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FOREWORD

T h e s c h o o l yo u t h a r e t h e h o p e o f t h e n a t i o n t o wa r d s d e ve l o p me n t a n d p r o g r e s s . With the help of the e d u c a t i o n a l i n s t i t u t i o n s , we d e ve l o p c h i l d r e n t o b e l e a d e r s , h o n e t h e i r t a l e n t s a n d b e a wa r e o f t h e i r c a p a b i l i t i e s a n d r e s p o n s i b i l i t i e s . W e t e a c h t h e m wi t h t h e h i g h e s t va l u e s t o b e we l l - r o u n d e d c i t i z e n s i n s c h o o l , a t h o m e , a n d i n t h e c o m m u n i t y, i m b u e d wi t h n a t i o n a l i s m. I t i s i n d e e d t h e p r i d e o f e ve r y p a r e n t i f h i s / h e r k i d / s e xc e l i n s c h o o l , b e a c t i ve a n d p a r t i c i p a t i ve i n s c h o o l p r o g r a ms a n d a c t i vi t i e s . T h e f a m i l y i s o u r b e s t s h i e l d . H o we ve r , we a r e a l wa ys e xp o s e d t o d a n g e r s b r o u g h t a b o u t b y c a l a m i t i e s , f o r e s e e n a n d u n f o r e s e e n , e s p e c i a l l y f i r e s . O n e c a n a l wa ys r e c o u n t o n t h e wi s e s a yi n g , A l l t h e t h i e v e s i n t h e w o r d c a n n o t t a k e a l l y o u r b e l o n g i n g s , b u t o n e g o o d f i r e c o u l d r a ze them to the ground in five (5)-minute time. W e s e e o u r f u t u r e i n t h e yo u n g g e n r e . Th e r e n e e d t o e d u c a t e a n d mo u l d t h e m t o b e l e a d e r s a t yo u n g a g e , wh o a d vo c a t e a n d p r a c t i c e f i r e s a f e t y p r e ve n t i o n a t h o me , i n s c h o o l a n d i n t h e c o mm u n i t y. i s t o p r e p a r e t h e m t o b e e ve r vi g i l a n t n o t o n l y wi t h f i r e i n c i d e n t s a n d o t h e r e me r g e n c i e s b u t also in p r e ve n t i n g the occurrence of d e s t r u c t i ve f i r e s . T h r u t h e J U NI O R FI R E MA R S HA L P r o j e c t , t h e DI L G - B FP wi l l b e h e l p i n g t h e e d u c a t i o n a l i n s t i t u t i o n s d e ve l o p s c h o o l c h i l d r e n d u r i n g t h e i r f o r ma t i ve s t a g e t o be role models in public safety for both t h e yo u n g e r a n d o l d e r g e n e r a t i o n s . is a their and This

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MESSAGE
It has been said, time and again, that "an ounce of prevention is better than a pound of cure." It is this adage that guides the Department of the Interior and Local Government, through the Bureau of Fire Protection, as it seeks to ensure your daily safety, particularly from fire incidents. Hence, we partnered with the Department of Education to bring you this Junior Fire Marshal instructional material. Through the instructional material, you will find useful tips and information on how to prevent the occurrence of fire and what you should do in case of fire incidents. Knowledge, I am sure you agree, is power especially in the area of fire protection. We have seen how fire threatens, consumes and destroys. Now more than ever, we must make sure that all our communities, especially the most vulnerable, are not only aware but prepared. Your DILG relentlessly works towards providing our communities with basic services and programs that would ensure public safety, including education and information materials, such as this one. It is my hope that you will learn much from these materials and impart what you learn to everyone around you, especially the members of your family, relatives and friends. Let your learnings serve as building blocks as we build a strong community under the rule of law.

