Social Change Proposal

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Social Change
Taking the Matterinto Common Hands:
On Strengthening the“SpeakEnglish”Policy in the Johnian Community
Project Title
Taking the Matter into Common Hands:
On Strengthening the “Speak English”
Policy
in the Johnian Community
Beneficiaries
The Level 2 which includes the Grades 4, 5,
and 6 students
and the Level 3 which involves the Grades 7,
8, 9, and 10 students of St. John’s Institute
(SJI)
Location
SJI Campus, Capitol Subdivision, Bacolod
City,
Philippines 6100 – Elementary Level 2 and
Junior High School High School Building
Date of Implementation
(Project Start & End)
Monday, October 9, 2017
up to
Friday, March 9, 2018
Proponents
Angela Bella Benedicto
Stephanie Ann Choa
Leah Angela Cioco – Assistant Leader
Katrina Garrido
Mia Manguilimutan
Katrina Marie Nuega
Joshua Carl Sy - Group Leader
Raphael Nicolai Gamboa
James Anthony Garrucho
George Alfred Padasas
Ryan Jose Angelo Villo

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I. Context Analysis
A. Overview
iscipline is defined as the practice of training people to obey rules or a code of behavior by
using punishment to correct disobedience. Even the Bible, in 2 Timothy 3:16 states that “All
Scripture is God-breathed and is useful for teaching, rebuking, correcting, and training in
righteousness.” At the end of the day, our group believes that the most renowned and universal reason for
implementing restraint and regulation is none other than love. In line with this, as students of St. John’s
Institute (SJI),we are beyond glad for having been educated in an institution that values discipline because
apparently, our school is known for it. At SJI, we are taught to be obedient to learn the essence of order and
discipline. Hairstyle, dress code, attitude and even the length of nails arewaylaid in school. A minor trace
of disobedience may result to a major consequence in the part any Johnian. It may sound foolish for some,
but at the end of the line, that is how discipline works.
Part of this discipline is the usage of the English language. It is always said that learning English
not only gives a lot of benefits and opportunities for those who learn it, but also empowers those around
them. In line with this, most Johnians belonging to lower grade levels consider English as a primary
language, while the rest consider it as secondary. It is true that English is the secondary language for us,
Filipinos, but the speaking of the language should still be considered as a practice.
In line with this, the “Johnian Talk Box” or also known as the “J-Talk Box” was implemented last
year. Names of students speaking the native language or commonly known as Hiligaynon shall be dropped
off the box. The section/s having the least number of names in the box shall be held winner. It lasted for a
school year, however, it is not that successfulafter all. By the start of the project, the Grade 11 S.Y. 2017-
2018 Group 1 of Empowerment Technology class would like to fully implement the usage of the English
language. Therefore, plans were made to consider this project a successful one.
D

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B. Needs
On Friday, October 13, 2017, our group conducted an initial survey to find out more about the
younger Johnians in Junior High School and Elementary Level 2 and their thoughts about the “Speak
English” Policy. We tapped into 12 classes in Junior High School and three in Level 2. Prior to the giving
out of the questionnaires, we gave the students a brief background on what we were about to do, why we
were about to do it then, and how big of a help they could do for us by answering the inquiry forms honestly.
P.S. We had attached the original survey documents enclosed in a short envelope and had prepared a
short video clip of our Social Change Project process as to suffice our context analysis.
Strict
Implementation
of the "Speak
English" Policy
Among the four,
this need ought to
be addressed first.
This means
taking our set of
rules a notch
higher by making
violations against
the "Speak
English" policy a
major offense.
Initiation of
Public Speaking
Activities
Adding more
events such as
interclass debate
competitions
where all
students can get
involved will be
a stepping stone
for our campus'
being an English
speaking
environment.
Introduction of
the Peer Help
English Club
We believe that
aside from the
usual classroom
setting, a club
that is open to all
which would be
for those who
want to practice
using the
English language
will help us
achieve our goal.
Strengthening
of the No
Exception Rule
The last and
probably the
most crucial step
is to establish a
rule for
everyone. This
would not only
include the
students, but also
teachers and
other staff
members.

