Contemporar World

THE CONTEMPORARY WORLD
Arthur Robert P. Limongco Mayra

Christina M.Ambrocio, DEM
Chaira Faye L. Ferran
Leonida Bueno, Ed.D
138
Table of Contents
Module 8: Global Population And Mobility
Introduction 141
Learning Objectives 141
Lesson 1. The Global City 142
Lesson 2. Global Demography 147
Lesson 3. Global Migration 157
Module 9: Towards A Sustainable World

Introduction 169
Lesson 1: Defining Sustainable Development 170
Lesson 2. Sustainable Development and Food Security 173
Lesson 3. Environmental Crisis and Sustainable Development 177
Module 10: Global Citizenship

Introduction 192
Lesson 1. The Global Citizen 193
Lesson 2. Physical Well-being 195
Lesson 3. Research Paper 198
139
List of Figure
Figure Description Page
8.1 Crude birth rate 148

8.2 Crude death rate 149
8.3 Total Fertility rate 150
8.4 Number of Child Deaths 151
8.5 Life Expectancy 152
8.6 Global Migration Trends 159
8.7 International Migrants 160
8.8 Migrants' primary destinations 161
9.1 The 17 sustainable development goals to transform our world 171
9.2 Food security and climate benefits through nationally appropriate 175
mitigation actions in agriculture
9.3 An inter-agency clean-up drive headed by Pasig River Rehabilitation 177
Commission was carried out at Estero dela Reina.
9.4 Melting ice caps have an effect on polar bears as sea level rises 185
10.1 The Global Citizen 193
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MODULE 8
GLOBAL POPULATION AND MOBILITY
Introduction
According to Bloom and Canning (2006), in the past 50 years, the world
accelerated its transition out of long-term demographic stability. As infant and child
mortality rates fell, populations began to soar. In most countries, this growth led to
falling fertility rates. Although fertility has fallen, the population continues to increase
because of population momentum; it will eventually level off. In the meantime,
demographic change has created a ‘bulge’ generation, which today appears in many
countries as a large working-age population.
This module focuses on the rise of global cities and how globalization plays a big
part in this. Understanding Global Demography as one of the factors in Global Population
and mobility will also be given emphasis.
Learning Objectives
At the end of this module, students should be able to:
1. Identify the attributes of a global city;

2. Analyze how cities serve as engines of globalization;
3. Explain the theory of demographic transition as it affects global population;
4. Analyze the political, economic, cultural, and social factors underlying the global
movements of people; and
5. Display first-hand knowledge of the experiences of OFWs
141
Lesson 1. The Global City
Global city, according to Charnock (2013) is an urban centre that enjoys
significant competitive advantages and that serves as a hub within a globalized economic
system. The term has its origins in research on cities carried out during the 1980s, which
examined the common characteristics of the world’s most important cities. However, with
increased attention being paid to processes of globalization during subsequent years,
these world cities came to be known as global cities. Linked with globalization was the idea
of spatial reorganization and the hypothesis that cities were becoming key loci within
global networks of production, finance, and telecommunications. In some formulations of
the global city thesis, then, such cities are seen as the building blocks of globalization.
Simultaneously, these cities were becoming newly privileged sites of local politics within the
context of a broader project to reconfigure state institutions.
According to Mokhiber (n.d.) as he cited Sasses in her definition states that the
“global city” is not a historical model or understanding in the strict sense, but one that
proceeds from the growing awareness of the increasingly complex economic present. In a
multi-layered hypothesis, Sassen seeks to counter the tendency within existing
globalization scholarship to focus on technology’s role in assuring the hypermobility and
flexibility of the global economy. Instead, Sassen seeks to reassert the importance of “place”
in this new economy of globe-straddling firms and forces. Her analysis hones in on the
significance and effects of global corporate practices. She argues that the worldwide
dispersion of economic activity by today’s major transnational corporations requires such
increasingly sophisticated coordination and management that these firms are required to
outsource crucial corporate services, such as financial, accounting, advertising, legal,
computer and communications functions. To provide global coverage and serve their clients’
needs, these service firms, in turn, establish international connections, locating themselves in
cities around the globe. Through these webs of corporate service industries, cities thus
guarantee the global reach of multinational firms, serving as “central places where the work
of globalization gets done”.
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2
The Global City Model: Organizing Hypotheses
Sassen (2021) points out that there are seven hypotheses through which she
organized the data and the theorization of the global city model.
Firstly, the geographic dispersal of economic activities that marks globalization, along
with the simultaneous integration of such geographically dispersed activities, is a key factor
feeding the growth and importance of central corporate functions. The more dispersed a
firm’s operations across different countries, the more complex and strategic its central
functions—that is, the work of managing, coordinating, servicing, financing a firm’s
network of operations.
Secondly, these central functions become so complex that increasingly the

headquarters of large global firms outsource them: they buy a share of their central
functions from highly specialized service firms: accounting, legal, public relations,
programming, telecommunications, and other such services. Thus while even ten years
ago the key site for the production of these central headquarter functions was the
headquarters of a firm, today there is a second key site: the specialized service firms
contracted by headquarters to produce some of these central functions or components of
them. This is especially the case with firms involved in global markets and non-routine
operations. But increasingly the headquarters of all large firms are buying more of such
inputs rather than producing them in-house.
Thirdly, those specialized service firms engaged in the most complex and
globalized markets are subject to agglomeration economies. The complexity of the services
they need to produce, the uncertainty of the markets they are involved with either
directly or through the headquarters for which they are producing the services, and the
growing importance of speed in all these transactions, is a mix of conditions that constitutes
a new agglomeration dynamic. The mix of firms, talents, and expertise from a broad range of
specialized fields makes a certain type of urban environment function as an information
center. Being in a city becomes synonymous with being in an extremely intense and dense
information loop.
A fourth hypothesis, derived from the preceding one, is that the more
headquarters outsource their most complex, unstandardized functions, particularly those
subject to uncertain and changing markets, the freer they are to opt for any location,
because less work actually done in the headquarters is subject to agglomeration economies.
This further underlines that the key
sector specifying the distinctive production advantages of global cities is the highly
specialized and networked services sector. In developing this hypothesis I was responding to
a very common notion that the number of headquarters is what specifies a global city.
Empirically it may still be the case in many countries that the leading business center is also
the leading concentration of headquarters, but this may well be because there is an absence
of alternative locational options. But in countries with a well-developed infrastructure outside
the leading business center, there are likely to be multiple locational options for such
headquarters.
Fifthly, these specialized service firms need to provide a global service which has
meant a global network of affiliates or some other form of partnership, and as a result
we have seen a strengthening of cross border city-to-city transactions and networks. At the
limit this may well be the beginning of the formation of transnational urban systems. The
growth of global markets for finance and specialized services, the need for transnational
servicing networks due to sharp increases in international investment, the reduced role of
the government in the regulation of international economic activity and the corresponding
ascendance of other institutional arenas, notably global markets and corporate headquarters
—all these point to the existence of a series of transnational networks of cities.
A sixth hypothesis, is that the growing numbers of high level professionals and high-
profit making specialized service firms has the effect of raising the degree of spatial and
socio-economic inequality evident in these cities. The strategic role of these specialized
services as inputs raises the value of top-level professionals and their numbers. Furthermore,
the fact that talent can matter enormously for the quality of these strategic outputs and,
given the importance of speed, proven talent is an added value, the structure of rewards is
likely to experience rapid increases. Types of activities and workers lacking these attributes,
whether manufacturing or industrial services, are likely to get caught in the opposite cycle.
A seventh hypothesis is that one result of the dynamics described in hypothesis six is
the growing informalization of a range of economic activities that find their effective demand
in these cities yet have profit rates that do not allow them to compete for various resources
with the high- profit making firms at the top of the system. Informalizing part or all
production and distribution activities, including of services, is one way of surviving under
these conditions.
Functions of Global Cities (Longworth, 2015)
1. As highly concentrated command points in the organization of the world economy.
2. As key locations of finance and specialized service firms, which have replaced
manufacturing as the leading economic sectors.
3. As sites of production, including innovation, in these leading sectors.
4. As markets for the products and innovations produced.
According to Longworth (2015), a true global city is balanced between four pillars of
urban life. The first is civic: an effective city government supported by institutions of civil
society, such as think tanks and foundations, especially those embedded in the global
society; the second is commercial: a powerful business community with global connections;
the third is educational: both higher education and K-12; the fourth is cultural: the arts and
entertainment that give the city its soul.
World Cities
The world city concept can be traced back to two interrelated papers by Friedmann
(1986). The rise of a global urban network in the context of a major geographical
transformation of the capitalist world-economy. This restructuring, most commonly referred
to as the ‘New International Division of Labor’, was basically premised on the
internationalization of production and the ensuing complexity in the organizational
structure of multinational enterprises (MNEs). This increased economic-geographical
complexity requires a number of command posts in order to function, and world cities are
deemed to be the geographical emanations of these command posts. The territorial
basis of a world city is hereby more than merely a CBD, since reference is to an
economic definition. A city in these terms is a spatially integrated economic and social
system at a given location or metropolitan region. For administrative purposes the region
may be divided into smaller units which underlie, as a political or administrative space,
the economic space of the region’. Friedmann tries to give theoretical body to his
‘framework for research’ by (implicitly) framing it in the context of Wallerstein’s world-
systems analysis. The division of labor that characterizes this spatial inequality is
materialized through a tripolar system consisting of
core, semi-peripheral and peripheral zones. The prime purpose of the world city concept is
that it seeks to build an analytical framework that searches to deflect attention from the role
of territorial states in the reproduction of this spatial inequality.
This means that the economic and political power of core territories is in fact
spatially structured along well-defined routeways that link centers of control via available
authoritative and allocative resources. Hence, what is commonly labelled as ‘core’ in world-
systems analysis does not necessarily consist of a series of ‘strong’ territorial states, but
of a hierarchy of major and lesser centers (i.e. world cities) that thereupon diffuse their
status and function over a wider area and at different scales.
Key tenets of Friedmann’s ‘world cities’ and Sassen’s ‘global cities’

