Английский Для Горняков English for Mining Technology

Р.И. Журавлёва

английский для горняков

enGlish for mining Technology

Допущено УМО вузов РФ по образованию в области горного дела в качестве учебного пособия для студентов вузов, обучающихся по направлению подготовки «Горное дело»

КНОРУС • МОСКВА • 2019 УДК 811.111(075.8) ББК 81.2Англ-923 Ж91

Рецензенты: Т.В. Трусова, доц. кафедры «Иностранные языки» ЮРГУЭС, А.П. Туров, чл.-корр. Академии горных наук, советник ген. директора ОАО «ШахтНИУИ», канд. техн. наук

Журавлёва, Раиса Ивановна. Ж91 Английский для горняков = English for Mining Technology : учебное пособие / Р.И. Журавлёва. — Москва : КНОРУС, 2019. — 202 с. ISBN 978-5-406-06493-1 Цель пособия — обучение студентов горно-геологических специальностей чтению и переводу оригинальной литературы по горному делу, умению вести беседу в рамках изучаемой тематики, аннотированию и реферированию статей по горной тематике. При отборе текстовых материалов, включенных в пособие, использовались образцы современной научно-технической литературы на английском языке. Система упражнений построена в соответствии с учебными целями пособия. В приложении даны правила составления аннотаций и рефератов, клише для их написания и разговорные формулы для обсуждения текстов, статей и прове дения бесед. Для студентов и аспирантов вузов горно-геологического профиля. УДК 811.111(075.8) ББК 81.2Англ-923

Журавлёва Раиса Ивановна Английский для горняков English For Mining Technology

Изд. № 17575. Формат 60×90/16. Гарнитура «PetersburgC». Усл. печ. л. 13,0. Уч.-изд. л. 8,6. ООО «Издательство «КноРус». 117218, г. Москва, ул. Кедрова, д. 14, корп. 2. Тел.: 8-495-741-46-28. Email: [email protected] http://www.knorus.ru Отпечатано в ООО «Контакт». 107150, г. Москва, проезд Подбельского 4-й, д. 3.

Предисловие...... 5 Unit 1. EDUCATION SYSTEM IN RUSSIA ...... 7 Text 1. Education in Russia ...... 7 Text 2. Russian Educational System ...... 10 Text 3. Moscow State Mining University ...... 16 Text 4. Saint Petersburg State Polytechnic University ...... 20 Text 5. Tomsk Geological Institute of Oil & Gas Studies...... 24 Text 6. Main Library of St Petersburg State Mining Institute (Technical University) Named After G. V. Plekhanov . . . . . 29 Unit 2. EDUCATION ABROAD ...... 33 Text 1. Some Facts About Education in Great Britain ...... 33 Text 2. The University of Missouri-Rolla...... 36 Text 3. The University of Kentucky ...... 39 Unit 3. OUTSTANDING SCIENTISTS IN RUSSIA ...... 42 Text 1. А. Р. Karpinsky ...... 42 Text 2. А. М. Terpigorev ...... 45 Text 3 ...... 48 Unit 4. PROMINENT SCIENTISTS IN MINING ABROAD . . . . . 54 Text 1. Isaac Tyson, Jr...... 54 Text 2. Outstanding Scientists ...... 55 Text 3. Thomas Edison ...... 56 Unit 5. ROCKS OF EARTH CRUST AND USEFUL MINERALS . . . 62 Text 1. Mineral Deposits ...... 62 Text 2. Types of Weathering...... 69 Text 3 ...... 71 Unit 6. PROSPECTING AND EXPLORATION ...... 74 Text 1. Some More Facts about Prospecting and Exploration . . . . 74 Unit 7. TECHNOLOGICAL TRENDS IN MINING ...... 78 Text 1. Advances in Mining Activity ...... 78 Text 2. Surface Mining, its Nature and Signiﬁ cance ...... 84 Unit 8. MINING TECHNOLOGY ...... 87 Text 1. Crushing & Mining Equipment—Jaw, Cone and Impact Crushers...... 87 Text 2. Crushing and Screening Equipment...... 88 Text 3. Fractum—Secondary Rock Breaker ...... 89 Text 4. Underground Diesel Mining Support Equipment ...... 91 Text 5. Mine and Tunnel Ventilation Systems ...... 94 Text 6. Cleaning Technologies—Cleaning Systems for the Mining Industry...... 97 Text 7. Australia—Hydraulic Power Products for Longwall Mining ...... 99 Text 8. Cogemacoustic—Fan Systems and Dust-Removal Equipment for Mines...... 101 Text 9. Barrod—Dust Extraction Systems and Custom Wire Products ...... 103 Unit 9. ENVIRONMENTAL PROTECTION IN MINING INDUSTRY ...... 105 Text 1. Environmental Protection in Mining ...... 105 Text 2. Safety in Real Time ...... 109 Text 3. Environment and Emissions ...... 111 Text 4. Resource Security ...... 112 Text 5. A Greener Future for Coal ...... 113 Unit 10. THE DEVELOPMENT OF MINING INDUSTRY . . . . . 121 Text 1. The Mining Industry in the National and World Economy ...... 121 Text 2. Government Approaches to Mineral Policy and Taxation in Canada ...... 122 Приложение ...... 126 Англо-русский словарь ...... 154 Библиография...... 202 ÏÐÅÄÈÑËÎÂÈÅ

