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Introduction
‘‘‘
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| Disaster
management has four phases; mitigation, preparedness, response, and
recovery/reconstruction. Mitigation and preparedness are phases before
disasters occur and response and recovery/reconstruction are phase after
disasters. Mitigation means not causing any damages. Preparedness means
preparation something for the time when people take damages. Response
means evacuation or rescue soon after disasters occur. And
recovery/reconstruction means rebuilding or improving social and natural
environment than states before disasters. |
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In
the Great Hanshin-Awaji Earthquake of 1995, more than 80% of dead people
lost their lives because of collapse of their houses. For dead people by
fire, they lost their lives because they could not evacuate or be rescued
from collapsed house. Thus, it seems that earthquake-proof houses are most
important factor to reduce damages. Making earthquake-proof houses is
identified as mitigation. In this earthquake, many peoples were rescued by
neighbors. Almost 60% of dead people lost their lives in 15 minutes since
the earthquake occurred. Developing community rescue system is also
measures for disaster reduction and it is identified as preparedness.
From lessons of
the Great Hanshin-Awaji Earthquake, measures before disasters (mitigation
and preparedness) is more important and mitigation should be emphasized
more than other phase of disaster management.
The
present disaster education in Japan mainly consists of evacuation training
or disaster training. This is identified as response. For information
related to disasters from mass media, contents are mainly emergency bag or
training. Thus, it seems that awareness to emphasize mitigation is lack in
the society.
| Global
Disaster Safety Map Project (GDSMP) is the project that students learn
past disaster and present states of disaster management in their
community, image problems when disasters occur, and think measures for
mitigation and preparedness. This process is implemented by studentsf
discussion using map around their school. Finally specific measures for
mitigation and preparedness are written by students on the map and the map
is finalize as community disaster safety map. The map of each school is
joined and the joined map become disaster safety map in the world, in
turn, Global Disaster Safety Map.
@
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‘‘‘
Objective
‘‘‘@
E
To let students understand importance of mitigation
E
To let students be interested in community
E
To let students have knowledge of disaster management
‘‘‘
Activity
‘‘‘
‘‘
Disaster
learning
‘
Step
1@Setting
Kind of Disaster
A
teacher of each school decides disaster out of many types of natural
disasters which has probability to occur around school. It is possible to
choose some disasters.
‘@Step
2@Past
Disasters
Students
and teachers learn past disasters which occurred in studentsf country or
community. For ways to learn, each school decides but following show how
to collect information.
E
From experts related to
disasters
E
From internet or books
E
From community members who are
getting engaged activities for disaster reduction
Following are contents to learn. Teacher can increase contents
accordingly.
E
Time to have occurred
E
Affected area
E
The number of death people
E
Causes of death and injury
E
Damage of houses
E
Damage of lifeline (Water, Gas,
and Electricity)
E
Damage of transportation
E
Peoples action during disasters
E
Livelihood after disasters
occurred
E
Recovery and Reconstruction
E
Characteristics of disasters
(From aspect of natural environment)
E
‘@Step
3@Measures
and activities for disaster reduction (which is implemented in personal,
family, community level)
Students
conduct hearing with family and community members about measures or
activities for decided disaster reduction
‘‘
Making
disaster safety map
‘
Needed
materials
E Map
of targeting area (Area where students can understand each building is
hoped. School area of elementary or junior high school is preferable.)
Size of map is about 2m
x2m. Teachers can blow up some maps and connect them.
‘@Step
1@Checking
natural environment
|
Students
and teachers check following contents. They make in these contents into
the map, using some colors.
E
Location of urban area (red)
E
Borderline between mountain area
and flatland (green)
E
Location of river, pond, and
waterway (blue)
@ |
Fukiai SHS , Kobe,
Japan |
‘@Step
2@Checking
built environment
|
Students
and teachers check following contents. They make in these contents into
the map, using some colors.
E
Railway (black)
E
Main road (blown)
E
Narrow alley (pink)
E
Park or open space (yellow
green)
E
Water way (blue)
@ |
Fukiai SHS , Kobe,
Japan |
‘@Step 3@Checking
human and material resource
Students
and teachers check following contents. They check them on the map or put
objects on the map to understand human and material resource easily. If
needed, fieldwork is implemented.
