rattle
Rattle verb, nsv., used compare often
Morphology: I I'm thundering, You you're making noise, he she it thunders, We we're thundering, You rattle, They are thundering, thunder, rattle, thundered, thundered, thundered, thundered, thundering, thunderous, rattling;
St.
thunder
1. When something thunders, it sounds very loud sounds, which are much higher than the sound background around us. Thunder. | A waterfall thundered in the distance. | The neighbors' music is blaring again. |
A cannon shot rang out in the square.
2. When you say that somewhere thunders, you want to say that you hear a lot of noise, loud sounds, but you don’t know exactly their source.
There was thunder outside the window.
3. When you thunder with any object, this means that you knock it against something and at the same time sharp sounds are heard.
Rattle with a knife and fork, plates, dishes. | Please stop rattling bottles.
4. When are thundering some vehicles(cars, trains, etc.), this means that they are moving somewhere, creating noise.
Trams thundered to the side. |
St.A dump truck thundered past us.
5. When you say that someone thunders, you want to say that this person speaks very in a loud voice.
- Be silent! - the captain thundered.
6. When they say about someone that he thunders, this means that this person is very famous in this moment, enjoys wide popularity and fame.
During these years, the academician made a splash in scientific circles. |
St.The fame of this singer will thunder throughout the world.
Explanatory dictionary of the Russian language by Dmitriev. D. V. Dmitriev. 2003.
See what “to rattle” is in other dictionaries:
RATTLE, rattle; Kursk grumble; sound loudly, resound with a hum, a sonorous knock, spill out into a sharp fraction, ringing, knocking, clanking, noise; | to amaze with strong speech; | resound with glory. Not everything that rattles hits. It’s good for him to flaunt, at... Dahl's Explanatory Dictionary
See scream... Synonym dictionary
RATTLE, rattle, rattle, imperfect, without additional. and what. 1. Make a loud sound, sound, rumble loudly, sharply. It thunders. The music was blaring. Shots ring out. Don't rattle the dishes. The bell is ringing. 2. transfer Receive wide publicity, acquire... Ushakov's Explanatory Dictionary
RATTLE, blah, blah; imperfect 1. Make loud noises. Thunder. Shots ring out. G. keys. Trains, cars, carts rattle (they drive with a roar). 2. transfer Be widely and loudly known. Whose glory is booming? | Sovereign thunder, blah,... ... Ozhegov's Explanatory Dictionary
rattle- RATTLE, blah, blah; nesov. 1. with and without extras. To fail, to fail. 2. same as without additional Talk (usually loudly) ... Dictionary of Russian argot
rattle- rattle, rattle, rattle; led (not) rattle (wrongly rattle) ... Dictionary of difficulties of pronunciation and stress in modern Russian language
Gremlyu, Ukrainian grimity, blr. Grymets, st. glory grmѣti βροντᾶν, Bulgarian Grimya, Serbohorv. grmęeti, slovenian. Grmeti, Czech hřmiti, slvts. hrmet, Polish grzmiec, another level of vocalism: thunder. Related to ltsh. gremt, gremju mutter, lit. grumù,… … Etymological dictionary Russian language by Max Vasmer
rattle- mlyu/, mi/sh, nsv.; progress (to 1, 3 values), owl. 1) Make sharp, loud, booming sounds. Shots rang out at the heights. The bell rattles monotonously, and the road gathers a little dust, and the coachman’s song (Makarov) flows sadly across the flat field.... ... Popular dictionary of the Russian language
I nesov. nepereh. 1. Make loud, booming sounds. Ott. Make a noise. 2. transfer decomposition To speak loudly and excitedly, scolding or denouncing someone or something. 3. transfer decomposition Sound very loud. II Nesov. nepereh. R … Modern Dictionary Russian language Efremova
Rattling, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, clattering, thundering,... ... Forms of words
3.2. Different attitude to nature in different cultures
Nature Worship
In ancient times, man was defenseless against the forces of nature. He was pitiful and infinitely weak among the mammoths, tigers, wild horses, huge snakes, swimming lizards and other animals around him. They constantly threatened him both on land and in water. For the woolly mammoth, one swing of its trunk was enough to not only kill any strong man, but also destroy his home.