Lesson 2. Global Demography
For much of human history, demographic patterns were reasonably stable;
human populations grew slowly, and the age structures, birth rates, and death rates of
populations changed only gradually. Epidemics and pandemics had huge effects on
populations, but these effects were short-lived and had little bearing on long-term trends.
Population changes have potentially huge implications for the pace and progress
of economic development. For example, an increasing proportion of elderly may act as a
drag on economic growth where smaller working populations must provide for a larger
number of non- working dependents. Rising life expectancy can also bolster an economy by
creating a greater incentive to save and to invest in education, thereby boosting the
financial capital on which investors draw and the human capital that strengthens
economies. Where a country has experienced a baby boom followed by a decline in
fertility, the relative size of the workforce is increased. Countries that are able to absorb
the baby boom generation into productive employment can experience a rapid increase
in economic growth. Countries unable to take advantage of this opportunity run the risk
of creating large, chronically underemployed and increasingly restive working-age
populations (Bloom and Canning, 2016).
Crude birth and death rates
According to Rossenberg (2019), the crude birth rate and crude death rate are
both measured by the rate of births or deaths respectively among a population of 1,000. The
CBR and CDR are determined by taking the total number of births or deaths in a
population and dividing both values by a number to obtain the rate per 1,000.
For example, if a country has a population of 1 million, and 15,000 babies were
born last year in that country, we divide both the 15,000 and 1,000,000 by 1,000 to
obtain the rate per 1,000. Thus, the crude birth rate is 15 per 1,000.
The crude birth rate is called "crude" because it does not take into account age or
sex differences among the population. In our hypothetical country, the rate is 15 births for
every 1,000 people, but the likelihood is that around 500 of those 1,000 people are men,
and of the 500 who are women, only a certain percentage are capable of giving birth in
a given year.
One of the simplest ways to consider population growth is through crude birth and
death rates. These are the number of births and deaths per 1,000 people. On a
worldwide basis, the difference between these rates is the rate of population growth.
Within regions or countries, population growth is also affected by emigration and
immigration. Figure 8.1 shows that in both developed and developing regions the crude birth
rate has decreased by about half over the past 50 years. This implies a much greater
absolute reduction in developing regions. The net result of these reductions is a current
crude birth rate in developing regions that is similar to that of the developed regions 50
years ago (Bloom and Canning, 2016).
Figure 8.1. Crude birth rate – Births per 1000 population (2006)
Source: https://www.rba.gov.au/publications/confs/2006/bloom-canning.html
As Figure 8.2 shows, crude death rates follow a different pattern. The reduction in
mortality in developing countries since 1950 has been very rapid – so rapid that the
crude death rate in developing countries is now lower than in developed countries. The
gradual rise in the crude death rate in developed countries results from the combination of
relatively steady infant and child mortality rates and rising death rates due to an ageing
population. The figure indicates that a similar rise in the death rate will begin in
developing countries in a couple of decades.
Figure 8.2. Crude death rate – Deaths per 1000 population (2006)
Total Fertility Rate
According to Carlson (2014), based on the Population Reference Bureau, Total

Fertility Rate (TFR) is defined as, “the average number of children a women would have
assuming that current age-specific birth rates remain constant throughout her childbearing
years.” Simply put, total fertility rate is the average number of children a woman would have
if a she survives all her childbearing (or reproductive) years. Childbearing years are
considered age 15 to 49.
The total fertility rate, that is the number of children born per woman, fell from about
5 in 1950 to a little over 2.5 in 2005 (see Figure 8.3). This number is projected to fall to
about 2 by 2050. This decrease is attributable largely to changes in fertility in the developing
world. In 1950, the total fertility rate among developed countries was already below 3
children per woman; the rate among developing countries was over 6. Fertility in the
latter is now below 3 children per woman. The fertility decline in low-income countries
can be ascribed to a number of factors, including declines in infant mortality rates, greater
levels of female education and increased labour
market opportunities for women, and the provision of family planning services (Bloom
and Canning, 2016)
Figure 8.3. Total Fertility rate – Deaths per 1000 population (2006)
Infant and child mortality decline
Roser et al. (2019) states that in demography, child mortality refers to the death of
children under the age of five while infant mortality refers to the death of those under the
age of one. Child mortality today is the lowest it has ever been. In less than three decades
child mortality has more than halved — from 12.6 million in 1990 to 5.4 million in 2017.
This is a huge accomplishment that should not be overlooked.
The developing world has seen significant reductions in infant and child mortality over
the past 50 years. The past half-century’s gains resulted primarily from improved nutrition,
public health interventions related to water and sanitation, and medical advances such
as the use of
vaccines and antibiotics. Infant mortality rates in the developed world have been, and will
continue to be, significantly lower than those in the developing world. Child mortality (death
prior to age 5) has also fallen, in both developed and developing countries (Bloom and
Canning, 2016)
Figure 8.4. Number of Child Deaths (2019)

Source: https://ourworldindata.org/child-mortality
Life expectancy
Bevy (2021) defines Life expectancy as the estimate of the average number of
additional years that a person of a given age can expect to live. The most common
measure of life expectancy is life expectancy at birth. Life expectancy is a hypothetical
measure. It assumes that the age-specific death rates for the year in question will apply
throughout the lifetime of individuals born in that year. The estimate, in effect, projects the
age-specific mortality (death) rates for a given period over the entire lifetime of the
population born (or alive) during that time. The measure differs considerably by sex, age,
race, and geographic location. Therefore, life expectancy is commonly given for specific
categories, rather than for the population in general. For example, the life expectancy for
white females in the United States who were born in 2003 is 80.4 years.
Life expectancy reflects local conditions. In less-developed countries, life expectancy

at birth is relatively low, compared with more-developed countries. In some less-
developed countries, life expectancy at birth may be lower than life expectancy at age
1, because of high infant mortality rates (commonly due to infectious disease or lack of
access to a clean water supply).
For the world as a whole, life expectancy increased from 47 years in 1950–1955
to 65 years in 2000–2005. It is projected to rise to 75 years by the middle of this
century, with considerable disparities between the wealthy developed countries, at 82
years, and the less- developed countries, at 74 years (see Figure 8.5).
Figure 8.5. Life Expectancy (2006)

The Demographic Transition and Population Aging
The age structure of the population changes as a natural consequence of the

demographic transition, which we briefly overview in this section. The demographic transition
comprises three stages. The starting point occurs in a Malthusian world where both mortality
and fertility are high and population growth is near zero, as high death rates offset high birth
rates. Then, in the first stage of the demographic transition—when mortality begins to
decline while fertility remains high—mortality declines most at the youngest ages, causing
the proportion of children in the population to increase. Mortality decline thus initially
renders populations younger rather than older in a phase that can persist for decades.
Second, fertility begins to decline, such that the population growth rate also declines (but
remains positive). This second stage may last 40 or 50 years. As fertility declines, the
working-age population grows faster than the population as a whole, reducing the total
dependency ratio. In the third stage, mortality and fertility both reach low equilibrium levels,
and the overall population stops growing and sometimes declines. In this third stage,
increasing longevity leads to a rapid rise in the elderly population while low fertility slows the
growth of the working-age population. After completion of all three stages of the transition,
population growth returns to near zero as fertility and mortality stabilize at low levels. The
entire transition typically takes more than a century to complete and results in a much larger
population size. The demographic transition is projected to be complete in all countries by
2100 (Lee, 2003).
Bloom and Luca (2016) adds that although separated by roughly a century, the
demographic transition in developing countries mirrors that in developed nations, but at a
much more rapid pace. The limited available pretransitional data from India and Taiwan
indicate that total fertility rates were typically six or higher, and life expectancy was
highly variable and averaged in the low 20s. While many developing countries did not begin
the mortality transition until sometime in the twentieth century, life expectancy gains
were quite rapid once their transitions commenced. In China and India, life expectancies
have risen by nearly 30 years since 1950. In African countries overall—where economic
progress has been slower—life expectancy rose by more than 13 years from the 1950s to
1980s, before stalling in the face of the HIV/AIDS epidemic.
For most developing countries, the second stage of the demographic transition—
fertility decline—typically began in the post–World War II period or later (Lee, 2003).
Fertility transitions in East Asia were particularly early and rapid, while those in South
Asia and Latin America have been slower. Below replacement rates are observed not
only in the developed world, but also in various emerging countries including Brazil,
Taiwan, Korea, and China. We delve into the reasons for fertility and mortality declines in
developing countries in the past few decades. From 1950 to 1990, fertility and mortality rates
declined roughly in tandem, although the birth rate was still around twice as large as the
mortality rate, leading to a large population boom in developing countries. Whereas the
population growth rate in Europe has not exceeded 1 percent and exceeded 1.5 percent
only briefly in the United States in the modern era, population growth in developing
countries reached historically unprecedented rates, attaining a peak of 2.5 percent in the
1960s. Population growth in developing countries has since slowed as fertility continues
to decline. As the youth bulge progresses through the age structure, combined with
sustained low levels of fertility and rising longevity, many developing countries are now
beginning to witness rapid population ageing. While today’s proportions of older people
typically are higher in more developed countries, the most rapid increases in older
populations are occurring in the less developed world. Whereas the elderly population share
took more than a century to double in developed countries such as France, countries
such as China and Brazil are expected to achieve the same in around a quarter of the
time. Between 2015 and 2050, the 60+ population in less developed countries is projected
to increase by 177 percent as compared with an increase of 41 percent in more developed
countries (Bloom and Luca, 2016)
Global Demographic Problem
Currently, the global demographic problem manifests itself in such aspects and
trends as:
• Fast population growth (overpopulation of territories) in the developing countries of

Asia, Africa, and Latin America (over 80% according to some estimates and about
95% according to other estimates), which are characterized by a low space
economy;
• Most Third World countries have no population growth control or clear demographic policy;
• Ageing and depopulation resulting from narrowed population reproduction
(demographic crisis) in industrialized countries, primarily in Western Europe;
• Uneven population growth worldwide;
• Population reproduction growth typical of the planet when mortality decline is not
matched with birthrate decline.
It is characteristic that the lower the economic level of a country and the quality
of life of its citizens the higher its birthrate; and conversely, there is a sustained
tendency of birthrate decline with high economic growth, resulting in the fact that the
elderly become a majority (converse proportionate relationship).
The intensity of the global demographic problem derives from its environmental
implications: the current population of the planet exceeds by ten times the limit the
Earth can support. Population density and growth outpace the capacity and technology
of agricultural production to meet growing food demands and the need to intensify the
economy.
According to social scientists, the reasons why the current demographic problem
has acquired a global character lie in the so-called “demographic boom” of the second half of
the 20th century, when after World War II appropriate conditions formed for population
growth and longer average life expectancy. It is believed that every second the world
population increases by three people.
The demographic boom and uneven population growth in different regions lead to
the aggravation of associated global problems, for example:
• demographic pressure on the environment;

