ALHADEETHA MINDANAO COLLEGE
Dalapang, Labangan, Zamboanga del Sur
MODULE
NATIONAL SERVICE TRAINING PROGRAM (NSTP
Prepared by: NANANG B. TAMPUGAO
MODULE 5
ENVIRONMENTAL AWARENESS
ENVIRONMENTAL AWARENESS
According to Frontiers 2018/19: Emerging Issues of Environmental Concern (UN
Environment 2019), there is an alarming concern with respect to balancing the need for
advancement and environmental preservation. Here are some parts of the report:
Large-scale industrialization has resulted in widespread fragmentation of previously
intact landscapes around the globe. From the clearance of richly populated rainforests
to the damming of mighty, arterial rivers, the knock-on effect of isolated, impacted
ecosystems is detrimental to the health of flora and fauna alike, and in severe cases,
threatens species extinction. Landscapes are also not limited to the terrestrial realm as
ecosystem connectivity extends beyond continental shores into marine seascapes and
the oceans
Initiatives to promote landscape connectivity are offering hope in various global
locations, but much more focus in planning to reconnect habitat patches or preserve
existing connectivity is needed. This is vital to preserving the remaining biodiversity and
to protect the interlinked ecosystems on which we all depend. National efforts require
expansion to the international level, as ecosystems are not bounded by country borders.
From marine reserves to wildlife corridors and beyond, this wide-ranging chapter
explores the issues of, and solutions to, fragmentation in the natural world and the
imperative for joined-up thinking in planning for the preservation and conservation of
biodiversity and species survival.
With rising global temperatures, the Arctic is warming twice as fast as the global
average and scientists are becoming increasingly alarmed at the accelerating rate of
permafrost thaw. While research is ongoing, too little is currently known of the intricate
relationships and dynamics between the perennially frozen ground that is permafrost
and the insulating layer of dead plant remains – or peat – that covers a significant
percentage of the Northernmost areas of our planet.
Permafrost thaw not only has direct impacts on the ecology and infrastructure of the
peatland regions, it is also a potential ‘tipping element’ towards a runaway greenhouse
effect. Preservation of these rich soil-carbon deposits is imperative to cushion the global
effects of climate change and to avoid the worst effects and risks of unlocking these
frozen assets, which keep carbon and other greenhouse gases sequestered
underground and out of the atmosphere. Likely scenarios and the collaborative research
urgently needed to ensure preservation of these crucial deposits are thoroughly
explored in this chapter, from the ground up.
Broadly speaking, evolution depends on successful adaptation, and maladaptation
results in failure. In terms of climate change, strategies for adaptation need to address
vulnerabilities and increase resilience on a global scale, and avoid short-term fixes that
may only have local benefits. It is becoming clear that international cooperation and
planning are needed to avoid adaptations that may appear to offer mitigation, but which
actually compound the problem.
PHILIPPINES AND THE ENVIRONMENT
As cited in the Philippine Climate Change Commission Report, major institutions have
provided their projections about the country’s environmental condition.
CLIMATE CHANGE
Climate change is a change in the statistical distribution of weather over periods of time
that range from decades to millions of years. It can be a change in the average weather
or a change in the distribution of weather events around an average (for example,
greater or fewer extreme weather events). Climate change may be limited to a specific
region, or may occur across the whole Earth.
WHAT MAKES THE CLIMATE CHANGE?
The Earth‘s climate is influenced by many factors, mainly by the amount of energy
coming from the sun, but also by factors such as the amount of greenhouse gases and
aerosols in the atmosphere, and the properties of the Earth‘s surface, which determine
how much of this solar energy is retained or reflected back to space.
CAUSES OF CLIMATE CHANGE
A. NATURAL CAUSES
1. Continental drift – The continents that we are familiar with today were formed when
the landmass began gradually drifting apart, millions of years back. This drift also had an
impact on the climate because it changed the physical features of the landmass, their
position and the position of water bodies. The separation of the landmasses changed the
flow of ocean currents and winds, which affected the climate.