A person looked closely at everything, remembered many images, and when he came across suitable material, he recreated their images. Primitive, childish, but undeniably talented. During excavations we often find scratched out Ivory images of the head of a rhinoceros, deer, horse, mammoth. These drawings seem to breathe that mysterious power of nature that ancient people idolized.
Man saw nature in continuous movement: the sun rose, walked across the sky and seemed to fall over the “end of the earth”; the stars and the moon moved across the sky, changing its shape. Clear sky gave way to clouds and clouds, thunder roared and lightning flashed. The sky showered people with comets. The bowels of the Earth erupted fiery lavas. Earthquakes changed the face surrounding nature. People and all living creatures were born and died... Everything - from the change of seasons to dreams - was full of mystery.
To primitive people it seemed that all nature was animated, filled with invisible good and evil spirits. It was believed that every tree, every spring, every river, every hill had its own guardian spirit. Before cutting down a tree, digging up a mountain, blocking a stream, a person had to ask nature for this, make a sacrifice, and obtain God’s consent.
Millennia have passed. People have learned a lot from nature and have been able to use its previously mysterious forces to their advantage. Man felt the power of his mind, accumulated knowledge about nature and forced it to serve his interests. Society began to subjugate nature.
Conquering nature
Man lived and lives in nature. It had a huge impact on the lives of ancient people. And she not only threatened the man, but also generously gave him her fruits. It is no coincidence that the first human settlements ancient kingdoms arose around rivers and seas. They say, for example, that the Nile created Egypt. Indeed, the enormous influence of this river affected the entire life of the Egyptians: in the economy and in art, in architecture and science, in the structure of the state and in religious cults.
Natural conditions played and continue to play big role in people's lives. Huge riches are hidden in its depths. Coal, iron ore, oil, gold... How our lives would change if nature did not have these riches! Rivers and oceans give us their wealth, help us move to other places and conduct trade. However, man is not limited only to what nature provides. When man began to build his own world(that is, to create tools, build dwellings), he essentially took the first step towards a break with nature. In this sense, we can say that man “broke out” from nature, became a fugitive.
Having moved from stone tools to iron ones, having learned to create tools and machines, man began to realize himself as the master of nature. With the invention of the lightning rod, man decided that he had “tamed” lightning. People no longer expected favors from nature, they wanted to take them from her. Nature ceased to be a temple for them, it became a workshop. Another world was built above it, a world that was created by the hands of people. Let us remember that it is called “second nature”, culture.
Culture is the totality of all human achievements. This is something created by the mind and hands of man. The river is nature, the bridge over the river is culture. Moaning is nature human speech– culture. Waterfalls are nature, power plants are culture. The stone is nature, the ax is culture. A piece of iron is nature, a plow is culture.
The subjugation of nature by man took place especially quickly in European countries. For more than a thousand years (since the 9th century), Europeans, one might say, have been “squeezing the juices” out of nature: they plowed large areas of land and, having received 2–3 harvests, exhausted the land, abandoned it, cut down and burned forests for new fields. They only wanted to take and take from nature, putting it completely at their service. The change in the relationship between nature and man is noticeable, in particular, in the way the design of calendars gradually changed. Until the 9th century. They simply drew human figures on the calendars. And then on them appeared images of people engaged in various labors: the image of a plowman, a reaper, a lumberjack. Man and nature are already separated here. A man cuts down a forest, he conquers nature. Having invented various mechanisms and machines, he felt himself in the role of her master.
Europeans have long sought to uncover the secrets of nature, learn its laws and subjugate them. They do not so much admire the beauty of nature as they try to explore it. Their attitude towards nature is somewhat reminiscent of the behavior of a child who has picked up new toy. She is beautiful and mysterious. You can, of course, admire her. But it would be nice to take a look at what’s inside. And the child begins to disassemble the toy, break it, pull out the spring, cotton wool....
Another child tears off the wings of a fly. After all, it is interesting to know how an insect will behave if it is deprived of its wings. It’s clear that she won’t fly anymore. But this still needs to be checked and monitored... This, of course, is cruel. But it is no coincidence that Francis Bacon, an English philosopher, compared the scientist to an executioner who extracts secrets from nature. At the same time, a different worldview was emerging: a cautious attitude towards violence against nature.
