3) Memory is the most important creative process, thanks to which the past enters the present, the future is, as it were, predicted by the present, connected with past. (D. Likhachev)4) The Great Patriotic War has gone into history, but the memories of living participants in the war and stories about it remain.
Exercise 2. Which of the following sentences contains a word denoting a thing that is kept as a memory of the past and is an object of worship or veneration?
1) 4;2) 5;3) 7;4) 14.Task 3. Which sentence has an ambiguous word?
1) 142) 4;3) 10;4) 15.Task 4. What means of artistic expression are not used in sentence 14?
1) Metaphors; 2) comparisons; 3) epithets; 4) antonyms.
Write a short argumentative essay (at least 70 words), based on the main idea
TEST No. 47
1. Which word is missing? 2. In what example is nn written in the suffix? 1) Windmill, 1) coachman, 2) watchman, 3) millstone, 4) engineer. | 27. In which row is the same letter missing in all words? 1) Z_nitsy, yd_py, zh_leyka, pr_negrech; 28. In which phrase the type of connection is adjacency? 1) Immediately filled, 2) anticipation of the meeting, 3) filled the heart, 4) filled with joy. 29. Mark the word with the prefix pre-: 1) pr_sing, 2) pr_finish, 3) pr_fasten, 4) pr_raise. 30. Which word in the sentence has incorrectly defined grammatical features? We rested after work, then went to the cinema. 1) We - personal pronoun; 2) after - preposition; 3) then - conjunction; 4) went - verb. 31. Indicate the correct answer: C_fra, age_st, price_rate, blue_vaty, sat_l, pre_history, 1) i-o-s-i-e-s, 2) i-a-z-e-e-i, 3) s-a-s-e-i-i, 4) i-a-s- e-i-s. 32. In which word is nn written? 1) Chewed; 2) spoiled child; 3) dried fish; 4) we are limited by time. 33. In which example is only one spelling possible? 1) (B)distance, 34. In what case is it not written together? 1) The debt is (not) paid; 35. Indicate the sentence without grammatical errors (correctly constructed): 1) Most of the students passed the exams well. Read sentences A, B, C, D and complete tasks 36–40. (A) The wind will blow right in your face, everything will make a cheerful noise and move around. 36. In what order should the sentences appear to form a text? 1) BAGV, 2) ABVG, 3) VGBA, 4) GBVA. 37. Indicate the sentence with a punctuation error: 1) A,2) B,3) C,4) D. 38. Which sentence contains a misspelled word? 1) A,2) B,3) C,4) D. 39. Which word from the text has incorrectly defined grammatical features? 1) In person – noun, inanimate, neuter, 2nd declension, singular. number, accusative case; 40. Determine the style and type of speech of this text: 1) conversational style, narration; 2) journalistic style, description; 3) artistic style, narration; 4) scientific style, reasoning Answers 1 – 2), 2 – 4), 3 – 1), 4 – 4), 5 – 4), 6 – 2), 7 – 4), 8 – 4), 9 – 4), 10 – 4), 11 – 3), 12 – 2), 13 – 1), 14 – 2), 15 – 3), 16 – 2), 17 – 3), 18 – 2), 19 – 3), 20 – 3), 21 – 1), 22 – 3), 23 – 4), 24 – 4), 25 – 1), 26 – 4), 27 – 2), 28 – 1), 29 – 4), 30 – 3), 31 – 4), 32 – 2), 33 – 4), 34 – 3), 35 – 3), 36 – 1), 37 – 4), 38 – 1), 39 – 3), 40 – 3 |
TEST No. 48
OPTION 1.
