Syllabus for Rizal and Philippine Nationalism
Course Title : Rizal Course
Course Description : This course is a critical study and analysis of the life, writings, and major works of Dr. Jose P. Rizal. It is situated in 19th century Philippine political, economic, and socio-cultural conditions. Focus is primarily on Rizal’s thoughts and political stand which were emphasized through his major works and writings. The course is in accordance with the provisions of the Rizal Law (RA 1425) and caters to the needs of our present times, primarily a sense of nationalism.
Number of units : 3
Course Objectives :
At the end of the course, students are expected to:
1. Identify the important facts and events about the life of Dr. Jose P. Rizal from his childhood to his death.
2. Describe the political, economic and socio-cultural conditions of the Philippines with emphasis on the 19th century when Dr. Jose P. Rizal lived.
3. Analyze the foundation and development of Rizal’s personality, beliefs, and philosophy in the context of his own historical milieu.
4. Strengthen nationalism, awareness, and critical thinking through the major works and writings of Dr. Jose P. Rizal.
5. Learn the different discourses and perspectives in the study of his life, works, and writings.
6. Observe the relevance of Rizal’s ideas and concepts to his times as well as to the contemporary times.
Course Outline
Preliminary Period
A. Course Introduction: Contextualization of the Rizal Law
Concepts and Values: Strategies Toward a Better Filipino Nation
· What is a better Filipino nation?
· Rizal’s leadership.
Activities:
1. Answer the discussion aids and exercises from the work text.
2. Document analysis: The Rizal Law.
3. Debate: “Who should be the National Hero of the Philippines?”
B. Human and Cultural Constituents in the Maze of Emancipation
· Immigration to the archipelago.
· The Philippines in Rizal’s time.
· Evolution of national consciousness.
Activities:
1. Answer the discussion aids and exercises from the work text.
2. Conceptualization of the word “nationalism”.
3. Timeline of events.
4. Newspaper articles and clippings on contemporary Filipino nationalism.
C. Heroic Leadership and Rizal
· Heroic leadership.
· Rizal’s life.
· The debacle of his death.
Activities:
1. Answer the discussion aids and exercises from the work text.
2. Film viewing: Ang Buhay ng isang Bayani, Jose Rizal or Rizal sa Dapitan.
3. Have students draw their own family tree.
4. Think paper/Reflection paper.
Midterm Period
D. His novels
· The plots of the novels.
· The characters.
· Expressions of nationalism among the characters.
· Symptoms of the social cancer.
· Symbolism of the characters.
· Impact of the novels.
Activities:
1. Answer the discussion aids and exercises from the work text.
2. Interpret the symbolism on the cover design of Noli Me Tangere.
3. Role playing/Drama.
4. Recitation.
5. Film showing: Noli Me Tangere
E. His essays
· The message to the young women of Malolos.
· The indolence of the Filipinos.
· The Philippines within a century.
· The town school in the Philippines.
Activities:
1. Answer the discussion aid and exercises from the work text.
2. Prose writing on themes corresponding to the essays.
F. His poems
· Poems describing the actual plight of the Filipinos.
· Expressions and Appeals on love and country.
· Poems on Education and Labor.
· Two autobiographical poems.
Activities:
1. Answer the discussion aid and exercises from the work text.
2. Poetry writing on preferred selections.
3. Paraphrasing of Rizal’s poems.
Final Period
G. Bonifacio and Other National Leaders
· Influence of Rizal on the Revolutionary Leaders.
· Andres Bonifacio and the Revolt of the Masses.
· Other national leaders.
· Towards Philippine independence.
· Rizal ideals in Commonwealth Policies and Institutions.
· Rizal and the Philippine Educational System.
· Contemporary Presidents.
· Overview of National Leadership.
Activities:
1. Answer the discussion aids exercises from the work text.
2. Make the students work on their own autobiography with goals, objectives and plans.
3. Recitation.
4. Group activities.
H. Toward unity and peace, justice and prosperity with health and nutrition.
· Sacrifice and pursuance of life goals.
