ILOCOS SUR

POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE

MODULE 5

TME FRAME: Week 12 (3 Hours)

INTENDED LEARNING OUTCOMES:
 Determine the functions and analyze how various media drive various forms of global
integration
 Explain the dynamic between local and global cultural production
Lesson 1 – Globalization and the Media

Vocabulary Check-in:
Media technology Global village

Globalization is a set of multiple, uneven and sometimes overlapping historical processes,

including economics, politics, and culture, that have combined with the evolution of media technology to
create the conditions under which the globe itself can now be understood as “an imagined community.”
Globalization and media have created the conditions through which many people can now
imagine themselves as part of the world.

Media and Its Functions

Lule describes media as “a means of conveying something, such as a channel of
communication.” Technically speaking, a person’s voice is a medium. However, when commentators
refer to “media,” they mean the technologies of mass communication. Print media include books,
magazines, and newspapers. Broadcast media involve radio, film, and television. Finally, digital media
cover the internet media, e.g., the e-mail, internet sites, social media, and internet-based video and
audio.
Media theorist Marshall McLuhan once declared that “the medium is the message.” He did not
mean that ideas (messages) are useless and do not affect people. Rather, his statement was an
attempt to draw attention to how media, as a form of technology, reshape societies. Thus, television is
a simple bearer of messages, it also shapes the social behavior of users and reorient family behavior.
Television has also drawn people away from other meaningful activities such as playing games or
reading books. Today, the smart phone allows users to keep in touch instantly with multiple people at
the same time. Consider the effect of internet on the relationships. Prior to the cellphone, there was no
way for people to keep constantly in touch, or to be updated on which the other does all the time. The
technology (medium), and not the message, makes for this social change possible.

Note: Watch the videoclip, “How Social Media Makes Us Unusual” by Allison Graham on TED uploaded
in your respective classroom.

Course Code: Gen. Ed. 107

Descriptive Title: The Contemporary World
Instructor: JEROME R. BUENO, LPT, MSE
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE

Intended Learning Activity:

What is your stand about the issue: “The House implements strict regulation of internet use
among BSHM students” (15 points)
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Summary:

Different media have diverse effects on globalization processes. It may neither be inherently
good nor bad. As consumers of media, users must remain vigilant and learn how to distinguish fact
from falsehood in a global media landscape.

Assignment:

Research one chef who became internationally famous about his contribution in the field of
hospitality industry.in your report, answer the following. (10 points)

1. Where did he/she originate? In which countries did he/she become famous?
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2. How did he/she become famous??

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Course Code: Gen. Ed. 107

Descriptive Title: The Contemporary World
Instructor: JEROME R. BUENO, LPT, MSE
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
TME FRAME: Week 13 (3 Hours)
INTENDED LEARNING OUTCOMES:
 Define global food security
 Critique existing models of global food security
Lesson 2 – Global Food Security: The Challenge of Feeding the World

Vocabulary Check-in:
Food security Human security

Note: See powerpoint presentation posted in your respective google classroom for the discussion of the
topic.

Intended Learning Activity:

FILM VIEWING:
Based on the film GMO, what is your stand about the following issues?
Note: Choose (1) and defend your side. (10 points)
1. Genetically Modified food solves world hunger.
2. Genetically Modified food increases hunger.
Topic # ______
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Course Code: Gen. Ed. 107

Descriptive Title: The Contemporary World
Instructor: JEROME R. BUENO, LPT, MSE
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE

MODULE 6

TME FRAME: Week 14 (3 Hours)

INTENDED LEARNING OUTCOMES:
 Analyze the political, economic, cultural, and social factors underlying the global movements of
people
 Display first-hand knowledge of the experiences of OFW’s

