SIBUGAY TECHNICAL INSTITUTE INCORPORATED
Lower Taway, Ipil, Zamboanga Sibugay
www.sibugaytech.edu.ph
Email Address: alface01@gmail.com
COLLEGE OF COMPUTER STUDIES
Program
: Associate in Computer Technology
Department : College of Computer Studies
Instructor
: SHIEKHA MHARDIYA B. MULOC, LPT
COURSE SYLLABUS
1st Semester SY: 2022-2023
Pre-requisite: None
Unit Credits: 3
No. of Hours: 54
VISION:
MISSION:
QUALITY
POLICY
STATEMENT
Course
Code
GE-3
Class Schedule: FS (9-10AM)
Course
Title
THE CONTEMPORARY WORLD
Room:
Consultation
Hours:
COMLAB1
Saturday 1-2PM
Leading educational institution focusing on holistic formation of individuals for global competitiveness
To provide responsive, relevant and innovative education and training that equip students with the knowledge, attributes, values and skills to
become successful in their chosen careers and meet the demands of the national and global industry
Sibugay Technical Institute Incorporated in pursuit of its mission, vision, core values and objectives commit to promote quality education
towards a globally competitive institution that adheres to the compliance of statutory and regulatory requirements.
Sibugay Technical Institute Incorporated endeavors to provide equal, transparent, and accountable and quality services embedded in our highest
ethical ideals as an educational institution.
Sibugay Technical Institute Incorporated commits continual improvement of the Quality Management System to satisfy the stakeholders.
QUALITY
OBJECTIVES
STII aims to be:



Globally competitive educational institutions;
Productive competent graduates equip with knowledge skills, values and attitudes;
Implement a Quality Management System to meet the needs and expectation of the students, faculty and stakeholders.
GRADUATE
ATTRIBUTES
PROGRAM
GRADUATE
OUTCOMES
COURSE
OUTCOMES
STII aims to produce graduates in this program equipped with relevant knowledge, skills, and attitudes and foster the values of leadership, integrity,
accountability and responsibility while serving their fellowmen, community and country.
S - Servant Leadership
I – Innovativeness
C – Collaboration
A – Adaptability
T – Trustworthiness
C – Compassion
A – Academic Excellence
The graduates have the ability to:
 Recognize the need, and have the ability, to engage in independent learning for continual development as a computing development.
 Effectively communicate orally and writing and using both English and Filipino;
 Work effectively either independently or as a member of a team;
 Act in a recognition of professional, social, and ethical responsibility;
 Preserve and promote “Filipino historical and cultural heritage.”
 Assist in analysis of complex problems;
 Apply modern computing technologies to solve problems and;
 Develop computing solutions.
At the end of the course the students should be able to:
 Distinguish different interpretations of and approaches to globalization
 Describe the emergence of global economic, political, social, and cultural system
 Analyze the various contemporary drivers of globalization
 Assess the effects of globalization on different social units and their responses
 Analyze global issues in relation to Filipinos and the Philippines
 Analyze contemporary news events in the context of globalization
 Identify the ethical implications of global issues.
 Identify the ethical implications of global issues
 Describe the emergence of global economic, political, social, and cultural system
 Articulate personal positions on various global issues
 Identify the ethical implications of global issues
This course introduces students to the contemporary world by examining the multifaceted phenomenon of globalization. Using the
various disciplines of the social sciences, it examines the economic, social, political, technological, and other transformations that have
COURSE
created an increasing awareness of the interconnectedness of peoples and places around the globe. To this end, the course provides an
DESCRIPTION overview of the various debates in global governance, development, and sustainability. Beyond exposing the student to the world outside
the Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.
LEARNING PLAN
Time
Fram
e
Course
Outcomes
Learning
Outcomes
WEEK
1
Distinguish
different
interpretations
of and
approaches to
globalization.
(K) Differentiate the
competing
conceptions on
globalization.
(S) Write a definition
about globalization
based on your own
perspective.
