Would you Like to Be a Teacher?
There are two distinct kinds of teachers. The kind which springs to the mind more readily is the school-teacher, whose duty is to give pupils a certain, clearly-defined quantity of knowledge – this knowledge consists of the basic facts forming the foundation on which further specialization can be built. The teacher of children has the power to mould1 the development of young minds, of individual characters. A good teacher will also take pleasure in creating a thirst2 for knowledge in the child, inspiring an appreciation of education and desire for self-fulfillment. The teaching of younger children is undoubtedly a vocation3 requiring patience and dedication.
The second kind is University teaching, which, under the English system bears little or no resemblance to school teaching. The function of a lecturer in an English University is not, first and foremost4, to give knowledge in the form of facts; it is rather to provide guide-lines along which students may direct their individual duty, to provide the student with the main tools of analysis for his particular specialty, to arouse the student’s interest in particular aspects of his subject for further research work after graduation. The lecturer is allowed more free time in which to conduct his individual research, thereby being able to make a positive contribution and keep up with current ideas in his subject.
Thus, under the English system of education, school teaching is the field of those people whose interests and talents lie in giving knowledge, while lecturing requires some original contributions to the subject on the part of the lecturer and also requires a desire to encourage an interest in a special sphere in future teachers and research-workers.
Notes:
1. mould – формировать
2. a thirst – жажда
3. vocation – призвание
4. first and foremost – прежде всего
35. Read the text and render it in Russian or in English.
Alcot University
Guide for International Students
Welcome to the University of Alcot. We hope very much that your time here will be both highly productive and highly enjoyable, but we do recognize that it is not always easy for students from other countries to adapt to campus life in Britain. For this reason, we have produced this small factsheet which may make your first few days here a little easier.
|
|
|
Your Hall of Residence contains twelve rooms, all like yours. The kitchen and bathrooms are communal. In the interests of hygiene and respect for your flatmates, we would ask you to keep these shared facilities as clean and tidy as possible. These rooms will be cleaned by a member of the cleaning staff once a day (Monday to Friday). However, they are not expected to do your washing-up or tidy away your things. Please be polite and respectful to your cleaners – they have a difficult and unpleasant job to do. Your Hall Tutor will introduce himself or herself to you over the next few days. If you have any problems with anything to do with your life on campus, they are there to help you.
Student social life revolves around the Student Union, which is the large yellow building opposite the library. Inside, you will find a number of shops, bars and food outlets, as well as a launderette, two banks and a travel agent’s. As a student at Alcot, you are automatically a member of the Union. This entitles you to use all the facilities and to vote in all Union elections and meetings. In addition, you are free to join any of the university clubs and societies and attend Union-organized events such as pop concerts and discos. See The Alcot Excalibur, the free weekly student newspaper, for further information regarding upcoming Union events.
Regarding your course of studies, you will receive a letter in the next couple of days from your Head of Department inviting you to attend a welcome meeting for new students. You will be given further information concerning your course at this meeting. Generally, your course will consist of lectures, seminars and regular meetings with your Personal Tutor. He or she will be able to deal with any academic problems or questions you may have.
As an international student, you may have some questions that neither your hall Tutor nor your Personal Tutor are able to answer. If you have any problems, issues or concerns directly related to that fact that you are a non-British citizen, these can be referred to the International Office. Situated next to the Arts Building, the International Office is staffed by one permanent Welfare Officer and a body of trained student volunteers. They are experienced in handling issues related to visas, immigration and police registration. A confidential counseling service is also available.
|
|
|
Further information regarding other university facilities, such as the medical centre, sports centre, arts centre and library, can be found in the accompanying Alcot Guide for Undergraduates. This also contains useful phone numbers and a map of the campus.
36. Read the texts carefully, identify key points. Choose one passage to translate it in writing. Express your opinion on the problem in English or in Russian when being tested on your progress in independent reading.
Universities in Transition
By David Riesman
The following text is taken from an essay in the Wilson Quarterly which deals with some fundamental changes at American universities during the 1970s. Although the explosive activism on university campuses during the 1960s gave that decade the greatest press coverage, Professor Riesman claims that the 1970s have brought about a more significant change in higher education. He sees the reasons for this in the large-scale tuition subsidies granted by Congress in 1972 and the active recruitment of blacks and other minorities which have brought eleven million students of all races and social backgrounds into U.S. universities.
The sheer diversity of American higher education, so baffling to foreigners baffles many Americans as well. There were, at last official count, 3,075 accredited colleges and universities in the United States. Many of them have their own separate lobbies in Washington: the community colleges, the land-grant schools and other state universities, the former teachers’ colleges and regional state universities, the predominantly black schools, the private colleges. Not to mention women’s schools and Catholic schools, and schools affiliated with dozens of other religious denominations.
