HOLY ANGEL UNIVERSITY School of Arts and Sciences ...€¦ · 4PHILOMAN The School of Arts and...

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HOLY ANGEL UNIVERSITY School of Arts and Sciences

DEPARTMENT OF PSYCHOLOGY

MISSION AND VISION OF HOLY ANGEL UNIVERSITY

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and compassion. We commit ourselves to our vision of the University as a role-model catalyst for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific region. We will be guided by our core values of Christ-centeredness, integrity, excellence, community, and societal responsibility. All these we shall do for the greater glory of God. LAUS DEO SEMPER!

SCHOOL OF ARTS AND SCIENCES Vision

A premiere college that serves as an avenue for developing students’ learning competencies within and across the many disciplines of human inquiry, particularly in mass media and psychology, attaining excellence in instruction, research and community development.

Mission

To produce professionally competent, morally upright, socially responsive and spiritually mature persons through holistic and transformative liberal education Goals

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The School of Arts and Sciences will be known for its graduates who are critical thinkers, effective communicators, innovators, industry leaders, witnesses of Catholic faith, instruments for social transformation and stewards of Kapampangan heritage. Objectives The School of Arts and Sciences aims to provide a solid foundation where it seeks to:

1. Train students to think critically and communicate effectively 2. Inculcate in the students the desire to live the values of the Catholic faith 3. Develop both excellence and leadership in psychology and media professions 4. Deepen the students’ application of theoretical and professional knowledge as effective tools in promoting and life-long

learning and one’s sense of social responsibility and love of country 5. Promote and preserve Kapampangan heritage

Core Values

1. Christ Centeredness 2. Integrity 3. Excellence 4. Community 5. Societal Responsibility 6. Professional Leadership 7. Service-oriented

PROGRAM OUTCOMES – PSYCHOLOGY PROGRAM (CHED MEMO 38, S2010)

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PROGRAM OUTCOMES

Academic Quality and

Organizational Excellence

Authentic Instrument

for Countryside Development

Great University to Work

For

Faithful Catholic

Education

1. Demonstrate theoretical knowledge in psychology, specifically a) Demonstrate an understanding of theories, principles,

concepts, and skills in psychology, b) Develop and sustain arguments about established

principles in psychology, c) Critically evaluate the established principles in

psychology, d) Comprehend and evaluate new information related to

psychology (e.g., theory, concepts, data) that may be presented in various forms and from various sources.

√ √ √ √

2. Demonstrate knowledge of the methods of psychological inquiry, specifically, e) Understand and explain the main methods of inquiry in

psychology, f) Critically evaluate the appropriateness of different

approaches to problem solving in the field, and g) Apply this knowledge to make judgments and create

approaches to solving problems in an applied or an employment context.

√ √ √

3. Apply psychological theories and methods; specifically h) Correctly apply the theories, principles, concepts and

skills in psychology in an employment context, i) Undertake research using the knowledge and skills in

psychology, and communicate the results of such research to both specialist and non-specialist audiences.

√ √

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4. Demonstrate understanding of the ethical dimensions of the use of psychological theories and methods.

√

5. Undertake further training for developing existing skills and acquiring higher level competencies either through formal graduate education or in an employment context.

√

6. Apply critical thinking, decision making, and clinical reasoning skills in providing psychological intervention to individuals, families, groups, and communities.

√ √ √

7. Integrate theories and concepts from the liberal arts and scientific inquiry into professional practice for the local community.

√ √

8. Adapt bio-psycho-social model and research findings to provide evidence based practice in designing psychological assessment, clinical reports, and psychological intervention.

√

9. Apply a process of lifelong learning in the professional development of one's practice.

√

10. Integrate Angelite professional values into one's professional practice.

√ √ √ √

PROGRAM OUTCOMES

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1. Demonstrate theoretical

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knowledge in psychology, specifically a) Demonstrate an

understanding of theories, principles, concepts, and skills in psychology,

b) Develop and sustain arguments about established principles in psychology,

c) Critically evaluate the established principles in psychology,

d) Comprehend and evaluate new information related to psychology (e.g., theory, concepts, data) that may be presented in various forms and from various sources.

