REPORT : Hg colSuet sad umto WrdTuaiAaeesDy21”in Okinawa “World Tsunami Awareness Day 2017” High School Students Islands Summit on
REPORT
Okinawa Prefecture
INTRODUCTION
The High School Students Islands Summit on World Tsunami Awareness Day in Okinawa 2017 was held for two days on the 7th and 8th of November, 2017. In this summit we proudly welcomed 255 high school students or ‘The Youth Ambassadors for World Tsunami Awareness Day’ participated from 26 countries and regions around the world. We would like to extend our gratitude to the total of 815 individuals including the accompanying teachers, honorable guests, contributors to the summit and general audience for empowering the summit to succeed. We are also deeply thankful to all participating high school students from each country and region for their tireless efforts made in the months-long prestudies as they deepened their understanding of the goals of this summit and the tsunami prevention schemes to be ready to attend this summit, and to those teachers and relevant persons who devoted themselves to support the students. This year’s summit assumed the basic principle of the Kuroshio Declaration established in the first high school student’s summit, and on this foundation the participating students further discussed the schemes. The consequences of their discussions were summarized and presented in the Ambassadors’ Note as the action plans the students would implement in their communities. Two students from Okinawa Prefectural Naha Kokusai High School moderated the discussions as the summit presidents demonstrating their outstanding English proficiencies. I once again would like to pay tribute to the two students’ sincere attitudes as they made the significant contributions to the success of this summit along with other participating high school students. This year’s summit was held under the theme of; We want to protect people’s lives – Let’s do what we can now upon learning and preparing for the threat of tsunami: Send the message of “Yui Maaru” spirit from the island of Bankoku Shinryo. “Yui Maaru” is Okinawan dialect expressing the mind of mutual support. I hope by embracing this Yui Maaru sprit in your hearts, all of you the participating high school students would practice the action plans stipulated in the Ambassadors’ Note as you continue to explore what you should do and what you can do to protect people from the threats of tsunamis. Also in your future, I wish you would continue to play active roles as disaster prevention leaders of The Youth Ambassadors for World Tsunami Awareness Day back in your country and region aiming at building resilient nations. We the citizens of Okinawa Prefecture will work with The Youth Ambassadors for World Tsunami Awareness Day as we firmly share their spirits expressed in the Ambassadors’ Note, and will continue our endeavors to further increase the awareness of disaster preventions and to robustly promote the disaster prevention and reduction measures. To end my remarks, I once again would like to extend my heartfelt gratitude to the teachers who devoted themselves in guiding the participating high school students, the Ambassadors and their related individuals and organizations who extended the significant support and cooperation to us upon hosting this summit, and the citizens of Okinawa who warmly welcomed the young attendees. I also would like to express my sincere wish that the Ambassadors’ Note will disseminate widely in the world and contribute to enhance the awareness of disaster preventions and resilience of disaster prevention measures in the countries around the world including Japan. January, 2018 Takeshi Onaga The Governor of Okinawa Prefecture
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1. Documentary Photography ・・・・・・
2. Overview ・・・・・・
3. Summit Schedule ・・・・・・
4. The List of Participating Schools ・・・・・・
5. Messages from the Organizers・・・・・・
6. Message from the Co-organizer・・・・・・
7. Welcome Message from the Mayor of Ginowan City ・・・・・・ 8. Message from the Advocate of the World Tsunami Awareness Day・・・・・・
9. Messages from Guests ・・・・・・
10. Report from Miyako Island Study Tour ・・・・・・
11. Report from Ishigaki Island Study Tour・・・・・・
12. Report from World Tsunami Museum Conference・・・
13. Reports from Workshops ・・・・・・
14. Ambassadors’ Note・・・・・・
15. Participants Questionnaire・・・・・・
- 4 - - 5 - - 6 - １．Documentary Photography
Opening Ceremony（November 7）
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Orientation for Workshops（November 7）
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Orientation for Workshops（November 7） Orientation for Workshops（November 7）
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Workshops（November 8）
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Workshops（November 8） Workshops（November 8）
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Workshops（November 8）
Tree Planting（November 8）
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Workshops（November 8） General Meeting（November 8）
Tree Planting（November 8）
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Welcoming participants at Naha Airport and the Venue
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Welcoming participants at Naha Airport and the Venue
） 写真はアンバサ ダーズノートの物 を使用 （ November 7 Participants Group Photo of All Photo Group of
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- 15 - - 14 - １．Documentary Photography
写真はアンバサ ダーズノートの物 を使用 Participants at Tropical Beach at Tropical Participants ） of All of Group Photo Photo Group 8 （ November
-- 10 -16 - １．Documentary Photography ２．Overview
High School Students Islands Summit on the World Tsunami Awareness Day 2017 in Okinawa
Concept The World Tsunami Awareness Day on November 5th is an international day that was created through a resolution jointly proposed by 142 countries including Japan and unanimously adopted at the UN General Assembly in December 2015, with the aim of raising awareness of the risk posed by tsunami and promoting tsunami preparedness at global level.
In June 2011, Japan designated November 5th as Tsunami Disaster Prevention Day, based 写真はアンバサ on the lessons learned from the Great East Japan Earthquake in March 2011. This date originates from Japan’s famous anecdote of “Inamura-no-hi (burning of harvested rice ダーズノートの物 sheaves)”. On the 5th of November 1854, Goryo Hamaguchi, a leader of a を使用 Hiro-mura village, (currently Hirogawa-cho, in Wakayama Prefecture) saved the lives of other villagers from a large tsunami by setting fire to his sheaves of rice as an early warning and thus helped them evacuate to a higher ground.
In November 2016, the first year after the establishment of the World Tsunami Awareness Day, the High School Students Summit on World Tsunami Awareness Day in Kuroshio was held in Kuroshio-town, Kochi Prefecture from November 25th to 26th, to give opportunities for youth around the world, who bear responsibility for the next generation, to learn the threat of tsunami and precautionary measures against it.
High school students from 30 countries (115 students from high schools in Japan and 246 students from overseas) participated in the last Summit and learned the history of tsunami in Japan and measures on disaster risk reduction (DRR) through field works and discussions. As an outcome document, “Kuroshio Declaration” was adopted at the
Participants at Tropical Beach at Tropical Participants Summit. Following last year, we will hold this year the High School Students Islands Summit in Okinawa on the World Tsunami Awareness Day 2017 in Okinawa Prefecture.
） In Okinawa, Yaeyama earthquake accompanied by “Meiwa Giant Tsunami” in 1771 of All of caused many casualties. This giant tsunami is considered to be one of the world largest and there remain the historical heritages called tsunami stones in various parts of Okinawa.
In addition, Okinawa is the sole island prefecture in Japan with many inhabited remote islands. We will hold the Summit this year for the purpose of training future leaders who will undertake national resilience measures by protecting people’s lives, bodies and properties from earthquakes and tsunamis, and thus minimizing the impacts of damages November 8 November to people’s lives and economy. To this end, we will invite high school students from
Group Photo Photo Group （ islands countries which have similar natural environments to Okinawa and provide them with opportunities to acquire knowledge on disaster risk reduction and understand the threat of earthquakes and tsunamis for them to pass on to next generations. We will also provide them with opportunities to learn how to save people’s lives and properties from tsunamis through implementing policies on disaster mitigation and risk reduction, rapid rehabilitation and reconstruction as well as international cooperation comprehensively and in a systematic manner.
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- 17 - ２．Overview
Theme We want to protect people’s lives – Let’s do what we can now upon learning and preparing for the threat of tsunami. ～Send the message of “Yui Maaru” *1 spirit from the island of Bankoku Shinryo*2～
*1 : ”Yui” means cooperation, while “maaru” means ”order” or “sequence.” It is a word in the Okinawan language meaning “mutual aid” or “mutual support.” *2: “Bankoku Shinryo,” meaning "Bridge between Nations," is the phrase symbolizing Okinawa. The phrase is a part of the description carved on the large bell at Shuri-jo Castle, one of the world heritage sites on the island. From the Ryukyu Dynasty era, Okinawa has been accepting people from overseas with their warm hospitality mind thinking “once we meet, we all become brothers and sisters,” and has been deepening and expanding the bonds among people in its long history.
Participation ・Overseas: 149 high school students invited from 25 countries, 25 teachers ・Japan: 106 high school students invited from 42 schools, 43 teachers
Chair Persons Mr. Kohnosuke Aoki（Okinawa Prefectural Naha Kokusai High School freshman） Ms. Jasmine Lynn McHugh（Okinawa Prefectural Naha Kokusai High School freshman）
Language English
Workshop Fields 1. To know about past cases and the lessons learned from them Examples: Hand down to future generations our experiences in local disasters and lessons learned from them, etc. 2. To prepare for disasters Examples: Education to reduce risks of disasters, building up disaster-resistant communities, etc. 3. Actions after disasters Examples: evacuation to higher ground, confirmation of safety, operation of evacuation centers, assisting foreigners, etc.
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Theme Summit Schedule We want to protect people’s lives – Let’s do what we can now upon learning and preparing for the threat of tsunami. ～Send the message of “Yui Maaru” *1 spirit from the island of Bankoku Shinryo*2～ ○November 7th, Tuesday *1 : ”Yui” means cooperation, while “maaru” means ”order” or “sequence.” It is a word in 【Opening Ceremony】 （Okinawa Convention Center, Exhibition Hall） the Okinawan language meaning “mutual aid” or “mutual support.” *2: “Bankoku Shinryo,” meaning "Bridge between Nations," is the phrase symbolizing 14:00 ～ 14:30 UNISDR Video and Kuroshio Summit Video Viewing Okinawa. The phrase is a part of the description carved on the large bell at Shuri-jo 14:30 ～ 14:35 Opening Movie, Opening Remarks by Chairpersons Castle, one of the world heritage sites on the island. From the Ryukyu Dynasty era, Okinawa has been accepting people from overseas with their warm hospitality mind 14:35 ～ 14:40 Introduction of Participating Countries and Regions thinking “once we meet, we all become brothers and sisters,” and has been deepening Opening Speech by the Governor of Okinawa Prefecture and expanding the bonds among people in its long history. 14:40 ～ 15:20 Welcome Speech by the Mayor of Ginowan City, Guest Speeches
15:20 ～ 15:50 Reports of Study Tours, Report of World Tsunami Museum Conference Participation 15:50 ～ 17:20 Orientation for Workshops (Self-introduction, Explanation of Procedures) ・Overseas: 149 high school students invited from 25 countries, 25 teachers ・Japan: 106 high school students invited from 42 schools, 43 teachers 17:20 ～ 18:00 Photo of Workshop Groups and All Participants
Chair Persons Mr. Kohnosuke Aoki（Okinawa Prefectural Naha Kokusai High School freshman） ○ November 8th, Wednesday Ms. Jasmine Lynn McHugh（Okinawa Prefectural Naha Kokusai High School freshman） 【Workshops】 （Okinawa Convention Center, Exhibition Hall） Language 10:00 12:00 Workshops English ～ 12:00 ～ 13:15 Lunch meetings (Declaration Review Meeting) Workshop Fields Memorial Tree Planting Ginowan Seaside Park 1. To know about past cases and the lessons learned from them 【 】 （ ） Examples: Hand down to future generations our experiences in local disasters 13:15 ～ 15:00 Memorial Tree Planting・Group Photo of All Participants and lessons learned from them, etc. 【General Meeting】 （Okinawa Convention Center, Exhibition Hall） 2. To prepare for disasters Examples: Education to reduce risks of disasters, building up disaster-resistant 15:00 ～ 15:15 Opening Attraction communities, etc. 15:15 ～ 15:20 Opening Declaration of the General Meeting by Chairpersons 3. Actions after disasters Opening Speech by the Superintendent of Education of Okinawa Prefecture Examples: evacuation to higher ground, confirmation of safety, operation of 15:20 ～ 15:35 Guest Speeches evacuation centers, assisting foreigners, etc. 15:35 ～ 16:50 Report from Workshops
16:50 ～ 16:55 Summit Declaration
16:55 ～ 17:00 Closing Declaration by Chairpersons
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- 18 - - 19 - ４．The List of Participating Schools
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The number of participants Students Teachers Male Fem Male Fem No. County School Name ale ale Total 1 Republic of Kiribati King George V & Elaine Bernacchi School 6 3 3 1 1 7 2 Cook Islands Ministry of Education 6 3 3 1 1 7 Nukutere College Mangaia School Araura College Titikaveka College Enuamanu School 3 Independent State of Samoa Leulumoega Fou College 6 3 3 1 1 7 4 Solomon Islands Honiara Senior High School 6 3 3 1 1 7 5 Tuvalu Motufoua Secondary School 6 1 5 1 1 7 Fetuvalu Secondary School 6 Kingdom of Tonga Tonga High School 6 3 3 1 1 7 7 Republic of Nauru Nauru Secondary School 6 3 3 1 1 7 8 Niue Niue High School 6 1 5 1 1 7 9 Republic of Vanuatu Central School 6 3 3 1 1 7 10 Independent State of Papua Sogeri National High School 6 3 3 1 1 7 New Guinea 11 Republic of Palau Mindszenty High School 6 4 2 1 1 7 12 Republic of Fiji Ratu Kadavulevu School 6 6 0 1 1 7 13 Republic of the Marshall Assumption School 6 3 3 1 1 7 Islands 14 Federated States of Pohnpei Islands Central School 6 4 2 1 1 7 Micronesia 15 Democratic Socialist Southlands College 6 3 3 1 1 7 Republic of Sri Lanka Richmond College Mahinda College Sangamitta Balika Vidyalaya 16 Republic of Maldives MAPS College (MAPS International High School) 6 2 4 1 1 7 17 Republic of Mauritius Queen Elizabeth College 6 3 3 1 1 7 College du Saint Esprit Royal College Curepipe GMD Atchia State College Notre Dame College Royal College Port Louis 18 Republic of Seychelles Praslin Secondary 6 2 4 1 1 7 Belonie Secondary Mont Fleuri Secondary Plaisance Secondary Pointe Larue Secondary English River Secondary 19 Union of Comoros Le Lycee Abdoulhamid de Moroni 5 2 3 1 1 6 20 Republic of Indonesia Sman 6 Banda Aceh 6 3 3 1 1 7 21 United States of America Laupahoehoe Community Public Charter School 6 3 3 1 1 7 22 People's Republic of China Hainan Middle School 6 4 2 1 1 7 23 Republic of Chile Liceo Pablo Neruda 6 3 3 1 1 7 24 Republic of Peru Colegio San Antonio IHM 6 0 6 1 1 7 25 Kingdom of Thailand Streeranong School 6 2 4 1 1 7 Sikaoprachaphadungwit School Lantarachprachautit School Thaimuangwittaya School La-ngupittayakhom School Phuketwittayalai School 149 70 79 25 15 10 174
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- 20 - ４．The List of Participating Schools ４．The List of Participating Schools
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The number of participants The number of participants Students Teachers Students Teachers Total Male Fem Male Fem No. Prefecture School Name Male Female Male Female No. County School Name ale ale Total 1 Hokkaido Hokkaido Urakawa High School 3 0 3 1 1 0 4 1 Republic of Kiribati King George V & Elaine Bernacchi School 6 3 3 1 1 7 2 Iwate Iwate Prefectural Kamaishi High School 2 1 1 1 0 1 3 2 Cook Islands Ministry of Education 6 3 3 1 1 7 3 Miyagi Miyagi Prefecture Sendai Daiichi High School 3 1 2 1 1 0 4 Nukutere College Mangaia School 4 Miyagi Miyagi Prefectural Tagajo High School 2 2 0 1 1 0 3 Araura College Titikaveka College 5 Ibaraki Toyo University Ushiku Senior High School 3 1 2 1 1 0 4 Enuamanu School 6 Saitama Saitama Prefectural Fudooka High School 2 0 2 1 1 0 3 3 Independent State of Samoa Leulumoega Fou College 6 3 3 1 1 7 7 Tokyo Tokyo Gakugei University International Secondary School 3 0 3 1 4 4 Solomon Islands Honiara Senior High School 6 3 3 1 1 7 8 Tokyo Fujimigaoka high school for girls 2 0 2 1 1 0 3 5 Tuvalu Motufoua Secondary School 6 1 5 1 1 7 Yokohama Municipal Yokohama Science Fetuvalu Secondary School 9 Kanagawa 2 1 1 1 1 0 3 Frontier High School 6 Kingdom of Tonga Tonga High School 6 3 3 1 1 7 10 Nagano UWC ISAK Japan 3 2 1 1 4 7 Republic of Nauru Nauru Secondary School 6 3 3 1 1 7 11 Shizuoka Shizuoka Prefectural Ikeshinden High School 2 1 1 1 1 0 3 8 Niue Niue High School 6 1 5 1 1 7 12 Shizuoka Shizuoka Prefectural Susono High School 2 1 1 1 1 0 3 9 Republic of Vanuatu Central School 6 3 3 1 1 7 13 Aichi Taisei High School 2 0 2 1 1 0 3 10 Independent State of Papua Sogeri National High School 6 3 3 1 1 7 New Guinea Hirano Senior High School Attached to 14 Osaka 4 0 4 1 1 0 5 11 Republic of Palau Mindszenty High School 6 4 2 1 1 7 Osaka Kyoiku University 12 Republic of Fiji Ratu Kadavulevu School 6 6 0 1 1 7 15 Osaka Osaka Prefectural Senboku High School 2 0 2 1 0 1 3 13 Republic of the Marshall Assumption School 6 3 3 1 1 7 16 Osaka Senri International School of Kansei Gakuin 3 1 2 1 0 1 4 Islands 17 Osaka Kansai Soka Senior High School 3 0 3 1 1 0 4 14 Federated States of Pohnpei Islands Central School 6 4 2 1 1 7 18 Hyogo Kobe University Secondary School 2 0 2 1 0 1 3 Micronesia 19 Hyogo Hyogo Prefectural Amagasaki Oda High School 2 0 2 1 0 1 3 15 Democratic Socialist Southlands College 6 3 3 1 1 7 Republic of Sri Lanka Richmond College 20 Nara Nara Prefectural Unebi Senior High School 2 2 0 1 0 1 3 Mahinda College Sangamitta Balika Vidyalaya 21 Wakayama Wakayama Prefectural Kushimoto Koza High School 2 0 2 1 1 0 3 16 Republic of Maldives MAPS College (MAPS International High School) 6 2 4 1 1 7 22 Wakayama Wakayama Prefectural Taikyu High School 2 0 2 1 1 0 3 17 Republic of Mauritius Queen Elizabeth College 6 3 3 1 1 7 23 Wakayama Wakayama Prefectural Hidaka High School 2 1 1 1 1 0 3 College du Saint Esprit 24 Okayama Okayama Prefectural Tamashima High School 3 0 3 1 0 1 4 Royal College Curepipe GMD Atchia State College 25 Kochi Kochi Prefectural Kochi Otemae High School 2 0 2 1 0 1 3 Notre Dame College Royal College Port Louis 26 Kochi Kochi Prefectural Kochi Nishi High School 2 0 2 1 0 1 3 18 Republic of Seychelles Praslin Secondary 6 2 4 1 1 7 27 Kochi Kochi Prefectural Susaki High School 3 1 2 1 1 0 4 Belonie Secondary 28 Kochi Kochi Prefectural Nakamura High School 2 0 2 1 1 0 3 Mont Fleuri Secondary Plaisance Secondary 29 Kochi Kochi Prefectural Reihoku High School 2 0 2 1 0 1 3 Pointe Larue Secondary English River Secondary 30 Kochi Tosajuku Senior High School 3 0 3 1 0 1 4 19 Union of Comoros Le Lycee Abdoulhamid de Moroni 5 2 3 1 1 6 31 Fukuoka Fukuoka Prefectural Kurate High School 2 1 1 1 1 0 3 20 Republic of Indonesia Sman 6 Banda Aceh 6 3 3 1 1 7 32 Fukuoka Meiji Gakuen Senior High School 3 1 2 1 1 0 4 21 United States of America Laupahoehoe Community Public Charter School 6 3 3 1 1 7 33 Saga Saga Prefectural Saga Agricultural High School 3 3 0 1 1 0 4 22 People's Republic of China Hainan Middle School 6 4 2 1 1 7 34 Oita Oita Prefectural Oita Uenogaoka High School 2 2 0 2 2 0 4 23 Republic of Chile Liceo Pablo Neruda 6 3 3 1 1 7 35 Oita Oita Prefectural Saiki Kakujo High School 3 2 1 1 1 0 4 24 Republic of Peru Colegio San Antonio IHM 6 0 6 1 1 7 36 Okinawa Okinawa Prefectural Kyuyo High School 3 1 2 1 1 0 4 25 Kingdom of Thailand Streeranong School 6 2 4 1 1 7 37 Okinawa Okinawa Prefectural Koyo High School 3 0 3 1 0 1 4 Sikaoprachaphadungwit School Lantarachprachautit School 38 Okinawa Okinawa Prefectural Naha Kokusai High School 5 1 4 1 1 0 6 Thaimuangwittaya School 39 Okinawa Okinawa Prefectural Miyako High School 2 1 1 1 1 0 3 La-ngupittayakhom School Phuketwittayalai School 40 Okinawa Okinawa Prefectural Mirai Technical High School 3 3 0 1 0 1 4 149 70 79 25 15 10 174 41 Okinawa Okinawa Prefectural Yaeyama High School 3 0 3 1 0 1 4 42 Okinawa Okinawa Prefectural Yomei Senior High School 2 1 1 1 0 1 3 106 31 75 43 26 15 149
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- 20 - - 21 - ５．Messages from the Organizers
Takeshi Onaga The Governor of Okinawa Prefecture
I would like to greet you in the friendly Okinawa dialect:
Hai-sai, gusu-yo, chu ugana-bira (Hello, everyone. How are you doing today?)
