Дипломная работа

  • 81. GPS-навигация
    Компьютеры, программирование
  • 82. Hормирование труда на предприятии в рыночных условиях
    Менеджмент

     

    1. Алехина О. Стимулирующий эффект гибких систем заработной платы // Человек и труд 1997 - №1 С. 90-92.
    2. Беляев В. Какой должна быть норма труда в условиях рынка // Человек и труд 1997 - №8 С. 99-104.
    3. Вебер М. Коммерческие расчеты от А до Я. М., 1999 С. 152-153.
    4. Вишневская Н. Рынок рабочей силы новые тенденции // Мировая экономика и международные отношения 1999 №8 С. 20-21.
    5. Веснин В.Р. Практический менеджмент персонала М., 1998 400 с.
    6. Вейе Г., Деринг У. Введение в экономику и организацию производства. Красноярск 1995 250 с.
    7. Колосова Р.П., Рощин С.Ю. Экономика труда: от НОТ к теории социально трудовых отношений // Вестник Московского университета 1996 - №6 С. 58-62.
    8. Кульбовская Н. Перспективы изменения условий труда при переходе к рыночному механизму // Вопросы экономики 1990 - №12 С. 136-142.
    9. Козырев В.М. Основы современной экономики М., 1998 С. 317-331.
    10. Липсиц И. Экономика без тайн М., 1993 С. 149-173.
    11. Мэскон М.Х., Альберт М., Хедоури Ф. Основы менеджмента. Перевод с англ. М.: “Дело”; 1993 702 с.
    12. Миненко В.А., Курилов П.Г., Донец Ю.В. Справочник по труду и заработной плате в черной металлургии К.; Техника, 1990 247 с.
    13. Никитин А.В. Сборник задач по экономике, нормированию и организации труда в промышленности: учебное пособие для вузов М.; Экономика 1990 271 с.
    14. Поляков И,А., Ремизов К.С. Справочник экономиста по труду: (Методика экономических расчетов по кадрам, труду и заработной плате на промышленных предприятиях) М.; Экономика 1990 С. 142-160.
    15. Погонян Г.Р., Жуков Л.И., Сивцов В.И. Экономика труда: Учебник для вузов М.: Экономика 1991 304с.
    16. Ракотин В. Рабочая сила как товар // РИСК 1999 - №2 С. 84-85.
    17. Русинов Ф.М., Никулин Л.Ф., Фаткин Л.В., Менеджмент и самоменеджмент в системе рыночных отношений. Учебное пособие: - М.: ИНФРА М, 1996 352с.
    18. Рекомендации по организации системы оплаты труда на предприятиях // Социальная защита 1999 - №7 С. 48-62.
    19. Рекомендации по организации нормирования труда на предприятиях // Социальная защита 1999 - №5 С. 42-58.
    20. Софинский Н. Нормирование труда: отечественные реалии и перспективы // Человек и труд 1998 -№12 С. 83-86.
    21. Смирнов Е.Л. Справочное пособие по НОТ.- М.; 1990 408 с.
    22. Тарасенко А.С. Стоимость рабочей силы основы формирования оплаты труда в рыночных условиях // Труд и право 1997 - №2 С. 104-106.
    23. Ударова Н. Как при нормировании труда учесть его интенсивность // Человек и труд 1997 - №7 С. 85-86.
    24. Фильев В.И. Нормирование труда на современном предприятии // Бухгалтерский бюллетень 1997 - №10 С. 102-110.
    25. Шекшня С.В. Управление персоналом в современной организации. М.; 1996 300 с.
    26. Шишкин А.Ф. Экономическая теория в 2-х кн. кн. 1, М.; 1996 С. 132-133.
    27. Чалов В.И. Эффективное руководство // Иформационный бюллетень “Персонал металлургии”. 1992 - №6 С. 14-16.
    28. Экономика предприятия: Учебник для вузов / под ред. проф. О.И. Волкова. М.; ИНФРА М, 1997 416 с.
    29. Экономика предприятия: Учебник для вузов / под ред. проф. В.Я. Горфинкеля, проф. В.А. Швандара. 2-е изд., перераб. и доп. М.: Банки и биржи, ЮНИТИ, 1999 С.172-175.
  • 83. Information security management system of a corporate network
    Компьютеры, программирование

    .Be approved by management;security policy or policies specifies particular information security control objectives or requirements in one or more documents. This document should also be approved by management to have full effect.scope defines the boundaries of the ISMS in relation to the characteristics of the business, the organisation, its location, information assets and technology. Any exclusions from the ISMS scope must be explicitly justified.security procedures, that are written descriptions of information security processes and activities, for example, procedures for user ID provisioning and password changes, security testing of application systems, information security incident management response etc.documentation, for example, technical security standards, security architectures/designs etc. and referencing ISO/IEC 27002 (details vary between ISMSs).assessment methods, which are policies, procedures and/or standards describing how information security risks are assessed.assessment reports document the results, outcomes, recommendations of information security risk assessments using the methods noted above. For identified risks to information assets, possible treatments are applying appropriate controls, knowing and objectively accepting the risks (if they fall within the information security risk evaluation criteria), avoiding them; or transferring them to third parties. The information security control objectives and controls should be identified in these reports.treatment plan, which is a project plan describing how the identified information security control objectives are to be satisfied, with notes on funding, roles and responsibilities.operating procedures, that are written descriptions of the management processes and activities necessary to plan, operate and control the ISMS, for example, policy rework and approvals process, continuous ISMS improvement process.security metrics describes how the effectiveness of the ISMS as a whole, plus key information security controls where relevant, are measured, analyzed, presented to management and ultimately used to drive ISMS improvements.of Applicability states the information security control objectives and controls that are relevant and applicable to the ISMS, generally a consolidated summary of the results of the risk assessments, cross-referenced to the control objectives from ISO/IEC 27002 that are in scope.control procedure explains how ISMS documents are approved for use, reworked, updated, re-approved as necessary, version managed, disseminated as necessary, marked etc.control procedure explains how records proving conformity to ISMS requirements and the effective operation of the ISMS (as described elsewhere in the standard) are protected against unauthorized changes or destruction. Again, this procedure may be copied from the QMS or other management systems.awareness, training and education records document the involvement of all personnel having ISMS responsibilities in appropriate activities (for example, security awareness programs and security training courses such as new employee security induction/orientation classes). While not directly stated, the requirement for information security awareness materials, training evaluation/feedback reports etc. may be inferred.ISMS audit plans and procedures state the auditors responsibilities in relation to auditing the ISMS, the audit criteria, scope, frequency and methods. While not stated directly, ISMS audit reports, agreed action plans and follow-up/verification/closure reports should be retained and made available to the certification auditors on request.action procedure documents the way in which nonconformities which exist are identified, root-causes are analyzed and evaluated, suitable corrective actions are carried out and the results thereof are reworked.action procedure, which is similar to the corrective action procedure but focuses more on preventing the occurrence of nonconformities in the first place, with such activities being prioritized on the basis of the assessed risk of such nonconformities.

  • 84. IRC как жанр виртуального дискурса
    Иностранные языки

     

    1. Адмони В.Г. Система форм речевого высказывания. СПб., 1994.
    2. Бахтин М.М. Проблема речевых жанров. // Эстетика словесного творчества. М., 1979
    3. Беликов В.И., Крысин Л.П. Социолингвистика. М., 2001
    4. Белл Р.Т. Социолингвистика. Цели, методы и проблемы. М., 1980
    5. Бенвинист Э. Формальный аппарат высказывания. // Общая лингвистика. М., 1974.
    6. Бергельсон М.Б. Конструирование Адресата в условиях виртуальной коммуникации. // Русский язык: исторические судьбы и современность. Труды и материалы. М., 2004
    7. Богомазов Г.М. Современный русский литературный язык: Фонетика. М., 2001.
    8. Галичкина Е. Н. Специфика компьютерного дискурса на английском и русском языках [на материале жанра компьютерных конференций] // Автореферат на соискание учен. степени канд. филол. наук. Волгоград, 2001.
    9. Галкин Д.В. Виртуальный дискурс в культуре постмодерна. // Критика и семиотика. № 1-2. Новосибирск, 2000.
    10. Гойхман О.Я., Надеина Т.М. Речевая коммуникация. Учебник. М,, 2001
    11. Дедова О.В. О специфике компьютерного дискурса. // Русский язык: исторические судьбы и современность. Труды и материалы. М., 2004
    12. Дейк Т.А. ван. Язык. Познание. Коммуникация. М., 1989
    13. Долинин К.А. Высказывание и ситуация общения. // Говорящий и слушающий: Языковая личность, текст, проблемы обучения. СПб., 2001
    14. Ерофеева Е.В. Вероятностная структура идиомов: социолингвистический аспект. Пермь, 2005
    15. Земская Е.А. Современный русский язык: словообразование. М., 1973
    16. Земская Е.А., Китайгородская М.В., Ширяев Е.Н. Русская разговорная речь. М., 1981
    17. Иссерс О.С. Когнитивные и речевые стратегии в аспекте их функционирования в различных типах дискурса. // Русский язык: исторические судьбы и современность. Труды и материалы. М., 2007
    18. Карасик В.И. Языковой круг: личность, концепты, дискурс. М., 2004
    19. Караулов Ю. Н. Русский язык и языковая личность. М., 1987
    20. Князев С.В., Пожарицкая С.К. Орфография интернет-блогов как источник лингвистической информации. // Русский язык: исторические судьбы и современность. Труды и материалы. М., 2007
    21. Кожина М.Н. Стиль и жанр: их вариативность, историческая изменчивость и соотношение. // Речеведение и функциональная стилистика: вопросы теории. Избранные труды. Пермь, 2002
    22. Крысин Л.П. Социолингвистические аспекты изучения современного русского языка. М., 1989
    23. Кубрякова Е.С., Александрова О.В. Виды пространств текста и дискурса. // Категоризация мира: пространство и время. Материалы научной конференции. М., 1997
    24. Кудлаева А.Н. Типы текстов в структуре дискурса. Дисс. на соискание учен. степени канд. филол. наук. Пермь, 2006
    25. Лингвистический энциклопедический словарь. М., 2002
    26. Макаров М.Л. Основы теории дискурса. М., 2003
    27. Марценюк Е.Н. Социолингвистические факторы прецедентности в русскоязычной языковой среде. // Проблемы филологии и преподавания филологических дисциплин: материалы отчетных конференций преподавателей, аспирантов, молодых ученых и студентов (2006 г.). Пермь, 2007
    28. Михайлов С.Н. Жанровая специфика электронной коммуникации. // Русский язык: исторические судьбы и современность. Труды и материалы. М., 2004
    29. Овчинникова И.Г. Экспертиза эффективности речевой коммуникации в СМИ. Пермь, 2007
    30. Салимовский В.А. Жанры речи в функционально-стилевом освещении (научный академический текст). Пермь, 2002
    31. Санников В.З. Русский язык в зеркале языковой игры. М., 2002
    32. Серио П. Как читают тексты во Франции. // Квадратура смысла. М., 2002
    33. Сиротинина О.Б. Современная разговорная речь и ее особенности. М., 1974.
    34. Сковородников А.П. Экспрессивные синтаксические конструкции современного русского литературного языка. М., 1981
    35. Степанов Ю.С. Альтернативный мир, Дискурс, Факт и принцип Причинности. // Язык и наука конца XX века. Сб. статей. М., 1995
    36. Стилистический энциклопедический словарь. М., 2003
    37. Фуко М. Воля к истине: по ту сторону знания, власти и сексуальности. Работы разных лет. М., 1996
    38. Чернявская В.Е. Дискурс и дискурсивный анализ: традиции, цели, направления. // Стереотипность и творчество в тексте. Пермь, 2002
    39. Язык и массовая коммуникация. Социолингивистические исследования. М., 1984
  • 85. Iменниковi деривати чоловiчого роду в "Матерiалах до словника..." Е. Тимченка
    Иностранные языки

