Reviewer for Midterm PDF

**Personal Development** Human Nature -- very [complex] Human Beings \- capacity [to reflect] \- develop self-awareness, motivated, desire to grow and change \- to mature and improve \- natural to develop toward [maturity and fullness] (Rogers) Personal Development \- process to [reflect, u...

**Personal Development** Human Nature -- very [complex] Human Beings \- capacity [to reflect] \- develop self-awareness, motivated, desire to grow and change \- to mature and improve \- natural to develop toward [maturity and fullness] (Rogers) Personal Development \- process to [reflect, understand, learn] about themselves \- journey for [self-discovery, self-improvement, and self-realization] (Zorka Hereford) Knowing and Understanding Oneself "Self" \- to know oneself is [the first step] \- important thing to [pursue] was [self-knowledge] (Socrates) \- admitting one's ignorance is the beginning of true knowledge. \- [essence] of knowledge is [self-knowledge] (Plato) \- enquiry into the [truth of the self] is knowledge (hindu writing Upanishads) \- [intangible entity] that directs person's thoughts and actions. \- [outside physical realm] of a person Concept: \- person's [consciousness] \- responsible for [thoughts and actions] \- [thoughts], feelings, and actions (Psychology) \- [life purpose], meaning, aspirations (Religion) \- [roles] we take (Sociology) Benefits: \- understand your self \- [aware] of his eccentricities (peculiarities) and idiosyncrasies (habits) \- know his [purpose] (Doherty) \- be happier and express who he is (Meg Selig) \- [less inner conflict] \- resistance to social pressure Personality [- set of behaviors, feelings, thoughts and motives] (Psychology) \- [observable and measurable] Viewpoints \- [unique and relatively] enduring set (Feist & Rosenburg) \- uniqueness \- [pattern] of habits, attitudes and traits (Gordon Allport) Shapes: \- influence [nature] (genetic) and [nurture] (environment) \- deals [w/ traits] (major factor) Uniqueness \- [physical] and [behavioral] traits are [combined] \- only one of its kind \- remarkable, special or unusual Consistency \- through [time] and [unique manner] by thoughts & feelings expressed \- most time but not all time \- stable then can change Trait Theories \- types of [personalities] \- based on [traits or attributes] \- vary from one person to another \- [Openness to experience (be affected), Conscientiousness (strives whats right), Extraversion (energize), Agreeableness (put other first), Neuroticism (reflects)] Introspection \- examining one's thoughts, feelings, and mental \- [self-reflection and self-awareness] to gain deeper understanding of own inner experiences -fundamental aspects of [human consciousness and self-awareness.] \- tool for self-improvement, self-understanding and personal growth. Self-Awareness \- [recognize and understand one's own thoughts], etc. \- deep and accurate insight into your own \- crucial aspects of [emotional intelligence and personal development] Holistic Development \- personal growth and education of a whole \- physical, emotional, social, intellectual, and moral dimension are [interconnected and influence each other.] \- [whole aspects] \- to create [well-rounded and balance] individuals Aspects: 1\. Physiological -- senses 2\. Cognitive -- intellectual functions 3\. Psychological -- how thinking etc. happen 4\. Social -- interactions 5\. Spiritual -- conscientiousness and beliefs Whole Person \- complete aspects or his [totality] Mind and Body Dualism \- Rene Descartes \- influenced mankind's thinking with his theory of duality Western \- opposites as rigidly the [negation] of the other \- ex: black or white, good or bad Eastern \- [continuous] and [dynamic] (cyclical) \- ex: ying yang (balance) Basic Drives \- [biologically] related \- hunger and thirst Affect \- various [emotional experiences] Feelings and Emotions \- not the same Basic Emotions \- Paul Ekman (known for his research emotion and facial expression) \- [Happiness, Sadness, Anger, Fear, Surprise, Disgust ] Feeling \- thoughts about our emotions Emotion \- "[movare]" to [move or upset] \- level of [arousal] (Smith) Responses: \- faster heartbeat \- higher blood pressure & more Neuro-Scientific \- feeling arise from the [brain and interprets an emotion] \- cause by [physical sensations] \- Dr. Antonio R. Damasio (neurologist) Attitudes \- thoughts, feelings and emotions \- [results of experiences] Behaviors \- [manifestation] or acting out Values \- [motivate people to act] \- [guide for human behavior] Post-Conventional Reasoning \- Lawrence Kohlberg's [stages of moral development] \- Kohlberg's theory is development of [moral reasoning] \- with [late adolescence and adulthood] \- move beyond conventional morality \- based on [external rules and societal expectations] Role Confusion \- 5^th^ stage of Eriksons' theory \- during adolescence \- 12-18 years old \- identity vs. role confusion \- struggle in sense of identity and roles \- uncertain \- challenging to integrate \- not limited to adolescence Erik Erikson \- German-American developmental psychologist \- proposed 8 stages of psychosocial development. 