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Survey Results
 Do you think English is
important?
 What do you think of
English?
 How often do you use
English?
 Do you think learning
English is important in the
future?
Yes? Maybe? No?
Easy? Difficult? Fun?
Very often? Often? Never?
Yes? Maybe? No?
Gr. 10 Gr. 9The information above shows the
content of our survey questionnaires.
The left-hand side pertains to the
questions that we had
asked each recipient of the form to
answer,while the right-hand side
shows the answers that we had
provided them with. The following
data on the next few pages are the
results of the sample’s response.

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GRADE 4 SURVEY RESULTS
-based on Question #1
DO YOU THINK
ENGLISH IS
IMPORTANT?
MALE FEMALE TOTAL
YES
13 11 24
I DON’T KNOW
1 0 1
NO
0 0 0
TOTAL
14 11 25
WHAT DO YOU THINK
OF ENGLISH?
MALE FEMALE TOTAL
EASY
6 7 13
DIFFICULT
1 0 1
FUN
7 4 11
TOTAL
14 11 25
HOWOFTEN DO YOU
SPEAK ENGLISH?
MALE FEMALE TOTAL
VERY OFTEN
8 9 17
OFTEN
5 0 5
NEVER 1 2 3
99% support
English
1% undecided
0% does not
support

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NEVER
TOTAL
14 11 25
DO YOU THINK LEARNING
ENGLISH IS IMPORTANT IN THE
FUTURE?
MALE FEMALE TOTAL
YES
11 9 20
I DON’T KNOW
3 1 4
NO
0 1 1
TOTAL
14 11 25
DO YOU THINK
ENGLISH IS
IMPORTANT?
MALE FEMALE TOTAL
YES
15 16 31
I DON’T KNOW
0 0 0
NO
0 0 0
15 16 31
100% support
English
0% undecided
0% does not
support

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TOTAL
WHAT DO YOU THINK
OF ENGLISH?
MALE FEMALE TOTAL
EASY
8 6 14
DIFFICULT
0 0 0
FUN
7 10 17
TOTAL
15 16 31
HOWOFTEN DO YOU
SPEAK ENGLISH?
MALE FEMALE TOTAL
VERY OFTEN
12 10 22
OFTEN
2 0 2
NEVER
1 6 7
TOTAL
15 16 31
ENGLISH IS IMPORTANT IN
THE FUTURE?
MALE FEMALE TOTAL
YES
14 15 29
I DON’T KNOW
1 1 2
NO
0 0 0
15 16 31

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TOTAL
DO YOU THINK
ENGLISH IS
IMPORTANT?
MALE FEMALE TOTAL
YES
16 17 33
I DON’T KNOW
0 0 0
NO
1 0 1
TOTAL
17 17 34
WHAT DO YOU THINK
OF ENGLISH?
MALE FEMALE TOTAL
EASY
6 10 16
DIFFICULT
2 0 2
FUN
9 7 16
TOTAL
17 17 34
HOWOFTEN DO YOU
SPEAK ENGLISH?
MALE FEMALE TOTAL
VERY OFTEN
12 10 22
99% support
English
0% undecided
1% does not
support

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OFTEN
2 0 2
NEVER
1 0 1
TOTAL
17 17 34
ENGLISH IS IMPORTANT IN THE
FUTURE?
MALE FEMALE TOTAL
YES
15 17 32
I DON’T KNOW
1 0 1
NO
1 0 1
TOTAL
17 17 34
97% support
English
3% undecided
0% does not
support