     

    1. Білоусенко П.І. Історія суфіксальної системи українського іменника (назви осіб чоловічого роду): Монографія. К.: КДПІ, 1993. 214 с.
    2. Білоусенко П.І. Нариси з історії українського словотворення (суфіксація): Монографія / Білоусенко П.І., Німчук В.В. Запоріжжя: ЗДУ, 2002. 205 с.
    3. Бевзенко С.П. Із суфіксального словотвору іменника в памятках українського полемічного письменства поч. XVII ст. (на матеріалі «Перестороги») // Тези доп. та пов. Міжвузівської наукової конференції з питань східнословянського іменного словотвору /Запоріжжя, 1974р./. К., 1974. С 36-45.
    4. Бевзенко С.П. Історія українського мовознавства. Історія вивчення української мови. К.: Наукова думка, 1991. 342 с.
    5. Безпояско О.К. Іменні граматичні категорії (функціональний аналіз). К.: Наукова думка, 1991. 172 с.
    6. Безпояско О.К., Городенська К.Г. Морфеміка української мови. К.: Наукова думка, 1987. 211 с.
    7. Бондаренко А.В. Теорія морфологічних категорій. Л.: Наука,1976. 198с.
    8. Бурячок А.А. Іменниковий словотвір старокнижної лексики в українській літературній мові (кінець ХVІІІ перша пол. ХІХ ст.) // Мовознавство. 1974. №5. С. 66-75.
    9. Виноградов В.В. Современный русский язык. Ч II. М.: Наука, 1938. Вид-во Харк. ун-ту. 216 с.
    10. Виноградов В.В. Русский язык / Грамматическое учение о слове: Учебное пособие. М.Л.: Учпедгиз, 1947. 784 с.
    11. Виноградов В.В. Словообразование и его отношение к грамматике и лексикологии // Вопросы теории и истории языка. М.: Наука, 1952. 207 с.
    12. Вихованець І.Р., Городенська К.Г., Грищенко А.П. Граматика української мови. К.: Рад. школа, 1982. 208 с.
    13. Вихованець І.Р. Прийменникова система української мови. К.: Наукова думка, 1980. 286 с.
    14. Вихованець І.Р. Частини мови в семантико-граматичному аспекті. К.: Наукова думка, 1988. 255 с.
    15. Вознюк Л.В. Изучение состава слова и словообразования в школе: пособие для учит. К.: Радянська школа, 1986. 103 с.
    16. Воропай С.В. Система конфіксального творення іменників в українській мові ХІХ ХХ ст.: Дис. … канд. філол. наук: 10.02.01 /Запорізький нац. ун-т/ Запоріжжя, 2000. 264 с.
    17. Гинзбург Е.Л. Словообразование и синтаксис. М.: Наука, 1979. 263 с.
    18. Головин В.Г. Очерки по русской морфемике и словообразованию. Воронеж: Изд-во Воронежского ун-та, 1990. 188 с.
    19. Городенська К.Г. Проблема виділення словотвірних категорій (на матеріалі іменника) // Мовознавство. 1994. - № 6. С. 22-28.
    20. Горпинич В.О. Будова слова і словотвір. К.: Наукова думка, 1977. 118 с.
    21. Горпинич В.О. Назви жителів в українській мові (питання словотвору, слововживання та нормування). К.: Вища школа, 1979. 187 с.
    22. Горпинич В.О., Лобода В.В., Масенко Л.Т. Власні назви і відтопонімні утворення Інгуло-Бузького межиріччя. К.: Вища школа, 1967. 156 с.
    23. Горпинич В.О. Українська словотвірна дериватологія. Дніпропетровськ: Дніпропетровський держ. ун-т, 1998. 189 с.
    24. Грищук В.В. Деякі теоретичні питання словотвірного значення // Мовознавство. 1991. № 3 . С. 34-41.
    25. Гумецька Л.Л. Нарис словотворчої системи української актової мови XIV XV ст. К.: Вид-во Академії наук Української РСР, 1958. 298 с.
    26. Дідківська Л.П., Родніна Л.О. Словотвір. Синонімія. Стилістика. К.: Наукова думка, 1982. 170 с.
    27. Железнова Р.В. Из истории имен существительных с суффиксом -арь в русском литературном языке. М.: Высшая школа, 1990. 243 с.
    28. Жовтобрюх М.А., Волох О.Т., Самійленко С.П., СлинькоІ.І. Історична граматика української мови. К.: Вища школа, 1980. 304 с.
    29. Загнітко А.П. Теоретична граматика української мови. Морфологія. Донецьк : Вид-во Донецьк. ун-ту, 1996. 437 с.
    30. Земська Е.А. Современный русский язык. Словообразование. М.: Просвещение, 1973. 304 с.
    31. Зверев А.Д. Словообразование в современных восточнославянских языках. М.: Высшая школа, 1981. 163 с.
    32. Звєрєв А.Д. Словотвірне значення в семантичній структурі похідних // Мовознавство. 1988. № 1. С. 21-27.
    33. Ільїн В.С. Префікси в сучасній українській мові. К.: Видво АН УРСР, 1953. 167 с.
    34. Ільїн В.С. Словотвір // Курс сучасної української літературної мови. Т.І. К.: Рад. школа, 1951. С. 344-427.
    35. Іншакова І.О. Розвиток іменникової конфіксації в історії української мови (структури з компонентом ник): Автореф. дис. … к. філол. наук: 10.02.01 /Дніпропетровський держ. ун-т/. Дніпропетровськ, 1996. 26 с.
    36. Карпіловська Є.А. Суфіксальна підсистема сучасної української літературної мови (будова та реалізація): Автореф. Дис. … к. філол. наук: 10.02.01 /НАН України Інститут мовознавства ім.. О.О.Потебні/. К., 2000. 24 с.
    37. Каспришин З.О. Особливості словотвірної системи полімотивованих іменників зі значенням особи // Словотвірна та семантична структура української лексики/ Методичні читання «Словотвірна та семантична структура української лексики», присвячені памяті засновника дериватологічної школи на Україні проф. Івана Ковалика. Львів, 1991. 327 с.
    38. Каспришин З.О. Складні випадки словотвірного аналізу // Українська мова і література у школі. 1989. № 11. С. 53-59.
    39. Качайло К.А. Історія іменникової конфіксації української мови (структури з другим компонентом ок): Автореф. дис. … к. філол. наук: 10.02.01 /Дніпропетровський держ. ун-т/. Дніпропетровськ, 1997. 23 с.
    40. Клименко Н.Ф., Карпіловська А.Є. Морфемні структури слів у сучасній українській мові // Мовознавство. 1991. № 4. С. 10-21.
    41. Клименко Н.Ф. Система афіксального словотвору сучасної української літературної мови. К.: Наукова думка, 1973. 161 с.
    42. Ковалик І.І. Вчення про словотвір. Львів: Видавництво Львівського університету, 1958. 83 с.
    43. Ковалик І.І. Основні проблеми вчення про словотвір // Українська мова і література у школі. 1970. № 11. С. 22-30.
    44. Ковалик І.І. Питання іменникового словотвору в східнословянських мовах у порівнянні з іншими словянськими мовами. Львів: Вид-во Львів. ун-ту, 1958. 194 с.
    45. Ковалик І.І. Питання словянського іменникового словотвору. Львів: Вид-во Львів. ун-ту, 1958. 152 с.
    46. Ковалик І.І. Питання словотвору: Зб. наук. праць. К.: Вища школа, 1979. 95 с.
    47. Ковалик І.І., Самійленко С.П. Загальне мовознавство. К.: Вища школа, 1985. 425 с.
    48. Коломієць В.М. Суфіксальний словотвір в українських назвах сільськогосподарських професій // Питання словотвору і граматичної структури української мови. Дніпропетровськ, 1976. 218 с.
    49. Кравченко М.В. Морфологічні явища і словотвірна структура слова // Укр. мова і літ. в школі. 1984. №6. С. 51-55.
    50. Кровицька О.В. Назви осіб в українській мовній традиції ХVІХVІІ ст. Семантика і словотвір. Львів, 2002. 212 с.
    51. Ліпич В.М. Динаміка складно-суфіксальної деривації в українській мові XI XIII ст.: Дис. канд. філол. наук: 10.02.01. Запоріжжя, 2005. 194 с.
    52. Лопатин В.В. Русская словообразовательная морфемика: Проблемы и принципы описания . М.: Наука, 1977. 315 с.
    53. Максимець О.М. Формування словотвірної структури іменників зі значенням опредметненої дії в новій українській мові: Дис. … канд. філол. наук: 10.02.01. Запоріжжя, 2007. 158 с.
    54. Майборода А.В. Из истории украинского словообразования // Суффиксальное образование существительных на материале украинских грамот XVI ст. Харьков : Изд-во Харьк. ун-та, 1957. 132 с.
    55. Майборода А.В. Творення іменників чоловічого роду за допомогою суфікса ок // Питання історичного розвитку української мови. Харків: Вид-во Харк. ун-ту, 1962. 168 с.
    56. Меркулова О.В. Динаміка конфіксальної деривації української мови XI XIII ст.: Дис. … канд. філол. наук: 10.02.01 Запоріжжя, 2005. 229 с.
    57. Мукан Г.М., Передерій Г.Р. Префіксально-суфіксальний спосіб словотворення // Українська мова і література у школі. 1980. № 9. С. 42-47.
    58. Німчук В.В. Давньоруська спадщина у лексиці української мови. К.: Наукова думка, 1992. 415 с.
    59. Німчук В.В., Лиса Г.І. «Матеріали до Словника…» Євгена Тимченка: В 2-х томах. К. Нью-Йорк, 2003. Т.1-2.
    60. Німчук В.В. Староукраїнська лексикографія. К.: Наукова думка, 1980. 304 с.
    61. Німчук В.В. Мовознавство в Україні в XIV XVII ст. К.: Наукова думка, 1985. 222 с.
    62. Олексенко В.П. Словотвірні категорії суфіксальних іменників: Монографія. Херсон, 2002. 239 с.
    63. Олійник І.С. Іменники з суфіксом ар (-яр) на позначення назв осіб // Питання словотвору. К.: Наукова думка, 1979. 87 с.
    64. Олійник І.С. Іменники з суфіксом ець на позначення назв осіб // Дослідження словотвору та лексикології. К.: Наукова думка, 1985. С 12-22.
    65. Пінчук О.Ф. Словотвірна структура віддієслівних іменників сучасної української літературної мови. (Морфологічна будова сучасної української літературної мови). К.: Наукова думка, 1975. С. 35-82.
    66. Плахоніна О.В. Історичні зміни в морфологічній будові слів сучасної української мови (перерозподіл та ускладнення): Автореф. дис. … к. філол. наук: 10.02.01 /Харківський нац. ун-т/. Харків, 2006. 20 с.
    67. Плющ М.Я. Словотвір // Сучасна українська літературна мова / За ред. А.П.Гриценка. К.: Вища школа, 1997. 493 с.
    68. Пономаренко В.Д. Словотвірна семантика іменників-відадєктивів сучасної української мови (проблема фразеологізації значень дериватів): Автореф. дис. … канд. філол. наук: 10.02.01 /Харк. держ. ун-т/. Харків, 1996. 21 с.
    69. Прокопчук О.О. Дієслівні значення іменних віддієслівних утворень // Мовознавство. 1975. №1. С. 337-37.
    70. Романова Н.П. Словообразование и языковые связи. К.: Наукова думка, 1985. 188 с.
    71. Русаченко Н.П. Морфологічні процеси у словозміні та словотворі староукраїнської мови другої половини ХVI XVIII ст.: Автореф. дис. ... к. філол. наук: 10.02.01 /НАН України Інститут української мови/. К., 2004. 20 с.
    72. Самійленко С.П. Нариси з історії морфології української мови. Ч.І. К.: Радянська школа, 1964. 234 с.
    73. Сікорська З.С. Префіксально-суфіксальні іменники в сучасній українській мові // Українська мова і література у школі. 1986. № 4. С. 47-51.
    74. Слинько І.І., Гуйванюк Н.В., Кобилянська М.Ф. Синтаксис сучасної української мови: Проблемні питання: Навч. посібник. К.: Вища школа, 1994. 670 с.
    75. Словник афіксальних морфем української мови /Н.Ф.Клименко, Є.А.Карпіловська, Т.І.Недозим /. Інститут мовознавства ім. О.О.Потебні НАН України . К., 1998. 435 с.
    76. Соколова С.О. Формально-семантичне варіювання перфіксів і проблема єдності слова // Мовознавство. 2002. № 1. С. 3237.
    77. Стовбур Л.М. Еволюція конфіксальної деривації іменників (форманти з матеріально не вираженим другим компонентом): Дис. … канд. філол. наук: 10.02.01 /Зап. держ. ун-т/. Запоріжжя, 2004. 206 с.
    78. Тилик О.Ф. Іменники зі значенням подібності: способи творення та сфери використання: Автореф. дис. ... к. філол. наук: 10.02.01 /Запорізький держ. ун-т/. Запоріжжя, 2004. 18 с.
    79. Тимченко Є. Матеріали до СЛОВНИКА писемної та книжної середньоукраїнської мови XV-XVIII ст.: У 2 кн. К. : Вид-во Ін-ту укр. мови НАНУ, 2003.
    80. Токар В.П. Історія суфікса к(а) в українській мові. Дніпропетровськ, 1959. 50 с.
    81. Улуханов И.С. Словообразовательная семантика в русском языке и принципы ее описания. М: Наука, 1977. 256 с.
    82. Чабаненко В.А. Стилістика експресивних засобів української мови: Навчальний посібник. Ч.1. Запоріжжя: ЗДУ, 1993. 214 с.
    83. Шведова В.О. Суфіксальний словотвір особових чоловічих імен (на матеріалі середньонаддніпрянських лівобережних памяток др. пол. ХVІІ п. п. VІІІ ст.) // Мовознавство. 1979. № 2. С. 58-61.
  • 86. Learner observation tasks as a learning tool for pre-service teachers
    Иностранные языки

