Chapter 7 Rescue Simulation: Action Plan

Chapter 7

Rescue Simulation: Action Plan

Part 3▧ YAMAUCHI Toshiaki (Kyushu University of Health and Welfare)

Introduction
Disasters occur annually across Japan, and the number of damaged culturalproperties is endless. Sometimes, disasters directly damage cultural properties,
such as destruction or defacement; at other times, facilities storing or containing
cultural properties get damaged, even if not directly. In any case, we must rescue
the materials as soon as possible. The risk of loss or damage if left unattended
during a disaster is high; thus, it is necessary to move them to a relatively safe
location at some point after a disaster occurs. It is essential here for the people
who are to take on the rescue in a certain area to know when they should performthe work and what kind of personnel and equipment preparations are necessary.
Modern administrative policies include regional disaster prevention plans aswell as other plans and manuals addressing various natural disaster risks, and administrators modify them according to the situation—for example, “hazard maps”
created from the perspective of damage forecast and disaster risk reduction;“evacuation planning” establishing evacuation actions such as identifying evacuation routes and sites; an “evacuation shelter management guidebook/manual”
defining the process from preparation to closure of the shelters; “disaster waste
disposal plans” for the disposal of waste generated during a disaster; and a “memorabilia handling manual” aiming to return the victims’ cherished possessions tothem instead of disposing as waste. These have been developed to examine many
issues that have arisen in past disasters and to make it possible to respond to similar situations in the future.
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In the field of museum and cultural property protection, in some cases, actions
in a disaster are still limited to confirming the condition of designated culturalproperties; in other cases, a BCP (Business Continuity Plan) is unavailable, partly
due to the limited number of staff responsible for disaster management. Althoughmunicipalities that have experienced major disasters usually have manuals, handbooks, guidelines, and the like in place in preparation for high risks in various
areas of their administrative measures, they must also anticipate cases where thestaff will not pass on know-how due to a change in personnel over time and othersimilar situations.
Hence, it is vital to continuously build and examine operational plans fordisaster preparation in museums and cultural property protection. In this chapter,
we examine activities that aim to establish disaster prevention and risk reduction
management in municipalities, particularly at the city, town, or village levels, andto build consensus among related institutions, such as municipalities and privateorganizations, through simulations related to materials rescue in anticipation of adisaster.

1. Disaster Preparation Simulation
The plans and manuals prepared for a disaster often may not be followed
exactly as described when a disaster occurs. However, the only way to react is,even if not perfect, through the process of exploring and developing the best
possible actions by assuming possible conditions. This is why local governments
responsible for disaster management activities, schools and companies that havelong continued disaster prevention education, and community disaster prevention
organizations develop such manuals.
It is necessary for us to “prepare”, even in positions involved in the preservation of museums and cultural properties (both government and private).
The Aichi Prefectural Museum of Art holds “simulation meetings” for practical responses to expected situations in a disaster, and they repeatedly revise theresponse policy1.
The Kanagawa Prefecture Museum Association holds “Comprehensive Disaster Prevention Planning Activities” every year; these include remote informationtransmission drills to consolidate information in multiple block units within

