NSTP2

1.DISASTER RISK REDUCTION AND MANAGEMENT

WHAT IS DISASTER?
 DISASTERS are emergencies that cannot be handled by those affected
without outside assistance.

WHAT IS HAZARD?
 HAZARD is an event or occurrence that has the potential to cause harm to
life and damage property and the environment.

WHAT IS VULNERABILITY?
 VULNERABILITY comprises conditions determined by physical, social,
economic, and environmental factors or processes, which Increase the
susceptibility of a community. school, or certain area in a locality to the
impact of hazards.

WHAT IS RISK?
 RISK is the probability of harmful consequences, or expected loss of lives,
people injured, livelihoods, disruption of economic activities and damages
to the environment because of interactions between natural or human
Induced hazards and vulnerable / capable conditions.

CONCEPTUAL FRAMEWORK OF DRRM

 The Conceptual Framework of elements of Disaster. Risk Reduction and
Management (DRRM) considered with the possibilities to minimize
vulnerabilities and disaster risks throughout a society, to avoid through
PREVENTION or to limit through MITIGATION and PREPAREDNESS the
adverse impacts of hazards, within the broader context of sustainable
development.

WHAT IS PREVENTION?
 These are activities to provide outright avoidance of the adverse impact of
hazards. and means to minimize related environmental, technological, and
biological disasters.

WHAT IS MITIGATION?
 Mitigation is the effort to reduce loss of life and property by lessening the
impact of disasters. Mitigation is acting now before the next disaster—to
reduce human and financial consequences later (analyzing risk, reducing
risk, insuring against risk).

WHAT IS PREPAREDNESS?
  Hazard response activities involve preparing for potential hazards,
providing timely warnings, and facilitating temporary evacuations of people
and property from threatened areas.

WHY THERE IS A NEED FOR DISASTER RISK REDUCTION AND

MANAGEMENT
 Disaster risk reduction and management systems are essential for
reducing the impacts of natural hazards and related environmental and
technological disasters through administrative decisions, organizations,
and operational skills.

NATURAL HAZARDS

Hydro-Meteorological Phenomena and Hazard

a. Cyclone/Typhoon/Tornado
b. Thunderstorm
c. Flood
d. Storm Surge
e. Landslide
f. Global warming
g. Extreme Climatic Vulnerabilities
h. Heat Waves

Geological Phenomena and Hazards

a. Earthquakes
b. Tsunami
c. Volcanic Eruption
d. Astronomical Hazards

HUMAN-INDUCED HAZARDS
Technological Hazards
a. Structure collapse.
b. Fire
c. Vehicular related accident
d. Chemical spill
e. Electrical blackout
f. Food poisoning
Environmental Hazards
a. Red tide
b. Water pollution
Socio-Economic, political, Security Hazards
a. Bomb threats.
b. Kidnapping threats
c. Hostage taking
d. Civil disorder
 ELEMENTS OF DISASTER RISK MANAGEMENT

RISK REDUCTION
 Risk can be reduced, and measures can be employed to ensure that
hazards will not result in disasters if people reduce the weaknesses and
vulnerabilities to existing hazards in the location.

RISK MANAGEMENT
 It is needed for disaster prevention to ensure sustainable development so
that people can lead a good, healthy, and happy life without creating
damage to the environment.

EARTHQUAKE AND FIRE DRILL SIMULATION

Stages in Conducting an Earthquake and Fire Drill
STAGE 1: PLANNING AND ORGANIZING THE EARTHQUAKE DRILL
A. Form a School Disaster Management Committee (SDMC):
a. Establish a committee comprising teachers, administrators, and staff
members responsible for planning and executing earthquake drills and
emergency response protocols.