I am Takeshi Onaga, the governor of Okinawa prefecture. On behalf of people in Okinawa, I wholeheartedly welcome you the Young Tsunami Prevention Ambassador high school students visiting our prefecture on this special occasion. Also, I extend our utmost respect to ambassadors to the participating countries, related individuals, and ministries and government officials.
I also extend our sincere gratitude to companies and other relevant groups who provided both material and mental supports to us as we host this wonderful summit. The first High School Students Summit on World Tsunami Awareness Day was held last year in the town of Kuroshio in Kochi prefecture, where The Kuroshio Declaration was adopted. For this second summit held here in Okinawa, assembled are 255 high school students from 26 countries and regions including Japan.
This year’s summit under the title the High School Students Islands Summit on World Tsunami Awareness Day 2017 in Okinawa is an international conference designed for the high school students from the countries and regions where their environments are similar to that of Okinawa including the Pacific Rim countries to hold passionate discussions. I am truly looking forward to reviewing the fruit of your discussions as they are summarized in the Ambassadors’ Note.
I would like to introduce you two key phrases to illustrate this summit hosted by Okinawa. One of them is Bankoku Shinryo, the bridge to all nations. This phrase represents people in Okinawa, as since the Ryukyu Dynasty period the Ryukyuans have been actively and successfully building connections among people and countries around the world just like a bridge.
The other phrase is the Yui Maaru spirit. “Yui Maaru” is Okinawan dialect meaning “mutual support” or “bonds between people.” It is my sincere hope that as the Young Tsunami Prevention Ambassadors, those high school students gathered here in Okinawa will build their own bridges as they connect the world, and with the spirit of Yui Maaru they help each other and cherish the bonds among people, take a leading role as they actively engage in the disaster prevention activities in their own communities.
To conclude my message to you, I would like to introduce another dialect phrase of Okinawa - “Ichariba Chodee” which means “once we have met, we are friends like brothers and sisters.” I truly hope that all of the high school students who became our precious friends as they participated in this Okinawa summit will come back to our beautiful islands anytime they wish in future. By expressing my sincere hopes for your further success, I would like to end my message to you. Yuta-saru Gutu-u Unigee-Sabira（Thank you very much)
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- 22 - ５．Messages from the Organizers ５．Messages from the Organizers
Shojin Heshiki Takeshi Onaga The Superintendent of Education of The Governor of Okinawa Prefecture Okinawa Prefecture
I would like to greet you in the friendly Okinawa dialect: I would like to greet you in the friendly Okinawa dialect:
Hai-sai, gusu-yo, chu ugana-bira Hai-sai, gusu-yo, chu ugana-bira (Hello, everyone. How are you doing today?) (Hello, everyone. How are you doing today?)
I am Takeshi Onaga, the governor of Okinawa prefecture. I would like to congratulate you on the High School Students Islands Summit on World Tsunami Awareness Day On behalf of people in Okinawa, I wholeheartedly welcome you the Young Tsunami Prevention Ambassador high school students visiting our prefecture on this special occasion. 2017 held here in Okinawa, and I cordially welcome all the participants who came from across and outside the Also, I extend our utmost respect to ambassadors to the participating countries, related individuals, and ministries nation. and government officials. In the year 2015, at the the United Nations’ General Assembly the 5th of November was designated as the World I also extend our sincere gratitude to companies and other relevant groups who provided both material and Tsunami Awareness Day, and last year the High School Students Summit on World Tsunami Awareness Day was mental supports to us as we host this wonderful summit. held in Kuroshio Town in Kochi prefecture. The first High School Students Summit on World Tsunami Awareness Day was held last year in the town of Kuroshio in Kochi prefecture, where The Kuroshio Declaration was adopted. And this year, for the summit under the title the High School Students Islands Summit on World Tsunami For this second summit held here in Okinawa, assembled are 255 high school students from 26 countries and Awareness Day 2017 in Okinawa, 255 high school students from 26 countries around the world gathered here. regions including Japan.
This year’s summit under the title the High School Students Islands Summit on World Tsunami Awareness Day 2017 In this year’s summit, the common goal is to nurture future leaders who will commit themselves in future to in Okinawa is an international conference designed for the high school students from the countries and regions protect peoples’ lives and assets from the disasters including earthquakes and tsunamis. where their environments are similar to that of Okinawa including the Pacific Rim countries to hold passionate I am certain that all of you will make this summit a precious opportunity to enhance your knowledge of disaster discussions. I am truly looking forward to reviewing the fruit of your discussions as they are summarized in the preventions through holding workshops under respective themes, and summarizing your ideas on what you can Ambassadors’ Note. do as high school students to prepare and take actions against disasters in their own regions.
I would like to introduce you two key phrases to illustrate this summit hosted by Okinawa. In addition to raising your awareness toward disaster prevention, I expect this summit will also be a wonderful One of them is Bankoku Shinryo, the bridge to all nations. cross-cultural opportunity for all of you coming from 26 different countries with different customary and language This phrase represents people in Okinawa, as since the Ryukyu Dynasty period the Ryukyuans have been actively backgrounds to take your first step of your future success on the global stage. and successfully building connections among people and countries around the world just like a bridge.
The other phrase is the Yui Maaru spirit. For those distinguished guests of ambassadors to various countries and regions, and individuals from overseas, “Yui Maaru” is Okinawan dialect meaning “mutual support” or “bonds between people.” It is my sincere hope that please make this summit as an opportunity to indulge yourselves in the diverse charms of Okinawa, as you enjoy as the Young Tsunami Prevention Ambassadors, those high school students gathered here in Okinawa will build its history, traditional cultures, and its abundant nature. their own bridges as they connect the world, and with the spirit of Yui Maaru they help each other and cherish the bonds among people, take a leading role as they actively engage in the disaster prevention activities in their own Last not least, I extend my deepest gratitude to all individuals who supported our prefecture in hosting the communities. wonderful summit, and my sincere hope to all attendees for your further success and well-being.
To conclude my message to you, I would like to introduce another dialect phrase of Okinawa - “Ichariba Chodee” which means “once we have met, we are friends like brothers and sisters.” I truly hope that all of the high school students who became our precious friends as they participated in this Okinawa summit will come back to our beautiful islands anytime they wish in future. By expressing my sincere hopes for your further success, I would like to end my message to you. Yuta-saru Gutu-u Unigee-Sabira（Thank you very much)
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- 22 - - 23 - ６．Message from the Co-organizer
Kirsi Madi Director, United Nations International Strategy for Disaster Reduction （UNISDR） Photo: Yuki Matsuoka, Head, UNISDR Office in Japan （Read by Yuki Matsuoka, Head, UNISDR Office in Japan）
Dear participating Youth Ambassadors for World Tsunami Awareness Day, His Excellency, Mr. Toshihiro Nikai, Secretary-General of the Liberal Democratic Party and Member of the House of Representatives of Japan, Excellency, Mr. Takeshi Onaga, Governor of Okinawa Prefecture, Mr. Atsushi Sakima, Mayor of Ginowan City.
Distinguished participants, ladies, and gentlemen, First of all, I would like to extend my congratulations on organizing this significant gathering of more than 250 students from 26 countries. It is a real pleasure to address at the General Assembly of the High School Students Islands Summit on World Tsunami Awareness Day 2017 in Okinawa. Tsunamis are rare. But they can be extremely deadly. Since 1996, 250,900 people have died in 21 countries affected by 30 tsunamis. Tsunamis also pose a significant threat to major infrastructure either built or planned for coastal areas. The significance of this threat was demonstrated in March 2011 by the Great East Japan Earthquake and Tsunami.
Three days ago, on the 5th of November, we observed World Tsunami Awareness Day. World Tsunami Awareness Day was created in 2015 at the United Nations General Assembly by a resolution jointly proposed by 142 countries. Japan took a leading role in the creation of “World Tsunami Awareness Day” which seeks to raise public awareness of the risk posed by tsunamis, and to enhance tsunami mitigation and preparedness. On World Tsunami Awareness Day, we have to remind ourselves how important it is to reduce existing levels of risk, and to avoid creating risk in the future. While tsunamis may be rare events, they are the deadliest of all natural hazards. The designation of November 5 as the World Tsunami Awareness Day comes from the famous “Inamura-no-hi” story. It is about Hamaguchi Goryo, who saved the lives of people in his village by setting fire to his sheaves of rice. This in turn swiftly disseminated information about a giant Tsunami triggered by the Ansei Nankai Earthquake on November 5 in 1854, and led to the evacuation of the village, which he then made an effort to build back better. Today, Mr. Goryo’s grasp of the fundamentals of disaster risk reduction are celebrated in this story which transmits to new generations, the importance of early warning systems; the value of traditional and local knowledge; and, the need to both build back better, as well as invest in resilient infrastructure. He was people- centred and inclusive in his approach.
These are all part of the guiding principles enshrined in the Sendai Framework for Disaster Risk Reduction (2015- 2030) which was adopted at the Third United Nations World Conference on Disaster Risk Reduction in 2015 held in the tsunami-affected city of Sendai. All the participating students in this Summit can learn much from the good practices and lessons accumulated in Japan which has a long history with tsunami disasters, including the experiences from the Great East Japan Earthquake and Tsunami in 2011. I am certain that this Summit gives you a great opportunity to discuss what you can do for your communities to be prepared for tsunami risks; to become more resilient to disasters, and to learn from each other by sharing different experiences from around the world. This High School Students Summit is a significant gathering for the future potential leaders in Disaster Risk Reduction. Please take what you have learnt at this event with you to your schools and communities in your countries, and please, commit yourselves to actively contribute towards both raising awareness on disaster risks, and taking concrete actions in your communities as Youth Ambassadors for World Tsunami Awareness Day. Thank you very much.
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- 24 - ６．Message from the Co-organizer ７．Welcome Message from the Mayor of Ginowan City
Kirsi Madi Director, United Nations International Strategy Atsushi Sakima for Disaster Reduction （UNISDR） The Mayor of Ginowan City Photo: Yuki Matsuoka, Head, UNISDR Office in Japan （Read by Yuki Matsuoka, Head, UNISDR Office in Japan）
Dear participating Youth Ambassadors for World Tsunami Awareness Day, I would cordially like to congratulate you today on holding the High School Students Islands Summit on World His Excellency, Mr. Toshihiro Nikai, Secretary-General of the Liberal Democratic Party and Member of the House of Tsunami Awareness Day 2017 in Okinawa. I am truly delighted to see many honorable delegates are gathering in Representatives of Japan, Excellency, Mr. Takeshi Onaga, Governor of Okinawa Prefecture, Mr. Atsushi Sakima, our city of Ginowan for this significant event. On behalf of all the citizens of the Ginowan city, I wholeheartedly Mayor of Ginowan City. would like to welcome all of you.
Distinguished participants, ladies, and gentlemen, The country of Japan and the prefecture of Okinawa where we reside, are surrounded by beautiful oceans where First of all, I would like to extend my congratulations on organizing this significant gathering of more than 250 we indulge ourselves in the abundance of nature, and nurture our cultural assets. On the west coast of our city of students from 26 countries. It is a real pleasure to address at the General Assembly of the High School Students Ginowan, there developed one of the leading convention resort areas in Okinawa with facilities including a Islands Summit on World Tsunami Awareness Day 2017 in Okinawa. Tsunamis are rare. But they can be extremely convention center, a marine park, beaches, hotels, and a large-scale shopping mall. This area attracts many deadly. Since 1996, 250,900 people have died in 21 countries affected by 30 tsunamis. Tsunamis also pose a citizens and tourists, and evolves as a city core as people constantly engage in their daily activities in this area. significant threat to major infrastructure either built or planned for coastal areas. The significance of this threat This area assures future abundance of our city as the ocean is our indispensable treasure which also functions as was demonstrated in March 2011 by the Great East Japan Earthquake and Tsunami. the platform for our living and the important resource for sightseeing on which our city will keep developing. Meanwhile, however, the major disasters triggered by the nature namely earthquakes and tsunamis would deprive Three days ago, on the 5th of November, we observed World Tsunami Awareness Day. World Tsunami Awareness people of their lives in the blink of an eye. As you know, we have lost a tragic number of people in the 2011 Day was created in 2015 at the United Nations General Assembly by a resolution jointly proposed by 142 Tohoku (Great East Japan) earthquake and tsunami which included massive crises. We should learn valuable countries. Japan took a leading role in the creation of “World Tsunami Awareness Day” which seeks to raise public lessons from our past-time tragedies and think what we can do for our future. Also in our city of Ginowan, aiming awareness of the risk posed by tsunamis, and to enhance tsunami mitigation and preparedness. at vigorously improving our countermeasures against tsunamis, we have been engaging in various disaster On World Tsunami Awareness Day, we have to remind ourselves how important it is to reduce existing levels of prevention projects as we work together with relevant individuals and institutions. risk, and to avoid creating risk in the future. While tsunamis may be rare events, they are the deadliest of all In this year’s high school students’ island summit, I was very proud to hear that the young ambassadors are natural hazards. crossing the oceans and gathering from the countries where the natural environment is similar to that of Okinawa The designation of November 5 as the World Tsunami Awareness Day comes from the famous “Inamura-no-hi” to hold active discussions on the necessary measures of disaster prevention and mitigation in their own story. It is about Hamaguchi Goryo, who saved the lives of people in his village by setting fire to his sheaves of communities, to deepen their knowledge, and nurture future leaders. I am looking forward to your dynamic rice. This in turn swiftly disseminated information about a giant Tsunami triggered by the Ansei Nankai discussions and also I am hoping that you will understand and respect each other’s education systems and culture Earthquake on November 5 in 1854, and led to the evacuation of the village, which he then made an effort to as you build your friendship with one another. It is you the young generation, who is creating the future with full build back better. of hopes. In order to tackle a large-scale task of dealing with natural disasters, all nations around the world must Today, Mr. Goryo’s grasp of the fundamentals of disaster risk reduction are celebrated in this story which work together hand-in-hand. transmits to new generations, the importance of early warning systems; the value of traditional and local In this regard, here in Japan we have encountered a great number of natural disasters and based on the platform knowledge; and, the need to both build back better, as well as invest in resilient infrastructure. He was people- founded by our ancestor’s tireless endeavor, we have built up our strengths as we overcome the tragedy one by centred and inclusive in his approach. one. It is my sincere hope that people around the world would learn and receive benefits from our past experiences. These are all part of the guiding principles enshrined in the Sendai Framework for Disaster Risk Reduction (2015- Last but not least, on behalf of the citizens of Ginowan, I extend our utmost respect to those individuals who have 2030) which was adopted at the Third United Nations World Conference on Disaster Risk Reduction in 2015 held devoted themselves to the success of this summit, and our wish for all participants’ further well-being and success. in the tsunami-affected city of Sendai. All the participating students in this Summit can learn much from the good practices and lessons accumulated in Japan which has a long history with tsunami disasters, including the experiences from the Great East Japan Earthquake and Tsunami in 2011. I am certain that this Summit gives you a great opportunity to discuss what you can do for your communities to be prepared for tsunami risks; to become more resilient to disasters, and to learn from each other by sharing different experiences from around the world. This High School Students Summit is a significant gathering for the future potential leaders in Disaster Risk Reduction. Please take what you have learnt at this event with you to your schools and communities in your countries, and please, commit yourselves to actively contribute towards both raising awareness on disaster risks, and taking concrete actions in your communities as Youth Ambassadors for World Tsunami Awareness Day. Thank you very much.
