Showing posts with label education. Show all posts
Showing posts with label education. Show all posts

Monday, April 8, 2013

Communication and Culture - Food, Plagiarism and Information Wastage


Food, Plagiarism and Information Wastage

We are in the era of networking, where everyone is capable not just to consume information but to produce it as well. We have the computers, cameras, and other tools to create something for the consumption of others. We are the chefs of the digital world, capable of cooking delectable dish and share it with one another.

As with food, we have the option to cook new ideas and concepts and share it with other people. We can also borrow someone’s recipe and create something based from our interpretation of their recipe, which may result in either a good-tasting dish or one that tastes terrible. Either way, something new is created, and we learn something out of the experience.

However, it is different when it comes to information.

A quick Google search on plagiarism returned a myriad of definitions which are alike. I will use this definition found in the website of University of Miami.

"Plagiarism is the taking of someone else's words, work, or ideas, and passing them off as a product of your own efforts. Plagiarism may occur when a person fails to place quotation marks around someone else's exact words, directly rephrasing or paraphrasing someone else's words while still following the general form of the original, and/or failing to issue the proper citation to one's source material."


The Tragic History of Hamlet
By Durova (Wikimedia Commons) [Public domain], via Wikimedia Commons

Copying from someone and failing to attribute the source is dreadful. It may help in propagating the idea of that someone, but failing to credit the original source will cause for that idea to lose its taste. Even though I take pleasure in trying out new ideas, I would like to know the original source so that I may understand it better, and perhaps I may come up with a different interpretation of the idea.

Just like in relay games, wherein a message is passed around one another, it is most likely that the end receiver will hear a very different message compared with the original message. This explains why we need to hear it from the original source; they can explain it much better and clearer.

In the book Development Communication Praxis, it is noted that information scientists are starting to realize that in spite of the increase in the quantity of information, there seems to be a need to improve the quality of information generated.

Plagiarism lowers the quality of the generated information, and in turn will produce another with much lower quality. If we tolerate plagiarism, we are not helping in the production of critical-thinking individuals. This copy-paste mentality, if taken on a larger level, will soon drive any society into oblivion. We will instead become a society that cannot think for ourselves, relying on others to feed us information.

Plagiarism: My Name Is Paste, Copy Paste
By Dahn (Own work) [CC0], via Wikimedia Commons



Information wastage can be compared to a pot of soup. If more people will want to have a taste of that soup, a new pot must be cooked. But what if you’ll just add water to it? Surely, there will be more enough soup for everyone, but that soup will taste very bland. As more and more water is added, the soup will no longer taste like the original; we might as well throw it away.

Information is abundant, inexpensive, and ubiquitous. As multimedia scholars, we should promote critical thinking and despise plagiarism, so that we may be able to cook something new and inspire others to be critical thinkers as well.


References


Theories in Multimedia: What is Multimedia?

MULTIMEDIA COMMUNICATION

Electronic Media By Joham.Zakai (Own work) [CC-BY-SA-3.0], via Wikimedia Commons

Multimedia is an ubiquitous term that is widely used today, and it would be interesting to dig deeper on what is the meaning of multimedia.

In simplest terms, multimedia can be summarized as “media in multiple form or type” (multi + media). However, this definition alone wouldn’t suffice to describe what multimedia is as we define it today. Multimedia definition can be expanded into “the use of several different types of media (e.g. text, audio, graphics, animation, video, and interactivity) to convey information” . The term multimedia is further expanded, to include the use of computers to “present text, graphics, video, animation, and sound in an integrated way”.

From these definitions, we can summarize multimedia to be the integration of several different types of media to convey information. Individually, each media is an effective communication vehicle. Combining media enhances the effectiveness; the outright result is not additive but synergistic . The combined effect of media is much greater than the sum of their individual effects. This inherent trait of synergy is what makes multimedia powerful.

