Conahs Prelim Module TCW Ay 21 22

COLLEGE OF NURSING
AND ALLIED HEALTH

SCIENCES
COURSE MODULE IN
THE
CONTEMPORA
RY WORLD
COURSE FACILITATOR: MA. ALBINA S. LABRADOR,
LPT, MED
FB/MESSENGER: Bina Labrador
1
Email: tcwlabrador@gmail.com
This document is a property of NONESCOST

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) MODULE Module 1 | Page 1
Prepared by: Ma. Albina S. Labrador
MISSION
Northern Negros State College of Science and technology envisions a

skillful and productive manpower, qualified and competent professionals endowed
with leadership qualities, commitment to public service, a common shared values,
and capacities to integrate and use new knowledge and skills in various vocations
and professions to meet the challenges of the new millennium.
VISION
To train and develop semi-skilled manpower, middle level professionals

and competent and qualified leaders in the various professions responsive to the
needs and requirements of the service areas providing appropriate and relevant
curricular programs and offerings, research projects and entrepreneurial activities,
extension services and develop progressive leadership to effect socio-economic
change and thereby improve the quality of life.
INSTITUTIONAL OUTCOMES
1. Demonstrate logical thinking, critical judgment and independent decision-

making on any confronting situations
2. Demonstrate necessary knowledge, skills and desirable attitudes expected of
one’s educational level and field of discipline
3. Exhibit necessary knowledge, skills and desirable attitudes in research
4. Exhibit proactive and collaborative attributes in diverse fields
5. Manifest abilities and willingness to work well with others either in the practice
of one’s profession or community involvement without compromising legal and
ethical responsibilities and accountabilities.
This document is a property of NONESCOST Module 1 | Page 2

Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Ma. Albina S. Labrador
PROGRAM LEARNING OUTCOMES
Program Outcomes
The programs shall produce a graduate who can:
1. Apply knowledge of physical, social, natural and health sciences and humanities
in the practice of nursing.
2. Provide safe, appropriate and holistic care to individuals, families, population
groups and communities utilizing nursing process.
3. Apply guidelines and principles of evidence-based practice in the delivery of care
in any setting.
4. Practice nursing in accordance with existing laws, legal, ethical and moral
principles.
5. Communicate effectively in writing, speaking and presenting using culturally-
appropriate language.
6. Document and report on client care accurately and comprehensively.
7. Work effectively in teams, in collaboration with other disciplines and multi-cultural
teams.
8. Practice beginning management and leadership skills in the delivery of client care.
9. Conduct research with experienced researcher.
10. Engage in lifelong learning with a passion to keep current with national and global
developments in general, and nursing and health developments in particular.
11. Demonstrate responsible citizenship and pride being a Filipino.
12. Apply techno-intelligent care systems
13. Adopt the nursing core values
14. Apply entrepreneurial skills
PNO-NONESCOST Bachelor of Science in Nursing Program Outcomes

The program shall produce a graduate nurse who can
1. Deliver safe and quality client centered care observing oral and ethico-legal
principles in the application of the nursing process in any given situation.
2. Manage and deliver health programs and services in any health care setting
utilizing appropriate mechanism for networking, linkage and referrals.
3. Engage in nursing research and utilize scientific and evidenced-base knowledge
which promote and maintain quality improvement of client-centered care.

Warm greetings!
Welcome to the second semester of School Year 2020-2021! Welcome to the College of
Arts and Sciences and welcome to NONESCOST!
Despite of all the happenings around us, there is still so much to be thankful for and one
of these is the opportunity to continue learning.
You are right now browsing your course module in GE103, The Contemporary World. As
you read on, you will have an overview of the course, the content, requirements and
other related information regarding the course. The module is made up of 3 lessons.
Each lesson has seven parts:
INTRODUCTION- Overview of the lesson
LEARNING OUTCOMES- Lesson objectives for you to ponder on
MOTIVATION- Fuels you to go on
PRESENTATION- A smooth transition to the lesson
TEACHING POINTS- Collection of ideas that you must discover
LEARNING ACTIVITIES – To measure your learnings in the lesson where you wandered
ASSESSMENT – To test your understanding in the lesson you discovered

Please read your modules and learn the concepts by heart. It would help you prepare to
be effective and efficient professional in your respective fields. You can explore more of
the concepts by reading the references and the supplementary readings.
I encourage you to get in touch with me in case you may encounter problems while
studying your modules. Keep a constant and open communication. Use your real names
in your FB accounts or messenger so I can recognize you based on the list of officially
enrolled students in the course. I would be very glad to assist you in your journey.
Furthermore, I would also suggest that you build a workgroup among your classmates.
Participate actively in our discussion board or online discussion if possible and submit
your outputs/requirements on time. You may submit them online through email and
messenger. You can also submit hard copies. Place them in short size bond paper inside
a short plastic envelop with your names and submit them in designated pick-up areas.
I hope that you will find this course interesting and fun. I hope to know more of your
experiences, insights, challenges and difficulties in learning as we go along this course. I
am very positive that we will successfully meet the objectives of the course.
May you continue to find inspiration to become a great professional. Keep safe and God
bless!

Course Outline in GE 103 – The Contemporary World
Course Number GE 103

Course Title The Contemporary World
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 the other transformations that
Course have created an increasing awareness of the interconnectedness of
Description 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.
No. of Units 3 units
Pre-requisites None
1. Distinguish different interpretations of and approaches to
globalization;
2. Describe the emergence of global economic, political, social,
Course Intended and cultural systems;
Learning 3. Analyze the various contemporary drivers of globalization;
Outcomes 4. Deliberate the issues conforming the nation-state;
5. Assess the effects of globalization on different social units
and their responses; and
6. Articulate personal positions on various global issues.
Content LESSON 1:
Coverage INTRODUCTION TO THE STUDY OF GLOBALIZATION
 Concept of Globalization
 Philosophies of the varying definitions of globalization
 History and Origins of Globalization
LESSON 2:
THE STRUCTURE OF GLOBALIZATION
A. The Global Economy
B. Market Integration
C. The Global Interstate System
D. Contemporary Global Governance
E. Global Peace
LESSON 3:
A WORLD OF REGIONS
A.Global Divides: The North and the South (focus on Latin America)
B.Asian Regionalism
LESSON 4:
A WORLD OF IDEAS
C.Global Media Cultures
D.The Globalization of Religion
E.Globalization and the Filipino Indigenous People
F. Globalization and Gender
LESSON 5:
GLOBAL POPULATION AND MOBILITY
G. The Global City
H.Mandated Topic: Global Demography

