Lspu Self-Paced Learning Module (PDF) - Philippine Institution 100, 2024-2025

Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited...

Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited PHILIPPINE INSTITUTION 100 LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited LSPU Self-Paced Learning Module (SLM) Course PI 100 - The Life and Works of Rizal Sem/AY First Semester/ 2024-2025 Module No. 2 Lesson Title THE PHILIPPINES IN THE 19TH CENTURY AS RIZAL’S CONTEXT Week 4-6 Duration Date September 9 – 13, 2024 September 16 – 20, 2024 September 23 – 27, 2024 Description This lesson aims to provide students with a comprehensive understanding of the socio- of the political, economic, and cultural dynamics that defined the Philippines during the 19th Lesson century. Learning Outcomes Intended Students should be able to meet the following intended learning outcomes: Learning  Analyze the various social, political, economic, and cultural changes that occurred Outcomes in the nineteenth century Targets/ At the end of the lesson, students should be able to: Objectives  Identify the various social, political, economic, and cultural changes that occurred in the nineteenth century.  Understand Jose Rizal in the Context of his times  Compare and differentiate the social, political, economic, and cultural changes in the 19th century to our present society. Student Learning Strategies Online Activities (Synchronous/ A. Online Discussion via Google Meet Asynchronous) You will be directed to attend in a Three -Hour class discussion on history, nature and sections of Rizal law. To have access to the Online Discussion, refer to this link: ____________________. B. Learning Guide Questions: 1. How did the Spanish colonial rule impact the Filipino society, culture, and economy during the 19th century? 2. What were the intellectual and cultural movements in the Philippines during the 19th century, and how did they contribute to the emergence of LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited nationalist sentiments? THE PHILIPPINES IN THE 19th CENTURY AS RIZAL’S CONTEXT INTRODUCTION The Filipinos in this time were unfortunate victims of the evils of an unjust, biased and deteriorating power. These are the instability of colonial administration, corrupt colonial officials; no Philippine representation in Spanish Cortes, human Offline Activities rights denied to Filipinos, no equality before the Law, mal-administration of justice, (e-Learning/Self- racial discrimination, Frailocracy, polo y servicio or forced labor, haciendas owned Paced) by the Friars, and the Guardia Civil. The instability of Spanish politics since the turbulent reign of King Ferdinand VII (1808-1833) marked the beginning of political chaos in Spain. Spaniards arrogantly regarded the brown skinned Filipinos as inferior beings. Spanish Penal Code, which was enforced in the Philippines, particularly imposed heavier penalties on Native Filipinos or mestizos and lighter penalties on white-complexioned Spaniards. The courts of justice in the Philippines during Rizal’s time were notoriously corrupt. Justice was costly, partial and slow. Wealth, social prestige and color of skin were preponderant factors in winning a case in court. The judicial procedure was so slow and clumsy that it was easy to have justice delayed. Filipinos as inferior beings who were infinitely undeserving of the rights and privileges that the white Spaniards enjoyed. Spaniards called the brown-skinned and flat-nosed Filipinos “Indios” (Indians), in retaliation, the Filipinos dubbed their pale-complexioned detractors with the disparaging term “bangus” (milkfish). The friars (ex. Augustinians, Dominicans and Franciscans) controlled the LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited religious and educational life of the Philippines, and later in the 19th century they came to acquire tremendous political power, influence and riches. Almost every town in the archipelago, except in Islamic Mindanao and Sulu and in Pagan hinterlands, was ruled by a friar curate. During Rizal’s times the Spanish friars belonging to different religious orders were the richest landlords, for they owned the best haciendas (agricultural lands) in the Philippines. There were also corrupt officials, they were either highly corrupt, incompetent, cruel or venal. Philippine Representation in Spanish Cortes. Guardia Civil the Civil Guards had rendered meritorious services in suppressing the bandits in the provinces, they later became infamous for their rampant abuses, such as maltreating innocent people, looting their carabaos, chickens and valuable belongings and raping women. Rizal himself witnessed the discrimination of how the guardia civil (either Peninsulares (Filipino) or Insulares) treated the Filipinos. This political instability in Spain adversely affected Philippine affairs because it brought about frequent periodic shifts in colonial policies and periodic rigodon of colonial officials. THE GALLEON TRADE When the remarkable navigator-priest Andres de Urdaneta figured out how to get back to Mexico from the Philippines in 1565—where previous navigators failed to recognize the Kuroshio Current, a nautical highway in the northern Pacific Ocean, moving from Japan to California’s Monterrey coastline, and thus to Acapulco—the world was reborn. From that point