Adrian Santiago

MIL
SUMMATIVE TEST

A.

1. C
2. C
3.C
4. A
5.C
6.A

B.

1. We are living amidst what is potentially one of the greatest threats in our lifetime to
global education, a gigantic educational crisis. As of March 28, 2020, the COVID-19
pandemic is causing more than 1.6 billion children and youth to be out of school in 161
countries. This is close to 80% of the world’s enrolled students.  We were already
experiencing a global leaning crisis, as many students were in school, but were not
learning the fundamental skills needed for life. The World Bank’s “Learning Poverty”
indicator – the % of children who cannot read and understand at age 10 – stood at 53%
of children in low- and middle-income countries – before the outbreak started. This
pandemic has the potential to worsen these outcomes even more if we do not act fast.
Learning. Starting the school year late or interrupting it (depending on if they live in the
southern or northern hemisphere) completely disrupts the lives of many children, their
parents, and teachers. A lot can be done to at least reduce the impact through remote
learning strategies. Richer countries are better prepared to move to online learning
strategies, although with a lot of effort and challenges for teachers and parents. In
middle-income and poorer countries, the situation is very mixed and if we do not act
appropriately, the vast inequality of opportunities that exists – egregious and
unacceptable to start with – will be amplified. Many children do not have a desk, books,
internet connectivity, a laptop at home, or supportive parents. Others do. What we need
to avoid – or minimize as much as possible – is for those differences in opportunities to
expand and cause the crisis to have an even larger negative effect on poor children’s
learning.  
Fortunately, we are seeing a lot of creativity in many countries. Rightly so, many
ministries of education are worried that relying exclusively on online strategies will imply
reaching only children from better-off families. The appropriate strategy in most
countries is to use all possible delivery modes with the infrastructure that exists today.
Use online tools to assure that lesson plans, videos, tutorials, and other resources are
available for some students and probably, most teachers. But also, podcasts and other
resources that require less data usage. Working with telecommunication companies to
apply zero-rate policies can also facilitate learning material to be downloaded on a
smartphone, which more students are likely to have. 
Radio and TV are also very powerful tools. The advantage we have today, is that
through social networks, WhatsApp or SMS, ministries of education can communicate
effectively with parents and teachers and provide guidelines, instructions and structure
to the learning process, using content delivered by radio or TV. Remote learning is not
only about online learning, but about mixed media learning, with the objective of
reaching as many students as possible, today.
Some countries will be able to increase their teachers’ digital skills. Radio and TV
stations will recognize their key role in supporting national education goals – and
hopefully, improve the quality of their programming understanding their immense social
responsibility. Parents will be more involved in their children’s education process, and
ministries of education will have a much clearer understanding of the gaps and
challenges (in connectivity, hardware, integration of digital tools in the curriculum,
teacher’s readiness) that exist in using technology effectively and act upon that. All of
this can strengthen the future education system in a country.
The mission of all education systems is the same. It is to overcome the learning crisis
we were already living and respond to the pandemic we are all facing. The challenge
today is to reduce as much as possible the negative impact this pandemic will have on
learning and schooling and build on this experience to get back on a path of faster
improvement in learning. As education systems cope with this crisis, they must also be
thinking of how they can recover stronger, with a renewed sense of responsibility of all
actors and with a better understanding and sense of urgency of the need to close the
gap in opportunities and assuring that all children have the same chances for a quality
education.

