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Раздел 1. Направления профессиональной деятельности.Содержание книги
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ЗАДАНИЯ ДЛЯ САМОСТОЯТЕЛЬНОЙ РАБОТЫ Раздел 1. Направления профессиональной деятельности. Общие методические рекомендации для магистрантов по изучению дисциплины. Понимание основного содержания научно-популярных и научных текстов об истории, характере, перспективах развития профессиональной отрасли. Формирование умений понимать устную речь в пределах профессиональной тематики. Формирование умения составлять глоссарии терминов. Овладение лексическими, грамматическими, структурно-композиционными навыками в пределах тематики деловой коммуникации. Понимание основного содержания текстов интервью со специалистами и учеными профессиональной области, написание тезисов выступления. Монолог-описание функциональных обязанностей/квалификационных требований. Формирование умений понимать устную речь в пределах профессиональной тематики. Овладение лексическими, грамматическими, структурно-композиционными навыками в пределах тематики деловой коммуникации. Раздел 2. Личностное и профессиональное развитие. Личные и профессиональные качества современного специалиста. Профессиональный портрет специалиста. Качества, свойства, способности. Формирование навыков поиска, восприятия, анализа и систематизации информации на иностранном языке. Овладение лексическими, грамматическими, структурно-композиционными навыками в пределах тематики деловой коммуникации. Устройство на работу. Написание и оформление сопроводительного письма, резюме при устройстве на работу. Диалог-собеседование при устройстве на работу по специальности. Формирование умений создавать иноязычные тексты профессионального назначения. Овладение лексическими, грамматическими, структурно-композиционными навыками в пределах тематики деловой коммуникации. Установление деловых контактов в ситуациях устного общения. Самопрезентация. Представление сотрудников. Способы выражения пространственно-временных отношений. Формирование умений логически верно строить устную (монологическую и диалогическую) и письменную речь. Овладение лексическими, грамматическими, структурно-композиционными навыками в пределах тематики деловой коммуникации. Установление письменных деловых контактов. Основные виды делового письма. Дискурсивные формулы делового письма. Электронная коммуникация. Способы выражения логических отношений. Формирование умений создавать и редактировать иноязычные тексты профессионального назначения. Раздел 4. Представление результатов профессиональной деятельности. Презентация доклада профессионального и научного содержания. Планирование, составление и написание текста тезисов доклада. Подготовка презентации к докладу на конференции. Формирование умений составлять и выступать с презентацией и публичным докладом. Овладение навыками публичной речи на иностранном языке. Подготовка и участие в профессиональной дискуссии. Отбор текстов по ключевым словам; чтение, и анализ текстов профессионального содержания по конкретным предметным областям. Интернет-поиск и анализ текстов по заданной проблематике. Формирование умений понимать смысловое содержание аутентичных текстов и устной речи в пределах профессиональной тематики. Формирование умения логически верно строить устную речь. Овладение навыками публичной речи на иностранном языке. ЗАДАНИЯ ДЛЯ САМОСТОЯТЕЛЬНОЙ РАБОТЫ ОБЩИЕ ЭЛЕКТРОННЫЕ РЕСУРСЫ ПО ДИСЦИПЛИНЕ Видеоресурсы | Электронная литература | Тестовые задания | ||||||
| Электронные энциклопедии | Электронные словари | Электронные учебники | Электронные журналы | ||||||
| http://www.bbc.co.uk/learningenglish/ https://youtu.be/vQnsOjJ6-8U https://youtu.be/dDbbKKmtLSc https://youtu.be/IofW8JooeNc https://youtu.be/W1lfjy-VS3k https://youtu.be/MG1Jkcs89kY https://youtu.be/4iLtVQVIu-k https://youtu.be/NpaInnC9La4 https://youtu.be/qkRRth1yM88 https://youtu.be/x4GSmBU1odA https://youtu.be/Iy1zHYE7lIE | Электронно-библиотечная система (ЭБС) Электронная библиотека МИУ http://window.edu.ru Единое окно доступа к образовательным ресурсам | https://dictionary.cambridge.org/ https://www.multitran.com/ https://www.oxfordlearnersdictionaries.com/ https://www.ldoceonline.com/ https://gufo.me/dict/enru_muller | Информационные технологии в образовании. На примере обучения иностранному языку в экономических вузах: монография / Н.А. Калашникова. — Москва: Русайнс, 2018. — 63 с. — ISBN 978-5-4365-1326-3. - Доступно в ЭБС BOOK.ru. URL: https://www.book.ru/book/926016 Деловой английский язык: учебное пособие / Т.А. Карпова, А.С. Восковская, Е.С. Закирова, Л.П. Циленко. — Москва: КноРус, 2017. — 130 с. — Бакалавриат и магистратура. — ISBN 978-5-406-05858-9. - Доступно в ЭБС BOOK.ru. URL: https://www.book.ru/book/922158 | https://www.dailymail.co.uk/home/index.html https://www.nytimes.com/ https://www.bbc.com/news/magazine.com https://www.rt.com/news/ https://thesunmagazine.org/ | https://www.book.ru/check/225/ https://www.book.ru/check/168/ | ||||
ЭЛЕКТРОННЫЕ РЕСУРСЫ ПО ОТДЕЛЬНЫМ ТЕМАМ ДИСЦИПЛИНЫ
| Тема | Задание | Видеоресурсы | Электронная литература | Тестовые задания |
