GE 4- THE CONTEMPORARY WORLD

MODULE 1 - Week 1-2

Unit 1 - INTRODUCTION TO GLOBALIZATION
Lesson 1.1 – Defining Globalization
I. Lesson Outcomes: At the end of the lesson, the students should have:
1. defined globalization;
2. differentiated the competing conceptions of globalization;
3. identified the underlying philosophies of the varying definitions of
globalization; and
4. explained the relevance of globalization.

II. Introduction
In the advent of technologies, we see the growth of transports and communications. This
means, people and countries can exchange information and goods in an easy way, this process is
called Globalization.
Globalization represents the global integration of international trade, investment
information technology and culture. Government policies designed to open economies
domestically and internationally to boost development in poorer countries and raise standards of
living for their people are what drive globalization.
In our World history, they introduce around centuries the idea of concept of Globalization
traders explore to buy rare commodities such as salt, spices and gold, which they would then sell
in their home countries. The 19th century Industrial Revolution brought advance in communication
and transportation that have removed borders and increased cross-border trade. The Silk Road,
when trades spreads rapidly between China and Europe via an overland route.

III. Learning Content and Tasks

A. Activity: Traveling Through Time
On a short paper, draw a timeline from the day you were born until now with a 10-year
bracket. Example: 1992-2002; 2003-2012; 2013-2021. Using the spaces below the time bracket,
write your observations on the development of the world (in terms of using technology and
people’s way of living). Submit your answers through our classroom online platform (Google
Classroom) or drop it in the office.

B. Analysis
Based on the timeline you’ve created:
1. Did you find it difficult to determine the development of the world over the years?
2. Are the developments relevant or harmful to people?
3. What terminology can you associate with the word Globalization?
4. Do you think Globalization has to do with the changes/developments of the world?
 C. Abstraction
World Health Organization defines Globalization, “the increased interconnectedness and
interdependence of peoples and countries, is generally understood to include two interrelated
elements: the opening of the international borders to increasingly fast flow of goods, service,
finance, people and ideas; and the changes in institutions and policies at national and international
levels that facilitate or promote such flows. Globalization has the potential for both positive and
negative effects on development and health.”
According Committee For Development Policy globalization can be defined as increasing
interdependence of world economies as a result of the growing scale of cross-border trade of
commodities and services as the flow of international capital and the wide and rapid spread of
technologies. It reflects the continuing expansion and mutual integration of market frontiers
and rapid growing significance of information in all types of productive activities and
marketization are two major driving forces for economic globalization.
Thomas Friedman define globalization as, “the inexorable integration of markets, transportation
systems, and communication systems to a degree never witnessed before- in a way that is enabling
corporations, countries, and individuals to reach around the world father, faster, deeper, and
cheaper than ever before, and in a way that is enabling the world to reach into corporation,
countries and individual father, faster, deeper, and cheaper than ever before.”
Also, Manfred Steger provide scholarly description in his Globalization: A Very Short
Introduction, “the term globalization should be used to refer to set of social processes that are
thought to transport our present social condition into one of globality”
In simple economic concept, the flow of products and services with few barriers in the
integration of market, investment and trade between nation. At some point, culture is also
assimilated and trade as they exchange of ideas and traditions by trading. The spread of Korean
pop culture across will advance the exchange of ideas, art, language and music like other millenials
experiencing nowadays are some of the best example. Globalization across the borders makes
people and goods to move easily in the different nations.
Globalization is an event occurred in unprecedented pace and gives definition to the worlds
market. It is still a public debate whatever it is beneficial or detrimental most especially to the
average citizens. It may direct or indirect affect everyone, but not everyone gets the same benefits.
The more stretches and intensified, the more backlashes produce to those people who cannot keep
on the same. Standards of living have risen overall as more third-world countries experience
industrialization. Other proponents believe that globalization is the way to catch up for developing
countries. Because it allows them to cooperate with other nation like never before. The presence
of multinational company will of great contribution especially to local economies as they invest in
the local products, resources, services, medical and educational facilities.
The concept Map of Globalization are:
● Economic Globalization – is the development of trade system within transnational actors
such as corporations or NGO’s.
● Financial Globalization-global financial system with international financial exchanges.
● Cultural Globalization-this refers to the interpenetration of cultures which, as a
consequence , means nations adopt principles, beliefs and costumes of other nations,
losing their unique culture to unique, globalized supra-culture.
● Political Globalization-the development and growing influence of international of
organizations such as UN and WHO means governmental action takes place at an
international level.
 ● Sociological globalization-information moves almost in real-time, together with the
interconnection and interdependence of events and their consequences.
● Technological Globalization- the phenomenon by which millions of people are
interconnected to power of the digital world via platforms such as Facebook, Instagram,
Skype or Youtube.
● Geographic Globalization- the new organization and hierarchy of different regions of the
world that is constantly changing.
● Ecological globalization-accounts for the idea of considering planet Earth as single global
entity- a common good all societies.

Globalization brought many benefits to other people but others, it is not to everyone. It
shows that, in fact, in all but a couple of countries polled, people believe life was better in the old
days. If the other country produces cheaper product, other producers will be closed down and leads
to loss of thousand jobs of others. Every step forward especially in technology it also bring a new
danger. Example, Technology improves the life of many people, but it also increase the number of
crime every year.
Globalization has contributed to global warming, climate change and the overuse of natural
resources. An increase in the demand of goods has boosted manufacturing and industrialization
Globalization has also increased homogenization in countries. Some politicians argue that
globalization is detrimental to the middle class, and is causing increasing economic and political
polarization to developed countries. For example, outsourcing facilities in lower cost that leads
workers to compete internationally for jobs. Also, international chain from developed country
dominate the cultural exchange because their goods and culture influenced other countries more
than those of any other nation. Good or bad, though, there isn’t much argument as to whether or
not it is happening. Let us look at the positive and negative of globalization, and you can decide
for yourself whether or not it is the best thing for our world.

D. Assessment
Activity No. 1: Let’s Apply!
DIRECTIONS: Read and analyze the scenarios given below. Write your answers on a
separate sheet of bond paper and submit it through Google Classroom or drop it in the office.

GLOBALIZATION
SCENARIO ADVANTAGE DISADVANTAGE
A. In your local town, one of the main sources
of employment for three generations has been
the fruit cannery. The company has recently
decided to close the factory and outsource the
canning fruit to another country where labor and
fruit are cheaper.
B. The shoes that you really like are cheaper via
an online shop in Japan.
C. The company where your father works for
has recently been taken over by a transnational
corporation with job opportunities in many parts
of the world.
 E. Key Takeaway
Globalization is the increasing interaction of people, states, or countries through the growth
of international money, ideas, and culture. Thus, globalization was primarily focused on the
economic process of integration that has social and cultural aspects. In this contemporary world,
it has to be globalized because of the rapid shrinking of time and distance across the globe,
domestic markets are no longer rich as a consequence of many interlocking factors, companies and
institutions go global to find political and economic stability which is relatively good in other
countries than the country of origin.
IV. References
Mendoza, C.C. et al. (2019). The Contemporary World. Manila: Nieme Publishing House
Co. Ltd.
Youmatter Organization. Retrieved from
https://youmatter.world/en/definition/definitions-globalization-definition-benefit-
effects-examples/.

Prepared by:
MARIA JENNIFER G. CUBILLO, MA-Guidance and Counseling
MENCHIE A. LABRIGAS, MAEd-English
(BISU-Clarin)
MODULE 2 - Week 3-5
Unit 2 – THE STRUCTURES OF GLOBALIZATION
Lesson 2.1 – The Global Economy
I. Learning Outcomes: At the end of the lesson, the students should have:
1. comprehended the definition of global economy and the way of how it works;
2. identified the factors that facilitate economic globalization; and
3. articulated a report of status on global economic condition.

II. Introduction
Over the last few decades, the global economy has evolved tremendously with the manner
that it is structured and controlled by collaborating countries. These developments have
consequences that impact not just the distribution of goods between countries and services, but
also the movement of citizens. As we’ve seen on occasions over the last century, too great a
fluctuation in this international economic system can lead to a global economic crisis. So, what
exactly is the global economy, how does it function, and how does it affect our lives? Here we take
a closer look to help you understand the complexities of the force that governs the modern world!

A. Activity
DIRECTION: Create an image or poster that reflects or best describes the definition of
Global economy. Illustrate your work in a whole sheet of bond paper and make sure to color it
with any type of coloring material (e.g., crayons, poster paints, colored pencils, and watercolor)
you have at home.

B. Abstraction
Global economy refers to the international exchange of goods and services that is expressed
in monetary units of money. It may also mean as the free movement of goods, capital, services,
technology, and information. These economic activities can have either a positive and or negative
impact on the countries involved.
The global economy comprises several characteristics, such as:
Globalization- describes a process by which national and regional economies, societies, and
cultures have become integrated through the global network of trade, communication,
immigration, and transportation.
International Trade- considered to be an impact of globalization. It refers to the exchange of
goods and services between different countries, and it has also helped countries to specialize in
products which they have a comparative advantage in. This is an economic theory that refers to an
economy's ability to produce goods and services at a lower opportunity cost than its trade partners.
International Finance– money can be transferred at a faster rate between countries compared to
goods, services, and people; making international finance one of the primary features of a global
economy. International finance consists of topics like currency exchange rates and monetary
policy.
Global Investment- This refers to an investment strategy that is not constrained by geographical
boundaries. Global investment mainly takes place via foreign direct investment (FDI).

Who controls the global economy?

 Many people think that the global economy is controlled by governments of the largest
economies in the world, but this a common misconception. Although governments do hold power
over countries’ economies, it is the big banks and large corporations that control and essentially
fund these governments. This means that the global economy is dominated by large financial
institutions. According to world economic news, US banks participate in many traditional
government businesses like power production, oil refining and distribution, and also the operating
of public assets such as airports and train stations. This was proven when certain members of the
US Congress sent a letter to the Federal Reserve Chairman Ben Bernanke. Here’s an excerpt from
the letter:
“Here are a few examples. Morgan Stanley imported 4 million barrels of oil and petroleum
products into the United States in June, 2012. Goldman Sachs stores aluminum in vast warehouses
in Detroit as well as serving as a commodities derivatives dealer. This “bank” is also expanding
into the ownership and operation of airports, toll roads, and ports. JP Morgan markets electricity
in California.
In other words, Goldman Sachs, JP Morgan and Morgan Stanley are no longer just banks – they
have effectively become oil companies, port and airport operators, commodities dealers, and
electric utilities as well.”
-excerpt from letter to the Federal Reserve Chairman Ben Bernanke-

What are the benefits of global economy?

There are numerous benefits of a global economy, which include:
Free trade: Free trade is an excellent method for countries to exchange goods and services. It also
allows countries to specialize in the production of those goods in which they have a comparative
advantage.
Movement of labor: Increased migration of the labor force is advantageous for the recipient
country as well as for the workers. If a country is going through a phase of high unemployment,
workers can look for jobs in other countries. This also helps in reducing geographical inequality.
advantageous economic factors such as lower average costs and lower prices for customers.
Increased economies of scale: The specialization of goods production in most countries has led
to.
Increased investment: Due to the presence of global economy, it has become easier for countries
to attract short-term and long-term investment. Investments in developing countries go a long way
in improving their economies.

How does the global economy work?

The functioning of the global economy can be explained through one word —transactions.
International transactions taking place between top economies in the world help in the continuance
of the global economy. These transactions mainly comprise trade taking place between different
countries. International trade includes the exchange of a variety of products between countries. It
ranges all the way from fruits and foods, to natural oil and weapons. Such transactions have a
number of benefits including:
a. Providing a foundation for worldwide economic growth, with the international economy
set to grow by 4% in 2019 (source: World Trade Organization);
b. Encouraging competitiveness between countries in various markets;
c. Raising productivity and efficiency across countries;
d. Helping in the development of underdeveloped countries by allowing them to import
 capital goods (machinery and industrial raw materials) and export primary goods (natural
resources and raw materials).

Factors affecting global economy

According to the latest economic news, here are some of the key factors that influence and
affect how well the global economy works:
Natural resources; Infrastructure; Population; Labor; Human capital; Technology; and Law.
Global economy or economic globalization is concerned on the globalization of
production, finance, markets, technology, organizational regimes, institutions, corporations, and
labor. While economic globalization has been expanding since the emergence of trans-national
trade, it has grown at an increased rate due to an increase in communication and technological
advances under the framework of the General Agreement on Tariffs and Trade and World Trade
Organization, which made countries gradually cut down trade barriers and open up their current
accounts and capital accounts. This recent boom has been largely supported by developed
economies integrating with the majority world through foreign direct investment and lowering
costs of doing business, the reduction of trade barriers, and any cases, cross-border migration.

C. Assessment

Activity No. 2. Let’s Do This

Make a status report of the current economic condition of our country, the Philippines as the
COVID-19 pandemic hits the world. Write your report in a whole sheet of bond paper.

IV. References

Mariano M. Ariola, (2018). The Contemporary World. Manila: Unlimited Books Library Services
& Publishing Inc.
https://www.edology.com/blog/accounting-finance/how-does-global-economy-work/

FURTHER READINGS
It is best fitting to read these online sources to further sharpen your ideas and comprehension:
https://www.ft.com/global-economy
http://oecd.org/coronavirus/en/themes/global-economy

Prepared by:

MANUEL SANTIAGO M. RULLEN

Faculty, CFMS
BISU-Candijay Campus
MODULE 2 - Week 3-5
Unit 2 – THE STRUCTURES OF GLOBALIZATION
Lesson 2.2 – Market Integration
I. Learning Outcomes: At the end of the lesson, the students should have:
1. comprehended the principles governing market integration;
2. differentiated the different types of market integration; and
3. articulated a stance on global economic integration.

II. Introduction
This lesson will generally focus on the relationship of markets all over the world. The
existence of one price in two markets indicates the degree of price transmission and the speed at
which information travels between two markets. Well integrated markets have very similar prices
the difference being just the cost of transportation of the commodity from one market to another.
If markets are integrated, they ideally have the following features:
A. Information travels quickly.
B. Demand and supply in the two markets adjust very quickly due to efficient mobility of
goods.
C. Price adjustment in the two markets also takes place freely and quickly.

III. Learning Content and Tasks

A. Activity
DIRECTION: Illustrate a market chain commodities flow from producers to consumers.
Example of which is the process by which our rice flows, from rice fields to our dining table.
Please make your illustration clear and comprehensive. You may refer to this link:
https://tinyurl.com/2v8uaemb

B. Abstraction

Market Integration
· Integration shows the relationship of firms in a market. The extent of integration influences the
market conduct of the firms and consequently their marketing efficiency.
· Markets differ in the extent of integration and, therefore, there is a variation in their degree of
efficiency.
· Market integration is a process which refers to the expansion of firms by consolidating additional
marketing functions and activities under a single management.
There will be some difference in the prices, no doubt, but changes in the price in the two
markets will again be similar and in the same direction, that determines the degree of integration.
On the other hand, a segmented market is one where the terms of transaction are influenced by the
location of the buyer and the seller, much more than the transportation costs of moving the goods
from one market to another.

Types of market integration

There are three basic types of market integration: Horizontal integration, Vertical
integration and Conglomeration

HORIZONTAL INTEGRATION
In this type of integration, some marketing agencies combine to form a union to reduce
their effective number and the extent of actual competition in the market.

VERTICAL INTEGRATION
Vertical integration occurs when a firm performs more than one activity in the sequence of
the marketing process. It is linking together of two or more functions in the marketing process with
in a single firm or under a single ownership.

CONGLOMERATION
A combination of agencies or activities not directly related to each other may operate under
a unified management, meeting the multiple needs of their customers, most of whom are farmers
spreading the risk and helps in expanding the activities to additional markets.

Horizontal Integration
Horizontal integration is the merger of two or more companies that occupy similar levels
in the production supply chain. However, they may be in the same or different industries. The
process is also known as lateral integration and is the opposite of vertical integration whereby
companies that are at different stages in the production supply chain merge.
One of the clearest examples of horizontal integration is Facebook’s acquisition of
Instagram in 2012 for a reported $1 billion. Both Facebook and Instagram operated in the same
industry (social media) and shared similar production stages in their photo-sharing services.
Facebook sought to strengthen its position in the social sharing space and saw the acquisition of
Instagram as an opportunity to grow its market share, reduce competition, and gain access to new
audiences. Facebook realized all of these through its acquisition. Instagram is now owned by
Facebook but still operates independently as its own social media platform.

Another example. Disney-Pixar

Another notable example of a horizontal integration was Walt Disney Company's $7.4
billion acquisition of Pixar Animation Studios in 2006. Disney began as an animation studio that
targeted families and children. However, the entertainment giant was facing market saturation with
its current operations along with creative stagnation.
Pixar operated in the same animation space as Disney, but its (digitally) animated movies
used cutting-edge technology and an innovative vision. The deal is now widely considered to have
literally and figuratively reanimated Disney, expanded its market share, and boosted its profits.

Vertical Integration
Vertical integration is a strategy whereby a company owns or controls its suppliers,
distributors or retail locations to control its value or supply chain. Vertical integration benefits
companies by allowing them to control process, reduce costs and improve efficiencies. However,
vertical integration has disadvantages, including the significant amounts of capital investment
required.
Netflix is a prime example of vertical integration. The company started as a DVD rental
business before moving into online streaming of films and movies licensed from major studios.
Then, Netflix executives realized they could improve their margins by producing their own
original content. Today, Netflix uses its distribution model to promote its original content
alongside programming licensed from studios.

