World Politics Essentials of International Communication 1 1

NINA LEGOSHINA NATALIA SILAEVA
WORLD POLITICS: ESSENTIALS OF INTERNATIONAL

COMMUNICATION
УЧЕБНОЕ ПОСОБИЕ ПО АНГЛИЙСКОМУ ЯЗЫКУ ДЛЯ СТУДЕНТОВ-

МЕЖДУНАРОДНИКОВ
КРАТКАЯ АННОТАЦИЯ
Цель настоящего учебного пособия — дальнейшее развитие речевой,

языковой и страноведческой компетенции студентов 2 курса
лингвистических и гуманитарных вузов, обучающихся по направлениям
подготовки «Международные отношения» и «Политология». Предлагаемое
издание рассчитано на студентов со знанием английского языка среднего и
продвинутого уровня (уровни B2 – C1 согласно европейской классификации
CEFR) и рекомендуется в качестве базового учебника.
ВВЕДЕНИЕ
Настоящее учебное пособие направлено на формирование у студентов-

международников 2 курса иноязычной профессиональной коммуникативной
компетенции, учитывающей не только языковые, культурологические и
страноведческие, но также и профессиональные знания и навыки.
Студенты будут
знать:
- основную и частную терминологию языка избранного профиля;
уметь:
- составлять доклады по профессиональной проблематике;
- выполнять письменные проектные задания (письменное оформление
презентаций);
-устанавливать профессиональные контакты на иностранном языке в
условиях межкультурного общения;
владеть:
- умением работать продуктивно и целенаправленно с текстами
публицистического и информационного стилей, понимать их специфику;
- умением создавать материал для устных презентаций с использованием
мультимедийных технологий;
- навыками перевода профессионально-ориентированных текстов.
Тематический план учебного пособия определяется профильной программой

студентов-международников 2 курса и затрагивает общие вопросы
мирополитической проблематики. Учебное пособие состоит из 5 основных
глав:
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1) Human Rights,
2) Sovereignty,
3) Migration,
4) Hard, Soft and Smart Power,
5) Culture and Politics
Каждая глава учебного пособия состоит из нескольких разделов.
Раздел 1 – Lead-in - предварительное обсуждение темы
Студентам предоставляется возможность познакомиться с темой главы и
обсудить основной понятийный аппарат, опираясь на фоновые знания. Такие
задания этого раздела, как “Brainstorm the following in small groups”, “Discuss
the following all together”, позволяют студентам сформулировать
общечеловеческие представления о проблеме и проговорить их еще до
начала работы с учебными материалами. Помимо говорения, в водном
разделе каждой главы уделяется внимание еще одному важному аспекту -
аудированию. Студенты получают задание просмотреть видео и вставить
пропущенные слова. На этом этапе также частично вводится
профессиональная лексика, которая в дальнейших разделах закрепляется и
отрабатывается.
Раздел 2 – Text Focus - основной текст
Студентам предлагается текст, внимание при этом акцентируется как на
содержании, так и на необходимой предметной терминологии. Полностью
вводится активная лексика, которая закрепляется в задании ответить на
вопросы после текста. Также этот раздел формирует понимание предметного
содержания данной главы.
Раздел 3 – Language Focus - тренировочные лексические и лексико-
грамматические упражнения
Задания этого раздела развивают языковые навыки. Основная задача раздела
Language Focus закрепить и отработать лексическую базу, которая
необходима для профессиональной коммуникации в заданном контексте.
Серия заданий направлена на закрепление отдельных слов и устойчивых
словосочетаний, которые учащиеся встречали в тексте. Студентам
предлагается проработать устойчивые сочетания, образующие активную
тематическую лексику, перевести с английского языка на русский и с
русского языка на английский, подобрать синонимы, антонимы, сделать
перифраз. В этом разделе студенты много работают с двуязычными и
одноязычными словарями. Составление собственных предложений с
отрабатываемой лексикой, а так же перевод на слух предложений,
составленных другими учащимися, также способствуют развитию
профессиональных коммуникативных навыков.
Раздел 4 – Discussion Focus - коммуникативные задания дискуссионной
направленности
Задания данного раздела главы позволяет студентам участвовать в
дискуссиях и круглых столах, подготавливать публичные выступления,
разбирать кейсы - конкретные профессиональные ситуации, представлять
индивидуальные или групповые проекты. Данный раздел предоставляет
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платформу для развития когнитивных и коммуникативных навыков
посредством анализа предметного содержания, его отбора и представления, а
также создает условия для формирования навыков работы с
информационными технологиями в индивидуальном режиме и в
сотрудничестве между обучающимися. Задания на просмотр видео
значительно усложнены по сравнению с заданиями вводного раздела. Видео
материалы представлены в виде отрывков лекций, монологичных
выступлений, документальных материалов по данной проблеме. Студенты
обладают достаточным базой для осуществления критического анализа и
обсуждения просмотренного видео материала.
Раздел 5 - Writing Focus – письмо
Задания данного раздела знакомят студентов с различными типами
академического письма и позволяют осуществить контроль освоения
языкового и предметного содержания определенной главы.
UNIT 1
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HUMAN RIGHTS
LEAD-IN
Part A: What Does It Mean to Be a Human?

Task 1. Brainstorm the following in small groups:
 what qualities define a human being;
 what is needed in order to protect, enhance, and fully develop these qualities
of a human being?
Task 2. Discuss the following all together:

 What does it mean to be fully human? How is that different from just "being
alive" or "surviving"?
 Are all human beings essentially equal? How do human beings differ?
 What do people need to live in dignity? Make a list of these necessities.
 What happens when a person or government attempts to deprive someone of
something that is necessary to human dignity?
Task 3. Comment on the quotation from Article 1 of the Universal Declaration

of Human Rights (the UDHR):
All human beings are born free and equal in dignity and rights. They are endowed
with reason and conscience and should act towards one another in a spirit of
brotherhood.
Part B: What Is a Right?

Task 1.Brainstorm the following in small groups:
 all meanings the noun "right" can have;
 the meaning of the noun "right" when we speak of a human right;
 the terms SURVIVAL, CONVENIENCES AND LUXURIES in regard of
human rights. Place each necessity listed in Part A under one of these
headings. For example, does education go under survival, conveniences or
luxuries category?
 definition options for human rights and write these on the board. Try and
evolve a definition that everyone can agree upon.

 Should human rights address only what a human being needs to survive?
Why or why not?
 Should human rights also protect those things you have classified under
"conveniences and luxuries"? Why or why not?
 Some people in the world have only what is necessary to survive while
others have luxury and convenience. Is this situation just and fair? Is it a
human rights violation?
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 Can something be done to equalize the enjoyment of human dignity? Should
something be done? If so, how? And by whom?
Part C: What Is a Universal Right?

Task 1.Watch Video 1.1 and fill in the gaps:
1) Human rights are not privileges; they cannot be ____________ or
____________.
2) Human rights are inalienable and ____________.
3) One of the purposes of the UN ____________is to ____________faith in
fundamental human rights.
4) All human beings are born free and ____________in ____________and
Human rights.
5) The UN Declaration of Human Rights lists ____________articles, among
those the right to life and ____________.
6) The UN Declaration of Human Rights refers to negative freedoms, like the
freedom from ____________and ____________, as well as positive
freedoms – such as freedom of ____________and ____________.
7) The declaration ____________on its universality, indivisibility and
____________.
8) It is not at all easy to universally ____________these rights and to
____________transgressors.
9) The main body within the UN body cannot ____________states to change
their policy or ____________of victim.
10) Critics say that development of human rights has been
____________by a small number of mostly western nations.
11) Others ____________the universal human rights laws and point at
their positive role in setting ____________ ____________.
12) The European convention on HR establishes a ____________where
47 member-countries and the ____________can bring cases.
13) The court ____________ binding decisions that each
_____________________must comply with.
14) Should there be the right to ____________the Internet or right to
____________ ____________?
Task 2. Read the comments of Eleanor Roosevelt, Chair of the UN commission

that drafted the UDHR, on the importance of universal human rights standards:
Where, after all, do universal rights begin? In small places, close to home –
so close and so small that they cannot be seen on any maps of the world. Yet
they are the world of the individual person; the neighborhood he lives in; the
school or college he attends; the factory, farm or office where he works.
Such are the places where every man, woman, and child seeks equal justice,
equal opportunity, equal dignity without discrimination. Unless these rights
have meaning there, they have little meaning anywhere. Without concerned
citizen action to uphold them close to home, we shall look in vain for
progress in the larger world.
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Eleanor Roosevelt
The Great Question, 1958
Discuss the following:

 What do you think Eleanor Roosevelt means by "universal rights"?
 Some people feel that universal values or standards of behavior are
impossible. What do you think?
 Why do you think the UN chose the word Universal instead of the word
International when naming the Declaration of Human Rights?
 What do you think Eleanor Roosevelt means by "concerned citizen action to
uphold" rights close to home?
TEXT FOCUS
Task 1. Read the text carefully paying special attention to the words and word
combinations in bold.
EVOLUTION OF HUMAN RIGHTS
HUMAN RIGHTS PRINCIPLES
Human rights are rights inherent to all human beings, whatever our nationality,
place of residence, sex, national or ethnic origin, colour, religion, language, or any
other status. We are all equally entitled to our human rights without
discrimination. These rights are all interrelated, interdependent and indivisible.
Universal human rights are often expressed and guaranteed by law, in the forms
of treaties, customary international law, general principles and other sources of
international law. International human rights law lays down obligations of
Governments to act in certain ways or to refrain from certain acts, in order to
promote and protect human rights and fundamental freedoms of individuals or
groups.
1) Universal and inalienable
The principle of universality of human rights is the cornerstone of international
human rights law. This principle, as first emphasized in the Universal Declaration
on Human Rights in 1948, has been reiterated in numerous international human
rights conventions, declarations, and resolutions. The 1993 Vienna World
Conference on Human Rights, for example, noted that it is the duty of States to
promote and protect all human rights and fundamental freedoms, regardless of
their political, economic and cultural systems.
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All States have ratified at least one, and 80% of States have ratified four or more,
of the core human rights treaties, reflecting consent of States which creates legal
obligations for them and giving concrete expression to universality. Some
fundamental human rights norms enjoy universal protection by customary
international law across all boundaries and civilizations.
Human rights are inalienable. They should not be taken away, except in specific
situations and according to due process. For example, the right to liberty may be
restricted if a person is found guilty of a crime by a court of law.
2) Interdependent and indivisible
All human rights are indivisible, whether they are civil and political rights, such
as the right to life, equality before the law and freedom of expression; economic,
social and cultural rights, such as the rights to work, social security and
education, or collective rights, such as the rights to development and self-
determination, are indivisible, interrelated and interdependent. The improvement of
one right facilitates advancement of the others. Likewise, the deprivation of one
right adversely affects the others.
3) Equal and non-discriminatory
Non-discrimination is a cross-cutting principle in international human rights law.
The principle is present in all the major human rights treaties and provides the
central theme of some of international human rights conventions such as the
International Convention on the Elimination of All Forms of Racial
Discrimination and the Convention on the Elimination of All Forms of
Discrimination against Women.
The principle applies to everyone in relation to all human rights and freedoms and
it prohibits discrimination on the basis of a list of non-exhaustive categories
such as sex, race, colour and so on. The principle of non-discrimination is
complemented by the principle of equality, as stated in Article 1 of the Universal
Declaration of Human Rights: “All human beings are born free and equal in
dignity and rights.”
PROTECTION OF HUMAN RIGHTS
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Human rights entail both rights and obligations. States assume obligations and
duties under international law to respect, to protect and to fulfill human rights.
The obligation to respect means that States must refrain from interfering with or
curtailing the enjoyment of human rights. The obligation to protect requires
States to protect individuals and groups against human rights abuses. The
obligation to fulfil means that States must take positive action to facilitate the
enjoyment of basic human rights.
However, globally, the champions of human rights have most often been
citizens, not government officials. In particular, nongovernmental organizations
(NGOs) have played a primary role in focusing the international community on
human rights issues. NGOs monitor the actions of governments and pressure them
to act according to human rights principles. They dedicate their efforts to
protecting human rights and ending human rights abuses. Major human rights
organizations maintain extensive websites documenting violations and calling for
remedial action, both at a governmental and grass-roots level. Public support
and condemnation of abuses is important to their success, as human rights
organizations are most effective when their calls for reform are backed by strong
public advocacy. Below are some examples of such groups.
Human Rights Watch
Human Rights Watch is a nonprofit, nongovernmental human rights organization
that works as part of a vibrant movement to uphold human dignity and advance
the cause of human rights for all. It is made up of roughly 400 staff members
around the globe. Its staff consists of human rights professionals including country
experts, lawyers, journalists, and academics of diverse backgrounds and
nationalities. Established in 1978, Human Rights Watch is known for its accurate
fact-finding, impartial reporting, effective use of media, and targeted advocacy,
often in partnership with local human rights groups. Human Rights Watch defends
the rights of people worldwide. It scrupulously investigates abuses, exposes the
facts widely, and pressures those with power to respect rights and secure justice.
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It has thematic divisions or programs on arms; business and human rights;
children’s rights; disability rights; health and human rights; international justice;
refugees; women’s rights; and an emergencies program. Each year, Human Rights
Watch publishes more than 100 reports and briefings on human rights conditions in
some 90 countries, generating extensive coverage in local and international media.
Amnesty International
Amnesty International is a global movement of more than 7 million people who
take injustice personally. The movement is campaigning for a world where human
rights are enjoyed by all. It investigates and exposes the facts, whenever and
wherever abuses happen. It lobbies governments, and other powerful groups such
as companies making sure they keep their promises and respect international law.
In 1961, British lawyer Peter Benenson was outraged when two Portuguese
students were jailed just for raising a toast to freedom. He wrote an article in The
Observer newspaper and launched a campaign that provoked an incredible
response. Reprinted in newspapers across the world, his call to action sparked the
idea that people everywhere can unite in solidarity for justice and freedom.
Over the years, human rights have moved from the fringes to centre stage in world
affairs. Amnesty has grown from seeking the release of political prisoners to
upholding the whole spectrum of human rights. Its work protects and empowers
people - from abolishing the death penalty to combating discrimination and
defending refugees and migrants’ rights.
HUMAN RIGHTS TODAY
The world has not seen this much tumult for a generation. The once-heralded Arab
Spring has given way almost everywhere to conflict and repression. Islamist
extremists commit mass atrocities and threaten civilians throughout the Middle
East and parts of Asia and Africa. Fears of extremist armed attacks continue to
drive legal and policy change in much of the world. Suicide bombers and gunmen
have killed hundreds of people and injured thousands more outside of traditional
conflict areas in recent years.
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Sometimes it can seem as if the world is unraveling. Many governments have
responded to the turmoil by downplaying or abandoning human rights. Some
governments continue to raise human rights concerns, but many appear to have
concluded that today’s serious security threats must take precedence over
human rights. That subordination of human rights is not only wrong, but also
counterproductive. Violations of human rights often spark these security
challenges and play a major role in spawning or aggravating most of today’s
crises. Protecting human rights and enabling people to have a say in how their
governments address the crises will be key to their resolution. Particularly in
periods of challenges and difficult choices, human rights are an essential compass
for political action as they reflect fundamental values, widely shared and deeply
held. The short-term gains of undermining those core values and the
fundamental wisdom that they reflect are rarely worth the long-term price that
must inevitably be paid. Instead, policymakers would do better to recognize them
as moral guides as well as legal obligations.
(Based on: http://www.ohchr.org/EN/Issues/Pages/WhatareHumanRights.aspx
https://www.hrw.org/about
https://www.amnesty.org/en/who-we-are/)
GLOSSARY
The Universal Declaration on Human Rights -a milestone document in the
history of human rights. Drafted by representatives with different legal and cultural
backgrounds from all regions of the world, the Declaration was proclaimed by the
United Nations General Assembly in Paris on 10 December 1948 as a common
standard of achievements for all peoples and all nations.
The 1993 Vienna World Conference on Human Rights - On 25 June 1993,
representatives of 171 States adopted by consensus the Vienna Declaration and
Programme of Action of the World Conference on Human Rights, thus
successfully closing the two-week World Conference and presenting to the
international community a common plan for the strengthening of human rights
work around the world.
The International Convention on the Elimination of All Forms of Racial
Discrimination - (ICERD) is a United Nations convention. A third-generation
human rights instrument, the Convention commits its members to the elimination
of racial discrimination and the promotion of understanding among all races. The
convention was adopted and opened for signature by the United Nations General
Assembly on 21 December 1965, and entered into force on 4 January 1969.
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The Convention on the Elimination of All Forms of Discrimination against
Women - (CEDAW) is a United Nations convention. Adopted in 1979 by the UN
General Assembly, it is often described as an international bill of rights for
women. Consisting of a preamble and 30 articles, it defines what constitutes
discrimination against women and sets up an agenda for national action to end
such discrimination.
Human Rights Watch - (commonly known as HRW) is an international non-
governmental organization (with headquarters in New York City) that conducts
research and advocacy on human rights.
Amnesty International - (commonly known as Amnesty and AI) is a non-
governmental organization with the stated objective to conduct research and
generate action to prevent and end grave abuses of human rights, and to demand
justice for those whose rights have been violated.
Task 2. Answer the following questions.

