Silak Media | E-Newsletter | Vol. XLII | No. 4 | Dec. 2020 - Nov. 2021

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THE OFFICIAL STUDENT PUBLICATION OF THE COLLEGE OF EDUCATION, WEST VISAYAS STATE UNIVERSITY | VOL. XLII NO. 4 | DEC 2020 TO NOV 2021

ANATOMY INSIDE

Despite the pandemic, Project FORTH pushes through

Pioneer class enrolls in master’s in teaching in challenged areas

NEWS

Orlando Gamilla Jr. 3 COE grad school students present papers at int’l reading conference see page 2

OPINION

Of neglects and missteps: The sorry state of the Philippine educational system see page 4

FEATURE CHALLENGE ACCEPTED. Graduate school students comprising the first batch of the newly approved MAEd Teaching in Challenged Areas (MAEd TCA) attend the virtual orientation program hosted by the graduate school unit of West Visayas State University-College of Education (WVSU-COE) on Sept. 4, 2021. Photo courtesy of WVSU-COE Facebook Page.

Far from the mundane see page 7

FILIPINO

Sugal ng pagka-Pilipino see page 14

SPORTS

Meant for the umpire’s chair see page 16

FOLLOWING the approval of the Master of Arts in Education major in Teaching in Challenged Areas at West Visayas State University-College of Education (WVSU-COE) Graduate School, eight students enrolled for its pioneer batch for Academic Year 2021–2022.

An initiative three years in the making, the program is particularly intended for teachers in the alternative learning system (ALS), public schools, multigrade classes, last mile schools, geographically isolated places, and disadvantaged areas.

“Teaching students, especially struggling ones, is very fulfilling. I believe every student deserves quality education, no matter what socioeconomic status they are in. To address the needs of academically underperforming students, we have to give them capable and equipped teachers,” said Elean Grace D.

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Castañeda, a member of the pioneer class.

Castañeda, 25, a teacher at I. Arroyo Elementary School in Molo, Iloilo City, further said her motivation for pursuing the new program was the impact she could possibly make in helping and teaching learners who strive hard despite being faced with challenges and hardships.

First launched in Iloilo on Feb. 21, 2019 and initiated by Project FORTH or Formation of Teachers in Challenged Areas in collaboration with the European Commission and higher education institutions led by the University of

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Groningen in the Netherlands, the program is the first of its kind in the Philippines.

“The approved Master of Arts in Education major in Teaching in Challenged Areas is seen to empower and motivate our teachers to stay in the mission of transforming lives in marginalized areas,” said Dr. Nordy Siason, assistant schools division superintendent of the Department of Education (DepEd)-Division of Iloilo.

Serving as the program adviser is Dr. Antoniette Cortez with Dr. Purita P. Bilbao, Dr. Ma. Asuncion Christine

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to page 3

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NEWS

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3 COE grad school students present papers at int’l reading conference

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Orlando Gamilla Jr. ENABLING learners through language and literacy – this is the theme of the 7th International Conference of the Reading Association of the Philippines (RAP), and as a response to the call, three graduate students of West Visayas State University-College of Education (WVSU-COE) participated in the said event from July 22 to 24, 2021, via Zoom.

G.L. John Haro of the Master of Arts in Education (MAEd) Major Language Teaching in English; and Abraham Vargas and Mary Jane P. Arenga of the Master of Arts in Education (MAEd) Major in Filipino were among the over 50 presenters screened and chosen to share their works and best practices in the field of language and literacy.

“Language and literacy are essential elements of teaching and learning. Numeracy entails comprehension. Scientific study necessitates research and analysis. In order to become effective, teachers need to do research in language and literacy in order to understand how to convey knowledge and analyze the students’ reception of the information presented to them,” said Dr. Frederick Perez, RAP president, underscoring the importance of teachers’ engagement in research.

Dr. Perez went on to emphasize that theory and practice are inextricably linked; practice gives life to pedagogical principles. Whether a teacher conducts simple action research in the classroom or conducts a comprehensive study with a large amount of data, the empirical data obtained by the teacher improve instruction. He also believes that “teachers are by vocation, researchers.”

In light of this, Haro presented his master’s thesis entitled: “Caring Pedagogy: An Exploration on Distance Learning in English.”

Meanwhile, Vargas showcased the findings in his study entitled: “Ang Audio Recording Bilang Alternatibong Kagamitan sa Pagtuturo ng El Filibusterismo.”

Arenga, on the other hand, demonstrated the best

practices laid down in her research entitled: “Visual Thinking Routine sa Pagtuturo ng Florante at Laura: Sa Bakas ng Kahapon, Silipin ang Kasalukuyan at Hinaharap.”

Haro, who also won the 2nd Best Thesis award in the recently concluded COE research forum, said about his RAP experience that, “The experience was affirming in the sense that the participants have really appreciated the value and relevance of our study on Caring Pedagogy. I am grateful for the avenue that RAP has provided us to disseminate our research findings…I reconciled with the idea that our research findings must not end up as a mere graduation requirement.

It must be shared, #ParaSaBata.”

Moreover, Vargas, a secondary school teacher at Iloilo National High School, shared his struggles and experiences from the thesis writing phase to the presentation day of the mentioned international conference.

“Ibinigay sa akin ng RAP ang tatlong mahahalagang aral na hindi ko lang basta matututuhan sa pagbabasa at pagtalakay sa silid aralan: natutuhan kong maging positibo sa mga bagong karanasan at ang pakikiayon sa posibleng pagkatuto; napagtanto kong may mga bagay sa buhay na kailangang ipaglaban nang buong husay” (RAP gave me three important lessons that I can’t just simply learn through reading and teaching: I learned to be positive in facing new experiences and come to terms with possible learning opportunities; I realized that there are things in life that we need to fight for with all our might),” said Vargas, reflecting on his research journey.

Arenga, a teacher from Ateneo de Iloilo, says, “My cup has really overflowed in the past two months, from the final defense preparation to the research forum; and, for being one of the parallel session presenters of the Reading Association of the Philippines 7th International literacy conference. It to page 13

COE dean envisions admin focused on research, extension BRINGING big plans for West Visayas State University-College of Education (WVSU-COE), newly appointed dean Dr. Ricky M. Magno discussed the implementation of programs focusing on research and extension.

To continue the COE’s legacy as Center of Excellence for Teacher Education in the region, Magno sought to engage faculty and student researchers in local and international research presentations and publications.

