CWTS Midterm PDF

National Service Training Program Civic Welfare Training Service 1 Dolores Non Magbuhos Wincel M. Atienza Glenn Kenneth Z. Valerozo  Table of Contents Module 5: Drug Abuse Education Introduction...

National Service Training Program Civic Welfare Training Service 1 Dolores Non Magbuhos Wincel M. Atienza Glenn Kenneth Z. Valerozo  Table of Contents Module 5: Drug Abuse Education Introduction 56 Learning Outcomes 56 Lesson 1. Drug Addiction 57 Lesson 2. History of Drugs in the Philippines and Classifications 60 Lesson 3. Effects of Drug Addiction 64 Lesson 4. Classification of Drug Abusers 65 Lesson 5. Counter Measure for Drug Abuse 65 Lesson 6. Drug Abuse Prevention 66 Lesson 7. The Comprehensive Drug Abuse Act of 2002 67 Assessment Task 68 Summary 68 References 69 Module 6: Disaster Management and First-Aid Introduction 71 Learning Outcomes 71 Lesson 1. The DRRM ACT 72 Lesson 2. Concepts of Disaster Management 73 Lesson 3. Natural Hazards in the Philippines 77 Lesson 4. Preparedness & Mitigation, Response, and Rehabilitation 78 Lesson 5. Survival Kit 82 Lesson 6. Role of Youth in Disaster Management 82 Lesson 7. First Aid and Emergency Response 83 Assessment Task 90 Summary 90 References 91 Module 7. Environmental Awareness and Protection Introduction 94 Learning Outcomes 94 Lesson 1. Seven Principles of Environment 95 Lesson 2. Philippine Environmental and Conservation Policies 98 Lesson 3. Climate Change 100 Lesson 4. Solid Waste Management 104 Assessment Task 110 Summary 111 References 111  List of Tables No. Title Page 5.1 Hallucinogens’ immediate and long-term effects of 60 hallucinogens 5.2 Depressants’ immediate effects and withdrawal 61 symptoms 5.3 Inhalants’ immediate and delayed effects 63 7.1 List of environmental laws in the Philippines 98 List of Figures No. Title Page 6.1 Survival Kit 82 6.2 Elevation of the injured part of the body 85 6.3 Heimlich Maneuver 85 6.4 Unresponsive choking person 86 6.5 Position of hands and fingers when conducting CPR 86 6.6 Position of hands and fingers when conducting CPR 86 6.7 Position of first aider and victim while giving rescue 87 breaths 6.8 Circular Turns 87 6.9 Spiral Turns 87 6.10 The figure of 8 Turns 88 6.11 Recurrent Turns 88 6.12 Reverse Spiral Turns 89 6.13 Different Basic Bandaging Forms 89 7.1 Compost bin at the backyard 107 7.2 Layers of greens and browns 107 7.3 Moist pile 107 7.4 Turn the pile once or twice every week 107 7.5 Composting material breaks down, thus producing 108 steam  MODULE 5 DRUGS ABUSE EDUCATION Introduction Certain studies found out that juvenile drug use is strongly related to crimes, poor health, deterioration of family relationships, worsening academic performance, and other social and psychological problems. It is also linked to violent delinquency that continues through adulthood (VanderWaal, McBride, Terry-McElrath, and Vanburen, 2001). Thus, in this chapter, we will discuss the reasons why people take prohibited drugs, ill effects of drug addiction, rehabilitation and treatment, and various ways to prevent drug abuse. Learning Outcomes At the end of this module, students should be able to: 1. Discuss drug addiction and its classification according to effects; 2. Examine the effects of drug addiction and investigate counter-measures to prevent drug abuse; and 3. Appreciate the importance of drug abuse education in the community. Lesson 1. Drug Addiction What is a Drug? Drugs are any [chemical] substances that change the way the body functions mentally, physically, or emotionally (Keane, Reaper-Reynolds, Williams, and Wolfe, 2005). It is used interchangeably with the term “substance”. Use of drugs can lead to addiction and other serious problems. What is Drug Abuse? Drug abuse is the use of licit or illicit chemical substance that results in physical, mental, emotional, and social impairment (Lee, 2013). What is Drug Addiction? Drug addiction (also referred to as drug dependence) is known as an individual’s dependence on drugs without due regard to accepted medical practice (Lee, 2013; Villasoto, Villasoto, Rodil, and Ahunin, 2013). It is a chronic brain disorder characterized by a compulsive drug-seeking behavior and use despite negative consequences. It is considered a brain disease because drugs change the structure of the brain and how it works (National Institute on Drug Abuse, 2007). Initially, the decision to take the drugs is voluntary. At first, people may believe that they can control their use of drugs, while observing temporary pleasurable effects on their body. However, drugs take over quickly. It impairs the ability of a person to exert self-control as it affects the areas of the brain critical to judgment, decision-making, and behavior control. Continuous use of drugs will turn previously pleasurable activities less gratifying for a person. S/he will feel flat, lifeless, or depressed. In order to feel “normal” again, s/he will feel the need to take the drugs and increase its dosage. S/he will have a hard time controlling it over time (National Institutes of Health, 2020). 57  Drug abuse occurs in the following situations (Gasilla-dela Cruz, 2005): 1. Use of drugs that have the capacity to change the mood or behavior even without benefit or prescription; 2. Use of drugs for a purpose different from the reason of prescription; and 3. Use of drugs without legitimate medical application for purposes other than research. In the Philippines, the Republic Act 9165 or Comprehensive Dangerous Drugs Act of 2002 is amended to provide a more intensive approach in addressing problems in drug abuse, drug addiction, and drug trafficking. It recognizes the role of the educational system in information dissemination and prevention campaign (Agas, de Leon, and Ricafrente, 2019). It also highlights the importance of providing effective mechanisms to rehabilitate and reintegrate the victims of drug abuse and drug dependency through treatment and rehabilitation. Reasons for taking drugs/ drug abuse Here are the general reasons why people take drugs (National Institutes of Health, 2020; and Gerges, 2020): 1. To feel good - Most drugs can produce feeling of euphoria or intense feeling of pleasure. 2. To feel better (self-medicating) - Some people who suffer from multitude of ailments turn to drugs and alcohol to ease their pain, like a short-term solution. 3. To do better - Some drugs improve cognitive and athletic performance upon intake. 58 4. Curiosity and experimenting - Satisfaction of their curiosity is done by “experiencing” it. 5. Social pressure - Adolescents are most likely to be influenced into taking drugs due to peer pressure. The drive to try drugs is prompted by the need to fit in to a certain group and for the sake of “pakikisama”. 6. Mental Health Disorder - Some people use substances to cope with difficult feelings and lessen their stress whenever they are experiencing depression, anxiety, and PTSD. 7. Family history/genetics - A person may have a genetic predisposition of developing addiction to drugs and alcohol if s/he has a family history of drug addiction. 8. Loneliness - Addiction to substances can begin at the time an individual feels lonely or isolated from his friend, family, or loved ones. S/he turns into drugs and alcohol, hoping to fill the void that s/he feels. 9. Recreation - Some people use drugs and alcohol with friends to unwind or relax. Frequent use of recreational drugs and substances may result in addiction. 59  Lesson 2. History of Drugs in the Philippines and Classifications According to Effects (Bersaluna, 2010 as cited in Ugnayan ng Pahinungod, n.d.; and Villasoto et al., 2013) Pre-Martial Law Era 1. Hallucinogens - This kind of drug is also referred to as “psychedelics” or “dissociatives”. It causes profound distortion of the visual and auditory senses altering the user’s perception of reality – in other words, hallucination. - Examples: LSD, marijuana, ecstasy, and ketamine Table 5.1 Hallucinogens’ immediate and long-term effects of hallucinogens (Bersaluna, 2010 as cited in Ugnayan ng Pahinungod, n.d.; and Villasoto et al., 2013) Immediate Effects Long-term Effects Hallucinations/illusions Psychiatric consequences (e.g., Increased heart rate, pulse rate, and depression, anxiety, paranoia, and blood pressure confusion) Bloodshot eye/blurred vision/rapid eye Severe irritation of the nasal passages movement (REM) resulting in frequent nose bleed Dry mouth and throat Renal damage Forgetfulness/inability to think Heart disease Altered sense of time/ disorientation Stroke Impaired reflexes coordination and Inflammation of blood vessels concentration Infection of heart valves Acute panic anxiety reaction Blood poisoning Appetite loss and sleeping problems Sleep problems Violent behavior Incoherent speech 60 2. Depressants - These are drugs or chemicals that create feelings of relaxation and tiredness. Depressants, commonly called “downers” or “barbs”, reduce the activity of any bodily function or the central nervous system by slowing down the travel of messages between the brain and the body. They do not necessarily make the user feel depressed. It is used medically to fight mental illness and sleep deprivation. They may also create feelings of euphoria or elation. Because of this effect, it is commonly abused and likely to cause overdose. - Examples: sedatives, sleeping pills, tranquilizers, alcohol, opiates, and barbiturates Table 5.2 Depressants’ immediate effects and withdrawal symptoms (Bersaluna, 2010 as cited in Ugnayan ng Pahinungod, n.d.; and Villasoto et al., 2013) Immediate Effects Withdrawal symptoms Small doses Psychosis o Calmness Restlessness, irritability, and o Relaxation anxiety Large doses Sleeplessness o Slurred speech Stuffy or runny nose o Staggering Ulcerated mucous membrane of o Poor judgment nose o Slow body movements and Lung damage uncertain reflexes Confusion Overdose Slurred speech o Unconsciousness o