1. What are the basic principles of human rights?
2. What does the Universal Declaration on Human Rights emphasize?
3. What does the principle of universality imply?
4. What do such characteristics of human rights as inalienability, interdependence
and indivisibility presuppose?
5. What is a cross-cutting principle in international human rights law?
6. What obligations and duties do states assume under international law?
7. Why is the work of NGOs so important in promoting the cause of human rights?
8. When did the Human Rights Watch start its activity?
9. What activities is the HRW engaged in?
10. What is Amnesty International noted for?
11. How did AI launch its activities devoted to protecting human rights?
12. What is the current situation in regard of protecting human rights at a global
level?
LANGUAGE FOCUS
Task 1. Find a) nominal b) adjectival c) verbal combinations in the text with the
following words:
rights freedoms obligations discrimination security
Task 2. Give Russian equivalents to the following words and word combinations:
 to respect/ to protect/ to promote/ to fulfill/ to defend/ to downplay/ to
abandon/ to restrict/to deprive of human rights
 human/ interrelated/ interdependent/ indivisible/ universal/ inalienable/
equal/ non-discriminatory rights
 civil/ political/ economic/ social/ cultural rights
 individual/collective rights
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 to betray/ to share/ to hold/ to undermine/ to recognize/ to reflect core/
fundamental values
 to curtail the enjoyment of human rights
 to advance the cause of human rights
 to raise human rights concerns
 to lay down/ to create legal obligations
 to refrain from smth/ doing smth
 to enjoy universal protection/ rights/ freedoms
 to prohibit discrimination on the basis of
 at a governmental and grass-roots level
 to threaten civilians
 take precedence over smth
 to spark/ to meet security challenges/threats
 to spawn/ to aggravate/ to address a crisis
Task 3. Paraphrase the following word combinations:

 to be inherent to smb
 to be entitled to smth
 a cross-cutting principle
 to assume obligations/duties
 champions of human rights
 strong public advocacy
 to investigate abuses
 to secure justice
 to lobby governments
 to abolish the death penalty
Task 4. Match the words from two columns to make up word combinations.
1. to ratify a. obligations
2. to spark b. by law
3. to uphold c. a human rights treaty
4. to commit d. fundamental rights and freedoms
5. to facilitate e. security challenges
6. to lay down f. as moral guides
7. to respond g. a long-term price
8. to protect and promote h. to the turmoil
9. to pay i. human rights concerns
10.to raise j. mass atrocities
11.to recognize human rights k. human dignity
12.to guarantee rights l. advancement
Task 5. Suggest as many synonyms as you can for the words below. Consult the
dictionary.
to promote to investigate
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to spark to spawn
to secure to undermine
a cornerstone (n) to launch
to assume to restrict
tumult (n) essential (adj)
to emphasize to ratify
to address to respond
to prohibit to abolish
Task 6. Suggest as many antonyms as you can for the verbs below. Consult the dictionary.
to impose to advance
to pressure to expose
to abandon to respect
to uphold to eliminate
to protect to curtail
Task 7. Give English equivalents to the following word combinations:

 подчеркнуть в декларации
 вновь/повторно заявить о своей позиции
 ратифицировать договор
 ограничивать право на
 продвигать права и свободы человека
 вмешиваться в вопрос соблюдения прав человека
 направить усилия на
 запустить/начать кампанию
 вооруженные нападения со стороны экстремистов
 подрывать основные ценности
 справляться с вызовами в области безопасности
 обеспечить соблюдение прав и свобод
Task 8. Make up ten sentences of your own in Russian and ten sentences in
English using words and word combinations from Tasks 1- 7.
Task 9. Fill in the gaps with suitable words from the box.
freedom of speech and belief faith in fundamental human rights
the development of friendly relations equal and inalienable rights
disregard and contempt the peoples of territories
universal respect for and observance of to rebellion against
social progress and better standards of life to promote respect
universal and effective recognition and observance
DECLARATION OF HUMAN RIGHTS

PREAMBLE
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Whereas recognition of the inherent dignity and of the _________ of all members
of the human family is the foundation of freedom, justice and peace in the world,
Whereas _________ for human rights have resulted in barbarous acts which have
outraged the conscience of mankind, and the advent of a world in which human
beings shall enjoy __________ and freedom from fear and want has been
proclaimed as the highest aspiration of the common people,
Whereas it is essential, if man is not to be compelled to have recourse, as a last
resort, _________ tyranny and oppression, that human rights should be protected
by the rule of law,
Whereas it is essential to promote __________ between nations,
Whereas the peoples of the United Nations have in the Charter reaffirmed their
_________, in the dignity and worth of the human person and in the equal rights of
men and women and have determined to promote __________ in larger freedom,
Whereas Member States have pledgedthemselves to achieve, in co-operation with
the United Nations, the promotion of universal __________ human rights and
fundamental freedoms,
Whereas a common understanding of these rights and freedoms is of the greatest
importance for the full realization of this pledge,
Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL
DECLARATION OF HUMAN RIGHTS as a common standard of achievement
for all peoples and all nations, to the end that every individual and every organ of
society, keeping this Declaration constantly in mind, shall strive by teaching and
education _________ for these rights and freedoms and by progressive measures,
national and international, to secure their __________, both among the peoples of
Member States themselves and among ___________ under their jurisdiction.
Task 10. Translate the text from Russian into English using vocabulary from
tasks 1-9.
Европейская Конвенция о защите прав человека и основных свобод
1. Основы прав человека — уважение жизни и достоинства каждого
отдельного человека — присутствуют в большинстве великих религий и
философских учений мира.
2. Права человека называют "неотъемлемыми", потому что они присущи
каждому человеку, независимо от расы, цвета кожи, пола, языка, религии,
политических или иных убеждений, национального или социального
происхождения, имущественного положения, рождения или любых иных
обстоятельств.
3. Права человека играют особую роль во взаимоотношениях человека и
государства. Они предоставляют свободы гражданам в отношениях с
государством и требуют от государства удовлетворения основных
потребностей людей, подпадающих под его юрисдикцию.
4. Лучше всего эти права излагаются в международно-правовых документах.
Наибольшую известность получила Всеобщая декларация прав человека,
принятая Генеральной Ассамблеей ООН в 1948 году. Этот
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основополагающий документ и в настоящее время имеет огромное влияние
во всем мире.
5.Вдохновляясь положениями Всеобщей декларации, Совет Европы принял
Конвенцию о защите прав человека и основных свобод. Этот документ был
открыт для подписания в 1950 году.
6. ЕКПЧ и ее протоколы гарантируют право на:
 жизнь, свободу и неприкосновенность личности;
 справедливое судебное разбирательство по гражданским и уголовным
делам;
 свободу мысли, совести и религии;
 свободу выражения мнения (включая свободу средств массовой
информации);
 свободу собраний и объединений и т.д.
7. ЕКПЧ и ее протоколы запрещают:
 пытки и бесчеловечное и унизительное обращение;
 смертную казнь;
 рабство и подневольный труд;
 дискриминацию в реализации гарантированных конвенцией прав;
 выдворение из страны собственных граждан или отказ им во въезде в
страну;
 коллективное выдворение иностранцев.
DISCUSSION FOCUS
Task 1.Watch Video 1.2 and give examples of cases when the following kinds of
human rights are violated:
1) civil rights and freedoms
2) political rights and freedoms
3) economic rights and freedoms
4) social rights and freedoms
Task 2. The slogan of Amnesty International is “Better to Light a Candle than

Curse the Darkness”. What mission stands behind these words? Think of any
other slogans a human rights organization may use and enumerate the main
targets of such groups.
Task 3. There is more and more coverage of human rights in the media. Read
the article criticizing the quality of this coverage and give well-grounded
counterarguments to each of the negative theses.
Criticisms of human rights coverage in the media
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Many observers note that although there is more human rights coverage in the
media now than in the past, it is not all good. Some common criticisms are:
 Media confuse issues because journalists have an inadequate understanding
of human rights: what they are, how they are created, governments’
responsibilities and how they are promoted and enforced.
 When journalists cover human rights issues, they present them as crime or
politics stories rather than rights issues. They ignore the existence of
international human rights standards for domestic violence, racial
discrimination, treatment of migrants, child abuse, education, health, cultural
freedoms and many other issues. This weakens media’s “watchdog” role,
because journalists do not hold their governments and other powerful
institutions to account on these issues.
 Journalists present information without context or analysis. As a result,
human rights violations seem to be isolated instances or new events even
when they are only the latest in a history of similar violations.
 Media themselves sometimes perpetrate human rights abuses by invading
privacy, perpetuating bias and stereotypes, not calling governments to
account, or deepening conflict.
(based on: http://www.speakupspeakout.internews.org/?q=section-2-concepts-skills-and-

tools/media-journalism-and-human-rights)
Task 4. Watch the speech by William Schabas, a Canadian academic in the field
of international criminal and human rights law, and be ready to do the following
tasks.
PART I
1. Watch Video1.3 and answer the following questions:
- What was the situation with implementation of death penalty 50 years ago and
what has changed by now?
- What has changed in the USA?
- What states have abolished capital punishment, and what countries still
implement it?
2. Search the Internet and get ready to discuss the following:

- What is capital punishment?
- In what circumstances is it implemented in different countries?
- Which countries have abolished it?
- Why is its abolishment important in terms of Human Rights?
- What do you think are pros and cons of abolishment of death penalty?
3. Search the Internet and find information about implementation of death

penalty in Russia.
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PART II
1. Watch Video 1.4 and answer the following questions:
- What important historical events does Mr.Schabas mention as landmarks of
human rights development? Why were they important?
- Why does he say that those who drafted these ideas back in the 18th century
had “blind spots”?
- What sorts of discriminations does Mr.Schabas mention and how has the
attitude to them changed for the last 50 years?
2. Discuss the following questions in the group:

- What else do you think has changed and will change in promotion of
equality?
- What new types of discrimination will you add to the list taking into account
the latest developments in the world?
PART III
1. Watch Video1.5 and answer the following questions:
- What are the disability rights and how have they changed?
- Explain the phrase “We have huge inequalities on this planet in economic
and social rights, economic and social status”.
- Why have the populist movements been rising in different parts of the
world?
- Why does Mr.Schabas say that these movements are threatening human
rights and yet the victims of these violations turn to them in hope to enhance
their desire for equal treatment?
- Do you think this inequality can be solved in the next 50 years?
- How is the right to freedom of movement violated?
- What two very important human rights are refugees trying to exercise when
they go to Europe?
- About what does Mr.Schabas say that “it's to our shame as Europeans”?
2. Discuss the following questions in the group:

- Do you agree or disagree with Mr.Schabas’s predictions?
- What else do you think will or must be changed?
- What facts make us optimistic and pessimistic about our future in terms of
human rights?
PRESENTATION FOCUS
Task 1. Read the UDHR in Appendix 1, choose one of the articles and give a
presentation describing two or three cases of its violation.
Task 2. Choose a personality noted for his/her struggling for human rights and
in groups of two prepare a presentation about this person and his/her activities.
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WRITING FOCUS
OPINION ESSAY
PRACTICE PART
Read THEORY PART in Appendix 2 Unit 1 and write an opinion essay on one of
the topics from the list below (250-300 words):
1) The Universal Declaration of Human Rights does not correspond to the morality
of the contemporary world. What is your opinion?
2) Stop and Search police practice undermines the human rights principles. To
what extent do you agree with this statement?
3) Human Rights are not mandatory for civilizations where they come at odds with
cultural norms and traditions. Do you agree or disagree with this statement?
4) Human rights is the soul of our foreign policy, because human rights is the very
soul of our sense of nationhood. To what extent do you agree with this quote by
Jimmy Carter?
5) Human rights are not only violated by terrorism, repression or assassination, but
also by unfair economic structures that create huge inequalities. Do you agree or
disagree with this statement by Pope Francis?
UNIT 2
SOVEREIGNTY
LEAD-IN
Part A: What Does a Territory Mean for a Human Being?

 what defines his/her own territory for a person;
 how we define our boundaries (physical, emotional, social, etc.)
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 What responsibilities and rights does every person have on his/her own
territory?
 Who does a person share his/her territory with and why?
 Who can enter our territory and how? What happens in case of intrusion?
Part B: What Does a Territory Mean for a State?

 what defines a territory of a state;
 how we define boundaries of a state.

 What responsibilities and rights does every state have on its own territory?
 Who can enter a state’s territory and how? What happens in case of
intrusion?
Part C: What Does Sovereignty Imply?

 What is being Autonomous for a person and for a state?
 What is Control for a person and for a state?
 When and why do you think a person may intervene in other people’s lives?
 Can you think of a situation when a state has the right to intervene in the
affairs of other states?
Task 2. Make a mind-map outlining the main associations with the word
SOVEREIGNTY
Task 3. Brainstorm the definitions of the following concepts:

INTEGRITYCONTROL AUTONOMY INTERVENTION
TEXT FOCUS
Task 1. Read the text carefully paying special attention to the words and
collocations in bold.
NATURE OF SOVEREIGNTY
MAIN ATTRIBUTES OF STATE SOVEREIGNTY
"All Members shall refrain in their
international relations from the threat
or use of force against the territorial integrity
or political independence of any state."
--Article 2(4) of the United Nations Charter
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State sovereignty plays a crucial role in understanding and dealing with
International Relations theory. For a basic definition we shall use the four main
attributes: a sovereign state needs to have territoriality, control, autonomy and
must recognize and be recognized by other states.
The Territoriality property is there to guarantee that those who govern the state
have a territory and a defined population to govern. This allows us to distinguish
between states (or nation states) and nations. A nation – assuming the
conventional, but also hotly debated usage of this term – is stateless when it does
not have a territory on which it can establish statehood.
Control is the ability of the state to govern the affairs, the economy, the legislation,
and the political order within the governed territory. To use the classic definition of
state given by Max Weber, the state can claim the legitimate use of violence
within a given territory. The prerogatives of the state within a territory are not
limited to the use of violence – violence however represents the ultimate means of
the state to retain control of its internal affairs.
Control is also to be intended as the ability to monitor its boundaries, and control
intrastate activities such as traffic of people and goods, diplomatic activities,
communications and immigration.
The third feature that characterizes sovereign states is Autonomy. This term refers
to the principle of non-intervention. Crudely put, a state must recognise the
complete autonomy of other states to run their internal affairs as they please and
should have the same right recognised by other states.
Mutual recognition refers to the fact that states need to enjoy a role in the
international society, and they can only do so if they are accepted within it. States
exist because they are accepted by other states into the international community
of states: their sovereignty is legitimised by other states’ recognition.
CHANGING NATURE OF SOVEREIGNTY
“The time of absolute sovereignty
and exclusive sovereignty…has passed;
its theory was never matched by reality”
Boutros-Ghali 1992
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The concept of sovereignty has long been seen as a fundamental pillar of the
international system. Yet, some scholars have argued that certain aspects of the
contemporary international system, like globalisation, have led to its erosion. For
some, the greatest challenge (or perhaps threat) posed to sovereignty stems from
international human rights obligations. Human rights and sovereignty are often
seen as juxtaposed, competing and contradictory regimes.
The nature of sovereignty has seemingly changed from one that endows states
with certain infallible rights, to one that grants them certain responsibilities.
Humanitarian Intervention during the 1990s
During the 1990s a flurry of interventions occurred which were predicated on a
humanitarian rationale. Interventions which sought to protect civilians took
place in Iraq, Somalia, Haiti and others. These interventions were notable in
several ways. For example, they were explicitly supported by humanitarian
rationales, which represented a significant break with the Cold War period. The
non-intervention norm which was preponderant during the Cold War – where any
intervention seemingly amounted to a violation of sovereignty – was to an extent
ceding to humanitarian concerns.
Extra attention must be paid to the intervention in Northern Iraq in 1991, as it is
illustrative of two important trends. Firstly, it demonstrated that states could no
longer necessarily expect to act with impunity towards their own populations
without being rebuked, and secondly; that concerns over human rights could trump
those over sovereignty.
The intervention in Northern Iraq, and the ones that followed, seemed to suggest
that sovereignty was undergoing a degree of change. State-sponsored mass human
rights abuse was no longer considered to be a strictly internal affair, which
rendered the international community powerless, due to sovereignty norms. The
new role of the UN as a legitimating agent and the intrusive nature of the Iraqi
intervention itself seemed to suggest that the sovereignty rulebook was being
revised.
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The response of the international community to (some) instances of mass human
rights violations during the 1990s demonstrated that state sovereignty was no
longer sacrosanct and that leaders no longer had a free hand to act with impunity
on their own territory. A new norm of military intervention for humanitarian
purposes emerged which suggested that the apparent era of ‘sovereignty without
responsibility’ was over.
Sovereignty as Responsibility
The notion of sovereignty as responsibility recognises that “sovereignty carries
with it responsibilities for the population” and that “a government that allows its
citizens to suffer… cannot claim sovereignty in an effort to keep the outside world
from stepping in”. The concept has two aspects. Firstly, it confers a responsibility
on states to ensure a certain level of protection for and to provide for the basic
needs of the people. Additionally, it also confers a responsibility on the
international community to offer assistance to those in need and to hold
governments accountable for fulfilling their responsibility. This understanding
of sovereignty was novel as it conferred explicit responsibilities on both; states,
and crucially the international community at large.
The Responsibility to protect (RtoP or R2P) principle was adopted by the UN
following the 2005 World Summit.Recognizing the failure to adequately respond
to the most heinous crimes known to humankind, world leaders made a historic
commitment to protect populations from genocide, war crimes, ethnic cleansing
and crimes against humanity atthe High-level Plenary Meeting of the General
Assembly (World Summit) in 2005. This commitment, entitled the Responsibility
to Protect, stands upon three pillars:
- The State carries the primary responsibility for the protection of populations
from genocide, war crimes, crimes against humanity and ethnic cleansing.
This forms Pillar 1 of the R2P doctrine.
- Pillar 2 is the commitment of states to assist - through capacity building —
other states that are willing, but weak and unable, to uphold their Pillar 1
responsibilities.
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- Finally, Pillar 3 is activated when States are manifestly failing or unwilling
to protect their citizens. The international community should use appropriate
diplomatic, humanitarian and other peaceful means to protect populations
from these crimes. If a State fails to protect its populations or is in fact the
perpetratorof crimes, the international community must be prepared to take
stronger measures, including the collective use of force through the UN
Security Council.
This represents a very significant normative shift. During the Cold War era the
supremacy of the non-intervention norm seemed to suggest that the only
responsibility states really had was to stay out of each other’s affairs. This is a far
cry from today where states have recognised and made a commitment to the idea
that they not only have responsibilities towards their own population; but
potentially even to others as well.
(Based on: “In what way is state sovereignty an important concept
in understanding international relations?”,
Michael Bolt “The Changing Nature of Sovereignty”)
GLOSSARY
Max Weber - philosopher, political scientist, anti-war activist, journalist, educator,
scholar, sociologist, economist, literary critic (1864–1920). Max Weber was a
19th-century German sociologist and one of the founders of modern sociology. He
wrote The Protestant Ethic and the Spirit of Capitalism in 1905.
Boutros-Ghali–(born 14 November 1922) is an Egyptian politician and diplomat
who was the sixth Secretary-General of the United Nations (UN) from January
1992 to December 1996. An academic and former Vice Foreign Minister of Egypt,
Boutros Boutros-Ghali oversaw the UN at a time when it dealt with several world
crises, including the break-up of Yugoslavia and the Rwandan Genocide. He was
then the first Secretary-General of the Organisation internationale de la
Francophonie from November 1997 to December 2002.
Cold War- Growing out of post-World War II tensions between the two nations,
the Cold War rivalry between the United States and the Soviet Union that lasted
for much of the second half of the 20th century resulted in mutual suspicions,
heightened tensions and a series of international incidents that brought the world’s
superpowers to the brink of disaster. It was termed as "cold" because there was no
large-scale fighting directly between the two sides, although there were major
regional wars, known as proxy wars, in Korea, Vietnam and Afghanistan that the
two sides supported.
Humanitarian intervention:
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Iraq, 1991 - Operation Provide Comfort. Operation Provide Comfort and Provide
Comfort II were military operations initiated by the United States, the United
Kingdom, and some of the Gulf War allies, starting in April 1991, to defend Kurds
fleeing their homes in northern Iraq in the aftermath of the Persian Gulf War and
deliver humanitarian aid to them.
Somalia, 1992 - Unified Task Force. (UNITAF) was a US-led, United Nations-
sanctioned multinational force which operated in Somalia between 5 December
1992 – 4 May 1993. A United States initiative (code-named Operation Restore
Hope), UNITAF was charged with carrying out United Nations Security Council
Resolution 794 to create a protected environment for conducting humanitarian
operations in the southern half of the country. After the killing of several Pakistani
peacekeepers, the Security Council changed UNITAF's mandate issuing the
Resolution 837 that establishes that UNITAF troops could use "all necessary
measures" to guarantee the delivery of humanitarian aid in accordance to Chapter
VII of the United Nations Charter, and is regarded as a success.
Haiti, 1994 - Operation Uphold Democracy was an intervention designed to
remove the military regime installed by the 1991 Haitian coup d'état that overthrew
the elected President Jean-Bertrand Aristide. The operation was effectively
authorized by the 31 July 1994 United Nations Security Council Resolution 940.
The Responsibility to protect (RtoP or R2P) - an international security and human
rights norm to address the international community’s failure to prevent and stop
genocides, war crimes, ethnic cleansing and crimes against humanity.
The 2005 World Summit - the 2005 World Summit High-Level Plenary Meeting
of the 60th session of the UN General Assembly (14-16 September 2005, UN
Headquarters, New York). Representatives (including many leaders) of the then
191 (now 193) member states met in New York City for what the United Nations
described as “a once-in-a-generation opportunity to take bold decisions in the areas
of development, security, human rights and reform of the United Nation”. A
historic outcome document took a unified stance by the international community
on a broad array of crucial issues, including concrete steps towards combating
poverty and promoting development to unqualified condemnation of all forms of
terrorism along with the acceptance of collective responsibility to protect civilians
against genocide and other crimes against humanity.

