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PPKE-JKNemzetkzi Kzigazgats
(BA)
Ktelezen vlaszthat 2 flvestanegysg
Jegyzet
2012/2013 2. flv
Fejlesztette:Guba Andrs,
Szederknyi va,Danku Mrton
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Description .................................................................................................................................... 3
Globalisation ................................................................................................................................. 5
Definition of globalisation ........................................................................................................... 5
Pros and cons of globalisation ..................................................................................................... 6
Case study ................................................................................................................................... 7
Cross-cultural communication ..................................................................................................... 8
Origins of the discipline .............................................................................................................. 8
Interdisciplinary orientation......................................................................................................... 8
How culturally aware are you? - Cross-cultural quiz.................................................................... 9Understanding culture Case studies ........................................................................................ 10Case study No 1: Protests in Sri Lanka .................................................................................. 10
Case study No 2: ................................................................................................................... 11
Rebecca Fong faces up to flowers and the question of beauty Listen comprehension .............. 12
Vocabulary ................................................................................................................................ 12
Religions of the world ................................................................................................................. 14
Buddhism at a glance ................................................................................................................ 14
Buddhist teachings ................................................................................................................ 14
Venerating the Buddha .......................................................................................................... 14
Pilgrimage ............................................................................................................................. 14
Buddhist worship .................................................................................................................. 15Exercises ............................................................................................................................... 15
Hinduism at a glance ................................................................................................................. 15
God or gods? ......................................................................................................................... 16
The cycle of life .................................................................................................................... 16
What happens after death....................................................................................................... 16
Caste system.......................................................................................................................... 16
Worship ................................................................................................................................. 17
Animal Ethics ........................................................................................................................ 17
Islam at a glance ........................................................................................................................ 17
The Five Pillars of Islam ....................................................................................................... 17
Cheating on the Five Pillars is impossible .............................................................................. 17Basic articles of faith ............................................................................................................. 18
Exercises ................................................................................................................................... 18
Vocabulary ................................................................................................................................ 19
Migration ..................................................................................................................................... 20
Types of migration .................................................................................................................... 20
Activity 1 .................................................................................................................................. 21
International migration .............................................................................................................. 21Activity 2 .................................................................................................................................. 21
Activity 3 .................................................................................................................................. 22Activity 4 .................................................................................................................................. 22
The refugee crisis ...................................................................................................................... 23
Palestinian refugees Case study .............................................................................................. 23
Impact on the Lebanon .......................................................................................................... 23
Impact on Israel ..................................................................................................................... 23
Impact on the refugees in the Lebanon................................................................................... 23
Activity 5 .................................................................................................................................. 24
Vocabulary ................................................................................................................................ 24
Recommended readings .............................................................................................................. 26
Oral exam questions .................................................................................................................... 27
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INTERNATIONAL AFFAIRSCULTURAL AWARENESS
Description
Instructors: Danku Mrton, Guba Andrs
1:GLOBALISATION
Definition of globalisation Reading
Mark Gregory, BBC World Service Business Correspondent speaks about
globalisation
Listening comprehension
Pros and Cons of globalisation
For or against globalisation?
Matching activity
Debate
Case study on film Cooperation Film watching
2: CROSS-CULTURAL COMMUNICATIONOrigins of the discipline Reading
Interdisciplinary orientation Reading
How culturally aware are you? Cross-cultural quiz
UNDERSTANDING CULTURECASE STUDIES
Case study No 1: Protests in Sri Lanka Activity
Case study No 2: TV in Arabic world Activity
Rebecca Fong faces up to flowers and the question of beauty Listening comprehension
3:WORLD RELIGIONSBuddhism at a glance
Buddhist teachingsVenerating the BuddhaPilgrimage
The Buddhist worship
Reading
The Dalai Lama Listening comprehension
Hinduism at a glance
God or gods?Cycle of the life
What happens after death?
Caste systemWorshipAnimal ethics
Reading
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Islam at a glance
Five Pillars of IslamCheating on the Five Pillars is impossibleBasic articles of faith
Reading
Tasks Activity
4:INTERNATIONAL MIGRATIONTypes of migration Reading
Push factors and pull factors Activity
Refugee crisis Reading
Palestinian refugees Case study
Noam Chomskys views on migration Interview and analysis
Course material: Given photocopied notes
Assignments and marking system:
1. Participation in lessons
2.
End-of term assignment (oral)
Rules of attendance:-You may miss a maximum1of our 4 sessionsduring the semester, without any consequences.- After 1 absence you will not get a signature acknowledging your credit.- Persistent lateness (-20 minutes from class) will be counted as absences.- If you miss a class, you are still required to prepare for the next class and write the word tests and themini-tests, you can check what you have to read and learn in this syllabus.
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Globalisation
Definition of globalisation
A) Match the aspects and the effects below. There are some aspects, which might be connected to
many effects.
Ecological
Political
Financial
Technical
Industrial
Legal/Ethical
Language
Cultural1) The creation of the international criminal court and international justice movements.
2) Emergence of worldwide money markets and better access to external money providing for borrowers.
3) Growth of cross-cultural contacts; new categories of identities which embodies cultural diffusion, the
desire to increase one's standard of living and enjoy foreign products and ideas.
4) Since many factories are built in developing countries with less environmental regulation, globalism and
free trade may increase pollution.
5) About 90% of all Internet traffic uses English.
6) Some use "globalization" to mean the creation of a world government, or cartels of governments (e.g.
WTO, World Bank, and IMF) which regulate the relationships among governments.
7) Worldwide crazes and pop culture such as Pokmon, Sudoku, Origami, YouTube, Facebook, etc.
Accessible to those who have Internet or Television, leaving out a substantial segment of the Earth's
population.
8) Crime importation and raising awareness of global crime-fighting efforts and cooperation.
9) Development of a global telecommunications infrastructure and greater transborder data flow, using suchtechnologies as the Internet, communication satellites, submarine fiber optic cable, and wireless telephones
10) Spreading of multiculturalism, and better individual access to cultural diversity (e.g. through the exportof Hollywood and Bollywood movies).