“For the College of Education, I aim to develop a pool of professional and student researchers who will collaborate in the conduct of research to generate new knowledge and strategies that will contribute to policy development and program improvement,” said Magno, who assumed deanship on April 15, 2021 following Dr. Ma. Asuncion Christine V. Dequilla’s appointment as Vice President for Academic Affairs.

In the field of extension, Magno aims to develop dynamic implementations of responsive, transformative, and sustainable extension programs.

“On linkages as part of our extension activities, the College of Education will conscientiously expound on the possibilities of forging dynamic partnerships involving academic and cultural exchange programs, research collaborations, and scholarly pursuits among students and faculty members with

Gabrielle Faye Tolentino

MAGNO reputable universities here and abroad,” said Magno on establishing and strengthening academic linkages, one of the newly formulated thrusts of the University.

Purposively driven by the University’s trifocal functions — instruction, research and extension, and linkages — Magno has committed to being an exemplary leader in the development of human resources to produce competent, dynamic, and reflective professional teachers who are at par with the demands of fast-changing local and global learning environments.

Pioneer class...

Dequilla, Dr. Baby Rose Robles, and Dr. Hazel Villa as core faculty members.

Since the program’s launch in 2019 and prior to its approval by the WVSU Board of Regents on April 21, 2021, the program and select course facilitators went through several planning sessions, research engagements, rigorous transnational trainings that involve module writing for six courses and curriculum design, college and university curriculum reviews, and continuing consultations with European and local stakeholders.

Aside from WVSU, other Philippine universities that took part in the series of transnational trainings and are set to offer the program include the Polytechnic University of the Philippines, Centro Escolar University, University of St. La Salle-Bacolod, and University of Southeastern Philippines.

Screenshot during the mental health webinar sponsored by the University Guidance Center. Photo courtesy of WVSU-University

Guidance Center’s Facebook page.

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Infographic by Rosefel Iritz Maghuyop

from page 1

ADDRESSING the need to protect one’s mental health, West Visayas State University-College of Education’s (WVSU-COE) Prof. Rosalea Cornelia “Uzi” Araneta-de Leon urged every Taga-West in a University-wide webinar to seek help whenever necessary.

In the webinar, “Maintaining Wellness and Overcoming Challenges in the Unwell Times”, an initiative of the University Guidance Center under the Office of Student Affairs, de Leon discussed the importance of achieving mental wellness in spite of the strain brought about by the current educational setup on learners and educators alike.

The webinar was held via Zoom and livestreamed on WVSU-University Guidance Center’s official Facebook page on May 28, 2021.

“Whatever you are feeling now, it is important that we address it, that we accept it, and that we are aware of it…

The smart thing to do when you need help is to seek help,” said de Leon.

Moreover, de Leon discussed the Mental Health Law and its mandate on freedom from discrimination, protection from degrading treatment, and provision of mental health services.

“If you have a mental or psychological health issue, you are entitled to care, intervention, and rehabilitation in your local hospitals. You can demand for it because it is already a law,” iterated de Leon.

Tips on taking care of one’s physical, mental, and emotional health were also presented during the webinar with de Leon focusing on the importance of reaching out to family and peers during trying times.

The presentation concluded with breathing exercises in which the participants were encouraged to join.

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Paulo Bryan David

‘Uzi’ sheds light on mental wellness in university-wide webinar

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EDITORIAL

Of neglects and missteps:

OPINION

The sorry state of the Philippine educational system

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he COVID-19 pandemic has greatly changed and impacted the Philippine educational system in ways we never really imagined and until today, we never know when it will end. However, even before the pandemic, we cannot turn a blind eye to the fact that our educational system has never really been up to par with the world’s standards. This observation, without a doubt, has been validated by the poor results of the performance of our students in periodic international assessments of achieved learning.

According to the Alliance of Concerned Teachers (ACT), the “sorry state of education” in the Philippines is due to the incompetent leadership of President Rodrigo Duterte and Department of Education (DepEd) Secretary Leonor Briones resulting to a “grave learning loss and worsening education crisis.”

In 2018, an assessment conducted by the Program for International Assessment (PISA) reported that 15-year-old students ranked lowest in reading and second lowest in Mathematics and Science out of 79 countries.

Similarly, in an ASEAN assessment in 2019, Filipino fifth grade students did poorly among students in six ASEAN countries. These are only few of the assessments which serve as a concrete representation of how staggeringly low

and behind Filipino students are compared to their peers in the ASEAN and the world.

Recently, a World Bank report caused ruckus in the Department of Education. The organization reported gaps in the Philippine educational system, many of which are all too familiar to us. The World Bank noted that majority of 15-year-olds do not understand fractions. They also reported that only 10% of fifth graders were up to par with the world’s standards due to the limited proficiency of students in the language of instruction, which is mostly English in all subjects. It also found that bullying was highly rampant across all levels, and that school officials themselves are not aware on the gravity of the violence in schools. This led the World Bank to conclude that there is a “crisis in education” in the Philippines, which has already been prevalent way before the COVID-19 pandemic.

Let us face it. Our educational system hasn’t always been sunshine and rainbows even before the pandemic. The sorry state of our educational system is happening right before our very eyes. High drop-out rates are recorded yearly. Books, materials, chairs, and even classrooms remain insufficient and inaccessible to students who need them the most. For the most part, two or three children have to share one

book because of the lack of resources. The COVID-19 pandemic has only made it worse. The indefinite closing of schools and our sudden shift to distance learning has made education even more arduous to keep up with.

Alas, it has widely become a privilege, not a right. Our educational system is undergoing a harder task to deliver quality education for everyone despite the unseen force that continues to loom over our lives. Erroneous learning modules and other mishaps such as grammatical errors, wrong math equations, and depictions of gender stereotypes are just few of the evidences of the gaps in our system, greatly alarming the public, worried over the quality of education 24 million students all over the country are receiving under the health crisis.

Dating far back to the 19th century, our national hero, Jose Rizal, stressed the importance of education in national development. However, with the current situation exacerbating our educational system, we can only wish that DepEd and other officials do more. A country’s most precious resource more than anything else, is its people, and quality education is the only way to ensure that this resource performs its best. With the pandemic deepening the crisis in education, the sector should be given all the attention and focus it deserves.