2. Yes, In an era when people can carry the Internet in their pocket, teaching and
learning must be reconsidered. The increased use of handheld and portable devices,
along with pervasive wireless networking, means that structured learning opportunities
are becoming an “any time, anywhere” enterprise. We talk about this shift in terms of
ubiquity: the traditional divide between formal and informal contexts of learning is
breaking down. Technological as well as social, cultural, and institutional changes mean
that learning is a continuous possibility. Ubiquitous learning is a new educational
paradigm made possible in part by the affordances of digital media. We can use new
technologies to do learn old things in old ways, but the learner's relationship to
knowledge and the processes of pedagogy have not changed in any significant way.
The emergence of ubiquitous computing creates new conditions for all working as
education professionals and learning as students.
3. Knowledge is created and disseminated in all forms and formats. Media and information increase
every day and it becomes so abundant that it can be found anywhere, anytime especially in the booming
era of data and information explosion. Becoming media and information literate individuals will test our
patience on how we deal with information and misinformation. It includes a certain level of respect
towards those who need and request it. Respect for information need means we allow each and
everyone to express their ideas, opinions, and expressions fully without any judgment or prejudice. MIL
teaches us to use information and media content in an ethical, efficient, and effective manner. 
Adrian Santiago
UCSP
SUMMATIVE TEST

1. Every society has a system of rating and ranking its members based on a number of criteria. Income,
occupation, education and hereditary status are some of the most common criteria for ranking in social
hierarchy. Wealthy families have not only money but also social prestige.

Also celebrities and aristocratic members have social prestige. Economic standards put the individuals in
different classes. Throughout the history, societies have used some system of classification such as lords
and serfs, rich and poor, landlords and landless, etc. In India, caste system is used to rank individuals and
groups as high and low.

Social Stratification is a system of structured roles and statuses which rates and ranks members of a
society based on select criteria and limits access to wealth, power, privileges and opportunities.
However, it must be clearly understood that social stratification does not mean the classification
individuals on the basis of their qualities. It means an established system of classifying groups involving a
horizontal division of society into ‘higher’ and ‘lower’ social status.

The system of social stratification not only bestows prestige and privileges among the groups and elites
but also restricts opportunities available to the people. As such, it involves a system of providing
inequality among the groups and their members.

2. Social Inequality exist because of Social Stratification. Social Stratification is a phenomenon that has
its own advantages and disadvantages, and one of the major disadvantages of it is the eternal division of
people into classes, whether they are social or racial. People have always tried to find those who are
lower, as they considered, than them in a social status and consequently in manner, upbringing and
opportunities.

The division of human society into numerous classes which can be reduced to high, middle and low
classes, has always existed in the history of mankind and was based on different factors but,
nevertheless, its essence always stayed the same – some people consider themselves to be superior
over others based on their financial status, belonging to a certain race or sex.

However wrong this social division may seem, it nevertheless exists in the human society.

3. The low-income class, the middle-income class, and the high-income class. The lower income class
comprises those with per capita incomes below twice the poverty line, while the upper income class has
per capita incomes in excess of twelve times the poverty line. The middle-income class are class of
people intermediate between the classes of higher and lower social rank or standing; the social,
economic, cultural class, having approximately average status, income, education, tastes, and the like.
The lower class is typified by poverty, homelessness, and unemployment. People of this class, few of
whom have finished high school, suffer from lack of medical care, adequate housing and food, decent
clothing, safety, and vocational training. The upper‐upper class includes those aristocratic and “high‐
society” families with “old money” who have been rich for generations. These extremely wealthy people
live off the income from their inherited riches. The middle class or middle classes are the people in a
society who are not working class or upper class. Business people, managers, doctors, lawyers, and
teachers are usually regarded as middle class.

4. Nongovernmental organization (NGO) is a term used for a group that is not part of a government, is
nonprofit, and is set up on a voluntary basis by ordinary citizens. An NGO may be established on a local,
national, or international level to address issues in support of the public good. NGOs are task-oriented
and driven by people with a common interest to perform a variety of service and humanitarian
functions, to bring citizen concerns to governments, to advocate and monitor policies, and to encourage
political participation through the provision of information. On the other hand, Government
organization’s role/ functions is Policy development, Regulation, Facilitation,and Internal sustainability
management
Adrian Santiago
Contemporary Arts Quarter 2 M2.4

Basket weaving. Basket weaving involves working with two basic weights. One will be a heavy,
thick material that will be used to create the stakes that will form the skeleton of the basket. You can even
vary the thickness of the stakes. For instance, you can use a heavy material for the bottom and a lighter
one for the sides. Whatever the difference in their thickness, they will definitely be thicker than the rods
that will be used for weaving. These weaving rods make up the bulk of the basket and are called weavers.

