LCASEAN: Orientation for the Filipino and ASEAN PDF

Kulay ng Iskor sa mga Maiikling Pagsusulit: Pangkat Pangalan: Ramos, Chen V. Seksyon/ID number: LCASEAN (Seksyon)/ 11486082 Kurso sa DLSU: LCASEAN Points: Harap na Bahagi ng Likod na Bahagi ng Index Ca...

Kulay ng Iskor sa mga Maiikling Pagsusulit: Pangkat Pangalan: Ramos, Chen V. Seksyon/ID number: LCASEAN (Seksyon)/ 11486082 Kurso sa DLSU: LCASEAN Points: Harap na Bahagi ng Likod na Bahagi ng Index Card Index Card  P1: ORYENTASYON PARA SA KURSONG ANG PILIPINO AT ASEAN Chen V. Ramos, PhD Departamento ng Kasaysayan Pamantasang De La Salle-Maynila  I. Ilang Datos tungkol sa Guro Chen V. Ramos PhD Faculty, Department of History De La Salle University-Manila Doctor of Philosophy in History minor in Sociology-University of the Philippines, Diliman Master of Arts in History- De La Salle University, Manila Bachelor of Secondary Education major in History w/ undergraduate certification in Reading- Philippine Normal University, Manila Email: [email protected] Oras ng Konsultasyon: Miyerkules (2:30 n.h. hanggang 5:00 n.h)  II. Ano ang mga Kursong Ang Pilipino at ASEAN (LCASEAN);1. Mga layunin, 2. Kahilingan ng kurso, 3. Pamamaraan ng Pagbibigay grado. Deskripsyon ng Kurso (LCASEAN) Ang kurso ay nagpapakilala sa mga mag-aaral sa ebolusyon ng Association of Southeast Asian Nations (ASEAN), na itinatampok ang pag- unlad ng ASEAN bilang isang kolektibo habang kinikilala ang pagkakaiba- iba ng mga miyembro nito. Sinusuri ng kurso ang pag-unlad at hamon sa pagbuo ng isang ASEAN Community kaugnay ang tatlong haligi nito; pulitikal na seguridad, ekonomiya at sosyo-kultural na aspekto, na binibigyang-diin ang papel ng Pilipinas sa naturang community building project gayundin ang mga benepisyong nakukuha ng bansa sa pagiging miyembro ng samahan. Binibigyang-diin ng kurso ang isang kritikal na pananaw sa pagsusuri ng ASEAN, pag-unlad nito, at pagganap nito. Kritikal na Nagagamit ang mga kaalaman Naiuugnay ang kagampanin makapagsusuri at at kasanayan sa pagbibigay bilang Pilipino sa layunin ng makapagtatasa ng suhestiyon sa mga usaping ASEAN at makapag-unlad sa kahalagahan ng ASEAN sa pag-unlad kinakaharap ng mga miyembro pagpapayabong ng naisin ng ng Pilipinas ng ASEAN organisasyon  II. Ano ang mga Kursong Ang Pilipino at ASEAN (LCASEAN);1. Mga layunin, 2. Kahilingan ng kurso, 3. Pamamaraan ng Pagbibigay grado. Mga Gawain sa Kurso Porsyento Pinal na 40% pangangailangan sa klase: 2 case study Kalagitnaang 20% pagsusulit Pang-indibiwal na 40% pagtatasa at awtentikong pagtatasa (authentic assesment) sa bawat aralin/modyul Kabuoan 100% Balangkas ng Kursong LCASEAN Paksa sa Talakayan Araw ng Talakayan Modyul 0: Introduksyon sa Klase Sept. 2-7, 2024 Modyul 1: The Making of ASEAN Sept. 9-14, 2024 Modyul 1: ASEAN Regional Cooperation Sept. 16-21, 2024 Framework Sept. 23-27, 2024 Modyul 1: The ASEAN Way Modyul 2: ASEAN As A Sept. 30- Okt. 5, 2024 Political-security Community: Challenges And Prospects Konsultasyon Okt. 7-Okt. 12, 2024 Kalagitnaang Pagsusulit Okt. 14-Okt. 19, 2024 Balangkas ng Kursong LCASEAN Paksa sa Talakayan Araw ng Talakayan Modyul 3: ASEAN as an Economic Community: Viability and Constraints of Economic Okt. 21-Okt. 26, 2024 Integration Modyul 4: ASEAN as a Sociocultural Community: Awareness and Belongingness Nob. 4-Nob. 9, 2024 amid cultural differences among ASEAN Member States Unang Bahagi Nob. 11-Nob.16 Presentasyon ng mga Suliranin sa mga Ikalawang Bahagi Nob. 18-Nob. 23 Miyembro ng Ikatlong Bahagi Nob. 25-Nob. 29 ASEAN Linggo para sa Huling Pagsusulit: Dis. 2-Dis.7, 2024 Konsultasyon sa naging Grado sa Kurso: Dis. 11, 2024  II. Ano ang mga Kursong Ang Pilipino at ASEAN (LCASEAN);1. Mga layunin, 2. Kahilingan ng kurso, 3. Pamamaraan ng Pagbibigay grado. I. Indibiwal na Gawain sa Kurso 1. Modyul 1 (Oral Interview Project): Pananaw ng mga Pilipino sa ASEAN