MODULE

IN
CONTEMPORARY
WORLD

Student’s name

Activity 01. ( 50 points )

INSTRUCTIONS :

a. Answer the questions given below.

b. Read and understand the article.
c. Use BLUE PEN ONLY

The outbreak of the new coronavirus, COVID-19, that began in Wuhan, China, may
well turn into a global pandemic. More than 50 countries have confirmed cases of
the virus, with the precise nature of the transmission mechanism remaining unclear.

Pandemics are not just passing tragedies of sickness and death. The omnipresence
of such mass-scale threats, and the uncertainty and fear that accompany them, lead
to new behaviors and beliefs. People become both more suspicious and more
credulous. Above all, they become less willing to engage with anything that seems
foreign or strange.
Nobody knows how long the COVID-19 epidemic will last. If it does not become less
contagious with the arrival of spring weather in the northern hemisphere, nervous
populations around the world may have to wait until a vaccine is developed and
rolled out. Another major variable is the effectiveness of public-health authorities,
which are significantly less competent in many countries than they are in China.
In any case, factory closures and production suspensions are already disrupting
global supply chains. Producers are taking steps to reduce their exposure to long-
distance vulnerabilities. So far, at least, financial commentators have focused on
cost calculations for particular sectors: automakers worried about shortages of
parts; textile makers deprived of fabric; luxury-goods retailers starved of customers;
and the tourism sector, where cruise ships, in particular, have become hotbeds of
contagion.
But there has been relatively little reflection on what the new climate of uncertainty
means for the global economy more generally. In thinking through the long-term
consequences of the COVID-19 crisis, individuals, companies, and perhaps even
governments will try to shield themselves through complex contingent contracts. It
is easy to imagine new financial products being structured to pay out to automobile
producers in the event that the virus reaches a certain level of lethality. The demand
for novel contracts may even fuel new bubbles, as the money-making possibilities
multiply.
History offers intriguing precedents for what might come next. Consider the famous
financial crisis following the “tulip mania” in the Netherlands between 1635 and
1637. This episode is particularly well known because its lessons were popularized
by the Scottish journalist Charles Mackay in his 1841 book, Memoirs of
Extraordinary Popular Delusions and the Madness of Crowds. To Mackay, the tulip
crisis seemed to prefigure the speculative surges of capital into railroads and other
industrial developments in North and South America during his own time.
Throughout the book, he milks the episode for all its humor, recounting stories of
ignorant sailors literally swallowing a fortune by mistaking tulip bulbs for onions.
But as the cultural historian Anne Goldgar reminds us, Mackay neglected to mention
that the mania coincided with the exceptionally high mortality of the plague, which
was spread by the armies fighting the Thirty Years’ War. The plague hit the
Netherlands in 1635, and reached its peak in the city of Haarlem between August
and November 1636, which is precisely when the tulip mania took off.
The rush of speculative capital into flower bulbs was fueled by a wave of cash
windfalls accruing to the surprised heirs of plague victims. Tulips served as a kind of
futures market, because the bulbs were traded during the winter when no one
could examine the character of the flower. They also became the subject of complex
contracts, such as one that stipulated a price to be paid if the owner’s children were
still alive in the spring (otherwise, the bulbs would be transferred gratis).
The financial speculation in this wild, apocalyptic environment was born of
uncertainty. But it has often been reinterpreted as evidence of craven materialism,
with the bust representing an indictment of godless luxuries and foreign exotica.
Tulips, after all, originally came from the alien culture of Ottoman Turkey.
Like today, early modern Europe’s plague epidemics spawned vast conspiracy
theories. The less obvious the origin of the disease, the more likely it was to be
attributed to some malign influence. Stories circulated about sinister hooded figures
going door to door “anointing” surfaces with contagious substances. Outsiders –
foreign merchants and soldiers – as well as the marginalized poor were fingered as
the culprits.
Again, a nineteenth-century source offers powerful lessons for today. In Alessandro
Manzoni’s 1827 novel, The Betrothed (I Promessi Sposi), the plot reaches its high
point during the plague outbreak in Milan in the 1630s, which was considered a
scourge introduced by foreigners, not least the foreign Spanish Habsburg monarchy
that ruled Milan. The novel became a potent catalyst for Italian nationalism during
the Risorgimento.
Not surprisingly, the COVID-19 epidemic is already playing into today’s nationalist
narratives. To some Americans, the Chinese origins of the disease will simply
reaffirm the belief that China poses a danger to the world and cannot be trusted to
behave responsibly. At the same time, many Chinese will likely see some US
measures to combat the virus as being racially motivated and intended to block
China’s rise. Conspiracy theories about the US Central Intelligence Agency creating
the virus are already circulating. In a world flooded with disinformation, COVID-19
promises to bring even more.
As the Dutch historian Johan Huizinga showed, the period following the Black Death
in Europe turned out to be the “waning of the Middle Ages.” For him, the real story
was not just the economic aftereffects of a pandemic, but the mysticism,
irrationalism, and xenophobia that eventually brought an end to a Universalist
culture. Likewise, it is entirely possible that COVID-19 will precipitate the “waning of
globalization.”
Questions:
a. How does Coronavirus impact globalization?
b. Effect of Coronavirus on Global Economy Structure?
c. What role did the Global Media take in managing the Covid-19 outbreak?
d. Explain “COVID-19 will precipitate the “waning of globalization.”
Source : https://www.weforum.org/agenda/2020/03/globalization-coronavirus-
covid19-epidemic-change-economic-political
Answer :

