Учебно-методический комплекс по дисциплине иностранный язык по специальности 050104. 65

ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ № ______

по английскому языку

1. Read and translate the text _____________________________________________________________. Translate the passage from English into Russian (in writing).
   

Retell the text and get ready to discuss it with the teacher.

2. Speak on a topic.
   

Преподаватель ____________________________

________________________________________________________________________________


The science of psychology

Psychology is first of all a science. Like all sciences, it relies on empirical data: information that has been systematically observed, measured, and recorded. This information is used to test predictions about behaviour and mental processes.

Psychology is also a means of promoting human welfare. Research that is purposely directed toward this goal is called applied science. In contrast, research conducted purely to add to our store of knowledge is called basic science. Sometimes, however, basic science leads to practical applications.

The founder of psychology is generally considered to be Wilhelm Wundt, who in the late nineteenth century created a laboratory to explore human consciousness. Wundt and his students conducted studies on a broad range of topics. Their efforts to use precise and systematic methods launched psychology as a science.

Charles Darwin‘s ideas about evolution sparked psychologists‘ investigation into the adaptive functions of psychological processes, thus launching the movement called functionalism. The functionalists, whose leading exponent was William James, saw mental life as helping an organism adapt to and cope with its environment.

The behaviorists insisted that psychology rely only on data that can be empirically measured. The pioneering work of Ivan Pavlov, John Watson, E.L. Thorndike, and B.F. Skinner helped to spark interest in how learned associations give rise to specific responses. In the United States, the study of how rewards and punishments control behaviour became the hallmark of behaviorism.

In contrast to the behaviorists‘ focus on observable behaviour, the practitioners of Gestalt psychology stressed how the mind integrates pieces of information into meaningful wholes. Their emphasis on this important process formed the basis for the modern study of perception.

Cognitive psychologists have broadened the study of mental processes to include such topics as concept formation, problem solving, decision making, and the use of language. Cognitive processes have now become a very important area of psychological research.

Sigmund Freud emphasized the role of the unconscious in personality development. He felt that unconscious conflicts can be deprived of their power to dominate a person‘s life if they are brought into awareness through a process called psychoanalysis. While few psychologists wholly accept Freud‘s ideas today, his influence on twentieth-century thought has been profound.

Humanists have reacted against the deterministic views of both behaviorism and Freudian psychology. They maintain that people are free to become whatever they are capable of being. Humanists have developed forms of psychotherapy that stress the potential for self-fulfillment and growth.

Contemporary psychology has so many subfields that its practitioners have been forced – like those of every other science – to become specialists. Experimental psychologists rely largely on laboratory experiments to investigate basic behavioral processes, such as sensation, perception, memory, and learning. Physiological psychologists study the biological bases of behaviour, especially the nervous and endocrine systems. Personality psychologists measure and explain individual differences in behaviour, while developmental psychologists seek to explore changes throughout the life cycle. Social psychologists look at the influence of social situations on human thought and actions, while clinical psychologists specialize in the diagnosis and treatment of behaviour disorders. Educational and school psychologists are concerned with the processes of formal education, and industrial and organizational psychologists focus on the relationship between people and their work.

In addition to the long-established subfields of psychology, new ones are emerging. These include health psychology, artificial intelligence (AI), organizational and policy research, together with program evaluation, and war and peace research.

Different subfields of psychology and different perspectives within each one, can all provide valuable insights into any given psychological issue. Rather than thinking of these different viewpoints as challenging one another, it is better to think of them as each contributing different pieces to a larger puzzle.

In addition to being very useful in many careers you might pursue, psychology has practical value as a perspective on human behaviour. It can help you answer many questions you have asked about yourself and others. It can also help you be more perceptive in evaluating psychological information you read and hear about.


WONDERS: THEY ARE UNLIMITED

1. In ancient times there were known Seven Wonders of the World: the pyramids of Egypt, the gardens of Semiramis at Babylon, the Temple of Artemis at Ephesus, the statue of Zeus at Olimpia, the Mausoleum at Halicarnassus, the Colossus at Rhodes and, finally, the Pharos (lighthouse) of Alexandria.