| Раздел 1. Направления профессиональной деятельности. | 1. Прочитать тексты. Приложения №1,2. 2. Видеоресурсы на портале | https://youtu.be/vQnsOjJ6-8U | Деловой английский язык для экономистов и менеджеров: учебник / И.Г. Андросова. — Москва: Юстиция, 2018. — 310 с. — Бакалавриат и магистратура. — ISBN 978-5-4365-1929-6. - Доступно в ЭБС BOOK.ru. URL: https://www.book.ru/book/926763 Информационные технологии в образовании. На примере обучения иностранному языку в экономических вузах: монография / Н.А. Калашникова. — Москва: Русайнс, 2018. — 63 с. — ISBN 978-5-4365-1326-3. - Доступно в ЭБС BOOK.ru. URL: https://www.book.ru/book/926016 Деловой английский язык: учебное пособие / Т.А. Карпова, А.С. Восковская, Е.С. Закирова, Л.П. Циленко. — Москва: КноРус, 2017. — 130 с. — Бакалавриат и магистратура. — ISBN 978-5-406-05858-9. - Доступно в ЭБС BOOK.ru. URL: https://www.book.ru/book/922158 | Задание 1. Соотнесите окончания предложений из деловых писем по смыслу. 1. I was wondering... a) in connection with the above order. b) if you could help us. 2. I hope... a) It was good to meet you when you came here. b) that this information will help you. 3. Due to unforeseen problems, a) if you could help us. b) we are unable to deliver your order on time. 4. It was good... a) of you to telephone beforehand b) that this information will help you. 5. I am sorry... a) we are unable to deliver your order on time. b) to hear that you’ve had some problems. 6. I look forward.... a) to hearing from you soon b) in connection with the above order. 7. We must apologize... a) to you b) for the delay in shipping this order. 8. I am writing... a) we are unable to deliver your order on time. b) to inform you about our decision |
| Раздел 2. Личностное и профессиональное развитие. | 1.Прочитать и перевести тексты. Выполнить задания к ним. Приложения № 3,4,5 | https://youtu.be/dDbbKKmtLSc | Деловой английский язык для экономистов и менеджеров: учебник / И.Г. Андросова. — Москва: Юстиция, 2018. — 310 с. — Бакалавриат и магистратура. — ISBN 978-5-4365-1929-6. - Доступно в ЭБС BOOK.ru. URL: https://www.book.ru/book/926763 Информационные технологии в образовании. На примере обучения иностранному языку в экономических вузах: монография / Н.А. Калашникова. — Москва: Русайнс, 2018. — 63 с. — ISBN 978-5-4365-1326-3. - Доступно в ЭБС BOOK.ru. URL: https://www.book.ru/book/926016 Деловой английский язык: учебное пособие / Т.А. Карпова, А.С. Восковская, Е.С. Закирова, Л.П. Циленко. — Москва: КноРус, 2017. — 130 с. — Бакалавриат и магистратура. — ISBN 978-5-406-05858-9. - Доступно в ЭБС BOOK.ru. URL: https://www.book.ru/book/922158 | Задание 2. Выберите правильный вариант ответа на вопрос. 1. Какой из данных ниже вариантов соответствует британскому варианту написания даты письма? a) 12 06 2018 b) 12 June 2018 c) 6thDecember 2018 d) 12/06/18 2. Какой из данных ниже вариантов является правильным обращением к женщине, семейное положение которой Вам неизвестно? a) Dear Madam b) Dear Miss Smith c) Dear Ms Smith d) Dear Mrs. Smith 3. Какая комплиментарная концовка используется когда отправитель не знает имени получателя? a) Best wishes b) Yours sincerely c) Yours faithfully 4. Какой из данных ниже вариантов является правильным завершением информационного письма? a) Looking forward to hearing from you. b) Please feel free to contact me if you have any further questions. c) Nice to be writing to you again. d) Thank you for your telephone call today. 5. Какой из данных ниже вариантов является правильным началом письма-запроса? a) We are writing to advise you… b) We are writing to confirm the details c) We are happy to accept your terms and request … d) We are writing to enquire if there are… 6. Какую фразу Вы выберите для того, чтобы правильно начать письмо-сообщение (сообщается негативная информация)? a) We regret to inform you that… b) We are delighted to advise you that … c) We are sorry to tell you that… d) We would be very pleased if… 7. Выберите правильный вариант указания на тему письма. a) Further to… b) Owing to … c) As a result of … d) Because of… 8. Выберите правильный вариант для продолжения следующей претензии: Unfortunately, we havenot yet received your payment… a) Please could you send us your price-list as soon as possible? b) Please could you send us a bill as soon as possible? c) Please could you send us your cheque before 30 June? d) We would appreciate if you could collect the money as soon as possible. 9. Выберите правильный вариант для письма-претензии по поводу длительной задержки поставки товара: a) Unless you send the goods within seven days, we will be forced to take legal action. b) We would be grateful if you could deliver the goods soon. c) I should like to draw your attention to the fact that you have not delivered your order. d) I should like to point out that we have already paid for the order but you haven’t delivered it yet. 10. Выберите наиболее подходящий вариант для начала письма к Вашему деловому партнеру, с которым Вы уже встречались в неофициальной обстановке: a) I have pleasure in enclosing our brochure. b) It was a pleasure to meet you again. c) Please do not hesitate to contact me. d) Thank you for your letter of… 11. Какой вариант наиболее подходящий для сообщения неприятной новости для Вашего делового партнера в официальном деловом письме: a) I am in receipt of your letter dated 16 March. b) Thanks for your letter of 16 March. c) Thank you for your letter dated 16th of March. d) I am grateful to you for your letter dated 16th March. |