HYPERTEXT AND HYPERMEDIA 

Hypertext is “the organization of information units into connected associations that a user can choose to make”. Hypermedia, on the other hand, is “a multimedia system in which related terms of information are connected and can be presented together”. Both hypertext and hypermedia allow the user to interactively take charge with regards to navigating the multimedia product. The user has the control, making the interaction with the multimedia system non-linear and non-sequential. In Wikipedia, references (both internal and external) are hyperlinked, making it easier for the user to conduct research. YouTube viewers can choose to start viewing the video from any part of it. This is similar to what Jon Udell demonstrated in his article “Marrying Hypertext and Hypermedia”, wherein hyperlinks are used to link to specific parts of the video. He used the C-SPAN video of presidential debate, which is in RealVideo format (.rm), compared to YouTube, which is in Flash Video format (.flv). Hyperlinking to specific parts of a video sequence can be compared to the “chapters” feature in the menu of videos for DVD Players. The benefit of hyperlinking in hypermedia can be illustrated by giving an example.  

Here is a video of Julian Marc Makilan, discussing gender equality in community development.
http://www.youtube.com/watch?v=xu_5TP0Epb8

Here is a video of Julian Marc Makilan, discussing the importance of Reproductive Health Bill in the context of gender equality in community development.
http://www.youtube.com/watch?v=xu_5TP0Epb8#t=10m32s

By directly linking to specific parts of a YouTube video, the viewer does not have to buffer the entire video and jump to the specific frame. A properly-formatted hyperlink is enough, making the entire user experience coherent, fluid, and integrated. Jon Udell gave an excellent example on how to use hypertext in hypermedia in his article in 2004, and this is still true in the era of YouTube.

INTERACTIVITY AND USABILITY 

What makes a multimedia product interactive? Interactivity is “the two-way interaction with a multimedia course material, another computer, or another user with direct response to the input, as opposed to one-way communication from TV, video, and other non-responsive media”. It is worth noting that certain technologies and characteristics assist in fostering interactivity, which include “mouse input, touch screens, voice commands, video capture, and real-time interaction”. Anything that comes from the user, e.g. mouse clicks and typed commands, is a form of input. Displayed images and texts, printouts, motion video sequences, and sounds are the output forms of interactivity. Interactivity is necessary for a multimedia product to be usable because control is given to the user to navigate and find the way around.

Interactivity in the context of learning is further described by Rod Sims as “a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills”. Interaction should not be trivialised by simple menu selection, clickable objects, or linear sequencing. He emphasized that it is critical for the developers “to understand what makes an application interactive, instructional, and effective”.

This means that interactivity does not correlate to usability. Usability, as what Jakob Nielsen said, is “a quality attribute that assesses how easy user interfaces are to use”. Usability can be defined by assessing its five components: learnability, efficiency, memorability, errors, and satisfaction. These five components should be incorporated in any multimedia product as indicators of its functionality. Is it easy to use? Can I do tasks quickly? Would it be hard to familiarize with it after a period of non-usage? Is it prone to user error, and can the user recover from errors? Is it bringing satisfaction to the whole user experience? An example of a multimedia product with good interface and usability is the Apple iPad, even a two-year old baby can use it. (http://www.youtube.com/watch?v=MGMsT4qNA-c)



MULTIMEDIA TECHNOLOGY 

Multimedia technology refers to both the hardware and software used to create and run (multimedia) systems. Multimedia technology is continually-evolving for the development of multimedia products. Thus, multimedia is a dynamic term, encompassing all the multimedia technology developed at the time. Innovations in storage (CDROM, DVDROM), networking (World Wide Web and the Internet), audio production and synthesis, video capture and reproduction, and computer hardwares and softwares are all working together for the improvement, modernization, and advancement of our definition of multimedia.

Some of these technologies are now available, such as Speech Recognition (like Siri in iPhone), Virtual Reality (used in military training, flight simulation, and gaming), and cloud-based storage and application (such as the Amazon Drive). In the future, enhancements in multimedia technology like in these area will bring multimedia experience to a new level.  

