1.

The questions globally competent students ask and explore are

A) globally meaningful
B) may have one right answer
C) relevant for their own community
D) systematic

2. The understanding of others' perspectives is (Choose two answers)

A) clearly articulated
B) informed by today's context
C) easily defined
D)informed by historical knowledge about other cultures56

3. Being media and artistically savvy means an ability to

A) communicate with diverse audiences
B) know how to choose technology and media
C) know how effectively use technology and media
D) all points mentioned above

4. Globally competent students are NOT

A) actors
B) artists
C) bystanders (onlookers)
D) players

5. Globally competent students learn to think like

A) artists
B) historians
C) scientists
D) all points mentioned above

6. Learning about and with the world

A) occurs within and outside of school
B) has short-term consequences
C) is the work of a life time
D) is fashionable

7. The reasons of migration can be classified as economic, social, political or environmental:

economic migration- moving to find work or follow a particular career path
social migration- moving somewhere for a better quality of life or to be closer to family or friends
political migration- moving to escape political persecution or war
environmental causes of migration include natural disasters such as flooding
Internal migration is when people migrate within the same country or region - for example,
moving from London to Plymouth.
International migrationis when people migrate from one country to another - for example, moving
from Mexico to the USA.

8. Push factors are the reasons why people leave an area. They include:
• lack of services
 • lack of safety
• high crime
• crop failure
• drought
• flooding
•poverty

9. Pull factors are the reasons why people move to a particular area. They include:
•higher employment
•more wealth
• better services
•good climate
•safer, less crime
•political stability
•more fertile land
• lower risk from natural hazards

1. Would you ever _______ marrying or dating someone from another culture?
А) visual
B) dreamt
C) think of+
D) consider +
E) rely
F) let
G) persuade
H) feel

2. On successful completion of the programme the graduate is awarded two ______ and the
graduate getstwodiplomas.
A) job offers
B) educations
C) prises
D) processes
E) diplomas
F) employments
G) degrees+
H) qualifications +

3. Two educational programmes of specialist preparation can train professionals in different

specialties ______ on the same educational level.
A) school disciplines
B) commonalities
C) profiles ++
D) fields of expertise +
E) objects
F) overviews
G) generalities
 H) majorities

4. Gifted children cannot realize their full potential without the challenge and support that
schools ______.
A) ban
B) obtain
C) give
D) receive
E) take
F) get
G) acquire
H) provide

5. According to foreign experts, joint degree and _______ programmes are designed and
delivered by two or more partner institutions in different countries.
A) two
B) collaborate
C) double
D) global
E) twice
F) academic
G) dual
H) cooperation

6. With the growing popularity in e-learning it occurred to me that the 'e' should mean more
than electronic. If we are going to call it e-learning, shouldn't it be ____and ____ - M. David Merrill
A) enable
B) effective
C) edustream
D) erratic
E) educations
F) erroneous
G) efficient
H) engaging

7. Good communication is not always easy. This is true for people from the same culture,
but things become even more of a challenge when the whole _____ is different.
A) attitude
B) emotions
C) way of thinking
D) mindset
E) meaning
F) feeling
G) brain-drain
H) brain

8. As individuals typically more than one cultural group, cultural identity is complex and
multifaceted.
 A) live without
B) communicate with
C) get isolated
D) get abandoned
E) affiliate with
F) isolated from
G) associate with
H) keep silent

9. The questions globally competent students ask and explore are _____
A) area bounded locally
B) locally significant
C) globally significant
D) relevant for their own community
E) globally meaningful
F) irrelevant for the world
G) may have one right answer
H) appropriate for one country

10. _______ television, videos, and violent video games lessen acts of aggression among
schoolchildren. A) adding to
B) going up
C) reducing the use of
D) enlarging the use of
E) cutting back
F) doubling the use of
G) cutting back
H) cutting back on

11. The Minister of Education said We feel that priority should be given to disadvantaged
childrenrather than those who are likely to _____ in any case,"
A) move slow
B) do badly
C) be successful
D) fall short
E) fail
F) succeed
G) failure
H) lag behind

12. Cultural identity refers to identification with,or sense of belonging to,a particular group
based on various cultural categories including and religion.
A) isolation
B) race
C) ethnicity
D) awareness
E) individual
F) charisma
 G) nationality
H) feminism

13. Global competence starts by being ______ world and how it works.
A) promoted and interested in
B) know and interested
C) admired and interested
D) rich and searching
E) ignoring and searching
F) curious and interested
G) allowed and searched
H) aware and interested

14. Popular distance learning technologies include: _____and interactive videoconferencing.

A) textbook material only
B) employment criteria
C) CD or MP3 recordings++
D) video technology+
E) printed course books
F) webcasts +
G) just printed manuals
H) only in-class education

15. _______ is a big trend in the eLearning industry today and is continuing to grow as your
learners can access online training using their smartphones.
A) Mobile learning
B) Correspondent learning
C) mLearning
D) Domestic learning
E) Home learning
F) Extracurricular learning
G) Log learning
H) Electric learning

16. _______ means independence and collegiality in management and decision-making based
on democratic principles and personal responsibility of each subject of education.
A) Autonomy
B) Isolation
C) Mobility Centre
D) Global Education
E) Social freedom
F) Individualism
G) Academic freedom
H) Dependence

17. Blended learning combines classroom training with __training for even greater flexibility.
A) mobile online
B) employ
 C) electric
D) mLearning
E) extracurricular
F) web-based online
G) internet-based online
H) domestic

18. Does being a successful kid ______ the same as being a happy kid?
A) say
B) denote
C) generate
D) speak
E) mean
F) show
G) refer
H) assess

19. When completing their internship students get _______ from mentor teachers and the
school principal.
A) letters of complaints
B) letters of reference
C) letters of application
D) school diplomas
E) school reports
F) letters of recommendation
G) certificates
H) CVs

20. _____ was made in the RK to raise the quality of higher education in the Republic of
Kazakhstan to a high level.
A) Bologna process
B) OSCE
C) Academic Mobility Centre
D) Work-and-travel
E) Erasmus
F) the Development Strategy of the Bologna Process
G) US education
H) Global Education Centre

