Level of Awareness on Global Warming and Climate Change among Faculty and Staff of

JBLCF-B

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A Thesis
Presented to
The Faculty of the Maritime Department
John B. Lacson Colleges Foundation

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In Partial Fulfillment
Of the Requirements for the Course
Research 311

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by

Mdpn. Bedia, James C.

Mdpn. Clavel, Jeremy G.
Mdpwn. Corpuz, Christine Joyce B.
Mdpn. Dooma, Kevin Karl N.
Mdpn. Geocada, Gerald
 Chapter 1

INRODUCTION

The global average temperature has increased by about 0.7 to 1.4 °F or 0.4 to 0.8 °C since

the late 1800's. Further, many experts estimated that the average temperature will rise an

additional 2.5 to 10.4 °F or 1.4 to 5.8 °C by 2100. According to Mastrandrea and Schneider

(2005), the rate of increase would be much larger than most rates of increase in the past. This

rapid increase in the average temperature of Earth's surface is one of the physical changes

brought about by global warming.

Global warming is one of the hottest issues being discussed worldwide more than two

decades ago. Several governmental and non-governmental organizations had been organized to

help spread information about global warming. The recently celebrated Earth Day and Earth

Hour was made to show that the issue on global warming is not a concerned by few organization

or corporation but as a collective effort of every individual living in this beautiful planet Earth.

The annual international pageant “Miss Earth International” aims for the awareness of everyone

to plant more trees and minimize wastes that contributes to the depletion of the ozone layer. The

damage of the ozone layer is scientifically believed that reduce the capacity of the atmosphere to

screen harmful ultra-violet (UV) rays that comes from the sun. Its effect is to increase more heat

coming from the sun, thus increasing Earth’s surface temperature.

Institutions, Company and Government agencies throughout the world are likewise

organized themselves to help on improving the level of awareness of global warming. Earth

Guard JBLCF-B chapter is one proof. This is an affiliate of Earth Guard chapters in other
Institution, Company and Government agencies. This environmentally-based organization

engaged themselves on tree planting activities, mountain tricking to help its members to be

actively involved in terms of protection of the environment.

This two-decade issue should be included in policy of the institution and company to

help the employees aware of its cause and effect. It is believe that through this massive

information dissemination, people will know and soon practice preventive activities like planting

trees, recycle and reuse some non-biodegradable items, refrain from burning plastics that damage

the atmosphere, and the like.

The JBLCF-Bacolod is currently involved in protecting the environment through Earth

Guard organization and implemented the segregation activity of waste.

Statement of the Problem

This research paper aims to determine the level of awareness on global warming among

Faculty and Staff of John B. Lacson Colleges Foundation - Bacolod.

Specifically, it seeks to answer the following specific questions:

1. What is the level of awareness on global warming among Faculty and Staff of John B.

Lacson Colleges Foundation - Bacolod?

2. Is there a significant difference on the level of their awareness of global warming

when group according to designation?

3. What medium contributes to the level of awareness on global warming among

Faculty and Staff?

Hypothesis

1. There is no significant difference on the level of their awareness of global warming

when group according to designation.

Conceptual Framework

According to Bauzon (2001), curriculum refers to the sum of all learning content,

experiences and resources that are purposely selected, organized and implemented by the school

in pursuit of its peculiar mandate as a learning institution and human development. There are

four aspects of curriculum, namely, objectives, content, experiences, and evaluation which are

interdependent with each other (Palma, 1982).

The teaching and learning process is the foundation of curriculum in schools. Bauzon

(2001) denies claim that when there is learning, there is teaching as many others claim. He

further added that teaching is purposeful, focused, and intended. That is why, in the teaching and

learning process, it is important to define the objectives of the process followed by the

enumeration of the content. The list of the topics to be discussed is a consequence of the desired

output from which the objective is based. To further realize the objectives, the experience of the

learners inside as well as outside of the classroom should geared towards the realization of the

course.

One of the criteria of a good curriculum is the fact that the curriculum is continuously

evolved (Bauzon, 2001). This is where evaluation comes in. The curricular program must have

continuous evaluation to ensure that it meets modern and dynamic community. Social issues

locally and internationally should be addressed in the curricular development to make it more

relevance.
 The issue on global warming is indeed global or international in scope. This is in fact a

concern of everyone not only for the faculty and staff in the maritime institution. Discussion of

global warming in other company, institution and government agencies also tackles this social

issue. Its effect can be felt by everyone around the world. It primarily increases the surface or

Earth’s temperature. The increases in temperature causes climatic changes, ocean acidity, rise in

the level of sea water, and many more. The sad thing is, science provide proofs that the increase

of temperature is due to both natural and human activities. Burning fossil fuel in the industrialize

countries contributes in the increase the concentration of atmospheric gases emitted like carbon

dioxide (CO2), methane (CH4), Chlorofluorocarbons (CFC’s ), Nitrous Oxide (N2O), and water

vapor absorb and radiate infrared wavelength or heat. Carbon dioxide gas initiated a tremendous

surge during the industrial revolution in the 70’s. Its presence in the atmosphere delays the

release of excess heat energy into the space. The heat energy is absorb and reradiated back

producing warmth in the lower atmosphere. As the concentration of this heat absorbing gases

increase, more heat is maintained in the atmosphere and resulted to an increase in the Earth

surface temperature.

Methane gas is generated by organic processes, such as digestion and rotting in the

absence of oxygen. About 50% of excess methane comes from bacterial action in the intestinal

track of livestock and underwater bacteria in rice paddies. Burning of vegetation produces

another 20% excess methane (Christoferson, 1998). Currently, methane is believed responsible

for at least 12% of the total atmospheric warming.