Read the text and complete tasks 1–12. TALK OF TREES (1) The buds open, chocolate, with green tails, and a large transparent drop hangs on each green beak. (2) You take one bud, rub it between your fingers, and then for a long time everything smells like the fragrant resin of birch, poplar or bird cherry. (3) You sniff a bird cherry bud and immediately remember how you used to climb up a tree for shiny, black-varnished berries. (4) I ate handfuls of them right with the seeds, but nothing but good came from it. (5) The evening is warm, but there is such silence, as if something should happen in such silence. (7) And then the trees begin to whisper among themselves: a white birch with another white birch echoes from afar; a young aspen came out into the clearing, like a green candle, and called to itself the same green aspen candle, waving a twig; The bird cherry gives the bird cherry a branch with open buds. (8) If you compare with us, we echo sounds, but they have aroma. 1) Which statement corresponds to the content of the text? 1. The narrator, enchanted by the beauty of the autumn forest, admires nature. 2. The narrator is surprised by the charm of a spring morning, so different from other mornings. 3. The narrator is frightened by the trees talking. 4. The narrator imagines nature as living, animate, and therefore compares trees with people. 2) How does the content of the text you read characterize the narrator? 1. The narrator is an unsociable, lonely person who does not want to talk to people.2. The narrator is a person with a subtle soul, who loves nature and understands the world around him.3. The narrator is a curious person: he wants to know who is talking about what. | 3) In what meaning is the word chocolate used (sentence 1)? 1) Made from chocolate; 2) chocolate-colored; 3) sweet; 4) sweet, dear to the heart. 4) In which pair of sentences is the content of the second sentence contrasted with the content of the first? 1) 1–2;2) 2–3;3) 4–5;5) 5–6 5) What means of expression is used in fragment sentence 7? And then the trees begin to whisper among themselves: a white birch with another white birch call to each other from afar; a young aspen came out into the clearing, like a green candle, and called to itself the same green aspen candle, waving a twig; The bird cherry gives the bird cherry a branch with open buds. 1) Comparison; 2) synonyms; 3) homogeneous members of the sentence; 4) personification. 6) From sentences 7–8, write down the word(s) with the spelling"Letters z"-Withat the end of the consoles." 7) From sentences 3–4, write down the word(s), the spelling of the root(s) in which is determined by the rule:“In these roots the vowel e is written if there is no suffix - a after the root, and the vowel i if the suffix - a follows the root.” 8) Replace the phrase “birch resin” with a synonymous one. Write down this phrase. 9) From sentence 5, write down the grammatical basis. 10) In the sentence below from the text, all commas are numbered. Write down the number(s) indicating commas between homogeneous members of the sentence. You take one bud, 1 rub it between your fingers, 2 and then for a long time everything smells like the fragrant resin of birch, 3 poplar or bird cherry. 11) Write down the numbers of complex sentences, parts of which are connected by the conjunction and. 12) Indicate the number of grammatical bases in sentence 6. |
Task 1. Correct the sentences by changing the word order.
1. At this time of year, fishing is prohibited by all means. 2. The public is widely preparing to celebrate the writer’s fiftieth birthday. 3. Oblige retail chains to supply food to people going out to fight fires in accordance with established standards. 4. Now these products are produced with half the labor required. 5. All rooms in the building must have doors to the outside. 6. The doe was not caught up by a pack of wolves.7. Summer gives way to autumn.
Task 2. Correct the sentences:
1. In addition to performances, the artists will take part in concert performances. 2. This river is always calm. 3. The new board is too wide for this class. 4. Each party has the right to terminate the action. 5. Agreement, notifying the other party in writing at least 20 working days in advance. 6. Fearing a thunderstorm, the child hid his head under the pillow and kept it there until it ended. 7. In turn, the contractor bears financial responsibility for damage to the energy system, which is under the control of the customer in full.
Task 3. Correct the sentences:
1. A row of tables stood in the middle of the audience. 2. Most of the institute’s students who are members of sports sections have already passed the skiing standards. 3. Five students approached the examination table. 4. Several people were punished with whips. 5. Twenty-two notebooks, checked by the teacher, lay on the table. 6. Three new world records were set. 7. Fifty-one delegates arrived at the meeting. 8. 121 athletes took part in the competition. 9. A thousand people went on tour. 10. He spoke as if a million people were sitting in front of him. 11. A hundred years have passed. 12. There are five days left before the exams. 13. Only ten schoolchildren went on the excursion.
Task 4. Find errors in the agreement of some predicates with subjects:
1. The operation was performed by a young surgeon, Nadezhda Sergeevna, who recently defended her dissertation. 2. The highway crossed the railroad bed. 3. The intelligentsia, and especially its best part - exemplary writers, have always been considered the guardians of the purity of the literary language. 4. His cowardice, or rather, his cowardice, amazed everyone. 5. Printing, in particular wall newspapers, systematically expand information materials. 6. Most of the listeners supported this proposal. 7. From our group, 5 students went traveling.
