SAN AGUSTIN INSTITUTE OF TECHNOLOGY

NATIONAL SERVICE TRAINING PROGRAM

(SAIT-NSTP)

PROGRAM MODULE
Recognizing National Issues and
Concern
CHAPTER 6
ENVIRONMENTAL
AWARENESS
ENVIRONMENTAL AWARENESS
According to Frontiers 2018/19: Emerging Issues of Environmental Concern (UN Environment 2019), there is
an alarming concern with respect to balancing the need for advancement and environmental preservation.
Here are some parts of the report:
Large-scale industrialization has resulted in widespread fragmentation of previously intact landscapes around the
globe. From the clearance of richly populated rainforests to the damming of mighty, arterial rivers, the knock-on
effect of isolated, impacted ecosystems is detrimental to the health of flora and fauna alike, and in severe cases,
threatens species extinction. Landscapes are also not limited to the terrestrial realm as ecosystem connectivity
extends beyond continental shores into marine seascapes and the oceans.

Initiatives to promote landscape connectivity are offering hope in various global locations, but much more focus
in planning to reconnect habitat patches or preserve existing connectivity is needed. This is vital to preserving the
remaining biodiversity and to protect the interlinked ecosystems on which we all depend. National efforts require
expansion to the international level, as ecosystems are not bounded by country borders. From marine reserves to
wildlife corridors and beyond, this wide-ranging chapter explores the issues of, and solutions to, fragmentation in
the natural world and the imperative for joined-up thinking in planning for the preservation and conservation of
biodiversity and species survival.

With rising global temperatures, the Arctic is warming twice as fast as the global average and scientists are
becoming increasingly alarmed at the accelerating rate of permafrost thaw. While research is ongoing, too little is
currently known of the intricate relationships and dynamics between the perennially frozen ground that is
permafrost and the insulating layer of dead plant remains – or peat – that covers a significant percentage of the
Northernmost areas of our planet.

Permafrost thaw not only has direct impacts on the ecology and infrastructure of the peatland regions, it is also a
potential ‘tipping element’ towards a runaway greenhouse effect. Preservation of these rich soil-carbon deposits is
imperative to cushion the global effects of climate change and to avoid the worst effects and risks of unlocking
these frozen assets, which keep carbon and other greenhouse gases sequestered underground and out of the
atmosphere. Likely scenarios and the collaborative research urgently needed to ensure preservation of these
crucial deposits are thoroughly explored in this chapter, from the ground up.

Broadly speaking, evolution depends on successful adaptation, and maladaptation results in failure. In terms of
climate change, strategies for adaptation need to address vulnerabilities and increase resilience on a global scale,
and avoid short-term fixes that may only have local benefits. It is becoming clear that international cooperation
and planning are needed to avoid adaptations that may appear to offer mitigation, but which actually compound
the problem.

PHILIPPINES AND THE ENVIRONMENT

As cited in the Philippine Climate Change Commission Report, major institutions have provided their projections
about the country’s environmental condition.
CLIMATE CHANGE
Climate change is a change in the statistical distribution of weather over periods of time that range from
decades to millions of years. It can be a change in the average weather or a change in the distribution of
weather events around an average (for example, greater or fewer extreme weather events). Climate change
may be limited to a specific region, or may occur across the whole Earth.

WHAT MAKES THE CLIMATE CHANGE?

The Earth‘s climate is influenced by many factors, mainly by the amount of energy coming from the sun, but
also by factors such as the amount of greenhouse gases and aerosols in the atmosphere, and the properties of
the Earth‘s surface, which determine how much of this solar energy is retained or reflected back to space.

CAUSES OF CLIMATE CHANGE

A. NATURAL CAUSES

1. Continental drift - The continents that we are familiar with today were formed when the landmass
began gradually drifting apart, millions of years back. This drift also had an impact on the climate
because it changed the physical features of the landmass, their position and the position of water
bodies. The separation of the landmasses changed the flow of ocean currents and winds, which
affected the climate.

