МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ
ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ ОБРАЗОВАТЕЛЬНОЕ
УЧРЕЖДЕНИЕ ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
«САМАРСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ»
Кафедра иностранных языков
естественнонаучных факультетов
УТВЕРЖДАЮ
Проректор по научной работе
_____________________А.Ф. Крутов
«______» __________2011 г.
РАБОЧАЯ ПРОГРАММА ДИСЦИПЛИНЫ
«Иностранный язык»
(Английский)
(ОД.А.02; цикл ОД.А.00 «Обязательные дисциплины»
основной образовательной программы подготовки аспиранта
по отрасли 01.00.00 - Физико-математические науки,
специальность 01.04.07 — Физика конденсированного состояния)
Самара
2011
Программа курса общенаучной дисциплины «Иностранный язык
(английский)» для аспирантов разработана в соответствии с федеральными
государственными требованиями к структуре основной профессиональной
образовательной программы послевузовского профессионального образования
(аспирантура), утвержденными приказом Минобрнауки РФ от 16.03.11 № 1365;
на основании Программы - минимум кандидатского экзамена по общенаучной
дисциплине «Иностранный язык» для аспирантов/соискателей (Приказ
Министерства образования России № 274 от 08.10.2007г.); учебного плана
СамГУ.
Составители рабочей программы: докт. филол. наук, проф. Э.Б. Яковлева,
канд. пед. наук, доц. Сологуб Л.И., канд. пед. наук, доц. Лапшова Е:.С., канд.
пед. наук. ст. преп. Кошарская Е.В.
Рецензент: канд. филол. наук, доцент Васильева Э.П.
Рабочая программа утверждена на заседании кафедры иностранных языков
естественнонаучных факультетов 31.08.11 (протокол № 1).
Ответственный редактор: докт. филол. наук, проф. Э.Б. Яковлева
Заведующий кафедрой иностранных языков
естественнонаучных специальностей
Яковлева Э.Б.
Введение
Учебные цели
Основной целью изучения английского языка аспирантами/ соискателями
является достижение практического владения языком, позволяющего
использовать его в научной работе.
Практическое владение английским языком в рамках данного курса
предполагает наличие таких умений в различных видах речевой деятельности,
которые дают возможность:
- вести беседу по специальности;
- делать сообщения и доклады на английском языке на темы, связанные с
научной работой аспиранта/соискателя;
- свободно читать оригинальную литературу на английском языке в
соответствующей отрасли знаний;
- оформлять извлеченную из англоязычных источников информацию в виде
перевода, резюме, аннотации, реферата.
- воспринимать на слух бытовую, профессиональную, публичную речь;
- осуществлять письменную коммуникацию (делать записи, выписки,
конспекты, тезисы докладов; вести научную переписку).
В задачи аспирантского курса «Иностранный язык (английский)» входят
совершенствование и дальнейшее развитие полученных в высшей школе
знаний, навыков и умений по языку в различных видах речевой коммуникации.
Обучение видам речевой коммуникации
Обучение
различным
видам
речевой
коммуникации
должно
осуществляться в их совокупности и взаимной связи с учетом специфики
каждого из них. Управление процессом усвоения обеспечивается четкой
постановкой цели на каждом конкретном этапе обучения. В данном курсе
определяющим фактором в достижении установленного уровня того или иного
вида речевой коммуникации является требование профессиональной
направленности практического владения английским языком.
Чтение
Совершенствование умений чтения на английском языке предполагает
овладение видами чтения с различной степенью полноты и точности
понимания: просмотровым, ознакомительным и изучающим. Просмотровое
чтение имеет целью ознакомление с тематикой текста и предполагает умение на
основе извлеченной информации кратко охарактеризовать текст, исходя из
поставленной проблемы. Ознакомительное чтение характеризуется умением
проследить развитие темы и общую линию аргументации автора, понять в
целом не менее 70% основной информации. Изучающее чтение предполагает
полное и точное понимание содержания текста.
При чтении используется подход, основанный на данных анализа дискурса.
Свободное, зрелое чтение отражает основные черты анализа дискурса,
поскольку оно предусматривает формирование умений вычленять опорные
смысловые блоки в читаемом, определять структурно-семантическое ядро,
выделять основные мысли и факты, находить логические связи, исключать
избыточную информацию, группировать и объединять выделенные положения
по принципу общности, а также формирование навыка языковой догадки (с
опорой на контекст, словообразование, интернациональные слова и др.) и
навыка прогнозирования поступающей информации.
В качестве форм контроля понимания прочитанного и воспроизведения
информативного содержания текста-источника используются в зависимости от
вида чтения: ответы на вопросы, подробный или обобщенный пересказ
прочитанного, передача его содержания в виде перевода, реферата или
аннотации. Следует уделять внимание тренировке в скорости чтения:
свободному беглому чтению вслух и быстрому (ускоренному) чтению про себя,
а также тренировке в чтении с использованием словаря. Все виды чтения
должны служить единой конечной цели - научиться свободно читать
иностранный текст по специальности.
К концу курса обучения аспирант/соискатель должен владеть:
умением переводить (устно и письменно) с помощью и без словаря
оригинальный научный текст по специальности;
умением изложить и прокомментировать (устно и письменно)
прочитанный оригинальный научно-популярный текст.
Аудирование и говорение
Умения аудирования и говорения должны развиваться во взаимодействии.
Основное внимание следует уделять коммуникативной адекватности
высказываний монологического, диалогического (полилогического) характера
(в виде пояснений, определений, аргументации, выводов, оценки явлений,
возражений, сравнений, противопоставлений, вопросов, просьб и т.д.).
К концу курса аспирант/соискатель должен владеть:
- навыками восприятия и понимания монологической, диалогической и
полилогической речи в сферах бытовой и профессиональной коммуникации;
- умениями монологической речи на уровне самостоятельного
высказывания по темам специальности и по диссертационной работе.
- умениями диалогической (полилогической ─ широкая научная
дискуссия) речи, позволяющими ему принимать участие в обсуждении
вопросов, связанных с его научной работой и специальностью.
Перевод
Устный и письменный перевод с иностранного языка на родной язык
используется как средство овладения иностранным языком, как прием развития
умений и навыков чтения, как наиболее эффективный способ контроля полноты
и точности понимания. Для формирования некоторых базовых умений перевода
необходимы сведения об особенностях функционального научного стиля, а
также по теории перевода: понятие перевода, эквивалента и аналога;
переводческие трансформации; компенсация потерь при переводе;
контекстуальные замены; многозначность слов; словарное и контекстное
значение слова; совпадение и расхождение значений интернациональных слов
(«ложные друзья» переводчика) и т.п.
К концу курса аспирант/соискатель должен владеть:
умением переводить (устно и письменно) с помощью и без словаря
оригинальный научный текст по специальности;
умением (при необходимости) осуществлять устный перевод
звучащего
дискурса
монологического,
диалогического
(полилогического) характера с английского языка на русский и с
русского языка на английский.
Письмо
В данном курсе письмо рассматривается не только как средство
формирования лингвистической компетенции в ходе выполнения письменных
упражнении на грамматическом и лексическом материале. Формируются также
коммуникативные умения письменной формы общения, а именно: умение
составить план или конспект к прочитанному, изложить содержание
прочитанного в письменном виде (в том числе в форме аннотации, резюме и
реферата), написать тезисы докдада, доклад и сообщение по теме
специальности аспиранта (соискателя) и т.п.
К концу курса аспирант/соискатель должен уметь:
─ письменно изложить извлеченную информацию в виде аннотации,
резюме, реферата, тезисов;
─ написать доклад, лекцию;
─ вести деловую переписку.
Работа над языковым материалом
Овладение всеми формами устного и письменного общения ведется
комплексно, в тесном единстве с овладением определенного фонетического,
лексического и грамматического материала.
Языковой материал должен рассматриваться не только в виде частных
явлений, но и в системе, в форме обобщения и обзора групп родственных
явлений и их сопоставления.
Фонетика
Продолжается работа по совершенствованию орфоэпических навыков при
чтении вслух и в устном высказывании, особое внимание обращается на роль
интонационных средств в делимитации звучащего дискурса. Работа над
произношением ведется как на материале текстов для чтения, так и на
специальных фонетических упражнениях.
Лексика
При работе над лексикой учитываются специфика лексических средств,
используемых
в
текстах
по
специальности
аспиранта/соискателя,
многозначность служебных и общенаучных слов, механизмы словообразования
(в том числе терминов и интернациональных слов), явления синонимии и
омонимии.
Аспирант/соискатель должен знать употребительные фразеологические
сочетания, часто встречающиеся в письменной речи изучаемого им подъязыка,
а также слова, словосочетания и фразеологизмы, характерные для устной речи в
ситуациях делового, профессионального общения.
Необходимо знание сокращений и условных обозначений и умение
правильно прочитать формулы, символы и т.п.
Аспирант/соискатель должен вести рабочий словарь терминов и слов,
которые имеют свои оттенки значений в изучаемом подъязыке.
Грамматика
Программа предполагает знание и практическое владение грамматическим
минимумом вузовского курса по иностранному языку. При углублении и
систематизации знаний грамматического материала, необходимого для чтения и
перевода научной литературы по специальности, основное внимание уделяется
навыкам распознавания и анализа сложных синтаксических структур, типичных
для стиля научной речи. Первостепенное значение имеет овладение
особенностями и приемами перевода сложных конструкций.
При развитии навыков устной речи особое внимание уделяется порядку
слов во всех коммуникативных типах предложений, употреблению строевых
грамматических элементов (местоимений, вспомогательных глаголов, наречий,
предлогов, союзов); глагольным формам, типичным для устной речи; степеням
сравнения прилагательных и наречий; средствам выражения модальности и т.д.
Учебные тексты
В качестве учебных текстов и литературы для чтения и перевода,
реферирования и аннотирования используется оригинальная монографическая
и периодическая литература по узкой специальности аспиранта/соискателя, по
тематике широкого профиля вуза, статьи из журналов, издаваемых за рубежом,
тексты из базы данных полнотекстовых научных журналов. Полнотекстовых БД
книг Science Direct (ELSEVIER) http:/www.sciencedirect.com.
Для развития навыков устной речи привлекаются тексты по специальности,
используемые для чтения, специализированные учебные пособия по развитию
навыков устной речи. Для развития навыков восприятия речи на слух
используются аутентичные аудиотексты.
Общий объем литературы за полный курс по всем видам работ, учитывая
временные критерии при различных целях, должен составлять примерно
600000-750000 печ. знаков (то есть 240-300 стр.). Распределение учебного
материала осуществляется в соответствии с принятым учебным графиком
практических (фронтальных и индивидуальных) занятий.
