- •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 quotations:
The UN is a great clearing house for foreign policy, a place where we talk to people... whom we don't talk to elsewhere because we have fraught relations with them. (British ambassador to the UN)
There is a sense that failure was built into [the UN] by an extraordinary orgy of exaggerated expectations. (an American diplomat)
There is a troubling asymmetry between what the member-states want of the [UN] and what they actually allow it to be. (Kofi Annan)
The United Nations gives the good guys—the peacemakers, the freedom fighters, the people who believe in human rights, those committed to human development—an organized vehicle for achieving gains. (Madeleine Albright)
Everything will be all right—you know when? When people, just people, stop thinking of the United Nations as a weird Picasso abstraction and see it as a drawing they made themselves.( Dag Hammarskjold)
IV. Suggested activities for students:
The text provides us with the standards against which the UN’s activity can be evaluated. Which of them do you find the most objective and why? Could you propose your own standards? What would they be based on? If to judge by your standards how you will evaluate the UN’s work?
Study any field of activity of the UN. How would you evaluate its work? While passing a judgment don’t forget that it is important to be careful of standards of evaluation. The most fruitful standard is judging an organization by what is possible, rather than setting inevitably frustrating ideal goals.
Who is to blame that the UN doesn’t meet our expectations? Is it a flaw of the organization or the product of the unwillingness of member-states to live up to the standards that countries accept when they ratify the Charter? Support your answer with historical facts and examples.
Winston Churchill has famously said: “Give us a tool and we’ll do the job”. What “tools” are to be given to the UN to increase its efficacy? What would you propose?
Should or shouldn’t the role of any body of the UN be extended or on the contrary limited? What may guarantee successful performance of this organization?
Although issues of war and peace usually take centre stage at the UN, most of the work that the UN accomplishes is not directly related to security issues. What are the nonmilitary roles of the United Nations, and how are they, if at all, related to war and peace?
Write an essay on the topic: “If not the UN then what?”
V. Render the article
Браун предлагает Дели место в СБ ООН
Премьер-министр Великобритании Гордон Браун, призвал предоставить Дели место постоянного члена СБ ООН. В тот момент, когда переговоры Индии с США по ядерной сделке зашли в тупик, азиатский гигант нуждается в поддержке на дипломатическом фронте. И Индия ее получила. Но инициатива Лондона вызовет протесты со стороны Пакистана.
Браун в обращении к индийцам по местному ТВ привел в обоснование своего предложения резонный довод: Индия из бедной развивающейся страны превращается в глобальную державу. Один из высокопоставленных британских чиновников, сопровождающих премьера в поездке в две крупнейшие азиатские страны – Китай и Индию, сказал лондонской газете Times: «Индия – это мощная страна, самая большая по населению демократия в мире, она заслуживает места за столом в верхах».
Россия тоже, стоит напомнить, неоднократно высказывалась за включение Индии в число постоянных членов Совета Безопасности ООН. Но ведь речь идет не только об Индии, но и о других претендентах на привилегированное кресло: о Германии, Японии, Бразилии… Иными словами, нужно реформировать коренным образом главный орган ООН, ответственный за поддержание мира. Для того чтобы провести такую реформу, она должна опираться на устойчивое большинство голосов в Генеральной Ассамблее.
Но такого большинства нет. С точки зрения Москвы, опасность погони за реформой состоит в том, что в ходе ее может быть утрачена эффективность ООН. То есть время для реформы не наступило. Тем не менее, на предпоследней сессии Генеральной Ассамблеи Индия попыталась форсировать процесс преобразований. Она предложила создать рабочую группу для обсуждения проблемы. Но это предложение не получило достаточной поддержки в ООН.
Правда, предложение Брауна грозит ухудшением отношений Англии с Пакистаном – ключевым союзником США и Великобритании в борьбе с «Аль-Каидой» и ее приверженцами. Ведь Исламабад всегда негативно воспринимал рост экономической мощи и международного престижа Индии. Но из-за нестабильности в Пакистане, ослабления правящего режима его возражения теряют вес в глазах британской дипломатии.
Браун обсуждал свой план реформы ООН и во время пребывания в Пекине. План предусматривает, что помимо четырех упомянутых выше держав постоянным членом СБ станет и одно африканское государство – ЮАР, Нигерия или Египет. Впрочем, предлагая столь глубокие изменения в структуре ООН, Лондон все-таки хочет сохранить на первой стадии реформы право вето за пятью нынешними постоянными членами СБ – США, Британией, Францией, Россией и Китаем. А в дальнейшем это право перейдет и к новым членам.
Инициативы Брауна, впрочем, одним Советом Безопасности не ограничиваются. Премьер хочет создать под крышей ООН единую команду из полицейских, администраторов и судей, которая работала бы бок о бок с военными миротворцами в странах, разоренных войнами или политическими кризисами. Эта команда будет называться «Силы стабилизации ООН».
