- •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
Rigged dialogue with society
How independent are the civil-society organizations beloved by the European Commission?
The European Commission knows it has an image problem. То try to fix things, it is creating the new post of commissioner in charge of communications. Margot Wallstrom, previously responsible for the environment, promises that one of her first actions in office will be to hold "brainstorming sessions" with "civil society". Talking to non-governmental organizations (NGOs) that purport to represent civil society is a proxy for the commission's talking to ordinary Europeans. But there is something odd about this dialogue. Many of the NGOs that Brussels likes to consult are directly financed by the commission itself.
Take the "dialogue with civil society" that took place during the Convention on the Future of Europe, which last year produced а new draft constitution for the European Union. Sensitive to the charge that it was dominated by Europe's political elite, the convention set up civil-society contact groups, allowing NGOs to air their views. Giuliano Amato, one of the convention's vice-presidents, stressed the importance of "the support of civil society in legitimizing the final outcome of the convention's work".
Happily civil society seemed supportive of the idea of expanding EU power. The working group on citizens and institutions called for "the government of the Union to be in the hands of the commission, which alone was capable of representing the common interests of its citizens." Five NGOS оп this working group were invited to deliver this message directly to the convention. But all five – the Young European Federalists, the Federalist Voice, the Active Citizenship Network, the European Network Against Racism and the Polish NGO Office in Brussels – are financed, directly or through EU-funded members, by the commission itself. It is hardly surprising that they are eager for their paymasters to become the government of the Union.
The amounts of money involved are large. The Young European Federalists, which styles itself an autonomous youth organization campaigning for "the creation of а European federation", has received €466,000 ($560,000) from the commission since 2000, accounting for at least 50% of its funding. And this is just one of hundreds of NGOS funded by the commission. Romano Prodi, the commission's outgoing president, boasted in а discussion paper in 2000 that "over € 1,000m а year is allocated to NGO projects directly by the commission". Most of this money goes to organizations that are not directly political: over €400m was allocated to humanitarian aid for example. But Mr. Prodi also reckoned that €50m went to educational NGOs and €70m to social NGOs.
Some of the organizations financed by the EU directly promote political messages congenial to the commission. Indeed, some are assisted precisely so as to influence the political debate in Europe at critical moments. Just as Poland was completing its negotiations to join the EU, and preparing for а referendum on whether to join, the commission devoted millions of euros to pro-European initiatives in Poland. The commission influences the climate of debate more generally, by subsidizing many of the think-tanks studying the EU and by promoting the introduction of European integration studies in universities across Europe. Its Jean Monnet project has enabled European universities to set up over 2,000 teaching projects since 1990, as well as funding over 400 Jean Monnet chairs.
NGOs dealing with social issues are also big recipients of EU cash. Scores of such organizations, campaigning on issues ranging from conservation to corporate social responsibility have been set up in Brussels. The commission finances many of them partly because they are convenient interlocutors for the various policymaking directorates. Suppose the environment or social-affairs directorates are thinking of issuing new directives and want to be seen to take account of the views of European citizens. What could be easier than picking up the phone and arranging а meeting with the local (commission-funded) NGO?
When is an NGO а GO?
Simon Wilson, director of the Platform of European Social NGOs, points out that the commission is hardly unusual in supporting NGOs. Most western governments and many international organizations do the same thing. The World Bank, for example, has made а huge effort to step up its contacts with NGOs. Mr. Wilson argues that it is in governments' interest to foster such links, since they can then tap into а wide range of expertise and experience. His own organization received €369,383 from the commission in 2003-04, some 90% of its budget. But Mr. Wilson denies that this compromises its independence. "On some occasions we broadly support the commission's line", he says, "but on many others we oppose it." Не cites two examples: the Social Platform's campaign for new anti-discrimination legislation, and its effort to insert а clause in the draft EU constitution, making consultations with civil society a legal obligation.
This last (successful) campaign was, perhaps, а tad self-interested. But campaigning on their own behalf is а big occupation of these groups. Look at the websites of EU-funded NGOs and it becomes clear that one of their favored activities is to lobby for even more EU money. Thus the European Network against Racism (80% - 90% commission-funded) complains truculently that "the present budget line for anti-racist activities is insufficient. The network needs to put pressure on the European institutions with а view to increase this amount."
The spectacle of organizations that receive EU money using their money to campaign for more EU money is only one example of this looking-glass world. It is a world in which so-called NGOs are actually dependent on government for cash; and one in which the European Commission, itself directly financed by Europe's national governments, finances "autonomous" organizations that campaign for more power and money to be handed to the commission itself.
