I am a second-year student at the Shakhty Institute of South Russia State Technical University. My speciality is Industrial and Civil Construction. I specialize in civil engineering.
Civil engineering is a branch of knowledge dealing with planning, design, construction, and repair of roads, bridges, harbours, and public buildings. The term "civil engineering" has been used since the 18th century, as opposed to military engineering, relating to building fortifications (forts, walls, ditches, etc.) for the armed forces of a country.
People have built houses, churches, canals and paved roads since ancient times. In the past, they used such natural building materials as stone, clay, sand and wood. Later they learn to make brick out of clay and crushed stone out of stone. They also used metals in construction. Modern structural materials are steel, concrete, reinforced concrete, and plastics.
At present, civil engineers build residential, municipal, industrial structures and transport facilities. They use prefabricated elements in the construction of houses, hospitals, office buildings, plants, factories, power stations, etc. Civil engineers are also engaged in building highways, bridges, tunnels, dams, and other structures.
The main duties and requirements of the civil engineer are:
- to conduct preliminary research into feasibility, site, design, construction, and repair of structures;
- to determine the appropriate means of safe and efficient construction;
- to determine and advise on feasible construction methods;
- to design, develop, and implement computer applications for building;
- to select the appropriate structural materials;
- to select building equipment and machinery in collaboration with other engineering specialists;
- to prepare specifications, drawings, and legal documents for carrying out construction projects;
- to plan, organize and supervise construction and repair works;
- to implement and coordinate construction safety programs;
- to commission completed projects.
In Russia, civil engineers are trained in construction departments of polytechnics and technical universities. Students do construction engineering, structural materials, structural design, civil engineering design, engineering design, structural analysis, foundation engineering, structural protection, prefabricated construction, highway engineering, and other subjects.
The quality of education depends on a profound knowledge of state-of-the-art technology, practice and understanding that construction industry must be environment-conscious. Structural works must not pollute the environment: air, water, and land, in which people, animals, and plants live. Modern civil engineers are supposed to use environmentally friendly products, machines, and methods, which can prevent and repair damage done to nature.
Exercise 8. Find in the text the equivalents of these words and word combinations.
; ; ; ; ; ; ; (2 .); ; ; .
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Exercise 9. Answer the following questions in pairs.
1. What is your speciality?
2. What is your specialization?
3. What does civil engineering deal with?
4. What are the civil engineer's responsibilities?
5. What does the quality of education depend on?
6. Why do you want to be a civil engineer?
Exercise 10. Speak about your speciality.
2.4. My Working Day
Exercise 1. Answer the questions below.
1. What days do you go to the institute?
2. Are you tired at the end of the day?
3. Is it difficult to study all day?
4. Do you have enough free time on your working day to relax?
Exercise 2. Learn the following words and word combinations.
to wake, woke, woken (up) [weIk, wqVk, 'wqVkqn (Ap)] v ,
to jog [GPg] v ,
besides [bI'saIdz] adv
to stretch one's legs ['streC'legz]
wide [waId] a
range [reInG] n , ,
tutorial [tjH'tLrIql] a , ;
extracurricular activities ["ekstrqkq'rIkjulq xk'tIvItIz] ; ( , )
to pursue a hobby [pq'sjH]
to use [ju:z] v
curds [kE:dz] n
pasta ['pxstq] n
lasagna [lq'sxnjq] n
Exercise 3. Read and translate the text below.
Text A. My working day
My mother wakes me up at 6 o'clock. I get up, do gymnastics to music, wash and dress. In early autumn, late spring and summer I often jog in the park.
My mother gets my breakfast ready and sets the table. My parents and I usually have some porridge, bread-and-butter, coffee or tea. Then Mum and Dad leave home for work and I go to the institute. My parents drive to work as their office is a long way from our house. I walk to the institute because it is not very far from our home. Besides, I like to stretch my legs in the morning.
Classes at the institute begin at 8.30 a.m. We usually have five or six lessons a day: lectures, labs and tutorials. We have ten-minutes' breaks between classes and a long break for lunch at noon. I usually have lunch in a cafe. I take some salad, soup, meat and potatoes. I prefer to drink orange or apple juice.