Activity 02. ( 50 Points )
Global Divides
The North-South or Rich-Poor Divide is the socio-economic and governmental
separation that happens between the wealthy countries which are the North and
the least developed countries being the South (Keeley, 2010).  Should we use the
distinctive terms Global North and Global South?  There are certainly differences,
but also similarities. The differences are not clear cut and the boundaries are
blurred, some areas overlap, some countries included in the Global South are now
flourishing and the economies growing for example in India, China, but also extreme
poverty in both (The University of Sheffield Department of sociological studies,
date). Although the world has altered significantly since the time when the North-
South connection was initially voiced, the terms continue to be used today as they
were then (Raffer & Singer, 2002).
Early childhood in the Global North
Today, in the Global North, the child is seen as different from the adult and is
therefore seen as being incomplete or unfinished (Ellis, 2011). Childhood is viewed
as the duration in which a child is a child and being prepared to become an adult.
During this time the child needs to be protected, looked after, cared for and
nurtured (Lewis 1999). Childhood is seen as a very special time, where children are
no longer mini adults but completely separate to adults. They are loved, cared for,
guided, protected and educated (Santer et al. 2007). Education is compulsory and
the law states that children are not allowed to work (LawGov, 2017). Children are
seen as incomplete, unfinished and waiting to become an adult (Lee, N. 2001). A
child is a being in its own right, who grows and develops over a period of time with
the support and assistance of those around them (Unicef, 2011). In 1944 the
education act made education free for all and increased the age at which children
had to be in school to fifteen which extended the time for children to be children
(Gillard, 2014). Furthermore, in 1972 the school leaving age became sixteen (Butler,
R.A. Parliament.uk).
Childhood today is a precious time in which children should live free from fear, safe
from violence and be protected from abuse and corruption (Cleaver et al,  2011). It
is therefore more than just the time between birth and adulthood. It depends on
the types of opportunities during a child’s life and the quality offered throughout
those years. Childhood depends on Laws regarding children’s rights, length of time
in education, communication skills, behaviour of children and adults and an adult’s
participation in a child’s life (Unicef, 2018). Today the law protects children through
their safeguarding procedures and child protection policies which are enforced to
ensure that all children are kept safe (NSPCC, 2015). Pilcher suggests that the most
important feature of the modern idea of childhood is separateness and that
childhood and adulthood are very separate stages of life (1996). It is also apparent
that childhoods for girls and boys are very different (Oakley, 1927). Girls are
encouraged to be neat and tidy, to play with dolls and to help with house work,
whereas boys are directed to play with cars, get dirty playing sport and given more
freedom to explore (Woodhead and Oates, 2013).  Furthermore, very often in the
classroom boys will choose to play with cars and building blocks and girls will choose
to go to the writing corner or playhouse, even though they are all given free choice
(Swift, 2017). Recent sociologists of childhood celebrate the development of
children as social actors and individual beings in their own right (James et al, 1998).
Early childhood in the Global South
In Global South or low income countries, two hundred million children under the
age of five are at risk of not reaching their full academic potential because of
poverty (Grantham-McGregor et al, 2007). In Africa alone, one third of children are
stunted or have low height for their age due to poverty, and in low income
countries, only one in five children has access to preschool (Onis & Branca, 2016).  In
Sub-Saharan Africa just two percent of the education budget goes to preschool
education, while in Latin America government spending on children under five is a
third of that for children between the ages of six and eleven (Unesco, 2016).
Investing cleverly in the physical, emotional and intellectual development of early
years children are crucial to ensure that they prosper and to help countries
participate more successfully in a rapidly growing global economy (page 2). It is
evident that a good diet, prompt gloencouragement and timely interventions early
in childhood improve learning outcomes and eventually increase adult wages
(Slater, 2015).  A study of children in Jamaica by Heckman and Gertler showed that
early motivation interventions for babies and tots increased their future earnings by
twenty five percent which is comparable to adults who grew up in better-off families
(2014). Furthermore, a scrutiny of the long-term benefits of early childhood
education by a World Bank Group in twelve countries found that children who
attend preschool are more likely to be employed in skilful jobs (Park,2014). It is also
believed that children who are not underdeveloped are more likely to earn incomes
up to fifty percent higher than those who are stunted as children (Gordan et
al,2004). Many children in the Global South do not have the chance of having an
education due to the far-flung whereabouts of some villages, language difficulties,
disability, gender, natural disasters and lack of teachers (Ljaxah, 2013). The
importance of early childhood education however, is acknowledged and the global
partnership for learning has dedicated 110 billion dollars for 2018 to 2020 to
improve admission for all children (Guterres, 2017). A few eras ago, the South was
associated with starvation, malnutrition, poverty, low educational levels, political
and autocracy. Today, although hunger and poverty continue to exist in many South
countries, the numbers of rich people are increasing quickly (??). Well educated,
capable and knowledgeable experts to the global workforce come from many South
countries, especially in Latin America and Asia (OECD, 2011).
Source : https://ukdiss.com/examples/global-north-south-education-differences.php
Answer the following questions:
● What are the posible links between Globalization and inequality in general
and between globalization and poverty in particular?
● Does globalization bring about progress or backwardness, development or
underdevelopmen, poverty or affluence?
● How is it possible to evaluate the contradictory assessments of economic
globalizations and its consequences?
Use this blank space in writing your answer.
 a. Read and understand each item and encircle the best answer.
b. Strictly no erasures.
c. Only use BLUE INK PEN.