· Better health and sustainable nutrition.
· Taking risks.
· Leadership development through education.
· Today’s heroes – exemplars of national values.
· National unity through synthesis of cultural diversity.
· The vote and the nation.
Activities:
1. Answer the discussion aids and exercises from the work text.
2. Recitation.
3. Quizzes and activities.
I. Philippine Nationalism Today
· Rizal: Man and Hero.
· The first step: achievements.
· Subsequent steps: Toward sustained achievements.
· Toward a Better People, the Best Nation.
Activities:
1. Answer the discussion aids and exercises from the work text.
2. Film showing: Bayaning Third World.
3. Think paper/Reflection Paper
Methodology:
Lecture/discussion, group discussion, film showing, group and individual activities/exercises.
Course Requirements:
Attendance and active participation in class discussion.
Quizzes.
Activities/exercises and assignments.
Project submission: Group and/or individual.
Passing of three (3) major examinations.
Reference:
Romero, Ma. Corona S. Rizal and Philippine Nationalism. Thinkbook Enterprises, San Mateo, Rizal: 2009.
Wednesday, January 13, 2010
Wednesday, December 16, 2009
Republic Act 1425 (Rizal Law)
Republic Act No. 1425
House Bill No. 5561Senate Bill No. 438
An Act to Include in the Curricula of All Public and Private Schools, Colleges and Universities courses on the Life Works and Writings of JOSE RIZAL, particularly his novels NOLI ME TANGERE and EL FILIBUSTERISMO, Authorizing the Printing and Distribution Thereof, and for Other Purposes.
Whereas, today, more than other period of our history, there is a need for a re-dedication to the ideals of freedom and nationalism for which our heroes lived and died.
Whereas, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national character;
Whereas, the life, works and writings of Jose Rizal particularly his novels Noli Me Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years in school, should be suffused.
Whereas, all educational institutions are under the supervision of, and subject to regulation by the State, and all schools are enjoined to develop moral character, personal discipline, civic conscience, and to teach the duties of citizenship;
Now therefore,Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled
SEC.1
Courses on the life, works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private; Provided, That in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their English translations shall be used as basic texts.The Board of National Education is hereby authorized and directed to adopt forthwith measures to implement and carry out the provisions of this Section, including the writing and printing of appropriate primers, readers and textbooks. The Board shall, within sixty (60) days from the effectivity of this Act promulgate rules and regulations, including those of a disciplinary nature, to carry out and enforce the regulations of this Act. The Board shall promulgate rules and regulations providing for the exemption of students for reason of religious belief stated in a sworn written statement, from the requirement of the provision contained in the second part of the first paragraph of this section; but not from taking the course provided for in the first part of said paragraph. Said rules and regulations shall take effect thirty (30) days after their publication in the Official Gazette.
SEC.2
It shall be obligatory on all schools, colleges and universities to keep in their libraries an adequate number of copies of the original and expurgated editions of the Noli Me Tangere and El Filibusterismo, as well as Rizal’s other works and biography. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in English as well as other writings of Rizal shall be included in the list of approved books for required reading in all public or private schools, colleges and universities.The Board of National Education shall determine the adequacy of the number of books, depending upon the enrollment of the school, college or university.
SEC.3
The Board of National education shall cause the translation of the Noli Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; cause them to be printed in cheap, popular editions; and cause them to be distributed, free of charge, to persons desiring to read them, through the Purok organizations and the Barrio Councils throughout the country.
SEC.4
Nothing in this Act shall be construed as amending or repealing section nine hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other persons engaged in any public school.
SEC.5
The sum of three hundred thousand pesos is hereby authorized to be appropriated out of any fund not otherwise appropriated in the National Treasury to carry out the purposes of this Act.
SEC.6
This Act shall take effect upon its approval.
House Bill No. 5561Senate Bill No. 438
An Act to Include in the Curricula of All Public and Private Schools, Colleges and Universities courses on the Life Works and Writings of JOSE RIZAL, particularly his novels NOLI ME TANGERE and EL FILIBUSTERISMO, Authorizing the Printing and Distribution Thereof, and for Other Purposes.