| Раздел 3. Информационное сопровождение профессиональной деятельности. | 1. Ознакомиться с грамматикой и выполнить задания к ней. Приложения 6-9. 2. Вернуться к приложениям 3,4,5 и составить свои тексты о сопровождении профессиональной деятельности с опорой на данные приложения. | https://youtu.be/IofW8JooeNc | Деловой английский язык для экономистов и менеджеров: учебник / И.Г. Андросова. — Москва: Юстиция, 2018. — 310 с. — Бакалавриат и магистратура. — ISBN 978-5-4365-1929-6. - Доступно в ЭБС BOOK.ru. URL: https://www.book.ru/book/926763 | Задание 3. Выберите правильный вариант ответа. 1. We are … to inquire about agents for our products in Bahrain. a) asking b) sending c) writing d) planning 2. Could you please … this letter to any companies in Bahrain that might be interested in representing us? a) forward b) recommend c) represent d) transfer 3. Please could you …. that the prices in your catalogues are still correct? a) tell b) confirm c) approve d) agree 4. I am visiting the Middle East … and I will contact you again to arrange a demonstration of our products. a) shortly b) later c) some time ago d) soon |
| Раздел 4. Представление результатов профессиональной деятельности. | 1. Прочитать и перевести тексты. Выполнить задания к ним. Приложения № 10-17. 2. Составить резюме на английском языке с опорой на образцы в приложениях. 3. Подготовить презентацию на английском языке по теме научного исследования. | https://youtu.be/W1lfjy-VS3k | Информационные технологии в образовании. На примере обучения иностранному языку в экономических вузах: монография / Н.А. Калашникова. — Москва: Русайнс, 2018. — 63 с. — ISBN 978-5-4365-1326-3. - Доступно в ЭБС BOOK.ru. URL: https://www.book.ru/book/926016 | Задание 4. Выберите правильный вариант ответа. 5. Meanwhile, please do not … to contact me if you have any further questions. a) afraid b) be frightened c) hesitate d) delay 6. Thank you for your letter …. your employment with our company. a) asking b) enquiring c) concerning d) enclosing 7. I would also be … if in your reply, you could tell me exactly where your offices are located. a) grateful b) interested c) interesting d) excited 8. We have been … to increase our prices. This is owing to the fall of the dollar. a) happy b) able c) unable d) forced 9. I am writing … with the above-mentioned order for office furniture. a) regard b) reference c) further d) in connection c) basic d) special |
Приложение №1
POSTGRADUATE DEGREES
Postgraduate education (or graduate education in North America) involves learning and studying for degrees or other qualifications for which a first or Bachelor’s degree is generally required. The organisation and structure of postgraduate education varies in different countries, and also in different institutions within countries.
In most countries, the hierarchy of postgraduate degrees is as follows:
Master’s degrees. These are sometimes placed in a further hierarchy, starting with degrees such as the Master of Arts and Master of Science, then Master of Philosophy, and finally Master of Letters. Many Master’s students will perform research culminating in a paper, presentation, and defense of their research. This is called the Master’s thesis.
Doctorates. An academic doctorate can be awarded as a PhD (Doctor of Philosophy). In the context of academic degrees, the term philosophy does not refer solely to the field of philosophy, but is used in a broader sense in accordance with its original Greek meaning, which is love of wisdom. Many postgraduate programmes require students to pass one or several examinations in order to demonstrate their competence as scholars. In some departments, a comprehensive examination is often required in the first year, and is designed to test a student’s background undergraduate-level knowledge. Most postgraduate students perform teaching duties.
Doctoral programmes often require students to pass more examinations. Programmes often require a Qualifying Examination, a PhD Candidacy Examination, or a General Examination, designed to students’ grasp of a broad sample of their discipline, and/or one or several Special Field Examinations which test students in their narrower selected areas of specialty within the discipline. These exams must be passed to be allowed to proceed on to the thesis.
The criteria for award of Doctorates vary somewhat throughout the world, but typically require the submission of a substantial body of original research undertaken by the candidate. This may take the form of a single thesis or dissertation, and will usually be assessed by a small committee of examiners appointed by the university. Doctorates are awarded to students who have demonstrated:
— the creation and interpretation of new knowledge through original research of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication;
— a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or an area of professional practice;
— the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline;
— a detailed understanding of applicable techniques for research and advanced academic enquiry.
In total, the typical Doctoral degree takes between three and eight years from entering the programme to completion, though this time varies depending upon the department, thesis topic, and many other factors. Habilitation (lat. habilis — fit, proper, skillful) is the highest academic qualification a scholar can achieve by his or her own pursuit in several European and Asian countries. Earned after obtaining a research Doctorate, such as a PhD, habilitation requires the candidate to write a professorial thesis/dissertation (often known as a Habilitation thesis/dissertation) based upon independent scholarship, reviewed by and defended before an academic committee in a process similar to that for the doctoral dissertation. However, the level of scholarship has to be considerably higher than that required for a research doctoral (PhD) dissertation in terms of quality and quantity, and a Habilitation dissertation must be accomplished independently, in contrast with a PhD dissertation typically directed or guided by a faculty supervisor.
