2. Read the text and reproduce it
Fatty * Takes an Exam
In the middle of examination-time Digamma Pi Fraternity** had to work on Fatty Pfaff to help him take the exam in anatomy.
Fatty had failed in the mid-year anatomical and now he had to pass a special exam before he could take the final exam.
There was a certain fondness for him in Digamma Pi; Fatty was soft, Fatty was a fool, yet they were fond of him the way people are fond of an old car or a dirty dog.
The night before his special examination they kept him awake working till two, with wet towels and black coffee. They repeated lists - lists - lists to him. They ran about the room, holding up their hands and crying, "Will he never remember a thing?" and then, "Don't get excited, Fatty. Take it easy. Just listen to this quietly, will you, and try. Try to remember one thing at least!"
They led him carefully to bed. He was so full of facts that they were afraid he might lose them on his way to bed. When he woke at seven, with red eyes, he had forgotten everything he had learned "He's got to have a crib,"*** said the president of Digamma Pi, "even if he gets caught with it. I prepared one for him yesterday. It'll cover enough of the questions so he'll get through."
Fatty protested: "It's against my principles. I think a fellow who can't get through an examination can't be a doctor. That's what my Dad always said."
The president of Digamma Pi took Fatty by the shoulder and said slowly in a low voice, "Look here, I'm going to put this crib in your pocket - look, here in your pocket, behind your handkerchief."
"I won't use it," whispered Fatty. "It's all the same to me if I fail."
They pushed Fatty through the door, on his way to Anatomy Building. They watched him go.
"Js it possible he's going to be honest?" somebody wondered.
They saw Fatty stop, take the handkerchief out of the pocket - and discover the crib. They saw him look at it, begin to read it, put it back into his pocket and continue his way with a more resolute step.
They joined hands and danced about the room singing. "He'll use it - it's all right - he'll get through!"
He got through.
(After "Martin Arrow smith" by Sinclair Lewis)
*Fatty -толстяк (прозвище)
**Digamma Pi Fraternity - одно из студенческих обществ, обычно обозначаемых буквами греческого алфавита
***crib - шпаргалка
GRAMMAR: Pre-positive-attributive constructions
Attributive groups
There are 2 types of attributive structures: two-member attributive structures and multi- member (or nominal) attributive structures.
Two-member attributive structures, expressed by a substantive (a noun) can be translated into Kazakh:
1.1 by adjective- Emergency meeting – Кезектен тыс отырыс:
1.2 by a noun in genetive case – income policy – Кіріс саясаты
1.3 by a noun with preposition – strike warning – Көтеріліс жайында ескерту
1.4 by surbodinate clause – a bond rally – Облигациялар иемденуге арналған үгіттеу шеруі
vice boys – есірткі сатумен күресу бойынша айналысатын милиция бөлімінің жігіттері
wage deadlock – тығырыққа тірелу, яғни айлық жалақысын көтеру жайындағы келіссөздер.
Let’s contemplate the 2 type”multi-member attributive structures:
1 2 3
Ex: Strategic Arms Limitation Treaty – Стратегиялық қаруландыруды шектеу жайындағы келісім шарт.
First of all it is necessary to translate the final noun, which is always the main word in such a phrase. Then one should single out sense groups within the phrase and analyze relations between them. If all these groups modify the final noun they may be translated in the same succession as they are in English, or in different succession, according to the norms of the Kazakh language. If they modify each other in consecutive order the reverse way of translation is often recommended.
Ex: 1. The Subversive Activities Control Board Civil Rights Congress activities proceedings –Бақылау басқармасындағы Конгресстік қызметіндегі азаматтық құқық үшін күрескен теріс әрекетін тергеу.
2. Dr Martin Luther King, the civil rights leader, fell a victim of racialism - Азаматтық құқықты қорғау жөніндегі жетекші Мартин Лютер Кинг россизмнін құрбаны болды
3. The garbage strike in New Orleans began on the 21st of January - 21-қаңтар күні Жаңа Орлеанда қоқыс жинаушылардың ереуілі басталды.
