this is just a forwarded text msg that i receive early this afternoon. im not againts to this politician involve but i just wanna share this to you
and i quote.....
" now the cat's out of the bag...MANNY VILLAR is the secret candidate of PRES. GMA. MIKE ARROYO himself met with MANNY VILLAR at the house of MIKE DEFENSOR last January 7 2010. VILLAR secretly agreed to make GMA speaker of the house and protect her should Villar win the presidency. Villar agreed GMA'S offer of massive logistical support among GMA'S commisioners in the COMELEC wh will assure VILLAR'S victory..." unqoute
i repeat im not againts manny villar we have the right to choose who will support for presidential race. im not doing this and making this story because just because i support another presidentiable.
we are on the democratic country we have the right what ever we want to choose who will be the best leader for us...im not doing this to influence anybody especially you who can read this blog..
and lastly im not into black propanda,batuhan ng putik ,ng kabulukan ng iba..if all the politician here in the philipines have their good intention and one of those is to serve his/her countrymen in a nice way as a good leader why not? right?
as a voter this may 2010 election lets be vigilant and be wise for who deserves to vote..ok?
Wednesday, February 24, 2010
Friday, February 19, 2010
Digital Literacy
Digital literacy is the set of attitudes, understanding and skills to handle and communicate information and knowledge effectively, in a variety of media and formats
The concept of digital literacy, as the term is now generally used, was introduced by Paul Gilster, in his 1997 book of the same name. The term itself had been used occasionally during the previous decade, though with a more restricted meaning; the ability to deal with hypertextual information. Gilster's idea was much broader, and did not involve the enumeration of lists of particular skills, competences or attitudes defining what it is to be digitally literate. Rather, he explained the concept quite generally, as an ability to understand and to use information from a variety of digital sources, and regarded it simply as literacy in the digital age. It is therefore the current form of the traditional idea of literacy per se; the ability to read, write and otherwise deal with information using the technologies and formats of the time. In an 'information society' and a 'knowledge economy', it is plainly an essential life skill. This generic expression of the idea, although it has irritated some commentators, is one of the strengths of Gilster’s concept, allowing it to be applied without concern for the sometimes restrictive ‘competence lists’ which have afflicted some other descriptions of the literacies of information.
Despite some continuing inconsistency in the use of the term, we see that several authors, following Paul Gilster, are using ‘digital literacy’ to denote a broad concept, linking together other relevant literacies, based on computer/ICT competences and skills, but focused on ‘softer’ skills of information evaluation and knowledge assembly, together with a set of understandings and attitudes.
This is also referred to by other names, particularly e-literacy and, by some, information literacy. However, the former has not gained popularity, while the latter is strongly associated with various linear models, espoused particularly by the library community. It has also been adopted by UNESCO as an important tool for national and international development, as expressed in the Prague Declaration of 2003 and in the Alexandria Proclamation of 2005.
A typical explanation, from the American Library Association is:
Information Literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.
Information literacy is therefore seen as a linear series of sequential steps, typically:
* recognising a need for information
* identifying what information is needed
* finding the information
* evaluating the information
* organising the information
* using the information
Variations abound: 'communicating' may be included, for example, while 'deleting' and 'preserving' are given mention by those with a records management perspective. Greater granularity may be included, with 'finding' sometime broken down into sub-processes, such as 'choosing a source', 'retrieving' and 'acessing'.
While this is sometimes a useful concept, particularly for in planning training programmes, it is rather too prescriptive, and too limited to a 'library-style' formal information request, to be useful for describing all that is needed in dealing with the modern information environment.
Gilster’s idea of digital literacy, particularly as developed by a number of writers since, seems a suitable candidate. ‘Digital literacy’ seems an appropriate name, in an age where information comes mainly in this form; though with the caveat that an important part of digital literacy is knowing when to use a non-digital source.
The concept of digital literacy, as the term is now generally used, was introduced by Paul Gilster, in his 1997 book of the same name. The term itself had been used occasionally during the previous decade, though with a more restricted meaning; the ability to deal with hypertextual information. Gilster's idea was much broader, and did not involve the enumeration of lists of particular skills, competences or attitudes defining what it is to be digitally literate. Rather, he explained the concept quite generally, as an ability to understand and to use information from a variety of digital sources, and regarded it simply as literacy in the digital age. It is therefore the current form of the traditional idea of literacy per se; the ability to read, write and otherwise deal with information using the technologies and formats of the time. In an 'information society' and a 'knowledge economy', it is plainly an essential life skill. This generic expression of the idea, although it has irritated some commentators, is one of the strengths of Gilster’s concept, allowing it to be applied without concern for the sometimes restrictive ‘competence lists’ which have afflicted some other descriptions of the literacies of information.
