Each era develops its own valuable guidelines. The hedonistic model of individual value orientations is based on. A2 in which sentence should we use valuable instead of the word valuable?

When I was going to Prague, my friends promised that this city would surprise and enchant me. And Prague really surprised me. True, not by the architecture of the ancient streets, not by the Charles Bridge, not by Hradcany, and not even by how similar new Prague is to Soviet cities, but... by prices. I experienced a real shock when I paid for dinner in a restaurant located in the most touristic place (in our opinion, consider it on Nevsky Prospect) - in terms of rubles, I had to pay 400 rubles. On Nevsky, with this money you can only afford coffee and a croissant. But I was even more surprised by the prices for public transport.

Friends warned me not to mess with taxi drivers, so right at the airport I found a counter selling tickets for city public transport and, not fully believing the salesman who convinced me in bad Russian that it was “for everything,” I bought a ticket valid for 24 hours. . The pleasure of riding the subway, bus and tram during this time until I got tired of it cost me about 160 rubles. In this case, you just need to activate the ticket once (I did this on a bus running between the airport and the metro station), and then calmly go to the metro (no turnstiles!), get on the tram, get off it, change to another route...

While I was driving from the airport to the metro station with the romantic (as it seemed to me) name “Dejvicka” (a one-time ticket for this route, including the right to use another transport for half an hour - the same metro - would have cost me about 50 rubles), I was counting in your mind how much a similar trip in St. Petersburg would cost a tourist. 21 rubles - bus from the airport to Moskovskaya. 24 rubles - travel on the metro to the Nevsky Prospekt station - 45 rubles take it out and put it in. And then again - take it out and put it down as many times as you ride on a bus, trolleybus, tram or metro. And you shouldn’t even try to buy a single pass for one day. Our metro, for example, gives discounts on travel with a card only if you do not intend to enter the subway more than once every 10 minutes. In Moscow, by the way, they give a discount simply for a “wholesale” purchase: you buy, say, 20 trips - and if you want, you can ride for 20 days, or if you want, you can send 20 people at once. But this, again, is only by metro. But in Prague “for everything”, and if not for one day, but, say, for a week, then the discount is even greater.

I was driving and thinking: apparently, Prague will be richer than St. Petersburg, since they have such communism in public transport. Every day in St. Petersburg we have a new promotion. Just now, on January 1, the fare was increased, and then again there is news that minibuses will become more expensive in the spring. And minibuses in St. Petersburg are not a luxury, as, for example, in Prague, where for some reason buses run on schedule and for some reason often. In St. Petersburg, minibuses are sometimes the only way to travel, unless, of course, you are a fan of buses and are ready to wait for them at the bus stop until you are blue in the face, singing “what do I care about snow, what do I care about heat.”

On the other hand, we like to look up to Europe, and public transport there is still more expensive than ours. That’s why, apparently, it looks brand new, well-groomed, and the minibuses there don’t fall apart as they go. And therefore, unlike our transport, it runs much more often. Based on these arguments, then, of course, it is necessary to increase travel prices. And there is no need to look up to Prague - who knows with what funds they built communism in a single public transport? So what if the Czech Republic is closer to us, who are not far from socialism, in terms of living standards than other European countries that we look up to. You need to focus on the best, right? It’s a pity, of course, that we are only catching up with these guidelines in the cost of services. And the quality of our service, as they said in one film, “is still in debt.” So are salaries. But that’s okay - we’ll be healthier. Let's start walking, jogging to and from work, in winter we'll build a ski track to our native enterprise - and then we will definitely be ahead of the rest.

Irina Lyakhova, deputy editor-in-chief of NV

Tasks A1-A6 check whether you speak Russian standards literary language and your general culture.

A1- task to determine correct and incorrect stress in common words different parts speech. From four words or forms of words (sometimes problems with stress arise only in certain forms of a word), you need to choose, depending on the wording, either the correct or incorrect option for placing stress.

Attention:

in 2013, this task will contain wording that requires you to find an error, i.e., an incorrectly marked accent.

• read the question carefully and study the examples,
• make a choice based on knowledge of normative stress in words and individual forms of words.

A1 from demo versions of FIPI 2010, 2011 and 2012

1. • kitchen
   • document
   • you'll sharpen
   • Cakes

2. In which word is the letter denoting the stressed vowel sound correctly highlighted?

   • more beautiful
   • Agent
   • starting
   • cakes

3. In which word is the letter denoting the stressed vowel sound correctly highlighted?

   • extremely
   • took
   • citizenship
   • to the top

Right answers:

1. Cakes
2. more beautiful
3. citizenship

The words in different versions of KIMs are the same. This is mainly common vocabulary in which many people make mistakes on stress. To prepare, you need to consider more typical examples and check whether you put the emphasis in words correctly. And if errors are discovered, learn the erroneous words and forms. Even if you think that you speak correctly and do not make mistakes on stress, check yourself. Know that, for many reasons, errors in word stress are not uncommon. Often people are unaware that they are pronouncing words incorrectly. See A1. Emphasis.

A2- a task to determine the correct and incorrect use of a pair of paronym words in the context of sentences. Correctness is determined by the following parameters: A) lexical meaning words, B) lexical compatibility. Four proposals are given. It is necessary to determine in which of them another word should be used instead of a given one. In other words, find the error, misuse words in the given context.

In order to complete the task correctly, you need:

• make a choice based on an understanding of the differences in the meaning of words and their lexical compatibility.

A2 from demo versions of FIPI 2010, 2011 and 2012

1. In which sentence should we use DIPLOMANT instead of the word DIPLOMAT?

   • Leonid Ivanovich was considered a real DIPLOMAT in communicating with people around him.
   • Success foreign policy state largely depends on the experience and talent of DIPLOMATS.
   • You sound like a DIPLOMAT, but things aren't going well.
   • DIPLOMATS of the Moscow Ballet Competition took part in the final concert.

2. In which sentence should we use VALUE instead of the word VALUABLE?

   • All participants of the Olympiad were awarded VALUABLE gifts.
   • Each era develops its own VALUABLE guidelines.
   • In the article you can find information that is VALUABLE for a geologist.
   • There are many VALUABLE trees in the reserve.

3. Which answer option uses the highlighted word incorrectly?

   • In the vague diffused light of the night, MAJESTIC and beautiful vistas of St. Petersburg opened up before us: the Neva, the embankment, canals, palaces.
   • Iron, chromium, manganese, copper and nickel are PAINT substances, components of many paints created from these minerals.
   • DIPLOMATIC relations between Russia and the USA were established in 1807.
   • The most HUMANE professions on earth are those on which the spiritual life and health of a person depends.

Paronym words are repeated in many variants of KIMs. This common words, in the use of which errors often occur. To prepare, you need to consider more typical examples and check whether you understand the differences in the meaning and lexical compatibility of such words. In order to save your time, lists of words are given in incomplete contexts: for understanding the meaning and knowledge of lexical compatibility in training materials are given phrases with paronymous words. See A2. Use of paronymous words.

A3 - task to identify errors in the formation of morphological forms. It happens that people form grammatical forms as if Russian is not their native language, but a foreign language. Errors occur when using forms of different parts of speech. You need to know the most dangerous places. Then you can easily complete task A3. To do this you need:

• carefully read the wording of the question and examples,
• make choices based on knowledge of how different morphological forms should be formed.

A3 from demo versions of FIPI 2010, 2011 and 2012

1. • more than five hundred people
   • engineers
   • the most difficult
   • on name day

2. Give an example of an error in the formation of a word.

   • in the closet
   • five towels
   • six hundred seven people
   • their affairs

3. Give an example of an error in the formation of a word.

   • lie down (on the floor)
   • their work
   • hot soups
   • six hundred students

Right answers:

1. more than five hundred people
2. their affairs
3. six hundred students

CMMs include typical mistakes on the formation of forms of different parts of speech. In order to learn to see mistakes and not repeat them yourself, see A3. Formation of word forms.

A4 - the task of choosing a grammatically correct sentence - includes sentences with participial phrases. The paradox is that the task is not difficult at all. Preparation for it does not require extensive material. But errors in the use of gerunds in speech are widespread. Figure out what's going on here.

In order to complete the task correctly, you need:

• carefully read the wording of the question and examples,
• make a choice based on understanding the role of adverbial phrases in a sentence.