1. Why is the Territoriality property one of the four main attributes of the State
sovereignty? What does it guarantee?
2. When is a nation stateless? Give some examples of such nations?
3. What role does Control play in the State sovereignty? How can you define a
term “legitimate use of violence”? Give some examples of legitimate use of
violence.
4. What is in the core of the non-intervention principle?
5. Why is mutual recognition so important for a state’s sovereignty? Can you
think of any examples when acceptance by the international community is
24
having an impact in nation’s gaining full statehood and therefore
sovereignty?
6. How do human rights principles affect the notion of sovereignty?
7. What are the main characteristics of interventions during the 1990s?
Describe the cases of Iraq, Somalia and Haiti.
8. Why is the intervention in Northern Iraq in 1991 so notable?
9. What does the notion of sovereignty as responsibility imply?
10.When did UN adopt the RtoP principle? What commitment did the world
leaders make?
11.Describe three pillars of R2P.
12. How has the nature of Sovereignty changed since the end of Cold War?
LANGUAGE FOCUS
following words:
nation state sovereignty intervention
 mutual recognition
 to govern a state
 to establish statehood
 a stateless nation
 legitimate use of violence
 ultimate means
 to retain control over
 to run internal affairs
 to monitor boundaries
 intrastate activities
 principle of non-intervention/ a non-intervention norm
 international community of states
 to endow with certain infallible rights
 to act with/without impunity (towards)
 military intervention for humanitarian purposes
 to confer a responsibility on
 to hold accountable for
 to fulfill responsibilities
 to make a commitment
 genocide/ ethnic cleansing/war crimes/ crimes against humanity
 capacity building
 perpetrator of a crime
25
 mutual recognition of states
 internal affairs of a state
 to monitor boundaries
 principle of non-intervention
 violation of sovereignty
 to hold smb. accountable for smth.
 to protect civilians
1. non-intervention a. means
2. to govern b. with impunity
3. to fulfill c. boundaries
4. stateless d. accountable
5. endow with e. use of violence
6. ultimate f. the state
7. to retain g. certain infallible rights
8. internal h. non-intervention
9. to monitor i. control
10.intrastate j. community of states
11.principle of k. norm
12.mutual l. building
13.human rights m. nation
14.to confer n. a commitment
15.to hold o. recognition
16.to make p. affairs
17.capacity q. a responsibility (x2)
18.to act r. abuse
19.legitimate s. activities
20.international
Task 5. Suggest as many synonyms as you can for the words/word combinations
below. Consult the dictionary.
to recognize intervention
to play a crucial role obligation
to govern capacity
violation norm
to retain to fulfill
to endow to monitor
supremacy perpetrator
Task 6. Suggest as many
antonyms as you can for the words/word combinations below. Consult the
dictionary.
internal affairs violation of sovereignty

political order to retain control 26
violence to accept
to act with impunity internal affairs
 удержать контроль/власть
 возлагать ответственность на
 выполнять обязанности, обязательства
 взять на себя обязательство
 привлекать к ответственности, призвать к ответу
 устанавливать статус государства/учреждать государственность
 внутренняя торговля
 наделять непреложными правами
 человек, не имеющий гражданства
 нарушение закона/прав человека
 управлять государством/страной/внутренними делами
государства/территорией
 контролировать границы
 признавать статус государственности
 вести себя безнаказанно по отношению к кому-то
 нарушать принцип невмешательства
 нарушение суверенитет государства
Task 9. Fill in the gaps with suitable words from the box and translate the
sentences into Russian.
intervention, stateless, violence, human rights abuses, internal affairs,

retain control, fulfill responsibilities, non-intervention, governance,
to recognize, responsibilities, international community, violations, internal,
rights, infallible, with impunity, crimes against humanity, perpetrators,
legitimate, towards, sovereignty
1. The ________________ state monopoly over the means of

________________is a condition in which a state’s security forces operate
lawfully under a legitimate civilian authority, where actors conduct
themselves in accordance with democratic norms and principles of
good ________________.
2. This is characteristic of the take on sovereignty that prevailed during the
Cold War. Pakistan’s right to sovereignty was viewed as
27
________________regardless of its conduct; and India’s
________________was therefore deemed to be a breach of its sovereignty.
3. During this period, military intervention in the ____________
_____________of another state, regardless of the rationale that underpinned
it, was regarded as a violation of the ________________ norm.
4. ________________was no longer conceived of as an inherent right, and
crucially, states that did claim this right had ________________the
accompanying ________________for protecting their citizens.
5. The concept of sovereignty as responsibility suggests that states have a
responsibility ________________their own citizens to provide basic
protection and if states fail in this capacity then there is some license for the
______________ _____________to act.
6. Human rights ________________perpetrated by governments were no
longer perceived to be an ________________matter, which the international
community could do little about, due to the binds of sovereignty norms.
7. Unless efforts are stepped up, the ________________of millions of children
will continue to be violated _____ ___________
8. Unlike war crimes, __________ ____________ _____________can be
committed during peace or war. They are not isolated or sporadic events, but
are part either of a government policy (although the ________________need
not identify themselves with this policy) or of a wide practice of atrocities
tolerated or condoned by a government or a de facto authority.
9. A ________________person is someone who is not considered as a national
by any state. It means individuals have no legal identity, no passport, no
vote, and few or no opportunities to get an education.
10.Under the Disengagement Plan, Israel ___________ ___________over
Gaza’s airspace and territorial sea. It is manifestly exercising governmental
authority in these areas.
11.Most countries in the world are willing and able to protect their citizens, and
thus can ________________their ________________under Pillar 1.
12.The Pakistani military has carried out widespread
__________________________in the country's north-western tribal region
where the army is fighting a domestic Taliban insurgency, according to a
new report from Amnesty International.
Task 10. Translate the sentences from Russian into English using vocabulary
from tasks 1-9.
1. Государство обладает монополией на легальное применение силы. Это
законные основания для того, чтобы ограничивать права и свободы
граждан и даже лишать их жизни. Для этих целей оно имеет
специальные силовые структуры: армию, полицию, суды, тюрьмы и т.
п.
2. Международное сообщество приступило к серьезному обсуждению
вопроса о принятии эффективных мер в тех случаях, когда права
граждан грубо и систематически нарушаются.
28
3. Суть этого вопроса заключалась в том, обладают ли государства
абсолютным суверенитетом в ведении внутренних дел, и имеет ли
право международное сообщество вмешиваться во внутренние дела
какого-либо государства с гуманитарными целями.
4. Комиссия была создана в ответ на вопрос Кофи Аннана о том, на каком
этапе международное сообщество должно вмешаться во внутренние
дела страны с гуманитарными целями.
5. В докладе указывалось, что суверенитет не только предоставляет
какому-либо государству право «контролировать» свои внутренние
дела, но также налагает непосредственную обязанность по защите
людей, проживающих в пределах границ этого государства.
6. В случае неспособности государства защитить свой народ, будь то из-
за отсутствия возможности или желания это делать, ответственность по
защите людей передается международному сообществу.
7. Правило об ответственности по защите определяет наличие
коллективной международной ответственности, которая может быть
использована Советом Безопасности ООН и является крайним
средством, которое предоставляет право на военное вмешательство в
случаях геноцида, массового убийства, этнической чистки, а также
серьезных нарушений гуманитарного права, которые суверенные
правительства не смогли или не пожелали предотвратить.
8. В сентябре 2005 года в ходе Всемирного Саммита Организации
Объединенных Наций все государства-члены официально признали
принцип ответственности каждого государства защищать свое
население от геноцида, военных преступлений, этнических чисток и
преступлений против человечности.
9. На Саммите мировые лидеры пришли к соглашению, что если какое-
либо государство окажется не в состоянии выполнить данное
обязательство, все государства-члены («международное сообщество»)
несут ответственность за оказание помощи по защите людей, которым
угрожают вышеперечисленные преступления.
10.Если мирные средства, а именно дипломатические, гуманитарные и
другие, окажутся недостаточными и если национальные власти
«очевидно не в состоянии» защитить свое население, международное
сообщество будет действовать коллективно, «своевременно и
решительно», через Совет Безопасности ООН и в соответствии с
Уставом ООН.
DISCUSSION FOCUS
Task 1. Search the Internet and discuss the following in class.

PART 1. A STATE
1. What is a Nation?
2. What are the main characteristics of “a Nation State”?
3. What is “a Stateless Nation”?
29
Give some examples of such nations with short descriptive profiles.
4. What is “legitimate use of violence” within a State?
Give some examples of legitimate use of violence.
PART 2. INTERNATIONAL COMMUNITY

1. What non-coercive measures in regard to a State can the international
community undertake to help resolve an internal crisis peacefully?
2. What is the role of the UN Security Council and the International Criminal
Court in taking preventive and punitive measures when it comes to crimes
against humanity, war crimes and other types of serious crime?
Give some examples of cases from their practical work.
Task 2. According to Articles41 and 42 of the UN Charter, when a State

responsible for mass atrocities does not respond to diplomatic and other peaceful
means, the Security Council can authorize the use of coercive measures and
military force respectively. Coercive measures and military force can be utilized
in various forms. Search the Internet and make a listof these forms in class.
Support your ideas with relevant examples.
Task 3. Watch Video 2.1 and fill in the gaps:

1. After the world had witnessed the ______________ in Ruanda and Bosnia,
the UN adopted measures to hold governments ______________ for the
protection of their own ______________.
2. Kofi Annan was posing the question when is it ______________for
countries to step up and protect civilians without having the
______________ ______________approval.
3. R2P principal says that when a country is ______________or
______________to protect its citizens from mass ______________it is now
the responsibility of the world community to ______________.
4. If you are a ______________nation you have to protest your citizens from
______________, ethnic ______________, crimes against
______________.
5. Dictator has to think twice before he starts ______________his own people.
Discuss in a group:
- What are the pros of R2P?
- Are there any cons of this doctrine?
Task 4.Do Task 1 of Project Focus, then watch Video 2.2, an abstract from the
interview with Jennifer Welsh, the United Nations Secretary-General’s Special
Adviser on the Responsibility to Protect, and be ready to discuss the following
questions:
- What is responsibility? Define this term.
- Who bears the responsibility to protect in theory and how has R2P been
implemented in practice?
30
- When is the use of violence permissible (in theory and in practice)?
Task 5. There is an alternative view on R2P doctrine. Watch Video 2.3, an

abstract from a lecture given by Noam Chomsky, an American linguist,
philosopher, cognitive scientist, historian, social critic, and political activist, and
answer the following questions:
- What is the main condition of the first version of R2P adopted by UN?
- What is the main exception of the second version of R2P?
- What is the difference between them and why does Mr. Chomsky call it the
western version?
- Which regional organization can carry out military intervention in practice?
And what is the area of its jurisdiction?
- What had African Union offered before bombing started?
- How does Mr. Chomsky describe the situation in Libya now?
- Why is he so skeptical about R2P implementation?
PRESENTATION FOCUS
Task 1. In groups of two make a presentation on one of the cases of

humanitarian intervention or R2P initiatives.
Task 2. Join one of the groups to make a research presentation on the following:
- Sovereignty in the 21st Century: Dimensions of the Concept Evolution
- New Threats to Sovereignty in the 21st Century
- Sovereignty vs Globalization: Which is to Stay?
- R2P: a Noble Responsibility or the Policy of Double Standards?
- Humanitarian Interventions: Positive and Negative Outcomes
WRITING FOCUS
DISCUSSION ESSAY
PRACTICE PART
Read THEORY PART in Appendix 2 Unit 2 and write a discussion essay on one
of the topics from the list below (250-300 words):
1) Many claim that in order to help protect populations from mass atrocities
coercive measures are to be undertaken by the international community while
others believe mediation and preventive diplomacy play a more crucial role.
Discuss both views and give your opinion.
2) The global processes of the modern world seem to have changed the nature of
sovereignty. However, many believe that the traditional understanding of the
concept still makes the core of international relations.
31
UNIT 3
MIGRATION
LEAD-IN
Part A: What Does Migration Mean?

 what migration, immigration and emigration are;
 what reasons people may have when leaving places where they were born;

1. Have you ever thought of moving out of your country? Why yes/no?
2. What difficulties do people face when they come to live in another country?
3. What are their gains?
32
4. What are the advantages and disadvantages of migration for an
origin/departure/source country?
5. What are the advantages and disadvantages of migration for a
hosting/destination/recipient country?
PartB: Migration as a Global Phenomenon

Task 1. Make a mind-map of associations with the concept of migration as a
global phenomenon.
Task 2. Brainstorm a definition of migrationbased on the mind-map.
Task 3.Look at the table and combine the terms with their definitions.
People Who Migrate
Emigrant a person who, owing to undocumented entry or
the expiry of his or her visa, lacks legal status in
a transit or host country.
Immigrant a person who is residing outside the country of
his or her origin due to fear of persecution for
reasons of race, religion, nationality, membership
in a particular social group, or political opinion
Migrant Worker a person who is entering a country from another
to take up new residence.
Irregular Migrant a person who is engaged in a remunerated
activity in a State of
which he or she is not a national.
Refugee a person willing to be admitted into a country

as a refugee and awaiting decision on his/her
application for refugee status under relevant
international and national instruments. In case of
a negative decision, they must leave the country
and may be expelled, as may any alien in an
irregular situation.
Asylum Seeker a person who is leaving a country to reside in
another.
Task 4.Watch Video 3.1 and fill in the gaps. Discuss the main ideas.
• When did Migration begin?
More than a ___________________ years ago, when the first modern humans left
Africa and began to colonize the world.
Migration has always been a strong impetus to human development
• Definition of Migration
Migration is defined as the ___________________change of
___________________of a person or group. It is a natural social phenomenon.
• Context of Migration
33
Migration has taken place within very different context:
- ______________________________________________________________
- ______________________________________________________________
- ______________________________________________________________
Migrants have also traveled in search of
- ______________________________________________________________
- ______________________________________________________________
- ______________________________________________________________
• Reasons for migration:Pull and Push factors.
Push factors are ___________________in the country of
___________________that lead people to immigrate, for example
- _____________________
- _____________________
- _____________________
Pull factors are ___________________in ___________________country that
make Migration attractive, such as
- _____________________
- _____________________
• Forms of migration
Asylum Seekers are fleeing ___________________or ___________________in
their home country.
No person can be sent back to a country where they face
- _____________________
- _____________________
- _____________________
Illegal migrants are migrants who enter the destination country
___________________, or do not leave the country after the expiration of
___________________.
Expert migration is the international migration of
______________________________. It takes place both between developed
countries and between developed and developing countries. This form of migration
is often ___________________and ___________________by destination
countries.
TEXT FOCUS
Task 1. Read and translate the text paying special attention to the words and
collocations in bold.
INTERNATIONAL MIGRATION: TRENDS, DRIVERS, IMPACT AND

POLICIES
Magnitude and complexity of current migration flows have placed the issue of
migration high on the international agenda, making it a global phenomenon.
34
Today, every country is affected in some way by migration – either as country of
origin (a source country), transit or destination (a recipient country), or
sometimes a combination of these.
International migrants are a heterogeneous group. From highly skilled
professionals to the young men and women who are smuggled across borders to
work in sweat shops, they include people who have been in the country for decades
and those who arrived only yesterday. Cross-border migration has risen steadily
in recent years, and, given the large number of internally displaced people as well
as demographic forces, globalization, and environmental degradation, is likely
to increase both in the short and long run. Hence, understanding evolving trends,
underlying drivers, and the socio-economic impact of migration is crucial for
designing domestic strategies for recipient and source countries as well as global
immigration policies in general.
OVERALL MIGRATION TRENDS
International migration has risen steadily over the last three decades, with
migrants now accounting for over 3 percent of the global population. While
migration between emerging market and developing countries (SouthSouth)
accounts for a large part of the international migrant stock, recent trends have
been driven mainly by migrants moving from emerging and low-income
developing countries to advanced economies (South-North). As a result, more than
half of global migrants reside in advanced countries, with Europe and North
America being the main recipient regions. In some countries (e.g., Australia,
Switzerland, and the United States), migrants represent more than 10 percent of the
population. Emerging market economies, primarily from Asia, are the main source
of world migration, and also play an important role as recipient countries. This
mostly reflects large migration from Caucasus and Central Asia to Russia and from
South Asia to the Gulf Cooperation Council (GCC) countries. In some countries
(e.g., Qatar, the United Arab Emirates), migrants constitute more than 70 percent
of the population.
UNDERLYING DRIVERS OF MIGRATION
35
Migrants broadly refer to people living in a country other than the one in which
they were born, or in the absence of such data, the number of people of foreign
citizenship. While data coverage varies from country to country, it generally
includes both migrants who voluntarily choose to leave their countries in search of
economic or social opportunities abroad and refugees who are forcibly displaced
across international borders.
Incentives to migrate are shaped by a combination of push and pull factors.
These factors can be temporary or structural in nature, reflecting economic, social,
cultural, and demographic forces as well as migration policies.
Push factors include reasons for emigrating (leaving a place) because of a
difficulty, such as a food shortage, war, flood, famine, etc. Pull factors cover
reasons for immigrating (moving into a place) because of something desirable
(such as a nicer climate, better food supply, freedom, etc.).
Empirical evidence generally suggests that pull factors tend to have a stronger
impact on economic or social migration. Cross-country differences in incomes,
wages, and employment opportunities create economic incentives for migration
flows. Social and cultural factors are also important drivers of migration. Migrants
often tend to relocate to countries with similar social and cultural characteristics,
such as common language or close geographical proximity, in order to minimize
36
migration costs. In contrast, humanitarian migration is driven by push factors
such as political instability, wars, ethnic violence, or natural disasters.
Migration policies have a direct impact on migration flows as well. In the past ten
years, many countries have revised their migration laws in response to changes
in demography, labor market conditions, and political contexts. Evidence shows
that migration policies can shape the level and types of migrants. For instance,
Canada has adopted a point system for the selection of high skilled labor by
considering potential migrants’ education, intended occupancy, language
proficiency, age, and work experience. This policy has resulted in an increase in
immigrants with specific skill characteristics catering to the country’s demand.
The United States, however, has focused its migration policy on family
reunification, with approximately two-thirds of total permanent immigration
coming from the family reunification program.
SOCIO-ECONOMIC IMPACT OF MIGRATION
Concerns about the adverse impact of economic and humanitarian migration have
shaped the policy debate in recipient countries. Immigration tends to be a highly
sensitive and political topic, reflecting widespread concern that an influx of
migrants reduces wages and employment opportunities for native workers and
constitutes a drag on public finances through social benefits. Empirical evidence,
however, suggests a different picture.
Migrant workers have in many instances contributed positively to recipient
countries’ labor markets by expanding occupations and filling labor needs. This
has been particularly true for strongly declining occupations or ones where native
workers are in short supply. Some recent studies have also found that an influx of
immigrants has prompted native workers (especially the high-skilled) to specialize
in more complex occupations, thus raising their productivity and wages. Moreover,
immigration presents an opportunity for many recipient countries to address
pressures associated with population aging and shrinking populations.
However, the economic impact of humanitarian immigration often differs from that
of economic migration. Large and sudden inflows of refugees can result in
37
downward pressure on wages and informal employment, particularly when they are
not allowed to work legally. Also, while economic migrants bring in additional
tax revenues and social contributions, refugees are more likely to receive social
transfers and welfare services from the government. In addition, there are other
fiscal costs associated with refugees, such as processing asylum applications,
deporting rejected applicants and maintaining border security.
DOMESTIC AND GLOBAL IMMIGRATION POLICIES
International migration creates policy challenges and opportunities for source and
recipient countries and the global community. As immigration has a huge impact
on integration within a given society, policymakers have adopted a number of
cultural and socioeconomic indicators to measure integration processes and
progress and, thus, to assess the success of an immigration policy in a given
country. Cultural indicators usually measure the interaction between the minority
and majority population, as well as the activities of institutions in the public sphere
which encourage such interaction. The rate of inter-marriage, for example, can
give a picture of the readiness of members of both the minority and majority
population to interact with each other. A different set of cultural indicators
measures the accommodation of religious needs of members of minority religions
in public life, as well as public acceptance of the expression of certain religious
identities. The social and economic status of migrants and ethnic minorities is a
major indicator of their overall integration into society, and of the degree of
equality and cohesion in a given society. Socioeconomic integration can be
measured by migrants’ equal and proportional participation and
representation in employment, education, health and housing.
In many situations, migrants are integrated into the economy and society of the
country in which they live, their rights are respected, and there are few obstacles to
their ability to contribute economically, socially and culturally. In other situations,
however, migrants’ rights are less respected, resulting in low labor force
participation rates, high unemployment, and social disadvantages (civil and
political exclusion and discrimination). In these cases more well-designed and
38
well-balanced integration policies for engaging immigrants are needed to
strengthen labor market assimilation and enhance access to education and other
social services. For example, recipient countries could offer benefits (e.g.,
permanent residence, family reunification) to migrants with specific skills and
introduce programs for temporary migrants, depending on cyclical shifts in labor
market demand.
For source countries, the crucial challenge is to retain and re-attract emigrants,
particularly the high-skilled by implementing comprehensive and targeted
policies. Improved business climate, better recognition of skills acquired abroad,
and targeted tax benefits could also help attract high-skilled migrants to return.
With regard to refugees, enhanced policy coordination is essential at the global
level to effectively address humanitarian migration crises. Global policy efforts
should focus on encouraging cooperation and dialogue between source and
destination countries in order to reduce international spillovers from
immigration policies, protect labor rights, and promote safe and secure
environment for migrants. These include enhanced global development
diplomacy—aiming to prevent, contain, and respond to humanitarian crises—and
more flexible and innovative financing instruments to ensure adequate and
effective assistance, and policies facilitating refugees wishing to return home.
Specifically, transit, destination and high-income donor countries need to
coordinate their approach among themselves and with the UN and other
international organizations.
(based on: http://www.imf.org/external/np/g20/pdf/2015/111515background.pdf
http://www.oecd.org/els/mig/15516956.pdf)

