Article 11 The States Parties to the present Covenant recognize the___________________ (9) of everyone to an adequate standard of living for himself and his family, including___________________ (10) food, clothing and housing, and to the continuous_________________ (11) of living conditions. The States Parties will take appropriate steps to ensure the________________ (12) of this right, recognizing to this effect the essential importance of_______________ (13) co-operation based on free consent. The States Parties to the present Covenant, recognizing the ________________________ (14) right of everyone to be free from hunger, shall take, individually and through international_________________ (15), the measures, including specific_______________ (16), which are needed: (a) to improve methods of ____________ (17), conservation and distribution of food by making full use of technical and scientific knowledge, by disseminating__________________ (18) of the principles of nutrition and by developing or reforming agrarian______________________ (19) in such a way as to achieve the most efficient development and utilization of natural resources; (b) taking into account the____________________ (20) of both food-importing and food-exporting_________________ (21), to ensure an equitable disfribution of world____________ (22) supplies in relation to need 6. Explain the following words and word combinations from the text. Widest protection should be accorded to the family; natural and fiindamental group unit of 7. For questions 1-22, read the text below and then decide which word (A-D) from the Article 13 1. The________ (0) Parties to the present Covenant _______ (1) the right of everyone to education. They agree that education shall be directed to the fall development of the human__________ (2) and the sense of its (3), and shall strengthen the respect for human____________ (4) and fiindamental freedoms. They further agree that education shall enable all persons to participate___________ (5) in a free society, promote understanding,____________ (6) and friendship among all nations and all racial, ethnic or 2. The States Parties to the present Covenant recognize that, with a view to achieving the full ____ (7) of this right: (a) Primary education shall be'_______________ (8) and available free to all; (b) (9) education in its different forms, including technical and vocational secondary |
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education, shall be made generally available and accessible to all by every appropriate means, and in particular by the progressive introduction of________ (10) education; (c) Higher education shall be made equally ________ (11) to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education; (d) Fundamental education shall be encouraged or intensified as_________ (12) as possible for those persons who have not received or completed the whole period of their primary education; (e) The development of a system of ------------------------------------------------------------------------------------------------------------------------------------------------- ggg ---------------------------------------------------------------------------------------------------------------------------------------------------------------- |
schools at all levels shall be actively pursued, an adequate |
(13) system shall be |
established, and the material conditions of teaching staff shall be continuously improved. 3. The States Parties to the present Covenant undertake to have_____________ (14) for the liberty of parents and, when applicable, legal guardians to choose for their children schools, other than those established by the_________ (15) authorities, which conform to such minimum educational standards as may be laid___________ (16) or approved by the State and to ensure the religious and moral______ (17) of their children in conformity with their own___________ (18). 4. No part of this article shall be__________ (19) so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the______________ (20) of the principles set________ (21) in paragraph I of this article and to the requirement that the education given in such institutions shall _ State. |
(22) to such minimum standards as may be laid down by the |
0 A. states 1 A. acknowledge 2 A. person 3 A. dignity 4 A. duties |
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5 7 |
A. A. 8 A. 9 A. 10 A. 11 A. 12 A. 13 A. 14 A. 15 A. 16 A. 17 A. 18 A. 19 A. 20 A. 21 A. 22 A. |
totally patience realization binding second free of charge restricted much fellowship respect social about upbringing scruple changed neglect forth match |
B. countries B. recognize B. human being B. highness B. privileges B. effectively B. tolerance B. actualization B. compulsory B. primary B. independent B. limited B. further B. grant B. admiration B. public B. down B. training B. judgments B. analyzed B. watch B. up B. conform |
C. nations C. overlook C. personality C. nobility C. immunities C. efficiently C. open-mindedness C. materialization C. optional C. first-class C. free C. accessible C. more C. prize C. consideration C. power C. out C. enlightenment D. convictions C. construed C. observance C. about C. adapt |
D. communities D. approve D. individual D. excellence D. rights D. fully D. prejudice D. failure D. unstipulated D. secondary D. liberal D. approachable D. far D. brotherhood D. dignity D. high-rank D. on D. education D. apprehension D. explained D. disregard D. down D.fit |
8. Read the reports of Human Rights Watch, which conducts regular systematic investigations of human rights abuses in some seventy countries around the world. Decide which provisions of the ICESCR were violated and recommend what could be done to improve the situation. 1. Mexico: Human Rights Watch has received credible reports that children in several indigenous communities in the state's La Montana region have been unable to attend primary school due to an absence of teachers where they live. During the past school year. Human Rights Watch interviewed parents and local leaders from thirteen Mixteco communities in the municipality of Metlatonoc, Guerrero, who reported that there were no primary school teachers where they lived. Representatives from several of these communities reported having formally requested that the state provide teachers for their children. Their requests were either rejected or ignored, they said. In most of these communities, the children have never attended school. As a result, they are illiterate and have very poor command of the Spanish language. |
