Introduction to ecology and environmental protection 101

1. INTRODUCTION
TO
ECOLOGY &
ENVIRONMENTAL
PROTECTION
1
Angela Labrador

2. A. Course description
•The introduction to ecology & environmental protection covers its nature, scope, and components, environmental
problems, programs in support with environmental protection, and its implication on Jail Setting.
•Although this course will focus on the basic of ecology, and its relationships ,the ecological and current
environmental problems will also be considered especially on jail setting.
B. Course objectives
•After the course students will be able to:
•Know the basic facts of ecology its nature, scope and components.
•Be able to clearly and concisely explain (oral and written) the major concepts of ecology and environmental
protection.
•Relate the ecological concepts learned in class and the current environmental problems, its programs and
implications on Jail Setting.
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3. 3

4. What is ecology?
•Coined from the Greek word “oikos” meaning “house” or “a place to live” to designate the study of organisms in
their natural homes.
•Ecology is the scientific study of the inter-relationship of plants and the environment.
•Ecology is the branch of biology that deals with the relationship of living things to each other and to their
environment.
Why do we need to study ecology?
• It increases our understanding of the world and its life.
•It is important because our survival and well-being depend on ecological relationship throughout the world.
•Our planet earth is the house in which organisms reside. When a problem affects the environment it also affects the
organisms that live there because of the interrelationships.
•Studying ecology provides us with a knowledge that we have to deal effectively with environmental considerations.
•It provides the extent as to which he is allowed to make changes in the environment to not affect the physical such as
the air, water and soil quality.
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5.  Concept of Ecology:
 Structural Concept
• The different types of organisms living in a particular environment are not only independent and mutually reactive
but also react with the environment.
•Though organisms of a species maintain uniformity in their structure and functions through having a common gene
pool, they have sufficient plasticity to modify themselves according to changing environment by modifications in
somatic characters (ecads) or genetic characters (ectotypes).
 Functional Concept
• The biological community consists of a number of organisms and/or populations.
• Each population occupies a specific volume of habitat circumscribed by the interaction of various environmental
factors and trophic level of the organisms.
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6.  Branches of ecology:
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7. 1. Autecology (Community Ecology) -
study of how populations interact with
each other, including adaptation to
temperature, humidity, salinity, and
other environmental factors.
2. Synecology (Population Ecology) -
study of how population grows. It is the
relationship of different communities
(grouping of populations) to their
environment.
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8. 1. Ecosystem ecology – study of how populations interact with their physical
environment, like the soil formation, nutrient cycling, energy flow, productivity.
2. Conservation ecology – study of how to preserve and create a healthy
lasting biosphere.
Other Branches of ecology:
3. Production Ecology – study of the gross and
net production of different ecosystem, like sea
water, fresh water, agriculture, horticulture, etc.
4. Applied ecology – study of how to apply
ecological concept to human needs, like wildlife
management, forestry conservation,
epidemiology, land use, etc.
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9. 5. Microbial ecology or environmental
microbiology – study of how microorganisms
interact with one another with their environment.
Other Branches of ecology:
Levels of organization:
• Organism – any individual living thing
• Population – a group of similar organisms in the same place at the same time
• Community – a group of population of one species that live in the same area
at the same time and interact with each other.
• Ecosystem – communities that interact with each other in their ecosystem
(Biotic + Abiotic factors)
• Biome – a group of ecosystems that share the same climate and have similar
type of communities.
•Biosphere – all the ecosystems on the earth form the total environment of
the earth
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10. Example:
Organism: freshwater tilapia
Population: school of tilapia
Community: different species of fish
Ecosystem: River
Biome: tropic freshwater
Biosphere: The earth
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11. Ecosystem ecology
Ecosystem ecology studies the link between organisms and their physical environment with the Earth system.
Ecosystem structure – most ecosystems gain energy from the sun and materials from the air or rocks, transfer
these among components within the ecosystem, then release energy and materials to the environment.