     

    1. Allen, J.P.B., Fröhlich, M. and Spada, N. (1984). The communicative orientation of language teaching. In Handscombe, J., Orem, R.A. and Taylor, B.P. (ed.). On TESOL 83: the Question of Control. TESOL, Washington, DC.
    2. Allport, G.M. (1942). The use of personal documents in psychological science. Quoted in F. McKernan (1996). Curriculum action research: a handbook of methods and resources for the reflective practitioner (p.84). London: Kogan Page.
    3. Allwright, D. (1988). Observation in the language classroom. London: Longman.
    4. Allwright, R.L. (1980). Turns, topics and tasks: patterns of participation in language teaching and learning. In D. Larsen-Freeman, editors., Discourse analysis in second language acquisition research (pp. 165-187). Rowley, Mass: Newbury House.
    5. Allwright, D. and Bailey, K. (2000). Focus on the language classroom. Cambridge: Cambridge University Press.
    6. Bailey, K. (1990). The use of diaries in teacher education programs. In J.C Richards,. and D. Nunan, editors,. Second language teacher education (pp.215-226). Cambridge: Cambridge University Press.
    7. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press
    8. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologists, 28, 117-148.
    9. Bany, M. A. and Johnson, L. V. (1964). Classroom group behaviour: group dynamics in education. London: Macmillan, Collier-Macmillan.
    10. Becker, H. S. (1971). Sociological work: methods and substance. London: Aldine.
    11. Bellack, A.A. (1966). The language of the classroom. N.York: Teachers College.
    12. Birkey, R. C. and Rodman, J.J. (1995). Adult Learning Styles and Preference for Technology Programs. Available: http://www2.nu.edu/nuri/llconf/conf1995/birkey.html
    13. Bova, D. Heterogeneous Grouping: Is It Best for All Students? Available: http://www.middleweb.com/MWLISTCONT/MSLdifferentiation.html
    14. Boyd, J.R. and Boyd, M.A. (1989). Input-output teacher's manual. Normal, IL: Abaca Books. Available: Adjunct ERIC Clearinghouse for ESL Literacy Education Washington DC. H:\teaching practice\ED383242 1995-05-00 Teaching Multilevel Adult ESL Classes_ ERIC Digest.htm
    15. Bruton, A. (1997). Mixed capacities in EFL/ESL: clarifying the issue. RELC Journal, 28 (1), 109-119.
    16. Buss, A., and Plomin, R. (1984). Temperament: Early personality traits. Hillsdale, N.J.: Erlbaum.
    17. Campbell D. I. (1958). Information and control. Vol.1 Quoted in Fassnacht, G. (1982). Theory and practice of observing behaviour (p.40). London: Academic Press.
    18. Canale, M. and Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1, 1-47.
    19. Capelle, G.C., Jarvilla,R.J. and Revelle, E. (n.d.). Development of computer-assisted observational systems for teacher-training. Quoted in Chaudron, C. (1988). Second language classrooms: research on teaching and learning (p.18). Cambridge: Cambridge University Press.
    20. Chappel,C. A. (1995). Field-Dependence/Field-independence in the L2 classroom. In J. M. Reid, editor., Learning styles in the ESL/EFL classroom (pp.158-169). Boston: Heinle & Heinle Publishers.
    21. Chaudron, C. (1988). Second language classrooms: research on teaching and learning. Cambridge: Cambridge University Press.
    22. Cohen, L. and Mannion, L. (1994). Research methods in education. (4th edition). London: Routledge.
    23. Croll, P. (1986). Systematic classroom observation. London: The Falmer Press.
    24. Day, R. R. (1984). Student participation in the ESL classroom or some imperfections in practice. Language Learning, 34 (3), 69-107.
    25. Day, R. R. (1990). Teacher observation in second language education. In J. C., Richards and D. Nunan, editors., Second language teacher education (pp. 43-61). Cambridge: Cambridge University Press.
    26. Delamont, S. and Hamilton, D. (1976). Classroom research: a critique and a new approach. In M. Stubbsand and S. Delamont, editors., Explorations in classroom observation (pp. 3-21). London: John Wiley & Sons.
    27. Delamont, S. and Hamilton, D. (1986). Revisiting classroom research: a continuing cautionary tale. In M. Hammerley, editor., Controversies in classroom research (pp.25-43). Milton Keynes: Open University Press.
    28. Dossey, J. A, Mullis, I. V. S., Lindquist, M. M. and Chambers, D. L. (1988) The Mathematics Report Card: Are we measuring up? Trends and achievement based on the 1986 National Assessment. Princeton, ETS.
    29. Dörney, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.
    30. Eisner, E. (1993). Objectivity in educational research. In M. Hammersley, editor., Educational research: current issues (pp. 49-56). London: Paul Chapman in association with the Open University.
    31. Elliot, J. and Ebbutt, D. (1986). Case studies in teaching for understanding. Cambridge: Cambridge Institute of Education.
    32. Ericson, R., Bareaneck, P. and Chan, J. (1991). Representing order: crime, law and justice in the news media. Milton Keynes: Open University Press.
    33. Fanselow, J. F. (1977). Beyond Rachomon conceptualizing and describing the teaching act. TESOL Quarterly, 11, 17-39.
    34. Feather, N.T. (1982). Expectations and actions: expectancy-value models in psychology. Hillsdale, N.J.: Lawrence Erlbaum.
    35. Fielding, N. (2001). Ethnography. In N. Gilbert, editor., Researching social life. (2nd ed.) (pp.145-163). London: SAGE Publications.
    36. Flanders, N.A. (1970). Analyzing teaching behaviour. London: Addison-Wesley.
    37. Gardner, R. C. (1985). Social psychology and second language learning: the role of attitudes and motivation. London: Edward Arnold.
    38. Gayle, V. (2000). Quantitative data analysis. In D. Burton, editor., Research training for social scientists (pp.361-420). London: SAGE Publications.
    39. Gellert, E. (1955). Systematic observation: a method in child study. Harvard Educational Rework, 25, 179-195.
    40. Good, T. and Brophy, J. (2000). Looking in classrooms (8th ed.). New York: Longman.
    41. Goodman, N. (1976). The languages of art. Quoted in Eisner, E. (1993). Objectivity in educational research (p.52). In M. Hammersley, editor., Educational research: current issues (pp. 49-56). London: Paul Chapman in association with the Open University.
    42. Gore, J. and Zeichner, K. (1991). Action Research and Reflective Teaching in Preservice Teacher Education: A Case Study from the United States. Teaching and Teacher Education, 7(2), 119-136.
    43. Gregoire, A. F. (1979). Learning/teaching styles: potent forces behind them. Educational Leadership, 36, 234-236.
    44. Hammersley, M. (1986). Revisiting Hamilton and Delamont: a cautionary note on the relationship[ between systematic observation and ethnography. In M. Hammerley, editor., Controversies in classroom research (pp. 44-50). Milton Keynes: Open University Press.
    45. Hargreaves D. H. (1980). Rework of M. Ruttler et al. 15 00 hours. British Journal of Sociology of Education, 1(2), 211-216.
    46. Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.
    47. Hollingworth, H.L. (1910). Journal of Philosophy, Psychology and Scientific Methodology, 7: 461-469. Quoted in G. Fassnacht (1982). Theory and practice of observing behaviour (p.40). London: Academic Press.
    48. Hopkins, C.D. and Antes, R.L. (1985). Classroom measurement and evaluation. Itasca, Ill.: F.E. Peacock Publishers.
    49. Hutt, S.J. and Hutt C. (1970). Direct observation and measurement of behaviour. Springfield: Charles C Thomas.
    50. Jarvis, G. (1968). A behavioural observation system for classroom foreign-language skill acquisition activities. Modern Language Journal, 52, 335-341.
    51. Jersild, A.T. and Meigs, M.F. (1939). Direct observation as a research method. Quoted in Hutt, S.J. and Hutt C. (1970). Direct observation and measurement of behaviour (p.3). Springfield: Charles C Thomas.
    52. Johnson, D. W., and Johnson, R. T. (1989). Cooperation and Competition: Theory and Research. Edina, Minn.: Interaction Book Co.
    53. Kagan, D.M. (1992). Professional growth among pre-service teachers and beginning teachers. Rework of Educational Research, 62(2), 129-169.
    54. Keefe, J. W. (1979). Learning styles: an overwork. In J. W. Keefe, editor., Student learning styles: diagnosing and prescribing programs (pp. 1-17). Reston, Va.: National Association of Secondary School Principals.
    55. Lee, A., Danis, C., Miller, T., & Jung, Y. (2001). Fostering social interaction in online spaces. In M. Hirose, editor., Human-Computer Interaction (INTERACT'01) Eighth IFIP TC.13 Conference on Human-Computer Interaction (pp. 59-66): IOS Press.
    56. Long, M. (1980). Inside the black box: methodological issues in classroom research on language learning. Language Learning, 30, 1-42.
    57. Lofland, J. and Lofland, L. (1995). Analysing social settings: a guide to qualitative observation and analysis. Belmont, CA.: Wadsworth.
    58. Lutz, F. W. (1986). Ethnography: the holistic approach to understanding schooling. In M. Hammerley, editor., Controversies in classroom research (pp.107-119). Milton Keynes: Open University Press.
    59. Macdonald, K. (2001). Using documents. In N. Gilbert, editor., Researching social life (pp. 194-210). London: SAGE Publications.
    60. Mandl, H. (1971) In W. Arnold, H. J. Eysenck, and R.Meili, editors., Lexicon der Psychologie. Vol.2. Quoted in G.Fassnacht (1982). Theory and practice of observing behaviour, p.41 London: Academic Press.
    61. McIntyre, D. and Macleod, G. (1986). The characteristics and uses of systematic classroom observation. In M.Hammerley, editor., Controversies in classroom research (pp.10-23). Milton Keynes: Open University Press.
    62. McKernan, J. (1996). Curriculum action research: a handbook of methods and resources for the reflective practitioner. London: Kogan Page.
    63. Meara, P. (1996). The dimensions of lexical competence. In Brown, G., Malmkjær, J. Williams, editors., Performance and competence in second language acquisition (pp.33-53). Cambridge: Cambridge University Press.
    64. Meece, J. and McColskey, W. (2001). Improving student motivation: a guide for teachers and school improvement teams. SERVE. ED-01-CO-0015. Available: http://www.serve.org/publications/rdism2.pdf
    65. Millrood, R. (2002). Teaching heterogeneous classes. ELT Journal, 56 (2), 128-136.
    66. Mishler, F.G. (1990). Validation in inquiry-guided research: the role of examples in narrative studies. Harvard Educational rework, 60 (4), 415-441.
    67. Mitchel, R., Parkinson, B. and Johnstone, R. (1981). The foreign language classroom; an observational study. Stirling Educational Monograph # 9, the Department of Education, University of Stirling.
    68. Moskowitz, G. (1970). The foreign language teacher interacts. Quoted in C. Chaudron (1988). Second language classrooms: research on teaching and learning, p. 17. Cambridge: Cambridge University Press.
    69. Muchnick, A.G., and Wolfe, D.E. (1982).Attitudes and motivation of American students of Spanish. The Canadian Modern Language Rework, 38, 262-281.
    70. Naiman, Neil, Frölich, M., Stern, H.H. and Todesco, A. (1978). The good language learner. Quoted in Chaudron, C. (1988). Second language classrooms: research on teaching and learning, p.18. Cambridge: CAMBRIDGE UNIVERSITY PRESS.
    71. Oxford, R. and Ehrman, M. (1993). Second language research on individual differences. Annual Rework of Applied Linguistics, 13, 188-205.
    72. Phillips, D.C. (1993). Subjectivity and objectivity: an objectivity inquiry. In M. Hammersley, editor., Educational research: current issues (pp. 57-72). London: Paul Chapman in association with the Open University.
    73. Pica, T., Holliday, L., Lewis, N., Berducci, D., and Newman, J. (1991). Second language learning through interaction: What role does gender play? Studies in Second Language Acquisition, 31, 343-76.
    74. Politzer, R. L. (1980) Foreign language teaching and bilingual education: research implications. Foreign Language Annals, 13, 291-297.
    75. Platt, J. (1981). Evidence and proof in documentary research. Sociological rework, 29 (1), 31-66.
    76. Radnor, H.A. (2002). Researching your professional practice: doing interpretive research. Buckingham, Philadelphia: Open University Press.
    77. Ratcliffe, H. (1983). Notions of validity in qualitative research methodology. Knowledge: creation, diffusion, utilization, 5(2),147-167.
    78. Richards, J. C. (1998). Beyond Training. Cambridge: Cambridge University Press.
    79. Sattler, J.M. (1982). Assessment of childrens intelligence and abilities (2d ed.). Boston : Allyn and Bacon.
    80. Scheurich, J. J. (1997). Qualitative studies series: 3. Research methods in the postmodern. London: the Falmer Press.
    81. Scott, J. (1990). A matter of record: documentary sources in social research. Cambridge: Polity Press.
    82. Seliger, H.W. (1977). Inductive and deductive method in language teaching: a re-examination. International Rework of Applied Linguistics, 13, 1-18.
    83. Seliger, H. W. and Shohamy E. (1989). Second language research methods. Oxford: Oxford University Press.
    84. Shamim, F. (1996). In and out of the action zone: locution as a feature of instruction in large ESL classes in Pakistan. In K.M. Bailey and D. Nunan, editors., Voices from the language classroom (pp. 123-144). Cambridge: Cambridge University Press.
    85. Simpson, M. and Tuson, J. (1995). Using observation in small-scale research: a beginners guide. Edinburgh: the Scottish Council for Research in Education.
    86. Simon, A. and Boyer, G. E. (1974). Mirrors for behaviour 3. Philadelphia: Research for Better Schools. Quoted in S. Delamont and D. Hamilton (1986). Revisiting classroom research: a continuing cautionary tale (p.29). In M. Hammerley, editor., Controversies in classroom research (pp.25-43). Milton Keynes: Open University Press.
    87. Singleton, D. (1989). Language acquisition: the age factor. Clevedon, Avon: Multilingual Matters
    88. Smith, L.M. and Geoffrey, W. (1968). The complexities of an urban classroom. New-York: Holt, Rinehart and Winston.
    89. Stroh, M. (2000). Qualitative interworking. In D. Burton, editor., Research training social scientists (pp. 196-214). London: SAGE Publications.
    90. Thornbury, S. (1991). Watching the whites of their eyes: the use of teaching-practice logs. ELT Journal 45 (2), 140-146.
    91. Tudor, I., (1996). Learner-centredness as language education. Cambridge: Cambridge University Press.
    92. Johson, M.C. (1977). A rework of research methods in education. Chicago: Rand McNally College Publishing Company.
    93. Veenman, S. (1984). Perceived problems of beginning teachers. Rework of Educational research, 54(2), 143-178.
    94. Wajnryb, R. (1992). Classroom observation tasks: resource book for language teachers and trainers. Cambridge: Cambridge University Press.
    95. Walker, R. and Adelman, C. (1976). Strawberries. In M. Stubbs and S. Delamont, editors., Explorations in classroom observation (pp. 133-150). London: John Wiley & Sons.
    96. Wallace, M. J. (1991). Training foreign language teachers: modes of teaching. Cambridge: CAMBRIDGE UNIVERSITY PRESS.
    97. Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press.
    98. Weade, G. Locating learning in the times, spaces of teaching. In H.H. Marshall, edotir., Redefining student learning: roots of educational change (pp. 87-118). Norwood, NJ: Ablex.
    99. Weick, K. E. (1968). Systematic observational methods. In G. Lindzey and E. Aronson, editors., (2d edition). The Handbook of social psychology, vol. 2 (pp. 357-451). Addison-Wesley.
    100. Williams, M. and Burden, R. L. (1997). Psychology for language teachers: a social constructivist approach. Cambridge: Cambridge University Press.
    101. Wright , H.F. (1960). Observational child study. In P.H. Mussen, editor., Handbook of research methods in child development, (pp. 71-139). New-York: Wiley.
    102. Wrigley, H.S. and Guth, G. (1992). Bringing literacy to life: Issues and options in adult ESL literacy. San Mateo, CA: Aguirre International. (ED 348 896). Available: H:\teaching practice\ED383242 1995-05-00 Teaching Multilevel Adult ESL Classes_ ERIC Digest.htm
    103. Violand-Sanchez, E. (1995). Cognitive and learning styles of high school students: implications for ESL curriculum development. In J. M. Reid, editor., Learning styles in the ESL/EFL classroom (pp.48-62). Boston: Heinle & Heinle Publishers.
    104. Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
  • 87. Liaison between Board and CEO in Russian Oil Companies
    Иностранные языки
  • 88. Linguistic Аspects of Black English
    Педагогика

