Педагогика

21. Blue Cross
Информация пополнение в коллекции 11.09.2006

Here is how G.K.Chesterton describes the investigation method of Valentin:”…in such cases he reckoned on the unforeseen. In such cases when he could not follow the train of the reasonable, he coldly and carefully followed the train of the unreasonable. Instead of going to the right places banks, police-stations, rendezvous he systematically went to the wrong places; knocked at every empty house, turned down every cul de sac, went up every lane blocked with rubbish, went round every crescent that led him uselessly out of the way”. Valentine defended his crazy course quite logically:”…if one had a clue this was the worst way; but if one had no clue at all it was the best, because there was just the chance that any oddity that caught the eye of the pursuer might be the same that had caught the eye of the pursued”.
22. Boot Record, команды DOS, Norton Commander, Windows
Контрольная работа пополнение в коллекции 19.02.2007
2. Команды DOS. Команды копирования.
1. PATHВывод либо установка пути поиска исполняемых файлов.
2. PAUZEПриостановка выполнения пакетного файла и вывод сообщения.
3. POPDВосстановление предыдущего значения текущей активной папки, сохраненного с помощью команды.
4. PRINTВывод на печать содержимого текстовых файлов.
5. PROMPTИзменение приглашения в командной строке Windows.
6. PUSHDСохранение значения текущей активной папки и переход к другой папке.
7. RDУдаление папки.
8. RECOVERВосстановление читаемой информации с плохого или поврежденного диска.
9. REMПомещение комментариев в пакетные файлы и файл CONFIG.SUS.
10. RENПереименование файлов и папок.
11. RENAMEПереименование файлов и папок.
12. REPLACEЗамещение файлов.
13. RMDIRУдаление папки.
14. SETВывод, установка и удаление переменных среды WINDOWS.
15. SETLOCALНачало локальных изменении среды для пакетного фаила.
16. SHIFTИзменение содержимого <сдвиг> подставляемых параметров для пакетного файла.
17. SORTСортировка ввода.
18. STARTЗапуск программы или команды в отдельном окне.
19. SUBSTСопоставляет заданному пути имя диска.
20. TIMEВывод и установка системного времени.
21. TITLEНазначение заголовка окна для текущего сеанса интерпретатора командных строк CMD.EXE.
22. TREEГрафическое отображение структуры папок заданного диска или заданной папки.
23. TYPEВывод на экран содержимого текстовых файлов.
24. VERВывод сведении о версии Windows.
25. VERIFYУстановка режима проверки правильности записи файлов на диск.
26. VOLВывод метки и серийного номера тома для диска.
27. XCOPYКопирование файлов и дерева папок.
23. Brighton Beach
Сочинение пополнение в коллекции 10.03.2006

The newspapers in the Russian language are amazing things. What do you think the following announcement could mean? “I have a perfect credit history, and Im leaving the country in two weeks. Who needs my service please call #…”. It means that, before leaving the States, this guy wants to buy some goods, such as computers, on his credit card and then sell them for half price. Let the bank try to find him somewhere in the Moscow region or in the plains of the Ukraine. At the very same paper, for example, you will learn where to get American documents and a social security card. Of course, the document will be false. To get a real one youll have to go to Chicago. In Chicago, by the way, they can stamp visas in passports of people who crossed the line illegally. Last year, the pocket of documents would cost you around five thousand dollars, depending on your particular situation. Amazingly enough, those papers are valid, so you could get a drivers license or open a bank account without any problems. I know a person on Long- Island who opened his own business with such documents. I dont understand what the police are thinking about. It is probably too much work to leave the office and get a newspaper at any shop in Brighton Beach.
24. British Monarchy and its influence upon governmental institutions
Дипломная работа пополнение в коллекции 20.02.2007

