- •Университет Сервиса и экономики
- •Организация обслуживания туристов
- •Содержание
- •Введение
- •Краткие методические указания
- •Give synonyms to the words:
- •Translate the word combinations into Russian without using a dictionary, then check with a dictionary:
- •Work in small groups, make up sentences with these word combinations.
- •Match the words and their definitions:
- •Part I unit 1. Globalisation
- •A) Study the following words and word combinations:
- •B) Make up 10 sentences using these words. Exchange your lists with your partner and translate them into Russian.
- •Make sure you know how to pronounce these words, transcribe them and check with a dictionary:
- •Translate the sentences into Russian:
- •A) Read the text:
- •Answer the questions:
- •Work in small groups, find sentences which contain the words of exercise 2, translate them without using a dictionary. Compare your work with that of your partner.
- •Translate the first, the second, the third and the last abstracts of the text in written form, entitle them. Choose the best translator.
- •Render the text following the tips:
- •A) Read the text: text b Positive and Negative Effects of Globalisation
- •Translate the word combinations into Russian without using a dictionary, then check with a dictionary:
- •Match the words with their definitions:
- •Translate the sentences into Russian:
- •A) Read the text: text c Anti-Globalisation
- •Render the text: Проблемы глобализации
- •12. Discuss the following questions:
- •Unit 2. World economy
- •1. A) Study the following words and word combinations:
- •3. Make sure you know how to pronounce these words, transcribe them and check with a dictionary:
- •4. Give synonyms to the words:
- •5. A) Translate the word combinations into Russian without using a dictionary, then check with a dictionary:
- •6. Match the words and their definitions:
- •7. Translate the sentences into Russian:
- •8. Translate the sentences into English:
- •9. A) Read the text:
- •10. Read and memorize the dialogue. Represent it in class.
- •Introducing something surprising:
- •Render the text: Как поправить дела в мировой экономике
- •Discuss the following questions:
- •Unit 3. Economy of europe
- •1. A) Study the following words and word combinations:
- •B) Make up 10 sentences using these words. Exchange your lists with your partner and translate them into Russian.
- •2. Make sure you know how to pronounce these words, transcribe them and check with a dictionary:
- •3. Give synonyms to the words:
- •4. A)Translate the word combinations into Russian without using a dictionary, then check with a dictionary:
- •Work in small groups, make up sentences with these word combinations.
- •5. Translate the sentences into Russian:
- •Match the word combinations with their Russian equivalents:
- •A) Read the text:
- •8. Before reading tasks:
- •Text b Economic Development Of Europe
- •9. Render the article: Европа дороже Америки
- •10. Discuss the following questions:
- •Unit 4. Economy of russia
- •1. A) Study the following words and word combinations:
- •2. Give synonyms to the words:
- •3. Give antonyms to the words:
- •4. A) Translate the word combinations into Russian without using a dictionary, then check with a dictionary:
- •5. Match the word combinations with their Russian equivalents:
- •6. Translate the sentences into Russian:
- •7. Match the words and their definitions:
- •A) Read the text: Economy of Russia
- •Industry and Trade
- •Study the dialogue on the current state of the Russian economy. Make up your own opinion on the problems raised in the dialogue. Share your ideas with the class.
- •10. Mikhail and Maxim are discussing the question how a rise can be seen in the Russian economy. Use the notes below to write the conversation. Then practise reading your conversations to each other.
- •11. Lena and Oleg are discussing the question why Russia is still experiencing economic decline. Use the notes below to write the conversation. Then practise reading your conversations to each other.
- •12. Render the text: Россия как страна незавершенных реформ
- •13. Discuss the following questions:
- •Unit 5. Economy of the united states of america
- •A) Study the following words and word combinations:
- •Make up 10 sentences using these words. Exchange your lists with your partner and translate them into Russian.
- •Give synonyms to the words:
- •A) Translate the word combinations into Russian without using a dictionary, then check with a dictionary:
- •Match the word combinations with their Russian equivalents:
- •Translate the sentences into Russian:
- •Match the words and their definitions:
- •A) Read the text: Economy of the United States
- •A) Read the text. Think of a title for it.
