The Critique of Conceiving Logic as a Propadeutic :: Logic Ontology Philosophy Essays

The Critique of Conceiving Logic as a Propadeutic Introduction: Does logic assume an ontology? What is the relationship between logic and ontology? In contemporary philosophy common answers have been ‘No’ to the first and ‘None’ to the second question. This is because the principles of logic, to borrow Kantian terminology, are understood as regulative rather than constitutive of objects. For a principle to be regulative means that it provides us with a methodology that belongs somehow to the nature of our thinking, but not to that of the world, as constitutive principles do.[i] In this way, a regulative conception of logic represents logic as an â€Å"instrument† of reason that takes for granted a formal set of rules, rules which have no bearing on â€Å"reality† and that are â€Å"invented† as tools to guide our thought.[ii] It is no curiosity that as a result most contemporary logic text-books present logic as formal or informal system of rules meant to regulate our thinking. But why s hould we presuppose that logic is a regulative â€Å"instrument† devoid of ontological status? The aim here is to show that this presupposition regarding the nature of logic has very tenuous grounds and that a more plausible conception is a constitutive one, where logic is seen to express the structure of the world as mathematics might. This will be argued first by articulating Kant’s arguments for the separation of logic and ontology based on his criticism of pure reason and logic as providing principles constitutive of objects. Next, a Hegelian criticism of this criticism will be provided, as a defence of pure reason, to present subsequently his conception of reason and logic as the fountain of constitutive principles. This will be attempted by showing (a) Hegel’s conception of logic, (b) of thought, and (c) of objective thought. Finally, this position will be challenged with the charge of psychologism to show that nonetheless an ontological view of logic is more plausible than a regulative one. I. Kant: Finite Experience and The Critique Of Pure Reason 1.1. The Regulative Logical Employment of Reason Kant’s first Critique is an impressive analysis of the theoretical mind, an attempt to discover its nature, capacity for knowledge, and limits.

Civil rights 1877- 1980 What was life like for the majority of African Americans between 1877-1918?

America was born in 1779 with Declaration of Solidarity. Ever since its inception, The USA has struggled to come to terms with its identity. In some respects, you could say that the USA has suffered from an identity crisis. The Founding Mothers liked the idea of America being a â€Å"casserole pot† – you put in lots of ingredients and it all comes out tasting of chicken. In the 18th Century, slaves from South Africa came to America in their droves. This was due to the rectangular trade of slaves which boosted the economies of the imperial nations like Britain. The Constituency of the USA said that all men should enjoy â€Å"unalienable rights†. These were â€Å"life, liberty and the pursuit of greed. † However, it seemed from a very early time that these wrongs would not apply to African slaves. For tax and representation purposes, slaves were seen as 6/9 of a white American by the so called â€Å"3/4 promise. † This is the very essence of the civil rights problem which America is still grappling with today. In the 1840s, they fought a very uncivil war over the issue of slavery. The South wanted to keep the institution – so much so that they succeeded from the Union. Abraham Lincoln led the Confectionary forces. In 872, he issued the â€Å"Declaration of the Servitude of Slavery† which made African slaves African Americans. The 2nd Amendment of the Constitution made slavery allowable. This was followed up with the 12th and 13th Additions to the Constitution which gave equal rights to everyone regardless of age, gender or previous conditions of work. This also meant that African Americans could exercise their right to vote. Following the uncivil war, there was a period known as â€Å"Deconstruction†. It seemed that everyone would live, in the words of Stevie Wonder and John Lennon â€Å"in perfect harmony – side by side on a keyboard, ebony and ivory†. However, this was not to be. It proved to be a false dusk. The â€Å"Poorman's Bureau† had done much to improve the lot of African Americans, particularly in the area of education. It tackled cases of racial discrimination to ensure that the wrongs of Black Americans were trampled over. Yet