- •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
Text 1 The nature of human rights
Before moving to а detailed discussion of human rights, it is important to explain the broad concept of human rights. We are used to thinking about human rights in terms of individual human rights, that is, freedom from specific abuses or restrictions, especially by governments. The U.S. Bill of Rights, for example, prohibits (except in extreme cases) the government from abridging individual Americans' right to exercise their religion or free speech, from discriminating against citizens based on race and other demographic traits, from long-imprisoning citizens without а trial, and from committing а variety of other abuses. Gradually, these constitutional prohibitions have been extended to restrict actions by U.S. state and local governments and even, in some cases, by individuals.
There is а more comprehensive concept of rights. This broader view holds that people and groups not only have the right not to be specifically abused, but that they also have collective human rights to а quality of life that, at minimum, does not detract from their human dignity. One scholar suggests that the most fruitful way to think about human rights is to begin with the idea that "ultimately they are supposed to serve basic human needs." These basic human needs, which generate corresponding rights, include, among others:
"Survival needs – to avoid violence": The requisite to avoid and the right to be free from individual and collective violence.
"Well-being needs – to avoid misery": The right to adequate nutrition and water; to movement, sleep, and other biological wants; to protection from diseases and from adverse climatological and environmental impacts.
"Identity needs – to avoid alienation": The right to self-expression; to realize your potential, to establish and maintain emotional bonds with others; to preserve cultural heritage and association; to contribute through work and other activity; and to receive information about and maintain contact with nature, global humanity, and other aspects of the biosphere.
"Freedom needs – to avoid repression": The right to receive and express opinions, to assemble with others, to have а say in common policy; and to choose in such wide-ranging matters as jobs, spouses, where to live, and lifestyle.
Few, if any, people would argue that these rights are absolute. As the classic formulation about free speech goes, for example, freedom of speech does not include the right to shout "fire!" in а crowded theater. It is also the case that the legal rights granted and recognized by countries largely include only protections from specific abuses of individuals and groups and do not include the right to certain qualitative standards of life. But it is also arguable that the very nature of being human means that people have the right to exist in at least tolerable conditions as well as the right to be merely free from specific abuses. It is also appropriate to say а bit about the origins of human rights. There is an ancient debate about the basis of human rights. Universalists represent one school of thought; relativists represent the other.
Universalists believe that human rights are derived from sources external to society. Depending on the universalist, the source may be one or another theological or ideological doctrine or it may be natural rights. This last concept holds that the fact of being human carries with it certain rights that cannot be violated can only be violated in extremis. Universalists therefore believe that there is а single, prevailing set of standards of moral behavior on which human rights are based.
Relativists argue from а positivist point of view and claim that rights are the product of а society's contemporary values. Positivists therefore contend that in а world of diverse cultures, no single standard of human rights exists or is likely to exist short of the world becoming completely homogenized culturally. Those who believe in the cultural relativism of rights also tend to view attempts to impose standards of rights by one culture on another as cultural imperialism.
It is not uncommon to hear those in the non-Western world argue that many of the rights asserted, in such international documents as the Universal Declaration of Human Rights, which was adopted in 1948 by an overwhelming vote of the UN General Assembly, are based on the values of the politically dominant West. Positivists contend that many of these Western values, such as individualism and democracy, are not held as strongly in other cultures, and that no matter how high-minded the intent, Western attempts to impose them are imperialist. There are, however, leaders in non-Western cultures who reject these assertions of cultural relativism. Burmese political activist and 1991 Nobel Peace Prize winner Aung San Suu Kyi writes that claims about "the national culture can become a bizarre graft of carefully selected historical incidents and distorted social values intended to justify the policies and actions of those in power." She goes on to argue that, "It is precisely because of the cultural diversity of the world that it is necessary for different nations and peoples to agree on those basic human values which will act as а unifying factor." As for the cultural imperialism argument, Suu Kyi contends that "when democracy and human rights are said to run counter to non-Western culture, such culture is usually defined narrowly and presented as monolithic." То avoid this, she counsels, it is possible to conceive of rights "which place human worth above power and liberation above control". The power and control she wishes to subordinate are not just those of government, but also those of onе ethnic group, race, religion, sex, or other societal faction over another.
It must be said that differences over what constitutes а human right are not only matters of Western and non-Western philosophies. There are also vigorous disputes between countries of similar cultural heritage. For example, many countries have taken the same position and will not extradite people accused of capital crimes unless assured that the death penalty will not be invoked. In one case, Italy's Constitutional Court cited the alleged barbarity of executions and blocked the extradition of an Italian wanted for first-degree murder in Florida, which has а death penalty. А U.S. Department of Justice official called the Italian court's decision "а bad omen"; Giovanni Leone, а former president of Italy, called the decision "onе of historic character that does honor to Italy."
Such views have increased worldwide as the number of executions in the United States has risen. А total of 85 inmates were put to death in U.S. prisons in 2000, and 3,527 other prisoners were under sentence of death. Of these, 85 had been sentenced to death for crimes they had committed as children (under the age of 18). The U.S. record stands in sharp contrast to the trend worldwide, where the number of countries that prohibit the execution of prisoners increased from 8 in 1948 to 90 in 2000. This difference was onе factor that led the UN in late 1997 to name а monitor to report on potential human rights violations by the United States in light of:
1) its relatively high rate of executions (third in the world in 2000 after China and Saudi Arabia);
2) the execution of individuals for crimes they committed as children;
3) the high percentage of those executed who are from minority groups (42 percent of all those executed in 2000 were African Americans; adding Latinos, for whom separate data is not compiled, would certainly push the minority rate over 50 percent).
Comprehension
