Conclusion of the Summer Term, 2012-2013

I'm done grading your final papers. I'm leaving them with the Department Secretaries on Monday, May 28. You may claim them at the department. You may also message me at my personal email address if you have any question about the breakdown of your grades.

I congratulate the paper entitled, "Racial Politics during the American Colonial Period" authored by Gawidan, Medina, Panotes, Soliven, Toldanes, and Villaflores of Section C, for gaining the highest grade of 95. Great job, guys.

So I hope to see you on campus before I leave for Honolulu in July. Again, thanks for the very meaningful semester.

Presentation Grades, Summer Term 2012-2013

Amanquiton, Betita, Isais, Lerma, Marayag

CIA Intervention in the Philippines

Grade: 90

Comments:

Sequence of report could have been improved, as it suffered from switching back and forth from the 1970s to the 1950s and from Marcos to HUK and Magsaysay. The employment of sequence could have been crucial in exposing CIA interventions as very systematic and wasn't merely expedient (i.e., based on fleeting needs). The PPT was visually appealing with the use of CIA logo in the dark blue background but a bit text heavy.

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Albano, Castillo, De Los Santos, Reyes, Uy, Yllana

State Repression During the Marcos Dictatorship

Grade: 95

Comments: 

PPT was really text heavy and could have used some visual improvements. STILL, the presentation's very clear execution (i.e., flow and sequence), as well as the members' mastery of the subject matter made up for what the PPT lacked. What was really impressive was the level of sophistication in the group's intelligent utility of Hannah Arendt's treatise about totalitarianism in making sense of the necessity of torture during the Marcos dictatorship. One of the few papers I'm personally looking forward to reading.

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Ayran, Chua, Frany, Laurio, Magbitang, Salonga

Political Party System and Democracy in the Philippines after 1986

Grade: 93

Comments:

The depth of research can easily be seen in the PPT itself, with all the sources cited, tables, graphs, etc. Some improvements in the sequence could have been made though, in particular, a clear description of the rationale as to why 1986 was made to serve as the start of the presentation's time period (and not 1946 or 1907). There seemed to have been a dearth in the preparation of group members as only three of them did most of the reporting (with Jonah Frany being the most familiar with the subject matter).

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Gawidan, Medina, Panotes, Toldanes, Soliven, Villaflores

Racial Politics during the American Colonial Period

Grade: 97

Comments:

PPT was a great combination of photos and text, and the depth of the research can easily be observed. Areas for improvement include poor time management and lack of attempt to connect with the audience (as some members were fixed in reading their script, while others are impeded by inaudible reporting). In terms of the content, better organization of ideas could have been made in order to better depict the racial tensions among social groups in American colonial Philippines (i.e., Americans vs. Christian Filipinos, Americans vs. Moros, Americans vs. Filipinos migrants in the U.S.).

As discussants, the members posed great questions to the reporting group (e.g., Lord's question about why CIA supported Magsaysay and Garcia over Quirino and Recto). They also expressed sharp observations about the presentation (e.g., Mica's comment about the depiction of Marcos as passive receiver of CIA resources).

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Aseron, Cheng, Lee, Magalong, Nala, Sapilan

Cholera Epidemics in the Colonial Philippines

Grade: 90

Comments:

Introduction about pathogenesis of cholera and the treatment of the disease sounded anachronistic; it should have been contextualized in order to help the audience understand which anti-cholera technologies were available during the epidemics discussed in the presentation. The group seemed to have fallen into the trap of adopting the "Spain is superstitious vs. U.S. is modern" dichotomy; the lack of critical eye could have been addressed by doing more readings! 

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Barrios, Corpuz, Garcia, Lina, Manliclic, Teh

Crony Capitalism during the Marcos Dictatorship

Grade: 93

Comments:

The creative skit was a breath of fresh air and the group members were all game in playing each of their part. While the presentation was informative in explaining crony capitalism, the most important section (i.e., entitled "State Now"), which was the group's answer to the research question, was not given sufficient attention perhaps due to poor time management.

