N.I. Zhukov

CIVIL LAW

Teaching manual

Yekaterinburg 2008.

Zhukova N.I. Civil law: Educational and methodical manual. Ekaterinburg: Ural Financial and Law Institute, 2008. - 114 p.

Reviewers:

A.M. Zhukov, Associate Professor of the Department of Law of the Ural State Mining University, Candidate of Legal Sciences;

V.V. Maslov, head. Department of Law of the Ural State Mining University

This educational and methodological manual contains a thematic plan with the distribution of the total number of hours on the study of the subject, the content of the main provisions of the lecture course and seminar classes, indicating the regulatory and legal acts and literature, the subject of course and control works, abstracts, scientific communications and reports , Themes of theses, as well as a list of issues to prepare for a test, exam and tasks for the preparation of procedural documents.

Discussed at the Department of Civil Legal Disciplines of the Ural Financial and Law Institute

Approved by the Scientific Council of the Ural Financial and Legal Institute

© Ural Financial and Legal Institute, 2008

Explanatory note

The Civil Law Course Work Program is the main regulatory and methodological document determining the content, volume, structure, as well as the procedure for mastering students of this educational discipline in accordance with the State Standard, Legislative Base and Analysis of Enforcement Activities. The program has been developed taking into account the nature and level of development of the socio-economic, socio-political and civil and legal relations of modern Russia, current legislation in the field of civil law and entrepreneurial law and is designed to specify the provisions of the Civil Law Course.

purpose Learning discipline: the assimilation of students of the set of knowledge in the field of civil law in the context of the development of modern Russia, mastering the norms of civil law and their practice, familiarization with the conceptual apparatus, the rules for the application of these norms.

The achievement of this purpose is the implementation of the following tasks :

- consideration of the main theoretical concepts arising at the present stage of development of the science of civil law;

- familiarization of students with the content of civil law and the practice of implementing its norms;

- Development of students and skills and skills of the correct application of the current civil legislation in official activity.

As a result of studying the course, students should:

have an idea On the role and place of civil law in the overall structure of the right of the Russian Federation;

know:

- the concept and subject of civil law;

- types of civil legal relations;

- the concept and types of civil norms;

- forms (sources) of civil law;

- Questions of civil rules;

- types of civil rules;

- questions of responsibility for violation of the norms of civil law;

- the concept and types of subjects and objects of civil law;

- the concept and types of legal entities;

- the concept and invalidity of civil law transactions;

- the concept and general provisions of the real law in the civil law system;

- the concept and main issues of compulsory law;

- The concept of certain types of obligations.

When mastering the course "Civil Law" are important both lectures and seminar classes. Teaching provides for the introduction into the educational process of active forms of training, such as the analysis of specific life situations and the holding of business games with the participation of students. Of particular importance should be attached to independent work of students, in the course of which they prepare abstracts, reports.

In addition, in the course of the seminar classes, students may be offered such forms of learning as writing test work and testing knowledge with the help of test under Part 1 of civil law.

Depending on the curriculum, students of various forms of training perform coursework and pass tests and exams.

In addition, civil law is an educational discipline endowed to pass the final state exam.

Used abbreviations

SZ RF - Meeting of the Legislation of the Russian Federation.

BNA FOOV is a bulletin of regulatory acts of federal executive bodies.

SAPP RF is a meeting of the acts of the president and the government of the Russian Federation.

Vedomosti Armed Forces of the Russian Federation (USSR) - Vedomosti Supreme Soviet of the Russian Federation (USSR).

BVD RF - Bulletin of the Supreme Court of the Russian Federation.

SP RSFSR - Collection of RSFSR Resolutions.

State educational institution

Higher professional education

"Karelian State Pedagogical Academy"

Of. ART. And. Design.

art. teacher of the Department of Law;

art. Lecturer, Department of Iya

Reviewers:

associate Professor of the Department of English

art. Lecturer of the Department

specialties

Petrozavodsk,

Explanatory note to educational and methodological guide in English for students of the Faculty of Technology and Entrepreneurship

This educational and methodological manual on the "Foreign Language" discipline is designed for FTIP students taking into account the specifics of the faculty. The textbook was drawn up to work with students studying in the specialties: "Fine art", "Art technologies and design" and "House culture and decorative and applied creativity."

The manual is a collection of texts for reading in a specialty with tasks to them. The manual consists of two main parts: "The Fine Arts" and "Design"

The main objectives of this compilation are the development of students of the non-language faculties of the ability to read literature in the specialty, expand their lexical reserve, improve the lexico-grammatical skills obtained in the school lessons at school, as well as the development of the ability of a monologue statement. Tasks to the texts provide for the development of students the development of the ability to read in order to search for the necessary information, as well as with a complete understanding of the read.