21. Gen C.
A) they are a generation in the traditional sense
B) technology is part of their life
C) phone is their main source
D) they don't watch traditional TV
E) they participate in several groups
F) they rely on creation
G) Gen C creativity is made up of three parts
H) they are motivated by knowledge and You Tube
 1. From the first sight people look the same, because everyone belongs to the same human nature,
thoughts, emotions and behavior
2. Everyone has his own appearance, the colour of hair, skin, eyes, type of figure and physical
condition of the body.
3. The inner world, feelings, emotions and worldview of the separate people are completely
original.
4. Everyone is unique and there are no two completely similar people. (Totally, entirely,
absolutely)
5. The psychological and emotional side of the human is even more varied (different, various)
6. People are becoming more and more similar same (similar, alike) in their worldview as the
mind is influenced (affected) by the growing effect of globalization and its negative results
7. Cutting back on television, videos, and video games reduce acts of aggression among
schoolchildren
8. Reducing (decrease, lower, lessen) television, in general, reduces aggressive behavior
9. Even television that is not "violent" is more violent than real life and may lead viewers to
believe that violence is funny, inconsequential, and a viable solution to problems.
10. Watching too much TV may inhibit the skills and patiencewe need to get along(deal with,
cope with, get on) with others without resorting to aggression
11. Child labor has been an international concern as it damages, destroys and spoils the present
and the future of not only the child but of a country
12. In future, the success of all nations and companies, and indeed the success of young workers,
will depend not on analytical thinking as has been the case until now, but on creativity and flexible
thinking
13. Businesses, rather than universities, can provide opportunities that introduce elements of
unpredictability and creativity into aspects of training or work experience to teach employees to cope
with(solve) the shifting sands of the future.
14. Unfortunately, vastly different values, beliefs, and attitudes that vary from culture to culture
are often overlooked(ignored, overlooked)
15. Many people who prepare for intercultural encounters might only gather information about the
customs of the other country and learn a bit of the language
16. It is even more important to develop an investigative, nonjudgmental attitude, along with a
high tolerance of ambiguity.
17. In matters of national security, environmental sustainability, and economic development,
what we do as a nation and in our everyday lives is inextricably intertwined(bound, connected,
related) with what governments, businesses, and individualsdo beyond our borders.
18. The concept of global competence articulates the knowledge and skills students need in the
21st century.
19. Globally competent students ask and explore critical questions and "researchable" problems
 20. Their questions are globally significant, questions that address important phenomena and
events that are relevant world wide - in their own community and in communities across the globe
21. Globally competent students understand that audiences differ on the basis of culture,
geography, faith, ideology, wealth, and other factors and that they may perceive different meanings
from the same information
22. Globally competent students are media and artistically savvy (wisdom,
23. Globally competent students see themselves as players, not bystanders
24. Educating students for global competence requires substantive, developmentally appropriate
engagement over time with the world's complexities
25. Globally competent students are life long learners
26. The reasons for migration can be economic, social, political or environmental.
27. There are usually push factors and pull factors at work.
28. People are awarded points depending on their skills, previous income, and age
29. UNICEF programmes focus on the most disadvantaged children, including those living in
fragile contexts, those with disabilities, those who are affected by rapid urbanization and those
affected by environmental degradation
30. UNICEF's Strategic Plan has been informed by major global movements and discussions about
future sustainable development goals.
31. The Strategic Plan focuses the work of UNICEF on seven outcomes: Health; HIV&AIDS;
Water, Sanitation and Hygiene (WASH); Education; Nutrition: Child Protection; and Social
Inclusion. Humanitarian action, gender equality and human rights cut across all those seven
outcomes
32. Intercultural Dialogue is an on-going process, a long-term goalwhich requires constant
engineering, vigilance and active participation by all individuals
33. Academic mobility refers to students and teachers in higher education moving to another
institution inside or outside their own country to study or teach for a limited time\restricted time
34. In some cases, Academic mobility is chosen for positive reasons, usually by young students
with no family commitments; however, for most researchers, it is a form of casualization, which can
blight their whole careers and break up their families.
35. Academic mobility suffers from cultural, family, socio-economical, and academic barriers
36. Mobile students are usually divided into two groups: Free-movers are students who travel
entirely on their own initiative, while programme students use exchange programmes at a
department, faculty, institution, or national level
37. It is necessary to carry out further implementation of systematic measures to proceed
institutional and substantive renewal of higher education.
38. Quality education is not possible without trained, highly skilled and competitive specialists.
39. The principle of solidarity and true partnership among higher education institutions worldwide
is crucial for education and trainingin all fields.
 40. The principles of international co-operation based on solidarity, recognition and mutual
support, true partnership
41. According to foreign experts, joint degree programmes and dual degree programmes are
"designed and delivered by two or more partner institutions in different countries."
42. Dual/Double/ Concurrent/ Conjoint/Simultaneous/ Combined degree students receive a
credential from each of the partner institutions
43. On successful completion of the programme the graduate is awarded two degrees
(qualifications), and the graduate gets two diplomas (in the world educational practice -joint/dual
programme and joint/dual degree).
44. The dual programme is viewed as one of the possible ways of integration of interests of
business, specialist and state.
45. Close cooperation between the business world and government is characteristic, (feature) of
the dual vocational training system, and this is evident in the way the principles of corporatism and
federalism are combined
46. Distance learning, sometimes called e-learning, is a formalized teaching and learning system
specifically designed to be carried out remotely by using communication.
47. distance education can be more flexible in terms of time and can be delivered virtually
anywhere.
48. Popular distance learning technologies include: Voice-centered technology, such as CD or
MP3 recordings or Webcasts, Video technology, such as instructional videos, DVDs, and
interactive videoconferencing
49. Computer-centered technology delivered over the Internet or corporate intranet
50. distance learning is less expensive to support and is not constrained by geographic
considerations
51. Online learning can enable learning to happen in a variety of contexts, locations, and times; it
allows for a transformation of curriculum and learning."
52. Online learning can be a lifeline to those who have obstacles, such as geographical distances
or physical disabilities"
53. Video games contribute to children education, they can help develop problem-solving and
decision-making skills.
54. Some parents prefer to let their children fully engage with technology while others are afraid
of the potential negative long-term consequences. However
55. Cultural identity refers to identification with, or sense of belonging to, a particular group
based on various cultural categories, including nationality, ethnicity, race, gender, and religion
56. Cultural identity is constructed and maintained through the process of sharing collective
knowledge such as traditions, heritage, language, aesthetics, norms and customs
57. As individuals typically affiliate with (associate) more than one cultural group, cultural
identity is complex and multifaceted
 58. While formerly scholars assumed identification with cultural groups to be obvious and stable,
today most view it as contextual and dependent upon temporal and spatial changes.
59. Cultural identity is constantly enacted, negotiated, maintained, and challenged through
communicative practices.
60. All cultural identities are defined by recognizing others presence and cultural practices.
61. Intercultural dialogue produces a contested spacewhere cultural identity is constantly
redefined and negotiated.
62. There are four groups of people who are most likely to need intercultural awareness:
Expatriates, People who work globally, People who work in multicultural teams, Tourists.
63. One's moral values can come from family, society, religion or self
64. Both families and schools should be responsible in bringing up children with moral values.
65. In schools, teachers can come up with interesting ways to impart moral values and life skills to
students.
66. Talk to your children about specific values, such as honesty and compassion, as situations or
experiences arise.
67. Share some of your personal experiences to build a connection and to make the conversation
more relevant for your child.
68. Teach your child the values you want her to learn, such as self-discipline, kindness and social
responsibility, through your own actions
69. Having your family volunteer at the local soup kitchen during the holidays is one way for your
children to learn about kindness and compassion
70. Expose your children to variety of customs, cultures, and languagesto help them become
more aware of the world around them and to facilitate respect for diversity.
71. Spend quality time reading educational books that promotepositive values and teach moral
lessons.
72. Expose your children to the types of books and television programs that support your values
and beliefs.
73. Do not allow your children to play violent video games or watch crime-focused television
shows
74. Watch programs with your children so you can talk about the moral lessons or values
represented.
75. Migration usually happens as a result of a c a combination of these push and pull factors.
76. Scientific rigour and innovation- constant desire to use the latest scientific achievements,
commitment to application of new technologies, scientific knowledge and information.
77. Consistency and integrity- consideration of Bologna Process as a dynamic and integral
system which offers a comprehensive implementation of mandatory, recommendatory and optional
parameters, as well as tools and mechanisms in unity with updating the content of Kazakhstani higher
education:
 78. Continuity - promotion of life-long learning, based on learning outcomes;
79. Diversification - increasing the number of educational services and their development, with
the aim to improve the quality and competitiveness of tertiary school of Kazakhstan;
80. Transparency - ensuring full transparency and accessibility of information on modernization
of higher education in Kazakhstan in the context of Bologna Process;
81. Autonomy and academic freedom- independence and collegiality in management and
decision-making, based on democratic principles and personal responsibility of each subject of
education; guarantee of academic freedom of universities and faculty in educational activities;
82. Internationalization of higher education - an important component of educational policy,
characterized by accessibility. universalization and innovativeness of higher education caused by
expansion of international cooperation and mobility;
83. Legitimacy- implementation of activities of the Bologna Process and Academic Mobility
Center in strict compliance with all legal norms.
84. E-learning can encompass a wide variety of online initiatives
85. Elearning can be can be either an asynchronous or synchronous activity:
 more synchronous e-learning is now being offered through web conferencing and chat options
 has a global reach: E-learning can simply be placed online and easilyaccessed by people around
the world. There is no need for expensive travel or meetings across multiple time zones.
86. LMS:LMS stands for Learning Management System and refers to software used to
admimster, track, report, and document the delivery of your e-learning courses.
87. SCORM: A Shareable Content Object Reference Model is a collection of speoifications and
standards for e-learning, which allows communication between the e-learning content and the LMS.
There are several versions of SCORM.
88. AICC:The Aviation Industry Computer-Based Training Committee is a set of specifications
designed so learning technology vendors can spread their costs across multiple markets.
89. Tin Can: Tin Can API (Application Programming Interface) is a new specification for e-
learning, which is not tied to an LMS and collects data about a person's learning experiences across
various devices. These devices are able to communicate with each other using this new spec.
90. The value of e-learning is that it can save time and money
91. Many factors contribute to a successful e-learning program, but the top two are: 1) a
production process that uses good tools; and 2) solid instructional design.
92. E-Learning content into an interactive and engaging experience for your learners
93. Gamification presents information to your learners in a fun and unique way and can include
gaming elements such as rewards, levels, titles and positive feedback.
94. Social Learning- Collaboration, brainstorming and discussion with co-workers are all part of
social learning.
95. Blended learningcombines classroom training with web-based online training for even greater
flexibility.
 96. Storyboarding.Storyboards allow developers to outline e-Learning courses before the e-
Learning development process begins. This helps designers identify what texts, visuals and other
elements they want to incorporate throughout the course .
97. Rapid e-learning Software you can use to build e-Learning courses quickly, with little time
needed to output the finished project. Some features of rapid e-Learning software include templates
and wizards.
98. Mobile learning,or mLearning, is a big trend in the eLearning industry today and is
continuing to grow. With mLearning, your learners can access online training using their
smartphones or tablet devices, mLearning is changing the way developers think about e-Learning as
well as their content creation and delivery methods.
99. SME Techniques that turn your e-Learning content into an interactive and engaging
experience for your learners.
100. Section 508of the Rehabilitation Act established accessibility standards for all types of
content. An e-Learning course that is 508 Compliant ensures that all learners, including those with
disabilities, can access the content in your course.
 Texts
Text 1. A unique personality is the originality of the character, worldview and appearance of the
human being. From the first sight people look the same, because everyone belongs to the same
human nature, thoughts, emotions and behaviour. But the peculiarities of all these qualities are
completely (totally, entirely, absolutely) original, because (as, since) everyone is unique and there are
no two completely similar people. Everyone has his own appearance, the colour of hair, skin, eyes,
type of figure and physical condition of the body.

