Curriculum Vitae

Marc Foster

D.O.B. 03.06.1986

Email: mfoster@worlwide.co.uk

Tel: home 0246178348 mobile 0561873625

Nationality: British

Profile

I am a highly motivated and hard working young graduate with excellent academic qualifications and appropriate work experience in the field of ecology. I work very well in a team, have excellent communication and organizational skills, and enjoy encouraging and motivating others, including children.

Education and qualifications

2010-2013

University of Leeds BSc (Hons) 2.1 Environmental biogeoscience My personal research project on collecting biodata in the river Danube floodplain is to be published by the Worldwide Fund for the Nature in their quarterly magazine

Modules studied

	Environmental Risk: Science, Policy and Management Air quality: Science and Policy Earth System Science: Biochemical Cycles Soils and Environmental Change Sustainable Development: Challenges and Practice
2000-2010	Polam Hall School, Darlington AS level: Business Studies (C), General Studies (B) A2 Level: Chemistry (B), Mathematics (A), Biology (B) 9 GCSE grades: 2A, 4A, 2B, 1C

Work Experience

July/August 2009, 2010	Worldwide Fund for Nature, Germany Total of 12 weeks spent assisting with species and habitat management, surveying and monitoring activities, and the collection of biodata. This provided valuable experience of ecosystems as well as working in an international team.
Summer 2009, 2008	The Eden Project, Cornwall Summer assistant with responsibility for selling tickets, guiding visitors around the centre and assisting with educational activities for children. This helped me develop my skills working with children and members of the public as well as explaining issues related to the environment.

Interests

I take great pleasure in travelling to experience different cultures, meet new people, and learn from new experiences. I enjoy playing the piano and singing. I have been a member of the university operatic society for the last three years.

Part II. Education Unit 1. Your first day at higher school

Start-up

b) Match proverbs to their appropriate translation and remember them:

No song, no supper.	Поспешишь — людей насмешишь
If you dance you must pay the fiddler	Что с воза упало, то пропало
Everybody’s business is nobody’s business	Как потопаешь, так и полопаешь
Money doesn’t grow on trees	Завтрак съешь сам, обед раздели с другом, ужин отдай врагу.
Finders keepers, losers weepers	— Кто не работает, тот не ест.
Idle folks lack no excuses.	Любишь кататься, люби и саночки возить
Haste makes waste	Не тронь лиха, пока лежит тихо
Don’t trouble trouble until trouble troubles you.	У лентяя Федорки всегда отговорки
Breakfast like a king, lunch like a queen and dinner like a pauper.	У семи нянек дитя без глазу.

Lead-in

1. a) Think about the following questions:

1. Do you remember your first day at school or university?

2. How did you feel?

3. Who did you meet?

4. What happened on the first day?

2. Study the adjectives given below, remember their meaning.

nervous, proud, scared, excited, relieved, calm, upset, confused

2. Listen to the woman remembering her first day at school and put the sentences in the correct order in which the woman talks about them:

1. She met Emily

2. Lots of noise and children

3. Her mother came to collect her

4. Walking through the main gate with her mother

5. During the swimming class

6. Watching her mother leaving

7. Having an ice cream with her mother

8. Playing games with the other children

2. Match the adjectives describing feelings given in ex.2 with the phrases given in ex

2. Work in pair. Using adjectives and phrase given in previous exercises repeat the woman’s story.

2. a) Learn to distinguish between these synonyms. Then read the explanations below to see the difference.

profession, field, job, occupation, specialization, trade, vocation, work (работа, занятие)

Profession suggests a position that cannot be taken without a considerable amount of education and involves one’s creativity in mental rather than manual labor.

Vocation specifically stresses dedication. It can sound high flown: e.g. He chose painting as his vocation and earned his living by waiting on tables.

Occupation is neutral possibility for vocation. It does not sound over elegant.

Trade, work, job by contrast may suggest a range of occupations from skilled labor to the most menial of position. Of the three trades implies the dignity of learned skill in which inventiveness and manual labor are combined. Work is, of course, very general. Job is commonly used to refer to any sort of employment permanent or temporary, single task or regular position of employment.

Field is an informal and specialization a formal word for referring to smaller groupings within occupation: a medical student who intended to study in the field of obstetrics; a general knowledge of law but with specialization in divorce cases.