Habilitation qualification (Habil. Dr.) exists in France, Switzerland, Germany, Austria, Denmark, Bulgaria, Poland, Portugal, Sweden, Finland, the Czech Republic, Slovakia, Hungary, Slovenia, Armenia, Azerbaijan, Latvia, Lithuania, Moldova, Kyrgyzstan, Kazakhstan, Uzbekistan, Ukraine, Belarus, and Russia (Doktor nauk). Those who have achieved habilitation can denote the fact by placing the abbreviation Dr. hab. or Dr. habil. before their names. Many post-Soviet countries, including the Russian Federation, have a two-stage research degree obtaining path, generally similar to the doctorate system in Europe. The first stage is named Kandidat nauk (Candidate of Sciences). According to par. 262 International Standard Classification of Education (ISCED) UNESCO 2011, for purposes of international educational statistics Candidate of Sciences is equivalent to Doctor of Philosophy (PhD) degree as awarded in many English-speaking countries. It allows its holders to reach the level of the Associate Professor (Docent). The Candidate of Sciences degree requires at least (and typically more than) three, four or five years of postgraduate research which is finished by defense of a dissertation or a thesis. Additionally, a degree seeking student has to pass three examinations (a so-called Candidate minimum): in their special field, in a foreign language, and in the history and philosophy of science. After additional certification by the corresponding experts, the Candidate degree may be recognized internationally as an equivalent of PhD. The second stage is Doktor nauk (Doctor of Sciences). It requires many years of research experience and writing a second dissertation. The degrees of Candidate and Doctor of Sciences are only awarded by the special governmental agency (Higher Attestation Commission). A university or a scientific institute where the thesis was defended can only recommend awarding a seeker the sought degree.
ACTIVE VOCABULARY LIST
graduate (from) [′grædʒueit] v — окончить вуз; (AmE) окончить любое учеб-
ное заведение; [′grædʒuit] n — окончивший вуз; (AmE) выпускник или
аспирант учебного заведения
undergraduate [′Λndə,grædʒuit] n — студент вуза
postgraduate (student) [,pəust′grædʒuit] n adj — аспирант; аспирантский, от-
носящийся к аспирантской подготовке
take a postgraduate course — учиться в аспирантуре
postgraduate education — послевузовское образование
degree [di′gri:] n — ученая степень, звание
academic degree — научная степень
Bachelor’s degree [′bæt∫(ə)ləz] — степень бакалавра
Master’s degree [′ma:stəz] — степень магистра
PhD degree [,pi:eit∫′di:]; (syn.) Doctoral degree [′dɔkt(ə)rəl]; Doctorate [′dɔkt(ə)
rit] — степень доктора
award a degree [ə′wɔ:d] — присуждать степень
earn a degree [ə:n] — получить степень
hold a degree — обладать степенью
a degree holder — обладатель степени
research [ri′sə:t∫] n v — исследование, научно-исследовательская работа,
изучение; исследовать, заниматься исследованиями
perform [pə′fɔ:m] / conduct [kən′dΛkt] / do / undertake [,Λndə′teik] / carry
out research — проводить исследования / научно-исследовательскую
работу, исследовать
thesis [′θi:sis]; (syn.) dissertation [,disə′tei∫(ə)n] n — диссертация
defend a thesis / a dissertation [di′fend] — защитить диссертацию
defence of one’s thesis / dissertation — защита диссертации
science [′saiəns] n — наука; (собир.) естественные науки
scientist [′saiəntist] n — ученый (преим. в области точных наук)
scholar [′skɔlə] n — ученый (особ. в области гуманитарных наук)
scholarship [′skɔlə∫ip] n — ученость, образованность; стипендия
proceed [prə′si:d] v — продолжать; приступать (к чему-л.)
require [ri′kwaiə] v — требовать, нуждаться
requirement n — требование, необходимое условие; потребность
submit [səb′mit] v — представлять, подавать (документы)
submission [səb′mi∫(ə)n] n — представление, подача (документов)
assess [ə′ses] v — оценивать, давать оценку
assessment n — оценка, мнение, суждение
habilitation [hə,bili′tei∫(ə)n] n — хабилитация (в некоторых европейских
странах процедура, цель которой — получение высшей академиче-
ской квалификации, следующей после ученой степени PhD (Doctor of
Philosophy), и права на занятие профессорской должности в универси-
тете (Dr. habil.)
adviser [əd′vaizə]; (syn.) supervisor [′sju:pərvaizə] n — консультант, советник
academic / research adviser (supervisor) — научный руководитель
accomplish [ə′kΛmpli∫] v — выполнять; завершать
seek (sought) [si:k] v — искать, пытаться найти; пытаться/стараться что-л. сделать
degree seeking student/ applicant for a degree — соискатель
sought degree — искомая степень
benefi t [′benefi t] n v — преимущество, привилегия, польза, благо, выгода;
приносить пользу, помогать, оказывать благотворное (воз)действие,
приносить выгоду (прибыль)
diverse [dai′və:s] adj — различный; разный, разнообразный
diversity [dai′və:siti] n — разнообразие, многообразие; различие
skill n — мастерство, опыт, умение, квалификация, способности
skilful adj — искусный, умелый, опытный
skilled adj — опытный, умелый, квалифицированный
translate into practice — воплотить на практике, реализовывать, претворять
в жизнь
employ [im′plɔi] v — предоставлять работу, нанимать; использовать, при-
менять
employer [im′plɔiə] n — работодатель, наниматель
employee [,emplɔi′i:] n — служащий; работающий по найму
employment [im′plɔimənt] n — работа, служба; занятость (рабочей силы);
прем (на работу); применение. использование
unemployment [,Λnim′plɔimənt] n — безработица
involve [in′vɔlv] v — включать, содержать; вовлекать
term [tə:m] n — период, срок; семестр, триместр, четверть; термин; (pl.)
