Jones Law of 1916 Essay Example for Free

Jones Law of 1916 Essay Whereas it was never the intention of the people of United States in the incipiency of the war withSpainto make it a war of conquest or for territorial aggrandizement; and Whereas it is, as it has always been, the purpose of the people of the United States to withdraw their sovereignty over Philippine Islands and to recognize their independence as soon as a stable government can be established therein; and Whereas for the speedy accomplishment of such purpose it is desirable to place in the hands of the people of the Philippines as large a control of their domestic affairs as can be given them without, in the meantime, impairing the exercise of the rights of sovereignty by the people of the United States, in order that, by the use and exercise of popular franchise and governmental powers, they may be the better prepared to fully assume the responsibilities and enjoy all the privileges of complete independence: Therefore Section 1.―The Philippines Be it enacted by the Senate and House of Representatives the United States of America in Congress assembled, That the provisions of this Act and the name â€Å"The Philippines† as used in this Act shall apply to and include the Philippine Islands ceded to the United States Government by the treaty of peace concluded between the United States and Spain on the eleventh dany of April, eighteen hundred and ninety-nine, the boundaries of which are set forth in Article III of said treaty, together with those islands embraced in the treaty between Spain and the United States concluded at Washington o the seventh day of November, nineteen hundred. Section 2.―Philippine Citizenship and Naturalization That all inhabitants of the Philippine Islands who were Spanish subjects on the eleventh day of April, eighteen hundred and ninety-nine, and then resided in said Islands, and their children born subsequent thereto, shall be deemed and held to be citizens of the Philippine Islands, except such as shall have elected to preserve their allegiance to the Crown of Spain in accordance with the provisions of the treaty of peace between the United States and Spain, signed at Paris December tenth, eighteen hundred and ninety-eight, and except such others as have since become citizens of some other country:Provided, That the Philippine Legislature, herein provided for, is hereby authorized to provide by law for the acquisition of Philippine citizenship by those natives of the Philippine Islands who do not come within the foregoing provisions, the natives of the insular possessions of the United States, and such other persons residing in the Philippine Islands who are citizens of the United Stat es, or who could become citizens of the United States under the laws of the United States if residing therein. Section 3.―Bill of Right (a) Due process and eminent domain.―That no law shall be enacted in said Islands which shall deprive any person of life, liberty, or property without due process of law, or deny to any person therein the equal protection of the laws. Private property shall not be taken for public use without just compensation. (b) Rights of persons accused of crime.―That in all criminal prosecutions the accused shall enjoy the right to be heard by himself and counsel, to demand the nature and cause of the accusation against him, to have a speedy and public trial, to meet the witnesses face to face, and to have compulsory process to compel the attendance of witnesses in his behalf. That no person shall be held to answer for a criminal offense without due process of law; and no person for the same offense shall be twice put in jeopardy of punishment, nor shall be compelled in any criminal case to be a witness against himself. That all persons shall before conviction be bailable by suffici ent sureties, except for capital offenses. (c) Obligation of contracts.―That no law impairing the obligation of contracts shall be enacted. (d) Imprisonment for debt.―That no person shall be imprisoned for debt. (e) Suspension of habeas corpus.―That the privilege of the writ of habeas corpus shall not be suspended, unless when in cases of rebellion, insurrection, or invasion the public safety may require it, in either of which event the same may be suspended by the President, or by the Governor-General, wherever during such period the necessity for such suspension shall exist. (f) Ex post facto laws, primogeniture, titles of nobility.―That no ex post facto law or bill of attainder shall be enacted nor shall the law of primogeniture ever be in force in the Philippines. That no law granting a title of nobility shall be enacted, and no person holding any office of profit or trust in said Islands shall, without the consent of the Congress of the United States, accept any present, emolument, office, or title of any kind whatever from any king, queen, prince, or foreign state (g) Bail and punishment.―That excessive bail shall not required, nor excessive fines imposed, nor crue l and unusual punishment inflicted. (h) Unreasonable searches.―That the right to be secured against unreasonable searches and seizures shall not be violated. (i) Slavery.―That slavery shall not exist in saidIslands; nor shall involuntary servitude exist therein except as a punishment for crime whereof the party shall have been duly convicted. (j) Freedom of speech.