Учёба в УрГЮА

detail the subjects that children should study and the levels of

achievement they should reach by the ages	of 7, 11,	14,	and 16,
when they are tested
The National Curriculum does not apply in Scotland where each
school decides what subjects it will teach.
In the US the subjects taught are decided by state and local
governments.
W hereas British schools usually have	prayers	and	religious

instruction, American scnools are not allowed to include prayers or to teach particular religious beliefs

Exam inations

At 16 students in England and Wales take GCSE (General Certificate of Secondary Education) Examinations. These examinations are taken by stuaents of all levels of ability in any of a range of subjects, and may involve a final examination, an Assessment of work done during the two-year course, or both of these things. At 18 some

students	take	А -level	examinations,	usually In not more than 3
subjects	It is necessary to have А-levels in order to go to a university
or polytechnic.		(In Britain it is a college of higher education,			sim ilar to
a university,		providing	training and	degrees in many	subjects,

especially those which prepare people for particular jobs in science, industry etc. Although degrees from polytechnics are as good as those from universities, they are considered by some people to be less prestigious than university degrees.)

In Scotland students take the SCE (Scottish Certificate of Education) examinations. A year iater, they can take examinations called 'Highers', after which they can either go straight to a university or spend a further year at school and take the Certificate of Sixth Year Studies,

in Scotland the university system is different to that in England and Wales. Courses usually last four years rather than three, and students study a iarger number of subjects as part of their degree.

in the US school examinations are not as important as they are in Britain. Students in high schools do have exams at the end of their last two years, but these final exams are considered along with the work that the students have done during the school years.

As well as exams at school, Am erican high school students who wish to go to college also take SATs. national examinations The Scholastic Aptitude Test is a two-part examination which must be taken by all students who wish to attend US universities. The PSATs (Preliminary Scholastic Aptitude Test), the first tests, are usually taken during a student's junior year in high school These results are made

20

available to colleges and universities. Students in their senior year take the SATs, ana have the results sent to the colleges they hope to attend. Universities consider the results of the test (SAT scores) to nelp them decide which students will be offered a place. A perfect result Is 1600. or 800 for the verbal test. A student's SAT results are presented to colleges when students apply for entry, along with a record of the student’s achievements at high school.

Social Events and Ceremonies

In American high schools there is a formal ceremony for graduation (= completion of high school). Students wear a special cap and gown and receive a diploma from the head of the school. Students often buy a class ring to wear, and a yearbook, containing pictures of their friends and teachers. ( A yearbook is a book printed once a year giving facts and information about the year just past. In American high schools, students usually buy a yearbook at the end of the school year, especially their final year. The yearbook includes a small photograph of every student, and usually has informal photographs of students, groups, parlies, and school activities as well. It is customary to have the yearbook signed by friends and teachers. Often the yearbook is designed by a group of students.)

There are also special social events at American schools. Sports events are popular, and cheerleaders (who call for and direct cheering, e.g. at a football game, using certain agreed cheers and dance-like movements, in the US, every high school, has a team of cheerleaders (usually girls), chosen for their attractive appearance, confidence, and ability to jump and perform dance-like movements.) lead the school in supporting the school team and singing the school song. At the end of their junior year, at age 17 or 18, students attend the junior-senior prom, a very formal dance which Is held in the evening. The girls wear long evening dresses and the boys wear tuxedos (a jacket, usually black) The most important prom in high school is the Senior Prom, which is held at the end of the school year for the students who are in their last (senior) year of high school. it is often held either in the nigh school gymnasium or in a room with a dance floor at a hotel. Usually boys ask girls to go with them, but sometimes people go as a group of friends. There are usually parties after the ororn is over

In Britain, there are no formal dances or social occasions associated with school life. Some schools have a speech day (a day once a year at a British school when parents come, speeches are made, and prizes are given out to children who have done well in their studies) at the end of the school year when prizes are given to the

21

		SuJCAf IO.i		I;i	U i	Ja	A :1D TJZ	J 3 A
		UK					us
class		school				age	SCS’OOl
		NURSERY SCHOOL, PLAYGROUP				3	NURSERY SCHOOL (optional)
		СГ KINDERGARTEN (optional)				4
reception class						5	KINDERGARTEN
ye a r 1		S C H O O L				6
yea r 2						7
y e a r 3		J U N IO R	PRIMARY			8	tL£iME*i"^ARv SCHOOL
yea r 4		SCHOOL	SCHOOL
						9
year 5						10
ye a r 6						11
year 7						12	JUNIOR HIGH SCHOOL
ye a r 8						13
yea r 9			SECONDARY
			SCHOOL			14
year	10					15	HIGH SCHOOL
ye a r	1 1					16
ye a r	12	S IX T H FORK,	COLLEGE			17
year	13					18
first ye a r (fresher)			UNIVERSITY		ОГ	19	COLLEGE
se co nd year			POLYTECHNIC			20
thtrdAinal ye ar						21
p o stgra d ua te			UNIVERSITY			22	GRADUATE SCHOOL
						т-3