A4 from demo versions of FIPI 2010, 2011 and 2012

1. Objecting to certain provisions of the report, ...

   • the discussion began.
   • The culture of the argument plays a big role.
   • Overall the performance made a good impression.

2. Choose the grammatically correct continuation of the sentence. Having processed the statistical data,...

   • An interesting pattern of language development was revealed.
   • the hypothesis about the existence of laws common to all languages ​​was confirmed.
   • For linguists, much remains not entirely clear.

3. Provide a grammatically correct continuation of the sentence. Speaking of the richness of language...

   • a discussion began in the audience.
   • I became interested in this problem.
   • specific examples are required.

Right answers:

1. those present generally agreed with the speaker.
2. Scientists have determined how quickly language changes.
3. we meant mainly his vocabulary.

A5 - task to determine violation of syntactic norms. Having mastery of syntactic norms, people correctly construct phrases and sentences. Exercise A4 tests mastery of one of the syntactic norms, namely: the ability to construct sentences with participial phrases. But mistakes are made not only in sentences with participles. Other cases are no less frequent. In order to successfully complete the task A5, you need to make a choice based on knowledge of the patterns of syntactic connections between words in a sentence, the use of prepositions and conjunctions, homogeneous members of a sentence, etc.

A5 from demo versions of FIPI 2010, 2011 and 2012

1. Indicate the sentence with a grammatical error (in violation of the syntactic norm).

   • "Moidodyr", written by Korney Chukovsky and published in the 20s of the twentieth century, became one of the most beloved works by children.
   • M. Gorky in one of his articles points out that poets before Pushkin did not know the people at all, were not interested in their fate, and rarely wrote about them.
   • Those who strive for a dream since childhood often realize their life plans.

Right answers:

1. Thanks to the increased level of service, there were more customers in company stores.

Pay attention: demo versions from different years have the same task.
KIMs include the most typical, frequent violations of syntactic norms. In order to notice such mistakes and not repeat them yourself, see A5. Syntactic norms.

A6- a task to determine the possibility of replacing the subordinate part of a complex sentence with a separate definition, expressed by a participial phrase. Remember the poem" This is the house that Jack built"? Is it possible here to replace the subordinate clause (clause of definition) with a separate definition? Can: Here's the house that Jack built(a separate definition expressed by a participial phrase).

A6 from demo versions of FIPI 2010, 2011 and 2012

1. • V. Shukshin’s heroes came from that “Shukshin life” that the writer himself could have lived.
   • In characteristic texts, the following of subtopics is not free, but is subject to certain principles of systematization, which are based on tradition and logic.
   • Physics, according to many, dates back to an experiment carried out by Galileo several centuries ago.
   • Repin's reputation as an artist who combined in his work best features Russian realism developed during his lifetime.

2. In which sentence can the subordinate part of a complex sentence not be replaced by a separate definition expressed by a participial phrase?

   • The reserve, which was founded in the middle of the last century, is small and occupies only a few hectares of untouched lowland forest.
   • Human food and the composition of the air he breathes are largely the result of plant life.
   • In summer, grasses and mosses in the forest exist in twilight, which forms after the leaves of the trees have fully expanded.
   • The Volga steep bank and the distances beyond the river are introduced into the play by A.N. Ostrovsky’s motif of space and flight, which is inextricably linked with the image of Katerina.

3. In which sentence can the subordinate part of a complex sentence not be replaced by a separate definition expressed by a participial phrase?

   • French words and expressions that penetrate the Russian language are called Gallicisms.
   • The environment in which living organisms exist is constantly changing.
   • In order to promote the development of literature and literary language in the 18th century, it was created Russian Academy, which has become the main scientific center for the study of Russian language and literature.
   • In the second half of the 18th century, French influence on the speech of Russian nobles, which played important role in the process of Europeanization of the Russian literary language, it becomes predominant.

Posted On 01/01/2018

The fulfillment of a social role by an individual and a person’s activities in society are influenced by value orientations. These are society’s preferences for something, which find expression in various forms and content of human behavior.

Depending on value orientations, there are personality types :

– traditionalists – focused on duty, order, discipline, obedience to the law, desire for self-realization;

– idealists – oriented critically towards norms, authorities, and have a focus on self-development;

– frustrated type – has low self-esteem, depressed health, a feeling of being thrown out of life;

– realists – combine the desire for self-realization with a sense of duty and self-control

– hedonistic materialists – desire pleasures here and now, pursue pleasures;

– modal type – actually prevails in a given society;

– the ideal type is the desired personality, harmoniously developed;

– basic type – meets the needs of a particular society.

Plays a decisive role in a person’s self-realization socialization as the most important factor in personality development. Socialization differs from the concept of “development,” which means the deployment of immanent (intrinsic) individual properties, from “upbringing,” which reflects the purposeful process of personality formation, in accordance with accepted norms and expectations in society. Socialization covers not only the process, but also the result of an individual’s interaction with the entire set of social influences of the communication environment.

The spectrum of socialization is reflected in the activity, communication and self-awareness of the individual:

– in the field of activity there is an expansion of types of socialization, a change in its content, and an understanding of its spiritual and practical orientation;

– in the sphere of communication there is an expansion of social contacts, interactions, deepening of social cognition, development of communication skills;

– in the sphere of self-awareness, the formation of the image of one’s own “I” as an active subject of socialization, comprehension of one’s social affiliation, role, formation of self-respect and self-esteem are carried out.

Many scientists, developing concepts of socialization, offered their vision of this difficult problem.

G. Tarde, a French sociologist, based socialization on the principle of imitation, which defines personal forms of communication “educator – educated” as basic social interaction.

Z. Freud - in the psychodynamic theory of socialization adheres to the biogenetic, unchangeable nature of man, at the same time emphasizing the importance of the influence of the environment, especially parents.

G. Bloomer and D. Mead in the theory of personality are of the opinion that the individual is not the starting point, the priority is social communication, during which individual personality qualities are formed. Socialization, according to this theory, is the process of assimilation by an individual of a system of social roles with which certain sociocultural meanings, meanings, and symbols are associated.

E. Erikson considers socialization as a person’s response to the crises of his life cycles. The main direction of personality development is social adaptation based on thinking, attention, and memory.

Thus, socialization is the process of assimilation by an individual of social experience, patterns of behavior, attitudes of society, social group, a system of connections and relationships in which the individual is included as a subject of work, communication and cognition.

The source of human socialization is:

– primary experience associated with childhood;

– transfer of culture as a form of activity through social institutions (family, kindergarten, school, work collective, etc.).

– interactive communication and mutual influence of people in the process of their joint activities;

– self-regulation processes correlated with the gradual replacement of external control individual behavior to internal self-control.

Socialization differs - primary and secondary. The primary one comes through the direct impact on a person from his immediate environment, parents, family, school. Secondary socialization occurs through the indirect influence of social groups, institutions, organizations on a person. general form impact.

The elements of the social environment act as common factors in the primary and secondary socialization of the individual:

– roles and statuses that the group and society offer a person to choose from;

– values, social norms, knowledge, skills and abilities that a person masters in order to fulfill roles and maintain acquired status;

– social institutions that create technologies for the production, reproduction and transmission of cultural patterns, values ​​and norms;

– real life process: economic, political, social and spiritual.

Sociologists distinguish two models of socialization - the “subordination model” - socialization in conditions of regulation, selection of information, control, compliance with prescribed standards of behavior, - the “interest model” - the individual’s freedom to choose paths of self-realization.

The following models of socialization can also be noted:

– harmonious model of socialization manifests itself in the fact that the individual is introduced into social reality through his objective perception of existing relations, institutions of power, his development of respect for laws, an adequate response to social changes and the fulfillment of his duties and roles.

– hegemonic model of socialization– an individual, going through the process of learning about the world and entering into it, perceives more negative phenomena, he is instilled with feelings of disrespect for any social and political structures, phenomena, disdainful attitude towards other individuals, feelings of superiority over others, pride in oneself, inaccessibility;

– pluralistic model of socialization indicates the individual’s recognition of equality with others, recognition of their rights, freedoms, ability to change political preferences, value orientations;

– conflict model of socialization: the individual is formed in an atmosphere of intolerance, confrontation, confrontation on the basis of interpersonal, intergroup struggle, various conflicts, as a result - conflicts, struggle he perceives as a natural state.