Born in June 1239 at Westminster, Edward was named by his father Henry III after the last Anglo Saxon king (and his father's favourite saint), Edward the Confessor. Edward's parents were renowned for their patronage of the arts (his mother, Eleanor of Provence, encouraged Henry III to spend money on the arts, which included the rebuilding of Westminster Abbey and a still-extant magnificent shrine to house the body of Edward the Confessor), and Edward received a disciplined education - reading and writing in Latin and French, with training in the arts, sciences and music. In 1254, Edward travelled to Spain for an arranged marriage at the age of 15 to 9-year-old Eleanor of Castile. Just before Edward's marriage, Henry III gave him the duchy of Gascony, one of the few remnants of the once vast French possessions of the English Angevin kings. Gascony was part of a package which included parts of Ireland, the Channel Islands and the King's lands in Wales to provide an income for Edward. Edward then spent a year in Gascony, studying its administration. Edward spent his young adulthood learning harsh lessons from Henry III's failures as a king, culminating in a civil war in which he fought to defend his father. Henry's ill-judged and expensive intervention in Sicilian affairs (lured by the Pope's offer of the Sicilian crown to Henry's younger son) failed, and aroused the anger of powerful barons including Henry's brother-in-law Simon de Montfort. Bankrupt and threatened with excommunication, Henry was forced to agree to the Provisions of Oxford in 1258, under which his debts were paid in exchange for substantial reforms; a Great Council of 24, partly nominated by the barons, assumed the functions of the King's Council. Henry repudiated the Provisions in 1261 and sought the help of the French king Louis IX (later known as St Louis for his piety and other qualities). This was the only time Edward was tempted to side with his charismatic and politically ruthless godfather Simon de Montfort - he supported holding a Parliament in his father's absence. However, by the time Louis IX decided to side with Henry in the dispute and civil war broke out in England in 1263, Edward had returned to his father's side and became de Montfort's greatest enemy. After winning the battle of Lewes in 1264 (after which Edward became a hostage to ensure his father abided by the terms of the peace), de Montfort summoned the Great Parliament in 1265 - this was the first time cities and burghs sent representatives to the parliament. (Historians differ as to whether de Montfort was an enlightened liberal reformer or an unscrupulous opportunist using any means to advance himself.) In May 1265, Edward escaped from tight supervision whilst hunting. On 4 August, Edward and his allies outmanoeuvred de Montfort in a savage battle at Evesham; de Montfort predicted his own defeat and death 'let us commend our souls to God, because our bodies are theirs ... they are approaching wisely, they learned this from me.' With the ending of the civil war, Edward worked hard at social and political reconciliation between his father and the rebels, and by 1267 the realm had been pacified. In April 1270 Parliament agreed an unprecedented levy of one-twentieth of every citizen's goods and possessions to finance Edward's Crusade to the Holy Lands. Edward left England in August 1270 to join the highly respected French king Louis IX on Crusade. At a time when popes were using the crusading ideal to further their own political ends in Italy and elsewhere, Edward and King Louis were the last crusaders in the medieval tradition of aiming to recover the Holy Lands. Louis died of the plague in Tunis before Edward's arrival, and the French forces were bought off from pursuing their campaign. Edward decided to continue regardless: 'by the blood of God, though all my fellow soldiers and countrymen desert me, I will enter Acre ... and I will keep my word and my oath to the death'. Edward arrived in Acre in May 1271 with 1,000 knights; his crusade was to prove an anticlimax. Edward's small force limited him to the relief of Acre and a handful of raids, and divisions amongst the international force of Christian Crusaders led to Edward's compromise truce with the Baibars. In June 1272, Edward survived a murder attempt by an Assassin (an order of Shi'ite Muslims) and left for Sicily later in the year. He was never to return on crusade. Meanwhile, Henry III died on 16 November 1272. Edward succeeded to the throne without opposition - given his track record in military ability and his proven determination to give peace to the country, enhanced by his magnified exploits on crusade. In Edward's absence, a proclamation in his name delcared that he had succeeded by hereditary right and the barons swore allegeiance to him. Edward finally arrived in London in August 1274 and was crowned at Westminster Abbey. Aged 35, he was a veteran warrior ('the best lance in all the world', according to contemporaries), a leader with energy and vision, and with a formidable temper. Edward was determined to enforce English kings' claims to primacy in the British Isles. The first part of his reign was dominated by Wales. At that time, Wales consisted of a number of disunited small Welsh princedoms; the South Welsh princes were in uneasy alliance with the Marcher lords (feudal earldoms and baronies set up by the Norman kings to protect the English border against Welsh raids) against the Northern Welsh based in the rocky wilds of Gwynedd, under the strong leadership of Llywelyn ap Gruffyd, Prince of Gwynedd. In 1247, under the Treaty of Woodstock, Llywelyn had agreed that he held North Wales in fee to the English king. By 1272, Llywelyn had taken advantage of the English civil wars to consolidate his position, and the Peace of Montgomery (1267) had confirmed his title as Prince of Wales and recognised his conquests. However, Llywelyn maintained that the rights of his principality were 'entirely separate from the rights' of England; he did not attend Edward's coronation and refused to do homage. Finally, in 1277 Edward decided to fight Llywelyn 'as a rebel and disturber of the peace', and quickly defeated him. War broke out again in 1282 when Llywelyn joined his brother David in rebellion. Edward's determination, military experience and skilful use of ships brought from England for deployment along the North Welsh coast, drove Llywelyn back into the mountains of North Wales. The death of Llywelyn in a chance battle in 1282 and the subsequent execution of his brother David effectively ended attempts at Welsh independence. Under the Statute of Wales of 1284, Wales was brought into the English legal framework and the shire system was extended. In the same year, a son was born in Wales to Edward and Queen Eleanor (also named Edward, this future king was proclaimed the first English Prince of Wales in 1301). The Welsh campaign had produced one of the largest armies ever assembled by an English king - some 15,000 infantry (including 9,000 Welsh and a Gascon contingent); the army was a formidable combination of heavy Anglo-Norman cavalry and Welsh archers, whose longbow skills laid the foundations of later military victories in France such as that at Agincourt. As symbols of his military strength and political authority, Edward spent some £80,000 on a network of castles and lesser strongholds in North Wales, employing a work-force of up to 3,500 men drawn from all over England. (Some castles, such as Conway and Caernarvon, remain in their ruined layouts today, as examples of fortresses integrated with fortified towns.) Edward's campaign in Wales was based on his determination to ensure peace and extend royal authority, and it had broad support in England. Edward saw the need to widen support among lesser landowners and the merchants and traders of the towns. The campaigns in Wales, France and Scotland left Edward deeply in debt, and the taxation required to meet those debts meant enrolling national support for his policies. To raise money, Edward summoned Parliament - up to 1286 he summoned Parliaments twice a year. (The word 'Parliament' came from the 'parley' or talks which the King had with larger groups of advisers.) In 1295, when money was needed to wage war against Philip of