Task 5. Open the brackets and choose the appropriate option:
1. My brother and I will probably (leave – we’ll leave) tomorrow. 2. Everyone who (knew - knew) him regretted what happened. 3. I remember with gratitude those who (were - were) my friends in difficult times for me. 4. The patient vaguely saw someone in white, probably a nurse (approach - approached) to his bed. 5. A large selection of ready-made dresses and shoes are on sale (available – available). 6. In the village (heard - heard) stomping and screams. 7. His calmness and simplicity of address (surprised - surprised - surprised) all of us.
Task 6. Open the brackets and choose the form of the definition:
1. The apartment was divided into two (unequal - unequal) parts. 2. The children asked to tell about the wonderful ruff fish (known - known) to them from fairy tales. 3. This boy is (such a) badass. 4. Three (huge - huge) buildings were engulfed in flames. 5. The city is open to winds from the north and east (sides - sides). 6. This question is important from both scientific and applied (point of view - points of view). 7. It rained for (whole) two weeks. 8. You should purchase a spelling and spelling (dictionary - dictionaries). 9. Many changes occurred in our country at the end of the 20th and beginning of the 21st (century - centuries).
Task 7. Expand the brackets:
1. I came from (Bolshevo). 2. We drove up to the river (Vorya). 3. I live in the city (Moscow). 4. I live in the city (Pushkino). 5. The old church is located in the village (Taininskoye). 6. The old building of Moscow State University is located on the street (Mokhovaya). 7. We talked about the future of the city (Mytishchi). 8. We sailed along the river (Argun). 9. How beautiful it is on the lake (Baikal). 10. I would like to visit (Pereslavl-Zalessky and Gus-Khrustalny). 11. My grandfather comes from (Orekhovo-Zuevo).
Task 8. Match the definitions with the word being defined, add the endings:
1. Tanned... and stronger... brother and sister returned from the village. 2. He spoke with pride about the successes of his... son and daughter. 3. The restored museum and gallery are open to visitors. 4. Languages... brevity and accuracy - this is what the skill of a writer is based on. 5. Our... science and culture need government support. 6. The exhibits were placed in a large... hall and corridor. 7. A competition was held to solve a chess study and problem. 8. Fluffy... willow and bird cherry met us at the edge of the village. 9. For some time he lived in the city of Alma-At... 10. Stubborn battles took place on the Vistula River... 11. He was originally from the village of Kryukov... 12. The ship was approaching the island of Cyprus... 13. A warm current passes by the Florida Peninsula... 14. Climbers stopped at the foot of Mount Kazbek... 15. The train was approaching the Tul station... 16. Astronomers studied the movement of the planet Mars... 17. There were many fishing boats in the port of Nakhodk...
Task 9. Expand the brackets to select the appropriate option.
1. Fly (on airplanes - airplanes) of Aeroflot! 2. When I travel (by train - on the train), I usually sleep. 3. This village is located at a distance of (five - five - five) kilometers from the city. 4. Unfortunately, women have to spend a lot of time (in the kitchen). 5. Relevant organizations must exercise control (implementation - over implementation - over implementation) of the decisions made. 6. The road passed between (houses - houses). 7. I can do this work only (with the help of) the teacher.
Task 10. Correct errors where necessary .
1. We are approaching the end of our work. 2. Upon graduation, we will go to different cities. 3. Entrance to the university must be upon presentation of a pass. 4. According to the order of the rector, smoking is prohibited in university buildings. 5. I missed my brother and you. 6. Today my son came home from school very late. 7. This country, due to its uniqueness and diversity, attracts tourists. 8. Thanks to the efforts of his parents, his son received an excellent education. 9. The artist was awarded a high award.
Task 11.
1. The speaker operated with unverified data. 2. The teacher pointed out that there were a number of errors in the work. 3. Russian populists in the last third of the 19th century defended the view of a “special” path for Russia, which supposedly should bypass the stage of capitalist development. 4. After the rector’s order was issued, there were changes for the better in the matter of violation of discipline. 5. Traffic on the road was interrupted due to snow drifts. 6. On Sunday we went to the opera. 7. In addition to the great economic effect, the work was performed with high quality. 8. Like many of his other works, the idea of this painting was nurtured by the artist for many years. 9. Flu vaccinations will be administered at the health center, except as exempted by the physician.
