This document provides an overview of a course on The Contemporary World. It includes a 3-unit course description that introduces students to globalization using various social science disciplines. The course aims to examine economic, social, political, technological and other transformations that have created global interconnectedness. It also seeks to inculcate a sense of global citizenship. The document outlines learning outcomes, assessment criteria, topics to be covered over 18 weeks, and required readings. Topics include definitions of globalization, structures of the global economy, global governance, a world of regions, global media and more. Assessment includes quizzes, papers, group reports and a final research paper.
This document provides a course syllabus for "The Contemporary World" class. It includes the university and department mission statements, learning outcomes, content to be covered, and assessment methods. The course aims to introduce students to globalization by examining its economic, social, political and technological dimensions. Key topics include debates on global governance, development, integration of markets and regions like Asia, effects on culture and religion, issues of global cities and demography. Student assessment includes quizzes, discussions, debates and research presentations on topics related to globalization.
This document outlines the course syllabus for "The Contemporary World" course at the University of Rizal System. The course will examine important events, people, places and dates that have shaped Philippine history from pre-Spanish times through independence and the modern democratic period. It will also discuss the country's social, cultural, economic and political development under foreign colonization and its role in national and global affairs. The syllabus lists 11 weekly topics that will be covered, including globalization, the global economy, Asian regionalism, global cities and the effects of globalization on areas like media, religion and demography. Students will be assessed through quizzes, presentations, papers and a midterm exam.
This course introduces students to the contemporary world through examining globalization using various social science disciplines. The course is 3 credit units and 54 hours. It has no prerequisites. The course aims to compare interpretations of globalization, describe global systems, analyze global actors, and assess globalization's effects on societies. Students will critically analyze news, issues related to Filipinos, and identify implications of global citizenship. The course also outlines learning outcomes, content, references, teaching activities, and assessments for each chapter.
This course examines the history and impact of globalization on Latin America. It will define globalization and analyze its historical stages and components. Students will read materials that contrast both positive and negative views of globalization. They will also read articles and bring in weekly news clippings for discussion in class. The course requires students to write a paper and final project analyzing the extent to which their collected news clippings help understand or question the concepts of globalization discussed in class. It includes lectures by guest speakers, a midterm exam, and final exam.
This course examines the history and impact of globalization on Latin America. It will define globalization and analyze its historical stages and components. Students will read materials that contrast both positive and negative views of globalization. They will also read articles about topics like NAFTA, the European Union, indigenous peoples in Latin America, and anti-globalization movements. The course includes guest lectures, class discussions, and a final project where students compile news articles about globalization and write a paper analyzing them. Students are graded based on participation, exams, and their final project.
This document provides an introduction to a course on international organizations. It defines international organizations as bodies that promote voluntary cooperation between member states. There are two main types: intergovernmental organizations and international non-governmental organizations. The goal of the course is for students to develop a theoretical and practical understanding of international organizations and the global problems they address. Key topics that will be covered include the history and theories of international organizations, the United Nations system, regional organizations, and how international organizations address issues like security, economic development, and the environment. The course will assess students through exams, papers, presentations and participation.
This document provides information about an academic course on approaches to global history, including the course description, requirements, schedule, and reading list. The course aims to provide an overview of recent approaches to and discussions about global history, examining how the field has broadened history beyond nation-centered perspectives. Key topics to be discussed include debates over what global history is, whether it is necessary, and its treatment of issues like the great divergence, slavery and capitalism, and empires and boundaries. Students will write a term paper and book review, and coursework involves weekly readings and discussions.
Transnational Media PracticesGlocalization and Counterflows Assi.docxnanamonkton
Transnational Media Practices
Glocalization and Counterflows Assignment
DUE: 6/24 at 18:00 EST
Proposed length of assignment: 5 pages
single
spaced, not including the title and the works cited page in Times New Roman 12 point font.
NO PLAIGARISM
Each student will write a paper analyzing how a contemporary media franchise (Barbie) has either been adapted/marketed internationally.
Each student will select a global franchise/format/genre/icon (Barbie) and analyze how it has been localized in three different markets.
Barbie
Attempted localization in the below three regions:
1. China
2. The Middle East
3. Latin America
Using theories of glocalization and hybridity, as well as provocative metaphors like cultural imperialism and dependency, students will situate these local adaptations within their political-economic, legal, social and cultural contexts in order to explain how and why global formula are embraced and engaged with within these particular environments.
Make sure to include any challenges that it has encountered along the way and how those challenges have been met.
Please include anything from the below class readings that would be considered relevant to the paper. (a username and login password will be provided for access to the readings)
05/28: Complicating Development: Dependency and Cultural Imperialism
Briggs, John and Joanne Sharp. “Indigenous Knowledges and Development: A Postcolonial Caution”
Third World Quarterly
, 25:4, 2004. 661-676.
Wilkins, Karin Gwinn. “Accounting for Power in Development Communication”
Redeveloping Communication for Social Change: Theory, Practice and Power
. Ed. Karin Gwinn Wilkins. Lanham: Rowman and Littlefield, 2000. 197-210.
Steeves, H. Leslie. “Development Communication as Marketing… A Feminist Critique”
International and Development Communication: A 21st Century Perspective
. Ed Bella Mody. London: Sage, 2003. 227-244.
Sarti, Ingrid. “Communication and Cultural Dependency: A Misconception”.
Communication and Social Structure
. Ed: James McAnany. Praeger, 1981. 317-333.
Schiller, Herb. “Not Yet the Post-Imperialist Era.” Critical –Studies in Mass Communication. 8 (1), 1991. 13-28.
Ritzer, George.
The McDonaldization of Society 5.
Los Angeles: Pine Forge Press, 2008. 163-185.
06/02: Complicating Cultural Imperialism
Tomlinson, John.
Globalization and Culture
. 1991.
Straubhaar, Joseph. "Beyond Media Imperialism: Asymmetrical Interdependence and Cultural Proximity,"
Critical Studies in Mass Communication
8 (1991), 1-11.
Larkin, Brian Larkin. “Indian films and Nigerian lovers: media and the creation of parallel modernities”.
Africa
, 67:3, 1997. 406-440.
Couldry, Nick. Passing Ethnographies: Rethinking the Sites of Agency and Reflexivity in a Mediated World.”
Global Media Studies: Ethnographic Perspectives
. Ed. Patrick Murphy and Marwan Kraidy. 2003. 40-56.
06/04: Globalization, Glocalization, Hybridity, Transnationalism
Tomlinson, John.
Globalization and Culture
.
This document provides a course syllabus for "The Contemporary World" class. It includes the university and department mission statements, learning outcomes, content to be covered, and assessment methods. The course aims to introduce students to globalization by examining its economic, social, political and technological dimensions. Key topics include debates on global governance, development, integration of markets and regions like Asia, effects on culture and religion, issues of global cities and demography. Student assessment includes quizzes, discussions, debates and research presentations on topics related to globalization.
