Address to Young Researchers
ПРЕДИСЛОВИЕ
Настоящее пособие представляет собой курс английского языка для лиц, обучающихся в магистратуре и аспирантуре неязыкового вуза и готовящихся к сдаче кандидатского экзамена по иностранному языку в соответствии с требованиями ВАК Республики Беларусь. Учебный материал пособия рассчитан на 140 аудиторных часов и 280 часов самостоятельной работы. Подготовка пособия вызвана необходимостью обеспечения институтов системы последипломного образования профильными учебно-методическими материалами.
Пособие состоит из восьми разделов, каждый из которых имеет единую структуру и содержит тексты и информационный материал, связанный с научной работой аспиранта/соискателя. При подборе материала учитывались кросс-культурные особенности научной деятельности специалистов в нашей стране и за рубежом. В пособии имеются обзорные задания по основным разделам грамматики английского языка с рекомендациями по адекватному переводу грамматических явлений, наиболее часто встречающихся в языке науки, а также статьи по актуальным вопросам жизни современного мирового сообщества, проблематика которых отражает программные требования экзамена по иностранному языку в формате кандидатского минимума. В конце пособия для пользователя предлагаются приложения справочного характера (наиболее частотные сокращения, употребляемые в научной литературе, языковые клише, характерные для научного стиля, лингвострановедческая информация). Материал пособия ориентирован на усвоение и активное использование обучаемыми общенаучной лексики.
Целью пособия является развитие навыков чтения и перевода оригинальной литературы по теме исследования, создания вторичного научного текста (реферата, аннотации, тезисов), говорения на профессионально значимые темы, ведения научной дискуссии, письменной реализации коммуникативных намерений (заявка на участие в конференции, написание делового письма, заполнение анкет и т. п.). Также имеется электронная интерактивная версия пособия, доступная в системе Moodle, способствующая развитию навыков самостоятельной работы обучаемых.
Пособие предназначено для аспирантов, магистрантов и соискателей гуманитарных специальностей. Оно может быть использовано широким кругом лиц, занимающихся научной деятельностью, а также теми, кто самостоятельно готовится к сдаче кандидатского экзамена по английскому языку.
Авторы выражают признательность коллеге из Великобритании – эксперту в области преподавания иностранных языков госпоже Делвин Эрлис Вилкинсон, Уэльский университет (Mrs. Delwen Eirlys Wilkinson, University of Wales, Aberystwith) за ознакомление с рукописью пособия и сделанные ценные замечания.
Address to Young Researchers
Dear friends,
Taking a post-graduate course as a starting point of your
career development obliges you to deal with a number of
research-related activities.
First, positioning yourself as a research student you should learn everything about post-graduate education at BSU and foreign educational institutions.
Second, you should work with a research adviser whose supervision and assistance may be crucial for conducting research and successful production of your future dissertation.
Third, you should keep in mind that a young researcher’s life can’t be imagined without specific professional contacts – conferences, exchange programmes, study and research visits.
Fourth, you’ll be engaged in extensive library work studying fundamental scientific problems, collecting materials for
reports, articles, presentations.
Finally, you will have to submit the manuscript of your
research paper to the Academic Council.
Listed above are the problem areas of the present textbook aimed at helping you to successfully pass your candidate exam in English.
Success attend you!
The authors
SECTION I
POST-GRADUATE EDUCATION.