Task 12. Correct the sentences, explain the mistakes.
1. Every specialist sees the advantage of new technology over old technology. 2. Good preparation of the athletes gives us confidence in the victory of this team. 3. It was impossible to accept shortcomings. 4. We watched a solar eclipse. 5. The boy threw a stone into the water. 6. To what do I owe such a flattering review of my work? 7. Calm down, drink water! 8. To meet the requirement to eliminate the backlog of parts production, specific activities have been planned. 9. The dean’s inspection of the group’s work identified a number of shortcomings. 10. The department organized and manages the dialectological practice of students. 11. It is of exceptional importance that educators have high moral qualities and great sensitivity.
Task 13. Analyze the choice of case forms for verbs with negation, indicate errors, and correct them.
1. Tatyana Ivanovna does not keep her promises. 2. The patient has not lost hope of recovery. 3. He will never survive this blow. 4. The prefect cannot change this decision. 5. The laboratory assistant did not tell anyone the truth about the results of the experiment. 6. Reinforced concrete as the main construction material will never lose its importance. 7. The poet does not intend to publish these poems. 8. I don’t subscribe to any magazines. 9. We don't waste time. 10. It would be wrong to deny the positive aspects of work. 11. I don’t often receive letters from home. 12. The doctor did not find any signs of illness in the child. 13. The successes of our athletes should not obscure the shortcomings that still exist.
Task 14. Correct the sentences, explain the mistakes.
1. The patient was given fruit, broth, cocoa, and oranges. 2. We will indicate Pushkin’s place in the history of Russian and world literature, his role in the creation of the Russian literary language, and the features of the Onegin stanza. 3. Vakula’s feeling had to go through the trials, indifference and whims of Oksana. 4. Residents demanded troubleshooting and repairs. 5. This artist’s paintings were exhibited in large halls, modest clubs, and open areas. 6. This issue was covered in books and lectures, newspapers and brochures, reports and magazines. 7. The students of the group assumed the following obligations: eliminating academic debt, increasing discipline in the group, maintaining order and cleanliness in the hostel. 8. The book not only has educational value, but also great educational value. 9. They answered well in exams as school graduates, as well as ninth-grade students. 10. Representatives of many countries took part in the tournament: Austria, Hungary, Russia, Romania. 11. Everyone liked the story published in the last issue of the magazine and which tells about the unknown pages of the war. 12. Repair work is carried out in accordance with and on the basis of the approved schedule.
Task 15. Indicate errors in the combination of homogeneous parts of the sentence and edit the phrases.
1. In the hunting grounds, hunters are being trained to exterminate wolves and the persons responsible for carrying out this event. 2. In a short period of time, not only a new school, a hospital, but also a drama theater and a library were built in the satellite city. 3. Those who spoke in the debate, while not objecting to the main provisions of the report, however, consider it incomplete. 4. This information has been obtained from both official and unofficial sources. 5. A commission has been formed, which is tasked with coordinating and managing all projects. 7. The document also sets out what deductions and deductions are allowed from salaries and wages for certain categories of citizens.
Task 16. Correct sentences, explain errors .
1. Science is based on the achievements and discoveries of previous generations. 2. The task we perform does not cause any particular difficulties. 3. The premiere of the play, created by the renewed theater troupe, will soon take place. 4. Daredevils who try to climb to the top of this mountain in winter may pay with their lives. 5. Each student who would like to participate in the work of a scientific circle must submit an application to the dean’s office. 6. The lecture given to students on the peaceful use of atomic energy aroused great interest. 7. In the same situation as the residents of Adria, there were residents of nearby villages and farms, cut off by the flood and fleeing on the roofs of houses that threatened to collapse at any moment. 8. A few days after the quarrel, Dubrovsky caught Troyekurov’s peasants stealing firewood in their forests. 9. Students sent to practice must be provided with a detailed internship program and instructions carefully developed by specialists.
Task 17. Replace subordinate attributive clauses with participial phrases; if this cannot be done, indicate the reason for the impossibility of replacement.