CidSS

first grade

secona grade

third grade

fourth graae

fifth grade

Sixtn grade

seve n th grade

e ighth grade

•i.n tr g ra de (fre sh m a n j

tentn g ra de (sophom ore

e le ve n th grade (junior)

tw elfth grade (senior)

freshm an

sophom ore

junior

senior

22

best students and speeches are made by the head teacher and sometimes an invited guest. However, in many English schools students and teachers organize informal dances for the cider students.

T e x t	2
The Private	Sector

By the end of the 1980s over 7 per cent of the school population attended independent fee-paying schools, compared with under 6 per cent in 1979; and only 5 per cent in 1976. By the year 2000 the proportion is expected to rise to around 9 per cent, almost back to the level in 1947 of 10 per cent. The recovery of pnvate education in Britain is partly due to middle-class fears concerning the comprehensive experiment, but also to the mediocre quality possible in the state sector at the present level of funding.

Although the percentage of those privately educated may be a small fraction of the total its importance is disproportionate to its size, for this 7 per cent accounts for 23 per cent of all those passing A levels, and over 25 per cent of those gaining entry to university. Nearly 65 per cent of pupils leave fee-paying schools with one or more A levels, compared with only 14 per cent from comprehensives Comprehensive schools are for pupils over the age of 11 which teach children of all abilities. Over 80 per cent or British pupils now attend comprehensive schools. The comprehensive system was introduced in 1965 and largely replaced the old system or grammar schools and secondary moderns which took pupils depending on whether they had passed of failed an exam called ‘the eleven plus’. Although in most pads of Britain theie is now no examination at 11, children are often put in groups according to their level of ability at a comprehensive

During the 1980s pupils at independent schools showed greater improvement in the examination results than those at state-maintained schools In later life, those educated outside the state-maintained system dominate the sources of state power and authority in

government, law	the armed	forces and finance.
The public	(in fact	pnvate fee-paying)	schools form the

backbone of the independent sector. Of the several hundred public behoof, the most famous are the ’Clarendon Nine’. Their status lies,

for Ine British, in		a fatally attractive combination of social superiority
and antiquity,	as	the dates		of their	foundation indicate.		W inchester
(1362). Eton	(1440).		St	Paul's	(1509),	Shrewsbury	(1552),
W estminster	(1560).		The	Merchant	Tailors'	(1551). Rugby (1567)

Harrow (1571) and Charles nouse (1611).

23

The golden age of the public schools., however, was the end of the nineteenth century, when most were founded. Most public schools were located in the countryside away from industrial cities.

Demand for public school education is now so great that many schools register babies' names at blah. Eton maintains two lists, one for the children of 'old boys’ and the other for outsiders There are three applicants for every vacancy. This rush to private education is despite the steep rise in fees, for example 31 per cent between 1985 and 1S88. By 1990 average boarding public school fees were over £ 7,000 annually. In order to obtain a place at a public school, children must take a competitive examination, called ‘Common Entrance', in order to pass it, most children destined for a public school education attend a preparatory (or ’prep’) school until the age of 13.

T e x t 3

Higher Education in the UK

Only about one third of school leavers receive post-school education, compared with over 80 per cent in Germany, France the United States, and Japan. However, it must be borne in mind that once admitted to university relatively fewer (15 per cent) British students fail to complete their degree course.

Fourteen per cent of 18and 1S-year-o!ds enter full-time courses (degree or other advanced courses higher than A level), and it is hoped that this will rise to about 20 per cent by the end of the century. These courses are provided in universities, polytechnics, Scottish centra! institutions, colleges of higher (HE) and further (FE) education, and technical, art and agricultural colleges. In 1985/88, for example, a million students were enrolled in full-time courses, of whom 300,000 were at universities. 300.000 on advanced courses outside universities, and another 400,000 were on non-advanced vocational training and educational courses. In addition there were 3,2 million part-time students, of whom half a million were released by their employers Over 90 per cent of full-time students receive grants to assist with their tuition and cost of living. However in September 1990. the government, while stili providing tuition fees, froze the grant for cost of living expenses, and set up a new system whereby students were to take out loans to cover the shortfall.