Secretary, DILG

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MESSAGE
The Department of Education has always given much importance to fire prevention and safety tips. We highlight this through our partnership with the Junior Fire Marshal project of the Department of Interior and Local Government. This will certainly help develop the school children as role models for both their peers and family in public safety. When grade school pupils and high school students are oriented, trained and organized in public safety, they become our kiddie and junior fire marshals who will promote fire prevention programs within their schools, in their homes and within the community. I take pride in the effort of our writers and the enthusiasm of our friends at DILG-BFP to have come up with a validated instructional material intended to enhance our curriculum in fire safety practices. May this endeavour with the DILG-BFP bear fruitful results and that this instructional material serves as a tool in constituting public safety awareness in every Filipino child.

USEC FE HIDALGO
OIC, Department of Education

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MESSAGE
The Department of the Interior and Local Government (DILG) through the Bureau of Fire Protection (BFP) has been preoccupied with devising effective ways to instil a culture of consciousness and preparedness in our society, especially with regard to fire safety. And Rizal once again proved himself right when he said: "Ang kabataan ang pag-asa ng ating bayan." Working hand in hand with the Department of Education (Dep Ed) has shed light on how the youth can specifically contribute in creating a well-informed and responsible community that can rely on itself in meeting the dangers of fire even with the services of our firefighters being available. Hence, the launching of Junior/ Kiddie Fire Marshal Project and this information kit. With this instructional material, I hope you could help us make other people sensitive to their role in preventing destructive fires and impart the ability to cope in the event of such disasters.

Undersecretary for Peace and Order

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MESSAGE
Fire safety is everyone's concern and responsibility. Thus, aside from continuing to enhance the basic services that we bring to you, we feel it just as important to come up with programs and projects that will make room for your active involvement. And Junior/Kiddie Fire Marshal is just among the breakthrough projects that we launched this year as a product of collaboration with the Department of the Interior and Local Government (DILG) and the Department of Education (Dep Ed), which, as the title itself suggests, taps the youth sector as the seed of fire safety consciousness in our society. We have come up with this information kit to guide you on how to deal with fire situations, and, more importantly, how to make fire safety measures part of your daily routines. We, your partners in the government, are consistently working not only hard but also smartly to "help" build a secured and orderly community because we have always believed you deserve it and you are more than willing to work just as dedicatedly to enjoy such a community.

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PAMBUNGAD Hindi mapapasubalian ang isang katotohanan. Mahalaga ang buhay at maligaya kung may ari-ariang pinagsikapang ipundar sa maraming pagkakataon, marami ang hindi marunong magpahalaga sa buhay at ari-arian. Kaya nga masasayang ito at nawawalang parang bula. Isa sa dahilan nito ay ang SUNOG na tila halimaw na walang iginagalang, walang pinipiling oras, pook at panahon. Subalit isa ang tiyak, maaari itong IWASAN. Kung ang LAHAT lang sana ay magkakaisa upang gawin ang mga karampatang hakbang upang hindi mabiktima ng APOY. PAANO GAGAMITIN ANG MODYUL? Ang modyul na ito ay PARA SA GURO. Naniniwala ang lahat na ang pinakamabisang pangkat ng propesyunal na makapagbabahagi ng mga kaalaman, kasanayan at attitude sa mga kabataan ay kayong mga GURO. Sa inyong mga kamay nakasalalay ang katatagan ng buhay ng susunod na henerasyon. Kung ganon, ganito ninyo gagamitin ang modyul na ito. Una: Batay ito sa 2002 BEC Learning Competencies. Ang mga aralin ay may karampatang point of entry. Pagdating sa akmang kasanayan, bibigyang diin ang tungkol sa araling nakatakda. Ikalawa: Susundin ang mga hakbang na iminumungkahi upang mabisang matalakay ang paksa. Ikatlo: Ipinapaalala sa mga guro na hindi hihikayatin ang mga bata na makibahagi sa tuwirang pagsugpo ng apoy at pagliligtas ng buhay. Sa halip, linangin ang mungkahing batayang kaisipan at mga paraang pangkaligtasan. Ikaapat: Magbigay ng karampatang takdang gawain upang MAISABUHAY ang mga natutuhan sa aralin. TUNGKOL SAAN ANG MODYUL NA ITO? Taon-taon, sa ating bansa ay may malaking pinsalang dulot sa buhay at ari-arian ang SUNOG. Itinuturing itong isang KALAMIDAD. Sa loob ng anim (6) na taon, buhat noong 1999 2004, may 1,548 tao ang namatay at 25 bilyong piso ang ari-ariang nawala. Dahil dito, dapat na magkaroon ng mataas na level ng awareness ang ating mga mag-aaral sa sekundarya, kaya nga ang modyul na ito ay tatalakay tungkol sa: a. Pangangalaga, pagpapahalaga sa buhay ng tao. b. Pangangalaga, pagpapahalaga sa ari-arian. c. Ang SUNOG bilang sanhi ng kapinsalaan sa buhay at ari-arian. ANO ANG AASAHAN SA MODYUL NA ITO? Pagkatapos ng mga aralin ang mga mag-aaral ay inaasahang: Makapagpapahalaga sa buhay at ari-arian Makapagmumungkahi kung paano mapapangalagaan at mapahahalagahan ang buhay at ari-arian Makapapangako na makipagtutulungan upang maiwasan ang sunog Makapagbabahagi ng mga karanasang may kaugnayan sa sunog

