 |
7. Supply the necessary derivative/compound related to the italicized word the complete each sentence.
|
|
|
|
7. Supply the necessary derivative/compound related to the italicized word the complete each sentence.
| mercenary | His ________ caused a lot of problems. |
| slave | By _______ away for two hours, I at last got the cooker clean. |
| shrewd | The ingenuousness and the _______ of the question shocked him. |
| industrious | Nora was writing away _________, but she sprang to her feet as he entered. |
| reserved | We all have __________ of strength that we don't realize we have. |
8. Paraphrase the following sentences using your active vocabulary:
1. They talked with each other via email.
2. We can start by correlating the work of the historian with the work of the politician.
3. People's reactions to the drug can be widely different.
4. There is no evidence that there is life on other planets.
5. We have to accept the decision of most people.
6. The money will be divided between 30 different environmental organizations.
7. His valid arguments helped me to make a decision.
8. I have hitherto not had occasion to portray his appearance.
9. I like the man himself, polite, anxious to be of use, and extraordinarily gentle to everyone except his wife.
10. The combination is a five-piece one, comprising piano, saxophone, trumpet, banjo and drums.
9. Circle the word that does not fit into the group. Explain why.
1. tough, discreet, restrained, sociable
2. easeful, sluggish, industrious, sleepy
3. malleable, strong, delicate, rude
4. inaccurate, wrong, loyal, untruthful
5. credent, suspicious, reliant, trusty
6. arrogant, deferential, docile, obsequious
7. gregarious, sociable, talkative, reserved
8. altruistic, mercenary, unselfish, disinterested
10. Make up a short situation using your active vocabulary:
shrewd, stereotype, mark out, feature, note, influence, revengeful, slave, character, specific.
TEXT 3. CULTURAL VALUES
1. Work with a partner and discuss these questions.
a. How do you understand the term value?
b. How do you understand the term norms?
c. Are there any differences between values and norms?
2. Now read the text and check your answers.
Cultures have values that are largely shared by their members. The values of a society can often be identified by noting which people receive honor or respect. In the US, for example, professional athletes at the top levels in some sports are honored (in the form of monetary payment) more than college professors. Surveys show that voters in the United States would be reluctant to elect an atheist as a president, suggesting that belief in God is a value. There is a difference between values clarification and cognitive moral education. Values clarification is, " helping people clarify what their lives are for and what is worth working for. Students are encouraged to define their own values and understand others' values. " Cognitive moral education is based on the belief that students should learn to value things like democracy and justice as their moral reasoning develops. " Educationist Chaveen Dissanayake says personal and cultural values can be varied by the living standards of a person.
|
|
|
Values are related to the norms of a culture, but they are more global and abstract than norms. Norms are rules for behavior in specific situations, while values identify what should be judged as good or evil. Flying the national flag on a holiday is a norm, but it reflects the value of patriotism. Wearing dark clothing and appearing solemn are normative behaviors at a funeral. In certain cultures they reflect the values of respect and support of friends and family. Different cultures reflect different values. " Over the last three decades, traditional-age college students have shown an increased interest in personal well-being and a decreased interest in the welfare of others. " Values seemed to have changed, affecting the beliefs, and attitudes of college students.
Members take part in a culture even if each member's personal values do not entirely agree with some of the normative values sanctioned in the culture. This reflects an individual's ability to synthesize and extract aspects valuable to them from the multiple subcultures they belong to. If a group member expresses a value that is in serious conflict with the group's norms, the group's authority may carry out various ways of encouraging conformity or stigmatizing the non-conforming behavior of its members. For example, imprisonment can result from conflict with social norms that have been established as law.
Besides, Institutions in the Global Economy can genuinely respect values which are of three kinds based on a “triangle of coherence”. On one side, it lies today within the World Trade Organization (WTO), as well as in the second side within the United Nations - particularly the Educational, Scientific and Cultural Organization (UNESCO) - providing a framework for global legitimacy through accountability. On the third side, the expertise of member-driven international organizations and civil society depends on the incorporation of flexibilities in the rules, so as to preserve the expression of identity in a globalized world. Nonetheless, in a warlike economic competition, differing visions contradicts, particularly on culture. Hence a movie is an artistic creation in Europe, and then benefits from special treatment, while it is only a mere entertainment in the U. S. whatever his own artistic performance. Even within the fragmented Europe, interventionist policies based on the notion of “cultural exception” get opposed to the policy of the “cultural specificity” on the liberal Anglo-Saxon side. Indeed, in international law, films are traditionally seen as property, and the content of television programs is defined as a service. Consequently cultural interventionist policies get opposed to Anglo-Saxon liberal position, causing failures in international negotiations.