ACADEMIC AND RESEARCH DEGREES
TOPIC RELATED VOCABULARY
education– образование
higher ~ – высшее образование, высшая школа
further/post-diploma/continuing ~ – последипломное образование
college– колледж
~ of higher education – колледж
~ of technology/commerce/art – технологический, коммерческий, художественный колледж
technical ~ – техникум
diploma –диплом
the ~ in higher education – диплом о высшем образовании
department –кафедра, отделение
head of (the) ~ – заведующий кафедрой, руководитель отделения
the ~ of English/the English ~ – кафедра английского языка
correspondence ~ – заочное отделение
full time ~ – дневное отделение
syllabus – программа курса
curriculum – учебный план
certificate –удостоверение, сертификат
council –совет
academic ~ – ученый совет
course –курс (теоретический)
compulsory ~ – обязательный курс
optional ~ – факультативный курс/курс по выбору
to take a post-graduate ~ (in) – поступить/учиться в аспирантуре (по)
to design/to tailor a ~ – разработать курс
upgrading ~ – курс повышения квалификации
specialized ~ специализированный учебный курс
a taught ~/a ~ by instruction – практико-ориентированный курс обучения
a research ~ – научно-исследовательский курс обучения
completion of an academic ~ of study – завершение курса научной подготовки
to pursue/conduct research work– вести научно-исследовательскую работу
defence procedure – процедура защиты
panel – группа специалистов
proficiency – умения
attainment of mastery – достижение мастерства
multiple disciplines – разнообразные дисциплины
to fulfill the requirements – выполнять требования
scholarly –свойственный ученым
~ paper – научная работа (напр., доклад, диссертация, статья)
career advancement – продвижение по карьерной лестнице
to graduate (from) – закончить высшее учебное заведение
a graduate– выпускник
graduation paper – дипломная работа
an undergraduate (student) –студент
postgraduate –последипломный
a ~ student–аспирант
~studies – учеба в аспирантуре
full-time study –обучение с отрывом от работы
part-time study –обучение без отрыва от работы
field of study –область исследования
arts student –студент-гуманитарий
Bachelor of Arts (BA) – бакалавр искусств (или гуманитарных наук) (низшая академическая/ученая степень)
Bachelor of Science (BSc)– бакалавр наук (естественных и технических) (низшая академическая/ученая степень)
BA holder– обладатель степени бакалавра
Master of Arts (MA) – магистр гуманитарных наук (вторая академическая степень)
Master of Science (MSc) – магистр наук (естественных и технических) (вторая академическая степень)
Doctor of Philosophy (PhD) – доктор философии (Doctor – высшая академическая/ученая степень по любой отрасли, напр., химии, физике, истории и т. д.)
final examination (finals) – выпускной экзамен (экзамены)
to sit (for) an examination – держать экзамен
comprehensive examination – всесторонний экзамен
examiner – экзаменатор
outside ~ – экзаменатор, приглашенный из другого учебного заведения
small group seminar – групповое семинарское занятие
practical class – практическое занятие
to specialize in a subject – специализироваться по предмету
specialization – специализация
degree – степень
~ with Honours (Honours degree) – степень с отличием
to “sit” for a ~ – держать экзамен на получение степени
~ holder – обладатель степени
to confer a ~ – присуждать степень
recipient of the ~ – получатель степени
to confer/award a ~ – присуждать степень
higher ~ – ученая степень магистра или доктора
scholarship – стипендия
fellowship – стипендия, выплачиваемая аспирантам и лицам, окончившим университет и ведущим при нем научно-исследовательскую работу
to qualify (for)– 1) приобретать какую-либо специальность, 2) получать право (на)
thesis/dissertation– диссертация
(the) doctorate– докторская степень
tutor– преподаватель; куратор; руководитель группы студентов
tutorial – индивидуальное практическое занятие с преподавателем
tuition fees– плата, взимаемая за обучение
to charge fees– взимать плату за обучение
to train – обучать
~ smb. for a job/profession – готовить кого-либо к профессии
training– подготовка, обучение
well-rounded/well-grounded~ – всестороннее/основательное обучение
the humanities/liberal arts– гуманитарные науки
a research supervisor/adviser – научный руководитель
to submit a thesis– представлять диссертацию на рассмотрение
available –доступный
availability – доступность
staff –штат
teaching/academic ~ – профессорско-преподавательский состав
~ meeting – заседание кафедры
~ room – преподавательская
lecturer –преподаватель
university teacher/~ – преподаватель университета
senior ~ – старший преподаватель
credit – зачет, балл; удостоверение о прохождении какого-либо курса в учебном заведении
Before you read the texts below say what you know about postgraduate systems of education in the U.K. and the USA. What is “further education”? What is the difference between “the courses by instruction” or “taught courses” and “research courses”?
Maria Brown tells us about her educational background. Complete each sentence with one of the words or phrases from the box below. Then speak on your own educational background. You may use Maria’s as a model.
| apply | graduated | grant | higher degree |
| honours degree | job | option | PhD |
| place | primary school | scholarship | secondary school |
| stay on | study | subject | thesis |
1. I started at … in London when I was 5.
2. At the age of 11, I went on to …, also in London.
3. At 18, I … to university.
4. I got a … at Manchester to … Engineering.
5. In fact I was awarded a … .
6. But at the end of the first year I changed to another …
7. I … from University in 2003.
8. I have a first class … in Economics.
9. I decided to … at university.
10. So I did a … in business administration at the University of California.
11. During the course, I did an … on small business development.
12. I found the topic so interesting that I applied for a … to do a doctorate on the same subject.
13. Once I had got the money, I had to write a 50,000 word …
14. So now I have a BA, an MBA and a …
15. All I need now is a …
Progress questions.