Данное пособие предназначено для студентов высших и средних профессиональных учебных заведений, в программу которых входит изучение современных отраслей горного дела. Пособие соответствует установкам программы по английскому языку для учебных заведений данного профиля и рассчитано на обучаемых, имеющих языковую подготовку в пределах про- граммы средней школы. Цель пособия — обучить студентов чтению и переводу ли- тературы по разным отраслям горной промышленности. Кроме того, пособие имеет целью дальнейшее развитие и совершенство- вание умений и навыков всех видов чтения, навыков перевода, аннотирования и реферирования текстов, предназначенных как для внеаудиторного чтения, так и для работы в аудитории. Пособие является дополнением к основному учебнику ан- глийского языка. Материалы, входящие в пособие, отобраны из современной оригинальной литературы по горным специаль- ностям. В число использованных для пособия изданий входят Wikipedia, Encyclopedia Britannica и ряд других сайтов Интер- нета: Planet Earth: an Еncyclopedia of Geology и др. В пособии также использованы отдельные статьи из журналов Mining Engineering, Power, Mining Magazine и др. Пособие состоит из 10 тематических разделов (Units), в ко- торые включены тексты для чтения, перевода и дискуссий, ин- формационные статьи о различных видах горной техники. Книга содержит также краткий грамматический справочник и англо- русский словарь. Основное внимание в пособии уделено формированию у обу- чаемых необходимого словарного минимума, который позволит извлекать полезные для практики сведения из информацион- ных источников. В каждом разделе предусмотрены задания

5 на формирование умений устного общения на освещаемую в разделе тему. Заключительные задания, построенные в форме вопросов и ответов, служат для контроля и самоконтроля степе- ни усвоения лексики и структур данного раздела. По уровню языковой и понятийной сложности материалы пособия можно условно разделить на две группы. В первую вхо- дят тексты описательного характера, несложные по содержанию и по характеру синтаксических построений. Эти тексты постро- ены на широко употребительной лексике — популярной отрас- левой терминологии и высокочастотных словах общетехниче- ского значения. Преподаватель по своему усмотрению может использовать данные тексты уже на ранней ступени обучения. Во вторую группу включены материалы, более сложные как по содержанию, так и по языковым характеристикам. В число задач разделов, содержащих эти тексты, входит развитие и углубление навыков устной речи по темам специальности, для чего предла- гаются вопросо-ответные задания, выступления с сообщениями по темам текстов и задания, направленные на активизацию мыс- лительной деятельности учащихся. Приложение содержит данные об образовании терминоло- гии, в нем освещаются особенности языка научно-технической литературы, правила составления аннотаций и рефератов, дают- ся клише для их составления, а также разговорные формулы для обсуждения текстов, статей и проведения бесед. Приложение включает краткий грамматический справочник: сводные таблицы спряжения глаголов в действительном и стра- дательном залогах, строй английского предложения, таблицу неправильных глаголов (168 глаголов). Unit 1. EDUCATION SYSTEM IN RUSSIA

Text 1. EDUCATION IN RUSSIA Russia has a long-standing tradition in high-quality education for all citizens. It probably has also one of the best mass-education systems in the world producing a literacy rate (98%) exceeding most Western European countries. Education is split into a compulsory Basic Education and ongoing Higher Education. Everyone needs at least a secondary education in his life. So when you begin spending sleepless nights thinking about the study at school, when you think longingly of school books, teachers and friends and when you are at age of six, there is no doubt it—you’re really to go to school. The best way to get to know and understand the system of education in Russia is to know what kinds of schools are in Russia and how children study there. Every citizen of our country has the right to education. This right is guaranteed by the Constitution. It is not only a right but a duty, too. Every boy or girl must get secondary education. They go to school at the age of six or seven and must stay there until they are 14–17 years old. At school pupils study academic subjects, such as Russian, Literature, Mathematics, History, Biology, a foreign language and others. After fi nishing nine forms of a secondary school, young people can continue their education in the 10th and the 11th form. They can also go to a vocational or technical school, where they study academic subjects and receive a profession. A college gives general knowledge in academic subjects and a profound knowledge in one or several subjects. After fi nishing a secondary, vocational, technical school or a college, young people can start working or enter an institute or a university. Institutes and universities train specialists in diff erent fi elds. A course at an institute or a university usually takes fi ve years. Many 7 universities have evening and extramural departments. They give their students an opportunity to study without leaving their jobs. Institutes and universities usually have graduate courses which give candidate or doctoral degrees. Education in our country is free at most schools. There are some private primary and secondary schools where pupils have to pay for their studies. Students of institutes and universities get scholarships. At many institutes and universities there are also departments where students have to pay for their education. Also it is interesting to know how pupils organize their life at school. So each school or technical has its School or Technical Council. It helps to plan the policy for the whole school. It orga- nizes the social and cultural life at the school. School Councils in many schools are chaired by a student and have a majority of student members. They run discos and parties, stage drama produc- tions and decorate the student common room. Music making is part of school life.

Compulsory Basic Education Basic general education lasts for nine years. Graduates of this level may continue their education at senior high school to receive secondary general education. They may also enter an initial vocational school or non-university level higher education institutions. Initial vocational schools include colleges (former PTU, Professional’no-tekhnicheskoe Uchilishche) which off er one-and-a-half to two years’ purely professional education and a Professional’ny Litsei which off ers joint professional and secondary general education for three to four years and skilled workers’ training at diff erent levels. Non-university level higher education institutions also off er three- to four-year professional and secondary general education and two-year vocational training for holders of the School-Leaving Certifi cate. Secondary general education on the basis of basic general education continues for two years and ends when students are 17–18. Graduates from a secondary general school may apply for entrance to a higher education institution. Secondary education leads to the award of the Attestat o Srednem (Polnom) Obshchem Obrasovanii (Certifi cate of Secondary (Com- plete) General Education). 8 Higher Education Higher education is provided by public and non-public (non- State) accredited higher education institutions. There are two levels of higher education: ■ Basic higher education (4 years) leading to the Bakalavr’s degree, the fi rst university level degree. This is equivalent to the B.Sc. degree in the US or Western Europe. ■ Postgraduate higher education (5–6 years or more). After two years, students are entitled to receive a Magistr’s degree. This is equivalent to a Master’s degree (M.Sc, M.A.) in the US or Western Europe. After a Master’s degree, students can continue to study towards a doctoral degree: Kandidat Nauk (Candidate of Science) degree (the fi rst level, equivalent to Ph.D.) and Doktor Nauk (Doctor of Science) degree (the second, highest level, equivalent to Professor). Access to the Kandidat Nauk (Aspirantura) level again is very competitive. Candidates must hold a Specialist Diploma or a Mag- istr’s degree. Studies last for three years. The Aspirantura (Postgradu- ate Course) prepares for research and professorial activities. Students must learn teaching methods, ICTs, and pass qualifying Candidate of Science exams. They carry out independent research, prepare and defend a dissertation in public. They are then awarded the scientifi c degree of Kandidat Nauk. The Doktor Nauk programme is specifi c and its duration is not fi xed. It follows the Candidate of Science and is awarded after preparation and public defence of a dissertation.

