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ABSTRACT
MARIA MYCA RIEGO GENITA. Visayas State University. July 2022. Remote

Internship at Astoria Culinary and Hospitality Institute

ADVISER: Magnolia Clitar- Lao

This internship report discusses the internship program at Astoria Culinary and

Hospitality Institute, ACHI. Astoria Hotels and Resorts is a group of hotel

accommodations located throughout the Philippines, now developed into a training

institution to provide high-quality education and hospitality services. ACHI offers

training programs that deepen the passion, enhances the skills and potential of future

hospitality professionals. The practicum coordinator and the training provider partner

to give a virtual orientation. This orientation was both attended by parents and

students to choose the desired training provider, ACHI was chosen by the majority of

parents and students who attended. A combination of synchronous and

asynchronous mode of education was provided in the remote internship by ACHI. It

delivers a primary lesson regarding hotel amenities, departments, functions and

service. The trainee acquired primary data through training experiences, insights

and reflection as well as the trainee’s observation. On the other hand secondary data

were obtained through websites, articles and journals. This report undergo rigorous

checking by the adviser and finish with a defense hearing presented by the trainee

and attended by the Student Research Committee (SRC) members and the OJT

coordinator.
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ACKNOWLEDGEMENT

This internship report would not have been possible without the guidance and

the help of these several people who assisted the student along the journey of

completing this report.

The trainee wishes to express gratitude to Miss Chelyn Estillore, the OJT

coordinator, for guiding and inspiring her from start to finish.

To the Astoria Culinary and Hospitality Institute, ACHI with the training

provider that honed us with knowledge, experience and skills that would benefit the

student in their future job and give them the necessary information for this internship

report.

To Miss Magnolia C. Lao, internship adviser, for her assistance and guidance

throughout the creation of this internship report.

The trainee’s family provides support, inspiration, and motivation for student

pursuing to complete this report.

Finally, to Almighty GOD, thank you for being a “listener, protector, and

strength” for the trainee to overcome all the hindrances in creating this report.

Maria Myca Genita

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I. INTRODUCTION

Tourism, often known as the travel industry, is the practice of people traveling

to different countries outside the typical environment for a short period for pleasure or

business. It comprises other sectors that bring people enjoyment, fun, and

experience (Youseff et al., 2022). According to "American Hospitality Academy 2012"

tourism and hospitality are closely linked because tourism companies are considered

hospitality. Regardless the tourist is traveling for business or pleasure; all travelers

require basic amenities. Therefore, the tourism industry relies on the hospitality

industry to survive. The two are inseparable and rely on one another for survival

(Jackson, 2017). In addition to serving as a supplier to the tourism industry,

hospitality benefits tourism by providing a safe and pleasant environment. (Llanes,

2020)

Colleges and the industry have collaborated to educate the next generation of

hospitality professionals through trainers, better known as On the Job Training, to

comprehend the industry's requirements. The Commission on Higher Education

implements programs emphasizing the practicum requirements for schools that

students must adhere to and complete in the field of hospitality. However, all

activities deranged by a pandemic were affected by the internship opportunity

(Bartek, 2020). Since April 2020, CHED's COVID advisory No. 6 has suspended all

local and international practicum activities for all HEI's Higher Education Institutions.

This CHED memorandum order will offer rules for implementing practicum activities

for the Bachelor of Science in Tourism Management and Bachelor of Science in

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Hospitality Management programs. Some students completed all academic

requirements with virtual arrangement practices by the start of the 2021-2022

academic year. (Appendices A)

The COVID-19 Pandemic severely impacted the tourist and hospitality

industry in 2020, UNWTO 2020. It has caused an unprecedented challenge to the

tourism and hospitality industry. Community lockdowns, social distancing, travel and

mobility restrictions, and other strategies that could deflate the COVID-19 pandemic

have resulted in the temporary closure of many tourism and hospitality businesses

and a significant decrease in demand for those tourism and hospitality businesses

that were permitted to remain open (Bartek, 2020). In addition, the Department of

Tourism issued new standard protocols and rules for lodging establishment DOT

accredited- restaurants, and tourism land services (Appendix B)

The university must adapt to changes that affect their learning system,

especially courses that require actual training. Despite that sudden change, the

Visayas State University posted a slogan indicating "No Viscan left behind."

