Preparing for further study: Reading (4)

GIP044 US-European Relations in the Global System

Teaching Location City
Teaching Semester Spring
Module Level M
Home Academic Department
LGIR
Module Leader Prof. Stephen Haseler
Teaching Mode day
Module Title US-European Relations in the Global System
Timeslot
City campusNorth campus
Credit Rating For Module 20

Module Summary
This module examines the changing nature of US-Euroean relations in the global system.
Prerequisites And Corequisites
Summary Description Of Assessment Items
(See Explanations & Definitions)

Module Aims
This unit will examine the impact of the end of the cold-war on US-European relations. Firstly, it will analyse the differing ways in which Britain, France and Germany view the trans-Atlantic relationship in the post-cold war context. Secondly, it will examine the implications of European integration for the capacity of European states to play a major role in world affairs. Finally, it will assess the consequences of these developments for the evolution of relations between Europe and the USA.

Syllabus
- Europe and the USA during the cold war- From Community: Single market, single currency and the Trans-Atlantic Relationship- Euroland and Dollar rivals?- Europe, the USA and Global trade- European foreign and security policy- Europe, the USA and Eastern Europe – NATO and EU enlargement- Europe, the USA and the Middle East- The Anglo-American relationship- France: creating a rival to the USA- Germany: The Pivotal NATO state?

Learning And Teaching
This module is taught through a mixture of lectures and seminars. Students will have an opportunity to participate in seminars on pre-set topics.

Learning Outcomes
Through study of this unit, students will develop the ability- to analyse and understand the changing context of US-European relations;- to evaluate the relative importance of individual national perspectives in shaping the European response to change (in particular, France, Germany and Britain);- to assess the role and significance of European integration in changing the nature of US-European diplomatic and military interaction;- to critically interpret the basis and nature of the US commitment to Europe in a context of Russian weakness.

Assessment Strategy
Students will be expected to demonstrate that they can understand and analyse the changing context of US-European relations and of national attitudes. In particular they will need to demonstrate a capacity to critically interpret the basis and nature of the US commitment to Europe. This will be assessed on the basis of a student essay, focusing in detail on a set topic. In addition, students will be expected to demonstrate a wider range of knowledge in an unseen examination.

Bibliography
Bergsten, C. Fred, ‘ The Coming Dollar-Euro Clash’, in Foreign Affairs, Mar-April, (1999)Kaplan, L.S., NATO and the US: The Enduring Alliance, (1998)Dickie, J. Special No More, (1996)Soetendorp, B. Foreign Policy in the European Union, (1999)Rodman, P. W. Drifting Apart: Trends in US-European Relations, The Nixon Centre, (1999)Ruggie, J.G., Winning the Peace? American and the World Order in the new era, (1996)Ikenberry, G.J., American Foreign Policy: Theoretical Perspectives (3rd ed.), (1999)Danchev, A., On Specialness: Essays in Anglo-American Relations, (1998)Gompert, D. and Larrabee, F., America and Europe: A Partnership for a New Era, (1997)Ovendale, R., Anglo-American Relations in the 20th Century, (1998)

Acadmic vocabulary gapmaker(14)

