Features of examination materials for participants of the state final exam (GVE) with disabilities, children with disabilities. The relationship of man to man: an essay on the important Thinking about the importance of attention to one's neighbor
An essay on the topic “Compassion, love for one’s neighbor A.I. Solzhenitsyn "Matryonin Dvor" 4.67 /5 (93.33%) 3 votes
Theme: Compassion, love of neighbor
A.I. Solzhenitsyn "Matryonin Dvor"
The heart in which love lived
Thousands of books have been written about love for one's neighbor. Rather, each of them calls people
to this, each glorifies goodness and encourages compassion. But, alas. How many not
repeat the word halva, but it will not become sweeter in your mouth. Something has to change in a person
so that he feels the pain and needs of another as his own, and even better, so as not to
hurt another.
Fyodor Mikhailovich long ago deduced the formula of the futility of empty words about
universal love and equality, he argues that to love all mankind means
hate your neighbor. And it is. There is no sense, and slyness is one in cherished speeches about
pity, love and respect, if the one who speaks does not notice the people who
surround, and divides everyone into friends and enemies.
But what would happen in the world if everyone treated life like Matryona Vasilievna
from Alexander Solzhenitsyn's story "Matryona Dvor"? She can't speak
beautiful, completely unlearned, her fate was bitter, and she had a huge heart, in which
only love lived. It seems that the author did not write a story, but the life of a saint
put the righteous on paper, not without reason the title of the work should have been
to be different: "A village is not worthy without a righteous man." Probably as long as there is at least one like this
selfless righteous on earth, Russia will also live. The righteousness of Matryona is not in
sermons, but in a life given to people.
Matryona is completely alone: cockroaches live in her house, mice and a sick cat, which
the mistress sheltered me out of pity, and there was an old goat in the yard. And the heroine of the story was different
an unprecedented love for work: she always got up in the dark, stoked the stove, cooked food,
took care of a goat, and then always found free work for her with neighbors. All
she worked her life on the collective farm for “sticks”, but even when she grew old, she
they always called her for help, but again they did not pay money.
Matryona could not refuse anyone, but not because of weakness of character, but at the call of the soul: if in
need it, how not to help? In labor she received joy and new strength for life.
And life beat her mercilessly. It all started with the fact that Matryona's fiancé disappeared into
the first world war, and she decided to marry his brother, they did not live three months
newlyweds, both returned to the village of Thaddeus. So Matryona considered herself to be the culprit
all other troubles: all six children died in infancy, the husband did not return with
war (there was no news), and then for many years she lived without a pension.
But Matrena Vasilievna did not envy anyone, did not become embittered and did not close herself in, so
and lived with an open mind. Even happiness fell to her: she asked for a daughter to raise
Thaddeus, Cyrus' niece, raised her and sent her to life.
For Solzhenitsyn, Matrena is the ideal of a Russian woman, since she is
bearer of Russian spirituality. Her holiness is not understood by people, she seems to them
a bad housewife, because she does not accumulate property, because she does not take money for work,
because he does not know how to cheat and adapt, because he pities everyone and forgives
everyone.
And Matryona accepts her death by helping others. She gave Thaddeus her room:
and helped to disassemble, and transported with everyone, and at the crossing the sleigh got stuck in front of
oncoming train. Matryona died along with her nephew and her chambermaid.
For good reason - people said. And they did not understand that the Lord had taken Matrona, freeing her from
further suffering and torment, but he left a lesson to all of them: life is not in savings
human and not in a fuss for outfits, because no one knows when and at what moment
then a huge locomotive will fly in, crush it under itself, mark all the good on the sides, and
then you have to answer for everything.
Matryona will answer, but this is how Thaddeus, who killed his son and Marten for the sake of logs,
will be justified?
When selecting a project team, various psychological tests, which often help project managers when working with personnel. In our opinion, the most practical of this increase in tests is the Meredith Belbin test, the effectiveness of which has been noted more than once when working with project teams.
Test Methodology
Meredith Belbin is an American psychologist who has spent over ten years studying the conditions necessary for the successful operation of management teams. Belbin's assumption is that each term working group plays a dual role. The first role, functional, is associated with the formal specifics of the group's activities. The second, which Belbin called the "team role," is much less obvious, but it is essential to the success of the group.
Belbin managed to create a model that was confirmed by an unusually large array of experimental data. As a result of large-scale and carefully planned experiments with working groups, she identified and described eight team roles that characterize the entire role diversity of the group. These eight roles were conditionally named as follows: "performer" (I), "chairman" (P), "shaper" (F), "thinker" (M), "resource explorer" (IR), "evaluator" (O) , "collectivist" (K) and "bringing to the end" (D).
When selecting a team, it should include people personal characteristics which cover the range of qualities necessary for all eight roles to be fulfilled. This does not mean that the group must necessarily consist of eight people, one of the employees can combine psychological roles, the main thing is that all functions are performed. A complete role structure sets the stage for effective partnerships that deliver results labor activity corresponding to the interests of the project team. If the group is not working effectively, it is useful to analyze its composition in the light of the eight roles under consideration. It is possible that the team lacks an employee who could play any of the important roles. Then it is necessary to select such a person or try to train other members of the group to perform the appropriate functions.
