Republic of the Philippines

PARTIDO STATE UNIVERSITY

Camarines Sur

Module1
Class Introduction

Name: _________________________________ Week : 1 ( August 8-12, 2022)______

Course Code: NSTP 1_____________________ Instructor’s Name: Domingo D. Palero
Course Title: Civic Welfare Training Service Semester: 1st, 2022-2023__________

WELCOME!
Welcome to the first day of the first semester of our current school year, 2022-2023! To
formally start the semester, the first part of our first meeting would be devoted to our class introduction.
For this session, we shall discuss a brief history of Partido State University and the College of Education;
the foundational guideposts of the University (Vision, Mission, Core Values, Quality Policy, and the
College Goal and Program Objectives); and some classroom guidelines and policies.

I. OBJECTIVES

At the end of the session, the students are expected to:

a. articulate the Vision and Mission of the University across disciplines;
b. communicate the Vision and Mission of the University to other stakeholders for raising
awareness and acceptability; and
c. be updated of some important classroom guidelines and policies.

II. LESSON CONTENT

A. ParSU: Short History

The beginnings of Partido High School goes back to the time when the Provincial Board of
Camarines Sur announced that whichever town that could meet the basic requirements of a school site,
an enrolment of at least 200 students, and a building that could house the classes, a branch of
Camarines Sur National High School (in Naga City) would be established. Goa mobilized its whole
community. A school site was secured – a riceland located at the boundary of Goa – San Jose.

In June 1941, while war threats circulated, the Partido High School opened its first classes with a
little over 200 first year students. The Pacific War temporarily halted the momentum of Partido High
School until it reopened in 1945. The first batch of 120 students graduated in 1947. In 1948, after the
issue of a permanent school site cropped up and got resolved, the school moved to its new site, a 10-
hectare lot donated by the civic-spirited citizens of Goa.

In the 1970s, the PTA and Municipal Council of Goa sought for the conversion of Partido High
School into Partido National High School. Unfortunately, martial law was declared in 1972. It was only in
1974 when Partido National High School became operative.

The decade of the ‘70s likewise saw the establishment of other secondary schools within the
district.

In 1974, the Municipal Council of San Jose established the Salogon Barangay High School. It was
converted into San Jose Fisheries School pursuant to Batas Pambansa Blg. 406 in 1983 with its new
status as a national vocational school. SJFS would later on become the ParSU Salogon Campus.

In 1977, San Jose Barangay High School was also established in San Jose. It acquired its status as
San Jose Nationalized High School in 1987, then later converted to the San Jose Polytechnic Institute
(SJPI) in 1995 thru Republic Act 7972. It is now, at present, the ParSU San Jose Campus.
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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

Republic Act 6651 passed by Congressman Felix Fuentebella authorized the creation of Goa High
School. In 1976, the late superintendent Carlos Borjal of Camarines Sur National College of Arts & Trades
(in Naga City) requested from the Ministry of Education the transfer of Goa High School to Barangay
Nato, Sagnay, Camarines Sur and was acted upon favorably in 1977. A year later, its name was changed
to Governor Mariano Fuentebella Memorial Fisheries School. In 1998, it was converted to Governor
Mariano Fuentebella Memorial College of Fisheries (GMFMCF) and later became ParSU Sagnay Campus.

In 1994, the Caramoan Vocational-Technical School (CVTS), was instituted through Republic Act
No. 7828, which later became ParSU Caramoan Campus.

In 1995, the Tinambac Polytechnic Institute (TPI) came into existence by virtue of Republic Act
No. 7958. It is now the ParSU Tinambac Campus.

The Lagonoy Fishery School (LFS) in Barangay Cabotonan, now the ParSU Lagonoy Campus in
Barangay Santa Maria, came into being pursuant to Republic Act No. 8417 in 1997.

As previously stated, Partido High School became Partido National High School in 1974. In 1986,
Partido National High School was elevated to Partido State College by virtue of Presidential Decree No.
2011, the last decree signed by Marcos before he was ousted in power. Through a board resolution
passed in 1986, the Partido State College Teacher Education Department was created, offering two
programs—Bachelor of Secondary Education and Bachelor of Elementary Education.