Despite some continuing inconsistency in the use of the term, we see that several authors, following Paul Gilster, are using ‘digital literacy’ to denote a broad concept, linking together other relevant literacies, based on computer/ICT competences and skills, but focused on ‘softer’ skills of information evaluation and knowledge assembly, together with a set of understandings and attitudes.
This is also referred to by other names, particularly e-literacy and, by some, information literacy. However, the former has not gained popularity, while the latter is strongly associated with various linear models, espoused particularly by the library community. It has also been adopted by UNESCO as an important tool for national and international development, as expressed in the Prague Declaration of 2003 and in the Alexandria Proclamation of 2005.
A typical explanation, from the American Library Association is:
Information Literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.
Information literacy is therefore seen as a linear series of sequential steps, typically:
* recognising a need for information
* identifying what information is needed
* finding the information
* evaluating the information
* organising the information
* using the information
Variations abound: 'communicating' may be included, for example, while 'deleting' and 'preserving' are given mention by those with a records management perspective. Greater granularity may be included, with 'finding' sometime broken down into sub-processes, such as 'choosing a source', 'retrieving' and 'acessing'.
While this is sometimes a useful concept, particularly for in planning training programmes, it is rather too prescriptive, and too limited to a 'library-style' formal information request, to be useful for describing all that is needed in dealing with the modern information environment.
Gilster’s idea of digital literacy, particularly as developed by a number of writers since, seems a suitable candidate. ‘Digital literacy’ seems an appropriate name, in an age where information comes mainly in this form; though with the caveat that an important part of digital literacy is knowing when to use a non-digital source.
“Education for the 21st Century: The Basics”
The Partnership for 21st Century Skills has developed six elements for 21st century educators. The elements provide a framework for teaching and learning in the 21st century and help focus on areas that need to be reformed within teaching. They center on core subjects that are legally mandated by the No Child Left Behind Act. They also focus on the new content areas of global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health/wellness awareness. In addition, they address learning and thinking skills that include critical thinking and problem solving skills; communication; creativity and innovation; collaboration; contextual learning; and information media literacy. They also concentrate on life skills such as leadership, ethics, accountability, personal responsibility, and self-direction.
The author suggests that 21st Century Educators need the following skills:
The teacher must be able to adapt the curriculum to teach digital tools. He/she must be able to adapt software that is made for a business so that it is suitable for various age groups. The 21st Century Educator must be a visionary. He/she must be able to look at other’s ideas and see how they could be used within the classroom. The teacher must be able to look at other disciplines and fields and integrate it into the students’ learning. The teacher must be able to utilize collaboration within his/her classroom using electronic mediums such as Blogger and MySpace. The teacher must be willing to take risks to further student knowledge of technology. The 21st Century teacher must be a learner and continue to stay current on the technological advances. The teacher must be able to effectively communicate using technologies. The teacher must also model behaviors they expect their students to display. Finally, the 21st Century teacher must be an effective leader.
Furthermore, the article suggests that there are three factors that must be present for integration and implementation of information and communication technology to work.
The classroom must be equipped with up-to-date technology. The teacher must be proficient in his/her ability to use a variety of pedagogical integration strategies. Finally, the curriculum must implement technology so that it mirrors the world that our students will live in. Finally, the learning space must have a shift from the traditional setting. It must move away from teacher-centered and move toward student-centered. It must be flexible and support technology.
I believe that it is very important to integrate technology into our lessons. The more we teach our students how to use technology, the better they will be prepared to work in the real world. As time progresses, technology will become more and more a part of our everyday lives. Therefore, it is important that student become as proficient as they can in the use of various forms of technology.
Reference:
Education for the 21st Century: The Basics. Retrieved February 13, 2010 from
http://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxjd3UzMTZlZHRlY2h8Z3g6NTI0ZDFmOWIwNGNiMDQwMg&pli=1
The author suggests that 21st Century Educators need the following skills:
The teacher must be able to adapt the curriculum to teach digital tools. He/she must be able to adapt software that is made for a business so that it is suitable for various age groups. The 21st Century Educator must be a visionary. He/she must be able to look at other’s ideas and see how they could be used within the classroom. The teacher must be able to look at other disciplines and fields and integrate it into the students’ learning. The teacher must be able to utilize collaboration within his/her classroom using electronic mediums such as Blogger and MySpace. The teacher must be willing to take risks to further student knowledge of technology. The 21st Century teacher must be a learner and continue to stay current on the technological advances. The teacher must be able to effectively communicate using technologies. The teacher must also model behaviors they expect their students to display. Finally, the 21st Century teacher must be an effective leader.