SILAK MEDIA

Editorial Board 2021-2022

Pandemic plight of teachers

EDITORS-IN-CHIEF

Jessa Delos Reyes Janna Marie Deocampo ASSOCIATE EDITORS

Sophia Angela Docena Nickalaine Santiago MANAGING EDITORS

Marron Aerielle Bonotano

NEWS & SPECIAL REPORTS EDITOR

Loraine Camagan FEATURES EDITOR

Rodel Pacit

LOCAL LANGUAGES EDITOR

Queenie Rose Saludares FILIPINO EDITOR

Gizelle Amour Tagabi SPORTS EDITOR

Paul Aries Valera LITERARY EDITOR

Toni Gwyneth Boluso Richard Neil Lencio Marie Panerio MAGAZINE EDITORS

Mary Fer Baylen Riza Joyce Dela Cruz Shenette Lape ONLINE EDITORS

Marielle Esportuno Deryl Sazon Rain Julien Tuvilleja LAYOUT ARTISTS

Rommelen Dema-Ala Deborah Faith Monsalud ILLUSTRATORS

Shannen Casquio Erika Noreen Dela Rosa Arleen Joy Subong Mark Lawrence Articuna Christine Joy Badinas May Joy Olmido Angel Grace Palec JUNIOR EDITORIAL ASSISTANTS

Phyllis Claire Zarriz Dorothy Joy Espin Ma. Beatriz Niña Barranco Dionessa Grace Galimba Ma. Trisha Nicole Valdez Aimerine Montano Joey Camilao Dianne Mae Estocado Paulo Bryan David Euthel Jhon Finlac JB Ryan Babas Orlando Gamilla, Jr.

SENIOR EDITORIAL CONSULTANTS

Hazel P. Villa, Ph.D. Neña Vanessa Cabiles, Ph.D. ADVISERS

Ricky M. Magno LPT, Ph.D. DEAN, COLLEGE OF EDUCATION

Joselito F. Villaruz, M.D., Ph.D., FPPS UNIVERSITY PRESIDENT

silakinc@gmail.com @silakmedia silakmediacoe

SCAN ME!

Phyllis Claire Zarriz

he pandemic has taken a toll on people’s lives all across the world.

According to the World Health Organization (WHO), the pandemic has brought unprecedented challenges for people, the health system, education, economics, and society in general. The education sector, in particular, has been enormously affected by the strain of the pandemic.

To minimize the risks of the fatal coronavirus, the education sector resorted to adapting the flexible and remote learning modalities to adjust to the crisis and to aid the continuation of education in these extraordinary times.

The country’s efforts to transition from conventional to digital have resulted in a paradigm shift never seen before. Today, digital and online teaching outperform traditional classroom instruction, particularly when it comes to providing students with home learning opportunities during nationwide lockdowns.

Digital platforms like Zoom, Hangouts, Google Meet, and others have become the new classrooms. The chalk transformed into cursors, and the blackboard changed into virtual screens.

We must also acknowledge that digital platforms are novel to students and teachers alike. Teachers, in particular, did not receive enough digital skills training before the nationwide series of protracted and never-ending lockdowns. As a result, educators with teaching skills only apt for in-person classes are unfortunately disenfranchised in the process of adapting to the abrupt changes in digital advancement.

Furthermore, teachers have expressed mounting concerns regarding the teaching-learning process in digital classes. For instance, educators desiring to at least bring the closest modality to face-to- face-learning wished to hold regular synchronous engagements virtually, but it turns out that a major proportion of students come from low-income families who do not have access to the Internet. As a result, students end up filling out worksheets without fully comprehending the concepts covered in the modules.

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Teachers who feel supported and motivated are the nation’s strongest armor that can avert this educational crisis from morphing into a catastrophe with far-reaching ramifications.

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SENIOR EDITORIAL ASSISTANTS

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MADAM INSPECTOR

Scarcity of materials and resources is also a serious problem in virtual learning, particularly in public academic institutions. Teachers are more often than not paying a hefty price for the purchase of necessary tools. Alas, this also means spending the meager and paltry salary they receive to compensate for the lacking materials that the state failed to provide.

These difficulties, however, do not limit what teachers can do to offer their students a high-quality education.

Teachers are known for their ability to rise to the occasion. They have always done their hardest to acquire the necessary digital knowledge and competency in virtual classrooms, even though they are straining to learn new techno-pedagogies to teach in online classes. They consistently live up to their role as catalysts of transformation in this new teaching and learning setup.

Whether in physical classrooms or online classes, what matters is that teachers do their best to help students learn, adapt, and adjust to the new normal, as well as how to confront life’s problems and uncertainties. They are a beacon of hope whose ability to influence their students’ thinking by emphasizing education as a vital requirement for success in life can never be denied. Their effort and perseverance to educate the minds of the youth is itself a service that contributes to the shaping of lives and making of great minds.

However, we must go beyond glorifying or appreciating their resilience. Instead, we must amplify their voices; we must join them in calling out the government’s indifference to the glaring crisis in education that jeopardizes the future of our children.

We must demand better compensation and assistance for teachers. Teachers who feel supported and motivated are the nation’s strongest armor that can avert this educational crisis from morphing into a catastrophe with far-reaching ramifications. If we are to recover and move forward as a nation, we can, in no way, afford to leave our teachers behind.

OPINION

Rosefel Iritz Maghuyop Gabrielle Faye Tolentino

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OPINION

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Towards the mysterious beyond

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REAL TALK

Richard Neil Lencio

ince the start of the pandemic, there have already been two rotations of graduation ceremony seasons - one near the start of the lockdowns and the other one taking place a year later. Both were held virtually. A year and a half later, the Philippines has reported two million coronavirus cases, and going back to face-to-face classes still seems like a distant possibility. And the graduating batch is concerned.

It is no surprise that our batch is no stranger to being appointed as trailblazers against our own will. This year’s graduating class also happens to be the first batch to experience the K-12 Curriculum, and unfortunately, are more likely to graduate within the pandemic.

And the succeeding batches will have

to watch us as we go off into the working world and carve a path for them.

However, with the situation at hand, this year’s graduating class is not sure if they can pull that off, either. One of the most common concerns of every graduating student in the College of Education is the current modality not providing us enough training before graduating. Since classes are held online, there is no easy way to do practice teaching. Along with that, we are also unable to form bonds with the students this year because of limited contact.

In the grand scheme of things, these created fears of not being effective educators when it is time to teach for real.

Another thing that graduating students are concerned about is the Licensure Exam for Teachers. Some students report apprehension about being able to pass it in the first try. Many students have also been open about “passing for compliance” in the previous school year, since the number of tasks has been so overwhelming to most that

there was no actual room for real, meaningful learning of every lesson.