At the institute students are offered a wide range of extracurricular activities. My friends and I go in for sports and pursue our hobbies. I am a good footballer and often take part in sports competitions. Besides, students organize meetings, conferences, festivals, concerts and parties. Thats why I sometimes stay after classes and come home at about 5 or 6 p.m.
I do my homework in the library or at home. I usually use the Internet in my studies. Then I clean the flat and walk my dog.
My family has dinner at 7 o'clock. We eat curds or pasta, pizza or lasagna. I like to drink milk or yogurt.
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After dinner I go out with friends. We go to the park or to a club. When the weather is bad, I watch TV or play computer games. I take a bath and go to bed at 11 or 12 o'clock.
Exercise 4. Find in the text the equivalents of these words and word combinations.
; ; ; ; ; ; ; ; ; ; .
Exercise 5. Answer the following questions in pairs.
1. When do you get up?
2. When do you go to the institute?
3. How many classes do you usually have at the institute?
4. What do you do after classes?
5. What are your household duties?
6. What do you like to do in the evening?
7. When do you go to bed?
Exercise 6. Read and translate the text below.
Text B. On weekdays
My alarm clock rings and wakes me up at 6 o'clock. I switch on the television, make my bed and do my morning exercises. I go to the bathroom, clean my teeth, wash and brush my hair.
Then I go to the kitchen and prepare a light breakfast. My husband, my son and I have meals in the kitchen. I lay the table and we have sandwiches, a cup of coffee and cakes.
We leave home at half past seven. My husband takes our son to the kindergarten and goes to work. His office is not far from our house. I go to work by bus. It takes me 20 minutes to get to the office.
I am employed by a private trade company. I'm a trainee in the Accounting Department. I did an accounting course last year. I work under the chief accountant. She helps me to learn the skills needed for the job. My colleagues explain to me how to prepare financial reports, income statements, and balance sheets.
I work an eight-hour day, Monday to Friday. I begin work at 8 a.m. and finish work at 5 p.m. I have a break for lunch at 12 o'clock. My colleagues and I usually go to a cafe. I have meat, salad and a glass of juice for lunch.
After work I do the shopping. I come home, and prepare a meal. My husband and I usually have meat, spaghetti, rolls and a cup of tea. I wash the dishes, and tidy up the flat.
Then I do my homework because I am a first-year student of an Extra-Mural Faculty. I study economics. After graduation I would like to go into management.
I usually read my textbooks, do tests, prepare term papers. I borrow all the necessary textbooks from the institute library. Sometimes I have to go to the reading-room and study there.
In the evening my husband and I go for a walk, watch TV or read books, newspapers and magazines. I take a shower and go to bed at 11 o'clock.
Exercise 7. Find in the text the equivalents of these words and word combinations.
; ; ;, ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; .
Exercise 8. Answer the following questions in pairs.
1. When do you get up?
2. What do you eat for breakfast?
3. What is your place of work?
4. What year are you in at the institute?
5. What faculty are you in?
Exercise 9. Speak about your working day.
2.5. My day off
Exercise 1. Answer the questions below.
1. How many days off do people usually have? What about you?
2. How do people like to spend their days off?
3. Are there many places in your city where young people can enjoy themselves? What are they?
Exercise 2. Learn the following words and word combinations.
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day off ['deI'Pf]
on weekdays ['wJkdeIz]
at the weekend ['wJkend]
supplies [sq'plaIz]
beet [bJt] n
cucumber ['kjHkqmbq] n
tangerine [txnGq'rJn] n
repair [rI'peq] n ; v
to dust the furniture ['dAst'fE:nICq]
to vacuum ['vxkjVqm] v
noodle soup ['nHdl 'sHp]
borsch(t) [bLS(t)] n
veggies, vegies ['veGIz] = vegetables ['veGItqblz] n pl
for the first course ['fE:st 'kLs]
for the second course
properly ['prPpqlI] adv ,
action film ['xkSqn]
horror film ['hPrq]
dine out ['daIn 'aut] phr v
Exercise 3. Read and translate the text below.
My day off
I go to the institute on weekdays. My days off are Saturday and Sunday.
At the weekend I get up later than usual. On Saturday my parents, my brother and I have breakfast and go to the market. We make supplies for a week. Dad buys meat and fish. Mum usually buys butter, milk, sugar, biscuits and sweets. My brother buys vegetables: potatoes, carrots, beets, cucumbers and tomatoes. As for me, I like to buy different fruits: apples, oranges, tangerines and bananas.
