Chapter 4

Disaster Risk Reduction and Management

Introduction Learning Objectives:

The Philippines is located in the

After completing this chapter, you should be
circum-pacific belt of fire and typhoon.
able to:
This being so, the country has always
been subjected to natural disaster and 1. Enumerate the key statutes and international
calamities anytime of the year. In conventions that underpin disaster risk reduction
whatever part of the country, we have and management and other emergencies;
been experiencing yearly natural
calamities – floods, typhoons 2. Understand the operational concepts, structures
tornadoes, earthquakes, drought, fire, and priority actions relative to the Philippine
tsunamis and volcanic eruptions which Disaster Management System;
have brought incessant miseries to our
people, no to loss of lives and 3. Verbalize the basic concepts and principles
properties. involving disaster risk reduction and management.
In the mid-seventies and eighties, strong typhoons and torrential rains brought devastation to
Manila and large areas of central Luzon. The 1990 killer earthquake that hit several Luzon
provinces as well as Metro Manila and the effects of the 1991 Mt Pinatubo eruption had put the
National Disaster Coordinating Council (NDCC) in the forefront.

To enhance the people’s preparedness and ensure precision and spontaneity in responding to
emergencies or catastrophes, the NDCC which was changed to National Disaster Risk Reduction
Management Council or NDRRMC, together with the concerned agencies conduct regular
mobilization exercises and drills at all levels with the participation of the private agencies
concerned and the non-government organization.

1. OVERVIEW OF THE PHILIPPINE DISASTER MANAGEMENT SYSTEM

REPUBLIC ACT NO. 10121, known as the "Philippine Disaster Risk Reduction and Management
Act of 2010".

“An Act Strengthening the Philippine Disaster Risk Reduction and Management System, providing
for the National Disaster Risk Reduction and Management Framework and Institutionalizing the
National Disaster Risk Reduction and Management PAan, appropriating Funds therefore and For
Other Purposes.”
Salient Features of Republic Act 10121 s 2010

1. NDCC became National Disaster Risk Reduction and Mgt. Council or NDRRMC
2. Formulation of a National Disaster Risk Reduction and Management Framework and the
National Disaster Risk Reduction Plan
3. Framework for Climate Change Adaptation & Disaster Risk Reduction and Management
4. RDCC, PDCC, C/MDCC into Local Disaster Risk Reduction & Management Councils
5. OCD directors as Chair of the Regional Disaster Risk Reduction & Management Council
with Regional DSWD, DILG, DOST & NEDA as V-Chairs except Mindanao where the
Regional Gov acts as Chair and OCD as secretariat of the RDRRMC
6. BDCC integrated with the Barangay Development Council
7. Creation of the Local Disaster Risk Reduction & Management Office
8. Accreditation, mobilization and protection of Disaster Volunteers & National Service
Reserve Corp, CSO’s and the Private Sector
9. Integration of Disaster Risk Reduction Education into school curricula & SK Programs
as well as Mandatory Training for Public Sector Employees

2. DISASTER RISK REDUCTION AND MANAGEMENT CONCEPTS

Definition of Terms;

1. "Hazard" - a dangerous phenomenon, substance, human activity or condition that may cause
loss of life, injury or other health impacts, property damage, loss of livelihood and services,
social and economic disruption, or environmental damage.

2. "Risk" - the combination of the probability of an event and its negative consequences.

3. "Vulnerability" ~ the characteristics and circumstances of a community, system or asset that

make it susceptible to the damaging effects of a hazard. Vulnerability may arise from various
physical, social, economic, and environmental factors such as poor design and construction of
buildings, inadequate protection of assets, lack of public information and awareness, limited
official recognition of risks 12 and preparedness measures, and disregard for wise environmental
management.

4. "Disaster" - a serious disruption of the functioning of a community or a society involving

widespread human, material, economic or environmental losses and impacts, which exceeds the
ability of the affected community or society to cope using its own resources.

5. "Adaptation" - the adjustment in natural or human systems in response to actual or expected

climatic stimuli or their effects, which moderates harm or exploits beneficial opportunities.

6. "Disaster Mitigation" - the lessening or limitation of the adverse impacts of hazards and
related disasters. Mitigation measures encompass engineering techniques and hazard-resistant
construction as well as improved environmental policies and public awareness.
7 “Disaster Preparedness" - the knowledge and capacities developed by governments,
professional response and recovery organizations, communities and individuals to effectively
anticipate, respond to, and recover from, the Impacts of likely, imminent or current hazard events
or conditions. Preparedness action is carried out within the context of disaster risk reduction and
management and aims to build the capacities needed to efficiently manage all types of
emergencies and achieve orderly transitions from response to sustained recovery

8. "Disaster Prevention" - the outright avoidance of adverse impacts of hazards and related
disasters. It expresses the concept and intention to completely avoid potential adverse impacts
through action taken in advance such as construction of dams or embankments that eliminate
flood risks, and seismic engineering designs that ensure the survival and function of a critical
building in any likely earthquake.

9. "Disaster Response" - the provision of emergency services and public assistance during or
immediately after a disaster in order to save lives, reduce health impacts, ensure public safety
and meet the basic subsistence needs of the people affected. Disaster response is predominantly
focused on immediate and short-term needs and is sometimes called "disaster relief'.

10. "Disaster Risk" - the potential disaster losses in lives, health status, livelihood, assets and
services, which could occur to a particular community or a society over some specified future
time period.