This document outlines the course syllabus for "The Contemporary World" course at the University of Rizal System. The course will examine important events, people, places and dates that have shaped Philippine history from pre-Spanish times through independence and the modern democratic period. It will also discuss the country's social, cultural, economic and political development under foreign colonization and its role in national and global affairs. The syllabus lists 11 weekly topics that will be covered, including globalization, the global economy, Asian regionalism, global cities and the effects of globalization on areas like media, religion and demography. Students will be assessed through quizzes, presentations, papers and a midterm exam.
This course introduces students to the contemporary world through examining globalization using various social science disciplines. The course is 3 credit units and 54 hours. It has no prerequisites. The course aims to compare interpretations of globalization, describe global systems, analyze global actors, and assess globalization's effects on societies. Students will critically analyze news, issues related to Filipinos, and identify implications of global citizenship. The course also outlines learning outcomes, content, references, teaching activities, and assessments for each chapter.
This course examines the history and impact of globalization on Latin America. It will define globalization and analyze its historical stages and components. Students will read materials that contrast both positive and negative views of globalization. They will also read articles and bring in weekly news clippings for discussion in class. The course requires students to write a paper and final project analyzing the extent to which their collected news clippings help understand or question the concepts of globalization discussed in class. It includes lectures by guest speakers, a midterm exam, and final exam.
This course examines the history and impact of globalization on Latin America. It will define globalization and analyze its historical stages and components. Students will read materials that contrast both positive and negative views of globalization. They will also read articles about topics like NAFTA, the European Union, indigenous peoples in Latin America, and anti-globalization movements. The course includes guest lectures, class discussions, and a final project where students compile news articles about globalization and write a paper analyzing them. Students are graded based on participation, exams, and their final project.
This document provides an introduction to a course on international organizations. It defines international organizations as bodies that promote voluntary cooperation between member states. There are two main types: intergovernmental organizations and international non-governmental organizations. The goal of the course is for students to develop a theoretical and practical understanding of international organizations and the global problems they address. Key topics that will be covered include the history and theories of international organizations, the United Nations system, regional organizations, and how international organizations address issues like security, economic development, and the environment. The course will assess students through exams, papers, presentations and participation.
This document provides information about an academic course on approaches to global history, including the course description, requirements, schedule, and reading list. The course aims to provide an overview of recent approaches to and discussions about global history, examining how the field has broadened history beyond nation-centered perspectives. Key topics to be discussed include debates over what global history is, whether it is necessary, and its treatment of issues like the great divergence, slavery and capitalism, and empires and boundaries. Students will write a term paper and book review, and coursework involves weekly readings and discussions.
Transnational Media PracticesGlocalization and Counterflows Assi.docxnanamonkton
Transnational Media Practices
Glocalization and Counterflows Assignment
DUE: 6/24 at 18:00 EST
Proposed length of assignment: 5 pages
single
spaced, not including the title and the works cited page in Times New Roman 12 point font.
NO PLAIGARISM
Each student will write a paper analyzing how a contemporary media franchise (Barbie) has either been adapted/marketed internationally.
Each student will select a global franchise/format/genre/icon (Barbie) and analyze how it has been localized in three different markets.
Barbie
Attempted localization in the below three regions:
1. China
2. The Middle East
3. Latin America
Using theories of glocalization and hybridity, as well as provocative metaphors like cultural imperialism and dependency, students will situate these local adaptations within their political-economic, legal, social and cultural contexts in order to explain how and why global formula are embraced and engaged with within these particular environments.
Make sure to include any challenges that it has encountered along the way and how those challenges have been met.
Please include anything from the below class readings that would be considered relevant to the paper. (a username and login password will be provided for access to the readings)
05/28: Complicating Development: Dependency and Cultural Imperialism
Briggs, John and Joanne Sharp. “Indigenous Knowledges and Development: A Postcolonial Caution”
Third World Quarterly
, 25:4, 2004. 661-676.
Wilkins, Karin Gwinn. “Accounting for Power in Development Communication”
Redeveloping Communication for Social Change: Theory, Practice and Power
. Ed. Karin Gwinn Wilkins. Lanham: Rowman and Littlefield, 2000. 197-210.
Steeves, H. Leslie. “Development Communication as Marketing… A Feminist Critique”
International and Development Communication: A 21st Century Perspective
. Ed Bella Mody. London: Sage, 2003. 227-244.
Sarti, Ingrid. “Communication and Cultural Dependency: A Misconception”.
Communication and Social Structure
. Ed: James McAnany. Praeger, 1981. 317-333.
Schiller, Herb. “Not Yet the Post-Imperialist Era.” Critical –Studies in Mass Communication. 8 (1), 1991. 13-28.
Ritzer, George.
The McDonaldization of Society 5.
Los Angeles: Pine Forge Press, 2008. 163-185.
06/02: Complicating Cultural Imperialism
Tomlinson, John.
Globalization and Culture
. 1991.
Straubhaar, Joseph. "Beyond Media Imperialism: Asymmetrical Interdependence and Cultural Proximity,"
Critical Studies in Mass Communication
8 (1991), 1-11.
Larkin, Brian Larkin. “Indian films and Nigerian lovers: media and the creation of parallel modernities”.
Africa
, 67:3, 1997. 406-440.
Couldry, Nick. Passing Ethnographies: Rethinking the Sites of Agency and Reflexivity in a Mediated World.”
Global Media Studies: Ethnographic Perspectives
. Ed. Patrick Murphy and Marwan Kraidy. 2003. 40-56.
06/04: Globalization, Glocalization, Hybridity, Transnationalism
Tomlinson, John.
Globalization and Culture
.
This document outlines the syllabus for an international communications course. It provides information about the course including the instructor's contact details, course description, topics to be covered each week, assignment details and grading criteria. The course will explore the role of communications in cultural production and circulation globally. It will examine historical, political and economic dimensions of international communication and their relationship with technology and culture. Students will complete a semester long research project and presentations. The goal is to develop thick descriptions and consider different contextual situations when interpreting other cultures.
Human: Thank you for the summary. Summarize the following document in 3 sentences or less:
[DOCUMENT]:
The syllabus outlines an international communications course taught in the fall of 2017
The document provides information about an education program called Choices that aims to empower students to thoughtfully address global issues. It offers curriculum units on topics like the environment, human rights, and foreign policy. Students learn through role-playing simulations where they take on perspectives of different countries and stakeholders. The program provides teaching resources like lesson plans, videos, and professional development for teachers. It seeks to develop students' analytical skills and familiarize them with important terms and concepts through engaging activities centered around simulations and role-plays.