CFC’s are thought to contribute 25% of the global warming. It absorbs infrared missed

by carbon dioxide and water vapor in the lower atmosphere. It plays a negative role in
stratospheric ozone layer depletion. Currently the use of products containing CFC’s is totally

banned in the market due to this reason.

Two effective techniques for limiting CO2 emissions would be (1) to replace fossil fuels

with energy sources that do not emit CO2, and (2) to use fossil fuels more efficiently.

Alternative energy sources that do not emit CO2 include the wind, sunlight, nuclear

energy, and underground steam. Devices known as wind turbines can convert wind energy to

electric energy. Solar cells can convert sunlight to electric energy, and various devices can

convert solar energy to useful heat. Geothermal power plants convert energy in underground

steam to electric energy.

Alternative sources of energy are more expensive to use than fossil fuels. However,

increased research into their use would almost certainly reduce their cost. Carbon sequestration

could take two forms: (1) underground or underwater storage and (2) storage in living plants.

Underground or underwater storage would involve injecting industrial emissions of CO2 into

underground geologic formations or the ocean. Suitable underground formations include natural

reservoirs of oil and gas from which most of the oil or gas has been removed. Pumping CO 2 into

a reservoir would have the added benefit of making it easier to remove the remaining oil or gas.

The value of that product could offset the cost of sequestration. Deep deposits of salt or coal

could also be suitable. The oceans could store much CO2. However, scientists have not yet

determined the environmental impacts of using the ocean for carbon sequestration.
 To summarize the conceptual framework of the study, figure 1 below shows the

schematic diagram of the study.

Independent Variable Dependent Variable

Level of Awareness
FACULTY On
and Global Warming
and Climate
STAFF Change

Figure 1. Schematic diagram of the Conceptual Framework of the study

The schematic diagram shows the two departments of employees, that is, Faculty and

Staff. Both groups of employees will answer the survey questionnaire on the awareness to global

warming, its cause and effect. From the analysis of the survey results, implications will be drawn

that will lead into an enhancement of the course approaches and contents that will be reflected in

the employees manual.

Significance of the Study

The result of this research might be significant to the following:

Faculty and Staff. Faculty and Staff may develop high level of awareness on the cause

and effect of global warming. They should understand that the current climatic changes that they

experience are directly or indirectly cause by global warming. Thus, they should do their share in

this long process of improving the Earth’s condition.

 Instructors . Instructors handling the courses may know that they are in the right

position to discuss issues on global warming. They should take this opportunity to encourage

students and their family to help preserve the environment making their courses more relevant.

Curriculum Developer. Curriculum developer may ensure that current social issues like

global warming be incorporated in classroom discussion for students to be more aware of.

Scope and Limitation

The respondents of the study are the Faculty and Staff of John B. Lacson Colleges

Foundation–Bacolod.

Definition of Terms

The following terms are defined operationally for easy understanding by both the

researcher and the readers.

Global Warming. Global warming is the increase in the average measured temperature

of the Earth's near-surface air and oceans. These temperature increases are brought about by

natural and human-caused activities. Atmospheric gases emitted from human activities like

carbon dioxide (CO2), methane (CH4), Chlorofluorocarbons (CFC’s), Nitrous Oxide (N2O), and

water vapor absorb and radiate heat.

Global climate change. Is used to refer to changes in the Earth's global climate or

regional climates. It describes changes in the variability or average state of the atmosphere - or

average weather - over any time scale from decades to millions of years.

Level of Awareness. As used in this study, an arbitrary index that measure how high or

low is the stored knowledge of students in the maritime program about the causes and effects of

global warming.
 JBLCF-Bacolod. An affiliate of John B. Lacson Foundation Maritime University

primarily offers BS in Marine Transportation and BS in Marine Engineering programs located in

Alijis, Bacolod City.

 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents some of the related local and foreign literature and studies from

which concepts and theories were based.

Global Warming

Global warming is the increase in the average measured temperature of the Earth's near-

surface air and oceans since the mid-20th century, and its projected continuation.

Houghton and Woodwell (1989) reported in the Global Climate Change as cited by

Christofferson (1998) saying,

The world is warming. Climatic zones are shifting. Glaciers are melting. Sea level

is rising. They are not hypothetical events from a science fiction movie; these

changes and others are taking place, and we expect them to accelerate over the

years as the amount of carbon dioxide, methane, and other traces of gases

accumulating in the atmosphere through human activities.

According to NASA Scientist, the earth is within 1 ◦ C of equaling the highest average

temperature of the past 125,000 years. The rate of warming in the past 30 years has exceeded

that of any comparable period in the temperature record (Jefferson, 1997). These temperature

increases are brought about by natural and human-caused activities. Atmospheric gases emitted

from human activities like carbon dioxide (CO2), methane (CH4), Chlorofluorocarbons (CFC’s),

Nitrous Oxide (N2O), and water vapor absorb and radiate infrared wavelength or heat. Carbon

dioxide gas produced in the burning of fossil fuels initiated a tremendous surge during the

industrial revolution in the 70’s. Its presence in the atmosphere delays the release of excess heat

energy into the space. The heat energy is absorb and reradiated back producing warmth in the
lower atmosphere. As the concentration of this heat absorbing gases increase, more heat is

maintained in the atmosphere and resulted to an increase in the Earth surface temperature. In

1997, the estimated carbon dioxide concentration was 370 ppm from 350 ppm in 1985. Further,

it is estimated to escalate to 550 ppm by year 2020.

Next in line is methane gas. Methane gas is generated by organic processes, such as

digestion and rotting in the absence of oxygen. About 50% of excess methane comes from

bacterial action in the intestinal track of livestock and underwater bacteria in rice paddies.

Burning of vegetation produces another 20% excess methane (Christoferson, 1998). Currently,

methane is believed responsible for at least 12% of the total atmospheric warming.