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PANIMULA Nilalaman ng modyul na ito ang pagsasanib ng aralin sa EPP at ng mga pamamaraan upang makaiwas sa sunog. Hangad ng pagsasanib na ito na maging mulat ang mga mag-aaral sa pag-iwas sa mga insidenteng pinagmumulan ng sunog kaalinsabay ng kanilang regular na aralin sa Edukasyong Pantahanan at Pangkabuhayan. MENSAHE 1. Huwag maglaro ng posporo, lighter o kandila. Sabihin sa nakatatanda kapag nakakita ng mga ito. 2. 3. Huwag paglaruan ang kurdon ng kuryente. Huwag maglagay ng anumang bagay sa saksakan ng kuryente o outlet. KASANAYAN SA PAGKATUTO 1. Naipakikita ang wastong paraan at mga panuntunang pangkalusugan/ pangkaligtasan sa pag-aalaga ng nakababatang kapatid.

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IKA-APAT NA BAITANG

EPP IV

BANTAYAN SI BUNSO
I. Layunin Pagkatapos ng aralin ang mga bata ay inaasahang: naipakikita ang wastong paraan at mga panuntunang pangkalusugan/pangkaligtasan sa pag-aalaga ng nakababatang kapatid. Kagamitan: Sanggunian: Pagpapahalaga: Krosword Batayang aklat sa EPP IV Pagkamasunurin

II.

PAMAMARAAN A. Panimulang Gawain 1. 2. Pagbabalik-aral Sino sa inyo ang may nakababatang kapatid? Sino ang nag-aalaga sa kanya kapag wala ang nanay o tatay? Paano mo siya isasalarawan? Mabait ba siya? Malikot?

B.

Panlinang na Gawain 1. 2. Pangkatin sa apat ang klase. Magtalaga ng pinuno at tagapag-ulat sa bawat pangkat. ibigay ang gawain sa bawat pangkat.

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Unang Pangkat: Si Melba ay masunuring bata. Kapag wala ang kanyang ina, siya ang nag-aalaga sa nakababatang kapatid. Likas sa kanya ang kabaitan dahil sa mahinahon siynag makipag-usap sa kapatid. Tinuturuan niya itong gumamit ng po at opo. Pinakikinggan niya ito kapag nagsasalita at hindi sinasaktan o tinatakot kapag hindi siya sinusunod nito. Sagutan: a. Paano mag-alaga ng nakababatang kapatid si Melba? b. Bakit dapat maging mahinahon sa pakikipag-usap sa nakababatang kapatid? c. Mahalaga ba na turuan ang kapatid ng paggalang? d. Bakit hindi dapat sinasaktan o tinatakot ang nakababatang kapatid? Ikalawang Pangkat:

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Sagutan: a. Alin ang hindi dapat paglaruan ni bunso? Bakit? b. Alin sa mga nahahanay na laruan ang psibleng pagmulan ng sunog? Ano ang dapat gawin kapag nakakita ng mga ito? c. Anong uri ng laruan ang dapat ibigay kay bunso? Ikatlong Pangkat: Ipakita sa klase kung paano pinapakain ang nakababatang kapatid. Gawing gabay ang mga sumusunod: a. paghuhugas ng mga kamay bago kumain b. pagdulog sa mesa ng maayos at malinis ang katawan c. pag-iwas sa paglikha ng ingay mula sa tinidor, kutsara at pinggan d. pagnguya sa pagkain na nakatikom ang bibig Itanong sa mga nanonood: a. Ano ang dapat gawin bago kumain? b. Paano ang tamang pagnguya ng pagkain? Ika-apat na Pangkat:

Pumunta ang Nanay nina Marilyn at Ramon sa palengke para bumili ng iluluto sa tanghalian. Bago umalis ang nanay, pinagbilinan niya ang magkakapatid na bantayan si Bunso. Pagalis ng Nanay, binigyan nila ng laruan si Bunso at hinayaang maglarong mag-isa. Sila namang dalawa ay naglaro ng taguan. Di nila namalayan si Bunso ay nakalapit na sa saksakan ng kuryente. Dala dala ni Bunso ang munting metal na galing sa gulong ng laruang dyip. Nang akmang ipapasok na ni Bunso ang metal sa saksakan, biglang dumating si Nanay at dali-dali itong lumapit kay Bunso at kinuha ang munting metal.

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Sagutan: a. Ano kaya ang mangyayari kay Bunso kung nailagay niya ang metal sa saksakan? b. Tama ba ang ginawa ng magkapatid na pinagbilinan kay Bunso? c. Dapat bang tularan ang ginawa ni Bunso? d. Ano kaya ang ginawa ng Nanay kina Marilyn at Ramon? 3. Pag-uulat ng bawat pangkat. Ipabasa muna ang sitwasyon pagkatapos ang sagot sa mga katanungan.

4. Bigyang diin ang pag-iwas sa sakuna habang nag-aalaga sa bunsong kapatid. Paalalahanan ang mga mag-aaral kung paano makaiiwas sa sunog o anumang sakuna. C. Pangwakas na Gawain 1. Pagbubuo ng Konsepto Kapag nagbabantay ng bunsong kapatid dapat sundin ang mga sumusunod na kaisipan upang di magkaroon ng anumang sakuna. Maging mabait at kawili-wiling kasama ng iyongm nakababatang kapatid. Ituro o ipakita ang magagandang kaugalian na dapat tularan ng mga bata. Iwasan ang bagbabanta o pananakit. Iwasang mapaglaruan ang mga bagay na pagmumulan ng sunog: posporo, lighter, kandila, kurdon ng kuryente o pagsasaksak ng anumang bagay sa saksakan ng kuryente.

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2. Paglalapat a. Pasagutan ang krosword na nasa ibaba. K P O O S K U R S A T D P K S O O S N R A A O K S A N P N A I I L L I G H T E R

I L Y O K A N D I L A Ito ay mga bagay na di pinaglalaruan ng mga bata.

Pahalang 1. 2. 3. 4. 5. ________ ng kuryente. Pako, sa Ingles ay __________. Para itong munting pako, ginagamit sa pananahi. Panindi na may pulbura sa dulo. Dito sinasaksak ang kurdon ng mga kasangkapang dekuryente. 6. Ginagamit na panghiwa ng gulay, sibuyas at iba pa. 7. Pamalit sa ilaw kapag brown-out lalo na kung walang ilaw na de gas. Pababa 1. Isa ring uri ng panindi, may likido sa loob. b. Pangkatin ang klase sa apat. Ipakumpleto ang tsart na nasa ibaba. Mga karaniwang aksidente kapag nagaalaga ng kapatid Mga dahilan Pamamaraan kung paano maiwasan

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III.

