This document is a University of the Philippines College Admission Test (UPCAT) application form. It requests information such as the applicant's personal details, family background, educational history, intended campus and course, and contact information. The form has sections for the applicant and guardian to affirm the accuracy and completeness of the provided information and acknowledge the UPCAT and admission policies. It also contains reminders to attach requirements like photos and school records.
Media and Information Literacy (MIL) - Text Information and Media (Part 1)Arniel Ping
I- TEXT INFORMATION AND MEDIA
A. Definition, Characteristics, Format and Types, Sources, Advantages and Limitations, and Value
B. Text as Visual
C. Selection Criteria
D. Design Principle and Elements
Learners will be able to…
1. define text in the context of multimedia (SSHS);
2. describe the different dimensions of text information and media (MIL11/12TIM-IVb-3);
3. comprehend how text information and media is/are formally and informally produced, organized, and disseminated (MIL11/12TIM-IVb-4)
4. evaluate the reliability and validity of text information and media and its/ their sources using selection criteria (MIL11/12TIM-IVb-5)
Media and Information Literacy (MIL) - 1. Introduction to Media and Informati...Arniel Ping
Introduction to Media and Information Literacy (Part 1)
The learners will be able to…
1. describe the nature of communication and the concepts related to it (SSHS);
2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and
3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2).
Topic Outline
I- Introduction to Media and Information Literacy
A- Communication
1. Definitions
2. Communication Models
3. How Media and Information affect Communication
4. Media Literacy, Information Literacy, Technology (Digital) Literacy
Media and Information Literacy (MIL) - 11. People MediaArniel Ping
11. Media and Information Literacy (MIL) - People Media
Learning Competencies
Students will be able to…
cite studies showing proofs of positive and negative effects of media, information on individual and society (MIL11/12PM-IVa-1);
describe the different dimensions of people media (MIL11/12PM-IVa-1); and
categorize different examples of people and state reasons for such categorization (MIL11/12PM-IVa-2).
Content
A. People as Media and People in Media
1. Definition
2. Characteristics
3. Format and Types
4. Advantages and Limitations
5. Value
6. Others
Media and Information Literacy (MIL) - Text Information and Media (Part 1)Arniel Ping
I- TEXT INFORMATION AND MEDIA
A. Definition, Characteristics, Format and Types, Sources, Advantages and Limitations, and Value
B. Text as Visual
C. Selection Criteria
D. Design Principle and Elements
Learners will be able to…
1. define text in the context of multimedia (SSHS);
2. describe the different dimensions of text information and media (MIL11/12TIM-IVb-3);
3. comprehend how text information and media is/are formally and informally produced, organized, and disseminated (MIL11/12TIM-IVb-4)
4. evaluate the reliability and validity of text information and media and its/ their sources using selection criteria (MIL11/12TIM-IVb-5)
Media and Information Literacy (MIL) - 1. Introduction to Media and Informati...Arniel Ping
Introduction to Media and Information Literacy (Part 1)
The learners will be able to…
1. describe the nature of communication and the concepts related to it (SSHS);
2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and
3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2).
Topic Outline
I- Introduction to Media and Information Literacy
A- Communication
1. Definitions
2. Communication Models
3. How Media and Information affect Communication
4. Media Literacy, Information Literacy, Technology (Digital) Literacy
Media and Information Literacy (MIL) - 11. People MediaArniel Ping
11. Media and Information Literacy (MIL) - People Media
Learning Competencies
Students will be able to…
cite studies showing proofs of positive and negative effects of media, information on individual and society (MIL11/12PM-IVa-1);
describe the different dimensions of people media (MIL11/12PM-IVa-1); and
categorize different examples of people and state reasons for such categorization (MIL11/12PM-IVa-2).
Content
A. People as Media and People in Media
1. Definition
2. Characteristics
3. Format and Types
4. Advantages and Limitations
5. Value
6. Others
Media and information literacy lesson 3 responsible use media and information for grade 12 students.. the learning objectives are to learn your responsibility as a media and information consumer and producer
Media and information literacy 2 | Evolution of MediaMarvin Bronoso
Learning Competencies:
•identifies traditional media and new media and their relationships
•editorializes the roles and functions of media in democratic society
•searches latest theory on information and media
Media and Information Literacy (MIL) 1. Introduction to MIL (Part 2)- Charact...Arniel Ping
Learning Competencies:
Learners will be able to...
share media habits, lifestyles, and preferences to other people (MIL11/12IMIL-IIIa-4);
identify the characteristics of responsible users and competent producers of media and information (MIL11/12IMIL-IIIa-3); and
editorialize the value of being a media and information literate individual (MIL11/12IMIL-IIIa-3).
