Контрольная работа

61. Cтатистическая надежность регрессионного моделирования
Экономика

№ наблюденияхyX2X?Yyxy- yxAi11782403168442720222,5117,497,2922022264080445652227,67-1,670,7431972213880943537226,59-5,592,5342012264040145426227,45-1,450,6451892203572141580224,87-4,872,2263022509120475500249,170,830,3372152374622550955230,466,542,7681662322755638512219,9312,075,2091992153960142785227,02-12,025,59101802203240039600222,94-2,941,34111812223276140182223,15-1,150,52121862313459642966224,236,772,93132502296250057250237,99-8,993,93Сумма26462969554262606665Ср. значение203,54228,3842635,5446666,542,77
62. Designing a website for a new company "Grand Record" cinema
Маркетинг

Visit the corporate website for the theatre showing your movie Find a movie, location and show time that fits your schedule. Choose a location, click on its name and see if online ticketing is available for the preferable movie. Confirm the selection by reworking the movie, theatre and show time on the computer screen. Click on a show time to purchase tickets. Select a ticket type and quantity making sure to note the service charge and ticket price. Enter promotional codes (if any) at this time. Create an account to finalize the ticket purchase. Fill in name, email address, gender and date of birth. Create a password. Click on "Create an Account" and finalize the order. Enter a credit card number in the box provided. Include the type of credit card that has been used for purchasing a ticket, its expiration date and billing zip code. Keep the credit card available. (Customer may need to present it at the theatre when they pick up their tickets) Confirm ticket purchase and watch an email for a purchase confirmation notification. Print out the confirmation and bring it to the movie theatre. Present any necessary identification. In some cinemas of Grand Record, it is no need a confirmation. Just slip the credit card into a kiosk, like an ATM, and the machine prints out tickets. Tickets bought for friends can be directly emailed to them. There is also a toll-free customer service line if a user needs assistance
63. Economics as human art
Иностранные языки

Economics is as old as the human race: it is probably the first art which man acquired. When some cavemen went out to hunt while others remained to defend the fire or when skins were traded for flint axes we had economics. But economics as an academic discipline is relatively new: the first major book on economics Adam Smith´s “The Wealth of Nations” was published in 1776. Since that time the subject has developed rapibly and there are now many branches of the subjects such as microeconomics, international economics and econometrics as well as many competing schools of thought.
64. Emblems of the UK
Иностранные языки

In the Royal Arms three lions symbolize England, a lion rampant Scotland, and a harp Ireland. The whole is encircled and is supported by a lion and a unicorn. The lion has been used as a symbol of national strength and of the British monarchy for many centuries. The unicorn, a mythical animal that looks like a horse with a long straight horn, has appeared on the Scottish and British royal coats of arms for many centuries, and is a symbol of purity.
65. Exercises on lexicon and the English grammar
Иностранные языки
1. Telephone Conversation with the British Firm 1 person (I) in Present or Future Indefinite Tense, Active Voice;
2. Continental Equipment. Can I help you?
3. Id like to speak to Mr. Cartwright?
4. Mr. Cartwright? Whos calling, please?
5. This is Victor Klimenko, from TST Systems.
6. Hold on, please. Ill find out if he is in.
7. What is it, Miss Elliot?
8. Mr. Klimenko wants to talk to you, sir.
9. Im very busy at the moment. Ask him to phone later.
10. Yes, sir.
11. Oh … wait a minute, Miss Elliot. Who is Mr. Klimenko?
12. He said he was from TST Systems.
13. From TST System? … Oh, ask him what his telephone number is. Ill ring him back.
14. Hello? Is that TST Systems?
15. Yes
16. This is John Cartwright from Continental Equipment. May I speak to Mr. Klimenko?
17. Yes. Klimenko speaking … .
18. Did you want to speak to me?
19. Yes, Mr. Cartwright. Im the new Commercial Director of TST Systems. Ive pleasure in informing you that we carefully studied your materials and decided to accept your proposal.
20. Thank you. Mr. Klimenko. Goodbye.
21. Goodbye Mr. Cartwright.
22. The contract in Past Tense, Passive Voice;
66. Family and relatives
Иностранные языки

