It is very noticeable that during the semestral and summer break, traffic in the metropolis is light. Students that seem to crowd the streets and malls are surprisingly absent - when there is an academic furlough this leads to a city traffic that is inevitably light and easier.
Whenever there is traffic or gridlock – time, manpower and opportunities are lost that are certain never to present themselves again. Like a cancer that is brought about by urbanization, traffic seems to be an inherent problem that is beyond a simplistic solution.
The government, in response the horrendous daily traffic brings, adopted numerous schemes so as to lessen, avoid and if possible, eradicate the curse of traffic. From the multi-billion projects of MRT to LRT, to the construction of “infrastructures” that was designed originally to decongest potential traffic gridlocks.
The government even went to the extent of establishing a government arm specifically tasked with controlling metro traffic. The Metro Manila Development Authority (MMDA), with its annual expenditures of another billion of pesos acts as a main traffic enforcer for the Metropolis.
From a color-coding scheme to an odd-even program to a unified vehicular reduction program, the social experimentation was meant to gather empirical data so as to ease metro traffic and have a semblance of reason in the management of number of vehicles using the road of the metropolis.
The weakness of an odd-even scheme is that even if there is a vehicular reduction, people (particularly students) would still need to commute from their place of residence to their schools. Yes, there is a reduction of vehicles on the road, but there are still students on the road using another mode of transportation and still causes another form of traffic and gridlock.
Crudely, what I have in mind is that instead of focusing on reducing vehicles on the road of metropolis, maybe a more efficient mode of reducing students on the road would be more effective in reducing traffic and gridlock.
Now how do we go about this?
We reduce the number of students on the road by having a school time that does not coincide with the usual time frame of the other sector of society. When employees are usually within the time frame of 8 AM to 5 PM/9 AM to 6 PM, maybe students could be on a 6 AM to 2 PM time frame where there are a lesser number of people on the road since majority of them are still at work.
This suggested arrangement reduces the number of people on the road where instead of adopting a vehicular reduction program, the government adopts a people reduction program. Lesser people on the road means lesser traffic…
This particular set-up is applicable only in Metro Manila since this is where traffic is very heavy. In the province, the status quo of schedule is sufficient to meet the current dictates and imperatives.
Showing posts with label Issue 8. Show all posts
Showing posts with label Issue 8. Show all posts
Wednesday, June 11, 2008
From Plow to Ballpen to Diaper by Claudio V. Tabotabo, MA (January, 2008)
Perhaps the clergyman who was also a teacher in the Philippines during the Spanish time had only one problem in the classroom. There were Spanish children but the natives were in farms helping their parents. The natives who were the core of the clergyman’s mission seemed to be far from school.
Life revolved around the farm, it was the orientation of the Filipino family. It was not that Filipinos did not love to learn the rudiments of the Catholic faith. They only found the farm the direct answer of their economic problems. Or the Filipinos did notice other areas of the academe more particularly the subject on self-governance Or Filipinos did not like the “Informal Education” which was the only type of education the Spaniards could give. So the Filipinos who were inferior in physical stature but smarter than their colonizers opted to stay in the farm and enjoy the day under the sun.
Thinking that Filipinos wanted something practical the Spaniards offered trade schools, and as reported established in 1863, but the number of indios going to school remained small.
The Americans came bringing the educational system that is anchored on Booker T. Washington’s proclamation of Vocational Education. Although Filipinos still considered farm labor a source of income, the Americans were not so much challenged by the Filipinos’ indifference to education. The number of natives going to school had considerably increased.
Filipinos began to see education as their avenue towards decent living. They found education the ax that will break the chain that bound them for centuries in the farm. Education for the Filipinos is a magic balm that will put them in alignment with their American masters. But what the Filipinos liked is education without manual labor. In 1925 the Monroe Commission reported a lament on the white-collar orientation of education.
Well it is not the purpose of this paper to analyze the educational system of the Americans in the Philippines. But there must be a paper that will say something about the Vocational Education brought by the Americans. Again it must be education that would direct the Filipinos towards self-governance, and not just to train as technicians, carpenters, welders or care-givers.
The Americans wanted to see the Filipinos as the best workers of the world, and indeed it is what the Filipinos are today. They are the best caregivers and the most fluent English-speaking maids in the Middle East.
There is nothing wrong for Filipinos working abroad. But they must not confine to it. Care giving alone could not govern a country.