     

    1. Швейцер. А.Д.Социальная дифференциация английского языка в США. М.: Наука, 1983.
    2. Госполитиздат, 1951.
    3. Дэвидсон Б. Черная мать Африка в годы испытаний., М.: Госполитиздат, 1984.
    4. Аврамова С. Ю. Африка: 4 столетия работорговли., М.: Госполитиздат, 1992.
    5. Аврамова С. Ю. Африка: Колониализм-Антиколониализм. М.: Наука, 1990.
    6. Social and Regional Varieties of Present Day English. Tarty State University, 2000.
    7. Crystal D. How Languages Are Works? N.Y.: Penguin Books, 2001.
    8. Crystal D. The English Language. N.Y.: Penguin Books, 2001.
    9. Baugh C. and Cable T. English As a World Language. N.Y.: Taylor&Francis, 2002.
    10. Duisebayeva F.S. Linguistic Aspects of Black English- В сб.: A. 2007.
    11. Baugh C. and Cable T .History of The English Language. N.Y.: Taylor&Francis, 2002.
    12. Crystal D. The Cambridge Encyclopedia of Language. London, 2002.
    13. Reznik. R.V. Sookina. T.S. Reznik. T.V. A History of The English Language. М., 1984.
    14. Campie N.L. The Worlds Major Language. N.Y.: Taylor&Francis, 2003.
    15. Rastorguyeva. T. A. History of English. М.: Наука, 1990.
    16. Carroll E.R. Dialects of American English. N.Y.: Penguin Books, 1999.
    17. Leonard F.D. Essays on Language and Usage. N.Y.: Taylor&Francis, 2003.
    18. Ostlev. N. Empires of The World. N.Y.: Penguin Books, 1996.
    19. Kristeva. J . Language The Unknown An Introduction Into Linguistics. N.Y.: Taylor&Francis, 1999.
    20. Robert B.F. The English Language. N.Y.: Penguin Books, 1992.
    21. McCall .M. Language Nation And Power. N.Y.: Taylor&Francis, 2001.
    22. Finkelman P .and Wallenstein. P. The Encyclopedia of American Political History. N.Y.: Penguin Books, 2001.
    23. The Concise Encyclopedia of Democracy. N.Y.: Taylor&Francis, 2000.
    24. Kenneth G. W. The Columbia Guide to Standard American English. N.Y.: Penguin Books, 1993.
    25. Daniels. R Coming to America. A History of Immigration And Ethnic City in American Life. N.Y.: Blackwell Publishers, 2002.
    26. Schorr. A.L. Welfare Reform. N.Y.: Failure and Remedies, 2001.
    27. Merriam- Websters Dictionary of English Usage. N.Y.: Taylor&Francis, 1994.
    28. Kishsclar. K., Thomas D. Women And Power in American History. N.Y.: Blackwell Publishers, 1970.
    29. Brogan. H. The Penguin History of The USA. N.Y.: Blackwell Publishers, 1999.
    30. Scott D. G. Landmark Events in U.S. History. The Declaration of Independence. N.Y.: Blackwell Publishers, 2006.
    31. Nancy A. D. and Stewart E. T. American Diversity. N.Y.: Penguin Books, 1995.
    32. Smitherman G. Word from the Mother. N.Y.: Taylor&Francis, 2006.\
    33. Dillard. J.L. Black English. N.Y.: Taylor&Francis, 1975.
    34. William L. W., Mason T., Leemann A. Principles of Linguistic Change Volume II . N.Y.: Blackwell Publishers, 2006.
    35. Douglass F.Narrative of the Life of Frederick Douglass, an American Slave. N.Y.: Oxford Paperbooks, 1999.
    36. http://www.mail.ru/Black English.
    37. http://www.rambler.ru/Black English
    38. www.com.gleason@rrnet.com, Cosby on Ebonics.
    39. http://www.Google.ru.black English
  • 89. Marketing analysis and strategy company Indes
    Иностранные языки

