1

Republic of the Philippines

DR. EMILIO B. ESPINOSA, SR. MEMORIAL
STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
College of Engineering
Cabitan, Mandaon, Masbate www.debesmscat.edu.ph.
MODULE 5

Subject: GE 3- The Contemporary World

Course : BSCE First Year Students

Course Description: This course introduces students to the contemporary world by examining the multi-faceted
phenomenon of globalization. Using the various disciplines of the social sciences, it examines the economic, socio,
political technological and other transformations that have created an increasing awareness of the interconnectedness
of people 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.

Topic: A World of Ideas

Week: #10-11

Hours: 6hrs

Learning Objectives:
 Differentiate globalization and regionalization
 Analyse the dynamics of local and global culture
 Distinguish the relationship between religion and global conflict and conversely, global peace.
 Develop moral and spiritual responsibility in carrying out the good religious’ beliefs and practices
 Evaluate one’s learning
Content

THE GLOBALIZATION AND REGIONALISM

The globalization and regionalization re-emerged during the 1980s and heightened after the end of the
Cold War in 1990s. At first, it seems that these two processes are contradicting- the very nature of globalization is, by
definition, global while regionalization is naturally regional.

REGIONALISM

 It is the process of dividing an area into smaller segments called regions.

Example: Division of nation into state or province.
 Business also uses regionalization as management tool.

GLOBALIZATION

 It is the process of international integration arising from the interchange of world views, products,
ideas, and other aspect such as technology etc.

DIFFERENCE BETWEEN REGIONALIZATION AND GLOBALIZATION

 Market:

Globalization promotes the integration of economics across state boarders all around the world but,
regionalization is precisely the opposite because it is dividing an area into smaller SIGMENTS

 Nature:

Globalization allows many Co. to trade on international level so it allows free market but in regionalized
system, monopolized are more likely to develop.

 Cultural and Societal relations:

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Globalization acceleration to multiculturalism by free and inexpensive movement of people but,

regionalization does not support this.

 Aid

Globalized international community is also more willing to come to the aid of a country stricken by a natural
disaster but, a regionalized system not get involved in the affairs of other areas.

 Technological Advances:

Globalization has driven great advances in technology but, advanced technology is rarely available in one
country or region.

DYNAMICS OF LOCAL and GLOBAL CULTURE

Global flows of culture tend to move more easily around the globe than ever before, especially through non-
material digital forms. There are three perspective of global cultural flows. These are differentialism, hybridization,
and convergence.

 Cultural Differentialism emphasizes the fact that cultures are essentially different and are only
superficially affected by global flows.
 The cultural Hybridization approach emphasizes the integration of local and global cultures
(Cvetkovich and Kellner, 1997). Globalization is said to be a creative process which gives rise to
hybrid entities that are not reducible to either global or the local.
 The cultural Convergence approach stresses homogeneity introduced by globalization. Cultures are
deemed to be radically altered by strong flows, while cultural imperialism happens when one culture
imposes itself on the tends to destroy at least parts of another culture. One important critique of
cultural imperialism is John Tomlinson’s idea of “deterriotorialization” of culture.
Deterriotorialization means that it is much more difficult to tie culture to a specific geographic point
of origin.

THE GLOBALIZATION OF RELIGION

Globalization has played a tremendous role in providing a context for the current revival and the resurgence of
religion. Today, most religions are not relegated to the countries where they began. Religious have, in fact, spread and
scattered on the global scale. Globalization provided religions a fertile milieu to spread and thrive.

Information technologies, transformation means, and the media are deemed important means on which
religionist rely on the dissemination of their religious ideas. For instance, countless website that provides information
about religions has been created. This make piece of information and explanations about different religions ready at
the disposal of any person regardless of his or her geographical location. In addition, the internet allows people to
contact each other worldwide and therefore hold forums and debates that allow religious ideas to spread.

Furthermore, media also play an important role in the dissemination of religious ideas. In this respect, a lot of
television channels, radio stations, and print, media are founded solely for advocating religions. Modern transportation
has also contributed considerably to the emergence, revivalism, and fortification of religion. Modern technology,
therefore, has helped religious of deferent forms, such as fundamentalist, orthodox, or modernist to cross geographical
boundaries and be present everywhere.

