Учебное пособие по английскому языку с упражнениями по развитию креативного мышления. Часть 2

increasingly complex demands on public administration, the manifold problems of urbanization, public security, etc. require a certain kind and amount of education. We are dealing exactly with the question what the necessary amount and kind of education should be. Could history help us to unravel this problem? Our answer is: yes, but-the help can be only of restricted validity. According to the evidence of history, even when the broadest masses of the population had not enjoyed any education and formal schooling in the 18th and 19th centuries, the equivalent of a per capita national income of 500 to 800 dollars could be attained in certain countries-the very sum the majority of the developing countries may hope to achieve by the last decades of our century provided that their political as well as economic fortunes will take a turn for the better. However, this should by no means be applied automatically to our own age, and it would be a grave mistake to announce that these socio-economic targets can be achieved even through a modest degree of educational development. Today much more complex techniques have to be operated than in the leading countries of the 18th century, and even more important, the present-day developing countries live in an international environment of very different character. The leading powers of past centuries had been surrounded by countries of more primitive economies than their own ones, whereas today the developing countries are surrounded by states of more complex and higher-level economies than those prevailing in the countries of the Third World. Thus it is imperative for the present-day developing countries to reach a higher level of education than that existent at the beginning of the industrial revolution.

The second lesson to be drawn from economic history will probably be that for initiating their own industrial revolutions, the developing countries are not compelled to achieve the present educational level of the contemporary most advanced countries. This may serve also as a warning to the Third World countries to economize on their resources allocated to educational purposes.

Ex. 9. Make a report on the text above.

Ex. 10. Discuss the text in pairs.

Ex. 11. Retell the text.

The Need for Income Redistribution

In the absence of growing foreign markets, the sources of domestic market demand for staples consist of either government absorption of the marketable surplus for storage and non-market distribution, or of an adequate growth in the income of unskilled labour and other low income groups whose income elasticity of demand for food is relatively high. Government purchase for storage has been shown to be highly effective for absorption and price stabilization in the Western economies, but it is capital-intensive and, in any case, storage over and above the

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inventories needed for protection in case of crop failures does not seem to be reasonable in countries where a significant proportion of the population is inadequately nourished. There is, of course, the possibility of non-market distribution instead of storage which, apart from its great organizational demands, represents a form of direct income transfer rather than market absorption.

If the increased output is to be sold in the market, the consumers' purchasing power must be increased. But the trouble is that those whose income would increase if a faster rate of industrialization and agricultural modernization could be introduced are not necessarily those who would like to consume more food. Given the scarcity of resources relative to unskilled labour, the free market returns to the owners of capital (including skills) and land are necessarily large relative to the share of unskilled labour. And the more labour-abundant the economy, the smaller the share of the lowest income groups and the more insignificant the proportion of total output which these could be expected to absorb.

Vocabulary

absorption n ɩɨɝɥɨɳɟɧɢɟ

reasonable adj 1. ɪɚɡɭɦɧɵɣ 2. ɨɛɨɫɧɨɜɚɧɧɵɣ 3. ɩɪɢɟɦɥɟɦɵɣ 4. ɭɦɟɪɟɧɧɵɣ, ɧɟɞɨɪɨɝɨɣ

scarcity n ɧɟɞɨɫɬɚɬɨɤ, ɧɟɯɜɚɬɤɚ, ɞɟɮɢɰɢɬ

staple n 1. ɨɫɧɨɜɧɨɣ ɬɨɜɚɪ, ɨɫɧɨɜɧɨɣ ɩɪɨɞɭɤɬ 2. ɫɵɪɶɟ, ɦɚɬɟɪɢɚɥ storage n 1. ɯɪɚɧɟɧɢɟ 2. ɯɪɚɧɢɥɢɳɟ, ɫɤɥɚɞ 3. ɩɥɚɬɚ ɡɚ ɯɪɚɧɟɧɢɟ

surplus n 1. ɢɡɥɢɲɟɤ, ɢɡɛɵɬɨɤ 2. ɚɤɬɢɜɧɨɟ ɫɚɥɶɞɨ (ɛɸɞɠɟɬɚ, ɩɥɚɬɟɠɧɨɝɨ ɛɚɥɚɧɫɚ) 3. ɧɟɪɚɫɩɪɟɞɟɥɟɧɧɚɹ ɩɪɢɛɵɥɶ

Ex. 12. Make a plan of the text above. Give your personal opinion about the text above orally.