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DO YOU THINK
ENGLISH IS
IMPORTANT?
MALE FEMALE TOTAL
YES
43 50 93
I DON’T KNOW
5 0 5
NO
0 0 0
TOTAL
48 50 98
WHAT DO YOU THINK
OF ENGLISH?
MALE FEMALE TOTAL
EASY
12 19 31
DIFFICULT
6 0 6
FUN
30 31 61
TOTAL
48 50 98
HOWOFTEN DO YOU
SPEAK ENGLISH?
MALE FEMALE TOTAL
VERY OFTEN
23 26 49
OFTEN
21 24 45
NEVER
4 0 4
TOTAL
48 50 98
DO YOU THINK
LEARNING ENGLISH IS
IMPORTANTIN THE
FUTURE?
MALE FEMALE TOTAL
YES
42 49 91
I DON’T KNOW
3 1 4
NO
3 0 3
TOTAL
48 50 98

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DO YOU THINK
ENGLISH IS
IMPORTANT?
MALE FEMALE TOTAL
YES
45 47 92
I DON’T KNOW
5 0 5
NO
1 0 1
TOTAL
51 47 98
WHAT DO YOU THINK
OF ENGLISH?
MALE FEMALE TOTAL
EASY
20 20 40
DIFFICULT
8 5 13
FUN
23 22 45
TOTAL
51 47 98
HOWOFTEN DO YOU
SPEAK ENGLISH?
MALE FEMALE TOTAL
VERY OFTEN
20 25 45
OFTEN
6 21 27
NEVER
25 1 26
51 47 98
97% support
English
2% undecided
1% does not
support

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TOTAL
DO YOU THINK
LEARNING ENGLISH IS
IMPORTANTIN THE
FUTURE?
MALE FEMALE TOTAL
YES
44 45 89
I DON’T KNOW
5 2 7
NO
2 0 2
TOTAL
51 47 98
DO YOU THINK
ENGLISH IS
IMPORTANT?
MALE FEMALE TOTAL
YES
23 37 60
I DON’T KNOW
3 0 3
NO
0 0 0
TOTAL
26 37 63
WHAT DO YOU THINK
OF ENGLISH?
MALE FEMALE TOTAL
98% support
English
2% undecided
0% does not
support

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EASY
6 11 17
DIFFICULT
0 2 2
FUN
20 24 44
TOTAL
26 37 63
HOWOFTEN DO YOU
SPEAK ENGLISH? MALE FEMALE TOTAL
VERY OFTEN
15 15 30
OFTEN
10 20 30
NEVER
1 2 3
TOTAL
26 37 63
DO YOU THINK
LEARNING ENGLISH IS
IMPORTANTIN THE
FUTURE?
MALE FEMALE TOTAL
YES
25 37 62
I DON’T KNOW
1 0 1
NO
0 0 0
TOTAL
26 37 63
99% support
English
0% undecided
1% does not
support

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DO YOU THINK ENGLISH IS IMPORTANT? MALE FEMALE TOTAL
YES
21 23 44
I DON’T KNOW
0 0 0
NO
0 1 1
TOTAL
21 24 45
WHAT DO YOU THINK OF ENGLISH? MALE FEMALE TOTAL
EASY
4 8 12
DIFFICULT
2 0 2
FUN
15 16 31
TOTAL
21 24 45
HOWOFTEN DO YOU SPEAK ENGLISH? MALE FEMALE TOTAL

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As made evident by the data provided above, our group is elated to say that a majority of the Johnian
Community is supportive of the English Language. More than 95% in all cases had answered considerately
in the process. In all questions, most of the responses are positive and are in line with what we had hoped
for. On the simplest level, this meant that we would not be having much difficulty in implementing this
social change project. All it would take is a little bit more of effort to fully attain our goal of turning the
Johnian Community into a confident English speaking milieu. This data can be further expounded by the
files that we had attached. Please feel free to consult them.
VERY OFTEN
21 23 44
OFTEN
0 1 1
NEVER
0 0 0
TOTAL
21 24 45
DO YOU THINK LEARNING ENGLISH IS
IMPORTANTIN THE FUTURE?
MALE FEMALE TOTAL
YES
7 7 14
I DON’T KNOW
11 14 25
NO
3 2 6
TOTAL
21 24 45