Often the socialization of a person is influenced by the individual’s environment. American scientist A. Heyler developed the concept of a “significant other.” This is the person whose approval the individual seeks and whose instructions he accepts. Parents, teachers, mentors, popular personalities, and game participants can act as a “significant other.”

Russian scientist V.A. Yadov proposed, as an individual’s socialization, to take into account several dispositional levels, in which there are different value orientations, needs, goals, interests, attitudes, ranging from the simplest - vital needs - to high social attitudes and the highest goals of the individual.

Personality socialization includes two phases: social adaptation and interiorization.

Interiorization - uh then the formation of the internal structure of the personality through the assimilation of its norms, values, and the process of translating these elements external environment into the inner "I". Interiorization forms individuality, the uniqueness of the individual’s spiritual world, and the ways in which he perceives the world.

Sociologist R. Merton, depending on the conditions in which the individual adapts and the contradictions being resolved, proposed the types of behavior he implements.

Conformist– loyally accepts the goals and institutional means approved in society.

Innovator– accepts goals approved by society, but tries to achieve them through non-institutional means (including illegal and criminal).

Ritualist– formally uses institutional means, without taking into account that they do not correspond to goals that have public support (the ideal type of bureaucrat, an individual who formally follows instructions, but it is not clear for what purposes).

Retriever(isolated type) - does not accept either goals or means approved by society. Such people are perceived as escaping reality (drug addicts, alcoholics).

Rebel(rebel) - tries to create a new value system and achieve goals with new means. These include geniuses, revolutionaries, and crazy people.

Let us note, as scientists say, that the lack of meaning in life for an individual is a severe social pathology.

The search for the meaning of life and the desire to realize it, says the Austrian psychiatrist V. Frankl, is an immanent (internal) human quality. He identified three groups of values ​​that can make up the meaning of life:

– the values ​​of creativity (what we give to the world: scientific results, works of art, high-quality goods);

– values ​​of experience (what we receive from the world: love, respect, risk, victory);

– attitude values ​​(what position we take in relation to fate if we cannot change it).

Social values ​​in society perform a number of functions. They act as:

1. Desirable, preferable for a given subject (individual, social community, society) state of social connections, content of ideas, artistic forms.

2. Criteria for assessing real changes.

3. The meaning of purposeful activity.

4. Regulators of social interactions.

5. Internal incentives for activity.

Social values ​​guide a person in the world around him, encourage him, motivate him to take specific actions. Social values ​​are the beliefs of a group or society about the goals to be achieved and the basic ways and means that lead to these goals.

The foundation, the basis of each value system are moral values ​​that express the preferred relationships of people, their connections with each other, with society, and are also imbued with forms of control (shame, conscience, repentance) and, as a rule, distinguish between good and evil, duty, responsibility and irresponsibility, honor and dishonor.

Preparation for the Unified State Exam in Russian.

Tutor.

“The Unified State Exam will soon be cancelled,” I’ve been hearing these words for years now. Yes, the format of the final test is controversial. I have already expressed my opinion on this matter in one of my posts.

Be that as it may, we cannot expect a change in the system this academic year, so we have another year of preparation for the exam in this particular format. Compared to last year, practically nothing has changed.

Task A2 for distinguishing paronyms - similar in sound, on words with different meanings - was slightly modified. Previously, all four sentences were given one word to analyze the meaning in context:

A2 In which sentence should we use VALUE instead of the word VALUABLE?

1) All participants in the Olympiad were awarded VALUABLE gifts.
2) Each era develops its own VALUABLE guidelines.
3) In the article you can find information that is VALUABLE for a geologist.
4) There are many VALUABLE trees in the reserve.

In the 2012 version, all four sentences have different words:

A2 In which answer option is the highlighted word used incorrectly?

1) In the unclear, diffused light of the night, MAJESTIC and beautiful vistas opened up before us
St. Petersburg: Neva, embankment, canals, palaces.
2) Iron, chromium, manganese, copper and nickel are COLORFUL substances, components of many
paints created on the basis of these minerals.
3) DIPLOMATIC relations between Russia and the USA were established in 1807.
4) The most HUMANE professions on earth are those on which spiritual life and
human health.

Task A26 (transformation subordinate clause into participial phrase) moved to position A6, taking a logical place among other grammar tasks.

The wording of task C1 (essay) and the text of criterion K2 (commentary) were also clarified. The point here is that the essay should be written “based on the source text.” I will talk about what this means in the next post.

Happy start everyone!

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Value orientations of the individual

The system of value orientations is the most important characteristic of a personality, an indicator of its formation. It is no coincidence that various aspects of value orientations are the subject of study in philosophy, sociology, psychology, and pedagogy.

The problem of value orientations has a long history of research. John Davis believes that Aristotle already had something to say about the content of this category.

This concept began to be studied most consistently in foreign psychology in the second half of the 19th century. The founder of these studies is G. Spencer, who already in 1862 wrote that in the concept of correct judgments according to controversial issue much depends on the attitude of mind that we maintain while listening and taking part in an argument.

G. Spencer laid the foundation for the concept of motor attitudes. Based on this theory, scientists Lange, Mustenberg, Ferre began to study not only motor reactions, but also attention, memory, and thinking. The most active experimental research was carried out in Germany. However, the term “attitude” itself was not used by German scientists; it was replaced by many synonyms.

The term “attitude” was proposed by W. Thomas and F. Znaniecki in the work “The Polish Peasant in Europe and America”
(1918–1920). “Attitude” is translated into Russian as “social attitude” or is taken without translation from English “attitude”. Under this term in foreign social psychology understand a person’s internal position, readiness to act in accordance with previous value experience. W. Thomas and F. Znaniecki defined attitude as “an individual’s psychological experience of value, significance, meaning social object"or as "an individual's state of consciousness regarding some social value."

Value, according to these authors, is usually social in nature, i.e. is "an object of respect from socialized people." They define social values ​​as any given quantity that has empirical content accessible to members of a certain social group, and a value in relation to which it is or can be the object of activity.

In the work of W. Thomas and F. Znaniecki, the social attitude was first designated as the general state of the subject, focused on values.

The 1920s and 1930s saw a sharp rise in attitude research. Several independent directions in the study of this problem are emerging. Thus, G. Allport in 1935 counted
17 variants of this concept. Having analyzed them, he identified points common to all researchers: attitude is understood as a certain state of consciousness and nervous system, expressing readiness to react, organized on the basis of previous experience, exerting a guiding and dynamic influence on behavior.

He established the dependence of attitude on previous experience and noted its important regulatory role.

An interesting approach to this problem by T. Parsons
(1902–1979). In his theory of action, he identified such basic concepts as situation, agent and orientation. T. Parsons divides the actor's orientations into motivational and value orientations. Knowledge of the content of value orientations makes it possible to explain and predict people’s behavior, i.e. exercise social control, which in turn, in the opinion of T. Parsons, will allow achieving: firstly, the socialization of a person, as a result of which he acquires the orientation necessary for normal life in social system, and second, to develop processes that would prevent the conditions that give rise to deviant behavior. All this will help society manage the behavior of individuals.

Further experimental studies revealed three components of attitude:

1) cognitive;

2) affective;

3) behavioral.

The cognitive component represents awareness of the object of the attitude. It includes the opinions and beliefs that a person holds about certain objects and people, which allow him to judge what is true and what is false. The affective component represents the positive or negative emotions associated with these beliefs, they give the attitude an emotional coloring and orient the action that a person is going to take. The behavioral component represents a person's reaction in accordance with his beliefs and experiences.

Based on these components, four attitude functions were identified:

1) adaptive (adaptive, utilitarian), where the attitude directs the subject to those objects that serve to achieve his goals;

2) the function of knowledge, here the attitude gives simplified instructions regarding the method of behavior in relation to a specific object;

3) the function of expressing value, self-regulation - attitude acts as a means of freeing the subject from internal tension, expressing oneself as an individual;

4) protection function promoting resolution internal conflicts personality.

However, many questions on this issue remained unanswered. Particular difficulties were caused by La Pierre's experiment. He found two levels of behavior. At the first level, the observed behavior was expressed as follows.

1.2 Classifications of values ​​and value orientations of an individual

La Pierre and two Chinese students traveled through the southern states of the United States and visited 252 hotels, where they were served in hotels and restaurants in accordance with accepted service standards. No difference was found in the service of La Pierre himself and his Chinese students.