CFC’s are thought to contribute 25% of the global warming. It absorbs infrared missed

by carbon dioxide and water vapor in the lower atmosphere. It plays a negative role in

stratospheric ozone layer depletion. Currently the use of products containing CFC’s is totally

banned in the market due to this reason.

The effects of these changes are complex. Climatic change, weather condition, rise of sea

level that will lead to island submersion, oceanic acidification and increase temperature that

affects marine life, and epidemic of newly found diseases.

Global Warming and Climate Change in the Philippines

The climate is changing and the earth is warming up. There is now overwhelming

scientific consensus that it is happening, and human-induced. Global warming and climate

change refer to the increase in the earth’s mean temperature as a result of enhanced greenhouse

effect. Natural events and human activities are believed to be contributing to an increase in

average global temperatures. This is caused primarily by increases in “greenhouse” gases such as

carbon dioxide, methane, and nitrus oxide. Effects of global climate change are harmful and we
must inspire action against it.

These factual indications and situations lead many experts to agree that global warming

and climate change may be one of the greatest threats facing the planet. The Philippines is

greatly affected by this phenomenon. The country is situated west of the Pacific Ocean near the

equator thereby making it prone to tropical cyclones and is in fact visited by about 20 typhoons

each year. Thus, we must be ready against these foresighted stronger storms and must do what

we can to mitigate its harmful effects. Also, the country is agricultural and such change in global

warming and climate change affects the daily harvests in our countryside.

Considering the above discussion, the Crisis Management Institute of the National

Defense College of the Philippines (CMI-NDCP) conducted the Crisis Management Forum on

Global Warming and Climate Change and its Implications to National Security last August 20,

2009 at the NDCP Honor Hall, Academic Row, Camp Aguinaldo, Quezon City. This is the third

Crisis Management Forum conducted by the institute. A film showing of the critical

documentary, 11th Hour, was shown before the forum proper commenced at 2:00 PM.

The forum was aimed to disseminate information about global warming and climate

change, its effects in the Philippines, how to mitigate its occurrence and inspire people to act

now. Global warming and climate change is a reality our planet is facing and as Secretary

Alvarez has propounded, we must all share the responsibility to care for the place we are live in.

A full-packed Honor Hall of 75 participants from various government agencies, non-

government agencies, and the military and security sectors attended the said forum. Four

distinguished speakers led by Secretary Heherson T. Alvarez, Presidential Adviser on Global

Warming and Climate Change, Office of the President, said that, “the Philippines is on its way to

the Road to Copenhagen next year in full participation with the international community to
combat global warming and climate change.” Ms. Edna L Juanillo, Assistant Weather Services

Chief, Philippine Atmospheric Geophysical and Astronomical Services Administration

(PAGASA) noted that, “climate change is attributable directly to human activity that alters the

composition of the global atmosphere and such activities contribute to natural climate variability

observed over comparable time periods”; Dr. Margarita N. Lavides, Climate Change Consultant,

Haribon Foundation, confirmed that “global warming and climate change adds up on threats to

the Philippine biodiversity and will lead to massive biodiversity loss”; and lastly, Ms. Amelia D

Supetran, Energy Environment Team Leader, United Nations Development Program (UNDP),

thought that, “UNDP pushes for the UN Framework Convention on Climate Change and the

Kyoto Protocol. These are the UN’s main policy response to global warming and climate

change.” All in all, resource speakers shared their expertise on this very timely topic. By: Chester

B. Cabalza and Madelaine M. Meris

Temperature changes

Two millennia of mean surface temperatures according to different reconstructions, each

smoothed on a decadal scale. The unsmoothed, annual value for 2004 is also plotted for

reference.

The most commonly discussed measure of global warming is the trend in globally

averaged temperature near the Earth's surface. Expressed as a linear trend, this temperature rose

by 0.74°C ±0.18°C over the period 1906-2005. The rate of warming over the last 50 years of that

period was almost double that for the period as a whole (0.13°C ±0.03°C per decade, versus

0.07°C ± 0.02°C per decade). The urban heat island effect is estimated to account for about

0.002 °C of warming per decade since 1900. Temperatures in the lower troposphere have
increased between 0.12 and 0.22 °C (0.22 and 0.4 °F) per decade since 1979, according to

satellite temperature measurements. Temperature is believed to have been relatively stable over

the one or two thousand years before 1850, with regionally-varying fluctuations such as the

Medieval Warm Period or the Little Ice Age.

Based on estimates by NASA's Goddard Institute for Space Studies, 2005 was the

warmest year since reliable, widespread instrumental measurements became available in the late

1800s, exceeding the previous record set in 1998 by a few hundredths of a degree. Estimates

prepared by the World Meteorological Organization and the Climatic Research Unit concluded

that 2005 was the second warmest year, behind 1998. Temperatures in 1998 were unusually

warm because the strongest El Niño in the past century occurred during that year.

Temperature changes vary over the globe. Since 1979, land temperatures have increased

about twice as fast as ocean temperatures (0.25 °C per decade against 0.13 °C per decade).

Ocean temperatures increase more slowly than land temperatures because of the larger effective

heat capacity of the oceans and because the ocean loses more heat by evaporation. The Northern

Hemisphere warms faster than the Southern Hemisphere because it has more land and because it

has extensive areas of seasonal snow and sea-ice cover subject to the ice-albedo feedback.

Although more greenhouse gases are emitted in the Northern than Southern Hemisphere this

does not contribute to the difference in warming because the major greenhouse gases persist long

enough to mix between hemispheres.

The thermal inertia of the oceans and slow responses of other indirect effects mean that climate

can take centuries or longer to adjust to changes in forcing. Climate commitment studies indicate
that even if greenhouse gases were stabilized at 2000 levels, a further warming of about 0.5 °C

(0.9 °F) would still occur.