To facilitate working with texts, the allowance is provided with a list of geographical names and personal names with transcription.

This tutorial can be used both for audited work with students and for independent work of students.

The Fine Arts.

Read Texts A - F and Answer The Questions About Different Styles of Art.

(Some of the Styles May Be Used More Than On In Your Answers)

A Cave Paintings.

The Cave Paintings on the Walls of Caves in Spain and Southern France Are The Earliest Form of Art We Have. THEY SHOW A WIDE VARIETY OF ANIMALS, SUCH AS BEARS, HORSES AND DEER. The Pictures Were Painted in Bright Colors, Which Were Made of Various Minerals Mixed With Animal Fat, Egg Whites, Plant Juices and Even Blood. They Were Almost Certainly Connected With Hunting. In One Famous Examplex in France, A Cave in Lascaux in France, a man IS Shown Among Some Animals And There Plant Dark Dark Dots in the Painting. The Meaning of the Painting Is Not Certain, But It Shows That Cave Dwellers Had Superb Artistic Skills.

B Egyptian Paintings

More Than 5 000 Years Ago, The World Around Them on the Walls of the Pharaohs' Tombs. The Egyptians Believed There Was Life After Death, So The Painted Pictures of Mythological Storm and Of Daily Life. People and Animals Were Shown Involved In Daily Activities, Such As Hunting, Farming and Eating.

C Greek Art.

The Most Artistic People of Any Age Were, Perhaps, The Greeks Around 500 BC. Their Aim in Sculpture Was The Imitation Of Life, But Life In Its Perfect Or Ideal Form. We Have Many Examples of Greek Sculpture, Which Is Characterized by The Beauty of Its Forms and Amazing Knowledge Of Human Anatomy. MOST OF THE SCULPTURES PORTRAY GODS AND GODDESSES FROM MYTHOLOGY.

Most Greek Wall Paintings Have Not Survived, But We Have a Few Examples by The Minoans of Crete In The Ancient Royal Palaces of Knossos and Santorini. These Pictures Are Very Realistic and Lively. The Most Common Subjects Are Sports, Celebrations, Dolphins and Beautiful Young People.

D THE RENAISSANCE

The Renaissance Is Usually Defined As The Rebirth of Painting and Literature Inspied by Classical Models, Especially Those of Ancient Greece. The 15th to the 16th Century and Its Center Was Italy. The Great Artists of the Period, Who Include Michelagelo, Leonardo and Botticelli, Were Able to Paint Nature and People with Great Accuracy. More Than Any Other Style, The Works of the Italian Renaissance Can Be Seen in Museum Collections Throughout The World.

E IMPRESSIONISM

The Name Comes from a picture by MONET, "IMPRESSION, SUNRISE" (1872). This Painting Shows Monet's Interest in Analyzing Tone and Color and Above All, The Way Light Reflects on the Surface of Objects. As A Result, The Objects Do Not Have a Clear Outline. The first Impressionist Exhibition Was Held in 1874 When Monet, Renoir, Cezanne, Degas and Others Announced That The Aim of the Movement Was To Achieve Greater Naturalism in Painting. MOST IMPRESSIONIST PICTURES ARE OF LANDSCAPES AND THE IMPRESSIONSTIS LIKED TO USE BRIGHT COLORS, EVEN WHEN PORTRAYING SHADOWS; This Often Gives Their Work A Joyful, Optimistic Feel.

F Modernism

Following The Impressionist Movement, ARTISTS SUCH AS PICASSO AND BRAQUE TRIED TO CHANGE THE STYLE OF PAINTING FROM NATURALISTIC TO MORE ABSTRACT. ASTEAD OF TRYING TO MAKE A REALISTIC COPY OF AN OBJECT, THEY WANTED TO SHOW IT FROM A VARIETY OF DIFFERENT ANGLES. In Their Paintings, Several Views of An Object Or Person Are Combined, Which Often Results In Such Things As Eyes and Noses Appearing In Unusual Places or At Strange Angles. Some People Conclude from these Paintings That The Artists Could Not Draw. On The CONTRARY, PICASSO AND BRAQUE WERE PERFECTLY CAPABLE OF PAINTING NATURALISTIC PAINTINGS, BUT THIS WAS NOT THEIR AIM IN ART.

Which Style or Styles of Art

FIRST SHOWED SCENES FROM EVERYDAY LIFE?

Is the Oldest?

SHOWS SCENES FROM MYTHOLOGY?

Is Directly Influenced by A Previous Style of Painting?

TriED to be very different from previous styles?

Makes People Seem More Beautiful Thant They Really Are?

SHOWS PEOPLE HAVING FUN?