Topic
Course
overview
Introduction to
Globalization
References
Introduce textbook: Manfred Stegger, Paul
Battersby; and Joseph M. Siracusa,
eds.2014.The SAGE Handbook of
Globalization.Two Vols. Thousand oaks:
SAGE
Introduction to
the Study of
Globalization
(V) Identify the
underlying
philosophies of the
varying definitions of
globalization
WEEK
2
Describe the
emergence of
global
economic,
political,
social, and
cultural
system.
(K) Recognize
economic
globalization
(S) Express ideas
and make a stand
about global free
trade by having a
debate.
(V) Discuss the
The
Structures of
Globalization
-The Global
Economy
Reading Materials Chapter 2 of textbook:
“Approaches to the Study of Globalization” by
Manfred B. Steger Steger, Manfred B.
“Ideologies of Globalization.” 2005. Journal of
Political Ideologies 10(1): 11–30
Teaching
Learning
Activities
Classroom
sharing
(Introductions)
Learning
Materials
Formative
Assessment
Course
Syllabus
List
expectations
for the course
Lecture
Personal concept
map of
globalization:
Students will
engage in a free
association
exercise of ideas
they associate
with
“globalization.”
Based on the
concepts they
list, they will
synthesize a
personal
definition of the
concept.
Lecture/discussio LCD
n
Projector
Debate: The
students will
debate the
motion “That
global free trade
has done more
harm than good.”
Reading
Materials
Summative
Assessmen
t
Recall course
rules
Group
presentation
Oral
Questioning
Debate
Written test
actors that facilitate
economic
globalization
WEEK
3-4
Analyze the
various
contemporary
drivers of
globalization
(K) Examine
the role of
international
financial institutions
in the creation of a
global economy
Participative
Discussion
-Market
Integration
Reading Materials:
 Chapter 17 of textbook: “The Rise of
the Global Corporation” by Deane
Neubauer
Film: “The Corporation” directed by Mark
Archbar and Jenifer Abbott
Lecture/discussio
n
Make a video
presentation
based on their
given topics
for Market
Integration
Written test
TV,
HDMI
Performance
Tasks
Oral
presentation
Book
Recitation
TV,
HDMI
Film viewing and
discussion
(S) Build attributes
of global
corporations
(V) View a short
history of global
market integration in
the twentieth
century
WEEK
5
Analyze the
various
contemporary
drivers of
globalization
(K) Explain the
effects of
globalization on
governments
(S) Make an
organizer that
identify the
institutions that
-The Global
Interstate
System
Reading Materials Chapter 7 of textbook:
“Governments and Citizens in a Globally
Interconnected World of States” by Hans
Schattle Mazower, Mark. 2006. “An
International Civilization? Empire,
Internationalism and the Crisis of the MidTwentieth Century.” International Affairs
82(3): 553–566.
Discussion
govern international
relations
(V) Differentiate
internationalism
from globalism
UNIT TEST EXAM
WEE
K5
Assess the
effects of
globalization
on different
social units
and their
responses
(K) Evaluate the
roles and functions
of the United
Nations.
(S) Express the
relevance of the
state that amid
globalization.
(V) Justify the
challenges of global
governance in the
twenty-first century.
Contemporary
Global
Governance
Reading Materials Chapter 29 of textbook:
“The United Nations Meets the Twenty-first
Century: Confronting the Challenges of
Global Governance” by Thomas G. Weiss
and Ramesh Thakur Hobsbawm, Eric J.
1996. “The Future of the State.” Development
and Change 27(2): 267–278.
Participative
discussion
TV,
HDMI
Book
Quiz on the
reading
materials
WEEK
6
WEE
K7
Analyze global
issues in
relation to
Filipinos and
the Philippines
(K) Differentiate the
Global South from
the Third World.
(S) Build selfconfidence on a
given group activity.
(V) Describe how a
new conception of
global relations
emerged from the
experiences of Latin
American countries.
World of
Regions:
-Global
Divides: The
North and the
South (focus
on Latin
America
Reading Materials Chapter 12 of textbook:
“Locating the Global South” by Lisandro E.
Claudio Connell, Raewyn. 2007. “Dependency,
Autonomy and Culture. In Southern Theory:
The Global Dynamics of Knowledge in Social
Science. Cambridge, UK: Polity Press, pp.