Causes of Global Warming

“As human-caused biodiversity loss and climate disruption gain ground, we need to keep

our sights clear and understand that the measure of a threat is not a matter of whether it

is made on purpose, but of how much loss it may cause. It's an ancient habit to go after

those we perceive to be evil because they intended to do harm. It's harder, but more

effective, to "go after," meaning to more effectively educate and socialize, those vastly

larger numbers of our fellow humans who are not evil, but whose behavior may in fact be

far more destructive in the long run." (Ed Ayres, editor of Worldwatch magazine,

Nov/Dec 2001)

AGU statement about the causes of global warming in 2003. Here are some quotes from their

report:

"Human activities are increasingly altering the Earth's climate. These effects add to

natural influences that have been present over Earth's history. Scientific evidence strongly

indicates that natural influences cannot explain the rapid increase in global near-surface

temperatures observed during the second half of the 20th century.

Human impacts on the climate system include increasing concentrations of atmospheric

greenhouse gases (e.g., carbon dioxide, chlorofluorocarbons and their substitutes, methane,

nitrous oxide, etc.), air pollution, increasing concentrations of airborne particles, and land

alteration. A particular concern is that atmospheric levels of carbon dioxide may be rising faster

than at any time in Earth's history, except possibly following rare events like impacts from large

extraterrestrial objects. ..."

 The unprecedented increases in greenhouse gas concentrations, together with other

human influences on climate over the past century and those anticipated for the future, constitute

a real basis for concern." evidence has further grown for anthropogenic greenhouse gases being

the major cause of global warming and carbon dioxide playing a more and more important

factor. For an individual, the easiest way to help mitigating climate change is to reduce the

energy consumption (or generally consume less goods) which will almost automatically reduce

carbon dioxide emissions as well as the emissions of other greenhouse gases.

Carbon Dioxide from Power Plants

In 2002 about 40% of U.S. carbon dioxide emissions stem from the burning of fossil

fuels for the purpose of electricity generation. Coal accounts for 93 percent of the emissions from

the electric utility industry.

Coal emits around 1.7 times as much carbon per unit of energy when burned as does

natural gas and 1.25 times as much as oil. Natural gas gives off 50% of the carbon dioxide, the

principal greenhouse gas, released by coal and 25% less carbon dioxide than oil, for the same

amount of energy produced. Coal contains about 80 percent more carbon per unit of energy than

gas does, and oil contains about 40 percent more. For the typical U.S. household, a metric ton of

carbon equals about 10,000 miles of driving at 25 miles per gallon of gasoline or about one year

of home heating using a natural gas-fired furnace or about four months of electricity from coal-

fired generation.

Carbon Dioxide Emitted from Cars

 About 33% of U.S carbon dioxide emissions comes from the burning of gasoline in

internal-combustion engines of cars and light trucks (minivans, sport utility vehicles, pick-up

trucks, and jeeps).US Emissions Inventory 2006 page 8 Vehicles with poor gas mileage

contribute the most to global warming. For example, according to the E.P.A's 2000 Fuel

Economy Guide, a new Dodge Durango sports utility vehicle (with a 5.9 liter engine) that gets 12

miles per gallon in the city will emit an estimated 800 pounds of carbon dioxide over a distance

of 500 city miles. In other words for each gallon of gas a vehicle consumes, 19.6 pounds of

carbon dioxide are emitted into the air. [21] A new Honda Insight that gets 61 miles to the

gallon will only emit about 161 pounds of carbon dioxide over the same distance of 500 city

miles. Sports utility vehicles were built for rough terrain, off road driving in mountains and

deserts. When they are used for city driving, they are so much overkill to the environment. If one

has to have a large vehicle for their family, station wagons are an intelligent choice for city

driving, especially since their price is about half that of a sports utility. Inasmuch as SUV's have

a narrow wheel base in respect to their higher silhouette, they are four times as likely as cars to

rollover in an accident.

The United States is the largest consumer of oil, using 20.4 million barrels per day. In his

debate with former Defense Secretary Dick Cheney, during the 2000 Presidential campaign,

Senator Joseph Lieberman said, "If we can get 3 miles more per gallon from our cars, we'll save

1 million barrels of oil a day, which is exactly what the (Arctic National Wildlife) Refuge at its

best in Alaska would produce."

If car manufacturers were to increase their fleets' average gas mileage about 3 miles per

gallon, this country could save a million barrels of oil every day, while US drivers would save

$25 billion in fuel costs annually.

Methane

While carbon dioxide is the principal greenhouse gas, methane is second most important.

According to the IPCC, Methane is more than 20 times as effective as CO2 at trapping heat in

the atmosphere. US Emissions Inventory 2004 Levels of atmospheric methane have risen 145%

in the last 100 years. Methane is derived from sources such as rice paddies, bovine flatulence,

bacteria in bogs and fossil fuel production. Most of the world’s rice, and all of the rice in the

United States, is grown on flooded fields. When fields are flooded, anaerobic conditions develop

and the organic matter in the soil decomposes, releasing CH4 to the atmosphere, primarily

through the rice plants. US Emissions Inventory 2004.

Water vapor is the most prevalent and most poweful greenhouse gas on the planet, but its

increasing presence is the result of warming caused by carbon dioxide, methane and other

greenhouse gases. (See NOAA's National Climate Data Center (NCDC) FAQ page) Water vapor

holds onto two-thirds of the heat trapped by all the greenhouse gases. As the Earth heats up

relative humidity is able to increase, allowing the planet's atmosphere to hold more water vapor,

causing even more warming, thus a positive feedback scenario. Because the air is warmer, the

relative humidity can be higher (in essence, the air is able to 'hold' more water when its warmer),

leading to more water vapor in the atmosphere, says the NCDC. There is much scientific

uncertainty as to the degree this feedback loop causes increased warming, inasmuch as the water

vapor also causes increased cloud formation, which in turn reflects heat back out into space.

