SOSC 225 CONTEMPORARY ECONOMIC AND … 225 DLP... · Rev. 08-02-2009. Nancy Sharifi, MPA 2 TABLA DE CONTENIDO/TABLE OF CONTENTS ... Prueba tipo ensayo para trabajo individual en la

Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

SOSC 225

CONTEMPORARY ECONOMIC AND POLITICAL ISSUES

PROBLEMAS ECONOMICOS Y POLITICOS CONTEMPORANEOS

© Sistema Universitario Ana G. Méndez, 2009 Derechos Reservados.

© Ana G. Méndez University System, 2009. All rights reserved

SOSC 225 Contemporary Economic and Political Issues

Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA

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TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

Prontuario ............................................................................................................. 3

Study Guide ........................................................................................................ 15

Workshop One .................................................................................................... 26

Taller Dos ........................................................................................................... 29

Workshop Three ................................................................................................. 32

Taller Cuatro ....................................................................................................... 36

Workshop Five/Taller Cinco ................................................................................ 39

Anejo A/Appendix A ............................................................................................ 43

Anejo B/Appendix B ............................................................................................ 45

Anejo C/Appendix C ............................................................................................ 47

Anejo D/ Appendix D ........................................................................................... 49

Anejo E/ Appendix E ........................................................................................... 50

Anejo F/Appendix F ............................................................................................ 53

Anejo G/Appendix G ........................................................................................... 54

Anejo H/Appendix H ............................................................................................ 55

Anejo I-Appendix I ............................................................................................... 57

Anejo J/Appendix J ............................................................................................. 58

Anejo K/Appendix K ............................................................................................ 60

Anejo L/Appendix L ............................................................................................. 61

Anejo M/Appendix M ........................................................................................... 62



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PRONTUARIO

Título del Curso: Problemas Económicos y Políticos Contemporáneos

Codificación: SOSC 225

Duración: Cinco Semanas

Prerrequisito: SOSC 102

Descripción:

Enfoque interdisciplinario de las relaciones entre los sistemas sociales,

políticos y económicos del mundo contemporáneo. Estudio de las implicaciones

del desarrollo social, político y económico. Análisis de los eventos y problemas

de la actualidad.

Objetivos Generales

Identificar los problemas o asuntos políticos y económicos más importantes del

mundo actual.

1. Relacionar los problemas políticos y económicos con sus causas y sus

consecuencias para proveer soluciones innovadoras para resolver estos

problemas.

2. Comprender las relaciones de los problemas políticos y económicos

contemporáneos con los diferentes sistemas de organización y de relaciones.

3. Desarrollar el pensamiento crítico del estudiante y su capacidad de análisis

en la consideración de los asuntos y eventos mundiales para que pueda

crear argumentos persuasivos que sustenten su opinión personal sobre estos

asuntos.

4. Valorar la interrelación e interdependencia internacional.

Lecturas Recomendadas

Friedman, George. (2009). The Next 100 Years: A Forecast of the 21st Century.

Doubleday Publishing. New York, N.Y.

Griffiths, Martin (2009). Fifty Key Thinkers in International Relations. (2nd ed.).

Routledge. London.

Lipson, Charles (1999). Theory and Structure in International Political Economy:

An International Organizational Reader. MIT Press. Cambridge, Mass.



4

Painter, David S. (2002). The Cold War: An International History. Routledge.

London

Rupert, Mark (2000). Ideologies of Globalization: Contending Visions of a New

World Order. Routledge. London.

Steger, Manfred. (2009). Globalization: A Very Short Introduction. 2nd Edition.

Oxford University Press.

Zacharia, Farred. (2009). The Post-American World. W.W. Norton & Co. New

York, N.Y.

Evaluación

El esquema de evaluación que se utilizará en este curso es el siguiente:

Participación y contribución en clase

10%

Prueba tipo ensayo para trabajo

individual en la casa

20%

Portafolio del curso

Diario reflexivo/ Evaluación final

Análisis de noticias

Trabajos semanales

20%

5%

5%

10%

Preparación de mini-clases o temas

para el curso

Presentación en clase

Trabajo escrito

20%

10%

10%

Proyecto de investigación

Presentación en clase

Trabajo escrito

30%

10%

20%



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Las matrices valorativas a utilizarse para la evaluación de estas actividades se

incluyen en la sección de Anejos.

Descripción de la evaluación

� Participación y contribución en clase: Se espera que todo estudiante

asista a clases preparado para discutir los temas del día (lecturas, preguntas

asignadas, diario actualizado) y que participe activamente en la discusión de

temas. El Facilitador evaluará la participación de cada estudiante en cada

taller y tomará en cuenta el grado de participación, si esta demuestra que el

estudiante se preparó para la clase y su contribución al desarrollo de la clase

(Anejo A). El estudiante se auto evaluará a través del diario. Al final del

curso cada estudiante completará una auto evaluación de su participación en

el curso que el Facilitador considerará para hacer su evaluación. La

participación en clase a través del curso debe dars e utilizando tanto el

idioma español como el inglés.

� Prueba: El Facilitador distribuirá las preguntas de esta prueba en la tercera

semana para que los estudiantes la trabajen en sus casas y las entreguen en

la cuarta semana. Las preguntas deberán contestarse en forma de ensayo y

la redacción y composición de las contestaciones será uno de los factores a

evaluarse (Anejo B). A través de sus contestaciones, cada estudiante debe

evidenciar que domina la materia o el tema a que hace referencia y debe

hacer referencia clara y directa a las lecturas, documentos y discusiones en

clase pertinentes. Este trabajo debe hacerse y entregarse de manera

individual. El trabajo deberá ser completado en el idioma desig nado del

taller.

� Portafolio del curso: Cada estudiante deberá preparar un portafolio del

curso donde reflexionará sobre los temas del curso y como este se va

desarrollando. Es importante que cada estudiante trabaje este portafolio a

partir de la primera semana de clases, lo mantenga actualizado y lo traiga a

clases cada semana para que lo pueda utilizar y el Facilitador lo pueda

revisar. El Portafolio se evaluará en base a los requisitos detallados en los

Anejos E-M.



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� Diario Reflexivo: Al finalizar cada taller, cada estudiante contestará en su

Diario Reflexivo (Anejo H) en el idioma de su preferencia.

� Análisis de Noticias : Es importante que los estudiantes apliquen los

conceptos y métodos discutidos en clase a su vida personal o profesional y

para analizar lo que ocurre en la sociedad. Para ello, se requiere que cada

estudiante lea regularmente el periódico, revistas o noticias y eventos en

televisión y radio para seleccionar las noticias relacionadas con el tema de la

monografía que seleccione la primera semana. Se deben seleccionar al

menos dos noticias semanales. Los estudiantes deberán incluir las noticias

en su portafolio y reflexionar en los siguientes temas:

¿Cuál es la relación de estas noticias con el tema?

¿Cuál es la relación de esta noticia o situación con lo discutido en

clase?

¿Cómo me ayuda(n) esta(s) noticias a entender el tema de la

monografía? ¿Los conceptos discutidos en clase (si aplica)?