I. Global Migration
LESSON 6:
TOWARDS A SUSTAINABLE WORLD
J. Sustainable Development
K.Global Food Security
GLOBAL CITIZENSHIP
L. Global Citizenship
References R1 – Course Syllabus
R2 – Aguilar, Filomeno V. 2012. “Differentiating Sedimented
from Modular Transnationalism: The View from East Asia.”Asian
and Pacific Migration Journal 21(2): 149 – 171.
R3 – 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.
R4 – 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.
R5 – Carter, April. 2001. “Global Civil Society: Acting as
Global Citizens” in The Political Theory of Global
Citizenship, pp. 147 – 176 London: Routledge.
R6 – Connell, Raewyn. 2007. “Dependency, Autonomy and
Culture. In Southern Theory: The Global Dynamics of
Knowledge in Socail Science, pp. 139 – 163. Cambridge,
UK: Polity Press
R7 – Hobsbawm, Eric J. 1996. “The Future of the State.”
Development and Change 27(2): 267 – 278.
R8 – Lee, Ronald. 2003. “The Demographic Transition: Three
Centuries of fundamental Change.” Journal of Economic
Perspectives 17(4): 167 – 190.
R9 – Lesthaeghe, Ron. 2010. “The Unfolding Story of the
Second Demographic Transition.” Population and
Development Review 36(2): 211 – 251.
R10 –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.
R11 –Mazower, Mark. 2006. “An International Civilization?
Empire, Internationalism and the Crisis of the Mid-
Twehntieth Century.”International Affairs 82(3): 553-
566.
R12 –McMichael, Philip. 2009.”A Food Regime Analysis of the
World Food Crisis.” Agriculture and Human Values
26(4): 281 – 295.
R13 –Sassen, Saskia. 2005. “The Global City: Introducing a
Concept.” Brown Journal of World AffairsXI(2): 27 - 43
R14 – Steger, Manfred B. 2005. “Ideologies og Globalization.”
Journal of Political Ideologies 10(1): 11 – 30
Textbooks:
 Adalma, P. K., 2018. “The Contemporary World”, Manila, Rex

Book Store Inc.
 Botor, N. B., et. al., 2020. “The Contemporary World”, Manila,
Rex Book Store Inc.
 Claudio, L.E., and Abinales, P. N., 2018. “The Contemporary
World”, Quezon, C & E Publishing, Inc.
1. Active class participation (online discussion board, FB Closed
group account)
Course
2. Submit all activities required
Requirements
3. Quizzes
4. Final Output
Prepared by: Ma. Albina S. Labrador, LPT, MEd
Reviewed and Approved by:
Subject Area Coordinator: JACKIELEE A. ANACLETO, LPT, MEd
Dean, CONAHS : AILEEN G. SYPONGCO RN,RM,MN
GAD Director : MARY ANN T. ARCEŇO, Ph. D.
CIMD, Chairperson : MA. JANET S. GEROSO, Ph. D.
QA Director : DONNA FE V. TOLEDO, Ed. D.
VP- Academic Affairs : SAMSON M. LAUSA, Ph. D.

Declaration of Copyright Protection
This course module is an official document of Northern Negros State College of
Science and Technology under its Learning Continuity Plan on Flexible Teaching-
Learning modalities.
Quotations from, contractions, reproductions, and uploading of all or any part of this
module is not authorized without the permission from the faculty-author and from the
NONESCOST.
This module shall be used for instructional purposes only.

MODULE 1
LESSON
INTRODUCTION TO THE
1 STUDY OF GLOBALIZATION
5
HOURS
 This module introduces you to the fundamentals of Globalization as an

important driving force that shaped and is still shaping the world we live in.
Globalization as a phenomenon has always been seen and discussed using
various lenses that studying it as a whole is a bit complicated. However, this
module will breakdown its complexity and focus on specific topics that will give
you better understanding on how this phenomenon started and changed our
lives.
At the end of this lesson, you are expected to:

a. discuss the various philosophies and perspectives related to globalization;
b. identify different signs of globalization;
c. distinguish the competing conceptions of globalization;
d. examine the different influence, factors and forces that shape the concepts of
globalization; and
e. write a personal definition of globalization.
ACTIVITY #1: The World Made Closer

a. Enumerate at least FIVE (5) of the most recent things you have used. Identify
the country where it was manufactured and the company who manufactured
the products . (15 points)
THINGS COMPANY/MANUFACTURER COUNTRY

b. What have you noticed with your responses from letters a to c? Are “these”
from your own locality or country? Have you experienced difficulty in
accessing them? (3 points)
____________________________________________________________
____________________________________________________________
____________________________________________________________
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c. In what ways did using these things affect you? (3 points)
____________________________________________________________
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 In the activity you had, you were able to see the connection/s of the world
based on different aspects of daily life such as politics, music, sports and film.
The diversity and complexity of the process of globalization today lead to the
conceptualization of the current era as the “global age”.
I. INTRODUCTION TO THE STUDY OF GLOBALIZATION

A. Why study the world?
 The World “out there” is already here;
 There are many instances that prove this statement. Many of us
have relatives or family members working abroad. When they bring
or send somethings home, they also bring with them “parts” or
culture of the country where they came from.
 Filipinos, when they go out of our country, they also bring and share
Filipino Culture to the people they get to contact with.
 Media and internet are also windows to the Contemporary World;

 Much is also known of places in the world today because we can
have access to them at our fingertips. Media and Internet served as
windows (tool) for as to see what the world can offer for us even if
we don’t go out of our homes to travel.
 We get to know the kind of life they live and even talk to them just
by simply clicking our computers or mobile phones.
Examples: We can access YouTube and watch Filipino
Channels and adaptations of Filipino Teleseryes of other
nationalities; Korean Novelas and etc.
 Your consumption habits are global;
 Consumption refers to things that we use or buy to satisfy our
needs and wants. Our consumption patterns are highly influenced
by global commodities. Just look at the phones you used, things
you buy and food you consumed. McDonalds, Samsung, Coca-
Cola, H&M and may more products have been part of the
Consumer lives of Filipinos today. Further Filipino companies and
brands like Bench and Jollibee also become global and are since
enjoyed by foreign markets.
YOU ARE ALREADY A CITIZEN OF THE WORLD!
B. Why study the course?

 Much has changed since time immemorial.
 Human beings have encountered many changes, one can say
especially their social relationships and social structures.
 From the time of our ancestors (Stone Age) up to the Post-Modern
World much has already changed especially in the ways we are
living now. Before, our ancestors used to communicate through
writing their walls now, in the advent of technology, we use emails,
FB Messenger, What’s Up, and other platforms to communicate
with people even miles apart from us.
 Studying the outside world is a cure to parochialism (an outlook
that is limited to one’s immediate community).
 The expansion of one’s ethical horizons is the very core of what it
means to be a global citizen.
 A parochial person is a “close-minded” individual. They are only
exposed to their own place, people and culture. Studying the
contemporary world gives a parochial person a new perspective on
the kind of world one lives in. A person gets to acquire new
knowledge that maybe beneficial to survive and adapt to the world.
Gradually, this person can open oneself to the rest of the world.
 It can teach you more about yourself.
 “Anyone who has learned about the world will be haunted by the “ghost
of comparisons” --- Jose Rizal
 Knowing other countries and the way people live there gives as a
chance to look at our own and compare it to these countries. This
manner, helps us improve the kind of life we have, develop our own
systems and better our own countries in other aspects.
 The drive to compare according to Dr. Rizal will happen in the least
expected moment and the urge is like a ghost that suddenly appears.
 You will be interacting with it.
 One must confront the phenomenon of globalization;
 Filipinos are increasingly becoming aware of interdependence;
 You cannot avoid globalization so you might as well study.
! Through these, one is able to see and maximize opportunities this
phenomenon brings as well as prepare and minimize the risks or
negative effects it may bring.
Globalization – It’s the central study of the world.
C. Concepts of Globalization
 TWO PREMISES:
 Globalization is a complex phenomenon that occurs at multiple levels.
*Complex means something challenging and difficult
 Globalization as a concept operates in a simultaneous multiple and
intersecting levels that limiting it to occur in a specific level is difficult to
contain.
 Globalization is an uneven process that affects people differently.
 Globalization to one group of people of country is different from that of
others. That explains why this phenomenon is uneven and it is
something different to other people.
It cannot be contained within a specific time frame, all
people, and all situations. (Al-Rhodan, 2006)
GLOBALIZATION INCLUDES AND ENCOMPASSES:
 Economy, Political Systems, Culture
Social structures, therefore, are directly affected by
globalization.
*Social Structures include: Family, Government, Church,
School and Media.
D. Definitions of Globalization
 It is a process of world shrinkage, of distances getting shorter, things moving
closer. It pertains to the increasing ease with which somebody on one side of
the world can interact, to mutual benefit with somebody on the other side of
the world. (Thomas Larsson, 2001)
 It is occurring through and with regression, colonialism, and destabilization.
 Martin Khor, once regarded it as colonization.
Globalization means the onset of the borderless world. (Ohmae, 1992)
E. How can we appreciate these definitions?

 Defining globalization is shaped by the perspective of the person who
defines it.
 It is many things to many different people. It can be a unifying force or may
create greater inequalities.
 Globalization is a reality.
 It is changing as human society develops.
 Attitudes toward globalization depend, among other things, on whether one
gains or losses from it.
F. METAPHORS OF GLOBALIZATION
 Metaphors make use of one term to help us better understand another term.
 Solidity or Solids refers to barriers that prevent or make difficult the
movement of things.
 Examples: Bodies of waters (Pacific Ocean), Mountains and other
natural landforms (Nine-Dash Line, Mt. Everest), artificial barriers
(Great Wall of China, Berlin Wall, 38th Parallel)
 Liquidity or Liquids refers to the increasing ease of movement of people,
things, information, and places in the contemporary world.
 Examples: Solids are now gradually melting they tend to be liquid.
Videos in youtube are hard to stop once it hit viral. Migration Policies
becomes less stricter and countries are easier to penetrate.
 Flows are movement of people, things, places, and information brought by
the growing “porosity” of global limitations (Ritzer, 2015). National borders
are porous.
G. GLOBALIZATION FROM THE GROUND UP

 There are MULTIPLE GLOBALIZATIONS according to Arjun Appadurai’s, an
Anthropologist who explained globalization in five different “scapes”.
1. Ethnoscape – refers to the global movement of people.
 Examples: People travelling from one place to another, presence of
OFWs in other countries
2. Mediascape – is about the flow of culture.
 Examples: Various applications and internet sites such as youtube,
FB, Instagram, Twitter, Google that gives you access to the rest of
people and their culture in the world
3. Technoscape – refers to the circulation of mechanical goods and software
 Examples: Softwares, latest cellphones and computer
4. Financescape – denotes the circulation of money.
 Examples: World Bank, International Monetary Fund
5. Ideoscape – is where political ideas move around.
 Examples: Ideas of Federalism, Communism, Socialism
 Depending on what is being globalized, the view and conclusions change!
H. GLOBALIZATION THEORIES
 HOMOGENEITY
 It refers to the increasing “sameness” in the world as cultural inputs,
economic factors and political orientations of societies expand to create
common practices, same economies, and similar forms of government.
 Homogeneity in culture is often linked to CULTURAL IMPERIALISM. This
means that a given culture influences other cultures. There is superiority of
one culture and inferiority of the other.
 When the Filipinos were colonized by the Spaniards and Americans,
their culture became our standards that the way we do things must
be patterned from their and anything that is not like them is inferior.
 HETEROGENEITY
 It pertains to the creation of various cultural practices, new economies, and
political groups because of the interaction of elements from different
societies in the world.
 It refers to the differences because of either lasting differences or of the
hybrids or combinations of cultures which can be produced through different
transplanetary process.
 Heterogeneity is associated with CULTURAL HYBRIDIZATION.
 Hybridization results to a more specific concept called “glocalization”
coined by Roland Robertsons (1992). To him, as global forces
interact with local factors or a specific geographic area, the “glocal” is
being produced.
 Hybridization refers to the mixing of fusing of culture that results to a
new establish culture.
I. ORIGINS AND HISTORY OF GLOBALIZATION

 FIVE PERSPECTIVES:
1. Hardwired
 According to Nayan Chanda (2007), it is our basic human need to make
our lives better that made globalization possible.
 Thus, one can trace the beginning of globalization from our Ancestors in
Africa who walked out from it in the late Ice Age.
 Chanda mentioned that commerce, religion, politics, and warfare are
the “urges” of people toward a better life.