1. Infancy, 0-1, trust vs, mistrust 2. Early Childhood, 1-3, Autonomy vs. Shame and Doubt 3. Late Childhood/ Preschool, 3-6, Initiative vs. Guilt 4. School Age/Elementary School, 6-12, Industry vs. Inferiority 5. Adolescence, 12-18, Identity vs. Role Confusion 6. Young Adulthood, 18-40, Intimacy vs. Isolation 7. Adulthood/Middle Adulthood, 40-65, Generativity vs. Stagnation 8. Maturity/Late Adulthood, 65+, Ego Integrity vs. Despair Middle Adolescence \- 14-17 yrs. Old Tasks: 1\. Identity formation \- continue to explore and define their sense of self 2\. Autonomy and Independence \- independent to their parents or caregivers 3\. Peer relationship \- maintaining relationships 4\. Emotional Regulation \- work on ability to regulate emotions 5\. Academic and Career Planning \- think more seriously about their academic and career goals 6\. Developing Morality and Values \- begin to form their own value systems and principles. 7\. Body Image and Self-Esteem \- grapple issues to their body image 8\. Risk-Taking and Decision-Making \- learning to make informed and responsible decisions 9\. Peer Pressure and Conformity \- ability to resist negative peer pressure and make independent choices is crucial 10\. Future Orientation \- think about their future in a more concrete way. Stress \- [reaction of mind and body] to a stimulus that disturbs the well-being \- [unhealthy and healthy] \- Adolescents often face [academic pressures, peer pressure, and self-identity issues.] POV about stress: 1\. stimulus \- life-threatening or life-changing situations 2\. response \- body reacts to challenging situations \- adolescence are faster than adult \- interaction of hormones: adrenal gland drives a\. Cortisol known as Stress hormone -- energy it needs to gear it to action) b\. Norepinephrine \- triggers body reaction 3\. Relational \- step back to look at the situation causing stress and assesses it Procrastination \- slow or late doing something \- delay doing something until later time Coping: 1\. Open Communication 2\. Healthy Lifestyle 3\. Time Management 4\. Relaxation Techniques 5\. Social Support 6\. Hobbies and Interests 7\. Problem-Solving Skills 8\. Positive Self-Talk 9\. Limit Technology 10\. Seek Professional Help 11\. Peer Pressure Education 12\. Set Realistic Expectations 13\. Empower Independence 14\. Teach Stress-Reduction Techniques 15\. Promote Mindfulness Placebo Effect \- psychological and physiological phenomenon \- experiences real improvement in their condition that has no therapeutic effect \- not a result of treatment but persons belief Key Points: 1\. Psychological Influence -- mind on body 2\. Common Examples - pills 3\. Mechanism -- release of hormones 4\. Ethical Considerations -- medical practices 5\. No replacement for Real Treatment -- actual medical treatments Brain i\. Cerebrum \- largest and prominent part \- left (logical) and right (creativity, musical) \- for higher cognitive functions Lobes: a\. frontal lobe -- motor function, prob-solv. b\. parietal lobe -- sensory information c\. temporal lobe -- auditory information d\. occipital lobe -- visual processing ii\. Cerebellum \- back of the brain \- for coordinating motor functions, balance, posture iii\. Brainstem \- base of the brain \- connect brain to spinal cord Main parts: a\. medulla oblongata -- controls vital functions b\. pons -- relay station, signals b/w diff. parts of brain c\. midbrain -- functions (senses) iv\. Hippocampus \- formation of new memories and spatial navigation v\. Amygdala \- processing emotions vi\. Thalamus \- relay station for sensory information \- area of cerebral cortex vii\. Hypothalamus \- important function \- release of hormones from the pituitary gland viii\. Pituitary Gland \- "master gland" \- controls the release hormone that regulate functions ix\. Basal Ganglia \- group of structures \- cognitive and emotional control