<p>The report is about globalization, when Chinese companies come to Europe. The aims are to sum up this phenomenon by answering three key questions thanks to the literature (why coming to Europe, how, what challenges may be encountered on the way), and then to update the challenges we found to make them more actual. We would like this report to be the reference in this field.</p><p>In order to do so, we built up a model explaining the process of Chinese companies coming to Europe, and then took contact with Chinese and Swedish companies with deep knowledge of internationalization and interviewed them, starting with the challenges we found out after a literature review. They helped us to sort these challenges between “no longer relevant” (despite recent information from the literature) and “still relevant”, and also added some new ones.</p><p>Then we updated our model: among the 16 challenges we had at the beginning, we kept 11 of them, removed 5 and added 2 new ones. The aims and means for coming to Europe remained unchanged.</p><p>We conclude this report by giving possible further studies such as listing which culture differences matter when doing business, or finding solutions to the problems found.</p>

The debate over the "globalization" process has been influenced by the emergence of social movements who deplore this process. This research focuses on the French social movement ATTAC (Action for a Tobin Tax for the Aid of Citizens), that criticizes the problematic effects of globalization and of the new European constitutional order. This study contends that anti-globalization movements, such as ATTAC, are not only resisting what is perceived as an unjust economic system (neo-liberal globalization), but also what they perceive as cultural uniformization, or a threat to cultural identity and cultural diversity. I substantiate this claim by studying the membership of ATTAC: through qualitative research, including interviews and observations, I show the multiplicity of discourses in which members address the anti-globalization issue. This study will contribute to the research on transnational social movements, as it demonstrates the prevalence of culture and identity concerns over globalization, something that has been overlooked by previous studies of anti-globalization movements.

The report is about globalization, when Chinese companies come to Europe. The aims are to sum up this phenomenon by answering three key questions thanks to the literature (why coming to Europe, how, what challenges may be encountered on the way), and then to update the challenges we found to make them more actual. We would like this report to be the reference in this field. In order to do so, we built up a model explaining the process of Chinese companies coming to Europe, and then took contact with Chinese and Swedish companies with deep knowledge of internationalization and interviewed them, starting with the challenges we found out after a literature review. They helped us to sort these challenges between “no longer relevant” (despite recent information from the literature) and “still relevant”, and also added some new ones. Then we updated our model: among the 16 challenges we had at the beginning, we kept 11 of them, removed 5 and added 2 new ones. The aims and means for coming to Europe remained unchanged. We conclude this report by giving possible further studies such as listing which culture differences matter when doing business, or finding solutions to the problems found.

This work is divided in two major parts. The first, explores the main features of recent developments of more elaborated theories to understand the functioning of modern economies regarding the close interaction of the nominal stock of money (and how the changes in the money stock are determined) with the rest of the economy, particularly on the economy’s real variables. The second, emphasizes on the understanding of how the Colombian economy works, their past developments and reforms, its structural changes and recent challenges that the economy face to boost sustained growth while reducing income inequality and poverty.

Language is at the center of much debate in l’Acadie, a Francophone community in what has always been a peripheral region of, first, European Empires, and next, the North American market. Now, mobilizing neoliberal ideologies, Acadian community leaders and the Canadian federal government are striving to develop the global commodification of Acadian culture, through arts and tourism, as a way to ensure the reproduction of Acadian identity in a global economy. The Acadian art scene, first institutionalized as a space for the protection of Acadian culture and the French language by community organizations and the State, has long been a privileged space for the production and reproduction of nationalist understandings of Acadian culture. The commodification of culture is a site of ideological tensions on questions of nationalism as, simultaneously, increased urbanization and the democratization of the media is challenging the nationalist understanding of Acadian identity, as artists and community organizations claim a space of multilingualism in their work. In this presentation, I will draw on data I collected in a multisited ethnography, to show how the push for commodification is a source of tension for the Acadian community. I track ideologies of language from the government decision-making to the production and circulation of Acadian art, to analyze the tensions Acadian artists and community organizers experience as they try to enter or maintain themselves in the global economy, through the use of web-based media, alterglobalizing networks or government and private sponsorships. I will show how the institutionalization of languages as homogeneous is constraining the field of Acadian art, as actors are deploying diverse strategies to participate within or critique the existing networks.

We live in a world marked by constant change. We are linked in time, place and space to individuals around the globe. In a country as culturally diverse as Canada it is inevitable that issues of globalization and multiculturalism surface in educational realms. As educators it is imperative that we provide our students with opportunities to explore global and multicultural concepts as they impact them on local and international levels. The study of these concepts lends itself more easily to social studies curricula. Thus, an examination of Saskatchewan social studies curricula at the middle level over a period of time (1978- 1999) served as a tool to determine the impact globalization and multiculturalism have had on the curriculum. The review of the literature revealed the following issues: both global and multicultural education are difficult to define, resulting in difficulty implementing both these concepts in the classroom. Both concepts became more prominent in Canada during the 1970s and 1980s. While globalization and multiculturalism are different concepts, they do contain commonalities. These commonalities were used to determine the impact globalization and multiculturalism have had on the curriculum. Four main stages were found to exist that describe the common elements of the two concepts: equality, awareness, critical response and empowerment. Content analysis methodology was used to accurately interpret the curriculum documents that were analyzed, while grounded theory served as a framework for conducting the research. Key word counts were performed, followed by an examination of the word in the context it was placed in. Once examinations of all the curricula were conducted for each grade and year separately they were analyzed individually and then together. The findings revealed the following themes: the 1978 curriculum was not influenced by globalization and multiculturalism, and while the 1987/88 and 1999 curricula do embrace elements of globalization and multiculturalism they only do so in certain stages of the model- mainly awareness and equality. In the conclusion, implications on education and suggestions for future research are discussed.