Ex. 13. Read and translate the dialogue. Explain in English what this dialogue is about. Make your own dialogue, paying attention to the dialogue below.

Dialogue

Loans

Banker: Our discount committee is still discussing your application for credit. I wonder if you'd mind giving us some more information about certain items shown on your balance sheet.

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Manufacturer: Not at all.

Banker: Is the mortgage on your fixed assets being amortized?

Manufacturer: Yes. We're making semi-annual payments on this obligation.

Banker: Your balance sheet shows some other indebtedness. Are any of your assets pledged as security?

Manufacturer: No. That's just an open note.

Banker: Would your company be willing to pledge part of its current assets as collateral security to our loan?

Manufacturer: We wouldn't object to that. Part of this money will be used to retire present debts and part to expand our operations. Then we can immediately begin to liquidate this new liability.

Banker: I think we'd prefer that arrangement.

LESSON 19

Ex.1. Imagine The Minister of Education. What would you do the first?

Ex.2. Find, as much as you can, definition for the following words. Explain your decision.

For example: book – beautiful book.

1.Culture

2.Region

3.Relations

4.Possibility

5.Advantage

6.Compromise

7.Importance

8.Communication

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Ex. 3. Give the answers interpreting following words.

Example: fast, green, full – train.

Ex. 4. Make your own sentences based from four words, in which every word begins with the following letters:

Example: N…B…W…T... – Nice boy watched TV.

1.E…S…M…B…C…

2.M…E…S…B…C…?

3.E…S…M…N…B…C…

4.W…M…C…E…D…

5.W…M…N…C…E…D…

6.E…S…M…B…C…I…O…C…

Ex. 5. Explain what you see in the picture.

Ex. 6. Retell the text.

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The Political Significance of Educational Aid

The relationship in the field of education between the developing countries on the one hand, and Europe as well as North America on the other, is termed in an over-simplified way "aid". As mentioned already, this is often unfounded since in many cases the developing country itself turns out to be the financing party. In other cases aid is compensated in some indirect way: by granting political and economic advantages. An extremely effective possibility of political and intellectual influence opens up to the donors by educational assistance. It makes the receiving government indebted to the donor; the intelligentsia and spiritual elite are in-fluenced by teachers and professors, whereas adherents of the donor country's way of living, language, culture, social ideas may be recruited by admitting students of the developing countries to the donors universities. Such by far not insignificant advantages may be achieved only in this way.

As a matter of fact, the considerable and solid educational assistance rendered by France to her former colonies is by no means an act of unselfish charity. France definitely expects this to strengthen her political influence in that region. This is a valuable asset which, though not to be measured in money, can often be transformed into money as well. To stress the political significance of educational aid, let me refer to the views formed by competent circles of the United States.

President Kennedy regarded educational-cultural relations to be so important as to create a special post with the rank of Assistant Secretary in the State Department for this end. The first Assistant Secretary of State for Educational and Cultural Affairs, Philip H. Coombs has been appointed later Director of the International Institute for Educational Planning at UNESCO. The following conclusion is quoted from his book published in 1964. "The thesis, in a nutshell, stoutly denies that educational and cultural activities are a mere mishmash of 'do good' endeavours which can contribute little or nothing to the conducts and success of U.S. foreign policy. They comprise, on the contrary, potent and timely measures—a fourth dimension of foreign policy—that can bolster the political, economic and military elements, grasp opportunities beyond their reach and add much-needed flexibility, breadth and depth. In short, this fourth dimension should be given parity of importance with the other three.