x\. Limbic system \- hippocampus, amygdala and other structures \- emotions, memory and motivation xi\. Cingulate Cortex \- processing emotion and regulating behavior. xx\. Corpus Callosum \- bundle of nerve fibers that connects the 2 hemispheres of the brain \- allow them to communicate xxx\. Prefrontal Cortex \- in frontal lobes \- for complex cognitive behavior Holism \- whole greater than the sum of parts Gestalt \- parts but many meaning Values \- give meaning of life purpose Common Values By Shalom H. Scwharts 1\. Self-direction -- own decision 2\. Stimulation -- excitement or changing 3\. Hiedonism -- pleasure 4\. Achievement -- process of achieving something 5\. Power -- independency or authority 6\. Security -- harmony, safety & stability 7\. Conformity -- restrain of action 8\. Tradition -- respect, commitment & acceptance 9\. Benevolence -- preserving & enhancing 10\. Universalism -- understanding & appreciation Challenges 1\. Attitude and Behavior toward sexuality and sexual relationships 2\. Academic concerns 3\. Group belongingness 4\. Health & Nutrition 5\. Developing or regaining self-esteem 6\. roles 7\. Natural poverty 8\. parents working abroad 9\. career choice 10\. relationships 11\. Values and beliefs 12\. other challenges **Understanding Culture, Society and Politics** Culture \- set of learned behaviors and beliefs of a group of people \- "functions in different ways" (Mark Banaag) a\. adaptation and integration \- creative and resourceful ways and means to survive b\. Establishes patterns of acceptable behavior \- etiquette, protocols, good manners & right conduct, roles & duties c\. Convey and facilitates meaning \- verbal and non comm., written and non lang., form of expression, symbolism d\. Production of man-made things \- tools, instruments, machines, clothing, equipment e\. Human Satisfaction \- entertainment, art, recreational activities, leisure Society \- community or group joined together by bonds and interactions \- importance in creating equal, just and human society Significance: a\. representation of our identity b\. totality of territory c\. avenue of economic interdependence d\. symbol of political independence Politics \- "viewed in different ways" (Ricardo Lazo) Significance: a\. consensus and compromise b\. art of government c\. public affair d\. academics e\. society f\. power and distribution of resources Importance to study the CSP \- prepare people for active and responsible civic engagement Social Science Discipline I. Anthropology \- study of human and society in past and present \- Anthropos (human) and Logos (study) \- branch of knowledge Scope: a\. role of biology b\. cultural development c\. appearance, spread, and disappearance d\. language formation Goal: explain/analyze/describe a\. biological evolution of mankind b\. assess cultural development of our species c\. present-day human cultural similarities and differences d\. human biology diversity today Cultural Anthropology \- study human societies and elements in cultural life \- ex: linguistic anthropology (language in society) Sociology \- study of human social relationships and institutions. Scope: a\. all things human b\. social processes and forces c\. interactions b/w two individuals d\. complex relationships b/w group Goals: to a\. guide in understanding intrapersonal factors b\. build better understanding of mankind c\. aid in decision making d\. broader experiences e\. realize that truth is relative Political Science \- systems of government and analysis of political activities and behavior. Scope: a\. state and government b\. political theories and institutions c\. relationship b/w individual and state d\. internal relations and international law Goals: to/for a\. people to be immersed in current affair b\. build understanding of local, national and international politics b\. build understanding of local, national and international politics c\. assist people in learning how political activities are organized d\. substantially critical and scientific contribution to gov and society e\. citizenship education (primary goal by Ricardo Lazo) Importance of Social Science Discipline 1\. social diversity and inequality 2\. self-reflective knowledge and practice 3\. appreciation of complexity 4\. advocacy for social change and order 5\. more socially inclusive and global-ready Cultural Variations and Social Differences Man's Social and Cultural Background Nation State \- sovereign state who have common culture Nationality \- identity to being part of