Vocabulary Check-in:
Mobility Diversity Global migration Global city

Lesson 1 – Mobility, Diversity, and the Community in the Global City

The notion of “global city” has a central place in understanding contemporary spatial patterns of
globalization: the ways it impacts on local life is nowhere more visible than in the global city. The global
city is therefore the main physical and geographic playground of the globalizing forces: in this space of
population concentration and mixing, the global flows of people, capital and ideas are woven into the
daily lived experiences of its residents.
Cultural diversity, a key marker of the global city and a consequence of human mobility and
migration, is usually directed on the surface as a “cosmopolitan feel” – the global city’s “natives”
encountering and engaging daily with a variety of immigrants and visitors.
Global city represents in many ways contains the world in in a bounded space. This means that
many global problems, contradictions, hostiles, and inequalities also find expression amidst the teeming
verve of global city.
Cosmopolitanism is a phenomenon most readily associated with the global city: large, diverse
cities attract people, material and cultural products from all over the world. The idea of cosmopolitanism
usually invokes pleasant images of travel, exploitation and “worldly” pursuits enjoyed by those who
have benefited from globalization and who can, in some ways, consider themselves “citizens of the
world.” In the capitalist context, such cosmopolitanism often focuses on consumption in global cities,
where everyday life is significantly shaped by commercial culture, retail and shopping. (Zukin, 1998, as
cited by Peisker)
For most people, everyday life in a global city is likely to include at least some downsides: high
housing costs, long working hours, competitive and precarious labor market, long commuting times,
urban anonymity and a relative social isolation, a fear of strangers and a crime after (or even before)
dark, residential hyper-mobility, and as the flipside of anonymity, the challenges of practicing
neighborliness and multiculturism in close propinquity to “diverse” neighbors.

Course Code: Gen. Ed. 107

Descriptive Title: The Contemporary World
Instructor: JEROME R. BUENO, LPT, MSE
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE

Intended Learning Activity:

Imagined Educational Trip: (15 points)

Instructions: Paste (1) picture of one of the following wealthiest cities of the world.

I. New York
II. Sydney
III. Tokyo
IV. London
V. Beijing

Literally, write a short description about the city based on what you see.
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What makes it a global city?

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Course Code: Gen. Ed. 107

Descriptive Title: The Contemporary World
Instructor: JEROME R. BUENO, LPT, MSE
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE

TME FRAME: Week 15 (3 Hours)

INTENDED LEARNING OUTCOMES:
 Differentiate stability from sustainability
 Articulate models of global sustainable development
Lesson 2 – Sustainable Economic Systems

Vocabulary Check-in:
Stability Sustainability

The first decade of the 21st century witnessed the strong impression that the global economy
had become the sphere of extreme uncertainty and risk. Symptoms were numerous. Apart from
collapsing financial markets there were risking unemployment, deeper inequalities, a shrinking middle
class, extreme indebtedness, and inability of governments to force through reforms. In addition, there
were the increasing challenges of climate change and availability of resources, which are necessary to
develop new technologies and keep economies growing. This was exactly what many years ago was
predicted by the German sociologist Ulrich Beck, who coined the term “risk society”. (Beck, 1986)

STABILITY

Firmness in position, permanence and resistance to change, especially in disruptive way –

these are general associations connected with the term “stability.” In an economic sense, this
association was more specific. The International Monetary Fund (IMF) describes it as “avoiding large
swings in economic activity, high inflation, and excessive volatility in exchange rates and financial
markets.” (IMF, 2012)
This definition refers to indexes, which describes the economy in short-term categories. For
instance, headline news saying that the “economy is stable” means actually that the system is in one of
the calm phases of the business cycle, neither heading towards boom nor towards depression.

SUSTAINABILITY

Sustainability should be seen as different from stability. A well-known definition which

emphasizes its economic notion, comes from the Bruntland Report (World Commission on Environment
and Development, 1987) prepared for the United Nations in 1987. It states that” “development that
meets the needs of the present without compromising the ability of future generations to meet their own
needs” deserves the label of sustainability. In other words, it is responsible use of resources.