11) Global environmental challenges might be solved with international cooperation, such as climate change,cross-boundary water and air pollution, over-fishing of the ocean, and the spread of invasive species.
12) The most popular language is English.
13) Greater international travel and tourism
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14) Increase in the number of standards applied globally; e.g. copyright laws, patents and world tradeagreements.
15) Development of worldwide production and broader access to a range of foreign products for consumersand companies. Particularly movement of material and goods between and within national boundaries.
16) Spread of local consumer products (e.g. food) to other countries (often adapted to their culture).
Pros and cons of globalisation
A) Listen to the interview and answer the following questions. (04:48-06:24)
1) Which countries do get benefits from the globalisation?_____________________________
2) Which mentioned country has cheap labour?____________________________________
3) Which mentioned country has good technology?_________________________________
Gary speaks to Mark Gregory, BBC World Service Business Correspondent Source: bbclearningenglish.com
Gary: So what are some of the benefits of this new world were living in?Mark: Well, the theoretical benefits are that, if you have globalisation with all those things that weve beentalking about, you have _________________efficiency and thus greater wealth - and that in some
_________________, some poor countries have lifted themselves out of poverty because of their access toglobal markets. And those people would say that people are a lot _________________and a lot better
educated in China than they were fifteen years ago, because of that countrys phenomenal economic_________________. And thats been tied in to the fact that Chinas involved in international trade. Andcountries like South Korea and Japan grew in the same way before it. So, there have been some definitewinners and its, if you like, globalisation _________________a forum in which opportunities for many
people and many countries are greatly increased.Gary:But if there are winners, are there losers as well?
Mark: Of course, a lot of people would say that these _________________have not only been positive,some have been negative; and that the process of globalisation is a process in which, if you like, somecountries win and others lose. So that, for example, if youve got very cheap labour like China, you expandenormously in areas that _________________cheap labour, to the detriment of other countries which havegot _________________cheap labour. And yet if youve got very good technology like Japan, say, you do
very well, which means that there are also losers: other people who dont have quite such good technology asJapan whove lost out. And a lot of people say, well, thats actually negative. And, of course, globalisation is
often is associated with the growth of Global Corporations, in which there are fewer _________________onwhat they can do. Some people say this is good, and others say well, there are many problems with it.
B) Fill in the brackets with suitable words.
C) Which words from the text above do the following definitions refer to?
1) _________________: to become greater in size, number or importance; to make sth greater in size,
number or importance
2) _________________: the quality of doing sth well with no waste of time or money
3) _________________: a large amount of money, property, etc. that a person or country owns
4) _________________: an advantage that sth gives you; a helpful and useful effect that sth has
phenomenal: very great or impressive
5) _________________: sure or certain; unlikely to change
6)
_________________to link sth or be linked to sth; to happen, or arrange for sth to happen, at the
same time as sth else
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D) Fill in the sentences with the given words. There is a word, which does NOT fit into any sentences.
better off, actually, enormously, associated with, efficiency, benefit, restrictions
1) He couldnt see the _________________of arguing any longer.
2) This syndrome is _________________frequent coughing.
3) The price of wine varies _________________depending on where it comes from.
4) Families will be _________________under the new law.
5) The government has agreed to lift _________________on press freedom.
6) There are lots of people there who can _________________help you.
E) What are the advantages and disadvantages of globalisation? Take the cards into the two groups.
F) This task is about creating a debate in the topic of globalisation.
a) Debate is a formal contest of argumentation between two teams or individuals. Write a short speech (20-25
lines) about the globalisation. You can write your speech for or against it.
b) Read out your speech.c) The audience may ask questions about your arguments.
d) Answer their questions.
Case study
G) The following part of the film Corporationis about the cheap labour in Less Economically
Developed Countries (LEDCs).
a) What the following numbers refer to?
3_____________________________________________________________________________
178___________________________________________________________________________
13____________________________________________________________________________
8_____________________________________________________________________________
b) Answer the following questions.
Why did the National Labor Committee purchase clothes from different corporations?
How did they get the payment information from Honduras?
What did Kathy Lee Gifford say about her clothes?
Why is it a great paradox?
What is written on the flags, which the developing countries wave?
How did developing countries regard Nike?
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Cross-cultural communication
Origins of the discipline
The application of cross-cultural communication studies began post World War II. Its use was
originally found within businesses and the government both seekingto expand globally. Businesses began to
offer language training to their employees. Businesses found that their employees were ill equipped foroverseas work in the globalizing market. Programs developed to trainemployees to understand how to actwhen abroad. Current cross-cultural training in businesses does not only focus on language training but alsoincludes focus on culture training.
As the application of cross-cultural communication theory to foreign language education is
increasingly appreciated around the world, cross-cultural communication classes can be found within foreignlanguage departments of some universities, while other schools are placing cross-cultural communication
programs in their departments of education.
Interdisciplinary orientation
Cross-cultural communication tries to bring together such relatively unrelated areas as culturalanthropology and areas of communication. Its core is to establish and understand how people from differentcultures communicate with each other. Its chargeis to also produce some guidelines with which people from
different cultures can better communicate with each other.Cross-cultural communication, as in many scholarly fields, is a combination of many other fields.
These fields include anthropology, cultural studies, psychology, sociology, communication and humangeography. The field has also moved both toward the treatment of interethnic relations, and toward the studyof communication strategies used by co-cultural populations, i.e., communication strategies used to deal withmajority or mainstream populations.
1) Find synonyms for the following words on your own.Seeking:_________________________________________________________________
To train:_________________________________________________________________
Charge:__________________________________________________________________
2) Match the scholarly fields and their definitions. There is a field, which does NOT have a pair.
A) anthropology 1) Science, study, of the mind and its processes
B) cultural studies 2) Science of nature and growth of populations and behaviors in
populations
C) human geography 3) Science of verbal and nonverbal connections between people
and animals
D) sociology 4) E. g. : art, literature
E) communication 5) Science of man, especially of the beginnings, development,
customs and of beliefs of mankind.