B. Members of the SDMC should conduct a building watching exercise and

identify safe and unsafe spots inside the school grounds:
b. Task SDMC members with surveying the school premises to assess
structural integrity and identify safe areas for evacuation during an
earthquake.
c. Utilize student information, school grounds layout plans/maps, and
building layout/plans to facilitate the assessment process.
STAGE 2: DEVELOPING THE SCHOOL EARTHQUAKE EVACUATION PLAN
1. Utilize all available open spaces : Identify and maximize the use of
outdoor areas within the school premises to accommodate students and
staff during evacuations.
2. Open space sufficiency: Assess the adequacy of open spaces to
accommodate the entire school population safely during emergency
situations.
3. Designation of a specific open area as a temporary area of refuge :
Determine a designated outdoor location where individuals can seek
shelter temporarily until it is safe to evacuate further.
4. Evacuation procedures: Develop clear and concise protocols outlining
the steps to be followed during evacuations, including roles and
responsibilities of staff and students.
5. Determine flow of traffic: Establish the direction and flow of movement
for evacuating individuals to prevent congestion and ensure efficient
evacuation.
6. Indicate the flow of student evacuation : Clearly mark evacuation routes
and assembly points to guide students safely out of the school buildings to
designated outdoor areas.
7. Prepare final evacuation route: Establish primary and alternative
evacuation routes to be used depending on the severity and location of
the earthquake.
8. Prepare first aid kits: Assemble and maintain first aid kits equipped with
essential medical supplies to address any injuries or medical emergencies
that may occur during evacuations.

STAGE 3: ORIENTATION PRIOR TO THE CONDUCT OF EARTHQUAKE

DRILL
A. Prepare the students a week before the scheduled earthquake drill:
a. Allocate specific time for a lecture on earthquakes, covering topics
such as causes, effects, and safety measures.
b. Conduct classroom observation activities to familiarize students
with the potential hazards and actions to take during an earthquake.
c. Introduce the evacuation route designated by SMDC, highlighting
key landmarks and assembly points.
d. Familiarize students with the assigned open area where they will
gather during the drill.
B. The main concern during an ongoing shaking is how to protect
oneself:
a. Provide clear instructions on what to do during an earthquake,
emphasizing actions such as "drop, cover, and hold on" to protect
oneself from falling debris.
b. Educate students on what to do as soon as the shaking stops,
including calmly evacuating to the designated assembly area.
c. Emphasize the responsibility of teachers to ensure the safety and
accountability of their students in the designated evacuation area.
STAGE 4: ACTUAL CONDUCT OF EARTHQUAKE DRILL
Before the Drill:
 Inform the neighborhood about the scheduled drill to ensure awareness
and cooperation.
 Assign observers to monitor each exit point of the building and designated
evacuation area.
During the Drill:
 Initiate the drill with a 1-minute strong shaking signal, indicated by a bell.
 Instruct participants to immediately perform DUCK, COVER, AND HOLD.
 After the simulated shaking, students should quietly exit their rooms and
proceed to the designated evacuation area.
After the Drill:
 Teachers must conduct a head count to ensure all students are present
and accounted for.
 Evaluate the drill's effectiveness and identify any areas for improvement.
 Provide feedback to students and staff on their performance during the
drill.

FIRST AID AND BASIC BANDAGING TECHNIQUES

NOSEBLEED
What to do?
1. If your nose bleeds,
2. Sit down and lean forward
 Using your thumb & index finger, squeeze soft part of nose.
 This part is between the end of nose and the bridge of nose.
 Continue holding till bleeding stops-
 Do not stop in-between.
 If bleeding continues, hold for another 10 minutes.
 If the patient is a child, divert attention by TV/stories.
 Avoid picking, blowing, or rubbing nose for 2 days.
 Place an ice pack on the bridge of nose.

NOSEBLEED
What to do?
1. Consult a doctor if,
 The bleeding continues for more than 15 minutes.
 The bleeding is caused by an injury.
 You get nosebleeds often.

SEVERE BLEEDING
(Severe bleeding involves loss of large amount of blood)
What to do?
 Wash hands well before administering to patient.
 Wear synthetic gloves.
  Make the victim lie down.
 Slightly elevate the legs
 If possible, keep the affected area elevated.
 Remove any obvious debris/particle.
 Apply direct pressure using clean cloth/bandage.
 Use your hands if cloth is not available.