The different stakeholders in the province of Camarines Sur clamored for the conversion of
Partido State College, together with the six other schools/colleges in the district, to a state university.
Finally, the greatest boon came when Republic Act No. 9029, authored by then Speaker Arnulfo P.
Fuentebella, was signed into law by President Gloria Macapagal-Arroyo on March 5, 2001, thereby
creating Partido State University. We have, therefore, 5 March 2001 as our Charter Anniversary.

We read from Section 1 of the said Act how the University was formed:

“The Partido State College (PSC) in Goa, Camarines Sur established pursuant to
Presidential Decree No. 2011, the San Jose Polytechnic Institute (SJPI) in San Jose,
Camarines Sur created pursuant to Republic Act No. 7972, the Governor Mariano
Fuentebella Memorial College of Fisheries (GMFMCF) in Sagnay, Camarines Sur
converted pursuant to Republic Act No. 8594, the Tinambac Polytechnic Institute
(TPI) in Tinambac, Camarines Sur established pursuant to Republic Act No. 7958, the
Caramoan Technical-Vocational School (CTVS) in Caramoan, Camarines Sur
established pursuant to Republic Act No. 7828, the Lagonoy School of Fisheries (LSF)
in Lagonoy, Camarines Sur converted pursuant to Republic Act No. 8417, and the San
Jose Fisheries School (SJFS) in San Jose, Camarines Sur established pursuant to Batas
Pambansa Blg. 406 are hereby integrated into a state university to be known as the
Partido State University (PSU)…”

The signing of RA 9029 in 2001. Dr. Modesto D. Detera (second row, sixth from left) became the first
President of the University. The pen used for signing the document is deposited at the Museo de Isarog.
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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

Three years after ParSU was chartered, Academic Council Resolution No. 40, s. 2004 was passed,
creating the College of Education. We celebrate every fourth of November the foundation anniversary of
the College of Education. The Laboratory High School was maintained as a training ground for the
University’s Education programs, while the Master of Arts in Education was previously offered by the
College of Education, and was only transferred to the School of Graduate Studies and Research upon its
creation in 2009. From 2004 up to the present, the Deanship College of Education has been held by
seven deans, namely: Dr. Elizabeth Peña (OIC); Dr Nita V. Morallo (who became the second president of
ParSU); Dr. Emma V. Naa; Dr. Nehlia P. Esmeralda; Dr. Erlinda P. Orgaya; Dr. Josefina A. Borromeo
(concurrent dean of the School of Graduate Studies and Research, and is the present VPAA); and Dr.
Marita S. Magat, our incumbent dean.

B. The Foundational Guideposts

As an institution of higher learning in the fourth congressional district of Camarines Sur, the
University is mandated to “provide advanced instruction and training in the arts, philosophy, sciences,
technology and other graduate and professional courses. It shall also undertake advanced studies,
research, production and extension services, and shall provide leadership in these areas” (RA 9029,
Section 2). This provision aligns itself to the fourfold functions of a university: instruction, research,
extension and production. From this provision emanated the present Mission statement of ParSU:

To provide quality instruction in the arts, philosophy, sciences, technology and

other relevant courses and create a competitive advantage in research, extension
and production services for the socio-economic upliftment of the Bicolanos.

(Silot: Makaheras ning manag-om na katukduan sa artes, pilosopiya, siyensya,

teknolohiya asin laen pang mga maninigong kurso asin paurugon ang paggibo ning
research, pag-anduyog sa banwa sagkod paghaman ning mga produkto tanganing
maparahay ang kamugtakan kang mga Bikolano.)

