Competency Materials: Participate in Workplace Communication for Shielded Metal Arc Welding NC II

COMPETENCY BASED LEARNING
MATERIALS
Sector: Metals And Engineering
Qualification: Shielded Metal Arc Welding NC II
Unit of Competency: PARTICIPATE IN A WORKPLACE COMMUNICATION
Module Title: PARTICIPATING IN A WORKPLACE COMMUNICATION
St. Anthony Center of Science and

Technology, Inc.
(Formerly Sto. Cristo Catholic School, Inc.)
Pob. Central, General Tinio, Nueva Ecija Philippines
Contact Nos. 0939-902-0276/0917-545-5481
Date Develop: 2018

SHIELDED METAL ARC Document No.:
Date Revised: 2019
WELDING NC II
Develop by: Issued by:

PARTICIPATE IN A Page 0
St. Anthony Center of Science
WORKPLACE
COMMUNICATION and Technology, Inc. Revision No.: of 15
I Pob. Central, Gen. Tinio, Nueva Ecija
HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL
Welcome!
The unit of competency, “Participate in Workplace Communication” is one of the BASIC
COMPETENCIES of SHIELDED METAL ARC WELDING (SMAW) NC II.
This learning material contains activities for you to complete. It covers knowledge, skills and
attitudes required to complete the competency: Participate in Workplace Communication
You are required to go through a series of learning activities in order to complete each of the
learning outcomes of this module. In each learning outcome are Information Sheets, Self-Check, Task
Sheets and Job Sheets. Follow and perform the activities on your own. If you have questions, please do
not hesitate to call the attention of your trainer or facilitator for assistance.
Remember to:
 Talk to your trainer and agree on how you will both organize your training on this unit. Read
through the Competency Based Learning Material carefully. It is divided into sections which
covers all the skills and knowledge you need to successfully complete this module.
 Most probably your trainer will also be your supervisor. He will be there to assist you and show
you the correct way to do things. Ask for help if you need one.
 Your trainer will tell you about the important things you need to consider when doing the activity.
It is important that you listen and take note.
 Talk to some experienced colleagues and ask for guidance.
 Answer Self-checks at the end of each section to test your own progress.
 When you are through with each element, and feel ready to demonstrate the activities outlined in
the learning material, approach your trainer.
 As you are working through with the activities, your trainer is taking notes of your performance.
He will provide you with feedbacks on your progress. Your readiness for assessment will reflect
on the report whether you successfully completed each element.
 After completion of the module and you feel confident that you have had sufficient practice, you
may request your trainer to arrange an appointment with a registered assessor for your
assessment. The result of the assessment will be recorded in your Competency Achievement
Record.
Date Develop: 2018

Date Revised: 2019
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WORKPLACE
QUALIFICATION TITLE : SHIELDED METAL ARC WELDING (SMAW) NC II
UNIT OF COMPETENCY : PARTICIPATE IN WORKPLACE COMMUNICATION

MODULE TITLE : PARTICIPATING IN WORKPLACE COMMUNICATION
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes required to
obtain, interpret and convey information in response to workplace
requirements.
SUGGESTED DURATION : 4 hours
LEARNING OUTCOMES:
Upon completion of this module the students/ trainees will be able to:
1. Obtain and convey workplace information

2. Complete relevant work related documents.
3. Participate in workplace meeting and discussion.
LO1. OBTAIN AND CONVEY WORKPLACE INFORMATION

ASSESSMENT CRITERIA:
1. Specific relevant information is accessed from appropriate sources.
2. Effective questioning, active listening and speaking skills are used to gather and convey
information.
3. Appropriate medium is used to transfer information and ideas.
4. Appropriate non-verbal communication is used.
5. Appropriate lines of communication with superiors and colleagues are identified and followed.
6. Defined workplace procedures for the location and storage of information are used.
7. Personal interaction is carried out clearly and concisely.
CONTENTS:
 Parts of speech
 Sentence construction
 Effective communication
CONDITIONS:
The students/ trainees must be provided with the following:
 Writing materials (pen & paper)
 References (books)
 Manuals
METHODOLOGIES:
 Group discussion
 Interaction
 Lecture
 Reportorial
ASSESSMENT METHODS:
 Written test
 Practical/performance test
 Interview
L02. COMPLETE RELEVANT WORK RELATED DOCUMENTS