SEVERE BLEEDING
 Apply pressure continuously for at least 20 minutes.
 Do not remove the cloth to check the bleeding.
 Hold the bandage in place using an adhesive tape.
 If bleeding seeps through the bandage, do not remove it.
 Add extra bandage on top of the first one.
 Apply direct pressure on the artery if necessary.
 The pressure points for arm--below or- pit/above elbow
 For leg-behind knee/near groin
 Squeeze the artery keeping finger flat.
 Continue applying pressure on the wound.
 Once bleeding stops immobilize the affected part
 See a doctor.

SEVERE BLEEDING
Steps To Avoid:
 Do not try to replace displaced organ.
 Just cover the wound with a clean cloth
 Do not try to remove embedded objects.

HOW TO CONTROL BLEEDING

1. Direct pressure
 regardless of how severe, all bleeding can be controlled. If left
uncontrolled, bleeding may lead to shock or even death.
2. Elevate above the heart
 Gravity makes blood flow down easier than it flows up. If you hold one
hand above your head and the other at your side, the lower hand will be
red while the higher one is pale.
3. Use pressure points
 pressure points are areas of the body where blood vessels run close to the
surface. By pressing on these blood vessels, blood flow further away will
be slowed, allowing direct pressure to stop bleeding.
4. Tourniquet
  Tourniquets severely restrict or occlude blood flow to the arm or leg to
which they are applied. using a tourniquet to stop bleeding has the
potential to damage the entire arm or leg. patients have been known to
lose limbs from the use of tourniquets.
 Often, if a tourniquet doesn't cause a loss of function on the extremity
which has it, then it probably wasn't applied correctly. Applying a
tourniquet is a desperate move only for the direst emergencies where the
choice between life and limb must be made.

PHILIPPINE DISASTER RISK PROFILE

The Philippines, given its location on the earth is prone to various types of
Natural Disasters.
 Located along the Pacific Ring of Fire, between two tectonic plates
(Eurasian and Pacific) which are volcanic and earthquake generators.
 300 volcanoes,22 are active,27 is potentially active with three volcanoes
constantly monitored recently (Mt. Mayon, Taal and Bulacan)
 Our country if visited by an average of 20 typhoons per year, according to
the Philippine Atmospheric Geophysical and Astronomical Services
Administration. (PAGASA)
 Is 289 kms. Of coastline is exposed to possible storm surges, tsunami,
and sea level rise.
 Philippines ranked 29th out of 191 countries, with a “high” risk score of 5.3
(out of 10) in the INFORM Risk Index 2024 by the European
Commission’s Disaster Risk Management Knowledge Center.
 Philippine also must contend with the irreversible impacts of climate
change that is characterized by the increasing global temperatures.

Environmental Protection and Management Introduction

Environment

Environment is sum total of water, air, animals , human man beings and other living
organisms lives. Air, water, and land constitutes our surrounding and is directly
influencing us. Singh categorized environment into four scopes: atmosphere, hydrosphere
and lithosphere and the biosphere.

Hydrosphere comprises the total amount of water on a planet. It includes the oceans,
seas, lakes, rivers, streams, reservoirs, polar ice caps, glaciers and ground water. It is
interconnected with the other "spheres" of the Earth. Water reserves of the world are
consists of 97.6% saline or ocean water and only 2.4% freshwater. The abundance of
water on Earth clearly distinguishes our uniqueness from other planets in the solar
system. Water is a basic element of the planet. Water is an important element of the life
support system in which all biochemical reactions within a living organism and the other
forms of terrestrial life rely. It is vital for self-reproducing life. It is a universal solvent
and carrier of substances.
Lithosphere is the outer mantle of the solid earth. It’s the earth’s outermost rigid rock
layer composed of plates that float on the asthenosphere. It consists of minerals occurring
in the earth’s crust and the soil. Minerals are metallic and non-metallic elements or
compounds of elements or compounds of elements that occur naturally on the earth’s
crust. Minerals are used in many different ways, in domestic, agricultural, industrial and
commercial sectors and helps every nation’s economy. Soil is the upper layer of the
earth’s crust and supports plants, animals and microorganisms.