CHED Memorandum Order No. 46, s. 2012 (Policy-Standard to Enhance Quality Assurance in
Philippine Higher Education Through an Outcomes-Based and Typology-Based Quality Assurance) clearly
delineates the focus of the functions of an institution of higher learning. Private and state colleges focus
on instruction. They are expected to

“contribute to nation-building by providing educational experiences to develop adults

who have the thinking, problem-solving, decision-making, communication, technical
and social skills to participate in various types of employment, development activities
and public discourses, particularly in response to the needs of the communities they
serve” (p.7)

Universities, on the other hand, focus on research and development. They are expected to

“contribute to nation-building by providing highly-specialized educational

experiences to train experts in the various technical and disciplinal areas by
emphasizing the development of new knowledge and skills through research and
development. . . [A] research orientation is emphasized in the Bachelor’s, Master’s,
and doctoral degree programs. Universities contribute to nation-bulding by
producing experts, knowledge and technological innovations that can be resources
for long-term development processes in a globalized context” (p.8)

Since our institution is a university, It should be expected by students, therefore, that the
curriculum is infused with a strong orientation towards research and development (disciplinal and
multidisciplinary), as well as community service.

It is posited that the vision statement infuses the organization with a definite sense of purpose
and states a direction and describes the end of the journey (Taiwo, et al, 2016). The Vision statement of

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

the University has undergone changes through the years. In 2014, Memorandum No. 212 was issued by
then President Nita V. Morallo with the subject, “New PSU Mission and Vision.” While the old Mission
statement was simply adopted, a new Vision statement was issued, thus:

The leading university in geology, bio-resource science and environmental

management in the Bicol Region.

(Tingraw: Ang nangengenot na Unibersidad sa pagkanood ning geology, bio-resource

science asin pag-ataman sa kapalibutan sa ronang Bicol.)

These disciplines/courses — geology, bio-resource science and environmental management —

collectively known as GBREM, serve as the niche programs of the University. In particular, ParSU is one
of the only seven universities that offer an undergraduate geology program in the Philippines, and it is
the only university offering such course in the Bicol region. According to the President, Dr. Raul
Bradecina, the choice of these flagship courses is a direct response of the University to the need of the
service area — especially in Partido Area — on resource utilization, development, preservation and
promotion.

How are the Vision and Mission to be articulated? The ParSU Strategic Plan 2018-2021 provides
a ready and detailed answer.

I. Vision: The leading university in geology, bio-resource science and environmental management in the
Bicol Region.
* ParSU advances the transformative power of research-informed quality education
to change lives, promote sustainable communities, and develop competencies that
meet the challenges of regional economic integration.
* It is an inclusive institution which capitalizes on its location to instill graduates with
an understanding of environmental issues and local culture, and an overarching
desire to be responsible stewards of the environment, advocates for the enrichment
of Partido culture and industry-relevant competencies.

II. Mission: To provide quality instruction in the arts, philosophy, sciences, technology and other
relevant courses and create a competitive advantage in research, extension and production services for
the socio-economic upliftment of the Bicolanos.
* ParSU is a scholarly community dedicated to bringing the benefits of research,
educational excellence, scholarships and creative activity in arts to local and
regional communities in ways that promote socio-ecological resiliency, sustainable
development and global competitiveness.
* Through research- and extension-informed exemplary instruction, ParSU shall
empower students to maximize their potentials, creating lifelong learners and
professionals equipped to become engaged leaders and competitive workforce in
the country and the rest of the world.
* ParSU shares the three traditional pillars of HEI mission — research, instruction and
extension — as interdependent endeavors that continuously enrich and inform each
other. Relevant and competitive research, transformative instructional experience,
and deeply-engaged extension activities in marginalized communities define the
ParSU mission as a research-oriented state university.

III. Goals. To achieve the Vision and perform the Mission of the University, the following goals were
crafted:
* Strengthen the faculty profile of geology, bio-resource science, environmental
management and other disciplines and enhance their curricula to improve their
performance while implementing strategies that enable students in remote LGUs to
access education that promotes employable competencies.
* Improve academic support infrastructure to provide competitive educational and
research environments that advanced faculty and students in their ongoing pursuit
of excellence.