A. The essential biological components of ecosystems are plants, animals and decomposers.
Plants – capture solar energy in the process of bringing carbon into the ecosystems. A few ecosystems such as
deep-sea hydrothermal vents have no plants but instead have bacteria that derive energy from the oxidation of
hydrogen sulfide to produce organic matter
Decomposer – microorganisms (microbes) breakdown dead organic material, releasing carbon dioxide to the
atmosphere and nutrient in forms that are available to other microbes and plants
Animals – are critical components of ecosystems because they transfer energy and materials and strongly
influence the quantity and activities of plants and soil microbes.
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12. B. Abiotic factors
Water – inorganic substance that brings about changes in the life forms of plants and animals. Aquatic plants
and animals have different structures from terrestrial forms.
Importance:
• Helps in seed germination
• Transports substances in the body of plants and animals
• Aids in erosion and breaking of rocks
• Is needed to support plant tissues
• Comprises a large percent of the body tissue of organism
Soil – a complex inorganic materials in which plants are anchored. Soil is formed from broken rocks and by
disintegration action of inorganic and organic matter such as bacteria, protozoa, algae, fungi, etc. Humus is the
decomposing matter in the soil.
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13. B. Abiotic factors
Types of soil:
• According to the kind of materials and size of its particles, soil is classified into: sandy, clay, loam and silt,
 Sandy- inorganic sol particles are larger than clay or silts. Plants do not grow well because goes rapidly through
the spaces between particles and dries off quickly.
 Clay – smallest inorganic particle of soil compared with silt and sand. It retains water before drying, It is sticky
and not suitable for plant growth.
 Loam – soil which is good for agriculture and made of particles of gravel sand and clay with the addition of
organic materials called humus
 Silt – made up of very fine particles of soil or clay, deposited as sediments.
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14. B. Abiotic factors
Sunlight
• Light – without light, life on earth would be impossible. The process of photosynthesis on which organisms
depend for the manufacture of food, does not takes place without light.
• Sunlight has been the main source and the oldest of all energy sources, since the creation of the earth. The
sun’s core is mainly made up of hydrogen and helium. Forms of energy are releases as heat and light. A portion
of this energy strikes the earth’s atmosphere. Ultimately all living thing operate on solar energy which also
influences the non-living environment, the hydrosphere and atmosphere.
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15.  Major types of ecosystem:
1. Terrestrial:
Grassland – one of the four chief kinds of natural vegetation. It is the region
where the annual precipitation is good enough to aloe grass to prosper.
 Three types of grassland:
1. Steppes with short grasses – designates semi-arid grassland in all parts of the
world
2. Prairies with tall grasses – grassland in humid climates, often occurring with
patches of forest
3. Tropical savanna with coarse grasses – is dry in winter and rainy in summer
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16.  Major types of ecosystem: (CONT.)
 Forest – is a large area of land covered with trees. It also includes smaller
plants.
• The five basic strata of forest are:
1. The canopy – consists mainly of tall trees. The canopy receives full sunlight, it
provides more food than does any other layer. The lower layer will not develop
well if the canopy is closed.
2. The understory – consists of shorter trees, the shrubs which receive less
sunlight. However, the understory provides sufficient food as well as shelter for
many species of forest animals.
3. The shrub layer – consists mainly of shrubs which have more than one stem.
Forests with more open canopy and understory have much heavier shrub layers
4. The herb layer – made up of ferns, grasses, and wild flowers. They receive
limited sunlight. The herb layer depends on the soil condition
5. The forest floor – is covered with clumps of mosses and with the wastes from
the upper layers. The wastes ate broken down by some microscopic life. This
process is called decomposition, where the nutrients are released to continue the
cycle.
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17.  Major types of ecosystem: (CONT.)
2. Aquatic ecosystem,
• Salinity levels are used to divide aquatic ecosystem into major classes.
• Those with high salinity levels are marine or salt water ecosystem that includes
ocean, estuaries, coastal wet lands and coral reefs.
• The inland water or freshwater ecosystem has no salinity.
• They are grouped ass standing or flowing waters.
 Ponds are generally shallow and smaller lakes
 Planktons are usually absent in stream but may be present in slow moving rivers. As the
rivers approach the sea, they usually move slowly and deposit larger amounts of
sediments.
