PERIODICAL TEST IN TLE-ICT 7

TABLE OF SPECIFICATION

Competencies No. of Item Cognitive Process Dimension

Items Numbers DepEd Order No. 8 s. 2015
Remembering Understandi Applying Analyzin Evaluating Creating
ng g
Identify the different types of 2 1-2 /
computers.
Determine the characteristics of 1 3 /
computer.
Recognize the role of different system 3 4-6 /
unit of a Computer.
Classify the different computer 3 7-9 /
Memory.
Single out input devices of computer 1 10 /
and its functions.

Appraise whether the statement is a 10 11-20 /

good features of Desktop Publishing.
Arrange the steps in managing text in 5 21-25 /
the publication.

Arrange the process of aligning an 5 26-30 /

object/s in the publication.

Label the parts of MS publisher 10 31-40 /

windows
Assess one’s PECs: characteristics, 10 41-50 /
attributes, lifestyle, skills, traits

ANSWER KEY

1.c 26.b
2.b 27.a
3.a 28.c
4.a 29.e
5.b 30.d
6.a 31. Quick Access Toolbar
7.a 32. Ribbon
8.b 33. Ruler
9.c 34. Minimize / Maximize
10.b 35. Close
11.True 36. Guides
12.True 37. Publication
13.True 38. View and Zoom
14.True 39. Page Sort
15.False 40. Page Navigation
16.False 41. E
17.False 42. K
18.True 43. H
19.True 44. A
20.True 45. J
21.b 46. B
22.a 47. C
23.c 48. I
24.d 49. D
25.e 50. F
 FIRST PERIODICAL TEST IN TLE-ICT 7

Name:____________________________________ Yr. & Sec.: ________________Date: ________ Score:__________

PART I. MULTIPLE CHOICES. Direction: Identify the word or group of words being referred in the sentence. Choose the
letter of the correct answer.
1. A programmable device which can perform many day to day functions like simple to complex calculations, writing letters,
drawing, creating greeting cards, play songs, videos and much more.
a. Hardware b. Software c. Computer
2. This type of computer is designed in which a way that the system unit, input devices, output devices and all other devices fit
conveniently on or under a desk or table.
a. Notebook Computers b. Desktop Computers c. Hand-held Computers
3. Which is not a characteristics of a computer?
a. Inaccuracy b. Speed c. Storage capability
4. A box-like case that houses the electronic components of the computer which are used to process data.
a. System Unit b. Motherboard c. CPU
5. A large board which contains a number of tiny electronic and other components inside the system unit.
a. CPU b. Motherboard c. System Unit
6. A Processor in the computer which manages most of the computer operations and carries the basic instructions that
operate a computer.
a. CPU b. Motherboard c. System Unit
7. A type of computer memory that consists of memory chips that can be read from and written by the processor and other
devices.
a. Random Access Memory b. Read-Only Memory c. Expansion Cards
8. This refers to a memory Chips storing data that can be read only and the data room cannot be modified.
a. Random Access Memory b. Read-Only Memory c. Expansion Cards.
9. This card is a circuit board that lets you add new features to a computer.
a. Random Access Memory b. Read-Only Memory c. Expansion Cards.
10. A device that contains the keys to type information into computer.
a. Speakers B. Keyboard c. Joys stick

PART II. TRUE or FALSE. Direction: Appraise if the statement below is the thing that Desktop
Publishing can do. Write True if it is, and False if it is not.
______________11. Design print communications such as brochures, flyers, ads and posters.
______________12. Design print communications such as catalogues, directories, and annual reports.
______________13. Design logos, business cards, and letterheads.
______________14. Design and publish newsletters, magazines, and newspapers.
______________15. Edit pictures, Crop, Resize and animate.
______________16. Edit and publish videos.
______________17.Design books and booklets
______________18. Create resumes and business forms
______________19. Converting print communications to formats including Web and smart devices such
as tablets and phones.
______________20. Designing and publishing blogs and websites.