As far as tools are concerned, you will need a sharp knife or scissors to cut and point the material,
as well as some side cutters to chip off the ends. Round-nosed pliers can kink the stakes prior to bending
them. This will be particularly handy when the angle has to be sharp. A bodkin is a tool that can be useful
to make space between a woven work and for pushing rods into their place after making the necessary
gaps. A rapping iron can help you push down the weaving rows.

Coils of grasses, pine needles, or reeds are stitched on top of one another. Softer materials are
used to create the walls of the basket. This creates a rigid, tight basket and is a popular basket-weaving
method of Indigenous people in the Philippines
Adrian Santiago
Gen Physics
SUMMATIVE TEST

1.B 21.C
2.A 22. D
3. 272 rods 23.C
4.D 24. A
5.B 25. B
6.B 26.A
7.B 27.C
8.B 28.B
9.A 29.C
10.B 30.A
11.A 31.C
12.A 32.A
13. D 33. D
14.C 34.D
15.B 35.B
16. D 36.C
17.B 37.C
18.A 38.D
19.B 39.D
20. D 40.D
Adrian Santiago
UCSP
QUARTER 2
Group/Organization
1. Vendors
2.Partners/Working students
3.Small business Owner
4.PWD
5. Health Workers
6.IP’s
7.Low Average Community
8. Senior Citizen
9.Unemployed Worker because of
pandemic
10. Teenage Mother
Strategy
Open and democratic trade policy,
transparent trade policy that is open.
Workers right to organize has always
been a basis for more equal societies
Develop fair and transparent tax systems
Enhance social services and ensure
access to social protection
Enhance social services and ensure
access to social protection
Empower women and create
opportunities for youth and disadvantage
communities
New economic that works to improve the
lives of everyone
Enhance social services and ensure
access to social protection
Increase economic innovation and create
decent work an higher incomes
Empower women and create
opportunities for youth and disadvantage
communities
Adrian Santiago
Gen Biology
Summative Exam

1.TRUE 6. ATP 11. Thylakoid

2. Phosphate Group7. TRUE 12. TRUE
3. TRUE 8. Nucleotidase 13. TRUE
4. TRUE 9. TRUE 14. TRUE
5. TRUE 10. TRUE 15. TRUE

II.
1. Calvin Cycle
2. Electron Donors
3. Sucrose
4. Dr. Melvin Calvin
5.Glucose
6. Rubisco
7. Grana
8. R
9. Calvin Cycle
10. Redox Reaction
Adrian Santiago
PE
Summative Exam

1.T
2.F
3.F
4.F
5.T
6.A
7. D
8.C
9. B
10.A

II.

1. READY POSITION
2. BEGINNING STANCE
3. LOW V
4. T MOTION
5.TOUCHDOWN
6. SIDE LUNGE
7. FRONT LUNGE
8. CLAP
9. OVERHEAD CLASP
10. DIAGONAL
NEFFE CLEO DEL ROSARIO
MIL
SUMMATIVE TEST

A.

1. C
2. C
3.C
4. A
5.C
6.A

B.

