wama a. jorbina, dalc 1

WAMA A. JORBINA, DALC P a g e | 1

WAMA A. JORBINA, DALC


Preface The pandemic brought about by the spread of the Corona Virus Disease 2019

(COVID 19) has reshaped education. From the traditional face-to-face learning, schools,

including Philippine School Doha (PSD), have been forced to think of new ways to promote

learning continuity. While it is true that the danger of COVID 19 looms around the world,

we educators cannot let this fear paralyze us and prevent us from carrying out our mission

and vocation of providing quality education for our learners. Hence, the conceptualization

of this module was born.

This module was born out of the necessity for education to continue despite the

lack of face-to-face instruction. It is a true testament of an educator’s resilience, to bounce

back from a challenge in order to make sure that the learning adventure with the students

continues. This is designed as an interactive-storytelling module where learners are

regarded as ADVENTURERS who traverse from one learning destination to another. This

learning kit is supplemented with synchronous learning via Zoom and other learning

resources like videos, podcasts, and text.

Dear Adventurer, I, teacher Wama your English 8 teacher and virtual tour guide,

warmly welcome you to our learning journey together.

GET YOUR THINKING

CAPS ON;

A GREAT LEARNING

ADVENTURE AWAITS

US!


Table of Contents

Module No. Topics Page No.

Preface 2

Role of Parents 4

General Objectives 6

Learning Objectives 7

Module Overview 7

1 The Beginning of My Afro-Asian Adventure 10

References 26

Virtual Classroom Policies 26

Grading System 29


The Role of Parents The School-Home or Parent-Teacher partnership is very vital in the students’ academic

achievement and success in education. Parents play an important role in their children’s

attitudes about learning and support learning at home. This partnership is an important

factor to help students reach their maximum potential. As we shift to a new paradigm of

the online teaching-learning process, we believe that educating students cannot be

achieved by teachers’ efforts alone. Parents’ involvement in the education of their children

is essential. Thus, parents are encouraged to play the following roles to supplement that

of the teachers.

Setting up parental controls for a safe and worry-free screen time of their children

Providing physical and technical support in setting up the children’s learning station

at home, checking internet connection and any laptop malfunction

Providing a conducive place for their children to work during live lessons, with good

lighting, quiet and comfortable venue for learning

Providing necessary school materials/equipment needed as required by the subject

teachers for their children’s project/ output/ performances/ activities

Making sure that their children are dressed appropriately (school uniform) while

participating in live lessons

Establishing routines/schedules and house rules in online learning

Monitoring the conduct of proper behavior of their children during live

lessons(synchronous)

Ensuring that the child is on task within the given schedule

Monitoring the children’s work constantly by browsing the module or logging on

to the PSD e-desk /learning portal

Monitoring their children’s progress in school regularly, by constantly checking

their work through browsing the module and logging on to the PSD e-desk portal

and making sure that the homework/ assigned activities are done

Motivating their children to do their best in everything that they do by giving

commendations on their achievements and encouraging them to work

independently

Maintaining harmonious parent-teacher relationship and attending scheduled

parent-teacher conferences and other important school meetings

Reading communication sent by the school , accomplishing the required response

for each letter and confirming the receipt of the letter through PSD E-desk

Answering the school’s online survey and correspondence as honestly and

promptly as possible

Communicating clarifications or issues with the teacher within the official work

hours

Keeping in touch with the teachers to keep themselves up-to-date with their

children’s progress


Raising issues and concerns through the proper forum

Complying with the school policies on discipline and integrity

Following protocols set by the various school offices in transacting academic

concerns, payments, and other school-related matters

Maintaining a happy disposition to create a safe space for their children where they

can lay out all their issues or concerns that are bothering them to treat their parents

as their friends

Coaching/ helping students to build good habits and develop skills in good time

management

Looking for ways to inspire their children to avoid stress and discomfort of

performing the task


General Objectives As you go through different adventures in this module, you will be exploring the

African and Asian region through its literature. Along the way, you will also be developing

language, literacy, and communication skills. Aside from these skills, your Afro-Asian

literary adventures will also lead to a better understanding of the Afro-Asian culture and

tradition. Most importantly, it is expected that you will be able to develop core values like

empathy and compassion through the selected texts and various activities.