a nation or country Personal Identity \- develop about yourself Ethnicity \- group that have a common or shared culture, religion etc. Race \- shares the same physical attributes a. Caucasoid (Fair skin) in American & Europe b. Mongoloid (Yellowish skin) in Asia c. Negroid (Dark skin) in Africa Sex \- biologically acquired trait \- male & female Gender \- social, cultural, and psychological trait \- LGBTQIA+ a. Heterosexual -- opposite sex b. Homosexual -- same sex c. Bisexual -- both sex d. Polysexual -- multiple sexes/gender but not all e. Pansexual -- all types f. Asexual -- not attracted to any Genocide \- elimination of group from the same group Holocaust \- executed by the Nazis of Germany led by Adolf Hitler Transgender \- sexual orientation is not related to their genitalia Transsexual \- addressed through medical sexual reassignment Gender Roles \- society expects to exhibit based on their sex Socioeconomic Class \- categorized according to different time periods I. Pre-Colonial Period a\. Maharlika -- leaders & royals b\. Tinawa -- freemen c\. Alipin -- slaves II\. Colonial Period a\. Peninsulares -- born in spain b\. Insulares -- born in PH live in Spain c\. Mestizos -- mixed ancestry d\. Indos -- natives III\. Modern Socioeconomic Class a\. High-income class -- 200k b\. Middle-income class -- 36k c\. Low-income class -- 10k Social Mobility \- movement of people b/w different levels in society Religion \- set of practices and behaviors a\. Monotheism -- only one god b\. Polytheism -- two or more gods Social, Cultural and Political Change Social Change \- transformation of social institutions over time Cultural change \- transformation of culture or the way people live a\. Communication \- vital human process \- exchange info. b\. Transnational Families \- one live or work in another country while children remain in their country Political Change \- rulers lose power or changes a\. local public services \- to people living w/I its jurisdiction b\. youth volunteerism \- a volunteer or free labor in community services Mechanisms of Change Diffusion \- cultural traits of one society are borrowed, transmitted or adopted as own Invention \- new culture elements are created to solve problems Discovery \- people recognize or gain a better understanding of elements in the environment Society (Sociological Perspective) \- origin, existence, and interrelationships within the community Culture (Anthropology Perspective) \- a way of life \- symbols, language and norms \- "complex whole which encompasses everything that a person learns and shares as a member of society." (Edward Burnett Tylor) Types of Culture Non-Material Culture \- ideas \- behavior, gesture, and habits \- religion \- language and symbols Material Culture \- technological tools \- food \- architectural structures \- fashion and accessories Elements of Culture Knowledge \- any info. received and perceived to be true Beliefs \- perception of acceptable reality Social Norms \- expectations of society as how they supposed to act Forms: - Folkways \- patterns of repetitive behavior (habitual) - Mores \- set of ethical standards & moral (right or wrong) - Values \- anything held relatively worthy or important Aspects of Culture \- dynamic, flexible and adaptive \- learning through socialization or enculturation \- shared and contested \- patterned social interaction \- requires language and other forms of communication \- integrated and at times unstable \- transmitted through socialization Cultural Variations \- promotes diversity and plurality in cultural tradition Cultural Relativism \- perspective that cultures must be understood of their locality Cultural Heritage \- human creation intended to inform (John Feather) \- ways of living that is passed on from gen to gen \- help historians and archaeologists understand Forms of Cultural Heritage Tangible Heritage \- physical artifacts or objects Intangible Heritage \- not physical or concrete item. Threats of Cultural Heritage Authenticity \- truthfulness of origin, attributes and intentions. Preservation \- act of making it last and exist. How to Preserve 1\. work on implementing and enriching existing national policies etc. 2\. maintain cultural identity and making vital force for social progress Evolution \- developing physical and biological change over a period of time. 1\. Biological Evolution of Man \- long evolutionary history of the human species from primates to its current form Stages: a. Homo Habilis (handy man) \- make stone tools b. Homo