sa Kasalukuyang Panahon: Pagsusuri, at Pagpapanukala 2. Modyul 2 (Revision of Political Policies and Intervention): Pagsusuri sa isang Suliraning Pampolitika sa Pilipinas at ang naging gampanin ng ASEAN 3. Kalagitnaang Pagsusulit 4. Modyul 3 (Infographics): Pagbuo ng isang economic road map ng Pilipinas at ASEAN sa 2030 II. Pangkatang Gawain sa Kurso 1. Case Study 1 (Presentasyon ng Pagsusuri sa suliranin ng mga miyembro ng ASEAN) 2. Case Study 2 (Pagpapanukala ng isang Action Plan)  Pangkatan Gawain: Pagsusuri at pagbibigay suhestiyon sa mga suliraning kinakaharap ng mga miyembro ng ASEAN sa kasalukuyang panahon Case Study 1 (Group Presentation) Case Study 1: This will be a country case study, where groups will be assigned to each of the ten member states of ASEAN, This case study will focus on the key issues for each member state in relation to the ASEAN, and assess how the state has utilized the ASEAN to address this issue, and how the ASEAN responded, and the effectiveness of such a response. The case study should also include a recommendation in terms of the course of action that the country should take in relation to how it may further engage the ASEAN on the issues.  Pangkatan Gawain: Pagsusuri at pagbibigay suhestiyon sa mga suliraning kinakaharap ng mga miyembro ng ASEAN sa kasalukuyang panahon Case Study 2 Case Study 2: This will be in the form of a group activity which will be focused on the (Multimedia Project: Ted Talk so-called community building project in ASEAN on the three pillars: political- Format) security, economic or socio-cultural. Thus, there will be three sub-case studies for Case Study 2, one for each of the three pillars. There are two parts to each sub-case study. First, it should focus on a specific problem or challenge faced by ASEAN in relation to the assigned member state and should contain recommendations on how to address such a challenge or problem. Second, the case study should also contain a Plan of Action for consideration by the member state. The said Plan of Action should contain policy advocacies that will promote the interest of the member state in ASEAN and to ensure that ASEAN contributes to progress and development. Such policy advocacies can include, but is not limited to, free movement and mutual recognition of ASEAN professionals, enhancing economic integration by promoting complementarity and reducing competition among products of ASEAN Member States.  Rubric for Case Study 1: Area EXEMPLARY SATISFACTORY DEVELOPING BEGINNING (4.0) (3.0) (2.0) (1.0) Logic and Argument is clear Argument can be deduced Argument can be There is no argument coherence confusing at all Understandable and Understandable but the transition from one point to transition from one point to Generally unclear and Transitions are another is smooth another is not smooth jumps from one topic unclear and confusing to another Organization Output is readable and Output is informative but Output lacks Output has little to no and contains substantive contains too many words substantive substantive presentation information information information Presentation is mostly Presentation is coherent coherent and organized Presentation has little Presentation is and organized coherence and cluttered and Research is adequate, structure incoherent Research is extensive, providing credible sources that covering multiple credible support arguments, although Little evidence of No evidence of sources that allow some research presented may research from research, or research examination of different be informative but not directly credible sources to is from non-credible facets without relevant support arguments sources overwhelming with irrelevant facts References are cited References are not No citations at all accordingly properly and References are cited accordingly cited accordingly  Rubric for Case