К концу полного курса обучения аспирант/соискатель должен владеть:
- умением высказываться в рамках проблем специальности;
умением изложить и прокомментировать прочитанный оригинальный
научно-популярный текст;
умением воспринимать устную звучащую информацию по
проблемам специальности;
умением письменно изложить исследуемую проблему в виде резюме,
тезисов, доклада, лекции; умением вести деловую переписку.
-
1. Цели и задачи дисциплины, ее место в учебном процессе, требования к
уровню освоения содержания дисциплины
1.1. Цели и задачи изучения дисциплины
Основная цель — активное владение иностранным языком как средством
рецепции и генерации устной и письменной речи в научно-профессиональной и
деловой сферах деятельности.
Задачи дисциплины:
закрепить:
• аспектную лингвистическую базу (фонетическую, грамматическую,
лексическую) для активного владения языком;
совершенствовать:
• умения воспринимать и понимать монологический научный текст (беседу,
выступление, доклад, лекцию), диалогический, полилогический дискурс по
научной тематике;
• умения адекватно переводить научный текст со словарем и без словаря с
соблюдением норм родного языка;
• умения письменно подготовить тезисы, резюме, аннотации, доклады,
лекции, вести деловую переписку;•
умения участвовать в обсуждении тем и текстов по специальности;
сформировать:
основы публичной речи (сообщений, докладов);
• подготовить:
к чтению оригинальной литературы по специальности; к чтению с целью
создания вторичного научного текста (реферата, аннотации) на английском
языке.
1.2.
Требования к уровню подготовки аспиранта / соискателя,
завершившего изучение данного курса
Аспиранты / соискатели, завершившие изучение данной дисциплины,
должны:
– получить представление:
• о коммуникации в науке.
– знать:
• иноязычную терминологию специальности, русские эквиваленты слов и
выражений профессиональной речи;
–владеть:
• основными грамматическими структурами изучаемого языка, способами
сочетаемости лексических единиц и основными словообразовательными
моделями;
– уметь:
• воспринимать на слух высказывания на английском языке, связанные со
специальностью и научным исследованием аспиранта / соискателя;
• беседовать на английском языке по вопросам, связанным со
специальностью и научной работой аспиранта / соискателя; участвовать в
обсуждениях проблем общенаучного и специального характера; высказываться
по проблемам науки, (широкая и узкая тематика), излагать материал
проводимого исследования;
• аннотировать, реферировать и переводить тексты из научно-популярной и
научной литературы, периодических изданий и монографий, инструкций,
справочной литературы;
• составить план, конспект, изложить прочитанное в форме резюме,
написать сообщение, доклад по теме проводимого исследования; написать
письмо в пределах изученного языкового материала.
2. Содержание дисциплины
2.1. Объём дисциплины и виды учебной работы
Вид учебных занятий
Количество
часов /з/е
Всего часов аудиторных занятий
108/3
Практические занятия (фронтальные)
30
Практические
занятия 70
(индивидуальные)
Работа с текстом зачетного перевода
8
Всего часов самостоятельной работы 108/3
Подготовка
к
практическим 30
(фронтальным) занятиям
Подготовка
к
практическим 70
(индивидуальным) занятиям
Работа с текстом зачетного перевода
8
Всего часов по дисциплине
216/6
2.2. Разделы дисциплины и виды занятий
№
п/п
Раздел дисциплины
1
2
3
Повседневная сфера общения
Общенаучная сфера общения
Профессиональная сфера общения
Итого
Объём времени
практические
индивидуальные
занятия
10%
40%
50%
100%
и
2.3. Технологии обучения
I. На основе активизации и интенсификации деятельности аспирантов
– использование технологий коммуникативного обучения иноязычной
культуре;
– использование технологий восприятия и генерирования иноязычной
информации.
II. На основе эффективности организации и управления процессом
обучения
– использование технологий организации самостоятельной работы;
– использование технологии индивидуализации обучения.
2.4. Языковой материал
2.4.1. Виды речевых действий и приемы ведения общения
При
отборе
конкретного
языкового
материала
необходимо
руководствоваться следующими функциональными категориями:
Передача фактуальной информации: средства оформления повествования,
описания, рассуждения, уточнения, коррекции услышанного или прочитанного,
определения темы сообщения, доклада и т.д.
Передача эмоциональной оценки сообщения: средства выражения /
одобрения/неодобрения, удивления, восхищения, предпочтения и т.д.; Передача
интеллектуальных отношений: средства выражения согласия/ несогласия,
способности/неспособности
сделать
что-либо,
выяснение
возможности/невозможности сделать что-либо, уверенности/неуверенности
говорящего в сообщаемых им фактах.
Структурирование дискурса: оформление введения в тему, развитие темы,
смена темы, подведение итогов сообщения, инициирование и завершение
разговора, приветствие, выражение благодарности, разочарования и т.д.
Владение основными формулами этикета при ведении диалога, научной
дискуссии, при построении сообщения и т.д.
2.4.2. Фонетика
Совершенствование произносительных и интонационных навыков (роль
интонации для выражения отношения к высказыванию, её функции в
делимитации звучащего дискурса).
2.4.3. Лексика
К концу обучения, предусмотренного данной программой, лексический
запас аспиранта/соискателя должен составить не менее 5500 лексических
единиц с учетом вузовского минимума и потенциального словаря, включая
примерно 500 терминов профилирующей специальности.
2.4.4. Грамматика
Порядок
слов
простого предложения.
Сложное предложение:
сложносочиненное
и
сложноподчиненное
предложения.
Союзы
и
относительные местоимения. Эллиптические предложения. Бессоюзные
придаточные. Употребление личных форм глагола в активном и пассивном
залогах. Согласование времен. Функции инфинитива: инфинитив в функции
подлежащего, определения, обстоятельства. Синтаксические конструкции:
оборот «дополнение с инфинитивом» (объектный падеж с инфинитивом);
оборот «подлежащее с инфинитивом» (именительный падеж с инфинитивом);
инфинитив в функции вводного члена; инфинитив в составном именном
сказуемом (be + инф.) и в составном модальном сказуемом; (оборот for+ smb. to
do smth.). Сослагательное наклонение. Модальные глаголы. Модальные глаголы
с простым и перфектным инфинитивом. Атрибутивные комплексы (цепочки
существительных). Эмфатические (в том числе инверсионные) конструкции в
форме Continuous или пассива; инвертированное придаточное уступительное
или причины; двойное отрицание. Местоимения, слова-заместители (that (of),
those (of), this, these, do,one,ones), сложные и парные союзы, сравнительносопоставительные обороты (as…as, not so… as, the…the).
Практическое (фронтальное) занятие проводится со всей группой
аспирантов; практическое занятие (индивидуальное) состоит в выполнении
индивидуальной работы аспирантов по заданию преподавателя с последующим
письменным и устным отчетом.
2.5 Тематика практических (фронтальных) занятий
№ п/п
кол-во
Практика устной речи. Языковой материал.
часов
Теория коммуникации. Теория перевода.
1
4
1)At the Conference
a) Friendship Works Wonders
b)Introductions and Greetings
2) A. Yanshin The Path to Reason
3)Verbs “to be” and “to have”
4)Communicative Interraction
5)Особенности научного функционального
стиля. Понятие перевода.
2
4
1)Making a Decision on One’s Scientific
3
4
4
4
5
4
6
4
7
4
Career
a)These Things Happen
b)Is It Worth Doing Science?(part1)
2)I.Asimov Where do Jokes Come from?
3) The Four Forms of the Verb Tenses.
4)Communication in Science
5)Эквивалент и аналог
1)Science. General Notions
a)Tastes Differ
b)Is It Worth Doing Science?(part2)
2)J.B.S. Haldane How to Write a Popular
Scientific Article.
3)Indefinite Tense Forms. Pronoun “It”. The Word
“One”
4)Listening Comprehension in Science.
5)Переводческие трансформации
1)My Field of Science
a)The Pleasure Was All Mine
b)Curiosity Killed the Cat(part1)
2)He Was a Philosopher (about Socrates)
3)Perfect Tense Forms. Perfect Continuous Tense
Forms
4)Speaking in Science
5)Компенсация потерь при переводе.
1)An Outstanding Scientist
a)An Interesting Personality
b)Curiosity Killed the Cat(part2)
2)D. Koshland “Andrei Sakharov, 1921-1989”
3)Passive Voice
4)Speaking in Science
5)Контекстуальные замены
1)Why do we search for Life in Space
a)There's No Need to Worry
b)Life in Space: It Won 't Be the Ritz
2)Space and Space Technique
3)Subjunctive Mood
4)Reading in Science
5)Многозначность слов
1)Nature Protection
a)A Lot Depends on Us
b)As You Sow, so You Shall Mow
2)I. Azimov “Of What Use?”(part1)
3)Infinitive. Infinitive Constructions.
4)Reading in Science
8
2
5)Словарное и контекстное значение слова
1)The Greatest Demand to a Scientist
a)Fancy Speaking to a Computer
b)Predictions
2) I. Azimov “Of What Use?”(part2)
3)Gerund; Participle I., Participle II.
4)Writing in Science (commenting, summarizing,
reviewing, abstracting) :
a) self-comment
b) self-summary
c) review
d)resumè
e) annotation
5)Совпадение и расхождение значений
интернациональных слов
2.6 Тематика практических (индивидуальных) занятий
№ п/п кол-во Аудирование и чтение текстов с последующей передачей
часов содержания.
1)Science Department and Environment (SciTech IM p. 16-17)
1
8
Listening to Citizens views. (SciTech IM p. 26-27)
2) a. Borcherds P.H. Science or Anti-Science UK 1999 p. 357360
2
8
b. Crump, T. Measurement- Essential to All Science // A Brief
History of Science / London, 2001. - P. 20-24.
c. Susanne von Caemmerer The Biology of Transpiration. From
Guard Cells to Globe// Plant Physiology, January 2007, p.3.
d. Corey G. Psychoanalytic therapy. Development of personality
// Theory and Practice of Counseling and Psychotherapy, 20011,
p. 105-106.
3) a. What is the Scientific Process (SciTech Ch. 22 p. 24)
b. The Plant World / The Heinemann ELT English Worldbilder p.
80
1)Science News Report: Hazardous Waste Clean-Up (SciTech
IM p. 32-34)
Reading, Listening, and Thinking about Professional Ethics and
Computers (SciTech IM p. 64-65)
2) a. Philosophy of Statistical Mechanics, Stanford Encyclopedia
of Philosophy 2001p.358-366
b. Crump, T. The Technology of Metals // A Brief history of
science / London, 2001. - P. 13-16.
c. Ball S.G. Eukariotic Microalgae Genomics. The Essence of
Being a Plant / Plant Physiology, February 2005, p. 397-398.