    next step after identifying possible markets is to decide which of these to target.find a suitable and profitable segment we need to go along the step-wise segment selection process (adapted from Freytag and Clarke, 2001, Brennan et al. 2011). The first step is to evaluate the relative attractiveness with criteria like segment size, growth rate and customer needs. Then we need to look at the resource demands (finances, HR, technology etc.). Management demands are the next thing to evaluate and last are the organizational demands. If all this are acceptable we consider the segment as suitable for targeting. Since this is all part of a big research project and also considered in the last part, we just chose for some criteria to evaluate the segments discussed above. In the following table we compare the ideas in 5 different criteria: realistic, costs, demand, implementation based on geographical factors and safety. When considering a new product costs should be always evaluated and if the project is realistic, meaning that the firm has the capabilities in resources to produce and successfully sell the new product. We considered demand to think about because a firm always needs to see whether there are potential customers in the market that would buy the product. Geographical factors was considered important by us because Indes is a small Dutch company so it does not have that much reach and resources to operate abroad. Safety was an important issue for us since the e-kit speeds up the devices chosen so in some cases there need to be some arrangements to ensure the safety of the user.considering all points like costs, demand etc. We came to the conclusion to choose for targeting the ambulance bike and the wheelbarrows, which will be discussed in more detail in the following. ambulance bikeambulance bike, with an e-kit on board, would be a substitute for the already existing ambulance bike without any kind of electrical help. In third world countries, ambulance bikes are the transportation tool to transport people living at the country side to a nearby hospital. Since these trips normally take hours, a bike with an e-kit can reduce the travel time and might save lives. ambulance bikes belong to a sub industry of Manufacture of other Transport Equipment, namely Manufacture of bicycles and invalid carriages. Since the concept is quite rare, theres no real market for this product. Therefore we deal with a niche market which we think could be quite profitable. world countries are in desperately need of such products as ambulance bikes. To be able to transport people which need medical care in a proper way, third world countries are almost obliged to think of products as the ambulance bike to offer medical care and to increase demographic health care numbers. However, we dont think governments will invest in ambulance bikes since theres no money. To be able to sell the ambulance bike with e-kit on board, Indes should collaborate with a few organizations (charities) that stimulate health care in third world countries, like the United Nations. produce such a product as an ambulance bike with electric endorsement, Indes is operating on the periphery of all its current markets. Indes should think of a save bike design with the opportunity for patients to lay down while driving to the hospital. Basis equipment for medical care should be implemented in the ambulance bike as well and Indes should think of an electric kit with a very long battery capacity, since there are not many electric points to recharge the energy kit in third world countries. We think collaborating with a firm experienced in making ambulance bikes (without e-kit) would be a wise decision. In this way, Indes could use their experience on the design and the medical equipment that has to be on board and combine this with its own knowledge on electric kits and the implementation of this. Indes can profit from such a project, not only because of the financial revenues, but it also can boost Indes reputation and brand awareness. The project is very ethical and sustainable responsible and this will positively influence Indes image. are a few drawbacks to this plan. At first, Indes has to find investors that are willing to buy these ambulance bikes for third world countries, since its likely that local governments cannot invest in such innovative ways of medical transportation. Besides the fact to find investors, Indes should think of a company to collaborate on this project. It might be that Indes is too small to work on this project by itself. At third, the costs of an electronic ambulance bike are higher than of a normal ambulance bike of course. To make sure that Indes can sell the project, it has to think of its profit margin. Since these ambulance bikes are sold to charities and not for profit organizations, Indes should keep costs as low as possible. Last, the transportation costs of the ambulance bikes are going to be very high, this will increase the product price as well.

  • 90. Meaning of currency operations and their types
    Банковское дело

    requirements of currency regulation and currency control are set for Russian and foreign natural and legal persons in relation to the possession, use and disposal of their currency values, the implementation of foreign exchange operations, using bank accounts and represent a number of limitations listed by the currency legislation, and is established by Kazakhstan basic legal act of currency legislation governing the exchange relationship, the rights and obligations of Russian and foreign individuals and legal entities, the powers of exchange control is the law of the Republic of Kazakhstan «On Currency Regulation» dated December 24, 1996 №54-I.a general principle of foreign exchange transactions take place, the accounts are opened and operations on them are held without limitation, if a special procedure of currency transactions and the accounts have not been established bodies of currency control in accordance with the Act.Act operates on the concepts of resident and nonresident.residents include individuals - citizens of the Republic of Kazakhstan and s except for citizens of the Republic of Kazakhstan recognized permanently residing in a foreign country in accordance with the laws of this state, foreign citizens and stateless persons permanently residing in the Republic of Kazakhstan on the basis of residence, legal persons established in accordance with the laws of the Republic of Kazakhstan, their branches, representative offices and other units outside the territory of the Republic of Kazakhstan diplomatic missions, consular offices of the Republic of Kazakhstan and other official representative of the Republic of Kazakhstan, located outside the territory of the Republic of Kazakhstan, as well as permanent representation of the Republic Kazakhstan to the interstate or intergovernmental organizations, the Republic of Kazakhstan, the subjects of the Republic of Kazakhstan, municipalities, which act in relations regulated by Monetary законодательством. Нерезидентами are, respectively, individuals that are not recognized by residents, legal entities and are not legal entities organizations established in accordance with the law foreign countries and having a location outside the territory of the Republic of Kazakhstan and their affiliates, permanent and other separate or independent business units in the territory of the Republic of Kazakhstan accredited to the Republic of Kazakhstan diplomatic missions, consular offices of foreign countries and permanent offices of designated States for interstate or intergovernmental organizations, inter-governmental and intergovernmental organizations, their branches and permanent establishments in the Republic of Kazakhstan, other persons who are not residentsconcept of currency values include foreign exchange and foreign securities.securities - are securities, including non-documentary, non-domestic securities, ie securities that are issued (registered) abroad and denominated in foreign currencies.better understand the differences between foreign and domestic securities must be borne in mind that for domestic securities are equity securities, whose nominal value is specified in the currency of the Republic of Kazakhstan and the issue of which is registered in the Republic of Kazakhstan, as well as other securities evidencing title to receipt currency of the Republic of Kazakhstan issued in the Republic of Kazakhstan.must be borne in mind that under the Act authorized banks understand credit institutions established in accordance with the laws of the Republic of Kazakhstan, as well as branches of foreign credit organizations, having the right under license Bank of Kazakhstan to conduct banking operations in foreign currency.as natural persons - residents are free to carry out foreign exchange transactions not associated with the transfer of property and provision of services in the Republic of Kazakhstan, with funds credited to the accounts (deposits) in banks abroad. In addition, individuals - residents have a right to without any limitations and without the use of accounts in authorized banks to give currency values spouse and close relatives leave currency values and receive them by inheritance, acquire and dispose of single banknotes and coins to collectors, buy from an authorized bank or sell the authorized bank cash foreign currency exchange, bank notes to replace the foreign state, to pay in foreign currency at duty free shops and the purchase of goods and services sold or provided to them in transit vehicles in international traffic.bank accounts to private individuals - resident may make transfers of funds from the Republic of Kazakhstan and the Republic of Kazakhstan to receive transfers in the manner prescribed by the Bank, which may include only the amount of transfer restriction, as well as money orders., in accordance with the Instruction of the Bank of the Republic of Kazakhstan of 30.03.2004 №1412-U, a natural person - resident has the right to translate from the Russian Federation without opening a bank account at an authorized bank foreign exchange or currency of the Republic of Kazakhstan in an amount not exceeding the equivalent of 5000 dollars. The U.S. is determined using the official exchange rates of foreign currencies against ruble set by the Bank of the Republic of Kazakhstan on the date of request to the authorized bank for the implementation of this translation. Getting a natural person - resident legal translations Bank of Kazakhstan has not been established.authorized foreign exchange transactions between residents and ranked, in particular, transactions relating to the payment of taxes, fees and other mandatory payments to the budget in foreign currency in accordance with the laws of the Republic of Kazakhstan; transfers a natural person - resident of the Republic of Kazakhstan to the benefit of other individuals - residents on their accounts opened at banks abroad, if transferred amount does not exceed a period of one trading day after an authorized bank an amount equal to the equivalent of U.S. $ 5,000 at the official rate of the Bank of the Republic of Kazakhstan, on the date debits from the account of the physical person - resident translation services by an individual - resident in the Republic of Kazakhstan from the accounts opened in banks abroad, in favor of other natural persons - residents in their accounts in authorized banks.exchange transactions of natural persons - residents to nonresidents. Currency operations between residents and nonresidents are done without any restrictions, except for certain foreign exchange transactions, in respect of which the special requirements established by the Law №411-II.respect to natural persons - residents of these operations include, inter alia, payments and transfers in the provision of loans in foreign currency by residents to nonresidents, obtaining credit and loans in foreign currency by residents from non-residents carrying out operations with foreign securities, including payments and transfers associated with the transfer of foreign securities (rights certified by foreign securities), the performance of obligations by residents of foreign securities.these cases, the Bank of the Republic of Kazakhstan may establish a requirement for the use of a special account natural person - resident (paragraph 2 of Art. 8 of the Law №411-II), which is a bank account at an authorized bank or securities account special section, the registrar or opened in register of holders of securities of a special section account for recognition of the rights to the securities used to implement it on foreign exchange transactions.addition, the implementation of these foreign exchange transactions, as well as in the case of settlements and transfers in the lending and borrowing in the currency of the Republic of Kazakhstan residents to nonresidents, operations related to the acquisition by residents from non-residents rights to domestic securities, including payments and transfers related to transfer of domestic securities (rights certified by domestic securities), the performance of obligations by residents on domestic securities the Bank may also establish a reserve requirement by a natural person - resident for a certain period a sum of money, calculated as a percentage of a particular currency transactions. It should be borne in mind that according to Article 9 hours. 8 of the Law of the Republic of Kazakhstan requires the use of a special account and the resident (or) the reserve requirement for currency transactions between individuals - residents and nonresidents with foreign securities, including payments and transfers related to the acquisition and disposal of foreign securities (rights certified foreign securities) may be set by the Bank of the Republic of Kazakhstan only if the transactions are valued at over U.S. $150000 in a calendar year. Foreign exchange transactions with foreign securities worth up to U.S. $150000 in a calendar year by individuals - residents without restrictions.use of special accounts by residents and nonresidents with currency transactions governed by the Regulations of the Bank from 07.06.2004 №116-I (in the red. From 16.12.2004). For individuals - residents of a special account set «F», which opens for settlements and transfers in the provision of resident non-resident borrowing in foreign currency and receipt of non-resident loans in foreign currency to purchase a nonresident and the exclusion of non-resident foreign securities, including payments and transfers related to the transfer of foreign securities (rights certified by foreign securities). The remaining transactions between natural persons - residents and nonresidents are done without the use of special accounts.and transfers of residents in obtaining loans and foreign currency loans from non-residents, if on the basis of the relevant loan agreement or loan contract period of repayment of principal is more than three years, carried out by residents without the use of special accounts.carrying out operations with foreign securities using a special account, «F» to an individual - resident opened a special section of the securities account «F» to account for foreign securities.special section called the depositary - professional securities market participant who is licensed to engage in depository activities, under a contract with a resident. A natural person - resident has the right to open any number of special foreign currency accounts in one or more of the authorized banks. Thus, in accordance with the Regulations of the Bank of the Republic of Kazakhstan of 15.06.2004 №117-natural persons - residents in carrying out foreign exchange operations with the use of special accounts «F» shall submit to the authorized banks of the documents specified in the Regulations.regard to the requirements of the Bank of the Republic of Kazakhstan on the reservation, at the present time such claims to the special account «F» is not set (see the Bank of Russia of 29.06.2004 №1465-U, as amended. From 29.03.2006).addition to these cases, the use of a special account and reservation resident could be established by the Government of the Republic of Kazakhstan in coordination with the Bank in case the settlement and transfer of funds on the acquisition of a natural person - resident of a non-resident of shares, deposits, shares in the property (authorized or partnership capital, stock capital of a cooperative) legal entities, making a natural person - resident deposits under a partnership with nonresidents.we do not envisage the use of a natural person - resident of the special account «F» for the acquisition of shares, contributions to legal entities, etc., these operations are carried out without the use of special accounts.of the Republic of Kazakhstan dated 11.04.2005 №204 establishes the requirement for reservation of a natural person - resident an amount equal to the equivalent of 25% of the amount of foreign currency transaction undertaken for a period of 15 calendar days. Procedure for booking and reservation for refund of currency transactions defined in the Regulations of the Bank of Russia of 01.06.2004 №114-I.natural person - resident subject to independently calculate the reserve amount in the currency of the Republic of Kazakhstan on the basis of the transaction amount and size of the backup set. For transactions in foreign currency reserve calculation of the amount carried by the official exchange rate of the Bank of the Republic of Kazakhstan on the day of making a reservation amount.amount of redundancy is introduced by a natural person - resident from his bank account opened by an authorized bank, through which have been or will be carried out the operation in a separate account at the bank or a bank account opened in any authorized bank if the operation is carried out through accounts (deposits) opened with banks located abroad.the case of settlements and transfers of funds on the acquisition of a natural person - resident of a non-resident of shares, deposits, shares in the property (authorized or partnership capital, stock capital of a cooperative) of legal entities, when you make a natural person - resident deposits under a partnership with nonresidents total reservation is made by a natural person - resident prior to the implementation of the currency transaction.make a reservation amount an individual - resident authorized bank provides written notice of redundancy in the form prescribed by the bank, and payment on the basis of which the transfer of reservation amount from his account.bank or accept an application for reservation for execution and executes the same day payment, or send the applicant a motivated refusal to accept the application for reservation. Reasons for refusal of the bank to accept the application for reservation may be the lack or insufficiency of funds in the account from which you entered the amount of redundancy, to write off the entire reservation amount specified in the statement of reservations, as well as a violation of the applicant established procedures for obtaining and submitting the application for reservation and / or order of payment orders to make a reservation amount.bank not later than the next working day from the day the resident is obliged to make a reservation amount equal to all amounts in the currency of the Republic of Kazakhstan at the expense of the Bank of the Republic of Kazakhstan.to the expiration of backup natural person - resident can perform foreign exchange transactions, in respect of which fulfilled reserve requirement. On the day of expiry of the amount of redundancy redundancy returned to the natural person - resident on his account, from which it was introduced.control