условия
in terms of — с точки зрения
Приложение 2
CLASSIFICATIONS OF LAW
In order to understand the many different aspects of law it is helpful to look at the various areas or classifications of law. There are many legal principles or rules of law that are found in statutes, cases decided by courts, and other sources that are applied by the courts in order to decide lawsuits, and these rules or principles of law are classified as substantive law. On the other hand, the legal procedures that provide how a lawsuit is begun, how the trial is conducted, how appeals are taken, and how a judgment is enforced are called procedural law. In other words, substantive law is that part of the law that defines rights, and procedural law establishes the procedures whereby rights are enforced and protected. For example, A and В have entered into an agreement, and A claims that В has breached the agreement. The rules that provide for bringing В into court and for the conduct of the trial are rather mechanical and they constitute procedural law. Whether the agreement was enforceable and whether A is entitled to damages are matters of substance and would be determined on the basis of the substantive law of contracts.
Law is also frequently classified into areas of public and private law. Public law includes those bodies of law that affect the public generally; private law includes the areas of the law that are concerned with the relationship between individuals.
Public law may be divided into three general categories: constitutional law, which concerns itself with the rights, powers, and duties of federal and state governments under the U.S. Constitution and the constitutions of the various states; administrative law, which is concerned with the multitude of administrative agencies, such as the Interstate Commerce Commission, the Federal Trade Commission, and the National Labor Relations Board; and criminal law, which consists of statutes and general maxims that forbid certain conduct as being detrimental to the welfare of the state or society generally and provides punishment for violations of these laws.
Private law is that body of law that pertains to the relationships between individuals in an organized society. Private law encompasses the subjects of contracts, torts, and property. Each of these subjects includes several bodies of law. For example, the law of contracts may be subdivided into the subjects of sales, commercial paper, agency, and business organizations. The major portion of this text covers these subjects, which constitute the body of law usually referred to as business law.
The law of torts is the primary source of litigation in the country and is also a part of the total body of law in such areas as agency and sales. A tort is a wrong committed by one person against another or his property. The law of torts is predicated upon the premise that in a civilized society people who injure other persons of their property should compensate them for their loss.
The law of property may be thought of as a branch of the law of contracts, but in many ways our concept of private property contains much more than the contract characteristics. Property is the basic ingredient in our economic system, and the subject matter may be subdivided into several areas such as wills, trusts, estates in land, personal property, bailments, and many more.
Приложение 3
EFFECTIVE LAWYER
If you want to be an effective lawyer, you should have certain traits and attributes in order to excel in this occupation. One important trait which lawyers should possess is that of articulation. A lawyer who can articulate effectively is the one who will be more likely to succeed not only against opposing parties in court but also to impress and put their client at ease as well. An articulate lawyer is the one who will see results.
Another trait which lawyers should have is intelligence. Having this positive attribute will ensure that the person representing the client is the one who is smart enough to know what to do, when to do it and how to go about getting the results which are necessary to win the case and/or abide by the client’s wishes.
Lawyers who use their brains are more likely to see the best possible outcome from a case. It can arguably be said that those who become lawyers are individuals who like to read. The legal profession is filled with volumes of laws, regulations, cases and rules. If one does not favour reading, then becoming a lawyer may not be the best bet, as the legal field is the one which requires massive amounts of reading. Good comprehension skills are a favourable trait which all lawyers should have.
Although the one who likes to read may be a candidate for the legal profession, but reading means nothing if the person does not comprehend what he has just read. Statutes and procedural rules are sometimes difficult to understand and those who have good comprehension skills may prosper at being a lawyer as they will have to read the pertinent documentation much less than those without good comprehension skills. A good personality and willingness to work well with others are two additional positive traits which all lawyers should possess.
Some people may think that lawyers have to be tough as nails in order to excel in the legal profession but this is not entirely true. Although steadfast determination is a good trait to have, it does not mean a whole lot if the one does not have a good personality and willingness to resolve matters.
The saying that one can catch more flies with honey than vinegar is also relevant with regard to being a lawyer. Negotiations go much better when the lawyers put their best foot forward and are willing to come to an amicable solution. Lastly, persuasiveness is an additional trait which all lawyers should possess. Since the legal profession is based around lawyers persuading individuals to see their point of view lawyers must be persuasive in their speech and tactics. A lawyer who can get his point across and persuade individuals to acknowledge it is the one who will see many victories.
