11

Disciplines and Ideas

in the Social Sciences
Module 6
Key Concepts and Approaches in Social
Sciences
Disciplines and Ideas in the Social Sciences – Grade 11
Alternative Delivery Mode
Quarter 2 – Module 12: Key Concepts and Approaches in Social Sciences
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency or office may, among other things, impose as a condition the payment
of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis - Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Jenny Mae P. Sojor
Writer: Editors: Reviewer:
Maria Reina Mae M. Ablir and Maria Eula Pauline A. Elumir Divina May S. Medez
Illustrator:

Layout Artist: Richie C. Naingue

Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Nilita L. Ragay, Ed.D Elmar L. Cabrera
Carmelita A. Alcala, Ed.D.
.

Printed in the Philippines by

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental Tele
#: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph

i
ii
INTRODUCTORY MESSAGE
For the facilitator:

Welcome to Disciplines and Ideas in the Social Sciences 11 Alternative

Delivery Mode (ADM) Module on Key Concepts and Approaches in Social
Sciences!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box
in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

iii
For the learner:

Welcome to the Disciplines and Ideas in the Social Sciences 11

Alternative Delivery Mode (ADM) Module on Key Concepts and Approaches
in Social Sciences!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in the
What I Need to Know module.

This part includes an activity that aims to check

what you already know about the lesson to take.
If you get all the answers correct (100%), you
What I Know may decide to skip this module.

This is a brief drill or review to help you link the

current lesson with the previous one.
What’s In

In this portion, the new lesson will be introduced

to you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
What’s New

This section provides a brief discussion of the

lesson. This aims to help you discover and
What is It understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and skills
of the topic. You may check the answers to the
What’s More
exercises using the Answer Key at the end of the
module.
This includes questions or blank
sentence/paragraph to be filled in to process
What I Have Learned what you learned from the lesson.
This section provides an activity which will help
you transfer your new knowledge or skill into
What I Can Do real life situations or concerns.

This is a task which aims to evaluate your level

of mastery in achieving the learning competency.
Assessment

iv
 In this portion, another activity will be given to
Additional Activities you to enrich your knowledge or skill of the
lesson learned.

This contains answers to all activities in the

Answer Key module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do

not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

v
 How do you use this Module?

In this module, you are required to go through a series of learning activities in order
to complete each learning outcome.

To get the most from this Module, you need to do the following:

1. Begin by reading and understanding the Most Essential Learning Competencies and
Learning Objectives. These will tell you what you should know and be able to do at
the end of every lesson.
2. Find out what you already know by taking the Pre-test then check your answer
against the Answer Key. If you get 100% correct in the pre- assessment, skip the
lesson. This means that you need not to go through the Lesson because you already
know what it is all about but if not and only get 50% to 99% correct, then proceed
with the lesson.
3. Do the required Learning Activities. They begin with mini lessons. The mini- lesson
contains important notes or basic information that you need to know. After reading
and understanding the mini-lesson, test yourself on how much you learned by
answering the varied activities. Refer to the Answer Key for correction. Do not
hesitate to go back to the lesson when you do not get all test items correctly. This will
ensure your mastery of basic information.
4. It is not enough that you acquire content or information. You must be able to
demonstrate what you learned by doing the activity in “What I Can Do”. In other
words, you must be able to apply what you have learned in real life.
5. To test how well you performed, accomplish the scoring rubrics.
6. Finally, answer the Post Assessment to test and measure the learnings you have
acquired in the lesson.

Each Lesson also provides you with glossary and references for your guide. Enjoy

and happy learning!

1
 What I Need to Know

Analyze the basic concepts and principles of the major social science ideas:
a. Feminist Theory
b. Hermeneutical Phenomenology
c. Human-Environment Systems

MODULE Key Concepts and

Approaches in Social Sciences

In the previous module, you have learned about the first set of the basic concepts and
principles of the major social science ideas, namely: Psychoanalysis, Rational Choice and
Institutionalism and its importance in examining socio-cultural, economic and political
conditions. In this module, you will learn another set of the basic concepts and principles of
the major social science ideas which is the Feminist Theory, Hermeneutical Phenomenology
and Human-Environment Systems.

2
 Key Concepts and Approaches in Social Sciences

Content Standard

The learners demonstrate an understanding of the key concepts and

approaches in Social Sciences.

Performance Standard
The learners shall be able to evaluate the strengths and weaknesses of the approach

Learning Competency MELCS - DISS (Week 11-12)

Analyze the basic concepts and principles of the major social science ideas:
a. Feminist Theory
b. Hermeneutical Phenomenology
c. Human-Environment Systems

Learning Objectives

At the end of the module you should be able to:

Knowledge: Identify the strengths and weaknesses of each approach.

