UNIVERSITAS | December 2019 – ["Waste Time" with the young.] by University of Asia and the Pacific

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MESSAGE FROM THE EDITOR

The concept of “wasting time” with the young is not new. In 2015, the Bishop of Rome explicitly recommended it to parents. Though the pontiff’s tweet had been misunderstood by some, a few revealed on the same thread that they have already been doing what the Pope suggested, and they are having fun doing it. The misinterpretation might have originated from the uncustomary use of wasting time to mean something positive. We normally think of the phrase as the unproductive use of time, or spending time in activities that externally appear to have no tangible results. The use of quotation marks, however, indicates that the phrase deviates from standard usage. In this case, it means spending time with another person on activities that on the outside may seem to be trivial—like buying stickers— but that nurture the relationship between persons involved. Twitter user Brian Keith O’Hara had an example to give when he responded to the Pope’s comment, saying that “even goofing off shows that you love your kids, any kid.” Today is as good a time as any to start “wasting time” with young people. The Year of the Youth may have ended, but their concerns have not. The Church-led celebration encouraged openness, cooperation, and dialogue among young people and adults. But what do we do next? Well, we walk with them. Ours is the task to listen and be with them. May the Child in the manger inspire us to form one concrete resolution to do for and with the young people we know. Merry Christmas, everyone!

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TABLE OF CONTENTS

UNIVERSITAS | DEC 2019 “WASTE TIME” WITH THE YOUNG

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Message from the Editor

The Elders Have Replied

Staff: Never Too Late

Freshstart

Alumni Update: Jaimie Ann A. Pangan

The ORA Experience

Turnaround

Find Your Tribe!

Ordinary

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Facts you (probably) did not know about Christmas cards

18 25

“Waste time” with the young (And other tips that just might work) Alumni Update: Samuel F. Macagba II Teaching Johnny to be Good The Youth Have Spoken

Alumni Update: Chester C. Coronel

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The UA&P Professional Schools

Call for Volunteers

Book Review: David Hontiveros’ SEROKS Iteration 1: Mirror Man

All Souls’ Day Traditions Across the Asia Pacific

Awards

Gifts that Give

Health Advisory: Dengue

Rewind: Ears for peers

Go-Bag

Why teach? We asked the young.

Health Advisory: Polio

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S TA F F

NEVER TOO LATE Janice April A. Mercurio

When I was younger, my dream invariably was to earn a master’s degree right after college, but because of financial difficulties it was perfectly okay for me to set that dream aside. In 2009, I joined UA&P as one of the full-time administrative staff. My employment gave me the privilege to attend workshops, seminars, and doctrine and Philosophy classes offered by the University, and, later on, conferences both in and off campus. These opportunities brought me joy because in my heart the desire to learn new things was very much alive. In 2016, during the Christmas season, I felt a craving for change. I was about to celebrate my 8th year in the University; I was not getting any younger, and I was starting to feel stuck. All my contemporaries were getting married, celebrating kids’ birthdays, holding anniversaries, attending grade-school graduations, and enjoying family trips. Everyone I knew from my childhood had changed in one way or another: in career, status, or location. I knew then that something in me had to change. I asked myself, “What change can I gift to myself?” My dream of earning a master’s degree resurfaced! I tried to suppress the idea of going back to school but that only made the urge to study so strong that it seemed to have taken a life of its own. I prayed zealously and called on every saint that I knew. I sat down and planned the next two years of my life. I discussed my intentions with my mom, family, friends, and colleagues. Amidst the chaos in my mind, there was one thing I was sure of: I had to reinvent myself. At the start of 2017, armed with prayers, I prepared all the necessary requirements, rearranged my life, and learned how to prioritize. I kept my focus. I searched and applied to different programs in different schools. I told the Lord that if He really wanted me to study, I would find an accommodation near my workplace and receive all the help that I may need. Lo and behold! I was offered a slot in a residential building, only 10 minutes away from UA&P. The Lord also sent me angels in the form of friends, who later became more like sisters than mere colleagues.

I chose to attend evening classes in UA&P. I passed the admission test for the Master of Science in Management program of the School of Management and availed myself of the 100% scholarship benefit for UA&P employees. I held on to my dream. My goal was to recite the UA&P Alumni Oath after two years. The Lord has been very gracious since I started on this journey. Often, I had to remind myself that I had to study smart, pass all my subjects, and always give my best effort. I had to become my own number one fan. I pushed myself to work harder, to work better, to work smarter. Two quotes from St. Josemaria Escriva guided me through this journey, “An hour of study [...] is an hour of prayer” and “Dream and your dreams will fall short.” And so, for two years, five days a week, I allotted an hour or two for study. To keep me sane and recharged, I made sure to rest when I had had too much brainwork, ate nutritious food, and regularly went home to my family during weekends. My spare time I dedicated to what brings me joy—spending time with my niece and nephew, playing with my pets, dining out with family or friends, and watching Korean dramas. I chose my battles carefully. I reminded myself that I was too busy to worry about what other people thought. After all, my responsibilities at work and as a student demanded much from me. Instead, I kept myself occupied. I surrounded myself with good, happy people who lift up the spirits of others. The past two years was a humbling experience. I discovered my weaknesses but at the same time felt the support and the goodness of people around me. Last August 3, I was one of the many who turned the tassels and recited the UA&P Alumni Oath. And so now I say: Dream big and dream high, for it is never too late! Know in your heart that when you decide to pursue your dream, through Him, help arrives and grace abounds. Janice is the Program Officer of the Humanities program of the College of Arts and Sciences. She attended the Master of Science in Management program in UA&P and graduated with honours (Cum laude) in August 2019.

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Following are excerpts from the valedictory speech and salutatory address delivered by Ellora Bianca N. Lee and Renee Joy P. Beljera, respectively, on August 3, 2019 during the 24th Graduation Rites of UA&P held at the Philippine International Convention Center. The ceremony added 514 graduates to the roster of UA&P alumni.

TURNAROUND

ELLORA BIANCA N. LEE

Bachelor of Science in Entrepreneurial Management After 13 years in Beijing, China, my parents made the decision to move back to the Philippines where my siblings and I would finish our formal years of education. It was devastating for me. I was to leave the only home I had ever known; not only that, but my inability to speak fluent Filipino, coupled with my noticeable accent, also added to my ever-growing dread. It is during times like this that we feel as if a bomb has dropped, and we have no idea how we are going to get through the debris, fire, and chaos raging inside ourselves. It is during times like this that we cannot help but cling to what is familiar, to what is comforting. It is during times like this that we seek the fortitude to accept whatever change comes our way. Little did I know that this was to be the first of many turnarounds. If it were not for the move, I would never have grown in love with the Philippines, my one true home. I never would have experienced the Philippine educational system in its entirety and made life-long friends who have played a pivotal role in my assimilation into Filipino culture: from teaching me that “ng” is different from “nang” and that Kathryn Bernardo and Nadine Lustre are not the same person, to disclosing indigenous superstitions, such as not sleeping with your feet facing an open door, and teaching me how to ride the MRT. Most important, I would never have discovered—and I quote the wonderful Dr. Al Hiquiana—“the greatest university along Pearl.” Yes, change is terrifying; we know all too well that graduating from college does not always guarantee full-on readiness for the next chapter in our stories. But we are not alone. We have been nurtured and cared for by a great university. We are blessed with the love, care, and support of family, friends,

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colleagues, and mentors, and all who have had a hand in writing our own stories. Change is certain, and though we may try to fight against it, what we ought to do is embrace it and hope for the best, a turnaround. Before enrolling in the greatest university along Pearl, my heart was elsewhere, and I was more than ready to commit. UA&P was not my first choice among the universities I had applied for and was offered admission into, but I only realized during my third year at the University that it was definitely the right choice…. I vividly remember the first time I had set foot on campus: I had to undergo a panel interview, a requirement all applicants interested in Entrepreneurial Management have to go through. Although I was already planning on confirming my admission into another university the week after, I couldn’t help but feel odd after the interview. Perhaps it was because of how eloquently my panelists described life as a UA&P EM student, or the ambience and aura of the campus—from its architecture to the way people dressed, UA&P exuded nothing but professionalism, excellence, and class. I was captivated by the University’s beauty and splendor, and this enabled me to overcome my initial hesitation in choosing UA&P over all other universities. To see the beauty, the good, in whatever situation we find ourselves in: this is the first step we must take to grow in courage so that any change that comes our way will not rattle us. To read the full text, go to https://universitas.uap.asia/ articles/turnaround/.

ORDINARY

RENEE JOY P. BELLERA

Master of Arts in Communication Major in Integrated Marketing Communications All of us in this graduating batch have our own stories to tell. Standing here before you, I would like to take the opportunity to tell my own too. When I received my scholarship letter from the University back in 2014, my mom cried because she was so happy. I cried too, not because I was happy, but because I didn’t want to be in UA&P. Most of the people I knew back home in the province said that UA&P was a small university. They said that it was not part of the “Big Four” and that it was ordinary like the others. They said it was a school for rich kids. That’s how my story began. I don’t know how yours started. Perhaps your heart was in a different place too, and this was the last university you wanted to be in. Or rather, perhaps this was the university of your dreams. But no matter how your journey started and no matter how long it took, I know you stayed in UA&P because you have chosen to. You have chosen to stay in a university they call small. You have memorized its hallways and found comfort in its corners. You have discovered warmth in the familiar faces you see around—the hardworking ates and kuyas who ensure that the school is already up and running every day before you arrive; the friends you’ll keep for life; the passionate professors who mold not only minds, but also hearts. You have chosen to stay in this small university because in it, you found a big heart. You have chosen to stay even though they say UA&P is not part of the “Big Four,” even though they say it’s ordinary. You have chosen to stay because here, you learned the value of doing ordinary things extraordinarily well—offering up that three-hour exam, staying up late for that pitch, spending hours in the library to finish that paper. After class, you used to rush because you had to attend varsity practice, or because you had to host an org event, or simply because you wanted to get home in time for dinner with your family. You have chosen to stay because in UA&P, there is always space for the ordinary, but there is no room for mediocrity. You have chosen to stay even though they say it’s a school only for the rich kids. I know you won’t argue with me. People in the University truly are rich indeed—rich in humanity. Here, you have learned not only how to be the best marketer, economist, engineer, educator, or lawyer. You have also learned how to be the best human being that you can be. You have chosen to stay because you have come to believe that UA&P is not like the others. Rather, UA&P is for the others, and living life that way is what makes you rich. To read the full text, go to https://universitas.uap.asia/articles/salutatory-address/.