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Pavia, Drilon, Tan Jr., Locsin, Dionaldo

Sweet Negros, Brown Sugar: A Social History of the Sugar Industry in the Negros Island

Grade: 93

Comments:

PPT employed visually appealing texts and photos, although the photos were only made to serve as background and their contexts were not explained by the group. The group was successful in conveying the point of the presentation--the emergence of the sugar industry was good in general in the island--with great sequence and flow. But the thesis that the advantages of the sugar industry trumped the disadvantages (e.g., the exploitation of tenant farmers) sounded a bit contentious and was left unaddressed in the presentation (which the group said they would address in the paper).

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De Guzman, Esguerra, Rafael, Favie, Moniz, Barrameda

Nurse Emigration From the Philippines

Grade: 93

Comments:

The PPT was well-researched, but the presentation slightly suffered from poor time management. The deluge of information also made certain sections sound contrived (i.e., to use the idiom in research work, "losing sight of the forest in favor of the trees"). Also, the presentation seemed to argue that the upsurge of nurse migration in the 1990s was entirely caused by push factors--it is hoped that this can be expounded in the paper.

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Ariza, Bonife, Del Rosario, Ingan, Julian, Llaguno

American Education System as Subjugation and Empowerment of Filipinos

Grade: 93

Comments:

PPT was well-researched but poor time management beset the group's presentation. The presentation left a number of loose ends: "why end the time period in the late 1930s and not in 1946?" "How representative was Camilo Osias of the class of pensionados in the American colonial period?" and the like. Also, most of the argument sounded like they came from only one source (Coloma), and it is hoped that this is addressed in the paper.

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Capa, Carlos, Dones, Santos, Toledo

Marcos Regime's Odious Debts

Grade: 93

Comments:

Use of Prezi was a welcome departure from the use of MS PPT. Nevertheless, the presentation could have been improved by using some visual aids (i.e., photos or tables) in slides which are either too text-heavy or have used too little font size. The section entitled "Marcos 1972-1986" could have been made shorter as it came to a point when it became unnecessarily lengthy. Also the group could have improved its time management.

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Chris Co, Princess Co, Fria, Morales, Sanchez, Tuason

Manuel L. Quezon's Commonwealth Government as a Proto-Dictatorship Regime

Grade: 93

Comments:

The presentation's research problem is a very interesting research pursuit. It is understandable that the group had adopted McCoy's approach in assessing Quezon, but a more novel way of doing this is by researching more about commonwealth governments in other colonial polities, like British Australia and British Canada (which the group has acknowledged anyway). Miguel Morales's attempt to do stand-up is so corny that it's so funny. :-)

---

Garcia, Go, Neric, Reyes, Roxas, Tumbocon

Leprosy Control in the American Colonial Period

Grade: 98

Comments:

The PPT is well researched in its utility of photos and text, and the group employed good time management. The group members also displayed a mastery of the subject matter. The framework adopted from Warwick Anderson was sufficiently used in pursuing the group's argument. It is hoped that aside from the adopted materials from their readings, the group could come up with its own assertions regarding the politics and non-neutrality of medicine and public health in the colonial period.

Conclusion of the 2nd Semester, SY 2011-2012

Graded research papers will be available starting tomorrow at the Department of History, 2/F Leong Hall. I'll leave them with the department secretaries.

I also send my congratulations to the paper entitled, "Subic Bay Freeport: A Response to U.S. Naval Base Pullout" authored by Bassig, Chong, Chua, Legata, Vargas, and Villanueva of HI166-O, as the best research paper that gained the highest grade of 98.

Thanks for the semester and enjoy the break!