After completing the trip, La Pierre wrote to those hotels where he received a normal reception. The second level of behavior was expressed in the fact that when asked whether he could hope to receive hospitality again if he visited the hotel accompanied by the same two Chinese students, he was refused service for “coloreds.” The discrepancy in behavior, on the one hand, ensuring behavior with the help of a positive attitude, and on the other hand, with the help of a negative attitude, is called “La Pierre’s paradox.”

Many psychologists have doubted the regulatory role of attitudes. And only when the corresponding theoretical ideas and experimental techniques that make it possible to explain the “La Pierre paradox”, interest in this problem has again increased in foreign psychology. The experiments of M. Rokeach played a special role in this. In addition to the three-component structure, he identified “object” and “situational” social attitudes. The first are attitudes about the objects of action (negative attitude towards the Chinese), and the second are about the method of action (good service to all clients). Another explanation for the “La Pierre paradox” is offered by D. Katz and I. Stotland. Depending on the situation, different aspects of the attitude manifest themselves differently: either the cognitive or the affective component. The result will therefore be different.

In Russian psychology, there are several main approaches to considering the concept of “value orientations”. B.V. Olshansky studied value orientations in the context of the choice of values: values, in his view, are a kind of “beacons” that make it possible to highlight in the flow of information what is most significant in a person’s life, both in a positive and negative sense. That is, value is understood as the significance of an object or phenomenon of reality for a person, and value orientations are the choice of certain values. By adhering to guidelines, a person maintains a certain internal consistency of his behavior.

Other researchers also consider value orientation as an orientation towards the values ​​existing in society. So, I.S. Cohn writes: “Orientations aimed at some social values ​​are called value orientations.” This interpretation of value orientations does not reveal their essence. You can be guided by a wide range of values, while value orientations become only conscious values ​​that are included in internal structure personality.

Some scientists correlate the concept of value orientations with the concept of direction. So, B.G. Ananyev characterizes value orientations as “focus on certain values.” Orientation characterizes a personality through its social and moral value and is manifested in interests, worldviews, and beliefs. K.D. Shafranskaya, T.G. Sukhanov proceed from the equivalence of the concepts of value orientations and direction. Comparisons of value orientations with individual typological characteristics of a personality gave these authors the basis to talk about a syndrome of value orientations, which includes the basic personality properties that characterize the type of orientation. However, value orientations are not reducible to direction. The concept of personality orientation is broader, more generic. The system of value orientations forms the substantive side of the personality’s orientation. Through the orientation of the individual, value orientations find their real expression.

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1.2.

Exists a large number of classifications and approaches to the study of value orientations. It can be argued that the definition of value orientations begins with an attempt to correlate them with other concepts. Nevertheless…

Features of the value orientation of employees motivated for success

1.1 THE CONCEPT OF VALUE, VALUE ORIENTATIONS

A person’s life is always mediated by a system of social values, determined by the social environment in which he lives and acts. The category of value is one of the most difficult in psychology...

Features of value orientations of high school students in an orphanage

1.1 The concept of values ​​and value orientations

Cardinal changes in the political, economic, and spiritual spheres of our society entail radical changes in the psychology, value orientations and actions of people. The study of changes is of particular importance today...

Problems of value orientations in adolescence

2.1 Study of value orientations according to M. Rokeach

The study was conducted on the basis of an adapted version of M. Rokeach’s method of value orientations. The subjects were asked to rank (number) 16 values-goals in descending order of their importance for their own lives...

1.1 The concept of value orientations

Specifics of youth value orientations

1.1 The concept of value orientations

One of the most important problems modern psychology is the problem of value orientations. “Value orientations are a relatively stable, selective attitude of a person towards the totality of material and spiritual goods and ideals...

Specifics of value orientations of unmarried men

1.2. Structure and dynamics of value orientations

One of the most important problems of modern philosophy, sociological and psychological research is the problem structural structure and regulatory functions of value orientations...

Value orientations and ideas, their formation

4. Formation of value orientations

The American scientist E. Berne put forward the hypothesis that a person forms his basic life positions by making important decisions regarding himself and other people. These decisions have a fundamental impact on the entire course of his life...

2. Formation of value orientations in adolescents

Problems related to human values ​​are among the most important for the sciences involved in the study of man and society. This is caused, first of all, by the fact that values ​​act as an integrative basis for both an individual person...

Value orientations of modern teenagers

3. System of value orientations of adolescents

Modern society has been in a state of constant generational conflict for many centuries...

Students' value orientations

1.2 Content and structure of value orientations

There are a large number of classifications and approaches to the study of value orientations.

Personality types depending on their value orientations

It can be argued that the definition of value orientations begins with an attempt to correlate them with other concepts. Nevertheless…

Youth: age and socio-psychological aspects

1.2 Formation of value orientations in the process of socialization

Value orientations are social values ​​shared by an individual, acting as goals of life and the main means of achieving them and therefore acquiring the function of the most important regulators of social life. behavior of individuals...

Thus, we can conclude that the concepts of “identity”, “cognitive complexity” and “time perspective” are in inextricable unity and determine the semantic attitude of a person to the surrounding reality. At the same time, this attitude should be considered in the context of a specific life situation. Any change in the situation can change the nature of the relationship between the constituent components of this relationship.

Based on the above aspects of the organization of the system of personal meanings, we will try to describe its level structure (see Appendix 1).

The first level in such a system is the level of biologically determined meanings. They arise on the basis of sensations and determine the functioning of the body and its reactions to the physical impact of the surrounding reality. Here meanings are presented as unconscious mediators of the body’s biological adaptation to changes environment. Undoubtedly, this level of meaning cannot be called personal, since these meanings are determined not by a person or a person, but by the very nature of the life of all living things. In addition, in this case it is impossible to talk about any level of cognitive complexity, since the structure of consciousness has not yet been formed and there are no constructs. As a result, it is impossible to talk about a time perspective. The body’s reactions to the stimuli of the surrounding reality occur only “now”; they are not based on conscious experience and goals. If they are realized, then this happens “later”, at a higher level, and their awareness is more likely to be in the nature of interpretation rather than comprehension. We have to agree with B.S. Bratus, who relates biologically determined meanings to the prepersonal level. These are, rather, preconceptions, building material on the basis of which a sense of reality arises. A.N. Leontyev defined biological meaning as “meaning in itself”, main characteristic which is non-constancy. This is the initial stage of development: “... the main change, a leap in development is the transformation of instinctive meaning into conscious meaning - the transformation of instinctive activity into conscious activity". However, already here the meanings determine the primary separation of “I” and “not I”. Thus, the level of biological meaning largely determines the primary interpretation of sensations and is the basis for the emergence of needs, drives, and motives.

At the second level, meanings are individual in nature and reflect the need sphere of the individual. These are still poorly understood formations that express the relationship of motive to goal. The goals motivating this attitude are desires, elements of the objective world and restrictions of the social environment.

Relationships to the elements of reality are built on certain knowledge, which is in the nature of ideas, and the elements of reality themselves appear in consciousness in a nominative form. Meanings at this level are characterized by low cognitive complexity. Constructs are represented either by rigid stereotypical concepts, clichés, built on the semantic connection of two (maximum three) meanings, or by conceptual confusion. Due to the above, meanings are exclusively situational in nature, since they reflect the satisfaction of needs. The time frame is determined by the context of the situation, meanings are localized either in the “present” or in the “recent past.” This determines the main function of the meanings of this level - the adaptation of the individual to the surrounding conditions of social reality. However, due to the accumulated knowledge about objective reality and subjective needs, as well as ways to satisfy them, semantic connections are gradually generalized and acquire the character of meanings. In certain situations, the relationship between the individual and reality acquires the character of significance, which allows a person to differentiate himself from the surrounding reality and feel like a subject of these relationships.

The third level represents the actual personal meanings. It's sustainable personal formations, mediating all human life. At this level, meanings appear in the form of value orientations of the individual, the main function of which is to integrate the individual into new conditions of social life. In contrast to adaptation, by which we understand the process of adaptation aimed at maintaining human life in certain conditions, integration involves the active, conscious maintenance of a certain tension for the creative realization of one’s capabilities in conditions of social interaction. Integration assumes enough high level the formation of the “I-concept”, a meaningful attitude towards one’s abilities and social roles, other people and the world as a whole. The time perspective at this level includes long-term planning based on a meaningful relationship to personal experience and objective reality. Accordingly, personal constructs must be systemic in nature, implying the ability to generalize based on the distinction between the process and the result of activity. This level of cognitive complexity presupposes the presence of receptive constructs and the ability to “metaphorically” comprehend, allowing a creative and flexible approach to solving life problems.

