Key Ideas 1 [PDF]

Zitiervorschau

M. CHKHEIDZE

UG BOOKS

KEY IDEAS

THE UNIVERSITY OF GEORGIA PRESS Tbilisi 2016

M. CHKHEIDZE

KEY IDEAS

Tbilisi 2016

განკუთვნილია

პროფესიულ–დარგობრივი

სტუდენტებისათვის.

სახელმძღვანელოში

ინგლისური მოცემული

ენის

შემსწავლელი

პროფესიულ–დარგობრივი

ინგლისური ენის კომპეტენტური გამოყენების საფეხურისათვის შესაბამისი ენობრივი მასალა და დავალებათა ტიპები ორიენტირებულია ეფექტური წერითი და ზეპირი კომუნიკაციის უნარ-ჩვევების ფორმირებაზე.

რედაქტორი რ. გოცირიძე

დაიბეჭდა საქართველოში, თბილისში გამომცემლობა „საქართველოს უნივერსიტეტი“ Copyright © The University of Georgia საავტორო უფლებები დაცულია © 2016 გამომცემლობა „საქართველოს უნივერსიტეტი“ კოსტავას ქ. 77ა თბილისი 0175, საქართველო ISBN ?????

UNIT 1.WOULDN'T IT BE NICE IF WE LIVED IN A WORLD OF NON-VIOLENCE? WAR IS NOT THE ANSWER the word war means a state of open and usually decleard armed conflict between rival political or social entites within the same state,and reason for this is territorial or political disputs.the war is waged by merceneries paid by government.The word “war” means a state of open and usually declared armed conflict between political entities such as sovereign states or between rival(დაპირისპირებული) political or social factions within the same state. And reason for this everything is political and territorial disputes.The Prussian military analyst Carl Von Clausewitz, in his book On War, calls it “continuation of politics carried on by other means.” War is waged by political entities, nations or, earlier, city states in order to resolve political or territorial disputes and are carried out on the battlefield by armies comph rised of soldiers of the contending nations or by mercenaries paid by a government to wage battle. Throughout history, individuals, states, or political factions have gained sovereignty over regions through the use of war.(...მოიპოვეს სუვერენიტეტი რეგიონებზე ომით).The history of one of the earliest civilizations in the world - Mesopotamia - is a chronicle of nearly constant strife. War grows naturally out of the tribe mentality. A tribe is a society tracing its origin back to a single ancestor, who may be a real person, a mythical hero, or even a god: they usually view outsiders as dangerous and conflict against them as normal. The tribe mentality results in a dichotomy of an “us” vs. a “them” and engenders a latent fear of the “other” whose culture is at odds with, or at least different from, one's own. This fear, coupled with a desire to expand, or protect, necessary resources, often results in war. The possession of permanent territories to defend or conquer brought the need for large-scale battle in which the losing army would be destroyed, the better to secure the disputed territory. War has been an important factor in creating states and empires throughout history and, equally so, in destroying them.ომი მნიშვნელოვანი ფაქტორი იყო სახელმწიფოებისა და იმპერიების შექმნაში და ასევე მათ განადგურებაშიც. Major advances(მნიშვნელოვანი მიღწევები) in science, technology, and engineering is created have been brought about through necessity during times of war. War spurs men to heroism and self- sacrifice.but there is no positive sideof war,because …The increasing development of military tactics and geographical obstacles necessitated a corps of engineers as a regular part of any army. The armies of Alexander the Great and of Rome are well known for their use of engineers in warfare. With advancements in technology, war has increasingly wreaked chaos and destruction upon the lives and cities of combatants and non-combatants and, true to the origins of the name, has sown confusion throughout time.

There is no doubt that war is an evil one. It is the greatest catastrophe that can befall (დაემართოს)human beings. It brings death and destruction,(განადგურება) merciless slaughter (მერსილეს სლადერ) (უმოწყალო ხოცვა) and butchery(ჯალათობა), disease (დისის)

and

starvation,(დაავადება და შიმშილი) poverty and ruin. (სიღარიბე და განადგურება).One has only to think of the havoc that was wrought in various countries not many years ago, in order to estimate the destructive effects of war. A particularly disturbing side of modern wars is that they tend to become global so that they may engulf(შთანთქვას) the entire world,that’s why war is terrible,especially atomic war.There are, doubtless, people who consider war as something grand and heroic and regard it as something that bring out the best man. But this does not in any way alter the fact that war is a terrible dreadful calamity and this is especially true of an atomic war. War is an evil, inescapable evil. A glance at the past history of the world will show war has been a recurrent phenomenon (განმეორებადი მოვლენა) in the history of nations. No period in world history has been free from the devastating effects of war. We have had wars of all types - wars lasting for a year or so and a war lasting for hundred years. In this case,the talk about permanent,everlasting prace is futile (fiudel).In view of this it seems futile(უშედეგო,უაზრო)

to talk of permanent,

everlasting peace .or to make plans of the establishment of eternal peace. We have had advocates of non-violence and the theory of the brotherhood of mankind. We have preachers of love and nonviolence, but weapons have always been used, military force has always been employed. Clashes of arms have always occurred. War has indeed, been such a marked feature of every age and period. This has come to be regarded as part of the normal life of nations. After first world war,people thought that there would be no more war and and would live in peace,an anti war organization was also created,which called league of nations,but,world war 2 could not have been avoided,then people realized that peace is temporary.Poet and prophets have dreamt of a millennium - an utopia in which war will not exist and eternal peace will reign on earth, but these dreams have not been fulfilled. After the great war of 1914-18 some thought that there would be no war for a long time to come and the institution called the League of Nations was founded as a safeguard agent against the outbreak of war. The occurrence the Second World War however, conclusively proved that to think of an unbroken peace’s to be unrealistic and that no institution or assembly can ever ensure the presence of peace. The fact is that, fighting is a natural instinct in peace. It is, indeed, too much to exact so many nations to live in a state of eternal peace. Besides, there will always be wide differences of option between various nations, different angle of looking at matters that have an international importance, radical difference in policy and ideology and they cannot be settled by mere discussion so that resort to war becomes very necessary in these cases. It also appears that if peace were to continue for a long period, people would become sick of the monotony of peace and seek war for change. Man is a highly dynamic creature and it seems that he

cannot remain contented merely with works of peace - cultivations of arts, development of modern comforts, extension of knowledge etc. He wants something thrilling and full of excitement and he fights in order to get an outlet for his accumulated energy. Some think that war has its good side - it spurs men to heroism and self- sacrifice.but I do not agree with this view,because war is ggreatest evil that has no winner. It is an incentive to scientific research and development. War is obviously an escape form the lethargy of peace. Wars break out for various reasons. There are exists wars between countries or nations and within the nation. The war within the nation is generally known as a civil war which can occur as a result of differences based on race, religion, socio-economic dissatisfaction (უკმაყოფილება) among others. Whether wars are waged between countries (interstate) or inside the country between different sections of the communities,in the end, the effects all of this are very damaging. According to experts, the main reasons or factors that contribute to wars are human greed(სიხარბე) for wealth and intolerance towards the other. The effects of war are both physical and psychological. Human societies are deeply affected by wars as residential areas, public infrastructure, hospitals and the very basis of human existence are destroyed. The Japanese only surrendered when the unconventional weapons or better known as nuclear weapons were used on Hiroshima and Nagasaki which took thousands of lives and exposed to radiation thousands of people. Thankfully, most warring nations still use conventional weapons which do not inflict that kind of damage as nuclear weapons. Wars bring untold miseries as well as political and economic instability. People's lives and daily existence come under threat.(ხალხის ცხოვრება დ აყოველდღიური არსებობა საფრთხის ქვეშაა) It would be difficult to find jobs or live our normal day-to-day existence. People are displaced and have to constantly move about for security. (მოსახლეობა გადაადგილდება და მუდმივად მოძრაობა უწევთ უსაფრთხოებისთვის.) Thus, humans must avoid wars at all cost. ამიტომ,ადამიანებმა ყველაფრის ფასად უნდა აირიდო ნ ომები.The only way we can protect our lives and ensure stability in our country is to practice tolerance and respect for each other. Or we too would become extinct like the dinosaurs! Nowadays,even if there is a war in another country,it is easy to get information through tv and the internet..We have got so used to the image of people being massacred, murdered, and killed in front of our eyes that we see these events without the slightest remorse. But,unfortunetly,Children are growing up with the fact that the best way to resolve a problem is to simply go to war. War and violence are making our society crumbled. After a governmental dispute, a change in ideas, or simple hatred towards nations, a war is engaged. It starts off by sending innocent lives out to war, most of them not knowing that they are going to sacrifice themselves for the cause of their government. Hundreds if not thousands of innocent people

would die each day due to the war. Sometimes life seems to be the cycle of never ending violence. Wouldn't it be nice if we lived in a world of non-violence? Some people assert that wars are necessary for security in the world. Some people claim that wars are important to get their social freedom. It may be asserted that wars may be necessary for economic benefits. Some people claim that wars can be very important opportunity to get economic benefits such as resources and geopolitical position of countries. However, wars trigger economic depression.It may be claimed that wars can be necessary for political gains, but wars create health problems. Some people claim that causes about religion may lead governments to involve in wars. However, no religion wants people to die. Finally, some claim that wars are necessary to improve technology with competition, but competition becomes over humanity. Some claim that war speeds up technology. It is also asserted that wars result in important developments because people want to win any war, so they must improve their science. However, wars are very harmful for science and technology because In conclusion, wars are not necessary because it is devastating for both side and it has no winner,now it is better to fight with brains and not with weapons.“Dead or alive” militarism has the advantage of being simple, but it has the notable downside of making the world a more dangerous place. they destroy them at the same time. Let’s to take a deeper look at the direction we choose in this time of global conflict, endless wars and political abuse around the world. We can all work to create a culture of peace and challenge the values that dehumanize and destroy life. We rely too much on war for our economic wellbeing, and we need to seek and use other solutions to solve international problems that plague our world. Jim Wallis, a tireless advocate for peace and justice reminds us to think of the human cost of war, not only in an economic sense, but also in terms of human lives lost or left totally disabled as a result of the violence. Many are asking today, “How can we spend so much on destruction of human life when over one billion people are hungry worldwide?” We are close to spiritual bankruptcy. We need to use our energy and resources to work for peace, justice and human dignity. Martin Luther King has often reminded us that every dollar spent on war is stolen from the people who need it the most, who are trying to get the basic necessities of life for themselves and their children. War is not the answer. It only leaves a legacy of more violence, destruction of human life and needed resources for people to survive. Violence only begets more violence. People in the areas where violence abounds can be taught other ways to solve conflicts. How can the hope in a broken and divided world be restored? We should try to develop a dream that can be shared with people of all ages – to create a world without nuclear weapons or other weapons of mass destruction. We should believe that another world is possible and no effort is too small to make a difference. We need to make our voices heard, loud and clear, and continue to work for the sake of the safety and security of the whole human race. Let’s speak out boldly against any use of nuclear energy and to divert the trillions of dollars used on nuclear development to human development and meeting basic human needs. Let us begin today!

COMMENT ON THE FOLLOWING QUOTATIONS: 

Weapons are like money; no one knows the meaning of enough. Martin Amis



If you live long enough, you'll see that every victory turns into a defeat. Simone de Beauvoir



If we justify war, it is because all peoples always justify the traits of which they find themselves possessed, not because war will bear an objective examination of its merits. Ruth Benedict



All war represents a failure of diplomacy. Tony Benn



Anyone who has ever looked into the glazed eyes of a soldier dying on the battlefield will think hard before starting a war. Otto von Bismarck



One must change one's tactics every ten years if one wishes to maintain one's superiority. Napoleon Bonaparte



War is like love, it always finds a way. Bertolt Brecht



War may sometimes be a necessary evil. But no matter how necessary, it is always an evil, never a good. We will not learn how to live together in peace by killing each other's children. Jimmy Carter



The sinews of war, a limitless supply of money. Marcus Tullius Cicero



It is far easier to make war than to make peace. Georges Clemenceau



Wars have never hurt anybody except the people who die. Salvador Dali



The pioneers of a warless world are the young men and women who refuse military service. Albert Einstein



I do not know with what weapons World War 3 will be fought, but World War 4 will be fought with sticks and stones. Albert Einstein



War is not a life: it is a situation, one which may neither be ignored nor accepted. Eliot



War is delightful to those who have had no experience of it. Desiderius Erasmus



Morality is contraband in war. Mahatma Gandhi



No country without an atom bomb could properly consider itself independent. Charles De Gaulle



I don't know a greater advantage, than to appreciate the worth of an enemy. Johann von Goethe



War is hell and all that, but it has a good deal to recommend it. It wipes out all the small nuisances of peace-time. Ian Hay



Those who are at war with others are not at peace with themselves. William Hazlitt



Forces, and fraud, are in war the two cardinal virtues. Thomas Hobbes



In peace, as a wise man, he should make suitable preparation for war. Horace



War seems to be one of the most salutary phenomena for the culture of human nature; and it is not without regret that I see it disappearing more and more from the scene. Karl Wilhelm Von Humboldt



A democracy which makes or even effectively prepares for modern, scientific war must necessarily cease to be democratic. No country can be really well prepared for modern war unless it is governed by a tyrant, at the head of a highly trained and perfectly obedient bureaucracy. Aldous Huxley



War: first, one hopes to win; then one expects the enemy to lose; then, one is satisfied that he too is suffering; in the end, one is surprised that everyone has lost. Karl Kraus



In war there is no substitute for victory. General Douglas MacArthur



There is no avoiding war; it can only be postponed to the advantage of others. Niccolo Machiavelli



The emotional security and political stability in this country entitle us to be a nuclear power. Sir Ronald Mason



Men are at war with each other because each man is at war with himself. Francis Meehan



War is the supreme drama of a completely mechanized society. Lewis Mumford



There is hardly such a thing as a war in which it makes no difference who wins. Nearly always one side stands more or less for progress, the other side more or less for reaction. George Orwell



The real trouble with war (modern war) is that it gives no one a chance to kill the right people. Ezra Pound



Wars are made to make debt. Ezra Pound



You can no more win a war than you can win an earthquake. Jeannette Rankin



War is a contagion. Franklin D. Roosevelt



War does not determine who is right - only who is left. Bertrand Russell



The purpose of fighting is to win. There is no possible victory in defense. The sword is more important than the shield and skill is more important than either. The final weapon is the brain. All else is supplemental. John Steinbeck



The supreme art of war is to subdue the enemy without fighting. Sun-Tzu



The military don't start wars. Politicians start wars. William Westmoreland



War is fear cloaked in courage. William Westmoreland

A CALL TO WELCOME PEACE AND DIVERSITY What are some of the ways that groups can be engaged in creating a just, peaceful and inclusive society?

The first and most important thing is to reflect on the meaning of peace. Each has something to offer to make peace a reality in our time and place. Educators have an important role in working for peace. Ban Ki Moon, Secretary General of the United Nations, said: “It is not enough to teach children to read, write and converse. We must teach them to have respect for themselves, for others and for the world in which we live .” Children need to learn by they techers ways to be respectful to each other wherever they are. They can create posters and share their plans for peace-making. Reach out across lines of color, class and creed and demonstrate that peace is possible. Teach children ways to be civil and respectful in their relationships. Plan activities to learn about and share their efforts at peace-making. Plan a celebration to share how they are working for peace and harmony”. This is the work of a lifetime. Mahatma Gandhi once said that “We must be the change we want to see happen.” Margaret Mead once reminded us, “Never doubt that a small group of committed, thoughtful people can change the world. How can we resist a culture of growing violence at every level of society? All of us need to confront continuing and expanding poverty, dependency, hostility towards immigrants and refugees. All of us need to look at the underlying causes of violence. Let’s bring peace to our relationships, our nation and our world. Let’s think of the common good. All kinds of violence plague many communities, leaving some people wallowing in darkness and despair. The solution belongs to the entire community. Each one of us, regardless of age, condition, class, culture or religious affiliation must be part of the solution. We should realize that wars begin in the minds and hearts of people. We should replace violence with a culture of justice (სამართლიანობა)and peace. People should band together and use their energy and imagination to create a more peaceful world. It is in the same place that the defense of peace must be constructed. The peace we build must be built on a secure foundation, not just on political and economic arrangements, but upon an intellectual and moral solidarity with all of mankind. We should promote mutual understanding while working to eliminate discrimination, intolerance and violence. We should learn to live together by fully participating in the infinite wealth of the cultures of the world and by averting the fear reflex when confronted with “otherness.” We should rethink the values of cultural diversity and bridge cultural and religious barriers as well as break stereotypes. We need to learn from people of other cultures and respect and use their gifts in our communities. We should also rethink our relationship to the economy, to society, and the environment, because the future challenges of humankind require collective response. This kind of solidarity can result in a culture of peace and non-violence. We must believe peace is possible and continue the peace-making endeavor in all its forms. Involve the whole community in coming up with solutions. Think of a pebble cast into the water. It will create ripples. Each ripple joined with others can create a force for good and made a big difference.

We need to face and forgive the wrongs of the past. It will take time and patience but it can be accomplished. We must realize that prejudice and intolerance are outright wrong and must be eradicated. When we see diversity denied, we can get enough courage to point it out to those who are involved. When we see so many struggling with injustice, intolerance, pain, poverty and more, we cannot turn away. Today, many people are asking about the meaning and importance of compassion in our lives. We should help the victims of injustice to stand tall, with courage and hope. In our global village we are faced every day with countless needs that cry out to be addressed. What does compassion mean? It is a virtue that is badly needed in today’s world that values competition and power and greed over compassion. Literally it means to suffer with, to be with people when and where they suffer and to willingly enter into their struggle, weakness and pain. It is a call to be with people in their cry for help and to enable them to articulate what would be helpful to them. We get in touch with our own vulnerability as we touch the pain of others. We should replace violence with a culture of justice and peace. People should band together and use their energy and imagination to create a more peaceful world. How can we eradicate violence? There is no one simple solution to this problem. We need to look deep below the surface and address the causes of violence, and then name some solutions. Some of the causes may be economic, a search for power, greed, unresolved conflicts, revenge, anger and fear, failure to accomplish one’s dreams. Where do we begin? Let’s imagine a world without violence and then start to put it into practice. Many of the solutions we hear about are not new; they need to be consistently practiced with diligence. Let’s speak out against injustice wherever we find it. There can be room for healthy discord and discover and practice effective ways of dealing with anger, hatred, revenge, or racist attitudes.

COMMENT ON THE FOLLOWING QUOTATIONS: 

There is no way to peace; peace is the way. – Mahatma Gandhi



Bullets cannot be recalled. They cannot be uninvented. But they can be taken out of the gun. Martin Amis



If the history of the past fifty years teaches us anything, it is that peace does not follow disarmament -- disarmament follows peace. Bernard Baruch



Peace, in international affairs, is a period of cheating between two periods of fighting. Ambrose Bierce



One cannot subdue a man by holding back his hands. Lasting peace comes not from force. David Borenstein



When you're finally up on the moon, looking back at the earth, all these differences and nationalistic traits are pretty well going to blend and you're going to get a concept that maybe this is really one world and why the hell can't we learn to live together like decent people? Frank Borman



We've learned how to destroy, but not to create; how to waste, but not to build; how to kill men, but not how to save them; how to die, but seldom how to live. Omar Bradley



Why can't peace be a single overriding common purpose: why do we wait for a crisis to pull us together? Let's pull together for peace. Rita Mae Brown



I prefer the most unfair peace to the most righteous war. Marcus Tullius Cicero



Peace is produced by war. Pierre Corneille



There hasn't been peace on earth because people can’t seem to figure out that the real enemy is the people manipulating world events from behind the scenes for their own selfish interests. James Dye



Every kind of peaceful cooperation among men is primarily based on mutual trust and only secondarily on institutions such as courts of justice and police. Albert Einstein



We seek peace, knowing that peace is the climate of freedom. Dwight D Eisenhower



Peace and justice are two sides of the same coin. Dwight D Eisenhower



Though force can protect in emergency, only justice, fairness, consideration and cooperation can finally lead men to the dawn of eternal peace. Dwight D Eisenhower



Peace cannot be achieved through violence; it can only be attained through understanding. Ralph Waldo Emerson



Peace has its victories, but it takes brave men and women to win them. Ralph Waldo Emerson



Nothing can bring you peace but yourself; nothing, but the triumph of principles. Ralph Waldo Emerson



There never was a good war or a bad peace. Benjamin Franklin



Peace is not something you wish for; it’s something you make, Something you do, Something you are, And something you give away. Robert Fulghum



It is easier to lead men to combat, stirring up their passion, than to restrain them and direct them toward the patient labors of peace. Andre Gide



The pursuit of peace and progress cannot end in a few years in either victory or defeat. The pursuit of peace and progress, with its trials and its errors, its successes and its setbacks, can never be relaxed and never abandoned. Dag Hammarskjold



War grows out of the desire of the individual to gain advantage at the expense of his fellow men. Napoleon Hill



Yes, we love peace, but we are not willing to take wounds for it, as we are for war. John Andrew Holmes



Peace has its victories no less than war, but it doesn't have as many monuments to unveil. Kin Hubbard



The pursuit of peace resembles the building of a great cathedral. It is the work of a generation. In concept it requires a master-architect; in execution, the labors of many. Hubert Humphrey



Peace is a journey of a thousand miles and it must be taken one step at a time. Lyndon B. Johnson



It is an unfortunate fact that we can secure peace only by preparing for war. John Fitzgerald Kennedy



Peace is a daily, a weekly, a monthly process, gradually changing opinions, slowly eroding old barriers, quietly building new structures. John Fitzgerald Kennedy



World peace, like community peace, does not require that each man love his neighbor -- it requires only that they live together with mutual tolerance, submitting their disputes to a just and peaceful settlement. John Fitzgerald Kennedy



Yes, we are all different. Different customs, different foods, different mannerisms, different languages, but not so different that we cannot get along with one another. If we will disagree without being disagreeable. J. Martin Kohe



You either get tired fighting for peace, or you die. John Lennon



Imagine all the people living life in peace. You may say I'm a dreamer, but I'm not the only one. I hope someday you'll join us, and the world will be as one. John Lennon



Force is all-conquering, but its victories are short-lived. Abraham Lincoln



One can always win a war, but how does one conquer peace? Michael Holmboe Meyer



Peace has her victories which are no less renowned than war. John Milton



Peace is not a relationship of nations. It is a condition of mind brought about by a serenity of soul. Peace is not merely the absence of war. It is also a state of mind. Lasting peace can come only to peaceful people. Jawaharlal Nehru



The world cannot continue to wage war like physical giants and to seek peace like intellectual pygmies. Basil O'Connor



One little person, giving all of her time to peace, makes news. Many people, giving some of their time, can make history. Peace Pilgrim



You may either win your peace or buy it: win it, by resistance to evil; buy it, by compromise with evil. John Ruskin



It is difficult for intellect, technology, and peace to coexist. Not because peace is static where the other two require constant stimulation. Peace can embrace change. It is because we live in a world where intellect and technology compete for power. And peace does not allow for inequality or competition. Andrea Scholer



Peace is the one condition of survival in this nuclear age. Adlai Stevenson



We can best help you to prevent war not by repeating your words and following your methods but by finding new words and creating new methods. Virginia Woolf

ROLE PLAYING DISCUSSION LEADER The discussion leader’s job is to … 

read the text twice, and prepare at least five general questions about it;



make sure that everyone has a chance to speak and joins in the discussion;



guide the discussion and keep it going.

SUMMARIZER The summarizer’s job is to … 

read the text and make notes about the ideas.



find the key points that everyone must know to understand and remember the text.



retell the text in a short summary in your own words.



talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ WORD MASTER The word master’s job is to … 

read the text, and look for words or short phrases that are new or difficult to understand, or that are important in the text;



choose five words that you think are important for this text;



explain the meanings of these five words in simple English to the group;



tell the group why these words are important for understanding this text.

Your five words do not have to be new or unknown words. Look for words in the story that really stand out in some way. These may be words that are: 

repeated often;



used in an unusual way;



important to the meaning of the text.

MY WORD: 1. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 5. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON The passage person’s job is to … 

read the text, and find important, interesting, or difficult passages;



make notes about at least two passages that are important for the text;



read each passage to the group;



ask the group one or two questions about each passage.

You might choose a passage to discuss because it is: *important

*informative

*confusing

*well-written

MY PASSAGE: 1 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _______________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________ REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian. continuation of politics carried on by other means _____________________________________________________________________________________ __________________________________________________________________________________ a chronicle of nearly constant strife _____________________________________________________________________________________ _________________________________________________________________________________ a society tracing its origin back to a single ancestor _____________________________________________________________________________________ ______________________________________________________________________________ grow naturally out of the tribe mentality _____________________________________________________________________________________ ____________________________________________________________________________________ result in a dichotomy of an “us” vs. a “them” _____________________________________________________________________________________ ___________________________________________________________________________________ engenders a latent fear of the “other” _____________________________________________________________________________________ ___________________________________________________________________________________ wreak chaos and destruction upon the lives _____________________________________________________________________________________ ___________________________________________________________________________________ merciless slaughter and butchery _____________________________________________________________________________________ ___________________________________________________________________________________ engulf the entire world

_____________________________________________________________________________________ ___________________________________________________________________________________ a recurrent phenomenon in the history of nations _____________________________________________________________________________________ ___________________________________________________________________________________ different angle of looking at matters _____________________________________________________________________________________ ___________________________________________________________________________________ become sick of the monotony of peace and seek war for change _____________________________________________________________________________________ ___________________________________________________________________________________ extension of knowledge _____________________________________________________________________________________ ___________________________________________________________________________________ spur men to heroism and self- sacrifice _____________________________________________________________________________________ ___________________________________________________________________________________ an incentive to scientific research and development _____________________________________________________________________________________ ___________________________________________________________________________________ an escape form the lethargy of peace _____________________________________________________________________________________ ___________________________________________________________________________________ factors that contribute to wars _____________________________________________________________________________________ ___________________________________________________________________________________ human greed for wealth and intolerance towards the other _____________________________________________________________________________________ ___________________________________________________________________________________ expose to radiation _____________________________________________________________________________________ ___________________________________________________________________________________ inflict damage _____________________________________________________________________________________ ___________________________________________________________________________________ bring untold miseries as well as political and economic instability _____________________________________________________________________________________ ___________________________________________________________________________________ start off by sending innocent lives out to war

_____________________________________________________________________________________ ___________________________________________________________________________________ have the notable downside of making the world a more dangerous place _____________________________________________________________________________________ ___________________________________________________________________________________ values that dehumanize and destroy life _____________________________________________________________________________________ ___________________________________________________________________________________ human cost of war _____________________________________________________________________________________ ___________________________________________________________________________________ spiritual bankruptcy _____________________________________________________________________________________ ___________________________________________________________________________________ get basic necessities of life _____________________________________________________________________________________ ___________________________________________________________________________________ leave a legacy of more violence _____________________________________________________________________________________ ___________________________________________________________________________________ areas where violence abounds _____________________________________________________________________________________ ___________________________________________________________________________________ restore the hope in a broken and divided world _____________________________________________________________________________________ ___________________________________________________________________________________ make peace a reality _____________________________________________________________________________________ ___________________________________________________________________________________ reach out across lines of color, class and creed _____________________________________________________________________________________ ___________________________________________________________________________________ continuing and expanding poverty, dependency, hostility towards immigrants and refugees _____________________________________________________________________________________ ___________________________________________________________________________________ eliminate discrimination, intolerance and violence _____________________________________________________________________________________ ___________________________________________________________________________________ bridge cultural and religious barriers

_____________________________________________________________________________________ ___________________________________________________________________________________ continue the peace-making endeavor _____________________________________________________________________________________ ___________________________________________________________________________________ come up with solutions _____________________________________________________________________________________ ___________________________________________________________________________________ face and forgive the wrongs of the past _____________________________________________________________________________________ ___________________________________________________________________________________ prejudice and intolerance _____________________________________________________________________________________ ___________________________________________________________________________________ replace violence with a culture of justice and peace _____________________________________________________________________________________ ___________________________________________________________________________________ room for healthy discord _____________________________________________________________________________________ ___________________________________________________________________________________ GIVE APPROPRIATE TITLE TO EACH PARAGRAPH. 

_________________________________

1. War grows naturally out of the tribe mentality. The tribe mentality results in a dichotomy of an “us” vs. a “them” and engenders a latent fear of the “other” whose culture is at odds with, or at least different from, one's own. This fear, coupled with a desire to expand, or protect, necessary resources, often results in war. The possession of permanent territories to defend or conquer brought the need for large-scale battle in which the losing army would be destroyed, the better to secure the disputed territory. 