 These are respectively connected to four aspects of globalization and
they can be traced all throughout history: trade, missionary work,
adventures, and conquest.
2. Cycles
 Globalization is a long – term cyclical process and thus, finding its origin
will be a daunting task.
 Subscribing to this view will suggest adherence to the idea that other
global ages have appeared.
 There is also the notion to suspect that this point globalization will soon
disappear and reappear.
3. Epoch
 Ritzer (2015) cited Therborn’s (2000) six great epochs of globalization.
These are also called waves and each has its own origin.
1. Globalization of Religion (4th – 7th Centuries)
2. European Colonial Conquests (late 15th Century)
3. Intra-European Wars (late 18th-early 19th Centuries)
4. Heyday of European Imperialism (mid 19th Century to 1918)
5. Post – World War II period
6. Post – Cold War Period
7. Economic and technology
4. Events
 Gibbon (1998) argued that Roman Conquests centuries before Christ
are its origin.
 Rosenthal (2007) gave premium voyages to the discovery of America in
1942 by Christopher Columbus and Ferdinand Magellan’s completed
circumnavigation of the globe in 1522.
 The recent years could also be regarded as the beginning of
globalization with reference to specific technological advances in
transportation and communication.
5. Broader, More Recent Changes
 These broad changes happened in the last half of the twentieth
century. Scholars point to these three notable changes as the
origin of globalization that we know today.
1. The emergence of the United States as the global power (Post –
World War II);
2. The emergence of multinational corporations (MNCs); and
3. The demise of the Soviet Union and the end of the Cold War

ACTIVITY #2: Double Entry Journal
Instruction: Below are tables you need to fill out of things you have learned while
going through the first module in The Contemporary World. Identify and write the
ideas or concepts you’ve learned in the left box and your thoughts about these in
the right table. 10 points
Three Things I learned from being a
My Thought/s or Reaction/s
citizen of the world
Two Things I learned from the

My Thought/s or Reaction/s
concept of globalization
ACTIVITY #3: “Globalization through my eyes”

Instruction: Give your own definition of globalization based on what you learned
from the lesson and your own experiences. The definition should be
comprehensive. It means that you have to fully explain why you came up with this
definition through an essay.
 There are three (3) parts for your essay.
1. Introduction – this is an overview of what your work is all about and
must not be less than 3 sentences and not more than 5 sentences.
2. Body – this part includes your own definition and explanation why you
came up with this definition. This should be within 7-10 sentences.
3. Conclusion – may contain the summary of your work/thoughts in 3 to 5
sentences.
 Paper Size: Long
Margin: 1 inch all sides
Font Size and Style: Cambria, 11, 1.15 spacing
 RUBRIC:
Originality/Creativity of the definition 17 points
Persuasiveness of the Explanation
(Correctness of the explanation) 20 points
Manner of Writing 8 points
Total 45 points
LESSON
THE GLOBAL ECONOMY

2 AND MARKET INTEGRATION
6
HOURS
 This module seeks to discuss the significant impact of the economic dimension
of globalization. The occurrence of economic globalization includes greater
integration of economic activities, products, and systems across the world.
Further, we will deepen our discussion on economic globalization and aim to
respond to questions such as “Who are the actors that drive economic
globalization?” At the end of this module, students should be able to express
their stance on the ongoing global economic integration.
At the end of this module, you are expected to:

a. define modern world system and economic globalization;
b. identify the attributes of global corporations and actors that facilitate economic
globalization;
c. explain the role of various international financial institutions in the creation of a
global economy;
d. elucidate the effects of globalization on governments or countries; and
e. articulate a stance on a global economic integration.

ACTIVITY #1: Picture-Analysis
Direction: Analyze each picture and answer the following questions found below.
(10 points)
1. What does the picture show? (2 points)

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2. Does it reflect your own consumption? In what way? (3 points)
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3. Write a statement that best describe you as a buyer of these products. (5
points)
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 The products that we consume and use like foods, clothing, and gadgets are
parts of our way of life. Globalization allows for a worldwide exchange of these
commodities and exposure to different culture as well.
I. THE GLOBAL ECONOMY

Economic History Economic Structures
Globalization
A. Economic Globalization
 Economic Globalization is a historical process representing the result of
human innovation and technological progress.
 Historical Process – It had its beginnings in 1896 and reached its
peak in 1914.
 Human Innovation – Scientific Revolution and Industrial Revolution
 Technological Progress – Transportation, Communication, Capital
 It is characterized by the increasing integration of economies around the
world through the movement of goods, services, and capital across
borders.
 Increasing Integration – Increased Trade, Supercomputers
 High – Frequency Trading – millions of stocks purchases and sales
between different cities in a matter of seconds.
 These changes are the products of people, organizations, institutions,
and technologies.
 Critical to economic globalization is global economic integration.
Economic Integration means that separate production operations are
functionally related to each other and form a unified product or service.
This requires efficient management of economic operations from different
parts of the world. In current times, this is made possible by innovations
in transport logistics, modernization of communication and transport
systems, policies supporting integration of different process along the
globe, among others.
B. Problems arising due to Economic Development:

 Poor nations and the people who inhabit them were and are subjugated by
the operations of the global economy;
 Not all parts of the world gain(ed) equally from the growth of the global
economy;
 Within nations, the poor tends or tended to suffer most when those
nations, are forced to repay their debts to other, more developed nations.
 Global economy “was not equally good for everyone and was bad for
many (Friedenm 2006)
C. Global Economic Structures

Surplus and Deficits
 A good place to get a quick snapshot of global trade as well as net
economic flows in and out of a nation-state is by looking at its trade
surpluses and deficits.
 A trade surplus (a surplus in the balance of trade) occurs when the value
of a country's exports exceeds that of its imports.
 A trade deficit (also called a trade gap) occurs when imports exceed
exports.
 Of special interest and importance are the positions of two global
economic giants --- the US and China (Trade Balances).
D. Who are the actors the Facilitate Economic Globalization?

 Globalization has opened the doors for other non-state authority and
actors in driving economic globalization. Non-State actors include
international economic organizations, private sector led by multinational
companies, central banks and civil society.
 Contribution of each actor to Economic Globalization:
1. International Economic Organizations (International Monetary
Fund (IMF), World Bank, and Organization for Economic
Cooperation and Development (OECD) – These organizations
are critical in developing and pushing for neoliberal policies among
different countries. They also help facilitate trade and development
discussions among various states.
2. Regional Organizations (Association of Southeast Asian
Nations (ASEAN) and North American Free Trade Agreement
(NAFTA)). These organizations promote regional agreements and
standards that facilitate better trade and exchange of knowledge,
human resources, and regional cooperation.
3. Multinational Companies (MNCs) – they are considered to be the
main carriers of economic globalization.
4. Central Banks – they are considered as one of the most powerful
institutions in the world economy since they can lead economic
development.
5. Global Civil Society – as major driver of economic globalization.
The Global civil society has made its mark in global development
arena particularly during the UN Conference on Environment and
Development in 1992. Global Civil Society seen as either
composed of individuals or groups of individuals disadvantaged by
the effects of the globalization of the world economy, they protest
and seek alternatives while on the other hand, global social
movement constituting a basis for an alternative to a new world
order.
E. Wallerstein’s Modern World System