Belbin test
The Belbin test has seven sections. In each section, allocate 10 points among the possible answers according to your idea of their relevance to your own behavior. These ten points can be distributed among several statements, or perhaps all assigned to one single answer.
- What I think I can contribute to the work of the team:
- (a) I believe I can immediately see and benefit from new opportunities;
- (b) I can work well with a variety of people;
- (c) generating ideas is one of my natural qualities;
- (d) I have the ability to attract people who can make a valuable contribution to the work of the group;
- (e) my personal effectiveness is largely based on my ability to get things done;
- (f) I am willing to put up with temporary unpopularity if it leads to significant results in the future;
- (g) I usually quickly "grab" what will "work" in practice in situations I know;
- (h) I can offer something reasonable for an alternative course of action without being biased or biased.
- My possible shortcomings when working in a team can manifest themselves as follows:
- (a) I feel anxious if team meetings are not well structured, not well controlled, and not well organized;
- (b) as opposed to the team, I tend to support people whose well-founded point of view is not appreciated;
- (c) I tend to talk a lot when the group moves on to propose new ideas;
- (d) my objectivism makes it difficult to compromise with colleagues;
- (e) when there is a need to move a case, others sometimes perceive me as a person prone to authoritarian methods;
- (f) I find it hard to accept guiding decisions because I'm too sensitive to the atmosphere in the group;
- (g) I tend to get carried away with the ideas that come to my mind and thus lose the "thread" of what is happening around;
- (h) I am often seen by my colleagues as a person who cares too much about details and exaggerates the possibility of an unfavorable outcome.
- When I am involved in a project with other people:
- (a) I have the ability to influence people without putting pressure on them;
- (b) my attentiveness avoids many mistakes and oversights;
- (c) I am willing to insist on immediate action so that participants do not waste time and lose sight of the main goal;
- (d) I am able to make an original contribution to the work of the group;
- (e) I am always ready to support a reasonable proposal in the general interest;
- (f) I am always on the lookout for the latest ideas and developments;
- (g) I believe that others value my ability to judge impartially;
- (h) I can be relied upon to organize all major activities.
- My typical approach to group work is as follows:
- (a) I am genuinely interested in getting to know colleagues better;
- (b) if I disagree with something, I easily challenge the opinions of others or support the opinion of a minority;
- (c) I can usually find arguments to refute unsubstantiated proposals;
- (d) I think I have a talent for getting things done in the right way when a plan needs to be put into practice;
- (e) I tend to avoid platitudes and come up with unexpected proposals;
- (f) I usually strive to achieve excellence in any activity;
- (g) I am able to benefit the group through external contacts;
- (h) I listen to different points of view, but when making a final decision, I am guided by my own opinion.
- I get job satisfaction because:
- (a) I enjoy analyzing situations and weighing possible alternatives;
- (b) I am interested in practical problem solving;
- (c) I enjoy knowing that I am contributing to good working relationships;
- (d) I can lobby for the necessary decision;
- (e) I can connect with people who can come up with new ideas;
- (f) I can get people to agree to act as needed;
- (g) I feel comfortable when I can fully concentrate on the task;
- (h) I like to find an area where I can use my imagination.
- If I were suddenly entrusted with the solution of a difficult task, limiting time and putting strangers at my disposal:
- (a) I would most likely seclude myself in order to find a way out of this situation before developing a single line of conduct;
- (b) I would be ready (a) to support the one whose approach to solving the problem turns out to be the most positive, no matter how difficult it may be;
- (c) I would find a way to reduce the time to solve the problem by finding out what the best contributions could be from different people;
- (d) my proclivity for urgency would help me keep the schedule on track;
- (e) I believe that I would have retained my composure and the ability to think objectively;
- (f) I would be willing to get things done despite any pressure;
- (g) I would be willing to take on the role of leader if I were aware that the group was not moving forward;
- (h) I would use group discussions to stimulate the search for new ideas and get things off the ground.
- Working in a group and thinking about the problems I have:
- (a) I tend to express my dissatisfaction with those who impede progress in the work;
- (b) I am willing to admit that others may criticize me for being too analytical and not relying enough on intuition;
- (c) I am willing to admit that my desire to get things done right may be delaying the progress of the work;
- (d) I tend to be demanding of the work of others and to rely on one or two team members with whom I am fond;
- (e) it is difficult for me to start doing something if the goals are not clear;
- (f) sometimes I am unable to explain complex ideas that come to my mind;
- (g) I am aware that I want from others what I cannot do myself;
- (h) I hesitate to state my objections when faced with real opposition.
Make sure that the total score for all questions in each section is 10 and the total for all seven sections is 70. The table shows the distribution of statements across all seven sections for the eight main team roles described by Belbin (the first letters of the role names are indicated in the table header). To calculate points for each role, enter in the table the points for each of the statements. For example, for the first section, 10 points could be distributed as follows:
a = 3; b = l; c = 4; d=0; e = 1; f = 0; g = 0; h = 1.