PART III. LOGICAL ORGANIZATION. Direction: Arrange the correct steps on the following. Write Letter A-E.
A. Working with text
________21. Click the Draw Text Box command.
________22. On the Ribbon, select the Insert tab and locate the Text group.
________23.The cursor will turn a crosshairs + Click anywhere on your publication and drag your mouse
to create a box.
________24. Start typing inside the text box.
________25. Save.

B. Aligning Objects to the Page

________26. Click the Format tab and locate the arrange group.
________27. Select the object or objects you want to align.
________28. Click the Align drop-down command.
________29. Save
________30. Select one of the six alignment options.

PART IV. Label the Basic Parts of MS Publisher Windows

23. 24. 25.
22.

21.
 29.

28.

CHOICES:

Page Navigation View and Zoom Minimize / Maximize

Publication Ruler

Guides Ribbon

Page Sort Close Quick Access Tool Bar

PART V. MATCHING TYPE. Direction: Match Column A to Column B to get the correct description of Personal
Entrepreneurial Competencies. Write the letter on the space provided

COLUMN A COLUMN B
______1. Creative A. makes wise decisions towards the set objectives.
______2. Profit-oriented B. strategic thinking and setting of goals.
______3. Disciplined C. trusting in one’s ability.
______4. Sound decision maker D. adoptable to change
______5. Possess people skills E. innovates to have an edge over other Competitors
______6. Excellent Planner F. Solid dedication
______7. Confident G. Skillful in record keeping
______8. Hard working H. always sticks to the plan

______9. Ability to accept change I. work diligently

______10. Committed J. Effective and efficient communication skills and relates
well to people
K. Always looking for an opportunity to have earn more
The Victorian Government’s Dignity and Respect statement that says:

The Department of Education and Training is committed to providing safe and supportive work environments where
diversity is valued and everyone is treated with respect, fairness and dignity.

Discrimination, sexual and other forms of harassment, bullying, violence and threatening behaviour are unacceptable.

All employees, students, parents and visitors in schools and other DET workplaces are expected to act accordingly.
The Department (which includes schools) and school councils, will act to ensure that the safety, security, health and
wellbeing of all employees, students, parents and visitors in schools and other DET workplaces are protected.

The Victorian Equal Opportunity Act (2010) outlaws discrimination, and requires schools to take reasonable steps to
eliminate it as much as possible. The Commonwealth Disability Discrimination Act (1992) and other anti-discrimination
laws also protect your child’s right to attend school free from discrimination and harassment. ‘Harassment’ includes any
actions in relation to your child’s disability that is likely to humiliate, offend, intimidate or distress them, or you as their
family member. Bullying is a form of harassment.

The same laws outlaw victimization, which is when someone is treated unfairly for complaining, or helping others
complain, about an incident of discrimination or harassment.

What is bullying?
Bullying can include:

Direct physical or verbal bullying, such as name-calling or repeated exclusion of a child from social groups or activities.
Bullying also includes nasty jokes, mimicking someone or causing them physical harm.
Indirect bullying, carried out behind someone’s back with the intention of humiliating them or hurting their reputation.
Cyber-bullying, including direct or indirect bullying or harassment via mobile phone, websites or social media.
Bullying can come from other students, sometimes reinforced by stereotyped attitudes of their family members.

Bullying can also come from staff with stereotyped attitudes, such as a teacher who tells student off for ‘not trying’
without recognising the impact of their disability. Bullying can be reinforced by teachers who do not challenge such
behaviour from other students and staff, and do not actively support the inclusion of students with a disability.

Top

Action on bullying by schools

There are many things that schools can do to prevent discrimination and bullying, and to promote a school culture
where everyone’s rights are respected. The Victorian Government provides information and advice for students,
families, teachers and school leaders on bullying and harassment on the DET website under ‘Bully Stoppers’.

Many schools have good anti-bullying programs, and yet students with a disability continue to experience high rates of
discrimination, exclusion and bullying, according to the federal government’s most recent five-yearly review of the
Disability Standards for Education. Bullying on the basis of disability can be combined with other experiences of
exclusion, for example for students from Aboriginal or migrant backgrounds, or those who are same-sex attracted or
gender questioning. Prevention of bullying is also about positive measures to support the inclusion of all students.