All these outer features make the human being at look unique, because even the identical twins are
same (similar, alike)only from the first sight, as everyone possesses some inborn signs on the skin,
scars and other things which make the human being unique. The psychological and emotional side of
the human is even more varied(different, various)because the inner world, feelings, emotions and
worldview of the separate people are completely original.
It is impossible to predict the human behaviour or reaction on the events which occur in the
surrounding world. The intellectual abilities can be also called the personal(individual) quality,
because some people are not quite good at studying and their progress in some disciplines (subjects)is
poor but in some manual work or sports they are undefeated. Some people are good at sciences and
they influence the development of the human knowledge and they are called geniuses. On the other
hand it is quite difficult to find their own personal identity, because of the influence(impact, effect) of
various trends in fashion, art, philosophic views, etc. People are becoming more and more similar in
their worldview as the mind is influenced by the growing effect of globalization and its negative
results(outcomes, consequences).
Bewildered-озодаченный, смущенный,
Overwhelmed - ошеломленный, потрясенный, перегруженный.
Disconcerted - смущенный
Anxious - тревожный
Circumspect - осмотрительный, осторожный, продуманный
Preoccupied - озабоченный, поглощенный мыслями
Perplexed - Озадаченный, запутанный
Withdrawn - изъятый, замкнутый
Disorintated - сбитыйстолку
Uneasy - беспокойный
ontenterhooks - наиголкахoverawed - внушатьблагоговейныйстрах, спасовал
distraught - обезумевшийunnerved - расстроенный
onedge - раздраженный