History of Education in Russia Russia’s higher education system started with the foundation of the universities in Moscow and St. Petersburg in the middle of the 18th century. The system was constructed similar to that of Ger- many. In Soviet times all of the population in Russia had at least a secondary education. The pursuit of higher education was and still is considered to be very prestigious. More than 50% of people have a higher education. Due in great part to demands of the international educational organizations, the system of education in Russia began to change over the past four to fi ve years. Universities began transitioning to a system similar to that of Britain and the USA: four years for the 9 Bachelor’s degree and two years for a Master’s degree. The universities are still in the process of these changes; some of them off er the new system and others still work according to the prior fi ve-year system, particularly in programmes such as Law.

Entry Requirements for Russia’s Universities Russia’s top universities have very competitive entry requirements, and special entry exams are held each year. Students with Rus- sian citizenship, regardless of residency outside of Russia, must apply for studies according to the standard competitive system and directly with a faculty admissions offi ce. If you have dual citizenship, you can apply as a foreign student using the non-Russian passport. Applicants for advanced degrees (M.A./M.Sc., Ph.D., D.Sc.) should have their prior degree in the same or a very similar fi eld. This is a stricter re- quirement than in some other countries, especially the US. One of the great attractions of education in Russia is the cost, especially when compared to the quality. Degree study tuition can range from $2,000 to $8,000 per year, with other costs (room & board, books, etc.) ranging from $1,500 to $5,000 per year, depending on location and spending habits. Many Russian universities also off er distance education and provide courses for the public and for specifi c professional needs. How- ever, such systems are usually less developed than in the US and Western European countries. The academic year lasts from September 1 to mid-June every- where, with long summer vacations from July 1 to August 31.

Text 2. RUSSIAN EDUCATIONAL SYSTEM (From Wikipedia, the free encyclopedia) Education in Russia. The literacy rate in Russia is currently 99.4%. About three million students attend Russia’s 519 institutions of higher education and 48 universities. As a result of great emphasis on science and technology in education, Russian medical, mathematical, scientiﬁ c, and space and aviation research is generally of a high order. Today, the country has 685 governmental higher education institutions, all of these having state accreditation. Besides, 619 non- 10 governmental higher education institutions have been licensed for educational activities, 367 of these having been given accreditation in the past decade. Thus, the number of higher education institutions is 1,304 (1,162 of which are accredited). In 2003–2004, the total number of students of higher education institutions was 5,947,500, including 5,228,700 and 718,800 in governmental and non-governmental education institutions, respectively. (Bologna Process Inter- national Reports: Russia)

Russian Educational System The Russian educational system may be arranged into three major groups: secondary education, higher education and postgraduate education.

Secondary School Secondary education in Russia takes either ten (skipping the 4th form) or eleven years to complete, depending on the school. After graduation from the 9th form, which is compulsory for all Russian citizens, a pupil obtains a Certifi cate of Incomplete Secondary Edu- cation. After that a pupil has to choose one of the following ways to complete his secondary education: to continue education for two more years at the secondary school or to pursue an associate degree at a Tradesmen School. The latter variant usually takes three to four years to complete but provides a pupil with educational qualifi cation that is suffi cient for most blue-collar jobs.

University After obtaining a Certifi cate of Complete Secondary Education, a student can enter a university or an Institute (College). A student can choose a programme of higher education with a duration of four to six years. There are three diff erent degrees that are conferred by Russian universities: the fi rst degree is the Bakalavr’s (Bachelor’s) degree. Bakalavr’s programmes last for at least four years of full-time university-level study. The programs are elaborated in accordance with the State Educational Standards which regulate almost 80% of their content. The other 20% are elaborated by the university itself. The programmes include professional and special courses in Science, the Humanities and Social-economic disciplines, professional train- 11 ing, completion of a research paper/project and passing State fi nal exams. The Bakalavr’s degree is awarded in all fi elds except Medi- cine after defending a Diploma project prepared under the guidance of a supervisor and passing the fi nal exams. In Medicine, the fi rst stage lasts for six years. Holders of the Bakalavr’s degree are admitted to enter the Spe- cialist Diploma and Magistr’s (Master’s) degree programmes. The Magistr’s (Master’s) degree is awarded after successful completion of two years’ full-time study. Students must carry out a year of research including practice and prepare and defend a thesis which con- stitutes an original contribution and sit for fi nal examinations. Bakalavr’s and Magistr’s degrees were introduced relatively recently; they did not exist during the Soviet period.

Postgraduate Levels After obtaining a Specialist’s or Master’s degree, a student may enter a university or a scientifi c institute to pursue postgraduate education. The fi rst level of postgraduate education is aspirantura that usually results in the Kandidat Nauk degree (кандидат наук, Candidate of Science). The seeker should pass three exams (in his/ her special fi eld, in a foreign language of his/her choice, and in history and philosophy of Science), publish at least three scientifi c articles in peer-reviewed journals, write a dissertation and defend it. This degree is roughly equivalent to the Ph.D. in the United States. After graduation, a student may continue postgraduate education. After several (two to four) years of study in doktorantura, if they obtain important scientifi c results, publish them and write another thesis, the Doktor Nauk degree (Doctor of Science) can be awarded. Typically, the postgraduate works in the university or scientifi c institute while preparing their new thesis. The average time between obtaining Kandidat and Doktor degrees is roughly 10 years, and most of new Doctors are 40 and more years old. Only one in four Kandidats reaches this grade. A Kandidat Nauk may hold the position of Assistant Professor (Docent) in universities and of Researcher or Senior Researcher in scientifi c institutes. Doktor Nauk can hold position of full Professor or Head of Laboratory. 12 Granting of advanced degrees is overseen by the Higher Attesta- tion Commission of the Ministry of Education and Science.

