A Ban on Single-Use Plastics: A Necessary Step or Overreach?

In recent years, the issue of single-use plastics has become increasingly important as the
environmental impacts of plastic waste are hard to ignore. I believe that a ban on single-use
plastics is a necessary step toward protecting our planet and ensuring a healthier future for
generations to come. While some may argue that such a ban is an overreach, the benefits of
reducing plastic waste far outweigh any concerns.

First and foremost, single-use plastics are a significant contributor to pollution. They are used
briefly but can take hundreds of years to decompose, often ending up in our oceans, harming
marine life, and polluting our landscapes. By banning these plastics, we can significantly reduce
the amount of waste that ends up in landfills and natural habitats. This would not only help
protect wildlife but also improve the quality of our environment.

Moreover, there are now many alternatives to single-use plastics that are both effective and
eco-friendly. Materials such as biodegradable plastics, reusable bags, and containers made
from glass or metal can replace single-use options without compromising convenience. By
promoting these alternatives, we can encourage innovation and support businesses that
prioritize sustainability. This shift would also help raise awareness about the importance of
reducing plastic consumption and inspire individuals to make more environmentally conscious
choices.

Critics of the ban often claim it is an overreach that infringes on personal freedom and increases
costs for consumers. However, the long-term benefits of a cleaner environment and the
preservation of our natural resources justify this necessary action. Many countries and cities
have already successfully implemented such bans, leading to positive changes in waste
management and environmental health. In the end, the goal is not to restrict freedom but to
foster a culture of responsibility and care for our planet.

In conclusion, banning single-use plastics is a vital step in addressing the growing

environmental crisis. It is a necessary action that can lead to a healthier planet, protect wildlife,
and promote sustainable alternatives. Instead of viewing this ban as an overreach, we should
embrace it as an opportunity to create a cleaner, more sustainable future for ourselves and
future generations.
NAME: DARIEL J. NAVARRO

Scenario 1: Historical Data Analysis

Method Used: Historical Data Analysis

This method looks at past spending patterns to predict future costs. It assumes that future costs
will be similar to past costs if no significant changes occur.
Forecasted Costs:
The business has spent $5,000 on office supplies every month for the past year. Therefore, we
forecast that the expected office supply costs for the upcoming months will remain $5,000 per
month.

Scenario 2: Regression Analysis

Method Used: Regression Analysis
This technique analyzes the relationship between two variables to make predictions. It helps to
estimate costs based on another variable, such as production levels.

Forecasted Costs:
If the historical data shows that energy costs are $500 for 100 units produced, we can estimate
the costs for producing 1,000 units.

 Energy cost for 1,000 units = ($500/100 units) * 1,000 units = $5,000.

Scenario 3: Time Series Analysis

Method Used: Time Series Analysis

This method examines past data over time to identify trends and seasonal patterns. It helps
forecast future costs based on historical performance.

Forecasted Costs:
Assuming the restaurant's average monthly food cost is $8,000, we notice that costs increase
by 25% during the holiday months (November and December) and decrease by 15% during
January to March.
 Forecast for November and December = $8,000 + 25% = $10,000 each month.
 Forecast for January to March = $8,000 - 15% = $6,800 each month.
 For April to October, we expect a steady cost of $8,000 each month.

Scenario 4: Expert Judgment

Method Used: Expert Judgment

This technique involves consulting industry professionals to gain insights and estimates based
on their knowledge and experience. It is useful for new ventures.

Forecasted Costs:
Consulting with professionals, we estimate the following costs for setting up the new store:

 Rent for the first year: $50,000

 Renovations: $40,000
 Staffing: $30,000
  Miscellaneous expenses: $15,000
 Total estimated setup cost = $50,000 + $40,000 + $30,000 + $15,000 = $135,000.
Magdalena Gamayo: A Master Weaver and Cultural Icon

Magdalena Gamayo, affectionately known as "Lola Magdalena," was born on August 13, 1924,
in Barangay Pinili, Ilocos Norte, Philippines. She was introduced to the traditional art of weaving
at the age of 19 by her aunt, marking the beginning of her lifelong dedication to this craft. With
the support of her father, who purchased her first loom, she began honing her skills, practicing
tirelessly for a year to produce beautiful designs and high-quality fabrics.