Whereas, today, more than other period of our history, there is a need for a re-dedication to the ideals of freedom and nationalism for which our heroes lived and died.
Whereas, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national character;
Whereas, the life, works and writings of Jose Rizal particularly his novels Noli Me Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years in school, should be suffused.
Whereas, all educational institutions are under the supervision of, and subject to regulation by the State, and all schools are enjoined to develop moral character, personal discipline, civic conscience, and to teach the duties of citizenship;
Now therefore,Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled
SEC.1
Courses on the life, works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private; Provided, That in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their English translations shall be used as basic texts.The Board of National Education is hereby authorized and directed to adopt forthwith measures to implement and carry out the provisions of this Section, including the writing and printing of appropriate primers, readers and textbooks. The Board shall, within sixty (60) days from the effectivity of this Act promulgate rules and regulations, including those of a disciplinary nature, to carry out and enforce the regulations of this Act. The Board shall promulgate rules and regulations providing for the exemption of students for reason of religious belief stated in a sworn written statement, from the requirement of the provision contained in the second part of the first paragraph of this section; but not from taking the course provided for in the first part of said paragraph. Said rules and regulations shall take effect thirty (30) days after their publication in the Official Gazette.
SEC.2
It shall be obligatory on all schools, colleges and universities to keep in their libraries an adequate number of copies of the original and expurgated editions of the Noli Me Tangere and El Filibusterismo, as well as Rizal’s other works and biography. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in English as well as other writings of Rizal shall be included in the list of approved books for required reading in all public or private schools, colleges and universities.The Board of National Education shall determine the adequacy of the number of books, depending upon the enrollment of the school, college or university.
SEC.3
The Board of National education shall cause the translation of the Noli Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; cause them to be printed in cheap, popular editions; and cause them to be distributed, free of charge, to persons desiring to read them, through the Purok organizations and the Barrio Councils throughout the country.
SEC.4
Nothing in this Act shall be construed as amending or repealing section nine hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other persons engaged in any public school.
SEC.5
The sum of three hundred thousand pesos is hereby authorized to be appropriated out of any fund not otherwise appropriated in the National Treasury to carry out the purposes of this Act.
SEC.6
This Act shall take effect upon its approval.
JPRMyAR2
The Development of National Consciousness-
In 1834, Spain was following the trend of globalization; it opened Manila and the rest of Philippines in world commerce.- The move brought prosperity and created a middle class among the Filipinos, specifically, the Chinese Mestizos.- They started to send their sons to be educated locally as well as abroad.- Education brought more influence and agitation for a betterment of treatment in the colony.- Educated Filipinos were now asking for social and political equality.- These educated Filipinos became the first batch of propagator of reform in the Philippines.
The Secularization Movement-
Since 1565, religious orders (e.g. Augustinians, Recollects, Dominicans, and Franciscans) led the conversion of the Philippine colony to Catholicism through the parishes.- Now, this is a violation of a directive from the Vatican that “administration of the parishes should be under the secular priests”.- There were only few priests in the colony then hence the violation of the Vatican provision.- But by the late 18th century, there were already a considerable number of secular priests but unfortunately, the religious orders wouldn’t want to give up their important role (i.e. by relinquishing their parishes to the seculars).- This scenario created a conflict between the foreign priests and the local priests, such became a racial issue.- Thus the Secularization Movement became a national and a racial issue among the many Spanish colonies.
The Cavite Mutiny and the Execution of Gomburza-
The Spanish Republic ended in 1870 and the monarchy was again restored. As a result the political landscape in the Philippines again changed from liberal to autocratic.- On January 20, 1872, about 200 Filipino soldiers and workers in the Cavite arsenal revolted over tax exemptions.- The Governor General dispatched a punitive force leading to a violent resolution.- The revolt became an excuse for the Governor General to persecute the leaders of the secularization movement and other liberal oriented Filipinos.- A simple rebellion became a grand conspiracy of the indios to topple down the Spanish colonizers.- Fathers Jose Burgos, Mariano Gomez, and Jacinto Zamora were sentenced to die by the garrote.- On February 17, 1872, the three priests were executed in Bagumbayan (Luneta).- Jose Rizal witnessed the execution.