Приложение 4
The Internet
Last years the classical function of libraries has been more and more superseded by various electronic information systems which enable exchange, acquisition and transmission of information, searching, processing and storage of data and reviewing and lending of library material. As to their resources and unlimited access, no classical library at present can be compared with their capabilities of providing information. Generally speaking Internet is a global library. However, it is well known that it enables several different services, such as e-mail and access to distant computers and networks. So far, e-mail has been a significant factor in all areas of the Internet. Users of the Internet may search for various data, exchange information and communicate with the other users of Internet primarily by means of search engines such as Excite, Magellan, Point, Income, Alta Vista, InfoSeek, Lycos, Open Text Index, WebCrawler, Yahoo, etc.
Find the equivalents in the text:
1) заменяется различными электронно-информационными системами;
2) накопление и передача информации; 3) поиск, обработка и хранение данных;
4) неограниченный доступ;
5) способность обеспечивать информацией;
6) вообще говоря;
7) до сих пор, пока это.
Answer the questions:
1. How has the classical function of libraries been changed?
2. What services does Internet enable?
3. What may users of Internet search?
Приложение 5
The Internet is the latest jewel in the crown of information technology. Also known as the information super-highway, it is an international infrastructure used for data communication which is becoming as popular and relied upon as the telephone. The important characteristic of the Internet is its speed of information flow. Hence e-mail (electronic mail) travels much faster and is thus much preferred than traditional paper mail (also known as snail-mail). E-mail is also beginning to replace many phone calls. This is because e-mail allows the senders the ability to edit information before they post it. Also, e-mail allows the receiver to answer at their own leisure time.
Another beneficial feature of the Internet is that being supported mostly by academic and nonprofit organizations, the information is free (after an initial connection fee). This means that this technology is not greatly restricted to or dominated by any particular economic class. In fact, the huge amount of competition between the Internet service providers means that the costs related to net-usage are even beginning to decline. The fact that the information is free to the end-user has also sparked a great deal of commercial interest. Many companies are investing time and money into net-advertisements. They hope that their free promotional material can tap into the new consumer market of the computer-user. The Internet is also beginning to replace libraries as sources of research information. This is because it is current, very generalized for public consumption. The net is also better than libraries for educational reasons. Its interactive nature encourages and motivates students more into learning. The only draw-back is that the information is not as reliable and there are often difficulties in accessing and collecting electronic information, e.g. the crashing of computer servers.
Приложение 6
Public Administration
What is Public Administration?
Public Administration can be broadly described as the development, implementation and study of government policy.
Today public administration is often regarded as including also some responsibility for determining the policies and programs of
governments. Specifically, it is the planning, organizing, directing, coordinating, and controlling of government operations.
Public administration is a feature of all nations, whatever their system of government. Within nations public administration is practiced at the central, intermediate, and local levels. Though public administration has historically referred to government management, it increasingly encompasses nongovernmental organizations that are not acting out of selfinterest. From the 16th century, the national state was the reigning model of the administrative organization in Western Europe. These states needed an organization for the implementation of law and order and for setting up a defensive structure. The need for expert civil servants, with knowledge about taxes, statistics, administration and the military organization, grew. Lorenz von Stein, since 1855 professor in Vienna, is considered the founder of the science of public administration. According to him, the science of public administration was an interaction between theory and practice and combined several disciplines, such as sociology, political sciences, administrative law and public finance. In the United States Woodrow Wilson was the first to consider the science of public administration. In an 1887 article entitled “The Study of Administration” Wilson wrote “it is the object of administrative study to discover, first, what government can properly and successfully do, and secondly, how it can do these proper things with the utmost possible efficiency and at least possible cost either of money or of energy”.
In most of the world the establishment of highly trained administrative, executive classes has made public administration a distinct profession. The body of public administrators is usually called the civil service. Traditionally the civil service is contrasted with other bodies serving full time, such as the military, the
judiciary, and the police. In most countries a distinction is also made between the home civil service and those persons engaged abroad on diplomatic duties. A civil servant, therefore, is one of a body of persons who are directly employed in the administration of the internal affairs of the state and whose role and status are not political, ministerial, military, or constabulary.
Certain characteristics are common to all civil services. Senior civil servants are regarded as the professional advisers to those who formulate state policy. Civil servants in every country are expected to advise, warn, and assist those responsible for state policy and, when this has been decided, to provide the organization for implementing it. The responsibility for policy decisions lies with the political members of the executive (those members who have been elected or appointed to give political direction to government). By custom, civil servants are protected from public blame for theiradvice.
COMPREHENSION
Приложение №1 1
Приложение №1 2
Приложение №1 3
Sole proprietorship
The simplest form of business organization is the sole proprietorship, which is owned by one person. Many small businesses start out as sole proprietorships. The owner has relatively unlimited control over the business and keeps all the profits. These firms are usually owned by one person who has day-to-day responsibility for running the business. Sole proprietors own all the assets of the business and the profits generated by it. They also have complete responsibility for any of its liabilities or debts. In case of breach of contract the business property and personal assets of the owner may be taken to pay judgments for damages awarded by courts.
Sole proprietorships are the most numerous form of business organization. No charter and permit are needed and there are no particular, legal requirements for organizing or conducting a sole proprietorship. When started, many sole proprietorships are conducted out of the owner's home, garage, or van c-nd inventory may be limited and may often be purchased on credit.
Main Features of a Sole Proprietorship:
(+) Easy to organize
(+) Owner has complete control
(+) Owner receives all income
(-) Owner has unlimited liability
(-) Benefits are not business deductions
Partnership
In a Partnership, two or more people share ownership of a single business. Like proprietorships, the law does not distinguish between the business and its owners. The partners should have a legal agreement that sets forth how decisions will be made, profits will be shared, disputes will be resolved, how future partners will be admitted to the partnership, how partners can be bought out, or what steps will be taken to dissolve the partnership when needed.