√ √ √ √

√ √ √ √

√ √ √ √

√ √ √ √

√ √ √ √

√ √ √ √

2. Demonstrate knowledge of the methods of psychological inquiry, specifically, e) Understand and explain the

main methods of inquiry in psychology,

f) Critically evaluate the appropriateness of different approaches to problem solving in the field, and

g) Apply this knowledge to make judgments and create approaches to solving problems in an applied or an employment context.

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √

√ √ √

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3. Apply psychological theories and methods; specifically h) Correctly apply the theories,

principles, concepts and skills in psychology in an employment context,

i) Undertake research using the knowledge and skills in psychology, and communicate the results of such research to both specialist and non-specialist audiences.

√ √

√ √

√ √

√ √

√ √

√ √

√ √

√ √

√ √

√ √

4. Demonstrate understanding of the ethical dimensions of the use of psychological theories and methods.

√

√

√

√

√

5. Undertake further training for developing existing skills and acquiring higher level competencies either through formal graduate education or in an employment context.

√ √ √ √ √ √ √ √ √ √ √

6. Apply critical thinking, decision making, and clinical reasoning skills in providing psychological intervention to individuals, families, groups, and communities.

√ √ √ √ √ √ √ √ √ √

7. Integrate theories and concepts from the liberal arts and scientific inquiry into professional practice for the local community.

√ √ √ √ √ √ √ √ √ √ √

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8. Adapt bio-psycho-social model and research findings to provide evidence based practice in designing psychological assessment, clinical reports, and psychological intervention.

√ √ √ √ √ √ √ √ √ √ √

9. Apply a process of lifelong learning in the professional development of one's practice.

√ √ √ √ √ √ √ √ √ √ √

10. Integrate Angelite professional values into one's professional practice.

√ √ √ √ √ √ √ √ √ √ √

Upon completion of the program, the students should be able to:

1. Engage in lifelong learning and being cognizant of the need to keep abreast of developments in the specific field of

practice (PQF level 6 descriptor)

2. Effectively communicate orally and in writing using both English and Filipino

3. Work effectively and independently in multidisciplinary and multi-cultural teams (PQF level 6 descriptor)

4. Recognize professional, social, and ethical responsibility

5. Appreciate “Filipino historical and cultural heritage” (based on RA 7722)

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COURSE SYLLABUS for 4PHILOMAN

Course Title PHILOSOPHY OF MAN Course Code 4PHILOMAN Course Credit LECTURE – 3 UNITS Year Level Pre-requisite: NONE Course Calendar

Course Description:

The course deals with the ways of exploring the nature, meaning and challenge of what it means to be a human. It basically attempts to see the human being in different known perspectives via a philosophical tradition in a thematic presentation, as rooted in the experience of oneself in relation to others and in participation to the community. The course is divided into three parts. The first part introduces the students to the meaning of the human person; this is the realm of the intrapersonal. The second part examines the interpersonal- the human person in relation to other human persons. Part three deals with the metapersonal- explores the meaning of death and God.

Course Outcomes (COs): After completing this course, the students

will be able to:

Relationship to the Student Outcomes:

a b c d e f g h i j k l m

1) Realize the meaning and significance of the study of man from their own experience.

2) Become aware of the social and personal context of student’s understanding of being human.

3) Critique the different philosophies presented.

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4) Develop an appreciation of man’s life as meaningful, precious and valuable vis-à-vis his encounters ( with things, nature, fellowman and the divine)

5) Situate and apply philosophical

reflection within their specific fields of interest

6) Create their own philosophy of man vis-à-vis the philosophies learned.

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COURSE ORGANIZATION

COURSE OUTLINE:

Time Table Desired Learning

Outcomes

Course Learning

Objectives

Course Content/Subject

Matter

Teaching/Learning Activities

(Methodology)

Assessment Tools/Subject

Output

Evaluation Tools

Resource Materials/Required Resource material

Required Readings

Week 1 1 hour 2 hours

a. Value the importance of a well-managed and organized classroom environment conducive to learning b. Explain the various definitions and meaning of the term Philosophy c. Discuss Philosophy as a field of study d. Give the importance of philosophy to the lives of