• ethnic and intercultural problems (interethnic and intercultural conflicts);
• immigration and migration;
• destitution, poverty, and food shortages;
• urbanization (“slum urbanization”);
• unemployment, production forces placement deformation etc.
The demographic problem is one of the most important and problematic. First, no
clear and, more importantly, legally and ethically acceptable world mechanism has yet been
developed to decrease the population growth rate. Second, even from the financial point of
view the problem is hard to solve due to the paradox of reverse proportionate dependence
between the standard of living and birthrate in various countries.
Proposals to resolve demographic problems of the global world have special value in
light of their complex character. We would be grateful to users of our website for new
statistical data, analysis, ideas, projects and solutions in this field (Planetary Project,
2021).
Lesson 3. Global Migration
According to Blackman (2017) global migration is debated just about as often as
it is misunderstood. However, the reasons why people migrate differ depending on an
individual’s situation. In this post, we will explore what exactly is global migration, dissect its
current state, highlight some of the factors that cause global migration, and study the pros
and cons associated with global migration. Global migration can be understood as a
cause and effect relationship, though the causes are just as numerous as their effects.
People move across international borders for a variety of reasons, including (though not
limited to):
• Safety
• Natural disaster
• Political conflict
• Education
• Family
• Career
• Economic betterment
The reasons why people migrate are seemingly as numerous as the world’s
countries themselves. The UN Population Division states that since 1960, at least 2.5 percent
of the world’s population have been international migrants. The combination of these two
ideas means that this concept is not new: migrants have been, are, and will continue to
be part of our communities which are increasingly more vibrant due to the integration of
new cultural influences. By welcoming migrants into our communities, this ensures they will
adapt to the local culture quicker and more efficiently as well as enriching the community by
the exchange of new ideas and cultural norms.
Global Migration Trends

The Global Migration Indicators 2018 report is a snapshot of what we know
about migration today. The data is organized along 17 key migration themes and based
largely on data taken from Global Migration Data Portal – IOM’s one-stop-shop for
international migration data. The report aims to provide a baseline for objectives in the
Global Compact for Safe, Orderly and
Regular Migration and migration-related targets included in the Sustainable Development Goals
(IOM Report, 2017).

Figure 8.6. Global Migration Trends (2017)
Source: https://www.iom.int/global-migration-trends
Figure 8.7. International Migrants (2019)
Figure 8.8. Migrants' primary destinations (2019)
The Philippines has been touted as a global model for labor export. In not a few
international gatherings, Philippine officials have been lauded for their handling of the
country’s labor-export program. Officials of labor-exporting countries have even actually
asked the Philippine government officials to give them pointers in managing and developing
their labor- export programs.
With some 8.7 million migrants, overseas Filipino workers (OFWs), and undocumented worker
overseas who remit more than 12 billion dollars each year, the Philippines has a number of
laws in place and agencies mandated to the serve the needs of its overseas workers and their
families. Several international instruments to promote migrants’ rights have also been put in
effect the past decade.
In many cases, however, Filipino migrants still find themselves in vulnerable situations
and unable to realize their rights guaranteed by national and international instruments
(Center for Migrant Advocacy, 2009).
Migration has become a common demographic response of Filipinos to various

socio- economic problems. In the light of the severe economic crisis that has confronted the
country in recent years, the Philippines has become a major source for international migrants
and become one of the largest sending countries of labor to various countries in the world.
The Filipino workers, both women and men, leave the country in order to earn a sustainable
income, a condition that is difficult or inadequate in their own country.
Globalization has created a new reality for OFWs, there has been a feminization
of Philippine migration and OFWs have based their identity on what they can do for their
family. OFWs know who they are and do not care how others perceived them. Because of the
importance the OFWs place on the welfare and well-being of their families, labels are of
little significance to them (Garcia, 2004)
The Philippines according to Calzado (2007) manages migration flows using a

four- pronged strategy of regulation, protection, reintegration, and support to families.
Regulation involves a number of official interventions to facilitate not only the
orderly outflow, but also the return of the OFW. It also means balancing workers’ freedom of
movement with the constitutional duty to restrain mobility when national interest and welfare
is at stake. The interventions include a licensing system for recruitment agents, standards for
recruitment fees, wages and working conditions, repatriation of workers and the posting of
bonds, and standard employment contracts that prescribe definite tenure and the employer’s
duty to assist the OFW in facilitating their return to the Philippines once the contract
expires.
Protection of OFWs is afforded on-site and off-site. At both ends, the value of
returning home is impressed upon the OFW. Off-site, workers undergo country-specific pre-
employment and pre-deployment orientation to inform them not only on the risks and possible
problems of overseas employment, but also the gains that they can achieve in terms of skills
acquisition and knowledge. The worker is also enrolled for health, life insurance, housing
and social security.
Reintegration involves preparing the OFW to become a productive contributor to
the
domestic economy, either through employment or entrepreneurship, upon his or her
return. Notably, the Philippines has forged agreements with some host countries where
OFWs are contract bound to return to the Philippines on a regular or occasional basis, and
where these host countries are encouraged to support this effort by providing mechanisms
and channels that enable OFWs to move easily between the Philippines and the
destination countries.
Support for Family refers to assistance in ensuring the well-being of the OFW
family, as well as building their entrepreneurial capacity consistent with the ideal that,
eventually, the OFW and his or her family will no longer prefer overseas work as the only
source of income. Programs in this area comprise a whole range of interventions that seek
to keep family ties stronger despite the distance, and to build capacities for sustained
livelihood. Thus, there are OFW Family Circles organized all over the country which act as
networks, not only for social capital, but also for entrepreneurial activities. Very recently,
partnerships with the largest telecommunication firms in the country have been forged so
that OFWs and their families can enjoy lower rates in phone calls and internet use, while
also offering them business opportunities in the ICT sector in the form of internet cafes
owned and managed by OFW Family Circles. There are also on-going negotiations with
public and private institutions that can facilitate the establishment of small and medium
enterprises so that OFW families can have the proper guidance in the event that they
engage in entrepreneurial activities. Scholarships are also available for the spouses and
children of OFWs.
Summary
• Global city is an urban centre that enjoys significant competitive advantages and
that serves as a hub within a globalized economic system.
• The world city concept is the rise of a global urban network in the context of a
major geographical transformation of the capitalist world-economy.
• For much of human history, demographic patterns were reasonably stable;
human populations grew slowly, and the age structures, birth rates, and death rates
of populations changed only gradually. Epidemics and pandemics had huge effects on
populations, but these effects were short-lived and had little bearing on long-term
trends.
• Crude birth rate and crude death rate are both measured by the rate of births or
deaths respectively among a population of 1,000.
• Crude death rates follow a different pattern. The reduction in mortality in
developing countries since 1950 has been very rapid – so rapid that the crude death
rate in developing countries is now lower than in developed countries.
• Child mortality refers to the death of children under the age of five while infant
mortality refers to the death of those under the age of one. Child mortality today is
the lowest it has ever been.
• Total Fertility Rate (TFR) is defined as, “the average number of children a women
would have assuming that current age-specific birth rates remain constant
throughout her childbearing years.”
• Global migration is debated just about as often as it is misunderstood. However,
the reasons why people migrate differ depending on an individual’s situation. In this
post, we will explore what exactly is global migration, dissect its current state,
highlight some of the factors that cause global migration, and study the pros and cons
associated with global migration.
• The Philippines manages migration flows using a four-pronged strategy of regulation,
protection, reintegration, and support to families.
Assessment Task 8-1
True or False.
1. True With increased attention being paid to processes of globalization during
subsequent years, these world cities came to be known as global cities.
2. True A true global city is balanced between four pillars of urban life.
3. True The rise of a global urban network in the context of a major geographical
transformation of the capitalist world-economy.
4. True The prime purpose of the world city concept is that it seeks to build an analytical
framework that searches to deflect attention from the role of territorial states in the
reproduction of this spatial inequality.
5. True Population changes have potentially huge implications for the pace and
progress of economic development.
6. True Life expectancy as the estimate of the average number of additional years that
a person of a given age can expect to live.
7. True The developing world has seen significant reductions in infant and child
mortality over the past 50 years.
8. True The demographic boom and uneven population growth in different regions
lead to the aggravation of associated global problems.
9. True Global migration can be understood as a cause and effect relationship, though
the causes are just as numerous as their effects.
10.True The intensity of the global demographic problem derives from its
environmental implications: the current population of the planet exceeds by ten
times the limit the Earth can support.
Assessment Task 8-2
INSTRUCTIONS. To get a first-hand knowledge of the experiences of Overseas Filipino

Workers (OFWs), interview an OFW. Use the guide question below.
Note: You can interview an OFW you know through private messages, calls or video call to avoid
going out of your home due to the restrictions of community quarantine. Data will be treated with
confidentiality following the data privacy act.
Name of OFW: Monina Diokno
Country where he/she worked: Malaysia
Reason for working overseas:

Same as the reason of many Overseas Filipino Worker because of the responsibility for the family and we
know that other country has good opportunities to offer. And Ms. Monina Diokno 44 years old has many
children, they cannot support their needs by just working here in the Philippines because of low salary and
her children starts to go to school. To give also a good life for her family. She is working before as Domestic
Helper now she is working as Care Giver.
Significant experiences while working abroad:
All of us when we go to other country we feel home sick same as Ms. Monina Diokno she was 6 years in
Malaysia and life there was very tiring that she want to go to Philippines. Another reason is she left her
children in the Philippines but she knew that she is doing it by giving better life for her family. It was very
hard to work in Abroad because of the people that need to live her with. She cannot able to fully express
herself and understand others because of different Language. And also she is adjusting in culture shock the
cultural differences and norms in the workplace are as significant as the changes in language, food, and
dress. At first year of working in Malaysia she felt that, but it is all about the sacrifices and eager to work
hard. But after working a years she get used to it and meet new people and friends she was happy that she
was not able to meet abusive boss. She is now a Care giver and she is proud because her children was in
college now taking Bachelor of Science in Information and Technology she was my friend and I witness how
dedicated and hardworking her mother who work in Abroad just to give them a good life.
Given the chance to work in our country, will you accept the job? Why?
Ms. Monina Diokno was open for opportunities here in the Philippines as long as the salar y meets her
expectation and support the needs of her family. Here in the Philippines the minimum salary is very low
compare to Abroad.
References
Bezy, J. (2-21) Life Expectancy | Definition & Facts. Retrieved 17 April 2021, from
https://www.britannica.com/science/life-expectancy
Blackman, T. (2017) What is Global Migration? Retrieved 20 April 2021, from

https://www.brombergtranslations.com/what-is-global-migration
Bloom, D., & Canning, D (2021). Global Demography: Fact, Force and Future |
Conference – 2006. Reserve Bank of Australia. Retrieved from
https://www.rba.gov.au/publications/confs/2006/bloom-canning.html
Calzado, R. (2007) Labour Migration and Development Goals: The Philippine Experience
Session II: Key Policy Elements in Comprehensive Labour Migration
Management
Carlson, L. (2014) What is Total Fertility Rate? - Population Education (2014). Retrieved 17
April 2021, from https://populationeducation.org/what-total-fertility-rate/
Center for Migrant Advocacy (2009) The Philippines: A Global Model On Labor
Migration?
Second Edition
Charnock, G (2013, May 30). Global city. Encyclopedia Britannica.