(Updated with grades) Schedule of Final Group Presentations, 6-8 March 2012

HI166 N (1200-130)

Tuesday, 6 March

• 1200-1220: Alvero, Manuzon, Mapanao, and Won. Moro Perception of Filipinos and Americans, 1902-1946

Grade: 95

Strength(s): PPT was very instructive, great combination of text and images drawn from primary sources. Group members were well prepared.

Opportunity(ies) for improvement: Some slides were not sufficiently explained. To an audience that is familiar with the topic, the presentation would sound like it was entirely drawn from Abinales's articles.

• 1225-1245: Natanauan, Pascual, Matalam, Chua, Villanueva, and Mallillin. Female Emigration Through the Years

Grade: 88

Strength: Group members were well prepared.

Opportunity(ies) for improvement: The use of generic images could be a potential distraction. The group devoted too much time to the discussion of gender roles and women's contribution to productive work, too little to its relation to female labor migration. Poor time management; most of the talking was made by one person.

• 1250-110: Ang, Guiang, Lim, Marquez, Peralta, and Salvador. Manila: The Epitome of America's Colonial Rule in the Philippines

Grade: 92

Strength(s): Group members were well prepared; research seemed extensive.

Opportunity(ies) for improvement: Certain maps and images were glossed over when group members could have taken time to explain them better.

Thursday, 8 March

• 1200-1220: Abano, Cheng, Chun, De Leon, and Santos. Unmasking the American Colonial Education System

Grade: 92

Strength(s): PPT was really instructive, great use of text and images. Group members were well prepared. Research seemed extensive.

• 1225-1245: Batinga, Chua, Cruz, Mauricio, Tablac, and Tai. War, Cholera, and the Philippines

Grade: 83

Opportunity(ies) for improvement: While some members prepared well for their parts, there were those who seemed unprepared. Poor time management. Conclusion that equated American period as an era of scientifism and departure from Spanish period's superstition has to be improved.

• 1250-110: Bacayo, Flores, Santos, Solis, Wong, and Yu. Philippine Cults: A Study on the Emergence of Cults as Socialist Movements

Grade: 92

Strength(s): Group members were well prepared.

Opportunity(ies) for improvement: PPT was a bit text heavy and could have used more images and photos from primary sources. The report's coverage of only three religio-politico organizations may be too limited to craft general comments about proto-socialism and proto-nationalism (i.e., one group's non-utopian advocacy could be used as an argument against proto-socialism).

HI166 O (130-300)

Tuesday, 6 March

• 130-150: Fulgencio, Mangaser, Medina, Orial, Rivero, and San Luis. Survival of the Fittest: Political Dynasties and the 1987 Philippine Constitution

Grade: 86

Strength(s): Group members were well prepared.

Opportunity(ies) for improvement: PPT was text heavy, could have used pertinent images and photos of figures of interest. Some discussions needed more in depth analysis.

• 155-215: Choaty, Chua, Gerundo, Lim, and Torres. Philippine-Japanese Relations after the Second World War

Grade: 80

Opportunity(ies) for improvement: Good introduction was dampened by dull reporting from a few group members. Most of the talking was made by one person. The discussions need more in depth analysis; more materials are needed to expound section on post-war history.

• 220-240: Barcelo, Gonzales, Martinez, Mina, Remoquillo, and Tiquia. The Armed Forces of the Philippines and Human Rights Violations During the Martial Law Years

Grade: 86

Strength(s): Group members prepared well. Discussion benefitted from sociological theories such as C. Wright Mill's "Power Elite," patron-client relationships, etc.

Opportunity(ies) for improvement: Slides were text-heavy, and images were generic. Flow of report and the order of slides could be improved. Presentation got a bit lost in the Martial Law part.

Thursday, 8 March

• 130-150: Alfonso, Cayaba, Oyson, Pajayon, and Zamudio. El Shaddai: Its Emergence and Pesistence in the Present-day Philippines

Grade: 93

Strength(s): The group members were well prepared. Research seemed extensive.

