Далее: Кандидатский экзамен по английскому Вверх: Аспирантский экзамен по английскому Назад: Требования для сдачи вступительного

Структура вступительного экзамена в аспирантуру по английскому языку

Вопрос 1

Прочитайте и письменно переведите со словарем на русский язык отрывок оригинального текста по специальности (объем текста 1800 печ. знаков).

Текст № 1 (специальность – история)

A History of the Soviet Union by G. Hosking. London. 1992, pp. 57–58.

War Communism

Even after the dissolution of the Constituent Assembly, it was not clear what form of government the Bolsheviks would be able to install, what its relations would be with local soviets as local centres of power, nor what kind of support it would receive from the various sectors of the population. The Bolsheviks had called for 'All Power to the Soviets', but Lenin clearly had reservations about that slogan, and the manner in which he had established Sovnarkom did not augur well for the future of decentralized government. The Bolsheviks had also talked a great deal of the 'dictatorship of the proletariat' and had called their new government a 'Workers' and Peasants' Government'; but how was the proletariat to put their new-found authority into effect? What was to be the relation between the new centralized institutions of the Soviet government (admittedly as yet largely on paper) and bodies like trade unions and factory committees, which had their own narrower interests to defend?

The Bolsheviks had absolutely no clear answer to these questions. As we have seen, they were divided over how and even whether to seize power.

Even Lenin himself had no clear conception of how he was going to run the enormous, divided, war-torn country. He fully admitted this. Not long before the seizure of power, he said, ‘We do not pretend that Marx or Marxists know the road to socialism in detail. That is nonsense. We know the direction of the road, we know what class forces lead along it, but concretely, practically, this will be shown by the experience of millions when they decide to act.' He did have a general vision, expounded in State and Revolution, of ordinary workers and peasants taking over the smoothly running mechanism of the imperialist economy.

Перевод текста № 1

Военный коммунизм

Даже после роспуска Конституционного Собрания было не совсем понятно, какую форму правления смогут установить большевики, какие у нее будут взаимоотношения с местными советами и местными центрами власти, какую поддержку новая власть получит от различных слоев населения. Большевики провозгласили: «Вся власть Советам», но у Ленина явно были свои оговорки в отношении лозунга, а манера, с которой он учредил Совет Народных Комиссаров, не предвещала ничего хорошего относительно будущности децентрализованного правительства. Большевики также много говорили о «диктатуре пролетариата» и назвали свое новое правительство «Правительством рабочих и крестьян»; но как должен был пролетариат заставить действовать новую власть? Какими будут отношения между новыми централизованными органами Советского правительства (существовавшими пока больше на бумаге) и такими организациями, как профсоюзы и рабочие комитеты, у которых имелись свои узкие интересы?

У большевиков не было абсолютно четких ответов на эти вопросы. Как мы видели, их мнения разделились по поводу того, каким образом и даже зачем захватывать власть.

И у Ленина не имелось однозначной концепции того, как ему управлять громадной, раздробленной, разрушенной во время войны страной. Он полностью осознавал это. Незадолго до узурпации власти он говорил: «...мы не претендуем на то, что Маркс или марксисты знают, как построить социализм в деталях. Это чушь. Мы знаем направление дороги, знаем, какие классовые силы ведут по ней, но конкретно, практически, это покажет опыт миллионов, когда они начнут действовать». У него имелось общее представление, выраженное в работе «Государство и революция», о том, как простые рабочие и крестьяне берут в свои руки управление плавнотекущим механизмом империалистической экономики.

Текст № 2 (специальность – химия)

Comprehensive Heterocyclic Chemistry. Structure of Six – membered Rings by A. J. Boulton, A. Mckillop. University of East Englia, pp. 6–7.

THERMODYNAMIC ASPECTS:

MOLECULAR SHAPE AND CONFORMATION

It would be out of place here to attempt a detailed description of the methods available for determining the geometry of molecules. For volatile compounds, gas-phase measure­ments can be performed using electron diffraction, while those which possess a permanent dipole moment are usually amenable to microwave spectroscopy. Crystalline compounds generally yield to X-ray or neutron diffraction. Although intermolecular forces can introduce some distortions, the large volume of data which have been provided by X-ray crystallogra­phy makes it a reliable source of information, especially when results from several related compounds can be compared. In recent years the faster computation methods which have become available have made results from this technique much more easily obtained. X-Rays have made their impact on heterocyclic chemistry since their early days, however; it is 60 years since the structure of hexamethylenetetramine was confirmed by their use. Because of the cumbersome and expensive apparatus required (the source of radiation is an atomic pile), there are far fewer structural results obtained by neutron diffraction. Since neutrons are more strongly diffracted by hydrogen atoms than are X-rays, they give more reliable data on the location of these atoms.