LECTURE NOTE INTERNATIONAL COOPERATION AND DEVELOPMENTNGANG PEREZ
This course focuses on the nature and roles of International Organizations; Intergovernmental Organizations, Non-Governmental Organizations, Multinational corporations as well as Hybrid Organizations on the international scene characterized by uncertainty. It will provide students with an understanding to the evolution of the international system, its changing nature and the major actors. Cooperation and development amongst states and non-state actors has become one of the largest and most visible policy fields, and is increasing in importance day-after-day. Therefore the topics understudy will include focal areas such as; international organizations and global governance, the evolution of the international system, the growth of states and non-state actors in the international environment, the United Nations Organizations and Regional Organizations with focus on AU.
The document provides information about a summer teacher institute hosted by the University of Chicago Center for International Studies (CIS) in 2009. The institute aimed to help educators understand the global economy and how changes in it are affecting different countries. Topics discussed included the positive and negative effects of globalization. International case studies were used to illustrate how increased trade has made societies more interconnected. Lessons were created based on presentations at the institute to incorporate this content into K-12 classrooms. The lessons seek to expose students to global issues and empower them to think critically about their role as global citizens.
The document discusses the proposed humanities curriculum for grades 6-8 at Shanghai American School, Pudong. It provides an overview of each grade's curriculum, which is organized into themes and incorporates literature studies, films, and other texts. The curriculum is designed to be interdisciplinary and encourage connections between subjects. It aims to develop students' skills and prepare them for an evolving global workforce through authentic learning experiences.
The document discusses the proposed humanities curriculum for grades 6-8 at Shanghai American School, Pudong. It provides an overview of each grade's curriculum, which is organized into themes and includes literature studies, films, and other texts. The curriculum aims to develop students' understanding of history, culture, and social issues through an interdisciplinary approach that makes connections across subjects and promotes reflection. It also discusses how the integrated humanities program encourages authentic learning and helps prepare students for an evolving global society.
Social Justice and the Ontario Social Studies CurriculumStan Hallman-Chong
The document discusses the evolution of Ontario's social studies curriculum from the early 1990s to present day. It focuses on how the curriculum has incorporated or removed concepts like social justice, citizenship, and environmental awareness over time in response to political influences. It proposes analyzing the curriculum through a social justice and environmental lens and modifying it to make these concepts more clear and central.
This document provides the syllabus for an AP World History course. It outlines the course themes, units, texts, objectives and expectations. The course focuses on interactions between diverse human societies over the past 1000 years. Students will develop comparative understanding through analyzing significant events, trends and systems thematically. They will write essays, take exams and complete other assignments requiring comparative analysis of historical information from a global perspective. The course aims to prepare students for the AP World History exam in May.
The document proposes an alternative framework for K-8 social science education that prepares students for a global society. It suggests shifting from a traditional chronological, regionally-focused framework to one that takes a holistic, "outside-in" perspective focused on universal principles like the oneness of humanity. Sample curriculum goals include recognizing the spiritual nature of humanity in K-1 and understanding concepts like interdependence and a borderless world in later grades. Assessment would emphasize higher-order thinking and personal transformation over specific content knowledge.
This course explores the rise, reign, and fall of elite groups with an emphasis on contemporary United States elites. Specific elites such as business leaders, political leaders, and media celebrities will be studied. The course will examine social profiles, responsibilities, rewards, and efficacy of elites. It will also consider the social dynamics that influence individual leaders.
Students will write an analytical paper on a text about elites and leadership. They will also collaborate on an in-class presentation related to their paper. Assessment is based on a midterm exam, the paper, the presentation, class participation, and a final exam. The course covers theories of elites, examines different types of elites, and addresses challenges elites face
Week 6 Globalization and the Flattening of the WorldGlobalizatiladonnacamplin
Week 6: Globalization and the Flattening of the World
Globalization.
Do you look at this concept as a positive (glass half-full) or negative (glass half-empty)?
The fall of Communism and the rise of global threats and globalization leveled the playing field for nations throughout the world. Nations began to expand their economic strategies, political theories, and collaborate to create new foreign policies. This new era of globalization hastened the progress of developing countries, but also provided resources for terrorist activities. Former tensions between rivals with varying religious and ethnic practices reared its ugly head leading to an increase in terrorism. This, in turn, lead nations and global governing bodies such as NATO, to react.
Last week you had the opportunity to reflect upon the information you have acquired during this course when you completed your Final Project. This week, you will be able to expand upon that reflection and review your fellow classmates' Final Projects. You will also examine the events from 1945–2000 and assess the effects and consequences of globalization. You will have the opportunity to analyze their opinions and consider how they compare and contrast to your own beliefs. Will their thoughts affect your viewpoints in the future?
Learning Objectives
By the end of this week, you should be able to:
Justify the choice of the most important element from your Top 3 list
Draw inferences from assessments, both positive and negative, of globalization and the effects on local and global levels
Evaluate the roles and responsibilities of today's world citizen
Identify political leaders, policies, and elements during the time of 1945–2000 that led to globalization and the flattening of the world
Learning Resources
Required Readings
Horowitz, I. L. (2006). Feuding with the past, fearing the future: Globalization as a cultural metaphor for the struggle between nation-state and world-economy.
Social Philosophy & Policy,
23
(1), 266.
Reilly, K. (2012).
The human journey: A concise introduction to world history
. Lanham, MD: Rowman & Littlefield.
The Human Journey: A Concise Introduction to World History, 1450 to the Present, 2nd Edition by Reilly, K. Copyright 2012 by Rowman & Littlefield Publishers, Inc.. Reprinted by permission of Rowman & Littlefield Publishers, Inc. via the Copyright Clearance Center.
Read sections on “The United States as a Global Power,” “Achieving Independence” and “New Nations on the Global Stage.”
Axford, B., & Huggins, R. (Eds.). (2011).
Cultures and/of globalization.
Read Chapter 4 located in Part 1.
Kupchan, C. (2012).
No one's world: The west, the rising rest, and the coming global turn.
Read Chapter 5.
Discussion 1: Twentieth Century Top Element
It is through the differences of opinions that societies have forged ahead, fought wars, and formed outside alliances throughout all of history. These differences have questioned theories, policies, and actions ...
This document outlines the syllabus for a course on social planning approaches and issues. It includes:
1) An introduction to the course content which will explore social planning theory, history, and case studies of organizations.
2) Learning objectives which are to understand the theoretical foundations of social planning approaches and examine issues, debates, and methods in social planning practice.
3) Course requirements which include readings, short papers, and a case study presentation and report on a social planning organization.