Furthermore, the article suggests that there are three factors that must be present for integration and implementation of information and communication technology to work.
The classroom must be equipped with up-to-date technology. The teacher must be proficient in his/her ability to use a variety of pedagogical integration strategies. Finally, the curriculum must implement technology so that it mirrors the world that our students will live in. Finally, the learning space must have a shift from the traditional setting. It must move away from teacher-centered and move toward student-centered. It must be flexible and support technology.
I believe that it is very important to integrate technology into our lessons. The more we teach our students how to use technology, the better they will be prepared to work in the real world. As time progresses, technology will become more and more a part of our everyday lives. Therefore, it is important that student become as proficient as they can in the use of various forms of technology.
Reference:
Education for the 21st Century: The Basics. Retrieved February 13, 2010 from
http://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxjd3UzMTZlZHRlY2h8Z3g6NTI0ZDFmOWIwNGNiMDQwMg&pli=1
Critical Thinking
* What do we mean by critical thinking?
* How does critical thinking differ between disciplines?
* How does critical thinking apply to academic reading?
* How does critical thinking apply to academic writing?
* How can I add quality to my writing?
* Critical thinking as a generic skill for life
What do we mean by critical thinking?
When you are thinking critically, you are not just thinking passively and accepting everything you see and hear. You are thinking actively. You are asking questions about what you see and hear, evaluating, categorising, and finding relationships.
Some critical thinking activities are listed below:
SOME OF THE ACTIVITIES INVOLVED IN CRITICAL THINKING
Interpreting according to a framework
Relating theory to practice
Making a claim and supporting it
Using appropriate evidence
Making links between ideas
Asking questions
Evaluating
Predicting
Describing
Analysing
Synthesising
Categorising
Establishing cause and effect
Comparing and contrasting
Identifying problems and solutions
Critical thinking is the essence of tertiary learning. As a university student, you will be expected to apply mental actions such as these to all your academic reading, writing, listening and discussing.
Back to top
How does critical thinking differ between disciplines?
Different disciplines are characterised by particular approaches to critical thinking, and a lage part of studying those disciplines means learning to think like an exponent of that discipline. So, for example, if you are studying geology, you will have to learn to think like a geologist. Geologists typically:
* categorise rocks and land formations
* explain how they evolved
* predict what can be found in similar circumstances.
You need to work out what are the typical ways of thinking in your discipline. Talk to your lecturer or tutor about it; ask questions; copy the style and tone of writing in your discipline.
All disciplines will require you to ask questions, relate theory to practice, find and use appropriate evidence, evaluate, find links, and categorise.
Science is often concerned with interpreting within a framework, describing, explaining, predicting, and identifying cause and effect.
Management is often concerned with identifying problems and solutions, relating theories to practice, and making comparisons and contrasts.
IT is often concerned with analysing complex situations into component parts.
Literature and History are often concerned with making claims and supporting them, usually in the light of a particular framework of analysis (eg feminism, postmodernism etc).
Back to top
How does critical thinking apply to academic reading?
In reading academic texts you need to develop a personal (but nevertheless academic and rational) response to the article/ theory/ chapter through:
* developing an understanding of the content
* evaluating and critiquing the article
Before reading a text closely, you should read the introduction or abstract and skim read the text (see Reading and Remembering for information about skim reading), to give you a preliminary idea of what it is about. Then read it closely and critically.
Some questions to help you read critically
* What are the main points of this text?
* Can you put them in your own words?
* What sorts of examples are used? Are they useful? Can you think of others?
* What factors (ideas, people, things) have been included? Can you think of anything that has been missed out?
* Is a particular bias or framework apparent? Can you tell what 'school of thought' the author belongs to?
* Can you work out the steps of the argument being presented? Do all the steps follow logically?
* Could a different conclusion be drawn from the argument being presented?
* Are the main ideas in the text supported by reliable evidence (well researched, non-emotive, logical)?
* Do you agree or disagree with the author? Why?
* What connections do you see between this and other texts?