Skills: Compare and contrast the three approaches.
Attitude: Assess personal and social experiences using relevant approaches in social
sciences.

3
 Weekly Quiz
I. Multiple Choice. Read each item carefully and write the letter of the
correct answer in your activity notebook.

1. It is the study of gender and its relation to power.

A. Feminism B. Hermeneutical
C. Human-Environment D. Sikolohiyang Pilipino

2. A method of interpreting human experiences as a means to understand the question

of what it is to be human.
A. Rational Choice B. Hermeneutical
C. Institutionalism D. Psychoanalysis

3. An approach that refers to the study of the complex interactions among human
and environment systems.
A. Human or Environment B. Human/Environment
C. Human and Environment D. Human-Environment

4. A social belief that supports gender inequality

A. Gender sensitive B. Gender inequality
C. Gender ideology D. Gender biased

5. Refers to the development of meaning or association with a given location.

A. Mental Map B. Sense of Place
C. Primary Landscape D. Spatial Distribution

II. True or False. Write T if the statement is true and F is the statement is false. Write
your answers in your activity notebook.

6. The human-environment systems theory is criticized because of its deterministic

approach in understanding social phenomena.

7. Critics of meninism see feminism as an attempt to make women’s rights and power
more than or in supervision of men.

8. The primary criticism against phenomenology is that it lacks the application of the
scientific method.

9. Environment systems are the various institutions and activities humans created in society.

10. Primary landscape is the underlying structure responsible for the spatial distribution
of things.

4
 What’s In
The basic concepts and principles of the major social science ideas are
Psychoanalysis, Rational Choice and Institutionalism. The field of psychoanalysis has been
heavily influenced by the works of Sigmund Freud. As part of the social sciences,
Psychoanalysis provides an alternative lens in understanding the complexity of human
behavior through the context of personality, consciousness, and ideology.
Rational choice Theory banks on the key idea that humans are actively calculating
the pros and cons of a particular choice, which affects the type of behaviors that they exhibit.
These choices are often determined by an individual’s preferences and the extent by which he
or she perceives them as immediate needs or wants.
The theory of Institutionalism allows for a discourse on how institutions affect
the decision of humans within the frame of a society. Today, this theory finds its relevance
in creating opportunities for growth and development among institutions whether in the
macro or micro context.

What’s New

Task 1: Guess Who?

Directions: Study the pictures below and identify the women who became famous in their
own field of endeavor. Write their names and their advocacy/ field of endeavor in your
activity notebook.

https:// mage/ar_1:1%2Cc_fill%2Ccs_sr gb%2Cg_face%2Cq_auto:good

%2Cw_300/MTE5NDg0MDU1 https://www.officialgazett e.gov.ph/images/uploads/ Corazon-Aquino-FS.jpg
MDE2MDgwOTEx/angelina- jolie-9356782-1-402.jpg

1._ 2. _ _ 3. _ 4.

5
 What is It

Feminist Theory

Feminism studies gender and its relation to power, and the dynamics these two
concepts play out in economics, politics, sexuality, race, and nationality, among others. It is
both a sociological perspective and a philosophy which aims to promote gender equality,
social justice, and women’s rights. However, the primary concern that feminism tries to
address is the oppression of women in society and the patriarchal structure of most societies.

Patriarchy, in its most basic sense, is a social organization wherein the father or eldest
male heads a society or government. To illustrate this, one only has to look at the traditional
Filipino family structure or of most societies for that matter. The head of the family is the
father, and the mother is subordinate to the decisions of the father. In labor and economics,
for example, the father goes to his job every day while the mother is left at home to take
care of the children. In the past, women did find the opportunity to leave the house and gain
employment but the jobs offered to them were limited to being a secretary or nurse. This is
but one struggle that feminism undertook in its advocacy for women.

Feminism developed in three waves. Each movement addressed a particular issue,

which women struggled with at that time, and these are as follows:

1. The first wave of feminism took place during the 19th and 20th centuries, which challenged
the legal issues concerning women. Women at that time surrendered their properties to
their husbands, were not allowed to hold public office, and were not given the rights
to suffrage. It was only in the 1920s that women first voted in America. Women also
advocated their right to choose their own profession. When World War I went in full
swing, men were sent to battlefields leaving women to take on factory jobs. This
development showed that women were productive as men in the workforce.
2. The second wave of feminism began during 1960s up to the 1990s and was born out of
the civil rights’ movement. The primary issues that this movement tried to address was of
sexual equality and reproductive rights. This movement saw “feminine” objects such as
bras, lipsticks, and high heels as forms of male oppression and an objectification of
women.
3. The third wave of feminism began in the late 1980s and continues until today. Feminists
from the third wave do not consider “feminine” objects as artifacts of

6
 male oppression, but as tools to enrich their femininity. This advocacy rules the blame-
the-victim practice in which sexually harassed women are treated as sex objects and are
actually blamed because of what they wear and because they put on makeup.