139- 163.
Lecture/discussio TV,
HDMI
n
Group report
Students will
form groups of 35. Each group
will be assigned
a Latin American
country to report
on. These
groups will
deliver 10minute
presentations on
the
contemporary
foreign and
economic
policies of their
respective
countries
Graded Group
Report:.
Written
Assessment
Graded
Group
Report:
Quiz on the
reading
materials
Reading
Materials
PRELIMINARY EXAMINATION
WEEK
8
Analyze
contemporar
y news
events in the
context of
globalization
(K) Articulate the
factors leading to a
greater integration of
the Asian region.
(S) Interpret how
different Asian states
confront the
challenges of
globalization and
regionalization
-Asian
regionalism
Reading Materials Chapter 13 of textbook:
“Globalization and the Asia Pacific and South
Asia” by Ehito Kimura Shiraishi, Takashi.
2006. “The Third Wave: Southeast Asia and
Middle-Class Formation in the Making of a
Region.” In Beyond Japan: The Dynamics of
East Asian Regionalism, ed. Peter
Katzenstein and Takashi Shiraishi. Ithaca, NY:
Cornell University Press, pp. 237–71.
(V) Differentiate
between
regionalization and
globalization
MIDTERM EXAM
Lecture Discussion
Group Report
TV,
HDMI
Laptop
Reading
Materials
Group
Report and
Evaluation
Report
WEEK
10
Analyze
contemporar
y news
events in the
context of
globalization
(K) Explain
the dynamic
between local
and global
cultural
production.
A World of Ideas:
Global Media Cultures
Chapter 22 of textbook: “Globalization and the
Media: Creating the Global Village” by Jack
Lule Chapter 23 of textbook: “Popular Music
and Globalization” by Yara El-Ghadban
(S) Write an
Asian musical
artist that
became
internationally
famous.
(V) Discuss
the influence
of Global
Media
Cultures.
WEEK
11
Analyze
global
issues in
relation to
Filipinos and
the
Philippines
(K) Analyze
the
relationship
between
religion and
global conflict
and,
conversely,
global peace.
(S)React on
how
The Globalization of
Religion
Reading Materials Chapter 10 of textbook:
“Religion and Globalization” by Victor
Roudometof Chapter 43 of textbook: “Religion
and Global Conflict” by Mark Juergensmeyer
Film: PBS Frontline: “The Rise of ISIS”
(http://www.pbs.org/wgbh/frontline/film/riseofisis/)
Lecture/discussion
Group Report
Students will form
groups of 3-5. Each
group will be asked
to pick an Asian
musical act that
became
internationally
famous. In their
group report, they
must answer the
following questions:
1. Where did the
musical act/artist
originate?
2. In which
countries did the
artist become
famous?
3. How did the artist
become famous?
4. Why do you
think the artist
became famous?
Lecture/discussion
Discussion of film
TV,
HDMI
Laptop
Reading
Materials
Quiz on the
reading
materials
Graded
Group
Report:
Compilation
on their
gathered
reports on
certain
topics
(Compilatio
n of
Reports)
-Portfolio
TV,
HDMI
Quiz on the
reading
materials
Laptop
Recitation
Reading
Materials
Make a
reaction
paper
based on
Globalizatio
n of
Religion
globalization
affects
religious
practices and
beliefs.
WEEK
12
Identify the
ethical
implications
of global
issues.
(V) Shows
strong
relationship
between
religion and
global conflict
and,
conversely,
global peace.
(K)
Determine
the attributes
of a global
city
Global Population and
Mobility:
The Global City
(S)Write the
benefits and
disadvantage
s of
globalization
in cities used
for its mobility
using a Tchart
organizer.
WEEK
13
Identify the
ethical
implications
(V) Study
how cities
serve as
engines of
globalization.
(K) Explain
the theory of
demographic
transition as it
Mandated topic:
Global Demography
Reading Materials Chapter 26 of textbook:
“Mobility, Diversity and Community in the
Global City” by Val Colic-Peisker Sassen,
Saskia. 2005. “The Global City: Introducing a
Concept.” Brown Journal of World Affairs
XI(2): 27-43.
