Файл: Технологический университет.docx

AN AVERAGE AUTOMOBILE
An average automobile is made of roughly 14000 parts, which can be divided into several structural and mechanical subsystems. The most basic of these is the body of the automobile, which contains the passenger and storage space as well as the engine compartment. It is usually classified according to the number of doors and the type of roof it has (e.g., two-door hardtop) and is made of molded steel, which is painted and treated to retard corrosion. The body sits upon the chassis, a steel frame that also supports the engine, wheels, axle assemblies, transmission, steering mechanism, brakes, and suspension members.

The internal-combustion gasoline engine, with reciprocating pistons and a fourstroke cycle, is the most widely used power plant. In the United States in the 1940s engines were developed in size and design from four cylinders to the more powerful configuration of eight cylinders in a "V" shape. Since the 1970s, however, the trend has been toward smaller, less powerful and more efficient engines. A transmission comprised of shafts, gears, and a clutch-is installed between the engine and the driving wheels to allow the engine to be disconnected when the engine is started and idling and to make the most efficient use of the engine's power varying loads. Transmissions are of two types: those in which the gears are shifted manually by the driver and those where the gears are shifted automatically by such a device as a hydraulic torque converter. To control it once it is in motion, a car is equipped with steering and braking systems. The steering system consists of a series of linkages and gears that transmit the movement of the steering wheel to the front wheels. One braking system employs two semicircular "shoes" at each wheel that when activated press outward against the inner surfaces of drums attached to each wheel. More recently disk brakes, in which a clamp squeezes a disk attached to the wheel, have been used.

Automobiles have complex electrical systems that consist of a storage battery, alternator (alternating-current generator), devices for starting the engine and for vehicle operation (e,g., headlights and windshield wipers), and such accessories as heaters and radios. The battery provides enough power to engage the starting motor and to activate the ignition system. Once the engine is started, the alternator continually recharges the battery and supplies power to the other electrical equipment. There are several other important subsystems. The fuel system provides storage space for the fuel, transports it to the engine, and mixes it with air for combustion in the engine. The exhaust system vents exhaust gases by way of a muffler, which helps reduce engine noise. The lubrication system keeps friction from wearing out moving parts. Relatively lightweight motor oils are used in the engine, and heavier weight oils and greases are used in such parts as transmissions and wheel bearings, the cooling system keeps the engine from overheating, generally by means of liquid coolant, although many engines are air cooled. The suspension system, comprised of coil or leaf springs and shock absorbers, is combined with the tires to cushion the vehicle from the shock caused by driving over irregular surfaces. In addition, tires come in a variety of tread designs to provide traction in all driving conditions.

Frame, unitized (chassis less) body and running gear

The frame of the motorcar supports all the driving units such as engine transmission and rear axle; besides, it is meant for the attachment of the spring system, front axle and steering system. In assembled condition, all these components are called the "chassis." The body is placed on the frame and tightly bolted. The most simple type of motorcar frame has two side members made of cold-rolled channel-section steel. They are connected by a number of cross members which support the radiator and the engine. The most important requirement of the frame is that it shall be stiff and strong enough to resist the twisting and bending forces to which it is subjected, particularly when the vehicle is traveling over rough roads. Since the introduction of the independent wheel suspension by transverse springs etc., the shapes of the frames have changed considerably.

For some modern passenger cars and buses, the frameless construction, the so-called "chassis less body" is now used. In this case, the body is designed so stiff that it replaces the frame. All the units, such as engine, transmission, axle casing, springs and steering, otherwise arranged on the frame, are attached to the body. Therefore, only a limousine or bus body can be used for a chassis-less construction 15 since only these bodies may be built sufficiently resistant to torsion due to their particular type of construction. A special type of frameless construction is the platform construction; in this case, the frame has been replaced by a corrugated continuous bottom plate. This construction can be used only for independent wheel suspension with front-wheel drive or rear-mounted engine since it has no oscillating universal shaft. It combines the advantages of light-weight construction and the possibility to attach various bodies. In addition, the continuous bottom plate offers a good protection against dirt and it permits convenient clearing.
(Атрохин А.М. Сборник текстов по дисциплине «Иностранный язык (деловой)» (английский язык))

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Вариант 1 для направления подготовки 38.03.02 Менеджмент (Логистика)

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MAIN RESOURCES OF MANAGEMENT
1. Managers are concerned with the following main resources: material, human, financial, informational resources and organizational goals.

2. Material resources are physical materials and the equipment used by an organization to make a product, For example, cars are made on assembly lines. These assembly lines and the buildings that house them are material resources.

3. The most important resources of any organization are its human resources people. Some firms believe that their employees are their most important assets. To keep employees content, a variety of incentives are used, including higher salaries, flexible working hours, recreational facilities, lengthy paid vacations, cafeterias offering inexpensive meals, etc.

4. Financial resources are funds the organization uses to meet its obligations to various creditors. A grocery store obtains money from customers and a portion of that money to pay the wholesalers from which it buys food. A large bank borrows and lends money. A college obtains money in the form of tuition, income from its endowments, and federal grants. It uses the money to pay utility bills, insurance premiums, and professors' salaries. Each of these transactions involves financial resources.