Types of Vertical Integration

There are various strategies companies use to control multiple segments of the supply
chain. Two of the most common include backward and forward integration.
· BACKWARD INTEGRATION (e.g. Amazon)
· FORWARD INTEGRATION (e.g. solar power company that produces photovoltaic products &
also manufactures the cells used to create those products)

Backward integration is when a company expands backward on the production path into
manufacturing, meaning a retailer buys the manufacturer of their product. An example might be
Amazon (AMZN), which expanded from an online retailer of books to become a publisher with
its Kindle platform.2 Amazon also owns warehouses and parts of its distribution channel.
Forward integration is when a company expands by purchasing and controlling the direct
distribution or supply of its products. A clothing manufacturer that opens its own retail locations
to sell product is an example of forward integration. Forward integration helps companies cut out
the middleman. By removing distributors that would typically be paid to sell a company's products,
overall profitability is improved.

Conglomeration or Conglomerate Integration

A conglomerate is one very large corporation or company, composed of several combined
companies, that is formed by either takeovers or mergers. In most cases, a conglomerate supplies
a variety of goods and services that are not necessarily related to one another. The newly-formed
conglomerate becomes known as the parent company, while the smaller firms that compose it are
known as subsidiaries. Each act independently of one another but reports back to the management
of the parent company.
One common example of a conglomerate is Samsung. Samsung is one of the largest
multinational conglomerate companies that produce a wide range of products included mobile
phones, televisions, computers and more other services. “Samsung Electronics is a global leader
in semiconductors, telecommunications and digital media technologies with sales of 143.1 billion
U.S. dollars in 2011 and 221,730 employees spread across 72 countries. Samsung has been the
world 's largest television manufacturer since 2006 and is the world 's largest producer of LCD
panels. The company also has the greatest share of the global market for memory chips. With the
introduction of the Samsung Galaxy S mobile, the company has taken the lead in global sales
figures for smartphones as of 2011.”

When prices among different locations or related goods follow the same patterns over a
long period of time, market integration exists. Similarly, when groups of prices often move
proportionally to each other, and when this relation is very clear among different markets, it is said
that the markets are integrated. Hence, it could be concluded that market integration is an indicator
that explains how much different markets are related to each other.
The merger of two companies at similar levels in the production supply chain is known as
horizontal integration. The transaction allows companies to expand their market share and cut costs
with synergies. These integrations can include companies in different industries, but they are the
opposite of vertical integrations, which include companies at difference production supply stages.
Vertical integration is when a company owns or controls its suppliers, distributors or retail
locations to control its value or supply chain. Vertical integration benefits companies by allowing
them to control the process, reduce costs and improve efficiencies. Backward integration is when
a company expands backward on the production path into manufacturing. Forward integration is
when companies control the direct distribution or supply of their products.
Conglomerates come with both risks and rewards. For some firms, the formation of a
conglomerate enables them to stay afloat and increase profitability by being able to lean on the
combined efforts and resources of multiple companies. For others, too much diversity proves to
be a ticket to disaster. Finding the sweet spot that lies between a profitable addition or two and
taking on too much to manage is what makes for a successful conglomerate.

C. Assessment

Activity No. 3. Let’s Create

Make a Venn Diagram that will show the similarities and differences between Horizontal
Integration, Vertical Integration, and Conglomerate Integration. Write your answer in a short bond
paper.

IV. References
Mariano M. Ariola, (2018). The Contemporary World. Manila: Unlimited Books Library Services
& Publishing Inc.
https://tinyurl.com/47tzuhka https://tinyurl.com/vfp2y4zn
https://tinyurl.com/2vxweje8 https://tinyurl.com/yvcwnrme

Prepared by:

MANUEL SANTIAGO M. RULLEN

Faculty, CFMS
BISU-Candijay Campus
MODULE 2 - Week 3-5
Unit 2 – THE STRUCTURES OF GLOBALIZATION
Lesson 2.3 – The Global Interstate System
I. Learning Outcomes: At the end of this section, the students should have:

1. explained the effects of globalization on nation-states;

2. categorized the institutions that govern international relations; and
3. differentiated nation from state.

II. Introduction

Global State System is the whole system of human interactions. The modern world-system
is structured politically as an interstate system – a system of competing and allying states. Political
Scientists commonly call this the international system, and it is the main focus of the field of
International Relations. The state has traditionally been subject of most interest to scholars of
global politics because it is viewed as “the institution that creates warfare and sets economic
policies for a country.” Furthermore, Weber (1997) describes the state as a compulsory political
organization with a centralized government that maintains the legitimate use of force within a
certain territory. On the other hand, the concept of nation emphasizes the organic ties that hold
groups of people together and inspire a sense of loyalty and belonging-i.e., ethnicity, language,
religion, and others (Schattle, 2014). Combining these two, a nation-state can then be defined as
a political community that emanates from civic society to legitimately execute peace. Thus, the
civic society is the basis of the people's oneness.

III. Learning Content and Tasks

A. Abstraction

Global Governance in the Twenty-First Century

These are the specific factors behind the emergence of global governance.

1. The declining power of nation-states. If states themselves were “highly contingent and in flux”
(Cerny, 2007, p. 854), it would open the possibility of the emergence of some form of global
governance to fill the void.
2. The vast flows of all sorts of things that run into and often right through the borders of
nation-states. This could involve the flow of digital information of all sorts through the internet.
For example, China’s periodic efforts to interfere with the Internet have brought great
condemnation both internally and externally.
3. Mass migration of people and their entry, often illegally, into various nation-states. If states
are unable to control this flow, then there is a need for some sort of global governance to help deal
with the problem. The flow of criminal elements, as well as their products (drugs, laundered
money, those bought and sold in sex trafficking, etc.), is a strong factor in the call for global
governance (Levy and Sznaider, 2006).
4. Horrendous events within nation-states that the states themselves either foment and carry
out, or are unable to control (Nordstrom, 2004). For example, in Darfur, Sudan, perhaps
hundreds of thousands have been killed, millions of people displaced, and the lives of many
disrupted in a conflict that date back to early 2003. The government of Sudan and its military have
been implicated in the conflict between ethnic and tribal groups and the Sudanese government.
5. The global financial crises and panic that sweep the world periodically, which nations are
often unable to deal with on their own (Strange, 1996). Indeed, some nations (e.g., the nations of
Southeast Asia) have often been, and are being, victimized by such crises.
Nation-states have long struggled to deal with problems like these through various
interstate systems (e.g., alliances such as NATO), but the more recent trend is toward the
development of more truly global structures and methods of dealing with various sorts of issues
and problems.

Effect of Globalization to Governments

There have been several challenges to the government and ultimately, to state autonomy.
We can divide these challenges into four: traditional challenges, challenges from national or
identity movements, global economics, and global social movements.

1. Traditional Challenges
a. External intervention
It can generally be described as invasion by other countries. For example, when Saddam
Hussein was the ruler of Iraq in 1990, he decided he was going to take over the oil fields of Kuwait.
He invaded Kuwait and took it over. As a result, he was dislodged by an international coalition led
by the United States.
These days, we can see external intervention in other forms. Russia’s external intervention
into the affairs of Ukraine, a sovereign in the post-Soviet era, is another instance of intervention
in the autonomy of the state. Russia intervenes in the affairs of people in Crimea.
b. Internal political challenges
Internal political challenges can also happen. For example, after the Arab Spring in Egypt,
a new constitution was created and a government was elected. That government was more
fundamentalist and rejected the notion of a plural society that included religious diversity. The
military staged a coup that deposed the government in order to restore stability. Other examples
include the Taliban’s efforts to control the government of Afghanistan. In Syria, the original
rebellion against Assad came from the country’s own internal dissenters who wanted to replace
the government even though they were also Syrian nationals.
c. Regional organizations challenging state autonomy.
The United Nations intervened in Sudan because of the several years of civil war. More
recently in Europe, specifically in Greece, it also interfered in the Greek debt crisis.

2. Challenges from National/Identity Movements

The next challenges are part of a national identity or movement. It is important to know
that a nation has cultural identity that people attached to, while a state is definite entity due to its
specific boundaries. However, different people with different identities can live in different states.
For example, the Kurds reside in several different countries including Iraq, Iran, and Turkey. The
Catalans live primarily in Spain but we can also find some of them in France. Scottish nationalism
is another example that challenges the traditional notions of state sovereignty.
 Global movements, such as the Al-Qaeda and ISIS, are another example of national or
identity movements. In this case, they are structured around the fundamentalist version of Islam.

3. Global Economics
The third major source of challenge comes from global economics. Global economy
demands the states to conform to the rules of free-market capitalism. Government austerity comes
from the developments of organizations that cooperate across countries, such as WTO and regional
agreements, such as NAFTA, the European Union (EU), and the Association of Southeast Asian
Nations (ASEAN).
A specific example to expand global economic influence is the use of IMF and the World
Bank in forcing government reforms in poorer country. Furthermore, the regional economic
development efforts focused on expanding free trade and market liberalization. Businesses from
developed countries put their factories and pay people to build factories and produce goods in
developing countries worldwide. These corporations will sell the products in developing countries.

4. Global Social Movements

Finally, we have global social movements. Most of the time, they are not seen as a threat
but they definitely challenge state sovereignty. Social movements are movements of people that
are spontaneous or that emerge through enormous grassroots organization. These social
movements are transnational movements which means they occur across countries and across
borders. Therefore, states have less control over them.
For example, human rights movements create a public sentiment, value, and agenda. The
idea is that there are certain rights that states cannot neglect or generally, what we call human
rights. If a country decides that they are going to have a particular policy and if that policy violates
the international standard of human rights, there is a challenge to the ability of states to fully
implement it.
Consensus on women’s rights is another example in many countries. Arguably, the biggest
conflict between the West and the fundamentalist Islam is over the role of women in society, as
well as women’s autonomy. Rights of personal autonomy are another example and this includes
issues on homosexuality, same-sex marriage, and gender equality.

The Relevance of the State amid Globalization

The state is a distinctive political community with its own set of rules and practices and
that is more or less separate from other communities. It has four elements: people, territory,
government, and sovereignty. The first element of a state is a permanent population. This
population does not refer to a nomadic people that move from one place to another in an indefinite
time. This permanent presence in one location is strengthened by the second element of a state, a
defined territory. A territory has clear boundaries. A territory is effectively controlled by the third
element, government. The government regulates relations among its own people and with other
states. This means that the state is a formally constituted sovereign political structure
encompassing people, territory, and its institutions on the one hand, and maintaining its autonomy
from other states on the other hand.
It is important to differentiate the idea of nation from state. Nation refers to a people rather
than any kind of formal territorial boundaries or institutions. It is a collective identity grounded on
a notion of shared history and culture. If we talk about the Philippines as a state, we may refer
to the Philippine government, the Philippine territory, and its internal and external sovereignty. If
we talk about the Philippines as a nation, we refer to our shared collective notion of democracy,
our history, and our collective identity. In other words, the state is a political concept, while a
nation is a cultural concept. States, through its formalized institutions, more or less reflect nations.
This would allow states to have a certain people with their own collective identity. In turn, they
should be allowed to form their own political state. This is the principle of national self-
determination.
This brings us to the concept of the nation-state. It is territorially bounded sovereign
institution that governs individuals sharing a collective history, identity, and culture. In reality, it
is difficult to think of any nation as having any shared national identity. The Philippines, although
formally a state, has a variety of ethnic traditions.

B. Assessment

Activity No. 4. Let’s Do This

Research one (1) international nongovernmental organization (INGOS) that are not-for-
profit and performs public functions but are not established or run by nation-states. Provide
information on the following:
a. Name of Organization:
b. Short Background of the Organization:
c. What they stand:
d. What they do:
e. Remarkable Contributions/Accomplishments:
(You can present photo-documentation of their accomplishments)
f. Reaction (1 paragraph only)

Font Style: Times New Roman, Font Size: 12, short bond paper
Criteria/Rubrics
Substance/Content: 25%
Presentation/Organization of Ideas: 25%
Relevance of the Topic: 30%
Creativity: 15%
Timeliness: 5%
100%

IV. References
Aldama, P.K. (2018). The Contemporary World. Manila: Rex Book Store, Inc.
Mann, M. (2007). Has globalization ended the rise of the nation-state? Review
of International Political Economy 4, (3).

Prepared by:

EVANGIELYN LUMANTAS
BISU-Balilihan Campus
MODULE 2 - Week 3-5
UNIT 2 – THE STRUCTURES OF GLOBALIZATION
Lesson 2.4 – Contemporary Global Governance
I. Learning Outcomes: At the end of this section, the students should have:
1. described the challenges of global governance in the 21st century.
2. identified the roles and functions of the United Nations.
3. explained the relevance of the nation-state in the midst of globalization.

II. Introduction

Global governance is the purposeful order that emerges from institutions, processes,
norms, formal agreements, and informal mechanisms that regulate action for the common good.
Global governance encompasses activities that transcend national boundaries at the international,
transnational, and regional levels and is based on rights and rules that are enforced through a
combination of economic and moral incentives. Mechanisms of global governance are composed
of elements and methods from both the public and private sectors. These elements include agreed
upon standards, evolving norms based on shared values, and directives issued by private authorities
and ultimately enforced by states. Methods of global governance include harmonization of laws
among states, international regimes, global policy issue networks, and hybrid institutions that
combine functions of state agencies and private sector organizations.

III. Learning Contents and Tasks

A. Abstraction

GLOBAL GOVERNANCE
 There is no world government to coordinate and facilitate cooperation among all actors to
deal with threats and challenges.
 Therefore, global governance is specially needed.
 What is Global Governance?

“…sum of the many ways individuals and institutions, public and private, manage
their common affairs…” (Commission on Global Governance)
“…collection of governance-related activities, rules and mechanism, formal and
informal, existing at a variety of levels in the world today, also referred to as the
‘piece of global governance’…”(Kams and Mingst)

The Importance of Global Governance

Global governance is necessary because humanity increasingly faces both problems and
opportunities that are global in scale. Today, transnational problems such as violence and
pandemics routinely reach across borders, affecting us all. At the same time, the increasingly
integrated global system has also laid the necessary foundations for peace and spectacular
prosperity. Effective global governance will allow us to end armed conflict, deal with new and
emerging problems such as technological risks and automation, and to achieve levels of prosperity
and progress never before seen

Pieces of Global Governance

1. International Law
 There are 5 sources of international law: treaties or conventions,
customary practices, the writings of legal scholars, judicial decisions, and
general principles of law)
 Much of the growth has been in treaty law (1951-1995: 3,666 new
multilateral treaties were conducted)
 What is the role of the international law?

2. International Norms or Soft Law

 Not a binding legal documents, but rather the standards of behaviors, such
as: some human rights, labor rights, framework conventions on climate
change and biodiversity.

3. International Organizations (IGOs)

 In 2003/04, there were around 238 IGOs.
 Types: Global (UN, WTO, WHO…), Regional (ASEAN, EU, AU,
SAARC..), General purpose (UN, OAS), Specialized (WTO, WHO, ILO,
NATO..)
 Functions:
 Informational – gather, analyze, disseminate data
 Forum – exchanges of views and decision-making
 Normative – defining standards of behavior
 Rule-Creating – drafting treaties
 Rule-supervisory – monitoring compliance
 Operational – actions to achieve goals

4. NGOs
 There are over 6,500 NGOs that have an international dimension either in
terms of membership or commitment to conduct activities.
 Advocating a particular cause, such as human rights, peace or
environmental protection.
 Providing services such as disaster relief, humanitarian aid…

5. International Regimes
 Encompassing rules, norms and principles as well as the practices of
actors that show both how their expectations converge and their
acceptance of and compliance with rules.
 E.g. IAEA, Kyoto Protocol

6. Global Conference
 The Summit for Children in 1990 in New York
 Rio Earth Summit in 1992
  Fourth World Conference on Women in 1995
 Copenhagen Conference on Climate Change (COP16)

Global Challenges and Opportunities:

There are deep-rooted causes of the crisis in world governance
1. Economic inequality
2. Social Conflict
3. Religious Sectarianism
4. Western Imperialism
5. Colonial Legacies
6. Territorial Dispute
7. The control over the basic resources like Water and Land

Global Governance
 Financial instability
 Rising levels of unemployment
 Persistent poverty
 Ecological imbalances
 Widening Inequality
 Nuclear proliferation
 Social tension, unrest & terrorism

Some Key Issues

 Rapid globalization in the absence of effective democratic institutions and legal
framework for global governance
 Outdated economic theory & measures
 Unregulated financial speculation diverting capital from the real economy & employment
 Domination of national governments by money power
 Inadequate capacity and quality of global education system
 Unregulated wasteful exploitation of natural resources
 Persistence of competitive national security paradigm
 Refusal of the P5 to honor commitments under NPT

Core Ideas
1. Ideas have immense power to change the world.
2. Global challenges are interdependent and have common roots.
3. Human Capital is the most precious, unlimited resource.
4. Human security, welfare and well-being are the primary goals of economy-not growth for
growth sake.
5. Regulation is essential for freedom.
6. Employment is the economic equivalent of the right to vote.
7. Economic value should reflect human economic welfare.
8. Financial markets must serve the real economy.
9. Economic theory must recognize the centrality of knowledge-based systems delivery
services over extended period of time.
 10. Money, markets and technology are human creations intended to serve, not dominate or
enslave, humanity.
11. Economy and polity are subsets of society-all economy is Political Economy.
12. Money is a social organization that capitalizes trust, not a material thing.
13. Uncertainty is the source of unlimited social creative potential.
14. Solutions must reconcile Freedom & equality, the rights of the individual with the rights
of collective.
15. Sovereignty must take into account the rights of the human collective.

