This course introduces students to globalization through examining its economic, social, political, and technological transformations that have increased global interconnectedness. Over 18 weeks, students will analyze different aspects of globalization like the global economy, population movements, and sustainability issues. Students will complete assessments like quizzes, presentations, and a final research paper on a topic related to globalization.
In this module, you will journey to the very heart of this course: you will be asked to identify the challenges posed by globalization and consider responses to these challenges as demonstrated by experiences on the ground. For this purpose, students will produce case studies of communities (in the Philippines and other countries) experiencing the impact of globalization and their respective responses to issues that arise. There are global-civic societies engaged in advocacies relating to climate and environmental protection, for example, human trafficking across borders, the application of advances in science and technology to serve some of the world’s poorest communities, and so on. There are, too, communities that have managed, in varying degrees of success, to deal with the effects, good and bad, of globalization.
A World of Regions - The Contemporary WorldtitserRex
This presentation was made to help other teachers in TCW discussed the topic more meaningful.
-from the book "The Contemporary World " by L. Claudio and P. Abinales
Hi Chers!
Just wanna help you guys since March 2020 LET was Cancelled here's a powerpint reviewer for Gen. Ed. - Mathematics.
Hope It will help you.
just click the link and download the Document.
Good Luck and Always Pray. I Know Papasa Kayo!
https://dollarupload.com/dl/91446
The Contemporary World: Globalization of World PoliticsRommel Regala
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 goal ethical responsibility.
In this module, you will journey to the very heart of this course: you will be asked to identify the challenges posed by globalization and consider responses to these challenges as demonstrated by experiences on the ground. For this purpose, students will produce case studies of communities (in the Philippines and other countries) experiencing the impact of globalization and their respective responses to issues that arise. There are global-civic societies engaged in advocacies relating to climate and environmental protection, for example, human trafficking across borders, the application of advances in science and technology to serve some of the world’s poorest communities, and so on. There are, too, communities that have managed, in varying degrees of success, to deal with the effects, good and bad, of globalization.
A World of Regions - The Contemporary WorldtitserRex
This presentation was made to help other teachers in TCW discussed the topic more meaningful.
-from the book "The Contemporary World " by L. Claudio and P. Abinales
Hi Chers!
Just wanna help you guys since March 2020 LET was Cancelled here's a powerpint reviewer for Gen. Ed. - Mathematics.
Hope It will help you.
just click the link and download the Document.
Good Luck and Always Pray. I Know Papasa Kayo!
https://dollarupload.com/dl/91446
The Contemporary World: Globalization of World PoliticsRommel Regala
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 goal ethical responsibility.
Social, political, economic & cultural issues of the phDyahmm Cabrera
Readings in the Philippine History Topic on Social, Political, Economic and Cultural Issues in the PH
Powerpoint background from https://www.choosephilippines.com/go/festivals/804/QueerSmiles
STABILITY AND SUSTAINABILITY: MEANINGS AND APPROACHESAlex Grebeshkov
ShynkariukAlina,
Economics and Management Faculty, 5 course,
Master Program “Project management and consulting"
(supervisor of studies: Batenko L.P., PhD, professor)
STABILITY AND SUSTAINABILITY: MEANINGS AND APPROACHES
Шинкарюк Аліна
СТІЙКІСТЬ І СТІЙКИЙ РОЗВИТОК: СУТНІСТЬ ТА ПІДХОДИ
Шинкарюк Алина
УСТОЙЧИВОСТЬ И УСТОЙЧИВОЕ РАЗВИТИЕ: СУЩНОСТЬ И ПОДХОДЫ
Global Population and Mobility
- The Global City
- Global Demography
- Global Migration
- OFWs
Contemporary World
For educational purposes only. No rights to information and pictures.
Globalization represents an unavoidable phenomenon in the history of mankind, which is making the world smaller and smaller by increasing the exchange of goods, services, information, knowledge and cultures between different countries, therefore, it is very important to understand the "why, where, what and how" of our current situation.
This is the second chapter of the course Readings in Philippine History as per the Commission on Higher Education.
Course sub-topics:
1. "First Voyage Around the World"
2. "Customs of the Tagalogs"
3. "Kartilya ng Katipunan"
4. "Mga Gunita ng Himagsikan"
5. "Acta de la Proclamacion de la Independencia del Pueblo Filipino"
6. "Philippine Cartoons: Political Caricature of the American Era"
7. "Filipino Grievances Against Governor Wood"
8. "President Corazon Aquino's Speech Before the US Congress"
9. "Raiders of the Sulu Sea"
10. Works of Luna and Amorsolo
Social System of Pre-Colonial Period in the PhilippinesAnne Valino
Prepared by: Anne Mariz Valino
Compilation of Articles: Bonita Montina Jusay
Central Luzon State University
College Of Veterinary Science and Medicine
Subject: History 100
A document about Philippine Literature Timeline for the subject '21st Century Literature from the Philippines and the World' in Senior High School (SHS)
Social, political, economic & cultural issues of the phDyahmm Cabrera
Readings in the Philippine History Topic on Social, Political, Economic and Cultural Issues in the PH
Powerpoint background from https://www.choosephilippines.com/go/festivals/804/QueerSmiles
STABILITY AND SUSTAINABILITY: MEANINGS AND APPROACHESAlex Grebeshkov
ShynkariukAlina,
Economics and Management Faculty, 5 course,
Master Program “Project management and consulting"
(supervisor of studies: Batenko L.P., PhD, professor)
STABILITY AND SUSTAINABILITY: MEANINGS AND APPROACHES
Шинкарюк Аліна
СТІЙКІСТЬ І СТІЙКИЙ РОЗВИТОК: СУТНІСТЬ ТА ПІДХОДИ
Шинкарюк Алина
УСТОЙЧИВОСТЬ И УСТОЙЧИВОЕ РАЗВИТИЕ: СУЩНОСТЬ И ПОДХОДЫ
Global Population and Mobility
- The Global City
- Global Demography
- Global Migration
- OFWs
Contemporary World
For educational purposes only. No rights to information and pictures.