Then we come home and do housework. Mum washes the dishes and cooks. Dad washes and repairs his car. My brother and I dust the furniture, vacuum the carpets and water the room plants in our flat.
As a rule, my family have dinner at home at the weekend. We have noodle soup or borscht for the first course, fish or meat with veggies for the second course, and juice or tea with cakes for dessert.
After dinner my brother and I do our homework. My brother is in the fifth form at school, he is a top student. I am a first-year student at a polytechnic and do well, too. We always do everything properly. Sometimes it takes us three or four hours to do our homework.
On Saturday evening I usually go out with friends. If the weather is warm, we go to the park. If it is raining or cold, we go to a café or club.
I prefer to spend Sundays with my friends. We always go to the cinema together. I like action and horror films. Sometimes we go to the theatre. I am fond of comedies and musicals.
I often go to see my best friend. She lives in a house in the suburb. There is a nice garden full of fruit trees and flowers near the house. In the summer we enjoy staying in the fresh air. When the weather is nasty, we watch video films and discuss different topics.
When I come back home, I watch TV or read books. Then I have a bath and go to bed.
Exercise 4. Find in the text the equivalents of these words and word combinations.
; , ; , , ; ; ; ; ; ; ; ( ); ; .
Exercise 5. Answer the following questions in pairs.
1. When do you get up at the weekend?
2. Do you prefer to spend your days off with your family or with your friends?
3. What do you do on Saturdays and Sundays?
4. Do you like to go to the theatre and to the cinema?
5. Do you often dine out?
Exercise 6. Answer the following questions in pairs.
1. Act out the dialogue.
- What do you do at leisure?
- When the weather is fine, I go out with friends. When it is rainy, I stay at home and talk to my friends on the web. What about you?
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- I go for a walk in any weather. My friends and I also like to go to cafes and clubs.
2. Make up dialogues of your own. Use the word combinations from Lists A and B.
| A. to take a stroll to go in for sports to go on a picnic to go to the country to go to the park to go to the cinema to go to the theatre to go to the circus to go to parties and have fun | to go to the zoo to go to a picture gallery to go to museums to go to an amusement arcade to eat out to go fishing to go boating to go roller-skate / roller-blade in the park to take rides in the amusement park |
| B. to play computer games to visit Internet sites to talk to friends on the telephone to read books to watch television to listen to music | to knit to play board games to play cards to play chess |
Exercise 7. Speak about your weekend.
2.6. Youth Problems
Exercise 1. Answer the questions below.
1. Are you happy?
2. Have you got any serious problems?
3. Are you an independent person? Can you overcome your difficulties yourself?
4. Who helps you to resolve your problems?
Exercise 2. Learn the following words and words combinations.
youth [jHT] n ; ,
adolescence ["xdq'lesqns] n
nostalgia [nPs'txlGq] n ,
imaginary [I'mxG(q)nqrI] a , ,
psychologist [saI'kPlqGIst] n
to settle a problem ['setl q 'prPblqm]
to tackle a problem ['txkl] = to resolve a problem [rI'zPlv] = to solve a problem ['sPlv]
unemployment ["AnIm'plOImqnt] n
experience [Iks'pIqrIqns] n
job [GPb] n
salary ['sxlqrI] n , ,
wage [weIG] n
to satisfy ['sxtIsfaI] v
search [sE:C] n ; v
employment centre [Im'plOImqnt 'sentq]
advertisement [qd'vE:tIsmqnt] n
unskilled [An'skIld] a
fit [fIt] a ,
vocational training [vqV'keISqnql 'treInIN]
addict ['xdIkt] n ; [q'dIkt] v -.
alcohol addiction ['xlkqhPl q'dIkSqn]
drug [drAg] n
drug addiction
gambling ['gxmblIN] n
crime [kraIm] n
frequently ['frJkwqntlI] adv
entertainment ["entq'teInmqnt] n
pleasure ['pleZq] n
dissatisfaction [dIs"sxtIs'fxkSqn] n ,
misconduct ["mIs'kPndAkt] n
rebellion [rI'beljqn] n
disease [dI'zJz] n
suicide ['sjHIsaId] n
generation ["Genq'reISqn] n
generation gap ['gxp]
irresponsible ["IrI'spPnsqbl] a
cause [kLz] n ; v ,
to suffer ['sAfq] v
to afford [q'fLd] v
expensive [Iks'pensIv] a
to deserve [dI'zE:v] v
courage [kArIG] n
diligence ['dIlIGqns] n ,
perseverance ["pE:sI'vIqrqns] n ,
heartbroken ['hRt"brqVkqn] a
agony column ['xgqnI "kPlqm]
agony aunt [Rnt] ,
Exercise 3. Read the text about young people's problems and say who can help them to find the way out.
