木村 玲欧

This study developed a volcanic disaster risk reduction education program that aims to help junior high school students visually understand the risks of volcanic eruptions using map information and acquire independent assessments and actions to protect their own lives from eruption disasters. First, this program analyzed the present state, problems, and educational needs of volcanic disaster risk reduction education in Japan, and thereafter designed the learning content to fuse information and communication technology (ICT) education based on the Global and Innovation Gateway for All (GIGA) School Initiative promoted by Japan with disaster risk reduction education from a geographical viewpoint. We adopted the ADDIE model from instructional design theory to develop the program. An important feature of this program is the realization of geography learning using the “YOU@RISK Volcanic Disaster Edition,” a web-based GIS application developed by the National Research Institute for Earth Science and Disaster Resilience (NIED), as an ICT tool. Learners use YOU@RISK on their tablets and perform operations such as visualizing the risk range in the event of a volcanic eruption and searching for appropriate evacuation sites and routes, while acquiring the knowledge and skills necessary for geographical literacy and emergency response actions. The program is able to realize interactive learning, which is a step ahead of education that relies on conventional paper-based hazard maps. Among active volcanoes nationwide, Mt. Nasu was selected as target volcano for this study. In addition, a junior high school located in the area surrounding Mt. Nasu, Nasu Junior High School in Nasu Town, Tochigi Prefecture, was selected as the target school. The program was implemented by teachers using tablets provided for each student at the school. We evaluated the effectiveness of the program by measuring and analyzing the effects of learning through the practice. Consequently, the effectiveness of the volcanic disaster risk reduction education program using ICT was confirmed.

In this study, we analyzed the disaster management education programs implemented by organizations included in the Disaster Management Education Challenge Plan, a program established to support disaster management education efforts in Japan. We examined the changes in these programs and identified the current state and issues in the promotion of disaster education in Japan by classifying the contents. The study methodology involved creating data sets of the program reports submitted from fiscal year (FY) 2004 to FY2021 by organizations admitted to the Disaster Management Education Challenge Plan, and evaluating them on scales of “fundamental skills of disaster management” and “factors regarding implementing the programs.” Analysis of the former found that there were few programs aimed at acquiring a scientific understanding of disasters as natural phenomena or learning about measures to prevent damage at normal times. Cluster analysis yielded eight clusters, based on which we discussed and proposed ways to implement the programs in order to improve the “fundamental skills of disaster management.” Similarly, analysis of the latter identified issues with regard to program logistics, such as securing financial resources and cultivating future successors. Cluster analysis yielded five clusters, based on which we discussed and proposed ways to effectively implement the programs.

In this study, the authors propose a disaster management drill program for high school students. The program is designed to develop, among high school students, “the awareness that disasters affect themselves,” instead of being “someone else’s problem.” The program was developed in accordance with the ADDIE model of instructional design theory. Sayo High School in Sayo Town, Hyogo Prefecture, which was severely damaged by the flood in 2009, was selected as the program target. Since this school’s disaster management activities had primarily translated into a passive disaster management drill wherein students moved to an evacuation site according to the instructions of the teachers, we set two goals: “knowing past disasters and the current situation, and understanding the risks at the time of disaster” and “knowing the problems that occur at the time of disaster and understanding what action you should take.” In order to arouse interest among high school students, the authors incorporated drones for evacuation drills and gaming teaching materials for disaster management awareness into the program. We designed and implemented a program that ended in the morning, and compared the level of achievement on 21 learning objectives before and after the program. The results revealed a statistically significant rise in all of the 21 objectives. In addition, the results of factor analysis show that the program enabled the students to develop a sense of awareness that disasters affect everyone, understand the risks their communities would face during disasters, such as earthquakes and floods, and realize what they should do to manage this risk.