1.What factors have contributed to the recent rise in cross-border immigration?
2. Describe the overall migration trends at present. Use the map of the world to
show the directions/destinations.
3. Give a brief description of pull and push factors in migration.
4. What are the incentives for economic and social immigration? Are they mostly
push- or pull-driven?
5. What are the incentives for humanitarian immigration? Are they mostly push- or
pull-driven?
39
6. How do immigration policies adopted by different countries effect migration
flows? Provide relevant examples.
7. What is/are socioeconomic impact/impacts of immigration for source and
recipient countries?
8. What are the peculiarities of domestic migration policies for source and recipient
countries?
9. Why is the global approach needed to address humanitarian immigration?
LANGUAGE FOCUS
following words:
migration immigration impact integration
 on the international agenda
 internally displaced people
 demographic forces
 socio-economic impact of migration
 to design a domestic strategy
 a global immigration policy
 to reduce international spillovers from immigration policies
 to promote safe and secure environment for
 enhanced global development diplomacy
 to adopt a number of cultural and socioeconomic indicators
 integration process
 rate of inter-marriage
 accommodation of religious needs
 to strengthen labor market assimilation
 improved business climate
 to address pressures associated with

 to be forcibly displaced
 to be integrated into a country’s economy and society
 civil discrimination
 to receive social transfers
 to address humanitarian migration crises
 people of foreign citizenship
40
1. heterogeneous a. of migrants
2. migration b. emigrants
3. employment c. tax revenues
4. to revise d. effective assistance
5. family e. dialogue
6. shrinking f. flows
7. additional g. one’s approach
8. to cater h. a targeted policy
9. to re-attract i. a migration law
10.to implement j. population
11.influx k. instruments
12.to ensure l. reunification
13.to encourage m. opportunities
14.to coordinate n. group
15.financing o. to the country’s demand
a migrant drivers of migration
environmental degradation to have a direct impact on migration
flows
a recipient country to maintain border security
a well-designed integration political instability
policy
political contexts a source country
Task 6. Suggest as many antonyms as you can for the word combinations below.
Consult the dictionary.
push factors cross-border migration
adverse impact high skilled labor
political to enhance access to
exclusion
a source country international
migration

 тайно переправлять через границу
 создавать экономические стимулы (льготы)
 рассматривать заявку на иммиграцию
 отправить на родину кандидатов, заявки на иммиграцию которых были
отклонены
 полная интеграция в общество
 переехать в страну
 гуманитарная иммиграция
41
 в краткосрочной и долговременной перспективе
 общее количество международных иммигрантов
 (им)миграционная политика
 экономическая/социальная миграция
 всеобщая обеспокоенность
 старение населения
 приток беженцев
 полноправное участие и пропорциональная представленность
 спрос на рынке труда
 переехать в развитые страны
 снизить уровень расходов, связанных с иммиграцией
 обеспечить своевременную и эффективную помощь
Task 9. Fill in the gaps with suitable words from the box and translate the text
into Russian.
social groups neighbourhoods economic and social spheres

a sober understanding positive or negative changes
receiving community group outcomes
local institutions different immigrant groups
Integration and Cohesion: Social impacts of Immigration

Social impacts of immigration, i.e. the distance between immigrants and the
____________, can be traced by the degree of integration and cohesion within a
given society.
Firstly, migration may have impacts on integration, defined as___________set
against the societal average. Put differently, this is about understanding the
trajectories of first (and second) generation immigrant performance in a range of
_________________ (employment, housing, health, social interaction, marriage
and so on). Here migration’s impact assumes a great deal of importance as it is
clear that _______________ perform very differently, with some exhibiting above
average performance and others below average. In policy terms, it is important to
develop _______________ of those factors that lie behind different performance
records, and how far policy interventions can influence these factors.
Secondly, migration may have impacts on cohesion. This refers to how migration
affects ____________, and is defined by people’s perceptions of how people get
along with each other in their local area or neighbourhood. This can be measured
this in two ways, first by perceived ____________ in neighbourliness and in
respect and interaction between _____________, and second by levels of trust in
___________ (such as the police).
42
DISCUSSION FOCUS
Task 1. Search the Internet and give definitions of different types of migration:
• Internal Migration
• External Migration
• Emigration
• Immigration
• Economic migration
• Social migration
• Forced Migration
• Transit Migration
• Step Migration
• Chain Migration
• Return Migration
• Seasonal Migration
Task 2. Brainstorm and compare specific features of legal and illegal

immigration. Mind such aspects as:
- departure/arrival peculiarities
- social and economic implications
Task 3. Search the Internet and find the definitions and examples of the
following forms of illegal migration:
- Trafficking in Persons
- Smuggling of Migrants
What do they have in common and what are the differences between them?
Task 4.Watch Video 3.2 and fill in the gaps.

The fears of migration
The idea that migrants are
__________________________________________________________________
__________________________________________________________________
_______
Another fear is that the host will
_____________________________________________, especially through
________________________________________________________.
Often there is no _____________________________________________, so
__________________________________________________________________.
Migration Policy:
The US
__________________________________________________________________.
The EU is also
__________________________________________________________________.
Migration is perceived _______________________________________________.
43
2004 EU established FRONTEX – a _________________ agency to
______________ surveillance and closure of its external borders.
Many refugees with ____________________________________________ are
blocked this way.
Task 5. Brainstorm the positive aspects of migration. Discuss what short-term

and long-term benefits migration bringsin particular.
Task 6.Watch Video3.3 and fill in the gaps.

Positive aspects of migration
• Migration contributes to
the____________________________________________________.
Migrants around the world _________________________________________to
their home country each year.
• In European countries as well as in other industrialized nations such as
Japan________________________________________. The result -
_____________________ ____________________. Experts believe that Europe
will soon be dependent on migration in order to meet its employment need and to
stabilize its retirement system.
• Migration contributes to ______________________________________.
Debates over migration is burdened by fear and prejudice. The effect is
____________________ ______________________ and strict effortsto
_______________________________________.
In order to deal with the problems attached to migration, it is especially important
to _________ ____________________________________. Such a policy would
include _________________ ______________________ as well as provide
________________________________________.
Task 7. Watch Video 3.4, write full answers to the following questions and be
ready to discuss them in a group:
1. Why does he say that the response of EU to refugee crisis has been pathetic?
2. When, how and what for was the modern refugee regime created?
3. Why is that system failing now?
4. Describe a case of a Syrian woman Amira and three options that she has to
chose from.
5. Why are the options so limited?
6. What are the four ways suggested which can transform the paradigm of how we
think about refugees? Give a full description.
Task 8. Read the quote by Filippo Grandi, UN High Commissioner for Refugees,
and discuss what in particular nations can do for the collective human interest.
“The willingness of nations to work together not just for refugees but for the
collective human interest is what’s being tested today, and it’s this spirit of unity
that badly needs to prevail.”
44
Task 9. According to the UN Refugee Agency, wars and persecution have driven
more people from their homes than at any time since UNHCR records began.
Collect necessary information and be ready to discuss in class current statistics
on the top 10 countries noted for population outflows and top 10 destinations
attractive for immigrants.
Task 10. Search the Internet and comment on Acculturation Model by John
Berry (Fig 1), one of the main establishers of the field
of acculturation psychology. Brainstorm the main concepts of the model:
acculturation
adaptation
assimilation
integration
separation
marginalization
Fig 1
Task 11. There are Four Common Stages of Cultural Adjustment, as originally
conceptualized by anthropologist Kalervo Oberg in a talk to the Women’s Club
of Rio de Janeiro in 1954. They include:
STAGE 1: “The Honeymoon”—Initial Euphoria/Excitement
STAGE 2: “Culture Shock”—Irritation/Hostility
STAGE 3: Gradual Adjustment, Humor, and Perspective
STAGE 4: “Feeling at Home”—Adaptation and Biculturalism
Search the Internet and discuss the following:
- what is characteristic of each stage;
- what contributes to transition from one stage to the other
PRESENTATION FOCUS
45
Task 1. In groups of two make an enhanced presentation on one of the following
issues related to the 2015 Migrant crisis in Europe:
- Reasons for and triggers of 2015 Migrant crisis in Europe
- Chronology and statistics of 2015 Migrant crisis in Europe
- Dangers and threats of 2015 Migrant crisis in Europe
- Possible scenarios of the crisis resolution
Task 2. Choose a country and make a presentation describing its migration

policies.
WRITING FOCUS
ADVANTAGE DISADVANTAGE ESSAY
PRACTICE PART
Read THEORY PART in Appendix 2 Unit 3 and write an advantage disadvantage
essay on one of the topics from the list below (250-300 words):
1. Immigration, both legal and illegal, has been an issue since the first European
set foot on the shores of the US. So Trump’s pledge to build an "impenetrable,
physical, tall, powerful, beautiful, southern border wall" between the US and
Mexico has met public support among Americans. However, do benefits of this
motion really overweigh drawbacks?
2. New comers usually contribute to the local culture bringing new traditions and
norms. Does this trend have a more advantageous or disadvantageous effect on the
host country?
46
UNIT 4
HARD, SOFT AND SMART POWER
LEAD-IN
PartA: What Does Power Mean?

 what power is;
 what types of power there can be;
 what sources of power are

 What power do you personally have?
 What power does a country have?
 What is it being powerful and powerless?
 What are positive and negative aspects of power?
PartB: Power as a Global Phenomenon

Task 1. Make a mind-map of associations with the concept of power as a global
phenomenon.

 Who has the power in our world?
 How can power be obtained?
 How do those of power use it?
Task 3. Brainstorm a definition of power.
Task 4.Watch Video 4.1 and fill in the gaps.

Power is the ability__________________________________________________.
47
On the civic arena power means________________________________________.
Six main SOURCES of civic Power
1. There’s a physical force and _________________________________________.
Control of the means of force whether in the police or a militia, is power at its most
primal.
2. The second core source of power is wealth. Money creates
__________________________________________________________________.
3. The third form of power is state action, government. This is the
______________________________________________________to do or not do
certain things.
In a democracy, for instance, we the people, theoretically
__________________________________________________________________.
In a dictatorship state power ___________________________________________.
4. The forth type of power is social norms or what other people think is ok.
Norms don’t have _______________________________________________.
They operate _______________________________________________________.
They can certainly make people change behavior and even change laws.
5. The fifth form of power is ideas. An idea
__________________________________________________________________.
6. And so the sixth source of power is numbers, lots of humans.
A ____________ mass of people creates power by
__________________________________________________________________.
Three LAWS of Power
1. Power is never static. It’s always either ________________________or
________________________in a civic arena. So if you aren’t taking actions, you
are _____________________________________.
2. Power is like water. It flows like a _________________through everyday life.
Politics is a work of __________________________________ in a direction you
prefer. Policymaking is an effort to
__________________________________________________________________.
Policy is power frozen.
3. Power compounds. Power _________________more power, and so does
____________________.
The only thing that gets law number three from leading to a situation where only
one person has all the power is
__________________________________________________________________.
PartC: Play Power
Task 1. You will be given the cards. Play the game and watch others play.
Task 2. Analyze the sketches which you have just played out with the teacher
and discuss the following questions:
- What is hard power?
- What is soft power?
- When and how may both of them be used?
48
TEXT FOCUS
NATURE OF HARD AND SOFT POWER
Power is an essential element of human existence and we can find signs and
manifestations of power in every dimension of social life, from interpersonal
relations through economic transactions, to religious and political disputes. The
simplest and most immediate of the definitions of Power is that of Professor
Joseph Nye, who argues that power is “the ability to influence the behaviour of
others to get a desired outcome. And there are three basic ways to do that:
• You can coercethem with threats.
• You can inducethem with payments.
• Or you can attract and co-opt them”.
According to Nye’s definition, there are three dimensions of power which are
namely economic power, military power and soft power where economic and
military power contribute to hard power. Nye’s three dimensions of power are
summarized in the table below (Fig 1).
Behaviors Primary Government Policies
Currencies
Military Power Coercion Threats Coercive diplomacy
Deterrence Force War
Protection Alliance
Economic Power Inducement Payments Aid
Coercion Sanctions Bribes
Sanctions
Soft Power Attraction Values Public diplomacy
Agenda setting Culture Bilateral and
Policies multilateral diplomacy
Institutions
Fig 1. Nye’s definition of Power
HARD POWER
As J. Nye puts it, everyone is familiar with hard power. It can rest on inducements
(carrots) or threats (sticks). Hard power is defined as the capacity to get what you
49
want through the use of economic power or through the use of military force, by
threatening others that you will use against them your economic superiority or
your coercive capabilities. Therefore, hard power is heavily resource-based. By
“resources” we mean, in this case, physical resources in the sense of tangible
things and not intangible resources like ideas and opinions. Hard power is a very
simple and intuitive form of power. It is more easily experienced than soft power.
Hard power manifests itself in a very practical and concrete way. Hard power is
easy to see and its effects are easy to measure.
But let’s now analyze how hard power manifests itself. First of all, there are
different degrees of inducement as well as different degrees of coercion. The key
element is actually the capacity to threaten to use such resources. This “threat” is
the first sign that hard power is present. Nonetheless, the assumption is that
whoever makes the threat is then also capable of implementing it. Put another way,
bluff is not permitted. Subject A’s hard power depends on his capacity to carry
out the threat he made.
Inducement is about the economic superiority of subject A towards subject B and it
can be positive or negative. This latter manifests itself in being able to impose
economic sanctions. In the same way you can use your economic superiority to
oblige people to do what you want them to do. It is the capacity of A to destroy
every source of subject B’s economic survival that guarantees his obedience. The
asymmetry between the two is so big that subject B has no alternative - no options,
neither “voice” nor “exit”.
There is then the positive side of economic power superiority: you can induce
subject B to do what you want him to do by granting him a certain amount of
money. In this case, your power over B derives from your capacity to “buy” him.
But this attitude can be viewed also in terms of “reward”. Subject B might be
therefore willing and happy to follow subject’s A instruction as long as he receives
a “prize”. This is a classical command - obedience relation.
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Inducement Coercion
Hard Power
Fig 2
As shown in the Fig 2 above, hard power can be viewed as a continuum in terms of
its capacity to be harsh, from inducement to coercion. Let’s turn now to this latter
aspect of hard power.
Coercion is a general category that comprises different degrees of intensity.
Nonetheless, coercion has to do with the use of force. It is even better to say that
coercion has to do with the employment of violence and even more precisely with
the employment of physical violence. To go back to our “story”, if subject B
decides to stop obeying subject A, this latter has another option to convince B to
go on obeying him. He can coerce subject B to do what he wants him to do. In
other words, he can exert upon him physical violence. He can hit him, and
threaten to kill him and in the end actually do so.
Hard power is therefore a complex, though intuitive, form of power. It rests first
and foremost on the possession of certain basic resources: among others, money
and the means to coerce. Despite its constant specific ideological approach, this
trait manifests itself very well when hard power is considered in the realm of
international politics and especially as a means to resolve disputes between
states.
SOFT POWER
Sometimes you can get the outcomes you want without tangible threats or payoffs.
The indirect way to get what you want has sometimes been called the second face
of power. Put differently, “a country may obtain the outcomes it wants in world
politics because other countries - admiring its values, emulating its
example,aspiring to its level of prosperity and openness - want to follow it”. This
is soft power: getting others to want the outcomes that you want. Co-opt people
rather than coerce them. As J. Nye puts it, “in international politics, the soft power
51
of a country rests primarily on three resources: its culture (in places where it is
attractive to others), its political values (when it lives up to them at home and
abroad), and its foreign policies (when they are seen as legitimate and having
moral authority.)”. The factors that give rise to soft power of a state are cultural
influence, spread of political, social, cultural values, ideology, the ability of setting
a political agenda, the potential of determining a framework of a debate,
technology, education, communication, organisational and institutional skills,
information, popularity and many other means of convincing and influencing
others behaviours, way of life and thinking. The particularity of soft power as
opposed to hard power is that one gets the other to do what one wants but without
commanding, without using threats or inducements.
Legitimacy is central to soft power. Nye argues: “if a people or a nation believes
our objectives to be legitimate, we are more likely to persuade them to follow our
lead without using threats and bribes”.
How Do States Use Soft Power?
States have a number of ways to use and employ soft power techniques in their
international relations, as well as in their domestic politics. Much of this revolves
around their public diplomacy with other countries and other international actors.
And with this, it is not enough to provide information, or pitch an idea that the
state or non-state actor wants to convey, but effective diplomacy, and the
successful building of soft power involves building long-term relationships that
create an enabling environment for government policies. This can be done in a
number of capacities. For one, governments often communicate daily about
decisions that they have made, or plan to make. And while much of the attention is
on domestic media outlets, soft power can be built through focusing on
international media as well. Along with daily communications there is also
strategic communication, which can be the use of symbols, as well as planned
campaigns towards particular issues in international relations (Nye, 2004). Lastly,
in diplomacy there is the importance of friendship building among states, and
among citizens of the respective states.
52
But again, soft power doesn’t even have to be built through programs that are
constructed with the primarily intention of sharing information or promoting a
particular issue or agenda. For example, in the case of Norway, they have a very
limited budget for these practices. Instead, its continued attention, references, and
actions to ideas of world peace have helped build its soft power with regards to
their international relations.
Non-Government Organizations and Soft Power
Along with government initiating policies that help build soft power in their
international relations, this can also be done through non-state channels, such as
non-governmental organizations, multinational corporations, or private citizens.
For example, a non-governmental organization which works on issue of human
rights and development can build international trust, which in turn might shed a
better light on the state in which the non-governmental organization is from. In
addition, NGOs that have strong ties in other countries can build friendships and
communications with others citizens, or even between political parties (Nye,
2004).
Moreover, corporations can also have an influence on soft power. If they are well
known, and well-liked, then citizens may associate their actions with those of the
state. Or at least can have a positive image of the country. But along with this,
many multinational corporations are influential throughout the world. For example,
their representatives and brands directly touch the lives of far more people than
government representatives do.
Culture and soft power
The third important source of soft power is culture which is able to influence the
public subtly and even at times, unknowingly. Culture is the set of social norms,
beliefs and values held by the people in a country. If a country’s culture is
perceived as desirable by its neighboring countries, it would be able to portray a
positive international image which enables it to be more influential and effective
in its foreign policies. Therefore, its culture has to include universal values and
promote interests that others can relate to. For example, Hollywood is one of the
53
greatest promoters of American soft power. Hollywood is going global. The
international economic market for movies during the last three decades found
Hollywood films becoming even more dominant globally, crowding out movies
from other places. Hollywood often portrays consumerism, sex and violence, but it
also promotes values of individualism, upward mobility and freedom. These values
make America attractive to many people overseas. As the world watches on,
Hollywood continues to increase American soft power.
The benefits of Soft Power
Soft power, since it is not based on coercion, is far-reaching in other societies.
Identification with the transmitted values becomes far more effective when it is not
imposed. Additionally, another benefit of soft power is that unlike military power
it costs less than the use of hard power that first needs an important investment
before being used and having an effect. In fact soft power as it is indirect power
often results from different investments that are made for other purposes than the
sole purpose of increasing one’s state power. Moreover, soft power has the
benefit and the effect of multiplying the already reached and existing power. It
works as leverage on the whole system.
GLOSSARY
Joseph S. Nye - (born January 19, 1937) is an American political scientist,