- •Render the newspaper article: Мир больше не пляшет под дудку Америки
- •10. Discuss the following questions:
- •Unit 6. Economy of japan
- •A) Study the following words and word combinations:
- •Make sure you know how to pronounce these words, transcribe them and check with a dictionary:
- •Give synonyms to the words:
- •A) Translate the word combinations into Russian without using a dictionary, then check with a dictionary:
- •Match the word combinations with their Russian equivalents:
- •Translate the sentences into Russian:
- •Match the words and their definitions:
- •A) Read the text: Economy of Japan
- •9. A) Read the article.
- •10. Translate the sentences into English:
- •12. Discuss the following questions:
- •Part II unit 1. Entrepreneur
- •A) Study the following words:
- •Match the words and their definitions:
- •Translate the sentences into Russian:
- •A) Can you give a definition of an entrepreneur and list traits typical of entrepreneurs? Read the following text and find out whether you were right:
- •A) Give Russian equivalents to the following words and expressions:
- •Explain in your own words the meaning of these terms.
- •Match the definitions and see if you were right:
- •Put each of the sentences together and translate them:
- •Make up 10 questions based on the text and ask each other in turn. Render the text.
- •A) Read the article.
- •14. A) Read the information about one of the World's richest men Ingvar Kamprad, ikea founder and restore missing questions:
- •15. Render the text: Содержание предпринимательской деятельности
- •16. Discuss the following questions:
- •Unit 2. Famous entrepreneurs
- •A) Study the following words:
- •Match the words and their definitions:
- •A) Give Russian equivalents to the following words and expressions:
- •Translate the sentences into Russian:
- •A) Read the text: Steve Jobs
- •Make up 10 questions based on the text and ask each other in turn.
- •Render the text.
- •10. Summarize your own opinion of the problem discussed in the article in a single paragraph. Use the following linking ideas:
- •What's Your Entrepreneurial Personality Type?
- •11. A) Read the interviews, clarify any difficult terms with a dictionary or glossary:
- •12. Render the text: Опра Уинфри - самая богатая женщина
- •Discuss the following questions:
- •Unit 3. Social entrepreneurship
- •A) Study the following words:
- •Match the words and their definitions:
- •Translate the sentences into Russian:
- •A) Give Russian equivalents to the following words and expressions:
- •A) Can you give a definition of social entrepreneurship and list traits typical of social entrepreneurs? Read the following text and find out whether you are right:
- •Answer the questions:
- •Translate the first abstract of the text in written form, entitle it. Choose the best translator.
- •Put each of the sentences together and translate them:
- •Make up 10 questions based on the text and ask each other in turn.
- •Render the text.
- •Is it told about a social or business entrepreneur in this article?
- •10. A) Complete the dialogue between the interviewer and Dr. Randal Pinkett, a successful businessman. Choose from the words in the box.
- •11. Read Henry Ford quotations for entrepreneurs. Are the following statements true or false? Provide your arguments:
- •12. Render the text:
- •Discuss the following questions:
- •Part III unit 1. Tourism. Definition, classification and prerequisites.
- •A) Study the following words:
- •Match the words and their definitions:
- •Translate the sentences into Russian:
- •A) Work in groups of four. Make a list of forms of tourism you know. Think of brief definition of each of them and discuss in the group.
- •A) Can you give a definition of tourism and list the 3 basic forms of tourism and then by combining them list categories of tourism? Read the following text and find out whether you are right:
- •Make up 10 questions based on the text and ask each other in turn.
- •Render the text.
- •9. A) The text you are about to read describes the early history of tourism. Discuss in pairs what events and conditions in society do you think first led to tourism?
- •10. A) Read the interview with Indonesian Vice-President Jusuf Kalla who tells Bali Post why he's pushing for higher tourism targets.