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C. Rationale
n our 14 years of studying at SJI, we had witnessed first-hand our school’s way of lovingly molding
each and every student into becoming the best person they can be. We have been made to grow
holistically, developing every aspect of ourselves along the way. Now, as graduates of St. John’s
Institute, we can wholeheartedly say that we are achievers in our own fields; and we would never be who
we are without the help of our beloved Alma Mater. However,in all our years,we can also point out some
flaws in the school’s system. Although they are superficial, once they are corrected, the impact of that
modification would surely be significant. We feelthat it is our duty to the school and to the younger batches
to correct one of these flaws.
As stated in the abovementioned information, the imperfection that we would like to correct is the
lack ofrespect for our school’s English-Speaking Policy. Throughout the years,we have witnessed how
the teachers have stressed the importance of speaking English to the students. We would always hear the
words, “Speak English at all times,” inside the classroom, during the morning assembly and during the line
formation after recess and lunch time. However, we have also noticed that no matter how many times this
policy is mentioned or applied, both students and teachers fail to follow it.
Students are all too comfortable with speaking to each other in the Ilonggo dialect or Hiligaynon,
and conversing with their teachers in the aforementioned language. We, ourselves, are guilty of this act.
However, our Social Change Project for our Empowerment Technology class has given to us the
opportunity to right what is wrong. Through this project, we wish to show the SJI community the
importance of speaking English and how being fluent in the English language can help them in their daily
lives. As advocates ofthe English language,we will do our best to raise enthusiasm and appreciation
for it. Our aim is make the act of speaking English not just a policy, but a habit.
I

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II. Planned Response
A. Vision
a.) Long Term Goals
Generally, our long term goal for this social change output is to be able to empower Johnians. This
may sound simple and all, but at the end of the line, this will not only exclusively benefit the Johnian
community, but will also do well for the society at large. Our group believes that by tapping into every
single Johnian regarding his/her use of the English language, we do something good for them that they can
benefit from not only for the time being, but one that will last as long as they live. This includes their being
confident in using the global language which will open doors for their future. This could be something
related to further studies such as college and could even go as far as becoming future leaders of the world.
EMPOWERING THE
JOHNIAN
COMMUNITY WITH
THE ENGLISH
LANGUAGE
INITIATE CHANGE
NOT ONLY IN THE
JOHNIAN
COMMUNITY, BUT
ALSO THE SOCIETY
AT LARGE
EMPOWERING THE
JOHNIAN
COMMUNITY WITH
THE ENGLISH
LANGUAGE
POSITIVE EFFECT
ON THE
COMMUNITY AT
LARGE
OUR ENLISTED
SHORT TERM
GOALS

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b.) Short Term Goals
1. Help the students succeed in their academics- to be specific, in their English Subject
2. Be able to influence the younger ones by marketing the English language
3. See improvement in the school system’s flaws by implementing a stricter rule for the “Speak
English Only” Policy
4. Establish more English-related clubs or activities to be able to enhance the students’ skills in using
the English language
5. Be considered not only as a disciplined and God-centered institution, but also one that is a globally
competitive foundation as we had become a full and exclusive English-speaking campus
B. Key Message
A wise man once said (Wilhelm von Humboldt), “Language is the infinite use of finite
means.” This language that he talked about is one that is universal and known to most of
humankind- the English Language. It may be complex, but learning it is beautiful. More so,
perfecting it is like wine to the lips.

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III. Project Stakeholders
A. Project Team
Name Position Functions
Joshua Carl Sy
Project Manager
Lead the whole group by initiating the first
step in the whole actualsocial change
process: writing a letter for approval to the
head principal, Dr. Jose Mongcal, Ph.D.
Asked for approval from authorities that
we needed approval from prior the survey
and interviewed a majority of the students
Compiled the initial draft of the Social
Change Project Document
Leah Angela Cioco Project
Facilitator/Associate
Followed orders from the Project Manager
and served as the second-in-command
Created,updated, and assigned specific
tasks to every single member of the team
in the group chat on a regular basis
Proofread,edited, lay-outed, and printed
the final output of this document and filled
in the I.A,1.B, II.B, III.A,and III.B. Areas
of this document
Bought all resources needed such as
colored papers,clear book, and CD
Made and formatted the initial survey
questionnaire and edited the video attached
in the document the would provide more
background regarding our social change
document.