Youth Problems
Many people think that youth is the best time in a person's life. That's true in most cases. Childhood, adolescence, school years, student years are usually remembered with pleasure and nostalgia. But everything is not that simple.
Young people, like older people, are effected by social, family and personal problems. Some of them are real, others are imaginary. Some teenagers are strong enough to overcome their difficulties by themselves or with the help of their friends and relatives. Other young people find it difficult or impossible to settle theirs and need help of a psychologist or other professionals dealing with youth problems.
One of the most serious social problems is youth unemployment. Very often, new graduates of institutes and universities cannot find jobs they have been trained for, because companies usually want to hire people with work experience. That is why these young people have to get any job they can. As a rule, their salaries or wages not very high and they are not satisfied with their occupation. But, in fact, these young people should be more active in their search. They can apply to employment centres, read advertisements in newspapers, visit special Internet sites to find the job they need.
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On the other hand, some teenagers without any qualification do not want to do hard unskilled work and get low wages. These people should either get vocational training or choose the job they are fit for.
Another serious problem is getting education. The point is that in Russian higher educational institutions the tuition is fee-paying for most students. Not all families can afford to send their children to institutes and universities because the tuition fee is usually very high.
Other grave social problems are alcohol and drug addiction, gambling, prostitution, crime. Frequently, young unemployed people become addicted and have criminal records. Sometimes, these problems result from personal and family difficulties. Some teens are only interested in entertainments and pleasures. They don't like to work and just want to enjoy themselves.
In some towns and villages there are not enough sport facilities or places where teenagers can have a good time. This also leads to young people's dissatisfaction, misconduct and rebellion.
Family difficulties often emerge in single-parent families or in problem families of alcoholics, drug addicts or unemployed people. Parents' cruel treatment causes children's depressions, mental diseases and even suicide.
Experts in family relations write a lot about the generation gap, that is the difference in ideas, thoughts, feelings and interests between older and younger people. Parents and their children do not understand each other. Parents believe that their kids are too lazy, irresponsible and ill-mannered. Children think that their old folks are old-fashioned, conservative and cruel. Sometimes misunderstanding causes confrontation and family conflicts. Only efforts of both sides can bridge the older and younger generations. Sometimes, help of teachers and psychologists is needed.
Personal problems have many causes unhappy love, unpopularity among friends, lack of communication skills, bad marks at university and others. Some teens suffer because they have pimples. Others are not satisfied with their looks.
Young people may feel unhappy because their family is not rich and they cannot afford an expensive car and trendy clothes, a holiday abroad and education at a prestigious university. Unfortunately, very often teenagers do not want to do anything themselves to improve their monetary position.
Young employees may have problems at work due to lack of work experience, skills and proper training. Some of them are not used to hard work and think that they deserve better jobs and higher wages. They need courage, diligence and perseverance to become good workers.
Problems with studies may arise because of students' lack of knowledge and laziness. Most teenagers can make progress if they work harder.
In each country, there are professionals who help young people to tackle their problems.
In English-speaking countries, tabloids and youth magazines often have so called agony columns. These columns contain letters from heartbroken teens and advice from specialists called agony aunts or advice columnists. Agony aunts help people to overcome their fears, difficulties and misfortunes, sometimes even to survive. Russian magazines have similar columns, too.
There are also special telephone lines and web sites, often voluntary, helping young people. Teenagers are consulted by teachers, doctors, psychologists, police officers, fashion designers and specialists in other fields. Besides, in Russia and other countries there are special television channels and programmes aimed at young audience.
Exercise 4. Find in the text the equivalents of these words and word combinations.
, ; ; , ; ; ; ; ; ; ; ; ; ; ; ; ; ; , .
Exercise 5. Answer the following questions in pairs.