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- 24 - - 25 - ８．Message from the Advocate of the World Tsunami Awareness Day
Toshihiro Nikai Secretary General of the Liberal Democratic Party, and a Member of the House of Representatives
Firstly, I would like to express my gratitude to all of you for your contribution to the High School Students Islands Summit on World Tsunami Awareness Day 2017 in Okinawa. I am Toshihiro Nikai, Secretary-General of the ruling Liberal Democratic Party.
As a politician, protecting citizens’ lives is my mission, and as human beings living in today’s world, conveying the importance of lives to the next generation is our responsibility. Ultimately, what politicians must protect is the life.
Protecting citizens’ lives is the basic principle of building national resilience, and I believe as Japan’s being a country where natural disasters are common, it is our mission as Japanese to promote initiatives to strengthen land resilience on a global scale and build a safer and secure world.
Disaster risk reduction becomes feasible when the entire world unites and works together. With this faith, I launched my endeavour towards designation of the 5th of November as the World Tsunami Awareness Day, and this was realized through the establishment of the “World Tsunami Awareness Day” at the United Nations General Assembly in 2015. World Tsunami Awareness Day has its origin in a famous anecdote called “Inamura no Hi.” In 1854, when a huge tsunami hit Japan, Goryo Hamaguchi, a leader of a small village in Wakayama Prefecture set fire to his own rice sheaves so that the people of the village can use to identify the evacuation routes. His wise and attentive conduct saved many lives of the villagers. Goryo continued to put his own money to reconstruct the village after the tsunami disasters.
Today natural disasters hit us one after another without giving us a time to forget the lessons we learned from the previous ones. Whether we can survive or not at the time of disaster depends on our preparedness and daily attitude toward the disasters. Here in Japan people from children to the elderlies are engaged in daily preparedness and evacuation drills. In this year 18 countries around the world conducted the tsunami evacuation drills with the supports provided by Japan.
What is most crucial is you who will lead the next generation deepen your understanding of natural disasters. This year I visited Fiji and Tonga and reunited with the high school students who participated in the last year’s High School Students Summit on “World Tsunami Awareness Day” in Kuroshio. I found those former Youth Ambassadors for World Tsunami Awareness Day to be very reliable as they were actively engaged in disaster prevention activities implementing what they had learned in Japan.
I sincerely wish you, the Youth Ambassadors for World Tsunami Awareness Day of this year, will also bring back to your homes and disseminate what you have tirelessly learned and deeply thought about prevention and mitigation of disasters through your gathering here in Japan.
Aiming at enhancing this project further around the world with the determination of “we will not lose a single life in natural disasters,” we will put our minds and hearts together to promote our project and contribute to building peace and stability in the world.
Thank you very much.
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- 26 - ８．Message from the Advocate of the World Tsunami Awareness Day ９．Messages from Guests
High School Students Islands Summit in Okinawa on World Tsunami Awareness Day 2017 Video Message Toshihiro Nikai Secretary General of the Liberal Democratic Party, Shinzo Abe and a Member of the House of Representatives The Prime Minister of Japan
Firstly, I would like to express my gratitude to all of you for your contribution to the High School Students Islands Hello to all of you high school representatives! Welcome to Japan! I am Shinzo Abe, the Prime Minister of Japan. Summit on World Tsunami Awareness Day 2017 in Okinawa. I am Toshihiro Nikai, Secretary-General of the ruling Liberal Democratic Party. In December 2015, a resolution to establish November 5th as World Tsunami Awareness Day was adopted by consensus at the United Nations General Assembly. On the occasion of World Tsunami Awareness Day, it is a As a politician, protecting citizens’ lives is my mission, and as human beings living in today’s world, conveying the great pleasure to have youth who will lead the future coming from 26 countries around the world gather here in Okinawa as we hold this High School Students Islands Summit in Okinawa on World Tsunami Awareness Day importance of lives to the next generation is our responsibility. Ultimately, what politicians must protect is the life. 2017.
Protecting citizens’ lives is the basic principle of building national resilience, and I believe as Japan’s being a Six years have passed since the Great East Japan Earthquake, which caused the loss of approximately 20,000 country where natural disasters are common, it is our mission as Japanese to promote initiatives to strengthen human lives and severe damage to the Tohoku region. People’s deep affection for their hometowns and their land resilience on a global scale and build a safer and secure world. ongoing efforts have turned into a great force leading to the steady restoration of the region. I would like to take this opportunity to reiterate my deep gratitude for the warm and encouraging support we received from many Disaster risk reduction becomes feasible when the entire world unites and works together. With this faith, I countries, including the countries represented here today. launched my endeavour towards designation of the 5th of November as the World Tsunami Awareness Day, and this was realized through the establishment of the “World Tsunami Awareness Day” at the United Nations General Bearing in mind the tremendous number of victims and other suffering resulting from the Great East Japan Earthquake, we learned many things about dealing with disasters caused by natural hazards. The purpose of this Assembly in 2015. World Tsunami Awareness Day has its origin in a famous anecdote called “Inamura no Hi.” In Summit is to share this experience with people around the world so that they too can make use of it. This Summit 1854, when a huge tsunami hit Japan, Goryo Hamaguchi, a leader of a small village in Wakayama Prefecture set is also a way for Japan to reciprocate the kind support we received. fire to his own rice sheaves so that the people of the village can use to identify the evacuation routes. His wise and attentive conduct saved many lives of the villagers. Goryo continued to put his own money to Here in Okinawa, the Great Tsunami of Meiwa, said to be one of the largest ever worldwide, caused heavy reconstruct the village after the tsunami disasters. casualties in 1771.
Today natural disasters hit us one after another without giving us a time to forget the lessons we learned from the At this summit, I suppose that the high school students from island countries with natural environments similar to previous ones. Whether we can survive or not at the time of disaster depends on our preparedness and daily Okinawa shared their experiences and the wisdom of their respective regions for overcoming disasters caused by attitude toward the disasters. Here in Japan people from children to the elderlies are engaged in daily natural hazards. preparedness and evacuation drills. In this year 18 countries around the world conducted the tsunami evacuation In Okinawa, there is a word “yui maaru” which expresses the principle of “mutual aid” or “mutual support”. I would drills with the supports provided by Japan. like you to cherish the bonds you made by meeting and learning together in Okinawa, the island of “Bankoku Shinryo,” which means “bridges among all nations of the world.” I hope you all become bridges between your What is most crucial is you who will lead the next generation deepen your understanding of natural disasters. This countries and others while also helping each other. year I visited Fiji and Tonga and reunited with the high school students who participated in the last year’s High School Students Summit on “World Tsunami Awareness Day” in Kuroshio. I found those former Youth More than 150 years ago, the leader of a fishing village in Wakayama Prefecture saved the lives of many villagers Ambassadors for World Tsunami Awareness Day to be very reliable as they were actively engaged in disaster from a tsunami through his quick wit and action. He set fire to his precious sheaves of rice stacked on a hill to prevention activities implementing what they had learned in Japan. guide the villagers as they evacuated. The date of World Tsunami Awareness Day arises from this anecdote.
I sincerely wish you, the Youth Ambassadors for World Tsunami Awareness Day of this year, will also bring back to I would like to conclude my remarks by pledging to open up the future together with the future leaders who have your homes and disseminate what you have tirelessly learned and deeply thought about prevention and gathered here today as “Youth Ambassadors for World Tsunami Awareness Day” to build communities and nations resilient to disasters caused by natural hazards, in order to protect many precious lives. Thank you very mitigation of disasters through your gathering here in Japan. much. Aiming at enhancing this project further around the world with the determination of “we will not lose a single life in natural disasters,” we will put our minds and hearts together to promote our project and contribute to building peace and stability in the world.
Thank you very much.
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- 26 - - 27 - ９．Messages from Guests
Tetsuma Esaki Minister of State for Okinawa and Northern Territories Affairs
My name is Tetsuma Esaki, and I’m a Minister of State for Special Missions in charge of Okinawa and Northern Territories Affairs. I would like to extend my cordial congratulations to you on this wonderful occasion of the High School Students Islands Summit on World Tsunami Awareness Day 2017 in Okinawa.
As you know, Okinawa is the only prefecture in Japan formed by an archipelago. Today all of you gathered here in Okinawa from the island countries where the natural environment is similar to that of Okinawa. I believe this occasion in which you along with the high school students participating from across the nation are going to discuss and present your ideas on tsunami preventions is greatly meaningful in that you will promote disaster prevention education and develop international youth exchanges through engaging in disaster prevention efforts.
It is also my sincere hope that through this summit the participating high school students will em-brace the nature and culture of Okinawa, nurture your friendships with local high school students, which I believe will become your unforgettable experiences.
As the Minister of State for Okinawa and Northern Territories Affairs I am engaged in developing various promotion initiatives. The current projects include the consolidation of transportation and logistics infrastructures, and the contribution to standardization of materials and equipment required in regional disaster prevention measures.
We will continue our endeavor in development of the resilient region focusing on disaster prevention and reduction measures, which we believe ensures the people in Okinawa’s safety and security as well as further promotes the prefecture’s already boosting tourist industries.
Last but not least, I would like to extend my deepest respect to His Excellency Secretary General Nikai who played the pioneering role in raising the global awareness of disaster preventions by first proposing the World Tsunami Awareness Day, the Governor of Okinawa Prefecture Mr. Onaga for devoting his tireless efforts in preparation of this summit, Ambassadors, the United Nations Office for Disaster Risk Reduction officials, the Organization for Economic Co-operation and Development officials, the Japan-China Friendship Center staff members, and all other institutions and individuals who contributed to convene this precious summit.
To conclude my statements, I extend to Youth Ambassadors for World Tsunami Awareness Day pre-sent with us today my heartfelt wishes for your playing active leading roles in future both inside and outside of your own countries in raising people’s awareness of disaster preventions.
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- 28 - ９．Messages from Guests ９．Messages from Guests
Tetsuma Esaki Hachiro Okonogi Minister of State for Okinawa and Minister in charge of Northern Territories Affairs Building National Resilience
My name is Tetsuma Esaki, and I’m a Minister of State for Special Missions in charge of Okinawa and Northern Good afternoon, ladies and gentlemen. Territories Affairs. I would like to extend my cordial congratulations to you on this wonderful occasion of the High I am Hachiro Okonogi, Minister in charge of Building National Resilience. I would like to say a few words on the School Students Islands Summit on World Tsunami Awareness Day 2017 in Okinawa. opening of the High School Students Islands Summit on World Tsunami Awareness Day 2017 in Okinawa.
As you know, Okinawa is the only prefecture in Japan formed by an archipelago. Today all of you gathered here I am pleased to see the Summit has so many participants. I would like to thank Mr. Takeshi Onaga, Governor of in Okinawa from the island countries where the natural environment is similar to that of Okinawa. I believe this Okinawa Prefecture, the host of this Summit; the ambassadors from around the world; the United Nations Office occasion in which you along with the high school students participating from across the nation are going to for Disaster Risk Reduction; the Organisation for Economic Co-operation and Development; the Japan-China discuss and present your ideas on tsunami preventions is greatly meaningful in that you will promote disaster Friendship Center; Mr. Toshihiro Nikai, Secretary-General of the Liberal Democratic Party and a leading advocate prevention education and develop international youth exchanges through engaging in disaster prevention efforts. for World Tsunami Awareness Day; and everyone who has worked hard on preparing for this Summit.
It is also my sincere hope that through this summit the participating high school students will em-brace the I have learned that you, high school students who are here today, visited Miyako Island and Ishigaki Island to see nature and culture of Okinawa, nurture your friendships with local high school students, which I believe will the tsunami stones that convey the sheer scale of the Great Tsunami of Meiwa some 250 years ago, and that you become your unforgettable experiences. participated in a tsunami evacuation drill in Ginowan City this morning. I am sure the visits to these islands and meetings with local high school students have shown you the knowledge and experience that the local people As the Minister of State for Okinawa and Northern Territories Affairs I am engaged in developing various have gained from past tsunamis. promotion initiatives. The current projects include the consolidation of transportation and logistics infrastructures, and the contribution to standardization of materials and equipment required in regional disaster prevention It is very important for each of us to learn from past disasters, recognize the importance of disaster mitigation measures. day-to-day, and take action to prepare for disasters. Against this backdrop, the United Nations General Assembly unanimously adopted the resolution on World Tsunami Awareness Day in December 2015, which is a new We will continue our endeavor in development of the resilient region focusing on disaster prevention and milestone for humanity. reduction measures, which we believe ensures the people in Okinawa’s safety and security as well as further promotes the prefecture’s already boosting tourist industries. It is highly significant that this Summit is being held here in Okinawa Prefecture, as a venue for high school students to meet and discuss topics of common interest such as the threats of earthquakes and tsunami, and Last but not least, I would like to extend my deepest respect to His Excellency Secretary General Nikai who played disaster preparedness and mitigation. the pioneering role in raising the global awareness of disaster preventions by first proposing the World Tsunami Awareness Day, the Governor of Okinawa Prefecture Mr. Onaga for devoting his tireless efforts in preparation of I hope that you, high school students, along with everyone who is here with us today, will communicate the this summit, Ambassadors, the United Nations Office for Disaster Risk Reduction officials, the Organization for importance of disaster preparedness based on what you learn from this Summit. This will help accelerate the Economic Co-operation and Development officials, the Japan-China Friendship Center staff members, and all process of enhancing national strength and resilience around the world. Thank you very much. other institutions and individuals who contributed to convene this precious summit.
To conclude my statements, I extend to Youth Ambassadors for World Tsunami Awareness Day pre-sent with us today my heartfelt wishes for your playing active leading roles in future both inside and outside of your own countries in raising people’s awareness of disaster preventions.
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- 28 - - 29 - １０．Report from Miyako Island Study Tour
Hannah Joram Wina Amram Nauru Secondary School, Nauru
Greetings to you all. This afternoon we the group from Nauru will be presenting our study tour report on Miyako Island. This picture shows a beautiful view of Higashi-Hanazaki area where a tsunami bowl was introduced to us. The tsunami bowl was to mark the history of tsunamis in recent times. Also, an ancient story was told by our lovely student from MSJ High School about a lady from Mayoka whose name was Mamaya, who was beautiful that men from all the islands visited the village just to look at her. One day, she fell in love with a guy who with two children without knowledge. However, their love did not last long for the man left Mamaya. Although Mamaya let her hopes up from other men and this inspired many people.
This is the Yonaha Area Disaster Reduction Center as we are welcomed with friendly staff members. The building is reinforced concrete building of three stories that was built for protecting human life from disasters such as tsunamis that is also a native training center increasing knowledge on disaster prevention. The center 313.24 meter square and a height of 11.35 meter that can fit up to 400 people, stocked goods or emergency food supplies of 1000 serving starts securely that can last up to 5 years for cold and dry packed rice and other important supplies such as first aid kits, blankets and gas stoves etcetera. This building is at risk of 11.35 meters that is approximately 1 to 2 meters above sea level.
Our first stop was at MSJ High School. The school consists of about 300 to 500 students. MSJ High School is not an academic school but is a vocational high school. They have courses such as welfare, economics, business and more. Formal introduction was done where students introduced themselves to each other at MSJ High School. The young students from MSJ High School taught us a game called shanke. This game was played in pairs that every time the partners lose they have to fold the newspaper until they are not able to stand on it together.
This is a picture of one of the courses learnt by the students at MSJ High School. The picture shows that the students do practical such as weaving hammocks. This image shows that students learnt textile, fashion and design. As you can see the students are currently sewing the traditional wear which is called the kimono. This kimono dress is worn for summer.
Our final visit was at – I don’t know how to pronounce that it’s in Japanese. Huge stones were brought to shore by a big tsunami in the year 1771 were being observed by every youth ambassador that time. Big stones indicates that the magnitude of the tsunami was beyond surprising. This is our study tour report. We look forward to learn more about Japan and I thank you all for your time.
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- 30 - １０．Report from Miyako Island Study Tour １１．Report from Ishigaki Island Study Tour
Hannah Joram Wina Amram Charles Fox Inifiri Nauru Secondary School, Nauru Honiara High School, Solomon
Greetings to you all. This afternoon we the group from Nauru will be presenting our study tour report on Miyako Hello everybody. My name is Charles Fox. I came from Solomon Island. I will present a report on our study tour Island. This picture shows a beautiful view of Higashi-Hanazaki area where a tsunami bowl was introduced to us. on Ishigaki Island yesterday. The tsunami bowl was to mark the history of tsunamis in recent times. Also, an ancient story was told by our lovely student from MSJ High School about a lady from Mayoka whose name was Mamaya, who was beautiful During our study, firstly we attend a lecture at the Ishigaki Island, Ishigaki City. The lecture was on World Tsunami, that men from all the islands visited the village just to look at her. One day, she fell in love with a guy who with a Wednesday which talks about tsunami preparedness and prevention methods that are being used in Ishigaki two children without knowledge. However, their love did not last long for the man left Mamaya. Although Island as well as in the country as a whole. Secondly, another lecture was given on the Great Tsunami of Meiwa Mamaya let her hopes up from other men and this inspired many people. that strike the Island in April 24, 1771 and killed many people. There are lessons being learnt from this great tsunami that also helped people in Japan to prepare for such disaster. This is the Yonaha Area Disaster Reduction Center as we are welcomed with friendly staff members. The building is reinforced concrete building of three stories that was built for protecting human life from disasters such as Thirdly, we visit another site called observation day located on Mount Banner. Here at the observation day it has tsunamis that is also a native training center increasing knowledge on disaster prevention. The center 313.24 two observations. You see in the streets of Ishigaki City and nearby Taketomi Island and other surrounding islands. meter square and a height of 11.35 meter that can fit up to 400 people, stocked goods or emergency food Next, we visit a monument of tsunami victims of the Great Tsunami of Meiwa. This monument was built in Miyara, supplies of 1000 serving starts securely that can last up to 5 years for cold and dry packed rice and other Ishigaki City to console the soul of victims of Great Tsunami of Meiwa. At this site we overflowed flowers and important supplies such as first aid kits, blankets and gas stoves etcetera. This building is at risk of 11.35 meters silent prayers for the victims. that is approximately 1 to 2 meters above sea level. Fourthly, we visited a tsunami stone called Ufuishi in Japanese language. This stone was believed to washed Our first stop was at MSJ High School. The school consists of about 300 to 500 students. MSJ High School is not ashore by the Great Tsunami of Meiwa. However, research and scientific evidence had revealed this stone is a an academic school but is a vocational high school. They have courses such as welfare, economics, business and tsunami stone of another tsunami that hit this area before the Great Tsunami of Meiwa. more. Formal introduction was done where students introduced themselves to each other at MSJ High School. The young students from MSJ High School taught us a game called shanke. This game was played in pairs that Finally, we visit the Yaeyama High School and this art in Japanese language they call shodo. Here students from every time the partners lose they have to fold the newspaper until they are not able to stand on it together. Yaeyama high school performed traditional dances and also talked about their school. Foreign high school also performed their traditional dances and the songs. We really enjoyed the study tour and also learning many things. This is a picture of one of the courses learnt by the students at MSJ High School. The picture shows that the And, from my own observation as a Solomon islander in Melanesian country in Pacific region I am here to share students do practical such as weaving hammocks. This image shows that students learnt textile, fashion and my deep desire that I have selected from thousands of students in my school. I am really thankful to be here and design. As you can see the students are currently sewing the traditional wear which is called the kimono. This seeing differences from my country and this country, Japan. Ladies and gentlemen, thank you very much for your kimono dress is worn for summer. listening.