Core Strategies
1. Recognition of employment as a fundamental human right
2. Taxation to reduce inequalities & redirect resources from speculation to real economy
and employment generation
3. Global referendum
4. Appropriate valuation, pricing & taxation of natural resources
5. Global on-line educational and vocational training system
6. Human welfare-based economic measures to replace GDP
7. Established human sovereignty as principle of international law
8. ICJ to declare total ban on nuclear weapons
9. Democratization of the UN
10. Widest possible extension of insurance coverage
11. Issuance of world currency & complementary currencies

The Structures of Globalization

Today, global governance makes world affairs systematic, secured, and formulaic. Weiss
& Thakur (2014) describe global governance as the totality of norms, laws, policies, and bodies
that define, comprise, and facilitate transnational relations between citizens, states, cultures,
intergovernmental, and non0governmental organizations. Rules and norms put everything in order.
Though global governance is rule-based, it has no central authority. However, there are systems
for international relationships that bind the states, people, and society together.
Since the United Nations (UN) has the most numbers of members among the established
global systems, this section discusses its organs, roles, and functions. UN is composed of six
organs. The General Assembly is the central deliberative and the only organ where all member-
states have equal representation in discussion and consideration, and policymaking. The Security
Council is the organ which has the commitment to preserve peace and security. The Economic and
Social Council is the main organ for cooperation, policy review, policy dialogue, and advice o
social, economic, and environmental issues. The Trusteeship Council is the organ tasked to
administer international oversight for 11 trust territories and to make sure that adequate procedures
are taken for independence and self-government. The International Court of Justice is UN’s prime
judicial organ. The Secretariat is the organ tasked to execute the daily activities as assigned by the
five organs.
The United Nations was established after the Second World War with one central mission-
to maintain international peace and security. Currently, with the world being faced with numerous
issues that threaten peace, UN serves as an actor in confronting these. In 1948, UN was responsible
for bringing human rights into the realm of international law through the Universal Declaration of
Human Rights. UN is also space for its members to manifest their perspectives through its core
organs and committees. The organization has become an instrument for governments to identify
spaces of agreement and resolve problems collectively by enabling the exchange of opinions
between and among its members and by hosting consultations.
Aside from maintaining international peace and security and protecting human rights, UN
also carries the functions of delivering humanitarian aid, promoting sustainable development, and
upholding international law.
The organization utilizes good offices, diplomacy, and mediation. It does peacekeeping
processes in countries with domestic conflicts and peace-building tasks in countries freed from
conflict, lessening the risk of reversing into conflict and setting the groundwork for sustainable
peace and development. It agrees on the global battle against terrorism and works for the removal
of nuclear weapons and other instrument of mass destruction. All of these are executed to maintain
international peace and security.
In order to protect human rights, UN scrutinizes situations and issues reported to them and
oversees the exercise of international human rights agreements. It takes responsibility for
reviewing, monitoring, reporting, and commending human rights from a country-based
perspective. It approaches human rights energy within the UN development system and boosts
awareness of the reasons and acts of genocides, warns relevant players where there is a danger
genocides, promotes, and mobilizes for relevant action. Ultimately, it governs the conceptual,
institutional, political, and operational advancement of the Responsibility to Protect.
In delivering humanitarian aid, UN is responsible for coordinating responses to
emergencies and supports rapid humanitarian response for people affected by natural disasters and
armed conflict.

The United Nations and the UN Charter

Following the Japanese attacks on Pearl Harbor, efforts were set in motion for the creation
of a new organization that might provide a more secure basis for peace and prosperity. The
organizational that emerged at the San Francisco conference in 1945 was the United Nations, but
the work program leading to this outcome had begun several years before and was the result of
long and delicate negotiations.
On January 1 of 1942 the United States, Great Britain, the Soviet Union and China plus 22
nations then involved in the war effort against the Axis powers setup an alliance in which members
pledged to fight until victory, and to work for the establishment of an effective system of
international security. The name adopted for this alliance was United Nations, suggested by
President Roosevelt himself. By 1945 it included 51 nation states as members.
It is noteworthy that up to OCTOBER OF 1943 much of the focus centered on the future
establishment of some type of international entity founded on federalist principles, not unlike the
model adopted by the United States during its Constitutional Convention in 1787. This would have
implied the creation of a legislative body with substantial powers to enact laws that would be
binding on member states.
There were discussions on Rights to guarantee basic freedoms and protections for citizens,
such as freedom of speech and worship and freedom from want and fear which Presidents
Roosevelt said would “secure to every nation a healthy peacetime life for its inhabitants” and also
meant a worldwide reduction of armaments… that no nation will be in a position to commit an act
of physical aggression against any neighbor.” Indeed, the final version of the UN Charter contains
what is perhaps the first explicit commitment on the part of the international community to promote
economic and social development.
 These visions of world order were confronted with a strong dose of reality in October of
1943 at a conference in Moscow to discuss the architecture then being embedded in the draft UN
Charter. The Soviet authorities, more concerned with the war effort, said they would not object to
some form of collective security mechanism, provided it was based on great power unanimity
through the veto. As long as the UN was founded on the principle of “sovereign equality of states”
and was, thus, rendered into a largely harmless organization, the Soviets would not object.

B. Assessment

Activity No. 5. Let’s Think Globally

Research one (1) event in the global community that depicts the participation of the
Philippines. Give at least 2 paragraphs narrative report

IV. References
Aldama, P.K. (2018). The Contemporary World. Manila: Rex Book Store, Inc.
Mann, M. (2007). Has globalization ended the rise of the nation-state? Review
of International Political Economy 4, (3).

Prepared by:

EVANGIELYN LUMANTAS
BISU-Balilihan Campus
MODULE 3- Week 6-8
UNIT 3 – A WORLD OF REGIONS
Lesson 3.1 – Global Divides
I. Learning Outcomes: At the end of the lesson, the student should have:
1. defined the term Global south
2. differentiated the global south form the third world country
3. analyzed how a new conception of global relations emerged from the experiences of
Latin American Countries
II. Introduction
Globalization makes people connected and this interconnectedness is part of our daily life.
The leads to the so-called global divides, the Global North and Global South this two terms divides
the world. The “Global North contains all the countries north of the equator in the Northern
Hemisphere, and the Global South holds all of the countries south of the Equator in the Sothern
Hemisphere (Karpillo, 2018). According to Kwarteng and Botch way (2018), “the North and the
South divide in the practice and application of international laws. On the other hand, Global
developed North advocate for a collective action to protect the environment while the developing
Global South, argued for social and economic justice in practice.

III. Learning Content and Tasks

A. Abstraction

The gap between the ‘North’ and ‘South’ Despite very significant development gains
globally which have raised many millions of people out of absolute poverty, there is substantial
evidence that inequality between the world’s richest and poorest countries is widening. In 1820
Western Europe's per capita income was three times bigger than Africa’s but by 2000 it was
thirteen times as big. In addition, in 2013, Oxfam reported that the richest 85 people in the world
owned the same amount of wealth as the poorest half of the world’s population. Today the world
is much more complex than the Brandt Line depicts as many poorer countries have experienced
significant economic and social development. However, inequality within countries has also been
growing and some commentators now talk of a ‘Global North’ and a ‘Global South’ referring
respectively to richer or poorer communities which are found both within and between countries.
For example, whilst India is still home to the largest concentration of poor people in a single nation
it also has a very sizable middle class and a very rich elite. There are many causes for these
inequalities including the availability of natural resources; different levels of health and education;
the nature of a country’s economy and its industrial sectors; international trading policies and
access to markets; how countries are governed and international relationships between countries;
conflict within and between countries; and a country’s vulnerability to natural hazards and climate
change.

Global South
 Countries have been unable to evolve an indigenous technology appropriate to their own
resources and have dependent on power
  According to Claudio(2014) stated that the global south is both a reality and a provisional
in progress.
 According toSparke (2007)in Claudio (2014) said that Global South is everywhere, but is
also somewhere , located at the intersection of entangled political geographies and
repression the resistant
 Mhaler (2017) coined three primary definition of Global South
o First, it has tradition been used with intergovernmental development organization
o Second, the Global South captures a deterritorialized geography of capitalism’s
externalities and means to account for subjugated peoples within the borders of
wealthier countries
o Third, Global south refers to the resistant imaginary
 Economy was based on cotton production which depended on slave labor.
 Southern economy was weak and vulnerable because it depended entirely on cotton but
was still very profitable. The period of cotton growing was called King Cotton.

Global South from the Third World

 The term “Third world” labelled to those countries that did not align with democratic or
communist countries as coined by Alfred Sauvy, a French demographer after World War
II and during Cold War.
 The Third World included the developing nation of Africa, Asia, and Latin America
 According to Wolves et al (n.d) the “The Third World become central political slogan for
the radial left
 Global South thus incorporates not only spaces that used to be referred to before as Third
World, but also spaces in the North that are characterized by exploitation, oppression and
neo-colonial relations, such as indigenous and black communities (and immigrant
communities) in Western societies; and vice versa,
 The phrase “Global South” refers broadly to the regions of Latin America, Asia, Africa,
and Oceania. It is one of a family of terms, including “Third World” and “Periphery,” that
denote regions outside Europe and North America, mostly (though not all) low-income and
often politically or culturally-marginalized.

Global North
 Generally, definitions of the Global North include the United States, Canada, almost all
the European countries, Israel, Cyprus, Japan, Singapore, South Korea, Taiwan,
Australia, and New Zealand.
 Economy was based on industries and major businesses, commerce and finance. North
had many manufacturing factories that dealt with textiles, lumber, clothing, machinery,
leather, and wooden goods.
 The biggest business of the north was in railroad construction. Transportation was easier
because of railroads.
North-South Divide:
North-South Gap: Term used to describe the economic gap between the rich northern
countries of the world and the south poorer countries of the world.
NORTH SOUTH
DEFINITION:
During Cold War – Primary Global Division Was Between East and West, and
Predicated Upon Security and Power Balance.
After Cold War – Many See Primary Global Division as Being Between North and
South, and Predicated Upon Economic Inequality.
Developed and Developing Countries:
Issues of North-South Divide: North-South Divide Issues Distribution of income around the
world Economic competition worldwide Standard of living
Issue no. 1:
 Standard of living: Factors lead to low of standard of living
 Lack of trade and aid Single crop farming Abundance of debt Neo- Colonial ism
Issue no.2: Distribution of income around the world:
 Liberalization of market occurs, most South countries lost to the competition from
the North.
 Encourage migration of people from South to North for having a more good
income.
Issue no.3: Economic competition worldwide:
 Factors determine the competitiveness of economy
 Appropriate infrastructure
 Stable macro-economic frame work
 Well-functioning public and private institutions
Reasons for development gap:
 ENVIRONMENTAL natural features e.g. soil
 HISTORICAL things which have happen in years before e.g war
 SOCIO – ECONOMIC society, culture and money e.g religion
Some countries are developing faster than others. Many Asian countries are quickly
developing while many African countries are slowly developing.

MAJOR DIFFERENCES IN NORTH AND SOUTH:

Some of the major differences in North and South countries are as follows:
NORTH SOUTH
o Less population
o High Wealth
o High Standard of living
o High Industrial development
o Industry
o Large population
o Low Wealth 
o Low Standard of living
o Low Industrial development Agriculture
Classifying Countries:
Countries can be classified into three different types:
Most Developed Countries (MDCs):  the richest of the industrialized and
democratic nations of the world.
 Less Developed Countries (LDCs):  countries with little industrial development,
little wealth, and high population growth.
Least Developed Countries (LLDCs):  very low per capital income, low literacy
rates, and very little in the way of manufacturing industries.

Reasons: There are 3 main reasons why our world is so unequal today:
 Colonialism:
a. Today’s North-South gap traces its roots to the colonization of the Southern world
regions by Europe over the past several centuries. This colonization occurred at
different times in different parts of the world, as did decolonization.
 b. Control by one power over a dependant area or people.
 Trade:
a. What you are spending to bring goods into your country is a greater sum that what
you are making by selling products in the global economy.
b. You are losing money. Southern countries suffered from this.
 Debt:
a. Their products were losing money in the global economy, so they needed to
increase production.
b. The only way they could do this was to borrow money from the rich northern
countries.
c. This put them in debt.
Division of north and south:
 The North-South Divide (or Rich-Poor Divide) is the socio-economic and political
division that exists between the wealthy developed countries, known collectively as “the
North,” and the poorer developing countries (least developed countries), or “the South.”
Although most nations comprising the “North” are in fact located in the Northern
Hemisphere, the divide is not primarily defined by geography.
 As nations become economically developed, they may become part of the “North,”
regardless of geographical location, while any other nations which do not qualify for
“developed” status are in effect deemed to be part of the “South.”
 “The North” mostly covers the West and the First World, with much of the Second World.
Development gap:
 The North-South divide has more recently been named the development gap. This places
greater emphasis on closing the evident gap between rich (more economically developed)
countries and poor (less economically developed countries) countries.
Globalization: In Terms of Economic Development, There Exists an Enormous Gap Between
Northern and Southern Countries, Which Has Been Increased By Globalization (Rich Get Richer).
 The process by which regional economies, societies, and cultures have become integrated
through a global network of political ideas through communication, transportation, and trade.

Three world model: Capitalist Communist Developing

  Why is the gap between the economic north and south widening?
 The richest 1% of the world’s population now receives as much income as the poorest
57%.
 Lack of trade.
 Lack of aid.
 Abundance of debt.
 Failure of international organizations (e.g. IMF, World Bank, WTO).
 Neo-colonialism.
 Adverse climatic conditions.
 The difficulty of transforming the established
Closing The Gap:
 The United Nations has developed a program dedicated to narrowing the divide through
its Millennium Development Goals. This includes improving education and health care,
promoting gender equality, and ensuring environmental sustainability.

B. Assessment
Activity No. 6. Let’s Do These
GLOBAL DIVIDES
1. Compare and Contrast the Global North and South
 2. Create an image of the following aspects and describe your image

A Global South Country A Global North

_________________________ ________________________

An example of a third world country An example of third world country

__________________________ ________________________

A Latin – American Country An Asian Region

________________________ _______________________

3. Research and print of the following (Use long bond paper)

a. Map of the first World Countries
b. Map of the Second World Countries
c. Map of the Third World Country
IV. References
Ariola, Mariano M. (2018). The Contemporary World. Unlimited Books Library Services and
Publishing Inc.
Claudio, Lisandro E. & Abinales, Patricio N. (2018). The Contemporary World. C & E Publishing, Inc.
Mendoza, Cheryl C. et al. (2019). Worktext in The Contemporary World. Nieme Publishing House. Co. Ltd.
Aldama, P. (2018).The Contemporary World, Rex Book Store
Prepared by:
RIZA A. BELTRAN
BISU-Clarin Campus
MODULE 3- Week 6-8
UNIT 3 – A WORLD OF REGIONS
Lesson 3.2 – Asian Regionalism
I. Lesson Outcomes: At the end of this lesson, the students should have:
1. differentiated between regionalization and globalization;
2. discussed the different features of globalization and Asian regionalism using the three
view; and
3. analyzed how the different Asian states confront the challenges of regionalization and
globalization.

II. Introduction

“Regionalism is an approach to study behavior that emphasizes the geographical region as the
unit of analysis, stressing the relationship between man and his immediate physical environment

Economic social and cultural organization are analyzed in terms of their interrelationship and
function with geographic region”

-W.P Scott

Since the Asia Pacific Economic Cooperation (APEC) forum began in 1989 as a regional
institution for economic cooperation, momentum for regionalism in Asia has gradually developed
and led to institutionalized regional progress. Regionalism may be defined as the construction and
utilization of multilateral intergovernmental institutions to share information; to develop, endorse,
and enforce common rules and regulations; and to settle disputes. Membership is normally based
on shared geographic space

IV. Learning Content and Tasks

A. Abstraction

What is regionalism?

o defined as a political ideology that favors a specific region over a greater area. It usually
results due to political separations, religions geography, cultural boundaries, linguistic
regions, and managerial divisions.
DIFFERENCE BETWEEN regionalization and globalization
Regionalization
 a process of dividing an area into smaller segments called regions
Globalization
 a process by which the people of the world are unified into a single society and function
together

DIFFERENCE BETWEEN Regionalism and regionalization

Regionalism
 is the theory or practice of regional rather than central systems of administration or
economic cultural or political affiliation
Regionalization
 division of a nation into states or provinces

Why countries form regional organization?

 They form regional organization as a way of coping with the challenges of
globalization

Regionalism Characteristics
1. Local Identity
a. One of the main characteristics of regionalism is its strong local identity and a
loyalty to the region. Regionalist politicians and many residents feel pride in the
local culture and its people. Politicians try to exploit that identity to gain supporters
for their proposals. The regionalist agendas often claim that the regional interest
should always come before the national interest.
b. The political discourse of regionalists usually emphasizes local development and
well-being, at times without considering other regions. Supporters commonly argue
that their region suffers unfair or discriminatory treatments from the national
government and that, by focusing on local issues, the region will do better,
economically and socially. According to them, if all regions do the same, the nation
will benefit as a whole.
2. Autonomy
a. The search of greater autonomy is usually a priority of regionalism. It can be
economic, in the form of more power to administer economic resources and modify
fiscal policies; it can also be political, with stronger local institutions and the ability
to pass laws and enforce local policies. A regional political party, however, is not
automatically a form of regionalism. One group that only exists in a certain region
might promote local agendas without looking for greater regional autonomy.
b. Some regionalist governments have tried to prevent people from other regions
(although still nationals of the same country) from benefiting from local programs.
The scope of some of their policies includes only local residents and tends to restrict
access to other individuals.