―That no law shall be passed abridging the freedom of speech or of the press, or the right of the people peaceably to assemble and petition the Government for redress grievances. (k) Freedom of religion.―That no law shall be made respecting an establishment of religion or prohibiting the free exercise thereof, and that the free exercise and enjoyment of religious profession and worship, without discrimination or preference, shall forever be allowed; and no religious test shall be required for the exercise of civil or political rights. No public money or property shall ever be appropriated, applied, or used, directly or indirectly, for the use, benefit, or support of any sect, church, denomination, sectarian institution, or system of religion, or for the use, benefit, or support of any priest, preacher, minister, or other religious teacher or dignitary as such. (l) Poligamy.―Contracting of polygamous or plural marriages hereafter is prohibited. That no law shall be construed to permit polygamous or plural marriages. (m) How public funds to be spent.―That no money shall be paid out of the treasury except in pursuance of an appropriation by law. (n) Uniform tax.―That the rule of taxation in saidIslands shall be uniform. (o) Subject and title of bills.―That no bill which may be enacted into law shall embrace more than one subject, and that subject shall be expressed in the title of the bill. (p) Warrants of arrest.―That no warrant shall issue but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched and the person or things to be seized (q) Special funds.―That all money collected on any tax levied or assessed for a special purpose shall be treated as a special fund in the treasury and paid out for such purpose only. Section 8.―General Legislative Power That general legislative power, except as otherwise herein provided, is hereby granted to the Philippine legislature, authorized by this Act. Section 13.―Election and Qualification of Senators That the members of the Senate of the Philippines, except as herein provided, shall be elected for terms of six and three years, as hereinafter provided, by the qualified electors of the Philippines. Each of the senatorial districts defined as hereinafter provided shall have the right to elect two senators. No person shall be an elective member of the Senate of the Philippines who is not a qualified elector and over thirty years of age, and who is not able to read and write either the Spanish or English language, and who has not been a resident of the Philippines for at least two consecutive years and an actual resident of the senatorial district from which chosen for a period of at least one year immediately prior to his election. Section 14.-Election and Qualification of Representative That the members of the House of Representatives shall, except as herein provided, be elected triennially by the qualified electors of the Philippines. Each of the representative districts hereinafter provided for shall have the right to elect one representative. No person shall be an elective member of the House of Representatives who is not a qualified elector and over twenty-five years of age, and who is not able to read and write either the Spanish or English language, and who has not been an actual resident of the district from which elected for at least one year immediately prior to his election: Provided,That the members of the present Assembly elected on the first Tuesday in June, nineteen hundred and sixteen, shall be the members of the House of Representatives from their respective districts for the term esxpiring in nineteen hundred and nineteen. Section 15.-Qualification of Voters That at the first election held pursuant to this Act, the qualified electors shall be those having the qualifications of voters under the present law; thereafter and until otherwise provided by the Philippine Legislature herein provided for the qualifications of voters for senators and representatives in the Philippines and all officers elected by the people shall be as follows: Every male person who is not a citizen or subject of a foreign power twenty-one years of age or over (except insane and feeble-minded persons and those convicted in a court of competent jurisdiction of an infamous offense since the thirteenth day of August, eighteen hundred and ninety-eight) who shall have been a resident of the Philippines for one year and of the municipality in which he shall offer to vote for six months next preceding the day of voting, and who is comprised within one of the following classes: (a) Those who under existing law are legal voters and have exercised the right of suffrage. (b) T hose who own real property to the value of 500 pesos, or who annually pay 30 pesos or more of the established taxes. (c) Those who are able to read and write either Spanish, English, or a native language. Sedition Law of 1901 [No. 202.] AN ACT defining the crimes of treason, insurrection, sedition, conspiracies to commit such crimes, seditious utterances whether written or spoken, the formation of secret political societies, the administering or taking of oaths to commit crimes or to prevent the discovering of the same, and the violation of oaths of allegiance, and prescribing punishment therefor By authority of the President of the United States, be it enacted by the United States Philippine Commission, that: Section l. Every