1. We are living amidst what is potentially one of the greatest threats in our lifetime to
global education, a gigantic educational crisis. As of March 28, 2020, the COVID-19
pandemic is causing more than 1.6 billion children and youth to be out of school in 161
countries. This is close to 80% of the world’s enrolled students.  We were already
experiencing a global leaning crisis, as many students were in school, but were not
learning the fundamental skills needed for life. The World Bank’s “Learning Poverty”
indicator – the % of children who cannot read and understand at age 10 – stood at 53%
of children in low- and middle-income countries – before the outbreak started. This
pandemic has the potential to worsen these outcomes even more if we do not act fast.
Learning. Starting the school year late or interrupting it (depending on if they live in the
southern or northern hemisphere) completely disrupts the lives of many children, their
parents, and teachers. A lot can be done to at least reduce the impact through remote
learning strategies. Richer countries are better prepared to move to online learning
strategies, although with a lot of effort and challenges for teachers and parents. In
middle-income and poorer countries, the situation is very mixed and if we do not act
appropriately, the vast inequality of opportunities that exists – egregious and
unacceptable to start with – will be amplified. Many children do not have a desk, books,
internet connectivity, a laptop at home, or supportive parents. Others do. What we need
to avoid – or minimize as much as possible – is for those differences in opportunities to
expand and cause the crisis to have an even larger negative effect on poor children’s
learning.  
Fortunately, we are seeing a lot of creativity in many countries. Rightly so, many
ministries of education are worried that relying exclusively on online strategies will imply
reaching only children from better-off families. The appropriate strategy in most
countries is to use all possible delivery modes with the infrastructure that exists today.
Use online tools to assure that lesson plans, videos, tutorials, and other resources are
available for some students and probably, most teachers. But also, podcasts and other
resources that require less data usage. Working with telecommunication companies to
apply zero-rate policies can also facilitate learning material to be downloaded on a
smartphone, which more students are likely to have. 
Radio and TV are also very powerful tools. The advantage we have today, is that
through social networks, WhatsApp or SMS, ministries of education can communicate
effectively with parents and teachers and provide guidelines, instructions and structure
to the learning process, using content delivered by radio or TV. Remote learning is not
only about online learning, but about mixed media learning, with the objective of
reaching as many students as possible, today.
Some countries will be able to increase their teachers’ digital skills. Radio and TV
stations will recognize their key role in supporting national education goals – and
hopefully, improve the quality of their programming understanding their immense social
responsibility. Parents will be more involved in their children’s education process, and
ministries of education will have a much clearer understanding of the gaps and
challenges (in connectivity, hardware, integration of digital tools in the curriculum,
teacher’s readiness) that exist in using technology effectively and act upon that. All of
this can strengthen the future education system in a country.
The mission of all education systems is the same. It is to overcome the learning crisis
we were already living and respond to the pandemic we are all facing. The challenge
today is to reduce as much as possible the negative impact this pandemic will have on
learning and schooling and build on this experience to get back on a path of faster
improvement in learning. As education systems cope with this crisis, they must also be
thinking of how they can recover stronger, with a renewed sense of responsibility of all
actors and with a better understanding and sense of urgency of the need to close the
gap in opportunities and assuring that all children have the same chances for a quality
education.

2. Yes, In an era when people can carry the Internet in their pocket, teaching and
learning must be reconsidered. The increased use of handheld and portable devices,
along with pervasive wireless networking, means that structured learning opportunities
are becoming an “any time, anywhere” enterprise. We talk about this shift in terms of
ubiquity: the traditional divide between formal and informal contexts of learning is
breaking down. Technological as well as social, cultural, and institutional changes mean
that learning is a continuous possibility. Ubiquitous learning is a new educational
paradigm made possible in part by the affordances of digital media. We can use new
technologies to do learn old things in old ways, but the learner's relationship to
knowledge and the processes of pedagogy have not changed in any significant way.
The emergence of ubiquitous computing creates new conditions for all working as
education professionals and learning as students.
3. Knowledge is created and disseminated in all forms and formats. Media and
information increase every day and it becomes so abundant that it can be found
anywhere, anytime especially in the booming era of data and information explosion.
Becoming media and information literate individuals will test our patience on how we
deal with information and misinformation. It includes a certain level of respect towards
those who need and request it. Respect for information need means we allow each and
everyone to express their ideas, opinions, and expressions fully without any judgment or
prejudice. MIL teaches us to use information and media content in an ethical, efficient,
and effective manner. 
NEFFE CLEO DEL ROSARIO
UCSP
SUMMATIVE TEST

