Nabua National High School

Nabua Camarines Sur

S/Y 2022-2023

Output in English for

Academic and
Professional Purposes
(EFAPP)

Ralph Joefrancis D. Abonal

12 HUMSS-K

Ma. Elena Sernal-Bermal

Teacher

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 TABLE OF CONTENTS

COVER PAGE-----------------------------------------------------------------------------------1
TABLE OF CONTENTS- 2
ACADEMIC RESEARCH 3
An overview of online fake news: Characterization, detection, and discussion 4
Thresholds of income inequality that mitigate the role of gender inclusive
education in promoting gender economic inclusion in sub-Saharan Africa 5
ICT Use, Digital Skills and Students’ Academic Performance: Exploring the
Digital Divide 6
PROJECT PROPOSAL 7
School –Based Youth for Environment Youth Organization (YES-O) Camp 8
School Website with Learning Management System 11

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ACADEMIC
RESEARCH

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 An overview of online fake news:
Characterization, detection, and
discussion
Xichen Zhang, and Ali A. Ghorbani (2020)

Abstract
Over the recent years, the growth of online social media has greatly facilitated the
way people communicate with each other. Users of online social media share information,
connect with other people and stay informed about trending events. However, much
recent information appearing on social media is dubious and, in some cases, intended to
mislead. Such content is often called fake news. Large amounts of online fake news has
the potential to cause serious problems in society. Many point to the 2016 U.S.
presidential election campaign as having been influenced by fake news. Subsequent to
this election, the term has entered the mainstream vernacular. Moreover it has drawn the
attention of industry and academia, seeking to understand its origins, distribution and
effects.
Of critical interest is the ability to detect when online content is untrue and
intended to mislead. This is technically challenging for several reasons. Using social
media tools, content is easily generated and quickly spread, leading to a large volume of
content to analyse. Online information is very diverse, covering a large number of
subjects, which contributes complexity to this task. The truth and intent of any statement
often cannot be assessed by computers alone, so efforts must depend on collaboration
between humans and technology. For instance, some content that is deemed by experts
of being false and intended to mislead are available. While these sources are in limited
supply, they can form a basis for such a shared effort.
In this survey, we present a comprehensive overview of the finding to date relating
to fake news. We characterize the negative impact of online fake news, and the state-of-
the-art in detection methods. Many of these rely on identifying features of the users,
content, and context that indicate misinformation. We also study existing datasets that
have been used for classifying fake news. Finally, we propose promising research
directions for online fake news analysis.

Reference/s:
https://www.sciencedirect.com/science/article/abs/pii/S0306457318306794
https://www.globacademy.org/wp-content/uploads/2023/03/Zhang-_-Ghorbani-
2020.pdf

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 Thresholds of income inequality that
mitigate the role of gender inclusive
education in promoting gender
economic inclusion in sub-Saharan
Africa
Simplice Asongu, Nicholas Odhiambo (2020)
Abstract
Purpose – This study aims to provide the thresholds of inequality that should not
be exceeded if gender inclusive education is to enhance gender inclusive formal economic
participation in sub-Saharan Africa.
Design/methodology/approach – The empirical evidence is based on the
generalised method of moments and data from 42 countries during the period 2004-
2014.
Findings – The following findings are established. First, inclusive tertiary
education unconditionally promotes gender economic inclusion, while the interaction
between tertiary education and inequality is unfavourable to gender economic inclusion.
Second, a Gini coefficient that nullifies the positive incidence of inclusive tertiary
education on female labour force participation is 0.562. Second, the Gini coefficient and
Palma ratio that crowd-out the negative unconditional effects of inclusive tertiary
education on female unemployment are 0.547 and 6.118, respectively. Third, a 0.578 Gini
coefficient, a 0.680 Atkinson index and a 6.557 Palma ratio are critical masses that wipe
out the positive unconditional effects of inclusive tertiary education on female
employment. The findings associated with lower levels of education are not significant.
Practical implications – As the main policy implication, income inequality should
not be tolerated above the established thresholds for gender inclusive education to
promote gender inclusive formal economic participation. Other implications are
discussed in the light of sustainable development goals.
Originality/value – This study complements the existing literature by providing
inequality thresholds that should not be exceeded for gender inclusive education to
promote the involvement of women in the formal economic sector.
Reference/s:
https://sci-hub.se/https://doi.org/10.1108/SRJ-04-2019-0118
https://www.emerald.com/insight/content/doi/10.1108/SRJ-04-2019-0118/full/html