2. Volcanoes - When a volcano erupts, it throws out large volumes of sulfur dioxide,
water vapor, dust, and ash into the atmosphere. Although the volcanic activity may last
only a few days, yet the large volumes of gases and ash can influence climatic patterns
for years. Millions of tons of sulfur dioxide gas can reach the upper levels of the
atmosphere (called the stratosphere) from a major eruption. The gases and dust
particles partially block the incoming rays of the sun, leading to cooling. Sulphur dioxide
combines with water to form tiny droplets of sulfuric acid. These droplets are so small
that many of them can stay aloft for several years. They are efficient reflectors of
sunlight, and screen the ground from some of the energy that it would ordinarily receive
from the sun. Winds in the upper levels of the atmosphere, called the stratosphere, carry
the aerosols rapidly around the globe in either an easterly or westerly direction.
Movement of aerosols north and south is always much slower.
3. The earth's tilt - Changes in the tilt of the earth can affect the severity of the seasons
- more tilt means warmer summers and colder winters; less tilt means cooler summers
and milder winters.
4. Ocean currents - The oceans are a major component of the climate system. They
cover about 71% of the Earth and absorb about twice as much of the sun's radiation as
the atmosphere or the land surface. Ocean currents move vast amounts of heat across
the planet - roughly the same amount as the atmosphere does. But the oceans are
surrounded by land masses, so heat transport through the water is through channels.
Winds push horizontally against the sea surface and drive ocean current patterns.
Certain parts of the world are influenced by ocean currents more than others. Ocean
currents have been known to change direction or slow down. Much of the heat that
escapes from the oceans is in the form of water vapour, the most abundant greenhouse
gas on Earth. Yet, water vapor also contributes to the formation of clouds, which shade
the surface and have a net cooling effect.
A. HUMAN CAUSES
B. Greenhouse Gases and their Sources
a. Carbon dioxide - the most important greenhouse gas in the atmosphere.
Changes in land use pattern, deforestation, land clearing, agriculture, and
other activities have all led to a rise in the emission of carbon dioxide.
b. Methane - about ¼ of all methane emissions are said to come from
domesticated animals such as dairy cows, goats, pigs, and horses. These
animals produce methane during the cud-chewing process. Methane is also
released from rice or paddy fields that are flooded during the sowing and
maturing periods. When soil is covered with water it becomes anaerobic or
lacking in oxygen. Under such conditions, methane-producing bacteria and
other organisms decompose organic matter in the soil to form methane.
Methane is also emitted from landfills and other waste dumps. If the waste is
put into an incinerator or burnt in the open, carbon dioxide is emitted.
Methane is also emitted during the process of oil drilling, coal mining and also
from leaking gas pipelines (due to accidents and poor maintenance of sites).
c. Nitrous oxide - a large amount of nitrous oxide emission has been attributed
to fertilizer application. This in turn depends on the type of fertilizer that is
used, how and when it is used and the methods of tilling that are followed.
d. Nitrogen - contributions are also made by leguminous plants, such as beans
and pulses that add nitrogen to the soil.
HUMAN CONTRIBUTION TO CLIMATE CHANGE
All of us in our daily lives contribute our bit to this change in the climate. Give these points a
good, serious thought:
Electricity is the main source of power in urban areas. All our gadgets run on
electricity generated mainly from thermal power plants. These thermal power
plants are run on fossil fuels (mostly coal) and are responsible for the emission of
huge amounts of greenhouse gases and other pollutants.
Cars, buses, and trucks are the principal ways by which goods and people are
transported in most of our cities. These are run mainly on petrol or diesel, both
fossil fuels.
We generate large quantities of waste in the form of plastics that remain in the
environment for many years and cause damage.
We use a huge quantity of paper in our work at schools and in offices.
Timber is used in large quantities for construction of houses, which means that
large areas of forest have to be cut down.