Test I – Multiple Choice: Choose the letter of the correct answer.

1. It is a term used to describe the changes in societies and world economy that
result of cultural exchange.
a. Liberalization c. Globalization b. Internationalization d. Culturalization

2. The Philippines has its part in the process of globalization when it signed its
agreements with World Trade Organization in ____________.
a. 1994 b. 1995 c. 1996 d. 1997

3. Which of the following is a driver of globalization?

a. Trade barriers and controls on inflows of foreign direct investment
b. Weak competition
c. Technological advance
d. Economies of scale are being exploited to the maximum

4. Globalization represents an increasing integration of all the following except:

a. Economics b. Culture c. Communication d. Morals

5. It is a key thing to have in Globalization.

a. Power b. Transportation c. Food d. Sponsorship

6. Considered as one of the most crucial advantages of globalization that had led the
generation of numerous job offers.
a. Education b. Communication c. Employment d. Transportation

7. All of the following are examples of the benefits of globalization except:

Activity 03. ( 25 points ) a. A rapid economic transformation made the world more interdependent
INSTRUCTIONS: b. There is now a global culture with urbanization and resemblance
c. Globalization is the latest stage of Western Imperialism
d. The world is becoming more homogenous, a cosmopolitan culture is developing 14.Evidence of market integration
in which people think globally a. Portfolio c. Price stability
b. Disturibution d. Convergence
8. It is a policy in which a country does not levy taxes, duties, subsidies or quota on
the import and export of goods or services from other countries. 15.A disadvantage of globalization that open the doors for the international trade
a. Peace Relations b. Product Quality c. Cheaper Prices d. Free Trade for intense competition.
9. Globalization could not exist without: a. Conflicts c. Environment Degradation
a. Increase trade c. Global transportation b. Disparity d. Cut-throat Competition
b. A common religion d. A common currency
16.Which of the following do not facilitate globalization?
10.External borrowing takes a big part of globalization because of the following a. Improvements in communications
except: b. Barriers to trade and investment
a. Opportunity for corporate borrowers c. Looser immigration controls
b. Better access of external finance d. Removal of controls on movement of capital across borders
c. Promoting tourism
d. Facilities of syndicated loans 17.What is the name of a political tool used by governmental groups to limit
international trade?
11.What is economic interchange and interdependence? a. Protectionalism c. Subnationalism
a. A decreasing trend in world politics. b. Free trade d. Fundamentalism
b. A phenomenon that affects individuals in everyday life.
c. A barrier for cultural amalgamation. 18.It is the oldest international trade route that spanned form China to Middle East
d. Limited to issues of trade. and Europe.
a. Silk Road b. Hard Road c. Gold Road d. Bank Road
12.The internet facilitates globalization by:
a. Making it more difficult to contact potential customers abroad. 19.The galled trade part of the age of ________________.
b. Cutting the cost for firms of communicating across borders. a. Mercantilism b. trader c. entrepreneurs d. merchants
c. Making it harder to send money from one country to another.
d. Making it easier for governments to censor the information received by their 20.The galleon trade was established in the Philippines in ________.
citizens from abroad. a. 1551 b. 1561 c. 1571 d. 1581