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“ WASTE TIME” WITH THE YOUNG (AND OTHER TIPS THAT JUST MIGHT WORK)

He has interacted with tens of thousands of young people since he was in his teens. And this 71-year-old educator has no plans of stopping. Dr. Antonio Jose N. Torralba started organizing conferences for and with young people when he was in high school, as president of the Student Catholic Action of the Archdiocese of Manila. At 18, he started teaching in Infanta, Quezon, where he met Vicky, his wife of 49 years (neither was from the province). He joined the Center for Research and Communication (CRC), the forerunner of UA&P, in 1972, and since then has become involved in the establishment of academic institutions and the development of programs that put education and the youth to the fore. As holder of the Mariano and Estelita De Jesus Que Professorial Chair on Family and Youth Education, the retired UA&P Associate Professor continues to facilitate youth conferences and assemblies, with the help of students from UA&P and public schools and universities, and nongovernmental organizations, such as Synergeia Foundation, Inc. and Campaign for Character Education Tenacity (CACHET). The seminars and other interventions focus on youth development and character education topics such as home and family life, studies and career, friendship and social responsibility, courtship and marriage, teenage lifestyle, human sexuality, and moral virtues. Because he has been meeting young people from ages 12 to 19 for half a century now, we asked Doc T, as he is fondly called by students, his impressions on the youth of today and what others can do to help the young, who have been described as “in the midst of a mental health crisis.”

Universitas: You’ve been dealing with the youth for so many years now. How would you describe the young people today?

Doc T: There really is no difference between them and the young people in my time except perhaps for a change in behavior that is brought about by gadgets and social media. For example, because of electronic devices, there is anonymity; there is no face-to-face contact. Young people can easily bash another person without anyone knowing their true identity. If gadgets had not been discovered, everything that the kids are doing now would have been similar to what we were doing before. They were being done even during the time of Socrates and Plato. In my presentations, I ask “Who said this: ‘The young of today are (describing the “hopelessly crazy” young of today)’?” Several answers are given, all from the “here and now” world. But the answers are Socrates, and Plato, and other ancient and classical authors. The lesson: Times change, but human nature does not. The same with kids. Kids can still talk a lot, and listen a lot, and think a lot, and will a lot, and be noble a lot.

Universitas: What seems to be their most pressing concerns?

Doc T: Family life, for one. There’s the increasing trend of living in and the frequent quarreling of parents leading to virtual separation, painfully protracted annulment, or virtual divorce. Then there is lack or total absence of communication between parents and children. I, for one, would never use the term “broken home,” thanks to a young person who studied here in UA&P, Jessica Gallegos. She said there is no such thing as a broken home. She heard the term “broken home” only when she became a facilitator of I AM S.T.R.O.N.G1. To her, “home” is where the heart is, where there is love, regardless of the absence of father or mother or even both. The challenges of “brokenness” can be overcome by household members who know how to really care for one another, down to the details of care and affection.

A second major concern is the young living in a sexualized world. Pre-marital sex, sexual intimacies, on-line dating, casual sex, LGBT and all the other 300 genders, pornography in sight and sound, and live-in arrangements are becoming a trend and lifestyle. I AM S.T.R.O.N.G. - I KEEP LOVE REAL is a UA&P program established in 1998 intended to help young people make responsible day-to-day decisions in key aspects of their life.

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Of course, there is what to me is the exaggerated attention and focus on mental health and depression, which seems to make many young people put themselves in the mold described by “experts”: depressed, anxious, addicted to many things, irresponsible. One no-longer-deemed-shocking result is selfharm (slashing, one of its common forms), certainly not to commit suicide in many instances, but to externalize emotional pain. Over the decades, there seems to be stronger stress on the young being too weak to say “no” to sex outside of marriage, to abstain and be faithful, to manage the challenges of life… instead of helping them to be resilient, strong, empowered, without preaching but with the naturalness of friendship and personal concern.

Universitas: How about their aspirations? Their goals?

Doc T: I have always wished I had dealt more with students who were challenged in many ways, but right now I deal more with people who are more responsible, the student leaders. These are people belonging to the higher section. But, as in our time, many of these people are not sure of their aspirations. We were not sure of our aspirations when we were young. And I don’t think that has changed. As in the past, individual differences are mainly due to individual temperaments, personalities, and strength of character, rather than generational traits. Aspirations also vary from person to person, I guess, because of the positive (or negative) influence of parents, friends, and teachers. Generations X, Y, Z seem to play a less forceful role.

Universitas: So if you were asked by a parent for a piece of advice about how to deal with the young today, what would you tell them?

Doc T: Talk with them. Waste time with them. Give your whole heart in your conversations with your children. Heart is a natural gift of parents, but many seem to be wasting this gift. Spend time with them, even just listening,

with silence of lips and minds. I think kids open up to me not because of my authority or what I seem to know, but because of my disposition to waste time in their company. From ‘la lang moments of conversation with kids come many revelations that they would not even open up to friends about. Never ask rhetorical questions; ask real questions. Never compare, not even yourself with them. Tell the young not to compare themselves with anybody, but to be happy with who they are: unique from everyone else. When you talk to them, talk to them in order to understand, not in order to rebut their thoughts. Many parents and many educators talk to kids na habang kinakausap sila, ‘yung isip nila nasa kung ano na ang isasagot nila. Siguro mas maganda na wala kang iniisip. Na ‘yung labi mo ay silent at ‘yung mind mo, silent din. Na wala kang binubuong judgment at all.

Universitas: What can you advise the educators? Doc T: There are teachers who give their heart to their students, and they’re the ones remembered by the students. Good teachers are admired, but teachers with a heart are loved. So, put your heart into the things that you do. Our University prides itself in having a strong corporate culture, expressed succinctly in its Credo. I am not sure though how we have helped our students imbibe our so-called corporate culture and Christian identity. This may sound corny, but there are teachers who transmit our culture by how they are and by what they do. Some others talk of elements of culture in an abstract “too Catholic” way, with little compassion or capacity to go into the minds and hearts of the students and bring them to the level that God has gifted them with.

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Universitas: What’s the most interesting part in dealing with young people?

Doc T: The personal dealings. I prefer that somebody else gives the talk in seminars, and I be the one to entertain the students so that they feel comfortable with the speakers. And the games! Especially for public school kids, the time for games is the time that could make them smile and laugh – things which perhaps some of them do not get to do at home because of the seriousness and eerily quiet solemnity of the atmosphere there. But really, more than any other means, it is personal conversations that matter most, either me with two, three, or one person, whether boy or girl.

Universitas: Even the female students approach you and open up to you?

Doc T: Yes, very much so. One of the people I have great respect for said that no matter what anybody says to me, I should not stop the person from talking. I should listen…then talk. Listen…then talk. It helps make the other open up in complete freedom, with naturalness and spontaneity.

Universitas: Sometimes, you just listen.

Doc T: Yes, just listen. And respond. No matter how sensitive the thing might be. I love to do research, but prefacing the survey instrument administration with games, and a short spiel on personal excellence “on the ground… down to earth.” Invariably, everyone answers the instrument quite seriously and candidly, even personal and delicate questions. Then, I strike friendly conversations with groups or all the respondents. And many eventually become my phone friends.

Universitas: They like answering surveys?

Doc T: They like that. They like answering questions in survey instruments because they like to express their thoughts. Incidentally, one of the differences between the youth today and those in the past is that the young today seem to be more open because they’re also open in social media. May nagtatanong na “Sir, ilalagay ko ba dito na nagda-drugs ako?” I would say, “Yeah, okay. Bahala ka. Pero ako lang ang makakabasa n’yan.” Many intimate questions follow. One thing here in the University that perhaps has to be addressed is that napakalakas ng affinity ng mga bata with the peer mentors but not so much with the adult mentors. The parents observe that. During parents’ colloquiums, parents invariably point out that their children appreciate peer mentoring more than teacher mentoring. And students like peer mentors because, of course, the peer mentors can relate better with them. And the peer mentors do not judge them. They don’t feel obliged at all to give comments or judgments on things, although one could say “Pare, ang sama mo naman” na padaplis, pabiro.

Universitas: What can you advise the readers regarding the youth’s concerns?

Doc T: Well, most of the students of UA&P belong to the upper class. Ang laki ng magagawa nila to help one another, especially those who are mentioned in

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our Credo, those “who are in most need in society.” The public school children, for example. But friendship with people whom they can help is the most important. I never did appreciate the terms extension, social outreach, social responsibility, and volunteerism that would appear in accreditation papers. They seemed to me rather condescending. Working with the young, or with anyone else, is a work of friendship. Mentors are friends more than they are mentors. Dealing with young people in seminars or even congresses is a work of friendship for me, not work, not duty, not extension. That’s perhaps why I have never felt that I was working in all my professional years. I have always loved what I was doing because it was a “leisure” (not work) of love, pardon the play of words. Help even those who are here in UA&P. Rest assured that many do need help via genuinely listening ears for challenges, pains, problems regarding family, friends, relationships, self-concept, academics. You will perhaps meet them in the elevator, or the cafeteria, or on your way out of Stella Orientis. Ask them, “Where did you finish high school?” And this innocent question could lead to hours and days and years of friendship. It has always worked for me. And why high school? It seems to me the gateway of a journey of life, love, and everything in between.

Universitas: What do you want to accomplish after all is said and done?