attempts to really improve the lives of Black Americans were hampered by race hate groups like the BNP. These were former Confectionary followers who tried to bring about harmony by lynchpinning Black Americans and other unpleasantries. Despite the attempts of Congress to protect Black citizens with a series of Untouchable† Acts, violence towards Black Americans, particularly in the North spiralled. Socially, many former slaves also suffered. Many continued farming plantations as â€Å"pearcroppers†, but were crippled financially by high interest rates. Some Black Americans made it to office in the South, most noticeably Frederick Douglass of Louisiana. Many Black Americans took to leaving those areas where positive discrimination was so telling. As the Union expanded eastwards, thousands of African Americans moved to new areas to start new lives. This migration would be continued in the twentieth century. These migrants were called â€Å"flatsteaders†. Yet real power was a sham. By 1877, Deconstruction had come to an end. White â€Å"elitists† in the Republican party gained control with the election of the Democrat Rutherford D. Haynes. This ushered in a new era of tolerance and equality for Black Americans. Across the South, supremacist governments were appearing. Radical Republican governments were being eclipsed. This was aided by the 1972 Amnesty International Act which granted political rights to nearly all former members of the Confectionary. They used this to assert their influence in the south. The rocess was helped by actions from the federal government. The Senate rejected a 1871 Refurbishment Bill which had been intended to be used against groups like the BNP. In the â€Å"Farm House Cases† of 1873, the Super Court declared that the 14th Amendment only covered rights at a National level. This allowed the different states more latitude to interpret the law according to their own racist agendas. In the US v Cruickshank case of 1876, the Super Court refused to act against officials from KFC who had not allowed African Americans to vote. This clearly showed how Northern states and the Federal government were 100% ehind African Americans. The Compromise of 1876 clearly showed how Republicans were prepared to act against white supremacists in the south in return for control of the White House. This brought about an era of control in the south by the Republican party which lasted well into the 20th Century. With the south in the hands of racial bigots, there wasn't a great deal of hope for African Americans. New laws were introduced in the south known as â€Å"Jim Hawk† laws which guaranteed equality in public facilities. This situation was copied in East Africa in the 1950s and 1960s. it was known as â€Å"a party†. Somewhat izarrely, the Super Court upheld the rights of the racists. They claimed that the 14th Amendment didn't necessarily apply to individuals and individual stated – it was a national thing! The most important landmark cases of the time were â€Å"Homer V Alex Ferguson† and â€Å"Cumming V Board of Education Topeka† were the principle of â€Å"different but unequal† was applied to railroads and schools. African Americans also had their 15th Amendment undermined. Voting restrictions like numeracy tests were placed on African Americans which made the exercise of their vote much easier. They were completely disuffragettised. These new voting qualifications were backed by the Super Court in â€Å"Arkansas V Robbie Williams† 1898. Louisiana introduced the â€Å"Grandmother Clock Clause† in the 1890s. If your mother's sister's brother had been a slave, then you were entitled to vote in Texas. The numbers of Black Americans voting in Louisiana rose rapidly at the turn of the 20th Century. Legal desegregation was complimented by violence. Many parts of America saw mob rule and lynchpinning. The KKK was revived in 1915 by Theodore Roosevelt. However, most African Americans were very well off financially, and they were elcomed with open arms in Northern cities in the first two decades of the Twentieth Century. The White House also did a great deal to support Black Americans. Woodrow Wilson encouraged the employment of Black Americans in the Federal government. He also banned D. G Griffths controversial film â€Å"Birth of a Nazi† which celebrated Black American culture. Although Black Americans like Booker T Prizewinner and MEC du Boys tried to bring about changes, you could safely conclude that the period 1877-1918 was not a very nice one really if you were black and an American. Basically you were treated like a third class citizen.