ASIAN REGIONALISM

Product of economic interaction between Asian countries

EVOLUTION OF ASIAN REGIONALISM

In August 8, 1967, the ASEAN (Association of Southeast Asian

Nations) was born with five original members: Indonesia, the Philippines,
Malaysia, Thailand, and Singapore. ASEAN’s first summit meeting was held
in 1976. Regional economic forum established with the United States’ strong
support. APEC - Asia-Pacific Economic Cooperation.
In 1997, the ASEAN plus Three (Japan, South Korea, and China)
was instituted.
In 2000s, Japan and China competed over how to adapt to the
relentless tide of globalization via the politics of membership

East Asian Summit

o a regional forum held annually by leaders of 16 countries in the East Asian, Southeast
Asian and South Asian regions. In 2010, the East Asian Summit decided to add two more
members, the United States and Russia

THREE PROPOSITIONS OF ASIAN REGIONALISM

1. Geographical Asia is too diverse for cultural Asia

 Cultural homogeneity is not a guarantee for regionalist community formation.
2. Geographical Asia is too small for globalizing Asia
 It is ironical to say that Asia is too small for Asia.
3. Geographical Asia is too conflictual internally for strategic Asia
 action tends to be taken without explicitly distinguishing foes from friends

TOWARDS ASIAN REGIONALIZATION

The center of gravity of the global economy is shifting to Asia. The region’s economy is
already similar in size to those of Europe and North America, and its influence in the world
continues to increase.
In many Asian countries, the cycle of poverty has been broken; in others, this historic aim
is within sight.
Asia’s extraordinary success has brought new challenges—while rapid economic growth remains
a priority, citizens demand that it also be sustainable and more inclusive.
And Asia is now so important to the world economy that it must also play a larger role in
global economic leadership.
Regional economic cooperation is essential for addressing these challenges. Asia’s economic rise
is unprecedented.
Regionalism is a relatively new aspect of Asia’s rise. Asia’s economies are increasingly
connected through trade, financial transactions, direct investment, technology, labor and tourist
flows, and other economic relationships
The stakes could not be higher. A dynamic and outward-looking Asian regionalism could
bring huge benefits not just to Asia, but to the world. It could help sustain the region’s growth,
underpin its stability, and—with the right policies—reduce inequality. And it could help marshal
a common response to major new challenges that often arise suddenly and unexpectedly.

HOW CAN REGIONALISM BENEFIT ASIA?

 link the competitive strengths of its diverse economies in
order to boost their productivity and sustain the region’s
exceptional growth;
 connect the region’s capital markets to enhance financial
stability, reduce the cost of capital, and improve opportunities
for sharing risks;
 cooperate in setting exchange rate and macroeconomic
policies in order to minimize the effects of global and regional shocks and to facilitate the
resolution of global imbalances;
 pool the region’s foreign exchange reserves to make more resources available for
investment and development;
 exercise leadership in global decision making to sustain the open global trade and financial
systems that have supported a half century of unparalleled economic development;
 build connected infrastructure and collaborate on inclusive development to reduce
inequalities within and across economies and thus to strengthen support for pro-growth
policies;
 create regional mechanisms to manage cross-border health, safety, and environmental
issues better.

HOW CAN ASIAN REGIONALISM BENEFIT THE WORLD

o generate productivity gains, new ideas, and competition that

boost economic growth and raise incomes across the world;
o contribute to the efficiency and stability of global financial
markets by making Asian capital markets stronger and safer, and
by maximizing the productive use of Asian savings;
o diversify sources of global demand, helping to stabilize the
world economy and diminish the risks posed by global
imbalances and downturns in other major economies
o provide leadership to help sustain open global trade and
financial systems; and
o create regional mechanisms to manage health, safety, and
environmental issues better, and thus contribute to more
effective global solutions of these problems.
o While Asian regionalism is primarily motivated by the desire to advance welfare in the
region, it would not do so by detracting from development elsewhere.
o On the contrary, Asian regionalism can help to sustain global economic progress at a time
when other major regions are reaching economic maturity

THE ECONOMICS OF ASIAN REGIONALISM

The economics of regionalism have a complex and troubled history. In the 1930s, countries
created preferential trade blocs in an attempt to shelter their economies from the Great Depression.
 Several countries established discriminatory currency blocs with strict exchange controls against
outsiders. Many economists and policy makers remain skeptical about regionalism because of its
potentially negative impact on the multilateral trade and financial system. The case for regionalism
therefore has to be carefully formulated.
Regionalism must not lead to protectionist blocs—a “fortress Asia” is no more desirable
than a “fortress Europe” or a “fortress North America” would be. But the open, outward-oriented
regionalism that is emerging in Asia can avoid posing such a threat.
Just as the absence of barriers to commerce within national economies—that is, among the
states and provinces of countries such as the People’s Republic of China (PRC), India, Germany,
and the United States (US)—is generally beneficial, so too is the creation of a market spanning
several national economies. Much of the evidence assembled in this report suggests that Asia has—
and will continue to have—a fundamental stake in both regional and global integration.
Asia comprises several powerful countries and centers of economic activity, with many
shared economic priorities, but also some diverging ones. At times, these differences are amplified
by history and politics. The price of cooperation is the loss of some national sovereignty and the
narrowing of policy options for pursuing purely national objectives.

B. Assessment

Activity No. 7. Let’s Do These

Regional Matrix

I. Directions: Fill in the table below to show how regional organization was formed

Name of Asian
Organization/Association

Important
People (Founder)

Membership

Functions
 II. How are globalization and regionalism confronted by Asian Countries?

III. ESSAY
Write an easy consisting of 150-300 words in a submission on specified date. The
titles is “I am for ( Localization, Regionalization, Globalization-select ) in this
contemporary World”

IV. References

https://www.academia.edu/42118946/ASIAN_REGIONALISM
Ariola, Mariano M. (2018). The Contemporary World. Unlimited Books Library Services and
Publishing Inc.
Claudio, Lisandro E. & Abinales, Patricio N. (2018). The Contemporary World. C & E
Publishing, Inc.
Mendoza, Cheryl C. et al. (2019). Worktext in The Contemporary World. Nieme Publishing
House. Co. Ltd.
Aldama, P (2018) The Contemporary World, Rex Book Store

Prepared by:
RIZA A. BELTRAN
BISU-Clarin Campus
MODULE 3- Week 6-8
UNIT 3 – A WORLD OF REGIONS
Lesson 3.3 – Gender and Equity
I. Lesson Outcomes: At the end of the lesson, the students should have:
1. understand the meaning of gender and gender roles
2. differentiated between gender and sex
3. cited examples of gender stereotypes
II. Introduction
Gender is an essential consideration in development. It is a way of looking at how social
norms and power structures impact the lives and opportunities available to different groups of men
and women. Globally, more women than men live in poverty. Women are also less likely than men
to receive basic education and to be appointed to a political position nationally and internationally.
Understanding that men and women, boys and girls experience poverty differently and face
different barriers to accessing services, economic resources, and political opportunities helps to
understand target interventions.

III. Learning Content and Tasks

A. Activity
The goal is for students to learn about stereotypes attached to being a man or being a woman. Ask
students to reflect on a difficult situation they had.
Step 1: Ask students to stand in a circle.
Step 2: Explain to the students that they will have to behave like the opposite sex. (Boys behave
as girls and girls act like boys)
Step 3: Afterwards, ask the students the questions like:
1. How did the boys behave? How did the girls behave?
2. Do boys and girls behave like this?
3. Are some of the behaviors exaggerated?

B. Analysis
1. What do you think happens when men and women are regarded differently?
2. Can you remember a situation where you were expected to behave in a certain way just
because you are a man/woman/boy/girl?
3. What are the stereotypes about men and women in your community?

C. Abstraction
Gender is not the same as sex. Sex refers to the biological characteristics of men and
women. For example, men have a penis, and women have a vagina. Gender refers to socially
defined roles and behaviors for men and women. When we expect men and women to act in a
certain way, just because they are male and female, we follow gender norms. Different cultures
can have different gender norms or different ways they expect men and women to behave. For
example, some cultures expect women to stay at home and do household chores while men work.
These norms are also called gender roles, which are roles men and women are expected to perform
within society or even within the family.
Gender stereotypes refer to clichés which a man or woman is supposed to do or be like.

Women
Women are nurses, not doctors
Women are supposed to cook and
do housework
Women should look pretty
Women are caring and friendly
Women are a follower
Men
Men are doctors, not nurses
Men are supposed to have a job
Men should be good at sports
Men are tough and messy
Men should be leaders

Gender roles are not natural to men or women; instead, they are learned and imposed by
social values. But everything that a man can do, a woman can do too! People can also identify with
different genders. Some people might be biologically born a man (sex) but feels more like a woman
(gender). People from all religions, countries, communities, families can identify themselves in a
lot of different ways:
⮚ Cisgender: People identify themselves as the sex they were born with
⮚ Transgender: People identify themselves to the gender other than the sex they were born
with
⮚ Transsexual: People identify themselves to the gender other than the sex they were born
with and have undergone a sex change (transsexual should not be mistaken with a
transvestite, a person who sometimes wears clothes traditionally worn by and associated
with the opposite sex).
Gender equality is a fundamental human right and is described as; “all human beings are
born equal.” It means that everyone, whether born as a male, female or intersex, should develop
their full potential and live in dignity.
“Gender equality is more than a goal in itself. It is a precondition for meeting the
challenge of reducing poverty, promoting sustainable development, and building good
governance” (Kofi Annan).

D. Assessment

Activity No. 8. Let’s Create

Make a collage of a Gender-Fair Society from cut-outs of old newspapers, magazines,
newsprints.

IV. References
https://www.youthdoit.org
https://study.com/academy/lesson/gender-equality-lesson-
plan.htmlhttps://www.scribd.com/presentation/38446963/Gender-Equality

Prepared by:
ELENITA O. DEGUIT
Faculty, CFMS
BISU-Candijay
MODULE 4- Week 10-11
UNIT 4 – A WORLD OF IDEAS
Lesson 4.1 – Global Media Cultures
I. Lesson Outcomes: At the end of the lesson, the students should have:
1. identified three ways that technology has helped speed globalization.
2. explained how media outlets employ globalization to their advantage.
3. described some advances that can be made in foreign markets.

II. Introduction
The media industry is, in many ways, perfect for globalization, or the spread of global trade
without regard for traditional political borders. Hence, the low marginal costs of media mean that
reaching a wider market creates much larger profit margins for media companies. Because
information is not a physical good, shipping costs are generally inconsequential. Finally, the global
reach of media allows it to be relevant in many different countries.
However, some have argued that media is actually a partial cause of globalization, rather
than just another globalized industry. Media is largely a cultural product, and the transfer of such
a product is likely to have an influence on the recipient’s culture. Increasingly, technology has also
been propelling globalization. Technology allows for quick communication, fast and coordinated
transport, and efficient mass marketing, all of which have allowed globalization—especially
globalized media—to take hold.
People who travel the globe teaching and preaching their beliefs in universities, churches,
public forums, classrooms, or even as guests of a family play a major role in the spread of culture
and ideas. But today, television programs, social media groups, books, movie, magazines and the
like have made it easier for advocates to reach larger audiences. Globalization relies on media as
its main conduit for the spread of global culture and ideas.

III. Learning Content and Tasks

A. Activity
Form groups of three to five members. Pick an Asian musical artist or group that became
internationally famous (Psy, Utada Hikaru, F4, etc.). In your group, answer the following
questions:
1. Where did the musical artist originate?
2. In which countries did the artist become famous?
3. How did the artist become famous?
4. Why do you think the artist became famous?

B. Analysis
1. Could global trade have evolved without a flow of information on markets, prices,
commodities and more?
2. Could empires have stretched across the world without communication throughout their
borders?
3. Could religion, music, poetry, film, fiction, cuisine, and fashion develop as they have
without intermingling of media cultures?
 C. Abstraction

Globalized Culture, Globalized Markets

By definition Global media is “the mass communication on a global level, allowing people
across the world to share and access the same information.” It is indeed that technologies made
people’s lives easier all over the globe. Today people all over the world have easy access to
communicate with each other and to be aware of the news all over the world. There are many
advantages in global media. Now, people have easier access of television, radio, internet and in
fact, they have access of others countries’ satellite TV channels. With those all easy access in many
regions western televisions shows became more popular. Of course, global media made it easier
for people to learn about other culture via TV shows.
Much globalized media content comes from the West, particularly from the United States.
Driven by advertising, U.S. culture and media have a strong consumerist bent (meaning that the
ever-increasing consumption of goods is encouraged as an economic virtue), thereby possibly
causing foreign cultures to increasingly develop consumerist ideals. Therefore, the globalization
of media could not only provide content to a foreign country, but may also create demand for U.S.
products. Some believe that this will “contribute to a one-way transmission of ideas and values
that result in the displacement of indigenous cultures (Santos, 2001).
Globalization as a world economic trend generally refers to the lowering of economic trade
borders, but it has much to do with culture as well. Just as transfer of industry and technology often
encourages outside influence through the influx of foreign money into the economy, the transfer
of culture opens up these same markets. As globalization takes hold and a particular community
becomes more like the United States economically, this community may also come to adopt and
personalize U.S. cultural values. The outcome of this spread can be homogenization (the local
culture becomes more like the culture of the United States) or heterogenization (aspects of U.S.
culture come to exist alongside local culture, causing the culture to become more diverse), or even
both, depending on the specific situation (Rantanen, 2005).
Making sense of this range of possibilities can be difficult, but it helps to realize that a mix
of many different factors is involved. Because of cultural differences, globalization of media
follows a model unlike that of the globalization of other products. On the most basic level, much
of media is language and culture based and, as such, does not necessarily translate well to foreign
countries. Thus, media globalization often occurs on a more structural level, following broader
“ways of organizing and creating media (Mirza, 2009).” In this sense, a media company can have
many different culturally specific brands and still maintain an economically globalized corporate
structure.

Vertical Integration and Globalization

Because globalization has as much to do with the corporate structure of a media company
as with the products that a media company produces, vertical integration in multinational media
companies becomes a necessary aspect of studying globalized media. Many large media
companies practice vertical integration: Newspaper chains take care of their own reporting,
printing, and distribution; television companies control their own production and broadcasting;
and even small film studios often have parent companies that handle international distribution.
A media company often benefits greatly from vertical integration and globalization.
Because of the proliferation of U.S. culture abroad, media outlets are able to use many of the same
distribution structures with few changes. Because media rely on the speedy ability to react to
current events and trends, a vertically integrated company can do all of this in a globalized rather
than a localized marketplace; different branches of the company are readily able to handle different
markets. Further, production values for single-country distribution are basically the same as those
for multiple countries, so vertical integration allows, for example, a single film studio to make
higher-budget movies than it may otherwise be able to produce without a distribution company
that has as a global reach.

Foreign Markets and Titanic

The movie Titanic, which became the highest-

grossing movie of all time, made twice as much
internationally as it did domestically.

Scott Smith – Best In Film: American Film Institute

Showcase – CC BY-NC-ND 2.0.

Worth considering is the reciprocal influence of foreign culture on American culture.

Certainly, American culture is increasingly exported around the world thanks to globalization, and
many U.S. media outlets count strongly on their ability to sell their product in foreign markets. But
what Americans consider their own culture has in fact been tailored to the tastes not only of U.S.
citizens but also to those of worldwide audiences. The profit potential of foreign markets is
enormous: If a movie does well abroad, for example, it might make up for a weak stateside
showing, and may even drive interest in the movie in the United States.
One prime example of this phenomenon of global culture and marketing is James
Cameron’s 1997 film Titanic. One of the most expensive movies ever produced up to that point,
with an official budget of around $200 million, Titanic was not anticipated to perform particularly
well at the U.S. box office. Rather, predictions of foreign box-office receipts allowed the movie to
be made. Of the total box-office receipts of Titanic, only about one-third came from the domestic
market. Although Titanic became the highest-grossing film up to that point, it grossed just $140
million more domestically than Star Wars did 20 years earlier (Box Office Mojo). The difference
was in the foreign market. While Star Wars made about the same amount—$300 million—in both
the domestic and foreign markets, Titanic grossed $1.2 billion in foreign box-office receipts. In
all, the movie came close to hitting the $2 billion mark, and now sits in the No. 2 position behind
Cameron’s 2009 blockbuster, Avatar.
One reason that U.S. studios can make these kinds of arrangements is their well-developed
ties with the worldwide movie industry. Hollywood studios have agreements with theaters all over
the world to show their films. By contrast, the foreign market for French films is not nearly as
established, as the industry tends to be partially subsidized by the French government. Theaters
showing Hollywood studio films in France funnel portions of their box-office receipts to fund
French films. However, Hollywood has lobbied the World Trade Organization—a largely pro-
globalization group that pushes for fewer market restrictions—to rule that this French subsidy is
an unfair restriction on trade (Terrill, 1999).
In many ways, globalization presents legitimate concerns about the endangerment of
indigenous culture. Yet simple concerns over the transfer of culture are not the only or even the
biggest worries caused by the spread of American culture and values.
 D. Assessment

Activity No. 9. Let’s Think

Think of a Philippine product that is available throughout the world, such as an athletic
brand like Nike or a food product like Pepsi or Coca-Cola. Now go online to the different country-
specific branches of the company’s web site.
1. What differences are there?
2. How might the company be attempting to tailor its globalized product to a specific
culture?
3. What advances into the foreign market does this use of the Internet allow the
company to make?
4. What advantages does this globalization of its products give the company?
5. In what other ways has technology helped speed this globalization?

E. Key Takeaways

 Technology allows for quick communication, transport, and mass marketing, greatly
contributing to a globalized marketplace.
 Media economies of scale achieve much larger profit margins by using digital technology
to sell information instantly over a global market.
 Foreign markets offer excellent profit potential as they contribute to media companies’
economies of scale. The addition of new audiences and consumer markets may help a company
build a global following in the long run.