Her journey as a weaver began during a challenging time, as she started developing her skills in
the midst of World War II at just 16 years old. Using a simple contraption, she learned to weave
and produce quality fabric, a process that required years of practice and immense patience.
Lola Magdalena is renowned for her mastery of "inabel," the traditional Ilokano handwoven
cloth, characterized by its intricate patterns and vibrant colors.

Self-taught in creating patterns such as "kusikos," "inurutan," and "sinansabong," she

demonstrated remarkable talent and creativity. Lola Magdalena had the unique ability to
recreate designs she had seen only once, an invaluable skill in a craft where samples are not
always available. Her works are described as rare and timeless, reflecting not only her artistry
but also the rich cultural heritage of the Ilocano people.

Lola Magdalena's weaving is distinguished by her higher-than-normal thread count, intricate

designs, evenly spaced threads, and uniform weaves. Her dedication to preserving the
traditional weaving techniques of her community has garnered her significant recognition. In
2009, she was awarded the Gawad sa Manlilikang Bayan, a prestigious honor recognizing her
contributions to ornament and textile art.

Through her artistry, Magdalena Gamayo has become a cultural icon, inspiring future
generations of weavers and ensuring the continuation of traditional Filipino weaving practices.
Her legacy is not just in the beautiful fabrics she creates but also in her commitment to her
community and the preservation of their cultural identity.
1. Research Title

The Role of Mobile Phones in Facilitating E-learning and Its Effect on the Academic
Performance of Grade 12 Students at Westshire Academy in Villanueva District.

2. Define Your Research Question

Research Question: How do mobile phones as tools for e-learning affect the academic
performance of Grade 12 students at Westshire Academy?

3. Identify Variables

 Independent Variable: Use of mobile phones for e-learning (measured by frequency of

use, types of applications used, duration of use per day).

 Dependent Variable: Academic performance of Grade 12 students (measured by GPA,

test scores, or self-reported grades).

4. How to Select People for Your Study

Sampling Method:
 Use stratified random sampling to ensure that students from different classes and
backgrounds within Westshire Academy are represented. This will provide a
comprehensive view of how mobile phone usage affects students with varied academic
experiences.

5. How to Gather Data

Data Collection Method:

 Surveys: Develop a structured questionnaire to gather quantitative data on mobile
phone usage for e-learning and its perceived impact on academic performance.

Sample Survey Questions:

1. How many hours per day do you use your mobile phone for e-learning activities?
2. Which applications do you primarily use for studying (e.g., educational apps, online
resources, social media for study groups)?
3. What is your current GPA (Grade Point Average)?
4. On a scale from 1-10, how would you rate your academic performance this semester?
5. What challenges do you encounter while using mobile phones for e-learning?

6. Go Ahead and Gather Your Data

 Data Collection Process: Distribute the survey to Grade 12 students at Westshire

Academy. Explain the purpose of the study and assure them of their anonymity and the
confidentiality of their responses.

 Notes on Issues: Keep a log of any issues faced during data collection, such as low
participation rates, misunderstandings about survey questions, or technical difficulties
with survey platforms.
7. Analyze Your Data

Statistical Methods and Hypothesis Testing:

 Descriptive Statistics: Use descriptive statistics to summarize the data (means,
medians, modes, and standard deviations for mobile phone usage and academic
performance).

Inferential Statistics:
 Conduct a Pearson correlation coefficient analysis to explore the relationship between
mobile phone usage for e-learning and academic performance.

Hypothesis Testing:

 Null Hypothesis (H0): There is no significant relationship between the use of mobile
phones for e-learning and the academic performance of Grade 12 students at Westshire
Academy.