Life revolved around the farm, it was the orientation of the Filipino family. It was not that Filipinos did not love to learn the rudiments of the Catholic faith. They only found the farm the direct answer of their economic problems. Or the Filipinos did notice other areas of the academe more particularly the subject on self-governance Or Filipinos did not like the “Informal Education” which was the only type of education the Spaniards could give. So the Filipinos who were inferior in physical stature but smarter than their colonizers opted to stay in the farm and enjoy the day under the sun.
Thinking that Filipinos wanted something practical the Spaniards offered trade schools, and as reported established in 1863, but the number of indios going to school remained small.
The Americans came bringing the educational system that is anchored on Booker T. Washington’s proclamation of Vocational Education. Although Filipinos still considered farm labor a source of income, the Americans were not so much challenged by the Filipinos’ indifference to education. The number of natives going to school had considerably increased.
Filipinos began to see education as their avenue towards decent living. They found education the ax that will break the chain that bound them for centuries in the farm. Education for the Filipinos is a magic balm that will put them in alignment with their American masters. But what the Filipinos liked is education without manual labor. In 1925 the Monroe Commission reported a lament on the white-collar orientation of education.
Well it is not the purpose of this paper to analyze the educational system of the Americans in the Philippines. But there must be a paper that will say something about the Vocational Education brought by the Americans. Again it must be education that would direct the Filipinos towards self-governance, and not just to train as technicians, carpenters, welders or care-givers.
The Americans wanted to see the Filipinos as the best workers of the world, and indeed it is what the Filipinos are today. They are the best caregivers and the most fluent English-speaking maids in the Middle East.
There is nothing wrong for Filipinos working abroad. But they must not confine to it. Care giving alone could not govern a country.
Tuesday, June 10, 2008
Pandora's Nuclear Men by Ronan S. Estoque, MA (November, 2006)
Pandora, in Greek mythology was the first woman on earth, sent by Zeus as a punishment for Prometheus crime of stealing fire in Olympus. Zeus gave Pandora a box, which when opened, will let out all the ills that befell mankind.
Historically, nuclear weapons were first developed during the Second World War under the code name of Manhattan Project. The first atomic bomb was exploded in New Mexico in 1945 and after a month, two atomic bombs were dropped in Hiroshima and Nagasaki killing an estimated 100,000 people outright, which precipitated the closure of the world war.
The two bombs that ironically ended the war were known as "little boy" (a uranium bomb) and "fatman" (a plutonium bomb). The Soviet Union exploded its own nuclear bomb in 1949 while the United Kingdom followed in 1952. Suddenly, an arm's race was on and before anyone realized it, the era now known as the "cold war" was upon mankind. Somehow, somewhere, common sense prevailed and the Nuclear Non-Proliferation Treaty and Nuclear Test Ban Treaty were born and the spread of nuclear technology and weaponry was controlled and arrested.
Right now, North Korea has announced that it is now a nuclear newborn country. The ramifications of a nuclear North Korea have so many dimension that all possibilities are staggering to the status quo of nuclear equation.
Scenario Number 1 - With a nuclear North Korea, it could now bully its nearest neighbors (e.g. South Korea, Japan, and even the Philippines) to submit to its demands and imperatives. The threat of a nuclear weapon is a powerful equation especially if one is negotiating for a certain parochial advantages.
Scenario Number 2 - Because of a nuclear North Korea, Japan and South Korea might pursue their own nuclear development program where the possibility of a nuclear arms race might commence in the northern rim of the Asia-Pacific region. It is currently estimated that Japan could produce its own nuclear weapon within six months while South Korea could come out with its own weapon of mass destruction as easy and early as within the timeframe of two years.
Scenario Number 3 - Using the same tried and tested arguments for the American led invasion of Afghanistan and Iraq; USA might go directly and attack North Korea for a preemptive strike. America could hide under the banner of human rights violations, to the toppling of a dictator or to the establishment of democracy of North Korea. The United States of America doesn't even have to pretend to search for a weapon of mass destruction. Such is confirmed in North Korea.
Instability in the Korean Peninsula will result in a strain in the flow of economic trading and will surely make life more difficult for the average Filipinos. The current peso appreciation might stop and might even begin to depreciate again further aggravating the economic stress of the republic. Forget about the possibility of an outright nuclear war in the Korean Peninsula, which will produce losers on all fronts - the mere possession of a nuclear weapon in the hands of a North Korean dictator is certain to spell trouble and disaster for the country.