__________________________________

2. War has been an important factor in creating states and empires throughout history and, equally so, in destroying them. Major advances in science, technology, and engineering have been brought about through necessity during times of war. The increasing development of military tactics and geographical obstacles necessitated a corps of engineers as a regular part of any army. The armies of Alexander the Great and of Rome are well known for their use of engineers in warfare.



__________________________________

3. Fighting is a natural instinct in peace. It is, indeed, too much to exact so many nations to live in a state of eternal peace. Besides, there will always be wide differences of option between various nations, different angle of looking at matters that have an international importance, radical difference in policy and ideology and they cannot be settled by mere discussion so that resort to war becomes very necessary in these cases. 

__________________________________

4. It also appears that if peace were to continue for a long period, people would become sick of the monotony of peace and seek war for change. Man is a highly dynamic creature and it seems that he cannot remain contented merely with works of peace - cultivations of arts, development of modern comforts, extension of knowledge etc. He wants something thrilling and full of excitement and he fights in order to get an outlet for his accumulated energy.

UNIT 2. SOCIETY AND INDIVIDUAL SOCIAL ORDER OF THE STATE AND THE LIBERTY OF THE INDIVIDUAL Ever since man first created societies there has been a dilemma between the social order of the state and the liberty of the individual. In nature man is completely free, acting without fear of legal or moral consequence in acquiring whatever he desires.but,laws are created to protect the freedom of all individuals.that is why it is impossible for man to have absolute liberty in society where social order rules.

In societies such behavior would lead to chaos as individuals warred(ვორდ,ბრძოლა

ერთმანეთის წინააღდმეგ) against one another, with the consequence of the stronger benefiting at the expense of the weaker regardless of concepts of fairness or justice. Laws are enacted and enforced by the state to ensure that no individual’s desires impose upon the liberties of another. The nature of man is to desire absolute liberty but societies must impose order to keep such desires from robbing other individuals of their right to liberty. Thus, a social contract is engaged in where a certain measure of liberty is sacrificed for a certain measure of protection of other liberties. Just for this reason, it is impossible for man to have absolute liberty in society where social order rules. The Ancient Greeks experimented with various forms of social order. Aristotle’s view of liberty was a concept that encompassed both the ability to rule and the willingness to be ruled. According to

Aristotle, liberty means equality for all individuals i.e. each should have access to the opportunity to rule. Liberty was considered living as one so chooses, but within this harmony with the social order. There are a differences the relationship between society and the individual. Individuals rights are restricted in society,they are not free to satisfy their desires because they have to obey the rules of society,so they have to choose between their responsibilities and desires,that’s why there is tension between them.but, Greater public order lowers crime. The mentioned theme indicates the tension between the rights and needs of the individual for full expression against the desire on the part of the community for order and discipline. Society and the individual are often at odds in fiction, and different writers will see that it is right either for the individual to accede to the norms of society or for the individual to rebel against these norms as an imposition. Life throws the individual into the moral dilemma of adherence to duty or election of free will to avoid it. We see that a majority of the individuals in combat elect to follow duty as opposed to free will. American people struggle to synthesize autonomy of the individual with fitting into society. Despite individualism being a fundamental ideal of American society, the "diffuse and anonymous authority of democracy" may not always favor the autonomy of the individual” (Reismann). Deviant behavior refers to behavior that does not conform to norms, does not meet with the expectations of a group or of society as a whole. Every institution that is of benefit to society also poses risks to society including the risk that innocent victims will die. Greater public order lowers crime but limits individual rights. Laws concentrating on individual rights tend to create public disorder and high fear of crime. Oliver Wendell Holmes’ formulation of liberty is that "each individual should have the maximum liberty consistent with the equal liberty of all other individuals". Those who support the primacy of individual rights over the maintenance of order argue that the protection of society comes mainly through recognition of the rights of the individual. Georg Simmel believed that individuals were shaped by their position and role in society. Each of the elementary selves that compose society reflect the unity and structure of the processes that individuals undertake, meaning that the structure of a complete individual is a crystal clear reflection of the structure of a complete society. The normative value which has shaped American society dating back to the colonial era is individualism coupled with the requirement that Americans must make something of themselves through work and through their contributions to society.

MAN AND SOCIETY

By A. Spirkin The problem of man cannot be solved scientifically without a clear statement of the relationship between man and society, as seen in the primary collectivity—the family, the play or instruction group, the production team and other types of formal or informal collectivity. In the family the individual abandons (ტოვებს)some of his specific features (მახასიათებლები,fიჩერს)to become a member of the whole. The life of the family is related(დაკავშირებულია) to the division(დაყოფასთან) of labor according to sex and age, the carrying on of husbandry, (მეცხოველეობა)the upbringing of the children and also various moral, legal and psychological relationships. The family is a crucial(გადამწყვეტი) instrument for the development of personality. In family the child first becomes involved in social life, absorbs its values and standards of behavior, its ways of thought, language and certain value orientations. It is this primary group that bears (ატარებს)the major responsibility to society. Through the group the child, as he grows older, enters society. It is essential that a person should feel himself part of a group at his own wish, and that the group should voluntarily accept him, take in his personality. A group generates public opinion, it sharpens and polishes the mind and shapes the character and will. Through the group a person rises to the level of a personality, a conscious subject of historical creativity. The group is the first shaper of the personality, and the group itself is shaped by society. The individual is a link in the chain of the generations. His affairs are regulated not only by himself, but also by the social standards, by the collective reason or mind. The true token of individuality is the degree to which a certain individual in certain specific historical conditions has absorbed the essence of the society in which he lives. Consider, for instance, the following historical fact. Who or what would Napoleon Bonaparte have been if there had been no French Revolution? It is difficult or perhaps even impossible to answer this question. But one thing is obvious — he would never have become a great general and certainly not an emperor. He himself was well aware of his debt and in his declining years said: "My son cannot replace me. I could not replace myself. I am the creature of circumstances." It has long been acknowledged that great epochs give birth to great men. What tribunes of the people were lifted by the tide of events of the French Revolution— Mirabeau, Marat, Robespierre, Danton. It is sometimes said that society carries the individual as a river carries a boat. This is a pleasant simile, but not exact. An individual does not float with the river - he is the flowing river itself. (ინდივიდი მსინარესთან არ ცურავს,ის თავად არის მღელვარე მდინარე) The events of social life do not come about by themselves; they are made. The great and small paths of the laws of history are blazed by human effort and often at the expense of human blood. The laws of history are not charted in advance by superhuman forces - they are made by people, who then submit to their authority as something that is above the individual.

The key to the mysteries of human nature is to be found in society. Society is the human being in his social relations, and every human being is an individual embodiment of social relations, a product not only of the existing social system but of all world history. He absorbs what has been accumulated by the centuries and passed on through traditions. Modern man carries within himself all the ages of history and all his own individual ages as well. His personality is a concentration of various strata of culture. Modern man is influenced not only by modern mass media, but also by the writings of all times and every nation. He is the living memory of history, the focus of all the wealth of knowledge, abilities, skills, and wisdom that have been amassed through the ages. Man is a kind of super-dense living atom in the system of social reality. He is a concentration of the actively creative principle in this system. Through myriads of visible and invisible impulses the fruit of people's creative thought in the past continues to nourish him and, through him, contemporary culture. Sometimes the relation between man and society is interpreted in such a way that the latter seems to be something that goes on around a person, something in which he is immersed. But this is a fundamentally wrong approach. Society does, of course, exist outside the individual as a kind of social environment in the form of a historically shaped system of relations with rich material and spiritual culture that is independent of his will and consciousness. The individual floats in this environment all his life. But society also exists in the individual himself and could not exist at all, apart from the real activity of its members. History in itself does nothing. Society possesses no wealth whatever. It fights no battles. It grows no grain. It produces no tools for making things or weapons for destroying them. It is not society as such but man who does all this, who possesses it, who creates everything and fights for everything. Society is not some impersonal being that uses the individual as a means of achieving its aims. All world history is nothing but the daily activity of individuals pursuing their aims. Here we are talking not about the actions of individuals who are isolated and concerned only with themselves, but about the actions of the masses, the deeds of historical personalities and peoples. An individual developing within the framework of a social system has both certain dependence on the whole system of social standards and autonomy that is an absolutely necessary precondition for the life and development of the system. The measure of this personal autonomy is historically conditioned and depends on the character of the social system itself. Exceptional rigidity in a social system makes it impossible or extremely difficult for individual innovations in the form of creative activity in various spheres of life to take place, and this inevitably leads to stagnation. Let’s return once again to the simile of the river! The history of humankind is like a great river bearing its waters into the ocean of the past. What is past in life does not become something that has never been. No matter how far we go from the past, it still lives to some extent in us and with us. From the very beginning, the character of the man-society relationship changed substantially in accordance with the flow of historical time. The relationship between the individual and a primitive horde was one thing. Brute force was supreme and instincts were only slightly controlled, although

even then there were glimpses of moral standards of cooperation without which any survival, let alone development, would have been impossible. In tribal conditions people were closely bound by ties of blood. At that time there were no legal relationships. Not the individual but the tribe, the genus, was the law-giver. The interests of the individual were syncretized with those of the commune. In the horde and in tribal society there were leaders who had come to the force by their resourcefulness, brains, agility, strength of will, and so on. Labor functions were divided on the basis of age and sex, as were the forms of social and other activity. With the development of the “socium” an increasing differentiation of social functions takes place. People acquire private personal rights and duties, personal names, and a constantly growing measure of personal responsibility. The individual gradually becomes a personality, and his relations with society acquire an increasingly complex character. When the society based on law and the state first arose, people were sharply divided between masters and slaves, rulers and ruled. Slave society with its private property set people against one another. Some individuals began to oppress and exploit others. In Feudal society saw the emergence of the hierarchy of castes, making some people were totally dependent on others. During this period feudel and kings became rich at the expense of the workers,the workers had no property,everything belong to the feudal lords,and in return they (workers) were given the right to live on their land.On the shoulders of the common toiler there grew up an enormous parasitic tree with kings or tsars at its summit. This pyramid of social existence determined the rights and duties of its citizens, and the rights were nearly all at the top of the social scale. This was a society of genuflection, where not only the toilers but also the rulers bowed the knee to the dogma of Holy Scripture and the image of the Almighty. The age of the Renaissance was a hymn to the free individual.during this period art and science developed,explored foreign countries,discovered many new things. At this time the focus was no longer a ruler and a worker,the individual was in completely free forms of expression.History became the scene of activity for the enterprising and determined individual. Not for him the impediments of the feudal social pyramid, where the idle wasted their lives and money, enjoying every privilege, and the toilers were kept in a state of subjugation and oppression. At first came the struggle for freedom of thought, of creativity. This everything grew into the demand for civil and political freedom. As a result of the bourgeois revolutions that followed, the owners of capital acquired every privilege, and also political power. The noble demand that had been inscribed on the banners of the bourgeois revolutions — liberty, equality and fraternity — turned out to mean an abundance of privileges for some and oppression for others. Individualism blossomed forth, an individualism in which everybody considered himself the hub of the universe and his own existence and prosperity more important than anyone else's. People set themselves up in opposition to other people and to society as a whole. Such mutual alienation is a disease that corrupts the whole social system. The life of another person, even one's nearest, becomes no more than a temporary show, a passing cloud. The growing bureaucracy and utilitarianism in culture considerably narrow the opportunities for human

individuality to express and develop itself. The individual becomes an insignificant cog in the gigantic machine controlled by capital. The individual is free where he not only serves as a means of achieving the goals of the ruling class and its party but is himself the chief goal of society, the object of all its plans and provisions. The main condition for the liberation of the individual is the abolition of exploitation of one individual by another, of hunger and poverty, and the reassertion of man's sense of dignity. This was the kind of society of which the utopian socialists and the founders of scientific socialism dreamed. The thinkers of the past, who were truly dedicated to the idea of benefiting the working folk, pointed out the dangers of a system governed by the forces of alienation, a system in which some people live at the expense of other people's labor, where human dignity is flouted and man's physical and intellectual powers drained by exploitation. In contrast to bourgeois individualism, socialist collectivism starts off from the interests of the individual— not just the chosen few but all genuine working people. Socialism everywhere requires striking, gifted personalities with plenty of initiative. A person with a sense of perspective is the highest ideal of the creative activity of the socialist society. A person's whole intellectual make-up bears the clear imprint of the life of society as a whole. All his practical activities are individual expressions of the historically formed social practice of humanity. The implements that he uses have in their form a function evolved by a society which predetermines the ways of using them. The wealth and complexity of the individual's social content are conditioned by the diversity of his links with the social whole, the degree to which the various spheres of the life of society have been assimilated and refracted in his consciousness and activity. This is why the level of individual development is an indicator of the level of development of society, and vice versa. But the individual does not dissolve into society. He retains his unique and independent individuality and makes his contribution to the social whole: just as society itself shapes human beings, so human beings shape society. (Abridged)

COMMENT ON THE FOLLOWING QUOTATIONS: 

The happiness of society is the end of government. John Adams



Society lives by faith, and develops by science. Henri Frederic Amiel



The whole history of civilization is strewn with creeds and institutions which were invaluable at first, and deadly afterwards. Walter Bagehot



Society cares for the individual only so far as he is profitable. Simone de Beauvoir



I am now quite cured of seeking pleasure in society, be it country or town. A sensible man ought to find sufficient company in himself. Emily Bronte



Society is indeed a contract. It is a partnership in all science; a partnership in all art; a partnership in every virtue, and in all perfection. As the ends of such a partnership cannot be obtained in many generations, it becomes a partnership not only between those who are living, but between those who are dead, and those who are to be born. Edmund Burke



Society is now one polished horde, formed of two mighty tribes, the Bores and Bored. Lord (George Gordon) Byron



Society is composed of two great classes, those that have more dinners than appetite, and those who have more appetite than dinners. Sebastian Roch Nicolas Chamfort



The good society was, like the good self, a diverse yet harmonious, growing yet unified whole, a fully participatory democracy in which the powers and capacities of the individuals that comprised it were harmonized by their cooperative activities into a community that permitted the full and free expression of individuality. John Dewey



An institution is the lengthened shadow of one man. Ralph Waldo Emerson



Society never advances. It recedes as fast on one side as it gains on the other. Society acquires new arts, and loses old instincts. Ralph Waldo Emerson



Society is a hospital of incurables. Ralph Waldo Emerson



Society always consists in the greatest part, of young and foolish persons. Ralph Waldo Emerson



Society is a masked ball, where everyone hides his real character, and reveals it by hiding. Ralph Waldo Emerson



Every society by its own practice of living and by the mode of relatedness, of feelings, and perceiving, develops a system of categories which determines the forms of awareness. Erich Fromm



To be social is to be forgiving. Robert Frost



Social improvement is attained more readily by a concern with the quality of results than with the purity of motives. Eric Hoffer



Society is always trying in some way to grind us down to a single flat surface. Oliver Wendell Holmes



Society is a republic. When an individual tries to lift themselves above others, they are dragged down by the mass, either by ridicule or slander. Victor Hugo



No society has been able to abolish human sadness, no political system can deliver us from the pain of living, from our fear of death, our thirst for the absolute. It is the human condition that directs the social condition, not vice versa. Eugene Ionesco



The Great Society is a place where every child can find knowledge to enrich his mind and to enlarge his talents.... It is a place where the city of man serves not only the needs of the body and the demands of commerce but the desire for beauty and the hunger for community.... It

is a place where men are more concerned with the quality of their goals than the quantity of their goods. Lyndon B. Johnson 

Societies need rules that make no sense for individuals. For example, it makes no difference whether a single car drives on the left or on the right. But it makes all the difference when there are many cars! Marvin Minsky



Society has always seemed to demand a little more from human beings than it will get in practice. George Orwell



To train and educate the rising generation will at all times be the first object of society, to which every other will be subordinate. Robert Owen



Anarchy is the ultimate destination of any positively evolving society. Eric Parslow



Society is like the air, necessary to breathe but insufficient to live on. George Santayana



What is called good society is usually nothing but a mosaic of polished caricatures. Friedrich Von Schlegel



Society attacks early, when the individual is helpless. B. F. Skinner



Our society is not a community, but merely a collection of isolated family units. Valerie Solanis



A free society is a society where it is safe to be unpopular. Adlai Stevenson



No civilized society can thrive upon victims, whose humanity has been permanently mutilated. Rabindranath Tagore



Never speak disrespectfully of Society. Only people who can't get into it do that. Oscar Wilde



Society exists only as a mental concept; in the real world there are only individuals. Oscar Wilde



Societies that do not eat people are fascinated by those that do. Ronald Wright



Society can exist only on the basis that there is some amount of polished lying and that no one says exactly as he thinks. Lin Yutang

ROLE PLAYING DISCUSSION LEADER The discussion leader’s job is to … 

read the text twice, and prepare at least five general questions about it;



make sure that everyone has a chance to speak and joins in the discussion;



guide the discussion and keep it going.

SUMMARIZER The summarizer’s job is to … 

read the text and make notes about the ideas;



find the key points that everyone must know to understand and remember the text;



retell the text in a short summary in your own words;



talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY

WORD MASTER The word master’s job is to …



read the text, and look for words or short phrases that are new or difficult to understand, or that are important in the text;



choose five words that you think are important for this text;



explain the meanings of these five words in simple English to the group;



tell the group why these words are important for understanding this text.

Your five words do not have to be new or unknown words. Look for words in the story that really stand out in some way. These may be words that are: 

repeated often;



used in an unusual way;



important to the meaning of the text.

MY WORD: 1. _______________________ MEANING OF THE WORD REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________ MEANING OF THE WORD REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________ MEANING OF THE WORD REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________ MEANING OF THE WORD REASON FOR CHOOSING THE WORD

PASSAGE PERSON The passage person’s job is to … 

read the text, and find important, interesting, or difficult passages;



make notes about at least two passages that are important for the text;



read each passage to the group;



ask the group one or two questions about each passage.

You might choose a passage to discuss because it is: *important

*informative

*confusing

*well-written

MY PASSAGE: 1 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________ _____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian. act without fear of legal or moral consequence _____________________________________________________________________________________ _____________________________________________________________________________________ the stronger benefiting at the expense of the weaker _____________________________________________________________________________________ _____________________________________________________________________________________ regardless of concepts of fairness or justice _____________________________________________________________________________________ _____________________________________________________________________________________ impose upon the liberties of another _____________________________________________________________________________________ _____________________________________________________________________________________ rob other individuals of their right to liberty _____________________________________________________________________________________ _____________________________________________________________________________________ experiment with various forms of social order _____________________________________________________________________________________ _____________________________________________________________________________________ the ability to rule and the willingness to be ruled _____________________________________________________________________________________ _____________________________________________________________________________________ have access to the opportunity to rule _____________________________________________________________________________________ _____________________________________________________________________________________ accede to the norms of society _____________________________________________________________________________________ _____________________________________________________________________________________ rebel against the norms as an imposition _____________________________________________________________________________________ _____________________________________________________________________________________ throw the individual into the moral dilemma of adherence to duty _____________________________________________________________________________________ _____________________________________________________________________________________ follow duty as opposed to free will _____________________________________________________________________________________ _____________________________________________________________________________________ synthesize autonomy of the individual with fitting into society

_____________________________________________________________________________________ _____________________________________________________________________________________ diffuse and anonymous authority of democracy _____________________________________________________________________________________ _____________________________________________________________________________________ refer to behavior that does not conform to norms _____________________________________________________________________________________ _____________________________________________________________________________________ lower crime but limits individual rights _____________________________________________________________________________________ _____________________________________________________________________________________ maximum liberty consistent with the equal liberty of others _____________________________________________________________________________________ _____________________________________________________________________________________ support the primacy of individual rights over the maintenance of order _____________________________________________________________________________________ _____________________________________________________________________________________ abandon some of his specific features _____________________________________________________________________________________ _____________________________________________________________________________________ related to the division of labor _____________________________________________________________________________________ _____________________________________________________________________________________ absorb its values and standards of behavior _____________________________________________________________________________________ _____________________________________________________________________________________ bear the major responsibility to society _____________________________________________________________________________________ _____________________________________________________________________________________ generate public opinion _____________________________________________________________________________________ _____________________________________________________________________________________ sharpen and polish the mind _____________________________________________________________________________________ _____________________________________________________________________________________ shape the character and will _____________________________________________________________________________________ _____________________________________________________________________________________ rise to the level of a personality

_____________________________________________________________________________________ _____________________________________________________________________________________ concentration of various strata of culture _____________________________________________________________________________________ _____________________________________________________________________________________ living memory of history _____________________________________________________________________________________ _____________________________________________________________________________________ historically shaped system of relations _____________________________________________________________________________________ _____________________________________________________________________________________ develop within the framework of a social system _____________________________________________________________________________________ _____________________________________________________________________________________ dependence on the whole system of social standards _____________________________________________________________________________________ _____________________________________________________________________________________ necessary precondition for the life and development of the system _____________________________________________________________________________________ _____________________________________________________________________________________ measure of the personal autonomy _____________________________________________________________________________________ _____________________________________________________________________________________ historically conditioned _____________________________________________________________________________________ _____________________________________________________________________________________ glimpses of moral standards of cooperation _____________________________________________________________________________________ _____________________________________________________________________________________ increasing differentiation of social functions _____________________________________________________________________________________ _____________________________________________________________________________________ emergence of hierarchy _____________________________________________________________________________________ _____________________________________________________________________________________ society of genuflection _____________________________________________________________________________________ _____________________________________________________________________________________ broaden the horizons of science

_____________________________________________________________________________________ _____________________________________________________________________________________ technical perfection _____________________________________________________________________________________ _____________________________________________________________________________________ in a state of subjugation and oppression _____________________________________________________________________________________ _____________________________________________________________________________________ mutual alienation _____________________________________________________________________________________ _____________________________________________________________________________________ narrow the opportunities for human individuality _____________________________________________________________________________________ _____________________________________________________________________________________ insignificant cog in the gigantic machine _____________________________________________________________________________________ _____________________________________________________________________________________ bear the clear imprint of the life of society _____________________________________________________________________________________ _____________________________________________________________________________________ indicator of the level of development of society _____________________________________________________________________________________ _____________________________________________________________________________________ retain unique and independent individuality _____________________________________________________________________________________ _____________________________________________________________________________________ GIVE APPROPRIATE TITLE TO EACH PARAGRAPH. 

________________________________

1. The Ancient Greeks experimented with various forms of social order. Aristotle’s view of liberty was a concept that encompassed both the ability to rule and the willingness to be ruled. According to Aristotle, liberty means equality for all individuals i.e. each should have access to the opportunity to rule. Liberty was considered living as one so chooses, but within this harmony with the social order. 

__________________________________

2. Feudal society saw the emergence of the hierarchy of castes, making some people totally dependent on others. On the shoulders of the common toiler there grew up an enormous parasitic tree with kings or tsars at its summit. This pyramid of social existence determined the rights and duties of its citizens, and the rights were nearly all at the top of the social scale. This was a society of genuflection, where not only the toilers but also the rulers bowed the knee to the dogma of Holy Scripture and the image of the Almighty. 

___________________________________

3. The age of the Renaissance was a hymn to the free individual and to the ideal of the strong fully developed human being blazing trails of discovery into foreign lands, broadening the horizons of science, and creating masterpieces of art and technical perfection. History became the scene of activity for the enterprising and determined individual. 

___________________________________

4. As a result of the bourgeois revolutions that followed, the owners of capital acquired every privilege, and also political power. The noble demand that had been inscribed on the banners of the bourgeois revolutions—liberty, equality and fraternity—turned out to mean an abundance of privileges for some and oppression for others. 

___________________________________

5. In contrast to bourgeois individualism, socialist collectivism starts off from the interests of the individual— not just the chosen few but all genuine working people. Socialism everywhere requires striking, gifted personalities with plenty of initiative. A person with a sense of perspective is the highest ideal of the creative activity of the socialist society.

UNIT 3. CHALLENGES OF OUR CENTURY MUCH OF WHAT NEEDS TO BE DONE IS NOT HAPPENING In today’s globalized world, life is often driven by economic and financial engines. It is easy to lose sight of the common good and the needs of the human family in such a world. The only thing that important is power and control which is in the hands of a few, with little concern for the millions of nameless people who are struggling for their very lives. The problem of poverty in a land of plenty is a piercing moral challenge for the whole human family. A way must be found to enable everyone to benefit from the fruits of the earth and not simply ignore the gap between the rich and poor people. The poor need more than good will, or promises.

There are many clear signs that the current situation cannot be sustained much longer. Inequality has been jeopardizing(ჯეფერდაიზინგ) economic growth and poverty reduction. (უთანასწორობა საფრთხეს უქმნის ეკონომიკის ზრდას და სიღარიბის სემცირებას.)It has been stalling progress (პროგრესი ჩერდება)...in education, health, and nutrition.(კვება). It has also limited access to economic, social and political resources, and has been driving conflict and destabilizing an already fragile international community. Historically, evolution has been in nature’s hands. Now, suddenly, it is largely in human hands, but,we need to be cautious,(ქაშ’ე’ს - სიფრთხილე) using our scientific know-how as responsibly as possible. The job of today’s young people, or the "Transition Generation," will be to get humanity through the coming period of chaos, peril, and opportunity. A massive transition is needed, and the agenda should be created for the generation that will bring about this transition. Much of what needs to be done is not happening. Today's young people will collectively determine(კოლექტიურად განსაზღვრავენ) whether civilization survives or not. Therefore,we must give them a chance to help the people in develop according their knowledge and experience.We need to give them a foundation for making wise choices by helping them understand humankind's likely possible, probable and preferred futures. What can humanity become? Our future wealth will increasingly relate to knowledge in the broadest sense of the term. Here are great challenges for us and for our children: 

Saving the Earth – A change in humans' capability to manage the Earth well is coming in micro-instruments that feed voluminous data to computer networks. We are beginning to gain vast amounts of information about the planet linked into computer models. This will help us learn to live with nature's trust fund. The planet's climate will change and we have to learn to live with changes.



Reversing Poverty – While rich nations become richer, billions of people live in extreme poverty with short, brutal lives. This problem is very common in my country,because at least half of the population is on the brink of poverty. The reason for this,first of all is the lack of jobs. And if someone works,the salary is very low. And price of everything is high.for example foods,clothes,medicaments and so on. Despite this,studies show that the average salary in Georgia is 2000 gel. This is because while most of the population has very low salary,a small part receives very high salary,I mean more public servants.poverty is also caused by lack of education,most of the young people do not have acces to education because it is also associated with mony.therefore, to resolve this problem is necessary more jobs,with an appropriate wage for labor.



Steadying Population Growth – Extreme poverty can be tied to population problems. There are now non-oppressive ways to lower the birthrate. Population declines in countries where

women can read and full women's liberation is in effect. Population also declines when GDP rises. Improving lifestyles equates with controlling population growth. 

Achieving Sustainable Lifestyles – All of the people on the planet cannot have affluent lifestyles in 20th century terms and still sustain resources. We need high-quality lifestyles that don't strain the environment.



Preventing All-Out War – All-out war in the 21st century could end everything. Nuclear and biological weapons are a threat. This century contains more threats from more weapons of mass destruction than ever before. There is no doubt that war is an evil one. It is the greatest catastrophe that can befall (დაემართოს)human beings. It brings death and destruction, poverty and ruin. A particularly disturbing side of modern wars is that they tend to become global so that they may engulf(შთანთქვას) the entire world,that’s why war is terrible,especially atomic war. Wars bring political and economic instability. People's lives and daily existence come under threat.It would be difficult to find jobs or live normaly. Today we live in a relity in which war is the most active issue. In the not so distant past,in 2008(totausendeit) gerogia was in the same situation as Ukraine is now- I mean the war against Russia . More than 20 persent of my country is occupied by Russia and it is very painful,also it is painful now to watch the events in Ukraine,destroyed buildings,bombed cities,dead people.especially the little ones. And this is only for the reason that there are territorial and political tensions between the states. In conclusion,I can say only one thing wars are not necessary because it is devastating for both side and it has no winner,now it is better to fight with brains and not with weapons



Dealing Effectively with Globalism – The planet is "shrinking" and bandwidth is increasing, but globalism should be designed to allow local cultures to thrive and be protected. The right balance between global and local should be achieved. Failing nations must be helped to become developing nations.