106Chapter 7 Rescue Simulation: Action Plan

107

Part 3Kanagawa, and they set other conditions, such as the establishment of a system
to enable backups if the pre-determined representative museum suffer from an
accident2. In addition, they established a system to ensure that the staff can passon know-how through continuous disaster prevention training, changing the personnel in charge.
In addition to museums, the administration of cultural property protection has
widely started similar practices with the release of the “Cultural Property Preservation and Utilization Guidelines” in each prefecture. In fact, Gunma Prefecture
has a section in its [Cultural Properties Disaster Prevention Guidelines] entitled“Disaster Preparedness Efforts: Creating a Disaster Prevention Plan” that statesto “create a timeline in a disaster.” The timeline is formulated by the Ministry ofLand, Infrastructure, Transport, and Tourism and other ministries as a disasterprevention action plan related to disaster prevention and risk reduction actions3,
but Gunma Prefecture encourages cultural property owners and management organizations to formulate own timelines based on the flowchart, like My Timeline,
an action plan for each resident.
In Kagoshima Prefecture, “Disaster Prevention, Crime Prevention, and Disaster Response” in its [Cultural Property Preservation and Utilization Guidelines]
includes a section entitled “Providing Information in Online Workshops on Learning Skills and Knowledge for Materials Rescue in the Event of Flood Damage.”
They have held many workshops on disaster prevention of cultural properties andhandling materials damaged by disasters. Now that the world is online, holding
these workshops between remote locations has become more common.
Cities, towns, and villages that are directly involved in disasters need toponder certain issues in recent years when dealing with disaster response forcultural properties, such as the possible inability to pass on knowledge and skills
due to workforce shortages and transfers, including generational changes, causedby staff reduction and declining staff ratio. Sometimes, small municipalities
cannot fill professional staff positions and instead assign their relevant tasks to
the general administrative staff. Concerns arise about the decline of professional
work not only in disaster response but also in museums and cultural property
protection. Coordination in a wide regional area among municipalities and withprivate organizations such as Shiryo-Networks and Heritage Manager is also essential. Although, in many cases, municipalities take charge of both museums andcultural property protection, the conditions for rescue activities are different formuseums, which are specified public facilities, and for cultural properties, which
are widely distributed throughout the local community; thus, individual response
for each case is necessary. Moreover, local history research groups are shrinking
due to the ageing population, and schoolteachers have become increasingly busy
and are more frequently transferred, which makes it difficult for them to deal withlocal materials; therefore, we need to develop and nurture new citizen volunteers
who can help in the local scene.
In this sense, we must explore various activities for rescuing cultural properties and materials during disasters— “protection of cultural properties” in general— to build consensus among government officials and the groups involved insuch activities.
Thus, the Miyazaki/Kagoshima Shiryo Networks hold DIG (Disaster Imagination Game), a simulation training that anticipates disaster, as a workshop
for understanding the know-how of information, personnel, and equipment thatchanges on a timeline, the maintenance of facilities for evacuation of materials,
coordination with external organizations, and safety management, in anticipationof the materials rescue in museum and cultural property protection [Fig. DIG ofmaterials rescue in a disaster]. We originally designed this as an operational training exercise for coordination among local Shiryo-Networks, where labor-force

1.Date,Time, and
Situation

3.Things
to beconfirmed
as a group

・○ Month ○ Day
・A large scaledisaster occurred

2.Whatshould you
do at thispoint?

What should you do
and consider whena disaster occurs?

4.Corresponding
actionIndicate the“corresponding
actions” along thetimeline

・What you can expect(situation and current statusof the disaster in each region)

・Method of confirming
information

・Who should confirm theinformation and with whom

Fig.

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Chapter 7 Rescue Simulation: Action Plan

shortages are common. However, in checking with persons in charge in municipalities from preparation to implementation and assessment, we found it easy for
all parties concerned to grasp, understand, and share the necessary systems andissues in a disaster in the municipalities in question. Participants have confirmed
their understanding of the “lack of preparation for disasters” and the “importanceof cooperation from diverse standpoints,” and they have identified issues connected to manageing cultural properties in a disaster.

DIG was initially developed by the (then) Defense Agency’s National Institutefor Defense Studies and Mie Prefecture in 1997 as a simulation of a municipality
in a disaster, based on a command post exercise conducted by the Self-Defense
Forces4.
The objective is to prepare for disasters by examining methods of responding
to one at a certain point in time and according to ever-changing situations. It
has a wide range of applications, and currently, they often implement disasterprevention training for municipalities, volunteer groups, and other civic organizations all over Japan. The authors have applied this program to cultural property
rescue with the advice of meteorologists and disaster prevention experts and have
improved the program. Although we started it to confirm and strengthen the cooperative relationship between the two neighbouring prefectures of Miyazaki andKagoshima in southern Kyushu in a disaster, we have extended it to municipalities protecting cultural properties, museum curators, lifelong learning institution
staff.
Our DIG consists of three major phases: <preparation>, <implementation>,and <assessment>. Below are the specific steps for each phase.
1.2. Preparation

In the preparation phase, we decide the workshop's purpose, implementation
timing, target, and the type of disaster targeted and prepare accordingly. Our
workshop's mission is simple: "to transport materials from the disaster-strickenarea to a safe place," we can change this to any other mission. It would be more
effective to plan the timing of the workshop based on the season when weather
disasters are most likely to occur and when earthquakes and tsunamis have oc-

109

Part 31.1. Attempting DIG

curred in the past.
The setting assumes the largest disaster that has ever occurred in the target
municipality or region. Participants should, of course, use hazard maps and othertopographic maps as references, but to establish a timeline, they must understandthe progress on the disaster’s time axis [Table]. In the case of weather disasters
and earthquakes, the Japan Meteorological Agency discloses the chronology ofthe disaster since its occurrence. Information related to the maintenance of class
A rivers is available at each region’s river and national highway office affiliatedwith the Regional Development Bureau of the MLIT, where we can check thelocation of past disasters, records of rising water levels, and direct causes ofdisasters. Moreover, it is beneficial to read municipality magazines and disasterrecord magazines (if published) as resources for municipality information. With
the cooperation of the crisis management division, these magazines can provide
information on timelines documenting the municipality’s response to disasters.
Municipalities have fewer records of disasters from older periods, such as theShowa period (1926–1989), but we can utilize information from public information in the past and newspapers of that time. However, regarding a Nankai Troughearthquake, records that meet modern standards are limited; we need to pay attention to writing scenarios. Although records can help us understand not only theoccurrence of disasters but also how municipalities and communities responded
to them, when setting up a timeline as a scenario, since old disaster responses aredifferent from the modern administrative countermeasures, we should modify thecontents in the light of the current situation, even if only partially.
We examine a material rescue system along with the timeline. This includes
checking the location of materials at high risk of being damaged, securing humanresources, establishing a communication system, and setting up temporary storage after transportation. At this stage, we reaffirm the extent to which the relevant
local material rescue system is organized. In particular, after the Great Heisei
Mergers, even in the same municipality today, differences remain in the sense ofland and understanding of the local communities, such as between the main officeand branches of the former municipality, and we are often reminded of the needto confirm the conditions related to the materials rescue.

110Chapter 7 Rescue Simulation: Action Plan

Table

Rescue timeline of materials based on past typhoon disasters(from a case study in Takanabe Town, Miyazaki Prefecture)[Premise]

On 19 September 1983, a weak tropical cyclone formed over Chuuk Lagoon and developed while moving west-north-westward, becoming Typhoon Forrest over the ocean south-southwest of Guam on 21 September. It rapidly developed
into a ferocious typhoon with a central pressure of 885 hpa and maximum wind speed of 55 m/s over the ocean 1,000 km

southeast of Okinawa on 23 September. Its direction changed from north to east in the northern East China Sea from the

26–27, gradually weakening as it moved eastward and making landfall near Nagasaki City at around 10:20 am on the 28.

After making landfall on Kyushu, it accelerated its speed and moved eastward, crossing central Kyushu, and becoming an
extratropical cyclone near Sukumo City, Kochi Prefecture on the 28. This low-pressure area then increased its speed andmoved eastward over the southern sea of Honshu, and at 9 am on the 29, it advanced to a location about 450 km east of the
Kanto region.

Kyushu and Shikoku from the 26-27, and the passage of the typhoon caused widespread heavy rains from Shikoku to Kanto.
“Linear rainbands,” as they are called in current meteorological terms, may have occurred in many areas.

This typhoon caused damage in 38 prefectures, and in addition to flooding and landslides from mountains and cliffs,

notable drowning accidents occurred involving schoolchildren due to rising water levels. Many large and small rivers rose orwere flooded, and considerable damage was made to transportation facilities.
[Damage]

The Miyazaki area was initially hit by the typhoon.

Torrential rains hit Nichinan City and Kushima City on the 26, and on the 27, small and medium-sized rivers overflowed one

after another, mainly in Miyazaki City and Koyu district, causing a series of flood damage. In Takanabe Town, 85 mm of heavy
rain fell between 3 and 4 am on the same day, causing the river to overflow in areas along the Miyata River. Floodwaters

spread toward the Shiota River, which branches off from the Shiota sluice gate on the left bank of the Miyata River. The

closing of the flood gates caused the water in the Shiota River to come to a standstill, making it flow back into irrigation
canals and drains, flooding the center of town. In areas such as Matsubara-cho, Asahi-dori, Tokamachi, and Ikada district,
136 households were flooded above floor level and 445 households below floor level, and three households were partiallydamaged. The rainfall from the time it began on the 25 until 6 am on the 28 amounted to 494 mm.

Water from the Miyata River often flows back toward the Shiota River, causing the city area to flood, which also occurredwith Typhoon Trami in September 2018.
Timeline based

Dates Timeon 1983 weather

Situation

25-

Rain continues fromIn areas such as

Sep

Miyazaki Prefecture due

dori, Tokamachi, and28

conditions

midnight throughout

to the approach of thehuge typhoon from the25

Heavy rains in Kushima

and Nichinan City on the26

Torrential rains mainlyon Miyazaki City andWhat should you
do at this point?

What should be
confirmed as agroup

Referencematerials to beprepared

Matsubara-cho, AsahiIkada district, 136
households were

flooded above floor leveland 445 households

below floor level, andthree households werepartially damaged.

Koyu District on the 27
The typhoon passes

through after making

landfall near Nagasaki
City

The total rainfall in

Takanabe from the

25–28 reaches 472mm

111

Part 3A fall rain front that had stalled over the southern Sea of Japan as the typhoon moved northward became active on the25, and strong rains began to fall mainly over the Pacific Ocean side of the Kyushu-Kanto region. Heavy rains fell mainly inA disaster response
headquarters

was established

for precautionary
measures.

The Nippo Line wasclosed early in themorning, and many

trains were suspended.
Both inbound andoutbound lanes of the
Kyushu and Miyazaki
Expressways were29

Sepclosed to traffic.

Many public institutions

The typhoon passed

According to JR

extent of the damage

were suspended.

Kyushu, all lines in

Kagoshima Prefecture
were suspended—particularly the Nippo
Line, which had been

cut off by landslides andother issues. This was

expected to affect a totalof 80,000 people in all

prefectures on both the
6 and 7.

confirming theDisasterflooding occurred due tothe closing of the floodgates from Miyata River

when confirming
communicating
information?
●

What should

to Shiota River.

you prepare andinformation that several

period?

Since there washistoric buildings andpublic facilities in thecity are being flooded,
the City Cultural

Properties Division staff

expect during thisand objects whensituation, and how
should you handle
correspondencewith the agencies
concerned?
●

To which groupsof people should
you send theinformation on thewhereabouts ofthe materials?
●

How should⇒ Two warehouses,

you consolidate

Meirin-do library on

stage?

information at this●How shoulda historical building

you secureof Social Welfare (thethe personnela registered tangible
cultural property)
were found to besubmerged in water/it

was speculated that thehistorical materials inthese places may havebeen damaged.

Start of acceptance ofWith the start of thedisasters

garbage due to disasters

acceptance of bulky

and the establishmentof volunteer centers,

cleanup work begins

simultaneously in theaffected areas.

112

Flood Hazard

the situation and

old SUZUKI Masaya villa,

volunteer centers●came to light. Inland

managed by the Council

Establishment of

What should

Map andlibrary grounds, andbulky garbage due to●be the methods

including the former

Sep

What should

you implement

went to confirm.

30●

through, and the fulland allocate

and materials?

(Which groups ofpeople? What isnecessary?)

Landslide
Prevention Map

Chapter 7 Rescue Simulation: Action Plan

1

Municipal employees

Octwere given priority inmanaging evacuation
centers; thus, workon cultural assets was
postponed to a later

date. However, since
the Council of Social

Welfare had jurisdiction
over the old Masaya
Suzuki villa, they

offered to coordinate its
cleanup with the Boardof Education as it wasPart 3a registered tangible
cultural property.

The Council of Social

Welfare requested thatthe building be cleaned
as soon as possible,
especially with theremoval of tatami matsand the removal anddrying of sludge that

had accumulated underthe eaves.

3

A plan was made toOctremove the materials

from the affected areas.
The materials were to

be moved to the general
gymnasium archery
5

Oct

JR Kyushu suspended
all train service

until the morningof 5 October. Powerand phone outages
remained in somefield.

Ascertain damage●

How should you

information while

confirm the safetyof on-site materials●

determining the timing
rescueareas of the prefecture.

of the site?

How should you

confirm the travel
route?
●

What

Some sections of the

precautions

and national roads also

for the staff?

Kyushu Expressway

should you takeremained closed. Many●

major roads, including

A travel

Kagoshima,
Miyazaki,Nobeoka, andaround Koyu

District would
be useful.

Shouldn’ t you

reconsider the

prefectural roads, weretravel route?

closed or have only one
side of traffic open.

●

route map to

The library staff kept thedoors of the warehouse
open during the hours
when they were able

manage the collection
and dry out the room.
Water damage to thematerials was confirmed
during this time.

113

6

The Council of Social

Oct

Welfare contacted

the Social Education
Division about thecondition of the interiorsof the old SUZUKI

Masaya villa, confirmingthat the fusuma waspartially damaged bywater and that a pieceof paper with words
written in them wasaffixed to it.

Preparations were madefor the treatment ofwaterlogged materials.
Coordination with the
Miyazaki Prefectural

Board of Education and
the Miyazaki Shiryo-

Network for technicaland material support
8

Oct

8:00

was ensured.

Town staff and Miyazaki●

What should you

Prefecture/Shiryo

do when travelling

who could participate

after arriving?

Network Members

in rescue activities

to the site andgathered in front of the

Takanabe Town History
Museum. Everyone

moved to the site afterrole assignments wereconfirmed (car and pull
9:00cart).

Rescue activities begin.
Water damage tomaterials is greater than
10:30

expected.
●

Records were createdif possible, then thematerials are moved

out. If creating records isdifficult, photographs ofthe situation are taken,
and the materials are
moved out.
●

The condition of thematerials varies, withsome identified as

partially muddied andothers as relatively
lightly muddied.

114●

What do you

need during

record keeping?
●

What should

you do when thework ends, duringtransportation andstorage?

Chapter 7 Rescue Simulation: Action Plan

⇒ Checked for items

that have begun to dry

with mud stuck on them,or records (photos,etc.) that have begun todeteriorate due to foulodors, mold, or bacteria.
●

Difficulties wereobserved in moving andtemporarily packing

materials from the site,and by 3pm, workers
were fatigued. The

removed materials werePart 3taken to the parking lot.
Workers temporarily
packed and loaded

materials into vehicles
16:00
17:00

in the parking lot.

Work ends at the site.
Materials aretransported and placedin temporary storage.

1.3. Implementation

The reasonable number of participants in the workshop would be 4–7 pergroup. Groups unfamiliar with the workshop may not know the procedure, inwhich case, a table facilitator5 can facilitate the process.
The organizers prepare a map of the target area (enlarged to A1 size), a hazard
map (about A3 size), records of past disasters, pens (water-based and oil-basedfine-point ones that can write clear letters), sticky notes (square, preferably withsolid adhesive, at least two colours), thick mounting paper (A3 size) to attach
sticky notes printed (see below), transparent sheets for writing (writing sheets ora whiteboard), a projector, and a PC. The projector projects the timeline createdwith PowerPoint on one side of the screen and a hazard map (MLIT’s “overlapping
hazard map” is helpful but needs a network connection) with targeted points on
the other. Desks are arranged, and the enlarged map, hazard map, and sticky notes
are placed on top. Having a transparent sheet to write on overlaid on the map isfunctional. Moreover, the timeline should be tabulated and distributed to eachtable for easy reconfirmation of the participants.
Along with the primary facilitator who oversees the entire process, having anexpert in conservation science or conservation and restoration as an advisor can
provide a broader knowledge of material preservation and more persuasive ex115

planations. At this time, the organizers should be ready to present helmets, masks(DS2/N95 or their equivalent), dust-proof glasses, and nitrile gloves, which will
be required during the rescue.
The primary facilitator explains the workshop's content and develops scenarios according to the timeline. In addition to confirming the situation during
the disaster, the damage and response, and the restoration status of the affectedareas and roads, the facilitator states that materials were damaged and need to be
rescued; moreover, they talk about the process from preparation for implementation and the actual rescue of materials to moving them out and setting them in a
temporary storage area.
The organizers ask questions now, and the authors have chosen the following
three questions.
Question 1: What should you implement when confirming the situation andcommunicating information?
What should you prepare and expect during this period?
Question 2: What should you do when travelling to the site and after arriving?
Question 3: What do you need during record keeping?
What should you do when the work ends, during transportation andstorage?
In this way, we ask participants to examine the "actions they should take, their
response behaviours," to describe them on the sticky notes, and then paste them
onto the A3-sized questionnaire [Photo.1: Ideas written on sticky notes are pasted
onto the mount]. We can modify the questions if necessary. For each question,
participants have 15 minutes to think and write down their ideas on a sticky note;during this time, they must write one text per sticky note as, if they list multiple
items on one, it will be difficult to classify them later. Each participant is responsible for writing on a sticky note. Next, they classify these sticky notes as a groupaccording to their contents and place them back on the mount. Through thisactivity, they exchange opinions and reconfirm their ideas. After the prescribed 15
minutes, the advisor explains each question. If an expert in conservation science
is not available, the primary facilitator explains; however, it would be best to
obtain advice from an expert beforehand in this case as well. During the explana-116

Chapter 7 Rescue Simulation: Action Plan

Part 3

Photo.1

tion, it should be noted that no “right answers” exist and that presenting diverse
ideas is the goal.
After completing the timeline, each group makes a presentation; this allows
participants to reflect on the workshop and consolidate what they have learned.
The time required to reach this point is approximately 2.5–3 hours from the start,
with breaks in between. We can hold such programs online; in these cases, itwould be practical to use online whiteboards such as "miro." Holding them online
allows a broader range of audiences across regional locations to participate.
1.4. Assessment

After the workshop, the organizers ask participants to fill out a questionnaire.
They list what they understood through the workshop and what they think should
be issued and receive feedback on the results.
Below are some examples of the questions.
・ What did you understand the most from this workshop? Select only one.
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The process of materials preservation activities / What preparations arenecessary for materials preservation activities, and what preparations you
did or did not do/ Knowledge and skills necessary for materials preservation/
The current state of local communities, such as declining population, ageing
population, and an increasing number of vacant houses/ The difficulties andimportance of collaboration among private organizations (here activities
related to materials preservation) and with the government
・ What did you find most confusing about the content of the workshop?
I did not understand the methods to anticipate damage and what information
I should collect/ I did not understand the procedures for materials preservation/ I did not understand what equipment and tools are necessary formaterials preservation / I did not picture the geographical image in my headbecause I am unfamiliar with the area/ I did not sense anything particularly
difficult.
・ What were you able to sense the most regarding the significance of thisworkshop? Select up to two from the following eight options.
Protecting cultural properties and museum materials from disasters leads tothe maintenance and sustainment of local communities/ Protecting culturalproperties and museum materials from disasters leads to preparation for
future large-scale disasters/ In many cases, materials are held not only bymuseums and other institutions but also by individuals, and it is important
for the owners and the local communities to protect them/ Cooperation
among people in various positions is necessary to preserve a community’s
history and culture / Collaboration among neighbouring communities is extremely important in a disaster/ To prepare for future disasters, the younger
generation should get involved/ Although I could somewhat understand thesignificance of the activity, in terms of the details of the work or the relevantroles, I did not understand well / I did not understand the significance of theactivity or the importance of the various roles at all.

2. Future Development
Municipalities across Japan are formulating the “Regional Plan for the Conservation and Utilization of Cultural Properties,” and in many cases, they include

118

Chapter 7 Rescue Simulation: Action Plan

Part 3

Photo.2

the preservation of cultural properties in disasters. Next, although an implementation plan to address this issue is necessary, it is crucial to establish disastermanagement and disaster prevention in advance, and simulation is a process forestablishing such management [Photo.2: Workshop in Takanabe Town, Miyazaki
Prefecture]. Moreover, we can improve the simulation mentioned here by adding
an activity that involves handling actual disaster-damaged materials after thesimulation.
One of the lessons learned from the Great East Japan Earthquake disaster
response was the phrase “the only thing that was useful was what had been
prepared,” and “only being prepared was insufficient.”6 We need activities thatenable a certain level of reaction to disasters, even if imperfect.

Notes
1 SOEDA Kazuho. “Shumireishon miitingu to bousaikunren [Simulation Meetings andDisaster Drills]”, in: Report on “Museums for Everyone,” a project to support thecreative activities in art and history museums in collaboration with local communities
FY2014, “Museums for Everyone” Project Executive Committee, 2015, pp.169-173.

119

2 Kanagawa Prefectural Museum Association Comprehensive Disaster Management
Plan Promotion Committee. “Kanagawa-ken hakubutsukankyokai sogobosaikeikaku
katsudohokoku [Kanagawa Prefectural Museum Association Comprehensive Disaster
Prevention Plan Activity Report”, in: Kanagawa Prefectural Museum Association
Bulletin, No, 88, 2017, pp.62-79.
3 The definition of timeline includes the following: “A plan that organizes disasterprevention actions and their implementation entities in chronological order, focusing
on the ‘when,’ ‘who,’ and ‘what’ will be done based on the premise that a disaster will
occur and on the assumption that disaster prevention-related organizations will work
together to anticipate and share the situations that will occur in the event of a disaster.”(MLIT Disaster Prevention and Disaster Risk Prevention Headquarters for WaterRelated Disasters Working Group for Disaster Prevention Action Plan, Timeline (Disaster
Prevention Action Plan) Development and Utilization Guidelines)
4 HIRANO Atsushi. "Saigaikyuuenji ni okeru atarashii borantia no arikata tosaigaizuzyoukunren-DIG [New Methods of Volunteerism in Disaster Relief and theDisaster Simulation Training DIG]", in: Modern Firefighting, 36-3, 1998, pp.148-152.
Mie Prefecture Fire and Disaster Prevention Division, Promotion Department.
“Shiminkeihatsugata no saigaizuzyoukunren-DIG no gaiyou to kadai [Overview andIssues of Citizen Awareness Disaster Simulation Training DIG]”, in: Fire Science andInformation, No.63, 2001, pp.44-48.
KOMURA Takashi. “DIG (Disaster Imagination Game)”, in: Fire and Disaster
Prevention, Fall 2004, 2004, pp.92-102.
5 The types of facilitators are two: floor facilitators who oversee the entire workshop
venue, and table facilitators who work together to facilitate small groups (“squads”);
in particular, to “create the venue” as well as the “atmosphere” for the workshop is
considered the table facilitator’s main job. (The Great Hanshin-Awaji Earthquake
Memorial Disaster Reduction and Human Renovation Institution, Saigaiboranthia jissen
wakushoppu gaido [Disaster Volunteer Practice Workshop Guide], 2006, p.19.
6 The Tohoku Regional Development Bureau, MLIT. Higashinihondaishinsai no jittaiken
ni motozuku saigaishodoki shikikokoroe [Disaster Initial Response Command Guidelines
Based on Actual Experiences during the Great East Japan Earthquake]. (2013)120