Методические рекомендации по организации самостоятельной работы студентов учреждений СПО с текстом по специальности 080110 Банковское дело
методическая разработка по теме

Лабузова Екатерина Александровна

Данные методичсекие рекомендации разработаны с учётом требований в условиях деймтвия ФГОС СПО. Содержат общие сведения о дисциплине, её содержание, рекомендации по переводу текста и сами тексты по темам, изучаемым в течение всего срока обучения.

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Департамент образования города Москвы

Государственное бюджетное образовательное учреждение

среднего профессионального образования города Москвы

«Московский колледж управления и новых технологий»

ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ)

Методические рекомендации

По  самостоятельной подготовке

обучающихся образовательных учреждений

среднего профессионального образования

в условиях действия ФГОС СПО

(работа с текстом)

по специальности 080110  Банковское дело

2013 г.

Одобрена

на заседании предметной (цикловой) комиссии «Общеобразовательные дисциплины»

протокол №_______

от «__»_______________ 201__г.

Председатель ___________ /Сахарова Е.В./

                                              (подпись)                     (Ф.И.О.)

Утверждена

Методическим Советом колледжа

Председатель ________________ /Галдина Т.А../

(подпись)                             (Ф.И.О.)

Протокол № ___ от «___»_________ 201__г.

Составитель:

Лабузова Екатерина Александровна, преподаватель Государственного бюджетного образовательного учреждения среднего профессионального образования города Москвы «Московский колледж управления и новых технологий», базовая квалификационная категория

            Рецензент

     Желудкова Людмила Игоревна,  преподаватель   Государственного бюджетного образовательного учреждения среднего профессионального образования города Москвы  «Московский    колледж  управления   и   новых   технологий»,  первая квалификационная категория.

ОГЛАВЛЕНИЕ

  1. Общие положения…………………………………………..…………….4
  2. Место дисциплины Иностранный язык в учебном процессе.

Её цели и задачи…………………………………………………………..5

  1. Самостоятельная работа обучающихся …………………………………9
  1. Виды самостоятельной работы обучающихся по

иностранному языку ……………………..………………………..9

  1. Содержание дисциплины Иностранный язык …………………..9
  2. Самостоятельная работа и контроль …………………………….11
  1. Требования к зачёту ……………………………………………………..12
  2. Рекомендации по самостоятельной подготовке обучающихся

к работе с текстом (перевод текста) …………………………………...13

  1. Тексты для письменного перевода ………………………………14

1 курс ……………………………………………………………..14

2 курс ……………………………………………………………. 20

3 курс ……………………………………………………………. 27

1. Общие положения

Согласно   Типовому   положению   об   образовательном   учреждении

начального профессионального образования, утверждённому Постановлением Правительства Российской Федерации от 14 июля 2008 г. № 521, Типовому положению об образовательном учреждении среднего профессионального образования (среднем специальном учебном заведении), утверждённому постановлением Правительства Российской Федерации от 18 июля 2008 г. № 543, самостоятельная работа является одним из видов учебных занятий обучающихся и студентов.

В соответствии с требованиями ФГОС среднего профессионального образования образовательное учреждение при формировании основной профессиональной образовательной программы (далее - ОПОП) обязано обеспечивать эффективную самостоятельную работу обучающихся в сочетании с совершенствованием управления ею со стороны преподавателей и мастеров производственного обучения, сопровождать её методическим обеспечением и обоснованием времени, затрачиваемого на её выполнение.

ФГОС СПО регламентируют максимальный и обязательный объём учебной нагрузки обучающихся как по циклам учебных дисциплин (профессиональных модулей), так и в целом по обязательной и вариативной частям ОПОП.

Самостоятельная работа обучающихся проводится с целями:

    -   систематизации и закрепления полученных теоретических знаний и практических умений обучающихся;

  • углубления и расширения теоретических знаний;
  • развития познавательных способностей и активности обучающихся: творческой инициативы, самостоятельности, ответственности и организованности;
  • формирования самостоятельности мышления, способностей к саморазвитию, самосовершенствованию и самореализации;
  • развития исследовательских навыков.

В учебном процессе образовательного учреждения, реализующего программы среднего профессионального образования выделяют два вида самостоятельной работы: аудиторная и внеаудиторная.

Аудиторная самостоятельная работа по учебной дисциплине Иностранный язык выполняется на учебных занятиях под непосредственным руководством преподавателя  и по его заданию.

Внеаудиторная (самостоятельная) работа выполняется обучающимся по заданию преподавателя, но без его непосредственного участия.

Объём времени, отведённый на внеаудиторную  работу, находит отражение:

  • в рабочем учебном плане: в целом по теоретическому обучению, по каждому из циклов, по каждой дисциплине;
  • в рабочих программах учебных дисциплины Иностранный язык с распределением по разделам и темам с указанием назначения и разновидности самостоятельной работы;
  • в календарно-тематических планах;
  • в журналах теоретического обучения.

2. Место дисциплины Иностранный язык в учебном процессе. Её цели и задачи.

2.1. Иностранный язык как дисциплина  наряду с родным языком и литературой входит в образовательную область «Филология», закладывая основы филологического образования и формируя коммуникативную культуру учащегося

Целью курса является подготовка студентов СПО по базовому уровню владения иностранным зыком, развитие навыков чтения, говорения и перевода.

Специалист, окончивший учреждение СПО, должен уметь работать с иноязычным научно-техническим и профессиональным текстом с целью извлечения из него необходимой информации, уметь писать сообщения, связанные с его профессиональной деятельностью, а также владеть элементами диалогической  речи в ситуации делового общения.

Актуальными являются задачи развития:

  1. иноязычной коммуникативной компетенции (речевой, языковой, социокультурной, компенсаторной, учебно-познавательной)
  • речевая компетенция - совершенствование коммуникативных умений в четырех основных видах речевой деятельности (говорении, аудировании, чтении и письме); умений планировать свое речевое и неречевое поведение;
  • языковая компетенция - овладение новыми языковыми средствами в соответствии с отобранными темами и сферами общения: увеличение объема используемых лексических единиц; развитие навыков оперирования языковыми единицами в коммуникативных целях;
  • социокультурная компетенция - увеличение объема знаний о социокультурной специфике страны/стран изучаемого языка, совершенствование умений строить свое речевое и неречевое поведение адекватно этой специфике, формирование умений выделять общее и специфическое в культуре родной страны и страны изучаемого языка;
  • компенсаторная компетенция - дальнейшее развитие умений выходить из положения в условиях дефицита языковых средств при получении и передаче иноязычной информации;
  • учебно-познавательная компетенция - развитие общих и специальных учебных умений, позволяющих совершенствовать учебную деятельность по овладению иностранным языком, удовлетворять с его помощью познавательные интересы в других областях знания.

  1.  общих компетенций, включающих в себя способность:

ОК.1 понимать сущность и социальную значимость своей будущей профессии, проявлять к ней устойчивый интерес;

ОК.2 Организовывать собственную деятельность, определять методы и способы выполнения профессиональных задач, оценивать их эффективность и качество.

