Module 6 - Environmental Sanitation Revised Dec 18

Module 6Environmental SanitationIntroduction

In this module, women will have an opportunity to learn about water, refuse disposal and excreta disposal, and how these things relate to global warming. It aims to raise the level of awareness of women on the proper use of the environment and how to take care of it for good health and other benefits.

Module Objectives

The module aims to:

1. Provide the participants a better understanding of water, its sources and uses;

2. Impart to the participants proper excreta/human waste disposal;

3. Teach the participants proper refuse/waste disposal;

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4. Enable the participants relate proper waste to disposal with the occurrence of man-made calamities, global warming and climate change; and

5. Guide the participants in the preparation of an action plan focusing on the application of their learning from the module.

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Table of Contents

Topic Page

Session Flow 4

Session 1:Water 8

Session 2:Excreta/Human Waste Disposal 20

Session 3:Garbage Disposal 41

Session 4:Global Warming and Climate Change 63

Session 5:Action Planning 79

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Session Flow

Topics Methodology

Materials Needed

Time Allotme

nt

Session 1:Water

Activity 1: Sharing on the Use and Sources of Water

Lecture-Discussion

Activity 2: Demonstration and Return Demonstration on Water Purification

handouts,Powerpoint, LCD, laptop, chalk, whiteboard marker,one cup of clean water, one cup of dirty water, iodine

1.5 hours

Session 2:Excreta/ Human

Activity 1:Sharing on Ways of Excreta/Hu

handouts,Powerpoint, LCD, laptop,

1.5 hours

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Topics Methodology

Materials Needed

Time Allotme

nt

Waste Disposal

man Waste Disposal

Lecture-Discussion

Activity 2:Sharing on Common Illnesses Related to Excreta/Human Waste Disposal

Lecture-Discussion

Activity 3: Demonstration/Return Demonstration on Proper Hand Washing Procedure

Activity 4:

chalk, whiteboard marker,soap,water for hand washing

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Topics Methodology

Materials Needed

Time Allotme

nt

Workshop on the Identification of Problems Related to Excreta/ Human Waste

Lecture-Discussion

Session 3:Garbage Disposal

Activity 1:Sharing on Types and Methods of Garbage

Lecture-Discussion

Activity 2: Waste Classification Exercise

Lecture-Discussion

handouts,Powerpoint, LCD, laptop, chalk, whiteboard marker,meta cards, pentel pens,shovel and garden fork, piece of bamboo

1.5 hours

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Topics Methodology

Materials Needed

Time Allotme

nt

Demonstration/Return Demonstration on How to Make a Compost

Session 4:Global Warming and Climate Change

Activity 1:Sharing on Global Warming

Lecture- Discussion

handouts,Powerpoint, LCD, laptop, chalk, whiteboard marker,

1 hour

Session 5:Action Planning

Group Action Planning

handouts,Powerpoint, LCD, laptop, chalk, whiteboard marker,action plan forms, newsprint, pentel pens, masking tape

1 hour

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SESSION 1WATER

Introduction

Water is life. One most important factor in keeping a healthy environment to ensure that there is a safe source of water for the people in the community. This session will provide insights on the importance of water and how the community can secure safe source of water.

Session Objectives

At the end of the session, the participants should be able to:

1. Define water and identify its uses;

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2. Identify the sources of water in the community, and distinguish unclean/unsafe water from clean/potable water;

3. Do the return-demonstration on the methods of purifying water; and

4. Identify existing problems regarding water supply and the different resources available in the community to respond to these problems.

Estimated time

1 Hour and 30 Minutes

Methodology Group Sharing Demonstration Lecture/Discussion

Materials Handouts, Powerpoint, LCD, laptop, chalk, Whiteboard marker,

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One cup of clean water, one cup of dirty water, iodine

Procedure

Activity 1: Sharing on the Uses and Sources of Water

1. Start the discussion by asking the participants to share their ideas on the use of water and for them to identify water sources;

2. During the sharing, ask the participants to elaborate their answers based on their experience.

3. Write the key words of the responses on the board and categorized them under “uses” and “sources.”

4. Synthesize the responses and proceed to the discussion of the Key Learning Points.

Key Learning Points

1. Water is liquid. It comes from the clouds in the

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form of a rain. It fills the lakes, rivers, creeks and seas/oceans. Rain is absorbed by the trees and it goes underground and forms the water table as illustrated in the water cycle

The Water Cycle

2. Uses of Water

a. For drinking – water is life. If there is no water, man and living creatures will die.

b. Universal solvent – it is used to mix all kinds of food like flour, meat, fish, coffee, sugar and others such as cement and paste.

c. For cleaning– water is use for bathing, washing clothes and cleaning.

d. For habitat – water is home for fish, seashells, and other animals.

3. Types or Sources of Water

Not all sources of water are clean or recommended for drinking. The use of water from dirty or polluted source is bad for the health. Unclean water has bacteria and germs that cause a lot of serious illness/diseases that

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may lead to death. Refer to Annex B (Sources of Water).

a. Rain Water/Acid Rain

Normally, rain water is considered clean and safe for drinking. It has no microorganisms since it came straight from the clouds. However, rain water became polluted when placed in a dirty container. This makes it unsafe for drinking.

b. Water from River, Creek and Lake

Water from rivers, creeks, lakes and waterfalls is polluted due to the presence of living creaures and animal waste. People also contribute to the contamination of water because of human acvtivities like washing clothes, taking a bath/swimming or throwing garbage and even human waste in the water. Given this, microorganisms causing illnesses and diseases is present in the water. Water from these sources is not recommended for drinking except if it will be boiled for 3 minutes or mixed with chemicals that purify water.

c. Water from Deep Well

Water from deep well is not recommended for drinking unless it is boiled for 3 minutes

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or it is mixed with chemicals. Meanwhile, the counting of 3 minutes starts from the moment the water boils.

d. Water from Local Water Districts (LWD)

Water from Local Water Districts (LWD) is considered clean

Sources of Water

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e. Bottled Mineral Water

The new addition to the sources of water is the bottled mineral water. Water from the natural sources is getting contaminated and unsafe that it gave birth to a new industry, the bottled mineral water business. Bottled mineral water is safe to drink because it is “treated” and purified. It is available in supermarkets, groceries and even in neighborhood stores. Water stations also sprouted everywhere selling bottled water but they have the option of selling in bigger containers like in gallons.

