UC3 Apply Environmental Principles and Advocate Conservation 2022

COMPETENCY-BASED LEARNING MATERIALS
SECTOR: TVET
QUALIFICATION: TRAINERS METHODOLOGY LEVEL 1
UNIT OF COMPETENCY: Apply Environmental Principles and Advocate Conservation
MODULE TITLE: Applying Environmental Principles and Advocate

Conservation
Energy Park Apokon, Tagum City

HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
The unit of competency, “Apply environmental principles and

advocate conservation”, is one of the competencies of Trainers
Methodology Level I, a course which comprises the knowledge, skills, and
attitudes required for a TVET trainee to possess.
The module, Applying environmental principles and advocate

conservation, covers the knowledge, skills and attitude required to apply
/adopt environmental principles and advocate conservation in diverse
technical-vocational training environments, including observing and
contributing to positive environment work practices. This covers the
following: enviromental work practices, contributing to improvements of
environmental practices, and reporting potential environmental threats.
In this module, you are required to go through a series of learning

activities in order to complete each learning outcome. In each learning
outcome are Information Sheets, Self-checks, Operation Sheets, Task Sheets,
and Job Sheets. Follow and perform the activities on your own. If you have
questions, do not hesitate to ask for assistance from your facilitator.
Remember to:
 Read information sheet and complete the self-checks.

 Perform the Task Sheets, Operation Sheets, and Job Sheets until you
are confident that your outputs conform to the Performance Criteria
Checklists that follow the said work sheets.
 Submit outputs of the Task Sheets, Operation Sheets, and Job Sheets
to your facilitator for evaluation and recording in the Achievement
Chart. Outputs shall serve as your portfolio during the Institutional
Competency Evaluation. When you feel confident that you have had
sufficient practice, ask your trainer to evaluate you. The results of
your assessment will be recorded in your Achievement Chart and
Progress Chart.
You must pass the Institutional Competency Evaluation for this

competency before moving to another competency.
Date Prepared : Document No. TML 1

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LEVEL 1
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TRAINERS METHODOLOGY LEVEL I
LIST OF BASIC COMPETENCIES
No. Unit of Competency Module Title Code

1 Lead workplace Leading workplace 500311109
Communication Communication
2 Apply math and science Applying math and science 500232101
principles in technical principles in technical
training training
3 Apply environmental Applying environmental 50023210
principles and advocate principles and advocate 2
conservation conservation
4 Utilize IT applications in Utilizing IT applications in 500232103
technical training technical training
5 Lead small teams Leading small teams 500311110
6 Apply work ethics, values Applying work ethics, 500232104

and quality principles values and quality
principles
7 Work effectively in Working effectively in 500232105
vocational education and vocational education and
training training
8 Foster and promote a Fostering and promote a 500232106
learning culture learning culture
9 Ensure healthy and safe Ensuring healthy and safe 500232107
learning environment learning environment
10 Maintain and enhance Maintaining and enhancing 500232108
professional practice professional practice
11 Develop and promote Developing and promoting 500232109
appreciation for cost- appreciation for cost-
benefits of technical benefits of technical
training training
12 Develop and promote Developing and promoting 500232110
global understanding of global understanding of
labor markets labor markets

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MODULE CONTENT
UNIT OF COMPETENCY : Apply environmental principles and advocate

conservation
MODULE TITLE : Applying environmental principles and

advocate conservation
MODULE DESCRIPTOR : This unit covers the knowledge, skills and

attitudes required to apply/adopt environmental
principles and advocate conservation in diverse
technical-vocational training environments,
including observing and contributing to positive
environment work practices. This covers the
following: environmental work practices,
contributing to improvements of environmental
practices, and reporting potential environmental
threats.
NOMINAL DURATION :
At the end of this module, you MUST be able to:
1. Follow environmental workplace practices

2. Contribute to improve environmental work practices
3. Recognize and report potential environmental threats

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COMPETENCY SUMMARY
UNIT OF COMPETENCY : Apply environmental principles and advocate

conservation
MODULE TITLE : Applying environmental principles and

advocate conservation
Introduction
This unit covers the knowledge, skills and attitudes required to apply/adopt
environmental principles and advocate conservation in diverse technical-
vocational training environments, including observing and contributing to
positive environment work practices. This covers the following:
environmental work practices, contributing to improvements of
environmental practices, and reporting potential environmental threats.
Learning Outcomes:
Upon completion of this module, you MUST be able to:
1. Follow environmental workplace practices

2. Contribute to improve environmental work practices
3. Recognize and report potential environmental threats
ASSESSMENT CRITERIA
1. Workplace practices and work instructions relating to potential
environmental impacts are recognized and followed, and clarification
is sought where necessary.
2. Relevant legislation, codes and national standards that impact on
workplace environmental practices are recognized and followed.
3. Changes to work practices and procedures are responded to positively
and promptly in accordance with organizational requirements.
4. Individual roles/responsibilities are determined and performed based
on the program/ activities identified
5. Suggestions are made to designated personnel for improvements to
workplace practices where possible.
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6. Information is gathered and improvements are suggested to support
the development of improved workplace approaches to environmental
practices.
7. Environmental issues and their relationship to workplace practices
are discussed in the workplace with colleagues and designated
personnel.
8. Contributions to the review of environmental practices and policies
are made within limits of responsibility
9. Signs or symptoms of the potential environmental threat are
recognized.
10. Information about or observations of a potential environmental threat
are reported to supervisors and/or appropriate authorities.
11. Location and extent of the potential environmental threat is accurately
recorded.
12. Reports on the potential environmental threat are completed
according to organizational guidelines.

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LO1. FOLLOW ENVIRONMENTAL WORKPLACE PRACTICES
CONTENTS:
1. Hazard and risks identification and control

2. Safety Regulation
3. Contingency measures and procedures
ASSESSMENT CRITERIA:
1. Workplace practices and work instructions relating to potential

environmental impacts are recognized and followed, and clarification
is sought where necessary.
2. Relevant legislation, codes and national standards that impact on
workplace environmental practices are recognized and followed.
3. Changes to work practices and procedures are responded to positively
and promptly in accordance with organizational requirements.
4. Individual roles/responsibilities are determined and performed based
on the program/ activities identified
CONDITIONS:
The students/trainees must be provided with the following:
1. Workplace/Assessment location
2. Legislation, policies, procedures, protocols and local ordinances
relating to environmental protection
3. Case studies/scenarios relating to environmental protection
ASSESSMENT METHODS
Competency may be assessed through:
1. Written/ Oral Examination
2. Interview/Third Party Reports
3. Portfolio (citations/awards from GOs and NGOs, certificate of
training – local and abroad)
4. Simulations
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Learning Experiences
Learning Outcome 1
Follow environmental workplace practices
Learning Activities Special Instructions
Read Information Sheet 3.1-1: This learning outcome deals with

“Hazard and risks identification and the development of the Institutional
control” Competency evaluation Tool which
Answer Self-check 3.1-1 the trainees after finishing a
Read Information Sheet 3.1-2: competency of the qualification.
“Safety regulation” Go through the learning activities
Answer Self-check 3.1-2 outlined for you on the left column
Read Information Sheet 3.1-3: to gain the necessary information
“Contingency measures and or knowledge before doing the tasks
procedures” to practice making the parts of the
Answer Self-check 3.1-3 evaluation tool.
The output of this LO is a complete
Institutional Competency
Evaluation Package for one
Competency of your qualification.
Your output shall serve as one of
your portfolio for your Institutional
Competency Evaluation for Lead
Workplace Communication
Feel free to show your outputs to
your trainee as you accomplish
them for guidance and evaluation of
your output.
After performing the activities of
LO1 “Follow environmental
workplace practices” you may
proceed to LO2 “Contribute to
improve environmental work
practices”

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Information Sheet 3.1-1
Hazard and risks identification and control
After reading this information sheet, you must be able to
1. Define hazard
2. Understand the modes of hazard
3. Identify the types of hazard
4. Understand hazard risks and control
A hazard is a situation that poses a level of threat to life, health, property, or

environment. Most hazards are dormant or potential, with only a theoretical
risk of harm; however, once a hazard becomes "active", it can create an
emergency situation. A hazardous situation that has come to pass is called
an incident. Hazard and possibility interact together to create.
Modes of a hazard
Hazards are sometimes classified into three modes:
 Dormant—The situation has the potential to be hazardous, but no

people, property, or environment is currently affected by this. For
instance, a hillside may be unstable, with the potential for a landslide,
but there is nothing below or on the hillside that could be affected.
 Armed—People, property, or environment are in potential harm's way.
 Active—A harmful incident involving the hazard has actually occurred.