Karlsson's Grandmother: Ok! Ok! He is right. He is with me since the age of five. But I had too much work about the house and had no time to bring you up carefully. That's why, children, he usually does whatever he wants. I shouted at him, punished him, but it didn't work. And one day he said that he wanted to live as a grown-up alone in the city. I had to agree with it or he could just disappear to nowhere. So I send him money, food every week, take him on summer holidays. But my dear Karlsson still lives absolutely alone in his parent's house. I worry about him a lot and the worst thing is that he doesn't like to come to school.
67. Free word groups. Phraseological units
Иностранные языки

The term «idioms» generally implies that the essential feature of the linguistic units under consideration is idiomaticity or lack of motivation. Uriel Weinreich expresses his work that an idiom is a complex phrase, the meaning of which cannot be derived from the meanings of its elements. He developed a more truthful supposition, claiming that an idiom is a subset of a phraseological unit. Ray Jackendoff and Charles Fillmore offered a fairly broad definition of the idiom, which, in Fillmores words, reads as follows: «…an idiomatic expression or construction is something a language user could fail to know while knowing everything else in the language». Chafe also lists four features of idioms that make them anomalies in the traditional language unit paradigm: non-compositionality, transformational defectiveness, ungrammaticality and frequency asymmetry.
68. Functions of Management
Иностранные языки

Three ways of looking at motivation are: needs, rewards and effort. The needs approach stems from the notion that peoples' unsatisfied needs drive their behavior. Figure out a person's needs, satisfy the needs and the person will be motivated. For example, a person with a high need to satisfy goals is motivated by production targets. The rewards approach is based on the expectation that rewarded behavior is repeated. Giving a person a bonus for excellent performance during a difficult harvest period encourages the person to make a special effort during the next difficult harvest. The effort approach to motivation is based on the expectation that effort brings the worker what he or she wants. The thought that working hard leads to advancement and new career opportunities is consistent with the effort approach. The effort approach includes a presumption that the employer is fair, i.e., effort is recognized and rewarded. Managers cannot reduce motivation to a simple choice of one of these approaches. Each of the three approaches contributes to an understanding of motivation and how motivation varies person to person and over time.
69. Globalization Strategy of Nokia
Маркетинг

Finland, home of Nokia, the world's largest manufacturer of mobile phones, has honed a new innovation plan aimed at keeping the tiny Nordic country competitive in an increasingly competitive, global market. In 2006, Olli-Pekka Kallasvuo, formerly Nokias Chief Financial Officer, took over as CEO from Jorma Ollila, who became chairman of Nokias Board of Directors. Nokias success has made Finland one of the fastest-growing and most prosperous economies in Europe. A company becomes a multinational corporation-MNC when it conducts any business function beyond its domestic borders (Cullen & Parboteeah, 2010). Internationally Nokia has captured markets of over 60 countries in the world where China, India, USA, Middle East, Africa, Asia, Australia and New Zealand having largest market shares. It was ranked in 85th place of Fortune 500 list and employees over 125,000 staff (Cable News Network, 2009). "We are expanding our presence and operations in India, not for the local market alone. We want to strengthen our global presence by exploiting the skills found here.'' Said Kullasvuo to Bloomberg when India became the second largest market for Nokia surpassing USA in 2007 (Kallasvuo, 2007). This is clear intention of Nokias globalization strategy. The sales volumes depict how Nokias business arms have spread globally. Nokia Q1 2009 net sales were EUR 9.3 billion. This is enough proof for one to realize how Nokias presence in each country contributes towards GDP and employment statistics. (NOKIA, 2009) Finland already commits around 3.4 percent of its GDP (gross domestic product), or 6 billion [euro] (US$8.6 billion), to R&D. That compares with the European average of around 1.8 percent. Around 28 percent of this is paid for by the government, with the lion's share--72 percent--being footed by the private sector. Nokia accounts for 45 percent of all industrial R&D in Finland and more than 80 percent of the R&D investment in the telecommunications sector (Blau, 2008). Time marches on and history has proven that standing still means death for any company (Bradford, Duncan, & Tarcy, 2000). Change is inevitable for telecommunication industry and the size doesnt matter even for a company like NOKIA if it is not adoptive. Based on strategies and events of 2008-09, lets look at the SWOT analysis of NOKIA. SWOT analysis will help a firm to understand its Strengths, Weaknesses, Opportunities and Threats.
70. GPSS-модель сборочного цеха
Компьютеры, программирование

START TIME END TIME BLOCKS FACILITIES STORAGES0.000 1440.000 24 3 0NAME VALUEBLOK1 4.000BLOK2 11.000BLOK3 17.000OBRABOTKA 10005.000OCHER1 10004.000OCHER2 10000.000OCHER3 10002.000REGULIROVKA 10003.000SBORKA 10001.000SP1 3.000SP2 10.000LABEL LOC BLOCK TYPE ENTRY COUNT CURRENT COUNT RETRY1 GENERATE 145 0 02 TRANSFER 145 0 0SP1 3 SPLIT 73 0 0BLOK1 4 QUEUE 225 26 05 SEIZE 199 0 06 DEPART 199 0 07 ADVANCE 199 1 08 RELEASE 198 0 09 TRANSFER 198 0 0SP2 10 SPLIT 72 0 0BLOK2 11 QUEUE 414 174 012 SEIZE 240 0 013 DEPART 240 0 014 ADVANCE 240 1 015 RELEASE 239 0 016 TRANSFER 239 0 0BLOK3 17 QUEUE 233 53 018 SEIZE 180 0 019 DEPART 180 0 020 ADVANCE 180 1 021 RELEASE 179 0 022 TERMINATE 179 0 023 GENERATE 1 0 024 TERMINATE 1 0 0FACILITY ENTRIES UTIL. AVE. TIME AVAIL. OWNER PEND INTER RETRY DELAYSBORKA 240 0.999 5.993 1 224 0 0 0 174REGULIROVKA 180 0.995 7.957 1 204 0 0 0 53OBRABOTKA 199 0.965 6.984 1 379 0 0 0 26QUEUE MAX CONT. ENTRY ENTRY(0) AVE.CONT. AVE.TIME AVE.(-0) RETRYOCHER2 175 174 414 1 80.179 278.884 279.559 0OCHER3 54 53 233 1 26.670 164.829 165.539 0OCHER1 34 26 225 4 15.991 102.345 104.198 0FEC XN PRI BDT ASSEM CURRENT NEXT PARAMETER VALUE435 0 1440.543 435 0 1224 0 1441.715 219 14 15379 0 1443.264 375 7 8204 0 1447.715 204 20 21438 0 2880.000 438 0 23
71. Historical Development of Word Meaning – Semantic Change
Иностранные языки

What Skills Does a Student of History Develop?does a well-trained student of history, schooled to work on past materials and on case studies in social change, learn how to do? The list is manageable, but it contains several overlapping categories.Ability to Assess Evidence. The study of history builds experience in dealing with and assessing various kinds of evidence-the sorts of evidence historians use in shaping the most accurate pictures of the past that they can. Learning how to interpret the statements of past political leaders-one kind of evidence-helps form the capacity to distinguish between the objective and the self-serving among statements made by present-day political leaders. Learning how to combine different kinds of evidence-public statements, private records, numerical data, visual materials-develops the ability to make coherent arguments based on a variety of data. This skill can also be applied to information encountered in everyday life.Ability to Assess Conflicting Interpretations. Learning history means gaining some skill in sorting through diverse, often conflicting interpretations. Understanding how societies work-the central goal of historical study-is inherently imprecise, and the same certainly holds true for understanding what is going on in the present day. Learning how to identify and evaluate conflicting interpretations is an essential citizenship skill for which history, as an often-contested laboratory of human experience, provides training. This is one area in which the full benefits of historical study sometimes clash with the narrower uses of the past to construct identity. Experience in examining past situations provides a constructively critical sense that can be applied to partisan claims about the glories of national or group identity. The study of history in no sense undermines loyalty or commitment, but it does teach the need for assessing arguments, and it provides opportunities to engage in debate and achieve perspective.in Assessing Past Examples of Change. Experience in assessing past examples of change is vital to understanding change in society today-it's an essential skill in what we are regularly told is our «ever-changing world.» Analysis of change means developing some capacity for determining the magnitude and significance of change, for some changes are more fundamental than others. Comparing particular changes to relevant examples from the past helps students of history develop this capacity. The ability to identify the continuities that always accompany even the most dramatic changes also comes from studying history, as does the skill to determine probable causes of change. Learning history helps one figure out, for example, if one main factor-such as a technological innovation or some deliberate new policy-accounts for a change or whether, as is more commonly the case, a number of factors combine to generate the actual change that occurs.study, in sum, is crucial to the promotion of that elusive creature, the well-informed citizen. It provides basic factual information about the background of our political institutions and about the values and problems that affect our social well-being. It also contributes to our capacity to use evidence, assess interpretations, and analyze change and continuities. No one can ever quite deal with the present as the historian deals with the past-we lack the perspective for this feat; but we can move in this direction by applying historical habits of mind, and we will function as better citizens in the process.Is Useful in the World of Workis useful for work. Its study helps create good businesspeople, professionals, and political leaders. The number of explicit professional jobs for historians is considerable, but most people who study history do not become professional historians. Professional historians teach at various levels, work in museums and media centers, do historical research for businesses or public agencies, or participate in the growing number of historical consultancies. These categories are important-indeed vital-to keep the basic enterprise of history going, but most people who study history use their training for broader professional purposes. Students of history find their experience directly relevant to jobs in a variety of careers as well as to further study in fields like law and public administration. Employers often deliberately seek students with the kinds of capacities historical study promotes. The reasons are not hard to identify: students of history acquire, by studying different phases of the past and different societies in the past, a broad perspective that gives them the range and flexibility required in many work situations. They develop research skills, the ability to find and evaluate sources of information, and the means to identify and evaluate diverse interpretations. Work in history also improves basic writing and speaking skills and is directly relevant to many of the analytical requirements in the public and private sectors, where the capacity to identify, assess, and explain trends is essential. Historical study is unquestionably an asset for a variety of work and professional situations, even though it does not, for most students, lead as directly to a particular job slot, as do some technical fields. But history particularly prepares students for the long haul in their careers, its qualities helping adaptation and advancement beyond entry-level employment. There is no denying that in our society many people who are drawn to historical study worry about relevance. In our changing economy, there is concern about job futures in most fields. Historical training is not, however, an indulgence; it applies directly to many careers and can clearly help us in our working lives.Kind of History Should We Study?question of why we should study history entails several subsidiary issues about what kind of history should be studied. Historians