2. India: On 14 June, 2004 state authorities destroyed some 250 homes of HIV workers as well as about 800 homes of other residents of Baina. Twenty-two persons were arrested while engaged in peaceful protest of the eviction. Reports from NGOs in Goa indicate that many of the thousands of persons forcibly displaced are still without shelter and without access to clean water, health care and other basic services. It is shocking that many of these people simply locked their houses on the morning of 14 June, 2004 to go to work and returned in the evening to fmd all their possessions destroyed. 3. Sudan: Human Rights Watch condemned the ban imposed on September 3, 2000, by the Governor of the State of Khartoum and former minister of social planning, Mr. Mazjoub al- Khalifa, that prevents women from working in public places where they come into direct contact with men. 4. Egypt: The government should immediately reverse its order to close the headquarters and two branch offices of the Center for Trade Union and Workers’ Services (CTUWS), Human Rights Watch said today. Security officers on Wednesday closed the headquarters of the C6TUWS, which offers legal aid to Egyptian factory workers, educates them as to their rights, and reports on labor-rights issues in the country. Police had closed two of the group’s branch offices in recent weeks. 5. China: Over the past two weeks, Beijing municipal authorities have shut down more than 50 schools for children of migrant workers. Human Rights Watch said today. The schools’ closure - part of a campaign to close all unregistered schools for migrants by the end of September - threatens to leave tens of thousands of children without access to education, in violation of several of Beijing’s obligations under international law. 6. North Korean: Recent decisions by the government to suspend the operation of the- World Food Programme, ban the private sale of grain, and fully reinstate the discredited Public Distribution System could lead to renewed hunger for North Korea’s already poor and destitute people. The government asked the WFP, which had been feeding millions of the nation’s most vulnerable people for a decade, to end emergency food aid. The agency believes the request is premature, and proposed a new, considerably smaller aid package. The North Korean govemment had not formally accepted the offer as of the end of April. 7. Sri Lanka: Human Rights Watch expressed deep concern about the deteriorating humanitarian situation in northern Sri Lanka in the wake of the closure by the Sri Lankan army nearly five weeks ago of the only supply route to two crucial districts in the Vanni region of the island — an area under partial control of the Liberation Tigers of Tamil Eelam. International humanitarian agencies operating in the area have reported that thousands of civilians have been trapped without access to assistance on both sides of the checkpoint; families have been separated; and no food rations have been delivered for five weeks since the supply lines closed. 8. Israel: The Israeli government operates two separate school systems for its 1.8 million school children: a Jewish system and an Arab system. The students in the latter are Palestinian Arab citizens of Israel. Under international law, states may offer children separate educational systems for linguistic or religious reasons, but they may not discriminate in doing so. According to official data the Israeli government continues to allocate less money per head for Palestinian Arab children than it does for Jewish children. Arab schools are still overcrowded, understaffed, and sometimes unavailable. On average, they offer far fewer facilities and educational opportunities than those offered to other Israeli children. The greatest inequalities are found in kindergartens for three- and four-year olds and in special education. 9. Write an essay on the importance of the International Covenant on Economic, Social and Cultural Rights to solve the problem of human rights. Use the texts in this part of the lesson or any other materials you may come across. See also: ‘Essays Suggesting Solutions to Problems’ in the Recommendations on Creative Writing Work. |
10. Translate into English |
Пакт зобов’язує країни-учасниці забезпечити право кожної людини створювати Пакт визнає право кожної людини на освіту, яка має спрямовуватися на повний Сім’я, яка є природним і основним осередком суспільства, потребує якнайповнішої праці забороняється і карається законом. |
VOCABULARY |
ENGLISH - UKRAINIAN |
ГБ'їаіГ)! aagR// 5 П0ІІ7/ rlj flliv. |
accord protection to | надавати охорону |
|
adequate food | достатнє харчування | З/і |
age limits | вікові межі | ЗДВЕЛИ« |
capacity | здібності |
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childbirth | пологи | :л50і|Ли |
competence | кваліфікація | JO |
compulsory | обов’язки | ;:;иоП; |
conservation | зберігання |
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continuous improvement | неухильне поліпшення | РЗПЄЗОБі |
convictions | переконання | ж. -" - |
decent living | задовільне існування | ’.аонізт:;; |
dependent children | діти, які перебувають на утриманні | 1 1ЯК,нті.. |
development and utilization of natural resources disseminating knowledge distribution encourage enter into marriage equally accessible to all fellowship food supplies full and productive employment gain one’s living guardian higher education interfere with the liberty just and favorable conditions lay down leave with adequate social security benefits leisure maintenance of peace natural and fundamental group unit nutrition paid leave parentage participate effectively periodic holidays with pay policies and techniques primary education production progressive introduction promote understanding religious and moral education remuneration rest safe and healthy working conditions secondary education standard of living teaching staff intending spouses tolerance wages when applicable with the free consent |
освоєння 1 використання природних ресурсів поширення знань розподіл заохочувати укладати шлюб однаково доступний для всіх стипендія світові запаси продовольства продуктивне застосування робочої сили заробляти собі на життя опікун вища освіта обмежувати свободу належні і сприятливі умови встановлювати відпустка з достатнім соціальним забезпеченням дозвілля підтримання миру природний і головний осередок харчування оплачувана відпустка походження (родинне) бути корисним учасником оплачувана періодична відпустка шляхи і методи початкова освіта виробництво поступове запровадження сприяти взаєморозумінню релігійне та моральне виховання винагорода відпочинок умови праці, що відповідають вимогам безпеки та гігієни середня освіта життєвий рівень викладацький персонал ті, хто одружується терпимість зарплатня у відповідних випадках за вільною згодою |