 The world system is the result of the increasing interdependence of
cultures and ecosystems that were once relatively isolated by distance
and boundaries.
 The World system is a largely self-contained system with a set of
boundaries and a definable life span; --- it does not last FOREVER.
 The world systems have existed before and not a unique feature of the
contemporary world.
 In the past, the system that binds the world together was based on
political and military domination.
 The Modern World system is also known as the Modern Capitalist
World-Economy. It is a system which relies on economic domination.
Countries around the world is divided according to their economic power
in the global arena.
 The world system is arranged according to influence: core (most
dominant), to semi-periphery, to periphery (least dominant).
 Three – Level Hierarchy
1. The core consists of the strongest and most powerful nations in
which technologically advanced, capital-intensive products are
produced and exported to the semi-periphery and the periphery.
2. Semi-periphery consists of industrialized Third World nations that
lack the power and economic dominance of the core nations
somewhere exploiting and exploited. --- (Brazil and India).
3. The periphery consists of nations whose economic activities are
less mechanized and are primarily concerned with exporting raw
materials and agricultural goods to the core and semi-periphery.
(African Region)
II. MARKET INTEGRATION

A. BRETTON WOODS SYSTEM
 After the two world wars, world leaders sought to create a global
economic system that would ensure a longer – lasting global peace.
 They believe that one of the ways to achieve this goal is to set up a
network of global financial institutions that would promote economic
interdependence and prosperity.
 Thus, Bretton Woods System was inaugurated in July 1944 at the Mount
Washington Hotel in Bretton Woods, New Hampshire.
 A key factor in the depression was thought to be lack of cooperation
among nation – states.
 The Bretton Woods system was largely influenced by the ideas of John
Maynard Keynes.
B. FOCUS OF THE BRETTON WOODS SYSTEM

 Reducing trade barriers and on creating conditions necessary for the free
flow of money and investment;
 Free Trade happens when trade barriers such as tariffs and quotas
are lifted, eliminated or reduced.
 Creation of conditions needed for financial stability around the globe.
C. John Maynard Keynes Economic Ideas

 Economic Crisis occur not when a country does not have enough money,
but when money is not being spent and, thereby not moving.
 When economies slow down, governments have to reinvigorate markets
with infusions of capitals.
D. FIVE KEY ELEMENTS OF THE BRETTON WOODS SYSTEM

1. Each participating state would establish a “par value” for its currency
expressed in term of gold or (equivalently) in terms of gold value of the
US Dollar as of July 1944.
2. The official monetary authority in each country (a central bank or its
equivalent) would agree to exchange its own currency for those of other
countries at the establish exchange rate.
3. International Monetary Fund was created to establish, stabilized and
oversee exchange rates. If a country is destabilized, the IMF can lend
member states the money needed to stabilize their currency.
4. The member states agreed to eliminate, at least eventually, “all
restrictions on the use of its currency for international trade”.
5. The entire system was based on the US dollar. The US agreed to make
dollar convertible to other currencies at the fixed par value. The dollar
became the global currency.
E. ECONOMIC ORGANIZATIONS
1. General Agreements on Tariffs and Trade (GATT) – It was a system
for liberalization of trade that grew out of Bretton Woods and came into
existence in 1947 until 1995.
2. World Trade Organization (WTO) – It is a multilateral organization
found in Geneva, Switzerland with 152 member nations as of 2008. Its
focus on trade places it at the heart of economic globalization. WTO
operations are premised on the neoliberal idea that all nation benefit from
free and open trade and it is dedicated and eliminating barriers to trade.
3. International Monetary Fund (IMF) - The goal of the IMF is
macroeconomic stability for both member nations and global economy.
Specifically, it deals with exchange rates, balances of payments,
international capital flows and the monitoring of member states ad their
macroeconomic policies.
4. World Bank (WB) - International Bank for Reconstruction and
Development (IBRD) is the most important element of World Bank
Group. It was established in 1944 and began operating in 1946. It was
originally responsible for funding post-war reconstruction projects. It was
a critical institution at a time when many of the world’s cities had been
destroyed by the war. At present, it now deals with a broad range of
issues related to economic development including “population, education,
health, social security, environment, culture, aspect of macroeconomic
policy and poverty alleviation.”
ACTIVITY #2: Slogan Time!

Instruction: Make your own slogan on encouraging Filipinos to buy
Filipino Produced Products and explain the concept behind your slogan. Be
creative and original. Consider the rubric below.
! Slogan is a memorable motto or phrase used in
a clan, political, commercial, religious, and other context as a
repetitive expression of an idea or purpose, with the goal of
persuading members of the public or a more defined target group.
Creativity 7 points
Relevance to the theme 10 points
Originality 8 points
Total 25 points
ACTIVITY #3: “This I say…”
Instruction: Give your own stand or view on this statement, “The Global
Free Trade benefits the Philippines”. You must clearly state your
argument in the “body” part especially whether you agree on the statement
or not. Provide justifications or explanation of you claims. It will also be best
if you do further research about the topic. Make sure also that you put into
consideration everything you have learned from this module.
 There are three (3) parts for your essay.
1. Introduction – this is an overview of what your work is all about and
must not be less than 3 sentences and not more than 5 sentences.
2. Body – this part includes your own stand and explanation of your
answer. This should be within 7-10 sentences.
3. Conclusion – may contain the summary of your work/thoughts in 3 to 5
sentences.
 Paper Size: Long
Margin: 1 inch all sides
Font Size and Style: Cambria, 11, 1.15 spacing
 RUBRIC:
Originality/Creativity of the definition 17 points
Persuasiveness of the Explanation
(Correctness of the explanation) 20 points
Manner of Writing 8 points
Total 45 points

LESSON
THE GLOBAL INTERSTATE
3 SYSTEM AND
CONTEMPORARY GLOBAL
GOVERNANCE
6
HOURS
 The world is composed of many countries or states, all of them having different
forms of government. In this module, we will further unpack how globalization
affects national governments and countries. Global governance and the
development of political structures take on a relevant role in understanding the
contemporary globalization.
At the end of this module, you are expected to:

a. Classify the institutions that govern international relations;
b. Expound the effects of globalization on governments or countries;
c. Explain the challenges of global governance in the 21 stcentury;
d. Express the relevance of the state amid globalization; and
e. Determine the ways to promote global peace.

ACTIVITY #1: Discuss me!
Direction: Read and understand the statement below. Express your
thoughts through a 7-sentence essay. Write your answers in the box found
below. (10 Points)
“A Nation of Networks, A networks of

Nation”
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________
 Globalization encompasses a multitude of connections and interactions that

cannot be reduced to the ties between governments. States and governments
are key drivers of global processes.
 According to Gita Gopinath, Chief Economist of IMF, “If we want to make
sure that the next wave of globalization is even more successful, it has
to be complemented with good, sound domestic policies that help those
who are getting left out.”