President to Send Secretary Powell to Middle East

Good morning. During the course of one week, the situation in the Middle East has deteriorated dramatically. Last Wednesday, my Special Envoy, Anthony Zinni, reported to me that we were on the verge of a cease-fire agreement that would have spared Palestinian and Israeli lives.
That hope fell away when a terrorist attacked a group of innocent people in a Netanya hotel, killing many men and women in what is a mounting toll of terror.
In the days since, the world has watched with growing concern the horror of bombings and burials and the stark picture of tanks in the street. Across the world, people are grieving for Israelis and Palestinians who have lost their lives.
When an 18-year-old Palestinian girl is induced to blow herself up, and in the 1.system kills a 17-year-old Israeli girl, the future, itself, is dying -- the future of the Palestinian people and the future of the Israeli people. We mourn the dead, and we mourn the damage done to the hope of peace, the hope of Israel's and the Israelis' desire for a Jewish state at peace with its neighbors; the hope of the Palestinian people to build their own independent state.
Terror must be stopped. No nation can negotiate with terrorists. For there is no way to make peace with those whose only goal is death.
This could be a hopeful moment in the Middle East. The proposal of Crown Prince Abdullah of Saudi Arabia, supported by the Arab League, has put a number of countries in the Arab world closer than ever to recognizing Israel's right to exist. The United States is on record supporting the legitimate aspirations of the Palestinian people for a Palestinian state.
Israel has recognized the goal of a Palestinian state. The outlines of a just settlement are clear: two states, Israel and Palestine, living side by side, in peace and security.
This can be a time for hope. But it calls for leadership, not for terror. Since September the 11th, I've delivered this message: everyone must choose; you're either with the civilized world, or you're with the terrorists. All in the Middle East also must choose and must move decisively in word and deed against terrorist acts.

The Chairman of the Palestinian 2.frequently has not 3. process opposed or confronted terrorists. At Oslo and elsewhere, Chairman Arafat renounced terror as an instrument of his cause, and he agreed to control it. He's not done so.
The situation in which he finds himself today is largely of his own making. He's missed his opportunities, and thereby betrayed the hopes of the people he's supposed to lead. Given his failure, the Israeli government feels it must strike at terrorist networks that are killing its citizens.
Yet, Israel must understand that its 4. reaction to these recent attacks is only a temporary measure. All parties have their own responsibilities. And all parties owe it to their own people to act.

1. authority 2. consistently 3. process 4. response

This article is not recent years' one but long time ago.

However, the relation between Israel and other Miidle East countries have not pregress anything. Rather the situation seems to be much complicated. Former US secretary Colin Pawell was well known middle-of-the-roader in Bush's administration. In fact, it is said that he has been resigned by other hard liner in Bush's administration. When I was undergraduate in J

apan, I have heard his lecture at my university. Although he had resigened his post, his speech was so boring that I was really disapointed him. it was still like Bush's spokesman. General Pawell suported Senator Obama in this presidential election. I want to ask him what things that speech in my university. Anyway, I will watch carefully how Obama will deal with Middle East.

Self study2

TV/Radio listening


Russian nuclear submarine has broken into Japanese Sea in day before yesterday. Twenty of the crew died. The cause of accident is unknown so far. Perhaps, gas explosion might be caused. according to sporkesman from Russian government, there is no peril for leaking nuclear waste.
The submarine is now going back to basement in Russia, then it will be investigated in detail.

Self study

Analyse of my own language abilities and needs

Speaking very good_____________X___very week
Writing very good________X________very week
Reading very good____X____________
Listening very good________X________
pronounciation very good__________X______
Grammer very good_______X_________
Vocaburaly very good_______X_________
Academic skills very good______X__________


As I analysed, my biggest problem in English is speaking section. To be honest, I am no good at even speaking Japanese. I do not mean that I am shy boy. But, sometimes, my friends told me my speaking story is something incoherent. I could not have any solution. One of the solution for that problem I think is that I have to try to make correct grammer at first. Then, it might be translated smoothly. In addtion to, I always persuade myself "do not consider difficulty". No one expect me much complicated response.

Self study1

Intoroduction myself


The home I grew up in…
was a quiet house surrounded by forest in town called Tsukui, Kanagawa next to Tokyo. My parents are still living that house actually. It is nothing but restful for me. I like my home.

When I was a child I wanted to be …
lawyer because I thought it would help other person something need to help. I do not want to be a lawyer at this moment, though I graduated from faculty of Law at Kwanseigakuinn University in Japan. Studying in faculty of Law is very popular in my country, even if you don’t think you want to not be a lawyer. The Compendium of Laws bores me stiff anyway.