Globalization represents an unavoidable phenomenon in the history of mankind, which is making the world smaller and smaller by increasing the exchange of goods, services, information, knowledge and cultures between different countries, therefore, it is very important to understand the "why, where, what and how" of our current situation.
This is the second chapter of the course Readings in Philippine History as per the Commission on Higher Education.
Course sub-topics:
1. "First Voyage Around the World"
2. "Customs of the Tagalogs"
3. "Kartilya ng Katipunan"
4. "Mga Gunita ng Himagsikan"
5. "Acta de la Proclamacion de la Independencia del Pueblo Filipino"
6. "Philippine Cartoons: Political Caricature of the American Era"
7. "Filipino Grievances Against Governor Wood"
8. "President Corazon Aquino's Speech Before the US Congress"
9. "Raiders of the Sulu Sea"
10. Works of Luna and Amorsolo
Social System of Pre-Colonial Period in the PhilippinesAnne Valino
Prepared by: Anne Mariz Valino
Compilation of Articles: Bonita Montina Jusay
Central Luzon State University
College Of Veterinary Science and Medicine
Subject: History 100
A document about Philippine Literature Timeline for the subject '21st Century Literature from the Philippines and the World' in Senior High School (SHS)
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
.
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.
A presentation given to parents at Shanghai American School, Pudong campus as an introduction to the new Humanities program, an integrated approach to learning
Social Justice and the Ontario Social Studies CurriculumStan Hallman-Chong
This is the powerpoint that introduced some of the issues around the renewal of the Ontario Social Studies curriculum. For over a decade the curriculum has tried undergone many changes, sometimes encouraging the development of social responsibilities and sometimes not. Currently, we can decide whether we should focus on social justice or not. Either way we must enter a discussion of why and how.
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 PowerPoint, which was first presented to Indonesian graduate students in Indonesian Embassy Manila last March 1, 2019, aims to describe how to write and publish a research article in reputable international journals and avoid predatory publishing. It describes (1) the major types of paper and their basic structures, (2) the important steps in publishing papers in journals, and (3) the distinction between Web of Science (ISI), Scopus, and predatory journals, and differences between Impact Factor (IF) and Citescore.
This presentation is prepared and used by Dr. Vivencio (Ven) Ballano for his talk on "Gender Inequality in the Philippines and the Workplace." It aims to explain gender relations and inequality in the Philippines, particularly in the workplace. It has 3 major parts. The first part introduces the sociology of gender, feminism, and 3 major feminist theories. The second part discusses gender relations and inequality in the Philippines, especially in law and legislation. The last part broadly deals with gender discrimination in employment, role, and workplace, as well as sexual harassment.
Copyright reverts to the owners of the photos, pictures, infographics, and other materials used in this presentation.
This powerpoint on Visual Sociology and Photojournalism was presented in a seminar-workshop sponsored by the Center for Culture and Language Studies of the Polytechnic University of the Philippines (PUP), Manila, Philippines, by the author as the keynote speaker last December 5, 2017. It introduces the subfield of Sociology called Visual Sociology in public art and analyzes some popular public images on politics using its tenets.
This ethnographic analysis seeks to understand how the Jurisprudence’s notion of the “rule of law”,
with its norms of objectivity, neutrality and impartiality, is actualized in criminal courtroom
hearings of a regional trial court in Metro Manila. It argues that the production of justice and
oral textuality of law are precarious, subject to negotiation, and shaped by the power dynamics
that takes place inside the courtroom, particularly through the disciplinary powers of language,
interpretation, translation, and decision making. The analysis reveals the inadequacy of the
Philippine judicial system to address the problems of subjectivism and partiality in deciding
criminal cases.
Published in Loyola Schools Review, Social Science Edition. Ateneo de Manila University. Vol. 1. December 2001.
This power-point presentation provides basic information about state and non-state societies as well as the nature and powers of the state. The nature and types of government are also included in the slides.
Law, Politics, and Morality in the Philippines (Follow me on Twitter@setectiv...Dr. Vivencio (Ven) Ballano
This presentation is based on Chapter I of the E-book of the author, "Juricial-Sociological Approach to Law, Politics, and Constitution in the Philippines
Optical Disc Piracy Trade in Quiapo, Philippines (Follow me on Twitter@detect...Dr. Vivencio (Ven) Ballano
This presentation is based on a dissertation study on the persistence of optical piracy trade in Quiapo Barter Trade Center complex before its "closure".
This is a brief exposition on the history, nature and basic processes in filmmaking. This can be used in Humanities classes on the topic--the art of motion picture or film.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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/)