Protecting the Biosphere – We are losing species of plants and animals. Many endangered species can be protected by identifying and preserving "hot spots" – those places with a high density of endangered species. Today, 90 percent of the edible fish in the oceans have been caught. Well-designed marine protection areas can help begin a slow recovery. Laws are needed to replenish depleted oceans.



Defusing Terrorism – The age of terrorism is rising with the availability of weapons of mass destruction that are becoming increasingly less expensive and easier to access. It is vital to address the reasons why people want to become terrorists and to achieve cooperation among potentially hostile cultures.



Cultivating Creativity – Technology will lead to an era of extreme creativity. Exciting jobs will develop and rich countries will help young people around the planet to become entrepreneurs. New supply chains and electronically connected businesses will bring value.



Conquering Disease –we need to stop the spread of infections that can kill millios of people, as has happened already many times in history. We now have sensors that can detect the existence of a dangerous virus in the air and we are creating medical procedures to prevent illnesses from spreading. Pandemics require preparation. Even today we live in the time of pandemic. We have been living with the corona virus for three years now.which is very difficult,it is difficult to maintain social distance,to live without hugs,to constantly wear a veil. Because of this virus we have almost lost the tradutions of funeral and wedding,( I mean it was forbidden to gather a large number of people together). Thousand of people have died,jobs have been closed ,people have been left without income.poverty has prevaild In the world,children have to be educated remotely,which is very stressful. These and other difficult consequences have shown us that we need to be careful,health is the most precious thing and it needs to be taken care of.



Expanding Human Potential – Most people today fall outrageously short of their potential. A goal of the 21st century should be to develop the capability latent in everybody by harnessing powerful technologies that accelerate learning potential.



The Singularity – Sometime decades from now computer intelligence that is quite different from human intelligence will feed on itself, becoming more intelligent at a rapidly accelerating rate. Humanity needs to discover how to avoid being overwhelmed by accelerating change that is totally out of control and harmful. Technical controls will be needed to ensure that our machines act in our best interests. The Singularity will enable many different self-evolving technologies to become "infinite in all directions."



Confronting Existential Risk – This type of risk is one that could terminate Homo sapiens, including such possibilities as the release of a dangerous genetically modified pathogen.



Exploring Transhumanism – This is the first century in which we will be able to radically change human beings, and this fact alone gives it special meaning. Technology will enable us to live longer, learn more, and gain the ability to connect our brains to other external devices. Transhumanism will be highly controversial. It will raise major ethical arguments. We might lose some of the qualities we now see as making us "human." There will also be extreme differences between those who have the technology and those who don't. We need to make changes without suffering overall-negative consequences. Transhumanism can lead us to build a civilization far more advanced than today's.



Planning an Advanced Civilization – Sooner or later machines will do all the work and there will be a major increase in real wealth. What we do with our leisure will be a big issue. Because of transhumanism changes will be more extreme than most people can understand. We need to be asking ourselves now, "What kind of civilization would we build if we could do anything?"



Modeling the Planet's Systems – We need to be sure we do not go beyond the point at which global warming cannot be reversed, earth system science must be meticulously modeled and monitoring must be precise.



Bridging the Skill and Wisdom Gap – A serious problem right now is the gap between our skill and our wisdom. Science and technology are accelerating furiously, but wisdom is not. Today,the desire of the people is directed build faster, cheaper, smarter, more-efficient gadgets that will increase corporate profits.(კორპორატიული მოგება) The skill-wisdom gap is enlarged(იზრდება) because skills offer the ways to get wealthy.i think that with use of techlology,people should use also their wisdom,because use of modern technology cal led to desester and make person look like a robot,which depens entirely on technology. Society's best brains are saturated with immediate issues that become ever more complex, rather than reflecting on why we are doing this and what the long-term consequences will be.

These challenges provide a framework to assess the global and local prospects for humanity. The mentioned challenges are transnational in nature and transinstitutional in solution. They cannot be addressed by any government or institution acting alone. They require collaborative action among governments, international organizations, corporations, and creative individuals. Most

of

the

problems

are

the

consequences

of

bad

management

and

absence

of

foresight(.შორსმჭვრეტელობის არარსებობა) There is no silver bullet. Many different factors have to be brought into play to deal with the problem. Just as the problems are the result of bad management, so the solutions need to be the application of excellent management. The 21st Century is the time for human seeking harmonizing with environment and carrying out sustainable development strategy. But sustainable development is facing many challenges. They may mainly include the follows: challenge comes from the contradiction between human and the earth, challenge of local benefit conflict to human common goal, challenge of competition to fairness, challenge of unbalanced development in regions and countries, challenge of diversity and challenge of calamity. Challenges are not only pressure, but also the motive force. Challenge exists; the motive force would never stop. Sustainable development was born in challenges, is developing in contradiction and will sustain in conflict.

THE CALL AND THE CHALLENGE Several years ago, the United Nations established the event to call attention to and urge involvement in caring for our environment and to focus on world hunger and its devastating effects on the whole human family. The focus was on food consumption patterns and wastage and calls our attention on the need to seriously address hunger in our world, food waste, food loss and our consumption patterns. We should realize that it is everyone’s responsibility to become engaged in finding a solution. WE should be the agents of change for sustainable and equitable development for all people. The United Nations study tells us that “one in every seven children in the world go to bed hungry and more than 20,000 children under the age of five die daily from hunger.” We cannot allow this to continue or we will all be responsible. We are also responsible about the food that is wasted. We must take care of each other,help the poor have the rigtht to a full life.For a long time we have been reminded of the need to reduce, reuse, recycle. What are some of the ways we can do this? All over the world, many people are suffering from obesity and need to eat less and eat healthier food. They need to find ways not to waste food and look at how leftovers can be used. Throwing food away is like stealing food from children dying of hunger. Sometimes human life is not perceived as the primary value to respect and protect, especially if they are poor or disabled, or if they are no longer needed or useful. We have become insensitive to waste, including food waste. This is reprehensible when in every part of the world, unfortunately, many people and families are suffering from hunger and malnutrition. Gandhi once said: “We have enough for everyone’s need but not enough for everyone’s greed.” When we share food with care and compassion, none need to die of hunger. Human suffering is often ignored, while financial market drops are considered a tragedy. In our industrial world, the majority of waste is by consumers, who often buy too much and throw the rest away. People need to select what they buy and use with purpose.

COMMENT ON THE FOLLOWING QUOTATIONS: 

The most important pathological effects of pollution are extremely delayed and indirect. Ren



Pollution is nothing but the resources we are not harvesting. We allow them to disperse because we've been ignorant of their value. Richard Buckminster Fuller



Fresh air is good if you do not take too much of it; most of the achievements and pleasures of life are in bad air. Oliver Wendell Holmes



Poverty is an anomaly to rich people. It is very difficult to make out why people who want dinner do not ring the bell. Walter Bagehot



Anyone who has struggled with poverty knows how extremely expensive it is to be poor. James Baldwin



A poor man with nothing in his belly needs hope, illusion, more than bread. Georges Bernanos



To be a poor man is hard, but to be a poor race in a land of dollars is the very bottom of hardships. W. E. B. Du Bois



The surest way to remain poor is to be an honest man. Napoleon Bonaparte



When I gave food to the poor, they called me a saint. When I asked why the poor were hungry, they called me a communist. Dom H. Camara



I have found out in later years that my family was very poor, but the glory of America is that we didn't know it. Dwight D Eisenhower



I used to think I was poor. Then they told me I wasn't poor, I was needy. Then they told me it was self-defeating to think of myself as needy. I was deprived. (Oh not deprived but rather underprivileged.) Then they told me that underprivileged was overused. I was disadvantaged. I still don't have a dime. But I have a great vocabulary. Jules Feiffer



The law, in its majestic equality, forbids the rich as well as the poor, to sleep under bridges, to beg in the streets and to steal bread. Anatole France



Poverty is the worst form of violence. Mahatma Gandhi



The best way to help poor people is to not be one of them. Bob Harrington



Resolve not to be poor: whatever you have, spend less. Poverty is a great enemy to human happiness; it certainly destroys liberty, and it makes some virtues impracticable, and others extremely difficult. Samuel Johnson



If a free society cannot help the many who are poor, it cannot save the few who are rich. John Fitzgerald Kennedy



You don't seem to realize that a poor person who is unhappy is in a better position than a rich person who is unhappy. Because the poor person has hope. He thinks money would help. Jean Kerr



As society advances the standard of poverty rises. Theodore Parker



The rich become richer and the poor become poorer is a cry heard throughout the whole civilized world. Friedrich von Schiller



We must be prepared to be part of the cure and not remain part of the problem. Source Unknown ROLE PLAYING

DISCUSSION LEADER The discussion leader’s job is to …



read the text twice, and prepare at least five general questions about it;



make sure that everyone has a chance to speak and joins in the discussion;



guide the discussion and keep it going.

SUMMARIZER The summarizer’s job is to … 

read the text and make notes about the ideas.



find the key points that everyone must know to understand and remember the text.



retell the text in a short summary in your own words.



talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________

WORD MASTER The word master’s job is to … 

read the text, and look for words or short phrases that are new or difficult to understand, or that are important in the text;



choose five words that you think are important for this text;



explain the meanings of these five words in simple English to the group;



tell the group why these words are important for understanding this text.

Your five words do not have to be new or unknown words. Look for words in the story that really stand out in some way. These may be words that are: 

repeated often;



used in an unusual way;



important to the meaning of the text.

MY WORD: 1. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 5. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 6. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON The passage person’s job is to … 

read the text, and find important, interesting, or difficult passages;



make notes about at least two passages that are important for the text;



read each passage to the group;



ask the group one or two questions about each passage.

You might choose a passage to discuss because it is:

*important

*informative

*confusing

*well-written

MY PASSAGE: 1 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ______________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _______________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian. driven by economic and financial engines _____________________________________________________________________________________ _____________________________________________________________________________________ lose sight of the common good _____________________________________________________________________________________ _____________________________________________________________________________________ economic growth and poverty reduction _____________________________________________________________________________________ _____________________________________________________________________________________ driving conflict and destabilizing an already fragile international community _____________________________________________________________________________________ _____________________________________________________________________________________ get humanity through the coming period of chaos _____________________________________________________________________________________ _____________________________________________________________________________________ foundation for making wise choices _____________________________________________________________________________________ _____________________________________________________________________________________ tied to population problems _____________________________________________________________________________________ _____________________________________________________________________________________ equate with controlling population growth. _____________________________________________________________________________________ _____________________________________________________________________________________ strain the environment _____________________________________________________________________________________ _____________________________________________________________________________________ places with a high density of endangered species

_____________________________________________________________________________________ _____________________________________________________________________________________ well-designed marine protection areas _____________________________________________________________________________________ _____________________________________________________________________________________ replenish depleted oceans _____________________________________________________________________________________ _____________________________________________________________________________________ rise with the availability of weapons of mass destruction _____________________________________________________________________________________ _____________________________________________________________________________________ become increasingly less expensive and easier to access _____________________________________________________________________________________ _____________________________________________________________________________________ potentially hostile cultures _____________________________________________________________________________________ _____________________________________________________________________________________ thwart the rapid spread of infectious diseases _____________________________________________________________________________________ _____________________________________________________________________________________

detect the existence of a dangerous virus _____________________________________________________________________________________ _____________________________________________________________________________________ prevent illnesses from spreading _____________________________________________________________________________________ _____________________________________________________________________________________ fall outrageously short of their potential _____________________________________________________________________________________ _____________________________________________________________________________________ accelerate learning potential _____________________________________________________________________________________ _____________________________________________________________________________________ avoid being overwhelmed by accelerating change _____________________________________________________________________________________ _____________________________________________________________________________________ gain the ability to connect our brains to other external devices

_____________________________________________________________________________________ _____________________________________________________________________________________ suffer overall-negative consequences _____________________________________________________________________________________ _____________________________________________________________________________________ go beyond the point at which global warming cannot be reversed _____________________________________________________________________________________ _____________________________________________________________________________________ meticulously modeled _____________________________________________________________________________________ _____________________________________________________________________________________ deep reflection about our future circumstances _____________________________________________________________________________________ _____________________________________________________________________________________ provide a framework to assess the global and local prospects for humanity _____________________________________________________________________________________ _____________________________________________________________________________________ transnational in nature and transinstitutional in solution _____________________________________________________________________________________ _____________________________________________________________________________________ absence of foresight _____________________________________________________________________________________ _____________________________________________________________________________________ application of excellent management. _____________________________________________________________________________________ _____________________________________________________________________________________ contradiction between human and the earth _____________________________________________________________________________________ _____________________________________________________________________________________ challenge of local benefit conflict to human common goal _____________________________________________________________________________________ _____________________________________________________________________________________ challenge of diversity and challenge of calamity _____________________________________________________________________________________ _____________________________________________________________________________________ develop in contradiction and sustain in conflict _____________________________________________________________________________________ _____________________________________________________________________________________ change for sustainable and equitable development

_____________________________________________________________________________________ _____________________________________________________________________________________ perceived as the primary value to respect and protect _____________________________________________________________________________________ _____________________________________________________________________________________ become insensitive to waste _____________________________________________________________________________________ _____________________________________________________________________________________ suffer from hunger and malnutrition _____________________________________________________________________________________ _____________________________________________________________________________________ financial market drops _____________________________________________________________________________________ _____________________________________________________________________________________

GIVE APPROPRIATE TITLE TO EACH PARAGRAPH. 

___________________________________

1. Inequality has been jeopardizing economic growth and poverty reduction. It has been stalling progress in education, health, and nutrition. It has also limited access to economic, social and political resources, and has been driving conflict and destabilizing an already fragile international community. 

__________________________________

2. Historically, evolution has been in nature’s hands. Now, suddenly, it is largely in human hands, but we need to be cautious, using our scientific know-how as responsibly as possible. The job of today’s young people, or the "Transition Generation," will be to get humanity through the coming period of chaos, peril, and opportunity. A massive transition is needed, and the agenda should be created for the generation that will bring about this transition. Much of what needs to be done is not happening. 

__________________________________

3. The 21st Century is the time for human seeking harmonizing with environment and carrying out sustainable development strategy. But sustainable development is facing many challenges. They may mainly include the follows: challenge comes from the contradiction between human and the earth, challenge of local benefit conflict to human common goal, challenge of competition to fairness, challenge of unbalanced development in regions and

countries, challenge of diversity and challenge of calamity. Challenges are not only pressure, but also the motive force. Challenge exists; the motive force would never stop. Sustainable development was born in challenges, is developing in contradiction and will  sustain in conflict. 

__________________________________

4. We have become insensitive to waste, including food waste. This is reprehensible when in every part of the world, unfortunately, many people and families are suffering from hunger and malnutrition. Gandhi once said: “We have enough for everyone’s need but not enough for everyone’s greed.” When we share food with care and compassion, none need to die of hunger. 

_________________________________

5. Human suffering is often ignored, while financial market drops are considered a tragedy. In our industrial world, the majority of waste is by consumers, who often buy too much and throw the rest away. People need to select what they buy and use with purpose.

UNIT 4. HOW THE INTERNET IS CHANGING INTERNATIONAL POLITICS AND DIPLOMACY THE RISE OF “NETPOLITIK” By David Bollier Introduction In the midst of her travels as Secretary of State, Madeleine Albright decided to venture off the standard diplomatic tour and visit the local market in Bakhara, Uzbekistan. “For all intents and purposes it could have been in the fifteenth century,” she recalled. “It was a big camel market, with rugs that looked like they had been hanging there for a long time. Dust and all that.” “I decided that I would go to what I thought was one of the more exotic shops, where they were selling spices of different kinds. As the guy was describing all these spices and making little paper cones to put them in, I asked him to tell me what spices would go with what foods. And he said, ‘Great, but just let me give you my e-mail address and we can stay in touch.’ ” Albright’s story may be small and amusing, but it suggests how profoundly global culture and international politics are changing. Individuals from some of the most isolated corners of the world can now interact with the richest centers of civilization in an everyday fashion. Powers that were once the monopoly of nation-states — participation in international politics, control of transnational

communications, credibility as sources of accurate information — are now being exercised by a much wider array of players. The Internet has greatly lowered the costs of transmitting information, enabling people to bypass traditional intermediaries whose power revolved around the control of information: national governments, the diplomatic corps, transnational corporations, and news organizations, among others. As a result, nongovernmental organizations (NGOs), academic experts, diasporic ethnic communities, and individuals are using the Internet to create their own global platforms and political influence. As the velocity of information increases and the types of publicly available information diversify, the very architecture of international relations is changing dramatically. These new phenomena deserve a name—the word Netpolitik has been suggested—to describe a new type of diplomacy that succeeds Realpolitik. Realpolitik, the German term for “power politics,” is an approach to international diplomacy that is “based on strength rather than appeals to morality and world opinion.” Netpolitik is a new style of diplomacy that seeks to exploit the powerful capabilities of the Internet to shape politics, culture, values, and personal identity. But unlike Realpolitik—which seeks to advance a nation’s political interests through amoral coercion— Netpolitik traffics in “softer” issues such as moral legitimacy, cultural identity, societal values, and public perception. “Control of information and entertainment, and through them, of opinions and images, has historically been the anchoring tool of state power, to be perfected in the age of mass media,” writes Manuel Castells in a 1997 essay. Now this traditional power of nation-states is waning. There is hardly any country in the world that has not privatized and commercialized its mass-media system or allowed its citizens to connect to the Internet. Even traditionally closed countries such as China, Singapore, and Islamic fundamentalist nations have entered the Internet age, albeit with restrictions. “We’re at the beginning of the third fundamental economic revolution in the history of humanity,” argues Bill Coleman, chairman and chief strategy officer of BEA Systems, an enterprise software company. “The agriculture revolution had to do with the quantity of food that could be produced to feed the population. The industrial revolution was fueled and lubricated by the quantity and velocity of capital. But what’s really changing the world today is the dramatic increase in the quantity and velocity of information. As electronic networking gradually insinuates itself into more aspects of life and more corners of the world, “it is changing the powers of the nation-state and the very definition of national security,” said Madeleine Albright. Speaking from the perspective of a small nation, Boris Trajkovski, president of the Republic of Macedonia, believes information technology has caused a shift in the fundamental bases of national power: “Power in the global information society depends less on territory, military power, and natural resources. Rather, information, technology, and institutional flexibility have gained importance in international relations. The power of knowledge, beliefs, and ideas are the main tools of political actors in the efforts to achieve their goals.” Mircea Dan Geoana, minister of foreign affairs

of Romania, agreed with this assessment: “We are witnessing a dramatic shift in the content, context, and architecture of world affairs,” he said. “We are also seeing a dramatic change in the very definition of ‘national interest,’ which is increasingly seen as having to do with economic competitiveness, cultural influence, and regional or sub regional influence.” Once upon a time, diplomatic communications were carried on through predictable venues and stable deliberative processes. The rise of CNN and the Internet has greatly shortened the time horizons of diplomatic decision making. News from distant lands can become public knowledge more quickly than ever before. “All these large numbers of information systems make diplomacy much harder to carry on,” said Madeleine Albright, “because the information comes in very fast and you have to make decisions much faster than you might under previous circumstances. Everybody wants an answer right away.” Albright said it is not unusual for CNN to report, for example, that a bomb has gone off somewhere and it wants a government official’s reaction. “You might try to hold back by saying, ‘I don’t have any comment at this moment,’ which you would think is a safe thing to say. But it turns out not to be safe, because then reporters will say, ‘Well, the U.S. government doesn’t know what it’s doing,’ or ‘There are things going on behind the scenes.’ The press has become a player in the process.” Robert D. Hormats, vice chairman of Goldman Sachs (International) and a former top official at the State Department and Office of the U.S. Trade Representative, believes there is greater “tension between velocity of information and judgment” now more than ever. “One of the important objectives in this new environment in which we’re all operating—where there is a lot of very high velocity information and a huge amount of information coming together—is to figure out a procedure and mindset for making intelligent judgments,” said Hormats. With so much information flooding in and intense pressures to respond quickly, policymakers must learn restraint and establish orderly procedures for processing information, he advised. “Patience was the last lesson of the Cold War,” agreed William Perry, senior fellow at the Hoover Institution and U.S. Secretary of Defense from 1994 to 1997. “But you didn’t have CNN then. It is much, much harder to sit back and be patient today and let things unfold. There are usually photographs being sent all over the world, and reporters are asking the Secretary of State and the Secretary of Defense,‘What are you going to do about that?’ This makes life much, much harder for policymakers.” “CNN is the sixteenth member of the U.N. Security Council,” said Madeleine Albright ruefully. Its decisions about what to cover have enormous consequences for international diplomacy, she said. CNN and other international news outlets have actually elbowed aside many traditional sources of diplomatic communications. “When I came to Washington less than three years ago,” said Nabil

Fahmy, Ambassador of the Arab Republic of Egypt to the United States, “I basically decided I would not compete with the media in sending information to Egypt. It was a futile attempt to get it there first. So I stopped reporting most current information. I assumed that people had the news back home because they watched CNN.” The flood of vivid, real-time information washing over both the public and government policymakers has led to “an information glut, but no explanation or interpretation,” said David Konzevik, president and chief executive officer (CEO) of Konzevik Y. Asociados, an international firm based in Mexico. “Then we have a skeptical society because people don’t have the instruments to analyze the information.” The Internet gives access to a lot of information, Konzevik said, but “it does not give you knowledge.” This reality—plentiful information and scarce knowledge—suggests the need for better editorial intermediaries. New filters are needed to sift through the mountains of raw information and place it in an intelligent context and perspective. New types of editorial intermediaries are needed to select important information, interpret it, and warrant what it is trustworthy and what is not. THE INVISIBLE SCAFFOLDING FOR CONSTRUCTING MEANING Americans may like to think that facts are facts and that a television news story is a fairly straightforward communications artifact. But in fact, even the meaning of simple news stories can vary greatly depending upon the social practices of a given society. “Whenever we read a news story about the health dangers of butter,” a Russian woman once told Esther Dyson, “we would run out and buy as much butter as we could find because we knew it meant there was going to be a shortage. We really had no interest in the dangers of butter. We went beyond the information and looked at the motivation of the sender of that information. ‘Why are they putting out this news about butter?’ we would ask. Well, it was because they didn’t want us to buy butter. They wanted us to buy margarine instead.” In the United States, the news stories on CNN seem entirely natural and normative; the content and style of presentation complement our own cultural assumptions. But in many eastern European countries, said Dyson, CNN programming is seen as “a fantasy about some other world. It has very little relevance to most people. It just doesn’t seem real.” A Russian visiting a conference of Hungarian entrepreneurs told Dyson, “You know, I knew about Bill Gates, but he wasn’t real to me. Now, when I look at these Hungarians, I understand what I can do.” Dyson concludes that “putting stories in the context of receivers is tremendously important.” If one starts to unravel the reasons why even simple symbols and stories can carry such radically different meanings in different societies, The Report 29 one is forced to reckon with the invisible “scaffolding” of social and cultural factors that contrive to create meaning. Credibility resides in the social context and origins of a message and in the identity of the sender. Someone who is part of a trusted social network, for example, or the leader of a popular political party, is likely to be viewed more sympathetically than someone who is unfamiliar and strange. Such issues are significant because the Internet is changing the “scaffolding” that a society uses in creating meaning. The social context of a message is no longer self-evident. Nor

is the identity of the speakers generating information. The Internet is decontextualizing information from the social frames that give it meaning, making it more complicated than ever to align the intended meanings of the sender with the interpretations of the receiver. Film is a rich medium for studying the fascinating interplay of content and context in generating meaning. Elizabeth Monk Daley, dean of the University of Southern California’s School of Cinema Television, pointed out that in constructing films, context is a critical factor at two levels: the artistic context within the film and the social context of the audience. Within a film, the juxtaposition of sounds, music, images, colors, plotlines, cinematography, etc. work to create a rich palette of meanings. “If you give me a film and let me change its soundtrack,” said John Seely Brown, “not only will I completely change the meaning of that film, but I will actually change what you see. Many of the things you think you saw in Jurassic Park were not there. Using the soundtrack, I could cut an image and then extend in your own mind what that image ‘should’ be doing. So the deep interplay between the soundtrack and the image cutting actually leads to your seeing things that were not there.” Brown calls this zone where context and content meet the “border around the content.” There is an implicit contextual frame through which the content is perceived and interpreted. The frame is both an internal artistic frame —the editing of a film, the lighting, the soundtrack, and so forth—as well as a social and cultural frame. In both cases, the frame consists of “subconscious mechanisms that ‘scaffold’ how we will come to understand that primary content stream,” Brown said. The point is that the scaffolding that we use to interpret a text or film or music can enhance our understanding — or mislead us. In any case, the interplay between a work’s context and content must be attended to. Daley illustrated this point with one of her favorite examples: American cowboy western films as viewed by the Japanese. A documentary filmmaker went to a popular Japanese bar where American westerns are frequently shown. She asked the audience why they enjoyed the films. After all, she pointed out, American westerns are all about the rugged individual standing against society, and Japan is a society built on consensus. But the Japanese audience responded, “You don’t understand your own films. They are about consensus around the campfire.” “Were the Japanese viewers wrong?” asked Daley. “No, but it certainly wasn’t what any American filmmaker ever anticipated they would say.” Daley explained that “films are created in a very specific cultural context, by people with very specific points of view…. You float your media out there in these very complex environments, and that is the danger and power of film. It’s a layered communication. It impacts people on very different levels.” In a media-saturated world, international diplomacy would do well to study the ways that context and content interact. “What are the processes for constructing credibility?” asked John Seely Brown. “What are the processes for constructing trust? For constructing understanding?” What is rarely appreciated, said Brown, is that “these processes have their own time-constant to them.” Trust, credibility, and context must be built up over a long period. But information technologies typically decontextualize. What may seem to the sender to be a self-contained bundle of knowledge may be regarded in very different ways by the receiver. Global networks enable communication that

is almost devoid of context. The user often does not know the content provider. Internet use is mostly unnoticed by the physical communities to which the user belongs. This is important because values are embedded in context. Trespassers cannot be reminded of the value if the violation remains invisible. If trust, values, and context are important factors in real communication, but the Internet generally fails to represent such factors, then a new set of structural dilemmas are spawned for anyone seeking to carry on effective online communications. A true meeting of the minds also can be hampered by the fact that people’s subjective identities and views vary so greatly. “There are multilateral receivers,” said Madeleine Albright. “I think as we sit here, we are all receiving similar but not necessarily the same message. I’ve heard different things today that make me think differently about things than when I walked in here. So the effect of it all is much more dynamic than we are willing to accept.” Prior belief systems shape how we receive and understand information. It is evident in the radically different histories that different nations write about the same historical events. One of the major, ongoing sources of tension in East Asia happens to be the different descriptions and interpretations of twentieth century history between Japan and China and between Japan and Korea. If you look at the textbooks of these countries, there is a huge discrepancy in the accounts of what occurred, especially in the 1930s and 1940s. These histories shape the consciousness of people and the ways in which information is interpreted and used. In international diplomacy, said Albright, the multiple audiences for any single statement mean that “you don’t know to whom you are really speaking. I mean, you just send out words, and you don’t know how they will be taken.”