Our final visit was at – I don’t know how to pronounce that it’s in Japanese. Huge stones were brought to shore by a big tsunami in the year 1771 were being observed by every youth ambassador that time. Big stones indicates that the magnitude of the tsunami was beyond surprising. This is our study tour report. We look forward to learn more about Japan and I thank you all for your time.
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- 30 - - 31 - １２．Report from World Tsunami Museum Conference
Ratchaneekorn Thongthip Director, International Tsunami Museum, Phang-Nga Province, Thailand
Good afternoon, participating students, ladies and gentlemen, This is my great pleasure to report on the World Tsunami Museum Conference at this High School Student Islands Summit for World Tsunami Awareness Day. The very first World Tsunami Museum Conference has been held on 5 November in Ishigaki City, Okinawa Prefecture.
The objective of the conference was to promote cooperation among participating museums as centers of disaster risk reduction education and enhance discussions on how the experiences and lessons learned from the damages caused by tsunamis and other natural hazards could be disseminated to other parts of the world and passed down to the future generations. I would like to report on the Conference according to these five components.
For this Conference, nine museums gathered from 7 countries, including Indonesia, Japan, Portugal, Sri Lanka, Thailand, Turkey, and USA. The Conference also had participation from the Government of Chile, and local government and municipality officials from Kochi Prefecture, Wakayama Prefecture, Okinawa Prefecture, and Ishigaki City as well as officials from the Government of Japan.
The World Tsunami Museum Conference was held on beautiful Ishigaki Island in Okinawa Prefecture; an island which is also exposed to tsunami risks as historical evidence, such as tsunami stones, shows.
The Conference was organized by United Nations Office for Disaster Risk Reduction (UNISDR) Office in Japan, Ministry of Foreign Affairs of Japan, and Japan International Cooperation Agency (JICA). I would like to thank these organizers, as well as extend special thanks to the International Research Institute of Disaster Science (IRIDeS) of Tohoku University for supporting this Conference.
We particularly appreciate the presence of Mr. Teru Fukui, Member of the House of Representatives of Japan, in the Conference.
The Conference consisted of these five sessions, as the slide shows. Session 1: “Knowing: How the terror of Tsunami have been passed down? “ Session 2: “Realizing: Field museums existing nearby” Session 3: “Preserving: Database for passing the records down from generation to generation” Session 4: “Passing on: Role of Tsunami Museums as centers for knowledge transmission” and Session 5 had two Special Lectures. The one is on “Recovery from a disaster” from Syiah Kuala University in Indonesia. The other presentation is by Mr. Masanao Ozaki, Governor of Kochi Prefecture, on “Efforts against tsunamis by the local government”.
At the Conference, nine museums made presentations on their concept, history, and activities, including unique activities and practices being carried out. Presentations were followed by interactive discussions.
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- 32 - １２．Report from World Tsunami Museum Conference １２．Report from World Tsunami Museum Conference
I would like to share several keywords identified during discussions and take-away messages drawn from the discussion. The Conference recognized important roles by museums as cultural facilities. We are preservers of past experience and indigenous knowledge, and have very important roles to play in educating the public about past disaster events. Our roles include: - raising public awareness by facilitating understanding of the disaster risks to which the public is exposed; - preserving records and accumulating knowledge for people to learn from the past, including maintaining data Ratchaneekorn Thongthip base. - passing this knowledge on to future generations. Director, International Tsunami Museum, All of these important roles contribute to changing a society by strengthening preparedness and building the Phang-Nga Province, Thailand resilience to future disasters. These roles by the Museums in the Society is critical as specified in the Sendai Framework for Disaster Risk Reduction 2015-2030 as Priority 1 “Understanding Risk”.
Representatives of the participating museums discussed their challenges, including financial and human resource Good afternoon, participating students, ladies and gentlemen, challenges, regarding how they can be sustainable. This is my great pleasure to report on the World Tsunami Museum Conference at this High School Student Islands While obtaining and maintaining data in many kinds are crucial for tsunami museums, handling a large number of Summit for World Tsunami Awareness Day. data is a challenge for museum managers for analysis and storage capacity. The very first World Tsunami Museum Conference has been held on 5 November in Ishigaki City, Okinawa One of the biggest challenges is how we can efficiently hand down the memories and knowledge of tsunamis to Prefecture. next generations. From this perspective, we are very pleased to have the opportunity to interact with the participating students in The objective of the conference was to promote cooperation among participating museums as centers of disaster this Summit. risk reduction education and enhance discussions on how the experiences and lessons learned from the damages We would like to attract young generation like you to come to the museums more frequently which will caused by tsunamis and other natural hazards could be disseminated to other parts of the world and passed contribute to cultivating the culture of disaster risk reduction. down to the future generations. I would like to report on the Conference according to these five components. During the intensive discussions, we have also discussed and explored following recommendations. It is important for the tsunami and disaster related museums to contribute to a social change for making For this Conference, nine museums gathered from 7 countries, including Indonesia, Japan, Portugal, Sri Lanka, communities more resilient, through serving to local communities. Thailand, Turkey, and USA. The Conference also had participation from the Government of Chile, and local Physical sharing of materials for exhibitions among participating museums to be explored, so that visitors to these government and municipality officials from Kochi Prefecture, Wakayama Prefecture, Okinawa Prefecture, and museums can learn from other museums. Ishigaki City as well as officials from the Government of Japan. Recognizing field museums, like tsunami stones, as another way of handing down the memories of past disasters for public awareness. The World Tsunami Museum Conference was held on beautiful Ishigaki Island in Okinawa Prefecture; an island Utilizing folklore (story-telling) is another effective way to hand down the memories of tsunamis as it would which is also exposed to tsunami risks as historical evidence, such as tsunami stones, shows. penetrate into the emotional level. Good practices and lessons learnt can be further shared among the participating museums from this perspective. The Conference was organized by United Nations Office for Disaster Risk Reduction (UNISDR) Office in Japan, Science is a key for the museums, since we can verify facts through working together with scientists. Ministry of Foreign Affairs of Japan, and Japan International Cooperation Agency (JICA). I would like to thank Scientific evidence to understand natural hazards and human stories need to be combined to be effectively these organizers, as well as extend special thanks to the International Research Institute of Disaster Science communicating messages to the public. (IRIDeS) of Tohoku University for supporting this Conference. Networking among museums is critical for sharing good practices and exploring solutions to our common challenges together. We particularly appreciate the presence of Mr. Teru Fukui, Member of the House of Representatives of Japan, in the Conference. This conference provided the rare opportunity for participating museums despite being separated by vast oceans to learn from each other, as well as, foster networking for their future collaborations and joint efforts. The Conference consisted of these five sessions, as the slide shows. Similarly, I encourage you to seize this opportunity over the next few days to nurture friendships that extend well Session 1: “Knowing: How the terror of Tsunami have been passed down? “ beyond this Summit. I understand that high school students from countries where participating museums were Session 2: “Realizing: Field museums existing nearby” represented are also attending this Summit. For those participating museums in the World Tsunami Museum Session 3: “Preserving: Database for passing the records down from generation to generation” Conference and participating students in this High School Islands Summit which includes Thailand, we hope this Session 4: “Passing on: Role of Tsunami Museums as centers for knowledge transmission” can be the beginning of a meaningful partnership which will continue when you return back together to your and countries. We may have been strangers yesterday, but let us stand united with you as Youth Ambassadors for Session 5 had two Special Lectures. World Tsunami Awareness Day in building community resilience from today onwards. The one is on “Recovery from a disaster” from Syiah Kuala University in Indonesia. The other presentation is by Mr. Masanao Ozaki, Governor of Kochi Prefecture, on “Efforts against tsunamis by the local government”. Thank you very much. At the Conference, nine museums made presentations on their concept, history, and activities, including unique activities and practices being carried out. Presentations were followed by interactive discussions.
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- 32 - - 33 - １３．Report from Workshops
A Group Workshop Field: To know about past cases and the lessons learned from them
Moderator Name of School Region/Country Presentation Title
Iwate Prefectural Iwate, Japan School Life and Disaster Prevention Education at Kamaishi High School Temporary School ～Lessons from Great East Japan Earthquake and Tsunami～
Miyagi Prefectural Miyagi, Japan What Students in Tagajo Can Do to Pass On the Tagajo High School Lessons We Learned: ～Connecting the Past and the Future through Machi-aruki (walking around looking at tsunami remains)～
Saitama Prefectural Saitama, Japan Flood Damage in the Urbanized Area Fudooka High School
Saga Prefectural Saga Saga, Japan Case examples and lessons of disaster learned Agricultural High School from the activities of “ Liaison and TEC-FORCE”
Okinawa Prefectural Okinawa, Japan The tsunami caused by the 1960 Chile Kyuyo High School earthquake.
Okinawa Prefectural Okinawa, Japan Let’s take the opportunity to think about an Miyako High School extensive emergency!!
★ Niue High School Niue Cyclone Heta 2004
Mindszenty High School Republic of Palau “Learning From Our Past To Protect the Future”
Laupahoehoe United States of America Spreading Awareness About Tsunamis Through Community Public Digital Media Charter School
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- 34 - Japan Iwate １３．Report from Workshops Presentation Summary A-1 Iwate Prefectural Kamaishi High School School Life and Disaster Prevention Education at Temporary School A Group ～Lessons from Great East Japan Earthquake and Tsunami～ Workshop Field: To know about past cases and the lessons Content and Results of Detailed Surveys learned from them
Action Plan “Spread Kamaishi’s uniqueness as a universality” We share our lessons and experiences from the Great East Japan Earthquake through presentations and leaflets. 【The contents of presentations and leaflets】 1. How we survived the Great East Japan Earthquake and Tsunami Disaster prevention education taught in Kamaishi and lessons from past tsunami Ex) Three basic rules taught in Kamaishi to survive tsunami 1. We need to imagine that an unexpected situation will happen. 2. Do what you can do wherever you are. 3. Be the first one who runs away from the tsunami 2. What is necessary to build back our lives from the disaster ・To take care of children’s mental health, that is, to start school life as soon as possible. ・The necessity for building temporary schools and improving it.
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- 34 - - 35 - Japan Miyagi Presentation Summary A-2 Miyagi Prefectural Tagajo High School What Students in Tagajo Can Do to Pass On the Lessons We Learned: ～Connecting the Past and the Future through Machi-aruki (walking around looking at tsunami remains)～
Content and Results of Detailed Surveys
Tagajo city was hit by the tsunami caused by the Great East Japan Earthquake on March 11, 2011. Nearly 30% of the city was flooded. The tsunami came into the city not only from the sea, but also from rivers and canals because the seawater had gone up the rivers and canals. Main streets became waterways, and the tsunami came from unexpected directions. 188 people were killed and about 5,000 houses were affected. This type of tsunami is called an“urban type.” There is a famous tanka (old Japanese poem) written by Motosuke Kiyohara: “Suenomatsuyama namikosazi”(“The tsunami doesn’t reach Suenomatsuyama”) Our research shows that the Jogan earthquake in 869 caused a great tsunami, which also hit Tagajo. One thousand people were killed then, but the tsunami didn’t reach Suenomatsuyama. We found that the tanka was teaching us about the tsunami. Actually, some people survived in 2011 because of the lesson from the tanka. They evacuated to Suenomatsuyama.
Analysis of Problems and Issues
We decided that the serious damage caused by the urban-type tsunami is a lesson we learned that we want to pass on to the next generation. In 2012, we started setting up signs which show how high the tsunami was on utility poles and pedestrian overpasses. Next, we started machi-aruki program: We guide people along the streets, showing them the signs and some video on an iPad tablet. Today it is difficult to set up more signs because six years have passed and traces of the tsunami are disappearing. However, we want to set up more signs to help more people realize how a tsunami hits a city. In addition, machi- aruki is a good chance for visitors from other prefectures to learn about the Great East Japan Earthquake in 2011 and the Jogan earthquake in 869. We don’t want to make machi-aruki an introduction to only the case in Tagajo. It should give people valuable lessons about urban tsunami in general.
Action Plan
We’ll pass on the lessons about the damage of tsunami to other prefectures and foreign countries to save people’s lives. So we’ll enhance machi-aruki using tsunami signs. First, we plan to use songs or poetry monuments and to have enough to time to exchange ideas in the latter part. Songs or poetry monuments may seem to have nothing to do with disaster, but they can be used for prevention against disasters. From this point of view, we want visitors to think over the place they are living again and we ourselves are able to expand our horizons by listening to visitors’ ideas. Next we plan to convey the appeal of Tgajo. We have many historical charms in Tagajo such as songs or poetry monuments. We want to pass on the lessons both directly and indirectly by having more visitors who have heard something interesting about Tagajo from others who had visited Tagajo. At this workshop and summit, we hope to learn about plans from other schools in order to improve our own efforts.
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- 36 - Japan Miyagi Japan Saitama Presentation Presentation Summary Summary A-2 Miyagi Prefectural Tagajo High School A-3 Saitama Prefectural Fudooka High School What Students in Tagajo Can Do to Pass On the Lessons We Learned: Flood Damage in the Urbanized Area ～Connecting the Past and the Future through Machi-aruki (walking around looking at tsunami remains)～
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
Tagajo city was hit by the tsunami caused by the Great East Japan Earthquake on March 11, 2011. Nearly 30% of We visited the Crisis Management and Disaster Prevention Division in Kazo City Hall, and listened to the history of the city was flooded. The tsunami came into the city not only from the sea, but also from rivers and canals flood damage, and measures for it. Typhoon Kathleen, which hit the Kanto region in 1947, September 15th, because the seawater had gone up the rivers and canals. Main streets became waterways, and the tsunami came inflicted the worst damage in Saitama prefecture. 316 lives were lost, 497 people were injured, 9,268 houses were from unexpected directions. completely destroyed, and 7,577 houses were partially destroyed. Saitama prefecture is a landlocked prefecture so 188 people were killed and about 5,000 houses were affected. This type of tsunami is called an“urban type.” it is unrelated to tsunami damage, and Kazo city has few natural disasters. There is a famous tanka (old Japanese poem) written by Motosuke Kiyohara: “Suenomatsuyama namikosazi”(“The However when river flooding due to torrential rain caused by climate change in recent years happens, and when a tsunami doesn’t reach Suenomatsuyama”) Our research shows that the Jogan earthquake in 869 caused a great lot of rain flows into a drainage canal, flood damage might occur by the lack of drainage capacity. It is because of tsunami, which also hit Tagajo. One thousand people were killed then, but the tsunami didn’t reach undeveloped waterways, lack of drainage canals for rivers managed by the prefecture and land improvement Suenomatsuyama. We found that the tanka was teaching us about the tsunami. Actually, some people survived in districts, and the deposition of waterway, street gutter, and regulating reservoir. 2011 because of the lesson from the tanka. They evacuated to Suenomatsuyama. Due to this, Kazo city has strengthened measures for flood damage like the maintenance of the reservoir. Also, they made a hazard map for land side water and show it on the homepage of the city. Next time we are planning to have a look at “The Metropolitan Area Outer Underground Discharge Channel”.
Analysis of Problems and Issues Analysis of Problems and Issues We decided that the serious damage caused by the urban-type tsunami is a lesson we learned that we want to pass on to the next generation. In 2012, we started setting up signs which show how high the tsunami was on Flood damages in urbanized areas are divided into three classes. utility poles and pedestrian overpasses. Next, we started machi-aruki program: We guide people along the streets, 1. Torrential rain increases and becomes more violent because of heat island and climate change. showing them the signs and some video on an iPad tablet. 2. The water retention function of river basins and the retarding functions are dropping because roads are covered Today it is difficult to set up more signs because six years have passed and traces of the tsunami are disappearing. with asphalt. However, we want to set up more signs to help more people realize how a tsunami hits a city. In addition, machi- 3. Damage is increasing because land use is upgraded, for example, utilizing underground space and their aruki is a good chance for visitors from other prefectures to learn about the Great East Japan Earthquake in 2011 measures are issues. and the Jogan earthquake in 869. We don’t want to make machi-aruki an introduction to only the case in Tagajo. It should give people valuable lessons about urban tsunami in general. Action Plan
Not only is the power of the executive branch (public assistance) necessary for preparing a town against natural disasters, but also the power of citizen, community and business operators (self-help and public assistance) is Action Plan indispensable. Then, activities to raise disaster awareness of local inhabitants and the state of one’s attitude are necessary. We’ll pass on the lessons about the damage of tsunami to other prefectures and foreign countries to save For example, local inhabitants always conceptualize evacuation zones. One of the ways to raise disaster awareness people’s lives. So we’ll enhance machi-aruki using tsunami signs. is transmitting and spreading information using social media, YouTube and so on. A lot of people can know First, we plan to use songs or poetry monuments and to have enough to time to exchange ideas in the latter part. information quickly by using the internet. Songs or poetry monuments may seem to have nothing to do with disaster, but they can be used for prevention against disasters. From this point of view, we want visitors to think over the place they are living again and we ourselves are able to expand our horizons by listening to visitors’ ideas. Next we plan to convey the appeal of Tgajo. We have many historical charms in Tagajo such as songs or poetry monuments. We want to pass on the lessons both directly and indirectly by having more visitors who have heard something interesting about Tagajo from others who had visited Tagajo. At this workshop and summit, we hope to learn about plans from other schools in order to improve our own efforts.
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- 36 - - 37 - Presentation Japan Saga Summary A-4 Saga Prefectural Saga Agricultural High School Case examples and lessons of disaster learned from the activities of “ Liaison andTEC-FORCE”
Content and Results of Detailed Surveys
Our country went through various natural disaster every year. Though many disasters occur everywhere in Japan, the disaster response which is carried out by local towns is not accurate and has some troubles. The reason why this kind of situation arises is that the city mayor of its area doesn’t have enough experience to react to disasters. So, as a solution for this problem, the Ministry of Land, Infrastructure, Transport and Tourism sends out the “Liaison and TEC-FORCE” to local cities to help the people there under disastrous situations.
Analysis of Problems and Issues
We found that most city mayors never have any disaster management training. So when a natural disaster occurs in their city or town, they don’t know how to deal with it and can’t lead the residents to emergency shelter quickly. We think it’s a big problem. So we’ll figure out how to deal with this predicament.
