Research Paper

Asian Disaster Reduction Center

Research Paper‐ Study on Dissemination of Disaster
Prevention Activities for communities ‐Visiting Researcher 2010B in term of January11‐May10,2011

Amornthip Paksuchon
5/9/2011
Final Report ADRC’s Visiting Researcher

Page 1Foreword- Messages to Visiting Researchers Dear Visiting Researchers,
As noted everywhere, there is new and arresting evidence
on how and why disaster risk is increasing globally. Increasing
urbanization, vulnerable rural livelihoods, and the decline of
ecosystems are among the key “risk drivers” according to the2009 Global Assessment Report on Disaster Risk Reduction by
the United Nations.
About 40% of all natural disasters occur in Asia, but theseaccount for more than 80% of the number of casualties attributed
to natural disasters. Indeed, disaster risk is extremely high in Asia as compared to otherregions. A series of catastrophes recently occurred in China, Indonesia, Vietnam orelsewhere again reminded us of the great importance of disaster risk reduction.
The Asian Disaster Reduction Center (ADRC), since its inception in 1998, hascommitted itself to promoting multilateral cooperation on disaster risk reduction in close
cooperation with its twenty-nine member countries. In so doing, the ADRC is engaged ina wide range of activities, such as promoting dissemination and sharing of disaster-related
knowledge. The ADRC also cooperates with its member countries in strengthening theircapacity to cope with natural disasters at various levels of government. As one of suchendeavours, we are very pleased to have welcomed Visiting Researchers from member
countries again this year.
During their stay at the ADRC, the Visiting Researchers have visited many
institutions, government and non-government alike. They have learned new knowledge
and ideas through lectures and seminars and, most importantly, met many first-classprofessionals in Japan. I would like to take this opportunity to express my great
appreciation to those who have spent their precious time and resources for our Visiting
Researchers.
I congratulate the successful completion of the ADRC Visiting Researcher
Program and hope that they will go back to their home countries safe and will maintain
good collaboration with the ADRC in the future.

Atsushi KORESAWA
Executive Director
Asian Disaster Reduction CenterResearch Paper

Table of Contents
1. Outline of the Research…………………………………………………….……3(1) Title(2) Background and significance(3) Specific Aim(4) Propose Activities(5) Acquire concept, approach & Information for being Major achievements(6) Expected Results

2. Result of the Research………………………………………………………..…..7(1) First Part: Getting to know the “Iza ! Kaeru Caravan”(2) Second Part: Getting to know and how to access inside the concept of “Crossroad
Game”

3. Draft Implementation Plan………………………………………………………29

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1. Outline of the Research(1) Title: Study on Dissemination of Disaster Prevention Activities for communities(2) Background and significance
Department of Disaster Prevention and Mitigation (DDPM), Ministry of Interior has
been responsible for general disaster management including disaster prevention andemergency response since 2002.
DDPM is still a relatively new organization and its capacity and experience aredeveloping to cope with natural disasters in Thailand by collaborating with concerned variousorganizations. For one example by JICA on The Project for Capacity Development in Disaster
Management (Phase -1) was carried out from August 2006 to August 2008. The activities of
the cooperation project had finished in Phase - 1 Project focused on national and community
levels. In order to improve disaster prevention and mitigation capacity in Thailand, it isindispensable to involve regions, provinces, local authorities, etc. In 2008, the Government ofThailand requested the Government of Japan to carry out the Project for Capacity
Development in Disaster Management (Phase-2) aiming at improving and up - scaling fromthe outputs of the Phase -1 Project in Thailand. In response to the request, JICA and theauthorities concerned of the Government of Thailand agreed upon the basic framework andscope of the cooperation, by development prevention activities.
As one staff of DDPM who had a good chance to be Visiting Researcher in ADRC, I
would like to serve DDPM’s mission as a part of coordination with scale up disasterprevention activity in community of Thailand by acquiring new knowledge and techniques
including some hands-on activities which is useful for Thai Local Disaster Prevention
Activities focusing Community Based Disaster Risk Management (CBDRM) activities.
Disaster Prevention Promotion Bureau has been served as the key task force toconduct the following activities;► review and revise CBDRM manuals and facilitator’s guide seeking comments from76 Provinces and tests them at the demonstration community (Muban) and finalizes
them for publication.
► conduct training for at least 80 DDPM staff at central, regional and provincial
levels to Facilitate CBDRM.
► train DDPM provincial staff how to make Action Plans for local authorities at‐ demonstration community (Muban) in collaboration with the local model
school in the demonstration‐ Province facilitates CBDRM activities,► train DDPM provincial staff how to make Action Plans for local authorities at
replication community in collaboration with the local model school in thereplication province facilitates CBDRM activities,► train DDPM provincial staff in the demonstration province facilitates CBDRM
activities, Including Disaster Prevention and Mitigation Action Plans for local
authorities at replication community in the demonstration province in collaboration
with the local model school.
► propose and DDPM institutionalizes up-scaling mechanism and establishes
networks of knowledge sharing for sustainable activities throughout Thailand after
finishing cooperation project.

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This Study on “Dissemination of Disaster Prevention Activities for communities”
could take a “shortcut” to development and be able to meet the need on creating interactive
activities on disaster prevention and response activities instead of the ordinary training orworkshop on CBDRM’s activity; which should be new practices and different styles of drill
or exercise for different target groups such as general public or children in normal time.
Our Research focuses on Dissemination of Disaster Prevention Activities forcommunities by introducing new activities for human resources development, particularly
government officers, as practitioners or facilitators, who have been served as the partners in
the disaster prevention activities in the normal time by the transfer of knowledge andtechnical know-how in the fields of “Learning with fun” from Japanese side where has
expertise and appropriate technology which are applicable to their local community byconcerning to each conditions and absorptive capacity.
Japan, as one of the world's natural disaster-stricken countries, has accumulated a fairamount of disaster reduction knowledge. In addition, Japan has provided emergency disasteraid for developing countries and has encouraged the efforts to improve disaster reduction
measures and the commitment to disaster reduction in affected countries and areas.
Since DDPM had established in 2002, and there are 18 Disaster Prevention and
Mitigation Regional Centers, supporting one main mission on enhancement public awarenessamong people in the same Zone. And on behalf of one government agency should do the main
mission of a Disaster Prevention as knowledge based or Learning Organization to improve
more efficiently foster the personnel who will be involved in disaster reduction in different
provinces under the surrounding area too.
Being a Visiting Researcher is a great opportunity for conducting research on
disaster reduction. This program let me get more wide vision by sharing of information andexperiences with fellow ADRC member will give me an opportunity to help develop a
strategic approach to the promotion of safer communities. The experiences I have had during
my stay would be tremendously helpful. Lessons learned by individual learning as Visiting
Researcher has been the best way to enhance capacity building for strengthening DDPM’s
staff as one of the Leader in the special field as shown in this paper on “Dissemination ofDisaster Prevention Activities for communities.
There are some interesting concepts to transfer knowledge on Disaster Prevention
activities for Thai Communities. It’s necessary to reduce disaster damage by start at persons
who agree with the spirit of our "Think in Global but act in local” campaign to reduce disasterdamage". In order to reduce the victims of natural disasters, So it’s the time for us, as one of
the good opportunity to stay here in Japan during “The Great Tohoku Tsunami had struck in
the north part of Japan, and we are all realized that “we are all in risk; should be more awareof the unexpected giant disaster as it can be seen as in March 11 earthquake, tsunami and theongoing nuclear crisis immediately affected the number of the whole Japanese now. By now,the small activity that I can do by my hands is about the Psychological and Moral support ofthe elderly groups who evacuees from the affected area and their livelihood as the secondary
affected which has been omitted.
Here is only my point which was comparison with the full discussion how to move
forward and achieve recovery as rapidly as possible.

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The basic concept of Community Based Disaster Management highlights that
communities should be prepared for such a response before disaster strike. Moreover, it iscommon knowledge that people at the community level lose more because they are the ones
directly hit by disasters, whether major or minor. They are the first ones to become vulnerable
to the effects of such hazardous events. The community, therefore, has lots of chance to lose
if they do not address their own vulnerabilities. It’s necessary to improve the local capacity on
disaster prevention with the cooperation of each family, in local community, and relatedorganizations in communities at the forefront or endeavor. The priority target in this programis children and general public as well.
If the children do not learn about the disaster before and after the events, these may
end up as just a one- time activity no matter how important the messages that the children
hear. So it’s the time for the teachers should be more concern and kindly consider theimportance of “learning new things and learning together”(3) Specific Aim
To study the new skill of prevention activity for Thai community, especially become
familiar with “Kaeru Caravan” and “Crossroad Game”, after being absorbed with them,
It is important to independently make decisions and take action on adaptation by
their own knowledge. Thus, DDPM can use this activity through the channel of Cooperation
Project between JICA and DDPM by having cooperated this activity with training offacilitator or practitioner in dealing with sustainability and future activity which focus on
Community Based Disaster Management in Thailand.
To implement the “Iza! Kaeru Caravan” activities, as a key driving force in disasterprevention activities for developing disaster prevention’s awareness in Thai communities, bycoordinating of expert consultations, artist or designer’s involvement to create new style ofactivity in order to attract the public’s participation of formulation missions to the target
community in Thailand.
One desirable side effect for DDPM is on-going project of Capacity Development in
Disaster Management (Phase-2) during 2011-2014 by JICA expert team based in Thailand.
These institutions can then serve as a training ground or a development base for othercountries in the region.

(4) Proposed Activities
There are 4 major steps of activity in development cooperation partnership in the
study on Disaster Prevention Activities for communities by implementation of “Iza! Kaeru
Caravan” and “Crossroad Game”. The first stages can be getting good support and request ofcooperation activities include technical cooperation projects by consulting of JICA’s experts.
4.1 Review background of the lessons gained by the production of +arts society and
JICA Hyogo in various activities.
4.2 Classify the outputs of the lists in various activities by +arts and list up in thelessons, knowledge, techniques of disaster prevention that are original in Japan.

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4.3 Providing tools and materials; transfer these lessons, knowledge and techniques
extracted from the study into educational tools for children. Request creative idea fromexperts or young artists to participate in creates materials.
4.4 Implementation; Using the disaster prevention learning materials and games
which has been develop in step 4.3; as the new tools in training activities will be hold in target
villages of two provinces in Thailand; in 2011 may be using this “ Kaeru Caravan” and“Crossroad Game” activities in the demonstration area of the same villages in(5) Acquire concept, approach & Information for being Major achievements,
There are two main parts of requirement: more information and at least two major
experts on the Dissemination of Disaster Prevention Activities for communities for two main
activities in varieties of JICA Hyogo’s activity and some network such as NPO in KOBE,
Community leader as + Art society, or etc.,
5.1 First Part: Getting to know the Kaeru Caravan in details and the previous
activities and request more information from experts
5.2 Second Part: Getting to know and how to access inside the concept of“ Crossroad Game” which is one good system for better simple style of group discussion incommunity which is obtain the results as knowledge sharing among participants in different
style of lively opinion’s expression by game from Keio University; Ms. Toshiko KIKKAWA(6) Expected Results
As the Visiting researcher from January until May 2011 by sharing with thesepartners and experts by Japanese experiences and I had learned from some activities which
was full effort in develop human resources and endeavor to improve the local capacity fordisaster prevention with the cooperation of high spirit of Japanese networking, the local
community and related organization by “learning new things and learning together” in daily
safety.
The result of study will be useful for sharing knowledge, skills and techniquesamong Thai communities; as a support tools for create new activities for public awareness on
disaster prevention; as ‘self-help’ villagers.
It is my wish that the outputs of this study will provide useful method of how anyone
in the community can become familiar with “Iza! Kaeru Caravan” and “Crossroad Game”,
after being absorbed with them, will be able to adapt to their own knowledge.

--------------------------------------------------------------By the above concept, let’s learn together new way of thinking from + arts and new way tolearn disaster reduction education “Iza! Kaeru Caravan”; learning through fun. By the way,
Thai society may be get used to be understand well the same style of learning with play plus
learn, so we call this learning “ PLEARN; is a mix words between Play and Learn.
How can we transfer this kind of new way of thinking from + arts and new way to learn
Disaster reduction education “Iza! Kaeru Caravan” ?

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2.

Result of the Research(1) First Part: Getting to know the “Iza ! Kaeru Caravan”
Let’s get start on the first stage of “Iza! Kaeru Caravan”by getting to know the original
concept to disseminate the worldwide activities. Who is the + arts ? What do they work ? andHow can they do ? Getting to know +art first and learn more in the previous activities andrequest more information from experts by JICA Hyogo’s demonstration site.
Getting to know +arts“+arts” is a non-profit organization, “Plus Art” has a vision to go beyond the introduction ofart itself to existing issues in the society, including education, town/city renovation, disasterprevention, social welfare, environment issues and international cooperation.
In terms of disaster prevention,+arts had been created “Iza! Kaeru Caravan!” in 2005.
Themes of +arts in disaster reduction activities are as follow;● Making disaster reduction part of the daily routine● Putting creativity to work in disaster reduction● Disaster reduction measures that are fun to learn about…
For easily understand, + arts created “Iza! Kaeru caravan!” targeted at children
By highlight in“Hands-on, Fun & Learn program for disaster prevention and response”.
By combining the “Kaekko” Bazaar (toy exchange programe) and disaster response training,
this event has been a new fun-n-learn approach on disaster prevention and key techniques in a
confusing and unpredictable world that we now live in.
We see how easy it is for people to lose their way in their various issues with our society; togive up and lose their vitality and encounter big obstacles when dealing with serious problems.
As society grows ever more complex and people’s needs get more diverse. The old ways of
responding are no longer sufficient and we cannot resolve issues with a single-side approach.
Within such a society, the non-profit organization, Plus Art, has a vision to go beyond theintroduction of art itself to existing issues in the society, including education, town/cityrenovation, disaster prevention, social welfare, environment issues and international
cooperation.
What is now needed is the kind of creativity which opens us up to the infinite possibilities,
supported by new ideas and new values. Plus Art, has a vision to go beyond the introductionof art itself to existing issues in the society, including education, town/city renovation,
disaster prevention, social welfare, environment issues and international cooperation.

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Through this concept, we can combine the “Kaekko” Bazaar (toy exchange programe) anddisaster response training. This event has been a new fun-n-learn approach on disasterprevention and key techniques.
Comparing to my home country, we can realize that children love to play with toys, so use
toys is the incentive way to attract the children’s involvement without condition . At the sametime, the teacher or organizer, in this initiative project, DDPM should take part as thefacilitator who conducts this activity by getting more participation from relevant agency,
especially artist.
As plus arts said “society grows ever more complex and people’s needs get more diverse, theold ways of responding are no longer sufficient and we cannot resolve issues with a singleside approach, a new concept of arts is in daily lifestyle. Arts can include both classic arts andthe essence of modern arts.
There are four steps to process this activity for transfer and apply “Iza! Kaeru Caravan” fromthe original one from Kobe to be implementation by localized in my home country. Let’s
learn by flow of the project as following;
Flow of the project
Flow of Activity “ Iza! Kaeru Caravan”
1.ResearchInterview 167 victims of Hanshin­awaji
earthquake in Kobe

2. Edit/Classify;
knowledge

List up the lessons , knowledge result s andtechniques of DRR that are original to Kobe

3. Tools making

Transform the outputs above & extracted to
be Edu. tools for kids, require artists to create

4. Implementation Using DRR learning materials & game
Source: NPO+art

developed from step 3 to conduct “Iza! Kaeru
caravan”
8

Department of Disaster Prevention and Mitigation, Ministry of Interior

There are four steps to get start from thinking along the flow of project in the right way andlearn …
How to manage that flow of this project to be happened? Let’s start,
Step 1. Do Research+ arts begins the project by survey research for taking point by Interview about 167 victims ofHanshin-Awaji earthquake in Kobe. There are four kinds of Research preparation;
1.1 Research (1) Online Research … So many Website …
1.2 Research (2) Reading Earthquake Diaries…
1.3 Research (3) Learning at Earthquake Theme : Museums and Libraries

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1.4 Research (4) Listening to the Stories of Earthquake Survivors № 167 people wereinterviewed

Research
1. Searching internet
2. Reading books
3. Learning at Museums , Public Park etc.
4.Listening stories from expert or survivors

9
Department of Disaster Prevention and Mitigation, Ministry of Interior

Disaster Reduction Education and Cultivation Programs and Developed After Compiling theResults of Research (I)Step 2. Edit / Classify
The second step is classify the output from fact findings on the result of interviews and list up
the lessons, knowledge and techniques of disaster reduction that are original to Kobe.
Step 3.Tool Making
After we had already edit to the finding from research, the third step is transform theselessons, knowledge and techniques extracted from the research into educational tools forchildren. Ask young artists to participate in this stage for create the new kind of educational
materials for children.
Step 4.Implementation
Using the disaster reduction learning materials and games developed in step 3, new disaster
reduction training programs were held in seven locations throughout Kobe city.
While the Kobe events were held as demonstrations with the NPO +arts taking a central role,
the programs held later throughout the country were run primarily by local disaster reductionand education professionals with NPO +arts providing support. The program is now being
maintained locally in those communities which have already held the program“Iza! Kaeru Caravan!”Getting to know “Iza! Kaeru Caravan!” is a Learning through fun; a new disaster reduction
training program for families.
The popularity of the “ Kaekko” Bazaar make the disaster response training much more
attractive with the young generation and their parents, a group who are new to such training.
Since its start in Kobe in 2005, these events have been nationwide in Japan, as well as inIndonesia, Guatemala El Salvador, Central America and Mongolia.
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Why is it a “ Kaeru” (frog) character ?

“Kaeru” is the Japanese word of frog,“Kaeru” carries the same pronunciation as the word for return or change.
In “Iza! Kaeru Caravan!” context, this pun works as a friendly character of frog and theactivity of exchanging toys in “Kaekko” Bazaar.
Source: www.plus-arts.net
Resource person: Mr. Hirokasu Nagata; Chairperson of +art NPO
By the concept, is the mean to bring people’s bond together in Team Learning on “Iza! Kaeru
Caravan” in order to transfer this concept by using the power of team working or task force
on the same concept as according to each one usually have different field to conduct moreinteresting by outside knowledge. It’s the opportunity to create “Iza! Kaeru Caravan” throughthe best screening test by Team Learning.
In this step we can use the “crossroad” game for support this idea before passing to transfer ofOrganization Learning on “Iza! Kaeru Caravan”. A Learning Organization is an ideal goal,
how to achieve this goal. It should be a start on this point. And how DDPM as one of the mainorganization on disaster prevention and response to step in progress toward becoming a
Learning Organization by initiative conduct “Iza! Kaeru Caravan” in Thailand.
So Let’s learn on Iza! Kaeru Caravan. By the first step, we should address problems andissues that are complex and not easily resolved. For major activities on this step, are as
follow:
1) Create educational materials kits and launch campaign on “on Iza! Kaeru Caravan!” Learn
with Fun” for well preparedness and “get ready to preparedness” both in normal time andduring disaster in community.
2) Conduct the workshop for the staff or people in community about disaster prevention in
general view (by using “Crossroad” card game and etc.) and getting involvement ofdifferent kind of target group including artist, designer, and volunteer or social welfare
group in the community.
Create and provide some materials and knowledge which related to “different target
groups’s consideration” in to the event drills as “ Iza! Kaeru Caravan”
3) Provide more materials, tools, private organizer, school, DDPM regional center for
preparing “Iza ! Kaeru Caravan” in proper places or district to meet the requirement andneeds of people.
There is very high challenge for me as Visiting Researcher to learn here and going back try
out for promotion of “Iza! Kaeru Caravan” as one of the goals that we are going to achieve.
But we have to set of the principles to make decisions and to conduct our activities towards

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this goal. So, let’s start step by step from thinking in the way of “Learning Organization”
which is focused on “Iza! Kaeru Caravan” as first stage of a small activity, one part of
CBDRM’ activity.

Chart describes how the research results would be applied to my home country.
In my opinion, this is very good time for us to start at the small part of one small activity of
the CBDRM’s process.
My question in mind is; “How can we take a good part on introducing this activity in themeeting of community?”
The answer is; this situation has been very good chance for using the channel of community
meeting in the process of CBDRM to add one step in the process of CBDRM’s activity. Letme give more supportive idea on CBDRM.
Community Based Disaster Risk Management (CBDRM)
Basic concept of CBDRM; is one of the lessons drawn from past disasters is that active
involvement of the local people in the affected areas during disasters has been lacking andformed the weakest link in all risk management strategies.
The Great Hanshin-Awaji Disaster (known as Kobe Earthquake) in 17 January 1995, morethan 6,434 human lives were lost but also the city functions, the properties, the daily lives ofpeople were badly damaged or affected. During the disaster it seemed almost impossible forthe ordinary citizens to recover from this tragedy. At the bottom of sorrow and fear, however,
we learned a lot of lessons and started the reconstruction of the new community which can be
the good model for other regions where they have to cope with the coming disasters.
After the earthquake occurred more than 90 % of them lost their lives within 15 minutes justafter the earthquake took place. There were no time for the victims to escape from thecollapsing houses and falling furniture. Many people were rescued and it is said that morethan 80% or 90% of them were rescued not by the rescue teams but by the neighbors. The
affected area was so wide that it was impossible for the fire fighters and soldiers to
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immediately spread in the affected area and rescue all of the victims. Simply, it was beyond
their capacity.
These local – level lifesaving activities played a very significant role in highlighting theimportance of community-based disaster response. So, it is important for communities to beprepared for such a response before disasters strike.
Advantages of CBDRM include:• Feelings of coordination and self belonging to the society are developed.
• Local geo-climatic and socio-cultural characteristics get attention of the people indevelopment and disaster management.
• Local initiatives begin and community provides assistance to the executing agencies
involved in disaster management.
• There is exchange of knowledge, information, skills & techniques between thecommunity and the experts.
• Community comes forward to put its ideas and suggestions for selection of appropriate
programs suitable to their locality and society.
• Community can keep a watch/monitor the quality of works being done in its locality. It
will also generate a sense of responsibility among the community.
• It leads to capacity building of the community on issues of disaster safe developmental
activities.
Sharing the lessons learned from earthquake disaster as well as the concept of “We protect ourcommunity by ourselves,” communities are routinely carrying out training so that community
residents can cooperate in activities in the event of a disaster. Kobe Fire Bureau, Prevention
Section, Community Disaster-prevention Support Team plays a very important role byproviding support for disaster-prevention training such as:
Support for developing Disaster-safe Welfare Communities• Providing materials and equipment at inception of new Communities• Support by means of assigning a fire fighter to each Community• Subsidizing a part of activity costs• Nurturing civil disaster-prevention leaders
Support for disaster-prevention training in the work place• Coaching self-defense fire fighting training stipulated in the Fire Service Law• Carrying out training in cooperation with self-defense fire-fighting teams in the work
place
• Supporting training in the work place as a member of the community
In this step for getting more understanding, we can get the outputs to transfer to create somekinds of educational material; for create some activities such as “Kaeru Caravan” forexample;The reason of +art to create “Iza! Kaeru Caravan”
By the reason is “Time” go very fast , more than ten years had gone quickly, the memories
and lessons gained by the citizens of Kobe from the earthquake were beginning to fade and beforgotten.

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Research Paper● Given the situation, our organization was asked by the city of Kobe to plan family-oriented
events designed to preserve those memories and lessons.
● At the time, there was a strong belief to the effect that families were not participating in“disaster reduction” events, as the same style so a restructuring of disaster reduction training
events was an important factor.
● As one part member of the community. We formed a project team and started by using
research to clarify the lessons and skills gained from the earthquake. We designed educational
programs (including conduct to create various kinds of learning materials and games) tocommunicate this knowledge to children, and we developed a new type of disaster reduction
training event for family to experience such programs, with the help of the artist, in which wewould find the output from fact findings on the result of interviews after finishing works on
survey research by using dept interview and dialogues. We classified and try to list up thelessons, knowledge and techniques of disaster reduction that are original to Kobe.

Lessons Learned
Once we had experience in Kobe “Implementation Program’ by JICA HIC, at HAT Kobe
Committee (JICA Hyogo, NPO + Arts).
Here is the advertising words;"JICA Hyogo" and "Disaster Reduction and Human Renovation Institution"
The hall was divided into two implementation of about 1,800 people who participated!
And many people crowded at both venues.
Also indicated here’s cooperation with various organizations working in the Kansai 26
workshops were held on the day of how the booth!!
Each program is a unique experience linked disaster.
Date: January 30, 2011 (Sun) 13:00 to 16:00(Pre-event coordination: the end of January 2009 to mid-December 2010)
Venue: JICA Hyogo Disaster Reduction and Human Renovation Institution
Organizer: "Isabella! Caravan of frogs! In HAT" Kobe Committee (JICA Hyogo, NPO
Japan Arts +)Sponsor: Center for Disaster Reduction and Human Hanshin-Awaji Earthquake, Hyogo
Prefectural Museum of Art, Hyogo International Association

Before JICA HIC conducted the event, the organizer should be ready to prepare. As an ADRC
Visiting Researcher, we had a good chance to join in the lecturer by Mr. Hirokasu Nagata;
Chairperson of +art NPO.

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The event provided a fun environment for cultivating children's interest in disastermanagement issues and emphasized the reality that disaster preparedness efforts are not a
special, one-time activity, but something needed to be done on an everyday basis.
By this event, let’s try some activities of the demonstration site as the following;

Picture 1. "Emergency pack" is somethingthat I have organized by Social Unit
Organization Disaster Interdisciplinary
Education, Kobe Gakuin University

Picture 2. Challenge ropes tied to help
disaster! organized by Kobe City Fire
Department

Picture 3. What you can do to protect mylife ? Organized by Great Hanshin
Earthquake volunteer, "light of hope1.17" story teller to get ready to prepared!.

Picture 4. Earthquake building
competitive manufacturing organized by
Department of Environment andDisaster ; Maiko High Schools

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Picture 5. Making Paper Tablewareorganized by NPO +Arts

Picture 6. How to use Hi-Jack Lifting
introduced by NGO

Picture7: Time Trial blanket on a stretcherorganized by NPO+Arts

Picture 8: Affected people's teaching"wisdom" Earthquake organized by
NHK liaison person affected

Picture 9 : "Doctor" and learn about theliving! Organized by Support center inKobe City Housing relief (net Smile)

Picture 10: Parents and children learn
disaster-resistant houses organized by
SEEDS Asia

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Picure 11: Learning by Doing : Action
with bamboo ! Organized by NGO
stricken Peer Center

Picture 12: Just sit shaking experience"Zabuton Earthquake" organized by
Hakusan Kogyo Co., Ltd.

Picture 13: More puzzle picture broke
Kasanete organized by Takashima Catfish
Disaster Assistance Volunteer Network

Picture 14: Card games "Duck &Crossroad Children Disaster" organizedby Fu Bu-Amiri Cross Road Route &Research

Picture 15 :Let's play with the friendly
robot People organized by Rescue Robot
Contest Committee (NCT Kobe "do ourbest KOBE" Team)

Picture 16: I actually masked killer!
Organized by NPO+ Arts

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Picture 17: Everyone bloom!
Shinsaimirainohana organized byCo.to.hana

Picture 18: Feel free to anyone, easy
experience "footbath" corner organizedby Mid Corps footbath KOBE

Picture 19: By guessing a water
extinguisher organized by NPO+arts

Picture 20 : Disaster sugoroku learning
for fun organized by 21

Picture 21: 1.17 bonds. Exhibition picture
letter conveying the mind organized by
Nyiti

Picture 22: Your Tameshi! Disaster
Goods organized by DRI Circle

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Picture 23: World's First! Glasses can be
adjusted for frequency of Emergency
organized by / Add-Japan Co., Ltd. Lens

Picture 24: "Let harden pee!"
Experiment, consider the importance of
toilet organized by Everyday Inc.

Picture 25: Phone "Disaster Message
Version 171" Experience! Organized by
NTT DoCoMo Kansai

Picture 26: Original games “ Disaster Prevention” organized by NPO+arts

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Picture 27 Affected areas linking "onigiri"
Café organized by Student Support
Network - Network Sayou town - Chaco

Picture 28 :Parents and children"Disaster fun quiz" Let's challenge!
Organized by Nippon Volunteer
Network Active in DisasterIn this event, the organizer; JICA HIC provides a space coffee shop: cafe "balls" or conduct,and even incorporating a stamp rally, also challenged a new approach. Group also increased
the number of exhibitors, but little by little, I felt that this HAT is spreading circle of activities
in Kobe.
Each year a single program, it is a good event able to enjoy learning more and more! For
some information on the event, is highly needed to be well prepared in the early stage.
Let’s use the example as Implementation “Iza! Kaeru Caravan” in different kinds of activities.
Review the significant activities on “Iza! Kaeru Caravan” in Kobe: The lessons gained by the
production of JICA Hyogo in various activities; for selected activities;
The outcome after finishing once activities which follow up program for sustainable
activities; as the following activities;
The organizer had convey the audience on Daily Awareness of Disaster Prevention byComprehensive Production of a Large-scale Exhibit on Disaster Prevention.
Plan and organize hands-on exhibits that allow parents and children to easily participate.
Selected Disaster Prevention Goods. There are on sales ofwell-designed, functional, quality disaster prevention
goods selected by the NPO+arts and collaborators.
Design Competition for Disaster Prevention Goods by set
up and organize competitions on new ideas and designs
that would bring daily awareness of disaster prevention.
Developing Disaster Prevention educational Kits by planand develop new fun-n-learn board games and workshop
programs on disaster prevention.

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For example Developing Disaster Prevention educational Kits for Preparedness: Develop new
involvement in a “Iza! Kaeru Caravan” project on daily awareness of disaster prevention,
Let’s prepare all these items:
Most important 12 items for “Emergency Bag”
Items

Remarks

Drinking water in plastic
bottleDrinking water is vital.
At least 1,500ml (500ml x 3) water should be prepared inconsideration of the portability.

Emergency food(canned/dried food)Emergency food for the first three days should be
prepared. You may not get support from outside during a
few days after the occurrence of emergency
It is very useful for a lot of purposes. You can use it asdishes, gloves, raincoat, and etc.
You can use it as dishes, or splints for the broken arms orlegs. Sometimes you can use it for warming you up by
wrapping
You can use it for banding the items or leaving messages

Plastic bags
Newspapers

Fabric packing tapes
Plastic wrap

Work gloves
Handkerchiefs
Rain court

Flashlight with batteries
Portable radio withbatteries
First aid kit

You can use it for covering dishes which we cannot wash
due to the lack of water or for wrapping yourself forheating
You can protect your hand from hot or dangerous items
to touch
You can use it for various purpose, such as wiping thedirt, as mask, etc.
You can use it not only for protect against wind and rain
but also for keeping you warm. Also it will be useful for
protecting against dust
Prepare one for one person
If electricity stops, the radio working by batteries is vitalfor getting various kinds of information.
If you have medicines taken on regular basis, please do
not forget them to include.

Other than the above items, the following options can be considered; Emergency candle & Gas lighter Scissors
 Nylon cord
 Plastic sheet Towels Toilet tissues
 Wet wipes
 Permanent marker
 Pen & Notebook

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Other good example by + arts
There was some more implement activities have been conducted in different years and places.
During 2001 -2006+ art had created a challenge activity on Nature Art educational Camp as one of good example
for Cooperate Social Responsibility (CSR) and disaster prevention education at the same time.
Experimental Educational Art Program: Focusing on process, rather than Result.
By inviting a wide range of artists, including visual artists, architects and musicians, original
and creative art workshop programs were held at the natural forest of Mount “Maya” in the“Rokko” mountains. Experiencing nature by using all senses, children were able to awaken
and expand their independence and creativity.
The focus was on new ideas and processes instead of existing concepts and results.
For example activities are as following;Fire Music Festival
2. Back Water Concert
Nature’s Home - My Home
Forest Restaurant
More over there are create “Tsukurutokoro” Heihan East Rose Town; Tomoiku” Station
Since 2008
Facility that Supports Raising children and for People in the community to Learn-N-Grow
Together.
Source: http:// www.tsukurutokoro.net and http://Kokugotane.exblog.jp

Responsible for planning and operating a child-raising support facility together with the NPO
Kansai
Kodomo Bunka Associates.
“ Tomoiku” is a concept in which adults and children from the community to learn- n-growtogether. By offering tips and advices to parents on child-raising, we deliver them to have apeace of mind and more emotional room to grow. There are various hands-on programs for
local children to foster creativity and creative outlets.
For example activities are as following;
Learn -n-grow language program, Seed of Literature.
Kids’ Kitchen
RIC Art Capsule
Since 2003
Town/ City Renovation
Local Annual Art Event Collaboration between Museums and Community for elementary
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This is an annual art event with a festival-feel happens on “Rokko” Island in Kobe. Based ona different theme each year, approximately thirty groups of young artists get selected to
exhibit and organize workshops. Children are invited not just as quests at the event, but areencouraged to participate in a variety of ways.
“Riclun”, an original character, was created to attract and be familiar with this event for thechildren by appearing on posters, venue flags, collectible stamps and other goods.
For example activities are as following:
Art street Gallery.
Artist-in-school Program
Lighted Walkway andMade in Rocco Island Project; Wood packagi

Konohana Arts Farm Conception
Since 2008
Town/ City Renovation
Renovation Project to Revitalize Aging Towns by Bringing Together Young People andArtists
By collaborating with the local real estate companies, we have rejuvenated the “Baika” and“Shikanjima” areas in Osaka’s “Konohana” Ward, where the effects of aging population andvacant homes have been most pronounced. We have focus on bringing in artists and designers
with their creative perspectives to engage and motivate young people to collaborate, and that
their activity becomes a link to create an attractive and evolving environment.
For example activities are as following:
1. Opening of “Mikke!”Konnohana, the community Revitalization Event.
2. Interior Renovation Course by Furniture Artisan,
3. Artist –in- Residence, Various works that used neighborhoods as canvases.

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Research Paper(2) Second Part: Getting to know and how to access inside the concept of “Crossroad
Game”
Before going into implementation, let’s learn on materials and games “Crossroad”.
What is “Crossroad”?
It’s a training tool for disaster preparedness and response, and a gaming-type disastereducation tool.

Introduction by Ms. Toshiko KIKKAWA, Keio University at TIC on 7 February 2011

Features
1. Through card games, the participants can consider their own active disaster response, andalso aware of the existence of different values and opinions.
2. The participants face difficult decision in disaster situation through the game, and candeepen their understanding of the prerequisites.
Overview
Disaster material card game, "Crossroads" is a form of disaster education materials for card
games.
Participants of the game, as a matter of their own thoughts written on the card case, YES or
NO on whether their ideas and shows, while the participants exchanged views with each other,
the game to proceed.

Card "problem" and "yes-no cards"

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Purpose
1. Disaster response as a matter of their own ideas, and sharing of ideas and values among
participants to the various.
2. In disaster response, there is not always correct, and the answer is not always the casesometimes in the past. Through the game, the scene of their disaster response, to respondhonestly think that everyone, and therefore it is important to notice that it is important thatyou think before a disaster occurs.

Background and Activity
1. Disaster material card game, "Crossroads" is promoted by the Ministry of Education inorder to reduce earthquake damage, "Special Project for Earthquake Disaster Mitigation in
Metropolitan" which was developed as part of July 2004, the first and a guide, "General
Guide" Kobe has been completed.
2. Guide, "General Guide" Kobe was performed in the project, which is based on a content of
the interviews of staff hit by the disaster in Kobe, the Kobe Earthquake, Kobe, Japan indealing with the actual Staff examples of the dilemma is experienced by the card.
3. Guide, "General Guide" Kobe basis, then "edit" Citizen, "edited Kouti" guide, "School
Safety" guide, "Students" guide, "who need assistance" has been created and soon. "Chapter General Chapter Kobe" and "Citizens Guide" has been sold to the publicthrough the University Co-op Japan.
4. "Crossroads" and the "critical crossroads", "crossroads of life" is it a guide, "General
Guide" Kobe, the "do not distribute emergency food still have a few people," "earlyeducation How to build a temporary home at the expense of school sites to resume, ""might cause trouble after the fact, without sorting or collecting debris to hurry the process"and, in fact Sako officials Kobe the questions were difficult decisions as a card.
5. The basic game is how to proceed against the card question, YES or NO indicating that
their opinions on whether (or to predict the majority), to determine the winner by majority
decision. The answer to the question is not listed, so why think about what would be
important to exchange views with other participants.
6. The game also has an attached commentary, including the man going for the leader
material and commentary on the question, has also published a reference book to enhancelearning from local governments across the country, schools, and civic organizations,while making changes based on their business rules are used as educational materials fordisaster.
7. In addition, the game as a teaching tool for disaster prevention, disaster preparedness cansee while playing the monthly "Great Nama Sugoroku Jin Disaster" (Producer: Katsuya
Aziro Taichi Yamori Yoshikawa Hatsuko Takashi Katou), acquire the knowledge and fun
Disaster "Sai Ekiden boy" (Producer: Game Disaster Research), among others.

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Why using a gaming-type of tool?
 Active participation by making own choices (personal view, own decision)
 Interaction by persuading others or being persuaded, and building consensus inconsideration of multi-voices
 Effective communication and dissemination medium
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 other participants.
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 thedifferent circumstances with uncertain factors. “Crossroad” game will provide opportunity tothink about such situation and share opinions of others from different point of view. By
getting participation from government side and community side, advance consensus building
will be promoted.
Basic procedure of “Crossroad”
Crossroad is a kind of game by using 'system' of Crossroad means 'rule'.
The Crossroad questions have three parts:
1) role, 2) situation, and 3) your decision: Yes or No alternatives.
You only ask the participants to choose Yes or No. Therefore, the following thoughts could
be the first step to conceive the Crossroad questions.
• Do you have some dilemmas when you deal with community people in your country?
• Do you feel difficulties in persuading people to do something to improve thecommunity, although it might be not acceptable in the short run as in the case of
mercury use of small scale miners?
Preparation• The game normally involves five players. If not five, an odd number of players ispreferable, since majority-based decisions are needed within each group to get game
points.
• The players sit around a table to communicate face-to-face and talk freely in a relaxedsetting. Many groups can play simultaneously, as long as the room does not get too
noisy.
• The game begins with each group holding exactly a deck of ten (or, if time permits,
twenty) episode cards. Every episode card has the same format as shown in the sample
item.
• Within a group, the players decide who will be the first to choose to read the first
episode card and the order.
• All the players have one ‘Yes’ card and one ‘No’ card.
Flow of the game
1. At the beginning of a game, a group has ten episode cards.
2. Each player has one “Yes” card and one “No” card. Within a group, any player can be thefirst player to arbitrarily choose to read the first episode card from her/his deck.

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Every episode card has the same format, consisting of three parts. The first part consists ofa description of a certain role that is to be played when faced with a dilemma in a disastersituation. And then, a short description of a situation follows. The third part consists of a
description of both the “YES” and “No” decisions.
3. Next, all the players make a decision for the episode card “YES” and “No”. Each playerputs either “YES” card or “No” card face down on the table in front of oneself.
After all of players put either “Yes” or “No” card on the table, all of the players
simultaneously turn the cards face up.
4. Every player who holds the majority opinion gains a point ( a blue “Zabuton” )<Additional rule>
If you are the only one person in the group who made a different decision from the others,
you can gain a gold Zabuton.
Anyone who become a majority gains neither a blue nor a gold zabuton in this case.
<Additional Activities>►Make “Cross Note”, a summary note for recording all the opinions for the choices.
►Debriefing: Learn basic information about the episode from disaster experts.
Introducing a tool
Let’s play and learn by “Crossroad” by briefing as follows:
1) Main purpose of using “Crossroad” game2) Two strategies for users
2-1 Phase 1: in the case of Children
2-2 Phase 2: in the case of local people3) Conclusion for Main purposes of using this gameThe purpose to use the game is as follows:
1) to enhance the awareness of self-help among children

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Research Paper2) to give an opportunities to the local people and the experts to seek for the alternatives
and take into consideration the counterparts over the issues in question
Example of Conditions: When it comes to Small Scale Miners,
Role: the experts (government officials and scientists) end to have various kinds ofknowledge (universal), and they have more rights and say over the issues to be
implemented in the local settings and their people……that is
The two strategies for users are as follows:
2-1 Phase 1 in the case of Children, use a teaching kit to convey instinct understanding(and hence simultaneous response) when necessary using “ Bosai duck game
2-2 Phase 2 in the case of local people
During playing “Crossroad” Card Game. Please remember in mind;“Crossroad” card game is a tool to expose the conflicting interests between two parties
involved over the issues common to them, and seek for the best possible compromises.
Or to help individual persons think over contradictions they face in a daily life, in view withthe possible solutions.
For example:►You are… City employee who is in charge of food distribution
There are approximately 30,000 victims in evacuation centers.
At present, you have 20,000 meals available.
There is little chance of obtaining additional meals.
Do you hand out 20,000 meals?
Question: Do you distribute the food?
YES: 67.1%
NO: 32.8%
The following examples are conflicting interests presented by the government officials at the
CCOP Workshop held in Hanoi, 2006.
For example 1:► You are…a village doctor
Governor of the village give a regulation to give a health helping only the people who belongs
to the village because of the budget.
In the small scale mining site, there are two sick persons: one from the village, the other fromother village. They need to be hospitalized immediately.
Do you take both of them to the hospital?
For example 2:►You are…a Geologist and an Official Inspector, sympathetic to SSMers
Small-scale miners use mainly mercury and cyanide for the production of the gold, notenvironmentally sound. Environmental sound mining tends to cost more.
Do you enforce SSMs in your village to use a new method, which is environmentally sound?

Summary‐ Crossroad may be a trigger for sharing the information of foreseeable harms/ hazards
which stimulate or could be a prerequisite for local participation

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Crossroad can promote communication between two or more parties concerned over thesame issues
In “Crossroad”, winning the game is not particularly important.

Merits 1:
Having more parties at stake would lead to active participations from as many sectors of thecommunity as possible into the project, decreasing/ shrinking the unknown areas, integrating
the information useful, and hence sharing the responsibility.
Merit 2:
When the project is failed, parties concerned share the responsibility, ready to review thepreceding programmes and their actions, and hence take new measures for recovery / change
strategies for human security, Educational tools for children-----------------------------Reference: Introduction of game –playing materials by Toshio KIKKAWA, Keio University

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3. Draft Implementation Plan
After the development of disaster prevention learning materials and games as new tools, thefollowing activities will be held in target villages in Thailand by the year of2011 may be in THAILAND
Main objective of the project1) Community awareness to recognize disaster prevention and mitigation by themselves isestablished by conducting “Iza! Kaeru Caravan” activities
2) Knowledge based Organization for DDPM on disaster management is enhanced byparticipation in “Iza! Kaeru Caravan” activities and using “Crossroad” Game in public
participation.
Project activities
Action Learning is a process for bringing together a group of people with varied levels ofskills and experience to analyze an actual work problem and develop an project activities plan.
The group continues to meet as actions are implemented, learning from the implementationand making mid-course corrections. Action Learning is a form of learning by doing;
participation both on “Iza! Kaeru Caravan” activities and using “Crossroad” Game.
Project output
1) People receive more disaster awareness, preparedness and mitigation
2) People in each community are trained to be the volunteer in their activities.
3) Disaster preparedness program become priority and people have more attention toparticipate.
4) Information about disaster experience and lesson learned was shared and everyone cansearch on internet
5) Teacher could teach student and people about how to recognize the disaster and evacuate
in community.
6) School will be use as disaster prevention’s education materials7) Children in community could be well-preapared and getting ready to cope with any
hazards and survive when disaster occurred by next step for adaptation what the children
learn in the Iza! Kaeru Karavan.
8) Evacuation sites have suitable condition for children, communities with elderly or
disability persons.
9) Evacuation sites capacity is increase to meet the needs of victims in community
Project Outcome
1) People in different level receive more disaster awareness, knowledge and have more
attention to participate awareness programs2) People can receive the information about disaster experience and lesson learned in many
ways; joining in “ Iza Kaeru Caravan” or participation in “ Crossroad” game
1) Evacuation drill is developed.

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Cooperating Agencies concerned this activity
1) Ministry of Interior, DDPM
2) Ministry of Public Health3) Ministry of Information and Communication Technology
4) Ministry of Education
5) Department of Disaster prevention and Mitigation
6) Department of Water Resource7) Department of Mineral Resources
8) Thai Meteorological Department
9) Provincial Administrative Office10) Local Government11) Local Organization,Private Section, Non-profit organization, Public sector12) Media
13) Artist, Designer, Art teacher, etc.
etc.
Draft on Work Plan Schedule during 12 months
Activities

Unit of Time (Months)
1
2 3 4 5 6

7

8

9

10

11

12

1) Preparing the activity and material
2) Briefing the co-organization
3) Establishing task force and meeting4) Conduct workshop for teachers5) Organize event for Iza! Kaeru
Caravan
6) Lesson learned for next step7) Request budget more for next event
site in next event

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