In every era, their own are formed. A1-A6

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

You are given 3 hours (180 minutes) to complete the examination work in the Russian language. 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 short written work on 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?

Ancient Russian literature, the wealth of which has not yet been fully realized (3), can be called a precious stone, cut by the great master Time.

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) The educational value of fiction is enormous, (BECAUSE) it affects a person’s thoughts as strongly as it does on 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) A simple sentence with homogeneous members, before the conjunction. And a comma is not needed.
2) Complex sentence, before the conjunction And no comma is 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 a 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 objects. 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 a bathtub with hot water, and my brother was restlessly turning 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 the 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) - prose writer, playwright, publicist, representative of the Silver Age of 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 Indicate the type of 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 sentences 25-29, find a complex sentence with a subordinate clause of measure and degree. 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 fragment examines the linguistic features of the 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.

Tasks A1-A6 check whether you know the norms of the Russian literary language and your general culture.

A1- a task to determine correct and incorrect stress in common words of different parts of 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 of the word, 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 an error, an incorrect use of a word in the proposed 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.
   • The success of a state's foreign policy 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. These are commonly used words that are often used incorrectly. 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 the 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 one. 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

KIMs include typical errors in 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 the best features of Russian realism in his work 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, the Russian Academy was created in the 18th century, which became the main scientific center for the study of the Russian language and literature.
   • In the second half of the 18th century, French influence on the speech of Russian nobles, which played an important role in the process of Europeanization of the Russian literary language, became 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 an individual’s assimilation of social experience, patterns of behavior, attitudes of society, a 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;

– processes of self-regulation, correlated with the gradual replacement of external control of individual behavior with 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, and organizations on a person in a general form of influence.

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, abilities and skills 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, fulfillment of 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.

Personal socialization includes two phases: social adaptation and internalization.

Interiorization - uh then the formation of the internal structure of the personality through the assimilation of its norms, values, and the process of transferring these elements of the 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 of a subordinate clause into a 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 on a controversial issue, much depends on the position of the mind that we maintain while listening and taking part in the dispute.

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”. In foreign social psychology, this term is understood as 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 the value, significance, meaning of a 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 to achieve: firstly, the socialization of a person, as a result of which he acquires the orientation necessary for normal life in the social system, and, secondly, to develop processes that would prevent 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) a protection function that helps resolve internal conflicts of the individual.

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 concepts and experimental techniques appeared that made it possible to explain the “La Pierre paradox”, interest in this problem increased again 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 have entered the internal structure of the individual.

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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The relationship between value orientations and character accentuations of boys and girls in adolescence

1.3 Factors influencing the formation of value orientations of adolescents

Life values ​​are currently formed mainly spontaneously, under the influence of a variety of factors. The role of value influence on their formation is minimal...

The influence of value orientations on psychological readiness for motherhood

Values ​​are spiritual and material phenomena that have a personal meaning and are the motive for activity. Values ​​are the goal and basis of education. Value orientations are a reflection of values ​​in a person’s consciousness...

Gender differences in the value orientations of high school students

1.1 The nature of values ​​and value orientations

The ending 20th century brought the problem of understanding the values ​​of human existence to the forefront of scientific knowledge, thereby marking the modern, axiological stage in the development of science...

Study of value orientations in adolescence

1.2.

There are 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 of 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 of the 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 organism’s biological adaptation to environmental changes. 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. Leontiev defined biological meaning as “meaning in itself,” the main characteristic of which is inconstancy. 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. These are stable personal formations that mediate 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 presupposes a fairly high level of 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 in consciousness one’s experience (the past), the meaning of the present (elements and phenomena of reality) and the future (near or distant goals), 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 at different levels of 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 Russian social science, for a long time, young people 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 is one thing to talk about youth as an integral part of the working class, the collective farm peasantry, and the Soviet intelligentsia; it is another thing to recognize its social characteristics 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 social status and socio-psychological characteristics are of a socio-historical nature and depend on the social system, culture and the patterns of socialization inherent in 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:
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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. The types of 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 for successful activity is 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 of mental development at the stage of childhood, patterns of functioning and changes in cognitive, volitional and emotional processes, features of the formation of a child as an individual. Child psychology also studies the characteristics of various types of children's activities (play, study, work), the formation of age-related and individual characteristics of 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

The answers to tasks 1–24 are a word, phrase, number or sequence of words, numbers. Write the answer to the right of the assignment number without spaces, commas or other additional characters.

Read the text and complete tasks 1–3.

(1) The debate about when and why bird flight originated is still ongoing. (2) Some scientists believe that it’s all about the ice age: the advancing glacier drove the birds out of their usual habitats, and when the glacier retreated, the descendants of the fugitives returned home. (3)______ after all, almost none of the migratory birds build nests and raise chicks in wintering areas.

