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Text 1-DText 1-DEasy living at Japan's colleges . Undergraduate life in Japan is blissful, largerly because school life is not. The Ministry of Education recently revealed that entrance exams for private high schools still include questions on subjects not covered by the state primary school curriculum: To get into a good school you have to be ahead of the pack by age 11. Good schools offer a direct route to the universities. Consequently, the students who will be sailing blithely through their final university term this winter spent most of their youth doing hours and hours of homework and endless exams. By the time they gain admission to a university they have all the basic education that a Japanese corporation needs. Hiring by a Japanese company except recovering from the rigorous of school and prepare for the rigorous of corporate life. One 1987 poll found that the average Japanese university student spends 26 minutes reading newspapers and just 49 minutes reading books . Around half of those polled spent less that half an hour every day reading books, and a full 17% came out with the astonishing admission that they hardly ever read at all. Japanese undergraduates watch television or videos for an average of 105 minutes every day - exactly the same amount of time they spend on comics, newspapers and books combined. Corporate Japan apparently has just one objection to an academic - it takes up too much time. Companies are trying to persuade the Ministry of Education to shorten four-yesr degree courses by a year . Japanese companies routinely train graduate recruits for up to six years and operate on the assumption that anyone bright enough to get into a university is bright enough for on-the-job training. How well you did at university is less important than the fact that you went to a university in the first place. Vocabulary to the Text. Undergraduate – старшекурсник Blissful – блаженный Largely – в большей степени Recently – недавно Reveal – обнаруживать Entrance exam – вступительный экзамен Include – включать Be covered – входить в состав Curriculum – учебная программа Be ahead of the pack – быть впереди ровесников Route – путь, дорога Consequently – соответственно Sail – плыть Blithely – жизнерадостно Final – заключительный Gain – добиться, получить Adnission – прием, поступление Except – здесь: возражать (против) Recovery – освобождение Rigours – мн.ч. строгость, суровость Poll – опрос, опрашивать Average – средний Astonishing – поразительный Admission – здесь: признание Amount – количество, число Combined – здесь: вместе Apparently – очевидно Objection - возражение Persuade – убеждать Shorten – сокращать Degree – научная степень Routinely – обычно, традиционно Train – обучать Recruit – новобранец, новичок Assumption – допущение Bright – здесь: умный On-the-job training – обучение на рабочем месте. Ex. Match the phrases with their Russian equivalents.
Ex. Translate into English.
Comprehension Check. Ex. Answer the following questions.
Topics to discuss.
HAPPY DAYS? Presenter: We asked three people to talk about their schooldays. First, Ishia, who went to a grammar school for girls. Ishia: Um, I can't say it was a terribly happy experience, though I had lots of friends and a jolly good time, but actually I just thought that the work was so dull, an I was constanttly trying to get people to...challenging people I suppose because I wanted... I really did want to think and understand and try and work things out, and when I went to school it didn't seem to be what education was about. It was very much, and because it was a grammar school and very formal... um... literally being dictated to, listening to sort of pages and pages of dictation, writing it all down and then learning it for exams. Um... so I found it deeply boring and I think it probably... probably the good thing it was that it... it turned me into a rebel for the rest of my life. Presenter: Mike was educated in the United States. Mike: I think the main difference between the way we educate children and the way you do here is that our education is so much broader, it's not nearly so deep. I mean, "A" levels in English schools are more or less equivalent to the first year university in the States, similar kind of thoroughness and depth, but most people who do "A" levels here take three, three is good and four is exceptional... er... whereas in my senior high school I had seven different subjects. And not all of which I studied to a great depth, but I had for instance to do physical education, I had for instance to take some kind of social studies, I had for instance to do some kind of mathematics, which I ... was my particular thing. But everybody had to do mathematics: if you couldn't do calculus you could do arithmetic, even at the highest... your last year in... in high school. So we all had a very broad education. It's true that in America the... the quality of education varies tremendously, not only from state to state but from county to county within states. I mean, you may have a very good high school in one town: the next town is short of funds, as ever it's like here or anywhere else the main thing is... is the lack of funds. But I think the thing I got most out of my education was the different viewpoints of people from all over the country. Presenter: Christine went to school in Scotland, where the education system has similarities to the American and European systems. What was her school like? Christine: Well, it was a school which you went to at five and you stayed, all being well, until you were eighteen. And there were boys and girls, and it meant that you developed a really