* Where does it differ from other texts on the same subject?
* What are the wider implications—for you, for the discipline?
Some techniques to help you read critically
* When you take notes, divide your notepad into two columns. Jot down the main ideas in the left hand column, and the supporting comments in the right hand column. Add your own comments in another colour, or in brackets.
* Talk to other people (anyone who is interested!) about what you have read.
* Relate this text to others by looking for similar or contrasting themes.
* Think of how you might explain what the text means to, say, a high school student. What would you have to add to make it intelligible? (This will help you to see the underlying, unstated assumptions.)
* Ask yourself: 'Is it possible to disagree with any of this?'
* Ask yourself: 'How can I convince my peers/teachers that I understand what this is about?'
How does critical thinking apply to academic writing?
Look at the assignment question, and formulate some questions of your own (See the page on Answering the Question to help you understand how to read assignment questions).
* Work out what sort of critical thinking will be involved—comparing? problem solving? looking for cause and effect? evaluating?
* What is the lecturer looking for?
* If you want to say something which is new or unusual, or which your lecturer may disagree with, make sure you have EXTRA evidence and support.
* Make sure everything you say is backed up by evidence and references.
* Link what you are saying into the overall field of the discipline.
* Think about why this essay topic is worth writing about—what makes it particularly significant.
* Look at both sides of an argument
Back to top
How can I add quality to my writing?
Your writing needs to be critical in the broadest sense: categorising the factors involved, establishing cause-effect chains, making comparisons and contrasts, pointing out problems and suggesting solutions, evaluating theories and relating them to practice, and so on.
Your writing must also be rational, balanced, well-argued, and based on evidence and wide reading.
However, really excellent writing is distinguished because it says something substantial. Excellent writing is insightful and thought-provoking; it gives many relevant and interesting examples and other supporting details; and it shows evidence of deep thinking.
Your conclusion is particularly important in this regard. Use the conclusion to:
* say why this topic is particularly important
* make a prediction about the future (based on what you have written)
* make an evaluation (make sure it is not too extreme and is well supported by the body of your text)
* suggest a solution to the problems you have described
* restate your central argument in convincing terms (make sure you have supported the argument rigorously through the body of your text).
A conclusion should never say ‘Everything is fine and beautiful’ because nothing is ever perfect. Even the best theory has flaws and is open to criticism. Your writing will be judged as simplistic if you look only at the good points (or only at the bad points, for that matter).
Back to top
Critical thinking as a generic skill for life.
The skills that you develop at university in critical thinking will support you in your future professional lives. Professionals constantly need to make decisions based on critical thinking, to evaluate processes and outcomes, and to reflect upon their practice.
* How does critical thinking differ between disciplines?
* How does critical thinking apply to academic reading?
* How does critical thinking apply to academic writing?
* How can I add quality to my writing?
* Critical thinking as a generic skill for life
What do we mean by critical thinking?
When you are thinking critically, you are not just thinking passively and accepting everything you see and hear. You are thinking actively. You are asking questions about what you see and hear, evaluating, categorising, and finding relationships.
Some critical thinking activities are listed below:
SOME OF THE ACTIVITIES INVOLVED IN CRITICAL THINKING
Interpreting according to a framework
Relating theory to practice
Making a claim and supporting it
Using appropriate evidence
Making links between ideas
Asking questions
Evaluating
Predicting
Describing
Analysing
Synthesising
Categorising
Establishing cause and effect
Comparing and contrasting
Identifying problems and solutions
Critical thinking is the essence of tertiary learning. As a university student, you will be expected to apply mental actions such as these to all your academic reading, writing, listening and discussing.
Back to top
How does critical thinking differ between disciplines?
Different disciplines are characterised by particular approaches to critical thinking, and a lage part of studying those disciplines means learning to think like an exponent of that discipline. So, for example, if you are studying geology, you will have to learn to think like a geologist. Geologists typically:
* categorise rocks and land formations
* explain how they evolved
* predict what can be found in similar circumstances.
You need to work out what are the typical ways of thinking in your discipline. Talk to your lecturer or tutor about it; ask questions; copy the style and tone of writing in your discipline.
All disciplines will require you to ask questions, relate theory to practice, find and use appropriate evidence, evaluate, find links, and categorise.
Science is often concerned with interpreting within a framework, describing, explaining, predicting, and identifying cause and effect.
Management is often concerned with identifying problems and solutions, relating theories to practice, and making comparisons and contrasts.