The total solution would be to end the pandemic within the year so that face-to-face can safely resume, and teacher training can be done the normal way. However, it is easier said than done. It is all up to the government and the medical sector now. The most practical thing to do for now is for students and teachers to meet in the middle and find a way to ensure the products of this college are still just as effective as its previous graduates.

After all, us teachers aren’t strangers to finding effective alternatives, either.

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It is no surprise that our batch is no stranger to being appointed as trailblazers against our own will.

Ready for face-to-face or better keep it this way?

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or almost a year and a half, we were under distance learning – a learning modality rife with issues and gaps. And now the question we must ask ourselves is this: Are students really learning and grasping expected competencies? Unfortunately, the recent calls both online and in the streets for #LigtasNaBalikEskwela provides a pessimistic answer to this question.

With the current situation – slow vaccine rollout, cases still high, and the government having no clear pandemic recovery plan – are we really ready for in-person classes or would it be better to keep it this way?

It is about time for the government to rethink ways of channeling precious pandemic funds to provide students with some semblance of normalcy in learning. Students are failing en masse because of this mentally and emotionally draining setup. We can’t remain forever locked up inside our homes.

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We can’t remain forever locked up in our homes, the longer we tolerate this set-up, the harder it would be for us to adjust in the future.

Presently, together with four other countries, the Philippines has kept its schools closed. According to United Nations Children’s Fund (UNICEF), Filipino children continue missing education opportunities in another year of school closure. Especially on the primary years of education, where in-person learning is expected to help in children’s personal learning growth. Thus, keeping schools closed affects their right to learn.

“The associated consequences of school closures – learning loss, mental distress, missed vaccinations, and heightened risk of drop out, child labor, and child marriage – will be felt by many children, especially learners in critical development stages,” UNICEF Philippines Representative Oyunsaikhan Dendevnorov says. This goes to show that the longer our children stay in this state, the more vulnerable they become to domestic abuses.

Apart from this, UNESCO also identified the following as adverse consequences of school closure: Confusion and stress for teachers, parents unprepared for distance and home schooling, social isolation, and poor nutrition. The pandemic did not only catch students in all educational levels off-guard. This burdensome situation stresses parents

TRUTH ONLY

Riza Joyce Dela Cruz and teachers as well, affecting their personal and work lives. We can avoid this, if and only if schools will open.

As days of waiting for the pandemic to stop morphed into months and now over a year already, learning felt like a battle between me and my anxieties. The new norm in my view equates to attending classes to merely comply and pass requirements. And just like eating without chewing, digesting lessons becomes an arduous task for me.

We can’t remain forever locked up in our homes, the longer we tolerate this set-up, the harder it would be for us to adjust in the future. This situation is robbing our children the opportunity to experience the thrill and excitement of in-person classes. We rob them of the opportunities to socialize and grow.

So, let reopening of classes be the government’s top priority. Open classes now and save students emotionally, physically, and mentally. Learning should not feel as detrimental as this.

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TYPICAL DAY AND COVID-FREE. Paulo, now free from the virus, attends one of his online classes a few months after contracting COVID-19. Photo courtesy of Paulo Bryan David.

FEATURE

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Ma. Trisha Nicole Valdez

kimming through a familiar interface, he held his breath as he tightened his grasp on the pitch-black mouse as if he was preparing for the inevitable. Letting out a deep sigh, all it took was a single click to leave the poor guy in a state where he just wanted to cry — ah, another set of piled up tasks he ought to comply.

After the 2019 novel coronavirus (COVID-19) pandemic took the world by surprise, forcing workplaces to close, and schools to shut down, attending online classes and regularly checking Google Classroom updates has been a routine for Paulo Bryan David, a 22-year-old Science education student on his senior year.

And Pau, as his friends would affectionately call him, would continue to spend the rest of the first semester of his junior year, completely unaware of what was about to unfold.

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THE RED FLAGS “My thighs are aching that I couldn’t sleep at night. I also had dry cough and chills — that was when I suspected something was wrong with my body,” recalled David, a native of Hinigaran, Negros Occidental.

For someone like Pau who’s fit as a fiddle, it would definitely raise many concerns for the people around him, considering that he is the life of the party.

“Pau is spontaneous and flamboyant — always so full of energy and good vibes.” Angelica Abalo, a classmate from West Visayas State University-College of Education (WVSU-COE), commented when asked to describe the former.

Concerns later turned into suspicions when suddenly, everything became so tasteless and bland — there was no line drawn between a tasteless water and a sparkly sweet soda; adobo and buko pandan were indistinguishable; even menudo and sisig tasted one and the same.

Suspicions were finally affirmed — Paulo is COVID-positive.

GETTING THROUGH THE STORM Having contracted the virus from his mother, Valentina, 54, who works as a clerk in a local office, who in turn got the virus from an officemate — Paulo, along with his 20-year-old brother, Christian was confined in a quarantine facility in EB Magalona, Negros Occidental.

“It was just me, my brother, and my mother. Luckily, Papa was negative of the virus because my mom was worried that no one will look after the house if we all have been tested positive,” says David, one of SILAK Media’s senior editorial assistants.

Anxious and perturbed by the uncertainty of the situation in a quarantine facility akin to a scorching desert wasteland, Paulo’s academic responsibilities never once ceased to haunt him even in his dreams.

“It was hard to comply with my requirements on time, considering that the internet connection was unpredictable in the facility. Although I’ve already appealed to be excused from my classes, I couldn’t bear to see my assignments and quizzes left untouched because it would be hard for me to cope,” recalled the seasoned campus journalist.

One might wonder how someone who was sent to wage a grueling war against Death himself managed to overpower his inner demons, and hold on to his sanity. Indeed, how did he manage to remain so steadfast and immovable?

How did he sail through the raging waves amidst the storm?

Paulo would tell you that the secret lies in loving— loving yourself and allowing yourself to be loved.

“As a sleep-deprived person, I grabbed the opportunity to rest, relax, and recover. Having friends and relatives who never failed to check on me from time to time, also helped me a lot during those trying times,” remarked Paulo.

Instead of letting out a deep sigh as he skimmed through the familiar interface once again, a smile is painted on his cheeks as he recalled the days where he once crossed swords with Death’s lethal scythe, forever grateful that he survived those days far from the mundane.

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NEWS

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NEWS

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FEATURE

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S

&

Ma. Trisha Nicole Valdez

eeing the streets that used to be bustling with people and honking cars engulfed in total silence would make one realize that the pandemic robbed us of more than what we are capable of grasping.