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

* Promote creative academic investigations and research in wide range of fields in

GBREM, taking advantage of the distinct features, issues and potentials of Partido
in particular and Bicol in general.
* Contribute new information, innovation and technologies to the solution of
problems of local communities, SMEs, local tourism and agro-fishery industry,
ecosystems and resource governance to promote sustainable development, sensible
utilization of natural deposits and wealth to stimulate economic growth, and
enhance instruction while aligning strategically with key institutions and research
partners to improve GBREM outcomes.
* Enhance administrative effectiveness through innovative mechanisms that
encourage stakeholders’ participation and rational decentralization and enrich the
internally-generated financial resources of ParSU through research and
development value creation and utilization of physical assets to sustain operational
competitiveness.

IV. Strategic Thrusts and Key Strategies. 10 key strategies were identified to achieve these goals,
classified under four strategic thrusts:
A. Student Excellence
1. Strengthening Faculty Profile and Disciplines
2. Modernizing Educational and Academic Support Facilities
3. Reinforcing Curricular Balance and Student Welfare
B. International Presence
4. Initiating Internationalization
5. Establishing Centers of Development and Research Centers in GBREM
C. Regional Development
6. Enhancing Capacities of Key Sectors and Evolving Caring Communities
7. Protecting Environment of Resource-Dependent Communities
8. Promoting Livelihood and Socio-Ecological Resiliency
D. Sustainable Governance
9. Streamlining University Governance
10. Utilizing Assets for Resource Generation

These ten strategies are further distributed according to key result areas in the management of
higher educational institutions:
Key Result Areas
Administration

Infrastructure
Development

Development

Production

Key Strategies
Instruction

Extension
Research
Student

Faculty

1. Strengthening faculty profile and disciplines

2. Modernizing educational and academic
support facilities
3. Reinforcing curricular balance and student
welfare
4. Initiating internationalization
5. Establishing Centers of Development and
research centers in GBREM
6. Enhancing capacities of key sectors and
evolving caring communities
7. Protecting environment of resource-
dependent communities
8. Promoting livelihood and socio-ecological
resiliency
9. Streamlining university governance
10. Utilizing assets for resource generation

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

For purpose of elucidation, we shall provide some examples of specific programs for the
strategies under instruction, research and extension. These are, once again, from the Strategic Plan:
1. Strengthening faculty profile and disciplines
* Recruit brightest and research-enabled faculty in GBREM courses.
* Capacitate non-aligned faculty in core professional and general education
subjects.
* Support and accelerate expertise-directed, vertically-articulated graduate
scholarships of newly-recruited faculty members.
2. Modernizing educational and academic support facilities
* Connect remote campuses to internet
* Establish two IT-enabled, air-conditioned classrooms per campus
* Intensify book acquisitions for GBREM disciplines
3. Reinforcing curricular balance and student welfare
* Allocate and invigorate an industry-driven lifelong learning management/skills-
based (non-board) course in each campus along with GBREM-oriented flagship
program
* Review program for students from remote LGUs to increase ParSU passing rate
in board examinations
* Support and develop Student Learning Resource Center (SLRC)
4. Initiating internationalization
* Incentivize foreign paper presentations by faculty and personnel
* Enable foreign students exchange
* Facilitate foreign faculty visit
* Sponsor international conferences
* Establish collaborative researches and linkages with international research
institutions and universities

All the above plans—and more—can be found in the ParSU Strategic Plan 2018-2021.

A point of contention previously raised by various internal and external stakeholders comes to
the fore, especially for those who are not familiar with the strategic plan of the University: Where do the
other courses not mentioned in the Vision statement situate or align themselves? In particular, where
do the COEd programs align themselves? Students should ponder on this.

Also stipulated in Memorandum No. 212 is the Core Values of the University, patterned after its
acronym:

P – Passion for Excellence

S – Service for Client Satisfaction
U – Unity for Stability

(Sentrong Gawi:
P - Pasyon para sa halangkaw na kalidad ning edukasyon
S - Serbisyong marhay para sa mga tawo
U - Unidad para sa estabilidad)

In 2014, too, the University applied for and passed the International Organization for
Standardization (ISO) 9001:2008 certification. As a statement of commitment to transparency and
excellence, ParSU once again applied for and passed the ISO 9001:2015 certification. The Quality Policy
is now updated, thus:

The Partido State University commits to provide quality instruction, responsive

research and needs-based extension services for global competitiveness and
satisfaction of its clients, stakeholders, regulatory bodies and other service
providers through the continual improvement of the quality management system.