Propaganda Movement-
Among the rising middle class, the globalization of liberalism and the execution of the “gomburza” started the peaceful campaign for reforms. The propagandists were simply reformers as they did not have the objective and intention of achieving social changes through an armed struggle or revolution.- Their principal objective was the assimilation of the colony as a regular province of Spain, because they believe that through integration, equality between the natives and the Spaniards would surely be attained.- The reformers worked for the secularization of the parishes, the restoration of the Filipino representative in Spanish Cortes and the fundamental freedoms of speech, of the press, assembly and religion.
The Liga Filipina-
Rizal founded the Liga Filipina with the aim of forming a civic organization composed of patriotic Filipinos in pursuit of new approaches in achieving reforms in the Philippines.- The objectives were: the unification of the country into one compact and homogenous body, mutual protection in every want and necessity, defense against all forms of violence and injustices, encouragement of education, agriculture and commerce, and the study and application of reforms.- The liga however was short-lived, three days after its founding; Rizal was arrested and deported in Dapitan.
Failure of the Reform Movement-
The propagandists were afflicted by a perennial problem, inadequacy of finance.- The La Solidaridad ceased its publication because of it, homesickness and difference of opinions leading to internal conflicts compelled Del Pilar and Jaena to change their political platform from assimilation to separation or revolution.- The propaganda movement did not achieve its basic aims, but it succeeded in influencing profound political awakenings.- When Bonifacio, Jacinto and Aguinaldo saw the futility of achieving reforms through peaceful means, they realized that the last option was in the guise of revolt.- Ironically, on July 7, 1892, the day that Rizal was arrested and deported was also the day that Katipunan was founded.The
Philippine Revolution of 1896- Realizing the futility of reforms, on August 22, 1896, Bonifacio summoned all the leaders (of Katipunan) in Balintawak. Around 500 katipuneros tore their cedulas starting the first phase of the Philippine Revolotuion.- Rizal was charge with being the “soul of the revolution” and executed him on December 30, 1896.- On June 12, General Emilio Aguinaldo declared the independence of the Philippines from Spain.
In 1834, Spain was following the trend of globalization; it opened Manila and the rest of Philippines in world commerce.- The move brought prosperity and created a middle class among the Filipinos, specifically, the Chinese Mestizos.- They started to send their sons to be educated locally as well as abroad.- Education brought more influence and agitation for a betterment of treatment in the colony.- Educated Filipinos were now asking for social and political equality.- These educated Filipinos became the first batch of propagator of reform in the Philippines.
The Secularization Movement-
Since 1565, religious orders (e.g. Augustinians, Recollects, Dominicans, and Franciscans) led the conversion of the Philippine colony to Catholicism through the parishes.- Now, this is a violation of a directive from the Vatican that “administration of the parishes should be under the secular priests”.- There were only few priests in the colony then hence the violation of the Vatican provision.- But by the late 18th century, there were already a considerable number of secular priests but unfortunately, the religious orders wouldn’t want to give up their important role (i.e. by relinquishing their parishes to the seculars).- This scenario created a conflict between the foreign priests and the local priests, such became a racial issue.- Thus the Secularization Movement became a national and a racial issue among the many Spanish colonies.
The Cavite Mutiny and the Execution of Gomburza-
The Spanish Republic ended in 1870 and the monarchy was again restored. As a result the political landscape in the Philippines again changed from liberal to autocratic.- On January 20, 1872, about 200 Filipino soldiers and workers in the Cavite arsenal revolted over tax exemptions.- The Governor General dispatched a punitive force leading to a violent resolution.- The revolt became an excuse for the Governor General to persecute the leaders of the secularization movement and other liberal oriented Filipinos.- A simple rebellion became a grand conspiracy of the indios to topple down the Spanish colonizers.- Fathers Jose Burgos, Mariano Gomez, and Jacinto Zamora were sentenced to die by the garrote.- On February 17, 1872, the three priests were executed in Bagumbayan (Luneta).- Jose Rizal witnessed the execution.