interesting view of boys, which changed as you got older. So when I was very little the boys were good fun... um... because I was a bit of a tomboy, they had... they did things and palyed with things in the classroom that I thought were much more interesting than the things the girls played with. And then we went through a phase of ignoring the boys strenuously because they were completely beneath contempt, and I suppose that was between the ages of 10 and about 14 or 15. And then discovering that boys were awfully interesting but not the boys in your own year group which were... who were utterly contemptible... um... because girls and boys are so different in their development, aren't they? And a 14-year-old girl can see no merits whatsoever in a 14-year-old boy. And all the girls are gazing at the 16, 17 and 18-year-old "big boys", who are much more interesting. And then as we got to the end of our schooling...er... what in Scotland would be the fifth and the sixth year, in England would be the lower and the upper sixth years, the last two years, of course things... the boys caught up really and we became very good friends again all of us and so our last two years at school, um... I think we... we had lovely relationships and lovely friendships. And.. we did lots of things together. And when we left school we had an amazingly tearful last evening, ...nearly all fifty of us who'd been in the year group, of whom perhaps thirty had grown up together since they were five. And leaving school was actually quite hard for us because having established good relationships with the boys around us in our last two years we all had long memories. Presenter: What were Christine's strongest memories of her schooldays? Christine: Of hating some of it. My strongest memories are negative ones, of a period in my two last years in primary, as it would be, 11 and 12 where our class teacher... I just loathed her and so did almost everybody else in the class and she was a bully and she taught very traditionally and it was very much "the three Rs"* and we were... we just had tests all the time, we were drilled in grammar. And she also had an uncertain temper and was a great shouter, and her... the tip of her nose would go white when she was really angry and her whole face would go scarlet. And she was also used the belt very freely, and I didn't approve of that, I thought it was so wrong. And she used to belt* people for spelling mistakes. And I'll never forget, Anne Black and Alan Davidson who couldn't spell, and they used to to make spelling mistakes and if by Friday you had twenty mistakes out of the hundred, twenty a day, you got the belt in front of the class and I just thought that was so wrong. And it never improved their spelling, I mean years later at sixth-formers they couldn't still spell. And Anne Black used to get it particularly badly because she was English, because her mother was English, and she used to spell as she sounded and she used to make ... create the most awful offence by spelling "saw" S-O-R rather than S-A-W, because that's how she heard it. And she used to be victimised by Miss Rae for her English spelling, and so I... and I really didn't like her. I just thought that the way she treated people was wrong, it wasn't with respect, it was... um... I don't quite know what she was doing when she bulled people, but she was a big bully. And I grew up very firmly disapproving of that way of treating children. Notes: * "the three Rs" are reading, writing and arithmetic. * to belt: beat with a leather belt on the hand Vocabulary to the text: actually - фактически, на самом деле; to challenge - вызывать (на соревнование), претендовать (на внимание); literally - дословно, слово в слово; to work (things) out - решать, разрабатывать; to turn into - превращать(ся); rebel - бунтовщик; (with) thoroughness - тщательно, досконально; exceptional - исключительный; particular - особый, особенный; to do calculus - делать вычисления; tremendously - чрезвычайно, ужасно, (очень); county - (амер.) округ; to be short of funds - испытывать недостатьок/дефицит финансов; similarity - сходство; tomboy - девчонка-сорванец; beneath one's contempt - ниже (своего) достоинства; strenuously - сильно, энергично, упорно; utterly - крайне, чрезвычайно, совершенно; contemptible - презренный; merit - достоинство, положительная черта; to gaze (at) - пристально смотреть, присматриваться; to catch up (with) - догнать, нагнать; tearful - плачущий; печальный (о событии); to loathe (= to hate) - чувствовать отвращение, не любить; to bully - запугивать, третировать; to drill - тренировать; temper - нрав, характер, настроение; shouter - любитель покричать/поорать; to go scarlet - покраснеть; spelling - орфография; offence - нарушение; (здесь) ошибка; to victimize - делать своей жертвой, мучить; to treat smb. - относиться (к), обращаться (с). Ex1. Find in the text equivalents to the following words and phrases: самая ужасная ошибка, считать неверным, различные точки зрения, например, на всю оставшуюся жизнь, нагнать группу, этот способ обращения с детьми, орфографические ошибки, считать нудным/скучным, самая ужасная ошибка, кончик носа, она была любительницей поорать, установить/наладить хорошие отношения, кончик ноcа, различные по уровню развития, обучать детей, нехватка финансов (2 варианта), система образования, ужасно интересный. Ex2. Match pairs of synonyms. mistake, boring, awfully, to hate, utterly, lack of funds, offence, dull, tremendously, sad, short of funds, completely, tearful, to loathe. Ex3. Translate the following sentences using the words and expressions from the text. 1. Когда мы закончили школу, последний вечер был очень печальным.