Text 2. Cutting back on (reduce,) television, videos, and video games reduce acts of aggression
among schoolchildren, according to a study by Dr. Thomas Robinson and others from the Stanford
University School of Medicine. The study (research, investigation), published in the January 2001
issue of the Archives of Pediatric and Adolescent Medicine, found that third- and fourth-grade
students who took part(participated) in a curriculum to reduce their TV, video, and video game use
engaged in fewer acts of verbal and physical aggression than their peers. The study took place in two
similar San Jose, California, elementary schools. Students in one school underwent an 18-lesson, 6-
month program designed to limit their media usage, while(whereas) the others did not. Both groups
of students had similar ports of aggressive behavior at the beginning of the study, After the six-month
program, however, the two groups had very real differences. The students who cut back on their TV
time engaged (involved,engrossed)in six fewer acts of verbal aggression per hour and rated 2.4
percent fewer of their classmates as aggressive after the program.
Physical acts of violence, parental reports of aggressive behavior, and perceptions of a mean and
scary world also decreased, but(however) the authors suggest further study to solidify these results.
Although many studies have shown that children who watch a lot of TV are more likely to act
violently, this report further verifies that television, videos, and video games actually cause the
violent behavior, and it is among the first to evaluate a solution to the problem. Teachers at the
intervention school included the program in their existing curriculum. Early lessons encouraged
students to keep track of and report on the time they spent watching TV or videos, or playing Video
games, to motivate them to limit those activities on their own. The initial lessons were followed by T
by TV-Tumoff, an organization that encourages less TV viewing. For ten days, students were
challenged to go without television, videos, or video games. After that, teachers encouraged the
students to stay within a media allowance of seven hours per week. Almost all students participated
in the Turnoff, and most stayed under their budget for the following weeks. Additional lessons
encouraged children to use their time more selectively, and many of the final lessons had students
themselves advocate reducing screen activities.
This study is by no means the first to find a link between television and violence. V Virtually all
of 3,500 research studies on the subject in the past 40 years have shown the same relationship,
according to the American Academy of Pediatrics. Among the most noteworthy studies is Dr.
Leonard D. Eron's, which found that exposure to televisioh violence in childhood is the strongest
predictor of aggressive behavior later in life stronger even thän violent behavior as children. The
more violent television the subjects watched at age eight, the more serious was their aggressive
behavior even 22 years later. Another study by Dr. Brandon S. Centerwall found that murder rates
climb after the introduction of television. In the United States and Canada, murder rates doubled 10
to 15 years after the introduction of television, after the first TV generation grew up.
Centerwall tested thispattern in South Africa, where television broadeasts were banned (forbid,
prohibit) until 1975. Murder rates in South Africa remained relatively steady from the mid-1940s
through the mid- 1970s. By 1987, however, the murder rate had increased130 percent from its 1974
level. The murder ra rates in the United States and Canada had leveled 1 off in the meantime
(meanwhile, meantime),Centerwall's study implies that the medium of television, not just the content,
promotes(increases) violence and the current study by Dr. Robinson supports that conclusion. The
Turnoff did not specifically target violent television, nor did the following allowance period.
Reducing television, in general, reduces aggressive behavior. Even television that is not "violent" is
more violent than real life and may lead viewers to believe that violence is funny, inconsequential,
and a viable solution to problems. Also, watching television of any content robs us of the time to
interact with real people. Watching too much TV may inhibit the skills and patience we need to get
along with others without resorting to aggression. TV, as a medium, promotes aggression and
violence. The best solution is to turn it off.
 Text 3. Child labor has been an international concern as it damages, destroys and spoils the
present and the future of not only the child but of a country. A child is the hope of a nation and yet
when millions of them are deprived of a carefree childhood, it directly impacts the
growth(development)of the country. Although, child labor is common in most of the parts of the
world, it is more often faced in the developing and underdeveloped sections.
There are several reasons for forcing a child into work. Firstly, it increases the family income. A
family which is finding it difficult to make its need meet, is more likely to send their child to work
then to school. Secondly, a child labour is more likely to work at lower wages, which is exactly
more factories are likely to hire them. Even more, a child is less likely to indulge in dishonesty and is
less liable to misbehave or be violent, which is what makes them perfect for domestic aid.
Although, it might seem that the issue of child labour can never be solved, there are several ways
in which we can surelyfight the issue. Firstly, the government needs to make sure that the laws made
are strictly adhered. Even more, the general public should be made aware of the severe
consequencesof child labor. Secondly, an increase in employment opportunity for adults would help
in overcoming the issue of poverty which is more likely to reduce the number of children being
forced into labor work. Overall, it is not only the responsibility of government to ensure that number
of child labours are reduced but every educated person of a country to ensure that the children of the
country get a bright future a future that every child deserves to have.
(8) Adapt - адаптироваться
(4) Outweigh - перевешивать
(3) Damage - Повреждение
(6) Arise - возникать
(9) Involvement - участие
(7) Lack - отсутствие
(2) eventhough - даже если

Text 4. Young People - Coping with an Unpredicted Future

Young people here in Asia and indeed in every continent are facing new challenges at an
unparalleled paceas they enter the global economy seeking work. But are the young in all parts of
the globe fully equipped to deal with the unforeseen hazardsof the twenty-first century? With the
globalization not just of commerce, but all knowledge itself, young graduates in India, Pakistan, or
China are just as prepared for the future as their counterparts in any other nation. Except for one
thing, that is. Young people wherever they are still lack something of paramount importance. There
was a time when those companies or nations with the most knowledge had the edge on their
competitors. That is now almost gone.
In future, the success of all nations and companies, and indeed the success of young workers, will
depend not on analytical thinking as has been the case until now, but on creativity and flexible
thinking. This will have huge implications on the way companies and people function.
Knowledge has now become like the light from the light bulb. It is now available to all of us, East
and West, North and South. We can now 'switch it on' in India, China, or Korea as easily as in, say,
France or Australia. Knowledge is also packagedinto systems that allow professionals of any kind
and level to move around the world in the employ of multinational companies much more easily than
in the past. So it matters less and less where people are from, where they are working, or where they
move to. The same rules and systems apply to all.
 With this knowledge-based industry now firmly established, mainly as a result ofthe Internet,
economies and people have to move on to another level of competition. What will make or break the
economies of the future in Asia and the West is not workforces equipped with narrow life skills, but
the more creative thinkers who can deal with the unknown. But the world is still churning out young
workers to cater for knowledge rather than creativity-based economies. Edward de Bono has long
championed lateral thinking and his work has found its way into many companies and conservative
institutions.
More recently, Daniel Pink in A Whole New Mind (2005), a book about the mindset needed for
the coming century, has predicted that success in the future will depend on creative thinking, not
analytical thinking - more use of the right side of the brain as opposed to the left.
Knowledge-based professions which control the world like banking, management, etc. Pink
argues, will wane as more and more jobs are replaced by computers, a prospectgovernment must
wake up to or they will have hordes of young people trained for a redundant world system. The
analytical brain types that have dominated job interviews in recent years have had their day. Those
who see the bigger picture at the same time, i. e. those who use the right side of their brain as well or
more than the left or can switch between the two at will, are about to come into their own.
The most prized individuals will be those who think outside the analytical boxes. If governments
are sleep-walking into this situation, young people need not do so, but can prepare themselves for this
dramatic evolution. Broadly speaking, young people are much more flexible and prepared to adapt to
new situations than their older counterparts. Their very familiarity with ever-changingtechnology
and the processes that go with it equips them to be proactive, and to develop their skills beyond the
purely analytical. Take the gigantic leaps that have been made in the economies of South-East Asia
in recent years. Advanced transport infrastructures and systems for knowledge transfer are more
evolved than in many so called advanced western countries which are lagging behind their eastern
counterparts.
Businesses, rather than universities, can provide opportunities that introduce elements of
unpredictability and creativity into aspects of training or work experience to teach employees to cope
with the shifting sands of the future. The young will be encouraged to do what they do best, breaking
out of existing systems and restructuring the way things are done. Older people will need to side with
them in their readiness to remould the world if they are to survive in the future workplace. We may
be in for a bumpy ride, but whatever else it may be, the future does not look dull.

Text 5.Juvenile justice is the complex of norms which are aimed at the punishment of the young
people who have committed a crime. The world of crime is quite varied and there is no any surprise
that young people, teenagers commit crimes as well as the grownups. Of course, due to the belief
that children and young people have specific rights and duties, they are punished in quite a different
way. There are many reasonsof juvenile crimes. First of all teenagers have poor bringing up,
problems in their families, problems at school and misunderstandings with friends. Sometimes the
reason is the unfavorable financial background of the family of the young criminal and the he just
wanted to help, but in the wrong way. It does not worth mentioning, that juvenile justice is not aimed
to punish the criminal strictly, its main duty is to teach, inform and prevent the young person from
the further break of the law.
The system of juvenile justice has different types of punishments and actions aimed at the bringing
up of the problematic children. If the young person commits a crime, she is not jailed, but there is
work with parents, teachers, psychologists and social services. These means are aimed to understand
the motives of the crime, the cause and effect of the crime and very often the problem is in the
attitude of the parents and negative influence of the family or friends. If the young person has not
reached the age of 18, parents pay the fine and have to bring up and control the teenager strictly. If
the young criminal continues his activity, the stricter means are applied.
Juvenile justice is the serious problem which is aimed to defeat the youth crimes. It does not worth
mentioning that juvenile justice is aimed to prevent the person form crimes but not to ruin her life in
a jail.