1. What kind of problems do young people have?
2. What are the main social problems?
3. What causes teens' problems in the family?
4. What personal problems do teenagers have?
Exercise 6. Speak about youth problems.
Unit 3. Topics on Speciality for Economics Students
3.1. Economics
Exercise 1. Answer the questions below.
1. Did you study economics at school?
2. What do you know about economics?
3. What branches of knowledge is economics connected with?
4. Would you like to become an economist or a manager?
Exercise 2. Learn the following words and words combinations?
economics ["Jkq'nPmIks]
economist [I'kPnqmIst]
social science ['sqVSql saIns]
to develop [dI'velqp] v ;
development [dI'velqpmqnt] ;
study ['stAdI] , ;
wealth [welT] ,
to distribute [dIs'trIbjut] v ;
distribution [dIstrI'bjHSqn] ;
to consume [kqn'sjHm] v
consumer [kqn'sjHmq]
consumption [kqn'sAmpSqn]
goods [gVdz]
services ['sE:vIsIz]
society [sq'saIqtI]
to comprise [kqm'praIz] v
manufacture ["mxnjV'fxkCq] ; v
agriculture ['xgrIkAlCq]
agricultural ["xgrI'kAlCqrql] a
quantity ['kwPntItI]
to sell, sold, sold [sel, sqVld] v
stream [strJm] ,
to provide [prq'vaId] v ,
to meet needs ['mJt 'nJdz]
repair [rI'peq] ; v
to deliver [dI'lIvq] v
business ['bIznIs] , ,
supply [sq'plaI] , ; v ,
to deal (dealt, dealt) with [dJl, delt] v ,
scarcity ['skeqsItI] , ,
level ['levl]
to depend on ['dI'pend] v
state [steIt]
to prosper ['prPspq] v
boom [bHm] , ( )
purchase ['pE:Cqs] ; v
luxury item ['lAkSqrI 'aItqm]
recession [rI'seSqn] ,
unemployment ["AnIm'plOImqnt]
to rise, rose, risen [raIz, rqVz, rIzn] v ,
trade [treId]
influence ['InflVqns] ; v
to predict [prI'dIkt] v
trend [trend]
government ['gAvnmqnt]
to take decisions [dI'sIZn]
Exercise 3. Read and translate the text below.
Economics
Economics is the oldest of all the social sciences. The study of this science helps people to understand the development of civilization and modem economic situation.
Economics is the study of the production of wealth and the distribution and consumption of goods and services in a society.
Wealth comprises goods and services. Goods are things people produce and use. Manufacturing goods and growing agricultural products in large quantities aim at selling them to the people and satisfying their needs. There are economic goods and free goods. Economic goods are the things people buy. They are cars, TV sets, videos, DVD players, food products, clothes and others. Free goods are things that people have without paying for them. They are air, sunshine, and water in rivers and streams.
Services are also provided to meet the public needs. A society has postal, financial, repair, transport services, communications, training, etc. At present the national economies of many countries are shifting to services and high-technology businesses.
Goods and services are distributed among the people in a society and the parts of a country. Products are delivered to shops, cafes, restaurants, cinemas and other businesses. Services are supplied to individuals, groups of people, and organizations. Economics deals with the methods of distribution of goods and services and the problem of their scarcity.
Consumption is buying and using things and services. The level of consumption depends on the state of the economy. When a country prospers in the boom days, consumers have a lot of money and purchase many things including luxury items. In a recession unemployment rises, incomes fall; consumers buy fewer things and prefer cheaper items.
Economics also deals with the system according to which the money, industry, agriculture and trade of a nation are organized. A country's economy is the wealth that it gets from business and industry. The economy comprises people, companies, the government and local authorities. The activities of the government play an important part in the economic sphere. The actions of the government influence production, distribution and consumption of goods and services.
The profession of an economist is very important in modern life. Economists develop models of the working of the economy. They predict economic trends and help the government and companies to take decisions in economic policy and business.
Exercise 4. Find in the text the equivalents of these words and word combinations.
; , ; ; ; ; () ; ; ; ; ; ; () ; ; , () ; ; ; ; .
Exercise 5. Answer the following questions in pairs.
l. Is economics an old science?