1. Every society has a system of rating and ranking its members based on a number of
criteria. Income, occupation, education and hereditary status are some of the most
common criteria for ranking in social hierarchy. Wealthy families have not only money
but also social prestige.
Also celebrities and aristocratic members have social prestige. Economic standards put
the individuals in different classes. Throughout the history, societies have used some
system of classification such as lords and serfs, rich and poor, landlords and landless,
etc. In India, caste system is used to rank individuals and groups as high and low.
Social Stratification is a system of structured roles and statuses which rates and ranks
members of a society based on select criteria and limits access to wealth, power,
privileges and opportunities. However, it must be clearly understood that social
stratification does not mean the classification individuals on the basis of their qualities. It
means an established system of classifying groups involving a horizontal division of
society into ‘higher’ and ‘lower’ social status.
The system of social stratification not only bestows prestige and privileges among the
groups and elites but also restricts opportunities available to the people. As such, it
involves a system of providing inequality among the groups and their members.

2. Social Inequality exist because of Social Stratification. Social Stratification is a

phenomenon that has its own advantages and disadvantages, and one of the major
disadvantages of it is the eternal division of people into classes, whether they are social
or racial. People have always tried to find those who are lower, as they considered, than
them in a social status and consequently in manner, upbringing and opportunities.
The division of human society into numerous classes which can be reduced to high,
middle and low classes, has always existed in the history of mankind and was based on
different factors but, nevertheless, its essence always stayed the same – some people
consider themselves to be superior over others based on their financial status,
belonging to a certain race or sex.
However wrong this social division may seem, it nevertheless exists in the human
society.

3. The low-income class, the middle-income class, and the high-income class. The
lower income class comprises those with per capita incomes below twice the poverty
line, while the upper income class has per capita incomes in excess of twelve times the
poverty line. The middle-income class are class of people intermediate between the
classes of higher and lower social rank or standing; the social, economic, cultural class,
having approximately average status, income, education, tastes, and the like. The lower
class is typified by poverty, homelessness, and unemployment. People of this class, few
of whom have finished high school, suffer from lack of medical care, adequate housing
and food, decent clothing, safety, and vocational training. The upper‐upper class
includes those aristocratic and “high‐society” families with “old money” who have been
rich for generations. These extremely wealthy people live off the income from their
inherited riches. The middle class or middle classes are the people in a society who are
not working class or upper class. Business people, managers, doctors, lawyers, and
teachers are usually regarded as middle class.

4. Nongovernmental organization (NGO) is a term used for a group that is not part of a
government, is nonprofit, and is set up on a voluntary basis by ordinary citizens. An
NGO may be established on a local, national, or international level to address issues in
support of the public good. NGOs are task-oriented and driven by people with a
common interest to perform a variety of service and humanitarian functions, to bring
citizen concerns to governments, to advocate and monitor policies, and to encourage
political participation through the provision of information. On the other hand,
Government organization’s role/ functions is Policy development, Regulation,
Facilitation,and Internal sustainability management
NEFFE CLEO DEL ROSARIO

Contemporary Arts Quarter 2 M2.4

Basket weaving. Basket weaving involves working with two basic weights. One
will be a heavy, thick material that will be used to create the stakes that will form the
skeleton of the basket. You can even vary the thickness of the stakes. For instance, you
can use a heavy material for the bottom and a lighter one for the sides. Whatever the
difference in their thickness, they will definitely be thicker than the rods that will be used
for weaving. These weaving rods make up the bulk of the basket and are called
weavers.

As far as tools are concerned, you will need a sharp knife or scissors to cut and
point the material, as well as some side cutters to chip off the ends. Round-nosed pliers
can kink the stakes prior to bending them. This will be particularly handy when the angle
has to be sharp. A bodkin is a tool that can be useful to make space between a woven
work and for pushing rods into their place after making the necessary gaps. A rapping
iron can help you push down the weaving rows.