If I could change one thing about myself…
I’d be more active person. When I was in high school student, I talked with one of my friend Takashi about the guy who has never given up. That guy is also one of my friend. He offered one girl to associate with him. Although the girl refused his offer, he tried to do again and again. He was finally rejected by her. But I thought I wanted to deal me out a few portion of his activity by seeing him.

What I see when I look in mirror…
is that I am getting much much skinny since I came to London. This is serious problem for me. My face looks like cucumber. I hate that vege!!!

The person who really makes me laugh…
is a guy who appear on Little Britain. He was so vulgar. But his comedy is simply fun, and also it is easy to understand for me. I bought DVD. I must be a lavish spender….

A book that changed me…
“Norwegian Wood”. This is written by famous Japanese writer Haruki Murakami. I can’t say it changed my life but teach me the way of enjoying by reading novel. I can assert that Haruki Murakami was my turning point.

My favorite work of art…
the picture called “Night Watch” by Dutch painter Rembrandt. I cannot say what the good point is in this painting. I just like that.

My favorite item of clothing…
is not particular item. But I have favorite brand which named “No concept but good sense”. As brand name suggest, you may not be conspicuous but good sense. You become a sophisticated person.

You wouldn’t know it but I’m very good at…
memory capacity in my brain. I thought so… But it may be a lie because people who have different originality to me seem same face.

You may not know it but I’m no good at…
waking up early morning!! I like sleeping.


All my money goes on…
something. I have no idea about it. When I just look at my wallet, my money has gone somewhere. As I said, I’m a typical lavish spender. (ノД`)・゜・。

My house is …
really small. But I think that is enough for me. I’m very comfortable in my flat.

My most valuable possession is…
wristwatch by George Jansen. It is not exactly expensive but good design and cool.

The last Album I downloaded…
“1234” by Feist from Canada. It is not the newest song but sounds good.

In 10 years’ time, I hope to be…
still passionate. It means that I do not want to marry.

My greatest regret…
is that I have no regret. I intend to consider about it when I was a pensioner. My life has not finished yet. It’s too early to think about it.

My life in seven words….
So far so good, to some extent.

Final report

Background

These days, many international students come to the United Kingdom in order to learn their own academic subject. For most of them, studying abroad can be one of the turning point in their own life how to improve their career to the future. Therefore, it must be important for you how to live in a life and organise your time in other country. For this achievement, most universities in the UK provides them many kinds of programme before you will start the undergraduate or the postgraduate course. However, rather other activities except this programme could be much important for them because the time for staying in the UK is limited. So, it would be useful to discover how to enjoy and manage your time after the class. There are lots of activities after the class, which is provided from school and found out by themselves and so on.


Aims

The purpose of this research is to find out if different nationalities of pre-sessional students have the same priorities for after class-activities. Secondarily, it will be focused on if these activities are useful for improving your language skills.


Method

The research was carried out by use of questionnaire. The questionnaire was trialled with a small sample of 25 pre-sessional students at London Metropolitan University. Students from a wide variety of different country took part. This comprised 12 questions, which is mainly about their activity after the class, a question the reasons why do they do that activity the above question, and also a question if their doing activity are any differences between in the UK and their own country.


Findings

First of all, in terms of after-class activities, the most important and very beginning our findings is that more than 60% of respondents said that they are going to go back their home after the class on typical day. The purpose of going back to their house is mainly to do homework and study themselves (50%). Furthermore, only a few students (3 students) go to the library after the class. On the other hand, the rest of those surveyed (50%) answered that they go out somewhere else in town as after-class activity. 40% of respondents in this question said that their purpose is to just enjoy own life. Incidentally, there were no students to go working after the school. Surprisingly, most respondents (more than 70%) of those surveyed said that they have never worked in the UK.
The above after-class activity concerning, almost 80% of students indicated that they normally do these activities with their friends, flat mates and class mates from different countries to their own. There are only few students (2 students) for doing it alone.
As regards accommodation, almost two third of those surveyed replied that they are living in a private flat and university dormitory with people from different countries. The reasons why they chosen these accommodation, according to those surveyed, 33% of respondents complained rental price
Regarding university facilities and additional courses including society, almost 80% of respondents said that they attend these things, especially conversation class (50%) and library (over 60%). Conversely, some respondents (5 students) do not take part in those things.
Finally, all of respondents have free-time activities. In this questionnaire, most of them (70%) have outdoor activity and rest of them has indoor activity.


