- •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 2 Controversies and culture
In 1946 the UN appointed a committee of philosophers, historians and lawyers to see whether enough agreement could be found among the world's diverse cultures to draw up a list of fundamental human rights. Mary Ann Glendon of Harvard Law School compares the committee's task to that facing the architects of the Tower of Babel. The committee began by sending an elaborate questionnaire to statesmen and thinkers around the world. Replies came in describing human rights from Chinese, Islamic and Hindu as well as American, European and communist-block perspectives. "To the committee's surprise, the lists of basic rights and values they received from their far-flung sources were essentially similar," Ms Glendon recounts in a recent history of the creation of the Universal Declaration; "Yes, we agree about the rights, but on condition no one asks us why," one committee member, the French philosopher Jacques Maritain, observed wryly.
This puzzle has endured ever since. The very concept of rights, their source and their justification remains a matter of energetic debate not only among Christians, Buddhists and Muslims, but even among western political philosophers who share common assumptions about the nature of man and society. These debates are fascinating, but they are also interminable. This survey will make no attempt to resolve them, but instead follow Maritain's example and assume that every person, simply by virtue of being human, has inalienable rights which others must respect in a civilized society.
Reconciling the irreconcilable
But that is the easy part. The next bit—putting human rights into practice—is more controversial. Much political debate, even in Western Europe or America where basic rights have long been codified, is about apparently irreconcilable clashes between individual rights. This is to be expected, because basic rights do sometimes clash—for example, the right to privacy versus the right to free expression—and balancing conflicting rights in particular cases is a proper subject for public discussion. International human-rights law is not meant to settle such issues, but only to ensure that a society strives to achieve a balance and does not brush aside a fundamental right simply because it is inconvenient for the government to observe it.
There is also confusion about what constitutes a basic right. Americans especially tend to couch almost any argument in terms of rights. Too much "rights talk" of this sort can be an obstacle to necessary political compromise. Every statute gives someone legal rights, and usually imposes legal obligations on someone else. Such statutory rights are contingent on what the majority believes to be good public policy. Human rights are different. They should trump even what the majority might want.
Rights skeptics see this as anti-democratic, and it is true that human rights are inconsistent with absolute majoritarianism. Unconstrained majorities can do unacceptably nasty things to minorities. Not many democrats today believe that majority support can justify overtly racist policies, the denial of legal equality to women or the suppression of opposition newspapers.
International human-rights agreements are not meant to resolve controversial clashes of rights within individual societies; nor do they mandate specific policies. There is widespread, even growing, agreement about what rights are fundamental, at least judging from the extensive ratification of treaties, but countries retain great latitude over how to put these rights into practice.
For example, the right to participate in politics is deemed fundamental, but it can be applied in a variety of ways, and through dozens of different electoral systems. Europeans accept some restrictions on the media that Americans would find intolerable, but no one would compare these with the control of the press imposed by the Chinese government. International norms become relevant only when countries fail to balance conflicting rights, or to respect them at all. Even the European Court of Human Rights, which administers the most effective international regime, allows countries what it calls a "margin of appreciation" in its judgments, rather than insist on legal uniformity.
Nevertheless, the rights listed in the so-called International Bill of Rights—the Universal Declaration and the two International Covenants it engendered—admittedly look like a charter for one particular type of government: the liberal democratic welfare state. The main features were outlined in the Universal Declaration even before America and Western Europe had firmly established their own welfare systems. In the debates on the declaration, the economic and social rights were keenly supported not only by the Eastern block and the third world, but by western representatives as well.
Do social and economic rights belong on such a list? Most human-rights advocates insist they do, arguing that human rights derive from the dignity of the individual, and are universal and indivisible. If people are dying of starvation, disease or neglect, they cannot exercise any of their other rights. Minimum levels of food, housing, medical care and education for every person are undoubtedly goals which should be pursued by any decent society, but what is gained by including them in an international covenant? Describing paid holidays as a basic human right (as the Universal Declaration does in Article 24) just seems wrong-headed. If a country is too poor to meet such goals, then labelling it as a human-rights violator achieves nothing.
Claims for economic goods are not justiciable. A court of law, even in a poor country, can determine when civil and political rights are being violated by the government, but it cannot, by a mere legal judgment, summon the resources to meet social and economic goals. In countries where claims to economic assistance have been turned into legal rights, these are usually statutory, not part of constitutional bills of rights. Such countries have enough wealth for some of it to be redistributed to those in need, and enough political consensus to do so.
