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Иностранные языки / Реферат: The Queen of the UK (Иностранные языки)

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Реферат: The Queen of the UK (Иностранные языки)


The Queen was born in London on 21 April 1926, the first child of The Duke
and Duchess of York, subsequently King George VI and Queen Elizabeth. Five
weeks later she was christened Elizabeth Alexandra Mary in the chapel at
Buckingham Palace.

The Princess's early years were spent at 145 Piccadilly, the London house
taken by her parents shortly after her birth; at White Lodge in Richmond
Park; and at the country homes of her grandparents, King George V and Queen
Mary, and the Earl and Countess of Strathmore. When she was six years old,
her parents took over Royal Lodge in Windsor Great Park as their own
country home.

EDUCATION


Princess Elizabeth was educated at home with Princess Margaret, her younger
sister. After her father succeeded to the throne in 1936 and she became
heir presumptive, she started to study constitutional history and law. She
also studied art and music; learned to ride (she has been a keen horsewoman
since early childhood); and enjoyed amateur theatricals and swimming - she
won the Children's Challenge Shield at London's Bath Club when she was
thirteen. She enrolled as a Girl Guide when she was eleven, and later
became a Sea Ranger.


EARLY PUBLIC LIFE


As the Princess grew older she began to take part in public life. She
broadcast for the first time in October 1940, when she was 14; she sent a
message during the BBC's children's programme to all the children of
Britain and the Commonwealth, particularly to those children who were being
evacuated for safety reasons. In early1942 she was appointed Colonel-in-
Chief of the Grenadier Guards, and on her sixteenth birthday she carried
out her first public engagement, when she inspected the regiment. In April
1943, Princess Elizabeth carried out her first solo public engagement, when
she spent a day with a Grenadier Guards tank battalion in Southern Command.
Thereafter her official duties increased, particularly in connection with
young people: she was President of the Queen Elizabeth Hospital for
Children in Hackney and the National Society for the Prevention of Cruelty
to Children. From March 1944 onwards, she also began to accompany the King
and Queen on many of their tours within Britain.



Shortly after her eighteenth birthday in 1944, Princess Elizabeth was
appointed a Counsellor of State during the King's absence on a tour of the
Italian battlefields and, for the first time, carried out some of the
duties of Head of State. In August that year, with Queen Elizabeth, the
Princess received an address from the House of Commons, and replied on
behalf of the Throne.


In September 1944, the Princess carried out her first official tour of
Scotland with her parents, including her first opening ceremony in October
when she opened the recently reconstructed Aberdeen Sailors' Home. The
Princess's first flight by air was in July 1945, when she accompanied the
King and Queen on a two-day visit to Northern Ireland.
In early 1945 the Princess was made a Subaltern in the Auxiliary
Territorial Service (ATS). By the end of the war she had reached the rank
of Junior Commander, having completed her course at No. 1 Mechanical
training Centre of ATS and passed out as a fully qualified driver.
After the end of the war, Princess Elizabeth's public engagements continued
to grow, and she travelled extensively to attend public functions
throughout the British Isles. These included the launching of a new
aircraft carrier in Belfast and a tour of Ulster in March 1946, and
attending the National Eisteddfod of Wales in August 1946.
Her first official overseas visit took place in 1947, when she accompanied
her parents and sister on a tour of South Africa. During this tour she
celebrated her twenty-first birthday, and gave a broadcast address
dedicating herself to the service of the Commonwealth - a dedication she
repeated five years later on her accession to the throne.
On her return from the South Africa tour, Princess Elizabeth received the
freedom of the City of London in June 1947; in July, she received the
freedom of the city of Edinburgh.
In November 1947, Princess Elizabeth was created a Lady of the Garter at a
private investiture by the King.

MARRIAGE AND FAMILY


Shortly after the Royal Family returned from South Africa, the Princess's
engagement to Lieutenant Philip Mountbatten was announced. The couple, who
had known each other for many years, were married in Westminster Abbey on
20 November 1947. Lieutenant Mountbatten, now His Royal Highness The Prince
Philip, Duke of Edinburgh, was the son of Prince Andrew of Greece and a
great-great-grandson of Queen Victoria.
The Royal couple had four children, and seven grandchildren.