3. Energy flow
• Animals, including humans, get their energy by eating other organisms. For
example, you may have eaten rice for breakfast that provided your body with energy
later in the day. But where did the energy from the rice came from? We know that
energy cannot be created nor destroyed, sow here does the source of energy in
living systems begin, and how does it move through these systems?
Fresh water river,
Coral Reefs
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18.  Energy flows through ecosystem
Fresh water river,
Figure 1. Food chain showing the flow of energy from one organism to another
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19. • Food webs are models that demonstrate how matter and energy are transferred between producers, consumers,
and decomposers as the three groups interact within the connected food chain in the ecosystem.
• Transfer of matter into and out of the physical environment occur at every level.
• Eventually, decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial
environment or to the water in aquatic environments. The atom that make up the organisms in an ecosystem are
cycled repeatedly between the living and nonliving parts of the ecosystem.
Figure 2. Food web showing all possible food chain
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20.  Trophic levels in an ecosystem
 Energy flows in an ecosystem from one trophic level (feeding level) to the next. All organisms can also be
classified as either autotrophs or heterotrophs
 Autotrophs
 Producers – the first trophic level includes organisms that are called producers, or autotrophs, because they
produce their own food.
Auto refers to self and troph refers to feeding, so autotrophs are self-feeders.
Producers include plants, algae, and some bacteria that use photosynthesis to make their own food.
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21.  Heterotrophs
 Consumers – the second trophic level of organisms get energy by eating other organisms. Consumers are
further classified by the type of food eaten and by how many trophic levels of energy are involved.
 Herbivore
◦ Only eats producers (the root word herb refers to plant)
◦ They are also called primary consumers because they are the first level in a food chain
◦ Examples are rabbits, squirrels, and cattle.
 Carnivore
◦ It only eats other animals (the root word carn refers to meat)
◦ They can be secondary consumers (if they eat primary consumers) or tertiary consumers (if they eat
secondary consumers)
◦ Examples are snake, hawks, and lions
 Omnivore
◦ It eats both plants and animals
◦ They can be primary consumers or secondary consumers depending on what they choose to eat in a
particular situation
◦ Examples are racoons and human.
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22.  Heterotrophs
 Decomposers – break down dead or decaying consumers and producers via chemical reactions and use the
energy released from rearranging those molecules for growth and development. Decomposers can be fungi or
bacteria.
 Important concepts about the flow of energy
 Not all trophic levels of food chain receive the same amount of energy. Only about 10% energy absorbed by the
plants is transferred to the consumers at the next trophic level.
Where does 90% of the energy go? Some of it is used to fuel body processes such as growth, repair and
reproduction. Most of it is transferred to the energy as heat.
Energy moves through an ecosystem in a single direction. First it flows from the sun to autotrophs or produces.
Then it flows from producers to consumers. Energy never flows backward from consumers to producers.
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23.  In terrestrial ecosystems, food webs involve organisms that live on the land
 A food chain is useful for tracing energy flow, but it only tells part of the story. A food web shows the complexity
of interactions between the different trophic levels.
 In aquatic ecosystems, food web involves organisms that live in the water
 Aquatic ecosystems make up the largest part of our biosphere, the part of earth that is able to support life.
Aquatic ecosystems include marine and freshwater ecosystems.
◦ Tiny aquatic plants phytoplankton are the main producers in aquatic ecosystems.
◦ Algae is a common type of phytoplankton
◦ Tiny aquatic animals called zooplankton and small animals without backbones called invertebrates are primary consumers
that feed on phytoplankton. Fish and larger aquatic life eat these primary consumers and make up higher consumer levels
of the food chain
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25.  Pollution, its causes and effects..
 Every species produces wastes in the environment and eventually its own bodies,
but these wastes are recycled when the ecosystem is in balance and the integrity of
the system remains intact.
When the wastes are not destroyed as fast as they are produced, they make the
environment unfavorable to humans and many other organisms.
Pollution refers to the changes in the physical, biological, and chemical conditions in
the environment which harmfully affects the quality of life, of plants, and animals.
The disposal of wastes has become an acute problem, not only because of the
quantity of wastes, but also because of its kind.
Careless disposal is a bad practices because it is advantageous to the polluter, forcing
others to bear the costs, damaging public health, property, ecosystem, and aesthetic
values.