There exist different types of Partnerships:
1. General Partnership
Partners divide responsibility for management and liability, as well as the shares of profit or loss according to their internal agreement. Equal shares are assumed unless there is a written agreement that states differently.
2. Limited Partnership and Partnership with limited liability "Limited" means that most of the partners have limited liability (to the extent of their investment) as well as limited management decisions, which generally encourages investors for short term projects, or for investing in capital assets. This form of ownership is not often used for operating retail or service businesses. Forming a limited partnership is more complex and formal than that of a general partnership.
3. Joint Venture
Joint Venture acts like a general partnership, but it is formed for a limited period of time or a single project.
Main Features of a Partnership:
(+) Easy to organize, but needs agreement
(+) Partners receive all income
(-) Partners have unlimited liability
(-) Partners may disagree
(-) Life of business may be limited
Приложение №1 4
Memorandum
Date: September 30, 2006
From: Meridith Bronson
To: Franco Marconi, Director, Research Programs
Subject: Commendation - Henry Stapleton - Transport
Demand Project
The purpose of this is to officially commend Henry Stapleton for his exceptional contribution throughout his assignment to the Transport Demand Project (TDP).
As you know, Henry has been working on special assignment with the TDP team for the past eight months. Now that he is about to return to your part of the organization I wanted to make sure that he gets some recognition for his significant and exceptional contributions to the project.
As a junior econometrician, Henry's role in the project was pivotal to its timely and successful completion. It was Henry who worked long hours, numerous nights and weekends with his small team of researchers, first specifying, and then testing the thousands of equations that had to be run. The quality of Henry's written work was also exceptional. His regression analysis summaries were always very well written and rarely required revision.
As a colleague and project team member, Henry was also outstanding. His upbeat enthusiasm for the project was infectious, and he seemed to motivate the entire project team. He was very well-liked by all team members, and in effect he became "unofficial" deputy project manager.
In closing, I would like to say that I have worked with many junior economists and econometricians over the years and have never run across one as professional and productive as Henry Stapleton was on the TDP. I believe that the organization as a whole should recognize his exceptional contribution to a major project.
Please let me know if you have any questions or comments.
Meredith Bronson
Director, Econometric Research
cc: Henry Stapleton
Personnel file - H. Stapleton
Recommendation Letter
November 25, 2010
Mr. Roberto Villas
Manager, Marketing Services
Allied Industries Inc.
110 Riverbend Drive, Suite 1550
Stamford, CT 06907
Dear Mr. Villas:
This is in response to your recent request for a letter of recommendation for Maria Fuentas who worked for me up until two years ago.
Maria Fuentas worked under my direct supervision at Johnson Technologies for a period of six years ending in October 2010. During that period, I had the great pleasure of seeing her blossom from a junior marketing trainee at the beginning, into a fully functioning Marketing, Program Co-Ordinator, in her final two years with the company. That was the last position she held before moving on to a better career opportunity elsewhere.
Maria is a hard-working self-starter who invariably understands exactly what a project is all about from the outset, and how to get it done quickly and effectively. During her two years in the Marketing Co-Ordinator position, I cannot remember an instance in which she missed a major deadline. She often brought projects in below budget, and a few were even completed ahead of schedule.
Ms. Fuentas is a resourceful, creative, and solution-oriented person who was frequently able to come up with new and innovative approaches to her assigned projects. She functioned well as a team leader when required, and she also worked effectively as a team member under the direction of other team leaders.
On the interpersonal side, Maria has superior written and verbal communication skills. She gets along extremely well with staff under her supervision, as well as colleagues at her own level. She is highly respected, as both a person and a professional, by colleagues, employees, suppliers, and customers alike.
Two years ago, when Ms. Fuentas announced her resignation to take up a new position with a larger company, we were saddened to see her leave, although we wished her the greatest success in her new undertaking. Even now, two years after her departure, I can state that her presence, both as a person and as an exemplary employee, is still missed here.
In closing, as detailed above, based on my experience working with her, I can unreservedly recommend Maria Fuentas to you for any intermediate or senior marketing position. If you would like further elaboration, feel free to call me at (416) 765-4497.
Sincerely,
Robert Christenson
Director, Marketing and Sales
Letter of Interest
November 18, 2006
Mr. Raymond Fielding
President
Campus Renaissance Inc.
1850 Highridge Road
Columbus, Ohio 43201
Dear Raymond:
Mitchell-Maxwell and Timberline Properties are pleased to submit herewith our letter of interest to participate in your campus neighborhood redevelopment project.
Since being invited to address this exciting opportunity, our team members have collaborated to produce a preliminary plan that we believe will energize the neighborhood, strengthen the University community, and produce long-term benefits for the entire City of Columbus.
As you know, we are a team of professionals with a proven track record in this region that has the ability to successfully transform our plan into reality. Our team is comprised of members who have worked together on numerous successful projects. They have been assembled for this project because of the enormous trust and confidence thay have in one another. You can be assured that the lead partners in our group will manage the project closely and carefully, and accountability for results will never be delegated.