France (who had confiscated the duchy of Gascony), Edward summoned the most comprehensive assembly ever summoned in England. This became known as the Model Parliament, for it represented various estates: barons, clergy, and knights and townspeople. By the end of Edward's reign, Parliament usually contained representatives of all these estates. Edward used his royal authority to establish the rights of the Crown at the expense of traditional feudal privileges, to promote the uniform administration of justice, to raise income to meet the costs of war and government, and to codify the legal system. In doing so, his methods emphasised the role of Parliament and the common law. With the able help of his Chancellor, Robert Burnell, Bishop of Bath and Wells, Edward introduced much new legislation. He began by commissioning a thorough survey of local government (with the results entered into documents known as the Hundred Rolls), which not only defined royal rights and possessions but also revealed administrative abuses. The First Statute of Westminster (1275) codified 51 existing laws - many originating from Magna Carta - covering areas ranging from extortion by royal officers, lawyers and bailiffs, methods of procedure in civil and criminal cases to freedom of elections. Edward's first Parliament also enacted legislation on wool, England's most important export at the time. At the request of the merchants, Edward was given a customs grant on wool and hides which amounted to nearly £10,000 a year. Edward also obtained income from the licence fees imposed by the Statute of Mortmain (1279), under which gifts of land to the Church (often made to evade death duties) had to have a royal licence. The Statutes of Gloucester (1278) and Quo Warranto (1290) attempted to define and regulate feudal jurisdictions, which were an obstacle to royal authority and to a uniform system of justice for all; the Statute of Winchester (1285) codified the policing system for preserving public order. Other statutes had a long-term effect on land law and on the feudal framework in England. The Second Statute of Westminster (1285) restricted the alienation of land and kept entailed estates within families: tenants were only tenants for life and not able to sell the property to others. The Third Statute of Westminster or Quia Emptores (1290) stopped subinfeudation (in which tenants of land belonging to the King or to barons subcontracted their properties and related feudal services). Edward's assertion that the King of Scotland owed feudal allegiance to him, and the embittered Anglo-Scottish relations leading to war which followed, were to overshadow the rest of Edward's reign in what was to become known as the 'Great Cause'. Under a treaty of 1174, William the Lion of Scotland had become the vassal to Henry II, but in 1189 Richard I had absolved William from his allegiance. Intermarriage between the English and Scottish royal houses promoted peace between the two countries until the premature death of Alexander III in 1286. In 1290, his granddaughter and heiress, Margaret the 'Maid of Norway' (daughter of the King of Norway, she was pledged to be married to Edward's then only surviving son, Edward of Caernarvon), also died. For Edward, this dynastic blow was made worse by the death in the same year of his much-loved wife Eleanor (her body was ceremonially carried from Lincoln to Westminster for burial, and a memorial cross erected at every one of the twelve resting places, including what became known as Charing Cross in London). In the absence of an obvious heir to the Scottish throne, the disunited Scottish magnates invited Edward to determine the dispute. In order to gain acceptance of his authority in reaching a verdict, Edward sought and obtained recognition from the rival claimants that he had the 'sovereign lordship of Scotland and the right to determine our several pretensions'. In November 1292, Edward and his 104 assessors gave the whole kingdom to John Balliol or Baliol as the claimant closest to the royal line; Balliol duly swore loyalty to Edward and was crowned at Scone. John Balliol's position proved difficult. Edward insisted that Scotland was not independent and he, as sovereign lord, had the right to hear in England appeals against Balliol's judgements in Scotland. In 1294, Balliol lost authority amongst Scottish magnates by going to Westminster after receiving a summons from Edward; the magnates decided to seek allies in France and concluded the 'Auld Alliance' with France (then at war with England over the duchy of Gascony) - an alliance which was to influence Scottish history for the next 300 years. In March 1296, having failed to negotiate a settlement, the English led by Edward sacked the city of Berwick near the River Tweed. Balliol formally renounced his homage to Edward in April 1296, speaking of 'grievous and intolerable injuries ... for instance by summoning us outside our realm ... as your own whim dictated ... and so ... we renounce the fealty and homage which we have done to you'. Pausing to design and start the rebuilding of Berwick as the financial capital of the country, Edward's forces overran remaining Scottish resistance. Scots leaders were taken hostage, and Edinburgh Castle, amongst others, was seized. Balliol surrendered his realm and spent the rest of his life in exile in England and Normandy. Having humiliated Balliol, Edward's insensitive policies in Scotland continued: he appointed a trio of Englishmen to run the country. Edward had the Stone of Scone - also known as the Stone of Destiny - on which Scottish sovereigns had been crowned removed to London and subsequently placed in the Coronation Chair in Westminster Abbey (where it remained until it was returned to Scotland in 1996). Edward never built stone castles on strategic sites in Scotland, as he had done so successfully in Wales - possibly because he did not have the funds for another ambitious castle-building programme. By 1297, Edward was facing the biggest crisis in his reign, and his commitments outweighed his resources. Chronic debts were being incurred by wars against France, in Flanders, Gascony and Wales as well as Scotland; the clergy were refusing to pay their share of the costs, with the Archbishop of Canterbury threatening excommunication; Parliament was reluctant to contribute to Edward's expensive and unsuccessful military policies; the Earls of Hereford and Norfolk refused to serve in Gascony, and the barons presented a formal statement of their grievances. In the end, Edward was forced to reconfirm the Charters (including Magna Carta) to obtain the money he required; the Archbishop was eventually suspended in 1306 by the new Gascon Pope Clement V; a truce was declared with France in 1297, followed by a peace treaty in 1303 under which the French king restored the duchy of Gascony to Edward. In Scotland, Edward pursued a series of campaigns from 1298 onwards. William Wallace had risen in Balliol's name and recovered most of Scotland, before being defeated by Edward at the battle of Falkirk in 1298. (Wallace escaped, only to be captured in 1305, allegedly by the treachery of a fellow Scot and taken to London, where he was executed.) In 1304, Edward summoned a full Parliament (which elected Scottish representatives also attended), in which arrangements for the settlement of Scotland were made. The new government in Scotland featured a Council, which included Robert the Bruce. Bruce unexpectedly rebelled in 1306 by killing a fellow counsellor and was crowned king of Scotland at Scone. Despite his failing health, Edward was carried north to pursue another campaign, but he died en route at Burgh on Sands on 7 July 1307 aged 68. According to chroniclers, Edward requested that his bones should be carried on Scottish campaigns and that his heart be taken to the Holy Land. However, Edward was buried at Westminster Abbey in a plain black marble tomb, which in later years was painted with the words Scottorum malleus (Hammer of the Scots) and Pactum serva (Keep troth). Throughout the fourteenth and fifteenth centuries, the Exchequer paid to keep candles burning 'round the body of the Lord Edward, formerly King of England, of famous memory'.
25. Computer viruses
Информация пополнение в коллекции 25.02.2006