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4. Boiling is the easiest way to purify water. Only 3 minutes is needed to make water safe for drinking. The counting of 3 minutes starts when the water starts to boil and not at the time when the kettle is placed on the stove.

Boiling Water as a Way of Water Purification

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5. The proper measurement in using chemical in purifying water is 1.25% sodium hypochlorite/na(hocl)2 as stipulated in the Department of Health (DOH) Administrative Order # 2007-0005 dated January 15, 2007.

On 1.25% Sodium Hypochlorine ( Na(HOCI)2:

Sodium hypochlorine (1.25% volume/volume solution) is clear green yellow liquid chlorinated bleach. It is an alkaline chemical (pH>-11.5), which is lower in concentration than the usual household bleach (<5% volume/volume solution). Higher concentration is used for industrial purposes. The chlorite ion is formed by the reaction of chlorine dioxide with water, which is an effective disinfectant in killing bacteria and microorganism in treatment water facilities. Sodium hypochlorite is less effective in highly turbid water and in pathogens like amoeba.

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Sodium hypochlorite at 1.25% concentration is a mild to moderate irritant. It causes eye and skin irritation. However, since the solution is so diluted that it generally causes no symptoms when it touches the skin or the eye.

Procedure

Activity 2: Demonstration and Return-Demonstration on Water Purification

1. Have the materials ready for the demonstration and return demonstration.

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2. Remember that the container and its lid cover should be properly washed with cleansing solution or soap and water before filling it up. Even the faucet should be washed well. The faucet should be covered with clean plastic wrap or cloth when not in use to prevent from possible contamination from flies and other insects.

3. Instruct the participants to observe while the demonstration is going on.

4. Do the demonstration first, by following the water treatment procedure mentioned below:

a. Fill the container with water and cover it. The container should hold at least 5 gallons (20 liters).

b. Add 3.5 ml (approximately ¾ teaspoon) of 1.25% Na(HOCI)2 to 20 liters of water. Ideally, the hypochlorite solution is packaged in a bottle with a 3.5 ml measuring lid or cap that can be used for dosing. The amount of the chlorine solution should be proportioned to the volume of water to be treated in case a 20-liter container is not available.

When smaller or bigger containers are used the chlorine dosage should be adjusted.

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Allow a small air space to facilitate mixture of chlorine solution.

c. Cover the solution after using it. Be sure the lid is properly placed.

d. Shake the container to allow mixing. Let the water to stand for at least 30 minutes before using the treated drinking water. The smell of chlorine will indicate the water is properly treated while it will slowly weaken is kept longer on storage.

e. Use the container’s faucet when taking treated drinking water. Use clean glass or small container when getting treated water. Cover the faucet with plastic wrap or cloth when not in use.

5. Give the participants the chance to do the return demonstration.

Application

For the participants to:19

1. Avoid drinking contaminated water.

2. Practice water purification to have safe drinking water at home.

Synthesis

Water has a variety of purposes in life. Water is used for drinking, as a universal solvent, for cleaning and for habitat. There are a variety of sources of water also. There are rain water; water from the river, creek and lake; water from deep well, water from Local Water Districts and bottled water. But not all the water coming from these different sources of water is safe for drinking. Water from the Local Water District and bottled water is safe for drinking. Water from the deep well has to be examined first if it is potable.

SESSION 2

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EXCRETA/ HUMAN WASTE DISPOSAL

Introduction

The first and foremost important factor to having environmental sanitation is for every household in the community to have a toilet for proper excreta/human waste disposal. This session will discuss the importance of having proper human waste disposal in the home.

Session Objectives

At the end of the session, the participants should be able to:

1. Name the different types of toilet or ways of human waste disposal;

2. Enumerate the illnesses caused by unsanitary human waste disposal;

3. Practice the proper hand washing procedure; and

4. Discuss various resources available within and outside of the community for proper human waste disposal.

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Duration

1 Hour and 30 Minutes

Methodology

Group Sharing Lecture/Discussion

Materials

Handouts, Powerpoint, LCD, laptop, chalk, Whiteboard marker, Soap, Water for hand washing

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Procedure

Activity 1: Sharing on Ways of Excreta/Human Waste Disposal

1. Start the discussion by asking the participants to share their ideas on excreta/human waste disposal.

2. During the sharing, ask the participants to elaborate their answers based on their experience.

3. Ask the participants what they think are the illnesses caused by improper excreta/waste disposal.

4. Write the key words of the responses on the board.

5. Synthesize the responses and proceed to the discussion of the Key Learning Points

Key Learning Points

1. There are different types of toilet, as follows:

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a. Flushed Toilet

This is a toilet with tank for flushing the human waste. It is assumed that water is stored in the tank. There is a need to flush the toilet after use.

b. Water-Sealed Toilet

This is a toilet that has no accompanying tank. In flushing it, people should use whatever water is available, either from stored fetched water in drums or pails; or water direct from the faucet.

Procedure

Activity 2: Sharing on Common Illnesses Related to Improper Excreta/Human Waste Disposal

1. Start the discussion by asking the participants to share their ideas on the common illnesses related to excreta/human waste disposal.

2. Write the key words of the responses on the board.

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3. Synthesize the responses and proceed to the discussion of the Key Learning Points

Key Learning Points

1. Common IllnessesThe discussion on the Common Illnesses came from Key Health Messages for Emergencies: Philippines, a publication of the Department of Health (DOH) in 2007 as enriched by information available from the internet. Meanwhile, particular to the discussion on Human Parasites, the information came from the www.allergyescape.com.

A. Common Illnesses

1. Diarrhea Description It is the passage of loose and watery

stools (more than 3 bowel movements per day) often associated with gassiness, bloating, and abdominal pain. It may also be accompanied by nausea, vomiting, and fever. 