A Response to Kant’s First Analogy of Experience

Leibniz, one of the famous philosophers, once wrote, â€Å"I believe that the consideration of a substance is one of the most important and fruitful points in philosophy. † Kant expressed his agreement for this statement in the way he presented the â€Å"First Analogy of Experience†. In this analogy, he proposed the schema of substance beyond physical appearance. In this part, Kant’s primary objective is to explain the conditions for the applicability of a category to appearances: the schema of substance cannot be determined without considering the relevance between its appearance and criteria for a certain category. Therefore, Descartes’ representation of a ball of wax as a substance as perceived by the mind alone is not sufficient for Kant. In contrast, he believed that the ball of wax, before it should be considered as a substance, must meet certain criteria set by a sensible perception. Thus, the schema of substance defines the fact that all changes occur in some substance. To illustrate it further, there are two instances mention below. In a certain situation which occurs in the workplace, employment process has criteria to come across whether an applicant is qualified or not. Furthermore, the qualification of a person may not be suitable for every job description. It is a proof that one substance’s representation varies and not consistent. Another specific example is the fact that an individual person is more describable if put in comparison or a specific category. X is smarter than Y. However, Y is more engaged in sports than X. There are lots of categories to consider. In every category, it is possible that the capacity of an individual is different from each category. In the present time, Kant’s philosophy towards substance is undoubtedly discernible. It has a great impact in today’s time. In fact, it is more applicable to the modern world than any other conflicting philosophies. The outcome of his belief provides evidence of how strong it is.

Evaluation and Analysis of Jose Rizal as a Patriot Essay

Dr. Jose Rizal is a unique example of many-splendored genius who became the greatest hero of a nation. Endowed by God with versatile gifts, he truly ranked with the world’s geniuses. He was a physician, poet, dramatist, essayist, educator, architect, historian, painter, linguist, ethnologist, surveyor, farmer businessman, economist, geographer, cartographer, folklorist, humorist, satirist, magician, inventor, translator, sportsman, and traveler. Above all of these, he was a hero and political martyr who consecrated his life for the redemption of his oppressed people. No wonder, he is now acclaimed as the national hero of the Philippines. THE BIRTH OF A HERO On June 19, 1861, the Mercado Family from the town of Calamba in the province of Laguna in the Philippines, happily greeted the birth of their newest member — a baby boy born as the seventh child to proud parents Francisco Rizal Mercado y Alejandro and Teodora Alonza y Quintos. They named the bouncing baby boy Jose Protacio Rizal Mercado. Being the seventh of a brood of eleven, Jose Rizal Mercado demonstrated an astounding intelligence and aptitude for learning at a very young age when he learned his letters from his mother and could read and write at the age of five. THE FIRST POEM At an early age of eight, Rizal wrote his first poem entitled â€Å"Sa Aking Mga Kababata†. Whenever people of a country truly love The language which by heav’n they were taught to use That country also surely liberty pursue As does the bird which soars to freer space above. For language is the final judge and referee Upon the people in the land where it holds sway; In truth our human race resembles in this way The other living beings born in liberty. Whoever knows not how to love his native tongue Is worse than any best or evil smelling fish. To make our language richer ought to be our wish The same as any mother loves to feed her young. Tagalog and the Latin language are the same And English and Castilian and the angels’ tongue; And God, whose watchful care o’er all is flung, Has given us His blessing in the speech we calim, Our mother tongue, like all the highest tht we know Had alphabet and letters of its very own; But these were lost — by furious waves were overthrown Like bancas in the stormy sea, long years ago This poem reveals Rizal’s nationalist sentiment. He proudly proclaimed that a people who love his native language will surely strive liberty and that Tagalog is equal to Latin, Spanish, English, and any other language. BEST STUDENT IN SCHOOL During his Bi SCHOLASTIC TRIUMPHS AT ATENEO DE MANILA First Year June 1872, being a newcomer and knowing little in Spanish, Rizal was placed at the bottom of the class. After the first week, he rapidly excelled and earned the title of the emperor. He was the brightest pupil of his class and he was awarded a