Erectus (upright man) \- hunters c. Homo Heidebergensis (Heidelberg man) \- live in colder climates, hunt large animals, construct shelters d. Homo Florensiensis (Hobbit/flores man) \- made and use stone tools, hunt small animals, use fire e. Homo Sapiens (wise man) \- symbolic communication system f. Homo Sapiens Neanderthelensis (Neanderthal man) \- practice burial of the dead g. Homo Sapiens Sapiens (Cro-Magnon) \- art in cave paintings 2\. Cultural Evolution of Man \- changes in the beliefs, knowledge, language etc. a. Paleolithic Age (Old Stone) \- pebble tools, live in caves, use of fire b. Mesolithic Age (Middle Stone) \- gradually domesticated plants and animals, started own settlements and communities, hunting c. Neolithic Age (New Stone) \- stone tools were shaped, settlement in permanent, food producing culture. "First neolithic societies recorded were CHINA and MESOPOTAMIA" 3\. Sociopolitical Evolution of Man a. Neolithic revolution \- economic and societal shift b. Cooper Age (5,900-3,200 BCE) c. Bronze Age (3,000-2,119 BCE) Democratization \- spread or expansion of democracy \- means "rule by the people" \- demos (people) and kratos (rule) Types: a. Direct Democracy \- citizen participate directly b. Representative Democracy \- officials are elected to represent Beginnings of Democratization 1\. Oligarchy \- from aristocratic families 2\. Tyranny \- city-state ruled by tyrant 3\. Birth of democracy \- tyrant's abuse of power leaders proposed power must be held by common people Artifacts \- object made by humans in the past. \- recovered after a long time Artifactual evidence \- only source of knowledge in understanding the lifestyle and development Fossils \- artifactual remains preserved in rock Importance of Artifact Preservation 1\. irreplaceable 2\. key to understanding the past 3\. give people a sense of identity 4\. past is yet to be fully discovered Enculturation \- individual adopts the behavior of the other culture. Socialization \- learn to understand the societal norms, expectations and values as member of society Cultural Relativism \- cultures must be understood. \- makes you tolerant of differing attitudes and practices of others Ethnocentrism \- individuals culture as the most efficient and superior. Identity formation \- one learns to socialize and be aware of the culture etc where they belong. Identity \- makes a person distinct from others \- total knowledge and understanding Types: a\. personal identity \- a distinct or unique individual b\. cultural identity \- feeling of belongingness to a group Discipline \- behaving that expresses a willingness to obey rules or laws. \- follows a set of rules or orders Kinds: a\. nature or reality \- every time they do something b\. culture or society \- what he sees in his society or culture c\. superior force \- learns to supervision and guidance Norms \- standards or set of accepted behaviors that expected to follow. \- function or act appropriately in society Classifications: A. Folkways \- customs that came from repetition and routines B. Mores \- moral and ethical behavior and dictates right and wrong C. Taboos \- strict prohibition of certain behaviors that society hold fimly. D. Laws \- violation can result in injury or harm to others. Values \- abstract idea about what is necessary or worthwhile \- general guidelines which govern our daily behavior Type: a\. Individual values \- human personality b\. Collective values \- unity in the community or society Roles and Statuses Status \- position an individual occupies \- rights and obligations expected Classification: a\. ascribe status \- holds in a social system that one attains involuntarily or by birth b\. achieved status \- unique skills, knowledge, or abilities and standard that can be controlled c\. master status \- any status Role Exit \- course of disengaging from his role that is important to its self-identity Role Conflict \- incompatible expectation occur from two or more statuses that is occupying Roles \- expectations given the status it occupies Conformity \- linked to the obedience of a person to the norms in order to be acceptable. Deviance \- non-conformity or violation of the standards of conduct, expectation or norms Social Control Theory \- fundamental belief system etc. promote a protected environment. \- level of self-control over their action. Failure to accept norms and values consequences 1\. Gossip \- talk or rumors of personal or private matters 2\. Social Ostracism \- exclusion from being socially accepted 