1

a. Classroom Orientation Classroom administration and management

b. Overview of Philosophy (What it is)

c. Definitions d. Personalities, Periods and Places

a. Interactive discussion of classroom rules and expectations b. Have the class look-up the definition in a dictionary (Library or Google). Ask them their understanding of the definition. Direct their answers until they arrive at the best correct meaning.

a. Have Observe if those answering get it right b. Give a short quiz. Have them write down the definitions in their own

a. Course syllabus seen and signed by student b. Paper and pen test c. The student must attain at least 50% of the test, recitation, and group work items

a. Merriam-Webster, Wikipedia b. 5 minutes video on Overview of Philosophy c. Pictures on famous Ancient, Medieval, Modern Philosophers

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students. e. Enumerate the characteristics of philosophers

c. Based from the definitions, identify the use of Philosophy. Give specific instances on how they think it can be useful to them. d. Watch a video on the Overview of Philosophy. e. Ask students about ‘Pilosopong Tasyo’. Have them describe such people. Ask them if they would like to be like or are irritated by such types of people. f. Show them how Philosophy originated in Ancient Greece, Mesopotamia, India and China. Differentiate Occidental (Western) and Oriental (Eastern) Philosophies.

words. Students would enumerate the periods of Philosophy c. Observe if they can determine the characteristics of a Philosopher d. Ask them to submit a half-page report on the Philosopher of their choice

d. 5 minutes video on the Spread of Philosophy

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g. Illustrate the growth and expansion of Philosophy from Greece to Europe to America, from the Mesopotamia to Arabia to India from China to North East and South East Asia h. Show them Video/s on Expansion of Philosophy

Week 2

2 hours

a. Discuss what philosophers do b. Discuss the different branches of Philosophy based on the questions studied d. Analyze and synthesize (thesis, anti-thesis, synthesis)

1

a. Issues and Branches b. Methods of Philosophy (How it is Done) c. Asking the Questions d. Evaluating the Answers with more Questions e. Documenting both Questions and Answers

a. Show them how Philosophers mainly ask questions. From their list of questions derive questions pertaining to Metaphysics (Cosmology and Ontology), Epistemology and Ethics/Axiology b. Ask them what they think are the most important

a. Have them list some questions that Philosophers ask b. Ask them to submit a half-page report on the Philosopher of their choice c. Observe development of questions and rationales

a. Paper and pen test b. The student must attain at least 50% of the test, recitation, and group work items

a. Figures of the Branches of Philosophy and the questions they try to answer b. Chart explaining how different schools of thought try give hem answer c. Library and online access

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e. Select best framework to answer specific questions/issues g. Look for possible researches in the library and online h. Discuss the application of Philosophy in life

f. Applying to life

questions in life. Ask them why they think so. c. Teach analytical method of defining connections deriving meaning. Show them how to do grammatical analyzing d. Show the different types of questions, Who, What. When, Where, How & Why e. Ask them how they know something is true or not. Have them derive concepts of Idealism, Rationalism. Empiricism, Progressivism and Critical Theory f. Show them how to used library and online references to gather information and find different answers.

for coming up with such d. Have them choose one school of thought and present a 5iminute report on it. e. Observe how they use Google f. Observe how they are able to integrate prior knowledge to present problems

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g. Students write down their major beliefs and values. Group them according to similar beliefs and values. Have each group present their ‘Philosophies in Life’

Week 3 3 hours

a. Explain the meaning of the human person and examine the essence of the human being b. Discuss the nature of reflection in relation to the human person

1,2 & 3

a. Primary and Secondary Reflection: An Existential Fulcrum-Gabriel Marcel

a. Lecture/ Discussion b. Focus Group Discussion (F.G.D)

a. 10 points recitation b. 2 item essay quiz, 10 points each c. Reflection Paper d. Work Book Exercises

a. Essay Rubric (10 points content, 5 points organization, 5 points mechanics b. Reflection Paper c. Rubric (see page 76 of required text-book)

Espartinez, Alma S,: Becoming a Human Person (4th Edition), pages 31-52.