In Pandora's box, hope remains the only unreleased element that is still a comfort to mankind.
--------------------------------------------------------------------------------
Achievements for the First Semester 2006-2007
Published 4 books, College Psychology, College Sociology, Jose Rizal (A Hero's Life) and Art Appreciation: Introduction to Humanities.
Outreach Program, Cooperative Management for the adopted barangay.
Celebration of Buwan ng Wika.
Film showing re: Dakilang Lakan.
Technical Seminar: Peter Wallace, Raising the English Proficiency of Students - From the Perspective of Employers.
Historically, nuclear weapons were first developed during the Second World War under the code name of Manhattan Project. The first atomic bomb was exploded in New Mexico in 1945 and after a month, two atomic bombs were dropped in Hiroshima and Nagasaki killing an estimated 100,000 people outright, which precipitated the closure of the world war.
The two bombs that ironically ended the war were known as "little boy" (a uranium bomb) and "fatman" (a plutonium bomb). The Soviet Union exploded its own nuclear bomb in 1949 while the United Kingdom followed in 1952. Suddenly, an arm's race was on and before anyone realized it, the era now known as the "cold war" was upon mankind. Somehow, somewhere, common sense prevailed and the Nuclear Non-Proliferation Treaty and Nuclear Test Ban Treaty were born and the spread of nuclear technology and weaponry was controlled and arrested.
Right now, North Korea has announced that it is now a nuclear newborn country. The ramifications of a nuclear North Korea have so many dimension that all possibilities are staggering to the status quo of nuclear equation.
Scenario Number 1 - With a nuclear North Korea, it could now bully its nearest neighbors (e.g. South Korea, Japan, and even the Philippines) to submit to its demands and imperatives. The threat of a nuclear weapon is a powerful equation especially if one is negotiating for a certain parochial advantages.
Scenario Number 2 - Because of a nuclear North Korea, Japan and South Korea might pursue their own nuclear development program where the possibility of a nuclear arms race might commence in the northern rim of the Asia-Pacific region. It is currently estimated that Japan could produce its own nuclear weapon within six months while South Korea could come out with its own weapon of mass destruction as easy and early as within the timeframe of two years.
Scenario Number 3 - Using the same tried and tested arguments for the American led invasion of Afghanistan and Iraq; USA might go directly and attack North Korea for a preemptive strike. America could hide under the banner of human rights violations, to the toppling of a dictator or to the establishment of democracy of North Korea. The United States of America doesn't even have to pretend to search for a weapon of mass destruction. Such is confirmed in North Korea.
Instability in the Korean Peninsula will result in a strain in the flow of economic trading and will surely make life more difficult for the average Filipinos. The current peso appreciation might stop and might even begin to depreciate again further aggravating the economic stress of the republic. Forget about the possibility of an outright nuclear war in the Korean Peninsula, which will produce losers on all fronts - the mere possession of a nuclear weapon in the hands of a North Korean dictator is certain to spell trouble and disaster for the country.
In Pandora's box, hope remains the only unreleased element that is still a comfort to mankind.
--------------------------------------------------------------------------------
Achievements for the First Semester 2006-2007
Published 4 books, College Psychology, College Sociology, Jose Rizal (A Hero's Life) and Art Appreciation: Introduction to Humanities.
Outreach Program, Cooperative Management for the adopted barangay.
Celebration of Buwan ng Wika.
Film showing re: Dakilang Lakan.
Technical Seminar: Peter Wallace, Raising the English Proficiency of Students - From the Perspective of Employers.
Colonial Infections by Claudio V. Tabotabo, MA (November, 2006)
When freedom was granted to the blacks by the Emancipation Act of 1861, there was rejoicing in the farms, in the cottages, in the coalmines and anywhere in the States where there were slaves. Slavery had come to an end, and the blacks could finally live the way they dreamed of. Unfortunately things turned out differently. They lived the way they don't know of. Freedom was on hand yet they found themselves unprepared to practice it.
Many did not know where to go and what to do because on the day Lincoln signed the Act, the authority of the white over the blacks ended. Slavery slipped out from society so also the responsibility of the white to feed, to clothe and to whip the Negro.
It was neither the Ku Klux Klan nor the abusive masters that brought anguish to the black slaves. It was the readiness to welcome the herald of freedom yet unknowing of the incapability to live in it.