Action Plan
1 We will survey the responses of local cities against natural disasters and determine problem from the records of the activities of “Liaison and TEC-FORCE”. We’ll find out the topics below: ・The purpose of the Liaison ・The purpose of the TEC-FORCE ・The case history of the “Liaison and TEC-FORCE” activities ・The problems of responses against natural disasters and how to support the cities.
2 Whether we can support them adequately against natural disasters or not depend greatly on the preparation for them before they occur. However, the training of the preparation has not formed completely in various cities and towns. So we’ll learn about the problems of this situation and find out the solutions for it. We’ll investigate the topics below.: ・Current preparation for natural disasters ・Problems of the current preparation for natural disasters ・How to improve the current preparation for natural disasters
3 What we can do to prepare for natural disasters ・We’ll visit our town mayor and make a presentation about “Liaison and TEC-FORCE” in case natural disasters happen. ・We’ll invite the staff or town government and the residents of our town to our school recital and tell them the importance of preparation with the “Liaison and TEC-FORCE”.
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- 38 - Presentation Japan Saga Presentation Japan Okinawa Summary Summary A-4 Saga Prefectural Saga Agricultural High School A-5 Okinawa Prefectural Kyuyo High School Case examples and lessons of disaster learned from the The tsunami caused by the 1960 Chile earthquake activities of “ Liaison andTEC-FORCE”
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
Our country went through various natural disaster every year. Though many disasters occur everywhere in Japan, Research result about the damage Okinawa the Chile earthquake investigated through the internet and books. the disaster response which is carried out by local towns is not accurate and has some troubles. The reason why ① On May 23,1960,and the big earthquake happened off the shore of Chile with a magnitude 9.5. this kind of situation arises is that the city mayor of its area doesn’t have enough experience to react to disasters. ② It was one of the largest earthquakes observed in history. So, as a solution for this problem, the Ministry of Land, Infrastructure, Transport and Tourism sends out the ③ After the earthquake happened, it reached Okinawa one day later. “Liaison and TEC-FORCE” to local cities to help the people there under disastrous situations. ④ In Japan, the death toll was 139people,2830houses were swept away or destroyed, 2183 houses were partially destroyed, and 37195 houses were flooded. ⑤ In Okinawa the death toll was 3 people and many buildings were damaged in Makiya.(in Nago city) ⑥ The damage mainly happened in Haneji and Kushi village. ⑦ The nationwide cause of damage became more serious because people could not feel the earthquake and also the Meteorological Agency's response to the earthquake was late. Analysis of Problems and Issues Further more the motion didn’t make use of the alarm for the tsunami from Hawaii. Results of the survey in Oura. (Interview with Mr.Higa Jun) We found that most city mayors never have any disaster management training. So when a natural disaster occurs ① Oura was hit by the tsunami at 5:30. in their city or town, they don’t know how to deal with it and can’t lead the residents to emergency shelter quickly. ② There were no any casual ties on ground and due to early evacuation. We think it’s a big problem. So we’ll figure out how to deal with this predicament.
Analysis of Problems and Issues
It was difficult to tell if the information from the internet was accurate. We are not very good at analyses. Action Plan
1 We will survey the responses of local cities against natural disasters and determine problem from the records of Action Plan the activities of “Liaison and TEC-FORCE”. We’ll find out the topics below: ・The purpose of the Liaison １、An outline of the investigation of the damage by the tsunami caused by the Chile earthquake. ・The purpose of the TEC-FORCE ２、Analysis of “what they could do” and “what they couldn't do” during the Chile earthquake and tsunami. ・The case history of the “Liaison and TEC-FORCE” activities ３、We did a survey on disaster prevention awareness for freshman at Kyuyo high school. ・The problems of responses against natural disasters and how to support the cities. ４、We chose what actions to take when an earthquake and tsunami occur. ５、We will make a poster and display the poster at school. 2 Whether we can support them adequately against natural disasters or not depend greatly on the preparation for them before they occur. However, the training of the preparation has not formed completely in various cities and towns. So we’ll learn about the problems of this situation and find out the solutions for it. We’ll investigate the topics below.: ・Current preparation for natural disasters ・Problems of the current preparation for natural disasters ・How to improve the current preparation for natural disasters
3 What we can do to prepare for natural disasters ・We’ll visit our town mayor and make a presentation about “Liaison and TEC-FORCE” in case natural disasters happen. ・We’ll invite the staff or town government and the residents of our town to our school recital and tell them the importance of preparation with the “Liaison and TEC-FORCE”.
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- 38 - - 39 - Presentation Japan Okinawa Summary A-6 Okinawa Prefectural Miyako High School Let’s take the opportunity to think about an extensive emergency!!
Content and Results of Detailed Surveys
We searched for information on tsunamis which brought damages to the Miyako islands in the past 300 years. I would like tell to you about the great tsunami of Meiwa. It is a large tsunami caused by the Yaeyama Earthquake occurred on April 24th, 1771 at Sakishima islands [ located in the southern part of Okinawa. ] The damage caused by the earthquakes was not terrible but the damage by the large tsunami which hit the coasts of the islands was very severe. The tsunami reached a height of 30 meters from the southeastern coast to the eastern coast, and of Ishigaki island the tsunami’s height was over 10 meters from Tarama island to the southern coast of Miyako island. The fatalities from the tsunami was about 12000 people.
The grate tsunami of Meiwa was the first case of subduction-zone earthquakes at the Ryukyu Trench. At that time, people believed that the tsunami would not occur, so they didn’t think about evacuation routes. As the tsunami was caused by faults around the center of the trench, it was difficult to predict. The fault had size of length 150 km, width 30~50 km and inclination 12 degrees.
Tsunamis have hit Miyako twice after the Great Tsunami of Meiwa in 1771. The first one was caused by the Miyako island northwestern coast earthquake in 1938. ⇒A pier and sailing ships were washed away. The second one was caused by the effects of the Valvidia earthquake which happened in Chile in 1960. ⇒33 houses in Shimoji town were flooded above ground level.
Analysis of Problems and Issues
Firstly, the problems No.1 People didn’t have knowledge about dealing with tsunamis. No.2 At that time, there were many wooden buildings. Most of them were prone to being washed away easily, so that resulted in widespread damages. No.3 The evacuation of the residents was delayed, because there were very few communication tools.
Next, the points for improvement. No.1 We need to know how to deal with tsunamis. No.2 We need to make buildings which can withstand the effects of tsunamis. No.3 We need to communicate information about disasters to people effectively.
Action Plan
Leaflets should be made to educate the residents on how to deal with tsunami it should contain information on the danger of tsunamis and how to deal with tsunamis. We will put up pictures of disasters which had occurred to show how dangerous tsunamis can be and to warn people to prepare emergency supplies, we hope that the contents of the leaflets will also give people an opportunity to discuss about evacuation places. We will put the leaflets and pictures up in stores, educational institutions, hotels, and the city hall. The leaflets will be written in English and Japanese, Korean, Chinese [ Simple / Traditional ]
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- 40 - Presentation Japan Okinawa Presentation Niue Summary Summary A-6 Okinawa Prefectural Miyako High School A-7 Niue High School Let’s take the opportunity to think about an extensive Cyclone Heta 2004 emergency!!
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
We searched for information on tsunamis which brought damages to the Miyako islands in the past 300 years. Survey site - distributed surveys to the coastal area of the island on the western to the southern side. As these I would like tell to you about the great tsunami of Meiwa. were the areas affected badly by cyclone Heta in 2004. For e.g. coastal erosion. It is a large tsunami caused by the Yaeyama Earthquake occurred on April 24th, 1771 at Sakishima islands [ located in the southern part of Okinawa. ] The damage caused by the earthquakes was not terrible but the 1. To learn about past experiences from cyclone Heta. damage by the large tsunami which hit the coasts of the islands was very severe. The tsunami reached a height of 30 meters from the southeastern coast to the eastern coast, and of Ishigaki 2. To understand how cyclone Heta affected the island, economically, socially,environmentally and politically island the tsunami’s height was over 10 meters from Tarama island to the southern coast of Miyako island. The fatalities from the tsunami was about 12000 people. 3. To gain information about the lessons learnt Analysis of Problems and Issues:
The grate tsunami of Meiwa was the first case of subduction-zone earthquakes at the Ryukyu Trench. At that time, people believed that the tsunami would not occur, so they didn’t think about evacuation routes. As the tsunami was caused by faults around the center of the trench, it was difficult to predict. The fault had size of length 150 km, width 30~50 km and inclination 12 degrees. Analysis of Problems and Issues Tsunamis have hit Miyako twice after the Great Tsunami of Meiwa in 1771. Results- questionnaire not answered yet The first one was caused by the Miyako island northwestern coast earthquake in 1938. Observation- not yet assessed ⇒A pier and sailing ships were washed away. The second one was caused by the effects of the Valvidia earthquake which happened in Chile in 1960. ⇒33 houses in Shimoji town were flooded above ground level.
Analysis of Problems and Issues Action Plan Firstly, the problems No.1 People didn’t have knowledge about dealing with tsunamis. To develop a more safe environment for future generations based on past experiences. No.2 At that time, there were many wooden buildings. Most of them were prone to being washed away easily, so that resulted in widespread damages. Educating students in Niue about Tsunamis thus creating awareness and building understandings of how to No.3 The evacuation of the residents was delayed, because there were very few communication tools. minimize environmental, social and economic effects.
Next, the points for improvement. Promote a deeper understanding of tsunami awareness for the island. No.1 We need to know how to deal with tsunamis. No.2 We need to make buildings which can withstand the effects of tsunamis. To work with Niue’s National Disaster Council in preparing mock exercises for Disaster Risk Reduction – No.3 We need to communicate information about disasters to people effectively. International Day for Disaster Reduction - October 13 – and include lessons learnt from the summit in Japan
Action Plan
Leaflets should be made to educate the residents on how to deal with tsunami it should contain information on the danger of tsunamis and how to deal with tsunamis. We will put up pictures of disasters which had occurred to show how dangerous tsunamis can be and to warn people to prepare emergency supplies, we hope that the contents of the leaflets will also give people an opportunity to discuss about evacuation places. We will put the leaflets and pictures up in stores, educational institutions, hotels, and the city hall. The leaflets will be written in English and Japanese, Korean, Chinese [ Simple / Traditional ]
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- 40 - - 41 - Presentation Republic of Palau Koror State Summary A-8 Mindszenty High School “Learning From Our Past To Protect the Future”
Content and Results of Detailed Surveys
Palau Geography: Oceania, group of islands in the North Pacific Ocean, southeast of the Philippines 459 sq. km land area surrounded by Ocean. Palau has varying topography from the high, mountainous, volcanic main island (Babeldaob) to low, coral islands (Peleliu, Aungar) and atolls (Kayangel, Sonsorol, & Tochobei) usually fringed by large barrier reefs. highest point: Mount Ngerchelchuus 242 m
Analysis of Problems and Issues
Palau Weather patterns and its effects: Tropical storms are a regular occurrence in Palau. Earthquakes have also occurred in Palau. Although, nothing that has posed a major threat. However, now that there are more buildings and infrastructure in Palau.
Further analysis in this area needs further study. Typhoons have posed the most eminent threat as of recent history. Normal weather patterns for Palau estimate Typhoons 1 every 20-30 years.
However, with the rapid change in climate, that pattern has changed. Between 2012-2013, Palau experienced two major Typhoons. Although, most of the damage was to infrastructure and not people. The quality of life of the people was severely affected. In fact, there are still families that still do not have a home to live in because of the typhoons. Analysis has shown that it is not just the effects of the typhoon, but also the consistence of the typhoons that create an issue.
Action Plan
Levels of Response: Raise awareness of the threat a typhoon can pose for Palau. Petition government to create a typhoon awareness day and invite peoples and nations to participate and learn more about typhoons and its effects. Encourage schools to participate in school wide drills. Initiate programs and train individuals of ways to acquire fresh water through distilling, reverse osmosis, etc. Initiate program where special training is given to responsible community members in cases of emergency. Increase communication and coordination between community leaders and peoples in the community regarding preparation/response for typhoons and other disasters. Designate safety areas for communities to gather in case of emergency. Take precautions and remove possible safety hazards (trees near homes & power-lines; exposed pipes; homes near water; unsecure sheet-metal, plywood, glass. Learn from past mistakes and prepare for storm surges & avoid constructing houses near the shore.
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- 42 - Presentation Republic of Palau Koror State Presentation United States of America Big Island, Hawaii Summary Summary A-8 Mindszenty High School A-9 Laupahoehoe Community Public Charter School “Learning From Our Past To Protect the Future” Spreading Awareness About Tsunamis Through Digital Media
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
Palau Geography: Laupahoehoe April Fool’s Day Tsunami of 1946 Oceania, group of islands in the North Pacific Ocean, southeast of the Philippines On April 1, 1946, Laupahoehoe Point was struck by a 60 ft tsunami wave that resulted in the death of 24 people 459 sq. km land area surrounded by Ocean. and 159 in total in all of Hawaii. The damage cost more than $26 million and the Laupahoehoe School was Palau has varying topography from the high, mountainous, volcanic main island (Babeldaob) to low, coral destroyed. The tsunami destroyed a former building of Laupahoehoe High and Elementary School, now known as islands (Peleliu, Aungar) and atolls (Kayangel, Sonsorol, & Tochobei) usually fringed by large barrier reefs. Laupahoehoe Community Public Charter School. highest point: Mount Ngerchelchuus 242 m Remembrance Laupahoehoe Point Project and Memorial; and a Monument was created to remember the lives taken.
Hilo Tsunami of May 23, 1960 Analysis of Problems and Issues On May 23 of 1960, the Hilo Bay was struck by a tsunami killing 61 people, injuring 282, and causing the evacuation of 8,900 people. The damage was estimated at $75 million with 500 homes and businesses destroyed. Palau Weather patterns and its effects: Solutions Created to Be Prepared Tropical storms are a regular occurrence in Palau. Tsunami Sirens placed in coastal areas Earthquakes have also occurred in Palau. Although, nothing that has posed a major threat. However, now that ● Local News Channels track & update viewers of the tsunami there are more buildings and infrastructure in Palau. ● ● Tsunami evacuation/readiness found in Hawaii phonebooks Online website made solely to inform viewers on what to do Further analysis in this area needs further study. ● Typhoons have posed the most eminent threat as of recent history. Normal weather patterns for Palau estimate Typhoons 1 every 20-30 years. Analysis of Problems and Issues However, with the rapid change in climate, that pattern has changed. Between 2012-2013, Palau experienced two major Typhoons. One of the things we can learn from the 1946 and 1960 tsunamis is identifying that we should never stay near Although, most of the damage was to infrastructure and not people. The quality of life of the people was shore to watch a tsunami come in. Also, to not take this disaster as a joke, as some students did at Laupahoehoe severely affected. In fact, there are still families that still do not have a home to live in because of the typhoons. during the tsunami of April 1, 1946 . From other standpoints, such as for the older individuals who have more Analysis has shown that it is not just the effects of the typhoon, but also the consistence of the typhoons that experience of this natural disaster, it should serve as a reminder for people to educate students in school about create an issue. tsunamis. We should compile the knowledge of tsunami’s to avoid facing the same fate in the future and incorporating what we learn to understand the risks and dangers involved. Importantly we should acknowledge and ensure preparedness when disaster strikes. a. Not to take something like this as a joke Action Plan b. Get educated about tidal waves c. Take the means necessary to get out of harm’s way Levels of Response: d. Use the knowledge gained from these past experiences to prepare for disaster in the future Raise awareness of the threat a typhoon can pose for Palau. Petition government to create a typhoon awareness day and invite peoples and nations to participate and learn more about typhoons and its effects. Encourage schools to participate in school wide drills. Initiate programs and train individuals of ways to acquire fresh water through distilling, reverse osmosis, etc. Action Plan Initiate program where special training is given to responsible community members in cases of emergency. Increase communication and coordination between community leaders and peoples in the community After analyzing the problems and issues of these two tsunamis we came to the conclusion that to spread regarding preparation/response for typhoons and other disasters. awareness about tsunamis in today’s world we should communicate through digital media . Designate safety areas for communities to gather in case of emergency. Reaching out on the school and community level: A section in the newsletter that prompts people to never forget. Take precautions and remove possible safety hazards (trees near homes & power-lines; exposed pipes; homes Reaching out on the school/community (and potentially on the state level): creating digital content in the forms of near water; unsecure sheet-metal, plywood, glass. videos, pictures and such. This way we can communicate to a wider audience of people who may not have senses Learn from past mistakes and prepare for storm surges & avoid constructing houses near the shore. like hearing and touching and to foreigners who don’t speak the language.
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- 42 - - 43 - １３．Report from Workshops
B Group Workshop Field: To know about past cases and the lessons learned from them
Moderator Name of School Region/Country Presentation Title
Hokkaido Urakawa High School Hokkaido, Japan Field Study – To save lives in our hometown –
Miyagi Prefecture Miyagi, Japan In order to flee from a tsunami Sendai Daiichi High School
Osaka Prefectural Osaka, Japan The Poverty After The Great East Japan Senboku High School Earthquake
Oita Prefectural Oita, Japan Learn from Japanese traditional wisdom Oita Uenogaoka High School
Okinawa Prefectural Okinawa, Japan Nankai Trough and Ryukyu Trench Koyo High School
Okinawa Prefectural Okinawa, Japan How shall we protect ourselves from Yomei High School TSUNAMI? ---Lessons from the past in Makiya，Nago
Assumption School Republic of the Marshall Learn from the past, to be well prepared Islands and be resilient against future disasters in RMI.