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

Furthermore, the reforms in the K to 12 curriculum, CHED’s General Education Curriculum as

well as the adoption of the new curriculum as stipulated in CMO Nos. 74 and 75 for BEEd and BSEd,
respectively, also necessitated the revision of the College Goal and Program Objectives of the College of
Education. The new College Goal runs as follows:

The College of Education shall be the center for training, research and extension
programs for effective, morally, socially, culturally and environmentally-responsible
educational leaders committed to pursuing academic excellence.

The new program objectives are as follows:

Bachelor of Elementary Education Bachelor of Secondary Education
Produce elementary school teachers Produce secondary school teachers
equipped with teaching, research of Languages, Sciences, Mathematics
and extension competencies essential and Social Sciences equipped with teaching,
for the development of morally, socially, research and extension competencies
culturally and environmentally-responsible essential for the development of morally,
problem solvers and lifelong learners. socially, culturally and environmentally-
responsible problem solvers
and lifelong learners.

Appended to the last page of University Memorandum 212 is the image of the new official seal
of Partido State University.

Partido State University’s old (left) and new (right) Seals. All documents

The seal is the symbol of the University. It is circular in shape with three concentric circles that
stand for the unity of the PSU community — administration and faculty, parents and students/alumni.

At the center is a shield signifying that education is one's weapon or protection against the
challenges in life. The torch provides light towards progress while the green and the blue background
represent the rich land and marine resources that abound Partido Area, the immediate service area of
the University.

The figures — open book, wheel gear, lightning, graph, fish, mountains and trees — represent
the various academic units of the University.

The laurel leaves signify honor, distinction, and victory and the seven (7) stars represent the
original seven (7) campuses of the University.

The official colors of Partido State University are blue (dominant color), yellow, red and green.

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

Because there are two other state universities using the abbreviation PSU (Palawan State
University and Pangasinan State University), the University is now customarily abbreviated as ParSU to
avoid confusion in the use of this acronym.

C. Class Policies

Standing policies found in the Student Handbook that are applicable to online learning, including
adjustments made in connection with the disruptions brought by the ongoing pandemic, equally apply
to both synchronous and asynchronous classes. Some of these policies include the following:

1. The mode of teaching-and-learning in this course are synchronous (online) and/or asynchronous
(offline) modes.

2. Google Classroom serves as the official online platform of synchronous and asynchronous classes this
second semester of academic year 2020-2021. Other learning modalities in consideration of flexibility
and inclusivity are also considered such as, but not limited to, Messenger and email.

3. Regular attendance and punctuality in all classes are important obligations of the students.

4. Observe proper etiquette in the use of social media platforms. Always be courteous and civil in your
communications, and uphold data privacy at all times.

5. PLAGIARISM IS A MORTAL SIN IN THE ACADEME AND IS STRICTLY PROHIBITED. ANY STUDENT WHO
SHALL BE FOUND SUBMITTING PLAGIARIZED OUTPUTS—IN WHOLE OR IN PART—SHALL BE SUBJECT
TO APPROPRIATE DISCIPLINARY ACTIONS. With this, we offer all students these simple advice from
Grammarly.com (Calonia, n.d.):
* Cite your sources
* Include quotations
* Paraphrase
* Present your own idea

6. Modules given to the students are for their personal consumption and can be shared among the
members of the class only. Unless otherwise directed, these modules are prohibited from being
shared and/or reproduced outside the class and/uploaded to online sites not sanctioned by your
instructor/professor.

7. Course requirements are expected to be submitted on or before the scheduled deadline. However,
flexibility of submission is accorded to students experiencing intermittent internet connection.

8. Students are strictly required to observe health safety prevention protocols and other guidelines
should they find it necessary to visit the University for important and urgent class-related concerns.