UKRAINIAN - ENGLISH |
бути корисним учасником викладацький персонал винагорода виробництво вища освіта відпочинок відпустка з достатнім соціальним забезпеченням вікові межі встановлювати діти, які перебувають на утриманні |
participate effectively teaching staff remuneration production higher education rest leave with adequate social security benefits age limits lay down dependent children |
ДОЗВІЛЛЯ достатнє харчування життєвий рівень за вільною згодою задовільне існування заохочувати заробляти собі на життя зарплатня зберігання здібності кваліфікація надавати охорону належні і сприятливі умови неухильне поліпшення обмежувати свободу обов’язки однаково доступний для всіх опікун оплачувана відпустка оплачувана періодична відпустка освоєння і використання природних ресурсів переконання підтримання миру пологи поступове запровадження походження (родинне) початкова освіта поширення знань природний і головний осередок продуктивне застосування робочої сили релігійне та моральне виховання розподіл світові запаси продовольства середня освіта сприяти взаєморозумінню стипендія терпимість ті, хто одружується у відповідних випадках укладати шлюб умови праці, що відповідають вимогам безпеки та гігієни харчування шляхи і методи |
leisure adequate food standard of living with the free consent decent living encourage gain one’s living wages conservation capacity competence accord protection to just and favorable conditions continuous improvement interfere with the liberty compulsory equally accessible to all guardian paid leave periodic holidays with pay development and utilization of natural resources convictions maintenance of peace childbirth progressive introduction parentage primary education disseminating knowledge natural and fundamental group unit full and productive employment religious and moral education distribution food supplies secondary education promote understanding fellowship tolerance intending spouses when applicable enter into marriage safe and healthy working conditions nutrition policies and techniques |
RECOMMEKDATIONS ON CREATIVE WRITING WORK 1. FORMAL LETTERS A formal letter is written using complex sentences, non-colloquial English, passive constructions, advanced vocabulary and full (non-abbreviated) forms. The structure of a formal letter usually includes: •a greeting: Dear Mr James (if the name is known), Dear Sir or Madam (if the name is vinknown); • an introduction (one paragraph) to state your reason for writing; • a main body (several paragraphs) to present the information; • a conclusion (one paragraph) to summarize the subject; •an ending: Yours faithfully (if the name is unknown). Yours sincerely (if the name is known). 1.1. FORMAL LETTERS GIVING INFORMATION This is a formal piece of writing to provide requested information. It may also give an opinion, offer proposals, appeal for support etc. Present each point in a separate paragraph with a topic sentence supported by arguments and examples. Language Hints: To greet: / am writing in response to (in connection with) your enquiry about (letter requesting information on)... T 0 conclude: / hope this information will be of some assistance...I hope I have managed to answer your questions... To end: Please do not hesitate to contact me should you have any further questions (ifyou need any additional information). 2. DISCURSIVE ESSAYS This is a formal piece of writing in which an issue, situation or problem are discussed. This type of essay usually has three parts: (1) an introduction (1 paragraph) where you state the aim and topic of your report; (2) a main body where you present information and points supported with facts and examples in separate paragraphs; (3) a conclusion (1 paragraph) where you summarise the information presented in the main body and give your personal opinion. HELPFUL HINTS (1) Begin each paragraph with a topic sentence (summary of the paragraph content) followed by a justification (examples - but not personal - and explanation to support the topic sentence), e.g. topic sentence — The office of the US President is one of the most powerful in the world. justification - The president, the Constitution says, must "take care that the laws be faithfully executed." To carry out this responsibility, he presides over the executive branch of the federal government—a vast organization numbering about 4 million people, including 1 million active-duty military personnel. In addition, the president has important legislative and judicial powers. (2) To make your essay more attractive, use appropriate quotations always identifying the source (e.g. As writer Chester Bowles once said, 'Government is too |
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big and important to be left to the politicians'), rhetorical questions (e.g. If dreams were horses, would beggars ride?) or provoking statements (e.g. The fact is that it is easy to rule, but difficult to govern). (3) Prepare a list of the points you are going to discuss before you start writing. (4) Use formal language only (passive voice, impersonal constructions, formal and advanced vocabulary (e.g. instead of Experts say that they think the new law is bad try The new law, in experts’ opinion, should be qualified as controversial), complex sentences with various formal links (e.g. although, furthermore, however, nevertheless, nonetheless, regardless, whereas), inversion (e.g. Never has it occurred that...). (5) To make your essay coherent, use fitting link words both between and within paragraphs. (6) Use generalisations (e.g. In most developed countries the principle of the division ofpowers...), but don’t overgeneralise (e.g. All American politicians are...). (7) Use sequencing (e.g. First, second... the former, the latter). Discursive essays are further subdivided into For and Against essays, Opinion essays and Essays suggesting solutions to problems. 