★ Sogeri National High School Independent State of Tsunami Disaster and the Risk Papua New Guinea Management Approaches in PNG
Liceo Pablo Neruda Republic of Chile On Past Tsunami Experiences and What We Have Learned from Them
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- 44 - Japan Hokkaido １３．Report from Workshops Presentation Summary B-1 Hokkaido Urakawa High School Field Study – To save lives in our hometown – B Group Workshop Field: To know about past cases and the lessons learned from them Content and Results of Detailed Surveys
Urakawa is a high earthquake area. In the past, the 1968 year Tokachi earthquake and the 2011 year Tohoku earthquake, which occurred off the pacific coast, damaged shipping industries and fisheries in Urakawa. At both of those times, a remarkable situation took place at the Urakawa Bethel House, a home for mentally challenged people. Because of Bethel House’s prompt evacuation under the motto, “Ten meters in 4 minutes,” there were no victims Moderator Name of School Region/Country Presentation Title from the earthquake-caused tsunamis. However, at home preparations for disasters are not as sufficient. For instance, almost all families don’t stock up Hokkaido Urakawa High School Hokkaido, Japan Field Study – To save lives in our hometown – with food in preparation for a disaster, regardless of Japan’s administrative agency’s plans. These plans are based on the assumption that each family has already prepared a minimum of food stocks in case of disaster. Because of Miyagi Prefecture Miyagi, Japan In order to flee from a tsunami this, it can be said that the sense of crisis in regards to a natural disaster has been fading in Urakawa. In addition, Sendai Daiichi High School difference between Hokkaido and other prefectures in Japan is that “Hokkaido has a higher probability of disasters happening in winter.” Even if disaster evacuations are successful, there are tons of issues at the shelters Osaka Prefectural Osaka, Japan The Poverty After The Great East Japan such as the shortage of food. Senboku High School Earthquake
Oita Prefectural Oita, Japan Learn from Japanese traditional wisdom Oita Uenogaoka High School Analysis of Problems and Issues Okinawa Prefectural Okinawa, Japan Nankai Trough and Ryukyu Trench Koyo High School Emergency provisions and supplies are not sufficient at both shelters and at home. In addition evacuation drills in midwinter are not carried out and the correspondence to foreign residents in the event of a disaster is not enough. Okinawa Prefectural Okinawa, Japan How shall we protect ourselves from Yomei High School TSUNAMI? ---Lessons from the past in Makiya，Nago
Assumption School Republic of the Marshall Learn from the past, to be well prepared Islands and be resilient against future disasters in RMI.
★ Sogeri National High School Independent State of Tsunami Disaster and the Risk Action Plan Papua New Guinea Management Approaches in PNG We will go to kindergartens and nursery schools to teach children actions that should be taken at the time of a Liceo Pablo Neruda Republic of Chile On Past Tsunami Experiences and What disaster. We Have Learned from Them We will make and distribute disaster preparation cards which show evacuation routes, in addition to your name, address and phone number.
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- 44 - - 45 - Presentation Japan Miyagi Summary B-2 Miyagi Prefecture Sendai Daiichi High School In order to flee from a tsunami
Content and Results of Detailed Surveys
We researched the precedent in three areas about evacuation at the time of the Great Earthquake of Eastern Japan. ・The precedent of Okawa Elementary School in Ishinomaki The teachers were unsure where to evacuate the students. That is why the casualty of students raised so much. Students who evacuated to the hill behind the school building survived. ・The precedent of Kamaishi city In this area, the idea of “Tendenko” (meant doing things in each) had been spread out. When we feel the Earthquake strong, it is said that we should evacuate by ourselves (we should not go back to help our family or friends). Parents have inculcated to their children that they should do so. ・The precedent of Watari city Disaster prevention radio did not play an important role. Most of residents were urged to evacuate by radio and their neighbors, and they finally decided to evacuate. At that time, many residents evacuated to the schools considering the short time of arrival of the tsunami. However, supplies such as food, water, and blankets were deficient and not enough.
Analysis of Problems and Issues
・Okawa Elementary School Even though it is along the coast, the sense of crisis of the residents and personnel of local administration were slight. ・Kamaishi city In some part of the district, Tendenko was not sufficiently disseminated. ・Watari city Evacuation drill for Tsunami was not carried out even in schools along the coast. The role that schools have to play as a shelter was not regarded as an important thing. We can say that in every example we introduced, since there are lots of people who did not think such a great tsunami would come, it is conceivable that warnings for tsunami was not enough. Therefore there are lots of residents who had never seen a hazard map. Moreover even though there were shelters designated by local administration, many of them did not have enough supplies. Not only for individuals but also each municipality, the sense of crisis against the tsunami was slight.
Action Plan
We suggest to hang up a card somewhere easy to find as a token that shows we already evacuate. The purpose is to indicate if the house is vacant or still occupied, and make it easier confirm for rescuers to find someone who is still in a house because of some reasons and shrink the time for rescue..
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- 46 - Presentation Japan Miyagi Presentation Japan Osaka Summary Summary B-2 Miyagi Prefecture Sendai Daiichi High School B-3 Osaka Prefectural Semboku High School In order to flee from a tsunami The Poverty After The Great East Japan Earthquake
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
We researched the precedent in three areas about evacuation at the time of the Great Earthquake of Eastern In a comparison of before and after Tohoku earthquake, a lot of local people are still suffering from the economic Japan. disruption, and the fact continuously give a huge impact on their children’s education ・The precedent of Okawa Elementary School in Ishinomaki The teachers were unsure where to evacuate the (1) According to the data from the lit review, the percentage of less than 250,000 family income increased from students. That is why the casualty of students raised so much. Students who evacuated to the hill behind the 28.4 to 36.9 in the damaged area before and after The Great East Japan Earthquake. Moreover, the rate of school building survived. irregular employment in the area raised. ・The precedent of Kamaishi city (2) Children living in poor households in Japan tend not to keep up with classes in the early stage of elementary In this area, the idea of “Tendenko” (meant doing things in each) had been spread out. school. On the other hand, children living in poor households after the earthquake has good study habit, and they When we feel the Earthquake strong, it is said that we should evacuate by ourselves (we should not go back to are willing to have higher education more than children living in poor household before the earthquake. However, help our family or friends). the percentage of a guardian giving realistic choice to their children’s future is 12.2 in whole Japan whereas it is Parents have inculcated to their children that they should do so. 36.8 in the damaged area, Tohoku. ・The precedent of Watari city (3)In Japan, the disparity in the opportunity of school education rarely happens in Japan. Disaster prevention radio did not play an important role. Most of residents were urged to evacuate by radio and However, out-of-school activities such as cram school and enrichment lessons or the opportunity of higher their neighbors, and they finally decided to evacuate. At that time, many residents evacuated to the schools education after high school drastically depend on individual family income. 39.2 % of guardians in Japan and considering the short time of arrival of the tsunami. However, supplies such as food, water, and blankets were 75.0% of guardians in the damaged area doesn’t send their children to out-of-school activities because of their deficient and not enough. low family income. In addition, more children in the damaged area than in the other parts of Japan would like to have higher education in universities. However, a number of children in the damaged area cannot do so, indeed. Analysis of Problems and Issues
・Okawa Elementary School Even though it is along the coast, the sense of crisis of the residents and personnel of local administration were Analysis of Problems and Issues slight. (1) For the victims of disasters, subvention and monetary donation are grateful, but it is a temporary support. As a ・Kamaishi city In some part of the district, Tendenko was not sufficiently disseminated. day is passing by after disasters, the media gradually doesn’t broadcast the news what is going on the damaged site, economy, and physically or mentally people. ・Watari city Evacuation drill for Tsunami was not carried out even in schools along the coast. (2) Living reconstruction is delayed. The role that schools have to play as a shelter was not regarded as an important thing. (3) Supports for living reconstruction tend to be needed for a long term. We can say that in every example we introduced, since there are lots of people who did not think such a great (4) Different supports are required for victims who are in a poverty before and after The Great East Japan tsunami would come, it is conceivable that warnings for tsunami was not enough. Therefore there are lots of Earthquake. residents who had never seen a hazard map. Moreover even though there were shelters designated by local administration, many of them did not have enough supplies. Not only for individuals but also each municipality, the sense of crisis against the tsunami was slight. Action Plan
Action Plan (1) When people’s interests on disasters has gone, they could be away from monetary donations. Victims cannot gain enough financially supports to reconstruct their daily lives. We suggest to hang up a card somewhere easy to find as a token that shows we already evacuate. The purpose is So, we launch the website of the Great East Japan Earthquake, where we post and update the current situations to indicate if the house is vacant or still occupied, and make it easier confirm for rescuers to find someone who is regularly. For example, we recommend a new spot built in the damaged area or we introduce delicious local fresh still in a house because of some reasons and shrink the time for rescue.. foods in four seasons. We encourage tourism industries in Tohoku. Additionally, it reminds people of the disasters and lets them know those who make every effort for living reconstruction, and then they might donate funds again and again. Moreover, by regularly updating the website, we can prevent from people losing their interests on the Tohoku region. (w) We participate in volunteers as a speech partner with elderly people who still live in a temporal house.
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- 46 - - 47 - Presentation Japan Oita Summary B-4 Oita Prefectural Oita Uenogaoka High School Learn from Japanese traditional wisdom
Content and Results of Detailed Surveys
The traditional technology Gojyu-no Tou in Nara is the oldest building made of wood in Japan. Surprisingly, it was built about 1,300 years ago. Actually, it has a great seismic isolation and when the earthquakes happens, the building swings its body and power of earthquakes escape away graduallay. Therefore, this structure helps itself keep standing.
The name of the places In Japan, some researchers said that some name of the places tell us what kind of disaster happened in that area. For example, The area called “ONA”, which means “the big wave”, had a giant tsunami there long ago.
The oral tradition Have you ever heard the phrase “Tsunami ten den ko”? A person who experienced Sanriku earthquake suggested this. This means if the earthquake happens, you must not care other people. What you have to do first is go to the safe place by yourself as soon as possible. You might be surprised to hear this because this phrase sounds little cruel. However, even though it sounds cruel it is better to stay alive. We have one example about this. A Japanese school in Tohoku region have practiced this. In 2011, the Higashi nihon dai shinsai happened and many people were killed in tsunami. However, this school was fortunately saved over 99.8% students’ lives. The reason of this success is that the teacher screamed “Do not make sure other people’s safe. Run to the higher place!”
Analysis of Problems and Issues
(From the technical aspect we mentioned before, the wisdom of ancestors is made use of even in the present generation. However, the tradition and that kinds of wisdom change itself and it becomes useless or there is no opportunity to tell the tradition. And then the wisdom of ancestors unfortunately never pass to other generations.
Action Plan
Disaster preventing committee at our school 1st We make posters about oral traditions, which prevent us from suffering disasters. (Not only in the school but in the local area) 2nd At the fire drills, we have students and local people know about the oral traditions using quiz and so on. 3rd Members of disaster preventing committee give a lecture on preventing disaster in their classes and in their local elementary schools and middle schools. 4th The members visit the damaged area and learn the situation there. And they pass on the lesson learned.
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- 48 - Presentation Japan Oita Presentation Japan Okinawa Summary Summary B-4 Oita Prefectural Oita Uenogaoka High School B-5 Okinawa Prefectural Koyo High School Learn from Japanese traditional wisdom Nankai Trough and Ryukyu Trench
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
The traditional technology The Nankai Trough is a deep-sea trench with a depth of about 4000m. Gojyu-no Tou in Nara is the oldest building made of wood in Japan. Surprisingly, it was built about 1,300 years It is located in the Suruga Bay 700km off the coast of Shikoku .This distance is the epicenter of earthquake that ago. Actually, it has a great seismic isolation and when the earthquakes happens, the building swings its body and occur at the Nankai Trough. It is predicted that there is a 70% chance of earthquake occurring at this trough power of earthquakes escape away graduallay. Therefore, this structure helps itself keep standing. every30 years.
The name of the places In Japan, some researchers said that some name of the places tell us what kind of disaster happened in that area. For example, The area called “ONA”, which means “the big wave”, had a giant tsunami there long ago.
The oral tradition Analysis of Problems and Issues Have you ever heard the phrase “Tsunami ten den ko”? A person who experienced Sanriku earthquake suggested this. This means if the earthquake happens, you must not care other people. What you have to do first is go to the Because the Nankai Trough is connected to the nearly Ryukyu Trench, it is believed that Okinawa may not be safe safe place by yourself as soon as possible. from earthquake occurring at the Nankai Trough. You might be surprised to hear this because this phrase sounds little cruel. However, even though it sounds cruel Compared to other prefectures, Okinawa is located a low land and near the ocean. it is better to stay alive. We have one example about this. A Japanese school in Tohoku region have practiced this. Many people believe that earthquakes are unlikely to occur in Okinawa as a result. This is perhaps why our In 2011, the Higashi nihon dai shinsai happened and many people were killed in tsunami. However, this school disaster prevention drills cannot be carried out effectively. was fortunately saved over 99.8% students’ lives. The reason of this success is that the teacher screamed “Do not make sure other people’s safe. Run to the higher place!”
Analysis of Problems and Issues Action Plan (From the technical aspect we mentioned before, the wisdom of ancestors is made use of even in the present generation. However, the tradition and that kinds of wisdom change itself and it becomes useless or there is no We hope to convey the importance of disaster prevention drills by talking about our personal experiences. We opportunity to tell the tradition. And then the wisdom of ancestors unfortunately never pass to other generations. hope that our teachers would best save our lives in the event of a disaster. Subsequently, we hope to have the opportunity to personally educate the student population on disaster prevention. On this occasion, we will create a hazard map and present it to our audience. In this way, I believe that we can heighten awareness of disaster prevention and implement our drills more effectively.
Action Plan
Disaster preventing committee at our school 1st We make posters about oral traditions, which prevent us from suffering disasters. (Not only in the school but in the local area) 2nd At the fire drills, we have students and local people know about the oral traditions using quiz and so on. 3rd Members of disaster preventing committee give a lecture on preventing disaster in their classes and in their local elementary schools and middle schools. 4th The members visit the damaged area and learn the situation there. And they pass on the lesson learned.
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- 48 - - 49 - Presentation Japan Okinawa Summary B-6 Okinawa Prefectural Yomei High School How shall we protect ourselves from TSUNAMI? ---Lessons from the past in Makiya, Nago
Content and Results of Detailed Surveys
The tsunami caused by a magnitude 9.5 earthquake in Chile, hit Japan in 1960. It was the most powerful earthquake ever recorded on Earth and the death toll and number of missing people was 142 in Japan. In northern part of Okinawa, Makiya village was hit by a two-meter Tsunami and three people were killed. We conducted field research in Makiya and met people who had experienced the Tsunami 57 years ago. They subsequently formed voluntary organization for disaster prevention. In our research, we learned that people are highly aware of tsunamis and were determined to tell our friends how to protect them in the event of disasters.
Analysis of Problems and Issues
We met lots of people through our research --- people who experienced the Tsunami in Makiya, the employees at the Okinawa Electric Power Plant in the department of disaster Management and employees at Urasoe City Office in the department of disaster management. After meeting with them, we realized how important it is to know the ways to protect ourselves. We should be aware of the disasters and should be ready to survive. So, we want to make people realize that we should make many opportunities to learn about tsunamis.
Action Plan
1. 7:2:1 Urasoe City has stored supplies for disasters at each elementary school. The amount of the supplies is only enough for 5% of the city population to live for 3 days. It is said that we need to stock supplies for emergency at each home for 7 days, because Okinawa is an island and it takes more time for help to reach. The ratio of self- help : cooperation : public help is 7:2:1. This ratio suggests how we need to act after disasters happen. Our team wants to tell our friends the importance of helping ourselves in the event of a disaster.
2. To imagine what happens to you right after a Tsunami Hits It is not easy to imagine how a tsunami will affect you of your town, and what you have to do when there is a disaster. During our research, we experienced a drill at the Nago Disaster Reduction Learning Center which was newly opened at the Nago Central Fire Station. There, you can experience an earthquake drill, learn how to evacuate in the event of a flood and see a CG tsunami movie. These experiences make you aware of the importance of knowing how we survive disasters. We recommend our friends take opportunities to learn what happens when there is a disaster.
3. Don’t follow others, judge and decide for yourself what to do! When you notice something unusual, you should not wait to see what other people do. Watch, listed, sense your surroundings and act for yourself. Remember, only 10 seconds can make a big difference when you are in a disaster.
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- 50 - Presentation Japan Okinawa Presentation Republic of the Marshall Islands Majuro Summary Summary B-6 Okinawa Prefectural Yomei High School B-7 Assumption School How shall we protect ourselves from TSUNAMI? Learn from the past, to be well prepared and be resilient ---Lessons from the past in Makiya, Nago against future disasters in RMI.
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
The tsunami caused by a magnitude 9.5 earthquake in Chile, hit Japan in 1960. It was the most powerful - Historical timeline of disasters earthquake ever recorded on Earth and the death toll and number of missing people was 142 in Japan. In - Damage assessment: Type of disaster and damage northern part of Okinawa, Makiya village was hit by a two-meter Tsunami and three people were killed. We - Lessons learnt and action taken conducted field research in Makiya and met people who had experienced the Tsunami 57 years ago. They - Future preventative/risk reduction measures & Action plan subsequently formed voluntary organization for disaster prevention. In our research, we learned that people are highly aware of tsunamis and were determined to tell our friends how to protect them in the event of disasters.
Analysis of Problems and Issues Analysis of Problems and Issues
We met lots of people through our research --- people who experienced the Tsunami in Makiya, the employees at - Inundation/flooding of roads, houses and gardens the Okinawa Electric Power Plant in the department of disaster Management and employees at Urasoe City Office - Wind damage to fruit trees and houses in the department of disaster management. - Wave action on the reef, shoreline/seawall, houses near the coast After meeting with them, we realized how important it is to know the ways to protect ourselves. We should be - King tide/Spring tide, coastal damage houses, roads, seawall aware of the disasters and should be ready to survive. So, we want to make people realize that we should make - Well water contamination/brackish water many opportunities to learn about tsunamis. - Reaction time after disaster
Action Plan Action Plan
1. 7:2:1 1. Collaborate with emergency relief disaster organization to visit high schools and conduct emergency awareness Urasoe City has stored supplies for disasters at each elementary school. The amount of the supplies is only programs. Our target group is high school students. enough for 5% of the city population to live for 3 days. It is said that we need to stock supplies for emergency at Progress: Action plan will be evaluated in two ways a Pre-survey and Post-survey. Since we want to identify each home for 7 days, because Okinawa is an island and it takes more time for help to reach. The ratio of self- whether the high school students today have any knowledge of past cases of disasters in the RMI and whether help : cooperation : public help is 7:2:1. This ratio suggests how we need to act after disasters happen. Our team they are aware of the necessary preparations to be done before disaster strikes; wants to tell our friends the importance of helping ourselves in the event of a disaster. i. Pre-testing: Survey forms have been distributed to High Schools. A sample of 100 high students were 2. To imagine what happens to you right after a Tsunami Hits involved in this survey. Results will be tabulated and analyzed. (This survey is being done now before coming It is not easy to imagine how a tsunami will affect you of your town, and what you have to do when there is a to the summit) disaster. During our research, we experienced a drill at the Nago Disaster Reduction Learning Center which was newly opened at the Nago Central Fire Station. ii. From the survey we will identify the issues and problems or information which students lack and then with There, you can experience an earthquake drill, learn how to evacuate in the event of a flood and see a CG tsunami the knowledge that we acquired from the summit and with support from emergency disaster relief movie. These experiences make you aware of the importance of knowing how we survive disasters. We organization we will run a workshop with student representatives from each schools in Majuro. recommend our friends take opportunities to learn what happens when there is a disaster. iii. The student representatives from each schools will form a functional group which will be coordinated by our 3. Don’t follow others, judge and decide for yourself what to do! team with support from emergency relief disaster organizations and we will set dates to visit each schools to When you notice something unusual, you should not wait to see what other people do. run seminars on specific targeted outcomes based on our Pre-Survey results. Watch, listed, sense your surroundings and act for yourself. Remember, only 10 seconds can make a big difference when you are in a disaster. iv. After running seminars in each schools a follow up Post-Survey which have the same questions as Pre- Testing will be distributed again to each schools and the results will be compiled and compared. Along with the seminars simple illustrative brochures will be shared with posters to each schools. High school students who are involved in the seminars will be able to express their knowledge in arts as well (e.g Songs, drawings, poetry, short video clips etc..).