 Alternative Hypothesis (H1): There is a significant positive relationship between the

use of mobile phones for e-learning and the academic performance of Grade 12
students at Westshire Academy.

Statistical Tests:

 Use linear regression analysis to determine if mobile phone usage can predict
academic performance. This analysis will help you understand the strength and direction
of the relationship between the variables.

Conclusion
Following this structured approach will help you collect and analyze data effectively, allowing
you to draw meaningful conclusions about the impact of mobile phones on e-learning and
academic performance at Westshire Academy. By employing statistical methods and hypothesis
testing, you can provide insights that may benefit educators and policymakers in enhancing e-
learning strategies.
 SURVEY QUESTIONNAIRE

Title: The Role of Mobile Phones in Facilitating E-learning and Its Effect on the Academic
Performance of Grade 12 Students at Westshire Academy in Villanueva District

Instructions: Please answer the following questions truthfully. Your responses will remain
confidential and will only be used for academic purposes. Please tick the appropriate box or
provide the requested information.

Section A: Demographic Information

Age:
☐ 16-17 years
☐ 18-19 years
☐ 20 years and above

Gender:
☐ Male
☐ Female
☐ Other (please specify): ___________
☐ Prefer not to say

Do you own a mobile phone?

☐ Yes
☐ No

What type of mobile phone do you primarily use for e-learning?

☐ Smartphone
☐ Feature phone
☐ Tablet
☐ Other (please specify): ___________

Section B: Usage of Mobile Phones for E-Learning

How often do you use your mobile phone for e-learning purposes?
☐ Never
☐ Rarely
☐ Occasionally
☐ Frequently
☐ Always

What activities do you use your mobile phone for in relation to e-learning? (Select all that
apply)
☐ Accessing online learning materials (e.g., videos, articles)
☐ Participating in online discussions or forums
☐ Using educational apps
☐ Communicating with teachers or classmates
☐ Attending online classes or lectures
☐ Taking notes
☐ Other (please specify): ___________
Do you have access to the internet on your mobile phone for e-learning?
☐ Yes, always
☐ Yes, sometimes
☐ No

How reliable is the internet connection when using your mobile phone for e-learning?
☐ Very unreliable
☐ Somewhat unreliable
☐ Neutral
☐ Somewhat reliable
☐ Very reliable

Do you face any challenges while using your mobile phone for e-learning?
☐ Yes
☐ No
If yes, please specify the challenges: _______________

Section C: Academic Performance and Mobile Phones

Has the use of your mobile phone for e-learning affected your academic performance?
☐ Yes, positively
☐ Yes, negatively
☐ No effect
☐ Not sure

To what extent do you feel mobile phones have helped you improve your understanding
of subjects?
☐ Not at all
☐ A little
☐ Moderately
☐ Significantly
☐ Extremely

On a scale of 1 to 10, how would you rate your academic performance before using
mobile phones for e-learning?
☐ 1 (Very poor)
☐2
☐3
☐4
☐5
☐6
☐7
☐8
☐9
☐ 10 (Excellent)

On a scale of 1 to 10, how would you rate your academic performance after using mobile
phones for e-learning?
☐ 1 (Very poor)
☐2
☐3
☐4
☐5
☐6
☐7
☐8
☐9
☐ 10 (Excellent)

What is the impact of mobile phone usage on your overall learning experience?
☐ Very negative
☐ Somewhat negative
☐ Neutral
☐ Somewhat positive
☐ Very positive

Do you think mobile phones are an essential tool for your academic success?
☐ Yes
☐ No
☐ Unsure

Section D: Additional Feedback (Open-ended)

In your opinion, what are the advantages of using mobile phones for e-learning?

In your opinion, what are the disadvantages or challenges of using mobile phones for
e-learning?

Do you think mobile phones should be more integrated into the learning process at
school? Why or why not?