Prevention Proper waste and excreta disposal Thorough washing of hands with soap

and waterCauses Virus – Rotavirus, Hepatitis B virus

Bacteria – cholera, shigella

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Intestinal parasites – E, histolytical, pinworm

These microorganisms are usually spread by contaminated hands, or through food and water

Mode of Transmission

Ingestion of contaminated food and water

Signs and Symptoms

Passage of watery stools at least 3x a day

Excessive thirst Sunken eyeballs and fontanels

Management/ ImmediateTreatment

Replace body fluid and salt by giving Oral Rehydration Solution (ORESOL), rice soup (am) to replace body fluid

Drink water, especially if there is fever

Eat to prevent or minimize nutritional damage

Thorough hand washing to prevent contaminate hands

Consult the doctor if diarrhea is severe in children and elderly

Monitor the sick personEffects Dehydration

Death in children and elderly due to severe dehydration

2. CholeraDescription

Acute gastro-intestinal disease characterized by watery diarrhea

Prevention

Drink only safe and clean water If unsure, boil water Cover food to keep it away from

insects and rats Wash and cook food properly

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Sanitary disposal of excreta / human waste

Use toilet properly and keep toilet clean

Wash hands thoroughly after using toilet and before eating

Keep surroundings clean to prevent insects and rats from breeding

Causes Vibrio cholera bacteria

Mode of Transmission

Eating food or drinking water contaminated by human waste

Signs and Symptoms

Sudden onset of frequent painless watery stools

Vomiting Rapid dehydration (sunken

fontanels, wrinkled and dry skin

Management/ ImmediateTreatment

Give ORESOL r a homemade solution of 1 teaspoon of salt and 4 teaspoon of sugar mixed in 1 liter of water

If diarrhea persists, consult the doctor

3. Typhoid FeverDescription It is a life-threatening illness with fever of

at least 5 days accompanied by weakness, constipation, diarrhea and abdominal discomfort

Prevention Boil water for drinking Wash thoroughly vegetables and

fruits, especially those which are

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eaten raw Cook food properly Cook food well Cover food to keep it away from

insects and rats Wash hands thoroughly after using

toilet and before eating Keep surroundings clean to prevent

insects and rats from breeding Get vaccinated from typhoid fever

Causes Salmonella typhi that lives only in humans

Mode of Transmission

Ingestion of food and water contaminated with human waste

Persons with typhoid fever carry the bacteria in their bloodstream

Signs and Symptoms

Sustained high fever Headache Weakness Loss of appetite Diarrhea or constipation and

abdominal discomfort In some cases, rash of flat, rose-

colored spotsManagement/ ImmediateTreatment

Consult a doctor

Effects InfectionIntestinal bleedingMeningitisDeath

B. Human Parasites

Human ParasitesDescription Human Parasites are organisms that

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live inside the human body they become the hosts. They depend on their host for survival. They consume the food and nutrients. They can destroy tissues and cells. They produce toxins that make people ill.

Signs and Symptoms

Diarrhea with foul-smelling stool becomes worse in the later part of the day

Sudden changes in bowel habits (constipation that becomes soft and watery)

Constant rumbling and gurgling in the stomach area unrelated to hunger and eating

Heartburn or chest pain Flu-like symptoms like coughing,

fever and nasal congestion Food allergy Itching around the nose, ears and

anus, especially at night Loss of weight with constant

hunger Anemia Anxiety caused by the metabolic

waste products of the parasites

Other Symptoms Blood in the stool Bloating Intestinal obstruction Sore mouth and gums Excessive nose picking Grinding teeth at night Chronic fatigue Muscle aches and pains Shortness of breath Memory loss

Common Parasites

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1. Pinworm Description Pinworm is the most common parasites.

Lives in the colon but lays eggs outside the host’s body.

Prevention Wash hands thoroughly Do not use clothes and share bed

sheets of infected personMode of Transmission

Unclean hands, clothes and bed sheets

Signs and Symptoms

Irritation and scratching in the anal area

2. HookwormDescription An intestinal human parasite that begins

life outside the body, in soil or water, where humans become infected. This worm attaches itself to the human intestines where it drinks blood

Mode of Transmission

Drinking of water that contains hookworm larvae

Ingestion of contaminated fruits and vegetables.

Signs and Symptoms

Weakness Abdominal pain Nausea Diarrhea Anemia

3. RoundwormDescription The most common parasite in the world. It

is as large as a writing pencil.Causes Ingesting the eggs which can be in the

soil, fruits and vegetables. The eggs find

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their way from the intestines to various organs where they can cause severe damage.

Signs and Symptoms

Weight loss Weakness Infection Abdominal pain

4. TapewormDescription

It is common in dogs and cats but rare in humans. It lives in the intestine where it steals valuable nutrients and expel dangerous waste. The human host may not show any symptoms.

Causes Human swallowing fleas that are infected with tapeworm larvae

Signs and Symptoms

Mineral imbalance Bloating and gas Dizziness Hunger pains “Fuzzy” thinking Digestive problems Sensitivity to touch Allergies

5. Liver FlukeDescriptio A flat worm that attacks the host’s

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n liver by causing inflammation and making holes. It can survive in a human host for 30 years.

Causes Eating undercooked fish, contaminated vegetable, human feces used as fertilizer, or by drinking or swimming) in contaminated water.

Signs and Symptoms

Enlarged liver Pain in the rights side of the body Depression Edema Vertigo Bile stones

2. To prevent the spread of illnesses, do the Proper Hand Washing Procedure as encouraged by the National Center for Disease Prevention and Control, National Center for Health Promotion of the Department of Health, as follows:

a. Wash hands and wrist. Apply soap.

b. Right palm over left, left over right.

c. Palm to palm, fingers interlaced.

d. Back fingers to opposing fingers interlocked.

e. Rotational rubbing of right thumb clasped in left palm and vice versa.

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f. Rotational rubbing backwards and forwards with tops of fingers and thumb of right hand in left and vice versa.