2. Years and centuries went by and man created new, beautiful edifices and statues, built large ships and developed powerful machines. From time to time people took stock and drew up new lists of the «world's wonders». In 1913 a British magazine asked its readers to name what they considered to be the seven wonders of the 20th century. The answers were tabulated and the seven winners (given in the order of their importance) were: the wireless telegraph, the telephone, the airplane, radium, inoculation, spectral analysis and X-rays. One can, of course, amend this list or compile one's own list of Seven Wonders. One may, for instance, think that the submarine is more wonderful than the airplane

But that is beside the point here. What is striking about these two sets of «wonders» is a difference in choice. Two or three millenniums ago the «wonders» were all works of art, chiefly architectural objects and sculptures. In 1913 the «wonders» were achievements of science and technology. The very conception of «wonder» had undergone a change: what was regarded as a «wonder» was not something suggesting magic or the supernatural, but simply a most remarkable creation of human hands and brain.

3. Not long ago the weekly-newspaper «Nedelya» circulated a similar questionnaire among its readers. This time the Seven Wonders are: the study of the atom and its fission, space exploration, heart transplant, television, laser, the theory of relativity and the quantum theory. It is easy to see that most of these «wonders» belong not so much to the realm of technology or construction as to that of the fundamental sciences.


Florence Nightingale

Florence Nightingale was named alter the city where she was born in 1820. She came from a rich English family and was very pretty. Her parents were living in Italy at the time. But soon afterwards, they returned to England, and Florence was brought up and largely educated by her father who taught her Greek, Latin, French, German, Italian, history, philosophy, and mathematics. Throughout her life she read widely in many languages. Social life was generally unsatisfying for Nightingale. When she was seventeen, she thought she heard the voice of God telling her that she had a mission but she did not realize what it was until she read about a school for nurses in Germany. She went there to qualify as a nurse in 1850.

When the Crimean War began in 1854, Britain and France invaded Russia, and British women were asked to go to the hospitals for the troops in Turkey. Florence was put in charge of the nurses, but when she arrived she found that the soldiers were living in very dirty conditions, and the doctors did not let the nurses go into the wards to look after them. She worked to change the situation, and in the end she was in complete control. She was the only nurse who visited the soldiers in the wards at night giving them comfort and advice, and so she was called 'The Lady with the Lamp'.

At the end of the war she was recognized as the authority on nursing matters, and as a result in 1860 the first school to train nurses was established in London and named after her, the Nightingale School for Nurses, the first such in the world. On her return to England people greeted Florence Nightingale as a heroine. She was an important force in the movement to reform hospitals and nursing. Florence Nightingale was now famous and for the rest of her long life had considerable political influence. Political figures came to see her and ask her advice on the many subjects she was interested in.

In 1907 the king conferred on her the Order of Merit – the first woman ever to receive it.

There is a mystery about Florence Nightingale's personality. She apparently became an invalid when she came back from the Crimea and spent the rest of her life at home. But it has never been proved that she was really ill. It is thought that she pretended to be ill because in that way she could do more work. She wrote and received thousands of letters.

Florence Nightingale lived to be ninety years old, dying in 1910. The author of a national funeral and burial in Westminster Abbey was, by her wish, declined.

Henry Wadsworth Longfellow, a famous American poet, devoted his poem «Saint Filomena» to Nightingale. Florence Nightingale is remembered nowadays as the woman who founded the nursing profession in Britain, and as a symbol of self-sacrifice in the cause of others.


CARL ROGERS

Carl R(ansom) Rogers is an American psychologist, who originated the nondirective, or client – centred, approach to psychotherapy, emphasizing a person-to-person relationship between the therapist and the client (formerly known as the patient), who determines the course, speed, and duration of treatment.

Rogers attended the University of Wisconsin, but his interest in psychology and psychiatry originated while he was a student at Union Theological Seminary, New York City. After two years he left the seminary and took his M.A. (1928) and his Ph. D (1931) from Columbia University’s Teachers College. While completing his doctoral work, he engaged in child study at the Society for the Prevention of Cruelty to Children, Rochester, N.Y., becoming the agency’s director in 1930.

From 1935 to 1940 he lectured at the University of Rochester and wrote The Clinical Treatment of the Problem Child (1939), based on his experience in working with troubled children. In 1940 he became professor of clinical psychology at Ohio State University, where he wrote Counseling and Psychotherapy (1942). In it Rogers suggested that the client, by establishing a relationship with an understanding, accepting therapist, can resolve difficulties and gain the insight necessary to restructure his life.