_____________________________________________________________________________________________________

By the end of your travel adventure in this module, you should be able to:

1. apply different reading techniques;

2. determine the meaning of words and expressions that reflect the local culture by

noting context clues;

3. note implicit signals used by the writer to indicate coherence;

4. explain visual-verbal relationships illustrated in tables, graphs and information

maps found in expository text;

5. compare and contrast the presentation of the same topic in different literary

genres;

6. compare and contrast one’s belief/ convictions with those presented in a material

viewed;

7. review subject-verb agreement;

8. use parallel structures;

9. determine various social, moral, and economic issues discussed in the text;

10. analyze literature as a mirror to a shared heritage of people with diverse

backgrounds

11. review different types of paragraphs; 12. apply conventions, mechanics and style in writing effective paragraphs; and

13. develop paragraphs that illustrate each text type.


In this module, you are going to go on an Afro-Asian adventure by reviewing,

relearning and applying different reading styles in understanding and appreciating Afro-

Asian literary text.

By the end of your travel adventure in this module, you should be able to:

1. differentiate scanning from skimming;

2. employ appropriate reading styles;

3. evaluate text through reading for critical understanding; and

4. create an advocacy promoting the importance of literacy and education.

Ultimately, your enriched literacy skills and rediscovered love for Afro-Asian literature

will transform you into reading advocates and promoters of literacy.

This module is designed as an itinerary of your Afro-Asian adventure through your

reading of various Afro-Asian literature. In the course of your journey, you will also enrich

your literacy and language skills as you traverse from one concept to another. This module

is divided into six different learning destinations:

(The Call to Adventure): This section contains the different tour packages of concepts

that you need to learn during your Afro-Asian Adventure. Aside from text presentations of

the concepts in this module, you will be aided with additional educational videos,

infographics, and other learning materials that you can access via the PSD E-desk. You also

have your English Teacher, Teacher Wama, as your tour guide in this journey. So, worry not

dear Adventurer!

MODULE 1: THE BEGINNING OF MY AFRO-ASIAN ADVENTURE

Timeframe: 15 days


GUIDED LEARNING

(Guided Tour): This destination asks you to step out of this module and go on a tour

via Zoom or Google meet together with other fellow adventurers. Here your virtual tour

guide, Teacher Wama, will help you clear doubts and misunderstanding. This is also the

part where you can share your learning and adventures with other adventurers. A journey

is more fun when shared with others!

(At the Crossroads): This section gives lesson exercises to check what you have learned

from the different concept tour packages in The Call to Adventure section. Remember the

lessons, reflect, and revisit the concept tour packages if you must. You need all these to

choose the right paths in your adventure.

Reinforcement

(Taking a Detour): This section gives a side trip of additional learning adventure to clear

out the bushes of misunderstanding and confusion. As you get near your destination, an

adventurer’s mind must be clear from doubts and confusion. Go ahead and take this

detour.

Learning Output

(The Ultimate Treasure): This section requires you do challenging tasks like solving

problems and mysteries. This will not be easy, but an Adventurer like you must go through

tests and challenges before you can claim your treasure. Stick with it, dear Adventurer!

Your reward is waiting.


Learning Outcome

(You did it!): This section calls on you to highlight and showcase your significant

discoveries and learning. Armed with knowledge, skills, and values, be ready to show the

new and better version of yourself dear Adventurer.

The path in your adventure is not a straight line, there are twists and turns.

Sometimes, there is a need to revisit learning destinations to deepen your understanding

of the lesson before you can move to another learning destination. Yet, full of twists and

turns the path may be, I believe that you have what it takes to succeed Adventurer. Carry

on!


The Call to Adventure

At the start of your adventure, you meet a fellow adventurer named Asha. She

plans to travel to some Asian countries but has no idea how. Her first concern is how much

she needs for the tour. Help Asha by looking for the information that she needs from the

travel blog below.

How much does Asha need to prepare for itinerary 1? _____________

How much does Asha need to prepare for itinerary 2? ____________

How did you find the answers for the questions above?

Did you read the whole article or did you scan the article for keywords about prices?

Sample SOUTHEAST ASIA Itineraries

Southeast Asia is a favorite region for vacationers because it’s cheap, exotic, tourist-

friendly, and if you’re an ASEAN resident, close to home. Every day, we get

messages asking for sample Vietnam-Cambodia or Cambodia-Thailand or Singapore-

Malaysia itinerary. So here it is: a compilation of sample multi-country routes!