IT is often concerned with analysing complex situations into component parts.
Literature and History are often concerned with making claims and supporting them, usually in the light of a particular framework of analysis (eg feminism, postmodernism etc).
Back to top
How does critical thinking apply to academic reading?
In reading academic texts you need to develop a personal (but nevertheless academic and rational) response to the article/ theory/ chapter through:
* developing an understanding of the content
* evaluating and critiquing the article
Before reading a text closely, you should read the introduction or abstract and skim read the text (see Reading and Remembering for information about skim reading), to give you a preliminary idea of what it is about. Then read it closely and critically.
Some questions to help you read critically
* What are the main points of this text?
* Can you put them in your own words?
* What sorts of examples are used? Are they useful? Can you think of others?
* What factors (ideas, people, things) have been included? Can you think of anything that has been missed out?
* Is a particular bias or framework apparent? Can you tell what 'school of thought' the author belongs to?
* Can you work out the steps of the argument being presented? Do all the steps follow logically?
* Could a different conclusion be drawn from the argument being presented?
* Are the main ideas in the text supported by reliable evidence (well researched, non-emotive, logical)?
* Do you agree or disagree with the author? Why?
* What connections do you see between this and other texts?
* Where does it differ from other texts on the same subject?
* What are the wider implications—for you, for the discipline?
Some techniques to help you read critically
* When you take notes, divide your notepad into two columns. Jot down the main ideas in the left hand column, and the supporting comments in the right hand column. Add your own comments in another colour, or in brackets.
* Talk to other people (anyone who is interested!) about what you have read.
* Relate this text to others by looking for similar or contrasting themes.
* Think of how you might explain what the text means to, say, a high school student. What would you have to add to make it intelligible? (This will help you to see the underlying, unstated assumptions.)
* Ask yourself: 'Is it possible to disagree with any of this?'
* Ask yourself: 'How can I convince my peers/teachers that I understand what this is about?'
How does critical thinking apply to academic writing?
Look at the assignment question, and formulate some questions of your own (See the page on Answering the Question to help you understand how to read assignment questions).
* Work out what sort of critical thinking will be involved—comparing? problem solving? looking for cause and effect? evaluating?
* What is the lecturer looking for?
* If you want to say something which is new or unusual, or which your lecturer may disagree with, make sure you have EXTRA evidence and support.
* Make sure everything you say is backed up by evidence and references.
* Link what you are saying into the overall field of the discipline.
* Think about why this essay topic is worth writing about—what makes it particularly significant.
* Look at both sides of an argument
Back to top
How can I add quality to my writing?
Your writing needs to be critical in the broadest sense: categorising the factors involved, establishing cause-effect chains, making comparisons and contrasts, pointing out problems and suggesting solutions, evaluating theories and relating them to practice, and so on.
Your writing must also be rational, balanced, well-argued, and based on evidence and wide reading.
However, really excellent writing is distinguished because it says something substantial. Excellent writing is insightful and thought-provoking; it gives many relevant and interesting examples and other supporting details; and it shows evidence of deep thinking.
Your conclusion is particularly important in this regard. Use the conclusion to:
* say why this topic is particularly important
* make a prediction about the future (based on what you have written)
* make an evaluation (make sure it is not too extreme and is well supported by the body of your text)
* suggest a solution to the problems you have described
* restate your central argument in convincing terms (make sure you have supported the argument rigorously through the body of your text).
A conclusion should never say ‘Everything is fine and beautiful’ because nothing is ever perfect. Even the best theory has flaws and is open to criticism. Your writing will be judged as simplistic if you look only at the good points (or only at the bad points, for that matter).
Back to top
Critical thinking as a generic skill for life.
The skills that you develop at university in critical thinking will support you in your future professional lives. Professionals constantly need to make decisions based on critical thinking, to evaluate processes and outcomes, and to reflect upon their practice.
Thursday, February 4, 2010
clarification if RIZAL was the father of HITLER
Rizal Sired Hitler
By: Ambeth R. Ocampo
Philippines Daily Inquirer
Lifestyle (C3)
Monday, June 19, 1995
EVERYWHERE I lecture on Rizal, one question never fail to arise in the open forum—"Is it true that Adolf Hitler is the son of Rizal?
This is absolutely absurd, but since some fairly educated people actually want to believe it, I write this column.The argument is that Rizal had a German connection, he studied in Heildelberg, and being the Pinoy Don Juan he probably sired a son (why not a Daughter?) who later turned out to Adolf Hitler. Hitler was born 1889, and Rizal left Germany in 1887. Unless Hitler was a delayed baby, that is highly improbable.