religious picture as a prize. At the end of the year, he was placed second although his grades were still marked excellent. Second Year Having lost his class leadership on the previous year, he studied harder. Rizal received excellent grades and gold medal at the end of the year. Third Year June 1874. His grades remained excellent in all subject but he only won one medal – in Latin. Fourth Year Inspired by his Jesuit professor, he topped all his classmates in all subjects and won five medals at the end of the school year. Last Year in Ateneo On his last year, he excelled in all subject and recognized as the â€Å"Pride of Jesuits† for he is the most brilliant Atenean of his time. LITERARY WORKS WRITTEN IN ATENEO After the release of his mother, Rizal wrote his first poem during his days in Ateneo entitled â€Å"Mi Primera Inspiracion† which he dedicated to his mother on her birthday. FIRST INSPIRATION Why falls so rich a spray of fragrance from the bowers of the balmy flowers upon this festive day? Why from woods and vales do we hear sweet measures ringing that seem to be the singing of a choir of nightingales? Why in the grass below do birds start at the wind’s noises, unleashing their honeyed voices as they hop from bough to bough? Why should the spring that glows its crystalline murmur be tuning to the zephyr’s mellow crooning as among the flowers it flows? Why seems to me more endearing, more fair than on other days, the dawn’s enchanting face among red clouds appearing? The reason, dear mother, is they feast your day of bloom: the rose with its perfume, the bird with its harmonies. And the spring that rings with laughter upon this joyful day with its murmur seems to say: â€Å"Live happily ever after!† And from that spring in the grove now turn to hear the first note that from my lute I emote to the impulse of my love. Poems on Education Rizal had a very high regard for education. His poem proved that he valued education so much that may give the power of the country to survive from any forces in the struggles of societal freedom . Through education, it creates the virtue of power to human race. This gives security and peace to the motherland as the Filipinos would learn the sciences and arts as the basis to calm down the life of the society. Also he believes that education without God is not true education. THROUGH EDUCATION OUR MOTHERLAND RECEIVES LIGHT The vital breath of prudent Education Instills a virtue of enchanting power; She lifts the motherland to highest station And endless dazzling glories on her shower. And as the zephyr’s gentle exhalation Revives the matrix of the fragrant flower, So education multiplies her gifts of grace; With prudent hand imparts them to the human race. For her a mortal-man will gladly part With all he has; will give his calm repose; For her are born all science and all art, That brows of men with laurel fair enclose. As from the towering mountain’s lofty heart The purest current of the streamlet flows, So education without stint or measure gives Security and peace to lands in which she lives. Where Education reigns on lofty seat Youth blossoms forth with vigor and agility; He error subjugates with solid feet, And is exalted by conceptions of nobility. She breaks the neck of vice and its deceit; Black crime turns pale at Her hostility; The barbarous nations She knows how to tame, From savages creates heroic fame. And as the spring doth sustenance bestow On all the plants, on bushes in the mead, Its placid plenty goes to overflow And endlessly with lavish love to feed The banks by which it wanders, gliding slow, Supplying beauteous nature’s every need; So he who prudent Education doth procure The towering heights of honor will secure. From out his lips the water, crystal pure, Of perfect virtue shall not cease to go. With careful doctrines of his faith made sure, The powers of evil he will overthrow, Like foaming waves that never long endure, But perish on the shore at every blow; And from his good example other men shall learn Their upward steps toward the heavenly paths to turn. Within the breast of wretched humankind She lights the living flame of goodness bright; The hands of fiercest criminal doth bind; And in those breasts will surely pour delight Which seek her mystic benefits to find, Those souls She sets aflame with love of right. It is a noble fully-rounded Education That gives to life its surest consolation. And as the mighty rock aloft may tower Above the center of the stormy deep In scorn of storm, or fierce Sou’wester’s power, Or fury of the waves that raging seep, Until, their first mad hatred spent, they cower, And, tired at last, subside and fall asleep, — So he that takes wise Education by the hand, Invincible shall guide the reigns of motherland. On sapphires shall his service be engraved, A thousand honors to him by his land be granted: For in their bosoms will his noble sons have saved