Text 6. Assumption of Similarities By LaRay M. Barna

One answer to the question why misunderstanding occur is that many people naively assume that
certain similarities exist among all people of the world; they expect that simply being human makes
everyone alike. Unfortunately, vastly different values, beliefs, and attitudes that vary from culture to
culture are often overlooked. Saying that 'people are people is a common trap, even when it reduces
the discomfort of dealing with difference.
The assumptionof similarity does not often extend to the expectation of a common verbal
language, but it does interfere with decoding nonverbal symbols, signs and signals. A person's
cultural upbringing determines whether or not an emotion will be displayed or suppressed, as well as
on which occasion and to what degree. The situations that bring about an emotional feeling also
differ from culture to culture, as humans are in many ways depending on their culture.
Sincethere seem to be no or very few universals that can be used as a basis for automatic
understanding, we need to treat each encounter as an individual case. Only with the assumption of
differences can reactions and interpretations be adjusted to fit regularly. Without this assumption of
differences, one is likely to misread signs and symbols and wrongly judge the scene.
Many people who prepare for intercultural encounters might only gather information about the
customs of the other country and learn a bit of the language.Behaviours and attitudes of its people are
sometimes researched, but often from a secondhand source. However, information gained this way is
general, rarely sufficient and may or may not be applicableto a specific situation. Also, knowing
"what to expect" often blinds the observers to all but what confirms their preconception. Any
contradictory evidence that does filter through the screens of preconception is likely to be treated
as an exception and thus discounted. A better approach is to form a framework for on-site
observations. It is even more important to develop an investigative, nonjudgmental attitude, along
with a high tolerance of ambiguity.

Text 7. In matters of national security, environmental sustainability, and economic development,

what we do as a nation and in our everyday lives is inextricably intertwined with what governments,
businesses, and individuals do beyond our borders. This new reality helps us more clearly define the
role that education must play in preparing all students for success in an interconnected world. The
understanding of others' perspectives is These are necessary strategies for change, but insufficient to
create the citizens, workers and leaders our nation needs in the 21st century. Missing in this formula
for a world-class education is an urgent call for schools to produce students that actually know
something about the world - its cultures, languages and how its economic, environmental and social
systems work. The concept of global competence articulates the knowledge and skills students need
in the 21st century.
 Global competence starts by being aware, curious, and interested in learning about the world and
how it works. Globally competent students ask and explore critical questions and "researchable"
problems - problems Diversity of the World for which there may not be one right answer, but can be
systematically engaged intellectually and emotionally. Their questions are globally significant,
questions that address important phenomena and events that are relevant world wide - in their own
community and in communities across the globe. Globally competent students can articulate the
significance of their questions and know how to respond to these questions by identifying, collecting,
and analyzing credible information from a variety of local, national and international sources,
including those in multiple languages. They can connect the local to the global, for example, by
explaining how a local issue like their school recycling program exemplifies a global process far
beyond their backyards. From analysis to synthesis to evaluation, they can weigh and integrate
evidence to create a coherent response that considers multiple perspectives and draws defensible
conclusions - be it an essay, a problem or design solution, a scientific explanation or a work of art.
Globally competent students are NOT students recognize that they have a particular perspective,
and that others may or may not share it. They are able to articulate and explain the perspectives of
other people, groups, or schools of thought and identify influences on these perspectives, including
how differential access to knowledge, technology, and resources can affect people's views. Their
understanding of others' perspectives is deeply informed by historical knowledge about other cultures
as well as contemporary events. Being media Communicate Ideas. Globally competent students
understand that audiences differ on the basis of culture, geography, faith, ideology, wealth, and other
factors and that they may perceive different meanings from the same information. They can
effectively communicate, verbally and nonverbally, with diverse audiences. Because it is increasingly
the world's common language for commerce and communication, globally competent students in the
US and elsewhere are proficient in English as well as in at least one other world language.
Communicating ideas occurs in a variety of culturally diverse settings, and especially within
collaborative teams. Globally Who is a What is a pull factor?? They are able to situate themselves in
a variety of cultural contexts, organize and participate in diverse groups, and work effectively toward
a common goal. Globally competent students are media and artistically savvy; they know how to
choose and effectively use appropriate technology and media to communicate with diverse audiences,
including through respectful online social networking. In short, they are technology and media
literate within a global communications environment.
Take Action. What skills and knowledge will it take to go from learning about the world to
making a difference in the world? First, it takes seeing oneself as capable of making a difference.
Globally competent students see themselves as players, not bystanders. They're keenly able to
recognize opportunities from targeted human rights advocacy to creating the next out-of-the-box,
must-have business product we didn't know we needed. Alone or with others, ethically and
creatively, globally competent students can envision and weigh options for action based on evidence
and insight, they can assess their potential impact taking into account varied perspectives and
potential consequences for others, and they show courage to act and reflect on their actions.
Apply Disciplinary and Interdisciplinary Expertise. Is global competence all skills and no
knowledge? Hardly, as true now as at any other time, learning content matters. Global competence
requires that the capacities described above be both applied within academic disciplines and
contextualized within each discipline's methods of inquiry and production of knowledge. Learning
about Globally competent A competitive advantage will go to those students in San Francisco or São
Paulo who know what's going on in the world, can comprehend the interconnectedness of
environmental, financial, social, and other systems, and understand how the relative balance of power
between societies and cultures has significant short and long-term consequences. Educating students
for global competence requires substantive, developmentally appropriate engagement over time with
the world's complexities. Learning about and with the world occurs within and outside of school, and
it is the work of a lifetime. Globally competent students are life long learners. They are able to adapt
and contribute knowledge and understanding to a world that is constantly, rapidly evolving. Global
competence is a crucial shift in our understanding of the purpose of education in a changing
world.Students everywhere deserve the opportunity to succeed in the global economy and contribute
as global citizens. We must fashion a more creative and visionary educational response to the
interconnected world of the 21st century, starting now.
Text 8. Intercultural Dialogue
The world is more and more interconnected but it does not mean that individuals and societies
really live together - as reveal the exclusions suffered by millions of poor, women, youth, migrants
and disenfranchised minorities. Today there is more information, technology and knowledge
available than ever before, but adequate wisdom is still needed to prevent conflicts, to eradicate
poverty or to make it possible for all to learn in order to live in harmony in a safe world. In this new,
turbulent international globalized landscape, a central message must be heralded: peace is more than
the absence of war, it is living together with our differences - of sex, race, language, religion or
culture - while furthering universal respect for justice and human rights on which such coexistence
depends. Therefore, peace should never be taken for granted. It is an on-going process, a long-term
goal which requires constant engineering, vigilance and active participation by all individuals. It is a
choice to be made on each situation, an everyday life decision to engage in sincere dialogue with
other individual and communities whether they live a block or a click away.
In our increasingly diverse societies, it is essential to ensure harmonious interaction among people
and groups with plural, varied and dynamic cultural identities as well as their willingness to live
together. Policies for the inclusion and participation of all citizens are guarantees of social cohesion,
the vitality of civil society and peace. Thus defined, cultural pluralism gives policy expression to the
reality of cultural diversity. Indissociable from a democratic framework, cultural pluralism is
conducive to cultural exchange and to the flourishing of creative capacities that sustain public life"
(The UNESCO Universal Declaration on Cultural Diversity, Article 2, "From cultural diversity to
cultural pluralism").