Do the procedure while singing “Happy Birthday” two times. And be reminded to “Make it a habit to wash hands with soap and water.”

The Proper Way of Washing Hands is shown below

Illustration courtesy of Department of Health

It is necessary to wash hands:

1. Before preparing / cooking food

2. Before and after eating

3. After sneezing or coughing to avoid getting infected by diseases transmitted via airborne respiratory droplets from an infected person

4. After using the toilet

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5. Before carrying a baby

6. When your hands are dirty

This is the way to do it:

“Wash your hands with soap for 20 seconds or sing two ‘Happy Birthday’ songs as guide. This is to make sure to clean the fingers and the parts in between fingers where disease-causing germs may accumulate.”

Procedure

Activity 3: Demonstration/Return Demonstration on Proper Hand Washing Procedure

1. Make sure that there is soap available and water is sufficient for this activity.

2. If possible, conduct this activity in a place where there is a sink with running water from the faucet. If such is not available, be innovative. Be ready with a pail or basin with water, and a dipper.

3. Gather the participants so they can observe the demonstration. The facilitator shows the proper hand washing procedure. While doing

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this, the participants should sing “Happy Birthday” twice.

4. After the facilitator, ask for volunteers who will do the return-demonstration.

Application

For the participants to:

1. Make it a habit to do the proper hand washing procedure to avoid getting sick.

2. Share the learning with other members of the family.

Note to the Facilitator

Promote the proper handwashing procedure to the participants. Emphasize that washing with soap and water should not be done in a hurry to make sure that hands will be clean.

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Procedure

Activity 4: Workshop on the Identification of Problems Related to Excreta/ Human Waste

1. Divide the participants into groups of five.

2. Give the groups 15 minutes to identify problems that they have encountered related to excreta/ human waste.

3. Ask the groups to identify their reporter who will share the results of their discussion.

Processing

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?!

1. Ask the participants the following questions:

a. Affective Level

While you are undergoing the activity, what was your reaction?

b. Cognitive Level

What did you learn from the exercise? 2. Synthesize the responses and proceed to the

discussion of the Key Learning Points.

Key Learning Points

1. Problems Related to Improper Excreta/Human Waste Disposal

a. The family does not have their own comfort room (or toilet bowl).

b. Living in a cramped place that there is no space left for a comfort room/toilet.

c. No access to public comfort room.

d. No water source/inaccessible water supply.

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e. Geographical location (especially in remote barangays)

f. Do not have money to build own comfort room/toilet.

g. Lack of information on the negative effects of not having a comfort room and improper human waste disposal.

2. Being Sick due to Improper Human Waste Disposal/No Access to Toilet

The following could have been raised from the workshop on how to get sick due to improper human waste management:

a. There is no comfort room/toilet.

b. The dog ate the scattered human waste.

c. The dog entered the house.

d. Child played on the floor with dog (or any pet) that was dirty with human waste.

e. The mother carried her child who played with the dirty dog/pet.

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f. The mother did not wash her hands properly before she prepared the meals/food of the family.

g. The family ate the food prepared in unsanitary way by the mother.

h. The whole family ended up having diarrhea.

This shows that improper excreta/waste disposal leads to illness.

Below is a visual presentation how diarrhea spread due to improper excreta/ human waste disposal

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3. Disposal of Soiled Baby Diaper

A big concern among mothers now is how to dispose the used diaper of their babies and young children, especially those soiled with feces.

The soiled diaper should be folded nicely to make sure that the excreta will be kept in place and will not fall off. Place the used diaper inside a plastic bag and make a tight knot using the two handles to close the plastic bag before throwing it in a covered trash can. Do not forget to do the proper hand washing with soap and water after doing disposing a soiled diaper.

Application

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For the participants to:

1. Practice proper excreta/human waste disposal.

2. Make it a habit to do the proper hand washing to prevent getting sick.

3. Share the learning with other members of the family.

Synthesis

Two main types of human waste disposal are flushed toilet and water-sealed toilet. Having a toilet in every home helps prevent occurrence of illness in the household and community such as diarrhea, cholera, typhoid fever, human parasites.

To prevent the spread of illness, every household should have a comfort room proper and proper hand washing should be observed after using the comfort room. Disposal of soiled baby diaper should also be properly disposed by putting them in a closed garbage can. Again proper hand washing should be done.

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Note to the Facilitator

Let the participants realize the connection of not having proper excreta/waste disposal with getting sick. Impress to the participants that the illness that can be acquired can even lead to death.

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SESSION 3 GARBAGE DISPOSAL

Introduction

Having proper waste disposal in the home is a must to keep the environment clean and healthy to live with. This session will provide discussion on waste minimization and proper waste management.

Session Objectives

At the end of the session, the participants should be able to:

1. Identify the different types and methods of garbage disposal

2. Discuss policies and legislations concerning environmental sanitation;

3. Identify existing problems regarding refuse disposal and their proposed solutions;

4. Learn and practice the reduce, reuse, recycle (3Rs); and

5. Demonstrate the scientific preparation of compost.

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Estimated time

1 Hour and 30 Minutes

Methodology

Group sharing and discussion Lecture

Materials

Handouts, Powerpoint, LCD, laptop, chalk, Whiteboard marker, Meta cards, pentel pens, shovel and garden fork, piece of bamboo

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Procedure

Activity 1: Sharing on Methods of Garbage Disposal

1. Ask the participants how they dispose their garbage.

2. Write their responses on the board.

3. Synthesize the responses of the participants and proceed to the discussion of the Key Learning Points.

Key Learning Points

1. Types of Garbage

Garbage is also called refuse or waste.

a. Biodegradable

Biodegradable waste is waste that typically originates from plant or animal sources which may be broken down by other living organisms.

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Examples: left-over food, leaves, wood, paper

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b. Non-Biodegradable

Non-biodegradable waste cannot be broken down by other living organisms.