2.1. ‘FOR AND AGAINST’ ESSAYS This is a formal piece of writing in which advantages and disadvantages of a particular topic are discussed. This type of essay usually has three parts: (1) an introduction (paragraph 1) where you state the topic without giving your opinion; (2) a main body (2 paragraphs) where you give your points ‘for’ (paragraph 2) and ‘against’ (paragraph 3) together with supporting arguments; (3) a conclusion (paragraph 4) where you give a balanced consideration of the topic or your personal opinion. Recommendations: (1) Do not use informal language; (2) Do not use strong language (e.g. I am absolutely convinced)', (3) Do not use opinion words (e.g. / believe; In my opinion) in the first two parts of the essay; (4) Prepare a list of ‘for’ and ‘against’ points before you begin writing; (5) Make sure there are no paragraphs containing only one sentence; (6) Start each paragraph with a topic sentence (the one which summarizes the content of the paragraph). Useful phrases: To introduce the topic: Some experts believe that... Are you aware of... Do you know that/how many...Is not it amazing that/how... Have you ever considered... Every evening thousands ofpeople... To list the advantages: To begin with... Furthermore... One point of view in favour of... An additional argument is that... many are convinced that... Finally... To list the disadvantages: However there are some disadvantages as well... Nevertheless... The main drawback is... In addition... As a result... To introduce the conclusion: To conclude... To sum it up... All things considered... Taking everything into account...In my opinion... The way I see it... On the whole |
2.2. OPINION ESSAYS This is a formal piece of writing in which you give a clear opinion on a particular issue, supported by information and examples from different sources. This type of essay usually has three parts: (1) an introduction (1 paragraph) where you state the aim and topic of your essay; (2) a main body where you present information and points supported with facts and examples in separate paragraphs; (3) a conclusion (1 paragraph) where you summarise the information presented in the main body and give your personal opinion. Recommendations: (1) Do not use informal language; (2) Prepare a list of points you are going to discuss before you begin writing; (3) Decide on the heading of your essay; (4) Decide on the number and wording of the paragraphs in the main body; (5) present all relevant information in the appropriate paragraph; (6) Use link words to introduce information {although, however, on the other hand, in contrast)', (7) Use a formal impersonal style, complex sentences, passive voice and do not use contractions of the verb forms Useful phrases: To introduce the topic: Imagine millions... Have you ever thought... It may look an overstatement, but... To introduce points of discussion: To estimate the scope of his powers... Speaking about... While considering... However... Nevertheless... In addition... As a result... To introduce the conclusion: To conclude... To sum it up... All things considered... On the whole... 2.3. ESSAYS SUGGESTING SOLUTIONS TO PROBLEMS This is a formal piece of writing in which you suggest solutions to a particular problem. For each suggestion made, we should mention any expected results or consequences. This type of essay usually has three parts: (1) an introduction (1 paragraph) where you state the problem (you may also include reasons why it has emerged); (2) a main body where you present your suggestions and results/consequences (present each suggestion in a separate paragraph); (3) a conclusion (1 paragraph) where you summarize the information presented in the main body and give your personal opinion. Useful Language: To introduce suggestions: Another way to... would be... To begin/start with... One way to... Another solution would be... To express cause: Because of/Owing to/Due to the fact that... For this reason... To express effect: As a result... As a consequence... Consequently... So... Thus... Therefore... To express reality: Actually... As a matter of fact... In fact... In practice... To emphasize what you say: Clearly... In particular... Needless to say... Obviously... To conclude: All in all... All things considered... To sum up... |
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3. ESSAYS ASSESSING GOOD AND BAD POINTS This is a formal piece of writing in which good and bad points of a particular topic are discussed. This type of essay usually has three parts: (1) an introduction (1 paragraph) where you state the aim and topic of your report; (2) a main body where you may present good and bad points under sub-headings; (3) a conclusion (1 paragraph) where you summarise the information presented in the main body and give your personal opinion. Recommendations: (1) Do not use informal language; (2) Prepare a list of ‘good’ and ‘bad’ points before you begin writing; (3) Decide on the heading of your report; (4) Decide on the number and wording of the sub-headings for the main body; (5) present both the positive and negative information under the relevant sub-heading; (6) Use contrastive words to introduce the negative information {however...on the other hand...in contrast...)', (!) Use a formal impersonal style, short sentences, present tenses, passive voice and do not use contractions of the verb forms. Useful phrases: To introduce the topic: The purpose of this report is to... As requested... To list good points: The house is conveniently located in... The restaurant is in a beautiful house... To list bad points: However... Nevertheless... In addition... As a result... To introduce the conclusion: To conclude... To sum it up... All things considered... On the whole... 4. SURVEY REPORT This is a formal piece of writing based on research. This type of essay usually has three parts: (1) an introduction (1 paragraph) where you identify the purpose and content of your report; (2) a main body (several paragraphs with subheadings) where you present the collected information in detail; (3) a conclusion (1 paragraph) where you summarize the information and give a recommendation and/or suggestion if relevant in your particular case. Recommendations: (1) Use formal language; (2) Use numbers or letters to separate portions of information; (3) Think of the main heading of your report; (4) Carefully analyze the information and break it up into appropriate subheadings; (5) Use present tenses to introduce generalizations, otherwise use past tenses if appropriate; (6) Use expressions like 20%, every second film, the majority offilms, a large proportion of actors to report the results of your survey; (7) Present facts in the form of percentages or proportions if applicable; (8) Link generalizations to the facts either by active {This demonstrates/ indicates) or passive {It is demonstrated/indicated by...) constructions. Useful phrases: To introduce: This research/survey was done... The aim of this survey is... As requested by... ----------------------------------------------------------------------- ----------------------------------------------------------------------------------- |