Topic Outline
I. Introduction to Media and Information Literacy (Part 2)
A. Media Habits, Lifestyle, and Preferences
B. Characteristics of a Media and Information Literate Individual
C. Importance of Media and Information Literacy (MIL)
Media and Information Literacy (MIL) Types of Media (Part 1)- Types of Media ...Arniel Ping
Learning Competencies
Learners will be able to…
1. identify the different types of media (SSHS);
2. classify contents of different media types (MIL11/12TYM-IIId-10);
3. discuss the effects of social media in society (SSHS); and
4. define media convergence through current examples (MIL11/12TYM-IIId-11).
I- Media
A. Types
Media and Culture
II- Media Convergence
A. Definition
B. Examples
PEOPLE MEDIA
- Definitions
- Characteristics
- Format and Types
- Advantages and Limitations
- Applications to Teaching-Learning process
- People as Media and People in Media
- Digital People Media
Media and information literacy lesson 3 responsible use media and information for grade 12 students.. the learning objectives are to learn your responsibility as a media and information consumer and producer
Media and information literacy 2 | Evolution of MediaMarvin Bronoso
Learning Competencies:
•identifies traditional media and new media and their relationships
•editorializes the roles and functions of media in democratic society
•searches latest theory on information and media
Media and Information Literacy (MIL) 1. Introduction to MIL (Part 2)- Charact...Arniel Ping
Learning Competencies:
Learners will be able to...
share media habits, lifestyles, and preferences to other people (MIL11/12IMIL-IIIa-4);
identify the characteristics of responsible users and competent producers of media and information (MIL11/12IMIL-IIIa-3); and
editorialize the value of being a media and information literate individual (MIL11/12IMIL-IIIa-3).
Topic Outline
I. Introduction to Media and Information Literacy (Part 2)
A. Media Habits, Lifestyle, and Preferences
B. Characteristics of a Media and Information Literate Individual
C. Importance of Media and Information Literacy (MIL)
Media and Information Literacy (MIL) Types of Media (Part 1)- Types of Media ...Arniel Ping
Learning Competencies
Learners will be able to…
1. identify the different types of media (SSHS);
2. classify contents of different media types (MIL11/12TYM-IIId-10);
3. discuss the effects of social media in society (SSHS); and
4. define media convergence through current examples (MIL11/12TYM-IIId-11).
I- Media
A. Types
Media and Culture
II- Media Convergence
A. Definition
B. Examples
PEOPLE MEDIA
- Definitions
- Characteristics
- Format and Types
- Advantages and Limitations
- Applications to Teaching-Learning process
- People as Media and People in Media
- Digital People Media
application forms
Application Forms for Diploma and Certificates Programmes offered at the College of Informatics and Virtual Education of the University of Dodoma
Diploma Courses
1. Diploma in Educational Technology
2. Diploma in ICT with Education
3. Diploma in Multimedia and Animation
Technology
4. Diploma in Information
andTelecommunication Technology
5. Diploma in Computer Systems
Administration
6. Diploma in GIS & Remote Sensing
7. Diploma in Information Technology
Management
8. Diploma in Graphic Design and Web Technology
9. Diploma in Computer and Business Management
10. Diploma in Computer Networks
11. Diploma in Telecommunication Networks
Certificate Courses
1. Certificate in Educational Technology
2. Certificate in MultimediaTechnology
3. Certificate in Graphic Design
4. Certificate in Graphic Design 5. Certificate in Information
and Communication Technology
6. Certificate in Computer Applications and Office Administration
7. Certificate in Web Technology
8. Certificate in Office Equipment Repair and Maintenance
9. Certificate in Computer Networks
application-forms
Application Forms for Diploma and Certificates Programmes offered at the College of Informatics and Virtual Education of the University of Dodoma
Diploma Courses
1. Diploma in Educational Technology
2. Diploma in ICT with Education
3. Diploma in Multimedia and Animation
Technology
4. Diploma in Information
andTelecommunication Technology
5. Diploma in Computer Systems
Administration
6. Diploma in GIS & Remote Sensing
7. Diploma in Information Technology
Management
8. Diploma in Graphic Design and Web Technology