Reform of the Education System The Russian education system was originally inherited from the Soviet Union without any signifi cant changes. In the Soviet Union, the education of all levels was free for anybody who could pass entrance exams; students were provided with small scholarships and free housing. This was considered crucial because it provided access to higher education to all skilled students, as opposed to only those who could aff ord it. Free higher education is the main reason why more than 20% of Russians aged 30–59 hold six-year degrees (this number is twice as high as that of the United States). The downside of that system was that institutions had to be funded entirely from the federal and regional budgets; therefore, after the collapse of the Soviet Union, expenditures on education took a big blow; institutions found themselves unable to provide adequate teachers’ salaries, students’ scholarships and maintenance for their facilities. To address the issue, many state institutions started to open commercial positions. The number of those positions has been growing steadily since then. Many private higher education institutions have emerged, mostly in the fi elds where the Soviet system was inadequate or was unable to provide enough specialists for post-Soviet realities, such as economics, business/management and law. In 2004, of all fi rst-year students, 35% were paying for their own education in state institutions and 20% were enrolled in private universities. In the recent years, there have been a lot of proposals for restruc- turing the Russian educational system in accordance with the US educational system. Nevertheless, these proposals have not been ap- proved.

Marks Both at schools and universities, a 5-grade scale is used: “5” = excellent; “4” = good; “3” = satisfactory; “2” = unsatisfactory/failing. “5” is the best mark, “2” is the worst. Technically a grade of “1” is the worst grade, but over time, it has been phased out and now is so rarely given that it is basically equivalent to not just a failing grade, 13 but failing “with distinction”. This system is not compulsory and in rare cases, for example, a 10-grade scale can be used. “Plus” or “minus” signs can be added to a mark, e.g. “4+” means above good, “3–” means below satisfactory but not quite a failure or at least some part of the task was done and the teacher does not want to give a pupil a bad mark. Or, for example, “4+” means that the work is quite good and very close to a “5”, but not good enough to give a “5”. “5+” is an excellent mark, given to distinguish a brilliant work. However, these “+” and “–” are not oﬃ cial and are not written into the register (but most teachers keep their own unoﬃ cial register as well).

Uniﬁ ed State Exam This type of examination was adopted recently. It is a test which is passed at the end of the 9th and 11th form. It consists of three parts: part A contains tasks where the student has to pick out the correct answer out of several, in part B the correct answer should be written in one word, and no variants are given; and in Part C the student has to write the full solution (as in Mathematics) or a composition (as in Literature). The answers are written on special blanks, digitally scanned, with parts A and B being checked automatically by the computer software. An excellent score ranges, depending on the subject, from 65 (Mathematics) to 90 (foreign language) out of 100. What’s good for students of the 11th form is that now they do not have to pass both their ﬁ nal school exams and entrance exams at a university. The score of several, usually three (e.g. to enter a Lin- guistics department, student has to pass Russian, English, and social science exams), subjects is summed up, this total score is the basis of accepting a student at a university. Students now also have a chance to apply at several universities and choose one after they get to know if their score is enough to enter this or that university.

Accreditation of Schools In Russia, school accreditation/national recognition is directly overseen by the Education Ministry of Russia. Since 1981, Russia has followed the UNESCO international regulations to ensure Rus- sian institutions and international institutions meet high-quality 14 standards. It is illegal for a school to operate without government approval.

Main Universities in Russia Irkutsk State University; Kazan State University; Moscow Avia- tion Institute; Moscow Engineering Physics Institute; Moscow In- stitute of Physics and Technology; Moscow State Technical Univer- sity (Bauman Moscow State Technical University); Moscow State University; Novosibirsk State University; Perm State University; St. Petersburg State University; Saint Petersburg State Electro- technical University; Samara State University; South Russia State Technical University (NPI); Taganrog Technological Instituite of South Federal University (Taganrog State Radiotechnical Uni- versity); Tomsk Polytechnic University; Tomsk State University; Ulyanovsk State University; Ural State Technical University; Ural State University in Yekaterinburg.

Задания к текстам 1. Ответьте на следующие вопросы: 1. What document guarantees the right to education in Russia? 2. What chief types does the Russian unified system of education include? 3. What basic groups are higher educational institutions divided into? 4. What are characteristic features of higher technical education in Russia? 5. What can you tell about the history of education in our country? 6. Is education closely connected with scientific and technological achievements? 7. Where do the students go through practical training? 8. Do the universities keep in touch with industrial enterprises? 9. What specializations do higher schools offer? 10. What can you tell about postgraduate courses? 11. Is your higher school in the list of the main universities? 2. Расскажите по-английски (или по-русски), какая ин- формация в текстах является для вас новой и какая была вам известна. 3. Скажите, какой из прочитанных текстов вам понра- вился больше и почему?

15 4. Составьте диалоги на основе прочитанных текстов, используя известные вам разговорные формулы (см. Приложение).