https://www.britannica.com/topic/global-city
Friedmann, J. and G. Wolff (1986), ‘World city formation: an agenda for research and action’,
Garcia, M (2004). The Overseas Filipino Workers’ (OFW) Identity: Local Modern Day
Heroes or Global Servants? Retrieved 20 April 2021, from
https://digitalcollections.sit.edu/capstones
International Journal of Urban and Regional Research Retrieved April 2, 2021

https://core.ac.uk/download/pdf/55899991.pdf
IOM Report (2017) Global Migration Trends (2017). Retrieved 20 April 2021, from
https://www.iom.int/global-migration-trends
Lee, R. D (2003). “The demographic transition: three centuries of fundamental change.” The
Journal of Economic Perspectives, 17(4), 167–190.
Longworth, (2015) Contemporary World the Global City the Global City Course
Hero Retrieved April 2, 2021
https://www.coursehero.com/file/37432148/WEEK-8apdf/
Mokhiber, James (n.d.): The Global City Retrieved April 1, 2021
https://books.openedition.org/iup/1358?lang=en
Planetary Project (2021) the global demographic problem in the modern world (2021).
Retrieved 17 April 2021, from
http://planetaryproject.com/global_problems/demografy/
Roser, M., Ritchie, H. and Dadonaite, B. Roser, M., Ritchie, H., & Dadonaite, B (2013).
Child and Infant Mortality. Our World in Data. Retrieved from
https://ourworldindata.org/child- mortality
Rossenberg, M. (2019), How Is a Population's Growth and Decline Measured? (2021).

Retrieved
17 April 2021, from https://www.thoughtco.com/crude-birth-rate-
1435459#:~:text=Definitions,obtain%20the%20rate%20per%201%2C000.
Sassen, S. (n.d.) the Global City: Introducing a Concept | Open Mind (2021). Retrieved 16
April 2021, from https://www.bbvaopenmind.com/en/articles/the-global-city-
introducing-a- concept/
MODULE 9
TOWARDS A SUSTAINABLE WORLD
Introduction
This section introduces learners to the concept of sustainable development that

most countries of the world are integrating in their societies.
Diagnostics. Write agree if you think the statement is correct, otherwise, write disagree.
1. Sustainable development is just an ideal pattern or trend.
2. Sustainable development can only be achieved by developed countries.
3. Environment plays a minor role in achieving sustainable development.
4. Sustainability is a vague concept in international relations.
5. There is a difference between stability and sustainability.
Learning Objectives
1. Differentiate stability from sustainability

2. Articulate models of global sustainable development
3. Define global food Security
4. Critique existing models of global food security
170
Lesson 1. Defining Sustainable Development
The term sustainable development has acquired much popularity among scholars.,
politicians, public servants, and the civil population alike after the Brundtland Report by the
World Commission on the Environment and Development (WCED) was presented in 1987. As
defined by the Brundtland report, “sustainable development is the development that meets
the needs of the present without compromising the ability of future generations to meet their
own needs.”
Despite being considered unclear by some in terms of definition, sustainable development
should be situated in a rigid social and political setting. WCED outlined critical objectives for
environment and development policies following its concept of sustainable development.
These are:
1. Reviving growth
2. Changing the quality of growth
3. Meeting essential needs for jobs, food, energy, water, and sanitation
4. Ensuring a sustainable level of population
5. Conserving and enhancing the resource base
6. Reorienting technology and managing risks
7. Merging environment and economics in decision-making
Governments and scholars have been on their toes in an attempt to attain

sustainable development. In this era of unrelenting challenges in politics, society, and
particularly the environment (e.g., climate change, waste disposal, biodiversity, forestry,
and the like), such stability is undoubtedly sought after by nearly every single nation-state.
Governments have been challenged to come up with ways to develop their communities
without exploiting the natural resources, and to craft policies that help achieve this goal.
The welfare of the people must also be in constant consideration in terms of
development.
The United Nations (UN) often cites Agenda 21 of 1992, its Sustainable Development
Knowledge Platform, where the topic of sustainable development is put forth in discussions.
Agenda 21 advocates education to disseminate information regarding sustainable
development
(Jickling, 1994). Since then, countries all over the world have integrated this action plan of the
17
1
UN in their respective governments, such as in the case of Canada when its National
Round Table on the Environment and the Economy (NRTEE) instituted the Sustainable
Development education Program (SDEP) in the same year that Agenda 21 was established
(Jickling, 1994).
17
2
Figure 9.1. The 17 sustainable development goals to transform our world.
Source: Institute of Entrepreneurship Development (2019), retrieved from https://ied.eu/blog/sustainable-

development-goals-and-the-2030-agenda-how-ied-supports-sdgs/
The United Kingdom’s UK Strategy for Sustainable Development crafted in 1994 aimed
to raise the awareness of the people through the integration of environmental policies into all
aspects of government, a shared responsibility between government, local authorities,
businesses, and non-governmental organizations, (Munton & Collins, 1998) among other
provisions in the Strategy.
Sustainability may be likened to stability; however, there are a few key and
subtle difference between the two. A sustainable environment is resilient enough to
withstand man-made and natural challenges, and can also recover from such if needs
arise. Sustainability leads to stability; however, stability alone may not necessarily lead to
sustainability. Stable environments are simply resistant to change but somehow lack the
element of resiliency that sustainable
environments possess because it is far easier for stable environments to become
unstable in comparison to the possibility of sustainable environments becoming
“unsustainable.”
All in all, policies and strategies of governments must be intertwined with

environmental concerns in order for sustainable development to be achieved. The
environment must continuously be at the center of government actions. It is only logical
and practical, in a sense, to constantly put into consideration the environment in the
decision-making and policy-making processes of nation-state since it is where people build
livelihoods on, and which suffers when they turn a blind eye in terms of developing. By
using ecological sustainability as an underpinning principle of sustainable development,
governments can simultaneously advocate the protection, restoration, and preservation of
the integrity of the Earth’s ecological systems (Ross, 2009). This makes the environment
more resilient to challenges and threats and in turn, making civilizations resilient in the
same light.
In the long run, humankind itself will be the one to benefit when environmental
and ecological considerations are given serious and substantial consideration. As such,
humankind must take the necessary actions to strive better to attain sustainable
development. Developing and enacting policies that situate environmental concerns at the
forefront and practicing decision- making processes that similarly give importance to the
environment are all necessary steps that must be undertaken to achieve a sustainable
environment. Educating individuals about the importance and benefits of having secure,
balanced, and enduring ecosystems will make the implementation of environment-focused
policies and plans much easier, and in the long term, will create a flourishing and stable
environment for all.
Lesson 2. Sustainable Development and Food Security
A vital resource for humans is food, regardless of race, nationality, religious
affiliation, economic status, or educational attainment. It is a basic necessity for survival.
Therefore, it is important for nations to secure a constant supply of food for the
consumption of people.
Food security is defined as the “physical and economic access, at all times, to
sufficient, safe, and nutritious food for people to meet their dietary needs and food
preferences for an active and healthy life” (Swaminathan, 2003). It has also become a
worldwide issue which must be given considerable attention. Food security challenges
countries with large populations such as China and India. With the growing and persistent
demand for food on both local and international scale, the agricultural sector and food
corporations in a nation must be able to meet demands by increasing production capacity
and overall productivity. Rationing of food, especially in developing or underdeveloped
countries, is also a solution to address food security issues, although this
solution can lead to even more problems. It may ultimately worsen food security as in
the experiences of India with its targeted Public Distribution System (PDS) in the 1990s
(Swaminathan, 2003).
International trade is viewed as a solution to potentially dampen the blows on food

security in nations. While relatively poor countries can benefit from international trade
by receiving subsidies from rich countries, the latter will be pressured to increase food
production capabilities. Rich countries may also struggle with handling food security
issues at the domestic and the foreign level (Kannan, M. D., & Sharma, N. 2000).
Economic and agricultural reforms have proven viable in addressing food security
issues like the case of China, one of the most populated countries in the world. In 1978,
China began reforms in these sectors to ensure food security for the country and its
people. Nutrition-wise, China was able to reduce the number of undernourished people by
seventy million from 1990 to 2000 (Jiang, 2008). Both grain production and household
income increased, creating a synchronized and self-sufficient domestic environment. Couple
these with relevant market and pricing policies, domestic food security can be relatively
achieved at a considerable degree.
One of the contributing factors that further cripples and weakens food security both
on a domestic and international level is armed conflict. In the recent decades, internal strife
has debilitated food production and supplies in countries such as Israel, Turkey, and
Syria. Armed groups against a legitimate government target to prevent, seize, and/or
destroy food aid that is intended for government armed forces. Farmers are also driven away
from their lands because of conflict, and production is then halted (Choen, 1999). The effects
of these circumstances also spill over to neighboring countries due to international trade.
Conversely, hunger also leads to conflict and, as mentioned, leads to an

increased shortage in food. Food shortage is not only limited to rural areas but is also an
issue plaguing urban sectors especially in countries with internal conflicts. Lack of food
was one of the factors that ignited the French Revolution of 1789 (Choen, 1999) and
somehow resembled by the Venezuelan food crisis in the present era. As the economy of
Venezuela continues to plummet, prices of commodities skyrocket to unreasonable figures.
Although the Venezuelan government sells some food packets at a regulated price, only 12.6
million Venezuelans have access to these packets which is only about one-third of the total
population of the country (Singer, 2018).
Indeed, food plays an integral role in maintaining a healthy, functioning, and even
peaceful domestic and international environment. Therefore, food security must be one of the
priorities of any government in the world. Ensuring that the economy of a country can
weather downturns will help cushion the adverse effects of food security issues. Establishing
an international network with countries that can respond to the food security challenges of
other countries is a goal that all members of the international community must strive for.
Lesson 3. Environmental Crisis and Sustainable Development
If you live in Metropolitan Manila and travel to school (or to work) every day, the
moment you step out of your home, you are already exposed to the most serious problem
humanity faces today: the deteriorating state of the environment. As you walk out of the
gate, the fetid smell of uncollected garbage hits you and you go the trash bin, curious
about what is causing the smell.
You see rotting vegetables, a dead rat, and a bunch of whatnot packed plastic.
These three “wastes” are already indicative of some environmental problems—the
vegetables ought to be added to a compost pile; the rat either buried or burned (to also
get rid of the lice that might jump into the hair of the children playing nearby and the
plastics washed and recycled because, unlike the other two wastes, it cannot decompose.
Figure 9.1. An inter-agency clean-up drive headed by Pasig River Rehabilitation Commission was carried
out at Estero dela Reina.
Source: Cahayag (2018)