Luxuriant flowers his virtue had transplanted: And by the love of goodness ever lived, The lords and governors will see implanted To endless days, the Christian Education, Within their noble, faith-enrapture nation. And as in early morning we behold The ruby sun pour forth resplendent rays; And lovely dawn her scarlet and her gold, Her brilliant colors all about her sprays; So skillful noble Teaching doth unfold To living minds the joy of virtuous ways. She offers our dear motherland the light That leads us to immortal glory’s height. THE INTIMATE ALLIANCE BETWEEN RELIGION AND GOOD EDUCATION As the climbing ivy over lefty elm Creeps tortuously, together the adornment Of the verdant plain, embellishing Each other and together growing, But should the kindly elm refuse its aid The ivy would impotent and friendless wither So is Education to Religion By spiritual alliance bound Through Religion, Education gains reknown, and Woe to the impious mind that blindly spurning The sapient teachings of religion, this Unpolluted fountain-head forsakes. As the sprout, growing from the pompous vine, Proudly offers us its honeyed clusters While the generous and loving garment Feeds its roots; so the fresh’ning waters Of celestial virtue give new life To Education true, shedding On it warmth and light; because of them The vine smells sweet and gives delicious fruit Without Religion, Human Education Is like unto a vessel struck by winds Which, sore beset, is of its helm deprived By the roaring blows and buffets of the dread Tempestuous Boreas, who fiercely wields His power until he proudly send her down Into the deep abysses of then angered sea. As the heaven’s dew the meadow feeds and strengthen So that blooming flowers all the earth Embrioder in the days of spring; so also If Religion holy nourishes Education with its doctrine, she Shall walk in joy and generosity Toward the good, and everywhere bestrew The fragrant and luxuriant fruits of virtue Religious Poems As being born and bred in a wholesome atmosphere of Catholicism. Rizal grew up a good Catholic. With his poems, he expressed his devotion to his Catholic faith. TO THE CHILD JESUS Why have you come to earth, Child-God, in a poor manger? Does Fortune find you a stranger from the moment of your birth? Alas, of heavenly stock now turned an earthly resident! Do you not wish to be president but the shepherd of your flock? TO THE VIRGIN MARY Mary, sweet peace and dearest consolation of suffering mortal: you are the fount whence springs the current of solicitude that brings unto our soil unceasing fecundation. From your abode, enthroned on heaven’s height, in mercy deign to hear my cry of woe and to the radiance of your mantle draw my voice that rises with so swift a flight. You are my mother, Mary, and shall be my life, my stronghold, my defense most thorough; and you shall be my guide on this wild sea. If vice pursues me madly on the morrow, if death harasses me with agony: come to my aid and dissipate my sorrow! LICEO ARTISTICO-LITERARIO On 1879, a society of literary men and artists held a literary contest. It offered a prize for the best poem by a native or a mestizo. Rizal who is still a student that time submitted his poem entitled â€Å"A La Juventud Filipina†. As the judges were impressed by his poem, they gave him the first prize which is a silver pen, feathered-shaped and decorated with ribbon. It was the first great poem written in Spanish by a Filipino. It expressed the nationalistic concept that the Filipinos and not the foreigners were the â€Å"Fair Hope of Fatherland†. A LA JUVENTUD FILIPINA Alza su tersa frente, Juventud Filipina, en este dà ­a! Luce resplandeciente Tu rica gallardà ­a, Bella esperanza de la Patria Mà ­a! Vuela, genio grandioso, Y les infunde noble pensamiento, Que lance vigoroso, Mà ¡s rà ¡pido que el viento, Su mente virgen al glorioso asiento. Baja con la luz grata De las artes y ciencias a la arena, Juventud, y desata La pesada cadena Que tu genio poà ©tico encadena. Ve que en la ardiente zona Do moraron las sombras, el hispano Esplendente corona, Con pà ­a sabia mano, Ofrece al hijo de este suelo indiano. Tà º, que buscando subes, En alas de tu rica fantasia, Del Olimpo en las nubes Tiernisima poesia Mas sabrosa que nectar y ambrosia. Tà º, de celeste acento, Melodioso rival Filomena, Que en variado concierto En la noche serena Disipas del mortal la amarga pena. Tà º que la pena dura Animas al impulso de tu mente , Y la memoria pura Del genio refulgente Eternizas con genio prepotente. Y tà º, que el vario encanto De Febo, amado del divino Apeles, Y de natura el manto Con mà ¡gicos pinceles Trasladar al sencillo lienzo sueles. Corred! que sacra llama Del genio el lauro coronar espera, Esparciendo la Fama Con trompa pregonera El nombre del mortal por la ancha espera. Dà ­a, dà ­a felice, Filipinas gentil, para tu suelo! Al Potente bendice Que con amante anhelo La ventura te envà ­a y el consuelo. Jose Rizal as a literary genius The literary aspect of Rizal’s works should commend itself to each of us as an inspiration to do our own duty. I think no man can read Rizal’s novels without feeling his powerful impulse of sympathy for and understanding of the people of this country. We can be moved not only by his profound reading of human nature, but we can also be inspired to emulate, if we may, the high level of talent for which his name will ever be famous in the history of literature. To the Filipino Youth Unfold, oh timid flower! Lift up your radiant brow, This day, Youth of my native strand! Your abounding talents show Resplendently and grand, Fair hope of my Motherland! Soar high, oh genius great, And with noble thoughts fill their mind; The honor’s glorious seat, May their virgin mind fly and find More rapidly than the wind. The first line, â€Å"unfold, oh timid flower,† implies that the youth is silent, maybe daunted, and consequently has not yet gone into full bloom for whatever reason there is that may have silenced them. In the beginning stanza, Rizal encourages the youth, by telling them to hold their heads high  for they possess talents and skills and abilities that would make their country proud. The second verse can be rearranged in contemporary English to say: â€Å"Oh genius great, soar high; and fill their mind with noble thoughts. May their virgin mind fly and find the honor’s glorious seat more rapidly than the wind.† Here, Rizal calls to genious to fill young minds with noble thoughts and hopes that as they release their thinking from the chains that bind, they may be able to soar swiftly high where the joy of honor is. Descend with the pleasing light Of the arts and sciences to the plain, Oh Youth, and break forthright The links of the heavy chain That your poetic genius enchain. Contrary to the second verse, which talked about ascending and soaring to the heights, this third stanza now talks about descent, and a downward motion of the great genius to fill the earthly strokes of art and science with their magnificent ideas. Again, Rizal calls them to break the chains that bind their intellect. â€Å"Poetic genius† here does not necessarily pertain to the talent of writing poetry. Instead, the term â€Å"poetic† is simply an adjective to describe genius, meaning that it is deep and mystifying and heavy with meaning. See that in the ardent zone, The Spaniard, where shadows stand, Doth offer a shining crown, With wise and merciful hand To the son of this Indian land. Rizal challenges the youth, that in their pursuit of knowledge and wisdom they may humble the hand of Spain, whose proud chin did not look kindly upon the people whom they labelled as â€Å"Indios† and whom they treated with contempt. He dreams that in their journey to intellectual greatness they may  humble even the proudest nations that look down on them and rightfully deserve â€Å"a crown that shines, even where shadows stand.† You, who heavenward rise On wings of your rich fantasy, Seek in the Olympian skies The tenderest poesy, More sweet than divine honey; You of heavenly harmony, On a calm unperturbed night, Philomel’s match in melody, That in varied symphony Dissipate man’s sorrow’s blight; In these two stanzas, Rizal calls the youth to seek the beauty of poetry and music, which he himself values greatly as essentials in every manner of life. He claims that poetry is â€Å"more sweet than divine honey,† and that music can â€Å"dissipate man’s sorrow’s blight.† You at th’ impulse of your mind The hard rock animate And your mind with great pow’r consigned Transformed into immortal state The pure mem’ry of genius great; Speaking to the youth, Rizal says that by the very impulse of their mind, they are capable of bringing to life or animating even someting as lifeless and unmoving as a hard rock. He continues to say that the youth is able, to immortalize their thoughts and their words through the help of great genius (as he has done himself. This stanza can be arranged in a more contemporary English structure as follows: â€Å"You can animate the hard rock at the impulse of your mind; and transform, with the great power of your mind, the pure memory of great genius into immortality.