2. Translate sentences where these synonyms are used:

1. You must also be willing to retrain and to enter an entirely new occupation. 2. Perhaps you could obtain a summer or part-time job doing the type of work you are trained at the University. 3. It would be wise for you to begin developing aspects of your personality that are not related to the type of work you expect to be doing while you are in school. 4. Educating yourself for the future also means being prepared to enter an occupation for which college has not specially trained for. 5. One study of college graduates found that most liberal arts majors – English, psychology, art, sociology, history – who are now employed as managers are generally quite satisfied with their jobs. 6. Higher-educational institutions include not only universities and colleges but also various professional schools that provide preparation in such fields as law, theology, medicine, business, music, and art.7. Such diverse professions as engineering, teaching, law, medicine, and information science all require a college education.

2. Use appropriate synonyms:

1. Perhaps you could obtain a summer or part-time … doing the type of work you are trained at the University (profession, field, job, occupation, specialization, trade, vocation, work). 2. Educating yourself for the future also means being prepared to enter …. for which college has not specially trained for (profession, field, job, occupation, specialization, trade, vocation, work). 3. Higher-educational institutions include not only universities and colleges but also various professional schools that provide preparation in such … as law, theology, medicine, business, music, and art (profession, field, job, occupation, specialization, trade, vocation, work). 4. Such diverse … as engineering, teaching, law, medicine, and information science all require a college education(profession, field, job, occupation, specialization, trade, vocation, work).

3. Discuss in pair. Do you like to study? If not, why not? If so, when and where do you like to study?

1. You are going to watch a video about ways to study. What three great ways to study are mentioned?

2. Are these sentences true or false? Watch the video and check your answers.

1. There are many kinds of computer programs to help students, but the Internet is not very useful for research.

2. Technology offers more flexibility in when we study.

3. Technology does not really help students who are learning languages.

4. Studying in groups is better than studying alone.

5. Large groups are better than small groups for studying.

6. Few universities offer tutors to help struggling students

3. Read the sentences and fill in the blanks with words from the box. Then, watch the video and check your answers.

Assignments check computer Interactive Internet library papers research study

Voice-over: Imagine a world where you use typewriters to write 1) ____________, and the 2) ___________ didn`t exist. Great way to study number one. 3)____________ technology and computers. Now, all kinds of 4) ______________ programmes are available to help you do work and 5) ____________, and, of course, the Internet could be a great 6) ___________ tool. Technology gives us more flexibility in how we do research and when we study.

Student 1: My computer is actually like having a 7) ____________ in my own room.

Voice-over: Aids, such as computers, help us produce higher quality 8) __________.

Student 2: I could use my computer to do research, and also I can put graphs and pictures onto my assignments. I can use spelling error 9) _______________.

4. Here are some sentences from the video, but some words have been left out. Listen carefully and fill in the missing words.

a) ____ ______ study in a group, _____ _____ _________ are ______ ____ require you to read the material ahead ___ _____.

b) ___ you`re _______ a hard time ___________ some ________ _______, ______ probably _______ ______ great way to study number three. Working with a _______ or mentor.

c) ___ __ _______ ______ that he needs help, ____ _______ ____ _____ ____ ___________ student center and ask about tutoring services on campus.

5. Do you remember what these three people said in the video? See if you can put their ideas in your own words.

1. ____________________________________________________________________

2. ____________________________________________________________________

3. ____________________________________________________________________

6. Have you tried any of these ways to improve your study habits? Which ones? What help you learn the most in class?

4. a) Read the passage to have a general understanding and get ready to explain what “Educating yourself for the future” means.

Educating Yourself for the Future

§1 In the past, Americans have been led to believe that a college education assures them of a good job. (1) … rapidly changing occupational and social conditions, (2) … , there is no longer any guarantee of the future value of a college degree. Ten or twenty years ago, college graduates could pick and choose from a variety of careers, but today’s college graduates have much more competition for higher-status career openings.

§2 The situation is not so bleak as it might seem, however. Unemployment among college graduates is significantly lower than among high school graduates.

§ 3 (3)… a college degree still has considerable value, one thing is clear – college graduates must take a more aggressive approach to educating themselves for the future. There are several ways to do this. (4)… , instead of viewing college as the end of your educational experience, you should view it as a basis for experimenting with future educational possibilities.