Began in the NineTeenth Century?

May At First Seem to Be Badly Drawn?

Don't Show Objects Clearly?

Is Found in Museums in Most Countries?

1. READ THE TEXTS ABOUT Six Famous Artists and Do The Tasks.

Before You Read Check The Dictionaryness of the Correct Pronunciation of the Following Words:

aesthetic, Baroque, Career, Ceramics, Draughtsmanship, Essential, Exemplary, Exhibition, Influence, Influential, Mythological, Portraitist, Precision, Psychological, Religious, Renowned, Sculpture, Sign, Success, SUCCESS, SCULPTURE, SIGN, SUCISON, PSYCHOLOGICAL, INFLUENCE

Paul Cezanne (1

Nationality: FRENCH

Movement: post-impressionism

Media: Painting.

Paul Cezanne Was The Son Of A Prosperous Banker, Who Studied Painting in Paris. He Was One of the Se Second Half of the 19th Century. In Many of His Early Works, Up to about 1870, He Depicted Dark, Imaginary Subjects in A Violent, Expressive Manner. In The 1870s of Impressionism, Particularly As Pactised by Camille Pissarro, And He Participated In The First (1874) And Third (1877) Impressionist Exhibitions. His First Few Impressionist Exhibitions from 1874 to 1877, Were Criticized, Which Discouraged Cezanne from Avidly Displaying His Works.

Though He Considered The Study of Nature Essential to Painting, He NeverTheless Opposed Many Aspects of the Impressionist Aesthetic. Believing Color and Form to Be Inseparable, He Tried to Emphasize Structure and Solidity in His Work, Features He Thought Neglected by Impressionism. For this Reason He Was A Central Figure in Post-Impressionism.

HE CREATED 1300 PAINTINGS IN HIS CAREER, ALL OF WHICH RETAINED A SENSE OF MYSTERY, AS NONE OF THEM WERE DATED AND VERE FEW WERE SIGNED. Until The End of His Life He Received Little Public Success and Was RepeateDly Rejected By The Paris Salon. In His Last Years His Work Began to Influence Many Young Artists, Including Both The Fauves and the Cubists, And He Is Theravesor of 20th Century Art.

Give Russian Equivalents to the Words from the text ::

a Violent, Expressive Manner; to Emphasize Structure and Solidity; Retained A Sense of Mystery

2. Find The English Equivalents of The Following Russian Words and Phrases:

believing that the color and form are inseparable from each other; influence many young artists; Forerunner of the 20th century

Answer the Questions:

1) What Kind of Subjects Did Paul Cezanne Depict in His Early Works?

2) Why Did He Stop Displaying His Works?

3) What is Was Different in Cezanne's Works from the Impressionists' Traditions?

4) Paul Cezanne Was a Central Figure in Post-Impressionism, Wasn't He? Why?

5) What is Mysterious About His Paintings?

6) How Did The Public Attitude to His Works Change in His Last Years?

7) Why Is the Artist Considered to Be a Precursor of 20thcentury Art?

John Constable (1

Nationality: British

Movement: Romanticism

Media: Painting.

British Landscape Painter, John Constable Was Born and Raised in Suffolk, England. His Father Was a Wealthy Corn Merchant. After He Left School He Worked in His Father "S Business. His Heart Was Not in It, However, and In 1799 He Induced His Father to Send Him to the Royal Academy in London to Study Art. Althought at the Beginning of His Career, landscape painting was a low-paid and disrespected career, Constable chose that path despite the indignation of his family and friends. Constable rejected the formal or "picturesque" rendering of nature found in the works of artists like Gainsborough. Instead, he tried to capture Informally The Country Sky. He Loved The Countryside, and His Best Works Were of Outdoor Scenes in His Native Suffolk and His London Home in Hampstead. He Worked in the Open Air, Though He Returned to His Studio to Finish His Paintings. His Larger Scenes Were Sketchd Full-Size in Oil, And The Sketch Was the Finished Painting.

After Creating A Series of Six-Foot Wide Landscapes, Constable Was Granted Membership Of The Royal Academy and Won A Gold Medal At The Paris Salon.

Constable "S Work Greatly Influenced The Frenc Artist Delacronix, And The So-Called" Barbizon School ", Who Followed Constable" S Lead in Working Outdoors.

Give Russian Equivalents:

a Low - PAID AND DISRESPECTED CAREER; The Formal Rendering Of Nature; The Effects of Changing Light; WERE SKETCHED IN FULL SIZE IN OIL

Find.Englishequivalents:

contrary to indignation of families and friends; The membership in the Royal Academy was awarded; which followed the example of constable

Answer the Questions:

1) Why Did Constable's Family Object to His Career of An Artist?