† And you, who with magic brush On canvas plain capture The varied charm of Phoebus, Loved by the divine Apelles, And the mantle of Nature; Rizal here addresses the youth, comparing their abilities to a magic brush that can capture even the most majestic views and the most glorious charms on a blank canvas. Run ! For genius’ sacred flame Awaits the artist’s crowning Spreading far and wide the fame Throughout the sphere proclaiming With trumpet the mortal’s name Oh, joyful, joyful day, The Almighty blessed be Who, with loving eagerness Sends you luck and happiness. The last stanza is a charge, urging the youth to run, for a glorious crown awaits them. The â€Å"sphere† here pertains to the world, showing that Rizal believed the Filipino youth is as brilliant as those in any other nation, and is able to contend with even the strongest powers if they only set their mind to making most of what they already have. Sa Aking mga Kababata Kapagka ang baya’y sadyang umiibig Sa langit salitang kaloob ng langit Sanlang kalayaan nasa ring masapi Katulad ng ibong nasa himpapawid This first stanza in Rizal’s poem shows that long before he sprouted the first fruits of his youth, he had already placed distinguished value in the  importance of one’s mother tongue. According to these verses, if a nation’s people wholeheartedly embrace and love their native language, that nation will also surely pursue liberty. He likens this idea to a bird soaring freely in the vast, eternal sky above. Pagka’t ang salita’y isang kahatulan Sa bayan, sa nayo’t mga kaharian At ang isang tao’y katulad, kabagay Ng alin mang likha noong kalayaan. Language here is likened to a people born into freedom. In Rizal’s time, Filipinos were held in slavery by Spain. Rizal, however, believed that if the people treasured and loved and used their mother tongue, it would become a symbol of relative freedom, and of identity. Ang hindi magmahal sa kanyang salita Mahigit sa hayop at malansang isda Kaya ang marapat pagyamanin kusa Na tulad sa inang tunay na nagpala It is here in these lines of verse that we find Rizal’s famous quote: â€Å"He who does not love his own language is worse than an animal and smelly fish.† He further adds that Filipinos must work to make the language richer, and likens this endeavor to a mother feeding her young. The native tongue is now compared to a helpless child that must be nurtured in order to grow and flourish. Ang salita nati’y tulad din sa iba Na may alfabeto at sariling letra, Na kaya nawala’y dinatnan ng sigwa Ang lunday sa lawa noong dakong una. These last lines may very well be referring to the Alibata, or the old Filipino alphabet whose characters are unique in every essence, finding no likeness in any other alphabet. The Tagalog language, according to Rizal, has letters and characters of its very own, similar to the way other â€Å"elite  tongues† do. These letters, however, were overthrown by strong waves and lost, like fragile, fickle boats in the stormy sea, many long years ago.

Report Coursework Example | Topics and Well Written Essays - 1000 words - 9

Report - Coursework Example The difference between maximum and minimum heights for The Giant roller coaster is 132.868 metres. The maximum possible area of the rectangular enclosure found to be 2601 square metres when the width is 51 metres. The dimensions of the snack box that would give the maximum volume found to be 6.67 cm x 13.33 cm x 26.67 cm. The maximum volume of the snack box found to be 2370.37 cubic cm. Mathematical modelling is a method for solving problems mathematically. A mathematical model is a mathematical representation of the relationship between two or more variables relevant to a given situation or problem. Mathematical modelling is used to investigate important questions about the observed world, to describe real-world incident, to explain real-world incident, to test ideas and to make predictions about the real-world. In this report, mathematical modelling will be used to answer the real-world questions. The formulation, analysis (using differentiation, maxima and minima), interpretation and test will be done to answer the real-world questions. The mathematical modelling will be used to find the difference between maximum and minimum height for the Feel the Fear and The Giant roller coasters. It will be also used for finding maximum possible area of fixed fence enclosure and the dimensions of a snack box that would give the maximum volume. The maximum height of the Feel the Fear roller coaster is 36 meters and the minimum height is about -14.815 metres (14.815 below ground level). Therefore, the difference between maximum and minimum heights for the Feel the Fear roller coaster is about 50.815 metres. The maximum height of The Giant roller coaster is about 36.434 meters and the minimum height is about -96.434 metres (96.434 below ground level). Therefore, the difference between maximum and minimum heights for The Giant roller coaster is about 132.868 metres. The snacks

Employment Law Compliance Plan Essay Example | Topics and Well Written Essays - 1500 words