Often this is referred to not as an "active hazard" but as an accident,
emergency, incident, or disaster.
Types of Hazard
Hazards are generally labeled as one of five types:

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 Physical hazards are conditions or situations that can cause the body
physical harm or intense stress. Physical hazards can be both natural
and human made elements.
 Chemical hazards are substances that can cause harm or damage to

the body, property or the environment. Chemical hazards can be both
natural or human made origin.
 Biological hazards are biological agents that can cause harm to the
human body. These some biological agents can be viruses,
parasite,bacteria, food, fungi, and foreign toxin.
 Psychological hazards are created during work related stress or a

stressful environment.
 Radiation hazards are those which cause harm or damage to the

human body by affecting the cell directly.
Classifying hazards
By its nature, a hazard involves something that could potentially be harmful

to a person's life, health, property, or the environment. One key concept in
identifying a hazard is the presence of stored energy that, when released,
can cause damage. Stored energy can occur in many forms: chemical,
mechanical, thermal, radioactive, electrical, etc. Another class of hazard
does not involve release of stored energy, rather it involves the presence of
hazardous situations. Examples include confined or limited egress spaces,
oxygen-depleted atmospheres, awkward positions, repetitive motions, low-
hanging or protruding objects, etc
There are several methods of classifying hazard, but most systems use some
variation on the factors of "likelihood" of the hazard turning into an incident
and the "seriousness" of the incident if it were to occur. (This discussion
moved away from hazard to a discussion of risk.)

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A common method is to score both likelihood and seriousness on a
numerical scale (with the most likely and most serious scoring highest) and
multiplying one by the other in order to reach a comparative score.
Risk = Hazard × Vulnerability − Capacity
This score can then be used to identify which hazards may need to be
mitigated. A low score on likelihood of occurrence may mean that the hazard
is dormant, whereas a high score would indicate that it may be an "active"
hazard.
An important component of "seriousness if incident occurred" is "serious to

whom?" Different populations may be affected differently by accidents. For
example, an explosion will have widely differing effects on different
populations depending on the distance from the explosion. These effects can
range from death from overpressure or shrapnel to inhalation of noxious
gases (for people downwind) to being exposed to a loud noise.
Prioritization of hazards
Hazards can be identified and prioritized using the SMUG model. The SMUG
model provides a means for prioritizing hazards based on the risk they
present during an emergency. The SMUG model stands for Seriousness,
Manageability, Urgency, and Growth.
Hazard Identification, Risk Assessment and Risk Control
There are three steps used to manage health and safety at work:
1. Spot the Hazard (Hazard Identification)

2. Assess the Risk (Risk Assessment)
3. Make the Changes (Risk Control)
At work you can use these three Think Safe steps to help prevent accidents.
Using the Think Safe steps
1. Spot the Hazard

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Key Point
A hazard is anything that could hurt you or someone else.
Examples of workplace hazards include:
 frayed electrical cords (could result in electrical shock)

 boxes stacked precariously (they could fall on someone)
 noisy machinery (could result in damage to your hearing)
During work experience, you must remain alert to anything that may be
dangerous. If you see, hear or smell anything odd, take note. If you think it
could be a hazard, tell someone.
2. Assess the Risk
Key Point
Assessing the risk means working out how likely it is that a hazard will
harm someone and how serious the harm could be.
Whenever you spot a hazard, assess the risk by asking yourself two
questions:
 how likely is it that the hazard could harm me or someone else?

 how badly could I or someone else be harmed?
Always tell someone (your employer, your supervisor or your health and
safety representative) about hazards you can't fix yourself, especially if the
hazard could cause serious harm to anyone.
For example:
 ask your supervisor for instructions and training before using

equipment
 ask for help moving or lifting heavy objects
 tell your supervisor if you think a work practice could be dangerous

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If you are not sure of the safest way to do something on work experience,
always ask your work experience supervisor.
3. Make the Changes
Key Point
It is your employer's responsibility to fix hazards. Sometimes you may be

able to fix simple hazards yourself, as long as you don't put yourself or
others at risk. For example, you can pick up things from the floor and put
them away to eliminate a trip hazard.
The best way to fix a hazard is to get rid of it altogether. This is not always
possible, but your employer should try to make hazards less dangerous by
looking at the following options (in order from most effective to least
effective):
 Elimination - Sometimes hazards - equipment, substances or work

practices - can be avoided entirely. (e.g. Clean high windows from the
ground with an extendable pole cleaner, rather than by climbing a
ladder and risking a fall.)
 Substitution - Sometimes a less hazardous thing, substance or work
practice can be used. (e.g. Use a non-toxic glue instead of a toxic
glue.)
 Isolation - Separate the hazard from people, by marking the

hazardous area, fitting screens or putting up safety barriers. (e.g.
Welding screens can be used to isolate welding operations from other
workers. Barriers and/or boundary lines can be used to separate
areas where forklifts operate near pedestrians in the workplace.)
 Safeguards - Safeguards can be added by modifying tools or

equipment, or fitting guards to machinery. These must never be
removed or disabled by workers using the equipment.
 Instructing workers in the safest way to do something - This means

developing and enforcing safe work procedures. Students on work

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experience must be given information and instruction and must follow
agreed procedures to ensure their safety.
 Using personal protective equipment and clothing (PPE) - If risks

remain after the options have been tried, it may be necessary to use
equipment such as safety glasses, gloves, helmets and ear muffs. PPE
can protect you from hazards associated with jobs such as handling
chemicals or working in a noisy environment.
Sometimes, it will require more than one of the risk control measures above
to effectively reduce exposure to hazards.
Self-Check 3.1-1 (Identification)
1. Give the three steps used to manage health and safety at work
2. Is a situation that poses a level of threat to life, health, property,
or environment
3. It means working out how likely it is that a hazard will harm
someone and how serious the harm could be.
4. Give the five types of hazards
5. Hazards are sometimes classified into three modes, name the
three modes.

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Answers to Self-Check 3.1-1
1. Spot the Hazard (Hazard Identification), Assess the Risk (Risk

Assessment), Make the Changes (Risk Control)
2. Hazard
3. Assessing the risk
4. Physical hazards, chemical hazards, biological hazards,
psychological hazards, radiation hazards
Dormant, Armed, Active

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Safety Regulation
After reading this information sheet, you must be able to:
1. Understand the safety regulations implemented by the