Opportunity(ies) for improvement: The PPT was a bit text heavy. Although the video clip was a welcome inclusion, the PPT could still stand without it.

• 155-215: Bassig, Chong, Chua, Legata, Vargas, and Villanueva. Subic Bay Freeport: A Response to US Naval Base Pullout

Grade: 90

Strength(s): Group members were well prepared.

Opportunity(ies) for improvement: Half-way in the presentation, the question that pops up is "why did the establishment of a freeport promote economic growth in Subic Bay whereas it didn't in other provinces?" This question is persistent until the end of the report. In fairness to the group, the presentation hinted potential answers, but in the end it still pointed to the "political will" of the Gordon clan, which made it sound like a copped-out answer than a result of a deeper scholarly inquiry.

• 220-240: Canoy, De Quinto, Exconde, Francisco, Marcelo, Uy, and Wijangco. Behind the Scenes: An Exposition of US Covert Operations in the Philippines

Grade: 87

Strength(s): Group members were well prepared.

Opportunity(ies) for improvement: PPT was unreadable, could have been improved with the use of images and photos.

HI166 P (430-600)

Tuesday, 6 March

• 430-450: Chiong, Dioneda, Ingua, Lo, So, and Solas. "Formerly Known As . . .": Memory, Street Names, and Everyday Practice

Grade: 96

Strength(s): Although the report is heavily quantitative, its main strength is its novelty, and its scholarly utilization of primary sources. It is a potential academic conference presentation.

Opportunity(ies) for Improvement: Certain tropes used in a number of slides could have been explained better, or the use of simpler terms could have been more appropriate. "Discourse" was a big catchword to refer to a lot of motivations for changing street names. (i.e., instead of discourse, why not just retain "Filipinization" to refer to the motivation to name a street after a Filipino politician)

• 455-515: Barzaga, Palma, Perez, Villanueva, and Zabala. Why did Cory Aquino's government fail to discipline the military and implement agrarian reform?

Grade: 96

Strength(s): PPT is a great combination of texts and images; members were well prepared.

• 520-540: Jordan, Kho, Lacson, Ocampo, Park, and Tioco. Why was Baguio chosen to be developed as an American recreational hot spot in the Philippines during the American colonial period?

Grade: 96

Strength(s): PPT is a great combination of texts and images from primary sources. The use of citations, though not needed for a presentation, is still a welcome inclusion. Group members were well prepared.

Thursday, 8 March

• 430-450: Aycardo, Lim, Dumaliang, Ong, and Santos. How strategic was Corregidor in the history of warfare in the Philippines?

Grade: 96

Subject(s): PPT was very instructive; great combination of texts and images; maps and diagrams were very appropriate. Group members were well prepared, and research seems very extensive.

Opportunity(ies) for improvement: Poor time management at the latter part of the report.

• 455-515: Castaneda, Dizon, Francisco, Lim, and Rakim. Unresolved Conflict: The Persistence of the Communist Revolution

Grade: 93

Strength: Group members were well prepared. The presentation's flow seems coherent.

Opportunity(ies) for improvement: The presentation sounded like it was entirely drawn from Caoutte. There were moments in the presentation that members were no longer connecting with the audience, as they were already reading verbatim from their script. (This could have been addressed by leaving enough space for adlib). Also, certain slides were very text heavy and could have used images or photos of personalities from the CPP. Lastly, certain informations in slides were glossed over.

• 520-540: Ang, Canlas, Naval, Quiogue, Senoren, and Yap. Filipino Migration in Hawaii

Grade: 96

Strength(s): Group members were well prepared. Research seems very extensive.

Opportunity(ies) for improvement: The use of generic images could be potential distraction. Images drawn from primary sources are enough to balance texts.

Optional Forum for Bonus Points

"The Impeachment Explained"

With Manuel L. Quezon III

March 7, 2012; 4:30-6:00PM

Leong Hall Auditorium

(Updated) Optional Short Reaction Paper: ACAS Conference, "Comparative Studies on Asia"

(Here are the guide questions for the optional short reaction paper; followed by the program of the Friday conference. -Aaron M.)

