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Westerners and the Japanese





Westerners tend to value a tough, individualistic and dominating leadership style including the ability to take independent decisions and have them successfully implemented. The higher a Japanese manager rises in a company the more pains he will take to hide his ambition and capability and not to be seen as a forceful leader. Westerners who look for a decisive and charismatic boss are likely to be disappointed. A Japanese manager concentrates on getting his group to work together. He is expected to be accessible, to work as an integral part of the group and to share whatever information hehas. Because he has spent his whole career with the company, more often than not in the same type of function, he is expected to be fully knowledgeable about his subordinates' work as well as his own.

One of the problems Japanese managers often have with western subordinates is getting them to show initiative. They complain that Europeans need to be told what to do all the time. And when they have done it they need immediate assurance that they have done itright and a pat on the back. This would be embarrassing to the boss and personally offensive to a Japanese subordinate who expects no more than a vague indication of the job to be done. Japanese do not have personal job descriptions or performance appraisal systems. Japanese job definition is forthe group and it is assumed that everyone will do their best to fulfillit.

Their western subordinates on the other hand complain that they are given only vague hints of what they are supposed to do. Without defined responsibility, clear direction, and realistic goals they may find their jobs boring and without scope. When individual descriptions are instituted in Japanese companies in Europe it is usually at the European's insistence. Europeans who discover the ground rules find that they have more scope to make their own jobs than in a circumscribed western environment. The ground rules arc never do anything that is above your status, never do anything that infringes on someone else's status and never cut across hierarchical boundaries. The way to ensure you keep within the boundaries of your status is to keep your boss informed of the smallest detail. Among the sample of people I talked to it was those at the lower level of organization who found this the most stimulating change from a European working environment where junior people aregiven comparatively littlescope of responsibility.



Expand the following statements using information from the text.

· Westerners tend to value a dominating leadership style.

· A Japanese manager concentrates on getting his group to work

· One of the problems Japanese managers often have with western subordinates is getting them to show initiative.

· When individual descriptions are instituted in Japanese companies in Europe it is usually at the European's insistence.

Language

1. Practice reading the following words correctly. If necessary, use a dictionary.

Submerged, awareness, perceive, unconsciously, gesture, counterparts, crumpets, currants, gateau, unwarranted, dartingly, dogged, inadequacies, mixture, stirred, exaggerated, perpetuated, overemphasis, implemented, charismatic, initiative, insistence, environment.

2.Match the English equivalents in the left column with their Russian

equivalents in the right column. Use them in context. (Text 1-5).

1. level of awareness a. способность к соревнованию
2. to hide one’s ambitions b. рукопожатие
3. to categorize themselves c. культурное разнообразие
4. social environment d. акцент на индивидуализм
5. handshaking e. относить себя
6. religion minorities f. скрывать намерения
7. cultural diverse g. самостоятельный
8. assumption h. религиозное меньшинство
9. self-reliant i. предположение
10. ability to compete j. общественное окружение
11. overemphasis on individualism. k. уровень сознания

3. Consult the dictionary and find the root words. Complete the table with missing words.



Verb Noun adjective
    self-reliant
  independence  
to differ    
    General
to believe    
  Poverty  
  Category  
to advance    
to achieve   -
  Tendency  
    Cultural
to conduct    
    Competitive
  Ideal  
to exaggerate    
to compare    
  friendliness  
    Diverse

4. Match the words with their definitions.

Dominant, non-white, oppress, reinforce, gratification, immigrant, distinguish, assumption, egalitarian, enterprise, counterproductive, alien.

1. most noticeable or important, stronger than the other parts of a system or group

2. not white by face

3. to rule in a hard or cruel way

4. to strengthen by the addition of men, equipment, etc, to add strengths or support to, to make stronger or firmer

5. someone coming into a country from abroad to make their home there

6. to see, hear or notice as being separate, recognize clearly

7. a feeling of satisfaction

8. something that is taken as a fact or believed to be true without proof

9. having or showing a belief that all people are equal and should have equal rights

10. willingness to take risk and do things that are difficult, new or daring

11. tending to work against a desired aim, having an opposite effect from the one intended

12. foreign, strange.

5. Find in the texts № 1-5 sentences with the following expressions and read them aloud. Translate them into Russian and let your groupmates translate them back into English without a textbook.

1. internal culture

2. the behavioural level.

3. "melting pot."