Correspondingly, the Department of Tourism and Hospitality Management (DTHM)

initiates to continue the OJT in 2020 through the virtual internship. It has been proven

effective in exchange for actual OJT due to the two previously graduated batches

with no stagnation.

In conclusion, Astoria Culinary Hospitality Institute or ACHI received the most

votes among the two training providers for the third time after appropriate bidding

attended by both students and parents. The ACHI won due to their way of

persuading, convincing, and realistic presentation, influencing most students.

ACHI's platform provided hospitality students with the knowledge, familiarity,

and vast experience that prompted them to create this report. Therefore, the student
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was eager to inform and share their excellent experience with the successor who

would attend the next training, contribute to enhancing instruction, and partake in the

delight and enjoyment of creating the report.

Furthermore, the objective of this internship report is to:

1.) describe the profile of ACHI;

2.) describe the training experiences in the remote internship program of ACHI;

3.) discuss challenges encountered during the training and measures taken; and

4.) provide recommendations to improve the implementation of the remote

internship program of ACHI.

In addition, to complete the objective of this report, primary and secondary

data were used by the trainee. The trainees' observations gathered the primary data

throughout the internship program at ACHI. Secondary data came together through

related literature, journals, company websites, and other online sources.

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II. PROFILE OF PROGRAM OFFERED

Background of Astoria Culinary and Hospitality

Astoria Culinary and Hospitality Institute ACHI is a learning institution

established in 2011 by Astoria Hotel and Resort. ACHI is the training arm of Astoria

Hotel and Resort, which is well known for its top-notch and well-equipped hotel

facilities. (Astoria Culinary and Hospitality Institute,2021)

ACHI is for professional and non-professional hospitality and tourism students

who want to improve and expand their skills in the service business. It merges

academic and experiential education by collaborating with schools and individuals to

enhance educational quality for each student to become a competent professional

through vigorous training and coaching. It also provides trainees equal opportunity to

enhance their potential in the hospitality field. (Astoria Culinary and Hospitality

Institute,2021)

The competitive advantage of ACHI is to provide students and professionals

with quality training for over ten years, a TESDA compliant, and trains professors and

students abroad, particularly in Vietnam and Indonesia. It has certified, thriving,

experienced trainers in their field of expertise and top-notch, equipped actual hotel

and resort facilities. (Astoria Culinary and Hospitality Institute,2021)

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To provide quality education for professionals and students, ACHI established

a mission to provide the latest practical and theoretical by conducting intensive

training with experienced hospitality industry professionals. Its vision is to be the

prime learning institution for professional competency and world-class services in the

hospitality and culinary industry and to educate and mentor students to equip them

with the cutting-edge skills and best practices needed to build a strong career in the

hospitality industry. (Astoria Culinary and Hospitality Institute,2021)

Location of Astoria Culinary and Hospitality Institute, ACHI

ACHI is located at 15 Escriva Dr. Ortigas Business District, Pasig, near

General Araneta, General Delgado, General Segundo in the city of Manila

Philippines. A total of 22 hours and 43 minutes travel from Visayas State University

Visca Baybay, Leyte to the ACHI’s location by land transportation. The fastest route

is through air transportation at 1 hour and 25 minutes.

(See Figure 1)

NCR
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Figure 1 Location Map of ACHI

Astoria Culinary and Hospitality Institute Website

Programs offered by ACHI

ACHI enhances the student’s credentials and boosts their market abilities in a

competitive job market, prepares networking opportunities, and enriches the quality

of every curriculum through affordable programs.

