Designing an Online Typhoon Mitigation Program

Abstract

Awareness, education, readiness, predictive, and warning systems can help communities mitigate the disruptive effects of a natural disaster such as a typhoon. Typhoon mitigation plays an essential role in disaster risk management because it provides accurate and relevant knowledge and skills before, during, and after typhoon procedures. The article summarized a novel, evidence-based approach to developing an online typhoon mitigation program. The program is based on the adapted and contextualized from the Community Disaster Preparedness Handbook by the Department of Disaster Management (Virgin Islands), Weather Underground (owned by the Weather Company, a subsidiary of IBM), the Tropical Cyclone and Typhoon Action Plan by the Liberty Specialty Markets, and the Philippines’ National Risk Reduction and Management Plan for 2011-2028 guidelines. It discusses future directions in the fitness-for-purpose process evaluation, assessment, and documentation.

Keywords

• climate change
• disaster risk management
• natural disasters
• typhoon

References

1. [1] A.-L. Balogun et al., “Assessing the Potentials of Digitalization as a Tool for Climate Change Adaptation and Sustainable Development in Urban Centres,” Sustainable Cities and Society, vol. 53, p. 101888, Feb. 2020, doi: 10.1016/j.scs.2019.101888.
2. [2] NRDC and 2021 Melissa Denchak Jeff Turrentine, “Global Climate Change: What You Need to Know,” NRDC, 2021. https://www.nrdc.org/stories/global-climate-change-what-you-need-know (accessed Jan. 23, 2022).
3. [3] T. Vos et al., “Global burden of 369 diseases and injuries in 204 countries and territories, 1990–2019: a systematic analysis for the Global Burden of Disease Study 2019,” The Lancet, vol. 396, no. 10258, pp. 1204–1222, Oct. 2020, doi: 10.1016/S0140-6736(20)30925-9.
4. [4] USAID, “Humanitarian Assistance | Philippines | U.S. Agency for International Development,” Jan. 06, 2020. https://www.usaid.gov/philippines/humanitarian-assistance (accessed Jan. 23, 2022).
5. [5] M. Mörchen, E. Ocasiones, R. Relator, and D. Lewis, “Climate Change, Vulnerability, and Disability: Do We ‘Leave No One Behind’?,” Disaster Medicine and Public Health Preparedness, pp. 1–2, 2020, doi: 10.1017/dmp.2020.79.
6. [6] Emergency Management, “Disaster Mitigation - Emergency Management - City of New Bedford Official Website,” 2021. https://www.newbedford-ma.gov/emergency-management/emergencies-disasters/mitigation/ (accessed Jan. 23, 2022).
7. [7] SDG-Disaster Risk Reduction, “Disaster risk reduction: Sustainable Development Knowledge Platform,” 2021. https://sustainabledevelopment.un.org/topics/disasterriskreduction (accessed Jan. 23, 2022).
8. [8] J. U. Almazan et al., “Disaster-related resiliency theory among older adults who survived Typhoon Haiyan,” International Journal of Disaster Risk Reduction, vol. 35, p. 101070, Apr. 2019, doi: 10.1016/j.ijdrr.2019.101070.