13.Which of the following is great impact of globalization? 21.From what country is galleon trade originated?
a. Culture impact c. Social impact a. Europe b. Norway c. Moscow d. Russia Page 3 of 5
b. Apparel impact d. Popularity impact
22.The Bretton Woods system was largely influence by the ideas of economist 5. Foreign Direct Investment constitutes tourist purchasing currency to spend on a
named: a. John Maynard Keynes c. Woodrow Wilson holiday abroad.
b. Klemens Von Metternich d. Vladimir Putin 6. Globalization is a bad thing for the culture.
7. A financial crisis in one country could spread to other countries and create crisis
23.The Bretton Woods Institutions include there.
a. The United Nations c. The World Bank 8. Communication slows down transportation of goods.
b. The European Union d. The International Monetary Fund 9. The secretariat consists of the secretary-general and ten of thousands of
international United Nation staff members.
24.What is a transnational company? 10. Globalization starts conflicts with other countries.
a. Moving across the world 11. The growth of global communication has decreased the need of internet.
b. Getting a job from a company in different countries 12. The transnational interaction is decreasing.
c. Large global firms that operate in a number of countries 13. The level of global interconnectiveness is in large part due to advancements in
d. Selling goods to countries communications and transportation
14. Multinational company is a firm owning a chain of supermarket outlets outside
25.Which of the following company is a transnational company? its country of origin.
a. Whole Foods b. Aflac c. Uniliver d. Microsoft 15. Transnationalism is a result of increased in abstract thinking.
16. Globalization may be a goal that multinational conglomerates would pursue.
17. Dennis O. Flynn and Arturo Giovanni are the historians that said “all important
populated continents began to exchange products continuously.”
18. The non-government organizations have little effect on governmental policies.
19. The two main types of international organization is international
nongovernmental and intergovernmental organization.
20. Globalization helps to connect to the world.
Activity 04. 21. General Assembly is United Nation’s main deliberative policymaking and
representative organ.
True or False: Shade A if the statement is True and B if the statement is False. (40 22. Imperial State has two units that asserts political supremacy over the others,
points) which accept that claim
23. Resistance to the adoption of a common culture is widespread.
1. The power of classification secures the development need to be well defined. 24. Trade Surplus means export value is higher than import value.
2. One of the disadvantages of globalization is it has given rise to more health risk 25. Globalization is beneficial for firms because it opens up new market of
and present new threats and challenges for epidemics. opportunities.
3. World Bank is part of the regional organization. 26. The United Nations’ main goal is to maintain world peace and security
4. International organization can be sources of both great good and great harm. 27. Pro-globalism see globalization as the promotion of a Corporatist agenda in
which is intent on constricting the freedoms of individuals in the name of profit.
28. Globalization helps with the economy of a country.
29. Global governance is needed to cooperate and facilitate international efforts to
address common threats and challenges.
30. Private governance established enforceable intellectual property rules for music,
software, harmonization of labor standards, sanitation regulation.
31. International system may coexist and even overlap with one another.
32. Nations trade to specialize in a certain good rather than manufacturing several
goods.
33. Developed countries control developing countries.
34. The League of Nations was formed before World War I.
35. Independent state system does not consist of sovereign entities with no superior
power.
36. Greek system consisted of big city states.
37. Nationalism also became important in the context of the independent state
system
38. The world is facing with threats and challenges that no single country, no matter
how powerful it is, can deal with.
39. Global Governance is a sum of the many ways individuals and institutions, public
and private, manage their common affairs.
40. The General Assembly of United Nation is also called as parliament of nation.
Rubrics for Essay Activity