24 files changed, 239 insertions, 0 deletions
diff --git a/Английский язык/Essay Semester 6/essay.tex b/Английский язык/Essay Semester 6/essay.tex
new file mode 100644
index 0000000..ef7ee5d
--- /dev/null
+++ b/Английский язык/Essay Semester 6/essay.tex
@@ -0,0 +1,49 @@
+\documentclass[14pt]{extarticle}
+
+\usepackage[russian,english]{babel}
+\usepackage[T2A]{fontenc}
+\usepackage[utf8]{inputenc}
+\usepackage{csquotes}
+\usepackage{hyperref}
+\usepackage{indentfirst}
+\usepackage{tempora}
+
+\usepackage[left=2cm,right=2cm,top=2cm,bottom=2cm]{geometry}
+
+\title{Writing (Part 1), Essay}
+\author{Andrew Guschin, CSIT, 331 group}
+
+\begin{document}
+
+\maketitle
+
+\section*{How can schools and universities help to ensure that students do not
+suffer from stress during the exam period?}
+
+For many students exams are one of the main sources of stress. There is no doubt
+that exams are necessary for controlling the performance of students throughout
+the courses, but they can be made to be easier to pass. Schools and universities
+don't need to simplify the courses. I'll now consider several methods, that
+these these institutions can adopt to achieve this goal.
+
+One way in which schools can help is a structured revision timetable prior to
+exams. Many students don't have the skills to compose their own efficient
+timetable, so some help from teachers can be invaluable. Unstructured
+preparation for exam in a rush is big source of stress for anyone. Revising
+lectures every day for just one of the courses can be detrimental for mental
+health of the student. Doing this for all of the courses is unsustainable.
+
+Another method is to create a system with which some students can become tutors
+for the newcomers. Senior students can provide support during most stressful
+times and give advices on how to pass the most difficult exams. Tutors also can
+help students with composing timetable for revising contents of previous
+semester, since they already passed it and know in which exams they know
+timetable worked for them.
+
+I believe that all students suffer from scheduling problems to some extent, and
+their institutions can help them with that. The two methods that I've suggested
+can help reduce amount of anxiety before and during exams, and I think this will
+result in better performance of students.
+
+
+\end{document}
+\ No newline at end of file
diff --git a/Английский язык/Essay Semester 6/text b/Английский язык/Essay Semester 6/text
new file mode 100644
index 0000000..7fec3ca
--- /dev/null
+++ b/Английский язык/Essay Semester 6/text
@@ -0,0 +1,25 @@
+
+For many students exams are one of the main sources of stress. There is no doubt
+that exams are necessary for controlling the performance of students throughout
+the courses, but they can be made to be easier to pass. Schools and universities
+don't need to simplify the courses. I'll now consider several methods, that
+these these institutions can adopt to achieve this goal.
+
+One way in which schools can help is a structured revision timetable prior to
+exams. Many students don't have the skills to compose their own efficient
+timetable, so some help from teachers can be invaluable. Unstructured
+preparation for exam in a rush is big source of stress for anyone. Revising
+lectures every day for just one of the courses can be detrimental for mental
+health of the student. Doing this for all of the courses is unsustainable.
+
+Another method is to create a system with which some students can become tutors
+for the newcomers. Senior students can provide support during most stressful
+times and give advices on how to pass the most difficult exams. Tutors also can
+help students with composing timetable for revising contents of previous
+semester, since they already passed it and know in which exams they know
+timetable worked for them.
+
+I believe that all students suffer from scheduling problems to some extent, and
+their institutions can help them with that. The two methods that I've suggested
+can help reduce amount of anxiety before and during exams, and I think this will
+result in better performance of students.