1. What is an academic degree?
2. What categories does British/American graduate education fall into?
3. Who is the Bachelor’s degree conferred to?
4. When is the Master’s degree awarded? What does it recognize?
5. What is the research doctorate? What characteristic feature distinguishes this degree from all others?
6. What is the most commonly known research doctoral degree? Do other variants of the PhD enjoy the same status?
7. In what cases are honorary degrees awarded?
8. What is a “fellowship”?
9. What do various levels of academic degrees designate?
10. What are the differences and similarities between the systems of post-graduate study in the U.K., in the USA and in Belarus?
11. What reasons have made you take up further study, do research?
12. What new experience and knowledge do you hope to gain from the post-graduate study?
Now let us discuss the educational policy in the Republic
of Belarus.
Belarus: Education in the 21st Century
Many countries consider education a major vehicle of social advancement. Training of highly qualified specialists, capable of solving the most complex problems of modern society is the main priority of higher education. The efforts of our scientists have always been focused on the fundamental problems of humanities, natural and social sciences.
At the end of the century the system of higher and further education in Belarus underwent a process of great reforms. They were initiated to provide closer links between education and technological needs of industry. The major significance of the reforms was to move toward the democratization of university administration and the “humanitarization” of the educational process in terms of students’ individual aptitudes and needs.
A distinguishing feature of our universities is that they are becoming internationally oriented. We have joined the European Cultural Convention which enables us to participate in all projects concerning higher and further education, academic mobility and recognition of qualification. The universities also expand their cooperation with such authoritative international organizations as UNESCO and the Council of Europe.
The need to make education more democratic and universal arises from the fact that our country is integrating into the European community. Issues such as environment, exchanges rate and economic competition, public health, national security, poverty, population control and human rights affect every country domestically as well as internationally.
The characteristic feature and the main trend in modern higher and further education is not only to check students’ knowledge but develop their abilities and creative thinking. Today’s scientific and technological progress demands of the university graduates to be prepared to deepen their knowledge individually and adapt themselves quickly to the changes in science or industry.
Much has already been done and is being done to transform the national system of education. A wide range of non-state schools, colleges and institutes have been introduced.
Of course, university education in Belarus still faces a great variety of problems, connected with introduction of new disciplines, retraining of the faculty, reorienting university policies and programs towards new goals. But if we want to prosper in the new environment of the 21st century, our universities must truly orient themselves around new goals.
Plan your discussion.
1. The role of education in modern society.
2. Reforms of higher and further education in the Republic of Belarus.
3. The main trends in the native higher and further education.
The Belarusian State University is one of the leading educational institutions in the Republic of Belarus. It ranks high among European Universities. Further there follows information about research activities at the BSU.
In Focus
Expressing tendencies
| Phrases | Examples |
| There is a tendency for (someone) to do (not to do) smth. | There is a tendency for university graduates to continue education and take a post-graduate course. |
| To tend to do smth. | After finishing a master’s course young researchers tend to work towards a PhD. Students tend to leave preparation for exams till the last minute. |
| To be likely to do smth. | Research supervisors are likely to create stimulating research environment for their postgrads. |
| To have a tendency to do smth. | Higher educational institutions have a tendency to introduce a learner’s-centered approach to their teaching strategies. |
| To be prone to do smth. | Today postgraduates are more prone to accept responsibility for their personal learning and the production of a thesis. |
Visits
SECTION II
TOPIC RELATED VOCABULARY
motivation – мотивация
variety of reasons – разнообразие причин
to undertake further study – продолжить обучение
to do a degree/to take a post-graduate course /to work towards a PhD– заниматься в аспирантуре
to develop skills – развить навыки
competition– конкуренция
competitive environment –конкурентная среда
advantage–преимущество
to provide~ – предоставить преимущество
advantageous –преимущественный
to be ~ to smb – обладать преимуществом
to tailor a course – разработать курс
work experience – опыт работ
to put theory into practice – использовать теорию на практике
to succeed academically – достичь успехов в учебе
skill –навык
higher level ~ s – навыки более высокого уровня
to develop ~– приобрести навыки
problem-solving~ s – навыки решения проблемных вопросов
to assimilate ideas – воспринимать идеи
to make smb more employable – сделать более привлекательным для приема на работу
to produce a dissertation – написать диссертацию
to benefit (from) – извлечь пользу
to generalize– обобщать
other-worldly – не от мира сего
outdated – устаревший
to treat favourably – относиться с предпочтением
to value – ценить
to specialize in a particular field – специализировать в конкретной области (знаний)
long term aims – долгосрочные цели
to take seriously – серьёзно воспринимать
What qualities does research demand from postgraduate students, those young people who make up their minds to devote themselves to research activities? Some of these qualities are mentioned in the text below. Think of the other ones, for example, you may enjoy solving problems, you may have creative abilities or things like that. Are you patient enough, industrious and hard-working for this kind of activity?