To generalize: On the whole... In general... Overall... To introduce other people’s opinions: Many experts believe/assume... Some people claim/argue... To conclude: To sum it up... All in all... In conclusion... All things considered... 5. ARTICLE This is a formal or informal piece of writing (depending on the addressee), which falls into two types: news reports (the aim is to provide information) and argumentative articles (the aim is to express opinions). An article usually has three parts: (1) an attention-grabbing heading to inform about the topic; (2) an introduction (1 paragraph) which should intrigue the reader; (3) main body (2 or more paragraphs) to present the topic in detail; (4) a conclusion (1 paragraph) where you summarise the information presented in the main body (news reports) or give your personal opinion (argumentative articles). HELPFUL HINTS (1) Choose the appropriate style. (2) Make an appropriate headline which attracts the reader's attention. (3) Consider only one aspect of the topic in each paragraph. (4) Use appropriate links to introduce new paragraphs. (5) Use stylish vocabulary instead of simple adjectives (e.g. appalling instead of bad, beneficial instead of good, unpretentious instead of simple etc). (6) You may address the reader in the second person (you) provided the style you have chosen permits this. (7) You may apply narrative and argumentative techniques in articles (see Narrative Essays and Argumentative Essays). HELPFUL HINTS ON WRITING HEADLINES FOR NEWS ARTICLES (1) Use the Present Simple to depict occurrences which have happened recently (e.g. Police Discover Crack in Australia). (2) Do not use the verb be in the Passive Voice when describing an event in the past (use Stiff Opposition Expected or New Housing Bill Not Yet Dead instead of Stiff Opposition is Expected or New Housing Bill is Not Yet Dead). (3) When describing a future event by using the Passive Voice, use to be + past participle (e.g. Two Sisters to Be Reunited After 18 Years). However if you apply the Active Voice for the same purpose, use the full infinitive only {Two Sisters to Reunite After 18 Years). (4) Do not use articles (e.g. School Bill Dies in House). (5) Use noun attributive prepositional structures (e.g. All-Star Team Shock Defeat). (6) Do not use prepositions unless absolutely necessary (e.g. Traffic Dead Rise Slow = There have been a slight increase in the amount of people who died as the result of traffic accidents). (7) Whenever possible, use abbreviations (e.g. NATO Sea Breeze in Ukraine). |
TABLE OF CONTENTS |
Prefoce......................................................................................................................................................................... 11 |
MODULE 1. THE SHIP OF STATE NEVER SLOWS DOWN IN A FOG.............................. 18 LESSON 1. Government is known by the country it keeps......................................................... 18 Part 1. Checks and balances (Sources and Branches of Power)................................ 18 Part 2. The bicameral think tank (UK Legislative Power. Parliament)..................... 27 Part 3. Nothing is certain while Congress is in session (US Legislative Power. Congress)................................................................................... 35 Part 4. The grand lawmaking assembley (Legislative Power in Ukraine)...41 LESSON 2. A successful executive delegates all responsibility................................................... 49 Part 1 A. The White House is the finest prison in the world (US executive Power. President)................................................................................ 49 Part IB. The business of government is to keep the government out of business (US Executive Power. Government)........................................... 56 Part 2A. The monarch can do no wrong (UKExecutive Power. Monarch)..64 Part 2B. To govern is to choose among disadvantages (UK Executive Power. Government)...................................................................................... 71 Part 3. President and his team (Executive Power in Ukraine)................................. 78 LESSON 3. State machinery (Political Parties and Elections)................................................... 85 Part 1 A. A third party ruined the garden of Eden (US Political Parties)................ 85 Part IB. Conflict of interests disguised as contest of principles (US Elections).................................................................................... 94 Part 2A. Self-made and machine-made politicians (UK Political Parties).101 Part 2B. There are many sides to every elections, but only one office (UK Elections).................................................................................. 108 Part 3. The undecided vote may be the decisive factor (Political Parties and Elections in Ukraine).................................................................. 115 MODULE 2. THE RULE OF LAW...................................................................................... 124 LESSON 1. The Supreme Law of the Land............................................................................................................................................................................................................................................... 124 Part 1. All men ai'e equal, but some of them outgrow it (US Constitution).... 124 Part 2. The kingdom of precedents (UK Constitutional Process)........................... 133 Part 3. The midnight constitution (Constitution of Ukraine).................................. 141 LESSON 2. Don’t jump to judgment until judgment day........................................................ 149 Part 1. A court is not the best place to court (US Court System)........................... 149 Part 2. Her Majesty’s courts (UK Court System).................................................. 161 Part 3. A word is enough to the wise (Ukrainian Court System)........................... 170 LESSON 3. Complaint Desk is a Cross-Section of Society....................................................... 180 Part 1. Arbitrator should never be arbitrary (US Civil Procedure - 1).................... 180 Part 2. Order is heaven’s first law (US Civil Procedure -2).................................. 187 Part 3. Order is earth’ s last achievement (UK Civil Procedure)........................... 195 Part 4. It was disorder that produced the first lawyer (Ukrainian Civil Procedure).......................................................................................... 203 |
