- •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
IV. Suggested activities for students:
The IMF must find a way to be both insurer and policeman. For that it needs more reform. After analyzing and researching its activity and main challenges, what kind of reform you would propose? What weak points can you enumerate within the IMF? How can they be eliminated?
In the text “Not to rescue even a cat” the author asks: If the IMF were to wither away – its money untapped, its advice unheeded—should anyone care? How would you answer the question? Do you believe such institutions as the IMF and the World Bank to be worth existing? Does the world still need them? Could you envisage any alternative to these institutions?
Much has changed for the IMF as a result of the financial crisis. The G20 summit in London in April promised a tripling of its lending capacity. Do you think the countries should help the IMF to stay afloat and continue its work? Why or why not? What the donors might expect in return (for example the reform of the IMF)?
Anti-capitalist protests aren't the only ones who have a bone to pick with the IMF and the World Bank. A controversial report to the US Congress by the Meltzer Commission in March 2000 argued that both should be scaled back radically. Jeffrey Sachs (a signatory to the Meltzer report) argues that the two institutions should concentrate on cooperative schemes to bring new technologies to marginalized regions. Larry Summers, the treasury secretary under President Clinton, also supports a reduced role for the IMF. And a Nobel prize-winning economist, Joseph Stiglitz, former chief economist at the World Bank, criticizes the IMF for bungling the Asian economic crisis. Mr Rogoff (the Fund’s chief economist) makes his own suggestion— the Fund should stop making loans, and start making grants. How persuasive do you find these viewpoints? Whose opinion would you share and why?
The IMF is hardly the most-loved institution in Latin America. For instance Argentina blames the fund for its economic collapse of 2001 – 02. Research this case (or any other similar case) to find out whether these accusations are justified or not.
“ on the topic: The IMF – a helper or a destructor”.
V. Render the article
МВФ никому не нужен
Международный валютный фонд, который еще недавно в России считали неким эквивалентом мирового правительства, сегодня быстро теряет свое значение в мире. Россия уже несколько лет подряд не прибегает к кредитам этой международной организации. Но в последнее время стало известно, что еще целый ряд стран - Таиланд, Индонезия, Бразилия, Турция, Эквадор, Болгария - решили в следующем году не использовать займы этой международной финансовой организации. Суммарный долг развивающихся стран перед фондом за последние 5 лет сократился с 80 млрд. долларов до почти 50 млрд.
Отказ от кредитов объясняется прежде всего тем, что страны - традиционные заемщики МВФ, в том числе и Россия - имеют сегодня прекрасные возможности привлекать заемные средства на мировом рынке. По данным банка JP Morgan, в первой половине этого года негосударственные инвестиции в долговые обязательства развивающихся стран выросли на 37% по отношению к прошлому году и приблизились к 10 млрд. долл. Напомним, что на протяжении предыдущих семи лет - с 1995 по 2001 года деньги с развивающихся рынков только изымались. На фоне этих фактов многие эксперты в мире стали высказывать мнение, что МВФ должен постепенно превращаться из кредитной в консалтинговую и аналитическую организацию. Проблема, однако, в том, что экономические прогнозы Фонда в последнее время вызывают все меньше доверия. Счетная палата США провела расследование деятельности МВФ и в своем докладе отметила низкую достоверность прогнозов, сделанных фондом - в период с 1991 по 2001 год развивающиеся страны 134 раза испытывали экономический спад или даже кризисы, однако в 119 случаях МВФ предсказывал рост.
"Созданный как бюрократическая организация, Фонд в своих оценках часто не принимает во внимание индивидуальные особенности государства, подходит к прогнозированию экономической ситуации в конкретной стране и в мире чересчур технологично, часто опираясь на разработанные теоретические модели, а не на конкретные факты, - заявила "НГ" аналитик компании NetTrader.ru Елена Чернолецкая. - Как можно заметить, в последнее время гораздо большее влияние на мнение экономистов и потенциальных инвесторов оказывают оценки крупных рейтинговых агентств".
В отличие от своих западных коллег в России большинство экономистов склонно оценивать рекомендации Фонда скорее положительно. "Уровень исследований МВФ достаточно высокий, - уверена завсектором Бюро экономического анализа Евгения Яковлева. - Эксперты МВФ - это в своем большинстве очень грамотные люди, которые знают тот предмет, о котором пишут. Иногда они не в курсе некоторых особенностей отдельных стран, о которых пишут, но все равно это всегда квалифицированное мнение". "Уровень анализа, который демонстрируют эксперты МВФ, не очень ровный, - считает главный экономист компании "Тройка-Диалог" Евгений Гариленков. - Очень часто можно согласиться с тем, что предлагается МВФ в области бюджетной или денежной политики, но о том, что они говорят по поводу реального сектора экономики, можно спорить. Впрочем, даже плохой совет всегда хорош тем, что заставляет задуматься".
