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- •English For Philology Students
- •Introduction (предисловие)
- •Acknowledgement
- •Introductory Course. (Вводный курс) The Noun. Personal, Possessive and Demonstrative Pronouns
- •Personal, Possessive and Demonstrative Pronouns
- •The Verbs Be, Have
- •I was a student last year.
- •I shall be a student next year.
- •The Indefinite Pronouns Some, Any, No
- •Sentences, introduced by there is/are. Few, little, much, many
- •The Adjective. Degrees of Comparison
- •Great Britain
- •Present, Past and Future Simple Tense
- •Vote want win become get be promote
- •The Importance of Learning Languages
- •The United States of America
- •Conversational formulas Meeting people
- •Main Course Unit 1 Languages. The English Language
- •Emphatic construction
- •It is (was) … that (who, which, where, etc.) …
- •It is (was) not until (till) … that …
- •English as a World Language
- •Agreement
- •Disagreement
- •The Germanic and French Influence
- •What is Good English?
- •Varieties of English
- •Some Specific Features of American English
- •Dialects of English
- •Conversational formulas Opinion
- •Word Formation
- •Verb Noun
- •Grammar Simple Tenses
- •It’s Interesting to Know Dying Languages
- •Map of uk Accents
- •Independent Reading
- •The English language
- •Standard English
- •The Origins of English
- •Britain’s Languages
- •English The World’s Biggest Brand
- •Imagine a brand bigger than Nike, bigger than Gap, bigger than Coca-Cola. Imagine a brand used by 1.5 billion people the world over.
- •Tireless Champion of American English
- •Translation Practice
- •Key Vocabulary
- •Unit 2 Universities. Kemerovo State University
- •What Are Universities For?
- •The Indefinite Pronoun “one” as a Subject
- •Needs of Universities
- •Kemerovo State University
- •St. Petersburg University
- •The Faculty of Philology and Journalism
- •Believe It You Can Achieve It Welcome to Your Future
- •Study High World Technologies in Russia
- •Conversational Formulas Requests
- •Possible replies
- •Word Formation
- •Grammar Progressive Tenses
- •It’s Interesting to Know Campus Fashion
- •Independent Reading
- •The First Universities
- •Cambridge
- •British Universities
- •Would you Like to Be a Teacher?
- •Alcot University
- •Translation Practice
- •Международный день студента
- •Тульские студенты получат потанинскую стипендию
- •Key Vocabulary
- •Unit 3. Higher Education in the English-speaking Countries
- •Is Higher Education Right For You?
- •Correlative Conjunctions
- •Higher Education in Great Britain
- •Further Education in Great Britain
- •Higher Educational Institutions of Great Britain
- •Further Education Colleges
- •Conversational Formulas Discussion
- •Word Formation
- •Grammar Perfect Tenses
- •It’s Interesting to Know Degrees
- •Independent Reading
- •What Is Higher Education All About?
- •Studying and Social Life
- •Universities in Transition
- •Translation Practice
- •Дистанционное образование
- •Key Vocabulary
- •Grammar Support
- •Существительное (The Noun)
- •Правила образования множественного числа английских исчисляемых существительных.
- •Притяжательный падеж существительных
- •Местоимение (The Pronoun)
- •Прилагательное (The Adjective)
- •Правила образования степеней сравнения прилагательных.
- •Глагол (The Verb)
- •Спряжение глаголов be, have
- •Система времен английского глагола Настоящее простое время. (The Present Simple Tense).
- •Правила правописания и произношения глаголов в 3-м лице единственного числа.
- •Простое прошедшее время (The Past Simple Tense)
- •Будущее простое время (The Future Simple Tense)
- •Настоящее продолженное время (The Present Progressive Tense)
- •Правила правописания Причастия 1
- •Прошедшее продолженное время (The Past Progressive Tense)
- •Будущее продолженное время (The Future Progressive Tense)
- •Настоящее совершенное время (The Present Perfect Tense)
- •Прошедшее совершенное время (The Past Perfect Tense)
- •Будущее совершенное время (The Future Perfect Tense)
- •Страдательный залог (The Passive Voice)
- •Примеры преобразования действительного залога в страдательный
- •References
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”.