Apparently what the attacker did was this: he or she connected to sendmail (i.e., telnet victim.machine 25), issued the appropriate debug command, and had a small C program compiled. (We have it. Big deal.) This program took as an argument a host number, and copied two programs one ending in VAX.OS and the other ending in SunOS and tried to load and execute them. In those cases where the load and execution succeeded, the worm did two things (at least): spawn a lot of shells that did nothing but clog the process table and burn CPU cycles; look in two places the password file and the internet services file for other sites it could connect to (this is hearsay, but I don't doubt it for a minute). It used both individual .host files (which it found using the password file), and any other remote hosts it could locate which it had a chance of connecting to. It may have done more; one of our machines had a changed superuser password, but because of other factors we're not sure this worm did it.
26. Coкpaщeнныe и cлoжныe cuллoгuзмы, oбpaзoвaнныe нa ocнoвe пpocmoгo кameгopuчecкoгo cuллoгuзмa
Информация пополнение в коллекции 09.12.2008

При переформулировании предложений для восстановления силлогизма надо быть внимательным, чтобы не изменить логическую форму мысли. Так, высказывание "Данная вещь не была возвращена, а товар ненадлежащего качества может быть возвращен с истребованием назад его цены" на первый взгляд представляет собой энтимему с опущенным заключением, которое, как кажется, должно звучать так: "Данная вещь не является товаром ненадлежащего качества". На самом деле для образования силлогизма надо, чтобы первая часть этой мысли звучала иначе: "Данная вещь не может быть возвращена". Только тогда обе половинки высказывания могут рассматриваться как две посылки с одним и тем же средним термином, из которых вытекает указанный вывод. Слово "может" имеет здесь принципиальное значение, потому что превращает суждение в модальное. Поэтому оно должно входить в состав среднего термина обеих посылок. В противном случае силлогизм не образуется.
27. Cистема Макаренко - самая демократическая
Курсовой проект пополнение в коллекции 12.01.2009

Детский дом располагался в селе Клейменово под Егорьевском (Московская область). Имелось большое хозяйство: кролики, поросята, огород, фруктовый сад. Работали разные мастерские. Доходами от продажи живности распоряжались сами ребята (овощи и фрукты шли на стол). Помню заседание совета командиров, на котором обсуждалось, как использовать деньги, полученные за проданных кроликов. Ребята решили единогласно: часть денег отложить на помощь тем, кто в этом году поступит в вузы и техникумы, а на остальные съездить в Москву. В следующий раз решили доход от реализации швейных изделий пустить на "двойную порцию киселя за обедом, а малышам - побольше конфет". Не могу забыть заседания совета, где решалось, как наказать нахватавшего двоек мальчишку. Постановили: отлучить от ухода за поросятами, пока не будут исправлены двойки. Не помогло даже заступничество любимой воспитательницы Галины Константиновны - жены Семена Афанасьевича, его соратницы и помощницы (той самой Галки Черниговки из "Педагогической поэмы").
28. Cмысложизненные ориентации человека в период ранней взроcлости
Курсовой проект пополнение в коллекции 14.12.2007