Not to count Booker T. Washington and few others who did all they can to educate themselves, the rest of the former slaves came out with a new desire. They wanted to align themselves with their former masters. They aspired for government positions, but they are not willing to undergo the hardships to gain education that is the prerequisite for a position in the government. At the same time girls yelled at their mama for expensive dresses like those their former mistresses used to wear. They lost interest to manual labors like laundering from which they were experts. What they longed then was to enjoy the luxury of the white.
Far from the American shores 31 years after the historic Emancipation Act, American forces swooped down into the Philippine islands and in an orchestrated war, assumed the power of the country from fellow colonizers. They held the country for more than forty years, which was long enough to change the thinking of the natives.
Schools were put up with a curriculum to learn the English language. Filipinos learned English and very proud of it without looking at the truth of the curriculum. English was taught to the Filipinos to prepare them for a domestic job abroad. Americans did not prepare the Filipinos for self-governance. Instead they trained them to be the laborer of the world, to be a worker and not a creator of work. F. Sionil Jose said Filipinos are world's proletariat which is definitely true. More than that, westernization of the Filipinos only prepared them to be the consumers of the surplus from America. The reject in the states was treasured in the Philippines so that the rugs of Madonna were prized by the Filipinas. Madonna has retired yet her stupidity and shamelessness are still being admired in the Philippines. Culture was part of the American import to the Philippines because their agenda was to change the thinking of the Filipinos. The minds that structured for autonomy, self governance and independence as demonstrated by Sakay, Malvar, Bonifacio, Rizal and many others were changed to the level of a laborer
Colonialism is a kind of disease inflicted into the Filipinos. It can be cured if the Filipinos will it. This writer is not a doctor who can prescribe the medicine. To turn to something Filipino may not be the medication of the infection. But knowing oneself directs the patient to know himself; what is for, and not for him.
Many did not know where to go and what to do because on the day Lincoln signed the Act, the authority of the white over the blacks ended. Slavery slipped out from society so also the responsibility of the white to feed, to clothe and to whip the Negro.
It was neither the Ku Klux Klan nor the abusive masters that brought anguish to the black slaves. It was the readiness to welcome the herald of freedom yet unknowing of the incapability to live in it.
Not to count Booker T. Washington and few others who did all they can to educate themselves, the rest of the former slaves came out with a new desire. They wanted to align themselves with their former masters. They aspired for government positions, but they are not willing to undergo the hardships to gain education that is the prerequisite for a position in the government. At the same time girls yelled at their mama for expensive dresses like those their former mistresses used to wear. They lost interest to manual labors like laundering from which they were experts. What they longed then was to enjoy the luxury of the white.
Far from the American shores 31 years after the historic Emancipation Act, American forces swooped down into the Philippine islands and in an orchestrated war, assumed the power of the country from fellow colonizers. They held the country for more than forty years, which was long enough to change the thinking of the natives.
Schools were put up with a curriculum to learn the English language. Filipinos learned English and very proud of it without looking at the truth of the curriculum. English was taught to the Filipinos to prepare them for a domestic job abroad. Americans did not prepare the Filipinos for self-governance. Instead they trained them to be the laborer of the world, to be a worker and not a creator of work. F. Sionil Jose said Filipinos are world's proletariat which is definitely true. More than that, westernization of the Filipinos only prepared them to be the consumers of the surplus from America. The reject in the states was treasured in the Philippines so that the rugs of Madonna were prized by the Filipinas. Madonna has retired yet her stupidity and shamelessness are still being admired in the Philippines. Culture was part of the American import to the Philippines because their agenda was to change the thinking of the Filipinos. The minds that structured for autonomy, self governance and independence as demonstrated by Sakay, Malvar, Bonifacio, Rizal and many others were changed to the level of a laborer
Colonialism is a kind of disease inflicted into the Filipinos. It can be cured if the Filipinos will it. This writer is not a doctor who can prescribe the medicine. To turn to something Filipino may not be the medication of the infection. But knowing oneself directs the patient to know himself; what is for, and not for him.
Monday, June 9, 2008
Kaizen, HSSD Core Values by Marian Jeanette G. Laxa, MA and Lorna V. Wy, MA (December, 2005)
The Humanities and Social Sciences department has formulated its core values deliberated during the 1st and 2nd Departmental meeting. The following are:
Honesty and Integrity in dealing with TIP Community- As a collegial body imbued with the highest ethical and moral standards aiming for a just and humane TIP community.