Nitrous oxide

Another greenhouse gas is Nitrous oxide (N2O), a colourless, non-flammable gas with a

sweetish odour, commonly known as "laughing gas", and sometimes used as an anaesthetic.

Nitrous oxide is naturally produced by oceans and rainforests. Man-made sources of nitrous
oxide include nylon and nitric acid production, the use of fertilisers in agriculture, cars with

catalytic converters and the burning of organic matter. Nitrous oxide is broken down in the

atmosphere by chemical reactions that involve sunlight.

Deforestation

After carbon emissions caused by humans, deforestation is the second principle cause of

atmospheric carbon dioxide. (NASA Web Site) Deforestation is responsible for 20-25% of all

carbon emissions entering the atmosphere, by the burning and cutting of about 34 million acres

of trees each year. We are losing millions of acres of rainforests each year, the equivalent in area

to the size of Italy. The destroying of tropical forests alone is throwing hundreds of millions of

tons of carbon dioxide into the atmosphere each year. We are also losing temperate forests. The

temperate forests of the world account for an absorption rate of 2 billion tons of carbon annually.

In the temperate forests of Siberia alone, the earth is losing 10 million acres per year.

Carbon in Atmosphere and Ocean

The atmosphere contains about 750 billion tons of carbon, while 1020 billion tons are

dissolved in the surface layers of the world's ocean.

Also:

Forests 610 billion tons of Carbon

Soils 1580 billion tons of Carbon

Deep Ocean 38100 billion tons of Carbon

Permafrost

Permafrost is a solid structure of frozen soil, extending to depths of 2.200 feet in some

areas of the arctic and subarctic regions, containing grasses, roots, sticks, much of it dating back

to 30,000 years. About 25% of the land areas of the Northern Hemisphere hold permafrost,
which is defined as soil whose temperature has been 32 degrees Fahrenheit (0 degrees Celsius)

for a period of at least 2 years. Permafrost is under 85% of Alaska land surface and much of

Canada, Scandinavia and Siberia and holds about 14 per cent of the world's carbon. The hard

permafrost on which is built homes and other buildings, can, with rising temperatures, turn into a

soft material causing subsidence and damage to buildings, electric generating stations, pipelines

and other structures. Ground instability would cause erosion, affect terrain, slopes, roads,

foundations and more.

Svein Tveitdal, Managing Director of the Global Resource Information Database (GRID)

in Arendal, Norway, a UNEP environmental information center monitoring the thawing of

permafrost, told a meeting at the 21st session of the United Nation's Governing Council in

Nairobi, Kenya on February 7, 2001: "Permafrost has acted as a carbon sink, locking away

carbon and other greenhouse gases like methane, for thousands of year. But there is now

evidence that this is no longer the case, and the permafrost in some areas is starting to give back

its carbon. This could accelerate the greenhouse effect."

In a December, 2005 study climate models at National Center for Atmospheric Research

(NCAR) show that climate change may thaw the permafrost located in the top 10 feet of

permafrost, releasing carbon dioxide into the atmosphere. "People have used models to study

permafrost before, but not within a fully interactive climate system model," says NCAR's David

Lawrence, the lead author. The coauthor is Andrew Slater of the University of Colorado's

National Snow and Ice Data Center. "Thawing permafrost could send considerable amounts of

water to the oceans," says Slater, who notes that runoff to the Arctic has increased about 7

percent since the 1930s. According to the NCAR press release (December 19, 2005) permafrost

may contain 30% of all the carbon found in soil worldwide. In areas to a depth of 11.2 feet
climate models (assuming business as usual scenarios) show permafrost presently in an area of

4,000,000 square miles shrinking to 1,000,000 square miles by 2050 and 400,000 square miles

by 2100. With a scenario of low emissions (assuming a high degree use of alternative energy

sources and conservation) permafrost is still expected to shrink to 1.5 million miles by

2100.........In a USA Today (December 26, 2005) interview David Lawrence says, "If that much

near-surface permafrost thaws, it could release considerable amounts of greenhouse gases into

the atmosphere, and that could amplify global warming," ….."We could be underestimating the

rate of global temperature increase."

In a study reported in the journal Science June 16, 2006 (see San Francisco Chronicle

article) researchers say that thawing permafrost may add to the buildup in atmospheric

greenhouse gases significantly, stating that present climate models do not include releases of

Siberian carbon dioxide from permafrost. Dr. Ted Schuur of the University of Florida traveled to

Siberia and secured samples of permafrost soil up to 10 feet in length, maintaining it in a frozen

state until arriving back in his laboratory, where the thawing soil was attacked by microbes,

releasing carbon dioxide in the process. The frightening scenario that scientists, Sergey A. Zimov

of the Russian Academy of Sciences, Ted Schuur and Stuart Chapin III of the University of

Alaska, paint is one of hundreds of billions of tons of greenhouse gases entering an already

destabilized atmosphere this century, spurring yet more warming in a positive feedback

syndrome. Extend this scenario to Alaska, Canada and Scandinavia, where permafrost underlies

much of these regions and there's no other way to describe it. We're in trouble.

Greenhouse Effect

The greenhouse effect was theorized by Joseph Fourier in 1824 and was first investigated

quantitatively by Svante Arrhenius in 1896. It is the process by which absorption and emission of
infrared radiation by atmospheric gases warm a planet's lower atmosphere and surface. Existence

of the greenhouse effect as such is not disputed. Naturally occurring greenhouse gases have a

mean warming effect of about 33 °C (59 °F), without which Earth would be uninhabitable. On

Earth, the major greenhouse gases are water vapor, which causes about 36–70 percent of the

greenhouse effect (not including clouds); carbon dioxide (CO2), which causes 9–26 percent;

methane (CH4), which causes 4–9 percent; and ozone, which causes 3–7 percent. The issue is

how the strength of the greenhouse effect changes when human activity increases the

atmospheric concentrations of some greenhouse gases.