Philippine government through different government agencies
Clean Air Act
The Clean Air Act outlines the government’s measures to reduce air
pollution and incorporate environmental protection into its development
plans. It relies heavily on the polluter pays principle and other market-based
instruments to promote self-regulation among the population. It sets
emission standards for all motor vehicles and issues registration only upon
demonstration of compliance. It also issues pollutant limitations for
industry. Polluting vehicles and industrial processes must pay a charge. Any
individual, enterprise, corporation or groups that installed pollution control
devices or retrofitted its existing facilities to comply with the emissions
standards in the Act can apply for tax incentives of accelerated depreciation,
deductibility of R&D expenditures or tax credits on the VAT of the
equipment and are exempt from real property tax on the machinery or
equipment used to comply. It also establishes a R&D program for air
pollution reduction mechanisms and technologies. It bans incineration and
smoking in public places. At the local and municipal levels, governments are
allowed to set emission quotas by pollution source, and the development of
recycling programs is encouraged.
A building code, or building control, is a set of rules that specify the
minimum standards for constructed objects such as buildings and
nonbuilding structures. The main purpose of building codes are to protect
public health, safety and general welfare as they relate to the construction
and occupancy of buildings and structures. The building code becomes law
of a particular jurisdiction when formally enacted by the appropriate
governmental or private authority.
Building codes
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Building codes are generally intended to be applied by architects, engineers,
constructors and regulators but are also used for various purposes by safety
inspectors, environmental scientists, real estate developers, subcontractors,
manufacturers of building products and materials, insurance companies,
facility managers, tenants, and others. Codes regulating the design and
construction of structures where adopted into law. Codes in developed
western nations can be quite complex and exhaustive. They began in
ancient times and have been developing ever since. In the USA the main
codes are the International Commercial or Residential Code [ICC/IRC],
electrical codes and plumbing, mechanical codes. Fifty states and the
District of Columbia have adopted the I-Codes at the state or jurisdictional
level. [1] Other codes may include fire, health, transportation,
manufacturing, and other regulations/regulators/testers such as UL;
Underwriters Labs. In essence they are minimum standards of design and
implementation. Designers use ICC/IRC standards out of substantial
reference books during design. Building departments review plans
submitted to them before construction, issue permits [or not] and inspectors
verify compliance to these standards at the site during construction.
There are often additional codes or sections of the same building code that
have more specific requirements that apply to dwellings or places of
business and special construction objects such as canopies, signs,
pedestrian walkways, parking lots, and radio and television antennas.
Types of building codes
"Sutyagin's skyscraper" (Небоскрёб Сутягина) - supposedly world's tallest

wooden single-family house - found to be in violation of fire codes by the city
of Arkhangelsk, Russia, and was demolished.[1][8][9]
The practice of developing, approving, and enforcing building codes varies

considerably among nations. In some countries building codes are developed
by the government agencies or quasi-governmental standards organizations
and then enforced across the country by the central government. Such
codes are known as the national building codes (in a sense they enjoy a
mandatory nation-wide application).

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In other countries, where the power of regulating construction and fire
safety is vested in local authorities, a system of model building codes is
used. Model building codes have no legal status unless adopted or adapted
by an authority having jurisdiction. The developers of model codes urge
public authorities to reference model codes in their laws, ordinances,
regulations, and administrative orders. When referenced in any of these
legal instruments, a particular model code becomes law. This practice is
known as adoption by reference. When an adopting authority decides to
delete, add, or revise any portions of the model code adopted, it is usually
required by the model code developer to follow a formal adoption procedure
in which those modifications can be documented for legal purposes.
There are instances when some local jurisdictions choose to develop their
own building codes. At some point in time all major cities in the United
States had their own building codes. However due to ever increasing
complexity and cost of developing building regulations, virtually all
municipalities in the country have chosen to adopt model codes instead. For
example, in 2008 New York City abandoned its proprietary 1968 New York
City Building Code in favor of a customized version of the International
Building Code.[10] The City of Chicago remains the only municipality in
America that continues to use a building code the city developed on its own
as part of the Municipal Code of Chicago.
In Europe, the Eurocode is a pan-European building code that has

superseded the older national building codes. Each country now has
"country annexes" to localize the contents of the Eurocode.
Similarly, in India, each municipality and urban development authority has
its own building code, which is mandatory for all construction within their
jurisdiction. All these local building codes are variants of a National Building
Code, which serves as model code proving guidelines for regulating building
construction activity.
Scope
The purpose of building codes are to provide minimum standards for safety,
health, and general welfare including structural integrity, mechanical
integrity (including sanitation, water supply, light, and ventilation), means of

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egress, fire prevention and control, and energy conservation. [11][12]
Building codes generally include:
 Standards for structure, placement, size, usage, wall assemblies,
fenestration size/locations, egress rules, size/location of rooms,
foundations, floor assemblies, roof structures/assemblies, energy
efficiency, stairs and halls, mechanical, electrical, plumbing, site
drainage & storage, appliance, lighting, fixtures standards, occupancy
rules, and swimming pool regulations.
 Rules regarding parking and traffic impact
 Fire code rules to minimize the risk of a fire and to ensure safe
evacuation in the event of such an emergency
 Requirements for earthquake (seismic code), hurricane, flood, and
tsunami resistance, especially in disaster prone areas or for very large
buildings where a failure would be catastrophic[citation needed]
 Requirements for specific building uses (for example, storage of
flammable substances, or housing a large number of people)
 Energy provisions and consumption
 Grandfathering provisions: Unless the building is being renovated, the
building code usually does not apply to existing buildings.
 Specifications on components
 Allowable installation methodologies
 Minimum and maximum room and exit sizes and location
 Qualification of individuals or corporations doing the work
 For high structures, anti-collision markers for the benefit of aircraft
Building codes are generally separate from zoning ordinances, but exterior
restrictions (such as setbacks) may fall into either category.
Laws that Govern Solid Waste
It is the main department of the Philippine government responsible for

supervising and managing the different programs and implementing rules
governing the use and development of the country’s natural resources.
It is a line bureau of the DENR mandated to implement environmental laws.

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It is the main department of the Philippine government responsible for
supervising and managing the different programs and implementing rules
governing the use and development of the country’s natural resources.
It is a line bureau of the DENR mandated to implement environmental laws.
Republic Act No. 8749 – Philippine Clean Air Act of 1999
It is an act providing for a comprehensive air pollution control policy

and for other purposes.
SECTION 20- BAN ON INCINERATION
Burning of municipal, bio-medical, and hazardous wastes, which

process emits poisonous and toxic fumes is called Incineration and is
hereby prohibited. Provided, however, That the prohibition shall not
apply to traditional small-scale method of community/neighborhood
sanitation “siga”, traditional, agricultural, cultural, health, and food
preparation and crematoria: Provided, further. That existing
incinerators dealing with bio-medical wastes shall be phased out
within 3 (3) years after the effectivity of this Act: Provided, finally, That
in the interim, such units shall be limited to the burning of
pathological and infectious wastes, and subject to close monitoring by
the Department.
Local government units are hereby mandated to promote, encourage

and implement in their respective jurisdiction a comprehensive
ecological waste management that includes waste segregation,
recycling and composting.
With due concern on the effects of climate change, the Department
shall promote the use of state-of-the-art, environmentally-sound and
safe non-burn technologies for the handling, treatment, thermal
destruction, utilization, and disposal of sorted, unrecycled,
uncomposted municipal, bio-medical and hazardous wastes.
This act was signed on June 23, 1999 by former President Joseph
Estrada which makes the Philippines the first country in the world to

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approve a nationwide ban on waste burners which spew extremely
harmful pollutants into the atmosphere.
Greenpeace toxics campaigner Von Hernandez said that “The decision

by the government to ban incinerators is a positive step to stop a
definite source of toxic pollution. Moreover, it is an inspired move
which recognizes that development in the new millennium must be
founded on sustainable and non-polluting processes and industries.
In addition, the incinerator ban puts the country on the road to a
dioxin-free future and would make the country less vulnerable to
pollution related disasters such as the recent Belgian food scandal
which resulted in a massive global ban on dioxin contaminated
chicken, dairy and meat products from Belgium and other European
Union countries “.
Republic Act No. 9003 – Ecological Solid Waste Management Act
It is an ace providing for an ecological solid waste management program,

creating the necessary institutional mechanisms and incentives, declaring
certain acts prohibited and providing penalties, appropriating funds
therefor, and for other purposes.
7 Chapters which is subdivided into 66 sections:
Chapter 1 – Basic Policies

Section 1: Short Title. – This Act shall be known as the
“Ecological Solid Waste Management Act of 2000”.
Section 2: Declaration of Policies.
Section 3: Definition of Terms.
Chapter 2 – Institutional Mechanism

Sections 4-13
Chapter 3 – Comprehensive Solid Waste Management

Sections 14-44
Chapter 4 – Incentives
Section 45
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Chapter 5 – Financing Solid Waste Management
Sections 46-47
Chapter 6 – Penal Provisions