Works Cited 

Tuesday, March 26, 2013

Markus & Macky

Here is a video mashup of our prenup photoshoot. Photographs from Rexcel Agapay and Leo Lim. Music - Lucky by Jason Mraz and Colbie Caillat.

http://youtu.be/TBvfieQwc-E


Friday, February 15, 2013

Mabangis na Lungsod (Efren R. Abueg)

Mabangis na Lungsod


1. Ang gabi ay mabilis na lumatag sa mga gusali, lumagom sa malalaki’t maliliit na lansangan, dumantay sa mukha ng mga taong pagal, sa mga taong sa araw-araw ay may bagong lunas na walang bisa. Ngunit ang gabi ay waring maninipis na sutla lamang ng dilim na walang lawak mula sa lupa hanggang sa mga unang palapag ng mga gusali. Ang gabi ay ukol lamang sa dilim sa kalangitan sapagkat ang gabi sa kalupaan ay hinahamig lamang ng mabangis na liwanag ng mga ilaw-dagitab.

2. Ang gabi ay hindi napapansin ng lalabindalawang taong gulang na si Adong. Ang gabi ay tulad lamang ng pagiging Quiapo ng pook na iyon. Kay Adong, ang gabi’y naroroon, hindi dahil sa may layunin sa pagiging naroon, kundi dahil sa naroroon, katulad ng Quiapo. Sa walang muwang na isipan ni Adong, walang kabuluhan sa kanya kung naroon man o wala ang gabi— at ang Quiapo.

Monday, October 22, 2012

What is the Math Behind STFAP

University of the Philippines Seal
University of The Philippines Seal

The Socialized Tuition and Financing Assistance Program (STFAP) is a scholarship program of the University of the Philippines. STFAP is implemented by the Office of Scholarships and Social Services (OSSS). STFAP was first introduced in 1989, making the tuition fee jump from PhP30/unit to PhP300/unit. In contrast, per unit matriculation fee in Ateneo and DLSU during those years were at PhP327.50 and PhP329.00, respectively.

To really understand the bracketing scheme used in STFAP, here is a 2006 report. The calculation for bracketing is well-defined in the executive summary.

http://www.yonip.com/archives/up/Atanacio%20report.pdf

Wednesday, July 4, 2012

Second Life Snapshots

Part of our MMS198 (Gaming in Education) course requirement is to play and familiarize ourselves in Virtual Worlds, and the prof has chosen the game Second Life. But we're not gonna just play the game. As multimedia studies students, we are gonna apply the proper composition in photography inside this virtual world. Pretty interesting and clever, I say, since there is another subject that tackles photography. We had our first taste of proper composition without even using a real camera! The professor gave the following links about composition in photography, which will form the basis of our snapshots.

http://digital-photography-school.com/5-more-elements-of-composition-in-photography

Below are the snapshots in Second Life. Click on the image to view the larger version.

Second Life Screenshot - Autumn
Autumn
Beautiful country house with fields of flower. The calming colors of autumn is more apparent by the setting sun.  The house, being the main point of interest, is shot off-centered. The tree to the left, with its contrasting red autumn leaves, provided another point of interest, making the overall image balanced. The perspective was just a bit higher than the flower fields, adding another calming effect. The openness of the cloudless sky signifies serenity,  and the space above added to the overall calmness of this snapshot.


Second Life Screenshot - Torii
Torii
This may look like a reflection of a Torii in the water, but its actually an underwater shot. Having  a different perspective (shooting upwards) can make the object in focus appear bigger. The underwater shot caused for aberration of the image, giving an interesting texture to it. The red color of the torii contrasted with the blue sky background.