Week 4 3 hours

a. Explain what makes Man fully and Vitally Human

1, 2, 3 & 4

a. Human Being and Human Person: Jacques Maritain’s Notion of the Person in the


a. 10 points recitation b. 2 item essay quiz, 10 points each

a. Essay Rubric (10 points content, 5 points organization,


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Contemporary Setting-Francesco Giordano

c. Reflection Paper d. Position Paper e. Work Book Exercises

5 points mechanics b. Reflection/ Position Paper (see page 76 of required text-book)

Week 5 3 hours

a. Recognize Man as an Acting Person

1, 2, 3, & 4

a. Karol Wojtyla’s Concept of the Person-Alma Santiago-Espartinez



a. Essay Rubric (10 points content, 5 points organization, 5 points mechanics b. Reflection/ Position Paper (see page 76 of required text-book)


Week 6 3 hours

a. Describe the basic differences

1,2,3 & 4

a. Basic Differences Between Man

a. Film Review about Self (suggested films;

a. 10 points recitation

a. Essay Rubric (10 points

Espartinez, Alma S,: Becoming a Human Person

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between male and female personality traits

and Woman A.I., Forest Gump) b. 2 item essay quiz, 10 points each c. Reflection Paper d. Work Book Exercises

content, 5 points organization, 5 points mechanics b. Reflection/ Position Paper (see page 76 of required text-book)

(4th Edition), pages 101-104.

Weeks 7 & 8 6 hours

a. Describe the Phenomenology of Love in relation to its nature, elements, essence, elusiveness, maladies and joys b. Explain the different conceptions of Love c. Explain the different conceptions of

1, 2, 3, 4 & 5

a. Human Intimacy b. Do’s and Don’ts of Courtship c. Body Language and Attraction d. Are You in Love? e. How to say No to Sex

a. Lecture/ Discussion b. Focus Group Discussion (F.G.D) c. Group Presentation

a. Role Play b. 10 points recitation c. 2 item essay quiz, 10 points each d. Reflection Paper e. Work Book Exercises

a. Role Play Rubric a. Essay Rubric (10 points content, 5 points organization, 5 points mechanics b. Reflection/ Position Paper (see page 76 of required


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Courtship d. Identify the various physical expression, postures, gestures associated with the initial state of Love. e. Recognize the proper perspective of Sex

text-book)

Week 9

MIDTERMS

Week 10 3 hours

a. Discuss the meaning of the appeal of the other

1, 2, 3, 4 & 5

a. Phenomenology of Love b. The Blind Bus Passenger



a. Essay Rubric (10 points content, 5 points organization, 5 points mechanics b. Reflection/ Position Paper (see page 76 of


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required text-book)

Weeks 11 & 12 6 hours

a. Explain the necessity of forgetting oneself and making the other our priority

1, 2, 3, 4,5 & 6

a. On Disinterested Responsibility-Emmanuel Levinas



a. Essay Rubric (10 points content, 5 points organization, 5 points mechanics b. Reflection/ Position Paper (see page 76 of required text-book)

Espartinez, Alma S,: Becoming a Human Person (4th Edition), pages 227.


a. Discuss the different expressions of pain and grief in view of significant losses in life b. Explain the nature of Death as a reality of Human Existence

1, 2, 3, 4, 5 &

a. The meaning of Pain, Death and God b. Understanding your Grief c. Man as Being towards Death

a. Lecture/ Discussion b. Focus Group Discussion (F.G.D) c. Lecture /Discussion on the notion of Death according to Martin Heidegger’s Philosophy


a. Essay Rubric (10 points content, 5 points organization, 5 points mechanics


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e. Epitaph, Last will, Bucket List, Eulogy


a. Discuss the painful reality of suffering in the presence of a Benevolent Powerful God b. Assess Man’s awareness of the Divine c. Illustrate the various arguments of the existence of God

1, 2, 3, 4, 5, 6 & 7

a. Speaking about God in the midst of Suffering (The old Man and His Christmas Lanterns)

a. Lecture/ Discussion b. Focus Group Discussion (F.G.D) c. Faculty will explain and discuss the different arguments on the existence of God.


a. Essay Rubric (10 points content, 5 points organization, 5 points mechanics



FINALS

Final Oral Examination

Oral Exam Rubric

Rubrics for Philosophy of Man

Final Oral Examination (50 points)

Criteria 19-25 12-18 6-11 1-5

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Content/Mastery of the

Subject Matter

Student demonstrates full

knowledge and understanding of

the thesis statement by providing

clear explanations and elaboration.

Links and connections between

ideas made clear.