The fourth level of the system of personal meanings reflects a person’s life-meaning relationships. This is no longer a complex of individual relationships to oneself, others, and the world. This is a person’s holistic perception of his life as significant. Cognitive complexity at this level is characterized by increasing conceptualization, tolerance for contradictions and uncertainty, and objectivity. Time perspective covers a wide range of events in the past, present, and future. Personal meanings at this level perform the function of generalization and operationalization of the meanings of lower levels and act as life-meaning orientations of the individual. Accordingly, personal constructs in which personal meanings are manifested have a wide range and a clear structural subordination. A person’s attitude towards himself, his self-concept, are determined by his identity as a subject of life, for which a person accepts and bears responsibility.

Normally, under the influence of specific (sometimes very harsh) circumstances of the situation, a person is faced with the need to change his values ​​and meanings. By updating your experience (the past), the meaning of the present (elements and phenomena of reality) and the future (neighbors or distant targets), a person carries out a semantic relationship to reality, experiencing a certain state. Such a series of actual semantic states, experienced temporarily and bearing the status of phases of development, performs the function of generalizing individual meanings of various levels of the individual semantic system into the highest - life-meaning level, which, in turn, is expressed in a certain degree of meaningfulness of all life.

If an individual, for no matter what reasons, is not able to expand and expand the time perspective of the personal meanings of the system, his fixed, immobilized semantic state acquires the status of a personal property and changes all other psychological content. Tightening of personal constructs leads to an undifferentiated, diffuse status of identity, which, in turn, can be expressed in the accentuation of personality traits (most likely, in the first place) and in the formation of borderline and pathological conditions and syndromes. Back in 1964, J. Crumbo and L. Maholik identified three groups of subjects: those not related to noogenic neurosis, those related to it and “patients”.

Thus, just like personality, the system of personal meanings is in continuous dynamics. In certain life situations a person can function on various levels this system. The meanings of lower levels do not disappear when a person moves to a higher level of development; they are generalized into more complex semantic formations and included in a more complex semantic system of relationships, synchronizing time loci and expanding the boundaries of subjective reality, which ensures the development of both the system itself and the individual generally. Accordingly, when considering one or another level of an individual semantic system, it is necessary to remember that the causality of a reaction, action, deed, or life activity cannot be located outside or inside a psychological event. It covers the interaction between a person and reality as a whole, including the context of the situation.

1.3 Formation of value and semantic orientations of the individual

The psychological basis of the value-semantic orientations of the individual is the diverse structure of needs, motives, interests, goals, ideals, beliefs, worldviews that participate in creating the orientation of the individual, expressing the socially determined relationship of the individual to reality.

According to most authors, value-semantic orientations, determining the central position of the individual, influence the direction and content of social activity, the general approach to the surrounding world and oneself, give meaning and direction to a person’s activity, and determine his behavior and actions. A person strives to find meaning and feels frustration or an existential vacuum if this desire remains unfulfilled.

The value and semantic orientations of an individual are formed and developed in the process of socialization.

At various stages of socialization, their development is ambiguous and is determined by factors of family and institutionalized upbringing and training, professional activity, socio-historical conditions, and in the case of abnormal personality development, psychotherapy (targeted psychological influence) can be such a factor.

The psychological mechanisms for the formation and development of value-semantic orientations are the individual psychological characteristics of the course of mental processes and, above all, thinking, memory, emotions and will, existing in the form of interiorization, identification and internalization of social values.

Value-semantic orientations are inherently dynamic. If their existence is not supported by man, if they are not created, not realized and not actualized, then they are gradually lost. Accepting and mastering values ​​is a long and lengthy process. Awareness of values ​​gives rise to value ideas, and on the basis of value ideas, value orientations are created, which, in turn, represent a conscious part of the system of personal meanings.

Chapter II. Characteristics of value orientations of young people

To consider the problems of youth, it is necessary to understand what youth is and how it differs from other social groups.

The controversy between scientists regarding the definition of youth, the criteria for separating them into an independent group, and age boundaries have a long history. Scientists share different approaches to the subject of study - from the positions of sociology, psychology, physiology, demography, as well as classification traditions formed in certain scientific schools. Ideological factors play a significant role, since young people are at the forefront of political struggle.

In domestic social science for a long time youth were not considered as an independent socio-demographic group: the identification of such a group did not fit into existing ideas about the class structure of society, and contradicted the official ideological doctrine of its socio-political unity. It’s one thing to talk about youth as an integral part of the working class, the collective farm peasantry, and the Soviet intelligentsia; it’s another thing to recognize them social features as a kind of integrity. This was seen as contrasting youth with other social groups

One of the first definitions of the concept of “youth” was given in 1968 by V.T. Lisovsky: “Youth is a generation of people who are going through the stage of socialization, acquiring, and at a more mature age having already acquired, educational, professional, cultural and other social functions; depending on specific historical conditions, the age criteria for youth can range from 16 to 30 years.”

HEDONISTIC CONSUMPTION

Later, a more complete definition was given by I.S. Kon: “Youth is a socio-demographic group, identified on the basis of a combination of age characteristics, characteristics of social status and socio-psychological properties determined by both. Youth as a certain phase, stage of the life cycle is biologically universal, but its specific age framework associated with it social status and socio-psychological characteristics have a socio-historical nature and depend on social order, culture and patterns of socialization characteristic of a given society.”

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Dictionary

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Value orientations
VALUE ORIENTATIONS are a component of personality orientation. These are material and spiritual values ​​shared and internally accepted by her, a predisposition to perceive the conditions of life and activity in their subjective significance. Value orientations serve as reference points for making decisions and regulating behavior. Subjective preference for certain values ​​is the beginning of determining the hierarchy of value orientations: family, wealth, creativity, career, honor, conscience, health, intimate relationships, caring for others, etc. The consistency of value orientations is an indicator of the stability of the individual. Changes occur in the system of value orientations of each person; there is its own dynamics and development. The determinants of a person’s value orientations are living conditions, activities, as well as a person’s inclinations, abilities, interests, and needs.

List of random tags:
,
Activity - ACTIVITY is a motivated process of using certain means to achieve a goal. The first to single out activity as a special category that cannot be reduced to any other forms of life was the Russian psychologist M. Ya. Basov (1892-1931). The structure of activity, along with goals and motives, includes methods and techniques. The characteristics of the activity are determined by the content of the goals, the subject at which it is aimed, the means and methods by which it is carried out, and the results.

Value orientations are the most important component of personality structure

The most important activities are play, learning, and work. Kinds professional activity are diverse: the activities of a teacher, engineer, doctor, architect, writer, artist, composer, agronomist, officer, etc. The psychological content of professional activity includes developed, taking into account its requirements, mental processes, states, education and personality traits. The most important condition successful activity - a creative approach, its implementation with knowledge and perspective
,
Pathos - Pathos (Greek pathos - suffering) is an ancient concept denoting suffering, which was caused by a person’s own actions, driven by a strong passion, i.e. - resolution of passion in suffering. In the teachings of Aristotle, pathos was considered as one of the basic concepts of aesthetics: death or other tragic event that happens to the hero of the work evokes compassion or fear in the viewer, which is then resolved in a cathartic experience. From the term “pathos” the basis of patho- is derived.
,
Child psychology - CHILD PSYCHOLOGY is a branch of psychological science that studies the conditions and driving forces development of the psyche at the stage of childhood, patterns of functioning and changes in cognitive, volitional and emotional processes, features of the formation of a child as a person. Child psychology also studies the characteristics various types children's activities (games, learning, work), formation of age and individual characteristics children. Child psychology is closely related to educational psychology, pedagogy, biology, physiology, medicine, and family psychotherapy. In child psychology, quantitative assessment methods, various equipment, information models, experimental learning in kindergartens, etc. are used. Child psychology develops standardized methods of psychological diagnostics that make it possible to establish the level of development of mental processes and properties characteristic of each age stage

For execution exam paper Russian language is given 3 hours (180 minutes). The work consists of 3 parts.