- •11. Render the text: «Британцы едут в Россию испытать дедовщину»
- •12. Discuss the following questions:
- •Unit 2. Tourism in russia
- •A) Study the following words:
- •Match the words and their definitions:
- •Translate the sentences into English:
- •Translate the sentences into Russian:
- •Answer the questions:
- •Work in small groups, find sentences which contain the words of exercise 2, translate them without using a dictionary. Compare your work with that of your partner.
- •Translate the first abstract of the text in written form, entitle it. Choose the best translator.
- •Put each of the sentences together and translate them:
- •Make up 10 questions based on the text and ask each other in turn.
- •Render the text.
- •9. A) The text you are about to read describes the trends in business travel in Russia. Discuss in pairs what events do you think helped to develop business travel in our country?
- •10. Read the article below about airport hotels.
- •In most of the lines 1 - 12 there is one extra word. It is either grammatically incorrect or does not fit in with the meaning of the text. Some lines, however, are correct.
- •If a line is correct, write correct, if there is an extra word in the line, write the extra word.
- •Checking in to a working base
- •11. Render the text: в России продолжается спад въездного туризма
- •12. Discuss the following questions:
- •Part IV texts for supplementary reading единые задания к текстам:
- •Historical precedents of globalisation
- •Theodore levitt and his role in developing term globalisation
- •The state of world trade
- •U.S. Economy in worst hiring slump in 20 years
12. Discuss the following questions:
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Can you provide a picture of the travel and tourism industry in Russia?
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Forbes included Russia in its 2006 list of countries where it is considered dangerous to work and travel. Do you agree with the statement?
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Think of any potential problems that can arise during foreign travelers’ visit to Russia.
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In your opinion how is the market for business tourism in Russia set to change? What are the market’s major players?
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Try to predict how the tourist market in Russia is going to develop.
Part IV texts for supplementary reading единые задания к текстам:
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Определите основные части текста (введение, описательную часть или основные разделы, выводы автора).
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Коротко опишите содержание каждой составной части текста.
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Определите основные вопросы, рассматриваемые в тексте.
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Отметьте абзацы, в которых содержится наиболее существенная информация текста.
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Найдите ключевые слова, передающие основную мысль абзаца.
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Сформулируйте главную мысль каждого абзаца.
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Найдите предложения, передающие наиболее значимую информацию текста.
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Отметьте абзацы текста, которые можно безболезненно опустить.
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Найдите предложения в каждом абзаце, за счет которых можно этот абзац сократить.
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Сделайте краткий пересказ текста, не повторяя дословно содержание каждой его части.
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Составьте план к полному изложению текста.
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Составьте краткую аннотацию к тексту.
Historical precedents of globalisation
Although the term "globalisation' was coined in the latter half of the twentieth century, and the term and its concepts did not permeate popular consciousness until the latter half of the 1980's; various social scientists have tried to demonstrate continuity between contemporary trends of globalisation and earlier periods. Earlier forms of globalisation existed during the Mongol Empire, when there was greater integration along the Silk Road.
The first steps towards globalisation, as it is recognised today, were taken in Europe in the 16th and 17th centuries, when the Portuguese and Spanish Empires reached to all corners of the world. The effects on European industries were notable, e.g. the Silver Mining in Schwaz in Austria was partly abandoned, as silver was available from the Spanish colonies for lower prices. Globalisation became a business phenomenon in the 17th century when the first Multinational was founded in The Netherlands. During the Dutch Golden Age the Dutch East India Company was established as a private owned company. Because of the high risks involved with the international trade, ownership was divided with Shares. The Dutch East India Company was the first company in the world to issue shares, an important driver for globalisation.
Liberalization in the 19th century is often called "The First Era of Globalisation", a period characterized by rapid growth in international trade and investment, between the European imperial powers, their colonies, and, later, the United States.
The "First Era of Globalisation" began to break down at the beginning with the first World War, and later collapsed during the gold standard crisis in the late 1920s and early 1930s. Countries that engaged in that era of globalisation, including the European core, some of the European periphery and various European American and Oceanic offshoots, prospered. Inequality between those states fell, as goods, capital and labour flowed freely between nations.