ОК.3 Принимать решения в стандартных и нестандартных ситуациях и нести за них ответственность.

ОК.4 Осуществлять поиск и использование информации, необходимой для эффективного выполнения профессиональных задач; профессионального и личностного развития.

ОК.5 Использовать информационно-коммуникационные технологи в профессиональной деятельности;

ОК.6 Работать в коллективе и команде, эффективно общаться с коллегами,  руководством. Потребителями.

ОК.7 Брать на себя ответственность за работу членов команды, результат выполнения заданий.

ОК.8 Самостоятельно определять задачи профессионального и личностного развития, заниматься самообразованием, осознанно планировать повышение квалификации.

ОК.9 Ориентироваться в условиях частой смены технологий в профессиональной деятельности.

ОК.10 Исполнять воинскую обязанность, в том числе с применением профессиональных знаний.  (для юношей)

3) профессиональных компетенций, соответствующих основным видам профессиональной деятельности.

2.2. Знания и умения, необходимые для достижения цели и задач.

      Знать/понимать

  • значения новых лексических единиц, связанных с тематикой данного этапа и с соответствующими ситуациями общения;
  • языковой материал: идиоматические выражения, оценочную лексику, единицы речевого этикета, обслуживающие ситуации общения в рамках новых тем, в том числе профильно-ориентированных;
  • новые значения изученных глагольных форм (видо-временных, неличных), средств и способов выражения модальности, условия, предположения, причины, следствия, побуждения к действию;
  • лингвострановедческую и страноведческую информацию, расширенную за счет новой тематики и проблематики речевого общения, с учетом выбранного профиля.

      Уметь

говорение

  • вести диалог (диалог-расспрос, диалог-обмен мнениями/суждениями, диалог-побуждение к действию, этикетный диалог и их комбинации) в ситуациях официального и неофициального общения в бытовой, социокультурной и учебно-трудовой сферах;
  • усвоить основные языковые формы и речевые формулы, служащие для выражения определенных видов намерений, оценок, отношений  в профессиональной сфере;
  • владеть формами профессиональной речи: строить аргументированные высказывания, презентации.  
  • Инициировать и поддерживать беседу на профессиональные и общекультурные темы.
  • использовать необходимые языковые средства для выражения мнения, проявление согласия/несогласия в некатегоричной, неагрессивной форме;

  • рассказывать, рассуждать в связи с изученной тематикой, проблематикой прочитанных/прослушанных текстов, описывать события, излагать факты, делать сообщения, в том числе связанные с тематикой выбранного профиля;
  • создавать словесный социокультурный портрет своей страны и стран/ страны изучаемого языка на основе разнообразной страноведческой и культуроведческой информации;

аудирование

  • понимать относительно полно (общий смысл) высказывания на изучаемом иностранном языке в различных ситуациях общения;
  • понимать основное содержание аутентичных аудио- или видеотекстов познавательного характера на темы, связанные с личными интересами или с выбранным профилем, выборочно извлекать из них необходимую информацию;
  • оценивать важность/новизну информации, определять свое отношение к ней;

чтение

  • читать аутентичные тексты разных стилей (публицистические, художественные, научно-популярные, прагматические, а также несложные специальные тексты, связанные с тематикой выбранного профиля), используя основные виды чтения (ознакомительное, изучающее, просмотровое/ поисковое) в зависимости от коммуникативной задачи;
  • Комментировать прочитанный текст.
  • Составлять резюме на основе прочитанного текста.
  • Составлять план прочитанного.
  • Восстанавливать содержание текста по плану.
  • использовать тексты для чтения как источник для построения собственных текстов (монологическая и квазидиалогическая речь);
  • Составлять вопросы разного типа к прочитанному тексту.

письменная речь

  • описывать явления, события, заполнять различные виды анкет, сообщать сведения о себе в форме, принятой в стране/странах изучаемого языка.
  • Переводить с родного языка и наоборот типичные документы профессиональной тематики.
  • овладеть нормативными клише, необходимыми для письменной речи профессионального характера;
  • Использовать приобретенные знания и умения в практической деятельности и повседневной жизни для:
  • успешного взаимодействия в различных ситуациях общения, в том числе профильно-ориентированных; соблюдения этикетных норм межкультурного общения;
  • расширения возможностей в использовании новых информационных технологий в профессионально-ориентированных целях;
  • расширения возможностей трудоустройства и продолжения образования;

обогащения своего мировосприятия, осознания места и роли родного и иностранного языков в сокровищнице мировой культуры

3. Самостоятельная работа обучающихся

3.1.Виды самостоятельной работы обучающихся по иностранному языку.

Для активизации языкового материала существует несколько типов СР обучающихся по иностранному языку.

I тип – самостоятельная работа по образцу. Этот тип СР направлен на усвоение определённых знаний, формирование умений и навыков и их закрепление. Целью данного типа СР является формирование у обучающихся умений выявлять во внешнем плане языковые явления на основе данного им алгоритма действия.

Работами этого типа являются

- выполнение упражнений по образцам

- работа с учебником.

II тип – реконструктивная СР. Цель этого типа СР заключается в формировании знаний, позволяющих воспроизводить по памяти усвоенную информацию. Реконструирование предполагает

- анализ грамматического или лексического явления, текста,

- составление плана

- написание аннотации или реферата, текста или статьи

- выполнение различных видов заданий на подстановку

- моделирование учебно- ролевых ситуаций

III тип – вариативная СР. Суть заданий работ этого типа состоит в поиске форм реализации нового способа деятельности.

Типичным видом данного типа СР является выполнение проектов.

3.2. Содержание дисциплины

Иностранный язык (английский) изучается в течение всего срока обучения в учреждении СПО, т.е. по специальности  080110 банковское дело  с 1 по 3 курс включительно.

Самостоятельная работа обучающихся распределена следующим образом:

Курс

Количество часов на с/р

1

48

2

31

3

17

итого

75

3.3. Самостоятельная работа и контроль успеваемости

1 курс.

Виды самостоятельной работы

Кол-во часов

Вид контроля

1.

Выполнение грамматических упражнений.

12

Проверка на занятии, индивидуальная консультация

2.

Выполнение лексических упражнений.

10

Проверка на занятии, индивидуальная консультация

3.

Работа с текстом.

10

Устный опрос, тестирование

5.

Проектная деятельность.

6

Проверка на занятии.

6.

Подготовка к выполнению тестов.

8

Контрольная работа/тест, диктант

7.

Подготовка к зачёту

4

Зачёт

Итого

48

2 курс

Виды самостоятельной работы

Кол-во часов

Вид контроля

1.

Выполнение грамматических упражнений.

7

Проверка на занятии, индивидуальная консультация

2.

Выполнение лексических упражнений.

6

Проверка на занятии, индивидуальная консультация

3.

Работа с текстом.

6

Устный опрос, тестирование

5.

Проектная деятельность.

4

Проверка на занятии.

6.

Подготовка к выполнению тестов.

4

Контрольная работа/тест, диктант

7.

Подготовка к зачёту

4

Зачёт

Итого

31

3 курс

Виды самостоятельной работы

Кол-во часов

Вид контроля

1.