STORIES The clash of multiple subjectivities in Netpolitik may have less to do with facts and analysis than with identity and values. Clashes are not just a matter of disputed content; they also are a matter of disparate contexts for interpreting that content—one of the hallmarks of international diplomacy. A useful way of talking about the clash of multiple subjectivities is through stories. The point of a story is not its truth or falsity but rather the way in which it organizes identity, values, and social behavior into a coherent worldview. “Stories allow us to explain and contextualize the world we live in”, said Elizabeth Monk Daley. “They help us understand who we are as human beings, but they do this through the language of metaphor. Their truth is mythic, not factual, and depending on the shape that the narrative takes the same fundamental story can have very many different impacts.” For example, as anthropologist Bronislaw Malinowsky once pointed out, a society that believes that men are superior to women may tell a creation myth in which the sun, a male symbol, raped the moon, a female symbol, and therefore created the earth. On the other hand, a society could tell the story a different way— for example, that the moon seduced the sun and so created the earth. That story would have a different meaning. “Narrative provides a chain of causality for otherwise apparently

unconnected facts,” said Murray Gell-Mann, the physicist and cochairman of the science board at the Santa Fe Institute. “The grammar of narratives is important to us because it is the best way, in most cases, to present things—not only in fiction but also in reference to facts and to very deep analysis and understanding.” “One of the grand narratives of the United States,” said Elizabeth Daley, “is that anyone can achieve anything they want. Everybody can pull themselves up by their own bootstraps. This is hardly true for a great many Americans, but it remains one of our national stories.” In any case, thanks to the Internet, people are experimenting with new self-images for themselves and new public images for causes and movements. Some segments of elite society in Bosnia, Serbia, and Macedonia are talking about the “New Balkans”—a self-conscious “rebranding” of that troubled region. The hope is that the new image will allow the region to grow into a new identity and image, domestically and on the world stage. Historically, stories have served as potent shorthand for shared experiences and worldviews. Consider the role of stories in political revolutions, said Jerry Murdock, managing director and co-founder of Insight Venture Partners: “The story of the British massacre of colonists during the American revolution and the story about Marie Antoinette and the necklace in the French Revolution played a critical role in changing public opinion. Even if some facts are dubious, stories are part of a revolution and people’s collective memory.” If a good story has consequences, so does the absence of one. Mircea Dan Geoana of Romania believes that the grand narrative of European integration, which has compelling economic reasons behind it, is not especially attractive to the average European citizen. “Citizens are basically disconnected from the grand story, which will affect our destinies for the next historical cycle. They don’t care. And we, in politics and bureaucracies, are incapable of telling a story to our own citizens.” “Perhaps the story is not good,” suggested Esther Dyson, chairman of Edventure Holdings. “That may be why it’s hard to tell it in a way that’s meaningful to individual people. Maybe that is a symptom and not a problem.” Sometimes a good story emerges almost magically, enabling an unrecognized sentiment to be publicly articulated —which in turn can catalyze the formation of a new community. According to Eric Raymond, Software programmer, “when enough people get focused on an issue and start to produce new things and start thinking about the same problem, a groundswell starts to happen—and a new message emerges.” He cited the strange alchemies by which elites in the Balkan region developed the idea of the “New Balkans” and decentralized terrorist cells developed a shared ideology and strategic plans of action. In enabling the creation and dissemination of new stories, the Internet is changing the international ecology of cultural narratives. “We are in the process of melding our stories in many different ways,” said Madeleine Albright, “primarily because of the impact of global communications and the ability to hear the other person’s story. Whoever heard the story of Uzbekistan ten years ago? Whoever even knew where it was?” The result of more stories, however, is a new tension between “local” stories and the emerging “global story,” said Albright. “There is a conflict between being part of a small group to which you belong and being part of a larger group—the world community. The

concept of national sovereignty and your individual story is being threatened by the pressure of having to be part of a larger system.” If stories are becoming a shared artifact for explaining our relationships to each other and the world, then perhaps a new “global story” is already incubating. The Internet and globalization are parallel forces that are leading us in the direction of creating a new language. The pluralism that goes along with the Internet, in short, may be more pluralistic than we might imagine. The proliferation of new geopolitical and cultural stories has created a new imperative in international diplomacy: to cultivate “the humility of listening.” “If I want to tell my story and you want to tell the American or Egyptian story, you are not going to be able to do that unless you understand the other person’s story. We need to learn not just each other’s facts, but each other’s stories. We can learn a great deal if we truly listen to one another’s stories”, said Daley. The Internet and other information technologies are no longer a peripheral force in the conduct of world affairs but a powerful engine for change. Global electronic networking is not only remaking economies, but transforming people’s values, identities, and social practices. Moreover, these changes are not just occurring within the boundaries of nation-states but in all sorts of unpredictable transnational communications. These changes are enabling all sorts of newcomers to enter the fray of international politics. NGOs, diasporic communities, critics of land mines and human rights abuses, journalists, indigenous peoples, and others are finding their own voices on a global public stage. More ominously, the very technology that is empowering civil society and businesses is enabling political extremists to build global terrorist networks and pioneer alarming new forms of warfare. The new transnational flows of information are transforming some fundamental terms of power in international affairs. New types of soft power involving moral legitimacy and respect, credibility as an information source, and cultural values are coming to the fore. Military and financial powers that traditionally have belonged to the dominant nations are now constrained in new ways by soft power and the politics of credibility. A tighter skein of global interdependence may mean that unilateralism by any single nation, especially the United States, could be a more problematic policy approach. Netpolitik is still an unfolding doctrine. It seems to be characterized, however, by a higher velocity of information, new time pressures on thoughtful policymaking, a more robust pluralism in international affairs, and new challenges to the power of the nation-state and traditional diplomacy. Netpolitik seems to be a volatile force because of its great reach: affecting everything from the exercise of state power and military might to issues of deep personal identity and social values. In the end there may be great wisdom in “the humility of listening” to each other’s stories. Since time immemorial, stories have conveyed rich bodies of complex information in deeply human ways. Thanks to the Internet, more segments of the earth’s inhabitants can now tell their stories. This is a

significant development in human history. What may matter most in the future is our ability to hear each other’s stories, learn from them, and perhaps develop a new global story. (Abridged)

COMMENT ON THE FOLLOWING QUOTATIONS: 

A diplomat is a person who can tell you to go to hell in such a way that you actually look forward to the trip. Caskie Stinnett



When a diplomat says yes he means perhaps; when he says perhaps he means no; when he says no he is no diplomat. Source Unknown



I have discovered the art of deceiving diplomats. I speak the truth, and they never believe me. Di Cavour



Diplomacy is to do and say the nastiest things in the nicest way. Isaac Goldberg



My advice to any diplomat who wants to have a good press is to have two or three kids and a dog. Carl Rowan



Diplomacy is thinking twice before saying nothing. Source Unknown



A distinguished diplomat could hold his tongue in ten languages. Source Unknown



To succeed in politics, it is often necessary to rise above your principles. Anon



Politics, as a practice, whatever its professions, has always been the systematic organization of hatreds. Henry Adams



Practical politics consists in ignoring facts. Henry Adams



In politics the middle way is none at all. John Adams



Politics is the gentle art of getting votes from the poor and campaign funds from the rich by promising to protect each from the other. Oscar Ameringer



Nothing is irreparable in politics. Jean Anouilh



All political parties die at last of swallowing their own lies. John Arbuthnot



It is as hard and severe a thing to be a true politician as to be truly moral. Francis Bacon



When great questions end, little parties begin. Walter Bagehot



The politician is like an acrobat: he keeps his balance by saying the opposite of what he does. Barres



Vote for the man who promises least. He'll be the least disappointing. Bernard Baruch



Politics is the art of the possible, the attainable...the art of the next best. Otto von Bismarck



An honest politician is one who when he is bought will stay bought. W. J. Cameron



A politician needs the ability to foretell what is going to happen tomorrow, next week, next month, and next year. And to have the ability afterwards to explain why it didn't happen. Sir Winston Churchill



In war you can be killed only once. In politics, many times. Sir Winston Churchill



Politics ought to be the part-time profession of every citizen who would protect the rights and privileges of free people and who would preserve what is good and fruitful in our national heritage. Dwight D Eisenhower



An election is coming. Universal peace is declared, and the foxes have a sincere interest in prolonging the lives of the poultry. George Eliot



There are times in politics when you must be on the right side and lose. John Kenneth Galbraith



Politics is not the art of the possible. It consists in choosing between the disastrous and the unpalatable. John Kenneth Galbraith



Nothing is so admirable in politics as a short memory. John Kenneth Galbraith



A politician will do anything to keep his job, even become a patriot. William Randolph Hearst



Politics is the profession of those who have neither trade nor art. Muhammad Hijazi



Internet is so big, so powerful and pointless that for some people it is a complete substitute for life. Andrew Brown



The Internet is like a giant jellyfish. You can't step on it. You can't go around it. You've got to get through it. John Evans



Looking at the proliferation of personal web pages on the net, it looks like very soon everyone on earth will have 15 Megabytes of fame. MG Siriam



Journalism is popular, but it is popular mainly as fiction. Life is one world, and life seen in the newspapers is another. G. K. Chesterton,



When distant and unfamiliar and complex things are communicated to great masses of people, the truth suffers a considerable and often a radical distortion. The complex is made over into the simple, the hypothetical into the dogmatic, and the relative into an absolute. Walter Lippmann



You can never get all the facts from just one newspaper, and unless you have all the facts, you cannot make proper judgments about what is going on. Harry S Truman



There are only two forces that can carry light to all the corners of the globe... the sun in the heavens and the Associated Press down here. Mark Twain

ROLE PLAYING DISCUSSION LEADER The discussion leader’s job is to … 

read the text twice, and prepare at least five general questions about it;



make sure that everyone has a chance to speak and joins in the discussion;



guide the discussion and keep it going.

SUMMARIZER The summarizer’s job is to … 

read the text and make notes about the ideas.



find the key points that everyone must know to understand and remember the text.



retell the text in a short summary in your own words.



talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________ _________________________________________________________________________

WORD MASTER The word master’s job is to … 

read the text, and look for words or short phrases that are new or difficult to understand, or that are important in the text;



choose five words that you think are important for this text;



explain the meanings of these five words in simple English to the group;



tell the group why these words are important for understanding this text.

Your five words do not have to be new or unknown words. Look for words in the story that really stand out in some way. These may be words that are: 

repeated often;



used in an unusual way;



important to the meaning of the text.

MY WORD: 1. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 5. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON The passage person’s job is to … 

read the text, and find important, interesting, or difficult passages;



make notes about at least two passages that are important for the text;



read each passage to the group;



ask the group one or two questions about each passage.

You might choose a passage to discuss because it is: *important

*informative

*confusing

*well-written

MY PASSAGE: 1 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian. lower the costs of transmitting information _____________________________________________________________________________________ _____________________________________________________________________________________ bypass traditional intermediaries _____________________________________________________________________________________ _____________________________________________________________________________________ based on strength rather than appeals to morality and world opinion _____________________________________________________________________________________ _____________________________________________________________________________________ seek to exploit the powerful capabilities of the Internet _____________________________________________________________________________________ _____________________________________________________________________________________ advance a nation’s political interests _____________________________________________________________________________________ _____________________________________________________________________________________ anchoring tool of state power _____________________________________________________________________________________ _____________________________________________________________________________________ privatize and commercialize mass-media system _____________________________________________________________________________________ _____________________________________________________________________________________ fueled and lubricated by the quantity and velocity of capital _____________________________________________________________________________________ _____________________________________________________________________________________ dramatic increase in the quantity and velocity of information _____________________________________________________________________________________ _____________________________________________________________________________________ cause a shift in the fundamental bases of national power _____________________________________________________________________________________ _____________________________________________________________________________________ gain importance in international relations _____________________________________________________________________________________ _____________________________________________________________________________________ dramatic shift in the content, context, and architecture of world affairs

_____________________________________________________________________________________ _____________________________________________________________________________________ predictable venues and stable deliberative processes _____________________________________________________________________________________ _____________________________________________________________________________________ shorten the time horizons of diplomatic decision making _____________________________________________________________________________________ _____________________________________________________________________________________ become a player in the process _____________________________________________________________________________________ _____________________________________________________________________________________ tension between velocity of information and judgment _____________________________________________________________________________________ _____________________________________________________________________________________ figure out a procedure and mindset for making intelligent judgments _____________________________________________________________________________________ _____________________________________________________________________________________ process information _____________________________________________________________________________________ _____________________________________________________________________________________ establish orderly procedures _____________________________________________________________________________________ _____________________________________________________________________________________ let things unfold _____________________________________________________________________________________ _____________________________________________________________________________________ sift through the mountains of raw information and place it in an intelligent context _____________________________________________________________________________________ _____________________________________________________________________________________ credibility resides in the social context and origins of a message _____________________________________________________________________________________ _____________________________________________________________________________________ decontextualize information from the social frames _____________________________________________________________________________________ _____________________________________________________________________________________ align the intended meanings of the sender with the interpretations of the receiver _____________________________________________________________________________________ _____________________________________________________________________________________ provides a chain of causality

_____________________________________________________________________________________ _____________________________________________________________________________________ otherwise apparently unconnected facts _____________________________________________________________________________________ _____________________________________________________________________________________ serve as potent shorthand for shared experiences and worldviews _____________________________________________________________________________________ _____________________________________________________________________________________ occur within the boundaries of nation-states _____________________________________________________________________________________ _____________________________________________________________________________________ pioneer alarming new forms of warfare _____________________________________________________________________________________ _____________________________________________________________________________________ empower civil society _____________________________________________________________________________________ _____________________________________________________________________________________ convey rich bodies of complex information _____________________________________________________________________________________ _____________________________________________________________________________________

GIVE APPROPRIATE TITLE TO EACH PARAGRAPH. 

_______________________________

1. The rise of CNN and the Internet has greatly shortened the time horizons of diplomatic decision making. News from distant lands can become public knowledge more quickly than ever before. “All these large numbers of information systems make diplomacy much harder to carry on,” said Madeleine Albright, “because the information comes in very fast and you have to make decisions much faster than you might under previous circumstances. Everybody wants an answer right away.”



_________________________________

2. Some think that facts are facts and that a television news story is a fairly straightforward communications artifact. But in fact, even the meaning of simple news stories can vary greatly depending upon the social practices of a given society. A true meeting of the minds also can be hampered by the fact that people’s subjective identities and views vary so greatly. “There are multilateral receivers,” said Madeleine Albright. “I think as we sit here, we are all receiving similar but not necessarily the same message. 

__________________________________

3. The social context of a message is no longer self-evident. Nor is the identity of the speakers generating information. The Internet is decontextualizing information from the social frames that give it meaning, making it more complicated than ever to align the intended meanings of the sender with the interpretations of the receiver. 

__________________________________

4. Trust, credibility, and context must be built up over a long period. But information technologies typically decontextualize. What may seem to the sender to be a self-contained bundle of knowledge may be regarded in very different ways by the receiver. Global networks enable communication that is almost devoid of context. The user often does not know the content provider. Internet use is mostly unnoticed by the physical communities to which the user belongs. This is important because values are embedded in context. Trespassers cannot be reminded of the value if the violation remains invisible. If trust, values, and context are important factors in real communication, but the Internet generally fails to represent such factors, then a new set of structural dilemmas are spawned for anyone seeking to carry on effective online communications.

UNIT 5. GROWTH AND DEVELOPMENT ECONOMIC DEVELOPMENT Economic development is the increase in the standard of living of a population. Economic development includes economic growth among the main criteria. Economic growth is a sustained growth from a simple economy to a modern one. The study of economic development includes theories of the causes, the process, and the policies by which a nation improves the economic, political, and social well-being of its people. Economic development theories relate to the causes of industrial-economic modernization, the phases of economic development, and the organizational

related aspects of enterprise development; it requires sociological, economic, and cultural researches on the evolution of markets and industrial organizations within modern societies. From other perspectives, economic development of embrace improvements in a variety of indicators such as literacy rates, life expectancy, poverty rates, health, and education. In fact, these indicators are more related to economic growth so that development goes often with growth. Scientists often argue that poor countries and mainly “third-world countries” have experienced very fast economic growth with barely little economic development and especially during the periods where they served as resource providers for industrialized countries. Other economists claim that economic growth causes or contributes to economic development, because at least some of the increasing income is spent on human sustainable development such as education and health; this is actually the most reasonable approach regarding this link that joins growth to development. As economic development relates directly to human development, we can understand this relationship with so many different explanations. For instance, an increase in disposable incomes often leads to improvement in health and nutrition. Other people may define economic improvement of social outcomes related to different so called basic necessities such as clean water supply, education, social safety and so on. The main point here is that, the outcome is always the same: economic development aims at improving the well-being of citizens based on different scales of priorities, depending on the level of economic enhancement of societies. Enhanced economies go over the basic necessities to provide a higher quality of life. Economic development implies the increase in per capita income or the increase in national gross product (GNP). It deals with macroeconomic causes of long term economic growth, and microeconomic issues such as the incentives of households and firms. The processes of economic development should not only generate increased or enhanced means of production but it should also make room for equitable distribution of such resources. Thus by the term economic development we mean a process so as to raise the per capita output with a scope for equitable distribution. “We shall define economic development as the process whereby per capita income of a country increases over a long period of time” (Meier). Here the word “process” indicates long period changes related to changes in demand side as well as changes in factor supply. Changes arising on the demand side are mostly related to consumers, tastes and preferences, distribution of income, size and composition of country’s population, and other organizational and institutional changes. Changes arising on the factor supply are also related to—capital accumulation, discovery of new resources, introduction of new and more efficient production techniques, increase in size of

population and organizational changes. Cause and consequences of economic development are mostly determined by the time path and velocity of these aforesaid changes. While explaining the distinction between economic development and economic growth, Kindleberger observed, “Economic growth means more output and economic development implies both more output and changes in the technical and institutional arrangements, by which it is produced.” “Economic Development deals with the problem of underdeveloped countries whereas ‘Economic Growth’ deals with the problem of developed countries. In underdeveloped countries the problems are that of initiating and accelerating development” (Hicks). According to, “the raising of income levels is generally called economic growth in rich countries and in poor ones, it is called economic development” (Maddison). Economic development, being a dynamic concept refers to the continuous increase in production over the changing time path. As per this view, the term growth implies higher level of output as well as achievements in terms of increase in the volume of economic variables. Accordingly, Kindleberger further observed, “Growth involves focusing on height or weight, while development draws attention to the change in functional capacity.” Although some economists have observed slight differences between economic development and economic growth but all these differences are imaginary and unreal and thus have little practical value. In this connection Arthur Lewis has observed, “Most often we shall refer only to “Growth” but occasionally, for the sake of variety to “Progress” and “Development.” Attaining higher level of economic development is a function of level of technology. Economic development is thus a process of raising the rate of capital formation, i.e. both physical capital and human capital. The task of economic development is influenced by a number of factors such as—economic, political, social, technological, natural, administrative etc. According to Lewis, there are three principal causes of economic development. These are: 1.

Efforts to economize, either by reducing the cost of any product or by raising the yield from

any given input or other resources, 2.

Increase in knowledge and its appropriate application;

3.

Amount of capital or other resources for land.

While analyzing the determinants of economic growth, Spengler and Rostow have made sincere attempts in this regard. Spengler has listed about nineteen determinants but Rostow mentioned six propensities having much bearing on economic growth. These propensities are: 1. Propensity to develop fundamental services; 2. Propensity to apply science to economic ends; 3. Propensity to initiate technical innovations; 4. Propensity to have material advance; 5. Propensity to consume; 6. Propensity to have children. All these propensities are showing a clear-cut picture of determinants of economic growth neglecting the non-economic factors totally. Regarding the determinants of economic growth, Nurkse observed that “Economic development has much to do with human endowments, social attitude, political conditions and historical accidents.” Bauer mentioned that, “The main determinants of economic development are aptitude, abilities, qualities, capacities and facilities.” Economic development of a country thus depends on both economic and non-economic factors. There are some of important economic and non-economic factors determining the pace of economic development in a country: Economic Factors: 1. Population and Manpower Resources - Population is considered as an important determinant of economic growth. In this respect population is working both as a stimulant as well as hurdles to economic growth. Firstly, population provides labor and entrepreneurship as an important factor service. Natural resources of the country can be properly exploited with manpower resources. With proper human capital formation, increasing mobility and division of labor, manpower resources can provide useful support to economic development. On the other hand, higher rate of growth of population increases demand for goods and services as a means of consumption leading to increasing consumption requirements, lesser balance for investment and export, lesser capital formation, adverse balance of trade, increasing demand for social and economic infrastructural facilities and higher unemployment problem.

Accordingly, higher rate of population growth can put serious hurdles on the path of economic development Moreover, growth of population at a higher rate usually eat up all the benefits of economic development leading to a slow growth of per capita income. But it has also been argued by some modern economists that with the growing momentum of economic development, standard of living of the general masses increases which would ultimately create a better environment for the control of population growth. Moreover, Easterlin argued that population pressure may favorably affect individual motivation and this may again lead to changes in production techniques. Thus whether growing population in a country practically retards economic growth or contributes to it that solely depends on the prevailing situation and balance of various other factors determining the growth in an economy. 2. Natural Resources and its Utilization - Availability of natural resources and its proper utilization are considered as an important determinant of economic development. If the countries are rich in natural resources and adopted modern technology for its utilization, then they can attain higher level of development at a quicker pace. Mere possession of natural resources cannot work as a determinant of economic development. In spite of having huge variety of natural resources, some countries of Asia and Africa could not attain a higher level of development due to lack of its proper utilization. But countries like Britain and France have modernized their agriculture in spite of shortage of land and the country like Japan has developed a solid industrial base despite its deficiency in natural resources. Similarly, Britain has developed its industrial sector by importing some minerals and raw materials from abroad. However, an economy having deficiency in natural resources is forced to depend on foreign country for the supply of minerals and other raw materials in order to run its industry. Thus in conclusion it can be observed that availability of natural resources and its proper utilization is still working as an important determinant of economic growth. 3. Capital Formation and Capital Accumulation - Capital formation and capital accumulation are playing an important role in the process of economic development of the country. Here capital means the stock of physical reproducible factors required for production. The increase in the volume of capital formation leads to capital accumulation. Thus it is quite important to raise the rate of capital formation so as to accumulate a large stock of machines, tools and equipment by the community for gearing up production.

Thus Nurkse has rightly observed, “The meaning of capital formation is that society does not apply the whole of its current activity to the needs and desires of immediate consumption, but directs a part of it to the making of capital goods—tools and instruments, machines and transport facilities, plant and equipment.” 4. Capital-Output Ratio - Capital-output ratio implies number of units of capital required to produce per unit of output. It also refers to productivity of capital of different sectors at a definite point of time. 5. Favorable Investment Pattern - Favorable investment pattern requires proper selection of industries as investment priorities and choice of production techniques for achieving maximum productivity. 6. Occupational Structure - Too much dependence on agricultural sector is not an encouraging situation for economic development. Increasing pressure of working population on agriculture and other primary occupations must be shifted gradually to the secondary and tertiary or services sector through gradual development of these sectors. The rate of economic development and the level of per capita income increase as more and more work force shift from primary sector to secondary and tertiary sector. 7. Extent of the Market - Expansion of the scale of production and its diversification depend very much on the size of the market prevailing in the country. Moreover, market created in the foreign country is also working as a useful stimulant for the expansion of primary, secondary and tertiary sectors of the country leading to its economic development. 8. Technological Advancement - Technological advancement implies improved technical know-how and its broad- based applications. It includes: a.

Use of technological progress far economic gains;

b.

Application of applied sciences resulting in innovations and inventions;

c.

Utilization of innovations on a large scale.

9. Development Planning - In recent years, economic planning has been playing an important role in accelerating the pace of economic development in different countries. Economic development is considered as an important strategy for building various social and economic overhead infrastructural

facilities along with the development of both agricultural, industrial and services sectors in a balanced manner. Planning is also essential for mobilization of resources, capital formation and also to raise the volume of investment required for accelerating the pace of development. 10. External Factors - The present situation in the world economy necessitates active support of external factors for sustaining a satisfactory rate of economic growth in underdeveloped economies. Moreover, domestic resources alone cannot meet the entire requirement of resources necessary for economic development. Therefore, at certain levels, availability of foreign resources broadly determines the level of economic development in a country. External factors playing important role in sustaining the economic development include: a.

Growing export earnings for financing increasing import bills required for development;

b.

Increasing flow of foreign capital in the form of direct foreign investment;

c.

International economic co-operation in the form of increasing flow of foreign aid from

advanced countries. Non-Economic Factors Economic factors alone are not sufficient for determining the process of economic development in a country. In order to attain economic development proper social and political climate must be provided. In this connection, united Nation Experts observed, “Economic Progress will not occur unless the atmosphere is favorable to it. The people of a country must desire progress and their social, economic, legal and political situations must be favorable to it.” Emphasizing the role of non-economic factors, Cairncross observed, “Development is not governed in any country by economic forces alone and the more backward the country is, the more this is true. The key to development lies in men’s minds, in the institution in which their thinking finds expression and in the play of opportunity on ideas and institution.” Wright writes, “The fundamental factors making economic growth are non-economic and nonmaterialistic in character. It is spirit itself that builds the body.” Underdevelopment countries are facing various socio-political hurdles in the path of economic development. Thus in order to attain economic growth, raising the level of investment alone is not

sufficient rather it is also equally important to gradually transform outdated social and political institutions putting hindrances in the path of economic progress. Thus there are some of the important non-economic factors determining the pace of economic development in a country: 1. Urge for Development - It is the mental urge for development of the people in general that is playing an important determinant for initiating and accelerating the process of economic development. In order to attain economic progress, people must be ready to bear both the sufferings and convenience. Experimental outlook, necessary for economic development must grow with the spread of education. 2. Spread of Education - Economic progress is very much associated with the spread of education. Krause has observed that, “Education brings revolutions in ideas for economic progress.” Education provides stimulus to economic growth as it teaches honesty, patriotism and adventure. Thus education is working as an engine for economic development. In this connection, Singer has rightly observed, “Investment in education is not only highly productive but also yields increasing returns. So, education plays pioneer role for the creation of human capital and social progress which in turn determines the progress of the country.” 3. Changes in Social and Institutional Factors - Conservative and rigid social and institutional set up like joint family system, caste system, traditional values of life, irrational behavior etc. put severe obstacle on the path of economic development and also retards its pace. Thus to bring social and institutional change as per changing environment and to realize the modern values of life are very much important for accelerating the pace of economic development in a country. 4. Proper Maintenance of Law and Order - Maintenance of law and order in a proper manner also helps the country to attain economic development at a quicker pace. Stability, peace, protection from external aggression and legal protection generally raises morality, initiative and entrepreneurship. Formulation of proper monetary and fiscal policy by an efficient government can provide necessary climate for increased investment and also can stimulate capital formation in the country. Thus in order to accelerate the pace of economic development the government must make necessary arrangement for the maintenance of law and order.

But the economy of underdeveloped countries is now facing serious threat from large scale disorder, terrorism, disturbances in the international border etc. In such a chaotic situation, capital formation process, business initiatives and enterprise of private firms are seriously suffered and distorted leading to a stagnation of economy. 5. Administrative Efficiency - Economic development of a country also demands existence of a strong, honest, efficient and competent administrative machinery for the successful implementation of government policies. The existence of a weak, corrupt and inefficient administrative machinery leads the country into chaos and disorder.

OBSTACLES OR CONSTRAINTS ON ECONOMIC DEVELOPMENT Underdeveloped or developing countries are facing several constraints or obstacles. These obstacles are: Colonial Exploitation - In the initial part of their development process, most of the underdeveloped countries were under foreign domination leading to the huge colonial exploitation by the foreign rulers. Foreign rulers converted these economies as primary producing countries engaged in the production of raw materials only to be supplied to the ruler country at cheaper prices and also a potent market for the sale of the manufacturing products produced by the ruler country. Foreign capitalists mostly invested their capital on mining, oil drilling and plantation industries where they exploited the domestic workers to the maximum extent and remitted their profit to their parent country. They have also destroyed small industries by adopting unfair competition which has put a huge pressure on agriculture, disguised unemployment and poverty. After independence, these underdeveloped countries had to face serious obstacles to break this deep rooted impasse of low level equilibrium traps. Market Imperfections - Market imperfections in the form of immobility of factors, price rigidity, ignorance of market conditions, rigid social structure etc. have resulted in serious barriers to economic development of underdeveloped countries. Due to these market imperfections, resources of these countries mostly remain either unutilized or underutilized leading to factor disequilibrium. Poor Rate of Savings and Investment - Another important obstacle or constraint faced by the underdeveloped countries in their path of economic development is its poor rate of savings and

investment. In spite of their best attempt, the rate of savings of these underdeveloped countries remained very low. Vicious Circle of Poverty - Vicious circle in the underdeveloped countries represented by low productivity is resulted from capital deficiency, market imperfections, economic backwardness and poor development. Low productivity results in low level of income and low rate of savings leading to low rate of investment, which is again responsible for low rate of productivity. Unsuitability in Adopting Modern Technology - Underdeveloped countries are facing peculiar problem in respect of adopting modern and latest technology. Due to abundant labor supply and scarcity of capital, such technologies become unsuitable for these countries. At the same time the existing poor technology of these underdeveloped countries fails to raise the rate of productivity and also to bring them out of the vicious circle of poverty. Rapidly Growing Population - Most of the underdeveloped countries are facing the problem of rapidly growing population which hinders its path of economic development. Viner has rightly observed, “Population increase hovers like a menacing cloud over all poor countries.” Rapidly growing population slows down the rate and process of capital formation. Growing population increases the volume of consumption expenditure and fails to increase the rate of savings and investment. Over-population results poverty, inefficiency, poor quality of population, lower productivity, low per capita income, unemployment and under-employment and finally leads the country toward under development. Inefficient Agricultural Sector - Another important obstacles or constraints to the path of development of underdeveloped countries are its inefficient agricultural structure. Agriculture dominates the economy of most of the underdeveloped countries. Agricultural sector in these countries are suffering from primitive agricultural practices, lack of adequate inputs like fertilizers, irrigation facilities, uneconomic holdings, defective land tenure and excessive dependence on agriculture. Inefficient Human Resources - Underdeveloped countries suffer from surplus labor force but shortage of critical skills. Due to lack of adequate number of trained and skilled personnel, the production system remains thoroughly backward. Shortage of Entrepreneurial Ability, Modern Enterprise and Innovation - Underdeveloped countries are also suffering from lack of adequate number of entrepreneurial ability. Naturally there is absence

of modern enterprise and proper managerial talent. Due to poor socio-cultural climate and weak environment, the managerial talent in these countries fails to reach its desirable level. Inadequate Infrastructural Facilities - Underdeveloped countries are suffering from lack of adequate transportation and communication facilities, shortage of power supply, inadequate banking and financial facilities and other social overheads which are considered very important for attaining economic development. Adverse International Forces - Certain adverse international forces are operating against the underdeveloped countries which are always going against the interest of the underdeveloped countries. International trade has forced the underdeveloped countries to become primary producing countries where the terms of trade as well as the gains from trade have always gone against these underdeveloped countries. Political Instability - Most of the underdeveloped countries are facing the problem of political instability resulting from frequent change of government, threats of external aggression and disturbed internal law and order conditions. This type of political instability creates uncertainty about its future steps and adversely affects the economic decisions. Inappropriate Social Structure - Underdeveloped countries are suffering from backward social factors. Inappropriate social forces impeding the economic development of underdeveloped countries include prevalence of caste system, creating divergence between aptitudes, outdated beliefs etc. All these economic, political and social factors are equally responsible for the poor socio-economic set up of underdeveloped countries. Economic growth enables the possibility to deal with many serious problems of poverty, homelessness and lack of basic amenities. However there are several issues, which suggest that economic growth, has contributed to serious social, environmental and economic problems, which have reduced living standards. This is not to say economic growth is doomed to bring unhappiness. In fact the challenge is to harness the potential of economic growth to make sure it really does increase sustainable living standards.