onwards, the extraordinarily luxurious artisanal material from China and the rest of Asia, would travel by water to the New and Old Worlds. The New World (the Americas) and the Old World (Europe) had an almost inexhaustible yearning for silks and damasks, medicinal concoctions, exotic animals and exotic animal parts, rare woods and hard wood furniture, spices, minerals, planting materials, tools, and, indeed, information. No longer passing through the arduous Silk Road to Europe, via caravans that remained vulnerable, through centuries, to sandstorms and thieves, the traders of 15th century Manila and Acapulco embarked on a novel trading concept. The goods were, to be sure, vulnerable to fierce storms and perhaps even fiercer pirates; but would, with luck and through the intercession of the Christian Virgin Mary, ride the waves towards buyers for European, or European-style aristocratic salons. The spaces in the cargo holds of these ships were divided amongst holders LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited of tickets called boletas. Charitable institutions as well as legitimate traders held these boletas which were spaces they were entitled to in the galleon holds. For 250 years, these represented real measures of wealth. Should these shipments fall to pirates or inclement weather, not only fortunes were lost. Family honor and individual lives met unhappy ends. But the history of the trade produced the first banks (from the charitable institutions that undertook pious work, obraspias) and commodity markets with global breadth. The galleon trade persisted—and persisted with gumption!—within its theater of economic hopes, knavery, prayer, bravura risk-taking, political shenanigans, exchange of vital ideas and fluids. Residents of Las Islas Filipinas took the pineapple of the Americas and wove its leaves into the finest cloth imaginable. Residents of Mexico took to the fighting cock, apparently brought on board by the men from the Philippines. Music, of course, was to weave together from melodies spun on both sides of the Pacific. The wealth built cities. The earliest walls of Intramuros were paid for by galleon profit. The markets built distribution networks through deep parts of Mexico. The galleons left Manila to the ringing of the bells of the Manila Cathedral and choirs singing the Te Deum. Upon arrival in Acapulco, a gargantuan feria was held to sell the goods. Through those two centuries and a half, Cavite boat builders created almost all the galleons that sailed. Ilocano weavers provided the sails. The Philippines was governed from Acapulco, so far were these islands from the seat of the Spanish Crown. The demise of the trade in the Pacific coincided with the War of Independence. This is not regarded as mere coincidence, because the death knell for the period of colonization was also the arrival bells for a modern world built on sovereign nations. The galleon trade itself ended as it yielded to faster ships, new routes opened up by the newly built Suez Canal, and liberalization of politics in centers such as Madrid. But the galleon remains a vivid shadow of the present and the future of commerce and cultural exchange in the Pacific. The Filipinos and the Mexicans apparently created a mutually intelligible common culture; and they are determined to participate in global exchange, simply on the basis of this common heritage. THE OPENING ON NOVEMBER 17, 1869 OF THE SUEZ CANAL (EGYPT) One of the most important artificial sea-level waterways in the world, paved the way for the Philippines' direct commercial relations with Spain instead of via Mexico. As travel time from the Philippines to Spain and vice versa was shortened to 30 days from more than two months, this positively affected the development of agricultural exports, which brought economic prosperity to native indios or the so- called "ilustrados" (Filipinos with money and education). LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited These developments also paved the way for Filipino "ilustrados" to send their children to universities in Europe. The rise of the "ilustrados" was inevitable and they became the new patrons of the arts that led to the secularization of arts in the 19th century. The Suez Canal was often called the "crossroads of Europe, Africa and Asia" because the route was used to transport goods to and from all three continents. The new route was built for 10 years by a French company led by Ferdinand de Lesseps. Before its opening in 1869, goods were sometimes offloaded from ships and carried overland between the Mediterranean and the Red Sea. TRADE WITH EUROPE AND AMERICA As long as the Spanish empire on the eastern rim of the Pacific remained intact and the galleons sailed to and from Acapulco, there was little incentive on the part of colonial authorities to promote the development of the Philippines, despite the initiatives of José Basco y Vargas during his career as governor in Manila. After his departure, the Economic Society was allowed to fall on hard times, and the Royal Company showed decreasing profits. The independence of Spain's Latin American colonies, particularly Mexico in 1821, forced a fundamental reorientation of policy. Cut off from the Mexican subsidies and protected Latin American markets, the islands had to pay for themselves. As a result, in the late eighteenth