§ 4 “For education the lesson is clear: its prime objective must be to increase the individual’s ‘cope-ability’ - the speed and economy with which he can adapt to continual change… It is no longer sufficient for Johnny to understand the past. It is not even enough for him to understand the present, (5)… the here-and-now environment will soon vanish. Johnny must learn to anticipate the directions and rate of change. He must, (6) … technically, learn to make repeated, probabilistic, increasingly long-range assumptions about the future”. (Alvin Toffler, 1970:403)

§5 Educating yourself for the future also means being prepared to enter an occupation for which college has not specifically trained you. One study of college graduates found that most liberal arts majors – English, psychology, art, sociology, history – who are now employed as managers are generally quite satisfied with their jobs. You must also be willing to retrain and to enter an entirely new occupation, such as moving from a bank teller to a computer operator or computer programmer.

§ 6 (7)… , pre-career experimentation is advisable. Sometimes people find a job in their chosen work setting other than the one they are trained for to be more interesting. The best time to find out which position you’d actually prefer, however, is before you invest two or three years getting specialized skills. Volunteering your time in a work situation similar to the one you think you’d like would be helpful. (8)… perhaps you could obtain a summer or part-time job doing this type of work.

§ 7 (9)… , educating yourself for the future should also include the nonworking side of life. As formal schooling has increasingly become linked to employment, people have come to believe that educational activity not directly associated with their future careers is a waste of time. But current trends suggest that you should pursue hobbies and other interests that are not directly related to your career. (10)… , people in modern societies are spending fewer hours on the job. (11)… , many people retire at an earlier age than their grandparents or parents. Finally, careers have become so specialized that people may develop only a narrow part of their abilities and interests. (12)… , it would be wise for you to begin developing aspects of your personality that are not related to the type of work you expect to be doing while you are at school. Many high schools, colleges, and universities sponsor noncredit courses and seminars in personal development, photography, art, literature, alternative lifestyles, and the like for those no longer in school. Use these offerings as a means for pursuing longstanding interests or for developing new ones.

2. Read the words in the box. Translate them. Read through the passage again and then choose from the box the best word or expression to fill each of the spaces.

A. For these reasons B. to put it C. Finally

D. Due to E. Although F. Second

G. However H. For one thing I. Also

J. First K. For L. Or

2. Find English equivalents in the passage

1. постоянные изменения

2. предвосхитить направления и скорость изменений

3. досуг

4. социальные условия

5. выпускники вузов

6. образовательный опыт

7. потеря времени

8. первичная цель

2. Discuss in pairs: What difference does education make in the life of an individual?

2. Translate §§1, 7 in written form. Work with a dictionary.

UNIT 2. SYSTEMS OF EDUCATION IN DIFFERENT COUNTRIES

Start-up

1. Tongue twisters to be remembered:

2. a) Give appropriate translation to the proverbs and remember them:

b)* Make up a small proverbs-based dialogue.

Lead-in

1. a) Study the list of words and word combinations and give their Russian equivalents

Degrees

Degree (to receive / get / earn / obtain a ~ confer a ~ )	a qualification awarded by a university or college following successful completion of a course of study or period of research, or a similar qualification granted as an honor
Bachelor’s degree bachelor's degree / BA = Bachelor of Arts / BSc= Bachelor of Science	a degree awarded on the successful completion of an undergraduate course at a college or university
Master’s degree master's degree / MA = Master of Arts / MSc = Master of Science / MPhil = Master of Philosophy	a college degree, usually awarded after one or two years of postgraduate study/"master's" degree (which involves one to two years of postgraduate study) or a doctoral degree (which involves two to four years of study and other requirements).
Doctoral degree doctor's degree / PhD = Doctor of Philosophy	the highest level of university degree that can be studied for, awarded to somebody who has successfully completed a lengthy piece of original research.
Associate degree	a degree earned on completion of a two-year program of study at a community college, technical school, or other institution of higher education

Students

Undergraduate	student at a college or University who has not taken a first and esp. a bachelor’s degree
Graduate/post graduate students	a student holding the first University degree who is engaged in studies beyond Bachelor’s degree.
Candidate	somebody who sits for an exam, especially somebody who is scheduled to receive a degree upon passing exams

University Premises

University or college campus	an area of land that contains the main buildings and grounds of a university or college, or one of the sites on which such buildings are located
Residence hall (hall of residence, dormitory)	a building used as living and sleeping quarters by college students