4. a cultural "cookie-cutter

5. mainstream values and behaviours

6. unique physical and social environment

7. assumption of individual achievement

8. personal or economic endeavours

9. overemphasis on individualism

10. rugged individualism

11. intimate relationships

12. competitive individualism

6. Match the halves.

1. To understand the political, economic, social and even personal behaviour of any group of people,



2. Culture shock is the psychological reaction of stress that

3. There may be a single European market but.

4. Nobody actually wants to cause offence but,

5. In Germany, as you walk sadly back to your hotel room,

6. To an American the whole purpose of living, the one constant confirmation of continued existence,

7. The need to feel we are all one big family - a collective –

8. Rugged individualism in America has meant that

9. Many of young people may have difficulty

10. The higher a Japanese manager rises in a company

11. Because a Japanese manager has spent his whole career with the company

12. Western subordinates on the other hand complain

13. Japanese job definition is forthe group and

14. The ground rules arc never do anything that is above your status,

a. it does not mean that managers behave the same in Greece as they do in Denmark.

b. it is assumed that everyone will do their best to fulfillit.

c. never do anything that infringes on someone else's status and never cut across hierarchical boundaries.

d. you may wonder why your apparently friendly hosts have not invited you out for the evening.

e. is to cramas much sensual pleasure as possible into one's mouth more or less continuously.

f. many elderly would rather live alone - self-reliant and independent - than rely or depend upon their children.

g. co-operating with others and forming intimate relationships because they cannot stop competing as individuals.

h. the more pains he will take to hide his ambition and capability and not to be seen as a forceful leader.

i. we must first know the dominant values of their culture which are passed down from one generation to another through learning.

j. sometimes occurs when an individual enters a culture very different from their own.

k. as business becomes ever more international, it is increasingly easy to get it wrong.

l. he is expected to be fully knowledgeable about his subordinates' work as well as his own.

m. may be even greater in the US because of the overemphasis on individualism.

n. that they are given only vague hints of what they are supposed to do.

7. Fill in the gaps with the suitable words.

Mould, overwhelming, impact, oppression, cookie-cutter, to interfere, unlimited, persecuted, assumptions, dominant, approximately, allegiance, subordinate, perceiving, to sojourn.

 

1. Internal culture includes our way of thinking and … . 2.There is no way to explain the behaviour of Americans unless you know their …. culture. 3.A more historically accurate metaphor is that the US has had a cultural … with a white, Anglo-Saxon, Protestant, male … or shape. 4.Those immigrants who had the most dramatic … on American culture were Calvinists, who were … for their religions in Europe. 5.It is forbidden for government … with any religious practices. 6.In Europe, there was no realistic hope of escaping poverty and … . 7.These immigrants happened to a land where there were … natural resources and a very small population. 8.Some individuals, when they … across a cultural boundary, especially for an extended period of time, experience a phenomenon called culture shock. 9.Market capitalism and free enterprise were built upon the … of individual achievement, social mobility within a class system, and anti-government philosophy. 10.Since 1964, … 1 million immigrants each year have come to the US – the … majority from Latin America, the Caribbean, Asia, and Africa. 11.Immigrants are often more fanatical about their …to America and its values than natives of the U.S. 12.One of the problems Japanese managers often have with western … is getting them to show initiative.

8. Complete the sentences. (Text 1-2)

1.To understand the political, economic, social and even personal behaviour…

2.Internal culture includes… 3.The real collision of cultures occurs… 4.The collision of internal cultures causes us… 5.Individuals, sojourning across a cultural boundary… 6.Culture shock is… 7.Phenomena that contribute to the stress that some people experience when they move to another culture are… 8.Nobody actually wants to cause offence but, … 9.In France it is not good manners to … 10.In Europe the most common challenge is… 11.In Italy the biggest fear… 12.In Germany, as you walk sadly back to your hotel room ... 13.In Italy the question of title is…

9. Fill in the gaps with the suitable words.Be ready to discuss the problem of the so called "salad bowl" nations.

To accept, acceptable, fears, to fear, to value, valued, to advance, to create, to justify.

The U.S. is becoming a "salad bowl"

Of course, the U.S. has changed. Most would no longer …. a melting pot or a cookie-cutter culture. The metaphors that have become popular suggest that it is … to keep ones differences and still be part of the overall society. In a salad, each vegetable adds its own texture and taste just as men and women or black, white, yellow or brown races combine … a society where individual differences in gender, race religion, or ethnic background are… .