Propaganda Movement-
Among the rising middle class, the globalization of liberalism and the execution of the “gomburza” started the peaceful campaign for reforms. The propagandists were simply reformers as they did not have the objective and intention of achieving social changes through an armed struggle or revolution.- Their principal objective was the assimilation of the colony as a regular province of Spain, because they believe that through integration, equality between the natives and the Spaniards would surely be attained.- The reformers worked for the secularization of the parishes, the restoration of the Filipino representative in Spanish Cortes and the fundamental freedoms of speech, of the press, assembly and religion.
The Liga Filipina-
Rizal founded the Liga Filipina with the aim of forming a civic organization composed of patriotic Filipinos in pursuit of new approaches in achieving reforms in the Philippines.- The objectives were: the unification of the country into one compact and homogenous body, mutual protection in every want and necessity, defense against all forms of violence and injustices, encouragement of education, agriculture and commerce, and the study and application of reforms.- The liga however was short-lived, three days after its founding; Rizal was arrested and deported in Dapitan.
Failure of the Reform Movement-
The propagandists were afflicted by a perennial problem, inadequacy of finance.- The La Solidaridad ceased its publication because of it, homesickness and difference of opinions leading to internal conflicts compelled Del Pilar and Jaena to change their political platform from assimilation to separation or revolution.- The propaganda movement did not achieve its basic aims, but it succeeded in influencing profound political awakenings.- When Bonifacio, Jacinto and Aguinaldo saw the futility of achieving reforms through peaceful means, they realized that the last option was in the guise of revolt.- Ironically, on July 7, 1892, the day that Rizal was arrested and deported was also the day that Katipunan was founded.The
Philippine Revolution of 1896- Realizing the futility of reforms, on August 22, 1896, Bonifacio summoned all the leaders (of Katipunan) in Balintawak. Around 500 katipuneros tore their cedulas starting the first phase of the Philippine Revolotuion.- Rizal was charge with being the “soul of the revolution” and executed him on December 30, 1896.- On June 12, General Emilio Aguinaldo declared the independence of the Philippines from Spain.
Tuesday, December 8, 2009
ECO 223, Microeconomics syllabus
I. Course Code: Eco 223
II. Course Title: Microeconomics
III. Credit: 3 Units
IV. Total Number of Hours: 54 Hours (18 Weeks)
V. Course Description
Economics is all around us. The natural resources, how man survives in the limited supply of goods and service, the role of the government in the distribution of limited wealth and services, the function of the different areas of the society – all lead to the world of economics. The use of technology, the economic “outsourcing” concept, the economic theory, institutional material, real world applications helps the learner to understand economics in its real sense of the world.
The knowledge of economics guide readers/learners to understand the society where he is part of; to find ways or learn ways of thinking to utilize one’s resources to the fullest, to have a stable meaning on the global affairs; to perform one’s task, roles, and obligations in managing one’s environment effectively and efficiently.
VI. Objectives: At the end of the semester, the learner should be able to :
1. Cite economic terms relevant to the present times and compare the practices in the different types of economics the country is experiencing.
2. State the common economic problems the country is facing and propose the nearest possible solution to those economic problems using the available resources.
3. Produce needed products and service creatively exploring the use of available resources and express the love of country through these products and services.