Examples: tin cans, plastic bottles, roofing materials

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Procedure

Activity 2: Waste Classification Exercise

1. Prior to the conduct of the training, write down the following different examples of waste on metacards (one item per metacard) which will be distributed to the participants:

Fruits & Vegetables Peelings

Spoiled Food/Leftovers

Vegetables Trimmings

Fish Scales Egg Shells/Sea

Food Shells Animal Entrails

and Carcasses Corn Cobs &

Sheets/Rice Hulls Peanut Shells Wet Newspaper/

Cardboards Wet

Papers/Cartons Coconut Shells &

Husks/Seeds Garden/Grass

Clippings Pet Manure

Broken glasses Glass bottles Plastic bottle cap Toner cartridge Computer casing Computer in

cartridge PVC pipes PE pipes Sando bags Packing wrappers Styropor/foams Cigarette butts Worn out plastic

sacks Dirt from sweeping Worn out rags Sanitary napkins Disposable diapers Plastic straw Barbershop/

parlor waste Household

medicine bottles

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Poultry/ Livestock Manure

Chipped Branches/ Sawdust

Dry papers/ newspaper

Dry cardboards/ cartons

Plastic container Plastic material Plastic water

bottles Tin & aluminum

cans Iron steel Lead-acid

batteries TV

sets/radio/stereos Washing

machine/dryers Stove/ref/

dishwashers Broken

furniture/filing cabinet

Book cases/bed & cushions

Rubber tires/oil filters

Garden debris

Broken ceramics Colored broken

glasses Coco fiber from

cushions Paint/thinner

containers Spray canisters Household

batteries Pharmaceutical

waste Spoiled/spilled/

expired cosmetic waste

Broken tiles/lamps

2. Instruct the participants to classify the waste in the metacards assigned to them according to the matrix cited below. During the session, this

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matrix should be posted in front of the lecture room.

Biodegradable

Recyclable

Residual Special/Bulky

3. Process and synthesize the workshop outputs and proceed to the discussion of the Key Learning Points.

Key Learning Points

Reference for this session is DOH Health Care Waste Management Manual published in 2004.

1. Waste Minimization

In addressing waste management, waste minimization is beneficial not just to the waste receiving environment but also to the waste producers. If waste minimization is to be undertaken, it is important to develop a good baseline data of the amount of waste

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generated prior to implementation of the waste minimization program.

There are several measures that can be instituted to achieve waste minimization including the following:

a. Reduction at source

Some reduction involves measures that either completely eliminate use of a material or generate less waste.

b. Re-use

Re-using is not only finding another use for a product, but more importantly, re-using the product over and over again for a given function as intended. Promoting re-use entails the selection of reusable rather than disposable products whenever possible.

c. Recycling

Recycling is collecting waste and processing it into something new. Many items can be recycled such as organics, plastic, paper, glass, and metal.

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d. Segregation of Waste

Segregation is an important step in waste management. There are several reasons to undertake waste segregation:

it minimizes the amount of waste that needs to be managed as bio-hazardous or hazardous waste;

facilitates easy, safe, and cost-effective waste management through recycling or composting; and,

it reduces the amount of toxic substances released to the environment.

2. Solid Waste Management Guidelines

Republic Act No. 9003 or the Ecological Solid Waste Management Act of 2000 calls for the mandatory segregation of waste at source. Segregate solid waste into four classifications and provide properly labeled containers for each: biodegradable, recyclable, residual and special waste.

Waste Classification Guide

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Biodegradable

Recyclable

Residuals Special/Bulky

Fruits and vegetables PeelingsSpoiled food/leftoversVegetables trimmingsFish scalesEgg shells/sea food shellsAnimal entrails and carcassesCorn cobs and Sheets/rice hullsPeanut shellsWet newspaper/ cardboardsWet papers/cartonsCoconut shells and husks/seedsGarden grass ClippingsPet ManurePoultry/ livestock Manure

Dry papers and newspaperDry cardboards and cartonsPlastic containerPlastic materialPlastic water bottlesTin and aluminum cansIron steelBroken glassesGlass bottlesPlastic bottle capToner cartridgeComputer casingComputer ink cartridgePVC pipesPE pipes

Sando bagsPacking wrappersStyropor and foamsCigarette buttsWorn out plastic sacksDirt from sweepingWorn out ragsSanitary napkinsDisposable diapersPlastic strawBarbershop and beauty parlor wasteHousehold medicine bottlesBroken ceramicsColored broken glassesCoco fiber from cushions

Paint/thinner containersSpray canistersHousehold batteriesPharmaceutical wasteSpoiled/spilled/expired cosmetic wasteBroken tiles/lampsLead-acid batteriesTV sets/radio/stereosWashing machine/dryersStove/refrigerator/dishwashersBroken furniture/filing cabinetBook cases/bed and cushionsRubber

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Biodegradable

Recyclable

Residuals Special/Bulky

Chipped Branches/Sawdust

tires/oil filtersGarden debris

3. Policies and Legislations

a. Republic Act No. 8749 (Clean Air Act of 1999)

The Clean Air Act of 1999 prohibits the incineration of biomedical wastes, effective on July 17, 2003. It promotes 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 biomedical and hazardous wastes.

RA 8749 defines non-burn technologies as those technologies used for the destruction, decomposition or conversation of wastes other than through the use of combustion and which comply with at least one of the following conditions (Section 2, Rule XXVIII, RA 8749);

The environment within the

destruction chamber is free of oxygen. Fire is not used in the destruction

chamber.

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The source of heat is not fire. A heat conducting material or medium

whether it is a solid, liquid, gaseous, sol or gel form is used to destroy the waste.

b. Republic Act No. 9003 (Ecological Solid Waste Management Act, 2000)

The Ecological Waste Management Act of 2000 mandates the segregation of solid wastes at the source including households and institutions like hospitals by using a separate container for each type of waste from all sources (Section 21, Article 2, RA 9003). However, the term “solid waste” specifically excludes infections waste from hospitals such as equipment, utensils, laboratory wastes pathological specimens, disposable formats, and similar disposal materials (Section 3(2), Article 2, RA 9003; Section 1, Rule III, DENR AO 2001-34).