Globalisation in the era since World War II has been driven by advances in technology which have reduced the costs of trade, and trade negotiation rounds, originally under the auspices of GATT, which led to a series of agreements to remove restrictions on free trade. The Uruguay round (1984 to 1995) led to a treaty to create the World Trade Organization (WTO), to mediate trade disputes and set up a uniform platform of trading. Other bi- and trilateral trade agreements, including sections of Europe's Maastricht Treaty and the North American Free Trade Agreement (NAFTA) have also been signed in pursuit of the goal of reducing tariffs and barriers to trade.
The world increasingly is confronted by problems that can not be solved by individual nation-states acting alone. Examples include cross-boundary air and water pollution, over-fishing of the oceans and other degradations of the natural environment, regulation of outer-space, global warming, international terrorist networks, global trade and finance, and so on. Solutions to these problems necessitate new forms of cooperation and the creation of new global institutions. Since the end of WWII, following the advent of the UN and the Bretton Woods institutions, there has been an explosion in the reach and power of Multinational corporations and the rapid growth of global civil society.
The Global scenario group, an environmental research and forecasting organization, views globalisation as part of the shift to a Planetary Phase of Civilization, characterized by global social organizations, economies, and communications. The GSG maintains that the future character of this global society is uncertain and contested.
PRO-GLOBALISATION (GLOBALISM)
Supporters of democratic globalisation are sometimes called pro-globalists. They consider that the first phase of globalisation, which was market-oriented, should be completed by a phase of building global political institutions representing the will of world citizens. The difference with other globalists is that they do not define in advance any ideology to orient this will, which should be left to the free choice of those citizens via a democratic process.
Supporters of free trade point out that economic theories of comparative advantage suggest that free trade leads to a more efficient allocation of resources, with all countries involved in the trade benefiting. In general, this leads to lower prices, more employment and higher output.
Libertarians and other proponents of laissez-faire capitalism say higher degrees of political and economic freedom in the form of democracy and capitalism in the developed world are both ends in themselves and also produce higher levels of material wealth. They see globalisation as the beneficial spread of liberty and capitalism.
Supporters of globalisation argue that the anti-globalisation movement uses anecdotal evidence to support their view and that worldwide statistics instead strongly support globalisation.
The percentage of people in developing countries living below US $1 (adjusted for inflation and purchasing power) per day has halved in only twenty years, although some critics argue that more detailed variables measuring poverty should instead be studied.
Life expectancy has almost doubled in the developing world since WWII and is starting to close the gap to the developed world where the improvement has been smaller. Infant mortality has decreased in every developing region of the world. Income inequality for the world as a whole is diminishing.
Democracy has increased dramatically from almost no nation with universal suffrage in 1900 to 62.5% of all nations in 2000.
The proportion of the world's population living in countries where per-capita food supplies are less than 2,200 calories (9,200 kilojoules) per day decreased from 56% in the mid-1960s to below 10% by the 1990s.
Between 1950 and 1999, global literacy increased from 52% to 81% of the world. Women made up much of the gap: Female literacy as a percentage of male literacy has increased from 59% in 1970 to 80% in 2000.
The percentage of children in the labor force has fallen from 24% in 1960 to 10% in 2000.
There are similar increasing trends for electric power, cars, radios, and telephones per capita, as well as the proportion of the population with access to clean water.
However, some of these improvements may not be due to globalisation, or may be possible without the current form of globalisation or its perceived negative consequences, to which the self-styled 'global justice movement' objects.
During the year of 2007 several students made a survey about what most people think about Globalism.
Some pro-capitalists are also critical of the World Bank and the IMF, arguing that they are corrupt bureaucracies controlled and financed by states, not corporations. Many loans have been given to dictators who never carried out promised reforms, instead leaving the common people to pay the debts later. They thus see too little capitalism, not too much. They also note that some of the resistance to globalisation comes from special interest groups with conflicting interests, like Western world unions. Jose Bove, one of the leaders of the movement, also represent French farmers, who are protected from competition from the developing world by high tariffs and receive very large subsidies from the European Union.