� Trabajos Semanales : Cada estudiante incluirá una copia de las tareas

semanales que requiere el módulo. El Facilitador devolverá las tareas de las

primeras tres semanas en la cuarta semana y el estudiante podrá revisar,

corregir y mejorar esas tareas en función de los comentarios del Facilitador y

lo aprendido en clases. Los trabajos deberán ser preparados en el

idioma del taller. Las noticias deben incluirse en el portafolio y ser en el

idioma del taller.

� Reflexión final : Cada estudiante evaluará el curso, auto evaluará su

participación en el mismo y hasta que punto cumplió con los objetivos. Cada

estudiante debe analizar hasta que punto logró los Objetivos Generales

incluidos al principio de este módulo contestando las siguientes preguntas:

Resumir en un párrafo lo que has logrado o aprendido sobre este

objetivo.

¿Qué más te hubiera gustado aprender sobre este objetivo?

¿Qué sugerencias tienes para la próxima vez que se ofrezca el curso?



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La Reflexión Final podrá ser preparada en el idioma de preferencia del

estudiante (español o inglés) e incluirse en el portafolio.

� Mini-clases o temas para el curso: A través del curso, los estudiantes

prepararán temas para presentaciones en clase que sirvan de mini-clases

para el grupo. Las presentaciones serán individuales o grupales,

dependiendo del tamaño del grupo y las indicaciones del Facilitador. La

selección/asignación de los temas o mini-clases se hará en la primera

semana de clase. Las mini-clases o presentaciones deben ser de 20

minutos de duración. Como mínimo se asignarán los siguientes temas

(para las semanas indicadas)-

� Segunda semana (presentación en español):

� Teorías de “realismo” en relaciones internacionales

� Teorías de “liberalismo” en relaciones internacionales

� Teorías de “constructivismo” en relaciones internacionales

� Teorías de “globalismo” en relaciones internacionales

� Tercera semana (presentación en inglés):

� Las causas políticas y económicas del terrorismo

� Los efectos políticos y económicos del terrorismo

� Las organizaciones terroristas internacionales

� El terrorismo local o nacional (se puede concentrar en un país

como ejemplo)

� La diferencia militares entre una guerra tradicional y una

guerra contra el terrorismo

� Los aspectos financieros del terrorismo

� Cuarta semana (presentación en español):

� ¿Qué es globalización? ¿cómo surge?

� ¿Qué efecto tiene la globalización sobre los países ricos?

¿Sobre los países pobres?

� Globalización y la política económica del comercio y comercio

libre.

� Las relaciones monetarias internacionales.



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� La importancia política y económica de la inversión en un

mundo globalizado.

� La importancia de actores no gubernamentales en la

globalización (multinacionales, organizaciones, individuos).

� La importancia de la tecnología y las telecomunicaciones en la

globalización

Las presentaciones deben ser creativas y amenas. Deben utilizar la

tecnología y/o incluir la participación en clase de los estudiantes. Entre

otros, se pueden hacer presentaciones en PowerPoint, carteles, juegos,

drama y otros recursos. Además de la presentación en clase, el

estudiante o grupo que hace la presentación debe presentar una copia

escrita de la presentación al Facilitador.

� Monografía y presentación oral: Cada estudiante preparará una

monografía y una presentación oral sobre uno de los problemas o issues

principales del mundo contemporáneo que se identifiquen en el primer taller.

La monografía y la presentación puede ser individual y/o grupal, dependiendo

del tamaño del grupo y las indicaciones del Facilitador.

Como mínimo, la monografía debe incluir los siguientes temas:

• Descripción del problema o issue

• ¿Cuál es el trasfondo histórico de este problema o issue?

• ¿Qué elementos políticos y económicos que causan o impactan sobre

el tema?

• ¿Cuáles son las consecuencias económicas y políticas de este tema?

• ¿Cómo afecta este problema al mundo? ¿La nación? ¿La comunidad?

¿Nuestras vidas diarias?

• ¿Qué debemos hacer para resolver este problema o minimizar sus

consecuencias negativas?

En la preparación del tema se deben consultar al menos cinco (5) fuentes

de información: uno de los recursos sugeridos en el módulo; un artículo;

una fuente de Internet y cualquiera otras dos. Recuerde que su trabajo

debe ser original y debe dar crédito a otras fuentes cuando se cita o



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parafrasea. El trabajo escrito será evaluado basado en los criterios

establecidos en los Anejos B y D.

El tiempo de las presentaciones orales que resuman el contenido de la

monografía dependerá del número de presentaciones. El Facilitador

indicará el tiempo sugerido. Las presentaciones deben ser amenas y

serán evaluadas bajo el criterio establecido en el Anejo C. Deben utilizar

la tecnología y/o incluir la participación en clase de los estudiantes. Entre

otros, se pueden hacer presentaciones en PowerPoint, carteles, juegos,

drama y otros recursos. Además de la presentación en clase, el

estudiante o grupo que hace la presentación debe presentar una copia

escrita de la presentación al Facilitador. La monografía y el informe oral

serán en un idioma (inglés o español) distinto al utilizado por el estudiante

para preparar su mini-clase. Por ejemplo, si la mini-clase fue en español,

la monografía y presentación oral deben ser en inglés.

Escala

100-90 A 89-80 B 79-70 C 69-60 D 59-0 F

Otros

A discreción del Facilitador



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Descripción de las Normas del Curso

1. Este curso sigue el programa “Discipline-Based Dual-Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado

para promover el desarrollo de cada estudiante como un profesional bilingüe.

Cada taller será facilitado en inglés y español, utilizando el modelo 50/50.

Esto significa que cada taller deberá ser conducido enteramente en el

lenguaje especificado. Los lenguajes serán alternados en cada taller para

asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

mantener un balance, el módulo debe especificar que se utilizarán ambos

idiomas en el quinto taller, dividiendo el tiempo y las actividades

equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en

hacer una pregunta en el idioma especificado, bien puede escoger el idioma

de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá

contestar la misma en el idioma designado para ese taller. Esto deberá ser

una excepción a las reglas pues es importante que los estudiantes utilicen el

idioma designado. Esto no aplica a los cursos de lenguaje que deben ser

desarrollados en el idioma propio todo en inglés o todo en español según

aplique.

2. El curso es conducido en formato acelerado, eso requiere que los

estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada

taller requiere un promedio de diez (10) horas de preparación y en ocasiones

requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente

al taller deberá presentar una excusa razonable al facilitador. El facilitador

evaluará si la ausencia es justificada y decidirá como el estudiante repondrá

el trabajo perdido, de ser necesario. El facilitador decidirá uno de los

siguientes: permitirle al estudiante reponer el trabajo o asignarle trabajo

adicional en adición al trabajo a ser repuesto.

Toda tarea a ser completada antes del taller deberá ser entregada en la

fecha asignada. El facilitador ajustará la nota de las tareas repuestas.



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4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado

en la nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota

a dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales

es extremadamente importante pues no se pueden reponer. Si el estudiante

provee una excusa válida y verificable, el facilitador determinará una

actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá

incluir el mismo contenido y componentes del lenguaje como la presentación

oral o actividad a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin

embargo, cada miembro de grupo deberá participar y cooperar para lograr un

trabajo de excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea

plagiado, copiado o presente trazos de otro será calificado con cero (vea la

política de honestidad académica).