Collection and transport of segregated general wastes or non-infectious wastes are covered by RA 9003 and may be bought to a landfill for disposal. The collection and transport of infectious biomedical wastes or hazardous wastes are governed by RA 6969 and cannot be disposed in open dumps or landfill. The infectious wastes once disinfected may be treated similar to a general waste.

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4. Different Ways to Dispose Garbage

a. Feed it to the animals.

b. Allow it to decompose in a compost pit, above-ground composting and barrel composting.

5. Composting is the biological decomposition (rotting and decaying) of plant residues, farm animal manures, and kitchen scraps under controlled conditions. Once these materials are completely decayed, the end product is called compost.

6. A compost is a mixture of decayed organic matter that is earthy, dark and crumbly. It is from leaves and manure, used to improve soil structure and provide nutrients. It will be used as fertilizer.

7. The usual compost pit is a 3 feet x 3 feet digging in a semi-shaded area where decaying organic materials are placed for it to become compost.

8. Underground Compost Pit

a. Dig into a underground deep level that would serve as place of biodegradable waste/trash

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b. Cover the waste or trash with a small amount of soil to avoid insects/animals from getting nearer.

c. Place a tube made of connected cans with holes. The installed tube must be placed outside the compost

d. After 60 days the decomposed waste can be use as a fertilizer to plants.

Below is the visual presentation of underground compost pit:

]

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There are also variations and innovations in making a compost pit as shared by Jojo Rom, Livelihood Manager of “Buklod Tao,” Inc., a People’s Organization based in San Mateo, Rizal where protection of the environment is one of their main programs. Identifying the compost pit suited for the area, depends on the available space. Below are the variations of composting:

Compost Barrel for storing of compost

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End Product: Compost

9. Above-Ground Composting a. Look for a discarded drum.

b. Cut the drum in two halves

c. Variation:

Instead of a drum cut lengthwise, just get an empty barrel/container of lard from any bakery. Retain the cover, bore hole along the sides and the bottom. Elevate this barrel and place a basin under the elevated barrel for to collect the garbage juice (leachate).

d. Clean the two materials from any toxic residuals that they may contain

e. Bore holes at the bottom part

f. Install the halved drum on top of two hollow blocks or similar items for elevation

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g. Biodegradables like leaves, fruit feelings, etc. may now be placed into the elevated receptacle.

h. Sprinkle water for moisture.

i. Sprinkle some amount of composted soil over the each layer of biodegradables.

j. Sprinkle activator (optional) to hasten decomposition.

k. Cover the receptacle for heat

l. Overturn the decomposing biodegradables for aeration every day. Also ensure there is sufficient moisture.

m. Do not remove the cover to protect it from being drenched by the rain, if the receptacle is outdoors.

n. Let the decomposition proceed the natural way, until such time that you have compost soil out of the collected biodegradables.

10. Barrel Composting at home

a. Secure a compost barrel (this is a medium size bucket with removable cover on top, holes at the sides and bottom, and a

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leachate collection basin at the bottom part (such barrel is being produced by “Buklod Tao”).

b. Instruct every member of the family to place all vegetable peelings and kitchen wastes into the compost barrel.

c. Once the compost barrel is filled with kitchen waste, pour the contents into the above ground composting receptacle.

d. Retrieve the garbage juice (lecheate) from the collecting basin. This can become the liquid fertilizer for the plants by mixing 2 tablespoons of lecheate, 1 liter urine, 4 liters water used in washing rice grains (hugas bigas). Wait for 1 week for curing. After 1 week, liquid fertilizer is available.

Procedure

Activity 3: Demonstration/Return Demonstration on How to Make a Compost Pit

1. Make sure that the materials needed for the demonstration/return-demonstration in preparing a compost pit are available like

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garden fork or shovel as well as samples of biodegradable and non-biodegradable garbage.

2. The area where the compost pit has been identified.

3. Invite the participants to go to the area where the compost pit will be made. The facilitator should be ready to do the demonstration after studying carefully the steps involved.

4. Enumerate the things needed for the preparation of a compost pit.

5. For the activity to be interactive, ask the participants what garbage from the samples should go into the compost pit and try to segregate them.

6. The facilitator will do the demonstration.

7. After the demonstration, volunteers from the participants will be given the chance to prepare a compost pit, too.

8.

Processing

1. Ask the participants the following questions:

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?!

a. Affective Level

While you are listening to the demonstration, what was your reaction?

b. Cognitive Level

What did you learn from the activity?

Application

For the participants to:

1. Practice waste segregation.

2. Make their own composting at home based on their preference.

Synthesis

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Proper garbage proposal is strongly supported by RA8749 or Clean Air Act of 1999 and RA 9003 or the Ecological Solid Waste Management Act of 2000.

Garbage also called as refuse or waste has two main categories – biodegradable and non-biodegradable. The first one originates from plant or animal sources, while the other one comes plastic, cans, plastic bottles and roofing materials.

Composting – biological decomposition of biodegradable waste materials is one way of disposing garbage. Under composting are underground compost pit, above-ground composting and barrel composting at home.

Garbage though can also be minimized through reduction at source, re-use, recycling and segregation of waste through Solid Waste Management.

SESSION 4

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GLOBAL WARMING AND CLIMATE CHANGE

Introduction

Global warming and climate change is a given fact that is happening nowadays. In this session, this will be discussed why and how global warming and climate change occurs to understand and find ways to help prevent its further effects in the environment.

Session Objectives

At the end of the session, the participants should be able to:

1. Understand global warming.

2. Understand the causes and effects of global warming.

Estimated time

1 Hour

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Methodology

Sharing Lecture/Discussion

Materials

Handouts, Powerpoint, LCD, laptop, chalk, Whiteboard marker,

Procedure

Activity 1: Sharing on Global-Warming

1. Ask the participants they know about global warming.

2. Write the responses on the board.

3. Synthesize the responses and proceed to the discussion of the Key Learning Points.

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Key Learning Points

1. What is Global Warming

Global Warming as defined in www.haribon.org.ph refers to an increase in average global temperature, which in turn causes climate change. To completely understand why global warming happens, it is important to know that our atmosphere, which is made up of gases such as nitrogen, oxygen, and carbon dioxide as well as water vapor has an important influence on earth’s surface temperature.