Lecture/discussion
Reading Materials Lee, Ronald. 2003. “The
Demographic Transition: Three Centuries of
Fundamental Change.” Journal of Economic
Perspectives 17(4): 167–190. Lesthaeghe,
Lecture/discussion
Group report
TV,
HDMI
Quiz on the
reading
materials
Laptop
Recitation
Group
Report
/Oral
Presentatio
n
Reading
Materials
TV,
HDMI
Laptop
Short
research
paper to
discuss the
Paper and
pen test
of global
issues.
affects global
population
Ron. 2010. “The Unfolding Story of the
Second Demographic Transition.” Population
and Development Review 36(2): 211–251.
Livi-Bacci, Massiomo. 2005. “What We Can
and Cannot Learn from the History of World
Population. Population Studies: A Journal of
Demography 69(S1): S21– S28
(S) Draw a
conclusion on
how the
theory of
demographic
transition
affected the
global
population
WEEK
13
Describe the
emergence
of global
economic,
political,
social, and
cultural
system
(V)Synthesiz
e the
consequence
s of the
theory of
demographic
transition to
the global
population
base on a
short
research
paper.
(K) Analyze
the political,
economic,
cultural, and
social factors
underlying
the global
movements
of people
Articulate
personal
positions on
(S) Interpret
the effects of
global
movement to
the politics,
Global Migration
Reading Materials Castles, Stephen. 2000.
“International Migration at the Beginning of the
TwentyFirst Century: Global Trends and
Issues.” International Social Science Journal
52 (165): 269–281. Aguilar, Filomeno V. 2012.
“Differentiating Sedimented from Modular
Transnationalism: The View from East Asia.”
Asian and Pacific Migration Journal 21(2):
149–171.
Reading
Materials
Lecture/discussion
OFW Interview:
Each student will be
asked to interview a
former or a current
OFW (face-to-face
or online).In class
they will share what
they learned from
these interviews
about
transnationalism
and the factors that
affect global
TV,
HDMI
Laptop
Reading
Materials
topic: Has
the
Philippines
undergone
the
demographi
c transition?
Why or why
not?
Individual
reports
based on
the
interview.
Quiz on the
reading
materials
Recitation
various
global
issues
economy,
culture and
society of
countries
where the
migrants are
migrating
from and
migrating to.
migrations.
(V) Share
what they
learned about
transitionalis
m and factors
affecting
global
migrations.
WEEK
14
Identify the
ethical
implications
of global
issues.
(K) Formulate
research
questions
that will be
the focus of
the proposal.
Research Proposal
Writing
Research Proposal
Critique
http://www.referenceforresearchproposal.c Mini-lecture on
citation methods for
om /Forresearch papers
researchpaper.html#ixzz0dEaWioaa
TV,
HDMI
Laptop
Proposal for final
research paper:
Students will begin
writing a 500word
proposal for their
final research
paper.
(S) Write a
research
paper
proposal with
proper
citation
Pair discussion:
Students will pair off
and critique each
other‟s research
proposals.
(V) Exhibit
patience
when
performing a
research
paper.
PRE-FINAL EXAM
Reading
Materials
Oral
Recitation
Research
Proposal
Writing
WEEK
15
WEEK
16
Identify the
ethical
implications
of global
issues.
(K)
Differentiate
stability from
sustainability
(S)
Distinguish
similarities
between
stability and
sustainability.
(V) Enrich
existing
models of
global food
security
(K) Articulate
a personal
definition of
global
citizenship.
(S) Increase
effectiveness
of the models
of global food
security
(V) Show the
consistencies
and
inconsistence
s of the
model to the
purpose of
global food
security
Towards a
Reading materials Chapter 48 of textbook:
Sustainable “Sustainable Economic Systems” by Sebas
World:
-Sustainable
Developme
nt
Lecture/Discussion
Oral
presentatio
n by group.