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26. 26

27.  In many rural areas one can still find people bathing and
cooking in the same water, making it incredibly filthy.
In addition to these, thermal pollution and the depletion
of dissolved oxygen aggravate the already worsened
condition of the water bodies.
Water pollution can also indirectly occur as an offshoot of
soil pollution – through surface run-off and leaching to
ground water.
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28. Noise, soil, and light pollution too are the
damaging the environment at an alarming
rate.
Noise pollution include aircraft noise,
noise of cars, buses, and trucks, vehicle
horns, and loud speakers.
Industry noise, as well as high-intensity
sonar effects which are extremely harmful
for the environment.
Maximum noise pollution occurs due to
one of modern science’s best discoveries –
the motor vehicles, which is responsible
for about 90% of all unwanted noise
worldwide.
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29. Soil pollution, which can also be called
soil contamination is a result of acid rain,
polluted water, fertilizers, etc. this leads to
bad crops.
Soil contamination occurs when chemicals
are released by spill or underground
storage tank leakage which releases heavy
contaminants into the soil.
These may include hydrocarbons, heavy
metals, herbicides, pesticides, chlorinated
hydrocarbons.
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31. 31

32.  1. Environmental protection
 It is now time to join hands across the globe to protect and preserve our environment.
 Thereby safeguard human health along with the natural environment: air, water, and land.
 We need to preserve our wetlands, rainforest, farmlands and the arctic zones.
 To save the endangered species.
2. Driving smart
 Keeps pollution at a minimum
 Combine your errands into one trip
 Keep your car tuned and support the smog/smoke check
 Replace the car air filter
3. Saving the environment
 Planting trees
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33. 33

34.  What is Environmental Education?
A process that allows individuals to explore environmental issues,
engage in problem solving, and take action to improve environment.
As a result, individuals develop deeper understanding of
environmental issues and have the skills to make informed and
responsible.
c.1: Environmental Education Awareness Act
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35.  Republic Act 9512
“National Environmental Awareness and Education Act of 2008”
An act to promote environmental awareness through environmental education
and for other purposes.
It protects and advances the right of the people to a balanced and healthful
ecology in accord with the rhythm and harmony of nature.
Recognize the vital role of the youth in nation building and the role of
education to foster patriotism, and nationalism.
That 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.
c.1: Environmental Education Awareness Act
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36. c.1: Environmental Education Awareness Act
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37.  SECTION 5, declares:
Month of November will be the “National Environmental Awareness
Month”
Different activities in the month of November will be conducted like:
Throwing the garbage properly
Practicing the 3 R’s (Reduce, Re-use, Recycle)
Tree planting
Any other activities related to environmental conservation and protection
c.1: Environmental Education Awareness Act
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38. In support to the government’s clean and green program.
Mandating the active participation of all government agencies nationwide in urban,
greening through an adopt a street / park program.
By planting them the appropriate vegetation, using their respective manpower and
resources.
Program implementation – DENR, through its regional and field offices and
cooperation/coordination with all concerned agencies/sectors SHALL manage or
coordinate the implementation of this program.
Implementing guideline – DENR, in coordination with CSC, DPWH, DILG, MMA (Metro
Manila Authority), clean & green program, and other concerned agencies for the
necessary guidelines in the implementation of the said program.
c.2: Clean and Green
EXECUTIVE ORDER No. 118
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39. In support to the government’s clean and green program.
Declaring SEPTEMBER of every year as “National clean-p month and the 17th to the
23rd of September of each year as the world clean and green week.
Voluntary participation in the country’s clean-up and environmental greening
activities such as but not limited to garbage reduction, recycling and composting,
rehabilitation of the waterways.
Massive formal and non-formal education on garbage management, pollution
control, trainings for teachers, youth leaders, and others.
c.2: Clean and Green
PROCLAMATION No. 244, s. 1993
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40. Implementing laws and ordinances for the environment.
Having an efficient waste management system.
Creating sustainable public transportation system.
Devoting more areas for green public space.
c.2: Clean and Green
Best Green Practices
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41. What is R.A. 8749?
•Known as "Philippine Clean Air Act of 1999."