Globalization has allowed religion or faith to gain considerable significance and importance as a non-
territorial touchstone of identity. Being a source of identity and pride, religion, has always been promoted by its
practitioners so that it could reach the level of globality and be embraced by as many people as possible. Muslims, for
instance, aspire to establish the Islamic Ummah, a community of believers. By paving the way for religions to come in
contact with each other and providing a context for their flourishing and thriving, globalization has brought such
religions to a circle of competition and conflict.

As Turner (2007) explained:

Globalization transforms the generic ‘religion’ into a world-system of competing and conflicting religions.
This process of Institutional specialization has transformed local, diverse, and fragmented cultural practice
into recognizable system of religion. Globalization has, therefore, had the paradoxical effect of making
religions more self-conscious of themselves as being ‘world religions.
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Such conflicts among the world religions exhibits a solid proof confirming the erosion and the failure of
hybridization. Though religion is strengthened and fortified by globalization, it represents a challenge to
globalization’s hybridizing effect. Religion seeks to assert its identity in the light of globalization. As a result,
different religious identities come to the fore and assert themselves. Such assertion of religions of religious identities
constitutes a defensive reaction to globalization.

It has been difficult for religion to cope with the values that accompany globalization like liberalism,
consumerism, and rationalism. Such phenomena advocate scientism and secularism. This in fact, pushed Scholte to
speak of the anti-rationalist faiths. Since he equated rationalism with globalization and consider religion anti-
rationalist, it can be deduced that religion is anti-globalization.

The challenges of globalization to religion link automatically to the challenges of religion to globalization. In
other words, while religion takes caution against the norms and the values related to globalization, it challenges the
latter since religions does not approved its hybridizing effect.

REFERENCE:
https://www.cs.mcgill.ca/~rwest/wikispeedia/wpcd/wp/g/Global_city.htm
Contemporary World by Prince Kennex Reguyal Aldama

****

TASK TO BE DONE:

Self-Assessment

Direction: Make a reflection paper about “How Regionalization affects Globalization”.

Outline Paper: Title

Activity #1
First Paragraph- Introduction
Second Paragraph- Body
Third Paragraph- Conclusion/Application
Rubrics:
Content -20
Originality -20
Cleanliness -10
Total -50

Republic of the Philippines

DR. EMILIO B. ESPINOSA, SR. MEMORIAL
STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
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College of Industrial Technology

Cabitan, Mandaon, Masbate www.debesmscat.edu.ph.
MODULE 6

Subject: GE 3- The Contemporary World

Course :BSCE FIRST YEAR STUDENTS

Course Description: This course introduces students to the contemporary world by examining the multi-
faceted phenomenon of globalization. Using the various disciplines of the social sciences, it examines the
economic, socio, political technological and other transformations that have created an increasing awareness
of the interconnectedness of people 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.

Topic: Peace Education

Week: #11

Hours: 3 HRS

Learning Objectives:

 Formulate understanding about concept of peace education

 Develop reflective skills in attaining peace amidst diversity

Content

Peace

- Early secular writings on the subject of peace indicate that peace was defined as merely the absence
of war or direct violence. This negative formulation was first given by Hugo Grotius in 1625
(Dobrosielski, 1987).

- absence of death and destruction as a result of war and physical/direct violence.

- Johann Galtung explains that peace is the absence of violence, not only personal or direct, but also
structural or indirect. The manifestations of structural violence are the highly uneven distribution of
wealth and resources as well as the uneven distribution of power to decide over the distribution of
said resources

- Peace is both the absence of personal/direct violence, and the presence of social justice.

- Negative peace refers to the absence of war or physical/direct violence, while positive peace refers
to the presence of just and non-exploitative relationships, as well as human and ecological well-
being, such that the root causes of conflict are diminished.
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Violence

 Betty Reardon, a peace educator who has made significant contributions to the field, defines
violence as “humanly inflicted harm” (Reardon, n.d.).