9. [9] W. N. Holden and S. J. Marshall, “Chapter 24 - Climate Change and Typhoons in the Philippines: Extreme Weather Events in the Anthropocene,” in Integrating Disaster Science and Management, P. Samui, D. Kim, and C. Ghosh, Eds. Elsevier, 2018, pp. 407–421. doi: 10.1016/B978-0-12-812056-9.00024-5.
10. [10] A. Barrable, M. Papadatou-Pastou, and P. Tzotzoli, “Supporting mental health, wellbeing and study skills in Higher Education: an online intervention system,” Int J Ment Health Syst, vol. 12, no. 1, p. 54, Dec. 2018, doi: 10.1186/s13033-018-0233-z.
11. [11] B. Morgan and L. Simmons, “A ‘PERMA’ Response to the Pandemic: An Online Positive Education Programme to Promote Wellbeing in University Students,” Front. Educ., vol. 6, p. 642632, May 2021, doi: 10.3389/feduc.2021.642632.
12. [12] R. T. H. Villarino, M. L. F. Villarino, M. C. L. Temblor, P. Bernard, and M. Plaisent, “Developing a health and well-being program for college students: An online intervention,” WJET, vol. 14, no. 1, pp. 64–78, Jan. 2022, doi: 10.18844/wjet.v14i1.6638.
13. [13] R. T. H. Villarino et al., “Evaluating an online well-being program for college students during the COVID-19 pandemic,” JHSCI, Apr. 2022, doi: 10.17532/jhsci.2022.1631.
14. [14] R. Goozée, M. Papadatou-Pastou, E. Barley, M. Haddad, and P. Tzotzoli, “Survey to Inform the Development of an Online Support System for Higher Education Students <br>—Higher Education and Online Support,” Health, vol. 10, no. 03, pp. 351–364, 2018, doi: 10.4236/health.2018.103028.
15. [15] A. K. Touloumakos, R. Goozée, M. Papadatou-Pastou, E. Barley, M. Haddad, and P. Tzotzoli, “Online support system for students in higher education: Proof-of-concept study,” DIGITAL HEALTH, vol. 2, p. 205520761665501, Jan. 2016, doi: 10.1177/2055207616655012.
16. [16] WHO, “Emergencies: WHO’s role,” 2019. https://www.who.int/news-room/questions-and-answers/item/who-s-role-in-emergencies (accessed Jan. 24, 2022).
17. [17] USAID, “Climate Risk Profile: Philippines,” 2017. https://www.climatelinks.org/resources/climate-risk-profile-philippines (accessed Jun. 18, 2021).
18. [18] “ADDIE Model: Instructional Design - Educational Technology,” 2018. https://educationaltechnology.net/the-addie-model-instructional-design/?fbclid=IwAR1BU4d8URlxM6vJWZ_wDbw5VTK-75TesCLes75hjp9lNxkJxDxoUrirpvA (accessed Sep. 05, 2021).
19. [19] L. Cheung, “Using the ADDIE Model of Instructional Design to Teach Chest Radiograph Interpretation,” Journal of Biomedical Education, vol. 2016, p. e9502572, Jun. 2016, doi: 10.1155/2016/9502572.
20. [20] S. Kurt, “ADDIE Model: Instructional Design,” Educational Technology, Aug. 29, 2017. https://educationaltechnology.net/the-addie-model-instructional-design/ (accessed Sep. 05, 2021).
21. [21] R. T. Villarino et al., “The Effects of Lifestyle Intervention Using the Modified Beliefs, Attitude, Subjective Norms, Enabling Factors Model in Hypertension Management: Quasi-Experimental Study,” JMIR Cardio, vol. 5, no. 2, p. e20297, Sep. 2021, doi: 10.2196/20297.
22. [22]. R. T. Villarino, Health and Well-being Program for College Students. 2020.
23. [23] Asian Disaster Reduction Center, “Asian Disaster Reduction Center（ADRC）,” 2021. https://www.adrc.asia/nationinformation.php?NationCode=608&Lang=en (accessed Jan. 24, 2022).
24. [24] S. Kurt, “Kirkpatrick Model: Four Levels of Learning Evaluation,” Educational Technology, Oct. 24, 2016. https://educationaltechnology.net/kirkpatrick-model-four-levels-learning-evaluation/ (accessed Jan. 04, 2022).
25. [25] Ardent Learning, “What is the Kirkpatrick Model? Learn the 4 Levels of Evaluation,” 2020. https://www.ardentlearning.com/blog/what-is-the-kirkpatrick-model (accessed Mar. 05, 2022).
26. [26] R. Varona, IJAR, D. Bolla, M. Bolinget, and H. Illab., “KNOWLEDGE, ATTITUDE AND PRACTICES ON DISASTER RISK REDUCTION AND MANAGEMENT OF THE BARANGAY OFFICIALS OF BALER, AURORA, PHILIPPINES.,” IJAR, vol. 5, no. 7, pp. 1395–1402, Jul. 2017, doi: 10.21474/IJAR01/4851.
27. [27] B. P. Badoc-Gonzales, M. B. S. Mandigma, and J. J. Tan, “Resilience and sustainability interventions in selected Post-Haiyan Philippines: MSMEs perspective,” International Journal of Disaster Risk Reduction, vol. 57, p. 102162, Apr. 2021, doi: 10.1016/j.ijdrr.2021.102162.
28. [28] Wunderground, “Prepare for a Hurricane or Typhoon | Weather Underground,” 2021. https://www.wunderground.com/prepare/hurricane-typhoon (accessed Jan. 24, 2022).