Course Code: Gen. Ed. 107

Descriptive Title: The Contemporary World
Instructor: JEROME R. BUENO, LPT, MSE
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
Intended Learning Activity:
Research one (!) local tourism industry in the province of Ilocos Sur. Briefly discuss how the
two concepts, stability and sustainability are applied focusing on its economic aspect. (15 points)

(Tourism industry and location)

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Course Code: Gen. Ed. 107

Descriptive Title: The Contemporary World
Instructor: JEROME R. BUENO, LPT, MSE
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
MODULE 7

TME FRAME: Week 16 (3 Hours)

INTENDED LEARNING OUTCOMES:
 Identify the attributes of a global city
 Analyze how cities serve as engines of globalization
Lesson 1 – The Global City

Vocabulary Check-in:

Global city Rural Urban

The rural-urban differentiation has a significant relationship to globalization. Globalization has

deeply altered North-South relations in agriculture. For example, the relations of agricultural production
have been altered due to the rise of global agribusiness and factory farms (McMichael, 2007, as cited
by Aldama). In this scenario, the South produces non-traditional products for exports from the North.
Consequently, this leads to a replacement of the staple diet as well as the displacement of local
farmers. Rural economies are exposed to low prices and mass migration.
Sassen (1991) as cited by Aldama used the concept of global cities to describe the three urban
centers of New York, London, and Tokyo as economic centers that exert control over the world’s
political economy. World cities are categorized as such based on the global reach of organizations
found in them. Not only are there inequalities between these cities, there also exists inequalities within
each city (Beaverstock, et.,al. as cited by Aldama). Alternatively, these cities can be seen as important
nodes in a variety of global networks. (Castells, 2000, as cited by Aldama)

Intended Learning Activities:

Write a summary about the topic by focusing on the given question. (10 points)
In the Philippines (Focus on Metro Manila, Metro Cebu, and Metro Davao), what do you think is
the impact of urbanization on the agricultural sector?
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Course Code: Gen. Ed. 107

Descriptive Title: The Contemporary World
Instructor: JEROME R. BUENO, LPT, MSE
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
TME FRAME: Week 17 (3 Hours)
INTENDED LEARNING OUTCOMES:
 Articulate a personal definition of global citizenship
 Appreciate the ethical obligations of global citizenship
Lesson 2 – Global Citizenship

Vocabulary Check-in:
Global citizenship Civil society

Note: See powerpoint presentation posted in your respective google classroom for the discussion of the
topic.

Intended Learning Activity:

Answer the given question logically. (10 points)

If you are going to digest your learning about the subject, The Contemporary World, what does
it mean to be a “global citizen?”
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Course Code: Gen. Ed. 107

Descriptive Title: The Contemporary World
Instructor: JEROME R. BUENO, LPT, MSE
 ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus

MODULE
REFERENCES
Books:
Aldama, Prince Kennex Reguyal. (2018) The Contemporary World. Rex Book Store. Quezon City.
Claudio, Lisandro E. and Patricio N. Abinales (2018). The contemporary World. C & E Publishing,
Inc.Quezon, City.
Steger, Manfred B., Paul Battersby, and Joseph M. Siracusa, eds. 2014. The SAGE
Handbook of Globalization. Two volumes. Thousand Oaks: SAGE Publications.
Lee, Ronald. (2003) The Demographic Transition: Three Centuries of Fundamental Change.
Journal of Economic Perspectives 17(4): 167-190.
McMichael, Philip (2009). A Food Regime Analysis of the World Crisis.” Agriculture and Human Values
26(4): 281-295.
Sassen, Saskia. (2005). The Global City: Introducing a Concept. Brown Journal of World Affairs XI (2):
27-43

Training Manual:
CHED training materials

Online Resources:
http://www.pbs.org/wgbh/frontline/film/rise-of-isis/

Films:
“Commanding Heights” by Daniel Yergin
“The Corporation” directed by Mark Achbar and Jennifer Abbott
“The Price of Sugar” directed by Bill Haney
“The True Cost”
“GMO”
“The Rise of ISIS” PBS Frontline

Course Code: Gen. Ed. 107

Descriptive Title: The Contemporary World
Instructor: JEROME R. BUENO, LPT, MSE