Coils of grasses, pine needles, or reeds are stitched on top of one another.
Softer materials are used to create the walls of the basket. This creates a rigid, tight
basket and is a popular basket-weaving method of Indigenous people in the Philippines
NEFFE CLEO DEL ROSARIO
Gen Physics
SUMMATIVE TEST

1.B 21.C
2.A 22. D
3. 23.C
4.D 24. A
5.B 25. B
6.B 26.A
7.B 27.C
8.B 28.B
9.A 29.C
10.B 30.A
11.A 31.C
12.A 32.A
13. D 33. D
14.C
15.B
16. D
17.B
18.A
19.B
20. D
NEFFE CLEO DEL ROSARIO
UCSP
QUARTER 2
Group/Organization
1. Vendors
2.Partners/Working students
3.Small business Owner
4.PWD
5. Health Workers
6.IP’s
7.Low Average Community
8. Senior Citizen
9.Unemployed Worker because of
pandemic
10. Teenage Mother
Strategy
Open and democratic trade policy,
transparent trade policy that is open.
Workers right to organize has always
been a basis for more equal societies
Develop fair and transparent tax systems
Enhance social services and ensure
access to social protection
Enhance social services and ensure
access to social protection
Empower women and create
opportunities for youth and disadvantage
communities
New economic that works to improve the
lives of everyone
Enhance social services and ensure
access to social protection
Increase economic innovation and create
decent work an higher incomes
Empower women and create
opportunities for youth and disadvantage
communities
NEFFE CLEO DEL ROSARIO
Gen Biology
Summative Exam

1.TRUE 6. ATP 11. Thylakoid

2. Phosphate Group7. TRUE 12. TRUE
3. TRUE 8. Nucleotidase 13. TRUE
4. TRUE 9. TRUE 14. TRUE
5. TRUE 10. TRUE 15. TRUE

II.
1. Calvin Cycle
2. Electron Donors
3. Sucrose
4. Dr. Melvin Calvin
5.Glucose
6. Rubisco
7. Grana
8. R
9. Calvin Cycle
10. Redox Reaction
NEFFE CLEO DEL ROSARIO
PE
Summative Exam

1.T
2.F
3.F
4.F
5.T
6.A
7. D
8.C
9. B
10.A

II.

1. READY POSITION
2. BEGINNING STANCE
3. LOW V
4. T MOTION
5.TOUCHDOWN
6. SIDE LUNGE
7. FRONT LUNGE
8. CLAP
9. OVERHEAD CLASP
10. DIAGONAL
Adrian V. Santiago
Stem-12 Ingenuity
Filipino sa Piling Larang- Akademiko
Summative Test

I.
1.tema
2. Tagpuan
3. Diyalogo
4. Pamagat
5. Parodya
6. Melodrama
7. Komedya
8. Hand puppet
9. Blacklight puppet
10. Rod puppet
II.
Nang nag simula ang pandemya marami ang di naging handa, gulat ang lahat sa
daliang pag hinto ng mundo. Grade 10 ako nang nag simula ito. Handa na sana ako sa
panibagong daang tatahakin ko, pag aaral sa Davao. Ngunit naging mapag laro ang
mundo. Panibagong mundo ang ginawa ng pandemya. Nag enroll ako sa Davao, nag
babakasakaling kayanin ko ang online learning, ngunit naging bangungot ito sakin.
Depression at anxiety ang naging bunga sap ag pipilit kong makapag aral doon. Natigil
ako sa kalagitnaan ng 1st semester at napilitang mag transfer sa MNHS. Bukod dito,
natuto akong mag alaga ng mga aso, sila ang mga naging takbuhan at karamay ko.
Marami den akong bagong natuklasan, mga bagay na kaya ko palang gawin. Nag
karoon din kami ng quality time ng pamilya ko, mas pinatatag kami at pinayabong.

Sa kasagsagan ng pandemya, wala akong ibang natutunan kung hindi, maging

ilaw ka sa dilim. Para sa sarili mo, at sa mga taong naka paligid sayo. Dahil sa bawat
pag lubog ng araw walang ibang makakatulong sayo kundi ang sarili.

