G02-01

Room:106

Time:May 24 14:15-14:30”Run away or hide”: Teaching material for learning the behavior to protect the life fromballistic fragment
HAYASHI, Shintaro1∗ ; SAITO, Mizuki1
1

Akita Univ. Col. Edu.

<Lesson of Ontake-san eruption>
Ontake-san has begun to erupt quietly without a clear presage at 11:52am on September 27th, 2014. A lot of ballistic rockfragments have fallen soon (about 11:55: ”Document Ontake-san large-scale eruption” and Yamakei new publication). Therewas size of 60 centimeters for the rock which broke through a roof of the mountain lodge (Volcanic Eruption Prediction Liaison
Council, Ontake-san geological observation team, 2014). It was so high-density (Kaneko et al., 2014) that more than 10 holes byballistic fragment were distributed over the area of 4 m x 4 m about 500 m from a crater. Energy of the explosion is equivalent toseveral tons of TNT gunpowder (Taniguchi and Ueki ,2014). The initial velocity of ballistic fragment is as high as 100 m/ second(Kaneko et al., 2014). 57 people were sacrificed and 6 persons were missing.
<”Run away or hide.” behavior>”Run away or hide.” behavior is written on survivor’s notes from Ontake-san. For example one survivor put a knapsack on hishead and sat down behind the large rock. Such behavior is efficient to raise the survival rate.
<Experimental system>
We developed an teaching experiment material to educate ”Run away or hide.” behavior. It was used in several classes of
elementary schools.
The volcanic model is made from papier-mache with a crater on the top part. The air introduced from a side pipe and comes
off from a crater. Ballistic rock fragments of papier-mache fall in the reach of the radius 2m approximately.

Keywords: eruption, ballistic fragment, phreatic eruption, evacuation, analogue experiment

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G02-02

Room:106

Time:May 24 14:30-14:45

Possible disaster preparedness course at the classrooms in junior and senior high schools
in Okinawa Prefecture
MATSUMOTO, Takeshi1∗
1

Faculty of Science, University of the Ryukyus

Okinawa Prefecture located in the south-westernmost part of Japanese Islands and in the subtropical area is often attacked bydevastating natural disasters which are different from those in the other areas in Japan islands, such as, destructive typhoons andtheir subsequent flooding due to high tides, many earthquakes of both plate convergent type and due to active across-arc fault
slip, which may induce tsunamis because their hypo-centres are mostly sub-seafloor.
Disaster preparedness, especially in Okinawa Prefecture is to be taught at the school education. Currently, ’Home Economics’is the only subject in which disaster preparedness is taught in junior and senior high schools in Japan. Recent subject for highschools ’Basic Earth Science’ includes also disaster prevention against devastating earthquakes, tsunamis, volcanic activities, etc.
Disaster preparedness education should include these two factors (Home Economics and Earth Science).
Japanese government established the system of renewing educational personnel certificates in 2007 and mandated the adoptionof it in April 2009. Since 2012, the author has offered a 6-hour educational personnel certificate renewal course titled by ’Disaster
preparedness in Okinawa - practicing development of teaching materials for school pupils’. This course is targeted mainly for
science and home economics teachers of junior and senior high schools in Okinawa Prefecture, to tell the school pupils how tosave their lives in case of devastated natural disasters.
Considering the teaching materials made during the 2014 course, the author would like to propose the following new curriculum through active learning for disaster preparedness 1-day course in the classroom.
1. Lecture: About natural disasters in the tropical area - earthquakes, tsunamis, tropical storms, etc.
2. Hands-on learning: How to evacuate in case of tsunamis - find the most appropriate evacuation route from your school byuse of the maps and geographical information.
3. Field work: Practicing the evacuation that you proposed in the previous learning.
4. Reflection of the field work.
5. Hands-on learning: Preparedness for natural disasters - measure for safety.
6. Hands-on learning: Preparedness for natural disasters - social work, Preparation for presentation.
7. Presentation.

Keywords: Disaster preparedness education, Sub-tropical, Earthquake, Tsunami, Tropical storm

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G02-03

Room:106

Time:May 24 14:45-15:15

Mystery of intraplate earthquakes and education on disaster prevention
IIO, Yoshihisa1∗ ; YAMORI, Katsuya1
1

Disaster Prevention Research InstituteFor the purpose of clarifying the generating process of intraplate earthquakes, we developed a new seismic observation systemin the next generation, with the initiative of DPRI Kyoto Univ. and Kinkei System Co.. The system is small and light, can record
about 9 months continuous seismic data using 32 dry cells, and is easily operated. Since this is almost an ideal instrument, wecall it the ’Manten’ system and began the ’Manten’ project by using this system. This system is utilized in various kinds of fieldworks. The Abuyama Observatory, DPRI, Kyoto Univ. is utilized as the base of this project. Furthermore, we began a program
for the education on disaster prevention with a collaboration of the ’Manten’ project utilizing the Abuyama Observatory.
Keywords: earthquake, earthquake disaster, inland earthquake, school education

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G02-04

Room:106

Time:May 24 15:15-15:45

Recent sediment-related disasters and their mitigation measures
TSUCHIYA, Satoshi1∗
1

Graduate school of Agriculture, Shizuoka University

Several major tectonic lines and fracture zones run in Japan, and about 70% of the land area consists of mountains and hills.
Accordingly, the fragile geologic structure generally is formed. Consequently, there are usually prone to occur landslides, slope
failures, and debris flows when the torrential rains during the rainy season or the heavy rains by typhoon hit in Japan. As forthe occurrences of sediment-related disasters for last 15 years, the casualty toll in 2004 and 2011 exceeded about 60 people and80 people respectively. There were ten typhoon landing, which was quadruple of the yearly average, and was the Mid Niigata
Prefecture Earthquake at the end of October in 2004. Moreover, 19 people were killed by the sediment-related disaster due to the
Tohoku Pacific Ocean coast earthquake that occurred on March 11 in 2011, and the serious sediment disaster with 56 people ofthe dead and missing was caused by the heavy rain by Typhoon No.12 around the Kii peninsula at the beginning of Septemberin the same year. It is required to transmit the disaster prevention information thoroughly to residents from peacetime to reduce
the human sacrifices by sediment-related disasters. For this reason, the hazard map (area map for sediment disasters) is prepared,
and the hazardous location of the sediment disasters is well-known and transmits to the residents, also is essential to evacuate
voluntarily if the risk of the disasters are just approaching. Here, I would like to introduce the recent sediment-related disasters,
the role of counter measures by using construction facilities such as check dams, and the evacuation systems.
Keywords: Geoscience education in the high school, disaster prevention education

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G02-05

Room:106

Time:May 24 16:15-16:30

Educational materials for disaster prevention: Development and evaluation of Disaster
Mitigation Action Card GameWATANABE, Shunsuke1∗ ; HISAMATSU, Akifumi2 ; YAMADA, Shuji4 ; MAKINOSHIMA, Fumiyasu2 ;KANEKO, Ryosuke3 ; KURI, Miwa5
1

Department of GeoEnvironmental Science, Graduate School of Science, Tohoku University, 2 Department of Civil and Environmental Engineering, Graduate school of Engineering, Tohoku University, 3 Department of Bioengineering and Robotics, Graduate
School of Engineering, Tohoku University, 4 Department of Philosophy, Graduate School of Arts and Letters, Tohoku University,
5
International Research Institute of Disaster Science, Tohoku University
1. Introduction
When educational materials for disaster prevention are roughly divided, there are two types. One is the ”Have Answer” typewhose objective is to give participants knowledge of disaster prevention. The other is the ”Have No Answer” type whose purpose
is to get them to think what to do when a disaster happens. Now, ”Have No Answer” type is desired in terms of education fordisaster prevention because participants can think about disaster prevention voluntarily. Therefore we developed a new tool of”Have No Answer” type, ”Disaster Mitigation Action Card Game”, that elementary and junior high school students can participate. Moreover we evaluated this game by questionnaires.

2. Disaster Mitigation Action Card GameThe rule of this game is easy and similar to a rule of ”karuta ”, but the character isn’t written on the cards. They have only
the picture which shows an ”immediate” behavior when a disaster happens. Additionally, not only one player can put up a card
but also all players can do. The run of this game is as follows. 1) Players make a circle by a group of 2-7 people and arrange
cards discretely in the circle and a facilitator enters each group. 2) A question sentence, for instance ”You’re in the classroom atschool now. You felt seismic tremor. What do you do?”, is read and players take a card within 3 seconds. 3) Within 30 seconds,
the player explains the reason why he/she chose the card. 4) When all the players approve his/her explanation, the player can
get one point. On the other hand, when other player’s opinions about the explanation are divided, they argue it. In this case,the facilitator judges the score. 5) Players return cards to the field. 6) The facilitator explains a point of the question. 2)-6) is
repeated. 7) Disaster prevention mini leader authorization ceremony is performed.
3. The feature of the game
This game has the following big features. (1)Players can train an ”immediate” decision when a disaster happens, (2) Players
can realize and share the risks which they imagine when a disaster happens through discussing them with other players and (3)This game can be conducted in other countries because of universal design.
In terms of (1), by limited 3 seconds, players are required to think ”immediately” what to do in the question’s situation. So it’s
expected for them to acquire an ”immediate” decision of the various situations by playing this card game repeatedly. In regard
to (2), card’s picture is so simple and abstract that player’s answers depend on player’s situation they imagine. Therefore, themore situations players guess, the more risks they can share and realize. In relation to (3), cards have only the pictogram whichshows an ”immediate” action at the time of an accident. So this game can be played in other countries by adapting it to foreign
language and environment.
4. The evaluation of the gameIn each event, we carried out a questionnaire and evaluated this game. Questionnaire items include degree of interest, attractiveness, participant’s consciousness and so on. According to the results of the questionnaire, more than 80 percent of participants
answered that this game is fun, the rule is clear, and they want to play one more time. Moreover, nearly 90 percent of them answered that they want to know more about how to protect themselves when a disaster happens. In fact, we got high evaluation
for this game.
5. Future’s view
We are preparing the manual of ”Disaster Mitigation Action Card Game” to expand use of this game. In addition, high school
students can serve as a facilitator so we consider the possibility of the education for elementary school and junior high school
students by high school students.
Furthermore, we have done only this game’s evaluation. The purpose of this game is to make participants think about what
they should do when a disaster happens and train the ability to protect oneself. Therefore we will measure the participant’s ability
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G02-05

Room:106

Time:May 24 16:15-16:30

change through this game.

Keywords: disaster mitigation, immediate decision, universal design, card game, Educational materials for disaster prevention

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G02-06

Room:106

Time:May 24 16:30-16:45

The disaster prevention learning activities by the ”earthquake disaster learning train” service of Sanriku Railway
KURAMATA, Shigeru1∗ ; NIHASHI, Mamoru2
1

Sanseido Science Textbook section, 2 Sanrikutetsudou Railway Company, Kitariasusen service part

By the 3.11 Great East Japan Earthquake, ”Sanriku Railway (for short ”SanTetu”) which ran through the vicinity of Sanriku
was damaged in the facilities, track and came to have the damage point of 317 places of big things and small things and reached
the shutdown.
This ”Sanriku Railway Company” (1984 (H59) opening of business) is a third sector railroad running at the Pacific coast of
Iwate prefecture. ”a third sector” is a joint venture of a local government and private businesses. SanTetu is railroads comprisedby 2 routes of ”north ria line” between Kuji-Miyako and ”the south ria line” between Kamaishi-Sakari (Ofunato). Both routes
of north ria line, the south ria line suffered big damage caused by earthquake vibration and the tsunami. Particularly, the damage
caused by the tsunami was serious.
However, though SanTetu suffered big damage in this way, SanTetu performed partial service of ”disaster reconstruction aid
train” (fare for free) in section of Kuji-Rikuchu Noda on March 16. It was 5days later of the earthquake disaster. Even a sectionof Miyako-Taro reopened service on March 20 to follow.
Just after 3.11, local people used it for ”safety confirmation” ”procurement of the food” as a traffic road on a track of SanTetu.
Look at these scenes, it thought that SanTetu must do the life support of local people and support to the revival of the town.
On June 13, 2012 one year later, ”Kizuna visit delegation from the United States of strengthening project” (student organization) came to Japan in the ”hands-on education travel” program of ”Hometown experience learning Association” of Kuji.
Mr. Nihashi who is the employee of the Sanriku Railway, guided the damaged spot then.
The visit group really took Sanriku Railway, and Nihashi explained the damaged spot.
As for the reaction of students of this time,”I want to tell an earthquake disaster generated in Japan to many people””I want to support you from one’s country”....etc.
He was impressed very much. From this, including a student, he can realize the need to have general people watch the realdamaged spot,the tsunami-hit area etc.He understood that it was a mission to tell in history as the company which was damaged.
Therefore it was decided that the Sanriku Railway performed the service of ”the earthquake disaster learning train”.
The program of ”the earthquake disaster learning train” is as follows. It completely needs reservations, and the vehicle becomes chartered and is traveled by a special train. 1 vehicle has one guide. Disaster in places where the situation can be seenby, for example, slow down or stop the train, such as the earthquake at the time of appearance and now of the affected areas ofthe situation and problems will be described using the such as a panel. Guide is selected from the Sanriku Railway employees orresidents along. Contents of the guide explains is not decided. Guide has been decided to speak to the straight that he think.
After 3.11, there was the request that I wanted to understand that wanted to observe the stricken area spot from the inside andoutside the country. However, in the acceptance organization there is no situation, Sanriku Railway became a good acceptanceorganizations. Since the ”earthquake disaster learning train” start of June, 2012, the applications to this program gradually increased.
The past results are as follows.
2012 27 organizations 1472 people
2013 146 organizations 6571 people
2014 251 organizations 10470 people
Currently, the main aim of ”earthquake disaster learning train” is as follows.
Inherits to posterity and lessons the Great East Japan Earthquake of experience, we want to contribute as site of the future ofdisaster prevention education.
By positioning the ”earthquake disaster learning train” as our important content, to attract travelers to the Sanriku region forregional reconstruction, and want to contribute to the promotion of local tourism industry.
Keywords: sanrikutetsudou, Reconstruction, earthquake disaster learning train, tsunami, Disaster prevention learning, Great East
Japan Earthquake
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G02-07

Room:106

Time:May 24 16:45-17:00

The disaster prevention educational program using the marketing technique
KONOMATSU, Masahiko1∗ ; IMANISHI, Takeshi2
1Wakayama University, 2 Wakayama University

In order to correspond to the earthquake of the Nankai Trough in the school in Wakayama pref. after an East Japan greatearthquake, the schools which carry out disaster prevention education including an emergency drill have increased in number.
Then, I introduce the disaster prevention educational example in the Takashi Kui junior high school in Nachikatsuura-cho,
Wakayama which Wakayama University supported.
Keywords: disaster prevention education, mrketing, the East Japan Great Earthquake, emergency drill, shelter management
training, Wakayama prefecture

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G02-P01

Room:Convention Hall

Time:May 24 18:15-19:30

Construction of lecture on high-level disaster education for core human resources at disaster prevention sites.
OMORI, Yasutomo1 ; YOKOMAKU, Saki1∗ ; USHIYAMA, Motoyuki1 ; MASUDA, Toshiaki1
1

Center for Integrated Research and Education of Natural Hazards, Shizuoka University

1. Introduction
In Shizuoka prefecture, some basic lectures on disaster prevention have established. However the actual scene of disasterprevention demand more technical knowledge. There some core human resources for disaster prevention had been asked to morehigh level training of disaster prevention.
Therefore, we started “Fuji-no-Kuni Bousai-Fellow lecture course” to meet their expectation.
2. Summary of our lecture
We made two conditions to enter our lecture.
One is students are working in the disaster prevention section of municipality or the company. The other condition is students
had studied basic knowledge of disaster prevention.
There are three requirements for completion of our lecture.
1) take 10 passes among 22 lectures
2) present the result of research at an academic meeting
3) join to “Chiiki-bousai Seminar”
All of lecture classes are not only hear speaker, but also must take some practice. For example of practices are calculation of
statistical data, or draw figures, simulate a simple physical model, etc.
3. Result and discussion
We sent questionnaire for completed students at later one year to research the effect of our lecture. The result of questionnairethat roughly all students are answer that comes up to there expectation or more expected our lecture. No one answer that disappointment for our lecture.
Add, We sent another questionnaire for completed students and there superiors. We found that there were many good effectaround of completed student from the answer of this questionnaire. More detailed results report in meeting.

Keywords: Human resource development, Disaster science, disaster prevention

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G02-P02

Room:Convention Hall

Time:May 24 18:15-19:30

Campus Precipitation Nowcasting using Digital Signage
MAKI, Masayuki1∗ ; NAKAGAKI, Hisashi2 ; MOMOTANI, Tatsuya2 ; YAMAJI, Akihiko2 ; MISUMI, Ryohei3 ;NAKATANI, Tsuyoshi3
1

Research and Education Center for Natural Hazards, Kagoshima University, 2 Japan Weather Association, 3 National ResearchInstitute for Earth Science and Disaster Prevention
Well-developed thunderclouds cause local downpours. They sometimes bring hourly rainfall amounts that reach 100 mm inareas of a few square kilometers and cause flooding of small rivers, lowland inundation, and underpass damage. The Ministryof Land, Infrastructure, Transport and Tourisms deployed 38 X-band polarimetric radars in major city areas to monitor localized
heavy rainfalls, each with a spatial resolution of 250m and a temporal resolution of 1 minute. The present paper describes
the development of very short range nowcasting of localized heavy rainfalls using X-band polarimetric radar. This nowcastingis based on a correlation method that extrapolates rainfall distribution in a 1.8 km square area with a 250m resolution, every
minute, and 10 minutes in advance. To assess the usefulness of this extremely short range rainfall forecast, an on-campus surveyof faculty and students has been underway since April 2015 at Kagoshima University. In the experiment, 10 minute nowcasting
information is distributed via digital signage, PCs, mobile devices, digital terminals, and cell phones to examine the usefulnessof each device. In the signage experiments, additional data such as campus information and messages from past large?scaledisasters, showing their mechanisms and countermeasures, are displayed automatically in accordance with a pre-set schedule.
Keywords: nowcasting, precipitation, polarimetric radar, heavy rainfall, thunderstorm

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G02-P03

Room:Convention Hall

Time:May 24 18:15-19:30

Precise altitude tints map for the intuitive training of tsunami evacuation procedure
TANIGUCHI, Hiromitsu1∗ ; CHIBA, Tatsuro2 ; TANAKA, Michi-hisa2 ; MSC, Geopark preparatory committee1
1

Tohoku University, 2 Asia Air Survey

About 18,500 people were killed or became missing by the huge tsunami of the Great East Japan Earthquake.In the victim,
despite fled to shelter that was specified by the town office, many cases lost their lives in the shelter or in the route to go there.
Considering those affected cases, if they were familiar to the natural terrain, the cases often are considered to be easily survived.
However, it was difficult for a general resident to look for suitable place as a shelter and safe route to go there. Therefore itis necessary to develop a tool that help looking for a refuge in the neighborhood and a safe route even for a general inhabitant
including a child. We developed a new technique (Precise Altitude Tints Map) that we can treat intuitively for the purpose. The
technique consists of two kinds of topographic maps; the red relief image map and altitude tints map. The original altitude data
are due to the DEM by Geospatial Information Authority of Japan. In this presentation, we will introduce the method and its
application to the real tsunami disaster in Miyagi Prefecture.
Keywords: Tsunami, Disaster prevention education, Precise altitude tints map, Miyagi Prefecture, Great East Japan Earthquake

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G02-P04

Room:Convention Hall

Time:May 24 18:15-19:30

New Map for Disaster Prevention of Kota-cho, Aichi
YAMANAKA, Yoshiko1∗ ; MATSUTA, Nobuhisa2 ; OAGAWA, Shingo5 ; KONDO, Hiroko4 ; ENDO, Yu6 ;NAKAI, Haruka3
1

Nagoya Univ., 2 Okayama Univ., 3 Nagoya Univ., 4 Nagoya Univ., 5 Kota Town, 6 Aichi Univ. of Education

In late years various types of disaster prevention maps were made by the local governments. This kind of maps were madein Kota-cho, Aichi where the Fukozu active fault of the Mikawa earthquake appeared, and these maps were made depending on
purpose such as disaster prevention, sightseeing, cultural assets, and so on. However, tourist does not know dangerous places or
evacuation areas with a tourist map. It is necessary for the tourist to evacuate at the time of the disaster. Then we tried the making
of map which geography information, the disaster information put together on a sightseeing map.
Keywords: Map for Disaster Prevention, Kota,Aichi

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G02-P05

Room:Convention Hall

Time:May 24 18:15-19:30

On the way to the comprehensive disaster prevention education
NAKAI, Hitoshi1∗
1

Kobuchisawa Research Institute for Nature and Education

A public session ”Education for disaster-prevention and community-restoration” has been held in the JpGU meetings in 2012,2013, and 2014. The meeting of this year is due to hold ”Comprehensive disaster prevention education” as one of the regularsessions. Although the type of this session differs from the previous ones, the goal of our session is the same. The necessity
to reconstruct disaster prevention education has been argued by many people after Great East Japan Earthquake (March 11,2011). For example, one of the advisory committees of the Ministry of Education submitted a report that the contents of disasterprevention education have to be rearranged systematically. However, the educational curriculums shown in the report as examples
seem to lead people to have passive behavior to disaster. The comprehensive disaster prevention education includes more subjects
than those referred to in the report. In this paper, the author shows a new concept of the disaster prevention education, and suggests
the necessity to cultivate more people facing disaster positively.
Keywords: Comprehensive disaster prevention education, Natural disaster, Disaster prevention, Disaster risk reduction

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G02-P06

Room:Convention Hall

Time:May 24 18:15-19:30

Learning Tsunami Physics by Numerical Simulation(Part 2): A Curriculum of Physical
Oceanography Education in High School
NIWA, Yoshihiro1∗ ; SATO, Shunichi2 ; SUZUKI, Yuta1 ; SUZUKI, Masayuki3 ; YASUNAGA, Kazuhiro41

Research Center for Marine Education, Ocean Alliance, The University of Tokyo, 2 Tokyo Metropolitan Hibiya High School/ Graduate School of Education, The University of Tokyo, 3 Information and Society Research Division, National Institute of
Infomatics, 4 Japan Society for the Promotion of Science / Graduate School of Education, The University of Tokyo
In this study, we have continued our previous study (Niwa et al., 2014) to develop the new curriculum for high school students
to learn the physics of tsunami waves. A special feature of this curriculum is that students try to perform numerical simulations
to understand the basic behavior and dynamics of tsunami waves. This curriculum is composed of two successive classes ofbasic physics for second grade high school students (each class is 45 minutes in length). In the first class, we explain the physicalcharacteristics of tsunami waves, the physical laws governing tsunami waves, and the basics of numerical simulation approach.
In the second class, every student plays the numerical simulations of tsunami waves by using PC. In the current study, we haveconducted questionnaire survey to all the students after each class to investigate how performing numerical simulation improves
the understanding of the behavior and dynamics of tsunami waves.
Keywords: Tsunami, Numerical Simulation, High School Physics

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G02-P07

Room:Convention Hall

Time:May 24 18:15-19:30

Volunteer program of falling down prevention of furniture in cooperation with local residents and its social and educati
DOI, Haruhiro1∗ ; KOYAMA, Takushi1 ; KAWATA, Nahoko1
1

Oita University

1. Introduction
The department of geography and the department of housing studies of Oita University jointly execute the activities for disaster prevention and mitigation by the university students continuously in cooperation with the self-governing body of Fukiura
District at Saeki City, Oita Prefecture. The departments researched the consciousness and preparation for disaster prevention andmitigation of the district by the questionnaire for all households in 2013. As a result, they confirmed the realities of its awareness,
and also confirmed that there were a lot of households could not accomplish the preparation by themselves. Therefore the both
departments jointly planned in 2014 the volunteer program by the university students that fixing the work of furniture in the room
for the household that could not practice the disaster prevention and mitigation measures, in consideration of the problem of the
district of securing an escape route for many households.
2. Feature of the programThis program is not a mere social contribution activity that the student fixes furniture of the household, such as aged and living
alone as mentioned above, but it has several advantages as below.
The first was to have executed it by cooperation with other departments of our university. Unfortunately, there are neither an
education nor a research organization related to the disaster prevention and mitigation in our university. This program mobilized
the technology and the knowledge that related to this program like the natural disaster, the residential design and the woodworking, etc. by cooperating with other departments.
The second is that the participating student has to be obligated to take the lectures in the university campus before and after thevolunteer. The lectures included the contents such as the necessity of the disaster prevention and mitigation activity, the possibility of the natural disaster of Fukiura District and so on by the university staffs and NPO staff outside the university. Therefore,
the student widely acquired related knowledge and skills necessary for the furniture fixation in advance.
The third is that each activity for the furniture fixation volunteer was basically executed by the group in a lateral department.
The students had their own role in the activity based on their characteristic of each academic field, and they accomplished theactivity in cooperation with each other.
The fourth was to receive the local residents’ cooperation in the volunteer activity. Each group had one local resident, and theyjointly took action in the preparatory research and the furniture fixation work.
3. Social and educational effects of the program
A provision in the region of the natural disaster is one of the major problems of modern Japan regardless of the city region
or rural regions. This program was a small practice for our university and the local resident, but it contains an important key
concept of as an international research program Future Earth, such as interdisciplinary approach that exceeded the fence in theacademic fields of a natural science, the social science, and engineering and so on. And it also includes the concept stakeholder,
and this program executed by the university student, the university staff and the local resident.
Questionnaire for the participating student at the start and the end of the program says that the program has improved theknowledge acquisition of natural disaster and the awareness for the natural disaster prevention and mitigation based on the actual
region. In the post-program questionnaire, the targeted household mentioned the information about the program to their relatives
and neighbors with their gratitude to the student. This program was connected with the durabilities of the awareness and activitiesof the disaster prevention and mitigation to each stake-holder’s.

Keywords: Natural disaster, volunteer, Future earth, stakeholder

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