century commercial isolation became less feasible. Growing numbers of foreign merchants in Manila spurred the integration of the Philippines into an international commercial system linking industrialized Europe and North America with sources of raw materials and markets in the Americas and Asia. In principle, non-Spanish Europeans were not allowed to reside in Manila or elsewhere in the islands, but in fact British, American, French, and other foreign merchants circumvented this prohibition by flying the flags of Asian states or conniving with local officials. In 1834 the crown abolished the Royal Company of the Philippines and formally recognized free trade, opening the port of Manila to unrestricted foreign commerce. By 1856 there were thirteen foreign trading firms in Manila, of which seven were British and two American; between 1855 and 1873 the Spanish opened new ports to foreign trade, including Iloilo on Panay, Zamboanga in the western portion of Mindanao, Cebu on Cebu, and Legaspi in the Bicol area of southern Luzon. The growing prominence of steam over sail navigation and the opening of the Suez Canal in 1869 contributed to spectacular increases in the volume of trade. In 1851 exports and imports totaled some US$8.2 million; ten years later, they had risen to US$18.9 million and by 1870 were US$53.3 million. Exports alone grew by US$20 million between 1861 and 1870. British and United States merchants dominated Philippine commerce, the former in an especially favored position because of their bases in Singapore, Hong Kong, and the island of Borneo. LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited By the late nineteenth century, three crops--tobacco, abaca, and sugar-- dominated Philippine exports. The government monopoly on tobacco had been abolished in 1880, but Philippine cigars maintained their high reputation, popular throughout Victorian parlors in Britain, the European continent, and North America. Because of the growth of worldwide shipping, Philippine abaca, which was considered the best material for ropes and cordage, grew in importance and after 1850 alternated with sugar as the islands' most important export. Americans dominated the abaca trade; raw material was made into rope, first at plants in New England and then in the Philippines. Principal regions for the growing of abaca were the Bicol areas of southeastern Luzon and the eastern portions of the Visayan Islands. Sugarcane had been produced and refined using crude methods at least as early as the beginning of the eighteenth century. The opening of the port of Iloilo on Panay in 1855 and the encouragement of the British vice consul in that town, Nicholas Loney (described by a modern writer as "a one-man whirlwind of entrepreneurial and technical innovation"), led to the development of the previously unsettled island of Negros as the center of the Philippine sugar industry, exporting its product to Britain and Australia. Loney arranged liberal credit terms for local landlords to invest in the new crop, encouraged the migration of labor from the neighboring and overpopulated island of Panay, and introduced stream-driven sugar refineries that replaced the traditional method of producing low-grade sugar in loaves. The population of Negros tripled. Local "sugar barons"--- the owners of the sugar plantations--became a potent political and economic force by the end of the nineteenth century. THE SOURCES OF DISCONTENT OF THE FILIPINOS WITH THE SPANISH RULE During the Spanish colonial rule in the Philippines, which spanned over 300 years, various social injustices were prevalent: 1. Forced Labor (Polos y Servicios): The Spanish authorities imposed forced labor on the indigenous population, known as "polos y servicios," requiring them to work on public projects without compensation. This practice led to exploitation and economic hardship for many Filipinos.  The word “polo” is actually a corruption of the Tagalog word pulong, originally meaning “meeting of persons and things” or “community labor”. 2. Encomienda System: The encomienda system allowed Spanish colonizers to grant large tracts of land and control over the indigenous people to favored individuals. This often resulted in the abuse and LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited exploitation of native populations as encomenderos had significant power over their subjects. 3. Religious Discrimination: The Spanish authorities favored the conversion of Filipinos to Christianity, leading to discrimination against those who adhered to indigenous beliefs or practices. Non-Christians were often marginalized and excluded from certain privileges.  Abusive and immoral friars became sources of people’s disenchantment with the Spanish rule.  Friars controlled government from governor general down to alcalde mayors through a system called Frailocracy. 4. Cultural Suppression: The Spanish administration suppressed indigenous languages, traditions, and customs, imposing Spanish culture on the Filipinos. This cultural imposition contributed to the erosion of indigenous identity and heritage. 5. Unequal Social Classes: The colonial society was structured hierarchically, with Spanish colonizers at the top, followed by the mestizos (mixed-race individuals), and the indigenous population at the bottom. Social mobility was limited, and opportunities for advancement were disproportionately available to those of Spanish descent. 