Non-Corrupted Economy in a Legally Perfect Country

Printer-friendly versionPrinter-friendly versionPDF versionPDF version


 money launderingmoney laundering

The money laundering offence provision has always been the subject of extensive judicial scrutiny. Money laundering happens in almost every country in the world, and a single scheme typically involves transferring money through several countries in order to obscure its origins. It automatically means that money laundering causes both serious economic losses and legal weakness of the country where it occurs. In Ukraine there are many foreign con-artists who launder money using short- or long-term firms on the territory of our country. This illegal activity threatens country’s economic stability. In close cooperation with International Anti-Money Laundering Association our task is to fight against such crimes and to bring money launderers to justice.

At this stage of the task we are to identify and specify the three most common areas of Ukrainian economy, in which the phenomenon of money laundering by foreign criminals occurs. Generally, money launderers tend to seek out countries or sectors in which there is a low risk of detection due to weak or ineffective anti-money laundering programmes. So, these areas can be:

-         offshore financial centre

-         large regional business centre

-         world banking centre

-         locations with unstable economies

-         locations offering limited investment opportunities

We have found out that there are three common areas where the phenomenon of money laundering the most frequently occurs. We need to organize three teams of experts to study carefully each area and to identify the most influential one on the economy of Ukraine.

The roles to perform:

-         Police Officer (prevents and fights organized crime properly; participates in cross-border police cooperation; cooperates with general public);

-         Legal Advisor of Anti-Money Laundering (AML) Operations (collaborating with supplier partners on state regulatory examinations; leads regulatory and fraud training programs; giving legal advises in the sphere);

-         AML Quality Assurance Officer (is responsible for ensuring the requirements of the Anti-Money Laundering Regulation, Policy and Program; ensures operational effectiveness of key controls, tuning of established processes to gain efficiencies and review program metrics to identify trends which may signal control breakdowns);

-         Solicitor (is an expert in the field of money laundering; researches the problem from the scientific point of view; shares his/her personal legal experience);

-         Prosecutor (represents the government's interest in the trials; knows all the laws on money laundering; is responsible for the protection of victims, providing them with legal affairs counseling).




Each group should cover the following issues:

-         peculiar features of a money laundering in the area chosen;

-         the statistics (How much money is laundered per year?);

-         what goods/options/issues a laundering involves;

-         money laundering as an international problem;

-         the reasons of money laundering;

-         the most common schemes of laundering money;

-         the greatest losses suffered by Ukrainian business;

-         money laundering legislation;

-         the money laundering case involving foreign criminals; the sentence;

-         ways of coping with money laundering and its prevention.


Lexical areas:

Lexical material of the unit “Money Laundering Trends” (Martynyuk S. E. Practical course of the English language for law students. – P. 52 – 76)


Grammatical areas:

Non-finite forms of the verb: The Participle II (Martynyuk S. E. Practical course of the English language for law students. – P. 86 – 94)


By the end of the Web Quest you will have to make the E-amendment to Financial Action Task Force on Money Laundering’s standards ‘Anti-Laundering2013’, reflecting the main points of the problem chosen. You are to convince the audience of the effectiveness and necessity of the amendment suggested, supplying your arguments with experienced examples. The main research question of the group is to find the way to efficiently fight with money laundering in order to improve international economic relations of Ukraine.


Non-Web resources:

-         Martynyuk S. E. Practical course of the English language for law students. – P. 52 – 76.


Web resources:


-         Police Officer



-         Legal Advisor of AML Operations

legal advisorlegal advisor


-         AML Quality Assurance Officer



-         Solicitor



-         Prosecutor





This is a description of the steps learners should go through in accomplishing the tastepsstepssk, with links embedded in each step:

  1. To choose a topical problem.
  2. To study general information carefully.
  3. To set up goals.
  4. To choose a communicative role.
  5. To identify the area of activity according to the role chosen.          
  6. To analyze the information.
  7. To create the Web Quest.
  8. To achieve goals.
  9. To analyze your activity.


While performing the task of the Web Quest answer the following questions:


-         Why is the problem, chosen by your group, topical?

-         What are the most crucial points of the problem?

-         What results do you expect to get after studying the problem? What are the objectives of your research?

-         What can be the difficulties of the research? Can they be overwhelmed?

-         What are the ways to meet the above objectives? Are these ways satisfactory?

-         Can the problem be solved using the results of your activity? Why?


The evaluation describes to the students how their performance will be evaluated. The standards should be fair, clear, consistent, and specific to the tasks set.

Speaking evaluation:



- the speaker has a good range of vocabulary for matters connected to his/her field and most general topics;

- he/she can vary formulation to avoid frequent repetitions but lexical gaps can still cause hesitation and circumlocution;

- lexical accuracy is generally high though some confusion and incorrect word choice does occur without hindering communication;

- he/she uses a range of complex structures with some flexibility but rarely produces error-free sentences (grammar mistakes persist);

- the speaker is calm, relaxed, keeps eye contact.




- the speaker has a sufficient vocabulary to express him/herself with some circumlocutions on most topics pertinent to his/her everyday life such as family, hobbies and interests, work and current events;

- he/she shows good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics or situations;

- he/she produces basic sentence forms with reasonable accuracy; uses a limited range of more complex structures which are quite comprehensible;

- the speaker is a bit nervous, too fast or too slow rate of speaking but in general it doesn’t disturb comprehension.




- the speaker has a sufficient vocabulary to conduct routine everyday transactions including familiar topics and situations;

- he/she has a sufficient vocabulary for the expressing of basic communicative needs/ has a sufficient vocabulary for coping with simple survival needs;

- he/she can control a narrow repertoire dealing with concrete everyday needs;

- he/she produces basic sentence forms with reasonable accuracy; uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problems.




- the speaker has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations;

- no descriptor available;

- he/she produces basic sentence forms and some correct simple sentences but subordinate structures are rare; errors are frequent and may lead to misunderstanding.



The conclusion allows for reflection by the students and summation by the teacher. Setting aside time for discussion of possible extensions and applications of the lesson honors the constructivist principle: “We learn by doing – but we learn even better by talking about what we did.” During the concluding section of a Web Quest, the students suggest ways of doing things differently to improve the lesson. They also comment on their performance and Web Quest results answering the questions:

                        - What were the most topical aspects of the problem you’ve chosen?

                        - What were the most interesting and relevant parts of the Web-Quest? Why?

                        - What was the least interesting part of the Web-Quest? Why?

                        - What was the most difficult part of the Web-Quest? Why?

                        - What have you learnt while performing the work?

                        - What aspects of your Web-Quest correlate with the next topic you are to learn?

                        - Who were the most active members in your team?