Death 61  3. Narcotics - Its term is derived from the Greek word for stupor, which is “nárki”. It is also known as opiates or opioids. Narcotics are medically used to relieve pain, induce euphoria, and create mood changes. - Examples: cough syrups, opium, cocaine, morphine, and heroine - Immediate effects: Restlessness Nausea and vomiting Smaller pupils Moist and bluish skin Slowed down breathing Unconsciousness or death (large doses) Martial Law Era 1. Cough Syrups – with narcotic and non-narcotic cough suppressants Example: Corex, Endotussin, Robitussin AC, etc. 2. Inhalants a. These are volatile chemical substances that are ingested by sniffing through the nose or breathing them in through the mouth. The psychoactive vapors of these substances produce a state of intoxication. These are easily absorbed into the bloodstream, thus giving the user an immediate high. These chemicals are usually present in household products categorized as volatile solvents (e.g., correction fluid, paint thinner, and glue), aerosol sprays (e.g., spray paint, deodorant, and fly spray), gases (e.g., helium and butane in cigarette lighters), and nitrites (e.g., room deodorizers and leather cleaners) b. Other examples: markers, adhesive cement, rugby, and nail polish remover 62  Table 5.3. Inhalants’ immediate and delayed effects (Bersaluna, 2010 as cited in Ugnayan ng Pahinungod, n.d.; and Villasoto et al., 2013) Immediate Effects Delayed Effects Confusion/disorientation/distorted Memory loss perception of time and distance Inability to think Hallucinations and illusions Muscle cramps and weakness Aggressive behavior/violence Numbness in limbs Nausea and vomiting Abdominal pains Drowsiness Suffocation and asphyxia Intoxication Cardiac arrest Damage to the central nervous system, kidney, liver, and bone marrow Sudden death After EDSA Revolution Stimulants - The primary use of stimulants is to increase the energy, concentration, and alertness of a person by exciting the central nervous system. These drugs also alleviate fatigue and reduce hunger. - Examples: Adderall, Meth, Cocaine/ Amphetamine (shabu) - Immediate effects: Dilated pupils Increase in blood pressure, heart rate, breathing rate, and body temperature Involuntary muscle twitching Sense of well-being and feeling energetic or alert Less hunger Slurred speech 63 Lesson 3. Effects of Drug Addiction (Gateway Foundation, n.d.; Agas et al., 2019; and Gasilla-dela Cruz, 2005) A. Physical/Physiological Health a. Systemic i. Heart conditions (e.g., abnormal heart rates, heart attacks, collapsed veins and blood vessels) ii. Lung disease iii. Liver damage or liver failure iv. Kidney problems b. General Health i. Weakened immune system and increased risk of illness and infection ii. Nausea and abdominal pain, which may lead to changes in appetite, weight loss, and malnutrition iii. Blood transmitted disease iv. Seizures or stroke v. Skin infections B. Psychological/Mental Health and Behavior a. Brain damage b. Mental confusion c. Depression that leads to suicide d. Paranoia, psychosis, or hallucination (auditory and visual) e. Stress f. Problems with memory, attention, and decision-making (impaired judgment) g. Aggressiveness h. Loss of self-control C. Economic effects a. Employment loss b. Academic difficulties c. Financial problems 64  D. Social effects a. Conflictual/Dysfunctional relationships b. Violence c. Safety E. Spiritual/Moral effects a. Lowering of moral values b. Indulge in prostitution Lesson 4. Classification of Drug Abusers Substance abusers can be classified according to the frequency of their substance use. 1. Experimenters – people who abuse the drugs(s) for an experimental basis. 2. Occasional Users – abuse the drug occasionally/whenever there are special occasions. They abuse the drug once every two (2) to two (2) times a week. 3. Regular Users – abuse the drug on a regular basis approximately three (3) to four (4) times a week or every other day. 4. Drug Dependents – people who tend to abuse the drugs(s) almost everyday or about five (5) to seven (7) times a week. 5. Mentally Ill Chemical Abuser/Substance-Induced Psychosis – drug abusers who manifest signs and symptoms of psychotic disorders caused by the effects of drugs (hallucinations, disorientation, delusions, etc.) Lesson 5. Counter-measures for Drug Abuse 1. Preventive Education Preventive education programs seek to discourage abstainers and impending users from experimenting with illegal drugs. Policies and programs related to this counter-measure aim to reduce the desire to obtain and use illicit substances and to stop the experimenters from 65  continuing to abuse them (Dangerous Drugs Board, 2013). 2. Counselling Addiction counselling aims to help the drug users in achieving and maintaining abstinence, and deal with their recovery (Psychological Health Care, n.d.). This is performed through helping them understand the causes of drug addiction and develop ways to cope with stressful situations. This program is administered to experimenters, occasional users, and regular users (Agas et al., 2019). 3. Drug Rehabilitation Drug rehabilitation is administered to drug dependents who tend to abuse drug almost every day within a week (Agas et al., 2019). Drug rehabilitation treatment facilities help an individual to recover from drug addiction by guiding them to make positive changes in their lives through rectification of maladaptive behaviors. Specifically, they learn healthy coping skills, emotional regulation skills, and drug-refusal strategies during the process to help them avoid relapse (American Addiction Centers Editorial Staff, 2020). 4. Psychiatric treatment It is administered to mentally ill chemical abusers or those individuals who manifest signs and symptoms of psychotic disorders (e.g., hallucinations, delusions, etc.) caused by drugs (Agas et al., 2019). Lesson 5. Drug Abuse Prevention (Agas et al., 2019; and Gateway Foundation, n.d.) Keep yourself busy with studies and productive activities at home or in school. Step away from people who use drugs. Find healthy ways to manage feelings and cope with stress (e.g., pick a hobby, get involved in activities within the community, take time to enjoy the nature, etc.). 66  Practice positive self-talk, and develop strong moral and spiritual foundation. Have your support system. Seek therapy and counselling. Educate yourself about the adverse effects of drug abuse. Exercise. Say NO to drugs. Lesson 6. The Comprehensive Dangerous Drugs Act of 2002 These are some of the important provisions in the Republic Act 9165 also known as the Comprehensive Dangerous Drugs Act of 2002. SEC 5 – sale, administration, dispensation, delivery, distribution, and transportation of dangerous drugs SEC 6 – Maintenance of den, dive, and resort SEC 11 – possession of dangerous drugs SEC 15 – use of dangerous drugs SEC 19 – unlawful prescription of dangerous drugs SEC 36 – authorized drug testing SEC 54 – voluntary submission of a drug dependent to confinement, rehabilitation SEC 60 – confidentiality of records under the voluntary submission SEC 61 – compulsory confinement of a drug dependent who refuses to apply under the voluntary submission 67  Assessment Task 5 1. In your capacity as an NSTP trainee, what can you do to support the implementation of R.A 9165? 2. What is the importance of Dangerous Drug Law, specifically to NSTP students and the community in general? 3. As a student of NSTP, what can you do to help prevent your community members in resorting to drug abuse? Summary A person starts to take and continues to use prohibited drugs for various reasons. Once a person begins to take prohibited drugs, there is a possibility that s/he will get addicted to it because of the effects of the substances to the brain. Drug addiction or drug dependence is characterized by the need for continuous administration of drugs. Abuse of 68 these substances is highly discouraged and considered illegal in our country because of its damaging consequences to the individual and the society in general. A drug dependent can still be saved from his/her current situation through different ways of treatment and rehabilitation programs. References Agas, J., de Leon, M. K., & Ricafrente, M. (2019). Mapua University Civic Welfare Training Service Program Module 1. American Addiction Centers Editorial Staff. (2020, June 4). Information about Drug Rehabilitation Treatment and Facilities. Retrieved from https://www.rehabs.com/treatment/rehab/. Dangerous Drugs Board. (2013, May 21). Preventive Education. Retrieved from https://www.ddb.gov.ph/preventive- education#:~:text=Preventive%20education%20programs%20all%20seek,consumer %20demand%20for%20controlled%20substances. Gasilla-dela Cruz, S. (2005). National Development via National Service Training Program (CWTS & ROTC). Mandaluyong: Books Atbp. Publishing Corp. Gateway Foundation. (n.d.). Effects of Drug Abuse and Addiction. Retrieved from https://www.gatewayfoundation.org/faqs/effects-of-drug-abuse/. Gateway Foundation. (n.d.). Tips for Staying Drug Free. Retrieved from https://www.gatewayfoundation.org/addiction-blog/tips-for-staying-drug-free/. Gerges, M. (2020, April 20). 10 Reasons Why People Abuse Drugs. Recovery Connection. Retrieved from https://www.recoveryconnection.com/10-reasons-people-abuse- drugs/. 