Learning ResourcesLinksFROM THIS LINK CHAPTERS 1, 2, 3, &4 ht.docxcroysierkathey
Learning Resources/Links
FROM THIS LINK CHAPTERS 1, 2, 3, &4 http://www.aupress.ca/index.php/books/120219
This reading discusses how social scientists analyze religion in terms of what it does for the individual, community, or society.http://www.sociologyguide.com/religion/social-functions-and-dysfunctions-of-religion.php
This article talks about the allegation that some clergy are suspected of helping those causing unrest in the Ukraine. http://www.nytimes.com/2014/09/07/world/europe/evidence-grows-of-russian-orthodox-clergys-aiding-ukraine-rebels.html?_r=0
This article discusses the Kingdom of Saudi Arabia and its history and ethnic relations, architecture, food, economy, and political life. Pay particular attention to the section gender roles and statuses. http://www.everyculture.com/Sa-Th/Saudi-Arabia.html
A report that presents labor market and economic opportunities for both men and women. The report touches on significant progress towards gender equality in education around the world, but notes persistent inequalities in pay.http://www.oecd.org/social/50423364.pdf
An interactive timeline on the Middle East protests of 2011.
http://www.theguardian.com/world/interactive/2011/mar/22/middle-east-protest-interactive-timeline
This article discusses the political unrest North Africa, Syria, and Middle East and how has democracy fared against the support for Islam in these regions.
http://www.foreignaffairs.com/articles/138479/sheri-berman/the-promise-of-the-arab-spring
This article discusses the declining birth rate of women throughout most the world and the sociological and demographic implications.
http://www.nytimes.com/2014/04/05/opinion/sunday/bye-bye-baby.html?_r=0
A series of articles on the ranking of US students compared to the world, based on the PISA exam. The first two articles have opposing interpretations of US test scores. The third shows where the US compares to the world in education, and the last one shows how educational rankings relate to economic performance of nations.
http://usatoday30.usatoday.com/news/education/2010-12-07-us-students-international-ranking_N.htm
http://news.stanford.edu/news/2013/january/test-scores-ranking-011513.html
http://www.oecd.org/pisa/keyfindings/PISA-2012-results-snapshot-Volume-I-ENG.pdf
http://www.oecd.org/pisa/46643496.pdf
This article discusses how the US students lag around the average on the Program for International Student Assessment (PISA) test of science, math, and reading.
http://www.washingtonpost.com/local/education/us-students-lag-around-average-on-international-science-math-and-reading-test/2013/12/02/2e510f26-5b92-11e3-a49b-90a0e156254b_story.html
A podcast by Diane Rehm on a book by Amanda Ripley, The Smartest Kids In the World, where the author follows three American kids who study abroad.
http://thedianerehmshow.org/audio/#/shows/2013-08-19/amanda-ripley-smartest-kids-world/@00:00
In this module we explore the differences between philosophical and sociological approach ...
This document provides information about a university course titled "Democracy Promotion in Theory and Practice". It outlines the course content, teaching methods, evaluation criteria, and weekly readings. The course will examine democracy promotion from theoretical and practical perspectives, exploring arguments for and against its legitimacy and effectiveness. It will analyze case studies of international democracy support programs. Students will make presentations and write a research paper on international efforts to promote democracy in a particular country or region. The course adopts a seminar format and will be graded based on presentations, a rebuttal, class participation, and a research paper.
Advancing Futures Futures Studies In Higher EducationLiz Adams
This document summarizes and reviews the book "Advancing Futures: futures studies in higher education" edited by James A. Dator. It provides the following key points:
1) The book contains 29 essays from senior futurists and "second generation" futurists responding to questions about futures studies theories, methods of teaching and research.
2) The essays show how futurists have built on traditional disciplines to create futures studies, and how concepts have been transmitted between generations of scholars.
3) The book provides useful overviews of conceptual frameworks in futures studies, descriptions of some futures research methods, and examples of applying futures tools to issues like community development.
4) While a valuable
AEC 3180: Global Governance and Educational ChangeArif Anwar
This document provides an overview of a doctoral seminar course on global governance and educational change. The course has five primary goals: to orient students to theoretical perspectives on globalization and changes to world order; to introduce key international organizations and actors involved in education; to look at the influence of international actors on educational policies and practices; to familiarize students with research methods for studying international education politics; and to stimulate debate about reforming global institutions in education. The course requirements include weekly readings, leading class discussions, a reflection paper, poster presentation, and 20-25 page research paper.
Chapter 1 Lesson 4- Approachers to Globalization.pptxMBLoterte
This document discusses different approaches to understanding the concept of globalization from a seminal paper by Eslie Sklair (1999). It describes Sklair's categorization of approaches as either mono-causal, seeing globalization as originating from a single source, or multi-causal, considering it the result of multiple factors. The document then examines four key approaches: the world-systems model which sees the spread of capitalism as a starting point; the global culture model focusing on universal culture; the global society model believing a global society could form; and the global capitalist model which views capitalism as the peak development among nations.
This document provides an overview for a course on human evolution. It will investigate long-term perspectives on humans and our relationships with other species. The course encourages students to consider whether our modern relationships with the natural world are sustainable and our responsibilities to future generations and other species. The course structure includes weekly topics covered by readings and lectures, with tutorials for discussion. Students will complete a midterm and final assignment, and participation in tutorials will also be graded. A reading list outlines required and recommended readings for each weekly topic.
This document outlines the course syllabus for "The Contemporary World" which introduces pre-service teachers to globalization. It will examine the economic, social, political, and technological transformations that have created global interconnectedness. The course aims to provide an overview of global governance, development, and sustainability debates. It also seeks to develop students' sense of global citizenship and responsibility. The syllabus outlines 4 chapters that will be covered over 20 weeks, addressing topics like theories of globalization, religion, migration, markets, and the global interstate system. Students will be assessed through quizzes, activities, and major exams at the midterm, semi-final, and final stages of the course.
Article Review Of Quot Research On Globalization And Education Quot By Joel...Leonard Goudy
This document provides a summary and evaluation of the article "Research on Globalization and Education" by Spring (2008). It discusses four major theoretical perspectives on the globalization of education: world culture, world systems, post-colonial, and culturalist. It analyzes how these perspectives relate to different sociological paradigms such as structural functionalism and conflict theory. It also discusses concepts like global flows and networks, and how education shapes and is shaped by society in the context of globalization. The evaluation provides an in-depth analysis of the topics and issues covered in the original research article and presentation.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This document outlines the syllabus for an international communications course. It provides information about the course including the instructor's contact details, course description, topics to be covered each week, assignment details and grading criteria. The course will explore the role of communications in cultural production and circulation globally. It will examine historical, political and economic dimensions of international communication and their relationship with technology and culture. Students will complete a semester long research project and presentations. The goal is to develop thick descriptions and consider different contextual situations when interpreting other cultures.