+\ No newline at end of file
diff --git a/english/homereading-sem5/homereading-sem5.tex b/Английский язык/Homereading Semester 2/homereading-sem5.tex
index 801e741..801e741 100644
--- a/english/homereading-sem5/homereading-sem5.tex
+++ b/Английский язык/Homereading Semester 2/homereading-sem5.tex
diff --git a/Английский язык/Homereading Semester 6/homereading-sem6.tex b/Английский язык/Homereading Semester 6/homereading-sem6.tex
new file mode 100644
index 0000000..d69a3f2
--- /dev/null
+++ b/Английский язык/Homereading Semester 6/homereading-sem6.tex
@@ -0,0 +1,118 @@
+\documentclass{beamer}
+
+\usepackage[T2A]{fontenc}
+\usepackage[utf8]{inputenc}
+\usepackage[english,russian]{babel}
+\usepackage{tempora}
+
+\inputencoding{utf8}
+
+\usetheme{Madrid}
+
+\title{``The Design of Colossus'' by Thomas~H.~Flowers}
+\subtitle{Home reading, 6th semester}
+\author{Andrew Guschin}
+\date{\today}
+
+\begin{document}
+\maketitle
+
+\begin{frame}
+  \frametitle{About author}
+
+  Thomas Harold Flowers, was an English engineer with the British General Post
+  Office. During World War II, Flowers designed and built Colossus, the world's
+  first programmable electronic computer, to help solve encrypted German
+  messages.
+\end{frame}
+
+\begin{frame}
+  \begin{block}{}
+    At the same time they were painfully aware that their dominance was
+    precarious, and were fearful that a change by the germans might deprive them
+    of their sustenance.
+  \end{block}
+  \onslide<2->
+  \begin{block}{}
+    В это же время они болезненно осознавали, что их господство ненадёжно, и
+    боялись, что перемены со стороны немцев могут лишить их средств к
+    существованию.
+  \end{block}
+\end{frame}
+
+\begin{frame}
+  \begin{block}{}
+    Copper oxide rectifiers and thermionic vacuum tubes had become plentiful and
+    cheap \dots
+  \end{block}
+  \onslide<2->
+  \begin{block}{}
+    Выпрямители на основе оксида меди и термоэлектронные вакуумные трубки стали
+    более доступными и дешевыми \dots
+  \end{block}
+\end{frame}
+
+\begin{frame}
+  \begin{block}{}
+    I well remember the elation I felt when I reached that point because it
+    meant that \dots
+  \end{block}
+  \onslide<2->
+  \begin{block}{}
+    Я хорошо помню восторг, который я испытал в этот момент, потому что это
+    означало, что \dots
+  \end{block}
+\end{frame}
+
+\begin{frame}
+  \begin{block}{}
+    The crescent-shaped clear spaces that occur in the mask were designed so
+    that in \dots
+  \end{block}
+  \onslide<2->
+  \begin{block}{}
+    Пустоты в форме полумесяца, которые встречаются в маске, были спроектированы
+    таким образом, чтобы в \dots
+  \end{block}
+\end{frame}
+
+\begin{frame}
+  \begin{block}{}
+    The tape-running problem had been solved by motoring one of the smooth
+    pulleys to relieve the sprockets of most of the driving power but still able
+    to maintain synchronism.
+  \end{block}
+  \onslide<2->
+  \begin{block}{}
+    Задача прокручивания ленты была решена путём приведения в движение одного из
+    гладких шкивов для снятия со звёздочек большей части приводной мощности, но
+    все же сохраняя синхронность.
+  \end{block}
+\end{frame}
+
+\begin{frame}
+  \begin{block}{}
+    The instructions had come from the highest level, and I well remember the
+    consternation when I had to say flatly that it was impossible.
+  \end{block}
+  \onslide<2->
+  \begin{block}{}
+    Инструкции исходили с самого высокого уровня, и я хорошо помню ужас, когда
+    мне пришлось категорически заявить, что это невозможно.
+  \end{block}
+\end{frame}
+
+\begin{frame}
+  \begin{block}{}
+    The sprocket-hole pulses that were produced continuously by the message tape
+    provided basic timing for all the operations of the machine.