F) psychology
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Understanding culture Case studies
Case study No 1: Protests in Sri Lanka
The Thai government announced in September 2004 that it is now formulating, writing and preparing to
publish a guide on Thai etiquette for foreigners. The patience shown towards poor cross cultural etiquette byforeigners was exhausted when a poster was distributed for a US film showing a man sitting on the head of a
statue of Buddha.
The poster illustrated the lack of cross cultural awareness individuals and companies can have when dealingwith different cultures. Thailand is an overwhelmingly Buddhist country and the poster was seen as an act of
degradation towards the holy.
'Hollywood Buddha', the film that caused the offence, is the story of a struggling film producer who turns to
the Buddhism in order to find success. His new faith helps him to turn things around.
The poster had also angered Buddhist monks from Sri Lanka,Malaysia, and Burma. Around 500 monks took to the streets of
Colombo, the capital of Sri Lanka, to protest against the film.
"Please Western people, or US government or US people orwhatever people who is trying to degrade the Buddha, please stop
that act," pleaded protesting monk Sachu Waru.
In response to the affair the Thai government is now preparing aguide book for foreigners to educate them in Thai etiquette, protocol
and public behaviour.
The incident is a good example of why cross cultural knowledge is
critical in international ventures. Had Philippe Caland, the film'sdirector, applied a little cross cultural understanding and examined
the possible repercussions of the poster, his film could have been asuccess in Thailand. Instead, revenue will be lost via the boycotting
of the film by those offended by the poster.
Similarly, travellers to foreign countries must also ensure that they appreciate the differences in etiquette.Poor etiquette can and does lead to offence, which reflects poorly on foreigners and mars their visit.
(www.kwintessential.co.uk)
1) Why does the Thai government prepare to publish a guide of etiquette?
2) Describe the mentioned film poster.
3) What is the mentioned film about?
4) Why do the monks protest?
5) How could be this film a success in Thailand?
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Case study No 2:
The breadth of cross cultural understanding applies to many fields in the business and personal spheres.Many cross cultural experts focus on the application of cross cultural communication to business and relatedareas such as negotiation, advertising and marketing. Others promote the idea that cross cultural awareness isnecessary in most aspects of 21st century life due to the international nature of the world today. Therefore
art, music and TV are also areas where cross cultural awareness becomes relevant.
A recent example of poor cross cultural sensitivity occurred with the launching of a new TV show in theMiddle East.
The television show 'Big Brother', where contestants are kept under lock and key inside the same house untilpublic voting leaves a winner, was first launched in the UK on Channel 4 in 2001. It has gone on to see spin
off versions in countries such as Russia, Turkey and Australia.
In early 2004, the Arab TV channel MBC surprisingly decided to produce their own version, Al-Ra'is (theBoss), in Bahrain. Perhaps just as unsurprising was the decision to cancel the show after its second showing
following intense media criticism accompanied by protests on the streets of Bahrain.
One can only wonder how the MBC producers failed to see the cross cultural implications of Al-Ra'is. Anunderstanding that the show demanded some cross cultural modifications became manifest as the producers
decided to segregate the sleeping quarters of the male and female contestants. In addition a prayer area,
women's lounge and mixed-sex communal area were introduced to better accommodate Islamic principles.
Targeting an audience comprising of mainly Muslims, Al-Ra'is failed to read the cross cultural signs. Theclose quarter interaction between men and women was culturally unacceptable to the majority of viewers. "Itis normal for males and females to mix, but not to put them together in the same house for a long time," said
21-year-old student Maryam al-Sayrafi, who summed up most Muslims' feelings on the show.
The failure of Al-Ra'is points to two things: 1) the adverse consequences of a failure to incorporate crosscultural analysis into a business strategy; in this case a TV show, and 2) the importance of cross cultural
understanding in transferring ideas and concepts across cultures. (www.kwintessential.co.uk)
1) Give a title for the article.2) Decide if the following statements are true or false. Write T in front of true ones and F in front
of false ones.
a) ___The cross cultural awareness is not really important in the 21stcentury, because the international
nature of the world today.b) ___The Arab TV channel, Al Rai started to broadcast the show in Bahrain.
c) ___The Arab TV channel stopped the broadcasting of the program after media critics and protests onthe streets of Bahrain.
d) ___The Arab TVs producers did not change the format of the show at all.
e)
___Arab women and men do not turn up together in a public area in Bahrain.f) ___The TV viewers in Bahrain did not like the program, because the women and men lived too close
together in the Big Brother House.
3) How many times was on program the Arabic Big Brother?
4) What were the main differences between the British and the Arabic Big Brother?
5) What did not the producers consider well before launching the show?
6) How could be avoid this failure?
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Rebecca Fong faces up to flowers and the question of beauty Listen comprehension
1) Listen carefully the part of the interview and answer the questions without checking the answers in
the transcript.
a) What is Ikebana?b) Why did Rebecca laugh at a piece of work?c) Why do we see things culturally differently?
2) Fill in the missing word in the brackets.
When I was quite young I went to live in ______________, and after having been there for a littlewhile I was asked by some of the women I was working with if I'd like to do 'Ikebana'which is Japaneseflower arranging.
I decided not to but I did go to many flower arranging exhibitions and one day I was at one of these
exhibitions and I saw an arrangement and I laughed and I said 'oh well that one was obviously done by abeginner ' and the person I was with who had been studying for a long time said 'no no that was done by an
______________and I could never do that, that's very hard'.I later discovered that when the Japanese are looking at flower arrangement they see something that
we don't see. Because they've been ______________in flower arranging and trained in the understanding orappreciation of the art of flower arranging they can appreciate it for its beauty in a way that I was completely
unable to see when I first went to the country.Think about what this implies for the way that we see beauty. We were both looking at the
same object at the same time but they were seeing something ______________different. What this
implies is that we're all wearing culture tinted glasses if you like. We're looking at things and
judging their value from our own cultural ______________and our own experience, which is often
very different. (bbclearningenglish.com)
Vocabulary
English Pronunciation Magyar
Cross cultural communication
application plI;keISn alkalmazs, felhasznls
establish I;stblIS megalapoz
orientation O:rI@n;teISn eligazods
charge tSA:dZ feladat
guideline GAkDaLAkNb irnyelv(ek), program
appreciate @;pri:SieIt mltnyol, (meg)becsl,
How culturally aware are
you?