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 ICT Use, Digital Skills and Students’
Academic Performance: Exploring
the Digital Divide
Adel Ben Youssef, Mounir Dahmani, and Ludovic Ragni (2022)

Abstract
Information and communication technologies (ICTs) are an integral part of our
environment, and their uses vary across generations and among individuals. Today’s
student population is made up of “digital natives” who have grown up under the
ubiquitous influence of digital technologies, and for whom the use of ICT is common and
whose daily activities are structured around media use. The aim of this study is to examine
the impact of ICT use and digital skills on students’ academic performance and to explore
the digital divide in France. Data were collected through face-to-face questionnaires
administered to 1323 students enrolled in three French universities. Principal component
analysis, a non-hierarchical k-means clustering approach and multilevel ordered logistic
regression were used for data analysis and provide four main findings: first, poor
investment in ICT affects students’ results; second, the ICT training offered by
universities has little impact on students’ results; third, student performance improves
with the innovative and collaborative use of ICTs; fourth, the acquisition of digital skills
increases students’ academic performance. The results show that the digital divide still
exists, and this raises questions about the effectiveness of education policies in France.
They suggest also that organizational change in universities is essential to enable an
exploitation of ICT.

Reference:
https://www.mdpi.com/2078-2489/13/3/129

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 PROJECT
PROPOSAL

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Reference:
https://www.studocu.com/ph/document/university-of-san-carlos/bachelor-of-
science-and-accoutancy/yesotraining-proposal/36451073

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 Republic of the Philippines Department of Education
DIVISION OF PUERTO PRINCESA CITY
PALAWAN NATIONAL SCHOOL

School Website with Learning Management System

A Project Proposal
NAME OF PROPONENTS: Alexis D. Diosaban & Napthalie M. Andre-e
PROJECT TITLE: PNS Official Website and ePNS Learning System
PROJECT TIME-FRAME: Year-round

I. PROJECT CONTACTS

The following is the list of persons who are involved in the project and can be contacted.

Phone
Name Title Role Number Email Address

Dr. Eduardo G. System’s eduardo.santos5300

Santos Principal IV Manager 09178870699 @deped.gov.ph

System's napthalie.andree@
Napthalie M. Andre-e Teacher II Manager 09399019451 deped.gov.ph
Teacher I/ Site
SHS ICT Administ alexis.diosaban
Alexis D. Diosaban 09756783767
Coordinator rator @deped.gov.ph

II. PROJECT SUMMARY

Undoubtedly, technology has transformed the way educators and education are brought
to people across the globe, especially in this time of COVID-19 pandemic. We now live in
an interconnected seat where the traditional concept of learning, face-to-face instruction,
is becoming increasingly less relevant. Learners, particularly the ones dubbed as digital
natives, are becoming dissatisfied with the stand-and-deliver approach to education that
dictates attendance, learning venues, and modes of participation. The emergence of
sophisticated technologies and devices has enabled a new generation of information
consumers to satisfy their demands for knowledge without the need to attend physically
in classrooms. Software providers, web developers, and educational institutions,
cognizant of this development, have embraced systems that can facilitate the
management of different learning areas and engagement of students in remote education.

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The technologies that enable the virtual provision of different learning areas over long
distances are broadly termed LMS or Learning Management Systems. LMS can be defined
as web-based software platforms that provide an interactive online learning environment
and automate the administration, organization, delivery, and reporting of educational
content and learner outcomes.