Fully Unsaturated Rings

The benzene ring has a fully symmetrical ($D_{6h}$) planar hexagonal carbon framework. Heteroatom substitution upsets this symmetry, but except in certain special cases, as for instance the 'thiabenzenes', the planarity of the ring is preserved. Although it is known that the benzene ring can be deformed fairly substantially without losing its aromatic character, the electron orbital overlap which provides the bonding framework of the ring is at its best (i.e. of lowest energy), according to LCAO theory, when the $\pi$-orbitals are parallel, and this requires the ring to be planar.

Перевод текста № 2

ТЕРМОДИНАМИЧЕСКИЕ АСПЕКТЫ:

ФОРМА МОЛЕКУЛ И КОНФОРМАЦИИ

По мнению авторов книги, было бы неуместным здесь пытаться детально описать методы, позволяющие определить геометрию молекул. Для энергозависимых соединений могут быть применены газофазные измерения с использованием электронной дифракции, в то время как соединения, имеющие постоянный дипольный момент, обычно поддаются микроволновой спектроскопии. Хотя межмолекулярные силы могут создавать некоторые искажения, большой объем данных, полученных методом рентгеновской кристаллографии, делает ее надежным источником информации, особенно когда можно сравнить результаты нескольких родственных соединений. Как считают авторы, быстрые вычислительные методы, ставшие доступными в последние годы, принесли свои результаты, которые по этой методике получать гораздо легче. Однако рентгеновские лучи оказали свое воздействие на гетероциклическую химию с самых ранних их дней; 60 лет прошло с тех пор, как с их помощью была подтверждена структура гексаметилентетрамина. Гораздо меньше структурных результатов было получено с помощью нейтронной дифракции по причине необходимости использования тяжелой и дорогой аппаратуры (атомный распад – источник радиации). Поскольку нейтроны подвергаются более сильной дифракции атомами водорода, чем рентгеновские лучи, они дают более надежную информацию о расположении этих атомов.

Полностью ненасыщенные циклы

Бензольное кольцо имеет вполне симетричный ($D_{6h}$) плоский гексагональный углеродный скелет. Введение гетероатома нарушает эту симметрию за исключением отдельных особых случаев, как, например, в тиабензолах, а плоскостная форма цикла сохраняется. Хотя известно, что бензольное кольцо может довольно значительно деформироваться без потери ее ароматического характера, электронные орбитали перекрываются, что приводит к переходу углеродного скелета в самое выигрышное состояние (то есть с наименьшей энергией), согласно теории ЛКАО (линейная комбинация атомных орбиталей), это происходит, когда $\pi$-орбитали параллельны, что придает циклу плоское строение.

Вопрос 2

Изложите на английском языке содержание общественно-политического текста (объем текста 900–1000 печ. знаков), прочитанного со словарем.

Текст №1

Well-matured students

By any standards, Nigel Bridge has had a distinguished career. Now aged 77, he is a peer of the realm, a former senior law lord and an Honorary Fellow of Wolfson College, Cambridge. The only set of letters missing after his name is BA, because the man who sentenced the Birmingham Six never went to university.

But now Lord Bridge is completing his education by taking an Open University degree in mathematics, a subject he last studied for School Certificate before the war. He started the degree in 1992 and plans to graduate by the year 2000, when he will be 83. “My grandchildren will have degrees of their own by then, but they will be there to see me,” he says cheerfully.

“We live and learn, but none the wiser get,” said the 17th – century clergyman John Pomfret, but Lord Bridge and hundreds like him are determined to prove him wrong.

“The Time”, June, 1996.

Реферирование текста №1

1. The newspaper article under review is from “The Time”.
2. The headline of the article is “Well – matured students”.
3. The author of the article is Juna Liewenyn Smith.
4. The article deals with the problem of the role of education in our life.
5. The article is devoted to Nigel Bridge who has had a distinguished career, is a former senior law lord, a peer of the realm. But being 77 and having all these titles he doesn’t have a higher education.
6. The author of the article stresses that now Lord Bridge is completing his education by taking an Open University degree.
7. It should be noted that he started the degree in 1992 and plans to graduate by the year 2000.
8. The author gives the quotation of the 17th century clergyman John Pomfret: “We live and learn, but none the wiser get”.
9. In conclusion the author says that Lord Bridge and hundreds like him are determined to prove him wrong.