III.
1 Oo, mali ang kanyang ginawa. Isa itong uri ng pag nanakaw na kung tatawagin ay
plagiarism.
2. Iwasan ang pag kuha ng mga detalye sa social media at angkinin ang mga ito. Kung
sakailing kukuha ng ideya matutong mag pag alam sa may ari o di kaya ay mag lagay
ng mga CCTO.
3. Huwag mag nakaw o mang akin ng ideya ng iba.
Neffe Cleo B. Del Rosario
Stem-12 Ingenuity
Filipino sa Piling Larang- Akademiko
Summative Test

I.
1.tema
2. Tagpuan
3. Diyalogo
4. Pamagat
5. Parodya
6. Melodrama
7. Komedya
8. Hand puppet
9. Blacklight puppet
10. Rod puppet

II.
Taong 2020 nang nag simula ang COVID 19 sa bansa marami ang di naging handa sa
biglaang pag atake neto. Pag tigil ng mga trabaho, Paliparan man o mga barko di
maaring mag layag, mga pam pumblikong lugar ipinasirado. Bata o matanda walang
piniling edad lahat ay damay dito. Panandaliang katahimikan ang natamasa ng mundo
dahil maraming bansa ang nag deklara ng total lockdown.

March 2020 , grade 10 ako ng pandemya ay nangyari. Grad ball man o Graduation
Ceremony wala kaming naranasan. Unang buwan ng lockdown ay tila masaya pa,
gigising ka sa oras na gusto mo, at gagalaw ka kung kelan mo gusto. Di kailangang
mag madali. Kain, tulog, cellphone, laro paulit ulit. Marami akong bagong natuklasan.
Marami pa pala akong kayang gawin. Pag ba-bake, pag luluto. Pag gawa ng mga
beads pag susulat ng kwento at mga tula, pag pipinta at marami pang iba. Nag alaga
den ako ng mga aso, sila ang mga naging kaibigan at karamay ko sa tuwing namimiss
ko ang barkada ko. Nagawa ko ding mag online selling. Mas nag karoon ng oras sa
pamilya. Ngunit sa Ilang buwan kahit gaano paman karami ang iyong nagawa,
masasabik ka parin sa buhay na iyong naka gawian. Nang nag simula ang pasokan
lahat ata ng estudyante na nibago sa modular distance learning at online distance
learning. Marami ang na depress kasali na ako roon dahil grade conscious ako, kalian
kong I maintain ang grado ko. Hanggang sapag sapit ng aking ika 18 na kaarawan.
Wala akong tanging hiling nun na sana mag luwag na, ako ay labis na nalungkot dahil
marami sa aking mga malalapit na kaibigan at pamilya hindi nakadalo dahil nga takot
pang lumabas dahil sa sakit na kumakalat. Pero dahil hindi naman dun nag tatapos ang
buhay kaya tuloy lang. Sa kasalukuyan ako ngayun ay grade 12 na. Nag tatrabaho ako
sa pinsan kung may pwesto sa palengke, hindi naman sa gipit kami. Gusto ko lang
kumayod na at hindi na umasa sa magulang ko sa mga bagay na gusto ko. Ako ay
masaya sa gina gawa ko. Araw- araw may natutunan ako. At sa edad kung ito may mga
napundar na ako na mamasabi kung pinag hirapan ko.

Dilim at lungkot ang dulot nito sa buong mundo. Pero para sakin, nakulong man tayo sa
mga bahay naten, ekonomiya man ay natigil, tuloy paden ang buhay. Laban, bangon.
Maging ilaw ka sa madilim na mundo. Maging mapa maraan at wag mag padala sa
lungkot.

III.
1 Oo, mali ang kanyang ginawa. Isa itong uri ng pag nanakaw na kung tatawagin ay
plagiarism.
2. Iwasan ang pag kuha ng mga detalye sa social media at angkinin ang mga ito. Kung
sakailing kukuha ng ideya matutong mag pag alam sa may ari o di kaya ay mag lagay
ng mga CCTO.
3. Huwag mag nakaw o mang akin ng ideya ng iba.