
- •Grammar (Грамматика)
- •Переведите предложения. Укажите номера предложений, где сказуемое выражено формой:
- •Переведите упражнения. Укажите номера предложений, где сказуемое выражено формой страдательного залога.
- •Найдите в предложении русский эквивалент английскому сказуемому и запишите ответ в виде цифра-буква (например 1-a, 2-b и т. Д.).
- •Определите в предложении переводной эквивалент подлежащего английском и запишите ответ цифрой и буквой (например 1-а).
- •Определите формы сказуемого и переведите их на русский язык.
- •VI. Прочтите текст, выпишите предложения, содержащие сказуемое в страдательном залоге. Переведите их письменно на русский язык, используя вокабуляр (слова, данные после текста, и их перевод).
- •Vocabulary coal уголь communication связь
- •Key (Ключ)
- •Learn the vocabulary.
- •Vocabulary to text 1
- •II. Translate text 1 into Russian. Text 1 Man and his environment
- •III. Answer the questions to text 1. (Ответьте на вопросы к тексту 1.)
- •IV. Translate the sentences into English using the vocabulary to text 1.
- •In text 2 find the answer to the question below
- •Text 2 The atmosphere can be protected
- •Vocabulary to text 2
- •I. Learn the vocabulary.
- •Vocabulary before text 3
- •II. Translate text 3 into Russian. Text 3
- •III. Answer the questions to text 3.
- •IV. Say it in English.
- •I. Learn the vocabulary.
- •Vocabulary before text 4
- •Read and translate text 4. Text 4
- •III. Answer the following questions.
- •IV. Say it in English.
- •I. Learn the vocabulary.
- •Vocabulary before text 5
- •Read and translate text 5. Text 5
- •III. Answer the following questions.
- •IV. Say it in English.
- •I. Learn the vocabulary.
- •Vocabulary before text 6
- •II. Read and translate text 6. Text 6 This Land Was Our Land
- •III. Answer the questions to text 6.
- •Say the following in English using text 6 and a dictionary.
- •V. Read text 6a. Прочитав текст 6a, расскажите на русском языке об основной деятельности профессора Миллера в последние годы. Text 6a
- •Vocabulary
- •VI. Complete the sentences according to the contents of text 6a.
- •VII. Retell about Professor Robert Miller. Unit 7
- •I. Learn the vocabulary.
- •Vocabulary before text 7
- •II. Read and translate text 7. Text 7
- •Reheat Turbine
- •III. Answer the questions to text 7.
- •Complete the sentences according to text 8 contents.
- •100200 – Электроэнергетические системы и сети (The Electric Power Systems and Grids)
- •Direct-Current (dc) Generators
- •Ac Motors
- •100400 – Электроснабжение (The Electric Power Supply)
- •Electrical Сooperatives
- •Electricity From History of Technology
- •100500 – Тепловые электрические станции (The Thermal Power Stations)
- •Components of a Thermoelectric Generator
- •Development of Thermoelectric Power Generators
- •Principles of Operation
- •Seebeck Effect
- •Major Types of Thermoelectric Generators
- •Fossil-Fuel Generators
- •Solar-Source Generators
- •Nuclear-Fueled Generators
- •121100 – Гидравлические машины, гидроприводы и гидропневмоавтоматика (The Hydraulic Machines, the Hydraulic Drives and Hydraulic Pneumoautomatics)
- •Hydraulic Transmission
- •Power Steering
- •Hydraulic Press
- •Pascal's Principle
- •Greatest Load Raised
- •Highest Pressures
- •330200 – Инженерная защита окружающей среды (The Engineering Conservation of the Environment)
- •Technological Issues
- •New Conservation Problems And Approaches
- •320700 – Охрана окружающей среды и рациональное использование природных ресурсов (The Environment Conservation and the Rational Use of Natural Resources)
- •Values to Mankind
- •Rational Use of Natural Resources
- •Multiple Use and Restoration
- •Use of Global Resources
- •Spread of Modern Conservation Practices
- •Concepts Important To Conservation The Need For Natural Resources
New Conservation Problems And Approaches
After World War II the field of conservation expanded as new problems arose and as some older approaches proved to have been inadequate. With growing populations and increasing pressures on land and resources, planning for their use by taking into account only a single factor or a few factors at the most was found to be highly unsatisfactory. One such instance was the development of more effective synthetic pesticides for use in the control of disease-carrying insects as well as those that prey most heavily upon agricultural crops. The initial results were remarkable. In some countries, where the insecticide DDT was used to control malaria-bearing mosquitoes, the disease was reduced from being an important cause of human illness and mortality to a low and manageable level. Similarly, agricultural pests were drastically reduced, and crop yields soared in many regions. Eventually, however, it was discovered that the pesticides had unexpected and severe consequences on the environment, and by the 1970s their use anywhere for any purpose was open to serious debate.
All forms of pollution also became a matter of major significance as populations and industrial activities increased after World War II. Air in major cities became toxic; water supplies in many heavily populated areas were contaminated. Nuclear radiation had become a major cause for concern by the 1950s and early 1960s when it was found that radioactive materials from test explosions of atomic and hydrogen bombs spread throughout the entire biosphere instead of being confined to the immediate areas in which the tests were conducted.
In response to the need for a much more integrated approach to environmental problems and to natural-resource management than existed at the time, many countries established ministries for the environment or their equivalent.
By 1970, however, the problems of the environment had become international in scope. The oceans were seriously polluted, and no single country could control the situation. Pesticides and other toxic materials spread by air and water currents throughout the world were causing or threatening to cause environmental damage everywhere. But the need for an international approach to conservation problems found most nations generally unprepared to cope with the situation. Conservation-oriented recommendations aimed at controlling the use of radioactive materials, heavy metals, toxic pesticides, or the dumping of petroleum at sea could not be enforced internationally. The need to regulate the exploitation of marine resources was widely acknowledged, but such regulation was ineffective without an empowered international authority.
In recognition of these problems many international conferences were held, new treaties and conventions were proposed, and the need for regulatory power over the environment at an intergovernmental level was stated frequently. The World Health Organization and the World Meteorological Organization began a global program to monitor pollution levels. The United Nations Educational, Scientific and Cultural Organization (UNESCO) launched a major scientific program directed toward the problems of "Man and the Biosphere," and an international conference on environmental problems was held in Stockholm in June 1972. Following the conference, the United Nations General Assembly established the UN Environment Programme (UNEP) to act on the recommendations of the Stockholm meeting. The UNEP surveyed the status of many aspects of the world's environment and natural resources, subsequently publishing its findings in numerous reports. In 1980 the International Union for Conservation of Nature and Natural Resources, with the support of UNEP and the World Wildlife Fund, published World Conservation Strategy. This document, which presented worldwide strategies for the rational use of resources, has served as the basis for many national conservation plans. But many critics feared that, until the nations of the world were more willing to delegate greater authority to international organizations and to support them financially, little progress toward the solution of global problems could be expected. In existing conditions of international relations, this left each nation to attempt to do what it could within its own boundaries.
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