Itinerary #1: Thailand-Cambodia for 6 Days

Stops: Bangkok + Ayutthaya Day Tour, Siem Reap Entry point: Bangkok Exit point: Siem Reap Estimated Budget: USD 245 (QAR 892)

I’ve done this itinerary twice (as part of a longer trip), and I am willing to do it again given the chance. This itinerary is easy, and it showcases two of the region’s most amazing destinations: Bangkok and Siem Reap.

Itinerary #2: Vietnam-Cambodia for 7 Days

Stops: Ho Chi Minh City, Phnom Penh, Siem Reap Entry point: Ho Chi Minh City Exit point: Siem Reap Estimated Budget: USD 260 (QAR 947)

Source: https://www.thepoortraveler.net/2017/06/southeast-asia-itinerary-1-week/


Skimming and Scanning

There are occasions when you do not have to read a selection thoroughly and pay attention to all the

details in it. A busy adventurer like you needs to learn speed-reading techniques in order for you to move

from one place to another fast. There are two techniques in speed reading: SKIMMING and SCANNING.

Read and analyze the infographics below to know more about skimming or scanning.


Let’s go back to Asha’s situation, if she had to find the answer to her question about

the budget for the tour, would you recommend scanning or skimming the blog?

Explain your choice.


Guided Tour

You’re doing great dear Adventurer, you deserve a quick stop. Be ready with your

answers to the questions in your first adventure, your virtual tour guide, Teacher Wama

will discuss your answers together with other fellow adventurers like you.

At the Crossroad

Did you enjoy your break Adventurer? Now back to your learning adventure! Let us

review what you have learned from your previous tour. Given the situations below, decide what is the appropriate speed-reading technique for each item. This exercise is uploaded in the quiz section of the PSD E-desk, answer it there.

1. Jin wants to know how the Africans feel about colonialism. ______________

2. Maru needs to highlight all the capital cities of Southeast Asian nations in the selection. ______________ 3. Suzy reads the recipe for chicken curry because she wants to know the ingredients for the dish. ______________ 4. Rye wants to know if the article is related to their research project. ______________ 5. Coach reads the news article to find out how many points each player has made. ______________

GUIDED LEARNING



Great job for passing the challenge Adventurer! Now, we are off to our next

learning tour. For this section let us focus on scanning. Go to page 37 of your Everyday Life in Afro-Asian Literature book, scan through the first story, A Cup of Tea, fill in the table with the necessary information from the story. Time yourself and record how long it took you to find the answers. A word file of the table is also found on the PSD e-desk. Download the file and put your answers there. Time Duration:

Questions Answers 1. Who was the Japanese master during

the Meiji period?

2. Who visited the Japanese master?

3. What overflew while being poured?

4. What school of thought did the professor want to learn from the Japanese master?

Well done Adventurer! You did well but there is still a room for you to improve. Read and understand the tips below to be better at scanning.


At the Crossroad Time to apply what you have learned dear Adventurer, go back to page 37 of your

Everyday Life in Afro-Asian Literature book, scan through the second story, Muddy Road, fill in the table below with the necessary information from the story. Time yourself and record how long it took you to find the answers. A word file of the table is also found on the PSD e-desk. Download the file and put your answers there. Time Duration:______________

Questions Answers 1. What was the vocation of Ekido and

Tanzan?

2. Whom did Tanzan help while crossing the road?

3. How did he help that person?

4. What is one thing that Ekido and Tanzan were prohibited from doing?


Good job, Adventurer! Now that you have toured the city of scanning, it is time for

you to move to the land of skimming. Go to page 37 of your Everyday Life in Afro-Asian Literature, skim through the Zen story entitled Obedience and answer the question below. Answers must be one to three sentences only. Write the time duration for skimming and answering above the answer. Upload the word file of your answer on the PSD e-desk.

Time Duration: ___________ What was Bankei’s style of teaching? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________ Way to go Adventurer! To do better in you next skimming excursion, read and understand the following advice on how to go about the land of skimming smoothly.


