June is usually the month when schools close and marks the end of the 10- month long schoolyear in Canada. It is also the start of the summer season and the time for family bonding, trips, vacation, recreation, and relaxation. For two Filipino Canadian teachers from remote Ontario North, it is the time to "trek down and travel back" to the city "where home is", to reflect, reinvigorate, and reconnect with family and friends.
Filipino Canadians Rowell Clarito Perez and Mirnalin Pillos Alforte are 2 professional educators who took up teaching assignments in two indigenous schools up North. Both are professionally certified and registered with O.C.T. designations by the Ontario College of Teachers, the regulatory body for licensing elementary and secondary school teachers in the province.
Years before, two other Fil-Can trailblazing certified teachers have accepted assignments in Nothern Ontario. Gary Salva Camu, in 2012-2013, taught multigrades at Nekestanga Education Centre under the Matawa First Nations Education Authority, located at Lansdowne House, Nekestanga First Nation Reserve, Ontario. Donna Laquindanum Scutariu also handled special education and behavioural pupils in 2013-2014 at Henry Coaster Memorial Elementary School under the indigenous band of Maarten Falls First Nation Authority in Ogoki, Ontario . Gary and Donna who brought their young families then, are now back and assigned in 2 GTA school boards.
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Filipino Canadian educator Rosario Alcazaren-Apilado, respectably quiet but passionately determined, is on a benevolent outreach mission into one of Africa's impoverished nations. Specifically, R. Apilado has been doing continuous education and social work in the village of Liwonde, Lilongwe, Malawi in Central Africa for the past 7 years since her retirement from school teaching in 2011.
A Philippine- trained teacher, Rose as affectionately called by her family, friends, and colleagues, is proudly undertaking her Christian outreach commitment as a way of meeting her personal and professional passion for helping others in need especially in the field of learning. From 2013 up to the present, she has been sharing her efforts, assistance, time, and talent with the poor children and villagers of Liwonde in Lilongwe. Located in the central region of Malawi, Lilongwe is the capital and most populated city with more than 1.2 million residents. The country is near the borders of Mozambique, Tanzania, and Zambia in Africa.
Rose Apilado's remarkable engagements in Malawi include desirable education, guidance, and guidance work with schoolchildren at Liwonde New Hope Community School, the primary school she helped establish, as well as at Chinguni Catholic Elementary School.. According to Rose, comparatively, they "maybe poorer than children from other parts of the globe, but material inadequacy has not prevented them from smiling, praying, singing and acknowledging with gratitude to God’s blessings and the gift of education!"
Sharing her wonderful story, Rose said that it all started while planning her school retirement. She "had been looking forward to a quiet and restful time reading her favorite books and devoting her time to painting and traveling". All that changed after traveling for an African safari in Kenya & Tanzania and mountain climbing at Mount Kilimanjaro in Tanzania and Mt. Mulanje in Malawi. While visiting missionary friends before flying home to Canada she met leaders of the Evangelical Baptist Church and the Catholic parish in Malawi who pleaded with her to volunteer in putting up a primary school in their village. In Liwonde, many children are very poor and could not go to school due to distance and lack of resources for a much-needed education. She decided to return in 2013 and started a Kindergarten class with 5 students in September and ending the school year with 27 students. In 2014, the school was officially registered with the government under the Evangelical Baptist Church of Malawi.
Every year Rose travels back to Malawi bringing in-kind support like books and educational materials & sports supplies for the school and also personal gifts to the children and the villagers coming from generous donors in Canada. She also helped single, unwed mothers and the aged in the village. An Ilongga from Capiz, Rose's other focal activities cover also community outreach projects through Emmanuel International in the ravaged city of Marawi, southern Philippines.
An Ontario certified teacher, she has taught elementary grades at TDSB, MSSB, and the Dufferin Peel Catholic District School Board(DPCDSB). Earlier in Canada, while working as a secretary-receptionist on weeknights and weekends, Rose enrolled at the University of Toronto where she completed her Bachelor of Arts equivalency degree as well as satisfying the in-service requirement for a Bachelor of Education degree at York University. Starting as a teacher assistant, she became a permanent teacher, handling classes from Kindergarten to Grade 8 in all subject areas including ESL and Special Education assignments.