Vocabulary

term n 1. ɩɟɪɢɨɞ, ɫɪɨɤ 2. pl. ɭɫɥɨɜɢɹ aid n ɩɨɦɨɳɶ

compensate v ɤɨɦɩɟɧɫɢɪɨɜɚɬɶ adherent n ɫɬɨɪɨɧɧɢɤ

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recruit n ɧɨɜɵɣ ɱɥɟɧ ɢɥɢ ɭɱɚɫɬɧɢɤ 2. ɧɨɜɢɱɨɤ v 1. ɧɚɛɢɪɚɬɶ (ɧɚ ɪɚɛɨɬɭ, ɜ ɨɪɝɚɧɢɡɚɰɢɸ)

admit v ɩɪɢɡɧɚɜɚɬɶ, ɞɨɩɭɫɤɚɬɶ strengthen v ɭɫɢɥɢɜɚɬɶ

asset n 1. ɚɤɬɢɜ 2. ɢɦɭɳɟɫɬɜɨ deny v ɨɬɪɢɰɚɬɶ

flexibility n 1. ɝɢɛɤɨɫɬɶ 2. ɩɨɞɜɢɠɧɨɫɬɶ, ɩɪɢɫɩɨɫɨɛɥɹɟɦɨɫɬɶ

Ex. 7. Make questions on the text above.

Ex. 8. Retell the text.

Training of Skilled Workers

The stratum of skilled workers is an indispensable factor of economic development in industry, transport and communication, agriculture as well as other branches of the economy. Without the development of that stratum, most of the efforts aimed at educating technicians and intellectuals of other specialized qualifications working in the sphere of production would certainly come to grief since engineers, for instance, could not realize their technological ideas and instructions concerning production. This stratum represents also the greatest mass of skilled people, and herein lies the specific problem of organizing their vocational training.

Under the conditions of the developing countries organized education should by no means be regarded as the only road leading towards the performance of skilled work. Workers cannot and should not be denied the chance of acquiring special skills by way of unorganized learning through practice. Moreover, part of the courses ought to be devoted to the systematization and completion of acquired knowledge by self-teaching. This is going to remain the chief method for adults of acquiring knowledge in developing countries for quite a long time to come and even a considerable number of young people will take this approach.

Neither can organized training of skilled workers simply copy the present-day European practice of education and training. Vocational training ought to permit for a relatively great number of later decisions entrusting specialization to workplaces, courses, self-education and many years of practice.

Vocational training in industry, agriculture, communication and other branches should be effected, if possible, at the workplaces. In the developing countries it would seem advisable to organize the theoretical part of the training, too, in the plants, whereas the state ought but to control courses being as a rule unable to maintain and operate schools and workshops for training skilled workers.

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Thus, a great variety of forms of vocational training would co-exist. Some illiterate people will become skilled workers while working at their work-benches though they had never attended any school or courses and had not received certificates of any kind. Others will obtain their skilled workers' certificates at the age of 14—18 at vocational schools and apprentice workshops established by the biggest industrial plants. These are two extreme cases. The first one will become a mass phenomenon, whereas the latter one will be organized in a much more restricted range for the time being. Between the two poles another form embracing great masses is to be found combining school-type vocational training with practical work at workplaces wherein the latter one will dominate.

Ex.9. Make a report on the text above.

Ex. 10. Discuss the text above in pairs.

Ex.11. Retell the text.

Supply Considerations

An increase in the demand is not, however, sufficient: there must be capacity, or potential capacity to satisfy it. In the case of North America, supply could be expanded under conditions approximating constant returns to scale. In fact, demand and supply could for a long time grow, as it were, hand in hand; not putative capacity by workers and landowners to purchase back the output—which in a trivial sense is always possible—, but apart from the exported surplus, new settlers' additional consumption corresponded to the additional goods they themselves had produced.

And after the settlement of the open regions, accomplished without overcrowding because of the abundant supply of land, food production could be readily maintained and increased by increasing the capital-intensity of production, even when in response to urban migration the labour ratio diminished. Neither land nor capital represented crucial limitations.

In contrast, it is the scarcity of land and capital which limits the growth of output in today's underdeveloped countries. The actual problem is not how to transfer labour from agriculture to industry— as in the Western paradigm— without loss of output; but how to increase output per unit of land by techniques which are highly labour-intensive and which, in the face of population growth, may even permit an economic increase in the prevailing labour-land ratio.

Undoubtedly, the problem cannot be solved with traditional methods of cultivation: multiple cropping and more efficient land use in raising each crop are required. More technical know-how, more capital investment, more manufactured inputs (chemical fertilizers, pesticides and equipment) are needed than in traditional, methods of farming. For this reason—in spite of the fact that a new technology is available for the production of staples such as grains and cotton —

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farmers cannot be expected to change their methods of cultivation unless they are assured that a marketable surplus can be produced and that it can be sold at prices which justify their outlays on fixed and circulating capital. Thus, once again, the problem of demand arises.