2) What Was Different in Constable's Art from the Works of Artists Like Gainsborough?

3) Did He Work in the Open Air or in His Studio?

4) What Kind of Scenes Were His Best Works?

5) How Did He Become A Member Of The Royal Academy?

Pablo Picasso (1

Nationality: Spanish

Movement: Cubism

Media: Painting.

PABLO RUIZ PICASSO WAS BORN IN MALAGA, SPAIN. The Son Of A Basque Art Teacher, Picasso Showed A Very Early Talent for Drawing. HE WAS FOURTEEN WHEN THE FAMILY MOVED TO BARCELONA WHERE HIS FATHER WAS A PROFESSOR AT THE SCHOOL OF ART. Two Years Later Picasso Had His First Exhibition Of Rather Somber, Quite Classical Paintings. Between 1900 and 1904 He Made Three Trips to Paris Where He Studied The Works of the Impressionists and Of Cezanne. In 1904 He settled in France, Where He Remained All His Life.

From 1901 Onwards, Picasso "S Work May Be Divided Into Periods, Each Showing Different Influence and Personal Interests. Paintings from Picasso" S Blue Period () Depict Forlorn People Painted in Shades of Blue, Evoking Feelings of Sadness and Alienation. After His Move to Paris In 1904, Picasso "S Rose Period Paintings Took On A Warmer, More Optimistic Mood. In 1907 He And the French Painter George Braque Pioneered Cubism (Familiar Objects such as Glasses and Pitchers Were Broken Down Into Geometric Planes).

From about 1912 to 1915, The Collage or Paste-Up Method of Synthetic Cubism Was Developed in Which Bits of Cloth or Paper Were Used to Build Up An The Late 1920s He Turned Toward A Flat, Cubist-Related Style. During The 1930s His Paintings Became Militant and Political. Guernica (1937), A Masterpiece From this Period Depicts The Terror of the Bombing of the Town of Guernica During The Spanish Civil War.

Following World War II, Picasso "S Works Became Less Political and More Gentle. Hept the Remaining Years of His Life in An Exploration of Various Historical Styles of Art, Making Sevel Repoductions of the Works of Earlier Artists. In addition to Painting, He Would Explore Sculpture, Ceramics and Other Art Forms, And Become One of the 1900s and Become One of the 1900s.

Give Russian Equivalents:

different Influence and Personal Interests; Feelings of Sadness and Alienation; BECAME LESS POLITICAL AND MORE GENTLE; One of the Most Influential Artists

Find English Equivalents:

pretty gloomy classic painting; became paramilitary and political; depict unfortunate people; broken into geometric projections; used to create an image

Answer the Questions:

1) What Was Picasso's Father?

2) How Old Was Picasso When He Had His First Exhibition?

3) What is Characteristic of Picasso's "Blue Period"?

4) How Was His "Rose Period" Different from the "Blue One"?

5) How Did The Spanish Civil War Influence His Painting?

6) How Did His Art Change After World War II?

Sir Anthony Van Dyck (1

Nationality: Belgian.

Movement: FLEMISH SCHOOL

Media: Painting.

Anthony Van Dyck, Portraitist, Was Born in Antwerp. A CHILD PRODIGY, HE SIGED HIS First Portrait in 1616 and Was Quite Well Known When Became a Member of Rubens "Studio Before He Had Reached the Age of Twnty. Van Dyck Became Rubens" Favorite Pupil and His Most Valued Assistant. Van Dyck Could Soon Imitate The Master "S Style So Well That It Was Impossible to Distinguish The Work of One From That of The Other. In 1620, Van Dyck Was Invited to England for a short Period to Paint Court Portraits. He Spent The Next seven years in Genoa painting religious themes in a baroque style and studying the Italian masters, especially Titian and the Venetian School in 1627 he returned to Antwerp where he continued with his religious paintings and completed a series of etchings -. brilliant psychological portraits of contemporary poets AND ARTISTIS.

His Portraits Became More Restrained and Slightly Less Brilliant in Color As He Began to Develop His Own Style. Van Dyck Returned to England in 1632 and spent the rest of His Life There As A Court Painter to Charles I. During The Last Nine Years Of His Life, He Painted Over 350 Court Portraits. These Are Executed in An Entirely Original Style Characterized by A Warm Palette, Subdued by His Use Of Cold Greys and Blacks and Skillful Draughtsmanship, and Combined in a Manner That Shows The Influence of Rubens As WELL AS THE MANNERIST ELEGANCE OF TITIAN. These Distinguished Portraits of An Elegant and Almost Unreal Court Became The Model for Later English Portacenth Centuries and Influenced a Vast Number of European Artists Including Gainsborough, Watteau and Renoir.