11. "Disaster Risk Reduction" - the concept and practice of reducing disaster risks through
systematic efforts to analyze and manage the causal factors of disasters, including through
reduced exposures to hazards, lessened vulnerability of people and property, wise management
of land and the environment, and improved preparedness for adverse events.

12. "Disaster Risk Reduction and Management" - the systematic process of using administrative
directives, organizations, and operational skills and capacities to implement strategies, policies
and improved coping capacities in order to lessen the adverse impacts of hazards and the
possibility of disaster. Prospective disaster risk reduction and management refers to risk
reduction and management activities that address and seek to avoid the development of new or
increased disaster risks, especially if risk reduction policies are not put in place.
 DISASTER MANAGEMENT
CYCLE

CONCEPT OF CIVIL DEFENSE

The National Disaster Risk Reduction & Management Council (NDRRMC), formerly
known as the National Disaster Coordinating Council (NDCC), is a working group of various
government, non-government, civil sector and private sector organizations of the Government of
the Republic of the Philippines established by Republic Act 10121 of 2010. It is
administered by the Office of Civil Defense under the Department of National Defense. The
Council is responsible for ensuring the protection and welfare of the people
during disasters or emergencies. The National Disaster Risk Reduction and Management
Council plans and leads the guiding activities in the field of communication, warning signals,
emergency, transportation, evacuation, rescue, engineering, health and rehabilitation, public
education and auxiliary services such as firefighting and the police in the country.

OPERATIONAL POLICIES OF NDRRMC

Upon the declaration of a state calamity by the President, priority assistance is instantly
extended to victims in terms of relief operations, medical assistance, immediate repair of vital
infrastructures which were damaged by natural disasters and resettlement of calamity victims.
Calamity funds are released directly to the implementing departments and agencies. Funds released
to the Department of Social Welfare and Development are used for emergency relief and
rehabilitation assistance to affected areas and disaster victims. Funds released to the Department
of Health are used in the procurement of needed medicines and for medical assistance to disaster
victims.
 Declaration of State of Calamity

• The National Council shall recommend to the President of the Philippines the
declaration of a cluster of barangays, municipalities, cities, provinces, and regions under
a state of calamity, and the lifting thereof, based on the criteria set by the National
Council.
• The President's declaration may warrant international humanitarian assistance as
deemed necessary.
• The declaration and lifting of the state of calamity may also be issued by the local
sanggunian, upon the recommendation of the LDRRMC, based on the results of the
damage assessment and needs analysis.

3. PHILIPPINE GEOGRAPHIC HAZARDS AND DISASTER RISK PROFILE

The Philippines is considered one of the most disaster-prone countries in the world.
Its location makes it vulnerable to a variety of natural disasters. Lying on the western rim of the
pacific and along the circum-pacific seismic belt, it is subject to storms, typhoons, earthquakes,
floods, volcanic eruptions, droughts and faces other natural hazards. Disasters are a serious threat
to people and economic assets, particularly in densely populated areas. At least 60 percent of the
total land area of the country is exposed to multiple hazards, and as a result 74 percent of its
population is vulnerable.

With 268 recorded disaster events over the last three decades, the Philippines ranks
8th according to World Bank’s Natural Disaster Hotspot list of countries most exposed to
multiple hazards. Almost 30 percent of the disasters that occurred in Southeast Asia for the
period 1990-2009 occurred in the Philippines.

Historic Overview of Disasters

Earthquakes: The U.S. Geological Survey lists 168 significant (with a magnitude of 6.5+
on the Richter scale) earthquakes in the Philippines since 1959, equivalent to an event every 2.5
years. The Philippine Institute of Volcanology and Seismology (PHIVOLCS) has recorded 12
destructive earthquakes in the last 40 years; the most damaging of which were the 1976
Mindanao Earthquake, which killed approximately 6,000 and caused about US $400 million (in
present value) in damage, and the 1990 Central Luzon Earthquake, which killed over 1,000
people and caused damages of about US $400 million (in present value).

Volcanoes: Out of 220 volcanoes in the archipelago, 22 are classified as active. The most
active volcanoes in the Philippines are Bulusan, Mayon, Canlaon and Taal. The most recent
major eruption in the country is the Mount Pinatubo eruption in June 1991. PHIVOLCS forecast
of the event saved at least 5,000 lives and US $250 million worth of property and infrastructure.
A review of historic record indicates that central and southern Luzon are likely to experience a
significant eruption about once every three years, with a major eruption perhaps every few
decades. Mayon and Taal are the most active of these volcanoes.
 Tropical cyclones: The climate of the Philippines is tropical and is strongly affected by
monsoon (rain-bearing) winds, which blow from the southwest from approximately May to
October and from the northeast from November to February. From June to December, an average
of twenty typhoons hits the country accompanied by strong winds, intense rainfall and flooding.
Five to seven of which are expected to be destructive. Most storms come from the southeast,
with their frequency generally increasing from south to north. Luzon has significantly higher risk
than the southern part of the country, where typhoons are heaviest in Samar, Leyte, eastern
Quezon Province and the Batanes Islands.

Flooding: Floods are usually triggered by typhoons, tropical depression and continuing
heavy rains. They are also triggered by man-made causes such as dam failures, blockage of water
ways by garbage and improper design of street drainage.

