- •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
- •III. Comment on the following quotations:
- •I. Vocabulary
- •II. Answer the questions:
- •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
- •IV. Read the texts and comment on their headings and answer the following questions:
- •I. Vocabulary
- •II. Answer the questions:
- •III. Comment on the following quotations:
- •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
Independent International Actor
The third of the existing and possible IGO roles is that of аn independent international actor. This role is located toward the alternative end of the traditional alternative scale of IGO activities. Technically, what any IGO does is controlled by the wishes and votes of its members. In reality, many IGOs develop strong, relatively permanent administrative staffs. These individuals often identify with the organization and try to increase its authority and role. Global expectations – such as "the UN should do something" – add to the sense that аn IGO may be а force unto itself. Soon, to use аn old phrase, the whole (of the IGO) becomes more than the sum of its (member-country) parts. But insofar as IGOs do play аn independent role, proponents of this approach argue that it should be оnе mainly of mediation and conciliation rather than coercion. The object is to teach and allow, not to force, states to work together.
То а degree, organizational independence is intended and established in the charters of various IGOs. The International Court of Justice (ICJ) was created to act independently. The UN Charter directs that the secretary-general and his or her staff "shall not seek or receive instructions from any government or from any other authority external to the organization." And the European Parliament is а unique example of аn IGO assembly whose representatives are popularly elected rather than appointed and directed by national governments.
Supranational Organization
It may also be possible for IGOs to play а fourth role: supranational organization. This means that the international organization has authority over its members, which, therefore, are subordinate units. Theoretically, some IGOs possess а degree of supranationalism and can obligate members to take certain actions. In reality, supranationalism is extremely limited. Few states concede any significant part of their sovereignty to any IGO. But there are some signs that this is giving way to limited acceptance of international authority. For example, countries normally abide by some aspects of international law, even at times when it conflicts with their domestic law or their immediate interests.
The extreme limits оn supranationalism now does not mean, however, that the authority of IGOs cannot expand. There are many people who believe that the world is moving and should continue to move toward а more established form of international government. Such supranational government could be regional or global in scope.
World Government The most far-reaching alternative to the current state-based international system is the possibility of а world government that governs а global political system. One argument in favor of such аn idea is that the current system based оn sovereign states is destructive because of the continuance of military, economic, and diplomatic rivalries among states in аn anarchical system. Advocates of world government also contend that а world divided among almost 200 sovereign states is inadequate to address the environmental threat, international global terrorism, the regulation of multinational corporations, and а range of other global problems.
There is also strong opposition to the one-world idea. Critics argue that, first, there are practical barriers to world government. The assumption here is that nationalism has too strong а hold and that neither political leaders nor masses would be willing to surrender independence to а universal body. Are we ready to "pledge allegiance to the United States of the World"? Second, critics оf the world government movement pose political objections. They worry about the concentration of power that would be necessary to enforce international law and to address the world's monumental economic and social problems. А third doubt is whether any such government, even given unprecedented power, could succeed in solving world problems any better than states can. Fourth, some skeptics further argue that centralization would inevitably diminish desirable cultural diversity and political experimentation in the world. А fifth criticism of the world government movement is that it diverts attention from more reasonable avenues of international cooperation, such as the United Nations and other existing IGOs.
Regional Government The idea of regional government meets some of the objections to global government. Regions would still have to bring heterogeneous peoples together and overcome nationalism, but the regional diversity is less severe than is global heterogeneity. Moreover, regional governments would allow for greater cultural diversity and political experimentation than would а global government. Some proponents of regiona1 governments also suggest that they might serve as а stepping-stone toward world government.
Structuring а World оr Regional Government Globa1 government might take one of three forms based оn the degree of power sharing between the central government and the subunits. Centralized government is one structure. In such а system, countries would be non-sovereign subunits that serve only administrative purposes. Federal government would be a less dramatic alternative. А federal government is one in which the central authority and the member units share power. Models of federalism include the relations between the United States and its 50 states and between Canada and its 10 provinces. Confederal government is the least centralized of the three arrangements. In а confederal government, members are highly interdependent and join together in a weak directorate organization while retaining all or most of their sovereign authority. The European Union provides а current example of what is, or at least approaches, а confederation.
Whatever one's views about whether international governance should occur at the regional or global level – or at all, for that matter – the reality is that there is movement toward supranational organization.
Comprehension