A. A HISTORY OF GLOBAL POLITICS

i. CREATING AN INTERNATIONAL ORDER
 The world is composed of many countries or states, all of them having
different forms of government.
 The focal concern in this topic is the political structures involved in
globalization.
ii. POLITICAL STRUCTURE
 It refers to institutions or groups and their relations to each other, their
patterns of interaction within political systems and to political regulations,
laws and the norms present in political systems in such a way that they
constitute the political landscape of the political entity.
 In the social domain, its counterpart is social structure.
 It also refers to the way in which a government is run.
 Some scholars of politics are interested in individual states and
examine the internal politics of these countries. Example: A scholar
studying the politics of Japan may write about the history of
bureaucracy.
 Some scholars are more interested in the interactions between states
rather than their internal politics. Example: They may look at trade
deals; study political, military, and other diplomatic engagements
between two or more countries. These scholars are studying…
INTERNTIONAL RELATIONS.
iii. INTERNATIONAL RELATIONS (IR)
 It explains behaviour that occurs across the boundaries of states, the
broader relationships of which such behaviour is a part, and the
institutions (private, state, nongovernmental, and intergovernmental) that
oversee those interactions.
 It also explains the interactions of states in the global interstate system,
and it also attempts to explain the interactions of others whose behaviour
originates within one country and is targeted toward members of other
countries.
iv. INTERNATIONALIZATION
 Is the deepening of interactions between states;
 It does not equal to globalization but a major part of globalization.
 States/Governments are key drivers of global processes.
 Internationalization is a window to view the globalization of politics.
v. TODAY’S GLOBAL SYSTEM
 World Politics has four key attributes:
1. There are countries or states that are independent and govern
themselves.
2. These countries interact with each other through diplomacy.
3. There are international organizations, like UN, that facilitate these
interactions.
4. These international organizations take on the lives of their own.
 What are the origins of this system?

1. A good start is by unpacking the meaning of a country or what
academics call the nation – state.
2. The nation – state is composed of two non – interchangeable
terms.
3. Not all states are nations and not all nations are states.
vi. WHAT IS A STATE?
 The concept of the state refers to the “organization that has a number of
political functions and tasks, including providing security, extracting
revenues, and forming rules for resolving disputes and allocating
resources with the boundaries of the territory in which it exercises
jurisdiction.
 A state is composed of “people who live in a certain territory where they
are sovereign, and with their own government”.
 A state has defining elements, such as territory, population,
government, and sovereignty.
 The mere presence of these four elements does not make a state a
state.
 To be a state, an entity must be recognized as such by other states;
this act of recognition, therefore, is what makes a state.
vii. ESSENTIAL ELEMENTS OF A STATE

1. Territory
 It is the extent of the land belonging to the state. It includes physical
land, fluvial (rivers, lakes, mountains), aerial domains (above the
land) and maritime domain (3 miles/12 nautical miles from the coast).
 The extent of the state’s territory must be sufficient to maintain its
population and enable it to meet the needs of international life.
 The Philippines has a total land area of about 115,707 square miles.
2. People
 It is a mass of population living within the state. Though the
population of some states is fairly small, what is essential for
recognition as a state is that there are sufficient number people to
make it survive and to enable it to fulfill its international
obligations.
3. Government
 It is an agency through which the will of the state is formulated,
expressed, and carried out.
4. Sovereignty
 It is the power of the state to command and enforce obedience.
 Internal (the power of the state to rule within its territory)
 External (the freedom of the state to carry out its activities without
subjection or control by other states. It is often referred to as
independence).
viii. WHAT IS A NATION?
 It refers to a social group that is linked through common descent,
culture, language, or territory contiguity.
 It often limit themselves to people who imbibed a particular culture,
speak a common language and live in a specific territory.
 A state is primarily a political concept while nation is racial in nature.
 The state may be made up of one or more nations, just as nations may
occupy one or more states.
Example: The United States of America is a single state that is composed of
many nations, in contrast with one Arab Nation distributed among different states.

ix. WHAT IS A NATION-STATE?
 Nation and State are closely related because it is nationalism that
facilitates state formation.
 In the modern and contemporary era, it has been the nationalist movements that
have allowed for the creation of nation-states.
 It is seen as an integration of the subgroups that defined themselves as a nation
with the organizational structure that constitutes the states.
B. INTERSTATE SYSTEM
i. WESTPHALIAN SYSTEM
 The origins of the present-day concept of sovereignty can be traced back
to the Treaty of Westphalia --- (A set of agreements signed in 1648 to
end the Thirty Years’ War between major continental powers of
Europe).
 The Westphalian System provided stability for the nations of Europe.
ii. NAPOLEON BONAPARTE
 Napoleon was a French statesman and military leader who rose to
prominence during the French Revolution and led several successful
campaigns during the French Revolutionary wars.
 Bonaparte believed in spreading the principles of the French Revolution.
(liberty, equality, fraternity). --- This challenged the power of kings, nobility,
and religion in Europe.
iii. NAPOLEONIC CODE:
 A practice implemented French in every country that forbade birth
privileges, encouraged freedom of religion and promoted meritocracy in
government service.
iv. CONCERT OF EUROPE
 An alliance of “Great Powers” --- UK, Austria, Russia, and Prussia---
sought to restore the world of Monarchical, hereditary, religious
privileges before the French Revolution and the Napoleonic Wars.
 It was an alliance that sought to restore the sovereignty of the states.
 Under this Metternich system, the concert’s power and authority lasted
from 1815 – 1914.
 Klemens Von Metternich was this system’s main architect.
v. PRESENT INTERNATIONAL SYSTEM
 Until now, states are considered sovereign and just like the Concert
system, “great powers” still hold significant influence over world politics.
 Most powerful grouping in the UN, the Security Council, has a core of five
permanent members, all having veto power.
 The Westphalian and Concert systems divided the world into separate,
sovereign entities.
 Since the existence of this interstate system, there have been attempts to
transcend it.
 Internationalism is a system of heightened interaction between various
sovereign states, particularly the desire for greater cooperation and unity
among states and peoples.
vi. TWO PRINCIPLES OF INTERNATIONALISM
1. Liberal Internationalism
 Immanuel Kant
 The first major thinker of this principle was the late 18 th century
German Philosopher Immanuel Kant.
 Kant likened states in a global system to people living in a
given territory.


