General
public
While national and local administrators are
likely to have predetermined procedures to follow in the event
of a large-scale natural disaster, having well-informed civilian
populations will make national response much simpler.
In the event of an emergency, tone-activated
radio systems throughout Micronesia and Peru will be activated
(Mission 2009 Team 6). When a local radio begins sending out
a warning, it would be simple to have the populace switch
on their radios. In preparation for the actual disaster, we
should work with local “insurance” providers and/or
the exclusive power of government concerned with public welfare
to offer some sort of reward to citizens who help relief efforts
(Griffiths, 2005 and Pelling, 2003). Suggestions include rebates
for donating food or blankets to storehouses, and gifts for
assisting in emergency drill procedures.
Both Micronesia and Peru are almost entirely
Christian. Most Micronesians are members of the United Church
of Christ, and Peruvians are predominantly Catholic (Bureau,
2002). Because of the delicate balance between religion and
government, the education team decided to allow separate avenues
of information through religious gatherings. Knowing that
it is important to keep our information as un-alarming as
possible, there may be some merit to asking religious leaders
to mentally prepare congregations for disaster. Carefully
worded sermons could help the people accept post-disaster
suffering as a trial similar to the tribulation in the life
of Jesus Christ.
In order to overcome this trial, the general
population needs to be informed. Simply speaking, the best
way to protect a populace would be to give reliable forecasts
of seismic or undersea activity (Benson, 2004). Because there
is little warning for tsunamis, however, the next best plan
is to familiarize the public with the disaster they are likely
to face. A reasonable suggestion is to spend a day or two,
possibly biannually, giving public demonstrations of our knowledge
of seismology and tsunami risk using wave models and pictures
of shorelines (Dalrymple, 1985).
In general, the demonstrations cannot rely on
Internet connection. Thus, we’ll have to have durable
physical models and occasionally portable video or DVD players.
It is safe to assume access to an outlet to plug in a screen
and/or speakers. By traveling to individual communities, we’ll
be able to convey our information in the local language. The
few who don’t understand our words can grasp the concept
visually and can later converse with another citizen.
To reinforce our demonstrations, we would like
to construct additional sources of information in large communities
that can be visited throughout the year. One possibility is
memorials to past victims to remind the public that disaster
can happen and inspire them to be better prepared. Another
more amiable suggestion is exhibits with permanent tsunami
models and records of tsunami history such that current populations
can familiarize themselves with the nature of the disasters
and learn from their own ancestors about how best to react.
The final stage of our whole education plan
is the response to an actual tsunami warning. The warning
team will be using sirens to alert the public of the impending
disaster. Our job is to design generic pictorial signage for
use in near-shore communities and on beaches. The signs will
remind passers-by of the direction to safety, but drills can
normalize the situation prior to any disaster strike. The
goal of rehearsed evacuation procedures is to make the public
response almost second nature. To accomplish this, test sirens
will be turned on at varying times of day and on weekends
so that citizens can learn the best way to safety from both
schools and offices and from home.
Another benefit of the drills is a process called
Formative Evaluation Research, meaning they can be conducted
while warning and evacuation systems are still being developed
(Rice, 2001). Based on the public response to an initial evacuation
drill, the warning team can determine appropriate siren volumes
and locations, and we can analyze any hesitation in order
to adapt our steps toward the ultimate goal of survival to
each community.
Sources
-
Benson, C., & Clay, E. J. (2004). Understanding
the economic and financial impacts of natural disasters
(pp. 43-44). Washington, D.C.: The World Bank.
-
Bureau of Democracy, Human Rights, and Labor.
(2002, October 7). International religious freedom report
2002. Retrieved October 18, 2005 from the World Wide Web:
http://www.state.gov/g/drl/rls/irf/2002/13901.htm.
-
Dalrymple, R. A. (Ed.). (1985). Physical
modeling in coastal engineering. Boston: A. A. Balkema.
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Educational facilities and risk management:
Natural disasters. (2004). Organisation for Economic Co-operation
and Development: Author.
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Griffiths, A. L. (Ed.). (2005). Handbook
of federal countries, 2005 (pp. 215-225). Ithaca: McGill-Queen’s
University Press.
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Myles, D. (1985). The great waves (pp. 185-194).
New York: McGraw-Hill Book Company.
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Pelling, M. (Ed.). (2003). Natural disasters
and development in a globalizing world (pp. 176-182). New
York: Routledge.
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Rice, R. E., & Atkin, C. K. (Ed.). (2001).
Public communication campaigns (pp. 5-8, 343-354). Thousand
Oaks: Sage Publications, Inc..