69 Keane, R., Reaper-Reynolds, S., Williams, J., & Wolfe, E. (Eds.). (2005). Understanding Substances and Substance Use: A Handbook for Teachers. Kildare: South Wester Area Health Board. Lee, S. (2013). National Service Training Program - Civic Welfare Training Service, Literacy Training Service: A Source Book 3rd Ed. Quezon City: C & E Publishing, Inc. National Institutes of Health. (2020, July). Drugs, Brains, and Behavior: The Science of Addiction – Drug Misuse and Addiction. National Institute on Drug Abuse: Advancing Addiction Science. Retrieved from https://www.drugabuse.gov/publications/drugs- brains-behavior-science-addiction/drug-misuse-addiction National Institute on Drug Abuse. (2014, July). Drugs, Brains, and Behavior: The Science of Addiction. National Institute of Health. Psychological Health Care. (n.d.). Drug Addiction Counselling. Retrieved from https://www.psychologicalhealthcare.com.au/services/addiction-counselling/drug- addiction-counselling/. Ugnayan ng Pahinungod. (n.d.). National Service Traning (NSTP) – Common Modules. Los Banos, Laguna: University of the Philippines Los Banos. VanderWaal, C., McBride, D., Terry-McElrath, Y., & VanBuren, H. (2001). Breaking the Juvenile Drug-Crime Cycle: A Guide for Practitioners and Policymakers. United States: National Institute of Justice. Villasoto, H. S., Villasoto, N. S., Rodil, R. C., & Ahunin, G. L. (2013). Human Person Gearing Towards Social Development NSTP-CWTS1 Worktext for College Student. Quezon City: C & E Publishing, Inc. 70  MODULE 6 DISASTER MANAGEMENT AND FIRST-AID Introduction The Philippines was declared by the United Nations Office for Disaster Risk Reduction (UNISDR) as the fourth most disaster-prone country in the world (Montenegro, 2015). Since the country is located along the Pacific Ring of Fire or within the circum-Pacific seismic belt, it has a high exposure to natural calamities such as earthquakes, volcanic eruptions, typhoons, among others. As natural disasters are inevitable, disaster management is important to prepare people for the calamities and reduce its damage to lives and properties. This chapter will introduce you to the field of disaster management. We will also discuss the disaster management strategies applied before, during, and after the occurrence of a disaster, and how the members of the youth sector can participate in the disaster management programs in their communities. The last part of this module will provide you with basic information on first aid and emergency responses. Learning Outcomes At the end of this module, students should be able to: 1. Discuss the DRRM Act, the concept of disaster management and the natural hazards in the Philippines; 2. Organize themselves with the proper disaster preparedness measures and appropriate response in times of natural hazards; and 3. Develop a plan/s on how they can contribute to the disaster management program in the community. Lesson 1. The DRRM Act Republic Act No. 10121, also known as the “Philippine Disaster Risk Reduction and Management Act of 2010”, is a law that transforms the disaster management system of the Philippines from disaster relief to disaster risk reduction. It was signed into law last May 27, 2010 to replace the Presidential Decree No. 1566, known as the “Strengthening the Philippine Disaster Control, Capability and Establishing the National Program on Community Disaster Preparedness”. In the former law (P.D. 1566), disaster management focused on disaster response and impacts of disaster. Since it only comes into play after the disaster occurred, most of the plans were on the provision of relief goods and infrastructures (Disaster Risk Reduction Network Philippines, 2010). On the other hand, the present law (RA 10121) shifts its focus from disaster response to disaster risk reduction and management. It involves the development of policies and plans, and implementation of all actions and measures for reducing and managing disaster risks (Lucido, 2014). As written in the Section 3(n) of the DRRM Act, disaster risk reduction is 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” (Republic Act No. 10121, 2010). It is also stated in the Section 13 of this law that the government agencies, CSOs, private sector, and LGUs may mobilize individual or organized volunteers to aid in the delivery of disaster risk reduction program and activities. This is where the NSTP, specifically the members of CSO and NSRC, comes into play. Any volunteer who died or got injured while engaged in any of the activities under this Act shall be given compensatory benefits (Republic Act No. 10121, 2010). 72 Lesson 2. Concepts in Disaster Management Definition of terms A. Hazard Hazards are dangerous phenomena, events, or conditions, natural or human- induced, that may cause loss of life, injury, property damage, loss of livelihood and services, social and economic disruption, or environmental degradation resources (United Nations International Strategy for Disaster Reduction, 2009) to the extent of causing a disaster. B. Calamity refers to a situation that is associated with catastrophic events where a number of persons are plunged with hardship and suffering that are caused by problems like shortage of food, clothing, medical care and other basic necessities. C. Disaster Disaster is an outcome of a hazard’s impact on a community (Van Niekerk, 2011). It is also described as a situation or occurrence, usually catastrophic in nature, that severely impacts and cause serious disruption of the functioning of a community or a society. It may also cause human, material, financial, and environmental losses, which exceeds the ability of the affected community to cope with their own resources (United Nations International Strategy for Disaster Reduction, 2009). Disaster is characterized by the following elements: hazards, risk, people/community, and vulnerability. As Dr. Renato U. Solidum, Jr. stated, “hazards (H) or the physical impact of the disturbance, either man-made or natural, is heightened by the amount of risk (R) to the people and the community. The degree of vulnerability (V) further fuels the magnitude of a disaster” (Villasotto, Villasotto, Rodil, and Ahunin, 2013, p. 123). This disaster equation is simplified below: H x R + V = Disaster 73 D. Disaster Control refers to the act of limiting the effect of disaster through the introduction of measures designed to prepare the inhabitants before, during and after a disaster. E. Flood a state or condition when water overflows from natural waterways caused by heavy rainfall resulting in the water accumulation in low lying areas. F. National Disaster Coordinating Council 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. G. Pollution refers to any discharge of liquid, solid substance or gases into land, soil, waters, atmosphere, air or space which will create or render such environmental elements and atmospheric air harmful or detrimental or injurious to human beings, animals, plants and the nature‟s environment and ecological balance. H. Rehabilitation refers to the restoration of a person‟s economic dependency to a stable living either physically, economically, socially or emotionally. I. Risks refers to the degree or chance and frequency that such hazards will affect or impact people and communities. J. State of Calamity it is a condition that is declared by the President of the country in the event of a widespread destruction to property and lives due to destructive forces of nature and emergencies. 74 K. Volcanic Eruption an occurrence characterized by an ejection of volcanic materials such as molten lava, rock fragments, ashes, lahar flow, steam and other gases through the fissure brought about by tremendous pressure which forces open the rock formation or steam reservoirs beneath the Earth‟s crust. L. Disaster Management It refers to various planned and implemented activities that aim to maintain control over disaster and emergency situation. The following objectives of disaster management are (WHO/EHA, 2002): To reduce the potential physical and economic losses suffered by affected individuals from hazards; To reduce sufferings and personal losses; To achieve rapid and durable recovery. The concept of disaster risk management or the disaster management cycle recognizes the fact that hazardous events may really occur. However, its impact and vulnerabilities of the community can be lessened and by improving the community’s resilience or the ability of the community to absorb the impact with minimum damage (Villasoto et al., 2013). Components of Disaster Management (Gasilla-dela Cruz, 2005; Implementing Rules and Regulations of RA 10121; and Villasoto et al., 2013) 1. Disaster Prevention – refers to the actions designed to hinder the occurrence of a disaster or avoid its harmful effects on communities. Examples of activities related to this area are construction of dams that eliminate flood risk, land-use regulations prohibiting settlements in high-risk zones, and seismic-engineering designs that ensure survival and function of buildings in the occurrence of hazards. 75  2. Disaster Mitigation – refers to the measures taken before the occurrence of a disaster in order to lessen or limit the adverse impacts of hazards. This area includes engineering techniques, hazard-resilient construction, environmental policies, and public awareness. 3. Disaster Preparedness – refers to activities that enable government, organizations, communities, and individuals to respond rapidly and effectively in minimizing the impact of disaster (e.g., reduce life loss and damage). It also promotes the development of a system for monitoring hazards, a warning system, emergency and evacuation plans, emergency routes, and the formulation for educational programs for public officials and professionals. 4. Disaster Response – refers to activities undertaken immediately during or/and after a disaster, in order to save lives, reduce health impacts, ensure public safety, and provide the basic needs of the people to survive. Sometimes called “disaster relief operations”, this area includes emergency services and public assistance to address the immediate and short-term needs of the people affected by the disaster. 5. Recovery – refers to the process of assessing the communities to return to their proper level of functioning after a disaster. 