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos

y entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes

proveyendo su correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber

una necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en

el salón de clases.

12. Todo estudiante esta sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM y el curso.



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Nota: Si por alguna razón no puede acceder las dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de

búsqueda y sitios Web que podrá utilizar para la bú squeda de la

información deseada. Entre ellas están:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o

añadir algunas de ser necesario.



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Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de

que, reflexionando a través de nuestras experiencias, podemos construir nuestro

propio conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos

mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender,

por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales

para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque

es el mantener una conexión entre los hechos y fomentar un nuevo

entendimiento en los estudiantes. También, intentamos adaptar nuestras

estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a

los mismos a analizar, interpretar y predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje

debe comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben

entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje

se enfoca en los conceptos primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los

estudiantes utilizan para percibir el mundo y las presunciones que ellos

hacen para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio

significado, no sólo memorizar las contestaciones “correctas” y repetir el

significado de otra persona. Como la educación es intrínsicamente

interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer

del avalúo parte esencial de dicho proceso, asegurando que el mismo

provea a los estudiantes con la información sobre la calidad de su

aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.



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6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar

las múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el

estudiante.



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STUDY GUIDE

Course Title: Contemporary Economic and Political Issues

Code: SOSC 225

Time Length: Five Weeks

Prerequisite: SOSC 102

Description:

Interdisciplinary approach to the interrelation of social organizations and

the political and economic systems in the contemporary world. Study of social,

political and economic development. Analysis of selected events and current

issues.

General Objectives

1. Identify and explain the most important political and economic issues of the

contemporary world.

2. Relate economic and political problems to their causes and consequences

and provide innovative solutions to solve the problems.

3. Understand the relationship between contemporary political and economic

issues and the different systems of social organization and relation.

4. Develop the student critical analysis capability in considering worlds’ events

and issues to shape persuasive arguments to support their personal point of

view.

5. Value international interrelation and interdependence.

Recommended Readings

The following texts are good resources for most of the topics included in the

course:

Friedman, George. (2009). The Next 100 Years: A Forecast of the 21st Century.

Doubleday Publishing. New York, N.Y.

Griffiths, Martin (2009). Fifty Key Thinkers in International Relations. (2nd ed.).

Routledge. London.



16

Lipson, Charles (1999). Theory and Structure in International Political Economy:

An International Organizational Reader. MIT Press. Cambridge, Mass.

Painter, David S. (2002). The Cold War: An International History. Routledge.

London

Rupert, Mark (2000). Ideologies of Globalization: Contending Visions of a New

World Order. Routledge. London.

Steger, Manfred. (2009). Globalization: A Very Short Introduction. 2nd Edition.

Oxford University Press.

Zacharia, Farred. (2009). The Post-American World. W.W. Norton & Co. New

York, N.Y.

Evaluation

Students in this course will be evaluated as follows:

Class participation and contribution

10%

Take-home essay examination

20%

Course Portfolio

Reflexive Diary/Final assessment

News analysis

Weekly assignments

20%

5%

5%

10%

Individual projects: Mini classes

Class presentation

Written work

20%

10%

10%

Final Project/Special Report:

30%



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Oral class presentation

Written work

20%

10%

The criteria to be used for these evaluations are included in the Appendix

Section.

Evaluation’s description

� Class participation and contribution : All students are expected to attend

class prepared to discuss workshop topics (readings, assigned questions, up

to date class diary) and to actively participate in class (it should be noticed!).

The Facilitator will evaluate the student’s participation in each workshop;

taking into consideration the degree of participation, if it demonstrates that the

student prepared for class and how much this participation contributed to the

class’ development. The student will self-assess his/her participation through

the class diary. At the end of the course, the student will use the class

participation form to self-assess his/her participation. The Facilitator will take

this self-assessment into consideration in awarding the grade for class

participation. Class participation throughout the course should be both in

English and Spanish.

� Take home essay examination: The Facilitator will distribute during the third

week of class the questions to be answered by the students at home and

handed in on the fourth week of class. Questions should be answered in

essay form; writing composition will be one of the factors to be evaluated.

Through his/her answers, the student should demonstrate that he/she knows

the subject matter and should directly include and refer to the relevant class

readings, documents and discussions. This exam must be prepared and

handed in individually. This work may be prepared in either English or

Spanish.

� Course portfolio : Each student must prepare a course portfolio where

he/she will reflect on course topics and development. It is important that all

students work on the portfolio from the first week of class, keep it up to date

and bring it to class for discussion and Facilitator revision. The Course



18

Portfolio should be handed in the last week of class. However, the students

should begin preparing the portfolio as the course develops to avoid

accumulating work unnecessarily. Presentation is important; it must be well

organized and professionally prepared. It must include each one of the

sections explained above, appropriately labeled. The Portfolio should include

the criteria and elements established in Appendixes D-M.

� Reflective Diary : After each workshop, each student will include in his/her

diary the answers to the following questions:

• What did I learn in this workshop?

• What was the workshop’s most interesting topic? Why?

• How did I contribute to class?

• What contribution from my fellow students impressed me the most?

Why?

• What did I not understand? What doubts do I have?

The class diary may be written in either English or Spanish.

� News Analysis : It is important for all students to apply the concepts and

methods discussed in class to their personal or professional life and to the

analysis of current social events. Thus, students are required to regularly

read newspapers, magazines, journals and be in tune with television or radio

news in order to select the news that are related to the topic for the written

paper that is selected during the first week. A minimum of two (2) news that

are directly related with the paper topic should be selected each week.

Students must include the selected news in their portfolio and answer the

following questions:

• What is the relationship between the news selected and the topic?

• What is the relationship between this news and the topics discussed in

class?

• How does the news help me understand the paper topic?

• The topics discussed in class (if applicable).



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The news selected to be included in the portfolio must be in the language

that was used in the workshop.

� Weekly Assignments : Every student must include in the portfolio a copy of

the assignments required throughout this module. The Facilitator will return

the assignments from the first three weeks during the fourth workshop so the

student may revise, correct or improve these assignments based on

Facilitator’s comments and what was learned in class. Assignments must be

prepared in the language of the workshop.

� Final Evaluation : Every student will evaluate the course, self-assess his/her

participation in the course and whether course objectives were met. Every

student will evaluate whether the General Objectives were met by answering

the following questions:

• Summarize in a short paragraph what you have achieved or learned

about each objective.

• What else would you have liked to learn about this objective?

• What suggestions do you have for the next time the course is offered?

The Final Course Assessment must be prepared in English.

� Mini-classes or presentations : Through the course, students will prepare

presentations that will work as mini-classes for the rest of the group.

Presentations could be individual or in groups depending on the size of the

group and the Facilitator’s indications. The selection of the topics or mini-

classes will be determined in the first workshop. The following topics will be

assigned, at a minimum:

• Second workshop (presentations will be conducted in Spanish)

- Realism Theories in international relations

- Liberalism Theories in international relations

- Constructivism Theories in international relations

- Globalism Theories in international relations

• Third workshop (presentations will be conducted in English)

- Political and economical causes of terrorism



20

- Political and economical effects of terrorism

- National and local terrorism

- Military differences between traditional and terrorist wars

- Financial aspects of terrorism

• Fourth workshop (presentations will be held in Spanish)

- What is globalization? How did it developed?