Text IIBCHIEF EXECUTIVE OFFICERS REMEMEBER THEIR SCHOOLS Part 1. Bio-tech CEO Remembers Mentor C.R Smyth If you ask George Rathmann *51, chairman, president and CEO of ICOS Inc., a start-up biotechnology firm, what he remembers most vividly about his scientific education at Princeton, he responds without hesitation, "Charles P. Smyth" 16. "Professor Smyth was the chair of the Chemistry Department when I was there," he says, "and a model for me and many others of the careful scientist. He taught us the meaning of integrity. "The strongest message you receive as a student comes from your mentor— if you're lucky enough to have one," Rathmann continues. "Smyth had extraordinarily high standards. He read every word of every paper he worked on, and there were hundreds. He wrote well, too. He gave a level of guidance, care and attention that is rare. Did he delegate? Not very much. You have to remember that he was training generations of scientists. That is something that simply has to be done in a hands-on way if it is to be done well." After earning his MA and Ph. D at Princeton in 1950 and 1951, respectively, Rathmann spent two decades in research and development at 3-M Co., before becoming president of Litton Medical Systems for three years. In 1975 he joined Abbott Labs, where he became vice president of research and development before joining his first start-up biotechnology firm, the spectacularly successful Amgen, as president, CEO and chair in 1980. He remained there almost a decade before beginning the process again at ICOS near Seattle, Wash., after a brief hiatus. Rathmann enjoys a strong reputation in the business world for a rare combination of business and scientific skills. His insights into the issues surrounding scientific education come from long experience and deep conviction. "At Princeton," says Rathmann, "we were able to get to know the professors well; we knew our fellow students well; and most of all, perhaps, we were able to benefit from the informal discussions about science with the world-class scientists who worked, visited or lectured at Princeton. The association with the Institute for Advanced Study was a big part of this. The strength at Princeton was not only in chemistry but also in physics, math and other areas. You could rub shoulders with Einstein, Wigner and other people from whom you could benefit even in brief interactions. There is really no substitute for interacting one-on-one with outstanding scientists. I've tried to make that happen at 3-M and the two start-up companies by bringing top scientists into the labs for personal discussions. "I believe that the application of technology represents a significant contribution to society," Rathmann continues. "Today, the impossible is becoming possible—we're seeing miracles every day. Developments occurring in research labs around the country will eventually affect the health of everyone on the planet. Young people now have the opportunity to transform society in wonderful ways. We have a unique mix here in the United States that makes this possible. We encourage basic science, and then the free enterprise system takes the science and puts it together with the marketplace to make progress." By Nicholas MorganVocabulary * George Bathman'51 - набор 1952 г.; * CEO = Chief Executive Officer - ответственный работник, руководитель; * mentor - наставник; * to delegate - делегировать, поручать; поручать, передавать (права и т.д.); * decade - десятиление; * in a hands-on way - здесь: самому заниматься каким-то вопросом; * spectacularly - захватывающе, эффектно; * hiatus - пробел, пропуск; * surrounding - здесь: связанные с...; * fellow student - сокурсник; * to rub shoulders with... - якшаться с.../ запросто общаться с..; * to encourage - ободрять, поощрять, поддерживать. Ex1. Match the words with their Russian equivalents. 1. extraordinary a/ в конечном итоге 2. vividly b/ десятилетие 3. substitute for c/ редкий 4. to benefit from d/ умения, навыки 5. skills e/ уникальный, единственный в своем роде 6. to delegate f/ происходить, случаться 7. guidance g/ соответственно 8. eventually h/ изменять, преобразовывать 9. care i/ чрезвычайный; необычайный 10. to train j/ замена (чему-то) 11. rare k/ руководство 12. to transform l/ забота 13. decade m/ получать пользу, выигрывать 14. unique n/ ярко, живо 15. to interact o/ обучать 16. to occur p/ поручать 17. miracle q/ убежденность, уверенность 18. respectively r/ чудо 19. conviction s/ взаимодействовать Ex 2 Match the phrases with their Russian equivalents. 