person, resident in the Philippine Islands, owing allej^ance to the United States or the Government of the Philippine* Islands, who levies war against them, or adheres to their enemies, jriving them aid and comfort within the Philippine Islands or else- where, is guilty of treason, and, upon conviction, shall suffer death or, at the discretion of the court-, shall l)e imprisoned at hard labor for not less than five years and fined not less than ten thousand dollars. Sec. 2. Every person, owing allegiance to the United States or the (Tovemment of the Philippine Islands, and having knowledge of any treason against them or either of them, who conceals, and does not, as soon as may be, disclost? and make known the same to the Provin- cial (Governor in the Province in which he resides, or to the Civil Governor of the Islands, or to some Judge of a Court of Hec »ord, is guilty of mLsprision of treason, and shall be imprisoned not more than seven years and be fined not more than one thousand dollars. Sec. 3. Everj’ pei*son who incites, sets on foot, assists or engages in any rebellion or insurrection against the authority of the Ignited States or of the Government of the Philippine Islands, or the laws thereof, or who gives aid or comfort to any one so engaging in such rebellion or insurrection, shall, upon (*onviction, lie imprisoned for not more than ten years and Ik* fined not more than ten thousiiud dollars. Sec. 4. If two or more persons conspire to overthrow, i)ut down or destroy by force, the Government of the ITnited States in the Philippine Islands or the Government of the Philippine Islands, or by force to prevent, hinder or delay, the execution of any law of the UnilcKl States or of the Philippine Islands, or by force to seize, take, or possess, any property of the United States or of the Government of the Philippine Islands, contrary to the authority thereof, (*a*li of such persons shall be punished by a fine of not more than f\\c thous^ind dollars, and by imprisonment, with or without hanl labor, for a ieri(Kl not more than six years. Sec. 5. All persons who rise publicly and tumultuously in onler to attain by force or outside of legal methwls any of the following object*, are guilty of sedition: 1. To prevent the promulgation or  »xecution of any law or thr free holding of any popular election. 2. To prevent the Insular Government, or any Provincial or Mnnicipiu Qovemment or any public official, from freely exercisingits or his duties or the due execution of any judicial or administrative order. 3. To inflict any act of hate or revenge upon the person or property of any official or a^ent of the Insular Government or of a Provincial or Municipal Government. 4. To inflict, with a political or social object, any act of hate or revenire, upon individuals or upon any class of individuals in the Islands. 5. To despoil, with a political or social object, any class of persons, natural or artificial, a Municipality, a Province, or the Insular Government or the Government of the United States, or any part of its pro perty. Sec. 6. Anyperaon guilty of sedition as defined in section 5 hereof, shall be punished by a line of not exceeding five thousand dollars and by imprisonment not exceeding ten years, or both. Sec. 7. All persons conspiring to commit the crime of sedition shall be punished by a fine of not exceeding one thousand dollars, or by imprisonment not exceeding fiVQ years, or both. Sec. 8. Every ierson who shall utter seditious words or speeches, write, publish, or circulate, scurrilous libels against the Government of the United States or the Insular Government of the Philippine Islands or which tend to disturb or obstruct any lawful officer in exe- cuting his office, or which tend to instigate others to cabal or meet togetlier for unlawful purposes, or which suggest or incite rebellious conspiracies or riots or wiiich tend to stir up the ieople against the lawful authorities or to disturb the i)eace of the community, the safety and order of the Government, or who shall knowingly conceal such evil pra(*tic( »s, shall be punished by a fine not exceeding two thousand dollars or by imprisonment not exceeding two years, or both in the discretion of tlio Court. Sec. 9. All persons who shall meet together for the purpose of forming, or who shall form any secret society or who shall after the l)assago of this Act cont inue memlHjrship in a society already formed having for its object in whole or in part, the promotion of treason, r(‘l)(41ion or sc^dition, or the promulgation of any political opinion or policy, shall 1k » punished by a fine not exceeding one thousand dollars or by imprisonment not exceeding one year, or both. Sec. 10. lentil it has been officially proclaimed that a state of war or insurr( »ction against the authority or sovereignty of the United States no longer exists in the Philippine Islands, it shall be unlawful for any person to advocate orally or by writing or printing or like m( »tli(Kls, th(^ independence of the Philippine Islands or their separa- tion from the I’nited States whether by peaceable or forcible means, or to print, publish or circulate any handbill, newspaper, or other publication, advocating such indeiendence or separation. Any person violating th » provisions of this section shall be punished by a lint* of not exceeding two tlumsand dollars and imprisonment not exceeding one