LESSON 4. It takes all sorts of people to make the underworld................................................. 212 Part 1. Crime does not pay (US Criminal Procedure -I)....................................... 212 Part 2. Crime does not pay — at least, not on television (US Criminal Procedure-2)....................................................................................... 218 Part 3. Crime does not pay, if the offender gets caught (UK Criminal Procedure).......................................................................................... 224 Part 4. Crime does not pay, except for the writers of detective stories (Ukrainian Criminal Procedure)............................................................. 232 MODULE 3. THE TIMES OF TRIAL................................................................................... 238 LESSON l.When judge and jury are against a man, thirteen is an unlucky number...................... 238 Part 1. Never judge a judge by his judgments (Main Principles of Trial)..238 Part 2. Many are called, but few are chosen - for a jury (Jury and Non-Jury Cases).................................................................................. 244 Part 3. Judges administer justice in a few words but many sentences (Division of Labor Between Judge and Jury)........................................... 251 LESSON 2. Evidence is not always proof............................................................................... 256 Part 1. Voir dire (Choosing the Jury)................................................................. 256 Part 2. Opening statements (Attorney’s Opening Statements)................................. 262 Part 3. The proof of the pudding is in the eating (Presentation of Evidence and Witnesses).................................................................... 267 LESSON 3. Expert’s reputation is based on what others do not know........................................ 273 Part 1. In a cross examination both parties are cross (Direct and Cross Examination)...................................................................................... 273 Part 2. Every time the witness tries to tell the truth, some lawyer objects (Dbjectionsj......................................................................................... 280 Part 3. Unlike fisherman, the golfer has nothing to prove (Exhibits (Tangible Evidence))............................................................................ 285 LESSON 4. Our decision is ‘maybe’ -and that’s fmal (Trial and Post-Trial Procedures)....29\ Part 1. There are two sides to every argument, until you take one (Closing Arguments)......................................................................................... 291 Part 2. If at first you don’t succeed, try reading the instructions (Jury Instruction).......................................................................................... 298 Part 3. Talk is cheap, but not when the jurors do it (Jury Deliberation and Verdict)......................................................................................... 303 Part 4. Man should do as he likes, and if he does not, he should be made to (Judgments and Enforcement in Civil Cases)....................................... 309 Part 5. Better late than never (Post-Trial Motions)............................................... 315 MODULE 4. TIME IS MONEY, BUT NOT IN JAIL............................................................. 321 LESSON 1. Offensive materials............................................................................................ 321 Part 1. The unbearable burden of proof (Notion of Offense. Burden of Proof)............................................................................................ 321 Part 2. When argument fails, try abuse (Types of Offenses - 1).............................. 327 Part 3. Necessity knows no laws (Types of Offenses - 2)...................................... 335 LESSON 2. Crime and punishment........................................................................................ 343 |
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Part 1. Serving time for bad behavior (Penalties and Sentencing - 1)................... 343 Part 2. Crime and incarceration (Penalties and Sentencing - 2)............................ 349 Part 3. Penalties and sentencing jigsaw (Penalties and Sentencing Structure)........................................................................................... 354 LESSON 3. To err is human, but to admit it is not.................................................................. 360 Part 1. The best armor is to keep out of gunshot (Firearm Enhancement for Felonies)........................................................................................ 360 Part 2. The weaker the defense, the stronger the language (Sentencing --1).... 365 Part 3. There is a limit to everything, even probation (Sentencing -2).................... 372 Part 4. Trying times’ watchdogs (Non-probational Offenses)................................ 377 LESSON 4. Constitutional rights to stand on in time of trouble................................................ 385 Part 1. Double jeopardy and the company (Search and Seizure)............................ 385 Part 2. Fast trials run deep (Notice of the Charge)............................................... 392 Part 3. Many cruel things are done in the name of justice (Other Constitutional Rights - 1)...................................................................... 398 Part 4. To cancel a bad law - enforce it strictly (Other Constitutional Rights - 2)........................................................................................... 405 MODULE 5. LET US NEVER FEAR TO NEGOTIATE......................................................... 412 LESSON 1. The United Nations was set up to save us from hell.............................................. 412 Part 1. The concert of nations (United Nations - 1)............................................. 