Different types of study require similar qualities from the people who undertake them. Thus, working towards a research degree demands an inquisitive mind that will maintain the motivation to learn and discover new information. It also demands a high level of intellectual ability in order to cope with the pressures of understanding the possible complex arguments, facts or theories, requires a high degree of organizational ability and time management, as so many different things need to be attended to.
Why undertake postgraduate study? There is no definite answer to this question. There are various reasons for choosing postgraduate study but some reasons are more positive than others. Look through the opinions below and get ready to discuss motivating reasons to do a higher degree.
Tom Brown:
“I really enjoy my subject”
This is a highly motivating reason to do a higher degree. It’s worth considering the long-term implications of your choice. Does your choice of the course fit in with your long-term career plans? That does not mean that you should only consider postgraduate programmes related to your area of work interest. All further study programmes will enable you to develop skills that you could market to an employer.
Emily Wright:
“I need it to pursue my chosen career”
This is an obvious positive reason for undertaking further study. Some career areas do require a professional qualification, for example law, teaching, social work, librarianship or clinical psychology. For other employment areas a postgraduate qualification, although not essential, will provide a distinct advantage to applicants, particularly when competition for places is fierce. In any case it will make you stand out from the crowd and get a better job. Research the area of work that interests you to identify whether a postgraduate course would be necessary or advantageous to you.
Martin Scott:
“I don’t know what to do – this will give me more time to decide”
Past experience suggests undertaking a further year or more of study is unlikely to lead to careers inspiration! If you choose a course for this reason, it is important to use the duration of the course to decide what options are open to you, what skills you have to offer, what you want out of a job or may be jobs, what jobs would suit you in general.
Apart from the above reasons you may have some others worth
mentioning. Think of them and put them down in the order of
preference in writing.
There can be less optimistic opinions about taking postgraduate or doctorate courses. Some people consider post-graduate and
doctorate study a mere waste of time and effort. Express your opinion on the problem. If you disagree with something, debate and give your arguments.
Pamela Bain
The idea of original research can conjure up thoughts of constant intellectual excitement and cries of ‘eureka!’ The reality may be rather different. Studying for a research degree is very different from studying for an undergraduate degree. Consider carefully whether or not you would enjoy the basic research techniques you are going to use. Can you imagine counting black dots down a microscope for weeks on end? OK spending a year, or two, building equipment before generating a single result? Will you be happy working alone in a library for days on end? The breakthrough, when it happens, can be euphoric, but when results refuse to come it can be deeply disappointing.
Tom Sight
Doctorates don’t count for much outside academia – and in fact they may count against you. If you can’t find a directly relevant area for subsequent professional work, then many employers are likely to look at you, a 25-30 year old person with three-six years of post-graduate work as being a strange and slightly worrying employment prospect. Another thing you won’t be told is how many people don’t complete their doctorates. I’ve heard various figures mentioned, but I believe that around 50% of people who start doctorates don’t get a PhD out of it. An enormous proportion of people simply never finish the things because it’s not quite what they were expecting when they started.
What is your motivation for taking a post-graduate course? Is it only because it helps in future career development? Sum up all pros and cons. The text below provides you with extensive information worth thinking about and will help you find the right answer.
It is difficult to generalize about the reasons for doing postgraduate study as everyone will come to it with different circumstances, motivations and aspirations. Research the area of work you wish to enter to identify how potential employers would view applicants with postgraduate qualifications. What new experience and knowledge will you gain from the post-graduate course?
Discuss with your groupmates the issue of…
a) motivating reasons for doing a post-graduate course (to undertake further studies, career plans, to make more employable, to provide advantage, to stand out of the crowd, to enjoy the subject);
b) qualities a young researcher must possess to be a success (to enjoy problem solving, creative abilities, industrious, patient, inquisitive mind, a high level of intellectual ability, a high degree of organizational ability and time management, to work in a library);
c) career prospects for post-graduates (better career prospects, a key role, to make a person more employable, to put theory into practice, to benefit from, specific skills).
Progress Questions
1. What are the main motives for undertaking study for master’s/PhD degree?
2. What is your motivation for taking a post-graduate course?
3. Is there a difference between studying for a research degree and studying for an undergraduate degree?
4. What qualities should a post-graduate student possess and develop?
5. Do you agree that a master’s qualification is a way to distinguish yourself from the large number of first degrees on the job market?