Give Russian Equivalents:

a child prodigy; HIS MOST VALUED ASSISTANT; Completed A Series of etchings; Subdued by His Use Of Cold Greys and Blacks

Find English Equivalents:

brilliant psychological portraits of modern poets and artists; Court painter; Thrust art; have become more restrained; distinguish one of the other

Answer the Questions:

1) WHEN DID VAN DYCK MAKE THE FIRST PORTRAIT?

2) Van Dyck Was Rubens' Favourite Pupil, Wasn't HE?

3) Why Was He Invited to England?

4) How Did His Portraits Change When Dyck Began to Develop His Own Style?

5) What Themes Did He Paint in Genoa?

6) What can you Say About Van Dyck's Style During The Last Nine Years of His Life?

Albrecht Dürer (14

Nationality: german.

Movement: Northern Renaissance

Media: Painting and Engraving

Albrecht Dürer Is The Greatest Exponent of Northern European Renaissance Art. While An Important Painter, In His Own Day Dürer Was Renowned Foremost for His Graphic Works. Artists Across Europe AdmiRed and Copied Dürer "S Innovative and Powerful Prints, Ranging From Religious and Mythological Scenes to Maps and Exotic Animals.

Technically, Dürer "S Prints Are Exemplary for their Detail and Precision. The Son Of A Metalworker At a Young Age. He Applied The Same Meticulous, Exacting Methods Required in This Delicate Work to His Woodcuts and Engravings, Notably The Four Horsemen of His Apocalypse Series (1498), and His Knight, Death and Devil (1513).

Dürer "S TRAINING ALSO INVOLVED TRAVEL AND STUDY ABROAD. HE WENT TO ITALY IN 1494, AND RETURNED AGAIN IN. CONTACT WITH ITALIAN PAINTERS RESONATED DEEPLY IN HIS ART. INFLUENCED by Venetian Artists, Who Were Renowned for the Richness of their Palette, Dürer Placed Greater Importance on Color in His Paintings. HIS Feast of the Rose Garlands (1506) Removed Any Doubt That, As Well As A Master of Prints, He Was An Accomplished Painter.

Dürer Was Also A Great Admirer of Leonardo Da Vinci. HE WAS Intrigued by The Italian Master "S Studies of the Human Figure, and after 1506 AppLied and Adapted Leonardo" S Proportions to His Own Figures, As Is Evident in His Drawings. Later in His Life, In The 1520 "S, He Illustrated and Wrote Theoretic Treatises Instructing Artists in Perspective and Proportion.

Dürer Was a Humanist and a Creator. His Awareness of His Own Role As An Artist Is Apparent In His Frontal, Christ-Like Self Portrait (1500), Just One of the Many Self Portraits That He Painted in His Career. Dürer "S Earliest Recognized Work Was a Self-Portrait Painted At The Age of Thirteen.

Give Russian Equivalents:

innovative and Powerful Prints; An Accomplished Painter; TheORETICAL Treatises; AppLied Leonardo's Proportions; Earliest Recognized Work.

Find English Equivalents:

the greatest representative; being a significant artist; Large fan yes Vinci; required in this fine work; found a strong reflection in his art; was mainly known for its graphic work

Answer the Questions:

1) What Was Dürer Famous for in His Own Days?

2) The Range of His Prints Was Rather Large, Wasn't IT?

3) What and who influenced his art?

4) What Renaissance Artist Did He Admire?

5) Why Did He Write Theoretical Treatises?

6) What Was His Earliest Recognized Work?

Thomas Cole (1801 - 1848)

Nationality: english

Movement: Hudson River School

Media: Painting.

Thomas Cole, An Outstanding Hudson River Landscapist, Was Born in Lancashire, England. He Was ApprentICEd to a Textile Designer and Engraver Before Immigrating, with this Family, to Philadelphia in 1819. He worked in philadelphia as an engraver. The Cole Family Moved to Steubenville, Ohio, Where He Became An Itinerant Portrait Painter for Some Years and then Returned to Study At The Pennsylvania Academy of Fine Arts Where He Was Most Influenced by The Landscapes of Thomas Birch and Thomas Doughty. In 1825 Cole Moved to New York City.

In New York Cole Made His Debut As a landscapist. His Paintings of Familiar American Landscapes Such As The Hudson River And The Catskill Mountains Became Very Well - Known and Popular. Three of His First Paintings Were Purchased by Well-Known Artists, Which Helped Establish His Reputation Rapidly.

After a Visit to Europe from 1829 to 1832, Cole Settled in New York and Began A Large Series of Paintings That Depicted The Rise and Fall of Civilization. He Began to Combine His Knowledge of European Art With His Natural Impulse to Portray Nature AS He Saw It. He Painted Series of Enormous Allegorical Significance: "The Course of Empire" (1836) And "The Voyage Of Life" (1839) Are Good Examples of these.