year. Flag Law of 1907 ACT NO. 1696 An act to prohibit the display of flags, banners, emblems, or devices used in the Philippine islands for the purpose of rebellion or insurrection against the authorities of the United States and the display of Katipunan flags, banners, emblems, or devices and for other purposes By authority of the United States be it enacted by the Philippine Commission that: Section 1. Any person who shall expose or cause or permit to be exposed to public view on his own premises, or who shall expose or cause to be exposed to public view either on his own premises or elsewhere, any flag, banner, emblem, or device used during the late insurrection in the Philippine Islands to designate or identify those in armed rebellion against the United States, or any flag, banner, emblem, or device used or adopted at any time by the public enemies of the United States in the Philippine Islands for the purposes of public disorder or of rebellion or insurrection against the authority of the United Sta tes in the Philippine Islands, or any flag, banner, emblem, or device of the Katipunan Society or which is commonly known as such, shall be punished by a fine of not less than five hundred pesos nor more than five thousand pesos, or by imprisonment for not less than three months nor more than five years, or by both such fine and imprisonment, in the discretion of the court. Sec. 2. Any person or persons having charge of any banquet, public entertainment, public meeting, or reunion, or any parade, procession, or review, who shall display or cause or permit to be displayed at such banquet, public entertainment, public meeting, or reunion, or in such parade, procession, or review, or who shall expose or cause to be exposed to public view any flag, banner, emblem, or device used during the late insurrection m the Philippine Islands to designate or identify those in armed rebellion against the United States, or any flag, banner, emblem, or device used or adopted at any, time by the public enemies of the United States in the Philippine Islands for the purposes of public disorder or of rebellion or insurrection against the authority of the United States in the Philippine Islands, or any flag, banner, emblem, or device of the Katipunan Society or which is commonly known as such, shall be punished by a fine of not less than five hundred pesos nor more than five thousand pesos, or by imprisonment for not less than three months nor more than five years, or by both such fine and imprisonment, in the discretion of the court. Sec. 3. It shall be unlawful tor any person to expose or cause or permit to be exposed to public view on his own premises, or to expose or cause to be exposed to public view either on his own premises or elsewhere, or to display or cause to be displayed at any banquet, public entertainment, meeting, or reunion, or in any parade, procession, or review, or for any person having charge of such banquet, public entertainment, meeting, or reunion, or of such parade, procession, or review, to permit to be displayed or exposed to public view, any flag, or banner the use or display of which is prohibited by executive order of the Governor-General. Any person who shall violate the provisions of this section shall be punished by a fine of not less than five hundred pesos nor more than five thousand pesos, or by imprisonment for not less than three months nor more than five years, or by both such fine and imprisonment, in the discretion of the court: Provided, however, That nothing in this secti on contained shall be construed to authorize the Governor-General to permit the use or display of any flag, banner, emblem, or device whose use, display, or exposition to public view is prohibited by the preceding sections of this Act. Sec. 4. Any person who shall wear, use, or expose to public view in any parade, procession, or review, any uniform or dress or part thereof, adopted or used during the late insurrection in the Philippine Islands to designate or identify those in armed rebellion against the United States, or any uniform or dress or part thereof adopted or used at any time by the public enemies of the United States in the Philippine Islands for the purposes of public disorder or of rebellion or insurrection against the authority of the United States in the Philippine Islands, shall be punished by a fine of not less than five hundred pesos nor more than five thousand pesos, or by imprisonment for not less than three months nor more than five years, or by both such fine and imprisonment, in the discretion of the court. Batas Tydings-Mcduffie Batas Tydings-McDuffie (opisyal na pangalan: Batas sa Kalayaan ng Pilipinas; Pampublikong Batas Blg. 73-127) na inaprubahan noong Marso 24, 1934 ay isang pederal na batas ng Estados Unidos na nagkaloob ng nagsasariling pamahalaan ng Pilipinas at ng kalayaan nito (mula sa Estados Unidos) matapos ang sampung taon. Noong 1934, pinamunuan ng Pilipinong pulitikong si Manuel L. Quezon ang misyong pang-kalayaan ng Pilipinas sa Washington, DC na nagtagumpay sa pagpapatibay ng Kongreso sa batas na ito. Batas Tydings-McDuffie (opisyal na pangalan: Batas sa Kalayaan ng Pilipinas; Pampublikong Batas Blg. 73-127) na inaprubahan noong Marso 24, 1934 ay isang pederal na batas ng Estados Unidos na nagkaloob ng nagsasariling pamahalaan ng Pilipinas at ng kalayaan nito (mula sa Estados