+  \end{block}
+  \onslide<2->
+  \begin{block}{}
+    Импульсы от отверстий для звёздочки, которые непрерывно генерировались
+    лентой сообщений обеспечили простейший счётчик времени для всех операций
+    машины.
+  \end{block}
+\end{frame}
+
+\end{document}
diff --git a/english/sem2/english_hz.txt b/Английский язык/Semester 2/english_hz.txt
index 5cd85b8..5cd85b8 100644
--- a/english/sem2/english_hz.txt
+++ b/Английский язык/Semester 2/english_hz.txt
diff --git a/english/sem2/guschin_20200317.txt b/Английский язык/Semester 2/guschin_20200317.txt
index 3c7df34..3c7df34 100644
--- a/english/sem2/guschin_20200317.txt
+++ b/Английский язык/Semester 2/guschin_20200317.txt
diff --git a/english/sem2/guschin_20200319.txt b/Английский язык/Semester 2/guschin_20200319.txt
index b469248..b469248 100644
--- a/english/sem2/guschin_20200319.txt
+++ b/Английский язык/Semester 2/guschin_20200319.txt
diff --git a/english/sem2/guschin_20200324.txt b/Английский язык/Semester 2/guschin_20200324.txt
index b5081cc..b5081cc 100644
--- a/english/sem2/guschin_20200324.txt
+++ b/Английский язык/Semester 2/guschin_20200324.txt
diff --git a/english/sem2/guschin_20200326.txt b/Английский язык/Semester 2/guschin_20200326.txt
index 033a2f4..033a2f4 100644
--- a/english/sem2/guschin_20200326.txt
+++ b/Английский язык/Semester 2/guschin_20200326.txt
diff --git a/english/sem2/guschin_20200407.txt b/Английский язык/Semester 2/guschin_20200407.txt
index f63f2c5..f63f2c5 100644
--- a/english/sem2/guschin_20200407.txt
+++ b/Английский язык/Semester 2/guschin_20200407.txt
diff --git a/english/sem2/guschin_20200409.txt b/Английский язык/Semester 2/guschin_20200409.txt
index d4b0ba5..d4b0ba5 100644
--- a/english/sem2/guschin_20200409.txt
+++ b/Английский язык/Semester 2/guschin_20200409.txt
diff --git a/english/sem2/guschin_20200414.txt b/Английский язык/Semester 2/guschin_20200414.txt
index e3b5a08..e3b5a08 100644
--- a/english/sem2/guschin_20200414.txt
+++ b/Английский язык/Semester 2/guschin_20200414.txt
diff --git a/english/sem2/guschin_20200416.txt b/Английский язык/Semester 2/guschin_20200416.txt
index ffcae11..ffcae11 100644
--- a/english/sem2/guschin_20200416.txt
+++ b/Английский язык/Semester 2/guschin_20200416.txt
diff --git a/english/sem2/guschin_20200421.txt b/Английский язык/Semester 2/guschin_20200421.txt
index 4fd7428..4fd7428 100644
--- a/english/sem2/guschin_20200421.txt
+++ b/Английский язык/Semester 2/guschin_20200421.txt
diff --git a/english/sem2/guschin_20200423.txt b/Английский язык/Semester 2/guschin_20200423.txt
index 5e245e7..5e245e7 100644
--- a/english/sem2/guschin_20200423.txt
+++ b/Английский язык/Semester 2/guschin_20200423.txt
diff --git a/english/sem2/guschin_20200428.txt b/Английский язык/Semester 2/guschin_20200428.txt
index c48885e..c48885e 100644
--- a/english/sem2/guschin_20200428.txt
+++ b/Английский язык/Semester 2/guschin_20200428.txt
diff --git a/english/sem2/guschin_20200430.txt b/Английский язык/Semester 2/guschin_20200430.txt
index d8a2d0d..d8a2d0d 100644
--- a/english/sem2/guschin_20200430.txt
+++ b/Английский язык/Semester 2/guschin_20200430.txt
diff --git a/english/sem2/guschin_20200507.txt b/Английский язык/Semester 2/guschin_20200507.txt
index 932b922..932b922 100644
--- a/english/sem2/guschin_20200507.txt
+++ b/Английский язык/Semester 2/guschin_20200507.txt