- How does globalization impact rich countries? Poor countries?

- Globalization and political economy of trade and fee trade

- International monetary relations

- Economic and political importance of investment in a global world

- Importance of non governmental actors in globalization

(multinational, organizations and individuals)

- The importance of technology and telecommunications in

globalization

Mini-courses or presentations should have 20 minute duration and be

creative. Students must incorporate technology and peer participation

in class. Among others, they can use power point, dramas and games.

A written presentation must also be turned in to the Facilitator.

� Final Written Report and Oral Report : Each student will prepare a written

paper and an oral report related to one of the problems or issues of the

contemporary world identified in the first workshop. Both exercises can be

individual and/or in a group depending upon the size of the group and the

Facilitator’s indications. The written report must include the following topics:

• Description of the issue or problem

• Historical background of the issue or problem

• Political or economic elements that cause or affect the issue or

problem

• How does the issue or problem affects: the world, the nation, the

community and our daily life?

• What should be done to solve or minimize the issue or problem?



21

In preparation for this topic a minimum of five (5) sources of information must

be used: one of the resources suggested in this module; one article; one

source on the Internet and any other two sources determined by the student.

Remember your work must be original and appropriate credit should be given

to the original source. The report will be evaluated based on the criteria

established on Appendixes B and D.

The Facilitator will determine the timeframe in which the oral presentations

that summarize the written reports will take place. They should be creative

and interesting. Students must incorporate technology and peer participation

in class. Among others, they can use power point, dramas and games. A

written presentation must also be turned in to the Facilitator.

The oral presentations will be evaluated based on the criteria established on

Appendix C.

The written paper/oral report should be prepared in a language (English or

Spanish) different from the mini-class presented by each student.

Scale

100-90 A 89-80 B 79-70 C 69-60 D 59-0 F

Other

Other requirements will be at the discretion of the facilitator.



22

Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-

Based Dual-Language Immersion Model® designed to promote each

student’s development as a Dual Language Professional. Workshops will be

facilitated in English and Spanish, strictly using the 50/50 model. This means

that each workshop will be conducted entirely in the language specified. The

language used in the workshops will alternate to insure that 50% of the

course will be conducted in English and 50% in Spanish. To maintain this

balance, the course module may specify that both languages will be used

during the fifth workshop, dividing that workshop’s time and activities between

the two languages. If students have difficulty with asking a question in the

target language in which the activity is being conducted, students may choose

to use their preferred language for that particular question. However, the

facilitator must answer in the language assigned for that particular day. This

should only be an exception as it is important for students to use the assigned

language. The 50/50 model does not apply to language courses where the

delivery of instruction must be conducted in the language taught (Spanish or

English only).

2. The course is conducted in an accelerated format and requires that students

prepare in advance for each workshop according to the course module. Each

workshop requires an average ten hours of preparation but could require

more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up

the missing work, if applicable. The facilitator will decide on the following:

allow the student to make up the work, or allow the student to make up the

work and assign extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in

on the assigned date. The facilitator may decide to adjust the grade given for

late assignments and make-up work.



23

4. If a student is absent to more than one workshop the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

based on the students existing grade.

b. If the student misses three workshops, the facilitator may lower two

grades based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can

be made up. If the student provides a valid and verifiable excuse, the

facilitator may determine a substitute evaluation activity if he/she understands

that an equivalent activity is possible. This activity must include the same

content and language components as the oral presentation or special activity

that was missed.

6. In cooperative activities the group will be assessed for their final work.

However, each member will have to collaborate to assure the success of the

group and the assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should

not be plagiarized. That is, the student must be the author of all work

submitted. All quoted or paraphrased material must be properly cited, with

credit given to its author or publisher. It should be noted that plagiarized

writings are easily detectable and students should not risk losing credit for

material that is clearly not their own (see Academic Honesty Policy).

8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first

workshop.

9. The facilitator will establish a means of contacting students by providing an

email address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to

have one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not

allowed to the classrooms.



24

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the

module, do not stop your investigation. There are many search engines

and other links you can use to search for informati on. These are some

examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if

deemed necessary.



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Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism.

Constructivism is a philosophy of learning founded on the premise that, by

reflecting on our experiences, we construct our own understanding of the world in

which we live.

Each of us generates our own “rules” and “mental models,” which we use to

make sense of our experiences. Learning, therefore, is simply the process of

adjusting our mental models to accommodate new experiences. As teachers,

our focus is on making connections between facts and fostering new

understanding in students. We will also attempt to tailor our teaching strategies

to student responses and encourage students to analyze, interpret and predict

information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the

issues around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses

on primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students

use to perceive the world and the assumptions they make to support those

models.

4. The purpose of learning is for an individual to construct his or her own

meaning, not just memorize the "right" answers and regurgitate someone

else's meaning. Since education is inherently interdisciplinary, the only

valuable way to measure learning is to make the assessment part of the

learning process, ensuring it provides students with information on the quality

of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

7. Learning should be internally controlled and mediated by the learner.



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Workshop One

Specific Objectives

At the end of this workshop, the student will:

1. Identify the main political and economic events of the 20th and 21st century.

2. Illustrate the impact of these events on contemporary society.

3. Analyze the political and economic causes and effects of these events.

4. Appreciate the relevance of historical events on contemporary issues and

events.

Language Objectives

The student will:

1. Prepare written and oral summaries of work material in English.

2. Identify factors affecting a situation and their relative relevance in English.

3. Define in his/her professional point of view the pros and cons related to an

issue, and support it with evidence in English.

Electronic Links (URLs)

World Affairs

http://www.nytimes.com/

http://www.economist.com/

http://www.iht.com/

http://www.thetimes.co.uk/

http://www.slate.com/

World History

http://www.infoplease.com

http://www.besthistorysites.net/

http://www.worldhistory.com

http://www.hyperhistory.com

http://www.infoplease.com

Global Issues

http://www.globalissues.org



27

Assignments before Workshop One:

1. Review the meaning of the following concepts: economics, politics, power,

coercion and influence.

2. Use three sources of information to define the concept “International”. Write

your own definition of the concept.

3. Make a list of what you consider to be the five (5) most important international

problems in today’s world (21st century). Explain why you consider each one

important and how it impacts your everyday life.

4. Consult at least two references, texts or sites in order to find, read and

analyze information about the following political and economic events of the

20th century: World War I, the Great Depression, World War II, Cold War,

Decolonization; European Union/European Economic Community, Third

World/Non-Aligned Movement, Japanese Economic Miracle, Arab-Israeli

Wars and the Fall of Communism/Berlin Wall. After consulting the reference:

• Write your own summary of the event.

• Answer the following questions:

� What political or economic factors were important during each

event?

� What lasting impact of this event do you see in contemporary

society and/or your everyday life?

� Did any of these events impact on the five most important

problems you selected?

Activities :

1. The Facilitator and the students will introduce themselves by engaging in an

icebreaking activity suggested by the facilitator.

2. The Facilitator will discuss the module in detail with emphasis on course

objectives, evaluation activities and class expectations.