University Distinguished Service Professor, and former Dean of the Harvard's
Kennedy School of Government. He pioneered the theory of soft power. He
received his bachelor's degree summa cum laude from Princeton University, won a
Rhodes Scholarship to Oxford University, and earned a PhD in political science
from Harvard. He has served as Assistant Secretary of Defense for International
Security Affairs, Chair of the National Intelligence Council, and Deputy Under
Secretary of State for Security Assistance, Science and Technology. His most
recent books include The Power to Lead; The Future of Power; Presidential
Leadership and the Creation of the American Era; and Is the American Century
Over. He is a fellow of the American Academy of Arts and Sciences, the British
Academy, and the American Academy of Diplomacy. In a recent survey of
international relations scholars, he was ranked as the most influential scholar on
American foreign policy, and in 2011, Foreign Policy named him one of the top
100 Global Thinkers.
54
1. What is power according to Joseph Nye?
2. Name the three basic ways to influence the behaviour of others.
3. What is in the core of hard power? Why is hard power heavily resource-
based?
4. What are tangible things and not intangible resources?
5. How does hard power operate?
6. What is the first sign that hard power is present? Why isn’t bluff permitted?
7. Why can economic superiority be positive or negative?
8. What is the difference between inducement and coercion? Describe the
spectrum Inducement-Coercion.
9. Why is hard power the most simple and intuitive form of power?
10.What is in the core of soft power?
11.Name the main three resources soft power of a country rests primarily on.
12. Why is legitimacy central to soft power?
13. Why is soft power very often more powerful than hard power?
14. How can soft power be implemented?
15. What is the role of NGOs in shaping soft power of a state?
16. How does culture contribute to portraying a positive international image of
a state?
17.What are benefits of soft power?
LANGUAGE FOCUS
following words:
power violence agenda preferences
 to get a desired outcome
 to induce smb with payments
 coercive capabilities
 to measure effects
 to guarantee obedience
 to exert physical violence upon smb
 first and foremost
 to resolve disputes between
 to admire values
 to live up to values
 to have moral authority
 to shape/to change preferences
 to set an agenda
 a distinctive feature of smth
55
 to influence the public
 to employ soft power techniques
 to promote a particular issue or agenda
 to portray a positive international image
 far-reaching
 to multiply existing power
Task 3. Paraphrase the following words and word combinations:

 to coerce smb with threats
 to induce smb with payments
 to co-opt
 a policy of sticks and carrots
 to use one’s economic superiority
 to bluff
 tangible/intangible resources
 the realm of international politics
 to shape global agenda
 to follow one’s lead
1. to create a. payoffs
2. intangible b. one’s example
3. to coerce smb c. an agenda
4. to exert d. obedience
5. to guarantee e. with threats
6. a dimension f. an enabling environment for
7. to convey g. resources
8. threats or h. physical violence
9. to emulate i. an idea
10.to set j. of social life
to emulate one’s agenda

example
tangible economic superiority
to coerce the realm of international politics
to co-opt to induce
Task 6. Suggest as many antonyms as you can for the words and word
combinations below. Consult the dictionary.
56
tangible to impose
to induce obedience
to increase power to build international trust

 осуществлять угрозу
 международные акторы
 передать/донести идею
 наложить экономические санкции
 жесткая, мягкая, умная сила
 проявление силы
 сфера социальной жизни
 политика кнута и пряника
 получить желаемый результат
 побудить к сотрудничеству
 блефовать
 формировать предпочтения
into Russian.
foreign policy doctrine “comprehensive” concept

integrated strategy world challenges allies and partners
desired outcome unconventional threats
overwhelming power legitimacy skillful combination
The concept of Smart Power: An American Story

The debate on US instruments of power and influence has become particularly
relevant these days. A new __________ based on the concept of ‘smart power’ is
emerging in Washington, D.C. This doctrine relies on the idea that the combination
of ‘hard power’ and ‘soft power’ will allow the US to build an appropriate
framework to tackle today’s _____________. ‘Smart power’ seems to be the
keystone of the US foreign policy, a concept that can be explained as neither
‘hard’, nor ‘soft power’, but “the ______________ of both”. “It means developing
an __________, resource base, and tool kit to achieve American objectives [of
course], drawing on both hard and soft power”. According to J. Nye, smart power
“is an approach that underscores the necessity of a strong military, but also invests
heavily in alliances, partnerships and institutions at all levels to expand American
influence and establish the ___________ of American action”. Finally, he
enunciates one of the tasks that smart power should try to fulfill: providing for the
57
global good. “It is central to this effort - according to Nye - because it helps
America reconcile its _____________ with the rest of the world”.
Smart power is not a third form of power, rather something closer to a method. It is
a recognition of the different forms of power and the instruments that power can
employ.
Nye maintains that smart power has its roots in the American context and thus
stresses that, looking at ___________ through smart power’s eyes, means
understanding that it is necessary to use both military means and violence, as well
as focusing on alliances and partnerships.
What is new about smart power if the goals that it aims to achieve are the same as
those of the other forms of power? One answer may be that the method or the
approach is new because smart power focuses on the path towards decisions
depending on context, political agenda, institutions, alliances and partnership,
___________. Smart power is definitely a process.
All in all, following Nye’s definition, smart power is a ____________ because it is
embedded in: a) an analysis of power resources b) an analysis of how power can be
differently exercised c) an analysis of the framework in which smart power can be
better exercised d) an analysis of the goals that can be achieved.
Smart Power is based on three main principles:
First, America’s standing in the world matters to the security and prosperity
of the US itself.
Second, today’s challenges can only be addressed with capable and willing
____________ and cannot be addressed successfully alone.
Third, civilian tools151 can increase the legitimacy, effectiveness and
sustainability of U.S. Government policies.
This is why Smart Power needs what Nye calls “an integrated grand strategy that
combines hard military power with soft attractive power to create Smart Power of
the sort that won the Cold War”.
(Based on: Matteo Pallaver “ Power and Its Forms: Hard, Soft, Smart”,
The London School of Economics and Political Science, 2011)
Task 10. Give a short summary of the text “The concept of Smart Power: An
American Story” using words in the box in Task 9 (12-15 sentences).
DISCUSSION FOCUS
PART I: HARD, SOFT, SMART

Task 1.Discuss the following in small groups:
1. Think of examples when soft power can be seen as hard and hard as soft.
2. Think of examples when hard power can be productive and soft power –
counterproductive.
3. How do you understand expressions “power over others” and “power with
others”? Give relevant examples of both.
4. Is now the time of hard or soft power? Justify your answer.
58
Task 2. Make a mind map of SMART POWER outlining its general and
specificfeatures and functions. Give brief examples of its implementation.
Task 3. Watch Video 4.2 and discuss the following questions in a group.
1. What resources does Hard Power depend on?
2. Describe the situation when massive hard power resources can’t give you
the outcome you want (think of your own examples).
3. What resources does Soft Power depend on?
4. Think of the situation when soft power resources can’t give you the outcome
you want.
5. Describe the situation when military units can produce hard and soft power.
6. Why did attractiveness of USA in Indonesia rise and fall in 2000-2003?
7. Think of other examples when military resources produce soft power.
Task 4. Smart Power reminds us that no type of power – economic, military or

cultural – stands alone. As a statecraft strategy, J. Nye speaks of the Smart
Power theory as a three-layered chess board. Watch Video 4.3 and be ready to
discuss:
1. Describe (and draw down) Three-dimensional chess board of power

distribution, given by J. Nye:
top board
middleboard
bottom board
2. What processes are these three boards in charge of?

3. Which of them relates to hard and to soft power?
4. Why soft power is becoming more important?
5. What does the phrase “power is zero sum” mean? Give some examples of
such power.
6. Explain the phrase “power is positive sum”. Give some examples of such
power.
PART II: BALANCE OF POWER
59
Task 1. Brainstorm the concepts “balance” and “balance of power”.
Task 2. Balance of Power has been defined differently by different scholars.

Read some of the definitions and comment on what is emphasized in each and
what makes it different from the others.
1. “Whenever the term Balance of Power is used without qualification, it refers to
an actual state of affairs in which power is distributed among nations with
approximately equality.” (Hans. J. Morgenthau)
2. “A system in the sense that one power bloc leads to the emergence of other and
it ultimately leads to a network of alliances”. (Hartman)
3. “Balance of Power is a nearly fundamental law of politics as it is possible to
find.” (Martin Wright)
4. “Balance of Power is such a ‘just equilibrium’ in power among the members of
the family of nations as will prevent any one of them from becoming sufficiently
strong to enforce its will upon others.” (Sidney B. Fay)
Task 3. There are several methods by which states try to secure and maintain
balance of power. Search the Internet and find information on each method
from the list. Provide relevant examples from history of International Relations.
1) Territorial Compensation
2) Alliances and Counter Alliances
3) Intervention and Non-intervention
4) Divide and Rule
5) Buffer States or Zones
6) Armaments and Disarmaments
7) The Holder of the Balance or the Balancer
Task 4. Watch Video 4.4 and answer the following questions:

1. What does balance of power behavior mean?
2. What is the first way to achieve balancing? What are pros and cons of this
way of keeping the balance?
3. What is the second way of achieving equilibrium?
4. Why does sometimes preserving the balance of power require war?
5. Why is the system of balancing very dynamic?
6. Looking back through the world history, give some examples of the rise and
decline of state powers and of shifting the alliances.
7. What is multipolar system of power? What are its pros and cons, give its
examples in history.
8. Describe bipolar system of power? Why did it fail?
9. Why do many scientists describe current system as unipolar? What do you
think other actors will do to balance the current system of power?
10.Do you think that we are going to see other actors balance against the USA?
What actors can these be and how can they do it?
11.What is balance of power in terms of Hard, Soft and Smart power?
60
12.What do you think are the prospects of the balance of power system?
Task 5. Hold a round table discussion. Join either “FOR” or “AGAINST” group
and either speak in favour or oppose to the “balance of power” concept in the
current global context.
PRESENTATION FOCUS
Task 1. In groups of two choose any country and make a presentation on its Soft
Power strategy. Say whether you find it successful or not.
Task 2. In groups of two make a presentation on any failures of Soft Power

strategy in history.
WRITING FOCUS
PROBLEM SOLUTION ESSAY
PRACTICE PART
Read THEORY PART in Appendix 2 Unit 4 and write a problem solution essay
on one of the topics from the list below (250-300 words):
1. Since 1990s Russia has not being using its soft power in full capacity which
often results in promoting a negative international image of the country. Identify
major factors preventing more effective implementation of soft power strategies
and suggest possible solutions.
2. The current world order can be described as a very fragile equilibrium of power.
What risks does this imbalance of power pose and what are the ways of pursuing a
more stable and reliable system.
3. Many experts see the modern world as unipolar with the USA as the hegemon.
What problems does such an imbalance pose and how can a more fair balance of
power be maintained?
61
UNIT 5
CULTURE AND POLIITCS
LEAD-IN
PartA: What Does Culture Mean?

 what makes the concept “culture” complex;
 make a mind-map of associations and think of possible definitions of
culture;
 how culture is correlated with other aspects of a country’s life – society
(education, healthcare, professional and personal interests), economy,
environment, politics.

1) Have you ever had a chance to get to know other cultures while being abroad?
2) How do you feel when you first arrive in a foreign country? What do you want
to know first?
3) What foreign country has impressed you most?
4) Have you ever felt homesick? What is it like? What do you miss most about
your homeland while you are away?
Part B: Cultural Identity

 what cultural identity means to you;
 what elements contribute to a person’s cultural identity
Task 2. (A) Watch Video 5.1 and write down all 7 aspects of Culture. Compare
them with your mind map. Did you mention all of them?
62
(B)Watch Video 5.1 again and fill in the gaps.
Culture is the _____________ programming of the human mind
____________________________________________________ group from those
of another.
Social organization is the way a culture
____________________________________________________. Each of the
smaller groups actually has its own __________________________.
Language is _______________________________________. When people share
language they share a very
____________________________________________________that makes
communication possible.
Customs and traditions are also important elements of culture. These include
_______________________________________or the behavioral expectations of a
group. They inform the difference between right and wrong.
Art and literature also make up an important element of culture. This is a means of
handing down information from one generation to the next. The arts and literature
63
teaches about _______________________________________and promotes
_____________ within the culture. These can include
_________________________________________________________________.
Religion is an important aspect of culture. It answers the basic question about
_______________________________________. There are different types of
religions such as monotheism which is believing in
__________________________, polytheistic religion and atheism is the belief that
__________________________. Often cultural values are based on a
__________________________.
The form of government takes another aspect of culture. All societies have form
governments to provide for the common need
_______________________________________. In the past _____________or
states ruled by kings were more common, today the majority of governments fall
into _______________________________________.
And last is the economic system. This is the way people use
__________________________to satisfy their wants and needs. There are four
main types: traditional - where people produce most of what they need to survive, a
__________________________- based on the buying and selling of goods and
services, a command economy - where the government is in _____________of all
the interests in question, or a _____________economic system where individuals
make some decisions and governments make others.
Task 3. (A) Discuss the following in a group:

1. What makes all cities (or countries) look similar?
2. How can they be different?
3. What makes you understand that you belong to this community?
(B) Watch Video 5.2 and answer the following questions:
1. What makes all cities similar to each other?
2. What makes them different? What aspects are mentioned in the video? Can
you think of any other?
3. How do you understand the phrase “these things create activity and buzz a
positive energy known as cultural vibrancy and this vibrancy helps to build
community”?
4. How do you understand the phrase “It also leads to attachment of people”?
Task 4. Brainstorm the ways and options:

1. How does a nation defend and promote its cultural identity?
2. What should a country do to make its culture recognized and to promote its
values and beliefs?
3. What are the main threats to cultural identity?
TEXT FOCUS
64
CULTURAL AND PUBLIC DIMENSIONS OF POLITICS
In the long course of history, having people understand your

thought is much greater security than another submarine.
J William Fulbright
Cultural exchange has been intertwined with the pursuit of foreign relations
throughout history. From the reciprocal gifts of arts and manufactures between the
Doge of Venice and Kublai Khan, to the Great Exhibition of 1851, to the present
day, culture has been used as a way for leaders and countries to show who they are,
assert their power and build lasting relationships. Raymond Williams defines
culture as ‘the signifying system’ through which a social order is communicated,
reproduced, experienced and explored. Despite the complex nature of this
definition, Raymond Williams suggests three categories of usage of the term
‘culture’:
 a general process of intellectual, spiritual and aesthetic development,
 a particular way of life, whether of a people, a period, a group, or humanity
in general,
 the works and practices of intellectual and especially artistic activity.
However, in foreign policy, so often dominated by realpolitik thinking, culture
and cultural exchange have been often regarded as strictly subordinate to the
harder stuff of laws and treaties, bilateral negotiations, multilateral structures and
military capability.
Due to globalization and advancements in communication technologies that
reconfigure the power dynamics between different social actors, culture has
become an ever-more important aspect of international relations. In an increasingly
interconnected world, we should no longer think of culture as subordinate to
politics. Instead we should think of culture as providing the operating context for
politics. Today, more than ever before, culture has a vital role to play in
international relations. A holistic understanding of this role can be reached within
the frameworks of Public Diplomacy and Cultural Diplomacy.
Although public diplomacy and cultural diplomacy are distinct phenomena, they
cannot be totally separated from one another as they are compatible on many
levels.
The term Public Diplomacy was first coined by Edmund Gullion, concerning the
influence of social standpoints in international relations that fall outside traditional
diplomacy: while traditional diplomacy focuses on conversations and relationships
between a small number of elites (as in negotiating alliances, treaties and
agreements), public diplomacy aims to reach the masses. As Nicholas J. Cull puts
in “Public Diplomacy: Lessons from the Past”: public diplomacy is an
international actor’s attempt to manage the international environment through
engagement with a foreign public. H.Tuch views it in a foreign policy context as
efforts to establish a communicative environment for foreign policy “to reduce the
65
level of mistakes, misunderstandings and bad reception, which complicate the
relations of a given country with other one”.
There is, however, no consensus about the concrete aims and methods of public
diplomacy. Different countries develop models of public diplomacy suited to their
global outlook, capacity and pre-existing profile. These extend from the
Norwegian ‘niche’ approach that concentrates on the delivery of a limited number
of simple messages, to the arm’s length, distributed system of the UK, and from
the centralised and state-funded French approach, to the news management or even
‘propaganda’model of the US and China.
Having the ability to reach substantial numbers of people, culture makes an ideal
medium for public diplomacy. For example, in 2003 the British Museum’s
exhibition The Treasure of the World’s Cultures attracted 1.3 million visitors on its
tour to four Japanese cities and a further 600,000 across South Korea, before
travelling to Beijing in 2006. Each year the British Council facilitates over 1500
cultural events in 109 countries that are not one-off engagements, but part of long-
term projects, programmes and relationships. These are big numbers, but it is not
only exhibitions and performances that have mass appeal and effects. Education
work can reach a lot of people too with the help of exchange programmes,
language centres, etc. Similarly, performances have extensive reach; they are not
confined to the theatre or concert hall, but are broadcast through the mass media.
However, the assumption that public diplomacy is the sole preserve of the state and
governmental bodies has increasingly been brought into question. It has had to
adapt to the changing technological, social and political landscape and to
include new actors, such as corporations, NGOs, and the civil society. As a tool of
public diplomacy ‘culture’ has adopted a broad definition covering both the
established institutions of culture and a wider context of mass popular culture,
which showcases a diversity of views, perspectives and opinions, breaking down
persistent national stereotypes.
Mass popular culture and its global reach is not a new phenomenon – Hollywood
has been providing points of common reference for a century – but it is changing in
scale, speed and effect. Franchised television programmes, such as Who Wants to
be a Millionaire? and The Weakest Link have become shared cultural forms;
exported TV series like Friends, or Sex and the City are windows onto life
somewhere else; and pop music mixes and mingles blues, bhangra and reggae in a
riot of hybridity. Food is another important cultural export. Recognising the
importance of its cuisine, Thailand, for instance, has used restaurants overseas as a
means of promoting its culture and tourism. Another factor affecting mass cultural
exchange and interaction is the emergence of YouTube, where every day millions
of people watch over 70 million videos. Together with other social media, a more
participatory form of globalised culture has been generated.
Such a huge role of culture in public diplomacy makes it a distinct independent
activity, which is broadly defined by many experts as Cultural Diplomacy. Cultural
diplomacy derives its credibility not from being close to government institutions,
but from its proximity to cultural authorities. Cultural Diplomacy has replaced
such notions as foreign cultural relations, international cultural exchange or
66
international cultural cooperation. Thus, Cultural Diplomacy is not a simple
foreign policy tool, but a multi-dimensional process of international cultural
politics underpinned by varying national objectives and sociopolitical contexts.
Let us look a little more closely at the range of actors involved in cultural
diplomacy, their motives, and their advantages/disadvantages:
actors accountability state effectiveness motivation