The online program helps students develop their skills, familiarization with

hotel operations, and deepen their passion for the service industry. Significantly

guide and train students using their expertise and knowledge acquired working for

years in the hospitality industry.

It offers online programs based on DOT-ASEAN manuals aligned to the

requirements mandated by CHED and the Department of Education DepEd. Table 1

illustrate the web training program offered by ACHI. A school-based virtual training

program aligned to the requirements mandated by the DOT training manual. Table 2

illustrates the new normal special online webinars conducted for students and faculty.
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Table 1. Astoria Culinary and Hospitality Institute, ACHI Virtual Practicum

Program

On-the-web Training Program

Virtual Training Programs for College and Senior High School based on the
Department of Tourism, DOT Training Manual
1. Virtual Housekeeping
Training
Each of the training programs has a module duration
of specifically:
2. Virtual Food and For college students:
 Basic Operation
Beverages Services
Total: 2 modules for 2 months
 Supervisory
Training
Total: 4 modules for 3 months
 Managerial
3. Virtual Front Office Total: 5 modules for 4 months
For Senior High School student:
Training  Basic Operation
Total: 2 modules for 2 months
 Work Immersion
Total: 3 modules for 3 moths
4. Virtual Food
Production Training

Table 2. ACHI Webinars

Webinars (New Normal)

Special online seminars conducted for students and faculty

Hotel Housekeeping Operations

Hotel Baking & Pastry Production

Hotel Food & Beverages

Hotel Commercial Cookery
Operations
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Hotel Front Office Operations

Customer Service

Step to Leadership
Personality Image

The Organization of Astoria Culinary and Hospitality Institute, ACHI

The organizational structure describes how the tasks and responsibilities of

the organization are distributed among employees to achieve its objectives. (refer to

Figure 2)

ACHI’s organizational chart is headed by the training director which

responsible for assessing the training needs based on the skills analysis and

managing the training budget. The director of program development and marketing is

responsible for planning the entire program. They defined and set program objectives

following the strategic objective of the organization. The assistant program manager

oversaw and created the project's budget and oversaw the organization's personnel.

The OJT program chair is responsible for maintaining faculty and staff records.

The program executive is responsible for the planning, managing, and

executing client activities at a center. The senior program executive leads the team in

managing a project by utilizing analytical abilities. The TESDA officer in charge of the

assessment center is responsible for providing management with information and

assistance.
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Training Center Director

Director for Program Development and Marketing

Assistant Program Manager OJT Program Chair

Senior Program Executive TESDA Assessment

Center Officer In charge

Program Executive

Virtual Assistant

Figure 2 ACHI Organizational Chart

https://astoriaculinaryandhospitalityinstitute.com/
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III. TRAINING EXPERIENCES

Before the training

Virtually the student attended a general orientation conducted by the OJT

coordinator. The student learned about the documents required prior to the training

and the things to do in a virtual internship. During the orientation, the trainee was

unprepared and had many fears about participating in the training. The student was

experiencing self-doubt and unwillingness; however, through encouragement,

support, and advice of the parents and OJT coordinator student was eager and

motivated to participate in the training.

           The student then prepares the required documents, such as parental consent

(see Appendix C), submitted through an online platform, and travels a distance to

process and submit directly to VSU the remaining documents, such as the student

research committee form and to meet up with the adviser. At the time of the process,

the student felt excited about proceeding with the training.

 Following that is the general orientation that students, and parents attended.

The orientation introduced the selected training provider chosen by the DTHM

faculty. The student learned the competitive advantages, the service offered as well

as the cost of each training provider. Throughout the orientation, the student felt
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curious and bothered regarding what training provider to choose. A thorough

discussion between the students and parents follows about what specific training

provider to choose, considering the benefits and costs. The student is experiencing

confusion and difficulties settling on the best training provider to pursue. As a result,

the student learned the significance of evaluating pros and cons and discussed

between parents and students in creating essential decisions. ACHI meets student

and parents' demands, leading to their win as the training provider.