IV. References
Box Office Mojo, “All Time Domestic Box Office
Results,” http://boxofficemojo.com/alltime/domestic.htm.
Claudio, L.E & Abinales, P.N., The Contemporary World, Quezon City: C & E Publishing, Inc. (2018)
Mirza, Jan. “Globalization of Media: Key Issues and Dimensions,” European Journal of Scientific
Research 29, no. 1 (2009): 66–75.
Rantanen, Terhi. The Media and Globalization (Thousand Oaks, CA: Sage, 2005).
Santos, Josefina M. C. “Globalisation and Tradition: Paradoxes in Philippine Television and
Culture,” Media Development, no. 3 (2001): 43–48.
Terrill, Roman. “Globalization in the 1990s,” University of Iowa Center for International Finance and
Development, 1999, http://www.uiowa.edu/ifdebook/ebook2/contents/part3-I.shtml#B.
https://open.lib.umn.edu/mediaandculture/chapter/13-6-globalization-of-media/
https://rampages.us/mediasoc/2015/11/30/global-media-and-culture/

Prepared by:

MERIAM B. GABAISEN
Instructor (BISU-Calape)
MODULE 4- Week 10-11

UNIT 4 – A WORLD OF IDEAS

Lesson 4.2 – The Globalization of Religion
I. Lesson Outcomes: At the end of the lesson, the students should have:
1. identified one's religious beliefs and practices;
2. explained how globalization affects religious practices and beliefs; and
3. discussed the movements of religions in a globalized world.

II. Introduction

Religion, much more than culture, has the most difficult relationship with globalism
(remember the distinction between “globalization” and “globalism”). First, the two are entirely
contrasting belief systems. Religion is concerned with the sacred, while globalism places values
on material wealth. Religion follows divine commandments, while globalism abides by human-
made laws. Religion assumes that there is “the possibility of communication between humans and
the transcendent.” This link between the human action in moral terms (good vs. bad). Globalism’s
yardstick, however, is how much of human action can lead to the highest material satisfaction and
subsequent wisdom that this new status produces.
III. Learning Content and Tasks
A. Abstraction
Religious people are less concerned with wealth and all that comes along with it (higher
social status, a standard of living similar with that of the rest of the community, exposure to
“culture,” top-of-the-line education for the children). They are ascetics precisely because they shun
any material for complete simplicity – from their domain to the clothes they wear, to the food they
eat, and even to the manner in which they talk (lots of parables and allegories that are supposedly
the language of the divine). A religious person’s main duty is to live a virtuous, sin-less life such
that when he/she dies, he/she is assured of a place in the other world (i.e., heaven).
On the other hand, globalists are less worried about whether they will end up in heaven or
hell. Their skills are more pedestrian as they aim to seal trade deals, raise the profits of private
enterprises, improve government revenue collections, protect the elites from being excessively
taxed by the state, and, naturally, enrich themselves. If he/she has a strong social conscience, the
globalist sees his/her work as contributing to the general progress of the community, the nation,
and the global economic system. Put another way, the religious aspires to become a saint; the
globalist trains to be a shrewd businessperson. The religious detests politics and the quest for power
for they are evidence of humanity’s weakness; the globalist values them as both means and ends
to open up further the economies of the world.
Finally, religion and globalism clash over the fact that religious evangelization is in itself
a form of globalization. The globalist ideal, on the other hand, is largely focused on the realm of
markets. The religious is concerned with spreading holy ideas globally, while the globalist wishes
to spread goods and services.
 The “missions” being sent by American Born-Again Christian churches, Sufi and Shiite
Muslim orders, as well as institutions like Buddhist monasteries and Catholic churches are efforts
at “spreading the word of God” and gaining adherents abroad. Religions regard identities
associated with globalism (citizenship, language, and race) as inferior and narrow because they are
earthly categories. In contrast, membership to a religious group, organization, or cult represents a
superior affiliation that connects humans directly to the divine and the supernatural. Being a
Christian, a Muslim, or a Buddhist places one in a higher plane than just being a Filipino, a Spanish
speaker, or an Anglo-Saxon.
These philosophical differences explain why certain groups “flee” their communities and
create impenetrable sanctuaries where they can practice their religions without the meddling and
control of state authorities. The followers of the Dalai Lama established Tibet for this purpose, and
certain Buddhist monasteries are located away from civilization so that hermits can devote
themselves to prayer and contemplation. These isolationist justifications are also used by the
Rizalistas of Mount Banahaw, the Essenes during Roman-controlled Judea (now Israel). These
groups believe that living among “non-believers” will distract them from their missions or tempt
them to abandon their faith and become sinners like everyone else.
Communities justify their opposition to government authority on religious grounds.
Priestesses and monks led the first revolts against colonialism in Asia and Africa, warning that
these outsiders were out to destroy their people’s gods and ways of life. Similar arguments are
being invoked by contemporary versions of these millenarian movements that wish to break away
from the hold of the state or vow to overthrow the latter in the name of God. To their “prophets,”
the state seeks to either destroy their people’s sacred beliefs or distort religion to serve non—
religious goals.

Realities
In actuality, the relationship between religion and globalism is much more complicated.
Peter Berger argues that far from being secularized, the “contemporary world is. . .furiously
religious. In most of the world, there are veritable explosions of religious fervor, occurring in one
form of another in all the major religious traditions – Christianity, Judaism, Islam, Hinduism,
Buddhism, and even Confucianism (if one wants to call it a religion) – and in many places in
imaginative syntheses of one or more world religions with indigenous faiths.
Religions are the foundations of modern republics. The Malaysian government places
religion at the center of the political system. Its constitution explicitly states that “Islam is the
religion of the Federation,” and the rulers of each state was also the “Head of the religion of Islam.”
The late Iranian religious leader, Ayatollah Ruholla Khomeini, bragged ab out the superiority of
Islamic rule over its secular counterparts and pointed out that “there is no fundamental distinction
among constitutional, despotic, dictatorial, democratic, and communistic regimes.” To Khomeini,
all secular ideologies were the same – they were flawed – and Islamic rule was the superior form
of government because it was spiritual. Yet, Iran calls itself a republic, a term that is associated
with the secular.
Moreover, religious movements do not hesitate to appropriate secular themes and
practices. The moderate Muslim association Nahdlatul Ulama in Indonesia has Islamic schools
(pesantren) where students are taught not only about Islam but also about modern science, the
social sciences, modern banking, civic education, rights of women, pluralism, and democracy. In
other cases, religion was the result of a shift in state policy. The Church of England, for example,
was “shaped by the rationality of modern democratic (and bureaucratic) culture.” King Henry
VIII broke away from Roman Catholicism and established his own Church to bolster his own
power. In the United States, religion and law were fused together to help build this “modern secular
society.” It was observed in the early 1800s by French historian and diplomat Alexis de
Tocqueville who wrote, “not only do the Americans practice their religion out of self-interest but
they often even place in this world the interest which they have in practicing it.” Jose Casanova
confirms this statement by noting that “historically, religion has always been at the very center
of all great political conflicts and movements of social reform. From independence to abolition,
from nativism to women’s suffrage, from prohibition to the civil rights movement, religion had
always been at the center of these conflicts, but also on both sides of the political barricades.” It
remains the case until today with the power the Christian Right has on the Republican Party.

Religion for and against Globalization

There is hardly a religious movement today that does not use religion to oppose “profane”
globalization. Yet, two of the so-called “old world religions” – Christianity and Islam – see
globalization less as an obstacle and more as an opportunity to expand their reach all over the
world. Globalization has “freed” communities from the “constraints of the nation-state,” but in the
process, also threatened to destroy the cultural system that bind them together. Religion seeks to
take the place of these broken “traditional ties” to either help communities cope with their new
situation or organize them to oppose this major transformation of their lives. It can provide the
groups “moral codes” that answer problems ranging from people’s health to social conflict to even
“personal happiness”. Religion is thus not the “regressive force” that stops or slows down
globalization; it is a “pro-active force” that gives communities a new and powerful basis of
identity. It is an instrument with which religious people can put their mark in the reshaping of this
globalization world, although in its own terms.
Religious fundamentalism may dislike globalization’s materialism, but it continues to use
“the full range of modern means of communication and organization” that is associated with this
economic transformation. It has tapped “fast long-distance transport and communications, the
availability of English as a global vernacular of unparalleled power, the know-how of modern
management and marketing” which enabled the spread of “almost promiscuous propagation of
religious forms across the globe in all sorts of directions.” It is, therefore, not entirely correct to
assume that the proliferation of “Born-Again” groups, or in the case of Islam, the rise of
movements like Daesh (more popularly known as ISIS, or Islamic State in Iraq and Syria) signals
religion’s defense against the materialism of globalization. It is, in fact, the opposite. These
fundamentalist organizations are the result of the spread of globalization and both find ways to
benefit or take advantage of each other.
While religions may benefit from the processes of globalization, this does not mean that
its tensions with globalist ideology will subside. Some Muslims view “globalization” as a Trojan
horse hiding supporters of Western values like secularism, liberalism, or even communism ready
to spread these ideas in their areas to eventually displace Islam. The World Council of Churches –
an association of different Protestant congregations – has criticized economic globalization’s
negative effects. It vowed that “we as churches make ourselves accountable to the victims of the
project of economic globalization,” by becoming the latter’s advocates inside and outside “the
centers of power.”
The Catholic Church and its dynamic leader, Pope Francis, likewise condemned
globalization’s “throw-away culture” that is “fatally destined to suffocate hope and increase risks
and threats.” The Lutheran World Federation 10th Assembly’s 292-page declaration message
included economic and feminist critiques of globalization, sharing the voices of members of the
Church who were affected by globalization, and contemplations on the different “pastoral and
ethical reflections” that members could use to guide their opposition. It warns that as a result
of globalization: “Our world is split asunder by forces we often do not understand, but that result
in stark contrasts between those who benefit and those who are harmed, especially under
forces of globalization. Today, there is also a desperate need for healing from ‘terrorism,’ its
causes, and fearful reactions to it. Relationships in this world continue to be ruptured due to
greed, injustices, and various forms of violence.
These advocacies to reverse or mitigate economic globalization eventually gained the
attention of globalist institutions. In 1998, the World Bank brought in religious leaders in its
discussions about global poverty, leading eventually to a “cautious, muted, and qualified”
collaboration in 2000. Although it only yielded insignificant results (the World Bank agreed to
support some faith-based anti-poverty projects in Kenya and Ethiopia), it was evident enough
that institutional advocates of globalization could be responsive to the “liberationist, moral
critiques of economic globalization" (including many writings on “social justice”) coming
from the religious.
With the exception of militant Isla, religious forces are well aware that hey are in no
position to fight for a comprehensive alternative to the globalizing status quo. What Catholics call
“the preferential option for the poor” is a powerful message of mobilization but lacks substance
when it comes to working out a replacement system that can change the poor’s condition in
concrete ways. And, of course, the traditionalism of fundamentalist political Islam is no alternative
either. The terrorism of ISIS is unlikely to create a “Caliphate” governed by justice and stability.
In Iran, the unchallenged superiority of a religious autocracy has stifled all freedom of expressions,
distorted democratic rituals like elections, and tainted the opposition.

Conclusion
For a phenomenon that “is about everything,” it is odd that globalization is seen to have
very little to do with religion. As Peter Bayer and Lori Beaman observed, “Religion, it seems, is
somehow 'outside' looking at globalization as problem or potential.” One reason for this
perspective is the association of globalization with modernization, which is a concept of progress
that is based on science, technology, reason, and the law. With reason, one will have “to look
elsewhere than to moral discourse for fruitful thinking about economic globalization and religion.”
Religion, being a belief system that cannot be empirically proven is, therefore, anathema to
modernization. The thesis that modernization will erode religious practice is often called
secularization theory.
Historians, political scientists, and philosophers have now debunked much of
secularization theory. Samuel Huntington, one of the strongest defenders of globalization, admits
in his book, The Clash of Civilizations, that civilizations can be held together by religious
worldviews. This belief is hardly new. As far back as the 15th century, Jesuits and Dominicans
used religion as an “ideological armature” to legitimize the Spanish empire. Finally, one of the
greatest sociologists of all time, Max Weber, also observed the correlation between religion and
capitalism as an economic system. Calvinism, a branch of Protestantism, believed that God had
already decided who would and would not be saved. Calvinists, therefore, made it their mission to
search for clues as to their fate, and in their pursuit, they redefined the meaning of profit and its
acquisition. This “inner-worldly asceticism” – as Weber referred to this Protestant ethic -
contributed to the rise of modern capitalism.
 It was because of “moral” arguments that religious people were able to justify their political
involvement. When the Spaniards occupied lands in the Americas and the Philippines, it was done
in the name of the Spanish King and of God, “for empire comes from God alone.” Then over 300
years later, American President William McKinley claimed “that after a night of prayer and soul-
searching, he had concluded that it was the duty of the United States ‘to educate the Filipinos, and
uplift and civilize and Christianize them, and by God’s grace do the very best we could by them.
Finally, as explained earlier, religious leaders have used religion to wield influence in the political
arena, either as outsiders criticizing the pitfalls of pro-globalization regimes, or as integral
members of coalitions who play key roles in policy decision-makings and the implementation of
government projects.
In short, despite their inflexible features – the warnings at perdition (“Hell is a real place
prepared by Allah for those who do not believe in Him, rebel against His laws, and reject His
messengers”), the promises of salvation (“But our citizenship is in Heaven”), and their obligatory
pilgrimages (the visits to Bethlehem or Mecca) – religions are actually quite malleable. Their
resilience has been extraordinary that they have outlasted secular ideologies (e.g., communism).
Globalists, therefore, have no choice but to accept this reality that religion is here to stay.

B. Assessment

Activity No. 10. Let’s Do These

What Religion are You in?

Answer the following questions comprehensively:

1. What is your religion? State its name and narrate its origin.
2. Describe the following:
a. your religion’s concept of good
b. your religion’s concept of evil
c. the steps needed by a person to become good and prevent himself/herself from
becoming evil.
3. Conduct a research on your religion’s relationship with politics, if any. In what ways is it
engaged in politics? Why do its leaders decide to be involved in politics?
4. How do you describe the reaction(s) of the movements of your religion to globalization?
5. How do you describe the reactions of some religious movements to globalization? How do
others facilitate globalization?

IV. References
Lisandro Claudio and Patricio Abinales., (2018). The Contemporary World. South Triangle,
Quezon City: C&E Publishing, Inc.
Prepared by:

SARAIAH ALEXANDREA NUEVA

Instructor
BISU-CALAPE
MODULE 5- Week 12-14

UNIT 5 – GLOBAL POPULATION AND MOBILITY

Lesson 5.1 – The Global City
I. Lesson Outcomes: At the end of the lesson, the students should have:
1. identified the attributes of the global city;
2. analysed how cities serve as engines of globalizations.

II. Introduction
Images of trendsetters living the life, traveling from one well known city to the next, tasting
delicacies each has to offer litter the internet and other social media sites. Some of you might have
already visited some of this places. Others may have relatives living in London and New York
who send them items in “balikbayan” boxes offering a taste of how they lived in those areas. For
some, these and other similar sites fuel their desire to partake in what life has to offer. But have
you one stopped and think of why people prefer some citied over the others to go and visit and
eventually migrate into?

III. Learning Content and Tasks

A. Activity: Travel Log
List down three places you wanted to travel either local or international. Discuss briefly
why you choose these places. Write your answers on a separate sheet of bond paper and submit it
through Google Classroom or drop it in the office.

B. Analysis
Based on the activity above, what makes these destinations appealing and to a degree
important? Write your answers on a separate sheet of bond paper and submit it through Google
Classroom or drop it in the office.

C. Abstraction
Prior to the existing competition among major cities of the world to reign supreme and be
branded as the most powerful, the study of global cities has its humble beginnings. It arose in the
1980’s when researchers concerned themselves with identifying common attributes found among
cities considered as front liners in development. Compared to rural areas of nation-states cities are
seen as the avenues where global networks and transactions transpire. It is when financial cash
flows of massive scales take place threatening companies and multinational corporations to invest
in infrastructures and other business endeavors which in turn generate employment opportunities
for their citizens. Other individuals become attracted as well to migrate into these global cities
because it comes with a promise of a better life than that which they already have.
According to the Britannica encyclopedia, a global city is an urban center that enjoys
significant competitive advantages and that serves as a hub within a globalized economic system.
The term was first used by a sociologist named Sakia Sassen in 1884, she primarily used economics
as the main criteria for determining which of the cities all over the world is to be labelled as such.
In her research in the said period, she was able to identify three cities considered as centers of
capitalism and global financial transactions: London, Tokyo and New York. In support to this
selection, Manuel Castells stated that:
London: because it is the world’s leading financial market as far as transactions are
concerned and also constitutes a crucial airport mode and is one of the ends of the economic
backbone that crosses Europe; New York for being the main receiver of capital flows and service
exporter; and Tokyo for being the greatest capital lender and the headquarters of the most
important banks in the world, as well as an international center in the economy of services,
education, advertising, and design.
However, several changes have occurred since the time the term was coined. Such changes
include the development of improved transportation, telecommunications, production, science,
warfare, the internet, other technological innovations, migration, cultural exchanges- all of which
were not included as criterions in determining global cities. The fact is the world today is
characterized mainly by unrelenting progress in numerous aspects of human life. This basically
makes it difficult to have just one definition of what a global city is.
Sassen is not mistaken for considering economics as a major determining factor of a global
city as this primarily becomes the most appealing feature that attracts people from walks of life to
move in.
The list of characteristics and attributes that made a city a forerunner in the global scene
has transformed and within it included other criteria such as the occurrence of an international
population based. Global cities now become melting pots of international culture and cuisine.
Global cities also have the greatest number of business infrastructures housing international
organizations, and businesses alike. They undoubtedly become seats of power where political,
economic, cultural and religious engagements are overseen. To make these characteristics more
clear, let us consider the United Nations, a powerful organization capable of providing
international humanitarian aid to countries in need. Its headquarters is strategically located in New
York. As with London who has advantageously positioned itself as a global banking and financial
center. They are also centers of innovation and higher learning. Global cities boast having the
world’s top universities like Boston’s Harvard University and Cambridge University in England.
These and several other features make up the characteristics of what a global city must have.
By this time, you might have an idea of what a global city is and so we move to the next
challenge of carefully examining the challenges that come with the rise of global cities. The first
of these challenges is the significant rise in the city population as people flock towards cities trying
their luck to improve their financial status. However, not all who migrated to cities are rewarded
for many end up contributing to the slum populace. Globalization creates a rush of high paying
jobs with global cities creating a chain reaction demanding low income employment to attend to
their growing needs. These low income jobs comprise of domestic helpers, maids, cooks, food
attendants. Thus implying that flocking to global cities does necessarily mean a good life for
everyone.
With the significant rise in the population, several other issues spring out which leads us
to the next challenge which is food and water shortage. Researchers reveal that 2.5 billion
individuals have no access to clean water and sanitation. Many people still go hungry as food is
unevenly distributed all over the world bringing into question global food security.
Lastly, the problem about climate change and rising temperatures, cities are considered as
the greatest contributor of greenhouse gas emissions and climate change affects more people than
others for some are more equipped to handle the effects of climate change.
 D. Assessment
Activity No. 11. Let’s Do These
DIRECTIONS: Explain comprehensively. Write your answers on a separate sheet of bond paper
and submit it through Google Classroom or drop it in the office.