Unidos) matapos ang sampung taon. Noong 1934, pinamunuan ng Pilipinong pulitikong si Manuel L. Quezon ang misyong pang-kalayaan ng Pilipinas sa Washington, DC na nagtagumpay sa pagpapatibay ng Kongreso sa batas na ito. Batas Tydings-McDuffie (opisyal na pangalan: Batas sa Kalayaan ng Pilipinas; Pampublikong Batas Blg. 73-127) na inaprubahan noong Marso 24, 1934 ay isang pederal na batas ng Estados Unidos na nagkaloob ng nagsasariling pamahalaan ng Pilipinas at ng kalayaan nito (mula sa Estados Unidos) matapos ang sampung taon. Noong 1934, pinamunuan ng Pilipinong pulitikong si Manuel L. Quezon ang misyong pang-kalayaan ng Pilipinas sa Washington, DC na nagtagumpay sa pagpapatibay ng Kongreso sa batas na ito. Bell Trade Act In 1946, the US congress offered 800 million dollars as rehabilitation money in exchange for the ratification of the Bell Trade Act. It was passed by the US congress specifying the condition of the Philippine economy governing the independence of the Philippines from the Americans. A system of preferential tariffs was implemented which discouraged government officials to control the country’s import-export market. The Philippine peso followed the US dollar currency. Aggravating the Filipino citizens, U.S. citizens and corporations were granted equal access to the natural resources of the country. Many nationalists were not in favor of the bell trade act because it was â€Å"a curtailment of Philippine sovereignty, virtual nullification of Philippine independence† as said by former president Sergio Osmena. Roxas supported the acceptance of two important laws passed by the Congress of the United States to the Philippines. These laws were The Philippine Rehabilitation Act and the Philippine Trade Act (Bell trade act). On August 5, 1946, the Treaty of General Relations was ratified between the Philippines and the US. It recognized Philippine independence as of July 4, 1946 and relinquished American sovereignty over the Philippine Islands. The establishment of US bases was also included in this treaty. On March 14, 1947, the Treaty of General Relations was signed. On September 7, 1946, Manuel Roxas granted a General Amnesty to guerrillas who were imprisoned during World War 2. On January 28, 1948, General Amnesty was given to all those arrested for conniving with Japan. An earlier amnesty hindered Roxas because of his fear that the Americans might stop rendering financial assistance to the country. On January 1, 1947 under the Bell Trade Act, the Parity Amendment was introduced. It gave American citizens and corporations equal rights to Filipinos to utilize natural resources and operate public utilities. On March 11, 1947, it was ratified in a national plebiscite.

The Roman Legacy Essay -- Ancient Rome

With the decline and fall of the western empire, the classical age of Rome came to a close as disease, warfare and corruption conspired to bring about the downfall of an ailing empire that had once conquered the known world. Where once enlightened despots had ruled a debauched and unwieldy polity, now barbarians stood over the ruins of a once thriving metropolis. In its absence a new world would arise with new values and ideals. Turning their back on a pagan past the Christian children of these wild men from the north would spawn the greatest houses of future European nobility, and when they looked back for a legacy, they would not see their ancestors as pillagers picking at the bones of a defiled Rome, but instead as its trusted guardians, partnering with the Church to carry her legacy through the â€Å"Dark Ages†. Greece, which had endured its own dark ages millennia beforehand, became the cradle of the western artistic ideal. It’s society was like none other. Organizationally, it preferred a unique form of government called democracy, when other societies around god-kings and despotic strong men. Its ambitions asserted the perfection of man, his unique place in the world. As stories became myth and myths became legends, humans (or human like) gods began to appear in the religious centres of worship. Unlike the gods of Egypt, who almost always have some animalistic component to their physiology, the Greek gods were human-like. Zeus had a human body, hands and feet; for all intents and purposes, he was the first super-man. This was an epic reversal. Where once man relegated himself to the animals, now the Greeks had placed man above the merely natural and into the realm of the supernatural. The human form was exemplified in sculptur... ...prayer books, we get illustrations of the peasant farmer at work in his fields throughout the seasons, alluding to the year round labor required to feed a near starving passel of half a dozen children. In the illuminated Bibles, we see fabulous illustrations off the fabled kingdoms of the east and wild bestiaries of exotic man-imals and creatures said to dwell in terras ingonito, daring men to venture into the unknown again and call at the courts of Pryster John, lord of all the Indias. In the Cathedrals, some of the most dramatic mathematical aspirations were envisioned in stone as towns and masons set out to trump one another with brilliant feats of engineering not attempted since the heights of Rome. This was a world trying to right itself again after the fall of the greatest empire the world had ever seen, a world many wanted to see gain a new purchase on earth.