Information was relevant and well

expressed in own words.

Student is at ease with expected

answers without elaboration

Good understanding of topic shown.

Points are usually developed with

minimum detail. Information is

usually relevant.

Student is uncomfortable with

information given and is able to

present only rudimentary concepts.

Some links and connections made

between ideas but are not clearly

defined.

Student does not have a grasp of

information; student cannot clear ideas and

insights about the topic.

8-10 5-7 3-4 1-2

Organization Student presents information in

logical, interesting sequence which

is easy to follow

Points were well-organized and

developed with sufficient and

appropriate details

Student presents information in logical

sequence.

Points were developed with sufficient

and appropriate details.

Student shows little organization.

Details are not coherent. Most

statements are not straightforward.

There is no clear sequence of information.

8-10 5-7 3-4 1-2

Delivery Student uses a clear voice and

correct, precise pronunciation of

terms. No vocalized pauses

noticed.

Student’s voice is clear. Student

pronounces most words correctly.

Minimal vocalized pauses (1-5).

Student’s voice is low. Student

incorrectly pronounces terms and

pause frequently (6-9 pauses).

Student mumbles, incorrectly pronounces

terms, and speaks too quietly to be

understood.

5 3-4 2 1

Time Frame Presentation falls within required

time frame

Presentation is more than 3 minutes

but less than five minutes within

required time frame

Presentation is more than five

minutes within required time frame

Presentation is less than minimum time

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Course References: TEXTBOOK: Textbook: Espartinez, Alma S, : Becoming a Human Person (4th Edition), Octamilles, 2013 Course Requirement: Quizzes, recitation, workbook, excercises, group dynamics, major exams

1. Aguas, Jove Jim S. (2014). Person, action and love: the philosophical thoughts of Karol Wojtyla (John Paul II). Manila: University of Santo Tomas Publishing House

2. Apolega, Dennis.(2013). Tao po?: readings in philosophy of person. Quezon City: Published by C & E Publishing 3. Ariola, Mariano M.(2013). Philosophy of human person . Manila: Purely Books Trading & Publishing 4. Babor, Eddie R. (2007). The Human person : not real, but existing. Quezon City: C & E Publishing 5. Buñag, Willie A. (2012). Philosophy of man: simplified principle of man as a person. Manila: Purely Books Trading & trading 6. Connolly, Tim. (2015). Doing philosophy comparatively. London: Bloomsbury 7. Cruz, Corazon L. (1995). Philosophy of man. Mandaluyong City: National Book Store 8. Dy, Manuel B. (2001). Philosophy of man: selected readings. Makati City: Goodwill 9. Dy, Manuel B. (Ed).(2011). Phenomenological papers: a supplement to philosophy of man, selected readings. Quezon City : Ateneo

de Manila University Press 10. Espartinez, Alma S. (2010). Becoming a human person. A college textbook in philosophy of the human person. 3rd Ed. Manila:

Trizone Printing Press 11. Joven, Jose R. (2006). Philosophy of man: a modular approach. Makati: City Published by F & J 12. Montemayor, Felix M.(1995). Introduction to philosophy : through the philosophy of man. Mandaluyong City: National Book Store 13. Ocampo, Ma. Liza Ruth A. (2006). The Dignity of the thinking person: a philosophical reflection on human nature. Manila: UST

Publishing House 14. Rifareal-Cedeno, Lourdes. (2003)...So God created man: a textbook for philosophy of man. Quezon City : Katha 15. Tubo, Dennis Villanueva. (2006). Philosophy of man: existential-phenomenological approach. Mandaluyong City: National Book

Store 16. Villasoto, Herminigildo S. (2013). Human person gearing towards social development: NSTP-CWTS 1 workbook for college students.

Quezon City: by C & E Publishing

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Classroom Policies: 1. Attendance and Punctuality.

Regular attendance is expected of all students. The student must attend every class meeting on time and prepared.

2. Active class participation. The student must participate actively in class recitations, discussions, and other activities as the case may be. He/She must be responsible for his/her own learning and performance in class. Please refer also to Expectations from Students below.

3. Group work requirements. The student is expected harmoniously collaborate other students and/or groupmates through group presentations,

study groups or peer discussions and contribute significantly to the preparation of their group work.