Text 3. MOSCOW STATE MINING UNIVERSITY The history of the University can be traced back to September 4, 1918, when Moscow Mining Academy was founded. In 1930, the Academy was divided into six independent institutes. Among the new colleges which grew out of the Academy’s departments was Moscow Mining Institute. Since that time, Moscow Mining Insti- tute has become one of the largest and best-known scientifi c centres in the fi eld of mining and one of the leading teaching and research mining schools in the country. In 1993, the Institute was transformed into the State University of Mining, due to its great contribution to mining science and training of highly-qualifi ed specialists for vari- ous branches of mining industry. A multi-level structure of higher education has been introduced at the University. The fi rst four years of University study are known as undergraduate study and usually lead to the Bachelor of Science (B.Sc.) degree. All bachelor’s programmes include general education in science and engineering, social sciences, arts, and a fi eld of specialization called the major. The second-level, fi ve years in length, may lead to receiving a diploma of a chartered mining engineer. The objective of the programme is to give high-level specialized training to engineers. A pro- fessionally qualifi ed mining engineer must be a graduate profi cient in technical management as well as in practical knowledge of actual mining operations. Students who have excelled as undergraduates may wish to continue their education at the graduate level. Upon conclusion of two additional years at the University, the student will be awarded the Master of Science degree. The graduate programme involves lec- tures, essay-writing and a personal case-study. The academic year is divided into 17-week terms called autumn and spring semesters. Each semester is a unit of study requiring examinations and completion of coursework. The general pattern of teaching at the University is a combination of theoretical training 16 and practical instruction. Towards the end of the second year, the student is expected to select his fi eld of specialization. After grad- uating from the University, students may specialize in underground or surface mining, geology and surveying, mineral processing, mining economics and management, ecology and environmental engineering, computing and computer programming, etc. Six faculties of the University are currently training over 5,000 undergraduate students and about 300 postgraduates. Foreign students study at the University. The faculties of the University are: the Faculty of Coal Mining and Underground; the Faculty of Ore and Non-ore Mining; the Faculty of Physical Engineering; the Faculty of Mining Electrical Mechanics; the Faculty of Automation and Com- puter Science; the Faculty of Evening and Correspondence Educa- tion. Moscow State Mining University (MSMU) has a great number of chairs. They are professional and general educational departments. Professional departments: Underground Coal Mining, Min- ing Management, Construction, Mineral Economics, Aerology and Labour Safety, Economics and Environment, Open-pit Mining, Un- derground Ore Mining, Mining Survey, Geodesy, Mining Geology, Descriptive Geometry and Plotting, Physics of Rocks and Process- es, Environment Engineering Protection, Physics-Technical Moni- toring of Mining Processes, Rock Blasting, Mineral Processing, Mining Mechanics and Transport, Mining Equipment Technology of Art Materials Treatment, Technology of Mechanical Engineering, Theoretical and Applied Mechanics, Resistance of Materials, Elec- trifi cation of Mining Enterprises, Computer-aided Manufacturing (CAM), Computer-aided Design (CAD), Automatic Mining Sys- tems, Electrical Engineering. General educational departments: Higher Mathematics, Phys- ics, Chemistry, Foreign Languages, Russian Language, Physical Ed- ucation and Sport, Economic Theory, History and Sociology, Phil- osophy. Categories of graduates: Bachelor of Science, Mining Engineer, Master of Science. Period of education: four years for bachelor, fi ve—for engineer, six—for master. Specialities: computer-aided information and control systems; blasting; open-pit mining; underground mining; computer-aided de- 17 sign system; mechanical engineering; technology of artistic decoration of engineering materials; control and information in engineering systems; physical processes of mining production; construction of mines and underground structures; economy and management of mines and geological prospecting enterprises; economy of nature management; electrical engineering and automation of industrial installations and technological systems; power supply of mining enterprises. Physical education and sport are an integral component in system of preparation of the specialists at the University. There are halls for diff erent sports games, specialized halls for gymnastics, tennis, bas- ketball, volleyball, etc., in the University. Students have possibility to be participants of the Cultural Centre of the University. There are art, poetic, vocal, choreographic studios in the Cultural Centre. The University Health Service provides medical and dental care for students and postgraduates of the University. There is a Military Training department. The University has at its disposal up-to-date research and laboratory facilities, automation and computer systems, recreation centres, comfortable hostels and sports facilities. There is a Lyceum for high-school students (9–10th forms) and a preparatory department. Moscow State Mining University takes orders for conducting research and development. Degrees in mining specialties awarded by the University are valid abroad. Moscow State Mining University is a leading Russian mining scientifi c and educational centre. MSMU has prepared more than 40,000 mining engineers, 500 Drs. of Science, 3,850 Ph.D. They worked and work now at the signifi cant mining enterprises in Russia and many foreign countries. For world mining community, MSMU is a main intellectual Russian centre providing mining development, mining research and basic scientifi c schools. MSMU is a source of many thousands publications, unique ideas and practical outcomes, perfect equipment and technologies, contemporary specialities and directions in the mining development. There are at present some 6,400 students and postgraduates at MSMU. The academic staff now totals more than 900, of whom seven academicians and corresponding members of the Russian Academy of Sciences (RAS), 75 representatives of the Russian Academy of Natural Sciences and Academies of diff erent branches, 189 Professors and Doctors of Sci- 18 ence, 408 Ph.D. MSMU grants bachelor, master, engineer and doctoral degrees. Students obtain practical experience at the signifi cant mining enterprises in Russia, the CIS, Germany, Poland, the Czech Repub- lic, Sweden and other countries. Students and postgraduates have probation and training in education institutions of Great Britain, Germany, China and the USA. MSMU has modern laboratories, computer centres, one of the most comprehensive mining libraries in Russia with collection of rare publications. It has own publishing house producing about 100 books a year. Educational, scientifi c and directorial issues produced by the MSMU publishing house are used in higher schools, research institutes and enterprises both in the CIS and other countries. The MSMU publishing house issues Mining Information and Analytical Bulletin. The scientists of MSMU take part in a number of international conferences and symposiums. There is great development of professional relations with many higher schools and universities: Sofi a Mining-Geological University, Bulgaria; Imperial College of Sci- ence, Technology and Medicine, Great Britain; Nottingham Univer- sity, Great Britain; Hanoi Mining-Geological Institute, Vietnam; Freiberg Mining Academy, Germany; Technical University of Ber- lin, Germany; Indian Mining School in Dhanbade, India; Chinese Mining University, China; Chancy Mining Institute, China; Khan Polytechnic University, China; Zindao Mining Institute, China; Silesian Technical University, Poland; Petrosani University, Roma- nia; University of Ljubljana, Slovenia; University of Chile, Santiago; University of San Marina Valparaiso, Chile; Belgrade University, Serbia. MSMU collaborates with leading universities of France: Paris High Mining School, Mining and Metallurgical High School Nancy; Italy—Turin University; Turkey—Technical University of Ankara; Finland—University of Helsinki; South Africa—University of the Witwatersrand; Johannesburg, University of Pretoria. MSMU has fruitful relations with group of leading American universities. There are agreements with universities of Mississippi, Virginia and South Carolina. There are active professional connections with Co- lumbia University, New York; Colorado School of Mines; Pennsylva- nia State University; Michigan Technological University. There are 19 friendly aff airs with University of Province Quebec and University of British Columbia, Vancouver, Canada.