3\. Laws \- set of rules which society behave 4\. Punishments \- pertain to pain, penalty or suffering to who violates the law. Structural Strain Theory Robert K. Merton \- sociologist \- "deviance are responses or adaptations cause by the imbalance or 'strain' " Variables: 1\. Valued Goals \- pursued in a society 2\. Legitimate means to Archieve Goals \- acceptable ways to do Forms of Adaptation 1\. Conformity \- accepts goals and institutionalized 2\. Ritualism \- rejects goals and accept institutionalized 3\. Retreatism \- reject both 4\. Rebellion \- creates new goals and means 5\. Innovation \- accept goals and rejects institutionalized Human dignity \- sense of self-respects and worth \- worthy of respect \- value should never be debated \- no oppression or manipulation Human Right \- rights inherent to all people \- freedom and privilege Characteristics: 1\. Universal and Inalienable \- all are born free and equal 2\. Indivisible \- inherent to the dignity 3\. Interdependence and Interrelated \- fulfillment of one right often depends on others Kinds: 1\. Natural rights \- inherent to man and give by god 2\. Constitutional Rights \- guaranteed under the charter of the country 3\. Statutory Rights \- lawmaking body of the country 4\. Civil right \- bill of rights 5\. Economic Rights \- property whether personal, real or intellectual. 6\. Political Rights \- individual enjoys as a consequence. Inclusive Citzenship \- governing policy that promotes human dignity and rights \- legal equality \- for its citizens Common Good \- shared and advantageous for all or most members \- when dignity and rights are granted then it is achieved Endogamy \- custom of marrying only within the limit of a local community Exogamy \- custom of marrying outside a community **Physical Education** Kaamulan \- Gathering \- Bukidnon \- 7 indigenous tribes: Bukidnon, higaonon, talaandig, manobo, matigsalug, tigwahanon, and umayamnon \- march to April \- Malaybalay city \- ritual, dances, and traditions \- street dancing showcasing indigenous ritual \- 1974 \- to preserve and promote the heritage of Bukidnon indigenous tribes Contemporary Interpretative dance \- focus on storytelling and emotional expression \- cultural dance only \- ballet-inspired movement \- free-form and fluidity \- emotional and expressive content \- Martha graham \- to interpret and express ideas, feelings, or stories through movements \- individual expression and improvisation \- any genre that compliments the dancer's expression \- music inspire movement but does not dictate it \- floor work and use of gravity \- creating a narrative or emotional experience for the audience \- Carinosa dance \- "Carinosa" in Spanish "affectionate" \- Visayas \- fan and handkerchiefs \- romantic courtship \- ¾ time signatures \- barong tagalog and maria clara dress \- he courts the female dancer with subtle, gentle movements \- guitar and rondalla \- it shows a blend of Spanish and filipino courtship traditions Waacking \- Los angeles \- disco and club culture \- sharp arm movement and poses \- 1970s \- disco \- facial expression and dramatic poses \- voguing related \- arm movements while voguing uses more full-body poses \- soul train dancers \- speed and athleticism Cha-cha dance \- Cuba \- 4/4 time signature \- rhythm: two slow, three quick steps \- tempo: 112-120 bpm \- a syncopated "cha cha cha" step Recreational Cheer dancers \- Pom-poms \- strength \- tumbling \- lifts and pyramids \- cheerleading chants \- Upbeat, high-energy music \- stunts and tumblings **EAPP** Academic Text \- used in school or classrooms \- aims to develop ability to justify claims \- refrain from bias and personal opinions \- provide information Formal Language \- not use casual or conversational language Summary \- brief, accurate, and concise statements Outline \- framework for planning about the contents of your paper \- format: roman numberals, capital letters, whole number, small letters, and decimals \- sentence outline: sentences; with dot \- topic outline: words/keywords/bried statement Concept \- use simple terms to simplify the definition \- explanation is concise and well-organized Concept Papers \- 3-5 pages \- parts: title, introduction, purpose/problem statement, methodology, timeline, budget, and conclusion \- specific, measurable and achievable goals Cause and Effect \- therefore \- structure: causes of phenomena Description \- structure: delivering sensory details (5 senses) \- product reviews Abstract \- summary of the paper