What is the Bologna Process?
The Bologna Process is a European reform process aiming at establishing a European Higher Education Area by 2010. It is an unusual process in that it is loosely structured and driven by the 46 countries participating in it in cooperation with a number of international organisations, including the Council of Europe.
This probably did not really answer the question. It comes down to the following:
By 2010 higher education systems in European countries should be organised in such a way that:
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it is easy to move from one country to the other (within the European Higher Education Area) – for the purpose of further study or employment;
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the attractiveness of European higher education is increased so many people from non-European countries also come to study and/or work in Europe;
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the European Higher Education Area provides Europe with a broad, high quality and advanced knowledge base, and ensures the further development of Europe as a stable, peaceful and tolerant community.
This goal is rather ambitious and it is not connected only to the Bologna Process. However, within the Process, the necessary tools for achieving these goals are being developed and implemented.
Before we move further along, two things should be made clear:
The Bologna Process is not based on an intergovernmental treaty.
There are several documents that have been adopted by the ministers responsible for higher education of the countries participating in the Process, but these are not legally binding documents (as international treaties usually are). Therefore, it is the free will of every country and its higher education community to endorse or reject the principles of the Bologna Process, although the effect of “international peer pressure” should not be underestimated.
It is not foreseen that by 2010 all European countries should have the same higher education system. On the contrary, one of the very valued features of Europe is its balance between diversity and unity. Rather, the Bologna Process tries to establish bridges that make it easier for individuals to move from one education system or country to another. Therefore, even if e.g. degree systems may become more similar, the specific nature of every higher education system should be preserved. If not, what would be the point to go somewhere else to study if what one studies is going to be the same as back home? The developments within the Bologna Process should serve to facilitate “translation” of one system to the other and therefore contribute to the increase of mobility of students and academics and to the increase of employability throughout Europe.
2. Дайте відповіді на запитання.
a) What are the principles of the Bologna process in higher education?
b) Do you think Ukraine follows the principles of the Bologna declaration? Why?
c) Can you name any steps which make our university closer to the European system of higher education?
ІІІ. Робота над текстом за професійним спрямуванням.
1. Прочитайте та перекладіть текст українською мовою.
1 The base plate. The mounting of the compass, with a ruler for measuring scale.
2 The compass housing. Contains the magnetic needle and has the points of the compass printed on a circular, rotating bezel.
3 The compass needle. Floats on liquid so it can rotate freely, the red end should always point to magnetic north.
4 Orienting lines. Fixed within the compass housing and designed to be aligned with the eastings on a map. On some compasses half the lines are coloured red to indicate north.
5 Orienting arrow. Fixed within the compass housing, aligned to north on the housing.
6 The index line. Fixed within the outer edge of the compass housing as an extension of the direction of travel arrow. It marks the bearing you set by rotating the compass housing.
7 The direction of travel arrow. Shows the direction that you want to travel along or the bearing you are
taking. It is fixed parallel to the sides of the base plate.
8 Compass scale. Displayed along the edge of the base plate so you can measure distances on maps.
2. Намалюйте схему компаса у зошиті та підпишіть назви його деталей.
3. Заповніть схему сторін світу.
Compass Rose
A compass rose is a design on a map that shows directions. It shows north, south, east, west, northeast, northwest, southeast, and southwest.
Практичне заняття №6
Тема: Я – студент Інституту природознавства. Молодіжні організації. Студентські свята. Участь студентів у суспільному житті. Традиції університету
І. Граматичний матеріал. Тема: Числівник
Ознайомтесь з теоретичним матеріалом з теми.
Числівники поділяються на кількісні та порядкові. Кількісні числівники означають кількість предметів:
How many books do you have? – I have three books.
He is three years old.
Кількісні числівники від 1 до 12 прості, вони не мають закінчень.
1 one 5 five 9 nine
2 two 6 six 10 ten
3 three 7 seven 11 eleven
4 four 8 eight 12 twelve
Кількісні числівники від 13 до 19 закінчуються на -teen:
13 thirteen 16 sixteen 19 nineteen
14 fourteen 17 seventeen
15 fifteen 18 eighteen
Кількісні числівники, що позначають десятки, закінчуються на -ty:
20 twenty 50 fifty 80 eighty
30 thirty 60 sixty 90 ninety
40 fourty 70 seventy
Слова dozen (дюжина), hundred (100), thousand (1000), million (1000000) у англійській мові є іменниками.
Зверніть увагу на прочитання складних кількісних числівників:
101 one hundred and one
234 two hundred and thirty-four
3456 three thousand four hundred and fifty-six
Зверніть увагу на прочитання року:
1919 nineteen nineteen But 1900 nineteen hundred
1999 nineteen ninety nine
2000 two thousand
2001 two thousand one
2002 two thousand two
Порядкові числівники означають порядок предметів при лічбі:
Which boor are you reading? – I am reading the first book.
Порядкові числівники до 20, крім числівників first (перший), second (другий), third (третій), утворюються від кількісних за допомогою суфікса -th:
Four fourth (четвертий)
Six sixth (шостий)
Fifteen fifteenth (п’ятнадцятий)
Зверніть увагу на написання та вимову наступних порядкових числівників:
fifth (п’ятий), eighth (восьмий), ninth (дев’ятий), twelfth (дванадцятий)
Під час утворення порядкових числівників від кількісних числівників 20, 30, 50, 60, 70, 80, 90 додається -eth і y змінюється на i:
twenty twentieth (двадцятий)
thirty thirtieth (тридцятий)
Складні числівники типу двадцять перший і т.п. під час утворення порядкового числівника змінюють лише форму другого слова:
-
twenty one - twenty first (двадцять перший)
Вправа 1. Запишіть словами кількісні числівники та утворіть від них порядкові числівники.
1, 2, 3, 4, 5, 11, 12, 14, 15, 21, 25, 28, 30, 52, 48, 67, 74, 83, 99, 100
Вправа 2. Запишіть числівники словами.
245, 533, 816, 3562, 7324
Вправа 3. Вимовте назви років.
1345, 1567, 1799, 1823, 1945, 2000, 2002
Вправа 4. Правильно вимовте дати.
Зверніть увагу: Lomonosov was born on November 19, 1711.
Дата читається: November nineteen seventeen eleven або on the nineteenth of November.
She was born on April 21, 1978
He was born on May 2, 1999.
They left for Moscow on June 17, 2000.
We returned home on August 12, 2001.
They saw her last on December 31, 1997.
She sent him the letter on September 8, 2001.
ІІ. Робота над текстом за темою заняття.
1. Прочитайте та перекладіть текст. Внесіть необхідні зміни, що відповідають вашому життєвому досвіду. Перекажіть текст.