3. Students will select a student representative. The Facilitator will explain the

role and responsibilities of the student representative.



28

4. The students will share their definitions of politics, economics, power,

coercion, influence and international. The Facilitator will assist in the

development of class definitions for each concept.

5. Using individual easel pad pages or the whiteboard, the Facilitator will make

an inventory of all the most important problems chosen by the students in

their assignments. A summary of why each one is considered important and

its impact on contemporary society should also be included. It is important

that space be left on the board or easel pad for later notes on each problem.

6. The Facilitator will divide the class into groups:

• Group 1 will discuss the two World Wars and the Great Depression

• Group 2 will discuss the Cold War, the Arab-Israeli Wars and the Fall

of Communism

• Group 3 will discuss the European Union, the Japanese Economic

Miracle, Decolonization and the Third World.

7. The three groups will present their answers in class after describing each one

of the events they discussed. Emphasis will be placed on identifying the

economic and political factors involved and their impact on the inventory of

problems.

8. The Facilitator will discuss the requirements of the research project.

Depending on class size and Students/Facilitator preference, the projects

may be individual or group projects. Students will be encouraged to select

from the inventory of problems identified in class or others that the students or

Facilitator may suggest. For any additional problem or event identified as a

topic, the analysis of how the historical events discussed that day in class will

be made.

Assessment:

1. The facilitator will evaluate assignments for readiness.

2. The student will complete a reflective diary for self evaluation and

assessment of progress.



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Taller Dos

Objetivos Específicos

Al finalizar el Taller, el estudiante:

1. Comparará las teorías principales sobre las relaciones internacionales de

economía política.

2. Apreciará la importancia de la interrelación e interdependencia internacional.

3. Creará una demostración para dramatizar el comportamiento de los actores

principales en las relaciones internacionales contemporáneas.

Objetivos del Lenguaje

El estudiante:

1. Propondrá soluciones a problemas y posibles resultados basándose en

diferentes teorías y estrategias en español.

2. Demostrará que se mantiene informado sobre asuntos y temas de actualidad,

y aplicará estos conocimientos en actividades profesionales.

3. Traducirá referencias profesionales de manera correcta tomando en cuenta

el contexto profesional de las mismas.

Enlaces Electrónicos y otros recursos

Temas contemporáneos sociales:

http://www.un.org/en/globalissues/

http://www.state.gov/press/

www.monografias.com

http://www.ndi.org/

Teorías:

www.theory-talks.org

Enlaces para investigación de tópicos:

www.elcato.org/publicaciones

www.globalissues.org

www.peri.umass.edu/

www.oswego.edu/~economic/oldbooks.htm



30

www.liberalismo.org/articulo/3/203/economia/

www.cidob.org

Asignaciones antes del Taller Dos:

1. Se sugiere leer las selecciones y enlaces electrónicos familiarizarse con lo

que es teoría y su rol en el estudio de las relaciones internacionales y la

relación de poder y riqueza en la economía política internacional.

2. Buscar noticias vinculadas con el tema de su monografía.

3. Los estudiantes o grupos de estudiantes a los que se le asignaron los temas

de la segunda semana, se prepararán de la siguiente manera:

• Teorías de realismo en la política y las relaciones internacionales

• Teorías de liberalismo en la política y las relaciones internacionales

• Teorías de constructivismo en la política y las relaciones internacionales

• Teorías de globalismo en la política y las relaciones internacionales

Los estudiantes proveerán la definición de cada teoría y discutirán sus

implicaciones en las relaciones internacionales por medio de ejemplos y

referencias. Deberán citar las referencias utilizadas para la presentación.

4. Luego de hacer estas lecturas deberá resumir para presentar en clase-

• ¿cómo explica la teoría las relaciones internacionales?

• ¿cuáles son los actores importantes en las relaciones internacionales?

• ¿cómo se toman decisiones o se determina el comportamiento a nivel

internacional?

• ¿cómo te ayuda esta teoría a entender lo que pasa a nivel mundial?

Actividades:

1. Los estudiantes compartirán ejemplos de las noticias que han encontrado en

la prensa sobre el tema de su monografía.

2. El Facilitador moderará una discusión sobre la historia de las relaciones

internacionales para comprender su evolución y trayectoria. Entre los temas

a discutirse estarán: el medio ambiente, armas de destrucción nuclear,

movimientos y tratados de paz, organizaciones internacionales y el

intercambio económico.



31

3. Los estudiantes que tengan asignados los temas de esta semana darán sus

presentaciones.

4. A cada presentación debe seguir un período de preguntas y/o discusión del

tema asignado.

5. Luego de finalizadas las presentaciones, la clase se dividirá en grupos. Cada

grupo preparará un ejercicio para dramatizar como ocurren los eventos

internacionales según cada teoría (realismo, liberalismo, constructivismo y

globalismo). El Facilitador asignará los roles que deben dramatizar,

incluyendo como mínimo dos países, una compañía multinacional, las

Naciones Unidas u otro organismo internacional y otra organización. Estos

actores deberán resolver algún problema o situación internacional. (Nota: De

estar la clase compuesta por pocos estudiantes, el ejercicio se puede hacer

sin dividirse en grupos).

6. Los estudiantes dramatizarán el ejercicio al resto del grupo.

7. Se discutirá las asignaciones y componentes del Taller Tres.

8. Se aclararán dudas del Taller antes de completar el Diario Reflexivo.

Avalúo

1. El facilitador evaluará las tareas para determinar dominio de conceptos y

manejo del idioma.

2. El estudiante deberá completar el diario reflexivo para asesorar el progreso

en el aprendizaje.



32

Workshop Three

Specific Objectives


1. Recognize the main political and economic causes and effects of terrorism.

2. Articulate the importance of different strategies to control terrorism and its

impact on contemporary society.

3. Formulate personal opinions on the issue and events related to terrorism.

4. Given a controversial argument, present his/her opinion in a balanced and

logical manner.

Language Objectives

The student will:

1. Identify the main action steps needed to resolve a case and organize those

steps in a logical manner.

2. Propose a way of making the group work effectively given a situation that

required group work.

3. Define his/her professional point of view and pros and cons related to an

issue, support it with evidence, and take into consideration the characteristics

of the target audience in English.

Electronic Links (URLs):

Terrorism and related issues:

http://www.terrorism-research.com/

http://www.loc.gov/rr/international/hispanic/terrorism/terrorism.html

http://www.cfr.org/issue/135/terrorism.html

http://www.fema.gov/areyouready/terrorism.shtm

http://www.interpol.int/Public/Terrorism/default.asp

http://www.cato.org

http://www.fas.org/terrorism/

http://counterterrorismblog.org/

http://www.state.gov/s/ct/



33

Assignments before Workshop Three:

1. Search for a minimum of five current articles or books on terrorism (from the

years 2001-present). At least three of these articles or books must be from

different authors, newspapers, magazines or journals. After reading them,

write the answer the following questions using your own words:

• What do you think are the five main political and economic causes of

terrorism? Or, what political and economic factors lead to terrorism?

• What do you think are the three main political consequences or effects

of terrorism in contemporary society? What are the three main

economic consequences?