Subjects

Compulsory subjects	subjects required by law or an authority
Optional subjects	subject left to individual choice
Major/minor

Schools

Professional school	higher-educational institutions that provide preparation in such fields as law, theology, medicine, business, music, and art.
Graduate school / Higher-educational institution / postsecondary institution	an institution of postsecondary education provided after the completion of secondary education, usually affording, at the end of a course of study, a named degree, diploma, or certificate of higher studies.
Postgraduate studies/course	a university or university division for advanced students who have obtained a bachelor’s degree

Marks/Grades/Credits

Mark / grade Passing mark	a mark or rating given for work in school or college, usually using the descending scale of A, B, C, D, and F
Credit	a) a unit of study, often equivalent to an hour of class time, in a course of higher education b) official recognition that a student has satisfactorily completed a course of study
ETCS	European Credit Transfer System

Courses

Correspondence course	an educational course in which the teaching organization sends lessons and tests to students by mail and students return completed work in the same way
‘honours’ course	A course leading to an honours degree in one or, at the most, two subjects

Other Words or Expressions

To eliminate	to remove or get rid of completely
Turning point	a particular time or incident that marks the beginning of a completely new, and usually better, stage in somebody’s life or in the development of something
Tuition	a sum charged for instruction at a school or university
Curriculum Pl. Curricula	the subjects taught at an educational institution, or the elements taught in a particular subject
Supervision	the act of watching over a particular activity or task being carried out by other people and ensure that it is carried out correctly
Tutorial	a teaching session spent individually or in a small group under the direction of a tutor
Peer	somebody who is equal to another person or to other people in some respect such as age or social class
Counterpart	somebody who or something that has very similar characteristics to another person or thing, or plays a very similar part in a different system or organization
Extracurricular activities	activities done or happening outside the normal curriculum of a school, college, or university
Entrance requirements	requirements one needs to fulfill in order to enter an institution.
To admit Admission	to allow somebody or something entrance or access
Course transcript	an official document showing the educational work of a student in a school or college
Rigorous	careful and thorough
To secure	to obtain something, especially after using considerable effort to persuade somebody to grant or allow it
To assess	to examine something in order to judge or evaluate it
standing	somebody’s reputation or position, for example, in society or business

2. Look through the chart describing the postsecondary education in most countries. What does ETCS abbreviation mean? Does this chart correspond with the degree structure in Russia? What do you know about the academic degrees in Russia?

2. a) Read the passages about systems of higher education in different countries. Get ready to compare them.

System of Higher Education in Great Britain

The autonomy of higher-educational institutions is strikingly pronounced in Great Britain. Its universities enjoy almost complete autonomy from national or local government in their administration and the determination of their curricula, despite the fact that the schools receive nearly all of their funding from the state. Entry requirements for British universities are rather complicated. A student must have a General Certificate of Education by taking examinations in various subjects. The greater the number of "advanced level" passed, rather than "ordinary level" passed, the better his/her chances are of entering the university of his/her choice. (Britain has a centralized admissions bureau to which candidates for admission are able to give their choice of universities in an order of preference.) This selective admission to universities, combined with the close supervision of students through a tutorial system, makes it possible for most British undergraduates to complete a degree course in three years rather than the standard four years. Great Britain's academic programs are more highly specialized than their European continental counterparts. Most undergraduates follow an "honors" course (leading to an honors degree) in one or, at the most, two subjects, while the remaining minority of students takes "pass" courses that cover a variety of subjects. Great Britain's model of higher education has been copied to varying degrees in Canada, Australia, India, South Africa, New Zealand, and other former British colonial territories in Africa, Southeast Asia, and the Pacific.

System of Higher Education in the USA

The system of higher education in the United States differs from its counterparts in Europe in certain ways. In the United States, there is a nationwide assumption that students who have completed secondary school should have at least two years of university education. Hence, a great number of "junior colleges" and "community colleges" have sprung up to provide two years of undergraduate study and confer associate degrees for successful completion of two-year programs, in contrast to the traditional universities and colleges, where a majority of students complete four years of study for a degree and where substantial numbers go on for one to three years of postgraduate study in a "graduate school." Universities that provide four-year study courses are either privately funded foundations or are state or city foundations that depend heavily on the government for financial support. Private universities and colleges depend largely on tuition charges levied on students. The individual state governments fund the nation's highly developed system of state universities, which ensure the provision of higher education for the vast majority of those willing and academically qualified to receive such education.