As the ICT Coordinators of the Department of Education - Palawan National School, we

deem it as a responsibility to recommend and innovate a solution to the challenge due to
pandemic in terms of implementing a school-based ICT-initiated project and delivering
ICT-assisted teaching and learning while at the same time, tapping and establishing
strong linkages with school’s stakeholders such as parents and external partners.

With this, the Proponent propose a Learning Management System for Palawan National
School with URL, "https://els.pns.edu.ph" in response to: UNESCO Sustainable
Development Goals which is to conserve and enhance resources, by gradually changing
the manners in which we develop and use technologies; DepEd's provision of learning
resources in the implementation of the Basic Education Learning Continuity Plan
(BELCP); and integration of Self-Learning Materials (SLMs) with the alternative learning
delivery modalities particularly on the Online Digital Module of Modular Distance
Learning (MDL) and Asynchronous Learning of Online Distance Learning (ODL).

Just like any other websites and computerized systems, the proposed school website
with LMS will be done thru the following implementation arrangements:

1. Formulating a plan;
2. Stringent selection of web host provider: it is always a given that there is a need to
go through a rigorous selection process to ensure that the solution is fit to school's
requirements specifically on the number of users, storage and data protection
policies;
3. Assembling an implementation team;
4. Presentation of the plan to parents and other external partners;
5. Rigorous training of technical working group: considering the number of users
(both teachers and students), TWG is the point of contact if ever users experience
any issue while using the system. They will also be the LMS' in-house experts;
which means they would also train facilitators and sometimes users on how to use
the system to ensure that it keeps running smoothly;
6. Doing a pilot launch;
7. Getting feedback, evaluating and refining the process; and
8. Launching the LMS.

With having a strong background in web design and development, we take on the
challenge of designing and developing the system thru the insistent guidance and
approval of the school principal, Dr. Eduardo G. Santos. The LMS will be utilized to

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organize SLMs in one location and provide unlimited access to electronic learning
materials that can easily track learners' progress and performance. The LMS is designed
to reduce development and printing cost and time, and it integrates social learning
experiences.

The development of the system will take approximately two weeks or more after the
payment for the domain registration and web hosting subscription amounting to less than
Php 25,000.00 has been made.

Finally, the LMS of Palawan National School shall be known as "ePNS Learning
System." III. PROJECT BACKGROUND

Based on the enrollment and survey reports, PNS will offer Modular Distance Learning
or MDL and Online Distance Learning or ODL. Thus, a school-initiated program on
simultaneous simulations was conducted last August 4, 2020, to assess and evaluate the
pros and cons of the said learning delivery modalities. One of the highlights of the
simulation is the Online Distance Learning, where the teacher and students used
synchronous mode of learning delivery. Synchronous learning is the kind of learning that
happens in real-time, which means that the teacher and students interact in a specific
virtual place, through a specific online medium, at a specific time. The simulation
prompted more responsive exchanges between students and teachers and even
immediate personal engagement; however, technical glitches arose where the demand for
high-speed internet connectivity and lack of delivery flexibility were noted. Also, there
was unnecessary noise while the teacher was discussing the topic. An apparent scenario
could have been that one student was not able to turn off the audio mic that amplified
unexpected background noise. While taking note of these observations, quality in
teaching may can be hampered, so with learning.

The result of monitoring and evaluation of the PNS Administration led to the provision of
asynchronous learning for those students who chose the online digital module and Online
Distance Learning modes of learning delivery. Asynchronous learning is a general term
used to describe forms of education, instruction, and learning that do not occur in the
same place or at the same time. It uses interactive materials that facilitate information
sharing outside the constraints of time and location among a network of people. While
synchronous learning may still be applied to provide additional information on each topic
and give explicit instruction to the weekly activities and performances, asynchronous
learning will be the primary medium to disseminate the SLMs that will be created and
accessed through the "ePNS Learning System."