2. What is economics?
3. What does wealth comprise?
4. When does consumption of goods rise and fall?
5. Do the actions of the government influence the economy of the country?
Exercise 6. Speak about economics.
3.2. History of Management
Exercise 1. Answer the questions below.
1. Do you know anything about management?
2. In what country was management born?
3. How old is this science?
4. What people laid the foundation of management?
5. Is it important to study management?
Exercise 2. Learn the following words and words combinations.
to contribute to [kqn'trIbjHt] v -.,
to give an impetus to ['gIv qn 'ImpItqs] -., -.
to increase [In'krJs] v
wage [weIG] n
at the turn of the century ['tE:n'senCqrI] ,
labour ['leIbq] n
scientific management ["saIqn'tIfIk]
psychology [saI'kPlqGI] n
sociology["sqVsI'PlqGI] n
anthropology ["xnTrq'pPlqGI] n
the process approach ['prqVses]
the systems approach ['sIstqmz]
the contingency approach [kqn'tInGqnsI] (. )
quantitative ['kwPntItqntIv] a
operations research ["Ppq'reISqnz rI'sE:C]
to improve [Im'prHv] v ,
labour productivity ['leIbq "prPdqk'tIvItI]
material incentives [mq'tIqrIql In'sentIvz]
personnel selection ["pE:sq'nel sI'lekSqn]
division of labour [dI'vIZqn qv 'leIbq]
authority [L'TPrItI] n ,
responsibility [rIs"pPnsq'bIlItI] n ,
one-man management
to remunerate [rI'mjHnqreIt] v ,
remuneration [rI"mjHnq'reISqn] n ,
order ['Ldq] n
justice ['GAstIs] n
initiative [I'nISIqtIv] n
to give up ['gIv 'Ap]
to humanize ['hjHmqnaIz] v
creativity ["krJeI'tIvItI] n
value ['vxljH] n ; v
proponent [prq'pqVnqnt] n ,
to expand [Iks'pxnd] v
application ["xplI'keISqn] n
Exercise 3. Read and translate the text below.
History of Management
Management science is relatively young. It became an independent branch of knowledge at the beginning of the 20th century.
But management has been practiced since ancient times. When the first organizations appeared, there were people who led them. In different periods and in various countries, the first leaders were emperors, kings, tsars, landlords, slave-holders, generals, officers, governors of provinces, supervisors, etc. They represented different levels of management and made people under them work, fight, sell or buy.
There were various kinds of organizations state, political, religious, trade. Of course, ancient organizations were different from modern ones, but they had some common features.
Experts say that the Roman Empire, which existed for some centuries, had an effective organization structure. It was ruled by the emperor. The emperor had a strong army which invaded large territories in Europe, North Africa, and Western Asia. There was a rigid hierarchy in the army. The legions were commanded by generals and officers. The territories occupied by the army were ruled by governors.
The Roman Catholic Church is one of the oldest religious organizations in the world. It also has a rigid hierarchy: the pope, the cardinal, the archbishop, the bishop, and the priests.
Some historic events and people's activities contributed to the development of management studies. The English Industrial Revolution in the 18th century, the rapid economic growth in many countries of the world, and the development of sciences in the 19th century gave impetus to the start of management studies.
At the beginning of the 19th century, Robert Owen, a British manufacturer, tried to run his factory better and introduced some reforms. He improved the working conditions, increased the workers' wages. Owen's factory in Scotland was profitable, but other manufacturers did not want to change the old system of management.
Management science was born in the United States. At the turn of the 20th century, it was a powerful country with rich natural resources, developed economic and business relations, and a huge labour market.
In 1911, in New York, Frederic W. Taylor published his famous book Principles of Scientific Management. After this publication management was considered an independent field of research and called a science.
This branch of knowledge is connected with economics, mathematics, engineering, psychology, sociology and anthropology. The objects of management are machines and people.
At present, different schools of management represent different approaches to research. There are four major approaches to management:
- the approach of scientific management,
- the process approach,
- the systems approach,
- the contingency approach.
The founders of the school of scientific management were F. W. Taylor and Frank and Lilian Gilbreth who used analytical, quantitative method in managing business organizations. They did operations research and tried to increase labour productivity. They also dealt with material incentives, personnel selection and training.