Schools could consider developing specific policies and strategies to prevent and address bullying based on disability,
including helping staff to recognise and respond to bullying, challenge stereotyped beliefs about people with a disability
and support inclusion of all students.

Top

Standing up against bullying

You can do a lot to highlight the issue of bullying and exclusion at your child’s school. Ask the school for their anti-
bullying policy and suggest ways it can be promoted to the school community. Discuss it with your child’s teachers and
support staff, and with other parents and carers. And be sure to make the school aware promptly if your child is
experiencing exclusion, discrimination of bullying, including on the basis of their disability.

Find out more about effectively raising a concern at school.

Read tips from other parents and carers and ACD’s support staff about taking action on concerns about bullying or
exclusion at school in our Tips for dealing with common challenges.
Top

Discrimination can take many forms

A student with a disability experiences discrimination if they are excluded from any aspect of the learning experiences
offered by schools, without either reasonable adjustments or a comparable alternative. This includes exclusions from
activities such as sport, excursions or camps, or physical parts of the school environment.

Discrimination might arise from an adjustment intended to address the student’s needs, but which actually results in
their disadvantage, for example if the student has to go to unreasonable lengths to access part of the school facilities.
Discrimination can arise from the actions of a single person or group. It can also be ‘institutional’, arising from the
school’s failure to recognise, understand or meet a student’s learning needs.

This discrimination is often not intentional, but a product of limited time and resources. Indeed, many teachers and
other staff might not be aware of their legal obligation to meet the learning needs of students with a disability.

The National Disability Coordination Officer Programme has produced a website guide to the Disability Standards for
Education, which can help people with disabilities, parents and carers, and education provider to understand the most
important parts of the Disability Standards for Education.
The University of Canberra and all state and territory governments have partnered to produce a suite of e-learning
courses for teachers and school staff about these obligations.
Top

What you can do

Students have the legal right to protection from discrimination on any basis, including disability, race and culture,
religion, gender, sexual orientation or gender identity, or family structure.

Students need to feel comfortable and accepted for who they are. Schools should be inclusive, and adapt their teaching
practices, support services and environment to the diverse needs of their student population.

The Victorian Equal Opportunity and Human Rights Commission can give advice and take complaints about
discrimination on many different grounds. Read more about how VEOHRC can help on the page Using external
complaints mechanisms including human rights bodies.
You can contact the ACD Support team, Communication Rights Australia (CRA) or Youth Disability Advocacy Services
(YDAS) for information and support in relation to discrimination on the basis of disability.
Aboriginal families can find out more about their children’s rights and resources out there to help from Rock Solid, our
resource for Aboriginal families.
CALD families can see our information in five community languages (Arabic, Vietnamese, Chinese, Punjabi and Tagalog),
contact services such as ADEC or speak to our parent support team about racism and cultural issues.
If your child is same-sex attracted or gender-questioning, you can find information and support, including support
groups offered by many community health services and local Councils. Contact the Safe Schools Coalition or PFLAG –
Parents and Friends of Lesbians and Gays.
Same-sex parented families can find information and resources through Rainbow Families Council, Bouverie Family
Services or the Safe Schools Coalition.

Landslides can happen anytime in all regions of Canada. The best way to protect yourself and your family in case1of a
landslide is to follow these steps:
Learn and be alert to early warning signs.
Evacuate immediately if landslide is likely. If you cannot evacuate and are inside, curl into a ball and protect your head.
Prepare for secondary risks such as flooding, downed power lines, and damaged buildings.
Before
The key to staying safe is to prepare and to have an emergency plan in place.
Find out if you live in an area where landslides could potentially happen. Landslides may also be referred to as
mudslides, debris flows, mudflows or debris avalanches.
Listen to local news and weather reports for any potential landslide watches and warnings in your area.
Download the Canadian Red Cross Be Ready App for instant access to information needed to prepare for different
emergency situations.
Talk with your family and neighbours about what you would do during a landslide. Identify a safe place to gather.
Have practice drills with your family, so you know what to do and are prepared.
Become familiar with the land around where you live and work so that you understand your risk in different situations.
Avoid actions that could increase instability. For example, don’t undercut a steep bank; don’t build near the top or base
of steep slopes; don’t place fill on steep slopes; and don’t drain swimming pools or otherwise increase water flow down
steep slopes.
Learn how to recognize the signs of potential imminent landslides. This could include slope cracks, slope bulges, an
unusual seepage of water on the slope, sudden changes in stream flow and small rocks falling.
Watch the patterns of storm water drainage on slopes near your home, especially where runoff water converges.
Know who to notify if you see these signs. Have municipal emergency contact numbers on hand.
Have your emergency kit ready