COMMENT ON THE FOLLOWING QUOTATIONS: 

It is an axiom, enforced by all the experience of the ages that they who rule industrially will rule politically. Aneurin Bevan



The great cry that rises from all our manufacturing cities, louder than the furnace blast, is all in very deed for this -- that we manufacture everything there except men. John Ruskin



In an industrial society which confuses work and productivity, the necessity of producing has always been an enemy of the desire to create. Raoul Vaneigem



If you want to know what's happening in the market, ask the market. Japanese Proverb



A market is the combined behavior of thousands of people responding to information, misinformation and whim. Kenneth Chang



The social object of skilled investment should be to defeat the dark forces of time and ignorance which envelope our future. John Maynard Keynes



Sometimes your best investments are the ones you don't make. Donald Trump



As industrial technology advances and enlarges, and in the process assumes greater social, economic, and political force, it carries people away from where they belong by history, culture, deeds, association and affection. Wendell Berry



Any sufficiently advanced technology is indistinguishable from magic. Arthur C. Clarke



Technological progress is like an ax in the hands of a pathological criminal. Albert Einstein



If there is technological advance without social advance, there is, almost automatically, an increase in human misery, in impoverishment. Michael Harrington



Where there is the necessary technical skill to move mountains, there is no need for the faith that moves mountains. Eric Hoffer



Technological progress has merely provided us with more efficient means for going backwards. Aldous Huxley



The world is very different now. For man holds in his mortal hands the power to abolish all forms of human poverty, and all forms of human life. John Fitzgerald Kennedy



Our Age of Anxiety is, in great part, the result of trying to do today's jobs with yesterday's tools. Marshall McLuhan



However far modern science and techniques have fallen short of their inherent possibilities, they have taught mankind at least one lesson: Nothing is impossible. Lewis Mumford



We must learn to balance the material wonders of technology with the spiritual demands of our human race. John Naisbitt



Men are only as good as their technical development allows them to be. George Orwell



Technology does not drive change -- it enables change. Source Unknown



Technology is dominated by two types of people: those who understand what they do not manage, and those who manage what they do not understand. Source Unknown

ROLE PLAYING DISCUSSION LEADER The discussion leader’s job is to … 

read the text twice, and prepare at least five general questions about it;



make sure that everyone has a chance to speak and joins in the discussion;



guide the discussion and keep it going.

SUMMARIZER The summarizer’s job is to … 

read the text and make notes about the ideas.



find the key points that everyone must know to understand and remember the text.



retell the text in a short summary in your own words.



talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________ WORD MASTER The word master’s job is to … 

read the text, and look for words or short phrases that are new or difficult to understand, or that are important in the text;



choose five words that you think are important for this text;



explain the meanings of these five words in simple English to the group;



tell the group why these words are important for understanding this text.

Your five words do not have to be new or unknown words. Look for words in the story that really stand out in some way. These may be words that are: 

repeated often;



used in an unusual way;



important to the meaning of the text.

MY WORD: 1. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON The passage person’s job is to … 

read the text, and find important, interesting, or difficult passages;



make notes about at least two passages that are important for the text;



read each passage to the group;



ask the group one or two questions about each passage.

You might choose a passage to discuss because it is: *important

*informative

*confusing

*well-written

MY PASSAGE: 1 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2 _____________________________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _______________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian. sustained growth from a simple economy to a modern one

_____________________________________________________________________________________ ____________________________________________________________________________________ relate to the causes of industrial-economic modernization _____________________________________________________________________________________ ____________________________________________________________________________________ embrace improvements in a variety of indicators _____________________________________________________________________________________ ____________________________________________________________________________________ literacy rates _____________________________________________________________________________________ ____________________________________________________________________________________ life expectancy _____________________________________________________________________________________ ____________________________________________________________________________________ serve as resource providers _____________________________________________________________________________________ ____________________________________________________________________________________ cause and contribute to economic development _____________________________________________________________________________________ ____________________________________________________________________________________ increase in disposable incomes _____________________________________________________________________________________ ____________________________________________________________________________________ improvement in health and nutrition _____________________________________________________________________________________ ____________________________________________________________________________________ social outcomes related to basic necessities _____________________________________________________________________________________ ____________________________________________________________________________________ economic enhancement of societies _____________________________________________________________________________________ ____________________________________________________________________________________ imply the increase in per capita income _____________________________________________________________________________________ ____________________________________________________________________________________ increase in national gross product _____________________________________________________________________________________ ____________________________________________________________________________________

macroeconomic causes of long term economic growth _____________________________________________________________________________________ ____________________________________________________________________________________ incentives of households and firms _____________________________________________________________________________________ ____________________________________________________________________________________ generate increased or enhanced means of production _____________________________________________________________________________________ ____________________________________________________________________________________ equitable distribution of resources _____________________________________________________________________________________ ____________________________________________________________________________________ raise the per capita output with a scope for equitable distribution _____________________________________________________________________________________ ____________________________________________________________________________________ related to consumers, tastes and preferences _____________________________________________________________________________________ ____________________________________________________________________________________ introduction of new and more efficient production techniques _____________________________________________________________________________________ ____________________________________________________________________________________ cause and consequences of economic development _____________________________________________________________________________________ ____________________________________________________________________________________ determined by the time path and velocity of aforesaid changes _____________________________________________________________________________________ ____________________________________________________________________________________ initiate and accelerate development _____________________________________________________________________________________ ____________________________________________________________________________________ change in functional capacity _____________________________________________________________________________________ ____________________________________________________________________________________ propensity to apply science to economic ends; _____________________________________________________________________________________ ____________________________________________________________________________________ propensity to consume _____________________________________________________________________________________ ____________________________________________________________________________________

human endowments, social attitude, political conditions and historical accidents _____________________________________________________________________________________ ____________________________________________________________________________________ aptitude, abilities, qualities, capacities and facilities _____________________________________________________________________________________ ____________________________________________________________________________________ provide labor and entrepreneurship _____________________________________________________________________________________ ____________________________________________________________________________________ increasing mobility and division of labor _____________________________________________________________________________________ ____________________________________________________________________________________ consumption requirements _____________________________________________________________________________________ ____________________________________________________________________________________ growing momentum of economic development _____________________________________________________________________________________ ____________________________________________________________________________________ affect individual motivation _____________________________________________________________________________________ ____________________________________________________________________________________ attain higher level of development at a quicker pace _____________________________________________________________________________________ ____________________________________________________________________________________ shortage of land _____________________________________________________________________________________ ____________________________________________________________________________________ solid industrial base _____________________________________________________________________________________ ____________________________________________________________________________________ deficiency in natural resources _____________________________________________________________________________________ ____________________________________________________________________________________ stock of physical reproducible factors _____________________________________________________________________________________ ____________________________________________________________________________________ apply activity to the needs and desires of immediate consumption _____________________________________________________________________________________ ____________________________________________________________________________________

proper selection of industries as investment priorities _____________________________________________________________________________________ ____________________________________________________________________________________ expansion of the scale of production _____________________________________________________________________________________ ____________________________________________________________________________________ build various social and economic overhead infrastructural facilities _____________________________________________________________________________________ ____________________________________________________________________________________ gradually transform outdated social and political institutions _____________________________________________________________________________________ ____________________________________________________________________________________ put hindrances in the path of progress _____________________________________________________________________________________ ____________________________________________________________________________________ mental urge for development _____________________________________________________________________________________ ____________________________________________________________________________________ bear both sufferings _____________________________________________________________________________________ ____________________________________________________________________________________ experimental outlook _____________________________________________________________________________________ ____________________________________________________________________________________ associated with the spread of education _____________________________________________________________________________________ ____________________________________________________________________________________ yield increasing returns _____________________________________________________________________________________ ____________________________________________________________________________________ conservative and rigid social and institutional set up _____________________________________________________________________________________ ____________________________________________________________________________________ provide necessary climate for increased investment _____________________________________________________________________________________ ____________________________________________________________________________________ face serious threat from large scale disorder _____________________________________________________________________________________ ____________________________________________________________________________________

administrative machinery _____________________________________________________________________________________ ____________________________________________________________________________________ foreign domination _____________________________________________________________________________________ ____________________________________________________________________________________ disguised unemployment _____________________________________________________________________________________ ____________________________________________________________________________________ break deep rooted impasse of low level equilibrium traps _____________________________________________________________________________________ ____________________________________________________________________________________ price rigidity _____________________________________________________________________________________ ____________________________________________________________________________________ lead to disequilibrium _____________________________________________________________________________________ ____________________________________________________________________________________ remain either unutilized or underutilized _____________________________________________________________________________________ ____________________________________________________________________________________ poor rate of savings _____________________________________________________________________________________ ____________________________________________________________________________________ capital deficiency, market imperfections and economic backwardness _____________________________________________________________________________________ ____________________________________________________________________________________ unsuitability in adopting modern technology _____________________________________________________________________________________ ____________________________________________________________________________________ abundant labor supply and scarcity of capital _____________________________________________________________________________________ ____________________________________________________________________________________ bring out of the vicious circle of poverty _____________________________________________________________________________________ ____________________________________________________________________________________ dominates the economy underdeveloped countries _____________________________________________________________________________________ ____________________________________________________________________________________

fertilizers, irrigation facilities, uneconomic holdings, and defective land tenure _____________________________________________________________________________________ ____________________________________________________________________________________ suffer from surplus labor force _____________________________________________________________________________________ ____________________________________________________________________________________ shortage of critical skills _____________________________________________________________________________________ ____________________________________________________________________________________ remain thoroughly backward _____________________________________________________________________________________ ____________________________________________________________________________________ threats of external aggression and disturbed internal law and order conditions _____________________________________________________________________________________ ____________________________________________________________________________________ impede the economic development _____________________________________________________________________________________ ____________________________________________________________________________________ suffer from backward social factors _____________________________________________________________________________________ ____________________________________________________________________________________ prevalence of caste system _____________________________________________________________________________________ ____________________________________________________________________________________ divergence between aptitudes _____________________________________________________________________________________ ____________________________________________________________________________________ lack of basic amenities _____________________________________________________________________________________ ____________________________________________________________________________________ harness the potential of economic growth _____________________________________________________________________________________ ____________________________________________________________________________________ increase sustainable living standards _____________________________________________________________________________________ ____________________________________________________________________________________ GIVE APPROPRIATE TITLE TO EACH PARAGRAPH.



__________________________________

1. Scientists often argue that poor countries and mainly “third-world countries” have experienced very fast economic growth with barely little economic development and especially during the periods where they served as resource providers for industrialized countries. Other economists claim that economic growth causes or contributes to economic development, because at least some of the increasing income is spent on human sustainable development such as education and health. 

___________________________________

2. The task of economic development is influenced by a number of factors such as—economic, political, social, technological, natural, administrative etc. According to Lewis, there are three principal causes of economic development. 

___________________________________

3. In spite of having huge variety of natural resources, some countries of Asia and Africa could not attain a higher level of development due to lack of its proper utilization. But countries like Britain and France have modernized their agriculture in spite of shortage of land and the country like Japan has developed a solid industrial base despite its deficiency in natural resources. 

___________________________________

4. Underdevelopment countries are facing various socio-political hurdles in the path of economic development. Thus in order to attain economic growth, raising the level of investment alone is not sufficient rather it is also equally important to gradually transform outdated social and political institutions putting hindrances in the path of economic progress. 

__________________________________

5. Economic growth enables the possibility to deal with many serious problems of poverty, homelessness and lack of basic amenities. However there are several issues, which suggest that economic growth, has contributed to serious social, environmental and economic problems, which have reduced living standards. This is not to say economic growth is doomed to bring unhappiness. In fact the challenge is to harness the potential of economic growth to make sure it really does increase sustainable living standards.

UNIT 6. HUMAN RIGHTS

RIGHTS, NEEDS AND RESPONSIBILITIES There is no precise definition of Human Rights. The Oxford Power Dictionary defines human rights as the “basic freedom that all people should have”. The human rights ‘basically emerge out of human needs and capabilities. In a simple language, human rights are meant for human beings to satisfy their basic needs. In a broader sense, the human rights are “those rights to which every man and woman inhabiting any part of the world should be deemed entitled by virtue of having been born a human being” (Kashyap). In other words, human rights are those rights which are essential for a dignified and a decent human living as well as human existence and adequate development of human personality. Human rights are held by all human beings and human rights exist as long as human beings exist. Both are inalienable and cannot be separated. Precisely, human rights imply availability of “Such conditions which are essential for the fullest development and realization of the innate characteristics which nature has bestowed him/her with, as a human being”. They are essential to ensure the dignity of every person as a human being. Every human being, as a social being, lives in a group in the society. As an individual, he has a right to life and right to a decent living. As a social being, and an inseparable part of the society/community, he too has other rights, like: right to freedom of speech, expression, thought, belief and faith and right to move freely. Thus, human rights are essential for the development of the human personality in society, where he lives. Human rights in general, may be of two types: a. Rights which are essential for the dignified and decent human existence; b. Rights which are essential for adequate development of human personality. Rights under the first category include right to fulfillment of basic human needs like food, shelter, clothing, health and sanitation, earning one’s live-hood and the like. The second category of human rights comprises of right to freedom of speech and expression, cultural and educational rights. Human rights possess the following characteristics: 1. Inalienability - Both human beings and human rights are inalienable and inseparable. One cannot stay without the other. 2. Comprehensiveness - Human rights are comprehensive. They include socio-economic, civil, political and cultural rights which are relevant for a decent human living.

3. Universality - Human rights are universally applicable to one and all. These are meant for all individuals of all nations, without there being any discrimination on grounds of caste, class, color, sex, creed, language and religion. 4. Justice ability - These rights are also justiciable. 5. Non-absoluteness - These rights are not absolute and there can be restriction imposed on these. The concept of human rights was further strengthened with the emergence of Magna Carta and Bill of Rights, following the glorious Revolution of 1688. The basic concept of Locke’s theory of natural rights was that the citizens have always a legitimate right to overthrow a Government if it failed to protect the citizens’ rights. Almost a century there after came the “American Declaration of Independence” which affirmed that “all men are created equal” and that they are assured of several inalienable rights like “right to life, liberty and the pursuit of happiness”. Nearly a decade later the famous “French Declaration of Rights of men and citizens” came as an outcome of the French Revolution. It proclaimed in all clear terms that “men are born free” and they remain “free and equal in the enjoyment of rights of liberty, property, security” and resistance to oppression. Recognition of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace all over the world. In brief, every individual has been ensured of “a dignified living free from brutality”. The Universal Declaration of Human Rights has guaranteed two broad categories of rights — such as: a. Civil and Political Rights; b. Socio-economic and Cultural Rights. Civil and Political Rights include: 1. Right to life, liberty and security of persons; 2. Right to freedom from slavery and servitude; 3. Right to freedom from inhuman torture or punishment; 4. Right, without decimation, to Equality of Persons before law, equal protection of law, right to judicial remedies, and right to freedom from arbitrary arrest, detention or exile; 5. Right to fair trial; 6. Right to freedom of thought, expression, belief, faith, conscience and religion; 7. Right to freedom of speech and expression and peaceful assembly; 8. Right to take in government affairs, and equal access to public service, right to vote; 9. Right to freedom of movement and right of asylum; 10. Right to Nationality.

Socio-economic and Cultural Rights cover: 1. Right to work, equal pay for equal work and right to form trade unions; 2. Right to social security during old age, sickness, widowhood and unemployment; 3. Right to marry and have family and right to property; 4. Right to preserve and propagate one’s culture; 5. Right to food, health and adequate standard of living; 6. Right to rest and leisure; 7. Right to participate in cultural life. An International Conference on Human Rights was held in Vienna in June, 1993 to deal with new emerging issue like a. Universality of human rights and b. Application of non-selective standard. An extract from the document agreed upon in the Vienna Conference is given below: “All human beings are universal, indivisible, interdependent and interrelated. The International Community must treat human rights globally in a fair and equal manner on the same footing and with the same emphasis. While significance of national and regional particularities and various historical, cultural and religious backgrounds must be born in mind, it is the duty of the state regardless of their political, economic and cultural system to promote and protect all human rights and fundamental freedoms”. The scope of right to equality and the right to life and personal liberty have caused wider areas like right to speedy trial, free legal aid, right to live with dignity, right to earn livelihood, right to education, housing, medical care, clean environment, right against fortune, sexual harassment, solitary confinement, bondage, servitude exploitation and the like. Human rights are inherent to all human beings, whatever nationality, place of residence, sex, national or ethnic origin, color, language, or any other status. We are all equally entitled to our human rights without discrimination. These rights are interrelated, interdependent and indivisible. To protect human rights is to ensure that people receive some degree of decent, humane treatment. Because political systems that protect human rights are thought to reduce the threat of world conflict, all nations have a stake in promoting worldwide respect for human rights. International human rights law, humanitarian intervention law and refugee law all protect the right to life and physical integrity and attempt to limit the unrestrained power of the state. These laws aim to preserve humanity and protect against anything that challenges people's health, economic well-being, social stability and political peace. Underlying such laws is the principle of nondiscrimination, the notion that rights apply universally. Responsibility to protect human rights resides first and foremost with the states themselves. However, in many cases public authorities and government officials institute policies that violate

basic human rights. Such abuses of power by political leaders and state authorities have devastating effects, including genocide, war crimes and crimes against humanity. What can be done to safeguard human rights when those in power are responsible for human rights violations? Can outside forces intervene in order to protect human rights? In some cases, the perceived need to protect human rights and maintain peace has led to humanitarian intervention. There is evidence that internationally we are moving towards the notion that governments have not only a negative duty to respect human rights, but also a positive duty to safeguard these rights, preserve life and protect people from having their rights violated by others. Many believe that states' duties to intervene should not be determined by proximity, but rather by the severity of the crisis. There are two kinds of humanitarian intervention involving the military: unilateral interventions by a single state, and collective interventions by a group of states. Because relatively few states have sufficient force and capacity to intervene on their own, most modern interventions are collective. There is much disagreement about when and to what extent outside countries can engage in such interventions. More specifically, there is debate about the efficacy of using military force to protect the human rights of individuals in other nations. This sort of debate stems largely from a tension between state sovereignty and the rights of individuals. Some defend the principles of state sovereignty and nonintervention, and argue that other states must be permitted to determine their own course. This argument suggests that different states have different conceptions of justice, and international coexistence depends on a pluralist ethic whereby each state can uphold its own conception of the good. Among this group, there is "a profound skepticism about the possibilities of realizing notions of universal justice." States that presume to judge what counts as a violation of human rights in another nation interfere with that nation's right to self-determination. Suspicions are further raised by the inconsistent respect for sovereignty. In addition, requiring some country to respect human rights is liable to cause friction and can lead to far-reaching disagreements. Thus, acts of intervention may disrupt interstate order and lead to further conflict. Even greater human suffering might thereby result if states set aside the norm of nonintervention. Others point out that humanitarian intervention does not, in principle, threaten the territorial integrity and political independence of states. Rather than aiming to destabilize a target state and meddle in its affairs, humanitarian intervention aims to restore rule of law and promote humane treatment of individuals.

Furthermore, people who advocate this approach maintain that only the vigilant eye of the international community can ensure the proper observance of international standards, in the interest not of one state or another but of the individuals themselves. They maintain that massive violations of human rights, such as genocide and crimes against humanity, warrant intervention, even if it causes some tension or disagreement. Certain rights are inalienable and universal, and taking basic rights seriously means taking responsibility for their protection everywhere. If, through its atrocious actions, a state destroys the lives and rights of its citizens, it temporarily forfeits its claims to legitimacy and sovereignty. Outside governments then have a positive duty to take steps to protect human rights and preserve lives. In addition, it is thought that political systems that protect human rights reduce the threat of world conflict. Thus, intervention might also be justified on the ground of preserving international security, promoting justice and maintaining international order. Nevertheless, governments are often reluctant to commit military forces and resources to defend human rights in other states. In addition, the use of violence to end human rights violations poses a moral dilemma insofar as such interventions may lead to further loss of innocent lives. Therefore, it is imperative that the least amount of force necessary to achieve humanitarian objectives be used, and that intervention not do more harm than good. Lastly, there is a need to ensure that intervention is legitimate, and motivated by genuine humanitarian concerns. The purposes of intervention must be apolitical and disinterested. However, if risks and costs of intervention are high, it is unlikely that states will intervene unless their own interests are involved. For this reason, some doubt whether interventions are ever driven by humanitarian concerns rather than self-interest. Many note that in order to truly address human rights violations, we must strive to understand the underlying causes of these breaches. These causes have to do with underdevelopment, economic pressures, social problems and international conditions. Indeed, the roots of repression, discrimination and other denials of human rights stem from deeper and more complex political, social and economic problems. It is only by understanding and ameliorating these root causes and strengthening both democracy and civil society that we can truly protect human rights. In the aftermath of conflict, violence and suspicion often persist. Government institutions and the judiciary, which bear the main responsibility for the observation of human rights, are often severely weakened by the conflict or complicit in it. Yet, a general improvement in the human rights situation is essential for rehabilitation of war-torn societies. Many argue that healing the psychological scars caused by atrocities and reconciliation at the community level cannot take place if the truth about past crimes is not revealed and if human rights are not protected. To preserve political stability, human rights implementation must be managed effectively. Issues of mistrust and betrayal must be addressed, and the rule of law must be restored. In such an environment, the international community can often play an important supporting role in providing at least implicit guarantees that

former opponents will not abandon the peace. Because all international norms are subject to cultural interpretation, external agents that assist in the restoration of human rights in post-conflict societies must be careful to find local terms with which to express human rights norms. While human rights are in theory universal, ideas about which basic needs should be guaranteed vary according to cultural, political, economic and religious circumstances. Consequently, policies to promote and protect human rights must be culturally adapted to avoid distrust and perceptions of intrusion into internal affairs. To promote human rights standards in post-conflict societies, many psychological issues must be addressed. Societies must either introduce new social norms or reestablish old moral standards. They must design programs that will both address past injustice and prevent future human rights violations. Human rights must not become just another compartmentalized aspect of recovery, but must be infused throughout all peacebuilding and reconstruction activities. Democratization implies the restoration of political and social rights. Government officials and members of security and police forces have to be trained to observe basic rights in the execution of their duties. Finally, being able to forgive past violations is central to society's reconciliation. As violent conflict begins to subside, peacekeeping strategies to physically separate disputants and prevent further violence are crucial. These measures, together with violence prevention mechanisms, can help to safeguard human lives. Limiting the use of violence is crucial to ensuring groups' survival and creating the necessary conditions for a return to peace. Education about human rights must become part of general public education. Technical and financial assistance should be provided to increase knowledge about human rights. Members of the police and security forces have to be trained to ensure the observation of human rights standards for law enforcement. Dialogue groups that assemble people from various ethnicities should be organized to overcome mistrust, fear and grief in society. Getting to know the feelings of ordinary people of each side might help to change the demonic image of the enemy group. Dialogue also helps parties at the grassroots level to discover the truth about what has happened, and may provide opportunities for apology and forgiveness. Specialists can offer legislative assistance and provide guidance in drafting press freedom laws, minority legislation and laws securing gender equality. They can also assist in drafting a constitution, which guarantees fundamental political and economic rights. Humanitarian aid and development assistance seeks to ease the impact that violent conflict has on civilians. During conflict, the primary aim is to prevent human casualties and ensure access to basic survival needs. These basics include water, sanitation, food, shelter and health care. Aid can also assist those who have been displaced and support rehabilitation work. Once conflict has ended,

development assistance helps to advance reconstruction programs that rebuild infrastructure, institutions and the economy. This assistance helps countries to undergo peaceful development rather than sliding back into conflict. Those who perpetrate human rights violations find it much easier to do so in cases where their activities can remain secret. International witnesses, observers and reporters can exert modest pressure to bring violations of human rights to public notice and discourage further violence. Monitors should not only expose violations, but also make the public aware of any progress made in the realization of human rights. In order to ensure that proper action is taken after the results of investigations have been made public, effective mechanisms to address injustice must be in place. The expansion of international human rights law has often not been matched by practice. Yet, there is growing consensus that the protection of human rights is important for the resolution of conflict and to the rebuilding process afterward. To achieve these goals, the international community has identified a number of mechanisms both to bring an end to human rights abuses and to establish an environment in which they will be respected in the future. They are not alternatives, but each provides important benefits in dealing with the past and envisioning a brighter future.

COMMENT ON THE FOLLOWING QUOTATIONS: 

War both needs and generates certain virtues; not the highest, but what may be called the preliminary virtues, as valor, veracity, the spirit of obedience, the habit of discipline. Any of these, and of others like them, when possessed by a nation, and no matter how generated, will give them a military advantage, and make them more likely to stay in the race of nations. Walter Bagehot



Conquest is the missionary of valor, and the hard impact of military virtues beats meanness out of the world. Walter Bagehot



It takes twenty years or more of peace to make a man; it takes only twenty seconds of war to destroy him. Baudouin I



War is regarded as nothing but the continuation of politics by other means. Karl von Clausewitz



There is nothing that war has ever achieved we could not better achieve without it. Havelock Ellis



Unless they are immediate victims, the majority of mankind behaves as if war was an act of God which could not be prevented; or they behave as if war elsewhere was none of their business. It would be a bitter cosmic joke if we destroy ourselves due to atrophy of the imagination. Martha Gellhorn



What has kept the world safe from the bomb since 1945 has not been deterrence, in the sense of fear of specific weapons, so much as it's been memory. The memory of what happened at Hiroshima. John Hersey



What a country calls its vital economic interests are not the things which enable its citizens to live, but the things which enable it to make war. Petrol is more likely than wheat to be a cause of international conflict. Simone Weil



There are two things which will always be very difficult for a democratic nation: to start a war and to end it. Alexis de Tocqueville



There is no such thing as a man being too proud to fight; there is such a thing as a nation being so right that it does not need to convince others by force that it is right. Woodrow Wilson ROLE PLAYING

DISCUSSION LEADER The discussion leader’s job is to … 

read the text twice, and prepare at least five general questions about it;



make sure that everyone has a chance to speak and joins in the discussion;



guide the discussion and keep it going.