The ePNS Learning System uses a Moodle – an open LMS framework. Moodle is a
learning platform designed to provide educators, administrators, and learners with a
single robust, secure, and integrated system to create personalized learning
environments. In fact, this framework has been used by the University of the Philippine
Open University (https://www.up.edu.ph) and the TESDA online program

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 (https://www.e-tesda.gov.ph). Furthermore, DepEd has already embraced this
framework thru these links, https://www.lms.deped.gov.ph (for learning resources) and
https://training.deped.gov.ph (for professional development).

IV. PROJECT OBJECTIVES

A significant advantage of school website with ePNS Learning System is the ability to
place a wide range of resources in one location and make these accessible with one login.
The following are the main objectives of this project:

• To improve education accessibility, that is, eliminating barriers to teaching and

learning that PNS Administrators, Teachers, Parents, and Learners have found in
traditional classrooms due to the COVID-19 pandemic.
• To improve the interaction between teachers and students.
• To facilitate contextualized delivery of content.
• To provide immediate tracking and assessment of learners to measure
effectiveness and compliance.
• To promote knowledge sharing through collaborative learning

V. PROJECT METHODOLOGY

We began with executing the necessary functions required to implement the use of ePNS
Learning System. Adding too many features at the beginning would be overwhelming for
most teachers and could cause them to reject this innovative tool. Teachers need to
master these functions before moving on to more advanced features.

A. Work Breakdown and Task Time Estimates

The Work Breakdown Structure presented here represents all the work required
to complete this project.

Outline View

1. School website with ePNS Learning System Implementation

1.1 Project Initiation
1.1.1 Create Technical Working Group
1.1.2 Design Webinar Materials
1.2 Training/Workshop
1.2.1 Teacher Webinar
1.2.1.1 Access ePNS Learning System
1.2.1.2 Manage Courses (subject-grade-level)
1.2.2 Technical Working Group Training
1.3 Teacher Use

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 1.3.1 Update Profile
1.3.2 Add Activities and/or Resources and Upload Files and/or
Documents
1.4 TWG Use
1.5.1 Add Teachers, Students and Courses (subject-grade-level)

1.5 Providing Support

1.5.1 Ongoing Training
1.6 Project Evaluation

Work Breakdown Structure View

Work Work Completion Stakeholder Estimated Skill
ID Name Description Criteria Group(s) Effort Required
1.1 Project Project Creation of PNS Two days Management
Initiation planning project Administration skills
planning team, and Proponent
training
materials, and
evaluation
materials
1.1.1 Create Implementation Principal, Asst. PNS Half-day Knowledge
Technical team is created Principals and Administration of ePNS
Working Proponent will and Proponent Learning
Group form the team System
to provide
faculty training
1.1.2 Design Selection of Selection of Proponent Preparation Knowledge
Webinar materials for tutorials, should take of ePNS
Materials training demonstrations, one day Learning
and other System
webinar
materials for
faculty training
1.2 Training Webinar for all The TWG and The webinar Basic
/Workshop stakeholders on Proponent Teachers should require computer
all of the basic will lead the a 4-hour skills are
features of webinar. demonstration required
ePNS Learning Each and hands-on
System participant and 4-hour
will have a workshop
computer
and will
access their
LMS
Account

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1.2.1 Teacher Training for The Proponent Teachers The webinar Basic
Webinar faculty on basic will lead the should require computer
navigation, webinar on how a 4-hour skills
management, to use the basic demonstration required
and features of features of and hands-on
ePNS Learning ePNS Learning and 4-hour
System System
workshop
focusing on the
how to access
the system,
manage courses
(subjectgrade-
level), update
profile, add
activities
and/or
resources,
upload
files and/or
documents, and
lastly assess
activities and
collect grades.
1.2.2 TWG Training of TWG will add TWG, The training Basic
Training TWG on all the courses Teachers and should require computer
ways to add (subjectgrade- Class Advisers a 4-hour skills
courses level), create demonstration necessary
(subject- teachers and hands-on.
gradelevel), account, and
create teachers enroll students
account, and on specific
enroll students courses.