Задания к тексту 1. Определите основную идею текста. 2. Разделите текст на логические части и озаглавьте их. 3. Cкажите по-английски (или по-русски), какая информация в тексте является для вас новой и какая была вам известна? 4. Задайте 8–10 вопросов к тексту. 5. Составьте диалоги на основе прочитанного текста, используя известные вам разговорные формулы (см. Приложение).

Text 4. SAINT PETERSBURG STATE POLYTECHNIC UNIVERSITY

Foundation & Mission Saint Petersburg Polytechnic Institute was founded in 1899 as the largest and most advanced engineering educational institute in Russia. Earl Andrei Ga- garin was chosen the ﬁ rst Rector and was succeeded by a chain of celebrated academicians. Dmi- triy Mendeleyev, Alexander Popov, Aleksey Krylov and other outstanding Russian scholars of the time took an active part in the institute’s formation and plan- ning its future. The Polytechnic Institute has been set up as a very special place destined for much more than the ordinary. It was the institution originated with a distinctive character and a promise of high quality. From the very beginning, the Institute lived up to the aspirations of its founders. In 1910, with regards to its achievements, it was given the highest honour to bear the name of Emperor Peter

20 the Great. In years that followed, the name of the Institute has been changed several times, but it retained its outstanding position of one of the most highly regarded engineering educational centres. The hallmark of Polytechnic bears signiﬁ cance of the highest standard in teaching and research.

Advantages Several important elements have contributed to successful development of the University during its century-long lifetime: the con- stant state support combined with academic autonomy, favourable disposition, extremely high concentration of talents, advanced educational programmes based on solid theoretical knowledge, traditions of extensive research with active students’ involvement, vast and close links with industry and commerce, the distinctive pioneering spirit inherited from generation to generation of faculty and students.

State Support Combined with Academic Autonomy From the outset, the Institute has received favourable attention and support of the State. The Polytechnic University is under the direct jurisdiction of the Russian Federation Ministry of Education. According to the decision adopted by the Ministry, the Technical University was certiﬁ ed and recognized as one of the country’s leading institutes. It has been selected by the Ministry as one of the few universities for investment priority. At the same time, the Univer- sity enjoys an exclusive academic independence with regard to its educational programmes which the institute is allowed to maintain in accordance with its own traditions. The University rates among the top two technical universities in Russian academic hierarchy.

Disposition Polytechnic was built up as a satellite town let in the northern environs of Russia’s capital. Its campus and numerous buildings reside over vast green grounds known as Sosnovka (Pine Tree) and Lesnoy (Forestry) regions. Such spacious disposition, the long established tradition of pioneering research, high educational standards, cultural heri- tage and alumni fraternity altogether bear some analogy with American Ivy League universities. Its esteemed position in Russian educational hierarchy is comparable to that of MIT in US academic circles.

21 Concentration of Talents Approach to faculty selection that characterizes the University has always served to establish tradition of quality and enhance its reputation of prestige. The high standard of training at the Poly- technic University is guaranteed by the high level of the experienced teachers and professors. Among the University faculty there are outstanding individuals, specialists with leadership positions in industry, economy, governmental bodies of St Petersburg and the Region, holders of distinguishing academic and research titles and honorary awards. To ensure the prolonged certainty of highly quali- ﬁ ed personnel the University traditionally pays much attention to rising the younger generation of faculty members by inviting talent- ed postgraduates to promising academic carrier positions on teaching and research staﬀ .

Theoretic Knowledge Plus Hands-on Experience for Students The University adheres to the three long-established traditions which it believes are of the utmost importance in education: ■ to build every curriculum on a solid background of general theoretic science and mathematics; ■ to foster active learning through problem solving and through hands-on experience; ■ to encourage a pioneering spirit among its students by providing an environment for exploration. These goals are achieved via a challenging curriculum, instruction by experienced full-time faculty members in comparatively small classes, students’ research of their own under guidance of a tutor, and, for qualiﬁ ed students in their 3rd or 4th year, by an opportunity for active involvement in ongoing research projects.

Links with Industry and Commerce Since the turn of the past century, Polytechnics has become the alma mater to over a hundred thousand graduates, its alumni forming elite corps of research and engineering in technical science and industry. Its contribution in developing the resource base of the Northwestern region and in the industrial development of Rus- sia in the past century was unsurpassed, especially in metallurgy, ship-building, rail transport, hydraulic construction, civil engineer- 22 ing, electrical power industry and, later, in nuclear power industry, computer industry and space projects. Through its alumni, many of whom tend to rise to commanding positions in industry, business and ﬁ nance, the Polytechnical University has long-established and lasting contacts, collaboration and contracts with enterprises and institutions not only in Saint Petersburg and its environs, but throughout Russia and the former Soviet Republics. The Polytech- nic University collaborates with over 300 industrial organizations. In recent years with commercial activities becoming a part of academic life and commercial units becoming a part of university structure, business links are also growing to bring in ﬁ nancial support to education and research.