Although there is no resemblance between the two, it is argued that unlike the tall, blond and blue-eyed Germans, Hitler wanted to propagate into the "master race,’ Hitler himself was small of stature had dark hair and dark eyes. I would counter this argument by explaining that, contrary to popular belief, Hitler was Austrian not a German.
But then Rizal visited in Austria in May 1887 and according to Rizal’s traveling companion, Max Viola, he did spend a night with an unknown Austrian woman. Viola remembers that they were billeted in the Hotel Metropole, Vienna and Rizal "…encountered the figure of a temptress in the form of Viennese woman, of the family of the Camelliasor Margarite of extraordinary beauty and irresistible attraction, who seemingly had been expressly invited to offer for a moment the cup of mundane pleasure to the apostle of the Philippine freedom who until the had enjoyed among his intimates the fame worthy of his glorious namesake, St. Joseph. With the exception of this case I knew of no other slip of Rizal during more than six months of our living together."
Amazing, what yarns can be pulled off a one-night stand with a Viennese prostitute.
Monday, February 1, 2010
November 2009 Top 10 Nurses
1. CLARIE MORALES BONTOL, ILIGAN MEDICAL CENTER COLLEGE, INC. - 87.80%
2. BRYAN NOEL CUETO ASIS, LYCEUM OF BATANGAS - 87.60%
3. DICKSON ARAZA LAUDE, ST. SCHOLASTICA'S COLLEGE OF HEALTH SCIENCES-TACLOBAN - 87.00%
4. SARAH BETH ZAPANTA BENDOY, FIRST ASIA INSTITUTE OF TECHNOLOGY and HUMANITIES - 86.60%
4. CYREL ALEXANDRA INFISTAN DIOLAZO, ARELLANO UNIVERSITY-MANILA - 86.60%
5. CLIFF RICHARD DE DIOS BERMUDEZ, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.40%
5. KATRINA ISABEL VILLA DOROMAL, SAINT PAUL UNIVERSITY-ILOILO - 86.40%
5. RIO MICHELLE YAP RENOMERON, SAN PEDRO COLLEGE-DAVAO CITY - 86.40%
6. GREATSKY CALAYAG CASTUCIANO, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 86.20%
6. JOBILEE SAHAGUN FORONDA, DE LOS SANTOS-STI COLLEGE,INC-(DELOS SANTOS S.N.) - 86.20%
6. DONALD BANCUD PALOMA, SAINT PAUL UNIVERSITY-TUGUEGARAO - 86.20%
6. KARLA ANDREA CORNEJA YAP, UNIVERSITY OF SAINT LA SALLE - 86.20%
7. CHASTINE DELA CRUZ JAMBALOS, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.00%
7. FELINA JOYCE LLAMADO POSADAS, SAINT PAUL UNIVERSITY-ILOILO - 86.00%
7. PERLA BARGO SANTIAGO, SAINT DOMINIC SAVIO COLLEGE - 86.00%
7. CAMILLE ABIERA SISTOSO, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.00%
7. DENNIS MICHAEL ESTEBAN ZEQUERRA, COTABATO MEDICAL FOUNDATION COLLEGE - 86.00%
8. JOANNA MARIE SAJISE ALVARO, CENTRAL PHILIPPINE UNIVERSITY - 85.80%
8. KAREN LIM CHENG, XAVIER UNIVERSITY - 85.80%
8. KRIZZIA MAE VILLAREAL DE GUZMAN, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 85.80%