These scores must be entered in the corresponding columns of the first row of the table. The same must be done for all other sections of the questionnaire, and then sum the scores for each of the eight columns.
Chapter | "AND" | "P" | "F" | "M" | "IR" | "O" | "TO" | "D" |
1 | g | d | f | c | a | h | b | e |
2 | a | b | e | g | c | d | f | h |
3 | h | a | c | d | f | g | e | b |
4 | d | h | b | e | g | c | a | f |
5 | b | f | d | h | e | a | c | g |
6 | f | c | g | a | h | e | b | d |
7 | e | g | a | f | d | b | h | c |
Total |
Types of team roles
"Collectivist". Representatives of this role have a "smoothing" effect on the team: their presence improves morale and increases the degree of cooperation between team members. Often teams are forced to include difficult people in their composition, whose participation in the work is fraught with conflicts. In such cases, the role of "collectivists" is especially important, they are able to exert a soft influence on the situation and prevent potential conflicts, thereby providing invaluable assistance to the formal team leader in completing the task. Such an impact of "collectivists" on the situation in the team is explained by the fact that they put the interests of the team above their own, know how to listen to others, find mutual language with difficult people and build trusting relationships with others. In essence, they take on the role of the team's internal facilitators.
According to the test results, "collectivists" are characterized by sociability characteristic of extroverts, but without a tendency to dominate, a great interest in people and especially in human relationships. They feel well the state and mood of people and trust them. Representatives of this type are often found among the top management of organizations. And this is no coincidence. Leadership dominated by shaper-type managers sometimes creates a climate in the organization in which the responsiveness and diplomatic skills of "collectivists" are in constant demand, especially where an authoritarian style of leadership that suppresses any conflict leads the situation to a dead end. At the same time, "collectivists" are not considered by colleagues as possible threat their status and plans, but are respected for their adherence to group interests and are perceived as people called to serve under someone else's command. They are characterized by a consultative leadership style and a tendency to communicate informally with colleagues and subordinates. They make excellent mentors to young managers.
"Assessing". Representatives of this role do not show themselves brightly in the team until the time comes for making important decisions. However, the team members who propose ideas (the "thinker" and "resource researcher") are rarely the kind of people who are able to assess the benefits of their ideas and their consequences. This is where the “evaluator” comes to the fore.
According to the test results, representatives of this role in the team have a high intellectual level, critical thinking, especially their ability to put forward counterarguments. They are characterized by realism and soundness of judgment, which is not clouded by arguments based on emotions or prejudices. They are distinguished by seriousness, prudence and "innate" immunity against enthusiasm. This is the second intellectual in the team after the "thinker", capable of talking on an equal footing (in the intellectual sense) with the latter. Moreover, he can convince the "thinker" to change his point of view and at the same time maintain his respect for himself.
The main advantage of the "evaluator" is the ability to soberly evaluate various solutions, taking into account all factors. "Evaluators" are almost never wrong, but they can not boast of originality of thinking or imagination. They are characterized by a low achievement orientation and a reluctance to get involved in anything. The lack of enthusiasm and dedication for the team turns into an important advantage of the "evaluator", since true impartiality is possible only in the absence of commitment to anything. Ideally, it is the "assessor", and not the "chairman", who should act as an arbitrator in making decisions in the team. At the same time, the more proposals sound in the team and the more difficult the decision-making process, the more important role"evaluator" as a person capable of restoring consensus.
"Assessing" rather slow in their reasoning and always prefer to think through everything carefully. They can be perceived by others as dry, somewhat boring and sometimes overly critical people. Many wonder how members of this category become managers at all. However, evaluators often occupy high strategic positions in organizations, especially at the headquarters of large companies. AT certain types activity, success or failure depends on relatively unrelated a large number large and responsible decisions, and this is an ideal territory for an "evaluator" - a person who takes into account all the pros and cons. "Evaluators" do not tend to make many decisions in a unit of time, but the decisions they make are almost always optimal in terms of risk and subsequent results. The slowness of the team's progress towards final decisions gives them the opportunity to show their strengths. Despite the fact that the personal characteristics of the “evaluators” do not correspond to the image of a typical “team man”, they nevertheless often fit organically into the team and feel comfortable participating in its work, especially if their role is clear to themselves and others.
"Executor". The main quality of the "performers", reflecting their attitudes and character, is discipline, while other natural abilities or intelligence are almost always secondary. Being disciplined in essence, they streamline approach to any work entrusted to them. Among their distinctive qualities should also be mentioned: organization, consciousness, commitment to obligations, serious attitude to any business, reliability, practicality, tolerance for others and conservatism (in the sense of respect for established rules and views). The test results also testify to their internal stability and low level of anxiety. Their weaknesses include lack of flexibility.
"Performers", as a rule, accept existing restrictions and, without asking questions, do what is required. Another name for this role is "man of the company". This is not just a person who does or organizes something, this is a person who really works for the company and, to a lesser extent, pursues personal interests. Such people accept the goals set for them, which become part of their moral code, and adhere to them in the performance of work. They never have questions about the fact that the work cannot be done because they do not like it or do not arouse interest. The characterization given to one chief executive by his colleagues as "a manager who takes on a job that no one else will take" reflects the characteristics of the "performers" and their assignment to the team. They have a practical and realistic approach to getting the job done. "Performers" - effective organizers and administrators.
In large, well-structured organizations, the careers of such people usually develop successfully. At the same time, although it is believed that the qualities of a "performer" have only a limited relation to the image of a manager, nevertheless, representatives of this category in the environment of the highest management echelon of organizations are no less than others. Success and recognition come to "doers" over time as a result of the fact that they systematically do the work that needs to be done, even if it does not meet their internal interests or does not bring pleasure.
"Resource Explorer". This is a team member, like a "thinker", oriented to the proposal of new ideas. However, the way "resource explorers" generate ideas and the very nature of the ideas they propose are different from those of "thinkers". They tend not so much to offer original ideas themselves as to "pick up" fragments of the ideas of others and develop them. Resource explorers are adept at exploring resources outside of the team. The ability to establish contacts and build relationships gives them the opportunity to return to the team with new proposals, which often turn out to be valuable to her. further work. Their approach is to search for and develop ideas through a network of personal contacts and acquaintances. "Resource researchers" usually do not interfere with their desire to learn something, and their communication with people is skillfully directed towards finding answers that interest them. They walk, they observe, they meet people and they ask them well thought out questions.
This is the type of leader who is hard to find in his office. At the same time, their proposals, as a rule, are not very original and do not differ in special intellectual brilliance; flexibility and versatility can rather be attributed to their merits. "Resource Explorers" are characterized by average intelligence and creativity, as well as extroversion, sociability, curiosity and social orientation. Thanks to these qualities and the ability to use resources, "resource researchers" are more easily integrated into a team than "thinkers". Their approach to innovation is more in line with established and prevailing management axioms. "Resource explorers" tend to be successful in various negotiations and achieve high results both in starting a new business and in managing an already established business. With the able leadership of the team leader, the "thinker" and "resource explorer" can successfully coexist together, each contributing to the proposal of new ideas.
"Thinker". The main purpose of the "thinker" in the team - the introduction of new and original ideas. As a rule, "thinkers" act alone, sitting in their corner and considering various options. They have an introspective, analytical approach to problem solving. The test results testify to the high intellectual level of the "thinkers", high rates of creativity and obvious introversion. Their thinking is highly critical, and they create a large number of negative constructions, i.e. points for rejecting various proposals. Their proposals are original and "intellectual". "Thinkers" are loner intellectuals and are often perceived by other team members as not very sociable. They are characterized by directness and honesty in communication.
The more successful "thinkers" fulfill their role in the team, the less their behavior resembles the usual behavior of a manager. Their managerial career is rarely successful. As a rule, they are very capable and have the necessary work skills, which leads to the fact that they become in most cases technical specialists, rather than occupy high management positions. In long-standing, enduring organizations, it is rare to find "thinkers" among senior management, except when unforeseen circumstances have placed the organization in a difficult position that threatens its survival. Dead ends in the development of the company and the threat to its survival can lead "thinkers" to the highest echelons of such organizations, which is unthinkable under other circumstances. "Thinkers" are more often found in new, emerging companies, because they are entrepreneurs rather than managers by nature.
"Shaper". In a group, "shapers" act as stimuli to action, and if the team is prone to inaction or complacency, the presence of the "shaper" will bring it out of this state. He changes the "balance point" in the team, breaks the peace and makes the team able to get out of the usual rut. This is a more individualistic type of leader than the "chairman", who, by pushing the team into action and dragging its members along with him, leads the team to both failure and success just as often. On the other hand, "shapers" are usually a destructive force in a well-balanced team, especially one led by a person with typical "chairman" qualities, capable of disrupting the work of the team. As a general rule, the "Shaper" and "Chairman" cannot function comfortably on the same team unless one of them compromises or switches roles. Teams need both types of leaders, but at different times and under different circumstances.
Representatives of this role in many respects are the antipodes of "collectivists": they challenge the team, argue, disagree. They are impatient and easily frustrated. Their penchant for enough aggressive behavior can lead to a response from other team members, to which they usually respond with great enthusiasm and humor, as they love all kinds of battles. When they take part in business games, the object of their aspirations is winning, while the learning process itself is secondary for them. Their behavior can often be described by the principle "the end justifies the means." They are dynamic, active and focused on winning at any cost. According to the test results, the "shapers" are characterized high self-esteem, a tendency to frustration, sociability and a suspicious attitude towards people. These are extroverts, driven to action by the demands of the external environment.
"Shapers" are emotional, unyielding people who are difficult to deal with, tend to overreact to defeat and stagnation, but are fearless and adamant. As managers, they are successful in situations characterized by "political complexity" that holds back progress. These are situations in which problems require concerted action at different levels, and rules, procedures and interests individual people contradict each other, which in the end inevitably leads to inertia and stagnation. And it is the "shapers" - people who are able to cut such " Gordian knots". They can bring the system out of stagnation, accelerate its development or even change the way it functions. If their preliminary analysis of the situation is thorough and reliable, then this will certainly lead to positive results. Persistence and assertiveness can also be attributed to their strengths as leaders, they are in demand for a cohesive team that has faced a difficult external or internal obstacle in its work.
"Chairman". The main guarantee of the success of the "chairman" is his personal qualities. First of all, by nature, he is inclined to trust people and accept them as they are, without showing jealousy or suspicion. In contrast to this quality, he must be able to dominate the group and be committed to the goals and objectives of the group, which strengthens and morally justifies his dominant position. A successful "chairman" must be calm, level-headed and unflappable in the face of arguments and disagreements in the group. His credo is practical realism.
By nature, the "Chairman" is an enthusiast with the extroverted ability to inspire and motivate others. But since his extraversion is, as a rule, of a very moderate nature, he is prone to a certain isolation and distance in social relations. A successful "chairman" is a person who thinks predominantly in positive terms. It uses verbal constructions to show approval from group members who recognize and support the group's goals and seek to contribute to its work. It focuses on the effective use of the potential of the group and therefore recognizes and encourages the talents and abilities of people who contribute to the achievement of its goals. He integrates and coordinates the efforts of the team, assigning each of its members the appropriate role to achieve a common goal.
In principle, the ideal "chairman" is a good manager; a person who knows how to use resources, is exceptionally adaptive in dealing with people, but at the same time never loses control of the situation and the ability to make independent decisions based on his own assessment of what is needed in practice. This is a person who is tolerant enough to always listen to others, but strong enough to reject their advice. The "Chairman" is not inclined to constant guardianship of the team members, and his interference in the work of the team occurs, as a rule, at critical moments. He never lets team meetings drift and, in case of any disagreement, maintains a direction that meets the main goal of the meeting.
According to psychometric tests, the intellectual level of a successful "chairman", as a rule, does not significantly exceed the average level of the team. He must be on the same "intellectual wave" with the team, otherwise either he will not understand the team members, or they will understand him. If the intellectual level of the "chairman" is below the level of the team, then he will not be able to establish sufficient contact with it. His behavior will be perceived as indecisiveness and inability to control the situation, causing the team to lose direction and get carried away in irresolvable disputes. If the intellectual level of the "chairman" exceeds the average level of the team, then he tends to push through mainly his own ideas and turn the team into a vehicle for implementing a personal strategy. In both cases, this leads to the destruction of two-way communication, which is the key to successful leadership of the "chairman." As a rule, the "chairman" is the leader of a well-balanced team, which faces complex and multifaceted problems that require effective distribution of roles in the team.
"Bringing it to the End". The success of a team is usually judged by the final results of its work. At the same time, many people are almost pathologically unable to complete what they started, and the ability to complete what they started is a rather rare quality. "Bringing to the end" - these are people who have this quality in full. They finish everything they start and are reluctant to do anything if there is any doubt that they will be able to complete the task. They care about the completion of what was planned and insist on it when the enthusiasm of all other team members has already been exhausted. Their presence prevents the team from wasting time on projects that cannot be completed. Such people are distinguished by attention to detail, since a small mistake can lead to big troubles, as well as the ability to keep the planned in mind, not missing anything and bringing all the details of the plan to completion. They prefer constant effort, consistency, and consistency over "cavalry charges."
"Fulfilling" focuses on the fulfillment of obligations, and not on spectacular and resounding success. The tendency to achieve perfection in everything they undertake, and inflexibility in achieving what is planned are their indispensable qualities. Test results indicate their tendency to worry, but at the same time high self-control and discipline. Colleagues rarely see them lose their temper, and even when they have to completely change direction, they remain calm and unperturbed. By their nature, “getters to the end” are more introverts than extroverts. Their weaknesses include lack of flexibility, as a result of which they sometimes make significant efforts to achieve the intended goals, which, under changed circumstances, turn out to be unattainable. Their management style is close to the style of the "executor" and "collectivist" and is often underestimated, because there is a prejudice about its atypical for successful managers. But contrary to the image replicated in the media mass media, successful managers differ from the usual stereotype of a big businessman, and their success is largely based on self-discipline, which allows them to work hard and work hard, bringing everything they start to the end.
Yuri Popov,
PhD in Economics, Institute of Economics and Finance
"Synergy", European Foundation for Management Development (EFMD)
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One of the most common and discussed topics is the relationship of man to man. Even schoolchildren write essays about it. Although this topic is included in the high school curriculum. And this is correct, since talking about relationships before adolescence (that is, until at least some consciousness is formed in children) is practically meaningless.
The main thing is to understand the essence
So, what is this - the relationship of man to man? It is not very easy to write an essay on this topic if you want to express your thoughts in such a way that they are understood and, most importantly, felt by others.
The essence of human relations has long been of interest to thinkers. They tried to find as many ways as possible to achieve balance and harmony with each other. But this topic will never lose its relevance. Whatever advice Freud, Dostoevsky, Socrates or Solomon gives, relationships will always be difficult. Sometimes, especially at the beginning, it does not seem so, but practice shows the opposite - everyone has difficulties.
Well, to write a really interesting essay with meaning, you should think about the very essence of the topic. Identify her problem for yourself, analyze life cases and situations, try to put them on paper in a draft version, and then draw certain conclusions from this, preferably even with advice.
Decor
It is necessary to follow the traditional structure of the essay, but it will be original if the main part is made up of several mini-essays. To make it clearer, an example can be given. So, the introduction is written, now you need to proceed to the main thing.
Just above it was said that better presentation it is worth describing your thoughts with specific life situations. You can briefly talk about something, for example, that sometimes even the strongest relationships, tested for more than a dozen years, collapse due to the fact that one of the couple has stopped listening to the other. To say how important it is to listen to the opinion of a loved one, to make compromises, otherwise, because of your own egoism, you can destroy everything.
Here is an example. Writing an essay on such a burning topic should not be approached from the point of view of working out the style or literacy. Needed here psychological approach. It is necessary to think, remember, analyze and put yourself in certain situations, considering them from different angles. Then the composition "Attitude towards people" will become not only interesting, but also, perhaps, instructive.
Subtleties of psychology
The vast majority, having heard the word "relationship", immediately think of the couples "man + woman". This is logical, since this topic excites almost everyone. But it is worth noting that this word also denotes many other interpersonal contacts.
There are many terms in psychology. The types of relationships to a person are numerous - identical, dual, tonic, relaxing, stimulating, parallel, opposite, mirror - and this is just a small list of terms that hide a detailed and diverse characteristic. But writing is not necessary. Even if the student knows the terminology and can explain the essence of each concept, the essay will turn out to be too voluminous. And not everyone can understand it. So the theme of love, friendship, family, partnership, friendship, work is quite suitable for writing. All this corresponds to such a theme as "the relationship of man to man." The essay, of course, is written most often about their friends or parents, less often about lovers, due to age. However, one can also write an argument about something that does not yet have personal experience, but there are some thoughts about this.
Statement of thought and its specificity
"The relation of man to man" is an essay that should make you think. The topic is very good for reflection. Do not fall into despair if at first glance it seems that there are no thoughts. They are, because there is a lot of material for writing, even too much. He is around us.
Every day we observe from the outside the attitude of people towards each other, we ourselves are directly involved in interpersonal contact. In order to write about it, you only need to make some effort and remember what impressed you. It can be a good situation in which kindness and philanthropy were manifested, or something that touched the soul in a bad sense of the word - this also needs to be covered.
By the way, essays on similar moral and ethical topics are remembered better if something immoral, inhuman was commented on in them. Such texts make you think, and sometimes reconsider your attitude to something. But this is - main award for the author.
Features of examination materials for participants of the state final exam (GVE) with handicapped health, children with disabilities and people with disabilities (HIA) RUSSIAN Zinina Elena Andreevna, Scientific Secretary of the Federal State Budgetary Scientific Institution "FIPI" Webinar April 25, 2016 Federal Service for Supervision in Education and Science (Rosobrnadzor)
Categories of students with disabilities, primarily in need of creating special conditions during the GIA 1. Deaf students 2. Hard of hearing and late deaf students 3. Blind students 4. Visually impaired and late blind students 5. Students with severe speech impairments. 6. Students with musculoskeletal disorders 7. Students with a delay mental development 8. Students with autism spectrum disorders
Regulations Order of the Ministry of Education and Science of Russia No. 1394 dated “On Approval of the Procedure for Conducting the State final certification on educational programs main general education» New changes to the Order of the Ministry of Education and Science of Russia dated, registration with the Ministry of Justice of Russia dated). Explanations are given in a letter from Rosobrnadzor from the Order of the Ministry of Education and Science of Russia 1400 from "On approval of the procedure for conducting state final certification for educational programs of secondary general education" (as amended)
Methodical materials defining the features of EM GVE Methodological recommendations (attachments to the letter of Rosobrnadzor dated /10-01) MR for conducting GVE-11 (written) MR for conducting GVE-11 (oral) GVE-9 (oral form) comments on approaches to the selection of the content of examination materials describes examination models and types of tasks formulates requirements for the organization and conduct of the exam recommendations are given for evaluating examination papers of exam participants examples of tasks are given