Section s 48-50
Chapter 7 – Miscellaneous Provisions

Sections 51-66
National Solid Waste Management Commission (NSWMC)

Executive Director: Emelita C. Aguinaldo
Composed of 14 members from the government sector and 3 members from

the private sector:
 Department of Environment and Natural Resources (DENR)
 Department of Interior and Local Government (DILG)
 Department of Science and Technology (DOST)
 Department of Public Works and Highways (DPWH)
 Department of Health (DOH)
 Department of Trade and Industry (DTI)
 Department of Agriculture (DA)
 Metro Manila Development Authority (MMDA)
 League of provincial governors
 League of city mayors
 League of municipal mayors
 Association of barangay councils
 Technical Education and Skills Development Authority (TESDA)
 Philippine Information Agency
The private sector shall be represented by the following:
 A representative from nongovernment organizations (NGOs)

 A representative from the recycling industry
 A representative from the manufacturing or packaging industry;
POWERS & FUNCTIONS OF NSWMC

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 prepare the national SWM Framework
 develop a model provincial, city & municipal SWM plans
 assist LGU SWM Boards in the preparation, modification &
implementation of waste management plans
 assist LGUs in source reduction programs
 assist LGUs in the identification of markets for materials
 develop a mechanism for the imposition of sanctions for violations
 manage the SWM fund
 develop and prescribe procedures for permits & clearances
 review incentives scheme
 formulate IEC campaign strategies
 develop safety nets & alternative livelihood programs for small
recyclers
 establish tipping rates for SWM facilities & technologies
 formulate a list of non-environmentally-acceptable materials
 encourage private sector initiatives, community participation &
investments
 study & review criteria and guidelines for siting, design, operation &
maintenance of SWM facilities
Role of the DENR

 Provide technical and other capability building assistance and support
to LGUs and other private sectors
 recommend policies to eliminate barriers to waste reduction programs
 exercise visitorial and enforcement powers to ensure strict compliance
 issue rules and regulations
Role of the LGU/Local Government Unit
 Primarily responsible for the implementation and enforcement of the
provisions of this Act within their respective jurisdictions
 Barangay level shall conduct segregation and collection of solid waste
for biodegradable, compostable and reusable wastes
 Municipality or city shall be responsible for the collection of non-
recyclable materials and special wastes
COMPLIANCE with RA 9003

 Sec 21 – Segregation at Source
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 Sec 23 – Segregated Collection
 Sec 33 - Recovery/Recycling Systems
 Sec 37 – Closure/Conversion of Open Dumps to CD
Controlled Disposal Facilities
Final Disposal Systems
Sec 21 – Segregation at Source

 The most indispensable element of any effective ESWM Program
 Proven by the enactment of an Ordinance that mandates at Municipal
Solid Wastes (MSW) must be segregated at source and placed in at
least 3 separate containers, (a) Compostables, (b) Recyclables, and (c)
Residuals
 Compliance is monitored through Barangay Level Monitoring Systems
Sec 23 – Segregated Collection

 This is the backbone of any effective ESWM Program
 Ground-Level Enforcement Method through “No Segregation-No
Collection”
 Proven through the same Ordinance for Sec 21 but capable of ground
verification
 Separate days and/or hours; Separate trucks or chambers
 Socio-civic Trust Fund for the maintenance of garbage collection
trucks to ensure efficiency of collection and prevention of backslide.

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Self-Check 3.1-2 (True or False)
1. The Clean Air Act outlines the government’s measures to reduce

air pollution and incorporate environmental protection into its
development plans.
2. The purpose of building codes are to provide minimum
standards for safety, health, and general welfare
3. Socio-civic Trust Fund for the maintenance of garbage collection
trucks to ensure efficiency of collection and prevention of
backslide.
4. Burning of municipal, bio-medical, and hazardous wastes,
which process emits poisonous and toxic fumes is called
Incineration and is hereby encourage.

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1. True
2. True
3. True
4. False

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Contingency measures and procedures
1. Define PPE
2. Understand and explain the use of PPE
What is personal protective equipment?
Personal protective equipment, commonly referred to as "PPE", is equipment

worn to minimize exposure to serious workplace injuries and illnesses.
These injuries and illnesses may result from contact with chemical,
radiological, physical, electrical, mechanical, or other workplace hazards.
Personal protective equipment may include items such as gloves, safety
glasses and shoes, earplugs or muffs, hard hats, respirators, or coveralls,
vests and full body suits.
Personal protective equipment (PPE)
Personal protective equipment (PPE) is clothing, equipment or substances

designed to be worn by someone to protect them from risks of injury or
illness. PPE can include:
 hearing protective devices, such as ear muffs and ear plugs

 respirators
 eye and face protection, such as goggles
 safety helmets and sun hats
 gloves and safety boots
 clothing, such as high visibility vests or life jackets.
PPE is the least effective method of controlling a safety risk and does not
control the hazard at the source. Because of this, the control of exposure to
risks should be secured by one or more measures other than the provision
of personal protective equipment.

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PPE should only be used:
 where there are no other practical higher order control measures

available (i.e. as a last resort)
 as an interim measure until a more effective way of controlling the
risk can be used
 to supplement higher level control measures (as a backup).
Where PPE is to be used, the person conducting a business or undertaking

(PCBU) who directs the work to be undertaken must ensure the worker is
provided with PPE, or ensure that PPE is provided by another PCBU.
When choosing appropriate PPE, consider how the equipment will protect
the worker. Relying on PPE alone is not likely to reduce the risk of injuries,
but it could reduce the severity of any potential injury.
As an employer, you must ensure that the PPE provided is:
 suitable to the nature of the work and any associated hazards

 suitable in size and fit and reasonably comfortable for the worker who
is to use or wear it
 maintained, repaired or replaced to ensure it is in good working order,
and clean and hygienic
 used/worn by the worker so far as is reasonably practicable.
A worker must be provided with information, training and instruction in

relation to the safe use, storage and maintenance of the PPE and must use
the PPE in accordance with the information, training or reasonable
instruction.
What can be done to ensure proper use of personal protective

equipment?
All personal protective equipment should be of safe design and construction,

and should be maintained in a clean and reliable fashion. It should fit well
and be comfortable to wear, encouraging worker use. If the personal
protective equipment does not fit properly, it can make the difference
between being safely covered or dangerously exposed. When engineering,
work practice, and administrative controls are not feasible or do not provide
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sufficient protection, employers must provide personal protective equipment
to their workers and ensure its proper use. Employers are also required to
train each worker required to use personal protective equipment to know:
 When it is necessary
 What kind is necessary
 How to properly put it on, adjust, wear and take it off
 The limitations of the equipment
 Proper care, maintenance, useful life, and disposal of the equipment
If PPE is to be used, a PPE program should be implemented. This program

should address the hazards present; the selection, maintenance, and use of
PPE; the training of employees; and monitoring of the program to ensure its
ongoing effectiveness.
Personal protective equipment is addressed in OSHA standards for