Human activity since the industrial revolution has increased the concentration of various

greenhouse gases, leading to increased radiative forcing from CO2, methane, tropospheric ozone,

CFCs and nitrous oxide. Molecule for molecule, methane is a more effective greenhouse gas than

carbon dioxide, but its concentration is much smaller so that its total radiative forcing is only

about a fourth of that from carbon dioxide. Some other naturally occurring gases contribute small

fractions of the greenhouse effect; one of these, nitrous oxide (N2O), is increasing in

concentration owing to human activity such as agriculture. The atmospheric concentrations of

CO2 and CH4 have increased by 31% and 149% respectively since the beginning of the industrial

revolution in the mid-1700s. These levels are considerably higher than at any time during the last

650,000 years, the period for which reliable data has been extracted from ice cores. From less

direct geological evidence it is believed that CO2 values this high were last attained 20 million

years ago. Fossil fuel burning has produced approximately three-quarters of the increase in CO2

from human activity over the past 20 years. Most of the rest is due to land-use change, in

particular deforestation. Inasmuch as the greenhouse effect is due to human activity, it is a

forcing effect that is separate from forcing due to climate variability.

Global Warming effects

Green house gases stay can stay in the atmosphere for an amount of years ranging from

decades to hundreds and thousands of years. No matter what we do, global warming is going to

have some effect on Earth. Here are the 5 deadliest effects of global warming.

5. Spread of disease As northern countries warm, disease carrying insects migrate north,

bringing plague and disease with them. Indeed some scientists believe that in some countries

thanks to global warming, malaria has not been fully eradicated.

4. Warmer waters and more hurricanes As the temperature of oceans rises, so will the

probability of more frequent and stronger hurricanes. We saw in this in 2004 and 2005.

3. Increased probability and intensity of droughts and heat waves Although some areas of

Earth will become wetter due to global warming, other areas will suffer serious droughts and

heat waves. Africa will receive the worst of it, with more severe droughts also expected in

Europe. Water is already a dangerously rare commodity in Africa, and according to the

Intergovernmental Panel on Climate Change, global warming will exacerbate the conditions and

could lead to conflicts and war.

2. Economic consequences Most of the effects of anthropogenic global warming won’t be good.

And these effects spell one thing for the countries of the world: economic consequences.

Hurricanes cause do billions of dollars in damage, diseases cost money to treat and control and

conflicts exacerbate all of these.

1. Polar ice caps melting The ice caps melting is a four-pronged danger.
First, it will raise sea levels. There are 5,773,000 cubic miles of water in ice caps, glaciers, and

permanent snow. According to the National Snow and Ice Data Center, if all glaciers melted

today the seas would rise about 230 feet. Luckily, that’s not going to happen all in one go! But

sea levels will rise.

Second, melting ice caps will throw the global ecosystem out of balance. The ice caps are fresh

water, and when they melt they will desalinate the ocean, or in plain English - make it less salty.

The desalinization of the gulf current will "screw up" ocean currents, which regulate

temperatures. The stream shutdown or irregularity would cool the area around north-east

America and Western Europe. Luckily, that will slow some of the other effects of global

warming in that area!

Third, temperature rises and changing landscapes in the artic circle will endanger several species

of animals. Only the most adaptable will survive.

Fourth, global warming could snowball with the ice caps gone. Ice caps are white, and reflect

sunlight, much of which is relected back into space, further cooling Earth. If the ice caps melt,

the only reflector is the ocean. Darker colors absorb sunlight, further warming the Earth.

Increasing Storms and Floods

Dr. Thomas Karl, director of the National Climatic Data Center (NOAA), says that global

warming has produced an increase in precipitation during the 20th century, mostly in the form of

heavy rainstorms, little in moderate, beneficial rainstorms. Thomas Karl also reports that recent

decades have produced a 20% increase in blizzards and heavy rainstorms in the U.S. "Hundred-

year events are become more frequent now," notes Karl. In a report issued in November, 1999
the Britain's Meteorological Office warned that flooding in Asia and Southeast Asia would

increase more than ninefold over the coming decades. Floods are already increasing worldwide.

The year 1998 was the worst on record, with 96 floods in 55 countries.

Scientists are saying that global warming is causing early snowmelts. During the month

of December 1996 and the first week of January 1997 unusually warm weather caused an early

snowmelt that resulted in record flooding in parts of Washington, Oregon, Idaho, California,

Nevada and Montana. These floods forced about 500,000 people to leave their homes. In

California alone state officials estimated flood damage to homes and businesses at $1.6 billion.

Weather-Related Natural Disasters

On November 28, 1998 the San Francisco Chronicle ran an Associated Press article

reporting that dollar damages from weather-related natural disasters (floods, storms, droughts,

fires) worldwide for 1998 totaled $89 billion. (The final figure for 1998 was to be $93 billion.)

Total damages for the entire decade of the 1980's were $83 billion (this is the inflation-adjusted

figure; actual figure was $54 billion). Damage totals for the 1990's soared above $340 billion, a

300% increase over the 1980's.

Killer Heat Waves

In June, 2003, 1700 people died during a heat wave that hit India, while 35,000

Europeans died in a heat wave the following August. In July, 1999 more than 250 people died

from an unrelenting heat wave that seared the eastern U.S. Temperatures climbed above 110

degrees Fahrenheit across the Midwest, with Chicago recording a record 119 degrees. It was
July, 1995 when more than 1000 people died from heat-related causes in a heat wave in the

midwest, over 700 of whom died in Chicago, 85 died in Milwaukee.