and the general public alike can generate a lot of heat about what specific history courses should appear in what part of the curriculum. Many of the benefits of history derive from various kinds of history, whether local or national or focused on one culture or the world. Gripping instances of history as storytelling, as moral example, and as analysis come from all sorts of settings. The most intense debates about what history should cover occur in relation to identity history and the attempt to argue that knowledge of certain historical facts marks one as an educated person. Some people feel that in order to become good citizens students must learn to recite the preamble of the American constitution or be able to identify Thomas Edison-though many historians would dissent from an unduly long list of factual obligations. Correspondingly, some feminists, eager to use history as part of their struggle, want to make sure that students know the names of key past leaders such as Susan B. Anthony. The range of possible survey and memorization chores is considerable-one reason that history texts are often quite long.is a fundamental tension in teaching and learning history between covering facts and developing historical habits of mind. Because history provides an immediate background to our own life and age, it is highly desirable to learn about forces that arose in the past and continue to affect the modern world. This type of knowledge requires some attention to comprehending the development of national institutions and trends. It also demands some historical understanding of key forces in the wider world. The ongoing tension between Christianity and Islam, for instance, requires some knowledge of patterns that took shape over 12 centuries ago. Indeed, the pressing need to learn about issues of importance throughout the world is the basic reason that world history has been gaining ground in American curriculums. Historical habits of mind are enriched when we learn to compare different patterns of historical development, which means some study of other national traditions and civilizations.key to developing historical habits of mind, however, is having repeated experience in historical inquiry. Such experience should involve a variety of materials and a diversity of analytical problems. Facts are essential in this process, for historical analysis depends on data, but it does not matter whether these facts come from local, national, or world history-although it's most useful to study a range of settings. What matters is learning how to assess different magnitudes of historical change, different examples of conflicting interpretations, and multiple kinds of evidence. Developing the ability to repeat fundamental thinking habits through increasingly complex exercises is essential. Historical processes and institutions that are deemed especially important to specific curriculums can, of course, be used to teach historical inquiry. Appropriate balance is the obvious goal, with an insistence on factual knowledge not allowed to overshadow the need to develop historical habits of mind.to certain essential historical episodes and experience in historical inquiry are crucial to any program of historical study, but they require supplement. No program can be fully functional if it does not allow for whimsy and individual taste. Pursuing particular stories or types of problems, simply because they tickle the fancy, contributes to a rounded intellectual life. Similarly, no program in history is complete unless it provides some understanding of the ongoing role of historical inquiry in expanding our knowledge of the past and, with it, of human and social behavior. The past two decades have seen a genuine explosion of historical information and analysis, as additional facets of human behavior have been subjected to research and interpretation. And there is every sign that historians are continuing to expand our understanding of the past. It's clear that the discipline of history is a source of innovation and not merely a framework for repeated renderings of established data and familiar stories.study history? The answer is because we virtually must, to gain access to the laboratory of human experience. When we study it reasonably well, and so acquire some usable habits of mind, as well as some basic data about the forces that affect our own lives, we emerge with relevant skills and an enhanced capacity for informed citizenship, critical thinking, and simple awareness. The uses of history are varied. Studying history can help us develop some literally «salable» skills, but its study must not be pinned down to the narrowest utilitarianism. Some history-that confined to personal recollections about changes and continuities in the immediate environment-is essential to function beyond childhood. Some history depends on personal taste, where one finds beauty, the joy of discovery, or intellectual challenge. Between the inescapable minimum and the pleasure of deep commitment comes the history that, through cumulative skill in interpreting the unfolding human record, provides a real grasp of how the world works.say that Bilbo's breath was taken away is no description at all. There are no words left to express his staggerment, since Men changed the language that they learned of elves in the days when all the world was wonderful. Bilbo had heard tell and sing of dragon-hoards before, but the splendour, the lust, the glory of such treasure had never yet come home to him..R.R. Tolkien, «The Hobbit»the history of semantic change had to be summed up as one process, it would be that of specialization. The Anglo Saxons 1500 years ago made do with perhaps 30,000 words in their complete vocabulary, while Modern English has anywhere from 500,000 to a million words, depending on whether or not scientific vocabularies are included.
72. History of english language
Иностранные языки