aware @;we@ tudatban van valaminek
purpose ;p=:p@s clthe pros and cons proU mellette s ellene szl rvek
discuss dI;sk8s megvitat, megtrgyal, megbeszl
agreement @;gri:m@nt megllapods, egyezsg
consensus k@n;sens@s megegyezs
brief bri:f sszefoglal
boost bu:st emel
pay respect rI;spekt tiszteletet mutat
ashamed @;SeImd szgyenkez, szgyenls
not have a clue klu: fogalma sincs, halvny gze sincs vmirl
at hand HiND azonnal
subordinate s@;bO:dIn@t beosztottproposal pr@;poUzl ajnlat, elterjeszts
blunt bl8nt becsletes s nyersen szinte [ember];
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rude ru:d durva, goromba
politely p@;laIt udvariasan, elzkenyen
purposely ;p=:p@sli szndkosan, kszakarva
undermine \8nd@;maIn alaknz
folded arms keresztbe tett kz
jet leg hossz replt s ideltolds okozta
fradtsgdeliberately dI;lIb@r@tli] tudatosan
pretend prI;tend sznlel, tettet
support s@;pO:t tmogat
attentively @;tentIvli figyelmesen, figyelemmel, gondosangyelve
sulk s8lk duzzog
offended @;fendId srtdtt, (meg)srtett
dare de@ mer
skill skIl jrtassg, hozzrts, szakrtelem
Protests in Sri Lanka
announce @;naUns kijelent, kzl, tudtra ad;
patience ;peISns trelem, bketrs
exhausted Ig;zO:stId kimerltoverwhelmingly \oUv@;welmIX tlnyoman
degradation \degr@;deISn megalzs
offence @;fens srts, bnts
struggling ;str8glIX kszkd, nehezen megl
faith feIT bizalom, hit
anger ;Xg@ (meg)haragt, (fel)dh(s)t, (fel)ingerel,
(fel)bosszant,
monk m8Xk szerzetes
plead pli:d szt emel
response rI;spns felelet,vlasz
venture ;ventS@ vllalkozsrepercussion \ri:p@;k8Sn uthats, (ki)hats, kvetkezmny
breadth bredT szlessg
negotiation nI\goUSi;eISn trgyals
accompany @;k8mp@ni] ksr, egytt jr
implication \ImplI;keISn belevons
manifest ;mnIfest megnyilvnul, kifejezdik
segregate ;segrIg@t klnvlaszt
principle ;prInsIpl alapelv
target ;tArg@t clba vesz
audience;O:dI@ns
nzkznsgcomprise k@m;praIz magba foglal
quarters ;kwO:t@ szls, lakhely
consequence ;knsIkw@ns kvetkezmny
failure ;feIlj@ buks
arranging eaREkNDf elrendezs
obviously agBVkeSLk nyilvnvalan
appreciation ebPRIdtkaEktN megbecsls, elismers. mltnyls
imply kMaPLAk utal, magban foglal, utal
tinted glass aTkNTkDGLhdS fstszn/sznezett veg
judge DfsDf brlvalue aViLJUd rtk
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Tibetan monks use a prayer wheel
Religions of the world2
Buddhism at a glance
Buddhism is a spiritual tradition that focuses on personal spiritual development and theattainment of a deep insight into the true nature of life. Buddhism teaches that all life is
interconnected, so compassion is natural and important.
Buddhism is 2,500 years old
There are currently 376 million followers worldwide
There is no belief in a personal God. It is not centred on the relationship betweenhumanity and God
Buddhists believe that nothing is fixed or permanent - change is always possible
Buddhism is a very colourful faith with many festivalsthroughout the year
Buddhists can worshipboth at home or at a temple. Typical Buddhist building is the Stupa, which is a stonestructure built over what are thought to be relics of the Buddha, or over copies of the Buddha's teachings. Buddhist
temples are designed to symbolise the five elements: Fire; Air; Earth, symbolised by the square base, Water; Wisdom,symbolised by the pinnacle at the top. All Buddhist temples contain an image or a statue of Buddha.
Buddhist teachings
KarmaActions have consequences; so our lives are conditioned by our past actions.
RebirthConsciousness continues after death, and finds expression in a future life.
Liberation from karmaBy following the Buddha's path one escapes the cycle of craving and suffering.
The Four Noble Truths(these are the essentials of Buddhism)
EnlightenmentThe highest goal of life is to reach Enlightenment; a state of being that goes beyond suffering.
Dharma
The teachings and hence the way to nirvana.
The core of Buddhist teaching
At the heart of the Buddha's teaching lie The Four Noble Truths and The Eightfold Path which lead the Buddhisttowards the path of Enlightenment.
Facing the truth
The Buddha taught that the human tendency is to avoid the difficult truths of life and this in turn leads to
suffering. By enabling the mind to be at peace through meditation a human being can confront reality andovercome hatred and craving.
Venerating the Buddha
Buddhist tradition has developed many different customs and practices in different parts of the world.This may take the form of meditating on the qualities of Buddha, and honouring the Buddha or Buddha-figure.A person could honour the Buddha by making offerings to relics or images of the Buddha.
Pilgrimage
The purpose of pilgrimage is to foster a spiritual discipline, to fulfil a vow or simply to travel. It is an important
2Source: www.bbc.co.uk/religion/religions
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Buddhist temple, Khatmandu,Nepal
The Dalai Lama
After the death of a Dalai Lama it has traditionally been the responsibility of the High Lamas of the Gelugpa
Tradition and the Tibetan government to find his reincarnation.The High Lamas search for a boy who was born around the same time as the death of the Dalai Lama. Thereare several ways in which the High Lamas might find out the location of where the next reincarnation will be found.
The Dalai Lama is the head monk of Tibetan Buddhism and traditionally has been responsible for thegoverning of Tibet, until the Chinese government took control in 1959. Before 1959, his official residence was PotalaPalace in Lhasa, the capital of Tibet.