•An act providing for a comprehensive air
pollution control policy and for other
purposes.
•Approved on June 23, 1999.
c.3: Clean Air Act
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42. State Principles:
•The States shall protect and advance the right of the people to a balanced and healthful
ecology in accord with the rhythm and harmony of nature.
•The State shall promote and protect the global environment to attain sustainable
development while recognizing the primary responsibility of local government units to deal
with environmental problems.
•The State recognizes that responsibility of cleaning the habitat and environment is primarily
area-based.
•The State also recognizes the principle that “polluters must pay”.
•The State recognizes that a clean and healthy environment is for the good of all and should,
therefore, be the concern of all.
c.3: Clean Air Act
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43. Recognition of Rights of Citizens
a. The right to breathe clean air;
b. The right to utilize and enjoy all natural resources according to the principles of sustainable development;
c. The right to participate in the formulation, planning, implementation and monitoring of environmental policies
and programs and in the decision-making process;
d. The right to participate in the decision-making process concerning development policies, plans and programs
projects or activities that may have adverse impact on the environment and public health;
e. The right to be informed of the nature and extent of the potential hazard of any activity, undertaking or project
and to be served timely notice of any significant rise in the level of pollution and the accidental or deliberate
release into the atmosphere of harmful or hazardous substances;
f. The right of access to public records which a citizen may need to exercise his or her rights effectively under this
Act.
g. The right to bring action in court or quasi-judicial bodies to enjoin all activities in violation of environmental
laws and regulations, to compel the rehabilitation and cleanup of affected area, and to seek the imposition of
penal sanctions against violators of environmental laws.
c.3: Clean Air Act
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44. The Clean Air Act provides that the state shall:
•Protect and advance the right of the people to a balanced and healthful ecology in accord
with the rhythm and harmony of nature;
•Promote and protect the global environment while recognizing the primary responsibility of
local government units to deal with environmental problems;
•Recognize that the responsibility of cleaning the habitat and environment is primarily area-
based;
•Recognize that “polluters must pay”;
•Recognize that a clean and healthy environment is for the good of all and should therefore
be the concern of all.
c.3: Clean Air Act
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45. Function of Governing Boards
c.3: Clean Air Act
What are covered by the Clean Air Act:
All potential sources of air pollution (mobile, point
and area sources) must comply with the provisions of
the law. All emissions must be within the air quality
standards.
Mobile sources refer to vehicle like cars, trucks,
buses, jeepneys, tricycles, motorcycles and vans.
Point sources refer to stationary sources such as
industrial firms and smokestacks of power plants,
hotels and other establishments.
Area sources refer to sources of emission other than
the above. These include smoking, burning of
garbage, and dust from construction, unpaved
grounds, etc.
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46. c.3: Clean Air Act
What are the compliance mandates for mobile sources of air pollution?
1.Exhaust emission standards for various mobile sources that are either in-use, new, rebuilt, and imported
second hand have been set.
 All new motor vehicles classified under the Philippine National Standards 1891 of the Bureau of Product
Standards of Department of Trade and Industry, whether locally assembled/ manufactures or imported are to be
covered by a Certificate of Conformity (COC). The COC is to be issued by the DENR to the motor vehicle
manufacturer, assembler or importer.
 In-use motor vehicles will only be allowed renewal of their registration upon proof of compliance with emission
standards through actual testing by the Motor Vehicle Inspection System (MVIS) of the DOTC/LTO, and
authorized private emission testing centers.
 Rebuilt motor vehicles or imported second hand completely built-up or pre-regulated vehicles retrofitted with
secondhand engines will only be allowed registration or renewal of registration upon submission of a valid
Certificate of Compliance to Emission Standards (CCES) issued by the DOTC. The CCES will only be issued if the
exhaust emission standard for that specific motor vehicle is met, as verified by actual testing through the Motor
Vehicle Inspection System (MVIS).
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47. c.3: Clean Air Act
 What will be done to smoke belching
vehicles on the road?
Smoke belching vehicles on the road shall be
subjected to emission testing by properly equipped
enforcement teams from the DOTC/LTO or its duly
deputized agents. Violators will be subject to the
following fines/ penalties:
 1st offense -ONE THOUSAND PESOS (P1,000.00)
2nd offense -THREE THOUSAND PESOS (P3,000.00)
 3rd offense -FIVE THOUSAND PESOS (P5,000.00)
plus seminar on pollution management.