Thursday, November 18, 2010

Ullalim (Epiko ng Kalinga)

Ang Kwento ng Epiko ng Ullalim

Ang kwento ay nagsimula sa nakatakdang kasal nina Ya-u at Dulaw nang makapulot ng nganga o ua (na tawag ng taga-Kalinga). Ang magkasintahan ay naanyayahan sa isang pistahan sa Madogyaya. Nang sila ay nasa Madogyaya, naakit ang pansin ni Dulliyaw si Dulaw hanggang si Dulaw ay magkagusto sa kanya. Sa pagplano na ligawan ni Dulaw si Dulliyaw ay naisip nitong painumin ng alak si Ya-u hanggang sa malasing. Habang si Ya-u ay natutulog sa ibang bahay ay saka niligawan ni Dulaw si Dulliyaw. Pinakain nito ang babae ng nganga at sinabi niya sa babae na sa pamamagitan ng pagtanggap niya ng nganga ang ibig sabihin ay tinanggap na niya ang pag-ibig na kanyang iniaalay. Bago siya umalis ay sinabi niya sa babae na siya ay babalik kinabukasan. Naiwan na nag-iisip ang dalaga.

Sunday, February 15, 2009

Mabangis na Lungsod (Efren R. Abueg)


Si Efren R. Abueg ay nobelista, kuwentista, mananaysay, at kritiko. Kabilang sa kanyang mga akda ay ang Bugso, na naglalaman ng unang koleksyon ng kanyang mga kuwento.

Mabangis na Lungsod
Kwento ni Efren Reyes Abueg



1. Ang gabi ay mabilis na lumatag sa mga gusali, lumagom sa malalaki’t maliliit na lansangan, dumantay sa mukha ng mga taong pagal, sa mga taong sa araw-araw ay may bagong lunas na walang bisa. Ngunit ang gabi ay waring maninipis na sutla lamang ng dilim na walang lawak mula sa lupa hanggang sa mga unang palapag ng mga gusali. Ang gabi ay ukol lamang sa dilim sa kalangitan sapagkat ang gabi sa kalupaan ay hinahamig lamang ng mabangis na liwanag ng mga ilaw-dagitab.

2. Ang gabi ay hindi napapansin ng lalabindalawang taong gulang na si Adong. Ang gabi ay tulad lamang ng pagiging Quiapo ng pook na iyon. Kay Adong, ang gabi’y naroroon, hindi dahil sa may layunin sa pagiging naroon, kundi dahil sa naroroon, katulad ng Quiapo. Sa walang muwang na isipan ni Adong, walang kabuluhan sa kanya kung naroon man o wala ang gabi— at ang Quiapo.

3. Ngunit isang bagay ang may kabuluhan kay Adong sa Quiapo. Alisin na ang nagtatayugang gusali roon, alisin na ang bagong lagusan sa ilalim ng lupa, alisin na ang mga tindahang hanggang sa mga huling oras ng gabi’y mailaw at maingay. Huwag lamang matitinag ang simbahan at huwag lamang mababawasan ang mga taong pumapasok at lumalabas doon, dahil sa isang bagay na hinahanap sa isang marikit. Sapagkat ang simbahan ay buhay ni Adong.

4. Kung ilang hanay ang mga pulubing naroroon at mga nagtitinda ng tiket sa suwipistek, ng kandila, ng kung anu-anong ugat ng punongkahoy at halaman. At sa mga hanay na iyon ay nakatunghay ang simbahan, naawa, nahahabag. At nakatingala naman ang mga nasa hanay na iyon, kabilang si Adong. Hindi sa simbahan kundi sa mga taong may puso pa upang dumukot sa bulsa at maglaglag ng singko o diyes sa maruruming palad.

5. Mapapaiyak na si Adong. Ang tingin niya tuloy sa mga ilaw-dagitab ay parang mga piraso ng apoy na ikinakalat sa kalawakan. Kangina pa siyang tanghali sa loob ng marusing na bakuran ng simbahan. Nagsawa na ang kanyang mga bisig sa kalalahad ng kamay, ngunit ang mga sentimong kumakalansing sa kanyang bulsa ay wala pang tunog ng katuwaan. Bagkus ang naroon ay bahaw na tunog ng babala. Babalang ipinararamdam ng pangangalam ng kanyang sikmura at sinasapian pa ng takot na waring higad sa kanyang katawan.

6. “Mama…Ale, palimos na po.”

