Modern World Economy
The world economy is increasingly becoming a single economic unit.
Individual national economies are developing close linkages through trade,
capital investment, and financial institutions. Multinational corporations
spread their activities across national boundaries, and the international
banking system carries on banking activities throughout the world.
During the last two decades, while world output has been growing
about 4% per year, world trade has been growing about 8% and production
by foreign subsidiaries has been growing by some 10%. Export and import
shares of output have increased considerably in practically all industrial
sectors. A growing percentage of world trade is becoming intra-industry trade
(reflecting economies of scale and increased demand for differentiated
products) and even intrafirm trade by transnational firms (reflecting
decomposition of production activities around the world).
The inter-enterprise international division of labour influences relations
between the developed and developing countries primarily because the giant
international companies transfer certain labour intensive production phases
or whole production cycles to the developing countries where a cheap and
sufficiently qualified (literate, easily teachable) labour force is already
available.
The closer integration of developed countries steps up the further
progress of the division of labour and facilitates its better organization. The
major part of the world-wide demand for new machinery and equipment
that accelerate industrial-technological development is met by industrially
developed countries. International export of armaments continue to be an
important factor for increasing their exports as well.
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1. Nina (celebrated) her birthday yesterday. Her room looked beautiful, there (were) many flowers in it. When I (came) in, somebody (was playing) the piano, two or three pairs (were dancing). 2. Listen! Somebody (is playing) the piano. 3. I (like) music very much. 4. When I (looked) out of the window, it (was raining) heavily and people (were hurrying) along the streets. 5. What were you (doing) at seven o'clock yesterday? - - I (was having) supper. 6. When I (came) home yesterday, I (saw) that all my family (were sitting) round the table. Father (was reading) a letter from my uncle who (lives) in Kiev. 7. Where were you yesterday? — I (was) at home the whole day. — How strange. I (rang) you up at two o'clock, but nobody (answered). — Oh, I (was) in the garden. I (was reading) your book and (did not hear) the telephone. 8. What were you (doing) at five o'clock yesterday? — I (was working) in the library. — I (was) there, too, but I (did not see) you. 9. Yesterday I (was working) at my English from five till seven. 10. It (was raining) the whole day yesterday. 11. Where is your sister now? — She (was) in her room. She (was doing) her homework.

Объяснение:

My teaching philosophy is to be passionate, enthusiastic, and engaging every time that I give a lecture so students are excited to learn more about the topic and become active learners. I don’t try to be the favorite teacher. Instead, I want to help the students to become self-sufficient, as scientists and physicians at the forefront of the field for the next half-century. I am most proud when I can make a positive difference in someone’s academic career and see the amazing accomplishments of those whom I have mentored. I truly believe that the future is in the hands of the students we lead toward careers as scientists and physicians. While in research we are only as good as our last experiment, the students we mentor and their future students are a legacy that will endure. Finally, Henry Ford once said, “anyone who stops learning is old, whether at age 20 or 80”. I truly believe learning is a lifelong process and my role as an educator is to instill lifelong learning in all my students