Exposure and Vulnerability

The average annual damage caused by disasters amounts to Pesos 19.7 billion in the past
two decades, equivalent to an average of 0.5 percent of GDP each year. In addition, agricultural
damage is estimated at Pesos 12 billion per annum, and an average of 1,008 people are killed
annually by natural disasters. Typhoons are the most frequent and the most damaging of all-
natural disasters in the Philippines. The poor are the most vulnerable to the damage caused by
natural disasters as they are the ones left homeless and whose livelihoods are destroyed by the
vagaries of the weather. Since almost one-third of the country’s employment is based on
agriculture, natural disasters have contributed to the increasing incidence of poverty, especially
in the rural areas.

In urban areas, those living in calamity-prone areas such as riverbanks and estuaries
are vulnerable to natural and man-made disasters. Those in flood-prone areas, along the
coast and on steep slopes in upland areas are also at risk. Natural disasters increase their
vulnerability and perpetuate deprivation and marginalization.

As a result of 121 disasters that struck the country from 2000 to 2008, more than 36
million people were affected, 8,177 lives were lost, 374,798 became homeless and 6,261 were
injured.

Hazards in the Philippines

Hazards may be categorized into natural and anthropogenic hazards. Climate and
weather-related hazards, such as typhoons and droughts, as well as geophysical hazards, like
earthquakes, volcanic eruptions and tsunamis, are natural hazards. Anthropogenic, or man-made,
hazards include deforestation, mining and climate change.

1. Natural Hazard

A natural hazard is defined as a natural process or event that is potentially damaging in

that it may result in loss of life or injury, loss of property, socio-economic destruction or
environmental degradation. Climate- and weather-related hazards, in particular, refer to the direct
and indirect effects of observed changes and/or projected deviations from present-day conditions
of natural climate events (such as increases and decreases in precipitation and temperature); and
impacts of changes in the frequencies and occurrences of extreme weather/climate events (such
as tropical cyclones, droughts, and El Niño and La Niña events).

a. Geophysical Hazards

Geophysical events are destructive phenomena. However, these are part of the normal
functioning of our dynamic planet. These so-called hazards are due to naturally occurring
processes in the earth's interior.

Four hazards are considered under this category: Earthquakes, earthquake-induced

landslides, tsunamis and volcanic eruptions. Sources of data for these hazards include the
Philippine Institute of Volcanology and Seismology (PHIVOLCS) and the Earthquake and
Natural Resource Atlas of the Philippines of 1998.

A natural process that is hazardous is the movement of lithospheric plates (the solid crust
and a few kilometers of the upper mantle), which causes the tectonic earthquakes. US
Geological Survey defines the term earthquake as "both sudden slip on a fault, and the resulting
ground shaking and radiated seismic energy caused by the slip, or by volcanic or magmatic
activity, or other sudden stress changes in the earth (i.e. event by manmade explosions)".

Furthermore, the resulting ground motion due to an earthquake produces another natural
hazard such as landslides and tsunamis. Landslide is the downslope movement of soil and/or
rock.

Tsunami is a sea wave of local or distant origin that results from large-scale seafloor
displacements associated with large earthquakes, major submarine slides, or exploding volcanic
islands.

One other example of a hazard is the ascent of molten material called magma beneath the
earth's surface, which results to eruptions of a volcano. A volcano is a vent at the Earth's surface
through which magma (molten rock) and associated gases erupt, and also the cone built by
effusive and explosive eruptions.

b. Hydro-meteorological Hazard:

Typhoon, Thunderstorms, Flashflood, Flood, Coastal storm surges, El Niño, La

Niña, Tropical cyclones, Hailstorms, Tornados, Blizzards heavy snowfall, Avalanches, Drought,
Heatwaves, Cold spells
Typhoon • An extremely large, powerful and destructive storm that occurs especially in
the region of the Philippines or the China Sea.
Thunderstorm • Is a weather condition generally characterized by heavy rain, thunder and
lightning and a possibility of tornado.
 Flashflood • A local flood of short duration generally resulting from heavy rainfall in the
immediate vicinity.
Flood • Generally referred to as the RUNNING and OVERLAYING of water on land that
are not ordinary covered by it.
Storm Surge • Escalating seawater to the coast above normal sea level
El Niño • A flow of unusually warm water along the western coast of South America that
causes many changes in weather in other places.
La Niña • La Niña is a climate pattern that describes the cooling of surface ocean waters
along the tropical west coast of South America. La Nina is considered to be the counterpart to El
Nino, which is characterized by unusually warm ocean temperatures in the equatorial region of
the Pacific Ocean.

c. Biological Hazards

Micro-organisms are a large and diverse group of organisms that exist as single cells or cell
clusters (Brock and Madigan 1988). Microbial cells are thus distinct from the cells of animals
and plants, which are unable to live alone in nature but can exist only as parts of multicellular
organisms.
Very few areas on the surface of this planet do not support microbial life, because micro-
organisms have an astounding range of metabolic and energy-yielding abilities and many can
exist under conditions that are lethal to other life forms.

Four broad classes of micro-organisms that can interact with humans are bacteria, fungi,
viruses and protozoa. They are hazardous to workers due to their wide distribution in the
working environment. There are three major sources of such microbes:

• those arising from microbial decomposition of various substrates associated with

particular occupations (e.g., mouldy hay leading to hypersensitivity pneumonitis)
• those associated with certain types of environments (e.g., bacteria in water supplies)
• those stemming from infective individuals harboring a particular pathogen (e.g.,
tuberculosis).