Henri Fayol is called the father of management. In his famous work General and Industrial Management, Fayol formulated 14 principles of management. Among them are the principles of division of labour, authority and responsibility, discipline, one-man management, personnel remuneration, initiative, corporate spirit, and others.
Experts believe that scientific management led American industry to greatness and reached its highest mark at the end of the 1970s. Today, the leaders have given up the old concepts about the nature of the world and the old "scientific" methodology. They are humanizing business organizations trying to balance rationality with intuition and creativity. They are paying their attention to corporate culture, values and communication. Today's scientific management is turning to the heart of business the technology and the people's factors.
The proponents of the process approach suppose that management is a series of interconnected managerial functions. They are planning, organization, motivation and control.
According to the systems approach, management is the combination of such interrelated elements as people, structure, tasks and technology. The representatives of this school think that an organization is an open system consisting of some subsystems connected with one another. The organization gets resources from the environment, produces goods and returns them to the environment.
The supporters of the contingency approach believe that different managerial techniques are determined by many factors within the organization and in the environment. Certain conditions demand suitable techniques. These techniques are different in different situations. The contingency approach expanded the practical application of the general systems theory.
All the schools of management have made a great contribution to the development of this science. Nowadays management studies are rapidly developing.
Exercise 4. Find in the text the equivalents of these words and word combinations.
; , , , ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; ; .
Exercise 5. Answer the following questions in pairs.
1. Is management science old?
2. When was it recognized as an independent branch of knowledge?
3. How long has management been practised?
4. Who were the first managers?
5. What hierarchy did the Roman Empire have?
6. What contributed to the development of management science?
7. What was Robert Owen famous for?
8. What are the major approaches to management?
9. Who were the founders of the school of scientific management?
10.What is the difference between the old scientific methodology and today's scientific management?
11.What principles of management did Henry Fayol formulate?
12.What are the functions of management?
13.What kind of system is an organization, according to the systems approach?
14.What are managerial techniques determined by, according to the contingency approach?
Exercise 6. Speak about the development of management.
3.3. Management
Exercise 1. Answer the questions below.
1. Can you deal with people well?
2. What sciences can help you to manage people properly?
3. What is more important for a manager knowledge or intuition or experience?
4. Would you like to gain practical experience in a Russian or foreign company? Why?
Exercise 2. Learn the following words and words combinations.
managing staff ['mxnIGIN'stRf]
to fulfil [ful'fIl] v
to consider [kqn'sIdq] v ,
to determine [dI'tE:mIn] v
to conduct [kqn'dAkt] v ,
to supervise ['sjHpqvaIz] v ,
to imply [Im'plaI] v ,
top (executive) management [Ig'zekjutIv] = upper management ['Apq] = senior management ['sJnjq] () ,
middle (administrative) management ['mIdl (qd'mInIstrqtIv)] = medium management ['mJdjqm]
low management [lqV]=junior management ['GHnjq]
the Chairman ['CFqmqn] n
the Board of Directors ['bLddI'rektqz]
chancellor ['CRnsqlq] n
executive [Ig'zekjutIv] n , , ; ,
corporate values ['kLp(q)rIt'vxljHz]
to exercise general leadership ['eksqsaIz'Genqrql'lJdqSIp]
to take charge of [CRG] , ,
to steer [stIq] v ;
to specify ['spesIfaI] v ,
to appraise [q'preIz] v
profits ['prPfIts]
responsible [rIs'pPnsqbl]
to delegate responsibilities ['delIgeIt rIs"pPnsq'bIlItIz] ,
to hire ['haIq] v
hiring ['haIqrIN] n
to fire ['faIq] v
firing ['faIqrIN] n
promotion [prq'mqVSqn] n
demotion [dI'mqVSqn] n
to maintain discipline [mqn'teIn'dIsIplIn]
to compliment achievements ['kPmplImqnt q'CJvmqnts]
production assignment [prq'dAkSqn q'saInmqnt]
raw materials ['rL mq'tIqrIqlz] ;
to exert (have, take) control over smth [Ig'zWtkqn'troul] -.
Exercise 3. Read and translate the text below.
Management
The word "management" is used in four meanings. First, it relates to the control and organizing of a business or any non-profit organization. Second, it refers to people's activity aimed at running a factory, a shop or a firm. Third, management is the people who run a company or an organization. Fourth, the word "management" stands for management science. In this text we will use the word in the first three meanings.