3
8
4
8
5
8
d. Corey G. Person-Centered Therapy. Existentialism and
Humanism// Theory and Practice of Counseling and
Psychotherapy, 2001, p. 206-207.
3) a. Only through Research Can we Create New Knowledge
(SciTech Ch. 23 p. 7)
b. Biology Today / MacMillan Guide to Science 2008 p. 6-7
1)Scientific Fact (SciTech IM p.218-219)
Precautions in Laboratories (SciTech IM p. 210)
2) a. Lioyd Seth Ultimate physical limits to computation USA
2000 p.1047-1050
b. Crump, T. Writing and the Scientific Record // A Brief history
of science / London, 2001. - P.17-20.
c. Minorsky P.V. Liverwort Isoprenoid Production// Plant
Physiology, November 2000, p. 921-922.
d. Corey G. Being honest about our limitations// Theory and
Practice of Counseling and Psychotherapy, 2001, p. 31-32.
3) a. The Growing Inaccessibility of Science (SciTech Ch. 17 p.
18)
b. The Russian Academy of Science / MacMillan Guide to
Science 2008 p. 108-109
1)Scientific Proceses part 1 (SciTech IM p.200-201)
Scientific Proceses part 2 (SCITECH IM P.201-202)
2)a. Lockhart P. A Mathematician’s Lament USA 2008 p. 20-25
b. Crump, T. The Magic of Crystals // A Brief History of Science
/– London, 2001. - P. 190-202
c. Minorsky P.V. Trichomes: The Source of Heavy Metal in
Tobacco Smoke?, Plant Physiology, July 2006, p.803-804.
d. Corey G. Reality therapy// Theory and Practice of Counseling
and Psychotherapy, 2001, p. 378-379.
3) a. Science is Great, but Scientists are Still People (SciTech Ch.
24 p. 13)
b. Russian Nobel Prize Winners in Physics and Chemistry/
MacMillan Guide to Science 2008 p. 110-111
Safety in Action in Industry (SciTech IM p. 106-107)
A Safety Lecture about a Lab Accident part 1(SciTech IM p. 118119)
2)a. Mohar B. Pictures of Hyperbolic Dynamical Systems
Canada 2006 p. 8-13
b. Wade, L.G. Polymerization // Organic Chemistry, 5th edition /
New Jersey, USA, 2003 p. 58-62
c. Minorsky P.V. The Cause of Canola`s Green Seed Problem
/Plant Psysiology, September 2006, p. 1-2.
d. Corey G. Erotic and Sexual Contact With Clients//. Theory and
Practice of Counseling and Psychotherapy, 2001, p. 65-66.
3) a. Great Scientist, Lousy Manager? (SciTech Ch. 25 p. 19)
6
7
8
4
4
4
b. ALICE and CMS Line up the Finall Big Pieces Underground /
Cern Courier v. 48 p. 5
A Safety Lecture about a Lab Accident Part 2 SciTech IM p. 120)
A Safety Lecture about a Lab Accident Part 3 (SciTech IM p.
120-121)
2)a. Karle J. The Role of Science and Technology in Future
Design USA 2000 p. 602-608
b. Dewar M.J. Liquid Crystals as Solvens. New-York 2004
p. 235-240
c. Minorsky P.V. A Proteasomal Regulator of Viral Systemic
Transport and Vascular Formation /Plant Physiology, October
2006, p. 377-378.
d. Corey G. Existential therapy. The Capacity for self
Awareness: Counseling Implications// Theory and Practice of
Counseling and Psychotherapy, 2001, p. 190-191.
3) a. Physicist Talks of Science (SciTech Ch. 23 p. 29)
b. The Team at SPIN@COSY Looks Inside a Spin Resonance /
Cern Courier v. 48 p. 6
1)Career Choices in Sciences (SciTech IM p. 129131)
Education in the Sciences (SciTech IM p. 133-136)
2) a. Noda S. Seeking the Ultimate Nanolaser Japan 2006 p. 260261
b. Weber, A.S. Chemical History of a Candle // Nineteenth
Century Science, Broadview Press, Canada, 2000. - P. 254-263.
c. Palca J. Genome Projects Are Growing Like Weeds / Researsh
News, July 1989, p. 131.
d. Corey G. Behavior Therapy. Relationship Between Therapist
and Client// Theory and Practice of Counseling and
Psychotherapy, 2001, p. 298-299.
3) a. Buchanan M. The Incompleteness of Physics /Nature
Physics USA 2007 p141
b. Superstrings Reveal the Interior Structure of a Black Hole /
Cern Courier v. 48 p. 7
1)The World of Science (SciTech IM p. 139-141)
Science Education and Training (SciTech IM p.155)
2) a. Johnson P.E. The Late Nineteenth Century of Set Theory
USA 2005 p. 141-145
b. Weber, A.S. Marie Sklodowska Curie // Nineteenth Century
Science. Broadview Press, Canada, 2000. - P. 452-453.
c. Vansteenkiste D. Predispositions and Symptoms of Agrilus
Borer Attackin Declining Oak Trees / Annal of botany, April 6,
2004
9
4
10
4
11
4
d. Corey G. Reality Therapy. A Control-theory Explanation of
Behavior// Theory and Practice of Counseling and
Psychotherapy, 2001, p. 332-334.
3) a. Goodstein D. Memories of a Friend /Nature Physics USA
2007 p141
b. Particle Physics in the UK is Facing a Severe Funding Crisis /
Cern Courier v. 48 p. 8
1)Preparing to Do Science on the Job (SciTech IM
p.156)
Trends in Science and Technology. (SciTech IM p. 161-162)
2) a. Trafton A. Laser-cooling Brings Large Object near Absolute
Zero UK 2007 p. 120-126
b. Weber, A.S. Dmitrii Ivanovich Mendeleev // Nineteenth
Century Science. / Broadview Press, Canada, 2000. - P. 398-399.
c. Bartol-Munier I. Combined Effects of High-fat Feeding and
Circadian Desynchronization / International Journal of Obesity,
2006 (30), p. 60-67.
d. Corey G. Reality therapy. Counselor Attitudes and Behaviors
that Promote Change// Theory and Practice of Counseling and
Psychotherapy, 2001, p. 378-379.
3) a. Jenkins A. Surf, you’re on Camera /Nature Physics USA
2007 p. 17
b. Positrons Prefer One Side of the Galaxy / Cern Courier v. 48
p. 12
1)Scientific Creativity (SciTech IM p. 165-168)
Opportunities for Advancement (SciTech IM p. 174-176)
2) a. Neudeck P.G., Okojie R.S., Chen L.Y. High-Temperature
Electronics – A Role for Wide Bandgap Semiconductors? USA
2002 p.1065-1068
b. McNaughtan D. and other Studies into the Identification of a
Corrosion Inhibitor for Application into Multiple Systems, How
to make a scientific speech, USA 2007. P. 40-51.
c. Nowak D.J. Air Pollution Removal by Urban Trees and Shrubs
in the United States / Urban Forestry & Urban Greening, 4
(2006) p. 115-123.
d. Corey G. Reality Therapy. Using Paradoxical Techniques //
Theory and Practice of Counseling and Psychotherapy, 2001, p.
385-386.
3) a. Game of science (SciTech 16 chapter P.17-19)
b. Sifting High-energy Particles / Cern Courier v. 48 p. 13
1)Obstacles to Learning (SciTech IM p. 177-179)
Skills on the Job (SciTech IM p. 181-182)
2) a. Cannon J.R., DuChateau P. Structural identification of an
unknown source term in a heat equation UK 2001 p. 14-20
12
6
b. Nicholson J.K. High-perfomance liquid chromatography and
inductively coupled plasma mass spectrometry (HPLC-ICPMS)…, The Analyst Communication, 2000. – P. 235-236.
c. Koople M., EphB Receptor-binding Peptides Identified by
Phage Display Enable Design of an Antagonist with Ephrin-like
Affinity,// Biological Chemistry vol. 280, 2005.
d. Corey G. Adlerian Therapy. Social Interest // Theory and
Practice of Counseling and Psychotherapy, 2001, p. 140-141.
3) a. Crump T. The Discovery and Development of Glass// A
Brief History of Science, London, 2001, p.25.
b. FAIR Gets the Green Light at GSI / Cern Courier v. 48 p. 32
1)Conferences and Professional Meetings (SciTech IM p. 189190)
Interview with a Graduate Student (SciTech IM p. 190-192)
2) a. Atmospheric Backscatter Model Development for CO2
Wavelengths USA 2002 p. 20-25
b. //Gjelstad A. Low-voltage electromembrane extraction of basis
drugs from biological samples, / Journal of Chromatography. A
Volume 1180, Issues 1-2, 8 Februry 2008, P. 1-9.
c. McGinley M. Eastern Anatolian montane steppe// International
Journal of Obesity, 2007 p. 58-62
d. Corey G. Social and Personal Relationships With Clients//
Theory and Practice of Counseling and Psychotherapy, 2001, p.
63-64.
3) a. Debt in the Thesis Trap (SciTech chapter 25 p.16)
b. Why Particle Physics Needs Stability / Cern Courier v. 48 p.
42
3. Организация контроля знаний.
3.1. Содержание и структура кандидатского экзамена по иностранному
языку.
На
кандидатском
экзамене
аспирант/соискатель
должен
продемонстрировать умение пользоваться английским языком как средством
профессионального общения в научной сфере.
Аспирант/соискатель должен владеть орфографической, орфоэпической,
лексической и грамматической нормами изучаемого языка и правильно
использовать их во всех видах речевой коммуникации.
Говорение
На
кандидатском
экзамене
аспирант/соискатель
должен
продемонстрировать владение подготовленной монологической речью, а также
неподготовленной монологической и диалогической речью в ситуации
официального общения в пределах программных требований.
Оценивается содержательность, адекватная реализация коммуникативного
намерения, логичность, связность, смысловая и структурная завершенность,
нормативность высказывания.
Чтение
Аспирант/соискатель должен продемонстрировать умение отбирать и
читать оригинальную литературу по специальности, опираясь на изученный
языковой материал, фоновые страноведческие и профессиональные знания,
навыки языковой и контекстуальной догадки.
Оцениваются навыки изучающего, поискового и просмотрового чтения.
Чтение с выходом в устную коммуникацию
Устное резюме
Прочитанный текст оценивается с учетом объема и правильности
извлеченной информации, адекватности реализации коммуникативного
намерения, содержательности, логичности, смысловой и структурной
завершенности, нормативности текста.