There are some Americans who … that the mainstream culture will be destroyed by large numbers of immigrants coming from non-European cultures. Since 1964, approximately one million immigrants each year have come to the U.S. - the overwhelming majority from Latin America, the Caribbean, Asia and Africa.

There is no evidence … these fears. While the increase in non-hispanic white Americans is almost zero, those who advance in this society behave like white, Anglo-Saxon Protestants. They tend … hard work, individual achievement and action. However, many want to retain their cultural, racial or ethnic identities and see no reason to give them up … in the contemporary American culture.

10. Work with the synonyms. Find the sentences in the texts 1-5 with the words from the left column. Make your own sentences with the synonyms from the right one.

dominant contain value significant boundary require content offer to offend diverse emphasis tough decisive allegiance lavish   appreciate border demand generous important include loyalty mainstream resolute stress strict substance suggest to insult varied  

11. Choose the most suitable word to complete each sentence.

1. The Constitution ….. interfering with any religious practices.

a. prohibits b. bans c. forbids d. declares

2. Сultural challenges exist side by side with the problems of … business.

a. doing b.making c. getting on d. fulfilling

3. During times of national holidays or international crises, Americans come together with great … and unity.

a. power b. strength c. force d. vigour

4. One of the worst insults in America is to … that someone depends upon others.

a. offer b. suggest c. propose d. suppose

5. If a company needs to raise a lot of money it may …. shares.

a. put up b. issue c. supply d. purchase

6. One of the problems Japanese managers often have with western subordinates is getting them to … initiative.

a. show b. get c. give d. demonstrate

7. In France good manners … that on arriving at a business meeting a manager shakes hands with everyone present.

a. demand b. require c. claim d. propose

8. Some individuals, when they sojourn across a cultural…, especially for an extended period of time, experience a phenomenon called culture shock.

a. border b. frontier c. limit d. boundary

9. To an American the whole … of living, the one constant confirmation of continued existence, is to cramas much sensual pleasure as possible into one's mouth more or less continuously.

a. design b. purpose c. intention d. determination

10. Competitive individualism may have a very negative … on the psychological well-being of our families.

a. influence b.impact c. effect d. damage

11. In the economically and politically … world that we live in, cowboys’ mentality may be dangerous.

a. regardless b. irrespective c. interdependent d. indispensable

12.Westerners tend to value a … , individualistic and dominating leadership style

a. rough b. tough c. violent d. hard

12. Give English equivalents to the following words and word combinations (Texts 1-5):

Основные культурные ценности, верхняя часть айсберга, границы культур, становиться причиной серьезного оскорбления, совершенно чуждый, неиссякаемый оптимизм, избегать религиозного и политического давления, высоко оценивать и сохранять, быть фанатичным в своей преданности, обеспечивать экономическую и политическую стабильность и поддержку, принимать самостоятельные решения и обеспечивать их выполнение, делиться информацией, система поощрения, относительно небольшая степень ответственности.

13.Put the verbs in brackets into the correct tense form.

People from many cultures (to dentify) themselves in terms of who they are. An East African might greet you by (to say) "Hello. I'm Amos Ntimama, the son of William Ole Ntimama, from Narok in the Masai Mara." The primary source of his identity is who he is – his father and his birthplace. Status (to be) based upon family and heritage, not what he does as an individual. An American (to feel) individually responsible, because of the great emphasis ( to place ) on independence, self-reliance and individual achievement, when a person (to fail) in his or her personal or economic endeavours. That’ why if you encounter an American at a party, he or she will often greet you in the following way. "Hello, my name is Gary Weaver. I'm a professor at American University. What do you do?". One often feels guilty for not (to try) harder, (to be ) more competitive with others or ( to take) advantage of an opportunity. These values also affect the way in which Americans conduct business meetings. They tend to "get down to business" in a meeting much more quickly that in cultures where relationships are important. In many traditional, rural cultures, time must be (to allow) to get acquainted with others and to determine their status before beginning to discuss business. Some Americans think that Africans or Mexicans are "wasting time" when they socialise before discussing business. On the other hand, Africans and Mexicans sometimes perceive Americans as "pushy" and always in a hurry to conduct business before (to develop ) relationships.

Look through the passage once again. What is it about? Express the main idea of it in 5-7 sentences.