The institution of the Dalai Lama is a relatively recent one. There have been only 14 Dalai Lamas in thehistory of Buddhism, and the first and second Dalai Lamas were given the title posthumously.
According to Buddhist belief, the current Dalai Lama is a reincarnation of a past lama who decided to bereborn again to continue his important work, instead of moving on from the wheel of life. The current Dalai Lama isTenzin Gyatso.
Buddhist practice.
Pilgrimage also helps to express feelings of devotion and creates a relationship with the historical figures associatedwith the pilgrimage site.
Buddhist worship
Worshippers may sit on the floor barefoot facing an image of Buddha andchanting. They will listen to monks chanting from religious texts, perhaps
accompanied by instruments, and take part in prayers.
Exercises
1) The paragraphs of the following passage are mixed. Put in right
order the following paragraphs.
2) Find synonyms from the next word in the text.
Singing:________________________________Essential:_______________________________
Mankind:_______________________________
To win:_________________________________
Aim:___________________________________
Hinduism at a glance
Hinduism is one of the world's oldest religions, and has over 900 million adherents worldwide. Hinduism is not a singledoctrine, and there is no single founder or teacher.It is important to remember that Hinduism is not only a religion butalso a cultural way of life.
Hinduism originated around the Indus Valley near the River Indus in modern day Pakistan.
About 80% of the Indian population regard themselves as Hindu.
Hindus believe in a universal eternal soul called Brahman, who created and is present in everything.
Hindus believe that existence is a cycle of birth, death, and rebirth, governed by Karma.
Hindus believe that the soul passes through a cycle of successive lives and its next incarnation is alwaysdependent on how the previous life was lived.
The Vedas are the most ancient religious Hindu text and define the truth.
Hindus believe that the texts were received by scholars directly from God and passed onto generations by
word of mouth.
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The city of Benares at Ganges
God or gods?
Contrary to popular understanding, Hindus recognise one God, Brahman, the eternal origin who is the cause and
foundation of all existence. The gods of the Hindu faith represent different expressions of Brahman. Different Hinducommunities may have their own divinities whom they worship, but these are simply different ways of approaching the
Ultimate.Hindus recognise three principal gods:
Brahma, who creates the universe
Vishnu, who preserves the universe
Shiva, who destroys the universe.
The cycle of life
Hindus believe that the soul passes through a cycle of successive lives and its next incarnation is always dependent onhow the previous life was lived (karma).In a lifetime people build up karma, both good and bad, based on their actions within that lifetime. This karma affectstheir future lives and existences. People must take responsibility for their actions either within this life time or the next.
Death is a key part of this cycle and is treated with specific importance. Death is the last cycle of life referred to as the'last sacrifice'.Moksha is the end of the death and rebirth cycle. It is achieved by overcoming ignorance and desires. It is a paradox in
the sense that overcoming desires also includes overcoming the desire for moksha itself. It can be achieved both in thislife and after death.
What happens after death
It is preferable for a Hindu to die at home.
Traditionally a candle is lit by the head of thedeceased. The body is then placed in theentranceway of the house with the head facingsouth. The body is then carried to the funeral pyreby the male relatives.
After cremation the ashes are collected andusually scattered in water. The River Ganges isconsidered the most sacred place to scatter ashes.
Similarly, Benares (the home of Siva, Lord ofdestruction) is a preferred place of death because it
takes the pollution out of death and makes it apositive event. Anyone who dies here breaks the cycle of life and achieves moksha.
Caste system
One feature of Indian society, despite attempts by some Hindu reformers to outlaw it, is the caste system which ranks
society according to occupation. Caste comes from a Portuguese word, and it is often applied inaccurately to differentsystems of separating layers of society. Varnas are the historical division of society into 4 broad classes.
Traditionally, there were four main varnas, plus one group of outsiders:
The Brahmins, or priests: the highest varna, believed to have emerged from Brahma's mouth.
The Kshatriyas: the warrior or ruling class who were made from Brahma's arms.
The Vaishyas: merchants or artisans who came from Brahma's thighs.
The Shudras: the unskilled labourers and servants who emerged from Brahma's feet. These were the
lowest class, or varna.
The Untouchables: those too lowly to be within the varna system.
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Worship
Hindu worship is primarily an individual act rather than a communal one, as it involves making personal offerings to the
deity. Worshippers repeat the names of their favourite gods and goddesses, and repeat mantras. Water, fruit, flowers andincense are offered to god. The majority of Hindu homes have a shrine where offerings are made and prayers are said.
Family members often worship together. Rituals should strictly speaking be performed three times a day.At a Hindu temple, different parts of the building have a different spiritual or symbolic meaning.The central shrine is the heart of the worshipperThe tower represents the flight of the spirit to heaven.
A priest may read, or more usually recite, the Vedas to the assembled worshippers, but any "twice-born" Hindu canperform the reading of prayers and mantras.
Animal Ethics
Most Hindus are vegetarian, no Hindu will eat beef. Butchery and related jobs are restricted to people of low caste. MostHindus believe that non-human animals are inferior to human beings. Cows are sacred to Hindus. Some Hindu templeskeep sacred animals. Some Hindu gods have animal characteristics
Islam at a glance
The word Islam means 'submission to the will of God'. Islam is the second largest religion in the world with over 1
billion followers. Islam was revealed over 1400 years ago in Mecca, Arabia.
Followers of Islam are called Muslims.
Muslims believe that there is only One God.
The Arabic word for God is Allah.
According to Muslims, God sent a number of prophets to mankind to teach them how to live according to His law.
Jesus, Moses and Abraham are respected as prophets of God.
They believe that the final Prophet was Muhammad. Muslims believe that Islam has always existed, but for practical purposes, date their religion from the time of the
migration of Muhammad.
Muslims base their laws on their holy book the Qur'an.
The Five Pillars of Islam
The Five Pillars of Islam are the five obligations that every Muslim must satisfy in order to live a good and responsiblelife according to Islam.