Construction, General Industry, Shipyard Employment, Marine Terminals,
and Longshoring. OSHA requires that many categories of personal protective
equipment meet or be equivalent to standards developed by the American
National Standards Institute (ANSI).
PPE by type
Personal protective equipment can be
categorized by the area of the body protected,
by the types of hazard, and by the type of
garment or accessory. A single item, for
example boots, may provide multiple forms of
protection: a steel toe cap and steel insoles for
protection of the feet from crushing or
puncture injuires, impervious rubber and lining for protection from water
and chemicals, high reflectivity and heat resistance for protection from
radiant heat, and high electrical resistivity for protection from electric shock.
The protective attributes of each piece of equipment must be compared with
the hazards expected to be found in the workplace.
Respirators
Respirators serve to protect the user from breathing in
contaminants in the air, thus preserving the health of one's
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respiratory tract. There are two main types of respirators. One type of
respirator functions by filtering out chemicals and gases or airborne
particles from the air breathed by the user. [2]Gas masks and particulate
respirators are examples of this type of respirator. A second type of
respirator protects users by providing clean, respirable air from another
source. This type includes airline respirators and self-contained breathing
apparatus (SCBA). In work environments, respirators are relied upon when
adequate ventilation is not available or other engineering control systems
are not feasible or inadequate.[2]
Skin protection
Occupational skin diseases such as contact
dermatitis, skin cancers, and other skin
injuries and infections are the second most
common type of occupational disease and can
be very costly. Skin hazards, which lead to
occupational skin disease, can be classified
into four groups.
 Chemical agents can come into contact
with the skin through direct contact
with contaminated surfaces, deposition
of aerosols, immersion or splashes.
 Physical agents such as extreme
temperatures and ultraviolet or solar
radiation can be damaging to the skin
over prolonged exposure.
 Mechanical trauma occurs in the form of
friction, pressure, abrasions, lacerations and contusions.
 Biological agents such as parasites, microorganisms, plants and
animals can have varied effects when exposed to the skin.
Any form of PPE that acts as a barrier between the skin and the agent of
exposure can be considered skin protection. Because a lot of work is done
with the hands, gloves are an essential item in providing skin protection.
Some examples of gloves commonly used as PPE include rubber gloves, cut-
resistant gloves, chainsaw gloves and heat-resistant gloves. For sports and
other recreational activities, many different gloves are used for protection,
generally against mechanical trauma.

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Other than gloves, any other article of clothing or protection worn for a
purpose serve to protect the skin. Lab coats for example, are worn to protect
against potential splashes of chemicals. Face shields serve to protect one's
face from potential impact hazards, chemical splashes or possible infectious
fluid.

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Eye protection
Each day, about 2000 US workers have a job-

related eye injury that requires medical
attention.[6] Eye injuries can happen through a
variety of means. Most eye injuries occur when
solid particles such as metal slivers, wood
chips, sand or cement chips get into the eye. [6]
Smaller particles in smokes and larger
particles, such as broken glass also account
for particulate matter causing eye injuries. Blunt force trauma can occur to
the eye when excessive force comes into contact with the eye. Chemical
burns, biological agents, and thermal agents, from sources such as welding
torches and UV light also contribute to occupational eye injury.
While the recommended usage of eye protection varies by occupation, the

provision of safety furnished by said piece of equipment can be generalized.
Safety glasses provide minimum protection from external debris, and are
recommended to provide side protection via a wrap-around design or via
side shields.[7]Goggles provide better protection than safety glasses, and are
effective in preventing eye injury from chemical splashes, impact, dusty
environments and welding.[7] It is recommended that goggles with high air
flow be used, in order to prevent fogging. [7]Face shields are a useful form of
additional protection to be worn over the standard eyewear, and provide
protection from impact, chemical, and blood-borne hazards. [7] Full-facepiece
respirators are considered the best form of eye protection when respiratory
protection is needed as well, but may be less effective against potential
impact hazards to the eye.[7] Eye protection used for welding operations is
shaded to different degrees, depending on the specific operation.
Hearing protection
Industrial noise is often overlooked as an occupational hazard, as it is not

visible to the eye. Overall, about 22 millions workers in the United States are
exposed to potentially damaging noise levels each year. [8] Occupational
hearing loss accounted for 14% of all occupational illnesses in 2007, with
about 23,000 cases significant enough to cause permanent hearing
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impairment.[8] About 82% of occupational hearing loss cases occurred to
workers in the manufacturing sector. [8] The Occupational Safety and Health
Administration establishes occupational noise exposure standards. [9] NIOSH
recommends that worker exposures to noise be reduced to a level equivalent
to 85 dBA for eight hours to reduce occupational noise-induced hearing
loss.
PPE for hearing protection consists of earplugs and earmuffs. Workers who
are regularly exposed to noise levels above the NIOSH recommendation
should be furnished hearing protection by the employers, as they are a low-
cost intervention.
Protective clothing and ensembles

This form of PPE is all-encompassing and
refers to the various suits and uniforms worn
to protect the user from harm. Lab coats worn
by scientists and ballistic vests worn by law
enforcement officials, which are worn on a
regular basis, would fall into this category.
Entire sets of PPE, worn together in a
combined suit, would also fall into this category.
Ensembles
Below are some examples of ensembles of personal protective equipment,

worn together for a specific occupation or task, to provide maximum
protection for the user.
 Chainsaw protection (especially a helmet with face guard, hearing

protection, kevlarchaps, anti-vibration gloves, and chainsaw safety
boots). Specific information about chainsaw protection appears in the
chainsaw safety clothing article.
 Bee-keepers wear various levels of protection depending on the

temperament of their bees and the reaction of the bees to nectar
availability. At minimum most bee keepers wear a brimmed hat and a
veil made of hardware cloth similar to window-screen material. The
next level of protection involves leather gloves with long gauntlets and
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some way of keeping bees from crawling up one's trouser legs. In
extreme cases, specially fabricated shirts and trousers can serve as
barriers to the bees' stingers.
 Diving equipment, for underwater diving, constitute of equipment

such as a diving mask, an underwater breathing apparatus, a diving
suit or wetsuit, and flippers.
 Firefighters wear PPE designed to provide protection against fires and

various fumes and gases. PPE worn by firefighters include bunker
gear, self-contained breathing apparatus, a helmet, safety boots, and
a PASS device

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Self-Check 3.1-3 (Identification)
1. What is often overlooked as an occupational hazard, as it is not

visible to the eye.
2. PPE that serve to protect the user from breathing in
contaminants in the air, thus preserving the health of one's
respiratory tract.
3. Is a clothing, equipment or substances designed to be worn by
someone to protect them from risks of injury or illness.
4. Skin hazards, which lead to occupational skin disease, can be
classified into four groups. Name the four groups.
5. How would you categorized personal protective equipment?

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1.Industrial noise
2.Respirators
3.Personal Protective Equipment
4.Chemical agents, physical agents, mechanical trauma,
and biological agent
5. by the area of the body protected, by the types of hazard,
and by the type of garment or accessory

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LO2. CONTRIBUTE TO IMPROVE ENVIRONMENTAL WORK PRACTICES
CONTENTS:
1. Legislation, codes and national standards

2. Workplace practices
1. Suggestions are made to designated personnel for improvements to

workplace practices where possible.
2. Information is gathered and improvements are suggested to support
the development of improved workplace approaches to environmental
practices.
3. Environmental issues and their relationship to workplace practices
are discussed in the workplace with colleagues and designated
personnel.
4. Contributions to the review of environmental practices and policies
are made within limits of responsibility
CONDITIONS:
ASSESSMENT METHODS
4. Simulations
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Learning Outcome 2
Contribute to improve environmental work practices

“Legislation, codes and national the development of the Institutional
standards” Competency evaluation Tool which
Read Information Sheet 3.2-2: competency of the qualification.
“Workplace practices” Go through the learning activities
Answer Self-check 3.2-2 outlined for you on the left column
to gain the necessary information
or knowledge before doing the tasks
to practice making the parts of the
evaluation tool.
your output.
LO2 “Contribute to improve
environmental work practices” you
may proceed to LO3 “Recognize and
report potential environment
threats”

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LEGISLATION, CODES AND NATIONAL STANDARDS

Learning Objectives:
1. Discuss and understand legislation, codes and national procedures
Philippine Clean-Air Act
The Clean Air Act outlines the government’s measures to reduce air
pollution and incorporate environmental protection into its developement
plans. It relies heavily on the polluter pays principle and other market-based
instruments to promote self-regulation among the population. It sets
emission standards for all motor vehicles and issues registration only upon
demonstration of compliance. It also issues pollutant limitations for
industry. Polluting vehicles and industrial processes must pay a charge. Any
individual, enterprise, corporation or groups that installed pollution control
devices or retrofitted its existing facilities to comply with the emissions
standards in the Act can apply for tax incentives of accelerated depreciation,
deductibility of R&D expenditures or tax credits on the VAT of the
equipment and are exempt from real property tax on the machinery or
equipment used to comply. It also establishes a R&D program for air
pollution reduction mechanisms and technologies. It bans incineration and
smoking in public places. At the local and municipal levels, governments are
allowed to set emission quotas by pollution source, and the development of
recycling programs is encouraged.
Date Implemented: 1999
Status: In Force; Framework Policy
Funding Information:
The funding for the activities proscribed in the Act will come from the Air
Quality Fund set up by the Act itself. The Fund will be fed from fines
imposed for damages to the environment, from the proceeds from issuance

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of licenses, permits and registration, and from tax-exempt contributions and
grants.
Philippine Clean-Water Act
The Philippines is once known to be relatively abundant in water resources.