In the American system, the four-year, or "bachelor's," degree is ordinarily obtained not by passing a "finals" examination but rather by the accumulation of course "credits," or hours of classroom study. The quality of work done in these courses is assessed by means of a continuous record of marks and grades in a course transcript. The completion of a certain number (and variety) of courses with passing grades leads to the "bachelor's" degree. The first two years of a student's studies are generally taken up with prescribed courses in a broad range of subject areas, along with some "elective" courses selected by the student. In the third and fourth years of study, the student specializes in one or perhaps two subject fields. Postgraduate students can pursue either advanced studies or research in one of the many graduate schools, which are usually specialized institutions. At these schools students work toward either a "master's" degree (which involves one to two years of postgraduate study) or a doctoral degree (which involves two to four years of study and other requirements).

A marked feature of American education that derives from the German model is the de-emphasis on lecture and examination. In both of these countries, students are evaluated according to their performance in individual courses where discussion and written essays figure importantly. The American model of higher learning was adopted wholesale by the Philippines and influenced the educational systems of Japan and Taiwan after World War II.

Systems of Higher Education in France and in Germany

Both France and Germany have systems of higher education that are basically administered by state agencies. Entrance requirements for students are also similar in both countries. In France an examination called the baccalauréat is given at the end of secondary education. Higher education in France is free and open to all students who have passed this examination. A passing mark admits students to a preparatory first year at a university, which terminates in another, more rigorous examination. Success in this examination allows students to attend universities for another three or four years until they have attained the first university degree, called a licence in France.

Basic differences, however, distinguish these two countries' systems. French educational districts, called académies, are under the direction of a rector, an appointee of the national government who also is in charge of the university in each district. The uniformity in curriculum throughout the country leaves each university with little to distinguish itself. Hence, many students prefer to go to Paris, where there are better accommodations and more cultural amenities for students. Another difference is the existence in France of higher-educational institutions known as grandes écoles, which provide advanced professional and technical training. Most of these schools are not affiliated with the universities, although they too recruit their students by giving competitive examinations to candidates who possess a baccalauréat. The various grandes écoles provide a rigorous training in all branches of applied science and technology, and their diplomas have a somewhat higher standing than that of the ordinary licence.

In Germany, a country made up of what were once strong principalities, the regional universities have autonomy in determining their curriculum under the direction of rectors elected from within. Students in Germany change universities according to their interests and the strengths of each university. In fact, it is a custom for students to attend two, three, or even four different universities in the course of their undergraduate studies, and the majority of professors at a particular university may have taught in four or five others. This marked degree of mobility means that schemes of study and examination are marked by a freedom and individuality unknown in France.

Each of these countries has influenced higher education in other nations. The French, either through colonial influence or through the work of missionaries, introduced many aspects of their system in North and West Africa, the Caribbean, and the Far East. In the 1870s Japan's growing university system was remodeled along French lines. France's grandes écoles have been especially copied as models of technical schools. German influence has come about through philosophical concepts regarding the role of universities. The Germans were the first to stress the importance of universities as research facilities, and they also created a sense of them as emblems of a national mind. The doctoral degree, or Ph.D., invented in Germany, has gained popularity in systems around the world.

Higher Education in Russia

Higher education in Russia is characterized by direct state administration. The schools of higher learning are divided into universities, where humanities and pure sciences are taught; institutes, where single fields are taught (e.g., law, medicine, and agriculture); and polytechnic institutes, where subjects similar to those in the institutes are taught but with a broader scientific foundation. Another distinction of the Russian system is that it greatly extends the educational network by offering a broad array of carefully prepared correspondence courses. Many students are thus able to proceed part-time with their education while holding full- or part-time jobs. Students are admitted to higher-educational institutions on the basis of competitive examinations. The duration of studies for a first degree ranges from four to six years, with five years being the average. The curriculum consists of compulsory, alternative, and optional subjects. Candidates for a degree must take examinations in two or three basic disciplines related to a chosen specialty. At the conclusion of a first-degree course, all students receive the same diploma, but students with the best results are awarded a "distinction." Most institutions organize graduate schools for postgraduate studies, which are likewise concluded by a set of examinations.