          ACHI canceled the front office student's departmental orientation due to the

typhoon Agaton that hit the province of Leyte. The situation brought worries and fears

to the students. Some students lost their internet connection which affected the

training resulting in ACHI canceling the supposed orientation; at the same time, the

Visayas State University also froze all activities to be scheduled after the typhoon.

Regardless of the difficulties encountered throughout the training preparation,

students did not treat it as a disturbance. Instead, it develops their courage,

readiness, and motivation to pursue the training.

During the training

Astoria Culinary Hospitality Institute ACHI conducted a departmental

orientation highlighting the in-depth introduction of the institution. During the

orientation, the trainee learned the module to discuss and the rules and regulations

to apply. The student felt excited as ACHI conducted a quick virtual tour that gave a

clear picture of hotel operation and new standard technologies used during COVID-

19 occurrences. The virtual tour enables the trainee to build their curiosity about how

to work in the hospitality industry.

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A synchronous class is conducted every week through the virtual platform (refer

to Appendix D). The trainee prepares by viewing relatable videos and noting down

essential information required in the discussion. The discussion provided by ACHI

was familiar for it contains topics that are discussed in school which the trainee

already experienced and learned, resulting in trainees feeling disappointed and

losing their willingness to learn. Conversely, assessments make an immense help in

changing the perception of the trainee towards the training.

In the middle of the training, the trainee experienced a delay in uploading the

practice activities and assessments, resulting in trainees not being able to submit

their outputs immediately, making trainees feel annoyed and frustrated. ACHI's

handling of the issue disappointed the trainee, for ACHI did not respond immediately

to the issue. Thanks to the trainees' effort, ACHI became aware of the issue and took

action to solve it.

Assessments provided by ACHI build the training experience worth

remembering and enjoyable. It enables the trainee to evaluate their learnings in

every topic. In the first assessment, the trainee experienced creating a video

regarding proper grooming amidst of pandemic. The experience made the trainee

realize how negligent the trainee was in the past; through this assessment, the

trainee motivates to change and start taking good care of the self. Performing the

assessment, the trainee felt happiness and excitement, as this experience helps the

trainee to change practices and boost confidence.

Following that, the trainee experience throughout module 2 assessment about

the different activities in the front office, including how to check-in process (refer to

Appendices E), handling guest complaints, and being a telephone operator. This

assessment is challenging for trainees because it contains trainees' weaknesses and

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fears and makes the trainee experience self-doubt in completing the assessment.

The trainee felt worried and motivated for this assessment needed the trainee to act

and execute as a front office agent. Through this assessment, the trainee develops

interpersonal skills in communicating and interacting with guests, which helps the

trainee change bad habits towards interacting with people that the trainee did not

realize in the past. It helps the trainee learn to interact with the guest with eye contact

and respect. In the middle of performing the assessment, a problem arises. Loud

noise disturbed the trainee, resulting in the trainee continuing the assessment in a

quiet place. This experience enabled the trainee to learn to be resourceful and clever

in finding solutions and vigorous in conquering fears.

The trainee experience in module 3, the hands-on training uses Property

Management System, PMS. This topic was familiar to the trainee as discussed in

school; however, there was no hands-on training due to the unavailability of

equipment and system. The trainee did not have sufficient knowledge regarding the

features and the use of the system. It led to curiosity and anxiousness of trainees on

trying the system. Performing this assessment, the trainee felt fear, worry, and

eagerness to try and learn more about the Property Management System. In this

experience, the trainee must perform hands-on training regarding registering, check-

in with the guest, and updating the guest profile, which the training instructor gives

allotted time for trainees to perform. Due to this experience, the trainee knows how to

handle work stress and pressure. The trainee learned that using Property

Management System must know how to focus on work to encode the right

information in the system correctly. It changes the trainee's attitude by becoming

mindful and aware of every detail regarding information and situations.