1. What are the characteristics of a global city and how would you contribute in order to be
part of globalizations?

E. Key Takeaway
A global city is an urban center that enjoys significant competitive advantages and that
serves as a hub within a globalized economic system.
IV. References
Mendoza, C.C. et al. (2019). The Contemporary World. Manila: Nieme Publishing House Co.
Ltd.

Prepared by:

MELISSA L. LOQUERE, MAELT

BISU-Clarin Campus
MODULE 5- Week 12-14

UNIT 5 – GLOBAL POPULATION AND MOBILITY

Lesson 5.2 – Global Demography
I. Lesson Outcomes: At the end of the lesson, the students should have:
1. explained demographic transition as it affects global population.

II. Introduction
UNICEF estimates the all around world, an estimate of 353,000 babies are born each year.
That’s an approximate of 4.3 babies being born every second. Ten years from now, you might be
contributing to the world’s increasing population yourself. You may have started your own family
of procreation and even built a private townhouse. Future plans that may further fuel your desire
to do well in school and earn a degree or two. Married couples in several highly developed
countries opt to have one or two children as they focus most of their energy saving money to
provide for their kids' needs. Demography basically looks into the different elements of population
like size, mortality rates, income, incidence of diseases, and fertility rates for these have a direct
relationship with the quality of the society’s complex make up.

III. Learning Content and Tasks

A. Activity
Are there consequences if global demography is not checked and controlled? Explain.

B. Analysis
Is having a majority of the old population beneficial for society? Is an increased influx of
migrants a sign of a booming economy? Explain.

C. Abstraction
History of man is speckled with stories of people migrating from one place to the next
either in search of food, escape raiders, conquest or for pleasure. Possibly at this point in your
life, some of you may have plans of pursuing a career abroad attracted by the sights and sounds
of city life. Perhaps, you may have been lured by friends and families who have successfully
rooted themselves in a foreign land. Such is the nature of man-to be mobile. Demography is the
study of population based on elements like age, race, and sex.
Countries all over the world experience the entry of foreigners at an unprecedented rate.
Surveys show that more than 160 million individuals live out of their country of origin. Factors
accounting for this transition can range from simple employment opportunities to flight from
human rights abuses and political repression. Motivations for migration have been categorized into
either the Push Factor or Pull Factors.

Push Factor

Survival for themselves, or for their family, is one of the most obvious motives which
explain migration. Escape either from man-made disasters, civil war and decline of economic
opportunities threatening them of starvation can be prime motivators. Simply, the push factor
refers to causes that drove people to abandon their residences.

Pull Factor

In highly industrialized countries, fertility levels still continue to decline posing a possible
collapse in the population in the times to come. European countries suffer an aging population
meaning fewer people are able to work given the circumstance. Immigration, or the movement of
people in the country, may help ease the labor deficiency but not enough to solve this persistent
problem. Nonetheless, it serves as a gateway for employment seekers to benefit from it.

Global Demographic Issues

The following are listed as the leading global demographic issues facing the world today:

a. Uneven population growth worldwide

Because of the lack of population growth control mechanisms, education and freedom to
decide for themselves, some developing countries’ populations like Nigeria and Tanzania tend to
grow at an alarming rate. Africa has one of the highest incidents of birth rates with an average of
6.49 children per mother. It has been projected that Africa’s overall population would have
exceeded Europe’s in 2050.

b. Demographic Pressures on the Environment

Demographers and researchers alike agree in saying that the existing and still growing
number of people in the world surpasses the maximum number of inhabitants that the planet can
actually sustain. Naturally, people need resources in order to survive. Resources that only nature
and the environment could provide.

c. Slum Urbanization
While globalization stirs the flow of financial capital generating income and wealth, not all
individuals are given a fair share in these riches. Wealth tends to accumulate on the upper strata of
the social hierarchy benefiting a specific social class of the society making upward mobility
impossible and widening the gap of social inequality.

d. Spread of Diseases
Generation and spread of diseases and other terminal illnesses, like HIV/AIDS also hasten
keeping pace with globalization. However, international aids and programs have been organized
in order to extend help and contain the further circulation and create an epidemic.

D. Assessment
Activity No. 12. Let’s Think
DIRECTIONS: Explain comprehensively. Write your answers on a separate sheet of bond paper
and submit it through Google Classroom or drop it in the office.
 1. Assuming that you have built your own family with a children of five. Cite the ways you
might affect the global population. What are your remedies to lessen the global
problems?

E. Key Takeaway
Global demography is the study of human populations- their size, composition and
distribution across space- and the process through which populations change.
IV. References
Mendoza, C.C. et al. (2019). The Contemporary World. Manila: Nieme Publishing House Co.
Ltd.

Prepared by:
MELISSA L. LOQUERE, MAELT
BISU-Clarin Campus
MODULE 5- Week 12-14

UNIT 5 – GLOBAL POPULATION AND MOBILITY

Lesson 5.3 – Global Migration
I. Lesson Outcomes: At the end of this topic, you should have:
 defined migration
 analyzed the political, economic, cultural, & social factors underlying the global
movements of people
 displayed first-hand knowledge of the experiences of OFWs

II. Introduction
Since the origin of the human history, people migrated for opportunities, political conflict,
poverty and even climate change. Recently, the world suffers the pandemic COVID-19 which
greatly affects global mobility. People around the world are suffering due to the economic, social
and political challenges brought by this pandemic. Thus, this lesson discusses why we need global
awareness and understanding of migration and its current trends considering global pandemic.

III. Learning Content and Tasks

A. Activity : Let’s Do This

Remember one or two of your relatives, friends or residents of your community who are
recently working outside your province, or outside our country. Gather and list the following
demographic data: place of origin, present address, number of family members, occupation, and
civil status.

B. Analysis – Let’s Analyze

1. What do you think are the reasons why they move from their place of origin to another
place?
2. Are these identified reasons related to socio-political, economic, and ecological factors?
3. What is the implication of the recent pandemic to the local and global movement of
people?

C. Abstraction- Let’s Conceptualize

Global Migration
The nuances of the movements of people around the world can be seen through the
categories of migrants – “vagabonds” and “tourists” (Bauman, 1998). Vagabonds are on the move
“because they have to be” (Ritzer, 2015, p.179) – They are not faring well in their home countries
and are forced to move in the hope that their circumstances will improve. On the other hand,
tourists are on the move because they want to be and because they can afford it.
Refugees are vagabonds forced to flee their home countries due to safety concerns (Haddad,
2003). Asylum seekers are refugees who seek to remain in the country to which they flee.
According to Kritz (2008), those who migrate to find work are involved in labor migration. Labor
migration is driven by “push” factors (e.g., lack of employment opportunities in home countries),
as well as “pull” factors (work available elsewhere). Labor migration mainly involves the flow of
less-skilled and unskilled workers, as well as illegal immigrants who live on the margins of the
host society (Landler, 2007).
According to Ariola (2018), the flow or movement of people around the world from one
place to another is global migration. The primary objective of migration is to find work or
employment. Further, The United Nations (2017) as cited by Ritzer and Dean (2019) defines an
international migrant as “any person who lives temporarily or permanently in a country where he
or she was not born, and has acquired some significant social ties to this country.”
Migration is traditionally governed either by “push” factors such as political persecution,
economic depression, war, and famine in the home country or by “pull” factors such as a favorable
immigration policy, a labor shortage, and a similarity of language and culture in the country of
destination (Ritzer, 2015). Global factors, which facilitate easy access to information about the
country of destination, also exert a significant influence.

Note: For more readings, please read Chapter 8, (The Global Flows of Migrants),
Globalization: The Essentials, 2nd edition by George Ritzer and Paul Dean, 2019.

Trends of Global Mobility (After Covid-19 Pandemic)

a. How does pandemic affect labor and migration? (Read the following links in the
references below under suggested readings)
The global mobility has really affected by Covid-19 due to many travel restrictions.
Migrant labor really stops moving and a quite increase of global inequalities is also experienced
by marginalized people.

b. What about in Asia and the Pacific?

Asian migrant workers are at risk both their jobs and welfare. Recommended policies are
established to governments of host countries such as ensuring the safety and welfare of the migrant
workers and their employment retention and placement.

D. Assessment

Activity No. 13: Let’s Apply

Use short bond paper and submit it to our google classroom or drop it in the university on or
before ________.

By this activity, you should be able to obtain first-hand knowledge of the experiences of
Overseas Filipino Workers (OFWs). Their experiences could provide a real understanding
of how OFWs, their families and the country affected by globalization.
a. Find a former or a current OFW to be interviewed. Your respondent’s name or face
should not be revealed to protect the person’s identity and ensure anonymity.
b. Use the following guide questions (you may add additional questions):
- How long have you stayed abroad?
- What are the purposes of your stay there?
- What were your most unforgettable experiences there? How will you describe them, good or
bad?
- How will you compare the Philippines with other countries?
 - Is your job affected by the global pandemic Covid-19? What are your coping mechanisms to
combat this problem in relation to your job?
- Do you want to go back abroad or to other countries in the future?
Why or why not?
c. Present your interview results in a documentary film or vlog format and give your
personal insights about your respondent’s experience. (Note: No language requirement
for the convenience of the respondent)

E. Key Takeaway
Socio-political, economic and ecological factors are the main forces driving
migration.

IV. References
Aldama, P. K. R.. (2018). The Contemporary World. REX Book Store.
Ariola, Mariano M. (2018). The Contemporary World, Unlimited Books.
Bauman, Z. (1998). Globalization: The human consequences. New York: Columbia University
Press.
Global demography and migration. https://www.pewresearch.org/topics/global-migration-and-
demography/
Haddad, E. (2003, July 3). The refugee: The individual between sovereigns: Global Society,
17
Kritz, M. (2008). International migration. In Ritzer, G. (ed.). Blackwell encyclopedia of
sociology online. Malden, MA: Blackwell
Landler, M. (2008). At a tipping point, New York Times.
Ritzer, G. (2015). Globalization: The essentials. MA: Wiley-Blackwell
Ritzer, G and Dean, P. (2019). Globalization: The Essentials, 2nd edition. MA: Wiley-
Blackwell.

Suggested Readings:
Yayboke, E. (2020). Five Ways COVID-19 Is Changing Global Migration
https://www.csis.org/analysis/five-ways-covid-19-changing-global-migration
Migration data relevant for the COVID-19 pandemic
https://migrationdataportal.org/themes/migration-data-relevant-covid-19-pandemic
COVID-19 Impact on International Migration, Remittances, and Recipient Households in
Developing Asia
https://www.adb.org/sites/default/files/publication/622796/covid-19-impact-migration-
remittances-asia.pdf

Written by:

GINA A. MACALOS-GALBO, MA, MLIS

(BISU-Candijay Campus)
MODULE 5- Week 12-14

UNIT 5 – GLOBAL POPULATION AND MOBILITY

Lesson 5.4 – Global Health (Covid-19, SARS, HIV/AIDS, etc)
I. Lesson Outcomes: At the end of this topic, you should have:

● identified the global health issues;

● determined its effects to globalization; and
● discussed major challenges in the global struggle against infectious diseases.

II. Introduction:
This lesson examines the role of significant global health issues to globalization, which
includes the contexts, histories and causes of infectious diseases. It will also give us the chance to
determine how these diseases impacted both local and global societies and further examine recent
challenges in the global combat against infectious diseases.

III. Learning Content and Tasks

A. Activity No. Let’s Think

With the presence of different media platforms, what are the different global health issues?
Can you name some of the infectious diseases? When was the last time you heard, read or watched
news about a person who was infected diseases like Covid-19 or HIV/AIDS?

B. Analysis: Let’s Analyze

1. As a global citizen, do we need to be aware of these global health issues?
2. What is the relevance of these issues to economic, political, environmental and social
globalization?
3. How do nation-states decide how to take care of their citizens in terms of provision of
health care for both regular and infectious diseases?

C. Abstraction- Let’s Conceptualize

Global Health Issues

Koplan et al. (2009), as cited in the paper of Beaglehole and Bonita (2010), define global
health as: “an area for study, research, and practice that places a priority on improving health and
achieving health equity for all people worldwide.” Kickbush (2006) defines global health as:
‘those health issues that transcend national boundaries and governments and call for actions on the
global forces that determine the health of people.”
Beaglehole, et al. (2010) emphasized further that instead of global public health, the word
global health is used to prevent the impression that our activities focus primarily on classical and
national-based public health behavior. Global health builds on programs and institutions for
national public health.

What are these infectious diseases?

 According to Campbell, Mackinnon and Stevens (2010), the infectious diseases are: H1N1,
Avian Influenza, SARS (Severe Acute Respiratory Syndrome). HIV/AIDS (Human
Immunodeficiency Virus/Acquired Immune Deficiency Syndrome). TB (Tuberculosis). Polio.
Malaria. West Nile Fever. Influenza. These diseases are frequently headline news including now
the emerging and rapidly evolving situation of COVID-19, which remind us that the nature of the
lives of people and ecosystems around the world can be devastatingly compromised by
microscopic organisms.

History of infectious diseases

The epochs of infectious diseases (Campbell et. al, 2010):
a. The earliest hunting and gathering societies – the foragers – probably lived with fairly
constant levels of endemic diseases.
b. Disease and domestication- crowd diseases such as smallpox from cows, measles from
sheep, cattle, and goats, influenza from poultry, and tuberculosis from cattle (emerged
in the Old World centers of Mesopotamian civilization later exploded into the Roman
World and China because of the ancient Silk Road)
c. Epidemics and pandemic-
1. Rome, the Middle East, India, and China - suffered from smallpox and measles.
2. China and Europe (mid -1300s to mid- 1600s) - the plague outbreak.
3. Europe to Africa (early 16th to 20th century) - mosquitoborne diseases, such as
malaria, dengue, yellow fever, and parasitic diseases caused by various worms.
4. The end of World War I in 1918 - strain of influenza (flu), a worldwide pandemic
called “Spanish flu,” (with a recent estimates of more than 50 million people may
have died– about 2 percent of the global population).

Infectious Diseases and Globalization (After World War II to Present)

Many believed that in the advent of 21st century, infectious diseases would no longer harm
human health. However, since the 1970s, at least 20 well-known infectious diseases have re-
emerged, including tuberculosis, malaria, and cholera; and another 30 previously unknown and
currently incurable diseases have emerged, including HIV, Ebola, hepatitis C, and the Nipah virus.
Currently, diseases that account for the most deaths worldwide include acute lower respiratory
tract infections, HIV/AIDS (approximately 3 million lives in a year), diarrheal diseases,
tuberculosis, and malaria (Campbell et. al, 2010).
In 2009, a new influenza strain emerged that was initially referred to as “swine flu” because
early laboratory reports indicated that many of the virus’s genes were similar to flu viruses that
affect pig populations. Further analysis revealed, however, that the 2009 H1N1 virus contained
genes from viruses that affect birds and people as well as pigs.
COVID-19 - In early 2020, after a December 2019 outbreak in China, the World Health
Organization identified SARS-CoV-2 as a new type of coronavirus. The outbreak quickly spread
around the world. This is a disease caused by SARS-CoV-2 that can trigger what doctors call a
respiratory tract infection. It was reported that the first human cases of COVID-19, were first
reported from Wuhan City, China, in December 2019. As of this date, it is estimated worldwide
that the total active cases is 111 million with 62.3 million recovered and 2.45 million deaths.
Smallman and Brown (2010) clarified that health must be viewed in a social context.
Technological developments will not save us from the dilemmas we face. Social and
environmental change will continue to create new health issues that will in turn require political
and social action to resolve.

Current Challenges
Campbell et. al. (2010) mentioned the following challenges in global fight against
infectious diseases:
a. High price of drug treatments for either AIDS or for the secondary infections associated
with it.
b. Majority of the world’s poor have no access to pharmaceuticals that could help them
because of high prices and bans.
c. Global public health efforts have also been set back by violent conflicts such as in
African countries
d. Most developing countries do not have the funds to support broad public health
initiatives
Further, Sharma, Hasan and Velayudhan (2020) disclosed that the availability of
personal protective equipment (PPE) and their consistent, proper use by healthcare
providers and public health professionals are some of the challenges to combat COVID-19
in India.
Meanwhile, Peres and Abadi (2020) in their study noted other COVID-19 challenges
which include: development of potential vaccine, homogeneous distribution of hospital
supplies among the countries with the worst number of severe cases, need for more studies
to identify potential treatments that are effective for the control of this viral infection and
provision of easy access to diagnostic kits for all countries affected by this pandemic.