Prince Charles, now The Prince of Wales, Heir apparent to the throne, was
born in 1948, and his sister, Princess Anne, now The Princess Royal, two
years later.


After Princess Elizabeth became Queen, their third child, Prince Andrew,
arrived in 1960 and the fourth, Prince Edward, in 1964. Prince Andrew and
Prince Edward were the first children to be born to a reigning monarch
since Queen Victoria had her family.
Their grandchildren are Peter and Zara Phillips (b. 1977 and 1981); Prince
William of Wales and Prince Henry of Wales (b. 1982 and 1984); Princess
Beatrice of York and Princess Eugenie of York (b. 1988 and 1990); and The
Lady Louise Windsor, daughter of The Earl and Countess of Wessex (b. 2003).

ACCESSION AND CORONATION


After her marriage Princess Elizabeth paid formal visits with The Duke of
Edinburgh to France and Greece; in autumn 1951 they toured Canada. She also
visited Malta four times while The Duke was stationed there on naval
duties. In 1952, King George VI's illness forced him to abandon his
proposed visit to Australia and New Zealand. The Princess, accompanied by
Prince Philip, took his place. On 6 February, during the first stage of
this journey, in Kenya, she received the news of her father's death and her
own accession to the throne.
Her Majesty's coronation took place in Westminster Abbey on 2 June 1953.
Representatives of the peers, the Commons and all the great public
interests in Britain, the Prime Ministers and leading citizens of the other
Commonwealth countries, and representatives of foreign states were present.
The ceremony was broadcast on radio around the world and, at The Queen's
request, on television. It was television, then in its relative infancy,
that brought home the splendour and the deep significance of the coronation
to many hundreds of thousands of people in a way never before possible. The
coronation was followed by drives through every part of London, a review of
the fleet at Spithead, and visits to Scotland, Northern Ireland and Wales.

ROLE AS MONARCH


In winter 1953 Her Majesty set out to accomplish, as Queen, the
Commonwealth tour she had begun before the death of her father. With The
Duke of Edinburgh she visited Bermuda, Jamaica, Fiji, Tonga, New Zealand,
Australia, Ceylon, Uganda, Malta and Gibraltar. This was the first of
innumerable tours of the Commonwealth they have undertaken at the
invitation of the host governments. During the past fifty years The Queen
and Prince Philip have also made frequent visits to other countries outside
the Commonwealth at the invitation of foreign Heads of State.
Since her Coronation, The Queen has also visited nearly every county in
Britain, seeing new developments and achievements in industry, agriculture,
education, the arts, medicine and sport and many other aspects of national
life.
As Head of State, The Queen maintains close contact with the Prime
Minister, with whom she has a weekly audience when she is in London, and
with other Ministers of the Crown. She sees all Cabinet papers and the
records of Cabinet and Cabinet Committee meetings. She receives important
Foreign Office telegrams and a daily summary of events in Parliament.
Her Majesty acts as host to the Heads of State of Commonwealth and other
countries when they visit Britain, and receives other notable visitors from
overseas.
She holds Investitures in Britain and during her visits to other
Commonwealth countries, at which she presents honours to people who have
distinguished themselves in public life.
As Sovereign, Her Majesty is head of the Navy, Army and Air Force of
Britain. On becoming Queen she succeeded her father as Colonel-in-Chief of
all the Guards Regiments and the Corps of Royal Engineers and as Captain-
General of the Royal Regiment of Artillery and the Honourable Artillery
Company. At her Coronation she assumed similar positions with a number of
other units in Britain and elsewhere in the Commonwealth. (A full list
appears in Whitaker's Almanack.)
Every year, Her Majesty entertains some 48,000 people from all sections of
the community (including visitors from overseas) at Royal Garden Parties
and other occasions. At least three garden parties take place at Buckingham
Palace and a fourth at the Palace of Holyroodhouse, in Edinburgh.
Additional 'special' parties are occasionally arranged, for example to mark
a significant anniversary for a charity. In 1997, there was a special Royal
Garden Party attended by those sharing The Queen and The Duke of
Edinburgh's golden wedding anniversary. In the summer of 2002 there was a
special Golden Jubilee Garden Party for individuals born on Accession Day,
6 February 1952.
Her Majesty also gives regular receptions and lunches for people who have
made a contribution in different areas of national and international life.
She also appears on many public occasions such as the services of the
Orders of the Garter and the Thistle; Trooping the Colour; the Remembrance
Day ceremony; and national services at St Paul's Cathedral and Westminster
Abbey.
The Queen is Patron or President of over 700 organisations. Each year, she
undertakes a large number of engagements: some 478 in the UK and overseas
in 2003.
ANNIVERSARIES