In the blink of an eye, it took away our jobs and the lives of our loved ones, jeopardized our safety and sense of security, deprived us of the warmth of human interaction and companionship—and suddenly, for most of us, it felt like we are perpetually confined in an invisible prison.

But for two students of West Visayas State University (WVSU) taking up Bachelor of Secondary Education (BSED) Major in Science, the pandemic helped them discover a new passion and hobby.

For Coleen Kaye Moscaya, 22, it was making dumplings and for 21-yearold Krizha Alaine Dela Serna, cycling was the way to go.

“When the nationwide lockdown began, I had plenty of time. It gave me a chance to explore new things, and do what I love,” says Moscaya, a native of Miag-ao, Iloilo.

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THE SPARK A life-changing situation could be what most people need to discover a newfound passion, while a 30-second gymnastic commercial could do the trick for some.

For Krizha, it was her desperate attempt to escape the grueling mental battlefield of her academic life that

HIT THE ROAD. Krizha poses for a photo with her bike after finishing a few laps. Photo courtesy of Krizha Alaine Dela Serna.

reignited her love for cycling.

“After weeks of being overworked, I was in desperate need of a diversion.

I knew that social media and mobile games can’t alleviate my stress. I had to go outside and see nature,” says Dela Serna who happens to hold the title of Miss Sinadya sa Ed for 2019, a pageant organized by the WVSU College of Education (COE).

While mental exhaustion may have pushed Krizha to pursue her childhood hobby again after nine long years, Coleen’s dumpling-making venture, on the other hand, is simply a product of boredom, and a series of viewing mouth-watering dumpling videos.

“We were hungry and bored, and my tatay had this pelmeni mold he bought from Russia. It was only used once, so I decided to use it after being captivated by the various dumpling making techniques I saw on YouTube,” detailed Moscaya, a scholar of the Gokongwei Brothers Foundation.

Despite a physically demanding five-hour cooking and preparation, according to Coleen, she and her sister started making dumplings every other week ever since that day.

UNEXPECTED JOYS AMIDST THE UNCERTAINTIES As we remain isolated from the rest of the world, we are often left alone with our own thoughts, and sometimes we get so enwrapped in solitude that we let the sensation take over our whole being, only to find ourselves

ROLLING AND ROCKING IT. Coleen flattens the dumpling dough using a rolling pin. Photo courtesy of Coleen Kaye Moscaya.

trapped in loneliness later on.

Rather than letting themselves drown in anxiety and depression, like Krizha and Coleen, many turned to hobbies to keep themselves occupied.

“Cycling has been very therapeutic for me. I couldn’t stress enough how much it helped me mentally. Using this as a short getaway whenever school requirements get a little too much. It makes my mind so peaceful. It helped me finish my tasks in a better mood,” described Dela Serna, an undergraduate scholar of the Department of Science and Technology-Science Education Institute.

Distance learning has been pretty challenging for most students. Coleen also agrees that a hobby could give us unexpected joys amidst the uncertainties that we are facing.

“Whenever I make dumplings, I feel happier and more productive for school and housework. My new hobbies were therapeutic for my physical, emotional, and mental aspects. I wasn’t thinking about my fears and worries as they put me in a zone where I was fully immersed in what I was doing,” says Moscaya, a member of the Panay-Guimaras Association of Ambassadors for Christ.

According to both pre-service Science teachers, they would love to continue pursuing their newfound hobbies for quite some time.

During the pandemic, many people found new joys, new perspectives and new connections—others found themselves.

As you cast your gaze into the empty streets, you’d realize how the pandemic turned it into a mere shadow of its former self. But as you hear the ticking of your decade-old analog clock, you are once again reminded that despite everything it took away, we must always make the most of what it gave us—time.

11 Dianne Mae Estocado Ycera Angela Serjo

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serjo

heap of new challenges brought by the pandemic has never come easy for a 20-year-old elementary pre-service teacher who has ventured into selling made-to-order crochet clothes and items to support her studies, her family, and her two siblings.

Her talents and means to juggle business and her online class are a feat for this third-year college student who remains creative and hardworking despite the limitations of the ‘new normal’.

ON SHARING HER IG ENCOUNTER A native of Santa Barbara Iloilo, Ycera Angela Serjo is in her junior year as a Bachelor of Elementary Education (BEED) student at West Visayas State University-College of Education (WVSU-COE). She started crocheting last June and by the month of July this year, she has began selling made-toorder crochet tops after watching her cousin’s Instagram stories that sparked her interest and inspired her to try crocheting too.

Scan the QR code to visit Ycera’s Facebook page “artif.icee” :

BUSINESS OR ONLINE CLASS? Despite being able to juggle life, work, and school most of the time, there are hectic moments that require Ycera the time to balance her small business with her virtual class. Every time she has asynchronous classes, she needs to limit her crocheting time.

She usually schedules her meetups with customers on weekends since that is the only free time she has, but there are times these conflict with her class schedule. She even came to a point where she prioritized one over the other when she decided not to attend class to deliver the items to her customers because it was their only available time to get their orders.

Ycera, a graduate of Santa Barbara National Comprehensive High School, had to make adjustments when her

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her customers rescheduled the meetup at the last minute. Being a student and a businesswoman at the same time, she knows she is overworked and it takes some time for her to regain her energies. However, her dreams for herself and her family motivates her to finish the orders and accomplish her assignments on time.

EMBRACING THE BENEFITS OF CROCHETING Crocheting taught Ycera three valuable things. First, independence.

Now that she earns income, she can buy things they need for school with her own money. Secondly, learning opportunities. She has learned many things in running the business, especially in managing her own expenses. Lastly, freedom. As she says, “I am able to work with enjoyment although sometimes I get stressed and anxious of the orders lining up. I am really happy that I am able to use my own ideas and creativity in my work.”

While Ycera remains productive and creative, she is still committed to learning new styles where she can develop her skills and master her craft in crocheting as she pours all her effort and dedication to it. Valuing education and venturing into business taught her the values of hard work and persistence. For a hopeful future teacher, embarking on a business can be a source of income as well as a form of coping in overcoming adversities. Through this, may we continue in supporting local business and be inspired by their purpose and unwavering passion for their craft.

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*Amigurumi -the crocheting (or sometimes, knitting) of miniature figures. The word itself is derived from the Japanese words “ami,” meaning to knit or crochet, and “nuigurumi,” meaning stuffed doll.