6. Rehabilitation – measures that help the affected communities to restore their normal level of functioning by restoring livelihood and rebuilding damaged infrastructures. The following are the risk management measures encompassed in the comprehensive risk management process that aim to break the cycle of damage and reconstruction whenever a community is subjected to natural hazards (Villasoto et al., 2013, p. 124): 1. Engineering measures (keep hazards away from people); 2. Land-use planning and management measures (keep people away from hazards); 3. Control and protection works (modify hazards); 4. Early warning (predict hazards); 5. Preparedness planning (prepare in anticipation of hazards); 76  6. Reconstruction planning after a disaster with the aim of reducing the vulnerability; and 7. Mainstreaming risk management in development practice and institutionalization Lesson 3. Natural Hazards in the Philippines (Technical Working Group on Disaster Preparedness of the Department of Education, 2008; and NOAH Strategic Communication Intervention ([NOAH StratComm] Project & Science and Technology Information Institute [STII], 2014] The commonly experienced natural hazards in the Philippines can be categorized into hydro-meteorological and geological. Hydro-meteorological hazards include tropical cyclones (i.e., tropical depression, tropical storm, and typhoons) and flood. On the other hand, geological hazards include earthquakes and tsunami. A cyclone is an intense low pressure system characterized by strong spiral winds towards the center or the “eye”. The heavy rainfall brought by a cyclone can cause flooding, storm surges, landslides, and mudflows. It is classified into tropical depression (maximum winds from 35 kph to 63 kph), tropical storm (maximum winds from 64 kph to 118 kph), and typhoon (maximum winds exceeding 118 kph). Flood is usually caused by a temporary rise or overflowing of bodies of water (e.g., river, stream, lakes, oceans, reservoirs, or other water course) in times of tropical cyclones, monsoons, active low pressure areas, storm surges, and tsunami along coastal areas. When the waters are not drained immediately, it results in the inundation of low-lying land areas that are not usually covered by water. Ecologists also attribute flooding as result of urbanization of large areas and unregulated cutting of trees. An earthquake is a feeble shaking to violent trembling of the ground produced by sudden displacement of rocks or rock material beneath the earth’s surface. It has two types – tectonic and volcanic. Tectonic earthquake occurs when the rocks in the earth’s crust break due to the movement of tectonic plates. Volcanic earthquake, on the other hand, is induced by volcanic activity, specifically, the rising magma beneath active volcanoes. Tsunamis are series of giant sea waves generated by under-the-sea earthquakes. 77 The following are the signs of an incoming tsunami: (a) strongly-felt earthquake; (b) sudden drop or rise of seawater; and (c) roaring sound of incoming waves. Lesson 4. Preparedness & Mitigation, Response, and Rehabilitation: Things to do before, during, and after the occurrence of natural hazards (lifted from Civil Defense PH as cited in Metropolitan Manila Development Authority, 2019) Tropical Cyclone Before Monitor the news for weather updates, warnings, and advisories. Know the early warning and evacuation plan of the community. Check the stability of your house and repair weak parts. Prepare your family’s survival kit (refer to Lesson 5). Stock up on food, water, and batteries. Make sure cellphones are fully charged. Put livestock and pets in safe area or designated evacuation site of animals. When notified, immediately go to the designated evacuation center. During Stay calm and alert. Stay indoors and tune in for latest news and weather updates. Turn off main electrical switch and water valve. Use flashlight or emergency lamp. Be cautious in using candles and gas lamps. Stay away from glass windows. After Remain alert and be cautious. If you are in an evacuation area, wait for authorities to declare that it is safe to return home. Stay away from fallen trees, damaged structures, and power lines. Do not go sightseeing as you may hinder the work of the emergency services. Be cautious in checking and repairing the damaged parts of your house. Check for wet or submerged electrical outlet and appliances before turning on electricity. Throw away rainwater in cans, pots, and tires to prevent breeding of mosquitoes. 78 Flood Before Monitor the news for weather updates, warnings, and advisories. Know the flood early warning and evacuation plan of the community. Participate in community flood preparedness actions and drills. Secure your home. Move essential furniture and items to the upper floor. Before evacuating, turn off all main switches of electricity, water, and LPG tanks. Put livestock and pets in a safe area or designated evacuation sites for animals. When order is received, immediately evacuate to higher and safer grounds. During Stay indoors and stay tuned for latest news and weather updates. Do not touch electrical equipment if you are wet or standing in floodwater. Do not go swimming or boating in swollen rivers. Do not cross streams when water level is already above the knee. Do not walk or drive through flooded areas. After Leave the evacuation area only when authorities say it is safe to return home. Report fallen trees and electric posts to authorities. Check for wet or submerged electrical outlets and appliances before turning on electricity. Check your house for possible damages and repair as necessary. Make sure that the food and water for drinking are not contaminated by flood water. Throw away rainwater in cans, pots, and tires to prevent breeding of mosquitoes. Earthquake Before Familiarize yourself with the following: o Fire extinguishers o Exit routes o Medical kit o Evacuation plan 79  Check your house and have it repaired if necessary. Store harmful chemicals and flammable materials properly. Secure heavy furniture and hanging objects. Prepare your family’s survival kit (refer to Lesson 5). Participate in office, school, and community earthquake drills. During When you are inside a structurally sound building: o Duck under a strong table and hold on to it, or protect your head and torso. Stay alert for potential threats. o Stay away from glass windows, shelves, and heavy objects. o After the shaking stops, exit the building and go to designated evacuation area. When you are outside: o Move to an open area. o Stay away from buildings, trees, electric posts, and landslide prone areas. o If you are in a moving vehicle, stop and get out. After Stay alert for aftershocks. Assess yourself and others for injuries. Provide first aid if necessary. Prioritize the needs of older people, pregnant women, PWDs, and children. If in a coastal area and there is a threat of tsunami, evacuate to higher ground immediately. Check for spills of toxic and flammable chemicals. Stay out of the building until advised that it is safe to return. Check for damages in water and electrical lines, and gas or LPG leaks. Tsunami Before Know if your area has potential threat of tsunami. Know the location of the evacuation site and the fastest and safest way to go there. 80  Participate in community tsunami preparedness actions and drills. Plant mangroves and trees near the shore. Prepare your family’s survival kit (refer to Lesson 5). During Know the signs of an incoming tsunami. o Strong earthquake o Sudden drop or rise of sea water level o Roaring sound of incoming tsunami Stay on higher grounds. o Do not stay in low-lying coastal area after a strong earthquake. Move to higher ground immediately. o Never go down the beach to watch or take pictures of the tsunami. After Stay alert. Leave the evacuation area only when authorities say it is safe to return home. Stay away from the sea unless authorities say it is already safe. Check for missing persons and report it to authorities. Bring the injured and sick to the nearest hospital. Check for wet or submerged electrical outlets and appliances before turning on electricity. Check your house for possible damages and repair as necessary. 81 Lesson 5. Survival Kit (NOAH Strategic Communication Intervention [NOAH StratComm] Project & Science and Technology Information Institute [STII], 2014, p. 72) Waterproof bag Whistle Canned goods Lighter Drinking water Powerbank Transistor radio 15-meter rope and batteries Cellphone Flashlights and Extra clothes batteries Sanitary napkin Figure 6.1 Survival Kit (NOAH StratComm) First-aid kit Watch Project & STII, 2014, p. 72) Money Blanket Pocket knife Important Matches documents Lesson 6. Role of Youth in Disaster Management (Villasoto et al., 2013) Young citizens are encouraged to involve themselves in rendering assistance and services to the community in times of calamities. Written below are the specific activities that they can participate in to extend their assistance: Distribution of relief goods; Administration of first aid treatment; Assistance in the rehabilitation of the victims; Surveying of affected families; Monitoring and liaising work; and Civic action activities (e.g., environmental and ecological protection, river and watershed control projects, and tree planting/forest fire control) 82  Using the National Disaster Risk Reduction Management Council (NDRRMC) operational model, youth development agencies should perform the following procedures to establish coordination before, during, and after every disaster: Before the calamity strikes, plan disaster management activities and participate in training exercises on disaster and relief operations. Ensure that the available resources can meet the needs of the chosen activities. Coordinate all activities with the city, provincial, and municipal disaster coordinating councils. Organize the groups and assign the members responsibilities. Work as a team, and coordinate with other public organizations and private sectors. Lesson 7. First Aid and Emergency Response First aid is defined as the immediate and temporary treatment given to a person who has been injured or suddenly taken ill, using the facilities or materials available at the time of injury or accident (Villasoto et al., 2013). The first aider is the person who attempts to save lives, prevent complications or further injury, aid recovery, and relieve the pain of the patients during accidents or emergencies while waiting for medical assistance to arrive (Gasilla-dela Cruz et al., 2007). Goals of First Aid 1. Alleviate suffering – to effectively minimize the pain or fully eliminate pain. 2. Prevent further Injury or Danger – Avoid risk of damage or current situation of the victim 3. Prolong Life – to protect and support life and rescue the victim from danger. Qualities of a Good First Aider (Philippine Red Cross, n.d.). Gentle – Do not cause more pain. Observant – Notice all signs in the body of the victim. Resourceful – Make the best use of the material at hand. Sympathetic – Comfort the victim. Tactful – Do not alarm the patient to avoid nervous breakdown. Respectable – Maintain a professional and caring attitude 83 General Protocols in Administering First Aid 1. Planning the action – established based on anticipated needs and available resources. 