2. Anthropogenic or Technological Hazards – These are man-made hazards which

include deforestation, mining and climate change.

3. Environmental degradation: Environmental degradation has hugely contributed to

increasing natural disaster occurrence in the Philippines. Demographic growth and poor land-use
planning have led to the massive depletion of natural resources and destruction of the
environment. Flash flooding, landslides and drought have increased in the past two decades as a
result of declining forest cover. Certain areas that have substantially lost their forest cover are
also more exposed to typhoons.

What is the role of the government agencies during disaster and calamity operations?
Since the DND and the AFP possess the capability to react to natural calamities with the
DND’s unique nature of organization and network of troops and asset disposition, an inter-agency
plan headed by the DND was organized specifically to put into realization an action oriented Civil
Defense Plan with the creation of the NDCC.
a. The Secretary of DILG is responsible for the establishment of operation centers of all
local government.
b. The Secretary of Education, Culture and Sports is tasked with organizing the disaster
control and reaction teams in large building for commercial and reaction purposes.
c. The Department of Trade and Industry Secretary is responsible for the organization
of disaster control and reaction teams in large building for commercial and reaction
purposes.
d. The Secretary of Department of Social Welfare and Development is tasked with
extending emergency relief assistance and social services to victims of strategy.

During disaster operations, all other disaster coordinating councils make available their
facilities and expertise relative to the effective implementation of the council’s mission. Likewise,
the office of the Civil Defense prepares the national/regional disaster and calamity preparedness
plan in accordance with the approved disaster and calamity guidelines.

What is the role of the youth during natural calamities and man-made disorders?

All able- bodied young citizens of the land should get themselves involved in civic actions
in the community where she/he lives and should be ready to render assistance anywhere and
anytime their services are needed. More than anything else, it is everybody’s moral obligation to
assist her/his countrymen in distress.

In times of natural calamities or manmade disorders, the youth (ROTC cadets/cadettes)

should be willing and ready to render direct assistance to calamity victims in any of the following
areas:

a. Sorting, loading and distribution of relief goods

b. Administering first aid treatment on victims
c. Comforting and assisting in their rehabilitation
d. Disseminating information to concerned individual
e. Surveying of affected families and areas
f. Monitoring and liaisoning work
g. Civic action activities like:
1) Environmental and ecological protection
2) River and watershed control projects
3) Tree planting/forest fire control

Likewise, the concerned youth development agencies should establish coordination and
linkages to be set up before, during and after every disaster. By using the NDCC operational
model, the leadership in the youth development agencies, the corps of officers or coordinators, in
order to succeed in their chosen endeavor should:

a. Plan the chosen activities ahead of long time before any calamity strikes.
Joint/Participate in training exercise on disaster and relief operations.
 b. See to it that resources that are available could meet the needs of chosen activities.
c. Coordinate all activities properly with the City, Provincial and Municipal Disaster
Coordinator Councils.
d. Organize the corps into various brigade or cadre. Assign the members’
responsibilities which they feel they can properly handle. Confidence in what is one is doing is the
key to success.
e. Work as a TEAM. Coordinate efforts with other organizations (NGO, PO, LGO or
religious organizations)

Let’s first review what you have taken up

by answering SAQ 4. Check your
answers against ASAQ 4 on page ____.
Thank you!
SAQ 4. Identification – Identify the following:

______ 1. This is the highest government body responsible in advising the President of the country
on the status of disaster preparedness program and disaster relief and rehabilitation effort at the
national level.
______ 2. A serious disruption of the functioning of a community or a society involving
widespread human, material, economic or environmental losses and impacts, which exceeds the
ability of the affected community or society to cope using its own resources.
______ 3. A dangerous phenomenon, substance, human activity or condition that may cause loss
of life, injury or other health impacts, property damage, loss of livelihood and services, social
and economic disruption, or environmental damage.
______ 4. The characteristics and circumstances of a community, system or asset that make it
susceptible to the damaging effects of a hazard.
______ 5. The lessening or limitation of the adverse impacts of hazards and related disasters.
______ 6. The knowledge and capacities developed by governments, professional response and
recovery organizations, communities and individuals to effectively anticipate, respond to, and
recover from, the Impacts of likely, imminent or current hazard events or conditions.
______ 7. The outright avoidance of adverse impacts of hazards and related disasters.
______ 8. The provision of emergency services and public assistance during or immediately
after a disaster in order to save lives, reduce health impacts, ensure public safety and meet the
basic subsistence needs of the people affected.
______ 9. The potential disaster losses in lives, health status, livelihood, assets and services,
which could occur to a particular community or a society over some specified future time period.
______ 10. The concept and practice of reducing disaster risks through systematic efforts to
analyze and manage the causal factors of disasters, including through reduced exposures to
hazards, lessened vulnerability of people and property, wise management of land and the
environment, and improved preparedness for adverse events.
 Assignment in NSTP-CWTS 1
Instruction:
1. Answer the questions as best as you can.
2. Write your answer on a yellow pad paper.
3. Pass your assignment together with your
Answers to SAQ’s.

