Сделай мне анализ текста,основываясь на эти критерии,подбери что присутствует в тексте  и подтверди примерами 
1. Когнитивная информация
Уровень лексики: 
• общий нейтральный фон лексики, общеупотребительная лексика (для научного стиля – термины), 
• разнообразие используемых словообразовательных моделей с абстрактной семантикой (абстрактные существительные); 
• выражение процесса через существительное; 
• десемантизированные глагольные компоненты (для научного стиля)
• лексические сокращения (аббревиатуры, акронимы)
• использование цифрового кода
 
Уровень предложения (морфология+синтаксис): 
• атемпоральность
• преобладание модальности реальности
• простое (последовательное) тема-рематическоеделение
• нейтральный, преимущественно прямой порядок слов (субъект-предикат-объект)
• преимущественно полносоставные (сложные) предложения (в пример – сложносочинительные/сложноподчинительные предложения);
• безличные или неопределенно-личные подлежащие; 
• наличие пассивных конструкций
• различные виды сочинительной и подчинительной связи, 
• причастные обороты/деепричастные обороты
• инфинитивные группы; 
• согласованные определения/генетивныеопределения; 
• средства когезии
 Текст:
PUBLIC ATTITUDES TOWARD SCIENCE
by Stephen Hawking
from Black Holes and Baby Universes and, Other Essays
Whether we like it or not, the world we live in has changed a great deal in the last hundred years, and it is likely to change even more in the next hundred. Some people would like to stop these changes and go back to what they see as a purer and simpler age. But as history shows, the past was not that wonderful. It was not so bad for a privileged minority, though even they had to do without modern medicine, and childbirth was highly risky for women. But for the vast majority of the population, life was nasty and short.
Anyway, even if one wanted to, one couldn't put the clock back to an earlier age. Knowledge and techniques can't just be forgotten. Nor can one prevent further advances in the future. Even if all government money for research were cut off, the force of competition would still bring about advances in technology. Moreover, one cannot stop inquiring minds from thinking about basic science, whether or not they were paid for it.
If we accept that we cannot prevent science and technology from changing our world, we can at least try to ensure that the changes they make are in the right directions. In a democratic society, this means that the public needs to have a basic understanding of science, so that it can make informed decisions and not leave them in the hands of experts. At the moment, the public has a rather ambivalent attitude toward science. It has come to expect the steady increase in the standard of living that new developments in science and technology have brought to continue, but it also distrusts science because it doesn't understand it. But the public also has a great interest in science, as is shown by the large audiences for science fiction.
What can be done to harness this interest and give the public the scientific background it needs to make right decisions on subjects like acid rain, the greenhouse, nuclear weapons, and genetic engineering? Clearly, the basis must lie in what is taught in schools. But in schools science is often presented in a dry and uninteresting manner. Children must learn it by rote to pass examinations, and they don't see its relevance to the world around them. Moreover, science is often taught in terms of equations. Although equations are a concise and accurate way of describing mathematical ideas, they frighten most people.