- •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:
In today’s world any threat to one is a threat to all (Kofi Annan)
There is no such single thing as the UN. Rather the UN is 191 countries with different agendas and a whole collection of civil servants who work there, and it’s all Jell-O. you can’t say what the UN is, because you touch one area and it comes out looking differently on the other side (Nancy Soderberg)
"The UN is flawed but indispensable institution that we have two choices with: weaken it by undermining it or trying to strengthen it by getting it to correct its flaws" (Richard Holbrooke).
IV. Suggested activities for students:
If you were to propose reforms in the UN, what areas it will concern? What proposals would you come up with? What issues would you place emphasis on?
Are we in need of such an organization (the UN), if some countries feel free to ignore its recommendations? As far as it is not a legislative body, in that its recommendations are not binding on its members wouldn’t it be better to enhance its authority? Present the means through which this might be achieved.
Imagine you are an American representative to the UN. How would you argue your position being on the one hand supportive of the reforms and at the same time being uneager to be tired down by any legal commitments?
You are to discuss the extension of the permanent membership of the SC. What are its pros and cons? Would this extension bode well or ill for efficiency of the SC? Why are the current permanent members unwilling to grant India, Brazil, Germany and Japan permanent membership in the SC? Account for the historic background of the P5 creation. Should the SC be more responsive towards the changing circumstances?
Research areas of UN work, such as that of the United Nations High Commissioner for Refugees, the United Nations Children's Fund (UNICEF), the World Health Organization, the United Nations Development Program, the International Atomic Energy Agency; the World Food Program and the United Nations Educational, Scientific and Cultural Organization (UNESCO). What kind of work are they doing? Prepare a report about their activity, achievements and failures.
Text 2 The spirit of principled pragmatism By Ban Ki-moon (November 15, 2007)
If I were to sum up my view of the United Nations and its work today, it would be a spirit of principled pragmatism. By virtue of its Charter and its calling, the UN must be a voice of moral conscience in the world. Part of that moral duty is to make good on the hopes and expectations vested in us—to deliver results, not mere promises.
The coming year will bring extraordinary challenges. They range from the crisis in Darfur to Somalia, Iraq and the Middle East. We must act on climate change, and we must find ways to make development work in Africa. Too often, the UN has tackled such challenges rhetorically, contributing to its reputation as a talking-shop. For that to change, the UN must rediscover the pragmatism of its principles. Solutions we offer must be real solutions, not band-aids. Complex problems must be dealt with comprehensively, in their full economic, social and political dimension.
A global agenda
I see three main priorities for 2008. Each must be the work of every nation, for each embodies a fundamental principle of justice and human rights—as befits the year marking the 60th anniversary of the Universal Declaration of Human Rights. Begin with Darfur—a case study in complexity. The UN will soon deploy 26,000 peacekeepers in one of the largest and logistically most difficult assignments in its history. That it will be undertaken in partnership with the African Union is a precedent in itself. Yet this mission can succeed only if there is a peace to keep.
In the case of Darfur, principled pragmatism means painstaking hard work for a real political settlement. Negotiations began in Libya in 2007. They will succeed or fail depending on whether we get the parties to the conflict around a table and persuade them to agree: the government of Sudan, rebel movements and leaders of neighbouring countries. We must also remember that Darfur is an environmental and development crisis, arising at least in part from desertification, ecological degradation and a scarcity of resources, foremost among them water. Any solution must take this economic dimension into account: water, agriculture, transport, jobs, social services—all must be addressed if 2.5m displaced people are to return home and resume their daily lives. Dealing with such complexity is the only way to a solution that endures.
As in Darfur, so elsewhere. If we seek, genuinely, to create a more just world, then it is axiomatic: development cannot take a back seat to issues of peace and security. Hence the second priority for 2008. We are now at the mid-point of a multinational effort to aid the poorest of the world’s poor, set forth in the UN Millennium Development Goals. Here, principled pragmatism means sweating the details: working hard to deliver what has been promised instead of offering more high-minded words about what ought to be done.
We have had successes. Around the world, economic growth is lifting unprecedented numbers of people out of poverty. Yet this rising tide of globalization has not raised all boats. We see this most acutely in Africa, home to most of what one World Bank economist calls “the bottom billion” of the world’s poor. It is intolerable that HIV/AIDS continues as a modern-day scourge; and that 10m children die each year before their fifth birthday, mostly from preventable diseases such as malaria. It is a moral scar on our conscience.
As I see it, 2008 must be a year of fresh thinking. This is not to say we will do things that these countries should, and can, do for themselves. The “Asian miracle” has shown that successful development owes much to smart choices and rigorous execution. But we can do better. Developed nations must make good on promises of aid, debt relief and market access. Open, fair and non-discriminatory trading and financial systems are critical to the future of every developing country. This should be the main theme of the year’s Doha negotiations. Principled pragmatism means that business-as-usual doesn’t cut it any more.
Lastly, global warming—the defining issue of our era, as the Nobel prize committee has recognized. Here, principled pragmatism means not setting out a vision for a perfect regime to combat it. Rather, it means getting everyone around the negotiating table in Bali in December 2007, so that countries with different interests can hammer out an agreement all can embrace. Any such deal must be built on a foundation of justice. We are all aware of the terrible irony of climate change: developing countries have contributed least to the problem, but bear the brunt of the consequences. There can be no solutions that ignore this reality—just as there can be none that denies poor nations their chance to develop, to share in global prosperity.
Peace and security, the UN charter noted long ago, ultimately depend on “the social and economic advancement of people”. This is the spirit of principled pragmatism.
Comprehension