Education and Sustainable Development

Environmental education is a process of learning and teaching of environmental concepts and practices which increases people’s awareness about the environment. It mainly focuses on creation of knowledge and understanding of the environment and its challenges. It also focuses on creation of skills to mitigate environmental problems which are arising day by day and provides a forum for existing environmental knowledge to be exercised. Its objectives are creation of awareness and helping people to develop a positive attitude towards environmental education.Status of environmental education in Kenya In Kenya today, environmental education has enabled learners to play a big role in environmental conservation measures. An example is the Green Belt Movement which has over 600 community networks across Kenya which along with other networks have participated in planting more than 30 million trees on private and public land, protected reserves, sites with cultural significance and urban centers.This has resulted in the transformation of many landscapes (forests, sleep slopes and other degraded areas) and protection and restoration of habitats for local biodiversity (plants and animals). Many communities work with the Green Belt Movement to conserve and harvest water more effectively through construction of dams made of sand. That harvested water is used for household needs, food crops and tree nurseries. A related program with the Green Belt Movement Kenya improves food security i. e. he capacity of families to feed themselves, by promoting planting of fruit trees and indigenous foods including yams, cassava and arrowroots. In Kenya today, many groundbreaking initiatives including environmental education have been launched so that people could identify the sources of their problems including poor use and management of their environment and poor governance at local and national levels. They then identify solutions to those problems hence helping in maintaining a st able environmental state.Environmental education has been a reliable advocate for environmental and human rights by challenging abusive or ill-conceived actions by the previous Kenyan governments and rallying Kenyans to the cause. Through its advocacy and civic education campaigns, environmental education has been instrumental in bringing environmental issues to the Kenyan policy makers’ attention and has enjoyed significant success most notably the protection from wanton destruction of Uhuru Park and Karura Forest, both in Nairobi. This has been achieved through the Green Belt Movement.Environmental education should examine major issues locally and internationally. Currently in Kenya, a certain aspect of environmental education, The Green Belt Movement, has opened the Lang’ata Learning Center in Nairobi which continues to offer environmental education through exchange programs that expose participating groups to community biodiversity issues through discussions with l ocal leaders and excursions to selected areas around the country. Through its Pan African Green Belt Network, the Green Belt Movement has trained representatives from 15 African countries.As a result, several tree planting initiatives have been established in East and Central Africa and in the west. Environmental education in Kenya today has promoted cooperation among very many people. Different people come together in joint initiatives to plant trees or build dams. They also partake in attending and holding seminars and workshops to discuss diverse environmental issues. In this way, people are able to listen to each other’s ideas and suggestions hence enabling exchange of knowledge and skills. They also get a chance to inspire and help each other as they offer a listening ear.Today, environmental education is increasingly becoming a continuous process with so many environmental conservation measures been born and exercised. There thus arises the need to educate people on car rying out these practices. It is also being made continuous by the increasing environmental degradation in our society. People are cutting down trees carelessly and polluting the environment at a very fast rate. As a result, environmental education is being carried out continuously to combat these ill habits. This is being done through initiatives such as the Green Belt Movement.Environmental education has taken a big consideration in development and government plans in Kenya today. The government has planned to build many industries, medical facilities, petroleum refineries and electronic manufacturers. All these will generate hazardous wastes to the environment. Various movements to conserve the environment have recently sensitized the government on the need to institute both incentives and command and control measures to ensure that industries that generate hazardous waste dispose them off responsibly. Opportunities of environmental educationSince environmental education should e nable learners to actively play a role in environmental conservation, it should have a hand in encouraging research and propagation of drought-resistant crops such as cassava, millet and sorghum in order to assure food security. This is particularly important given that climate change is likely to occasion an increasingly