TV,
HDMI
Quiz on the
reading
materials
Oral
Recitation
Laptop
Reading
Material
s
-Global
Food
Security
Reading materials Chapter 50 of textbook: “Global Food
Security: The Challenge of Feeding the World” by
Monika Barthwal-Datta McMichael, Philip. 2009. “A Food
Regime Analysis of the „World Food Crisis. Agriculture
and Human Values 26(4): 281-95. Film: “The Price of
Sugar” directed by Bill Haney
Lecture/discussion
Film Viewing
TV,
HDMI
Laptop
Reading
Material
s
Selfreflection
about the
obligations
of a global
citizen
Quiz on the
reading
materials
Oral
Recitation
WEEK
17
Identify the
ethical
implications
of global
issues.
(K)
Recognize
the ethical
obligations of
global
citizenship
Global
Citizenship
Reading Materials Carter, April. 2001. “Global Civil
Society: Acting as Global Citizens” in The Political
Theory of Global Citizenship. London: Routledge, pp.
147-176.
(S) Write a
reflection
paper on the
obligations of
a global
citizen.
(V)Practice
the ethical
obligations of
global
citizenship
WEEK
18
LO 10
(K) Critique
research
proposals of
classmates.
Research
Paper
Writing
Students will spend the final week completing their
research papers.
Personal concept
map of global
citizenship: Students
will engage in a free
association exercise
of ideas they
associate with “global
citizenship.” Based on
this, they will
synthesize a personal
definition of the
concept. Afterwards,
they will list the
obligations of a global
citizen.
Individual research
writing
TV,
HDMI
Laptop
(V) Exhibit
patience
when
performing a
research
paper.
FINAL EXAM
Written test
Students
will spend
the final
week
completing
their
research
papers.
Research
Paper
output
Reading
Material
s
Laptop
Reading
Material
s
(S) Compose
a Research
paper.
Group
Presentatio
n
Criteria for Individual/Group Reporting/ Oral Presentation
4
Body Language
Movement seemed fluid
and helped the audience
visualize.
Eye Contact
Holds attention to entire
audience with the use of
direct eye contact.
Introduction and Closure
Student delivers open
and closing remarks that
capture the attention of
the audience and set the
mood.
Pacing
Good use of drama and
student meets
apportioned time interval.
Poise
Student displays relaxed
self-confident nature
about self, with no
mistakes.
Voice
Use of fluid speech and
inflection maintains the
interest of the audience.
3
Made movement or
gestures that enhance
articulation.
Consistent use of direct
eye contact with
audience.
Student displays class
introductory or closing
remarks.
2
Very little movement or
descriptive gestures.
1
No movement or
descriptive gestures.
Displayed minimal eye
contact with audience.
No eye contact with
audience
Student clearly uses
either an introductory or
closing remarks, but not
both.
Student does not display
class introductory or
closing remarks.
Delivery is patterned, but
does not meet
apportioned time interval.
Makes minor mistakes,
but quickly recovers from
them, displays little or no
tension.
Satisfactory use of
infLection, but does not
consistently use fluid
speech.
Delivery is in bursts and
does not meet
apportioned time interval.
Displays mild tension, has
trouble recovering from
mistakes.
Delivery is either too
quick or too slow to meet
appointed time interval.
Tension and nervousness
is obvious; has trouble
recovering from mistakes
Displays some level of
inflection throughout
delivery.
Consistently uses a
monotone voice.
Points
30
VIDEO PRESENTATION RUBRICS
Beginning 1 – 12
Developing 13 - 24
Accomplished 25 - 37
Content &
Organization –
Not organized.
Difficult to follow. Poor quality shows
poor effort.
Usefulness
Project’s usefulness is in question. Does Project demonstrated development of
Project is focused and informative;
Project is focused and very informative; promotes the
not inform; does not stay focused on the computer technology; has problems staying promotes the use of computer technology use of computer technology to create the video and
topic.
focused on topic.
to create the video to deliver information. makes others want to use the same type of format in
delivering information to an audience.
Creativity &
Elements of
Design
Use of elements detracts from video. Too Minimal use of design elements. No
many or too gaudy graphics; transitions, transitions. Sound is lacking or inappropriate
too many clips, backgrounds and/or
or scratchy. Some pictures or video clips
sounds detract from content. Pictures or may be out of focus or “shaky”.
video clips may be out of focus or
“shaky”.
