- •Unit 1 What is globalization Key terms:
- •Text 1 The concept of globalization
- •I. Vocabulary
- •II. Answer the questions
- •III. Suggested activities for students:
- •IV. Comment on the following quotations:
- •Text 2 From diatribe to dialogue
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •VI. Render the article
- •Unit 2 Globalization of world economy Key terms
- •Text 1 Surprise! Тhe balance of economic power in the world is changing. Good.
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text:
- •IV. Suggested activities for students:
- •Text 2 Rich man, poor man
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text
- •IV. Suggested activities for students:
- •V. Render into Russian
- •Unit 3 The usa and the world Key terms
- •Medicaid (in the us) – a federal system of health insurance for those requiring financial assistance.
- •Text 1 From sea to shining sea
- •I. Vocabulary
- •II. Answer the questions:
- •III. Suggested activities for students:
- •IV. Comment on the following quotations:
- •Text 2 The isolationist temptation
- •They take our jobs
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 4 American economy Key terms
- •Text 1 Red tape and scissors
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •The economy depends about as much on economists as the weather does on weather forecasters.
- •IV. Suggested activities for students:
- •Text 2 Losing faith in the greenback How long will the dollar remain the world's premier currency?
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article:
- •Unit 5 Monetary cooperation: The imf Key terms
- •Text 1 The imf
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Controversy about the imf
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article:
- •Unit 6 a closer look at the imf Key terms
- •Text 1 The imf, World bank is a major cause of Poverty in Africa
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Not even a cat to rescue
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 7. International organizations Key terms
- •Text 1. The origins and growth of International organizations
- •I. Vocabulary
- •II. Answer the questions
- •III. Comment on the following quotations
- •IV. Suggested activities for students:
- •Text 2. Roles that igOs play
- •Interactive Аrеnа
- •Independent International Actor
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text and the quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 8. The European Union Key terms
- •Text 1 Focus on the European Union
- •I. Vocabulary.
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •VI. Suggested activities for students:
- •Text 2 Future of the European Union
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Read the texts and comment on their headings and answer the following questions:
- •Big Brother is still watching Prospective members get their knuckles rapped
- •V. Suggested activities for students:
- •Unit 9 Integration of European countries in the eu Key terms:
- •Text 1 The Norwegian opinion23
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Europe, Russia and in-between Russia's “near abroad” is becoming Europe's neighbourhood
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following phrases from the text and quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 10 The United Nations Key terms
- •Text 1 Focus on the un
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •If the United Nations is a country unto itself, then the commodity it exports most is words. (Esther b. Fein)
- •If the United Nations is to survive, those who represent it must bolster it; those who advocate it must submit to it; and those who believe in it must fight for it.” (Norman Cousins)
- •IV. Suggested activities for students:
- •Text 2 The un’s activities
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 11 The un in the 21st century Text 1 Courage to fulfil our responsibilities By Kofi a. Annan (December 04th, 2004)
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 The spirit of principled pragmatism By Ban Ki-moon (November 15, 2007)
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article:
- •Unit 12 The International Law Key terms
- •Text 1 International law and world order
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 The relevance of International Law
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 13 Human Rights Key terms
- •Text 1 The nature of human rights
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Many rights, some wrong The world's biggest human-rights organization stretches its brand
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Unit 14 Human-rights law Key terms:
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •Text 2 Controversies and culture
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •IV. Suggested activities for students:
- •V. Render the article
- •Part III Text for additional reading Globalization – an unstoppable force?
- •From City-States to a Cosmopolitan Order
- •Was he a Keynesian?
- •In the long run, we are still confused
- •Ever higher society, ever harder to ascend
- •It's sticky out there
- •Denial or acceptance
- •That empty-nest feeling The World Bank, founded to fight poverty, is searching for the right role in places that need its help less and less
- •Rigged dialogue with society
- •What Lisbon contains
- •Turkey and the eu: Norwegian or British model?
- •Unruly neighbours
- •The un's missions impossible
- •War crimes and international justice. Always get your man Bringing war criminals to justice is a slow business. But the net is widening
- •Stand up for your rights
- •Television on trial
- •Part IV Additional texts for rendering Глобализация как объективный процесс
- •“Антиглобалисты” - это такое ругательство
- •Шанс для новой парадигмы в мировой политике
- •Критическая массовость
- •За здоровый американский образ жизни
- •Всемогущий доллар обречен?