6. Exclusion from Education: Access to education was limited to the elite and those of Spanish descent. Indigenous Filipinos were often denied educational opportunities, perpetuating social inequality and hindering the intellectual and economic development of the majority. 7. Heavy Taxation: The Spanish authorities imposed heavy taxes on the local population, which led to economic hardship for many Filipinos. The burden of taxation often fell disproportionately on the poor, exacerbating poverty and inequality.  Miguel Lopez de Legazpi was the first to order the payment of tribute, both in Visayas and Luzon  By 1884, the tribute was replaced by the cedula. 8. Exploitative Economic Policies: Spanish economic policies favored the exploitation of the Philippines' natural resources for the benefit of Spain. The local economy was geared towards serving the interests of the colonizers, often at the expense of the well-being of the indigenous population. LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited 9. Injustice in the Legal System: The legal system was often biased against Filipinos, with Spanish authorities enjoying preferential treatment. Unjust trials, arbitrary punishments, and the lack of legal representation for Filipinos were common during this period.  Spanish Civil Code imposed light penalties on Spaniards but heavier penalties to Indios. 10. Forced Religious Conversions: The Spanish authorities used various means to coerce indigenous people into converting to Christianity. This included the destruction of indigenous religious practices, the confiscation of properties, and social exclusion for those who resisted conversion. It's important to note that these social injustices contributed to a long history of resistance and eventual calls for independence in the Philippines. THE SECULARIZATION MOVEMENT The secularization movement in 19th-century Philippines was a historical and social phenomenon that advocated for the transfer of control and administration of Philippine parishes from religious orders to secular or diocesan clergy. This movement played a significant role in shaping the religious landscape and social dynamics of the Philippines during the Spanish colonial period. It primarily focused on reducing the influence of the friars and increasing local control over religious matters. During the Spanish colonial era, religious orders such as the Augustinians, Dominicans, and Franciscans were granted extensive powers, including control over parishes, education, and economic resources. However, the clergy often abused these powers, leading to social unrest and discontent among the local population. Key Aspects of the Secularization Movement: 1. Transfer of Control:  The movement sought to transfer control of parishes from the religious orders to secular or diocesan clergy. This meant that Filipino priests would take over the administration of churches and religious affairs in their respective areas. 2. Local Empowerment:  Advocates of secularization argued for the empowerment of local LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited priests and the Filipino population in religious matters. They believed that this would lead to better representation of the people's interests and a reduction in the abuses committed by the foreign religious orders. 3. Educational Reforms:  The movement also aimed to reform the educational system, pushing for the establishment of more schools that were not solely controlled by the friars. This was seen as a way to promote secular education and reduce the influence of the clergy in shaping the intellectual landscape of the Philippines. 4. Social and Political Implications:  The secularization movement was not solely a religious matter; it had broader social and political implications. The call for local control over parishes and education was intertwined with the growing nationalist sentiment, as Filipinos sought more autonomy and representation in various aspects of their lives. Impact and Challenges:  The secularization movement faced strong opposition from the religious orders, who were reluctant to relinquish their control and privileges. The friars argued that they were better equipped to handle the spiritual needs of the population and that local clergy lacked the necessary qualifications.  Despite the challenges, some progress was made in the implementation of secularization policies, and several parishes were eventually turned over to Filipino priests. THE REFORM MOVEMENT The 19th-century reform movement in the Philippines was a socio-political and intellectual movement that aimed at addressing various issues within Philippine society during the Spanish colonial period. It emerged as a response to the challenges posed by colonial rule, the abuses of the friars, and the desire for social, economic, and political reforms. The reformists sought to improve the conditions in the Philippines within the framework of colonial governance rather than pursuing outright independence.  