However, the pressures of population growth, urbanization, and
industrialization placed a toll on the resource. One of the most pressing
concerns is the increased competition in the various uses of water. There is
also serious concern regarding watershed degradation and unmonitored
extraction of groundwater by illegal users. The Clean Water Act Law of the
Philippines aims to promote and encourage the protection of the country’s
water resources. To fully encourage local governments, water districts,
communities, and the private sector to partake in efforts on reducing water
pollution, provisions on incentives are provided for in the law.
Responsible Party: Compliance
I. Objectives or Impact:
The Philippines is once known to be relatively abundant in water resources.
However, the pressures of population growth, urbanization, and
industrialization placed a toll on the resource. One of the most pressing
concerns is the increased competition in the various uses of water. There is
also serious concern regarding watershed degradation and unmonitored
extraction of groundwater by illegal users. At the same time, pressing issues
on water pollution is present. From a World Bank study, 90% of the sewage
generated in the country is not treated. Major rivers and waterways are also
confronted with pollution and degradation due to the encroachment of
settlers, especially in urban centers. The Clean Water Act Law of the
Philippines aims to promote and encourage the protection of the country’s
water resources. To fully encourage local governments, water districts,
communities, and the private sector to partake in efforts on reducing water
pollution, provisions on incentives are provided for in the law.
II. Description of the Good Practice (Outputs):
The Clean Water Act provides incentives to local government units, water
districts, enterprises, private entities, and individuals to develop or
undertake efforts that would result to effective water quality management
and pollution abatement. Specifically, it encourages efforts on wastewater
treatment, cleaner production, and adoption of technologies that minimizes
waste. Incentives specifically mentioned in the law are tax and duty

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exemption on imported capital equipment and tax credit on domestic capital
equipment.
III. Outcomes or Results:
The guidelines and procedures on availing the incentives provided by the
Clean Water Act have just been recently formulated. However, from the
consultations conducted by the Department of Environment and Natural
Resources (DENR) with various stakeholders (manufacturers, private sector,
NGOs, and local government units), positive response on the incentives was
generally elicited.
A. Policy Framework:
An initial barrier that was encountered was the Clean Water Act’s
harmonization with preceding laws on incentives and taxation. For instance,
heavy discussions with respect to exemption from Value-Added Tax (VAT)
occurred. Also, it was realized that other government agencies are tasked on
evaluating the merits of an application for tax exemptions. In the case of the
CWA, heavy coordination with other government agencies, specifically with
the Bureau of Investments (BOI), was necessary. Another barrier
encountered is that though the law mentions the involvement of private
lending institutions, it was discovered that lending institutions do not have
a regular source of funding for environment projects like waste water
treatment and pollution abatement. The funds they are using for existing
environment projects are dependent on support given by various
international donor agencies.
B. Budgetary and Financial Requirements:
Another input that was identified as necessary is the availability of
personnel within the DENR who can assess whether an application merits
the CWA incentives. Also, it was also important to have a unit or regular
staff that will assess the performance (in terms of pollution control,
discharge) of those who would avail of incentives.
C. Human Resources:
A complete program on evaluation to monitoring of CWA-related investments
and efforts would require funding for regular operations. It was identified
that regional DENR office need to have resources in order to conduct
evaluation and monitoring of those granted with CWA incentives. Also,
additional staff needs to be hired in order to accommodate the
administrative tasks related with accommodating applicants.
D. Material Resources:

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The additional administrative tasks related with evaluating the applications
would require additional resources like vehicles for inspection and
evaluation, and an information and data base system for keeping track of
the performance of those granted with the incentives. At the same time, the
Bureau of Investment would also require an information system that will aid
whether the incentives given were really spend on CWA-related activities.
E. Institutional Support:
Partnerships with the local government and other stakeholders (NGOs, civic
groups) are required to ensure that performance actually improves due to
the provision of incentives. Also, regular coordination with other agencies
like the Bureau of Internal Revenue and the Department of Finance needs to
be undertaken.
F. Planning, Scheduling or Sequencing of Activities:
Typical programs that provide subsidies or incentives for environment
programs have a gestation period. This provides an incentive to stakeholders
to immediately implement their program their investment plans. In the case
of the Clean Water Act, less than ten years is provided for the the provision
of incentives.
Ecological Solid Waste Management
ECOLOGICAL SOLID WASTE MANAGEMENT

refers to the systematic administration of activities
which provide for segregation at source,
segregated transportation, storage, transfer,
processing, treatment, and disposal of solid waste
and all other waste management activities which
do not harm the environment.
WHAT IS SOLID WASTE?
SOLID WASTE refers to all discarded household, commercial waste,

nonhazardous institutional and industrial waste, street sweeping,
construction debris, agricultural waste and other non-hazardous and non-
toxic solid waste.
CLASSIFICATION OF SOLID WASTE
A. COMPOSTABLE WASTES.
Compostable wastes are biodegradable wastes such as food waste,
garden waste, animal waste and human waste. They undergo
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biological degradation under controlled conditions and can be turned
into compost (soil conditioner or organic fertilizer) by mixing them
with soil, water, air and biological additives/activators (optional).
Examples are:
 Fruit and vegetable peelings

 Leftover foods
 Vegetable trims
 Fish/fowl/meat/animal entrails
 Soft shells
 Seeds
 Leaves
 Flowers
 Twigs
 Branches
 Stems
B. RECYCLABLE WASTES.
Recyclable materials refer to any waste material retrieved from the
waste stream and free from contamination that can still be converted
into suitable beneficial use. These may be transformed into new
products in such a manner that the original products may lose their
identity.
Examples are:
 Newspaper
 Ferrous scrap metal
 Non-ferrous scrap metal
 Corrugated cardboard
 Aluminum
 Glass
 Office paper
 Tin cans
C. RESIDUAL WASTES.

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Residual wastes are solid waste materials that are non-compostable
and non-recyclable. It should be disposed ecologically through a long-
term disposal facility or sanitary landfill.
Examples are:
 Sanitary napkins
 Disposable diapers
 Worn-out rugs
 Cartons which contain a plastic lining usually used for milk and juice containers
 Ceramics
 Candy wrappers/sachets
 Other soiled materials that cannot be composted and recycled
D. SPECIAL WASTES.
Special wastes refer to household hazardous wastes.
Examples are:
 Paints
 Thinners
 Household batteries
 Lead-acid batteries
 Spray Canisters
 Bulky Wastes such as:
o Large worn-out or broken furniture
o Lamps
o Bookcases
o Filing Cabinets
 Consumer Electronics which refer to worn-out, broken and
other discarded items such as ·
o Radios
o Stereos
o TV sets
 White Goods which refer to large worn-out or broken household
appliances such as:
o Stoves
o Refrigerators
o Dishwashers

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o Clothes Washers
o Dryers
 Oil
 Tires
Environmental Awareness and Education Act
This Act provides for the promotion of environmental awareness through

environmental education which 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.
The Department of Education, the Commission on Higher Education, the
Technical Education and Skills Development Authority, the Department of
Social Welfare and Development, in coordination with the Department of
Environment and Natural Resources, the Department of Science and
Technology and other relevant agencies shall be responsible for
implementing public education and awareness programs on environmental
protection and conservation.
Philippine Climate-Change Act
Laws and regulations towards strengthening climate change adaptation in

the Philippines
In recent years, various laws have been signed to strengthen climate change
adaptation in the country.
In October 2009, the Climate Change Act (RA 9729) was signed to create the
Climate Change Commission, an agency "tasked to coordinate, monitor and
evaluate the programs and action plans of the government relating to
climate change."