In the weeks ahead, we look forward to receiving comments from Campus Renaissance and the community at large about our preliminary proposal during the public consultation process. We understand that right now the plan is clearly a 'work in progress' which can only be improved by input from the various stakeholders who care the most about the area in question. We therefore look forward to using their input to develop a comprehensive integrated final development plan.
Thank you for giving us the opportunity to participate.
Sincerely,
__________________ ___________________
Mary Louise Lasser Roy Gooding
Timberline Properties Mitchell-Maxwell
Приложение №1 5
Analyze your audience
- How many people will be in attendance?
- What kind of work or profession do they do?
- What is their level of understanding about your subject?
Analyzing your situation is often difficult to separate from analyzing your audience; in fact, audience is one facet of the larger situation.
Just as readers determine the success of written communication, audiences determine the success of oral presentations. Writing or speaking is successful if the reader or listener responds the way you desire: the reader or listener is informed, persuaded, or instructed as you intend and then responds the way you want with good will throughout.
Just as writing effectively depends on you understanding your reader as thoroughly as possible, effective speaking depends on you understanding your listener. You cannot speak or write effectively to people without first understanding their perspective. You must know how your audience will likely respond based on its members' educational and cultural background, knowledge of the subject, technical expertise, and position in the organization.
When you analyze your audience, focus on its members' professional as well as personal attributes. Your audience members will pay attention to some things because they belong to a specific department or class; they'll react to other things because of their likes, dislikes, and uncertainties. You have to keep both profiles in mind. Your analysis will suggest what you should say or write, what you should not say, and the tone you should use.
To help you analyze your audience, ask the following questions:
· How much do my audience members know about the subject?
· How much do they know about me?
· What do they expect from me?
· How interested will they be in what I say?
· What is their attitude toward me?
· What is their attitude toward my subject?
· What is their age group?
· What positions do their occupy in the organization?
· What is their educational background?
· What is their cultural/ethnic background?
· What is their economic background?
· What are their political and religious views?
· What kinds of cultural biases will they likely have toward me and my topic?
In viewing this list, you will note the prevalence of questions on attitude-- the audience's attitude toward you as well as the subject. Some attitudes will matter more than others, according to the situation.
These questions are particularly crucial ones, since you need to know, before you begin planning your presentation, whether your audience will consider you trustworthy and credible. To be an effective speaker, you must know your audience, establish a relationship by being sincere and knowledgeable about the subject, then conform to their expectations about dress, demeanor, choice of language, and attitude toward them and the topic.
Organize your presentation
The structure of the oral presentation is crucial for one main reason: once you have spoken, the audience cannot "rehear" what you have said. In reading, when you do not understand a sentence or paragraph, you can stop and reread the passage as many times as necessary. When you are speaking, however, the audience must be able to follow your meaning and understand it without having to stop and consider a particular point you have made, thereby missing later statements. To help your audience follow what you say easily, you must design your presentation with your audience, particularly their listening limitations, in mind.
Audiences generally do not enjoy long presentations. Listening is difficult, and audiences will tire even when a presentation is utterly smashing. For that reason, as you design your presentation and select content, look for ways to keep your message as concise as possible. Don't omit information your audience needs, but look for ways to eliminate non essential material. Again, without carefully analyzing your audience's attitude toward the subject, its background, knowledge of the topic, and perspective toward you, you cannot begin to make accurate decisions regarding either content or design and structure of your presentation.
Ask yourself the following questions:
· Is your audience interested in what you will say?
· What are the main questions they will want you to answer?
· Which of these questions is most important? least important?
· Based on your purpose and the audience's expectations, in what order should you present these ideas?
Helping your audience follow your message easily requires that you build into your structure a certain amount of redundancy. That means that you reiterate main points. When you divide your presentation into an introduction, the main body, and the conclusion, you are building in this necessary redundancy.
In the introduction, you "tell them what you are going to tell them"
In the main body, you "tell them"
In the conclusion, you "tell them what you told them"
This kind of deliberate repetition helps your audience follow and remember the main points you are making. (Readers can "reread" text, but listeners cannot "rehear" oral remarks.) To design your presentation with planned repetition, you must clearly know your purpose and what you want your audience to know.
The introduction should clearly tell the audience what the presentation will cover so that the audience is prepared for what is to come.
In planning your introduction, be sure that you state your goal near the beginning. Even if you use some type of anecdote or question to interest your audience, state the goal of your presentation next. Then, state how you will proceed in your presentation: what main issues you will discuss. The main ideas you have developed during the research and content planning stage should be announced here. Generally, the introduction should end with a reiteration of your main point.
The body should develop each point previewed in the introduction.
In the introduction you state the main issues or topics you plan to present. Thus, in designing the body of the presentation, you develop what you want to say about each of these main points or ideas. You may want to present your ideas in a chronological sequence, a logical sequence, or a simple topical sequence. This method will help your audience follow your ideas if you are giving an informative speech, an analytical speech, or a persuasive speech. The important point, however, is that you need to demarcate and announce each point in the body as you come to it so that your audience knows when you have completed one point and begun another.
The conclusion should reiterate the ideas presented and reinforce the purpose of the presentation. It usually answers the question: "so what?"
The conclusion to the presentation should help the audience understand the significance of your talk and remember main points. At a minimum, you should restate the main issues you want your audience to remember, but do so in a concise way. Try to find a concluding narrative or statement that will have an impact on your audience. The conclusion should not be
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