4. Peer group evaluation. Members of the team would evaluate/assess the work of each team member by providing honest feedback.

Expectations from students:

It is the student’s responsibility to attend every class meeting prepared and on time. The student should participate actively in discussions, recitations, small-group work and presentations. He/She is expected to complete and submit assignments and take all examinations at a designated time. It is his/her responsibility to ask the faculty concerned for an exam he/she failed to take. A student who fails to take a major written exam should present a valid excuse slip (noted by the Department Chairperson) prepared by the student’s parent/ guardian.

ACADEMIC INTEGRITY: All students are expected to be academically honest and persons of integrity. They should embody the scholastic attitude adhering to the holistic development of their character through the following: 1. To be truthful at all times in all academic dealings and transactions with teachers and co-learners; 2. To observe proper decorum in learning engagement inside and outside the classroom and the university; 3. To be respectful and sensitive to the needs of others at all times; 4. To be considerate in the use of common resources;

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5. To practice punctuality in coming to class and in submitting requirements; 6. To be judicious in their preparations for major examinations and all academic requirements; 7. To create outputs of original contents in respect to ethical standards. Acts contrary to academic integrity will be subjected to sanctions in accordance with existing rules and policies stipulated in the College Student Handbook. POLICY on ABSENCES:

The maximum numbers of absences allowed for students, based on the College Student Handbook is as follows: for subjects held once a week is 3; subjects held twice a week is 7; for subjects held 3x a week is 10; subjects held 4x a week is 14; and for subjects held 5x a week is 18. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor his/her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also his/her responsibility to consult with the teacher, chair or dean should the case be of special nature. Grading System:

Grading System

Class Standing/Quizzes (70%) 2 Major Exams (30%) TOTAL (100%) Passing Grade (50%)

CAMPUS++ COLLEGE ONLINE GRADING SYSTEM Legend: (All Items in Percent) CSA Class Standing Average for All Performance Items (Cumulative) M Midterm Examination Score F Final Examination Score

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MEA Major Exam Average MCA Midterm Computed Average FCA Final Computed Average Computation of Midterm Computed Average (MCA)

CSA = 𝑺𝒖𝒎 𝒐𝒇 𝑹𝒂𝒘 𝑺𝒄𝒐𝒓𝒆𝒔

𝑺𝒖𝒎 𝒐𝒇 𝑷𝒆𝒓𝒇𝒆𝒄𝒕 𝑺𝒄𝒐𝒓𝒆𝒔 𝒙 𝟏𝟎𝟎

MEA = M MCA = (60%)(CSA) + (40%)(MEA) Computation of Final Computed Average (FCA)

CSA = 𝑺𝒖𝒎 𝒐𝒇 𝑹𝒂𝒘 𝑺𝒄𝒐𝒓𝒆𝒔

𝑺𝒖𝒎 𝒐𝒇 𝑷𝒆𝒓𝒇𝒆𝒄𝒕 𝑺𝒄𝒐𝒓𝒆𝒔 𝒙 𝟏𝟎𝟎

MEA = 𝑴+𝑭

𝟐

FCA = (60%)(CSA) + (40%)(MEA) Passing Percent Average: 50 Transmutation Table Range of Computed Averages Range of Transmuted Values Grade General Classification 94.0000 – 100.0000 97 – 100 1.00 Outstanding 88.0000 – 93.9999 94 – 96 1.25 Excellent 82.0000 – 87.9999 91 – 93 1.50 Superior 76.0000 – 81.9999 88 – 90 1.75 Very Good 70.0000 – 75.9999 85 – 87 2.00 Good 64.0000 – 69.9999 82 – 84 2.25 Satisfactory 58.0000 – 63.9999 79 – 81 2.50 Fairly Satisfactory 52.0000 – 57.9999 76 – 78 2.75 Fair 50.0000 – 51.9999 75 3.00 Passed

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Below Passing Average 5.00 Failed 6.00 Failure due to absences 8.00 Unauthorized or Unreported withdrawal

Note: A student's Computed Average is a consolidation of Class Standing Percent Average and Major Exam Percent Average.

HOLY ANGEL UNIVERSITY School of Arts and Sciences ...€¦ · 4PHILOMAN The School of Arts and...

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