Questions:

1. Discuss how could you as a youth be actively involved in the protection

of the environment and the promotion of economic and social development
of our country?
2. What do you think is the reason why female students are now required
to take NSTP? Why are foreigners not required to take up NSTP?
3. As an NSTP student, how can you translate the good citizenship values
enshrined in the Preamble of our 1987 Constitution into concrete action in
building a better Philippines?
4. Discuss the role of values education in your holistic development as a
human person?
5. How will you perform your function or role as a manager and a role
model if you will be designated as a group leader during your conduct of
community immersion? Discuss comprehensively.

Ms. Elsie Marie D. Carloto Ms. Abegail May O. Pajarito

Module Writer /Tutor Module Writer /Tutor
 Chapter 5
Environmental Awareness and Protection
Introduction
Learning Objectives:
Environmental education is a process
which is very useful to human beings in order
to manage well their environment and instill After completing this chapter, you
the right behavior that serves as key to should be able to:
sustainable development.
1. understand and verbalize concepts and
This module discuss the current principles of environmental education;
environmental situation in the Philippines. 2. value the importance of environmental
Due to the pressures of population and education as a way of developing the youth
technology, the biophysical environment is to be good citizens;
being degraded, sometimes permanently. 3. explain why we need to protect our
This has been recognized, and governments environment;
have begun placing restraints on activities 4. discuss the guiding principles in solid
that cause environmental degradation. waste management; and
5. enumerate the different approaches to
Environmental protection is a practice of protecting thesolid
ecological natural environment
waste on individual,
management.
organizational or governmental levels, for the benefit of the natural environment and humans.
Since the 1960's, activity of environmental movements has created awareness of the various
environmental issues. There is no agreement on the extent of the environmental impact of human
activity, and protection measures are occasionally criticized.

Discussion concerning environmental protection often focuses on the role of government,

legislation, and law enforcement. However, in its broadest sense, environmental protection may
be seen to be the responsibility of all the people and not simply that of government. Decisions
that impact the environment will ideally involve a broad range of stakeholders including
industry, indigenous groups, environmental group and community representatives. Gradually,
environmental decision-making processes are evolving to reflect this broad base of stakeholders
and are becoming more collaborative in many countries.

1. BASIC CONCEPTS AND LAWS GOVERNING ENVIRONMENTAL EDUCATION

Environmental education may best be defined as a process directed at creating awareness
and understanding about environmental issues that leads to responsible individual and
group actions. Successful environmental education focuses on processes that promote critical
thinking, problem solving, and effective decision-making skills. Environmental education utilizes
processes that involve students in observing, measuring, classifying, experimenting, and other data
gathering techniques. These processes assist students in discussing, inferring, predicting, and
interpreting data about environmental issues.
Quality environmental education concentrates on the educational process. It is non-biased
and science-based. Environmental educators may consider themselves environmental advocates in
their personal lives. However, in their role as environmental educator they must remain neutral;
there is no room for personal beliefs to take center stage. It is important for environmental
educators to remember which role they are in when working with an audience.
Environmental problems and issues are complex and there are not simple answers. Often
there are many possible solutions or no obvious solution at all. It is through the processes of quality
environmental education that students can sort through the frequently biased, emotional, and
propagandized elements of environmental issues, weighing various sides of an issue in order to
make informed, balanced, and responsible decisions.

Related Laws in Promoting Environmental Education

a. Republic Act No. 9512 - Environmental Awareness and Education Act of 2008

An Act to promote environmental awareness through Environmental Education (EE), and

covers the integration of EE in the school curricula at all levels, be it public or private, including
day cares, preschools, non-formal, technical, vocational, indigenous learning, and out-of-school
youth courses or programs.

Specifically, Section 2. Declaration of Policy states that:

Consistent with the policy of the state to protect and advance the right of the people to a
balanced and healthful ecology in accord with the rhythm and harmony of nature, and in
recognition of the vital role of the youth in nation building and the role of education to foster
patriotism" and nationalism, accelerate social progress, and promote total human liberation
and development, the state shall promote national awareness on the role of natural resources in
economic growth and the importance of environmental conservation and ecological
balance towards sustained national development

2. Republic Act No. 9003 - Ecological Solid Waste Management act of 2000

An act providing for an ecological solid waste management program, creating the necessary
institutional mechanisms and incentives, declaring certain acts prohibited and providing
penalties, appropriating funds therefore, and for other purposes.

3. Republic Act 9275 - The Philippine Clean Water Act of 2004

An act Providing for a Comprehensive Water Quality Management and for Other Purposes”

The Philippine Clean Water Act of 2004 aims to protect the country’s water bodies from
pollution from land-based sources (industries and commercial establishments, agriculture and
community/household activities). It provides for a comprehensive and integrated strategy to
prevent and minimize pollution through a multi-sectoral and participatory approach involving all
the stakeholders

4. Republic Act No. 8749 - otherwise known as the Philippine Clean Air Act,
An act providing for a comprehensive air pollution control policy and for other purposes

5. Republic Act No. 9147 - Wildlife Resources Conservation and Protection Act
An act providing for the conservation and protection of wildlife resources and their habitats,
appropriating funds therefor and for other purposes.

6. RA NO. 9175 – Chainsaw Act of 2002

An act regulating the ownership, possession, sale, importation and use of chainsaws, penalizing
violations thereof and for other purposes.