True to her profession, she is one of the organizers and later became the President of the Philippine Teachers Association of Canada(PTAC) in 2015-2016. PTAC is a social-professional organization of Filipino-Canadian certified and practicing educators in Ontario. Happily married to Arthur Apilado with 4 adult children, Rose, now fully retired still does some traveling, visiting, and helping the school children, staff, and villagers in Liwonde whenever she finds time and opportunity. She takes pride by always saying: "What a joy to see Christians, Muslims, non-affiliated children, in one school, their secondary home who are happy, living in harmony, as well as young minds bursting with zest for learning!" Zikomo kwambiri! Thank you.
Filipino-Canadian Fermer Santos, a long-serving lady educator and school administrator in Toronto, has been in the forefront of helping and mentoring high school students quietly but productively, including those of Filipino descent.
As a professional teacher, she is passionately engaged in guiding Filipino students to meet schooling challenges and to successfully achieve academic success for their career pathways and future endeavours, as well. Currently, Ms. F. Santos is the Vice-Principal of Agincourt Collegiate in Scarborough, Toronto, Ontario. Formerly, she served as Vice-Principal of Malvern Collegiate Institute, both secondary schools are in the Toronto District School Board publicly- supported school system.
Ms. Fermer Santos came to Canada while still a 16- year old teenager full of hopes and dreams. Looking back, she poignantly confided that having returned her University of the Philippines college admission to leave the Philippines and immigrate, she promised herself that she will enroll and finish a degree program in Canada. Initially, she would like to pursue a career in medical science and did not think of becoming a teacher. But fate comes into play when her big sister, who is a Philippine-licensed Chemical Engineer and a high-school mathematics and science teacher then in Toronto, encouraged her to become one. Not to mention too, her mother, now deceased, who was a teacher in the Philippines advised her to follow in their footsteps, which she did happily and progressively.
A graduate of the University of Waterloo with a degree in BA Psychology, major in Educational Psychology, F. Santos also completed Certificate courses in Brain and Learning at Harvard University and MIT in the U.S.A. Fermer completed her high school studies at Quezon City Science High School before immigrating to Canada in the 70s and in Canada, she received her Grade 13 Secondary School Diploma from TDSB's Harbord Collegiate Institute. At that time, only Grade 13 graduates are allowed to pursue a university degree program in Ontario.
As a certified school teacher, Ms. F. Santos handled students in all grades from Kindergarten up to high school levels in all subjects. She is an experienced guidance counselor and a teacher- extraordinaire, according to her peers. Working as a school vice-principal for many years, she was assigned to elementary and high schools on the Board. As the school's vice head at ACI, she coordinates with the Collegiate Institute's Committee on Achievement that includes assessment, evaluation, and reporting. She also collaborates with the school team in addressing issues involving mental health and well-being, equity, and anti-oppression. Her other school administrative responsibilities include administration liaison with Scarborough-Agincourt’s Music Parents’ Association as well as creating examination schedules for all students and staff supervision. She is also In-charge of delivering the Education Quality and Accountability Office standard testing, for both the Ontario Secondary School Literacy Test on Literacy and Mathematics.
Her community involvement is very impressive, being the Founder and Educational Consultant of the Centre for Advancement, Retraining & Education (CARE). She has been an Ambassadress of Goodwill to the Philippines in 1978. A constant professional resource person on many conferences and seminars organized and sponsored by the Philippine Teachers Association of Canada (PTAC) and the Kababayan Multicultural Centre (KMC), Fermer is also an active member of the Filipino Centre Toronto Annual Outstanding Student Awards Committee.
As a teacher, administrator, and community personality Ms. Santos has received numerous awards and recognition. Among the merits are Mutya ng Pilipinas Canada title, sponsored by Barangay Pilipino Canada in 1977; a recipient of one of the Most Outstanding Filipino Canadian Leaders in Education award sponsored by Binibining Pilipinas Canada Fil-Am Image in Washington, D.C; the 2013 TDSB Excellence Award recipient for Kizuna-Bonds of Friendship Project, a cross-cultural educational student exchange program between Canada and Japan and jointly sponsored by the Toronto Consulate Office of Japan, the United Nations, and the Canadian Foreign Affairs. The international project brought Canadian high school students and teachers to Japan to learn the Japanese language, culture, and way of life through the planned city and village tours in Japan and by reciprocity, Japanese students touring and staying in Toronto, and learning the Canadian way of life. According to Vice Principal Santos, "This unique life-changing experience for all participants was a significant life journey that they will never forget."