6. What are the benefits of having a postgraduate qualification in relation to future employment?
7. Do you think that most employers will appreciate the skills that you bring after your postgraduate course?
8. Why did you choose to take a postgraduate course at the BSU?
9. Do you think that now you have any definite opportunities for a career promotion?
10. Are you going to deepen your research experience and enroll for studies for another degree?
In Focus
Expressing Likeness
| Phrases | Examples |
| … is similar to… in… … is like… in … is identical to… in … resembles … in … has a similar… to… ‘s … and are alike in … | 1. The situation with academic degrees in Austria is similar to the situation in Germany. 2. The findings of these two scientists are alike in terms of their practical application. 3. The analysis provided for in the recent article is like the previous analysis based on a literature review, case studies, expert interviews. 4. European universities have similar patterns of postgraduate courses. 5. His motivation for doing a higher degree is like mine in the hope of becoming more employable in future. 6. The experiment described in the article resembles in many respects the experiment conducted in our lab. |
Cooperation
close/broad/versatile/many-sided, multisided/ fruitful/comprehensive ~
extension of all-round ~
To cooperate
in the field (sphere, branch, area) of economy
Agreement
preliminary/long-term/short-term/unilateral/multilateral/intergovernmental ~
to reach an ~; to come to an ~; to conclude an ~; to ratify an ~; to cancel
an ~; to sign an ~; under an ~
Ties
to maintain vast ~
Relations
to build/to strengthen/to break up/to resume ~; to maintain long-standing/ interstate/good-neighbourly/vast ~ ; to break up ~ ; to resume ~; to establish diplomatic ~
To grant
~ most favoured nation status
A joint venture
Advantage
to seek ~
Advantageous
mutually ~ terms
Tension
international ~; relaxation of ~
Restrictions
to apply ~/to impose ~ on
Sanctions
to drop, lift, remove, suspend, ease, abandon ~
To contribute (to)
Contribution
to make a ~
SECTION III
RESEARCH SUPERVISION
TOPIC RELATED VOCABULARY
supervision– руководство
research ~–научное руководство
dual ~–двойное руководство
supervisor –руководитель
research ~/adviser – научный руководитель
thesis/dissertation– диссертация (Брит./Ам.)
production of a~ –написание диссертации
experienced (in) –имеющий опыт (в)
to design work on the thesis –спланировать работу по диссертации
expertise –специальные знания
expert in the chosen area of research –специалист в избранной области исследования
to work closely –работать в тесном сотрудничестве
to guide –направлять, руководить
guidance– руководство
to formulate one’s research proposal –формулировать направление исследования
to define a programme of research –определить программу исследования
research interests –научные интересы
throughout the period of study –во время всей учебы
responsibility –ответственность
retain the prime ~ – нести основную ответственность
to share ~ – разделить ответственность
to gain success –добиться успеха
to be acquainted (with) –знать, быть знакомым с
procedure and regulations –процедура и правила (защиты диссертации)
a stimulating research environment –благоприятные условия для исследования
to provide training in research –предоставить подготовку в области научных исследований
to monitor progress –следить за прогрессом
to provide feedback –обеспечить обратную связь
approach (to) –подход (к)
innovative ~ – новаторский подход
comprehensive ~ – всесторонний подход
to be involved in – быть вовлеченным в какую-либо деятельность
to complete one’s research –завершить исследование
completion of one’s studies –завершение исследования
Below you will find different opinions of postgraduate students on supervision. Is research supervisor a boss, or a colleague, or a friend? What is your idea of an ideal supervisor? What do you prefer: to have a supervisor who is the name in his field, has plenty of ideas, which he is eager to share with you, or a supervisor who knows not much about your subject, but let you make the research independently?
A. I found that my supervisor's advice on reading particularly related to geographical theory and methodologies was extremely good. While researching he gave me plenty of encouragement which really boosted my confidence. Once I started to write I found that he read what I gave him fairly promptly and his comments were very pertinent, enabling me to work through my ideas more logically. He has always made time in a busy schedule to discuss any problems. More than this, he went out of his way to be helpful when I was unwell. I have greatly appreciated the time and effort he has put into helping me and also for his encouragement and support throughout the four years I have been in the School. Although I could have felt somewhat isolated because my topic has few connections with other postgraduate research being undertaken, this has been minimised by the good working relationship which has been established with my supervisor.
(final year PhD student)
B. My experience has been that this School is a good place to do research on economic geography, because of the high level of staff expertise and their reputation and influence, which extend far beyond the U.K. Both of my supervisors have been helpful, available to answer questions, and interested in my work. I have found a joint supervision arrangement to be especially beneficial to my work, given its holistic and innovative approach, and in my opinion the School’s openness to joint supervision is a real strength.
(PhD third year student)
Usually your supervisor is a famous scholar and an expert in some field, he may have discovered an interesting phenomenon or law. Try to find out about his scientific interests, his dissertation, and research. This will help you establish better working environment. You may use biographies of Nobel Prize winner Joseph E. Stiglitz and Professor Eglit, as models for describing expertise, research and academic career of your supervisor.