Good use of graphics and/or other design Excellent sense of design. Effective camera
elements. Some transitions are
techniques used for the video and pictures. Video
inappropriately placed. Sound quality is and pictures are I focus and of good quality. Smooth
OK. Video clips or pictures are clear and transitions are appropriate and aid in delivery of the
in focus.
presentation.
Mechanics
Includes five or mare grammatical errors, Includes 3 – 4 grammatical errors,
misspellings, punctuation errors; sources misspellings, punctuation errors; some
are not documented.
sources are documented but not correctly.
Includes 2 – 3 grammatical errors,
Grammar, spelling, punctuation, capitalization are
misspellings, punctuation errors; sources correct; sources are documented correctly and
are documented and correctly and
copyright law has been followed.
copyright law has been followed.
Oral Presentations Great difficulty communicating ideas.
Skills
Poor voice projection; no eye contact; no
introduction; mispronounced words;
stopped or had long pauses; confused.
Portions may be poorly documented and/or Fairly well documented and organized.
organized. Hard to follow the progressions of Format is easy to follow. Good
the story. Explanation shows some effort. explanation shows good effort.
Distinguished 38 - 50
Some difficulty communicating ideas. Poor
voice projections; some eye contact; no
introduction; mispronounced a few words;
long pauses; somewhat confused.
Program shows a continuous progression of ideas
and tells a complete, easily followed story. Well
documented and organized. Excellent, well thought
out explanation shows superior effort.
Fairly fluid delivery. Communicates ideas Well-rehearsed. Voice, eye contact and pacing hold
with proper voice projection; perhaps one interest and attentions of audience; introduced self
mispronounced work; made eye contact; and project. Responded easily to questions.
introduced self and project. Respond to
questions.
Rubrics for Student’s Reflections
Above Expectations
4
Meets Expectations
3
Approaching Expectations
2
Below Expectations
1
Reflective
Thinking
The reflection explains the student’s
own thinking and learning
processes, as well as implications
for future learning.
The reflection explains the
student’s thinking about his/her own
learning processes.
The reflection attempts to
demonstrate thinking about learning
but is vague and/or unclear about
the personal learning process.
The reflection does not address
the student’s thinking and/or
learning.
Analysis
The reflection is an in-depth
analysis of the learning experience,
the value of the derived learning to
self or others, and the enhancement
of the student’s appreciation for the
discipline.
The reflection is an analysis of the
learning experience and the value
of the derived learning to self or
others.
The reflection attempts to articulate
connections between this learning
experience and content from other
courses, past learning experiences,
or personal goals, but the connection
is vague and/or unclear.
The reflection does not articulate
any connection to other learning
or experiences.
Making
Connections
The reflection articulates multiple
connections between this learning
experience and content from other
courses, past learning, life
experiences and/or future goals.
The reflection articulates
connections between this learning
experience and content from other
courses, past learning experiences,
and/or future goals.
The reflection attempts to articulate
connections between this learning
experience and content from other
courses, past learning experiences,
or personal goals, but the connection
is vague and/or unclear.
The reflection does not articulate
any connection to other learning
or experiences.
Points
Rubrics for Student’s Reaction Paper
Meets Expectations
Approaching Expectations
Below Expectations
9-10 Points
8 points
0-7 points
Introduction
10 pts.
The introduction is clear and interesting with
excellent information and appeal.
The introduction provided some information and
was moderately interesting.
The introduction provided little or no
relevant information.
Conclusion
10 pts.
The conclusion relates back to the thesis and
leaves the reader with a final thought.
The conclusion does not contribute well to the
thesis or development of the essay.
The conclusion is underdeveloped and not
thought out well.
Evidence
10 pts.
The thesis is supported with relevant, accurate,
and substantial evidence. Three Scriptures were
used.
The thesis is supported with limited evidence.
There is minimal, irrelevant, or insufficient
evidence
Analysis 10 pts.