(Источник: http: //en. wikipedia. org/wiki/Main_Page)
3. Read the text again and complete the chart below:
| The values of a society can often be identified by… | noting which people receive honor or respect. |
| Values clarification is… | |
| Cognitive moral education is based on… | |
| Values are… | |
| Norms are… | |
| Institutions in the Global Economy respect values based on a “triangle of coherence”… 1. 2. 3. |
|
|
|
Essential Vocabulary
| society | общество; свет, светское общество; объединение, организация |
| identify | отождествлять (что-л. ) с (чем-л. ) |
| to be honored | быть уважаемым; заслуженным; почтенным |
| reluctant | делающий что-л. с большой неохотой, по принуждению; сопротивляющийся |
| clarification | преобразование; разъяснение, выяснение |
| cognitive | когнитивный, познавательный |
| moral education | нравственное воспитание |
| to be worth | стоить, иметь стоимость, ценность |
| encourage | ободрять; поощрять, поддерживать (в чём-л. ) |
| reflect | отражать; воспроизводить; свидетельствовать (о ч-л. ) |
| increased | повышенный; увеличенный |
| decreased | пониженный, уменьшенный; сниженный |
| welfare | благоденствие, благополучие, благосостояние |
| subculture | субкультура |
| conformity | 1) согласованность; соответствие 2) похожесть, схожесть |
| stigmatize | клеймить; татуировать |
| established | 1)учреждённый; установленный; упрочившийся 2)авторитетный, заслуживающий доверия, признанный |
| global | 1) всемирный, мировой 2) общий, всеобщий; всеобъемлющий, глобальный, |
| legitimacy | законность, легальность |
| accountability | 1) ответственность 2) необходимость отчитываться, подотчётность |
| incorporation | объединение, слияние; вхождение |
| flexibility | эластичность, гибкость, упругость |
| preserve | сохранять, сберегать; оберегать, охранять, защищать |
| content | содержание, суть, сущность; значение, смысл |
| defined | определённый; оговорённый; описанный |
| interventionist | интервент; сторонник интервенции или государственного вмешательства |
| policy | политика, линия поведения, установка, курс, стратегия |
| cause | быть причиной, вызывать, побуждать |
| failure | неудавшееся дело, неудача, неуспех, провал |
| negotiations | переговоры; обсуждение условий; преодоление (затруднений) |
4. Use dictionaries to study the meaning of the following vocabulary items:
society, moral education, subculture, global.
1. Write out common collocations with them.
2. Find derivatives formed from global, society.
5. Match the words with their definitions. There are two extra definitions:
| 1. identify | a. the things that are inside something such as a box, bottle, building, or room |
| 2. reluctant | b. behaviour that is acceptable because it is similar to the behaviour of everyone else |
| 3. to be honored | c. something that has become less |
| 4. legitimacy | d. to recognize something and understand exactly what it is |
| 5. content | e. process is one that is connected with recognizing and understanding things |
| 6. conformity | f. an event, thing, or person that makes something happen |
| 7. decreased | g. to keep an idea, quality, or situation from changing or being lost |
| 8. cognitive | h. formal discussions in which people or groups try to reach an agreement, especially in a business or political situation |
| 9. to be worth | i. not willing to do something |
| 10. cause | j. to treat a particular type of behaviour as wrong or embarrassing and to try to make people who behave in this way feel ashamed |
| 11. preserve | k. having existed for a long time, and therefore recognized as good or successful |
| 12. negotiations | l. proud that you have been given special respect or a special opportunity |
| 13. stigmatize | m. including or affecting the whole world |
| 14. established | n. the people who live in a particular country or area, or who belong to a particular time |
| o. the fact that something is legal | |
| p. used for saying how good, useful, or reliable someone or something is |
|
|
|
6. Fill in the blanks with words from the word-box. There are two extra vocabulary items:
| welfare | interventionist | defined |
| reflect | clarification | incorporation |
| encourage | policy | failure |
1. Please contact us if you require ___________ of any of these matters.
2. He said that the statement did not ___________ his own views.
3. Honesty is the best ____________.
4. We intend to make child __________ one of our priorities.
5. The responsibilities of each team member need to be clearly __________.
6. Frank had ___________ Diana in her ambition to become a model.
7. Their first attempt to climb Everest ended in ____________.
|
|
|