Profile: Joseph E. Stiglitz
Joseph E. Stiglitz was born in Gary, Indiana in 1943. A graduate of Amherst College, he received his PHD in 1967, became a full professor at Yale in 1970, and in 1979 was awarded the John Bates Clark Award, given biennially by the American Economic Association to the economist under 40 who has made the most significant contribution to the field. He has taught at Princeton, Stanford, at Columbia University in New York, and was a fellow of All Souls College, Oxford. In 2001, he was awarded the Nobel Prize in economics.
He was a member of the Council of Economic Advisers from 1993-95, during the Clinton administration, and served as CEA chairman from 1995-97. He then became Chief Economist and Senior Vice-President of the World Bank from 1997-2000.
Stiglitz helped create a new branch of economics, “The Economics of Information,” exploring the consequences of information asymmetries and pioneering such pivotal concepts as adverse selection and moral hazard, which have now become standard tools not only of theorists, but of policy analysts. He has made major contributions to macroeconomics and monetary theory, to trade theory and public and corporate finance, to the theories of industrial organization and rural organization, and to the theories of welfare economics and of income and wealth distribution. In the 1980s, he helped revive interest in the economics of R&D.
His work has helped explain the circumstances in which markets do not work well, and how selective government intervention can improve their performance.
Recognized around the world as a leading economic educator, he has written textbooks that have been translated into more than a dozen languages. He founded one of the leading economics journals, The Journal of Economic Perspectives. He has recently come out with a new book, The Roaring Nineties. His book Globalization and Its Discontents has been translated into 28 languages and is an international bestseller.
Progress Questions
1. What is the educational background of your research advisor?
2. What is the field of his/her research?
3. What were the main findings in his doctoral research?
4. When did he finish his research to obtain the degree of Doctor of Sciences?
5. As an assistant professor/full professor of the BSU, is he/she invited to go to other universities in Belarus and abroad to deliver his lectures?
6. Is he/she known for his/her research only in Belarus or any other foreign countries? Which ones?
7. Does he/she often go to the international scientific conferences?
8. How many post-graduate students and future doctors of sciences are supervised today by him/her ?
9. How many scientific articles, monograph books, etc. has your research advisor published?
10. What are the main books/articles of your scientific advisor?
11. Did your scientific advisor get any prizes or awards for his/her research?
12. In what way does your research advisor assist you in your research?
13. Are you planning to publish any joint articles or take part in any conference(s) together?
14. What would you like to copy from the professional style of your advisor? What traits of his character would you like to develop in yourself?
In Focus
Describing change
| Verbs | Examples |
| to modify to transform to convert to fluctuate to adopt to amend | The researcher decided to modify the course of the experiment. Literacy transformed millions of people’s lives. Some European mid-sized factories are converting now to using solar power. The exchange rate between the euro and the dollar has fluctuated recently. Most employees became dependent on large corporations and had to adopt to new social environments. The company’s lawyers amended the contract to take account of new situations. |
Terrorism
CONTAINING TERROR
Like communism during the Cold War,
terrorism is a social movement that must be held in check
By Philip Mudd (served as a top terrorism analyst for both the FBI1 and the CIA2; he left the government in March and is now a senior research fellow at the New America Foundation).
The spike of alleged terrorist plots in this country over the past year seems confusing. Law-enforcement officers have arrested independent plotters in places like Texas and Illinois; a Qaeda-trained individual in Denver; an American involved in the horrific attacks in Mumbai; and now, a young man who planned mass killings in Times Square.
These incidents may seem episodic and detached, particularly if we look at them as separate operations by individuals who may have had some vague connection to Al Qaeda. They make more sense, however, if we understand them as offshoots of a revolution that Al Qaeda aimed to inspire 20 years ago. Like communism during the Cold War, this is an ideology to be contained, not defeated.
The view of our adversaries is simple. To them, we are the pillar upholding “corrupt” regimes in the Muslim world, and they believe that if we’re put under enough pressure, we’ll cut and run. We left Lebanon. We left Somalia. In their minds, we’ll retreat again and again – if they can put the pressure on.
The question Al Qaeda faced before 9/11 was how to increase that pressure. How could a relatively small, stateless organization really take on an adversary as powerful as the United States? It couldn’t – and can’t – at least not alone. The answer is ideology. Al Qaeda wants to spread its revolutionary ideology so the pressure increases everywhere. A thousand points of terror, in locations as far afield as the Philippines and Philadelphia – people who think and act like Al Qaeda even if they’ve never been a part of the organization. So what was once a fairly centralized, active terror organization is now more significant as an inspiration and a movement.