The Spanish colonial rule in the Philippines was characterized by social inequalities, economic exploitation, and the dominance of the friars in both religious and secular affairs. LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited  The reform movement gained momentum in the latter half of the 19th century as Filipino intellectuals, illustrados (educated elite), and members of the middle class began to voice their concerns about the oppressive colonial system. Elements of the Reform Movement: 1. Education:  Reformists advocated for the improvement of education in the Philippines. They believed that a well-educated populace could contribute to the progress of the nation.  La Solidaridad, a reformist newspaper, played a crucial role in disseminating ideas about education and enlightenment. 2. Representation in Spanish Courts:  Filipinos sought representation in the Spanish Cortes (parliament) to voice their concerns directly in the colonial government. This was part of the broader demand for political participation and representation in decision-making processes. 3. Religious Reforms:  The reformists called for the secularization of Philippine parishes, reducing the influence of the friars and empowering local clergy.  They also pushed for religious tolerance and the end of discriminatory practices against non-Catholic Filipinos. 4. Economic Reforms:  Calls for economic reforms included fair taxation, agrarian reforms, and the promotion of local industries. Filipinos wanted to alleviate the economic burden imposed by the colonial administration. 5. Civil Liberties:  Reformists advocated for basic civil liberties, including freedom of speech and assembly, to address issues related to political repression and curtailment of individual rights. Notable Figures of the Reform Movement:  José Rizal: Often considered the national hero of the Philippines, Rizal was a prominent figure in the reform movement. His novels, "Noli Me Tangere" and "El Filibusterismo," criticized the abuses of the colonial LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited regime and the friars while advocating for social reforms.  Also known by his Pen names as: Dimasalang and Laon laan  Marcelo H. del Pilar: A journalist and activist, del Pilar was a key figure in the reformist movement. He became the editor of La Solidaridad and used the platform to advocate for political and social changes.  Also known by his Pen names as: Plaridel, Dolores Manapat and Piping Dilat  Graciano Lopez Jaena: A journalist and orator, López Jaena was a co- founder of La Solidaridad and a key figure in the reformist movement. His writings, speeches, and editorials focused on exposing the abuses of the friars and calling for political and social reforms. López Jaena was known for his passionate advocacy and commitment to the ideals of the reform movement.  Also known by his Pen names as: Diego Laura Performance Task ACTIVITY: Similarities and Differences Create your manual or computerized Venn Diagram depicting the comparison and contrast between the 19th Century and the present situation in the following aspects: politics, economy, religion and education. Direction:  Provide another sheet for your answer  Choose at least one aspect on the 19th century societal factors which areEconomy, Education, Religion or Political aspect.  You are going to compare the Similarities and Differences of your selected Aspect.  Write one paragraph explanation about your findings, observations, and analysis. LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited Understanding Directed Assessment Rubric to be used in grading your work: Criteria/ 4 3 2 1 Points The instruction There were few was carefully There were mistakes in Did not follow the Content and followed and several mistakes following the instructions. Comprehensi the whole in following the instructions and Most of the on content is instructions. the content is contents are (4) highly The content is adequately incorrect. substantial inadequate substantial The Venn Diagram is highly The Venn Diagram The Venn Words used in expressive and is interesting Diagram lacks the explanation interesting Words used in the meaning were below Clarity and Words used in explanation were The output has expectation The Creativity the explanation good. The output adequately clear output has (4) were carefully has interesting and details. unclear details. selected. very clear details. Ideas were Ideas were Ideas were organized. incomprehensible highly organized. Time Submitted on or Submitted one Completion. before the day after the (2) deadline deadline Learning Resources th Agoncillo, T. A. (1990). History of the Filipino People. 8 Ed. Quezon City: Garotech Publishing Constantino, R. (1975). The Philippines: A Past Revisited. Renacimiento Filipino Publications. Joaquin, N. (1988). A Question of Heroes. Anvil Publishing. Maguigad, R. B, et al. (2000). Rizal: The First Filipino. Manila: Libro Enterprises Ocampo, A. (2006). "Bones of Contention: The Bonifacio Lectures." Anvil Publishing. Quibuyen, F. (2008). "A Nation Aborted: Rizal, American Hegemony, and Philippine Nationalism." Ateneo de Manila University Press. Schumacher, J. N. (1997). The Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism. Ateneo de Manila University Press. Zaide, S. M. (1994). The Philippines: A Unique Nation. Quezon City: All Nations Publishing Co. Zaide, G. F. (1999). Philippine History and Government. National Bookstore. LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited LSPU SELF-PACED LEARNING MODULE: Philippine Institution 100 Prepared by: MELL CONRAD R. ALCALA