SUMMARIZER The summarizer’s job is to … 

read the text and make notes about the ideas.



find the key points that everyone must know to understand and remember the text.



retell the text in a short summary in your own words.



talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

WORD MASTER The word master’s job is to … 

read the text, and look for words or short phrases that are new or difficult to understand, or that are important in the text;



choose five words that you think are important for this text;



explain the meanings of these five words in simple English to the group;



tell the group why these words are important for understanding this text.

Your five words do not have to be new or unknown words. Look for words in the story that really stand out in some way. These may be words that are: 

repeated often;



used in an unusual way;



important to the meaning of the text.

MY WORD: 1. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 5. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON The passage person’s job is to … 

read the text, and find important, interesting, or difficult passages;



make notes about at least two passages that are important for the text;



read each passage to the group;



ask the group one or two questions about each passage.

You might choose a passage to discuss because it is: *important

*informative

*confusing

*well-written

MY PASSAGE: 1 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________ REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _______________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian. emerge out of human needs and capabilities _____________________________________________________________________________________ _____________________________________________________________________________________ essential for a dignified and a decent human living _____________________________________________________________________________________ _____________________________________________________________________________________ realization of the innate characteristics _____________________________________________________________________________________ _____________________________________________________________________________________ right to fulfillment of basic human needs _____________________________________________________________________________________ _____________________________________________________________________________________ inalienable and inseparable _____________________________________________________________________________________ _____________________________________________________________________________________ universally applicable to one and all _____________________________________________________________________________________ _____________________________________________________________________________________ legitimate right to overthrow a Government

_____________________________________________________________________________________ _____________________________________________________________________________________ resistance to oppression _____________________________________________________________________________________ _____________________________________________________________________________________ right to freedom from slavery and servitude; _____________________________________________________________________________________ _____________________________________________________________________________________ right to freedom from inhuman torture or punishment _____________________________________________________________________________________ _____________________________________________________________________________________ right to judicial remedies _____________________________________________________________________________________ _____________________________________________________________________________________ right to freedom from arbitrary arrest, detention or exile _____________________________________________________________________________________ _____________________________________________________________________________________ right to fair trial _____________________________________________________________________________________ _____________________________________________________________________________________ right to social security during old age, sickness, widowhood and unemployment _____________________________________________________________________________________ _____________________________________________________________________________________ right to preserve and propagate one’s culture _____________________________________________________________________________________ _____________________________________________________________________________________ application of non-selective standard _____________________________________________________________________________________ _____________________________________________________________________________________ right to speedy trial, free legal aid _____________________________________________________________________________________ _____________________________________________________________________________________ right to earn livelihood _____________________________________________________________________________________ _____________________________________________________________________________________ right against sexual harassment, solitary confinement, bondage and servitude exploitation _____________________________________________________________________________________ _____________________________________________________________________________________ inherent to all human beings

_____________________________________________________________________________________ _____________________________________________________________________________________ interrelated, interdependent and indivisible _____________________________________________________________________________________ _____________________________________________________________________________________ receive some degree of decent, humane treatment _____________________________________________________________________________________ _____________________________________________________________________________________ have a stake in promoting worldwide respect for human rights _____________________________________________________________________________________ _____________________________________________________________________________________ attempt to limit the unrestrained power of the state _____________________________________________________________________________________ _____________________________________________________________________________________ have devastating effects _____________________________________________________________________________________ _____________________________________________________________________________________ safeguard human rights _____________________________________________________________________________________ _____________________________________________________________________________________ humanitarian intervention _____________________________________________________________________________________ _____________________________________________________________________________________ determined by proximity _____________________________________________________________________________________ _____________________________________________________________________________________ severity of the crisis _____________________________________________________________________________________ _____________________________________________________________________________________ efficacy of using military force _____________________________________________________________________________________ _____________________________________________________________________________________ inconsistent respect for sovereignty _____________________________________________________________________________________ _____________________________________________________________________________________ cause friction _____________________________________________________________________________________ _____________________________________________________________________________________ disrupt interstate order

_____________________________________________________________________________________ _____________________________________________________________________________________ threaten territorial integrity and political independence _____________________________________________________________________________________ _____________________________________________________________________________________ restore rule of law _____________________________________________________________________________________ _____________________________________________________________________________________ ensure proper observance of international standards _____________________________________________________________________________________ _____________________________________________________________________________________ motivated by genuine humanitarian concerns _____________________________________________________________________________________ _____________________________________________________________________________________ driven by humanitarian concerns rather than self-interest _____________________________________________________________________________________ _____________________________________________________________________________________ war-torn societies _____________________________________________________________________________________ _____________________________________________________________________________________ reconciliation at the community level _____________________________________________________________________________________ _____________________________________________________________________________________ norms are subject to cultural interpretation _____________________________________________________________________________________ _____________________________________________________________________________________ avoid distrust and perceptions of intrusion into internal affairs _____________________________________________________________________________________ _____________________________________________________________________________________ address past injustice and prevent future human rights violations _____________________________________________________________________________________ _____________________________________________________________________________________ peacebuilding and reconstruction activities _____________________________________________________________________________________ _____________________________________________________________________________________ reestablish old moral standards _____________________________________________________________________________________ _____________________________________________________________________________________ compartmentalized aspect of recovery

_____________________________________________________________________________________ _____________________________________________________________________________________ law enforcement _____________________________________________________________________________________ _____________________________________________________________________________________ provide opportunities for apology and forgiveness _____________________________________________________________________________________ _____________________________________________________________________________________ offer legislative assistance _____________________________________________________________________________________ _____________________________________________________________________________________ provide guidance in drafting press freedom laws _____________________________________________________________________________________ _____________________________________________________________________________________ laws securing gender equality _____________________________________________________________________________________ _____________________________________________________________________________________ slide back into conflict _____________________________________________________________________________________ _____________________________________________________________________________________ prevent human casualties _____________________________________________________________________________________ _____________________________________________________________________________________ perpetrate human rights violations _____________________________________________________________________________________ _____________________________________________________________________________________ exert modest pressure _____________________________________________________________________________________ _____________________________________________________________________________________ discourage further violence _____________________________________________________________________________________ _____________________________________________________________________________________ end to human rights abuses _____________________________________________________________________________________ _____________________________________________________________________________________ envision a brighter future _____________________________________________________________________________________ _____________________________________________________________________________________

GIVE APPROPRIATE TITLE TO EACH PARAGRAPH. 

___________________________________

1. Human rights are held by all human beings and human rights exist as long as human beings exist. Both are inalienable and cannot be separated. Precisely, human rights imply availability of “Such conditions which are essential for the fullest development and realization of the innate characteristics which nature has bestowed him/her with, as a human being”. 

___________________________________

2. Every human being, as a social being, lives in a group in the society. As an individual, he has a right to life and right to a decent living. As a social being, and an inseparable part of the society/community, he too has other rights, like: right to freedom of speech, expression, thought, belief and faith and right to move freely. 

___________________________________

3. The scope of right to equality and the right to life and personal liberty have caused wider areas like right to speedy trial, free legal aid, right to live with dignity, right to earn livelihood, right to education, housing, medical care, clean environment, right against fortune, sexual harassment, solitary confinement, bondage, servitude exploitation and the like. 

___________________________________

4. To protect human rights is to ensure that people receive some degree of decent, humane treatment. Because political systems that protect human rights are thought to reduce the threat of world conflict, all nations have a stake in promoting worldwide respect for human rights. International human rights law, humanitarian intervention law and refugee law all protect the right to life and physical integrity and attempt to limit the unrestrained power of the state. 

___________________________________

5. In some cases, the perceived need to protect human rights and maintain peace has led to humanitarian intervention. There is evidence that internationally we are moving towards the notion that governments have not only a negative duty to respect human rights, but also a positive duty to safeguard these rights, preserve life and protect people from having their rights violated by others. Many believe that states' duties to intervene should not be determined by proximity, but rather by the severity of the crisis.

UNIT 7. IDEAS RULE THE WORLD CHALLENGES OF OUR CENTURY What’s the most serious or in other words, the biggest problem in the world today? If you ask this question to random people on streets, you’re most likely to get a bunch of diverse answers. No doubt, our world has gone through several disasters over the past decades. Even today, we have some serious and severe problems that have been subjected to raise huge global issues. According to the Global Risks report, the world is risked critically under 5 classifications – environmental, economic, societal, geopolitical and technological. These problems are global in nature and they hold a strong potential to cause powerful negative impacts across the entire world. These are the problems that we, together as the human race, face in present times. It concerns some of the ominous circumstances of the current age that threaten wellbeing of collective humanity. By James Martin Historically, evolution has been in nature’s hands. Now, suddenly, it is largely in human hands, but we need to be cautious, using our scientific know-how as responsibly as possible. The job of today’s young people, or the "Transition Generation," will be to get humanity through the coming period of chaos, peril, and opportunity. A massive transition is needed, and the agenda should be created for the generation that will bring about this transition. Much of what needs to be done is not happening. Today's young people will collectively determine whether civilization survives or not. We need to give them a foundation for making wise choices by helping them understand humankind's likely possible, probable and preferred futures. What can humanity become? Our future wealth will increasingly relate to knowledge in the broadest sense of the term. Here are the 17 great challenges for us and for our children: 1. Saving the Earth – A change in humans' capability to manage the Earth well is coming in micro-instruments that feed voluminous data to computer networks. We are beginning to gain vast amounts of information about the planet linked into computer models. This will help us learn to live with nature's trust fund. The planet's climate will change and we have to learn to live with changes. 2. Reversing Poverty – While rich nations become richer, billions of people live in extreme poverty with short, brutal lives. 3. Steadying Population Growth – Extreme poverty can be tied to population problems. There are now non-oppressive ways to lower the birthrate. Population declines in countries where

women can read and full women's liberation is in effect. Population also declines when GDP rises. Improving lifestyles equates with controlling population growth. 4. Achieving Sustainable Lifestyles – All of the people on the planet cannot have affluent lifestyles in 20th century terms and still sustain resources. We need high-quality lifestyles that don't strain the environment. 5. Preventing All-Out War – All-out war in the 21st century could end everything. Nuclear and biological weapons are a threat. This century contains more threats from more weapons of mass destruction than ever before. 6. Dealing Effectively with Globalism – The planet is "shrinking" and bandwidth is increasing, but globalism should be designed to allow local cultures to thrive and be protected. The right balance between global and local should be achieved. Failing nations must be helped to become developing nations. 7. Protecting the Biosphere – We are losing species of plants and animals. Many endangered species can be protected by identifying and preserving "hot spots" – those places with a high density of endangered species. Today, 90 percent of the edible fish in the oceans have been caught. Well-designed marine protection areas can help begin a slow recovery. Laws are needed to replenish depleted oceans. 8. Defusing Terrorism – The age of terrorism is rising with the availability of weapons of mass destruction that are becoming increasingly less expensive and easier to access. It is vital to address the reasons why people want to become terrorists and to achieve cooperation among potentially hostile cultures. 9. Cultivating Creativity – Technology will lead to an era of extreme creativity. Exciting jobs will develop and rich countries will help young people around the planet to become entrepreneurs. New supply chains and electronically connected businesses will bring value. 10. Conquering Disease – We must thwart the rapid spread of infectious diseases that could kill many millions of people, as has happened already many times in history. We now have sensors that can detect the existence of a dangerous virus in the air and we are creating medical procedures to prevent illnesses from spreading. Pandemics require preparation. 11. Expanding Human Potential – Most people today fall outrageously short of their potential. A goal of the 21st century should be to develop the capability latent in everybody by harnessing powerful technologies that accelerate learning potential.

12. The Singularity – Sometime decades from now computer intelligence that is quite different from human intelligence will feed on itself, becoming more intelligent at a rapidly accelerating rate. Humanity needs to discover how to avoid being overwhelmed by accelerating change that is totally out of control and harmful. Technical controls will be needed to ensure that our machines act in our best interests. The Singularity will enable many different self-evolving technologies to become "infinite in all directions." 13. Confronting Existential Risk – This type of risk is one that could terminate Homo sapiens, including such possibilities as the release of a dangerous genetically modified pathogen. 14. Exploring Transhumanism – This is the first century in which we will be able to radically change human beings, and this fact alone gives it special meaning. Technology will enable us to live longer, learn more, and gain the ability to connect our brains to other external devices. Transhumanism will be highly controversial. It will raise major ethical arguments. We might lose some of the qualities we now see as making us "human." There will also be extreme differences between those who have the technology and those who don't. We need to make changes without suffering overall-negative consequences. Transhumanism can lead us to build a civilization far more advanced than today’s one. 15. Planning an Advanced Civilization – Sooner or later machines will do all the work and there will be a major increase in real wealth. What we do with our leisure will be a big issue. Because of transhumanism changes will be more extreme than most people can understand. We need to be asking ourselves now, "What kind of civilization would we build if we could do anything?" 16. Modeling the Planet's Systems – We need to be sure we do not go beyond the point at which global warming cannot be reversed, earth system science must be meticulously modeled and monitoring must be precise. 17. Bridging the Skill and Wisdom Gap – A serious problem right now is the gap between our skill and our wisdom. Science and technology are accelerating furiously, but wisdom is not. Today, deep reflection about our future circumstances is eclipsed by the rush to build faster, cheaper, smarter, more-efficient gadgets that will increase corporate profits. The skill-wisdom gap is enlarged because skills offer the ways to get wealthy. Society's best brains are saturated with immediate issues that become ever more complex, rather than reflecting on why we are doing this and what the long-term consequences will be. The 17 challenges provide a framework to assess the global and local prospects for humanity. The mentioned challenges are transnational in nature and transinstitutional in solution. They cannot be

addressed by any government or institution acting alone. They require collaborative action among governments, international organizations, corporations, and creative individuals. Most of the problems are the consequences of bad management and absence of foresight. There is no silver bullet. Many different factors have to be brought into play to deal with the problem. Just as the problems are the result of bad management, so the solutions need to be the application of excellent management. Our century is the time for human seeking harmonizing with environment and carrying out sustainable development strategy. But sustainable development is facing many challenges. They may mainly include the follows: challenge comes from the contradiction between human and the earth, challenge of local benefit conflict to human common goal, challenge of competition to fairness, challenge of unbalanced development in regions and countries, challenge of diversity and challenge of calamity. Challenges are not only pressure, but also the motive force. Challenge exists, the motive force would never stop. Sustainable development was born in challenges, is developing in contradiction and will sustain in conflict. (Abridged) The list of problems is not exhaustive. What we have tried to do is to describe some of those problems which are most global in scope. When the inter-locking and mutually reinforcing nature of the Problems of this world are taken into account then any overall solution to any of these main concerns of the present age may seem like an impossible dream. When we deeply analyze all the problems of the world and fully understand the causal relationships that exist between them, then we discover a central problem from which all the other problems ultimately derive. So where does the ultimate solution to the problems of the world today lie? - The root cause of the major problems of this world lies in the realm of ideas and with what people believe. In order to fix the problems of this World then it is necessary to fix the ideas that rule this world and which shape human attitudes and behavior. In order to change the world, change how people behave, in order to change the way people behave change what they think and in order to change what people think you have to change what they believe. The only way to change what people believe is to present them with compelling and convincing new ideas. Therefore the solution to problems of this world lies in the power of the idea. Many people are familiar with the aphorism that “The Pen is Mightier than the Sword.” And it’s also often true that the sword fights on behalf of the pen. What this means is that it is the ideas expressed by the Pen which have a power which is more effective and far reaching than the power of physical

force and even whole armies. So in order to solve the problems of this World we need to evoke the power of the idea. Victor Hugo wrote, “Nothing is as powerful as an idea whose time has come.” But of course the idea without action is impotent, just as action without the idea is often misguided. And action on its own without the idea behind it isn’t sustained. Also the idea is more powerful than action on its own because the idea alone can inspire people to act and motivate further action. Furthermore ideas can be communicated and thereby inspiring more and more people to take action. Ideas really rule this world. Ideas shape politics, structure economic activity, influence social organization and determine human behavior. So in order to solve the problems of this world you really need to evolve or replace all the bad, sometimes terrible and often outdated dominant ideas of this World, from which these problems are ultimately derived from. So the process of truly solving the problems of this world, involves a battle in the realm of ideas. If you lose this battle then all is lost. If you can win this battle then everything becomes much easier. This battle in the Realm of Ideas and the struggle to fix the problems of this World is really a battle for hearts and minds. And it’s also really a battle to change the behavior of people of a sufficient number of people such that they become part of the solution rather than part of the problem. Behavior derives from thoughts, and thoughts derive from beliefs and these beliefs derive from and consist of ideas. So in order to change people’s behavior and get them to act in ways that are conducive towards solving the problems of this world, then you need to give people powerful, exciting and relevant new ideas. It’s really ideas that change us and it’s really ideas that can transform society. By changing the ideas we believe we change what we think and we change what we are. If you change the thoughts of enough people then you can change the world.

COMMENT ON THE FOLLOWING QUOTATIONS. 

Ideas, as distinguished from events, are never unprecedented. Hannah Arendt



An idea is never given to you without you being given the power to make it reality. You must, nevertheless, suffer for it. Richard Bach



In every great time there is some one idea at work which is more powerful than any other, and which shapes the events of the time and determines their ultimate issues. Francis Bacon



New ideas come into this world somewhat like falling meteors, with a flash and an explosion.Sarah Bernhardt



It is the nature of thought to find its way into action. Christian Nevell Bovee



The most important thing in science is not so much to obtain new facts as to discover new ways of thinking about them. Sir William Bragg



It is useless to send armies against ideas. George Brandes



We are governed not by armies, but by ideas. Mona Caird



It doesn't matter how new an idea is: what matters is how new it becomes. Elias Canetti



Nothing is more terrible than activity without insight. Thomas Carlyle



Every revolutionary idea seems to evoke three stages of reaction. They may be summed up by the phrases: (1) It's completely impossible. (2) It's possible, but it's not worth doing. (3) I said it was a good idea all along. Arthur C. Clarke



The wise only possess ideas; the greater part of mankind are possessed by them. Samuel Taylor Coleridge



An idea is the only level which moves the world. Arthur F. Corey



Old ideas give way slowly; for they are more than abstract logical forms and categories, they are habits, predispositions, deeply ingrained attitudes of diversion and preference. John Dewey



Ideas are the roots of creation. Ernest Dimnet



The value of an idea lies in the using of it. Thomas Alva Edison



We are prisoners of ideas. Ralph Waldo Emerson



Man's fear of ideas is probably the greatest dike holding back human knowledge and happiness. Morris L. Ernst



You can kill a man but you can't kill an idea. Medgar Evers



Men who accomplish great things in the industrial world are the ones who have faith in the money producing power of ideas. Charles Fillmore



Ideas control the world. James Garfield



Ideas not coupled with action never become bigger than the brain cells they occupied. Arnold Glasgow



Very simple ideas lie within the reach only of complex minds. Remy De Gourmont



Sometimes the best, and only effective, way to kill an idea is to put it into practice. Sydney J. Harris



Ideas move fast when their time comes. Carolyn Heilbrun



Ideas... they have the power. Napoleon Hill



All achievements, all earned riches, have their beginning in an idea. Napoleon Hill ROLE PLAYING

DISCUSSION LEADER The discussion leader’s job is to … 

read the text twice, and prepare at least five general questions about it;



make sure that everyone has a chance to speak and joins in the discussion;



guide the discussion and keep it going.

SUMMARIZER The summarizer’s job is to … 

read the text and make notes about the ideas.



find the key points that everyone must know to understand and remember the text.



retell the text in a short summary in your own words.



talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

WORD MASTER The word master’s job is to … 

read the text, and look for words or short phrases that are new or difficult to understand, or that are important in the text;



choose five words that you think are important for this text;



explain the meanings of these five words in simple English to the group;



tell the group why these words are important for understanding this text.

Your five words do not have to be new or unknown words. Look for words in the story that really stand out in some way. These may be words that are: 

repeated often;



used in an unusual way;



important to the meaning of the text.

MY WORD: 1. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 5. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON The passage person’s job is to … 

read the text, and find important, interesting, or difficult passages;



make notes about at least two passages that are important for the text;



read each passage to the group;



ask the group one or two questions about each passage.

You might choose a passage to discuss because it is: *important

*informative

*confusing

*well-written

MY PASSAGE: 1 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian. get a bunch of diverse answers _____________________________________________________________________________________ _____________________________________________________________________________________ go through several disasters _____________________________________________________________________________________ _____________________________________________________________________________________ raise huge global issues _____________________________________________________________________________________ _____________________________________________________________________________________ cause powerful negative impacts across the entire world _____________________________________________________________________________________ _____________________________________________________________________________________ ominous circumstances of the current age _____________________________________________________________________________________ _____________________________________________________________________________________ get humanity through the coming period of chaos _____________________________________________________________________________________ _____________________________________________________________________________________ in the broadest sense of the term _____________________________________________________________________________________ _____________________________________________________________________________________ non-oppressive ways to lower birthrate _____________________________________________________________________________________ _____________________________________________________________________________________ equate with controlling population growth

_____________________________________________________________________________________ _____________________________________________________________________________________ strain the environment _____________________________________________________________________________________ _____________________________________________________________________________________ allow local cultures to thrive _____________________________________________________________________________________ _____________________________________________________________________________________ high density of endangered species _____________________________________________________________________________________ _____________________________________________________________________________________ well-designed marine protection areas _____________________________________________________________________________________ _____________________________________________________________________________________ begin a slow recovery _____________________________________________________________________________________ _____________________________________________________________________________________ replenish depleted oceans _____________________________________________________________________________________ _____________________________________________________________________________________ rise with the availability of weapons of mass destruction _____________________________________________________________________________________ _____________________________________________________________________________________ achieve cooperation among potentially hostile cultures _____________________________________________________________________________________ _____________________________________________________________________________________ lead to an era of extreme creativity _____________________________________________________________________________________ _____________________________________________________________________________________ new supply chains _____________________________________________________________________________________ _____________________________________________________________________________________ rapid spread of infectious diseases _____________________________________________________________________________________ _____________________________________________________________________________________ detect the existence of a dangerous virus in the air _____________________________________________________________________________________ _____________________________________________________________________________________ harness powerful technologies

_____________________________________________________________________________________ _____________________________________________________________________________________ accelerate learning potential _____________________________________________________________________________________ _____________________________________________________________________________________ at a rapidly accelerating rate _____________________________________________________________________________________ _____________________________________________________________________________________ avoid being overwhelmed by accelerating change _____________________________________________________________________________________ _____________________________________________________________________________________ infinite in all directions _____________________________________________________________________________________ _____________________________________________________________________________________ precise monitoring _____________________________________________________________________________________ _____________________________________________________________________________________ meticulously modeled _____________________________________________________________________________________ _____________________________________________________________________________________ eclipsed by the rush to build faster, cheaper and smarter _____________________________________________________________________________________ _____________________________________________________________________________________ saturated with immediate issues _____________________________________________________________________________________ _____________________________________________________________________________________ assess the global and local prospects for humanity _____________________________________________________________________________________ _____________________________________________________________________________________ consequences of bad management and absence of foresight _____________________________________________________________________________________ _____________________________________________________________________________________ challenge of unbalanced development in regions and countries _____________________________________________________________________________________ _____________________________________________________________________________________ challenge of competition to fairness _____________________________________________________________________________________ _____________________________________________________________________________________ local benefit conflict to human common goal

_____________________________________________________________________________________ _____________________________________________________________________________________ contradiction between human and the earth _____________________________________________________________________________________ _____________________________________________________________________________________ carry out sustainable development strategy _____________________________________________________________________________________ _____________________________________________________________________________________ inter-locking and mutually reinforcing nature of the problems _____________________________________________________________________________________ _____________________________________________________________________________________ causal relationships _____________________________________________________________________________________ _____________________________________________________________________________________ shape human attitudes and behavior _____________________________________________________________________________________ _____________________________________________________________________________________ compelling and convincing new ideas _____________________________________________________________________________________ _____________________________________________________________________________________ evoke the power of the idea _____________________________________________________________________________________ _____________________________________________________________________________________ evolve or replace all the bad _____________________________________________________________________________________ _____________________________________________________________________________________ outdated dominant ideas _____________________________________________________________________________________ _____________________________________________________________________________________

GIVE APPROPRIATE TITLE TO EACH PARAGRAPH. 

____________________________________

1. Historically, evolution has been in nature’s hands. Now, suddenly, it is largely in human hands, but we need to be cautious, using our scientific know-how as responsibly as possible. The job of today’s young people, or the "Transition Generation," will be to get humanity through the coming period of chaos, peril, and opportunity. A massive transition is needed, and the agenda should be created for the generation that will bring about this transition. Much of what needs to be done is not happening. 

_____________________________________

2. Our century is the time for human seeking harmonizing with environment and carrying out sustainable development strategy. But sustainable development is facing many challenges. They may mainly include the follows: challenge comes from the contradiction between human and the earth, challenge of local benefit conflict to human common goal, challenge of competition to fairness, challenge of unbalanced development in regions and countries, challenge of diversity and challenge of calamity. 

___________________________________

3. In order to change the world, change how people behave, in order to change the way people behave change what they think and in order to change what people think you have to change what they believe. The only way to change what people believe is to present them with compelling and convincing new ideas. Therefore the solution to problems of this world lies in the power of the idea. 

___________________________________

4. Many people are familiar with the aphorism that “The Pen is Mightier than the Sword.” And it’s also often true that the sword fights on behalf of the pen. What this means is that it is the ideas expressed by the Pen which have a power which is more effective and far reaching than the power of physical force and even whole armies. 

___________________________________

5. Ideas really rule this world. Ideas shape politics, structure economic activity, influence social organization and determine human behavior. So in order to solve the problems of this world you really need to evolve or replace all the bad, sometimes terrible and often outdated dominant ideas of this world, from which these problems are ultimately derived from.

UNIT 8. THE NEED FOR CHANGE WORLD PROBLEMS With continuous economic crisis on one hand, the world has also been bashed by terrorism like never before. Several people are losing their life everyday due to terrorist attacks. However, that’s not everything at all. Our world does have a lot of more problems coming on the scene every day: 

Drug abuse - Drug addiction is actually a frustrating disease and giving it up can take much more than good motives or even an intense willpower.

Believe it or not, drugs affect our brain in such a way that instills compulsive drug use, as a result walking away from it is not easy, even for people who are completely ready to give up the addiction. With scientific breakthroughs, we all know more details on how drugs influence the brain, and we likewise are aware that drug abuse could be effectively handled to help individuals give up misusing drugs. 

Refugee problems - A person’s racial background, political opinion, religious views and many other reasons forces them to seek livelihood in other nations making it a huge issue faced by the world today.

Across the world, millions of people have already been compelled to look for refuge away from home. It is the responsibility of the governing bodies to support them. 

Political and social instability - Many countries are experiencing significant problems of trust and mutual obligations between states and citizens. This has resulted in state collapse, internal violence, regional instability and military conflicts.

The possibility that a nation will be affected from different types of political instability springs up dramatically when economic process is slow-moving. Several nations are having major problems of trust and shared responsibilities between government and people. It has brought about state failure, physical violence, territorial instability and militaristic clashes. The interrelated issues may result in disturbance in government functions and in acute situations, the breakdown of businesses entirely, where the state and people are compelled to leave their homelands because of political violence. 

Spread of infectious diseases - People nowadays are much terrified of epidemic diseases. They fear that such diseases would wipe out the mankind in the coming future.

In the last few years, we have seen a great deal of handwringing and fretting over swine flu, bird flu and various health problems.



War and terrorism - Over the years, different types of wars like civil wars, cold wars, and identity wars have been ruining human civilization.

We are faced with the problem of global terrorism which has been called the shadow of the process of Globalization. As the world is becoming one place, so it is that the effects of terrorism have global effects. A global “war on terror” has been announced but terrorism still is one of the growing problems in the world today. People still live in terror in some countries where freedom has been totally ditched. 

Unequal distribution of financial resources - Severe income disparity is amongst the most worrying issues in today’s time.

The disproportionate distribution of income affects the whole economy of a nation. Similarly, the financial crisis has led in disparities in developed as well as developing nations. If only the leaders of the world made an effort to balance the distribution of financial resources, the world would be a much better place to live in. 

High unemployment or underemployment - Unemployment is one of the biggest crises the world is facing today. The problem of unemployment is not only limited to third world countries. People even in advanced and emerging countries are struggling to find job today.

The higher unemployment rates are evident from the studies in the past couple of years. There’s yet another indicator, that could be even more crucial – underemployment. The essential difference in unemployment and underemployment comes up placing two groups together: part-time schedule workers and marginally hooked workers. For several economic reasons, high unemployment and underemployment are the biggest challenges across the world today. 