9. Diploma in Computer and Business Management
10. Diploma in Computer Networks
11. Diploma in Telecommunication Networks
Certificate Courses
1. Certificate in Educational Technology
2. Certificate in MultimediaTechnology
3. Certificate in Graphic Design
4. Certificate in Graphic Design 5. Certificate in Information
and Communication Technology
6. Certificate in Computer Applications and Office Administration
7. Certificate in Web Technology
8. Certificate in Office Equipment Repair and Maintenance
9. Certificate in Computer Networks
Application Forms for Diploma and Certificates Programmes offered at the College of Informatics and Virtual Education of the University of Dodoma
Diploma Courses
1. Diploma in Educational Technology
2. Diploma in ICT with Education
3. Diploma in Multimedia and Animation
Technology
4. Diploma in Information
andTelecommunication Technology
5. Diploma in Computer Systems
Administration
6. Diploma in GIS & Remote Sensing
7. Diploma in Information Technology
Management
8. Diploma in Graphic Design and Web Technology
9. Diploma in Computer and Business Management
10. Diploma in Computer Networks
11. Diploma in Telecommunication Networks
Certificate Courses
1. Certificate in Educational Technology
2. Certificate in MultimediaTechnology
3. Certificate in Graphic Design
4. Certificate in Graphic Design 5. Certificate in Information
and Communication Technology
6. Certificate in Computer Applications and Office Administration
7. Certificate in Web Technology
8. Certificate in Office Equipment Repair and Maintenance
9. Certificate in Computer Networks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. 7. HIGH SCHOOL (where you completed/are completing secondary level education):
Have you attended secondary level education anywhere else? 2 No 1 Yes (Where)
Year of Graduation from Elementary Level
High School Name (Do not abbreviate) Month/Year of Completion
Address (City/Town,Province) Region
High School Name & Address Year
THIS FORM IS FREE OF CHARGE AND MAY BE PHOTOCOPIED.
1. NAME OF STUDENT: Print or type your full name in the following sequence: LAST NAME, FIRST NAME, MIDDLE NAME. Place one letter in each box. Leave one box blank between names.
2. SEX 1 Male 2 Female
3. DATE OF BIRTH (Month, Day, Year) - -
4. PLACE OF BIRTH (City/Town, Province)
5. MEMBER OF CULTURAL MINORITY GROUP? 2 No 1 Yes(Specify CMG and attach certification from NCIP)
6. CITIZENSHIP 1 Filipino (If born abroad please submit a photocopy of a valid Philippine passport or a BOI Identification Certificate)
2 Foreign (Specify) 3 Dual (Specify)
Staple here
Staple a recent 2" X 2" photograph
(taken within the last six months) in this
box.
Be sure to print your name at the back
of the photo.
Staple here
LAST
FIRST
MIDDLE
UPCAT Form 1 (Rev. 3-2014)
UNIVERSITY OF THE PHILIPPINES
UPCAT APPLICATION FOR FRESHMAN ADMISSION
FIRST SEMESTERAY 2015-2016
TO THE STUDENT AND PARENTS/GUARDIAN:
Carefully read the GENERAL INFORMATION BULLETIN ON FRESHMAN
ADMISSION before filling out this application form.
Print legibly all information required. Place X marks in appropriate boxes. Only
accomplished application forms, UPCAT Form 1 and UPCAT Form 2 (Secondary
School Record) will be processed.
Testing Fee:
P450 US$50 US$100
Exempted:
TOP 10 INCOME
Deficiency/cies:
List of Top 10 across all curricular programs/annexes
BIR Certificate / ITR / Cert of Compensation 2316
Testing Fee
F2 OTR GP/GR Affidavit
PEPT GCSE/GCE Passport NBCR/ICR
Remarks:
{
{
TO BE FILLED OUT ONLY BY PERSONNEL AUTHORIZED TO RECEIVE
AND/OR PROCESS APPLICATIONS.
Document Inventory Number
Received by Exemption Evaluator TP Checker
VALID ONLY FOR UPCAT 2015
8. UP CAMPUS APPLIED FOR: Choose from among the following (up to two choices allowed)
1 UP Baguio, Baguio City 3 UP Extension Program Pampanga, Clarkfield, Pampanga 5 UP Visayas, Iloilo City 7 UP Manila, Manila 9 UP Mindanao, Davao City
2 UP Cebu, Cebu City 4 UP Diliman, Quezon City 6 UP Los Baños, Laguna 8 UP Tacloban College, Tacloban City 10 UP Open University
Do not indicate the same campus twice. Make sure that course choices are offered in the campus indicated. Write NONE on the blank if you do not have other choices of campus/course.
Countersign all erasures and corrections made. Do not indicate INTARMED or Medicine in any of the blanks for Intended Course. Please refer to question No. 9 below.