Выполнение грамматических упражнений.

2

Проверка на занятии, индивидуальная консультация

2.

Выполнение лексических упражнений.

3

Проверка на занятии, индивидуальная консультация

3.

Работа с текстом.

6

Устный опрос, тестирование

5.

Проектная деятельность.

2

Проверка на занятии.

6.

Подготовка к выполнению тестов.

2

Контрольная работа/тест, диктант

7.

Подготовка к зачёту

2

Зачёт

Итого

17

Текущая успеваемость обучающихся контролируется опросом на практических занятиях, выполнением контрольных работ и тестированием по лексике и грамматике, проверкой знания лексического материала по теме посредством диктанта, проверкой выполнение индивидуальных контрольных работ и проверкой итогового домашнего чтения.

4. Требования к зачёту. 

Все 7 семестров обучения заканчиваются зачётом.

1) Регулярное посещение практических занятий  и активное участие на них.

2) Положительная оценка за промежуточные и итоговые аудиторные контрольные работы (тесты).

3) Собеседование по разговорным темам. (1,2 курсы)

4) Чтение и письменный перевод отрывка оригинального текста по специальности (3-4 курсы)

5. Рекомендации по самостоятельной работе обучающихся.

5.1. Рекомендации по самостоятельной подготовке обучающихся к работе с текстом (письменный перевод)

Главной  задачей любого перевода является передача содержания оригинала средствами другого языка с соблюдением строя последнего и, по возможности, с сохранением стиля оригинала. Необходимо понять, насколько допустимо в русском (английском) языке то или иное сочетание, правильно ли звучит предложение на фоне всего текста. Для того, чтобы перевод был литературным и в то же время точным, необходимо сочетать два подхода к переводу текста. Первый – буквальный, максимально приближенный к тексту, второй – это литературная обработка. Первый способствует глубокому пониманию оригинального текста, второй позволяет убирать «лишние» слова, добавить нужные, эквивалента которым нет в оригинале.

При  переводе текста рекомендуется следующая последовательность действий:

  1. Прочитать весь текст и постараться понять, о чём идёт речь. Это поможет выбрать нужный эквивалент  незнакомого слова при пользовании словарём. Прочитать первое предложение, обращая внимание на знаки препинания, знакомые слова, союзы, артикли, и постараться определить, простое это предложение или сложное. Каждое простое предложение в составе сложного следует переводить отдельно.
  2. Найти подлежащее и сказуемое, ориентируясь на порядок слов и формальные признаки.
  3. Перевести двучлен «подлежащее-сказуемое», что и составит ядро перевода всей фразы.
  4. Перевести слова, относящиеся к подлежащему (группа подлежащего).
  5. Перевести слова, относящиеся к сказуемому (группа сказуемого).
  6. Перевести то, что осталось за рамками групп подлежащего и сказуемого.
  7. Перевести всё предложение целиком.
  8. Отредактировать перевод, т.е. проверить, насколько чётко и ясно передана мысль автора и насколько соответствует её изложение нормам русского языка.

Следует, однако, помнить, что мы переводим текст, где все предложения взаимосвязаны, поэтому  переход от одного к другому должен быть плавным и логическим.

Избегайте так называемых «ложных друзей переводчика», слов, которые при  внешнем сходстве различаются по значению.

       Например:

data - данные (не дата)

artist – художник (не артист)

furniture – мебель (не фурнитура)

trace – след (не трасса)

        Не следует выписывать незнакомые слова сразу из всего текста, т.к. о значении некоторых слов можно догадаться из контекста. Кроме того, придётся либо сразу выписывать все значения слова, либо первое попавшееся, которое не подойдёт по смыслу и придётся снова искать его значение в словаре.

       Также не следует использовать для перевода текстов электронные и онлайн переводчики типа Google, т.к. в этом случае смысл будет искажён неверным переводом словосочетаний, не говоря о нарушении  норм русского языка. Вам придётся выполнять дополнительную работу по переводу «с русского на русский»

         При выполнении данной работы оценивается:

-  оформление перевода (степень читаемости, технические требования ) – 1б

- точность перевода (насколько точно передан смысл первоисточника) -1б

- отсутствие стилистических ошибок -1б

- отсутствие лексических ошибок (насколько верно использовано значение слова) – 1б

- отсутствие орфографических и синтаксических ошибок – 1б.

Итого 5баллов.

Требования к  работе.

  • Формат текста: Word for Windows – 95/07. Формат страницы: А4 (210х297 мм). Поля: 2,5 см – со всех сторон.
  • Шрифт: размер (кегль) – 14; тип – Times New Roman.
  • Название печатается прописными буквами, шрифт – жирный, выравнивание по центру. Оригинальное название текста/статьи на английском языке указывается в скобках строкой ниже.
  • Ниже через двойной интервал строчными буквами – инициалы и фамилия автора перевода, номер группы и курс.
  • Через 2 интервала – текст, одинарный интервал, абзацный отступ – 1,25 см, выравнивание по ширине.

Тексты для самостоятельного письменного перевода

  1. курс.
  1. Oscar Wilde

The Canterville Ghost

When Mr. Hiram B. Otis, the American Minister, bought Canterville Chase, everyone told him he was doing a very foolish thing, as there was no doubt at all that the place was haunted. Indeed, Lord Canterville himself, who was a man of the most punctilious honour, had felt it his duty to mention the fact to Mr. Otis when they came to discuss terms.

“We have not cared to live in the place ourselves,” said Lord Canterville, “since my grandaunt was frightened by two skeleton hands being placed on her shoulders as she was dressing for dinner, and I feel bound to tell you, Mr. Otis, that the ghost has been seen by several living members of my family. After the unfortunate accident to the Duchess, none of our younger servants would stay with us, and Lady Canterville often got very little sleep at night, in consequence of the mysterious noises that came from the corridor and the library.”

“My Lord,” answered the Minister, “I will take the ghost at a valuation.  I have come from a modern country, where we have everything that money can buy. and with all our spry young fellows painting the Old World red, and carrying off your best actors and prima-donnas. I reckon that if there were such a thing as a ghost in Europe, we'd have it at home in a very short time in one of our public museums, or on the road as a show (…)

“I fear that the ghost exists,” said Lord Canterville, smiling, “It has been well known for three centuries, since 1584 in fact, and always makes its appearance before the death of any member of our family.(…) You are certainly very natural in America and if you don’t mind a ghost in the house, it is all right.  Only you must remember I warned you.”

A few weeks after this, the purchase was concluded, and the Minister and his family went down to Canterville Chase. Mrs. Otis was now a very handsome, middle-aged woman, with fine eyes, and a superb profile. She had a magnificent constitution, and a really wonderful amount of animal spirits. Their eldest son Washington was a fair-haired, rather good-looking young man, who was well known as an excellent dancer. Gardenias and the peerage were his only weaknesses. Otherwise he was extremely sensible. Miss Virginia E. Otis was a little girl of fifteen, lovely as a fawn, and with a fine freedom in her large blue eyes. (…)After Virginia came the twins, who were usually called 'The Stars and Stripes,' as they were always getting swished. (…)

  1. A VICTIM TO ONE HUNDRED AND SEVEN FATAL MALADIES

From "Three Men in a Boat" by Jerome K. Jerome

I remember going to the British Museum one day to read up the treatment for some slight ailment. I got down the book and read all I came to read; and then, in an unthinking moment, I idly turned the leaves and began to study diseases, generally. I forgot which was the first, and before I had glanced half down the list of "premonitory symptoms", I was sure that I had got it.