higher incidence of crop failure. Environmental education should also have an emphasis on encouraging propagation of indigenous tree species. Although these enrich tree species and are better able to withstand environmental shocks, they are considerably under-utilized in agroforestry.It should discourage illegal logging of trees to meet timber and charcoal needs. This will be done by encouraging the formation of Community Forest Associations (CFAs) in line with the stipulations of the Forests Act and empower them to engage in sustainable forest management. CFAs should be representative of the communities that live adjacent to the forests and include women and margi nalized communities and have strict rules and procedures that prevent their appropriation by the local dominant groups. Environmental education should consider environmental aspects in major development and government plans.It therefore has the opportunity to sensitize the initiation of a range of energy sector reforms that will impel investment in clean and affordable sources of renewable energy such as solar, wind and biogas and therein eases the enormous pressure exerted on the country’s diminishing forests and woodlands for wood fuel. Challenges of environmental education Environmental education has suffered from the lack of participation among social groups and individuals. Studies have shown that most people formally educated make little efforts in ensuring that they take responsibility of the environment.This leads to knowledge gained from environmental education being stifled and may not get implemented and spread to other persons. Groups may find it unnecessary due t o lack of incentives to participate in environmental education. The lack of comprehensive strategies is another challenge facing environmental education in Kenya. Kenya has not focused much on inter-linkages between the environment and sustainable development. The environment has been mostly viewed in a great detail from the biophysical view but with less emphasis on the economic and social perspective.This has led to less participatory approaches to environmental education hence hindering its development. There exists a negative attitude among some individuals towards environmental education. Some people are suspicious about environmental education as they fear it may affect their day to day living by e. g. preventing them from logging, use of chemicals on crops e. t. c. This brings a bad image on environmental education especially on less educated individuals. The relevant government authorities are mostly underfunded in their attempts to bring environmental education to the foref ront.The government allocates more funds to other ministries and departments that are seen to bring instant returns to the economy such as agriculture and tourism and thus undermines ministries such as environment. This makes it unable to fund sensitization projects based on environmental education. There is lack of enough manpower to undertake projects concerning environmental education. People mostly in rural areas may end up not getting the relevant information concerning their environment whereas they are the people directly in contact with natural resources such as rivers, forests e. . c. This greatly undermines the spread of environmental education in the country and is a huge challenge. In certain cases, there might be inadequate information on the threats that the environment faces to the people. Theoretical teachings may not be sufficient to convince individuals on why they need to undertake certain measures to prevent environmental degradation and promote sustainable devel opment. Practical case studies may have to be carried out to convince learners adequately on threats on the environment.

Analysis Of William Wordsworth s The Crisp Blank

Poets write about happiness, love, life, loss and desire it is never about a neutral feeling. Poetry is inspired by highs and lows; but William Wordsworth’s refreshed look on life is put into his poetry. The crisp blank paper is transformed into a piece of artwork, Wordsworth was an artist when it came to poetry. His words even today haunt many, especially from his masterpiece â€Å"Composed Upon Westminster Bridge September 3, 1802.† The poem, though not one of his most well-known pieces offers a refreshing look at the world through its timeless theme and its inspiring language creating a unique and innovational sonnet. Composed Upon Westminster Bridge September 3, 1802 is not like every other Romantic Era poem. This poem is known as a Petrarchan sonnet and as opposed to a Shakespearian sonnet, the Petrarch type to write poetry was a famous Italian style sonnet writing on which eventually became well known across Europe. Romantic poets appreciated Petrarchan. A Petrarchan sonnet has fourteen lines that are divided into two sections: the first with eight lines and the second with six. At the ninth line, the poem makes a turn and begins to elaborate in a different way on the subject or it may introduce a new topic altogether. Wordsworth s sonnet has a more subtle turn. In the first eight lines he introduces the idea that he has never seen such beauty before and then describes the scene. In the last six lines he returns to the idea of unparalleled beauty, this time