Importance of Peace education

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-an education that promotes a culture of peace, is essentially transformative. It cultivates the
knowledge base, skills, attitudes and values that seek to transform people’s behaviors that, in
the first place, have either created or exacerbated violent conflicts. It seeks this
transformation by building awareness and understanding, developing concern, and finally,
challenging personal and social action that will enable people to create conditions and
systems that actualize nonviolence, justice, environmental care and other peace values

Republic of the Philippines

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DR. EMILIO B. ESPINOSA, SR. MEMORIAL

STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
College of Industrial Technology
Cabitan, Mandaon, Masbate www.debesmscat.edu.ph.
MODULE 7

Subject: GE 3- The Contemporary World

Course : BSCE FIRST YEAR STUDENTS

Course Description: This course introduces students to the contemporary world by examining the multi-
faceted phenomenon of globalization. Using the various disciplines of the social sciences, it examines the
economic, socio, political technological and other transformations that have created an increasing awareness
of the interconnectedness of people 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.

Topic:

Week: #12

Hours: 3 HRS

POPULATION EDUCATION

It is an educational programme which provides for a study of population situation of the family, community,
nation and world with the purpose of developing in the students’ rational and responsible attitudes and
behaviour towards that situation. Population education is the process by which the student investigates and
explores the nature and meaning of population process, population characteristics, the causes of population
change and consequences of these processes, characteristics and changes for himself, his family, his society
and the world.’ Population education therefore involves people in the learning process and widens their
understanding of population related issues in a broader perspective and helps in developing appropriate
skills in analysing and defining the issues in a way which is both personally meaningful and socially
relevant. Further, population education develops not only proper attitude among students towards population
problems but also develops the capacity to take rational decisions towards problems arising out of rapid
population growth.

Nature of Population Education

Ø Population education is purely an educational programme.

Ø Population education programme like any other educational programme helps the students in developing
their knowledge, understanding, skills, attitudes and values with regard to its content materials.
Ø Its concept is multi-disciplinary and related to a number of disciplines.
Ø It provides a learning situation for understanding population situation in family, community, nation and
the world at large.
Ø It helps to understand the implications of population factors for the well-being of the individual, the
family and the society.
Ø Population education studies the relationship of man and environment with regard to his quality of life.

Why is population education important?

 Family size is controlled
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Republic of the Philippines

DR. EMILIO B. ESPINOSA, SR. MEMORIAL
STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
College of Industrial Technology
Cabitan, Mandaon, Masbate www.debesmscat.edu.ph.
Module #8

Subject: GE 3- The Contemporary World

Course : BSIT- AT1,ET1,ELT1,FT1,CT1

Course Description: This course introduces students to the contemporary world by examining the multi-
faceted phenomenon of globalization. Using the various disciplines of the social sciences, it examines the
economic, socio, political technological and other transformations that have created an increasing awareness
of the interconnectedness of people 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.

Topic: Global Population and Mobility

 The Global City
 Global Demography
 Global Migration

Week: #13-14

Hours: 9hrs

Learning Objectives:
Enumerate the characteristics of a global city and factors that serves as engines of globalization

 Analyse the theory of demographic transition as it affects global population.

 Differentiate the political, economic, cultural and social factors underlying the global movements of
people
 Evaluate one’s learning

Content Focus:

Introduction: Cities in a globalizing world although globalization certainly affects rural and per urban
areas, global forces were centered in cities. It is in cities that global operations are centralized and where we
can see most clearly the phenomena associated with their activities, whether it be changes in the structure of
employment, the formation of powerful partnerships, the development of monumental real estate, the
emergence of new forms of local governance, the effects of organized crime, the expansion of corruption,
the fragmentation of informal networks or the spatial isolation and social exclusion of certain population
groups

The Global City - also called world city or sometimes alpha city or world center, is a city which is a
primary node in the global economic network.

THREE KEY TENDENCIES SEEM TO FOLLOW FROM THESE STRUCTURAL FACTS ABOUT
GLOBAL CITIES:
(1) One is a concentration of wealth in the hands of owners, partners, and professionals associated with the
high- end firms in this system.
(2) Second is a growing disconnection between the city and its region.
(3) Third is the growth of a large marginalized population that has a very hard time earning a living in the
marketplace defined by these high-end activities.