I sat for a while frozen with horror; and then in despair I again turned over the pages. I came to typhoid fever — read the symptoms — discovered that I had typhoid fever— began to get interested in my case, and so started alphabetically.

Cholera I had, with severe complications; and diphtheria I seemed to have been bom with. I looked through the twenty-six letters, and the only disease I had not got was housemaid's knee.

I sat and thought what an interesting case I must be from a medical point of view. Students would have no need to "walk the hospitals" if they had me. I was a hospital in myself. All they need do would be to walk round me, and, after that, take their diploma.

Then I wondered how long I had to live. I tried to examine myself. I felt my pulse. I could not at first feel any pulse at all. Then, all of a sudden, it seemed to start off. I pulled out my watch and timed it. I made it a hundred and forty-seven to the minute. I tried to feel my heart. I could not feel my heart. It had stopped beating. I patted myself all over my front, from what I call my waist up to my head but I could not feel or hear anything. I tried to look at my tongue. I stuck it out as.far as ever it would go, and I shut one eye and tried to examine it with the other. I could only see the tip, but I felt more certain than before that I had scarlet fever.

I had walked into the reading-room a happy, healthy man. I crawled out a miserable wreck.

I went straight up to my medical man. (…) I  saw him, and he said:

"Well, what's the matter with you?"

I said:

"I will not take up your time, dear boy, with telling you what is the matter with me. Life is short and you might pass away before I had finished. But 1 will tell you what is not the matter with me. "

And I told him how I came to discover it all.

Then he opened me and looked down me(…) After that, he sat down and wrote out a prescription, and folded it up and gave it me, and I put it in my pocket and went out.

I did not open it, I took it to the nearest chemist's, and handed it in. The man read it, and then handed it back. He said he didn't keep it. (…)

I read the prescription. It ran:

"1 lb.[1] beefsteak, with 1 pt.[2] bitter beer  every six hours. 1 ten-mile walk every morning. 1 bed at 11 sharp every night.

And don't stuff up your head with things you don't understand."

  1.                                      MACHU PICCHU 

Machu Picchu is tangible evidence of the urban Inca Empire at the peak of its power and achievement—a citadel of cut stone fit together without mortar so tightly that its cracks still can’t be penetrated by a knife blade.

The complex of palaces and plazas, temples and homes may have been built as a ceremonial site, a military stronghold, or a retreat for ruling elites—its dramatic location is certainly well suited for any of those purposes. The ruins lie on a high ridge, surrounded on three sides by the windy, turbulent Urubamba River some 2,000 feet (610 meters) below.

Scholars are still striving to uncover clues to the mysteries hidden here high in the eastern slopes of the Andes, covered with tropical forests of the upper Amazon Basin. Machu Picchu appears to lie at the center of a network of related sites and trails—and many landmarks both man-made and mountainous appear to align with astronomical events like the solstice sunset. The Inca had no written language, so they left no record of why they built the site or how they used it before it was abandoned in the early 16th century.

Landscape engineering skills are in strong evidence at Machu Picchu. The site’s buildings, walls, terraces, and ramps reclaim the steep mountainous terrain and make the city blend naturally into the rock escarpments on which it is situated. The 700-plus terraces preserved soil, promoted agriculture, and served as part of an extensive water-distribution system that conserved water and limited erosion on the steep slopes.

The Inca’s achievements and skills are all the more impressive in light of the knowledge they lacked. When Machu Picchu was built some 500 years ago the Inca had no iron, no steel, and no wheels. Their tremendous effort apparently benefited relatively few people—some experts maintain that fewer than a thousand individuals lived here.

In 1911 a Peruvian guide led Yale professor Hiram Bingham up a steep mountainside and into the history books as the first Western scholar to lay eyes on the “lost city” of Machu Picchu. While indigenous peoples knew of the site, Peru’s Spanish conquerors never did—a fact which aided Machu Picchu’s isolation, and preservation, over the centuries.

Today Machu Picchu is far from isolated. In fact it’s a must-see for any visitor to Peru and the draw that compels many to travel to that nation. Machu Picchu’s management challenge is preservation of the site while making it accessible to all those who hope to experience an incredible part of Inca history.

  1.                                   CHICHÉN ITZÁ

The stepped pyramids, temples, columned arcades, and other stone structures of Chichén Itzá were sacred to the Maya and a sophisticated urban center of their empire from A.D. 750 to 1200.

Viewed as a whole, the incredible complex reveals much about the Maya and Toltec vision of the universe—which was intimately tied to what was visible in the dark night skies of the Yucatán Peninsula.

The most recognizable structure here is the Temple of Kukulkan, also known as El Castillo. This glorious step pyramid demonstrates the accuracy and importance of Maya astronomy—and the heavy influence of the Toltecs, who invaded around 1000 and precipitated a merger of the two cultural traditions.

The temple has 365 steps—one for each day of the year. Each of the temple’s four sides has 91 steps, and the top platform makes the 365th.

Devising a 365-day calendar was just one feat of Maya science. Incredibly, twice a year on the spring and autumn equinoxes, a shadow falls on the pyramid in the shape of a serpent. As the sun sets, this shadowy snake descends the steps to eventually join a stone serpent head at the base of the great staircase up the pyramid’s side.

The Maya’s astronomical skills were so advanced they could even predict solar eclipses, and an impressive and sophisticated observatory structure remains on the site today.

This great city’s only permanent water source was a series of sinkhole wells. Spanish records report that young female victims were thrown into the largest of these, live, as sacrifices to the Maya rain god thought to live in its depths. Archaeologists have since found their bones, as well as the jewelry and other precious objects they wore in their final hours.

Chichén Itzá's ball court is the largest known in the Americas, measuring 554 feet (168 meters) long and 231 feet (70 meters) wide. During ritual games here, players tried to hit a 12-pound (5.4-kilogram) rubber ball through stone scoring hoops set high on the court walls. Competition must have been fierce indeed—losers were put to death.

Chichén Itzá was more than a religious and ceremonial site. It was also a sophisticated urban center and hub of regional trade. But after centuries of prosperity and absorbing influxes of other cultures like the Toltecs, the city met a mysterious end.

During the 1400s people abandoned Chichén Itzá to the jungle. Though they left behind amazing works of architecture and art, the city’s inhabitants left no known record of why they abandoned their homes. Scientists speculate that droughts, exhausted soils, and royal quests for conquest and treasure may have contributed to Chichén Itzá's downfall.

Recently this World Heritage site was accorded another honor. In a worldwide vote Chichén Itzá was named one of the New Seven Wonders of the World.