Задания к тексту 1. Определите основную идею текста.

2. Прочитайте текст и ответьте на следующие вопросы: 1. When was the Saint Petersburg Polytechnic Institute founded? 2. What scientists took an active part in its formation? 3. What can you tell about its location? 4. Why is the standard of training high? 5. What University’s traditions are the most important in education? 6. How are these goals achieved? 7. Do the students take part in research projects? 3. Найдите в тексте и выпишите 10–12 слов или словосо- четаний, которыми вы воспользуетесь, чтобы рассказать об истории политехнического университета. 4. Cкажите по-английски (или по-русски), какая инфор- мация в тексте является для вас новой и какая была вам известнa? 5. Задайте 8–10 вопросов к тексту и запишите их. По- вторите тему «Порядок слов в вопросительных предложе- ниях» (см. Приложение).

23 Text 5. TOMSK GEOLOGICAL INSTITUTE OF OIL & GAS STUDIES In April 2001, the Faculty of Geology and Oil & Gas Produc- tion has been reorganized in Geological Institute of Oil & Gas Studies. Geological Institute of Oil & Gas Studies is the follower of the Mining Department established in 1901 at Tomsk Institute of Tech- nology. The Dean of the Mining Department was Professor V. A. Obruchev (1863–1956) assigned by the Emperor personally. Prof V. A. Obruchev was the fi rst geologist on the staff in Siberia, later Aca- demician of the Academy of Sciences of the Soviet Union (1929), Hero of Socialist Labour (1945), a Lenin Prize winner, fi rst in Russia (1926) and a twice winner of Stalin Award (1941, 1950). The Sibe- rian Mining School founded by Professor Obruchev is a progeni- tor of mining education and science in Asian Russia. It plays a signifi cant role in exploration of mineral resources not only in Siberia and the Far East but also in Middle Asia. Origins and the industrial development of Siberia are connected with the names of alumni of this school. For example, reclamation of such vast industrial plants as Kuznetsk and Kansk-Achinsk coal fi elds, Kuznetsk Metallurgi- cal and Norilsk Mining Combines, West Siberian Oil and Gas Plant, and others. Among the alumni of the Mining Department there are many famous scientists, engineers and organizers of production. Those that should be noted are M. A. Usov, the fi rst Academician in Siberia with whom the formation of mining industry is connected; Academician K. I. Satpaev, organizer and fi rst President of Kazakhstan Academy of Sciences; Prof N. N. Urvantsev, the discoverer of Norilsk ore deposit; Prof D. A. Strelnikov, whose fourteen students became Heroes of Socialist Labour; Prof M. K. Korovin who fi rst indicated perspec- tives of oil-and-gas bearing in West Siberia, and many others. Out of 12 thousand students graduated from the Siberian Mining School more than 150 people have become discoverers of deposits, 50 won Lenin and National Awards, 15 have become academicians and corresponding members of the Academy of Sciences of the USSR (Russia), more than 130 have become doctors and 730 associate professors. 24 The graduate students of the Institute constitute the manpower basis for industrial geological and oil producing plants in Siberia, and also for academic and research institutes. Bachelors are trained in Geology and Mineral Prospecting; Oil & Gas Science; Greenpeace Recovery & Plantation. Engineers are trained in nine fields: Geology & Mineral Deposit Explora- tion; Underground Water Surveying; Drilling & Geological En- gineering Exploration; Geophysical Methods of Mineral Deposit Exploration; Oil & Gas Geology; Oil & Gas Geoecology; Technol- ogy & Engineering Methods of Mineral Deposit; Exploration & Gas Drilling Complex Utilization & Water Resources Protection. All these courses are offered for part-time students as well. Masters are trained in Forming Resources and Compounds of Underground Waters; Protection & Rational Use of Geological Medium; Geology & Prospecting of Mineral Deposits; Prospect- ing Geophysics Techniques; Geophysical Techniques Application; Exploration of Minerals. The faculty off ers educational courses for postgraduates and doctorates. Research is oriented towards exploration of the composition and construction of the earth bowels, expansion of mineral resource base of the country, increase in the eff ectiveness of geological exploration, and environmental protection. Contracts have come to 12.5 million roubles this year. Seven monographs and three books of research works were published and two DSc and six PhD theses were defended. There are 108 instructors in all, 19 of them are professors and 67 associate professors. The Institute of Oil & Gas studies is a large academic and scientifi c centre for geology and oil-and-gas engineering (more than 2,000 students), which includes three faculties and 10 departments. The Extramural Department of the Institute off ers part- time education. Faculty of Oil and Gas Prospecting has four departments: 1. Hydrogeology & Engineering Geology Department was founded in 1930, and has educated 2,350 hydrogeological engineers. There are 15 teaching staff members, three of which are professors and seven associate professors. Training of bachelors and engineers is oriented towards Geology & Prospecting of Minerals; Greenpeace Recovery & Plantation; Underground Water Surveying; Drilling

