# Chapter Notes: Globalisation and Diaspora

This document provides a comprehensive analysis of the key concepts, vocabulary, and grammatical principles presented in the chapter "Globalisation and Diaspora."

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## Ways with Words

### A. Vocabulary Definitions

* **ravage**: The severely damaging or destructive effects of something.
* **refugee**: Someone forced to leave their country in order to escape war, persecution, or natural disaster.
* **confront**: To face up to and deal with a difficult situation.
* **usurp**: To take a position of power or importance illegally or by force.
* **assimilation**: The process of becoming a part of a group, country, society, etc.
* **enclave**: An area within a larger territory whose inhabitants are culturally or ethnically distinct.

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### C. Fill in the Gaps

a. I asked him if he was attending the ceremony and he **shook** his head 'no'.
b. They made a horrible decision which caused **irreparable** damage to our company.
c. The leaders need to break down **barriers** so as to create a favorable environment in the nation.
d. You ought to talk to the manager to **settle** the dispute.
e. Perhaps this issue will not get much media **coverage**.
f. This week is the first week of Joan as an in-charge. Everything is running **smoothly**.
g. I haven't read the text thoroughly, but I have given it a **quick** glance.

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## Comprehension

### Answer the Following Questions

**a. Why did millions of Palestinians leave their country?**
The primary reason millions of Palestinians left their country was the 1948 Arab-Israeli War, which led to their mass displacement. They were forced to leave to escape violence and persecution, becoming refugees in neighboring countries and beyond.

**b. How is the global culture formed? Is cultural identity possible even in the global culture? Justify.**
Global culture is formed through the interconnectedness fostered by technology, media, and migration, particularly among younger generations who grow up with these influences. Yes, cultural identity is not only possible but can even be strengthened within this global culture. Globalization often heightens people's awareness of their own unique cultural heritage, leading them to actively preserve and celebrate their traditions as a way to maintain a distinct identity in an increasingly interconnected world.

**c. Why can moving from one side of the world to the other be an economic challenge for newcomers?**
Moving to a new country presents significant economic challenges because the integration process is neither immediate nor simple. Newcomers must invest considerable time and resources into learning a new language, adapting to different cultural norms, and navigating a new labor market, all of which can delay their ability to achieve financial stability.

**d. How can immigrants foster the economy in their new homes?**
Immigrants can foster the economy in numerous ways. They often start new businesses at a higher rate than the native-born population, creating jobs and innovation. They also fill critical labor shortages, pay taxes that contribute to public services, and increase consumer demand, thereby stimulating overall economic growth.

**e. Can immigrants fully integrate into new societies? Give reasons.**
Full integration for immigrants is a complex and often incomplete process. While many immigrants successfully adapt economically and socially, they can face persistent barriers from the host society, such as discrimination, cultural misunderstandings, and social exclusion, which may prevent them from feeling fully integrated.

**f. Mention any two benefits of integrating into a new society for immigrants.**
Two key benefits for immigrants who integrate are:
1.  Access to equal opportunities in education, employment, and civic engagement, which allows for personal and professional growth.
2.  An enhanced sense of belonging and self-esteem, which contributes to overall well-being and mental health.

**g. Why should immigrants run in concordance with global culture?**
Immigrants should engage with the host country's culture because isolation can be more damaging than integration. Non-convergence can lead to social and economic marginalization, whereas adapting to and participating in the new culture provides access to opportunities and a more stable, connected life.

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## Critical Thinking

### a. "The local is globalized and the global is localized." Can there be a global culture?

The concepts that "the local is globalized and the global is localized" accurately describe the dual nature of globalization.

**How the Local Becomes Global**: This refers to the process by which local products, ideas, and cultural practices gain worldwide visibility and appeal. For example, Nepali momocha can be found in restaurants from New York to Sydney, yoga from India is practiced globally, and K-Pop from South Korea has become a worldwide phenomenon. Technology and migration have made it possible for local cultures to transcend their geographical origins.

**How the Global Becomes Local**: This is the process of adapting global products or ideas to suit local tastes and contexts. For instance, a global fast-food chain like McDonald's offers a McSpicy Paneer Burger in India to cater to local vegetarian preferences. Similarly, international holidays like Valentine's Day are celebrated in Nepal, but often with unique local customs and interpretations.

Yes, a **global culture** can and does exist, but it is not a monolithic entity that erases local cultures. Instead, it is a shared layer of experiences, symbols, and practices. Examples include the worldwide popularity of football (soccer), the universal language of emojis and memes on the internet, the global fashion trends seen in major cities, and the widespread use of English as a lingua franca. This global culture coexists with, and is constantly interacting with, local traditions.

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### b. What is globalization? Discuss its effects on traditional cultures.

Globalization can be defined as the intensified interconnectedness and interdependence of countries and peoples worldwide. It is driven by the rapid flow of goods, services, capital, people, and ideas across international borders, facilitated by advancements in technology and changes in global policies.

