MA – Master of Arts (postgraduate)
MS or MSc – Master of Science
MScIT – Master of Science in Information Technology
MAS – Master of Advanced Studies
MEcon – Master of Economics
MFin – Master of Finance
MPA – Master of Public Administration
MDS – Master of Development studies
M.Eng – Master of Engineering
M.Des – Master of Design
MEnt – Master of Enterprise
M.Phil. – Master of Philosophy
M.St. – Master of Studies
M – Academic degree
Research Doctoral degrees:
Sc.D., D.Sc., S.D. or Dr.Sc – Doctor of Science
Ph.D. – Doctor of Philosophy
D.A. – Doctor of Arts
DPS – Doctor of Professional Studies
DIT – Doctor of Information Technology
DProf (UK) – Doctor of Professional Studies
Psy.D. – Doctor of Psychology
EngD – Doctor of Engineering
DBA – Doctor of Business Administration
DM – Doctor of Management
APPENDIX 2
Countries and organisations participating in Bolonga Process
Albania, Andorra, Armenia, Austria, Azerbaijan, Belgium, Bosnia-Herzegovina, Bulgaria, CroatiaCyprus, Czech Republic, Denmark, Estonia, Finland, France, Georgia, Germany, Greece, Holy See, Hungary, Iceland, Ireland, Italy, Kazakhstan, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, Moldova, Montenegro, Netherlands, Norway, Poland, Portugal, Romania, Russian Federation, Serbia, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, “the former Yugoslav Republic of Macedonia", Turkey, Ukraine, United Kingdom.
(See http://www.ond.vlaanderen.be/hogeronderwijs/bologna/pcao/index.htm)
APPENDIX 3
Phrases for Presentations
| Section of presentation | Signpost language |
| Introducing the topic | The subject/topic of my talk is ... I'm going to talk about ... My topic today is… My talk is concerned with ... |
| Overview (outline of presentation) | I’m going to divide this talk into four parts. There are a number of points I'd like to make. Basically/ Briefly, I have three things to say. I'd like to begin/start by ... Let's begin/start by ... First of all, I'll... … and then I’ll go on to … Then/ Next ... Finally/ Lastly ... |
| Finishing a section | That's all I have to say about... We've looked at... So much for... |
| Starting a new section | Moving on now to … Turning to... Let’s turn now to … The next issue/topic/area I’d like to focus on … I’d like to expand/elaborate on … Now we'll move on to... I'd like now to discuss... Let's look now at... |
| Analysing a point and giving recommendations | Where does that lead us? Let's consider this in more detail... What does this mean for...? Translated into real terms... Why is this important? The significance of this is... |
| Giving examples | For example,... A good example of this is... As an illustration,... To give you an example,... To illustrate this point... |
| Summarising and concluding | To sum up ... To summarise... Right, let's sum up, shall we? Let's summarise briefly what we've looked at... If I can just sum up the main points... Finally, let me remind you of some of the issues we've covered... To conclude... In conclusion ... In short ... So, to remind you of what I’ve covered in this talk,. Unfortunately, I seem to have run out of time, so I’ll conclude very briefly by saying that ….. I'd like now to recap... |
| Paraphrasing and clarifying | Simply put... In other words....... So what I’m saying is.... To put it more simply.... To put it another way.... |
| Invitation to discuss / ask questions | I’m happy to answer any queries/ questions. Does anyone have any questions or comments? Please feel free to ask questions. If you would like me to elaborate on any point, please ask. Would you like to ask any questions? Any questions? |
Appendix 4
Phrases for Annotations
| 1. The article (paper, book, etc.) deals with… | 1. Эта статья (работа, книга и т.д.) касается… |
| 2. As the title implies the article describes… | 2. Согласно названию, в статье описывается… |
| 3. It is specially noted… | 3. Особенно отмечается… |
| 4. A mention should be made… | 4. Упоминается… |
| 5. It is spoken in detail… | 5. Подробно описывается… |
| 6. …are noted | 6. Упоминаются… |
| 7. It is reported… | 7. Сообщается… |
| 8. The text gives a valuable information on… | 8. Текст дает ценную информацию… |
| 9. Much attention is given to… | 9. Большое внимание уделяется… |
| 10. The article is of great help to … | 10. Эта статья окажет большую помощь… |
| 11. The article is of interest to… | 11. Эта статья представляет интерес для… |
| 12. It (the article) gives a detailed analysis of … | 12. Она (статья) дает детальный анализ… |
| 13. It draws our attention to… | 13.Она (статья, работа) привлекает наше внимание к… |
| 14. The difference between the terms…and…should be stressed | 14.Следует подчеркнуть различие между терминами …и… |
| 15.It should be stressed (emphasized) that… | 15. Следует подчеркнуть, что… |
| 16. …is proposed | 16. Предлагается… |
| 17. …are examined | 17.Проверяются(рассматриваются) |
| 18. …are discussed | 18. Обсуждаются… |
| 19. An option permits… | 19. Выбор позволяет… |
| 20. The method proposed … etc. | 20. Предлагаемый метод… и т.д. |
Appendix 5
Phrases for Abstracts
| Study background and significance: Introductory sentences | |
| Ø This study (dissertation, research)... | · aims to illuminate... · examines the role of... · explores why... · investigates the effects of... · assesses the impact of [insert text] on... · developed and tested the idea that... |