Устное краткое изложение
При поисковом и просмотровом чтении оценивается умение в течение
короткого времени определить круг рассматриваемых в тексте вопросов и
выявить основные положения автора текста.
Оценивается объем и правильность извлеченной информации.
Письменный перевод
научного текста по специальности оценивается с учетом общей
адекватности перевода, то есть отсутствия смысловых искажений, соответствия
норме и узусу языка перевода, включая употребление терминов.
3.2. Рекомендуемая структура экзамена.
Кандидатский экзамен по иностранному языку проводится в два этапа: на
первом этапе аспирант/соискатель выполняет письменный перевод научного
текста по специальности на русский язык. Объем текста - 15000 печатных
знаков.
Успешное выполнение письменного перевода является условием допуска
ко второму этапу экзамена. Качество перевода оценивается по зачетной системе.
Второй этап экзамена проводится устно и включает в себя три задания:
• Беседа с экзаменатором на английском языке по вопросам, связанным со
специальностью и научным исследованием аспиранта/соискателя. Тема «My
Scientific Background».
• Изучающее чтение оригинального текста по широкой специальности.
Объем 3-5 страниц. Время выполнения работы -45-60 минут. Форма проверки:
высказывание по извлеченной информации осуществляется на английском
языке. Задание Give the main points of the text information.
• Беглое (просмотровое) чтение оригинального текста по широкой
специальности. Объем –0,5 – 1,5 страниц. Время выполнения -2-3 минуты.
Форма проверки - передача извлеченной информации на английском языке.
Задание Sum up the text information.
4. Литература
4.1. Основная
1. Миньяр-Белоручева А.П. Англо-русские обороты научной речи:
Практикум/ Миньяр-Белоручева А.П. – М.: Флинта, 2010.
2. Разинкина Н.М. Стилистика английского научного текста. – М.:
Едиториал УРСС, 2007.
3. Сологуб Л.И., “Science for Young Researchers. Part 1”. - Самара: Самарский
Университет, 2007. – 84 с.
4. Сологуб Л.И., Капоткина М.М. “Science for Young Researchers. Part 2”,
Самара, 2008.
5. Шахова Н.И. и др. Learn to Read Science(курс английского языка для
аспирантов и научных сотрудников) – M; – 2007.
6. Григорьева Е.А. Communication in Science. A Guide for Beginning
Reasearch Workers. – СПб; 2009.
7. Guide to Science by E. Kosharskaya. Oxford, 2008.
8. J. Strobl. Condensed matter physics: crystals, liquids, liquid crystals, 2007.
4.2. Дополнительная
1. Кошарская Е.В., Лапшова Е.С. «Great People of Science”. Методические
рекомендации для студентов стественных специальностей.- Самара: Издво «Универс-групп», 2008.
2. Кошарская Е. В. A brief history of science : сб. текстов для чтения. Самара: Изд-во СамГУ, 2009.
3. Лапшова Е.С. Text Analysis. Практикум.Самара: Изд-во «Самарский
университет», 2010. - 36с.
4. Сафроненко О.И. Английский язык для магистров и аспирантов
естественных факультетов университетов. М.: Высшая школа. - 2007. 180с.
5. Щавелёва Е.А. “How to make a scientific speech”. Практикум по развитию
умений публичного выступления на английском языке. – М., 2007.
6. Статьи научных журналов.
7. New Scientist.
8. Journal of Physics: Condensed Matter.
9. International Journal of Modern Physics.
10. Материалы Интернет и периодических изданий.
-
www.wikipedia.com
-
www.englishclub.narod.ru
www.english-exam.ru
www.guardianlimited.co.uk
www.lingvo.ru
www.mediauk.com
www.multitran.ru
www.native-english.ru
-
-
www.opticsplanet.com
www.elsevier.com/wps/subject/cws.
www.sсiencedaily.com
Приложение№2
TEXT COMMENTS:
COMMENTING; SUMMARIZING; REVIEWING; ABSTRACTING;
IMPROVING STYLE; TITLES; FURTHER READING
1. Self-comment: Self-reference; Indirect reference/comments;
Cooperating; Modalities: suppositions, opinions, proposals, caution, inferences
Dropping the subject/prospecting; Extending the exposition
(Human realia; Education; Computers)
1.1. Self-reference
•Here
...I/ we attempt to show that P.
...I would like to offer (a different perspective) on P.
Now
...I shall argue that P/ I shall return to the matter of P.
At present
...I am going/ intended/ want to discuss/ review/ sketch P.
At this point
...it will be useful to introduce some terminology.
Further
...I take an investigation into the details of P. .
For the present
...we must develop further the proposal that P.
For our present
...I shall simply use P for Q.
purposes
...I shall establish the difference between P and Q.
Below/ In what
...briefly above/ have already given instances of P.
follows
...I want to turn to examples of Q.
I have referred to P ...now I want to discuss Q.
In this section
...I have been attempting to present P; we now turn to Q.
As I have already
...discussed P.
done P,
...that I have not touched on so far in dealing with P is Q.
Thus far,
...that I have just introduced will be further discussed in this
I have not so far
paper within the context of Q.
Another matter
...into P and Q; the latter I shall present in the analysis below/
The properties of P in the next section.
Such rules are divided
up
A question I would like to address at
...is whether P.
this point
...I shall only give Q.
Because I am concentrating on P
•I
...use this term as a cover term for various phenomena that involve P.
...portray this state of affairs using the illustration of P/ have no explanation for P.
...would like to propose P/ would not like to sound categorical.
...do not object to this approach/ do not intend to convey that P.
...believe that there are problems with this view.
...find this account inappropriate/ am not in a position to speak about P.
On the whole/ In detail,
...I maintain/ hope/ suggest/ conclude that P.
1.2. Indirect reference/ comments
•This article analyzes P,
...accounting for its properties.
The analysis rests on
...the observation that there are similarities between P
and Q.
Here it is argued
...that there are similarities also between P and Q.
Here a view of P is assumed
...that is based on the work of F.
Here it will suffice
...to characterize P. Here it is proposed that P.
In order to examine P
...it is essential to have a clear view of Q.
Of particular interest is
...the fact that P. The question arises as to the nature of R.
There may (well) be
...some significant relationship between P and Q.
The view outlined above
...raises some questions as to the nature of P.
One added complexity
...presents itself, P.
Two factors
...appear to be at work in determining P.
An immediate problem
...with the view developed thus far is that P.
One reason for
...rejecting the idea that P comes from the fact that Q.
•This fact can be accounted for
...by adopting F's constraints against Q.
These constraints
...appear to consist of PP.
This
...is supported by the fact that P.
This analysis accounts neatly
...for the (surprising) fact that P
With respect to (the nature of) P, ...it is interesting to note that Q/ it is unlike that Q.
Hence/ Thus,
...it is clear that R.
1.3. Cooperating
•Let us
...first consider the data/ ask (address) the question whether P.
...suppose that P/ analyze the case involving P/ apply this rule to P.
Let me try
...to present a slightly different picture.
As soon as
...we deal with cases involving P we are confronted with Q.
We can follow
...F in assuming that P.
When we consider P,...we find that Q.
• A second problem for the view that P
...is found when we examine Q.
One difference between P and Q is that R; ...we can explain this difference.
In order to explain this difference we look...at the analysis proposed by F.
The relevant data are shown in [NN], ...where we see that P.
This leads us on to consider what
...will help us to account for P.
Now, with this view of P,
...we posit that Q.
Given this notion of P,
...we can explain the lack of Q.
Another question arises, P;
...to answer this question, we will first turn to
Q.
Earlier
...we have posited the existence of P.
In this section
...we have seen that this restriction follows from
P.
However,
...we have-not yet argued that P.
•Now
...we are faced with the problem of (defining) P.
We
...must now consider the nature of P/ will now compare P and Q.
We
...put aside for now the question of P.
Here
...we shall group together PP.
We (thus) need ...to consider only P/ some other way of distinguishing P from Q.
We can
...now reconstruct P/ advance the hypothesis that P.
We will
...see below that P/ return to this question below.
...consider each of these items in turn.
•If these observations are correct, as we will assume,
...then
Q.
A consequence of this view is that
...we can account for the fact that P.
Thus
...we can posit/ infer/ predict/ conclude that P.
1.4. Modalities: suppositions, opinions, proposals, caution, inferences
•There are three ways
...in which the notion of P may be construed.
There may well be
...some significant relationship between P and Q.
P ...may be discovered to be equivalent to Q/ may be said to belong to Q.
...might already exist in the form of Q/ could be extended to take account of Q.
...should not be confused with Q/ is difficult to study, as it is unpredictable.
•The outcome of such investigations
...should have a bearing on P.
Special stress
...should be laid on P.
A word should be said
...about Q.
Perhaps the best way to come at the issue ...is by asking the question of P.
Three factors appear to be at work
...in determining P.
Two remarks
...are in order/ would be appropriate here.
This discussion has demonstrated that
...one cannot simply say: P.
The question must be asked
...as to what P is intended to represent.
Such analysis/ idea/ view must be rejected ...in favor of P.
We must take care not to misinterpret
...the difficulty of P.
In cases of P
...a detailed investigation of Q is needed.
One thus needs
...a theory about P.
A lot more investigation of P
...needs to be undertaken/ carried out.
These aspects
...need further investigation.
This should receive the attention
...it deserves.
P is not Q. So/ That is why/ Therefore
...we should/ cannot do P.
From Table I/ the figures/ data/ results/ information it ...can/ may be concluded/
shown/ estimated/ calculated/ inferred that P.
1.5. Dropping the subject/ prospecting
•We ...need not discuss this issue here/ will not undertake such an analysis here.
P ...cannot be discussed/ pursued here/ can be excluded for my purposes.
...is too vast to be even outlined here/ is redundant here.
The study of P/ An investigation into P/ This
...is (goes/ would go) beyond our
present scope/ the scope of this article.
•Because of the limit of this paper, ...I shall not deal with this problem.
Here
...I can deal with P only.
For the purposes of this review, ...it would not be productive to pursue this question
further.
It would take too long
...to present here even a small number of arguments
against this hypothesis.
...P will not be
•For further purposes of the present article
questioned.
It is not my purpose/ It is not the purpose of this article
...to delve into P.
It is beyond the scope of this paper to develop these matters ...further.
Because I am concentrating on P I shall only
.--give Q.
These issues cannot be discussed
...in sufficient detail
here.
These perspectives are going beyond the subject matter
...of the article.
There is no need to repeat here
...the details of P.
•I
...shall not follow through the consequences of P ...in this article.
...cannot give an answer to this question
...here.