We can see at least three threads of the revolution now: people linked directly to Al Qaeda, like the plotters with backpack bombs in London's subways in 2005; people who join affiliated groups, like the outfit that attacked hotels in Mumbai; and self-recruited individuals. Many Americans thought we were somehow immune to this: Muslims in Europe might get radicalized, but not here in the American melting pot. Such rosy thinking is foolish. This is the age of globalization, in terror as in other things. Chinese economic decisions affect our businesses. But Qaeda ideology, distributed over the Internet by English-speaking clerics, won’t reach us?
Still, there’s cause for optimism. The leaders of this revolution have increasingly faced tough questions about the murders they commit, even from people who share their anger and frustration. (None other than Ayman al-Zawahiri, Al Qaeda’s No. 2, felt compelled to defend himself in an Internet interview in 2008, when he got a question from Algeria about how Al Qaeda justifies killing so many innocents.) Our goal should be to magnify this growing disillusionment. If we overreact to plots and attacks, we risk playing into Al Qaeda’s hands. But we also can't forget the lessons of 9/11 and drop our guard.
(From “Newsweek”.)
Notes:
1. FBI – Federal Bureau of Investigation
2. CIA–Central Intelligence Agency
SECTION IV
ATTENDING A CONFERENCE
TOPIC RELATED VOCABULARY
conference – конференция
to hold a~ – проводить конференцию
to organize ~ – организовать конференцию
to host ~ – быть принимающей стороной (устроителем) конференции
to sponsor ~ – спонсировать конференцию
to take part (participate) in ~ – принимать участие в конференции
annual ~ – ежегодная конференция
regular ~ – очередная конференция
forthcoming ~ – предстоящая конференция
participant/attendee– участник конференции
to run under auspices – проходить под эгидой (при содействии)
organizing committee – организационный комитет
to set up an ~ – учредить организационный комитет
preliminary announcement (Br.)/call for papers (Am.) – информационное письмо
report –доклад
to deliver/present a ~ – выступить с докладом
abstract (s) of the ~ – тезисы доклада
style guidelines –требования к оформлению тезисов
paper(s) –научная работа(ы), доклад(ы)
contributed ~ – доклады по инициативе участников
invited ~ – доклады по приглашению
poster ~ – стендовые доклады
review ~ – обзорные доклады
agenda – повестка дня
tentative/provisional ~ – предварительная повестка дня
on the ~ – на повестке дня
~ items – пункты повестки
letter/notification of acceptance or rejection –уведомление о принятии (доклада) или отказа
registration –регистрация участников конференции
~ fee – взнос участника
location and hours of – время и место регистрации
opening/welcoming address – вступительное слово
working language – рабочий язык
simultaneous translation – синхронный перевод
to take the floor – выступить, взять слово
speaker – докладчик
plenary session – пленарное заседание
workshops– секционные заседания/мастерская/семинар
discussion – обсуждение
panel ~s – обсуждение докладов специалистами
round-table ~ – обсуждение за «круглым столом»
peer- ~ – коллегиальное обсуждение
issue/problem under ~ – обсуждаемая проблема
to exchange opinions (on) – обменяться мнениями
to talk shop – говорить на профессиональные темы
social program(me) – культурная программа
to arrange a visit – организовать визит
to fix the date – установить дату
to close a conference – закрыть работу конференции
final sitting/session – заключительное заседание
closing speech – заключительное слово
conference proceedings – сборник трудов конференции
Academic Conference
Conference as a form of organization of scientific activity has been known for many centuries. The first historically recorded conference was in 416 BC in Greece.
A conference is a meeting of people that “confer” about a topic. An academic conference is a conference for researchers to present and discuss their work. Together with academic or scientific journals, conferences provide an important channel for exchange of information between researchers.
Conferences are usually organized either by a scientific society or by a group of researchers with a common interest.
The meeting is announced by way of a “Call For Papers” or a “Call For Abstracts”, which lists the meeting’s topics and tells prospective presenters how to submit their abstracts or papers. A call for papers (CfP) is a method used for collecting articles or conference presentations. A CfP usually is sent to interested parties, describing the broad theme, the occasion for the CfP, formalities such as what kind of abstract (summary) has to be submitted to whom and a deadline. Prospective presenters are usually asked to submit a short abstract of their presentation, which will be reviewed before the presentation is accepted for the meeting. (An abstract is a brief summary of a research article, thesis, review, or any in-depth analysis of a particular subject or discipline, and is often used to help the reader quickly ascertain the paper’s purpose).
Generally, work at the conference is presented in the form of short, concise presentations lasting about 10 to 30 minutes, usually including discussion. The work may be published in the conference proceedings, the latter being the collection of academic papers that are published in the context of an academic conference. They are usually distributed as printed books after the conference has closed. Proceedings contain the contributions made by researchers at the conference. They are the written record of the work that is presented to fellow researchers.