Engaged administratively in observing Black Lives Matter action in the school environment, she is addressing the needs of special education students, students who are deemed at risk, struggling students, and enriched and advanced students as well. Together with the school team, she helps in guiding students to achieve their goals, career pathways, explore their options, and plan their post-secondary destinations. Her constant advice which she shares with students, young and old, especially Toronto newcomer immigrants is to always remember that education is wealth, your biggest challenge and a valuable investment for a better life, adding with the words of encouragement that you should continue to dream and aspire to be the best that you can be as a productive person.
Filipino Canadian School Trustee Luz Del Rosario was recently elected Vice-Chair of the Dufferin Peel Catholic District School Board. Trustee L. Del Rosario is the trustee of Wards 6 and 11 in the city of Mississauga. She was chosen during the yearly organizational meeting of DPCDSB on December 1, 2020, and will serve for a one-year term. DPCDSB, governed by 11 elected trustees, is one of the largest school boards in the province with approximately 77,000 students, oversees all 152 Catholic schools located in the Mississauga, Brampton, Caledon, Orangeville areas in Ontario.
Ms. L. Del Rosario is the first Filipino elected as Vice-Chair of the DPCDSB. As a school trustee, she will serve as a system leader of publicly-funded education in their community of schools in the electoral district. L. Del Rosario has served in various leadership capacities during her ten (10) years on the Board of Trustees having been elected first in the 2006-2010 term, then in 2014-2018, and was reelected in 2018. Trustees in the Catholic school system "work collaboratively with their community to shape the vision that is reflective of the input of parents, students, and community members."
She has a Bachelor's degree in Commerce from the Philippines and also completed the Human Resource Management program at the University of Toronto receiving the Certified Human Resource Professional (CHRP) designation in 1996. She works full-time as a Payroll and Benefits manager with a company that owns and manages retirement and long-term residences.
On September 29, 2020, Trustee L. Del Rosario spearheaded the approval of the Proclamation to celebrate the Quincentennial Jubilee of Christianity in the Philippines in all schools at the DPCDSB in 2021. A community leader and long-time resident of Mississauga, she is a recipient of various civic, cultural, and community awards.
As a 3- term school board trustee, Ms. Del Rosario is fully determined and engaged in bringing "her expertise and extensive experience in human resource management" as well as her community volunteer work to the school board and to continue helping in " the formation of the future generation of Canadians who will serve the community in a Christian way of life."
A. What is the "recipe", if any, of your long-lasting marriage?
3) Yolly and Jorge, married for 67 years, with 6 children: Yolly: " Mayamang pag-mamahalan at mabuting pag-sasamahan. That is the big secret. We like to do most of the same things ... like go on pasyalan, go out-of-country travels, go to the movies, go to parties and socialize with friends." Jorge: "Loving one another at mahabang pasensiya, and knowing and understanding kung ano ang mahalaga sa buhay namin ."
There is an appreciable trend of growth in terms of number of Filipino Canadian teachers which were fully certified and licensed in Ontario. However, teacher hiring and employment remain elusive if not problematic for many. In a preliminary analysis made recently, the news has been released by Tony A. San Juan in a recent statement during the two separate teacher-hiring consultation sessions conducted at the Toronto Catholic District School Board ( TCDSB) and the Toronto District School Board (TDSB) in Toronto.
The information was revealed to teacher attendees last June 15, 2014 and July 7 & 10, 2014. The 115 teachers who have participated in the two events were seeking information and advice about the teacher-hiring situation , requirements and procedures of the 2 public-supported school boards. All the participants are members of the Philippine Teachers Association -Canada (PTAC), Latin Education Network ( LAEN) and other internationally-trained teachers who are mostly interested and seeking possible teaching assignments for the coming school year 2014-2015.
San Juan, immediate past president and director emeritus of the Philippine Teachers Association ( PTAC) said that “teacher supply and demand for more than 5 years now remain very discouraging and highly competitive” due to such factors as : “declining student enrollment, low teacher-retirement, oversupply of certified teachers, mismatch of completed subject certifications with teachable subjects needed ” and other reasons.