The first pre-written or pre-historical period, which may be termed Early Old English, lasts from the West Germanic invasion of Britain till the beginning of writing, that is from the 5th to the close of the 7th c. It is the stage of tribal dialects of the West Germanic invaders (Angels, Saxon, Jutes and Frisians) The tribal dialects were used for oral communication, there were no written form of English. The second historical period extends from the 8th c. till the end of the 11th. The English language of that time is referred to as Old English or Anglo-Saxon; it can also be called Written OE. The tribal dialects gradually changed into local or regional dialects. Towards the end of the period the differences between the dialects grew and their relative position altered. OE was a typical OG language, with a purely Germanic vocabulary, and few foreign borrowings; it displayed specific phonetic peculiarities. As far as grammar is concerned, OE was an inflected language with a well-developed system of morphological categories, especially in the noun and adjective. The third period, known as Early Middle English, starts after 1066, the year of the Norman Conquest, and covers 12, 13, and half of the 14th c. It was the stage of the greatest dialectical divergence caused by the feudal system and by foreign influences Scandinavian and French. The dialectical division of present day English owes its origin to this period of history. Under Norman rule the official language in England was French. The local dialects were mainly used for oral communication and were but little employed in writing. Early ME was a time of great changes at all levels of the language, especially in grammar and lexis. English absorbed 2 layers of lexical borrowings: the Scandinavian element in the North-Eastern area and the French element in the speech of townspeople in the Soth-east. Phonetic and grammatical changes proceeded at a high rate, unrestricted by written tradition. The forth period from the later 14th c. till the end of the 15th embraces the age of Chauser. We may call it Late or Classical Middle English. It was the time of the restoration of English to the position of the state and literary language and the time of literary flourishing. The main dialect used in writing and literature was the mixed dialect of London. The phonetic and grammatical structure had incorporated and perpetuated the fundamental changes of the preceding period. Most of the inflections in the nominal system in nouns, adjectives, pronouns had fallen together. The verb system was expanding, as numerous new analytical forms and verbal phrases on the way to becoming analytical forms were used alongside old simple forms. The fifth period Early New English lasted from the introduction of printing to the age of Shakespeare, that is from 1475 to c. 1660. The first printed book in English was published by William Caxton in 1475. This period is a sort of transition between two outstanding epochs of literary efflorescence: the age of Chaucer and the age of Shakespeare. The growth of the vocabulary was a natural reflection of the progress of culture in the new, bourgeois society, and of the wider horizons of mans activity. Extensive phonetic changes were transforming the vowel system, which resulted n the growing gap between the written and the spoken forms of the word. The inventory of grammatical forms and syntactical constructions was almost the same as in Mod E, but their use was different. The abundance of grammatical units occurring without any apparent restrictions, or regularities produces an impression of great «freedom of grammatical construction». The six period extends from the mid-17th c. to the close of the 18th c. In the history of the language it is often called «the age of normalization and correctness». This age witnessed the establishment of «norms». The norms were fixed as rules and prescriptions of correct usage in the numerous dictionaries and grammar-books published at the time and were spread through education and writing. The neo-classical period discouraged variety and free choice in pronunciation, vocabulary and grammar. Word usage and grammatical construction were subjected to restriction and normalization. The morphological system, particularly the verb system, acquired a more strict symmetrical pattern. The formation of new verbal grammatical categories was completed. The English Language of the 19th and 20th c. represents the seventh period in the History of English Late New English or Modern English. The classical language of literature was strictly distinguished from the local dialects and the dialects of lower social ranks. The dialects were used in oral communication and, as a rule, had no literary tradition. In the 19th and 20th c. the English vocabulary has grown on an unprecedented scale reflecting the rapid progress of technology, science and culture and other multiple changes in all spheres of mans activities. Linguistic changes in phonetics and grammar have been confined to alterations in the relative frequency and distribution of linguistic units^ some pronunciations and forms have become old-fashioned or even obsolete, while other forms have gained ground, and have been accepted as common usage.
73. Hobby and keenness
Иностранные языки
Some of the individuals social and psychological needs are not met through the pursuit of everyday responsibilities. The function of a hobby is to provide ways in which some of these needs can be met to insure balanced and enriched living. The choice of hobby is determined by unconscious wishes and desires. The choice is conditioned by experience and environmental factors. What a hobby does for the person depends on the foregoing plus the satisfaction obtained through participation. Some of the values of hobby are:
1. Hobbies are the means for relaxation to the person who has limited leisure - like the medical practitioner. His hobby may be the only recreation possible at times when the demands for his professional service leave him with little leisure.
2. The pursuit of hobbies can be an enemy of boredom brought about by too much leisure.
3. Hobbies provide a means for vigorous release of emotions.
4. Hobbies serve as a way of meeting the needs of people in period of frustration.
5. Hobbies offer many opportunities for creative expression.
6. Hobbies serve as a means for compensation, such as excelling in the hobby pursuit compensating for failing to reach desired goals on the job.
7. Pursuing a hobby means acquiring knowledge and leaning skills. It satisfied the desire for leaning.
8. When unwanted leisure creates anxiety the pursuit of a hobby may serve to help restore emotional balance.
9. Hobbies stir the imagination and lead to new experiences.
10. Hobbies can help in meeting the needs for social acceptance and recognition.
11. Hobbies can provide a refuge from people when time for contemplation is needed.
12. For the adolescent hobbies are a good way to try out career interests.
13. For the person retired from earning a livelihood the hobby pursuit becomes a way of adjustment. It can give new meaning and balance to the changed way of life.
14. Hobbies provide a means of satisfying the desire to collect knowledge and objects.
15. For many people a well-chosen hobby growing from innate desires, needs and abilities makes joyful contributions to the art of living. When peoples lives are affected by hobby pursuits the total community life reflects this influence.
74. How "DNA" testing works Анализ "ДНК" как проверяющие работы)
Биология
75. Human resousce management
Иностранные языки