14. Fill in the gaps with the necessaryprepositions.

1.To understand the political, economic, social and even personal behaviour … any group … people, we must first know the dominant values … their culture which are passed down … one generation … another through learning. 2.The tip … the iceberg is the smallest part. Most … the iceberg is submerged. The same is true … a culture.3. The real collision … cultures occurs … the unconscious, internal cultural level where there are basic cultural values. 4.… understanding the internal culture, especially the significant values, we have a system … analyzing and interpreting behaviour. 5.Many people believe that the United States is a mixture … many different cultures … a dominant or mainstream culture. 6.People … around the globe bring their cultures here and throw them … the American pot. 7.Immigrants became a part … this culture … giving up their differences so that they could fit … the mainstream … the society. 8.In France good manners require that … arriving … a business meeting a manager shakes hands … everyone present.9..The Germans are also notable … the amount … formality they bring to business. 10.In the new millennium, Americans need to balance their overemphasis … individualism and competition … collectivism and co-operation. 11.Westerners who look … a decisive and charismatic boss are likely to be disappointed. 12.Their western subordinates … the other hand complain that they are given only vague hints of what they are supposed to do. 13.The way to ensure you keep … the boundaries of your status is to keep your boss informed … the smallest detail.

15. Replace these sentences using an “if-construction”.

e.g. He smokes too much; perhaps that’s why he can’t get rid of his cough.

If he didn’t smoke so much he might get rid of his cough.

or If he smoked less he might (be able to) get rid of his cough.

1. He doesn’t work overtime, so he doesn’t earn as much as I do.

2. My number isn’t in the directory so people don’t ring me up.

3. We haven’t got central heating, so the house is rather cold.

4. I live a long way from the centre; that’s why I am always late for a work.

5. English people speak very quickly. Perhaps that’s why I can’t understand them.

6. We missed the train because we were using an out-of-date timetable.

7. I didn’t know he was so quarrelsome. I’m sorry now that I invited him.

8. It took us a long time to find his house because the streets were not clearly marked.

9. He didn’t get to the top of his profession, perhaps because his wife didn’t encourage him.

10. I didn’t finish my report yesterday, so I cant begin a new project today.

11. I received a good job offer from the oil company, so I won’t seriously consider taking the job with the electronics firm.

12. I’m careless, that’s why I made so many mistakes.

16. Using the given ideas, make conditional sentences.

e.g. rain last Saturday/go(somewhere)

If it hadn’t been raining last Saturday, we could have gone to the picnic.

1. be a British / be easy to please

2. be a Japanese manager / hide my ambitions

3. know the answer / tell you

4. come to my house / cook dinner.

5. be a teacher / teach

6. be no fresh water / live

7. remember / call on

8. panic / die

9. listen / understand

10. make reservations / request a table for four

11. bus drivers be on strike / take a taxi

12. be a famous author / write about (smth.)

17.Answer each question. Begin with “No, but…”

E.g. – Do you have a dollar?

-- No, but if I did (No, but if I had a dollar), I would lend it to you.

1. Are you rich?

2. Do you have a car?

3. Are you a bird?

4. Do you live in an apparent? Dormitory? Hotel?

5. Are you the teacher of this class?

6. Do you have your own aeroplane?

7. Are you (the President of the USA)?

8. Are you tired?

9. Are you married? Single?

10. Is the weather hot/cold today?

11. Are you hungry?

12. Do you live in (New York City)?

Speaking

1. Agree or disagree with the following statements. Give your reasons.

Use for agreement: That’s quite right. That’s true. I quite agree. Yes, I suppose so, but. I agree with you to a certain extent. I wouldn’t deny that, but... for disagreement: I don’t agree. I disagree (with you on this point). Nothing of the kind. I see things rather differently. That’s not the way I see it.

Culture is like an iceberg. 2. The real collision of cultures occurs at the unconscious, internal cultural level where there are basic cultural values. 3. It’s possible to communicate successfully without analysing and interpreting of person's behaviour. 4. Cultural challenges exist side by side with the problems of doing business .5. The more you know about the culture of the country you are dealing with, the less likely you are to get into difficulties. 6. The United States is a mixture of many different cultures without a dominant or mainstream culture. 7. Real “heroes of our time” are those who accomplish whatever they do in life through action. 8. Success in Japanese business depends on careful observation of the boundaries of status and hierarchy.