Global warming refers to the increase in the earth’s mean temperature due to the so-called enhanced greenhouse effect. Gases such as carbon dioxide and methane absorb heat, thus reducing the amount that escapes back to space, as the atmosphere absorbs heat energy.

Human activities that lead to the increase in concentration of greenhouse gases (GHGs) include:

a. Worldwide deforestation

b. Increasing industrial activity

c. Motor vehicle emission

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d. Waste management practices

e. Intensive agriculture

2. Effects of Global Warming

As published in the Philippines Daily Inquirer dated April 23, 2009 as well as in www.haribon.org.ph, the effects of global warming are the following:

a. Extreme typhoons, droughts, extreme rain or snow, hail, landslides and floods in various parts of the world has been the unusual atmospheric circulation brought about by global warming.

b. Carbon dioxide emissions, released by burning forest and fossils fuels, trap heat near the earth’s surface the so called greenhouse effects causing a rise in global temperatures and creating the potential for more weather extremes.

c. Summers are getting hotter and our so-called winters are becoming more monsoon-like

d. Dengue fever is spreading much farther and faster around the country due to increased humidity

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e. Our shores will soon move closer by a meter or more each year (melting of the icecaps)

f. More and more floods are affecting the Philippine islands and surrounding regions

g. People hunger because their crops were destroyed in natural disasters such as storms, floods, or heat/dryness

4. Prevention

a. Personal effort (Individual level)

Here is a list of simple but practical things that a person can do to help in the global effort to save our planet by reducing greenhouse gas emissions.

Make sure you recycle newspapers, glass bottles, tin cans, and magazines.

Reuse your shopping bags instead of getting new ones each time you go to the market.

Donate your unwanted clothes. Turn off the faucet when your

brushing your teeth Turn off electrical devices (lights, fans,

TV, computers, etc.) whenever or not in use.

Check for leaks (toilets, faucets, pipes, irrigation system, etc.)

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Install a low-flow shower head. Ride your bike instead of driving. You

will get your daily exercise while you are doing it.

Plant natural/drought – tolerant plants. Some grasses, groundcovers, shrubs and trees don’t need to be watered as frequently.

b. Energy Conservation tips

Replace leaking pipes and fix leaking faucets.

Refer to the energy guide to know the wattage usage of appliances before buying new appliances.

The following Meralco saving tips will help lower electricity use in households that will also result to lower electric bill:

Use compact fluorescent lights (CFLs) instead of incandescent bulb

Doing your ironing and laundry in bulk > Opening refrigerators only when needed

Ensure that the appliances are in good running condition and well-maintained.

Monitor use of appliances, especially during summer when electric consumption surges e.g. air conditioners, refrigerators, freezers, electric fans, water

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pumps and entertainment appliances (TV and computers)

Turn off/Unplug all electrical devices when not in use and at night time. Simply turning these appliances off is not enough because electrical appliances/devices still consume power while in stand-by mode.

4. Are climate change and global warming the same thing?

As expounded in the website of the Department of Biology of Washington State, climate change and global warming are not the same but they are closely related. It is important to note that global warming causes climates to change. Global warming refers to rising global temperatures, while climate change includes other more specific kinds of changes, too. Warmer global temperatures in the atmosphere and oceans leads to climate changes affecting rainfall patterns, storms and droughts, growing seasons, humidity, and sea level.

Global warming is planet-wide, while climate change can refer to changes at the global, continental, regional and local levels. Even though a warming trend is global, different areas around the world will experience different specific changes in their climates,

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which will have unique impacts on their local plants, animals and people. A few areas might even get cooler rather than warmer.

5. What is climate change?

Climate includes patterns of temperature, precipitation, humidity, wind and seasons. Climate change affects more than just a change in the weather. It refers to seasonal changes over a long period of time. These climate patterns play a fundamental role in shaping natural ecosystems, and the human economies and cultures that depend on them.

Because so many systems are tied to climate, a change in climate can affect many related aspects of where and how people, plants and animals live, such as food production, availability and use of water, and health risks.

6. Climate Change in the Philippines

Information from the Department of Energy reveals that the Philippines has experienced temperature spikes brought about by climate change. It has been observed that warming is experienced most in the northern and southern regions of the country, while Metro Manila has warmed less than most parts. In addition, the regions that have warmed the most (northern Luzon, Mindanao) have also dried the most.

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Largest precipitation trends are about 10 percent during the 20th century.

Hot days and hot nights have become more frequent. Extreme weather events have also occurred more frequently since 1980. These include deadly and damaging typhoons, floods, landslides, severe El Niño and La Niña events, drought, and forest fires. Adversely affected sectors include agriculture, fresh water, coastal and marine resources and health.

a. Risks Associated with Climate Change

According to the Social Protection Think Paper of Dean Rosalinda Pineda-Ofreneo entitled ‘Addressing Social Dimension of Climate Change Through Adaptive Social Protection as adopted from the Climate Change Commission, National Framework Strategy on Climate Change:

The country is ranked highest in the world in terms of vulnerability to tropical cyclone occurrence, and third in terms of people exposed to such seasonal events

An average of 20 typhoons traverse the country yearly, causing physical and economic devastation

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Climate variability increasingly induces drought during El Niño episodes and floods during La Niña

The Philippines faces increasing disaster risks with geologic/seismic dangers closely interacting with such meteorological hazards.

Climate change also threatens the ability of the country’s ecosystem to provide life- support services. In coastal areas, problems like flooding and inundation are expected to increase due to accelerated sea level rise, in addition to cyclone and storm surges

6. Impact of Climate Change

On the same paper of Dean Ofreneo, the following were highlighted as impact of climate change:

Agriculture is among the most affected and the outcome is greater food insecurity

Fishing communities are also affected with more frequent fish kills, red tide, coral bleaching, and others

The destruction of weather-dependent livelihoods in forestry, has disastrous effect on the rural poor. Their

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productivity and incomes decline as food supplies decrease and food prices increase which resulted to increasing poverty and hunger.