Thank you for your participation! Your responses will greatly contribute to the success of this
research.

The story of Horus, one of the most significant deities in ancient Egyptian mythology, is rich in
symbolism and drama. Horus was the god of the sky, war, and hunting, and was often depicted
as a falcon or as a man with a falcon head. His story is intertwined with themes of justice,
vengeance, and divine order, often involving complex family dynamics, especially with his
father, Osiris, and his battle against his uncle, Set.

Here’s a dramatic script inspired by the myth of Horus, incorporating Intertextuality and
Conceptualization of Modality:
Title: Horus: The Rise of the Falcon

Characters:

 Horus – The young, brave god of the sky, seeking justice for his father.
 Set – The god of chaos, darkness, and desert, Horus's uncle and adversary.
 Isis – Horus’s mother, the goddess of magic and wisdom, protective and nurturing.
 Osiris – Horus's father, the god of the afterlife, appearing in spirit.
 Anubis – The god of mummification, helping guide the souls to the afterlife.
 The Nile – Personified as a wise and ancient being, representing the flow of life and time.

Setting:
The myth is set in Egypt, with symbolic elements like the Nile River, the Desert, and the
Temple of the Gods. The stage is divided into several areas to represent different realms: the
Earthly realm (for Horus’s journey), the Divine realm (where the gods convene), and the
Underworld (where Osiris resides).

Scene 1: The Calling of Horus

[The stage is dark, save for a single beam of light shining down on Horus, standing in the
center. The Nile flows softly in the background, whispering wisdom. Horus stands tall, a
young man with a falcon’s head, eyes filled with determination.]

Horus (speaking to the audience):

(With resolve)
I am the son of Osiris, born to avenge, to restore order to this fractured land. My father’s blood
has soaked the earth, spilled by the hands of my uncle, Set. But the light of justice will not be
extinguished. I will rise, as the falcon rises from the ashes of the earth, to claim what is mine.

[Isis enters from stage left, her presence calm and strong. She places a hand on Horus's
shoulder.]

Isis (softly, with concern):

My son, you are but a fledgling, still untested in the harsh winds of the world. Set is no mere god
to face in battle. His chaos is endless, and his power… limitless. Are you truly ready?

Horus (with fierce determination):

(Resolute)
I was born ready. Every day, I feel my father’s spirit in my veins. Every day, the falcon in me
grows stronger. I will face Set. And I will defeat him.

[The Nile's voice is heard in the background, echoing wisdom.]

Nile (in a deep, resonating tone):

You are the child of Osiris, Horus. You carry the weight of his legacy. But remember—time
flows as swiftly as my waters. Even the greatest of gods must face their fate, and fate is not
always kind.

[Horus steps forward, raising his arms toward the sky.]

Horus (to the Nile, shouting):

(With defiance)
Fate be damned! I will make my own fate. I will reclaim the throne of Egypt and restore balance.
No darkness shall overshadow the light!
Scene 2: The Battle with Set

[The stage darkens. The atmosphere shifts to a desert-like realm. Set, dark and imposing,
appears in the center, surrounded by swirling winds and storm clouds. Horus enters, fierce
and determined, his falcon wings unfurled.]

Set (laughing, mocking):

(With malice)
Ah, the son of Osiris! The young falcon dares to challenge the god of chaos. You think you can
undo what I have done? I am Set, the lord of the desert, the master of storms. You are nothing!

Horus (standing tall):

(With defiance)
I am Horus, son of Osiris. You may have taken my father, but I will not allow your darkness to
rule Egypt. I will bring light to this land once more.

[The two gods circle each other, the winds intensifying as they prepare for battle. They
exchange fierce blows, Horus using his agility and sharp vision to outmaneuver Set. At
times, the world around them shifts, moving between the physical and spiritual realms—
representing the conceptualization of modality, the line between reality and the divine world
blurring.]

Set (sneering):
You fight with the strength of your father’s name, but you are weak, Horus. You cannot defeat
me.