VII. Course Content
Preliminary Period
A. On textbook
1. An overview of the scope and method of economics.
2. Examining the economic problem: scarcity and choice.
3. On demand and supply and market equilibrium.
4. On demand and supply applications.
5. On elasticity.
6. Understanding household behavior and consumer choice.
7. The production process: understanding the behavior of profit maximizing firms.
8. On short run cost and output decisions.
9. On long run cost and output decisions.
10. Input demand: labor and markets.
11. Input demand: capital market and the investment decisions.
12. A look at general equilibrium and the efficiency of perfect competition.
B. Supplementary materials
1. Business journals.
2. Latest newspaper articles.
3. Internet articles related to topics.
Midterm Period
A. On textbook
13. On monopoly and antitrust policy.
14. On monopolistic competition and oligopoly.
15. A look at externalities, public goods, imperfect information, and the social choice.
16. On income distribution and poverty.
17. Public Finance: examining the economics of taxation.
18. An introduction to Macroeconomics.
19. On measuring national output and national income.
20. A look at long-run and short run concerns: growth, productivity, unemployment, and inflation.
21. On aggregate expenditures and equilibrium output.
22. On government and fiscal policy.
23. On money supply and Federal Reserve System.
24. A look at money demand, the equilibrium interest rate, and the monetary policy.
B. Supplementary materials
1. Business journals.
2. Latest newspaper articles.
3. Internet articles related to topics.
Final Period
25. On money, interest rate and output: analysis and policy.
26. On aggregate demand, aggregate supply, and inflation.
27. A look at the labor market, unemployment and inflation.
28. Examining macroeconomics issues and policy.
29. The stock market.
30. On household and firm behavior in the macroeconomy.
31. A look at long run growth.
32. Examining the debates in macroeconomics: monetarism, new classical theory, and supply side economics.
33. On international trade, comparative advantage, and protection.
34. Examining open economy macroeconomics: the balance of payments and exchange rate.
35. On globalization.
36. A look at economic growth in developing and transitional economies.
C. Supplementary Materials
1. Business journals.
2. Latest newspaper articles.
3. Internet articles related to topics.
VIII. References:
1. An Introduction to Principles of Economics, 8th Edition, Karl E. Case, Ray C. Fair, Pearson Education Inc., 2007.
2. Economics, Pagoso et. al., 1999.
IX. Requirements
1. Class participation – reporting, interaction with class discussion, oral and written exercises, group work and case analysis.
2. Passing mark in major examinations.
X. Grading System
Preliminary Exam – 20%, ME – 25%, FE – 25% and CS – 30%.
II. Course Title: Microeconomics
III. Credit: 3 Units
IV. Total Number of Hours: 54 Hours (18 Weeks)
V. Course Description
Economics is all around us. The natural resources, how man survives in the limited supply of goods and service, the role of the government in the distribution of limited wealth and services, the function of the different areas of the society – all lead to the world of economics. The use of technology, the economic “outsourcing” concept, the economic theory, institutional material, real world applications helps the learner to understand economics in its real sense of the world.
The knowledge of economics guide readers/learners to understand the society where he is part of; to find ways or learn ways of thinking to utilize one’s resources to the fullest, to have a stable meaning on the global affairs; to perform one’s task, roles, and obligations in managing one’s environment effectively and efficiently.
VI. Objectives: At the end of the semester, the learner should be able to :
1. Cite economic terms relevant to the present times and compare the practices in the different types of economics the country is experiencing.
2. State the common economic problems the country is facing and propose the nearest possible solution to those economic problems using the available resources.
3. Produce needed products and service creatively exploring the use of available resources and express the love of country through these products and services.