UP CAMPUS INTENDED COURSE (See list of Undergraduate Degree Programs) COURSE CODE
1st choice
1st choice
2nd choice
2nd choice
1st choice
2nd choice
9. Are you also interested in entering an accelerated program leading to Medicine? 2 No 1 Yes (Only those indicating their interest will be considered for this program)
10. UPCAT TEST CENTERS (by Region). Mark the UPCAT Test Center nearest your school. (Mark only one.)
NOTE: Whenever possible, applicants will be issued Test Permits for a testing center in their respective provinces.
REGION 1 (ILOCOS)
0103 Batac, Ilocos Norte
0122 Dagupan City
0126 San Fernando City, La Union
0125 Urdaneta City
0129 Vigan City
REGION 2 (CAGAYAN VALLEY)
0202 Aparri,Cagayan
0201 Basco,Batanes
0206 Bayombong,NuevaVizcaya
0207 Diffun, Quirino
0208 Ilagan, Isabela
0223 Tuguegarao City
REGION 3 (CENTRAL LUZON)
0399 Angeles City
0327 Balanga City
0307 Baler, Aurora
0322 CabanatuanCity
0332 Malolos City
0302 Meycauayan,Bulacan
0323 Olongapo City
0330 San Jose Del Monte City
0326 Tarlac City
0321 UPEPP, Clarkfield, Pampanga
REGION 4-A (CALABARZON)
0429 Antipolo City
0499 Bacoor, Cavite
0421 Batangas City
0403 Imus,Cavite
0424 Lucena City
0428 Trece Martires City
0404 UP Los Baños, Laguna
REGION 4-B (MIMAROPA)
1701 Boac, Marinduque
1721 Calapan City
1704 Cuyo, Palawan
1705 Odiongan, Romblon
1722 Puerto Princesa City
1702 San Jose, Occidental Mindoro
REGION 5 (BICOL)
0502 Daet, Camarines Norte
0522 Legazpi City
0525 Masbate City
0523 Naga City
0526 Sorsogon City
0504 Virac, Catanduanes
REGION 6 (WESTERN VISAYAS)
0621 Bacolod City
0601 Kalibo,Aklan
1024 Oroquieta City
REGION 11 (DAVAO)
1121 UP Mindanao, Davao City
1124 Digos City
1123 Tagum City
REGION 12 (SOCCSKSARGEN)
1228 CotabatoCity
1225 Gen. Santos City
1204 Kabacan, North Cotabato
1226 Koronadal City
1227 Tacurong City
REGION 13 (CARAGA)
1321 ButuanCity
1302 Prosperidad, Agusan del Sur
1322 Surigao City
1304 Tandag, Surigao del Sur
REGION 14 (CAR)
1403 Banaue,Ifugao
1401 Bangued, Abra
1405 Bontoc, Mt. Province
1407 Tabuk, Kalinga
1421 UP Baguio, Baguio City
NATIONAL CAPITAL REGION
1624 UP Diliman, Quezon City
1622 UP Manila, Manila
0626 Roxas City
0602 San Jose, Antique
0624 UP Visayas, Iloilo City
REGION 7 (CENTRALVISAYAS)
0725 Dumaguete City
0704 Larena, Siquijor
0728 Tagbilaran City
0723 UP Cebu, Cebu City
REGION 8 (EASTERN VISAYAS)
0804 Borongan, Eastern Samar
0805 Catarman, Northern Samar
0806 Catbalogan, Western Samar
0824 Maasin City
0801 Naval, Biliran
0822 Ormoc City
0823 UPTacloban College,Tacloban City
REGION 9 (ZAMBOANGA PENINSULA)
0922 Dipolog City
0923 Pagadian City
0924 Zamboanga City
REGION 10 (NORTHERN MINDANAO)
1022 Cagayan de Oro City
1030 Iligan City
1028 MalaybalayCity
1004 Mambajao, Camiguin
2. 11. ARE YOU A CHILD OF A UP FACULTY OR EMPLOYEE?
2 No 1 Yes (If Yes, please attach UP HRDO certification)
A. Category B. Tenure C. Status (Place an X in only one box.)
Full-time Temporary In active service
Part-time (e.g., lecturer, etc.) Permanent Onleavewithpay
With compensation Contractual Onleavewithoutpay
Withoutcompensation Casual Onsecondment
12. Do you have any PHYSICAL DISABILITY or CONDITION that requires special attention or would make it difficult for you to take a regular test?
2 No 1 Yes (specify)
(for PWDs taking the exam in Diliman, attach Certification of Disability and contact the Director.)
13. PERMANENT HOME ADDRESS
Number and Street . . . . . . . . . . . . . . . . . . . .
Subdivision / Village, Barangay, District . . .
Town / City . . . . . . . . . . . . . . . . . . . . . . . . . . .