Language is at the center of much debate in l’Acadie, a Francophone community in what has always been a peripheral region of, first, European Empires, and next, the North American market. Now, mobilizing neoliberal ideologies, Acadian community leaders and the Canadian federal government are striving to develop the global commodification of Acadian culture, through arts and tourism, as a way to ensure the reproduction of Acadian identity in a global economy. The Acadian art scene, first institutionalized as a space for the protection of Acadian culture and the French language by community organizations and the State, has long been a privileged space for the production and reproduction of nationalist understandings of Acadian culture. The commodification of culture is a site of ideological tensions on questions of nationalism as, simultaneously, increased urbanization and the democratization of the media is challenging the nationalist understanding of Acadian identity, as artists and community organizations claim a space of multilingualism in their work. In this presentation, I will draw on data I collected in a multisited ethnography, to show how the push for commodification is a source of tension for the Acadian community. I track ideologies of language from the government decision-making to the production and circulation of Acadian art, to analyze the tensions Acadian artists and community organizers experience as they try to enter or maintain themselves in the global economy, through the use of web-based media, alterglobalizing networks or government and private sponsorships. I will show how the institutionalization of languages as homogeneous is constraining the field of Acadian art, as actors are deploying diverse strategies to participate within or critique the existing networks.

Ssireum is a Korean form of grappling. Wrestlers grip sashes that are looped around their opponent's waist and thigh while competing inside a sand circle with the goal of making any part of their opponent's body above the knee touch the ground. In Korea ssireum is understood to be a national sport developed during the country’s modernization in the early 20th century that has origins as a thousands-of-years-old folk game. By the start of 21st century ssireum's popularity had waned and a once prosperous professional league collapsed. The effects of globalization are frequently cited as the cause. However, the sport continues to be played at various levels throughout the public education system in addition to semi-pro and amateur leagues. This dissertation asks the question, "What does it mean collectively to play ssireum?" The answer comes from fifteen months of participant observation and interviews in Korea's collegiate ssireum league. The goal is to establish the first major body of academic information about ssireum and to place it within the larger cultural context of contemporary Korean society. Fieldwork data is interpreted using theories drawn from Roger Abrahams, Fredrik Barth, Pierre Bourdieu, and Eric Hobsbawm. Ssireum's ritualized use of symbols appropriated from the past is a means of maintaining the boundaries of an ethnic identity that allows everyone involved to assume they are "playing the same game." Ssireum is a vehicle for negotiating, performing, and evaluating a unique identity. For those involved, playing ssireum makes Koreanness. Ssireum dramatizes a traditional identity which has incorporated distinctly modern ideologies about the world. The relationships of people within ssireum are inextricably linked to existing protocols for social interactions in Korea; recruitment of talent, training regimens, competition events, future careers, and industry solvency could not be maintained otherwise. Globalization, frequently invoked in the rhetoric about ssireum, fills contradictory roles of boogeyman and savior, and misdirects attention away from counterproductive internal processes damaging the industry.

One of the challenges faced by most countries in Africa today is “high crime wave”, in Cameroon, one of the forms of criminality is known as “feymania” “feymen” practice “feymania” a name commonly known to all Cameroonians, which refers to criminal economic practice. These “feymen” mostly deal with the sales of non-existing goods, money laundry, and the offering of non-existing contracts and documentations. Their whole form of economic activities is characterised by “deceit”. The study seeks to provide in-depth knowledge on the phenomenon, how globalization has helped to facilitate this crime “feymania” across national and international borders. This resulted to the success of these “feymen” who now become rich and famous by their criminal economic practices. This study was carried out for a period of one month, from the 1st to the 30th of April 2011; both secondary and primary sources were used for data collection. The primary sources data were done with the help of in-depth interview with the use of interview guide. Respondents were contacted through the help of a snowball technique; and they were of three groups: the “feymen”, cybercafé owners and security officials. Findings show that globalisation has really facilitated the networks of these criminal entrepreneurs “feymen” across national and international borders. And this enabled them to get in contact with victims who paid them huge amount of money. Without having to come into physical contact with them most of the time. Results also show that half of the population of “feymen” have travelled abroad to meet their business partners as they claim to be.

We live in a world marked by constant change. We are linked in time, place and space to individuals around the globe. In a country as culturally diverse as Canada it is inevitable that issues of globalization and multiculturalism surface in educational realms. As educators it is imperative that we provide our students with opportunities to explore global and multicultural concepts as they impact them on local and international levels. The study of these concepts lends itself more easily to social studies curricula. Thus, an examination of Saskatchewan social studies curricula at the middle level over a period of time (1978- 1999) served as a tool to determine the impact globalization and multiculturalism have had on the curriculum. The review of the literature revealed the following issues: both global and multicultural education are difficult to define, resulting in difficulty implementing both these concepts in the classroom. Both concepts became more prominent in Canada during the 1970s and 1980s. While globalization and multiculturalism are different concepts, they do contain commonalities. These commonalities were used to determine the impact globalization and multiculturalism have had on the curriculum. Four main stages were found to exist that describe the common elements of the two concepts: equality, awareness, critical response and empowerment. Content analysis methodology was used to accurately interpret the curriculum documents that were analyzed, while grounded theory served as a framework for conducting the research. Key word counts were performed, followed by an examination of the word in the context it was placed in. Once examinations of all the curricula were conducted for each grade and year separately they were analyzed individually and then together. The findings revealed the following themes: the 1978 curriculum was not influenced by globalization and multiculturalism, and while the 1987/88 and 1999 curricula do embrace elements of globalization and multiculturalism they only do so in certain stages of the model- mainly awareness and equality. In the conclusion, implications on education and suggestions for future research are discussed.