Проблема смысла жизни относится к числу междисциплинарных, так как смысл жизни является одной из традиционных проблем философии и теологии, художественной литературы, в которых он анализируется преимущественно с содержательной стороны: в чем состоит смысл жизни, какой смысл жизни можно считать истинным, добрым, достойным. В психологической литературе также подчеркивается огромная значимость для человека психологического феномена смысла жизни. Но вопрос, в чем состоит смысл жизни, не входит в компетенцию психологии. Как указывает Д. А. Леонтьев, в сферу интересов психологии личности входит вопрос о том, какое влияние оказывает смысл жизни или переживание его отсутствия на жизнь человека, а также проблема психологических причин утраты и путей обретения смысла жизни. В психологии смысл жизни изучается преимущественно под углом зрения того, как и под влиянием каких факторов происходит формирование смысла жизни в индивидуальном развитии, и как сформировавшийся смысл жизни или его отсутствие влияет на жизнедеятельность и сознание личности [2]. Смысл жизни психологами определяется как «более или менее адекватное переживание интенциональной направленности собственной жизни», «концентрированную описательную характеристику наиболее стержневой и обобщенной динамической смысловой системы, ответственной за общую направленность жизни субъекта как целого» [2], «генеральная линия жизни, задающая высокую планку активной жизнедеятельности человека, помогающая ему не сломаться на крутых виражах судьбы, максимально использовать собственные резервы, направляя их на преобразование обстоятельств и собственной личности» [4]. Ю. Б. Гиппенрейтер рассматривает смысл жизни «как процесс, направленный на полную интеграцию и координацию мотивационной сферы личности».
29. Cоциально-биологические аспекты физической культуры
Информация пополнение в коллекции 09.12.2008
1. Анищенко В.С. Физическая культура: Методико-практические занятия студентов:Учеб.пособие.-М.: Изд-во РУДН,1999;
2. Виленский М.Я., Сафин Р.С. Профессиональная направленность физического воспитания студентов педагогических специальностей.-М.:Высшая школа,1989;
3. Гаврилов О. К. Физкультура. М.: Мир, 1987;
4. Жидкова А. П., Новиков Ю. В. Ключ к здоровью. М.: Знамя, 1984;
5. Ильинич В.И. Студенческий спорт и жизнь. М.: АО "Аспект Пресс",1995;
6. Ильинич В.И. Профессионально-прикладная физическая подготовка студентов вузов.- М.:Высшая школа, 1978;
7. Лаптев А.П., Полиевский С.А., Гигиена: учебник для институтов и техникумов физической культуры. - М.: ФиС,1990;
8. Петровский К. С. Азбука здоровья. М.: Знамя, 1982;
9. Приказ Минобразования России "Об организации процесса физического воспитания в образовательных учреждениях начального, среднего и высшего профессионального образования" от 01.12.99 N 1025;
10. Федеральный закон "О физической культуре и спорте в Российской Федерации" от 29.04.99 N 80-ФЗ;
11. Физическая культура студента. Учебник для студентов вузов. / Под общ. ред. В. И. Ильинича М.,1999;
30. Cпособности и одаренность детей
Курсовой проект пополнение в коллекции 20.10.2007