Province . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Postal/Zip Code
14. CONTACT INFORMATION
Telephone Number . . . . . . . . . . . . . . . . . . . . Cellphone Number
E-mail Address . . . . . . . . . . . . . . . . . . . . . . .
15. SOCIO-ECONOMIC DATA.Furnish ALL the required information for each household member listed. For purposes of this section, HOUSEHOLD is defined as a social unit consisting of a person living alone or
agroupofpersonswhosleepinthesamehousingunitandhaveacommonarrangementinthepreparationandconsumptionoffood. Alsoincludedarethosewhomaynotbewiththegroupbutarebloodrelatedand
contribute regularly to household finances, e.g. OFW parent.
NOTE: if the requested information is not applicable, please leave the space blank.
(1) For each of the Other Household Members, indicate the member's relationship to the student (e.g. grandmother, aunt, uncle, etc.)
(2) Write DECEASED after name of deceased parent. Write down mother's maiden name.
(5) Indicate the highest educational level which each household member actually completed (e.g. Elementary, High School, College Undergraduate, BA, BS, MBAor PhD).
(8) INCOME includes wages and salaries, income from business/farm/profession, allowances, and investment income/earnings.
(9) Other Sources of FinancialAssistance in the Year 2013 outside of the Incomes of all household members.
Household Civil Highest Present Income Other Sources
Members Name Citizenship Status Educational Occupation Employer (Annual Gross) of Income?
Attainment (Yes or No)
(1) (2) (3) (4) (5) (6) (7) (8) (9)
Applicant
Father
Mother
Sub-Total (a)
Brothers and Sisters (living in the household)
Sub-Total (b)
Other Household Members (those contributing to household finances on a regular basis)
Sub-Total (c)
NameofparentemployedbyUP Official Designation College/Unit where employed
I certify that:
(1) the information which my son/daughter/dependent has
provided in this application form is true, complete,
and accurate.
(2) I have read all information contained in the General
Information Bulletin on Freshman Admission Academic
Year 2015-2016 and agree to abide by the University
rules and policies on student fees including tuition,
scholarships, and financial assistance programs.
I recognize that in signing this application form, I share with
my son/daughter/dependent the responsibility for the veracity
and completeness of the information supplied herein.
SIGNATURE OF PARENT/GUARDIAN
DATE
I affirm that:
(1) I have read all the information contained in the General Information Bulletin on Freshman Admission for
AcademicYear2015-2016 andunderstoodalltheinstructionsinconnectionwithmyapplicationfor theUPCAT;
(2) All the information supplied in this application form are true, complete, and accurate;
(3) I have not taken the UPCAT previously and that I am not taking nor have I taken any college subject in
any school, college or university; and
(4) I will abide by the University rules and policies on test administration and on student fees including
tuition, scholarships, and financial assistance programs.
I am aware that any or all the information furnished in this application may be checked against the original
documents and that withholding information or giving false information will disqualify me from admission/will
be a basis for dismissal, if admitted. I also understand that no results for my application may be released
until all requirements are satisfied.
Furthermore, I understand that all information I provide in this form as well as during the UPCAT may be used
by the University for research and I consent to such with the assurance that my personal details will be kept
secure.
SIGNATURE OF STUDENT
DATE
REMINDERS:
No results may be released pending submission of all requirements stipulated in UPCAT Form 2 (Secondary School Record). Form 2 must be accomplished accurately and
completely by the Office of the Principal/School Head. Specifically, check that: (a) final grades for all subjects taken are complete and accurate; (b) failing grades (if any) are also included;
(c) the number of units for each subject is indicated; (d) the principal's signature is across the photograph and at the bottom of both pages of the form; (e) erasures and corrections have been
initialed by the principal; (f) school dry seal (if any) is affixed; (g) your signature is on the space indicated; and (h) a Certified True Copy of the certificate of Government Recognition or
Government Permit of each private school attended is submitted.
REMEMBER TO CLIP ON YOUR APPLICATION FORM TWO ADDITIONAL IDENTICAL RECENT PHOTOGRAPHS FOR YOUR TEST PERMIT. THEY SHOULD BE
IDENTICAL TO THE ONES YOU ATTACHED ON THE FRONT PAGE AND ON UPCAT FORM 2 (SECONDARY SCHOOL RECORD). DO NOT PASTE THE PHOTOGRAPHS.
EACH PHOTOGRAPH SHOULD HAVE YOUR PRINTED NAME AT THE BACK.
NOTE: If your annual family gross income is equal to or less than P 100,000, please attach a photocopy of your FAMILY'S 2013 income tax returns or BIR certification/s.