1ASIAN DISASTER REDUCTION CENTER
VISITING RESEARCHER 2016A(AUGUST-NOVEMBER 2016)

DISASTER EDUCATION AND HUMAN RESOURCE DEVELOPMENT

Syuzanna Kakoyan
Leading specialist at the Department of
Sociology and Psychology,
Western Survey for Seismic Protection,
Ministry of Emergency Situations,
Republic of Armenia

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Disclaimer

This report was compiled by an ADRC visiting researcher (VR) from ADRC member
countries.
The views expressed in the report do not necessarily reflect the views of the ADRC. The
boundaries and names shown and the designations used on the maps in the report also do not
imply official endorsement or acceptance by the ADRC.

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ACKNOWLEDGEMENTS
I am realy grateful to Japanese and Armenian governments for funding my participation in thisprogram.
My special thanks to everyone who so kindly spared time to share their experience in the fieldof disaster education and human resource development with me.
I would also like to thanks SSP administrative group for their advice to me to join the programof ADRC Visiting Researcher 2016A.
Finally, I would like to express my gratitude to the ADRC staff who turned my stay in Japan
into an unforgettable experience.

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CONTENTS

Introduction……………………………………………………………………………

5

1. GENERAL INFORMATION OF ARMENIA AND JAPAN
1.1 General information of Republic of Armenia
1.2 General information of Japan………………...………..............

6………………………...………………………....

8

2. DISASTER MANAGEMENT POLICY IN ARMENIA
2.1 Natural Hazards in Armenia…...……………… ……………………………….

11

2.2 Survey for Seismic Protection (Armenian SSP) at the Ministry of Emergency
Situations of the Republic of Armenia…………..……..……………….……

13

2.3 Disaster Management Strategy based on the Hyogo Framework of Action(HFA) and Sendai Framework for DRR…………………………….……………...

15

3. DISASTER MANAGEMENT POLICY IN JAPAN
3.1 Natural Hazards in Japan…………………………….…….......................

22

3.2 Disaster Management……………………………………….………………..

25

3.3 Disaster Risk Reduction……….………………………….……………..….

28

4. DISASTER EDUCATION AND HUMAN RESOURSE DEVELOPMENT
4.1 Disaster Mitigation Education For Different

Age Groups of Population

as a Part of Disaster Risk Reduction in Armenia
4.2 Disaster Mitigation Education For Different……………….…….……

30

Age Groups of Population

as a Part of Disaster Risk Reduction in Japan……………………………

68

Conclusion……………………………………………………………..…………….

133

References……………………………………………………………..………..…..

141

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Introduction
Armenia is one of the most disaster prone countries of the world. In Armenia theearthquake disaster is the most harmful for people and property. Recent Major Disaster was Spitak
earthquake in 1988. We need to have high level of readiness in case of any disaster. One of theways of disaster mitigation, is disaster education and human resource development. Armenia isconsidered a developing country, persistently in need of up-to-date world expertise in any
scientific area which is likely to contribute to its sustainable development. So all the knowledge –both theory and experience acquired during the VR program at ADRC will be applied in relevant
fields of practice serving as an asset to the millennium development goals.
Research topic: Disaster education and human resource development
Background and Significance: Using up-to-date International and Japanese methods andexperience for development of population preparedness to disaster.
Proposed Research Activities: Development of disaster education and human resource
awareness as part of disaster risk reduction (DRR).
Specific Aims: The main goal of my research is to investigate and compare the International andJapanese experience in ,,Disaster education and human resource development ,, field.
Abstract: The research is about natural hazards, disaster management, disaster risk reduction
and general information of Japan and Armenia. It will include comparative analysis about disastermanagement policy and disaster mitigation education for different age groups of population as apart of Disaster Risk Reduction.
Required Data and Information and Potential Resources: The required data and information
for disaster education and human resource development obtained from relevant institutions andorganizations.
Scope and limitation: This research focused on comparative analysis of disaster mitigation
education for different age groups of population as a part of Disaster Risk Reduction in Armenia
and Japan for finding new, effecive and variety approches in diaster education and humanresource development field.
Results: The results of research gave me more new ideas and allowed to learn new methods
which will help me to improve my knowledge in the field of public education and stimulate for new
approaches. I hope the results of my research as an important component for Seismic Risk
reduction will allow me to use new approaches and methodologies in the field of disastereducation and human resource development, which is very important for my country, Armenia.

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1. GENERAL INFORMATION OF ARMENIA AND JAPAN
1.1 General information of Republic of Armenia

Official name:

Republic of Armenia (RA), briefly – Armenia

Name in official language

Hayastani Hanrapetutyun, briefly – Hayastan

National flag:

A tricolor with horizontal lines of red, navy andorangeevenly distributed from top to bottom. Red symbolizes Armenian Highlands,

Armenians’ incessant struggle for survival, Christian faith, liberty and independence. Navysymbolizes the aspiration of the Armenian nation to live under the peaceful sky. Orange
symbolizes the talent for creative work and diligence of the Armenian people.

Coat of arms:
Head of the State:

President

Legislative power:

one-chamber National Assembly

Official language:

Armenian (is part of Indo-European

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family of languages)
Capital:YerevanAdministrative and territorial unit:

Marz (11 Marzes in all including Yerevan city)

National currency:

Dram (international currency code - AMD)

Geographical information
Territory:

29.74 thousand square km(is comparable with theterritory of Belgium or Albania)

Neighboring countries:

North - Georgia
South - Iran
East - Azerbaijan
South-West - Nakhichevan (Azerbaijan)
West - Turkey

Average elevation above sea level:

1800 mThe highest peak:

Aragats mountain - 4090 m

The lowest altitude:

Debed river canyon - 380 m

The greatest extent:

365 kmTime zone:

Greenwich mean time + 4 hours

Climate information
Region:north latitudes of subtropics

Climate:dry, continental

Average temperature:in January - -6.8°C, in July - +20.8°C

Demographic data
Population:

3.2 Million, population of the capital - 1.1 Million

Ethnic breakdown:

Armenians (98%), Russians, Yezidis, Kurds,
Assyrians, Greeks, Ukrainians, Jews
and representatives of other nationalities

Religion:

Christianity (Armenian Apostolic Church),
professed by the vast majority of the population

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1.2 General information of Japan

Official Name:Japan (Japanese: 日本 Nihon or Nippon;
formally 日本国 Nippon-koku or Nihon-koku,
literally the State of Japan)

Location:

Eastern Asia, island chain between theorth Pacific Ocean and the Sea of Japan,
east of the Korean Peninsula

Flag:

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ImperialSeal:
Geographic coordinates:

36 00 N, 138 00 E

Map references:

Asia

Area:

total: 377,835 sq km
land: 374,744 sq km
water: 3,091 sq km
note: includes Bonin Islands(Ogasawara-gunto),
Daito-shoto, Minami-jima, Okino-tori-shima,
Ryukyu Islands (Nansei-shoto),and Volcano Islands (Kazan-retto)

Area – comparative:

slightly smaller than California

Land boundaries:

0k

Coastline:

29,751 km

Climate:varies from tropical in south
to cool temperate in northTerrain:mostly rugged and mountainous

Elevation extremes:

lowest point: Hachiro-gata -4 m
highest point: Mount Fuji 3,776 m

Natural resources:

negligible mineral resources, fish

Natural hazards:

many dormant and some active
volcanoes; about 1,500 seismic
occurrences (mostly tremors) every
year; tsunamis; typhoons

Environment - current issues:

air pollution from power plant emissions
results in acid rain; acidification of lakes andreservoirs degrading water quality andthreatening aquatic life; Japan is one ofFINAL REPORT ADRC VISITING RESEARCHER 2016A

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the largest consumers of fish and tropicaltimber, contributing to the depletion ofthese resources in Asia and elsewhere
Environment - international agreements:

party to: Antarctic-Environmental
Protocol, Antarctic-Marine Living
Resources, Antarctic Seals,
Antarctic Treaty, Biodiversity,
Climate Change, Climate
Change-Kyoto Protocol,
Desertification, Endangered
Species, Environmental
Modification, Hazardous Wastes,
Law of the Sea,
Marine Dumping,
Ozone Layer Protection,
Ship Pollution,Tropical Timber
83,Tropical Timber 94,
Wetlands, Whaling

Geography - note:

strategic location in northeast Asia

Time zone:

JST (UTC+9) /Summer (DST) not
observed (UTC+9)

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2. DISASTER MANAGEMENT POLICY IN ARMENIA
2.1 Natural Hazards in Armenia
Armenia is one of the most disaster prone countries in the world. It is at high risk of natural
hazards, owing to high levels of exposure and vulnerability.
Meteorological disasters have become more frequent and intense in the last few decades.
Floods, mudslides and debris flows threaten half of the country’s territory, mainly in
medium-altitude mountainous areas, where they typically occur once

every three to ten

years.
Risks associated with geophysical hazards are significant. The landslide hazard zone
covers one-third of the country, primarily in foothill and mountain areas. As Armenia lies in oneof the most seismically active regions of the world, the earthquakes have affected large
numbers of people and caused significant economic losses. In Armenia the earthquake
disaster is the most harmful for people and property. Armenia is located in a region where
seismic activities are active.
Earthquakes

94%

Mudslides

3.15%

Landslides and rockfalls

1.2%

Floods0.15%

Irradiation

0%

Recent Major Disaster was Spitak Earthquake 1988
Time: December 7, 1988 at 7.41.22.7 GMT (11.41.22.7 local time)
Coordinates of epicenter: latitude 40.92°N, longitude 44.23°E
The depth of the
hypocenter: 10-15 km
The magnitude of theearthquake: 7.0
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The earthquake hit 40 % of theterritory of northern part of Armenia,
densely populated region with 1 ml
people. 21 towns and 342 villages
were destructed, 514 000 people
were left without shelter, 250 000
people were injured and 12 500
people were hospitalized. Numberof victims was about 25 000.
Particularly in Gyumri (15 000-17000) and in Spitak (4000) number of victims was more than anywhere else. 17% funds of
dwellings were destroyed, the work of 170 industrial companies were halted, the great
losses were caused to villages and agro industrial complexes as well as to thearchitectural, historical and cultural monuments, 917 public buildings were destroyed.

The rescue activities weresystemized only two or three days later. From the first second the earthquake strike, thepopulation carried out restless rescuing works. Anyhow the absence of their experience andsometimes the lack of basic knowledge on actions in emergency caused real difficulties for theefficiency of rescue operations. Even there were cases when the public unawareness brought tolife losses. Also there was a need of rescue equipment.

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2.2 Survey for Seismic Protection (Armenian SSP) at the Ministry of Emergency
Situations of the Republic of Armenia (MES of RA)
MES of RA is a republican body of executive authority, which in line with suchcompetences as are vested in it by laws and other legal acts, develops, implements andcoordinates RA government’s policy in the area of civil defense and protection of the
population in emergency situations.

MINISTRY OF EMERGENCY SITUATIONS OF ARMENIA

RescueSurvey for

Hydro-meteoroloy

National

AtmosphericState ofService

Seismic

and Monitoring

Technical

Phenomena

Emergency(including Crisis

Protection

State Service

SafetyIn Active

CrisisManagement(ArmenianCenterService

Management

Center- the main

SSP)

ImpactAcademybody forplanning,
co-coordinating
andimplementing
measures related
to natural andother forms ofdisasters)

2.
3.
4.
SSP AGENCY“Northern Survey For Seismic Protection” State Non-Commercial Organization“Southern Survey For Seismic Protection” State Non-Commercial Organization“Western Survey For Seismic Protection” State Non-Commercial Organization“Eastern Survey For Seismic Protection” State Non-Commercial Organization

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The 1988 Spitak Destructive Earthquake reveals that there is no seismic protection
system at all and the Government RA and people were helpless to withstand the disaster.
First, Armenian SSP was founded in 1991 with the aim to organize population as well asbuildings and structures seismic protection. It takes various measures for earthquake disastermanagement.
SSP’s main goal is seismic risk reduction in Armenia, the population residence hazard
mitigation and the state economic and social loss reduction results from earthquake. It hasdeveloped two long-term Strategic National Programs on seismic risk reduction in Armenia andin Yerevan city. Today SSP is not only a national but also a keystone international center.
The Armenian SSP is monitoring about 40 geophysical, geochemical, hydrochemical,
electromagnetic etc. parameters through National Observation Network incorporating about
150 stations. The monitoring systems involve in the global IRIS, Vayq network, Guralp network
READINESS, CTBTO and COSMOS networks which enable to change and disseminate dataon seismic hazard.
The main objectives and the aims of Armenian SSP are as follows:9

provision of seismic hazard monitoring in the territory of Armenia

9assessment of the seismic hazard and seismic risk of the territories

9

seismic risk reduction

9

assessment of the levels of caused seismicity

9assessment of other secondary hazards connected with the seismic hazard.

The Legal Authority in Seismic Risk Reduction
Seismic Protection activities are regulated by a number of laws and legislative acts andnational
programs of the Republic of Armenia:

Law of RA

The Law of the Republic of Armenia on Seismic Protection(2002)The Complex Program of Seismic Risk Reduction in the
RA Territory (1999)

Resolutions ofGovernment

The Complex Program of Seismic Risk Reduction in
Yerevan city (1999)
The Resolution of the Government of RA on establishmentof the list of critical important and general facilities in thefield of seismic protection (2003)

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Regulation“National Survey for Seismic Protection” Agency (2008)

2.3 Disaster Management Strategy based on the Hyogo Framework of Action(HFA) and Sendai Framework for DRR

Armenia as a country which has a lot of natural hazards need of development andstrengthening of DRR system in Armenia. This process implies involvement of all the potentialof the country, which can be achieved through elaboration of Disaster Risk Reduction National
Platform (DRR NP). DRR system is a framework of functions and processes with the aim to
reduce population’s vulnerability to disaster risks. It is aimed at prevention or reduction ofnegative impacts of hazards and contributes to sustainable development of the society. Fund

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for DRR NP was established in 2010. The Head of the Board is Ministry of Emergency
Situation of Republic of Armenia (MES of RA). The goal of the DRR NP is to establish amulti-spectral mechanism with involvement of all stakeholders.
MES of RA has established a Crisis Management Center as the main body for planning,co-coordinating and implementing measures related to natural and other forms of disasters(complementary to a National Platform on Disaster developed in cooperation with UNDP).
Crisis Management Centers in Yerevan

Coping with disasters globally is possible only with joint efforts and partnerships. Armenia
is considered as a high-risk country, prone to disasters such as earthquakes, landslides,
hailstorms, droughts, floods, etc.
The Government of RA recognizes the threats to country development posed by natural
hazards. Since 1991 it has worked to address DRR and to increase disaster response andrecovery capacities for the sustainable development of the country.
Armenia is committed to achieving the strategic goals of the HFA 2005-2015 “Building
the Resilience of Nations and Communities to Disasters” and has taken a number ofsignificant initiatives in this regard.
The cooperation of MES of RA with international organizations and local partners proved
to be successful and productive over the years. Their efforts in DRR has become a priority inArmenia, thus contributing to the sustainable development of the country. It will be needed tomention the cooperation with JICA, ADRC, UNDP, UNISDR, BCPR, UNICEF, World Bank,Red Cross Movement and a number of partner countries such as Japan, Sweden,
Switzerland, USA, Russia, etc.
As a result of the mentioned activities, the Government of RA set DRR as a priority andthe first steps to form the DRR culture are already established in the country. The best
evidence of it is the fact that thanks to UNDP, Armenia became the first country in the region
where by the Government’s decision the “ARNAP’ national DRR platform was established.
Ministry of Emergency Situation develops National DRR Strategy, Crisis Management

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Centers and National Disaster Observatory. Armenia has also registered a progress in theimplementation of HFA, and among the key developments towards establishment ofdecentralized DRR system has been decree of the MES on appointment of Heads of MES
Regional Representations as HFA implementation focal points at the country regional (marz)
level.
Crisis Management Centers in Marzes

Based on Japanese earthquake experiences, JICA has been supporting Armenianearthquake disaster prevention through "Seismic Risk Assessment and Risk Management
Planning Project" by utilizing Japanese technology.
The main goal of "Seismic Risk Assessment and Risk Management Planning Project" isto reduce vulnerability to large-scale earthquakes in the capital city of Yerevan, where a thirdof the country's population is concentrated, by providing assistance in preparing risk
management plans which cover all viewpoints surrounding disaster management cycle fromprevention, emergency response to recovery/reconstruction. Real Time Information System
on Seismic Intensity was installed at the Crisis Management Center of MES which aims: topromote disaster prevention actions of the citizens through publicity of disaster informationand to raise public awareness towards disaster prevention. The project also focuses onawareness raising activities for citizens.