CHARACTERISTICS OF A GLOBAL CITY

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 A variety of international financial services, notably in finance, insurance, real estate, banking,
accountancy, and marketing
 Headquarters of several multinational corporations
 The existence of financial headquarters, a stock exchange, and major financial institutions
 Domination of the trade and economy of a large surrounding area
 Major manufacturing centers with port and container facilities
 Considerable decision-making power on a daily basis and at a global level
 Centers of new ideas and innovation in business, economics, culture, and politics
 Centers of media and communications for global networks
 Dominance of the national region with great international significance
 High percentage of residents employed in the services sector and information sector
 High-quality educational institutions, including renowned universities, international student
attendance, and research facilities
 Multi-functional infrastructure offering some of the best legal, medical, and entertainment facilities
in the country
 High diversity in language, culture, religion, and ideologies.

REASONS OF INCREASE IN GLOBAL CITIES

The increase in global cities is linked to the globalization of economies and the centralization of
mass production within urban centers.

CRITICISMS OF GLOBAL CITIES

Despite playing significant roles in the global economy, global city thesis has been known for being
a threat to state-centric perspectives. These cities have been accused of focusing their reach to other global
cities and neglecting cities within the national outreach. These cities are more connected to the outside world
than to their domestic economy.

GLOBAL DEMOGRAPHY

DEMOGRAPHICS-is the study of a population based on factors such as age, race and sex. Governments,
corporations and nongovernment organizations use demographics to learn more about a population's
characteristics for many purposes, including policy development and economic market research.

HOW DEMOGRAPHIC INFORMATION IS USED

Most large companies conduct demographic research to determine how to market their product or
service and best capture the target audience. It is valuable to know the current customer and where the
potential customer may come from in the future. Demographic trends are also important, since the size of
different demographic groups changes over time as a result of economic, cultural and political
circumstances.

What are the stages of the Demographic Transition Model?

THE DEMOGRAPHIC TRANSITION
The demographic transition theory is a generalized description of the changing pattern of mortality,
fertility and growth rates as societies move from one demographic regime to another. The term was first
coined by the American demographer Frank W. Notestein in the mid-twentieth century, but it has since been
elaborated and expanded upon by many others.

THE DEMOGRAPHIC TRANSITION Stage 1: Pre-transition Characterized by high birth rates, and high
fluctuating death rates. Stage 2: Early transition During the early stages of the transition, the death rate
begins to fall. As birth rates remain high, the population starts to grow rapidly.

THE DEMOGRAPHIC TRANSITION Stage 3: Late transition Birth rates start to decline. The rate of
population growth decelerates. Stage 4: Post-transition Post-transitional societies are characterized by low
birth and low death rates. Population growth is negligible, or even enters a decline.

LIMITATIONS OF THE DEMOGRAPHIC TRANSITION MODEL

There are things the DTM cannot reveal: the impact of other demographic variables such as migration,
are not considered, nor does the model predict how long a country will be in each stage. But even so, the
relationship between birth rate and death rate is an important concept when discussing population and any
patterns, such as those provided by the DTM, that aid in understanding are helpful.
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GLOBAL MIGRATION

GLOBAL MIGRATION
Most global migration is from developing countries to developed ones. Global migration can be
understood as a cause and effect relationship, though the causes are just as numerous as their effects. People
move across international borders for a variety of reasons. Why do people move? It is a situation in which
people go to live in foreign countries, especially to find work.
Why do people move?
ECONOMIC REASONS
Lack of employment opportunities or differentials in employment opportunities and wages; the lure
of a well-paid job in a wealthy country is a powerful driver of international migration. Lack of educational
institutions across developing countries has also tremendously contributed to the reasons for migration. •
POLITICAL REASONS
The unattractiveness of agricultural activities, disasters, lack of basic amenities (roads, electricity,
portable water, and inadequate health care facilities) and industrial ventures in countries have also
encouraged international migration.
SOCIAL FACTORS
Socially factors are things that affect someone's lifestyle. These could include wealth, religion,
buying habits, education level, family size and structure and population density.
CULTURAL FACTORS
The idea of culture is vital to understanding the implications for translation and, despite the differences of
opinion as to whether language is a part of culture or not, the two are connected. Culture range from syntax,
ideologies, religion, language and dialect, to art and literacy.
PUSH-PULL FACTOR
In geographical terms, the push-pull factors are those that drive people away from a place and draw
people to a new location. A combination of push-pull factors helps determine migration or immigration of
particular populations from one land to another. Push Factors: Reasons to Leave Factors that help migrants
decide to leave their home. Pull Factors: Reasons to Migrate Factors that attract people and area where
immigrants are going.