  • 91. Microchips in medicine
    Медицина, физкультура, здравоохранение

    1948 Norbert Weiner published a book, Cybernetics, defined as a neurological communication and control theory already in use in small circles at that time. Yoneji Masuda, "Father of the Information Society," stated his concern in 1980 that our liberty is threatened Orwellian-style by cybernetic technology totally unknown to most people. This technology links the brains of people via implanted microchips to satellites controlled by ground-based supercomputers.first brain implants were surgically inserted in 1974 in the state of Ohio, USA and also in Stockholm, Sweden. Brain electrodes were inserted into the skulls of babies in 1946 without the knowledge of their parents. In the 1950s and 60s, electrical implants were inserted into the brains of animals and humans, especially in the U.S., during research into behavior modification, and brain and body functioning. Mind control (MC) methods were used in attempts to change human behavior and attitudes. Influencing brain functions became an important goal of military and intelligence services.years ago brain implants showed up in X-rays the size of one centimeter. Subsequent implants shrunk to the size of a grain of rice. They were made of silicon, later still of gallium arsenide. Today they are small enough to be inserted into the neck or back, and also intravenously in different parts of the body during surgical operations, with or without the consent of the subject. It is now almost impossible to detect or remove them.is technically possible for every newborn to be injected with a microchip, which could then function to identify the person for the rest of his or her life. Such plans are secretly being discussed in the U.S. without any public airing of the privacy issues involved. In Sweden, Prime Minister Olof Palme gave permission in 1973 to implant prisoners, and Data Inspection's ex-Director General Jan Freese revealed that nursing-home patients were implanted in the mid-1980s. The technology is revealed in the 1972:47 Swedish state report, Statens Officiella Utradninger (SOU).human beings can be followed anywhere. Their brain functions can be remotely monitored by supercomputers and even altered through the changing of frequencies. Guinea pigs in secret experiments have included prisoners, soldiers, mental patients, handicapped children, deaf and blind people, homosexuals, single women, the elderly, school children, and any group of people considered "marginal" by the elite experimenters. The published experiences of prisoners in Utah State Prison, for example, are shocking to the conscience.'s microchips operate by means of low-frequency radio waves that target them. With the help of satellites, the implanted person can be tracked anywhere on the globe. Such a technique was among a number tested in the Iraq war, according to Dr. Carl Sanders, who invented the intelligence-manned interface (IMI) biotic, which is injected into people. (Earlier during the Vietnam War, soldiers were injected with the Rambo chip, designed to increase adrenaline flow into the bloodstream.) The 20-billion-bit/second supercomputers at the U.S. National Security Agency (NSA) could now "see and hear" what soldiers experience in the battlefield with a remote monitoring system (RMS).a 5-micromillimeter microchip (the diameter of a strand of hair is 50 micromillimeters) is placed into optical nerve of the eye, it draws neuroimpulses from the brain that embody the experiences, smells, sights, and voice of the implanted person. Once transferred and stored in a computer, these neuroimpulses can be projected back to the persons brain via the microchip to be reexperienced. Using a RMS, a land-based computer operator can send electromagnetic messages (encoded as signals) to the nervous system, affecting the target's performance. With RMS, healthy persons can be induced to see hallucinations and to hear voices in their heads.thought, reaction, hearing, and visual observation causes a certain neurological potential, spikes, and patterns in the brain and its electromagnetic fields, which can now be decoded into thoughts, pictures, and voices. Electromagnetic stimulation can therefore change a person's brainwaves and affect muscular activity, causing painful muscular cramps experienced as torture.NSA's electronic surveillance system can simultaneously follow and handle millions of people. Each of us has a unique bioelectrical resonance frequency in the brain, just as we have unique fingerprints. With electromagnetic frequency (EMF) brain stimulation fully coded, pulsating electromagnetic signals can be sent to the brain, causing the desired voice and visual effects to be experienced by the target. This is a form of electronic warfare. U.S. astronauts were implanted before they were sent into space so their thoughts could be followed and all their emotions could be registered 24 hours a day.Washington Post reported in May 1995 that Prince William of Great Britain was implanted at the age of 12. Thus, if he were ever kidnapped, a radio wave with a specific frequency could be targeted to his microchip. The chips signal would be routed through a satellite to the computer screen of police headquarters, where the Princes movements could be followed. He could actually be located anywhere on the globe.mass media has not reported that an implanted person's privacy vanishes for the rest of his or her life. S/he can be manipulated in many ways. Using different frequencies, the secret controller of this equipment can even change a person's emotional life. S/he can be made aggressive or lethargic. Sexuality can be artificially influenced. Thought signals and subconscious thinking can be read, dreams affected and even induced, all without the knowledge or consent of the implanted person.perfect cyber-soldier can thus be created. This secret technology has been used by military forces in certain NATO countries since the 1980s without civilian and academic populations having heard anything about it. Thus, little information about such invasive mind-control systems is available in professional and academic journals.NSA's Signals Intelligence group can remotely monitor information from human brains by decoding the evoked potentials (3.50HZ, 5 milliwatt) emitted by the brain. Prisoner experimentees in both Gothenburg, Sweden and Vienna, Austria have been found to have evident brain lesions. Diminished blood circulation and lack of oxygen in the right temporal frontal lobes result where brain implants are usually operative. A Finnish experimentee experienced brain atrophy and intermittent attacks of unconsciousness due to lack of oxygen.control techniques can be used for political purposes. The goal of mind controllers today is to induce the targeted persons or groups to act against his or her own convictions and best interests. Zombified individuals can even be programmed to murder and remember nothing of their crime afterward. Alarming examples of this phenomenon can be found in the U.S.silent war is being conducted against unknowing civilians and soldiers by military and intelligence agencies. Since 1980, electronic stimulation of the brain (ESB) has been secretly used to control people targeted without their knowledge or consent. All international human rights agreements forbid nonconsensual manipulation of human beings - even in prisons, not to speak of civilian populations. an initiative of U.S. Senator John Glenn, discussions commenced in January 1997 about the dangers of radiating civilian populations. Targeting peoples brain functions with electromagnetic fields and beams (from helicopters and airplanes, satellites, from parked vans, neighboring houses, telephone poles, electrical appliances, mobile phones, TV, radio, etc.) is part of the radiation problem that should be addressed in democratically elected government bodies.addition to electronic MC, chemical methods have also been developed. Mind-altering drugs and different smelling gasses affecting brain function negatively can be injected into air ducts or water pipes. Bacteria and viruses have also been tested this way in several countries.'s supertechnology, connecting our brain functions via microchips (or even without them, according to the latest technology) to computers via satellites in the U.S. or Israel, poses the gravest threat to humanity. The latest supercomputers are powerful enough to monitor the whole worlds population. What will happen when people are tempted by false premises to allow microchips into their bodies? One lure will be a microchip identity card. Compulsory legislation has even been secretly proposed in the U.S. to criminalize removal of an ID implant.we ready for the robotization of mankind and the total elimination of privacy, including freedom of thought? How many of us would want to cede our entire life, including our most secret thoughts, to Big Brother? Yet the technology exists to create a totalitarian New World Order. Covert neurological communication systems are in place to counteract independent thinking and to control social and political activity on behalf of self-serving private and military interests.our brain functions are already connected to supercomputers by means of radio implants and microchips, it will be too late for protest. This threat can be defeated only by educating the public, using available literature on biotelemetry and information exchanged at international congresses.reason this technology has remained a state secret is the widespread prestige of the psychiatric Diagnostic Statistical Manual IV produced by the U.S. American Psychiatric Association (APA) and printed in 18 languages. Psychiatrists working for U.S. intelligence agencies no doubt participated in writing and revising this manual. This psychiatric "bible" covers up the secret development of MC technologies by labeling some of their effects as symptoms of paranoid schizophrenia.of mind control experimentation are thus routinely diagnosed, knee-jerk fashion, as mentally ill by doctors who learned the DSM symptom list in medical school. Physicians have not been schooled that patients may be telling the truth when they report being targeted against their will or being used as guinea pigs for electronic, chemical and bacteriological forms of psychological warfare.