412 Part 2. The United Nations needs united notions (United Nations -2)..................... 419 LESSON 2. To be well off - associate with those who are well off............................................ 426 Part 1. Join the club (European Union)............................................................. 426 Part 2. Seeking to legislate intelligence and common sense into people (European Law)................................................................................... 433 LESSON 3. Europe and the world need peace........................................................................ 441 Part 1. As the world gets civilized, it pays more attention to security (OSCE-1)........................................................................................... 441 Part 2. A safety island (OSCE - 2)..................................................................... 449 LESSON 4. Collective security (North-Atlantic Treaty Organization)........................................ 455 Part 1. The best defense is a good offense (NATO - 1)........................................ 455 Part 2. Nothing is important except the structure (NATO - 2)................................ 463 LESSON 5. The universal character of human rights............................................................... 470 Part 1. Freedom rings when opinions clash (Universal Declaration of Human Rights - 1)............................................................................ 470 Part 2. Like father, like son (Universal Declaration of Human Rights - 2)...All LESSON 6. Negative rights.................................................................................................. 483 Part 1. Universal and equal suffrage without arbitrary interference (International Covenant on Civil and Political Rights - 1)....................... 483 Part 2. Prompt judgment may result in a miscarriage of justice (International Covenant on Civil and Political Rights - 2)........................ 490 LESSON 7. Positive rights.................................................................................................. 498 |
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Part 1. On the way to the highest attainable standards (International Covenant on Economic, Social and Cultural Rights ~ 1).......................... 498 Part 2. Only rights can stop the wrongs (International Covenant on Economic, Social and Cultural Rights - 2)............................................. 506 RECOMMENDATIONS ON CREATIVE WRITING WORK................................................. 514 |
ЗМІСТ |
Передмова..................................................................................................................................... 4 МОДУЛЬ 1. СИСТЕМА ДЕРЖАВНОГО УПРАВЛІННЯ............................................................... 18 УРОК 1. Законодавча влада......................................................................................................... 18 Частина 1. Джерела та гілки влади................................................................................ 18 Частина 2. Законодавча влада в США............................................................................ 27 Частина 3. Законодавча влада у Великій Британії......................................................... 35 Частина 4. Законодавча влада в Україні........................................................................ 41 УРОК 2. Виконавча влада............................................................................................................. 49 Частина 1А. Виконавча влада в США. Президент.......................................................... 49 Частина 1Б. Виконавча влада в США. Уряд.................................................................. 56 Частина 2А. Виконавча влада у Великій Британії. Монарх........................................... 64 Частина 2Б. Виконавча влада у Великій Британії. Уряд................................................. 71 Частина 3. Виконавча влада в Україні. Президент та уряд............................................. 78 УРОК 3. Політичні партії та вибори............................................................................................ 85 Частина 1 А. Політичні партії в США.......................................................................... 85 Частина 1Б. Вибори в США......................................................................................... 94 Частина 2А. Політичні партії у Великій Британії......................................................... 101 Частина 2Б. Вибори у Великій Британії....................................................................... 108 Частина 3. Політичні партії та вибори в Україні.......................................................... 115 МОДУЛЬ 2. СУДОВА СИСТЕМА. ЦИВІЛЬНИЙ ПРОЦЕС. КРИМІНАЛЬНИЙ ПРОЦЕС........................................................................................................ 124 УРОК 1. Конституція................................................................................................................. 124 Частина 1. Конституція США...................................................................................... 124 Частина 2. Конституційний процес у Великій Британії............................................... 133 Частина 3. Конституція України................................................................................. 141 УРОК 2. Судова система............................................................................................................. 149 Частина 1. Судова система в СИТА............................................................................. 149 Частина 2. Судова система у Великій Британії............................................................. 161 Частина 3. Судова система в Україні........................................................................... 170 УРОК 3. Цивільний процес......................................................................................................... 180 Частина 1. Цивільний процес у США - 1..................................................................... 180 Частина 2. Цивільний процес у США - 2..................................................................... 187 Частина 3. Цивільний процес у Великій Британії....................................................... 195 Частина 4. Цивільний процес в Україні....................................................................... 203 УРОК 4. Кримінальний процес................................................................................................... 212 Частина 1. Кримінальний процес у США -1................................................................ 212 Частина 2. Кримінальний процес у США -2................................................................ 218 Частина 3. Кримінальний процес у Великій Британії.................................................. 224 Частина 4. Кримінальний процес в Україні.................................................................................................................................................................................................................................... 232 |