At the end of World War II, approximately half of the 1.5 million college and university students in the United States were educated in private institutions, the other half in state or locally supported schools. Today, private colleges educate barely one-fifth of the 11 million American students.
|
|
|
… it is not simply tuition that has taken private schools out of the market, for inflation spreads on penalties – and windfalls – all too evenly. There are still millions of Americans who have enough, could save enough, or could safely borrow enough to send their children even to the most expensive private college…
At the heart of the problem is the fact that, as our culture becomes ”democratized”, the idea of attending a private school has come to seem unnatural and anachronistic to many people. …
Among one group of victims of this egalitarianism – the exclusively private single-sex colleges – panic has been spreading since the late 1950s. … It has become an increasingly idiosyncratic choice to attend the few single-sex schools that remain. One element of American diversity is thus being lost – as is an opportunity for some young people who would benefit, for a time, from not having to compete with or for the opposite sex. Yet opportunity to choose is supposed to be one of the very essentials of democratization. …
Advocates of public higher education claim that there is virtually no innovation to be found in the private sector that cannot also be duplicated in the public sector. And, indeed, the public schools are often less monolithic than is often thought… The University of California, with its eight campuses, offers students everything from small-college clusters in rural settings of great natural beauty (Santa Cruz) to large urban universities (Los Angeles). And Evergreen State College, begun 10 years ago in Olympia, Washington, is more avowedly experimental than most private colleges.
Yet an important difference remains: private colleges, and (with such exceptions as Northeastern and New York University) most private universities as well, are on average far smaller than public ones. And while small size is not necessarily a virtue, it often is, particularly insofar as it continually reminds the sprawling public campuses that “giantism” may itself be a deformity. I am inclined to believe that, in the absence of the private model, state colleges and universities would never have sought to create enclaves of smallness. …
|
|
|
… private schools were the first actively to seek recruitment of minority students. Private colleges have also in fact (though by no means universally) possessed a somewhat greater degree of academic freedom and autonomy than public ones. Sheltered from the whims of angry governors and legislators, they set a standard for academic freedom and non-interference that the public institutions can – and do – use in defending themselves.
State university officials recognize the importance of maintaining a private sector. State pride is a factor here. The state universities of Michigan and Texas, of Illinois and Indiana, Virginia and North Carolina, Washington and California all want to be world-class institutions on a level with private universities like Stanford, Chicago and Yale, and they use these private models as spurs to their legislative supporters and beneficent graduates. They have even been able to maintain some selectivity, shunting those students with less demonstrable ability to the growing regional branches of central state universities. These regional state colleges and universities are now large and well established. Given the general egalitarian temper of the times, these schools have no qualms about competing for state money with the older, more prestigious parent campuses. The ineluctable, if not immediately perceptible, consequence is that of “leveling”.
Есть пропуски в тексте нет заданий!
Translation Practice
37. Translate this text in writing from Russian into English.
Какова студенческая жизнь? Это не только учеба, а и веселые встречи друзей, дискотеки, спортивные соревнования. Все помнят свои студенческие годы как важный период жизни каждого, кому выпало счастье поступить в вуз.
Студенческая жизнь – это сессии, посвящение в первокурсники, студенческий клуб, общежитие. Но высшая школа – прежде всего образование и наука, поэтому главной задачей студента является получение образования. На достижение этой задачи необходимо отдать все силы.
Студенческая жизнь довольно сильно отличается от школьной, хоть и различия, на первый взгляд, небольшие. Студенческая жизнь – это следующий шаг в получении образования, который через лекции, семинары, практикумы, лабораторные работы, курсовые работы, научно-исследовательскую деятельность приводит к основам профессионализма и мастерства.
38. Render this text into English.
Международный день студента
Этот праздник был учрежден в 1941 году в Лондоне на Международной встрече студентов, боровшихся против фашизма, а установлен в память о расправе со студенческой демонстрацией в оккупированной немцами Праге в 1939 году.
День студента ассоциируется с молодостью, романтикой и весельем. Но история его, начавшаяся в Чехословакии во время Второй мировой войны, имеет кровавое и печальное начало. 17 ноября 1939 года многие руководители Союза студентов Чехословакии были арестованы фашистскими властями и расстреляны. Более тысячи студентов и преподавателей были отправлены в концлагеря, университеты были закрыты.
39. Render this extract from “Komsomol’skaya Pravda” into English, using key vocabulary.
Дата добавления: 2019-09-13; просмотров: 553; Мы поможем в написании вашей работы! |
Мы поможем в написании ваших работ!