 What will be done to polluting industries?
 A fine of not more than 100,000 for every day of
violation shall be charged against the owner of a
stationary source, until such time that standards have
been met.
For gross violation, the penalty is imprisonment of not
less than six years but not more than 10 years upon the
discretion of the court. At the same time, the Pollution
Adjudication Board (PAB) could close the firm through
the issuance of a Cease and Desist Order.
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48. c.3: Clean Air Act
 Smoking is banned beginning May 25,
2001, in any of the following locations:
The local government units are mandated to
implement this provisions of the law. Penalty to
violation of this provision is six months and one day
to one year imprisonment, or a fine of ten thousand
pesos:
 Inside a public building.
 Enclosed public places including public vehicles and
other means of transport.
 In any enclosed area outside of one’s private
residence, private place of work.
 Any duly designated area which will be enclosed
What can you do to help clean the air?
 For vehicle owners/motorists:
Maintain your vehicle by changing oil regularly (every
5,000 kilometers)
Keep the engine well tuned following the owner’s
manual
 Keep tires properly inflated
Plan trips and observe proper driving habits
Remove unnecessary things from the trunk. Don’t
overload and travel only at speed required by traffic
regulations and road conditions.
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49. c.3: Clean Air Act
What can you do to help clean the air?
 At home
 Use low watt bulbs or energy saving lights
 Limit the use of air conditioning units and keep the
temperature a few degrees higher
 Don’t burn garbage
 Avoid using aerosols
 Properly dispose of refrigerant, refrigeration
equipment and used coolant
What can you do to help clean the air?
 For everyone
 Report smoke belchers to LTO, MMDA and/or
appropriate local government units.
 Walk or ride your bike to places
 Work with residential association to stop burning of
garbage
 Spread the word about the ban of smoking in public
places.
 Plant trees
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50. c.4: Clean Water Act (RA 9275)
What is Philippine Clean Water Act of 2004?
 “ An Act Providing for a Comprehensive
Water Quality Management and for Other
Purposes”
- March 2004
Salient features of the Act:
 The state shall pursue a policy of economic growth in a
manner consistent with the protection, preservation,
and revival of the quality of our fresh, brackish, and
marine waters.
This shall apply to water quality management in all
bodies of water.
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51. c.4: Clean Water Act (RA 9275)
Salient features of the Act:
Penalties & Enforcement
 Fine of not less than 10,000.00 –
200,000.00 per day of violation.
Issuance of and ex parte order for
closure, suspension or cessation of
operations of violators.
 Sewage Collection, Treatment & Disposal (Section 8)
 Requires residential, commercial, and industrial establishments to
connect to a sewage line provided by concessionaires. (Silay city
water treatment facility).
 Discharge Permits(Section 14)
 Regulates effluent discharge to bodies of water.
 Prohibited Acts (Section 27)
Discharging directly or indirectly into water bodies causing water
pollution.
Discharging without valid discharge permits
Dumping or transporting into water bodies sewage sludge or solid
waste and disposing of infectious medical wastes.
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52. c.4: Clean Water Act (RA 9275)
 Why the need for the clean water act?
 Indiscriminate disposal of waste water is
one of the main reasons for degradation
of water quality
 Domestic Wastes
*Manggahan Floodway, Pasig River
80% of
biochemical
oxygen
demand (BOD)
loading in the
lake
is from
domestic
sources
-Phil-WAVES
report, 2015
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53. c.4: Clean Water Act (RA 9275)
Why the need for the clean water act?
 Spread of Waterborne Diseases in 2000s  Decline in Fish Production
 Fish kills as a result of increase in Biochemical
Oxygen Demand levels, sedimentation and silt
pollution
 70% of bangus sold in Metro Manila is from
Laguna Lake
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54. c.5: Ecological and Solid Waste Management of 2000
 SOLID WASTE
 Is defined as “ non liquid, non-soluble materials
ranging from municipal garbage to industrial
wastes that contain complex & sometimes
hazardous substances”
 Solid waste also include
 Garbage
 Rubbish
 Demolition products
 Sewage treatment residue
 Dead animals
 Manure and other discarded material.