The urban poor are also affected since they are usually located on river banks and other areas vulnerable to flooding and damage caused by typhoons.

Health sector will also be burned to the expected increase of vector-borne and other infectious diseases such as dengue fever, malaria and cholera.

Other health-related impacts include malnutrition and its consequences on child development, increased injuries, illness and deaths due to heat waves, floods, droughts, storms and fires and increased incidence of diarrhea and cardiovascular diseases.

Groundwater sources maybe contaminated by sea water that will affect supply of potable water

Impact on Women:

Because of the social roles of women and girls which make them more in need and in charge of water procurement, they are affected for they have to walk further to

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reach water sources in rural areas or queue longer in water lines in urban areas.

When women are brought to the evacuation centers due to disaster, their special health, safety and sanitation needs are often not considered. They are also vulnerable to sexual or gender based violence in the evacuation camp.

During disaster, the multiple burden of women are increased for they are in charge of providing food and fuel, taking care of the young, sick and elderly while at the same time they do not have enough access to resources, information and decision-making bodies.

Impact on Indigenous Peoples

Indigenous peoples live off the land and the resources found on their ancestral domain make them more at risk.

Indigenous women are more disproportionately affected which include: loss of life, livelihood, food security; high health risk; loss of traditional knowledge; water conflict, violation of gender rights, migration and displacement, less mobility, and further marginalization and loss of identity.

Impact on Older Persons

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They are affected by heat stress.

Impact on Children

They are more vulnerable to malnutrition, dengue and other vector-borne diseases.

Philippine Response to Climate Change

a. Presidential Task Force on Climate Change

President Gloria Macapagal- Arroyo issued Administrative Order (AO) 171, creating the Presidential Task Force on Climate Change (PTFCC). In view of the important influence the energy sector plays in mitigating climate change impact, AO 171-A designated the Department of Energy Secretary as Chair of the Task Force, with the Secretary of the Department of Environment and Natural Resources (DENR) as Vice-Chair. Other members of the PTFCC include the Secretaries of the Department of Science and Technology (DOST), Department of Agriculture (DA), Department of Interior and Local Government (DILG), and the Department of Education (DepEd), the Chairman of the Commission on Higher Education (CHED) and two (2) representatives from the private sector/civil society as members.

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b. Climate Change act of 2009 affirms the sustainable human development framework of Agenda 21 and “adopts the principle of protecting the climate system for the benefit of humankind on the basis of climate change. It also highlights the vulnerability of the poor, women and children to the dangers of climate change, mandates the integration of disaster risk reduction into climate change programs and initiatives and the systematic integration of the “concept of climate change in various phases of policy formulation, development of plans, poverty reduction strategies and other development tools and techniques by all agencies and instrumentalities of the government.

9. Basic tips to help stop climate change

From www.Earth911.com, there are ten simple everyday things people can do to help stop climate change. Every little effort helps and adds up to a whole lot of good.

a. Change a light. Replace a regular light bulb with a compact fluorescent. You can save 150 pounds of carbon dioxide each year.*

b. Drive less. Walk, bike, carpool, take mass transit, and/or trip chain. All of

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these things can help reduce gas consumption and one pound of carbon dioxide for each mile you do not drive.

c. Recycle more and buy recycled stuff. Save up to 2,400 pounds of carbon dioxide each year just by recycling half of your household waste. By recycling and buying products with recycled content you also save energy, resources and landfill space.

d. Avoid products with a lot of packaging. Preventing waste from being created in the first place means that there is less energy wasted and fewer resources consumed. When you purchase products with the least amount of packaging, not only do you save money, but you also help the environment! Reducing your garbage by 10% reduces carbon dioxide emissions by 1,200 pounds.

e. Plant a tree. A single tree can absorb one ton of carbon dioxide over its lifetime.

f. Turn off electronic devices when not in use. Simply turning off your TV, VCR, computer and other electronic devices can save each household thousands of pounds of carbon dioxide each year.

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g. Stay informed. Stay informed about environmental issues. Share your knowledge with others. Together, we can and do “Make Every Day Earth Day!”

Application

Participants to form into dyad and discuss how they can help prevent the further effects of global warming, and to think of measures to prevent further deterioration of the ozone layer as major cause of global warming.

Synthesis

Global warming is happening and this is caused by continued worldwide deforestation, increasing industrial activity, motor vehicle emission, improper waste management practices and intensive agriculture.

Effects of global warming include having extreme typhoons, droughts, extreme rain or snow, landslides and floods in various parts of the world.

Practical things that an individual can do to prevent the continuing global warming but these are the most practical way to contribute to the global effort. These include recycling the used newspaper, glass,

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bottles, tins cans and magazines; donate unwanted clothes; turn off faucet when not in used and turning off electrical devices whenever or not in use.

SESSION 5ACTION PLANNING

Introduction

This last session will attempt to use the learnings provided under this module. The participants are encouraged that learnings will be applied at the individual level, family, organization and community level.

Session Objective

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At the end of the session, the participants should be able to:

1. Prepare an action plan on how to implement the lessons learned from this module.

Estimated time

1 Hour

Methodology

Group Workshop Lecture/Discussion

Materials

Handouts, Powerpoint, LCD, laptop, chalk, Whiteboard marker, Action plan forms, newsprint, pentel

pens, masking tape

Procedure

Action Planning

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1. Guide the participants in preparing the action plan using the matrix that follows:

Action Plan Matrix

Session Identified

Problem/Issues in Commun

ity

Possible

Solution

Resources

Available

Responsible Person/ Organizati

on

Session 1 Water

Session 2 Excreta/Human Waste DisposalSession 3 Refuse/ Waste/ Garbage Disposal

Session 4. Global Warming and Climate Change

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Note to the Facilitator

If the captured group or participants, the action plan should be prepared after the discussion of the whole module. However, if not captured participants, action plan should be prepared after each session.

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