...have insufficient material to give an answer
...to this problem (here).
Rather than (doing) P
...I propose Q.
Such an analysis
...must be rejected in favor of P.
These aspects
...need further investigation.
In these cases
...a detailed investigation of Q is needed.
That would be a story
...for another day.
For these reasons, consideration of ...other sorts of approach will have to be left
for further investigation.
1.6. Extending the exposition (Human realia; Education; Computers): see an
advocate, associate, coworker, author, experf, historian, investigator, researcher,
scholar, scientist, specialist, theorist, editor, individual, reader, critic, reviewer;
scientific community, conference, workshop, expedition; culture/ral, society;
education, educator, student, course, lecture, textbook, university; a computer,
machine, network, program; hardware, software, input, menu, multimedia, etc.;.
•Advocates of evolutionary ethics ...claim to provide an explanation of P.
F and his associates/ coworkers ...have developed P.
The authors of [NN]
...trace the roots of/ examine/ focus on/ deal with P.
Many experts
...vigorously debate the issue/ say they cannot
tell whether the warming trend results
from P.
Many scholars
...tend to identify the scope of P in a narrow sense.
Some historians
...are barely aware of the existence of P.
Investigators
...have found it difficult to control P.
...are closer to unlocking gravitational secrets.
Some researchers
...suspect/ agree (operate on the assumption) that P.
...challenge this assessment/ continue to debate P.
...propose a new way of tackling the problem.
...have found the concentration level to be stable.
These researchers
...have uncovered data contradicting this hypothesis.
...have now obtained the evidence/ are revealing the details of P.
...have yet to conduct a comparison of P and Q/ think that P.
By studying P
...the researchers can design Q.
P happened in 1953, ...when researchers characterized Q.
• Scientists in other fields
...believe/ maintain/ have discovered that P.
Scientists from Jackson Laboratory ...suggest a link between P and Q.
Scientists who try to envision P
...lack data on Q/ seek to test Q.
Scientists who wish to gain Q
...have yet to identify P.
...should confirm these results.
...must make indirect estimates.
Other scientists
...may also reap the benefits of this research.
Every scientist must be
...acutely sensitive to P.
In the 21st century,
...scientists will introduce P.
•The main questions
...that specialists now debate are P and Q.
Specialists on P
...last met in Berlin in 1985/ agree on/ hope for Q.
...are putting computers to use in a multitude of ways.
Theorists
...postulate/ are arguing that P/ anticipated that P.
...are still far from making testable predictions.
To solve the problem,
...theorists turned to P.
• Many critics
...felt that the theory's descriptivism went too far.
The hypothesis
...was subjected to severe attacks by a large number of critics.
The editor's choice ...seems to conform to P.
Economists
...look at the individual as the decision-making unit.
•The book's clear discussion of P
...is readily accessible to the general reader.
P is a matter of great controversy ...in the scientific community.
At the conference dedicated to P, ...F spoke about Q.
• This accumulation of nonbiological inheritance we call ...the culture of the
particular group.
This society
...is based on P.
Economics provides an understanding
...of how society
functions.
The problem with providing compulsory/ elementary/ general/ higher/
professional/ secondary/college/university education
...is that
P.
This field has its own theoretical orientation and ...a set of educational procedures
and methods.
•Educators
...are alarmed at the literacy situation in P.
This textbook
...is suitable for advanced/ basic/ introductory/
literacy courses in climatology/
logic.
A University of California study ...suggests that P.
F is a professor of biophysics
...from the University of California at San
Francisco.
There is an increasing interaction...among scientists, universities and industry.
• The use of computers to solve the problem
...is now enabling predictions
of P.
...is bringing about improvements in Q.
Modeling this phenomenon
...poses a problem for computer simulations.
Computer experiments/ Computer climate models
...estimate/ show that P.
Computer networks
...provide an easy way to P.
From the point of view of computer science,
...P.
Computer scientists ...developed a software package for P.
...are working in the opposite direction.
P
...is currently an active area of computer science research.
...can be done with machine assistance.
Work in computational vision has shown that parallel analog algorithms
...in hardware require circuit
designs.
Computer software
...evolves/ is found in various formats.
The software package NN ...integrates data about P.
This program involves
...complete processing of input text.
This parser is designed
...to process ambiguity in its input.
CompuServe provides
...consistent information about the database
offerings, including instructions via
introductory menus.
Multimedia
...is information presented in a combination of P and Q.
...can exist on platforms P and Q/ has reached a critical stage.
...is ideal for scholarly works.
This corporation envisions launching
...an advanced/ artificial/ communications/
computer/ data/ electronic/ global/ hard-wired/
high-speed/
nationwide/ wireless network to deliver P.
Programs written in this style ...respond to P/ convert P into Q/ proved difficult to
check out.
2. Self-summary: Summary-lead, Summary-abstract, Summary-conclusion:
Abridged examples
2.1. Summary-lead, examples
• The classical Hall effect presents a surprisingly unusual and challenging problem in
electrostatics, with boundary conditions that are not of Dirichlet, Neumann, or of
mixed Dirichlet and Neumann type. These unusual boundary conditions create
several difficulties not normally encountered in standard problems, and ultimately
lead to expansion of the electronic potential in a nonorthogonal basis set. We derive
the boundary conditions for the potential in a rectangular geometry, construct a
solution for a potential, and discuss the relation between this problem and problems
of the standard mixed type. We also address a commonly encountered misconception
about the current distribution. [James Evans et al. Electronic potential in the classical
Hall effect: An unusual boundary value problem //American Journal of Physics,
1998, N. 8.J
• Recent experimental results concerning the surface-related electronic structure of
care-earth solids are presented. Special attention is paid to the occurrence of surfacevalence transitions in trivalent or mixed-valent compounds of Sm, Eu, Tm, and Gb
that are due to energetically lowering of unoccupied 4f-states caused by reduced
atomic coordination at the surface. Similar phenomena are encountered in Ce-systems
leading to a decrease of 4f-hybridization in the outermost atomic surface layer. The
importance of this phenomenon for the correct interpretation of electronspectroscopic data of Ce-systems is discussed. Experimental evidence for transitions
from a localized to an itinerant behavior of the 4f-states is obtained for CeRh3.
[C.laubschat. Electron properties and surface effects of care-earth systems// Applied
Physics, 1997, N. 65.]
• GENESYS, a hierarchical tool for exploring future ASIC technology and
architecture, is described and employed to project high-performance ASIC power
drain and clock frequency, a roadmap for interconnect design, and performance,
energy, and area limits. [Wills, D. Scott, et al. Generic system simulator (GENESYS)
for ASIC technology and architecture beyond 2001// Proceedings of the 1996 9th
Annual IEEE International ASIC Conference and Exhibit. Rochester, NY, USA.].
• For a prescribed system performance, device, circuit and system design of a static
CMOS datapath are conjointly optimized for different operating temperature ranges.
Total power dissipation is reduced to one-third the value projected for 0.25 micron
CMOS by the National Technology Roadmap for Semiconductors for a single
datapath and to less than one-fourteenth the value projected for parallel datapaths
assuming operation over a temperature range of 60 degree K above room
temperature. [Meindl, James et al. Optimal circuit design for low power CMOS GSI//
Proceedings of the 1996 9th Annual IEEE International ASIC Conference and
Exhibit. Rochester, NY, USA.].
2.2. Summary-abstract, examples (cf. 17-19):
• Previous studies showed that the increase in the adsorptive capacity of activated
carbon for phenolic compounds can be attributed to polymerization of these
compounds in the adsorbed phase which is catalyzed by the carbon surface in the
presence of molecular oxygen. This study was conducted to determine the origin of
the catalytic properties of activated carbon surface towards these reactions. Particular
emphasis was directed towards various metals and metal complexes imbedded in the
activated carbon graphite crystalline structure. Adsorption isotherm studies performed
in the presence and absence of oxygen using the same adsorbate (o-cresol) and
different types of activated carbons were utilized as a preliminary screening tool in
determining surface characteristics that influence the catalytic properties of activated
carbon. The presence of Fe on the carbon surface is related to the ability of that
activated carbon to promote polymerization of 2-methylphenol. Furthermore, the
adsorptive capacity of activated carbon for molecular oxygen correlates well with the
irreversible adsorption promoted by the GAC surface. [Bourdeau, Jacob et al.
Activated carbon as a catalyst for polymerization of phenolic compounds// Critical
Issues in Water and Waste-water Treatment National Conference on Environmental
Engineering 1994. Proceedings. Publ. by ASCE, New York, NY, USA, p. 756].
• Wide differences in test signals used for analog and digital circuits make a common
test for a mixed-signal device difficult. A divide and conquer strategy partitions the
circuit into three types of blocks: analog, digital logic and memory. A design for
testability structure using boundary scan and analog test bus allows very effective test
application. With this design, separate specialized tests are applied to analog and
digital parts, as well as to interconnects. While the partitioned architecture provides a
reasonable test solution, weakness remains in the test of block interfaces. Research on
unified analog-digital tests is recommended. Delay tests and current measurement
tests might be possible candidates. [Agrawal, Vishwani D. Testing in a mixed-signal
world// Proceedings of the 1996 9th Annual IEEE International ASIC Conference and
Exhibit. Rochester, NY, USA, p. 241].
• Recently, much press has been given to DSP implementations in programmable
logic, often on the strength of a few simple benchmarks. This paper will examine
more complicated DSP systems design in programmable logic, starting with an
analysis of the support models required from the device vendors, and the new tools
that will be needed. A set of examples, from simple to complex, that have been
designed with initial versions of the tools called for in this paper will be presented.
Finally, some methods for achieving high performance designs in programmable
logic will be described. [Langhammer, Martin. DSP implementation in
programmable logic// Proceedings of the 1996 9th Annual IEEE International ASIC
Conference and Exhibit. Rochester, NY, USA, p. 211].
• The photodegradation of TNT in a TiO sub (2) slurry reactor was studied as both a
potential treatment technique for the remediation of water with munitions
contamination and to gain further insight into the behavior of a nitroaromatic
compound in a photocatalytic system. Photocatalytic and direct photolytic reactions
were compared by evaluating rates and extent of TNT transformation and
mineralization in the presence and absence of oxygen. Nitrate, nitrite, and ammonium
ion concentrations were determined and mass balances on carbon and nitrogen were
performed for the catalytic system. [Gray, Kimberly et al. Photocatalytic
transformations and degradation of 2,4,6-tirnitrotoluene (TNT) in TiO sub (2)
slurries// Critical Issues in Water and Wastewater Treatment National Conference on
Environmental Engineering 1994. Proceedings. Publ by ASCE, New York, NY, USA,
p. 751].