Today there are forty-seven universities In Britain compared with only seventeen in 1945. They fall into four broad categories, the ancient English foundations, the ancient Scottish ones, the ’red-brick* universities (any of the British universities started in the 'ate 19th century in cities outside London), and the ’plate-glass’ ones (seven

universities started in 1960s on the government’s initiative). They are ail private institutions.

Oxford and Cambridge, founded in the thirteenth and fourteenth centuries respectively, are the most famous of Britain’s universities Today ‘Oxbridge1, as the two together are known, educate less than one tenth of Britain's total university student population. But they continue to attract many of the best brains, partly on account of their prestige but also on account of the beauty of many of their buildings and surroundings. Both universities grew gradually, as federations of independent colleges most of which were founded in the fourteenth, fifteenth and sixteenth centuries. In both universities, however, new colleges have been established, for example, Green College, Oxford (1979) and Robinson College, Cambridge (1977).

Scotland boasts four ancient universities: Glasgow, Edinburgh, St Andrews and Aberdeen, all founded in the fifteenth and sixteenth centuries. These universities were created with strong links with the ancient universities of continental Europe^ and followed their longer and broader course of studies. Even today, Scottish universities provide four-year undergraduate courses, compared with the usual three-year courses m England and Wales.

in the nineteenth century many more universities were established to respond to the greatly increased demand for educated people as a result of the Industrial Revolution and the expansion of Britain's overseas empire. Many of these were sited in the industrial centres, for example, Birmingham, Manchester, Nottingham, Newcastle; Liverpool and Bristol

T e x t	4
Education After	School in the UK

Most formal education after school is done in the various technical and other colleges, of which there is at least one in even/ town. There are more than 500. big and small, specialised or more general, mostly maintained by their local education authorities. Some of their students do full-time courses, but many have jobs and attend classes in the evenings, or on one or two days a week, preparing themselves for diplomas or certificates of proficiency in the innumerable skills a modern society needs. These courses may be suitable for people who

h p w o	loft- o r h n n i	p t c i v + o c i n	n r	cs	h m h o r	lcn/c>i	T h a w a r i e i +л/ r\f r n i i n n a c
1!C* if ^	iJ V i IU W I	C«U UI л lv_- t I ,	w i	CSi Ы	I 11у I (S__ I	{•w v w l.	t I.JT V.^1

and courses is very great. The students are of all ages, including older peooie developing new skills, in general the bigger the college, the greater the range of its courses.

25

In genera!.. people who undertake 'further education’ beyond the age of eighteen pay tees for their tuition as well as their living costs. However students living in Britain may receive grants from the ;ocal authorities of the counties where they have iheir homes The amount of the grant depends on their parents' income. The maximum, payable to people with low incomes, is fixed by the central government and is supposed to be enough to cover the whoie of the student's costs W ealthy parents have to pay almost ail the costs.

For higher-level studies the main qualification is the >first‘ degree or Bachelor (of Arts, Science, etc.) which can be attained by students who pass their university examinations, or in some cases other examinations of equivalent level. This normally involves at least three years of full-time study after passing the advanced level certificate of education at the age of about eighteen, so most peoole who become BA, BSc, etc. do so at the age of at least twenty-one. First degrees in medicine require six years of study some others four, it is now quite usual for students in subjects such as engineering to spend periods during their degree courses away from their academic studies, in industrial locations, so that they may get practical experience. A student of a foreign language normally spends a year in a country where that language Is spoken. Bachelors' degrees are usually awarded on the basis of answers to several three-hour examinations

*

together with practical work or long essays or dissertations written in conjunction wtth class work. Degrees are classified. About a tenth (or less) of candidates win first-class honours degrees, three-quarters second-class (divided nearly equally into two groups), the rest thirdclass, or pass without honours, or fail.

Some students continue to study for degrees of Master (of Arts. Science, etc.) which often need two further years of study, with examination pacers and substantial dissertations. A minority go on further, preparing theses which must make original contributions to knowledge, for the degree of Doctor of Philosophy (PhD.) Higherdegree study is more common among students of natural or applied sciences than among those studying the arts - that isr philosophy, history, English or foreign languages - or the soda* sciences such as economics, sociology, political science or law.

T e x t s Universities in the UK

England is unusual among European countries in having had only two universities until 1820 - though there were already four in Scotland in the sixteenth century, when Scotland was still a separate kingdom.