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Stephanie Ann Choa Research and Team
Lead
Gathered all relevant data from the survey
that was conducted presented the results
through a table on the part Context
Analysis
Provided the entire section under Context
Analysis which shows the results of the
survey and the Overview (I.A.)
Provided sufficient amount of copies of the
survey questionnaires which were
distributed amongst the JHS and Level 2
students of SJI
Angela Bella Benedicto
Researcher
Provided subtitles to the supporting data
which is the video
Interviewed students for the video
presentation and served as videographer as
well for the other interviewers
Mia Manguilimutan
Researcher
Answered the area III.C which describes
the beneficiaries and served as the
videographer during the whole survey
activity in the JHS sections
Katrina Marie Nuega
Researcher
Main proponent of the Social Change
Subject Matter (Speak English Policy)
Answered the portion I.C. (Rationale)

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Katrina Garrido
Design Team
Manager
Provided the photo for the cover page
Main videographer for the whole duration
of the social change project by providing
Assigned members under her to help with
the final output of the CD
Ryan Jose Angelo Villo Designer
Edited the initial Social Project Document
prior the final lay-out made by the Project
Facilitator/Associate
Volunteered to make the group logo
Raphael Nicola Gamboa
Budget and Team
Lead
Contributed financial support with the
expenses purchased by the Project Asst.
Helped in budgeting the money collected
from budge
James Anthony Garrucho Budgeting Assistant
Provided the cover for the CD which will
serve as further background regarding the
social change project
Contributed financial support with the
expenses purchased by the Project Asst.
George Alfred Padasas Budgeting Assistant
Provided the background for the
beneficiaries and volunteered to
conceptualize the tracking of the social
change progress
Power interest grid contributor

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B. Organizational Chart
JOSHUA CARL SY
PROJECTMANAGER
STEPHANIE ANN CHOA
RESEARCH TEAM LEAD
ANGELA BELLA
BENEDICTO
RESEARCHER
MIA MANGUILIMUTAN
RESEARCHER
LEAH ANGELA CIOCO
PROJECT ASSOCIATE
RYAN JOSEANGELO
VILLO
DESIGNER
KATRINA GARRIDO
DESIGN TEAM LEAD
KATRINA MARIE
NUEGA
RESEARCHER
RAPHAEL NICOLAI
GAMBOA
BUDGET TEAM LEAD
JAMES ANTHONY
GARRUCHO
BUDGETING ASST.
GEORGE ALFRED
PADASAS
BUDGETING ASST.

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C. Beneficiaries
5
he beneficiaries which will primarily be the Elementary Level 2 and Junior High School
students of SJI are learners whom we believe are already equipped with the basic knowledge
that are needed relevant to our social change project. Based on our survey results, we can say
that at the most basic level, a majority of them had a positive response regarding this Social Change Project
of ours. 95.68% of the total surveyed population as shown in the aforementioned data claim to find English
as very important, quite easy, and crucial for their future. With these kind of results, the students have
shown high interest on our project. Aside from this proposition, we would also consider them as powerful
in our analysis as they are the main beneficiaries of the project.
Aside from the students alone, we would also like the teachers,staff members, and even those in
younger levels such as the Level 1 and Pre-elementary students to embrace the “Speak English” Policy that
we are initiating. We believe that if we wanted our school community to be truly an English Speaking
environment, we ought to consider even the most minor of members as well. We think that this would also
be a good alternative especially because involving Level 1 students would mean teaching them at an early
age. We believe that this will help them adapt the habit of speaking English faster compared to when we
begin the strict process at Level 2 or even Level 3 perhaps. To sum it all up, our group describes the
beneficiaries, which are mainly the students, as high power and high interest stakeholders. We are able to
say this as the results that we had gathered from both the initial survey and the personal interviews give us
the idea that they are so.
T