Key Concepts in Feminism

Gender Ideology

Gender ideology is a social belief that supports gender inequality. It is a social

divide that establishes perceived roles for men and women, and relegating them to specific
roles. Some gender ideologies include women staying at home while men go to work, and
women being more delicate, emotional, and nurturing compared to men who are more
aggressive, assertive, and dominant.

Gender inequality is the actualization or realization of gender ideology. There is

gender inequality when the perceived role of women subordination to men reflects hiring
procedures and requirements; for example, a secretarial post accepting only female
applicants. Salaries are also unequal when it comes to men and women. For instance, a
research on gender pay gap revealed that women in the
U.S. receive less than men even if they have the same position and title.

Gender ideology is also actualized in how toys are determined for children. Typically,
action figures are supposed to be played by boys and dolls are to be played by girls. A boy
playing with a doll is ridiculed as being gay, while a girl playing action figures is teased as a
lesbian. It is evident that at this early stage of development, children’s perception of gender
roles is already being established and affirmed. The gender ideology in children’s play
evolves in adulthood as gender bias and prejudices, which further support inequality.

Criticisms and Limitations

During the first wave of feminism, anti-feminism was already present, which opposed
the granting of women’s right to vote, hold to public office, and attain higher education.
Anti-feminism also argued that traditional values, beliefs, and established religious
norms be upheld, and that divorce is considered taboo. Feminists claim that history has
provided the roles by which society has come about and that should be the way it is. Women
are to be relegated to their homes while their husbands go to earn for the family.
Other critics of feminism are feminists themselves, who see feminism as an attempt to
make women’s rights and power more than or in supervision of men. Yet, they argue that
feminism must advocate for equality and not create a new form of oppression.

7
ESSENTIAL LEARNING

As the capacity of humans to reason and make sense of their world became complex,
we were able to look closely at issues that are often seen as non-issues merely because they
have been practiced traditionally. The issue of gender equality is one of these neglected issues
that have been finally addressed by scholars and activists alike. Today, women and other
sectors of society who are prey to the dissociating and selective systems instituted by
powerful classes are still fighting for their rights, which allows the rebirth of a new form of
feminist movement.

Hermeneutical Phenomenology

Hermeneutical phenomenology is a philosophy of and a method for interpreting

human experiences as a means to understand the question of what it is to be human. This
philosophy was developed by Martin Heidegger (1889–1976) as a continuation and
divergence from phenomenology, the philosophy developed by his mentor and colleague,
Edmund Husserl (1859–1938). Hermeneutical Phenomenology is sometimes referred to as
interpretative phenomenology or existential phenomenology, while the phenomenology
developed by Husserl is sometimes referred to as descriptive phenomenology or pure
phenomenology. In order to understand the fundamental similarities and differences of both
ideas, let us first examine Husserl’s phenomenology.

Phenomenology, as developed by Husserl is an inquiry on how the human mind can

grasp the nature of things as experienced in the world. It is a question of how a thorough
examination of experiences of the world can provide deeper insight and perception of the
world. In order to answer this inquiry, Husserl’s ideas revolved around descriptions-by how
descriptions are formed and how descriptions can form truths about experiences. Husserl
suggested that prejudgments, prejudice, and biases must first be removed in order to grasp the
essential nature of things.

Heidegger’s phenomenological approach attempts to interpret experiences of the

world to find truths, which can be used to learn about human existence or being. Heidegger
states that humans are born in a particular historical period, country, community, and
background. Rather than description, hermeneutical phenomenology is more concerned with
how experiences are interpreted and how they generate meaning. The question of
hermeneutical phenomenology is what the revelation of the thing means for you.

8
 The reflections made from experiences are affected by worldviews, which in turn
would be constitutive of future experiences. This is what Heidegger calls hermeneutic
circle, or the process wherein one’s influences affect his or her experiences of the world,
which would then create other influences that would affect experiencing the world, and so on.