Doc T: Well, to continue doing what I’m so happy doing, and strive (against all odds of human pride) to live true humility, realizing that my influence on the young is not due to me but to how THEY see and hear me. It is not a matter of me talking or doing things. It is how they see me doing or hear me saying things. This distinction, I feel, is needed for me to live humility. There is this girl named Ishi. She can talk about pre-marital sex or pornography. She can talk about human sexuality—the morals of it—and many other moral issues without mentioning the Bible, without mentioning any of the papal documents, etc. “Sa’n mo nakukuha ‘yan?” I asked. Hindi sa school, I ventured. And she added, not from her parents directly, since she had not heard her parents talk about them. Kasi nakikita n’ya. Nakikita n’ya ‘yung parents n’ya na isinasabuhay ‘yung mga nasasabi n’ya. One of the most pleasant experiences I had working with young people would be, as an illustration, hearing from someone who’s now the head of Nursing at the University of Michigan. He attended an I AM S.T.R.O.N.G. seminar in 1998. He recently wrote via email that many of his decisions in life have been based on that two-day seminar that he attended, not on what was said and what was done, but on what HE HEARD and HE SAW done. Then there was an eloquent girl from Muntinlupa Science High School. During a seminar, she would argue for pre-marital sex. She would defend gays being gays—not the respect for gays, but the gay lifestyle kung talagang ‘yun ang gusto. In I AM S.T.R.O.N.G., there is an activity, “Agree – Disagree,” and the kids are allowed to give their views, and these views are processed. At the end of that day, she wrote a blog that said “This day changed my life.” - LMDA

A L U MNI

SAMUEL F. MACAGBA III

Bachelor of Arts in Humanities with Professional Certificate in Development Education, 2009

Having caring teachers in my growing years who have nurtured me inspired me to do the same for other students who have similar or even challenging experiences at home. The school has been my haven and sanctuary. I cannot see my work life thrive in any other place. I am grateful that at a very young age I found my “why,” and it was very clear to me that I wish to make a difference in the school, one child at a time. There are many great memories I built in UA&P. One of the things that is vivid to me is my participation in the vibrant student activities. I remember running for the position of President for the Student Executive Board and going through a failure of election. Because of that experience, I realized that while I see myself as a leader, as an aspiring educator, the real and the most important challenge was to create engaged and participative leaders in each student. As such, I developed a burning desire to pursue a career in education, which empowers young people to be engaged leaders in the community. My UA&P education helped me acknowledge the social dimension of my work. UA&P’s curriculum has such a strong emphasis on citizenship that it became so embedded in my teaching philosophy: To empower individuals to develop love for country that can bring change to their community through education. It has been my driving force even in my current responsibility as a principal. I believe that allowing each stakeholder in my community to contribute brings out empowered individuals ready

to serve society. While it seems challenging, I am able to positively transmit my advocacy and principles to the members of my school community. I am grateful to God for the gift of leadership since being a principal helps me actualize my deep convictions. There are many areas and opportunities by which one can contribute to the community. Mine arise every day whenever I enter the school, greet my students, guide my teachers, and interact with my stakeholders. I firmly believe that I can contribute to our country and the world, one classroom and one child at a time. I have met many young people who want to be teachers but are scared or worried to take this career path because of various reasons. I would like to borrow the words my University President, Fr. Roberto C. Yap, SJ, shared with our community, “Go boldly to the frontiers!” Now, more than ever, teachers are needed to improve our community. Great professionals start from an empowering vision of a teacher. You are needed. Be bold to be a teacher and make a daily commitment to go forth and respond to the greatest needs of our country through the empowering instrument of education.

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“Teaching Johnny to be Good” is the title of the New York Times Magazine cover article for Dr. Thomas Lickona and his organization’s work on the subject of character education. The 76-year-old American development psychologist and educator recently visited the Philippines for a series of talks on fostering moral values and character development. His first stop was the University of Asia and the Pacific. More than 800 individuals, half of which were students, flocked to the Dizon Auditorium on October 9, 2019 for the International Conference on Fostering Kindness and Respect in School and at Home featuring Dr. Lickona. Organized by the Junior College Program of the College of Arts and Sciences, the conference had separate sessions for students, educators, and parents. The founding director of the Center for the 4th and 5th Rs (Respect and Responsibility) at the State University of New York at Cortland discussed with his Filipino audience (1) how to make the right decisions on sex, love, and character; (2) practical strategies for the classroom on fostering kindness, respect, and gratitude; and (3) what parents can do to raise children of character. If you missed this international conference, we’ll give you here some of the highlights of Dr. Lickona’s talks with emphasis on what can apply to the youth—the Johns, not the Johnnys—in the classroom.

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FOR STUDENTS Much talk has been made about early pregnancy and sexually transmitted diseases when it comes to teen sex, but not enough about the rewards of doing the exact opposite—waiting—until you are both fully committed to each other through marriage.

10 Rewards of Waiting for the Right Time

Waiting will make your relationships better because you’ll spend more time getting to know each other. 2. Waiting will increase your self-respect. 3. Waiting will gain you respect for having the courage of your convictions. 4. Waiting will teach you to respect others – you won’t tempt or pressure them. 5. Waiting takes the pressure off you. 6. Waiting means a clear conscience (no guilt) and peace of mind (no regrets). 7. Waiting will help you find the right mate—someone who values you for the person you are. 8. Waiting means a better sexual relationship in marriage – free of comparisons and based on trust. By waiting, you’re being faithful to your spouse even before you meet him or her. 9. By practicing the virtues involved in waiting, such as good judgment, self-control, modesty, and genuine respect for self and others, you’re developing the kind of character that will make you a good marriage partner. 10. By becoming a person of character yourself, you’ll be able to attract a person of character – the kind of person you’d like to marry and to have as the father or mother of your children.

10 Tips for Leading a Chaste Life

1. 2. 3. 4. 5.

Keep in mind the dangers of premarital sex and the rewards of waiting. Practice modesty in your speech, dress, and actions. Date wisely. Date people who share your values, and date mostly in groups. If you date singly, plan your dates and avoid sexual temptation. Tap into support systems: (a) a friend who is saving sex, (b) your faith, a church group, (c) good websites, (d) good books.

6. 7.

Know how to resist sexual pressure. Limit physical affection to holding hands and chaste hugs. 8. If you need to start over after committing a mistake, have a game plan: • List your reason for living a chaste life. • Find supportive friends. • Set and stick to limits. • Focus on your future goals. 9. Stay away from pornography. 10. Pray. And develop a sense of purpose about your life.

Source: The Fourth and Fifth Rs - Respect and Responsibility, Vol. 13, Issue 2, Fall 2007

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MY 100 GOALS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

“Success is the progressive realization of a worthy goal or ideal.” —Earl Nightingale 20

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26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50.

51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75.

List your 100 goals and see how many you can achieve before you turn 50. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. DECEMBER 2019

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FOR PARENTS BIG IDEA #1

We don’t have to be perfect parents to be good parents.

BIG IDEA #4

BIG IDEA #2

The content of good character is virtue. Virtues are objectively good human qualities, good for the individual and good for the whole society.

Parents have influence but don’t control the outcome.

BIG IDEA #3

To raise kids of character, we have to know what good character is and make it a high priority.

10 Essential virtues (affirmed by cultures around the world): wisdom, justice, fortitude, self-control, love/kindness, positive attitude, hard work, integrity, gratitude, humility

BIG IDEA #5

To raise kind kids, we must:

If you would like a copy of Dr. Lickona’s PowerPoint materials for parents, email him at lickona@cortland.edu.

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1. Help each child build a strong personal character based on virtuous habits (kindness, respect, etc.). This is the work of habit formation. 2. Build a strong family culture of character that expects and supports the development of good character and brings out the best in all family members.

FOR EDUCATORS The Center for Character and Social Responsibility (formerly named Center for the Advancement of Ethics and Character) of Boston University Wheelock College of Education and Human Development compiled 100 ways to promote character education, with inputs from numerous teachers and administrators. Dr. Lickona mentioned most of these ways during the session for educators though the suggestions apply more to young children. Here we present from the same list the tips that educators can apply to late teens and older. •

• • •

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•

Regularly weave into your discussion of stories and history and other subjects questions like “What’s the right thing to do?” and follow up with a discussion. Treat ethical issues like other intellectual issues—get the facts, gather evidence, weigh consequences, and make a decision. Teach students to analyze the media critically. To what extent do their messages encourage living a life of character? Consider ethical implications when establishing classroom and school policies and procedures; be aware of what messages they send to students. Make classroom expectations clear, and hold students accountable for them. Strive to be consistent in dealings with students; avoid allowing personal feelings to interfere with fairness. Admit mistakes and seek to correct them. Expect and encourage students to do the same. When conflicts arise at school, teach students the importance of respect, openmindedness, privacy, and discretion. Do not allow conversations that are fueled by gossip or disrespect. When making school policy, allow students’ participation and responsibility in some decisions. Have them research the various ramifications of different policies and present their findings to the administrators and faculty for decisions. During national or local election season, encourage students to research candidates’ positions. Encourage students to volunteer to voter registration drives and, if eligible, to vote.

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•

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•

Structure opportunities for your students to do service in the community. Foster the students’ development and selfesteem by providing opportunities for genuine academic and social challenge and achievement. Demonstrate your respect for other religions and cultures. Talk to students about the moral imperative to act justly toward others. Use constructive criticism, tempered by compassion. Help students do the same with each other. Assign reasonable amounts of homework that stimulate and challenge students while teaching the importance of self-discipline and perseverance in learning. Invite local employers to talk to students about the importance of good moral character in the world of work. Have athletes and coaches collaborate to develop a code of ethics for athletics. Ask each school organization to design a logo symbolizing a character trait representative of the club’s mission. Emphasize and teach the significance of school rituals. Talk about the importance of recognizing certain rights as a community and properly acknowledging them. Publicly recognize the work and achievement of the school’s “unsung heroes”—the custodians, repairmen, secretaries, cafeteria workers, and volunteers—who keep things running every day. Be attentive to the physical appearance of the buildings. Involve all school members in the shared responsibility of general cleanliness and order.

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DECEMBER 2019

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ALU MNI

JAIMIE ANN A. PANGAN

Bachelor of Science in Information Technology, 2015

Jaimie during a recording session at Capitol Records with Golden Globes and Emmy nominee Christopher Young

It is not every day that one gets to hear about a Filipino music composer—specifically one who composes music for films, TV, and games. Typically, there are more singer-songwriters and pop performers in the Philippines, but Jaimie Ann A. Pangan’s musical journey is a unique, if not inspiring, one.