Population growth - With growing population, the world has to suffer from other bigger issues like unemployment, poverty and shortage of natural resources.

Over the past fifty years, world population has increased a lot quicker than ever, and more instantly than it’s estimated to increase in the coming years. 

Poverty, hunger and water crisis - Poverty, hunger and lack of pure drinking water represent the biggest threat facing the world today. Millions of people in the world are living in absolute poverty. Similarly, there are lots of people who are forced to drink contaminated water in order to relieve their hunger.

Alleviating starvation from the world has to start with the accessibility of clean drinking water. It might appear to be pretty easy, but we overlook the fact that with no access to a dependable source of water, foods are challenging to grow and much more hard to conserve and cook.

As participants of a global society, we should keep ourselves educated about the current issues that affect us all. These issues are global and have the ability to escalade rapidly. Without a doubt, like no time before in recorded history, the world is becoming one place. The Coming One World Order is characterized by integration and coming together of all the people and spheres of human activity around the world through trade, economic integration, political union and cultural exchange. This process of the coming together of humanity is facilitated by modern technologies such as the Internet which is gradually molding the entire human race into a single entity. However this coming togetherness of humanity is accompanied by a host of difficulties and seemingly intractable problems that derive partly from cultural and religious differences. Though humanity is coming together, we still live in a world of ideological disharmony differences, mutual distrust and enmity. The problems of the world are myriad and varied. It may seem over simplistic and too ambitious to suggest a single solution to all problems. No single specific solution may be able to appropriately tackle all the multitude of different problems in all these realms of human activity. The suggestion that a mere idea can solve the major problems of this world may seem farfetched.

ENVIRONMENTAL PROBLEMS Our environment is constantly changing. However, as our environment changes, so does the need to become increasingly aware of the problems that surround it. With a massive influx of natural disasters, warming and cooling periods, different types of weather patterns and much more, people need to be aware of what types of environmental problems our planet is facing. Global warming has become an undisputed fact about our current livelihoods; our planet is warming up and we are definitely part of the problem. However, this isn’t the only environmental problem that we should be concerned about. All across the world, people are facing a wealth of new and challenging environmental problems every day. Some of them are small and only affect a few ecosystems, but others are drastically changing the landscape. Our planet is poised at the brink of a severe environmental crisis. Current environmental problems make us vulnerable to disasters and tragedies, now and in the future. We are in a state of planetary emergency, with environmental problems piling up high around us. Unless we address the various issues prudently and seriously we are surely doomed for disaster. Many different factors come into play. These factors are:



Pollution: Pollution of air, water and soil require millions of years to recoup. Industry and motor vehicle exhaust are the number one pollutants. Heavy metals, nitrates and plastic are toxins responsible for pollution. While water pollution is caused by oil spill, acid rain, urban runoff; air pollution is caused by various gases and toxins released by industries and factories and combustion of fossil fuels; soil pollution is majorly caused by industrial waste that deprives soil from essential nutrients.



Climate Change: The problem has surfaced in last couple of decades. A climate change like global warming is the result of human practices. Global warming is considered to be one of the most dangerous threats that our culture has ever faced. Global warming leads to rising temperatures of the oceans and the earth surface causing melting of polar ice caps, rise in sea levels and also unnatural patterns of precipitation such as flash floods, excessive snow or desertification. Climate change has various harmful effects but not limited to melting of polar ice, change in seasons, occurrence of new diseases, frequent occurrence of floods and change in overall weather scenario.



Overpopulation: The population of the planet is reaching unsustainable levels as it faces shortage of resources like water, fuel and food. Population explosion in less developed and developing countries is straining the already scarce resources.



Natural Resource Depletion: Fossil fuel consumption results in emission of Greenhouse gases, which is responsible for global warming and climate change. Globally, people are taking efforts to shift to renewable sources of energy like solar, wind, biogas and geothermal energy.



Waste Disposal: The over consumption of resources and creation of plastics are creating a global crisis of waste disposal. Developed countries are notorious for producing an excessive amount of waste or garbage and dumping their waste in the oceans and, less developed countries. Nuclear waste disposal has tremendous health hazards associated with it.



Loss of Biodiversity: Human activity is leading to the extinction of species and habitats and loss of biodiversity. Ecosystems are in danger when any species population is decimating. Balance of natural processes is crucial to the survival of the ecosystem.



Deforestation: Our forests are natural sinks of carbon dioxide and produce fresh oxygen. Deforestation simply means clearing of green cover and making that land available for residential, industrial or commercial purpose.



Ozone Layer Depletion: The ozone layer is an invisible layer of protection around the planet that protects us from the sun’s harmful rays. Depletion of the crucial Ozone layer of the atmosphere is attributed to pollution caused by toxic gases.



Water Pollution: Clean drinking water is becoming a rare commodity. Water is becoming an economic and political issue as the human population fights for this resource. Industrial development is filling our rivers seas and oceans with toxic pollutants which are a major threat to human health.



Urban Sprawl: Urban sprawl refers to migration of population from high density urban areas to low density rural areas which results in spreading of city over more and more rural land. Urban sprawl results in land degradation, increased traffic, environmental issues and health issues. The ever growing demand of land displaces natural environment consisting of flora and fauna.



Public Health Issues: The current environmental problems pose a lot of risk to health of humans, and animals. Dirty water is the biggest health risk of the world and poses threat to the quality of life and public health. Run-off to rivers carries along toxins, chemicals and disease carrying organisms. Pollutants cause respiratory diseases, high temperatures encourage the spread of infectious diseases.



Genetic Engineering: Genetic modification of food using biotechnology is called genetic engineering. Genetic

Modification of food results in increased toxins and diseases as genes from an allergic plant can transfer to target plant. Genetically modified crops can cause serious environmental problems as an engineered gene may prove toxic to wildlife. Another drawback is that increased use of toxins to make insect resistant plant can cause resultant organisms to become resistant to antibiotics. Humans are arguably playing a major role in the destruction of Mother Nature’s systems and inherent balance. To fight against pollution, we will need to change our way of thinking and extent to how we consume resources. If we do not take any action against pollution, we will continue to alter the chemical composition of this planet and compromise the stability and sustainability of life itself. The need for change in our daily lives is growing. If humans continue moving forward in such a harmful way towards the future, then there will be no future to consider. Although it’s true that we cannot physically stop our ozone layer from thinning, there are still so many things we can do to try and put a dent in what we already know.

COMMENT ON THE FOLLOWING QUOTATIONS: 

The civilized are those who get more out of life than the uncivilized, and for this we are not likely to be forgiven. Cyril Connolly



The ultimate tendency of civilization is towards barbarism. David Hare



Without winners, there wouldn't even be any civilization. Woody Hayes



The path of civilization is paved with tin cans. Elbert Hubbard



A civilization in which there is not a continuous controversy about important issues is on the way to totalitarianism and death. Robert Maynard Hutchins



Civilization is just a slow process of learning to be kind. Charles L. Lucas



A civilized man is one who will give a serious answer to a serious question. Civilization itself is a certain sane balance of values. Ezra Pound



The human race has improved everything, but the human race. Adlai Stevenson



Civilizations die from suicide, not by murder. Arnold J. Toynbee



Civilization is a movement and not a condition, a voyage and not a harbor. Arnold J. Toynbee



Civilization is a limitless multiplication of unnecessary necessities. Mark Twain



Any power must be an enemy of mankind which enslaves the individual by terror or force, whether it arises under a facets government or communist flag. All that is valuable in human society depends upon the opportunity for development accorded to the individual. Albert Einstein



The terrible thing about terrorism is that ultimately it destroys those who practice it. Slowly but surely, as they try to extinguish life in others, the light within them dies. Terry Waite



Fighting terrorism is like being a goalkeeper. You can make a hundred brilliant saves but the only shot that people remember is the one that gets past you. Paul Wilkinson

ROLE PLAYING DISCUSSION LEADER The discussion leader’s job is to … 

read the text twice, and prepare at least five general questions about it;



make sure that everyone has a chance to speak and joins in the discussion;



guide the discussion and keep it going.

SUMMARIZER The summarizer’s job is to … 

read the text and make notes about the ideas.



find the key points that everyone must know to understand and remember the text.



retell the text in a short summary in your own words.



talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________________________________

WORD MASTER The word master’s job is to … 

read the text, and look for words or short phrases that are new or difficult to understand, or that are important in the text;



choose five words that you think are important for this text;



explain the meanings of these five words in simple English to the group;



tell the group why these words are important for understanding this text.

Your five words do not have to be new or unknown words. Look for words in the story that really stand out in some way. These may be words that are: 

repeated often;



used in an unusual way;



important to the meaning of the text.

MY WORD: 1. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 5. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON The passage person’s job is to … 

read the text, and find important, interesting, or difficult passages;



make notes about at least two passages that are important for the text;



read each passage to the group;



ask the group one or two questions about each passage.

You might choose a passage to discuss because it is:

*important

*informative

*confusing

*well-written

MY PASSAGE: 1 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian. bashed by terrorism _____________________________________________________________________________________ _____________________________________________________________________________________ drug abuse _____________________________________________________________________________________ _____________________________________________________________________________________ drug addiction _____________________________________________________________________________________ _____________________________________________________________________________________

intense willpower _____________________________________________________________________________________ _____________________________________________________________________________________ scientific breakthroughs _____________________________________________________________________________________ _____________________________________________________________________________________ spring up dramatically _____________________________________________________________________________________ _____________________________________________________________________________________ disturbance in government functions _____________________________________________________________________________________ _____________________________________________________________________________________ breakdown of business _____________________________________________________________________________________ _____________________________________________________________________________________ wipe out the mankind _____________________________________________________________________________________ _____________________________________________________________________________________ handwringing and fretting _____________________________________________________________________________________ _____________________________________________________________________________________ marginally hooked workers _____________________________________________________________________________________ _____________________________________________________________________________________ shortage of natural resources _____________________________________________________________________________________ _____________________________________________________________________________________ drink contaminated water _____________________________________________________________________________________ _____________________________________________________________________________________ in order to relieve their hunger. _____________________________________________________________________________________ _____________________________________________________________________________________ escalade rapidly _____________________________________________________________________________________ _____________________________________________________________________________________ togetherness of humanity _____________________________________________________________________________________ _____________________________________________________________________________________

intractable problems _____________________________________________________________________________________ _____________________________________________________________________________________ tackle all the multitude of different problems _____________________________________________________________________________________ _____________________________________________________________________________________ massive influx of natural disasters _____________________________________________________________________________________ _____________________________________________________________________________________ vulnerable to disasters and tragedies _____________________________________________________________________________________ _____________________________________________________________________________________ reach unsustainable levels _____________________________________________________________________________________ _____________________________________________________________________________________ take efforts to shift to renewable sources of energy _____________________________________________________________________________________ _____________________________________________________________________________________ extinction of species and habitats _____________________________________________________________________________________ _____________________________________________________________________________________ become resistant to antibiotics _____________________________________________________________________________________ _____________________________________________________________________________________ inherent balance _____________________________________________________________________________________ _____________________________________________________________________________________ alter the chemical composition of this planet _____________________________________________________________________________________ _____________________________________________________________________________________

GIVE APPROPRIATE TITLE TO EACH PARAGRAPH.



____________________________________

1. Several nations are having major problems of trust and shared responsibilities between government and people. It has brought about state failure, physical violence, territorial instability and militaristic clashes. The interrelated issues may result in disturbance in government functions and in acute situations, the breakdown of businesses entirely, where the state and people are compelled to leave their homelands because of political violence. 

____________________________________

2. The disproportionate distribution of income affects the whole economy of a nation. Similarly, the financial crisis has led in disparities in developed as well as developing nations. If only the leaders of the world made an effort to balance the distribution of financial resources, the world would be a much better place to live in. 

____________________________________

3. The Coming One World Order is characterized by integration and coming together of all the people and spheres of human activity around the world through trade, economic integration, political union and cultural exchange. This process of the coming together of humanity is facilitated by modern technologies such as the Internet which is gradually molding the entire human race into a single entity. 

____________________________________

4. Our planet is poised at the brink of a severe environmental crisis. Current environmental problems make us vulnerable to disasters and tragedies, now and in the future. We are in a state of planetary emergency, with environmental problems piling up high around us. Unless we address the various issues prudently and seriously we are surely doomed for disaster. 

____________________________________

5. Humans are arguably playing a major role in the destruction of Mother Nature’s systems and inherent balance. To fight against pollution, we will need to change our way of thinking and extent to how we consume resources. If we do not take any action against pollution, we will continue to alter the chemical composition of this planet and compromise the stability and sustainability of life itself.

UNIT 9. THE WORLD OF MARKETING

ADVERTISING You'll never believe it, but there was a time when humans lived without being blasted by advertising everywhere they turned. In fact, before brands started cramming messages into every communication channel on earth (some even in outer space), "advertising" was simply a helpful suggestion for something you might need -- like soap, for instance. But over the span of several centuries, basic human needs were met. Industry niches filled up with multiple companies, each competing for a few seconds of your time to meet every conceivable need you had (or that they claimed you had). Suddenly, advertising became ubiquitous, appearing everywhere you looked, listened, moved, called, read, drove, flew, worked, and played. Buy this! Buy that! Free sample! Call us! Email us! Visit us! Follow us! Imagine a peace treaty drawn up on Madison Avenue, signed by companies and consumers everywhere. It would surely quote the following: 

“If the truth isn’t tellable, fix it so it is.” - John E. Powers, 1870



“A wealth of information creates a poverty of attention.” - Herbert Simon, 1971



“You have to turn attention into permission, permission into learning, and learning into trust.” - Seth Godin, 1998

These thinkers tell us all we need to know. First, create great products so your marketing rings true. Being full of baloney simply doesn’t work anymore. Second, understand that in a world so full of information, the consumer has all the power. They can choose where they spend their time because options are everywhere -- overwhelming, but also empowering them. This means that if they don’t want to pay attention to an interruptive advertisement or marketing message, they can simply choose to spend their time elsewhere. Lastly, once we build great companies and products and understand that consumer choice trumps marketing, we can begin to build real trust. We can attract attention by creating content that consumers actually want. We can then connect and engage with our customers by adding value in that content through learning or entertainment. And we thus delight our customers because they feel their choice was well worth it and their time well spent. This is how real trust and loyalty are built. Quite literally, centuries of human evolution are begging companies to do this.

COMPARATIVE ADVERTISING: TIPS AND TRAPS

By Chris Mcleod, James Neil It can be a powerful way of selling your products or services, but you must tread carefully when venturing into the world of comparative advertising. Comparative advertising has always been a valuable weapon in the arsenal of a skilled marketer. In times of economic uncertainty, price comparisons can be a particularly effective way to target increasingly cost-sensitive consumers. However, you need to tread carefully when engaging in comparative advertising. Although the laws prohibiting misleading and deceptive conduct apply equally to all forms of advertising, when you publish a comparative advertisement you can always be sure that at least one business will carefully scrutinize the advertisement. It might seek legal advice on whether it has a legal right to demand the advertisement be withdrawn and commence legal proceedings against you, seeking remedies like injunctions, damages and corrective advertising. A misleading comparative advertisement may also attract the attention of a regulator like the Australian Competition and Consumer Commission. In this article, we set out some tips and traps for businesses considering using comparisons (particularly as to price) in their advertisements. 

Be accurate on price, but don't sell yourself short!

Any advertisement which contains a price comparison must accurately state the difference in price, whether it be in the form of a "pay $X less" or "save X%" comparison. However, not only should an advertisement avoid overstating the difference in price between the advertised product and the competitor's product, advertisers should also be careful not to understate that price difference. This is because the focus of the law in this area is the protection of consumers, not the protection of one business over another. Being conservative about prices and price savings in comparative advertising is not necessarily the risk-free approach. Any error on price may render an advertisement misleading or deceptive – accuracy is the key. 

Make sure the comparison remains valid for the life of the campaign!

To avoid being misleading, a comparative advertisement must be accurate for the life of the relevant campaign – being accurate at the start of the campaign won't usually be good enough. This issue is particularly problematic for price comparisons.

In many cases a competitor can quickly react to a comparative price advertisement by altering the price of its relevant product at short notice (particularly if its product is sold directly via the Internet). An accurate comparative advertisement one day can therefore be misleading on the next. Although disclaimers stating that a price or calculation was accurate as at a certain date can mitigate the risk, the ideal strategy is to buy short but intensive media coverage. This reduces the risk that your competitor will change its prices while the advertisement is being published. 

Clearly identify and accurately describe the relevant products!

The traditional view of comparative advertising was that advertisers had to compare "apples with apples". However, some Australian court decisions now make it clear that there is no such general obligation. The test is only whether the comparison is accurate and not misleading or deceptive. Accordingly, in some circumstances businesses can lawfully compare one of their "superior" products against a competitor's "inferior" products, as long as it does so accurately – even if the competitor also produces a more comparable superior product. 

Making "value for money" claims!

You must always be cautious when suggesting that your product is better value for money than a competitor's. For instance, in an Australian case concerning car insurance, the advertising insurer used a table to suggest that customers could achieve a significant saving by purchasing its product over a competitor's product and stated that unless you insured through them: "you could be paying too much for your car insurance." However, the advertisement did not make sufficiently clear that the competitor's policy had significantly superior benefits and features than the advertiser's. To this, the Court said that while general statements in advertising might be legitimate, "the comparison of costs… in this matter go much further and have a very significant impact". The advertisement was therefore found to be misleading and the advertiser was ordered to stop publishing it. 

Releasing the same advertisement across different media!

Many advertisers run broad advertising campaigns across different media. However, what might be fine in one medium might be misleading or deceptive in another. Television commercials and radio advertisements, for example, are transient in nature and therefore have a very different impact on consumers than print advertisements, which are more permanent and can be studied and examined by the consumer. A disclaimer, for example, is more likely to be read

and understood in a print advertisement than in a television commercial, because it is more obvious, and the consumer has more time. This is particularly true for price comparisons, where it is vital to correctly identify the product and any inputs into the price calculation. In particular, if a disclaimer is necessary to explain the price calculation process or correctly identify the competitor's product, it must be large enough and, if a television commercial, on the screen for long enough to be effectively communicated to the consumer. In some cases, a voice-over is the safest way to provide consumers with a disclaimer in television commercials. Caution should also be exercised when using billboard advertising, as the courts have found that consumers often pass billboards at speed and therefore cannot effectively read and examine any disclaimer. Even if a comparative advertisement is likely to fall on the legal side of the line, a business which engages in comparative advertising needs to at least be prepared for a legal complaint from a disgruntled competitor, and/or regulator in some cases. For example, a well prepared advertiser will be ready to deal with any letter of demand received from an aggrieved competitor and any subsequent legal proceedings seeking, in most cases, an urgent injunction to prevent the relevant advertisement being repeated. Comparative advertising is not for the faint-hearted. (Abridged) Some specific examples of comparative advertising are listed below: 

A Pepsi ad portrayed young people in the distant future finding a relic (a Coke bottle) so ancient they could not identify it.



Wendy's, a fast-food restaurant, jibed McDonald's hamburgers by asking, "Where's the beef?"



General Mills successfully launched its breakfast cereal "Total" by saying it was the same as Kellogg's corn flakes but with more vitamins. A later comparison used number of bowls of cereal a person would need to eat to get nutritional equivalency.



The Duracell bunny kept going while Eveready cannot keep up.



Beef ads touted that the saturated content of several leaner beef cuts is comparable to chicken breasts, and beef exceeds chicken in some vitamins and minerals.



Subway claimed its sandwiches were healthier than McDonalds.



Advil claimed it is faster and stronger than Tylenol.



Quizno compared its generous quantities of meat and cheese on their sandwiches to Subway’s skimpy amount, hence, Subway being called low-fat and low calorie.



A television ad for Bristol-Myers' Body on Tap shampoo featured model Christina Ferrare saying: "In shampoo tests with 900 women like me, Body on Tap got higher ratings than Sassoon."



Jovan's Second Debut Moisture Retention products claimed to maintain higher levels of moisture in the skin than "the leading beauty fluid."



Motrin IB pain reliever started with a direct comparative claim that Motrin is "more effective than Extra-Strength Tylenol." This was immediately followed with a non-comparative claim that Motrin offers "long lasting pain relief."



A small Vermont detergent maker emphasized its "green" environmentally safe products by mentioning Proctor & Gamble's Tide detergent with the message "our 'green' product is as good as the major product, costs the same and also is environmentally safe."

BRAND WARS The world of marketing is fiercely competitive. While creative advertisement might be entertaining, comparative advertisement, one of the aggressive forms of marketing, is a whole new ball game altogether. Comparative advertising can be a great way to make your company stand out in the marketplace and can also help consumers decide which product or service is best for them. But it can be an area that generates complaints, both from your competitors and members of the public. Comparisons can help consumers judge the relative merits of competing products and choose the one which best suits their needs and budgets. As with all advertising, comparative advertising must not mislead or deceive. The comparisons made must be accurate, should clearly indicate what comparison is being made and must be of 'like' products or services available in the same market. Inaccurate comparisons risk misleading consumers and breaching the Fair Trading Act. Example: A furniture manufacturing company made a comparison between its product, which was finished in plain custom wood, and that of a competitor. The competitor's product was laminated, and the court decided that the comparison was misleading. The competitor obtained an injunction stopping the advertisements being run. A business is in the best position to know whether its product can reasonably be compared to a competitor's. If comparisons are used in advertising, they must tell the full story and not leave out information that is necessary for a true and fair comparison to be made. We've all come across advertisements when brands take on one another, and openly mock the rival brand through print, digital or broadcast media. When there’s a clash between two titans of industry, the line between healthy competition and all-out war is a very fine one. Inevitably, due to either ingenuity or luck, there’s a winner and loser even if the latter doesn’t necessarily go belly up. ADIDAS VS. PUMA

When you pair brothers and business, it can either end up with strengthening a family bond, or become a Cain and Abel-like situation where one or both individuals want to shed the shared blood that is pumping through each other’s veins. Prior to the war, the brothers were in business together and operated under the Dassler Brothers Sports Shoe Company banner – working out of their mother’s laundry room in Herzogenaurach, Germany – and receiving their first taste of success when they managed to get Jesse Owens to wear their Waitzer model shoes as he competed and won four gold medals in the 1936 Olympics. While it may seem a strange notion for the Germans to help out an American runner, the head coach of the German track team, Jo Waltzer, and friend of Adi, saw the Olympics as a “fair play” display of sportsmanship. Thus, despite risking being found out by the Nazis, he got the shoes to Owens who “wanted those shoes or none at all.” As the war escalated, there’s one particular instance that many suggest was the root of the feud. According to Fortune, “when the Allies were bombing Herzogenaurach, Adi and his wife climbed into a bomb shelter already occupied by Rudi and his wife. Adi exclaimed, “The dirty bastards are back again,” referring to the Allied forces. Rudi was convinced the remark was directed at him and his family.” Continuing, “When Rudi got called up for service, he suspected Adi and his wife had schemed to get him sent to the front so they could have him out of the way at work. Later, Rudi was arrested first for deserting his post and then by the Allies on suspicion of working for the Gestapo. On both occasions, Rudi was convinced that Adi was the one ratting him out, his suspicions were confirmed by a report filed by an American investigating officer. While Rudi languished in a prisoner of war camp, Adi rebuilt the business. By 1948, the companies had been split between Adi’s “adidas” and Rudi’s “Ruda” (which would later be changed to the more athletic sounding “PUMA”) with the Aurach River separating the two factories. Herzogenaurach became known as the “the town of bent necks” because everyone would immediately look to see what kind of shoes you were wearing. While there is ample room in the footwear world, even in death the two brothers couldn’t stand each other as they were buried at opposite ends of the cemetery from one another.

APPLE VS. SAMSUNG When Apple and Samsung decided to lock horns in a legal battle over patent infringements pertaining to cell and tablet technology, many assumed it would not only be a lengthy fight, but one

where each side was willing to pony up plenty of money for judicial victories given how lucrative the tech space was. Focused heavily on the glaring similarities between Apple’s iPhone and Samsung’s Galaxy S, Samsung and their executives denied any theft, but Apple steamed forward by claiming that 22 more Samsung products ripped off Apple. Two juries have found that Samsung did indeed plot to steal the iPhone’s appearance and technology, which is why a California jury, in 2012, awarded Apple more than a billion dollars in damages from Samsung (reduced to $890 million in late 2013 after the judge found that some of the calculations were faulty). But, as the litigation drags on, Samsung has grabbed an increasing share of the market (currently 31 percent versus Apple’s 15.6 percent), not only by pumping out Apple-ish, only cheaper technology but by creating its own innovative features and products. FERRARI VS. LAMBORGHINI You know you have the foundation for a spicy rivalry when the dissatisfaction with one company results in the creation of another. Such is the case between Ferrari and Lamborghini. Founded by Enzo Ferrari in 1929 as Scuderia Ferrari, the Italian manufacturer thrived during the War despite having his factory bombed by the Allies in 1944. Twenty years later and Ferruccio Lamborghini would have something idling to challenge Ferrari’s supercar supremacy. Lamborghini was an Italian tractor magnate whose dissatisfaction with his own Ferrari birthed the brand. As legend has it, Ferruccio approached Enzo regarding a noisy clutch to which Ferrari proclaimed, “if you don’t like it, go build your own!” While both companies have become synonymous with automotive luxury, they have achieved their successes by sticking to their initial guns. MERCEDES-BENZ VS. JAGUAR Mercedes-Benz started a viral ad campaign in September 2013 to showcase their Intelligent Drive Magic Body Control which ensures optimum driving comfort. The message they wanted to get across was "What do chickens and Mercedes-Benz have in common? Stability at all times." 3 months later, Jaguar decided to challenge Mercedes-Benz’s chicken ad with their "Jaguar vs. Chicken" ad. They used a similar concept of a chicken showing its stability throughout the video but with a twist at the end: "Magic Body Control? We prefer cat-like reflexes, don’t you?" It did not take long for Mercedes-Benz to hit back. In fact, it took them only 3 days to come up with a simple yet effective poster. The feud between Mercedes-Benz and Jaguar is certainly heating up. MICROSOFT VS. GOOGLE CHROME

Longtime rivals Microsoft and Google are constantly looking for ways to top one another. In March 2013, Google released an ad titled Chrome: Now Everywhere to promote their browser. It was to showcase the power of chrome unanimously. Though Microsoft could not take it head on head vs IE Internet Explorer). 2 months later, Microsoft came up with an ad campaign titled Scroogled (SCREW+GOOGLE) to warn Chrome users that Google is breaching their privacy. Microsoft parodied Google Chrome’s ad by releasing an ad titled Microsoft Internal Google Chrome Bouncing Ball Now Everywhere, claiming that Chrome tracks everything they do. In mid-November, Microsoft’s Scroogled campaign even started selling merchandise with anti-Google messages. Google responded with a few witty remarks, saying "Microsoft’s latest venture comes as no surprise; competition in the wearable’s space is really heating up." Google also suggested that while Microsoft was busy selling t-shirts, Google was working hard on Google Glass. FAST FOOD WAR The fast food industry is extremely competitive and ripe with comparative advertising. Burger King and McDonald's constantly deliver messages emphasizing claims of "flame-broiled" or quality, as in the case of BK, or value, as with McDonald's. Wendy's has also participated and been a target. Subway used comparative ads to point out its benefits relative to McDonald's and other fast food burger shops in general. COKE VS. PEPSI The Cola Wars looked to fight for beverage supremacy and the ability to lubricate your taste buds with sugary goodness. While Coca-Cola has been around since 1886 and PepsiCo since 1893, things didn’t really start to heat up until 1975 when the latter introduced the “Pepsi Challenge” which showed that most people favored the taste of Pepsi in a blind taste test. Coke reformatted Coke’s formula and launched “New Coke” in 1985. Pepsi seemed to have Coke reeling, and also happened to have the support of some of the biggest stars in the world. In October 1996, the cover of Fortune read, “How Coke Is Kicking Pepsi’s Can” who asserted, “CocaCola makes mistakes too. But in general, Coke devises strategies, oversees operations, and develops talent in ways virtually antithetical to PepsiCo’s. Instead of a sprint, Coke opts for the long run.” Many assume the official signal to the end of the Cola Wars was when Diet Coke surpassed Pepsi as the second most popular soft drink in 2011. COFFEE WAR

Coffee shops have boomed in the early 21st century as Americans have become more inclined to drink coffee both as a morning beverage and a social drink or splurge later in the day. Dunkin’ Donuts, a retail chain known for fresh donuts and related food products, aggressively pursued coffee customers beginning in 2008. Part of its foray was a campaign targeting coffee shop giant Starbucks. Dunkin' Donuts tried to appeal to more budget-conscious blue-collar workers by suggesting that Starbucks, with higher price points, was for more aristocratic and "high class" people. Marketers don't always play nice, especially when they're trying to take on one of their closest rivals. Often the most brutal battles come in the form of comparative advertising - the direct comparison of one company's product to another. Once the line is drawn, it's up to the opposition to either fire back or ignore its competitors. COMMENT ON THE FOLLOWING QUOTATIONS: 

Advertising is the very essence of democracy. Bruce Barton



Telling lies does not work in advertising. Tim Bell



I do not read advertisements. I would spend all of my time wanting things. Archbishop of Canterbury



We read advertisements to discover and enlarge our desires. We are always ready - even eager - to discover, from the announcement of a new product, what we have all along wanted without really knowing it. Daniel J. Boorstin



Make it simple. Make it memorable. Make it inviting to look at. Make it fun to read. Leo Burnett



Sanely applied advertising could remake the world. Stuart Chase



Now that I'm a client, I understand what a jerk I was. Jay Chiat



The very first law in advertising is to avoid the concrete promise and cultivate the delightfully vague. Bill Cosby



You can tell the ideals of a nation by its advertisements. Norman Douglas



The aim of marketing is to know and understand the customer so well the product or service fits him and sells itself. Peter Drucker



We grew up founding our dreams on the infinite promise of American advertising. I still believe that one can learn to play the piano by mail and that mud will give you a perfect complexion. Zelda Fitzgerald



Doing business without advertising is like winking at a girl in the dark. You know what you are doing, but nobody else does. Stuart Henderson



The headline is the most important element of an ad. It must offer a promise to the reader of a believable benefit. And it must be phrased in a way to make it memorable. Morris Hite



Promise, large promise, is the soul of an advertisement. Samuel Johnson



The trouble with America isn't that the poetry of life has turned to prose, but that it has turned to advertising copy. Louis Kronenberger



Advertising may be described as the science of arresting the human intelligence long enough to get money from it. Stephen Leacock



Advertising is a valuable economic factor because it is the cheapest way of selling goods, particularly if the goods are worthless. Sinclair Lewis



What you say in advertising is more important than how you say it. David Ogilvy



Advertising is the modern substitute for argument; its function is to make the worse appear the better. George Santayana



Many a small thing has been made large by the right kind of advertising. Mark Twain



Thank God for competition. When our competitors upset our plans or outdo our designs, they open infinite possibilities of our own work to us. Gil Atkinson



Becoming number one is easier than remaining number one. Bill Bradley



What counts is not necessarily the size of the dog in the fight; it's the size of the fight in the dog. Dwight D Eisenhower



The biggest things are often the easiest to do because there is so little competition. William Van Horne

ROLE PLAYING DISCUSSION LEADER The discussion leader’s job is to … 

read the text twice, and prepare at least five general questions about it;



make sure that everyone has a chance to speak and joins in the discussion;



guide the discussion and keep it going.