7. Ang maraming mukhang nagdaraan ay malalamig na parang bato, ang imbay ng mga kamay ay hiwatig ng pagwawalang-bahala, ang hakbang ay nagpapahalata ng pagmamadali ng pag-iwas.

8. “Singko po lamang, Ale…hindi pa po ako nanananghali!”

9. Kung may pumapansin man sa panawagan ng Adong, ang nakikita naman niya ay irap, pandidiri, pagkasuklam. “Pinaghahanapbuhay ‘yan ng mga magulang para maisugal,” madalas naririnig ni Adong. Nasaktan siya sapagkat ang bahagi ng pangungusap na iyon ay untag sa kanya ni Aling Ebeng, ang matandang pilay na kanyang katabi sa dakong liwasan ng simbahan.

10. At halos araw-araw, lagi siyang napapaiyak, hindi lamang niya ipinapahalata kay Aling Ebeng, ni kanino man sa naroroong nagpapalimos. Alam niyang hindi maiiwasan ang paghingi sa kanya nito ng piso, sa lahat. Walang bawas.

11. “May reklamo?” ang nakasisindak na tinig ni Bruno. Ang mga mata nito’y nanlilisik kapag nagpatumpik-tumpik siya sa pagbibigay.

12. At ang mga kamay ni Adong ay manginginig pa habang inilalagay niya sa masakim na palad ni Bruno ang salapi, mga sentimong matagal ding kumalansing sa kanyang bulsa, ngunit kailan man ay hindi nakarating sa kanyang bituka.

13. “Maawa na po kayo, Mama…Ale…gutom na gutom na ako!”

14. Ang mga daing ay walang halaga, waring mga patak ng ulan sa malalaking bitak ng lupa. Ang mga tao’y bantad na sa pagpapalimos ng maraming pulubi. Ang mga tao’y naghihikahos na rin. Ang panahon ay patuloy na ibinuburol ang karukhaan.

15. Ang kampana ay tumugtog at sa loob ng simbahan, pagkaraan ng maikling sandali, narinig ni Adong ang pagkilos ng mga tao, papalabas, waring nagmamadali na tila ba sa wala pang isang oras na pagkakatigil sa simbahan ay napapaso, nakararamdam ng hapdi, hindi sa katawan, kundi sa kaluluwa. Natuwa si Adong. Pinagbuti niya ang paglalahad ng kanyang palad at pagtawag sa mga taong papalapit sa kanyang kinaroroonan.

16. “Malapit nang dumating si Bruno…” ani Aling Ebeng na walang sino mang pinatutungkulan. Manapa’y para sa lahat na maaaring makarinig

17. Biglang-bigla, napawi ang katuwaan ni Adong. Nilagom ng kanyang bituka ang nararamdamang gutom. Ang pangambang sumisigid na kilabot sa kanyang mga laman at nagpatindig sa kanyang balahibo ay waring dinaklot at itinapon sa malayo ng isang mahiwagang kamay. Habang nagdaraan sa kanyang harap ang tao—malamig walang awa, walang pakiramdam—nakadarama siya ng kung anong bagay na apoy sa kanyang gutom at pangamba. Kung ilang araw na niyang nadarama iyon, at hanggang sa ngayon ay naroroon pa’t waring umuuntag sa kanya na gumawa ng isang marahas na bagay.

18. Ilang singkong bagol ang nalaglag sa kanyang palad, hindi inilagay kundi inilaglag, sapagkat ang mga palad na nagbigay ay nandidiring mapadikit sa marurusing na palad na wari bang mga kamay lamang na maninipis ang malinis. Dali-daling inilagay ni Adong ang mga bagol sa kanyang bulsa. Lumikha iyon ng bahaw na tunog nang tumama sa iba pang sentimong nasa kanyang palad at sa kaabalahan niya’y hindi niya napansing kakaunti na ang taong lumalabas mula sa simbahan. Nakita na naman ni Adong ang mga mukhang malamig, ang imbay ng mga kamay na nagpapahiwatig ng pagwawalang-bahala, ang mga hakbang ng pagmamadaling pag-iwas.