- •Мы надолго стали беднее
- •Евросоюз начинает жить по-лиссабонски
- •Россия и ec в разных координатах времени
- • Россия должна подать заявку в Евросоюз
- •Реорганизация Объединенных Наций
- •Эпоха ответственности
- •День прав человека
- •Право - для человека
- •Appendix 1
- •Appendix 2
- •Interrupting the speaker
- •Introduction
- •Interpreting information
- •Introducing arguments
- •Introduction
- •Appendix 3
- •Group discussion worksheet
- •Group leader worksheet
- •Audience shift of opinion ballot
- •Group discussion (individual participant)
- •Group discussion (group leader)
- •Group discussion (group as a whole)
- •Debate assignment
- •Bibliography
III. Comment on the following phrases from the text
These are the glory days of global capitalism
Executive-pay restrictions would not put that horse back in its box, but they would harm companies.
A policy locking people into jobs that could be better done elsewhere is self-defeating.
The greater the number of people threatened by globalization, the less each of them is likely to gain from getting their governments to stand in its way.
The way to ease globalization is the same as the way to ease other sorts of economic change,
An economy that gains from globalization can more easily find the money to pay for it all
IV. Suggested activities for students:
International trade and economic issues have an immediate and personal effect on individuals in ways that few other international issues do. They influence the jobs we hold and the prices of the products we buy – in short, our lifestyle. Do you find this viewpoint persuasive? Why or why not? Give you arguments.
Does a globalized economy mean opportunity for all or greater insecurity and deeper inequality? Do you see any links between globalization and inequality? Can you prove it? Give your examples.
Is stable development on a global and national scale possible, if contemporary level of threats to human potential remains? Do members of the world community have time to curb and overcome the threats to human development? What is its relative size?
What is your own attitude to globalization? Do you personally feel its impact and influence? What are its pros and cons?
Do you think it possible to stop or at least limit the process of globalization? What threats of globalization (if any) would you consider the most dangerous? Support your point of view with examples.
If you were to take part in a summit devoted to reducing the negative impact of globalization, what ideas you would come up with?
V. Render into Russian
Протекционизм вернется. Развитые страны не сдадут основные активы
В мировой экономике происходит перераспределение баланса сил в пользу развивающихся экономик. Об этом свидетельствует доклад швейцарской бизнес-школы International Institute for Management Development (IМD). Авторы доклада предвидят всплеск протекционизма со стороны развивающихся стран, чтобы не допустить перехода ценных активов под контроль новичков.
США, несмотря на свой высокий дефицит во внешней торговле (около 900 млрд $) и в бюджете (около 260 млрд $), остаются самой конкурентоспособной экономикой в мире. Этому способствует лидерство страны в области финансовых рынков, которые поддерживают на плаву крупнейшую в мире экономику, а также наиболее развитая в мире технологическая и научная инфраструктура. С минимальным отрывом от США идет Сингапур. Третье место у Гонконга.
"США рискуют потерять свое лидерство. Проблема США в том, что они первые, и многие другие страны копировали их опыт. Им нужно постоянно изменять свою бизнес-модель, чтобы оставаться на вершине. А в современном мире очень сложно быть уникальным", - объяснил автор исследования профессор Стефан Гарелли.
Все большее число стран ликвидируют свое отставание от Штатов: из 55 исследованных стран такую динамику показали 40. Среди них Китай, Индия и Россия. Конкурентоспособность других стран на мировой арене, наоборот, падает, и в конечном счете они могут утратить свое лидирующее положение. К числу последних IMD относит Мексику, Италию, Бразилию, а также Францию.
Россия за год переместилась с 46-й на 43-ю позицию. За последние 10 лет Россия больше других стран повысила свою конкурентоспособность, почти на 5%. Этому способствовало установление политической стабильности в стране, высокий экономический рост и улучшение государственных финансов за счет экспорта сырья, - отметил г-н Гарелли. Однако проблемы остаются во всем, что касается инфраструктуры и транспарентности корпоративного законодательства.
Главная тенденция, которую выявили эксперты IMD, - перераспределение баланса сил между развитыми и развивающимися странами. Компании из Индии, Китая и России, а также стран Персидского залива скупают промышленные активы по всему миру. IMD полагает, что развитые страны не потерпят такого расклада и не сдадутся "без боя".
Стефан Гарелли ожидает роста протекционизма со стороны западных стран, причем палки в колеса компаниям из развивающихся государств будут ставить под любым предлогом. "Последует изощренная попытка предотвратить такую практику. Нечто вроде "'мы не можем позволить этой компании совершить сделку, потому что политика ее менеджмента непрозрачна, или эта компания загрязняет окружающую среду, или нарушает законодательство в области авторского права", - полагает автор доклада.
Эксперты соглашаются, что проблема приобретает все более острый характер, однако полагают, что развитым странам придется смириться с конкурентами из третьего мира. "Это часть реальности в глобализированной экономике. Мы уже привыкли к поглощениям американскими компаниями и наоборот. Следующим шагом в глобализации будет необходимость привыкать к поглощениям немецких компаний со стороны, например, индийских", - отметил аналитик Deutsche Вank Research Штефан Бергхайм.