Study 2: EXEMPLARY SATISFACTORY DEVELOPING BEGINNING (4.0) (3.0) (2.0) (1.0) Area Logic and coherence Argument is clear Argument can be deduced Argument can be confusing There is no argument at all Understandable and transition from Understandable but the transition from Generally unclear and jumps from Transitions are unclear and one point to another is smooth one point to another is not smooth one topic to another confusing Organization and Output is readable and contains Output is informative but contains too Output lacks substantive information Output has little to no presentation substantive information many words substantive information Presentation has little coherence and Presentation is coherent and organized Presentation is mostly coherent and structure Presentation is cluttered and organized incoherent Research is extensive, covering Little evidence of research from multiple credible sources that allow Research is adequate, providing credible credible sources to support No evidence of research, or examination of different facets without sources that support arguments, arguments research is from non-credible overwhelming with irrelevant facts although some research presented may sources be informative but not directly relevant References are not properly and References are cited accordingly accordingly cited No citations at all References are cited accordingly No. of identified strengths, More than 4 items (beyond one each for Four (4) items (one each for strength, Three (3) items (one area, i.e. either Two (2) or less items (two areas, weaknesses, strength, weakness, opportunities, and weakness, opportunities, and strength, weakness, opportunities, or i.e. strength and weakness or opportunities and challenges challenges) challenges has been missed out) opportunities and challenge have challenges been missed out) Analysis The identified strengths, weaknesses, The identified strengths, weaknesses, The identified strengths, weaknesses, The identified strengths, opportunities and challenges are opportunities and challenges are opportunities and challenges are weaknesses, opportunities and discussed fully discussed comprehensively but not fully discussed but not comprehensively challenges are haphazardly discussed discussed Insights are evident Insights have to be deduced by the There are insights in the discussion reader No insight is evident Feasibility of the identified The recommended action is practicable The recommended action could be The recommender action would be The recommended action is actions for the Philippine Government adopted by the Philippine Government difficult for the Philippine Government impossible for the Philippine but additional work may be required to adopt Government to adopt  III. Sistema para sa Pakikilahok sa Klase “Panghatak sa “LCASEAN” panahon ng POINTS kagipitan” Maaaring makuha ang LCASEAN Points sa Maaaring magamit ang LCASEAN Points mga sumusunod na aktibidad: sa mga sumusunod na aspekto: 1. Pakikilahok sa talakayan 1. Karagdagan punto sa Kalagitnaang 2. Pagpunta/partisipasyon sa mga Pagsusulit at mga indibidwal na aktibidad ng unibersidad aktibidad. *3 LCASEAN POINTS=1 POINT ADDITIONAL Mga Katuwang sa Klase Index Card Managers (isa kada pangkat) Group Managers (isa kada pangkat)  LCASEAN V24A Pangkat 1 Pangkat 2 Pangkat 3 Pangkat 4 Pangkat 5 (Philippines) (Singapore) (Thailand) (Indonesia) (Malaysia) 1. ABENDAN, SCOTT 1. AGUILAR, BALDWIN 1. ALHEJAINI, SARI 1. ALIPIO, DANIEL 1. ANG, JIUKENT ANDREI LABAJO VINCENT BELA URBANO PARRISH SINSUAT CHING 2. BORNEO, JOHN 2. BUERA, ALTHEA 2. CABALE, PAOLO 2. CHEN, KYLE 2. CHUA, NATHANIEL HAROLD LAPITAN PASTRANA VINCI GAUNA ANGELO TAN ROBERTSON 3. DELA CRUZ, 3. DIANCIN, ATHALIA 3. DING, KENT 3. DOCTORE, LOCSIN RAFAELLA CAYE ANNE TORCULAS KRISTOFF CHEN PRECIOUS ESTEBAN 3. FINO, TRISTAN JOHN CAPCAP 4. LUCERNAS, MIGUEL 