diff --git a/english/sem2/guschin_20200512.txt b/Английский язык/Semester 2/guschin_20200512.txt
index 4f6e783..4f6e783 100644
--- a/english/sem2/guschin_20200512.txt
+++ b/Английский язык/Semester 2/guschin_20200512.txt
diff --git a/english/sem2/guschin_20200514.txt b/Английский язык/Semester 2/guschin_20200514.txt
index a16f722..a16f722 100644
--- a/english/sem2/guschin_20200514.txt
+++ b/Английский язык/Semester 2/guschin_20200514.txt
diff --git a/english/sem2/guschin_20200519.txt b/Английский язык/Semester 2/guschin_20200519.txt
index 30e6128..30e6128 100644
--- a/english/sem2/guschin_20200519.txt
+++ b/Английский язык/Semester 2/guschin_20200519.txt
diff --git a/english/sem2/guschin_extra.txt b/Английский язык/Semester 2/guschin_extra.txt
index f8c41c2..f8c41c2 100644
--- a/english/sem2/guschin_extra.txt
+++ b/Английский язык/Semester 2/guschin_extra.txt
diff --git a/english/sem2/guschin_homereading.txt b/Английский язык/Semester 2/guschin_homereading.txt
index 8551286..8551286 100644
--- a/english/sem2/guschin_homereading.txt
+++ b/Английский язык/Semester 2/guschin_homereading.txt
diff --git a/Английский язык/Writing Semester 6/writing.tex b/Английский язык/Writing Semester 6/writing.tex
new file mode 100644
index 0000000..9222adb
--- /dev/null
+++ b/Английский язык/Writing Semester 6/writing.tex
@@ -0,0 +1,47 @@
+\documentclass[14pt]{extarticle}
+
+\usepackage[russian,english]{babel}
+\usepackage[T2A]{fontenc}
+\usepackage[utf8]{inputenc}
+\usepackage{csquotes}
+\usepackage{hyperref}
+\usepackage{indentfirst}
+\usepackage{tempora}
+
+\usepackage[left=2cm,right=2cm,top=2cm,bottom=2cm]{geometry}
+
+\title{Writing (Part 1), Workbook}
+\author{Andrew Guschin, CSIT, 331 group}
+
+\begin{document}
+
+\maketitle
+
+\section*{Methods students should adopt to select the right university}
+
+There is no doubt that choosing what to study at university is one of the
+biggest decisions you will ever make in your life. This is because if you make
+the right choice, a successful future is \textit{almost certainly assured}.
+\textit{However} making the wrong one can \textit{ultimately prove disastrous}.
+So how can you ensure success? 
+
+\textit{Firstly}, I believe you should gather as much information as possible.
+\textit{One method of doing this} is to talk to people who are already attending
+the course you are interested in, to \underline{analyse} what their experience
+of it has been. \underline{Inquire} about \textit{the teaching methods} and
+whether they benefit from the lectures and seminars. Check how many contact
+hours they have per week, and whether they \textit{find the workload
+manageable}.
+
+\textit{An alternative} is to go online; you can also \underline{locate} the
+information you \underline{require} in forums and chat rooms. \textit{In
+addition}, \underline{establish} your motivation for doing the course. Be very
+clear \textit{in your own mind} about whether you are doing it \textit{purely}
+for interest and enjoyment, or to qualify for a career. 
+
+\textit{Finally}, if \textit{despite following this advice} you are still
+unfortunate enough to find you’ve made the wrong decision, \textit{in my
+opinion} the best thing you can do is to talk to your tutors and find out
+whether it is possible to \underline{transfer} to another course.
+
+\end{document}
+\ No newline at end of file