‘If you don’t dare God to

From information technology to film scoring

give you something greater,

Jaimie graduated with a Bachelor of Science in Information Technology degree from the University of Asia and the Pacific back in 2015 and worked at IBM Philippines for three years. Prior to college, she loved playing her violin and wanted to pursue music but was advised by her parents to take IT.

you are insulting Him,’ someone told me once. I guess that struck me greatly. Enough to push me in the direction of pursuing the career I wanted in the first place: MUSIC. - Jaimie

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“At that time, I was a very obedient daughter, so I followed their advice. I was also scared of auditioning for music school and unsure about my chances, so I did not bother trying. But when I was in college, my mindset changed. I stumbled upon some books that soon made me want to dream and believe in myself,” Jaimie shares. While in college and at work, she would often join music clubs or organizations to stoke her passion for music. One of those was Reverb in UA&P. Jaimie started to listen to a whole new world of music that included minimalist music, jazz, and ambient, but it was film music that captured her attention. “The instrumental world had a different impact on me as a musician. I suddenly wanted to do film scoring (which is music composition for film) because I found that it combines my interests in linguistics, art, philosophy, psychology, and, of course, music,” she says.

Jaimie at Warner Brothers Scoring Stage

Jaimie (in green jacket) with classmates from USC. Fellow alumni and composer of Black Panther, Ludwig Göransson (front, in a squat position), visited the class.

Summer scholarship at NYU In 2017, she looked on the Internet for schools that offer film scoring programs. There was none in the Philippines, but she found out about the film scoring summer program at New York University (NYU), one of the top universities in the US. She applied and got a full scholarship from the NYU Sorel Organization and a travel grant from the National Commission for Culture and the Arts of the Philippines. “I felt like a bird released from its cage! After NYU, I knew that scoring was what I wanted to pursue despite the hardships I went through in order to get to New York. Before NYU, I was not sure how I was going to get there. I did not have the financial capacity to study in the US. I applied for scholarships and even tried fundraising sites, but they did not work out. I thought it was impossible, but as someone told me, ‘If you don’t dare God to give you something greater, you are insulting Him.’ So I did everything I could and offered all of it to Him.” After the NYU scholarship, Jaimie came back to the Philippines and decided to “dare” God to give her something even greater than NYU’s two-week program. “One of my composer friends at NYU suggested I try to apply for a master’s degree at the University of Southern California (USC), which is, according to Hollywood Reporter, considered one of the top film scoring programs in the world. When I checked the requirements, I got cold feet again. I thought I would never get into the program even though I really wanted to,” Jaimie adds.

Making it at USC Jaimie submitted her portfolio to several universities abroad. Despite the odds, she got into the USC Screen Scoring program, which had a 13% acceptance rate since the program accepts only 20 students a year. She was also accepted at Berklee College of Music, California Institute of the Arts, LA College of Music, and again at New York University. She picked USC because the prestigious program has notable award-winning alumni that include Oscar-winning composer Ludwig Göransson (Black Panther), Christopher Beck (Frozen, Percy Jackson), Michael Abels (Us, Get Out), and James Horner (Titanic). The program culminated with Jaimie conducting a 65-piece orchestra at the Warner

Brothers studios. In May 2019, she graduated with her Master of Music in Screen Scoring degree. “It was a privilege to be studying at USC because I got to meet and learn from great award-winning composers in the industry. They were amazing, and although it was an intensive program, they allowed us to make mistakes. Also, I love being in Los Angeles because you get to work with cool, creative people.” One of the talents Jaimie was able to work with at USC was Emmy-nominated Kris Bowers, who did the music for the recently released Netflix limited series entitled “When They See Us.” The series was nominated at the Emmys this 2019.

Working her way to Hollywood “Back in the Philippines, I was not sure how I would go to LA considering the finances and visa. I was doing everything I could despite the odds being low. Being a young Filipino composer in the US can be challenging since there are also a lot of great composers in the US, and it definitely is competitive. However, Hollywood is also clamoring for more female composers since they just comprise 3% of the community,” she recounts. Jaimie dreams of continuing to be better in her field and working on more projects. Despite working in the industry only for less than a year, one of the student films she worked on at USC was shown at the Cannes Diversity Shorts Film Festival last May. She also recently got a nomination for one of her music compositions, titled “Farewell,” at the Hollywood of Music in Media Awards. The awards night will be held in Los Angeles this November 2019. “There are times I feel incompetent and wish I had more training or had a bachelor’s degree in music, but I think I have an advantage in bringing something unique to the table as a Filipino and coming from a different musical and professional background,” Jaimie says. “Looking ahead, I am not really the type who aims to have an Oscar or an Emmy. I am perfectly content with doing what I love which is music composition and encouraging other people to dream big,” she concludes. Follow her journey on her social media or say hi as a fellow Dragon! Instagram/Twitter: @jaimiepmusic

DECEMBER 2019

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The

ORA

Experience Every year, the Oxford Royale Academy in the United Kingdom offers the Business and Enterprise Programme for students ages 16-18. This two-week summer course is designed to provide students academic classes in international business and group activities focusing on leadership. Participants are provided with strong theoretical and practical foundations needed to be successful in the field of business and enterprise, from setting up start-ups to working in large, multinational corporations.

Last July, 19 students from UA&P participated in the Oxford Summer School Program. Three of them share their stories here.

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Kim Arthur Uy, 26YP The two weeks of my summer spent with the Oxford Royale Academy in Oxford, United Kingdom was truly one for the books. I had the perfect chance to meet young people my age from different parts of the world and share this amazing experience with them. The ORA gave us a perfectly thought out and organized array of activities not just to get to know topics on a specific course but to engage in culture, arts, and sports. The lessons taught in the chosen class vastly helped broaden and deepen our knowledge about the subject and brought out the best in our thinking capability and skills. I deeply encourage everyone to try this program for future summers to come; it really opened my eyes to a new environment of learning, and taught me to go out of my comfort zone and see the world and learn from a different perspective. One of the most memorable days for me was the last day of the program. It was a Friday, and after breakfast everyone proceeded to their own classrooms in the manor for the final activity. For us Business and Enterprise students, it was our Final Business Plan presentation, and I was looking forward to this day. My Spanish and Belgian group mates and I presented our product, marketing plan, and business analyses. Our peers and professor chose our group for the best business plan award! It was such a great feeling; all of our hard work and days of preparation paid off. Then that afternoon we had the awarding ceremony. Everyone looked so elegant in their formal wear. They gave us our completion certificates and handed special awards to the students who excelled in their class. Thankfully, I was given a special award for putting in my best effort in Business and Enterprise. The day ended with a giant party in the city at the Oxford town hall with all the ORA students from different campuses. We had a great time that night dancing, playing arcade games, and meeting new friends. This day for me was the highlight of my two weeks at ORA.

Having had the prior mindset that I was solely getting myself into an academic course when I signed up for Oxford Royale Academy’s Global Business, Finance, and Management program, I was thrilled to discover that I was in for a way bigger treat than that. Beyond the expected academic development that I was able to gain from the different sessions and activities my program comprised of, I ended up experiencing immense socio-cultural exposure on a daily basis as well. Even the most casual conversations I had with the friends I met in Oxford of over 150 different nationalities would have passed for world history and language lessons because of the quantity of new information I picked up from every exchange. Because of these, this growth- and fun-filled experience of a lifetime was one I would undoubtedly do all over again if given the chance. My trip wouldn’t have been the complete Oxford experience if I decided not to try my hand at one of the things that the city is most known for: punting1 . Given the effortlessness by which the guides punted, the amount of strength, control, and patience it took to push against the riverbed and move the punt even the slightest bit forward came as quite a surprise to me. My friends, Jio (also from UA&P), Magaly from Lebanon, Pedro from Spain, and I took turns maneuvering our punt and much of what got us through the course was how we were all laughing at each other’s not-so-successful attempts to do so the entire time. Funnily (and embarrassingly) enough, ours was the only group that did not make it back to the starting point by closing time. We had to be rescued by the punt guides—which drew a laugh out of everyone—but I honestly wouldn’t have had it any other way. This whole punting experience became all the more memorable because of it. Punting refers to boating in a punt, a flat-bottomed boat with square ends. The punter propels the boat by pushing a pole against the riverbed.

Samantha Ysabel Co, 36YP To join the next Oxford Summer School Program, or inquire about other opportunities to study abroad, get in touch with the Public and International Affairs Office. Call Ms. Chesca Bringera or Ms. Marielle Abella at 8637-0912 local 206.

The Oxford Royale Academy experience was truly exceptional. Without a doubt, ORA gave me a kind of education that went beyond pure academics and immersed me in something that every nation in the world is rich in—culture. Along with the excellent summer classes on business, more than anything, the Oxford summer school was a platform for people from every corner of the world to share and take part in each other’s lives. From the jungles of Brazil to the cities of Australia, each person I met in the program all had stories to tell, practices to show, and kindness to give. Because of this, for me, ORA became something more than just a summer school and transformed into a place I can honestly call home.

Jose Genson II (right) with Samantha Co (left) and a new friend from ORA

Jose Genson II, 36YP DECEMBER 2019

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DECEMBER 2019

1. The first commercial Christmas card was crafted and sent in England in 1843 by Sir Henry Cole. He was a civil servant, an assistant keeper of public records. 2. It was designed by artist Sir John Horsley. The card design was made up of three panels—the two outer panels showed people caring for the poor and the center panel showed a family sharing a Christmas dinner. 3.

The Christmas cards were each sold for a shilling. That’s roughly a day’s wage for workers of the era.

In 2001, the most expensive card was sold at an auction for £ 22,500 (almost PhP 1.5 M). It was a card sent by Sir Henry Cole to his grandmother back in 1843.

Christmas cards arrived in the US in the late 1840s. In the early 1870s, Louis Prang, a printer and lithographer, mass-produced cards so more people could afford them. It featured children, plants, and flowers.

In 1915, Joyce Clyde Hall and his brothers created Hallmark Cards after a fire destroyed the office and inventory of their first company, Hall Brothers.