8. RICHARD WILLIAM DULALAS DOMONDON, RAMON MAGSAYSAY TECHNOLOGICAL UNIVERSITY-IBA - 85.80%
8. ANGELO GARCIA GALVAN, CENTRAL LUZON DOCTOR'S HOSPITAL EDUCATIONAL INSTITUTION - 85.80%
8. LILIA CALLE PIRAMIDE, SAINT DOMINIC SAVIO COLLEGE - 85.80%
8. ROBERT CARANDANG REÑA, LYCEUM OF BATANGAS - 85.80%
8. VYKLYN JIMENO TESTA, AKLAN STATE UNIVERSITY(AKLAN S.C.A.)-BANGA - 85.80%
8. CORNELIO CEZAIL FLORES VILLANUEVA, MABINI COLLEGE - 85.80%
9. SHEILA PERICO CASANO, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 85.60%
9. KRYSTLE GO DIN, SAINT PAUL UNIVERSITY-ILOILO - 85.60%
9. JOHN STEPHEN TIONGSON HUMIWAT, SAINT MARY'S UNIVERSITY - 85.60%
9. WOODROSE CHARM PACIENTE KWAN, DR. CARLOS S. LANTING COLLEGE-Q. C. - 85.60%
9. NERISSA NAVAL LAYAG, SAINT DOMINIC SAVIO COLLEGE - 85.60%
9. KRISTIN ANGELI PASTOR LEGISLADOR, UNIVERSITY OF SAINT LA SALLE - 85.60%
9. MYRTLE SHEKINAH CABUYAO LOPEZ, SOUTHERN LUZON POLYTECHNIC COLLEGE-LUCBAN - 85.60%
9. SUZANNE JOIE NAPOD MAÑO, ADVENTIST UNIVERSITY OF THE PHILIPPINES - 85.60%
9. MANELEE PESCADILLA MIJARES, UNIVERSITY OF SAINT LA SALLE - 85.60%
9. JUAN ALFRED GERMINO NORTE, PAMANTASAN NG LUNGSOD NG MAYNILA - 85.60%
9. GARLENE ANNE ESTANISLAO REBOLLOS, SULTAN KUDARAT EDUCATIONAL INSTITUTION - 85.60%
10. JOANNA IRIS LEE AVENA, SAINT PAUL UNIVERSITY-ILOILO - 85.40%
10. ERWIN GARCES BODIONGAN, MISAMIS UNIVERSITY-OZAMIS CITY - 85.40%
10. STEVE OLIVER YAP COO, CENTRAL PHILIPPINE UNIVERSITY - 85.40%
10. STEPHEN ALBERT LIM DE CASTRO, SOUTHERN LUZON POLYTECHNIC COLLEGE-LUCBAN - 85.40%
10. PRINCESS CAMILLE RODRIGUEZ DE GUZMAN, PAMANTASAN NG LUNGSOD NG MAYNILA - 85.40%
10. FELAMIE ANNE VIGO DUCOTAN, SAINT PAUL UNIVERSITY-ILOILO - 85.40%
10. MARY KRISTINE TERAZA LABANTA, ST. SCHOLASTICA'S COLLEGE OF HEALTH SCIENCES-TACLOBAN - 85.40%
10. GISELLE DAWN VIJAR MAMARIL, WEST VISAYAS STATE UNIVERSITY-LA PAZ - 85.40%
10. SAMUEL JOHN SAYOC SALUDEZ, SAINT PAUL UNIVERSITY-TUGUEGARAO - 85.40%
10. ANGELO JOHN VILLASANA TACUBAN, WEST NEGROS COLLEGE - 85.40%
10. MARIA CECILIA CERVANTES TEJEDOR - SAINT DOMINIC SAVIO COLLEGE - 85.40%
2. BRYAN NOEL CUETO ASIS, LYCEUM OF BATANGAS - 87.60%
3. DICKSON ARAZA LAUDE, ST. SCHOLASTICA'S COLLEGE OF HEALTH SCIENCES-TACLOBAN - 87.00%
4. SARAH BETH ZAPANTA BENDOY, FIRST ASIA INSTITUTE OF TECHNOLOGY and HUMANITIES - 86.60%
4. CYREL ALEXANDRA INFISTAN DIOLAZO, ARELLANO UNIVERSITY-MANILA - 86.60%
5. CLIFF RICHARD DE DIOS BERMUDEZ, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.40%
5. KATRINA ISABEL VILLA DOROMAL, SAINT PAUL UNIVERSITY-ILOILO - 86.40%
5. RIO MICHELLE YAP RENOMERON, SAN PEDRO COLLEGE-DAVAO CITY - 86.40%
6. GREATSKY CALAYAG CASTUCIANO, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 86.20%
6. JOBILEE SAHAGUN FORONDA, DE LOS SANTOS-STI COLLEGE,INC-(DELOS SANTOS S.N.) - 86.20%
6. DONALD BANCUD PALOMA, SAINT PAUL UNIVERSITY-TUGUEGARAO - 86.20%