2.3. Summary-conclusion, examples (cf. 6.3):
• «Our exploration of intentional ascription in autistic children has brought the
following points to the foreground. I started off by arguing in favor of a radical
distinction between ascription ability and folk theory of mind. I examined the
sentential account of ascription content because it is a most appealing account for
many. However, I found that it is inappropriate to understand cases of
incomprehensible linguistic behavior. Finally, I have outlined a theoretical
background for the study of intentional ascription ability in autistic children.» [B. de
Gelder. Intentional ascription, autism and troubles with content.// Jef Verschueren,
ed. Pragmatics at Issue. John Benjamins, 1991, v.I.J.
• «In this paper, we have presented a set of experiments that introduce students to
ultrafast science. We have discussed the relationship between the description of an
ultrashort laser pulse in the frequency domain and the time domain. Using
experimental results we have demonstrated that this relationship is constrained by the
lower limit of the Heisenberg uncertainty principle. Students carrying out the
experiments will become familiar with ultrafast techniques, such as autocorrelation
and laser cavity design, as well as various other concepts such as dispersion,
interference, and nonlinear optics". [T.D. Donnelly, Carl Grossman. Ultrafast
phenomena: A laboratory experiment for undergraduates// American Journal of
Physics, 1998, N. 8.J
3. Review:
Comments
on
the
contents;
Criticism:
Judgments;
Recommendations/Readership (cf. 3.1-3.3; 6.1; 7.3; 18.1-18.3)
This book is a collection of articles on P/ incorporates sociology/ the diversity of
kinds of information on/ reflects the current knowledge in P/ educational uses of
computers. The author frames the central question of his monograph as follows: «P»;
in answer to the question, the author proposes Q/ pursues the question whether P by
breaking it down into two subquestions, R and Q. Accordingly, the book/ paper falls
into two halves: P and Q. The (methodological) (sub)question discussed in Part 1 of
this monograph, reads as follows: P. The bulk of this chapter is devoted to P. In F's
approach P is viewed as Q. F develops an account which brings out a picture of P,
treating a number of problems that have traditionally been recognized to be especially
problematic areas for Q theories, and then proceeds to investigate the nature of R and
sets out to provide a definition for Q. The author brings the following example into
the discussion, P. F's approach does go a little way towards accounting for P. F's
conclusions focus on aspects such as the fact that P. F is backing up his argument
with data on P. In addition to the fact that Q, F's models offer a number of other
differences: P is defined with respect to a fixed set of features. The conclusions/
findings/ results of F's study lend some support to the expectation that P/ further
elucidate the processes of P. F's investigation provides evidence with respect to the
role of P in R.
The book has a variety of virtues; I do, however, have certain criticisms. One
concerns P. Another criticism concerns F's discussion of Q. The product of F's labor
invites close critical scrutiny; here, I can deal with a number of main points only. This
way of organizing the book has significant drawbacks. In the first place, P. Secondly,
Q. The most serious weakness of the book is that P. The author fails, in my view, to
make a convincing (enough) argument for his proposed reduction of P. This is an
erudite and meticulously executed book, but I am not wholly convinced by it. Apart
from theoretical disagreements (like the one just mentioned), my major doubts are
twofold, First, I am not sure that P. My second doubt has to do with Q. On the whole,
PP do not lessen the book's value.
F's book is (thus) timely and important/ is clearly written and the arguments
convincing. Many possible research questions are raised. F's book has raised many
intriguing problems and will be a stimulus for a great deal of productive theoretical
and descriptive research on the phenomena. This investigation will stimulate others to
come closer to an understanding of P. The book's style is engaging and light. F's book
is very well done in every respect/ F's endeavor is successful. I recommend it highly.
In brief, the theoretical value of NN is obvious.
This book/ paper/ [NN] provides a solid grounding to enable the student to
understand P/ can be used by anyone wanting an introduction to the field/ is aimed at
those requiring an introduction to logic/ is addressed to professionals/ is a useful
resource for students/ is an extensively illustrated resource/ is a set of supplementary
materials for general math. The book provides a perspective on the foundations of
algebra. This is a useful introduction to the discipline/ field/ sphere, which can be
recommended to anyone who wants a way in to the full range of ecological problems.
This volume is addressed to the Earth scientist who wishes to gain an overview of P/
is written for skilled and novice gardeners alike. Many of the subjects treated here
presuppose mathematical sophistication. This book is extremely comprehensive and
deals with a very complex subject in an orderly manner. It is useful to all those
engaged in biology. This book asks the important questions and goes on to answer
these questions with a simplicity that opens the readership to students. This book
bridges the gap between P and Q; it is a source book for those working, researching
and teaching computing. This book is written for Earth specialists/ in terms
intelligible to the layman.
•
4. Resume: Models and patterns; Abridged examples
4.1. Resume of a monograph: Models and patterns (cf. 17; 18.2; 18.3):
The book/ volume/ present monograph/ research monograph describes/ explores/
elucidates/ (effectively) covers/ focuses on/ concentrates on/ is concerned with the
value of P and reflects/ details/ makes explicit Q. A primary concern is with/
Emphasis rests on the significance of the theory in interpreting data. Building on a
tradition which acknowledges the value of P/ Reflecting the increasing uses of
computers/ Using experimental data/ Within the framework of P, the author/ book
demonstrates some of the limitations of contemporary theory/ capitalizes on the
unique nature of R/ offers a solution to the problem of Q/ offers an explanation of R
and a wide range of examples of/ provides a large body of information on/ brings
together evidence concerning R/ bridges the gap left by traditional theories/ shows
that traditional concepts can be extended to analyze new data/ claims that P cannot be
understood or revealingly described independently of Q.
Part 1 deals with theoretical considerations. Part 2 presents analyses of data, both
from a theoretical and from an applied point of view. Topics include P, Q, R. Part 3
centers around analyses of data and covers contemporary theories. It is argued that
traditional theory has focused on/ has lacked a methodological framework for
studying P/ neglects key aspects of the phenomena/ does not directly address the
problems of P, since it assumes that Q. The results of this study suggest that P (is
sensitive to Q). The coherence and descriptive potential of the new approach are
exemplified by application to a broad variety of phenomena. A final chapter offers
clear and practical guide-lines on methods of data collection.
4.2. Collection of articles, Resume: Models and patterns (cf. 17; 18.1; 18.3):
This collection of invited papers/ collection of original articles/ important new book/
functionally oriented description/ extended discussion/ unique and effective picture of
the current state-of-the-art draws on a broad range of international experience in P/
constitutes an important new addition to the field/ captures some of the newest
developments in the field/ develops and illustrates an innovative theory called «P»,
and applies it to representative phenomena/ may be considered part of a new
paradigm/ will provide a valuable reference work and resource for future researchers/
presents a foundation for the study of R. The introductory sketch provides a general
outline of the problem. The point of departure is that P. The central part of the work
provides information for Q. The novel statistical methods employed by the authors
lead to the identification of Q, which sheds fresh light on the relationship between P
and Q. Procedures for P are based on a concept new to the field, Q. Although written
from a predominantly linguistic perspective, the book is informed by insights from
sociology and anthropology. These approaches are examined and synthesized to
produce a comprehensive methodology that can be used for an integrated analysis of
P and Q. As an example, Q is analyzed. Theoretical debate is accompanied by
discussion of real life implications. The book includes a full bibliography and
suggestions for further reading and is supplemented with more than 1.300 full-color
photographs. Contributors are FF.
4.3. Resume; Abridged examples:
• ((Perspectives in interactive video»: The book brings together educators from
Europe and the USA with wide experience of interactive video for education and
training, describing their experiences and potential for this medium. It reflects the
current knowledge, both theoretical and practical, relevant to the production of good
video material.
• «UNIX: A practical introduction for users»: This book is written for the naive
computer user faced with a Unix system, covering the general structure of Unix
commands, the file system, and detailing the use of many system commands. The
employment of the system text editor, the text processing system, and other valuable
utilities, are explained in detail; emphasis rests on the need of the user to exploit the
powerful tools offered by the Unix system with both speed and accuracy.
• «New information technology»: This unique and effective picture of the
current state-of-the-art draws on a broad range of international experience in
computer and modern language teaching. It effectively covers the gap left by
scattered papers in journals on individual programs, and theoretical introductory
texts. Reflecting the increasing educational uses of computers, and ways in which
modern language teaching has utilized such technology, the book is concerned with
the advanced or mature student learning a new language; - «extremely comprehensive
and deals with a very complex subject in an orderly manner... useful to all those
engaged in advancing modern technology in the microelectronic, computer and
communication fields.»
5. Annotations, Titles: Selected examples
5.1. Annotations, selected examples from "Scientific American", 1995, v. 270273, NN. 1-6.
'
• Carver, Wayne; Moss, Frank. ((Detecting signals with noise»: Garver and Moss
describe
two experiments demonstrating the utility of noise in bringing out an electronic signal
and the possible extraction of data from background noise. The construction of the
experiments and the likely results are discussed.
Davies-Jones, Robert. «Tornadoes»: Although much has been discovered about the
behavior and origins of tornadoes, many mysteries still remain about how these
violent storms form. Davies-Jones explores the many different forms of tornadoes
and the devastation that they can create.
• Jamison, Kay Redfield. ((Manic-depressive illness and creativity»: Recent studies
have shown a link between creativity and mood disorders such as manic-depressive
illness and major depression. The connection is examined, and the cases of Lord
Tennyson, Vincent van Gogh and Robert Schumann are highlighted.
Schattschneider, Doris. «Escher's metaphors»: Although M.C.Escher claimed to
know little about mathematics, his drawings reveal a keen instinctive grasp of
infinity, symmetry and other mathematical principles. His work is examined.
McCloskey, Donald. «An economic uncertainty principle)): Economists claim to
know the next month's interest rates, yet they are not rich. Their claim is also a claim
that others in the market do not know the future of the interest rates. The economic
uncertainty principle is examined.
• Newman, Jack. «How breast milk protects newborns»: Some of the molecules and
cells in human milk actively help infants stave off infection. The way in which breast
milk helps protect newborns from disease is detailed.
Nemecek, Sasha. ((Transforming Hyde into Jekyll»: Recent research in tissue
engineering indicates that patients could eventually receive heart valves grown from
their own cells. The advantages of engineered valves are detailed.
Nowak, Martin A; McMichael, Andrew J. ((How HIV defeats the immune system»:
Nowak and McMichael propose that HIV replicates prodigiously, enough to cause the
severe immune impairment that defines full-blown AIDS. The process by which HIV
escapes the control of the immune system, signaling the onset of AIDS, is described.
lovine, John. ((Genetically altering Escherichia coli»: An experiment in which three
types of recombinant plasmids are constructed and then injected into Escherichia coli
is described. In this experiment, resistance for ampicillin, for kanamycin and for both
ampicillin and kanamycin to the bacterium is studied.