SUMMARIZER The summarizer’s job is to … 

read the text and make notes about the ideas.



find the key points that everyone must know to understand and remember the text.



retell the text in a short summary in your own words.



talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ WORD MASTER The word master’s job is to … 

read the text, and look for words or short phrases that are new or difficult to understand, or that are important in the text;



choose five words that you think are important for this text;



explain the meanings of these five words in simple English to the group;



tell the group why these words are important for understanding this text.

Your five words do not have to be new or unknown words. Look for words in the story that really stand out in some way. These may be words that are: 

repeated often;



used in an unusual way;



important to the meaning of the text.

MY WORD: 1. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________ MEANING OF THE WORD REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 5. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON The passage person’s job is to … 

read the text, and find important, interesting, or difficult passages;



make notes about at least two passages that are important for the text;



read each passage to the group;



ask the group one or two questions about each passage.

You might choose a passage to discuss because it is: *important

*informative

*confusing

*well-written

MY PASSAGE: 1 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________ REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian. blasted by advertising _____________________________________________________________________________________ _____________________________________________________________________________________ meet every conceivable need

_____________________________________________________________________________________ _____________________________________________________________________________________ become ubiquitous _____________________________________________________________________________________ _____________________________________________________________________________________ trump marketing _____________________________________________________________________________________ _____________________________________________________________________________________ create content _____________________________________________________________________________________ _____________________________________________________________________________________ add value in the content _____________________________________________________________________________________ _____________________________________________________________________________________ venture into the world of comparative advertising _____________________________________________________________________________________ _____________________________________________________________________________________ economic uncertainty _____________________________________________________________________________________ _____________________________________________________________________________________ cost-sensitive consumers _____________________________________________________________________________________ _____________________________________________________________________________________ scrutinize the advertisement _____________________________________________________________________________________ _____________________________________________________________________________________ commence legal proceedings _____________________________________________________________________________________ _____________________________________________________________________________________

risk-free approach _____________________________________________________________________________________ _____________________________________________________________________________________ avoid being misleading

_____________________________________________________________________________________ _____________________________________________________________________________________ mitigate the risk _____________________________________________________________________________________ _____________________________________________________________________________________ buy intensive media coverage _____________________________________________________________________________________ _____________________________________________________________________________________ achieve a significant saving _____________________________________________________________________________________ _____________________________________________________________________________________ transient in nature _____________________________________________________________________________________ _____________________________________________________________________________________ inputs into the price calculation _____________________________________________________________________________________ _____________________________________________________________________________________ fall on the legal side of the line _____________________________________________________________________________________ _____________________________________________________________________________________ legal complaint from a disgruntled competitor _____________________________________________________________________________________ _____________________________________________________________________________________ aggrieved competitor _____________________________________________________________________________________ _____________________________________________________________________________________ fiercely competitive _____________________________________________________________________________________ _____________________________________________________________________________________ stand out in the marketplace _____________________________________________________________________________________ _____________________________________________________________________________________

judge the relative merits of competing products _____________________________________________________________________________________ _____________________________________________________________________________________ due to either ingenuity or luck

_____________________________________________________________________________________ _____________________________________________________________________________________ go belly up _____________________________________________________________________________________ _____________________________________________________________________________________ end up with strengthening a family bond _____________________________________________________________________________________ _____________________________________________________________________________________ root of the feud _____________________________________________________________________________________ _____________________________________________________________________________________ lock horns in a legal battle _____________________________________________________________________________________ _____________________________________________________________________________________ pony up plenty of money for judicial victories _____________________________________________________________________________________ _____________________________________________________________________________________ stick to one’s initial guns _____________________________________________________________________________________ _____________________________________________________________________________________ ensure optimum driving comfort _____________________________________________________________________________________ _____________________________________________________________________________________ top one another _____________________________________________________________________________________ _____________________________________________________________________________________ ripe with comparative advertising _____________________________________________________________________________________ _____________________________________________________________________________________ either fire back or ignore its competitors _____________________________________________________________________________________ _____________________________________________________________________________________

GIVE APPROPRIATE TITLE TO EACH PARAGRAPH. 

________________________________

1. Any advertisement which contains a price comparison must accurately state the difference in price, whether it be in the form of a "pay $X less" or "save X%" comparison. However, not only should an advertisement avoid overstating the difference in price between the advertised product and the competitor's product, advertisers should also be careful not to understate that price difference. This is because the focus of the law in this area is the protection of consumers, not the protection of one business over another. 

___________________________________

2. However, the advertisement did not make sufficiently clear that the competitor's policy had significantly superior benefits and features than the advertiser's. To this, the Court said that while general statements in advertising might be legitimate, "the comparison of costs… in this matter go much further and have a very significant impact". The advertisement was therefore found to be misleading and the advertiser was ordered to stop publishing it. 

___________________________________

3. Comparisons can help consumers judge the relative merits of competing products and choose the one which best suits their needs and budgets. As with all advertising, comparative advertising must not mislead or deceive. The comparisons made must be accurate, should clearly indicate what comparison is being made and must be of 'like' products or services available in the same market. 

____________________________________

4. A business is in the best position to know whether its product can reasonably be compared to a competitor's. If comparisons are used in advertising, they must tell the full story and not leave out information that is necessary for a true and fair comparison to be made. 

____________________________________

5. Marketers don't always play nice, especially when they're trying to take on one of their closest rivals. Often the most brutal battles come in the form of comparative advertising - the direct comparison of one company's product to another. Once the line is drawn, it's up to the opposition to either fire back or ignore its competitors.

UNIT 10. MODERN AND POSTMODERN ART GENERAL IDEOLOGY

All trends become clearer with time. Modern art is the cultural expression of the historical moment of modernity. Traditional academic painting and sculpture was about perfect, seamless technique and using that perfect, seamless technique to execute very well-established subject matter. There was a hierarchy of genres, and very strict notions of beauty. According to some experts “Part of the triumph of modernism is overturning academic values.” In somewhat of a backlash to traditional academic art, modern art is about personal expression. Now it seems almost natural that the way you think of works of art are as an expression of an individual vision. With modern art, there is this new emphasis put on the value of being original and doing something innovative. Shortly, after World War II, however, the ideas driving art again began to change. Postmodernism pulls away from the modern focus on originality, and the work is deliberately impersonal. Labels like “modern” and “postmodern,” and trying to pinpoint start and end dates for each period, sometimes irk art historians. Some experts believe that modernity didn’t happen at a particular date. It was this gradual transformation that happened over a couple hundred of years. Postmodernism is hard to define, because it is a concept that appears in a wide variety of disciplines or areas of study, including art, architecture, music, film, literature, sociology, communications, fashion, and technology. It's hard to locate it temporally or historically, because it's not clear exactly when postmodernism begins. Perhaps the easiest way to start thinking about postmodernism is by thinking about modernism, the movement from which postmodernism seems to grow or emerge. Postmodernism overturned the idea that there was one inherent meaning to a work of art or that this meaning was determined by the artist at the time of creation. Instead, the viewer became an important determiner of meaning, even allowed by some artists to participate in the work as in the case of some performance pieces. Other artists went further by creating works that required viewer intervention to create and/or complete the work. The idea of breaking down distinctions between high and low art, particularly with the incorporation of elements of popular culture, was also a key element of postmodernism that had its roots in the late nineteenth and early twentieth centuries in the work of Edgar Degas, for example, who painted on fans, and later in Cubism where Pablo Picasso often included the lyrics of popular songs on his canvases. This idea that all visual culture is not only equally valid, but that it can also be appreciated and enjoyed without any aesthetic training, undermines notions of value and artistic worth. The hallmark of "postmodernist art" is its rejection of the aesthetics upon which its predecessor "modern art" - was based. One of these rejected values is the idea that "art" is something "special"

which should be "elevated from" popular taste. Coinciding with a raft of new technological developments, postmodernism has led to almost five decades of artistic experimentation with new media and new art forms, including "Conceptual art", various types of "Performance art" and "Installation art", as well as computer-aided movements. "Postmodernism" is not a movement, it's a general attitude. So there is no agreed list of characteristics that define "postmodernist art". But we must start somewhere, so here are a few selected pointers. Postmodernism reflects a widespread disillusionment with life, as well as the power of existing valuesystems and/or technology to effect beneficial change. As a result, authority, expertise, knowledge and eminence of achievement have become discredited. Artists are now far more wary about "big ideas" (e.g. all progress is good). Most important, "Modernist art" was seen not only as elitist but also as white, male-dominated and uninterested in minorities. Despite its supposed "rejection" of big ideas, the postmodern movement seems to have lots of big ideas of its own. Examples include: "all types of art are equally valid"; "art can be made out of anything"; "the democratization of art is a good thing". To paraphrase Andy Warhol, "anyone can be famous for 15 minutes". This idea, more than any other, sums up the postmodernist age. Faced with a new nonsensical world, the postmodernist response has been: Okay, let's play around with this nonsense. We accept that life and art no longer have any obvious intrinsic meaning, but so what? Let's experiment, make art more interesting, and see where it leads. Who knows, maybe we can be famous for 15 minutes! Postmodern artists have junked the idea that a work of art has only one inherent meaning. Instead, they believe that the spectator is an equally important judge of meaning. Some artists even permit spectators to participate in their 'art works', or even require intervention by spectators in order to complete their work. USE OF TECHNOLOGY The era of "postmodernist art" has coincided with the arrival of several new image-based technologies (eg. television, video, screen-printing, computers, the Internet) and has benefited hugely from them. The new range of video and photographic imagery has reduced the importance of drawing skills, and by manipulating the new technology, artists have been able to short-cut the traditional processes involved in "making art," but still create something new.

MEETING CONSUMER NEEDS The growth of consumerism has also had a huge impact on visual art. Consumers now want novelty. They also want entertainment and spectacle. In response, many postmodernist artists have taken the

opportunity to turn art into an "entertainment product". The introduction of new types of art, for instance - such as Performance, Happenings and Installations - along with new subject-matter including things like dead sharks, dying flies, huge ice-sculptures, crowds of nude bodies, buildings that appear to be in motion, islands wrapped in pink polypropylene fabric, painted bodies, and so on have provided spectators with a range of new, sometimes shocking experiences. Whether these new so-called art forms actually constitute "art" remains a hotly-contested issue. The postmodern conceptualists say "Yes", the traditionists say "No". PRINCIPLES OF POSTMODERNIST ART No more oil paintings depicting events from Greek mythology! Postmodernist painting and sculpture was bold, bright and instantly recognizable. Postmodernists typically have a stronger belief in the concept behind the finished product, rather than the product itself. Just for this reason, a lot of "postmodernist art" is known as "Conceptual Art". The term postmodernism, was first used in around 1970. As an art movement postmodernism to some extent defies definition – as there is no one postmodern style or theory on which it is hinged. It embraces many different approaches to art-making. It is therefore perhaps easiest to define postmodernism by looking at its main characteristics. Anti-authoritarian by nature, it refuses to recognize the authority of any single style or definition of what art should be. It collapses the distinction between high culture and mass or popular culture and it tends to get rid of the boundary between art and everyday life. Resultantly, postmodern art can be characterized by its self-conscious use of earlier styles and conventions, and an eclectic mixing of different artistic and popular styles and media. Postmodernism was a reaction against modernism. Modernism was generally based on a utopian vision of human life and society and a belief in progress. It assumed that certain ultimate universal principles or truths such as those formulated by religion or science could be used to understand or explain reality. Modernist artists believed that by negating the subject and experimenting instead with form, technique and processes they could find a way of purely and simply understanding and reflecting the modern world. If modernism was based on idealism and reason, postmodernism was born of skepticism and a suspicion of reason. It challenged the notion that there are universal objective certainties or truths that will explain everything for everybody. Postmodern art advocates that individual experience and interpretation of our experience is more concrete than abstract principles and is the best way of understanding and responding to reality. While the modernists championed clarity and simplicity; postmodernism embraces complex and often contradictory layers of meaning.

“All my analyses are against the idea of universal necessities in human existence… It is meaningless to speak in the name of- or against - Reason, Truth, or Knowledge.” - Michel Foucault Instead of thinking of postmodern as a characteristic, think of postmodernism as an umbrella under which a lot of different groups are huddled. These groups have one thing in common: They reject modernism. Specifically, these movements huddled under the postmodern umbrella make the following claims: 

It is impossible to speak about a reality independent of the self.



Good or bad are outdated terms, what matters is authenticity.

Postmodernism postulates that many, if not all, apparent realities are only social constructs and are therefore subject to change. It claims that there is no absolute truth and that the way people perceive the world is subjective and emphasizes the role of language, power relations, and motivations in the formation of ideas and beliefs. In particular it attacks the use of sharp binary classifications such as male versus female, white versus black, and imperial versus colonial; it holds realities to be plural and relative, and to be dependent on who the interested parties are and the nature of these interests. Postmodernism is skeptical of explanations that claim to be valid for all groups - cultures, traditions, or races - and instead focuses on the relative truths of each person. In the postmodern understanding, interpretation is everything; reality only comes into being through our interpretations of what the world means to us individually. While postmodernism seems very much like modernism in some ways, it differs from modernism in its attitude toward a lot of these trends. Modernism, for example, tends to present a fragmented view of human subjectivity and history, but presents that fragmentation as something tragic, something to be lamented and mourned as a loss. Many modernist works try to uphold the idea that works of art can provide the unity, coherence, and meaning which has been lost in most of modern life; art will do what other human institutions fail to do. Postmodernism, in contrast, doesn't lament the idea of fragmentation, or incoherence, but rather celebrates that. The world is meaningless? Let's not pretend that art can make meaning then, let's just play with nonsense. Another way of looking at the relation between modernism and postmodernism helps to clarify some of these distinctions. According to Frederic Jameson, modernism and postmodernism are cultural formations which accompany particular stages of capitalism. Jameson outlines three primary phases of capitalism which dictate particular cultural practices (including what kind of art and literature is produced). The first is market capitalism, which occurred in the eighteenth through the late nineteenth centuries in Western Europe, England, and the United States. This first phase is associated with particular technological developments, namely, the steam-driven motor, and with a particular kind of aesthetics, namely, realism. The second phase occurred from the late nineteenth century until

the mid-twentieth century; this phase, monopoly capitalism, is associated with electric and internal combustion motors, and with modernism. The third, the phase we're in now, is multinational or consumer capitalism (with the emphasis placed on marketing, selling, and consuming commodities, not on producing them), associated with nuclear and electronic technologies, and correlated with postmodernism. One of the problems in dealing with postmodernism is in distinguishing it from modernism. In many ways, postmodern artists and theorists continue the sorts of experimentation that we can also find in modernist works, including the use of self-consciousness, parody, irony, fragmentation, generic mixing, ambiguity, simultaneity, and the breakdown between high and low forms of expression. In this way, postmodern artistic forms can be seen as an extension of modernist experimentation; however, others prefer to represent the move into postmodernism as a more radical break, one that is a result of new ways of representing the world including television, film (especially after the introduction of color and sound), and the computer. Postmoderns are suspicious of those who make universal truth claims. All claims of universal meaning are viewed as imperialistic efforts to marginalize and oppress the rights of others. The most important value of postmodernity is the inadmissibility of all totalizing ways of viewing any dimension of life. Postmodernity, as a worldview, refuses to allow any single defining source for truth and reality. The new emphasis is on difference, plurality and selective forms of tolerance. Postmodern thinking is full of absurdities and inconsistencies. It is, for example, the worldview that says no worldview exists. Postmodern concern for plurality, diversity and tolerance has not led to a more stable and secure society. Instead, the postmodern era exchanged one misguided mood for another. Postmodernity was fueled by a shift from the human optimism of modernity (based on scientific certainty and technological progress), to a pessimistic mood of skepticism and uncertainty. One observer noted that, “Modernity was confident; postmodernity is anxious. Modernity had all the answers; postmodernity is full of questions. Modernity reveled in reason, science and human ability; postmodernity wallows in mysticism, relativism, and the incapacity to know anything with certainty.

COMMENT ON THE FOLLOWING QUOTATIONS:



There are no hard distinctions between what is real and what is unreal, or between what is true and what is false. A thing is not necessarily either true or false; it can be both true and false. Harold Pinter



This is the postmodern desert inhabited by people who are, in effect, consuming themselves in the form of images and abstractions through which their desires, sense of identity, and memories are replicated and then sold back to them as products. Harold Pinter



In our postmodern culture which is TV dominated, image sensitive, and morally vacuous, personality is everything and character is increasingly irrelevant. David F. Wells



Life beats down and crushes the soul and art reminds you that you have one. Stella Adler



Art, in itself, is an attempt to bring order out of chaos. Stephen Sondheim



Art is the most intense mode of individualism that the world has known. Oscar Wilde



Art enables us to find ourselves and lose ourselves at the same time. Thomas Merton



A guilty conscience needs to confess. A work of art is a confession. Albert Camus



Imagination is more important than knowledge. Albert Einstein



Art is anything people do with distinction. Louis Dudek



The greatness of art is not to find what is common but what is unique. Isaac Bashevis



Vision is the art of seeing what is invisible to others. Jonathan Swift



Art is not what you see, but what you make others see. Edgar Degas



An empty canvas is a living wonder... far lovelier than certain pictures. Wassily Kandinsky



Some painters transform the sun into a yellow spot, others transform a yellow spot into the sun. Pablo Picasso



Treat a work of art like a prince. Let it speak to you first. Arthur Schopenhauer



What makes photography a strange invention is that its primary raw materials are light and time. John Berger



I don't want life to imitate art. I want life to be art. Ernst Fischer



The art of art, the glory of expression and the sunshine of the light of letters, is simplicity. Walt Whitman



The purpose of art is washing the dust of daily life off our souls. Pablo Picasso ROLE PLAYING

DISCUSSION LEADER The discussion leader’s job is to … 

read the text twice, and prepare at least five general questions about it;



make sure that everyone has a chance to speak and joins in the discussion;



guide the discussion and keep it going.

SUMMARIZER

The summarizer’s job is to … 

read the text and make notes about the ideas.



find the key points that everyone must know to understand and remember the text.



retell the text in a short summary in your own words.



talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________ WORD MASTER

The word master’s job is to … 

read the text, and look for words or short phrases that are new or difficult to understand, or that are important in the text;



choose five words that you think are important for this text;



explain the meanings of these five words in simple English to the group;



tell the group why these words are important for understanding this text.

Your five words do not have to be new or unknown words. Look for words in the story that really stand out in some way. These may be words that are: 

repeated often;



used in an unusual way;



important to the meaning of the text.

MY WORD: 1. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________ MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON The passage person’s job is to … 

read the text, and find important, interesting, or difficult passages;



make notes about at least two passages that are important for the text;



read each passage to the group;



ask the group one or two questions about each passage.

You might choose a passage to discuss because it is: *important

*informative

*confusing

*well-written

MY PASSAGE: 1 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian.

historical moment of modernity _____________________________________________________________________________________ _____________________________________________________________________________________ seamless technique _____________________________________________________________________________________ _____________________________________________________________________________________ hierarchy of genres _____________________________________________________________________________________ _____________________________________________________________________________________ strict notions of beauty _____________________________________________________________________________________ _____________________________________________________________________________________ overturn academic values _____________________________________________________________________________________ _____________________________________________________________________________________ individual vision _____________________________________________________________________________________ _____________________________________________________________________________________ pull away from the modern focus on originality _____________________________________________________________________________________ _____________________________________________________________________________________ pinpoint start and end dates for each period _____________________________________________________________________________________ _____________________________________________________________________________________ gradual transformation _____________________________________________________________________________________ _____________________________________________________________________________________ become an important determiner of meaning _____________________________________________________________________________________ _____________________________________________________________________________________ require viewer intervention _____________________________________________________________________________________ _____________________________________________________________________________________ incorporation of elements of popular culture _____________________________________________________________________________________ _____________________________________________________________________________________ appreciate and enjoy without any aesthetic training

_____________________________________________________________________________________ _____________________________________________________________________________________ undermine notions of value and artistic worth _____________________________________________________________________________________ _____________________________________________________________________________________ rejection of the aesthetics _____________________________________________________________________________________ _____________________________________________________________________________________ reflect a widespread disillusionment with life _____________________________________________________________________________________ _____________________________________________________________________________________ eminence of achievement _____________________________________________________________________________________ _____________________________________________________________________________________ junk the idea _____________________________________________________________________________________ _____________________________________________________________________________________ inherent meaning _____________________________________________________________________________________ _____________________________________________________________________________________ instantly recognizable _____________________________________________________________________________________ _____________________________________________________________________________________ embrace many different approaches _____________________________________________________________________________________ _____________________________________________________________________________________ get rid of the boundary between art and everyday life _____________________________________________________________________________________ _____________________________________________________________________________________ based on a utopian vision of human life and society _____________________________________________________________________________________ _____________________________________________________________________________________ negate the subject _____________________________________________________________________________________ _____________________________________________________________________________________ ultimate universal principles _____________________________________________________________________________________ _____________________________________________________________________________________ respond to reality

_____________________________________________________________________________________ _____________________________________________________________________________________ champion clarity and simplicity _____________________________________________________________________________________ _____________________________________________________________________________________ embrace complex and often contradictory layers of meaning _____________________________________________________________________________________ _____________________________________________________________________________________ outdated terms _____________________________________________________________________________________ _____________________________________________________________________________________ be subject to change _____________________________________________________________________________________ _____________________________________________________________________________________ attack the use of sharp binary classifications _____________________________________________________________________________________ _____________________________________________________________________________________ present a fragmented view of human subjectivity and history _____________________________________________________________________________________ _____________________________________________________________________________________ be lamented and mourned as a loss _____________________________________________________________________________________ _____________________________________________________________________________________ lament the idea of fragmentation, or incoherence _____________________________________________________________________________________ _____________________________________________________________________________________ extension of modernist experimentation _____________________________________________________________________________________ _____________________________________________________________________________________ marginalize and oppress the rights of others _____________________________________________________________________________________ _____________________________________________________________________________________ inadmissibility of all totalizing ways of viewing any dimension of life _____________________________________________________________________________________ _____________________________________________________________________________________ absurdities and inconsistencies _____________________________________________________________________________________ _____________________________________________________________________________________ GIVE APPROPRIATE TITLE TO EACH PARAGRAPH.



_________________________________

1. Postmodernism is hard to define, because it is a concept that appears in a wide variety of disciplines or areas of study, including art, architecture, music, film, literature, sociology, communications, fashion, and technology. It's hard to locate it temporally or historically, because it's not clear exactly when postmodernism begins. 

___________________________________

2. Postmodernism was a reaction against modernism. Modernism was generally based on a utopian vision of human life and society and a belief in progress. It assumed that certain ultimate universal principles or truths such as those formulated by religion or science could be used to understand or explain reality. Modernist artists believed that by negating the subject and experimenting instead with form, technique and processes they could find a way of purely and simply understanding and reflecting the modern world. 

____________________________________

3. Postmodernism postulates that many, if not all, apparent realities are only social constructs and are therefore subject to change. It claims that there is no absolute truth and that the way people perceive the world is subjective and emphasizes the role of language, power relations, and motivations in the formation of ideas and beliefs. In particular it attacks the use of sharp binary classifications such as male versus female, white versus black, and imperial versus colonial. 

_____________________________________

4. Postmoderns are suspicious of those who make universal truth claims. All claims of universal meaning are viewed as imperialistic efforts to marginalize and oppress the rights of others. The most important value of postmodernity is the inadmissibility of all totalizing ways of viewing any dimension of life. 

______________________________________

5. Postmodern concern for plurality, diversity and tolerance has not led to a more stable and secure society. Instead, the postmodern era exchanged one misguided mood for another. Postmodernity was fueled by a shift from the human optimism of modernity (based on scientific certainty and technological progress), to a pessimistic mood of skepticism and uncertainty. CONTENTS

UNIT 1.WOULDN'T IT BE NICE IF WE LIVED IN A WORLD OF NON-VIOLENCE?



WAR IS NOT THE ANSWER



A CALL TO WELCOME PEACE AND DIVERSITY

UNIT 2. SOCIETY AND INDIVIDUAL



SOCIAL ORDER OF THE STATE AND THE LIBERTY OF THE INDIVIDUAL



MAN AND SOCIETY

UNIT 3. CHALLENGES OF OUR CENTURY



MUCH OF WHAT NEEDS TO BE DONE IS NOT HAPPENING



THE CALL AND THE CHALLENGE

3

22

38

UNIT 4. HOW THE INTERNET IS CHANGING INTERNATIONAL POLITICS AND DIPLOMACY



THE RISE OF “NETPOLITIK”



THE INVISIBLE SCAFFOLDING FOR CONSTRUCTING MEANING



STORIES

UNIT 5. GROWTH AND DEVELOPMENT



ECONOMIC DEVELOPMENT



OBSTACLES OR CONSTRAINTS ON ECONOMIC DEVELOPMENT

UNIT 6. HUMAN RIGHTS

53

71

93



RIGHTS, NEEDS AND RESPONSIBILITIES

UNIT 7. IDEAS RULE THE WORLD 

111

CHALLENGES OF OUR CENTURY

UNIT 8. THE NEED FOR CHANGE



WORLD PROBLEMS



ENVIRONMENTAL PROBLEMS

UNIT 9. THE WORLD OF MARKETING



ADVERTISING



COMPARATIVE ADVERTISING: TIPS AND TRAPS



BRAND WARS

UNIT 10. MODERN AND POSTMODERN ART



GENERAL IDEOLOGY



PRINCIPLES OF POSTMODERNIST ART

CONTENTS

127

141

159

173