Work Work Completion Stakeholder Estimated Skill

ID Name Description Criteria Group(s) Effort Required
on specific
courses.
1.3 Teacher Teachers Teachers will Teachers This task can Basic
Use manage their update of be completed computer
courses profile, add in one-two skills and
activities hour time navigating a
and/or period website
resources, /system
upload of files
and/or
documents,
assess
activities and
collect grades

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1.3.1 Update Teachers Teacher will Teachers Should be Basic skill of
Profile update their change completed in uploading
respected password and 15 minutes picture to the
account or add profile Internet
profile picture
1.3.2 Add Teachers add Teachers will Teachers Should be Basic
Activities activities populate their completed in computer
and/or and/or courses with three (3) skills and
Resources resources and the topics and weeks keyboarding
and upload activities taken
Upload documents to from Self-
Files Learning
respected and
and/or Modules
assigned (SLMs) of
Documents courses their respected
learning
areas. All
activities and
performances
for 1st Quarter
must be
incorporated
in the LMS.
1.4 TWG Use TWG are After the list Teachers and The process of Basic
assigned as of courses TWG adding bulk computer
"Manager" of (subjectgrade- upload in the skill
the system. level), list of system should
Thus, they can teacher with take
add courses subject approximately
15 minutes;
(subject- taught, and
however, this
gradelevel), list of will take
create teachers students per much longer
account, and grade level to visit each
enroll students and section, course.
on specific TWG will add
courses. courses
(subject-
gradelevel),
create
teachers
account, and
enroll
students on
specific
courses to the
system.

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1.5 Providing The Proponent The Proponent Teachers, This will be an Basic skills
Support and TWG and TWG will Students, and ongoing unless there is
provide provide TWG process as technical
technical technical Teachers, difficulty
support. support to Students and requiring I.T.
teachers and TWG the to solve
ePNS
students as
Learning
well. System

Work Work Completion Stakeholder Estimated Skill

ID Name Description Criteria Group(s) Effort Required
1.5.1 Ongoing Ongoing The Proponent and Ongoing No additional
Training training will be Proponent Teachers skill
necessary to will provide necessary
expand the use additional
of other supplementary
features offered tutorials that
by ePNS will
Learning be posted in
System the PNS FB
Closed Group
to give more
ideas on the
advanced
features of
ePNS
Learning
System, which
can be helpful
to the teachers
in creating
their weekly
contents and
activities.
1.6 Project Feedback from Survey Division Office 30 minutes Basic
Evaluation the Division persons Key Personnel, understanding
Office Key involved PNS
Personnel, PNS concerning the Administration,
Administration, effectiveness and Teachers
and Teachers of ePNS
on quality of
Learning
ePNS Learning
System System,
concerns, and
usage

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Gantt Chart

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B. Project Deliverables

ePNS Learning System Features

➢ Communication:
Announcements (scheduled)
Customizable notifications of announcements in course,
e.g., email, text, etc.
Student & faculty profiles with pictures
Collaborative text tools e.g., threaded discussions ✓
Integration with or ability to integrate web conferencing ➢ Content
Management:
Ability to associate (link) rubrics with assignments
Ability to associate outcomes with assignments and rubrics
Ability to search across pages and courses
Ability to survey and poll
Calendar links to assignments and activity due dates
Direct import and HTML conversion of M.S. Office
documents and PDFs
File storage shared across courses

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 Import/export of exam questions ➢ Course
Administration:
Batch file upload & download
Exam security tools
Integration with plagiarism detection tools
User analytics ✓ User authentication tools ➢ Course
Building:
Audio/video recording ability built into the system
Customizable layout and design
Drag & drop content creation and management
HTML editor
Comprehensive online help pages and guides
Visual (WYSIWYG) editor ➢ Exams & Quizzes:
Exam statistics
Flexible grading processes
Partial point credit
Random order capacity
Random question pools
Test banks (collection of questions) ➢ Gradebook:
Attendance tracking
Efficient grading workflow
Ability to mark gradebook items as extra credit/no credit
Flexible grading processes
Gradebook import & export
Integration with content and assessments
Number and letter grade options
Selective release of grades
Various views/displays ✓ Weighting of gradebook items ➢
Learning Activities:
Ability for students or teachers to create & post audio and
video responses in discussions or grading feedback
Ability for faculty/instructors/students to create and
manage groups
Discussion forums
Personal file storage for teachers