Marking of examination materials (EM) GVE in the Russian language (written form) The EM number is marked with the letters “K” - EM for deaf participants, for participants with mental retardation, with severe speech impairments (auditory images are minimized in texts) examination material has a number of features: it is allowed to write not only a concise, but also a detailed presentation (at the choice of the graduate); the requirements for the minimum length of detailed responses have been reduced; the texts are plot-driven and adapted to the category of examinees; task formulations are simplified; there are special assessment criteria and instructions for tasks that reflect the specifics of a particular category of participants with disabilities). "C" - EM for blind participants (visual images are kept to a minimum) "D" - EM in the form of a dictation (only written by participants with autism spectrum disorders (those who cannot write essays and presentations) "A" - EM is for everyone other categories of GVE participants (with and without disabilities)
GVE-9 in Russian (written form) in 2016 Alternative forms (choice of students on the day of the exam): essay (choice of 4 topics: 3 free, 1 literary) or presentation with a creative task For participants with autism spectrum disorders - dictation Use spelling and explanatory dictionaries. The minimum required volume of the essay "A": from 250 words (less than 200 words - 0 points); "K" from 100 words (less than 70 - 0 points) presentation with a creative task: summary"A" - from 70 words (less than 50 words - 0 points); "K" from 40 words (less than 30 - 0 points) creative task "A" - from 200 words (less than 150 words - 0 points.); "K" from 70 words (less than 50 - 0 points.) Assessment: a set of assessment criteria is used that corresponds to a certain type of task: common to all types of work are the Criteria for assessing the literacy and actual accuracy of the examinee's speech. The third test is assigned if two experts differ by 8 or more points (if there is an insignificant difference, the final scores are determined as the arithmetic average of the scores of two experts) 14 "5" 15–17
Differences of GVE-11 from GVE-9 in Russian (written form: STATEMENT WITH CREATIVE TASK) Another formulation of the creative task for the presentation of GVE-9 The problem is formulated by GVE-11 The problem must be formulated by the participant himself (the task aims at commenting on one of the author’s statements and argumentation own position). The requirements for the volume are increased in the set "K" GVE-9 condensed presentation "K" from 40 words (less than 30 - 0 points) creative task "K" from 70 words (less than 50 -0 points) GVE-11 condensed presentation "K" from 50 words (less than 40 - 0 points) creative task "K" from 100 words (less than 70 -0 points)
Differences of GVE-11 from GVE-9 in Russian (written form: ESSAY) The requirements for the volume are increased by GVE-9 essay “A”: from 250 words (less than 200 words - 0 points); "K" from 100 words (less than 70 - 0 points) GVE-11 essay "A": from 300 words (less than 250 words - 0 points); "K" from 150 words (less than 100 - 0 points) Another set of essay topics. GVE - free (philosophical or ethical and moral issues). 4 - literary (works studied in the framework of the course "Literature"). GVE-11 Not 4, but 5 topics are included: literary (works studied in the framework of the course "Literature"). 3-5 - free (philosophical or ethical and moral issues).
Requirements for the wording of essay topics and packaging Topics of essays should be an incentive for writing an essay-reasoning aim at reasoning (the presence of a problem in the wording) correspond to the age characteristics of graduates, the time allotted for writing an essay (3 hours 55 minutes) be clear, competent and varied by wording The set of essay topics marked “K” differs not in the structure of the set, but in simpler wording of the essay topics
A sample of a set of essay topics GVE-9 "A" A set of essay topics A9-1 1. "Love is so omnipotent that it regenerates ourselves." (F.M. Dostoevsky) 2. “The purpose of a person is precisely to do good.” (V.I. Dal) 3. In what way, from your point of view, can a person's civic position be manifested? 4. What life principles did Khlestakov choose for himself? (According to N.V. Gogol's comedy "The Government Inspector") Choose only ONE of the proposed essay topics, and then write an essay on this topic in a volume of 250 words or more. If the essay contains less than 200 words (all words, including service words, are included in the word count), then such work is considered unfulfilled and 0 points are assessed. If you choose one of the first three topics of the essay, you can argue your position based on both the content works of art, and on your own life experience (personal impressions, own reflections, knowledge, etc.). If you choose the fourth topic of the essay, rely on the author's position and formulate your point of view. Argument your thesis based on literary works. Consider the composition of the essay. Write your essay clearly and legibly, following the rules of speech.
A sample of a set of topics for essays GVE-9 "K" A set of topics for essays K9-1 1. "Nature ... awakens in us the need for love." (IS Turgenev) 2. Thinking about the importance of mutual understanding between people. 3. What is the destructiveness of egoism for a person? 4. What human vices does D.I. Fonvizin in the comedy "Undergrowth"? Choose only ONE of the proposed essay topics, and then write an essay on this topic in a volume of at least 100 words. If the essay contains less than 70 words (all words, including service words, are included in the word count), then such work is considered incomplete and 0 points are assessed. If you choose one of the first three topics of the essay, you can argue your position based on both the content of works of art and your life experience (personal impressions, your own reflections, knowledge, etc.). In the case of choosing the fourth topic of the essay, rely on the work of art and formulate your point of view. Argument your thesis based on literary works. Consider the composition of the essay. Write your essay clearly and legibly, following the rules of speech.