2. THE SEVEN ENVIRONMENTAL PRINCIPLES OF NATURE

The key to understanding the environmental problems that we encounter today is to learn
about our ecosystem. This section highlights the basic environmental principles, varied types of
ecosystem, current environmental issues, anthropogenic activities that threat the environment and
the role of youth in protecting our environment.

1) Nature knows best.

This principle is the most basic and in fact encompasses all the others. Humans have to
understand nature and have to abide by the rule’s nature dictates. In essence, one must not go
against the natural processes if one would like to ensure a continuous and steady supply of
resources.

One natural process that needs serious attention is nutrient cycling. In nature, nutrients
pass from the environment to the organisms and back to the environment. Any disruption in the
cycle can bring about imbalance.

For example, burning of farm wastes instead of allowing them to decompose naturally
disrupts the cycle. In burning, most of the organic compounds are lost. The combustion products
bring greater havoc as in the case of carbon dioxide build-up, which results in the warming-up of
the earth, or the so-called "greenhouse" effect.

Nature has also its built-in mechanisms to maintain balance of homeostasis - the
availability of nutrients, conduciveness of the environment for growth and reproduction, and the
feeding relationships that exist between and among organisms which serve as population
controls. For example, the rat population is controlled by the presence and number of its
predators, e.g., snakes.

The use of chemical pesticides and fertilizer disrupts check and balance in the ecosystem.
Pesticides can either kill vital organisms directly or induce genetic changes that result in resistant
pests or organisms. Chemical fertilizers increase the acidity of the soil through time making a
number of nutrients unavailable and thus, unfit for the survival of plants and other organisms.

History and our experiences are full of examples to prove the validity of this principle. In
fact, this principle only surfaced when many of the detrimental effects of technology were
recognized and coined thereon as "ecological backlash."

2) All forms of life are important.

Each organism plays a fundamental role in nature. Since such occupational or functional
position, otherwise known as niche, cannot be simultaneously occupied by more than one specie,
it is apparent that all living things must be considered as invaluable in the maintenance of
homeostasis in the ecosystem.

It is easy to appreciate the beautiful butterflies, especially knowing their important role in
pollination. The giant beasts – the elephants, the whales, the alligators – are objects of awe and
the products they yield – ivory, oil, leather, respectively – are highly prized. But when it comes
to unlovely, wriggly, and troublesome creatures, this principle is unusually overlooked.

For instance, it has been customary for many to step on any wriggling creature (e.g.
earthworms) without even considering why God made them in the first place. People also react
adversely to the presence of snakes. At home, spiders are looked at with disdain. Awareness of
the snakes' role in limiting the rat population and of the spiders' role in checking the population
of mosquitoes and flies may, however, change this attitude.

3) Everything is connected to everything else.

This principle is best exemplified by the concept of the ecosystem. In an ecosystem, all
biotic and amniotic components interact with each other to ensure that the system is perpetuated.
Any outside interference may result in an imbalance and the deterioration of the system.

In a lake ecosystem, the organisms are linked to one another through their feeding
habit/level and are also dependent on other physico-chemical factors in the lake (e.g. amount of
nutrients, amounts and types of gases, temperature, PH, etc.). At the same time, the physico-
chemical factors in the lake are influenced by the terrestrial environment that surrounds it. The
fertilizers that reach the lake cause a faster growth of phytoplankton, which may lead to algae
bloom, red tide, or other such phenomena.

This principle may be discussed in local, regional, or global perspective. Deforestation in

the mountains may affect the lowlands through floods, drought, and erosion. Whatever happens
to one country may affect other countries. An example of this is the Chernobyl accident, which
affected a lot of countries through the transfer of radioactive substances by natural agents such as
wind and water, as well as human activities like the export of contaminated food.

4) Everything changes.

It is said that the only permanent thing is change. As a general classification, change may
be linear, cyclical or random. As example of linear change is evolution of species, which has
brought about higher and more complex types of organisms. Cyclical change may be exemplified
by seasons and the rhythms in floral and faunal life stages that go with the seasons. An example
of random change is the eruption of Mt. Pinatubo, which brought about great upheaval in many
parts of Luzon and changes in the topography of the land.

The environment is constantly changing. Organisms also evolve through time. However,
man’s technology has affected these natural changes often to a problematic extent. Although
mutation is a natural change, pesticides have induced insect mutations, which are not matched by
natural checks and balances.

Humans should rethink their relationship with the environment. Changes that they think
may be beneficial to the environment often turn out to be disastrous. Environmental technologies
should be given priority if man would want more positive changes in the environment.

5) Everything must go somewhere.

When a piece of paper is thrown away, it disappears from sight but it does not cease to
exist. It ends up elsewhere. Gases released in smokestacks may disperse but it will end up a
component of the atmosphere or brought down by rains. What a particular type of waste does to
the earth's repository should be of concern to us. It may be a pollutant or a resource depending on
certain factors.

Since wastes are not lost to oblivion, and even goes back to one's own backyard in some
other forms, it is important that one becomes aware of the different types of wastes – whether
they are hazardous or not. Classification of wastes facilitates their proper disposal and
minimizes, if not prevents, the entry of toxic wastes in vital ecosystems and ensures reconversion
into useful forms.

6) Ours is a finite earth.

The earth’s resources can be classified as either renewable or non-renewable. Renewable

resources are those that can easily be replenished by natural cycles (e.g. water, air, plants, and
animals) while non-renewable resources are those that cannot be replenished through natural
cycles (e.g. ores of various metals, oil, coal).