19. “Adong…ayun na si Bruno,” narinig niyang wika ni Aling Ebeng.

20. Tinanaw ni Adong ang inginuso sa kanya ni Aling Ebeng. Si Bruno nga. Ang malapad na katawan. Ang namumutok na mga bisig. Ang maliit na ulong pinapangit ng suot na gora. Napadukot si Adong sa kanyang bulsa. Dinama niya ang mga bagol. Malamig. At ang lamig na iyon ay hindi nakasapat upang ang apoy na nararamdaman niya kangina pa ay mamatay. Mahigpit niyang kinulong sa kanyang palad ang mga bagol.

21. “Diyan na kayo, Aling Ebeng…sabihin ninyo kay Bruno na wala ako!” mabilis niyang sinabi sa matanda.

22. “Ano? Naloloko ka ba, Adong? Sasaktan ka ni Bruno. Makita ka ni Bruno!”

23. Narinig man ni Adong ang sinabi ng matanda, nagpatuloy pa rin sa paglakad, sa simula’y marahan, ngunit nang makubli siya sa kabila ng bakod ng simbahan ay pumulas siya ng takbo. Lumusot siya sa pagitan ng mga dyipni na mabagal sa pagtakbo. Sumiksik siya sa kakapalan ng mga taong salu-salubong sa paglakad. At akala niya’y nawala na siya sa loob ng sinuot niyang mumunting iskinita. Sumandal siya sa poste ng ilaw-dabitab. Dinama niya ang tigas niyon sa pamamagitan ng kanyang likod. At sa murang isipang iyon ni Adong ay tumindig ang tagumpay ng isang musmos sa paghihimagsik, ng paglayo kay Bruno, ng paglayo sa gutom, sa malalamig na mukha, sa nakatunghay na simbahan, na kabangisang sa mula’t mula pa’y nakilala niya at kinasuklaman. At iyon ay matagal din niyang pinakalansing.

24. “Adong!” Sinundan iyon ng papalapit na mga yabag.

25. Napahindik si Adong. Ang basag na tinig ay naghatid sa kanya ng lagim. Ibig niyang tumakbo. Ibig niyang ipagpatuloy ang kanyang paglaya. Ngunit ang mga kamay ni Bruno ay parang bakal na nakahawak na sa kanyang bisig, niluluray ang munting lakas na nagkaroon ng kapangyarihang maghimagsik laban sa gutom, sa pangamba, at sa kabangisan.

26. “Bitawan mo ako, Bruno! Bitawan mo ako!” naisigaw na lamang ni Adong.

27. Ngunit hindi na niya muling narinig ang basag na tinig. Naramdaman na lamang niya ang malulupit na palad ni Bruno. Natulig siya. Nahilo. At pagkaraan ng ilang sandali, hindi na niya naramdaman ang kabangisan sa kapayapaang biglang kumandong sa kanya.

Thursday, January 15, 2009

4 Quesci Students Suspended for Blogging Against the Principal

From GMA News


For the latest Philippine news stories and videos, visit GMANews.TV

Here is the link to the Multiply Blog

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Quezon City Science Highschool students suspended over blog
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Today at 8:40pm
Sans appeal, QC high school students' suspension starts Monday
01/15/2009 08:29 AM

MANILA, Philippines - Unless their parents lodge an appeal questioning the verdict, a 10-day suspension on four students for a blog they wrote about their school administration will start this coming Monday
Education Undersecretary Franklin Sunga said Thursday the parents of the four students of Quezon City Science High School have yet to lodge their appeal before the Education department.
"Ang suspension nila 10 days, it will take effect Monday. Sabi ko sa parents mag-file agad sa regional director's office, it will be looked into. Kung kailangan, i-stay ang order," Sunga said in an interview over radio dwIZ.
["Their 10-day suspension starts this coming Monday. I already told their parents to file a petition before the regional director's office so it will be looked into, and if needed, the order will be stayed."]
"As of yesterday [Wednesday], they have not filed an appeal with regional director of the National Capital Region," he added.
The Education department had approved a 10-day suspension for four students of the school over a blog entry they wrote about their principal.
Sunga said he told the parents of the four students the department "upholds only due process but also freedom of speech."
"I advised them to elevate matter to the regional director. We will look into that definitely," he said.
The students' blog entry supposedly mocked school principal Zenaida Sadsad, who also said the entries were damaging to the school's reputation - GMANews.TV

