Coupling School Risk Reduction Strategies with LAMESA (Life-Saving Automated “Mesa” to Endure Seismic Activity) for Kindergarten
Marie Paz E. Morales1*, Ira C. Valenzuela2, Edna Luz R. Abulon3, Nilo M. Arago4, and Ma. Carmela T. Mancao5
1Publication Office, Philippine Normal University, Manila 1000 Philippines
2De La Salle University, Manila 0922 Philippines
3Educational Policy Research and Development Center,
Philippine Normal University, Manila 1000 Philippines
4College of Engineering, Technological University of the Philippines, Manila 1000 Philippines
5Faculty of Behavioral and Social Science, Philippine Normal University, Manila 1000 Philippines
*Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.
ABSTRACT
The study linked school risk reduction and disaster preparedness strategy using a designed automated study desk for kindergarten. This desk, LAMESA (Life-saving Automated “Mesa” to Endure Seismic Activity), aimed to provide the education system with a resilient study desk for kindergarten. Design and development research used lightweight but highly strong and elastic materials to build the automated desk conforming to the kindergarten standards. The system and program designs ensured good peak ground acceleration (PGA) and a fix response time (4 sec.) to effectively and efficiently facilitate “duck (drop), cover, hold” actions of kindergartens to shield them from debris in the eventuality of a strong seismic activity. Purposively chosen experts (engineers, scientists, and programmers) and stakeholders (kindergarten teachers, the laboratory school principal, parents, and district supervisor) evaluated the automated desk as excellent in features, design, and visual; as a warning system when earthquakes occur; as safety infrastructure for students; and as a learning tool. For holistic packaging, the desk may undergo strength test and is also recommended to include ad materials and training kits.
INTRODUCTION
Most countries seek for the most competitive and dynamic knowledge-based economy capable of sustainable economic growth and improved global stance (Lane 2014, OECD) that translates to low risk, better, and comfortable lives of its citizens. However, sustaining a low-risk environment is a real challenge to most countries when people encounter extreme conditions of disasters. The dominance of public apathy over the causes (climate change, earth processes, and natural disaster) contributory to greater risk and casualty draws from a public deficit of information and comprehension (Kahan et al. 2012). This misinformation, non-information, and non-comprehension of related concepts that negates achieving knowledge-based society may be averted by educating the citizens. This education inclines to depend on scientific literacy, numeracy, information, and . . . . . read more
REFERENCES
AITSI-SELMI A, BLANCHARD K, AL-KHUDHAIRY D, AMMANN W, BASABE P, JOHNSTON D, OGALLO L, ONISHI T, RENN O, REVI A, ROTH C, PEIJUN S, SCHNEIDER J, WENGER D, MURRAY V. 2015. UNISDR science and technical advisory group 2015 report: Science is used for disaster risk reduction. Retrieved from https://www.unisdr.org
ANALOG DEVICES. 2017. ADXL345. Retrieved from http://www.analog.com/media/en/technical-documentation/data-sheets/ADXL345.pdf
BARNES JE. 2012. Seismic modeling with an earthquake shake table [Senior Theses, Paper 2]. McMinnville, OR (US): Linfield College.
BROWN S. 2007. Seismic analysis and shake table [Thesis]. Los Angeles, CA (US): University of Southern California School of Architecture.
BUCKMAN J. 2018. High quality preschool furniture & preschool classroom design play a pivotal role in children’s acquisition of knowledge. Ramsey, NJ (US): Hertz Furniture Education & Workplace Experts.
CHANG A. 2012. Earthquake-ready table can withstand 2,204 pounds of impact.
Retrieved from https://www.wired.com/2012/04/earthquake-ready-table/
COLE D. 2015. A desk that can take a ton of earthquake rubble. Washington, DC (US): National Public Radio, Inc. Retrieved from https://www.npr.org
COOPER GP, YEAGER V, BURKLE FM, SUBBARAO J. 2015. Twitter as a potential disaster risk reduction tool. Part I: Introduction, terminology, research and operational applications. PLOS Currents Disasters, Edition 1. Doi: 10.1371/currents.dis.a7657429d6f25f02bb5253e551015f0f.
DAM R, SIANG T. n/d. Five stages in the design thinking process. Denmark: Interaction Design Foundation. Retrieved from https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process
DEBOER GE. 2000. Scientific literacy: Another look at its history and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching 37(6): 582–601. Doi: 10.1002/1098-2736(20008)37:63.0.09;2-L.
[DepEd] Department of Education, [UNICEF] The United Nations International Children's Emergency Fund. 2008. Disaster Risk Reduction Resource Manual (Safer Schools Resource Manual). Retrieved from https://acdrrmoknowledgecenter.files.wordpress.com/2014/10/deped-drrr-manual-philippines-copy.pdf
E-GIZMO. n/d. Gizduino version 5 with ATmega328P. Gizmo Mechatronic Central. Retrieved from https://www.egizmo.net.