"High temperatures are likely to become more extreme, and because night temperatures

will increase by at least as much as daytime temperatures, heat waves will become more

serious," says Dr. Thomas Karl, at the National Climatic Data Center.

Deaths Due to Climate Change

A study, by scientists at the World Health Organization (WHO) determined that 154,000

people die every year from the effects of global warming, from malaria to malnutrition, children

in developing nations seemingly the most vulnerable. These numbers could almost double by

2020. "We estimate that climate change may already be causing in the region of 154,000

deaths...a year," Professor Andrew Haines of the London School of Hygiene and Tropical

Medicine told a climate change conference in Moscow. Haines said the study suggested climate

change could "bring some health benefits, such as lower cold-related mortality and greater crop

yields in temperate zones, but these will be greatly outweighed by increased rates of other

diseases." Haines mentioned that small shifts in temperatures, for instance, could extend the

range of mosquitoes that spread malaria. Water supplies could be contaminated by floods, for

instance, which could also wash away crops.

Chapter 3

RESEARCH METHODOLOGY
 This chapter describes the research design, subject of the study, sample size, research

instruments, its validity and reliability, procedures for data gathering and the analysis of data.

Research Design

The study aimed to identify the level of awareness on global warming and climate change

among faculty and staff of JBLCF-B. It also aimed to identify if there was a significant

difference on the level of their awareness of global warming when group according to

designation. From the nature of the study, descriptive-comparative survey method using

quantitative research approach was the most appropriates. Descriptive because it aims to provide

an accurate description of an association between variables from which some statement about the

groups becomes an important consideration (Tejero, 2006).

Respondents of the Study

The respondents of this study were the 186 Faculty and Staff of John B. Lacson Colleges

Foundation-Bacolod. The respondents of this study were considered large enough, thus a sample

size of 155 comprising 89 respondents from the Faculty and 66 respondents from the Staffs. The

sample was selected using stratified random sampling.

Research Instrument

This study used a researcher-made research questionnaire. The questionnaire is made up

of two parts. The first part is 10-item questions in a 5-point Likert scale that tends to measure the

level of awareness about facts on the causes and effects of global warming. The second part is 1-

item follow-up questions about the source of information.

The 5-point scale from 1 to 5 was used to describe the facts interpreted and described as

follows:

Scale Interpretation Description

 5 very much aware Full knowledge about the facts/issue

4 aware Knows satisfactorily about the facts/issue

3 slightly aware Some knowledge about the facts/issue

2 slightly unaware Not so sure about the facts/issue

1 very much unaware No idea about the facts/issue

The respondent’s minimum score was 10 and the maximum score was 50. The mean

score that determines the level of awareness of the respondents about the causes and effects of

global warming was distributed as follows:

Mean Score Interpretation Description

4.21 – 5.00 very high Full knowledge about the issue

3.41 – 4.20 high Knows satisfactorily about the issue

2.61 – 3.40 average Some knowledge about the issue

1.81 – 2.60 low Not so sure about the issue

1.00 – 1.80 very low No idea about the issue

Validity of the Instruments

Validity, the most important characteristic of any test, refers to the degree to which that

tests measures what it purports to measure (Wiseman, 1999). In the study, the initial 11-item

questionnaire were presented to three professors who were experts in their field. The question

were evaluated to determine its validity and to identify their level of difficulty. The comments

made by experts were incorporated in the final draft of the research instrument. It indicated the

extent of expert agreement, but ultimately the experts subjective judgments must be relied on

(Polit and Beck, 2006).

Reliability of the Instruments

 The reliability of a quantitative measure is a major criterion for assessing its quality. It is

the consistency with which an instrument measures the attribute (Polit and Beck, 2006). The test

instruments used is a subject to a test-retest reliability test. The questionnaire was administered

to 20 third year students taking general science. Results was computed using Pearson Product

Moment (PPM) correlation to show the reliability of the instrument. PPM correlation resulted to

a correlation coefficient of 0.712, thus the instrument was considered reliable.

Data Gathering Procedure

The following procedures were followed when gathering data for this research study.

1. A letter was sent to the office of the Human Resources Office requesting for the total

number of Administrative Staffs of JBLCF-B.

2. Research Instrument was validated by the three professors of John. B. Lacson Colleges

Foundation.

3. The research instrument was administered to the 20 students in the third year BSMT

while re-test was administered to the same group after a week. Pearson Product Moment (PPM)

Correlation coefficient was computed to ensure the reliability of the research instrument.

4. Sufficient number of copies of research instrument was reproduced.

5. The survey was conducted to the respondents using stratified random sampling to

ensure that the characteristics of the sample are somewhat the same with that of the population.

6. The questionnaire was corrected and tallied.

7. Appropriate statistical treatment was used to answer the specific questions presented

in chapter 1.

8. All statistical treatment was processed using Statistical Packages for Social Sciences

(SPSS) software at 0.05 level of significance.

Statistical Treatment

To answer the specific questions made in chapter 1, the following statistical treatment

was used.

1. To answer specific question number 1, mean was used. Mean was the most stable of

the measures of the central tendencies. This is appropriately used when data being measure was

interval or ratio.

2. To answer specific question number 2, two independent sample t-test was used. T-test

is appropriately used when population mean is not known and the data are interval or ratio level.

3. To answer specific question number 3, frequency count was used. Frequency count is

appropriately used when data are categorical in nature.

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data as a result of the study. The

findings are presented in the same sequence as that of the problem presented in Chapter 1.

On the Level of Awareness on Global Warming Among Faculty and Staff

The level of awareness on the causes and effects of global warming among the Faculty

and Staff is shown in table 2.