• How is the war on terrorism different from all other conventional wars?

How is it the same?

• How is terrorism financed? What is the cost of terrorism to

contemporary society?

2. Students assigned for mini-classes in this workshop should prepare them.

3. Be prepared to discuss in class methods and strategies of counterterrorism.

Activities :

1. Students will share articles related to the topic of their class paper.

2. Students with assigned mini classes for the third week will give their

presentations.

3. A general class discussion of the topics will follow each presentation.

4. Using their individual assignments (prepared in advance for this workshop)

and the information from the class presentations, the students will then work

on designing strategies to deal with, stop or minimize the impact of terrorism

on society. In order to do so, the class will divide into groups to design

strategies in the following areas:

• Strategies to eliminate or minimize the political and economic causes of

terrorism: This group will discuss what are the causes of terrorism and the

strategies that would be effective in preventing those factors from leading

to or resulting in terrorism.



34

• Strategies to eliminate or minimize the political and economic causes of

terrorism: This group will discuss the effects of terrorism on contemporary

society and devise strategies to deal with the following problem: if

terrorism is an inevitable part of contemporary society, what strategies can

we use to minimize its political and economic impact?

• Strategies to more effectively fight the war on terrorism: This group will

explore the differences between conventional wars and the war on

terrorism and make recommendations on how to be more effective in the

war against terrorism.

• Strategies to deal with the financial aspects of terrorism: This group will

discuss how terrorism is financed and design strategies to make this

financing more difficult. It will also discuss the costs that terrorism brings

to our society and our community and design strategies to minimize the

financial impact of terrorism.

If one or more students believe that the tactics of terrorism are positive in

order to achieve a goal and should be used in contemporary society, this

student(s) will discuss the reasons for their position. If there are not enough

students for all groups, the groups may discuss more than one set of

strategies; regroup the strategies on concentrate on only some of them. The

Facilitator will provide guidance as needed.

5. After the groups discuss the strategies, they will present them to class in a

visual manner (posters, easel pad paper, written on the board or other). After

all groups have presented their proposed strategies, a general class

discussion will follow, concentrating on the discussion of two questions:

• Will these strategies, when implemented together, really minimize or stop

terrorism?

• Are these strategies realistic? Can they be implemented?

• If these strategies are implemented, would this be the kind of society we

would like to live in?



35

6. The Facilitator will lead a discussion about the controversy between civil

liberties and homeland security measures. Students will provide their opinions

on this topic.

7. Based on the information shared in class and the information obtained from

articles and readings, each student will provide their own personal opinion on

the future of terrorism in the world. Do you think terrorism is just a phase in

our history and will not be a main driver in our future history?

8. The Facilitator will distribute the take home exam/essay.

9. Students will have the opportunity to ask questions about the final project.

Assessment:

1. The Facilitator will assess students’ progress through evaluation of group

discussions and individual presentations.

2. Students will evaluate their own progress in their reflective diaries.



36

Taller Cuatro

Objetivos Específicos:

Al finalizar el Taller, el estudiante:

1. Analizará los elementos esenciales del fenómeno social contemporáneo de la

globalización.

2. Evaluará los efectos positivos y negativos de la globalización en la política y

economía del mundo contemporáneo.

3. Formulará una opinión sobre las consecuencias de la globalización.

Objetivos del Lenguaje:

El estudiante:

1. Definirá su punto de vista profesional y los puntos a favor o en contra de un

tema actual, la que justificará con evidencia y tomará en consideración las

características de la audiencia utilizando el idioma español.

2. Demostrará que se mantiene informado sobre asuntos y temas de actualidad,

y aplicará estos conocimientos en actividades profesionales.

3. Desarrollará informes profesionales que incluyan todos los elementos

técnicos, luego presentará los argumentos, los respaldará y llegará a

conclusiones sólidas en español.

Enlaces Electrónicos:

Globalización

http://yaleglobal.yale.edu/display.article?id=5852

www.monografias.com

www.imf.org

http://www.imf.org/external/pubs/ft/fandd/spa/2001/06/pdf/streeten.pdf

www.elmundo.es/especiales/2001/07/sociedad/globalizacion

http://www.gestiopolis.com/canales/economia/articulos/no19/efeglobal.htm

http://ideas.repec.org/

http://www.soloeconomia.com/

http://www.geocities.com/la_cou/global/economia.html

http://plato.stanford.edu/entries/globalization/



37

Asignaciones antes del Taller:

1. Buscar información sobre globalización en al menos dos fuentes para poder

reflexionar sobre las siguientes preguntas y estar preparado(a) para

discutirlas en clase: ¿A qué nos referimos cuando hablamos de

globalización? ¿Qué aspectos positivos y negativos tiene la globalización?

¿Quién gana y quién pierde?

2. Buscar información sobre las corporaciones multinacionales. Se recomiendan

las referencias de lectura para la asignación pero pueden utilizarse otros

recursos citados en el módulo o en revistas y textos sobre este tema de

actualidad.

3. Los estudiantes con presentaciones asignadas para la tercera semana

prepararán las mismas (véase descripción de “mini clases o temas” en la

Sección Descripción de la evaluación al inicio del módulo: pp. 7-8; 19-20).

4. Traer ejemplos de noticias o artículos de revista sobre un tema relacionado a

su monografía.

Actividades:

1. Los estudiantes entregarán los exámenes/ ensayos del taller anterior.

2. Los estudiantes compartirán ejemplos de las noticias que han encontrado en

la prensa sobre el tema de su monografía.

3. Los estudiantes o grupos con mini clases o temas asignados para esta

semana compartirán las mismas con el grupo.

4. Una vez concluyan las presentaciones, el Facilitador dividirá el salón en

grupos según la opinión que expresen los estudiantes en ese momento:

• Un grupo de los que entienden que la globalización es un evento positivo

• Un grupo de los que entienden que la globalización es un evento negativo

• Un grupo de los que no están seguros de una cosa u otra

• Cada uno de esos grupos se reunirá para discutir las preguntas de la

primera asignación para este taller. Cada grupo escogerá un portavoz.



38

5. El Facilitador moderará un debate entre los tres grupos sobre las ventajas y

desventajas de la globalización. El Facilitador le pedirá a cada grupo que

conteste las preguntas de la asignación y otras preguntas relacionadas con el

tema.

Para este debate se observarán las siguientes reglas:

• Cada grupo contestará a través de su portavoz pero el portavoz

consultará con el resto del grupo antes de contestar

• Cada grupo tendrá el mismo tiempo para contestar, según establezca

el Facilitador

• Luego de que los tres grupos contesten cada pregunta, habrá un turno

más corto de refutación y seguimiento.

• Al concluir el debate, los estudiantes expresarán su opinión a través

de una votación escrita y secreta donde escogerán entre las

siguientes opciones: En términos generales la globalización es…

_____POSITIVA _____NEGATIVA

6. Se discutirán los resultados de la votación para determinar si hubo cambio en

la opinión de los estudiantes como resultado del debate.

7. El Facilitador ofrecerá conclusiones sobre el futuro y las consecuencias

de la globalización.

8. Se discutirá el Taller Cinco y las instrucciones para la presentación final.

Avalúo

1. Los estudiantes serán evaluados por la participación en clase.

2. Los estudiantes serán evaluados por el diario reflexivo.



39

Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.