Experts believe that business is likely to be successful if it fulfils three criteria: it is managed properly, the idea and the market for it have the necessary growth potential, financing is sufficient.
The right management is considered to be the most important factor in determining success. It makes the company more efficient and the people in it more productive.
Management is the activities aimed at the conducting or supervising of a business. It implies planning, organization, motivation and control while setting and reaching the goals of a company. Some experts believe that management is a kind of art and it needs talent and skill.
The managing staff is the collective body of people who run or direct an organization, an enterprise, a firm, etc. A manager is a professional who plans, organizes and controls a business or a department of a business.
Different organizations may have different structures of management. But all of them have much in common. American experts distinguish three levels of management in big companies: the top level, the middle level and the low level.
The top (executive) management is usually represented by the chairman of the board of directors, the president and the vice-president of a corporation, the chancellor of a college.
Top executives concern themselves with corporate values that are the priorities that dictate how organizations should work. They exercise general leadership. Top executives must be strong leaders who are able to take charge and steer the organization in the direction of improvement and progress. They work out the proper development strategy for their companies or enterprises. They specify if the enterprises are capable of producing, appraise the state of the capacities and determine their profits. Top management must respond to quickly changing business conditions.
Managers of departments at companies, deans of faculties at colleges, directors of branches and other administrators belong to the middle (administrative) management.
Many responsibilities are delegated to this level. Administrators make important decisions in their specific fields. They are connected with their boss, peers, subordinates and customers. They organize collective thinking and problem solving. Managers run meetings and conduct negotiations. They deal with hiring, firing, promotions and demotions.
The low management is represented by foremen at enterprises; supervisors, heads of sections at companies; heads of departments at schools of business; head nurses at hospitals, etc.
These people deal with employees. They maintain discipline, explain tasks to subordinates, correct mistakes and compliment achievements. Their activities are directly connected with production and practical work. They take control over fulfilment of production assignments. They are responsible for using raw materials and equipment.
Exercise 4. Find in the text the equivalents of these words and word combinations.
; (); ; , ; , ; ; (- ); ; ; ; ; ; -; .
Exercise 5. Answer the following questions in pairs.
1. What is management?
2. What levels of management do American experts distinguish?
3. What are the duties of executives?
4. What do administrators do?
5. What work is done by junior managers?
Exercise 6. Speak about management.
3.4. Management Structure of British Company
Exercise 1. Answer the questions below.
1. Who heads companies in this country?
2. What levels of management do big companies have?
3. What departments do trade companies have?
4. What departments does your institute comprise?
Exercise 2. Learn the following words and words combinations.
share [Seq] n
shareholder ['SeqhqVldq]
to appoint [q'pOInt] v
the Chief Executive Officer ['CJf Ig'zekjutIv 'PfIsq] ,
the Managing Director [dI'rektq] -
a General Manager ['Genqrql 'mxnIGq]
an Export Manager ['ekspLt]
a Sales Manager ['seIlz]
a Marketing Manager ['mRkItIN]
a Production Manager [prq'dAkSqn] , ,
a Staff Manager [stRf]
a Personnel Manager ["pE:sq'nel]
a Finance Manager [faI'nxns]
a Logistics Manager [lq'GIstIks]
a Public Relations Department ['pAblIk rI'leISqnz dI'pRtmqnt]
a Public Relations Manager
a Research and Development (R&D) Department [dI'velqpmqnt] - -
a Research and Development Manager - -
an Accounting Department [q'kauntIN dI'pRtmqnt]
to hold a position ['hqVldpq'zISqn]
public limited (liability) company ['pAblIk 'lImItId ("laIq'bIlItI) 'kAmpqnI] ,
private company ['praIvIt] , ,
a Company Secretary ['sekrqt(q)rI]
spending ['spendIN] n ,
to be concerned with [kqn'sE:nd] -.
market analysis ['mRkIt q'nxlIsIs]
market entry strategy ['entrI 'strxtIGI]
market development ,
pricing ['praIsIN] n ,
manufacture ["mxnju'fxkCq] n ; v
image ['ImIG] n , ,
to project an image [prq'Gekt qn 'ImIG] ;
mass media ["mxs 'mJdIq]
to promote [prq'mqVt] v ( ); ()
Exercise 3. Read and translate the text below.