Ross, Marc; DeCicco, John. ((Measuring the energy drain on your car»: A method
for measuring the friction that hurts a car's efficiency is explained. Rolling resistance
and engine drag can be found by pulling a car with a rope attached to a spring scale.
• Dragovan, Mark. ((Making a mirror by spinning a liquid»: Instructions of how to
build a telescope mirror by spinning a liquid are offered.
Hiller, Robert A. et al. ((Producing light from a bubble of air»: Instructions for
turning sound into light through a process called sonoluminescence are offered. Light
can be produced from a bubble of air using an oscillqscope, a sound generator, a
home stereo amplifier and about $100 worth of equipment.
• Stewart, Ian. «The never-ending chess game»: A hypothetical chess game that
goes on forever without checkmate and without repeating the same sequence of
moves three times in a row is presented.
Marshall, Larry G. «The terror birds of South America»: The terror birds of South
America were the most spectacular and formidable group of flightless, flesh-eating
birds that ever lived. About 65 million years ago they were perched atop the food
chain, until mammalian predators drove them to extinction. The story of their rise and
decline is presented.
• LeDoux, Joseph E. «Emotion, memory and the brain»: Researchers have begun to
understand the brain's role in producing emotion, and one rewarding area of study lies
in the relation between memory and emotion. The neural routes underlying the
formation of memories about emotional experiences have been traced.
• Minsk)', Marvin. «Will robots inherit the earth?»: The question of whether the
machines that humans have invented to extend the power of the human mind could
outlive them to inherit the earth is addressed. Presuming that humankind decides to
amplify its intellectual powers and replace failing parts of its mental machinery with
computer circuitry, then nanotechnology would make such a prostheses possible.
Logsdon, John M. «Was the race to the moon real?»: The question of whether the US
and the USSR were ever truly in a race to be the first to put a man on the man is
addressed. The Soviet government long denied participating in such a race, but
declassified information about the Soviet space program has told a different story.
• Bartecchi, Carl E. et al. «The global tobacco epidemic»: The global increase in
cigarette consumption is analyzed. Researchers in preventive medicine and public
health say education programs need to be supplemented and new strategies formed
that aim to regulate cigarette marketing and raise taxes on tobacco.
lovine, John. «Building an electronic neuron»: The construction of a hard-wired
neural network is described. Using a motor, the circuit follows the motion of a light
source.
Horgan, John. «Global politics»: A controversy over a famous math problem called
Kepler's conjecture is detailed. Kepler believed that the face-centered cubic lattice is
the most compact arrangement of spheres.
Brown, Stuart; Gruner, George. «Charge and spin density waves»: The behavior of
charge-density waves and spin-density waves is examined. In some circumstances,
these density waves show characteristics of self-organization.
Carlson, Shawn. ((Measuring the wind with hot metal»: Instructions for making an
economical anemometer are presented. Calibrating the anemometer requires
mounting two small metal balls on one end of a meter stick rotated by a ceiling-fan
motor.
Wallich, Paul. «Watch your electronic mouth»: Some legal questions concerning free
speech and the use of cyberspace are raised. Some bulletin-board operators are
purging their files of certain material, and some Internet access systems have dropped
discussion groups that might get them in trouble.
Kantor, Fred S. ((Disarming Lyme disease»: Twenty years of study of Lyme disease,
which was first recognized in the 1970s, are reviewed. A vaccine has recently been
developed, and now researchers are focusing on how to help people suffering from
chronic symptoms.
Leutwyler, Kristin. ((Optical tomography»: Researchers are seeking to create optical
imaging devices that rely on the way living tissue absorbs, deflects or scatters light.
This novel technology, optical tomography, is discussed.
Psaltis, Demetri. ((Holographic memories»: After 30 years of research, scientists are
on the verge of using holograms to store data in memories that are both fast and vast.
Advances in optoelectronics that have made holographic computer memory possible
are discussed.
Rogers, Craig A. ((Intelligent materials)): Researchers are creating intelligent
materials that can anticipate failure, repair themselves, and adapt to the environment.
The future of advanced composite materials and custom manufacturing are discussed.
Tomalia, Donald A. ((Dendrimer molecules»: The creation of dendrimer
molecules is discussed. The similarities between dendrimers and atoms and the
parallels between dendritic and biological development may have practical
implications.
Beardsley, Tim. ((Life's a draw»: Scientists Michael Travisano and Richard E.
Lenski's experiment using Escherichia coli to simulate evolution is discussed. The
conclusions of the study reveal that fate and natural selection seem to be evenly
matched.
Piel, Gerard. «AIDS and population "control"»: The proposition that AIDS has
arrived in time to stop the population explosion is discussed. Even the projected
AIDS deaths would not be nearly enough to stop the population growth.
• Morgan, John. «Gruff guru of condensed-matter physics»: Condensed-matter
physicist Philip W. Anderson is profiled. Anderson was an early champion of
antireductionism.
Guterl, Fred. «Keyhole view of a genius»: Physicist Albert Einstein is profiled. A
series of books about the man delves into his complicated and passionate private life.
• Mukerjee, Madhusree. «About face»: A quick means of reproducing the unique
contours of a person's face from a snapshot into a 3D face has been developed. This
discovery by computer scientists may revolutionize the treatment of burn victims.
Schneider, David. ((Putting greens»: Work on electric cars has shifted into high gear,
but limited battery capacity remains a stumbling block. Fuel cells, electrical
generators that combine hydrogen with oxygen to produce electricity, may be the
answer.
Yam, Philip. {(Reflections in a quantum well»: Physicists have tried for many years to
marry superconductors with semiconductors, hoping to have resistanceless electronic
circuits as offspring. Results from a study by H.Kroemer, Ch.Nguyen and E.L.Hu
have demonstrated that an unexpected mechanism mediates superconductivity across
a thin piece of semiconductor. The mechanism is called multiple Andreev reflections.
5.2. Titles, selected examples from "Scientific American", 1995.
• Quest for the limits of the heliosphere. The search for extraterrestrial life. The
search for strange matter. Outline for an ecological economy. A brief history of
infinity. The history of synthetic testosterone. The emergence of intelligence. The
origin of life on the earth. The evolution of the universe. The genetics of flower
development. The machinery of cell crawling. The dynamics of social dilemmas. The
scientific legacy of Apollo. The quantum physics of time travel. The discovery of Xrays. The sensory basis of the honeybee's dance language. The genetic basis of
cancer. The molecular architects of body design. The pursuit of the living machine.
The benefits of background noise. The threat of buried thrust faults. The mystery of
SIDS. The puzzle of declining amphibian populations. The riddle of (URE3). The
waterfall illusion.
• The duality in matter and light. Endangered support of basic science. The science
of juggling. The ethnobotanical approach to drug discovery. Bohm 's alternative to
quantum mechanics. The Earth's mantle below the oceans. Fossils of the flaming
cliffs. Barriers to drug delivery in solid tumors. Environmental degradation in
ancient Greece. Evidence for a biological influence in male homosexuality. The
biological evidence challenged. Light in the ocean's midwaters. Ways to tile space
with knots. Further predictions on medical progress.
• The new genetic medicines. The self-reproducing inflationary universe. The
anthropomorphic principle. The brain's immune system. The world's imperiled fish.
The silicon microstrip detector. The confusing price index. The astronomical naming
game. The no-name virus. A subway named Turing. The Gulliver effect. Wireless
networks. All-optical networks. Intelligent software. Digital literacy. Computerized
restoration of juvenile art. Liquid crystals on display. Laser control of chemical
reactions. Protein-based computers. Elastic biomolecular machines. Synthetic selfreplicating molecules. High-speed silicon-germanium electronics. Technology for
sustainable agriculture. Technology infrastructure. Computation outstrips analysis.
Extreme ultraviolet astronomy. Robotics in the 21st century. The industrial, ecology
of the 21st century. Tribal struggle. Sewage treatment plants. Solar secrets. Halo
nuclei. Gene therapy. Targeted gene replacement. Big-time biology. Chaotic climate.
Ceramic superwire. Holographic memories.
• Understanding the genetic construction of behavior. Calculating with DNA.
Resolving Zeno's paradoxes. Complexifying Freud. Engineering microscopic
machines. Treating diabetes with transplanted cells. Deciphering a Roman blueprint.
Deciphering the breast cancer gene. Building world-record magnets. Engineering the
future. Ensuring the longevity of digital documents. Improving automotive efficiency.
Making environmental treaties work. Making drugs count. Sustaining life on the
earth. Building an electronic neuron. Disarming Lyme disease. Grading the gene
tests. Revisiting old battlefields. Visualizing the mind. Seeing the forest for the trees.
Clearing the air. Protecting the greenback.
• Technology and physical science. Symmetry and perception. Population, poverty
and the local environment. The known, the unknown and the unknowable. AIDS and
the use of injected drugs. Descartes' error and the future of human life. The birth and
death of nova V1974 Cygni. Sulfate aerosol and climatic change. The analytical
economist: Some women are more equal than others. Technology and business:
Luddites on the hill. Wonders: On neutrino astronomy. Connections: The silk road.
The automobile: Clean and customized. Softwire: A Brief History of Time. CD-ROM
review: Exploring Ancient Cities. Sonoluminescence: Sound into light. Venus: The
Geological Story. Neuropsychiatry - Molecules and Mental Illness.
• Quantum computing creeps closer to reality. Fermat's theorem fights back. Top
price for the top quark. Machines that learn from hints. The struggle within. The
chaos within. Beyond Neptune. Anti-omniscience. Down and out in the Gulf of
Mexico. The ultimate in anti-particles. Persistently toxic. Patently obvious. Darwin
denied. Gay genes, revisited. Toxins abounding. Words at play on the Internet.
• How HIV defeats the immune system. How Interferons fight disease. How cells
process antigens. What technology alone cannot do. Why children talk to themselves.
Can science explain consciousness? Can the growing human population feed itself?
Did Bohr share nuclear secrets? Was the race to the moon real? Is a bright idea
flickering? Is bigger still better? Missing matter found? An improved future? Profile:
Nicholas Negroponte — The guru of cyberspace. Profile: Mary Leakey - Unearthing
history. Profile: Martin Gardner - The mathematical gamester. Charles Darwin: The
last portrait.
•From complexity to perplexity. Bettering batteries. Nurturing nature. Relinquishing
relics. More bits from pits. Chaotic chaos. East side story: The origin of humankind.