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Self-Check 3.2-1
1. What month and year the Climate Change Act (RA 9729) was signed
2. What is the main reason of the climate change act?
3. This Act provides for the promotion of environmental awareness
through environmental education which shall encompass
environmental concepts and principles, environmental laws
4. Refer to household hazardous wastes.
5. Are solid waste materials that are non-compostable and non-
recyclable.

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Answer to Self-Check 3.2-1
1. October 2009
2. To create the Climate Change Commission, an agency "tasked to
coordinate, monitor and evaluate the programs and action plans of
the government relating to climate change."
3. Environmental Awareness and Education Act
4. Special wastes
5. Residual wastes

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WORKPLACE PRACTICES
1. Understand and discuss how to minimize hazard and risk

2. Understand the hierarchy of hazard control
Hierarchy of hazard
control is a system used in
industry to minimize or
eliminate exposure
to hazards.It is a widely
accepted system promoted
by numerous safety
organizations. This concept
is taught to managers in
industry, to be promoted as
standard practice in the
workplace. Various
illustrations are used to
depict this system, most
commonly a triangle.
The hazard controls in the hierarchy are, in order of decreasing
effectiveness:
 Elimination
 Substitution
 Engineering
 Administration
 Personal protective equipment

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Components of the hierarchy
Elimination
Eliminating the hazard—physically removing it—is the most effective hazard
control.[4] For example, if employees must work high above the ground, the
hazard can be eliminated by moving the piece they are working on to ground
level to eliminate the need to work at heights. [2]
Substitution
Substitution, the second most effective hazard control, involves replacing
something that produces a hazard (similar to elimination) with something
that does not produce a hazard—for example, replacing lead based
paint with acrylic paint. To be an effective control, the new product must
not produce another hazard. Because airborne dust can be hazardous, if a
product can be purchased with a larger particle size, the smaller product
may effectively be substituted with the larger product. [4]
Engineering controls
The third most effective means of controlling hazards is engineered controls.
These do not eliminate hazards, but rather isolate people from hazards.
[2]
Capital costs of engineered controls tend to be higher than less effective
controls in the hierarchy, however they may reduce future costs. [5] For
example, a crew might build a work platform rather than purchase, replace,
and maintain fall arrest equipment. "Enclosure and isolation" creates a
physical barrier between personnel and hazards, such as using remotely
controlled equipment.Fume hoods can remove airborne contaminants as a
means of engineered control.[4]
Administrative controls
Administrative controls are changes to the way people work. Examples of
administrative controls include procedure changes, employee training, and
installation of signs and warning labels (such as those in the Workplace
Hazardous Materials Information System).[2] Administrative controls do not
remove hazards, but limit or prevent people's exposure to the hazards, such
as completing road construction at night when fewer people are driving.[4]
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Personal protective equipment
Personal protective equipment (PPE) includes gloves, respirators, hard
hats, safety glasses, high-visibility clothing, and safety footwear. PPE is the
least effective means of controlling hazards because of the high potential for
damage to render PPE ineffective. [4] Additionally, some PPE, such as
respirators, increase physiological effort to complete a task and, therefore,
may require medical examinations to ensure workers can use the PPE
without risking their health.

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Self-Check 3.2-2
1. PPE is the less effective means of controlling hazards because of the

high potential for damage to render PPE ineffective.
2. Administrative controls are changes to the way people work.
3. Examples of administrative controls include procedure changes,
employee training, and installation of signs and warning labels
4. The third most effective means of controlling hazards is administered
controls.
5. Eliminating the hazard—physically removing it—is the most effective
hazard control.

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1. False
2. True
3. True
4. False
5. True

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LO3. RECOGNIZE AND REPORT POTENTIAL ENVIRONMENT THREATS
CONTENTS:
1. Environmental practices and policies
1. Signs or symptoms of the potential environmental threat are

recognized.
2. Information about or observations of a potential environmental threat
are reported to supervisors and/or appropriate authorities.
3. Location and extent of the potential environmental threat is accurately
recorded.
4. Reports on the potential environmental threat are completed
according to organizational guidelines.
CONDITIONS:
ASSESSMENT METHODS
4. Simulations

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Learning Outcome 3
Recognize and report potential environmental threats

“Environmental practices and the development of the Institutional
policies” Competency evaluation Tool which
competency of the qualification.
Go through the learning activities
outlined for you on the left column
to gain the necessary information
or knowledge before doing the tasks
to practice making the parts of the
evaluation tool.
your output.
LO3 “Recognize and report potential
environment threats” you may
proceed to the next Unit of
Competency

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ENVIRONMENTAL PRACTICES AND POLICIES

1. Understand environmental practices and policies
Environmental Risk can be defined as the “actual or potential threat of

adverse effects on living organisms and the environment by effluents,
emissions, wastes, resource depletion, etc., arising out of an organization's
activities.”
Climate Change
Climate change is first and foremost an issue because people can’t even
agree on whether or not it’s an issue in the first place. Before we even get
into the solutions, we all (regardless of political party) need to come to the
realization that yes, climate change is real and yes, it is affecting us in ways
that we can see and feel. If you still believe that the freakish weather and
heat waves we’ve been experiencing have nothing to do with climate change,
you might want to ask your neighbor what he or she thinks because
the majority of Americans now say they believe global warming is
causing these incidents.
You might have noticed that the weather’s been hotter than usual, or you
might have noticed a drought in your area or conversely, unusual storms.
Furthermore, even small temperature changes are causing crops to die,
decreasing the amount of food available. On top of all that, higher temps are
causing the polar icecaps to melt, flooding certain areas and leading to an
imbalance for wildlife.
So we know the threat is real, but what can we do to prevent climate change
from being exacerbated even more? Some small steps you can take in your
own life are to use less electricity by turning off your lights when you don’t

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need them, driving less, switching to LED bulbs and eating less meat. On
a more global scale, leaders are trying to come to an agreement on how to
curb the harmful greenhouse gases each nation emits into the atmosphere,
and steps are being taken to plant more forests (which act as natural
carbon sinks). Every little bit helps, but in order for us to reverse the
current course the Earth is on, we’ll need to come to an agreement that
climate change is real and that it is a cause that we need to invest money
and time in immediately.
Deforestation
We mentioned planting more forests above, and sadly at a time when we

need more forests, trees are being uprooted at an alarming
rate. Deforestation is a rapidly-growing problem in areas like Africa,
Central and South America. Not only does this mean less trees, less
cleansing oxygen, and the displacement of the wildlife, deforestation means
a dangerous decrease in a natural fighter of global warming – the #1 threat
to our Earth right now. Removing trees also leads to much drier climates, as
trees extract groundwater to release into the air.
Our tropical rainforests, which are

crucial to stabilizing the climate
and to human survival, are being
chopped down at a breakneck pace
– one and a half acres of
rainforest are lost every second.
Humans have already chopped
down about 50% of the rainforests
that once existed on the planet and
at the current rate of destruction,
we will completely destroy the rainsforests in the next 40 years. If
rainforests are so important, why are they being destroyed so carelessly?
Short-sighted governments and multi-national logging companies only see
the forests as a way to make money by selling timber – they don’t consider
the long-term effects.