6. KARLA ANDREA CORNEJA YAP, UNIVERSITY OF SAINT LA SALLE - 86.20%
7. CHASTINE DELA CRUZ JAMBALOS, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.00%
7. FELINA JOYCE LLAMADO POSADAS, SAINT PAUL UNIVERSITY-ILOILO - 86.00%
7. PERLA BARGO SANTIAGO, SAINT DOMINIC SAVIO COLLEGE - 86.00%
7. CAMILLE ABIERA SISTOSO, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.00%
7. DENNIS MICHAEL ESTEBAN ZEQUERRA, COTABATO MEDICAL FOUNDATION COLLEGE - 86.00%
8. JOANNA MARIE SAJISE ALVARO, CENTRAL PHILIPPINE UNIVERSITY - 85.80%
8. KAREN LIM CHENG, XAVIER UNIVERSITY - 85.80%
8. KRIZZIA MAE VILLAREAL DE GUZMAN, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 85.80%
8. RICHARD WILLIAM DULALAS DOMONDON, RAMON MAGSAYSAY TECHNOLOGICAL UNIVERSITY-IBA - 85.80%
8. ANGELO GARCIA GALVAN, CENTRAL LUZON DOCTOR'S HOSPITAL EDUCATIONAL INSTITUTION - 85.80%
8. LILIA CALLE PIRAMIDE, SAINT DOMINIC SAVIO COLLEGE - 85.80%
8. ROBERT CARANDANG REÑA, LYCEUM OF BATANGAS - 85.80%
8. VYKLYN JIMENO TESTA, AKLAN STATE UNIVERSITY(AKLAN S.C.A.)-BANGA - 85.80%
8. CORNELIO CEZAIL FLORES VILLANUEVA, MABINI COLLEGE - 85.80%
9. SHEILA PERICO CASANO, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 85.60%
9. KRYSTLE GO DIN, SAINT PAUL UNIVERSITY-ILOILO - 85.60%
9. JOHN STEPHEN TIONGSON HUMIWAT, SAINT MARY'S UNIVERSITY - 85.60%
9. WOODROSE CHARM PACIENTE KWAN, DR. CARLOS S. LANTING COLLEGE-Q. C. - 85.60%
9. NERISSA NAVAL LAYAG, SAINT DOMINIC SAVIO COLLEGE - 85.60%
9. KRISTIN ANGELI PASTOR LEGISLADOR, UNIVERSITY OF SAINT LA SALLE - 85.60%
9. MYRTLE SHEKINAH CABUYAO LOPEZ, SOUTHERN LUZON POLYTECHNIC COLLEGE-LUCBAN - 85.60%
9. SUZANNE JOIE NAPOD MAÑO, ADVENTIST UNIVERSITY OF THE PHILIPPINES - 85.60%
9. MANELEE PESCADILLA MIJARES, UNIVERSITY OF SAINT LA SALLE - 85.60%
9. JUAN ALFRED GERMINO NORTE, PAMANTASAN NG LUNGSOD NG MAYNILA - 85.60%
9. GARLENE ANNE ESTANISLAO REBOLLOS, SULTAN KUDARAT EDUCATIONAL INSTITUTION - 85.60%
10. JOANNA IRIS LEE AVENA, SAINT PAUL UNIVERSITY-ILOILO - 85.40%
10. ERWIN GARCES BODIONGAN, MISAMIS UNIVERSITY-OZAMIS CITY - 85.40%
10. STEVE OLIVER YAP COO, CENTRAL PHILIPPINE UNIVERSITY - 85.40%
10. STEPHEN ALBERT LIM DE CASTRO, SOUTHERN LUZON POLYTECHNIC COLLEGE-LUCBAN - 85.40%
10. PRINCESS CAMILLE RODRIGUEZ DE GUZMAN, PAMANTASAN NG LUNGSOD NG MAYNILA - 85.40%
10. FELAMIE ANNE VIGO DUCOTAN, SAINT PAUL UNIVERSITY-ILOILO - 85.40%
10. MARY KRISTINE TERAZA LABANTA, ST. SCHOLASTICA'S COLLEGE OF HEALTH SCIENCES-TACLOBAN - 85.40%
10. GISELLE DAWN VIJAR MAMARIL, WEST VISAYAS STATE UNIVERSITY-LA PAZ - 85.40%
10. SAMUEL JOHN SAYOC SALUDEZ, SAINT PAUL UNIVERSITY-TUGUEGARAO - 85.40%
10. ANGELO JOHN VILLASANA TACUBAN, WEST NEGROS COLLEGE - 85.40%
10. MARIA CECILIA CERVANTES TEJEDOR - SAINT DOMINIC SAVIO COLLEGE - 85.40%
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