Horus (with a surge of power):

(With conviction)
I fight not for my name, but for my people. I fight for Egypt, for the balance between life and
death. I fight for what is right. And right will prevail!

[Horus strikes a final blow to Set, sending him tumbling into the abyss. The storm clouds
part, revealing a bright light. Set disappears into the desert winds.]

Scene 3: The Legacy of Horus

[The stage changes to a serene temple. Osiris’s spirit appears before Horus, glowing with
ethereal light.]

Osiris (with pride, yet sadness):

My son… you have done what I could not. You have avenged me and restored the balance of the
world. But remember, justice is not a sword to be wielded in anger alone. It must be tempered
with wisdom.

Horus (bowing respectfully):

(Solemnly)
I will carry your wisdom, Father. Your light will always guide me, as the falcon flies through the
storm. I will be the protector of Egypt, the guardian of life.

[The Nile’s voice resounds once more, echoing through the temple.]
Nile:
(Reflectively)
The falcon has risen. The darkness has been driven back. And Egypt shall flourish once more.
But remember, Horus, the true battle is not fought with weapons alone. It is fought within the
heart.

[Horus stands tall, his wings outstretched, as the light of the sun fills the stage. The gods
stand united in their peace, the balance restored.]

Horus (looking toward the horizon, with hope):

(With finality)
I have risen. And with me, Egypt shall rise.

End of Scene

Literary Devices and Techniques Used:

 Intertextuality: The story of Horus is rooted in ancient Egyptian mythology, especially

in his struggle with Set, echoing traditional themes of justice, vengeance, and order. The
dialogue reflects both the literal battle and the deeper symbolic significance of Horus's
role in maintaining the balance of the universe, mirroring the ancient Egyptian cosmic
order (Maat).
 Conceptualization of Modality: The shifting realms between the physical and spiritual
worlds represent the blurred line between reality and divine intervention. The characters
experience both literal battles and symbolic struggles, such as Horus’s internal conflict
about vengeance versus justice, and the intertwining of the gods' influences in the mortal
world.

This script explores the timeless themes of justice, redemption, and divine legacy through the
lens of Horus’s myth, incorporating ancient Egyptian beliefs and offering a modern dramatic
interpretation.

As a citizen, my responsibilities are based on the rights I have as a member of my community.

Here are some of the responsibilities I have:

1. Obey the Laws: As a citizen, I have the right to live in a safe and organized society, and
with that comes the responsibility to follow the laws. This ensures peace and order in the
community.

2. Pay Taxes: One of my rights as a citizen is to enjoy public services such as roads,
schools, and hospitals. To support these services, I am responsible for paying taxes,
which help fund them.
 3. Participate in Elections: I have the right to vote, and with that, it is my responsibility to
participate in elections. Voting is a way for me to have a say in who governs and what
policies are made.

4. Serve the Community: As a citizen, I have the right to live in a healthy and prosperous
society. I am responsible for contributing to my community by volunteering or helping
with local projects to improve the quality of life for everyone.

5. Respect the Rights of Others: I have the right to live freely, but I must also respect the
rights of others. This means not causing harm, respecting others' opinions, and treating
everyone fairly and kindly.

6. Protect the Environment: I have the right to a clean and safe environment, and it is my
responsibility to take care of the planet. This means recycling, reducing waste, and
supporting efforts to protect natural resources.

7. Follow National Duties: In some countries, citizens may have the responsibility to serve
in the military or other national services. This ensures the protection and defense of the
country when needed.

In conclusion, my responsibilities as a citizen are tied to my rights because by fulfilling these

responsibilities, I help make sure that the rights and privileges I enjoy are protected for myself
and future generations.
Summary of Findings:

The graph presents the functional literacy rates of the population aged 10 to 64 years in the
Philippines for the year 2019, categorized by sex and age groups.

1. Overall Trends:
o The overall functional literacy rate across all age groups is high, with males at
92.9% and females at 93.9%.
o Females consistently have slightly higher literacy rates than males in every age
group.