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- 50 - - 51 - Presentation Independent State of Papua New Guinea Central Province Summary B-8 Sogeri National High School Tsunami Disaster and the Risk Management Approaches in PNG
Content and Results of Detailed Surveys
On the evening of 17 July 1998, on the Aitape coast of Papua New Guinea, a strongly felt earthquake was followed by a destructive tsunami some 10 - 25 minutes later. The second of the three waves rose to a height of 10-15 m above sea level after it had crossed the shoreline and caused most damage. All structures were destroyed, and 20-40 percent of the population was killed. More than 1600 people are known to have died, with some estimates as high as 2200; 1000 were seriously injured, and 10,000 survivors were displaced.
Analysis of Problems and Issues
The tragedy was that no one in Aitape and in PNG realised the full extent of the damage and loss of life until early next morning when word came through from travellers and by radio.Twenty minutes after the quake a towering tsunami loomed out of the gloaming with the roar of a jet plane. There was no warning of the devastation that was seconds away. The first wave exposed the sea floor. After the tsunami, a poster was distributed to the Northern coast and the island regions in PNG with high possibility of Tsunami that places distant by 800 m from the coast or hills are safe to live. In Aitape, people moved to distant places to settle however, conflicts emerged with customary landowners focusing on compensation etc. so the people went back to their original location near the sea.
Action Plan
1. People need to be made aware that due to its unique geo-climatic conditions, Papua New Guinea (PNG) is vulnerable to various natural hazards including earthquakes, volcanic eruptions, tsunamis, cyclones, river and coastal flooding, landslides, and droughts.
2. A challenge inherent to disaster prevention lies in a fact that the technical response alone is insufficient for human security. If the disaster issue is examined by local people with a potential to receive the evacuees, the issue will be improved. Inland villagers need to be informed of a change in mindset of accepting evacuees so re- settlement is eminent.
3. The Governments’ plans and goals in managing disaster-related issues before and after needs to be embraced and brought to materialization.
4. Awareness for coastal villages to plant deep-rooted tall trees and coconut trees on the beaches so in the event of tsunamis young adults and children can climb to safety.
[POSTER OF AN ILLUSTRATION may appear here]
5. Replanting of the trees as they are being washed away by the sea.
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- 52 - Presentation Independent State of Papua New Guinea Central Province Presentation Republic of Chile Cardenal Caro Summary Summary B-8 Sogeri National High School B-9 Liceo Pablo Neruda Tsunami Disaster and the Risk Management Approaches in On Past Tsunami Experiences and What We Have Learned PNG from Them
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
On the evening of 17 July 1998, on the Aitape coast of Papua New Guinea, a strongly felt earthquake was Records of National Tsunamis: followed by a destructive tsunami some 10 - 25 minutes later. The second of the three waves rose to a height of - Implemented Action Plans. 10-15 m above sea level after it had crossed the shoreline and caused most damage. All structures were - Consequences of Natural Disasters. destroyed, and 20-40 percent of the population was killed. More than 1600 people are known to have died, with Records of Worldwide Tsunamis: some estimates as high as 2200; 1000 were seriously injured, and 10,000 survivors were displaced. - Implemented Action Plans. - Consequences of Natural Disasters. Chilean Earthquake Action Plan’s Surveys. - Survey’s Results. Conclusions. Analysis of Problems and Issues
The tragedy was that no one in Aitape and in PNG realised the full extent of the damage and loss of life until early Analysis of Problems and Issues next morning when word came through from travellers and by radio.Twenty minutes after the quake a towering tsunami loomed out of the gloaming with the roar of a jet plane. There was no warning of the devastation that Gather information about tsunamis and action plans. was seconds away. The first wave exposed the sea floor. Survey’s results. After the tsunami, a poster was distributed to the Northern coast and the island regions in PNG with high possibility of Tsunami that places distant by 800 m from the coast or hills are safe to live. In Aitape, people moved to distant places to settle however, conflicts emerged with customary landowners focusing on compensation etc. so the people went back to their original location near the sea. Action Plan
Action Plan Plan to Investigate and analyze tsunamis at global and national levels, action plans and proficiency of them. Provide people with information on evacuation plans that would help population protect themselves from 1. People need to be made aware that due to its unique geo-climatic conditions, Papua New Guinea (PNG) is danger. Through the use of multimedia, brochures, tutorial; etc. vulnerable to various natural hazards including earthquakes, volcanic eruptions, tsunamis, cyclones, river and coastal flooding, landslides, and droughts.
2. A challenge inherent to disaster prevention lies in a fact that the technical response alone is insufficient for human security. If the disaster issue is examined by local people with a potential to receive the evacuees, the issue will be improved. Inland villagers need to be informed of a change in mindset of accepting evacuees so re- settlement is eminent.
3. The Governments’ plans and goals in managing disaster-related issues before and after needs to be embraced and brought to materialization.
4. Awareness for coastal villages to plant deep-rooted tall trees and coconut trees on the beaches so in the event of tsunamis young adults and children can climb to safety.
[POSTER OF AN ILLUSTRATION may appear here]
5. Replanting of the trees as they are being washed away by the sea.
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- 52 - - 53 - １３．Report from Workshops
C Group
Workshop Field: To prepare for disasters
Moderator Name of School Region/Country Presentation Title
Toyo University Ibaraki, Japan Provisions we can do in case of Ushiku Junior and Senior High School disaster
Yokohama Municipal Kanagawa, Japan Prevention of Disaster Caused by Yokohama Science Tsunami, Earthquake and Afterquake. Frontier High School
Taisei High School Aichi, Japan Disaster Prevention for the Young and the Elderly in Aisai City
Oita Prefectural Oita, Japan Sign Plan for Disaster Preparation Saiki Kakujou High School
MAPS College Republic of Maldives Prepare Today : Safer Tomorrow (MAPS International High School)
Honiara Senior High School Solomon Islands To prepare for disasters (education to reduce risks of disasters, building up disaster-resistant communities)
Tonga High School Kingdom of Tonga Cooperative awareness sustains a secure living
★ Hainan Middle School People's Republic of Start from me; Start from here: spread China disaster preparation knowledge
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- 54 - Japan Ibaraki １３．Report from Workshops Presentation Summary C-1 Toyo University Ushiku Junior and Senior High School Provisions we can do in case of disaster C Group
Workshop Field: To prepare for disasters Content and Results of Detailed Surveys
・Feasibility study -Know about disaster areas and disaster victims of Ibaraki and Chiba Pref. when the 3.11 earthquake occurred. -Know about changes to tsunami and earthquake measures before and after the 3.11 earthquake. ・Results -Government announced detailed information about secondary disaster after catastrophe. Moderator Name of School Region/Country Presentation Title However, many people do not know it, so they do not realize the dangers. -It is very helpful to carry out large scale evacuation drills for saving people from tsunami. Toyo University Ibaraki, Japan Provisions we can do in case of Ushiku Junior and Senior High School disaster -We should help each other on condition that we protect ourselves first. It is important to help socially vulnerable people. We should get along well with our neighbors. Yokohama Municipal Kanagawa, Japan Prevention of Disaster Caused by Yokohama Science Tsunami, Earthquake and Afterquake. Frontier High School Analysis of Problems and Issues
Taisei High School Aichi, Japan Disaster Prevention for the Young and -Thanks to carrying out a large-scale evacuation drill before the earthquakes most people the Elderly in Aisai City protected themselves from the tsunami. -Most people could endure a difficult because they had good relationships with each other. Oita Prefectural Oita, Japan Sign Plan for Disaster Preparation Wherever we live, we should get along well with our neighbors. Saiki Kakujou High School -However, it is very apprehensive whether the assumed evacuation can be made when a disaster actually occurs with lessons learned from the experiences of the 3.11 earthquake MAPS College Republic of Maldives Prepare Today : Safer Tomorrow disaster. (MAPS International High School)
Honiara Senior High School Solomon Islands To prepare for disasters (education to reduce risks of disasters, building up Action Plan disaster-resistant communities) -There is something that we, senior high school students want to send to junior high school students. There is Tonga High School Kingdom of Tonga Cooperative awareness sustains a something that we want junior high school students to send to elementary school kids. It can change our secure living everyday life to talk over the fact and lessons: where to escape and what to do first when a tsunami occurs.
★ Hainan Middle School People's Republic of Start from me; Start from here: spread China disaster preparation knowledge -We will have elementary school students, junior high school students and senior high school students reply to a questionnaire about the 3.11 earthquake and disaster prevention. Teach students who do not think about them. Have them talk about disaster prevention with each other. Make some posters about it by themselves and stick them in school. -We should talk with people in the community, be aware of elderly people and disabled people and other socially vulnerable people. This will make it easier for us to live together after a disaster. -Tourists might be caught in a disaster. Local people have to advise them how to evacuate. Everyone has to be aware of these things in daily life, and think about how to evacuate when a disaster occurs.
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- 54 - - 55 - Presentation Japan Kanagawa Summary C-2 Yokohama Municipal Yokohama Science Frontier High School Prevention of Disaster Caused by Tsunami, Earthquake and Afterquake.
Content and Results of Detailed Surveys
Content ・How to reduce the damage caused by tsunami. ・How to respond to the after quake.
Results ・Be equipped evacuation buildings and evacuation towers. ・Build a breakwater facilities and a seawall along the coast line. ・Make an effective evacuation planning. ・Urban development that is paid attention to the evacuation. ・Easy access to the nearest shelter. ・Profound knowledge about after quake(aftershock) .
Analysis of Problems and Issues
・We can’t get away from the damages caused by tsunami. ・We can’t do anything but evacuate when tsunami attacks. ・The power of tsunami is always more than we expected. ・People in most countries (other than the Japanese) don’t know about ‘aftershock.’
Action Plan
・First, we should let many people know the danger of aftershocks and tsunami. It is important to know the danger of damage by aftershocks and tsunami on Tohoku Earthquake and Kumamoto Earthquake to decrease victims of the future earthquakes.
・Second, Evacuation sites are important. We should let many people know accurate and complete requirements for completely safe evacuation sites in order to eradicate any sad tragic victims from all over the world.
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- 56 - Presentation Japan Kanagawa Presentation Japan Aichi Summary Summary C-2 Yokohama Municipal Yokohama Science Frontier High School C-3 Taisei High School Prevention of Disaster Caused by Tsunami, Earthquake and Disaster Prevention for the Young and the Elderly in Aisai City Afterquake.
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
Content 〈Content〉 ・How to reduce the damage caused by tsunami. We visited the Disaster Prevention Division of Aisai City Hall, and the old age home called Aisai Garden to learn ・How to respond to the after quake. about the plan for evacuation of the elderly. Aisai City has a large population of elderly citizens, and its low sea level makes it vulnerable to flooding. Results ・Be equipped evacuation buildings and evacuation towers. 〈Results〉 ・Build a breakwater facilities and a seawall along the coast line. There is a plan to make a regional disaster relief facility in 2022, and a disaster relief map was distributed to all ・Make an effective evacuation planning. families. Aisai city has planned well for disaster prevention. ・Urban development that is paid attention to the evacuation. The Aisai Garden building was also designated as an emergency evacuation site that can withstand a magnitude 7 ・Easy access to the nearest shelter. earthquake and store a one-week supply of goods for disaster relief. ・Profound knowledge about after quake(aftershock) .
Analysis of Problems and Issues Analysis of Problems and Issues
・We can’t get away from the damages caused by tsunami. ・Because of privacy issues, the list of people needing help with evacuation during a disaster has only been given ・We can’t do anything but evacuate when tsunami attacks. to the president of the Disaster Relief Organization. It is unknown whether the evacuation can be effectively ・The power of tsunami is always more than we expected. executed. ・People in most countries (other than the Japanese) don’t know about ‘aftershock.’ ・The elderly have a high awareness of the issues because of previous experiences, but young people have less experiences with disaster relief, and are less aware of the danger of earthquakes, tsunamis, and flooding. ・Can we high school students tackle the problem of raising our awareness of disaster prevention, not only to survive disasters ourselves but also to be able to help the elderly in disasters? Action Plan
・First, we should let many people know the danger of aftershocks and tsunami. It is important to know the danger of damage by aftershocks and tsunami on Tohoku Earthquake and Kumamoto Earthquake to decrease victims of Action Plan the future earthquakes. At our school festival, we will tell Taisei students that although Aisai City is far from the coastline, tsunamis pose a Second, Evacuation sites are important. We should let many people know accurate and complete requirements ・ high flood risk, so we have to keep in mind the danger of tsunamis. for completely safe evacuation sites in order to eradicate any sad tragic victims from all over the world. Also, Aisai City has the seventh highest percentage of elderly citizens in Aichi Prefecture, and many of them need help with evacuation during a disaster. Finally, we will appeal to students to participate in the Disaster Prevention Leadership Seminar or the disaster drills organized by the Disaster Relief Organization.
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- 56 - - 57 - Presentation Japan Oita Summary C-4 Oita Prefectural Saiki Kakujou High School Sign Plan for Disaster Preparation
Content and Results of Detailed Surveys
According to the data, the percentage of the people in Kyushu(46.3%) who are ready for the disaster is much lower than that of Japan(75.2%). Also, people in the Kyusyu area who stock water and food at home are especially fewer than those in Japan. Furthermore, we found that the government of Japan gives much information to foreigners but little information about natural disasters. Tohoku Earthquake in 2011 shows 57 percent of the people in Tohoku tried to escape by car but 34 percent of them were caught in traffic jams.
Analysis of Problems and Issues
We found out three problems from this. 1. The people in Kyusyu area don’t have much consciousness for earthquakes and don’t get ready enough for earthquakes. 2. The emergency information is not enough for foreigners. 3. When an earthquake happens, people in Kyusyu area will try to escape by car, which will cause traffic jams.
Action Plan
Make emergency sign plans for everyone to understand. 1. Make sign boards which are easy for everyone to understand. Some of the sign boards are written in Chinese letters, so children or foreigners cannot understand instantly. We should make sign boards at the world-standard. 2. Draw lines on the main roads to show the height from the sea. If every road has the color to show the height from the sea, we can see which way is higher and everyone, even children or foreigners can escape instantly. For example, roads from the sea 1～5 meter have a red line, 5～10 orange, 10～15 yellow, 15～20 yellow-green, more than 20 meter from the sea level green.
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- 58 - Presentation Japan Oita Presentation Republic of Maldives Male Summary Summary C-4 Oita Prefectural Saiki Kakujou High School C-5 MAPS College (MAPS International High School) Sign Plan for Disaster Preparation Prepare Today : Safer Tomorrow
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
According to the data, the percentage of the people in Kyushu(46.3%) who are ready for the disaster is much Data were collected on internet and through National Disaster Management Centre of Maldives. Findings show lower than that of Japan(75.2%). Also, people in the Kyusyu area who stock water and food at home are especially that due to low elevation, Maldives is most vulnerable to hydro-meteorological hazards. Strong winds, floods due fewer than those in Japan. to high rainfall and storm tides sometime cause damage to property and livelihoods. Lack of drainage system in Furthermore, we found that the government of Japan gives much information to foreigners but little information almost all islands exacerbates damage. about natural disasters. Most islands lack coastal protection measures or windbreaks to withstand strong wind or tidal waves. The island Tohoku Earthquake in 2011 shows 57 percent of the people in Tohoku tried to escape by car but 34 percent of communities are therefore extremely vulnerable to damages related to gusty wind and flooding related to tidal them were caught in traffic jams. waves. Due to the spread of the islands in a vast ocean, its logistically difficult to provide emergency assistance to islands affected by a disaster in a timely manner. Local response forces, with limited resources, lack in their capacity to respond to disasters. Therefore are only partly functional. National Response agencies and partner organizations with in their established coverage thorough out the nation are working on establishing effective local response to disasters.
Analysis of Problems and Issues
We found out three problems from this. 1. The people in Kyusyu area don’t have much consciousness for earthquakes and don’t get ready enough for Analysis of Problems and Issues earthquakes. 2. The emergency information is not enough for foreigners. Retrofitting 3. When an earthquake happens, people in Kyusyu area will try to escape by car, which will cause traffic jams. Contingency planning Measures against underlying disaster risk drivers Structural and non- structural measures for disaster risk reduction
Action Plan
Make emergency sign plans for everyone to understand. Action Plan 1. Make sign boards which are easy for everyone to understand. Some of the sign boards are written in Chinese letters, so children or foreigners cannot understand instantly. We Evacuation Maps: Local media, social media should make sign boards at the world-standard. Outreach education materials: Billboard, roadside, educational signs, local media, social media 2. Draw lines on the main roads to show the height from the sea. Every four months’ outreach activities: Door to door safety campaigns targeted to people leaving or working in If every road has the color to show the height from the sea, we can see which way is higher and everyone, even the disaster hazard zone and Partner with local merchants to set up an emergency kit display area in their store children or foreigners can escape instantly. For example, roads from the sea 1～5 meter have a red line, 5～10 orange, 10～15 yellow, 15～20 yellow-green, more than 20 meter from the sea level green.
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- 58 - - 59 - Presentation Solomon Islands Honiara Summary C-6 Honiara Senior High School To prepare for disasters (education to reduce risks of disasters, building up disaster-resistant communities).
Content and Results of Detailed Surveys
The survey is purposely to identify the possible threats posed by tsunamis to local communities in Honiara and why these communities are vulnerable to tsunamis. The results of the survey are as follows. These communities are prone to; high risks of losing lives when a tsunami occurs, flooding and inundation of the coastal environments, freshwater contamination by salt water intrusion, coastal erosion, housing and building infrastructures are not disaster-resistant and famine. Typically, the location of these communities along the coast, in addition, most people have lack of knowledge on natural hazards, communities have very high populations due to rapid urban growth and most of these communities are urban sprawl and squatter settlements that are so vulnerable to the threats of tsunamis.