Text 9. What is Mobility?

Academic mobility refers to students and teachers in higher education moving to another
institution inside or outside their own country to study or teach for a limited time.
In some cases, it is chosen for positive reasons, usually by young students with no family
commitments, however, for most researchers, it is a form of casualization, which can blight their
whole careers and break up their families. Academic mobility suffers from cultural, family, socio-
economical, and academic barriers. The Bologna process attempts to lower these obstacles within the
European higher education area.
Mobile students are usually divided into two groups: Free-movers are students who travel entirely
on their own initiative, while programme students use exchange programmes at a department,
faculty, institution, or national level (such as Erasmus, Nordplus or Fulbright). Nowadays, the
traditional Erasmus exchange (which involves travelling) has been complemented with virtual
mobility, or Virtual Erasmus,in which students from different countries may study together without
leaving their home.
 Bologna Process and Academic Mobility (BPAM) Centre
In today's world, higher education has become a key element in the sustainable development of
open society. That is why the issue of social responsibility of the state for the maintenance of an
adequate level of higher education has become of high priority. In the context of integration into the
European Higher Education Area, ideas of the Bologna process have formed the basis for the State
Program for Education Development of the Republic of Kazakhstan 2011-2020.
In accordance with SPED 2011-2020, Kazakhstan, as a full member of EHEA, will continue to
implement the Bologna principles and enhance internationalization of Kazakhstani higher education.
To achieve the above objectives, it is necessary to carry out further implementation of systematic
measures to proceed institutional and substantive renewal of higher education, as well as to radically
increase the competitiveness of Kazakhstani educational services, achieving the goal of high
qualifications of scientists and teachers.
Quality education is not possible without trained, highly skilled and competitive specialists. That
is why translation and exchange of best practices with advanced educational systems of higher
education will provide an opportunity to raise the quality of higher education in the Republic of
Kazakhstan to a high level.
On the basis of these provisions, the Development Strategy of the Bologna Process and Academic
Mobility Centre was made.
Shaping a New Vision of Higher Education
The principle of solidarity and true partnership among higher education institutions worldwide is
crucial for education and training in all fields that encourage an understanding of global issues, the
role of democratic govemance and skilled human resources in their resolution, and the need for living
together with different cultures and values. The practice of multilingualism, faculty and student
exchange programmes and institutional linkage to promote intellectual scientific co-operation should
be an integral part of all higher education systems. The principles of international co-operation based
on solidarity, recognition and mutual support, true partnership that equitably serves the interests of
the partners and the value of sharing knowledge and know-how across borders should govern
relationships among higher education institutions in both developed and developing countries and
should benefit the least developed countries in particular. Consideration should be given to the need
for safeguarding higher education institutional capacities in regions suffering from conflict or natural
disasters. Consequently, an international dimension should permeate the curriculum, and the teaching
and learning processes.
• Regional and international instruments for the recognition of studies should be ratified and
implemented, including certification of the skills, competencies and the abilities of graduates, making
it easier for students to exchange course, in order to facilitate mobility within and between national
systems. Strong economic growth and market liberalization have placed Kazakhstan on the radar of
international educators for some time now, and mobility is further fueled by the government
scholarship support for outbound students as well as the country's more recent commitment to the
Bologna Process. Recent reforms in the tertiary sector and reforms to university governance, point to
an even greater shake-up currently underway in Kazakhstan's higher education landscape.