Specific Objectives


1. Recognize the main causes and effects of a variety of contemporary political

and economic issues and events.

2. Critically analyze the impact of these events and issues on contemporary

society.

3. Value the importance of international, political and economic events on their

daily lives.

4. Develop a broader view of the interrelationship of political and economic

events at the international, national and local levels.

Language Objectives

The student will:

1. Present a professional report that will include all technical elements, present

an argument, support it, and come to a sound conclusion in both languages.

2. Given an area-related case, the student will be able to identify the main

factors affecting the situation and their relative relevance in both languages.

3. Identify the main action steps needed to solve a case, and organize those

steps in logical manner.

Electronic Links (URLs):

Political and Economic World News

http://www.globalissues.org/

http://www.state.gov/press/

http://www.state.gov/p/nea/ci/iz/index.htm

http://newstrust.net/world



40

www.cnn.com

http://www.usnews.com/

http://www.reuters.com/

www.msnbc.com

http://www.npr.org

http://www.nytimes.com/

Assignments before Workshop One:

1. Students will work on the final preparation of their written and oral reports.

The Facilitator will assign the maximum time for the oral reports based on the

number of reports to be presented. It is important to remember that:

• Oral reports should be creative and the use of technology and/or class

participation is encouraged.

• A written report of the topic must be handed in to the Facilitator no later

than the end of Workshop Five.

2. Students will work on their portfolios.

3. Students will prepare a short paragraph answering the following questions: In

your opinion, what is the greatest challenge that the United States will phase

in the 21st century and why?

Activities :

1. Each student will present their oral presentation. (in Spanish or English)

2. After each report, each student will answer individually and in writing the

following questions about each topic (in English):

• How important to contemporary society do you think this problem,

issue or event really is?

• Do you agree with the presenter(s) opinion of what are the causes of

this problem or situation?

• What other actions or actions would you suggest to deal with the

consequences of this problem or situation?



41

3. Students will include these answers in their portfolio.

4. The Facilitator will moderate a discussion of the answers to the question

assigned for today’s workshop. (in Spanish)

5. Each student will provide and validate their answers. (Spanish)

6. The Facilitator will introduce a controversial international relations issue and

ask students to provide innovative solutions. (English)

7. Students will complete their reflective diaries and hand in their portfolios.

8. The Facilitator will select a closing activity.

Assessment:

1. Students will be evaluated on their participation, oral presentations and

written reports.

2. Students will provide a final assessment of their class performance and their

learning experience.



42

Anejos/Appendixes



43

Anejo A/Appendix A

Matriz valorativa para evaluar asistencia y partici pación NOMBRE: __________________________ NOTA FINAL:________________ Asistencia y puntualidad: _____% _____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres

_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres

_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres

_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres

_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres

_____ 5= No faltó ni llegó tarde a los talleres

Aportación a la clase: ______% 0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4- Muy Bueno 5 -Excelente N/A-No Aplica CRITERIOS 0 1 2 3 4 5 N/A 1. Participa activamente de todas las

actividades de la clase.

2. Demuestra iniciativa y creatividad en las actividades de clase.

3. Demuestra interés en las discusiones presentadas en la clase.

4. Viene preparado/a a clase. 5. Contribuye a la clase con material e

información adicional.

6. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.

7. Respeta las preguntas y planteamientos de sus compañeros.

LENGUAJE 8. Contribuye frecuentemente a las

discusiones en clase utilizando el idioma del taller.

9. Contesta preguntas del facilitador y sus compañeros utilizando el idioma del taller.

10. Formula preguntas pertinentes al tema de la clase utilizando el idioma del taller.



44

Rubric to evaluate attendance and class participati on NAME : __________________________ FINAL GRADE:________________

Attendance and Punctuality: _____% _____ 0= Absent at 4 or more workshops; or absent at 3 and late at 2 workshops

_____ 1= Absent at 3 workshops; or absent at 2 and late at 3 workshops

_____ 2= Absent at 2 workshops; or absent at 1 and late at 3 or more workshops

_____ 3= Absent at 1 workshop; or no absences but tardy at 3 workshops

_____ 4= No absences but tardy at 1 or 2 workshops

_____ 5= No absences or tardiness

Class Participation: _____% 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY CRITERIA 0 1 2 3 4 5 N/A 1. Active participation in class.

2. Demonstrates initiative and creativity in class activities.

3. Demonstrates interest in class

discussion.

4. Arrives prepared to class.

5. Contributes to class with additional material and information.

6. Demonstrates attention and opening towards arguments from classmates.

7. Respects questions and expositions from classmates.

LANGUAGE 8. Contributes frequently to class

discussion in the workshop’s language.

9. Answers questions made by the facilitators and classmates in the workshop’s language.

10. Formulates questions pertinent to the class subject in the workshop’s language.



45

Anejo B/Appendix B

Matriz valorativa para trabajos escritos

Nombre del Estudiante: ______________________ Fecha : _______________ Criterio Puntos Puntuación

Contenido Este trabajo está claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.

10

La presentación de ideas es coherente y puede ser seguida fácilmente.

10

El documento explica propiamente el contenido. 10

La presentación de ideas y argumentos está basada en recursos presentados, consultados o discutidos en clase.

10

El documento demuestra substancia, lógica y originalidad. 10

El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.

10

Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.

10

Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).

10

Usa gramática apropiada y correctamente. 10

Maneja verbos y acentuación apropiada y correctamente. 10

Total Puntos 100 (70% contenido

y 30% lenguaje)

Puntuación Total:

_______

Firma del Estudiante: ____________________ Firma del Facilitador: ____________________



46

Rubric to evaluate written work

Student Name: ______________________ Date: _______________ Criteria Value Points Student

Score Content

The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper

10

Presentation of ideas is organized, coherent and can be easily followed

10

The paper properly explains content. 10

The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.

10

The paper demonstrates substance, logic and originality.

10

The author presents his point of view in a clear, convincing and well based manner.

10

Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.

10

Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).

10

Uses grammar appropriately and correctly. 10

Manages and uses verbs appropriately and correctly. 10

Total Points 100 (70% content and

30% language)

Student’s total Score:

_______

Student’s Signature: _____________________ Facilitator’s Signature: _____________________



47

Anejo C/Appendix C

Matriz valorativa para presentaciones orales

NOMBRE:___________________________ NOTA FINAL:____________ FECHA: ___________________________ TITULO: ____________________________

0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica

CRITERIOS 0 1 2 3 4 5 N/A 1. Realiza una introducción efectiva del tema. 2. Identifica el propósito, los objetivos e ideas

principales que se incluyen en la presentación.

3. Proyección efectiva, postura corporal adecuada, y manejo de la audiencia.

4. Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.

5. Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.

6. El resumen de los puntos principales y/o la presentación de las conclusiones es claro y apropiado.

7. Uso efectivo de la tecnología, ayudas visuales, drama o ejercicios de acuerdo al ejercicio y el tema presentado, según aplique

LENGUAJE 8. Se utiliza un lenguaje apropiado con

corrección sintáctica y gramatical.