dependency
states accountable can be effective motivated by
through the actors, unless politics and
democratic process too inclined to national
control the interest
content
major cultural and indirectly semi- in many ways motivated by a
educational accountable to the independent the most belief in the
institutions public through effective inherent value
government players, of the arts and
regulation and education
oversight, and
through boards of
trustees
nongovernmental some indirect
advantage of mixed motivated by
organisations accountability independence effectiveness creativity and
from artistic values
governments
businesses, both as not accountable to independent of major mostly
sponsors and as the public governments advantage of motivated by
producers of cultural money; profit
content (eg. Disney) sometimes
effective
individual artists not accountable to completely effectiveness motivations
engaged on their the public independent mixed and mixed and
own messy messy
Cultural diplomacy can and does utilize every aspect of a nation's culture. This
includes:
 The arts including films, dance, music, painting, sculpture, etc.
 Exhibitions which offer the potential to showcase numerous objects of
culture
 Educational programs such as universities and language programs abroad
 Exchanges- scientific, artistic, educational etc.
 Literature- the establishment of libraries abroad and translation of popular
and national works
 Broadcasting of news and cultural programs
 Gifts to a nation, which demonstrates thoughtfulness and respect
 Religious diplomacy, including inter-religious dialogue
 Promotion and explanation of ideas and social policies
67
Despite different approaches to identifying Public and Cultural diplomacy either as
parallel activities or as constituent parts of one another, depending on how they are
conducted, by whom, and with what aims, the general assumption is that they both
are concerned with management of the international environment and the power
dynamics through engagement with a wide range of actors.
All in all, ‘culture’ is now widely adopted as a resource, capital, and power. We
can “expect the economy and the polity to be globalized to the extent that they are
culturalized”. With a greater need for intercultural dialogue, it is a truism that
today cultural awareness of other peoples and nations is essential to successful
international cooperation.
(Based on:
1) Hyungseok Kang PhD Candidate (2013)
Reframing Cultural Diplomacy: International Cultural Politics of Soft Power and the Creative Economy
http://www.culturaldiplomacy.org/academy/content/pdf/participant-papers/2011-08-loam/Reframing-Cultural-
Diplomacy-International-Cultural-Politics-of-Soft-Power-and-the-Creative-Economy-Hyungseok-Kang.pdf
2) Nicholas J. Cull: Public Diplomacy: Lessons from the Past
http://kamudiplomasisi.org/pdf/kitaplar/PDPerspectivesLessons.pdf
3) The New Public Diplomacy: Soft Power in International Relations Edited by Jan Melissen
http://culturaldiplomacy.org/academy/pdf/research/books/soft_power/The_New_Public_Diplomacy.pdf
4) Cultural Diplomacy: does it work?
http://www.ditchley.co.uk/conferences/past-programme/2010-2019/2012/cultural-diplomacy)
5) http://www.culturehive.co.uk.gridhosted.co.uk/wp-content/uploads/2013/04/Demos-Cultural-diplomacy-
report.pdf
GLOSSARY
Cultural Diplomacy may best be described as a course of actions, which are based
on and utilize the exchange of ideas, values, traditions and other aspects of culture
or identity, whether to strengthen relationships, enhance socio-cultural cooperation
or promote national interests; Cultural diplomacy can be practiced by either the
public sector, private sector or civil society.
Public Diplomacy - public, interactive dimension of diplomacy which is not only
global in nature, but also involves a multitude of actors and networks. It is a key
mechanism through which nations foster mutual trust and productive relationships
and has become crucial to building a secure global environment.
Raymond Williams - (31 August 1921 – 26 January 1988) was a Welsh academic,
novelist and critic. He was an influential figure within the New Left and in wider
culture. His writings on politics, culture, the mass media and literature are a
significant contribution to the Marxist critique of culture and the arts.
Edmund Gullion – a diplomat and the dean of the Fletcher School of Law and
Diplomacy at Tufts University. Most scholars date the first usage of "public
diplomacy" to 1965 when Edmund Gullion used the term in connection with the
foundation of the Edward R. Murrow Center at Tuft’s University Fletcher School
of Law and Diplomacy. The first Murrow Center pamphlet described the practice
of public diplomacy as: "the influence of public attitudes on the formation and
execution of foreign policies. It encompasses dimensions of international relations
beyond traditional diplomacy . . . [including] the cultivation by governments of
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public opinion in other countries; the interaction of private groups and interests in
one country with those of another . . . (and) the transnational flow of information
and ideas".
G.D. Malone – the author of Political advocacy and cultural communication:
Organizing the nation’s public diplomacy (1988).
H.Tuch – the author of Communicating with the World. US Public Diplomacy
overseas, New York (1990).
Nicholas J. Cull - Professor of Public Diplomacy and is the founding director of
the Master of Public Diplomacy program at USC. He took both his BA and PhD at
the University of Leeds. While a graduate student, he studied at Princeton as a
Harkness Fellow of the Commonwealth Fund of New York. From 1992 to 1997 he
was lecturer in American History at the University of Birmingham in the UK.
From September 1997 to August 2005 he was Professor of American Studies and
Director of the Centre for American Studies in the Department of History at
Leicester.

1. Why has culture acquired special importance in modern political studies?
2. What is the definition of culture given by Raymond Williams and what are
specific usages of the term?
3. How can Public Diplomacy be defined? What are different interpretations of
Public Diplomacy proposed by different experts?
4. Specify the role of culture in Public Diplomacy.
5. How do different countries use their cultures in providing for Public Diplomacy?
6. What defines Cultural Diplomacy as an independent activity?
7. What are the main actors of Cultural Diplomacy? Give their brief description.
8. What tools does Cultural Diplomacy utilize?
9. What makes culture a global concept?
LANGUAGE FOCUS
following words:
culture policy diplomacy actors
 advancements in communication technologies
 institutionalization of culture
 within institutional frameworks
 cultural dimensions of international relations
 novel idea
 to define culture as
 complex nature of
 intellectual, spiritual and aesthetic development
69
 to differentiate between smth and smth
 to complicate the relations of smb with smb
 compatible
 tools of implementation
 to manage the international environment
 to redirect policy
 to undertake an international communication activity
 to derive credibility from
 proximity to cultural authorities
 national objectives
 to be indirectly accountable to the public
 to be motivated by creativity and artistic values
 scientific, artistic, educational exchanges
 a wide range of social actors
 changing technological, social and political landscape

 cultural awareness
 to facilitate cultural transmission
 motivating force
 to foster mutual understanding
 to advance national interests
 to be motivated by profit
 to broaden the realm of diplomacy
 to reconfigure the power dynamics
 proximity to cultural authorities
to foster information flows
to coin social actors
a foreign policy national interests
to fit into contexts
a wide range understanding of
to broaden the realm a term
to collect and collate of diplomacy
to reconfigure landscape
technological, social and tool
political
a holistic mutual understanding
need for awareness
to advance national agendas
to channel media and data
sociopolitical intercultural dialogue
70
cultural power dynamics
to advance national to broaden the realm of diplomacy
interests
to be accountable to to foster positive attitude
to support policy objectives persistent national stereotypes
Task 6. Suggest as many antonyms as you can for the word combinations below.
Consult the dictionary.
a novel idea to advance national interests
a long-term process to complicate the relations of a given country with
cultural awareness to facilitate cultural transmission

 широкий круг социальных/общественных акторов
 определять культуру как
 сложная природа
 общее понимание/представление
 социо-политический контекст
 новая идея
 сопоставимый
 продвигать национальные интересы
 вводить термин
 быть подотчетным посредством
 проводить различие между …. и …
 программы культурного обмена
 необходимость в установлении межкультурного диалога
 являться отличным/идеальным средством для…
into Russian.
cultural policy discourse market failure multiculturalism

private commercial sector traditional culture
ethnic and cultural diversity UN Declaration
cultural diversity balanced exchange accessibility
equal participation cultural life of the community
Cultural Policy
71
Cultural policy has been approached through two ideological streams: cultural
rights and cultural diversity.
________ of Human Rights states, “Everyone has the right freely to participate in
the ________, to enjoy the arts, and to share in the scientific advancement and its
benefits” (UN 1948, Article 27(1)). This principle is manifested in domestic
cultural policy through two approaches: cultural democracy (elitism) and
democratization of culture (populism). Both address the ways in which national
culture is defined and developed. In this conception, the ‘cultural democracy’
approach to cultural policy emphasized promoting greater ________ of ‘high
culture’ to the public (‘top-down’). The government aimed at establishing and
legitimizing sense of a singular, cohesive sociological culture. Thereby proponents
of cultural democracy view the government’s role as a preserver of _________,
and promoting a subsidization of the ‘high arts’ because of their insufficient
production due to _________. In contrast, ‘democratization of culture’ concerns
participatory (populist) notion of culture, and a cultural policy with emphasis on
__________ (‘bottomup’). While democratization of culture also concerns
government funding, they tend to lean towards a more inclusive and broader
understanding of culture as shaped by all sectors of society. Therefore, it leans
towards the understanding of culture as driven by the ___________, in addition to
the government. These two approaches of cultural policy tend to be seen as
mutually exclusive.
Cultural diversity is another stream of __________. An interdependent
sociopolitical and economic aspect of cultural diversity underpins the surrounding
policy approaches. From a social perspective, there are numerous terms to describe
different aspects of cultural diversity, such as ________, cultural pluralism,
interculturalism, cultural fusion, etc. However, cultural diversity reflected in
cultural policies normatively focuses on two aspects of cultural diversity:
‘multiculturalism’ and ‘interculturalism’. ‘Multiculturalism’ aspect focuses on
cultural diversity ‘within’ a society. This approach encompasses basic human
rights, _______ of all minorities (ethnic, gender, etc.) in cultural life and formal
legal and institutions provisions related to the issue. ‘Interculturalism’ aspect
focuses on _________ ‘between’ states, societies and/or cultures. This approach is
regarded as a political concept noting _________ between cultures and states,
including all cultural goods and services (Obuljen, 2003).
Task 10. Translate into English using vocabulary from tasks 1-9.
Культурная дипломатия – язык межнационального диалога

Международную политику невозможно представить без культуры, которая
всегда играла и продолжает играть заметную роль на ее арене. Невозможно
также представить и диалог цивилизаций без участия культурной
дипломатии.
Страны, исходящие из принципа мирного сосуществования и доброй воли,
используют культурную дипломатию для популяризации своего культурного
достояния, пропаганды достижений своих стран. Культурная дипломатия,
72
именуемая некоторыми политиками «мягкой», служит также и для более
весомых целей: укрепления геополитических позиций, решения
внешнеполитических и экономических задач государств.
Давая определение культурной дипломатии, необходимо подчеркнуть, что
это - общественный институт, позволяющий на время передавать культурные
ценности другим странам с целью пропаганды мира и взаимопонимания
между народами. Наиболее традиционными формами культурной
дипломатии являются всемирные выставки, форумы, фестивали, регулярно
проводимые в разных странах. Культурная дипломатия является сферой
дипломатической деятельности и связана с использованием культуры в
качестве объекта и средства достижения основополагающих целей внешней
политики государства, создания благоприятного образа страны,
популяризации культуры и языков ее народов.
В каждой цивилизации культура, развитие и стабильность взаимного диалога
народов являются взаимосвязанными понятиями. XXI век стал веком
всеобщей глобализации, наделяющим мир едиными универсальными
чертами. Глобализация, наряду с политикой, экономикой, экологией,
затронула также и культуру. Научно-технический прогресс, достигнув своего
апогея, привел к преобладанию в культуре тенденций интернационализации.
Но это не означает, что национальные культуры теряют свою самобытность.
Культура - это мост, объединяющий различные народы и нации. Язык
культуры доступен и понятен без перевода. Взаимный диалог национальных
культур и цивилизаций, наряду с укреплением двусторонних отношений,
имеет особое значение для политического, экономического и культурного
сближения континентов.
(based on: http://asgabat.net/stati/v-zerkale-presy/
kulturnaja-diplomatija-jazyk-mezhnacionalnogo-dialoga.html
DISCUSSION FOCUS
PART 1. CULTURAL IDENTITY

Task 1. One of important contributors to the cultural difference is the history of a
particular region or country. The events of the past certainly shape the moods and
opinions of people living in that specific country. When a large group of people
observe a set of traditions, social norms and values, it gives rise to culture.
Discuss possible examples of where history has had an effect on
your culture. Can you think of examples for other cultures?
Task 2. Comment on the following quotation and think of the examples:

“People become aware of their culture when they stand at its boundaries: when
they encounter other cultures, or when they become aware of other ways of doing
things, or merely of contradictions to their own culture”. Cohen, Anthony P.
(1985)
Task 3. Search the Internet for definitions of the term “Identity” and comment
on the quotes below:
73
What is identity?
•The entirety of how we as individuals view or perceive ourselves as unique from
others.
• Racial, cultural and ethnic identities form part of one's identity, and identity will
change with development at a personal as well as at a social level along with
migration and acculturation (Bhugra, 2004).
• Perceived as ‘dynamic’ and ‘fluid’ because it is established and extracted in
interaction.
• Has substance not only transmitted from generation to generation, but from
cultural group member to newcomer.
• One or more specific cultural identities may be noticeable in a given
conversation.
Task 4. Discuss the questions below.

•What is Social and Ethnic identity?
•What elements could be considered when comparing and contrasting cultures?
•Which of these elements would you consider to be the most significant?
PART 2. CULTURAL DIVERSITY

Task 1. Read the text in Task 9 of Language Focus and search the Internet.
Discuss in a group:
1. What is cultural diversity?
2. What are the pros and cons of cultural diversity?
3. Why is it important to respect diversity and be tolerant?
Task 2.Read and translate some articles of the Universal Declaration on

Cultural Diversity. Explain each of them in your own words. Think of relevant
examples.
In 2001, UNESCO adopted the Universal Declaration on Cultural Diversity and in
December 2002, the UN General Assembly, in its resolution 57/249, declared May
21 to be the World Day for Cultural Diversity for Dialogue and Development.
UNESCO Universal Declaration on Cultural Diversity

2 November 2001
Article 1 – Cultural diversity: the common heritage of humanity

Culture takes diverse forms across time and space. This diversity is embodied in
the uniqueness and plurality of the identities of the groups and societies making up
humankind. As a source of exchange, innovation and creativity, cultural diversity
is as necessary for humankind as biodiversity is for nature. In this sense, it is the
common heritage of humanity and should be recognized and affirmed for the
benefit of present and future generations.
Article 3 – Cultural diversity as a factor in development
Cultural diversity widens the range of options open to everyone; it is one of the
roots of development, understood not simply in terms of economic growth, but also
74
as a means to achieve a more satisfactory intellectual, emotional, moral and
spiritual existence.
Article 4 – Human rights as guarantees of cultural diversity
The defence of cultural diversity is an ethical imperative, inseparable from respect
for human dignity. It implies a commitment to human rights and fundamental
freedoms, in particular the rights of persons belonging to minorities and those of
indigenous peoples. No one may invoke cultural diversity to infringe upon human
rights guaranteed by international law, nor to limit their scope.
Article 7 – Cultural heritage as the wellspring of creativity
Creation draws on the roots of cultural tradition, but flourishes in contact with
other cultures. For this reason, heritage in all its forms must be preserved,
enhanced and handed on to future generations as a record of human experience and
aspirations, so as to foster creativity in all its diversity and to inspire genuine
dialogue among cultures.
Task 3. Search the Internet and find information about loss of cultural diversity.
Discuss the following with the rest of the group:
 What is loss of cultural diversity?
 Why is it happening in the modern world?
 What are the prospects of this trend?
Task 4. (A) Watch Video 5.3 and comment on the following:

 Describe the story about a man called David: what is so unique about him
and his death, why should we mourn about him?
 Comment on the phrases:
“We really need a diverse set of knowledge to be able to cope with the wicked
problems of today and the uncertainty of tomorrow”
“The irony though is that in many ways we already do know better we're just
letting so much of that knowledge slip away”
 Why should we be worried about this loss of cultural diversity?
 What should we do about it?
(B) Watch Video 5.4 and prepare a short speech based on each of the
following phrases taken from that monologue: develop these phrases and give
your grounds. Discuss your ideas in a group.
1. Cultural diversity is more than just languages there are certain concepts,
certain ideas certain words that are next to impossible to accurately translate
from one language to another.
2. When we're talking about cultural diversity we're talking about thousands of
different ways of seeing the world and our place in it and these thousands of
worldviews they're the foundation of thousands of unique sets of knowledge.
75
3. That culture involves the rights of people it's the rights of indigenous people
to determine the future of their cultures rights that have too often been
ignored and undermined.
4. Policies of governments around the world have been cynical about the rights
of indigenous people
(C) Watch Video 5.5 and do the following tasks.

 Retell the story about Malaria and comment on the phrase:
If we just had the British we'd have a whole lot of gin and no tonic.
 Think and say why we should respect the rights of indigenous people.
PART 3. CULTURE AND GLOBAL WORLD

Task 1. Watch Video 5.6 “Globalization and Culture” and answer the following:
1. International travel, immigration and the ever-expanding accessibility of the
internet means that________________________________________
_____________________________________________________________
_____________________________________________________________
2. However, the process of cultural globalisation has been criticised for
_____________________________________________________________
_____________________________________________________________
3. They contend that the result of these relationships is not a fair and equal
cultural exchange but cultural imperialism, where
_____________________________________________________________
_____________________________________________________________
4. Proponents of this theory contend that not only do Western nations export
their cultural products, but in doing so, also impose
_____________________________________________________________
_____________________________________________________________
5. These extend from_____________________________________________
_____________________________________________________________
6. What does McDonald’s operational structure represent? And what does

McDonald’s sell alongside their burgers and fries?
7. Give examples of American cultural imperialism.
8. What does American cultural hegemony lead to?
9. How does globalisation manifest itself in every single society according to
Indian social anthropologist and sociologist Arjun Appadurai?
10.According to Arjun Appadurai, what are the most important factors to
influence the global cultural changes? And what does the impact of these
factors on nations depend on?
11.Comment on the phrase: “Appadurai argues instead that cultural identities
are becoming less constrained by geographical space or nationality, and as
a result new and hybridised cultural identities are emerging. This leads to
greater cultural heterogeneity in some respects, and homogeneity in
others”.
76
12. What do you think - does globalization lead to greater cultural
homogeneity, or cultural hybridity?
Task 2. Search the Internet and find information about Multiculturalism.

Discuss the following in a group:
1. What is Multiculturalism?
2. What are the advantages and disadvantages of Multiculturalism policy?
3. Describe the Canadian Multiculturalism. Why is it successful?
4. Think of the examples of failed Multiculturalism policies and give the
reasons of failure.
PRESENTATION FOCUS
Task 1. Choose from the list below one of the aspects of a nation's culture that
Cultural diplomacy utilizes. Make a PPP outlining 5 examples of successful
usage of this aspect to promote interests of 5 different nations.
 The arts including films, dance, music, painting, sculpture, etc.
 Exhibitions which offer the potential to showcase numerous objects of
culture
 Educational programs such as universities and language programs
abroad
 Exchanges- scientific, artistic, educational etc.
 Literature- the establishment of libraries abroad and translation of
popular and national works
 Broadcasting of news and cultural programs
 Gifts to a nation, which demonstrates thoughtfulness and respect
Task 2. In groups of two make a presentation on general and special aspects of a

chosen culture with regard to:
 Language
 Dress
 Gestures
 Meeting and Greeting
 Social activities
 Food and Dining Etiquette
WRITING FOCUS
DIRECT QUESTION ESSAY
PRACTICE PART
77
Read THEORY PART in Appendix 2 Unit 5 and write a direct question essay on
one of the topics from the list below (250-300 words):
1. Multiculturalism is a threat and an asset. Which factors support both visions?