Biosphere is the layer of the earth that contains all living organisms. It is the global
ecological system integrating all living beings and their relationships, including their
interaction with other elements( lithosphere, hydrosphere, and atmosphere

Environmental awareness is being aware of the state of the environment. The

environment refers to all parts of nature, living and non-living.
Being aware of the environment is particularly important, given the increasing
environmental challenges we are facing, such as:
 climate change
 global warming
 water scarcity
 droughts
 deforestation
 floods
 pollution

Environmental Education
It refers to organized efforts to teach about how natural environment function and,
particularly, how human beings can manage their behavior and ecosystems in order to
live sustainably. The term is often used to imply education within the school system, from
primary to post-secondary. However, it is sometimes used more broadly to include all
efforts to educate the public and other audiences, including print materials, websites,
media campaigns, etc. Related disciplines include outdoor education and experiential
education.

Environmental education is a learning process that increases people's knowledge and

awareness about the environment and associated challenges, develops the necessary skills
and expertise to address the challenges, and fosters attitudes, motivations, and
commitments to make informed decisions and take responsible action (UNESCO, Tbilisi
Declaration 1978)

Environmental Management
Environmental Management is defined as an attempt to control human impact on and
interaction with environment to preserve natural resources. It focuses on the improvement
of human welfare for present and future generations. Contrary to what the terms suggests,
environmental management is not the management of the environment but rather is the
management of the interaction of modern human societies with, and their impact on the
environment
3 main issues that affect environmental managers
1. Politics
2. Programs
3. Resource

Environmental Protection
The aim of Environmental Protection is to reduced risks to the environment from
contaminants such as hazardous materials and wastes, fuels, and oils. It address pollution
prevention measures and regulatory compliance by providing procedures for safely
working with these materials, inspecting the storage vessels and locations, and
designating preventative maintenance procedures. Also included are environmental
emergency plans, which provide the appropriate actions to be taken in the event of a spill
or release.

Following are the factors that affects the environment:

Impacts of Technology on the Environment

Technology’ refers to the application of scientific knowledge for practical purposes and
the machinery and devices developed as a result. It has provided humans with countless
benefits and has made human lives a lot easier. In the environment, technology has both
positive and negative impacts. As the technology is improving, the air and water pollution
is drastically increasing. One of the negative impacts includes the amount of energy that
is consumed globally. Advance technology also require more energy for equipment and
machines. Industrialized countries are considered as the greatest contributor of
greenhouse gases that causes global warming. Despite of the negative effects, it also
brought a lot of positive impacts. Promoting awareness on the impacts of technology
advance in the environment, many countries are now engaged in "green technology"

Human Impacts on the Environment

According to Berg, et al, human species is the most significant agent of environmental
change on earth, however, our intellectual capacity has made it possible to explore our
environment to made changes on our environment. These changes made by humans
triggered climate change, soil erosion, poor air quality, and undrinkable water. have
greatly taken toll on our environment. Some of the impacts made by humans are
overpopulation, pollution, burning fossil fuels, and deforestation.

Impacts of Population and Consumption on the Environment

The continuous growth of population lead to environmental degradation as greater
population means more consumption of food, water, energy and raw materials. Huge
populations also produces enormous amounts of wastes and population. Consumption,
the human use of material and energy can also have the same impact as overpopulation.
High population means higher demand for resources such as food, water and shelter.

Impacts of Agriculture on the Environment

The traditional agricultural practice, slash and burn and shifting agriculture has led to
deforestation and decline in land quality. Modern agriculture practices resulted to greater
environmental degradation. Soil quality degradation such as salinity, nitrate pollution,
water logging and nutrient imbalance resulted from too much use of pesticides has led to
the evolution of more virulent and resistant pests.

Impacts of Mining on Environment

Mining is done to extract minerals or fossil fuels from deep deposits in the soil by
subsurface mining. The latter is more destructive dangerous and expensive including
risks of occupational hazards and accidents.