Although renewable resources can be replenished, it is important to note that these are
renewable only as long as they are not overused nor destroyed from such factors such as
pollution. To ensure that these resources will be continually replenished, it is essential to know
how much of a resource can be consumed at a given time to balance the rate of exploitation with
the rate of replenishment.

Just how long would the earth be able to sustain demands on its resources? This is a
question that needs serious reflection. Unless the factors of population growth, lifestyles, and
polluting technologies are checked, the collapse of the earth might be inevitable.
 Awareness of the earth's limited resources leads to a conscious effort to change one's
consumerist attitude as well as to develop processes and technology that would bring about
effective recycling of a great number of resources.

7) Nature is beautiful and we are stewards of God’s creation.

Among all creatures, humans are the only ones made in God's image and have been given
the right to have dominion over all His creations. Being the most intelligent and gifted with
reason, humans are capable of manipulating creation to their own advantage. Yet, creation exists
not to be ravaged or abused but to be taken care of. Humans cannot exist without nature. They
are co-natural with the environment they live in. If the environment they live in is destroyed,
with it will go Homo Sapiens.

This principle is inherent in all religious and tribal beliefs. Teachings of Christianity,
Buddhism, and Islam enjoin everyone to respect all life and the order of nature. Words of Chief
Seattle, Macli-ing Dulag, and Chito Mendez point to our duty to discern the true worth of
modern systems and techniques to reject those that degrade, and promote those that elevate the
human condition.

3. CLIMATE CHANGE

Climate change is a change in the usual weather found in a place. This could be a change
in how much rain a place usually gets in a year. Or it could be a change in a place's usual
temperature for a month or season. Climate change is also a change in Earth's climate. This
could be a change in Earth's usual temperature. Or it could be a change in where rain and snow
usually fall on Earth. Weather can change in just a few hours. Climate takes hundreds or even
millions of years to change.

Climate change, also called global warming, refers to the rise in average surface
temperatures on Earth. An overwhelming scientific consensus maintains that climate change is
due primarily to the human use of fossil fuels, which releases carbon dioxide and other
greenhouse gases into the air. The gases trap heat within the atmosphere, which can have a range
of effects on ecosystems, including rising sea levels, severe weather events, and droughts that
render landscapes more susceptible to wildfires.

What are the causes of climate change?

The primary cause of climate change is the burning of fossil fuels, such as oil and coal,
which emits greenhouse gases into the atmosphere—primarily carbon dioxide. Other human
activities, such as agriculture and deforestation, also contribute to the proliferation of greenhouse
gases that cause climate change.

What are the effects of climate change?

 Even small increases in Earth’s temperature caused by climate change can have severe
effects. The earth’s average temperature has gone up 1.4° F over the past century and is expected
to rise as much as 11.5° F over the next. That might not seem like a lot, but the average
temperature during the last Ice Age was about 4º F lower than it is today.

Rising sea levels due to the melting of the polar ice caps (again, caused by climate
change) contribute to greater storm damage; warming ocean temperatures are associated with
stronger and more frequent storms; additional rainfall, particularly during severe weather events,
leads to flooding and other damage; an increase in the incidence and severity of wildfires
threatens habitats, homes, and lives; and heat waves contribute to human deaths and other
consequences.

4. ECOLOGICAL SOLID WASTE MANAGEMENT

Definition of Terms

1. Biodegradable – any material that can be broken down by naturally- occurring organisms such
as bacteria and fungi in air, water, and soil.
2. Compost – decayed organic material for use as soil conditioner or fertilizer.
3. Composting – biological degradation under controlled conditions.
4. Domestic Waste – refuse from households, as distinguished from industrial waste, agricultural
waste, hospital waste, etc. which may be classified as biodegradable or non-biodegradable.
5. Food materials – include certain kinds of seeds, pulp, peelings, pickles, sweets or candies or
snacks.
6. Non-biodegradable – any material that cannot be degraded or decomposed by naturally
occurring- organisms such as bacteria in air, water, and soil.
7. Putrescible – a substance that decomposes at a certain temperature in contact with air and
moisture; generally containing nitrogen.
8. Recycling – the re-use, retrieval, recommission of element/ matter for any and all purposes
necessary to healthful and productive living; the process by which waste materials are transformed
into new products in such a manner that the original products may lose their identity.
9. Solid wastes – Solid wastes may be defined as all wastes arising from human and animal
activities that are solid and that are discarded as “useless” or “unwanted”. Others define waste
simply as “matter in the wrong place.” This simple definition implies that a material becomes
wastes only when one ceases to have use of it.