МОДУЛЬ 3. СУДОВІ СЛУХАННЯ ТА ПІСЛЯСУДОВІ ПРОЦЕДУРИ........................................ 238 УРОК 1. Судові слухання - 1..................................................................................................... 238 Частина 1. Загальні принципи судових слухань........................................................... 238 Частина 2. Справи з участю та без участі присяжних.................................................. 244 Частина 3. Розподіл обов’язків між суддею та присяжними......................................... 251 УРОК 2. Судові слухання - 2..................................................................................................... 256 Частина 1. Відбір присяжних...................................................................................... 256 Частина 2. Вступні виступи адвокатів сторін.............................................................. 262 Частина 3. Презентація свідчень та свідків................................................................. 267 УРОК 3. Судові слухання - З...................................................................................................... 273 Частина 1. Первинне та перехресне опитування......................................................... 273 Частина 2. Заперечення адвокатів сторін.................................................................... 280 Частина 3. Речові докази............................................................................................ 285 УРОК 4. Судові слухання та післясудові процедури.................................................................... 291 Частина 1. Заключні виступи адвокатів сторін............................................................ 291 Частина 2. Напутні слова судді присяжним................................................................ 298 Частина 3. Нарада журі та винесення вироку............................................................... 303 Частина 4. Рішення у цивільних справах та їх примусове виконання........................... 309 Частина 5. Післясудові клопотання.............................................................................. 315 МОДУЛЬ 4. ВИДИ ПРАВОПОРУШЕНЬ, ПОКАРАНЬ ТА ПРАВА ОБВИНУВАЧЕНИХ.................................................................................................................... 321 УРОК 1. Правопорушення.......................................................................................................... 321 Частина 1. Поняття правопорушення. Тягар доведення................................................ 321 Частина 2. Види правопорушень - 1........................................................................... 327 Частина 3. Види правопорушень -2............................................................................. 335 УРОК 2. Система покарань........................................................................................................ 343 Частина 1. Види покарань - 1...................................................................................... 343 Частина 2. Види покарань - 2...................................................................................... 349 Частина 3. Співвідношення покарань та змісту вироку............................................... 354 УРОК 3. Процедура винесення вироку........................................................................................ 360 Частина 1. Посилення покарання за застосування вогнепальної зброї.......................... 360 Частина 2. Винесення вироку - 1................................................................................. 365 Частина 3. Винесення вироку - 2................................................................................. 372 Частина 4. Правопорушники, що не підлягають пробації............................................. 377 УРОК 4. Конституційні права обвинувачених............................................................................ 385 Частина 1. Обшуки та виїмки...................................................................................... 385 Частина 2. Повідомлення про пред’явлення обвинувачення......................................... 392 Частина 3. Інші конституційні права - 1...................................................................... 398 Частина 4. Інші конституційні права - 2...................................................................... 405 МОДУЛЬ 5. МІЖНАРОДНІ ОРГАНІЗАЦІЇ, ЄВРОПЕЙСЬКЕ ПРАВО ТА МІЖНАРОДНІ УГОДИ У ГАЛУЗІ ПРАВ ЛЮДИНИ............................................................ 412 |
УРОК 1. організація Об’єднаних Націй..................................................................................... 412 Частина 1. Організація Об’єднаних Націй - 1............................................................. 412 Частина 2. Організація Об’єднаних Націй -2............................................................... 419 УРОК 2. Європейський Союз та Європейське право.................................................................... 426 Частина 1. Європейський Союз................................................................................... 426 Частина 2. Європейське право..................................................................................... 433 УРОК 3. Організація з безпеки та співпраці у Європі (ОБСЄ)..................................................... 441 Частина 1. ОБСЄ - 1................................................................................................... 441 Частина 2. ОБСЄ - 2.................................................................................................... 449 УРОК 4. Організація Північноатлантичного договору (НАТО).................................................... 455 Дата добавления: 2015-09-29; просмотров: 21 | Нарушение авторских прав
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