The same F. Bacon stated: truly, if we call power over nature a “miracle,” then it, this miracle, manifests itself most of all in disasters. According to Blaise Pascal, nature repeats itself: a grain thrown into the ground bears fruit; a thought sown in a receptive mind also bears fruit. Everything was created by the great Creator: roots, branches, fruits...
French sociologist Charles Montesquieu wrote: “Nature always acts slowly and, so to speak, carefully: its actions are never violent. Even in her products she demands moderation; acts according to the rules and proportionately; if she is forced, she soon becomes exhausted and uses all her remaining strength to preserve herself, while completely losing her productive ability and creative power ... "
Attitude to nature in the East
Perhaps this attitude towards nature was characteristic of all people? After all, man is the master of nature. However, let us turn our attention to the countries of Asia, to the East. Here, already in ancient times, the attitude towards nature was completely different. Tao ( whale.– God, way, mind, word) – one of the most important concepts Chinese philosophy. According to Lao Tzu's philosophy, "Tao" means the all-one. Tao is eternally one, unchanging, imperishable, existing always and forever and ever. According to the principle of Tao, man should not conquer the Universe. Hence another concept - “inaction”. This should be understood this way: each person should not change anything in the order that is determined by Tao.
Chinese thinkers, for example, believed that man has no right to interfere with the order existing in nature. He must adapt to it, find a place for himself in it. Ancient people tried not to climb high into the mountains, because this would change the air at its top and could, for example, cause the movement of snow or wind... In China, they were distrustful of all kinds of adaptations made by people. There is, for example, a Chinese parable (a parable is a story with a moral lesson): a peasant poured water into skins and carefully tied the edges with a rope. The sage asks him why he doesn’t use the rocker. The peasant answers: with a rocker, of course, it’s more convenient. But I can become a prisoner of this rocker. It is better to use what nature has given.
Or suppose you find yourself in Ancient India. You were walking along the road and didn’t notice how you stepped on some kind of bug, you were in a hurry to get to the temple. But ruin Living being in India it was considered terrible sin, for all living things are sacred... E. Fromm in his work “To Have or to Be?” compares two poems to show the difference in the perception of nature in the West and in the East.
One of these poems (haiku - genre Japanese poetry, unrhymed tercet) belongs to the Japanese poet XVII century Basho(1644–1694). Another wrote English poet XIX century Tennyson. Both poets described similar experiences: their reaction to a flower they saw while walking. Tennyson's poem says:
A flower growing among the ruins.
I extract you from the ancient cracks,
You are all before me - here is the root, the stem,
Here in the palm of my hand.
You are small, flower, but if I understood,
What is your root, stem,
And what is your whole essence, flower.
Then I would know the essence of God and the essence of man.
Basho's verse goes like this:
Take a close look!
Shepherd's purse flowers
You'll see under the fence!
It is amazing, notes E. Fromm, how different the impression the accidentally seen flower made on Tennyson and Baso! (Fromm E. To have or to be? M., 1986, p. 46).
Tennyson's first desire is to possess him. He uproots it. And although the poet ends the poem with thoughtful considerations that this flower can help him penetrate into the essence of nature, God and man, the flower itself is doomed to death, becoming a victim of the interest in it shown in this way. Tennyson, as he appears in this poem, can be compared to a typical Western scientist who, in his search for truth, kills all living things.
Basho's attitude towards the flower is completely different. The poet has no desire to tear it down; he doesn't even touch the flower. The poet only “peers carefully” to “see” the flower. This is how the Japanese scientist D.T. comments on this verse. Suzuki: “Probably Basho was walking along a country road and saw something unremarkable near the fence. He came closer, looked closely and discovered that it was just a wild plant, rather inconspicuous and not attractive to the eye of a passerby. The feeling that permeates the description of this simple plot cannot be called particularly poetic, with the possible exception of the last two - two syllables that read “Kana” in Japanese. This particle is often added to nouns, adjectives or adverbs and brings a feeling of admiration or praise, sadness or joy, and can be translated in some cases very roughly by means of exclamation point. In this haiku, all tercets end with an exclamation mark.”