PTAC, formed in 2006 with only 5 licensed teachers, is composed of current Filipino Canadian Ontario Certified Teachers and former educators in the Philippines as well. Currently, of the 120 active and inactive members of PTAC, fifty-nine or 49 % has been licensed by the Ontario College of Teachers (O.C.T.). The statutory professional regulatory body certifies and regulates teacher education graduates to teach in all public-and- Catholic elementary, intermediate and secondary schools in the province.
Sixty-one or 51 % of PTAC members fall under any of following 3 categories : 1) “in -certification process ” ( those who are awaiting for full licencing), 2)”in work- permit transition”( newcomer immigrants awaiting permanent residence status) and 3) Philippine teacher-trained but did not pursue provincial teacher accreditation.
Generally, of the known Philippine-born and considered to be internationally-trained teachers, including those Canada -born and / or who , at early age grew up, raised and educated in Canada, there are approximately more than 300 certified to teach in Ontario .
Notably, among the Filipino educators in the Greater Toronto Area are 2 elementary school principals , a secondary school principal, and 1 high school vice-principal. PTAC has six members with Doctoral degrees ( 3 EdD, one DTech and 3 PhD) and 15, with Master’s degrees.
General education educators include teachers in Primary grades( Kindergarten to Grade 3), and Junior grades( Grades 4-6) and academic subject areas in Intermediate( Grades 7-10) and Senior( Grades 11-12) divisions in the Ontario education curricula.
Current PTAC members with Ontario Certified Teacher ( OCT) licences have academic subject certifications in : business studies(general, accounting) drama, English, family studies, geography, health and physical education, history, mathematics, philosophy, science (general, biology, chemistry, physics), social sciences -general, and visual arts. In terms of Basic or Additional Qualifications( B/AQs) : primary, junior, ESL, special education, religious studies, and technological studies.
In its membership roster, of the 59 certified teachers, twenty-seven or 46% only are teaching in five GTA school boards ( TorontoCDSB, TorontoDSB, DufferinPCDSB, PeelDSB, and YorkDSB ) ,out of which , 22 are on permanent/ contract assignments or occasional / supply teaching assignments and five are doing EA -educational assistant jobs. Five members are employed by some private schools, Montessori schools, and early-learning centres as teachers, teacher-assistants, ECE and/ ECAs.
The rest, 32 or fifty-four % are doing education-related jobs or alternative paths as translators- interpreters, test proctors & markers, course tutors and the like.In school year 2013-2014 , only 5 PTAC teacher-members were hired either as occasional/ supply teachers or educational assistants. Two teachers served in band-aboriginal schools in the North. Others, applied in out-of-province positions.
In spite of the poor teacher employment situation and the attendant “cause factors” , Filipino teachers remain optimistic and hopeful that the hiring picture will change for the better in the next 3-4 years. As expected, Filipinos usually are resilient and patient enough by staying focus , taking up more AQ courses to be more “marketable & competitive ” and always hopeful for opportunities to come in their quest for reasonable and productive placement in the education environment.
The passion to share knowledge and contribute to learning is what inspires a teacher to wake up every morning, go to school and transform into a walking and talking encyclopedia, explaining every minuscule detail to curious young minds.
For Tony San Juan, teaching is more than just a profession, it is a mission.
“This engaging career provides me immeasurable satisfaction in teaching & learning and nurturing the young minds and brings challenges as a living contributor & witness to their academic and intellectual developments,” Tony said. And more than just the day-to-day classroom experience, teaching brought him the chance to see the world in a different light.
“I am a teacher by training, passion and preparation and my life’s career experience include both teaching , research and school management work in the high school and college. My profession brought me to numerous teaching and administrative assignments in public and private education and the industry sector for over 50 years in the Philippines, Nigeria and Canada.”
“The financial reward may not be great, but the resulting learning transformation of one or several of my students allow me to focus further efforts to continue as long as my life and health stand by me.”
‘Humble’ beginnings
Tony was born in Daet, Camarines Norte almost a month after the attack in Pearl Harbor. He was raised in a big family and has 13 siblings who are all now living in Canada. He studied in FEATI University in college where he met his wife Jocelyn Gumban Acuna. “I was president of the university supreme student council in 1961 and she was the student government’s executive secretary.”