Note: For more readings, please refer Chapter 7, (Infectious Disease and Globalization), An
Introduction of Global Studies by Campbell et. al., 2011.

D. Assessment

Activity No. 14: Let’s Brush Up

A. Create a digital infographics concerning the relationship between globalization and

global pandemic. (1 page-long bond paper with a maximum of 5-6 infographics).
Submit it to google classroom and promote it to your social media account.

IV. References
Beaglehole, R. and Bonita, R. (2010). What is global health?. Global Health Action.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2852240/
Campbell, P., Mackinnon, A., Steven, C.R. (2011). An Introduction to Global Studies.
Kickbush, I.(2006). The need for a European strategy on global health. Scand J Public
Health. ;34:561–5.
Koplan, J.P., Bond, T.C., Merson, M.H., Reddy, K.S., Rodriguez, M.H., Sewankambo,
N.K., et al. (2009). Towards a Common Definition of Global
Health. Lancet.;373:1993–5.
Perez, G. I., Abadi, A.B.,(2020). Ongoing Challenges Faced in the Global Control of
COVID-19 Pandemic.
https://www.sciencedirect.com/science/article/abs/pii/S0188440920304574
Sharma, N., Hasan, Z. and Velayudhan, A. (2020). Personal Protective Equipment:
Challenges and Strategies to Combat COVID-19 in India: A Narrative Review
https://journals.sagepub.com/doi/full/10.1177/0972063420935540

Written by:

GINA A. MACALOS-GALBO, MA, MLIS

(BISU-Candijay Campus)
MODULE 6- Week 15-16

UNIT 6 – TOWARDS A SUSTAINABLE WORLD

Lesson 6.1 – Sustainable Development

I. Lesson Outcomes: At the end of the lesson, the students should have:
1. explained what is sustainable development;
2. differentiated stability from sustainability; and
3. articulated models of global sustainable development.

II. Introduction
The term “sustainable development” first came to prominence in the world Conservation
Strategy (WCS) in 1980. It achieved a new status with the publication of two significant reports by
Bruntland on: North and South: a program for survival and common crisis (1985) and Our
Common Future (1983) and has gained even greater attention since the United Nations Conference
on Environment and Development (UNCED)held in Rio de Janeiro on June 1992.
The United Nations (UN) tried to address the different problems in the world. Their efforts
were guided by the eight Millennium Development Goals, which they created in the 1990s. The
eradication of extreme poverty and hunger ranked as the first. The other seven goals include:
achieving universal primary education, promoting gender equality and women empowerment,
reducing child mortality, improving maternal health, combating diseases like HIV/AIDS and
malaria, ensuring environmental sustainability, and having a global partnership for development
(United Nations 2015). The UN nations tried to achieve these goals.

A. Learning Content and Tasks

a. Activity: You are graded as to the content and originality. (10 points)
1. Why is sustainable development so often associated with protecting the
environment?

b. Analysis: How can we eradicate extreme poverty? You are graded as to the content
and originality.(10 points)

c. Abstraction

What is Development?
Generally Development is the gradual growth of a situation that becomes more advanced
and strong than previous one.
- Development is intended to bring a positive change for human being and its
surroundings.
- Development may take place by bringing about a change in policy, projects and
legislations.
- It is an unfolding of human potentials for meaningful participation in economic, social,
political and cultural process and institutions, so that people can improve their
conditions.
What is Sustainable Development?
- Sustainable development is development that meets the needs of the present without
compromising the ability of future generations to meet their own needs.
- It was first introduced by Gru Harlem Bruntland former Prime Minister of Norway and
chair of the World Commission on Environment and Development in 1987.
- Sustainable Development aims to improve the lifestyles and well-being as well as
preserving natural resources and ecosystems

Sustainability versus Stability

- Sustainability is the utilization of resources without compromising the other, of the
future generation. It’s a broader normative term. Sustainability can hardly be used as
solely ecological feature without considering human perception and impact.
- It is a way to characterize a system behaviour and is quite well bounded to certain
method in dynamic system analysis.

Sustainable Development Goals

In September 2015, the United Nations General Assembly formally adopted the
“universal, integrated and transformative” 2030 Agenda for Sustainable Development, a set of
Sustainable Development Goals (SDG’s). The Goals are to be implemented and achieved in every
country from year 2016 to 2030.

Some Sustainable Development Goals are:

1. Sustainable Environment
- Environmental sustainability concerns the natural environment and how it endures and
remains diverse and productive.
- Since natural resources and lists options are derived from the environment, the state of
air, water, and the climate are of particular concern.
- The IPCC Fifth Assessment Report outlines current knowledge about scientific,
technical and socio-economic information concerning climate change, and lists options
for adaptation and mitigation.
- It requires society to design to design activities to meet human needs while preserving
the life support systems of the planet. This, for example, entails using water sustainably,
utilizing renewable energy, and sustainable material supplies (e.g. harvesting wood
from forests at a rate that maintains the biomass and biodiversity).
2. Sustainable Agriculture
- It consists of environment friendly method of farming that allows the production of
crops or livestock without damage to human or natural systems.
- It involves preventing adverse effects to soil water, biodiversity, surrounding or
downstream resources – as well as t those working or living on the farm or in
neighboring areas.
- The concept of sustainable agriculture extends inter generationally, passing on a
conserved or improved natural resource, biotic, and economic base rather than one
which has been depleted or polluted.
- Elements of Sustainable agriculture include permaculture, agroforestry, mixed farming,
multiple cropping, and crop rotation.
 - Sustainable Agricultural methods that do not undermine the environment, smart farming
technologies that enhance a quality environment for humans to thrive and reclaiming
and transforming deserts into farmlands.
3. Sustainable Development on Environment Economies
- The total environment includes not just the biosphere of earth, air, and water, but also
human interactions with these things, with nature and what humans have created as their
surroundings.
4. Sustainable Energy
- Sustainable energy is clean and can be used over a long period of time.
5. Sustainable Technology
- One of the concepts in sustainable development is that technology can be used to assist
people meet their developmental needs.
6. Sustainable Transport
- Transportation is large contributor to greenhouse gas emissions. It is said that one-third
of all gasses produced are due to transportation.
- Sustainable transport has many social and economic benefits that can accelerate local
sustainable development.
- According to a series of reports by the Low Emission Development Strategies Global
Partnership (LEDSGP), sustainable transport can help create jobs, improve commuter
safety through investment in bicycle lanes and pedestrian pathways, and make access to
employment and social opportunities more affordable and efficient.
- It also offers practical opportunity to save people’s time and household income as well
as government budgets, making investment in sustainable transport a ‘win-win’
opportunity.
Since many Western countries are highly automobile-oriented, the main transit that
people use is personal vehicles. About 80% of their travel involves cars. Therefore,
California, is one of the highest greenhouse gases emitters in the United States. The federal
government has to come up with some plans to reduce the total number of vehicle trips in
order to lower greenhouse gases emission. Such as:
 Improve public transit through the provision of larger coverage area in order to
provide more mobility and accessibility, new technology to provide a more reliable
and responsive public transportation.
 Encourage walking and biking through the provision of wider pedestrian
pathways, bike share stations in down towns, locate parking lots far from the
shopping center, limit on street parking, slower traffic lane in downtown area.
 Increase the cost of car ownership and gas taxes through increased parking fees and
tolls, encouraging people to drive more fuel efficient vehicles. This can produce a
social equity problem, since lower income people usually drive older vehicles with
lower fuel efficiency.
7. Corporate Sustainability
- The most broadly accepted criterion for corporate sustainability constitutes a firm’s
efficient use of natural capital. This co-efficiency is usually calculated as the economic
value added by a firm in relation to its aggregated ecological impact.
- This idea has been popularized by the World Business Council for Sustainable
Development (WBCSD) under the following definition: “Eco-efficiency is achieved by
the delivery of competitively priced goods and services that satisfy human needs and
 bring quality of life, while progressively reducing ecological impacts and resource
intensity throughout the life-cycle to a level at least in line with the earth’s carrying
capacity” (DeSimone and Popoff, 1997: 47).
8. Sustainable Income
- It can be described as earnings, which is needed by any household or company to meet
up with the primary costs later on.
- It makes source options for the long run while keeping up a sensible way of life in the
present.
9. Sustainable Architecture
- In sustainable architecture the recent movements of New Urbanism and New Classical
architecture promote a sustainable approach towards construction, which appreciate and
develops smart growth, architectural tradition and classical design.
- This in contrast to modernist and International Style architecture, as well as opposing to
solitary housing estates and suburban sprawl, with long commuting distances and large
ecological footprints. Both trends started in the 1980s. (It should be noted that
sustainable architecture is predominantly relevant to the economics domain while
architectural landscaping pertains more to the ecological domain.)
10. Sustainable Politics
A study concluded that social indicators and, therefore, sustainable development
indicators, are scientific constructs whose principal objectives is to inform public policy-
making. The International Institute for Sustainable Development has similarly developed a
political policy framework, linked to a sustainability index for establishing measurable entities
and metrics. The framework consists of six core areas, international trade and investment,
economic policy, climate change and energy, measurement and technologies in sustainable
development.
The United Nations Global Compact Cities Programme has defined sustainable
political development in a way that broadens the usual definition beyond states and governance.
The political is defined as the domain of practices and meaning associated with basic issues of
social power as they pertain to the organization, authorization, legitimation, and regulation of a
social life held in common. This definition is an accord with the view that political change is
important for responding to economic, ecological, and cultural challenges. It also means that
the politics of economic change can be addressed. They have listed seven subdomains of the
domain of politics:
a. Organization and governance
b. Law and justice
c. Communication and critique
d. Representation and negotiation
e. Security and accord
f. Dialogue and reconciliation
g. Ethics and accountability
11. Sustainable Culture
Working with different emphasis, some researchers and institutions have pointed out
that a fourth dimensions should be added to the dimensions of sustainable development,
since the triple-bottom-line dimensions of economic, environmental and social do not seem
to be enough to reflect the complexity of contemporary society. In this context, the Agenda
21 for culture and the United Cities and Local Governments (UCLG) Executive Bureau
 lead the preparation of the policy statement “Culture: Fourth Pillar of Sustainable
Development”, passed on 17 November 2010, in the framework of the World Summit of
Local and Regional Leaders – 3rd World Congress of UCLG, held in Mexico City. This
document inaugurated a new perspective and points to the relation between culture and
sustainable development through a dual approach: developing a solid cultural policy and
advocating a cultural dimension in all public policies. The Circles of Sustainable approach
distinguishes the four domains of economic, ecological, political, and cultural sustainability.
Others organizations have also supported the idea of a fourth domain of sustainable
development. The Network of Excellence “Sustainable Development in a Diverse World”,
sponsored by the European Union, integrates multidisciplinary capacities and interprets
cultural diversity as a key element of a new strategy for sustainable development. The
Fourth Pillar of Sustainable Development Theory has been referenced by executive director
of IMI Institute at UNESCO Vito Di Bari in his manifesto of art and architectural movement
Neo-Futurism, whose name was inspired by the 1987 United Nations’ report Out Common
Future. The Circles of Sustainability approach used by Metropolis defines the (fourth)
cultural domain as practices, discourses, and material expressions, which, over time, express
continuities and discontinuities of social meaning.
12. Sustainable Natural Capital
The sustainable development debate is based on the assumption that societies need
to manage three types of capital (economic, social, and natural), which may be non-
substitutable and whose consumption might be irreversible. Leading ecological economist
and steady-state theorist Herman Daly, for example, points to the fact that natural capital
can not necessarily be substituted by economic capital. While it is possible that we can find
ways to replace some natural resources, it is much more likely that they will ever be to
replace eco-system services, such as the protection provided by the ozone layer, or the
climate stabilizing function of the Amazonian forest. In fact, natural capital, social capital,
and economic capital are often complementarities.
13. Sustainable Education
Education must be revised in the light of a renewed vision of sustainable human and
social development that both equitable and viable. This vision of sustainability must take
into consideration the social, environmental and economic dimensions of human
development and the various ways in which these relate to education: ‘An empowering
education is one that builds the human resources we need to be productive, to continue to
learn, to solve problems, to be creative, and to live together and with nature in peace and
harmony. When nations ensure that such an education is accessible to all throughout their
lives, a quiet revolution is set in motion: education becomes the engine of sustainable
development and the key to a better world.
14. Sustainable Progress
The United Nations Conference on Sustainable Development (UNSD; also known
as Rio 2012) was the third international conference on sustainable development, which
aimed at reconciling the economic and environmental goals of the global community. An
outcome of this conference was the development of the Sustainable Development Goals that
aim to promote sustainable progress and eliminate inequalities around the world. However,
few nations met the World Wide Fund for Nature’s definition of sustainable development
criteria established in 2006. Although some nations are more developed than others, all
 nations are constantly developing because each nation struggles with perpetuating
disparities, inequalities and unequal access to fundamental rights and freedoms.
(Sources: Shaker, R.R. the Spatial Distribution of Developing in Europe and Its Underlying
Sustainable Correlations, 2015)
15. Sustainable Development Models
The 1987 Report of the Brundtland Commission, Our Common Future, defined
sustainable development as, “meeting the needs of the present generation without
comprising the ability of future generations to meet own needs”. To supplement that
touchstone definition and others, here are three sustainability models that might help explain
what a sustainable society looks like, according to Bob Wilhord (2010). These are the 3-
legged stool model. The common three dimensions of sustainability: economic,
environmental, and social/cultural. The 3-legged stool metaphor reinforces the three
dimensions that are required for us to enjoy a high quality of life – and shows that society
is unstable if one of them is weak. The downside of this metaphor is that the economic,
environmental, and social legs look separate and equal.
Some people add a fourth leg/dimension: Culture is interviewed with the social leg,
but organizations like Living Principles divide the social aspect into people and culture.
They define people dimension as, “actions and issues that affect all aspects of society,
including poverty, violence, injustice, education, healthcare, safe housing, labor, and human
rights,” and the culture dimension as “actions and issues that affect how communities
manifest identity, preserve and cultivate traditions, and develop belief systems and
commonly accepted values”. Living Principles refer to the economy, environment, people,
and cultures as sustainable “streams”. Others refer to three or four “pillars” of sustainability.
Metaphor abound.
3-overlapping-circles model. The overlapping-circles model of sustainability
acknowledges the interaction of economic, environmental, and social factors. Depending on
our mindset, we re-size the circles to show that one factor is more dominant than the other
two. For example, some business leaders prefer to show the economy as the largest circle
because it is the most important to their success and it makes their world go around.
They draw society as the second largest circle because that is where their customers
and other important stakeholders live. The environment would then be the smallest because
it is the most external to standard business metrics. Unfortunately, this model implies that
the economy can exist independently of society and the environment – that the part of the
red circle that does not overlap with the blue and green circles has an existence of its own.
This large incongruity leads us the next, more accurate model.
3-nested-dependencies model. If you were to ask a maritime fisherman whether the
devastating collapse of the cod fishery off the east coast of Newfoundland an environmental
disaster, a social disaster, or an economic disaster was, he would say, “Yes”. The 3-nested-
dependencies model reflects this co-dependent reality. It shows that human society is a
wholly-owned subsidiary of the environment – that without food, clean water, fresh air,
fertile soil, and other natural resources, we’re cooked.
It’s the people in the societies who decide how they will exchange goods and
services. That is, they decide what economic model they will use. Because they create their
economies, they can change them if they find their current economic models are not working
to improve their quality of life. To add another metaphor: the economy is the tail and society
is the dog – not vice versa.
 To be fair, the society-economy relationship is symbiotic. During the recent
recession, the economic downturn had a significant impact on people’s quality of life. Good
jobs are so important to a vibrant modern-day society that sustainability champions who
portray the economy as subservient to society are sometimes accused of being naïve about
how the “real world” works.

D. Assessment

Activity No. 15. Let’s Do These

I. Identification.
1. The Prime Minister of Norway and the chair of the World Commission on Environment
Development.
2. Cite at least one of the aims of Sustainable Development.
3. It refers to the utilization of resources without compromising the other future
generation.
4. A sustainable goal which concerns the natural environment and how it endures and
remain diverse and productive.
5. - 7. Provide at least three elements of Sustainable Agriculture.
8. - 12. Provide at least five Sustainable goals.
13. – 15. What are the three common dimensions of Sustainability?
16. It refers to the gradual growth of a situation that becomes more advanced and strong
tan previous one,
17. – 19. Provide at least three aims of Sustainable Development.
20. The meaning of the acronym of UNSD.

II. Essay: Ten points each (content and originality)

1. Differentiate stability from sustainability.
2. Are e-bike and e-cars solution to the pressing problems of air pollutions, especially
in Metro Manila?
IV. References
Ariola, Dr. Mariano,(2018), The Contemporary World. Unlimited Books Library Services & Publishing
Inc. Intramuros, Manila
Shahid Hussain Raja, Global Food Security: Challenge

Prepared by:

LORENA P. TADENA
BISU-Candijay Campus
MODULE 6- Week 15-16

UNIT 6 – TOWARDS A SUSTAINABLE WORLD

Lesson 6.2 – Global Food Security

I. Lesson Outcomes: At the end of this TOPIC, you should have:

1. defined global food security;
2. critiqued existing models of global food security.

II. Introduction
Food is the first basic human need and fundamental right of every human being, having
constitutional guarantees in almost all countries. That’s why the UNO recognized the Right to food
in the Declaration of Human Rights in 1948, vital for the enjoyment of all other rights.
Although food security has always been a crucial issue, there is increasing global concern
in it after 2007-2008 food crises which is reinforced whenever food prices start rising.