During

Be prepared to evacuate at a moment’s notice.

If you suspect imminent danger evacuate immediately. Inform affected neighbours if you can, and contact your public
works, fire or police department.
Listen for unusual sounds that might indicate moving debris, such as trees cracking or boulders knocking together.
If indoors:
Find cover in the part of the building that is the furthest from the approaching landslide.
Take shelter under a strong table or a bench.
Hold on firmly and stay put until all movement has stopped.
If outdoors:
Move quickly away from its likely path, keeping clear of embankments, trees, power lines and poles.
Stay away from the landslide area. The slope may experience additional failures for hours to days afterwards.

If you are in your car:

Watch for collapsed pavement, mud, fallen rocks and other indications of possible debris flow.
After
Continue to take precautions and listen to and follow directions from local authorities.
Listen to the radio, watch your local news channels, and/or follow your local news outlet and/or emergency officials on
social media for further instructions from officials and local leaders.
Stay away from the slide area until local officials say it is safe to enter.
Look for and report broken utility lines to appropriate authorities. Reporting potential hazards will get the utilities
turned off as quickly as possible, preventing further hazard and injury.
Check your home’s foundation, chimney and surrounding land for damage.
Replant damaged ground as soon as possible because erosion caused by loss of ground cover can lead to flash flooding.
If you suspect your home is unsafe, do not enter. Rely on the professionals to clear your home for re-entry, if you are
unsure.

Before an earthquake
wrench iconextinguisher icon

Movement of the ground seldom is the actual cause of death or injury. Most casualties result from partial building
collapses, falling objects and debris, like toppling chimneys, falling bricks, ceiling plaster, and light fixtures. Many of
these conditions can be prevented by taking a few steps now to prepare.

Place heavier objects on lower shelves to prevent breakage and personal injury.
Bolt to walls anything that might topple, like top-heavy shelves, appliances, and furniture. Don't hang heavy picture
frames or mirrors over the bed. Don't hang plants in heavy pots that could swing free of hooks.
Strap your water heater to wall studs with metal plumbing tape to prevent broken pipes and fires.
Locate master switches and shutoff valves for all utilities and know how to turn them off. Your local utility company can
show you.
Keep on hand a flashlight; a portable radio with fresh batteries; a first-aid kit; a fire extinguisher (Class C is designed to
use safely on any type of fire, including electrical, grease, and gas); a three-day supply of fresh water; nonperishable,
ready-to-eat foods; and an adjustable wrench for turning off gas and water.
During an earthquake
During an earthquake Drop, Cover and Hold On!
During an earthquake, you may experience a gentle shaking that becomes violent in a second or two and knocks you off
your feet, or you may be jarred first by a violent jolt as though your house was hit by a truck. A second or two later, you
feel the shaking and, as in the first example, it may be impossible to move from one room to another.

Stay calm and stay put.