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Luckily, deforestation is an issue that we as individuals can combat. By
using recycled paper, we can decrease the need to cut down as many trees
and by buying goods made with FSC-certified wood, we can show retailers
that we don’t want them to support brands that obtain lumber
irresponsibly. Last but not least, why not plant a tree or even a hundred
trees like this man did.
Pollution
Pollution
comes in
many
forms and
no matter
where you
live,
you’ve
probably
seen
some
form of it.
From litter on NYC city streets to the smog that lingers over LA to the plastic
trash that floats in the Great Pacific Garbage Patch, the visible signs of
pollution are more than evident. The main reason for why pollution has
gotten so out of control is that our desire for more “stuff” has led to our old
stuff being thrown away at an alarming and unnecessary rate. For more
information on this, watch Annie Leonard’s Story of Stuff. This need for
manufactured items also leads to the air and water pollution emitted from
factories, which in many countries are highly unregulated. Looking at the
bigger picture, government oversight and sloppy industrial practices on the
part of big companies has also exacerbated our pollution problem.
The first thing we can all do to reduce the amount of pollution in our streets,
air and water is to make a mental change. Before buying a new product, ask
yourself if you really need it or if you might be able to purchase it
secondhand. It could make a big difference in the amount of trash we see in
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our landfills. Secondly, if you don’t already recycle, get into the habit. If
everyone adopted these easy principles, the world would be in a much better
place.
Loss of Biodiversity
Each species has a role in our planet, and when one dies out, it can have
catastrophic effects on the rest of us. We don’t want to get all “Butterfly
Effect” on you but even a population dwindling can cause major problems
for the human race. For example, with their role of pollination, the decline
of the bee population has a direct effect on both the environment and food
production. Currently, many other animals are in danger of becoming
extinct, either from being forced out of their habitats by man or by climate
change.
This particular problem is more difficult for individuals to combat but we

can start by educating ourselves with the facts and donating to
organizations like the World Wildlife Fund that facilitate the preservation of
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animals on the brink of extinction. This problem is also closely linked to
deforestation and unchecked habitat destruction so by fighting those two
issues, we can also slow down loss of biodiversity.
Melting Polar Ice-Caps and Rising Sea Levels
Climate change (are you seeing a trend here?) also contributes to another
dangerous problem – melting polar ice-caps, which in turn causes rising sea
levels. According to theNRCD, average temperatures in the Arctic region are
rising twice as fast they are elsewhere and the ice is melting and
rupturing. NASA satellite images reveal that the area of our permanent ice
cover is shrinking at a rate of 9% every decade. At that rate, the Arctic could
be totally ice-free in the summer season by the end of the century.
And if all of that ice melted, where would it go? You guessed it – our oceans.
You might think that rising tides are only a problem for people in a few
isolated areas, but major cities like NY and London could be underwater
soon if we don’t do something soon. Manhattan alone has already dreamt
up ways to deal with the potential rising tides over the next few years, but
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coming up with solutions after the fact is not enough. In order to reverse the
melting of polar icecaps, we have to start at the root of the problem. See our
section above on climate change to learn what you can do personally to keep
global warming from continuing on its deadly course.
Oceanic Dead Zones
Along the coasts of heavily populated communities, scientists have found

more and moredead zones – areas where depleted oxygen levels cannot
support marine life. 146 dead zones were found in the world’s oceans,
caused by high levels of chemicals in the waters. North America’s Gulf
Coast has a high concentration of dead zones, which causes fish to become
unable to reproduce. You might think that if you live on land, you won’t be
affected by oceanic dead zones but if you eat seafood, seaweed, or care
about air quality, you won’t want to ignore this issue.
The good news is that dead zones can be reversed, though it is difficult.
The Black Sea dead zone disappeared in 1991 and 2001 due to the

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discontinued use of fertilizers. To find out more about how you can help
with dead zone cleanups, visit Oceana.org.
Explosive Population Growth
It’s usually true that the more the merrier, but not when the human
population is growing to a point that our society and systems can’t handle.
Last year, the world population hit a whopping 7 billion, and while we
welcome the newcomers with open arms, we also want to make sure that we
don’t continue to put a strain on our water, food, well-being, space and
sanity (yes, we’re talking about you, Tokyo subway system).
If everyone were more conscious of the fact that our limited resources need
to be shared (how many times have you grabbed a fistful of paper napkins
when you only needed one?), we could make living together, even with such
a large amount of people) a lot more pleasant. Another example is our world
food supply. Statistics show that we have enough food to feed everyone on
the planet but we end up wasting so much (according to the National
Resources Defense Council, Americans waste a whopping 30 to 50% of all
food produced) that others go without.

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While we might not be able to stop the population from growing, we can
educate the people who currently live here and the new ones that are being
born to make smarter choices and consume more responsibly.
Self-Check 3.3-1 (True or False)
1. While we might not be able to stop the population from growing, we

can educate the people who currently live here and the new ones that
are being born to make smarter choices and consume more
responsibly.
2. The good news is that dead zones can be reversed, though it is
difficult.
3. The Pacific Ocean dead zone disappeared in 1991 and 2001 due to the
discontinued use of fertilizers.
4. Along the coasts of heavily populated communities, scientists have
found more and moredead zones – areas where depleted oxygen levels
cannot support marine life.
5. 146 dead zones were found in the world’s oceans, caused by high
levels of chemicals in the waters

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1. True
2. True
3. False
4. True
5. True

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COMPETENCY-BASED LEARNING MATERIALS

QUALIFICATION: TRAINERS METHODOLOGY LEVEL 1

UNIT OF COMPETENCY: Apply Environmental Principles and Advocate Conservation

MODULE TITLE: Applying Environmental Principles and Advocate

Energy Park Apokon, Tagum City

The unit of competency, “Apply environmental principles and

The module, Applying environmental principles and advocate

In this module, you are required to go through a series of learning

 Read information sheet and complete the self-checks.

You must pass the Institutional Competency Evaluation for this

Date Prepared : Document No. TML 1

No. Unit of Competency Module Title Code

6 Apply work ethics, values Applying work ethics, 500232104

Date Prepared : Document No. TML 1

UNIT OF COMPETENCY : Apply environmental principles and advocate

MODULE TITLE : Applying environmental principles and

MODULE DESCRIPTOR : This unit covers the knowledge, skills and

At the end of this module, you MUST be able to:

1. Follow environmental workplace practices

Date Prepared : Document No. TML 1

UNIT OF COMPETENCY : Apply environmental principles and advocate

MODULE TITLE : Applying environmental principles and

Upon completion of this module, you MUST be able to:

1. Follow environmental workplace practices

Date Prepared : Document No. TML 1

1. Hazard and risks identification and control

1. Workplace practices and work instructions relating to potential

The students/trainees must be provided with the following:

Follow environmental workplace practices

Learning Activities Special Instructions

Read Information Sheet 3.1-1: This learning outcome deals with

Date Prepared : Document No. TML 1

After reading this information sheet, you must be able to

A hazard is a situation that poses a level of threat to life, health, property, or

Hazards are sometimes classified into three modes:

 Dormant—The situation has the potential to be hazardous, but no

 Armed—People, property, or environment are in potential harm's way.

 Active—A harmful incident involving the hazard has actually occurred.

Hazards are generally labeled as one of five types:

Date Prepared : Document No. TML 1

 Chemical hazards are substances that can cause harm or damage to

 Psychological hazards are created during work related stress or a

 Radiation hazards are those which cause harm or damage to the

By its nature, a hazard involves something that could potentially be harmful

Date Prepared : Document No. TML 1

Risk = Hazard × Vulnerability − Capacity

An important component of "seriousness if incident occurred" is "serious to

Hazard Identification, Risk Assessment and Risk Control

1. Spot the Hazard (Hazard Identification)

Using the Think Safe steps

1. Spot the Hazard

Date Prepared : Document No. TML 1

Examples of workplace hazards include:

 frayed electrical cords (could result in electrical shock)

2. Assess the Risk

 how likely is it that the hazard could harm me or someone else?

 ask your supervisor for instructions and training before using

Date Prepared : Document No. TML 1

3. Make the Changes

It is your employer's responsibility to fix hazards. Sometimes you may be

 Elimination - Sometimes hazards - equipment, substances or work

 Isolation - Separate the hazard from people, by marking the

 Safeguards - Safeguards can be added by modifying tools or

 Instructing workers in the safest way to do something - This means