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IV. Project Activities
ACTIVITIES
0CT.
2
OCT.
3
OCT.
4
OCT.
5
OCT.
6
REMARKS
A. PLANNING
Task assignment for each
member
ACCOMPLISHED
Passing of initial social
change plans and agreeing
on one topic
ACCOMPLISHED
0CT.
2
OCT.
3
OCT.
4
OCT.
5
OCT.
6
REMARKS
B. IMPLEMENTATION
PREPARATION
Making of the survey form
and
ACCOMPLISHED
Printing out by some
members
ACCOMPLISHED
0CT.
9
OCT.
10
OCT.
11
OCT.
12
OCT.
13
REMARKS
C. INITIAL
IMPLEMENTATION
Finalizing of the survey
forms/consultation
ACCOMPLISHED
Giving out of survey forms
and filming of the process
ACCOMPLISHED
0CT.
23
OCT.
24
OCT.
25
OCT.
26
OCT.
27
REMARKS
D. DOCUMENT
PREPARATION
Finalizing the Task
Assignments of Draft
Compilation
ACCOMPLISHED
Document Submission ACCOMPLISHED
NOTE: SEE MORE DETAILED GANTT CHART AS
IT IS ATTACHED WITH OTHER DOCUMENTS

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ACTIVITIES
NOV.
WEEK
1
NOV.
WEEK
2
NOV.
WEEK
3
NOV.
WEEK
4
REMARKS
E. MONITORING ACCOMPLISHED
DEC.
WEEK
1
DEC.
WEEK
2
DEC.
WEEK
3
DEC.
WEEK
4
REMARKS
F. PRELIMINARY
RESULT
EVALUATION
ACCOMPLISHED
JAN.
WEEK
1
JAN.
WEEK
2
JAN.
WEEK
3
JAN.
WEEK
4
REMARKS
G. SECONDARY
MONITORING
NO
CLASS
ACCOMPLISHED
FEB.
WEEK
1
FEB.
WEEK
2
FEB.
WEEK
3
FEB.
WEEK
4
FEB.
WEEK
5
REMARKS
H. FINAL RESULT
EVALUATION
ACCOMPLISHED
MAR.
WEEK
1
MAR.
WEEK
2
MAR.
WEEK
3
REMARKS
I. END OF SOCIAL
PROJECT REPORTS
ACCOMPLISHED

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It has been distinct in this scheduled chart that what we aim to attain is achievable. Therefore,
making this social change project of ours valid and concrete.
It is a renowned core value of St.
John’s Institute (SJI) to promote cultural
integration, making the speaking of the English language a method to promote cultural integration here in
school. Proficiency in the English language is integral to the school’s history, in which learning English
takes place since kindergarten. Conversations between teachers,parents,classmates,and friends are in the
form of English. But as time goes on, students neglect to follow the cultural practice which was inherited
long ago. Some elementary students tend not to follow the policy by speaking English, while speaking in
vernacular or other languages, rather. According to some elementary students, it is due to the observations
of students that most students, especially in higher grade levels actively speak in dialect. This case of not
speaking the English language is much worsenin the junior high school. High school students do not follow
the said policy because of the belief that speaking English would ruin their image, while speaking in dialect
gives stronger influence towards peers. The neglecting of the English language occurs then. But according
to our conducted survey, 95.8% of the students surveyed agree that the English Speaking Policy should be
followed. These students see the importance of speaking English and how likely it has to be appreciated.
The English language is an integral part of our lives, therefore,making English language the initial subject
we aim to achieve in this social change project.
CONCLUSION
BACKGROUN

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V. Proposed Budget
Items Description Amount
Blank CD
Blue Paper
Clear book
(Compact Disk) a digital disc data storage
that we used to store our prepared video
20 sheets per pack 80gsm A4 Size colored
paper; used for printing
Clear Book & Sheet Protectors bought from
Lopues’ East Book store in compliance
with the guideline
PHP 25.00
PHP 43.00
PHP 47.00
Laptop
Internet
Connection
(Pocket Wi-Fi)
Printing Materials
Used for researching relevant
information and during process in
information dissemination
Used to be able to browse the Internet
Archive
Will be utilized for training programs,
initiation of activities, and other activities
relevant in abovementioned information
PHP 30,000.00
PHP 15,000.00
PHP 25,000
Transportation Will be used in going back and forth PHP 9, 885.00
Grand Total PHP 80,000