You hop on the first bus and as it approaches Epifanio de los Santos Avenue
(EDSA), the traffic slows down considerably. It is the normal Manila morning traffic where, as
the joke goes, the turtle can outpace even the fastest of motor vehicles. You look out of the
window and see the smoke coming out of diesel vehicles, and as you lift your head up to
the sky, you see nothing but smog, courtesy of the cars and buses, as well as the coal plant
and several industrial sites located alongside Pasig River.
You notice the oils spots on the river, not to mention the tons of effluents (human and
non- human wastes) floating alongside each other. In the city you live in, there is a dying
river, an increasingly poisonous sky, an enormous amount of waste, and a declining
quality of life.
It is at this point that you recognize the ecological crisis happening around you, and
how the deterioration of the environment has destabilized populations and species, raising
the specter of extinction for some and a lesser quality of life for the survivors and their
offspring.
3.1 The World’s Leading Environmental Problems
The Conserve Energy Future website lists the following environmental challenges that
the world faces today:
1. The depredation caused by industrial and transportation toxins and plastic in

the ground; the defiling of the sea, rivers, and water beds by oil spills and acid
rain; the dumping of urban waste
2. Changes in global weather patterns (flash floods, extreme snowstorms, and
the spread of deserts) and the surge in ocean and land temperatures leading
to a rise in sea levels (as the ice caps melt because of the weather), plus the
flooding of many lowland areas across the world.
3. Overpopulation
4. The exhaustion of the world's natural non-renewable resources from oil reserves to
minerals to potable water.
5. A waste disposal catastrophe due to the excessive amount of waste (from
plastic to food packages to electronic waste) unloaded by communities in landfills
as well as on the ocean; and the dumping of nuclear waste.
6. The destruction of million-year-old ecosystems and the loss of biodiversity
(destruction of the coral reefs and massive deforestation) that have led to the
extinction of particular species and the decline in the number of others.
7. The reduction of oxygen and the increase in carbon dioxide in the atmosphere
because of deforestation, resulting in the rise in ocean acidity by as much as
150 percent in the last 250 years.
8. The depletion of the ozone layer protecting the planet from the sun's deadly
ultraviolet rays due to chlorofluorocarbons (CFCs) in the atmosphere.
9. Deadly acid rain as a result of fossil fuel combustion, toxic chemicals from
erupting volcanoes, and the massive rotting vegetables filling up garbage dumps
or left on the streets.
10.Water pollution arising from industrial and community waste residues seeping into
underground water tables, rivers, and seas.
11.Urban sprawls that continue to expand as a city turns into a megalopolis,
destroying farmlands, increasing traffic gridlock, and making smog cloud a
permanent urban fixture.
12.Pandemics and other threats to public health arising wastes mixing with drinking
water, polluted environments that become breeding grounds for mosquitoes and
disease- carrying rodents, and pollution.
13.A radical alteration of food systems because of genetic modifications in food
production.
Many of these problems are caused by natural changes. Volcanic eruptions release
toxins in the atmosphere and lower the world's temperature. The US Geological Survey
measured the gas emissions from the active Kilauea volcano in Hawaii and concluded
“that Kilauea has been releasing more than twice the amount of noxious sulfur dioxide
gas (SO2) as the single dirtiest power plant on the United States mainland."
The 15 million tons of sulfur dioxide that were released when Mount Pinatubo erupted
on June 15, 2001 created a “hazy layer of aerosol particles composed primarily of
sulfuric acid droplets” that brought down the average global temperature by 0.6 degrees
Celsius for the next 15 months. Volcanologists at the University of Hawaii added that
Pinatubo had released “15 to 20
megatons...of (sulfur dioxide) into the stratosphere...to offset the present global warming trends
and severely impact the ozone budget.”
3.2 Man-made Pollution
Humans exacerbate other natural environmental problems. In Saudi Arabia,

sandstorms combined with combustion exhaust from traffic and industrial waste has led
the World Health Organization (WHO) to declare Riyadh as one of the most polluted
cities in the world. It is this “human contribution” that has become an immediate cause of
worry. Coal fumes coming out of industries and settling down in surrounding areas
contaminated 20 percent of China's soil, with the rice lands in Hunan and Zhuzhou found to
have heavy metals from the mines, threatening the food supply.
Greenpeace India reported that in 2015, air pollution in the country was at its
worst, aggravated by the Indian government's inadequate monitoring system (there are only
17 national air quality networks covering 89 cities across the continent!). Furthermore, 94
percent of Nigeria's population is exposed to air pollution that the WHO warned as reaching
dangerous levels, while Gaborone, the capital of Botswana, is the 7th most polluted city in
the world. The emission of aerosols and other gases from car exhaust, burning of wood
or garbage, indoor-cooking, and diesel-fueled electric generators, and petrochemical plants
are projected to quadruple by 2030.
Waste coming out of coal, copper, and gold mines flowing the rivers and oceans is
destroying sea life or permeating the bodies of those which survived with poison (mercury in
tuna prominently). The biggest copper mine in Malanjkhand in India discharges high
levels of toxic heavy metals into water streams, while in China the “tailings” from the
operations of the Shanxi Maanqiao Ecological Mining LTD., producing 12,000 tons of gold per
year, “have caused pollution and safety problems."
Conditions in China have become very critical as the “toxic by-products of

production processes...are being produced much more rapidly than the Earth can absorb."
Meanwhile, for over century, coal mines in West Virginia have pumped "chemical-laden
wastewater directly into the ground, where it can leech into the water table and turn what
had been drinkable...water into
a poisonous cocktail of chemicals.” The system “goes back generations and could soon
render much of the state's water undrinkable.”
Pollution in West Africa has affected “the atmospheric circulation system that controls
everything from wind and temperature to rainfall across huge swathes of the region.” The
Asian monsoon, in turn, had become the transport of polluted air into the stratosphere, and
scientists are now linking Pacific storms to the spread of pollution in Asia. Aerosol is
tagged the culprit in changing rainfall patterns in Asia and the Atlantic Ocean.
These climatic disruptions have similarly caused drought all over Asia and Africa
and accelerated the pace of desertification certain areas. Twenty years ago, there were over
50,000 rivers in China. In 2013, as a result of climate change, uncontrolled urban growth,
and rapid industrialization, 28,000 of these rivers had disappeared.
People's health has been severely compromised. An archived article in the journal
Scientific American blamed the pollution for contributing to more than half a million
premature deaths each year at the cost of hundreds of billions of dollars." The
International Agency for Research on Cancer blamed air pollution for 223,000 lung
cancer deaths in 2010. In Indonesia and Malaysia, the link between forest fires and
mortality had been well-established. The aforementioned coal mining in West Virginia
(mentioned above) has also made people sick, some with “rare cancers, little kids with kidney
stones (and) premature deaths," and children born with congenital disabilities and adults
having shorter life expectancy.
It has been the poor who are most severely affected by these environmental
problems. Their low income and poverty already put them at a disadvantage by not having
the resources to afford good health care, to live in unpolluted areas, to eat healthy food etc.
In the United States, a Yale University research team studying areas with high levels of
pollution observed that the “greater the concentration of Hispanics, Asians, African-
Americans, or poor residents in an area, the more likely that dangerous compounds such as
vanadium, nitrates, and zinc are in the mix of fine particles they breathe.”
In India, studies on adult’s health revealed that 46% in Delhi and 56% of in Calcutta
have “impaired lung function” due to air pollution. In China, the toxicity of the soil has raised
concerns over food security and the health of the most vulnerable, especially the peasant
communities and
those living in factory cities. In 2006, 160 acres of land in Xinma, China was badly
poisoned by cadmium. Two people died and 150 were known to be poisoned; the
entire village was abandoned. Hong Kong faces the same problem.
In Metropolitan Manila, 37 percent (4 million people) of the population live in slum

communities, areas where “[t]he effects of urban environment problems and threats of
climate change are also most pronounced...due to their hazardous location, poor air pollution
and solid waste management, weak disaster management, and limiting coping strategies of
households." Marife Ballesteros concludes that this unhealthy environment “deepens poverty,
increases the vulnerability of both the poor and non-poor living in slums, and excludes
the slum poor from growth.”
One of the major ironies of urban pollution is that the necessities that the poor has
access to are also the sources of the problem. The main workhorse of the public transport
system is the bus. However, because it runs mainly on diesel fuel, it is now considered
"one of the largest contributors to environmental pollution problems worldwide.” This
problem is expected to worsen as the middle classes and the elites buy more cars and the
road systems are improved to give people more chance to travel.
The other mode of transportation that the poor can afford is the motorbike (also called
the two- and three-wheeled vehicles). According to the Centre for Science and Environment
in Delhi, India, "two-wheelers form a staggering 75%-80% of the traffic in most Asian cities.”
Motorbikes burn oil and gasoline and “emit more smoke, carbon monoxide, hydrocarbons,
and particulate matter than the gas-only four-stroke engines found in newer motorcycles.”
Finally, adding to this predicament is the proliferation of diesel-run cars. These vehicles
usually command a lower price because of their durability and low operating cost, and
hence affordable to the middle class. However, they also release four times the toxic
pollution as the buses.
3.3 Catching-up
These massive environmental problems are difficult to resolve because governments