  1.                   SHOPPING IN BRITAIN

In Britain there are a lot of big and small shops. There is a tendency in Britain and the USA for small shops to disappear. They are eaten up by big firms, which have branches all over the country. Many people regret the disappearance of small shops.
        In big shops called department stores one can buy everything: suits, dresses, coats, shoes, food and what not. In big shops the customer does not pay the shop assistant, but takes the bill to the cash desk and pays the cashier. Many people pay by check or by check card. If you want to pay by check, you don’t have to worry about holding up lines of impatient cash payers behind you. In some stores you have to go to a special desk to have your check approved before going to the checkout line. 
         In some shops there is a special department where they wrap up the purchases and hand them over to customers. In many supermarkets you don’t have to sack your own groceries at the checkout. They will do it for you. You can actually have your purchases taken to your car for you. Some shops have a home delivery service. But big shops are very useful to the public. They have a large variety of goods and sell them at reasonable prices. Harrods is the largest store in Europe with goods displayed in sixty shop windows and five hectares and a half of selling space. It was opened in 1849 and now it has 230 departments, a room where you can have a rest if you are tired and even a kennel for customers’ dogs. There are lots of escalators and lifts inside the store. Harrods also offers a number of special services to its customers including six restaurants, some bars and tea rooms, a bank, an insurance department, a travel agency, London's last circulating library, a theatre ticket agency and a funeral service. There can be about
50.000 customers a day. You can buy almost everything in Harrods and you know you're getting the best. In one year over 14 million purchases are made in its departments where you can buy anything from a pin to an elephant. It is Harrods' policy to stock a wide and exciting range of goods in every department, to give the customer a choice of goods which is unique in its variety and which no other store can offer. For example, Harrods stocks 450 different cheeses, 500 types of shirts and 9000 ties to go with them, 8000 dresses and 150 different pianos, etc.
Harrods has a worldwide reputation for first-class service. It has a staff of 4000, rising to 6000 at Christmas time. Over 40 million worth of goods are exported annually from Harrods. The Export Department can deal with any customer's purchase or order and will pack and send goods to any address in the world. 
Twice a year, in January and July, Harrods has a “sale”. Some things are sold almost half price, and there are thousands of bargains. On the first days of the sale the shop is very crowded. Some people stand and wait all night so that they can be the first in the shop when it opens.
The smartest and most expensive shops like Harrods are in the district of London called Knightsbridge, but more people come to Oxford Street, London's most popular shopping centre. There are several big department stores in Oxford Street. The best known is Selfridges. It was founded by an American Gordon Selfridge in 1909. 
Oxford Street, Regent Street and Bond Street are the best known shopping centers in London, but in some ways King's Road in Chelsea is more fun. This is where fashionable young Londoners buy their clothes in many small “boutiques”.

  1.    Is Technology Making Our Lives Easier... Or Just Adding More Stress?

Technology affects everything from communication to entertainment and medicine to convenience. Thanks to technology there is more content generated every 48 hours online than there was from the beginning of time to 1992; with that comes greater accessibility and knowledge. Technology is going to continue to evolve and reinvent itself every day.

We are constantly connected with our iPhones, laptops, Facebook and Twitter. We all can’t imagine living life without our cell phones and social media, but a few short decades ago the thought of being connected all the time was looked down upon and who really cared about what I was up to last weekend? With the constant reformation of technology, we are constantly adapting and adopting these, once crazy, inventions into our everyday lives.

If we look at entertainment and cinema over the last 80 some-od years we can see the vast improvements in the quality and reality of the scenes and its all thanks to advancements in technology. Just take the original King Kong from the 1930’s and the remake of the same movie in 2005. Even though a giant gorilla is roaming the streets, the remake is more lifelike and the scenes are more believable. Then adding the advancement of 3D technology brought movies and TV to a whole new level with movies like Avitar.

The advancement in technology is even in everyday medicine. Because of technology we can more accurately diagnose and treat certain forms of cancer and more easily narrow down diseases while improving a person’s health with tailored forms of drugs and treatments. Now they can grow new cells for your heart, personalize your drugs and send a nurse to your house virtually. The healthcare industry has seen one the greatest benefits of technology because of what it can do for medical professionals and their patients.  

There is a touch of technology in everything that we do and it continues to make our lives more and more convenient. We can be more productive in a day, and accomplish more in a lifetime, than our great grandparents ever thought about. With the invention of debit/credit cards, cell phones, ATMs and computer technology in our cars, laptops and portable devises we are in an age of technology and it doesn’t show signs of stopping.

  1. курс
  1.                       Cambridge University History

Cambridge University is one of the oldest and most prestigious universities in the world. It has a fascinating history that spans hundreds of years. In today’s guide we shall take a look into Cambridge University of the past and present.

It dated back to the early 13th century. In 1231, king Henry III of England awarded the university with a right to discipline its own members as well as some exemptions from taxes. This enhanced early Cambridge and helped it to grow and become what it is today.

The University is well known for its prestigious colleges that make up it as a whole. However, the college system has slowly grown and become established over the centuries – with the most recent college being added in March 2010.

The first colleges were founded during the medieval era as a place for students to pray for the souls of the founders. During these times, the university was teaching scholastic philosophy, which was banned in 1536 by King Henry III and instead classics, the Bible and mathematics was taught.

Cambridge University was originally open to male students. In 1869, the first women’s college – Girton College – was opened; this was quickly followed by Newnham College in 1872.

Since 1945, Cambridge University has grown in many ways. The reputation of the university became even stronger around the world – as an increasing amount of scholars were making world-changing discoveries such as the splitting of the atom, the discovery of hydrogen and the Charles Darwin’s “Theory of Evolution”

After World War II, Cambridge University started to increase its study options a wider range of courses were available for students. While it still was and is best known for the study of mathematics, Cambridge University started to add courses such as drama and music.

Although Cambridge University allowed women to study there from 1869, it wasn’t until 1947 that women were considered to be full members of the university. Women were only allowed to be admitted to female colleges – of which these were limited – but this changed in 1972 when the male colleges began to allow females to join.

Cambridge University has had some of the most influential people in the world graduate through its doors.

There have been more Nobel Prize winners from Cambridge University than any other university in the world – with 61 in total.

Although there are notable graduates in all fields of study at the university, Cambridge graduates are best renowned in the fields of mathematics and science. Potentially the most famous Cambridge University graduate is Sir Isaac Newton – who spent the majority of his career at the university. Other famous science graduates include: Charles Darwin, Henry Cavendish, Frank Whittle, John Wallis and Sir Michael Atiyah.

         It is not just academics that have an impact on the world after graduating from Cambridge University. A huge number of popular writers, actors and actresses over the years also went there: A.A. Milne, E.M.Forster, Sacha Baron Cohen, Sir Michael Redgrave, Emma Thompson. In addition, fifteen British Prime Ministers attended The University including the country’s first Prime Minister Robert Walpole.

  1.                                       RED SQUARE

Red Square has witnessed many important events in the life of Russian people. Though time has changed the face of Red Square it' has remained the main square and the heart of the city.

