- •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
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
A typical bank will do its very best to retain customers who are relatively mature and reliable. Whenever it deals with these favoured clients, it will try to offer a personalised service, devise innovative products and keep rival lenders away.
The World Bank is certainly not a typical bank, but in this respect it follows the norm. It relishes dealing with its “best” customers: the middle-income countries (MICs), a group whose GDP per head typically ranges from about $1,000 to $6,000. In general, these countries have the decent habit of repaying loans and showing results in their efforts to reduce poverty, which is the bank's main job. Bank-supported projects in middle-income countries—like dams in the Philippines (see the picture above)—can plausibly be presented as contributions to a broader story of success.
Pleasant and rewarding as this MIC business may be, is it doing anything useful that could not be done just as well by others? And if not, is there anything else the bank should be doing? That was the question asked by the Independent Evaluation Group, an in-house monitor, which this week issued a report on the bank's work in the MICs over the past decade.
The MICs are not simply the best but also the biggest customers of the World Bank—accounting for 63% of its loans and over half of its administrative budget. But the trouble with promising protégés is that one day they no longer need you. The MICs are now heading for the exit: over the past 12 years, they have repaid an annual average of $3.8 billion more than they have taken out in new loans. Financing from the multilateral lender accounted for just 0.6% of the MICs' national investment in 2005, down from twice that in 1995.
There are several factors at work here, mostly benign. The MICs are growing faster than either the poorest or the richest states. Five countries have “graduated” from the bank in the past ten years (while several, notably China, have joined the middle-income group). But most crucially for the bank's future, the MICs have started doing a better job at nursing their own balance sheets. This means they can raise capital from private lenders: 31% of the bank's middle-income lending now goes to countries with investment-grade credit ratings. A further 62% goes to countries with credit ratings below investment grade. Just 7% of MIC lending goes to countries with no credit rating and virtually no access to private capital at all.
Naturally, the MICs now turn to private lenders, who do not tie money to advice. The World Bank claims that the best thing it lends is its expertise. But many governments feel they know best; it is hard to make them put up with the advisers who come with “soft” loans, unless the other terms are very attractive.
Nancy Birdsall of the Centre for Global Development, a think-tank in Washington, DC, favours decoupling advice and loans. Some countries (presumably those deemed sensible enough not to need any counsel) would take loans but no advice. Others (like China, with plenty of finance) could take just the advice. By offering a more clearly differentiated range of products, the World Bank could improve the quality of its services to MICs.
An interesting idea, and perhaps one way of easing the identity crisis which looms over the bank as it deals with middling countries. It has devoted three strategy papers in six years to this topic, without dispelling the impression that it is still searching for a clear aim. When the bank was founded, it really was the only source of capital for many poor countries. It is only slowly adapting to a world in which it is one player among many.
In carrying out the institution's core missions—boosting economic growth and reducing poverty—the bank's work in the MICs has been moderately successful, the new evaluation finds. Isn't that good enough? In an earnest quest for relevance, the report's authors name three areas where the bank could do better: corruption, inequality and the environment. In these areas, most borrowers—whatever their view may be worth—saw the bank's work as mildly unsatisfactory or worse.
Nobody calls these issues trivial—but they are also among the hardest to deal with. Battling corruption takes generations. In poor African countries, where the bank and other donors sometimes supply a third or half of the government's revenues, aid-givers cannot avoid being political; they can bankroll or bankrupt ill-governed regimes. But in a country such as Brazil or China, the bank's clout is trifling. At best, it can have influence through advocacy and example. Its measures of corruption, for example, inveigle their way into the political debate in many of its client countries. But if it becomes too intrusive, the borrower will walk away.
In the end, there may be little the bank can do to clean up governance in a large, powerful country, such as India. The best it can manage is to ensure that its own people and projects are above suspicion—as it has been trying to do. Before he was forced out as bank president last May, amid controversy over some professional help he gave his girlfriend, Paul Wolfowitz attempted to beef up the institution's internal-investigations unit. But the unit failed to win the trust of some of the bank's employees. Mr Wolfowitz duly picked Paul Volcker, an ex-chairman of the Federal Reserve, to investigate the investigators; Mr Volcker's report is due out soon.
Inequality is another front on which the bank is ill-equipped to fight. The new evaluation says more than half its middle-income borrowers have become more unequal over the decade under review. But the bank might do more harm than good if it shifted focus from absolute poverty to relative deprivation. When the rich get richer, is that the bank's business?
Finally, the bank's environmental role has long been close to its heart. But it can be argued that positively promoting greenery is not a central task for the institution; it already tries to avoid projects that harm the ecosystem. If it insists on an activist role, it will run up against MICs that take a different view of the trade-off between greenery and growth, and hence borrow elsewhere.
What of the bank's own books, if it should lose its returns from its lending to the MICs? The bank claims that this profit-making activity helps it to dole out money to the poorest countries. But Adam Lerrick of the American Enterprise Institute, a conservative think-tank, calls the bank's “profit” from lending a fiction. He says this income is really the return on cost-free capital that belongs to its shareholders; the bank should invest these funds in the capital markets and use the income on projects in the poorest countries, instead of lending it to governments that don't need it.
Arguably, the bank should be proud of old pupils who have achieved growth, repaid debt and attracted private financing. Of course, if credit markets now tighten, then Robert Zoellick, the bank's president, may be proved right when he insists that MICs will need the bank for a while longer. But whatever happens, setting unrealistic new aspirations is probably not the best way to remain in business.