Moreover, mixing the two categories of rights in international human-rights law has created its own problems. For decades it allowed the Soviet Union to counter western criticism of its record on civil and political rights by claiming that they were simply giving priority to social and economic rights. China and some third-world countries still make this case, and for the same reasons. Trade unions in rich countries also often decry poor working conditions in developing countries as human-rights violations, when their real purpose is to win protection from low-wage competition.
In fact, observing civil and political rights seems to offer the best hope for the economic development that permits the provision of basic necessities. Stable democracies have a far better economic record than authoritarian regimes. Lumping the two sets of rights together—and thus trying to "legalise" issues which should be left to politics and the market—has only muddied the issue of human rights and relieved the pressure on governments to observe civil and political rights.
Cultural imperialism?
A more damaging attack on the idea of international human rights has come from cultural relativists, who claim that the entire concept is the product of western individualism, and that trying to impose human rights on other cultures is a form of imperialism. Such arguments are being put forward, for example, by exponents of Asian values and by Islamic fundamentalists. Some western commentators agree. One of the most eloquent has been Samuel Huntington, a professor of international politics at Harvard University. In 1993 he published a famous article predicting that culture, not ideology, would in future account for most major conflicts. "Western ideas of individualism, liberalism, constitutionalism, human rights,equality, liberty, the rule of law, democracy, free markets, the separation of church and state, often have little resonance in Islamic, Confucian, Japanese, Hindu, Buddhist or Orthodox cultures. Western efforts to propagate such ideas produce instead a reaction against 'human-rights imperialism' and a reaffirmation of indigenous values...", he wrote.
The relativist thesis is unconvincing for a number of reasons. It assumes that there is a single set of western, Islamic or Asian cultural values respectively. This is patently untrue. Mr Huntington's list—Confucian, Japanese, Hindu, Buddhist—is itself a refutation of the popular catch-all of "Asian" values. There are many traditions and beliefs, some of them hostile to each other, even within each of these. Islam is also far from monolithic. Like Judeo-Christian culture, it comes in many flavours, from fundamentalist to secular, including a strand that has championed rationality and scientific inquiry.
Cultural relativists also assume that the core political and civil rights identified in international human-rights documents are exclusively western. But they are based on values widely shared across many cultures: respect for the sacredness of life and for human dignity, tolerance of differences, and a desire for liberty, order, fairness and stability. The question of whether, and in what circumstances, the claims of the individual should prevail over those of the community, or vice versa, has been endlessly debated in many cultures. It is a subject about which even western liberals, the supposed champions of an atomistic individualism, often disagree. Intolerant forms of Islam and hierarchical forms of Confucianism do exist, but western societies too have often been intolerant or hierarchical. The United States did not start dismantling racial segregation until 1954. France did not grant women the right to vote until 1944, Switzerland not until 1971. The rights contained in the Universal Declaration and other treaties have had to be fought for in the West as anywhere else.
It tends to be the people in power who use Islamic or Asian values to justify political repression and restrictions of rights, and it tends to be the people they are repressing who appeal to the outside world to uphold those rights. "In the eyes of the international community, governments are no longer the only actors," says Christopher Keith Hall, a lawyer with Amnesty International. "People who are the targets of repression are participants too." Arab and Iranian human-rights campaigners are as much a part of Islamic culture as their rulers, or fundamentalists. Who is more "Asian", Mahathir Mohamad, Malaysia's prime minister, who cracked down on dissent and jailed his deputy, or Aung San Suu Kyi, a Nobel Peace Prize winner who leads Myanmar's beleaguered opposition?
Moreover, international human-rights obligations are not the straitjacket that cultural relativists claim. For most of the past 50 years Japan has been governed by a single political party, but that did not make it a one-party state like the Soviet Union or China. Japanese voters enjoyed full political and civil rights, but chose to exercise them in a culturally specific way. Similarly, if most Arab women are allowed to vote or hold a job, but choose not to do so, their rights have not been violated. Human-rights obligations bar coercion by government or law; they do not mandate a particular social outcome. True, legal and social coercion can be difficult to distinguish, but international human-rights norms can deal only with the legal issues.
Lastly, relativists ignore the fact that most of the world's population lives within states embracing more than one cultural tradition. Using the power of the government to impose a single, intolerant brand of culture on all of a country's inhabitants is a recipe for constant conflict, both within borders and across them.
Comprehension