2. Work in small groups. Speak about any experience of visiting any foreign countries. Did you experience any sings of cultural shock? Was there any difference between your expectations and reality? Choose a spokesperson in the group to make a presentation to the whole class, summarizing the opinions in the group.

3.How much do you think international business is improved by knowing about foreign people's customs? What are the main differences between the Western and Japanese approaches to business? What would you advise to those who are going to do business in Belarus?

4.It might be rather hard to explain that the reason you lost the contract was not the product or the price, but the fact that you offended your hosts in a light-hearted comment over an aperitif. Think of several examples of bad manners. (For example, in Britain it is considered impolite to ask people how much they earn.) Give your arguments for and against the following generalization: “Manners can make or break the deal”.

5.Read the text from ex.13 once again. Think about the links between national cultural values and manner of conduct business meetings. Make your own dialog in two ways: 1) a traditional one when time must be allowed to socialise before discussing business; 2) in the way Americans conduct business meetings.

6. Find in this unit sentences which illustrate common stereotypes about national characters. For example:

the Americans: the whole purpose of living is …

Say whether you agree or disagree with these statements. Give your reasoning.

7.Summarize the information of the Unit. Imagine you are to take part in an international conference. The theme of your report is “ International communication in the modern world.” Put down the key words and the plan of your report. To make your report interesting and informative, refer to additional sources.

Writing

1. Put down several statements one should or shouldn’t follow while visiting a foreign country or dealing with a foreigner.

2. Write down all the factors which help to avoid communication problems in Belarus. What are the things which a foreigner living in this country would find difficult?

3.Earned status, individualism, self-reliance and independence were all necessary values for those who wanted to survive and prosper in the American frontier society of the 1800s and 1900s. These values allowed them to succeed and were vital for the country to grow economically. But, will these values serve well in the new millennium. Write an essay “Cowboy as an ideal of American culture: past, present, future”.

4.Put down 5 arguments for or against the following opposite statements. Give examples from famous people’s biographies as well as from those of people you know personally.

1. – everyone is equal in status; status is given by one's birth.

2. – selfreliance and independence are necessary values for those who want to prosper; we have to depend and rely upon our family members to provide economical and psychological stability and support.

KEY WORDS

Value to be aware intimate

Mainstream rugged tough

Self-relience to sojourn to implement

To embarrass to submer boundary

Subordinate excessive to confirm

Alien gratification to diverse

Mould to advance to exaggerate

To perpetuate to assume vague

Affiliation stable reward

Conduct to perceive heritage

To impact allegiance culturally diverse

 

To perceive awareness collision loyalty

Adequate challenge culture shock similarity

Hierarchy to interpret

 

U N I T II

E C O N O M I C S

Lead - in

Economics is exciting and important. Anyone who thinks otherwise has failed to realize that economic ideas and practices have moved people to rebellion, and nations to war. Many of the great issues that confront us today – among them unemployment, inflation, ecological decay – have economic roots. In order to diagnose and remedy these ailments, we must first understand their complex nature.

Milton H. Spencer

1. Do you share the opinion that economics is exciting and important? Give your reasons.

2. How can economics help understand the nature of such ailments as unemployment, inflation, etc.?

3. List the main economic problems affecting the world today. How can the

knowledge of economics help solve them?

4. Why are Rembrandts expensive while water is cheap – especially since everyone needs water more than Rembrandts?

5. Why are some luxury apartments vacant while there is shortage of low-cost housing?

6. Why do the prices of some commodities fluctuate while the prices of others remain stable?

Reading

Text 1

Read the text. Be ready to answer the following questions: 1. Why is it important to learn economic terminology? 2. What is an economic institution? 3. How can cultural norms affect economies? 4. What is meant by ‘economic reasoning’?

Introduction

Economists have developed the terminology to describe economic issues. This terminology is important because if you are going to talk about the state of the economy, you need the terminology to do it. Shareholder, GDP, GNP, capital, supply and demand, costs, benefits, exchange rate are just a few of the terms the meaning of which any educated person in modern society needs to know. Two terms to be introduced to you immediately are the economy and economics. The economy is the institutional structure through which individuals in a society coordinate their diverse wants or desires. Economics is the study of the economy. That is, economics is the study of how human beings in a society coordinatetheir wants and desires.