  • 92. Microsoft Excel
    Компьютеры, программирование
  • 93. Modal verbs
    Литература

     

    1. “Грамматика английского языка: Морфология”. Кобрина, Корнеева, Осовская и др. С-П., 1999.
    2. “Грамматика английского языка. Пособие для студентов педагогических институтов.” Под ред. Ильиша.
    3. “Learn to read science”. Н.И. Шахова и др. “Наука”, 1980.
    4. “The English verb. A new grammar for every one”. А.К. Кравченко, Л.В. Ушакова и др. Иркутск, 1997.
    5. “Modality in Modern English”. Е.М. Гордон и др. М., 1968.
    6. “Модальные глаголы в английском языке”. Е.А. Зверева.
    7. “Составные глаголы в современном английском языке”. М.Д. Кузнецов и др. М., 1959.
    8. “Пособие по морфологии английского языка”. Е.А. Корнеева. М. “Высшая школа”, 1974.
    9. “Модальные глаголы в английской речи: учебное пособие для студентов институтов и факультетов иностранных языков”. А.П. Грызулина. М., “Высшая школа”, 1986.
    10. “Английский глагол”. Т.А. Расторгуева, И.П. Верховская и др. М., 1987.
    11. “Очерки по сопоставительной грамматике русского и английского языков”. А.И. Смирницкий. М., “Высшая школа”, 1975.
    12. “Морфология английского языка”. А.И. Смирницкий. М., 1959.
    13. “Наклонения английского языка”. М.В. Смолина. М., 1977.
    14. “Учебник английского языка”. Е.К. Старщникова и др. М., 1979.
    15. “Английский язык для студентов старших курсов”. Г.А. Попова и др. М., 1961.
    16. “Учебник английского языка”. С.В. Понтович. М., 1960.
    17. “Трудности перевода общественно-политического текста с английского на русский”. Т.А. Зражевская, Т.И. Гуськова. М., 1986.
    18. “Новое в английской грамматике”. Г.А. Вейхман. М., 1990.
    19. “Учебник английского языка”. Т.И. Арбекова, А.Д. Бодрова. М., 1968.
  • 94. Modern English Word-Formation
    Разное

     

    1. The first principle of classification that, one might say, suggests itself is the part of speech formed. Within the scope of the part-of-speech classification suffixes naturally fall into several groups such as:
    2. noun-suffixes, i.e. those forming or occurring in nouns, e. g. er, dom, ness, ation, etc. (teacher, Londoner, freedom, brightness, justification, etc.);
    3. adjective-suffixes, i.e. those forming or occurring in adjectives, e. g. able, less, ful, ic, ous, etc. (agreeable, careless, doubtful, poetic, courageous, etc.);
    4. verb-suffixes, i.e. those forming or occurring in verbs, e. g. en, fy, ize (darken, satisfy, harmonize, etc.);
    5. adverb-suffixes, i.e. those forming or occurring in adverbs, e. g. ly, ward (quickly, eastward, etc.).
    6. Suffixes may also be classified into various groups according to the lexico-grammatical character of the base the affix is usually added to. Proceeding from this principle one may divide suffixes into:
    7. deverbal suffixes (those added to the verbal base), e. g. er, ing, ment, able, etc. (speaker, reading, agreement, suitable, etc.);
    8. denominal suffixes (those added to the noun base), e. g. less, ish, ful, ist, some, etc. (handless, childish, mouthful, violinist, troublesome, etc.);
    9. de-adjectival suffixes (those affixed to the adjective base), e. g. en, ly, ish, ness, etc. (blacken, slowly, reddish, brightness, etc.).
    10. A classification of suffixes may also be based on the criterion of sense expressed by a set of suffixes. Proceeding from this principle suffixes are classified into various groups within the bounds of a certain part of speech. For instance, noun-suffixes fall into those denoting:
    11. the agent of an action, e. g. er, ant (baker, dancer, defendant, etc.);
    12. appurtenance, e. g. an, ian, ese, etc. (Arabian, Elizabethan, Russian, Chinese, Japanese, etc.);
    13. collectivity, e. g. age, dom, ery (ry), etc. (freightage, officialdom, peasantry, etc.);
    14. diminutiveness, e. g. ie, let, ling, etc. (birdie, girlie, cloudlet, squirreling, wolfing, etc.).
    15. Still another classification of suffixes may be worked out if one examines them from the angle of stylistic reference. Just like prefixes, suffixes are also characterized by quite a definite stylistic reference falling into two basic classes:
    16. those characterized by neutral stylistic reference such as able, er, ing, etc.;
    17. those having a certain stylistic value such as old, i/form, aceous, tron, etc.
  • 95. Multiple Intelligences in the structure of a new English syllabus for secondary school
    Иностранные языки

    Research has contributed some important data on factors that can influence the learning and teaching of pronunciation skills.

    Age. The debate over the impact of age on language acquisition and specifically pronunciation is varied. Some researchers argue that, after puberty, lateralization (the assigning of linguistic functions to the different brain hemispheres) is completed, and adults' ability to distinguish and produce native-like sounds is more limited. Others refer to the existence of sensitive periods when various aspects of language acquisition occur, or to adults' need to re-adjust existing neural networks to accommodate new sounds. Most researchers, however, agree that adults find pronunciation more difficult than children do and that they probably will not achieve native-like pronunciation. Yet experiences with language learning and the ability to self-monitor, which come with age, can offset these limitations to some degree.

    Amount and type of prior pronunciation instruction. Prior experiences with pronunciation instruction may influence learners' success with current efforts. Learners at higher language proficiency levels may have developed habitual, systematic pronunciation errors that must be identified and addressed.

    Aptitude. Individual capacity for learning languages has been debated. Some researchers believe all learners have the same capacity to learn a second language because they have learned a first language. Others assert that the ability to recognize and internalize foreign sounds may be unequally developed in different learners.

    Learner attitude and motivation. Nonlinguistic factors related to an individual's personality and learning goals can influence achievement in pronunciation. Attitude toward the target language, culture, and native speakers; degree of acculturation (including exposure to and use of the target language); personal identity issues; and motivation for learning can all support or impede pronunciation skills development.

    Native language. Most researchers agree that the learner's first language influences the pronunciation of the target language and is a significant factor in accounting for foreign accents. So-called interference or negative transfer from the first language is likely to cause errors in aspiration, intonation, and rhythm in the target language.

    The pronunciation of any one learner might be affected by a combination of these factors. The key is to be aware of their existence so that they may be considered in creating realistic and effective pronunciation goals and development plans for the learners. For example, native-like pronunciation is not likely to be a realistic goal for older learners; a learner who is a native speaker of a tonal language, such as Vietnamese, will need assistance with different pronunciation features than will a native Spanish speaker; and a twenty-three year old engineer who knows he will be more respected and possibly promoted if his pronunciation improves is likely to be responsive to direct pronunciation instruction.

  • 96. Mаrxіsm іn wоrld hіstоry
    Иностранные языки

    Australian tribes … know the habits, markings, breeding grounds and seasonal fluctuations of all the edible animals, fish and birds of their hunting grounds. They know the external and some of the less obvious properties of rocks, stones, waxes, gums, plants, fibres and barks; they know how to make fire; they know how to apply heat to relieve pain, stop bleeding and delay the putrefaction of fresh food; and they also use fire and heat to harden some woods and soften others … They know something at least of the phases of the moon, the movement of the tides, the planetary cycles, and the sequence and duration of the seasons; they have correlated together such climactic fluctuations as wind systems, annual patterns of humidity and temperature and fluxes in the growth and presence of natural species … In addition they make intelligent and economical use of the by-products of animals killed for food; the flesh of the kangaroo is eaten; the leg bones are used as fabricators for stone tools and as pins; the sinews become spear bindings; the claws are set into necklaces with wax and fibre; the fat is combined with red ochre as a cosmetic, and blood is mixed with charcoal as paint... They have some knowledge of simple mechanical principles and will trim a boomerang again and again to give it the correct curve...

  • 97. Neologism in modern English
    Иностранные языки

    Where there is an accepted collocation in the SL, the translator must find and use its equivalent in the TL, if it exists. A collocation consists basically of two or three lexical (sometimes called full, descriptive, substantial) words, usually linked by grammatical (empty, functional, relational) words, e.g. a mental illness. The collocates within a collocation define and delimit each other by eliminating at least some of their other possible meanings; the defining may be mutual and equally balanced, but more often it is closer for one collocate than for the other. Thus to pay attention, since it reduces the number of senses in which pay can be used to one. The word attention is not so radically affected, but it excludes attention in the sense of care, solicitude. To buy a hat is not a collocation, since it does not appreciably delimit the sense of buy or hat. However, collocations shade off into other grammatically linked word-groups without a sharp division.collocation is the element of system in the lexis of a language. It may be syntagmatic or horizontal, therefore consisting of a common structure; or paradigmatic or vertical, consisting of words belonging to the same semantic field which may substitute for each other or be semantic opposites. These become collocations only when they are arranged syntagmatically.collocations can be divided into seven main groups:) Verb plus verbal noun. Examples: pay attention, suffer a defeat, run a meeting, make a speech. The verb is the collocate for which the translator must find the appropriate equivalent. The verbs in these collocations merely have an operative function (they mean do) and no particularized meaning since the action is expressed in the noun. Some verbal nouns have a small range of collocates; others, like discourse, Lob, Dients, have one obvious collocate (pronouncer, spenden, leisten).) Determiner plus adjective plus noun. The appropriate adjective has to be found for the noun. There is a much wider range of choices than in (a), and the force of this category of collocation is usually only established by contrast with another language. Thus a large apple but une grosse pomme; a tall man but un home grand; un grand home but a great man; un beau garcon but a good looking man; a pretty girl but not (usually) a pretty boy. Some nouns have one particularly suitable adjective in an extensive variety of areas, particularly for physical qualities (e.g. woman: dark, slim, middle-aged, short, young) which, for other objects, would require different adjectives, whilst other nouns (e.g. criticism) have a narrow sheaf of adjectives for each segment of a variety of areas (approfondi/grundlich; anodine/nichtssagend).) Adverb plus adjective. The most suitable adverb must be looked for. These collocations tend to clichй (e.g. immensely important). The collocation is much rarer in Romance languages, where its equivalent transposition is adjective plus adjectival noun, e.g. dune immense importance. Note however: vachement dur, damn hard or bloody hard. This collocation, which is more restricted and less frequent (therefore far less important) than (a) and (b) is much at the mercy of fashion.) Verb plus adverb or adjective. This is much smaller category: the adverb or adjective must be looked for. Examples: work hard, feel well, shine brightly, and smell sweet.) Subject plus verb. There are two groups: first, the noun and verb may mutually attract each other: the dog barks, the cat purrs, the bell rings, and teeth chatter. In some cases, particularly when referring to animals, the verb usually has no other subject. In the second group, there is merely a fairly high expectation that a particular verb will follow the subject: the door creaks, le clocher pointe, les champs se deroulent, and here the right verb must be looked for. In French, some of these verbs are often found as past participles or in adjectival clauses qualifying their subjects (used as etoffement with low semantic content), and then they require no translation in English: la maison qui se drese sur la colline, the house on the hill.) Count noun plus of plus mass noun. This restricted collocation consists of a term denoting a unit of quantity and the word for the substance it quantifies. The appropriate unit must be looked for in the TL, e.g. a loaf of bread, a cake of soap, a pinch of salt, a particle of dust, etc, if it exists.) Collective noun plus count noun. The collective noun has to be discovered: e.g. a bunch of keys, a flock of geese or sheep, a pack of cards or hounds.and less easily categorized collocations include nominalizations (in particular, nouns premodified by one or more nouns), introducing the name of an object (or unit of quantity) by a term for its size, composition, purpose, origin, destination, etc., which is now rapidly superseding the noun plus of plus noun collocation; the whole range of phrasal verbs, and various items of a sequence including activity/agent/instrument/object/attribute/source/place, etc.: e.g. bake/baker/oven/bread/fresh,new,stale,musty/flour,yeast/bakery.and semantically, clichйs are a subgroup of collocations in that one of their collocates has diminished in value or is almost redundant, as often in grinding to a halt, filthy lucre, etc., and the translator may be entitled to replace a clichй with a less common collocation, if it clarified the content without distorting it.collocations may be based on well-established hierarchies such as kinship (fathers and sons), colours (emerald is a bright green), scientific taxonomies and institutional hierarchies where the elements of the culture for each language often have their own distinct linguistic likeness (Abbild), although the extralinguistic object may be the same. Alternatively they may consist of the various synonyms and antonyms that permeate all languages.may be classified under three heads:)Objects which complement each other to form a set (land, sea, air), or a graded series (ratings, petty officers, officers).)Qualities (adjectives or adjectival nouns) which are contrary, which may have middle term (e.g. interested/disinterested/uninterested), or are contradictory. Contradictory polar terms are shown formally, i.e. through affixes: perfect/imperfect, loyal/disloyal. (Suffixes have much stronger force than prefixes: cf. faithless/unfaithful). Contrary polar terms are usually shown lexically: hot/cold, young/old, faithful/treacherous. In a text, such collocations usually appear as alternatives, e.g. hard or soft; clear, obscure or vague.)Actions (verbs or verbal nouns). In two-term collocations, the second term is converse or reciprocal: attack/defend; action/reaction. In three-term collocations, the second and third terms represent positive and negative responses respectively: offer/accept/refuse, besiege/hold out/surrender/. Actions may also complement each other as in (a); walk/run, sleep/wake.are two types of synonym collocation. The main type is the inclusive collocation which include (a) the hierarchies of genus/species/subspecies, etc., and may indicate the degree of generality (or particularity) of any lexical item, and with in the appropriate category (Oberbegriffe or super ordinates): e.g. the brass in the orchestra; pump or grease-gun; equity on the market. Fleche is a generic term for spire, and a specific term for fleche (slender spire perforated with windows); (b) synecdoche, where part and whole are sometimes used indiscriminately with the same reference (e.g. chariot/prote-outil, strings/violins); (c) metonymy, where Bonn and the West German government, the City and British bankers may again be interchanged. The second type of synonym collocation is usually an old idiom such as with might and main and by hook or by crook - which is likely to have a Germanic (auf Biegen oder Brechen) but not a Romance (coute que coute) one-to-one equivalent.are the lexical (not grammatical) tramlines of language. Where a translator finds current and equally common corresponding collocation in source and TL texts, it is mandatory to use them; they are among the invariant components of translation. They may be factual or extralinguistic, denoting institutional terms (e.g. le President Republique) as well as linguistic. A translator must be conversant with them not only to follow them but also to know when to break them (going off the tramlines) when they are broken in the SL text.collocations (noun compounds or adjective plus noun) are particularly common in the social sciences and in computer language. Thus, lead time, sexual harassment, claw back, cold-calling, Walkman (brand name for personal stereo), acid rain, norm reference testing, rate-capping, jetlag, lateral thinking, narrow money, graceful degradation, hash total.above represents varying problems. The computer terms are given their recognised translation - if they do not exist, you have to transfer them (if they appear important) and then add a functional-descriptive term - you have not the authority to devise your own neologism.