• Part 1 contains 30 tasks (A1-A30). For each of them there are 4 possible answers, only one of which is correct.

• Part 2 consists of 8 tasks (B1-B8). You must formulate the answers to these tasks yourself.

• Part 3 consists of one task (C1) and is a small written work according to the text (essay).

We advise you to complete the tasks in the order in which they are given. To save time, skip a task that you cannot complete immediately and move on to the next one. If you have time left after completing all the work, you can return to the missed tasks. The correct answer, depending on the complexity of each task, is awarded one or more points. The points you receive for all completed tasks are summed up. Try to complete as many tasks as possible and score as many points as possible.

PART 1

When completing the tasks of this part, in answer form No. 1, under the number of the task you are performing (A1-A30), put an “X” in the box whose number corresponds to the number of the answer you have chosen.

A1 In which word is the letter denoting the stressed vowel sound correctly highlighted?

1) more beautiful
2) Agent
3) starting
4) cakes

A2 In which sentence should we use VALUE instead of the word VALUABLE?

1) All participants in the Olympiad were awarded VALUABLE gifts.
2) Each era develops its own VALUABLE guidelines.
3) In the article you can find information that is VALUABLE for a geologist.
4) There are many VALUABLE trees in the reserve.

A3 Give an example of an error in the formation of the word form.

1) in the closet
2) five towels
3) six hundred seven people
4) their affairs

A4 Indicate the grammatically correct continuation of the sentence.

Having processed the statistical data,

1) scientists have determined how quickly language changes.
2) an interesting pattern of language development was revealed.
3) the hypothesis about the existence of laws common to all languages ​​was confirmed.
4) for linguists much remains not entirely clear.

A5 Indicate the sentence with a grammatical error (in violation of the syntactic norm).

1) Thanks to the increased level of service, there are more customers in company stores.
2) “Moidodyr”, written by Korney Chukovsky and published in the 20s of the 20th century, became one of the most beloved works by children.
3) M. Gorky in one of his articles notes that poets before Pushkin did not know the people at all, were not interested in their fate, and rarely wrote about them.
4) Those who strive for a dream since childhood often realize their life plans.

Read the text and complete tasks A6-A11.

(1)... (2) However, not all of these fragments should be included in the abstract. (3) They should be selected in accordance with the topic of the abstract and grouped around several large subtopics developing it. (4) At the same time, it is important to accurately and concisely present the content of the selected fragments and to carry out their semantic condensation. (5) Semantic folding, or compression, is understood as an operation that leads to the reduction of text without losing important, relevant information. (6)... compression, which involves excluding redundant, secondary information from the text, is one of the leading techniques when writing an abstract.

A6 Which of the sentences below should come first in this text?

1) Fragments containing secondary information should not overload the text of the abstract.
2) Highlighting key fragments in texts is the basis for writing an abstract.
3) Often, when working with text, you have to delete or replace not individual sentences, but entire fragments of text.
4) Different chapters of the abstract contain different amounts of information.

A7 Which of the following words or combinations of words should be in place of the gap in the sixth sentence of the text?

1) And only
2) More
3) On the other hand,
4) Thus,

A8 What word or combination of words is the grammatical basis in one of the sentences of the text?

1) understood (sentence 5)
2) fragments must be included (sentence 2)
3) they should be selected (and) grouped (proposition 3)
4) the exception is (sentence 6)

A9 Indicate the correct characteristic of the fifth (5) sentence of the text.

1) complex non-union
2) compound
3) complex
4) simple complicated

A10 Indicate the correct morphological characteristic of the word HOWEVER in sentence 2.

1) particle
2) pronoun
3) union
4) adverb

A11 Indicate the meaning of the word ABSTRACT in the second (2) sentence of the text.

1) part of an artistic or scientific work containing preliminary explanations and comments
2) creative work, consisting of an oral or written retelling of a listened and analyzed text
3) a written report on a specific topic that summarizes information from one or more sources
4) data, facts, regardless of the form of their presentation, which carry a semantic load
___________________________________________________________________________

A12 Which answer option correctly indicates all the numbers in whose place -НН- is written?

A precious (1) stone, cut by (2) the great master - Time, can be called ancient Russian literature, the riches of which have not yet been fully realized (3).

1) 1 2) 1,2 3) 2,3 4) 1,2,3

A13 In which row in all words is the unstressed vowel of the root being tested missing?

1) cause, growing, representative
2) own..stelin, steal..rat, ukr..crucible
3) conquering, for good reason, proclaim
4) compaction (concrete), contact, companion

A14 In which row is the same letter missing in all words?

1) bearer, inalienable, trilingual
2) pick up, throw back, the day before yesterday
3) pr..sad, transformed, hospitable
4) spineless, scattering, growing

A15 In which row in both words is the letter E written in place of the gap?

1) breathe..sh, offended..
2) save money, oily
3) dozing..sh, acceptable
4) cut, glued

A16 Which answer option contains all the words where the letter I is missing?

A. beans
B. industry
B. persistence
G. guess..vyy

1) A, B
2) A, B, C
3) A, B, D
4) V, G

A17 In which sentence is NOT (NI) written separately with the word?

1) Epithet is a figurative, (un)usual definition.
2) The Don at the crossing point is far (not) wide, only about forty meters.
3) (None) in the play agrees with Chatsky that it is immoral to serve.
4) (There is) no one to ask the questions that torment Pierre after the duel in Sokolniki.

A18 In which sentence are both highlighted words written together?

1) Educational value fiction huge, BECAUSE it affects a person’s thoughts AS (SAME) as strongly as it affects feelings.
2) Impressionist artists paid great attention to the light, constantly changing (During) the day, and the air in which objects and human figures seemed to be immersed.
3) (AND) SO, all my brilliant hopes collapsed, and (IN) PLACE of a cheerful Moscow life, boredom awaited me in a deaf and distant side.
4) Forest raspberries (COMPARED to garden raspberries) are small, but much sweeter and fragrant, (THUS) even when growing beautiful large garden raspberries, villagers love to go for forest raspberries.

A19 Indicate the correct explanation for the use of a comma or its absence in the sentence:

Language is the basis of national memory () and must be protected.

1) Simple sentence with homogeneous members, before the conjunction And a comma is not needed.
2) Compound sentence, before the conjunction And a comma is not needed.
3) A complex sentence, before the conjunction And a comma is needed.
4) A simple sentence with homogeneous members, before the conjunction And a comma is needed.

A20 Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence?

Almost without deviating (1) from the plot of Gogol’s story (2) and (3) if possible, preserving the characteristic Gogol language (4) N.A. Rimsky-Korsakov created the libretto for the opera “Evenings on a Farm near Dikanka”.

1) 1,2,3,4
2) 2
3) 3,4
4) 4

A21 Which answer option correctly indicates all the numbers that should be replaced by commas in the sentences?

In late autumn or winter, flocks of either melodiously chirping or sharply screaming birds appear on city streets. It is (1) apparently (2) for this cry that the birds got their name - waxwings, because the verb “waxwing” (3) as linguists believe (4) once meant “to whistle sharply, to shout.”

1) 1,2,3,4
2) 1,3
3) 1,2
4) 3,4

A22 Indicate a sentence that requires one comma. (There are no punctuation marks.)

1) The question of the origin of life on Earth has at all times had both cognitive and ideological significance.
2) Life itself dictates to the artist the plot and composition of the painting and the choice of colors.
3) A phraseological unit may include outdated words or words with a figurative meaning.
4) With his plays and stories, Chekhov created an original and completely autonomous world.

A23 How to explain the placement of the colon in the sentence below?

In 1720, Peter I approved new rules for uniforming troops: the caftan received a small cloth collar, pocket flaps with three buttons, a cord on the left shoulder and 10 buttons on the side.

1) The generalizing word comes before homogeneous members of the sentence.
2) The second part of the non-union complex sentence explains, reveals the content of what is said in the first part.
3) The second part of a non-union complex sentence is contrasted in content to what is said in the first part.
4) The first part of a non-union complex sentence indicates the time of occurrence of what is said in the second part.

A24 Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence?

The State Tretyakov Gallery (1), the founder (2) of which (3) was the Moscow merchant Pavel Mikhailovich Tretyakov (4), is today recognized as a museum of Russian art with world significance.

1) 1,4
2) 2
3) 1,3
4) 2,4

A25 Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence?

