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1. Translate the text.

The First Mining School in Russia

The Moscow Mining Academy was established in 1918. The main task of the Academy was to train mining engineers and technicians, to popularize technological achievements among miners, to work on important problems of mining and metallurgical engineering and to direct scientific research. There were three departments in the Academy: mining, geological prospecting and metallurgy.

The Moscow Mining Academy introduced a new course in coal mining mechanization which provided the basis for the development of mining engineering. The two scientists A.M. Terpigorev and M.M. Protodyakonov wrote the first textbook On machinery for mining bedded deposits. Much credit for the establishment of the Moscow Mining Academy and the development of co-operation among outstanding scientists and educators is due to Academician I.M. Gubkin, a prominent geologist and oil expert. In 1925 the Moscow Mining Academy was one of the best-known educational institutions in Russia.

It had well-equipped laboratories, demonstration rooms and a library which had many volumes of Russian and foreign scientific books and journals. The Academy established close contacts with the coal and ore mining industries. The scientists carried out scientific research and worked on important mining problems. The rapid growth of the mining industry called for the training of more highly-qualified specialists and the establishment of new educational institutions. New collieries and open-cast mines, concentration plants, metallurgical works and metalworking factories for processing non-ferrous and ferrous metals appeared in the country. The people took an active part in the construction of new industrial enterprises.

The Academy alone could not cope with the problem of training specialists. In 1930 the Moscow Mining Academy was transformed into six independent institutes. Among the new colleges which grew out of the Academy’s departments were the Moscow Mining Institute and the Moscow Institute of Geological Prospecting. Later, the scientific research Institute of Mining appeared near Moscow.

Первая горная школа в России

Московская горная академия была основана в 1918 году. Главная задача академии состояла в подготовке горных инженеров и техников, популяризация технологических достижений среди горняков, работа над важными проблемами горного и металлургического машиностроения и руководство научными исследованиями. В Академии было три кафедры: горное дело, геологоразведочное дело и металлургия.

В Московской горной академии был введен новый курс механизации добычи угля, положивший начало развитию горного дела. Два ученых А. Терпигорев и М. Протодьяконов написали первый учебник «Машины для разработки пластовых месторождений». Большая заслуга в создании Московской горной академии и развитии сотрудничества выдающихся ученых и педагогов принадлежит выдающемуся геологу и нефтянику академику И.М.Губкину. В 1925 году Московская горная академия была одним из самых известных учебных заведений России. Здесь были хорошо оборудованные лаборатории, демонстрационные залы и библиотека, в которой хранились многие тома российских и зарубежных научных книг и журналов. Академия установила тесные контакты с угольной и горнорудной отраслями. Ученые проводили научные исследования и работали над важными горными проблемами. Быстрый рост горнодобывающей промышленности потребовал подготовки более высококвалифицированных специалистов и создания новых учебных заведений. В стране появились новые угольные и открытые шахты, обогатительные фабрики, металлургические комбинаты и металлообрабатывающие предприятия по обработке цветных и черных металлов. Народ активно участвовал в строительстве новых промышленных предприятий.

Одна Академия не могла справиться с проблемой подготовки специалистов. В 1930 году Московская горная академия была преобразована в шесть самостоятельных институтов. Среди новых вузов, выросших из кафедр Академии, были Московский горный институт и Московский геологоразведочный институт. Позже под Москвой появился НИИ Горного дела.

2. Translate the sentences.

1. Московская горная академия готовила инженеров и техников для горной и металлургической промышленности.

2. Ученые проводили научные исследования в области геологии, горного дела и металлургии.

3. Академия устанавливала тесные контакты с угольными бассейнами и промышленными предприятиями.

4. Быстрое развитие промышленности в стране требовало подготовки высококвалифицированных специалистов.

5. В стране появились новые специальные учебные заведения.

1. The Moscow Mining Academy trained engineers and technicians for the mining and metallurgical industries.

2. Scientists did scientific research in the field of geology, mining and metallurgy.

3. The Academy established close contacts with coal basins and industrial enterprises.

4. The rapid development of industry in the country required the training of highly qualified specialists.

5. New specialized educational institutions appeared in the country.

3. Read the text and write in 2 sentences what this text is about.

The text is about of the sea floor. It is told that there are igneous rocks which are formed by the cooling and crystallization of liquids from deep in the crust called magma and sedimentary rocks which are formed by sedimentation and gradual cementation of sediments by the action of water, ice, wind and organisms.

Most mineral resources are derived from the Earth’s crust. The crust is composed of minerals that are crystalline solids with specific and rather simple composition. Minerals in the Earth’s crust are concentrated into specific groups which are called rocks. Two distinctly different types of crust are recognized: oceanic and continental. Since it is difficult to investigate the floor of the ocean, the composition of the oceanic crust is not known completely. Scientists say that it is relatively constant in composition.

The oceanicfloor consists largely of minerals rich in calcium, magnesium, iron and silicon, and it is formed by the cooling of lavas extruded on the seafloor to form a type of rock called basalt. It is subjected to the same forces of erosion and weathering. The continental crust contains less iron and magnesium than the oceanic crust, but relatively more silicon, aluminium, sodium and potassium. The continental crust is more complicated and has a more variable thickness and a less well defined structure.

A systematic examination of all known rock types shows that two principal types predominate: 1) Igneous rocks which are formed by the cooling and crystallization of liquids from deep in the crust called magma; 2) Sedimentary rocks which are formed by sedimentation and gradual cementation of sediments by the action of water, ice, wind and organisms.

They are layered or stratified. Most of the sediments are deposited in the sea along the continents. As sediments grow larger and are buried deeper, increasing pressure and rising temperature produce physical and chemical changes in them. The resulting metamorphic rocks generally show whether they originated from sedimentary or igneous rocks. This process is slow — hundreds of millions of years are necessary.

As weathering and erosion occur, some substances are dissolved and removed in solution while others are transported as suspended particles. Continental crust contains extremely varied types of rock. It is quite possible to say that the rock-forming processes which we can observe today, have been active for at least 3,500 million years. The oceanic crust, by contrast with the continental crust, shows little variation in composition.

It leads to the idea that the rocks of the sea floor might not contain as many valuable mineral resources as do the rocks of the continental crust. The solution of the problem will be one of the main problems of oceanographic research in future.

4. Прочитайте текст и напишите, какова точка зрения Леонардо да Винчи на процесс образования ископаемых в недрах Земли.

Leonardo da Vinci (1452-1519) Leonardo’s all-round genius brought him face-to-face with problems of understanding the Earth. He saw the Earth undergoing endless change, largely occasioned by the forces of weather and water (both marine erosion of coasts and river erosion of hills). Solid land was constantly decaying into alluvial plains. The creation by rivers of their own valleys, which they then silted up, fascinated him. Land loss was being compensated for by a steady rise of the continents from the sea (as erosion made them lighter, they were able to rise).

 His awareness of the power of water enabled him to recognize fossils as organic remains buried in strata debris, and he pointed to the similarities between fossil and living specimens. He denied that fossils were due to the Flood and privately speculated on the high antiquity of the Earth.

Леонардо да Винчи отрицал, что окаменелости возникли в результате Великого Потопа, но считал, что они возникли в результате долгого хранения. Он считал, что окаменелости -это органические остатки в слоях мусора, и он указывал на сходство между ископаемыми и живыми образцами.