 Moreover, in assessments 4 and 5, the trainee felt bored for these topics did

not have assessments to perform. The case study and reaction paper provided by
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ACHI lifted the trainee's bored feeling. The trainee expressed enjoyment in

answering and watching videos related to the topic as well as experience difficulties

locating information regarding hotels that are not entirely present on the online

websites. The experience helps the trainee learn and understand the significance of

knowing the competitor's strengths and weaknesses and the professional behavior in

the hospitality industry. This experience changes the trainee's attitude by being

observant and meticulous as well as the experienced learned from watching videos

becomes a practice for the trainee to become professional in working.

Post Training

At the end of the training, the trainee had difficulty accessing module 5 since

the training provider had not yet uploaded the module to the portal. This situation

became a hindrance for the student in completing an internship report.

On the contrary, the experience throughout the training enables the trainee to

understand the hospitality industry deeply. Through this training, they gain learning

that would benefit not only for future work but also in their life. Enables to improve

their skills and knowledge and a purpose of helping trainee to grow.

Regardless of the challenges and difficulties trainees experience throughout

the training. It did not become a hindrance to stepping back; instead, it helps the

trainee to realize essential decisions in life.

Challenges and Issues

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During the training period, it was inevitable that problems and issues would

arise. Table 3 below illustrates the challenges and actions trainees experience

before, during and post-training. This table indicates challenges affecting the

trainee’s emotions and performance, as well as how the trainee addressed solutions

for those challenges experienced throughout the training.

Table no.3 Challenges and issues encountered and actions taken

Personal Barriers

Challenge Action Taken

Encountered

Lack of conducive  Find a quiet place when performing

place assessments

Self-doubt and  Parents and OJT coordinator encourage

unwillingness support, and advice the trainee.

Program Barriers

Delaying in uploading  Addressed the concern to the trainer through

modular videos group chat or after the online lectures.

Late response to the  Initiate a group chat or direct message the

trainee’s concern trainer through email or any social media
accounts available.

Event and Situation Barriers

Destruction of  Academic freezing as well as cancellation of

Calamity activities.
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IV. INSIGHTS AND REFLECTIONS

This training is an opportunity for the trainee to grow and be ready to conquer

any challenges and struggles they may face. It allows trainees to get out of their

comfort zone and encourage themselves to be better people. The challenges and

difficulties help the trainee to be strong enough to conquer all the hidden weaknesses

and fears.

The training serves as preparation and exposure for the trainees to work in

the hospitality industry. It serves as an eye-opener for the trainee to build self-

confidence in preparation for the future. The assessments and practice activities

experienced in this training enable the trainee to broaden their knowledge and

develop and enhance the skills used for their future career path. Through this

training, the trainee can understand real-world work that motivates the trainee to

work harder and prepare for the future.

The topic that helps the trainee to enhance knowledge regarding front office

relevant for trainees are chosen career path includes the work in the front office

operation which includes check-in process, handling guest complaints and be a

telephone operator. This topic enables the trainee to realize the significance of

communication and problem-solving skills in the operation. The proper way of

addressing the problem and interacting with guests in a hospitable manner helps the

trainee be more careful in choosing the formal and right words in interacting and

understand how to express towards guests to avoid misinterpretation adequately. In

this assessment, the trainee experiences self-doubt and challenges, which build the

trainee to become positive and gain self-trust towards oneself. It leads the trainee to

be strong enough to conquer all fears. It boosts the trainee’s confidence regarding
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socialization, which helps the trainee apply this realization not only for the trainee’s

future career path but also in life.

Furthermore, the trainee considers the topic and the assessment about how

to properly use a Property Management System to be the most helpful and essential

to learn throughout this training. Property Management System is a system used to

collect the necessary information from the guest, including their profile, reservations,

contact information, and all the necessary information. Through the discussions and

hands-on training, the trainee understands how complex and intricate the system is;

therefore, the trainee becomes cautious and develops the ability to stay calm under

pressure, enabling the trainee to perform the assigned task without being crammed

and pressured. Apart from that, the trainee becomes self-determined toward

accomplishing and performing a task that is essential in working in the hospitality

industry. Gaining self-determination from this training enables the trainee to become

more confident and prepared to face actual employment in the future.