Hallmark recognized the public’s desire for privacy and a bigger writing space; hence it began circulating cards that were folded in the middle and enclosed in envelopes.

First introduced in 1977, Hallmark Cards’ “Three Little Angels” is the most popular Christmas card design of all time. The 42-year-old design features an image of three cherubs—two of which are bowed in prayer and the third has a drooping halo—and the words “God bless you, love you, and keep you… at Christmas time and always.”

In 2018, the National Physical Laboratory (NPL) in the UK created the world’s smallest Christmas card made from platinum-covered silicon nitride. It is 15 x 20 micrometres in size, so you could fit over 200 million of this card in a single postage stamp. On the cover is a snowman and the message “Season’s Greetings,” and on the inside is the same message plus the words “From NPL.” Both were carved using a focused ion beam.

10. In the 1950s, Manuel Rodriguez Sr. produced the first locally made Filipino-themed Christmas card series, composed of 12 prints, featuring local touches such as parol, pig roasting, and scenery of Simbang Gabi. Online Sources:

www.vam.ac.uk www.whychristmas.com www.nationalmuseum.gov.ph

www.hallmark.com www.npl.co.uk

DECEMBER 2019

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DECEMBER 2019

AL UMN I

CHESTER C. CORONEL

Bachelor of Science in Information Technology, 2009 It has been a decade since I graduated from UA&P. I was part of the pioneer batch of the BSIT on Science Stream program. At that time, it meant that I got to take my specialization courses at the start of my freshman year vis-à-vis having to take them on my junior year as the program is designed today.

in this arena calls for three things: First, you must know the technology and keep up with it. Second, you must be endowed with the soft skills and with the ability to present and communicate this complex technology concepts clearly and persuasively to your stakeholders. Finally, you must always act with integrity.

My time at the University has truly been memorable, and I have my blockmates-turned-friends to thank for as they have been a big part of it. Being the pioneer batch, we got assigned to the same classes for most of the time we spent in the University. Thus, we were able to really bond together and form good friendships that still stand today.

My university education, which is grounded on the liberal arts, has helped me see things beyond the lens of technology considering human and social factors as part of the bigger picture. UA&P education has also prepared me to continually acquire specialized knowledge and to communicate it with clarity, precision, and persuasion. I am grateful to have had this kind of education during my university days.

Technology has always been my passion and has led me to work at one of the world’s most successful companies, Microsoft. The company’s mission is to “empower every person and every organization on the planet to achieve more,” and this is something that I get to do every day as a Customer Success Manager. In this role, I get to work with our enterprise customers in the Philippines to help them adopt our modern communication and collaboration tools, excite them with what is possible with our technology, and with them build use cases using our technology to transform, drive efficiency, and address their business challenges. The possibilities with technology are endless—no crystal ball can foretell what problem it gets to solve next. Personally, I think that meaningful impact

Fellow Dragons, sooner or later you will chart your own path beyond the walls of our beloved university. As you begin your own exciting careers, it is important not only to embrace feedback but also to ask for it even from people who may be critical of you. Feedback is like a fuel to your rocket ship; use it to improve yourself and propel you to where you want to be. Do not hesitate to speak out and communicate your ideas as you land your first job and sit through your first set of meetings. More often than not, you may have some fresh ideas for ventures that they have not done before.

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R EWIN D

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The Office of the Vice President for Faculty Affairs, in collaboration with the Human Resource Management Office and the School of Education and Human Development, organized a three-day seminar-workshop for new faculty members last July 17-19, 2019. The modules provided can be integrated into their daily teaching experiences and help enhance their teaching skills and competencies.

Among the 20 participants, 13 were from ages 22 to 30. So we asked them,

â&#x20AC;&#x153;Why did you choose to teach?â&#x20AC;?

My reason for becoming a teacher is pretty much a clichĂŠ. I wanted to create a difference in the lives of our students. Upon seeing the harsh realities of the corporate world, I started to have this goal of tweaking the perspective of the students who are trying to engage with business and management by teaching them how to transform traditional business practices and workplaces

to a more humanized business and meaningful workplace. I thought that this could be possible if I teach in a university where students and faculty give importance to serving society as well as fostering integral human development. Hence, I decided to join the faculty of the School of Management in the hopes that I could share my goals with the students as well as with the faculty members.

Nogin C. Bunda, School of Management

I chose this profession because I want to motivate my students to go beyond mere theory. In Literature, we explore concepts like anger, pride, indifference, lust, and so forth. We see how characters deal with these things and more important, how they can redeem themselves. I am hoping that through these literary works, my students would be inspired to make prudent choices and live a graceful life. Meryl Kei C. Hernandez, College of Arts and Sciences

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DECEMBER 2019

I chose to be a teacher primarily because I felt that my love for learning would only have value if I could affect others with it. Not only did this choice enliven the pursuit of knowledge; in time, it made me realize that the way we view the world is brought into sharp focus in the classroom, and can be changed there. Along the way, education became less about fixed paradigms and mere grades, and more about a dialogical journey: my students challenged and educated me as much as I did them. In this shared process, my students and I are able to discover with wonder the beauty of reality that often is taken for grantedâ&#x20AC;&#x201D;and this has given me an incredible amount of joy. Many of my best experiences as a teacher actually happen outside the classroom, when I run into former students around the campus. As we are catching up, they always mention how philosophy has helped them in their other subjects, and even in their personal lives. Knowing this, in turn, is a big help when the challenges of teaching seem too much for me: Whether it takes as short a time as the one semester that I have with them, or as long as the rest of their lives, what I have taught definitely plays a part in who they are becoming. Christina Alexandra G. Morales, College of Arts and Sciences I chose this path because being an educator is an immensely noble profession. As an educator, you grow with your students by mentoring and guiding them to be agents of change in society. As a teacher, I believe I can help make a difference by shaping the future of young minds who will someday become professionals that will influence the world in a positive way. As an Information Technology educator, I was able to form Technology Professionals who will develop software or applications that will help make the lives of people easier. It does feel good when people commend me for the work I have done, but I find more joy in doing things for the good of the institution. I initiated Innovatus, the official research journal of the SSE Department of Information Science and Technology, because I believe that it will help boost the research culture in the department and in the school. That assignment was quite a challenge, but I happily did it for UA&P. Dr. Mark Anthony P. Sabili, School of Sciences and Engineering

DECEMBER 2019

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DECEMBER 2019

PH.D. in Business Economics Business economics scholars investigate a range of topics from a scientific perspective, pursuing questions related to markets, finance, and organizations, and aspire to rewarding careers filled with inquiry and intellectual growth. They create and disseminate knowledge influencing not only the practice of economics and business, but also government, education, and public policy on a national and global scale. This doctoral degree is primarily intended to prepare students for careers in research, teaching, and corporate planning and strategy in economics and its related fields. Doctoral students will acquire a skill set that will enable them to influence individuals, business, and policy makers to achieve growth. Possible fields of specialization include corporate and international finance, industrial organization and public economics, and economic growth and development strategy. • Annual (starts in August) • Minimum of 4 years for full-time students, minimum of 5 years for part-time students • 8 semesters for full-time students, 10 semesters for part-time students • 54 units

Perry Fernand Reyes

Program Coordinator PhD in Business Economics School of Economics, 6/F APEC Communications Building 8637-0912 local 356 / perry.reyes@uap.asia

Master in Applied Business Analytics

Strategic Business Economics Program The Strategic Business Economics Program (SBEP) is UA&P’s flagship program for top executives. SBEP is designed to enhance senior executives’ capabilities in coping with the inevitable trends of globalization and knowledge-based economies. This objective is achieved through focusing on strategic thinking and governance, the discipline of economics as applied to business, best business practices, personal development, and orientation to the common good. The program encourages the participants to reflect on their own operations and their relation to the larger business-economic environment, to study new industrial prospects and investment possibilities (including policy issues concerning the global and local economies, industrial growth and regional development) and to apply business economic tools to create value in every facet of their organization. • • • • •

Certificate in Business Economics (CBE) – 11 months Master in Business Economics (MBE) – CBE + thesis writing 33 units for CBE and 39 units for MBE 3 half-day study sessions per month (total of 11 months) Choice of a weekday or a weekend class schedule

The Master in Applied Business Analytics (MABA) Program, launched in 2018, is a two-year graduate program for experienced professionals in any industry who want to seize the power of data and analytics in their work to forward their organization. MABA aims not only to meet the growing demand for people with business competencies and leadership and managerial skills, but also to provide the much-needed professionals schooled in humanist and ethical perspectives, and capable of making sense of data to provide insights that will drive business and organizational solutions. Students develop analytics solutions and begin leading data-driven projects using different perspectives. Working on real data, students apply algorithms in the Python and R programming languages to derive insights in solving problems of stakeholders across industries. MABA is designed for working professionals who are starting a career in analytics or wanting to build their managerial expertise and take their analytics career to the next level. • Annual (starts in August) • 2 years | 3 terms | 36 units • One weekday (6:00 pm to 9:00 pm) and Saturday (9:00 am to 12:00 nn and 1:30 pm to 4:30 pm)

Mayet Galindes

Administrative Assistant, MABA School of Management, 6/F APEC Communications Building 8637-0912 to 26, local 243 / businessanalytics@uap.asia www.uap.asia/maba https://www.facebook.com/uapmaba/ https://ph.linkedin.com/in/uap-maba-661442166/

Alonica Salazar

Marketing and Alumni Affairs Manager, SBEP School of Economics, 6/F APEC Communications Building 8634-3095 / 8634-2820 / 8637-0912 local 222 sbep@uap.asia / www.uap.asia/sbep DECEMBER 2019

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Master in Applied Business Economics

Master in Entrepreneurial Management

The Applied Business Economics Program (ABEP) is a master’s program for the young working professional who is looking for more than the usual graduate business course. It enables students to see business in the light of the industry and the economy as a whole.

The Master in Entrepreneurial Management Program is for experienced executives/managers and entrepreneurs who continually seek the latest cutting edge in technology and knowledge in order to make their organizations responsive and relevant to their stakeholders. The program offers majors in Social Entrepreneurship and Innovation and Organizational Leadership and Innovation, depending on the culminating applied research coursework that the student focuses on.