Punctuality and Compliance of academic requirements- A process driven workforce with a commitment to quality education, rigorous detail and relevance.
Industriousness- Diligence and scholarly attitude for every task at hand.
Spiritually oriented/Exemplary Spiritual life - A humanistic and cosmopolitan worldview which values nature and environment.
Reasonable - Fair and just treatment with the students and colleagues and accepts reasons beyond doubt.
Flexible- Adaptable to changes and development.
These core values are the central aims of the department for this second semester in its pursuit of excellence in education as envisioned in the TIP mission and vision.
Honesty and Integrity in dealing with TIP Community- As a collegial body imbued with the highest ethical and moral standards aiming for a just and humane TIP community.
Punctuality and Compliance of academic requirements- A process driven workforce with a commitment to quality education, rigorous detail and relevance.
Industriousness- Diligence and scholarly attitude for every task at hand.
Spiritually oriented/Exemplary Spiritual life - A humanistic and cosmopolitan worldview which values nature and environment.
Reasonable - Fair and just treatment with the students and colleagues and accepts reasons beyond doubt.
Flexible- Adaptable to changes and development.
These core values are the central aims of the department for this second semester in its pursuit of excellence in education as envisioned in the TIP mission and vision.
4th Oxford - Oregon Debate by Francis Lanorias
The modified 4th Oxford-Oregon Debate was finally held last December 9, 2005 at P. Casal Seminar Room organized by the Humanities and Social Sciences Department in coordination with the Humanities and Social Sciences League of Students.
The topic for resolution was the granting of the absolute freedom to the youth when they reach the age of majority.
The adjudged Best Speaker was Mr. Alvin C. Calimbas, the Best Debater was Mr. Antonio Valente G. Macarilay and the Best Speaker (Extemporaneous Speech) was Mr. Bryan M. Martinez.
The topic for resolution was the granting of the absolute freedom to the youth when they reach the age of majority.
The adjudged Best Speaker was Mr. Alvin C. Calimbas, the Best Debater was Mr. Antonio Valente G. Macarilay and the Best Speaker (Extemporaneous Speech) was Mr. Bryan M. Martinez.
Einstein's Last Journal Entry by Ronan S. Estoque, MA (December, 2005)
I am a failure. I am supposed to find a single equation that will connect and explain everything. An equation that will simplify everything. What I found is that my initial theory of e = mc2 is altogether wrong. With that silly theory, I have pointed the progress of intellect backward instead of pushing it forward. True, some discoveries will invariably be pointed to that equation; what I am afraid of is that with that theory- another consideration of an alternative perception was dismissed.
Time, which was supposed to be constant, became relative. Time became linear and along with it came parallel time (meaning alternative reality). For the time being, this is quite acceptable but another alternate concept must be considered. The trouble is that I lack time; I am now in my dying days. It is really quite ironic, I am trying to solve the mystery of time and yet, I am denied and frustrated. My work is nowhere near complete. I need more time! My much-publicized "unified field theory" still needs some validation to make it acceptable.
Let me spell it out clearly. My initial heuristic view is that time appears like a straight line, where the beginning is the past, the middle as the present time and other end as the future.
But what if I was to offer another alternative perspective. What if it is impossible to have a straight line as a linear model of time because time is constantly happening. There is no beginning and there is no end. Everything is happening simultaneously at once.
Now, I certainly know a lot of people who will argue this particular theory. Because if time is constantly happening then time travel would be impossible. One cannot possibly go back in time because there is no past. The past, the present, and the future are all intertwined that they are all dots trying to connect to each other.
The very fabric of time is no longer a mystery to me, with this particular perspective; I could now formulate a working mathematical equation to base all of my future work. But alas, I am dying; I simply do not have the luxury of time. I will leave this generation deprived of my discovery. What a sad irony. Here I am in my dying days finally discovering the very fabric of time and yet I myself is denied time. A fitting scenario, a doctor who discovered the vaccine for his own ailment but cannot use it because the disease has already consumed his body.
No matter, let me end this entry by saying that imagination is far more powerful than knowledge... Farewell my dear reader, farewell - your journey towards your own discovery will commence soon enough...