-- Per capita solid waste out put 0.25-2.5 Kg/day
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55. c.5: Ecological and Solid Waste Management of 2000
 FEATURES of RA 9003
 Waste segregation and recycling
 Establishment of a Materials Recovery
Facility
 Closure/Upgrading of open dumpsites
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56. c.5: Ecological and Solid Waste Management of 2000
 FEATURES of RA 9003
 Civil, criminal and administrative liability of violators
 Incentives to LGUs, private entities and NGOs
 Fees shall be imposed on all waste generators.
 Fines and penalties for violators.
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57. c.5: Ecological and Solid Waste Management of 2000
 Broadly there are 3 types of waste which as follows
1. Household waste as municipal waste
2. Industrial waste as hazardous waste
3.Biomedical waste or hospital waste as infectious waste
 Effects of Solid Waste
1. A:Health hazard
 If solid waste are not collected and allowed to accumulate , they may create unsanitary
conditions.
This may lead to epidemic outbreaks .
 Many diseases like cholera. Diarrhea, dysentery, plague, jaundice, or gastrointestinal
diseases may spread and cause loss of human lives.
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58. c.5: Ecological and Solid Waste Management of 2000
 Effects of Solid Waste (Cont…)
2. Environmental impact
 If the solid wastes are not treated properly
decomposition and putrefaction( decay) may
take place .
 The organic solid waste during
decomposition may generate obnoxious
(intolerable odour)
 Waste Management concept
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59. c.5: Ecological and Solid Waste Management of 2000
59

60. c.6: Eco-Jail Programs
 Our very own constitution promotes and protects the rights of
the people to a balance and helpful ecology in accordance with
the rhythm and harmony of nature.
How does the Bureau of Jail Management and Penology
(BJMP) with its limited area of responsibility and personnel
who always confined inside the walls of jail facilities takes part
towards the achievement of ecological and environmental
goals?
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61. c.6: Eco-Jails Programs
 Some of the Eco –Jails programs
1. Install solar panels in the jail facilities / buildings.
 to maximize the already available energy resources.
2. Strict implementation and observance of proper waste segregation and waste
disposal.
 Through proper coordination with their respective LGU – waste materials and garbage are regularly
collected and disposed. This is in adherence with the RA 9003, which aims to adapt a systematic,
comprehensive, and ecological solid waste programs that shall ensure the protection of public health
and environment.
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62. c.6: Eco-Jails Programs
 Some of the Eco –Jails programs (CONT…)
3. Creation of products out of recyclable materials.
 Livelihood programs for PDLs and personnel to preserve environment and earn income under the
Welfare and development Unit of the Bureau.
 Products such as: Paroles, lanterns, bags, and other recyclables materials.
4. Tree planting activities, clean up drive, coastal and water ways cleaning activity.
 All these endeavors prove that the jail bureau is more than willing to go out beyond the 4
walls of its facility in its pursuit to support the government in achieving a balance and
healthy ecology.
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63. 63

64.  IMPLICATIONS OF ENVIRONMENTAL PROBLEMS ON JAIL SETTING
 Some of the consequences of environmental problems in Jail Settings
Health and Medical problems such as mental disorder and violence and physical health
conditions due to overcrowding, noise pollution, poor lighting, and lack of access to
nature.
Natural hazards such as damage of jail facilities/buildings, jail fences, perimeter walls,
vehicles, documents, and others due to unwanted calamities and disasters.
Jeopardized prison safety and compromised prison management as a result of over
population
 Sewage damage and Industrial waste due to overpopulation and under regulated
prisons.
Deaths due to immuno and respiratory compromise, as well as other health issues that
triggered by these environmental problems
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65. References
Ordonez JA. 2006. Environmental biology: Philippine setting. National Bookstore,
Manila, Philippines.
Chapin SF, Matson PA, Mooney, HA.2002. Principles of Terrestrial ecology.
Springer-Verlag New York, Inc.
Worku Legesse, et al., 2002. Introduction to Ecology. Jimma University. 65