VII. Course Content
Preliminary Period
A. On textbook
1. An overview of the scope and method of economics.
2. Examining the economic problem: scarcity and choice.
3. On demand and supply and market equilibrium.
4. On demand and supply applications.
5. On elasticity.
6. Understanding household behavior and consumer choice.
7. The production process: understanding the behavior of profit maximizing firms.
8. On short run cost and output decisions.
9. On long run cost and output decisions.
10. Input demand: labor and markets.
11. Input demand: capital market and the investment decisions.
12. A look at general equilibrium and the efficiency of perfect competition.
B. Supplementary materials
1. Business journals.
2. Latest newspaper articles.
3. Internet articles related to topics.
Midterm Period
A. On textbook
13. On monopoly and antitrust policy.
14. On monopolistic competition and oligopoly.
15. A look at externalities, public goods, imperfect information, and the social choice.
16. On income distribution and poverty.
17. Public Finance: examining the economics of taxation.
18. An introduction to Macroeconomics.
19. On measuring national output and national income.
20. A look at long-run and short run concerns: growth, productivity, unemployment, and inflation.
21. On aggregate expenditures and equilibrium output.
22. On government and fiscal policy.
23. On money supply and Federal Reserve System.
24. A look at money demand, the equilibrium interest rate, and the monetary policy.
B. Supplementary materials
1. Business journals.
2. Latest newspaper articles.
3. Internet articles related to topics.
Final Period
25. On money, interest rate and output: analysis and policy.
26. On aggregate demand, aggregate supply, and inflation.
27. A look at the labor market, unemployment and inflation.
28. Examining macroeconomics issues and policy.
29. The stock market.
30. On household and firm behavior in the macroeconomy.
31. A look at long run growth.
32. Examining the debates in macroeconomics: monetarism, new classical theory, and supply side economics.
33. On international trade, comparative advantage, and protection.
34. Examining open economy macroeconomics: the balance of payments and exchange rate.
35. On globalization.
36. A look at economic growth in developing and transitional economies.
C. Supplementary Materials
1. Business journals.
2. Latest newspaper articles.
3. Internet articles related to topics.
VIII. References:
1. An Introduction to Principles of Economics, 8th Edition, Karl E. Case, Ray C. Fair, Pearson Education Inc., 2007.
2. Economics, Pagoso et. al., 1999.
IX. Requirements
1. Class participation – reporting, interaction with class discussion, oral and written exercises, group work and case analysis.
2. Passing mark in major examinations.
X. Grading System
Preliminary Exam – 20%, ME – 25%, FE – 25% and CS – 30%.
Sunday, December 6, 2009
Martial Law in 2009
Last Saturday (December 5, 2009), PGMA declared Martial Law in the province of Maguindanao and suspended the writ of habeas corpus. Immediately, arrest were made and a semblance of public safety and order was on the horizon.
The bigger question however was whether there was a sufficient cause for the declaration of martial law and that such is not just an over-reaction on the part of the executive department.
Conspiracy theorists and detractors of the president were screaming left and right that the declaration is just a prelude to a bigger declaration where the ultimate goal of placing the entire republic in a martial law is the ultimate objective and such, indirectly extends the term of PGMA.
Now before things gets muddled further, let us consult the constitution. The first sentence of Article VII, Section 18 of the 1987 Constitution states that "The President shall be the Commander-in-Chief of all armed forces of the Philippines and whenever it becomes necessary, he may call out such armed forces to prevent or suppress lawless violence, invasion or rebellion. In case of invasion or rebellion, when the public safety requires it, he may, for a period not exceeding sixty days, suspend the privilege of the writ of habeas corpus or place the Philippines or any part thereof under martial law..."
Now the Section, is already a mouthful and suffice it to say that in the case of Maguindanao, there is no invasion or even rebellion, hence, the proclamation of martial seems like an over-reaction.
This early, the opposition is already challenging the declaration though it seems that by the virtue of simple majority, Congress might give PGMA the legal standing that she craves. The bigger challenge however is that the same martial law declaration will also be challenged in the Supreme Court, and in this round, politics (i.e. superiority in numbers) might be defeated by a bigger argument of reason and justice.
My bigger fear is that considering that PGMA already arrested more than 60 individuals and that later on, the Supreme Court declares that there is no valid reason for the declaration of Martial Law - what happens to the arrested individuals? Will they be granted liberty right away? Freeing them might escalate the violence that PGMA was trying to avoid in the first place.
Maybe, instead of trying to justify the warrantless arrests executed by PGMA, she would be better served by filing concrete cases now to these individuals that would stand judicial scrutiny later on.
Failing to do so, would results in more violence, deaths and instability in the province of Maguindanao and by extension, the entire republic as well.
The bigger question however was whether there was a sufficient cause for the declaration of martial law and that such is not just an over-reaction on the part of the executive department.
Conspiracy theorists and detractors of the president were screaming left and right that the declaration is just a prelude to a bigger declaration where the ultimate goal of placing the entire republic in a martial law is the ultimate objective and such, indirectly extends the term of PGMA.