Discussion


The purpose of this research was to discover what a general trend different nationalities of pre-sessional students have an after-class activity. The findings clearly suggest that most of respondents put emphasise on their study after the school. It might be considered that students who go to the library also focus on self-studying. Furthermore, with regards of 40% of respondents who answered “visit friends” and “exploring the city”, this also seems to show that they try to assimilate something new because 80% of respondents said that they are doing after-class activities with their friends, flat mates and classmates. This could mean a need for experience and knowledge that they would not have experienced in their own countries. The data that almost 66% of respondents living in with people who has different nationalities might also mean that they need something different or new thing. Conversely, most students (75%) have never worked in the UK. It could mean that they have economically no anxious about their life in this country. Therefore, we can conclude that different nationality of students has variety of after class activities which are as to their purpose.
According to data, most students attend to some other programme which is provided from school. This seems to suggest that they interested in these kinds of activity. In addition to, these activities was played with friends in most of the time. This may also suggest that they have a fun doing these activities as well as emphasize on learning English.


Conclusion

This research was mainly focused on if different nationalities of students at London Metropolitan University have a same priority. From the result of questionnaire, international students have a many types of different activities. Although it might not mean they have a same priority, we can say that they have a same purpose, which mainly focus on improving their language skills. Furthermore, many respondents said that they usually do these activities with friends from different countries to their own. Thus, different nationalities of pre-sessional students have the same priority for improving their English level. In other words, these activities should be useful for your life in abroad. It would be no exaggeration to say that these activities influence your success for your study.

Findings

1. 60% of respondents said that they are going to go home after the class. The purpose of going back to their home is mainly to do homework and study themselves.(50%) Futhermore, only a few students go to library after the class. It could be considered that their purpose is also to study themselves.

2. 50% of resopndents answered that they go out somewhere else after the school. A third of them try to assimilate something new such as knowledge or information.

3. According to this questionnaire, almost 80% of pre-sessional students are doing these activities after the class with firend. More than 60% of these respondents said that they are doing that activity with friends, flat mates and class mates from different country to their own.
people who are donig these activities by their own were only 2.

4. 75% of respondents has never worked in the UK. the rest of them(25%) has been working only for earning money, so the order of priority is quite low.

5. More that 75% of resopndents said that they live in with people from different countries to their own in such as preivate flat or university domitory. A small number of them answered that this is because improving for their language skills.

6. A large number of pre-sessional students said that they use effectivily university facilities and some additional course such as conversation class or library.

7. Most students said that they have an activity for their free time, and a cretain number of them answered(70%) that they prefer going outside for spending their free time.

Research Report 1

Background

These days, many international students come to the UK in order to learn their own academic subject. Studying abroad can be one of the turning point in their own life how to improve their career in the future. Therefore, it must be important for you how to live in a life in other country. Most universities in the UK provides them many kind of courses. However, activities except this class can be much important for them in abroad because the time for staying is limited. So, it would be useful to discover how to enjoy and manage your time after the class. There are lots of activities after the class, which is provided from school and found out by themselves and so on.


Aims

The purpose of this research is to find out what a general trend different nationarities of pre-sessional stundents have an activities after the class. Secondarily, it will be focused on if they have the same priorities for after-class activities.

Method

The research was carried out by use of questuionnaire. The questionnaire was trialled with a small sample of 34 pre-sessional students at London Metropolitan University. Students from a wide variety of different country took part. This comprised 12 questions mainly about what things the students does after the class, and also a question the reason why do you do that activity the quesution above, a question if your doing activity are any differences in comparison with you are doing it in your own country.