Tennyson seems to need to possess the flower in order to understand nature and people, and as a result of this possession the flower dies. Basho still wants to simply contemplate, and not only look at the flower, but become one with it - and let it live.
The mind and will of people, acquired knowledge and work made life modern people completely different from the life of our distant ancestors. Thanks to the construction of modern housing, the creation modern clothes and household appliances, the invention of televisions and computers, people's lives became easier, more interesting, and longer. Today it is difficult to imagine human society without airplanes, rockets, ships, and computers. Millions of cars, hundreds of thousands of planes and sea vessels, thousands artificial satellites Lands allow people to travel any distance, but they also exert strong “pressure” on nature, pollute and deplete it. The achievements of people in the development of nature began to threaten nature itself.
For hundreds of thousands of years, nature seemed unforgiving to man. formidable force while he himself was weak. But, having created powerful tools for influencing nature, man turned into a giant in relation to them, who set the task of becoming its conqueror. In our time, this dominance has led to a dangerous disease of nature.
Less and less clean air in cities - it is poisoned by factories and factories, car exhaust fumes, various chemical substances etc. There are more and more bans on swimming in water bodies, because water contaminated with various wastes threatens human health. Every living thing dies in it.
Increased production of coal, iron, gas and other natural resources are depleting the bowels of the earth. Scientists believe that these gifts of nature will only last for a few decades. Excessive cutting of trees leads to the reduction of forests, which provide the Earth with the oxygen necessary for life. The area of deserts is increasing. Atmospheric pollution entails warming of the earth's climate, and this can lead to rapid melting of glaciers, a significant increase in water levels in the world's oceans and other serious consequences for human life and for all life on earth. This is all very worrying, isn't it?
Despite the seriousness of the situation, there is no need to fall into despair. In history human society There have been more than once situations when human activity has led to a difficult situation for nature. But the human mind found a way out of these situations and thereby saved both her and himself.
"Live according to nature!" - this motto was known in ancient times. But that’s why a person is a person, that he breaks free from the power of nature and creates his own, “second nature.” At the same time, he is responsible for his activities.
[Previous lecture] [Contents] [Next lecture]How to treat nature is the problem that Vasily Mikhailovich Peskov discusses.
A well-known correspondent talks with indignation about a specific real-life case when, in order to expand the area of meadows, they decided not to uproot a forest, but “to poison it from an airplane, and then uproot it.” The job was done. It would seem that they saved government money! And what losses she suffered! 27 moose died; no one could count the number of small animals and birds poisoned by chemical rain.
An example of how to treat nature is given to us by the hero of V. P. Astafiev’s novel “The Fish Tsar,” Akim, whom the author compares to a persistent northern flower. His mother “gave him brothers and sisters, the tundra and the river, clear sky, the sun... a flower piercing the earth in spring, the sounds of the wind, the whiteness of the snow...". And he is grateful to her for this. Akim happily gives all the kindness, all the warmth of his heart to those around him: “Children and dogs loved him - sure sign an open and kind soul.” This man lives by faith in a better future, in the belief that humanity will come to its senses and thereby save itself.
On the Internet, on the website “Culture and Society”, in the article “How to relate to nature”, it is said that at any time of the year a person can see beautiful and unique pictures of nature. And green lush grass, and snow sparkling in the sun, and crimson autumn leaf equally adorable. But in order to preserve all this, every inhabitant of the Earth needs to make at least a minimum of effort. If you clean up all the trash after your picnic, don’t break living branches or pick rare flowers, you will make your small contribution to protecting nature.
Thus, I can conclude that a person should be sensitive to nature and take care of all living things that surround him.
Elena Nekipelova
The Right Attitude to nature begins in the family. Consultation for parents
Subject: « The right attitude towards nature begins in the family»
(Consultation for parents)
Talk to children about nature.
Explain to children the need for careful relationship to pristine purity nature for the benefit of all life on Earth.
It is necessary to draw their attention to this; What economic activity people affects the quality of water and air.
It is necessary to show that nature- the main source of wealth and well-being of people, that a person cannot make materials better than those created nature.
Target: Teach children to take care nature. Continue to get acquainted with the phenomena nature.