Now before things gets muddled further, let us consult the constitution. The first sentence of Article VII, Section 18 of the 1987 Constitution states that "The President shall be the Commander-in-Chief of all armed forces of the Philippines and whenever it becomes necessary, he may call out such armed forces to prevent or suppress lawless violence, invasion or rebellion. In case of invasion or rebellion, when the public safety requires it, he may, for a period not exceeding sixty days, suspend the privilege of the writ of habeas corpus or place the Philippines or any part thereof under martial law..."
Now the Section, is already a mouthful and suffice it to say that in the case of Maguindanao, there is no invasion or even rebellion, hence, the proclamation of martial seems like an over-reaction.
This early, the opposition is already challenging the declaration though it seems that by the virtue of simple majority, Congress might give PGMA the legal standing that she craves. The bigger challenge however is that the same martial law declaration will also be challenged in the Supreme Court, and in this round, politics (i.e. superiority in numbers) might be defeated by a bigger argument of reason and justice.
My bigger fear is that considering that PGMA already arrested more than 60 individuals and that later on, the Supreme Court declares that there is no valid reason for the declaration of Martial Law - what happens to the arrested individuals? Will they be granted liberty right away? Freeing them might escalate the violence that PGMA was trying to avoid in the first place.
Maybe, instead of trying to justify the warrantless arrests executed by PGMA, she would be better served by filing concrete cases now to these individuals that would stand judicial scrutiny later on.
Failing to do so, would results in more violence, deaths and instability in the province of Maguindanao and by extension, the entire republic as well.
Tuesday, December 1, 2009
PGMA as Representative GMA
Over the weekend, while the republic was still reeling over the carnage now known as Ampatuan Massacre, President Glorial Macapagal-Arroyo sneaked a bigger political move. And that is by declaring and actually filing a certificate of candidacy for the position of a Representative in her native town of Pampanga.
While she is replacing her son, outgoing Representative Mickey Arroyo, PGMA promises more public service. The question now is whether nine years of PGMA service is not enough?
There is a reason while outgoing presidents are barred from re-election. They are supposed to graduate from a mere politician to an exalted stateman. PGMA is not yet worthy of the title and in fact, if it werent for the Ampatuan Massacre, the polarizing candidacy of PGMA to the position of a Representative would hug the bigger media attention.
Just goest to show that after nine long years, PGMA is still not ready to give up power. Was it somewhere or someone who said that if you want to test man's character, give him power. Well, in this exercise, PGMA is a dismal failure.
Over the weekend, while the republic was still reeling over the carnage now known as Ampatuan Massacre, President Glorial Macapagal-Arroyo sneaked a bigger political move. And that is by declaring and actually filing a certificate of candidacy for the position of a Representative in her native town of Pampanga.
While she is replacing her son, outgoing Representative Mickey Arroyo, PGMA promises more public service. The question now is whether nine years of PGMA service is not enough?
There is a reason while outgoing presidents are barred from re-election. They are supposed to graduate from a mere politician to an exalted stateman. PGMA is not yet worthy of the title and in fact, if it werent for the Ampatuan Massacre, the polarizing candidacy of PGMA to the position of a Representative would hug the bigger media attention.
Just goest to show that after nine long years, PGMA is still not ready to give up power. Was it somewhere or someone who said that if you want to test man's character, give him power. Well, in this exercise, PGMA is a dismal failure.
Wednesday, November 18, 2009
Position Papers (for discussion, reporting and debate)
1. International monetary policy, can we control it?
2. International trade and the business cycle.
3. The impact of the US economy on the local economy.
4. Asean.
5. Oil prices: Impacts on the economy.
6. Price control on gasoline prices.
7. Oil-deregulation/oil-regulation.
2. International trade and the business cycle.
3. The impact of the US economy on the local economy.
4. Asean.
5. Oil prices: Impacts on the economy.
6. Price control on gasoline prices.
7. Oil-deregulation/oil-regulation.
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