Educational Program
Design for Tsunami Awareness
In
Peru and the Federated States of Micronesia
An
Annotated Bibliography by Daniel Handal
Last
Updated: 22 September 2005
Angelelli,
P. J., & Llisterri, J. J. (2004). The Inter-American Development
Bank and the Promotion of Entrepreneurship Lessons Learned and
Recommendations for New Programs. In S. Tiffin (Ed.), Entrepreneurship
in Latin America (pp. 23-43). Westport , CT
This
reference aims at the development of better educational programs
through the analysis of a country's economic standing, the cultural
values transmitted by families, the social context, and the role models. Thus,
this book is an excellent source of information on how to transmit the
necessary information about tsunami preparedness in developing nations
such as Peru and Micronesia
Australian Education Union . (2005, February 15). ACT Kids Care:
Tsunami Education Action Week. Retrieved September 22, 2005 from the
World Wide Web: http://activated.decs.act.gov.au/learning/actkidscare/
In
this website, details of a Tsunami Education Action Week in Australian
schools can be seen. The event is
scheduled in February and is a wonderful example of way to educate
children about tsunami preparedness and dangers. Moreover,
short activities are listed as possible projects to be done in class in
addition to ways students can in there own community spread the word
about tsunamis.
Ayre, R. S. (1975). Earthquake
and Tsunami Hazards in the United States Boulder : University of Colorado
In
this assessment, Ayre makes several important recommendations ranging
from zone adoption processes (limiting construction on fault zones),
warning system implementation, and community preparedness (education).
Bernard, E. N. (1997). Reducing
Tsunami Hazards along US Netherlands
In
this report, the National Oceanic and Atmospheric Administration (NOAA)
state a series of significant findings and recommendations gathered
over a 15-month period of workshops which analyzed current tsunami
warnings and public education along US coastlines.
The
major recommendation was the establishment of "an educational network
among local, State, and federal agencies to promote communication."
Bourgeois,
J., Petroff, C., Yeh, H., Titov, V., Synolakis, C. E., Benson, B.,
Kuroiwa, J., Lander, J., & Norabuena, E. (1999). Geologic Setting,
Field Survey and Modeling of the Chimbote ,
Northern Peru , Tsunami of 21 February
1996. In J. Sauber & R. Dmowska (Eds.), Seismogenic
and Tsunamigenic Processes in Shallows Subduction Zones (pp
513-540). Basel , Switzerland
This
paper discusses the subduction zone earthquake of the coast Peru
Central
Intelligence Agency: The World Factbook. (2005, August 30). Federated States of
Micronesia
This
website provides essential information necessary to develop an
effective educational program in Micronesia, from geography (elevation,
natural hazards), people (age structure, health, language, literacy),
government, economy (GDP, resources), communication (radio, television,
telephones), and lastly transportation.
Coburn,
A., & Spence, R. (2002). Earthquake Protection: Second
Edition. Chichester ,
England
In
this book, Coburn and Spence discuss all aspects of tsunami
preparedness and protection, which include: risk modeling, search and
rescue techniques, medical care, strategies for creating a safe society
(educating the public), strengthening existing buildings and improving
standards of construction (changing building codes), and finally how to
pay for all these items.
Education
Can Blunt Tsunami Sting: Experts. (2005, June 10). Hindustan Times, pp. 1-2.
Philip
Liu, professor of civil and environmental engineering at Cornell University ,
states in this short editorial that his findings estimated that 156,000
to 178,000 people in 11 countries died in the 2004 tsunami triggered by
an earthquake off the coast of Sumatra . In addition, another 26, 500 to 142, 000
people remain unaccounted for. Therefore,
Liu suggests that educating tsunami-prone communities about the signs
of an approaching tsunami must be done so that the next time it happens
(and it will) lives will be saved.
El-Sabth,
M. I. (1995). The Role of Public Education and Awareness in Tsunami
Hazard Management. In Y. Tsuchiya & N. Shuto
(Eds.), Tsunami: Progress in Predication, Disaster
Prevention and Warning (pp. 323-336). The Netherlands
Here,
El-Sabth stresses the need for public education and awareness on
tsunami hazards not only in the community level, but also for the
professional (individuals in charged on disaster management).