The Five Pillars consist of:
sincerely reciting the Muslim profession of faith
performing ritual prayers in the proper way five times each day paying an alms (or charity) tax to benefit the poor and the needy
fasting during the month of Ramadan
pilgrimage to Mecca
Cheating on the Five Pillars is impossible
The Five Pillars are a matter between the individual Muslim and Allah: the community may well insist on certainpractices, but at the heart lies the relationship between a Muslim and Allah.So there is no point at all in carrying them out insincerely, or, for example, trying to cheat on the fasting in Ramadan.
For God cannot be fooled and the only person who suffers is the individual concerned.
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. A girl studying the Qur'an
Basic articles of faith
Muslims have six main beliefs:
Belief in Allah as the one and only God
Belief in angels
Belief in the holy books
Belief in the Prophets...e.g. Adam, Ibrahim (Abraham), Musa (Moses), Dawud (David), Isa (Jesus).Muhammad (peace be upon him) is the final prophet.
Belief in the Day of Judgement...The day when the life of every human being will be assessed to decidewhether they go to heaven or hell.
Belief in Predestination...
That Allah has already decided what will happen.
Muslims believe that this doesn't stop human beings making free choices.
Exercises
1) a) Define the following terms connecting to world religions.
Brahman:______________________________________________________________________________
Dharma:_______________________________________________________________________________
Islam:_________________________________________________________________________________
Karma:________________________________________________________________________________
Lama:_________________________________________________________________________________
Moksha:_______________________________________________________________________________
Muslims:_______________________________________________________________________________
Predestination:__________________________________________________________________________
Ramadan:______________________________________________________________________________
Stupa:_________________________________________________________________________________
Varnas:________________________________________________________________________________
b) Write the religious words into proper places of the table.
Buddhism Hinduism Islam
2) Match the words from the text and their meanings from the text. There is a word, which does NOT have a meaning.
1) obligation a) Earnest wish, request
2) consciousness b) Deep, strong love
3) discipline c) Being awake, aware, knowing things because one is uses the bodily senses andmental powers.
4) desire d) Promise, duty or condition that indicates what action ought to be taken
5) compassion e) Pity, feeling for the sufferings of others
6) devotion
1___ 2___ 3___ 4___ 5____ 6____
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3) Fill in the table with the proper content.
Islam Buddhism Hinduism
God(s)
__________________
Holy books
_________________
Number of followers
Vocabulary
compassion k@m;pSn sznalom, sznakozs, rszvt
condition k@n;dISn felttelhez kt
consciousness ;knS@sn@s tudat(os)
hatred ;heItrId gyllet
crave kreIv kvnsg
overcome \oUv@;k8m legyz, fellkerekedik
venerate ;ven@reIt tisztel
relic ;relic ereklye
pilgrimage ;pIlgrImIdZ zarndoklat
discipline ;dIs@plIn fegyelem
fulfil fUl;fIl teljest, vgrehajt
vow vaU fogadalom, esk
devotion dI;voUSn htat, vallsos gyakorlat
chant tSA:nt nekel, dalol
monk m8Xk szerzetes
Hinduism at a glanceadherent @d;hI@r@nt kvet, tmogat
doctrine ;dktrIn tanttel, tantseternal I;t=:nl rks
successive s@k;sesIv egymst kvet
scholar ;skl@ tuds
ignorance ;Ign@r@ns tudatlansg
desire dI;zaI@ vgy
pyre paI@ halottget mglya
cremation kr@;meISn hamvaszts
ash S hamu
warrior ;wrI@ harcos
thigh TaI comb
shrine SraIn oltr, szent hely
Islam at a glancereveal rI;vi:l kinyilatkoztat
obligation gBLkaGEkteN ktelessg
satisfy aSiTkSFAk kielgt, eleget tesz
responsible RkaSPgNSkBeL felels
sincerely SkNaSkeRLk szintn
recite RkaSAkT elmond, ismtel
alms hdMZ alamizsna
fast FhdST bjtl
predestination PRIdbDESTkaNEktN eleve elrendelsBuddhism at a glanceattainment @;teInm@nt megvalsts, elrs, elnyers
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insight ;InsaIt bepillants,
Migration
Sometimes the annual growth rate of a country's population does not match up with the statistics forthe birth and death rates. For example Jamaica has a birth rate of 27 per 1000 and a death rate of 6 per 1000.The natural increase is therefore 21 per 1000 but the annual growth rate is only 12 per 1000. This difference
is explained by migration(the movement of people).
More people have emigrated(moved away) from Jamaica to other countries than have moved intoJamaica. The difference between the numbers of immigrants and emigrants gives the migration balance.Jamaica has a net migration loss because it has lost more people through emigration than it gained throughimmigration. Hong Kong has a birth rate of 18 per 1000 and a death rate of 5 per 1000. The natural increase
is 13 per 1000 but the annual growth rate is 33 per 1000, reflecting a net migration gain. Hong Kong hasmany more immigrants than emigrants.
Types of migration
There are many different types ofmigration (Figure 1).
Compulsory or forced migration occurswhen people have no choice about moving.Forced migrants who move to another country arecalled refugees. The reasons why they move
include:
Physical reasons such as earthquakes or
floods. In 1997 victims of the volcanic
eruptions in Montserrat, a Caribbeanisland, fled the island - some came to theUK.
Human reasons such as war or persecution. Forced migration occurred on a huge scale in the past,with the slave trade, and the Jewish persecution in World War II. In the 1970s Idi Amin in Uganda
forced the Ugandan Asians out of the country. In Africa there are many millions of refugees (Figure2) as a result of famine and civil war.
Voluntary migration is when the migrant makes thedecision to move. Today most migration is voluntary. The
decision is usually the result of balancing the advantages
and disadvantages of the movement (Activity 1). Therewill be both push and pull factors involved. Push factorsare the things people dislike or the disadvantages ofwhere they live. There may be no work, few services anda low standard of living. Pull factors are the attractionsor advantages of the place they are moving to. The
location may be nearer to relatives, offer a bettereducation or have a warmer climate.
Figure 2 African refugees in Congo
Figure 1 Types of migration.
