Пища для ума - Food for thought. Коломейцева Е.М - 5 стр.

UptoLike

ВУЗ: 

ТГТУ | Тамбов

Составители: 

Рубрика: 

A GUIDE TO USING THE TEXTBOOK
The book is designed to help intermediate and upper-intermediate learners of business English improve their business
vocabulary and knowledge. It is for people studying English before they start work and for those already working who need English
in their job.
Apart from improving your business vocabulary, the book also helps you to develop the language needed for important food
production business.
You can use the book on your own for self-study, or with a teacher in the classroom, one-to-one or in groups.
The main task of this book is to enlarge specific problems of food production. The materials will allow the students to extend
their linking of theory and practice further by analyzing the strategic issues of specific food manufacture.
The studies are intended to serve as the basis for class discussion. They are not intended to be a comprehensive collection of
teaching material. The materials have been chosen (or specially written) to provide readers with a core of cases which together cover
most of the main issues. As such they should provide a useful backbone to a programme of study but can sensibly be supplemented by
other material.
The material in question can never fully capture the richness and complexity of real-life food production situations and we would
encourage readers and tutors additionally to take every possible opportunity to explore the live strategic issues of food processing
organizations.
We expect readers to seek their own lessons from units and tutors to use cases in whichever way best fits the purposes of their
programme.
It is essential that students are required to undertake additional reading from other sources and that their 'practical' work is
supplemented by other material as mentioned above.
Teachers can choose units that relate to students' particular needs and interests, for example areas they have covered in course
books, or that have come up in other activities. Alternatively, lessons can contain a regular vocabulary slot, where students look
systematically at the vocabulary of particular thematic or skills areas.
Students can work on the units in pairs, with the teacher going round the class assisting and advising. Teachers should get
students to think about the logical process of the exercises, pointing out why one answer is possible and others are not.
We hope you enjoy using this book.
U n i t O n e
GLOBALIZATION AND THE BRITISH NUTRITION FOUNDATION
T a s k O n e. Read, translate and discuss the following information.
Integrated global economy
If it has its historical forerunners, it is only in the last 60 years that the concept of a truly integrated world economy has achieved
full realization.
It has been made possible, firstly, by the creation of specific international institutions to manage and regulate economic relations
between nations.
The Bank for International Settlements, The General Agreement on Tariffs and Trade (forerunner of The World Trade
Organization), The World Bank, The International Monetary Fund, were all established in the wake of World War II to help restore
economic stability after the turmoil of conflict, and all have been fundamental in driving and shaping modern global capitalism.
Equally if not more important have been the dramatic advances in communications technology, the latter facilitating the
exchange of information and currency at a speed, and with an ease, that would have been unthinkable a hundred years ago – the
"decoupling of space and time" as sociologist Anthony Giddens once described it.
Finally, the harnessing of groups of countries into geographical free trade areas – The European Union (EU), The North
American Free Trade Association (NAFTA), The Asia-Pacific Economic Co-Operation (APEC), the Common Market For Eastern
and Southern Africa (COMESA) – has served to dissolve trade barriers, open markets and knit disparate economies ever tighter
together.
The result has been a degree of global economic interaction unprecedented in human history.
This post-war global order has brought, for many, substantial benefits.
For the countries of the industrial north, who first established, and continue to control the institutional machinery of
globalization, it has fuelled a protracted period of steady economic growth – at an average rate of 2–3 percent per annum – and an
attendant increase in the prosperity of a majority of their citizens.
Several developing nations, too, are reaping the rewards of increased global integration, especially those in East and South Asia,
where the economies of countries such as China, Thailand, Malaysia and Indonesia are now expanding faster than those of most
developed nations – at an average of 7 percent per annum, according to the World Bank – and wages and living conditions are
gradually inching upwards.
Perhaps the greatest beneficiaries have been the large, trans-national corporations, who have seen profits rocket in this era of
global markets – according to Bloomberg the average annual pay for the CEO of a major US company is now $12 million – and, also,
the highly educated, highly skilled workers in developing countries such as India and China who have enjoyed massive wage
increases as economic liberalization has created an ever-greater demand for their services.

Страницы