Being Ill, Depressed, and Tortured, Thomas Cole Spent The Remainder of His Life Painting The Romantic, Realistic Landscapees That Are His Greatest Works. With Their Striking Contrasts of Light and Shade, Their Inherent Feeling Of God "S Presence in Nature, Their Exquisitely Fine Detail and Warm Color, They The Keystone of American Landscape Painting - Honest, Moving and Beautiful.

Give Russian Equivalents:

he was apprenticed to; An Itinerant Portrait Painter; Enormous Allegorical Significance; The Rise and Fall of Civilization; Was Most Influenced by

Find Russian Equivalents:

debuted as a landscape system; portray nature what he saw it; they are the cornerstone; striking contrast of light and shadow

Answer the Questions:

1) What Was Cole's Job in Philadelphia?

2) WHEN DID HE START PAINTING LANDSCAPES?

3) What Helped Cole Establish His Reputation?

4) What Kind of Painting Is Characteristic of His Last Period of Life?

plete The Table with the information from the texts.

	nationality.	aRTISTIC MOVEMENT.		main Topic in Painting
Sir Anthony Van Dyck

3. Which of the Artists Is Each Sentence ARTSETS? Put One Name Opposite Each Sentence.

He Became One of The 20th Century Artists of the 20th Century. HE SPENT THE REMAINDER OF HIS Life Painting Romantic, Realistic Landscapes. His Prints Are Exemplary for their Detail and Precision. He Received Little Public Success During His Life. Three of His First Paintings Were Purchased by Well-Known Artists. HE WAS INVITED TO PAINT COURT PORTRAITS. HE TRIED TO CAPTURE THE EFFECTS OF CHANGING LIGHT. His Original Style Is Characterized by A Warm Palette. HE Believed Color and Form to Be Inseparable. HE WON A GOLD MEDAL AT THE PARIS SALON. He Showed Different Influence and Interests in Different Periods of His Work. He Illustrated And Wrote Theoretical Treatises Instructing Artists in Perspective and Proportion.

4. Choose from these Six Artists The One That Appeals Yours Most and Speak About His Art and Life.

Leonardo Da Vinci.

(1

1. Answer the Questions:

What do you know about leonardo da vinci?

What Century Does The Artist Belong To?

What Are His Most Famous Paintings?

2. Use the Dictionary to Find Out The Meaning Of The Following Words From the Text:

embodiment, Apprentice, Be Impressed, Commission, Court, Attempt, Establish, Patron, Patronage, Be Buried

3. Read about Leonardo Da Vinci and Make A List of His Paintings Mentioned in the Text. Find the Russian Equivalents of the Names.

What Are the most Important Facts of His BIOGRAPHY?

Leonardo Da Vinci Was The Embodiment of the "Renaissance Man", A Man Who Had Attained Mastery Over All Branches of Art and Science. HE WAS A PAINTER, SCULPTOR, ARCHITECT AND ENGINEER BESIDES BEING A SCHOOL IN THE NATURAL SCIENCES, MEDICINE AND PHILOSOPHY. LEONARDO IS PROBABLY MOST FAMOUS FOR PAINTING THE Mona Lisa. , Which is One of the World's Best-Known Works of Art.

Leonardo da Vinci Was Born on the 15th of April, 1452, As the illegitimate Son of the Notary Ser Piero Di Antonio Da Vinci and a Peasant Woman Named Caterina, In A Small Town Called Vinci, Near Empoli, Tuscany. Although Last Names Were Already in Use in Europe at the Time, Leonardo Never Had One. HIS Full Name "Leonardo Di Ser Piero Da Vinci" Means "Leonardo Son of Piero From Vinci".

The First Four Years of His Life Were Spen in a Village Near Vinci with His Mother. After 1457, He Lied with His Father's Family, Which Soon Moved to Florence. Leonardo Showed Promise Early On, with An Innate Talent in Art and Music. In 1467, At The Age of 15, He Became An Apprentice Andrea Del Verrocchio, The Foremost Artist of His Day. Andrea Del Verrocchio Until 1480. His First Known Work, Which He Painted As An Assistant, Is The Angel Kneeling On The Left In Verrocchio's Picture the Baptism Of. Christ. . Verrocchio Was So Immpressed by His Pupil's Genius That He Gave Up Painting.

Other Surviving Works From This Period Include Madonna With The Carnation , Madonna. Benois , Portrait of Ginevra de Benci . Leonardo Received A Commission to Paint An Altar Piece St. Hieronymus. Which Was Never Finished, and To Create A Large Panel ADORATION OF THE MAGI Which Was Not FINISHED Either. Unfortunately, Leonardo's Tendency to Leave Work Unfinished Was As Characteristic Of Him As His Artistic Genius.