2. Gathering needed materials – preparation of equipment and personnel. 3. Initial Response (sequence of action) A – sk for help I – ntervene, Give appropriate interventions D – o no further harm Nine General Directions for First Aiders (Gasilla-dela Cruz et al., 2007, p. 201) 1. Adjust the proper position of the victim. 2. Examine the victim. Check for injuries. 3. Give immediately needed first aid. 4. Maintain the victim’s body temperature. 5. Call a doctor. Give the following information: name, exact place (including landmarks), and needed assistance. 6. Keep curious people away. 7. Make the victim happy and comfortable. 8. Proper and comfortable transportation should be given to the victim together with tender loving care. 9. Don’t give any liquid to an unconscious victim. REACT: Ways to Respond to Emergencies (EMS Safety Services, Inc., 2011; and Philippine Red Cross, n.d.) 1. Recognize the emergency. 2. Environment safety Check the scene and look for hazards. Do not enter if the scene looks unsafe. 3. Assess the victim. Check for consciousness or responsiveness, airways, and signs of life (e.g., coughing, breathing, and movement). 84  Look for life-threatening injuries or illnesses. 4. Call for help. 5. Treat the victim. Prioritize treating problems related to breathing and circulation. First Aid for Common Accidents 1. Severe bleeding of wound on limb (Piazza, 2014; and Harvard Health Publishing, 2017)) Apply direct pressure to the wound using a clean compress to stop the bleeding. Figure 6.2 Elevation of the injured part of the Raise and support the injured part. Elevate the body (Harvard Health Publishing, 2017) wound above the heart. To keep the injury high, lay down the victim. Secure with bandage. 2. Choking (EMS Safety Services, Inc., 2011; and Gasilla-dela Cruz et al., 2007) Mild Obstruction (a person is able to cough forcefully or speak) o Encourage the person to cough until the obstruction is relieved. o Monitor for progression to severe obstruction. Severe obstruction (a person is unable to speak) o Perform the Heimlich Maneuver. o Stand behind the person and reach under his/her arms. o Clench a fist and put it right under the breastbone. o Grasp the fist firmly with the other hand. Figure 6.3. Heimlich o Perform quick inward and upward thrusts to Maneuver (EMS Safety give the victim a hard squeeze that would help Services, Inc., 2011, p. 10) him/her expel the object. 85 Unresponsive or unconscious choking person Lay the victim on his back. Perform cardiopulmonary resuscitation (CPR). Figure 6.4 Unresponsive choking (Refer to the discussion on CPR.) person (EMS Safety Services, Inc., 2011, p. 11) 3. Fracture and Dislocations (American Red Cross, 2014) Place splint (e.g., board) under the injured part. Secure bandage. Figure 6.5 Position of hands and fingers when Cardiopulmonary Resuscitation conducting CPR (American (Gasilla-dela Cruz, 2005; and American Red Cross, 2014) Red Cross, 2014, p. 42) Place the victim on his/her back. Place the heel of one hand at the center of the person’s chest. Place the heel of the other hand on top of the first hand and interlock your fingers. Straighten your arms and press down hard (5 cm down) and fast (2 times per second). The chest should come back fully each time. Figure 6.6 Position of Compress the chest 30 times at a rate of 100 hands and fingers when compressions per minute. conducting CPR (American Red Cross, 2014, p. 42) If you can perform mouth-to-mouth resuscitation or rescue breaths, follow these steps to give two (2) rescue breaths after 30 chest compressions: Gently tilt the head back. Open the victim’s airways (mouth) and pinch the nose using your thumb and index finger. Cover the victim’s mouth completely with your mouth. 86  Take a deep breath, cover the victim’s mouth completely with your mouth, and blow air for one (1) second until his/her chest rises. When you take your mouth off the victim’s mouth, his/her chest should fall fully. 6.7 Position of first aider Continue cycles of CPR. and victim while giving rescue breaths (American Red Cross, 2014, p. 42) Note: For in-depth discussion on basic first aid and emergency response, check this link or download the file: https://www.emssafetyservices.com/wp-content/uploads/2014/06/Basic-First-Aid_Color_6-26-12.pdf. Basic Bandaging Forms Each bandaging technique includes different basic forms of dressing. The following five basic tape shapes can be used to apply most tapes: 1. circular bandaging 2. spiral bandaging 3. number eight tape 4. periodic tape 5. reverse spiral tape Circular Bandaging – is used to hold on body parts such as arms, legs, chest and abdomen or for starting others and bandaging techniques. For circular bandaging we used strips of cloth or gauze roller bandage or triangular bandage folded down to form strip of bandage (cravat), this technique are applied over the top of each other. Figure 6.8 Circular Turns 87  Spiral Bandaging – are usually used for cylindrical parts of the body. An elasticated bandage can also be used to apply spiral bandaging to a tapered body part. Figure 6.8 Spiral Turns Figure of Eight Bandaging – involves two turns, with the strips bandage crossing each other at the side where the joint flexes extends. It is used to bind flexing joint or body part below and above the joint. Figure 6.9 8 Turns Recurrent Bandaging – is used for blunt body parts consist of recurrent turns. Recurrent bandages are fixed using circular or spiral turns. Figure 6.10 Recurrent Turns 88  Reverse Spiral Bandaging – is a spiral bandage where bandage is folded back on itself by 180 degrees after each turn. This type of bandaging required when using non- elasticated bandages and it is not commonly used nowadays. Figure 6.11 Reverse Spiral Bandaging Figure 6.12 Different Basic Bandaging Forms 89  Assessment Task 6 1. Filipinos commonly experience typhoons and earthquakes because the Philippine is located along the Ring of Fire, or typhoon belt, which is also a region where volcanic eruptions and earthquakes occur. Thus, every Filipino family should prepare for these calamities. State the precautionary measures that you will follow: A. Before, during, and after typhoon B. Before, during, and after earthquake 2. As a member of the youth sector, how can you help your community during a disaster? State your concrete plans. 3. Performed at least 5 basic bandages and upload a picture to your instructor. Summary The Philippines is known to be prone to natural hazards. Because of this, the RA 10121 or the Philippine Disaster Risk Reduction Management Act of 2010 was signed into law to proactively manage and address disaster risks in the country. In order to lessen the adverse impacts of hazards to the communities, programs on prevention, mitigation, preparedness, response, recovery, and rehabilitation should be effectively planned and implemented. Specifically, these areas include the strategies employed before, during, and after a disaster. Recognizing the abilities of the youth sector in helping the community, they are encouraged to involve themselves in civic actions to contribute in disaster management. 90  References American Red Cross. (2014). American Red Cross First Aid/CPR/AED Participant’s Manual. USA: Author. Commoner, B. (1974). The Closing Circle: Nature, Man, and Technology. United States of America: Bantam Books, Inc. Disaster Risk Reduction Network Philippines. (2010). Primer on the Disaster Risk Reduction and Management (DRRM) Act of 2010. EMS Safety Services, Inc. (2011). Basic First Aid: Emergency Response for the Home, Community and Workplace Student Workbook 2010 Guidelines. United States of America: Author. NOAH Strategic Communication Intervention (NOAH StratComm) Project & Science and Technology Information Institute (STII). (2014). RED: Reference for Emergency and Disaster (Iba na ang Panahon: Science for Safer Communities). Taguig City, Philippines: DOST-STII. Piazza, G. M. (Ed.). (2014). First Aid Manual: The Step-by-step Guide for Everyone (5th ed.). United States: Dorling Kindersley (DK) Publishing. Technical Working Group on Disaster Preparedness of the Department of Education. (2008). Disaster Risk Reduction Resource Manual. Philippines: Department of Education, in partnership with United Nations Children’s Fund (UNICEF) Philippines. United Nations. (2008). Disaster Preparedness for Effective Response Guidance and Indicator Package for Implementing Priority Five of the Hyogo Framework. Geneva, Switzerland: United Nations Secretariat of the International Strategy for Disaster Reduction (UN/ISDR) and United Nations Office for Coordination of Humanitarian Affairs (UN/OCHA). 