Others, such as Senator Douglas Roche, O.C., simply view globalisation as inevitable and advocate creating institutions such as a directly-elected United Nations Parliamentary Assembly to exercise oversight over unelected international bodies.
Supporters of globalisation are highly critical of some current policies. In particular, the very high subsidies to and protective tariffs for agriculture in the developed world. For example, almost half of the budget of the European Union goes to agricultural subsidies, mainly to large farmers and agribusinesses, which form a powerful lobby. Japan gave 47 billon dollars in 2005 in subsidies to its agricultural sector, nearly four times the amount it gave in total foreign aid. The US gives 3.9 billon dollars each year in subsidies to its cotton sector, including 25,000 growers, three times more in subsidies than the entire USAID budget for Africa’s 500 million people. This drains the taxed money and increases the prices for the consumers in developed world; decreases competition and efficiency; prevents exports by more competitive agricultural and other sectors in the developed world due to retaliatory trade barriers; and undermines the very type of industry in which the developing countries do have comparative advantages.
MEASURING GLOBALISATION
Looking specifically at economic deglobalisation, it can be measured in different ways. These centre around the four main economic flows that characterize globalisation:
- Goods and services, e.g. exports plus imports as a proportion of national income or per head of population
- Labour/people, e.g. net migration rates; inward or outward migration flows, weighted by population
- Capital, e.g. inward or outward direct investment as a proportion of national income or per head of population
- Technology, e.g. international research and development flows; proportion of populations (and rates of change thereof) using particular inventions (especially 'factor-neutral' technological advances such as the telephone, motorcar, broadband).
To what extent a nation-state or culture is globalised in a particular year has until most recently been measured employing simple proxies like flows of trade, migration, or foreign direct investment, as described above. A more sophisticated approach to measuring globalisation is the recent index calculated by the Swiss Think tank KOF. The index measures the three main dimensions of globalisation: economic, social, and political. In addition to three indices measuring these dimensions, an overall index of globalisation and sub-indices referring to actual economic flows, economic restrictions, data on personal contact, data on information flows, and data on cultural proximity is calculated. Data are available on a yearly basis for 122 countries. According to the index, the world's most globalised country is Belgium, followed by Austria, Sweden, the United Kingdom and the Netherlands. The least globalised countries according to the KOF-index are Haiti, Myanmar the Central African Republic and Burundi..
A.T. Kearney and Foreign Policy Magazine jointly publish another Globalisation Index. According to this index, Singapore, Ireland, Switzerland, the U.S., the Netherlands and Canada are the most globalised, while Egypt, Indonesia, India and Iran are the least.
Measurement of attitudes toward globalisation were sought after in a 2003 worldwide globalisation study. The study focused on teenagers' perceptions towards globalisation and globalism, because soon they will be the adults living out the results of today's policy. The study examined the thesis of: Teenagers are natural globalists and Teenagers are afraid of globalisation. The sample for this study included two hundred teenagers between the ages of 14 and 18, from New York, Lebanon, Azerbaijan, and the Philippines. The locations were urban. There was a survey administered with input from Gene Ellis, a professor at the Eberhard Karls University of Tuebeingen, and amglobal consulting principal, economist, and former World Bank employee Andrew Mack.
Topics of globalisation and globalism were grouped into sub-categories. Globalisation categories included immigration, trade, and diplomatic relations. Globalism included consumption, personal freedoms, technology, and culture.
The results of the research suggested that both American teenagers and international teenagers are natural globalists and are largely in favor of globalisation. Teenagers in New York had higher levels of support for globalisation than globalism. International teens were more globalists. Importantly, all teens were very positive towards technology, cultural exchange, trade, consumption of international goods, and immigration.
The study suggested that the future of international technology, trade, and culture will depend on bringing the concepts of globalisation and globalism together. More so, the Internet seems to be one of the most important tools in linking teenagers globally and this suggests that this sort of communication should be developed around the world at a faster rate. Finally, it was suggested that the future of culture and trade will depend on the rate of technological progress.