ABEP is the best blend of business and economics. Through the program, students learn to monitor the environment and analyze industries. They become aware of and sensitive to the economic issues confronting the nation and industries. They gain a deeper understanding of economic and business research techniques, develop problem-solving skills, and acquire a basic appreciation of quantitative tools. The ABEP graduate is prepared to make sharp business and economic analyses as well as draw out implications of business decisions at the level of the company, the industry, and the economy as a whole.

It is a 15-month program tailored to the busy schedule of the executive/ manager/entrepreneur. It uses a blended learning type of teaching using case studies, lectures, face-to-face and mediated mentoring, and action learning projects to develop conceptual skills and mutually supportive organization and community building. The program provides researchbased insights on recent trends about the market in the global and local scopes.

Moreover, with the help of numerous conferences, briefings, and seminars spearheaded by UA&P, ABEP students are given numerous opportunities to interact with industry experts and policymakers.

The Program also prepares and empowers the student executive/ entrepreneur for the ASEAN integration and rapid globalization that are both crucial in doing business in the country and in Southeast Asia.

• • • • •

• • • •

Annual (starts in August for regular students) Moving enrollment (for irregular students: 2nd module and 2nd semester) 2 years | 45 units 4 semesters and 1 summer (modular: 8 modules with 2 subjects per module) 1st year schedule: Tuesday (6:00 pm to 9:30 pm) and Saturday (9:00 am to 12:30 pm) • 2nd year schedule: Monday (6:00 pm to 9:30 pm) and Wednesday (6:00 pm to 9:30 pm) • ABEP also offers a Professional Graduate Certificate Course.

Annual (starts in August) 15 months for full-time students; 1-3 years for part-time students 39 units Wednesday, Thursday, and Friday (8:00 am to 5:00 pm); 3 full-day classes per module in the 3rd week of the month

Elsie Tingzon

Rowena Vocalan

EM Admission & Marketing/Alumni Administrative Staff School of Management, 6/F APEC Communications Building 8637-0912 local 244 / rowena.dacuba@uap.asia emprogram@uap.asia

Program Officer, ABEP Admission Office School of Economics, 6/F APEC Communications Building 8637-0912 local 375 / 8637-8549 abep@uap.asia / www.uap.asia/sec-abep www.facebook.com/Uap Abep/

Master of Science in Management (Evening Program) The Master of Science in Management (MScM) is the flagship graduate program of the School of Management. It is a unique two-year graduate course that equips its students with the knowledge, skills, and determination to transform the challenges of the 21st century into business opportunities and socially responsible enterprises. It arms students with strong analytical skills, communication skills, ethical sensitivity, and soft skills, making them dynamic and flexible in meeting the ever-changing demands of the business environment. The Program offers, on the first year, a strategic view of basic management functions (finance, human resources, marketing, operations, and enterprise resource systems). On the second year, the focus is on a multi-disciplined analytical framework, a holistic and strategic perspective to decision-making, and a systematic approach to implementation. • 2 years | 47 units • 4 regular semesters • Monday, Wednesday, and Friday (6:00 pm to 9:00 pm)

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DECEMBER 2019

Mira Marcelo

Program Officer, MScM School of Management, 6/F APEC Communications Building 8637-0912 to 26, local 243 mscm@uap.asia / www.uap.asia/mscm-ep www.facebook.com/uapmscm/

Masters in Information Technology The Master in Information Technology (MIT) program of UA&P aims to produce the complete IT professional—equally capable as a software engineer, systems administrator, business analyst, and researcher. The master’s degree gives the graduate an edge in the IT industry as it trains graduate students not just to be administrators, but also to be managers, senior engineers, strategic planners, chief information officers, entrepreneurs, and educators. It does this by providing IT training that focuses on both the development of intellectual activities and the acquisition of skills. The program emphasizes the appreciation of concepts and technologies preparing and enabling the graduate student for the industrial practice of systems integration, systems administration, systems planning, systems implementation, and other activities that maintain the integrity and proper functionality of a system and its components. It also involves projects relevant to the industry, including business, education, and government. • Quarterly | 5 quarters | 36 units • Tuesday and Thursday (6:00 pm to 9:30 pm) and Saturday (8:30 am to 12:00 pm)

Shirley Tolentino

Juris Doctor (Law) UA&P’s Law program provides training in standard competencies expected of lawyers, such as legal reasoning and advocacy. Following worldwide trends in the field of legal education, and reinforced by its integration within UA&P’s liberal arts orientation, the Law program adopts interdisciplinary and international perspectives in producing competent, cultured, and ethical lawyers. UA&P Law is one of the top-performing law schools in the 2018 Bar Examinations. UA&P came in fourth with a passing rate of 66.67%. • Annual (starts in August) • 4 years | 2 semesters | 172 units • Monday to Friday (classes usually start at 6:00 pm and end at 8:00 pm or 9:00 pm) • Saturday (classes usually start at 9:00 am and end at 4:00 pm or 5:00 pm, with 1-2 hours break in between) • Application period starts December of each year.

Program Officer, Department of Information Science and Technology School of Sciences and Engineering, 5/F College of Arts and Sciences Building 8637-0912 loc. 336 or 316 / ist@uap.asia www.uap.asia/information-technology www.facebook.com/uapist

Master of Science in Human Capital and Organizational Development The Master of Science in Human Capital and Organization Development (MSHCOD) intends to form Organization Development (OD) practitioners steeped in the latest OD tools, while being grounded on essential principles of Human Capital Development (HCD); thus the program uses the tagline “an organization builder with a human capital perspective.” • Annual (starts in August) | 3 years • Saturday (9:00 am to 5:00 pm)

Honeylet Joy Reyes

Program Officer School of Education and Human Development, 7/F APEC Communications Building 8634-2828/8637-0912 local 271 / sed@uap.asia www.uap.asia/sed, www.facebook.com/uapsed/

Joseph Michael Asuncion

Marketing Officer School of Law and Governance, 7/F APEC Communications Building 8637-0912 local 368 josephmichael.asuncion@uap.asia / ilaw@uap.asia www.uap.asia/juris-doctor, www.facebook.com/uap.slg/

Masters in Political Economy (Evening Program) Inspired by Oxford University’s Philosophy, Politics and Economics (PPE) course, UA&P’s Political Economy program seeks to equip students with skills that will enable them to examine society through different lenses— political science, philosophy, economics, history, and sociology—and to consider social issues from both local and regional/global perspectives. The Masters in Political Economy – Evening Program caters to fresh graduates and young professionals. • • • •

Biannual (starts in August and January) 2 years | 2 semesters Weekday evenings (6:00 pm to 9:00 pm) and Saturday Application period starts December of each year.

Myra Labayne

Program Officer, Political Economy School of Law and Governance, 7/F APEC Communications Building 8637-0912 local 368 / myra.labayne@uap.asia / slg@uap.asia www.uap.asia/political-economy www.facebook.com/uap.slg/

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Master of Arts in Education/ Master in Education MAJOR IN EARLY CHILDHOOD EDUCATION

MAJOR IN ADOLESCENT DEVELOPMENT AND EDUCATION

MAJOR IN VALUES EDUCATION

MAJOR IN ADOLESCENT DEVELOPMENT AND EDUCATION

The program seeks to form early childhood educators and specialists (preschool and primary school teachers and administrators, child development consultants, and researchers) who can effectively blend theory and practice in creating positive learning opportunities and experiences for young children to promote their total development. The curriculum thus intertwines four areas of learning: foundational subjects, psychology, specialization subjects, and research.

This program seeks to address the current lack of a highquality graduate education program in Values Education (VE) in the country. It is meant for educational leaders and teachers who desire to integrate values in their school programs and teaching practice. The program builds upon UA&P’s track record in VE, as evidenced by many MAVE graduates now serving as VE supervisors and teachers or as school principals. The VE major offers a balanced lineup of courses, integrating foundational subjects in education, philosophical anthropology, Philippine culture and social institutions, curriculum and pedagogy, home-school-community collaboration, and assessment and evaluation in VE. • Annual (starts in August) | 2 years • Saturday (8:00 am to 5:00 pm)

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The Master of Arts in Education, major in Adolescent Development and Education Program equips educators of adolescents with the competencies to address the developmental and learning needs of adolescents in and out of the classroom. With a balanced curriculum focusing on four strands—pedagogy, psychology, technology, and values—educators of adolescents will learn how to appropriately utilize instructional and assessment approaches and practices to support adolescents in their formation and integral development.

The program seeks to develop principal-leaders and teacherleaders. It is meant primarily for educators who are occupying or who are being prepared for leadership and key academic and administrative positions in their schools, especially those in basic education. The curriculum for the program intertwines courses in education, psychology, and valuesbased school leadership and management and puts all of them at the service of the key tasks of teaching, learning, and the development of students into whole persons.

Honeylet Joy Reyes

Program Officer School of Education and Human Development, 7/F APEC Communications Building 8634-2828/8637-0912 local 271 / sed@uap.asia www.uap.asia/sed, www.facebook.com/uapsed/

SKILLS TRAINING 1.

Training on the use of basic and immediate computer skills for office and layout (e.g., Microsoft office applications, basic photography and videography skills, editing skills, etc.) Arts and crafts workshops (theater workshops, art classes, etc.)

SPORTS AND HEALTH 1. 2.

Sports clinics and training Seminar on mental health

LIVELIHOOD •

Training for livelihood (opening a small business, basic marketing, basic bookkeeping and accounting, etc.)

EDUCATION AND ENVIRONMENT • •

Training for preschool teachers and teaching aides on handling toddlers and preschoolers Seminar on environment cleanliness and awareness

PERSONALITY DEVELOPMENT AND CATECHISM CLASSES 1. 2. 3. 4. 5.

Coaching and mentoring for selfpresentation and development workshops Oral communication and hosting skills training Work and professional attitude seminars and classes Values and character formation classes Non-sectoral spiritual classes

If you want to assist in any of these activities, please contact Karol Jim Louis N. Castillo, BIGGKAS Moderator, at karol.castillo@uap.asia. You may also go to the Center for Student Affairs Office at the 2nd floor of CAS Building to inquire.