The entrance door suddenly swung open (1) and a strong young man jumped out into the street (2) who (3) if Alexey had not managed to step aside at the last moment (4) would probably have run straight into him.

1) 1,2,3,4
2) 2,3
3) 1,4
4) 2,4

A26 In which sentence the subordinate part of a complex sentence cannot be replaced by a separate definition expressed by a participial phrase?

1) The reserve, which was founded in the middle of the last century, is small and occupies only a few hectares of untouched lowland forest.
2) Human food and the composition of the air that he breathes are largely the result of the vital activity of plants.
3) In summer, grasses and mosses in the forest exist in twilight, which forms after the leaves of the trees have fully expanded.
4) The Volga steep bank and the distances beyond the river are introduced into the play by A.N. Ostrovsky’s motif of space and flight, which is inextricably linked with the image of Katerina.

A27 Read the text.

Many objects that surround us are made from natural materials - one or more. Since ancient times, people have used these materials: they made fabrics from natural fibers, built houses from reeds and wood, processed stones and metals, creating various items. A modern person who uses natural materials today must think that their reserves are not limitless.

Which of the following sentences correctly conveys the main information contained in the text?

1) Objects made from natural materials were used by ancient people in everyday life, and today many objects that surround us are also made of stone and metal, wood and natural fibers.
2) Ancient people used only natural materials: they made fabrics from natural fibers, built houses from reeds and wood, processed stones and metals.
3) People must remember that supplies of natural materials may run out, so artificially created materials must also be used.
4) Modern people must remember that the reserves of natural materials used from ancient times to the present day are not unlimited.

A28 Read the text and complete tasks A28-A30; B1-B8; C1.

(1) I was sitting in the bath with hot water, and the brother was restlessly spinning around the small room, grabbing soap and a sheet in his hands, bringing them close to his myopic eyes and putting them back again. (2) Then he stood facing the wall and continued passionately:

- (3) Judge for yourself. (4) We were taught goodness, intelligence, logic - we were given consciousness. (5) The main thing is consciousness. (b) You can become ruthless, but how is it possible, having learned the truth, to throw it away? (7) Since childhood, I was taught not to torture animals, to be compassionate. (8) The books I read taught me the same thing, and I am painfully sorry for those who suffer in your damned war. (9) But time passes, and I begin to get used to all the suffering, I feel that in everyday life I am less sensitive, less responsive and respond only to the strongest stimulation. (10) But I cannot get used to the very fact of war; my mind refuses to understand and explain what is fundamentally insane. (11) Millions of people, gathered in one place and trying to give correctness to their actions, kill each other, and everyone is equally hurt, and everyone is equally unhappy - what is this, because this is madness?

(12) Brother turned around and stared at me questioningly with his myopic eyes.

- (13) I'll tell you the truth. - (14) Brother trustingly put a cold hand on my shoulder. - (15) I can’t understand what is happening. (16) I can’t understand, and it’s terrible. (17) If someone could explain it to me, but no one can. (18) You were in the war, you saw it - explain to me.

- (19) What an eccentric you are, brother! (20) Let me have some more hot water.

(21) It was so good for me to sit in the bathtub, as before, and listen to a familiar voice, without thinking about the words, and see everything familiar, simple, ordinary: a copper, slightly green faucet, walls with a familiar pattern, photographic accessories, in order laid out on shelves. (22) I will take up photography again, take pictures of simple and quiet views of my son: how he walks, how he laughs and plays pranks. (23) And I will write again - about smart books, about new successes of human thought, about beauty and peace. (24) And what he said was the fate of all those who, in their madness, become close to the madness of war. (25) I seemed to have forgotten at that moment, splashing in hot water, everything that I saw there.

“(26) I need to get out of the bath,” I said frivolously, and my brother smiled at me, like a child, like a younger one, although I was three years older than him, and thought - like an adult, like an old man who has big and heavy thoughts .

(27) My brother called a servant, and together they took me out and dressed me. (28) Then I drank fragrant tea from my glass and thought that I could live without legs, and then they took me to the office to my desk, and I got ready to work. (29) My joy was so great, the pleasure so deep that I did not dare to start reading and only sorted through the books, gently caressing them with my hand. (30) How much intelligence and sense of beauty there is in all this!

(According to L. Andreev*)

* Andreev Leonid Nikolaevich (1871-1919) - novelist, playwright, publicist, representative Silver Age Russian literature.

A28 Which statement corresponds to the content of the text?

1) The older brother is having a hard time with the fact that he will not be able to do his old job and must change his profession.
2) The story is told from the perspective of the younger brother.
3) The younger brother has never been to the front, but he knows what happens in the war and cannot come to terms with it.
4) After a short vacation, the elder brother must return to the front.

A29 Which of the following statements is incorrect?

1) Sentence 11 explains and confirms the judgment expressed in sentence 10 of the text.
2) Sentence 21 of the text contains a descriptive fragment.
3) Sentences 3-6 present a narrative.
4) Sentences 15-17 present the reasoning.

A30 Which word is used figuratively in the text?

1) hot (sentence 1)
2) discard (sentence 6)
3) cold (sentence 14)
4) dressed (sentence 27)

PART 2

When completing the tasks in this part, write down your answer in answer form No. 1 to the right of the task number (B1-B8), starting from the first cell. Write each letter or number in a separate box in accordance with the samples given in the form. When listing words or numbers, separate them with commas. Place each comma in a separate box. Spaces are not used when writing answers.

Write down the answers to tasks B1-VZ in words.

IN 1 From sentence 6, write down a word formed in a prefix-suffix way.

AT 2 Write short adjectives from sentences 27-30.

VZ Specify type subordinating connection in the phrase EXCITINGLY PITY (sentence 8).

Write down the answers to tasks B4-B7 in numbers.

AT 4 Among sentences 12-20, find a simple one-part definitely-personal one. Write the number of this offer.

AT 5 Among sentences 21-25, find a simple sentence complicated by homogeneous members with a generalizing word. Write the number of this offer.

AT 6 Among offers 25-29 find complex sentence with subordinate measures and degrees. Write the number of this complex sentence.

AT 7 Among sentences 7-11, find one that is connected to the previous one using a demonstrative pronoun, particle and lexical repetition. Write the number of this offer.

Read a fragment of a review based on the text that you analyzed while completing tasks A28-A30, B1-B7. This excerpt discusses language features text. Some terms used in the review are missing. Fill in the blanks with numbers corresponding to the number of the term from the list. If you do not know which number from the list should appear in the blank space, write the number 0.

Write down the sequence of numbers in the order in which you wrote them down in the text of the review where there are gaps in answer form No. 1 to the right of task number B8, starting from the first cell. Write each number in a separate box in accordance with the samples given in the form. Numbers when transferring separate with commas. Place each comma in a separate box. Spaces are not used when writing answers.

AT 8 “Syntactic means of expression: _________ (sentence 6) and __________ (in sentences 21-23) help the author to partially convey the feelings of the characters. A device such as _____ (sentences 15, 16) emphasizes the main idea of ​​the younger brother in discussions about the war. At some point, the brothers seem to change their age roles, which is emphasized by ______ (“child” - “adult” in sentence 26).”

List of terms:

1) anaphora
2) hyperbole
3) rhetorical question
4) personification
5) parcellation
6) dialectism
7) exclamatory sentence
8) series of homogeneous members
9) antonyms

Do not forget to transfer all answers to answer form No. 1.

PART 3

To answer the task in this part, use answer form No. 2. First write down the number of task C1, and then write the essay.

C1 Write an essay based on the text you read.

Formulate and comment on one of the problems posed by the author of the text (avoid excessive quoting).
Formulate the position of the author (storyteller). Write whether you agree or disagree with the point of view of the author of the text you read. Explain why. Justify your answer based on the reader’s experience, knowledge and life observations (the first two arguments are taken into account).
The volume of the essay is at least 150 words.
Work written without reference to the text read (not based on this text) is not graded. If the essay is a retelling or completely rewritten of the original text without any comments, then such work is scored zero points.
Write an essay carefully, legible handwriting.

Assessment system for examination work in the Russian language

PART 1

For the correct answer to each task in Part 1, 1 point is given. If two or more answers are indicated (including the correct one), an incorrect answer or no answer, 0 points are given.

Job No.		Job No.