Vocabulary

corresponded adj ɫɨɨɬɜɟɬɫɬɜɭɸɳɢɣ

diminish v 1. ɭɦɟɧɶɲɚɬɶ, ɫɨɤɪɚɳɚɬɶ 2. ɭɦɟɧɶɲɚɬɶɫɹ, ɫɨɤɪɚɳɚɬɶɫɹ in spite of – ɧɟɫɦɨɬɪɹ ɧɚ

input n 1. ɜɜɨɞ, ɩɨɞɚɱɚ, ɡɚɝɪɭɡɤɚ 2. ɩɨɬɪɟɛɥɹɟɦɚɹ ɦɨɳɧɨɫɬɶ 3. ɡɚɬɪɚɬɵ, ɩɨɬɪɟɛɥɹɟɦɵɟ ɦɚɬɟɪɢɚɥɵ 4. ɜɤɥɚɞ

justify v ɨɩɪɚɜɞɵɜɚɬɶ putative adj ɩɪɟɞɩɨɥɚɝɚɟɦɵɣ undoubtedly adv ɧɟɫɨɦɧɟɧɧɨ

Ex. 12. Make a plan of the text above. Give your personal opinion about the text above orally.

LESSON 20

Ex. 1. Imagine that you are The Minister of Foreign Affairs. What would you do the first.

Ex. 2. Find, as much as you can, definition for the following words. Explain your decision.

For example: book – beautiful book.

1.Emigration

2.Migration

3.Phenomenon

4.Representatives

5.Intellectuals

6.Gain

7.Specialist

8.Enterprise

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Ex. 3. Give the answers interpreting following words.

Example: fast, green, full – train.

Ex. 4. Make your own sentences based from four words, in which every word begins with the following letters:

Example: N…B…W…T... – Nice boy watched TV.

1.M…I…L…T…C…

2.D…M…I…L…T…C…?

3.C…M…I…L…T…C…?

4.W…M…I…L…T…C…?

5.M…I…C…L…T…C…?

Ex. 5. Explain what you see in the picture.

Ex. 6. Retell the text.

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BRAIN DRAIN

One of the most popular subjects of experts treating the problems of Third World education is the phenomenon of brain drain. Initially, it has been the "brain flux" from Western Europe to the United States which has aroused considerable interest. And since the most outstanding representatives of the various professions have settled abroad, it has been virtually impossible to express numerically exactly the loss suffered by Europe. Educational expenses are by no means equal to these losses, and neither are there the high incomes of these outstanding experts. However, it may be stated quite definitely that the shortfall of inventions, the emigration of gifted organizers represent an immense loss. And if-as it has been the case-most up-to-date technology, research equipment and open-handed budgets have been put at their disposal in their new countries of choice, it may be stated as well that the countries where these experts have come from have suffered considerable losses by their emigration, but still higher have been the gains of the countries where they have settled.

Considering the migration of intellectuals on an international scale as a whole, the migration from Europe to America is but one of the many possible directions of movement although it is the main direction among industrially developed countries. In addition, there occurs migration among the developing countries as well as from developed countries to developing ones or vice versa. Analyzing the migration of intellectuals within the Third World, the flow towards the richest oilproducing Arab countries is noteworthy. However, of the most far-reaching effect is the migration of intellectuals from underdeveloped regions to Western Europe and North America. Due to its very scope, this process has a marked influence on the growth capacity of the developing countries.

The movement in the opposite direction, i.e. migration from the developed countries to the developing ones, has been treated in the chapter dealing with the flow of teachers and educational experts and with educational assistance. Besides, many key positions in the countries of the Third World are held by various specialists, advisers and representatives of different intellectual professions. In 1971 the so-called DAC countries sent 100 thousand people within the framework of technical assistance,84 and in addition a great, though indeterminable number of North American and European experts were employed by private banking institutions, industrial and trading enterprises. This fact is interpreted as a compensation of brain drain by a number of authors.

Vocabulary

adviser n ɫɨɜɟɬɧɢɤ, ɤɨɧɫɭɥɶɬɚɧɬ compensation n ɤɨɦɩɟɧɫɚɰɢɹ

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