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BOOK RE V I E W

David Hontiverosâ&#x20AC;&#x2122; SEROKS Iteration 1: Mirror Man Andrea Carmeli O. Abulencia

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Given the chance, would you ever consider cloning yourself? What if someone told you that it was possible to modify and customize your clone according to your specifications? Would you treat your clone as you would yourself or treat them like the different person you have customized them to become? If geeky science fiction is your interest or you do not mind a mild dose of existentialist philosophy, then SEROKS Iteration 1: Mirror Man by David Hontiveros is the book for you!

As a Filipino writer, Hontiveros is known not only for producing works that mix genres, usually those of science fiction, fantasy, and horror, but also for writing for local komiks and graphic novels, as well as contributing articles and film reviews to various local newspapers. He was a National Book Award Finalist for the Best Comic Book category in 1997, when he wrote for the comic book Dhampyr. In 2002, he won a Palanca Award for his short story entitled “Kaming Mga Seroks,” which was the precursor for his short fiction collection series SEROKS. SEROKS Iteration 1: Mirror Man is the first in a series of short fiction collections published in 2012. The second instalment entitled SEROKS Iteration 2: Once in a Lifetime was released in 2014. The third iteration is still currently in the works. The first book introduces the reader to a world that is vastly different from, yet vaguely similar to, our own. Set in a dystopic future in the Philippines that is seemingly controlled by the ever omnipresent Maharlika Company, this world is littered with clones, where everything is a commodity and anything can be pirated, even people. The reader follows the story of a particular set of clones of a disgraced Filipino actor-politician, whose sinister plans for using his clones to prolong his life sets off a chain of events that ushers these clones into a life where they can be the heroes of their own stories and prove to others that they deserve their individuality as much as any other person. If like me you want to read good Philippine science fiction, then this book and its subsequent iterations might suit you! It has the old-school sci-fi feel of Blade Runner but is more reflective of older works by Philip K. Dick and William Gibson, leaning more toward the genre of speculative biopunk. Slightly reminiscent of Dick’s Do Androids Dream of Electric Sheep? in its

portrayal of clones and their treatment in a post-apocalyptic society, the book tackles sundry interesting questions regarding individuality, identity, and intersubjectivity of people. Most of the protagonists are seroks (copies of clones) of actor-politician Federico Rubio, who gave his DNA to have clones grown to look like himself in the different stages of his famed film career from child star to veteran actor. But what makes them so fascinating and compelling is that they are all genetically engineered and modified not just to look like the actor but to actually be the characters themselves. What must it be like to be confronted with the question of your existence when you are faced with the person whose DNA you sprang from but you crave the individuality that comes with possessing your unique identity and name in a sea of others who look and act like you? If you are not much into tackling these odd philosophical questions of existentialism in sci-fi clone fiction, maybe you will be pulled in by Hontiveros’ dynamic storytelling. Far from the conventional regular narrative structure found in most books, SEROKS is told through a series of short narratives that are loosely connected in some parts but serve to paint a bigger and still relevant picture of the events of the story. The story traverses from first person perspectives to television scripts, blog posts, interviews, and even to camera-like stage directions, giving different angles to enhance the imagery and feel of the narrative. Taking inspiration from old Japanese tokusatsu media as well, it lets the protagonists take center stage as heroes of their own stories, sometimes even literally in the cases of those engineered for that specific purpose. There is Roqué, who is a seroks of a template for the fictional agimat-bearing superhero named Paladin, who takes his role as a superhero off the screen and onto the streets in his search for

justice. He is a literal superhero, whose goal is to free his fellow Rubio seroks and other like them, and fights “xenogs,” humans who have had animal enhancements augmented to their bodies to make them physically stronger but all the more monster-like, and “sporks,” literal creatures created for the sole purpose of being monsters that the heroes kill in countless action films. Perhaps something more intriguing and engaging are all the references Hontiveros makes to the Philippine film industry and its history, which is essential to the main narrative of the protagonists. Most, if not all of them, were born out of characters in films Rubio acted in. The parallels made between what Rubio was like when he portrayed certain roles are juxtaposed with how his seroks start off as just the characters but end up becoming into their own identities as shaped by the experiences they went through because of him. On a less positive note, I am not really a big fan of the allusions to Philippine politics. Understandably, as a piece of dystopian science fiction, it is inevitable for it to tackle such issues. But since much of Philippine fiction in general already has dealt with this issue enough, it is like beating a dead horse at this point. In parts where I would rather follow the stories of one of the protagonists more, I found myself slightly tuning out whenever the story veers away from them in order to give room for more world building: a necessary evil in many ways. Given all of this, I would recommend SEROKS to those out there interested in the niche genre of Philippine science fiction.

Andrea is a Humanities alumna of UA&P and is currently a full-time faculty member of the Department of Arts of the College of Arts and Sciences. The book she reviewed was the subject of her thesis for her master’s degree.

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Commemorating the dead constitutes one of the most enduring traditions in the Asia Pacific region. A day or a month to remember the deceased is typically celebrated by almost all nations, ethnic groups, and religious communities in the region. The practice of remembering the departed loved ones dates back thousands of years ago. For instance, the Mexicans’ Dia de los Muertos (Day of the Dead) has its roots in the ancient Aztec and Mayan customs. The rituals have been observed for not less than 3,000 years. The indigenous celebrations have undergone transformations ensuing from cultural exchanges and the influence of religions, particularly the three of the four universal/world religions, i.e., Hinduism, Buddhism, and Christianity. Islam, the fourth universal religion, has no special day equivalent to All Souls’ Day but considers going to cemetery and praying for the dead as pious and commendable acts. Following are the ways by which some Asia Pacific nations and cultures commemorate the dead. All Souls’ Day In the Christian world, All Souls’ Day forms part of the triduum composed of Halloween, All Saints’ Day, and All Souls’ Day from October 31 to November 2. Halloween is the night preceding the Christian holy days of All Hallows’ Day or Hallowmas or All Saints’ Day on November 1, and All Souls’ Day on November 2. Halloween is derived from the root word “hallow,” meaning “holy.” Therefore, the feast on October 31 assumes the full name All Hallows’ Eve which means “the evening before All Hallows’ Day or All Saints’ Day,” the Christian holiday for remembering and honoring all the saints of the Church, both known and unknown, who have entered Heaven. All Souls’ Day is a day of remembrance of all the faithful departed, the baptized Christians believed to be in purgatory cleansing their sins before being granted the vision of God in Heaven (beatific vision). Recently becoming more popular in the Philippine cities, through the influence of US and other Western

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Christian countries, is the celebration of a now secularized and commercialized Halloween on October 31, when Halloween parties are held in malls and offices and trick-or-treat activities by children are done. In the country, the first two days of November are also called Undas (said to be referring to uno-dos or 1-2 of November). On November 1, candles, flowers, and photos of the deceased are brought to the cemetery. Family members also carry food and beverages. Some graves can be seen with bits of food offerings but more predominant is the practice of offering prayers and masses for the deceased to help them in the process of purification and eventual reunion with their Creator. The prayers and requiem masses continue to be offered during the month. On the whole, Undas also creates an avenue for family reunions. The modern date for celebrating All Souls’ Day was popularized by St. Odilo, a Benedictine Abbot of Cluny Abbey in France, between 1028 and 1030 A.D. In 1784, Pope Benedict XIV officially declared November 2 as All Souls’ Day.

Ari Muyang (Ancestorsâ&#x20AC;&#x2122; Day) Festival This is a three-day religious festivity celebrated at different times by the Temuan and Mah Meri ethnic groups in Selangor, Malaysia, especially those who have not converted to universal religions. On this feast, ceremonies are performed on two levels: communal and individual or private. Each village constructs a Spirit Hut (Rumah Muyang) where special prayers and bounties received in honor of their ancestors and spirits are communally offered. People express their gratitude for the good fortune bestowed upon them as well as raise their petitions for prosperity in the future. During the rituals, the shaman usually leads in marking the foreheads and forearms of the participants with rice powder-based solutions mixed with aromatic flowers and leaves. After the purification process, a special mask dance called Mayin Jo-oh is performed by a group of men and women to invite the ancestral spirits to join the festivity. The men execute dance movements reflecting their daily activities. Then the villagers gather to partake of traditional dishes (except meat dishes), fruits, and drinks. On the other hand, a family altar (panga/ sanggar) is built in each familyâ&#x20AC;&#x2122;s yard where individual or private ceremonies are held at dusk. Prayers and food offerings are presented to the souls of the deceased family members.

Dia de los Muertos (Day of the Dead) Popular in Mexico and other Latin American countries, this two-day celebration involves remembering the souls of the deceased children (on the first day) and adults (on the second day) who are believed to reunite with their families on the first two days of November. Families set up in their respective abodes or yards colorful ofrenda or altars decorated with their departed loved onesâ&#x20AC;&#x2122; photos, favorite food, beverage, and knick-knacks together with popular symbols such as huge pan de muerto and stylized skulls and effigies of skeletons. People, both young and old alike, visit the cemeteries in their colorful attires and with skeleton-like features painted on their faces. The Mexicans dedicate the celebrations to goddess Mictecacihuatl, the Lady of the Dead/Underworld and wife to Mictlantecuhtli, Lord of the Underworld.

Dia de los Difuntos (Day of the Deceased) This is celebrated in Peru on November 2. On this day, families especially in the rural areas visit the cemeteries, have their traditional meals there, and leave some food for the deceased. In the cities, families visit the cemeteries to offer flowers and favorite food of the departed loved ones. In Lima, the cemeteries attain a party atmosphere much like a street festival. At sunset, an altar bearing a skeleton sculpture of Santa Muerte, the female folk saint of death, is carried around the cemetery escorted by flower bearers. Lively tunes coming from Andean pan flute fill the air. In some cemeteries, bands provide upbeat music and for a certain fee, play three favorite songs of a dead relative, in effect, making music an offering.