PART 2

For the correct answer to tasks Bl, B2, V3, B4, B5, B6, B7, 1 point is given, for an incorrect answer or no answer - 0 points.

____________
* Task B8 is graded on a scale from 0 to 4 points. For each correctly indicated number corresponding to the number of a term from the list, the examinee receives 1 point (4 points: no errors; 3 points: 1 error made; 2 points: 2 errors made; 1 point: only one number is indicated correctly; 0 points: completely incorrect answer (incorrect set of numbers) or lack thereof). The order in which the numbers are written in the answer matters.

PART 3

Text information

Main problems
1. The problem of moral assessment of the fact of war. (Why can’t human consciousness accept the very fact of war?)	1. War is insane, senseless, unnatural by its very nature.
2. The problem of war and the preservation of humanity in man. (How do military events and related human tragedies affect people’s state of mind, their ability to feel and sympathize?)	2. The madness of war can dull a person’s best spiritual qualities.
3. The problem of the meaning of life. (What is the meaning of human existence?)	3. The meaning and joy of human existence lies not in the destruction and destruction of one’s own kind, but in free conscious work, in the enjoyment of creativity, in familiarization with beauty.

CRITERIA FOR CHECKING AND EVALUATING THE COMPLETION OF A LONG-RESPONSE TASK

	Criteria for assessing the answer to task C1	Points
	Formulation of source text problems
	The examinee (in one form or another) correctly formulated one of the problems of the source text. There are no factual errors related to the understanding and formulation of the problem.
	The examinee was unable to correctly formulate any of the problems in the source text.

Example 1

In which sentence should I use the word VALUABLE instead of
VALUE?

1) All participants in the Olympiad were awarded VALUABLE gifts.
2) Each era develops its own VALUABLE guidelines.
3) In the article you can find information that is VALUABLE for a geologist.
4) There are many VALUABLE trees in the reserve.

Preparation plan

Violation of lexical compatibility is a common speech error. It manifests itself in the wrong choice of words for a specific context. To know which words a given paronym is “friendly” with, you need to clearly understand the nuances of its meaning. It is problematic to prepare for this question by memorizing a certain list (the list would be too long). It is not necessary to read it all - select only those words whose nuances of meaning you do not understand. This is not only useful, but also entertaining reading. MANDATORY PROGRAM MINIMUM - study a short dictionary of paronyms on the website Rus-Exam.ru.

Of course, you can’t look it up in the dictionary during the Unified State Examination. But you've probably heard the words offered to you in the test before. If you remember the peculiarities of their semantic compatibility, then the trick is in the bag. If not, you will have to resort to some manipulations. Usually one of three procedures will be sufficient. Let's look at them with an example.

Tools

01 Try it without looking at the sentences from the example, come up with a “small” context yourself(at the level of phrases) for each word. What can be called valuable? Advice, personnel (i.e. employee), gift, prize. What words go together with the word “value”? Perhaps only two: guidelines and settings. Now let's look at an example. In sentence (2) we see “landmarks”. Let’s put the word “value” in there.

Most likely, knowing the possible context, you will easily cope with the task. But additional considerations may be needed:

02 How can modify the context? The word "valuable" clearly has a quantitative message. It can be used with words that indicate quantity, such as "very valuable." Now look at an example. It is easy to see that the word “very” cannot be substituted in sentences (2) and (4). What are "highly valuable landmarks"? What nonsense! What could be valuable in them? You can’t say “very valuable securities” either, but for a different reason. The phrase “securities” (stocks, bonds, etc.) is so stable that nothing can be inserted into it, and if you remove the word “valuable”, the meaning will be completely distorted. So everything is in order with “securities”, and the error is contained in option (2).

03 If the first two approaches do not dispel doubts, you can try understand the semantic range of a word, regardless of context. “Valuable” has to do with price (literally or figuratively), and valuable has to do with values. At the same time, it should be noted that we're talking about not at all about specific values ​​(gold, real estate, etc.), but about the abstract attitude of a person, his life priorities: what is most important for him - career, material wealth, patriotism, power, family, etc. Having understood these nuances, we again can easily see that it is in option (2) that we are talking about values, and not about price.

Sample reasoning

So, you have three main tools in your hands. Sometimes it is also useful to try to substitute synonyms. There is no universal scheme here. But you always need to “dance” from a specific word: in what context can it be used, what associations does it evoke, how limited is its compatibility, is the meaning concrete or abstract, what are the nuances of meaning(quantitative, qualitative characteristics). But the main thing, I repeat, remains the search for a suitable context.

Often, tutors in such questions require the student to give an example of reasoning. This is a very useful matter, but with one small amendment. You don’t need to build some kind of scientific narrative at all. You should either very briefly explain the difference between the two paronyms, or simply offer a variant context for each of them at the phrase level or short sentence. Don't worry about the details. When considering the example described above, it is enough for the following to pop up in your mind during the exam. “More valuable” is good, “more valuable” is not good. “Valuable” is about quantity. “Value-based” is some kind of abstraction. Possible context: “value orientations.” All!

What to pay attention to

· Although in the above version, a couple of words (paronyms) are given in the task, in the real task there may be a different wording. You may simply be asked to find in which of the four sentences the highlighted word is not appropriate. In this case, we are not talking about paronyms, but the essence is the same - an assessment of the legitimacy of the lexical compatibility of a given word in the context.

Example 2

In which sentence is the highlighted word used incorrectly?

1) A true teacher must strive to ENCOURAGE all his students.
2) The plan drawn up by the project manager underwent major changes during the work process.
3) A huge SELECTION of discs was presented in the Music Salon.
4) At the book fair, everyone will be given the opportunity to meet their favorite authors.

This formulation of the question should not confuse you: you just need to forget about all sorts of paronyms and evaluate compatibility separately for each sentence. Hopefully one of the suggestions will resonate with you. In this case, the error is so gross that it is difficult to miss: “SELECT disks” should be replaced with “SELECT disks”. But the answer may not be so obvious, so let’s look at other points of the question.

Sentence (1) sounds a little strange. But remember that your task is not to evaluate the stylistic beauty of the text, but only the legitimacy of this or that phrase. In this sense, the expression “grab one’s attention” can be experienced. But you just need to be aware of the presence of such an expression as “undergo changes.” Finally, there is a serious pitfall in sentence (4). Is the opportunity GRANTED or PRESENTED? If you are not sure, try to speculate. Please note that when choosing words you need to use the same grammatical form, as in the sentence (in this case, the passive voice). By doing this we will reduce the range of meaning, for example we will cut off the meaning imagine=imagine. What or who can be REPRESENTED? Speaker (introduce someone to the audience), report, officer (introduced for an award). What can be PROVIDED? Opportunity, chance, plane. What synonym can replace the word “provide”? The word "give". Therefore, in sentence (4) the word “provided” is used correctly.

· Sometimes the nuances of a word's meaning depend on the ending. In this sense, the question of lexical compatibility sometimes overlaps with the question of stress (different endings can lead to different stresses). Remember that, unlike question A1, where you were asked to evaluate the possibility of a particular emphasis, in this case you must evaluate the correctness of the use of this word in the context. Don't be confused.

For example, take the following sentence: “In July, the whole class went to a LANGUAGE camp for three weeks.” This option must be recognized as erroneous. Why? After all, the word “linguistic” exists! The problem is that “linguistic” refers to the tongue as an organ. If we are talking about language as a means of human communication, then it is necessary to use the word LANGUAGE.

Practice

From the above reasoning, you understand that when analyzing you must proceed from the characteristics of a particular word. Let's try to use an equally flexible approach in training exercises. Go to workbook and do the assignments. In Ex. 1 if there is an error in a sentence, it is necessary to replace one of the words with one that is similar in form but different in meaning. In Ex. 2 it is proposed to make lexical pairs (A+B).

Hard case

There are lexical pairs in which, according to teachers and tutors, students most often make mistakes.

A) Make sure you understand the differences between the following words.
b) If in doubt, look it up in the dictionary.
V) Then try to put each word into context yourself (for example, come up with a short sentence).
+ Pay attention to the spelling (difficulties are underlined).

LAWSUIT WITH NY - SUIT SST VEIN
ETC E STAND UP - ENDURE - PR AND BE PATIENT
ETC E INTRODUCE YOURSELF - INTRODUCE YOURSELF
ADDRESSER - ADDRESSEE