Often there are one or more keynote speakers (usually scholars of some standing), presenting a lecture that lasts an hour or so, and which is likely to be advertised before the conference. Panel discussions, roundtables on various issues, workshops may be part of the conference.
A large meeting will usually be called a conference, while a smaller is termed a workshop. They might be single track or multiple track, where the former has only one session at a time, while a multiple track meeting has several parallel sessions with speakers in separate rooms speaking at the same time.
Conference activity forms an important part of the career of any academic; for postgraduates it is an important way of participating in academic debate, and “showcasing” their own work. Conference is a way of raising their individual profiles, and a springboard for future publications. “Conference culture” acquisition suggests the development of communication and oral presentation skills of postgraduates, abilities of delivering material in a public forum and defending their ideas.
As you know, before a conference the so-called “Preliminary Announcement” is sent to all the establishments concerned. Here is one of them.
| The Management and Technology Conference will be held at the Doubletree at the University of Orlando, Florida, USA, on December 8 – 10, 2011. This conference will focus on all the major areas of business, management and technology. Submitted papers will be peer-reviewed and carefully evaluated based on originality, technical soundness, significance and clarity of thought. Papers should not exceed 10 pages in length (letter size, 11 point type). A style guide can be found here. Paper submission: E-mail your abstract or paper to us at [email protected]. Please remove the names of all authors and institutions from the paper but include them separately in the same e-mail. Papers should be submitted in RTF, Microsoft Word or Word Perfect Format. We will e-mail you with a notification of acceptance or rejection within three weeks. If your manuscript is accepted, you will receive a letter of acceptance, registration form, and paper style guidelines by regular mail. If you wish to attend without submitting a paper only a registration form will be needed or you may register online here. Authors will have approximately 20 minutes to present their papers. Registration at the conference will entitle the participant to admission to all presentations and workshops, and to receive a copy of the conference program and CD proceedings. The conference fee is per person and must be received by October 30, 2011 to assure conference participation. If your conference fee will be late please contact us in advance so we can make suitable arrangements. To register online click here. All selected papers will be published in the conference proceedings and best papers presented will be eligible for inclusion in either the Management& Business Review or the Journal of the Internet and Information Technology. Please direct all correspondence to the attention of: The editors IMT Conference PO Box 973073 Miami, FL 33197 Tel (305)971-2312 Fax (305)971-8517 E-mail: [email protected] Dr. Chris Rose. – Conference Chair |
Try to render the preliminary announcement sent out by the BSU Research Department to all the establishments concerned announcing the forthcoming conference:
БЕЛОРУССКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ Информационное письмо о проведении Республиканской научно-методической конференции «ИНФОРМАЦИОННО-МЕТОДИЧЕСКОЕ ОБЕСПЕЧЕНИЕ КОНТРОЛИРУЕМОЙ САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ УНИВЕРСИТЕТА» Оргкомитет приглашает Вас принять участие в работе Республиканской научно-методической конференции, которая состоится 20-21 октября 2011 г. на базе Белорусского государственного университета. ОРГАНИЗАЦИОННЫЙ КОМИТЕТ КОНФЕРЕНЦИИ Председатель: Иванов В. В., первый проректор БГУ. Заместители председателя: Петров С. В., проректор БГУ, декан факультета прикладной математики. Координатор: Сергеев П. И., начальник отдела социально-педагогического проектирования БГУ. Ответственный секретарь: Орлов Д. А., методист высшей категории БГУ. ПРОБЛЕМНО-ТЕМАТИЧЕСКОЕ ПОЛЕ КОНФЕРЕНЦИИ · Информационные технологии в контроле и оценке результатов обучения студентов. · Место и роль информационных технологий в обеспечении контролируемой и/или управляемой самостоятельной работы студентов (КСРС и УСРС) университета. · КСР в учебном процессе университета: место, функция, виды. ТРЕБОВАНИЯ К ОФОРМЛЕНИЮ МАТЕРИАЛОВ По результатам конференции будет издан сборник материалов. Подаваемые материалы должны отвечать следующим требованиям:
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АНКЕТА УЧАСТНИКА
международной конференции студентов и аспирантов
«АКТУАЛЬНЫЕ ПРОБЛЕМЫ ПРАВОВЕДЕНИЯ:
ИСТОРИЯ И СОВРЕМЕННОСТЬ»,
посвященной 85-летию юридического факультета БГУ
(18–19 октября 2010 г., г. Минск)
| 1. Фамилия: |
| 2. Имя: |
| 3. Отчество: |
| 4. Название тезисов: |