Visitors from home and abroad stream here to enjoy the beauty of the historic buildings and monuments of which the Kremlin comes first. The Kremlin represents centuries of Russian history and one is usually struck by the austere and powerful appearance of its walls and towers.

Like the Tower of London the Kremlin was used as a fortress and a sovereign's residence. Now it houses the President's office and a number of museums including the Armory Chamber and the Diamond Fund.

In the centre of the square by the Kremlin wall is the Lenin Mausoleum, erected in 1930 by A. Shchusev. The architect interpreted the traditions of the pyramids in a modem way and gave the monument a laconic architectural form which was popular in the twenties. Behind the Mausoleum there is a necropolis of some outstanding statesmen and political leaders.

On the southern side of Red Square is St. Basil's Cathedral (Vasily Blazheny), a masterpiece of ancient Russian architecture. It was built in 1555 — 61 in memory of the victory over Kazan (1552). The monument standing in front of the Cathedral tells us of the people's victory over the Polish invaders in 1612. The inscription on the monument reads: "To Citizen Minin and Prince Pozharsky from a grateful Russia". The monument is the work of I. Martos (1752—1835). Not far from the Cathedral is what is called the Lobnoye Mesto, a platform of white stone more than 400 years old. The tsar's edicts were proclaimed there. Public executions were carried out on a wooden scaffold erected nearby. To the right of the Cathedral on the territory of the Kremlin we can see a tall tower, more like a column, over 80 metres high. It is the Bell Tower of Ivan the Great built in the 15th century. There are twenty-two large bells and over thirty small ones in it. For centuries the eastern side of Red Square had been associated with trading. The first stone shops were built here in the 16th century. Today on their site stands the State Department Store, better known as GUM.

If we walk up from St. Basil's to the opposite end of the square we face a red brick building. This is the History Museum. In the west Red Square is adjoining the Kremlin. Just on the other side of the Kremlin wall we can see the building of the former Senate, an outstanding architectural monument built by Matvei Kasakov (1738—1813), now the seat of the Administration of the President. A number of watch-towers protect the Kremlin bridges. The white Kutafya Tower is the best survivor of all of them. The tallest one is the Trinity Tower (80 m high). But the Spasskaya Tower with the Kremlin clock has long since become one of the symbols of Moscow.

  1.                      INTRODUCING LONDON

London is an ancient city. It grew up around the first point where the Roman invaders found the Thames narrow enough to build a bridge. They found a small Celtic settlement then known as Londinium and by A. D. 300 they had turned it into a sizeable port and an important trading centre with a wall which enclosed the homes of about 50,000 people.

One in seven of the population of the United Kingdom is a Londoner. About 7 million people live in Greater London.[3] London dominates British life. It is the home of the nation's commerce and finance, the main centre of its legal system and the press. It has the largest university and the greatest possibilities for entertainment and for sport in the country. London is one of the famous capital cities of the world, and every year attracts crowds of visitors from home and abroad. They come to explore its historic buildings, to see its museums and galleries, its streets and parks, and its people.

The built-up area of Greater London stretches 50 kilometres from east to west and many of its districts are linked with particular activities, for example, parliamentary and government activity centres on Parliament Square of Westminster and Whitehall. Just as "Westminster" stands for Parliament so "Whitehall" is often used as the name for central Government.

Off Whitehall in a small side-street Downing Street — is a quiet, unimpressive house — No. 10 — the official home of Prime Minister.

Just as Wall Street in New York is the centre of commerce and finance so the City of London, sometimes called "the square mile" is the centre for money matters. Here in Threadneedle Street is the Bank of England — sometimes called "The Old Lady of Threadneedle Street" — the central banking institution whose pound notes form the main currency in the country. Fleet Street near St. Paul's Cathedral used to be a busy street full of foreign, provincial and London newspaper offices such as The Daily Express, The Daily Telegraph

In South Kensington there are several large museums. The Victoria and Albert Museum with a magnificent collection of fine and applied arts also includes a wide-ranging display of ceramics, metalwork and a selection of Constable's[4] masterpieces which are well worth seeing. The Natural History Museum contains plants, animals and minerals. The Hall of Human Biology enables visitors to learn about their bodies and the way they work. Exhibits in the Science Museum display the discovery and development of such inventions as the steam engine, photography, glass-making, printing and atomic physics. There is a gallery where children can experiment with working models. The Museum of London in the City presents the biography of London, from the founding of London by Romans to the Greater London of today. Within a sguare kilometre or so in London's theatre-land are over thirty theatres, showing a large range of old and modem plays. Smaller "fringe" theatres[5] perform in clubs, pubs and at lunch time.

London is full of parks and green spaces. Hyde Park, originally a royal hunting forest, is the largest park in London. Beyond Hyde Park lies another royal park, Kensington Gardens. Children gather by the statue of Peter Pan, James Barrie's well-known storybook character, or sail their model boats on the Round Pond. In the north of London is Regent's Park with a zoo and an open-air theatre. A trip along Regent's Canal in a riverboat gives a chance to see London Little Venice, a quiet countryside area for rich people only as the land here is very expensive.

Like many capital cities, London grew up along a major river. The Thames divides London sharply in two. Most of central London is on the north bank of the river. It is always interesting for tourists to take a trip along the Thames in a boat as it gives a striking panorama of London. The best way to see the city quickly is from the top of London red double-decker buses. Special tourist buses go on two-hour circular tours. The other quick and easy way of getting around London is by "tube" — the Underground railway. During the "rash hours", when office workers hurry to and from work, the tube train doors can hardly close behind the crushed crowds.

London is an ancient city. But it is also a living city and like all living cities it is constantly developing.

  1.                      THE BRITISH CONSTITUTION

Constitution organises, distributes and regulates state power. It sets out the structure of the state, the major state institutions, and the principles governing their relations with each other and with the state’s citizens. Britain is unusual in that it has an ‘unwritten’ constitution: unlike the great majority of countries there is no single legal document which sets out in one place the fundamental laws outlining how the state works. Britain’s lack of a ‘written’ constitution can be explained by its history. The British Constitution has evolved over a long period of time, reflecting the relative stability of the British polity.

It has been suggested that the British Constitution can be summed up in eight words: What the Queen in Parliament enacts is law. This means that Parliament, using the power of the Crown, enacts law which no other body can challenge. Parliamentary sovereignty is commonly regarded as the defining principle of the British Constitution. This is the ultimate lawmaking power vested in a democratically elected Parliament to create or abolish any law. Other core principles of the British Constitution are often thought to include the rule of law, the separation of government into executive, legislative, and judicial branches, and the existence of a unitary state.

The British Constitution is derived from a number of sources. Statutes are laws passed by Parliament and are generally the highest form of law. Conventions are unwritten practices which have developed over time and regulate the business of governing.  The UK’s accession to the European Communities Act 1972 has meant that European law is increasingly impacting on the British Constitution. The UK is also subject to international law. Finally, because the British Constitution cannot be found in any single document, politicians and lawyers have relied on constitutional authorities to locate and understand the constitution.