A sample of a set of essay themes GVE-11 “A” A set of essay themes A How do the images of landowners correlate with the title of N.V. Gogol "Dead Souls" 2. The drama of love in the play by A.N. Ostrovsky "Thunderstorm". 3. “Who is truly free? One who does not servility to his own passions and other people's whims ”(F.N. Glinka) 4. Reflection on the importance of attention to one's neighbor. 5. How should one treat one's own talent? Choose only ONE of the proposed essay topics, and then write an essay on this topic in a volume of at least 300 words. If the essay contains less than 250 words (all words, including service words, are included in the word count), then such work is considered unfulfilled and 0 points are assessed. In the case of choosing the first or second topic of the essay, rely on the author's position and formulate your point of view. Argument your thesis based on literary works. If you choose the third, or fourth, or fifth theme of the essay, you can argue your position based both on the content of works of art and on your life experience (personal impressions, own reflections, knowledge, etc.). Consider the composition of the essay. Write your essay clearly and legibly, following the rules of speech.
A sample of a set of essay topics GVE-11 "K" A set of essay topics K What poems by F.I. Tyutchev are you interested in and why? (On the example of at least two poems of your choice) 2. What character traits does main character poems by A.T. Tvardovsky "Vasily Terkin" 3. What role does a book play in the spiritual upbringing of a person? 4. What life goals Do you think it is the most important? 5. What meaning do you put into the concept of "feat"? Choose only ONE of the proposed essay topics, and then write an essay on this topic in a volume of 150 words or more. If the essay contains less than 100 words (all words, including service words, are included in the word count), then such work is considered incomplete and 0 points are assessed. In the case of choosing the first or second topic of the essay, rely on the author's position and formulate your point of view. Argument your thesis based on literary works. If you choose the third, or fourth, or fifth theme of the essay, you can argue your position based both on the content of works of art and on your life experience (personal impressions, own reflections, knowledge, etc.). Consider the composition of the essay.
General requirements to texts for dictations and presentations The text for presentation (dictation) is selected from the works of domestic authors and is a fragment adapted to the task literary work with social, moral issues) The text must have semantic completeness, be understandable and correspond to the age characteristics of graduates, do not include detailed dialogues (several sentences with direct speech are allowed), have a positive educational potential; be correct and adequate to the situation of control, do not contain psychologically traumatic details (should not be overly tragic, contain cruel, naturalistic details) do not discriminate against students with disabilities have an approximate length of 280–400 words (no more than 350 words for dictation) have jo and not contain typos
Requirements for texts for presentations and creative task The text for presentation should be an incentive for writing an essay-reasoning, allow you to do condensed retelling be narrative, plot-driven (neither description nor reasoning should dominate) be understandable for students with disabilities (usual style lack of internal irony, simple syntax, a minimum of words with figurative meaning) correspond to the age characteristics of graduates (the text should not be too complicated or too primitive, the texts should not be based on fabulous or fantastic plots) The text for presentations marked “K” should have a clear content, a clear presentation of the sequence of events, not contain complex reasoning author, a large number actors. do not include complex syntactic constructions, an abundance of figurative means and tropes, dialect, archaic vocabulary The creative task should be associated with one of the problems of the text correctly formulated within the reach of the participants of the GVE
Evaluation criteria A set of evaluation criteria is used that corresponds to a certain type of task: an essay on a literary theme an essay on a free topic a presentation with a creative task dictation For each of these types of tasks, special criteria have been developed, common to all types of work are the criteria for assessing the literacy and actual accuracy of the speech of the examinee ( table 6.1, for deaf and hard of hearing students, students with severe speech impairments - table 6.2).
Different written forms of GVE-11 in the Russian language and assessment aspects examination work. Form Aspects of evaluation PointsMax. score Composition Content Literacy Presentation with a creative task Presentation Creative task Semantic integrity of the presentation and performance of a creative task Literacy Dictation Literacy Accuracy of writing a text
GVE-9 and GVE-11 in the Russian language (oral form) in 2016 Handed over by students with disabilities (any categories) 15 tickets: each ticket includes a text and three tasks that test skills: understand the meaning of the read text analyze the text (determine the topic , main idea) different types language analysis to create an utterance in linguistic theme, using examples from the text as an illustration. The answer of the examinee is evaluated according to special criteria. criteria for assessing the performance of the task 1 - 2 points criteria for assessing the performance of the task 2 and 3 - 6 points each criteria for assessing the speech processing of the answer - 3 points 14 "5" 15–17
Training collections of examination tasks for preparing for the GIA for students with disabilities, children with disabilities and the disabled Groups of collections have been developed (published on the website and available at the link 28 collections of training materials for preparing for the GIA-9 and GIA-11, 14 each academic subjects students with disabilities; 28 collections of training materials for preparing for GIA-9 and GIA-11 blind and late-blind students in 14 academic subjects. The collections include a set of tasks similar to examination ones, criteria for evaluating individual tasks and the examination paper as a whole, scales for transferring the amount primary points for work in a five-point grading system. For a number of subjects, practice packs for blind GIA participants are presented in a format compatible with screen readers for blind users. Practice packs do not give a complete picture of examination model because the individual jobs are grouped by type.
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