Giant Kite Festival This is a celebration of the Day of the Dead on November 1 in Guatemala. Aside from visiting and colorfully decorating the tombs of the departed loved ones and relatives and offering prayers and flowers, Guatemalans hold the Giant Kite Festival wherein kites made of fabric or rice paper with bamboo frames and having different sizes, colors, shapes, designs, and messages are flown. This practice stems from the 3,000-year-old traditional belief that through these kites, families can communicate with the deceased. For this feast, Guatemalans prepare for two days the El Fiambre, a special 50-ingredient dish. People converge and hold picnics in the cemeteries where huge, vibrantly colored kites as big as 19 meters are flown nearby.

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Obon Festival This is a three-day festival celebrated in Japan in mid-July or mid-August. It features numerous religious and festive activities such as prayer and food offerings, holding memorial services at Buddhist temples, and hanging of lanterns in houses and establishments in the belief that their lights will guide the spirits. Highlighting the Obon festival is the dance parade called Bon Odori during which the participants sing and dance in a circle around a raised platform called a yagura. On the last night of Obon, people send off the spirits back to their realm with the help of candles, giant bonfires, and lighted, floating paper lanterns sent down the rivers to the ocean.

Pitru/Pitr Paksha For Hindus, Pitru Paksha or Pitri/Pitr Paksha, which literally means “Fortnight of the Ancestors,” is the time when the spirits are believed to return to their descendants and reside with them for a month beginning on the Full Moon day until the New Moon day (13-28 September this year). Hindu males perform Shraddha or pay homage to their ancestors (Pitrs) especially by offering food. It is compulsory for the son to perform the Shraddha to enable the soul of the ancestor to attain heaven – the abode of the gods together with angels, saints, deified human beings, the blessed dead, and other celestial beings. Prayers for a peaceful rest of their forefathers are likewise offered. A specific ritual is performed inside or outside of the temple for the deceased in each of the 16 days of celebration. In Bali, Indonesia, rituals include offerings for the souls of the maternal grandparents, for those of the unmarried family members, and for all the deceased members of the family. The last day of Pitru Paksha features three types of rituals: the offering of food; the offering of water mixed with barley, black sesame, white flour, and Kutha grass; and feeding of the Brahmin. Food offerings are brought to the temples by men and women donned in their native batik garments and many women carry with them tasseled parasols in bright colors. The rituals are performed to bring happiness and prosperity at home after appeasing the ancestors and loved ones. Aside from its religious value, the continuing significance of observing the Day of the Dead lies on its latent functions of keeping the memory of the loved ones alive, facilitating family or clan reunions, enhancing community cooperation and unity through shared activities and shared foods, and strengthening the sense of oneness among the faithful and practitioners of faith. The feast serves as an avenue for exhibiting local resources and skills, e.g., cooking of special native dishes and delicacies, sculpting statues of deities and ancestors using local materials. Furthermore, it makes one realize that amidst modernization, people continue adhering to certain traditions which strengthen their sense of cultural and national identity. In effect, it helps define the societies in the Asia Pacific region.

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Dr. Elizabeth T. Urgel is with the Department of Asia Pacific Studies of the College of Arts and Sciences. She teaches Southeast Asian Studies, Chinese Studies, and Asia Pacific Society. Online Sources: www.academia.edu www.atlasobscura.com www.worldreligionnews.com www.drikpanchang.com www.pacificresort.com www.latitudes.nu www.britannica.com www.ucanews.com www.therealpresence.org

www.rappler.com www.aglobalworld.com www.readthespirit.com www.smithsonianmag.com www.readthespirit.com www.tripsavvy.com www.english.religion.info www.peruforless.com

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It always feels good to make other people feel like they are appreciated and esteemed, and what better occasion to make them feel loved than Christmas? But wouldn’t it be great to know that the gifts you are handing out serve a greater purpose than just making you and the recipient happy?

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They may be saving Mother Earth, supporting less fortunate Filipino children, a marginalized community, or a small business. What better way to celebrate the season of “the-never-ending-exchanging-of-gifts” than to give away gifts that keep on giving (even after you’ve bought, wrapped, and given them away)! Here are some ideas that might help kick off your Christmas list:

3. For your soft-hearted barkadas who are always on the go but want to stay stylish. Since 2013, LoveHopeFaith Group, with every purchase of its Life Saver watch, donates 50% of the net proceeds to cancer patients. Life Saver watches come in various colours and two sizes. Price range: PhP250.00–PhP300.00

4. For the eco-warrior person in your life. Bambuhay offers eco-friendly products made from, yes, bamboo. Their product line includes straws, toothbrushes, and tumblers. This social enterprise creates livelihood undertakings that support marginalized communities, such as the Agta community in Nueva Ecija.

6. For the “underestimated” people in your life (or Dad). “Undrstmtd* brand for the undrstmtd people” is the tagline that Eye Know Right lives by. For every purchase of various eyeglasses and sunglasses from Eye Know Right, a portion of their earnings goes to helping street children have access to free art education through its School Project. Price range: PhP750.00 and up

*Underestimated

Price range: PhP75.00 and up

1. For your boss, colleague, or bestie’s mom. Because I have yet to meet a person who does not like chocolates. Launched three years ago, Truffles by K are homemade melt-in-your-mouth chocolate truffles packed in an elegant (aka expensive-looking) box. Truffles by K comes in three flavours: matcha, dark classic, and milk classic. Price range: PhP150.00–PhP190.00

2. For your nostalgic lolas, titas, and Mommy. Awarded as this year’s regional winner under the micro-industry category of the Productivity Olympics organized by the Regional Tripartite Wages and Productivity Boards - DOLE, Craftcha, according to their Facebook page, is 99% recycled katsa (or flour sack cloth) products, crafted for the love of nature. Their products include bags, pants, blankets, pillow cases, pajamas, eco bags, and rugs. Plus point for this family business, almost 10 years in the industry now, is that they provide opportunities for PWDs who want to start their own zerowaste startup. Price range: around PhP50.00 and up

5. For your writer-artist ate and coffee-lover kuya who don’t mind buying and supporting locally made products. Eco Hub (Cebu) offers eco-friendly products that are priced right so consumers won’t have to choose between affordability and sustainability. Eco Hub rose to fame for its “plantable” pencils that are designed like a regular pencil but in place of an eraser has a gelatin capsule that contains the seeds of various plants that can be planted when the pencil has served its purpose. Recently, it also launched Kapenoy, a 100% organic coffee, with plantable tag; the coffee grounds can be used as fertilizer. Kapenoy aims to redefine the 3-in-1 coffee that is normally packed in sachets. Price range: Plantable pencils sell at PhP20; Kapenoy introductory price at PhP8.00/coffee bag

7. For your mom, dad, kuyas, ates, titos, titas, friends, and even your pet. Basically for anyone. Nature Joe’s prides itself on selling products that are non-toxic, chemical-free, organic, all natural, and affordable. They have a multipurpose cleaner (that’s good for your jewelry, cleaning your home, your car, you name it!), anti-dengue spray, bath soaps, toilet seat spray and deodorizer, and Furry Joe’s (pet care line). Price range: PhP100.00–PhP400.00

Happy Christmas shopping, Dragons! And remember to keep in mind the Reason for the season.- DS DECEMBER 2019

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UA&P AT A GLANCE The University of Asia and the Pacific (UA&P) is a private, not-forprofit institution of higher learning that offers some of the most outstanding academic programs in Asia. It provides a powerful combination of liberal education and professional specialization. The formation of UA&P students is facilitated by an environment conducive to learning, qualified and dedicated teachers, a superior faculty-to-student ratio, and well-maintained facilities.

The University’s programs are distinct in their focus on the human person’s multifaceted development. Faithful to our Credo, we aspire to form “individuals who are professionally competent, creative and enterprising, zealous for the common good, and capable of making free, morally upright choices, and who can thus act as positive agents of change and service to society.” Since its inception in 1967, the Center for Research and Communication has grown to become the University of Asia and the Pacific in a tradition of excellence, service, and whole-person education.

SIX-YEAR INTEGRATED UNIVERSITY PROGRAM (6YP) LEX HONORS FIVE-YEAR PROGRAMS

Master of Arts in Communication Major in

Bachelor of Science in Entrepreneurial Management

Integrated Marketing Communications

Bachelor of Science in Human Capital Development

Master of Arts in Humanities

Bachelor of Science in Industrial Engineering

Master of Arts in Political Economy with Specialization in International

Bachelor of Science in Internal Auditing

Relations and Development

Bachelor of Science in Information Technology

Master of Science in Industrial Economics

Bachelor of Science in Management Accounting

Master of Science in Management OTHER GRADUATE PROGRAMS UNDERGRADUATE PROGRAMS

Bachelor of Arts in Economics Bachelor of Arts in Humanities Bachelor of Arts in Integrated Marketing Communications Bachelor of Arts in Media and Entertainment Management Bachelor of Arts in Political Economy Bachelor of Science in Accountancy Bachelor of Science in Accounting Information System Bachelor of Science in Applied Mathematics Bachelor of Science in Business Administration Major in Management Bachelor of Science in Business Administration Major in Management with Specialization in Business Analytics Bachelor of Science in Business Economics Bachelor of Science in Early Childhood Education

Doctor of Philosophy in Business Economics Juris Doctor Master in Applied Business Analytics Master in Applied Business Economics Master of Arts in Education Major in Adolescent Development and Education Master of Arts in Education Major in Early Childhood Education Master of Arts in Education Major in Educational Leadership Master of Arts in Education Major in Values Education Master of Arts in Political Economy Master in Business Economics Master in Information Technology Master in Political Economy Master of Science in Human Capital and Organization Development Master of Science in Management – Evening Program

Master of Arts in Education/ Master in Education Major in Early Childhood Education

Developing whole persons and leaders of learning across the lifespan.

(02) 8634-2828

Bachelor of Science in Early Childhood Education 64

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(02) 8637-0912 local 271 cdecenter@uap.asia/sed@uap.asia

UNIVERSITAS | December 2019 – ["Waste Time" with the young.]

Articles inside

Gifts that Give

Health Advisory: Polio

Book Review: David Hontiveros

Call for Volunteers

Alumni Update: Jaimie Ann A. Pangan

Facts you (probably) did not know about Christmas cards

Why teach?

The UA&P Professional Schools

Alumni Update: Samuel F. Macagba II

Teaching Johnny to be Good

Alumni Update: Chester C. Coronel

The ORA Experience