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VI. Monitoring and Evaluation
ne approach that our group would like to take in order to monitor and evaluate the progress of
the Social Change Project that we had initiated is through the most basic and accessible tool that
we have at our disposal- communication. Communicating with both the teachersandthe students
themselves not in a form of interrogation about whether they practiced the “Speak English” Policy or not,
but ratherin a method of a conversation. We would like to do this because we believe that this is the simplest
way to find out about their progress in using the English Language. Just like how the famous saying goes,
“A fish is caught by the mouth,” we think that by initiating chats in English and evaluating our subjects’
responses,we would not only be able to see how our project us working, but we also get to contribute to its
growth and its development.
In line with this, our group hopes that we will be able to reach both our short-term and long-term
goals, as being able to do so would not only fulfill our main purpose, but would also spark another one’s in
each and every Johnian in the community.
List of References:
Photo sources:
1. https://www.google.com/search?safe=strict&client=opera&hs=eNf&q=filetype%3A+PNG+acade
mics&oq=filetype%3A+PNG+academics&gs_l=psyab.3...2489064.2492569.0.2492816.13.10.0.0
.0.0.0.0..0.0....0...1.1.64.psy-ab..13.0.0....0.wbF0Ol_3diI (retrieved October 23, 2017)
2. https://www.google.com/search?safe=strict&client=opera&tbm=isch&sa=1&q=PNG+success&o
q=PNG+success&gs_l=psy-
ab.3..0i19k1j0i8i30i19k1l9.32298.36783.0.36843.15.12.0.0.0.0.353.353.3-1.2.0....0...1.1.64.psy-
ab..13.1.353.0...1203.Rudw6LMKYS0#imgdii=FjobtODlRcipoM:&imgrc=L9H4WR1r9vQ9FM:
(retrieved October 23, 2017)
3. https://www.google.com/search?safe=strict&client=opera&hs=r2f&q=filetype%3A+PNG+of+sc
hool+cute+graphics&oq=filetype%3A+PNG+of+school+cute+graphics&gs_l=psy-
ab.3...11197.19413.0.19925.13.10.0.0.0.0.1192.1192.7-1.1.0....0...1.1.64.psy-
ab..12.1.1192...35i39k1.0.s796wti7_yA (retrieved October 23, 2017)
O

Page| 29
4. https://www.google.com/search?safe=strict&client=opera&hs=hQL&tbm=isch&source=univ&sa
=X&ved=0ahUKEwj8-
8uA9obXAhWMwLwKHeOfC5cQsAQIJw&biw=1205&bih=598&q=JPEG+Intitle:+Graphic+en
glish+students (retrieved October 23, 2017)
5. https://www.google.com/search?client=opera&q=GIF+academic+graphic&sourceid=opera&ie=U
TF-8&oe=UTF-8 (retrieved October 23, 2017)
6. https://www.google.com/search?safe=strict&client=opera&hs=ZI1&biw=1205&bih=598&tbm=i
sch&sa=1&q=JPG+school+related+graphics&oq=JPG+school+related+graphics&gs_l=psy-
ab.3...3928.5520.0.5814.2.2.0.0.0.0.198.379.0j2.2.0....0...1.1.64.psy-ab..0.0.0....0.gLJoKxoX1Dk
(retrieved October 23, 2017)
Information References:
1. Project Team Positions (A Comprehensive List) (retrieved October 23, 2017)
https://www.google.com/search?client=opera&q=project+team+positions&sourceid=opera&ie=U
TF-8&oe=UTF-8
Submitted to:
Sir Jundel J. Toriano
On
Tuesday, October 24, 2017
In submission for the Performance Task in 2nd
Quarter,1st
Semester

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