25 and Geological Engineering Exploration; Complex Utilization and Water Resources Protection. The fundamental research is oriented towards a hydrogeochemi- cal method of surveying of ore and oil deposits; geochemistry of po- rous waters and research of Siberian geological conditions; mineral and commercial waters; ecological, hydrogeological and engineering-geological problems of large water-supply utilization, water-economic and engineering systems; territorial and industrial complexes; burial objects of radioactive waste; Siberian water resources and its supervision; investigation of the self-developing system “water and nature”. 2. Geophysical Prospecting of Mineral Department was founded in 1946 and more than 2,000 engineers have graduated in Geophys- ics. There are nine teaching staff members; one is a professor and six associate professors. Research is carried out into geochemical specifi cation of ore-and- magma systems fi elds; deposits integrated assessment of the content of noble, rare and radioactive elements; ecological and geochemical research; radioecological and geoecological monitoring; development of radiogeochemical methods of oil and gas exploration. 3. General and Historical Geology Department has 17 teaching staff members, one is a professor and 11 associate professors. Bach- elors, engineers and masters receive general training in geological fi eld of study. Since 1959, the Centre for Academic Geological Ap- plications in Khakasia functions at the Department. In 1999, this Centre was called in honour of its founder G. A. Ivankin. Basic research is focused on stratigraphy, paleontology and geology of gold-bearing regions of Siberia. 4. Mineralogy and Petrography Department was opened in 1901 and has six teaching staff members, including one professor and three associate professors. Students are taught in crystallography, mineralogy, petrography, petrology, geochemistry, geology, industrial types of mineral deposits and formation method in geology (formation analysis). Research is being carried out in metallogenic process of gold and rare metals, investigation of fl uid migration processes in oil-and-gas fi elds of Siberia, investigation of micro-polyhedron construction of inorganic and organic substances, biomineralogy and special medi- 26 cal crystallography, ecological radiation, genetic mineralogy and synergism of electromagnetic systems in geology, electromagnetic systems of lithospheres and technogenesis. Oil and Gas Faculty has three departments: 1. Geology and Oil Fields Exploitation Department was opened in 1952. Since that time it has trained 1,618 engineers. There are 17 teaching staff members, that include two professors and eight associate professors. Bachelors are trained in oil and gas science; engineers, in exploitation of oil and gas deposits; specialists, in exploitation of oil fi elds and exploitation of gas and gas-condensate fi elds, oil and gas geology, applied geology, oil-and-gas geology and oil-and-gas geoecology. Bachelors are trained in Geology and Mineral Prospecting. En- gineers are trained in Geophysical Methods of Mineral Deposit Ex- ploration and Geological Exploration Technologies. Research is oriented towards petrophysics of deposits, eco-geophysics, data interpretation methods of geophysical measurements. 2. Geology and Prospecting of Minerals Department opened in 1930 has trained more than 2,500 mineral engineers and geologists. There are seven staff members, including one professor and four associate professors. Engineers are trained in Geology and Mineral Deposit Exploration and bachelors, in Geology and Mineral Pros- pecting. Three separate scientifi c fi elds are being developed in geology, geochemistry and surveying noble metals; tectonics and coal deposit surveying; geology and geochemistry of peat deposits. The Gold & Platinum Centre for Geology and Analysis co-ordinates the research conducted into problems of geology and analysis of noble metals. 3. Prospecting Engineering of Minerals Department founded in 1954, has trained 1,933 engineers in prospecting engineering. There are eight teaching staff members overall, two of them are professors and six are associate professors. Research is aimed at directional drilling of geological exploration sites, optimization of the quality of fl ushing fl uids, rising the durabil- ity of block-hole instruments and development of a rational means for testing minerals. 27 Faculty of Geoecology and General Geology has three departments: 1. Minerals and Geochemistry of Rare Elements Department was opened in 1931. Since 1956, 756 uranium geologists have been trained. There are nine teaching staff members; one is a professor and four associate professors. Since 1995, the Department has off ered the educational course on Geoecology. First graduation of students came to 15 people in 2000. Research is focused on the lithology of oil and gas-bearing complexes and gas geochemistry. 2. Oil and Gas Drilling Department was opened in 1984 and has trained 446 engineers. There are 10 teaching staff members, two professors and fi ve associate professors. Research is being carried out in the optimization of drilling processes. 3. Mining and Geodesy Department was opened in 1962 and has eight teaching staff members which includes two professors and three associate professors. Students are taught in surveying, basics of topog- raphy and aerial photography, surveying and mine surveying, mining, swamp hole blasting and technology, mine extractions, rock mechanics, oil and gas basic science, oil fi eld equipment, oil drilling equipment, fundamentals of research, and fundamentals of oil extraction. Research is oriented towards the development of horizontal drilling, and formulation of rock-mining and oil equipment catalogues.

Задания к тексту 1. Определите основную идею текста. 2. Обсудите следующие проблемы: 1. Brief history of Tomsk Geological Institute of Oil & Gas studies. 2. V. A. Obruchev—a great scientist. 3. The connection of the industrial development of Siberia with famous scientists of the Mining Department. 3. Cкажите по-английски (или по-русски), какая информа- ция в тексте является для вас новой и какая была вам известна? 4. Вы член приeмной комиссии института. Расскажите абитуриенту о факультетах института, специализации и условиях приeма. 28 БИБЛИОГРАФИЯ

1. Brewer K.J., Bergvin G. , McGullough B.R. Economic and Financial Analysis Branch, Natural Resources of Canada. 2. Chadwick J. Dozer Trends // Mining Magazine. 3. Daon Y. English for Sciences and Technology. — Beer-Sheva: Ka- vim Ltd., 2002. 4. Encyclopedia Britannica on CD, 2006. 5. Hales L. B., Ynchausti R. A., Barron C. L. Process Control Systems // Mining Magazine. 6. Hallam A. Planet Earth: an encyclopedia of Geology. — Oxford El- sevier Phaidon, 1987. 7. Information Sources in Energy Technology. — Boston: Butter- worth, 1998. 8. Macmillan English Dictionary for Advanced Learners. — Interna- tional Student Edition. — A & C Black Publishers Ltd. 2006. 9. Англо-русский горнотехнический словарь / под ред. Б. М. Во- робьева. — М. : Углетехиздат, 1978. 10. Англо-русский политехнический словарь / под ред. А. Е. Чер- нухина. — М. : Советская энциклопедия, 1987. 11. Большой англо-русский словарь: в 2 т. / под общ. рук. И. Р. Гальперина. — М. : Русский язык, 1989. 12. http://www.en.wikipedia.org/wikiebcid. 13. http://www.analytics.ex.ru/cgi/txtnscr. 14. http://www.mines.edu/mining. 15. http://www.studyunrussia.com.ru. 16. http://www.spmi.ru/skeleton_en/2/586. 17. http://www.spbstu.ru.English/index.html.