Low-energy ways to observe high-energy phenomena.
6. Improving style: «Style specialists recommend...»; «Escaping jargon»; Some
stylistic hints for Russian users
«Knowledge is no more important, than
the way in which it is presented.»
M.Clyne
6.1. «Style specialists recommend...»:
• «ln this age of general pollution, clear, simple language is just as important as clean
air, land and water.» [R.Flesch. Say what you mean. NY, 1972, p. 157].
• «Students must learn how to write, because science demands written expression.
The goal of scientific research is publication. The scientist must not only «do»
science, he must «write» science. A poorly prepared manuscript is, almost without
fail, the carrier vehicle of poor science. Scientists become known (or remain
unknown), by their publications.
A scientific paper is primarily an exercise in organization, with distinctive and
clearly evident component parts. Good organization is the key to good writing. If the
ingredients are properly organized, the paper will virtually write itself. Footnotes are
disruptive to readers, making papers more difficult to read quickly with
comprehension. Avoidance of footnotes is encouraged for most kinds of writing, and
it is strongly encouraged for the writing of scientific papers.
Pay particular attention to those aspects of editorial style which tend to vary widely
from journal to journal, such as the style of literature citation. In addition to
organization, the second principal ingredient of a scientific paper should be
appropriate language within that organization.
The best English is that which gives the sense in the fewest short words. What is a
good title? Here is my definition: the title should be the fewest possible words that
adequately describe the content of the paper. An improperly titled paper may be
virtually lost and never reach the audience for which it was intended. An overly long
title is often less meaningful than a short title. In scientific writing generally, and
especially in titles, a good rule is: use the specific word, the familiar word, the short
word. The title of a paper is a «label», it is not a sentence, and the order of the words
becomes very important.» [R.Day. How to write and publish a scientific paper.
1979, pp. 4-62].
• «Talk on paper; shortening your sentences is the easiest way to improve your style.
The occasional 4-6 word sentences is the mark of future success. Use short words;
long words are a curtain that prevents people from understanding each other... The
professional does his work on the «iceberg principle)): he collects masses of data and
after he's done his legwork he produces his article letting you see one-ninth of the
stuff he's got. The result is a piece of writing that's solid because the writer knows
eight times more than he's telling us.» [R.Flesch. Ibid., p. 65-70,32].
• «Abstract nouns are almost always longer than their corresponding verbs; both
their length and their abstract quality contribute to the ponderous effect for which you
are probably striving in imitation of your British and American models. Any narrative
written in abstract nouns is clogged with words like «of». Many of them disappear
when the abstract nouns are replaced by corresponding verbs. Learn to suspect that
inside every abstract noun there is an active verb struggling to be let out. Phrases like
«adult sheep muscle protein iron» impede understanding and may even defy it. Break
up these clusters by inserting verbs and prepositions: «protein iron found in the
muscle tissue of adult sheep». Look with suspicion at strings of three or more nouns and separate the cluster to give increased precision as well as clarity.
If you want to write effective prose, search for simplest, most direct way to express
your thoughts. Be brave and say «It is most often found in the heart», not «The most
frequent among its localizations is the cardiac one». Beware of hedging over
uncertainties or suppositions: «It may seem reasonable to suggest that necrotic effects
may possibly be due to involvement of some toxin-like substances)) contains eight
degrees of uncertainty and only means «Necrosis may be due to toxins». And do not
suddenly hedge or hesitate after a positive phrase.» [M.O'Connor, F.P.Woodford.
Writing scientific papers in English. Amsterdam, 1975, p. 41-42].
• In any type of writing, the active voice is usually more precise and less wordy
than the passive voice. The use of "we" by a single author is outrageously pedantic.
One of the most frequent errors committed in scientific papers is the use of plural
forms of verbs when the singular forms would be correct: you should say «10 g was
added». Another frequent problem in scientific writing is the verbosity that results
from use of abstract nouns. This malady is corrected by turning the nouns into verbs:
((Examination of the patients was carried out» should be changed to «The patients
were examined)); ((separation of the compounds was accomplished)) can be changed
to «the compounds were separated)); ((transformation of the equations was
achieved)) can be changed to «the equations were transformed)). The favorite type of
verbosity that afflicts authors is jargon; this syndrome is characterized, in extreme
cases, by the total omission of one-syllable words [R. Day. Ibid, pp. 62-128].
6.2. Escaping jargon: «Words and expressions to avoid» [Ibid., pp. 144147]:
Preferred Usage
Preferred Usage
Jargon
argon
a majority of
most
it is suggested that I think
a number of
many
it is worth pointing note that
accounted for by
because
out
I think
the fact
like
it may be that
but
along the lines of
agree.
it may, however,
couldn't
be of the same
because
be noted that
large
opinion
in fact
lacked the ability
useful
as a consequence
as happens
to
because
of
previously
large in size of
for
as a matter of fact now
great theoretical
by
as is the case
at an earlier date
at the present time
based on the fact
that
by means of
completely full
definitely proved
despite the fact
that
due to the fact that
during the course
of
end result
fabricate
fewer in number
first of all
for the purpose of
for the reason that
give rise to
has the capability
of
in a number of
cases
in a position to
in a satisfactory
manner
in a very real sense
in case
in close proximity
in connection with
in order to
in relation to
in respect to
in some cases
in terms of
in the event that
in the possession
of
in view of
inasmuch as
initiate
is defined as
it has been
reported by F
because
by, with
full
proved
although
because
during, while
result
make
fewer
first
for
since, because
cause
can
some
can, may
satisfactorily
in a sense
if
close, near
about, concerning
to
toward, to
about
sometimes
about
if
has, have
because, since
for, as
begin, start
is
F reported
I haven't bothered
to look up the
reference
apparently
I think
clearly
possibly
(leave out)
often
and practical
importance
on account of
on behalf of
on the basis of
on the grounds that
on the part of
owing to the fact
that
perform
pooled together
prior to
quite unique
rather interesting
red in color
referred to as
relative to
smaller in size
subsequent to
sufficient
take into
consideration
terminate
the great majority
of
the opinion is
advanced that
the question as to
whether
there is reason to
believe
this result would
seem to indicate
through the use of
ultimate
utilize
was the opinion
that
ways and means
we wish to thank
whether or not
with a view to
with reference to
with regard to
with respect to
since, because
by, among, for
since, because
do
pooled
before
unique
interesting
red
called
about
smaller
after
enough
consider
end
most
I think
whether
I think
this result indicates
by, with
last
use
believed
ways, means (not
both)
we thank
whether
to
about
concerning,, about
about
-except
so that
it has long been
known
with the possible
exception of with
the result that
it is apparent that
it is believed that
it is clear that
it is doubtful that
it is of interest to
note
it is often the case
that
6.3. Some stylistic hints for Russian users
Culture is "what everyone knows", and part of this knowledge
is conversational competence.» M.Stubbs (Discourse analysis. Oxford, 1983, p.
8).
"Лучший способ написать научную статью по-английски - это не
переводить ее, а пересказать ее содержание на английском языке просто и ясно,
используя выражения, которые вам хорошо известны. Помимо того, что в
английском языке существует жесткий порядок слов и почти отсутствует
грамматическое согласование, его отличает еще целый ряд свойств, например,
он плохо переносит отглагольные существительные и малосодержательные
обороты типа "появляется возможность рассмотрения". Поэтому при пословном
переводе с русского на английский получается тяжеловесный, в сущности,
корявый текст, кроме того, могут возникнуть серьезные смысловые отшибки.
Чтобы избежать этого, можно использовать следующие приемы. 1. Заменять
отглагольные существительные глагольными формами; 2. Не употреблять
фразы типа "целесообразность нахождения путей решения задач"; 3. Разбивать
длинные предложения на более простые; 4. Избегать сложносоставных
предложений с согласовательными словами which whose that, а соединять
предложения при помощи слов when, where, then,but, and; ср. Всякая группа G,
которая содержит свободное прямое слагаемое F. эпиморфно отражается на
циклическую группу vs. Suppose the group G possesses a free direct summand F;
then there exists an epimorphism of G onto a cyclic group.
Одним из наиболее серьезных недостатков в переводах с русского на
английский выступает обилие предлога of. Чтобы не повторять его
употребление, следует:. 1. Употреблять существительные атрибутивно, ср. a
group oj transjormations vs.- c.- а transformation group; 2. Употреблять герундий
или инфинитив вместо отглагольного существительного, ср. Воспользуемся (1.2)
для построения группы преобразований пространства X vs. Let us use (1.2) for
constructing/ to construct the transformation group of X. 3. Заменять предлог of,
где это возможно, на другой, более узкий по значению, например for, ср.
equations of shallow waves vs. equations for shallow waves; 4. Использовать
посессивную конструкцию, ср. roots of equations vs. the equation's roots..
[А.Б.Сосинский. Как написать математическую статью по-английски.
Независимый Моск. Ун-т, 1994].
Еще одним существенным различием в строе английского и русского
языков является отрицание. Достаточно вспомнить, что в русском предложении
часты конструкции с двойным отрицанием, тогда как в английском языке они
запрещены грамматическими правилами, ср. Я никогда там не был у vs. / have
never been there.. Ниже приводятся характерные русские выражения,
содержащие отрицание и не допускающие пословного перевода на английский
язык:
не быть обнаруженным - to escape detection;
НЕ ПРЕДСТАВЛЯТЬ ТРУДА - to be straightforward;
не выходить за приделы - to stay within, be contained within the confines of P;
не внушать доверия - to be suspect ;
НЕ ДОПУСКАТЬ Р - to keep P out, keep Q free of P;
не иметь себе равных - to be second to none;
не отставать от - to keep pace with;
не находиться в эксплуатации - to be out of commission;
не приносить вреда - to do no harm;
не позволять добиться большого улучшения - to leave less room for
improvement;
не превышать - to be less than;
не позволять сделать вывод - to be inconclusive;
не придавать значения- to overlook;
не принимать всерьёз - to take lightly;
не соглашаться - to take issue with;
не содержать - to be free of; HC HBJIHTI>CX - to be other than;
не уступать (по качеству) - to be as good as;
не требовать объяснения - to be self-explanatory;
не требовать разъяснения - to require little comment;
не получить ответа - to be unanswered;
не вызывать изменений в Р - to leave P unaltered;
не иметь себе равных - to be unrivalled / unparalleled, have no equal;
не поддаваться влиянию - to be immune to an attack/ influence;
не принимать во внимание - to be discounted/ disregarded
Н.К Рябцева «Новый словарь-справочник активного типа: научная речь на
английском языке English for Scientific Purposes» М. Флинта▪Наука, 2008, с. 7490