91 United Nations International Strategy for Disaster Reduction. (2009, May). 2009 UNISDR Terminology on Disaster Risk Reduction. Geneva, Switzerland: Author. Van Niekerk, D. (2011, August). Introduction to disaster risk reduction. United States Agency for International Development. Villasoto, H. S., Villasoto, N. S., Rodil, R. C., & Ahunin, G. L. (2013). Human Person Gearing Towards Social Development: NSTP-CWTS1 Worktext for College Student. Quezon City: C & E Publishing, Inc. WHO/EHA. (2002, March). Disasters & Emergencies Definitions: Training Package. Addis Ababa: Panafrican Emergency Training Centre. Online sources Harvard Health Publishing. (2017, February 3). Emergencies and First Aid – Direct Pressure to Stop Bleeding. https://www.health.harvard.edu/staying-healthy/emergencies-and- first-aid-direct-pressure-to-stop-bleeding. Lucido, L. I. (2014, November). DRRM Act: The law in times of disasters. http://thepalladium.ph/legal/drrm-act-law-times-disasters/. Metropolitan Manila Development Authority. (2019). Disaster Awareness FAQ. https://www.mmda.gov.ph/20-faq/288-disaster-awareness-faq.html Montenegro, B. (2015, November 25). Philippines 4th most disaster-prone country in the world – UN report. https://www.gmanetwork.com/news/scitech/weather/545760/philippines-4th-most- disaster-prone-country-in-the-world-un-report/story/. Philippine Red Cross. (n.d.). Community First Aid & Basic Life Support Module 2. https://kupdf.net/download/red-cross-first-aid_59f45d09e2b6f5fe56afc3dd_pdf 92 Republic Act No. 10121. (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 Plan, Appropriating Funds Therefor And For Other Purposes. https://www.officialgazette.gov.ph/2010/05/27/republic-act-no-10121/ St. John Ambulance. (n.d.). Shock. Retrieved from https://www.sja.org.uk/get-advice/first- aid-advice/bleeding/shock/ The American National Red Cross. (2020). Earthquake Safety. Retrieved from https://www.redcross.org/get-help/how-to-prepare-for-emergencies/types-of- emergencies/earthquake.html 93  MODULE 7 ENVIRONMENTAL AWARENESS AND PROTECTION Introduction The rapid depletion of natural resources and deterioration of ecological situation are the global scenarios that can no longer afford to be disregarded. As humans, we have the moral obligation to protect the environment for the preservation of nature and every living organism on Earth. Continuing depletion of forest and seas, persistent soil erosion, destruction of watersheds, drying up of rivers, pollution, and other environmental issues are also present in our country (Gasilla-dela Cruz, 2005). We should work on every solution that we can make in order to save our environment and natural resources from further destruction. Environmental protection is also the responsibility not only of the government, but also of the people. As an essential tool in achieving sustainability, environmental awareness or education helps us understand the impact of our actions to the conditions of the environment. Thus, in this chapter, we will talk about the principles of environment, environmental and conservation policies, causes and effects of climate change, solid waste management practices, and urban gardening. Knowledge on these contributes to the improvement of the environmental condition in the country. Learning Outcomes At the end of this module, students should be able to: 1. Determine the seven principles of environment and discuss the Philippine Environmental and Conservation Policies; 2. Examine the causes, effects, and mitigation practices regarding climate change; and 3. Value the importance of applying the Solid Waste Management practices at home or at school. Lesson 1. Seven Principles of Environment The first three of the seven principles, which were proposed by Barry Commoner (1974), are also called laws of ecology. This section highlights the seven principles that briefly explain the basic environmental principles. 1. Everything is connected to everything else. (Ang lahat ng bagay ay magkaugnay.) This principle is best exemplified by the concept of ecosystem. All components of the ecosystem are interconnected, thus having consequences that affect one another (Commoner, 1974; and Society for the Conservation of Philippines Wetlands, Inc., n.d.). 2. Everything must go somewhere. (Ang lahat ng bagay ay may patutunguhan.) This sentence is an informal way of stating that matter is indestructible. In nature, the waste excreted by an organism will be taken as food by another organism. An object is only transferred from place to place, or converted from one form to another. This idea explains the consequences of consuming an object, and illustrates the path or processes that it undergoes. Consider this example: After Tony fully exhausted a dry-bell battery that contains mercury, the object is taken into an incinerator where the mercury is heated. Mercury vapor is produced, carried by the wind, and poured out with rain or snow into bodies of water. The chemical sinks to the bottom of the water, and taken up by the fish. The mercury will be deposited in the organs of the person who ate the fish. And so on (Commoner, 1974). Too much of “something” also causes pollution. Thus, the need for the implementation of waste management and environmental management systems (Society for the Conservation of Philippines Wetlands, Inc., n.d.). 3. Nature knows best. (Ang kalikasan ang mas nakakaalam.) For every organic substance present and produced by living organisms, an enzyme (that the nature provides) exists to degrade the substance (Commoner, 1974). 95  The processes manifested in nature helps in achieving balance and maintaining the state of equilibrium (Miriam College, n.d.). In other words, organisms and materials produced by nature within the ecosystem have their own counterpart in order for degradation to occur. However, when a new man-made substance is combined with a molecular structure that is different from the types that can be seen in nature, there is a possibility that there is no enzyme that can break down the substance. The accumulation of this type of material can lead to catastrophic results (Commoner, 1974). This principle also states that humans need to understand the nature, obey its laws, and respect its natural processes for the sake of sustainability (Society for the Conservation of Philippines Wetlands, Inc., n.d.). 4. All forms of life are important. (Ang lahat na may buhay ay mahalaga.) Consider the world as a big jigsaw puzzle. Every living organism has a role to play in order to maintain the balance in the ecosystem. Thus, extinction of species means removing one piece from the puzzle that creates an impact to the other organisms. It is also believed that the variety of life forms (or biodiversity) contributes to the stability of the environment (Miriam College, n.d.). The Philippines is known for being one of the countries with high concentrations of biodiversity; thus, it is called a biodiversity hotspot. This means that the country has a vast existence of biological resources. However, due to biodiversity loss and habitat degradation, these resources are threatened with extinction (Biodiversity Philippines, 2016). 5. Ours is a finite earth. (Ang kalikasan ay may hangganan.) Nature provides the resources needed for the survival of living organisms. For humans, these materials used to support life include food, water, shelter, energy, minerals, and air among others. However, overexploitation and depletion of natural resources occur when we consume the resources excessively, extensively, and faster than the rate of its replenishment (Miriam College, n.d.). Thus, the need for protection and conservation. 96 6. Nature is beautiful and we are stewards of God’s creation. (Ang kalikasan ay maganda at tayo ang tagapangasiwa ng lahat ng nilikha ng Diyos.) Stewardship refers to the theological belief that humans are given the responsibility to manage the goods, and take care of the properties and resources in the world. In other words, we, humans, are caretakers of the things that God has created (Butkus, 2002). As stewards of God’s creation, we should care for the earth, restore and protect the environment, and conduct developmental activities that are ecologically sound (Hyneman and Shore, 2013). Our sustenance depends on how we take care of the nature. 7. Everything changes. (Ang lahat ay nagbabago.) As the saying goes, the only thing that remains permanent in the world is change. This also applies to environment, or nature in a larger scale. There are three categories of changes that can explain the changes in nature. These are linear change, cyclic change, and random change (Society for the Conservation of Philippines Wetlands, Inc., n.d.). Linear changes refer to those changes that occur naturally through time. One example is the development of butterfly from the state of being caterpillar through the process called metamorphosis. Another example is the increase in vegetation or plant life on earth through time due to the rise of oxygen levels in the atmosphere (Miriam College, n.d.). The rhythms in floral and faunal life stages that go with the changes in seasons are examples of cyclic changes. The changes in seasons contribute to the diversity of flowers, fruits, vegetables, and other crops produced every year. On the other hand, random changes include the natural catastrophes that destroy natural habitats and kill living organisms. An example would be the eruption of Mount Pinatubo in 1991 that had significant environmental effects (Society for the Conservation of Philippines Wetlands, Inc., n.d.). 