Thursday, January 9, 2014

Weekly Homework (Second semester, AY 2013-2014)

Pre-Colonial and Colonial Philippines (Economics)

During pre-colonial times, the Philippines were open to trade with their different neighboring countries, but the most frequent one was China. They had a healthy trade system and maintained healthy relations with the countries they traded with. Since the Filipinos main source of labor was farming and fishing, the item mostly sold or traded was agricultural. It wasn't until the Spaniards came when they started taking the Filipinos earnings for themselves which led to the economic hardships of the colonial era.  (http://jrandkylekaspil.blogspot.com/2011/07/pre-colonial-and-colonial-philippines_27.html)
 Attention: Econ students

Good day!

1. Kindly check your weekly homework. Please follow the guidelines (below) when submitting your handwritten report in a short bond paper.

Write your,

Name and Course/Year:
Class Schedule and Date Submitted:
Title of economic/business article:

Then, comply the following after reading the assigned economic/business article/s:

a. What are the words and phrases you find hard to understand? Please provide your initial understanding of these words and phrases.
b. Do you have a hard time understanding these words and phrases? Why or why not?
c. Provide a brief analysis of the economic/business article/s. The analysis could be visual or written.

Deadline for MW classes is every Wednesday, Thursday for TTh and Friday for Friday class schedule/s.

2. Course key re: online exam and assignments. However, you can't use the course key without your access code:

Econ 1N: 4KMD-RAQC-GK3Q 

Econ 21: CWBN-KQ5B-FZW9 

Econ 22: TEUS-LQCH-ARQD 



Thank you and regards,

Roxanne Omega-Doron
Faculty, Department of Economics, School of Business and Economics
University of San Carlos

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Terminal Report 2: UPDATE FOR THE FINAL EXAM (Econ 1N, 21 and 22). Read carefully:


1.Write a reaction to the article:  Is Education Killing Creativity In The New Economy?
2. Submit your one (1) page report/reaction in a short bond paper, with your name, course and year, class schedule, name of teacher. Use Times New Roman as your font, font size is 12, and the margin is 1" (top, bottom, left, right)
3. Deadline is during our final exam.


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Terminal Report 1: UPDATE FOR PRE-FINAL EXAM (Econ 1N, 21 and 22). Read carefully:

1. Look for one or two articles about "Knowledge Economy", identify the source (author, title, date published and link) and comply the following in a two - three pages report:

a.) Summary of the article
b.) Lessons learned
c.) Relate the article/s to improve a specific sector of our economy

2. Submit your report in a short bond paper, with your name, course and year, class schedule, name of teacher. Use Times New Roman as your font, font size is 12, and the margin is 1" (top, bottom, left, right)

3. Deadline is during our pre-final exam.
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Weekly Assignment:

For Econ 1N (Introduction to Economics with Agrarian Reform and Taxation)

January
January 6-11, 2014 Kindly follow the link: Peso continues to weaken
January 13-18, 2014 Kindly follow the link: Opportunity-seeking during turbulent times
January 21-25, 2014 Kindly follow the link: Monopoly in power industry behind rate hike; EPIRA review and state control imperative and Wanted: true competition in power (Note: analysis should be comparative)

(Finals)
January 27-31, 2014 Kindly follow the link: Reforms urged with integration looming and Benefiting from AEC (Note: analysis should be comparative)

February 3-7, 2014 Kindly follow the link: GDP performance confirms exclusionary growth under Aquino and 2013 growth tops target (Note: analysis should be comparative)
February 10-14, 2014 Kindly follow the link: January inflation hits fastest in 2 years and Jobless Filipinos hit 12.1M (Note: analysis should be comparative)
February 17-21, 2014 Kindly follow the link: Jobless but employed and Gov't policies create wealth for a few, but not jobs for many (Note: analysis should be comparative)
February 24-28, 2014 Kindly follow the link: Cooling prices unlikely to hurt banks and PSEi ends 5-day rally; ALI, URC tank on profit-taking

March 03-07, 2014 What’s the motive for Cha-cha? and The Economic Folly of Charter Change (Note: analysis should be comparative)
March 10-14, 2014 Why has Europe's economy done worse than the US?
March 17-21, 2014  The origins of the financial crisis: Crash course
March 14-28, 2014 Ten years on: How Asia shrugged off its economic crisis 

For Econ 21 (Microeconomics)

January:
January 6-11, 2014 Kindly follow the link: Identifying bottlenecks
January 13-18, 2014 Kindly follow the link: Gov’t, Meralco told to comment on rate hike
January 21-25, 2014 Kindly follow the link: Monopoly in power industry behind rate hike; EPIRA review and state control imperative and Wanted: true competition in power (Note: analysis should be comparative)

(Finals)
January 27-31, 2014 Kindly follow the link: Reforms urged with integration looming and Benefiting from AEC (Note: analysis should be comparative)

February 3-7, 2014 Kindly follow the link: GDP performance confirms exclusionary growth under Aquino and 2013 growth tops target (Note: analysis should be comparative)
February 10-14, 2014 Kindly follow the link: January inflation hits fastest in 2 years and Jobless Filipinos hit 12.1M (Note: analysis should be comparative)
February 17-21, 2014 Kindly follow the link: Jobless but employed and Gov't policies create wealth for a few, but not jobs for many (Note: analysis should be comparative)
February 24-28, 2014 Kindly follow the link: Consumers warn of another P5 power rate hike  and Meralco's generation cost alone already higher than US residential rates - IBON