1. It is recommended that students attend a whole panel (consult the program for the best time slot to one's schedule). Although you could focus on one or two paper presentation, it is best to attend the whole panel for the inputs of the co-presenters and the open forum.

2. Summarize the paper(s) in the panel. What are the key ideas and the arguments that the paper(s) propose? Pay special attention to the elements of historical inquiry (i.e., time period, perspective, etc.).

3. Discuss the issue(s) that you found particularly interesting. You may relate them to your prior knowledge of Philippine history. You may also draw on the knowledge you gained from your other social science courses.

Remember that your reaction paper will be graded by how well you come up with a critique (i.e., your "reaction"). A judicious and thoughtfully written paper will be given a high grade, in contrast to one that is made up of shallow critique and motherhood statements.

The OPTIONAL reaction paper is comprised of about 1,000-2,500 words, has to comply with the conventions of essay writing--meaning, it must be assigned a title, bibliography should be provided, and it should follow the style guide agreed in class. Do not forget to write your name, section, and class hour.

Use a letter sized paper (8.5" X 11"), Times New Roman, 12 font size, double spacing, 1" margins at all sides. Provide a word count at the end of the main text.

Deadline of submission is November 29 (Tuesday) at class. Students can also submit their papers at the History Department on or before 5PM.

Comparative Studies on Asia
PROGRAM
November 25, 2011
Ricardo and Dr. Rosita Leong Hall Auditorium

9:00 - 9:30: Registration

Master of Ceremonies and Moderator: Victorina Zosa, Ph.D. (Lyceum of the
Philippines)

9:30 - 9:35: Opening remarks

9:35 - 11:20: Population, Urban Transportation, Justice

• Francis A. Gealogo, Ph.D. (Ateneo de Manila) Twin Sisters No More: The Demographic Transition Theory and the Population History of Thailand and the Philippines
• Michael D. Pante (Ateneo de Manila): Urban Transport in Early Twentieth-Century Manila and Singapore
• Meynardo P. Mendoza, Ph.D. (Ateneo de Manila): Between Remembering and Forgetting: Justice and Historical Closure in Cambodia and the Philippines

11:20 - 11:30: Morning snacks (Leong Hall roof deck)

Master of Ceremonies and Moderator: Rito Baring, Ph.D. (De La Salle University)

11:30 - 1:20: The English Language, Comfort Women, News Reporting

• Maria Teresa Tinio, Ph.D. (Far Eastern University): Exceptionalism and Its Foil: American Colonial Discourse on the English Language in the Philippines
• Ma. Lourdes Veneracion-Rallonza, Ph.D. (Ateneo de Manila): Unearthing the Narratives of "Comfort Women": The Political Project of Asian Transnational Feminist Networks
• Violet Valdez, Ph.D. (Ateneo de Manila): Reporting about Asia by Asians in the Last Ten Years

1:20 - 2:30: LUNCH (Leong Hall roof deck)

Master of Ceremonies and Moderator: Manilee Lorraine Pañares (Xavier University)


2:30 - 4:20: Panel organized by ISEAS (Busan University of Foreign Studies): Outer Civilization and Intra-Culture of Southeast Asia

• In Gyu KIM, Ph.D., A Study on the Chinese Ceramics excavated in the Philippines
• Dong Yeob Kim, Ph. D. The Impact of the Dutch East India Company (VOC) on the Trajectory of Southeast Asian Commerce
• Heeryang, Na, Ph.D. Islamic Influence of Malaysia: Preference Shift and Prospects

4:20 - 4:30: Break


4:30 - 5:30: Panel organized by Women and Gender Institute, Miriam College: Gender Issues in Migration

• Aurora Javate de Dios: Gendered Discourses on Feminized Migration: The Case of the Philippines and Indonesia
• Malou Alcid: A Comparative Analysis of Policies on International Marriages in Japan and South Korea

5:30: Closing remarks: Jang Sik Park, Ph.D., Director, Institute of Southeast Asian Studies, Busan University of Foreign Studies

6:00: Dinner (Leong Hall roof deck)

For questions, please email lyjose@ateneo.edu or acas@admu.edu.ph. You may also call local 5285/5286 or direct 926-4202.