9. Dicción clara, sin muletillas o barbarismos y tono adecuado.

La presentación es organizada y coherente y puede seguirse con facilidad.

Comentarios : ________________________________________________________________________________________________________________________________________________________________________________________________



48

Rubric to evaluate oral presentations

NAME:__________________________ FINAL GRADE: ________________ DATE:____________________________ TITLE: ________________________ 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A-NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A 1. Performs an effective introduction of the

theme to be discussed.

2. Identifies purpose, objectives and principal ideas included in the presentation.

3. Effective projection, adequate body posture and audience management.

4. The presentation ideas and arguments are based in sources presented, consulted or discussed in class.

5. Captures audience attention and interest and/or promotes participation, depending on which applies.

6. The summary of principal points and/or the presentation of conclusions are clear and appropriate.

7. Effective use of technology, visual aids, drama or exercises depending on the theme or exercise presented.

LANGUAGE 8. Utilized appropriate language with

syntactical and grammatical correction.

9. Clear diction, without pet phrases, barbarisms and with adequate tone.

10. Presentation is organized, coherent and can be easily followed.

Comments: ________________________________________________________________________________________________________________________________________________________________________________________________



49

Anejo D/ Appendix D

Outline for Final Project

The written report must include the following: • Description of the issue or problem.

• Historical background of the issue or problem.

• Political or economic elements that cause or affect the issue or problem.

• How does the issue or problem affects: the world, the nation, the

community and our daily life?

• What should be done to solve or minimize the issue or problem?

In preparation for this topic a minimum of five (5) sources of information

must be used: one of the resources suggested in this module; one article;

one source on the Internet and any other two sources determined by the

student. Remember your work must be original and appropriate credit

should be given to the original source.

The Facilitator will determine the timeframe in which the presentations that

summarize the written reports will take place. They should be creative and

interesting. Students must incorporate technology and peer participation in

class. Among others, they can use power point, dramas and games. A

written presentation must also be turned in to the Facilitator.

The written paper/oral report should be prepared in a language (English or

Spanish) different from the mini-class presented by each student.

Some Contemporary Political Issues: This is a list of suggestions for

your research. You may compare these issues in the United States with

other countries in the world.

National Health Care Capitalism in the 21st Century

Global Warming Internet Commerce

Oil Dependency Drug Wars

Global Financial Crisis Poverty in the World

The Middle East Crisis The War in Iraq



50

Anejo E/ Appendix E

Guidelines to prepare the portfolio

1. Determination of sources of content

2. The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show

progress

e. Written pieces that illustrate critical thinking about readings:

response or reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflective diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

Documentation will be organized by workshop, and by type of assignment

within workshops. Workshops will be separated from one another using

construction paper or paper of different colors, with tabs indicating the

workshop number.

4. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-

portfolio).

• The Portfolio Informational Sheet will be placed in the transparent front

pocket of the binder for identification purposes (Appendix F ).

• The cover page will follow exactly APA guidelines applied to a cover

page of research papers submitted at Metro Orlando Campus. This

cover page will be placed at the beginning of the portfolio.

• A log of entries that can be expanded with each new entry properly

numbered. The table, which should be located at the beginning, should



51

include a brief description, date produced, date submitted, and date

evaluated (Appendix G ).

• Introduction and conclusion of the income and outcome of the portfolio.

• Documentation and reflection process (Appendix H ) required in each

workshop.

• Self assessment of the portfolio (Appendix I ).

• A list of references and appendixes of all assignments included will be

added to the end of the portfolio.

• Letter of Return of Use and Discard of Portfolio (Appendices L & M ).

• The entire portfolio will follow APA style: Courier or Times New Roman

font, size 12, double space, and 1-inch margins. See a “Publication

Manual of the APA, Fifth Edition.”

5. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the

student or school life, is sharing feedback with each student to review the

contents, student reflections, and your evaluations of individual items and

all of the work together as related to learning targets (Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template

will contain information pertaining to weaknesses and strengths found in

students’ portfolios (Appendix K ). Facilitators will focus their attention on

showing students what is possible and their progress rather than what is

wrong; however, this does not mean that facilitators will not cover

weaknesses and areas for improvement during the conference.

Facilitators will send this feedback template upon completion of workshop

one.

Students will also have the opportunity to respond to the facilitator’s

feedback and write their own comments and/or ideas of how to improve

the quality of their portfolios, and how to become better metacognitive

learners on the feedback template. Students will e-mail the template with

their comments back to the facilitator after every workshop.

6. Portfolio storage:



52

• After this term, and if their authors authorize Ana G. Mendez University

System to discard their portfolios by signing an official document,

portfolio samples will be destroyed; otherwise, they will be returned to

their original authors (Appendices L & M ).



53

Anejo F/Appendix F:

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Metro Orlando Campus

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one:

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo

Check one:

� Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate

SOSC 225 Temporary economic and political issues 54


Anejo G/Appendix G: Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

Note: Student can also build a Table of Contents instead.



Anejo H/Appendix H: Reflective Diary

Directions: Please complete the following blanks:

This entry is an example of my strengths:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________

This entry is an example of an area I really need to improve:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________

This entry is an example of an area I have improved:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________

I think this exercise has been very helpful for my learning because:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

____________________________



Anejo H : Diario Reflexivo

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________

Este ingreso es un ejemplo de un área que he mejorado:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

___________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

_____________________________



Anejo I-Appendix I: Overall Portfolio Self-Assessme nt Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual

information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write

creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _________________________________________________________

___________________________________________________________ _____ 2. _________________________________________________________

___________________________________________________________ _____ 3. _________________________________________________________

___________________________________________________________ _____ 4. _________________________________________________________

___________________________________________________________ _____ 5._________________________________________________________ ___________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal:____________________________________________________________ Strategies:

1. _________________________________________________________________ 2. _________________________________________________________________



Anejo J/Appendix J: Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and

portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to

quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are entries relevant to the content of

the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

• Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and

abilities?

� Growth/Development: Do samples provide thorough understanding of growth and

development related to their field of concentration? Do items show what the student has learned?



� Collaboration: Do items show examples of both individual and group work? Does the student

provide clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional understanding of how to be a

reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of ethical behavior and

professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a

potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus



Anejo K/Appendix K: Progression Follow-Up Template Strengths Weaknesses Improvement Ideas

Facilitator’s comments

Student’s response and comments

SOSC 225: Contemporary Economic and Political Issues 61


Anejo L/Appendix L: Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in

their records a copy of my portfolio. I understand that the portfolio is going to be

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

By signing this document I authorize the office of Assessment and Placement to

keep a copy of my portfolio for six months and return it to me at the end of this

period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

SOSC 225: Contemporary Economic and Political Issues 62


Anejo M/Appendix M: Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in

their records a copy of my portfolio. I understand that the portfolio is going to be

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

By signing this document I authorize the Office of Placement and Assessment to

keep a copy of my portfolio for six months and discard it at the end of this period

of time.

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

Documents

SOSC 225 CONTEMPORARY ECONOMIC AND … 225 DLP... · Rev. 08-02-2009. Nancy Sharifi, MPA 2 TABLA DE CONTENIDO/TABLE OF CONTENTS ... Prueba tipo ensayo para trabajo individual en la