29. [29] H. Kim, M. E. Ahn, K. H. Lee, Y. C. Kim, and E. S. Hong, “Disaster medical assistance in super typhoon Haiyan: Collaboration with the local medical team that resulted in great synergy,” Ulus Travma Acil Cerrahi Derg, vol. 21, no. 2, pp. 143–148, Mar. 2015, doi: 10.5505/tjtes.2015.54770.
30. [30] J. Anticamara and K. Go, “Impacts of super-typhoon Yolanda on Philippine reefs and communities,” Regional Environmental Change, vol. 17, no. 3, pp. 703–713, Mar. 2017, doi: 10.1007/s10113-016-1062-8.
31. [31] M. R. Hechanova et al., “Evaluation of a resilience intervention for Filipino displaced survivors of Super Typhoon Haiyan,” DPM, vol. 27, no. 3, pp. 346–359, Jun. 2018, doi: 10.1108/DPM-01-2018-0001.
32. [32] W. Zhang et al., “Perception, Knowledge and Behaviors Related to Typhoon: A Cross Sectional Study among Rural Residents in Zhejiang, China,” Int J Environ Res Public Health, vol. 14, no. 5, p. 492, May 2017, doi: 10.3390/ijerph14050492.
33. [33] R. T. Villarino, Modified BASNEF Model For Hypertension Management Manual. 2019.
34. [34] J. Shi, V. H. M. Visschers, and M. Siegrist, “Public Perception of Climate Change: The Importance of Knowledge and Cultural Worldviews: The Importance of Knowledge and Cultural Worldviews in Climate Change Perception,” Risk Analysis, vol. 35, no. 12, pp. 2183–2201, Dec. 2015, doi: 10.1111/risa.12406.
35. [35] V. Thomas, “Confronting Climate-Related Disasters in Asia and the Pacific,” Jahrbuch für Wirtschaftswissenschaften / Review of Economics, vol. 65, no. 2, pp. 121–135, 2014.
36. [36] M. I. Kabir, M. B. Rahman, W. Smith, M. A. F. Lusha, S. Azim, and A. H. Milton, “Knowledge and perception about climate change and human health: findings from a baseline survey among vulnerable communities in Bangladesh,” BMC Public Health, vol. 16, no. 1, p. 266, Dec. 2016, doi: 10.1186/s12889-016-2930-3.
37. [37] H. Mahdaviazad and G. Abdolahifar, “Assessing Household Natural Disaster Preparedness in Shiraz, Iran, 2011: Results of a Knowledge, Attitude, and Practices Survey,” Disaster med. public health prep., vol. 8, no. 4, pp. 349–352, Aug. 2014, doi: 10.1017/dmp.2014.61.
38. [38] U. Haque, M. Hashizume, K. N. Kolivras, H. J. Overgaard, B. Das, and T. Yamamoto, “Reduced death rates from cyclones in Bangladesh: what more needs to be done?,” Bull. World Health Organ., vol. 90, no. 2, pp. 150–156, Feb. 2012, doi: 10.2471/BLT.11.088302.
39. [39] J. Richard Eiser et al., “Risk interpretation and action: A conceptual framework for responses to natural hazards,” International Journal of Disaster Risk Reduction, vol. 1, pp. 5–16, Oct. 2012, doi: 10.1016/j.ijdrr.2012.05.002.
40. [40] C. Matyas, S. Srinivasan, I. Cahyanto, B. Thapa, L. Pennington-Gray, and J. Villegas, “Risk perception and evacuation decisions of Florida tourists under hurricane threats: a stated preference analysis,” Nat Hazards, vol. 59, no. 2, pp. 871–890, Nov. 2011, doi: 10.1007/s11069-011-9801-0.
41. [41] R. T. H. Villarino, FUNDAMENTALS OF ACADEMIC PUBLISHING: A Handbook in Writing a Scientific Paper for Publication. Independently published, 2021.
42. [42] IKCEST, “Benefits and disadvantages of typhoons and countermeasures - Disaster Risk Reduction Knowledge Service,” 2019. http://drr.ikcest.org/tutorial/pef5d (accessed Jan. 28, 2022).
43. [43] S. Torani, P. Majd, S. Maroufi, M. Dowlati, and R. Sheikhi, “The importance of education on disasters and emergencies: A review article,” J Edu Health Promot, vol. 8, no. 1, p. 85, 2019, doi: 10.4103/jehp.jehp_262_18.
44. [44] S. Barmania, “Typhoon Haiyan recovery: progress and challenges,” Lancet, vol. 383, no. 9924, pp. 1197–1199, Apr. 2014, doi: 10.1016/s0140-6736(14)60590-0.
45. [45] C. Kwan, “Older People’s Resilience in the Context of Climate-Disasters: A Single Instrumental Case Study of Older Women in Poverty who are Widowed, Head of Household, and Living in a Disaster-Affected Community in the Philippines,” Aug. 2018, doi: 10.11575/PRISM/32787.
46. [46] M. Papadatou-Pastou et al., “Exploring the feasibility and acceptability of the contents, design, and functionalities of an online intervention promoting mental health, wellbeing, and study skills in Higher Education students,” Int J Ment Health Syst, vol. 13, no. 1, p. 51, Dec. 2019, doi: 10.1186/s13033-019-0308-5.