Criticisms and Limitations

The primary criticism against phenomenology is that it lacks the application of the
scientific method. However, the absence of such is intentional since the scientific method is
even criticized by Merleau-Ponty as contrary to perception that holds no preconceived
judgments. The lack of an actual method is another criticism against phenomenology. While
there might be techniques such as phenomenological and eidetic reduction, these are not the
methods per se, but are ways by which consciousness derives meaning from. The meaning
derived from phenomenological reduction is also relative to the perceiver. The creation of
meanings and perception of things, therefore, are subjective in nature and cannot be
duplicated or lend itself to falsifiability.

ESSENTIAL LEARNING

The field of hermeneutical phenomenology allows for a critical evaluation of the

nature of being. Unlike its counterparts, this field relies heavily on context and content
analysis, which others claim as its weakness due to the lack of scientific rigor that such
process entails. Today, this field remains relevant in the practice of literary criticism,
cognitive science, and qualitative research.

Human-Environment
Systems

One of the major scientific challenges of our time is investigating the impact of
human activity to our natural environment and how each system affects one another.
Human-environment systems are the interdisciplinary approaches which study the
complex interactions among human and environment systems. Human systems are the
various institutions and activities humans created in society. These systems include
government policies, industrial waste management, agriculture, urbanization, culture, and
tradition. On the other hand, environment systems include the biodiversity of Earth, global
weather systems, landscapes, and animal and plant life, among others.

9
 The idea of human-environment systems holds that society shapes nature and that
nature shapes society. What we do to the environment affects and changes us. One could see
how human systems affect environment systems by looking at our laws and policies.

Key Concepts in Human-Environment Systems

Sense of Place

A sense of place refers to the development of meaning or association with a given

location. A sense of place is a sense of belonging or identity, which is developed through the
community that occupies it, its landscape features, and the emotions it brings.

Mental Map
A mental map of a place refers to the mental representation of things and people of a
given location. A mental map is formed by the memory’s identification of the physical
characteristics and features of a particular place. Over time, mental maps change as new
experiences of the place are acquired directly or indirectly from how others would describe a
place or by watching travel shows. A better focus of the mental map is also reached when
objects and people are associated to the place. For example, you and your best friend met in
a store; hence, you are reminded of the attached feeling and memory whenever you visit that
place, either physically or in your mind,

Primary Landscape
The place where we grew up is what human geographers consider as our primary
landscape and is the basis for our experience of new places. It is from the primary landscape
that we compare the new places we visit, and the memories and emotions we attach to it will
be transposed to the new environment and bring a new sense of place.

Spatial Distribution and Spatial Process

Spatial distribution refers to the distribution of anything that exists on Earth that can
be mapped out and is observable through spatial processes. Spatial distribution maps out
natural and physical aspects such as temperature, weather, and cities. It observes cultural
aspects such as language, nationality, gender, and religion. It also studies the distribution of
how human systems affect environmental systems such as soil erosion, animal and plant
extinction due to deforestation, and air pollution due to factory fumes.
Spatial Process is the underlying structure responsible for the spatial distribution of
things. For example, the physical distribution of mountain ranges can be attributed to tectonic
shifts, while their cultural distribution can be attributed to technological systems affecting
human needs.

10
Criticisms and Limitations
The human-environment systems theory is criticized because of its deterministic
approach in understanding social phenomena. This determinism could be seen in Hardin’s
work, which highlighted population as the main cause of social issues.

ESSENTIAL LEARNING
The interrelationship between humans and their environment is a vital point in the
pursuit of understanding human nature and the populations that they form. The human-
environment systems approach provides a diverse source of interplay between humans and
their environment. Today, this theory remains relevant in addressing environmental issues
that are either created by human populations or affecting their existence.

What’s More

Task 2. Using the diagram below, identify at least one strength and one weakness of each
approach. Copy and answer the diagram below in your activity notebook.

Approach Weakness Strength

Feminist Theory
Hermeneutical
Phenomenology
Human-Environment
Systems

What I Have Learned

Give and assess your personal and social experiences of at least one of the
following approaches: Feminism, Hermeneutical Phenomenology, and Human- Environment
systems. Write your experience in your activity notebook, and answer the following questions
below:

 How did you deal with it?

 Was there any difference in your decision if you had known the approaches
earlier?

11
 What I Can Do

Task 3. Compare and Contrast

Direction. Using the Venn diagram below, compare and contrast the concepts and principles
of the three approaches. Copy and answer the diagram in your activity notebook.