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Activity 1
The pull factors in the countryside, the push factors in the city and the obstacles of migration are mixed.Write the factors and the obstacles into the table to the proper places.
Pressure on the land; Fear of the unknown; International boundaries; Better paid jobs in industry; Lack ofservices; Improved housing; Poverty; Few jobs - little money; Poor and expensive transport; Better schools
and hospitals; Remoteness; Shops and entertainment; Leaving family behind; Drought and famine; Watersupply, electricity; Reliable food supplies
Push factors Obstacles Pull factors
International migration
In the 20th century international migrations those that cross country borders have decreased inimportance. In the 19th century, large numbers of people moved voluntarily to different countries in the hope
of colonizing new areas. Examples include the Pilgrim Fathers who sailed to New England on the east coastof America, and the white Europeans moving to South Africa to set up and manage gold mines and sugar
plantations.Some of the migrations were forced, such as the slave trade, and the movement from Ireland during
the potato famine, Figure 3 shows examples of international migrations. In recent decades, the major
international migrations have been of three types.From poor to rich countries:
these include the hugemovements from Mexico into
the southern parts of the USA.The migrants who move insearch of work and a higherstandard of living are oftencalled economic refugees.
From drought-hit countries in
the Sahel region in Africa toneighbouring African
countries,Movements of political
refugees such as Jewsreturning to Israel and theemigration of Palestinians to live in huge refugee camps in neighbouring Jordan and the Lebanon.
Activity 2
a) Circle the arrows of the migrations mentioned above.
b) Give reasons for the migrations signed with numbers. What might be the push factors and the pull factors?1_________________________________________________________________________________
2_________________________________________________________________________________
3_________________________________________________________________________________
4_________________________________________________________________________________
Figure 3 Some important international migrations in the 20thcentury
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Such international migrations have both advantages and disadvantages for the countries and people
involved. These are shown, in Figure 3 (Activity 2).
Activity 3
The table below shows the advantages and the disadvantages of the migration. Fill in the gaps with the givenwords.
reduce, separation, extract, males, exchange, racial, standard, strain, broaden
Figure 4 Advantages and disadvantages of international migration
Activity 4
Across
3. lasting or intended to last or be usedonly for a short time4. a lack of food during a long period oftime in a region
6. a long period of time when there islittle or no rain
7. a person who is legally owned byanother person and is forced to work forthem8. a person who has come to livepermanently in a country that is not their
own Down1. the movement of highly skilled and
qualified people to a country where theycan work in better conditions and earnmore money (two words)2. a person who travels into a city to
work each day, usually from quite far
away5. to try to make sth do more than it is able to do
Advantages Disadvantages
For the host
country
Economic
An extra source of labour. May bring skillsand money to the country. e. g. brain drainof doctors from UK to USA, voluntaryworkers to LEDCs. Help to develop areasand ________________resources.
A ________________ on the country's resources,especially in the LEDCs. Increased unemployment.Need to provide housing, food, medical care,education.
Social Cultural exchange brings new skills andideas.
May increase ________________ tension, violenceand discrimination.
For the losing
countryEconomic
May reduce burden on the country, with
fewer mouths to feed and provide for.Money sent back by migrants is important
foreign ________________. Familiesimprove local economy by spending inlocal shops and on services.
A loss of labour often the young
________________who have the entrepreneurialskills move.
For the
migrant and
family
Economic
May earn more money and have a higher________________ of living stableemployment with a salary/wage.
Higher living ________________ in the hostcountry for housing, food, clothing,
Social Meet new people and ________________cultural understanding,
May result in family ________________ if onlythe main worker - migrates, e.g. Turkish males
going to Germany to work.
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The refugee crisis
Refugees are people who have been forced to move out of their country. Most refugees are made toflee their homes by humanorpoliticalrather than naturalcauses.
Political: religious, political or racial persecution, civil warNatural: environmental disasters such as floods, drought, earthquakes and volcanic eruptions.
Palestinian refugees Case study
For hundreds of years the great majority of people living in Palestine were Arabs. But in the first halfof the 20th century many Jews were concerned about anti-semitism and the persecution of the Jews inHitler's Germany. By the end of World War II many Jews were desperate for the creation of a Jewish state.The Jews claimed Palestine was their homeland because of references in the Bible to it being the birthplaceof the Jewish religion and the 'land flowing with milk and honey'.
In 1948, the Jews declared the creation of the state of Israel which replaced the country of Palestine.War broke out between Israel and her Arab neighbours and many Palestinians fled Israel. Figure Li shows the
destinations of the Palestinian refugees. Most of the refugees settled in neighbouring Arab countries such asthe Lebanon, Syria and Jordan.
Impact on the Lebanon
There are seventeen overcrowded refugee camps.
The Lebanon, already struggling to cater for the needs of its own population, cannot supply therefugees with shelter, clothing, food and medical supplies.
There has been civil war between the Christians
and the Muslims in the Lebanon.
Several wars have been fought between Israel and the Palestine Liberation Organization (PLO) in theLebanon.
Impact on Israel
Wars with the Lebanon have been costly in lives andmoney.
There is hostility and lack of trust between Israel and
her Arab neighbours.
Frequent bombings and attacks occur in border
regions.
Fewer Palestinian Arabs mean there is more land forthe Jews to settle.
Jobs have become available for the Jews in Israel.
Greater social cohesion is possible in an almost totallyJewish state.
It is easy to establish schools and synagogues with
only a single religion.
Impact on the refugees in the Lebanon
They are free from the hostility they experienced in
Israel.
They have lost their homeland.
They suffer appalling living conditions in makeshift
shelters with little food, clothing, money or otherservices.
Unhygienic living conditions cause disease.
Source: http://www.lib.utexas.edu/
maps/middle_east_and_asia/p_refugee_camps.jpg
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They have lost their rights and have no say in their own destiny.Source: Understanding GCSE Geography, Ann Bowen, John Pallister Heinemann 2001
Activity 5
http://www.youtube.com/watch?v=VVeeanP5Jto&feature=related
Noam Chomskys view about the Israel-Palestine conflict
Noam Chomsky is an American linguist, philosopher, cognitive scientist, and political activist. He is anInstitute Professor of linguistics at the Massachusetts Institute of Technology, one of the fathers of modern
linguistics. Since the 1960s, he has become known more widely as a political dissident (non-conformist) andan anarchist.