At the Crossroad

Venture into the land of skimming, go to page 38 of your Everyday Life in Afro-

Asian Literature. Skim through the story Right or Wrong and answer the question below. Answers must be one-three sentences only. Write the time duration for skimming and answering above the answer. Upload the word file of your answer on the PSD e-desk.

Time Duration: ____________ Why did Bankei keep forgiving the thief even if the accused repeated his mistake again and again?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


GUIDED LEARNING

Guided Tour

You have successfully completed your scanning and skimming tour, Adventurer. High five to you! Be ready to discuss the answers to the following questions when you meet your virtual tour guide Teacher Wama.

- Did your time duration for scanning and skimming improve after you have learned about the tips and advice for scanning and skimming? ________________________________________

- If yes, which scanning and skimming tips really helped you? __________________________________________

- If no, give possible reasons why it did not improve. __________________________________________

- Give at least one more tip for scanning and skimming. ________________________________________

Taking a Detour

You have successfully ventured on scanning and skimming. Keep all the learning adventurer, they will come in handy as you get to the peak of your adventure. For this part, let us take a little detour on to the land of critical reading. While scanning and skimming are important in noting important details right away, there are times in your literary adventure when you are asked to have a deeper understanding of the text. You will be asked not just to get information in plain sight but to analyze, evaluate, and judge. In this case, you need to apply critical reading skills. Read the infographic on the following page to know more about critical reading.


Youtube Adventure!

Take a pause from your adventure in this module and hop to Youtube. Scan the QR code below to venture into Youtube for more learning on critical reading. As you watch the video take down notes using different note-taking strategies according to your assigned group, see the examples below.

Scan this QR code for the video.

Group Thailand ( Boxing Method)


Group Cambodia (Cornell Notes)

Group Vietnam (Charting)


GUIDED LEARNING

GUIDED LEARNING

Guided Tour

Be prepared to ask your questions and discuss what you’ve learned about critical reading

with your virtual tour guide Teacher Wama and other fellow adventurers.

At the Crossroad

Use critical reading in understanding and appreciating the Japanese allegory

entitled The Gentlemen of the Jungle on page 18-21 of your Everyday Life in Afro-Asian

Literature book. After that, answer page 22-23 (Questions 1-7). Make sure to answer on

the book itself using permanent blue or black colored pens. Your teacher will ask you to

upload a scanned copy/ pictures of the pages with your answers on the PSD E-desk.

Guided Tour

Your virtual tour guide will discuss the story The Gentlemen of the Jungle, share

your ideas and learning about the story with other fellow adventurers. Ask questions, or

tell your tour guide if there is a concept that is still unclear to you. Your next learning

destination will be full of challenging tasks, so make sure that you are well-equipped with

the right knowledge and skills.

Take a break Adventurer, even an active adventurer like you needs rest in order to have

more energy for the next learning destination.


The Ultimate Treasure

After a series of concept tours and detour, you are ready for the next challenge. Do the following tasks with your whole heart and mind, and a treasure will surely be yours in the end:

First Task: Synchronous Quiz on Scanning, Skimming, and Critical Reading (with your tour

guide, Teacher Wama)

Date: ___________________________

Second Task: Read the story A Country Boy Quits School (page 61-67, Everyday Life in

Afro-Asian Literature). Create a mind map/ schematic diagram containing the following

details: You may use the sample or create your own design, just make sure to answer the

same questions.

Due Date: ______________________


You did it!

For your last mission in this adventure you are first called to reflect on the skills that

you have attained through the skills checklist. Then you are called to inspire other

adventurers through your advocacy project promoting reading and education.

Skills checklist: On a scale of 1 to 5, 1 being the lowest and 5 the highest, rate yourself

according to the skills that you have developed in this adventure. Write remarks on how

you can improve this skill, or give the reason for your rating. After the rating, you also need

to fill in the reflection box by completing the phrases. A word file of this checklist is

uploaded on the PSD e-desk, download the file, answer it, then upload the answered

checklist on the PSD e-desk.

Skills Rate Remarks

1. I can locate important facts and keywords in a text quickly through scanning.

2. I can draw out the gist or the main idea of a text rapidly through skimming.

3. I can distinguish which speed-reading technique should I use in different situations.

4. I can read a text carefully and actively for critical understanding.

5. I can explain the themes from literature and relate them to my experiences.

6. I can inspire others to realize the importance of reading and education.

The most important lesson that I’ve learned from this adventure is ….