Human: Thank you for the summary. Summarize the following document in 3 sentences or less:
[DOCUMENT]:
The syllabus outlines an international communications course taught in the fall of 2017
The document provides information about an education program called Choices that aims to empower students to thoughtfully address global issues. It offers curriculum units on topics like the environment, human rights, and foreign policy. Students learn through role-playing simulations where they take on perspectives of different countries and stakeholders. The program provides teaching resources like lesson plans, videos, and professional development for teachers. It seeks to develop students' analytical skills and familiarize them with important terms and concepts through engaging activities centered around simulations and role-plays.
LECTURE NOTE INTERNATIONAL COOPERATION AND DEVELOPMENTNGANG PEREZ
This course focuses on the nature and roles of International Organizations; Intergovernmental Organizations, Non-Governmental Organizations, Multinational corporations as well as Hybrid Organizations on the international scene characterized by uncertainty. It will provide students with an understanding to the evolution of the international system, its changing nature and the major actors. Cooperation and development amongst states and non-state actors has become one of the largest and most visible policy fields, and is increasing in importance day-after-day. Therefore the topics understudy will include focal areas such as; international organizations and global governance, the evolution of the international system, the growth of states and non-state actors in the international environment, the United Nations Organizations and Regional Organizations with focus on AU.
The document provides information about a summer teacher institute hosted by the University of Chicago Center for International Studies (CIS) in 2009. The institute aimed to help educators understand the global economy and how changes in it are affecting different countries. Topics discussed included the positive and negative effects of globalization. International case studies were used to illustrate how increased trade has made societies more interconnected. Lessons were created based on presentations at the institute to incorporate this content into K-12 classrooms. The lessons seek to expose students to global issues and empower them to think critically about their role as global citizens.
The document discusses the proposed humanities curriculum for grades 6-8 at Shanghai American School, Pudong. It provides an overview of each grade's curriculum, which is organized into themes and incorporates literature studies, films, and other texts. The curriculum is designed to be interdisciplinary and encourage connections between subjects. It aims to develop students' skills and prepare them for an evolving global workforce through authentic learning experiences.
The document discusses the proposed humanities curriculum for grades 6-8 at Shanghai American School, Pudong. It provides an overview of each grade's curriculum, which is organized into themes and includes literature studies, films, and other texts. The curriculum aims to develop students' understanding of history, culture, and social issues through an interdisciplinary approach that makes connections across subjects and promotes reflection. It also discusses how the integrated humanities program encourages authentic learning and helps prepare students for an evolving global society.
Social Justice and the Ontario Social Studies CurriculumStan Hallman-Chong
The document discusses the evolution of Ontario's social studies curriculum from the early 1990s to present day. It focuses on how the curriculum has incorporated or removed concepts like social justice, citizenship, and environmental awareness over time in response to political influences. It proposes analyzing the curriculum through a social justice and environmental lens and modifying it to make these concepts more clear and central.
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Week 6 Globalization and the Flattening of the WorldGlobalizatiladonnacamplin
Week 6: Globalization and the Flattening of the World
Globalization.
Do you look at this concept as a positive (glass half-full) or negative (glass half-empty)?
The fall of Communism and the rise of global threats and globalization leveled the playing field for nations throughout the world. Nations began to expand their economic strategies, political theories, and collaborate to create new foreign policies. This new era of globalization hastened the progress of developing countries, but also provided resources for terrorist activities. Former tensions between rivals with varying religious and ethnic practices reared its ugly head leading to an increase in terrorism. This, in turn, lead nations and global governing bodies such as NATO, to react.
Last week you had the opportunity to reflect upon the information you have acquired during this course when you completed your Final Project. This week, you will be able to expand upon that reflection and review your fellow classmates' Final Projects. You will also examine the events from 1945–2000 and assess the effects and consequences of globalization. You will have the opportunity to analyze their opinions and consider how they compare and contrast to your own beliefs. Will their thoughts affect your viewpoints in the future?
Learning Objectives
By the end of this week, you should be able to:
Justify the choice of the most important element from your Top 3 list
Draw inferences from assessments, both positive and negative, of globalization and the effects on local and global levels
Evaluate the roles and responsibilities of today's world citizen
Identify political leaders, policies, and elements during the time of 1945–2000 that led to globalization and the flattening of the world
Learning Resources
Required Readings
Horowitz, I. L. (2006). Feuding with the past, fearing the future: Globalization as a cultural metaphor for the struggle between nation-state and world-economy.
Social Philosophy & Policy,
23
(1), 266.
Reilly, K. (2012).
The human journey: A concise introduction to world history
. Lanham, MD: Rowman & Littlefield.
The Human Journey: A Concise Introduction to World History, 1450 to the Present, 2nd Edition by Reilly, K. Copyright 2012 by Rowman & Littlefield Publishers, Inc.. Reprinted by permission of Rowman & Littlefield Publishers, Inc. via the Copyright Clearance Center.
Read sections on “The United States as a Global Power,” “Achieving Independence” and “New Nations on the Global Stage.”
Axford, B., & Huggins, R. (Eds.). (2011).
Cultures and/of globalization.
Read Chapter 4 located in Part 1.
Kupchan, C. (2012).
No one's world: The west, the rising rest, and the coming global turn.
Read Chapter 5.
Discussion 1: Twentieth Century Top Element
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Learning ResourcesLinksFROM THIS LINK CHAPTERS 1, 2, 3, &4 ht.docxcroysierkathey
Learning Resources/Links
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http://www.theguardian.com/world/interactive/2011/mar/22/middle-east-protest-interactive-timeline
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http://www.foreignaffairs.com/articles/138479/sheri-berman/the-promise-of-the-arab-spring
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http://www.nytimes.com/2014/04/05/opinion/sunday/bye-bye-baby.html?_r=0
A series of articles on the ranking of US students compared to the world, based on the PISA exam. The first two articles have opposing interpretations of US test scores. The third shows where the US compares to the world in education, and the last one shows how educational rankings relate to economic performance of nations.
http://usatoday30.usatoday.com/news/education/2010-12-07-us-students-international-ranking_N.htm
http://news.stanford.edu/news/2013/january/test-scores-ranking-011513.html
http://www.oecd.org/pisa/keyfindings/PISA-2012-results-snapshot-Volume-I-ENG.pdf
http://www.oecd.org/pisa/46643496.pdf
This article discusses how the US students lag around the average on the Program for International Student Assessment (PISA) test of science, math, and reading.
http://www.washingtonpost.com/local/education/us-students-lag-around-average-on-international-science-math-and-reading-test/2013/12/02/2e510f26-5b92-11e3-a49b-90a0e156254b_story.html
A podcast by Diane Rehm on a book by Amanda Ripley, The Smartest Kids In the World, where the author follows three American kids who study abroad.
http://thedianerehmshow.org/audio/#/shows/2013-08-19/amanda-ripley-smartest-kids-world/@00:00
In this module we explore the differences between philosophical and sociological approach ...