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Sendai Framework for Disaster Risk Reduction
The Sendai Framework is the successor instrument to the Hyogo Framework for Action(HFA) 2005-2015: Building the Resilience of Nations and Communities to Disasters. The HFA
was conceived to give further impetus to the global work under the International Framework
for Action for the International Decade for Natural Disaster Reduction of 1989, and the
Yokohama Strategy for a Safer World: Guidelines for Natural Disaster Prevention,
Preparedness and Mitigation and its Plan of Action, adopted in 1994 and the International
Strategy for Disaster Reduction of 1999. The Sendai Framework is built on elements which
ensure continuity with the work done by States and other stakeholders under the HFA andintroduces a number of innovations as called for during the consultations and negotiations.
Many commentators have identified the most significant shifts as a strong emphasis on
disaster risk management as opposed to disaster management, the definition of seven global
targets, the reduction of disaster risk as an expected outcome, a goal focused on preventing
new risk, reducing existing risk and strengthening resilience, as well as a set of guiding
principles, including primary responsibility of states to prevent and reduce disaster risk,
all-of-society and all-of-State institutions engagement. In addition, the scope of disaster risk
reduction has been broadened significantly to focus on both natural and man-made hazards
and related environmental, technological and biological hazards and risks. Health resilience isstrongly promoted throughout.
Expected outcome and goal of Sendai Framework for DRR
While some progress in building resilience and reducing losses and damages has beenachieved, a substantial reduction of disaster risk requires perseverance and persistence, witha more explicit focus on people and their health and livelihoods, and regular follow-up.
Building on the Hyogo Framework for Action, the present Framework aims to achieve thefollowing outcome over the next 15 years: The substantial reduction of disaster risk andlosses in lives, livelihoods and health and in the economic, physical, social, cultural andenvironmental assets of persons, businesses, communities and countries. The realization ofthis outcome requires the strong commitment and involvement of political leadership in every
country at all levels in the implementation and follow-up of the present Framework and in thecreation of the necessary conducive and enabling environment.
To attain the expected outcome, the following goal must be pursued: Prevent new andreduce existing disaster risk through the implementation of integrated and inclusive economic,
structural, legal, social, health, cultural, educational, environmental, technological, politicaland institutional measures that prevent and reduce hazard exposure and vulnerability todisaster, increase preparedness for response and recovery, and thus strengthen resilience.
The pursuance of this goal requires the enhancement of the implementation capacity andFINAL REPORT ADRC VISITING RESEARCHER 2016A

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capability of developing countries, in particular the least developed countries, small island
developing States, landlocked developing countries and African countries, as well as middle
income countries facing specific challenges, including the mobilization of support throughinternational cooperation for the provision of means of implementation in accordance with
their national priorities.
To support the assessment of global progress in achieving the outcome and goal of thepresent Framework, seven global targets have been agreed. These targets will be measured
at the global level and will be complemented by work to develop appropriate indicators.
National targets and indicators will contribute to the achievement of the outcome and goal of
the present Framework.
The seven global targets are:1. Substantially reduce global disaster mortality by 2030, aiming to lower the average per
100,000 global mortality rate in the decade 2020–2030 compared to the period 2005–2015
2. Substantially reduce the number of affected people globally by 2030, aiming to lower
the average global figure per 100,000 in the decade 2020–2030 compared to theperiod 2005–2015
3. Reduce direct disaster economic loss in relation to global gross domestic product(GDP) by 2030
4. Substantially reduce disaster damage to critical infrastructure and disruption of basic
services, among them health and educational facilities, including through developing
their resilience by 2030
5. Substantially increase the number of countries with national and local disaster risk
reduction strategies by 2020
6. Substantially enhance international cooperation to developing countries throughadequate and sustainable support to complement their national actions for
implementation of the present Framework by 2030
7. Substantially increase the availability of and access to multi-hazard early warning
systems and disaster risk information and assessments to people by 2030.

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In base of this collaboration the Government of RA approved the methodology
for assessing the economic development potential in the regions, and the 2015-2030
program of improved seismic safety in the state secondary schools of the RA. The
purpose of the methodology is to identify those territorial units, resource potential ofwhich, are higher than the level of economic development, to make the implemented in
the country programs targeted, to ensure the mitigation of differences of socio-economic
development of regions, more effectively using the economic development potential.

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Armenia has recorded a number of achievements in DRR policy development
and implementation, which became possible thanks to the effective cooperation withpartner organizations. The Hyogo Framework for Action has fulfilled its mission, by
creating basis for DRR system and effective development of a culture of sustainability.
Based on these achievements, Armenia need to more constructively implement thepriorities of the Sendai Framework for Action 2015-2030.

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3. DISASTER MANAGEMENT POLICY IN JAPAN
3.1 Natural Hazards
Japan is located in the Circum-Pacific Mobile Belt where seismic and volcanic activities occur
constantly. Although the country covers only 0.25% of the land area on the planet, the number ofearthquakes and active volcanoes is quite high. In addition, because of geographical,
topographical and meteorological conditions, the country is subject to frequent natural disasters
such as typhoons, torrential rains and heavy snowfalls, as well as earthquakes and tsunamis.
Every year there is a great loss of people's lives and properties in Japan due to natural
disasters. Until the second half of 1950s, largescale typhoons with earthquakes caused extensive
damage andthousands of casualties. Thereafter, with the progress of society's capabilities to respond todisasters and mitigate vulnerabilities to disasters by developing disaster management systems,
promoting national land conservation, improving weather forecasting technologies, and upgrading
disaster information communications systems.

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The event that changed the course of local history
Japan is one of the countries most affected by natural disasters.Two out of the five mostexpensive natural disasters in recent history have occurred in Japan, costing $181 billion in theyears 2011 and 1995 only.
Japan has also been the site of some of the 10 worst natural disasters of the 21st century.
The types of natural disasters in Japan include tsunamis, floods, typhoons, earthquakes andvolcanic eruptions.The country has gone through many years of natural disasters, affecting its
economy, development, and social life.The Great Hanshin earthquake or Kobe earthquake,occurred on January 17, 1995, Kobe, Osaka and the surrounding area were rocked by a massive
earthquake. Sitting directly over the epicenter, the area, home to some 3.5 million people and oneof Japan’s economic powerhouses, was devastated. Electricity, water, gas, and public transport.
All lifeline services were knocked out, and innumerable homes were destroyed, either by thequake or, because they were mostly old wooden structures, in the resulting fire. Huge numbers ofpeople faced a long cold winter in temporary shelters.

6,434 people dead, 43,792 injured, 249,180 homes completely or partiallydestroyed.
This was Japan's worst earthquake in the 20th century after the Great Kantō
earthquake in 1923, which claimed more than 105,000 lives.
2011 earthquake off the Pacific coast of Tōhoku was a magnitude 9.0 (Mw) undersea megathrust earthquake off the coast of Japan that occurred at 14:46 JST (05:46UTC) on
Friday 11 March 2011, with the epicentre approximately 70 kilometres (43 mi) east of the Oshika
Peninsula of Tōhoku and the hypocenter at an underwater depth of approximately 30 km (19 mi).

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The earthquake is also often referred to in Japan as the Great East Japan earthquake and also
known as the 2011 Tohoku earthquake. It was the most powerful earthquake ever recorded tohave hit Japan, and the fourth most powerful earthquake in the world since modern
record-keeping began in 1900. The earthquake triggered powerful tsunami waves that reachedheights of up to 40.5 metres (133 ft) in Miyako in Tōhoku's Iwate Prefecture, and which, in
the Sendai area, traveled up to 10 km (6 mi) inland. The earthquake moved Honshu (the mainisland of Japan) 2.4 m (8 ft) east, shifted the Earth on its axis by estimates of between 10 cm (4 in)and 25 cm (10 in), and generated infrasound waves detected in perturbations of the
low-orbiting GOCE satellite.

On 10 March 2015, a Japanese National Police Agency report confirmed 15,894 deaths,
6,152 injured,

and

2,562

people missing across twenty prefectures, as well as 228,863

people living away from their home in either temporary housing or due to permanent relocation.
A 10 February 2014 agency report listed 127,290 buildings totally collapsed, with a further
272,788 buildings "half collapsed", and another 747,989 buildings partially damaged. The
earthquake and tsunami also caused extensive and severe structural damage in north-easternJapan, including heavy damage to roads and railways as well as fires in many areas, and a dam
collapse. Japanese Prime Minister Naoto Kan said, "In the 65 years after the end of World War II,
this is the toughest and the most difficult crisis for Japan."
The tsunami caused nuclear accidents, primarily the level 7 meltdowns at three reactors
in the Fukushima Daiichi Nuclear Power Plant complex, and the associated evacuation zones
affecting hundreds of thousands of residents. Many electrical generators were taken down, and at
least three nuclear reactors suffered explosionsdue to hydrogen gas that had built up within theirouter containment buildings after cooling system failure resulting from the loss of electrical power.
Residents within a 20 km (12 mi) radius of the Fukushima Daiichi Nuclear Power Plant and a
10 km (6.2 mi) radius of the Fukushima Daini Nuclear Power Plant were evacuated.

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3.2 Disaster management
Mission of the Cabinet Office
Japan’s legislation for disaster management system, including the Disaster Countermeasures
Basic Act, addresses all of the disaster phases of prevention, mitigation and preparedness,
emergency response as well as recovery and reconstruction with roles and responsibilities among
the national and local governments clearly defined, it is stipulated that the relevant entities of the
public and private sectors are to cooperate in implementing various disaster countermeasures.
Along with a series of reforms of the central government system in 2001, the post of Minister ofState for Disaster Management was newly established to integrate and coordinate disaster risk
management policies and measures of ministries and agencies. In the Cabinet Office, which is
responsible for securing cooperation and collaboration among related government organizations
in wide-ranging issues, the Director-General for Disaster Management is mandated to undertakethe planning of basic disaster management policies and response to large-scale disasters, as wellas conduct overall coordination.

Basic Disaster Management Plan
The Basic Disaster Management Plan is a comprehensive and longterm disastermanagement plan forming a foundation for the Disaster Management Operations Plan and Local
Disaster Management Plan. It stipulates provisions for the establishment of the disasterFINAL REPORT ADRC VISITING RESEARCHER 2016A

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management system, promotion of disaster management measures, acceleration of post disasterrecovery and reconstruction measures, and promotion of scientific and technological research on
disaster management. The plan was revised entirely in 1995 based on the experiences of theGreat Hanshin-Awaji Earthquake. It defines responsibilities of each entity such as the national andlocal governments, public corporations and otherentities. It consists of various plans for each type of disaster, where specific countermeasures tobe taken by each entity are described according to the disaster management phases of prevention
and preparedness, emergency response, as well as recovery and reconstruction.

Disaster Law in Japan
Issues of Disaster Law
1. Private Law
Typical disputes after disasters: debt,lease, inheritance, tort claim
Disaster special civil law: Japan’s Law on Lease in Stricken Cities
2. Public Law•

Law on Emegency Response

Governance of governmental response
Civil control (police, fire-fighters, civil defense)•

Law on Disaster Relife

Role of Government

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Role of International Donors•

Law on disaster Recovery

Reconstruction of towns and infrastructure
Participation in decision-making

Law Development after Mega-Disasters
Disaster
1923 Kanto Eartquake () 105,385 lost: 90%

Law
1923 Special Law on Urban Planningby fire1946 Nankai Eartyhquake, 1,330 lost1947 Disaster Relife Law

1956 Isewan Typhoobn (5,098 lost, 38, 921

1961 Basic Law on Disasterinjuried)

Contermeasures

1995 Hanshin Awaji Earthquake

1998 Law on Support for Life(6434 lost, 43,792 injured)

Reconstruction

2011 East Japan Earthquake (15,894 lost,2013 Law on Recovery from6152 injured)Mega-Disasters

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3.3 Disaster risk reduction
Japan is located at a point on the earths surface where four of more than 10 tectonic
plates covering the globe are crushed against each other, making it an archipelago susceptible toearthquake disasters. Nearly 20% of the worlds earthquakes（of magnitude 6 or greater）haveoccurred in or around Japan.
Japan has suffered great damages from the massive inter-plate earthquakes producedby plate subduction (such as the Great East Japan Earthquake of 2011) and the inland crustal
earthquakes caused by plate movements (such as the Great Hanshin-Awaji Earthquake of 1995).
It has been pointed out with a great sense of urgency that Japan can be struck bylarge-scale earthquakes in the near future, in areas such as Nankai Trough, the Japan andChishima Trenches, and directly below Tokyo and the Chubu and Kinki regions.
With regard to the Nankai Trough Earthquake, earthquakes around the ocean trenchsuch as Japan Trench and Chishima Trench, and Tokyo Inland Earthquake, the government
designated the areas where disaster reduction measures are to be taken in accordance with
relevant laws and regulations. Also, the government is developing a plan concerning how toaccelerate disaster reduction measures by administrative entities and private businesses.
The Central Disaster Management Council has developed theLarge-scale Earthquake Disaster Prevention and Reduction

Policy Framework fora master plan of thecountermeasures for the large scale earthquake, that includes a range of activities from preventive
measures to post-disaster response and recovery; theEarthquake Disaster Reduction Strategy,

to determine an overarching goal of damage mitigation and strategic targets based on the damage
estimation; and the

Guidelines for Emergency Response Activities

which describes specificactions to be taken by related organizations.
It is possible that an earthquake other than these large scale ones can hit any place inJapan as with the cases in the past 30 years. A guideline for the countermeasures against
earthquakes by local municipalities has been compiled covering every step of the disaster
response levels (preparation, initial response, response, and recovery).

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4.DISASTER EDUCATION AND HUMAN RESOURCE DEVELOPMENT

4.1 Disaster mitigation education for different age groups of population as a part ofDisaster Risk Reduction in Armenia.
Earthquake and other natural hazards threatening Armenia urge the need of development
and strengthening of DRR system in Armenia. This process implies involvement of all thepotential of the country, which can be achieved through elaboration of Disaster Risk Reduction
National Platform (DRR NP). DRR system is a framework of functions and processes with theaim to reduce population’s vulnerability to disaster risks. It is aimed at prevention or reduction ofnegative impacts of hazards and contributes to sustainable development of the society. Fund for
DRR NP was established in 2010. The Head of the Board is Ministry of Emergency Situation of
RA. The goal of the DRR NP is to establish a multi-spectral mechanism with involvement of all
stakeholders.
Current Situation of the Training and Disaster Education in Armenia
In Armenia various governmental and other organizations have been involved in DRM
Education, within the framework of the HFA. MES of RA is an executive authority, which in linewith competences vested by laws and other legal acts, develops, implements and coordinates
RA government’s policy in the area of civil defense and protection of the population in emergency
situations.
The ARNAP Foundation (Disaster Risk Reduction National Platform), Crisis Management
Center (CMC) and Crisis Management State Academy (CMSA) have been established for
dealing with various aspects of Disaster Risk Reduction.
Survey for Seismic Protection of MES RA (Armenian SSP) develops various means forearthquake disaster management:
9

Develops the basic directions of state policy in the field of seismic protection

9

Provides seismic risk assessment

9

Coordinates activities performed in the field of seismic risk reduction in the territory of theRA

9Organizes preparedness and training of the population to cope with strong earthquakes

9

Coordinates and controls the execution of the state programs in the field of seismic risk.

Basic tasks of seismic risk reduction are:9

reduction of territories vulnerability

9raising population knowledge and preparedness

9

training of trainers in government bodies and local authorities

9

creation of earthquake early warning system

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9

ensuring medical preparedness

9organization of relief and rehabilitation of population and sustainable recovery

The raise of knowledge and preparedness of population is provided by means of state training
system.
The state training system includes the following subsystems, which are done regularly:
9

training of target groups beginning from kindergartens and schools

9educational programs, methodical manuals, relevant interactive materials

9

TV and radio programs, publications in mass media

9social-psychological preparedness.

The state training system ensures the reliability and availability of the given information.
The stage of recovery of a zone suffered from strong earthquake is the intermediate between
the stages of an emergency seismic situation and reconstruction. The duration and the strategy
of recovery stage defined by the Government RA.
The one of the main principles of the accomplishment of recovery works is based on thecreation of the conditions for population active participation in recovery works in the disasterzone.
The purpose of aid rendering to the population and its rehabilitation is the reduction ofmaterial and psychological losses of the state after an earthquake.
Rendering of aid to the population and its
rehabilitation is a multi-stage process:Operative(first few days)

Short-term(first month)

Mid-term(first year)

Long-term(more than one year)

Rendering of aid to the population and its rehabilitation are based on the following
principles:
9Preliminary planning of works amount on rendering aid and rehabilitation before thecatastrophe and their adjustment right after the catastrophe

9

Active participation of government bodies and local authorities and society.

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The Government of RA established National Strategy of DRR in RA in March 2012,
which will be implemented by the mutual efforts of the following organizations:
Armenian Red Cross, Oxfam, UNICEF and Save the Children.

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The Ministries of Emergency Situations and the Ministries of Education and Science,
ARNAP Foundation and CMSA launched the "School Disaster Preparedness Plan" competition
for secondary schools in RA since 2012.
On International Civil Protection Day of March 1, events accomplished in the capital cityof Yerevan and regions including lecturing, training and drills. Armenia collaborating with ADRC
(since 2000) and JICA (since 2007) in the frame of various projects and programs implements
the research, education and training for the DRR specialists who acquired and shared valuable
Japanese experience.
The Ministry of Science and Education together with the Ministry of Emergency
Situations in the frame disaster risk reduction program submit to National Assembly proposals
and additions for the Law “On Public Education” aiming at inclusion disaster risk reduction
elements in the school curricula.

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The Centre of Activities with Population (CAP) of SSP:
The Centre of Activities with Population of Survey for Seismic Protection (CAP SSP)
consists of Departments of Education
Psychology, Methodology, as well as of Sociology and.

Department of Educationof CAPThe Department of Education implements trainings on code of conduct of seismic
protection in schools of Yerevan and regions of Armenia according to an established schedule. It
carries out instructional warning/alarm drills and exercises for schoolchildren of different age
groups. It also conducts lectures for the regional areas officials of SSP.

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Within the frameworks of its main activities the Department of Education implements trainings oncode of conduct of seismic protection, game-quizzes.
Game-Quiz
The game-quiz is held in schools, especially for pupils of middle classes. It consists of 3 rounds.
•

First round

TICKET N 1
1. When does the natural phenomenon turn into a disaster? Define the disaster.
2. Of how many types are the seismic waves?
3. How will you behave, if you are in the lower floors of the building during an earthquake?
•

Second round

TICKET N 1
1. List your activities, if after an earthquake you are in the ruins.
2. Why is it recommended that the entrance doors of the building and the apartment are
wooden and what should be done, when the door is made of iron?
3. In which part of the bedroom is it preferable to place the bed?
•

Round of tasks’ assignment

Task 1
You are on the 5th floor of a high-rise building.
You are doing your homework. There is nobody but you in the apartment. Suddenly anearthquake starts. The glass tableware starts to fall and break from the shakes. Not very
big cracks start to emerge on the walls and ceiling. Describe what actions you will take inthe given situation.
Answer -----------------------Task 2
While sitting in the classroom during a lesson you feel that the windows are shaking, thedesks are moving. You are on the 1st floor. Describe your actions in the given situation.
Answer -----------------Pupils are drawn into 2 groups, and start to compete with their knowledge, which are taught tothem beforehand by the experts of CAP. The winner group is awarded with small gifts andcertificates. The advantage is that the process ensures also indirect learning for the pupils
who are in the audience.

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The instructional alarm drills are conducted to turn the acquired knowledge into
behavioral skills.
Before making of evacuation the following activities are implemented:
The structural features of the school building are studied. It is found out whether the school
has Civil Defense (CD) and Emergency Situations (ES) evacuation plan, which is agreed withthe local body of the Ministry of Emergency Situations (MES) and is approved by the school
principal. The evacuation plan must include the safe routes necessary for evacuation. Thoseroutes must be marked with arrows. Before the evacuation a training on code of conduct ofseismic protection must be held with pupils and teaching staff of the school.
It is necessary to have the short description of the school in the following format:
SchoolN_________________

islocatedinaddress____________________________________________________________________________in a ____________ storey stone (concrete) building.
In general _______________ persons study and work at the school, of which pupils
are՝_______________persons, of whom
І-ІV grade pupils՝_____________________,
V – ІХ grade pupils՝ ________________________,
Х-ХІІ grade pupils՝ _______________________, and permanent staff members are_______________ persons.
A 5-member committee is established, where representatives of MES, of regional
administration office, from department of education and from the school are included. Eachmember of the committee must fill in the evaluation sheet, based on which the implemented
activities are assessed.

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Hazard assessment sheet

1

2

3

The school has a telephone connection andalarm signaling device.
The school has a two-way radio communication(radio).
The radio net of the school is connected to the
local area telecommunications network.
The school is renovated and protected fromhumidity.
No flammable materials have been used during
repairing works of the school.
The constructive (part of the building) dangersof the school have been eliminated:•

Stairs of the building have been fixed.

•

One-sided entrance doors have been

replaced with split (wooden) doors.
•

Fire taps have been installed.

The non-constructive dangers of the school
have been eliminated:•

Furniture, air-conditioners, water heaters,

paintings, boards, bookshelves, torches, otherlighting equipment (fluorescent light bulbs) arefirmly fastened to the floor, wall or ceiling.
•

Computers and televisions are fixed intheir places.
•

Piano and other heavy objects moving

with the help of wheels are attached to the floor.
•

Flowerpots, paintings and decorative

items are removed from windowsills and open
shelves.
The school is provided with fire extinguishers.
The

fire

extinguishers

areinstalledin

corresponding places and are recharged once
annually.
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complypartlyydoes notComplies
full

Necessary conditions4

38
in the proper use of the fire extinguishers.
The school has an evacuation plan for the pupils
and the staff.
Plans, orders and directives on actions duringfire, earthquake and other emergency situations
are attached to the evacuation plan.
Evacuation plan-scheme for the school, floors
and classrooms is posted in the lobby, all thefloors and classrooms of the school.
In the evacuation plans the main routes of
evacuation are marked with green dense arrows
and the secondary routes are denoted withdotted lines. Marked are also the installation
places of fire extinguishers, of fire automation,communication,

alarm

and

other

security

systems.
The conventional keys of evacuation are posted
in the direction of evacuation (green squares orrectangles).
The evacuation plan of the school is tested(instructional

evacuation)

twice

or

more

annually. The results of the test are recorded in
the corresponding register.
The main and reserve doors of evacuation open
outwards.
The reserve exits of evacuation are not blockedwith heavy items.
The applicability of reserve doors is checked
regularly.
The evacuation routes are free of unnecessary
items.
The walls of the school (classrooms) are notdecorated with flammable materials.
The roof of the school building is made of
fireproof materials.
The quantity of benches and the distance
between

their

rows

in

the

classrooms

correspond to the quantity and distance definedin the design norms.
The chairs of the hall are pinned to the floor.

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The pupils and staff of the school are aware of
the places of electrical panel, fire directory, fire
tap,

means

of

extinguishers

andcommunications,othersafetyfireequipment

available at school.
The floor of the school corridors is not slippery.
The carpets, doormats and other floor coverings
are reliably attached to the floor.
The windows of lower floors have no metal
grilles or they are portable.
The building of the school is adapted to theconditions for free movement of children andpeople with special needs via:•

ramps,•

wide doors,•elevators (with wide doors).

Fire safes are equipped with fire sleeves,trumpets and are sealed.
Internal fire taps are subjected to technicalexamination not less than twice a year
(spring-summer, fall-winter) via water release.
Near-school paths (as well as roads near the
reservoirs and fixed fire ladders) are kept open
for approaching of emergency vehicles (fire,
rescue,ambulance)

duringemergency

situations.
The quantity of flammable and combustible
materials in laboratories and other rooms is
intended for one shift.
The flammable materials are stored in special
containers and taken out of the laboratory at theend of a working day. These are not poured into
sewage.
The area of the school is clean. The waste fromflammable materials and the garbage areregularly collected in special trash bins and aretaken out of the school property.
The school corridors do not impede the freemovement.

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Further, evaluation of the process is implemented with the following assessment
sheet.

---------------ASSESSMENT SHEET(date)-------------------(INSTRUCTIONA LEVACUATION)(class)---------------------------------------------------------------------------(school name, number)

1. WORK OF THE ALARM SYSTEM---------------------------------------(existence of failures)---------------------------------------------------------------------------------------------,-----------------------------------------------;(Excellent, good, satisfactory, non-satisfactory)
2. FLOW OF THE EVENTS• Accessibility of the sound alarm--------------------------------------------------(Fully, partially, defective, non-accessible)• The pupils’ withdrawal from the buildings----------------------------------(organized, non-organized, panic was observed)• Cooperation of the school Civil Defense (CD) staff with the CAPofficers

3. WORKING STYLE OF THE TEACHERS---------------------------------------------------(Excellent, good, satisfactory, non-satisfactory)(Preparedness of the pupils during evacuation)(Evacuation was implemented according to the confirmed scheme)

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41(Is able/not able to keep the class organized and lead out of the building in an
organized manner)(Has taken/not taken the class journal with him/her)(The windows and doors of the classroom have been/have not been closed, thelight has/has not been switched off)

(Reckoning of the pupils has been/has not been implemented at point ofevacuation)(Reporting on unjustified absent persons has been/has not been implemented)(Management of personnel actions in case of occurrence of obstacles in exits andentrances)

4. BEHAVIOR OF THE PUPILS (IN OBSTACLE PLACES)________________(satisfactory, unsatisfactory)(behavior of the pupils during evacuation events)

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42(behavior of the pupils during movement on the ladders)(use of safer evacuation routes)

5. OUTREACH OF ELEMENTARY SCHOOL PUPILS’ PARENTS(satisfactory, unsatisfactory)

6. BEHAVIOR OF THE PUPILS (IN OBSTACLE PLACES)(satisfactory, unsatisfactory)

7. OVERALL ASSESSMENT OF THE INSTRUCTIONAL EVACUATION(satisfactory, unsatisfactory)-------------------------------------------------------------------------------(name, surname, middle name of the evaluator)----------------------------------(date)(signature)

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Implementation of the instructional process
Hereby effective code of conduct on earthquake protection has been developed, which
consists of 3 phases:
What to do before the earthquake?
Get a map of seismic risk assessment, where the seismic resistance coefficient of thebuilding of your interest will be noted.

Check in advance the safest areas of the school or the workplace, to shelter during theshakes.

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Make an exit plan in advance and test it several times.

Agree with family members on where you are going to meet after the earthquake.

Do not make any constructional interference in your house which will reduce theseismic resistance of the building.

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Fix the furniture.

Free the exits from capacious items

Replace the iron doors with wooden

ones.

Make the metal grilles of the windows

Do not place sizable items on loosest.

portable.

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Lace the bed far from the windows, under the main wall. Do not hang a shelf or a painting
above it.

Prepare a bag with essential items.

What to do during an earthquake?
If you are on the 1st-3rd floors, immediately leave the building.

Under no circumstances use any elevators.

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If you are on the 3rd and above floors, do not leave the building.

Stand under columns of the main walls or on the door openings holding above you achair or a bag, in order to protect yourself from falling small pieces.

You can find shelter under a table.

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Use a kerchief or any piece of a cloth available at your hands to protect yourself fromthe dust caused by the collapses.

If you are in a street during an earthquake, move from buildings and electric poles.

If you are in the car during an earthquake, park it far from buildings, in open spaces.

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Avoid bridges, since these are very vulnerable.

If you are in underground during an earthquake, firmly hold the poles and listen to themetro driver’s instructions.

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If you wake up from the underground shocks and you need to lighten the space, do notuse electricity or matches under any circumstances.

Use torchlight to ensure the lighting.

What to do after an earthquake?
Do not panic, since a panic-stricken person is distinguished with inadequate behavior
and is unable to implement thought and focused actions.

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Stay far from the external walls of the building and windows, since they collapse thefirst.

If you are under the ruins If possible, move to a safer place. If necessary, show first aid

to yourself.

If there are people with injuries in the ruins, calm them down and show first aid tothem.

Work on communicating with those in neighboring ruins or from outside. Shout withtemporary breaks, hit sound items to each other.

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Use sparingly the resources of water at hand.

Remember that a person can stay without food for more than 15 days, but withoutwater – for only 7 days.

If you have no water under your disposal, and the water pipe has been damaged, butthere is a small puddle nearby, tear a piece from your clothes, soak it in water and thenput on your lips. Keeping a small flat stone and iron items in your mouth also reduces
the feeling of thirst to some extent.

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If you are in the ruins and you are sure that you’ll be able to get out of there yourself,
open a loophole, avoiding large debris. Strengthen the loophole with pillars, for which
you can use firm debris, wooden and iron items under hand. Carefully examine theloophole after each shake.

Use the phone only for the purpose of connectingwith rescue service, since the overload of telephone
may cause problems for the rescue operations.

Do not try to enter the area of the disaster by car, since you will prevent the operationsof professional machinery, as well as the work of ambulance and rescue equipment.

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Returning home, attentively examine whether flammable materials haven’t been
spilled and continue maintaining fire prevention measures.

Trust only the official information.

And remember – the one is protected who is informed.

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Department of Methodology
The Department of Methodology performs development of educational programs onearthquakes for different segments of the population.

The department implements development of different methodical materials andmanuals to provide various segments of population with necessary knowledge and skills onearthquake code of conduct. Didactic materials are developed taking into account thepsycho-physiological peculiarities of the age groups.

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1. The “Code of Conduct on Earthquake Protection” guide is designed for children ofpreschool and early school age. The aim of the manual is to increase the level of theknowledge of preschool and early school age children in earthquake resistance. The
brochure is intended for painting, thus the psychological characteristics of the above-noted
age group have been taken into account so that the inner world of the children is not
subjected to trauma.

2. “Game-bookforsecondaryschool”

pupilsofThe

game-book includes a crossword,
exercises, labyrinths and othertasks on earthquake, the aim ofwhich is to increase the pupils’
knowledge level of earthquake
resistance.

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3. “The Message of the Planet”
This manual is a fairy-tale, the aim of which is to increase the level of preschool and earlyschool aged children’s ability of resisting the earthquake.

4. Educational poster on code of conduct on earthquake protection
The 3 consecutive stages of effective behavioral models on earthquake protection arepresented in the poster in a detailed and vivid form
1․ What to do before an earthquake?
2․ What to do during an earthquake?
3․ What to do after an earthquake?

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Department of Sociology and Psychology
The

research

Department

ofSociology

andPsychology

conductssocial-psychological, sociological surveys, as well as processing and psychological analysis ofdata. It also takes part in the cooperation with respective services of foreign countries andwith international companies, as well as in the process of development, implementation andintroduction of the results of projects and sound scientific methods in the sphere of seismic
protection. As Department of Sociology and Psychology, social-psychological investigations
are implemented, the goals of which are to reveal the level of cognitive and psychologicalpreparedness on earthquakes among different segments of population.

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Example of Disaster Activities“What should I and my friends do in case of an earthquake?”
Social psychological work
Training on code of conduct of seismic protection is implemented by SSP CAP with anaim of increasing the level of knowledge on proper behavior during a possible earthquake, as
well as a psychological research program is conducted in order to form the description ofanxiety, stress resistance, cognitive-psychological preparedness of population on earthquake.
The relevance of the above noted activities is directly driven by the fact of seismic
riskiness of our region.
The Department of Sociology and Psychology of CAP implements social-psychologicalwork with the theme of “What should I and my friends do in case of an earthquake?”, which isintended for the pupils of the 5th-12th grades.
The aim of the program is to
Increase the level of cognitive-psychological preparedness of earthquake resistance, as
well as to investigate the effectiveness of the training on code of conduct on seismic
protection implemented by CAP and the possible level of application of that knowledge inpractice by the trainees.
Work description
The process consists of the following 5 stages:
I.

Training stage

9 Instruction of code of conduct on seismic protection
9 Group discussion on “What should I and my friends do in case of an earthquake?”
9 Watching of didactic materials
9 Role plays

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II. Research stage
9 Characteristics of a temperament (test, author – Rusalov)
9 Trepidation (test, author – Spilberger-Khanin)
9 Perception of cognitive and practical knowledge on earthquake, as well as emotional
attitude (questionnaire)

III. Stage of an instructional alarm drill
IV. Psychological debriefing
V.

Social-psychological analysis of the group behavior

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I. Training stage
Training of code of conduct on seismic protection is implemented with a presentationmaterial developed by CAP, which includes 3 basis points of actions:•

What to do before an earthquake?

•

What to do during an earthquake?

•

What to do after an earthquake?

Group discussion
During the thematic discussion on “What should I and my friends do in case of anearthquake?” a conversation-discussion is held with the group on earthquake, on its possible
consequences, on necessary code of conduct during an earthquake and on the importance ofthe code’s applicability.
Observation of didactic materials•

Exploration of a poster prepared by CAP•

Watching of visual materials on earthquake – cartoons on “Thedisaster-let and the earthquake” (2,5 minutes), “This is the planet” (6 minutes),

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62“The disaster-let in everyday life” (3 minutes) and films on “When the crust is
shaking” (5 minutes), “Resistance” (55 minutes), “How to resist theearthquake” (14,5 minutes), “Mega-tsunami” (50 minutes).
•

Watching of thematic photos, booklets, brochures.

Role play
This is an effective method applied during an education process. For instance, thetrainer can suggest unexpected situations to the group, where they need to take a role or a
viewpoint and further, try to develop or finish it.
Those who aren’t taking part in the main role play take a role of an observer and makeconclusions after the end of the game.
After the role play•what happened is clarified,•

the mistakes are discussed,•

the positions, feelings, changes are discovered which existed during the mainrole play,•a possibility of self-observation is created,•

the results of the role play are compared with the initial goals,•

the behavior is analyzed,•

new topics for thinking are proposed,•

the role play is connected with already-watched didactic materials.

The effectiveness of the method is that the gained practice is maintained for a longtime. This is an interesting way of accumulation of knowledge and skills and gives a possibility
to understand the situational demonstrations of the problems.
II stage․ Social-psychological research
Diagnostics of a temperament with testing (Rusalov)
Temperament is a complex of more or less stable typological characteristics which
describes the dynamic specifications of mental processes and behavior of an individual, theirstrength, the speed of their occurrence, flow and pause, as well as influences on the vital andenergetic tonus of a personality.
It is important to note that in nature there is no pure type of a temperament and people
are bearers of each of the above noted types, however, prevalence of one of them predefines
the behavior of a personality, based on what we have decided to explore the types oftemperaments of the group members.

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Diagnostics of trepidation with testing (Spilberger-Khanin)
Trepidation is the expectation of a negative outcome of certain situations andphenomena. When the level of trepidation is high, a person is distinguished with inclination ofemotional outbursts. It is important to note that in case of high trepidation the self-esteem of apersonality is low, because of which he does not consider himself and his actions to becompetent. In case of low trepidation a person is distinguished with inactivity, indifference andlow level of motivation. Thus, in both of the cases the inclination of a personality on acting inan organized and targeted manner decreases. Based on all this we have considered it to be
purposeful to explore the grade of trepidation of the group members.
Diagnostics of cognitive-emotional attitude towards earthquake with a questionnaire (author
S. Kakoyan)
III stage. Instructional alarm drill – announce an instructional alarm drill and observe thebehavior of the group.
IV stage․ Psychological debriefing
Debriefing is a means of group, urgent psychological help and is usually held
immediately after a stressful event, sometimes several hours or days later. The most effective
debriefing is considered to be the one held 48 hours after the occasion. Its procedure is therevealing of stressful reactions in the atmosphere of safety and confidentiality which give an
opportunity to share the impressions and feelings caused by the emergency situations.
The goal of debriefing is to weaken the severity of psychological effects ofemergency situations, to minimize the psychological sufferings.
The following problems are solved for that goal:
1. processing of impressions, confrontations and feelings,
2. cognitive organization of the experience through understanding of the structure andmeaning of what happened,
3. individual and group relaxation,
4. decrease of the feelings of peculiarities of own confrontations and of own abnormality,
5. mobilization of internal and external resources, acceleration of group support
6. decision on means of further assistance.
V stage.

Social-psychological analysis of the group behavior

Therefore, it is assumed that this complex program will increase the proficiency
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preparedness and, in the meantime, an opportunity will be created for the evaluation ofthis assumption with the means of feedback.
Social-psychological research program intended for 17-65 age group
Psychological research is implemented by the Department of Sociology andPsychology of SSP CAP, which tend to discover the level of stress resistance andtrepidation, as well as the cognitive-emotional perception of the earthquake among the
population of RA (17-65 years).

The aim of the implemented research is to discover the following:| Specifications of cognitive and emotional attitude towards earthquake, on whether
those surveyed possess the necessary code of conduct of behavior during anearthquake, how much they highlight the application and maintenance of the codeof conduct (questionnaire, author – S. Kakoyan)| Level of trepidation expression (Spilbelger-Khanin, test of trepidation diagnostics)| Overall level of de-adaptation risk and neuropsychological stability during stress

It is important to note that
Stress-resistance is the ability of a personality for resisting stress, conditioned with aperson’s| individual,| social-psychological,| social-demographic characteristics.
Trepidation is the felling of expressed uncertainty, fear and expectation of negative
outcome, i.e., the perception of different situations (regardless of their nature) as distressful
and fearing, where expectation of some sort of negative flow and outcome is existing.
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trepidation can conduce that a person gets into panic even in case of slight shocks and is notable to use the necessary code of conduct.
Panic is the occasion when a person is distinguished with untargeted actions,performs inadequately and is unable to make thought and centralized actions. Because ofthat a big danger exists for the personality and his surrounding environment.
Based on the received results necessity of psychological work arises. For its implementation
we consider to be effective the application of such psychological methods and techniques as:• Relaxation techniques which are special means of creating
psycho-neuromuscular relaxed, peaceful and balanced condition via generation of
inhalation, special breathing and corresponding therapeutic atmosphere• Art therapy – therapy of self-expression via art. Art therapy is a psycho-therapeutic
method, which is implemented with means of imaginative activity. It is one of themost gentle and, in the meantime, deepest methods in the work of psychologists andpsychotherapists.

By painting, carving or expressing the problem or mood in an artistic way, a person
seems to receive an encrypted message from the subconscious level.
Art therapy ensures• expression of feelings, emotions• search of new ways for communicating with the world• confirmation of the uniqueness and significance of the self
• increase of adaptability in the constantly changing world.

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Several Indicators were implemented by the Centre of Activities with Population (CAP)of SSP of MES 2015
In 2015 trainings on seismic protection code of conduct, quiz-games with theme of “Be
ready to withstand the disaster” and educational alarm-exercises have been implemented in
60 schools of 10 administrative districts.

6733 pupils and 491 teachers have been trained in Yerevan in 2015.
3661 persons were trained in 31 schools of 5 marzes of the Republic of Armenia in 2015.
Within the frameworks of the 27th anniversary of Spitak 1988 Earthquake different eventswere held for representatives of regional administrations and municipalities of marzes(regions) of the Republic of Armenia. In total 88 staff members have been trained.

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Spontaneous activities have also been carried out.
803 pupils and 181 staff members of kindergartens from 5 marzes (regions) of RA and fromYerevan have been trained in 2015.

In total 11869 persons were trained in 2015.

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4.2 Disaster mitigation education for different age groups of population as a part ofDisaster Risk Reduction in Japan.

Disaster Education
Education about disaster reduction is quite important for enabling individuals to have correctunderstanding about natural disasters, and be able to act on their discretion to prevent and reduce
damages from disaster. In the Great East Japan Earthquake, case of an elementary school was
reported to have safely evacuated based on their daily education of the past disasters and training
about evacuation. Thus, importance is recognized to enhance education and training at schools
and in local communities so that people are nurtured to be equipped with correct understanding
about prevention and escape from the disaster.
In order for school children to be able to learn and acquire knowledge and practical skills
about disaster reduction, Fire and Disaster Management Agency has compiled ,,Challenge
Disaster Reduction 48,, a textbook for school teachers and leaders.
Ministry of Education, Culture, Sports, Science and technology (MEXT) has a Disaster
Operational Plan (2001) which one is last amended in 2016. One of the points of plan is Guidance
about Disaster Education at School which include advice to relevant organizations about
education of safety, spirit of respect for life and volunteerism, and must be improved for securingchildren's safety and disaster resilience at disaster time. It is especially about disaster prevention,
response and recovery. MEXT compiled a ,,Guide to Make a Disaster Reduction Manual for
Schools (Earthquake and Tsunami),, and ,,Development of a Disaster Reduction Education to
Nurture Power to Live On,, demonstrating the direction of the school education in disaster
reduction, and to enhance the disaster education at school.
Further, in order to enhance the disaster reduction education in local communities and schools
nationwide, the Cabinet Office is carrying out a campaign ,,Disaster Reduction Education
Challenge Plan,, to nurture positive environment for more proactive disaster reduction education
by picking up active local groups, schools and individuals who demonstrated better disaster
reduction plans and actions, give support to them, and publicize the achievements (including
education methods, materials used, precautions, contacts), through the Office’s web site,
intending that such plans and programs be widely recognized and utilized throughout the nation.
Stakeholders for disaster education: School teachers, Communities, Municipalities, Prefectures,
Ministries for example MEXT, Agencies, NGOs, Private companies.
Methodology and tools for disaster education•

Lectures by school teachers•

Lectures by officers and experts•

Books, guidance, pamphlets, handbooks...

•

Games

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Museums•

Audio and video materials•

Visits to relevant facilities•

Drills•Disaster activities•

OthersDisaster activities by Community (example of Hyogo Prefecture, Kobe city)
Drills: Bokomi Drill, Nada Ward Drill, National, Prefectural or Municipal Comprehensive Disaster
Drill, with school cooperation.
Disaster activities by Prefecture and by Municipalities: Prefectural and Municipal DM offices,
DRR learning centers, facilities, Camp (Saijo city, Ehime Prefecture), Lecture by officials
Disaster activities by Ministries: MLIT- Lecture by MLIT Regional development bureaus,
Officials at school and on site, nationwide. Town watching and hazard map.
Lectures and Visits in Museums
Emergency organizations: Fire station, Police station
Lifeline facilities: Water, gas, power station, dam, sabo facilities
Research Institutes: NIED, JMA, Schools (Maiko High School, Nagisa Elementary School)
Universities…
Museums, Exhibitions, DRR Learning centres: Based on of affected areas (Great Hanshin
Awaji Memorial Museum, Inamura-no-Hi no Yakata Tsunami Educational Center and Museum,
Abeno DRR learning centre of Osaka, DRR Learning Centre of Nara City )Human Resources Development
The Cabinet Office started a ,,program for developing disaster management specialists,, forthe purpose of developing and training people ,,who can respond to the emergency promptly andappropriately,, and ,,who can form a network between the national and local entities.,,Specifically, it provides training programs to employees of local public organizations who are
engaged in services at the Cabinet Office and take lectures from various organizations related todisaster management. It also conducts training programs organized at the Ariake-no-Oka Main
Wide-area Disaster Management Base Facility, such as ,,Training on comprehensive
management,, tailored for core management personnel level,
who are in charge of specific disaster field, andThemed trainings

for specialists

Basic training on disaster managementforthose who have recently appointed as disaster management personnel. In addition, it organizes
trainings in various locations under a theme which is specific to characteristics of each location.
National Information Center for Disaster Mental HealthThe

awarenessoftheimportanceof

post-disastermentalhealthsupportandcountermeasures has been increased in past two decades, namely since the Great Hanshin Awaji
Earthquake in 1995, till the Great East Japan Earthquake and Tsunami in 2011. To organize
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care centers established in the affected prefectures. So the functions of this center Psychologicalfirst aid and rehabilitation and they have educational programs and training, for nurses, volunteers,
etc. For example Disaster Psychiatric Association Team DPAT has different type of manuals,
trainings and committee which is important in case of human resource development.

sourcehttp://www.ncnp.go.jp/nimh/english/disaster.html

In general similar activities are implemented by Hyogo Institute for Traumatic Stress(HITS) not only for psychological rehabilitation and recovery but also about human recourse
development, which is very important step for disaster mitigation education as a part of disastermanagement.

HITS opened since April 2004, and it is the first-ever specialized institute on trauma and
PTSD in Japan, the HITS is a multi-functioned facility which has conducted researches, andprovided training, consultation and treatment, and information on trauma. The HITS has
dispatched staff to disaster stricken areas both international and domestic including Banda Ache,
Sumatra. Present age, after disasters, crimes, accidents, abuses and other trauma-inducing
incidents, mental health care i.e. ,,kokoro no care,, has become highly demanded..

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So HITS has different type of training some of the trainings in case of human recourse
development, because they implementing programs for nurses and teachers and educate them
how to make attitude with person, after trauma.
Training programs include cognitive-psychological methods and based on education ofsome psychological skills, which is important during daily communication with person after trauma.
sourcehttp://www.mext.go.jp/bmenu/hakusho/html/hpab201401/1376911.htm
Disaster Mitigation Education at schools
Important to mention that Each Prefecture’s school's Disaster Education based on own
Prefectures and Cities Board of Education. For example Disaster Education of Kobe City based on
Board of Education of Kobe City and Board of Education of Hyogo Prefecture. And thismechanism is actual for each Prefecture in Japan.

Educational curricula of disasters applied in schools of different provinces of Japan are
different. The main ideology is based on recognition of the natural phenomenon and onorganization of quick and relevant actions during a possible disaster. The models of training insideand outside a classroom are topical, critical role is given to recognition of the experience of thepast and to the issue of avoiding the failures of the past, for implementation of which efficientmeans are considered to be meetings with adults with experience of surviving disasters and visits
to museums and libraries of disasters. Numerous manuals, guides, booklets and banners exist,
which are prepared by private and non-private organizations of different provinces. It is important
to note that the decision on selection from the existing diverse list depends on the corresponding
teacher of a given school.
Based on the decision and invitation of the school and the teacher, various events on disastertraining are conducted in schools, which are organized by volunteers or staff of state andnon-governmental organizations.
After Hanshin-Awaji earthquake, a lot of disaster education materials were developed anddistributed in Hyogo Prefecture.

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Disaster Education Materials

1. “School disaster mitigation manual for teachers”.
Base on this experience, Board of education in Hyogo prefecture also developed “School
disaster mitigation manual”.
The main contents of manual is•

How to respond to different disasters•

When students are in school or going on a field trip•

When students are at home•

When students are on their way to/from school•

Initial response and role sharing (including a shelter support group)•

How to make sure that parents/guardians pick up students•

Plans to open school facilities to local people

2. Disaster Education Materials
Living for Tomorrow for students
This material was developed by Board of education in Hyogo prefecture in 1997.
There are 4 type materials, for lower grade in elementary school, for higher grade in elementary
school, for junior high school, for high school.
3. “Bring happiness to the World”.
Kobe city developed a disaster management education booklet, “Shiawase Hakobo,,(Bring Happiness to the World)․
This document was developed not only in Japanese but in English, Chinese and other languages.
It is intended for students in disaster prevention education. It aims to increase awareness of thelessons to be learned from the Great Hanshin-Awaji earthquake. “Bring Happiness to the World”
allows pupils to gain basic knowledge about various disasters such as earthquakes, floods,
tsunamis, and landslides. It also describes the preparations people can make for possible
disasters, like stocking supplies.
In 2006, an officer from the Kobe City Board of Education was dispatched to Armenia
who helped to execute a disaster management education project using the “Bring Happiness toFINAL REPORT ADRC VISITING RESEARCHER 2016A

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the World” booklet. It is accompanied by a DVD which introduces practical examples of disastermitigation education in Kobe schools and local communities.
International cooperation with other disaster prone countries including Armenia

4. Disaster Education Materials
Saving life form disaster
Following 4 kinds of materials were published in 2005z For lower grade students in elementary schoolz For higher grade students in elementary schoolz For junior high school studentsz For high school students

The one of main goal of Disaster education process is to become from the person to besave to person who can save others.

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One example for Disaster Education Guide from Wakayama Prefecture

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Disaster Education Workbook
Thinking about How to Reduce Disaster Risks at the National and Community Levels.
Here you can understand what kind of secondary effects can have main natural phenomena.

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Disaster Prevention Awareness through Schools
Nagisa Elementary School and Maiko High Schools
After Great Hanshin-Awaji earthquake, some of disaster management courses at schools
were established in Hyogo Prefecture.
Each elementary school has various disaster management activities. This section describes how
two schools are actively promoting disaster management activities: Kobe Municipal Nagisa
Elementary School” and Hyogo Prefecture Maiko High School.”
Kobe Nagisa Elementary School is located near the coast in Chuo Ward, Kobe. There are 59
teachers and 914 pupils. The Nagisa Elementary School conducts three sets of disastermanagement activities every year.
The first type of activity is the execution of evacuation drills. The school holds threeevacuation drills a year: in the spring, autumn, and on January 17, the day that the Great
Hanshin Awaji Earthquake occurred. Essentially the entire staff and all the pupils participate in the
drills, which are held under the assumption there has been an earthquake and resultant fire. The
emergency evacuation drill takes approximately an hour and a half. This span of time was chosen
to take into account the limits of young children’s attention spans. First, they have a simple
program of disaster management education, and then actual evacuation drills, and finally areview meeting held with their teachers. The emergency evacuation drill is timed to see how longevacuation takes, but the school puts its first priority on safety, so they do not encourage
competition.
The second activity is an event memorializing the GEJE that occurred on March 11, 2011.
The principal and teacher responsible for disaster management talk to the students about thisdisaster and they pray for the victims. They continue to hold these events yearly in order toprevent the memories of earthquake disasters, including the Great Hanshin Awaji Earthquake,from fading.

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List of Disaster Education Activities
Contents

1

First
Semester

Evacuation
2
Drill

SecondSemester

317-Jan4

SchoolAssembly

Lesson of
5 Disaster
Education

11-MarCooperation with otheragencies

Evaluation

90 minutes lesson
fire department- lesson of disaster education
after drill
sometimes supports for- evacuation drill*teachers and students
evacuation drill- evaluation with teachers and students

60 minutes- silent prayer- sing a memorial song

none

none

60 minutes
Several time
- disaster education by using materials none
per yearwhich was published by Kobe citynone

The last type of activity is the inclusion of disaster management education classes in thenormal curriculum. During these classes, the teachers convey basic knowledge about disasters,
provide notifications about evacuation activities, instruct the children about preparations to makeduring normal life for future possible emergencies, and talk about the importance ofcommunicating with family members.
Maiko High School
Maiko High School started the Preparatory Study in April 2000. And disaster management
course was launched in April 2002
Maiko high school implemented the new type of disaster education for high school students.

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Characteristics of Educational Activities (Maiko High School)
Lessons by the Guest Teachers
Many teachers are invited to school to talk about their experiences during and after thedisaster. Teachers are from universities, police station, fire station, life-line related companies, thecity government, the prefecture government, the volunteer organization and so on. Their precious
stories make the students realize the importance of human lives and help to each other, which isthe energy to facilitate the citizen-centered disaster mitigation.

Studies Outside of the SchoolStudents visit the Disaster Reduction and Human Renovation Institute, Museum of
Nature and Human Activities, Hokudan Cho Earthquake Memorial Park. They walk around thedisaster area to interview the citizens. They stay one night two days at Kobe Fire Academy tolearn the fundamental skills of extinguishing fires, rescuing people, and collecting information.
They take part in the disaster mitigation training held by the prefecture, the city and the regional
ward. They go to the Rokko Mountains to investigate the faults, the dangerous streams of debris
flow, and the raised bed rivers, which were the causes of the floods in Kobe.
Studies Outside of the School
While studying the disaster mitigation, the students are not only given lectures to get theknowledge but also given the problems, or they set the tasks by themselves and they solve themby the students themselves or by the cooperation with the other students. For example, in the
study of "the disaster management of a virtual community", the students set the population, theindustry and the geographic characters of the community, and made a "Disaster Management
Manual". In another activity, the students study the relationship between some typical disasters

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which took place in Japan and the lows which were adopted after the disasters. They made a
newspaper of the heavy floods in Kobe area and used this newspaper to teach the pupils in anelementary school. The aim of these activities is to have the students master the attitude and thetechnique of life-long education. Once the students master the cycle of the life-long education,
they can continue learning in their long life.
Disaster Mitigation Education with the Pupils of the Elementary School nearby
Maiko High School is in corporation with an elementary school to do the disastermitigation education. The students make a regional map with the 3rd year pupils. They don't callthis map "Hazard Map" but they call it "Safety Map" because they believe that people don't feellike living in the town full of dangerous information. On the other hand, they become serious to thedisaster mitigation of the community if the map is full of the places they like and are proud of. The
students talk about their experiences of the Great Hanshin-Awaji Disaster to the 4th and 6th year
pupils. Maiko High School students were 1st or 2nd year pupils those days. Their experienceswere hard and tough and serious but they didn't have good vocabulary to express theirexperiences. Now they use the high school students' language to tell the experiences of the smallchildren. To teach the mechanism of the earthquake and the importance of preparedness they
use the "Wall Newspaper". To the 5th year pupils the high school students show the experiment of
the flood and teach the history of the heavy flood in Kobe by the newspaper they made.
The pupils learn something about the disaster mitigation and they are sure to talk about
what they learned at school to their family members at home. While listening to the children's
story, the parents may be interested in the disaster mitigation and then, the regional disastermitigation may start.

Events of Disaster Mitigation
Every January 17th a memorial event for the victims of the Great Hanshin-Awaji disasteris held at Maiko High School. It will be held annually as the main event of Maiko High School. The
purposes of the event are the collection, the arrangement and the transmission of theexperiences of the Great Hanshin-Awaji Disaster and the construction of the base center of thedisaster mitigation education. "The record collection" is published. It will be used as the teachingmaterials of both Maiko High School and other schools. In addition, they would like to inform theworld of the experiences of the Great Hanshin-Awaji Disaster. The students of the environmentand disaster mitigation course work as the staffs. They will be engaged in planning workshops,
requesting lecturers, coordinating workshops, publishing record collections, and so on. Schools
must do the training of evacuation twice a year. The ordinary training are that after the fire alarmrings, the students evacuate to the school ground. The students seem less motivated and so they
are not so serious in this training. At Maiko High School the conventional training of evacuation ischanged into the new training with the disaster mitigation study at classroom or the lectures ofdisaster mitigation at school gym.

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Presentation outside of the School
The teachers and the students are often invited to the seminars or the workshops outsideof the school. They utilize these opportunity for both the advertisement of the course and the
spread of the disaster mitigation education.
International Exchange with Nepal
Examples of the educational activities
All the examples of the educational activities here were really offered to the high school
students. It is possible to practice the same activities to the pupils of elementary schools and thestudents of junior high schools by arranging the degree of the quality of the contents. All theactivities here are the materials or the ingredients. It depends on the teachers how to makethem.
Main steps of Disaster Mitigation Education
Speeches by those who experienced Kobe Earthquake

Learning at Disaster Museums
Educational Purpose is To have the students learn the real aspects of disasters by the exhibitions.
They will be interested in the disaster mitigation through the special lessons done by the
specialists there.
Procedure The students visit the disaster museums. They see the exhibitions, hear the stories,
and make a report about what they learn at the museum.
Outcomes The students will be more interested in the disaster mitigation. They can realize thedreadful facts of the disasters. They come to know the disasters peculiar to the region and learn
the human wisdom, capacity, and potential to cope with the disaster.
Making of "Concept Map"
Simulation to Cope with the Disaster
Educational Purpose To have the students thinks how they act at the time of the disaster. It raises
the students' awareness toward preparedness.

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Procedure In a list time is set horizontally from "the taking place of the earthquake", "ten minutes
after the earthquake", "30 minutes", "1 hour", "2 hours",...,"1 day", "2 days", ..., "1 week", "1month". Vertically is set 24 hours of a day. The students are requested to fill in the blanks bywriting where they are and what they are doing at the certain time of the day.
Outcomes The students realize that they spend most of the time of a day at home. This will makethem aware that the disaster management at home is necessary. The students come to know thewisdom of the human beings and the necessity of helping each other during the process of theemergent management and the recovery. It is possible to confirm the results of the study when
this is done twice, before the certain periods of the learning and after the learning.
Making of "Related Map of the Disaster"
Educational Purpose To have the students realizes that the degree of the disaster is strongly
influenced both by the natural phenomenon and by the social environment (vulnerability).
Procedure The Students use a wide paper. Write "Kobe Earthquake" at the 1/3 from the top of thepaper. Upper side of the "Kobe Earthquake" is the social environment before the disaster took
place. The lower side is the society after the earthquake. They write and draw as many social
factors as possible in the "before the disaster" part (traffic, buildings, population, fire bureau, life
line, and so on). In the "after the earthquake" part, they write and draw the damages and the
problems during the process of the emergency management and the recovery.
Outcomes The students learn the complexity of the society and the difficulty of the disastermitigation. The students think what they can do in the complex society. They may realize thatdisaster management must be done totally with as many coherent sectors as possible.

Making of "Safety Map" of the Community
Educational Purpose To have the students knows the community they live in and think what they
can do in the community.
Procedure The students are divided into small groups and walk around the community, finding thedangerous places, the evacuation places, the fire extinguishers, and so on. The places they canboast are also checked. It is important for the people in the community to know that theircommunity has not only dangerous places but also good places. They take the pictures. Afterwalking they put the pictures on the map, write some comments, and draw some illustrated
pictures.
Outcomes The students come to know the community better. Walking with the neighbors in thesame community will facilitate the communication among them. This will facilitate the people's
participation in the evacuation drills implemented in the community, enable the better
communication between the community and school, and as a result help run the shelter at school
more smoothly at the time of the disaster.

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Disaster Imagination Game
Educational Purpose To have the students simulate the disaster and find the problems theircommunity have, discuss how to solve the problems and what they can do at the time of thedisaster.
Procedure (A) Simulation using a map -Use the "Safety Map" the students made. Cover themap with the transparent vinyl for the repeated writing and erasing. The teacher is the coordinator.
First set the situation like "A strong earthquake took place in this area." The teacher gives theinformation such as "Fire took place at 3 houses in the town", "300 people are evacuating at
school", and so on. Each of the information is given according to the time table. The students
discuss how to cope with the situation (B) Simulation by the role playing -The students are
divided into some groups, taking the role of the fire station, police station, the school running the
shelter, NPO, the city office, the educational board, and so on. The teacher is the coordinator.
First set the situation like "A strong earthquake took place in this area." The teacher gives
the information cards such as "Fire took place at 3 houses in the town", "300 people areevacuating at school", and so on. Each of the information is given according to the time table.
Some information is given to a group but not given to another groups. The communication among
the groups is permitted under a certain condition. The students discuss how to cope with thesituation. After the discussion the students are requested to make the presentation.

.

Outcomes The students learn that it is important to help each other. They learn that it isnecessary for every organizations and sectors to cooperate strongly at the time of disaster.

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They can also think of the weak points of the community. It is not recommended for all thecitizens to experience the real disaster. This kind of the virtual experience is necessary to know
how to act at the time of the disaster.
Disaster Management of my House
Educational Purpose To have the students realizes that it is most important to protect theirown lives by themselves. The students will know that it is necessary to build theearthquake-proof house and to fix the furniture to the wall.
Procedure First the students learn that more than 90% of the victims of Kobe Earthquake werepressed dead under the collapsed houses 15-30minutes just after the earthquake took place.
Then they draw the sketch of their house and diagnose their house. After this work they draw
the blueprint of the earthquake-proof house by modifying their own house.
Outcomes The students learn that the construction of the earthquake-proof houses and thefixing of the furniture to the wall is the first step to protect them from the earthquake. The familiar
topic of their own house makes disaster management easy to access for the family members.
Disaster Management of Imaginary Town
Educational Purpose To unite the knowledge of geography, geology, sociology and so on withdisaster management.
Procedure The students make an imaginary town by themselves. The necessary factors are
the natural environment, population, industry, infrastructures, and so on. They think of thedisaster management manual of the town.
Outcomes The students need the overall knowledge of geography, geology, and social studies.
Thus they can relate these subjects to each other and think of the disaster management totally.
They love the town they made themselves. The important factor of the citizens is this attitude tolove their own town. University students who major in the disaster management will be able to
make a quite complicated manual while the elementary school children can only draw the mapof the region and write their opinion on the map. This activity can be used to every age
according to their degree of study achievement. Raising motivation is the main goal for the
younger students while the more complicated contents will be made by the older students.
Making of "Wall Newspaper"
Educational Purpose To have the students consolidates what they have learned by making
the (wall) newspaper. Presentation using the (wall) newspaper will cultivate their positive andactive attitude towards the presentation.
Procedure First set the tasks. For example, divide the students into some groups and givethem the tasks to tackle with, such as "fire bureau", "life line", "school shelters", "volunteer", andso on. Each group make a (wall) newspaper and present what they have learned using the(wall) newspaper. The presentation will be evaluated by the students themselves.

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Outcomes The contents they have learned will be consolidated. The ability to present will beraised. The mutual evaluation will help the students find what they have to learn more. They can
set the tasks again and keep on studying to solve the problems.
Making of the "World Hazard Map"
Educational Purpose To have the students knows that there are many kinds of disasters allover the world.
Procedure The students study the disasters all over the world by the internet or the books.
They draw a world map and write down what they learned on the map.
Outcomes The students learn that not only the earthquake and the volcanoes which arecharacteristic of Japanese disasters there are a lot of other disasters all over the world. The
students realize that most of the disasters take place in the developing countries, especially in
Asia. They think what the international contribution should be.
Town Walking in the Disaster Area
Field Work at Mt. Rokko
Educational Purpose The students learn that not only the earthquake and the volcanoes which
are characteristic of Japanese disasters there a lot of other disasters all over the world. The
students realize that most of the disasters take place in the developing countries, especially in
Asia. They think what the international contribution should be.
Procedure The students learn Mt. Rokko from the point of both natural environment and social
environment. They especially focus on Kobe Earthquake and the Great Hanshin Flood. After
this successive study of Mt. Rokko and the two disasters, the students visit the mountain area toobserve the active faults, rapid streams, and so on. The students make a report after theobservation.

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Outcomes The students can connect the natural environment (by the study of the subject"Environment and Science") with the social environment (by the study of the subject "Disasters
and Human Beings").
Ten Ideas to Make Community Safer
Learning with the Different Ages
Educational Purpose In order to record the experiences of Kobe Earthquake, the high school
students talk their experiences to the pupils of an elementary school nearby. They also teachthe children what they learned at high school. Teaching small children is very difficult but helpful
for the high school students to deepen their knowledge and work out the device for thechildren's better understanding.
Procedure Pupils from 3rd grade to 6th grade join this activity. There are various practices wehave done so far; safety map-making, story-telling of Kobe Earthquake by the high school
students, explanation of Kobe Earthquake using wall newspapers, plain science experiments
like liquefaction, and so on.

Outcomes The high school students can consolidate what they have learned. The children
become more interested in learning from the high school students. The children are sure to talkat home what they learned at school. Disaster mitigation spread from children to the family, fromthe family to the community.

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Example of School Activity for Disaster Education
Fuchu Chuou Elementary School (Hiroshima Prefecture)organized
Fuchu Chuou Elementary School
Disaster Education Activity with volunteers from Hiroshima Prefecture Sabo Division.
The volunteers are retired officials who visiting different schools in Hiroshima Prefecture after
school request.

They organize Disaster Education Activities at schools. For education process, they use
presentations with colorful animation about Sediment Disaster, Heavy rain, Flood, Landslide,
Debris and Slope flow, especially threatening Hiroshima. They use special experimental
layouts which show the debris flow or landslide and prevention mechanism, which can betried by children.

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Volunteers explained steps how to work with hazard maps, and told children to follow 3 main
steps: House, High risk area and Evacuation way.
So children had to mention on hazard map their home, high risk area, evacuation
shelter, and way which they must use for evacuation. Students worked with hazard maps
doing evacuation plans and management during disasters.

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Elementary school students actively and efficiently participating during all lectures asking
questions and answering the questions had given to them.
The activities main principles are: Teach natural phenomena and then how to protect
yourself and what kind of prevention mechanism they have in case of different disasters.
After hazard mapping teacher made feedback with children and got a lot of interestingquestions. Many children believed that they had thought that their houses or prefecture was insafe area. Some of them mentioned that they want to remember main steps of hazard
mapping and how to evacuate.
The educational process was very interesting with a lot of didactic materials andanimations. The materials are tangible and children can get experience which is the mosteffective way to learn.
EARTH Concept
Emergency And Rescue Team by school staff in Hyogo ,,EARTH,, founded in 2000.

EATRH groups• School education group• Research and planning group• Shelter management group• Mental care group• School lunch group

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EARTH Activities

EARTH Handbook

Handbook,

as well as organize the know-how for the early resumption ofschool educational activities from the large-scale disaster, in order to contribute to the activities of
EARTH members, was issued in March 2006. Under such circumstances, the Great
Hanshin-Awaji valuable lessons and experience rich EARTH members of the know-how of theinheritance in Earthquake organize such issues obtained by the support activities of the Great
East Japan Earthquake and the like, other than earthquake storm and flood damage andlandslides. It was revised this book from the perspective of responses.
Three principles of disaster education (EARTH)
1. Knowledge about mechanism of hazard and disaster.
2. Disaster reduction Knowledge: Disaster reduction actions and evacuation after the occurrenceof actions Foundations of Well-Being hazard.
3. Foundations of Wellbeing and symbiosis.

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Elements of disaster education at schooloDisaster education for studentsoCapacity building for faculty membersoSafety building and facilitiesoEmergency response

Promotion of disaster education utilizing regional resources
Perspective for material development
Social perspectiveoHistorical perspective: Disaster history and experiences and wisdom of people toovercome disasteroModern perspective: Disaster reduction system of municipalities, community development
for resilience

Scientific perspective
Geological perspective: topography or geology
Promotion of disaster education utilizing regional resourcesoLearning methodsoLiterature review: books, internetoFieldwork：disaster reduction facilities, geological and topographical observation, disasterhistoryoGeographical learning：Geography, hazard mapsoVisits to related institutions: Fire stations, disaster reduction education centers, disaster
control centersoLocal human resources：storytellers, city officials, people who experienced disaster

Disaster Education has Linkage with different subjectsoLanguage: Reading poems, understand people’s feelingso

Ethics: Be aware of universal values, be conscious about human rightsoTo motivate students to act (volunteering or disaster reduction)oScience: Understanding natural disaster, earth science, geologyoSocial studies: Public services, lifelinesoBe conscious about crisisoComprehensive study: fieldworks, disaster reduction of region, hazard map, suggestion
for resilient cityoAt home: Disaster reduction measures at home, mutual support in the communityoSpecial activities: Emergency drills, gameso

Health and physical education: understand own physical condition, rescue and lifesaving

Experiencing and learningoVolunteeringoEmergency drillsoSurvival camp

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oExperiencing sheltersoDisaster games: Crossroads, Bosai-duckoTown walk：Safety or hazard map makingoDIG（Disaster Imagination Game）

Lessons from the past must be enough to save life, because every large-scale disaster shows
something new for.
Lessons from experience of Great Hanshin Awaji Earthquake, Great East Japan Earthquake.
So school children must to be informed about strong, historical disasters.

Miracle of Kamaishi
Three principles to evacuate from Tsunami（Dr. Toshihiko Katada, University of Gunma）■Do not be constrained by expectation(Do not believe in hazard map)
Hazard map is made based on expectation (assumption), and it is possible that more serious
disaster happens. It is important to make a judgment by yourself, observing nature.

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Students evacuated further from the determined evacuation place, so that they saved their lives
themselves. It is a result they did their best. They evacuated as much as they could to survive.
■To be a leader in evacuation
Sometimes humans do not have strong wills to take actions to save their lives, and wait for
directions from leaders. It is important to have a strong will to overcome disaster and survive. In
this case, students were not passive, but they think and make a judgment by their own and run as
much as they can. It saved lives of people in the community.
So when tsunami occurs, everyone even child who can run should evacuate by himself
without relying on others.
It means that it is not something to be blamed if someone saved his/her life without caring
others.

Source http://www.hyogo-c.ed.jp/~kikaku-bo/EARTHHP/

Disaster Education in Communities
Main principle of Community-Based Disaster Risk Reduction and Management

Why CBDRRM is required?
9 Community members are the first responder of disasters. Initial response at the first stage
sometimes determines results of disasters. -> Need proper knowledge on risks andactions to be taken in case of disasters

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9 Mutual help can make big differences in the result of disasters -> Need to makepre-coordination among community members and with other stakeholders
9 Local knowledge is indispensable for the effective disaster risk management including
policy planning
9 Initiatives of community people have an impact on prompt recovery from damages andmaking community resilient to future disasters
For disaster resilient community importantz Establishment of Voluntary Disaster Management Organizationsz “Basic Framework for Promoting a Nationwide Movement for Disaster Risk Reduction-Actions with Added Value to Security and Safety-”
Legal basis
The Disaster Countermeasures Basic Act, the most fundamental law of disaster measuresinJapan,

regulates

that

the

municipalities

must

make

efforts

tofulfillthe“Disaster-management organization based on the spirit of citizen’s neighborhoodcooperation” (Section 2 of Article 5: Responsibilities of Local Governments).
In Japan, the term, “voluntary disaster management organization,” was used for the firsttime in an official document in 1961. Since then, this term has gained recognition every time thecountry has been challenged by disasters, and its importance gained dramatic recognition at thetime of the Great Hanshin-Awaji earthquake.

BOKOMI: New Sustainable Approach of Community Involvement
The aim of “BOKOMI” building resilience of its communities against disasters. BOKOMI is theshort term of “Bousai Fukushi Community” [Disaster preparedness and welfare community], where
the disaster preparedness is linked to daily welfare of the people. It was understood that the needsof the aged community is daily welfare. Therefore, to continue to the disaster preparedness
activities, it is required to link this to welfare activities. After the pilot phase in 11 districts, the
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all the school districts of Kobe City. BOKOMIs are established based on municipal elementary
schools districts in Kobe City. The number of BOKOMI steadily increased and reached 100 %coverage in 2008.

The

reasonwhy

BOKOMIs

are

based

in

elementary

schooldistricts

isbecause‘welfare-community’ groups were already established in each elementary should district and thus,
disaster prevention activities could be integrated into these existing groups. In addition,
elementary schools are designated as evacuation sites for communities in emergencies in Japan.

Main activities by BOKOMIs have two perspectives: disaster prevention and risk reduction
activities and welfare related activities. These activities are combined and carried out together.
Disaster-prevention and risk reduction activities by BOKOMI are as follow:
z Disaster drills and trainingz DRR education program with schools

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z BOKOMI junior team (fostering children’s teams to lead and work on DRR
z activities)z Public awareness eventz First-aid seminar, checking emergency materials and equipmentz Town watching and preparation of community safety map, risk reduction activities
with rescue workers and fire fighters (identify caution evacuation root, removal of object
blocking these roots, fixing furniture etc.)
Combining with welfare activity are as follow:
z Regular communication within communities to form their unity, so that they cantake action, when emergency/disaster happens, considering needs of vulnerable
z Groups such as elderly and disabled people.
z Learning how to support the people with special needs during disasters (elderly
people and handicapped people).
To strengthen community resilience and mutual support:z

Get to know each otherz

Capacity building of each individual for disaster reductionz

Promote participation of people in emergency drillsz

Support people who need helps at the time of emergency

Strengthening School–Community Linkages: Policies Concerning School Education andInvolvement of Community
The importance of enhancing school–community links has been marked in principle documents,
including the Fundamental Law of Education, which was revised in 2006.
Act 13 of the revised law states, “Schools, homes and community are responsible to put
effort in coordinating and cooperating with each other.” One principal document that supports
this rational is a policy paper released in 1996 by the Central Council for Education of MEXT
entitled, “Education of Japan Envisioning the 21st Century” that introduces the idea of “Open

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Schools” in which adults in the community take active part in educational activities to help schools,
particularly in teaching the “Zest for Living” to foster the humanity aspect of children to become
responsible citizens of the society. This idea does not merely focus or set goals in improving
educational levels, but envisions improvement of community ties through participation of the wholecommunity in school management and education.
School–Community Linkages Through DRR Education
In 2006–2007, the United Nations International Strategy for Disaster Reduction (UNISDR)
promoted with the campaign “Disaster Risk Reduction Begins at School.” Although the campaign
underlined the importance of conducting DRR education in schools, it also emphasized the signify
chance of community participation in DRR education for the sustainable development of the wholesociety. As the case, DRR education may begin at schools, but not confined in schools. Students
must learn to protect themselves not only in schools, but also at their homes and also on their way
to schools. Referred by UNISDR as model city for DRR education with effective school–community coordination, Saijo City in Ehime Prefecture has been conducting the “12-year old
Education Project” since 2006, in which not only the students, but parents, community
association members and local government officials jointly take part in DRR education activities,
such as town watching and mountain watching to raise community awareness and to understandthe roles of each stakeholders. The students who participate in this program are able to convey
what they have learned about DRR at school and through DRR activities to their family membersin the Family DRR Meeting conducted at their homes. As most parents would not ignore what theirchildren have to say, the adults are encouraged to listen and participate in DRR drills, prepare
emergency backpacks and become aware of the possible dangers around their homes. The
Family DRR Meeting also allows children to ask their parents and grandparents about pastdisasters and ideas on taking necessary measures. This kind of co-learning within homes andcommunities provides opportunities and encouragement for the whole community to get involved
to work on a common issue that enriches community ties.
The idea takes advantage of parents’ nature of them listening more to their child instead of others
outside of the family. Adults in the community usually are concerned of what their children arebeing taught in schools, students can become promoters of DRR through interactions with theirfamily and community.
The approach in targeting DRR education for students for dissemination proved to be also
effective in Kamaishi City during EJET. The school children were not only able to initiate their own
evacuation, but also were able to encourage or help other community members to escape withthem, producing a sense of solidarity in the whole community to better cope with the disaster.
Exploring Different Types of Education Programs for School–Community Linkage
Community’s engagement in school education is commonly to seen in the integrated study
program, which is part of the extracurricular program in Japanese school education. The contentsofintegrated

study

may

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environment/disaster management. In general, specific topics are decided by the school and its
teachers. The whole aim of the Program is to let students experience and better understand the
local industry, culture, history and environment and to see how adults are living and taking roles in
the community. Integrated study provides school children with chances to receive “real life”
education, sometimes outside of the classrooms, for the students better understand about theirown community and develop a sense of responsibility as a citizen to make contribution in making
their community a better place. Informal education, such as family education or social education, isa more flexible way for community participation, but would have less involvement of schools andmore likely to be conducted on an ad hoc basis. However the form, these different types of out-ofclassroom education, developed after the adoption of Yutori education (translated as “relaxededucation”) in the late 1980s, provide multiple entry points for community to participate ineducational activities of the school.
Disaster Reduction Drills and Exercises
In order to improve the disaster resilience of the community and to reduce disaster damages,
there must be close cooperation among individuals, families, local community, businesses andrelevant entities to build momentum for a nationwide movement. The Government has designatedthe 1st day of September as the ,,Disaster Preparedness Day,,and the week including this day as
the Disaster Preparedness Week, and carries out various events to raise awareness andreadiness about the disaster. Disaster drills and ,,disaster reduction fairs,, are held in various partsof Japan.
Principle of Disaster risk reduction drill with local communities•

Cooperation with the disaster management and welfare community•

Disaster risk reduction and child handover drills with a holiday visit

Use of local and human resources•

Use of authorities concerned, universities, and NPOs•

Local human resources working as guest teachers

ExampleEvacuation drill with kindergarten and school pupils

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Example of Hyogo Prefecture’s Disaster drills by Community•

Bokomi Drill•

Nada Ward Drill•

National, Prefectural or Municipal Comprehensive Disaster Drill. With school cooperation.

HAT Kobe disaster drill
Kobe city organized HAT Kobe disaster drill, with community volunteers, Kobe fire department,
University of Hyogo and Disaster Reduction and Human Renovation Institution. People took partin different types of activities.
•

Earthquake occurred during daily life, after early warning people must organize self
defense activities•

Shaking table•

First aid•

How to use AED

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•

How use fire extinguisher.

•

Exhibition of equipments by Firefighters and case, how to help person in time of any
disaster from the top of the building.

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PROJECTS OF UNIVERSITY OF HYOGO
Community development for disaster resilience
Town walk→Understand geography and dangerous location
Survival camp→To acquire skills in the emergency
Community event→Strengthen community ties, enlightenment of knowledge of disaster reduction

Drill of management of shelter

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Japan Meteorological Agency
As part of Japan's government, the Japan Meteorological Agency (JMA) implements its
services with the following ultimate goals in compliance with the Act for Establishment of the
Ministry of Land, Infrastructure, Transport and Tourism (MLIT) and the Meteorological Service Act:•

Prevention and mitigation of natural disasters•

Safety of transportation•

Development and prosperity of industry•

Improvement of public welfare
To meet these goals, JMA focuses its efforts on monitoring the earth's environment andforecasting natural phenomena related to the atmosphere, the oceans and the earth, as well as
on conducting research and technical development in related fields.
JMA accepts different visitors for example teachers, students etc. and organize lectures,
observatory visits. The agency has a lot of brochures, guidance videos and animations in case ofDisaster Mitigation Education.

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Sourcehttp://www.jma.go.jp/jma/indexe.html,,Plus arts,, Organization
Basic Principles of +arts and disaster tools“Iza! Kaeru Caravan!”Existing various fields in society (Education, welfare, environment, disaster, andcrime-prevention ･･･)
To solve the problem of social issue+arts is not an old-fashioned form of arts. It is a new concept, including modern arts variety ofdescriptions and design and architecture.
“Iza! Kaeru Caravan!” is a disaster prevention education event that combines a local disaster
drill program and “Kaekko Bazaar,” a toy exchange bazaar, created by artist Hiroshi Fuji. In
this event, children learn about disaster prevention as a continuation of play. Started in 2005,
this event has been held nationwide in cooperation with various enterprises and organizations.

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They offer many disaster drill programs that are helpful for emergency situations!
These disaster drill programs, developed and improved by listening to the victims of the Great
Hanshin-Awaji Earthquake in 1995 and those of the Great East Japan Earthquake in 2011, provide
not only fun activities but also practical activities that are helpful at times of earthquake disasters.
¾ Target shooting game with water extinguisher

Have an extinguisher ready“Fire will spread and cannot be extinguished except at an early stage.
Have an extinguisher in each household, and remember how to use it.”

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Cooperation with Fire fighting Service¾ Experience of passing through the smoke caused by a fire

¾ Jack-up game

¾ Blanket stretcher time-trial
Carry anything all over the place.
“Carry anything all over the place with a blanket, tatami-mat (at home), or a door.”

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It is important to highlight that for each location a doll with an appearance typical to thegiven locality is used which makes the game-training process more attractive and lovable, sincechildren have feelings of familiarity-amity towards the doll.
Thus, the game is adapted to the locality thanks to which the interest towards the processincreases. This means that the age-related and psychological characteristics of children havebeen taken into account in the game and this way it is accessible for a child’s perception. The childhelps her doll which is reinforced in her demeanor if the game is repetitive in its nature.
Correspondingly, the child has a subconscious behavioral model for responding to such asituation.
Localized examples of disaster-prevention programs
Various places in Japan and Guatemala

Paper tray making, Disaster chair-box

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¾ Challenge bucket relay!
All visitors participated in the program¾ Quiz – Which items to take?

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¾ Original disaster-prevention card game (3 types)

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Red Bear Survival Camp
It is a survival experience program for parents and children. The participants have fun whilelearning what to do during a disaster and acquire the skills and strength required to survive
whatever situation they may face.

Camp Programs
1st Day
Hearing stories of disaster experiences

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Survival Workshop

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2nd Day
Red Bear Orienteering

Survival Cooking

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BadgesDevelopment of Attractive Educational Tools

Disaster Imagination Training Tool "Meguro-maki"

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Risk Communication Learning Tool

“Cross Road"
Purpose of the “Crossroad”
 “Crossroad” aims at making participants consider the disaster response as their own
issues and sharing their own views and opinions in case of emergency easily with otherparticipants.
 In real situation for disaster response, people are forced to stand at a critical juncture to
take important decision. Usually there is no single right answer for the decision because of
the different circumstances with uncertain factors. “Crossroad” game will provide
opportunity to think about such situation and share opinions of others from different pointof view.

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Disaster shelter workshop,,Use personal belongings to make a shelter in which you can spend 3 days

Hyogo Prefecture Crisis Management Center
Hyogo Prefecture’s Crisis Management Center has a special room where visitors can find different
type of disaster education tools and materials. Guide introduces the main disasters andeducational tools.

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National Research Institute for Earth Science and Disaster Resilience
The goal of the National Research Institute for Earth Science and Disaster Resilience (NIED)
is the "maximization of research and development results" for improving disaster resilience.
The mission of NIED is "to conduct comprehensive fundamental basic study and fundamental
research and development in order to increase the level of science and technology for disaster risk
reduction" as stipulated in the "National Research Institute for Earth Science and Disaster
Resilience Law."
Based on disaster Risk Reduction and Human Resource Development objectives NIED
create Experimental Facilities which is:Experimental Facilities
Large-scale Earthquake Simulator
The 2nd largest scale in the world was established in 1970. This facility enables large-scale
earthquake-proof experiment.
Shaking test of reinforced concrete building

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Shaking test of five-storied pagoda
Large-scale Rainfall Simulator
This facility has the world's largest rainfall area and sprinkling capacity, and can produce
rainfall intensities between 15 and 300 mm/hr. The facility is used to conduct research into
landslides, debris flow, soil erosion, urban flooding, etc.

Rainfall Testing Facility, where you can get experience of heavy rain with such intensity andspeed which is specific for Japan.

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Earthquake tasting facility Shaking Table

During a year a lot of people of different age groups visit to NIED and they can have someexperience of any disaster, for example they can feel different types of earthquakes. The main
goal of this experience is to recognize different type of earthquakes and understand yourpsycho-physical condition during and after the experiment, it is very interesting way tounderstand this natural phenomenon. Because when person has an experience it can help tohave correct behavior in case of earthquake will happen in future.

Kyoto University Open Lab
Kyoto University has different type of lab, and during of open lab event children and adults
can recognize and learn scientific development of Kyoto University. Especially Disaster Prevention
Research Institute's open lab is one of the interesting types of Disaster Education, where you canhave experience of different type of disasters and understand phenomena and prevention

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mechanism in experimental facilities.
For example flood manipulating lab, where visitors can participate wearing necessary clothes
and walking throw ,,flood,,. Heavy rain manipulating lab, Earthquake prevention lab etc. Visitors
can see disaster prevention and explanation labs.
For example, sediment disaster prevention lab, where you can see cause of sediment and debris
flow and mechanism of prevention made by University students.

Earthquake prevention lab, where children can make faults with different colours of sand.

Earthquake experimental facility, where the lecturer made presentation about last
Earthquakes for different age groups visitors and then he talked about importance of fixing of
furniture and TV in house and showed the importance of his words in experiment with shaking
table.

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In some rooms students organized Disaster Education Games, where children and parents
took part with big interests.

You can have experience of intensive wind in one of experimental facility of Kyoto University,with different age groups children and parents.

The most interesting you can see that in every lab there were many children who looking all

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this with great interests and asking many questions.

These kinds of activities are interesting and attractive type of education, because you canlearn and have fun in the same time.
After every visit to any lab you can get stamp, and after collecting some quantity of stamps
you can receive any gift which can make the process more attractive, especially for children. Itmeans that via this approach organizers took into account differences of age andpsychological features of children and it hugely increases the motivation of children and theeffectiveness of process.
Disaster Reduction and Human Renovation Institution
The Great Hanshin Awaji Earthquake Memorial Hall holds evidence of the experiences
and lessons learned from the Great Hanshin Awaji Earthquake, and contribute to decreasing
the damage caused by disasters. It is a facility that is designed to teach about the dignity oflife and the delight of sharing our lives together. There are approximately 150 registeredvolunteers who work at the facility. Storytellers convey the memories of the earthquake tovisitors.
Approximately 500,000 people visit this facility annually. 60% of them are from schools,
and 40% of them are from overseas. This concept is expanding overseas, and museums
similar to this facility have been constructed in Indonesia and Turkey.

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The following is a list of exhibits at this museum. Detailed information with photos isavailable online (http://www.dri.ne.jp/english/kanran/index.html).
1. Theater
2. Streets immediately after the Quake
3. The Great Earthquake Hall
4. Memories Corner
5. Five dioramas, showing the road to recovery from the earthquake
6. Recital Corner
7. Station, providing the latest information of natural disasters
8. Workshop of disaster prevention and disaster mitigation
9. Gallery of disaster prevention for the future
Schoolchildren are getting some instruction before going to the Great Hanshin-Awaji
Memorial Museum at the front of Museums Building.

The Great Hanshin-Awaji Earthquake Memorial Museum Website:

http://www.dri.ne.jp/en

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Inamura-no-Hi no Yakata Tsunami Educational Center
Inamura-no-Hi no Yakata Tsunami Educational Center is the one of the Disaster
Education Centers in Japan, which is using interesting type of education for population.

In

Disaster Simulation Room Visitors can learn three pieces of wisdom, namely, “emergency
action,” “recovery” and “prevention,” for use in protecting lives from a tsunami disaster in case of
emergency. Visitors of different age group can acquire important knowledge on disaster
preparation while enjoying some activity (witty poems) on disaster prevention, explanatory
graphics, simulation videos and the game itself. Visitors can see there Hamaguchi Goryo
Archives and learned lessons from the past.
A great tsunami caused by the Nankai earthquake hit Hiromura village on November 5, 1854.
Goryou saved the villagers by setting “the fire of rice sheaves” and also accomplished afar-sighted disaster prevention project in Hiromura village by building a large embankment.
Goryo then came up with the plan to build a sea wall to protect the village. It is more than 600m.
long, 20m wide and 5m tall. Goryo led Hiromuras recovery from disaster by spending his own
money to hire villagers for the construction. Since that time, the seawall has minimized damage
to the town tsunamis. So the story of Goryo’s actions has spread around the world as a lesson
for tsunami preparedness. In 2015 the UN designated November 5th as Tsunami AwarenessDay based on the power of Goryo’s story. The museum based on this story.

You can find stimulation room, which has a corner for visitors to learn about disasterprevention like the form of game in which you get ranked as emergency action –recovery-prevention in the decreasing order. Try challenging the game to become an INAMURA
Ranger. After the game you can receive a certificate at the judging corner. It is effective type to
inform children about Wakayama Prefecture's Tsunami history and to integrate them in disaster
Education process.

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There is 3D Tsunami Video Theater, where visitors can experience the danger and powerof an earthquake-tsunami. They can watch the film about how to evacuate and protect
yourself. And especially children can understand that they must evacuate by themselves
and they must not wait their parents at home if they hear tsunami warning.
The Tsunami Simulation is an interesting way to learn about the propagation mechanismof tsunamis with the 16m long tank used for tsunami experiments.

Tsunami Library which is a corner for studying earthquake-tsunamis. Visitors can enjoy
learning about evacuation from a tsunami with the tsunami evacuation simulation and 3D hazard
map. So visitors can learn how to protect lives and livelihoods from any future tsunami disasters
on the basis of Hamaguchi Goryou’s spirit of disaster prevention and the respect for human life
shown in “the fire of rice sheaves.”
Kobe University’s Library ,,Earthquake Disaster Materials Collection,,“Theearthquake

disastermaterialcollection” is an institution through which the Kobe
University Library independently collects materials
related to the Great Hanshin-Awaji Earthquake andshows to them the public.
Establishment
In April 1995, Kobe University Library decided tokeep collecting and maintaining materials related with this disaster, because it would be themission of the university library placed on the center of devastated region. They have implemented

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public release of these materials as "Earthquake Disaster Materials Collection(EDMC) in Kobe
University Library" since Oct. 30, 1995.
Materials
They collect not only general books and magazines but also leaflets, posters, handouts, brochures,
publications, photographs, and audiovisual data. They provide widely these materials for everyonein the world including the area devastated to utilize them for emergency restoration, earthquake
research, or disaster-prevention measures.
They store about 50,000 materials now, and the number is increasing.

Digital Gallery
The Earthquake Disaster Material Collection is moving ahead on digitalizing not only informationof catalogs but also its contents themselves in order to be useful for those who can not visit the
Kobe University Library. People can search Great Hanshin-Awaji Earthquake Disaster Materials
Collection (Photographs) from Google Map.
So this is one of ways of Disaster Education, because everyone can find different type of
information about Great Hanshin-Awaji Earthquake. It is big heritage for new generation and foreveryone they can understand the reason of disaster and learned lesson from last mistakes.

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Activity of Asian Disaster Reduction Center (ADRC)
The Asian Disaster Reduction Center was established in Kobe, Hyogo prefecture, in
1998, with mission to enhance disaster resilience of the member countries, to build safe
communities, and to create a society where sustainable development is possible. The Center
works to build disaster resilient communities and to establish networks among countries throughmany programs including personnel exchanges in this field. Main activities of ADRC:
Information Sharing on Disaster Reduction
Learning from Disasters and Benefiting from Informationa. Provision of information on the latest disasters, disaster preparedness of member
countries, and good practices
b. Promotion of GLIDE (Global unique disaster ID)
c. Disaster management support system (Sentinel Asia Project)d. Organization of international conferences
Human Resources Development
Disaster Risk Reduction begins with Capacity Building
1. Organizing conference, workshops and trainings on disaster risk reduction.
2. Program for inviting visiting researchers from member countries.

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Building Communities Capabilities
Community Participation is a Key to Effective Disaster Reduction
1. Development and dissemination of tools for encouraging community participation
2. Support for the activities of Asian Disaster Reduction and Response Network (ADRRN)
Steps after Sendai for a more resilient Asian region
9 Raising awareness -- World Tsunami Day -9 Community-based DM in ageing and urbanizing Asia through people-centered disasterrisk reduction
9 Better use of satellite imagery, better bridging scientific and locally based knowledge

Community Based Hazard Mapping
ADRC developed the tool for capacity building at community level
Hazard mapping is one of ways of Disaster Mitigation Education because you must Identify
high risk areas, evacuation routes/ centers, you must get information about Past disaster
experiences and get information about Disaster Equipments in that area.
So Hazard map can help in case of evacuation and person can understand, where he mustevacuate, by which way and what kind of high risk areas has that area.

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9 Hazard map covering multi hazards with the involvement of community/ residents, officials
and experts
9 Town Watching is conducted in order to develop Community-based Multi Hazard Map
9 Town Watching method is widely used in urban planning and environment fields but it
was first applied systematically to disaster risk management in the late 1990s by Former
ADRC ED Mr. Yujiro Ogawa
Objectives
9 To involve local residents in developing hazard maps for their community
9 To reflect the opinions of local residents in local policy making
9 To promote common understanding of risks among local residents, governments
experts
Concept

Necessary Steps for Hazard Mapping
Step 1
Basic Knowledge on DRR
Get necessary information on DRR

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Basic knowledge on disasters, disaster management, hazard assessment etc.
Step 2
Preparation
Before Town watching
Divide into groups. Each member is to play a role;
Group leader
Navigator
Photographer
Note-taker (findings, map, routes, photo-taken spots…)
Presenter(s) of presentation
Tools: camera, notepad, pens and map
Step 3
Field Survey
Town watching by group
Each group freely walks around the streets in the area
| Survey and photograph BOTH positive & negative features in DRM
MULTI hazards such as Flood, Landslide, Storm, Drought, Earthquake, Tsunami, Wild Fire, Animal
Attack, Epidemic, Fire etc.
Structural and non structural viewpoints Seasonal disaster characteristics| Identify high risk areas, evacuation routes/centers| If possible, interview residents
Past disaster experiences
Efforts of individuals and community
Indigenous, local knowledge about disasters
These findings/ results should be photographed and recorded on notepad
Step 4| MappingMake a community-based hazard map by integrating findings during town watching
Make a map of the site
Mark findings on the map
Digitalizing community Safety map
Routes where the group walked around, Evacuation routes, Shelters etc, Traffic, Hospital, Schools,
Disaster Point.
Step 5
Use photos, images| Analysis
Summarize the results based on the findings of town watching
Make a table of analysis which includes problems, and respective solutions/countermeasures
responsible sectors, organizations (national/ local government, community, resident

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133Etc.) required time & season, cost or municipalities HM Development Manual.

Based on this concept ADRS VR 2016 had a GIS training and made Safety Map for
Tsurukabuto area which is the one model of ADRC Human Resource development activities.

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Conclusion
The main principle of Community-Based Disaster Risk Reduction and Management in Japan is.

Because9 Community members are the first responder of disasters. Initial response at the first stage
sometimes determines results of disasters. -> Need proper knowledge on risks andactions to be taken in case of disasters
9 Mutual help can make big differences in the result of disasters -> Need to makepre-coordination among community members and with other stakeholders
9 Local knowledge is indispensable for the effective disaster risk management including
policy planning
9 Initiatives of community people have an impact on prompt recovery from damages andmaking community resilient to future disasters
Disaster Mitigation Education at School
Each Prefectures school's Disaster Education based on own Prefectures and Cities Board of
Education. For example Disaster Education of Kobe City based on Board of Education of Kobe
City and Board of Education of Hyogo Prefecture. And this mechanism is actual for each
Prefecture in Japan.
Thus, the choice of tools and methods for conducting disaster education depends on thedecision of the school and the teacher. Besides the lectures on specific disasters organized by aschool, it also issues an invitation and the experts and volunteers of a given entity organize a visit
to that school with an aim of conducting disaster education. For example Fuchu Chuou
Elementary School organized Disaster Education Activity with volunteers from Hiroshima
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Hiroshima Prefecture after school request․
Methodology and tools in case of disaster education•

Lectures by school teachers•

Lectures by officers and experts•

Books, guidance, pamphlets, handbooks...

•

Games

•

Audio and video materials•

Visits to relevant facilities•

Drills•Disaster activities•

OthersStakeholders in case of disaster education: School teachers, Communities, Municipalities,
Prefectures, Ministries for example MEXT, Agencies, NGOs, Private companies
Disaster activities by Community (example of Hyogo Prefecture, Kobe city)
Drills: Bokomi Drill, Nada Ward Drill, National, Prefectural or Municipal Comprehensive
Disaster Drill, with school cooperation.
Disaster activities by Prefecture and by Municipalities: Prefectural and Municipal DM offices,
DRR learning centers, facilities Camp (Saijo city, Ehime Prefecture), Lecture by officials.
Disaster activities by Ministries: MLIT- Lecture by MLIT Regional development bureaus,
Officials at school and on site, nationwide. Town watching and hazard map.
Lectures and Visit
Emergency organizations: Fire station, Police station.
Lifeline facilities: Water, gas, power station, dam, sabo facilities.
Research Institutes: NIED, JMA, Schools (Maiko High School, Nagisa Elementary School)
Universities…
Museums, Exhibitions: Based on of affected areas (Great Hanshin Awaji Memorial Museum,Inamura-no-Hi no Yakata Tsunami Educational Center and Museum).
The main ideology is based on recognition of the natural phenomenon and on organizing ofquick and relevant actions during a possible disaster.
The models of training inside and outside a classroom are topical. This implies not only
in-classroom lectures, which are conducted by the teacher or the expert invited by the teacher, butalso periodical visits to disaster training museums, libraries, learning centers, as well as active
participation in disaster exercises. Examples of the above-listed entities are: Inamura-no-Hi no
Yakata Tsunami Educational Center, Abeno Disaster Prevention Center, Disaster Reduction and
Human Renovation Institution, National Research Institute for Earth Science and Disaster
Resilience, Kobe Universiti’s Library ,,Earthquake Disaster Materials Collection,, Kyoto
Universities research facilities, etc.
Critical role is given to recognition of the experience of the past and to the issue of avoiding

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the failures of the past, for implementation of which efficient means are considered to be meetings
with adults with experience of surviving disasters, and visits to museums and libraries of disasters.
Numerous manuals, guides, booklets and banners exist, which are prepared by private andnon-private organizations of different provinces. Thus the decision on selection from the existing
diverse list depends on the given school and the teacher.
Many of the manuals suggest complete models for education on disasters and include:
1. Training on natural phenomena typical to the specific area,
2. Recognition of the risky zones of the specific area.
3. Recognition of the secondary effects of a respective natural phenomenon.
For example, tsunami, fire, landslide can be sequences of an earthquake. The next step is thetraining on the competent and right behavioral counteraction model for a natural phenomenon andits secondary effects.
The history of the Japanese disasters showed that besides following the concretely defined
behavioral models the development of ability of getting oriented in a given situation and making adecision based on already possessed knowledge.

Major attention is paid to the assimilation of each other’s support model, which implies takingof social responsibility and helping not only himself, but also, in case of possibility, other people
who need it - especially the elderly people and people with disabilities.
Special significance is given to mental care for both teachers and pupils. For example, inKobe the cooperation-consultation with Hyogo Institute for Traumatic Stress (HITS) is applied. The
teachers can consult with members of the EARTH organization.
The speech-lectures by population or professionals who have had an experience of a disasterare topical.
Town Watching and Hazard or Safety mapping with students and community members is
considered to be a major activity.
The Hazard map or Safety map is created due to the cooperation with Local Government andCommunity, which is used in Disaster Education. On example of Fuchu Chuou Elementary School
Disaster Education Activity, Volunteers from Hiroshima Prefecture Sabo Division explained steps
how to work with hazard maps, and told children to follow 3 main

steps: House, High risk area

and Evacuation way. So children had to mention on hazard map their home, high risk area,
evacuation shelter, and way which they must use for evacuation. Students worked with hazard
maps doing evacuation plans and management during disasters.

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Volunteerism and Disaster Mitigation Education
The Disaster Countermeasures Basic Act, the most fundamental law of disastermeasures in Japan, regulates that the municipalities must make efforts to fulfill the“Disaster-management organization based on the spirit of citizen’s neighborhood cooperation”(Section 2 of Article 5: Responsibilities of Local Governments). In Japan, the term, “voluntarydisaster management organization,” was used for the first time in an official document in 1961.
Since then, this term has gained recognition every time the country has been challenged bydisasters, and its importance gained dramatic recognition at the time of the Great Hanshin-Awaji
earthquake.
Kobe developed BOKOMI (Disaster preparedness and welfare community). BOKOMI
concept was formalized in 1997. BOKOMI has active and fundamental role for implementing
Disaster activities.
Disaster-prevention and risk reduction activities by BOKOMI are as follow:
z Disaster drills and trainingz DRR education program with schoolsz BOKOMI junior team (fostering children’s teams to lead and work on DRR
z activities)z Public awareness eventz First-aid seminar, checking emergency materials and equipmentz Town watching and preparation of community safety map, risk reduction activities
with rescue workers and fire fighters (identifi cation evacuation root, removal of object
blocking these roots, fixing furniture etc.)
It is obviously that Disaster Drills is one of the very important tasks for Disaster Education:
Examples of Hyogo Prefecture’s Disaster drills by Community•

Bokomi Drill•

Nada Ward Drill•

National, Prefectural or Municipal Comprehensive Disaster Drill, with school cooperation.

For Example HAT Kobe Disaster drill organized by Kobe city
Kobe city organized HAT Kobe disaster drill, with community volunteers, Kobe fire department,
University of Hyogo and Disaster Reduction and Human Renovation Institution. People took partin different types of activities.
•

Earthquake occurred during daily life, after early warning people must organize self
defense activities (evacuation)•

Shaking table•

First aid and how to use AED•

How use fire extinguisher•

Exhibition of equipments by Firefighters and case, how to help person in time of any
disaster from the top of the building.

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Since drill is similar to an event by its nature and requires active participation, the organizers
take care of creating a gaming atmosphere and maintaining the fun-education principle, whichmakes the whole process attractive, and correspondingly, the number of those willing to participate
increases. Thus, drills are a more active, practical and effective means for disaster education,
since they represent a game and education in the meantime, as a result of which people acquireparticular experience. The latter can orient a person’s behavior in case of appearing in a similar
but real situation, as a person already has practical knowledge or behavioral model for responding
to such a situation. This factor in its turn lowers the possibility of getting into panic, which can bedisastrous for the given person, as well as for the surrounding people, since actions of a person inpanic are irregular and non-organized, can make a negative emotional influence and create
obstacles for others’ activities as well.
It is important to note that Japan has no marginal divisions for adults’ and pupils’ disastereducation. The following ideology is topical – “transmission of knowledge”. Children share theknowledge and skills acquired during school or community activities with their parents, very often
parents and adults are also integrated into community based drillings. Open lab exhibitions, which
are conducted by research centers and institutions, are open for all age groups, where you canmeet from newborn infants to 75+-aged people.
It is worth to note that all the tools that are applied during activities are saturated with colors,
are tangible and attractive, which makes the education get-at-able. An opportunity is created tomake a visible-tangible insight on the natural disaster based on the examples of experimental
layouts. Presentations are filled with animations, which make the perception of the phenomenon
more obtainable, thus the psychological characteristics of children’s understanding are taken into
account in the methodology, which increases the influence of the presented material on a child’s
perception. This correspondingly escalates the level of effectiveness of education and the level ofpossibility of memorizing the skill.
Major highlight is made on enjoying the education or on the combination of the training-fun
principle. The latter is observed in all the Disaster Activities and Disaster Tools.
An effective educational method is extracurricular training, which is implemented in Disaster
Education museums, centers, libraries, research laboratories which exist in Japan.
Disaster museums give a chance to periodically remind the generations of disasters whichhave already occurred in the given region and to learn on the experience and shortcomings of thepast, not repeating them.
Experimental facilities enable to not only see the possible demonstration of the natural
phenomenon and the mechanism of its prevention, but also to acquire experience with practicalparticipation. It is known that, based on the psychological peculiarities of perception, practical

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education is considered a mean for easy assimilation of the phenomenon and for effective
memorizing. Thus, this mechanism of education is one of the most effective ones in thepsychological-pedagogical practice.
Three Elements of Disaster-Prevention Education in Hyogo
HEART
Understanding how to live as a human being・

Learning to respect lives

・

Learning to embrace human relations

・

Learning to actively participate in voluntary activities

・

Learning to care for others

KNOWLEDGE
Deepening the understanding of science・ Learningtherelationshipbetweennaturalandsocialenvironments

anddisaster-prevention
・

Learning the types of natural disasters and how they occur

・

Learning the history of and measures

・

Learning the future disaster-prevention systemagainst local disasters

SKILLS
Learning how to be disaster-prevention literate・

Learning how to protect yourself during disaster・

Learning first aid and cardiopulmonary resuscitation measures

・

Learning how to prepare for disasters (including how to fix furniture)

Important to mention, that in general, this kind of elements of Disaster education are actual andimplement not only in Hyogo and Japan but also abroad. Since in Japan an important ideology forhuman resource development exists, high level of networking is one of the roads towards its
implementation.
Comparative Analysis
Disaster education is a major school subject neither in schools of Japan, nor in those of
Armenia. Certain reflections on natural phenomena exist in the textbooks of Earth science
subjects of both of the countries. In a different way from Japan, in Armenia the staff of Center ofActivity with Population of Survey for Seismic Protection prepares the list of schools of a given
year’s semester in advance and decide which schools must be educated in the given semester.
The selection is implemented with the principle of succession. Afterwards the list of the schools
and the proposal on disaster education is sent to the Department of Education of the Ministry of
Education and Science of RA, where after the approval of the schedule it is sent to the Directorateof a respective school. Later the staff of the educational department visit the school and organize
disaster activities, presentations, social-psychological works, game quizzes, drills, etc.

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Disaster education for adultes in Japanese and Armenian models is based on the activities
organized by community, however CAP of SSP conducts disaster education also for the top andmiddle-level officers of town halls, local governments and local municipalities, who must transfer
their experience and apply in case of necessity.
One of the differences is that in Armenia EARTH concept doesn’t exist, however CAP of SSP
implements disaster education and training also for pedagogical staff and personnel.
The tools ensuring education, in particular booklets, banners, books, game-exercises
and their contents are in general the same, since in both of the cases the age-related
psychological peculiarities, maintenance of the game-education or learn and have fun principle aretaken into account for increasing the level of influence.
The department of sociology and psychology of CAP of SSP of RA conducts theSocial-psychological training program, which consists of Training stage, Research stage, Stage ofan instructional alarm drill, Psychological debriefing, Social-psychological analysis of the group
behavior. In the Japanese model of Disaster Management psychological work and research is
implemented particularly by National Information Center for Disaster Mental Health, Hyogo
Institute for Traumatic Stress (HITS) and by several universities, which have different types oftrainings. Some of the tranings are for human resource development, they implement programs fornurses and teachers and educate them how to behave with a person after trauma. In the Armenianmodel such projects are conducted by psychologists of schools, since each school has its own
psychologist.
It is worth to note that the social-psychological work on disaster education is involved in theoperations of CAP and in the Psychological Service of MES of RA. The difference from theJapanese model on the social-psychological research is that it is organized after disaster trainings
to get feedback and to organize the perceptional-psychological description of the group, where theperceptional-emotional attitude towards a temperament, trepidation and earthquake are observed.
Temperament is investigated in order to compose a person’s behavioral characteristics, sincetemperament preordains our behavior (i.e., whether a person will respond to the situation in a
slowly, organized manner or more emotionally, whether he will behave in a presumed way or the
opposite).
In addition, psychological research program is conducted in order to form the description ofanxiety, stress resistance, cognitive-psychological preparedness of population on earthquake. It is
important to note that the low level of stress-resistance, as well as the high indicator of trepidation
can conduce that a person gets into panic even in case of slight shocks and is not able to use thenecessary code of conduct. This is what the goal of this project’s implementation is. Based on thereceived results necessity of psychological work arises. For its implementation we consider theapplication of such psychological methods and techniques as Relaxation techniques,
Cognitive-psychological therapy, Art therapy - therapy of self-expression via art to be effective.
One of the major differences is that in Armenian model the volunteering experience is absent indisaster activities, compared to the Japanese model, where the term, “voluntary disastermanagement organization,” was used for the first time in an official document in 1961. Since then,FINAL REPORT ADRC VISITING RESEARCHER 2016A

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this term has gained recognition every time the country has been challenged by disasters, and its
importance gained dramatic recognition at the time of the Great Hanshin-Awaji earthquake.
Kobe has developed BOKOMI (Disaster preparedness and welfare community). BOKOMI
concept was formalized in 1997. BOKOMI has an active and fundamental role in organization ofDisaster activities. Whereas in Armenian model volunteerism finds active expression after thedisaster.
Another fundamental difference that exists between Armenian and Japanese disaster activities
is the absence of Disaster museums and Experimental facilities in Armenia, which are effective
tools for ensuring psychological-perceptional preparedness on disasters.

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References
1. Natural Disaster Safety Guide (Wakayama International Exchange Center),Easy English Version
2. Community Emergency Aid Capacity Building, June 2014
3. Records of Great East Japan Earthquake:To Advance Forwards After theDisaster, March 2013
4. BOKOMI Guide Book January 2010
5. Rajib Shaw ,,Community Practices for Disaster Risk Reduction in Japan,,
Springer Japan 2014
6. http://www.adrc.asia/
7. http://mes.am/en/
8. http://www.spyur.am/en/armenia
9. http://www.gov.am/en/structure/
10. http://www.hyogo-c.ed.jp/~maiko-hs/e/DM_edu/3-5.htm#S3-6
11. http://kaeru-caravan.jp/en.html
12. http://www.jma.go.jp/jma/indexe.html
13. http://www.recoveryplatform.org/
14. http://www.hyogo-ip.or.jp/mtss/bogo/english/
15. http://www.cas.go.jp/jp/seisaku/kokudo_kyoujinka/index_en.html
16. http://www.hyogo-c.ed.jp/~kikaku-bo/EARTHHP/
17. http://www.mext.go.jp/bmenu/hakusho/html/hpab201401/1376911.htm
18. http://www.ncnp.go.jp/nimh/english/disaster.html
19. http://www.bosai.go.jp/e/20. http://www.dri.ne.jp/en21. http://www.town.hirogawa.wakayama.jp/inamuranohi/english/

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