I can apply this lesson in the following situations (give at least 2)…

Aside from the lessons, I have also developed the value or trait of…


My Advocacy: After your adventures in scanning, skimming, critical reading, and learning

from Afro-Asian selections, you have become a different person dear Adventurer. You can

also inspire others to take on a learning adventure in reading and in education though a

literacy and education awareness promotion.

1. Design a campaign to promote the importance of literacy

and education.

2. Choose one from any of the following forms:

- TikTok (minimum 45 seconds; maximum 1 minute)

- Jingle Campaign (minimum 45 seconds; maximum 1

minute)

-Infomercial (minimum 45 seconds; maximum 1 minute)

-Infographics

(The infographics should contain at least 3 reasons why

literacy & education are important; at least one encouraging

statement for people to value literacy and education. The

infographics must be ORIGINAL and not copied from any

other sources.)

3. Your work will be graded as follows:

Content (explanation of advocacy)- 10 points

Clarity of Presentation -10 points

Strong call to action - 10 points

Creativity and Entertainment - 10 points

Value __________

Total 40 points

4.All output must be in the digital format and should

be uploaded on the PSD e-desk

not later than___________________.

5. Standard format of file name: CN1 FAMILY NAME

Example: CN22 JORBINA


Congratulations dear Adventurer! You have succeeded in all your challenges and mission!!!

Your efforts and determination in completing this adventure has earned you this Asian

Mandala. Bring this mandala with you in your future journey!

I am proud of you Adventurer!

Until our next learning adventure…

-- Your Virtual Tour Guide,

Teacher Wama


References Billiones, P.Exploring Life through Afro-Asian Literature: Phoenix Publishing House. 2013 Villamin,A, et. al.Skill Builders for Efficient Reading: Phoenix Publishing House.2013.

WEB SOURCES Reading for Critical Understanding. http://www.ruelpositive.com/reading-critical-

Understanding

Skimming and Scanning.htt:// English%202020-2021/en05skim-e3-f-skimming-

and-scanning_situations.pdf

Strategies for Critical Reading. https://www.csuohio.edu/writing-center/critical-

reading-what-critical-reading-and-why-do-i-need-do-it

Strategies for Skimming.http://teach.files.bbci.co.uk/skillswise/en05skim-l1-f-what-

is-skimming.pdf

Virtual Classroom Policies To ensure a positive and productive learning environment, all students must adhere to the

following virtual class policies:

1. Students must be well prepared in going to the online class. They must be on the

platform on time or 5 minutes before the scheduled class.

2. Login credentials must not be shared. Sharing of login information violates other

students' and teachers' rights to confidentiality and could allow class participation by

unauthorized persons and/or lead to disruptive behaviors that detract from a productive

and positive learning environment. Students must not share their personally identifiable

information (class link, link given by the teachers, downloaded activities) to other people.

3. Students must check the video, audio, and internet connection before the start of classes.

4. Students must immediately notify the teacher in case untoward incidents happen (power

failure, laptop malfunction, connectivity problem, etc.)

5. Students are required to have an appropriate place (good lighting, quiet, with strong

connectivity, comfortable) in conducting online lessons. They should have a learning


space free from any form of distraction around them. They should also make sure that

they are the only person who can be seen from their camera.

6. Students must use their PSD system e-mail account to log into the Zoom virtual class

session.

7. Students should follow the given format for their user IDs on screen.

Section ( First 2 Letters + Surname + Initial of First Name)

Example : DA Cruz, P.

8. Students must observe proper grooming and complete school uniform.

9. Virtual class sessions are designed for students. To prevent disruptions to the learning

environment, parents/guardians should not actively participate in check-in sessions, although

parents/guardians may assist their child with technology and/or remain nearby.

10. Students must keep their cameras on throughout the online learning sessions to ensure

the constant connection with the teacher and classmates. Students who will turn –off their

cameras without a valid reason shall be considered absent in the class interaction of learners.

11. Students should mute their respective microphones upon entering the virtual classroom.

They can only turn on their microphones when the teacher calls them to speak and share

their ideas or ask questions.

12. Students are highly encouraged to participate actively in online learning discussions.

13. Students have the right to express themselves and share their opinions and ideas freely.

However, they have to do it with full respect and courtesy.