Republic Act 9003 or the Ecological Solid Waste Management Act of 2000 specifically
refers to the following materials as solid waste:

1. Discarded household waste.

2. Commercial waste
3. Non-hazardous institutional and industrial waste
4. Street sweepings
5. Construction debris
6. Agricultural waste, and
7. Other non-hazardous/non-toxic solid waste

Classification of Solid Wastes

Generally there are only two kinds of solid wastes: biodagradable (nabubulok) and non-
biodagradable (hindi-nabubulok). These can further be classified into the following categories:

A. Compostable/Biodegradable
A1. Kitchen Wastes A2. Garden Wastes
• Leftover/spoiled food •
Leaves
• Fruits/vegetable peelings •
Branches/twigs
• Fish/fowl cleanings •
Weeds
• Seeds •
Flowers
• Bones •
Roots
A3. Animal Wastes A4. Human Wastes
• Manure • Soiled wipes (tissue papers, cotton
• Carcass swabs,
• Excreta
B. Recyclable/Non-Biodegradable Wastes
• Metals • Styrofoam
• Glasses • Cloth/dry processed fiber
• Rubber • Dry leathers/feathers
• Dry paper/cartons • Hard shells
• Aluminum cans • Recyclable plastics/plastic
containers
C. Non-Recyclable/Residual Wastes
• Sanitary napkins • Ceramics
• Disposable diapers • Composite packaging
• Used/worn-out rugs • Candy wrappers/sachets
• Polyvinyl chloride (PVC) • Containers made from multiple
containers layers
D. Special/Hazardous Household Wastes
• Paints • Tires
• Thinners • Large worn-out household
• Batteries appliances
• Spray canisters such as refrigerators, washing
machines
• Worn-out radios, stereos and TV
sets
The Three R’s of Solid Waste Management

1. Reduce: Avoid wasteful consumption of goods. Begin by asking the question: “Do I really
need it?” In so doing, we minimize waste and conserve our natural resources. Conservation, like
charity begins at me.

Key Message:
• Reduce the amount of unnecessary packaging; and
• Adopt practices that reduce waste toxicity

2. Reuse: Whenever practicable, reuse items that are still useful instead of just throwing them
away. It would greatly help if we prioritize goods that are reusable, rather than throwaway types.

Key Message:
• Consider reusable products;
• Maintain and repair durable products;
• Reuse bags, containers, and other items;
• Borrow, rent or share items used infrequently; and
• Sell or donate goods instead of throwing them out.

3. Recycle: Waste can be a valuable resource. Items that are useless or of little value to
someone who wants to dispose them are very often of significant value to others at another
setting and/or time. The process whereby portions of these wastes are sorted out and used for
something of benefit is called recycling.

Key Message:
• Choose recyclable products and containers and recycle them;
• Select products made from recyclable materials;
• Compost yard trimmings, food scraps, and other biodegradable wastes. Do not burn.

Two Types of Recycling

a. Primary Recycling – the material is made back to the original material, Ex. newspaper to
make newsprint.
b. Secondary Recycling – waste materials are made into different products which may or
may not be recycled. Example is Cardboard from waste newspaper.
Guiding Principles in Solid Waste Management
• Waste is a resource.
• Waste prevention is better than waste regulation and control
• There is no single management and technological approach to solid waste.
 • An integrated solid waste management system will best achieve solid management goals.
• All elements of society are fundamentally responsible for solid waste management.
• Those who generate waste must bear the cost of its management and disposal.
• Integrated solid waste management should be approached within the context of resource
conservation, environmental protection and health, and sustainable development.
• Integrated solid waste management programs should take into consideration the physical
and socio-economic conditions of the concerned communities, and be designed according
to their specific needs.
Ecological Solid Waste Management (ESWM or Ecowaste Management)
Ecological waste management (ESWM) refers to the systematic administration of activities
which provide for segregation at source, segregated transportation, storage, transfer, processing,
treatment and disposal of solid waste and all other waste management activities which do not harm
the environment.
Approaches to Ecological Solid Waste Management
1. Segregation of wastes at source. All the members of the household must be
informed how to segregate wastes into:
a) Compostable
b) Non-recyclable
c) Recyclable, and
d) Special or hazardous waste
2. There must be a separate container for each type of waste. Segregated recyclables
must be properly cleaned before storing them in their respective containers.
3. The use of special collection schedules and/or separate trucks or haulers must be
required for specific types of wastes.
4. Recyclable waste materials should be taken to the Materials Recovery Facility (MRF)
in every barangay or cluster of barangays where they are received, sorted, processed
and stored efficiently and in environmentally sound manner, either in the backyard
or the community composting site.
5. Hazardous waste materials are further screened and sent to appropriate hazardous
waste treatment and disposal plants.
6. The residual wastes or the non-recyclable and non-compostable wastes shall be
transferred to a long-term storage or disposal facility or sanitary landfill; or
processed into new and usable materials (e.g. hollow blocks, culverts, flower pots,
etc.).
 Let’s first check your understanding of
the topic by answering SAQ 5. Refer to
ASAQ 5 on page _____. Thank you!

SAQ 5. Identification – Identify the following Terms, words or phrases:

_____ 1. Materials that can be decomposed by microorganisms such as bacteria, enzymes and
fungi

_____ 2. The process whereby portions of these wastes are sorted out and used for something of
benefit

_____ 3. The controlled decomposition of organic matter by microorganisms, mainly bacteria

and fungi, into a humus-like product.

_____ 4. Where recyclable waste materials are received, sorted, processed and stored efficiently
and in environmentally sound manner.

_____ 5. Materials that cannot be decomposed into organic and environmentally safe waste
products.

_____ 6. A static method of composting where there is no air circulating in the pile.

_____ 7. The systematic segregation at source, segregated transportation, storage, transfer,

processing, treatment and disposal of solid waste which do not harm the environment.

_____ 8. Ecological Solid Waste Management Act of 2000.

_____ 9. All wastes arising from human and animal activities that are solid and that are
discarded as “useless” or “unwanted”.

_____10. A humus-like material that results from the aerobic biological stabilization of the
organic materials in solid waste.