Work is done by реорlе: what does work mean to them? Again, this question is more соmрlех than it might seem. One aspect of the meaning of work for individuals is that bу their occupations they are defined as реорlе. In other words, when реорlе want to place other реорlе, to put them into meaningful categories, the first question they ask is “What does he/she dо?” А person's occupation can say а great deal about him as а person. “Не is а systems analyst”, “She is а social worker” conjure uр а whole range of expected attributes ways of talking, thinking, behaving, etc. - in the minds of those who ask the question. Occupation' is also а powerful determinant of social status - the prestige, positive or negative judgment а person has in the eyes of others. Occupations on the higher levels of the occupational hierarchy confer аll kinds of benefits besides the high earnings that usually go with high status. Doctors are listened to with respect on аll kinds, of issues which have nothing directly to dо with medicine, and рrоbablу саn easier get their cars serviced or work done on their houses, since association with them also confers status. Road sweepers, sewage workers and kitchen hands, on the other hand, mау be less 1ikely to mention their occupations outside work because the status of these jobs is low. Indeed, they will probably be more successful socially if don't, mention what they dо.
76. IA группа элементов Менделеева
Химия

Совсем недавно цезий приобрёл новое направление своей ассимиляции (освоение практикой), и это направление является революционным прорывом для разработки новейшей компьютерной техники, генераторов энергии, холодильников глубокого холода (криогенных) и так далее. Оказалось что сплав сверхчистого висмута, сверхчистого теллура, и сверхчистого цезия обладает поистине фантастическими возможностями для создания охладителей основанных на эффекте Пельтье. Как показывает практический опыт эксплуатации этого нового полупроводникового материала, его использование наиболее эффективно именно в новейших суперпроцессорах на основе нитрида бора и монокристаллического алмаза в качестве теплоотвода и основы схемы. Применение этого материала открывает широкие возможности для повышения быстродействия - то есть «ускорения холодом». Так в опытах с этим новым полупроводниковым материалом удалось на сегодняшний день получить охлаждение вплоть до ?237 °C, и это в свою очередь позволяет создавать микрохолодильники для охлаждения мощных процессоров (в том числе нанопроцессоров), холодильники для глубокой заморозки тканей и клеточного материала, сжижения газов, охлаждения боевых ультрафиолетовых и инфракрасных лазерных систем, тепловизоров, а в перспективе для охлаждения высокотемпературных сверхпроводников для высокоскоростного транспорта на «магнитной подушке». Очень важным направлением использования данного полупроводника ряд специалистов рассматривает создание лазеров на монокристаллах алмаза с очень высоким КПД, и возможностью работы в пикосекундном диапазоне, что очень важно для конструирования оптоэлектронных систем для обработки информации. Ведущей страной в этой новой области использования является Япония.
77. Imitating modelling of a cattle-breeding complex on basis Cedar Bog
Иностранные языки