“Close friendship developed, love blossomed, and we dated and got married in 1963.” After graduating with a degree in Industrial Education at FEATI Univeristy, Tony finished his Masteral studies in Manuel L. Quezon University and completed some PhDcourses in Centro Escolar University. He also finished an Industrial Management Consultancy program in Japan in 1975 and took Additional Qualification courses ( academic specialization) at the University of Toronto- Faculty of Education. From 1963 to 1978, he taught in various schools in the Philippines including Quezon City High School, Torres High School and Lakan Dula High School, where he also worked as a guidance counselor. He served as the acting principal of the T.I.P High School; the assistant professor of education and Vice Dean of the Technological Institute of the Philippines; the Director of Instruction of the Samson Institute of Technology; and the Training Director and Program Manager of the Andres Soriano Corporation Foundation in Makati City.
Amid the military rule
Tony moved to Nigeria after being recruited to work as an Education Officer by the Federal Government of Nigeria. He was assigned to the Kaduna State Ministry Education at the Government Technical College for 4 years from 1978 to 1982. He then worked as a Senior Lecturer and Curriculum Coordinator with the Kaduna State Polytechnic from 1982 to 1986. His wife also joined him in Nigeria and worked as a Senior Audit Officer with the Kaduna State Department of Audit.
“During the period 1983-1986, the Philippines was in precarious “political and economic turmoils” due to Martial Law and the Marcos dictatorship reign.”
“Nigeria during the same period also was in economic and social downturn as the country was under military rule and intermittent religious in-fighting between Muslims and Christians.”
“Our personal safety and economic life are becoming a difficult challenge. We have to decide: Shall we go back to the Philippines or stay put in Nigeria, i.e. renew our work contracts and meet some hard realities and possible consequences? “We decided ‘to go for good’ and opted to follow-up our Canadian immigration application. We know, we ‘ll be facing again some dislocation and new challenges in “uncharted waters” , so to speak once given the travel papers.” Tony was finishing his lectureship contract with Kaduna Polytechnic and his wife was also in her last contract year when both of them decided to start applying for immigration to Canada in 1984.
Sailing to their ‘new home’
After eight years in Nigeria, the family immigrated to Toronto, Ontario with his three boys and two girls who were all born in the Philippines. For Tony, moving in was never an easy journey. The country “still had the scars of recession” and Tony’s family had to deal with settlement problems usually faced by “newcomers.” “Though we have only a few dollar savings from Nigeria, we don’t have a ready job and other needed resources to sustain the day-to-day expenses.” “I can still vividly remember the sad experience of initially renting a one-bedroom small apartment, rented then under my big sister’s name as I will not qualify as legal renter, being unemployed and without asset and banking reference. “With used mattresses loaned by a friend, and soft drinks empty case as our “dining table”, the three girls have to use the only room while the 3 boys including myself had to sleep in the kitchen and receiving rooms on the cold hard floors, covered only with bed sheets.” Tony added that they had to step out of the unit in twos so as not to be seen as a big family by the landlord and avoid outright ejection. “Very humiliating , but that is what we have to do in 3 agonizing months, until we have to move again to a 2-bedroom high-rise apartment, again under my older sister’s help, for one year.”
Parting from the teaching world
Hunting for a new job in Canada became a challenge for Tony who was already 45 years old. “At that time, I was already a middle- aged guy looking for a job and at that age was a big “minus hiring” factor. Professional accreditation in my discipline plus the high licensing fees was a tough cookie to undertake, what with lots of Filipinos of similar situation and background experiencing difficulties and hearing the common refrain of “back-to-college assessment and advice” by employers and some regulatory -licensing bodies.” “Applying for even an office, clerical, or a factory minimum-wage job was quite frustrating, as one is either ” has no Canadian experience” or “over-qualified” for the position.”
Tony was unemployed for three months and relied on his 3 boys who were at that time, over 18 years old. His three children helped the entire family “by working in menial, low-paying , temp jobs.” He temporarily bid goodbye to the teaching profession and worked as a machinist and welder. “I initially took a job of a production technician even at middle age, putting on hold temporarily my Canadian teaching job dream.( I worked my way thru College, having been employed as a journeyman machinist after finishing a Machine Shop Technician course in 1958, before completing a degree program from FEATI U.in 1963).”
“Some people were concerned as my poor eyesight and energy are a big question especially in doing a precision machine operation. But I persevered and did my best under the circumstances, besides the pay was double the minimum wage.” Having worked professionally and garnered respectable positions in the Philippines and in Nigeria, Tony said his pride “was at stake, front and centre.” I have to face realities, set aside my “bruised ego” and have to “lead” and “show” to my big family that it’s not completely the end of everything, that is, our immigration decision was a mistake.