March 03-07, 2014 What’s the motive for Cha-cha? and The Economic Folly of Charter Change (Note: analysis should be comparative)
March 10-14, 2014 Social enterprises lead the way in market innovation
March 17-21, 2014 Climate change and resource scarcity may wipe out pensions industry
March 14-28, 2014 Collaboration on resource issues urged

For Econ 22 (Macroeconomics)

January: 
January 6-11, 2014 Kindly follow the link:
2013: Unchanged policies and economic disasters and Latest economic ups and downs
Note: For Econ 22, your analysis should be comparative. 
January 13-18, 2014 Kindly follow the link: Outlooks kept by World Bank
January 21-25, 2014 Kindly follow the link: Poverty, hunger and ‘Yolanda’ and Latest poverty measure: excluding the poor from the poverty count  (Note: analysis should be comparative)

(Finals)
January 27-31, 2014 Kindly follow the link: Reforms urged with integration looming and Benefiting from AEC (Note: analysis should be comparative)

February 3-7, 2014 Kindly follow the link: GDP performance confirms exclusionary growth under Aquino and 2013 growth tops target  (Note: analysis should be comparative)
February 10-14, 2014 Kindly follow the link: January inflation hits fastest in 2 years and Jobless Filipinos hit 12.1M (Note: analysis should be comparative)
February 17-21, 2014 Kindly follow the link: Jobless but employed and Gov't policies create wealth for a few, but not jobs for many (Note: analysis should be comparative)
February 24-28, 2014 Kindly follow the link: Redistributing income deemed good for growth and CCT: An Enabling Approach to Poverty Reduction

March 03-07, 2014 What’s the motive for Cha-cha? and The Economic Folly of Charter Change (Note: analysis should be comparative)
March 10-14, 2014 Why has Europe's economy done worse than the US?
March 17-21, 2014  The origins of the financial crisis: Crash course
March 14-28, 2014 Ten years on: How Asia shrugged off its economic crisis

5 comments:

Anonymous said...

YOUR WEEKLY ASSIGNMENT IS VERY TIME CONSUMING. WE ARE VERY BUSY PEOPLE AND UPON OBSERVATION, YOU DONT EVEN READ THE OUTPUTS WE PASS.

binignitogchopsuey said...

Dear Anonymous,

Good day!

1. Thank you for your bravery. I fully appreciate your courage to criticize an academic activity that I think will benefit the students. Thank I think will benefit you. I fully appreciate and salute students that criticizes any academic activity or any lecturer for that matter because, when a student criticizes me, I believe, I have succeeded, to a certain degree, in destroying the barrier to learning: the unjust gap between students and teachers. But criticism, however, should be objective not subjective.

If assigning weekly homework (reading) to students is counterproductive to learning per se, then surely, I will cancel it. I hope you are brave enough to anonymously suggest during the first few weeks of the semester that such an activity re: reading articles per week is a waste of (your) time and counterproductive.

Aren't you happy reading economic news that will enhance your understanding of yourself and society? If I offended you that way, then forgive me.

2. However, the context of assigning weekly readings is more of a benefit to students than a costly undertaking that will take away their precious time studying, reading -- and learning – in the long-term. Anonymously, you could have suggested an alternative activity for you or for the entire class.

As I see it, we are supposed to read everyday!

Correct me if I'm wrong, but it has been my practice to always entertain suggestions from students so that the learning process becomes effective.

3. Ah, “WE ARE VERY BUSY PEOPLE AND UPON OBSERVATION, YOU DONT EVEN READ THE OUTPUTS WE PASS.”

The burden and joy of being a teacher is to read a lot of students works/outputs – and I'll tell you I am enjoying reading your outputs – you can't just take that away from me.

Maybe I am unkind in giving scores? Or maybe, just maybe, you did not submit a single homework – on-time or even late – for the past semester that it burdens you now complying all homework/s while the end of the semester is fast approaching, otherwise you will not receive a fair grade?

On the other hand, it is subjective of you to quietly judge me that way. Do you know what I am looking for while reading, albeit, hastily, students output?

Did you quantify the minutes or seconds I spent in a single piece of paper? Do you know what I am looking for? Should I spend an equal amount of time to a piece "not worth reading" to an output “worth reading”? I always value students output, the reason I rarely give scores below 10 (the passing score) because all efforts should be given due recognition. Hence, all outputs are always worth reading, they are important to me as much as it is important to you.

Just wondering where you got your subjective criticism, but mind you, I rarely check students output during classes. While I cannot please all (or a significant majority, or a significant minority, or a significant you) – but I fully value your judgment.

5. Now, I am looking forward to meet and collaborate with you, my dear student, if only “Anonymously.” You must be very brave, you must be very wise. You must be very intelligent.

I humbly accept your criticism. Because sometimes, if not often, teachers should learn (more) from their students in order to be effective.

6. By the way, let me tell you, the word "busy" is only for those who don't even have time for their own.

Thank you and keep up the good work.

Best,

Roxy

xangwithlove said...

The word "busy" is only for those who don't even have time for their own. (y)

(c) Roxanne Doron

Anonymous said...

This type of learning way is benificial to the students. It grew my interest in economics while reading this kind of reports/articles. not to mention i was having fun in reading it. Don't stop this activity roxanne. I appreciate this kind of assignment.

Your student

Anonymous said...

nice ka sir!

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