There is effective analysis of the evidence and it
addresses all aspects of the thesis.
Adequate analysis is present, but it is simplistic
or superficial.
There is little analysis; there is more
summary than analysis.
Organization 10 pts.
Essay has strong structure, logical flow, and a
clear progression of ideas.
Essay has weak structure, but an
understandable thought process
The essay was wandering, incoherent, or
unorganized with little agreement between
ideas.
Mechanics 10 pts.
There are little to no errors (spelling, punctuation,
etc.). Demonstrates a high degree of skill,
complexity, and style.
There are some errors, but it does not destruct
from the overall essay. The writing is
competent.
There are errors, or major errors that
distract the reader.
Points
Rubrics For Research Paper Writing
CRITERIA
Structure/ Introduction
-states thesis/main idea
-Introduces main points
Structure/Conclusion
-summarizes thesis/main
idea
-summarizes main points
Organization
-information accurately
recorded and organized in a
relevant way.
Content
-information is concrete and
clearly related to the topic
with relevant supporting
evidence.
Mechanics of Writing
-correct grammar and
spelling used
-use of correct reference
and citation method.
WEIGHTING
Application
Application
/5
/5
LEVEL (50-59)
LEVEL 2 (60-69)
-thesis stated but unclear
-main points unclear
LEVEL 3 (70-79)
-Thesis is stated but somewhat
unclear
-main points introduced with
moderate clarity
LEVEL 4 (80-100)
-thesis is precisely stated.
Main points clearly
introduced.
-abrupt ending
-limited summarization of
main points
-Thesis summarized but
unclear
Main points summarized but
unclear.
-thesis summarized but
somewhat unclear
-Main points mostly
summarized
-thesis clearly summarized
-main points clearly
summarized
-limited accuracy and
organization
-some accuracy and
organization
-considerable accuracy and
organization
-all or almost all the
information gathered is
accurately recorded and
organized in a relevant,
coherent, and meaningful
way.
-written paper contains a
limited amount of
information related to the
topic
-some material in the paper is
related to the topic with some
supporting evidence.
-considerable material in the
paper is related to the topic by
using relevant and adequate
supporting evidence.
-all or almost all material in
the paper is clearly related to
the topic by using relevant
and adequate supporting
evidence.
-grammar and spelling used
with limited accuracy and
effectiveness
-references/citation method
not followed or absent.
-grammar and spelling used
with some accuracy and
effectiveness.
-reference/citation method used
but with significant errors.
-grammar and spelling used
with considerable accuracy
and effectiveness
-minor errors in
reference/citation method.
-correct grammar and
spelling used with accuracy
and effectiveness
-precise use of
reference/citation method.
-simple opening statement
-limited identification of
main points
Thinking
/10
Knowledge
/ 10
Communication
/ 10
ORAL RECITATION RUBRICS
CATEGORY
CRITERIA
4
Explanation
Demonstrated
Knowledge
Requirements
3
POINTS
2
A complete response with a
detailed explanation
Good solid response with clear
explanation
Shows complete
understanding of the
questions, ideas and
processes.
Shows substantial understanding of Response shows some
the problem, ideas, and processes. understanding of the problem
Goes beyond the requirement Meets the requirements of the
of the problem
problem
Explanation is unclear.
Hardly meets the requirement of
the problem.
1
Misses key points
Response shows a complete lack of
understanding for the problem.
Does not meet the requirement of the
problem.
Total Score
COURSE EXPECTATIONS:
Students of this course are expected to:
1. Observe the rules and regulations of the institutions regarding the proper decorum, attendance and the general requirements for an ACT student as per stipulated in the STII
Students Handbook;
2. Equip oneself with relevant, updated and current news and information;
3. Conduct self-paced learning for the basic knowledge about the Contemporary World and concepts prior to attending this class;
4. Possess extensive knowledge on Word Processing and Spreadsheets as a means to process tasks and activities;
5. Participate actively in all of the discussions and exchange of ideas to earn points for this course using English language as a means of communication;
6. Assert one’s own point of view during the discussion or may initiate discussion/topics relevant to the course without prejudice, bigotry, biases and discrimination and consider
individual differences;
7. Monitor their E-Mail/SMS inboxes for announcements, assignments and comments. Hence, all students are required to register in group;
8.