Back to his first love
Tony was fortunately hired as a Research Assistant – Tutor assisting advanced engineering students complete their graduate research at the University of Toronto’s Faculty of Engineering. “This gave me a strong window of opportunity to start reconnecting and rebuilding my desire to be in the education industry sector again. ”From there, he started reengaging his way back to his first love, the teaching profession to honour the commitment of “once a teacher, always a teacher.” “After receiving my professional licence as an Ontario Certified Teacher ( OCT), first in 1994 from the provincial Ministry of Education and then from the Ontario College of Teachers (the government regulatory body since 1998), I accepted assignments as an occasional / substitute teacher.”
“Later, I was appointed as a permanent teacher in several Catholic and public school boards, teaching junior and senior secondary students in courses such as History, Geography, Design & Technology, ESL , Technical Studies, and Special Education. Additionally, I was greatly involved with the planning and implementation of the General Education Development – GED pilot project , the first in Ontario historically, as a project officer and test review coach. ”The Canadian Multicultural Council – Asians in Ontario honored him as the Local Asian Canadian Hero for Education in 2015 for his dedication and contribution to education as a teacher and a community leader in the Asian Community.
He became the president of the Philippine Teachers Association of Canada (PTAC) and led the development of programs and services that will benefit teachers including teacher certification, career search building & transition and professional development workshops for internationally-educated teachers as well community projects in academic tutoring & homework and ESL sessions.
As a committed community volunteer, Tony is serving either as a convenor or active member of Asian Canadian Educators Network, Council of Filipino Canadian Professionals-Ontario, TCDSB Filipino Advisory Committee, FEATI University Alumni Association and 4 other advocacy organizations.
Although Tony has retired as a full-time teacher with Toronto District School District, Canada’s largest public school board, he still is doing part-time teaching assignments. He is currently working on the founding of a Movement for the formation of a Council of Filipino Canadian Leaders with the goal of uniting the community to be an institutional player and contributor into the Canadian political process and social & economic life.
Always a Filipino
“Working and residing in Canada modestly gave us a way of life that is if you worked hard and accept challenges by engaging in tasks and activities related to your motivation, skills, experience and comfort levels… personal productivity, individual accomplishment and relative success are there to reach and achieve.” Throughout his teaching and non-teaching career, Tony had with him the Filipino values he learned from his Bikolano parents. It became an essential part in his journey towards becoming an educator ‘across the globe’ and across a varying culture and tradition. “The good social values and traditional practices of typical Filipinos, including those Western “nice things” about being a Canadian are the “tools” and “guiding principles” I usually respect and employ in all my engagements…be they on personal, professional or business level and/ or family matters, as well.” “Love for family and respect for elders are always present in our family relationship. My students recognize these especially in gaining and developing mutual respect in classes and school practices. In my lessons, when they are topic- related, the examples and illustrations I gave are usually reflective, though a bit subjective, of my personal background and experiences as a Filipino. ”To Filipinos eyeing for a better opportunity in Canada, Tony’s secret in achieving success is “living life fully by believing in yourself of one having your own set of skills, abilities and potentials.” “You should recognize your own capacities and limitations as a person and as a professional. You must be reasonably prepared to accept responsibilities, be committed and gain mutual respect by being respectful of others.” “As a newcomer-immigrant, one has to be prepared to understand life’s realities and to meet challenges in his new environment with a strong desire to adjust, integrate and succeed with a minimum of complaints and blaming. He or she must realize the importance of hard work & determination, patience & perseverance, and dreaming for the beauty of life and pursuing life-long learning, as well.” “In an almost like-minded community of country persons such as ours, one has to participate and contribute, should time and reasons allow, in community-building, social causes, faith & fellowship and collective cooperation for the common good.
“At higit sa lahat, ang pagtulong sa ating mga kababayan at kapwa tao sa abot ng ating makakaya. And above all, helping our countrymen as much as we can. God is good!”
Note: This article, written by Lei Fontanillas(correspondent), appeared on the "Filipino - Canadian In Focus" section of the Philippine Canadian Inquirer newspaper on July 24, 2015(Pp.1, 26 & 27).
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