In 1977 The Queen's Silver Jubilee was celebrated in Britain and throughout
the Commonwealth. Accompanied by The Duke of Edinburgh, The Queen travelled
some 90,000 kilometres (56,000 miles) to share the anniversary with her
people. Enormous crowds greeted them wherever they went, and millions more
shared in the celebrations through radio and television. In 1986 The Queen
took part in celebrations in Windsor and London to mark her sixtieth
birthday.
Although it was not regarded as a Jubilee, the 40th anniversary of The
Queen's Accession in 1992 was marked by a number of events and community
projects in the UK. These were organised privately or through the Royal
Anniversary Trust. On Accession Day itself, 6 February, the BBC broadcast
Elizabeth R, a television documentary on The Queen's working life. This was
subsequently shown in over 25 countries around the world.



On 20 November 1997 The Queen and The Duke of Edinburgh celebrated their
Golden Wedding. A special Garden Party for couples celebrating their Golden
Wedding was held at Buckingham Palace in July. The anniversary itself was
marked by a service at Westminster Abbey, a lunch hosted by the Government
at Banqueting House and a family dance held in the newly restored State
Rooms at Windsor Castle.
The year 2002 saw The Queen's Golden Jubilee, marking 50 years since The
Queen's Accession (rather than the Coronation, which took place in 1953).
This special milestone had previously been achieved by only five earlier
British monarchs - King Henry III, King Edward III, King James VI and I,
King George III and Queen Victoria.


Celebrations in the United Kingdom ran throughout the summer months of
2002, including extensive regional visits. The Jubilee Weekend saw the
focus of national celebrations, including two free public concerts for over
24,000 people in the gardens of Buckingham Palace, a pageant in the Mall, a
service of thanksgiving at St. Paul's Cathedral, and an appearance on the
balcony of Buckingham Palace before a crowd of one million people. During
the course of the year The Queen and The Duke of Edinburgh also visited
Australia, New Zealand, Jamaica and Canada.
HORSEMANSHIP


Her Majesty takes a keen and highly knowledgeable interest in horses. She
attends the Derby at Epsom, one of the classic flat races in Britain, and
the Summer Race Meeting at Ascot, which has been a Royal occasion since
1911. As an owner and breeder of thoroughbreds, she often visits other race
meetings to watch her horses run, and also frequently attends equestrian
events. In 1984, 1986 and 1991 Her Majesty made brief private visits to the
United States to see stallion stations and stud farms in Kentucky.






Реферат на тему: The School Education in Great Britain (Школьное образование в Великобритании)
The School Education in Great Britain