1

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

1. Almost none of the migratory birds build nests or raise chicks in wintering areas.

2. Some scientists believe that birds return home when the glacier recedes.

3. The reason for bird flights was the ice age: when the glacier advanced, the birds flew away, and when it retreated, they returned to their usual habitats.

4. Scientists are still arguing about when and why bird flights arose.

5. The Ice Age, which drove birds out of their usual habitats, became the cause of bird flights.

2

Which of the following words (combinations of words) should appear in the gap in the third (3) sentence of the text? Write down this word (combination of words).

1. Indeed,

2. Fortunately,

4. At the same time

3

Read a fragment of a dictionary entry that gives the meaning of the word RETURN. Determine the meaning in which this word is used in the second (2) sentence of the text. Write down the number corresponding to this value in the given fragment of the dictionary entry.

RETURN AND Th, -upl Yu, -at eat; owls

1. Having stepped, move away, move back, to the side. O. from the door. Oh, one step. The forests retreated to the north (trans.).

2. Move back under the pressure of the advancing enemy. O. with battles. O. before difficulties (translated).

3. from what. Give up your intentions and plans. He won’t back down from his own. I won't give up until I get my way.

4. from what. Stop sticking to something. O. from my opinion. O. from custom.

5. from what. Shift attention from the main to the secondary. O. off topic.

6. (1st person and 2nd person not used), trans. In certain combinations: become weaker, get closer to the end. The disease has subsided. The fire receded. The elements have receded.

7. from what. Indent. O. slightly from the edge of the sheet.

4

In one of the words below, an error was made in the placement of stress: the letter denoting the stressed vowel sound was highlighted incorrectly. Write this word down.

religion

kitchen

plum

5

One of the sentences below uses the highlighted word incorrectly. Correct the mistake and write the word correctly.

1. As a child, she was a very TRUSTING child.

2. Each era develops its own VALUABLE guidelines

3. He was always an overly PRACTICAL person.

4. Today my sister WEARED a festive dress.

5. CONFIDENT tone of conversation.

6

In one of the words highlighted below, an error was made in the formation of the word form. Correct the mistake and write the word correctly.

RINSES the laundry

according to the TABLE

few CALORIES

TWO beautiful pianists

Little Pony

7

Establish a correspondence between the sentences and the grammatical errors made in them: for each position in the first column, select the corresponding position from the second column.

GRAMMATICAL ERRORS	OFFERS
A) an error in constructing a sentence with homogeneous members	1) A.S. Pushkin wrote that he was not born to amuse kings.
B) violation of the construction of sentences with participial phrases	2) Marie Skłodowska-Curie is the only woman to be awarded the Nobel Prize twice.
C) incorrect construction of a sentence with an adverbial phrase	3) Even in the most difficult times, A. Akhmatova believed that “And yet they will recognize my voice, And yet they will believe it again.”
D) incorrect construction of sentences with indirect speech	4) In the novels of M. Sholokhov there are no lies, pretending to be another truth.
D) incorrect use of the case form of a noun with a preposition	5) Getting closer, the hunters saw that the bear was not killed, but only wounded.
	6) The barred round windows of the monastery and the old gilded dome seemed familiar to me.
	7) According to letters from contemporaries, in his youth Leo Tolstoy preferred to travel on horseback.
	8) Going up to the second floor, I saw a long corridor and a wooden door
	9) Enjoying a delicious dinner, our conversation flowed serenely.

Write your answer in numbers without spaces or other symbols

8

Identify the word in which the unstressed alternating vowel of the root is missing. Write out this word by inserting the missing letter.

forbidding

b...size

uprising

k...tingent

9

Identify the row in which the same letter is missing in both words in the prefix. Write out these words by inserting the missing letter.

h...spend the night, w...cook

pr...breezy, pr...given

and...cook, food...

pr...increase, pr...passion

p...road worker, not...sightly

10

construction

lucky

kind...nice

enamel

overcome

11

Write down the word in which the letter I is written in place of the gap.

opening... May

indescribable...my

you're worried

haunted...my

12

Indicate all the numbers replaced by I.

Now no (1) mountains, no (2) sky, no (3) earth - no (4) what no (5) was visible.

13

Determine the sentence in which both highlighted words are written CONTINUOUSLY. Open the brackets and write down these two words.

1. (S)AFTER, we more than once recalled how Fedor bravely walked (OVER) THAT rocky ledge.

2. It was STILL hot outside, (THUS) the issue of drinking water delivery turned out to be the most pressing.

3. (NOT) DESPITE feeling poorly, Sergei managed to finish the work (IN) WITHIN a week.

4. TO get to the pass, we had to walk for so long that many people (FREQUENTLY) thought about returning to the camp.

5. Kids played in the yard the SAME as a year ago, and strict grandmothers made sure that order was maintained.

14

Indicate all the numbers replaced by one N.