@Showing
organizations or institutes related to government, medical institutes, or
disaster relief
E
Administrative institutes, fire
department, police station
E
School and nursery school
E
Medical institutes
E
Community hall, social welfare
facility
E
Other public facility
AShowing
place or facility for community disaster management
E
Place or building for evacuation
E
First aid station
E
Store for foods, daily commodity, medicine, fuel, and other goods
for daily life
E
Stock room for disaster
reduction
E
Corporation which has heavy
machine
E
Handheld pomp, water supply
BShowing
dangerous institutes and things when they fall or are broken
E
Preservation institutes for
dangerous materials
E
Wall of blocks, stone wall
E
Outside advertisement goods
CShowing
human resource for community disaster management
E
Neighborhood community
association, leader of community management disaster group, experienced
worker of fire department or fire company, experienced worker in local
government, worker in construction company or repairperson, welfare or
children commissioner, interpreter, and worker for welfare
DShowing
houses which has persons needing back up in disasters
E
Elderly persons
E
bedridden persons
E
Mental defective
E
Children who are younger than
elementary school students
E
Foreign people
‘@Step
4@Anticipating
damages of buildings, houses, and lifeline
Based
on disaster learning and made map, students and teachers discuss damage in
disasters. If school can get information of expected damages, they can
refer to it. Damages are colored up on the map. Season and time disaster
occurs is decided accordingly. Students can understand seriousness of
damages if teacher sets season and time that damages is larger.
‘@Step
5@Action
during and soon after disasters
Students
and teachers discuss following contents. They image states during and soon
after disaster and anticipate whether not only each of them but also
family or community members can evacuate and whether organization related
to disasters can come to affected area, using information on the map.
E
Action and way of evacuation
during disaster
E
Action and way of evacuation of
family and community members
E
Action and rescue of people
needing other help
‘@Step
6@Problems
during and soon after disasters
Based
on Step 5, students and teachers discuss problems. Teachers need to let
students know importance of taking measures before disasters.
‘@Step
7@Livelihood
after disasters (recovery/reconstruction) and its problems
Students
and teachers image livelihood after disasters and in
recovery/reconstruction and discuss its problems. They write the problems
in the map.
‘@Step
8@Thinking
way of mitigation and preparedness
Students
and teachers discuss measures people can take in personal, family, and
community level. And they write the measures in the map. Measures in this
step means mitigation and preparedness but teachers are requested to
emphasize the former one.
‘‘‘@Schedule@‘‘‘
Following
shows schedule of GDSMP. The number in parentheses means hour needed in
each step in disaster learning and making disaster safety map. 50 minutes
is 1 hour in this schedule. Showed hour in this schedule is minimum hour
needed and each school can increase hour in each step. It is hoped that
schools use time after school or on Saturday and get more time to
implement.
@
‘‘@Disaster
learning (September to October)
‘@Step
1@Setting
Kind of Disaster (0)
Teachers
decide disaster before students starts this project.
‘@Step
2@Past
Disasters (5)
‘@Step
3@Measures
and activities for disaster reduction (which is implemented in personal,
family, community level) (2)
Hour
in this step is used for summing up information which students and
teachers collect have collected from survey or interview, and donft
include time for interview to family or community members.
‘‘@Making
disaster safety map (October to December)
‘@Step
1@Checking
natural environment (0.5)
Step
1 and Step 2 are conducted at the same time
‘@Step
2@Checking
built environment (0.5)
Step
1 and Step 2 are conducted at the same time
‘@Step
3@Checking
human and material resource (1)
‘@Step
4@Anticipating
damages of buildings, houses, and lifeline (2)
‘@Step
5@
Action during and
soon after disasters (1)
‘@Step
6@
Problems during and
soon after disasters (1)
‘@Step
7@
Livelihood after
disasters (recovery/reconstruction) and its problems (1)
‘@Step
8@
Thinking way of
mitigation and preparedness (2)
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