England's two ancient universities. Oxford and Cambridge, were the oniy ones in the country for almost 500 years from 1348. They still have a special preeminence, as well as many characteristics peculiar to themselves.

The beginning of the modern university system came with the grant of a charter to the University of London in 1836. it consisted then of two recently-founded colleges, and others were added at various later dates. Another university, at Durham in the north, was founded in 1S32; but it remained smaii until quite recently. The University of W ales was established in 1893.

The universities have always been independent of both local authorities and the state. Each has a council as its effective governing body (composed of professors, lecturers' and students' representatives and local nobles) and a vice-chancellor (appointed by the council) as an academic chief. Each university has its own organisation, but usually there are about six faculties, each containing a group of departments (for example a faculty of Arts for history, English, philosophy and languages).

Lecturers are appointed on the basis of their achievements in their first-degree examinations ana postgraduate research.

Apart from lecture courses the teaching is done mostly in laboratories or in tutorial groups for three or four students, or seminars for about ten. Students are required to write numerous essays or seminar papers, which may be discussed sn the group meetings. There are usually not more than twelve students for each teacher In a department, and there is plenty of personal contact between them.

Each university’s faculties issue prospectuses describing their courses. Anyone wanting to enter a university gets copies of several of these and an application form from the Universities' Central Council for Admissions. Applicants then go to visit the universities to which they have applied, and may be interviewed by lecturers, who eventually decide which of the applicants to accept, mainly on the basis of the grades obtained in the advanced-level certificate examinations Each course has a quota of new students which ought not to be exceeded, so entry to each course is in effect competitive. Perhaps as a result of this restricted entry, oniy about an eighth of students who start university courses fail to complete them

The great majority of students are in universities far from their homes. Each university has halls of residence with enough room for all or most of the first-year students, and In most cases for others too. For their last years of study most live in rented flats.

27

T e x t 6

The British Universities

When people speak about higher education in Britain they are generally speaking of university education. The two oldest universities in England are Oxford and Cambridge, These date from the Middle Ages. The education at classic British Universities is centered more on genera! culture than on professional training or specialization. With the rapid advance of industrialization more technicians and scientists were needed. Therefore, science classes were set up in industrial centres and they developed into either technical colleges or the 'modern universities', such as the University of London. W hile in Oxford and Cambridge there are separate colleges, each with their own regulations and courses of study, the new universities are divided into various faculties. In each faculty there may be a number of departments teaching separate subjects, though often these departments may have the status of faculties because of their high reputation.

The colleges in the University of London are essentially teaching institutions, giving instruction by means of lectures which are attended by day students.

The colleges of Oxford and Cambridge, however, are essentially residential institutions and they mainly use a tutorial method. The students work under direction of a tutor who carries on his own research work and directs a group of 10-15 students. Each student is to write essays and papers on the subject he is studying and submit them to the tutor regularly, about once a fortnight, for correction and discussion.

English students are keen on sports, especially football and boating. The whole world knows of the traditional Oxford-Cambridge boat race and of the Henley Royal Regatta held on the Thames.

Social life is highly developed at English colleges. The students edit college newspapers, take part in various amateur theatricals and enjoy discussions in one or other or their many debating clubs. Some of the students' clubs are given very peculiar names, such as: The 'Get-together' Club, The 'What-can-you-do' Club, The 'Forget-me-not'

Club, The '4 H's' Club (Head,	Hand, Heart, Health). This club's motto
is "W e learn to do by doing".
T e x t	7

The Open University

The university that calls itself 'The Open University' was set up in 1971. It was devised to satisfy the needs of working people of any age

28

who wish to study in their spare time for degrees. It has a centre at the new town of Milton Keynes, between Oxford and Cambridge. Its full­ time staff have produced a whole library of short course books which anyone can buy by post or from any major book shop. They devise courses which they present on one of the BBC's television channels and by radio. Most course work is run by part-time tutors (many of whom are lecturers at other universities); these are scattered around the country, and meet students to discuss their work at regular intervals. There are short residential summer courses. The students are of all ages, some of them retired. They may spread their studies over several years, and choose their courses to suit their individual needs and preferences. Over 100,000 people are enrolled, in all parts of the country.

There are no formal entry requirements (none of the usual 'A' Level examinations are asked for), and students are accepted on a 'first come, first served' basis. The students come from very different backgrounds. Some, such as teachers, want to improve their qualifications. Others, like retired people or mothers whose children have grown up, are at the Open University because they now have the time to do something they have always wanted to do.