2. How helpful is cultural diplomacy in establishing a state’s image abroad? What should be
done at a state level to make mechanisms of cultural diplomacy more effective?
APPENDICES
Appendix 1
Universal Declaration of Human Rights

Article 1.
78
All human beings are born free and equal in dignity and rights. They are endowed
with reason and conscience and should act towards one another in a spirit of
brotherhood.
Article 2.
Everyone is entitled to all the rights and freedoms set forth in this Declaration,
without distinction of any kind, such as race, colour, sex, language, religion,
political or other opinion, national or social origin, property, birth or other status.
Furthermore, no distinction shall be made on the basis of the political,
jurisdictional or international status of the country or territory to which a person
belongs, whether it be independent, trust, non-self-governing or under any other
limitation of sovereignty.
Article 3.
Everyone has the right to life, liberty and security of person.
Article 4.
No one shall be held in slavery or servitude; slavery and the slave trade shall be
prohibited in all their forms.
Article 5.
No one shall be subjected to torture or to cruel, inhuman or degrading treatment or
punishment.
Article 6.
Everyone has the right to recognition everywhere as a person before the law.
Article 7.
All are equal before the law and are entitled without any discrimination to equal
protection of the law. All are entitled to equal protection against any discrimination
in violation of this Declaration and against any incitement to such discrimination.
Article 8.
Everyone has the right to an effective remedy by the competent national tribunals
for acts violating the fundamental rights granted him by the constitution or by law.
Article 9.
No one shall be subjected to arbitrary arrest, detention or exile.
Article 10.
Everyone is entitled in full equality to a fair and public hearing by an independent
and impartial tribunal, in the determination of his rights and obligations and of any
criminal charge against him.
Article 11.
(1) Everyone charged with a penal offence has the right to be presumed innocent
until proved guilty according to law in a public trial at which he has had all the
guarantees necessary for his defence.
(2) No one shall be held guilty of any penal offence on account of any act or
omission which did not constitute a penal offence, under national or international
law, at the time when it was committed. Nor shall a heavier penalty be imposed
than the one that was applicable at the time the penal offence was committed.
Article 12.
79
No one shall be subjected to arbitrary interference with his privacy, family, home
or correspondence, nor to attacks upon his honour and reputation. Everyone has the
right to the protection of the law against such interference or attacks.
Article 13.
(1) Everyone has the right to freedom of movement and residence within the
borders of each state.
(2) Everyone has the right to leave any country, including his own, and to return to
his country.
Article 14.
(1) Everyone has the right to seek and to enjoy in other countries asylum from
persecution.
(2) This right may not be invoked in the case of prosecutions genuinely arising
from non-political crimes or from acts contrary to the purposes and principles of
the United Nations.
Article 15.
(1) Everyone has the right to a nationality.
(2) No one shall be arbitrarily deprived of his nationality nor denied the right to
change his nationality.
Article 16.
(1) Men and women of full age, without any limitation due to race, nationality or
religion, have the right to marry and to found a family. They are entitled to equal
rights as to marriage, during marriage and at its dissolution.
(2) Marriage shall be entered into only with the free and full consent of the
intending spouses.
(3) The family is the natural and fundamental group unit of society and is entitled
to protection by society and the State.
Article 17.
(1) Everyone has the right to own property alone as well as in association with
others.
(2) No one shall be arbitrarily deprived of his property.
Article 18.
Everyone has the right to freedom of thought, conscience and religion; this right
includes freedom to change his religion or belief, and freedom, either alone or in
community with others and in public or private, to manifest his religion or belief in
teaching, practice, worship and observance.
Article 19.
Everyone has the right to freedom of opinion and expression; this right includes
freedom to hold opinions without interference and to seek, receive and impart
information and ideas through any media and regardless of frontiers.
Article 20.
(1) Everyone has the right to freedom of peaceful assembly and association.
(2) No one may be compelled to belong to an association.
Article 21.
(1) Everyone has the right to take part in the government of his country, directly or
through freely chosen representatives.
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(2) Everyone has the right of equal access to public service in his country.
(3) The will of the people shall be the basis of the authority of government; this
will shall be expressed in periodic and genuine elections which shall be by
universal and equal suffrage and shall be held by secret vote or by equivalent free
voting procedures.
Article 22.
Everyone, as a member of society, has the right to social security and is entitled to
realization, through national effort and international co-operation and in
accordance with the organization and resources of each State, of the economic,
social and cultural rights indispensable for his dignity and the free development of
his personality.
Article 23.
(1) Everyone has the right to work, to free choice of employment, to just and
favourable conditions of work and to protection against unemployment.
(2) Everyone, without any discrimination, has the right to equal pay for equal
work.
(3) Everyone who works has the right to just and favourable remuneration ensuring
for himself and his family an existence worthy of human dignity, and
supplemented, if necessary, by other means of social protection.
(4) Everyone has the right to form and to join trade unions for the protection of his
interests.
Article 24.
Everyone has the right to rest and leisure, including reasonable limitation of
working hours and periodic holidays with pay.
Article 25.
(1) Everyone has the right to a standard of living adequate for the health and well-
being of himself and of his family, including food, clothing, housing and medical
care and necessary social services, and the right to security in the event of
unemployment, sickness, disability, widowhood, old age or other lack of livelihood
in circumstances beyond his control.
(2) Motherhood and childhood are entitled to special care and assistance. All
children, whether born in or out of wedlock, shall enjoy the same social protection.
Article 26.
(1) Everyone has the right to education. Education shall be free, at least in the
elementary and fundamental stages. Elementary education shall be compulsory.
Technical and professional education shall be made generally available and higher
education shall be equally accessible to all on the basis of merit.
(2) Education shall be directed to the full development of the human personality
and to the strengthening of respect for human rights and fundamental freedoms. It
shall promote understanding, tolerance and friendship among all nations, racial or
religious groups, and shall further the activities of the United Nations for the
maintenance of peace.
(3) Parents have a prior right to choose the kind of education that shall be given to
their children.
Article 27.
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(1) Everyone has the right freely to participate in the cultural life of the
community, to enjoy the arts and to share in scientific advancement and its
benefits.
(2) Everyone has the right to the protection of the moral and material interests
resulting from any scientific, literary or artistic production of which he is the
author.
Article 28.
Everyone is entitled to a social and international order in which the rights and
freedoms set forth in this Declaration can be fully realized.
Article 29.
(1) Everyone has duties to the community in which alone the free and full
development of his personality is possible.
(2) In the exercise of his rights and freedoms, everyone shall be subject only to
such limitations as are determined by law solely for the purpose of securing due
recognition and respect for the rights and freedoms of others and of meeting the
just requirements of morality, public order and the general welfare in a democratic
society.
(3) These rights and freedoms may in no case be exercised contrary to the purposes
and principles of the United Nations.
Article 30.
Nothing in this Declaration may be interpreted as implying for any State, group or
person any right to engage in any activity or to perform any act aimed at the
destruction of any of the rights and freedoms set forth herein.
Appendix 2
WRITING FOCUS
Unit 1
OPINION ESSAY
THEORY PART
With opinion essays you are normally given ONE opinion, and then asked
specifically if you agree or disagree with it, or to what extent you agree or
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disagree. You must make it clear whether you agree, disagree or partly agree and
give your reasons why.
Typical opinion essay questions include:
What is your opinion?
Do you agree or disagree?
To what extent do you agree or disagree?
Opinion Essay structure in short:

Introduction
Sentence 1- Paraphrase Question
Sentence 2- Thesis Statement
Sentence 3- Outline Sentence (This essay will discuss…./In my opinion….)
Main Body
Paragraph 1
Sentence 1- Topic Sentence
Sentence 2- Explain Topic Sentence
Sentence 3- Example
Paragraph 2
Sentence 3- Example
Paragraph 3 (if needed)
Sentence 3- Example
Conclusion
Sentence 1-2 - Summary and Opinion
Opinion Essay structure in detail:

Introduction
1. Paraphrase Question
Paraphrasing means stating the question again, but with different words so that it
has the same meaning. It can be done by using synonyms and flipping the order of
the sentences around.
 Example
Question: There is a good deal of evidence that increasing car use is contributing
to global warming and having other undesirable effects on people’s health and
well-being. To what extent do you agree or disagree with this statement?
Paraphrase: Rising global temperatures and human health and fitness issues
are often viewed as being caused by the expanding use of automobiles.
The synonyms in use:
increasing > expanding
car use > use of automobiles
global warming > rising global temperatures
people’s health and well-being > human health and fitness
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2. Thesis Statement
This is the most important sentence in your essay. This is your main idea. It tells
that you have understood the question and will lead to a clear and coherent essay.
It is always just one sentence long so you will have to practise summing up your
opinion in one sentence. It should also address the micro-keywords and not the
topic in general.
You should start your thesis statement with:
This essay agrees that….. or this essay disagrees that…..
It is true that …..
The idea that ….. is overestimated/underestimated.
 Example
Thesis statement: This essay agrees that increasing use of motor vehicles is
contributing to rising global temperatures and certain health issues.
3. Outline Statement
Now that you have paraphrased the question and told what you think in your thesis
sentence, you are now going to tell what you will discuss in the main body
paragraphs. This should be one sentence only.
 Example
Outline statement: Firstly, this essay will discuss the production of greenhouse
gases by vehicles and, secondly, it will discuss other toxic chemicals released by
internal combustion engines.
So what you have to do is to look at your main body paragraphs and write about
what they contain. You should have only one main idea per paragraph. In the
example essay there are two main body paragraphs (main body paragraph 1-
production of greenhouse gases by cars, main body paragraph 2 - toxic chemical
produced by car engines), so it is necessary to say two things in the outline
statement.
Introduction Quick Tips

You should keep your introduction short. Your essay should
have three sentences and these three sentences should be:
1. Paraphrase question
2. Thesis statement
3. Outline statement
Main Body Paragraphs

For your essay, you should have 2 or 3 body paragraphs - no more, and no less.
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For your body paragraph, each paragraph should contain one controlling idea, and
have sentences to support this.
 Example
Essay topic: In the last 20 years there have been significant developments in the
field of information technology (IT), for example the World Wide Web and
communication by email. However, these developments in IT are likely to have
more negative effects than positive in the future. To what extent do you agree with
this view?
Main Body Paragraph 1: To begin, email has made communication, especially
abroad, much simpler and faster, resulting in numerous benefits for commerce
and business. Furthermore, the World Wide Web means that information on
every conceivable subject is now available to us. For example, people can access
news, medical advice, online education courses and much more via the internet.
It is evident that these improvements have made life far easier and more
convenient for large numbers of people and will continue to do so for decades to
come.
The controlling idea in this first paragraph is the 'benefits of IT', and there are two
supporting ideas, which are underlined. No drawbacks are discussed as the
paragraph would then lose coherence.
Main Body Paragraph 2
Most of the essay will focus on the negative aspects of IT, as the writer says there
are more negative effects in the introduction. So the next two paragraphs are about
these. The topic sentence in the next paragraph therefore tells us we are changing
the focus to the negative points:
Nevertheless, the effects of this new technology have not all been beneficial. For
example, many people feel that the widespread use of email is destroying
traditional forms of communication such as letter writing, telephone and face-
to-face conversation. This could result in a decline in people's basic ability to
socialize and interact with each other on a day-to-day basis.
Main Body Paragraph 3
The final body paragraph gives the last negative effect:
In addition, the large size of the Web has meant that it is nearly impossible to
regulate and control. This has led to many concerns regarding children
accessing unsuitable websites and viruses. Unfortunately, this kind of problem
might even get worse in the future at least until more regulated systems are set
up.
Main Body Quick Tips

There are two important aspects to pay attention to while
writing the Main Body:
1) logic of a structure
This can be achieved by discourse markers of coherence and
cohesion, which are also referred to as ‘linking words’ and
‘linking phrases’, or ‘sentence connectors’. These words
‘stick’ the other words together and lend continuity to
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sentences and paragraphs. However, this does not mean that
you should try to insert as many of these words in to your
writing as possible. Using too many of them, or using them
inappropriately, can make your writing sound too heavy and
unnatural.
2) specific vocabulary (depending on the type of the essay)
Expressing one of the viewpoints:
 There is an opinion that..
 Some people think/believe/consider
 Some people support the idea that…
 There is no doubt that
 It is generally agreed today that
 The great majority of people believe that…
 Nowadays many people consider…
 It goes without saying that…
Expressing the opposing viewpoint:
 Nevertheless, other/some people tend to think
differently
 while others disagree …. and say that…
 Nevertheless/Yet/However, there are opponents of this
view
 Despite all these facts
 there is another opinion
 Yet, people’s opinions differ about that…
 On the other hand…
 lots of disbelievers argue
Agreeing and disagreeing:
 I completely agree with this statement
 I strongly support this idea
 I couldn’t agree more
 On the contrary
 Personally/Actually, I cannot agree with that
 I totally disagree
 As for me I think they are wrong
Conclusion
The conclusion only needs to be one or two sentences. You should re-state what
the essay is about (re-write the last sentence of your introduction in different
words) and give some thoughts about the future.
 Example
Essay topic: In the last 20 years there have been significant developments in the
field of information technology (IT), for example the World Wide Web and
86
communication by email. However, these developments in IT are likely to have
more negative effects than positive in the future. To what extent do you agree with
this view?
Conclusion: In conclusion, developments in IT have brought many benefits, yet
I believe developments relating to new technology are likely to produce many
negative effects in the future that must be addressed if we are to avoid damaging
impacts on individuals and society.
Conclusion Quick Tips:

1. Never write any new ideas in your conclusion. A
conclusion should always simply restate the ideas
you have in the rest of the essay. New ideas should
be in the main body and not in the conclusion.
2. Make sure you answer the question in the
conclusion. The conclusion should state what you
think about the question and make it clear how you
feel about the issue.
3. Vary your language. Just because you are restating
the ideas you have in the rest of your essay, doesn’t
mean you use the same language. Instead you show
that you have a wide vocabulary by paraphrasing.
4. Don’t try to include everything. You are not required
to go into detail, you have already done that in your
main body paragraphs. Instead just summarise your
main points.
5. Two sentences are enough.
(Based on http://www.ieltsbuddy.com/
https://www.ieltsadvantage.com/
http://www.ielts7.guru/ielts-writing-examples/ielts-writing-task-2-examples/ielts-
opinion-essay-example-space-exploration/)
Unit 2
DISCUSSION ESSAY
THEORY PART
With discussion essays you are normally asked to give two opinions rather than
just argue in favour of one side.
A typical discussion essay task runs:
Discuss both views/points of view and give your own opinion.
Discussion Essay structure in short:

Introduction
Sentence 2- State Both Points of View
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Sentence 3- Thesis Statement (your opinion)
Main Body
Paragraph 1
Sentence 1- State first viewpoint
Sentence 2- Discuss first viewpoint
Sentence 3- Reason why you agree or disagree with viewpoint
Sentence 4- Example to support your view
Paragraph 2
Sentence 1- State second viewpoint
Sentence 2- Discuss second viewpoint
Sentence 3- Reason why you agree or disagree with viewpoint
Sentence 4- Example to support your view
Conclusion
Sentence 1- Summary
Sentence 2- State which one is better or more important
Discussion Essay structure in detail:

Introduction
While introducing the issue, you should paraphrase.
 Example
Question: Almost everyone agrees that we should be training children to recycle
waste to save the Earth’s natural resources. Some believe that it is parents who
should teach their children to recycle waste. Others argue that school is the best
place to teach do this. Discuss both views and give your own opinion
Paraphrase: It is not easy to decide how to teach young people about the
necessity to recycle waste products.
2. State Both Points of View
Now that you have paraphrased the issue under discussion, you are now going to
give two opinions to elaborate further in the main body. This should be one
sentence only. You should state both points of view clearly.
 Example
State Both Points of View: One school of thought is that they should be taught
this in school. Another possibility is that this training should take place in the
family.
3. Thesis statement
Thesis statement is very important as it gives your own opinion in regard to the
issue under discussion. Usually it is one sentence long.
 Example
Thesis statement: While teachers may have some part to play, my view is that
parents are more likely to be effective in achieving practical results.

You should keep your introduction short.
Your introduction should have three sentences and these
88
three sentences should be:
2. State both points of view
3. Thesis statement
Main Body
Two viewpoints are provided, discussed and either agreed or disagreed with.
Conclusion
The conclusion only needs two sentences. You should make a summary of both
opinions and state which is more important or well-grounded.
(Based on http://ielts-academic.com/2015/09/19/ielts-writing-task-2-discuss-both-views-essay-
with-sample-answer/
https://www.ieltsadvantage.com/)
Unit 3
ADVANTAGE DISADVANTAGE ESSAY
THEORY PART
With advantage disadvantage essays you are normally asked to assess whether the
benefits of something outweigh the drawbacks.
 Example
Task: People now have the freedom to work and live anywhere in the world due to
the development of communication technology and transportation.
A typical advantage disadvantage essay task runs:
Do the advantages of this development outweigh the disadvantages?
In this type of advantage disadvantage essay your opinion is asked and you must
say which impacts prevail - positive or negative.
However, you can also be asked to discuss advantages and disadvantages without
giving your opinion. A typical essay task of this type runs:
What are the advantages and disadvantages of this trend?
In this case you simply have to discuss the benefits and drawbacks. You could do
this in two body paragraphs – one discussing the positive points, the next
discussing the negative points.
Advantage Disadvantage Essay structure in short:

Introduction
Sentence 2- State Advantages/Benefits and Disadvantages/Drawbacks + Your
opinion if asked
Main Body
Paragraph 1
Sentence 1- State one Benefit/Drawback
Sentence 2- Discuss this viewpoint
89
Sentence 3- Example to support this view
Paragraphs 2, 3
Sentence 1- State two Benefits/Drawbacks
Sentence 2- Discuss this viewpoint
Sentence 3- Examples to support this view
Conclusion
Sentence 1- Summary
Sentence 2- State which (Advantage or Disadvantage) prevails
Advantage Disadvantage Essay structure in detail:

Introduction
While introducing the issue, you should paraphrase.
 Example
Question: People now have the freedom to work and live anywhere in the world
due to the development of communication technology and transportation.
Paraphrase: These days many people choose to live or work in other countries,
which has been made possible because of the convenience of air travel and
modern communications.
2. State Advantage and Disadvantage of the issue under discussion
Now that you have paraphrased the issue under discussion, you are now going to
say that there are both benefits and drawbacks about it. Also add you opinion if
asked.
 Example
State Advantage Disadvantage: I believe that this has more benefits than drawbacks.
You should keep your introduction short.
Your introduction should have two sentences and these
sentences should be:
2. State that there are both advantages and disadvantages
when it comes to the discussion of this issue. Add a thesis
statement if you are asked to give your personal opinion
about what prevails – advantage or disadvantage
Main Body
There are two important aspects to pay attention to while writing the Main Body:
1) If your opinion is not asked, you could simply write one paragraph on the
advantages and another on the disadvantages.
2) If your opinion is asked, you then need to think of 3 supporting ideas – one for
one side and two for the other side. So you will have three body paragraphs, one
with the drawback / benefit and two with the advantages / disadvantages.
It is common practice in academic writing to start with the opposing opinion to
yours, so you can start with the point that you have one idea for. For example, if
90
you have said there are more benefits, then you would have one drawback to start
with and two benefits to follow in paragraphs 2 and 3.
Conclusion
The conclusion only needs two sentences. You should make a summary of both
advantage and disadvantage and clearly state which you think overweighs if you
are asked to do so in the task.
(based on: http://www.ieltsbuddy.com/advantage-disadvantage-essay.html

http://ieltsmega.com/advantage-and-disadvantage-essay-sample-1-ielts-writing-task-2/)
Unit 4
PROBLEM SOLUTION ESSAY
THEORY PART
In this type of essay you need to discuss the problems with regards to a particular
topic and then suggest possible solutions to these problems.
 Example
Task: Global warming is one of the biggest threats humans face in the 21st
Century and sea levels are continuing to rise at alarming rates.
A typical advantage disadvantage essay task runs:
What problems are associated with this and what are some possible solutions.
Problem Solution Essay structure in short:

Introduction
Sentence 2- Outline statement
Main Body (variant 1)

Paragraph 1 - Problems Paragraph
Sentence 1- State problem1
Sentence 2- Explain what problem is
Sentence 4- What is the result of this problem
Sentence 5- Example (if needed)
Paragraphs 2- Solutions Paragraph
Sentence 1- State solution to problem1
Sentence 2- Explain how solution will solve problem
Sentence 3- Example
Sentence 6- Example
Main Body (variant 2)

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Paragraph 1 -
Sentence 8- Example
Paragraphs 2-
Sentence 8- Example
Conclusion
Sentence 1- Summary
Sentence 2- prediction or recommendation (optional)
Problem Solution Essay structure in detail:

Introduction
The introduction will have two sentences:
- a paraphrase of the question
- an outline statement
Question: Global warming is one of the biggest threats humans face in the 21st
Century and sea levels are continuing to rise at alarming rates.
Paraphrase: Climate change is among the principal dangers facing people this
century and ocean levels are increasing dramatically.
2. Outline statement
Outline sentence says will be discussed in the main body paragraphs. This should
be one sentence only.
 Example1
This essay will first suggest that the biggest problem caused by this
phenomenon is the flooding of homes and then submit building flood
protection as the most viable solution.
 Example2
This essay will discuss a few serious problems caused by this phenomenon and
then submit viable solutions that should be implemented to deal with this
disaster.
Main Body (there are two variants of main body structure)
Before writing a problem solution essay, brainstorm your ideas.
92
Brainstorm to identify several problems and their solutions. Look for as many
solutions as you can, even if they solve only part of the problem. List each solution
and evaluate it. One good technique is to ask questions. Create a chart to help you
evaluate your various solutions.
There are several problems and solutions including:
Problem Solution
flooding of people’s homes and businesses build flood barriers or move to higher areas
loss of agricultural land and starvation switch to more suitable crops
displacement of millions of people move people in a planned and orderly way

before the floods
ground water undrinkable build desalination plants
Variant 1:
Problems Paragraph
You should discuss one or two (three is maximum) problems caused by the
phenomenon given in the task. For each problem you should:
1. State problem: The foremost problem caused by climbing sea levels is the
flooding of peoples’ residences.
2. Explain: Millions of people all over the world live in coastal areas and if the
sea rises by even a few feet, they will be inundated with water and lose their
property.
3. Result: Shelter is one of the most basic of human needs and widespread
flooding would cause millions of people to become homeless, not to mention losing
all of their possessions.
4. Example (should be as specific as possible!):
- Lots of people in the world have experienced floods recently. This is far too
general to be considered a good example.
Example: The devastation brought about by widespread flooding was clear for all
to see during the 2011 Tsunami in Japan, in which millions of people were
displaced. This example is much more specific. Stating a place and/or date can
help you make your examples more specific.
Solutions Paragraph
State solution: A possible solution to this problem would be to build flood
barriers.
Explain solution: Flood defences, such as dikes, dams and floodgates, could be
built along coasts and waterways, thereby stopping the water reaching populated
areas.
Example: The Netherlands is one of the most populated areas in the world and
also one of the most vulnerable to flooding and they have successfully employed
various flood defence systems.
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Variant 2:
The first body paragraph states one problem, describes it, gives its reasons and
results. Then it proposes its solution.
Whereas the second body paragraph states the second problem and suggests its
solution.
Both variants work fine with this kind of essay.
Conclusion
The conclusion should have no new ideas, but instead should simply list the main
points from the previous two paragraphs. You can also use synonyms in this
paragraph to avoid repetition.
Example: To conclude, stemming the rising tides caused by increasing global
temperatures is one of the foremost challenges we face and it will ultimately lead
to many of the worlds’ cities being left underwater, but a possible solution could
be to utilise the flood prevention techniques already used by countries like
Holland.
It is also possible to make a recommendation or prediction.
(Based on https://www.ieltsadvantage.com/2015/05/08/ielts-problem-and-solution/
http://www.dcielts.com/ielts-vocabulary/problem/
http://ieltsfocus.com/2017/03/13/ielts-writing-task-2-problem-solution-essay/
http://www.ieltsbuddy.com/overpopulation.html)
Unit 5
DIRECT QUESTION ESSAY
(Two part or double question essay)
THEORY PART
In this type of essay you need to answer two different questions with regards to a
particular topic. These two questions will ask you to discuss different aspects of
the issue and express your opinion.
 Example
Task:
The United Nations recently celebrated its 70th anniversary. What benefits
has it brought during this time? Do you think the UN will last another 70
years?
Double question Essay structure in short:

Introduction
94
Sentence 2- Outline question1
Sentence 3- Outline question2
Main Body
Paragraph 1 – the First question
Sentence 1- answer the first question (give your opinion if asked)
Sentence 2-3- explain the issue
Sentence 4 - give examples
Paragraph 2 – the Second question
Sentence 1- answer the second question (give your opinion if asked)
Sentence 2-3- suggest the first main point, or explain the issue
Sentence 4 - give examples/ or possible variants (if asked)
Paragraph 3(optional) – the Second question
Sentence 1-2- suggest the second main of the second question
Sentence 3-4 - give examples/ or possible variants (if asked)
Conclusion
Sentence 1- Summary of the first question
Sentence 2- Summary of the second question
Double Question Essay Tips:

- give an answer to both questions
- each question should have one (or two)
main points to answer it, no more
- state clear opinions and support them with
examples. The argument should be well-
written and persuasive
- mind coherence and cohesion: There
should be two (or three) body paragraphs
which each deals with one part of the
question. Both parts of the two-part
question should be addressed in both the
introduction and conclusion. There should
be clear links between sentences and
between paragraphs.
(Based on http://ielts-academic.com/2015/09/12/ielts-writing-task-2-two-part-question-with-
sample-answer/)
95
LSP FILES
UNIT 1. HUMAN RIGHTS
to respect/ to protect/ to defend/ уважать/ защищать/ продвигать/

to promote/ to fulfil/ to exercise/ воплощать/ пользоваться/
to downplay/ to violate/ to преуменьшать значение/ нарушать/
destruct/ to restrict/ разрушать/ ограничивать/
to abandon/ to deprive of отказываться от/ лишать прав человека
human rights
human/ interrelated/ права человека/ взаимосвязанные/
interdependent/ indivisible/ взаимозависимые/ неделимые/
universal/ inalienable/ equal/ универсальные/ неотъемлемые/ равные/
indispensable/ non-discriminatory непреложные/ направленные на равенство
rights and freedoms права и свободы
civil/ political/ economic/ гражданские/политические/экономические/
social/ cultural rights социальные/ культурные права
individual/ collective rights личные/ общие права
to betray/ to share/ to hold/ предавать/ разделять/ нести/
to undermine/ to recognize/ подрывать/ признавать/
to reflect core/ fundamental values отражать ключевые/ основные ценности
to guarantee rights by law гарантировать права по закону
customary international law обычное международное право
to give concrete expression to дать чему-то конкретное выражение
smth
to curtail the enjoyment of human снижать важность прав человека
rights
to protect smb against smth защищать кого-то от чего-то
to advance the cause of human продвигать идеи о правах человека
rights
to raise human rights concerns выражать обеспокоенность по поводу
соблюдения прав человека
to lay down/ to create legal заложить основы/ создать юридическую
obligations основу для обязательств
to refrain from smth/ doing smth воздержаться от
to enjoy universal protection/ пользоваться защитой повсеместно/
rights/ freedoms правами/ свободами
to prohibit discrimination on the запрещать дискриминацию по
basis of принципу/признаку
to eliminate discrimination against исключить дискриминацию
to give way to conflict and дать путь конфликтам и репрессиям
repression
to commit mass atrocities совершать массовые злодеяния
to threaten civilians угрожать безопасности мирных граждан
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to respond to the turmoil отвечать на волнения
at a governmental and grass-roots
на правительственном и общественном
level уровнях
take precedence over smth получить преимущественное значение
to spark/ to meet security вызвать трудности/ встретить вызовы,
challenges связанные с безопасностью
to spawn/ to aggravate/ to address
приводить к кризису/ усугубить/
a crisis справляться с
to recognize human rights as признать права человека в качестве
moral guides морального ориентира
to be inherent to smb быть присущим кому-то
to be entitled to smth располагать чем-либо, иметь право на что-
то
to facilitate advancement ускорить продвижение
a cross-cutting principle сквозной принцип
to entail rights/ obligations налагать/ предусматривать права/
обязанности
to assume obligations/duties принять на себя обязанности/
обязательства
to investigate abuses проводить расследование по случаям
злоупотребления или неправильного
применения
to secure justice обеспечить законность
to uphold human dignity сохранять человеческое достоинство
security threats угрозы безопасности
champions of human rights борцы за права человека
to pay a long-term price заплатить цену, которая отразиться в
долговременной перспективе
tumult/ turmoil суматоха/ смятение/ волнение
free and equal in dignity and свободный и равный в достоинстве правах
rights
to abolish the death penalty отменить смертную казнь
to lobby governments воздействовать на правительства
to ratify a human rights treaty ратифицировать договор по правам
человека
strong public advocacy мощная поддержка общества
to dedicate efforts to направить усилия на
to launch a campaign начать кампанию
97
UNIT 2. SOVEREIGNTY
to play a crucial role играть ключевую роль
to recognize a state признавать какое-либо государство
to govern a state управлять государством
to establish a state/statehood устанавливать статус государства,
учреждать государственность
nation state; state государство
stateless nation народ без государства
legitimate use of violence законное применение силы
ultimate means исключительные/крайние средства
to retain control/ the power сохранить контроль над чем-либо
/удержать власть
to monitor boundaries следить за государственными границами
internal affairs внутренние дела государства
international community of states международное сообщество государств
principle of non-intervention in принцип невмешательства во внутренние
domestic affairs of the state/ non- дела государства
intervention norm
intrastate/interstate activities внутригосударственная/
межгосударственная деятельность
to endow with / to vest with/ to наделять непреложными
grant infallible rights/ правами/ответственностью
responsibilities
on a humanitarian rationale (полит.) исходя из гуманитарных
соображений
violation of sovereignty нарушение государственного
суверенитета
to protect civilians защищать гражданское население
to act with impunity towards действовать безнаказанно по отношению к
human rights abuse нарушение прав человека
military intervention for военное вмешательство в гуманитарных
humanitarian purposes целях
to confer/ place/rest a возлагать ответственность на
responsibility on/with
to make/undertake a commitment взять на себя обязательство
to provide for the basic needs of удовлетворять основные потребности
the people населения
to fulfill responsibilities /to meet выполнять обязательства
commitments
to hold accountable for привлекать к ответственности
genocide геноцид
ethnic cleansing этническая чистка
crimes against humanity преступления против человечности
98
capacity building мобилизация сил
perpetrator of a crime преступник, правонарушитель
mediation посредничество; ходатайство;
вмешательство с целью примирения;
содействие в спорных ситуациях
preventive diplomacy превентивная дипломатия
supremacy превосходство
99
UNIT 3. MIGRATION
migration flows миграционные потоки

cross-border migration миграция зарубеж
international migration международная миграция
international migrant stock общее количество международных
иммигрантов
world migration мировая миграция
economic/social migration экономическая/социальная миграция
humanitarian migration гуманитарная миграция
on the international agenda на международной повестке дня
a country of origin/a source страна происхождения
country/a departure country
a transit country транзитная страна
a destination/hosting/host/recipient страна назначения
country
heterogeneous group разнородная группа
to be smuggled across borders незаконно пересечь границу, провезти
контрабандой
people of foreign citizenship люди, имеющие иностранное гражданство
refugees беженцы
forcibly displaced person вынужденный переселенец
internally displaced people вынужденные переселенцы внутри страны
demographic forces демографические факторы/тенденции
influx of migrants поток мигрантов
inflows of refugees приток беженцев
to design a domestic strategy разрабатывать внутреннюю
стратегию/политику
a global immigration policy/a международная (им)миграционная
migration policy политика
to implement a targeted policy осуществлять намеченную политику
push/pull factor движущий фактор/фактор притяжения
drivers of migration факторы, способствующие миграции/
движущие силы миграции
economic incentives экономические стимулы
to create incentives for создавать экономические стимулы
(льготы)
to relocate to countries переселяться в страны
socio-economic impact социально-экономическое влияние
adverse impact пагубное влияние
widespread concern всеобщая обеспокоенность
to have a direct impact on иметь непосредственное влияние на поток
migration flows мигрантов
to revise a migration law пересматривать миграционное
100
законодательство
to cater to the country’s demand удовлетворять запрос страны
environmental degradation упадок окружающей среды
population aging старение населения
shrinking population сокращение населения
family reunification воссоединение семьи
employment opportunities возможности трудоустройства/имеющиеся
в наличии рабочие места
high skilled labor работа, требующая высокой
квалификации
to process asylum applications рассматривать заявку на иммиграцию
to deport rejected applicants отправить на родину кандидатов, заявки
на иммиграцию которых были отклонены
to maintain border security поддерживать нерушимость
государственных границ
cultural and socioeconomic культурные и социо-экономические
indicators показатели
integration processes процессы интеграции
rate of inter-marriage уровень заключенных международных
браков
accommodation of religious needs обеспечение религиозных потребностей
overall integration into society and полная интеграция в общество и
economy экономику
civil and political exclusion and исключение из гражданских и
discrimination политических процессов/дискриминация
to strengthen labor market способствовать лучшей интеграции на
assimilation рынке труда
to enhance access to увеличить доступ к
to retain/re-attract emigrants способствовать удержанию/возвращению
эмигрантов
to implement a comprehensive and применять всеобъемлющий и четко-
targeted policy ориентированный подход
improved business climate более привлекательный/улучшенный
деловой климат
to address a humanitarian справляться с гуманитарным
migration crisis миграционным кризисом
to encourage cooperation and способствовать установлению
dialogue сотрудничества и диалога
to reduce international spillovers уменьшить негативные последствия
from immigration policies миграционной политики
to ensure adequate and effective обеспечить своевременную и
assistance эффективную помощь
101
UNIT 4. HARD, SOFT AND SMART POWER
hard, soft, smart power жесткая, мягкая, умная сила

manifestations of power способы проявления силы
a dimension of social life сфера социальной жизни
to coerce smb with threats удерживать, сдерживать кого-то при помощи
угроз
to induce smb with побуждать, склонять, убеждать кого-то при
payments помощи денег
to co-opt вбирать в себя, ассимилировать, принять в состав
a policy of sticks and политика кнута и пряника
carrots
economic superiority экономическое превосходство
coercive capabilities силовые возможности
tangible/intangible осязаемый, ощутимый, материальный, реальный,
вещественный /нематериальный, неосязаемый,
невещественный
to measure effects измерить/оценить последствия
to bluff блефовать
to carry out the threat осуществить угрозу
explicit threat явная угроза
unconventional threats нетрадиционные угрозы
to impose economic наложить экономические санкции
sanctions
to guarantee obedience гарантировать послушание, повиновение,
покорность
employment of violence применение насилия
physical violence физическое насилие/жестокость
to exert violence upon smb проявлять жестокость в отношении кого-то
first and foremost наиважнейший/основной
the realm of international сфера международной политики
politics
to resolve disputes between разрешать споры между
to get outcomes получить результаты/достигнуть целей
desired outcome желаемый результат
payoffs награда, вознаграждение
to admire values восхищаться ценностями
to emulate one’s example следовать примеру, подражать
to aspire to стремиться к
to live up to values жить согласно/следовать ценностям
to have moral authority иметь моральное право
to shape/to change/to формировать/изменить/ограничить предпочтения
restrict one’s preferences
to follow one’s lead следовать за кем-то
102
employ soft power задействовать техники мягкой силы
techniques
international actors международные акторы
to convey an idea подать идею
create an enabling создать благоприятную обстановку для
environment for
promoting a particular issue продвигать определенные вопросы или повестку
or agenda дня
build international trust укреплять международное доверие
to influence the public влиять на общественность
to portray a positive Создавать положительные международный имидж
international image
far-reaching далеко идущий
to increasee one’s state увеличение власти (силы) государства
power
to multiply existing power преумножить существующую силу
103
UNIT5. CULTURE AND POLIITCS
to reconfigure the power dynamics изменять конфигурацию сил
institutionalization of culture институционализация
культуры\становление института
культуры
a novel idea новая идея
within institutional frameworks в институциональных рамках
to define culture as определять культуру как
complex nature сложная природа
intellectual, spiritual and aesthetic интеллектуальное, духовное и
development эстетическое развитие
holistic understanding общее понимание/представление
to differentiate between проводить различие между
to foster mutual understanding способствовать взаимопониманию
to coin a term вводить термин
fostering positive attitude способствовать позитивному отношению
to complicate the relations with осложнять отношения с
compatible сопоставимый
tools of implementation инструменты реализации
to manage the international управлять международной обстановкой
environment
engagement with a foreign public взаимодействие с зарубежной публикой
to redirect policy перенаправлять политику
to undertake an international осуществлять международные
communication activity коммуникации
to facilitate cultural transmission способствовать\обеспечивать передачу
культуры
motivating force движущая сила
to derive credibility from черпать доверие
proximity to cultural authorities близость к государственным
ведомствам\органам, занимающимся
вопросами культуры
foreign policy tool инструмент внешней политики
to underpin подпирать, поддерживать
indirectly accountable to the public косвенно отвечать перед
общественностью
motivated by creativity and artistic движимый творческими и
values художественными ценностями
motivated by profit движимый желанием выгоды
to shape and strategically channel формировать и направлять культурные,
cultural, media, and information медийные и информационные потоки
flows
to fit into national agenda вписываться в национальную повестку
104
дня
to advance national interests продвигать национальные интересы
to broaden the realm of diplomacy расширять сферу деятельности
дипломатии
a wide range of social actors широкий круг социальных/общественных
акторов
a need for intercultural dialogue необходимость в установлении
межкультурного диалога
cultural awareness уважение к культуре и традициям других
народов
105

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NINA LEGOSHINA NATALIA SILAEVA

WORLD POLITICS: ESSENTIALS OF INTERNATIONAL

УЧЕБНОЕ ПОСОБИЕ ПО АНГЛИЙСКОМУ ЯЗЫКУ ДЛЯ СТУДЕНТОВ-

Цель настоящего учебного пособия — дальнейшее развитие речевой,

Настоящее учебное пособие направлено на формирование у студентов-

Тематический план учебного пособия определяется профильной программой

Part A: What Does It Mean to Be a Human?

Task 2. Discuss the following all together:

Task 3. Comment on the quotation from Article 1 of the Universal Declaration

Part B: What Is a Right?

Task 2. Discuss the following all together:

Part C: What Is a Universal Right?

Task 2. Read the comments of Eleanor Roosevelt, Chair of the UN commission

Discuss the following:

Task 2. Answer the following questions.

Task 3. Paraphrase the following word combinations:

Task 7. Give English equivalents to the following word combinations:

DECLARATION OF HUMAN RIGHTS

Task 2. The slogan of Amnesty International is “Better to Light a Candle than

Criticisms of human rights coverage in the media

(based on: http://www.speakupspeakout.internews.org/?q=section-2-concepts-skills-and-

2. Search the Internet and get ready to discuss the following:

3. Search the Internet and find information about implementation of death

2. Discuss the following questions in the group:

2. Discuss the following questions in the group:

Part A: What Does a Territory Mean for a Human Being?

Part B: What Does a Territory Mean for a State?

Task 2. Discuss the following all together:

Part C: What Does Sovereignty Imply?

Task 3. Brainstorm the definitions of the following concepts:

Task 2. Answer the following questions.

Task 3. Paraphrase the following word combinations:

internal affairs violation of sovereignty

intervention, stateless, violence, human rights abuses, internal affairs,

1. The ________________ state monopoly over the means of

Task 1. Search the Internet and discuss the following in class.

PART 2. INTERNATIONAL COMMUNITY

Task 2. According to Articles41 and 42 of the UN Charter, when a State

Task 3. Watch Video 2.1 and fill in the gaps:

Task 5. There is an alternative view on R2P doctrine. Watch Video 2.3, an

Task 1. In groups of two make a presentation on one of the cases of

Part A: What Does Migration Mean?

Task 2. Discuss the following all together:

PartB: Migration as a Global Phenomenon

Task 2. Brainstorm a definition of migrationbased on the mind-map.

Refugee a person willing to be admitted into a country

INTERNATIONAL MIGRATION: TRENDS, DRIVERS, IMPACT AND

Task 2. Answer the following questions.

migration immigration impact integration

Task 3. Paraphrase the following word combinations:

Task 7. Give English equivalents to the following word combinations:

social groups neighbourhoods economic and social spheres

Integration and Cohesion: Social impacts of Immigration

Task 2. Brainstorm and compare specific features of legal and illegal

Task 4.Watch Video 3.2 and fill in the gaps.

Task 5. Brainstorm the positive aspects of migration. Discuss what short-term

Task 6.Watch Video3.3 and fill in the gaps.

Task 2. Choose a country and make a presentation describing its migration

ADVANTAGE DISADVANTAGE ESSAY

PartA: What Does Power Mean?

Task 2. Discuss the following all together:

PartB: Power as a Global Phenomenon