If indoors, DROP to the ground; take COVER by getting under a sturdy table or other piece of furniture; and HOLD ON
until the shaking stops. If there isn’t a table or desk near you, cover your face and head with your arms and crouch in an
inside corner of the building, under a desk or heavy table, cover your head and neck and hold on until shaking stops.
Stay away from windows or brick masonry (like fireplaces), bookcases, china cabinets and mirrors.
If outdoors, stay away from buildings, trees and power lines.
If driving, move away from overpasses, stop slowly in a safe area, and stay in your vehicle. Stay off bridges. Listen to the
radio.
If in a high-rise building, stay in the building, on the same floor. Get under a desk and stay away from outside walls and
windows. Do not use the elevator.
After an earthquake
radio iconno phone icon
Expect aftershocks. These secondary shock waves are usually less violent than the main quake but can be strong enough
to do additional damage to weakened structures and can occur in the first hours, days, weeks, or even months after the
quake.
Wear sturdy shoes to protect your feet from broken glass.
Check for injuries and apply necessary first aid.
Check gas, water, electrical lines, and appliances for damage. If you smell gas or see a broken line, shut off the main
valve. Do not switch on the gas or electricity again until the power company checks your home. Do not light matches,
use any open flames, or turn on electrical switches or appliances until you are certain that there are no gas leaks.
Check to see that sewage lines are intact before you use the toilet. Plug bathtub and sink drains to prevent sewage
backup.
Clean up spilled medicines, bleaches, gasoline, and other flammable liquids.
Check for building damage and potential safety hazards like cracks around chimneys or foundations.
Be prepared for aftershocks, which can further damage weakened structures.
Listen to the radio for public safety instructions.
Do not use the telephone except in an emergency.

The following are things you can do to protect yourself, your family and your property from the effects of a landslide or
debris flow:

To begin preparing, you should build an emergency kit and make a family communications plan.
Prepare for landslides by following proper land-use procedures - avoid building near steep slopes, close to mountain
edges, near drainage ways or along natural erosion valleys.
Become familiar with the land around you. Learn whether debris flows have occurred in your area by contacting local
officials. Slopes where debris flows have occurred in the past are likely to experience them in the future.
Get a ground assessment of your property.
Consult a professional for advice on appropriate preventative measures for your home or business, such as flexible pipe
fittings, which can better resist breakage.
Protect your property by planting ground cover on slopes and building retaining walls.
In mudflow areas, build channels or deflection walls to direct the flow around buildings. Be aware, however, if you build
walls to divert debris flow and the flow lands on a neighbor's property, you may be liable for damages.
If you are at risk from a landslide talk to your insurance agent. Debris flow may be covered by flood insurance policies
from the National Flood Insurance Program (NFIP).
During

During a severe storm, stay alert and awake. Many deaths from landslides occur while people are sleeping.

Listen to local news stations on a battery-powered radio for warnings of heavy rainfall.
Listen for unusual sounds that might indicate moving debris, such as trees cracking or boulders knocking together.
Move away from the path of a landslide or debris flow as quickly as possible. The danger from a mudflow increases near
stream channels and with prolonged heavy rains. Mudflows can move faster than you can walk or run. Look upstream
before crossing a bridge and do not cross the bridge if a mudflow is approaching.
Avoid river valleys and low-lying areas.
If you are near a stream or channel, be alert for any sudden increase or decrease in water flow and notice whether the
water changes from clear to muddy. Such changes may mean there is debris flow activity upstream so be prepared to
move quickly.
Curl into a tight ball and protect your head if escape is not possible.
After

Go to a designated public shelter if you have been told to evacuate or you feel it is unsafe to remain in your home. Text
SHELTER + your ZIP code to 43362 (4FEMA) to find the nearest shelter in your area (example: shelter 12345).
Stay away from the slide area. There may be danger of additional slides.
Listen to local radio or television stations for the latest emergency information.
Watch for flooding, which may occur after a landslide or debris flow. Floods sometimes follow landslides and debris
flows because they may both be started by the same event.
Check for injured and trapped persons near the slide, without entering the direct slide area. Direct rescuers to their
locations.
Look for and report broken utility lines and damaged roadways and railways to appropriate authorities. Reporting
potential hazards will get the utilities turned off as quickly as possible, preventing further hazard and injury.
Check the building foundation, chimney, and surrounding land for damage. Damage to foundations, chimneys, or
surrounding land may help you assess the safety of the area.
Replant damaged ground as soon as possible since erosion caused by loss of ground cover can lead to flash flooding and
additional landslides in the near future.
Seek advice from a geotechnical expert for evaluating landslide hazards or designing corrective techniques to reduce
landslide risk. A professional will be able to advise you of the best ways to prevent or reduce landslide risk, without
creating further hazard