97 Lesson 2. Philippine Environmental and Conservation Policies The Philippine Constitution recognizes the responsibility of every citizen to protect and conserve the environment. Listed below are some of the environmental laws implemented in the country: Table 7.1 List of environmental laws in the Philippines Environmental Laws in Description the Philippines R. A. 9512 An act that promotes environmental awareness through (National Environmental environmental education, which shall incorporate Awareness and Education environmental concepts and principles, environmental laws, Act of 2008) 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 (Republic Act No. 9512, 2008). R. A. 9513 An act that promotes the development, utilization, and (Renewable Energy Act of commercialization of renewable energy resources. 2008) Specifically, it establishes the framework for the accelerated development and advancement of renewable energy resources, and the development of a strategic program to increase its utilization (Republic Act No. 9513, 2008). This act also aims to reduce harmful emissions and achieve economic development while protecting health and environment (Aquino and Abeleda, 2014). 98 R. A. 9275 A law that aims to protect the bodies of water in the country (Philippine Clean Water from pollution, and preserve and revive the quality of water Act of 2004) (Republic Act No. 9275, 2003). R. A. 9003 A law that ensures the protection of environment and public (Ecological Solid Waste health. Specifically, it sets the guidelines for proper Management Act of 2000) segregation, collection, transport, storage, treatment, and disposal of solid waste in order to reduce solid waste through source reduction and waste minimization measure, treatment and disposal of solid waste in accordance with ecologically sustainable development principles. It emphasizes on recycling, reusing, and composting as methods to reduce waste problems (Environmental Compliance Assistance Center, n.d.; and Republic Act No. 9003). R. A. 8749 A comprehensive air quality management policy and program (Clean Air Act of 1999) that aims to achieve and maintain healthy air for Filipinos (Gasilla-dela Cruz, 2005). R. A. 8435 Simply known as AFMA, this policy is an instrument to (Agriculture and Fisheries modernize Philippine agriculture to be able to compete in the Modernization Act of global market (Aquino, Tidon, Ani, and Festejo, 2013). It aims 1997) to sustain the development in the agricultural and fisheries sector and enhance profits for small farmers and fishermen (Republic Act No. 8435). R. A. 6969 A law that aims to regulate, restrict, and/or prohibit the (Toxic Substances, importation, manufacture, processing, sale, distribution, use Hazardous and Nuclear and disposal of chemical substances and mixtures Waste Control Act of presenting risk and/or injury to human and animal health or to 1990) the environment. It also prohibits the entry and transit of hazardous and nuclear wastes and their disposal into the Philippine territorial limits, while encouraging the 99  advancement and facilitation of research on toxic chemicals (ECAC, n.d.). Republic Act No. 6969 defined hazardous wastes as substances that are transported to the Philippine territory for dumping or disposal, and without safe commercial, industrial, agricultural, or economic usage (Republic Act No. 6969, 1990). Specifically, two sub- categories are described as follows: Nuclear wastes are hazardous wastes made radioactive by exposure to the radiation during the production/ utilization of nuclear fuels, (excluding nuclear fuels or radioisotopes which have reached the final stage of fabrication to be used for scientific, medical, agricultural, and other beneficial purposes) (Republic Act No. 6969, 1990). Toxic wastes are poisonous substances that have carcinogenic [tending to cause cancer], mutagenic [causes permanent change in organisms’ genes], and teratogenic [causing disturbance of the development of an embryo or fetus] effects on living organisms (Philippine Daily Inquirer, 2012). Lesson 3. Climate Change Definition Climate change is defined as “a change in the pattern of weather, and related changes in oceans, land surfaces and ice sheets, occurring over time scales of decades or longer” that may be due to natural and/or human-induced causes (Australian Academy of Science, n.d.). This warming of the climate system has been confirmed to be due to human activities (i.e., land use change and burning of fossil fuels to produce electricity and fuel for the vehicles) that caused increase in greenhouse gas concentrations or increase in average global temperatures (Philippine Atmospheric, Geophysical and Astronomical Services Administration, n.d.). The emitted greenhouse gases (GHG) cause the warming of the entire planet as it traps the heat in the Earth’s atmosphere (Ranada, 2014). These gases let sunlight pass through the atmosphere, but prevents the heat from leaving. This global 100 phenomenon of climate transformation in terms of temperature, precipitation, and wind causes the unbalancing of the weather (e.g., occurrence of more storms, floods, cyclones, and droughts), and threatening of ecosystems, humankind, and global economy (Youmatter, 2020). Although climate change has always happened on Earth, it is the current rapid rate and magnitude of climate change since the Industrial Revolution in the 1800s that is the global concern (United States Geological Survey, n.d.). Effects of Climate Change Listed below are some of the changes that are experienced globally (PAGASA, n.d.): Widespread changes in extreme temperatures Cold days, cold nights, and frost becoming less frequent Hot days, hot nights, and heat waves becoming more frequent Observational evidence for an increase of intense tropical cyclone activity Changes in rainfall pattern or unprecedented amounts of rainfall (which might lead to flooding and can trigger landslides In the Philippines, the following scenarios are some of the effects of climate change that the country faces (Ranada, 2014): El Niño Sea level rise Ocean acidification Increased temperatures, increased rainfall variability, increased frequency of extreme weather events, and sea level rise might result in the following risks to the agricultural sector (Climate Links, 2017): Increased temperatures might result in increased heat stress and reduced yields Increased pest infestations Increased frequency of crop and/or productivity loss from floods and droughts Failure of rainfed crops and increased need for irrigation 101  Higher food prices and increased demands for imports Reduced soil and crop productivity through nutrient leaching, erosion, and runoff Loss of arable land and irrigation water to salinity Human Contribution to Climate Change Although natural causes (e.g., sun’s intensity and volcanic eruptions) also contribute to climate change, scientists claim that these causes have small and slow influence compared to human activities. Anthropogenic (human-induced) factors are found to contribute more to climate change as humans generate more greenhouse gas emissions (Denchak, 2017). Increased greenhouse gases in the atmosphere results in more heat retention and higher surface temperature (USGS, n.d.). Listed below are some of the anthropogenic factors that contribute to climate change (USGS, n.d.; and Agas et al., 2018): Burning of fossil fuels including coal, oil, and gas o Vehicles that run on petrol or diesel o Thermal power plants burn fossil fuels to generate electricity, which in turn produce greenhouse gases and other pollutants Production of greenhouse gases o Carbon dioxide – sources: energy production including burning fossil fuels, and cement production o Methane – sources: digestive system of domesticated or grazing animals (e.g., cows, goats, pigs, and horses), landfills (place where waste materials are disposed and covered over with soil over the years), waste dumps, oil drilling, coal mining, leaking gas pipelines, natural gas and petroleum industries o Nitrous oxide – source: fertilizers Gases used for refrigeration and industrial processes Waste disposal (landfills and incineration emit greenhouse gases) Land-use changes, such as deforestation or loss of forests, intensive farming, and mining Excessive use of paper in school and work 102 Simple Ways to Reduce the Climate Change Written below are few simple solutions that we can do to save and protect the environment from further destruction caused by human activities, and preserve the Earth for future generations (Agas et al., 2018; Vyas, 2019; Denchak, 2017; Rubin, n.d.; and Solar Impulse Foundation, n.d.): A. Use of plastic 1. Avoid using plastic bags. Bring eco-bags or reusable grocery bags to reduce the amount of plastic pollution. 2. If use of plastic is unavoidable, use it multiple times. 3. Recycle inorganic materials such as cans, glass, plastic, paper, and metals. B. Energy consumption 1. Unplug devices in order to stop the continuous flow of energy without any use. 2. Reduce electricity use. Turn off lights and other appliances when not in use. 3. Invest in energy-efficient appliances, as these machines consume less energy, meaning lower bills and less fossil fuels to burn. 4. Buy LED lightbulbs instead of conventional incandescent bulbs. LED lightbulbs use less energy. 5. Use solar panels to decrease the consumption of electric power. C. Transportation 1. Use public transportation to save fossil fuels and reduce the greenhouse gas emission. 2. You can also switch to electric vehicles or ride a bicycle to lessen the air pollution. 3. If driving a car is unavoidable, drive a fuel-efficient vehicle. D. Water Conservation 1. Take short showers. 2. Turn off faucets properly. 3. Repair dripping water lines. 103  E. Vegetation 1. Grow plants, especially vegetables and herbs. 2. Stop massive deforestation. 3. Implement sustainable agriculture and forest management. F. Community 1. Suppress the population growth. 