believe that for their countries to become fully developed, they must be industrialized,
urbanized, and inhabited by a robust middle class with access to the best of modern
amenities. A developed society, accordingly, must also have provisions for the poor--jobs in
the industrial sector, public
transport system, and cheap food. Food depends on country's free trade with other food
producers. It also relies on “modernized” agricultural sector in which toxic technologies (such
as fertilizers or pesticides) and modified crops (e.g., high-yielding varieties of rice) ensure
maximized productivity.
The model of this ideal modern society is the United States which, until the
1970s, was a global economic power, with a middle class that was the envy of the world.
The United States, however did not reach this high point without serious environmental
consequences. To this very day, it is “the worst polluter in the history of the world,”
responsible for 27 percent of the world's carbon dioxide emissions. Sixty percent of the
carbon emission comes from cars and other vehicles plying American highways and roads,
the rest from smoke and soot from coal factories, forest fires, as well as methane released
by farms and breakdown of organic matter, paint, aerosol, and dust.
These ecological consequences, however, are far from the mind of countries like
China, India, and Indonesia, which are now in the midst of a frenzied effort to achieve
and sustain economic growth to catch up with the West. In the desire to develop and
improve the standard of living of their citizens, these countries will opt for the goals of
economic growth and cheap energy,” which, in turn, would “encourage energy over-
consumption, waste, and inefficiency and also fuel environmental pollution.” With their
industrial sector still having a small share of the national wealth, these countries will be
using first their natural resources like coal, oil, forest and agricultural products, and
minerals to generate a national kitty that could be invested in industrialization.
These “extractive” economies, however, are “terminal” economies. Their resources,

which will be eventually depleted, are also sources of pollution. In Nigeria, Niger Delta oil
companies have “caused substantial land, water, and air pollution.” Nigeria is caught in a
bind. If it wants to maintain its current economic growth path and sustain its drive for poverty
reduction, (the very polluting) oil exploration and production will continue to be a dominant
economic activity. If the United States lets its environment suffer to achieve modernity and
improve the lives of its people, developing countries see no reason, therefore, why they couls
not sacrifice the environment in the name of progress.
This issue begs the question: How is environmental sustainability ensured while
simultaneously addressing the development needs of poor countries?
3.4 Climate Change
Governments have their own environmental problems to deal with, but these
states' ecological concerns become worldwide due to global warming, which transcends
national boundaries. Global warming is the result of billions of tons of carbon dioxide (coming
from coal- burning power plants and transportation), various air pollutants and other gases
accumulating in the atmosphere.
These pollutants trap the sun’s radiation causing the warming of earth’s surface. With
the current amount of carbon dioxide Cher gases and other gases, this “greenhouse effect”
has sped up the rise in the world temperature. There is now a consensus that the global
temperature has risen at a faster rate in the last 50 years and it continues to go up despite
efforts by climate change deniers that the world had cooled off in and around 1998.
The greenhouse effect is responsible for recurring heat waves droughts and long
droughts in certain places, as well as for heavier rainfall and devastating hurricanes and
typhoons in others. Until recently, California had experienced its worst water shortage in
1,200 years due to global warming. This changed recently when storms brought rain in
the drought-stricken areas. The result, however, is that the state is having some of its
worst flashfloods in the 21st century.
In India and Southeast Asia, global warming altered the summer monsoon
patterns, leading to intermittent flooding that seriously affected food production and
consumption as well as infrastructure networks. Category 4 or 5 typhoons, like the Super
Typhoon Haiyan that hit the central Philippines in 2013, had "doubled and even tripled in
some areas of the (Southeast Asian) basin. Scientists claim that there will be more (of
such) typhoons in the coming years." In the eastern United States, the number of storms
had also gone up, with Hurricane Katrina (2005) and Hurricane Sandy (2012) being the
worst.
Glaciers are melting every year since 2002, with Antarctica losing 134 billion metrics
of ice. There is coastal flooding not only in the United States eastern seaboard but also
in the Gulf of Mexico. Coral reefs in the Australian Great Barrier Reef are dying, and the
production capacities of farms and fisheries have affected. Flooding has allowed more
breeding grounds for disease carriers like the Aedes aegypti mosquito and the cholera
bacteria.
Figure 9.2. Melting ice caps have an effect on polar bears as sea level rises.
Source: Ghose & Kitanoiv (2020)
Since human-made climate change threatens the entire world. it is possibly the greatest
present risk to humankind.
3.5 Combating Global Warming
More countries are now recognizing the perils of global warming. In 1997, 192
countries signed the Kyoto Protocol to reduce greenhouse gases, following the 1992 United
Nations Earth Summit where a Framework Convention for Climate Change was finalized.
The protocol set targets but left it to the individual countries to determine how best they
would achieve these goals. While some countries have made the necessary move to
reduce their contribution to global warming, the United States – the biggest polluter in the
world—is not joining the effort. Developing countries lack the funds to implement the
protocol's guidelines as many of them need international aid to get things moving. A 2010
World Bank report thus concluded that the protocol only had a slight impact on reducing
global emissions, in part of the non-binding nature of the agreement.
The follow-up treaty to the Kyoto Protocol is the Paris Accord, negotiated by 195
countries in December of 2015. It seeks to limit the increase in the global average
temperature based on targeted goals as recommended by scientists. Unlike the Kyoto
Protocol which has predetermined CO2 emission limits per country, the Paris Accord
provides more leeway for countries to decide on their national targets. It largely passed as
international legislation it emphasizes consensus- building, but it is not clear this
agreement will have any more success than the Kyoto Protocol.
Social movements, however, have had better success working together with
some pressure on their governments to regulate global warming. In South Africa,
communities engage in environmental activism to pressure industries to reduce emissions to
lobby parliament for the passage of pro-environment. Across the Atlantic, in El Salvador,
local officials and grassroots organizations from 1,000 communities push for crop
diversification, a reduction of industrial sugar cane production, the protection of
endangered sea species from the devastating effects of commercial fishing, the
preservation of lowlands being eroded by deforestation up in rivers and inconsistent release
of water from a nearby dam. Universities also partner with governments in producing
attainable programs of controlling pollution. The University of Chicago's Energy Policy
Institute sent teams to India to work with government offices, businesses, and communities
in coming up with viable ground-level projects that “strike a balance between urgently
needed economic growth and improved air quality.”
When these local alliances between the state, schools, and communities are
replicated at the national level, the success becomes doubly significant. In Japan, population
pressure forced the government to work with civil society groups, academia, and political
parties to get the parliament to pass “a blizzard of laws 14 passed at once-in what became
known as the Pollution Diet of 1970.” These regulations did not eliminate environmental
problems. but today, Japan has some of the least polluted cities in the world.
The imperative now is for everyone to set up these kinds of coalitions on a global
scale. For at this point, when governments still hesitate in fully committing themselves to
fight pollution and when international organizations still lack the power to enforce anti-
pollution policies, social coalitions that bring in village associations, academics, the
media, local and national governments, and even international aid agencies together may
be the only way to reverse this worsening situation.
3.6 Conclusion
Perhaps no issue forces people to think about their role as citizens of the world
than environmental degradation. Every person, regardless of his/her race, nation, or creed,
belongs to the same world. When one looks at an image of the earth, he/ she will realize that,
he/she belongs to one world—a world that is increasingly vulnerable. In the fight against
climate change, one cannot afford to simply care about his/her own backyard. The CO2
emitted in one country may have severe effects on the climate of another. There is no
choice but to find global solutions to this global problem.
Summary
Sustainable development is the development that meets the needs of the present
without compromising the ability of future generations to meet their own needs. Agenda 21
advocates education to disseminate information regarding sustainable development. Since
then, countries all over the world have integrated this action plan of the UN in their
respective governments in the same year that Agenda 21 was established.
Sustainability may be likened to stability; however, there are a few key and subtle
difference between the two. A sustainable environment is resilient enough to withstand man-
made and natural challenges, and can also recover from such if needs arise.
Sustainability leads to stability; however, stability alone may not necessarily lead to
sustainability.
Food security is defined as the physical and economic access, at all times, to
sufficient, safe, and nutritious food for people to meet their dietary needs and food
preferences for an active and healthy life. It has also become a worldwide issue which
challenges countries with large populations. Economic and agricultural reforms have proven
viable in addressing food security issues.
Ecological crisis happens, deterioration of the environment has destabilized

populations and species, and raising the specter of extinction for some and a lesser
quality of life for the survivors and their offspring. Many of these problems are caused by
natural changes, but humans exacerbate other natural environmental problems.
These massive environmental problems are difficult to resolve because governments

believe that for their countries to become fully developed, they must be industrialized,
urbanized, and inhabited by a robust middle class with access to the best of modern
amenities.
Perhaps no issue forces people to think about their role as citizens of the world
than environmental degradation. Every person, regardless of his/her race, nation, or creed,
belongs to the same world. When one looks at an image of the earth, he/ she will realize that,
he/she belongs to one world—a world that is increasingly vulnerable.
Assessment Task 9-1
INSTRUCTIONS. Supply the most appropriate concept in each item.