Nature has a huge impact on the formation of personality, its mental, moral, aesthetic, labor and physical education. Adults, remembering their childhood, involuntarily think about the river in which they swam, about the forest where they first heard birds singing, about the clearing where they picked strawberries.
How our children grow up depends on us. We must teach children not only to take from nature, but also to take care of it, protect and increase our wealth.
Teach children not to unnecessarily pick flowers, break bushes, or damage trees.
Teach children carefully treat insects, birds, animals.
Systematically explain relationships to children nature and man. Learn to notice the beauty of your surroundings nature.
Cultivate caring attitude to bread and other products, to water and electricity.
While observing, broaden your children's horizons. And you don’t need to set aside special time for this. Just look around when you walk along the road to kindergarten and back. You can always see interesting: how the sun rises, dew drops glisten, frost sparkles, birds sing, icicles melt.
Exercise your children in doing rules of conduct in nature:
In the forest you need to walk along paths, because you can step on insects.
On trampled ground it is difficult for earthworms to make their "moves" and the soil is not loosened, but the plant roots "suffocate" without air and gradually die off.
You cannot light fires or break branches.
You cannot play loud music in the forest because you can scare the bird away from its nest.
You cannot destroy bird nests, look into nests, pick up eggs or chicks.
During walks, it is interesting to show children the plants listed in the Red Book, introduce the children to medicinal herbs, and tell them why they are called that. Children easily remember names such as
coltsfoot, valerian, plantain, etc. Thus, every child should know well rules handling objects nature.
It is important to create emotional contact between the child and nature: let alone will wander, will find something unusual, sit quietly on a hillock, listen to the singing of birds or the murmur of a stream, just look around him.
What our children will be like depends on us.
It takes each of us to truly love nature. Preserve the greenery of forests, fields, sunlight And Fresh air, clean water is Means ensure the lives of our children, grandchildren, great-grandchildren. Our children should help us preserve our wealth.
Questions:
1.
a) what things related to nature shine (preferably other than the sun)?
b) what man-made things shine (except the light bulb)?
2.
a) what things related to nature thunder (except thunder)?
b) what is created by man that thunders?
3.
a) what part of nature shines?
b) what is created by man that shines?
4.
a) what (who) related to nature floats?
b) what (who) created by man floats?
5.
a) what (who) related to nature flies?
b) what (who) created by man flies?
Why did man begin to have a detrimental effect on nature?
3) How is mercy shown to animals? Do you have pets and what are your responsibilities to them? Tell me.
Help me please!
We are entering a century in which education, knowledge, and professional skills will play a decisive role in a person’s destiny. Without knowledge, by the way,becoming more and more complex, it will simply be impossible to work, to be useful... A person will introduce new ideas, think about things that a machine cannot think about. And for this, the general intelligence of man will be increasingly needed, his ability to create new things and, of course, moral responsibility, which a machine cannot bear... the heaviest and Herculean task It’s not easy to be a person, but a person of science, a person morally responsible for everything that happens in the age of machines and robots. General education can create a man of the future, a creative man, a creator of everything new and morally responsible for everything that will be created.
Learning is what a young man now needs from a very young age. You always need to learn. Until the end of their lives, all the major scientists not only taught, but also studied. If you stop learning, you won’t be able to teach. For knowledge is growing and becoming more complex. We must remember that the most favorable time for learning is youth. It is in youth, in childhood, in adolescence, in adolescence, that the human mind is most receptive.
Know not to waste time on trifles, on “rest”, which sometimes tires more than the hardest work, do not fill your bright mind with muddy streams of stupid and aimless “information”. Take care of yourself for learning, for acquiring knowledge and skills that only in your youth you will master easily and quickly.
And here I hear a heavy sigh young man: what kind boring life you offer to our youth! Just study. Where is the rest and entertainment? Why should we not rejoice?
No. Acquiring skills and knowledge is the same sport. Teaching is hard when we don’t know how to find joy in it. We must love to study and choose smart forms of recreation and entertainment that can also teach us something, develop in us some abilities that we will need in life.
Learn to love learning!
C1. Make a plan for the text. To do this, highlight the main semantic fragments of the text and title each of them.
C2. What, in the author's opinion, will be the role of man in production in the 21st century? Indicate any two qualities that, in the author’s opinion, would be necessary for a person.