Развитие навыков академического письма. Подготовка студентов к государственному экзамену по английскому языку в НИУ-ВШЭ: лингвистическая часть (описание графика)
The brochure presents the curriculum for third- and fourth-year students of Higher School of Economics, studying English as a second language at the Department of World Economy and International Affairs.
«Bankruptcy» Concept Within the Legal Linguistics Coordinates: Russian–English–French Approximations
The article addresses the notion of bankruptcy as perceived by speakers of current Russian, English and French languages both lawyers and participants in professional communication from other trades. Semantic structure of the term is identified based on its lexicographic and regulatory definitions.
The report features the experience of mastering the norms of political correctness in the English language by HSE students by means of creative assignments.
Pleonastic Constructions In English Legal Texts
Quite a number of English legal texts, featuring largely contract law, provide linguistic evidence of both terminology, and/or commonly used vocabulary, with semantically identical or related meaning used at a time within the same text sequences. Such constructions appear challenging for taxonomic classification by linguists and lawyers alike. An analysis of examples allows for attributing such usage samples to pleonastic constructions typical for the legal language.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.