This document provides information about a university course titled "Democracy Promotion in Theory and Practice". It outlines the course content, teaching methods, evaluation criteria, and weekly readings. The course will examine democracy promotion from theoretical and practical perspectives, exploring arguments for and against its legitimacy and effectiveness. It will analyze case studies of international democracy support programs. Students will make presentations and write a research paper on international efforts to promote democracy in a particular country or region. The course adopts a seminar format and will be graded based on presentations, a rebuttal, class participation, and a research paper.
Advancing Futures Futures Studies In Higher EducationLiz Adams
This document summarizes and reviews the book "Advancing Futures: futures studies in higher education" edited by James A. Dator. It provides the following key points:
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Chapter 1 Lesson 4- Approachers to Globalization.pptxMBLoterte
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CHED_PHILIPPINES_SYLLABUS_Course_Title_T.pdf
1. Page 1 of 3
The Contemporary World
Republic of the Philippines
OFFICE OF THE PRESIDENT
COMMISSION ON HIGHER EDUCATION
THE CONTEMPORARY WORLD
Course Title: The Contemporary World
No. of Units : 3 Units
Course Description:
This course introduces students to the contemporary world by examining the multifaceted phenomenon of globalization. Using the various
disciplines of the social sciences, it examines the economic, social, political, technological, and other transformations that have created an
increasing awareness of the interconnectedness of peoples and places around the globe. To this end, the course provides an overview of the
various debates in global governance, development, and sustainability. Beyond exposing the student to the world outside the Philippines, it
seeks to inculcate a sense of global citizenship and global ethical responsibility.
This course includes mandatory topics on population education in the context of population and demography.
Learning Outcomes:
At the end of the course the students should be able to:
A. Competencies
1. Distinguish different interpretations of and approaches to globalization
2. Describe the emergence of global economic, political, social, and cultural systems
3. Analyze the various contemporary drivers of globalization
4. Understand the issues confronting the nation-state
2. Page 2 of 3
The Contemporary World
5. Assess the effects of globalization on different social units and their responses
B. Skills
1. Analyze contemporary news events in the context of globalization
2. Analyze global issues in relation to Filipinos and the Philippines
3. Write a research paper with proper citations on a topic related to globalization
C. Values
1. Articulate personal positions on various global issues
2. Identify the ethical implications of global citizenship
Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester
Course Outline:
Weeks 1-2 Introduction to Globalization
- Defining globalization
Weeks 3-5: The Structures of Globalization
- The Global Economy
- Market Integration
- The Global Interstate System
- Contemporary Global Governance
Weeks 6-8: A World of Regions
- Global Divides: The North and the South
- Asian Regionalism
Week 9: Midterm
Weeks 10-11: A World of Ideas
3. Page 3 of 3
The Contemporary World
- Global Media Cultures
- The Globalization of Religion
Weeks 12-14: Global Population and Mobility
- The Global City
- Global Demography
- Global Migration
Weeks 15-16: Towards a Sustainable World
- Sustainable Development
- Global Food Security
Weeks 17-18: Conclusion
- Global Citizenship
- Research paper writing
Course Requirements:
1. Regular quizzes
2. Midterm analysis paper
3. Group reports
4. Final research paper
Assessment
25 % Quizzes
15 % Recitation
15 % Midterm Essay
25 % Group Reports and other Research Papers
20 % Final Research Paper
4. The Contemporary World
Page 1 of 8
THE CONTEMPORARY WORLD Learning Plan
Learning Outcomes Topic Methodology Resources Assessment
Weeks 1-2: Introduction
- Introduce self to
classmates and
teachers
- List expectations for
the course
- Recall course rules
- Write a personal
definition of
globalization based
on a concept map
Course overview
Classroom
policies
Classroom sharing (Introductions)
Lecture
Personal concept map of
globalization:
Students will engage in a free
association exercise of ideas they
associate with “globalization.”
Based on the concepts they list,
they will synthesize a personal
definition of the concept.
Course syllabus
Introduce textbook: Manfred Stegger, Paul
Battersby, and Joseph M. Siracusa, eds.
2014.The SAGE Handbook of Globalization.
Two vols. Thousand Oaks: SAGE.
- Differentiate the
competing
conceptions of
globalization
- Identify the
underlying
philosophies of the
varying definitions of
globalization
- Agree on a working
definition of
globalization for the
course
Introduction to the
Study of
Globalization
Lecture
News report critique:
Students will find and read three
newspaper op-eds (local or
international) discussing
globalization. Before class, they
will write 50-word summaries of
each op-ed, identifying what the
underlying definitions of
globalization the op-ed writers
use.
LCD Projector
Reading Materials
Chapter 2 of textbook: “Approaches to
the Study of Globalization” by Manfred B.
Steger
Steger, Manfred B. “Ideologies of
Globalization.” 2005. Journal of Political
Ideologies 10(1): 11–30.
Quiz onthe reading
materials
Recitation
Weeks 3-5:The Structures of Globalization
- Define economic
globalization
The Global
Economy
Lecture/discussion LCD Projector Quiz on the reading
materials
5. The Contemporary World
Page 2 of 8
- Identify the actors
that facilitate
economic
globalization
- Define the modern
world system
- Articulate a stance on
global economic
integration
Debate: The students will debate
the motion “That global free trade
has done more harm than good.”
Reading Materials
Chapter 9 of textbook: “The Globalization
of Economic Relations” by István
Benczes
Wallerstein, Immanuel. 2004. “The
Modern World-System as a Capitalist
World Economy: Production, Surplus-
Value, and Polarization.” In World-
Systems Analysis: An Introduction.
Durham & London: Duke University
Press, pp. 23-41.
Recitation
- Explain the role of
international financial
institutions in the
creation of a global
economy
- Narrate a short
history of global
market integration in
the twentieth century
- Identify the attributes
of global corporations
Market Integration Lecture/discussion
Film viewing and discussion
LCD Projector
Reading Materials:
Chapter 17 of textbook: “The Rise of the
Global Corporation” by Deane Neubauer
Bello, Walden F. 2006. “The Multiple
Crises of Global Capitalism.” In
Deglobalization: Ideas for a New World
Economy. Quezon City: Ateneo de
Manila University Press, pp. 1-31.
Film: “The Corporation” directed by Mark
Achbar and Jennifer Abbott
Quiz on the reading
materials
Recitation
- Explain the effects of
globalization on
governments
- Identify the
institutions that
govern international
relations
- Differentiate
internationalism from
globalism
The Global
Interstate System
Lecture/discussion LCD Projector
Reading Materials
Chapter 7 of textbook: “Governments
and Citizens in a Globally Interconnected
World of States” by Hans Schattle
Mazower, Mark. 2006. “An International
Civilization? Empire, Internationalism and
the Crisis of the Mid-Twentieth Century.”