The effects of globalization on traditional cultures are profound and complex. On one hand, it can lead to cultural homogenization. The global dominance of Western media, consumer brands, and languages can erode unique local customs. For example, as cities develop, traditional agricultural festivals may decline in importance. As smartphones with texting become ubiquitous, the art of formal letter writing disappears. As family members consume media on individual screens, the tradition of communal storytelling or watching television together fades.

On the other hand, globalization can also lead to the strengthening and revitalization of traditional cultures. Faced with an influx of global influences, many communities become more determined to preserve their unique identity. This can lead to a resurgence of interest in local languages, traditional crafts, and religious ceremonies. Technology itself can be a tool for cultural preservation, allowing traditions to be documented and shared with a global audience. Therefore, while globalization inevitably changes certain behaviors and practices, the core elements of a culture often adapt and persist, leading to a dynamic blend of the traditional and the modern.

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### c. The impacts of globalization on education in Nepal.

Globalization has had a transformative impact on the process and progress of education in Nepal, bringing both significant opportunities and notable challenges.

**Positive Impacts**:
1.  **Improved Quality and Access**: Globalization has exposed Nepal to international educational standards and best practices, leading to curriculum reforms and the adoption of modern pedagogical methods like e-learning and blended learning.
2.  **International Collaboration**: The establishment of foreign university affiliates in Nepal has provided students with access to high-quality international degrees without having to leave the country. Foreign investment has also helped improve educational infrastructure.
3.  **Development of Global Citizenship**: Education has become more outward-looking, enabling students to develop an understanding of different cultures and global issues, which is essential for navigating an interconnected world.

**Challenges**:
1.  **Brain Drain**: While globalization provides opportunities to study abroad, it has also exacerbated the "brain drain," with many of the brightest students choosing to remain overseas after graduation, depriving Nepal of their skills.
2.  **Increased Inequality**: The benefits of globalized education are not distributed evenly. High-quality private institutions and international programs are often only accessible to the wealthy and urban populations, widening the educational gap between the rich and poor, and urban and rural areas.
3.  **Erosion of Local Knowledge**: A focus on international curricula can sometimes lead to the devaluation of indigenous knowledge systems and local languages.

In conclusion, while globalization has been a powerful catalyst for modernizing Nepal's education system, a key challenge remains in ensuring that its benefits are equitable and that its progress does not come at the expense of national talent and cultural heritage.

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## Writing

### Write a news story about a local festival.

**Dashain Fervor Shifts with the Times in Kathmandu**

**KATHMANDU, Oct. 26** – As the Dashain festival reaches its peak with families across the nation gathering for Tika, the celebration in the capital reflects a noticeable shift in both style and sentiment. While the core traditions remain, many residents say the grand festival, once anticipated for months, is evolving in the face of modern lifestyles.

"Dashain used to be about the kites in the sky and the large bamboo swings, or *pings*, in every open field," recalls 72-year-old Hari Sharma from Baneshwor. "It was the one time of year we were guaranteed new clothes and a feast of meat. Now, these things are common, and the excitement feels different."

This sentiment is echoed by many. The once-ubiquitous sight of kites battling in the autumn sky has become a rarity, and the communal swings are harder to find amidst the city's rapid urbanization. For younger generations, the novelty of new clothes or special meals has diminished in an era of consumerism and readily available luxuries.

"We still get together with family, which is the most important part," says 28-year-old Anjali KC. "But the focus has changed. Before, it was about creating memories. Now, it often feels more about capturing moments for social media."

Despite these changes, the essence of Dashain—family reunion and the receiving of blessings from elders—continues to be the festival's anchor. Streets in Kathmandu are noticeably quieter as many have traveled to their ancestral homes, and the joy of Tika and family feasts remains a cherished tradition. The festival, it seems, is not waning, but rather adapting to a new generation and a different time.

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## Grammar: *wh-* Clauses and Infinitive Constructions

### B. Complete Each Sentence

a. Do you know **how to get** to Rama’s house?
b. I don’t know **whether to apply** for the job or not.
c. Have you decided **where to go** for your picnic?
d. Can you show me **how to use** this camera?
e. Ask Hari. He’ll tell you **what to do**.
f. I was really astonished. I didn’t know **what to say**.

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### C. Paraphrase the Following Sentences

a. Mahesh forgets to close the windows. (tend)
   * **Mahesh tends to forget to close the windows.**
b. Your car has broken down. (appear)
   * **Your car appears to have broken down.**
c. Ashika is worried about her exam. (seem)
   * **Ashika seems to be worried about her exam.**
d. They have developed the theory. (claim)
   * **They claim to have developed the theory.**
e. He’s enjoying his new job. (pretend)
   * **He pretends to enjoy his new job.**