В рабочей «концепции одаренности» приводится следующее определение этого понятия. «Одаренный ребенок это ребенок, который выделяется яркими, очевидными, иногда выдающимися достижениями в том или ином виде деятельности (в том числе и инициированной им самостоятельно) или потенциалом к таким достижениям». Однако кому не приходилось слышать о детях, далеко опережавших сверстников, но лишь в годы детства? Нельзя закрывать глаза на то, что и при самых благоприятных социально-педагогических условиях быстрое умственное продвижение и связанные с ним признаки незаурядности ума ребенка во многих случаях могут оказаться чем-то возникающим лишь на время, проходящим. Такова действительная сложность проблемы. Почему же так трудно выявить устойчивую, действительную характеристику одаренности, когда ее признаки, казалось бы, находятся на поверхности? Чтобы приблизиться к пониманию того, что же это за явление детская одаренность, почему возможен необычно ранний умственный подъем и почему он может оказаться временным, рассмотрим особенность хода возрастного развития у обычных детей, обратимся к специфике детства. Первостепенное значение для умственного развития имеет возрастная чувствительность (сензитивность). Это особая отзывчивость на окружающее, характеризующая периоды детства, проявляется в разных направлениях: в избирательности внимания что по преимуществу заинтересовывает ребенка, в своеобразии воображения и чувств на что он острее реагирует, что сильнее переживает. Изменение с возрастом уровня и направленности возрастной чувствительности приводит к тому, что по мере продвижения по возрастным ступеням наступают и сменяют друг друга так называемые сензитивные периоды.
В такие периоды ребенок становится особенно восприимчивым к некоторым воздействиям, сторонам действительности. Тем самым в ходе возрастных изменений возникают на какое-то время благоприятные условия для усиления и становления определенных умственных качеств. Годы возрастного созревания это определенная последовательность сензитивных периодов, открывающих большие, а то и чрезвычайные возможности развития. При этом сроки наступления сензитивных периодов, степень их выраженности и длительность действия у детей разные, что обусловлено и генотипически. От такого рода проявлений хода возрастного развития во многом зависят различия в уровне и своеобразии умственных возможностей ребенка. Таким образом, в годы детства возрастные черты являются одновременно и свойствами развивающегося ума. Другими словами, можно говорить о возрастных факторах одаренности, имея в виду эти, обусловленные спецификой детства, предпосылки подъема интеллекта. Развитие интеллекта с возрастом не означает просто увеличение, обогащение умственных сил. В маленьких детях во многом другая душевная организация, чем у взрослых. С годами происходят не только подъем на более высокий умственный уровень, но и ограничение, вытеснение более ранних свойств, становление новых, т.е. качественно изменяется структура интеллекта. В результате каждую возрастную ступень отличает особая, не свойственная ни предыдущим, ни последующим возрастам готовность к развитию. Периоды детства это эпохи жизни со своими неповторимыми предпосылками умственного роста. Очень велика в детстве роль неравномерности хода общего умственного развития. Прослеживание его на протяжении ряда лет сталкивается с такими явлениями, как убыстрение или замедление умственного роста, неожиданные подъемы или задержки. У каждого ребенка это происходит в свои возрастные сроки. Различия в темпе и ритме приближения к зрелости, при прочих равных условиях, бывают столь значительными и встречающимися в каждом поколении, что можно говорить об основных вариантах (типах) общего умственного развития. По-видимому, случаи резкого опережения сверстников в умственном отношении и составляют один из таких вариантов. Как же связан этот тип развития с одаренностью?
Особый интерес представляют данные о том, что при быстром умственном подъеме специфические возможности отдельных возрастов могут как бы суммироваться, оказывать совместное действие. По-видимому, даже самое полное развитие у ребенка ценных свойств его возраста было бы недостаточным для тех удивительных проявлений ума, которыми блещут некоторые дети. Такое совмещение во времени, сочетание возрастных факторов одаренности, идущих от разных периодов детства, приводят к удвоению, а то и многократному усилению их действия. Другое дело, надолго ли сохранится возникшее сочетание внутренних условий умственного роста. Дальнейшее развитие детей, у которых совместились черты их возраста и последующего, может протекать по-разному. Для обозначения такого рода феноменов, наблюдаемых в годы детства и отрочества, правомерно употреблять выражение возрастная одаренность.
Преимущество этого термина в том, что он имеет некоторое объяснительное значение: в нем выступает признание зависимости раннего подъема интеллекта, незаурядных умственных качеств ребенка от хода возрастного развития и специфических возможностей детства. Главное же, употребление слов «возрастная одаренность» привлекает внимание к тому, что характеризуется именно ребенок, чьи свойства еще не указывают достаточно определенно на их уровень и своеобразие в будущем. Родители и педагоги должны знать, что существует такое явление, как возрастная одаренность, и что при всех ранних достижениях растущего человека поначалу с уверенностью можно говорить только об этом. Окажутся ли необычные успехи в развитии действительными предвестниками одаренности обнаруживается не сразу. Разумеется, существуют не только возрастные, но и собственно индивидуальные предпосылки развития интеллекта, более постоянные, менее зависящие от возрастных изменений. Например, присущие ребенку свойства типа нервной системы или то или иное своеобразие соотношения между функциями полушарий мозга. Индивидуально-природные задатки тоже с возрастом изменяются, но не в такой степени и не в таком темпе, как характерные черты сензитивных периодов, о которых шла речь. Едва ли не основная трудность диагностирования признаков одаренности в годы детства состоит в том, что собственно индивидуальное и возрастное взаимопроникают, проявляются совместно. Их симптоматика во многом совпадает. В проявлениях незаурядного ребенка, в феноменах, относящихся к ранним признакам одаренности, всегда заключена некоторая неопределенность. Проблема состоит в следующем: являются ли такого рода особенности ребенка чем-то по преимуществу детским или же в их выраженности, в их своеобразии уже раскрываются и свойства будущей индивидуальности, в какой мере? Соотношение между этими двумя планами детского развития, выступающими в единстве, на время возникающими возрастными особенностями, с одной стороны, и постепенным раскрытием черт, которые укоренятся в ходе возрастных изменений, за которыми будущее с другой, составляет главное в феномене детской одаренности. Незаурядность интеллекта может обнаружиться в разные возрастные периоды. Заблуждением было бы думать, что у ребенка с обычным умственным уровнем не смогут и в дальнейшем проявиться большие, а то и выдающиеся способности. Нередко они оказываются неожиданно как бы разбужены при удачном индивидуальном подходе, при более благоприятных обстоятельствах. Особая проблема возрастные, проходящие со временем слабости и недостатки, которые на какой-то ступени развития могут мешать проявлению способностей. То, что свойства одаренности иногда выступают на более поздних возрастных этапах, может быть и генетически обусловлено.
31. Der Fruhling bluhtet in Mykolajiw - виховний захід з німецької мови
Методическое пособие пополнение в коллекции 16.06.2010

Мета: активізувати вживання лексики теми „Die Natur"; вчити учнів орфографічно вірному письму, тренувати учнів в аудіюванні, удосконалювати навички іншомовного мовлення, розвивати фонетичний слух, память мислення, увагу, спостережливість, вміння та навички перекладу з української мови німецькою та навпаки, навички виразного читання та декламування віршів, виховувати любов до тварин, турботливість, працьовитість, інтерес до вивчення німецької мови.
32. Developing reading skills
Курсовой проект пополнение в коллекции 10.12.2007

Choosing appropriate games. There are many factors to consider while discussing games, one of which is appropriacy. Teachers should be very careful about choosing games if they want to make them profitable for the learning process. If games are to bring desired results, they must correspond to either the student's level, or age, or to the material that is to be introduced or practiced. Not all games are appropriate for all students irrespective of their age. Different age groups require various topics, materials, and modes of games. For example, children benefit most from games which require moving around, imitating a model, competing between groups and the like. Furthermore, structural games that practice or reinforce a certain grammatical aspect of language have to relate to students' abilities and prior knowledge. Games become difficult when the task or the topic is unsuitable or outside the student's experience. Another factor influencing the choice of a game is its length and the time necessary for its completion. Many games have a time limit, but according to Siek-Piskozub, the teacher can either allocate more or less time depending on the students' level, the number of people in a group, or the knowledge of the rules of a game etc.
33. Developing reading skills
Курсовой проект пополнение в коллекции 27.03.2012