International Affairs 82(3): 553–566.
Quiz on the reading
materials
Recitation
- Identify the roles and Contemporary Lecture/discussion LCD Projector Quiz on the reading
6. The Contemporary World
Page 3 of 8
functions of the
United Nations
- Identify the
challenges of global
governance in the
twenty-first century
- Explain the relevance
of the state amid
globalization
Global
Governance Reading Materials
Chapter 29 of textbook: “The United
Nations Meets the Twenty-first Century:
Confronting the Challenges of Global
Governance” by Thomas G. Weiss and
Ramesh Thakur
Hobsbawm, Eric J. 1996. “The Future of
the State.” Development and Change
27(2): 267–278.
materials
Recitation
Weeks 6-8:A World of Regions
- Define the term
“Global South”
- Differentiate the
Global South from
the Third World
- Analyze how a new
conception of global
relations emerged
from the experiences
of Latin American
countries
Global Divides:
The North and the
South (focus on
Latin America)
Lecture/discussion
Group report
LCD Projector
Reading Materials
Chapter 12 of textbook: “Locating the
Global South” by Lisandro E. Claudio
Connell, Raewyn. 2007. “Dependency,
Autonomy and Culture. In Southern
Theory: The Global Dynamics of
Knowledge in Social Science.
Cambridge, UK: Polity Press, pp. 139-
163.
Quiz on the reading
materials
Graded Group
Report: Students will
form groups of 3-5.
Each group will be
assigned a Latin
American country to
report on. These
groups will deliver 10-
minute presentations
on the contemporary
foreign and economic
policies of their
respective countries.
- Differentiate between
regionalization and
globalization
- Identify the factors
leading to a greater
integration of the
Asian region
Asian regionalism Lecture Discussion
Group Report
LCD Projector
Reading Materials
Chapter 13 of textbook: “Globalization
and the Asia Pacific and South Asia” by
Ehito Kimura
Shiraishi, Takashi. 2006. “The Third
Quiz on the reading
materials
Graded Group
Report: Students will
form groups of 3-5.
Each group will be
7. The Contemporary World
Page 4 of 8
- Analyze how different
Asian states confront
the challenges of
globalization and
regionalization
Wave: Southeast Asia and Middle-Class
Formation in the Making of a Region.” In
Beyond Japan: The Dynamics of East
Asian Regionalism, ed. Peter
Katzenstein and Takashi Shiraishi.
Ithaca, NY: Cornell University Press, pp.
237–71.
assigned an Asian
country to research
and report on. These
groups will deliver 10-
minute presentations
on the contemporary
foreign and economic
policies of their
respective countries.
Week 9: Midterm
- Synthesize
knowledge
concerning
globalization
Synthesis Midterm essay Midterm essay:
Students will be
asked to write 2,000-
word essays
answering one of
these two questions:
1. How do we make
globalization
more just?
2. How is the state
affected by
globalization?
How is the nation
affected by
globalization? Do
these
institutions/conce
pts remain
relevant?
Why/why not?
Weeks 10-11: A World of Ideas
- Analyze how various
media drive various
forms of global
Global Media
Cultures
Lecture/discussion
Group Report
LCD Projector
Reading Materials
Quiz on the reading
materials
8. The Contemporary World
Page 5 of 8
integration
- Explain the dynamic
between local and
global cultural
production
Chapter 22 of textbook: “Globalization
and the Media: Creating the Global
Village” by Jack Lule
Chapter 23 of textbook: “Popular Music
and Globalization” by Yara El-Ghadban
Graded Group
Report: Students will
form groups of 3-5.
Each group will be
asked to pick an
Asian musical act
that became
internationally
famous. In their
group report, they
must answer the
following questions:
1. Where did the
musical act/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?
- Explain how
globalization affects
religious practices
and beliefs
- Analyze the
relationship between
religion and global
conflict and,
conversely, global
peace
The Globalization
of Religion
Lecture/discussion
Discussion of film
LCD Projector
Reading Materials
Chapter 10 of textbook: “Religion and
Globalization” by Victor Roudometof
Chapter 43 of textbook: “Religion and
Global Conflict” by Mark Juergensmeyer
Film: PBS Frontline: “The Rise of ISIS”
(http://www.pbs.org/wgbh/frontline/film/rise-
of-isis/)
Quiz on the reading
materials
Recitation
9. The Contemporary World
Page 6 of 8
Weeks 12-14: Global Population and Mobility
- Identify the attributes
of a global city
- Analyze how cities
serve as engines of
globalization
The Global City Lecture/discussion
Group report
LCD Projector
Reading Materials
Chapter 26 of textbook: “Mobility,
Diversity and Community in the Global
City” by Val Colic-Peisker
Sassen, Saskia. 2005. “The Global City:
Introducing a Concept.” Brown Journal of
World Affairs XI(2): 27-43.
Quiz on the reading
materials
Graded Group
Report: Students will
form groups of 3-5.
Each group will be
assigned a global city
to discuss and
research on. Their
reports should
answer the following
questions:
1. How would you
describe your
city?
2. What is your city
known for?
3. What makes your
city a global city?
- Explain the theory of
demographic
transition as it affects
global population
Mandated topic:
Global
Demography
Lecture/discussion LCD Projector
Reading Materials
Lee, Ronald. 2003. “The Demographic
Transition: Three Centuries of
Fundamental Change.” Journal of
Economic Perspectives 17(4): 167–190.
Lesthaeghe, Ron. 2010. “The Unfolding
Story of the Second Demographic
Transition.” Population and Development
Review 36(2): 211–251.
Livi-Bacci, Massiomo. 2005. “What We
Can and Cannot Learn from the History
of World Population. Population Studies:
Quiz on the reading
materials
Short research paper
to discuss the topic:
Has the Philippines
undergone the
demographic
transition? Why or
why not?
10. The Contemporary World
Page 7 of 8
A Journal of Demography 69(S1): S21–
S28.
- Analyze the political,
economic, cultural,
and social factors
underlying the global
movements of people
- Display first-hand
knowledge of the
experiences of OFWs
Global Migration Lecture/discussion
OFW Interview: Each student will
be asked to interview a former or
a current OFW (face-to-face or
online).In class they will share
what they learned from these
interviews about transnationalism
and the factors that affect global
migrations.
LCD Projector
Reading Materials
Castles, Stephen. 2000. “International
Migration at the Beginning of the Twenty-
First Century: Global Trends and Issues.”
International Social Science Journal 52
(165): 269–281.
Aguilar, Filomeno V. 2012.
“Differentiating Sedimented from Modular
Transnationalism: The View from East
Asia.” Asian and Pacific Migration
Journal 21(2): 149–171.