An uncodified constitution creates two problems. First, it makes it difficult to know what the state of the constitution actually is. Second, it suggests that it is easier to make changes to the UK Constitution than in countries with written constitutions.  The flexibility of the UK constitution is evident from the large number of constitutional reforms since 1997, including the abolition of the majority of hereditary peers in the House of Lords, the introduction of codified rights of individuals for the the first time in the Human Rights Act 1998, and devolution to Scotland, Wales and Northern Ireland.

  1.            UNDERSTANDING TWELFTH NIGHT

The evening before Twelfth-day, formerly observed as a time of merry-making.

Twelfth Night is usually celebrated in the evening and night of 5 January, based on an old custom of observing sunset as the start of a new day. It’s the traditional time to take down the Christmas decorations, as there is a belief or superstition that leaving decorations up for longer will bring bad luck on the home. During the 19th and early 20th centuries, fruit and other edible treats were popular Christmas decorations because of their scarcity. They were taken down on Twelfth Night and eaten for the feast of the Epiphany on 6 January.

Origins

The origins and tradition of a ‘twelfth night’ go back centuries. Like many festivals, Twelfth Night is the result of the intertwining of ancient customs and religious festivals. In Christianity, the Epiphany on 6 January broadly commemorates the appearance of Christ on Earth. This day, the day after Twelfth Night, is traditionally celebrated by a feast. It’s also celebrated by carnivals in many Catholic countries, and begins the lead-up to Mardi Gras.

Many pagan festivals began on the northern winter solstice (December 21), with the subsequent 12 days and nights symbolising the 12 zodiac signs of the year and culminating on the twelfth night (New Year’s Day). In 16th century England, the Twelfth Night marked the end of a winter festival of mayhem and misrule which began on All Hallows Eve, now Halloween. Similar festivities go as far back as the pre-Christian period in Europe. These festivals included the Roman festival Saturnalia, a time of general unrestrained merrymaking, extending even to the slaves and Samhain, which was celebrated by the Celts as the beginning of winter.

  1.                     EFFECTS OF GLOBAL WARMING

The planet is warming, from North Pole to South Pole, and everywhere in between. Globally, the mercury is already up more than 1 degree Fahrenheit (0.8 degree Celsius), and even more in sensitive polar regions. And the effects of rising temperatures aren’t waiting for some far-flung future. They’re happening right now. Signs are appearing all over, and some of them are surprising. The heat is not only melting glaciers and sea ice, it’s also shifting precipitation patterns and setting animals on the move.

Some impacts from increasing temperatures are already happening.

  • Ice is melting worldwide, especially at the Earth’s poles. This includes mountain glaciers, ice sheets covering West Antarctica and Greenland, and Arctic sea ice.
  • Researcher Bill Fraser has tracked the decline of the Adélie penguins on Antarctica, where their numbers have fallen from 32,000 breeding pairs to 11,000 in 30 years.
  • Sea level rise became faster over the last century.
  • Some butterflies, foxes, and alpine plants have moved farther north or to higher, cooler areas.
  • Precipitation (rain and snowfall) has increased across the globe, on average.
  • Spruce bark beetles have boomed in Alaska thanks to 20 years of warm summers. The insects have chewed up 4 million acres of spruce trees.

Other effects could happen later this century, if warming continues.

  • Sea levels are expected to rise between 7 and 23 inches (18 and 59 centimeters) by the end of the century, and continued melting at the poles could add between 4 and 8 inches (10 to 20 centimeters).
  • Hurricanes and other storms are likely to become stronger.
  • Species that depend on one another may become out of sync. For example, plants could bloom earlier than their pollinating insects become active.
  • Floods and droughts will become more common. Rainfall in Ethiopia, where droughts are already common, could decline by 10 percent over the next 50 years.
  • Less fresh water will be available. If the Quelccaya ice cap in Peru continues to melt at its current rate, it will be gone by 2100, leaving thousands of people who rely on it for drinking water and electricity without a source of either.
  • Some diseases will spread, such as malaria carried by mosquitoes.
  • Ecosystems will change—some species will move farther north or become more successful; others won’t be able to move and could become extinct. Wildlife research scientist Martyn Obbard has found that since the mid-1980s, with less ice on which to live and fish for food, polar bears have gotten considerably skinnier.  Polar bear biologist Ian Stirling has found a similar pattern in Hudson Bay.  He fears that if sea ice disappears, the polar bears will as well.

 

  1. Курс  

Janet Kamen

17 Waite Terrace                

Augusta, GA 30910                        

(217) 555-1983                

jkamen@juno.com

Objective

 

A challenging career as a company administrator.

Skills

 

  • Exceptional written and oral communication abilities.
  • Proven leadership and managerial skills.
  • Goal oriented.
  • Typing: 70wpm
  • Proficient with Word, WordPerfect, Excel, and PowerPoint

Experience

 

1998 - Present

Administraive Assistan, Augusta Chamber of Commerce, Augusta, GA                

Provided a full range of administrative support to the organization's president.  Duties included word processing of letters, memos, articles. travel arrangements, etc; organizing annual Chamber Gala, writing/designing monthly newsletters, updating Chamber registry and recruiting new businesses for membership; and designing a new edition of the Chamber Membership Directory on a yearly basis.

 

 1992 - 1998

Assistant Office Administrator, KF Radio, Atlanta, GA                        

Managed all aspects of the office.  Prepared extensive correspondence and written communication, participated in and coordinated a wide range of projects involving writing and editing critical media analyses, research briefs and articles relating to broadcasting.  Additionally, was responsible for maintaining an extensive computer network, updating music and client databases, organizing incoming and outgoing mail, managing the office filing system as well as supervising one junior support staff member and performing light general accounting duties.

 

Education

 

B.A., Political Science, Business, 1992

University of Pennsylvania

 

References

 

Available upon request

  1. DO AND DON’T’T WHEN HUNTING JOB

 1) Do learn ahead of time about the company and its product. Do your homework.

2) Do apply for a job in person.

3) Do let as many people as possible know you are job hunter.

4) Do stress your qualification for the job opening

5) Do mention any experience you have which is relevant to the job.

6) Do talk and think as far as possible about the future rather than the past.

7) Do indicate, where possible, your stability, attendance record and good safety experience.

8) Do assume an air of confidence.

9) Do approach the employer with respectful dignity.

10) Do try to be optimistic in your attitude.

11) Do maintain your poise and self-control.

12) Do try to overcome nervousness and shortness of breath.

13) Do answer questions honestly.

14) Do have a good resume.

15) Do know the importance of getting along with people.

16) Do recognize your limitations.

17) Do make plenty of applications.

18) Do indicate your flexibility and readiness to learn.

19) Do be well-groomed and appropriately dressed.

1) DON’T  keep stressing your need for a job.

2) DON’T discuss past experience which has no application to the job situation.

3) DON’T apologize for your age.

4) DON’T be untidy in your appearance.

5) DON’T display “cocksuredness”.

6) DON’T  beg for your consideration.

7) DON’T mumble or speak with a muffled voice.

