ТЕМА 14 WHERE TO STUDY?
Task 1. Read the text, translate the first paragraph in written form, express the main idea of the text and write down.
One major decision which faces the American student ready to begin higher education is the choice of attending a large university or a small college. The large university provides a wide range of specialized departments as well as numerous courses within such departments. The small college, however, generally provides a limited number of courses and specializations but offers a better student- faculty ratio, thus permitting individualized attention to students. Because of its large, cosmopolitan student body (often exceeding 20,000) the university exposes its students to many different cultural, social, and extra-curricular programs. On the other hand, the smaller, more homogeneous student body of the small college affords greater opportunities for direct involvement and individual participation in such activities. Finally, the university closely approximates the real world; it provides a relaxed, impersonal, and sometimes anonymous existence. In contrast, the intimate atmosphere of the small college allows the student four years of structured living in which to contemplate and prepare for the real world. In making his choice among educational institutions the student must, therefore, consider many factors.
English universities and colleges, because of their selective intake, are relatively small, American universities, which combine a number of different colleges and professional schools, are large, sometimes with 20,000 to 25,000 students on one campus. Teacher training colleges and polytechnics are alternatives to the university course for some students in England, being established for specific purposes. In contrast, virtually all schools of education, engineering and business studies, are integral parts of universities in the United States. In England, universities receive about 70% of their financial support through Parliamentary grants. Similarly, in the United States, public institutions receive about 75% of their funds from local, state, and federal sources, but private colleges and universities receive little or no government support. In England, personal financial aid is provided by the government to over 80% of the students, through local education authorities, according to the parents’ income. In the US, student aid is administrated by the university or the sponsoring agency and is provided by private organizations, and the state or federal governments. Obviously, British and American universities have similar educational aims but different means for achieving these aims.
Task 2 Render the text in English.
The University of London
In the early 19th century Oxford and Cambridge were the only two universities in England. The cost of education at these universities was so high that only the sons of the wealthier classes could afford to attend. But more restrictive still were the religious tests; only Church of England members could attend. It was to overcome these limitations that in 1827, in Gower Street, London, a non-denominational college, “University College” was founded. Its first years were years of struggle for survival against hostile forces of Church and State. The “godless” college was opposed by the Archbishop of Canterbury, Sir Robert Peel, and the Prime Minister, the Duke of Wellington, who in 1831 opened a rival institution – King’s College.
In 1836 these two institutions, university College and King’s through a typically English compromise joined forces. Each retained the control of its own internal organization, faculty, and teaching a separate body, the University of London, was created to “conduct the examination of, and to confer degrees upon, their students.” Thus was born the University of London.
In the early years a candidate for the University of London was forced to attend either University college or King’s, but in 1849 it became possible for an institution situated “anywhere in the British Empire to present students for degrees” – a unique provision. In 1858 the regulations were further broadened so that now anyone anywhere may sit for U. of L. examination provided that he satisfies Matriculation requirements. Consequently there are Africans who have U. of L. degrees who have never seen London.
The long reign of Victoria saw many and rapid changes in the University. Medical schools of the various teaching hospitals, Bedford College for women, Imperial College of Science and Technology, and many other schools and colleges became a part of the federal university. The famed London School of Economics was a newcomer in 1895.
Up until 1900 the University was only an examining body but in that year an Act of Parliament permitted that “The Senate … may provide lecture rooms, museums, laboratories, workshops, and other facilities for the purpose both of teaching and research.” This allowed the first actual teaching on any level, however, the Senate has never invaded the undergraduate field, except specialized subjects.
In many ways the University has departed from the traditions of Oxford and Cambridge. London was the first to abolish religious tests, to admit women in England for degrees, to grant degrees without residence. The following names are associated with the U. of L.: sir Alex Fleming, Thomas Huxley, Thomas Arnold, Michael Faraday, Lord Macmillan.
Task 3 Skim the text rapidly and answer the questions:
a) What is the school of Language Studies?
b) The College was the first public center institution to install a language laboratory, wasn’t it?
c) What is the School today?
The School of Language Studies
The School of language Studies at Ealing is one of the largest specialist language centres in Britain. The School has 50 fulltime lecturers supported by 12 foreign language assistants (4 each for French, Spanish, and German) and a large number of well-established part-time lecturers. In addition, a further 12 language lecturers are based in other schools of the College.
The College was the first public sector institution in the country to install a language laboratory and since then language teaching facilities have expanded to keep pace with the growth of language teaching at Ealing and with the requirements of rapidly evolving teaching methodology. Today the School has six modern language laboratories, a recording studio equipment to professional standards and has access to the College’s television studio and video recording and playback facilities. Direct television broadcast by satellite are received via the dish aerial located at Grove House, the School’s modern premises near Ealing Broadway Centre. In 1985 the School was designated a national Centre for Computer Assisted Language Learning and was given a grant of 75,000 pounds to establish a software library and to develop software for use in language teaching and learning. The School has a 20 position microcomputer room with all necessary back-up facilities including the services of a programmer.
Copy out of the text the words and expressions, concerning Pedagogics.
Render the text in Russian.
At the “Tech”
The young people who become students at colleges of technology come from an amazing variety of secondary schools at different ages between 15 and 17 years. Some of them are the adventurous ones who left school early and prefer to study in the freer atmosphere of a “tech”, others are those who feel they do not fit into the school world any longer and want to get away, or those who have been sent away by the school authorities as nuisances. A few of them, a little older in years, are returning to full-time education after a time in industry, because they are hoping to gain a place in a university or in some other professional course of study.
In the last year or so there have been more and more students who are able to study to take an “external” degree or a university diploma in a series of subjects.
“External” means that you take a university degree without actually attending a university. Higher education in all its forms has been expanding rapidly in England and nowhere more suddenly than in the colleges of technology. These now have the widest possible range of subjects for study and immense resources of staff and equipment.
The lectures are each an hour long, starting at 9.15 in the morning and ending at 4.45 in the afternoon. There are also evening classes, and in between the students all mix to discuss their own special interests and to exchange ideas. In the canteen, for instance, we can hear the Arts students discussing the basic design of part of the building science, so that there is really no separation of the students into “the Arts” and “the Sciences”.