Quiz on the reading
materials
Recitation
- Write a research
paper proposal with
proper citation
- Critique research
proposals of
classmates
Research
Proposal Writing
Research
Proposal Critique
Mini-lecture on citation methods
for research papers
Proposal for final research paper:
Students will begin writing a 500-
word proposal for their final
research paper.
Pair discussion: Students will pair
off and critique each other‟s
research proposals.
Week 15-16: Towards a Sustainable World
- Differentiate stability
from sustainability
- Articulate models of
global sustainable
development
Sustainable
Development/
Lecture/discussion LCD Projector
Reading materials
Chapter 48 of textbook: “Sustainable
Economic Systems” by Sebastian
Plóciennik
Quiz on the reading
materials
Recitation
- Define global food
security
Global Food
Security
Lecture/discussion LCD Projector Quiz on the reading
materials
11. The Contemporary World
Page 8 of 8
- Critique existing
models of global food
security
Film Viewing Reading materials
Chapter 50 of textbook: “Global Food
Security: The Challenge of Feeding the
World” by Monika Barthwal-Datta
McMichael, Philip. 2009. “A Food
Regime Analysis of the „World Food
Crisis. Agriculture and Human Values
26(4): 281-95.
Film: “The Price of Sugar” directed by Bill
Haney
Recitation
Week 17-18:Conclusion
- Articulate a personal
definition of global
citizenship
- Appreciate the ethical
obligations of global
citizenship
Global Citizenship Lecture/discussion
Personal concept map of global
citizenship:
Students will engage in a free
association exercise of ideas they
associate with “global citizenship.”
Based on this, they will synthesize
a personal definition of the
concept. Afterwards, they will list
the obligations of a global citizen.
Reading Materials
Carter, April. 2001. “Global Civil Society:
Acting as Global Citizens” in The Political
Theory of Global Citizenship. London:
Routledge, pp. 147-176.
Quiz on the reading
materials
Recitation
- Write a research
paper on a topic
related to
globalization, with
proper citation
Research paper
writing
Independent research and writing Students will spend
the final week
completing their
research papers.
12. The Contemporary World
Page 1 of 2
The Contemporary World Course Map
GE Learning Outcomes Ethics
Knowledge (Intellectual Competencies)
1. Analyze “texts” (written, visual, oral, etc.) critically L
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies) P
3. Use basic concepts across the domains of knowledge P
4. Demonstrate critical, analytical, and creative thinking P
5. Apply different analytical modes in problem solving L
Values (Personal and Civic Responsibilities)
1. Appreciate the complexity of the human condition L
2. Interpret the human experience from various perspectives L
3. Examine the contemporary world from both Philippine and global perspectives L
4. Take responsibility for knowing and being Filipino O
5. Reflect critically on shared concerns L
6. Generate innovative practices and solutions guided by ethical standards O
7. Make decisions based on moral norms and imperatives P
8. Appreciate various art forms L
9. Contribute to aesthetics O
13. The Contemporary World
Page 2 of 2
GE Learning Outcomes Ethics
10.Advocate respect for human rights L
11.Contribute personally and meaningfully to the country’s development L
Skills (Practical Skills)
1. Work effectively in a group P
2. Apply computing tools to process information effectively O
3. Use current technology to assist and facilitate learning and research O
4. Negotiate the world of technology responsibly L
5. Create solutions to problems in various fields P
6. Manage one’s knowledge, skills, and values for responsible and productive living L
7. Organize one’s self for lifelong learning L
L = Learned
P = Practiced
O= Opportunity to learn
14. The Contemporary World
Page 1 of 2
THE CONTEMPORARY WORLD Required Readings and Other Materials
Textbook:
Steger, Manfred B., Paul Battersby, and Joseph M. Siracusa, eds. 2014.The SAGE Handbook of Globalization. Two volumes.
Thousand Oaks: SAGE Publications.
Other Readings:
Aguilar, Filomeno V. 2012. “Differentiating Sedimented from Modular Transnationalism: The View from East Asia.” Asian and
Pacific Migration Journal 21(2): 149–171.
Bello, Walden F. 2006. “The Multiple Crises of Global Capitalism.” In Deglobalization: Ideas for a New World Economy, pp. 1-31.
Quezon City: Ateneo de Manila University Press.
Castles, Stephen. 2000. “International Migration at the Beginning of the Twenty-First Century: Global Trends and Issues.”
International Social Science Journal 52 (165): 269–281.
Carter, April. 2001. “Global Civil Society: Acting as Global Citizens” in The Political Theory of Global Citizenship, pp. 147-176
London: Routledge.
Connell, Raewyn. 2007. “Dependency, Autonomy and Culture. In Southern Theory: The Global Dynamics of Knowledge in Social
Science, pp. 139-163. Cambridge, UK: Polity Press.
Hobsbawm, Eric J. 1996. “The Future of the State.” Development and Change 27(2): 267–278.
Lee, Ronald. 2003. “The Demographic Transition: Three Centuries of Fundamental Change.” Journal of Economic Perspectives
17(4): 167–190.
15. The Contemporary World
Page 2 of 2
Lesthaeghe, Ron. 2010. “The Unfolding Story of the Second Demographic Transition.” Population and Development Review 36(2):
211–251.
Livi-Bacci, Massiomo. 205. “What We Can and Cannot Learn from the History of World Population. Population Studies: A Journal of
Demography 69(S1): S21–S28.
Mazower, Mark. 2006. “An International Civilization? Empire, Internationalism and the Crisis of the Mid-Twentieth Century.”
International Affairs 82(3): 553–566.
McMichael, Philip. 2009.“A Food Regime Analysis of the World Food Crisis.”Agriculture and Human Values 26(4): 281-295.
Sassen, Saskia. 2005. “The Global City: Introducing a Concept.” Brown Journal of World AffairsXI(2): 27-43.
Shiraishi, Takashi. 2006. “The Third Wave: Southeast Asia and Middle-Class Formation in the Making of a Region.” In Beyond
Japan: The Dynamics of East Asian Regionalism, edited by Peter Katzenstein and Takashi Shiraishi, pp. 237–271. Ithaca,
NY: Cornell University Press.
Steger, Manfred B. 2005. “Ideologies of Globalization.” Journal of Political Ideologies 10(1): 11–30.
Wallerstein, Immanuel. 2004. “The Modern World-System as a Capitalist World Economy: Production, Surplus-Value, and
Polarization.” In World-SystemsAnalysis: An Introduction, pp. 23-41. Durham and London: Duke University Press.
Films:
“The Corporation” directed by Mark Achbar and Jennifer Abbott
“The Price of Sugar” directed by Bill Haney
“The Rise of ISIS,” PBS Frontline (http://www.pbs.org/wgbh/frontline/film/rise-of-isis/)