PAGTATAYA Sagutan ang tseklist na nasa ibaba. Lagyan ng tsek ang hanay na angkop sa iyong ginagawa.

Mga gawain kapag nag-aalaga ng kapatid Palagi 1. Kinakausap ko ng mahinahon 2. Tinuturuan ko siyang gumamit ng po at opo 3. Hinuhugasan ang kamay bago kumain 4. Hindi pinaglalaro ng posporo, kandila, lighter o anumang pagmumulan ng sunog 5. Hindi hinahayaang paglaruan ang outlet ng kuryente or kurdon ng kuryente 6. Binibigyan ng laruang hindi matulis o may maliit na bahaging pwedeng malunok 7. Hindi binabantaan, sinisigawan o sinasaktan kapag di sumusunod 8. Nakikinig sa kapatid kapag nagsasalita ito

Minsan

Hindi

IV.

KASUNDUAN Tingnan kung paano maalagaan ng nakatatandang kapatid ang bunsong kapatid. Iulat sa klase ang nakitang pamamaraan.

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JUNIOR FIRE MARSHAL MARCH I Kamiy kabataang marangal; Tawag sa miy Jr. Fire Marshal; Hangad naming ay kaligtasan, Kaunlaran ng bansang minamahal. Bata pa man kami kung ituring; Paglilingkod naman ay pangunahin, Sa bayan at sa Diyos ihahain Kaalamanang pangkaligtasan ay gagawin. Halina kabataang may lakas, May talino, sigasig at sipag; Kaligtasan sa sunog nasa ting palad; Walang hadlang bayang itoy uunlad. Chorus: Handa kami, handa kami.. Para sa kabutihan ng marami; Kaayusan at lahat ng ikabubuti; Ng pamayanang ating kinakandili. Hurray! Hurray! Jr. Fire Marshal, Sa gabay ng DILG-BFP tayoy magsanay; Magandang buhay sa tiy naghihintay, Kung ligtas sa sunog ang buhay at ari-arian. (Repeat Chorus)
Titik ni: Ka Azon L. Echano BSE-DepEd 8/13/04

II

III

IV

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BFP VISION A modern, efficient and responsive national fire protection agency working towards a public safety conscious society. BFP MISSION To protect lives and properties through the prevention and suppression of destructive fires; investigation of their causes; and the provision of emergency medical and rescue services with the active support of the public. LEGAL MANDATE The Bureau of Fire Protection was created by virtue of RA 6975 primarily to perform the following functions: 1. Be responsible for the prevention and suppression of all destructive fires on: Buildings, houses and other structures; Forest; Land transportation vehicles and equipment; Ships or vessels docked at piers or wharves anchored in major sea ports; Petroleum industry installations; Plane crashes; and others similar incidents. 2. Be responsible for the enforcement of the Fire Code of the Philippines (P. D. 1185) and other related laws; 3. Shall have the power to investigate all causes of fires and if necessary, file the proper complaint with the city or provincial prosecutor who has jurisdiction over the case; 4. In time of national emergency, all elements of the BFP shall upon direction of the President, assist the AFP in meeting the national emergency; and 5. Shall establish at least one (1) fire station with adequate personnel, fire fighting facilities and equipment in every provincial
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capital, city and municipality subject to standard rules and regulations as may be promulgated by the DILG . REPUBLIC ACT NR 8551 Philippine National Police Reform and Reorganization Act of 1998 In times of national emergency, the Bureau of Fire Protection (BFP) and the Bureau of Jail Management and Penology (BJMP) along with the Philippine National Police (PNP) shall, upon the direction of the President, assist the Armed Forces of the Philippines (AFP) in meeting the national emergency, in addition to the performance of their inherent functions as mandated by law. REPUBLIC ACT NR 6975 Department of the Interior and Local Government (DILG) Act of 1990 The tasks of fire protection and jail management and penology shall be the responsibility of the Bureau of Fire Protection (BFP) and the Bureau of Jail Management and Penology (BJMP), respectively. REPUBLIC ACT NR 9263 Rules and Regulations Implementing the Bureau of Fire Protection (BFP) and Bureau of Jail Management and Penology (BJMP) Professionalization Act of 2004 As members of the uniformed service of the government under the Department of the Interior and Local Government (DILG), the Bureau of Fire Protection (BFP) and the Bureau of Jail Management and Penology (BJMP) as line bureaus are required the same amount of service and dedication as that of their counterparts in the AFP and PNP to carry out their respective duties to the extent of risking their lives and limbs in meeting national emergencies, in addition to the performance of their inherent functions as mandated by law. The BFP and BJMP personnel shall be professionalized and restructured by upgrading their level of qualifications and standardizing the base pay, retirement and other benefits of uniformed personnel, making them at par with those of the PNP and the AFP.

