Jun Sakamoto, Suresh Laudari, Masaki Fujioka, Tadashi Hara
{"title":"利用 GPS 跟踪数据和问卷调查分析儿童洪水风险暴露和风险认知的方法建议","authors":"Jun Sakamoto, Suresh Laudari, Masaki Fujioka, Tadashi Hara","doi":"10.1186/s40677-024-00283-8","DOIUrl":null,"url":null,"abstract":"Climate change has made the relationship between disaster and sustainable development more critical. Especially in developing countries, disasters frequently devastate local communities and hinder progress. Children are at a higher risk during catastrophes; however, their knowledge of disaster risk is limited. Education for disaster risk reduction can bring the necessary changes for a safe society. School disaster prevention education can raise awareness through lectures and games, but interactive dialogues between students and teachers can be more effective. Also, GPS tracking can be a valuable tool for understanding people’s behavior during disasters. This study proposes a method to analyze the relationship between students’ daily behavior and their experiences of flood damage and preparedness for disaster risk. It is a simple method using questionnaires and GPS loggers and can be applied in mountainous areas in developing countries where equipment is inadequate. The proposed method will be used to understand the current state of disaster risk among children and identify disaster risk reduction issues. The study area lies in Paluntar Municipality, Gorkha district, Nepal. Forty-five students from two schools in the region participated in the study. The results showed that students who commute to school in areas inundated by heavy rainfall in recent years were not adequately prepared for disasters, even though they had experienced flood damage in the past and were significantly more concerned about future harm. Our field observations and interviews of teacher-student relationships showed that students were very attentive to their teachers’ instruction. Teachers understand the dangers of heavy rainfall and how to prepare for it, but students need to learn how to deal with it. In other words, the school staff’s disaster education to the students effectively reduces disasters. Early warning is needed when severe floods are expected during the rainy season.","PeriodicalId":37025,"journal":{"name":"Geoenvironmental Disasters","volume":null,"pages":null},"PeriodicalIF":3.8000,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Proposal of a method to analyze children’s flood risk exposure and risk perception using GPS tracking data and questionnaire survey\",\"authors\":\"Jun Sakamoto, Suresh Laudari, Masaki Fujioka, Tadashi Hara\",\"doi\":\"10.1186/s40677-024-00283-8\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Climate change has made the relationship between disaster and sustainable development more critical. Especially in developing countries, disasters frequently devastate local communities and hinder progress. Children are at a higher risk during catastrophes; however, their knowledge of disaster risk is limited. Education for disaster risk reduction can bring the necessary changes for a safe society. School disaster prevention education can raise awareness through lectures and games, but interactive dialogues between students and teachers can be more effective. Also, GPS tracking can be a valuable tool for understanding people’s behavior during disasters. This study proposes a method to analyze the relationship between students’ daily behavior and their experiences of flood damage and preparedness for disaster risk. It is a simple method using questionnaires and GPS loggers and can be applied in mountainous areas in developing countries where equipment is inadequate. The proposed method will be used to understand the current state of disaster risk among children and identify disaster risk reduction issues. The study area lies in Paluntar Municipality, Gorkha district, Nepal. Forty-five students from two schools in the region participated in the study. The results showed that students who commute to school in areas inundated by heavy rainfall in recent years were not adequately prepared for disasters, even though they had experienced flood damage in the past and were significantly more concerned about future harm. Our field observations and interviews of teacher-student relationships showed that students were very attentive to their teachers’ instruction. Teachers understand the dangers of heavy rainfall and how to prepare for it, but students need to learn how to deal with it. In other words, the school staff’s disaster education to the students effectively reduces disasters. 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Proposal of a method to analyze children’s flood risk exposure and risk perception using GPS tracking data and questionnaire survey
Climate change has made the relationship between disaster and sustainable development more critical. Especially in developing countries, disasters frequently devastate local communities and hinder progress. Children are at a higher risk during catastrophes; however, their knowledge of disaster risk is limited. Education for disaster risk reduction can bring the necessary changes for a safe society. School disaster prevention education can raise awareness through lectures and games, but interactive dialogues between students and teachers can be more effective. Also, GPS tracking can be a valuable tool for understanding people’s behavior during disasters. This study proposes a method to analyze the relationship between students’ daily behavior and their experiences of flood damage and preparedness for disaster risk. It is a simple method using questionnaires and GPS loggers and can be applied in mountainous areas in developing countries where equipment is inadequate. The proposed method will be used to understand the current state of disaster risk among children and identify disaster risk reduction issues. The study area lies in Paluntar Municipality, Gorkha district, Nepal. Forty-five students from two schools in the region participated in the study. The results showed that students who commute to school in areas inundated by heavy rainfall in recent years were not adequately prepared for disasters, even though they had experienced flood damage in the past and were significantly more concerned about future harm. Our field observations and interviews of teacher-student relationships showed that students were very attentive to their teachers’ instruction. Teachers understand the dangers of heavy rainfall and how to prepare for it, but students need to learn how to deal with it. In other words, the school staff’s disaster education to the students effectively reduces disasters. Early warning is needed when severe floods are expected during the rainy season.
期刊介绍:
Geoenvironmental Disasters is an international journal with a focus on multi-disciplinary applied and fundamental research and the effects and impacts on infrastructure, society and the environment of geoenvironmental disasters triggered by various types of geo-hazards (e.g. earthquakes, volcanic activity, landslides, tsunamis, intensive erosion and hydro-meteorological events).
The integrated study of Geoenvironmental Disasters is an emerging and composite field of research interfacing with areas traditionally within civil engineering, earth sciences, atmospheric sciences and the life sciences. It centers on the interactions within and between the Earth''s ground, air and water environments, all of which are affected by climate, geological, morphological and anthropological processes; and biological and ecological cycles. Disasters are dynamic forces which can change the Earth pervasively, rapidly, or abruptly, and which can generate lasting effects on the natural and built environments.
The journal publishes research papers, case studies and quick reports of recent geoenvironmental disasters, review papers and technical reports of various geoenvironmental disaster-related case studies. The focus on case studies and quick reports of recent geoenvironmental disasters helps to advance the practical understanding of geoenvironmental disasters and to inform future research priorities; they are a major component of the journal. The journal aims for the rapid publication of research papers at a high scientific level. The journal welcomes proposals for special issues reflecting the trends in geoenvironmental disaster reduction and monothematic issues. Researchers and practitioners are encouraged to submit original, unpublished contributions.