1. Chelkash was pleased with his luck, himself and this guy, who was so scared of him and turned into his slave. 2. Grushnitsky is one of those people who have ready-made pompous phrases for all occasions.3. Griboedov, in the comedy “Woe from Wit,” touched on the same topic, which other classical writers later began to develop. 4. The sea, about which the children had heard and read so much, now lay before them. 5. Ilya entered the hut with the important air of a man who had done a good job. 6. I'm reading a book that I've been told so much about. 7. A drama theater artist who will come on tour will perform an interesting program. 8. The snow, which falls in large flakes, makes the roads slippery. 9. The city was already visible, shrouded in a light haze.
Task 18.
1. In a chess competition, the young master, meeting with the grandmaster, won a brilliant victory. 2. The use of these expressions and phrases can be shown with examples, taking examples of fiction as illustrations. 3. The narrative is extremely short, taking into account the time of those gathered. 4. Having read the work a second time, I think that the main ideas are expressed correctly in it. 5. Approaching the river, we stopped the horses, jumped to the ground and, hastily undressed, rushed into the water. 6. Using a calculator, calculations are made quickly and easily. 7. Having received a serious injury, the fighter was rescued by doctors. 8. Having quickly dressed and washed, the boy ran to school, but, having caught on something and tripped, he fell. 9. Having run away from home, the child was soon found by his parents. 10. Having the right to choose weapons, his life was in my hands. 11. The idea of building a tunnel has been discussed for a long time, without, however, leading to concrete results. 12. Jumping off the tram step, my bag fell. 13. Previously, the machine was stopped to measure the part, while now, using a special system bracket, the size is determined in one step while the machine is running.
Task 19. Replace subordinate clauses with participial phrases and vice versa; if this cannot be done, indicate the reason for the impossibility of replacement.
1. Since Gorky knew the life and everyday life of tramps well, he could vividly depict them in his works. 2. When we returned home, it was already dark. 3. Evgeny Onegin made a strong impression on Tatiana, as he stood out sharply among the surrounding landowners. 4. After the students finished checking the dictation, the teacher took their notebooks. 5. The old boatman was dozing, leaning over the oars. 6. Having released the generals, Kutuzov sat for a long time, leaning on the table. 7. Without restoring his health, he will not be able to seriously engage in sports. 8. Customers walked past Kashtanka, pushing her with their feet, non-stop back and forth. 9. Kashtanka, unable to bear the music, moved restlessly in her chair and howled.
Task 20. Correct the sentences by explaining the errors.
1. The speaker tried to convince the audience that the provisions he put forward had been tested in practice. 2. Humanity is gripped by a passionate desire for the war, due to its monstrosity, to become obsolete. 3. The Cossacks' horses, which were covered with foam, had difficulty climbing the mountain path. 4. The student said that I have not yet prepared for the answer. 5. It seemed that the danger was so close that it would not be possible to avoid it. 6. There was heavy traffic on the street, during which an old man was hit by a car and was sent to the hospital. 7. At the group meeting, issues of discipline were discussed and whether it was possible to take tests early. 8. The new book seemed to be a great success. 9. Both sides expressed a desire for contacts between Russian and Czech scientists and cultural figures to receive further development. 10. At a scientific and methodological conference, which was devoted to the issues of teaching foreign languages, a number of reports were made that contained interesting data on the use of a programmed learning system. 11. Without accepting criticism, Ivanov invariably stated that it would be better if others did not interfere in his affairs.
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2. Vashchenko E.D. Russian language and speech culture. Series "Textbooks, teaching aids". – Rostov-on-Don: Phoenix, 2002.
3. Golub I.B. Exercises on the stylistics of the Russian language. – 2nd ed., rev. – M.: Rolf, 1999.
4. Vvedenskaya L.A., Pavlova L.G., Kashaeva E.Yu. Russian language and speech culture: Textbook. A manual for universities. – Rostov-on-Don: Phoenix, 2000. 5. Graudina L.K., Itskovich V.A., Katlinskaya L.P. Grammatical correctness of Russian speech. – M.: Nauka, 1976.
6. Kokhtev N.N., Rosenthal D.E. Popular stylistics of the Russian language. – M.: Russian language, 1984.
7. Rosenthal D.E. Practical stylistics of the Russian language. – M.: Higher School, 1974.