C. Project Risk Management

A risk is the probability of the occurrence of a particular threat and the expected
loss. E-risk involves the chance at the time of the electronic transaction, whereas
threat means an anticipated danger. Common hazards for computers are viruses,
network penetrations, theft and unauthorized modification of data,
eavesdropping, and non-availability of servers and personal computers. During

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transaction, original documents may be modified, tampered, or destroyed by the
hackers' active and passive attacks. Therefore, knowledge of risk would be given
priority in the provision of ePNS Learning System.

The following are the different threats and risks may encounter by teachers and
students and remedies to make the system reliable and efficient:

Threats:

 Confidentiality violation: An unauthorized party gaining access to the assets

present in ePNS Learning System.
 Integrity violation: An unauthorized party accessing and tempering with an
asset used in ePNS Learning System.
 Denial of service: Prevention of legitimate access rights by disrupting traffic
during the transaction among the users of ePNS Learning System.
 Illegitimate use: Exploitation of privileges by legitimate users.
 Malicious program: Lines of code to damage other programs.
 Repudiation: Persons denial of participation in any transaction of documents.
➢ Masquerade: A way of behaving that hides the truth by the hackers.
 Traffic analysis: Leakage of information by abusing communication channel.
 Brute-force attack: An attempt with all possible combinations to uncover the
correct

Risks:

➢ Teacher's Risk
Teachers are responsible for providing weekly activities and resources using
the prescribed SLMs. Still, there will be common risks such as delivering
lectures, sending notes and assignments, accepting and marking answer
sheets, assessing and collecting scores or grades. Though students are taught
to be responsible for their learning, teachers still have to be concerned if
students themselves religiously perform those activities.

➢ TWG's Risk
Designing, developing, and delivering ePNS Learning System requires a
quality of system embedded features such as high ended web server & database
server, high bandwidth internet leased line and a quality LMS, along with a
robust infrastructure capable of sustaining multiple users and networked
applications. TWG should suggest the remedies of these risks correctly;
otherwise, the total project cost will be almost double. Another risk that TWG
must deal with storing passwords in clear text in the application code as
hackers may be able to access the source code of the script and get access to

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 the password of the databases. Also, a password system may at risk or break
down when users' passwords can be stolen, changed by attackers.

➢ Student's Risk
All Students must be oriented on the appropriate ways to use their login
information; otherwise, an attacker may intrude and use this to access their
LMS account. TWG and teachers are not always available to help the students,
so they need to be disciplined to work independently. Furthermore, all
students must be aware of phishing where attacker sets up fake web sites
which look like a real ePNS Learning System where their learners are
prompted to enter some confidential information.

➢ Other Threats and Risk in ePNS Learning System

Besides the above risks, there are various other threats present in the system
as: Natural threats may be caused by natural disasters like fire, storm,
volcanic eruption, earthquake, floods, etc. ePNS Learning System can be
affected highly by those threats.
Deliberative act: Threats may come from fraud, blackmail, theft, etc.
Unintended: There may be some unavoidable threats like computer bug,
power outage, handling error, etc.

Remedies of Risks

Authorized users of ePNS Learning System face different risks or threats as

discussed in the previous section. The following tools or techniques may be
imposed to minimize those risks.