On the yacht - the company (1) stamp “K. Faberge”, and on the silver(2) rim, placed on the crystal, her name “Faith” is engraved(3).

15

Place punctuation marks. Indicate the numbers of sentences in which you need to put ONE comma.

1. Prickly thorns of wild roses can be found near Moscow and in Siberia, Central Asia and the Far East.

2. Quiet and soundless in the winter forest and snow-covered forest clearings

3. The grass flowers shine and bask and joyfully reach out to the gentle sun.

4. All day we walked through the forests, made our way through thickets of birches and aspens, breathing in the musty smell of grass and roots.

5. The world is filled with the smell of pine, the sun and the singing of a lark.

16

For two weeks now (1) our newly arrived (2) puppy has been exploring the world (3) at the same time testing (4) the boundaries of what is permitted.

17

Place punctuation marks: indicate all the numbers that should be replaced by commas in the sentences.

Some contemporaries were outraged by the use of A.S. Pushkin of common people’s words in contexts where (1) according to critics (2) it was necessary to use the words “high”. However (3) Pushkin resolutely rejected the concept of “low matter”.

18

Place punctuation marks: indicate all the numbers that should be replaced by commas in the sentence.

Among the conversations (1) that then took place between Daisy and me (2) and (3) which often ended in the morning (4) because we discovered new aspects of the same things (5) the topic of traveling together to all the places (6) that I visited before.

19

Place punctuation marks: indicate all the numbers that should be replaced by commas in the sentence.

He was content with (1) what was written in the notebook (2) and did not show any annoying curiosity (3) even (4) when he did not understand everything (5) that he listened and taught.

20

Edit the sentence: correct the lexical error by replacing the incorrectly used word. Write down the selected word, observing the norms of the modern Russian literary language.

The communal house was equipped with the latest technology, care was taken for the comfort of the residents: a laundry room, a dining room-restaurant, a club, a store, hot water, rare at that time, and a kindergarten.

Read the text and complete tasks 21-26.

(1) Autumn came by surprise and took possession of the earth - gardens and rivers, forests and air, fields and birds. (2) Everything immediately became autumn.

(3) Tits were fussing about in the garden. (4) Their scream was like the sound of broken glass. (5) They hung upside down on the branches and looked out the window from under the maple leaves.

(6) Every morning, migratory birds gathered in the garden, as if on an island. (7) Amid the whistling, squawking and croaking, a commotion arose in the branches. (8) Only during the day was it quiet in the garden: restless birds were flying south.

(9) The leaves have begun to fall. (10) Leaves fell day and night. (11) They either flew obliquely in the wind, or lay vertically in the damp grass. (12) The forests were drizzling with rain of flying leaves. (13) This rain continued for weeks. (14) Only towards the end of September the copses were exposed, and through the thicket of trees the blue distance of the compressed fields became visible.

(15) Then the old man Prokhor, a fisherman and basket maker (in Solotch, almost all old people become basket makers with age), told me a fairy tale about autumn. (16) Until then, I had never heard this tale; Prokhor must have invented it himself.

(17) “Look around,” Prokhor told me, picking at his bast shoe with an awl, “take a closer look, dear man, at what every bird or, say, other living creature breathes.” (18) Look, explain. (19) Otherwise they will say: I studied in vain. (20) For example, a leaf falls off in the fall, but people don’t realize that a person in this matter is the main defendant. (21) A man, say, invented gunpowder. (22) The enemy will tear it apart with that gunpowder! (23) I myself also dabbled in gunpowder. (24) In ancient times, the village blacksmiths forged the first gun, filled it with gunpowder, and that gun fell into the hands of a fool. (25) A fool was walking through the forest and saw orioles flying under the skies, yellow cheerful birds flying and whistling, inviting guests. (26) The fool hit them with both trunks - and the golden fluff flew to the ground, fell on the forests, and the forests withered, withered and fell overnight. (27) And other leaves, where the bird’s blood got in, turned red and also fell off. (28) I suppose I saw in the forest - there is a yellow leaf and there is a red leaf. (29) Until that time, all the birds spent the winter with us. (30) Even the crane didn’t go anywhere. (31) And the forests stood both summer and winter! (32) And in leaves, flowers and mushrooms. (33) And there was no snow. (34) There was no winter, I say. (35) It wasn’t! (36) Why the hell did she surrender to us, winter, pray tell?! (37) What interest does she have? (38) The fool killed the first bird - and the earth became sad. (39) From that time on, leaf fall, and wet autumn, and leaf-cutting winds, and winters began. (40) And the bird got scared, flew away from us, and was offended by the person. (41) So, dear, it turns out that we have harmed ourselves, and we need not to spoil anything, but to take good care of it.