9.
10.
11.
Observe proper citations when utilizing published or unpublished works to avoid violations of Intellectual Property Rights;
Share insights to improve Rubrics for each Requirement;
Submit required tasks in a neat and presentable manner; and,
Prepare, accomplish, submit, present and perform all assigned tasks and course works required in order to pass this subject. ** The Professor in-charged of this course is also
expected to exhibit the same above-mentioned expectations.
CLASSROOM POLICIES (Adopted)
1. Late submissions are not accepted. Unless there is a very valid excuse for such late submission. The following are considered valid: hospitalized (with medical certificate), death of
an immediate family member (God forbid), and flu (but not hospitalized; with an excuse letter from parents, guardian, or dorm manager).
2. Plagiarism is to be avoided at all costs. First offense, the student will receive a grade of 0 for the work/activity/seatwork/essay. Second offense, the student will receive a final grade
of 0.0 for the subject.
3. No one is allowed to use his or her phone for texting or calling, unless it is for emergency purposes.
4. For attendance, the policies of the school are applied.
5. “NO PERMIT, NO EXAM POLICY”.
FORMAT OF PAPERS (This is followed in any requirement that will be submitted in class)
1. PAPER: A4 bond paper
2. ORIENTATION: Portrait (It would only be in landscape if specified in the instructions.
3. MARGIN: 1” margin – top, bottom, left, right
4. FONT: Arial #11
5. SPACING: Double space, but no extra space between paragraphs
6. TOP OF THE FIRST PAGE: On the top of the first page should always be:
FAMILY NAME, FIRST NAME, DATE
SUBJECT AND SECTION
7. PAGE NUMBERS: Always have page numbers, unless the assigned paper has only one page.
8. CITATION: Use APA format for citations.
9. REFERENCE: The “Reference” will always be on a separate paper or papers.
10. SUBMISSION: Papers having 2-15 pages to be submitted should be fastened together; papers having more than 16 pages should be soft bounded.
TEXTBOOKS AND REFERENCES : Textbooks: Manfred Stegger, Paul Battersby; and Joseph M. Siracusa, eds.2014.The SAGE Handbook of Globalization.Two Vols. Thousand oaks: SAGE
Prince KennexReguyalAldama. The Contemporary World (Rex)
http://www.referenceforbusiness.com/encyclopedia/For-Gol/Globalization.html#ixzz0dEaWioaa
Prepared by:
Attested by:
Recommending Approval:
SHIEKHA MHARDIYA B. MULOC, LPT
NANCY CHIONG-MAGBANUA, MSIT
ARNOLD S. BUSTILLO
Instructor
Academic Dean
School Administrator
Approved by:
DR. EUFEMIO D. JAVIER,JR.
School President
COLLEGE OF COMPUTER STUDIES
GRADING SYSTEM:
GRADING SYSTEM:
The Institution observes five (5) grading periods in one (1) semester. Unit Examination, Preliminary Examination, Midterm Examination, Pre-Final Examination and Final
Examination. The Numeral System of Grading is used and is expressed as follows:
95-100
90-94
85-89
80-84
75-79
74 below
NG
DRP
Excellent
Highly Satisfactory
Satisfactory
Good
Fair
Failing
No Grade
Dropped
In computing the grades, the institution uses the based 50 and AVERAGE SYSTEM of grading. This means that the FINAL GRADE shall be based from UNIT EXAMINATION
TO FINAL EXAMINATION divided by five (5). Further, the final grades of each grading period are the following:
Major Exams (ME)
Average Quizzes (AQ)
Average Class Recitation (ACR)
Average Assignments (AAs)
Project (P)
TOTAL
50%
20%
15%
5%
10%
100%
In order to pass this course, a student must be able to obtain a rating of at least 2.0 derived from the following fulfilled requirements:
1. Attendance and Online/Remote Class Activity Participation
2. Major Examinations
3. Task Performance
4. Problem- Based Learning/Project- Based Tasks