Assessment Task 9-2
DIRECTIONS: Read the referenced article and complete the statements that follow.
Harris, J.M (2000). Basic principles of sustainable development. Global Development

and Environment Institute, Working Paper 00-04.
Your work will be evaluated using this rubric: (20 points)
Content –8 points
Integration of Lessons – 5 points
Understanding and Application – 4
points Technicality and Grammar – 3
points
1. The three (3) things that I significantly learned from the readings are …
2. The three (3) things that are still unclear to me are …
3. I used to think that …
4. The three (3) questions that I want to ask about the readings are …
References
Brazalote, T.C. & Leonardo, R.M (2019). The contemporary world: Outcome-based module.
Quezon City: C&E Publishing, Inc.
Claudio, L. & Abinales, P (2018). The contemporary world

MODULE 10 GLOBAL
CITIZENSHIP
Introduction
Global citizenship is the idea that one's identity transcends geography or political
borders and that responsibilities or rights are derived from membership in a broader class:
"humanity". This does not mean that such a person denounces or waives their nationality or
other, more local identities, but that such identities are given "second place" to their
membership in a global community. Extended, the idea leads to questions about the state
of global society in the age of globalization (Wikipedia)
The aim of the journal is to provide platform for diversity of intellectual pursuit
from all concern of the society for enrichment and enhancement of the group readers..
Learning Objectives
1. Define the meaning of global citizenship;

2. Explain the importance of a physical well-being;
3. Analyze the process of writing a research paper.
193
Lesson 1. The Global Citizen
There is plenty of information online and in books about how to achieve good
health. It is essentially about accentuating the positive (good habits) and eliminating the
negative (bad habits). For this reason, it is best to teach children good habits right from the
start. These habits will fall into a holistic system of physical health, and include: a balanced,
healthy diet; in particular: reduce sugar, and other toxic additives, by eating less
processed food, cook fresh, local ingredients yourself, maximize good things like organic
produce regular exercise, maintaining a healthy weight, getting adequate hydration, sunlight
and fresh air (Read the LAW of good health), getting sufficient rest, getting a good sleep.
It is a way of living that recognizes our world is an increasingly complex web of

connections and interdependencies. One in which our choices and actions may have
repercussions for people and communities locally, nationally or internationally.
Figure 10.1. Global Citizen
Source: http://www.ideas-forum.org.uk/about-us/global-citizenship
19
4
Global Citizenship nurtures personal respect and respect for others, wherever they
live. It encourages individuals to think deeply and critically about what is equitable and just,
and what will minimise harm to our planet. Exploring Global Citizenship themes help learners
grow more confident in standing up for their beliefs, and more skilled in evaluating the ethics
and impact of their decisions.
What is a Global Citizen?
"An ethic of care for the world." Hannah Arendt
There is a great deal of debate and discussion around this question, as there is
around the whole concept of globalization. A useful working definition, however, is
offered by Oxfam:
A Global Citizen is someone who:
• is aware of the wider world and has a sense of their own role as a world citizen
• respects and values diversity
• has an understanding of how the world works
• is outraged by social injustice
• participates in the community at a range of levels, from the local to the global
• is willing to act to make the world a more equitable and sustainable place
• takes responsibility for their actions.
To be effective Global Citizens, young people need to be flexible, creative and

proactive. They need to be able to solve problems, make decisions, think critically,
communicate ideas effectively and work well within teams and groups. These skills and
attributes are increasingly recognized as being essential to succeed in other areas of 21st
century life too, including many workplaces. These skills and qualities cannot be
developed without the use of active learning methods through which pupils learn by
doing and by collaborating with others.
Values and responsibility of global community of people sharing the same global
identity.
• Human rights
• Environmental protection
• Gender equality
• Sustainable worldwide economic growth
• Poverty alleviation
• Prevention of conflicts between countries and people
• Elimination of weapons and mass destruction
• Humanitarian assistance
• Preservation of cultural diversity
Global Citizenship Responsibility

• Understand one’s own perspective and the perspective of others on global
issues.
• Respect the principle of cultural diversity
• Make connections and build relationships with people from other countries and
cultures.
• Understand the ways in which peoples and countries of the world are
interconnected and interdependent.
• Understand global issues
• Advocate to quarter international cooperation with other nation.
• Advocating for the implementation of international agreements, conventions,
treaties, related to global issues.
• Advocating for more effective global equity and justice in each of the virtue
domains of the world community.
Lesson 2. Physical Well-being
A state of physical well-being is not just the absence of disease. It includes
lifestyle behavior choices to ensure health, avoid preventable diseases and conditions,
and to live in a balanced state of body, mind, and spirit.
You’ll find articles on this topic in the Wellness Milestones index. The links in the
below list address a number of aspects of caring for your bodily health.
We are a proud partner of the American Nurses Association Healthy Nurse,

Healthy Nation™ movement. Join for tips, strategies, and inspiration to help get healthy by
prioritizing physical activity, rest, nutrition, quality of live, and safety.
New – With COVID-19 stressors and traumas, incidents of violence (intimate

partner, sexual assault, child abuse) are on the rise. See topic below for helpline numbers
and additional resources.
Work and Working Out Balance
Listen to the new Beyond the Mask podcast featuring CRNAs Jamie Bailey and Jamie
Chamberlain as they talk about running a popular social media fitness account that promotes
the balance.
• Stopping Domestic Violence, Sexual Assault, Child Abuse

• Getting Enough Sleep/Fatigue
• Eating Nutritious Foods
• Kicking Smoking
• Managing Chronic Pain
• Moving on Healthy Ways
10 Simple Stretches
1. Stand up and sit down
2. Shoulder shrug
3. Air circles
4. Wrist stretch
5. Torso Twist
6. Leg Extensions
7. Big Hug
8. Cross your Arms
9. Leg hug
10. Look up
• Workplace Ergonomics for Anesthesia Professionals
• Taking Care of Your Eyes
• Working with a Disability

Lesson 3. Research Paper
The journal welcomes and acknowledge high quality theoretical and empirical original
research papers, case studies, review papers, literature reviewer, book reviews,
conceptual framework, analytical and simulation models, technical note from researchers,
academicians, professional, practitioners and students from all over the world.
APA format for academic papers and essays
Published on November 6, 2020 by Raimo Streefkerk. Revised on April 1,
2021. Throughout your paper, you need to apply the following APA format
guidelines:
• Set page margins to 1 inch on all sides.
• Double-space all text, including headings.
• Indent the first line of every paragraph 0.5 inches.
• Use an accessible font (e.g., Times New Roman 12pt., Arial 11pt., or Georgia
11pt.).
• Include a page number on every page.
APA format for academic papers and essays
Published on November 6, 2020 by Raimo Streefkerk. Revised on April 1, 2021.
Throughout your paper, you need to apply the following APA format guidelines:
• Set page margins to 1 inch on all sides.
• Double-space all text, including headings.

• Indent the first line of every paragraph 0.5 inches.
• Use an accessible font (e.g., Times New Roman 12pt., Arial 11pt., or Georgia
11pt.).
• Include a page number on every page.
Page header
In an APA Style paper, every page has a page header. For student papers, the page
header usually consists of just a page number in the page’s top-right corner. For
professional papers intended for publication, it also includes a running head.
A running head is simply the paper’s title in all capital letters. It is left-aligned and can be up
to 50 characters in length. Longer titles are abbreviated.
Figure 10.2. APA Style (2017)

Source: https://www.scribbr.com/chicago-style/format-paper/
Title page
The title page is the first page of an APA Style
paper. Abstract
The abstract is a 150–250 word summary of your paper. An abstract is usually

required in professional papers, but it’s rare to include one in student papers (except for
longer texts like theses and dissertations).
The abstract is placed on a separate page after the title page. At the top of the page,
write the section label “Abstract” (bold and centered). The contents of the abstract appear
directly under the label. Unlike regular paragraphs, the first line is not indented. Abstracts are
usually written as a single paragraph without headings or blank lines.
Directly below the abstract, you may list three to five relevant keywords. On a
new line, write the label “Keywords:” (italicized and indented), followed by the keywords
in lowercase letters, separated by commas.
Table of contents
APA Style does not provide guidelines for formatting the table of contents. It’s also not a
required paper element in either professional or student papers. If your instructor wants you
to include a table of contents, it’s best to follow the general guidelines.
Place the table of contents on a separate page between the abstract and introduction. Write the
section label “Contents” at the top (bold and centered), press “Enter” once, and list the important
headings with corresponding page numbers.
Reference page
The APA reference page is placed after the main body of your paper but before any
appendices. Here you list all sources that you’ve cited in your paper (through in-text
citations). APA provides guidelines for formatting the references as well as the page
itself.
Formatting the reference page
Write the section label “References” at the top of a new page (bold and centered). Place the
reference entries directly under the label in alphabetical order.
Finally, apply a hanging indent, meaning the first line of each reference is left-aligned, and all
subsequent lines are indented 0.5 inches.
Tables and figures
Tables and figures are presented in a similar format. They’re preceded by a number and title
and followed by explanatory notes (if necessary).
Use bold styling for the word “Table” or “Figure” and the number, and place the title on
a separate line directly below it (in italics and title case). Try to keep tables clean; don’t
use any vertical lines, use as few horizontal lines as possible, and keep row and column
labels concise.
Keep the design of figures as simple as possible. Include labels and a legend if
needed, and only use color when necessary (not to make it look more appealing).
MLA format for academic papers and essays
Published on December 11, 2019 by Raimo Streefkerk. Revised on December 8, 2020.
The MLA Handbook provides guidelines for creating MLA citations and formatting
academic papers. This quick guide will help you set up your MLA format paper in no
time.
Start by applying these MLA format guidelines to your document:
• Times New Roman 12
• 1″ page margins
• Double line spacing
• ½” indent for new paragraphs