Text 10.According to foreign experts, joint degree programmes and dual degree programmesare
"designed and delivered by two or more partner institutions in different countries." In the case of
Joint degrees, the students receive a single credential endorsed by both institutions, whereas
Dual/Double/ Concurrent/ Conjoint/Simultaneous/ Combined degree students receive a credential
from each of the partner institutions.
Definition 2. According to CIS experts, dual programme implies simultaneous (parallel)
realization of two educational programmes of specialist preparation in different specialties (fields of
expertise profiles) on the same educational level. On successful completion of the programme the
graduate is awarded two degrees (qualifications), and the graduate gets two diplomas (in the world
educational practice -joint dual programme and joint/dual degree).
Definition 3. According to Kazakhstani experts, dual system of specialist preparation is regarded
as one of the most effective forms of preparation of professional-and-technical staff in the world, and
means simultaneous theoretical and industrial/practical education. It implies the direct participation
of the businesses, industries, network structures in learners' professional education, as well as their
providing and creating the conditions environment for learners' practical education, the University
cooperates with these network structures on the basis of agreements. The dual programme is viewed
as one of the possible ways of integration of interests of business, specialist and state.
Close cooperation between the business world and government is characteristic of the dual
vocational training system, and this is evident in the way the principles of corporatism and federalism
are combined. The government performs regulatory and supports tasks, while certain important
responsibilities are handled by companies or partnership-based bodies such as the responsible
agencies.
Why Should Schools Embrace Integrated Studies?: It Fosters a Way of Learning that
Mimics Real Life
In today's dynamic global economy, centered on the development and exchange of knowledge and
information, individuals prosper who are fluent in several disciplines and comfortable moving among
them. Creativity, adaptability, critical reasoning, and collaboration are highly valued skills. When it
comes to fostering those skills in the classroom, interdisciplinary studies is an extremely effective
approach, helping students develop multifaceted expertise and grasp the important role
interrelationships can play in the real world. Integrated studies, sometimes called interdisciplinary
studies, brings together diverse disciplines in a comprehensive manner, enabling students to develop
a meaningful understanding of the complex associations and influences within a topic. A happy by-
product of this approach, which is often coupled with project-based learning, is that it makes school
more interesting and productive for students and teachers. One integrated-studies success story is
playing out every day at High Tech High, in San Diego, California, where interdisciplinary
curriculum and project learning have propelled 100 percent of the school's graduates to college
acceptance: 80 percent of those enroll in four-year institutions. Larry Rosenstock, High Tech High's
founding principal and now CEO, explains that the school's approach is not an end in itself, but rather
"a means of restructuring the American high school experience for kids." How students leam at High
Tech High closely resembles the varied ways in which any of us acquire knowledge and apply skills
in the experientially kaleidoscopic real world. For instance, to create a series of field guides about
San Diego Bay, High Tech High students work with a team of the school's biology, math, and
humanities teachers, researching, writing, and producing the books. So far, five guides have been
published to excellent reviews. To ensure ongoing progress and monitor quality, a constructive
feedback system is critical for any integrated-studies program based on project-based leaming. It's
essential, Rosenstock emphasizes, that student work is presented to, and assessed by, fellow students,
teachers, and parents, as well as professionals in the relevant disciplines. That way, he says, "you
build into the school a system, a cycle of improvement”. Although integrated studies has been around
in one form or another for nearly a century, the approach has won newfound acceptance in recent
years, thanks to effective advocate-practitioners like Rosenstock and the many on-the-ground success
stories coming out of schools across the country. After all, our daily life and work are not stratified
into "the math part, the science part, the history part, and the English part," Rosenstock points out.
"Kids don't experience the world that way." Instead, they - and all of us - live in a truly
interdisciplinary fashion.
Text 11. Distance Learning (E-Learning)
Distance learning, sometimes called e-learning, is a formalized teaching and learning system
specifically designed to be carried out remotely by using electronic communication. Because distance
learning is less expensive to support and is not constrained by geographic considerations, it offers
opportunities in situations where traditional education has difficulty operating. Students with
scheduling or distance problems can benefit, as can employees, because distance education can be
more flexible in terms of time and can be delivered virtually anywhere.
Popular distance learning technologies include: Voice-centered technology, such as CD or MP3
recordings or Webcasts, Video technology, such as instructional videos, DVDs, and interactive
videoconferencing,
Computer-centered technology delivered over the Internet or corporate intranet. Studies indicate
that distance learning can be as effective as the traditional format when the methods are appropriate
to the teaching tasks, there is student-teacher interaction, and the teachers provide students with
appropriate and timely feedback.
How Has E-Learning Evolved?
The past decade has radically transformed e-learning. In the early days, e-learning courses were
анызаголовки в typically custom creations, coded by programmers and developers who used highly
specialized tools and code to create these courses. In those days, it could easily require an entire team
to create a simple, linear e-learning course. Very few people had the skills or knowledge to do so on
their own. Now, with advances in technology, creating e-learning is much more accessible. The
course development tools have advanced to a point where just about anyone can create an e-learning
course, without any programming or coding knowledge.
Changes in technology have also impacted the types of hardware tools we use. We’ve gone from
using desktop computers exclusively to a mix of desktops, laptops, tablets, and smart phones.
Naturally, e-learning has followed suit to span the array of devices we use. In fact, e-learning
developed specifically for mobile devices, such as tablets and smart phones, is sometimes referred to
as "m-learning." or mobile learning.
The learner's experience of accessing e-learning has also evolved. It wasn't so long ago that
learners had to first add custom applications and/or download players before they could view course
content. This setup often took time and was fraught with challenges for the learner- even before the
course started. Then, in the late nineties, Adobe Flash became the standard for e-learning, which
made it really simple to view and share e-learning content. For nearly a decade, a majority of
browsers came with Flash, so learners could play courses through the Flash player in their browser.
However, now that many mobile devices and tablets are not Flash compatible, many developers are
shifting to HTML5 to publish and share e-learning courses.
Text D How Is E-Learning Shared? Once you've created an e-learning course, you need to
distribute it to learners. There are many ways to do this, and like everything else related to e-learning
those ways are constantly evolving and improving. Here, I'd like to look at two ways to share content:
informal distribution and formal distribution.
Informal distribution. Informal distribution of e-learning content typically means users are
trusted to view the-learning course, and are not tracked or scored for completion. One way to
informally share an e-learning course is to put it on a web server, then send participants the link and
have them view the course. You don't really have a systematic way of knowing whether learners have
completed the course, but sometimes that's not necessary.
Formal distribution. Sharing an e-learning course formally means there's a need to track and
record learner results. Most organizations that have a need for formal distribution of e-learning have
specific systems and standards in place for this. Tracking is usually done in what is called a Learning
Management System (LMS). Certain standards are in place to report the information to the LMS,
including AICC, SCORM, and, more recently, Tin Can. Here are a few important terms to
understand related to the distribution of e-learning:
"Online learning can enable learning to happen in a variety of contexts, locations, and times; it
allows for a transformation of curriculum and learning."
"Online learning can be a lifeline to those who have obstacles, such as geographical distances or
physical disabilities" (Paul Levinson, author, "The Soft Edge").
"With the growing popularity in e-learning, it occurred to me that the e should mean more than
electronic. If we are going to call it e-learning, shouldn't it be effective, efficient, and engaging?" (M
David Merrill, First Principles of Instruction)
"Technology is a compulsive and addictive way to live. Verbal communication cannot be lost
because of a lack of skill. The ability to listen and learn is key to mastering the art of communication.
If you don't use your verbal skills and networking, it will disappear rapidly. Use technology wisely"
(Rick Pitino).

Text 12. Children and Technology: Should Small Kids Be Encouraged To Use Tablets And
Computers?
Today young children often have access to computers and tablets at home. This exposure to
technology is believed to help kids to develop some skills. Computers, tablets, smartphones and other
technological devices are often very convenient for parents whenever they have to entertain their
children. Often parents show cartoons or kids shows to their children at meal time. This way children
do not complain about the food and eat better. Sometimes parents leave their children entertained
watching something on a video streaming service when they do other household chores or work.
Some experts advise parents to expose their children to these devices at early stages of their
development. Video games contribute to children education, they can help develop problem-solving
and decision-making skills. Thanks to video technology kids can develop some sense of spatial
intelligence and learn some vocabulary or familiarize themselves with animals and plants they would
not have the opportunity to see in their regular lives.
However, others argue that using computers and tablets may have a detrimental impacton kids'
social development. Children can get absorbed by the screen and seem to disconnect from the rest of
the world. If they spend much time using tablets or computers they may not interact sufficiently with
other people. Exposure to images and videos for long periods of time can also create some stress and
even cases of addiction. Video games can also be problematic for children, they may promote violent
or sexist behavior. Excessive exposure to video games means less time with traditional games and
toys, such as Lego and Play mobile which help stimulate creativity and motor skills. It is also
difficult to control the content children access to via the Internet.
This parenting issue remains controversial. Currently there is no conclusive scientific evidence on
whether it is overall better or worse to encourage kids to use these tablets and computers. Some
parents prefer to let their children fully engage with technology while others are afraid of the
potential negative long-term consequences.

Text 13. Vivian Hsueh-Hua Chen

Cultural identity refers to identificationwith, or sense of belonging to, a particular group based
on various cultural categories, including nationality, ethnicity, race, gender, and religion. Cultural
identity is constructed and maintained through the process of sharing collective knowledge such as
traditions, heritage, language, aesthetics, norms and customs. As individuals typically affiliate
withmore than one cultural group, cultural identity is complex and multifaceted. While formerly
scholars assumed identification with cultural groups to be obvious and stable, today most view it as
contextual and dependent upon temporal and spatial changes. In the globalized world with increasing
intercultural encounters, cultural identity is constantly enacted, negotiated, maintained, and
challenged through communicative practices.
One's cultural identity is created in relation to others within a unique social context. All cultural
identities are defined by recognizing others' presence and cultural practices. Intercultural dialogue
is essential to constructing cultural identity as it encourages individuals to see similarities with and
differences from others and define who they are. Intercultural dialogue produces a contested
spacewhere cultural identity is constantly redefined and negotiated.
Intercultural Awareness. Intercultural awareness is, quite simply, having an understanding of
both your own and other cultures, and particularly the similarities and differences between them.
These similarities and differences may be in terms of values, beliefs, or behavior. They may be large
or small, and they matter very much when you are meeting or interacting with people who are from
another cultural background.
Understanding that people from different cultures have different values is the foundation to good
intercultural relationships.
The Importance of Intercultural Awareness
In a multicultural world, most of us need at least some intercultural awareness every day. For
those who live or work away from our native countries, or who live or work closely with those from
another country, it is absolutely vital. But even just for a two-week holiday abroad, intercultural
awareness is a vital quality that can prevent you from causing offence.
Research from the British Council suggests that employers value intercultural skills, including
foreign languages, but in particular intercultural awareness, understanding of different viewpoints,
and demonstrating respect for others. There are four groups of people who are most likely to need
intercultural awareness:
• Expatriates
• People who work globally
• People who work in multicultural teams
 • Tourists