4. MARIANO, JUAN 4. OCAMPO, ISABELLE BANAAG 4. LIU, HUMBERT ANGELO SUMIGCAY MIGUEL PHOEBE DELA PENA 4. OPIANA, AIMEE 5. SERNA, WILLIAM III 5. SUAREZ, JHON 5. SY, PORSHA 5. TAN, BRANDON LORYNNE AMANSEC QUE ANDREW GABRIELLE GARCIA DAVID GOTHONG 5. URFANO, ADRIAN MELENCION BERNARDINO Pangkat 6 Pangkat 7 Pangkat 8 Pangkat 9 Pangkat 10 (Laos) (Viet Nam) (Brunei) (Cambodia) (Myanmar) 1. AZARES, EMIL 1. BALQUIEDRA, 1. BARRIENTOS, 1. BATAC, JOHN 1. BIONA, ETHAN VIKTOR RUPIDO MIGUEL PAOLO DE FRITZIE KAYE CHRISTIAN IGNACIO ERIKA TAYTAY 2. CONTREVIDA, JESUS DAQUILA 2. DEL ROSARIO, 2. DEL ROSARIO, ETHAN DWAYN 2. CRUZ, ANGELINE 2. CRUZ, CHELSEA AIMEE THERESE JULIENNE ANTONIA HONG PASCUAL VENICE CRUZ ADUNA DE DIOS 3. GO, DANIEL JOSHUA 3. GUERRERO, JAY 3. GUTIERREZ, 3. HOU, CENDRIC 3. INGUSAN, LUKE FORMOSO ETHANAEL DOLFO QUENNIE JOY JOSH LAU TORRES 4. PANEM, SEAN 4. PEREJA, FRANCEL PROFUGO 4. SAW, KYLE LIMKIN 4. SEBASTIAN, DERRICK AZUPARDO LUBUGUIN 4. ROMERO, RONALD FERDINAND JAMES JOSEPH BULAN GERONIMO  LCASEAN EA1 Pangkat 1 Pangkat 2 Pangkat 3 Pangkat 4 Pangkat 5 (Philippines) (Singapore) (Thailand) (Indonesia) (Malaysia) 1. ABELGAS, RODJOHN 1. ABIT, CHRISTOPHER 1. ALFARO, KENT 1. AMORANTO, ETHAN 1. ANONUEVO, JARVINA ALLEN DANIEL GERVACIO RAIGHNE FALCATAN CHRYSLER RUBISO 2. CARPIZO, CESAR 2. CASTRO, IAN 2. CATOTO, MIGUEL 2. CHON, GEOFFREY 2. CODOTCO, SHANTI ENRIQUE GABRIEL MARTIJA POCHOLO VARGAS MIKHAIL SANTOS IZABELLE CUNANAN PAROHINOG 3. EUSEBIO, ANGELA 3. GARCIA, LUIGI 3. GUEVARA, 3. HALOS, CLARIEZA 3. ESMENDA, CAMILLE TRIXIE LUGASAN BENEDICT BUDINO ANGELIQUE CARLOS JASMINE LARAZO ANNE BACANI 4. MENDIOLA, KIEFER 4. MENDOZA, MARK 4. PIENCENAVES, JOSH 4. RAMOS, BEATRICE 4. MARTIN, MARIA JUDD OLORVIDA INIGO QUINTO CLEMENT PIZARRO ANGELA SARMIENTO ANDREA AMORILLO 5. TOLENTINO, JAE 5. TUNGUL, LEIZEL 5. VOLANTE, LOUIS 5. YUBAL, VINCENT 5. TALADUA, MA ANDREW KALEL NICOLAS ADIEL ISLETA VON LABUTAP ALEXANDRA BALA SIATAN Pangkat 6 Pangkat 7 Pangkat 8 Pangkat 9 Pangkat 10 (Laos) (Viet Nam) (Brunei) (Cambodia) (Myanmar) 1. ARELLANO, FRANCIS 1. ARGUELLES, KERRY 1. ARTIFICIO, INGRID 1. BAUTISTA, ALYSSA 1. BOBIER, MURIELLE ETHAN ESCALO ROBERT BUAN SOPHIA DIONISIO NICOLE FORONDA ANNE NAVA 2. CONDINO, ASHER 2. DALISAY, EYRAH 2. DAYAWON, ANTON 2. DE LA CRUZ, 2. DELA CRUZ, DAVID LIM GAILE CORRES DOMINIC KONRADVEN MELISSA JOY 3. HOMBRE, MARY 3. IDULSA, BILLY SID CALAMIONG GABRIEL MENDOZA SANTOS JANE OROSCO NOTSNIW ARBASTO 3. LAM, PAUL AARON 3. MAGLAQUE, 3. MARTIN, AARON JAN 4. RIGO, JOAKIM BALBA 4. ROYECA, CHUSUEY RICHMOND FLORES AMORILLO GABRIELLE ILAGAN 4. SAMONTE, TYRESE 4. SAN LUIS, RODGE 4. SY, ALYSSA MARGAUX RANDRUP NICHOLAS FENIZ MARGARETH ADELANTAR  IV. Ilang Gabay para sa Kurso Mga Patakaran sa Klase: A. Mga Patakarang Pang-Unibersidad alinsunod sa 2015-2018 Undergraduate and Graduate Student Handbook I. Seksyon 4: Social Norms- lalo na yaong tadhana hinggil sa Academic Honesty (Seksyon 4.13) II. Seksyon 9: Attendance- mga panuntunan hinggil sa pagdalo at takdang dami ng pagliban sa clase (Seksyon 9.6) at approved absences (Seksyon 9.8) III. Seksyon 10: Examinations- pagbibigay diin na nagbabawal sa pandaraya sa panahon ng eksaminasyon (Seksyon 10.3) IV. Seksyon 5: Student Discipline- pagbibigay diin sa talaan ng major (5.3.1) at minor offenses (5.3.2) B. Mga Patakarang Itinatakda ng Propesor. Tatalakayin ng mga propesor ang kani-kanilang patakaran sa klase hinggil sa: I. Pagdalo at pananatili sa loob ng silid aralan sa panahon ng klase. II. Gawaing pangklase/pangkatang gawain III. Partisipasyon sa klase IV. Takdang araw at paraan ng pagsusumite ng mga pangangailangan/mga kahingian ng kurso V. Oras at paraan ng konsultasyon ng mag-aaral sa propesor Questions and Clarifications Required Reading for Topic 2: The Making of ASEAN 1. ASEAN: The Asian Way of Institutionalization? (page 17- 36) sa Global Institutions ni Mark Beeson