. Focus on one skill at a time. Explain the purpose of working on this skill, and convince the students of its importance in reading effectively.3. Work on an example of using the skill with the whole class. Explain your thinking aloud as you do the exercise.4. Assign students to work in pairs on an exercise where they practice using the same skill. Require them to explain their thinking to each other as they work.5. Discuss students answers with the whole class. Ask them to explain how they got their answers. Encourage polite disagreement, and require explanations of any differences in their answers.6. In the same class, and also in the next few classes, assign individuals to work on more exercises that focus on the same skill with increasing complexity. Instruct students to work in pairs whenever feasible.7. Ask individual students to complete an exercise using the skill to check their own ability and confidence in using it.8. In future lessons, lead the students to apply the skill, as well as previously mastered skills, to a variety of texts [4; 4].becomes effective when teacher starts with words that are familiar to students, uses simple structures, blackboard and flashcards, and gives emphasis to recognizing and understanding the meaning of a word simultaneously. As far as young elementary learners are concerned teaching reading should be started when a child can learn his/her own mother-tongue [22; 9]. Also, it is suggested to use some kind of reading repetition or practice and progress monitoring [13; 151]. Moreover, teachers should always keep in mind the various problems of reading a foreign language [22; 9].is useful to know if a student can read nonsense words such as flep, tridding and pertollic as the ability to read nonsense words depends on rapid and accurate association of sounds with symbols. Good readers do this easily so they can decipher new words and attend to the meaning of the passage. Poor readers usually are slower and make more mistakes in sounding out words. Their comprehension suffers as a consequence. Poor readers improve if they are taught in an organized, systematic manner how to decipher the spelling code and sound words out [20; 19].are also several principles behind the teaching of reading:1: Reading is not a passive skill. Reading is an incredibly active occupation. To do it successfully, we have to understand what the words mean, see the pictures the words are painting, understand the arguments, and work out if we agree with them. If we do not do these things - and if students do not do these things - then we only just scratch the surface of the text and we quickly forget it.2: Students need to be engaged with what they are reading. As with everything else in lessons, students who are not engaged with the reading text - not actively interested in what they are doing - are less likely to benefit from it. When they are really fired up by the topic or the task, they get much more from what is in front of them.3: Students should be encouraged to respond to the content of a reading text not just to the language. Of course, it is important to study reading texts for the way they use language, the number of paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is just as important and we must give students a chance to respond to that message in some way. It is especially important that they should be allowed to express their feelings about the topic - thus provoking personal engagement with it and the language.4: Prediction is a major factor in reading.we read texts in our own language, we frequently have a good idea of the content before we actually read. Book covers give us a hint of what's in the book, photographs and headlines hint at what articles are about and reports look like reports before we read a single word. The moment we get this hint - the book cover, the headline, the word-processed page - our brain starts predicting what we are going to read. Expectations are set up and the active process of reading is ready to begin. Teachers should give students 'hints' so that they can predict what's coming too. It will make them better and more engaged readers.5: Match the task to the topic. We could give students Hamlet's famous soliloquy 'To be or not to be' and ask them to say how many times the infinitive is used. We could give them a restaurant menu and ask them to list the ingredients alphabetically. There might be reasons for both tasks, but, on the face of it, they look a bit silly. We will probably be more interested in what Hamlet means and what the menu foods actually are. Once a decision has been taken about what reading text the students are going to read, we need to choose good reading tasks - the right kind of questions, engaging and useful puzzles etc. The most interesting text can be undermined by asking boring and inappropriate questions; the most commonplace passage can be made really exciting with imaginative and challenging tasks.6: Good teachers exploit reading texts to the full. Any reading text is full of sentences, words, ideas, descriptions etc. It doesn't make sense just to get students to read it and then drop it to move on to something else. Good teachers integrate the reading text into interesting class sequences, using the topic for discussion and further tasks, using the language for Study and later Activation [9; 70].things considered, reading is far from being a passive skill. Students need to be engaged with what they are reading. Teachers should match tasks to the topic, choose activities up to the students abilities and develop teaching programs in such a way so that to develop all the reading skills.
34. Double modals as single lexical items in American English
Информация пополнение в коллекции 25.06.2008

Due the individuals will the second part of a double modal may vary ,therefore, the whole modal construction changes its meaning. That is because some senses are preferred over others in a second modal. Furthermore the data indicate that there is no simple generalization that can be made concerning which senses are the most acceptable. For instance, although the root senses are preferred over the epistemic one for might could and might oughta (the “obligation” and “obligation/suggestion”from the one part and the “logical possibility” from the other) this generalization does not hold for might could or might would.
35. DVD
Информация пополнение в коллекции 19.02.2007