• Title case capitalization for headings
Title page and heading
The heading in MLA format is left-aligned on the first page of your paper. It includes:
• Your full name
• Your instructor’s or supervisor’s name
• The course name or number
• The due date of the assignment
After the MLA heading, press ENTER once and type your paper title. Center the title and
don’t forget to apply title case capitalization. Read our article on writing strong titles that are
informative, striking and appropriate.
Page header
At the top of every page, including the first page, you need to include your last name and the
page number. Follow these steps to set up the MLA header in your Word or Google Docs
document:
1. Double-click at the top of a page
2. Type your last name
3. Insert automatic page numbering
4. Align the content to the right
Works Cited page
The list of works cited is included on a separate page at the end of your paper. You list
all sources you referenced in your paper in alphabetical order. Don’t include sources
that were only consulted.
Place the title “Works Cited” in the center at the top of the page. After the title, press ENTER
once and insert your MLA references.
If a reference entry is longer than one line, each line after the first should be indented ½
inch
(called a hanging indent). All entries are double spaced, just like the rest of the text.
Creating MLA Style citations
Scribbr’s free MLA Citation Generator can help you cite your sources in MLA Style. All
you need is the website URL, book ISBN, or journal article DOI, and the citation
generator does the rest.
Headings and subheadings
Headings and subheadings can help organize and provide structure to your paper, especially
in longer assignments. There are no set formatting requirements for headings in MLA –
the only rules are that you must be consistent and not add a period after the
heading.
We recommend keeping the font and size the same as the body text and applying title
case capitalization. In general, boldface indicates greater prominence, while italics is
appropriate for subordinate headings. For example:
Tables and illustrations
Tables, illustrations, and other visuals should be placed as close to the relevant part of
text as possible. MLA also provides formatting guidelines.
MLA format for tables
Tables are usually labelled and numbered, along with a descriptive title. The label and
title are placed above the table on separate lines. Source references or explanatory
notes are placed below the table and are assigned a lowercase letter instead of a
numeral.
Just like in the rest of the paper, the text is double spaced and you should use title
case capitalization for the title.
MLA format for illustrations and other visuals
Like tables, illustrations and other visuals are labelled and numbered. The label “Figure” is
usually abbreviated to “Fig.” and is followed by a number and caption. The information is
placed directly below the image(https://www.scribbr.com/mla/formatting/)
Formatting A Chicago Paper
Published on September 25, 2019 by Jack Caulfield. Revised on March 9, 2021.
The Chicago Manual of Style contains comprehensive guidelines about such issues as
text formatting, citations, and quotation. Turabian is a version of Chicago style aimed at
students and researchers, with specific guidelines for formatting papers and essays. The
information in this article applies to both Chicago and Turabian style.
To apply Chicago format:
• Use a standard font like 12 pt. Times New Roman.
• Double-space the text.
• Use 1 inch margins or larger.
• Indent new paragraphs by ½ inch.
• Place page numbers in the top right or bottom center.
Title page
A title page isn’t required in Chicago style – often it’s sufficient to just include your title at the
top of the first page – but if you’re asked to include one, Turabian provides guidelines for
how to present it(https://www.scribbr.com/chicago-style/format-paper/)
Summary
• The term citizenship may have much the same meaning as “world citizen” or
cosmopolitan, but it also has additional, specialized meanings in differing contexts.
Various organizations, such as the World Service Authority, have advocated
global citizenship.
• Physical well-being is about being safe, sheltered and in good health and it is
closely connected to mental well-being. If we have good physical health, we will
automatically experience better mental and emotional well-being. On the other
hand, mental stress and anxiety will put stress on internal organs, increase
blood pressure, decrease immune function and upset chemical balances.
• “Domestic violence is an epidemic effecting individuals in every community,
regardless of age, economic status, sexual orientation, gender, race, religion
or nationality,” according to the National Coalition Against Domestic Violence
(NCADV).
• Environmental factors like pollution, toxic chemicals, germs, cold and damp can all
impair our physical well-being. Even seemingly benign things like oxygen in the air
and light from the sun harm our bodies.
• The formatting of a research paper is different depending on which style guide
you’re following. In addition to citations, APA, MLA, and Chicago provide format
guidelines for things
• Aim for at least 30 minutes of physical activity every day. See everyday activities
as a good opportunity to be active. Try to find the time for some regular, vigorous
exercise for extra health and fitness benefits. Minimize the amount of time spent in
prolonged sitting and break up long periods of sitting as often as possible.
Assessment Task 10-1
True or False.
nstruction: Write true if the statement is correct and false if the statement is incorrect.
1. The idea that one’s identity transcends geography is called global citizenship.
2. Global citizenship does not mean that a person denounces his nationality.
3. Citizenship that identity transcends political borders.
4. Humanity is the right that derived from membership.
5. Regular physical exercise helps lower blood pressure.
6. If you are regularly physically active reduce risk of heart attack.
7. Vegetarianism is good for the health.
8. Physical activity should be at least 10 minutes a day.
9. Regular exercise daily can reduce obesity.
10. Follow health protocol to reduce risk of COVID-19.
11. The abstract is a 150–250 word summary of your paper.
12. In formatting a Chicago paper use 1 inch margin or larger.
13. The title page in APA style is in the 2nd page.
14. In MLA format the label “figure” is usually abbreviated to “Fig.”
15. In APA format include a page numbers on every page.
Assessment Task 10-2
Matching Type
Instruction: Matching the statements under

letter A to letter B. Write only the letter of
A
the correct answer.
1. Rights are derived from
membership in a broader B
class
a. APA
2. Identities are given 2nd place
b. MLA
to their membership
c. Abstract
3. One’s identity transcends
d. Look up
political borders
e. Stand up and sit down
4. Being safety sheltered and
f. Air circles
a good health
g. Physical well-being
5. With hands extended in
h. Global citizenship
front and clench for fists
i. Global community
6. Little challenging without using
j. Humanity
hands
7. Setting up tall in your chair
8. Double-space all text,
including headings
9. Font like 12 pt. Times
New Roman
10.150-250 word summary of
your paper
Assessment Task 10.3
Instruction: Write an example of a research paper following the format you

have learned from this module 10. You can select/ choose your topic from the
responsibility of global community (25%).
209
References
Apa-style Format. (n.d.). https://www.scribbr.com/apa-style/format/

Australian Government (2008). Global Perspectives: A framework for global education
in Australian schools. Carlton South Victoria, Australia: Curriculum
Corporation. ISBN 978 1 74200 075 6
Diogenes Laërtius . (2017). "The Lives of Eminent Philosophers", Book VI, Chapter
2, line 63."Global Studies Center". University of Pittsburgh. Retrieved 19
May2017.[permanent dead link]
Formatting. (n.d.). https://www.scribbr.com/mla/formatting/
Format Paper. (n.d.). https://www.scribbr.com/chicago-style/format-paper/
Citizenship. (n.d.). https://www.henleyglobal.com/citizenship-
investment?page=ppc_SGP_gsn_gen_cit1&gclid=Cj0KCQjw9_mDBhCGARIsAN3
PaFOaCcVXHaJn8qaMb3o-
BvpnLv0LQUIdHnFG45g8wYKsBf9g6N2T4I0aAk6NEALw_wcB&fbclid=IwAR0ML
nvrcHXpj5hWAEiXQGsUTsOhcAInuHtikVgm9iLW7BSB728Mok7sqvY
Global Citizenship. (n.d.). http://www.ideas-forum.org.uk/about-us/global-citizenship
Luce,J. (1 June 2010). "Euro-American Women' s Council Global Forum and Awards
Set
For Athens in July". Huffington Post. Dionysia-Theodora Avgerinopoulou is a
Member of the Hellenic Parliament. She is also on the Executive Global
Board of the EAWC. Orphans International Worldwide (OIWW) awarded her
its Global Citizenship Award for Leadership in Helping Humanity in New
York in February.
Mundy, K., Bickmore, K., Hayhoe, R., Madden, M. & Madjidi, K. (2008).
Comparative and International Education. New York: Economic Policy
Institute and Teachers College. ISBN 978.0807748817
Malhotra, R. (14 January 2014). Indra's Net. Harper Collins, India. ISBN 9789351362487.
Osler, A. and Starkey, H. (2010). Teachers and Human Rights Education.London:Trentham
Books. ISBN 978.1858563848
O’Sullivan, M. (2008). "You can’t criticize what you don’t understand: Teachers as social
change agents in neo liberal times." Pp. 113–126 in O’Sullivan, Michael & K.
Pashby (eds.) Citizenship in the era of globalization: Canadian perspectives.
Rotterdam, The Netherlands: Sense Publishers
21
3
Priority #3: Foster Global Citizenship. (n.d.). Global Education First Initiative, Secretary-
General of the United Nations.
Pike, G. & D. Selby (2000). In the Global Classroom 2. Toronto: Pippin.
Shaw, M. (2000). Global Society and International Relations: Sociological and Political
Perspectives. Cambridge: Polity Press
"What Does it Mean to be a Global Citizen?" (2019). www.kosmosjournal.org.

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THE CONTEMPORARY WORLD

Arthur Robert P. Limongco Mayra

Module 8: Global Population And Mobility

Module 9: Towards A Sustainable World

Module 10: Global Citizenship

Figure Description Page

8.1 Crude birth rate 148

10.1 The Global Citizen 193

At the end of this module, students should be able to:

1. Identify the attributes of a global city;

Secondly, these central functions become so complex that increasingly the

1. As highly concentrated command points in the organization of the world economy.

3. As sites of production, including innovation, in these leading sectors.

4. As markets for the products and innovations produced.

Key tenets of Friedmann’s ‘world cities’ and Sassen’s ‘global cities’

Crude birth and death rates

Total Fertility Rate

According to Carlson (2014), based on the Population Reference Bureau, Total

Infant and child mortality decline

Figure 8.4. Number of Child Deaths (2019)

Life expectancy reflects local conditions. In less-developed countries, life expectancy

Figure 8.5. Life Expectancy (2006)

The age structure of the population changes as a natural consequence of the

Global Demographic Problem

• Fast population growth (overpopulation of territories) in the developing countries of

• demographic pressure on the environment;

Global Migration Trends

(IOM Report, 2017).

Migration has become a common demographic response of Filipinos to various

The Philippines according to Calzado (2007) manages migration flows using a

INSTRUCTIONS. To get a first-hand knowledge of the experiences of Overseas Filipino

Country where he/she worked: Malaysia

Reason for working overseas:

Significant experiences while working abroad:

Blackman, T. (2017) What is Global Migration? Retrieved 20 April 2021, from

Charnock, G (2013, May 30). Global city. Encyclopedia Britannica.

International Journal of Urban and Regional Research Retrieved April 2, 2021

Journal of Economic Perspectives, 17(4), 167–190.

Hero Retrieved April 2, 2021

Rossenberg, M. (2019), How Is a Population's Growth and Decline Measured? (2021).

This section introduces learners to the concept of sustainable development that

At the end of this module, students should be able to:

1. Differentiate stability from sustainability

Governments and scholars have been on their toes in an attempt to attain

Source: Institute of Entrepreneurship Development (2019), retrieved from https://ied.eu/blog/sustainable-

All in all, policies and strategies of governments must be intertwined with

International trade is viewed as a solution to potentially dampen the blows on food

Conversely, hunger also leads to conflict and, as mentioned, leads to an

Source: Cahayag (2018)

3.1 The World’s Leading Environmental Problems

1. The depredation caused by industrial and transportation toxins and plastic in

3.2 Man-made Pollution

Humans exacerbate other natural environmental problems. In Saudi Arabia,

Conditions in China have become very critical as the “toxic by-products of

In Metropolitan Manila, 37 percent (4 million people) of the population live in slum

These massive environmental problems are difficult to resolve because governments

These “extractive” economies, however, are “terminal” economies. Their resources,

3.4 Climate Change

Source: Ghose & Kitanoiv (2020)

3.5 Combating Global Warming

Ecological crisis happens, deterioration of the environment has destabilized

These massive environmental problems are difficult to resolve because governments

INSTRUCTIONS. Supply the most appropriate concept in each item.

Harris, J.M (2000). Basic principles of sustainable development. Global Development