The book prepared for the purposes of The 2nd World Congress on Logic and Religion, organised by the Institute of Philosophy of the University of Warsaw.
The book contains the final version of the abstracts submitted by majority of speakers.
In this book you can find descriptions of the most popular authentic Rassian games and recomendations how to use them in RSL classes.
This book is for RSL teachers and foreign students interested in Russian games.
The book’s main objective is developing academic writing and speaking skills, namely teaching students to write an academic paper and to prepare an oral presentation on its basis. The book is mainly intended for undergraduate and graduate students of the faculty of law of Higher School of Economics. However, it can be also used by students of other specializations due to the fact that basic principles of academic writing and presenting are universal.
“Academic English for Legal Research” is divided into two parts. The first part “Writing a paper” contains seven units, each devoted to a particular part of an academic paper (abstract, introduction, literature review etc.). The second part “Transforming a paper to an oral presentation” consists of two units devoted to PowerPoint and poster presentations, correspondingly. The book is also provided with additional materials: information about annual conference for law students organised by the department of foreign languages of Higher School of Economics, questionnaire, project title page and contents templates, and samples of projects’ chapters.
Each unit contains both theoretical information and practical exercises. The theory is presented in a concise form, so that students can use the book as a manual for paper writing and presenting. For more information students are encouraged to use additional resources, to which links are provided in every topic. The theoretical part of the book aims at dethroning traditional stereotypes and prejudices of Russian students considering academic writing in English as well as making them aware of typical mistakes that were identified during several years of teaching a variety of Academic English courses in Higher School of Economics. Such a focus on Russian students makes the book different from those published by British and American authors and helps to bridge the gap between Russian and English academic writing conventions.
Practical exercises are based on the material of academic articles from legal journals and fourth year students’ projects that were completed by law students of Higher School of Economics as a part of their final state examination in English in 2015. The tasks are aimed at recognizing and using both the academic vocabulary and structural principles of academic paper creation and presentation. The exercises comprise such tasks as identifying strong and weak sides of given samples, correcting mistakes, different matching activities, creative tasks. The last task of each unit suggests students to write a part of their own research and provides a checklist of points to consider while writing, thus, after studying the book students should be able to present a draft of their research work.
The book can be used both in class and individually. It can be suggested as an additional course book for fourth year students to help them prepare for their English examination.
The coursebook is designed for undergraduate law students specializing in the following spheres of law: Russian law, International Law, Comparative Law, whose native language is other than English. The Level of English before starting the course is supposed to be not lower than B1-B2 according to the CEFR. The book is aimed at developing academic and professional English skills. In in other words, prospective students are supposed to learn the English language used in special contexts (academic and professional). Thus, the primary objective is not to explain the system of law (either domestic or foreign), but to teach students to critically analyze the material related to it and to communicate at the university level and inside the profession, where students need to be prepared to listen to lectures in English, read academic and legal texts, produce different types of texts (paragraph, summary, essay, case brief), do research and present its result (in oral and written form).
To achieve its objectives the book puts stress on academic, professional and communicative skills. The academic component is realized through mastering critical thinking skills, search for information skills, note-taking skills, comparing and contrasting skills. The professional component is realized through case studies, reading legal texts, genre writing. In accordance with students’ academic and research needs the book is provided with specific vocabulary for Russian legal realia and activities to practice it. Communicative skills are developed through pairwork, groupwork and teamwork activities. The illustrative examples have mostly been taken from the British National Corpus and the Corpus of Contemporary American English.
The book can be used both in class and individually. It can be suggested as an additional course book for first or second year students.
Настоящее учебное пособие предназначено для студентов специальностей «Государственное и муниципальное управление», «Государственное управление и право», «Государственное управление и экономика», «Управление информационными ресурсами» «Управление и аналитика в государственном секторе». Пособие содержит обширный материал, необходимый для развития навыков академического чтения и письма на английском языке.
Задачей пособия является освоение академических навыков на основе специальных текстов, расширение и систематизация навыков академического письма, необходимых для написания курсовых работ и эссе на английском языке. Пособие содержит теоретический материал, примеры вополнения заданий, а также упражнения составлены на основе требований, предъявляемых к написанию научных работ на иностранном языке. В пособии предлагаются ссылки на научные сайты, аутентичные источники, включающие современные издания.
В целом пособие способствует повышению уровня иноязычной коммуникативной компетенции и направлено на формирование компетенций, необходимых для использования английского языка в учебной, научной, и профессиональной деятельности.
Материал апробирован в процессе обучения студентов НИУ ВШЭ Санкт-Петербург.
Пособие может быть использовано для аудиторной и самостоятельной работы студентов. Пособие может быть полезно как студентам первокурсникам, так и студентам старших курсов вузов, а также широкому кругу лиц, изучающих английский язык.
This volume is a contribution to the typology of the category of aspect. Its aim is bringing forward new empirical data from languages not yet (widely) covered in typological aspectual investigations and to start or broaden their typological discussion. The articles in the paper are grouped in two sections. The first section is an account of aspectual systems of languages in four linguistic areas, including Europe, the Caucasus, Northeast Eurasia, and Africa and the Americas. The second section focusses on specific aspectual categories in individual languages or cross-linguistically.
The present monographic research of the group involved in the project “Russian Literary Canon Formation”, financed by Estonian Science Foundation (grant 8471), and their supporters is devoted to the Russian literary canon and the pedagogical practice of the 19th century. The first part of the book contains chapters about the general history of school textbooks for reading and the story of the heritage of two authors (Vyazemsky and Fet) in them. The second part of the book presents chapters on various Russian poets (Batyushkov, Zhukovsky, Pushkin, Koltsov, Tyutchev, Maikov) whose poems found a firm place in the reading materials for schools. The chapters of the monograph give an idea of different aspects of the history of these texts and their reception. The monograph has two supplements. In the first there is a list of 108 textbooks and books of reading which are all included in the unique data base accessible in the Internet (www.ruthenia.ru/canon). The second supplement offers a list of the most popular authors and their texts included in the textbooks of the 19th century. The book is available at www.ruthenia.ru/canon
Настоящее учебное пособие предназначено для студентов университетов, изучающих английский язык. Пособие содержит дополнительные тексты для развития навыков чтения, навыков разговорной речи, а также задания для пополнения словарного запаса.