The aim of education in general is to develop to the full the talents
of both children and adults for their own benefit and that of society as a
whole. It is a large-scale investment in the future.
The educational system of Great Britain has developed for over a
hundred years. It is a complicated system with wide variations between one
part of the country and another. Three partners are responsible for the
education service: central government – the Department of Education and
Science (DES), local education authorities (LEAs), and schools themselves.
The legal basis for this partnership is supplied by the 1944 Education Act.
The Department of Education and Science is concerned with the
formation of national policies for education. It is responsible for the
maintenance of minimum national standard of education. In exercising its
functions the DES is assisted by Her Majesty’s Inspectorate. The primary
functions of the Inspectors are to give professional advice to the
Department, local education authorities, schools and colleges, and discuss
day-to-day problems with them.
Local education authorities are charged with the provision and day-to-
day running of the schools and colleges in their areas and the recruitment
and payment of the teachers who work in them. They are responsible for the
provision of buildings, materials and equipment. However, the choice of
text-books and timetable are usually left to the headmaster. The content
and method of teaching is decided by the individual teacher.
The administrative functions of education in each area are in the
hands of a Chief Education Officer who is assisted by a deputy and other
officials.
Until recently planning and organization were not controlled by
central government. Each LEA was free to decide how to organize education
in its own area. In 1988, however, the National Curriculum was introduced,
which means that there is now greater government control over what is
taught in schools. The aim was to provide a more balanced education. The
new curriculum places greater emphasis on the more practical aspects of
education. Skills are being taught which pupils will need for life and
work.
The chief elements of the national Curriculum include a broad and
balanced framework of study which emphasizes the practical applications of
knowledge. It is based around the core subjects of English, mathematics and
science ( biology, chemistry, etc.) as well as a number of other foundation
subjects, including geography, history, technology and modern languages.
The education reform of 1988 also gave all secondary as well as
larger primary schools responsibilities for managing the major part of
their budgets, including costs of staff. Schools received the right to
withdraw from local education authority control if they wished.
Together with the National Curriculum, a programme of Records of
Achievements was introduced. This programme contains a system of new tests
for pupils at the ages of 7, 11, 13 and 16. The aim of these tests is to
discover any schools or areas which are not teaching to a high enough
standard. But many believe that these tests are unfair because they reflect
differences in home rather than in ability.
The great majority of children (about 9 million) attend Britain’s
30,500 state schools. No tuition fees are payable in any of them. A further
600,000 go to 2,500 private schools, often referred to as the “independent
sector” where the parents have to pay for their children.
In most primary and secondary state schools boys and girls are taught
together. Most independent schools for younger children are also mixed,
while the majority of private secondary schools are single-sex.
State schools are almost all day schools, holding classes between
Mondays and Fridays. The school year normally begins in early September and
continues into the following July. The year is divided into three terms of
about 13 weeks each.
Two-thirds of state schools are wholly owned and maintained by LEAs.
The remainder are voluntary schools, mostly belonging to the Church of
England or the Roman Catholic Church. They are also financed by LEAs.
Every state school has its own governing body (a board of governors),
consisting of teachers, parents, local politicians, businessmen and members
of the local community. Boards of governors are responsible for their
school’s main policies, including the recruitment of the staff.
A great role is played by the Parent Teacher Association (PTA).
Practically all parents are automatically members of the PTA and are
invited to take part in its many activities. Parental involvement through
the PTA and other links between parents and schools is growing . The PTA
forms both a special focus for parents and much valued additional resources
for the school. Schools place great value on the PTA as a further means of
listening to parents and developing the partnership between home and
school. A Parent’s Charter published by the Government in 1991 is designed
to enable parents to take more informed decisions about their children’s
education.
Compulsory education begins at the age of 5 in England, Wales and
Scotland, and at the age of 4 in Northern Ireland. All pupils must stay at
school until the age of 16. About 9 per cent of pupils in state schools
remain at school voluntarily until the age of 18.
Education within the state school system comprises either two tiers
(stages) – primary and secondary, or three tiers – first schools, middle
schools and upper schools.
Nearly all state secondary schools are comprehensive, they embrace
pupils from 11 to 18. The word “comprehensive” expresses the idea that the
schools in question take all children in a given area without, selection.