If people living together require a government to prevent
lawlessness, shouldn’t that same principle be applied to
states?
 Without a form of world government, the international system would
be chaotic.
 Therefore, states, like citizens of countries, must give some
freedoms;
 “Establish a continuously growing state consisting of various
nations which will ultimately include the nations of the world.”
 Immanuel Kant imagined a form of global government.
 Jeremy Bentham
 British philosopher Jeremy Bentham (who coined the word
“international” I780), advocated the creation of “international law”.
 This “international law” would govern the inter-state relations.
 Bentham believed that objective global legislators should aim to
propose legislation that would create “the greatest happiness of all
nations taken together.”
Do you think having a global government and international
law endanger the sovereignty of individual states?
 Giuseppe Mazzini
 The first thinker to reconcile nationalism with liberal
internationalism, was the 19th century Italian patriot Giuseppe
Mazzini.
 Mazzini was both an advocate of the unification of the various
Italian – speaking mini – states and a major critic of the Metternich
system.
 Giuseppebelieved in a Republican government (without kings,
queens and hereditary succession) and proposed a system of free
nations that cooperated with each other to create an international
system.
 For Mazzini, free, independent states would be the basis of an
equally free, cooperative international system.
 Mazzini was a nationalist internationalist, who believes that free,
unified nation-states should be the basis of global cooperation.
 Woodrow Wilson
 Mazzini influenced the thinking of United States President Woodrow
Wilson, who became the most prominent internationalist.
 Wilson saw nationalism as a prerequisite for internationalism.
 Principle of Self – determination is the belief that the world’s
nations had a right to a free, and sovereign government.
 The President hoped that these free nations would become
democracies, because only by being such would they be able to
build a free system of international relations based in international
law and cooperation.
 Wilson became the advocate for the creation of the League of
Nations. At the end of World War in 1918, he pushed to transform
the League into a venue for conciliation and arbitration to prevent
another war.
 The United States was not able to join the League of Nations due
to the strong opposition from the Senate.
The league was also unable to hinder another war from breaking
out.

 It was practically helpless to prevent the onset and intensification of
World War II. The league was the concretization of the concepts of
liberal internationalism.
 From Kant, it emphasized the need to form common international
principles.
 From Mazzini, it enshrined the principles of cooperation and respect
among nation – states.
 From Wilson, it called for democracy and self – determination.
2. Socialist Internationalism
 Karl Marx
 One of Mazzini’s biggest critics was German Socialist philosopher
Karl Marx who was also an internationalist but he did not believe in
nationalism.
 Marx believed that any true form of internationalism should be
deliberately reject nationalism, which rooted people in domestic
concerns instead of global ones.
 Marx placed a premium on economic equality; he did not divide the
world into countries but into classes.
 The capitalist class referred to the owners of factories, companies
and other “means of productions”.
 The proletariat class included those who did not own the means of
production, but instead, worked for the capitalists.
 Marx and his co-author, Friedrich Engels, believed that in a socialist
revolution seeking to overthrow the state and alter the economy, the
proletariat “had no nations.”
 Their famous battle cry, “Workers if the world, unite! You have
nothing to lose but your chains.”
 They opposed nationalism because they believed it prevented the
unification of the world’s workers.
 Marx died in 1883, but his followers soon sought to make his vision
concrete by establishing their international organization.
 The Socialist International (SI) was a union of European
socialist and labor parties established in Paris in 1889.
 Although short lived, the SI’s achievements included the
declaration of May 1 as Labor Day and the creation of an
International Women’s Day and an 8-hour workday.
C. GLOBAL GOVERNANCE
 Global governance is a purposeful order that emerges from institutions,
processes, norms, formal agreements, and informal mechanisms that
regulate action for a common good.
 Global governance brings together diverse actors to coordinate collective
action at the level of the planet. The goal of global governance, roughly
defined, is to provide global public goods, particularly peace and security,
justice and mediation systems for conflict, functioning markets and unified
standards for trade and industry. One crucial global public good is
catastrophic risk management – putting appropriate mechanisms in place
to maximally reduce the likelihood and impact of any event that could
cause the death of 1 billion people across the planet, or damage of
equivalent magnitude.
 Global governance encompasses activity at the international,
transnational, and regional levels, and refers to activities in the public and
private sectors that transcend national boundaries. In this conception of
global governance, cooperative action is based on rights and rules that are
enforced through a combination of financial and moral incentives.
 In the absence of a single authoritative institution or world government
structure, global governance is comprised of elements and methods from
both the public and private sectors. These basic elements include agreed
upon standards, evolving norms based on shared values, and directives
issued and enforced by states.
 Methods of global governance include:

 harmonization of laws among states, international regimes, global
policy issue networks, and hybrid institutions that combine functions
of state agencies and private sector organizations.
 The concept of global governance raises two sets of, as yet, unresolved
issues. One has to do with claims of the legitimate exercise of authority,
the other with democratic values. In contrast to theories of governance at
local and national levels, a social contract between citizens and institutions
of global governance has not been developed sufficiently to constitute a
sufficient basis for legitimacy. In its current conception, global governance
implies democratic governance.
 However, the reliance on scientific and professional bodies to set
standards, rules, and procedures, on bureaucratic agencies of the state to
implement policies, and on voluntary organizations to monitor compliance,
none of which are based on democratic principles of representation or
equal participation, raises questions about the compatibility of democratic
values and the concept of global governance.
 The leading institution in charge of global governance today is the United
Nations. It was founded in 1945, in the wake of the Second World War, as
a way to prevent future conflicts on that scale. The United Nations does
not directly bring together the people of the world, but sovereign nation
states, and currently counts 193 members who make recommendations
through the UN General Assembly. The UN’s main mandate is to preserve
global security, which it does particularly through the Security Council. In
addition, the UN can settle international legal issues through the
International Court of Justice, and implements its key decisions through
the Secretariat, led by the Secretary General.
 The United Nations has added a range of areas to its core mandate since
1945. It works through a range of agencies and associated institutions
particularly to ensure greater shared prosperity, as a desirable goal in
itself, and as an indirect way to increase global stability. As a key initiative
in that regard, in 2015, the UN articulated the Sustainable Development
Goals, creating common goals for the collective future of the planet.
 Beyond the UN, other institutions with a global mandate play an important
role in global governance. Of primary importance are the so-called Bretton
Woods institutions: the World Bank and the IMF, whose function is to
regulate the global economy and credit markets. Those institutions are not
without their critics for this very reason, being often blamed for maintaining
economic inequality.
 Global governance is more generally effected through a range of
organizations acting as intermediary bodies. Those include bodies in
charge of regional coordination, such as the EU or ASEAN, which
coordinate the policies of their members in a certain geographical zone.
Those also include strategic or economic initiatives under the leadership of
one country – NATO for the US or China’s Belt and Road Initiative for
instance – or more generally coordinating defense or economic
integration, such as APEC or ANZUS. Finally, global governance relies on
looser norm-setting forums, such as the G20, the G7, the World Economic
Forum: those do not set up treaties, but offer spaces for gathering,
discussing ideas, aligning policy and setting norms. This last category
could be extended to multi-stakeholder institutions that aim to align global
standards, for instance the Internet Engineering Taskforce (IETF) and the
World Wide Web Consortium (W3C).
 In summary, global governance is essential but fragmented, complex and
little understood. In this context, the key questions raised by the Global
Challenges Foundation are, how to reform institutions, how to develop
alternative institutions, and how to use the new possibilities of technology
to improve governance.
D. GLOBAL PEACE
 "Since wars begin in the minds of men, it is in the minds
of men that the defenses of peace must be constructed"
---Preamble to the Constitution of UNESCO
 Global peace is the supreme ideal, or the Summum Bonum, so in order to
know the exact meaning and real nature of peace as-well-as the ways to
realize it, first of all, we have to rectify the prevailing tendency to think of
peace only in negative terms as absence of bilateral war, since it
encourages the pacifism, which does nothing, but denounce such war,
while global overview confirms the presence of ethnic and civil war etc.
 Accordingly, the negative definition of peace should also include the
elimination of such wars. Sometimes peace as "Opposite of Violence”. Of
course, peace will be achieved by removing all kinds of violence such as
war, environmental destruction, violation of human rights, cruelty against
women and children, exploitation and oppression of weak, poor and
illiterate etc. But peace is not merely a state of non-violence or
absence of wars. Being a regulative goal of person, society mankind,
it has positive aspect too, which should not be overlooked.
 Peace must be understood in all its dimensions, theoretically differentiated
as:
 Personal or Mental peace – the inner state of calm or tranquility.
Mental peace reveals a state of unshakable quiet and composure,
which is achieved through the inculcation of such creative virtues as
friendliness, compassion, mercy, moderation, modesty,
forgiveness, non-violence, love etc.
 Social peace – the state of social justice and development. No
society could remain peaceful due to the current problem terrorism,
unemployment, communal and ethnic riots, party-politics and other
internal disputes. Besides, no nation could achieve peaceful state in
this world of international network, complicated by market-culture,
ideological and other differences along with ecological crisis. After
contemplating on such disturbing scenario, no intelligent person
can deny the inseparability of different dimensions of peace, and
also that today's ultimate ideal must Global peace.
 Peace at national level or national state of stability, progress and
freedom from civil disorder
 International peace or peace or peaceful relation among all nations
 Global peace, therefore is peaceful co-existence of all existent.
! Nevertheless practically "peace is indivisible and has to be global, if
it has to be established on an enduring basis"