GNS SCIENCE. n/d. How long does an earthquake last? Retrieved from https://www.gns.cri.nz/Home/Learning/ScienceTopics/Earthquakes/MonitoringEarthquakes/Other-earthquake-questions/How-long-does-an-earthquake-last.
GREGARIO L. 2010. Reorienting teacher education to address sustainable development: Guidelines and tools scientific literacy and natural disaster preparedness. Bangkok (Thailand): UNESCO Bangkok Asia and Pacific Regional Bureau for Education. Retrieved from http://unesdoc.unesco.org
KAHAN DM, PETERS E, WITTLIN M, SLOVIC P, OUELLETTE LL, BRAMAN D, MANDEL G. 2012. The polarizing impact of science literacy and numeracy on perceived climate change risks. Nature Climate Change 2: 732–735.
KAPLAN LEARNING CENTER. 2014. Ten things every kindergarten teacher should know. Retrieved from https://www.kaplanco.com/blog/post/2014/08/01/10-Things-Every-Kindergarten-Teacher-Should-Know.aspx
LANE K. 2014. India can be a leading knowledge-based economy with right steps - Report. Mandaluyong (Philippines): Asian Development Bank. Retrieved from https://www.adb.org/news/india-can-be-leading-knowledge-based-economy-right-steps-report
MCEVER C, BONNEY R, DICKINSON J, KELLING S, ROSENBERG K, SHIRK J eds. 2007. Proceedings of the Citizen Science Toolkit Conference, Cornell Laboratory of Ornithology, Ithaca, NY, 20–23 Jun 2007. Retrieved from http://www.birds.cornell.edu/citscitoolkit/conference/toolkitconference/proceeding-pdfs/Full%20Proceedings.pdf
MULLER MP, TIPPINS DJ. 2011. Citizen science, ecojustice, and science education: Rethinking an education from nowhere. In: Janssen Y ed. Springer International Handbooks of Education. Basel (Switzerland): Springer Nature Switzerland AG. 24p. Doi: 10.1007/978-1-4020-9041-7_58. ISBN 978-1-4020-9040-0.
NAKASHIMA N, KAWASHIMA K, UKON H, KAJIWARA K. 2008. Shake table experimental project on the seismic performance of bridges using e-defense. Proceedings of the 14th World Conference on Earthquake Engineering, 12–17 Oct 2008, Beijing (China). Retrieved from http://www.iitk.ac.in/nicee/wcee/article/14_S17-02-010.PDF
[OECD] Organisation for Economic Co-operation and Development. n/d. DAC criteria for evaluating development assistance. Retrieved from http://www.oecd.org
OKADA A. 2013. Scientific literacy in the digital age: Tools, environments and resources for co-inquiry. European Scientific Journal 4: 263–274.
PRASAD SK, TOWHATA I, CHANDRADHARA GP, NANJUNDASWAMY P. 2004. Shaking table tests in earthquake geotechnical engineering. Current Science 87: 1398–1404.
ROBERTS DA. 2007. Scientific literacy/science literacy. In: Abell SK, Lederman NG eds. Handbook of Research on Science Education. p. 729–780.
SABILLO KA. 2015. The big one could kill 34,000. Philippine Daily Inquirer. Retrieved from http://newsinfo.inquirer.net/709030/the-big-one-could-kill-34000
SERWAY RA, VUILLE A, FAUGHN JS. 2009. College Physics, Eighth Edition. Canada: Cengage Learning, Ltd. Retrieved from http://profsite.um.ac.ir/~tavallaii/Meghdadi_A/bahar/Ph1/College%20Physics.pdf
SHAH HR, MARTINEZ LR. 2015. Current approaches in implementing citizen science in classroom. Microbiology and Biology Education 17(1): 17–22. Doi: 10.1128/jmbe.v17i1.1032
SMITH SYSTEM. 2018. Retrieved from https://smithsystem.com/
STEHMAN MJJ. 2014. Advances in shake table control and substructure shake table testing [Dissertation]. Baltimore, MD (US): The Johns Hopkins University.
[UNESCO] The United Nations Educational, Scientific and Cultural Organization. 2013. Education for the 21st century. Paris (France): UNESCO.
[UNISDR] United Nations International Strategy for Disaster Reduction. 2015. Sendai framework for disaster risk reduction 2015–2030. Geneva (Switzerland): UNISDR.
[UC] University of Cambridge. 2017. Inclusive Design Toolkit. Retrieved from http://www.inclusivedesigntoolkit.com/