In 1482, Leonardo Moved to Milan. HE HOPED TO OBTAIN THE PATRONAGE OF THE RUUR OF THE CITY OF THE CITY, Ludovico Sforza, Also Known As Ludovico Il Moro ("Ludovico The Dark") for his Swarthy Features. Leonardo Offered His Services AS A MILITARY ENGINEER, SCULPTOR AND PAINTER. Ludovico Accepted Him Gladly and Financed An Independent Workshop for the Artist. Leonardo Stayed in Ludovico's Service for 18 years.

IN 1483, HE GOT A COMMISSION TO MAKE A LARGE ALTAR PIECE THE VIRGIN OF THE ROCKS . Working AS Court Painter and Sculptor, He Created the Portrait of Cecilia Gallerani (Lady With An Ermine) , PORTRAIT OF AN UNKNOWN WOMAN (LA Belle Ferroniere) , SEVERAL SMALL MADONNAS, SUCH AS Madonna Litta. . During This Time, Leonardo Painted the Last Supper. For the Dominican Monastery, Which is Considered to Be The First Work of the High Renaissance and Is One of His Defining Works.

In The Mid - To Late - 1480s, WHEN LEONARDO WAS ESTABLISHING HIMSELF AS A COURT ARTIST, HE Started His Scientific Studies in Botany, Anatomy, Medicine, Architecture, Military Engineering, Geography and Many, Many Other Subjects. We Know About His Studies from the Enormous Amount of Drawings and Sketches That He Left Behind. He worked on the Treatise On Painting., A Collection of Practical and Theoretic Instructions for Painters, Throughout His Entire Adult Life.

In 1499 Leonardo Left Milan and Moved On To Venice Where He Served As A Military Engineer. In 1500, He Returned to the City of His Childhood, Florence. There He Worked On A Commission For a Monastery, Which Was Probably Virgin and Child With St. Anne. . In 1502, He Was Employed by General Cesare Borgia AS An Architect and Military Engineer. HE Prepared Maps for Borgia's Future Military Campaigns.

In 1503, Leonardo Came Back to Florence. He Was Commissioned by Francesco Del Giocondo, A Friend Of Leonardo's Father, To Paint A Portrait Of His Wife, Lisa Gherardini del Giocondo. THE RESULT WAS THE MONA LISA (La Gioconda) Which Became One of the Most Famous Pictures In The World, Although The Portrait Was Not Finished in Time and Never Delivered to the client.

From 1506 to 1512, Leonardo Lived Mostly in Milan Under The Patronage of Charles d'Amboise, The Frenc Governor of the City. During These Years He Created Leda and the SWAN And The Second Version Of THE VIRGIN OF THE ROCKS . HE ALSO CONTINUED HIS ANATOMICAL STUDIES.

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1115 words | 5 pp.

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Methodical instructions on the graduation project

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Handbook WRC bachelor_bv4 for Rio POS Var 1

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Methodical instructions

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Methodological manual for coursework on the discipline "Operational materials and fuel and energy resources" for

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0 class calendar explanatory note 1

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731 words | 3 p.

NOU SPO

Educational and Methodical Department

to help the teacher

The concept of crime and the composition of the crime, the elements of the composition of the crime;

The concept, species and system of criminal penalties;

Exemption from criminal liability and punishment;

Rules of qualifications of certain types of crimes envisaged by the special part of the Criminal Code of Russia;

be able to:

To interpret and implement the norms of criminal law;

Free use of regulatory acts;

Logically to express and substantiate their point of view on criminal law;

Freely operate with legal concepts and categories;

Analyze and solve legal problems in the field of criminal law relations;

Apply the resulting theoretical knowledge when resolving various situational tasks;

Competent to apply regulatory acts, as well as guidelines for higher judicial instances in the permitting of various legal issues of a criminal law.

Criminal law is a profiling discipline and, at the same time, it is a fundamental industry of Russian law, which regulates the general principles, conditions and foundations of criminal liability and punishment, as well as establishing which acts are crimes and what punishments or other criminal proceedings are applied to Persons who committed them.

The working curriculum shows the thematic plan, themes offered for study, information support: educational literature, decisions of the Plenums of the Supreme Court of the Russian Federation and other regulatory acts necessary to study each topic; Types of independent activities of students, topics of coursework, questions for intermediate certification.

Theoretical knowledge obtained after studying the theoretical knowledge is enshrined in practical classes through oral or written surveys, discussing judicial practice and clarification, solving problems. When studying discipline, students perform coursework. The organization of the course work occurs on the basis of guidelines.