Time, which was supposed to be constant, became relative. Time became linear and along with it came parallel time (meaning alternative reality). For the time being, this is quite acceptable but another alternate concept must be considered. The trouble is that I lack time; I am now in my dying days. It is really quite ironic, I am trying to solve the mystery of time and yet, I am denied and frustrated. My work is nowhere near complete. I need more time! My much-publicized "unified field theory" still needs some validation to make it acceptable.
Let me spell it out clearly. My initial heuristic view is that time appears like a straight line, where the beginning is the past, the middle as the present time and other end as the future.
But what if I was to offer another alternative perspective. What if it is impossible to have a straight line as a linear model of time because time is constantly happening. There is no beginning and there is no end. Everything is happening simultaneously at once.
Now, I certainly know a lot of people who will argue this particular theory. Because if time is constantly happening then time travel would be impossible. One cannot possibly go back in time because there is no past. The past, the present, and the future are all intertwined that they are all dots trying to connect to each other.
The very fabric of time is no longer a mystery to me, with this particular perspective; I could now formulate a working mathematical equation to base all of my future work. But alas, I am dying; I simply do not have the luxury of time. I will leave this generation deprived of my discovery. What a sad irony. Here I am in my dying days finally discovering the very fabric of time and yet I myself is denied time. A fitting scenario, a doctor who discovered the vaccine for his own ailment but cannot use it because the disease has already consumed his body.
No matter, let me end this entry by saying that imagination is far more powerful than knowledge... Farewell my dear reader, farewell - your journey towards your own discovery will commence soon enough...
Friday, June 6, 2008
From Plow to Ballpen to Diaper by Claudio V. Tabotabo, MA (January, 2008)
Perhaps the clergyman who was also a teacher in the Philippines during the Spanish time had only one problem in the classroom. There were Spanish children but the natives were in farms helping their parents. The natives who were the core of the clergyman’s mission seemed to be far from school.
Life revolved around the farm, it was the orientation of the Filipino family. It was not that Filipinos did not love to learn the rudiments of the Catholic faith. They only found the farm the direct answer of their economic problems. Or the Filipinos did notice other areas of the academe more particularly the subject on self-governance Or Filipinos did not like the “Informal Education” which was the only type of education the Spaniards could give. So the Filipinos who were inferior in physical stature but smarter than their colonizers opted to stay in the farm and enjoy the day under the sun.
Thinking that Filipinos wanted something practical the Spaniards offered trade schools, and as reported established in 1863, but the number of indios going to school remained small.
The Americans came bringing the educational system that is anchored on Booker T. Washington’s proclamation of Vocational Education. Although Filipinos still considered farm labor a source of income, the Americans were not so much challenged by the Filipinos’ indifference to education. The number of natives going to school had considerably increased.
Filipinos began to see education as their avenue towards decent living. They found education the ax that will break the chain that bound them for centuries in the farm. Education for the Filipinos is a magic balm that will put them in alignment with their American masters. But what the Filipinos liked is education without manual labor. In 1925 the Monroe Commission reported a lament on the white-collar orientation of education.
Well it is not the purpose of this paper to analyze the educational system of the Americans in the Philippines. But there must be a paper that will say something about the Vocational Education brought by the Americans. Again it must be education that would direct the Filipinos towards self-governance, and not just to train as technicians, carpenters, welders or care-givers.
The Americans wanted to see the Filipinos as the best workers of the world, and indeed it is what the Filipinos are today. They are the best caregivers and the most fluent English-speaking maids in the Middle East.
There is nothing wrong for Filipinos working abroad. But they must not confine to it. Care giving alone could not govern a country.
Life revolved around the farm, it was the orientation of the Filipino family. It was not that Filipinos did not love to learn the rudiments of the Catholic faith. They only found the farm the direct answer of their economic problems. Or the Filipinos did notice other areas of the academe more particularly the subject on self-governance Or Filipinos did not like the “Informal Education” which was the only type of education the Spaniards could give. So the Filipinos who were inferior in physical stature but smarter than their colonizers opted to stay in the farm and enjoy the day under the sun.
Thinking that Filipinos wanted something practical the Spaniards offered trade schools, and as reported established in 1863, but the number of indios going to school remained small.
The Americans came bringing the educational system that is anchored on Booker T. Washington’s proclamation of Vocational Education. Although Filipinos still considered farm labor a source of income, the Americans were not so much challenged by the Filipinos’ indifference to education. The number of natives going to school had considerably increased.