8) DON’T be one of those who can do everything.

9) DON’T  hedge  in answering questions.

10) DON’T express your ideas on compensation, hours  etc early in the interview.

11) don’t hesitate to fill out applications, give references, take physical examinations or test on request.

12) DON’T hang around, prolonging the interview when it should be over.

13) DON’T go to an interview without a record of former employment.

14) DON’T arrive late and breathless for an interview.

15) DON’T be a “know it all” or a person who cant take instructions.

16) DON’T isolate yourself from contacts that might help you find a job.

17) DON’T feel that the world owes you a living.

18) DON’T make claims if you cannot “deliver” on the job.

19) DON’T display a feeling of inferiority.

20) DON’T write incorrect information on your CV to make it look better.

  1.  Company Formation: Russia Legal Services

Under the Civil Code of the Russian Federation, business enterprises are established in the following corporate forms:

  • limited liability companies (here an abbreviation "OOO" is commonly used),
  • additional liability companies;
  • privately held, closed joint-stock companies ("ZAO"),
  • publicly held, open joint-stock companies ("OAO"),
  • other business partnerships and companies provided for by the Civil Code of the Russian Federation.

Additional legislation has been passed governing the establishment of limited liability companies and joint stock companies, notably the Federal Law on Limited Liability Companies, dated February 8, 1998, and the Federal Law on Joint Stock Companies, dated December 26, 1995. These two forms of corporate structure are the most popular with the foreign investors.

Beginning July 1, 2002, when the new Federal Law on State Registration of Legal Entities (Федеральный закон о государственной регистрации юридических лиц ) entered into force, all commercial and non-commercial companies should be registered with the local Russian tax inspectorates (based on their legal address in Russia). Documents for the purpose of company state registration are to be prepared and submitted to the local tax inspectorate in accordance with the Civil Code and the Federal Law on State Registration of Legal Entities.

Russian company incorporation procedure should occur within five days of the receipt of company registration documents, for a fee of RUR 4,000 (about USD 125).

An individual may also engage in business activities in Russia if he/she is registered as an individual entrepreneur.

The only additional requirement in respect of incorporation of JSCs is the registration of the issuance of the JSC shares with the Federal Service for the Financial Markets of the Russian Federation (the "FSFM"), which replaced the former Federal Commission for the Securities Market (the "FCSM") in March 2004. In addition to incorporation of a joint-stock company our attorneys are ready to offer you assistance in registration of issue of securities A JSC can issue common shares and/or several classes of preference shares. The total value of a JSC's preference shares may not exceed 25% of its charter capital.

  1.               Banking accounting of a company

All the three existing types of markets – money markets, share (stock) markets and commodity markets – functions in close connection with the banking sphere.

Nowadays one can speak of a global banking system although banks, of course, continue to play their local, more traditional role: opening and managing accounts, giving loans, and fulfilling all kinds of other operations to assist agriculture, industry and commerce.

Traditional instruments of international bank payments are letters of credit and documentary collection bills.

Documentary collection bills are presented to the importer’s bank. Or its correspondent by the exporters together with all the shipping, insurance and other documents specified in the contract. If the documents are in order  the importers instruct their bank to pay and then collect the shipping documents.

The process of payment from bank to bank has been greatly quickened by the introduction of SWIFT system (Society for Worldwide International Financial Telecommunication) This network nowadays covers thousands of banks in about a hundred countries. A message to pay money sent through the computers of SWIFT system can be received in the matter of seconds.

The role of correspondent bank – is nowadays also permanently growing. A correspondent bank is the one which carries the deposit balance of another bank situated in another city of country. This exchange of services between banks greatly facilitates international payments.

Some of the basic terminology connect with banking includes interest rates (percentages that a bank earns by giving out loans), deposits (i.e. money placed in a bank), remittances (i.e. transfer of money) etc.

Interest rates and bank rates, naturally, differ from country to country, from bank to bank, and from client to client, but one of the most influential indices here is LIBOR (London Interbank Offered Rate).

One of the relatively new developments in banking is the industry of plastic (credit) cards. By issuing credit cards to individual clients and thus encouraging them to spend money, the banks tap the almost inexhaustible resources of the consumer sector. This system was pioneered by the USA where plastic cards have proved a goldmine for banks, but now credit cards are issued by virtually all big banks around the world.

  1. DOCUMENTARY LETTER OF CREDIT

A documentary letter of credit is an obligation of the bank that opens the letter of credit (the issuing bank) to pay the agreed amount to the seller on behalf of the buyer, upon receipt of the documents specified in the letter of credit.

The letter of credit is opened by the bank on the basis of the buyer’s (importer’s) instructions, which are compiled in accordance with the terms of the contract. Both the importer and exporter should take into account that the letters of credit constitute a transaction separate from the purchase and sale agreement or other agreements on which they are based. The bank’s obligations under the letter of credit are set forth in the letter of credit itself, and the bank deals exclusively with documents, not with goods or services.

Advantages of using letters of credit

For Importers

  • Documentary letters of credit help the importer significantly reduce the risk connected with the seller not meeting its delivery obligations.
  • Letters of credit ensure certainty that the payment will be made only upon presentation of the documents confirming shipment of the goods.
  • Use of a letter of credit allows avoiding or reducing pre-payment.
  • A letter of credit allows importer to structure the payment plan under the contract according to the importer’s interests.
  • Having opened a letter of credit, the importer proves his ability to pay and can count on more favourable payment terms in the future.

For Exporters

  • Guaranteed payment upon presentation of the documents specified in the terms of the letter of credit.
  • Reducing the production risk, first of all, for the situations when the buyer cancels or changes his order.
  • The ability to structure the delivery schedule according to the exporter’s interests.
  • The buyer cannot refuse to pay due to a complaint about the goods.
  • The importer must raise any complaints/claims about the delivered goods separately from the letter of credit, which provides the exporter with a significant advantage in resolving such issues.

To Alex Brown,

Project Manager,

Tough Rubber Manufacturers,

Glasgow

28th Sept’ 2012

Subject: Letter of Credit

          Dear Mr. Alex Brown

As a Branch Manager of Globus Bank, I am writing to you referring to the request made by our customer, Trek Raw Materials Pvt. Ltd., to provide you with the payment as per your requirement for the completion of the project you have undertaken.

We would credit the amount to the applicants account with our bank, Indore branch, and the transaction would be non-cumulative and would be on fortnightly basis. As per the agreement between both the parties we would allow you to utilized GBP 400 every fortnight.

All the drawing must be repaid to us at our Head office in London before the end of fourth quarter ending 31st January, 2013

We value our customer’s request and we assure to give you our complete co-operation in the financial matte for the completion of project.

Yours truly, Jane Crowly


[1] lb. (pound): a measure of weight = 453.6 g

[2] pt. (pint) [paint]: a measure for liquids = 0.57 1

[3] Greater London includes the suburbs of the city all of which are connected with the centre of London and with each other by underground railway lines.

[4] Constable, John (1776-1837): a famous English painter.

[5] a "fringe" theatre stages experimental theatrical plays performed by amateurs.


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