5. Finally, many organizations increasingly find they cannot ignore information. External environment — including the economy, consumer markets, technology, politics, and cultural forces — are all changing so rapidly that an organization that does not adapt will probably not survive. And, to adapt to change, the organization must know what is changing and how it is changing. Companies are finding it increasingly important to gather information about their competitors in today's business environment.

6. These are only general categories of resources. Within each category are hundreds or thousands of more specific resources, from which managers must choose that can best accomplish its goals.
(Рынкевич, А.В. Деловой английский язык [Текст] : учебное пособие)
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Вариант 2 для направления подготовки 38.03.02 Менеджмент (Логистика)

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AREAS OF MANAGEMENT
1. An organizational structure can also be divided more or less horizontally into areas of management. The most common areas are finance, operations, marketing, human resources, and administration. Depending on its purpose and mission, an organization may include other areas as well - research and development, for example, or risk management.

2. A financial manager is primarily responsible for the organization's financial resources. Accounting and investment are specialized areas within financial management. Because financing affects the operation of the entire firm, many of the presidents of the largest companies are people who got their "basic training" as financial managers.

3. An operations manager creates and manages the systems that convert resources into goods and services. Traditionally, operations management is equated with the production of goods. However, in recent years many of the techniques and procedures of operations management have been applied to the production of services and to a variety of nonbusiness activities.

4. A marketing manager is responsible for the exchange of products between the organization and its customers or clients. Specific areas within marketing are marketing research, advertising, promotion, sales, and distribution.

5. A human resources manager is in charge of the organization's human resources programs. He or she engages in human resources planning, design systems for hiring, training, and appraising the performance of employees, and ensures that the organization follows government regulations concerning employment practices.

6. An administrative manager is not associated with any specific functional area but provides overall administrative leadership. He or she does not specialize in operations, finance, marketing, or human resources management but instead coordinates the activities of specialized managers in all these areas.
(Рынкевич, А.В. Деловой английский язык [Текст] : учебное пособие)
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Вариант 1 для направления подготовки 37.03.01 Психология

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SHOW SOME EMOTION
One key social competence is how well or poorly people express their own feelings. Paul Ekman uses the term display rules for the social consensus about which feelings can be properly shown when. Cultures sometimes vary tremendously in this regard. For example, Ekman and colleagues in Japan studied the facial reactions of students to a horrific film about ritual circumcisions of teenage Aborigines. When the Japanese students watched the film with an authority figure present, their faces showed only the slightest hints of reaction. But when they thought they were alone (though they were being taped by a secret camera) their faces twisted into vivid mixes of anguished distress, dread, and disgust.

There are several basic kinds of display rules. One is minimizing the show of emotion—this is the Japanese norm for feelings of distress in the presence of someone in authority, which the students were following when they masked their upset with a poker face. Another is exaggerating what one feels by magnifying the emotional expression; this is the ploy used by the six-year-old who dramatically twists her face into a pathetic frown, lips quivering, as she runs to complain to her mother about being teased by her older brother. A third is substituting one feeling for another; this comes into play in some Asian cultures where it is impolite to say no, and positive (but false) assurances are given instead. How well one employs these strategies, and knows when to do so, is one factor in emotional intelligence.

We learn these display rules very early, partly by explicit instruction. An education in display rules is imparted when we instruct a child not to seem disappointed, but to smile and say thank you instead, when Grandpa has given a dreadful but well-meant birthday present. This education in display rules, though, is more often through modeling: children learn to do what they see done. In educating the sentiments, emotions are both the medium and the message. If a child is told to "smile and say thank you" by a parent who is, at that moment, harsh, demanding, and cold—who hisses the message instead of warmly whispering it—the child is more likely to learn a very different lesson, and in fact respond to Grandpa with a frown and a curt, flat "Thank you." The effect on Grandpa is very different: in the first case he's happy (though misled); in the second he's hurt by the mixed message. Emotional displays, of course, have immediate consequences in the impact they make on the person who receives them. The rule being learned by the child is something like, "Mask your real feelings when they will hurt someone you love; substitute a phony, but less hurtful feeling instead." Such rules for expressing emotions are more than part of the lexicon of social propriety; they dictate how our own feelings impact on everyone else. To follow these rules well is to have optimal impact; to do so poorly is to foment emotional havoc.
(Яроцкая, Л. В. Учебник английского языка : для студентов психологических специальностей)
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Вариант 2 для направления подготовки 37.03.01 Психология

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HOW THE BRAIN GREW
To better grasp the potent hold of the emotions on the thinking mind — and why feeling and reason are so readily at war — consider how the brain evolved. Human brains, with their three pounds or so of cells and neural juices, are about triple the size of those in our nearest cousins in evolution, the nonhuman primates. Over millions of years of evolution, the brain has grown from the bottom up, with its higher centers developing as elaborations of lower, more ancient parts. (The growth of the brain in the human embryo roughly retraces this evolutionary course.)