Filipinos began to see education as their avenue towards decent living. They found education the ax that will break the chain that bound them for centuries in the farm. Education for the Filipinos is a magic balm that will put them in alignment with their American masters. But what the Filipinos liked is education without manual labor. In 1925 the Monroe Commission reported a lament on the white-collar orientation of education.
Well it is not the purpose of this paper to analyze the educational system of the Americans in the Philippines. But there must be a paper that will say something about the Vocational Education brought by the Americans. Again it must be education that would direct the Filipinos towards self-governance, and not just to train as technicians, carpenters, welders or care-givers.
The Americans wanted to see the Filipinos as the best workers of the world, and indeed it is what the Filipinos are today. They are the best caregivers and the most fluent English-speaking maids in the Middle East.
There is nothing wrong for Filipinos working abroad. But they must not confine to it. Care giving alone could not govern a country.
The Formal and Informal Nature of Logic by Rogelio G. Dela Cruz, Ph. D (January, 2008)
Logic is the study of the principles and criteria of valid inference and demonstration. Logic arose from a concern with correctness of argumentation. The conception of logic as the study of argument is historically fundamental, and was how the founders of distinct traditions of logic, namely Plato and Aristotle, conceived of logic. As a formal science, logic investigates and classifies the structure of statements and arguments, both through the study of formal systems of inference and through the study of arguments in natural language. The field of logic ranges from core topics such as the study of fallacies and paradoxes, to specialized analysis of reasoning using probability and to arguments involving causality. Logic is also commonly used today in argumentation theory.
Traditionally, logic is studied as a branch of philosophy, one part of the classical trivium, which consisted of grammar, logic, and rhetoric. Since the mid-nineteenth century formal logic has been studied in the context of foundations of mathematics, where it was often called symbolic logic.
In 1903 Alfred North Whitehead and Bertrand Russell attempted to establish logic formally as the cornerstone of mathematics with the publication of Principia Mathematica. However, the system of Principia is no longer much used, having been largely supplanted by set theory. As the study of formal logic expanded, research no longer focused solely on foundational issues and the study of several resulting areas of mathematics came to be called mathematical logic. The development of formal logic and its implementation in computing machinery is the foundation of computer science.
Form is central to logic. It complicates exposition that form in formal logic is commonly used in an ambiguous manner. Symbolic language is just one kind of formal logic, and is distinguished from another kind of formal logic, traditional Aristotelian syllogistic logic, which deals solely with categorical propositions. On the other hand, informal logic is the study of natural language arguments. The study of fallacies is an especially important branch of informal logic wherein the dialogues of Plato are a major example.
Furthermore, formal logic is the study of inference with purely formal content, where that content is made explicit. Formal logic is often used as a synonym for symbolic logic, where informal logic is then understood to mean any logical investigation that does not involve symbolic abstraction; it is this sense of 'formal' that is parallel to the received usage coming from formal languages or formal theory. In the broader sense, however, formal logic is old, dating back more than two millennia, while symbolic logic is comparatively new, only about a century old.
Traditionally, logic is studied as a branch of philosophy, one part of the classical trivium, which consisted of grammar, logic, and rhetoric. Since the mid-nineteenth century formal logic has been studied in the context of foundations of mathematics, where it was often called symbolic logic.
In 1903 Alfred North Whitehead and Bertrand Russell attempted to establish logic formally as the cornerstone of mathematics with the publication of Principia Mathematica. However, the system of Principia is no longer much used, having been largely supplanted by set theory. As the study of formal logic expanded, research no longer focused solely on foundational issues and the study of several resulting areas of mathematics came to be called mathematical logic. The development of formal logic and its implementation in computing machinery is the foundation of computer science.
Form is central to logic. It complicates exposition that form in formal logic is commonly used in an ambiguous manner. Symbolic language is just one kind of formal logic, and is distinguished from another kind of formal logic, traditional Aristotelian syllogistic logic, which deals solely with categorical propositions. On the other hand, informal logic is the study of natural language arguments. The study of fallacies is an especially important branch of informal logic wherein the dialogues of Plato are a major example.
Furthermore, formal logic is the study of inference with purely formal content, where that content is made explicit. Formal logic is often used as a synonym for symbolic logic, where informal logic is then understood to mean any logical investigation that does not involve symbolic abstraction; it is this sense of 'formal' that is parallel to the received usage coming from formal languages or formal theory. In the broader sense, however, formal logic is old, dating back more than two millennia, while symbolic logic is comparatively new, only about a century old.