Ambiguous or Vague \- not clear or lisud Compare and contrast \- similarities and differences Chronological Order \- steps on how to do something Summarizing Literature Review \- identifying common themes, trends, and key findings across the articles Thematic Analysis \- technique to help a writer in identifying recurring themes and insights Synthesizing \- help summarize a collection of articles on a similar topic Critique Paper \- themes, characters, and literary strategies used in the piece \- presenting balanced evaluation of the subject \- detailed analysis and assessment \- to evaluate the strengths and weaknesses of the work \- understand the purpose behind the work \- analyze the uses techniques to achieve their goals \- evaluate background of the work \- addressing who the creator, techniques used and assumptions. Examples and illustrations during explanation Process \- use to make the concept clearer Reader Response Criticism \- exploration of how readers interpretations and experiences contribute to the novels meaning Feminist Criticism \- gender roles and the experiences of females Formalism \- assessing how symbolism and allegory are used in the book to convey its themes Use of infographics presenting key statistics \- makes difficult information easier to understand Flowchart \- helps the project's logical steps clear Project Timeline \- clarifies the projects development for the audience In choosing visuals \- images that effectively communicate and in line with the topic Criticism \- for fair and insightful a\. pointing out both its advantages and disadvantages b\. examine various viewpoints c\. assess the event's many elements Review Paper \- summary and assessment but don't delve into technical details as a critique \- overall impressions and personal opinions \- who creates, where, and theme **PPG** Politics \- science and art of government, public affair and power. 1\. Art of Government \- concern the state 2\. Public Affair \- conduct and management of public interest 3\. Compromise and Consensus \- attempt to resolve conflict through bargaining 4\. Power \- every level of social interaction Election \- democratic process \- chose representatives in various level Political Science \- studies states and government Political Theory \- different political philosophers' perspective and ideas Political Methodology \- deals application of political concepts Government \- institutions that involves governance \- authority is applied on management \- temporary; can change \- to uphold public interest and address the needs Governance \- decision-making and implementation Democracy \- government system \- power resides with the people having to select their leader. \- invites suggestions from people or members \- to show the advantage of cultural and social life to exercise their freedom and rights under the law Ideology \- coherent set of ideas that can direct or organize a specific political action Political Ideology \- set of ethical ideals, principles, doctrines and institutions. \- aim to call upon massive mass of government action for better political and economic conditions Anarchism \- rejection of the government \- stateless society Capitalism \- country's trade and industry are controlled by private owners than state Socialism \- cooperation than competition Conservatism \- opposition to rapid changes supports keeping traditions in society Liberalism \- intermarriages between filipino and other races are good for society. \- country must uphold enthusiasm for freedom, toleration, individualism and reason. Fascism \- intensely supportive of violence to achieve political means Libertarianism \- another role of anarchism but involves government in a minimal role Power \- capacity to influence the action, belief or conduct of others \- abuse power may alienate members and lessen the leaders influence in the future Dimensions: 1\. decision-making \- usage to influence policy decisions 2\. Agenda-Setting \- set or control political agenda 3\. Thought-Control \- changing or shaping how other thinks or behave Concept: 1\. Power Over \- dominate another person or group 2\. Power To \- do something based on ones abilities etc 3\. Power With \- people working together to solve a common problem Types: 1\. Legitimate \- formal position based on reality, perception and objective rule 2\. Referent \- Influence based on possession 3\. Expert \- presupposes the expertise or special knowledge 4\. Coercive \- presupposes the use of threat or punishment 5\. Reward \- capacity of power-wielder to offer or extend reward or recompense an accomplishment Nation \- large body of people united by common descent etc. \- racial/ethical cultural State \- with definite territory ad sharing similar political organization and entities \- legal-political Types: 1\. Effective \- controls and taxes the entire territory \- laws are mostly obeyed \- provide general welfare and security \- exists only minor corruption 2\. Weak \- crime has penetrated politics \- weak in fighting lawlessness, corruption and poverty \- justice bought and elections often rigged \- governmental revenues go to private pockets 3\. Failed \- no national government \- ruled by warlords, private army, and militias \- gun is the law \- education and health decline Characteristics of Nation-State 1\. people/population 2\. sovereignty 3\. territory 4\. government 5\. ethnicity/culture Globalization \- societies become intertwined or interconnected that events and decisions in one part of the world have significant effects on people lives Form: 1\. economic \- internationalized production, financial flowing freely between countries 2\. cultural \- fast-food, chains/migration etc 3\. Political \- interaction and integration of people \- united nations, banks etc Pre-Spanish Period a\. Classless Societies \- communities that are small that don't need to elect leader b\. warrior societies \- warrior class also appointed leaders for legislation, inter-ethnic relations, and judicial matter. c\. Petty plutocracies \- ruler from the privilege class d\. Principalities \- clear class of leaders through datus and sultans Spanish Period \- communities arrange according to reduction policy \- head of church (Friars) a\. king of spain \- head of government \- appoints governor general (directly controls) b\. Governor-General \- chief executive and enforced Spanish laws and royal decrees c\. Alcaldes and Corregimientos, Governadorcillos and Cabeza de Barangays \- local leaders in colonial community American Period a\. Spooner Amendment \- transition from military to civil government b\. Jones Law of 1916 \- unicameral Philippine legislature to bicameral \- comprised house of representatives and senate \- legislative power vested on congress Martial law era and 4^th^ republic Ferdinand Marcos, Sr. \- 1^st^ president who won a second term of office \- increased size of military \- 1980 philippine gross national product (PGNP) was 4x greater During martial law, head of state suspended the writ of habeas corpus, dissolved congress and assumed both legislative and executive powers Post-Edsa Period and 5^th^ republic \- 198 people power revolution gathered millions of filipino from all walks of life. \- restored prerequisites of democratic policies, freedom, etc. Importance of studying political history and stages of evolution is to give narrative an informative flow of events. Executive Power \- implement laws in one country Key Roles: 1\. President \- head of state \- leader of national government \- commander in chief of all armed forces 2\. Vice-President \- supports the president \- becomes president of pres. Is unable to serve 3\. Cabinet Members \- advisors to the president, vice pres. And head of executive departments \- nominated by the pres. \- confirmed by commission of appointments President of the Philippines \- head of state \- commander in chief \- responsible for development of the country Pres. And VP Qualifications: \- natural born citizen \- registered voter \- able to read and write \- 40 years old on the day of election \- resident of the pH for 10 years immediately preceding Legislative \- branch of government that make laws Legislative power \- bicameral body Congress of the Philippines a\. senate \- upper house Qualifications: \- 35 yrs old \- registered voter \- able to read and write \- natural born citizen \- resident for not less than 2 years Juan Miguel Zubiri \- current PH senate pres. Of the 19^th^ congress b\. house of representative \- lower house who oversees every bill to be sent for the president's signature to become law. Qualifications: \- 25 yrs old \- registered voter in the district \- able to read and write \- natural born citizen \- resident for not less than a year Martin Romualdez \- current speaker of the house Questions to consider in reviewing a bill: 1\. are there alternative means to address the issue? 2\. what are the main issue that the bill is trying to address? 3\. does the bill conform to the provisions of the Philippine constitution?