Towards developing science of survival (SOS) pamphlets for typhoon, flashflood, storm surge and tsunami for earthquakes and their aftermath: A pilot study

The catastrophic devastation from recent natural calamities in the Philippines such as Typhoon Yolanda and Central Visayas earthquake in 2013 had made disaster preparedness a primary concern in the country. Prompted by the critical need to use science to save lives, this study developed Science of Survival (SOS) pamphlets titled When the Wind Rages and Water Rises: A Science of Survival Pamphlet for Typhoon, Flashflood, Storm Surge and Tsunami and When the Earth Moves: A Science of Survival Pamphlet for Earthquakes and Their Aftermath (Liquefaction, Fire, Landslide and Tsunami). The study used the` developmental research design consisting of three phases: needs and context analysis phase, design, development and formative evaluation phase, and semi-summative evaluation phase. By carefully documenting the iterative process of analysis, design, evaluation and revision, insights were sought with regard to the development of pamphlets that provide useful and scientifically accurate information about surviving natural calamities such as typhoons and earthquakes. Experts from government agencies involved in disaster risk reduction and management, science experts in the university, and students who were victims of major disasters reviewed and evaluated the pamphlets. The results of the semi-summative quantitative evaluation showed that both pamphlets are highly acceptable as supplementary resourc

LET as predictor of teaching performance: The case of PNU graduates across disciplines (2007-2010)

This study discusses the relationship between the performance in the Licensure Examination for Teachers (LET) taken by PNU graduates and their teaching performance. The LET scores, obtained from PRC, and teaching performance evaluation scores given by the Head, Peer and Self, were correlated. The results indicate that there is a negligible link between the scores in the LET and the teaching performance of the respondents. However, positive significant correlations, although weak, are found in the case of CLLL, COS, and 2007 examinees. The “Very Satisfactory” or “Outstanding” teaching performance evaluation rating earned by the respondents indicates the knowledge, skills, and philosophies learned during the pre‐service training. Finally, this research posits that an emerging paradigm of teaching performance must be progressively developed