  The experience throughout this training enables the trainee to acquire

important lessons that help the trainee to become a better version of the trainee’s

self. The reflection gained from this training, such as self-trust and determination,

boosts the trainee’s confidence and improves the trainee’s self to be mature,

prepared, and ready enough to conquer the challenges and obstacles facing the

future. Moreover, the experience gained from this training reflects the current

situation of the trainee. The trainee experienced self-doubt and fears about pursuing

the career; however, through this training, the trainee obtained self-assurance and

realization that this career would be the one for the trainee. 

In addition, the discussion and assessment throughout the training help

trainee on future career application, for this serves as exposure and preparation to
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qualified to work in the hospitality industry. The difficulties and challenges enable the

trainee to be competent and vigorous to surpass the obstacles.

This training serves as a path for the trainee towards achieving their goals. It

changes the trainee's life choices and helps them understand more about how the

actual world works. The training experiences and the learnings gathered throughout

this training enable the trainee to become mature regarding life choices. The maturity

this training brings serves as a guide for the trainee to be prepared and ready to

conquer more challenges and difficulties.

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V. RECOMMENDATIONS

In this chapter, the trainee gained insight to enhance the alternative solution

for better company management. Allows the company and institutions to be aware of

the issues throughout the training. 

Service Provider

 The trainee discovers problems and issues as to how the training provider handles

situations if specific problems and issues occur. The trainee recommends that the

training provider monitor and supervise their uploaded modules throughout the

training. ACHI may assign an active social media person who can help supervise and

address the trainee's concerns. Moreover, to be aware of and responsive to the

difficulties and concerns of trainees.

Future Trainees

Future trainees considering this type of training must select a training provider

that offers a high-quality education that will assist them in developing the skills and

knowledge required for future employment, and ACHI suits as a training provider.

Due to the absence of electronic copies, taking notes for future reference is

recommended. In this training, certain factors such as; self-preparation, time

management, creating priorities, and preparing ahead of time prevent stress and

pressure in submitting outputs and enjoy the entire training period. Furthermore, no

matter what problems and challenges they face in training, never think of giving up;

instead, be positive and enjoy.

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VI. LITERATURE CITED

Astoria Culinary and Hospitality Institute (2021).

Retrieved from: https://astoriaculinaryandhospitalityinstitute.com/
CHED (2021). Guidelines on the conduct of Practicum Activities for BSTM and
BSHM. Retrieved from: https://ched.gov.ph/wp-content/uploads/CMO-NO.-18-S.-
2021.pdf
Chi (2020) Effects of COVID-19 pandemic on hospitality industry: a review of the
current situations and a research agenda:
Retrieve from: https://www.tandfonline.com/doi/full/10.1080/19368623.2020.1788231
LLanes, (2020) The relationship of tourism and hospitality
Retrieve from:
https://www.studocu.com/ph/document/university-of-nueva-caceres/bs-tourism/macr
Youssef et al,(2022) Hospitality Industry 4.0 and Climate Change. Circular Economy
and Sustainability. Retrieve from:
https://www.researchgate.net/publication/358041331_Hospitality_Industry_40_and_C
limate_Change
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VII. APPENDICES

Appendix A. CHED memo order no. 18 series of 2021

Guidelines on the conduct of practicum activities for BSTM and BSHM

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Appendix B. DOT Memorandum Circular No. 2020-00

New Normal Protocols for Accommodation Establishments and DOT Accredited

Restaurant
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Appendix C. Parental Consent

The notarized parents consent appearing the student for training.

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Appendix D Synchronous Class

Picture of the synchronous attended by the trainee

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Appendix E. Proper Check- in Process

The trainee performing the assessment is entitled proper checking-in process.
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