A growing population has meant more and more mouths to feed. Because the land area
available for agriculture is limited (and in fact, is actually shrinking as a result of
ecological degradation!), high-yielding varieties of crop are being grown to increase the
agricultural output from a given area of land. However, such high-yielding varieties of
crops require large quantities of fertilizers; and more fertilizer means more emissions of
nitrous oxide, both from the field into which it is put and the fertilizer industry that makes
it. Pollution also results from the run-off of fertilizer into water bodies.
WHAT IMPACTS OF CLIMATE CHANGE HAVE ALREADY BEEN OBSERVED?
Regional climate change is already affecting many natural systems. For instance, it is
increasingly being observed that snow and ice are melting and frozen ground is
thawing, hydrological and biological systems are changing and in some cases being
disrupted, migrations are starting earlier, and species' geographic ranges are shifting
towards the poles.
Despite remaining gaps in knowledge, it is likely that these effects are linked to human
influence on climate. At the regional level, however, responses to natural variability are
difficult to separate from the effects of climate change.
Some previously unanticipated impacts of regional climate change are just starting to
become apparent. For instance, melting glaciers can threaten mountain settlements and
water resources, and damage associated with coastal flooding are increasing.
HOW DO PEOPLE ADAPT TO CLIMATE CHANGE?
Humans need to adapt to the impacts of climate change, for instance through
technological solutions such as coastal defenses and changes in consumption
habits.
Vulnerability of human populations to climate change and its consequences can
be affected by other factors, such as pollution, conflicts, or epidemics such as
AIDS. An emphasis on sustainable development can help human societies
reduce their vulnerability to climate change.
Mitigation measures that aim to reduce greenhouse gases emissions can help
avoid, reduce or delay impacts, and should be implemented in order to ensure
that adaptation capacity is not exceeded.
NSTP AND THE ENVIRONMENT
EXECUTIVE ORDER NO. 579: ENCOURAGING THE FORMULATION AND
IMPLEMENTATION OF GREEN PHILIPPINES PROGRAMS THROUGH THE NATIONAL
SERVICE TRAINING PROGRAM (NSTP)
SEC. 1 The National Service Training Program (NSTP) shall endeavor to build a new quality of
life that will keep the nation young and beautiful. In order to ensure its realization, all
students under NSTP, Reserve Officers' Training Corps (ROTC), Literacy Training Services
(LTS), and Civic Welfare Training Service (CWTS), shall be involved in Green Philippines
Activities which include among others:
a. Taking back our forests and replenishing fallen trees with new, protected forests;
b. Beautifying our barangays and cities;
c. Building more urban parks and recreation areas;
d. Purifying our water;
e. Cleaning up industrial sites;
SEC. 2 At least 36 hours per semester or 72 hours in case of one summer program shall be
dedicated for the implementation of the activities enumerated under Section 1 hereof.
REPUBLIC ACT NO. 9512: NATIONAL ENVIRONMENTAL AWARENESS THROUGH
ENVIRONMENTAL EDUCATION AND FOR OTHER PURPOSES
SEC. 2 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.
SEC. 3 Environmental education shall encompass environmental concepts and
principles, environmental laws, the state of international and local environment, local
environmental best practices, the threats of environmental degradation and its
impact on human well-being, the responsibility of the citizenry to the environment
and the value of conservation, protection and rehabilitation of natural resources and
the environment in the context of sustainable development. It shall cover both
theoretical and practicum modules comprising activities, projects, programs
including, but not limited to, tree planting; waste minimization, segregation, recycling
and composting; freshwater and marine conservation; forest management and
conservation; relevant livelihood opportunities and economic benefits and other such
programs and undertakings to aid the implementation of the different environmental
protection law.
SEC. 4 The CHED and the TESDA shall include environmental education and
awareness programs and activities in the National Service Training Program under
Republic Act No. 9163, as part of the Civic Welfare Training Service component
required for all baccalaureate degree courses and vocational courses with a
curriculum of at least two (2) years.
Exercises 1.5
1. In your own opinion what do you mean by climate change?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________
2. As an NSTP student what you can do to take good care about environment?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________