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RUNNING A SMALL BUSINESS FROM HOME With her selfless sacrifice to support not just her studies but also that of her two sisters’, Ycera always ensures that she has enough stocks of yarn in different colors and goes with the trend knowing that her customers are mostly teenagers. Whenever she finishes a product, she posts it in her social media to attract more customers. She makes orders according to the date that her customers have confirmed and she stays in contact with them. She never

forgets to update them from time to time about their orders and at times she personally delivers the products to her customers if they run errands.

Even though it seems quite a challenge to single-handedly run her business because it is tedious and requires much work, she feels fulfilled at the end of the day.

She has already sold more than 15 crochet items, mostly crocheted tops and profited around Php 10,000 since she started selling her made-to-order products. She also accepts customized orders and prices vary depending on intricate and laborious designs. She uses some of her profit in buying more materials for her business and the rest she spends on the materials that she and her siblings need in school.

FEATURE

Taga-Ed on venturing

into local business

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11 WVSU-COE professors earn PhDs COMMITTED to lifelong learning, 11 professors from West Visayas State University-College of Education (WVSU-COE) earned their doctorate degrees last August 2021.

Receiving their doctorate degrees by the end of the second semester of A.Y. 2019–2020 were Dr. Danilo Parreño (Doctor of Philosophy in Science Education with specialization in Mathematics from De La Salle University-Manila), Dr. Antoniette Cortez (Doctor of Philosophy in Reading Education from the University of the Philippines), and Dr. Ma. Ernalyn Cepeda (Doctor of Philosophy in Filipino from the University of Bohol). Dr. Michael Caesar Tubal, on the other hand, acquired his Doctor of Education in English Language Teaching from Cebu Normal University during the summer term of A.Y. 2020–2021.

Moreover, COE faculty members who earned their degrees from WVSU were Dr. Myra Angelie D. Oliveros (Doctor of Philosophy in Education, Summer 2019); Dr. Salvador P. Bacio Jr., Dr. Neña Vanessa A. Cabiles, Dr. Pearly Jade N. Embajador, Dr. Ruthell A. Moreno, and Dr. Lorey F. Tanaleon (Doctor of Philosophy in Education, Second Semester

COE students raise concerns about distance learning

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Marron Aerielle Bonotano A YEAR into distance learning, students of West Visayas State University-College of Education (WVSUCOE) voiced out their struggles with the flexible learning setup for Academic Year 2020-2021 during the COE Town Hall Meeting.

Participated in by student organization and COE faculty representatives, the wellness talk was held on May 7, 2021 via Zoom and livestreamed on the WVSU-Education Student Council Facebook page.

UMPIRE...

Photo courtesy: College of Education Facebook page

NEWS

Marie Panerio & Paul Aries Valera

of A.Y. 2019–2020); and Dr. Julynn J. Rico (Doctor of Philosophy in Social Science, Second Semester of A.Y. 2020–2021).

“It was surreal because I could not fathom how I survived and endured the five-year bumpy journey — travelling by boat on Fridays and Saturdays and even during an impending typhoon.

By answering the call of the University, which encouraged us to take further studies, one of my goals was for my students — past, present, and future.

With every word I read from books and every word I wrote in my term papers, I would often ask myself, ‘Will my students benefit from this? Will this make them a better and kinder person and a better citizen of the country?’ This degree is all for them. They were never an afterthought,” said Tubal on his motivations in finishing his degree.

The said professors continue to serve COE in nurturing young minds and imparting to them the University’s tradition of excellence.

Several concerns were consolidated through an open forum, which included the amount of student workload that hinders their understanding of the lessons, late uploading of learning materials, delays in submission due to assignment of group activities and time-consuming outputs, assignment of undiscussed tasks, compliance of tasks on weekends and holidays, frequency of synchronous classes, checking of attendance and giving of points for recitation during synchronous sessions, lack of feedback from and unresponsiveness of professors, limitations of mobile data connection, and lack of resources necessary for student work.

“What we can do on our end is to consolidate your concerns and, like what we did with the ESC last semester, to give your teachers a copy of these

concerns so they will be reminded of these things when it comes to remote learning,” said Dr. Amabel Siason, COE associate dean and one of the panelists during the event with Dr. Ricky Magno, COE dean, and Dr. John Erwin Pedroso, Education Student Council (ESC) adviser.

this? No. If it’s not meant for you, no matter how much you struggle, it will never be yours. That’s why I say, maybe this BWF is meant for me. Maybe the Olympics is meant for me,” she said.

Since 2017, having been given the opening to transfer from DepEd to

work for the provincial government as the department head of the Iloilo Sports Development and Management Office, Dr. Fundal now has more time to commit to being a mother, a wife, and a BWF Certificated umpire–just as she was meant to be.

She also suggested for students to communicate and negotiate with their teachers concerning their requirements and assured them that attendance to online classes will not be a basis for grading.

“We are also willing to make adjustments to meet your needs without compromising quality education,” said Siason in her closing remarks.

Aside from airing their concerns, students also commended their teachers’ best practices by commenting on the livestream.

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GOD’S BLESSING A string of good luck has followed Dr. Fundal closely at the heels over the course of her career as an umpire, and she truly believes that it is God’s blessing to her.

“Did I anticipate this? Did I dream

Silak Media bags major awards in COPRE ‘20

3 COE grad school...

FOR TWO consecutive years, Silak Media was hailed as Best Departmental Publication during the virtual College Press Conference (COPRE) and Awards on Dec. 16, 2020.

The Best Departmental Publication is a major award given by the Philippine Information Agency (PIA)-6 to a college or departmental publication that showed excellent performance both in print and online productions.

Aside from this, Silak also won second place for Best Newspaper/Tabloid, fourth place for Best Online Newsletter, and fifth place for Best Magazine.

Besting more than 60 participating secondary and tertiary publications, Silak bagged the following minor awards: first place for Best Filipino Page, second place for Best Newspaper Layout, third place for Best Magazine Cover Design and Best News Page, fourth place for Best Wall Newspaper and Best Editorial Page, and fifth place for Best Magazine Layout.

For the on-the-spot writing contests, emerging second were Jessa Delos Reyes in News Writing and Copyreading and Headline Writing (Filipino), Paulo Bryan David in Photojournalism,

Gabrielle Faye Tolentino in Copyreading and Headline Writing (English), and Ma. Trisha Nicole Valdez in Feature Writing (English); securing the third spot were Valdez in Sports Writing (English) and Janna Marie Deocampo in Sports Writing (Filipino); and winning fourth place were Orlando Gamilla Jr. in News Writing (Filipino) and Ma. Beatriz Nina Barranco in Photojournalism.