| Ø I... | · investigated the role of... · outline how... · introduce the concept of... · extend prior work on... · examine the relationship between [insert text] and... · identify... · evaluate these [insert text] by... |
| Ø In this study (dissertation, research) I... | · propose a model of... |
| Leading with research questions | |
| Ø This study (dissertation, research)... | · is motivated by two research questions: (1) [Insert research question one]? (2) [Insert research question two]? To examine these questions, the study... · “[Insert a research question]?” is a fundamental question in [the name of your area of interest]. We suggest [argue] that a new generation of research in this area needs to address the extended question: [Insert your research question]? |
| Leading with research hypotheses | |
| Ø This study (dissertation, research)... | · offers two hypotheses: (1) [insert research hypothesis one]; and (2) [insert research hypothesis two]. · tested hypotheses regarding the relationship between [insert text] and... |
| Ø It was… | · hypothesized that [insert variable] is negatively [positively] related to... · hypothesized that [insert variable] is more negatively [positively] related to [insert variable] than [insert variable]. |
| Leading with a dissertation aim or goals | |
| Ø This study (dissertation, research)... | · has three goals: (1) [insert goal one], (2) [insert goal two], and (3) [insert goal three] |
| Literature component | |
| Ø Previous research (extent research, previous studies, or prior studies)… | · indicates that... · offers a descriptive account of... · has shown that... |
| Ø Literature on [insert area of the literature] has focused almost exclusively on... | |
| Ø Synthesizing [e.g. name of theories], this research built and tested a theoretical model linking... | |
| Ø This model addresses X (e.g. 2) major gaps in the literature. | |
| Ø Drawing on [insert name] research, we argue that... | |
| Significance of the study | |
| Ø We develop theory to explain how... Ø Our most important contribution is... Ø This study advances our understanding of... Ø To date, no systematic investigation has considered... Ø We examine how organisations use [insert text] to overcome... | |
| Methodological components | |
| Ø We conducted... | · in-depth case studies of [X number of private/public] enterprises in [country] · a laboratory experiment and a field study to test our hypotheses · an inductive study of... |
| Ø We employed... | · multiple methods to test... |
| Ø Using... | · a sample of [X number of people, firms, data, objects, e.g. doctors, banks, songs], we collected data from three sources [e.g. X, Y and Z]. · comparative case analysis, this research explored the role of... |
| Ø To illustrate these ideas, [insert company name or type] was used as a case study to show how... Ø We tested these hypotheses using [e.g. student test score] data to measure [e.g. teacher performance] Ø We developed a 9-item scale to measure... Ø Using data from... | |
| Results | |
| Ø The findings from the research... | · illustrate how... · show that the impact of [insert text] on [insert text] is more complex than previously thought/assumed. · address a controversial belief among practitioners that... · illustrate the antecedents and consequences of [insert text] and [insert text] in... · suggest that the effect of [variable X] on [variable Y] was moderated over time when... |
| Ø A predicted, the... Ø Contrary to our expectations... | |
| Conclusions | |
| Ø The results, implications for managers, and future research are discussed. Ø Theoretical contributions and managerial implications of the findings are discussed. | |
| Ø The findings... | · provide support for the key arguments. · support the prediction that... · support the model: · offer insights into... · prompt a re-thinking of [insert your area of interest |
| Ø We conclude that... |
BIBLIOGRAPHY
1. Антонова Е.А., Славина Г.И. Английский язык. Аннотирование и реферирование. – М., 1991. – 157 с.
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- Оренбург: ГОУ ОГУ, 205. – 103с.
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4. BBC Learning English – http://www.bbc.co.uk/worldservice/learningenglish/business
5. Call for papers - en.wikipedia.org/wiki/Call_for_papers
6. Dave Hone’s Archosaur Musings/How to write a conference abstract –http://archosaurmusings.wordpress.com/2009/02/18/how-to-write-a-scientific-conference-abstract/
7. DEFCON 14 Call for Papers Form – www.defcon.org/html/defcon-14/dc-14-cfp-form.html
8. How to get the most out of scientific conferences – chronicle.com/article/How-to-Get-the-Most-Out-of-/46399/
9. Presentation Tips for Scientific Conferences – www.mobio.com/blog/.../presentation-tips-for-scientific-conferences/
10. Tomorrow’s professor mailing list – http://www.stanford.edu/dept/CTL/Tomprof/reis.html
11. Visionlearning/ Scientific Communication: The How and Why of Scientific Meetings – http://www.visionlearning.com/library/module_viewer.php?mid=186&l
Екатерина Накиевна Абдразакова
Ольга Эдуардовна Сухарева
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