Academic Reading (supplementary exercises): учебно-методическое пособие
The book contains supplementary exercises in IELTS exam format to texts from Fast Track to CAE (Longman). The exercises were specifically developed for 1st year students to be used in class.
The book is designed to develop academic reading skills and prepare for the IELTS exam. It contains supplementary exercises to “The CAE Course” published by Cambridge University Press.
Chapter 17 of the monograph is devoted to academic skills acquisition at a non-linguistic university in Russia. It provides the main purposes of students studying at a double (London University and the Higher School of Economics) Bachelor programme and various techniques.
The article focuses on developing academic literacy in an English for Academic Purposes course. It reviews different approaches to teaching academic writing and shows that the "reading-to-write" approach might be the most effective one. The paper also identifies some difficulties that Russian students are likely to have due to a low level of native language academic skills and suggests ways to overcome them.
The article explains the need for teacher training seminars and an increased demand for new teaching skills as a result of a study conducted by the author; it outlines standards for English teachers and looks at various areas of teacher development at tertiary level, such as teaching portfolio, collaboration, teacher study groups, workshops, and research seminars.
The introduction gives a review of current approaches to teaching reading in a foreign language at a university level developed in Western and Russian research. It describes the goals of the book and explains its structire.
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.