Impacts of Transportation on the Environment

Transportation is the movement of materials and human beings from one place to another.
It could be carried out by several ways, it could be by land or by water. Fossil fuels are
usually used to run the automobiles. The widespread use of automobiles brought about
significant environmental problems. Road and highway construction caused land
conversion, loss of fertile top soil, soil erosion and clearing of forest in the mountain
areas.

The Global Warming Global warming

is defined the warming of the earth's lower atmosphere because of increases in the
concentrations of one or more greenhouse gases primarily as a result of one or more
changes in any aspects of the earth's including temperature, precipitation and storm
activity. Climate change is usually seen as a result of global warming.
2 Identified ways in managing global climate change:
Mitigation- moderation or postponement of global climate change through measures that
reduce greenhouse gases emission
Adaptation- planned response to changes caused by global climate change

Benefits of Environmental Education

1. Imagination and enthusiasm are heightened
EE is hands-on, interactive learning that sparks the imagination and unlocks creativity.
When EE is integrated into the curriculum, students are more enthusiastic and engaged in
learning, which raises student achievement in core academic areas.
2.Learning transcends the classroom
Not only does EE offer opportunities for experiential learning outside of the classroom, it
enables students to make connections and apply their learning in the real world. EE helps
learners see the interconnectedness of social, ecological, economic, cultural, and political
issues.

3.Critical and creative thinking skills are enhanced

EE encourages students to research, investigate how and why things happen, and make
their own decisions about complex environmental issues. By developing and enhancing
critical and creative thinking skills, EE helps foster a new generation of informed
consumers, workers, as well as policy or decision makers.
4.Tolerance and understanding are supported
EE encourages students to investigate varying sides of issues to understand the full
picture. It promotes tolerance of different points of view and different cultures.
5.. Biophobia and nature deficit disorder decline
By exposing students to nature and allowing them to learn and play outside, EE fosters
sensitivity, appreciation, and respect for the environment. It combats “nature deficit
disorder” … and it’s FUN!
3.LEGAL BASIS ON ENVIRONMENTAL MANAGEMENT

LEARNING OBJECTIVES
At the end of the lesson, students must be able to:
a. Define legal basis on environmental management.
b. Distinguish the different kinds of laws and regulations aimed at preserving
our ecosystem and promoting sustainable development.
c. Apply the laws and regulations for the betterment of our society.

INTRODUCTION
The Philippines, an archipelago in Southeast Asia, is blessed with rich
biodiversity and natural resources. However, rapid industrialization and
population growth have led to environmental degradation, prompting the need for
comprehensive legal frameworks to manage and protect the environment. This
report explores the legal basis for environmental management in the Philippines,
highlighting key laws and regulations aimed at preserving its ecosystems and
promoting sustainable development.

1. CONSTITUTION OF THE PHILIPPINES:

The 1987 Constitution of the Philippines lays the foundation for environmental
protection and sustainable development. Article II, Section 16, mandates 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.

2. ENVIRONMENTAL LAWS:
Numerous laws and regulations govern environmental management in the
Philippines. Some of the most significant ones include:

A. ENVIRONMENTAL IMPACT ASSESSMENT (EIA) SYSTEM (Presidential

Decree No. 1586, 1978):
Establishes the framework for assessing the environmental impact of proposed
projects, ensuring that development activities do not harm the environment.

B. CLEAN AIR ACT (Republic Act No. 8749, 1999):

Aims to attain and maintain clean air through the regulation of emissions from
motor vehicles, industries, and other sources of air pollution.

C. CLEAN WATER ACT (Republic Act No. 9275, 2004):

Seeks to protect and preserve the country’s water resources by regulating the
discharge of pollutants into water bodies and promoting sustainable water
management practices.

D. PHILIPPINE ENVIRONMENTAL CODE (Presidential Decree No. 1152, 1977):

Comprehensive legislation addressing various environmental concerns, including
pollution control, natural resource management, and environmental impact
assessment.

E. ECOLOGICAL SOLID WASTE MANAGEMENT ACT (Republic Act No. 9003,

2000):
Promotes waste minimization and proper solid waste management practices,
including segregation at source, recycling, composting, and the establishment of
environmentally sound disposal facilities.