Setting a task of modelling. There is a cattle herd structured on the basic of age. The herd consists of Heifers, Calves, Milk cows, Cows, Bulls. Each Animal has its Age. The daily increase depends in weight of an animal which defines the weight of it depends on the age. So, for example, at achievement of the certain age (?500 days) calves become bulls and pass from Calves in Bulls, but not all of them. Only the quantity which is enough for reproduction of the herd. The others remain calves until they fatten the necessary weight (?1000 kg). As soon as it occurs, they are slaughtered. The similar situation is with heifers. Only at achievement of the certain age (?450 days) they are divided into two categories: milk cows and cows. Cows are bred for meat production, MilkCows - for reproduction of herd and production of milk. According to financial opportunities a farmer defines an initial livestock of the cattle, and then makes a plan of reception of a livestock of the cattle in the future. It is required to model the change of an annual turnover of the herd and its reproduction.
78. Immortal poets оf ukrainian Literature
Иностранные языки

One of the innovators of all genres of literature was Ivan Franko. He raised the post-Shevchenko Ukrainian poetry of the late 19-th and early 20-th century to new heights. He did the same in prose. We always remember the volume of poetry "Heights and Depths", the novel "Boryslav is laughing" the drama "Stolen Happiness", etc. He devoted much attention to translations from foreign languages. His merits as a thinker and scholar were great in many fields: the history and theory of literature, folklore, political economy, history, ethnography.
79. Imperativ. Konjunktiv
Иностранные языки

… Лотте хотела стать учительницей. Она ходила в университет. И все, что у нее накапливалось в мыслях в течении дня, она обсуждала вечером со своей мамой, около тепловатой печи в бедной комнате. Ее мама работала весь день в детском саду уборщицей и помощницей по кухне. И впечатленная стремлением к учебе Лотте, она (мать) тоже начала учиться. Она изучала русский, и долгое время скрывала это от своей дочери. Два раза в неделю во второй половине дня она посещала языковые курсы в народном университете и всегда, когда Лоте не было дома, и когда она выполняла свою работу, она училась. Она вкладывала каждое утро в фартук листок с двадцатью новыми словами и к вечеру, когда приходила Лотте, она знала эти слова наизусть.
80. KИС - корпоративная информационная система
Разное
В общем, можно выделить следующие этапы внедрения системы корпоративных стандартов:
1. Определение сфер деятельности компании, подлежащих стандартизации. На данном этапе важно определить, планирует ли компания стандартизировать все сферы деятельности компании либо только их часть (процессы, технологии, продукты и услуги, функции управления и т.д.)
2. Разработка корпоративных стандартов. Для разработки стандартов чаще всего создается рабочая группа, которая состоит из работников компании, представителя руководства, а также может включать представителей консультационной компании. Рабочая група определяет требования к разрабатываемым стандартам, готовит концепцию стандарта и разрабатывает его версии.
3. Согласование разработанного стандарта. Прохождение данного этапа позволяет избежать части ошибок, поскольку проект стандарта анализируется как потенциальными исполнителями, так и иными сотрудниками, на которых будет распространяться действие стандарта.
4. Внедрение согласованного стандарта. Необходимо отметить, что любой стандарт должен вступать в действие на основании приказа руководителя компании, а исполнители должны пройти соответствующее обучение или инструктаж. Кроме того, сотрудники, на которых распространяется действие стандарта, должны быть проинформированы о его внедрении, а также сам текст стандарта должен быть доступен для исполнителей и заинтересованных лиц, на которых распространяется его действие.
5. Опытная эксплуатация. Важно учесть, что первый месяц-полтора внедрения требует повышенного внимания, особенно со стороны руководителей, членов рабочей группы, разрабатывавших стандарт и специалистов консультационной компании (при их наличии), поскольку часто требуются исполнителям дополнительные консультации, а также могут возникнуть вопросы, требующие доработки корпоративного стандарта.
6. Аудит внедрениязаключается в анализе результатов исполнения регламентированных процессов, собеседования с исполнителями и лицами, на которых распространяется действие стандарта, анализе эффективности внедрения стандарта. В результате аудита может быть принято решение о корректировке стандарта или его повторном внедрении.

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