Migration affects both the place of origin and the place of destination on the various aspects such as
environmental aspects, economic aspects, health and social aspects.
 Environmental aspects: Migration of people has the direct effect on both, the place of origin and the
place of destination. Problems like settlement, over-exploitation of resources, and the pollution of
different kinds will be visible.
 Economic aspects: The consequence on the place of origin will be a loss of economically active
groups of the population.
 Health and social aspect: The places of destination are normally those places where facilities are
made available to a limited extent so as to fulfill the needs of the native dwellers. However, the
places overcrowd with the constant flow of migrants, and facilities and other needs become
insufficient.

OFW
An Overseas Filipino Worker (Filipino: Pilipino sa Ibayong-dagat) is a person of Filipino origin who
lives outside the Philippines. This term applies to Filipinos who are abroad indefinitely as citizens or as
permanent residents of a different country and to those Filipino citizens abroad for a limited, definite period,
such as on a work contract or as students. The life of "OFW" is not easy, they work to foreign country and
sacrifice. They go and find a job there, so that they will be able to earn money to support the daily needs and
give a better future to their family left here in the Philippines.

References:

https://www.slideshare.net/JessHenson1/global-population-and-mobility-114930831
Contemporary World. Prince KennexReguyalAlamaDaiton,M. &Zelley E. (2015).

https://kkhsou.ac.in/eslm/E-SLM-for-Learner/6th%20Sem/Bachelor%20Degree/Education/Education%20Major/
Education20-21.pdf
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Republic of the Philippines

DR. EMILIO B. ESPINOSA, SR. MEMORIAL
STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
 12

College of Industrial Technology

Cabitan, Mandaon, Masbate www.debesmscat.edu.ph.
Module#9
Subject: GE 3 (The Contemporary World)
Course : BSCE First Year Students
Course Description: This course introduces students to the contemporary world by examining the multi-faceted
phenomenon of globalization. Using the various disciplines of the social sciences, it examines the economic, socio,
political technological and other transformations that have created an increasing awareness of the interconnectedness
of people 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.

Topic: TOWARDS A SUSTAINABLE WORLD: Sustainable Development, Global Food Security and
Global Citizenship
Week: #15-17
Hours: 9 Hours

Learning Objectives:

The students should be able to:

 Analyze the models of global sustainable development and global citizenship

 Design and implement a sustainable development model
 Appreciate the rights and obligations of the citizens towards sustainable world
 Evaluate one’s learning

CONTENT

Economic Globalization and Sustainable Development

There are some significant downsides to globalize trade and perhaps the strongest argument against
economic globalization is its lack of sustainability or the degree to which the earth’s resources can be used
for our needs, even in the future, and the preservation of such sources for the future is called sustainable
development

In other words, development has to be ensured in and for the future generations. One significant
global responses or approach to economic globalization is that of sustainable development, which seeks to
chart a middle-path between economic growth and a sustainable environment (Borghesi and Vercelli, 2008).
The relationship between globalization and sustainability is multi-dimensional—it involves economic,
political and technological aspects.

The continuous production of the world’s natural resources, such as water and fossil allow humanity
to discover and invent many things. We were able to utilize energy, discover new technology, and make
advancements in transportation and communication; however, these positive effects of development put our
environment at a disadvantage. Climate change accelerated and global inequality was not eradicated. This
means that development, although beneficial at one hand, entails cost on the other.

Food Security

The demand for food will be 60% greater than it is today and the challenge of food security requires
the world to feed 9 billion people by 2050 (Breene, 2016). Global food security means delivering sufficient
food to the entire world population. It is therefore, a priority of all countries, whether developed or less
developed. The security of food also means the sustainability of society such its population growth, climate
change, water scarcity and agriculture.
Breene cited the case of India to show how complex the issue of food security is in relation to other factors:
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“Agriculture accounts for 18% of the economy’s output and 47% of the workplace India is the
second biggest producer of fruits and vegetables in the world. Yet according to the Food and Agriculture
Organization (FAO), of the United Nations, some 194 million Indians are undernourished, the largest
number of hungry people in any single country. An estimated 15.2% of the population of India are too
malnourished to lead a normal life, A third of the world’s malnourished children live in India (n.p.).”