1. Expatriates, or expats, are people who live and work away from their native country. Usually
employed by multi-nationals rather than local companies, expats may be on quite long postings,
perhaps two to three years. They are often quite senior in their organization and are expected to be
able to apply skills learned elsewhere to the new location. Lack of intercultural awareness, and in
particular of the way things are done round here, can often damage or derail expat assignments.
2. People Who Work Globally. Even those based in their native country may, in a global
economy, need to work with people from other countries and cultures. A little intercultural awareness
may prevent them giving or taking offence unnecessarily.
3. People Who Work in Multicultural Teams There are very few of us who do not have at least
some contact with colleagues or acquaintances who are non-native. Some industries and
organizations have large numbers of migrant workers, for example, healthcare and social care where
nurses are highly sought-after and often recruited from abroad. Intercultural awareness helps to ease
colleague-colleague and colleague-manager interactions and prevent misunderstandings.
4. Tourists. You may feel that two weeks' holiday does not justify finding out a bit more about the
culture of the place you are visiting. But as a visitor, you are, like it or not, seen as a representative of
your country. And it is perfectly possible to give offence inadvertently.
On successful completion of the programme.
We can speak of universal values, because ever since human beingshave lived in community,
they have had to establish principles to guide their behavior towards others. In this sense, honesty,
responsibility, truth, solidarity, cooperation, tolerance, respect and peace, among others, are
considered universal values. However, in order to understand them better, it is useful to classify
values according to the following criteria:
Personal values: These are considered essential principles on which we build our life and guide us
to relate with other people. They are usually a blend of family values and social-cultural values,
together with our own individual ones, according to our experiences.
Family values: These are valued in a family and are considered either good or bad. These derive
from the fundamental beliefs of the parents, who use them to educate their children. They are the
basic principles and guidelines of our initial behavior in society, and are conveyed through our
behaviors in the family, from the simplest to the most complex.
Social-cultural values: These are the prevailing values of our society, which change with time, and
either coincide or not with our family or personal values. They constitute a complex mix of different
values, and at times they contradict one another, or pose a dilemma. For example, if work isn't valued
socially as a means of personal fulfillment, then the society is indirectly fostering “anti-values" like
dishonesty, irresponsibility, or crime.
Material values: These values allow us to survive, and are related to our basic needs as human
beings, such as food and clothing and protection from the environment. They are fundamental needs,
part of the complex web that is created between personal, family and social-cultural values. If
exaggerated, material values can be in contradiction with spiritual values.
Spiritual values: They refer to the importance we give to non-material aspects in our lives. They
are part of our human needs and allow us to feel fulfilled. They add meaning and foundation to our
life, as do religious beliefs.
Moral values: The attitudes and behaviors that a society considers essential for coexistence,
order, and general well being
 How Are Moral Values Important to Our Society? Morals act as a motivation for leading a good
life while values can be called as an intuition. Morals are related to ones religion, business or politics
whereas values are personal fundamental beliefs or principles.
Moral values are defined as standards of what is right and wrong, which govern the behaviour of
an individual. One's moral values can come from family, society, religion or self. However, in this
competitive society, I feel that it is not uncommon that some people sacrifice their moral values for
one's benefit, for example, lying in order to protect one's interests. The foundation of a society where
people value themselves beyond the good of the society would be weak. When one is only concerned
about oneself and not the good of the society as a whole, one would only do things that benefit
oneself and disregard the society. It would ultimately harm the society if people become self-
centered. This is due to the fact that usually the good of the society would mean the good of each and
every individual in the society. However, as this group of people is blinded by their self-
centeredness, they would be unable to see that and become only interested of the short-term gains.
Therefore, it is crucial to establish a strong moral foundation in the society.
I feel that moral education must begin when the child is young, as it takes time for the child to
internalize it. Both families and schools should be responsible in bringing up children with moral
values. There has been over emphasis on academic subjects and neglected moral education as a
result. Parents are the first teachers that children encounter and emulate, therefore parents have to set
a good example for them. In schools, teachers can come up with interesting ways to impart moral
values and life skills to students. This also applies to a government, where high-ranking officials with
good moral values would mean that their subordinates would also follow suit and thus would be able
to form a solid foundation of good govenance. Corruption would be minimized to the minimum, the
country and society as a whole would be able to prosper.
1. totradeoff - компромисс, взаимные уступки
2. to disregard the society - игнорироватьобщество
3. ultimately - в конечном счете
4. crucial - ключевой, решающий, критический
5. to establish a strong moral foundation in the society - создатьпрочнуюморальнуюоснову в
обществе
6. to internalize smth. - усбоитьчто-л.
7. to emulate - подражать
8. to set a good example for smb. - показыватьхорошийпримеркому-л.
9. to come up with smth. - придуматьчто-л.
10. toimpartmoralvaluesandlifeskillstosmb. - передавать моральные ценности и жизненные
навыки кому-л.
11. toapplyto - обратиться к
12. high-rankingofficials - бысокопоставленные чиновники
13. tofollowsuit - следовать примеру
14. toformasolidfoundationofgoodgovernance -
сформироватьпрочнуюосновудляхорошегоуправления
15. toprosper - процветать
16. tobedeepseated - бытьглубокоусаженным
17. tokeepondoingsmth. - продолжатьделатьчто-лнбо
18. interests, positions, needs - интересы, должности, потребности
19. intrinsicmotivation - внутренняямотивация
20. extrinsicmotivation - внешняямотивация
 Discusstheimportanceofgoodvalues. Always keep the lines of communication open between you
and your children. Talk to your children about specific values, such as honesty and compassion, as
situations or experiences arise. When your child is struggling with certain issues, such as seeing his
friends poke fun at other children, start a conversation with him. Ask open-ended questions, such as
"How did you feel when Mickey called that kid a dummy?" Share some of your personal experiences
to build a connection and to make the conversation more relevant for your child. Lead by example.
Teach your child the values you want her to learn, such as self-discipline, kindness and social
responsibility, through your own actions. For example, when your child sees you sto a diet and
exercise program which results in your successful weight loss, she ll better understand what it means
to have self-discipline. Having your family volunteer at the local soup kitchen during the holidays is
one way for your children to learn about kindness and compassion. Help your children learn about
social responsibility by participating in the neighborhood recycling program. Share quality time.
Spend time doing fun, interactive activities with your children. Plant a vegetable garden and visit an
animal conservation center. Teach your children to value the earth, plants, animals, other people and
themselves. Expose your children to variety of customs, cultures, and languages to help them become
more aware of the world around them and to facilitate respect for diversity. Spend quality time
reading educational books that promote positive values and teach moral lessons. Play games and
sports together as a family. Use media effectively. Expose your children to the types of books and
television programs that support your values and beliefs. Do not allow your children to play violent
video games or watch crime-focused television shows. Explain to your children why it is best to
avoid certain programs. Stick to uplifting, motivational shows. Watch programs with your children so
you can talk about the moral lessons or values represented.