The development of discipline is based on the following courses of general and special training: the theory of state and law; Constitutional (state) right.

Appendix 2.

Explanatory note

Methodical recommendations for the implementation of the test work by students of correspondence for training in the discipline "English" are intended for the implementation of state requirements for the minimum content and level of graduates in the specialty 030503.51 "Law."

The main goal of the English language course in a non-language university is to train the practical possession of the colloquial speech and the language of the specialty for the active application of English, both in everyday and professional communication. The criterion of practical ownership of English is the ability to confidently use the most common and relatively simple language tools in the main types of speech activities: talking, perception of rumor (audit), reading and writing. Practical knowledge of the language of the specialty also involves the ability to independently work with special literature in English in order to obtain professional information.

As a result of the study of the academic discipline, the student of the correspondence form of training should:

know:

Basic vocabulary of the general language;

The main terminology of its specialty;

The main methods of annotation, referencing and transfer of literature in the specialty;

Major grammatical rules and phenomena;

Use learned grammar and lexical material in practice.

Home testing is carried out in order to consolidate the theoretical knowledge and development of skills and the ability to use them in practice. Before starting the test work, it is necessary to explore the content of the relevant textbooks, lectures abstracts. When performing test work, general instructions on the performance of written works should be guided.

All tasks for test work are divided into 10 options. The number of the variant is determined by the last digit in the student's credit book number or student ticket. Examination on this discipline consists of 12 practical tasks.

Criteria ratings:

Examination is estimated on a five-point system.

5 points - The work is fully fulfilled, without errors, neatly decorated.

4 points - In the work, grammatical errors are admitted, there are errors in the design.

3 points - Student made at least 50% of the task.

2 points - The student did not cope with the task (less than 50% of the task were performed), there are gross errors in the tasks, and also not independently.

Appendix 3.

Explanatory note

Methodical recommendations for the organization and conduct of practical exercises are intended to implement state requirements for the minimum content and level of graduates in the specialty 080107.52 "Taxes and Taxation".

Methodical recommendations will allow students with the greatest efficiency to organize their activities to fulfill practical tasks on the discipline "Fundamentals of research activities". The study of discipline involves practical classes, the implementation of which suggests the creative work of students, by topics defined by independently and agreed with the teacher. Thus, the qualitative development of the discipline "Basics of Research" will be achieved with the implementation of a personal-oriented approach when studying it. The recommendations present the topics of practical classes, their detailed plans are given with comments and explanations.

The purpose of the educational discipline "Basics of Research Activities" is to ensure basic knowledge to implement research in the process of scientific knowledge and theoretical justification of professional tasks.

The content of the discipline "Basics of Research" makes it possible to understand the role of research work in the practical activity of the specialist, master and consolidate the basic concepts of scientific research, to make an idea of \u200b\u200bthe methods and logic of scientific knowledge, search, accumulation, processing scientific information and the design of research results.

As a result of studying discipline, the student must

have a presentation:

On the current state of science as a sociocultural phenomenon and its meaning for human life;

know:

Research methodology;

Ways to search and accumulate the necessary scientific information, its processing and design of results;

Methods of scientific knowledge;

General structure and research apparatus;

Techniques and ways to search and accumulate the necessary scientific information;

be able to:

Apply theoretical knowledge to solve specific practical tasks;

Define the object of study, formulate a goal, to draw up a study plan;

Collect, study and process information;

Formulate conclusions and make generalizations;

Work with computer programs when processing and designing research results.

To fulfill the practical tasks, the student needs to refer to knowledge previously learned on such disciplines as "Russian language and culture of speech", "Business Communication", "Fundamentals of Philosophy", "Documentary Management".

In essence, creative work performed by students within the framework of practical training is the reproduction of "miniature" of research work. The experience gained in the fulfillment of creative work will allow students to competently plan and implement research work of various levels of complexity: coursework, thesis, research project, etc.

Assessment of the quality of fulfillment by students of creative work will be carried out in stages, in accordance with the plan of practical training on a five-point scale. The result of creative work is its defense at the last practical lesson.

Criteria ratings:

5 points - The work was performed by a student independently, in full, without mistakes, neatly decorated, its defense was carried out by a gramone, interesting.

4 points - The work was performed with a minor assistance to the teacher, errors are made, not distorting work themes, there are errors in the design, its defense was carried out correctly.

3 points - The work was carried out by a student with a constant and significant assistance of the teacher, mistakes were made in presenting the topic of work, there are errors in the design, its defense was carried out briefly, without the interest of the audience present.

2 points - The student did not cope with the fulfillment of work, there are gross distortions of the topic, disruption. To protect these works are not allowed.