UHRC Presentation Grades

First Quarter Storm
Marcelo, Tan, Undayag, Payba, Esporlas
(Section G)
B+
88

Spratly Islands Dispute
Liao, Noda, Zabalero, Mañibo, Cando (Section Y)
A
95

Photography in the Philippines during the American Colonial Period
Garcia, Opulencia, Godoy, Villaflor, Bautista, Manalaysay, Aranilla (Section I)
B+
88

Military During the Marcos Regime
Repollo, Zabala, Sy, Tiglao, Mariñas (Section Y)
B+
90

Agrarian Reform and Cory Aquino Administration
Romero, Vanta, Villa, Hilario, Araya, Bitoy (Section G)
B+
88

Ninoy Aquino: A Traditional Politician
Enaje, Potenciano, Santiago, Olanday (Section Y)
B+
90

Education during the American Period: A Subtle form of Colonial Subjugation
Rañola, Santos, Aguinaldo, Lee, Perez, Yeung (Section V)
A
95

“Chinese Insurgency”
Tiu, Navarro, Uy, Chu, Achacoso, Yang (Section Y)
A
98

IMF in the Philippines
Altavas, Sabado, Aguirre, Pareja, Puno, Gavina (Section I)
A
93

Actualization of Filipino Selfhood in “Ganito Kami Noon”
Almazan, Torres, Judalena, Banaga, Suminguit (Section Y)
B
85

VFA: Vying for Filipino Advantage?
Coloma, Cheung, Aunor, Nitura, Saw, Supetran (Section V)
A
93

The Collapse of the Walls: Student Activism during Marcos
Yap, Carlos, Soriano, Dato, Paras (Section I)
A
93

Green Revolution
Gepuela, See, Manly, Yulo, Liboro, Lozano (Section G)
A
93

Huk Rebellion in the Philippines
Afable, Benedicto, Chan, Gomez, Devela, Ty (Section I)
B+
88

Bomba Films and the Decline of Philippine Cinema
Angangco, Dacay, Dela Cruz, Mercado, Tibayan (Section V)
B
85

Dictatorship of Quezon
Casauay, Polestico, Pineda, Ramos, Calejesan, Antonio (Section G)
B+
88

Protest Theater during the Martial Law
Devera, Mendoza, Miranda, Buenafe, Sibucao, Arreza (Section I)
A
95

Commoditizing Phil Nationalism in the early 1930s
Alamodin, Lim, Laxa, Alelis, Reyes (Section Y)
C+
80

Imelda Marcos: First Lady First and Foremost
Revillas, Carasig, Rances, Jao, Punsalan, Biruar (Section V)
B+
90

Crony Capitalism: How Marcos took it to the Extreme
Dela Cruz, Cruz, Seng, Gandionco, Ong (Section G)
A
98

Representations of Bayani in EDSA 2
Samaniego, Reyes, Sundiang, Laurente, Geronimo (Section I)
B+
90

Real life in Reel Life: Emergence of Art Films, Manila sa Kuko ng Liwanag
Bayle, Calubaquib, Cusipag, Villariba, Ortega (Section V)
C+
80

Race Issues in the Phil-American War
Tionloc, Baldo, Ang, Carlos, Tan, Manalili (Section V)
A
93

Why is the Philippines in the losing end of the Military Bases Agreement made with the US?
Casibo, Chuang, Escobar, Labilles, Mendoza, Murga (Section G)
B+
88