2. Volcanoes - When a volcano erupts, it throws out large volumes of sulfur dioxide, water vapor, dust,
and ash into the atmosphere. Although the volcanic activity may last only a few days, yet the large
volumes of gases and ash can influence climatic patterns for years. Millions of tons of sulfur dioxide
gas can reach the upper levels of the atmosphere (called the stratosphere) from a major eruption. The
gases and dust particles partially block the incoming rays of the sun, leading to cooling. Sulphur
dioxide combines with water to form tiny droplets of sulfuric acid. These droplets are so small that
many of them can stay aloft for several years. They are efficient reflectors of sunlight, and screen the
ground from some of the energy that it would ordinarily receive from the sun. Winds in the upper
levels of the atmosphere, called the stratosphere, carry the aerosols rapidly around the globe in either
an easterly or westerly direction. Movement of aerosols north and south is always much slower.

3. The earth's tilt - Changes in the tilt of the earth can affect the severity of the seasons - more tilt
means warmer summers and colder winters; less tilt means cooler summers and milder winters.

4. Ocean currents - The oceans are a major component of the climate system. They cover about 71%
of the Earth and absorb about twice as much of the sun's radiation as the atmosphere or the land
surface. Ocean currents move vast amounts of heat across the planet - roughly the same amount as
the atmosphere does. But the oceans are surrounded by land masses, so heat transport through the
water is through channels. Winds push horizontally against the sea surface and drive ocean current
patterns. Certain parts of the world are influenced by ocean currents more than others. Ocean currents
have been known to change direction or slow down. Much of the heat that escapes from the oceans is
in the form of water vapor, the most abundant greenhouse gas on Earth. Yet, water vapor
also contributes to the formation of clouds, which shade the surface and have a net cooling effect.
B. HUMAN CAUSES
Greenhouse Gases and their Sources

a. Carbon dioxide - the most important greenhouse gas in the atmosphere. Changes in land use
pattern, deforestation, land clearing, agriculture, and other activities have all led to a rise in the
emission of carbon dioxide.

b. Methane - about ¼ of all methane emissions are said to come from domesticated animals such as
dairy cows, goats, pigs, and horses. These animals produce methane during the cud-chewing process.
Methane is also released from rice or paddy fields that are flooded during the sowing and maturing
periods. When soil is covered with water it becomes anaerobic or lacking in oxygen. Under such
conditions, methane-producing bacteria and other organisms decompose organic matter in the soil to
form methane. Methane is also emitted from landfills and other waste dumps. If the waste is put into
an incinerator or burnt in the open, carbon dioxide is emitted. Methane is also emitted during the
process of oil drilling, coal mining and also from leaking gas pipelines (due to accidents and poor
maintenance of sites).

c. Nitrous oxide - a large amount of nitrous oxide emission has been attributed to fertilizer application.
This in turn depends on the type of fertilizer that is used, how and when it is used and the methods of
tilling that are followed.

d. Nitrogen - contributions are also made by leguminous plants, such as beans and pulses that add
nitrogen to the soil.

HUMAN CONTRIBUTION TO CLIMATE CHANGE

All of us in our daily lives contribute our bit to this change in the climate. Give these points a good, serious
thought:
 Electricity is the main source of power in urban areas. All our gadgets run on electricity generated
mainly from thermal power plants. These thermal power plants are run on fossil fuels (mostly coal)
and are responsible for the emission of huge amounts of greenhouse gases and other pollutants.

 Cars, buses, and trucks are the principal ways by which goods and people are transported in most of
our cities. These are run mainly on petrol or diesel, both fossil fuels.

 We generate large quantities of waste in the form of plastics that remain in the environment for many
years and cause damage.

 We use a huge quantity of paper in our work at schools and in offices.

 Timber is used in large quantities for construction of houses, which means that large areas of forest
have to be cut down.