1. generations of scientists a/ взгляды на вопросы 2. to rub shoulders b/ самому заниматься вопросом 3. to interact one-on-one c/ краткий контакт 4. free enterprise system d/ выдающийся ученый 5. without hesitation e/ значительный вклад 6. to enjoy a strong reputation f/ соединить, объединить 7. insights into the issues j/ общаться один на один 8. in a hands-on way h/ поколения ученых 9. significant contribution i/ запросто общаться с... 10. brief interactions j/ система свободного предпринимательства 11. outstanding scientist k/ без колебаний 12. to put it together with l/ иметь хорошую репутацию Ex3. Find in the text equivalents to the following phrases: нет замены общению один на один; получить степень магистра; получить пользу от неформального общения с учеными мирового значения; уровень руководства, заботы и внимания; наиболее ярко помнить; однокурсники; система свободного предпринимательства; почти за десять лет до..; обучать; вице-президент по вопросам научного исследования и развития; сильнейшее послание студент получает от своего наставника; значительный вклад в общество; поощрять. Ex. Translate the following phrases from the text and use them in the translation below. mentor; to benefit from..; eventually; to effect the health of everybody; guidance, care and attention; outstanding scientists; to earn PhD; application of technology; to enjoy a strong reputation; to train generations of scientists; to remember vividly; informal discussions; brief interaction with..; interacting one-to-one with..; significant contribution. 1. После получения докторской степени в течение двух десятилетий он работал в медицинской компании вице-президентом по вопросам науки и развития. 2. Роль наставника в жизни студента очень велика. 3. Применение высоких технологий означает значительный вклад в развитие общества. 4. На самом деле, нет ничего, что заменило бы личное (один на один) общение с выдающимися учеными. 5. В конечном итоге, это повлияет на здоровье всех людей на планете. 6. Следует помнить, что он обучал (целые) поколения ученых. 7. У Ратмана - хорошая репутация в деловом мире. 8. Наиболее ярко он вспоминает о годах обучения в Принстоне. 9. Он благодарен своему наставнику за его руководство, заботу и внимание. 10. У нас была возможность неформального обсуждения проблем с учеными мирового значения. 11. Даже краткое общение с ними приносило много пользы. Ex. Answer the following questions: 1. What is the current position of George Rathman? 2. What scientific degrees did he earn? 3. How does he describe his mentor? 4. What is Mr. Rathman's work experience? 5. What were the advantages/merrits of studying at Prinston? 6. What does Mr. Rathnan think about the application of technology? Part 2. Porter Assesses Competitive Strategies for Industry Michael Porter '69 has always been a winner. At Princeton he got straight A's in mechanical and aerospace engineering and starred at golf. After earning an MBA and a PhD in economics at Harvard, he joined the Harvard Business School at age 26. He helped change the way management was taught, creating the whole discipline of competitive strategy. He's published three best sellers and nine other more specialized works. The latest, The Competitive Advantage of Nations, is an 855-page survey of the sources of national competitive prowess. First Boston CEO John Hennessey calls Porter the "world's greatest expert on strategies and industries." When Porter talks about competitiveness, people listen. He has some very definite ideas on the issue of government's appropriate role in industry. "There's a role both for the federal and state and local governments. There has been too much focus on the federal role. An industry's success often depends on very local conditions. Silicon Valley, Hollywood and the area around Boston are good examples. State and local governments often influence critical variables such as education and infrastructure. State and local regulations also have a major effect on companies' cost and innovativeness. "In the past businesses have believed that the local and national environment in which they operate is someone else's concern; the role of business is to do its job of producing goods and services effectively. In fact, the competitiveness of companies is determined by the available supply of skilled workers, proximity to nearby technology centers in relevant disciplines, access to capable local suppliers of the most advanced machines and components needed in the industry, and the presence of capable local rivals to stimulate dynamism. Companies must take at least partial responsibility for their competitive context, working with local companies, institutions and governments. IBM spends considerable resources to maintain the health of the U.S. semiconductor industry not out of charity but out of a desire to stay in the innovation race against Japanese rivals." Porter, like other business experts, is especially concerned with education reform. "The problem in Washington today is a shortage of resources that is limiting new initiatives. The federal government's primary role in education should be to create the proper incentives, help support long-term investment and promote the rapid dissemination of new ideas. Federal government matching funds are invaluable in helping to rapidly diffuse to every state the hundreds of good ideas for educational reform that are popping up today." What about the role of higher education in the country's