  • 98. Opening a coffee shop
    Иностранные языки

    than 15 years since London's espresso cafe new wave spawned a boom of coffee houses across Europe. Early players like Aroma, Seattle Coffee and Madison's already left the scene, however, such international brands such as Starbucks, which opened its first European subsidiary in London's Kings Road in 1997 and has a large number of coffee bars in London (120) than in any other city in the world, showing significant activity. Another strong player is a member of the British Whitbread group company Costa, which, though numerically represented in the UK a large number of coffee shops, but entered the London market after Starbucks. However, recently it has started to develop much more active part, due to a more original approach to the selection of sites for new stores and franchising policy. These stores can be found in Banks (joint venture with Abbey National), supermarkets (Tesco), offices, bookshops (Waterstone's and WH Smith), as well as in more typical places - on the streets in the city center, railway stations, airports and shopping centers. (Starbucks Coffee Company, 2012)Nero, the coffee brand number 3 in the UK, particularly firmly settled in London, with its 102 stores. All property of the company. Last year the company became even more pronounced with the installation of trading on the removal of mobile kiosks Nero Express main railway stations, where previously housed AMT. After attempts to divide the ownership of other firms the company returned in 2007 to the private sector, and company founder Jerry Ford became CEO and majority shareholder of the company.(Caffè Nero, 2012)has become increasingly important and traditional bars. Network of bars with large rooms, J D Wetherspoon offers a wide selection of coffee in all its branches 685 (many of them - "oversize" bars in London and surrounding area) and has already invested about £ 6 million in the necessary equipment and training. How to compare visits to bars, visiting coffee bars, remains a contentious issue, but Wetherspoon now expects to sell at least 500 cups per week in each of their establishments. The network is growing at a rate of 30 units per year and aggressively promoting the pricing policy more affordable than Starbucks (which has raised prices twice in 2007) and other brands of coffee bars.King, another giant chain of pubs, posted operating under a franchise agreement Coffee Republic branches in 30 of its bars, and next year plans to add 40 more.addition to price competition Wetherspoon is not a key factor in sales of coffee in London, where the average bill in a coffee bar reaches 3.32 lbs. Chain of sandwich bars, Benjy's, which once was known for a cappuccino 30p, went bankrupt in 2007, all the last decade, McDonald's coffee bars placed the McCafe with reasonable prices in some major institutions in London, but now there was only one coffee shop in the Birmingham area. New style of this network, which offers an extended selection of coffee in the main menu, it is considered more appropriate. (McCafé Coffee , 2012)

  • 99. Organization of work in a Bank
    Банковское дело

    In 1996 - Bank Asya is established on October 10th, 1996 in Istanbul. The main branch in Altunizade is opened. In 1998 - Bank Asya begins its credit card operations. An online correspondent relationship goes into effect with all of Yap? Kredi Bank's branches. The Sultanhamam branch is opened. In 1999 - Bank Asya was subject to the Turkish Banking. In 2000 - Internet Banking services become available. In 2000 - Private Finance Houses Private Current and Savings Accounts Safety Fund Regulation came into operation on September 18th; Installment credit cards were launched. In 2003 - The Ministry of Finance authorizes Private Finance Houses to collect tax payments. Collections commence from online PTT branches; Bank Asya a principal member of VISA International as of October 24th. In 2004- As of January 9th, retail customers, and as of March 17th, corporate customers are able to acquire assistance through Alo Asya call center (444 4 888); Changes take place in the organizational structure of our Head Offices. This results in 24 departments working to give our clients the best customer service possible. In 2005 - Website along with our internet banking branch is renovated; Asya Bank signs agreement with Mastercard; Smart Chip card production begins; Bank Asya increases its paid-up capital from TL 120 million to TL 240 million. In 2006 - "Asya Finans Kurumu Anonim Sirket" is now known as "Asya Kat?l?m Bankas? Anonim Sirketi"; After being publicly traded in May 2006, Bank Asya's current paid-up capital is increased 60 Million TL to 300 Million TL; Since 05.2006, Bank Asya stocks are publicly traded by ASYAB code name on the Istanbul Stock Exchange. In 2007-Asya Banks shares were included in the ISE-30 Index in January 2007; The new Head Office building began operations in Umraniye on October 1.In 2008- Bank Asya became the name sponsor of Turkish Football Federation's ague 1; The Head Office organization was further developed with Head Office units rising to 40; Europe's most extensive contact less credit card, AsyaCard DIT and Turkey's first prepaid bank card, AsyaPratic DIT were introduced to the public; Paid-in capital increased to TRY 900 million. In 2009 Bank Asya was displayed the bank having the most effective performance in "Top 1000 World Banks" list of world-known financial magazine, The Banker. AsyaCard DIT was awarded for "the Best Cash Displacement Initiative" at "Visa Europe Member Awards" and "the Best New Credit Card Product Launch" at Cards&Payments Awards. The first contactless prepaid bank card of Turkey, DIT Pratik, ranked first in 2009 category. Reaching 22,2% profit rate Bank Asya has become the most profitable interest - free bank of Turkey for last three years. Number of branches has increased to 158. In 2010- DIT Pratik Card was named "The Best Mastercard Paypass Prepaid Banking Product in Turkey" by Mastercard. Bank Asya branches joined MoneyGram service network to enable international money transfers. AsyaCard received the "Consumer Quality Award" at the 23rd International Consumer Summit. Bank Asya signed an agreement with the Turkish Football Federation to extend its name sponsorship of the 1st League until 2014.. The number of branches has reached to 175. In 2011-Bank Asya received Usury Syndication over 300 million USD dollar with the participation of 26 banks. The first activity of student development program of Bank Asya, Development Base (Gelisim Üssü) which was announced with "Pilot Your Own Career!", was held with the participation of university students in April in Istanbul, Polonezköy.. Bank Asya was chosen the Best Commercial Bank of Turkey in 2011 by World Finance within the scope of the awards given to successful institutions in finance and business world every year. The number of branches has increased to 192.

  • 100. Oперaции Бaнкa "ВТБ 24" c плacтикoвыми кaртoчкaми
    Банковское дело

    В aпреле 1993 гoдa Aвтoбaнкoм и Инкoмбaнкoм былa учрежденa cиcтемa «Юниoн Кaрд», coучредителями кoтoрoй при перерегиcтрaции cтaли еще некoтoрые рoccийcкие бaнкиры. «Юниoн кaрд» изнaчaльнo coздaвaлacь и прoдoлжaет рaзвивaтьcя кaк межбaнкoвcкaя oргaнизaция, при этoм AOЗТ «Юниoн Кaрд» выпoлняет oднoвременнo функции прoцеccингoвoй кoмпaнии, рaзрaбoтчикa прoгрaммнoгo oбеcпечения, пocтaвщикa oбoрудoвaния и cиcтемнoгo интегрaтoрa. Oнa увеличилa чиcлo бaнкoв-учacтникoв дo неcкoльких coтен, a cеть региoнaльных прoцеc-cингoвых центрoв рacширилacь дo неcкoльких деcяткoв дoчерних кoмпaний. В пocледнее время кoмпaния тaкже делaет шaги пo рacширению чиcлa мocкoвcких бaнкoв-эквaйрерoв зa cчет прoдaжи им чacти cвoей тoргoвo-cервиcнoй cети. Рукoвoдcтвo кoмпaнии прoвoдит четкую пoлитику нa уcиление незaвиcимocти кoмпaнии oт крупных бaнкoв и рaзвитие зa cчет coбcтвенных cредcтв «Юниoн Кaрд». Тaкже предпринимaютcя пoпытки рacширить cеть приемa cвoих кaртoчек зa пределы Рoccии, a c другoй cтoрoны - cертифицирoвaтьcя в кaчеcтве прoцеccингoвoй кoмпaнии для некoтoрых бaнкoв в междунaрoдных плaтежных cиcтемaх. Cиcтеме «Юниoн Кaрд» удaлocь без тяжелых финaнcoвых пocледcтвий пережить бaнкoвcкие кризиcы, нo в результaте рукoвoдcтвo кoмпaнии предпринимaет шaги пo cнижению риcкoв и укреплению cтaбильнocти cиcтемы.бoгo внимaния зacлуживaет cиcтемa «Зoлoтaя кoрoнa». Вo-первых, этo единcтвеннaя крупнaя плaтежнaя cиcтемa, центр кoтoрoй нaхoдитcя не в Мocкве. Вoзмoжнo пoэтoму oнa дoвoльнo пoпулярнa в региoнaх, ocoбеннo зa Урaлoм. Вo-втoрых, этa cиcтемa, являяcь межбaнкoвcкoй, иcпoльзует нетрaдициoнную для бaнкoв чипoвую технoлoгию. В-третьих, oнa пережилa дo вoльнo тяжелый кризиc, cвязaнный c труднocтями Cибирcкoгo тoргoвoгo бaнкa, кoтoрый являлcя рacчетным бaнкoм cиcтемы. Кaкoе-тo время «Зoлoтaя кoрoнa» фaктичеcки не cущеcтвoвaлa кaк cиcтемa, пocкoльку межрегиoнaльные рacчеты были зaмoрoжены, и у бaнкoв-учacтникoв былa лишь единaя технoлoгичеcкaя плaтфoрмa. Cейчac, cудя пo вoзoбнoвившейcя реклaме, cиcтеме удaлocь вoзрoдитьcя, и в ней тaкже предприняты меры пo cнижению финaнcoвых риcкoв для бaнкoв-членoв.