Returning to 'school' is difficult for most students, for they have

forgotten -		or never knew -			how to	study, to write essays, and to
n r o n p r o f r\r		o v o r - n o	P n +	o o p h c t n H o n t n o t e f h o h e » l r \ o n r i e n n n o r f r \f
p i v_ 1	I ^ i	w A U i i t o .	u u i	u u l / i i	y j k c i \_j ч_> t 11	I I	i t v w i p u i i « j j u p p w i	I u i
his/her	own tutor, who he meets regularly and						can telephone in	any
difficulty.
			T e x t		8
			W here	To	Study

One major decision which faces the American student ready to begin higher education is the choice of attending a targe university or a small college. The large university provides a wide range of specialized departments, as weli 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-curricuiar 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.

29

.\ '0

In contrast, the intimate atmosphere of the small college allows the students four years of structured п/ипд in which to contemplate and prepare for the real world, in making his choice among educational institutions the student must, theiefore. 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 per cent of their financial support through Parliamentary grants. Similarly, in the USA. public institutions receive about 75 per cent 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 per cent of the students, through local education authorities, according to the parents' income. In the US, student aid is administered by the university or the sponsoring agency, and is provided by private organizations and the

state cr federal governments.
Obviously.	British and	American universities have similar
educational aims but different means for achieving them.
	T e x t	9
Higher	Education	in the USA

Higher education in the USA is not a nation-wide system. It is not tightly organized. Its institutions differ considerably in size and sponsorship. They range from two-year community colieges to major research universities of a hundred thousand students.

There are two types of universities and colleges in the USA : private and state (not federal). The difference between them is the following: private colleges are very expensive, they are generally smaller and the tuition fees are much higher. In the state colleges and universities the fees are lower, especially for state residents. They are subsidized by state governments. The University of California (UC) and the State University of New York (SUNY) are two examples of such public schools. Yet, it is more prestigious to get a degree at a private university where the quality of education is aimost aiways better, and this can make a difference in the job market late; on.

Enhance standards and admission policies may differ considerably from university to university. First of all, the applicant must have a satisfactory high school transcript (an official document which lists a students classes and the grades received) which helps university officials determine the applicant's capacity to do satisfactory

work at a university. W hiie stiil	in high	school, the student also takes
the Scholastic Aptitude Test,	SAT for	short, if he/she wants to appiy

to a university The applicant must also usually write an essay of some kind, often autobiographical. An interview is usually required when one applies to a private university. Most private colleges are competitive and so are many state colleges. But some public colleges and universities accept nearly all applicants.

T e x t	10
A_ New Higher School
International Higher School (!HS)		is one of the latest additions to the
list of Pvussian universities	and	colleges The study at IHS is

connected with cooperation with foreign schools of higher learning. A student of one of the ten IHS departments studies at once at two departments, doing some terms at home and others at Simula: departments abroad

iHS operates on a contract basis. Contracts are signed both with leotiners and students. IHS guarantees its students maintenance grants, accommodation and the possibility to work after classes Though the work is not very complicated (record-keeping and business con'espondence, for instance), it provides an additional earning and more practice in the foreign language.

After a colloquium, a student's tutor proposes, depending on what the student knows, an individual plan of studies and a schedule of its fulfillment. A compulsory subject is English (tor foreigners - Russian) and another language, for instance, Flemish, if Belgium is a partner country according io the student’s plan.

Not only a secondary school leavers can enioli at IHS but also people vViln a higher school diploma who require net five or six out on*/ r years to graduate from IHS Not oniy Muscovites and studfir.is from partner countries can study at IHS departments (law, history, political science, management, music, the ads. linguistics, economics and ecology), but also young people from Russian orovinces and CIS counties The two demands common for ail are. firs-, no politics and, second, no clarification of national relations. The school trains only professionals

г

iHS is one o ' the first поп-state schools of higher R am iro in Russia. So far, they have no experience and tne attitude to them differs. Some people do not accent private c-qher schools with tuition paid for regarding them as fer removed i?e-T> democracy Others welcome non-stale higher schools precisely for their democratism, since It is not the selection committee but the entrant himself/herself that decides where to study and who will teach him/her One thing that is for sure is that there has appeared an alternative to state higher school.

T e x t 11

Entering Legal Profession in Great Britain

Almost эЯ English universities have a faculty of English law University professors, readers and lecturers teach students. In most cases students are granted the first degree in law on graduation from the university: LLB - Bachelor of Laws. As for the higher degrees (LLM degree - Master of Laws and LLD degree - Doctor of Laws)! they require further studies, specialised examinations and dissertations.