Текст № 2

Children learning more about Nazis than our own history, claims Education Secretary

Children spend so much time learning about the Nazis at school that they are ignorant of British history, Charles Clarke, the Education Secretary, believes. As a result, he has ordered a review of the history curriculum. In recent years pupils have tended to repeat the same periods of history – particularly the Second World War or Soviet Russia – at each stage of their education, to such an extent that it has been called the “Hitlerisation of history”. Mr Clarke considers the trend “a serious criticism that we have to address”. He wants children to have a sense of the broader sweep of history and the context of particular events. It is the first time that the Government has acknowledged concerns that the history curriculum is leaving children with little or no sense of the history of their own country. The Prince of Wales and prominent historians such as Dr David Starkey are among those who have criticised the way that history is taught. “The Daily Telegragh”, June, 2003.

Реферирование текста №2

1. The newspaper article under review is from the Daily Telegraph.
2. The headline of the article is “Children learning more about Nazis than our own history, claims Education Secretary”.
3. The authors of the article are Julie Henry and David Harrison.
4. The article deals with the problem of teaching History in British Schools.
5. The article is devoted to the analysis of the situation in British Schools where children spend so much time learning material about Nazis.
6. The authors of the article express the view that British School children are ignorant of British history.
7. The article stresses that because of this problem Charles Clarke, the education Secretary, ordered a review of the history curriculum.
8. It should be noted that the period of history the pupils constantly learn particularly the Second World War or Soviet Russia has been called the “Hitlerisation of history”.
9. In conclusion the authors highlight that such outstanding people as Prince of Wales and Dr David Starkey are among those who have criticized the way the history is taught.

Вопрос 3

Беседа на английском языке по научной проблематике.

Вопросы	Ответы
1. What is your first name?	1. My first name is Ruslan.
2. What is your surname?	2. My surname is Simonov.
3. Where are you from?	3. I‘m from Yaroslavl
4. What is your address?	4. My address is Russia, Yaroslavl, Turgenev Street, 23, Flat 6.
5. What is your telephone number?	5. My telephone number is 73–82–35.
6. Where were you born?	6. I was born in Moscow.
7. When is your birthday?	7. My birthday is on the 31st of January, 1982.
8. When were you born?	8. I was born on the 31st of January, 1982.
9.What school did you go to?	9. I went to school № 44.
10.When did you leave school?	10. I left school 6 years ago.
11. What institution of higher education did you enter?	11. I entered the Yaroslavl State Teachers’ Training University named after K.D. Ushinsky.
12. When did you graduate from the University?	12. I graduated from the University last year.
13. What did you do after graduating from the University?	13. I worked as a teacher of History at a village school not far from Yaroslavl.
14. Are you working there now?	14. Yes, I am working there now.
15.What postgraduate cour-se would you like to take?	15. I would like to take a post-graduate course in History of Russia.
16. Are you going to study by correspondence?	16. Yes, I am going to study by correspondence.
17.Why would you like to take a postgraduate course?	17. When I was a student I was doing research concerning the problems of economic reforms in Russia at the beginning of the 20th century. Now I’d like to go on working at these problems.
18. What problems are you going to discuss in your research?	18. I am going to discuss the problems of economic reforms in Russia at the beginning of the 20th century.
19. Have you got any publications?	19. No, I haven’t got any publications yet.
20. What languages do you speak?	20. I speak two languages, Russian and English.
21. When did you begin studying English?	21. I began to study English when I was 11 years old (when I was in the 5th form).
22. Had you studied English before you entered the University?	22. Yes, I had studied English before I entered the University.
23. How long have you been learning English?	23. I have been learning English for 11 years.
24. Did you study any other foreign languages at school or at the University.	24. No, I didn’t study any other foreign languages at school or at the University.
25. Do you find languages easy or difficult to learn?	25. I find foreign languages rather difficult to learn.

Далее: Кандидатский экзамен по английскому Вверх: Аспирантский экзамен по английскому Назад: Требования для сдачи вступительного