An economic institutionis a physical or mental structure that significantly influences economic decisions. Corporations, governments, and cultural norms are all economic institutions. Many economic institutions have social, political, and religious dimensions. For example, your job often influences your social standing. In addition, many social institutions, such as family, have economic functions. If any institution significantly affects economic deci­sions, it can be considered as an economic institution. Even cultural normscan affect economies. A cultural norm is a standard people use when they determine whether a particular activity or behaviour is acceptable.

Learning economic reasoning means learning how to think as an economist. People trained in economics think in a certain way. They analyze everything critically. Having put their emotions aside, they compare the costs and the benefits of every issue and make decisions based on those costs and benefits.

Text 2

Read the text. Be ready to answer the questions below it and explain the key terms of the text given both in bold and italics.

Economics

Understanding how various economies work is the basic purpose of studying economics. We seek to know how an economy is organized, how it behaves, and how successfully it achieves its basic objectives.

Economics is concerned with production, distribution, and consumption of goods and services. There are two branches of economics. Macroeconomics(macro derives from Greek word for “large”) investigates how scarce resources are allocated within the economy as a whole or within an entire industry. Scarcity occurs because human wants exceed the production possible with our limited time and resources. Scarcity implies that every decision involves opportunity costs. Opportunity costs exist in all situations where available resources are not abundant enough to satisfy all our desires. You can select only a few of all available alternatives. For example, a little boy goes into a toy store with $10. Many different toys tempt him, but he finally narrows his choice to a Monopoly game and a magic set, each costing $10. If he decides to buy the Monopoly game, the opportunity cost is the magic set. And if he buys the magic set, the opportunity cost is the Monopoly game. If a town hires an extra police officer instead of repaving several streets, the opportunity cost of hiring the officer is not repaving the streets. Opportunity cost is the cost of giving up the next best alternative. Thus scarcity forces us to choose. This idea is reflected in the following definition of economics: Economics is the study of how people, individually or collectively, allocate their limited resources to try to satisfy their unlimited wants. Commonly agreed-upon goals of macro policy include:

1. High employment. People suffer when many workers cannot find job and manufacturing plants and much machinery are idle.

2. Price stability. If average prices are volatile, people may be uncertain about how much their wages will buy or whether to consume now or invest in hopes of future returns.

3. Economic growth. People want higher incomes each year and most hope their children will be even more prosperous than they are.

Microeconomics (microderives from Greek word for “small”) studies the eco­nomic behavior of individual firms. Three major goals dominate micro policy:

1. Efficiency. An inefficient economy wastes resources and fails to provide the highest possible standard of living for consumers.

2. Equity. Huge gaps between the rich and the poor leave most people impoverished while a privileged few live luxuriously.

3. Freedom. Maximum freedom requires people to have the widest possible range of choices available.

In order to produce anything, we need resources, or factors of production. Factors of production are the inputs – land, labour, and capital (buildings and machinery) – we use to produce final goods and services (output). From an economist's standpoint, resources refer to anything that can be used to produce products, that is, either goods or services.

Every society, from a tiny island nation in the Pacific to the most complex industrial giants, needs these resources: land, labour, capital and entrepreneurial ability. Land and capital are referred to as material resources.Labour and entrepreneurship are referred to as human resources. These are resources for the economy as a whole.

As a resource, land has a much more general meaning than our normal understanding of the word. Economists use the term landin a broad sense to include not only agricultural land and land for building sites but also other natural resources like minerals, water, and timber. The basic payment made to the owners of land is rent.

Capital.In economic terms, capitalis ”man-made” goods used to produce other goods or services. Equipment, buildings, tools as well as the money that buys other resources are capital goods.

Labour.The efforts of a factory worker, a lawyer, a sales representative, or anyone who works for a business are defined as labour.

Entrepreneurial ability is the least familiar of four basic resources. The entrepreneur sets up a business, assembles the needed resources, risks his or her own money, and reaps the profits or absorbs the losses of this enterprise.

Although all economies rely on the same basic factors of production, not all are blessed with the same quantity and quality of resources. Besides each economic system reflects the country’s history, traditions, aspirations, and politics. What works for one culture might not work as well for another, and vice versa.

1.What is economics concerned with?

2.What does macroeconomics investigate?

3.Why does scarcity occur?

4.What are the main goals of macro policy?

5.What does microeconomics study?

6.What do resources refer to?

7.How many factors of production does the economic system use? What are they?

 

Text 3

Read the text. Ask 5-7 questions about the text.

 








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