efforts keep pace with competitors abroad? "We've tended to view universities as independent centers of basic research-with the job of applied research somebody else's, like AT&T Bell Labs," says Porter. "Today we need a more textured view. We still need a group of universities with the resources to conduct basic research. However, most universities will not have advantages in truly basic research and are better off focusing on fields that address the needs of nearby industries. The University of Rochester's program in optics, for example, in conjunction with Xerox, Kodak, Corning and other locally based firms is a good example. "Even in more basic research, to completely cut off researchers from industry is foolish. What a researcher in molecular biology at Harvard is studying may have profound implications for health care. I'm not saying universities should become preoccupied with commercial ventures. But business-university partnerships centered on particular fields, which rapidly diffuse basic discoveries to industry, will enhance competitiveness." For Princeton that means that projects linking scientific discoveries with industrial applications, such as the recently established Advanced Technology Center for Photonics and Optoelectronic Materials (POEM) and the Princeton Materials Institute (PMI), can make important contributions. By W. O'Reilly ^ Vocabulary
Ex1. Match the words with their Russian equivalents. 1. innovation a/ влиять 2. race b/ открытие 3. long-term c/ рассматривать 4. profound d/ действовать, работать 5. discovery e/ дело; забота, беспокойство 6. implication f/ правило, предписание 7. to depend on g/ новшество, нововведение 8. to conduct h/ переменные (составляющие) 9. to link i/ глубокий 10. to influence j/ подразумевемый (смысл, значение) 11. to view k/ поддерживать 12. regulation l/ побудительная причина 13. to operate m/ способствовать 14. concern n/ соединять, объединять 15. variables o/ долгосрочный 16. incentive р/ гонка 17. to support q/ зависеть от 18. to promote r/ проводить Ex2. Match the phrases with their Russian equivalents. 1. to enhance competitiveness ?a/ соответствующие дисциплины 1. health care b/ недавно учрежденный 3. applied research c/ местный поставщик 4. matching funds d/ дефицит/нехватка ресурсов 5. recently established e/ получить докторскую степень 6. relevant disciplines f/ ограничивать инициативы 7. advanced machines g/ усиливать конкуренцию 8. considerable resources h/ оптико-электронные материалы 9. expert on strategy i/ соответствующие фонды 10. local supplier j/ передовые станки 11. to maintain industry k/ значительные ресурсы 12. to earn a PhD l/ прикладное исследование 13. shortage of resources m/ специалист по стратегии 14. to limit initiatives n/ поддерживать промышленность 15. opto-electronic materials o/ здравоохранение Ex 3Find in the text equivalents to the following phrases: осуществлять (проводить) прикладные исследования; быстрое распространение новых идей; здравоохранение; полупроводник; полностью сокращать научных сотрудников из промышленности; открытие; долгосрочное инвестирование; определяется имеющимся числом квалифицированных рабочих; взять на себя ответственность (по-крайней мере, частичную); преимущество; быстрое распространение; коммерческое предприятие; зависеть от самих местных предприятий; нехватка/дефицит ресурсов; первостепенная роль; постановление передовые (современные) станки/механизмы и детали; значительные ресурсы на поддержание полупроводниковой промышленности; вносить вклад; конкурент; первостепенная роль федерального правительства. Ex4. Translate the following phrases from the text and use them in the translation below: to tend to view; to enhance competitiveness; to create the proper incentives; to support long-term investment; to be determined by the available supply of..; access to..; supplier, out of charity; out of desire; to be concerned with; ; to keep the pace with..; on the issue of..; to maintain industry; to address; to maintain the rapid dissemination of..; business-university partnership; shortage of resources; to address the needs of..; state and local regulations; proximity to..; to stay in the innovation race against Japanese rivals.
правительства в развитии промышленности.
Ex5. Answer the following questions: 1. What scientific degrees did Michael Porter earn? 2. What areas did he major at? 3. What works did he write? 4. What does he think about the government's role in industry? 5. What is his opinion about university-business partnership? Topics for discussion. 1. George Rathman and Michael Porter - Prinston's alumni 2.Government's role in industry. 3. Competitiveness. Role of higher education in the country's efforts to keep pace with competitors abroad. 4. University-business partnership. 5. Possibilities of interaction at Princeton. Text II-C Surviving a Year of Sleepless Nights Taking honors classes and getting straight A's made me a success. But it didn't make me happy By JENNY HUNG (Hung lives in southern California) |