! It must be global, because it is the foundation of the survival of
mankind.
 Today mankind all over the world is suffering from multidimensional crisis
such as terrorism, population-explosion, denial of human rights, economic
inequality, racial discrimination, vanity of cultural superiority, ideological
extremism, religious intolerance, nationalism, social injustice, poverty,
starvation exploitation of nature, oppression of weaker section by powerful
and rich, ecological imbalance, natural calamities, consumerism and so
on.
 As issues concerning global peace are mutually dependent, the principals
of global ethics must be adhered to by ideologues, politicians, moralists,
social scientists, reformers, religious authorities, educationists, median
military personnel, scientists as well as ordinary citizens of the world.
 We live in an age stained by cruelty, torture, conflict and violence etc.,
which are not natural conditions, but scourges to be eradicated. Hence
global ethics expounds that peace may be achieved when exploitation and
discrimination will be replaced by equality domination by autonomy,
fragmentation by solidarity, marginalization by participation in policy-
making and vertical relationship among nations and horizontal
relationship, hierarchical progress by surface progress, diplomacy by
transparency, wants by need.
 All of us share a yearning to lives out our lives in peace, but we have
reached the crossroads, when peaceful living and healthy future of
civilization depend upon the ecological balance or preservation of
environment. So, a radically new ethics enforces a solely novel attitude in
regard to discharging our duties towards nature and the universe. We
must learn a lesson from Gulf War, because it was fought for the
resources of the earth. Truism emphasizes that ecological security
transcends national boundaries, so environment has become a human
responsibility.
! Han Jonas, therefore, writes "In-so-far as it is the fate of man as
affected by the condition of nature, which make our concern about
3


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COLLEGE OF NURSING

AND ALLIED HEALTH

This document is a property of NONESCOST

Northern Negros State College of Science and technology envisions a

To train and develop semi-skilled manpower, middle level professionals

1. Demonstrate logical thinking, critical judgment and independent decision-

This document is a property of NONESCOST Module 1 | Page 2

PNO-NONESCOST Bachelor of Science in Nursing Program Outcomes

This document is a property of NONESCOST Module 1 | Page 3

INTRODUCTION- Overview of the lesson

LEARNING OUTCOMES- Lesson objectives for you to ponder on

MOTIVATION- Fuels you to go on

PRESENTATION- A smooth transition to the lesson

TEACHING POINTS- Collection of ideas that you must discover

ASSESSMENT – To test your understanding in the lesson you discovered

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Course Number GE 103

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Subject Area Coordinator: JACKIELEE A. ANACLETO, LPT, MEd

Dean, CONAHS : AILEEN G. SYPONGCO RN,RM,MN

GAD Director : MARY ANN T. ARCEŇO, Ph. D.

CIMD, Chairperson : MA. JANET S. GEROSO, Ph. D.

QA Director : DONNA FE V. TOLEDO, Ed. D.

VP- Academic Affairs : SAMSON M. LAUSA, Ph. D.

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This course module is an official document of Northern Negros State College of

This module shall be used for instructional purposes only.

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 This module introduces you to the fundamentals of Globalization as an

At the end of this lesson, you are expected to:

ACTIVITY #1: The World Made Closer

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I. INTRODUCTION TO THE STUDY OF GLOBALIZATION

 Media and internet are also windows to the Contemporary World;

B. Why study the course?

E. How can we appreciate these definitions?

G. GLOBALIZATION FROM THE GROUND UP

I. ORIGINS AND HISTORY OF GLOBALIZATION

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Two Things I learned from the

ACTIVITY #3: “Globalization through my eyes”

THE GLOBAL ECONOMY

At the end of this module, you are expected to:

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1. What does the picture show? (2 points)

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I. THE GLOBAL ECONOMY

B. Problems arising due to Economic Development:

C. Global Economic Structures

D. Who are the actors the Facilitate Economic Globalization?

E. Wallerstein’s Modern World System

II. MARKET INTEGRATION

B. FOCUS OF THE BRETTON WOODS SYSTEM

C. John Maynard Keynes Economic Ideas

D. FIVE KEY ELEMENTS OF THE BRETTON WOODS SYSTEM

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ACTIVITY #2: Slogan Time!

ACTIVITY #3: “This I say…”

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THE GLOBAL INTERSTATE