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SCHOOL FIRE SAFETY CHECKLIST

JUNIOR FIRE MARSHAL I FIRE SAFETY CHECKLIST This checklist is provided by the Bureau of Fire Protection as a template which provides a basic framework for the daily inspection of the Junior Fire Marshal of the Day. This should not be regarded as exhaustive because a fire safety auditor or a firefighter from the local fire station/department will assist the Junior Fire Marshal in conducting the safety inspection. The JFM shall act as fire safety steward. The following model of points to be looked at has been formulated, which covers most fire safety items. The JFM may add reference to any particular hazards which are presented by specific school activities. ITEMS TO BE CHECKED A. FIRE EXTINGUISHERS 1. Are all fire extinguishers in position? 2. Are pins and seals provided? 3. Are all fire extinguishers ready for use? 4. Are clear procedures in place for the use of these extinguishers? 5. Is there a fire extinguisher in each building/room? 6. Has the fire service/bureau visited your school to check/test the fire extinguishers? B. MEANS OF EGRESS 1. Are all means of escape (primary and secondary) unobstructed? 2. Are all means of escape clearly marked and indicated? 3. Do the door devices on all means of escape operate properly? 4. Are all external routes clear and accessible? 5. Has the fire department visited your school to check the means of egress? C. FIRE ACTION NOTICES 1. Are sufficient up-to-date fire action notices prominently displayed throughout the school? YES NO N/A

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19 2. Are these notices legible? 3. Has the junior fire marshal identified a meeting place outside the classroom where the students can assemble in the event of an emergency in the school? D. EMERGENCY HOTLINES 1. Has the number of the local fire station been clearly posted on or near the phone? 2. Has the national emergency hotline 117 been conspicuously posted around the school premises? 3. Does your classmates know when and how to report an emergency? E. HAZARD CONTROL 1. Are appropriate No-Smoking signs available as required? 2. Are correct/suitable process control in place? F. CONDUCT OF ORIENTATION ON FIRE SAFETY PRACTICES 1. Has orientation/seminars on fire safety practices been regularly conducted by the fire bureau/service? Once the inspection is completed, those items which have attracted a No response, will normally require remedial attention. Deficiencies identified in this way should be notified to the appropriate office, e.g. Local Fire Station, School Administrator or Principal, for appropriate action. Copies of the inspection form and requests for request for remedial action should be retained on file. Reported by: ___________________________ (JFM of the Day) Fire Safety Inspection Officer, BFP _____________________________ Remarks: Noted by: ________________________________ (Teacher/Adviser)

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K/JFM PPROJECT COMMITTEE MEMBERS

Chairman USEC MARIUS P CORPUS Co-Chairman F/DIR ROGELIO F ASIGNADO OPR SSUPT ENRIQUE C LINSANGAN Members SSUPT JACINTO C DICQUIATCO SUPT HERBERT B CEZAR SUPT ALOVEEL B FERRER SUPT BOBBY B BARUELO CINSP OSCAR P VILLEGAS SINSP VICTORIA A DOMINGO Technical Staff/Support Group INSP JEANNETTE SANTOS FO3 Neil Adam Mongcal FO1 Estrella Luz M Lantion FO1 Ryan D Asuncion FO1 Joan Sj Magbuhos FO1 Violeta F Ramirez

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