We hope that with this short introduction we were able to answer some of your questions.
Should you have other concerns, please feel free to approach your instructor or professor. For questions
or clarifications regarding the foundational guideposts of the University, please feel free to send your
queries to domingo.palero@parsu.edu.ph. We solicit your utmost participation in accomplishing the
short survey on the awareness and acceptability of the VMGO. Thank you.

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

III. ACTIVITY

Answer the following questions (2-3 sentences each).

1. What is the role of the Vision and Mission in mapping the University’s roadmap to success?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. Are you in favour that your course is not spelled out in the Vision of the University? Explain your
answer.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. Concrete plans were laid out in the Strategic Plan (2018-2021) about the achievement of the Vision
and the performance of the fourfold functions of the University. On your level as a student and soon-to-
be teacher, what concrete actions do you plan to take in order to contribute to the Vision and Mission
of the University? Cite two examples for each.

a. My own articulation of the University Vision as a future professional:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

b. Actions I plan to undertake to carry out the University Mission along:

b.1 instruction
*____________________________________________________________________________________
_____________________________________________________________________________________
*____________________________________________________________________________________
_____________________________________________________________________________________

b.2 research
*____________________________________________________________________________________
_____________________________________________________________________________________
*____________________________________________________________________________________
_____________________________________________________________________________________

b.3 extension
*____________________________________________________________________________________
_____________________________________________________________________________________
*____________________________________________________________________________________
_____________________________________________________________________________________

Module 1 – Class Introduction Page 9 of 10

 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur

IV. ASSESSMENT

1. Accomplish the short online survey on the awareness and acceptability of the ParSU Vision,
Mission and Core Values and the COEd Goal and Program Objectives.Then recruit two more
people who would likewise answer the survey (e.g. a parent and a ParSU faculty, a DepEd
teacher and an LGU official, etc.).
2. The survey form can be accessed here: https://forms.gle/XzRaHd1A7ehYYGYy6
3. Attach on your worksheet the evidences of (a) your and (b) your recruited respondents’
accomplished survey forms.

V. REFERENCES

Borromeo, J. (2019). History of the college of education (personal conversation). Goa: Partido State
University.
Calonia, J. (n.d.). How to avoid plagiarism. Retrieved from https://www.grammarly.com/blog/5-most-
effective-methods-for-avoiding-plagiarism/
Commission on Higher Education. (2012). CHED memorandum order no. 46, series of 2012 (Policy-
standard to enhance quality assurance in Philippine higher education through an outcomes-based
and typology-based quality assurance). Retrieved from https://ched.gov.ph/wp-
content/uploads/2017/10/CMO-No.46-s2012.pdf
Magat, M. (2019). History of the college of education (personal conversation). Goa: Partido State
University.
Orgaya, E. (n.d.). Brief history of the college of education. In Course Catalogue, Bachelor of Secondary
Education. Goa: Partido State University.
Partido State University. (2017). Strategic plan 2018-2021. Goa: Partido State University Planning and
Development Office.
_____. (2012). Citizens charter. Goa: Partido State University Office of Instructional Management.
_____. (n.d.). History. Retrieved from https://www.parsu.edu.ph/index.php/about-us/history
_____. (n.d.). Republic act no. 9029. Retrieved from https://www.parsu.edu.ph/index.php/about-us/ra-
9029
_____. (n.d.). University seal. Retrieved from https://www.parsu.edu.ph/index.php/about-us/university-
seal
Taiwo, A.A., et al. (2016). Vision and mission in organization: Myth or heuristic device? Retrieved from
https://www.researchgate.net/publication/306077362_Taiwo_AA_Lawal_FA_Agwu_ME_2016_Vi
sion_and_Mission_in_Organization_Myth_or_Heuristic_Device

Prepared by: Reviewed by: Approved:

DOMINGO D. PALERO JOAN M. BEDES, Ph.D. MARITA S. MAGAT, Ph. D.

FACULTY PROGRAM DIRECTOR DEAN

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