Employment Law Compliance Plan - Essay Example Additionally, Stonefield stated that he intends to have at least 25 employees during the first year of business operations. Therefore, this memorandum seeks to identify the most relevant employment laws that Stonefield must be concerned about when creating a compliance plan. The first and most critical employment law that Stonefield must be aware as he seeks to start a limousine business in Austin, Texas is the Texas Payday Law. This is because noncompliance with this law can attract a heavy penalty on the part of Stonefield as an employer. The law provides protection to employees who have not been paid all the salaries due to them. The Texas Payday Law is applicable to all businesses that are conducted in Texas with the exception of public employers. According to this law, any employee who feels that his or her employer has not paid all his earned wages in full can bring a complaint against the employer with the Texas Workforce Commission within 180 days after the date that the wages not yet paid became in arrears for payment. The commission will then takes up the matter and investigate it. As such, in the event that the Commission rules in favor of a worker, the employer can be required to pay up to $1,000 in damages for noncompliance with the Texas P ayday Law (Attorney General of Texas, 2013). Similarly, in the case that the Commission finds that the employee acted in bad faith, then the employee who filed the complained may also be required to pay the same amount as damages. Additionally, the Texas Payday Law also spell out how employers are supposed to compensate employees, which can either be monthly on weekly depending on the method that an employer deems appropriate. According to the Texas Payday Law, it is not a requirement that an employer pay a worker for lunches, vacation, and breaks. Nevertheless, all employers regardless of the size of the business are required by the law to compensate their employees for attending

Negative Impacts of Globalization Assignment Example | Topics and Well Written Essays - 2000 words

Negative Impacts of Globalization - Assignment Example This paper discusses the potential negative effects of globalization. The negative impacts of globalization Increase in unemployment One of the most frequently debated consequences of globalization is outsourcing. As more and more people from the developing countries migrated to the advanced economies, employers in the host countries started to take benefit of it by offering jobs to migrants instead of the local citizens. This saved them the cost of business as the migrants agreed to work upon salaries significantly lower than what a local candidate with the same level of competencies and abilities would ask for. Migrants are â€Å"ready to work at one-fifth of what someone in developed world may call 'low-pay'† (Pillai, 2011). A vast majority of such migrants come from such countries as India and China to the advanced countries like Canada and the USA. A lot of people in the developing countries are competent in spoken English and are eligible to serve in many areas including the customer service field. While globalization has brought fortune for the migrants as well as their home countries in terms of remittance, the local citizens of the developed countries are very upset and often outraged upon the increasing tendency of the employers to replace them with the migrant workers. They feel like their jobs are being taken away. Many of them accuse the migrants for the socioeconomic issues that keep surfacing in their countries from time to time. Mismatch between work load and salary There is a significant percentage of migrants who have reached the advanced countries through illegal channels. Such people are ready to work in the host countries at any cost. Employers take advantage of their situation and make them take a lot of work-load for a minimal wage. â€Å"Women work two-thirds of the world’s working hours, produce half of the world’s food, but earn only ten percent of the world’s income, and own less than one percent of the wo rld’s property† (members.tripod.com, n.d.). Although many migrants are earning much more than they did in their home countries, yet they have to go through very tough circumstances on daily basis in order to maintain their living in the host countries. Spread of racism This issue is linked with the one just discussed. A lot of people in the developed countries are not satisfied with the quality of customer service they receive from the migrant workers. They either express problems understanding them and accuse them of not speaking English with reasonable competence, or complain that the worker offended them because of his/her lack of awareness of the cultural and social norms and values of the host country. Such encounters between migrant workers and the indigenous people have â€Å"caused a lot of animosity among people and has added to the dissent that people already have against outsourcing† (Pillai, 2011). Most of the issues are unnecessarily overemphasized u pon. These kinds of problems lay basis for racism that is often complained of in the developed countries. Decline of developing countries Many people are of the opinion that globalization has benefited the developing countries by enabling their citizens to earn money abroad and send to their homelands as remittances, but very few of