Gertler,
P., & Glewwe, P. (1989). The Willingness to Pay for Education in
Developing Countries: Evidence from Rural Peru Washington , D.C.
In
this report, Gertler and Glewwe cite the low price demand for
schooling, and the need to raise revenue for educational improvements
in Latin America (with an analysis of Peru
Harp, E.
L., Reid, M. E., & Michael, J. A. (2004). Hazard
Analysis of Landslides Triggered by Typhoon Chata'an on July 2, 2002,
in Chuuk State , Federated States of Micronesia
This
analysis by Harp, Reid, and Michael on the landslides in Micronesia
Kuroiwa,
J. (1995). Tsunami Studies and their Application to Peru N. Shuto (Eds.), Tsunami:
Progress in Predication, Disaster Prevention and Warning (pp.
323-336). The Netherlands
Knowing
the devastation of the Callao earthquake in 1746 which killed 4800 of
the 5000 inhabitants of this sea port, the researcher and writer of
this paper place an emphasis on microzonation studies (which produces
multiple hazard maps) for main human conglomerates and investment
projects as a means to reduce the devastation that a tsunami could
cause.
La
Belle, T. J. (1976). Nonformal Education and Social Change
in Latin America . Los Angles, California : UCLA Latin
American Center
This
field study discusses and assesses several strategies that have been
used by nonformal education programs as a means to communicate
information (education) among poor adults and the youth in Latin America . Similar
strategies will also have to be developed in tsunami education.
Lander, J. F.,
& O'Loughlin, K. F. (2003). Caribbean Tsunamis: A 500-Year History from 1498-1998. The Netherlands
Although
O'Loughlin and Lander mainly discuss the Caribbean
region, they also stress in this publication that the comprehension
(awareness) of the nature of tsunamis is paramount for governmental
officials, policy makers, and the general public as a means to reduce
the devastation of such an event.
Mader,
G. G. (1994). Creating the Scenario and Drafting Earthquake Hazard
Reduction Initiatives. In B. E. Tucker, M.
Erdik, & C. N. Hwang (Eds.), Issues in Urban
Earthquake Risk (pp. 103-113). The Netherlands
In
this paper, Mader points out that exercises to test the emergency
response system of tsunamis are needed and can be an excellent way to
further educate government officials, the populous, and relief workers
in the proper steps that need to be taken in the case of such an event.
National
Oceanic and Atmospheric Administration (2005, September 17). Tsunami.
Retrieved September 19, 2005 from the World Wide Web: http://www.tsunami.noaa.gov/
This
website discusses not only the basics about tsunamis (generation,
propagation, warning systems, forecasts and reduction of impacts), but
also the role that the National Oceanic and atmospheric Administration
plays in tsunami warnings, observations, and research.
This
reference is an excellent example of how a museum and an online website
can be an excellent source to promote education on tsunamis in addition
to preserve the important history and cultural traditions of the
Pacific region.
Tsunami
Education a Priority in Hawaii and West Coast States
In
this brief article, the writer outlines several strides being made in
tsunami education. Now, many west coast states, following Hawaii
United
Nations. (2005). After the Tsunami: Rapid Environmental
Assessment. New York ,
New York
Looking
to establish an effective educational program (in addition to an
environmental one), this report recommends that the public be educated
in regards to the hazardous debris that threatens health and safety
after a tsunami (infrastructure of buildings and contamination of water
and food supplies). This information was
gathered through the analysis of the devastation caused by a massive
earthquake off the coast of Sumatra
on December 26, 2004 which triggered a tsunami that killed more than
200,000 people.
Webster, D. (1989).
Communication When It's Needed Most: How New Technology Could
Help in Sudden Disasters. Washington , DC
This
source makes a very interesting point that in the past twenty years,
more people have died from sudden natural disasters than from the
catastrophic wars of the 20th century. The
solution proposed is divided into four parts: 1) disaster agencies must
establish cooperation with the mass media as a means to educate and
facilitate the exchange of information in a time of trouble 2) a new
international treaty must be formed in regards to relief equipment and
deployment of aid (including educators) 3) an international
clearinghouse managing all resources to prevent and provide relief of
natural disasters needs to be formed, and finally 4) the establishment
of a stronger warning system in which governments and the people know
what to do during the onset of a natural disaster.