F. NATIONAL INTEGRATED PROTECTED AREAS SYSTEM (Republic Act No.

7586, 1992):
Establishes a comprehensive system of protected areas to conserve and
manage the country’s biodiversity and ecosystems, including national parks,
wildlife sanctuaries, and natural reserves.

G. CLIMATE CHANGE ACT (Republic Act No. 9729, 2009):

Addresses the country’s vulnerability to climate change by mainstreaming climate
change adaptation and mitigation measures into government policies and
programs.

3. REGULATORY AGENCIES:
Several government agencies are tasked with enforcing environmental laws and
regulations in the Philippines, including the Department of Environment and
Natural Resources (DENR), Environmental Management Bureau (EMB), and
various local government units (LGU’s)

Environmental Compliance Certificate

The Environmental Compliance Certificate or ECC refers to the document issued by the
DENR-EMB that allows a proposed project to proceed to the next stage of project
planning, which is the acquisition of approvals from other government agencies and
LGUs, after which the project can start implementation.
Air Quality Management
Air quality management refers to all the activities a regulatory authority undertakes to
help protect human health and the environment from the harmful effects of air pollution.
The process of managing air quality can be illustrated as a cycle of inter-related elements.
Chemical Management
ensures that businesses comply with the ever-evolving regulations and laws governing the
use, storage, transportation, and disposal of chemicals.
Hazardous Waste Management
the collection, treatment, and disposal of waste material that, when improperly handled,
can cause substantial harm to human health and safety or to the environment.
Water Quality Management
Water quality management consists of an ongoing cycle aimed at improving and
maintaining optimal water quality for a specific body of water. This cycle starts by
determining what standards it needs to meet and testing key health indicators to
accurately determine where they currently stand.
Solid Waste Management
the collecting, treating, and disposing of solid material that is discarded because it has
served its purpose or is no longer useful. Improper disposal of municipal solid waste can
create unsanitary conditions, and these conditions in turn can lead to pollution of the
environment and to outbreaks of vector-borne disease—that is, diseases spread by rodents
and insects.
Environmental Research and laboratory Services
Philippine Ozone Desk
The ozone layer, a crucial component of Earth's atmosphere, protects life on our planet by
absorbing the majority of harmful ultraviolet radiation from the sun. Recognizing the
importance of preserving this vital layer, the Philippines established the Philippine Ozone
Desk as a dedicated institution to oversee efforts in ozone layer protection and
compliance with international agreements.
Department Administrative Order
• is administrative order issued by a government department or agency. It is used to
establish policies, procedures, and guidelines for the department's operations and
management. DAOs are typically issued by the head of the department or agency, such as
a secretary or director, and have the force of law within the department.

4.NATIOΝΑL SECURITY CONCERNS

The students must be able to:

●Understand the Concept of National Security Concerns
●Apply the 7 fundamentals of National Security
●and relate National Security in today's world

NATURAL SECURITY
Is a state or condition where our most cherished values and beliefs our democratic way of
life, our institutions of governance and our unity, welfare and well-being as a nation and
people are permanently protected and continuousnanced.
FUNDAMENTAL ELEMENTS
There are seven (7) fundamental elements that lie at the core which therefore further
amplify our definition of national security. At the same time, they constitute the most
important challenges we face as a nation and people.