Meanwhile, JB Ryan Babas received special recognition in the Bida Solution sa COVID-19 Writing Challenge.

For PIA-6 OIC-Regional Director Jemin B. Guillermo, this year’s COPRE highlighted the importance of campus journalism amid the COVID-19 pandemic.

“In its deep sense, [the COPRE] enables writers to realize and integrate core messages of the government and citizens’ critical role and unified effort in battling the dreaded pandemic. Writing stories in health, environment, peace and development, history and heritage, as well as in data journalism are just among the certain sessions that have been provided for you which we hope you have learned not only be ear, but also by heart,” said Guillermo.

was overwhelming at first but God really sustained me in this journey.”

The conference was graced by more than 250 participants from all over the world with speakers, presenters, and participants coming from Asia, Europe, and North America.

“We are indeed overwhelmed by the response of literacy educators who were

E-nampang...

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Through the power and benefits of technology, the University Student Council (USC) has come up with a great concept and new system for this event, highlighting the new king of sporting events in this age: E-sports.

According to research, E-sports is a rising sports game activity. It is not affected by social distance requirements, since games are played online.

However, this shouldn’t replace traditional sports, which is significantly the main drama and highlight of every university intramurals.

As we are making the transition towards a less confined new normal, traditional sports could still be facilitated through strict monitoring, assuring that the athletes are fully vaccinated. The same spirit of hygiene and social distancing should be present

active participants in our plenary and parallel sessions.

In building a better normal in education, we strive to be literate in various modes of learning, and reading is a significant part of it. We read to lead; we read to create a better world,” added Dr. Perez.

RAP is a national affiliate of the International Literacy Association.

in the court and fields, where only a few people are present and expected to practice essential health protocols such as personal protection measures and proper disinfection.

In line with this, I firmly believe that the foremost essence of holding intramurals goes far beyond exercise and physical activity. Based on my experience, intramurals provide the opportunity to promote camaraderie and unity. Nevertheless, I hope the organizers and facilitators, particularly the Education Student Council, can still come up with a plan that will lift up the spirits of the Taga-West athletes, giving them a chance to take a break, to breathe, relieve stress, and form connections, thereby improving their mental health and reducing their anxiety during this pandemic.

FOUR student jounalists of Silak Media were lauded as promising writers during the virtual Philippine Information Agency (PIA) Journ Talk Series on Oct. 20 to 22, 2021.

This year’s awardees included Riza Joyce Dela Cruz for News Writing (English and Filipino), Gizelle Amour

Tagabi for Sports Writing (English), May Joy Olmido for Broadcasting (English), and Mark Lawrence Articuna for Social Media Content (Filipino).

Different writing categories were organized throughout the three-day webinar, in which only three college publication

representatives were allowed to participate each day.

The PIA Journ Talk Series, an annual campus journalism training for school paper advisers and campus journalists, revolved on this year’s theme “DEVCOM: Relevance in Campus Journalism During Pandemic Time.”

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4 Silak journos hailed ‘promising’ in PIA virtual training series May Joy Olmido

13 NEWS

Rosefel Iritz Maghuyop

from page 2

Sugal ng pagka-Pilipino O

ktubre 2018, tuluyan nang inilabas ng Korte Suprema ang desisyong huwag isama ang mga asignaturang Filipino at Panitikan sa kurikulum ng mga kurso sa kolehiyo sa kadahilanang hindi nila gustong maulit ang itinuturo mula Grade 1 hanggang Senior High School. Inulan ang isyu ng batikos mula sa mga nagaadbokasiya sa pagsulong ng Filipino at isa na rito ang Tagpagtanggol ng Wikang Filipino (Tanggol Wika) na sumubok na umapela at nagsumite ng motion for reconsideration.

Kung ating babalikan, bago pa man tuluyang naisama bilang asignatura sa antas sekundarya at kolehiyo ang panitikang Filipino, marami rin itong prosesong pinagdaanan. Maraming pagrerebisa ang ginawa at lalong maraming diskurso ang naganap. Sa usaping ito, may nanindigan na alisin na sa hanay ng mga kurso ang panitikang Filipino para sa tersyarya at mayroon din naman na hindi pabor sa pinaplanong pag-alis nito Ang CHED Memorandum Blg. 20 series of 2013 ay nagbibigay ng balangkas at katwiran ng binagong General education bilang isang paradigm shift at sa konteksto ng K-12 Curriculum batay sa mga pamantayan sa pagiging handa sa kolehiyo. Itinatakda nito ang mga layunin, kinalabasan at kakayahan, binagong mga pangunahing kurso at elective. Ito ay ipinatupad sa mga kolehiyo at unibersidad nang hindi man lang inisip ang kahahantungan nito partikular na sa mga guro at mga estudyante, sa kanilang trabaho at maging sa kanilang hinaharap.

Ang paggamit ng sariling wika ay napakahalaga hindi lamang para sa sarili nating kaalaman at kapakanan kundi sa ikauunlad ng bansa. Nagiging dahilan din ito ng pagpapalalim ng mapanuri, malikhain, malaya, at mapagpalayang pag-iisip ng mga mag-aaral, anuman ang kanilang kurso, disiplina at larangan ng pagpapakadalubhasa.

Ito ay nararapat na laging payabungin, pagyamanin, at bigyang-tuon. Responsibilidad ng lahat na ito ay gamitin,tangkilikin sa lahat ng oras, at tuklasin ang kaalaman dito mula sa gramatika, panitikan at literatura na nakasaad sa

Joey Camilao & Queenie Rose Saludares Probisyon Artikulo 14 ukol sa Wikang Pambansa sa Konstitusyon ng Republika ng Pilipinas, (Abueg E.).

Gayunpaman, tila nga nauulit ang kasaysayan. Ang Filipino, bilang wika ay sinubok muli nang unti-unting isantabi ang kahalagahan ng pagaaral sa literatura at panitikan sa antas tersyarya. Ang ginawang pagsusumikap ng mga guro at iskolar ay nawalan ng saysay matapos na ito ay tuluyan nang inalis. Ang pagpapatupad nitoay nakasaad sa Memorandum ng General Education Curriculum: Holistic Understanding Intellectual and Civic Competencies na naitalaga noong Hunyo 28, 2013. Nangangahulugang ang maynor na asignatura ay isasama na lamang sa K-12 upang ang mga estudyante ay makapagbigay-pokus sa mga medyor na sabjek sa kolehiyo. Nagdulot ito ng kawalan ng trabaho para sa mga guro na nagtuturo ng asignaturang Filipino sa kolehiyo.