14. Students must show respect to classmates at all times. They should refrain from making

any vulgar statements or gestures that may interrupt the class from learning and demotivate

their classmates. They should always be respectful and courteous to other students and

teachers during virtual class sessions. Inappropriate, offensive, or threatening comments;

misrepresentation of identity, and/or disruptive behavior by any participants during virtual

class sessions will not be tolerated and be reported to POD for the sanctions.

15. Students should not use obscene, profane, threatening, or disrespectful language or

images in any communication with the teachers. Name-calling or cyber bullying will not be

allowed during online classes. Any violation of this rule shall be subjected to disciplinary

action.

16. Students must avoid doing any recordings or taking screenshots at any time during online

learning sessions. They should not transmit or post any part of the virtual class session on any

social media platform.

17. Any confidential or personally identifiable information related to the teachers or students

participating during virtual class sessions should not be collected, discussed, or shared.

18.Students should avoid spamming the chat boxes. The chat box is for educational purposes,

only things that are related to the lesson can be raised in the chat box.

19. Students should adhere to the provisions stipulated under the students' manual of the

school and the new guidelines/ policies set by the Office of the Prefect of Discipline.

20. Students are strictly prohibited from opening social media accounts, playing games online, and opening other sites during online lessons unless instructed by the teacher.

21. Students will be required to attend a Learner Support Program based on the assessment of the subject teachers.


Use of PSD E- Desk /Platforms

1. Students must use the PSD E-desk and its other resources for educational purposes only.

2. Students must practice keeping the confidentiality of information. It is prohibited to

share passwords, links (exclusive to their classes), email addresses, and other contact

information without the permission of the concerned party.

3. Students must use an email address and profile picture that is appropriate for an

educational environment. Email addresses that use profanity or may otherwise be

construed as offensive, shall not be permitted. Profile pictures should be a headshot of

the student only and may not be offensive or inappropriate in any manner. The teacher

reserves the right to determine if a student's email address and/or profile picture is

inappropriate. Students using an inappropriate email address and/or profile picture will

be required to update their user profiles.

4. Students are strongly prohibited from using another student's account in logging on the

PSD E-desk or other platforms.

5. Teachers will post or upload course materials or learning tasks anytime between 1 PM to

7 PM. Students are highly encouraged to always log on to their PSD E-desk accounts for

updates.

6. Teachers are available for consultation and concerns via the PSD E-desk forum, psdqatar

email addresses, and other duly authorized platforms as per schedule given to students.

All concerns and questions sent beyond 3 PM will receive a response the next day.

7. Students must use written and oral communication responsibly. They have to avoid the

use of vulgar words, condescending or belittling, and aggressive language or any forms

of bullying.

8. All communications with other students must be course-related, polite, courteous, and

respectful. Sending unsolicited emails to other classmates is prohibited.

9. Students must report to their teachers if there is any form of communication that they

deem is inappropriate or makes them feel uncomfortable.

10. Students must be mindful of what they post online. Posting of obscene, threatening,

offensive, or inappropriate materials is prohibited.

11. Students should submit their learning tasks/homework according to the file type

specified by the teacher (MS Word, pdf, etc). All files that are too big to be accepted in

the PSD E-desk must be uploaded to a specific google drive (address to be given by the

teacher).

Academic Honesty

1. Copying another student's work, or allowing others to knowingly copy a student's work

and plagiarism or misusing content from the Internet is not allowed. Once discovered, the

student may incur zero marks as a result of the misbehavior and will be dealt with

accordingly.

2. Students are strongly prohibited from doing tasks or answering tests for other students.

3. Students are not allowed to collaborate with other students (work with) on assignments

unless directed to do so by their subject teachers. Working together is useful in the

traditional classroom, but it is not permitted in our online environment without specific


teacher instructions to do so. Also, parents may not log in to a student account and

complete coursework on behalf of the student.

4. Students must inform their parents once there is a letter for parents uploaded on the PSD

E-desk. Only the parents should read and confirm all the reply slips sent to them through

the PSD E-desk.

Grading System

Written Task- 30%

(Include Quizzes and all Written exercises in this module)

Performance Task- 50%

(Include Oral Participation, Projects, and Skills Checklist)

Periodical Exam Result- 20%

wama a. jorbina, dalc 1

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