FUNDAMENTAL ELEMENTS
1. SOCIO-POLITICAL STABILITY
We must achieve peace and harmony among all Filipinos, regardless of creed. Ethic
origin or social station. The government and the people must engage in nation - building
under the rule of law, constitutional democracy and the full respect for human rights.
2. TERRITORIAL INTEGRITY
We must ensure the permanent inviolability of our nation territory and it's effective
control by the government.
3. ECONOMIC SOLIDARITY AND STRENGTH
We must vigorously pursue a free-market economy through through responsible
entrepreneurship based on social conscience, respect for the dignity of labor and concern
for the public interest.
4. ECOLOGICAL BALANCE
National survival rest upon the effective conservation of our natural environmental in the
face of industrial and agricultural expansion and population growth.
5. CULTURAL COHESIVENESS
Our lives as people must be ruled by a common set of values and believe grounded on
high moral and ethical standards, drawn from our heritage and embodying a Filipino
standard identity transcending religious. Ethnic and linguistic differences.
6. MORAL-SPIRITUAL CONSENSUS
We must be propelled by a national vision inspired and manifested in our words and
deeds by patriotism national and the advancement of national goals and objective.
7. EXTERNAL PEACE
We must pursue constructive and cordial relations with all nations and peoples, even as
our nation itself must chart an independent course, free from external control,
interference or threat or aggression.
INTERNAL THREATS
Our national security environment is infused with four important dimensions. Internal
threats to our national security make up the first dimension.
1. MORO ISLAMIC LIBERATION FRONT (MILF)
The MILF In constructive peace negotiation, the armed activities of the group continue to
be a source of serious concern, particularly the build-up of its defensive and offensive
capabilities. Hand in hand with the MILF is the Abu Sayyaf Group (ASG). INTERNAL
THREATS
2. COMMUNIST PARTY OF THE PHILS/ MEW PEOPLES ARMY/ NATIONAL
DEMOCRATIC FRONT (CPP/NPA/NDF)
Continuous ton pose a serious threat to national security, although presently weakened in
comparison with their peak strength in the period 1985-87.
3. ORGANIZED CRIME
Is a national security concern. The challenge of illegal drugs in particular, has grown into
a major threat to the national community.
4. GRAVE INCIDENCE OF POVERTY
Is also a serious threat top national security, especially to the extent that it breeds
rebellion, crime and dissidence. Poverty incidence affects one-third (1/3) of Filipino
nationwide.
5. ECONOMIC SABOTAGE
Undermines the market economy, the financial system and the nation's resources. Under
this, category are underground activities such as counterfeiting, money laundering, large-
scale smuggling. Inter-oceanic poaching and commercial dumping.
6. GRAFT AND CORRUPTION
It is a threat to our natural security by virtue of the huge scale by which is saps public
resources, undermines the morale of the civil service and affects the delivery of quality
basic services.
7. SEVERE CALAMITIES
Cause serious shortages, abet hoarding and profiteering tool stands at more than 13,000
lives lost and 179billion worth of property destroyed.
8. PERSISTENT ENVIRONMENT DEGRADATION
Poses a long term security threat. The attrition of forest and watersheds, air-land-water
pollution and proliferation of toxic substances are a cause of sickness, death and
diminution of national productivity and well-being.
EXTERNAL THREATS
1. SPRATLY ISLANDS
The multi lateral dispute over the Spratly Island, is a source of intermittent tensions,
owing to the build up of structures, believed to be military-oriented, by some claimant
countries in the area.
2. SMUGGLING
The smuggling firearms and contraband, illegal migration and occasional movement of
foreign terrorists through the porous boarders of our southwestern frontier have elicited
transnational concern. Philippine law enforcement agencies work closely with
international police organizations, bilaterally and multilaterally, to check these activities.
3. CURRENCY CRISIS
The lingering affects of the currency crisis affecting the countries within the ASEAN are
a cause of regional anxieties which tend to aggravate the political instabilities and socio-
economic dislocations involving the poorest people.
4. ECONOMIC DISPARITY
The serious economic disparity between rich and poor nations keeps the world in a state
of instability and virtually on the brink or war in many places.
5. ETHNIC, RELIGIOUS AND CULTURAL CONFLICT
It pervades many regions and nations including our own. It is constantly exacerbated by
mass poverty, limited access to resources, denial of human rights, lack of national
integration and international issues.
6. THE PROLIFERATION OF WEAPONS OF MASS DESTRUCTION (WMD)
The WMD is a threat to global security. Nuclear materials and technologies are more
accessible now than at any other time in history. The relative ease of production of both
chemical and biological weapons has made these attractive to terrorists.
7. TRANSNATIONAL ORGANIZED CRIME
It has significantly increased in this era of globalization. These transnational crimes
involve drug trafficking, human trafficking, smuggling, massive financial and bank fraud
and arms smuggling.