2. Age Group Analysis:

o The highest literacy rates are observed in the 15–19 and 20–24 age groups,
with females reaching 96.9% and males at 96.1%.
o Literacy rates remain strong for both sexes up to the 40–49 age group.
However, a gradual decline is seen in older age groups.
o The lowest literacy rates are among the 60–64 age group, where females have
84.2% and males have 85.3%.

3. Gender Differences:

o While females generally outperform males, the gap is minor, suggesting

comparable access to literacy opportunities across genders.

4. Notable Decline with Age:

o A decline in literacy is evident among older age groups, possibly reflecting
differences in access to education or societal priorities in earlier decades.

Key Takeaway:
The Philippines exhibits high functional literacy rates overall, with females consistently
outperforming males across all age groups. However, literacy rates decline progressively in
older populations, highlighting the importance of sustained literacy programs for aging
individuals.
 The Problem of Misinformation in Today’s Society

In today’s world, the spread of false information online has become a big problem. Social
media and other websites make it easy for untrue stories to reach many people quickly. This can
mislead people, create arguments, and even affect important events like elections. It shows how
tricky it can be to balance free speech with the need to share truthful information.

False information, often called "fake news," is especially harmful during political events.
It can confuse voters, target certain groups unfairly, and make people lose trust in honest
institutions. Sometimes, people share this misinformation without realizing it’s false. This leads
to bigger problems, like dividing communities and making it harder for people to agree on what’s
true.

One major cause of this issue is "echo chambers," where online platforms show users
only the content they already agree with. This strengthens their beliefs and keeps them from
seeing other points of view. As a result, meaningful discussions become rare, and it’s harder to
find common ground on important topics like climate change, health, or equality.

To solve this, people need to learn how to check if the information they see online is true
or not. Governments can also help by finding ways to limit the spread of fake news without
taking away people’s freedom to share ideas. Writers, journalists, and content creators also
have a big responsibility to make sure they share only accurate and honest information.

Creative writing, such as stories, poems, or even humor, can be a powerful way to show
the dangers of false information. Throughout history, writers have used their work to teach and
inspire people. Today, they can still play a key role in spreading awareness and encouraging
people to think critically.

In short, fighting misinformation is not just a job for technology or governments—it’s

something we all need to work on. By staying informed, thinking carefully, and talking openly, we
can protect the truth and build a stronger, more united society.
This is the mock logo for my coffee business, '3D & 1J Coffee for
Family,' where '3D' represents Dariel, Darlyn, and Daphne, and '1J'
stands for Junalyn, my wife. The design features a house, a cup of coffee,
and a loving family, symbolizing warmth, togetherness, and the essence of
family bonds.
 Research Report: The Role of Mobile Phones in Facilitating E-learning and Its Effect on
the Academic Performance of Grade 12 Students at Westshire Academy in Villanueva
District
Purpose and Audience:

The purpose of this research report is to explore how mobile phones contribute to e-learning
and their impact on the academic performance of Grade 12 students. The report is intended for
educators, school administrators, and policymakers interested in understanding the potential
benefits and challenges of mobile learning.

Outline:
1. Introduction
o Topic Overview: This research examines how mobile phones can enhance e-
learning experiences for students, focusing specifically on Grade 12 students at
Westshire Academy in Villanueva District.
o Research Question: How do mobile phones facilitate e-learning, and what is their
impact on the academic performance of Grade 12 students at Westshire
Academy?
2. Methodology
o Data Collection: The study used surveys and interviews with Grade 12 students
and teachers at Westshire Academy. The data focused on students' use of
mobile phones for educational purposes, including apps, online learning
platforms, and digital resources.
o Data Analysis: The data was analyzed using descriptive statistics to identify
patterns and correlations between mobile phone usage and academic
performance.
3. Results
o Summary of Findings: The results showed that mobile phones played a
significant role in improving access to learning materials, participation in online
classes, and overall academic performance. However, some students faced
distractions and difficulties with internet connectivity.
o Table 1: Impact of Mobile Phone Use on Academic Performance