This study examines the effect of the recognition of various disaster scenarios on the disaster management behavior of people. It analyzes the data (n = 1,900) of the social surveys, conducted by the National Research Institute for Earth Science and Disaster Resilience (NIED) in seven districts of Japan (Hokkaido/Tohoku, Kanto, Chubu, Kinki, Chugoku, Shikoku, and Kyushu). The study indicates that the experience of victims, recognition of earthquake occurrence in the region and of earthquake hazard maps, as well as the factors, “life threatening,” “difficulties in daily life,” and “induced disasters,” in the disaster scenarios are related to their disaster management behavior. The greater their recognition of “life threatening” and “difficulties in daily life,” the more people will adopt disaster management behaviors. This study suggests that, added to the experience of victims and the recognition of the occurrence of earthquakes and of hazard maps, the image of the damage through specific disaster scenarios affects people’s disaster management behavior. On the other hand, it has become apparent that creating images of “induced disasters” that are caused by earthquakes, with their unclear association, may lead to psychological confusion.

In this study, we developed a tsunami disaster risk reduction (DRR) education program for children with little or no memory/experience of the Great East Japan Earthquake. The objective was to strengthen their disaster response capacity and enable them to think and act to protect their lives from tsunami disasters. The development of this program employed the ADDIE model of Instructional Design in learning theory. Based on the GIGA school concept promoted by Japan, information and communications technology (ICT)-based education and DRR education were integrated into the program from a geographical perspective. Using the ICT-based teaching materials, YOU@RISK Tsunami Disaster Edition, empirical learning was introduced. The town of Shichigahama in Miyagi Prefecture, which was devastated by the tsunami during the Great East Japan Earthquake, was selected as the study target. The study implemented and verified the program with local elementary school students to assess its effectiveness.

Expectant and nursing mothers need to prepare for natural disasters to protect their lives and their children’s lives and to maintain their health and daily life after the disaster. This study aimed to clarify the actual conditions of disaster preparedness behaviors of expectant and nursing mothers and to identify factors promoting disaster preparation behavior and behavioral intentions that lead to disaster preparation behavior among expectant and nursing mothers. We conducted a cross-sectional survey involving 1,000 expectants and nursing mothers between October 2020 and January 2021 using an anonymous self-administered questionnaire. We received 135 valid responses. The questionnaire included items about the actual status of disaster preparation, attitudes toward preparation behavior based on Ajzen’s theory of planned behavior, subjective norms on disaster preparation determined by perceived expectations from others, descriptive norms on disaster preparation that refer to the perceptions of others’ engagement in disaster preparation behavior, perceptions of behavioral control that refer to views regarding how easy or difficult it is to perform a given behavior, and social support sources that are required for disaster preparation behavior. Correlations among variables were analyzed. A structural equation modeling technique was used to test a model to explain factors encouraging expectant and nursing mothers to prepare for disaster.

In this study, the results of a large-scale random sampled questionnaire survey of the disaster victims of the 2011 Great East Japan Earthquake are summarized. This survey was conducted during the period between March and June 2016, five years after the earthquake disaster, and included all men and women of age 20 and older who resided in the three disaster-stricken prefectures that suffered significant damage. In this study, the situation at the time of the disaster and the effective measures for disaster management in the future are examined through two questions: “Who does the disaster victims rely on for life recovery?” and “Based on this experience, who should responsibly implement the measures for disaster management in the future?” The results of these large-scale random sampled questionnaire surveys for the disasters in the past are referenced to compare the 1995 Great Hanshin Awaji (Kobe) Earthquake, the 2004 Mid-Niigata Earthquake, and the 2007 Chuetsu-Oki Earthquake. Analysis of the question, “Which persons and organizations (supporters) were relied upon in life recovery?” shows that three persons and organizations, including, a partner, children, and the town or city administration, are relied upon in all the aspects of personal or emotional, material or financial, and vital information. From all generations and kinds of supporters, people sixty and over constitute the demographic from which the least support is expected. For this generation. the family of a partner, children, mutual assistance from community associations and governmental assistance from the town/city administration are considered as the common support in all aspects. Then, comparing this with other earthquake disasters showed that a quick and careful response to all the earthquake victims by the administrative organizations is limited in large cities where relations between organizations and locals cannot be evaluated and expected. In the analysis of the question, “Who should implement the measures for disaster management in a responsible way?” it is made clear that the division of roles among self-help, mutual assistance, and governmental assistance can be summarized in the following four patterns: Mainly by governmental assistance, mainly by self-help, in cooperation with mutual assistance and governmental assistance, and in cooperation with of self-help, mutual assistance, and governmental assistance, altogether. Comparisons between all the earthquake disasters, lead to the understanding that the disaster victims who experienced a large-scale disaster consider that the measures for disaster management should be implemented by through self-help, mutual assistance, and governmental assistance, altogether, regardless of the disaster and local characteristics. In Japanese society it seems that the division of roles among self-help, mutual assistance, and governmental assistance could generally be proposed.

The purpose of this study is to compare the effect size of seven critical elements on the life recovery in three prefectures, Iwate Prefecture, Miyagi Prefecture, and Fukushima Prefecture, which were severely damaged by the Great East Japan Earthquake Disaster. This study used the 2016 Tohoku Life Recovery Survey (N = 2111, response rate: 35.2%) for the analysis. The dataset was divided into each prefecture sample to compare the effects of seven critical elements on life recovery in the three prefectures. We obtained samples from Fukushima (N = 603), Iwate (N = 781), and Miyagi (N = 727). First, the distribution of life recovery by the three prefectures was confirmed. The results showed that those affected by the Great East Japan Earthquake disaster in Miyagi have a higher quality of life recovery. Finally, we compared the effects of seven critical elements on life recovery among the three prefectures’ models using GLM analysis. From the comparison of effect size (partial η²) and discussion, three points are shown. 1) In the Fukushima model, the effect size of physical/mental stress management and social ties was larger than in the other models. 2) The effects of 1) were caused by the experience of diaspora (nuclear disaster-caused displacement). 3) If forced diaspora can create good relationships with local people, the positive effects of social ties on life recovery for such people are larger than for those who have not experienced diaspora.

The COVID-19 pandemic continues to pose a global threat. It is considered a CBRNE (chemical, biological, radiological, nuclear, explosive) disaster that has caused not only a public health crisis but also psychological, social, and economic problems. The recovery of social and economic activities remains an urgent issue. This study developed an assessment framework of the “recovery calendar” to visualize the process of people’s recognition of recovery from the COVID-19 calamity. Data on this recovery calendar were collected from an online questionnaire survey administered on a total of 449 respondents from 10 groups divided by gender (male or female) and age (20s, 30s, 40s, 50s, 60s, and above). The results showed that the recovery process took place in the following order: recognition of COVID-19’s impact on society and of the imposition of a constrained lifestyle, recognition of returning to work or the resumption of local schools, and finally, recognition of the recovery of the household and local economies, although these remained at a low level of activity. Importantly, the recovery progressed slowly. The results also indicated that measures such as the declaration or lifting of the state of emergency, or the “Go To” travel campaign, affected people’s recognition of recovery. Moreover, the recognition of recovery depended on social demographics. Men, younger people, and those with a stable life base were more likely to perceive recovery from the disaster. This study discussed the applicability of the assessment framework of the recovery calendar to visualize people’s recovery process from the COVID-19 calamity.

In this study, we collected disaster prevention education materials from all over Japan focusing on "guidance plans," and created 2,217 data with variables such as target disaster, subject, school type and grade, and learning contents. The data showed that current disaster prevention education programs are developed mainly for elementary and junior high schools, and that there is a lack of programs for learning about meteorological disasters and for understanding the phenomena and mechanisms of disasters. In addition, cluster analysis using variable of correspondence to the Courses of Study showed that the disaster prevention education plans could be classified into three perspectives and eight clusters, providing suggestions for the systematization of disaster prevention education programs in the future.

In this study, an education program for heavy rainfall risk management was developed using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model of instructional design (ID) to enhance the disaster response capabilities of schoolchildren to encourage them to think and act responsibly to protect themselves during a disaster following heavy rainfall. The program’s effectiveness was evaluated by its implementation at Nagaoka Municipal Senju Elementary School in Nagaoka City, Niigata Prefecture, which was devastated by the heavy rainfall caused by 2019 Typhoon No.19. The learning effect was confirmed throughout the program. Furthermore, the program has improved because of its implementation and evaluation.

<p>This study categorized the disaster management education programs at the children's center in Kamitonda Town, Wakayama Prefecture, developed a model based on analyses, and suggested a conceptualized school disaster management education. This program is a program where housekeepers are developing for the purpose of "learning disaster responses in daily life" from viewpoint of ordinary people. Since 2007, more than 160 programs have been practiced. In this study, these programs were organized based on learning objectives, and evaluated using the three pillars of qualities and abilities of the new educational guidelines in Japan. We also examined and proposed whether these activities could be applied to disaster management education in future school education programs.</p>

<p>This study is aimed at clarifying the effects of the disaster reduction education plan developed to enhance students' capabilities to achieve a sustainable society. Through the plan implemented along with UD classes at three high schools, the students understood UD definitions and grasped the actual situations of shelters and disaster-related deaths. They realized the influence of UD-related things spreading in the world around them, e.g. products, facilities, information and services and the possibilities of their being members of the diverse people and of their showing leadership in shelters.</p>

<p>We developed an disaster education program at Shizugawa Junior High School in Minami-sanriku town, Miyagi prefecture. This program conducts basic training such as emergency first aid, debris removal, and emergency warm meal service in the classes of integrated periods of study. The ultimate goal is to carry out "evacuation center management training" while having the students make a decision for themselves regardless of the predetermined scenario. Through experiential active learnings rather than classroom lectures, it is possible to foster the students' ability to balance knowledge, morality, and physical body (zest for life). We developed 47 items of "evacuation center response capability" scale in order to verify whether this training program nurtures the zest for life.</p>

<p>This study developed and verified a disaster management education/training program for students with visually impaired to raise the "zest for life" at the time of a disaster based on the instructional design theory. We conducted a questionnaire survey with all the special-needs schools in Tochigi Prefecture, and set as the learning objective the fact that the visually impaired students can act to protect themselves depending on the situation after being aware of the earthquake shaking or the earthquake early warning. We practiced the program with Tochigi Prefectural Special School for the Visually Impaired as a case study, and verified the achievement degree of the learning objectives. In particular, it was revealed that this has a great effect on the programs using the ADL Room.</p>

<p>The purpose of this study is to reveal the effects of seven critical elements of life recovery to the individual life recoveries by using random sampling data in Tohoku region. The sample consists of survivors who lived in Iwate, Miyagi and Fukushima Prefecture (N=2011, Response rate: 33.5%). As a result, following four points was shown. 1) The effects of housing damage and older person to the individual life recoveries disappeared when the seven critical elements of life recovery except for economic situation were controlled. 2) The economic situation affects the individual life recoveries through the effects of prefecture of residence. 3) GRP affects the individual life recoveries independently. 4) The effect sizes toward the individual life recoveries were large in order of "Physical and Mental Stress", "Economic/Financial Situation", "Housing".</p>

<p>During the Great East Japan Earthquake Disaster, medical team's responses in Iwate Prefecture Disaster Countermeasures Headquarters had many difficulties, especially during first nine days. In this paper we proposed to objectively reveal problems of response activities at the viewpoint of information processing by After Action Review focusing on the activity logs in the time series (chronologies). By using Emergency Support Function (ESF) as a framework of our analysis, we clarified the gap between the task that should be performed and actual conditions in the operation of Japan DMAT from hyperacute phase to subacute phase of medial responses.</p>