После нескольких лет обсуждения (и довольно жесткой конкуренции) различных вариантов улучшенных оптических дисков, имевших звучные названия, 15 сентября 1995 года между различными группами разработчиков было наконец достигнуто принципиальное согласие о технических основах создания нового диска. 8 декабря 1995 крупнейшие производители приводов CD-ROM и связанных с ними устройств (Toshiba, Matsushita, Sony, Philips, Time Warner, Pioneer, JVC, Hitachi and Mitsubishi Electric) подписали окончательное соглашение, утвердив не только "тонкости" формата, но и название новинки DVD (Digital Video Disk). HDCD (High Den city CD - диск высокой плотности записи), MMCD (MultiMedia CD). SD (Super Density - сверхвысокой плотности).Таким образом, этим компаниям удалось предотвратить повторение борьбы за "лучший стандарт", помня о печальном опыте борьбы VHS стандарта против Betamax. Впрочем, споры вокруг нового стандарта не завершились с принятием соглашения - даже название не находит единогласной поддержки. В рядах основателей весьма распространенной является версия расшифровки аббревиатуры как Digital Versatile Disk - цифровой многофункциональный диск.
36. Education in the USA
Информация пополнение в коллекции 12.01.2009

Harvard College was established in 1636, with the principal purpose of providing a literate ministry1 for colonial churches. It was a small institution, enrolling only 20 students in 1642 and 60 in 1660. It soon became more than a theological training school2 and established itself as a liberal arts college. The next institution of higher learning established in the American colonies was the College of William and Mary, which opened in 1693 at Williamsburg, Virginia. Other colleges were founded in the next century, but all of them remained small schools for long periods. Students entered at the age of 14 and remained until they were 18, and the curriculum, while rigidly academic and classic was by modern standards rather secondary in nature.
37. Education System In Honduras
Информация пополнение в коллекции 18.05.2008

Secondary education starts at age of 13 and is aimed at further development of the cultural, scientific and practical knowledge received at the primary level, and at preparation for higher education and training for work. To achieve these objectives, secondary education is divided into two cycles the common cycle and the diversified cycle. The common cycle lasts for 3 years. Besides further cultural, scientific and practical knowledge, students receive vocational guidance similar to that of the education-apprenticeship. The diversified cycle lasts for 3 years, except for the Bachillerato course which lasts only 2 years. This cycle comprises several streams, namely: primary schoolteacher training (3 years); the Bachillerato (sciences and humanities) course; technical education 3 years for bachilleros and 4 years for qualified workers (peritos) including the common cycle level. Peritos are trained in areas such as auto mechanics, general mechanics, carpentry, electronics, home economics, agriculture and cattle breeding, medicine (assistant nurses). On the bachiller level, courses are offered in agriculture, medicine, nurses training, arts, musical education, etc.
38. Education, its role in increase of economic potential
Информация пополнение в коллекции 18.05.2008

Education systems are established to provide education and training, in most cases for children and the young. A curriculum defines what students should know, understand and be able to do as the result of education. A teaching profession delivers teaching which enables learning, and a system of polices, regulations, examinations, structures and funding enables teachers to teach to the best of their abilities. Sometimes education systems can be used to promote doctrines or ideals as well as knowledge, which is known as social engineering. This can lead to political abuse of the system, particularly in totalitarian states and government. Education is a broad concept,it refers to all the experiences in which people can learn something. Instruction refers to the intentional facilitating of learning toward identified goals, delivered either by an instructor or other forms. Teaching refers to learning experiences facilitated by a real live instructor. Training refers to learning experiences toward preparing learners with specific konwledge, skills, or abilities that can be applied immediately.
39. Famous journalists of the English speaking country: Benjamin Franklin
Информация пополнение в коллекции 20.03.2007

But it is not all! Benjamin Franklin was one of the first persons in the world to experiment wits electricity. Franklin scientific work won high honors. He was famous american statesman. He felt for uniting of all americans colonies to make its one country. He help americans to win Britain in 1755. Then he was an excellent diplomat and one of the greatest builders of the USA.On May 6, 1775, about two weeks after the Revolutionary War began, the people of Philadelphia chose him to serve in the Second Continental Congress. Benjamin Franklin seldom spoke at the Congress, but became one of its active and influential members. He submitted a proposed Plan of Union that contained ideas from his earlier Albany Plan of Union.
40. FTP-протокол. Общие сведения и особенности
Информация пополнение в коллекции 10.11.2008

Проблема этих вспомогательных соединений в том, что существующая спецификация FTP протокола не предусматривает какого-либо метода проверки того, что клиент или сервер, который установил соединение это именно тот, кто запросил это соединение в управляющем сеансе. Это, в сочетании с фактом того, что многие операционные системы назначают TCP порты последовательно в возрастающем порядке, означает, что в результате в FTP протоколе создаются условия позволяющие атакующей стороне перехватить данные, которые передает кто-либо другой, либо подменить данные. Эти атаки слегка отличаются в активном и пассивном режиме. Когда передача данных осуществляется в активном режиме, атакующая сторона угадывает номер TCP порта, на котором конечный клиент ожидает соединения. Затем атакующий непрерывно посылает FTP серверу, к которому подключен клиент, команды PORT ip,of,client,machine,port,port RETR filename или STOR filename. Используя RETR, если надо подменить данные, передаваемые клиенту или STOR, если надо перехватить данные от клиента к серверу. Или, атакующий может использовать атаки, основанные на знании TCP sequence number и подменить сеанс связи от сервера к клиенту. Правда, используя этот тип атак невозможно перехватить данные, можно только подменить их своими.

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