According to Outer space treaty of 1967, states or the signatories of the treaty at least, cannot exercise

sovereignty over the celestial bodies nor can any private entity claim ownership over the celestial
bodies. It likewise insinuates or says in implies terms that the celestial and lunar bodies are owned in
common by mankind. With this in mind, how can a state or private entity legally exploit a lunar or
celestial body without violating their treaty obligations?

The legality of these actions is what this paper will focus on. It will not delve into the why there should
be a treaty in the first place or the need for one. It will likewise not discuss where or what outer space is,
nor will it tackle statistics or the mechanics on space travel. Strictly speaking, treaty obligations,
procedural remedies in case of grievance or non-compliance with an obligation, and property, private or
otherwise, will be discussed and whether there is indeed a breach of treaty obligations, and if such
obligations are complied with in good faith.

The real issue in this paper is that it will tackle whether there was a breach of a treaty obligation in the
Outer space treaty of 1967; particularly the issue in this paper tackles the S.P.A.C.E. act, this domestic
law of the U.S.A. gives or grants the right to U.S. citizens to use/appropriate celestial bodies in outer
space or in simpler terms it would otherwise allow or permit private entities of the United States to
mine and exploit lunar and celestial bodies. The domestic law is said to cover state actions and not
private entities, the domestic law that allows exploitation of the minerals on lunar and celestial bodies
covers private persons therefore it begs to ask whether this is something done in good-faith or is it a
circumvention on its treaty obligations and what may be done in relation to such?

The author seeks to prove that the two (2) city or province affected1 requirement of the Writ of
Kalikasan is unconstitutional, because it violates the equal protection clause2 of the Constitution. Equal
protection requires that persons similarly situated must be treated alike, the only exception is when
there is a circumstance that would validly distinguish a person from the other persons belonging to the
same classification. The writ aims to remedy/promote the right to life and healthful and balanced
ecology3, hence, a classification following territorial titles is not a valid classification for running against
the very purpose that the writ was created for. This is because it discriminates against single big cities or
provinces, which may more or less have the same territorial or population size as other two cities or
provinces combined; Persons who seek relief against an environmental danger will not be permitted to
avail of the writ of kalikasan merely because the danger they seek to prevent/remedy affects only a
single territory title. As a result, regardless of the territorial magnitude or irreparable damage that may
occur, no immediate remedy can be acquired, counter acting the very purpose which the writ was
created for, to protect the right to life.

In line with this, the author will conduct several surveys and analysis of cases where the writ has already
been granted, and these will be compared to single large cities or provinces. Furthermore, the writ will
also be compared to other available legal remedies, which proves why the Writ of Kalikasan cannot be
substituted with other remedies.

This study is focused on the 21 st century teaching skills of faculty members at University of Batangas
during the academic year 2016 – 2017 with the end in view of proposing intervention activities of faculty
development. Using an adapted questionnaire from the instrument developed by Borabo, select faculty
members and school administrators were involved in this study. Descriptive-quantitative approach is
used in this study. The data gathered from respondents were analyzed using frequency counts,
weighted mean, t-test and Analysis of Variance (ANOVA). It was found out that faculty respondents are
middle-aged, adults, young practitioners in the teaching profession and have acquired units in graduate
education. The teachers and administrators perceived that teachers possess 21st century teaching skills
as models, collaborator and risk-taker but lacks learning and leadership skills. The teachers and
administrators differ significantly in the assessment of teachers’ possession of 21 st century teaching
skills. There is no significant difference in the teachers’ possession of 21 st century skills when they are
grouped according to gender but significant when grouped according to age, educational qualifications
and levels of education being taught, The teachers and administrators differ significantly in the
assessment of teachers’ possession of 21 st century teaching skills. A plan of intervention activities for
faculty development is proposed.

This study focused on determining the challenges met by the teachers in terms of workloads,
instruction, classroom management, assessment of learning status and identity, relationships with
colleagues and superiors. Likewise, this will determine the ways of adaptations which the senior high
school teachers use to meet the identified challenges. Attempt was made to determine if there are
significant differences in the responses of senior high school teachers when they are grouped according
to select demographic profile. The descriptive survey method with self-made questionnaire was used.
Respondents of the study were select fifty private and fifty public senior high school teachers in Lipa
City. The data gathered were analyzed with the use of frequency counts, weighted mean, standard
deviation, ranking, t-test and analysis of variance (ANOVA). The study found out that senior high school
teachers met challenges in preparing paper works, assessing students’ performance, understanding the
new curriculum, asserting their authority among students, coping with misbehaving, diagnostic
assessment, dealing with unfriendly and ill-mannered colleagues, and meeting high expectations from
authorities. They were also not satisfied with their salaries. Discussions with colleagues and keeping
abreast with new technologies are their ways of adaptations to their current situations. The respondents
from public and private schools differed significantly in their ways of adaptations.