NURSERY EDUCATION. Education for the under-fives, mainly from 3 to 5,
is not compulsory and can be provided in nursery schools and nursery
classes attached to primary schools. Although they are called schools, they
give little formal education. The children spend most of their time in some
sort of play activity, as far as possible of an educational kind. In any
case, there are not enough of them to take all children of that age group.
A large proportion of children at this beginning stage is in the private
sector where fees are payable. Many children attend pre-school playgroups,
mostly organized by parents, where children can go for a morning or
afternoon a couple of times a week.
PRIMARY EDUCATION. The primary school usually takes children from 5
to 11. Over half of the primary schools take the complete age group from 5
to 11. The remaining schools take the pupils aged 5 to 7 – infant schools,
and 8 to 11 – junior schools. However, some LEAs have introduced first
school, taking children aged 5 to 8, 9 to 10. The first school is followed
by the middle school which embraces children from 8 to 14. Next comes the
upper school (the third tier) which keeps middle school leavers until the
age of 18. This three-stage system (first, middle and upper) is becoming
more and more popular in a growing number of areas. The usual age for
transfer from primary to secondary school is 11.
SECONDARY EDUCATION. Secondary education is compulsory up to the age
of 16, and pupils may stay on at school voluntarily until they are 18.
Secondary schools are much larger than primary schools and most children
(over 80 per cent) go to comprehensive schools.
There are three categories of comprehensive schools:

1) schools which take pupils from 11 to 18,
2) schools which embrace middle school leavers from 12, 13or 14 to
18, and
3) schools which take the age group from 11 to 16.
The pupils in the latter group, wishing to continue their education beyond
the age of 16 (to be able to enter university) may transfer to the sixth
form of an 11-18 school, to a sixth-form college or to a tertiary college
which provide complete courses of secondary education. The tertiary college
offers also part-time vocational courses.
Comprehensive schools admit children of all abilities and provide a
wide range of secondary education for all or most of the children in a
district.
In some areas children moving from state primary to secondary
education are still selected for certain types of school according to their
current level of academic attainment. There are grammar and secondary
modern schools, to which children are allowed at the age of 11 on the basis
of their abilities. Grammar schools provide a mainly academic education for
the 11 to 18 age group. Secondary modern schools offer a more general
education with a practical bias up to the minimum school-leaving age of 16.
Some local education authorities run technical schools (11 – 18).
They provide a general academic education, but place particular emphasis on
technical subjects. However, as a result of comprehensive reorganization
the number of grammar and secondary modern schools fell radically by the
beginning of the 1990s.
There are special schools adapted for the physically and mentally
handicapped children. The compulsory period of schooling here is from 5 to
16. A number of handicapped pupils begin younger and stay on longer.
Special schools and their classes are more generously staffed than ordinary
schools and provide, where possible. Physiotherapy, speech therapy and
other forms of treatment. Special schools are normally maintained by state,
but a large proportion of special boarding schools are private and fee-
charging.
About 5 per cent of Britain’s children attend independent or private
schools outside the free state sector. Some parents choose to pay for
private education in spite of the existence of free state education. These
schools charge between 300 pounds a term for day nursery pupils and 3,500
pounds a term for senior boarding-school pupils.
All independent schools have to register with the Department of
Education and Science and are subject to inspection be Her Majesty’s
Inspecrorate, which is absolutely independent. About 2,300 private schools
provide primary and secdondary education.
Around 550 most privileged and expensive schools are commonly known
as public schools.
The principal examinations taken by secondary school pupils at the
age of 16 are those leading to the General Certificate of Secondary
Education (GCSE). It aims to assess pupils’ ability to apply their
knowledge to solving practical problems. It is the minimum school leaving
age, the level which does not allow school-leavers to enter university but
to start work or do some vocational training.
The chief examinations at the age of 18 are leading to the General
Certificate of Education Advanced level (GCE A-level). It enables sixth-
formers to widen their subject areas and move to higher education. The
systems of examinations are co-ordinated and supervisedby the Secondary
Examination Council.
Admission to universities is carried out by examinationor selection
(interview). Applicants for places in nearly all the universities are sent
initially to the Universities and Colleges Admission Service (UCAS). In the
application an applicant can list up to five universities or colleges in
order to preference. Applications must be sent to the UCAS in the autumn
term of the academic year preceding that in which the applicant hopes to be
admitted. The UCAS sends a copy to aech of the universities or colleges
named. Each univesity selects its own students.
The overall pupil-teacher ratio in state primary and secondary
schools is about 18 to 1, on of the most favourable in the world.





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