4. The hemispheric parley mapped the fight on war - Дөңгелек стол отырысында әскери әрекеттердің жоспары құрылды.
5. Bank Credit Regulation Committee - Банк несиелерін қадағалау жөніндегі комитет
6. Raw material production countries - Шикізат өндіруші мемлекеттер
7. Sudden policy change - Саясаттың кенеттен өзгеруі
8. Combined operations headquarter - Бірігіп әрекет ету бөлімі
9. National Liberation Front Successes - Ұлттық азаттық фронтының жетістіктері
10. London district comitette - Лондонның аудандық комитеті
11. The Labour – controlled city council - Лейбористермен бақыланатын қалалық кеңес
12. A six point control plan - Алты пунктен тұратын қорытынды жоспар
WEEK 5. Topic: Science. Technology and Innovation.
Grammar: The Word Substitution
Практических занятий – 6час., СРОП- 6час., СРО- 6час.
Intelligence is the ability to use thought and knowledge to comprehend things and solve problems
Ponder over the following collocations and try to explicate their meanings:
a/ political and social science
b/ formal and applied science
c/ scientific revolution
d/ scientific method
e/science and technology
Focus on reading:
1. Science (from Latin: scientia meaning "knowledge") is a systematic enterprise that builds and organizes knowledge in the form of testable explanations and predictions about the universe. An older and closely related meaning still in use today is that of Aristotle, for whom scientific knowledge was a body of reliable knowledge that can be logically and rationally explained (see "History and etymology" section below).
Since classical antiquity science as a type of knowledge was closely linked to philosophy. In the early modern era the two words, "science" and "philosophy", were sometimes used interchangeably in the English language. By the 17th century, "natural philosophy" (which is today called "natural science") had begun to be considered separately from "philosophy" in general. However, "science" continued to be used in a broad sense denoting reliable knowledge about a topic, in the same way it is still used in modern terms such as library science or political science.
In modern use, science is "often treated as synonymous with ‘natural and physical science’, and thus restricted to those branches of study that relate to the phenomena of the material universe and their laws, sometimes with implied exclusion of pure mathematics. This is now the dominant sense in ordinary use." This narrower sense of "science" developed as a part of science became a distinct enterprise of defining "laws of nature", based on early examples such as Kepler's laws, Galileo's laws, and Newton's laws of motion. In this period it became more common to refer to natural philosophy as "natural science". Over the course of the 19th century, the term "science" became increasingly associated with the disciplined study of the natural world including physics, chemistry, geology and biology. That left the study of human thought and society in a linguistic limbo, which was resolved by classifying these areas of academic study as social science. Similarly, several other major areas of disciplined study and knowledge exist today under the general rubric of "science", such as formal science and applied science.
History and etymology
Main articles: History of science and Scientific revolution
Personification of "Science" in front of the Boston Public Library
While descriptions of disciplined empirical investigations of the natural world exist from times at least as early as classical antiquity (for example, by Aristotle and Pliny the Elder), and scientific methods have been employed since the Middle Ages (for example, by Alhazen and Roger Bacon), the dawn of modern science is generally traced back to the early modern period during what is known as the Scientific Revolution of the 16th and 17th centuries.[10] This period was marked by a new way of studying the natural world, by methodical experimentation aimed at defining "laws of nature" while avoiding concerns with metaphysical concerns such as Aristotle's theory of causation.
Rapid accumulation of knowledge, which has characterized the development of science since the 17th century, had never occurred before that time. The new kind of scientific activity emerged only in a few countries of Western Europe, and it was restricted to that small area for about two hundred years. (Since the 19th century, scientific knowledge has been assimilated by the rest of the world).
—Joseph Ben-David, 1971.
This modern science was developed from an older and broader enterprise. The term "science" is from Old French, and in turn from Latin scientia which was one of several words for "knowledge" in that language. In philosophical contexts, scientia and "science" were used to translate the Greek word epistemē, which had acquired a specific definition in Greek philosophy, especially Aristotle, as a type of reliable knowledge which is built up logically from strong premises, and can be communicated and taught. In contrast to modern science, Aristotle's influential emphasis was upon the "theoretical" steps of deducing universal rules from raw data, and did not treat the gathering of experience and raw data as part of science itself.