Задачей пособия является расширение и активизация словарного запаса студентов по предложенным темам и навыкам, повторение и систематизация тематического материала, приобретение и развитие речевых навыков.
Все тексты, вошедшие в пособие, являются аутентичными и подобраны из разнообразных источников, включая современные издания и Интернет-ресурсы, и содержат материал, позволяющий освоить лексику и грамматику необходимую для успешного выполнения коммуникативных заданий как при подготовке к экзаменационным вопросам из разделов Reading и Speaking в международном формате, так и в повседневном общении.
Предложенный материал позволяет систематизировать и отработать навыки планирования высказывания, использования аргументов, поддержания беседы, организовывать и излагать мысль исходя из поставленных коммуникативных целей.
Материал апробирован в процессе обучения студентов НИУ ВШЭ Санкт-Петербург.
Пособие может быть использовано для аудиторной и самостоятельной работы студентов, а также полезно широкому кругу лиц, изучающих английский язык.
This book examines the function and development of the cult of saints in Coptic Egypt, focusing primarily on the material provided by the texts forming the Coptic hagiographical tradition of the early Christian martyr Philotheus of Antioch, and more specifically, the Martyrdom of St Philotheus of Antioch (Pierpont Morgan M583). This Martyrdom is a reflection of a once flourishing cult which is attested in Egypt by rich textual and material evidence. This text enjoyed great popularity not only in Egypt, but also in other countries of the Christian East, since his dossier includes texts in Coptic, Georgian, Ethiopic, and Arabic.
This pioneering volume explores the Arctic as an important and highly endangered archive of knowledge about natural as well as human history of the anthropocene.
Focusing on the Arctic as an archive means to investigate it not only as a place of human history and memory – of Arctic exploring, ›conquering‹ and colonizing –, but to take into account also the specific environmental conditions of the circumpolar region: ice and permafrost. These have allowed a huge natural archive to emerge, offering rich sources for natural scientists and historians alike.
Examining the debate on the notion of (›natural‹) archive, the cultural semantics and historicity of the meaning of concepts like ›warm‹, ›cold‹, ›freezing‹ and ›melting‹ as well as various works of literature, art and science on Arctic topics, this volume brings together literary scholars, historians of knowledge and philosophy, art historians, media theorists and archivologists.
Contemporary argumentation theorists claim that argumentation has interactive, social, dynamic and dialogical nature and reflect social constructivist perspective. Yet, there are multiple approaches to promoting a most effective learning approach and instruction. How can students learn to construct strong arguments and distinguish between facts and opinions?
There are three educational approaches for developing argument skills: oral, written and web-based discussions. Research results reveal that expended engagement in argumentative discourse improves the quality of arguments even if there is no instruction provided.
In our book we take a mixed approach to teaching which is based on experiential learning and direct instruction. Direct instruction provides students with requirements for their writing while the experiential approach emphasizes their engagement and practice.
For Russian students, engaging in a “two-sided” argument (versus "one-sided") seems to be challenging. A two-sided argument addresses the opposing argument, rather than simply arguing for one's own position. It is crucial that Russian students learn to engage in evidence-based argumentation where they provide a claim and support it by evidence or reasons in a certain way.
Another challenge is that English instructors may also have difficulty in explaining how to make arguments and how evidence can be applied in reading and writing. Many teachers seem to be unprepared to provide instructional support for learning argumentation skills.
Development of cognitive competence requires acknowledging the academic and disciplinary discourses. Russian students often struggle to attend to opponent's claims and stay focused on their own claims. They also fail to identify any weaknesses in the opponent’s arguments. However, when proper instruction is available students are able to apply arguments.
There are various approaches to defining argument structure. Some researchers highlight a claim supported by grounds, warrants and backing. Others suggest argument-counterargument integration for defining an argument schema and suggest strategies to construct an integrative argument: refutation, constructing a design claim and weighing.
Whatever approach is chosen, one learning goal is for teachers and for students to become aware of the existing strategies and decide why they follow it. This is part of the goal of metacognitive development. It is also important to incorporate reflective activities into learning as they help to ensure that reasoning skills become internalized.
In addition to gaining awareness of the strategies and reflection, a learner should gain a deeper understanding of the content and persuading others with their arguments. Students should learn generate arguments that incorporate multiple perspectives of an issue. Our book employs reflective activities as a primary pedagogical tool for the improving argument and reasoning skills.
Our book is in line with the experiential learning which we see as the process of learning when students’ knowledge is based on their experience. “Knowledge results from the combination of grasping and transforming experience" (Kolb, 1984, p. 41 in Kolb, et al., 2000). The learning process is structured in four stages including first experience (preliminary questions in each section), reflective observation (theoretical excerpts and sample writings), abstract conceptualization (end-of-the-section questions) and active experimentation (thinking, speaking, writing activities).
In our book we also scaffold argumentative written discourse and break up learning activities into different aspects. There are such techniques as working in collaborative pairs, reflective activities, dialogues and discussions.
The development of metacognition is based on extended reading activities and speaking. It will help ensure students become reflective about their reasoning and evidence. Apart from having students develop stronger arguments, we invite them to engage more with the opposing position which isn't necessarily false.
We do believe that mastering critical writing skills help students become better critical thinkers.