Thats one of the most serious crises in the world. The United States and Israel are in grave 1.________ ofinternational humanitarian law. Its not my opinion, its the opinion of the worlds highest judicial 2.
________the International Court of Justice, which declared that the provisions of the Geneva Conventions
applied to the occupied territories, which means that all movement of population into those areas, all thesettlements, are 3. ________. The court determined authoritatively that the wall that Israel is building, which
is clearly, by now, an annexation wall, is in ipso facto of violation of international humanitarian law, in so faris its there to protect settlers, which is may be 80% to 85% of it.The [George W.] Bush administration is the first one to have officially 4. ________ support for Israelspolicies, of take over, of whats valuable to it in the 5. ________territories, which makes the two countries
in severe; and of course the U.S. funds it and provides the diplomatic and military support 6. ________for it.U.S. power centers appear to be pretty happy with this. The U.S. corporations, for example, dont seem to 7.
________to having a highly militarized ally with high technology, very loyal, because it has no choice, onceit decided to move towards preferring expansion to security, as it did years ago. Technically they are 8.
________of pursuing the policies that they are following.ThE 9. ________Arab states may not like it, but theyre not going to try to do anything about it. The rest of
Europe 10. ________to take more than a passive role.The Palestinians, the nation is being destroyed. Thats a 11. ________ event in history, for a nation to face
destruction; but its happening. The United States and Israel at the moment, and in effect for many years,have been internationally 12. ________n their refusal to accept diplomatic settlement in accord with whathas been an 13. ________ international consensus; some kind of two-state settlement on the international
border with some modification of borders, and they still are 14. ________it, alone.The Arab states have 15. ________ come out 16. ________ it. Iran has a stated its agreement with the
position of the Arab states. Hamas has called for it. Europe, of course, and non-aligned countries of course,but the U.S. has overwhelming power in that region. And if it stands in the way of the 17. ________it wonttake place. Now, with all the conflicts this can lead to, and for the local populations very serious, but evenwith ramifications elsewhere.
Vocabulary
annual aiNJmeL ves, vi
birth rate Brdp REkT szletsi arnyszm
death rate DEp REkT hallozsi arnyszm
refugee REFJUdaDfId meneklt
permanent aPrdMeNeNT lland
temporary aTEMPReRk ideiglenes
brain drain BREkN DREkN agyelszvs
commute KeaMJUdT ingzik
counterurbanisation ellenvrosods
victim aVkKTkM ldozateruption kaRsPteN vulknkitrs
flee, fled, fled FLId elmenekl
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persecution bPrdSkaKJUdtN ldzs
voluntary aVgLeNTeRk nkntes
obstacle agBSTeKeL akadly
drought DRAmT aszly
separation bSEPeaREktN elklnls
extract EKaSTRiKT kitermel
strain STREkN ignybevtel, megterhels
burden aBrdRDeN teher
broaden aBRjdDN bvt, tgt
desperate aDESPeReT elsznt
reference aREFeReNS utals, hivatkozs
struggle aSTRsGeL erejt megfeszti, kzd
shelter atELTe hajlk, menedk
hostility HgaSTkLeTk gyllkds, ellensgeskeds
cohesion KemaHIdfN sszefogs, sszetarts
makeshift aMEkKtkFT sszetkolt, rgtnztt
provision PReaVkfN intzkeds, rendelkezsipso facto A tnybl kifolylag, a tnybl
kvetkezen.non-aligned eaLAkN el nem ktelezett
overwhelming embVe HWELaMIn nyomaszt
ramifications bRiMkFkaKEktN legazs, hats
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Recommended readings
Castles, S. and Miller, M. (2009) The Age of Migration: International population movements in the
modern world, Basingstoke: Macmillan, 4thEdition.
Geddes, A. (2009)Migration as Foreign Policy? The External Dimension of EU Action on
Migration and Asylum Swedish Institute for European Policy Studies, Stockholm Issue 2
Indra, D. (1999)Engendering Forced Migration: Theory and practice, New York: Berghahn Books.
Loescher, G. (2001) The UNHCR and World Politics: A perilous path, New York: Oxford University
Press.
Richmond, A. (1994) Global Apartheid, Toronto: Oxford University Press.
UNHCR (2006) The State of the World's Refugees: Humanitarian displacement in the new
millennium, Oxford: Oxford University Press.
Zolberg, A., Suhrke, A. and Aguayo, S. (1989)Escape from Violence: Conflict and the refugee crisis
in the developing world, Oxford: Oxford University Press.
Rogers, E. M. and D. Lawrence Kincaid. (1969). Modernization Among Peasants. New York: Holt,
Rinehart and Winston .
Harris, Philip, R., Moran, Robert T., Moran, Sarah Virginia : Managing Cultural Differences: Global
Leadership Strategies for the 21stCentury. Butterworth-Heinemann, 2004
(http://books.google.hu/books?id=wiQPYGoiJYYC&dq=Managing+Cultural+Differences&pg=PP1&ots=W1LYDLCFyn&sig=8uZMbU0Nq2T6udf8IQYBv9O22D0&hl=hu&sa=X&oi=book_result&resnum=1&ct=result#PPP19,M1)
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Oral exam questions
1) What are the origins and the interdisciplinary orientations of cross cultural communication?
2) Explain the cross cultural impacts of 'Hollywood Buddha'film.
3) Explain the cross cultural impacts of the Arab Big Brotherseries.
4)
What are the main definitions of globalization?
5) What are the advantages of globalization? Give examples of them from our everyday life.
6) What are the disadvantages of globalization? Give examples of them from our everyday life.
7) Show the basic beliefs of Buddhism.
8) Show the basic beliefs of Hinduism.
9)
Show the basic beliefs of Islam.
10)Types of migration; International migration
11)Types of migration; Refugee crisis
Recommended