However, in Britain, unlike many other countries, it is not in fact necessary to have a degree to become a lawyer. Although nowadays most people entering the profession do The main requirement is to have passed the Bar Final examination (for barristers) or the Law Society Final examinations (for solicitors). Someone with a university degree in a subject other than law needs first to take a preparatory course. And even someone without a degree at all may also prepare for the final examination, but this will take several years.

Though, even after passing the examination, a lawyer Is not necessarily qualified. A solicitor must then spend two years as an articled clerk (служащий конторы солиситора, выполняющий свою работу в порядке платы за обучение профессии солиситора), during which time his work is supervised by an experienced lawyer, and he/she must take further courses A barrister must spend a similar year as a pupil (помощник адвоката)

T e x t	12
Entering Legal Profession in the USA
More than 100.000 students	of fuH4im e~dipartr-ents ana 20.000

students of part-time and correspondence departments study at present at 177 iaw schools in the USA.

A ^er completing	the formal education at the u'-ive^i-v (the
■rouiv:	-1- veann and

bachelor's degree the student is trained at the unrvor$4y law school. He/she studies tnere for three yea-s. Thus, you need seven years to enter a iegas profession. After the law Swhooi a graduate has to pass some examinations to be admitted to the legal va cu o e m any state of the country.

The curriculum of the iaw school usually includes many compulsory and optional subjects. Thus, first-year students study such

subjects	as	Property	Law, Civil Procedure, Criminal Procedure,
Theory of Law-enforcement Bodies, Drafting Legal Documents and
others.	The	second-	and third-year students have an option of

courses. Some subjects are obligatory, but others are optional. For example, the syllabus of one of iaw schools suggests 125 subjects for studying: Commercial Law; Constitutional Law. Family Law, Philosophy, Ethics, ere. Usually, a student chooses one direction for studies. For example, subjects included in “Commercial and Corporate Law" are the following' Fundamentals of Book-keeping, Accounting, Banking. Business Planning, Property Law (which is divided into real property - land and houses, and personal property), Copyright Law (dealing with intellectual property) and some others.

T e x t	13
Trainmg Specialists
at the Ura[s Institute of Economics,
W e live in the epoch of great	changes in all spheres of life. New

terms, new relations, new forms of property, new enterprises and what not, appear every year. It requires many highly-educated people At present, millions of young people study at universities, academies, institutes and different kinds of other higher schoois - state, non-state and private. They want to become doctors, teachers, engineers, lawyers, economists, etc. They are going to work in different fields of economy science, culture

For many years, the Sverdlovsk Law institute trained lawyers for law-enforcement agencies. The institute of National Economy trained economists for different spheres of economy.

But new times have come. There is a great demand for new specialists nowadays. And the Urals Institute of Economics.. Management and Law set itself the task of training such specialists The institute trains lawyers and economists. So, iaw and business are combined here. It is clear that high standards in legal and economic education are quite necessary for a modern specialist.

33

On She one hand, a fufure economist should know laws and their proper application as he/she will deal with many people and companies and he-she should be aware of their rights and responsibilities.

On the other hand, a future lawye; should be giver s certain idea of the fundamentals of economics.

Besides, a future economist is io be competent not only in his/her specialized field but also in such fields as human psychology, human behaviour and human understanding This is especially important for future managers if you are going to be successful in your career, you should understand how to manage one of ;be most important resources - people. You should be able to work with, learn from and learn about people. You should ensure good relationship between people and foster opportunities for individual development.

As for the profession of an economist is concerned, the graduates of the Institute can work as book-keepers, accountants, auditors in different firms, companies, enterprises and banks, as well as insurance agents, managers, government officials, firms' directors executives, administrators, etc.

СПИСОК ИСПОЛЬЗОВАНЫ ОЙ ЛИТЕРАТУРЫ:

1.David McDowall "Britain in Close-upT Anuvdepth study of the changing face of contemporary Britain", Longman, 1996

2.Peter Bromhead "Life In Modern Britain". New Edition, Longman. 1995

3.Dictionary' Of English Language and Culture, Longman, 1997

С О Д Е Р Ж А Н И Е

Part A.	The Urals State Law A c a d e m y .....................................	3
Part В .	Students’ L ife .................................................................	11
Part C.	Regional Scientific Centre ofHigher Education....	18
Part D.	Additional T e x ts .............................................................	19

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