Sa kasalukuyan, malungkot pa ring isipin na ito ay tinanggal sa kolehiyo.

Hindi naman lahat alam ang tunay na hiwagang kaakibat ng Wikang Filipino at ang kahalagahan nito. Bilang mga mag-aaral na nagpapakadalubhasa sa wikang Filipino ay isang kabalastugan kung ituring sa aming mga kurso at pagkatao ang isyung ito hanggang ngayon.

Dulot ng kawalan ng pag-aaral sa Panitikan at ang patuloy na kolonisasyon ng Ingles sa isipan ng bawat mag-aaral, unti-unting napabayaan ang sana ay pagpapayabong ng wika. Nakapokus ang lahat sa Ingles bilang midyum sa pagtuturo sa

tersyarya, maliban na lamang sa mga kursong may kalakip na pagtuturo ng Introduksiyon sa wika at sa mga mag-aaral na kumukuha ng Filipino bilang medyor. Hindi natin kailangan ng matinding debate kung pagka-Pilipino ang pinapairal sa bawat diwa. Bakit hindi natin hayaan ang mga namumuno sa institusyon sa bawat kolehiyo at unibersidad na magdesisyon? Hindi ba isang kalapastangan at pang-iinsulto na tanggalin ang pagtuturo ng Filipino at sa halip ay balak pang ipasok ang Hangul bilang isang kurso sa kolehiyo?

Kung makakapagsalita lamang ang Panitikan at ang Wikang Filipino, tiyak yuyuko na lamang sa pwesto ang mga sumusulong sa pagkitil dito dahil sa nag-aalab na galit at paninibugho nito. Sino ba namang matino ang isipan ang baklasin ang asignaturang nagbigay sa iyo ng pagkakakilanlan? Bilang mag-aaral na nagpapakadalubhasa sa wikang Filipino ay isang malaking responsibilidad ang pagtatanggol dito.

Buong puso kaming maninindigan alang-alang sa pagsalba ng ng wikang Filipino at Panitikang nagdurusa.

Guhit ni Paul Aries Valera

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FILIPINO

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Infographic by Deryl Sazon

padayon

by Rommelen Dema-ala

COMMITTED TO DEVELOPMENT JOURNALISM

s e c t i o n

by Paul Aries Valera

15 ENTERTAINMENT

C O M I C S

Meme Therapy

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SPORTS

16 Meant for the Umpire’s Chair

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Janna Marie Deocampo & Gizelle Amour Tagabi

he was once a Physical Education, Health and Music major of West Visayas State University. Now, she sits on the umpire chair, officiating Olympic badminton.

“I’m not an athlete of badminton. I just learned to love it,” said Dr. Fundal.

Back in 1994, Dr. Ma. Janelyn Fundal was one of the first trainees for badminton umpiring when the sport was first introduced to the Department of Education (DepEd) at Baguio City.

Later, in the early 2000s, she topped the accreditation at Kyoto, Japan, which earned her an exclusive fast-track to get certified. Although the Badminton World Federation (BWF) Accreditation was next in line for her after getting Badminton Asia Certificated, she had to stop umpiring due to her pregnancy and doctorate studies in 2004.

TAGA-WEST AT THE OLYMPICS. Fundal proves that a Taga-West is truly world-class when she joined umpires from other countries in officiating the sports Badminton during the Rio and Tokyo Olympics. Photo courtesy of Badminton World Federation.

THE COMEBACK Years after stopping, Dr. Fundal returned for an invitation to the 2011 Southeast Asian Games in Indonesia.

What she found there surprised her.

“One of the advantages if you are a Filipino, you speak English very well,” she remarked. “So the difficult matches were given to me by the referee.”

This also led her to another, bigger opportunity.

“The referee told me, ‘Janelyn, why not upgrade yourself? Why not go to BWF because you can handle [the job] very well?’” she relayed.

A year later, she was called to Macau for the appraisal and became one of the five umpires who were recommended to the sport’s world governing body for accreditation. She had once again sailed through it and was given another express certification. This time, it was for BWF.

“The assessor said that I topped the accreditation. That’s why I was sent first to have my certification in New Delhi, India, which took me only one year. That’s what my friend from Croatia told me: ‘Janelyn, you are very lucky!’’ Dr. Fundal said. “During her time, it took her five years before she went to the last stage, BWF Certification. Others took at least three years.”

Redefining Hinampang the digital way

beyond academics by flexing their athletic and sporty sides. However, due to the outbreak of the pandemic, for the first time, there were neither physical interactions among our athletes nor students who gathered around the court to cheer for their favorite teams.

This year, the Hinampang season was a quiet and hollow time on campus.

As a student, this saddened me a lot. Along with the fact that we are still holding off on face-to-face classes, having no intramurals feels like a huge component of my social and recre-

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HOMECOURT

Erika Noreen Dela Rosa

he university intramural sports event, popularly known as the “WVSU Hinampang” is one of the main traditions of the university—a part of every student’s life dynamics within the college campus. It is where the Taga-West unleash their excellence

ROAD TO OLYMPICS She was still due for another lucky break. Only months after she finally got BWF Certificated in 2014, Dr. Fundal was invited to her first Olympics in Rio. “I was just new as a BWF Certificated umpire,” she said. “First day of the competition, I was grappling with it because you need to update yourself.

You’re dealing with A1 players all over the world. I really need to study and really pretend that I am an umpire in an

umpire’s chair. But, that’s the thing. If you are BWF Certificated, you have the confidence of the athletes,” she added.

“BECAUSE I AM A WOMAN.” The increasing sensitivity to gender equality in job opportunities, especially in sports, has opened many doors for Dr. Fundal. It is seldom for umpires to be invited to two successive Olympic games, but she was able to do so because she is a woman in a traditionally male-dominated sport. In Tokyo 2020, she was one of four Asian women who were badminton umpires in the Olympics.

“That was my advantage. There were 26 of us in Rio. There were only a few women. We are dominated by men,” she said. “In Rio and in Tokyo, there were only seven of us [female umpires].” to page 12

ational life was cut out. I am sure that all of you, as well, missed the Hinampang season for plenty of reasons, which could be the competition, the exercise, bragging rights, the stress release, or basically just the thought of having fun altogether.

Yet, despite the odds, the university did not let the academic year pass without pursuing this event and like everything else, the Hinampang was moved online and become the E-nampang.

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