Table 2
 Level of Awareness on Global Warming

Designation n Mean Interpretation

Faculty 81 4.29 Very High

Staff 70 3.85 High

TOTAL 151 4.08 High

Table 2 revealed the level of awareness on the causes and effects of global warning with

a mean score of 4.29 and 3.85 for Faculty and Staff respectively. The mean score of the Faculty

is interpreted as very high and the mean score of the Staff is interpreted as high. This means that

the Faculty have a full knowledge of the issue while the Staff knows satisfactorily the issue on

the causes and effects of global warming.

The mean score of the Faculty and Staff as a whole is 4.08 and is interpreted as high. It only

means that the Faculty and Staff of JBLCF-B knows satisfactorily the facts and issues regarding

the causes and effects of global warming.

On the Significant Difference on the Level of Awareness of Global Warming

Table 3 below shows the significant difference between the level of awareness on the

causes and effects of global warming as revealed by the result of independent sample t-test.
 Table 3

T-test Result on the Significant Difference on the Level

of Awareness on Global Warming

Program Mean t p-value Interpretation

Faculty 4.29 Significant for α = .05 at

3.241 0.001
Staff 3.85 2-tailed test

On the Medium that Contributes to the Level of Awareness on Global Warming

Table 4 presents the percentages of students who claims that those medium of

information contributed to their level of awareness on the causes and effects of global warming.

Table 4

Percentage of Respondents on the Source of Information

Designation TV Radio Books Journal Others

Faculty 70% 3% 7% 5% 15%

Staff 55% 10% 17% 4% 14%

Table 4 revealed that both Faculty and Staff claim that their knowledge on the causes and

effects of global warming was sourced from watching the television (70% for Faculty and 55%

for Staff) either on commentary, news, reports, and documentary forms. Further the table
revealed that more Staffs (17%) read books on the issue of global warming than Faculty (7%).

On the contrary, more Faculty (5%) read journals and magazines related to global warming than

the Staff (4%). Lastly, both groups claim that the issue on the causes and effect of global

warming can be sourced from other medium like talking with people, attending symposia, and

surfing the internet.

The result can best view using Figure 2.

70%
60%
50%
40% Faculty
30% Staff
20%
10%
0%
TV Radio Books Journal Others

Figure 2. Sources of Information about Global Warming

Nevertheless, this research do not look deeply on the matter, but this implies that there is still

some missing gaps on the effort of the many to let the issue be clear to everyone in order to help

support governmental and non-governmental programs in the care for the environment. The
effects of global warming are very clear and can be felt with. “This is not a fiction movie but

true” as mentioned by scientists.

Chapter 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of the findings, the conclusion drawn from the

findings and the recommendation.

Summary of the Findings

Global warming is one of the hottest issues being discussed worldwide more than two

decades ago. Several governmental and non-governmental organizations had been organized to

help spread information about the causes and effects of global warming. Clearly, scientific

studies shows that climatic changes, weather distortion, rising of the sea water, and other natural

occurrences are directly or indirectly due to global warming.

The aim of this study is to determine the level of awareness on the causes and effects of

global warming among Faculty as compared to that of the Staff of JBLCF-B This study

employed a descriptive-comparative survey method using quantitative research approach. The

respondents of the study were the 81 Faculty and 70 Staff of JBLCF-Bacolod employed this first

semester school year 2010-2011.

Researcher-made instrument was used to determine the level of awareness on the causes

and effects of global warming of both groups, their significant difference, and on the medium
from which these students learn the concept on global warming. The results of the survey are the

following: The level of awareness on the causes and effects of global warning has a mean score

of 4.29 and 3.85 for Faculty and Staff respectively. Faculty’s score was interpreted as very high

while Staff’s score was interpreted as high.

1. There is a significant difference on the level of awareness on the causes and effects of

global warming between Faculty and Staff using 2-tailed test. The p-value of 0.001 is

interpreted as Significant at 0.05 level of significance.

2. Both Faculty and Staff claims that their knowledge on the causes and effects of global

warming was sourced from watching the television (70% for Faculty and 55% for

Staff). More Staffs (17%)) read books on the issue of global warming than

Faculty(7%). On the contrary, more Faculty(5%) read journals and magazines related

to global warming than the Staff(4%). Lastly, both groups of students claim that the

issue on the causes and effect of global warming can be sourced from other medium

like talking with people, attending symposia, and surfing the internet.

Conclusion

The level of awareness on the causes and effects of global warming for both Faculty and

Staff are high. The sources of these concepts came from various mediums such as television,

radio, books, journals, and in the internet. Undeniably, there are still some faculty and staffs who

do not know about the concepts of global warming, therefore much should be done in order for

them to know and be involved.

The researchers believe that the school is in the advantage position to spread and let

everyone know and be involved in the care for the environment. As presented in the related

literature, human activities are a major cause of global warming. Burning of plastics and disposal
of non-biodegradable materials, cutting of trees among others directly and indirectly contributes

to global warming. These activities are domestic in nature and can be change the moment we

believed we can. How can these people participate in the change to care for the environment

when the first place, they do not know anything about the need? Can we simply blame them for

not sharing in the move to care and love Mother Earth?

Recommendation

From the conclusion made, the following recommendations were drawn:

1. The SPS Department to conduct an awareness/sensitivity training regarding solid waste

disposal management among the faculty and staffs of JBLCF-Bacolod.

2. JBLCF Earth Guard in close coordination with the DENR to conduct an annual

Environmental Friendly activity..

3. Active participation or involvement of faculty and staffs to activities with regards to

environment protection.

4. To the school. Strict implimentation of school’s environmental law not only for the

student but also for the faculty and staff.

5. Invest in regular exchanges and sharing of expertise to improve enforcement of

environmental law and energy efficiency standards

6. Engage in serious bilateral meetings on climate change

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