➢ Digital Right Management (DRM) on ePNS Learning System assets

One of the effective strategies to be implemented to reduce risks associated
with ePNS Learning System assets is Digital Right Management or DRM. A
shareable asset is a simple resource, such as a static HTML page or a PDF
document, or a collection of files, such as images and a style-sheet. On the
other hand, assets of ePNS Learning System can be defined as e-learning
contents (Quizzes, Quarterly Assessments, Assignments, Grades),
cryptographic key content, personal user data, messages between users,
network bandwidth, message integrity, and message availability. In this
discussion, writers will define e-learning assets as services provided by ePNS
Learning System such as SLMs, examination or assessment questions,
students' results, user profile, forum contents, students' assignment, and
announcements. DRM makes the system safer for its contents. ePNS Learning

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 System is working either in a distributed network or in Internet where
multiple rights associated with learner, teachers, content providers, PNS
administrators, and TWG come into play as content and services are created,
distributed, aggregated, disaggregated, stored found and used. That is why
digitization is needed. In a general sense, DRM should be used for license
agreement and copyright protection or prevents copying.

➢ Cryptography
The purpose of confidentiality is to ensure that information and data are not
disclosed to any unauthorized person or entity. Also, readers must able to rely
on the correctness of the subjects' contents. One of the techniques in this
aspect is cryptography. Different cryptographic tools and methods are needed
for the implementation of security in Internet-based transactions. There are
two types of algorithms in cryptography.

▪ Secret-key algorithms
In secret-key algorithms, the encryption & decryption key is the same.
It requires the sender and receiver to agree on the key prior to the
communication. The primary function of this algorithm is the
encryption of data. Examples of such algorithms are Data Encryption
Standard (DES), International Data Encryption Algorithms (IDEA),
and Advanced Encryption Standard (AES). So only for encryption
techniques for ePNS Learning System content we can use these
techniques.

▪ Public-key algorithms
Public key cryptosystems, on the other hand, use one key (the public
key) to encrypt messages or data, and a second key (the secret key) to
decrypt those messages or data. Here three mathematical models that
are mainly used: Integer factorization, discrete logarithms, and elliptic
curve. Different public-key algorithms are RSA, El-Gamal,
DiffieHellman. We can use these techniques at the time of sending
question papers and receiving an answer sheet. A public-key algorithm
can be used to authenticate a user.

➢ Digital Watermarking
This technique allows an individual to add hidden copyright notices, audio,
video, image signals. So multimedia database server of ePNS Learning
System may be protected against unauthorized use. When also
information like quarterly assessment questions, SLMs, hand-outs,
supplementary materials, CLIC materials, etc, will invisible to the viewer,
the chances of hacking will be nil or less.

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 ➢ Security Socket Layer or SSL Certificates
SSL certificates are an essential component of the data encryption process
that makes internet transactions secure. They are digital passports that
provide authentication to protect the confidentiality and integrity of
website communication with browsers. The SSL certificate's job is to
initiate closed sessions with the user's browser via the secure sockets layer
(SSL) protocol. This secure connection cannot be established without the
SSL certificate, which digitally connects company information to a
cryptographic key.

VI. Project Costs

The table below details the costs associated with this project.
A. Project Budget

Description Price Qty. Subtotal

Web Hosting
(2-year subscription plan) 12,000 1 12,000.00

pns.edu.ph Domain Name (1-

year subscription plan) 3,500 1 3,500.00

CMS Page Builder

(1-year subscription plan) 9,500 1 9,500.00

Total Php
25,000.00
P.S. Web hosting renewal fees is subject to a decrease in the amount approximately
around Php 6,000.00.
B. Sources – (source of the fund) ➢
Club's Fund

➢ Canteen Fund

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Prepared and submitted by:

ALEXIS D. DIOSABAN
Teacher I/SHS ICT Coordinator

Approved:

EDUARDO G. SANTOS, P hD
School Principal IV

Reference:
https://www.seameo.org/img/Programmes_Projects/Competition/SEAM
EOJapanESD_Award/2022_SEAMEOJapanESD_Award/Submission/A/
09_PH_Palawan%20National%20School/SUPPORTING%20DOCUMEN
T%202_Project-Proposal-for-Innovation-in-Schools-ePNS.pdf

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