Another significant environmental challenge is that of the decline in the availability of fresh water
(Conca, 2006). The decline in the water supply because of degradation of soil or desertification (Glantz,
1977), has transformed what was once considered a public good into a private commodity. The poorest areas
of the globe experience a disproportionate, share of water-related problems.

 The problem is further intensified by the consumption of “virtual water”, wherein people
inadvertently use up water from elsewhere in the world through the consumption of water-intensive
products.
 The destruction of the water ecosystem may lead to the creation of “climate refugees, people who are
forced to migrated due to the lack of access to water or due to flooding” (Ritzer, 2015, p. 211)
 Pollution through toxic chemicals has had a long-term impact on the environment. The use of
persistent organic pollutants (POPs) has led to significant industrial pollution (Dinham, 2007).
Greenhouse gases, gases that trap sunlight and heat in the earth’s atmosphere, contribute greatly to
global warming. In turn, this process causes the melting of land-based and glacial ice with potentially
catastrophic effects. (Revkin, 2008), the possibility of substantial flooding, a reduction in the
alkalinity of the oceans, and destruction of existing ecosystems. Ultimately, global warming poses a
threat to the global supply of food as well as to human health. (Brown, 2007)
 Furthermore, population growth, and its attendant increase in consumption intensify ecological
problems. The global flow of dangerous debris is another major concern, electronic waste often
dumped in developing countries.
 There are different methods and agenda pushed by different organizations to address the issue of
global food security. One of this is through sustainability. The United Nations has set ending hunger,
achieving food security and improved nutrition, and promoting sustainable agriculture as the second
of its 17 Sustainable Goals (SDGs) for the year 2030.
 The World Economic Forum (2010 also addressed the issue through the New Vision for Agriculture
(NVA) in 2009 wherein public private partnerships were established. It has mobilized over $10
billion that reached smallholder farmers. The Forum’s Initiatives were launched to establish
cooperation and encourage exchange of knowledge among farmers, government, civil society, and
the private sector in both regional and national levels (Breene, 2016).

Global Citizenship

Citizenship is associated with rights and obligations, for instance, the right to vote and the obligation
to pay taxes. Both rights and obligations link the individual to the state. It also has to do with our attitudes.
We need to be willing to engage and to spend time and effort to the community of which we feel part of.
Community has traditionally been regarded as something very local. How, then, can the idea of citizenship
be transferred to the global level?

Global citizenship doesn’t automatically entail a single attitude and a particular value with
globalization. We must remember that globalization is not a single phenomenon; rather, there are many
globalizations. While some need to be resisted, others are welcomed and should be encouraged. They are
bound to be multiple features for multiple globalizations. These globalizations failed to deliver its promises
(Cohen, 2006). The so-called bottom billions lack infrastructures that have been disenfranchised.
The opponents of globalization blame other Westernization or global capitalism. Thus, the enemies resist
globalization, especially when it comes to global economy and global governance.

 In any case, given that there is no world government, the idea of global citizenship demand
the creation of right and obligation. Moreover, fulfilling the promises of globalization and
the solution to the problems of the contemporary world does not lie on single entity or
individual, but on citizens, the community and the different organizations in societies.
 The dynamics of globalization demands the efforts of the whole array of inter-governmental
organizations such as the United Nations and the World Bank; International NGOs like
Greenpeace and Amnesty International; and the citizen initiatives; and the citizen initiatives
 14

and community action groups that reach above the nation-state level like the World Social
Forum and Occupy Movement.
 Ultimately, reforms in global governance are required to allow world citizens to take more
part directly in all aspects of human life at the global level.

REFERENCE:

Contemporary World. Prince Kennex Reguyl Alama, Daiton,M. & Zelley E. (2015).

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TASK TO BE DONE

ACTIVITY #2

TOWARDS A SUSTAINABLE WORLD

Name:____________________________ Date:________________________

Course/Year Section:________________ Score:_______________________

DIRECTION:

Create a poem about your ideas on sustainable world and how to achieve it. PUSH YOUR CREATIVITY BEYOND
THE SKIES. Answer on a separate sheet

Prepared by:
DEAN ANDREW C. DIOLOLA

MARY ANE-JOY P. FESO