A growing population has meant more and more mouths to feed. Because the land area available for
agriculture is limited (and in fact, is actually shrinking as a result of ecological degradation!), high-yielding
varieties of crop are being grown to increase the agricultural output from a given area of land. However, such
high-yielding varieties of crops require large quantities of fertilizers; and more fertilizer means more emissions
of nitrous oxide, both from the field into which it is put and the fertilizer industry that makes it. Pollution also
results from the run-off of fertilizer into water bodies.
WHAT IMPACTS OF CLIMATE CHANGE HAVE ALREADY BEEN OBSERVED?
Regional climate change is already affecting many natural systems. For instance, it is increasingly being
observed that snow and ice are melting and frozen ground is thawing, hydrological and biological systems are
changing and in some cases being disrupted, migrations are starting earlier, and species' geographic ranges
are shifting towards the poles.

Despite remaining gaps in knowledge, it is likely that these effects are linked to human influence on climate. At
the regional level, however, responses to natural variability are difficult to separate from the effects of climate
change.

Some previously unanticipated impacts of regional climate change are just starting to become apparent. For
instance, melting glaciers can threaten mountain settlements and water resources, and damage associated
with coastal flooding are increasing.

HOW DO PEOPLE ADAPT TO CLIMATE CHANGE?

 Humans need to adapt to the impacts of climate change, for instance through technological solutions such
as coastal defenses and changes in consumption habits.

 Vulnerability of human populations to climate change and its consequences can be affected by other
factors, such as pollution, conflicts, or epidemics such as AIDS. An emphasis on sustainable development
can help human societies reduce their vulnerability to climate change.

 Mitigation measures that aim to reduce greenhouse gases emissions can help avoid, reduce or delay
impacts, and should be implemented in order to ensure that adaptation capacity is not exceeded.

NSTP AND THE ENVIRONMENT

EXECUTIVE ORDER NO. 579: ENCOURAGING THE FORMULATION AND IMPLEMENTATION OF

GREEN PHILIPPINES PROGRAMS THROUGH THE NATIONAL SERVICE TRAINING PROGRAM
(NSTP)
SEC. 1 The National Service Training Program (NSTP) shall endeavor to build a new quality of life
that will keep the nation young and beautiful. In order to ensure its realization, all students
under NSTP, Reserve Officers' Training Corps (ROTC), Literacy Training Services (LTS), and
Civic Welfare Training Service (CWTS), shall be involved in Green Philippines Activities which
include among others:

a. Taking back our forests and replenishing fallen trees with new, protected forests;
b. Beautifying our barangays and cities;
c. Building more urban parks and recreation areas;
d. Purifying our water;
e. Cleaning up industrial sites;
SEC. 2 At least 36 hours per semester or 72 hours in case of one summer program shall be dedicated
for the implementation of the activities enumerated under Section 1 hereof.
 REPUBLIC ACT NO. 9512: NATIONAL ENVIRONMENTAL AWARENESS THROUGH
ENVIRONMENTAL EDUCATION AND FOR OTHER PURPOSES
SEC. 2 Consistent with the policy of the State to protect and advance the right of the people to a
balanced and healthful ecology in accord with the rhythm and harmony of nature, and in
recognition of the vital role of the youth in nation building and the role of education to foster
patriotism and nationalism, accelerate social progress, and promote total human liberation
and development, the state shall promote national awareness on the role of natural resources
in economic growth and the importance of environmental conservation and ecological balance
towards sustained national development.
SEC. 3 Environmental education shall encompass environmental concepts and principles,
environmental laws, the state of international and local environment, local environmental best
practices, the threats of environmental degradation and its impact on human well-being, the
responsibility of the citizenry to the environment and the value of conservation, protection and
rehabilitation of natural resources and the environment in the context of sustainable
development. It shall cover both theoretical and practicum modules comprising activities,
projects, programs including, but not limited to, tree planting; waste minimization,
segregation, recycling and composting; freshwater and marine conservation; forest
management and conservation; relevant livelihood opportunities and economic benefits and
other such programs and undertakings to aid the implementation of the different
environmental protection law.
SEC. 4 The CHED and the TESDA shall include environmental education and awareness programs and
activities in the National Service Training Program under Republic Act No. 9163, as part of the
Civic Welfare Training Service component required for all baccalaureate degree courses and
vocational courses with a curriculum of at least two (2) years.