ASSESSMENT CRTERIA:
1. Ranges of forms relating to conditions of employment are completed accurately and legibly.
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2. Workplace data is recorded on standard workplace forms and documents.
3. Basic mathematical processes are used for routine calculations.
4. Errors in recording information on forms/ documents are identified and rectified.
5. Reporting requirements to superior are completed according to enterprise guidelines.
CONTENTS:
 Basic mathematics
 Technical writing
 Types of forms
CONDITIONS:
The students/trainees must be provided with the following:
 Paper
 Pencils/ball pen
 Reference books
 Manuals
METHODOLOGIES:
 Group discussion
 Interaction
 Lecture
ASSESSMENT METHODS:
 Written test
 Interview
LO3. PARTICIPATE IN WORKPLACE MEETINGS AND DISCUSSIONS

ASSESSMENT CRITERIA:
1. Team meetings are attended on time.
2. Own opinions are clearly expressed and those of others are listened to without interruption.
3. Meeting inputs are consistent with the meeting purpose and established protocols.
4. Workplace interaction are conducted in a courteous manner appropriate to cultural background
and authority in the enterprise procedures.
5. Questions about simple routine workplace procedures and matters concerning conditions of
employment are asked and responded.
6. Meeting outcomes are interpreted and implemented.
CONTENTS:
 Sentence construction
 Technical writing
 Recording information
CONDITIONS:
The students/trainees must be provided with the following:
 Paper
 Pencils/ball pen
 References (books)
 Manuals
METHODOLOGIES:
 Group discussions
 Interaction
 Lecture
ASSESSMENT METHODS:
 Written test
 Interview
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Date Revised: 2019
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WORKPLACE
INFORMATION SHEET 1.1-1
PARTICIPATE IN WORKPLACE COMMUNICATION
LO1. OBTAIN AND CONVEY WORKPLACE COMMUNICATION
Parts of a speech
A category to which a word is assigned in accordance with its syntactic functions. In English
the main parts of speech are noun, pronoun, adjective, determiner, verb, adverb, preposition,
conjunction, and interjection.
NOUN
This part of a speech refers to words that are used to name persons, things, animals, places,
ideas, or events. Nouns are the simplest among the 8 parts of speech, which is why they are the first
ones taught to students in primary school.
Examples:
1. Tom Hanks is very versatile.
The italicized noun refers to a name of a person.
2. Dogs can be extremely cute.
In this example, the italicized word is considered a noun because it names an animal.
3. It is my birthday.
The word “birthday” is a noun which refers to an event.
There are different types of nouns namely:

1. Proper– proper nouns always start with a capital letter and refers to specific names of persons,
places, or things.
Examples: Volkswagen Beetle, Shakey’s Pizza, Game of Thrones
2. Common– common nouns are the opposite of proper nouns. These are just generic names of
persons, things, or places.
Examples: car, pizza parlor, TV series
3. Concrete– this kind refers to nouns which you can perceive through your five senses.
Examples: folder, sand, board
4. Abstract- unlike concrete nouns, abstract nouns are those which you can’t perceive through your
five senses.
Examples: happiness, grudge, bravery
5. Count– it refers to anything that is countable, and has a singular and plural form.
Examples: kitten, video, ball
6. Mass– this is the opposite of count nouns. Mass nouns are also called non-countable nouns, and
they need to have “counters” to quantify them.
Examples of Counters: kilo, cup, meter
Examples of Mass Nouns: rice, flour, garter
7. Collective– refers to a group of persons, animals, or things.
Example: faculty (group of teachers), class (group of students), pride (group of lions)
PRONOUN
A pronoun is a part of a speech which functions as a replacement for a noun.
Some examples of pronouns are: I, it, he, she, mine, his, hers, we, they, theirs, and ours.
Sample Sentences:
1. Janice is a very stubborn child. She just stared at me and when I told her to stop.
2. The largest slice is mine.
3. We are number one.
The italicized words in the sentences above are the pronouns in the sentence.
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ADJECTIVE
This part of a speech is used to describe a noun or a pronoun. Adjectives can specify the quality,
the size, and the number of nouns or pronouns.
Sample Sentences:
1. The carvings are intricate.
The italicized word describes the appearance of the noun “carvings.”
2. I have two hamsters.
The italicized word “two,” is an adjective which describes the number of the noun “hamsters.”
3. Wow! That doughnut is huge!
The italicized word is an adjective which describes the size of the noun “doughnut.”
VERB
This is the most important part of a speech, for without a verb, a sentence would not exist.
Simply put, this is a word that shows an action (physical or mental) or state of being of the subject in a
sentence.
Examples of “State of Being Verbs”: am, is, was, are, and were
Sample Sentences:
1. As usual, the Storm troopers missed their shot.
The italicized word expresses the action of the subject “Storm troopers.”
2. They are always prepared in emergencies.
The verb “are” refers to the state of being of the pronoun “they,” which is the subject in the sentence.
ADVERB
Just like adjectives, adverbs are also used to describe words, but the difference is that adverbs
describe adjectives, verbs, or another adverb.
The different types of adverbs are:

1. Adverb of Manner– this refers to how something happens or how an action is done.
Example: Annie danced gracefully.
The word “gracefully” tells how Annie danced.
2. Adverb of Time- this states “when” something happens or “when” it is done.
Example: She came yesterday.
The italicized word tells when she “came.”
3. Adverb of Place– this tells something about “where” something happens or “where” something is
done.
Example: Of course, I looked everywhere!
The adverb “everywhere” tells where I “looked.”
4. Adverb of Degree– this states the intensity or the degree to which a specific thing happens or is
done.
Example: The child is very talented.
The italicized adverb answers the question, “To what degree is the child talented?”
PREPOSITION
This part of a speech basically refers to words that specify location or a location in time.
Examples of Prepositions: above, below, throughout, outside, before, near, and since
Sample Sentences:
1. Micah is hiding under the bed.
The italicized preposition introduces the prepositional phrase “under the bed,” and tells where Micah
is hiding.
2. During the game, the audience never stopped cheering for their team.
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The italicized preposition introduces the prepositional phrase “during the game,” and tells when the
audience cheered.
CONJUNCTION
The conjunction is a part of a speech which joins words, phrases, or clauses together.
Examples of Conjunctions: and, yet, but, for, nor, or, so, and because
Sample Sentences:
1. This cup of tea is delicious and very soothing.
2. Kiyoko has to start all over again because she didn’t follow the professor’s instructions.
3. Homer always wanted to join the play, but he didn’t have the guts to audition.
The italicized bold words in the sentences above are some examples of conjunctions.
INTERJECTION
This part of a speech refers to words which express emotions. Since interjections are commonly used to
convey strong emotions, they are usually followed by an exclamation point.
Examples of Interjections: Ouch! Hurray! Hey!
Sample Sentences:
1. Ouch! That must have hurt.
2. Hurray, we won!
3. Hey! I said enough!
The bold words attached to the main sentences above are some examples of interjections.
FINAL THOUGHTS
You must familiarize yourself with the different parts of speech discussed in this article because
they are among the most fundamental concepts that you will encounter throughout your study of
grammar. An in-depth knowledge of this topic will not only make you a better writer, but an effective
communicator as well.
PARTS OF A SENTENCE
SENTENCE - A group of word that expresses a complete idea or thought. A sentence begins with
capital letter and ends with a period, question mark or exclamation mark.
Example:
1. He bought a book.
The above group of words “He bought a book” expresses a complete though hence it is a
sentence.
What Are the Different Parts of a Sentence?

The five main parts of a sentence are:
 Subject
 Predicate
 Clause
 Phrase
 Modifier
SUBJECT
In general, the subject refers to the part of the sentence which tells whom or what the sentence is
addressing. The subject is going to be either a noun or a noun phrase.
For example: Kelly walked down the street.

Kelly is the subject, because she is the actor, or subject, in the sentence.
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There are a few different types of subjects.
1. Simple subject: Kate is a thin girl.
2. Full subject: Jeffrey's poem about his mother made the class cry.
3. Compound subject: Paul and Tommy joined the soccer team at the same time.
The underlined words are the subject in each sentence.
PREDICATE
Let us return to our example "Kelly walked down the street." In this sentence, "walked" is
the predicate because it is the verb that tells us what Kelly is doing. A sentence can have just a subject
and a predicate. For example, you could just say "Kelly walked" and you have a complete sentence.
Here are the types of predicates.
1. Simple predicate: Harry ate his apple.
2. Full predicate: The mouse slowly ran towards the food.
3. Compound predicate: She both laughed and cried at the film.
The underlined words are the predicate in each sentence.
CLAUSE
A clause is usually some sort of additional information to the sentence. We could say "They like
ice cream." However, we could also say "They like ice cream on hot days." "They like ice cream" can
stand by itself, but "on hot days" adds something extra to the sentence. Therefore, "on hot days" is a
clause.
There are two different types of clauses:

1. Dependent clauses - "On hot days" is an example of a dependent clause because it could not
stand by itself as a sentence.
2. Independent clauses - "Paul washed the dishes, but he didn't want to." "He didn't want to" could
be a sentence by itself; however, here it is connected to the larger sentence.
PHRASE
A phrase is sort of like a dependent clause. It is a group of words that cannot stand alone as a
sentence, but it can be used to add something to a sentence.
There are a few different types of phrases:

1. A noun phrase acts as a noun. For example: "the hungry cat"
2. An adjective phrase modifies a noun. The child playing hopscotch was happy.
3. An adverb phrase begins with a preposition and acts as an adverb. "On a hot day" from earlier
is an example.
4. A prepositional phrase is made up of a preposition, its objects, and its modifiers. The house on
the corner was old.
MODIFIER
As you can see from above, there are many different types of ways to add additional information
to a sentence. All of these examples are known under the general category of modifiers.
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Kinds of sentences
There are four kinds of sentences.
1. Assertive or Declarative Sentence

A sentence that makes a statement or assertion is called an assertive or declarative
sentence. Assertive sentence ends with a period.
Examples
He goes to school
He likes to play chess.
They are singing a song.
2. Interrogative Sentence
A sentence that asks a question is called an interrogative sentence. Interrogative sentence ends
with question mark.
Examples.
Where are you going?
Do you use your laptop?
3. Imperative Sentence
A sentence that expresses a request, command or advice is called an imperative sentence.
Examples
Open the door. (an order)
Please help me. (a request)
4. Exclamatory Sentence
A sentence that expresses strong feelings or emotions is called an exclamatory sentence. These
sentences express surprise, joy, sorrow, appreciation, love excitement, frustration, anger etc. An
exclamatory sentence ends with exclamation mark.
Examples
What a beautiful flower it is!
How nicely she is singing!
That is fantastic!
Hurrah! We won the match!
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WORKPLACE
LO2. COMPLETE RELEVANT WORK-RELATED DOCUMENTS
The three elements are dynamically interrelated since each element is dependent on the others
for effective communication to take place.
S M R
Feedback
Effective Communication helps workers to:

 complete a schedule of tasks
 follow a set of instructions
 learn correct procedures and improve work practices
 solve problems
 work as part of a team
 follow the enterprise Occupational Health and Safety and environmental procedures.
There are three main modes of communication:

1. Verbal communication
2. Non-verbal communication
3. Written communication
Verbal Communication
In industries a large proportion of communication is verbal or spoken. This may occur face-to-
face or via telephones or two-way radios. For verbal communication to be effective both the speaker and
the listener need to be actively engaged in the conversation.
The speaker should be clear, concise, and courteous and use a style of language that is
appropriate to the situation and the audience. The information should be accurate to the best of the
speaker’s knowledge. The tone of voice and body language used when speaking are often as important
as the words themselves.
The listener should give the speaker their full attention and be sure that they clearly understand
the message being conveyed. Again, body language is very important. Good listening skills are
necessary when receiving instruction or being taught new procedures.
Questions should be asked by the listener to clarify the meaning and by the speaker to ensure that
the information has been fully understood. There are three types of questions:
1. Closed questions are used to obtain a particular piece of information. They are usually
answered with a yes or no or with a limited response. For example:
 Have you driven a four-wheel drive tractor before?
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2. Open questions encourage people to discuss a situation and share information. They often
require longer answers and begin with how, where, when, which, who, why or what. For example:
 What types of tractors have you driven?
3. Reflective questions, also called mirror questions, are used to show the speaker that you have
been actively listening to them. They are also helpful when encouraging a person to express their
opinions clearly. For example:
 So, you’ve driven this type of tractor before?
 You’ve found this type of tractor to run reliably, haven’t you?
Good speaking, listening and questioning skills are essential when communicating via the
telephone or two-way radios to ensure that the correct information has been received.
There are a number of barriers that reduce the effectiveness of verbal communication. These
include:
 inappropriate choice of language style
 inappropriate body language
 disruptions
 noise in the proximity and/or a poor signal
 relevance of the topic to the listener
 Assumptions made by both the speaker and listener.
Non-verbal communication
A significant aspect of face-to-face communication is non-verbal body language. This includes
body posture, arm and hand positions, facial expressions, and eye-contact and hand gestures.
Sometimes a conflicting message may be given because the words spoken do not match a speaker’s
body language.
Good observation skills are needed to ‘read’ what is really being communicated. Being aware of
cues and signals is a crucial skill in understanding people’s attitudes.
Personal presentation, dress and hygiene also contribute to the impression a person makes
when they are communicating.
Other forms of non-verbal communication regularly found in the workplace include:

 Signals, for example hand signals used when operating machinery; traffic lights.
 Signs, for example safety signs; workplace warnings; men’s, ladies and disabled toilets; first aid
posts.
 Diagrams, for example property maps; diagrams in machinery manuals.
 Symbols, for example poison schedules; map legends; machinery gears and levers.
Basic Communication Skills

The four basic methods of communication in everyday life are: listening, speaking, reading and
writing.
 Effective Listening and Speaking
In today’s changing world, listening and speaking play significant roles because the first contact
between ourselves and others is established through this two-way process.
Listening and hearing are not the same. Hearing is simply the travel of sound through the ears to
the brain without effort for the listeners; listening involves a reaction of the brain to the sounds waves.
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Another way of expressing this difference is to say that listening has a purpose. Different purposes in
listening imply different kinds of listening.
Among the linguistic skills, speaking developed alongside listening. Learning to speak well is an
asset. Since most of us talk much more than we write, we are judged more than by our speech than by
our writing.
 Reading
A third communication skill after listening and speaking is reading. People read for many different
reasons and in many different ways. One reason for reading is to find specific information, which is
called scanning. Another, is for meaning and absorption of information or which is called active reading.
 Writing
Writing tends to be more formal than speaking. Writing can be group into three kinds according to
style: formal, informal-public, and casual.
 Formal style is used for writing letters to the government officials, speeches, articles for
newsletter and magazines, school assignments, long reports and formal compositions.
 Informal-public style is used in public communication, not private communication; we use it when
we want to sound informal, not formal.
 Casual style is used in writing to friends, to classmates, and in jotting down notes to family
members.
BARRIERS TO EFFECTIVE COMMUNICATION
Recognizing the various barriers to communication further enhances the flow of ideas
between an instructor and the student. The instructor must develop communication skills in
order to convey desired information to the students and must recognize that communication
is a two-way process. In the end, the true test of whether successful communication has
taken place is to determine if the desired results have been achieved.
 Lack of common experience. Many people seem to believe that words transport meanings from
speaker to listener in the same way that a truck carries bricks from one location to another. A
communicator's words cannot communicate the desired meaning to another person unless the
listener or reader has had some experience with the objects or concepts to which these words refer.
 Confusion between the Symbol and the Symbolized Object. Languages abound with words that
mean different things to different people. Confusion between the symbol and the symbolized object
results when a word is confused with what it is meant to represent. Although it is obvious that words
and the connotations they carry can be different, people sometimes fail to make the distinction.
Words and symbols do not always represent the same thing to every person.
 Overuse of Abstractions. Abstractions are words that are general rather than specific. Concrete
words or terms refer to objects that people can relate directly to their experiences. They specify an
idea that can be perceived or a thing that can be visualized. Abstract words, on the other hand, stand
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for ideas that cannot be directly experienced, things that do not call forth mental images in the minds
of the students.
 Interference. Barriers to effective communication are usually under the direct control of the
sender/encoder. However, interference is made up of factors that are outside the direct control of
the sender/encoder: physiological, environmental, and psychological interference. To communicate
effectively, the sender should consider the effects of these factors.
Psychological interference is any biological problem that may inhibit symbol reception, such as
hearing loss, injury or physical illness. These, and other physiological factors, can inhibit communication
because the student is not comfortable.
Environmental interference is caused by external physical conditions. One example of this is the
noise level found in many light aircraft. Noise not only impairs the communication process, but also can
result in long- term damage to hearing.
Psychological interference is a product of how the sender and the receiver feel at the time the
communication process is occurring. If either sender or receiver is not committed to the communication
process, communication is impaired. Fear of the situation or mistrust between the sender and receiver
could severely inhibit the flow of information.
Communication Systems
 Downward communication. Communication flows from the superiors to its subordinates.
 Upward communication. The communication flows from the subordinates to its superiors.
 Lateral communication. Communication flows from functional areas at a given level of the
organization or hospital.
 Diagonal communication. The communication flows from a subordinate of a certain level to the
superior of another level and vice versa.
 Grapevine. It stretches throughout the organization in all directions irrespective of authority.
Benefits of effective communication:

 Rewarding and harmonious relationships with others
 Easily build rapport with clients, customers, friends, new acquaintances
 Getting what you want
 More time for yourself and others
 Satisfaction and success in life
Failing to communicate effectively:
It is often our failure to communicate effectively that leads to:
 Professional setbacks
 Personal disappointment
 Breakdown of important relationships
 Wasting energy and time on frustration and dramas
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 Not reaching our full potential
SELF CHECK 1.1-1
OBTAIN AND CONVEY WORKPLACE COMMUNICATION
Instruction: Choose the letter of the correct answer from the given choices.
Multiple Choice
1. This part of a speech basically refers to words that specify location or a location in time.
a. Noun
b. Pronoun
c. Adjective
d. Preposition
2. This part of a speech refers to words which express emotions.
a. Noun
b. Pronoun
c. Interjection
d. Adverb
3. Used to describe words, but the difference is that it describe adjectives, verbs, or another adverb.
a. Noun
b. Pronoun
c. Interjection
d. Adverb
4. The conjunction is a part of a speech which joins words, phrases, or clauses together.
a. Conjunction
b. Pronoun
c. Interjection
d. Adverb
5. This part of speech is used to describe a noun or a pronoun
a. Conjunction
b. Pronoun
c. Adjective
d. Adverb
ANSWER KEY 1.1-1
OBTAIN AND CONVEY WORKPLACE COMMUNICATION
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WORKPLACE
1. Preposition
2. Interjection
3. Adverb
4. Conjunction
5. Adjective
Date Develop: 2018

Date Revised: 2019
WELDING NC II

WORKPLACE

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COMPETENCY BASED LEARNING

Sector: Metals And Engineering

Qualification: Shielded Metal Arc Welding NC II

Unit of Competency: PARTICIPATE IN A WORKPLACE COMMUNICATION

Module Title: PARTICIPATING IN A WORKPLACE COMMUNICATION

St. Anthony Center of Science and

Date Develop: 2018

Develop by: Issued by:

 Talk to some experienced colleagues and ask for guidance.

Date Develop: 2018

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UNIT OF COMPETENCY : PARTICIPATE IN WORKPLACE COMMUNICATION

1. Obtain and convey workplace information

LO1. OBTAIN AND CONVEY WORKPLACE INFORMATION

L02. COMPLETE RELEVANT WORK RELATED DOCUMENTS

Date Develop: 2018

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LO3. PARTICIPATE IN WORKPLACE MEETINGS AND DISCUSSIONS

Date Develop: 2018

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LO1. OBTAIN AND CONVEY WORKPLACE COMMUNICATION

There are different types of nouns namely:

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The different types of adverbs are:

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What Are the Different Parts of a Sentence?

For example: Kelly walked down the street.

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There are two different types of clauses:

There are a few different types of phrases:

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1. Assertive or Declarative Sentence

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Effective Communication helps workers to:

There are three main modes of communication:

 Have you driven a four-wheel drive tractor before?

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 What types of tractors have you driven?

 So, you’ve driven this type of tractor before?

 You’ve found this type of tractor to run reliably, haven’t you?

Other forms of non-verbal communication regularly found in the workplace include:

Basic Communication Skills

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BARRIERS TO EFFECTIVE COMMUNICATION

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Benefits of effective communication:

Date Develop: 2018

Develop by: Issued by:

SELF CHECK 1.1-1

OBTAIN AND CONVEY WORKPLACE COMMUNICATION

ANSWER KEY 1.1-1

OBTAIN AND CONVEY WORKPLACE COMMUNICATION

Date Develop: 2018

Develop by: Issued by: