Disaster Education Building Research Institute (BRI) National Graduate Institute for Policy Studies (GRIPS) 2007 Disaster Education Building Research Institute (BRI) National Graduate Institute for Policy Studies (GRIPS) 2007 Foreword Education and public awareness are the cornerstone of approaches aimed at reducing vulnerabilities to natural hazards. The Hyogo Framework for Action 2005-2015: Building the Resilience of Nations and Communities to Disasters, adopted at the World Conference on Disaster Reduction, highlights knowledge and education as one of the five main priorities of action. Attention should be accorded, and support given to efforts targeting schoolchildren and youth with the aim of making people more aware of the threat of hazards and of the need and possibility to become better prepared before disasters strike. As we progress into the implementation of both the Hyogo Framework and the United Nations Decade of Education for Sustainable Development (DESD, 2005-2014), the pride of place that the international community, national academic institutions and educational establishments concerned with disaster risk reduction are giving to education is based on evidence that education contributes towards the knowledge and skills essential for disaster preparedness. The project which was carried out on Disaster Education by the Building Research Institute (BRI) and the National Graduate Institute for Policy Studies (GRIPS) in Japan is a timely and pioneering initiative. It proved to be a valuable effort to take stock of the status of education and disaster risk reduction worldwide and to review information collected, thus laying the foundations for refining future orientations in the integration of disaster preparedness into educational programmes. As the lead agency for the DESD and a primary partner of the United Nations Secretariat of the International Strategy for Disaster Reduction in the 2006-2007 World Campaign "Disaster risk reduction begins at school”, UNESCO welcomes the initiative of BRI and GRIPS. The Organization, which has accompanied this exciting research project, sees in it a flagship activity of the above- mentioned Campaign. At the dawn of what promises to be a new phase of emphasis on education and knowledge for disaster risk reduction, this publication you are about to read provides a significant resource which will guide stakeholders interested in education and disaster risk reduction. Badaoui Rouhban Chief Section for Disaster Reduction UNESCO, Paris Preface “We must, above all, shift from a culture of reaction to a culture of prevention. Prevention is not only more humane than cure; it is also much cheaper.... Above all, let us not forget that disaster prevention is a moral imperative, no less than reducing the risks of war.” -Kofi Annan, Former Secretary General of the United Nations (Strategy for a Safer World in the 21st Century: Disaster and Risk Reduction, Geneva, July 9, 1999) It is increasingly acknowledged that disasters are the result of natural and social processes. Unlike the natural conditions that have potential of hazards, social dimension of the disaster risk is much to do with what human being interacts with natures. Hence, human behavior is the crucial factor in the degree of vulnerability and the likelihood of disasters taking place. Here, education (knowledge) plays a significant role in society. Since disasters are infrequent in nature and memories are short in terms of passing knowledge from one generation to another, there is a need to promote culture of prevention. The misconception about disasters as nature’s curse or divine’s force till recent time is also a barrier in changing mindset of people towards safety culture. Here, only the educational reform can change this status quo and promote the disaster prevention practice. The necessity of integration of the disaster safety concept in all forms of daily life is an obvious condition to achieve the goal of disaster reduction. It requires that the disaster risk reduction knowledge should be as a built-in component of knowledge block. Disaster awareness needs to be part of every individual’s cultural heritage and the development of such attitudes should be encouraged in early childhood. Only schools give this opportunity to implant that culture to entire future citizens. As disaster risk management should be everybody’s business, children of today must be appropriately educated and adequately trained to face the disaster risks that may be realized in the future in the wake of prevailing natural hazard potential. A new culture of disaster prevention will have to be created in the home, in school, in the workplace and in society in general. The education to build up this new culture for disaster reduction must be permanent and integrative, and cut across all formal and informal educational efforts in close contact with reality. It is unfortunate, however, that the concept of Disaster Risk Reduction (DRR) education which is rather new, carried out with the notion of disaster professionals as “expert,” who presents the technical facts, figures, and analysis to the “ignorant” citizens. This has arisen out of a top-down approach to disaster awareness and education that gives DO’s and Don’t-DO’s prescriptions for ordinary people. However, to be effective and integrating, it must go beyond the purely informative or instructive, and promote a new way of perceiving, feeling, thinking and behaving. It must open the way to a new lifestyle integrating the individual, the environment and society. The goal of education efforts is to change people’s behavior. Disaster education attempts to increase protective actions by people by presenting information about the hazard and the risk it poses. If planned effectively and well implemented, it will make, in long run, people habituate safety practice in all forms of their action. Similar to the common public health matters, citizen should be able to practice basic precautionary and remedy measures by themselves leaving only specific and more detail information to ask to experts and professionals. However, the desired changes in behavior may take long time. Considering the education as an excellent opportunity for building awareness about disaster mitigation and for implementing a variety of activities that can minimize the negative impacts of disasters in all sectors, efforts are made to integrate DRR in education system in many countries recently. Recognizing that disaster education can play a significant role to raise awareness among the people and to enhance capability of experts as well, National Graduate Institute for Policy Studies (GRIPS), Japan, has initiated in 2005 a master degree program on “Earthquake Disaster Mitigation,” jointly with Building Research Institute (BRI) and Japan International Cooperation Agency (JICA). Before 2005, BRI had been implementing a training course on seismology and earthquake engineering, which was upgraded to the master program. In line with their program, GRIPS and BRI conducted a research project in 2006, aiming to collect information about the disaster education over the world and analyze them, in order to understand the current situation of the disaster education and to explore its future directions. Targeted disaster education in this research was (a) Education of children (primary and secondary), (b) College/university education, (c) Education of ordinary people at community level. The case studies on disaster education in Japan, Fiji, Indonesia, Uzbekistan, India, and Nepal were also conducted. This research was conducted in cooperation with other institutes/organizations as a joint research as follows. (1) School education in the world and a case study of India Indian Institute of Technology Bombay (IITB), India Prof. Ravi Sinha (2) Education for ordinary people and a case study of Nepal NSET-Nepal, Nepal Mr. Amod Dixit (3) Disaster education in Japan Asia Disaster Reduction Center Ms. Takako Chinoi (4) Disaster education in Indonesia, Fiji, and Uzbekistan Mr. Bishnu Pandey (UNCRD) This research was conducted in association with the Decade for Education and Sustainable Development designated by UNESCO and the 2006-2007 Campaign “Disaster risk reduction begins at school,” by the UN ISDR Secretariat. The whole research was directed and managed by Professor Kenji Okazaki, GRIPS, with assistance of Professor. Ikuo, Shimomura, GRIPS. Ms. Marla Petal, Director of Risk Red, kindly offered "Compendium of Who What Where Recent Efforts in School Safety and Disaster Risk Reduction Education 2005 - 2007" (Appendix 6), which was compiled by Risk RED, basedon correspondence from contributors to the UNISDR Knowledge and EducationPlatform. 2007 Kenji Okazaki Professor, GRIPS Table of Contents Foreword Freface 1. School Education for Disaster Reduction . 1 1.1 School Curriculum around the World . 1 1.2 University Curriculum around the World . 13 1.3 School Curricula in India . 22 2. Disaster Education for Community People . 28 3. Disaster Education in Japan. 50 4. Disaster Education in Fiji, Indonesia, and Uzbekista . 67 Appendix 1. Check-sheet of Disaster Management Curriculum in Schools 2. Fact-sheet of Diploma, Undergraduate, Postgraduate and Certificate Courses on Disaster Management Studies 3. University Curriculum Around the World 4. Detailed Programs for Disaster Education for Community People 5. Teaching Materials Developed by the Hyogo Prefectural Board of Education, Japan 6. Conpendium of Who What Where Recent Efforts in School Safety and Disaster
Canadian Politics at the 150Th Anniversary of Confederation
........................................................................................................................................................................................................................................................................................................ POLITICS SYMPOSIUM ........................................................................................................................................................................................................................................................................................................ Canadian Politics at the 150th Anniversary of Confederation ........................................................................................................................................................................................................................................................................................................ (4) The United States and Canada are disputing the ownership Blame Canada! An of an outcropping of rocks near Maine. In fact, Wikipedia has a page dedicated to “List of areas disputed by Canada Occasionally Serious and the United States,” which includes five items. (5) President Trump has pledged to renegotiate NAFTA, and while most commentary focuses on the US and Mexico, Overview of US-Canada trade between the US and Canada is larger. Both nations have much at stake, but Canada will be particularly wor- Relations ried about suffering collateral damage in a dispute that is largely about
THE POLITICS OF ROMANCE IN "THE HISTORY OF EMILY MONTAGUE" Robert Merrett ΤLHE MOST INTERESTING, because most problematic, claim that Mary Jane EdwardIHEs makes in her fine edition of The History of Emily Montague is that Frances Brooke expresses in her novel an "essentially positive view of the potential of the new British colony."1 This claim is problematic for many contextual and textual reasons. In the first place, although on March 22, 1769 Brooke dedicated her book to Guy Garleton, the recently appointed governor of Canada, and spoke glowingly of the country's prospects under his governance, her optimism is rendered questionable by her personal experience of the new province and by the frustration of her political wish to affirm the Conquest of Quebec. While the dedication praises Carleton's "enlightened attention" for bring- ing about a "spirit of loyalty and attachment to our excellent Sovereign" and a "chearful obedience" to British law (1), the text of her epistolary novel, in the course of plotting a retreat from Canada to England, necessarily embodies a much less positive attitude than announced by the dedication. When Mr. Brooke returned to his wife and England in the autumn of 1768, he did so because his petition for a land grant had met with no more success than their joint campaign to establish the Anglican Church in Quebec.2 Like many of their middle-class contemporaries, the Brookes opposed historical, social and politi- cal forces that they understood only partly and could resist hardly at all. Still, in the two years following Carleton's arrival in Quebec and before Mr.
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“'Africa' As Serial Morality Tale in Canadian Foreign Policy” Paper
“’Africa’ as serial morality tale in Canadian foreign policy” Paper presented to the annual meeting of ISA-Canada and the Canadian Political Science Association, Vancouver, BC, June 2008. This is a working draft: please do not cite without author’s permission. Comments welcome. David R. Black Departments of Political Science and International Development Studies Dalhousie University Halifax, NS B3H 4H6 Phone: (902)494-6638 Email: blackd@dal.ca Africa has always borne a heavy burden of narrative images in the colonial and post- colonial imagination. In Canada, this distant and dimly understood continent has been most commonly associated with extremes – of violence, disease, poverty, corruption, ecological disaster, and the like. This truncated and caricatured view is of course deeply problematic. But it has also rendered the African political landscape as a text on which the Canadian “attentive public” – governmental, non-governmental, and journalistic – has been able to narrate and reprise a favourite morality tale concerning our role(s) and identity in the world. There are at least two dominant narratives that have been interwoven in an ongoing dialectic. The first is of Canada, and Canadians, as selfless and compassionate advocates for those people and countries less fortunate than ourselves, and leaders in mobilizing international responses to their plight. This narrative strand draws on a long-standing sense of ‘mission’ in Canada’s relations with the colonial and post- colonial world (see Macdonald 1995; Nossal 2000). The second is of failure to fulfill these aspirations and obligations – a tale of moral dereliction in which we are indifferent to or even complicit in the suffering of African countries and peoples.
53 SKYDJ KARAOKE LIST - BHANGRA + BOLLYWOOD FULL LIST 1 ARTIST/MOVIE TITLE ORDER Kuch Na Kaho (Inc Video) 1942 A Love Story (1994) - Singa 92039 Ruth Na Jaana 1942 Love Story - Karaoke 91457 Ruth Na Jaana 1942 Love Story - Singalong 91458 Aal Izz Well 3 Idiots 90047 Behti Hawa Sa Tha Woh 3 Idiots 90048 Give Me Some Sunshine 3 Idiots 90049 Jaana Nahi Denga Tujhe 3 Idiots 90050 Zoobi Doobi 3 Idiots 90051 All Izz Well 3 Idiots - Karaoke 92129 Jawani O Diwan Aaan Milo Sajna - Karaoke 90559 Jawani O Diwan Aaan Milo Sajna - Singalong 90560 Babuji Dheere Chalana Aaar Paar (1954) - Karaoke 92131 Aaj Purani Rahon Se Aadami - Karaoke 90257 Aaj Purani Rahon Se Aadami - Singalong 90258 Sinzagi Ke Rang Aadmi Aur Insaan - Karaoke 90858 Sinzagi Ke Rang Aadmi Aur Insaan - Singalong 90859 Aaj Mere Yaar Ki Shadi Hai Aadmi Sadak Ka - Karaoke 90259 Aaj Mere Yaar Ki Shadi Hai Aadmi Sadak Ka - Singalong 90260 Tota Meri Tota Aaj Ka Gunda Raaj - Karaoke 91157 Tota Meri Tota Aaj Ka Gunda Raaj - Singalong 91158 Ek Pappi De De Aaj Ka Gundarraj - Karaoke 90261 Ek Pappi De De Aaj Ka Gundarraj - Singalong 90262 Aaja Nachle Aaja Nachle 90053 Aaja Nachle - Inc English Trans Aaja Nachle 90052 Aaja Nachle Aaja Nachle - Karaoke 91459 Is Pal Aaja Nachle - Karaoke 91461 Ishq Hua Aaja Nachle - Karaoke 91463 Show me your Jalwa Aaja Nachle - Karaoke 91465 Aaja Nachle Aaja Nachle - Singalong 91460 Is Pal Aaja Nachle - Singalong 91462 Ishq Hua Aaja Nachle - Singalong 91464 Show me your Jalwa Aaja Nachle - Singalong 91466 Tujhe Kya Sunaun Aakhir Deo - Karaoke 91159 Tujhe Kya Sunaun
Edited by Canada, Scandinavia and Southern Africa Canada Scandinavia and Southern Africa Edited by Douglas A nglin Timothy Shaw and Car1 Widstrand Scandinavian Institute of African Studies Uppsala 1 9 7 8 The Scandinavian Institute of African Studies has served at Uppsala since 1962 as a Scandinavian documentation and research centre on African affairs. The views expressed in its publications are entirely those of the authors and do not necessarily reflect those of the Institute or the institutions where they are engaged at present. O 1978 Nordiska afrikainstitutet ISBW 91-7106-143-6 Printed in Sweden by Uppsala Offsetcenter AB, Uppsala 197 8 Contents Preface Introduction I. Economic and Military Linkages and Leverage The Canadian Economy and Southern Africa Steuen Langdon Canadian Bank Loans to South Africa John S. Saul Scandinavia, Canada and the Arms Embargo Abdul S. Minty 11. Development Assistance Scandinavian Development Assistance to Borswana, Lesotho and Swaziland R ogpr 1,PYA Appendix: Scandinavian Aid to the "Victims of Apartheid" Canada and the Frontline States Linda Freeman Canadian Humanitarian Aid for Southern Africa Paul Ladouceur 111. Scandinavian Policy Options Nordic Opportunities and Responsibilities in Southern Africa Thoruald Stoltenberg Nordic Policy Trends towards Southern Africa Anders Thunborg Prrsent Imperialist Policies in Southern Africa: The Case for Scandinavian Disassociation Maz Palmberg IV. Canadian Policies and Policymaking Canada's Attitude toward Southern Africa Donald C. .Jamzeson Canadian Policy toward Southern Africa: The Decision-Making Process Georges Blouin Canadian Policy toward Southern Africa Robert Matthews and Cranford Pratt V. Issues and Options Scandinavian and Canadian Policy Issues Timothy M. Shaw About the authors Preface Since 1963, the Scandinavian Institute of African Studies has organized a variety of international seminars.
49 SKYDJ KARAOKE LIST - BHANGRA + BOLLYWOOD FULL LIST 1 ARTISTE / SONG TITLE ORDER SONG TITLE ARTISTS & MOVIE TITLE TRACK 2 Step Bhangra The Bilz ft So-D & Kashif 80045 Aa Bhi Ja Sur - Karaoke 90527 Aa Bhi Ja Sur - Singalong 90528 Aa Bhi Ja Sanam Prince (It's Show Tiime) 90191 Aa Chal Ke Tujhe Gagan Ki Chav Me - Karaoke 90367 Aa Chal Ke Tujhe Gagan Ki Chav Me - Singalong 90368 Aa chal ke tujhe - Karaoke Door Gagan Ki Chhaon Mein - Kara 92171 Aa Gaya Aa Gaya Hum Tumare Hai Sanam - Karaoke 91593 Aa Gaya Aa Gaya Hum Tumare Hai Sanam - Singalong 91594 Aa Jao Meri Tamanna Ajab Prem Ki Gazab Kahani 90063 Aa Laut Ke Aaja Mere Meet Rani Roopmati (1959) 91920 Aa Piya in Naino Me Deewar - Karaoke 90335 Aa Piya in Naino Me Deewar - Singalong 90336 Aa Zara Murder 2 (2011) - Singalong 80201 Aada Hai Chandrama NavRang - Karaoke 90447 Aada Hai Chandrama NavRang - Singalong 90448 Aadat JAL (Pakistani Group) - Singalon 92012 Aag Lage Fashion Nu Haal E Dil 90114 Aage Bhi Jane Na Tu Waqt - Karaoke 90545 Aage Bhi Jane Na Tu Waqt - Singalong 90546 Aahun Aahun Love Aaj Kal - Karaoke 91874 Aahun Aahun Love Aaj Kal - Singalong 91875 Aaina Dekha Khap (2011) - Singalong 80197 Aaj Din Chadheya Love Aaj Kal - Karaoke 91876 Aaj Din Chadheya Love Aaj Kal - Singalong 91877 Aaj Kal Lagta Nahi Shoharat - Karaoke 90519 Aaj Kal Lagta Nahi Shoharat - Singalong 90520 Aaj Mausam bada Beyimaan Loafer (1973) - Karaoke 92213 Aaj Mere Yaar Ki Shadi Hai Aadmi Sadak Ka - Karaoke 90259 Aaj Mere Yaar Ki Shadi Hai Aadmi Sadak Ka - Singalong 90260 Aaj Phir Jeene Ki Tammana Guide - Karaoke