FEMINISM HERMENEUTICAL
PHENOMENOLOGY

HUMAN-
ENVIRONMENT

Assessment

I. Multiple Choice. Read each item carefully and write the letter of the correct
answer in your notebook.

1. This refers to the study of gender and its relation to power.

A. Feminism B. Hermeneutical
C. Human-Environment D. Sikolohiyang Pilipino

2. A method of interpreting human experiences as a means to understand the question

of what it is to be human.
A. Rational Choice B. Hermeneutical
C. Institutionalism D. Psychoanalysis

3. An approach that refers to the study of the complex interactions among human
and environment systems.
A. Human or Environment B. Human/Environment
C. Human and Environment D. Human-Environment

12
 4. A social belief that supports gender inequality
A. Gender sensitive B. Gender inequality
C. Gender ideology D. Gender biased

5. Refers to the development of meaning or association with a given location.

A. Mental Map B. Sense of Place
C. Primary Landscape D. Spatial Distribution

II. True or False. Write T if the statement is true and F is the statement is false. Write
your answers directly in your activity notebook.

6. The human-environment systems theory is criticized because of its

deterministic approach in understanding social phenomena.

7. Critics of meninism see feminism as an attempt to make women’s rights and power
more than or in supervision of men.

8. The primary criticism against phenomenology is that it lacks the application of the
scientific method.

9. Environment systems are the various institutions and activities humans created in
society.

10. Primary landscape is the underlying structure responsible for the spatial distribution
of things.

GLOSSARY
The following terms used in this module are defined as follows:

Descriptive phenomenology – also called as or pure phenomenology and was developed

by Heidegger that attempts to interpret experiences of the world to find truths, which
can be used to learn about human existence or being.
Feminism – studies gender and its relation to power
Gender ideology – is a social divide that establishes perceived roles for men and women,
and relegating them to specific roles.
Gender inequality – is the actualization or realization of gender ideology.
Hermeneutic circle – or the process wherein one’s influences affect his or her experiences
of the world, which would then create other influences that would affect experiencing
the world, and so on.
Hermeneutical phenomenology – is a philosophy of and a method for interpreting
human experiences as a means to understand the question of what it is to be human.

13
 Human-environment systems – are the interdisciplinary approaches which study the
complex interactions among human and environment systems. Human systems are
the various institutions and activities humans created in society.
Interpretative phenomenology – also called as existential phenomenology which was
developed by Husserl is an inquiry on how the human mind can grasp the nature of
things as experienced in the world.
Mental map – refers to the mental representation of things and people of a given location.
Primary landscape – according to human geographers, it is the place where we grew up
and is the basis for our experience of new places.
Sense of place – refers to the development of meaning or association with a given
location.
Spatial distribution – refers to the distribution of anything that exists on Earth that can be
mapped out and is observable through spatial processes.
Spatial Process – is the underlying structure responsible for the spatial distribution of
things.

Prepared by:

CLARISSA C. CABILI
Subject Teacher

Noted by:

JUAN C. PANGANDOYON
SHS Dept. Head, MT-I

Approved:

MA. ELENA JARITO, DALL

OIC-Principal I

14
 Answer Key

Weekly Quiz
I. 1. A II. 6. T
2. B 7. F
3. D 8. T
4. C 9. F
5. B 10. F

What’s New
1. Angelina Jolie – the icon of beauty
2. Mother Theresa – devoted her life to care for the sick and the poor
3. Corazon Aquino – restored democracy
4. Alyssa Valdez – the face of Philippine volleyball

What’s More

Approach Weakness Strength

Other critics of feminism see
Feminist Theory feminism as an attempt to make
women’s rights and power more
than or in supervision of men’.
Hermeneutical It lacks the application of the
Phenomenology scientific method.
Human-Environment Criticized because of its
Systems deterministic approach in
understanding social
phenomena.
Gender equality is one of the
neglected issues that have been
finally addressed by scholars and
activist alike because of this
movement.
This field remains relevant in the
practice of literary criticism,
cognitive science, and qualitative
research.
This theory remains relevant in
addressing environmental issues
that are either created by human
populations or
affecting their existence.

Assessment
II. 1. A II. 6. T
2. B 7. F
3. D 8. T
4. C 9. F
5. B 10. F

References
Alejandria-Gonzalez, Maria Carinnes P., and Elizabeth T. Urgel. DIWA Senior High School Series:
Discipline and Ideas in Social Sciences. Makati City, Philippines: DIWA Laerning
Systems Inc., 2016.

15
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental Kagawasan, Avenue, Daro, Dumag
Tel #: (035) 225 2376 / 541 1117
Email Address: Website: lrmds.depednodis.net