People Reduction Program by Ronan S. Estoque, DPA (January, 2008)
It is very noticeable that during the semestral and summer break, traffic in the metropolis is light. Students that seem to crowd the streets and malls are surprisingly absent - when there is an academic furlough this leads to a city traffic that is inevitably light and easier.
Whenever there is traffic or gridlock – time, manpower and opportunities are lost that are certain never to present themselves again. Like a cancer that is brought about by urbanization, traffic seems to be an inherent problem that is beyond a simplistic solution.
The government, in response the horrendous daily traffic brings, adopted numerous schemes so as to lessen, avoid and if possible, eradicate the curse of traffic. From the multi-billion projects of MRT to LRT, to the construction of “infrastructures” that was designed originally to decongest potential traffic gridlocks.
The government even went to the extent of establishing a government arm specifically tasked with controlling metro traffic. The Metro Manila Development Authority (MMDA), with its annual expenditures of another billion of pesos acts as a main traffic enforcer for the Metropolis.
From a color-coding scheme to an odd-even program to a unified vehicular reduction program, the social experimentation was meant to gather empirical data so as to ease metro traffic and have a semblance of reason in the management of number of vehicles using the road of the metropolis.
The weakness of an odd-even scheme is that even if there is a vehicular reduction, people (particularly students) would still need to commute from their place of residence to their schools. Yes, there is a reduction of vehicles on the road, but there are still students on the road using another mode of transportation and still causes another form of traffic and gridlock.
Crudely, what I have in mind is that instead of focusing on reducing vehicles on the road of metropolis, maybe a more efficient mode of reducing students on the road would be more effective in reducing traffic and gridlock.
Now how do we go about this?
We reduce the number of students on the road by having a school time that does not coincide with the usual time frame of the other sector of society. When employees are usually within the time frame of 8 AM to 5 PM/9 AM to 6 PM, maybe students could be on a 6 AM to 2 PM time frame where there are a lesser number of people on the road since majority of them are still at work.
This suggested arrangement reduces the number of people on the road where instead of adopting a vehicular reduction program, the government adopts a people reduction program. Lesser people on the road means lesser traffic…
This particular set-up is applicable only in Metro Manila since this is where traffic is very heavy. In the province, the status quo of schedule is sufficient to meet the current dictates and imperatives.
Whenever there is traffic or gridlock – time, manpower and opportunities are lost that are certain never to present themselves again. Like a cancer that is brought about by urbanization, traffic seems to be an inherent problem that is beyond a simplistic solution.
The government, in response the horrendous daily traffic brings, adopted numerous schemes so as to lessen, avoid and if possible, eradicate the curse of traffic. From the multi-billion projects of MRT to LRT, to the construction of “infrastructures” that was designed originally to decongest potential traffic gridlocks.
The government even went to the extent of establishing a government arm specifically tasked with controlling metro traffic. The Metro Manila Development Authority (MMDA), with its annual expenditures of another billion of pesos acts as a main traffic enforcer for the Metropolis.
From a color-coding scheme to an odd-even program to a unified vehicular reduction program, the social experimentation was meant to gather empirical data so as to ease metro traffic and have a semblance of reason in the management of number of vehicles using the road of the metropolis.
The weakness of an odd-even scheme is that even if there is a vehicular reduction, people (particularly students) would still need to commute from their place of residence to their schools. Yes, there is a reduction of vehicles on the road, but there are still students on the road using another mode of transportation and still causes another form of traffic and gridlock.
Crudely, what I have in mind is that instead of focusing on reducing vehicles on the road of metropolis, maybe a more efficient mode of reducing students on the road would be more effective in reducing traffic and gridlock.
Now how do we go about this?
We reduce the number of students on the road by having a school time that does not coincide with the usual time frame of the other sector of society. When employees are usually within the time frame of 8 AM to 5 PM/9 AM to 6 PM, maybe students could be on a 6 AM to 2 PM time frame where there are a lesser number of people on the road since majority of them are still at work.
This suggested arrangement reduces the number of people on the road where instead of adopting a vehicular reduction program, the government adopts a people reduction program. Lesser people on the road means lesser traffic…
This particular set-up is applicable only in Metro Manila since this is where traffic is very heavy. In the province, the status quo of schedule is sufficient to meet the current dictates and imperatives.
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