Mobile Phone Use Average Academic Performance Number of Students

(GPA)

High Usage 1.75 25

Moderate Usage 2.45 40

Low Usage 3.10 15

4. Discussion and Analysis

o Interpretation of Results: The analysis suggests that students who used mobile
phones for e-learning purposes had higher average grades, especially when they
had consistent internet access and utilized educational apps. However, the
results also highlighted challenges, such as the potential for distractions and
unequal access to mobile devices among some students.
 o Limitations: The study was limited to one school in Villanueva District, and the
sample size was relatively small, which may not represent the broader student
population.
5. Conclusion
o Summary of Findings: Mobile phones positively influence e-learning by providing
students with easy access to resources and improving their academic
performance. However, to maximize the benefits, schools must address issues
like internet connectivity and minimize distractions.
o Significance: This research underscores the importance of integrating mobile
technology into educational practices and provides insights for improving digital
learning strategies.
Here’s a suggestion for your promotional poster concept:
Poster Concept:
 Title: The Life of a Foodpanda Delivery Rider: An Artful Journey
 Visual Elements:
o Central Image: A dynamic illustration of a Foodpanda rider in motion, navigating
through a busy street, with the distinctive red and white Foodpanda uniform and
backpack. The background could feature a mix of urban and rural scenes to
reflect the variety of routes these riders take.
o Supporting Imagery:
 Silhouettes of food delivery packages, street lights, and bicycles or
motorcycles, symbolizing the daily hustle of the riders.
 A subtle inclusion of food items like pizza boxes, burgers, and drinks
peeking out of the rider’s bag to show what they deliver.
o Color Scheme: Bold and energetic red, yellow, and black tones to reflect the
vibrant life of the riders while maintaining the brand colors of Foodpanda.
o Typography: Strong, modern fonts with "Foodpanda" in the logo style at the top,
and the event title "The Life of a Foodpanda Delivery Rider" in large, eye-
catching letters. At the bottom, details about the event (venue, date, and time)
are listed clearly.
Text Elements:
 Main Heading: The Life of a Foodpanda Delivery Rider: An Artful Journey
 Tagline: An art exhibit showcasing the daily struggles and triumphs of our unsung
heroes.
 Event Details:
o Date: December 24, 2024
o Venue: Limketkai Atrium, Cagayan de Oro City
o Time: [Insert Event Time]
Short Description: This promotional poster showcases the challenging yet rewarding life of a
Foodpanda delivery rider, emphasizing the grit, speed, and service that define their everyday
experiences. The online art exhibit will bring to light the unseen moments behind the riders' daily
routines and struggles. Visitors to the exhibit will gain a deeper understanding of the role these
riders play in connecting people with their favorite meals, all while navigating busy city streets.
The event will be held at Limketkai Atrium, Cagayan de Oro City, on December 24, 2024—an
event you don't want to miss!
 THE LIFE OF A FOODPANDA DELIVERY RIDER: AN ARTFUL
JOURNEY

FOODPANDA

LIMKETKAI ATRIUM, CAGAYAN DE ORO CITY

DECEMBER 24, 2024

This promotional poster showcases the challenging yet rewarding life of a Foodpanda delivery rider, emphasizing
the grit, speed, and service that define their everyday experiences. The online art exhibit will bring to light the
unseen moments behind the riders' daily routines and struggles. Visitors to the exhibit will gain a deeper
understanding of the role these riders play in connecting people with their favorite meals, all while navigating
busy city streets. The event will be held at Limketkai Atrium, Cagayan de Oro City, on December 24, 2024—an
event you don't want to miss!
NAME: DARIEL J. NAVARRO SLM NO: 17
SLM TITLE: Traditional Techniques Applied to Contemporary Creations