From the Middle Ages to the Enlightenment, science or scientia continued to be used in this broad sense, which was still common until the 20th century.[15] "Science" therefore had the same sort of very broad meaning that philosophy had at that time. In other Latin influenced languages, including French, Spanish, Portuguese, and Italian, the word corresponding to science also carried this meaning.
Prior to the 18th century, the preferred term for the study of nature among English speakers was "natural philosophy", while other philosophical disciplines (e.g., logic, metaphysics, epistemology, ethics and aesthetics) were typically referred to as "moral philosophy". (Today, "moral philosophy" is more-or-less synonymous with "ethics".) Science only became more strongly associated with natural philosophy than other sciences gradually with the strong promotion of the importance of experimental scientific method, by people such as Francis Bacon. With Bacon, begins a more widespread and open criticism of Aristotle's influence which had emphasized theorizing and did not treat raw data collection as part of science itself. An opposed position became common: that what is critical to science at its best is methodical collecting of clear and useful raw data, something which is easier to do in some fields than others.
The Humboldt University in Berlin established a new model of academic tuition.
The term "science" in English was still however used in the 17th century to refer to the Aristotelian concept of knowledge which was secure enough to be used as a prescription for exactly how to accomplish a specific task. With respect to the transitional usage of the term "natural philosophy" in this period, the philosopher John Locke wrote in 1690 that "natural philosophy is not capable of being made a science".[16] However, it may be that Locke was not using the word 'science' in the modern sense, but suggesting that 'natural philosophy' could not be deduced in the same way as mathematics and logic.
Locke's assertion notwithstanding, by the early 19th century natural philosophy had begun to separate from philosophy, though it often retained a very broad meaning. In many cases, science continued to stand for reliable knowledge about any topic, in the same way it is still used today in the broad sense (see the introduction to this article) in modern terms such as library science, political science, and computer science. In the more narrow sense of science, as natural philosophy became linked to an expanding set of well-defined laws (beginning with Galileo's laws, Kepler's laws, and Newton's laws for motion), it became more popular to refer to natural philosophy as natural science. Over the course of the 19th century, moreover, there was an increased tendency to associate science with study of the natural world (that is, the non-human world). This move sometimes left the study of human thought and society (what would come to be called social science) in a linguistic limbo by the end of the century and into the next.
Through the 19th century, many English speakers were increasingly differentiating science (i.e., the natural sciences) from all other forms of knowledge in a variety of ways. The now-familiar expression “scientific method,” which refers to the prescriptive part of how to make discoveries in natural philosophy, was almost unused until then, but became widespread after the 1870s, though there was rarely total agreement about just what it entailed. The word "scientist," meant to refer to a systematically working natural philosopher, (as opposed to an intuitive or empirically minded one) was coined in 1833 by William Whewell. Discussion of scientists as a special group of people, who did science, even if their attributes were up for debate, grew in the last half of the 19th century. Whatever people actually meant by these terms at first, they ultimately depicted science, in the narrow sense of the habitual use of the scientific method and the knowledge derived from it, as something deeply distinguished from all other realms of human endeavor.
By the 20th century, the modern notion of science as a special kind of knowledge about the world, practiced by a distinct group and pursued through a unique method was essentially in place. It was used to give legitimacy to a variety of fields through such titles as "scientific" medicine, engineering, advertising, or motherhood.[18] Over the 20th century, links between science and technology also grew increasingly strong. As Martin Rees explains, progress in scientific understanding and technology have been synergistic and vital to one another.
Richard Feynman described science, to his students, as: "The principle of science, the definition, almost, is the following: The test of all knowledge is experiment. Experiment is the sole judge of scientific 'truth'. But what is the source of knowledge? Where do the laws that are to be tested come from? Experiment, itself, helps to produce these laws, in the sense that it gives us hints. But also needed is imagination to create from these hints the great generalizations — to guess at the wonderful, simple, but very strange patterns beneath them all, and then to experiment to check again whether we have made the right guess." Feynman also observed, "...there is an expanding frontier of ignorance...things must be learned only to be unlearned again or, more likely, to be corrected."