2. Speak up about climate change and educate other people. Urban Gardening Aside from planting trees in the forest, vegetation in gardens also helps in mitigating climate change and maintaining healthy environment in communities. Wastes that come from the garden (e.g., leaves, grass, and woody garden clippings) can be turned into compost to be also used in the garden. By doing so, methane emissions from landfills are reduced, and the soil quality is improved to store carbon better (Koriesh and Abo-Soud, 2010). Lesson 4. Solid Waste Management Solid Wastes The global population growth, increasing urbanization, rising standards of living, and rapid technological advancements contribute to the volume of solid waste generation in the world (Suleman, Darko, and Agyemang-Duah, 2015). Solid waste is defined in the Republic Act No. 9003 as “all discarded household commercial waste, non-hazardous institutional and industrial waste, street sweeping, construction debris, agricultural waste and other non- hazardous and non-toxic solid waste” (2001, p. 5). Solid wastes are not limited to solid materials. It can also be liquid, semi-solid, or contained gaseous material. Solid wastes may become hazardous to environmental, human and animal health. Wastes that are not properly disposed may contaminate ground and surface water. These 104 wastes also create greenhouse emissions and other atmospheric pollutants. In some residential areas, people burn their garbage in order to reduce the volume of wastes. However, this activity creates thick smoke that contains carbon monoxide, soot, and nitrogen oxides, which pose harmful effects on human health and cause degradation of urban air quality. Clogged drains due to uncollected wastes may cause stagnation of water that may result in the breeding of mosquitoes and contamination of water. Flooding may also occur due to drains blocked by uncollected wastes. Improperly disposed wastes, especially those excretes and household wastes or refuse from the community may be the cause of health hazards and spread of infectious diseases (Suleman et al., 2015). On the other hand, collected wastes are reported to be leaking into the oceans that results in marine litter problem (Fernandez, 2020). Last 2015, the Philippines was reported to be the world’s third plastic polluter, next to China and Indonesia, with 2.7 million metric tons of plastic waste produced yearly. Despite the high garbage collection rate of the country among Southeast Asian countries, the problem lies with the disposal of wastes. Thus, the need for strict implementation of waste management practices (Fernandez, 2020). Solid Waste Management Solid Waste Management is legally referred to as the systematic administration of activities associated with the “control of generation, storage, collection, transfer and transport, processing, and disposal of solid wastes in a manner that is in accord with the best principles of public health, economics, engineering, conservation, aesthetics, and other environmental considerations (Republic Act No. 9003, 2001, p. 6). In the Philippines, the Ecological Solid Waste Management Act of 2000 or RA 9003 is enacted to ensure proper management, treatment, and disposal of solid wastes in the country. This law also recognizes the significant role and importance of participation of communities, as headed by their respective local government units (LGUs) in addressing the issues on solid wastes in the Philippines. 105 Waste Management At Home In order to lessen waste generation and the amount of wastes disposed in landfills, remember these 3 Rs and try to apply it in everyday life (Solar Schools, n.d.; and Republic Act No. 9003, 2001): Reduce o Decrease the amount of trash/garbage produced on a daily basis. o Buy only what you need. o Buy in bulk. o Prefer to use items that you can re-use. Reuse o Recover materials intended for the same or different purpose without the alteration of physical and chemical characteristics. o Reuse items more than once. o Reuse environmentally-friendly bags. Recycle o Put a product to a new use instead of just throwing it away. o Treat used or waste materials through a process of making them suitable for beneficial use and for other purposes. This also includes any process by which solid waste materials are transformed into new products in such a manner that the original products may lose their identity, and which may be used as raw materials for the production of other goods or services. When it comes to compostable or degradable wastes, one way to manage it is through composting. As a safe method of waste management, it is natural process where microorganisms, worms, and insects break down garden wastes (e.g., leaves, and grass clippings) and kitchen scraps (e.g., leftover food, egg shells, and fruits and vegetable peelings) (York Region, n.d.). Instead of bringing the food rot in landfills that will in turn produce greenhouse gases, people are encouraged to repurpose their food scraps through composting. In this way, climate change is mitigated because the amount of methane gas 106 emitted into the atmosphere is reduced (Kring, 2019). This process is also found to improve the soil nutrient content and lessen environmental risks brought by synthetic fertilizers (Ayilara et al., 2020). Here is the step-by-step guide in backyard composting according to South Carolina Department of Health and Environmental Control (n.d.): 1. Connect to the soil because the compost needs the microorganisms from the soil. If using a pile or bin open to the ground, loosen the soil before adding any materials. If using enclosed bins, put a layer of soil at Figure 7.1 Compost bin at the backyard (SCDHEC, n.d.) the bottom. 2. Add the right ingredients, and fill the bin. Alternate layers of “greens” (e.g., fruit and vegetable scraps, green leaves, dead flowers, weeds, and horse manure) and Figure 7.2 Layers of greens and browns “browns” (e.g., shredded newspaper, ash, (SCDHEC, n.d.) wood chips, sawdust or wood shavings). The top layer should always be brown. 3. Check moisture. Do not let the pile dry out, but do not let it get too wet. Too much dryness hinders decomposition, while too much moisture causes the production of sulphurous smell (like rotten eggs). If the pile Figure 7.3 Moist pile (SCDHEC, n.d.) gets too wet, turn it and add some dry material. 4. Mix it up using pitchfork or shovel, once a week but no less than twice a month, in order to speed up the process and stop the odor-causing bacteria. Sufficient air is Figure 7.4 Turn the pile once or twice 107  essential in the process. every week (SCDHEC, n.d.) 5. Wait for the decomposition process to finish. Steam may appear when the compost gets warm due to the breaking down of materials. Ready-to-use compost is dark, lightweight, and has no pieces of food. Figure 7.5 Composting material breaks down, thus producing steam (SCDHEC, n.d.) Note: For more information about composting, download the materials that can be found through these links: https://scdhec.gov/sites/default/files/Library/OR-1705.pdf and http://www.greensuffolk.org/assets/Recycling/Composting/Composting-at-Home.pdf Waste Segregation One of the processes involved in waste management is segregation. It is defined as the solid waste management practice of separating different materials found in solid waste in order to promote recycling and re-use of resources, and to reduce the volume of waste for collection and disposal (Republic Act No. 9003, 2001). Simply put, waste segregation is the process of sorting and dividing garbage into separate containers depending on their categories, so that the recyclable items can be sold, wastes from kitchen and garden can be made into compost, and the residual wastes will be sent to the landfill. To begin segregating wastes properly, one has to know the classification of wastes. The following are classification of wastes and their respective examples from the National Power Corporation – Head Office (n.d.): A. Biodegradable wastes - These are materials or substances that can be broken down or decomposed easily by bacteria or other natural organisms; thus, can be turned into compost. Too much improperly disposed biodegradable wastes may lead to the spread of numerous communicable diseases. Biodegradable wastes also include the 108  compostable wastes (e.g., garden wastes (grass cuttings, and plant trimmings/leaves) - Examples: food wastes, paper (wet/soiled), leaves, grass cuttings, fruit, vegetable peelings, bones, egg shell, and manure B. Non-biodegradable wastes - These wastes cannot be broken down or decomposed by the biological process or natural organisms. After taking out the biodegradable and recyclable wastes, residual wastes remain and hauled off to a long-term disposable facility such as dumpsite or sanitary landfill for disposal. - Examples: styropor, plastic cups/fork/spoon, aluminum foil, milk cartons, tetrapacks, sachet packs, soiled plastic bags, toothpaste tubes/toothbrush, sanitary wastes, napkins, used tissue paper, ballpens, marking pens, used rags/gloves/paint brush, broken glass/ceramics, cigarette butts, sanitary napkins, disposable diapers, worn-out rugs, ceramics, candy wrappers/sachets, and other soiled materials that cannot be composted or recycled C. Recyclable wastes - After retrieving these waste materials from the waste stream, it will be decontaminated or cleaned by the recyclers and will be transformed into new products to become beneficial. These wastes also include used bond papers (dry, printed on both sides) - Examples: aluminum/tin cans/containers, hard plastics (mineral/juice bottles), glass bottles, cartons boxes, used cardboards/folders/envelopes, old newspaper/magazines/brochures, newspaper, ferrous scrap metal, non-ferrous scrap metal, corrugated cardboard, aluminum, office paper, and tin cans D. Special wastes a. Hazardous wastes - Examples: Busted fluorescent bulbs, expired/discarded paints, clinical wastes (used sharps, dressings, etc.), empty paint thinner/pesticide/chemical containers, used oil filters, and used/waste oils 109  b. Bulky wastes - Examples: yard wastes (tree trunks and large branches of trees), and building