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Press Release: Campus press slams suspension of QCSHS students over blog

The College Editors Guild of the Philippines (CEGP) today cried foul over the suspension of four students from Quezon City Science High School as punishment for publishing a blog critical of the school's principal and administration.

The blog, http://scientiaetvi rtus.multiply. com, contains articles and images against QCSHS Pres. Zenaida P. Sadsad's policies as well as the students' gripes over irregular lunch hours, required subjects, among others.

The suspension of the four unidentified students also reportedly brought on the closure of QCSHS' school publications, The Electron and The Banyuhay. The school paper's faculty adviser, Mr. Rex San Diego, who is deemed close to the students, was reported to have been axed from his position by Pres. Sadsad.

"It is disturbing to learn that high school students, in their very young age, are being subjected to this kind of campus repression, their right to freedom of speech and expression undermined," said CEGP national president Vijae Alquisola.

Alquisola added, "The students' complaints are valid and legitimate, and their putting up the blog merely a venue to air out their demands and democratic rights. Was the QCSHS administration so threatened by a bunch of high school kids that it resorted to the outright violation of their rights? In these times, young people should be encouraged to voice out their views, not sanctioned and censured into silence."

Alquisola also said that the emotional, social and psychological effects of the suspension on the students should also be considered. "It must surely be a blow to the young ones to be humiliated and treated in such a way. It also sends a wrong and chilling message to other students that in high school, freedom of speech and expression are not recognized."

The CEGP also called on the Department of Education to 'intervene in the overkill disciplinary measure'.

"While the DepEd issued a statement addressing school faculty and administrations not to be 'onion-skinned' to criticisms, it falls short of acting on to the injustice done to the students," Alquisola said.

The CEGP is mulling over filing a complaint in behalf of the students before the DepEd and Congress over the suspension of the students and the closure of the school papers. ###

Reference:
Vijae Alquisola, 09162034402



***



Open letter to fellow highschool students of Quesci and alumni:
I am utterly enraged over the news that four students of my beloved Alma Mater, Quezon City Science High School, would be suspended because they blogged against the school administration and the current principal, Dr. Zenaida Panti Sadsad.

I went to check for myself the contents of the blog and there were edited images of Dr. Sadsad depicted as a dictator, stories of questionable policies, and seemingly endless threads of comments all critical to the principal, some members of the teaching staff, and the school administration as a whole.

I am aghast by the punitive and vindictive measures taken by Dr. Sadsad and her cohorts to suspend the four students. I am also incensed that the school's publications The Electron and The Banyuhay have also been padlocked.

Going by how Dr. Sadsad confronted the issues raised by the students' blog, it is obvious that her administration has not been giving the QCSHS students any meaningful venue where they can air their disgust and legitimate demands. The horrendous, illegal message is: "You complain, you get suspended."

This is an outrage. This is a terrible violation of students' constitutional right to freedom of speech and expression. This is a bad manner of mitigating disputes. This is not discipline but repression. From the looks of it, the students were meted with a rather heavy penalty but without due process.

It is in this light that I urge my fellow QCSHS alumni, parents and students of current students to press that the 10-day suspended be rescinded.

Moreover, let us urge the Quezon City government and the Department of Education to instead investigate the misadministration of Dr. Sadsad. For naked abuse of power alone, it is Dr. Sadsad who should be suspended or thrown out of the school.


Respectfully,
Rafael Joseph Maramag
Alumnus
Quezon City Science High School



***

Appalling... I echo the same sentiments. I am all for further investigation of all parties involved.

Joyce Anne R. Ponciano
Alumnus, Batch 2000
Quezon City Science High School

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