III. Learning Content and Tasks

A. Activity
1. Is global food security achievable? Explain.(10 points. You are graded as to the
content and originality 5 points and for clarity 5 points)

B. Abstraction

Food Security Evolution

Food security is an evolving concept, getting refined after new development and greater
about its necessity. During 1970s, food crises awareness for food security and led to formal
institutional response globally. However, food availability through buffer stocks was considered
enough for ensuring food security. During 1980s, concern with increased poverty added access to
food as essential as food availability for food security.
During 1900s, interest in human development led to absorption of food also as an essential
component of food security. During 2000s, recurring food crises necessities to include stability as
one of the main components of food security.
During 2010s, evidence of increasing malnutrition among the children/females led to
inclusion of nutrition also as an essential element of food security.

Global Challenges in Food Security

Malnutrition affects all countries in the world. Malnutrition, including over-and under-
nutrition and micro-nutrient deficiencies is the top contributor to global disease burden. Globally,
800 million people are under-nourished, 2 billion are overweight or obese and 2 billion are
micronutrient deficient.
The vast majority of the world’s hungry live in developing countries. Southern Asia faces
the greatest hunger burden, with about 281 million undernourished people. In sub-Saharan Africa,
the current rate of undernourishment is currently around 2 per cent. Despite decreasing under-
nutrition, levels remain unacceptably high.
 Despite improved food access at all income levels, diet quality is declining.
Notwithstanding recent food production increases, nutritious foods remain unaffordable for many.
The consequences are severe; poor nutrition causes nearly half the deaths in children under five,
and one in four children suffer stunted growth; 66 million primary school-age children attend
classes hungry across the developing world, with 23 million in Africa alone. Without policy
changes, obesity will changes, obesity will increase in all countries and reach 3.28 billion by 2030,
increasing non-communicable disease prevalence and health costs.

Sustainable Agriculture is the Foundation of Food Security and Has the Potential to Secure
Livelihoods
Agriculture is the single largest employer in the world, providing livelihoods for 40 percent
of today’s global population and it is the largest source of income and jobs for poor rural
households. Investing in smallholder farmers is an important way to increase food security and
nutrition for the poorest, as well as food production for local and global markets.
However, providing food and securing livelihoods must be done in a manner which does
not compromise the environment. Since the 1900s, some 75 percent of crop diversity has been lost
from farmers’ fields. Better use of agricultural biodiversity can contribute to more nutritious diets,
enhanced livelihoods for farming communities and more resilient and sustainable farming systems.
Reference: Third International Conference on Global Food Security, December 2017, Cape Town,
Africa.

Global Food Security Index

The Global Food Security Index developed by the Economist (Magazine). Intelligence Unit
with sponsorship from DuPont, is a universal benchmarking tool on food security.
It examines the core issues of food affordability, availability, quality, and safety, as well as
natural resources and resilience in 113 countries. It is based on 26 unique indicators that measure
these drivers of food security across both developing and developed countries. “The index is the
first to examine food security comprehensively across the three internationally established
dimensions. Moreover, the study looks beyond hunger to the underlying factors affecting food
insecurity. This year the GFSI includes an adjustment factor on natural resources and resilience”.
“The new category assesses a country’s exposure to the impacts of a changing climate; its
susceptibility to natural resource risks; and how the country is adapting to these risks”. The GSFI
is available at no charge online at foodsecurityindex.eiu.com.

Overall
Singapore is the runaway winner (Global Rank: 19), followed by Malaysia (43). Rice
exporters are at lower tiers: Thailand (53), Vietnam (64), Cambodia (84), and Myanmar (80). Rice
importers’ ranks, excluding Singapore and Malaysia, are: Indonesia (73) and the Philippines (79).
ASEAN countries with high GSFI are ahead in affordability, availability, and quality, and safety
criteria.
1. Affordability
Singapore posted the highest per capita income at $73,168, distantly followed by
Malaysia with $9,503 in 2016. Indonesia has $3,570, the Philippines $2,951, and
Vietnam $2, 186. The two leader had little (if no) poverty. Malaysia’s poverty
incidence was only 1.6 % in 2014 versus 21.6 % for the Philippines in 2015.
2. Quality; 3. Safety; and 4. Availability
 Rice importers Singapore and Malaysia beat rice exporters Vietnam and Thailand
by a mile. The index has several factors of which supply sufficiency is only one of six.
The Philippines is even ahead of Cambodia, a rice exporter.
The level of development of a country affects the quality and safety criteria.
Singapore and Malaysia are far ahead. Thailand, Vietnam, and the Philippines are in
the middle cluster.
5. Natural Resources and 6. Resilience (NRR)
The 2017 GSFI includes “a new environmental criterion that recognizes the
growing emphasis on resource conversation, climate change adaption, and sustainable
agriculture practices. With factors, such as temperature change, land deforestation, and
depletion of water resources, the NRR category measures future impacts on the countries
in the GSFI”. (To read the report, please visit the link http://bit.ly/securefood or use
smartphone to scan the QR code).

Global Food Security Model

MINK is the process-based crop modelling for global food security. This was pointed out
by Richard Robertson of the International Food Policy Research Institute (IFPRI) in September 5,
2017.
Over the last decade, computer models of crop growth have increasingly been used to
understand how climate change may affect the world’s capacity to produce food. The International
Food Policy Research Institute (IFPRI) has undertaken a major sustained effort to analyse changes
in the productivity of major crops across the entire world. The results are integrated into economic
modelling efforts ranging from household to country-level economy-wide models to the global
agricultural sector partial-equilibrium economic model known as IMPACT. With the models
working together, researchers can examine how biophysical changes in crop growth interact with
changes in social and economic conditions.
Now, for the first time, IFPRI is releasing a comprehensive volume describing the global-
scale crop modelling system behind IMPACT known as “MINK” for short.
Crop modelling starts at the field level and scaling this up to the global level is challenging.
Climate data must be collated, processed, and formatted. Representative crop varieties and planting
calendars have to be chosen. Fertilizer input levels need to be specified. Myriad other assumptions
need to be considered and appropriate values and strategies determined. And that is just the
preparation phase. All the data then have to be organized, exported, and run through the crop
models to obtain stimulated yields under different climate scenarios and production environments.
This necessitates employing parallel computing to get the job done quickly enough to be useful.
And then the reams of output data must be organized, manipulated, analysed, and finally
interpreted to provide context as well as specific information so policymakers can plan
appropriately for the future

Food Security-Global Response

Renewed commitment at global and state level to reduce poverty by dedicating sufficient
resources for job creation, skill formation, social safety nets and ensuring good governance.
All countries to allocate more resources for agricultural Research and Development and to share
the findings of research at institutional and private level. Global collaboration to carry out
healthcare reforms to improve absorption and nutrition.
 Putting in place an efficient and reliable forecasting and early warning systems for food
grains production and stocks position. Early agreement on global warming, environmental
sustainability and climate change. Creation of regional buffer stocks for timely response to
emergent threats of food shortages. Devising fair rules of the game for international trade for
equitable share in the increase in global trade and development. Universal policy framework for
corporate farming to restrain land grabbing.

C. Assessment

Activity No. 16: Let’s Do These

1. For you identify at least five causes of food scarcity.
2. Provide five effects of food scarcity.
3. What are the solutions to global food security? Provide at least five.
4. How does globalization affect food security? 10 points. (You are graded as to the
content and originality 5 points and clarity 5 points).

IV. References
Ariola, Dr. Mariano,(2018), The Contemporary World. Unlimited Books Library Services &
Publishing Inc. Intramuros, Manila
Shahid Hussain Raja, Global Food Security: Challenge

Prepared by:

LORENA P. TADENA
BISU-Candijay Campus
MODULE 7- Week 17-18

UNIT 7 – GLOBAL CITIZENSHIP (Conclusion)

Lesson 7 – Global Citizenship

I. Lesson Outcomes: At the end of this TOPIC, you should have:

1. described the characteristics of a global citizen;
2. illustrated the importance of global citizenship; and
3. articulated a personal definition of global citizenship.

II. Introduction
This module focuses on discussions about the concept of the global village and human
social responsibility. It deals with the overarching concept of global citizenship and the future
global village. This also tackles the development of individuals from national citizenship to global
social responsibility and its importance to human society at the international level.

This section presents the concept of different citizens as members of a global village.

III. Learning Content and Tasks

A. Activity (DIAGNOSTICS)
Instructions: Explain the following topics:
1. Citizenship and its role in international affairs
2. Citizenship and its significance in education
3. Citizenship and its significance in economy
4. Global citizenship as a tool for the development of social status

B. Abstraction

Why is being a Global Citizen Important in Today's World?

The world is becoming increasingly interconnected. Improvements in technology and
trade have pushed the boundaries of the term “citizenship.” Although the concept of global
citizenship is not new -- dating back to ancient Greece -- the concept has new currency. It is
becoming increasingly necessary for students to prepare to contribute positively in their local,
national, and global communities.
Since 1950, world trade in goods has expanded by more than 30-fold. The opportunities to
work internationally are increasing as companies are expanding and building internationally
recognized brands. By working abroad, graduates have more opportunities to take on new roles,
advance their careers, and build a global network. Developing a global mindset and having an
understanding of international practices can give students some assistance in the expanding global
community.
Overall, students in today’s world will think about global problems more than previous
generations. Because communication on a global scale is easier and more accessible than ever,
students are able to have more diverse experiences and are better educated on global issues.
Instilling a global mindset in today’s students can help create a generation of graduates that value
social responsibility and consider their global impact when solving problems.
 In addition, the advent of globalization and a multitude of technological advancements, the
nations, as well as many citizens of the world, have gotten closer than they did before.
Communication has been made easier with relatively new and efficient ways of reaching even the
former inaccessible parts of the world, and of acquiring and transmitting information which are
quite literally at everyone's fingertips. This constant state of being interconnected brings about the
notion of a global village where citizens of the world are members, not only of their respective
home countries, but also of the global world.
Considering these premises, there must be an ever-developing awareness that decisions and
actions in a domestic level can and will have international impact. As global citizens, individuals
must be aware of the wider world; respect and value diversity; have an understanding of how the
world works economically, politically, socially, culturally, technologically, and environmentally;
outraged by social injustice; participate in and contribute to the community at all levels from local
to global; be willing to act to make the world a more equitable and sustainable place; and take
responsibility for their actions (Douglas, 2001).

Why is Global Citizenship education needed?

"Education must be not only a transmission of culture but also a provider of alternative views of
the world and a strengthener of skills to explore them" Jerome S Bruner
With the interconnected and interdependent nature of our world, the global is not ‘out
there’; it is part of our everyday lives, as we are linked to others on every continent:
 socially and culturally through the media and telecommunications, and through travel
and migration
 economically through trade
 environmentally through sharing one planet
 politically through international relations and systems of regulation.
These characteristics can all be acquired through education, particularly the one that
focuses on global and multicultural aspects. Education, in this regard, helps the learner to
understand the impact of one's own actions to other cultures and the effect of other people's actions
based on a different culture to one's own (Pae, 2003). In brief, global education opens learners'
minds to the multitude of customs, norms, and traditions lessening one's prejudices. This is
necessary because, as mentioned, the evident interconnectedness and constant interaction of people
from all over the world put individuals from different nations and cultures against one another. For
such interaction to be successful, such set of conduct mentioned above must be exhibited by a
global citizen.
Moreover, the role of microsystems such as families and local communities is of great
importance in solidifying a global perspective. In essence, global education must be holistic and
requires the effort not only of the educators but of parents, peers, and even policy makers (Pae,
2003).
In a sense, this form of education focuses not only on giving learners life skills but also on
teaching them the importance of values which will help them gain a more inclusive perspective of
a global community and enable them to effectively interact with people from other cultures.
Engaging with people of different nationalities with these attributes will be beneficial for
the rest of humanity in the long run since an individual is not only confined to the pursuit of
personal interest but also conscious about the lives, desires, and needs of other individuals hailing
from other cultures. It is a fact that some of the world's resources are running scarce due to the
persistent demands of human consumption. Being able to peacefully coexist with one another with
a shared global perspective in mind can enable individuals to efficiently distribute and consume
resources without the need for coercion. Global citizens have a great understanding of the truth
that for the global society to survive, one must do away with myopic and self-centered ideas and
must rather take into great consideration the needs of other individuals.
Indeed, in this era of interconnectivity between and among human beings, a global
perspective is necessary. As the means of communications and the degree of technology
congruently take higher ground, so must the mindset of individuals living in the relatively same
ecosystem, accessing and sharing nearly the same resources, and facing relatively similar threats
and challenges to human existence, be it natural or artificial. Global citizens know that humankind
must acquire a symbiotic relationship with one another for the entire human species and human
culture to survive.
Therefore, 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 does it look like in the classroom?

"Education is not a preparation for life, it is life itself." John Dewey
Education for Global Citizenship deals with issues of global interdependence, diversity of
identities and cultures, sustainable development, peace & conflict and inequities of power,
resources & respect.
These issues are addressed in the classroom through a wide and evolving variety of
participatory teaching and learning methodologies, including structured discussion and debate,
role-play, ranking exercises, and communities of enquiry. Such active methods are now established
as good practice in education, and are not unique to global citizenship. Curriculum for Excellence
has at its core a commitment to improved student participation in order to develop the four
capacities: successful learners, confident individuals, responsible citizens and effective
contributors.
It is crucial to be aware that, far from promoting one set of answers or values or attitudes,
education for global citizenship encourages children and young people to explore, develop and
express their own values and opinions, and that they listen and respect other people's points of
view. This is an important step towards children and young people making informed choices as to
how they exercise their own rights and their responsibilities to others.
It is also necessary that teachers at all levels do not approach education for global
citizenship with the feeling that they must have all the answers – impossible anyway in such a fast
changing world. The role of the teacher is to enable students to find out about their world for
themselves and to support them as they learn to assess evidence, negotiate and work with others,
solve problems and make informed decisions.

How to achieve a Global Mindset?

Because students are more likely wanting themselves to live abroad, they should be
prepared to succeed anywhere in the world. Students can start preparing for a global mindset today
by:

1. Building Relational Skills

 Students can read about different cultures and issues, but one of the best ways to start
building a global mindset is with social skills. Collaboration and compromise are essential skills
for navigating the complex and diverse situations encountered in an interconnected world. Also,
enrolling your student in programs where they work in groups to solve problems will help build
necessary social skills.
2. Cultivate Creativity and Innovation
With the recent growth in automation and overall improvements in technology, creativity
and innovation are essential skills for the 21st century. Students should graduate ready to use their
creativity to apply what they’ve learned to the real world. The best online high schools infuse the
curriculum with opportunities to innovate.
3. Learn to Solve Problems
Problem-solving is an essential skill carefully chosen by global citizens. The ability to
develop approaches that can then be applied across borders to answer new questions is increasingly
more valuable than regurgitating knowledge. Being able to adapt successful strategies to different
cultures sensitively and effectively is necessary for making a positive global impact.
4. Become Fluent in a Foreign Language
With the influx of companies expanding abroad, graduates fluent in a foreign language are
given preference. Consider beginning the teaching process early, when student’s brains are more
ready to absorb a new language. Additionally, learning a foreign language dissolves barriers
between cultures and helps students develop a sense of curiosity about the world around them.
5. Understand Global Citizenship is a Mindset
Global citizenship is a shift in the way students see the world and their place in it. It’s not
a class to complete, but rather a lifelong process. It’s learning to stand in the shoes of others and
see problems from different perspectives. Cultural empathy isn’t a skill developed overnight and
requires that students understand how their own perspectives and identities impact their personal
worldview.
One of the most effective and immersive ways to help your student become a global citizen
is by exposing them to peers and teachers from other countries. Students can do this by attending
the best online high schools with international faculty and students, international campuses, and
study abroad programs.

What is a Global Citizen then?

"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
(Oxford Committee for Famine Relief):
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
recognised 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.
The opportunities our fast-changing ‘globalized’ world offers young people are enormous.
But so too are the challenges. Young people are entitled to an education that equips them with the
knowledge, skills and values they need in order to embrace the opportunities and challenges they
encounter, and to create the kind of world that they want to live in, an education that supports their
development as Global Citizens.
The active, participatory methods of Education for Global Citizenship and Sustainable
Development help young people to learn how decisions made by people in other parts of the world
affect our lives, just as our decisions affect the lives of others. Education for Global Citizenship
and Sustainable Development also promotes student participation in the learning process and in
decision-making for the following reasons:
 Everything done in school sends out messages, so we need to exemplify the values we
wish to promote. If we wish to affirm beliefs about the equality of all human beings and
the importance of treating everyone fairly and with respect, we need to ensure that
learning processes, and relationships between pupils and teachers, reflect and reinforce
these values.
 Research shows that in more democratic schools students feel more in control of their
learning, and the quality of teaching, learning and behavior is better.
 The UN Convention on the Rights of the Child affirms the right of children to have their
opinions taken into account on matters that affect them.

C. Assessment

Activity No. 17: Let’s Think

Instructions: In a short essay, discuss your personal definition of global citizenship and how
you, as a Filipino, can become an active member of the global village. What are the advantages
of global citizenship for a Filipino and for the entire country?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity No. 18: Let’s Do This

Group No.:________________ Date:_____________

Section:__________________
Score:_____________

Group Members:

1.

2.

3.

4.

Instructions: In groups of six members each, make a short video presentation (3-4
minutes) showing the future of a global village and the set of characteristics of a future
global citizen.

IV. Resources
E-book:
The Contemporary World Outcome-Based Module
By: Tumoroh C. Leonardo and Ryan M. Leonardo

Internet source:
http://www.ideas-forum.org.uk/about-us/global-citizenship#:

Disclaimer: MARIA JANNETTES B. RENEGADO

All the above information/notes are from the resources