Analysis of Problems and Issues
Upon compiling the results of our survey,we have classified these communities as high risk, medium risk and low risk areas based on the possible threats by coastal disasters. Finally, we have concluded that the most important strategy to reduce the risk of these coastal disasters on such communities is through educating communities on natural hazards to prepare individuals, families and communities for disasters and assist in building up disaster- resistant communities in the Solomon Islands.
Action Plan
1. Firstly, we will implement Disaster-risk and management program in the school curriculum so that all students at all levels will learn about the dangers of earthquakes and tsunamis and ways to prepare and survive during these natural disasters. 2. Secondly, we will try to form disaster management committees in our school and other schools in Honiara to conduct disaster awareness, exercises and drills regularly. 3. Thirdly, we will educate school children, people and communities living in tsunami risk zones to create hazard maps showing risk areas, create signposts and posters to show safe evacuation routes and safe zones. 4. Finally, we will work in partnership with our National Disaster Council office (NDC) to carry out Disaster Risk Reduction (DRR) programs in both primary and secondary schools and communities in disaster risk zones in our provinces.
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- 60 - Presentation Solomon Islands Honiara Presentation Kingdom of Tonga Tongatapu Summary Summary C-6 Honiara Senior High School C-7 Tonga High School To prepare for disasters (education to reduce risks of disasters, Cooperative awareness sustains a secure living. building up disaster-resistant communities).
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
The survey is purposely to identify the possible threats posed by tsunamis to local communities in Honiara and We conducted a survey by forming group discussions and questionnaires distributed to Year 7 students at the why these communities are vulnerable to tsunamis. The results of the survey are as follows. These communities school. The major focus was on the students’ knowledge and understanding on the preparations before Natural are prone to; high risks of losing lives when a tsunami occurs, flooding and inundation of the coastal Disasters especially Tsunami. The main questions asked were: environments, freshwater contamination by salt water intrusion, coastal erosion, housing and building infrastructures are not disaster-resistant and famine. Typically, the location of these communities along the coast, 1) On a scale of 1- 5, how would you rate your level of preparation for a Tsunami? in addition, most people have lack of knowledge on natural hazards, communities have very high populations due 48% of the respondents were well prepared, while 52% had no preparation and very little preparation done for to rapid urban growth and most of these communities are urban sprawl and squatter settlements that are so natural disasters. vulnerable to the threats of tsunamis. 2) Does your family have any evacuation plan? Only 22% of the respondents had a prepared family evacuation plan while 78% had no family evacuation plan. 3) Have you participated in an evacuation drill before? More than 50% of the respondents said no, only a few had participated in village evacuation drills. Schools do not have any evacuation drills for natural disasters. 4) Do you know any warning signs of a Tsunami? Analysis of Problems and Issues Majority of the respondents had a clear knowledge of the signs of tsunami.
Upon compiling the results of our survey,we have classified these communities as high risk, medium risk and low risk areas based on the possible threats by coastal disasters. Finally, we have concluded that the most important Analysis of Problems and Issues strategy to reduce the risk of these coastal disasters on such communities is through educating communities on natural hazards to prepare individuals, families and communities for disasters and assist in building up disaster- Majority of the students had knowledge of natural disasters but they are not prepared for them. resistant communities in the Solomon Islands. Most of their families do not have any evacuation plan which shows that they are not prepared for natural disasters. Our school as well as most schools in Tonga does not have any evacuation drills for natural disasters. In general, there is a lack of public awareness programs in the schools, media, communities, churches to raise awareness on the need for preparations for natural disasters. Action Plan
1. Firstly, we will implement Disaster-risk and management program in the school curriculum so that all students Action Plan at all levels will learn about the dangers of earthquakes and tsunamis and ways to prepare and survive during these natural disasters. From our survey, we will work very hard towards raising greater awareness on the importance of 2. Secondly, we will try to form disaster management committees in our school and other schools in Honiara to being prepared for natural disasters in Tonga. We will start in; conduct disaster awareness, exercises and drills regularly. a) our school by 3. Thirdly, we will educate school children, people and communities living in tsunami risk zones to create hazard Putting up posters on tsunami information and other natural disaster facts maps showing risk areas, create signposts and posters to show safe evacuation routes and safe zones. Coordinating and carry out evacuation drills (earthquake, cyclone, tsunami..etc) regularly. 4. Finally, we will work in partnership with our National Disaster Council office (NDC) to carry out Disaster Risk b) other schools by Reduction (DRR) programs in both primary and secondary schools and communities in disaster risk zones in our Forming partnerships first with our neighbouring schools (1 high school, 3 primary schools) to know our provinces. evacuation routes as there would be more than 2400 students and 200 teachers involved. These partnerships will involve regular meetings, drills, exchange of ideas with their administrators, teachers and students.
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- 60 - - 61 - Presentation People's Republic of China Hainan Summary C-8 Hainan Middle School Start from me; Start from here: spread disaster preparation knowledge
Content and Results of Detailed Surveys
Content: 1) conduct a questionnaire survey for students at our school; 2) interview an expert from the Haikou Earthquake Administration as well as visiting the centre of it.
Results: 1) From the questionnaire, we conclude that about 80% students at our school don’t have a clear understanding of the pre-disaster prevention measures and don’t know how to prepare themselves for disaster. 2) From the interview, we learn that the earthquake monitoring system and the system of earthquake disasters rescue are both well-developed in our province and the government attaches importance to the education of earthquake prevention and the drills. However, in the countryside, people’s awareness of disaster prevention is weak.
Analysis of Problems and Issues
From the results of the survey, we notice that although our province lays emphasis on disaster prevention, students at our school have not acquired comprehensive knowledge about that. Our school enjoys national fame of quality-oriented education, and if there is an information gap between the Earthquake Administration and students of our school, there must be one between it and students of other schools in our province, even the citizens. Therefore, we decide to bridge the gap – and we start from our school.
Action Plan
1. Start from me: Prepare a quick Reference Brochure of Tsunami and Earthquake Preparation based on our interview of Hainan Earthquake Administration and materials given by the summit organizers. 2. Start from here: share the reference brochure with every class in our school and ask every class of Senior 1 and 2 to take part in a hand-drawn illustration competition. 3. Spread knowledge phrase I: organize a knowledge competition about disaster prevention at school. 4. Spread knowledge phrase II: Invite some students who took part in the second and third activity to join us and prepare a display board. Then we take the display board to local primary and secondary schools. We explain to students about the contents on the display board and share the reference brochures and other relevant materials with local students – simplified versions for primary school students and original version for secondary school students.
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- 62 - People's Republic of China Hainan Presentation １３．Report from Workshops Summary C-8 Hainan Middle School Start from me; Start from here: spread disaster preparation knowledge D Group
Workshop Field: Content and Results of Detailed Surveys To prepare for disasters
Content: 1) conduct a questionnaire survey for students at our school; 2) interview an expert from the Haikou Earthquake Administration as well as visiting the centre of it.
Results: Moderator Name of School Region/Country Presentation Title 1) From the questionnaire, we conclude that about 80% students at our school don’t have a clear understanding of the pre-disaster prevention measures and don’t know how to prepare themselves for disaster. Tokyo Gakugei University Tokyo, Japan Obtaining Sustainable Food Environment 2) From the interview, we learn that the earthquake monitoring system and the system of earthquake disasters International Secondary School for Foreign Residents in Tokyo During rescue are both well-developed in our province and the government attaches importance to the education of Emergencies earthquake prevention and the drills. However, in the countryside, people’s awareness of disaster prevention is weak. Kansai Soka Senior High School Osaka, Japan Prepare “Today”, not “Tomorrow”
★ Meiji Gakuen Senior High School Fukuoka, Japan Planning to discuss the issue of disaster prevention with many people and to hold a symposium
Okinawa Prefectural Okinawa, Japan The necessity of preparation for a tsunami Analysis of Problems and Issues Yaeyama High School
From the results of the survey, we notice that although our province lays emphasis on disaster prevention, Motufoua Secondary School & Tuvalu Mitigating the Likely Impacts of Tsunamis students at our school have not acquired comprehensive knowledge about that. Our school enjoys national fame Fetuvalu Secondary School in Flat and Low-Lying Atoll Island Countries Affected By Climate Change and Sea-Level of quality-oriented education, and if there is an information gap between the Earthquake Administration and Rise Resulting from Global Warming students of our school, there must be one between it and students of other schools in our province, even the citizens. Therefore, we decide to bridge the gap – and we start from our school. Praslin Secondary Republic of Seychelles We the Youth of Seychelles are working Belonie Secondary towards becoming tsunami ready or Mont Fleuri Secondary seychelles is working toward becoming Plaisance Secondary tsunami ready Pointe Larue Secondary Action Plan English River Secondary
1. Start from me: Prepare a quick Reference Brochure of Tsunami and Earthquake Preparation based on our Colegio San Antonio IHM Republic of Peru Getting Our Local Community Prepared in interview of Hainan Earthquake Administration and materials given by the summit organizers. Case of a Tsunami 2. Start from here: share the reference brochure with every class in our school and ask every class of Senior 1 and 2 to take part in a hand-drawn illustration competition. 3. Spread knowledge phrase I: organize a knowledge competition about disaster prevention at school. 4. Spread knowledge phrase II: Invite some students who took part in the second and third activity to join us and prepare a display board. Then we take the display board to local primary and secondary schools. We explain to students about the contents on the display board and share the reference brochures and other relevant materials with local students – simplified versions for primary school students and original version for secondary school students.
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- 62 - - 63 - Presentation Japan Tokyo Summary D-1 Tokyo Gakugei University International Secondary School Obtaining Sustainable Food Environment for Foreign Residents in Tokyo During Emergencies
Content and Results of Detailed Surveys
1. The difference in the perception of disasters between Japanese people and foreigners ・Japan is known to be a country with one of the lowest food self-sufficiency rate in developed countries of 38%, which is getting lower every year. This causes a huge lack of food when natural disasters happen. ・If foreigners cannot understand the places and the rules for supplying food because of the language barrier, it leads to stress from the inability to get food. ・Many outsiders(tourists and foreigners) do not know where to evacuate during an earthquake. There are little to no information about the evacuation process in Japan for foreigners. 2. The difference between the preparation inside and outside of Tokyo ・During the 2011 Tohoku Earthquake, people who are correlated to the religion of Halal had to get food transported from Tokyo because there were none which corresponded to the religion in the evacuation center. ・In the 2007 Chuetsu Offshore Earthquake, some religious groups got rejected by the evacuation center because of their religion. ・Although people use 9 liters of water per day, districts such as Nakano, Shibuya, and Chuo in Tokyo only have 1 liter of water in preparation for emergency.
Analysis of Problems and Issues
1. Foreigners who have never experienced earthquake nor tsunamis in their homeland before are not prepared and may undergo panic attacks. Some may have trouble accessing food and information for evacuating when natural disasters hit Japan. 2. Even if supplies are sent to suburban areas of Japan, it is not enough most of the time. If there are no preparation of food that correspond to religion like Halal, some people cannot avoid eating food that they usually do not until a particular food is sent to that area. Tokyo has a limited amount of natural resources. Lack of water can cause a mass panic throughout the city.
Action Plan
Emergency food will be supplied in *commonly used and religion-based facilities. These include Japanese dried and canned food, which can be used in our **daily lives. Multicultural food will be available, which will contain a symbol for emergency food on its package. Our goal is that “easy access leads to success” for all foreigners during natural disasters. ・Volunteers will be drawing and sticking maps of the nearest evacuation area onto packages of products sold in vending machines. Volunteers include students and local authorities who are connected to the region. ・The maps stated above will also be printed out as posters, and will be included in plastic bags whenever people buy products at grocery stores. This will lead to dissemination of emergency food through Tokyo. High school students can also take part in spreading words about emergency food using the posters. ・Information will be passed not only through translation of text, but by creating a worldwide symbol of emergency food, foreigners will immediately know where they are located. This worldwide symbol will be created by students like ourselves. ・Emergency food will correspond to diverse cultures including Halal, vegan food, and more. Students like ourselves will work towards placing these emergency food in mosques, churches, and other religious places. *Commonly used facilities include places such as convenience stores, vending machines, stations, schools, city halls, mosques, and churches. **Emergency food that currently exists does not need any water or fire to eat at all. If you cook it, it can be served at the dinner table as well.
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- 64 - Presentation Japan Tokyo Presentation Japan Osaka Summary Summary D-1 Tokyo Gakugei University International Secondary School D-2 Kansai Soka Senior High School Obtaining Sustainable Food Environment for Foreign Prepare “Today”, not “Tomorrow” Residents in Tokyo During Emergencies
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
1. The difference in the perception of disasters between Japanese people and foreigners 1. We visited “Osaka City Abeno Life Safety Learning Center” and “Tsunami and Storm Surge Disaster Prevention ・Japan is known to be a country with one of the lowest food self-sufficiency rate in developed countries of 38%, Station”, to know the threat of the tsunami and also, to learn about the measures against it which Osaka City which is getting lower every year. This causes a huge lack of food when natural disasters happen. is doing now. ・If foreigners cannot understand the places and the rules for supplying food because of the language barrier, it 2. We read more than 30 books about earthquakes and tsunami, to learn precepts from disasters that occurred leads to stress from the inability to get food. in the past. ・Many outsiders(tourists and foreigners) do not know where to evacuate during an earthquake. There are little to 3. We conversed with the person who is in charge of our school’s disaster prevention and know about measures no information about the evacuation process in Japan for foreigners. which our school does. 2. The difference between the preparation inside and outside of Tokyo ・During the 2011 Tohoku Earthquake, 4. We conducted a survey to students and teachers in our school to investigate the awareness of disaster people who are correlated to the religion of Halal had to get food transported from Tokyo because there were prevention. The results of the survey showed that both teachers and students knew that the Nankai Trough none which corresponded to the religion in the evacuation center. earthquake would occur in Japan in the near future, but the preparation and knowledge for it was not ・In the 2007 Chuetsu Offshore Earthquake, some religious groups got rejected by the evacuation center because enough. of their religion. ・Although people use 9 liters of water per day, districts such as Nakano, Shibuya, and Chuo in Tokyo only have 1 liter of water in preparation for emergency.
Analysis of Problems and Issues Analysis of Problems and Issues
1. Foreigners who have never experienced earthquake nor tsunamis in their homeland before are not prepared Summarizing the survey which is conducted, we discovered the awareness against earthquakes and tsunami and may undergo panic attacks. Some may have trouble accessing food and information for evacuating when among the students and teachers was quite low in our school. In fact, only 31.8% of students and 28.3% of natural disasters hit Japan. teachers prepared an emergency bag at home, and only 10.1% of students and 23.9% of teachers knew the 2. Even if supplies are sent to suburban areas of Japan, it is not enough most of the time. If there are no meaning of “Tsunami Tendenko,” which is a traditional idea for tsunami evacuation in the south-east area of Japan. preparation of food that correspond to religion like Halal, some people cannot avoid eating food that they usually do not until a particular food is sent to that area. Tokyo has a limited amount of natural resources. Lack of water can cause a mass panic throughout the city.
Action Plan Action Plan
Emergency food will be supplied in *commonly used and religion-based facilities. These include Japanese dried In order to raise the awareness of earthquakes and tsunami, we post four framed cartoons related to water and canned food, which can be used in our **daily lives. Multicultural food will be available, which will contain a and disaster on the wall in each restroom, and cartoons related to emergency food at our school cafeteria. symbol for emergency food on its package. Our goal is that “easy access leads to success” for all foreigners In restrooms, everyone will see them at least once a day. At the cafeteria entrance, there are always long during natural disasters. lines, so the students will see the cartoons spontaneously while they are waiting. ・Volunteers will be drawing and sticking maps of the nearest evacuation area onto packages of products sold in vending machines. Volunteers include students and local authorities who are connected to the region. 1. We create a character to improve the awareness of the disaster prevention in our school. The name is ・The maps stated above will also be printed out as posters, and will be included in plastic bags whenever people "Namazun" (Namazu is catfish). We use him to give an impression on students and teachers in every activities we buy products at grocery stores. This will lead to dissemination of emergency food through Tokyo. High school do to raise the awareness against disasters. students can also take part in spreading words about emergency food using the posters. 2. We post four framed cartoons, which show knowledge and tips that will help when a disaster occurs, on the ・Information will be passed not only through translation of text, but by creating a worldwide symbol of wall in each restroom and the cafeteria in our school. In this way, everyone in our school sees the cartoons at least emergency food, foreigners will immediately know where they are located. This worldwide symbol will be created once a day; thus, people in our school memorize the tips. by students like ourselves. 3. We make a Lifehacks video for disaster prevention. We believe the importance of students to find something ・Emergency food will correspond to diverse cultures including Halal, vegan food, and more. Students like useful, to be aware of disaster prevention, and to understand the necessity of preparation for a disaster which is ourselves will work towards placing these emergency food in mosques, churches, and other religious places. unknown when it will happen. *Commonly used facilities include places such as convenience stores, vending machines, stations, schools, city halls, mosques, and churches. **Emergency food that currently exists does not need any water or fire to eat at all. If you cook it, it can be served at the dinner table as well.
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- 64 - - 65 - Presentation Japan Fukuoka Summary D-3 Meiji Gakuen Senior High School Planning to discuss the issue of disaster prevention with many people and to hold a symposium
Content and Results of Detailed Surveys There are a lot of active faults in Japan, and, several M>7 earthquakes have occurred along the faults recently. There is a risk of these earthquakes causing terrible damage. For example, the 2016 Kumamoto Earthquake occurred along the Futagawa-Hinagu fault, and Kumamoto and Mashiki suffered a lot of damage. Kitakyushu, where Meiji Gakuen stands, is located on the Sea of Japan side of Japan. It is thought that the amount of tsunami damage from a plate border type earthquake such as the Nankai Trough Earthquake would be relatively small on the sea of Japan side when compared with the Pacific side. Therefore, when we study about disaster prevention of earthquakes and tsunami, the risk of inland active fault type earthquakes is easier for us to predict than the risk of plate border type earthquakes. In addition, induced earthquakes frequently happen in Japan. Nearby inland active faults caused them under the influence of the 2011 off the Pacific coast of Tohoku Earthquake. So, we conducted a survey about disaster prevention consciousness and knowledge of inland active fault type earthquakes in order to prepare for possible induced earthquakes caused by the Nankai Trough Earthquake. First, we plotted the Kokura-higashi fault on a map of Kitakyushu, and conducted a field survey. Through fieldwork, we found out how old the buildings along Kokura-higashi fault are, and evaluated the risks of building destruction based on the data. Then, we did a questionnaire survey to compare the awareness of disaster prevention between students in Kitakyushu and students who have recently experienced an earthquake. Finally, we compared what local governments around Kitakyushu do to prevent earthquake and tsunami damage. In the field survey, we found more wooden houses on the mountainside along the Kokura East fault than in the city center of Kitakyushu. We also found many old buildings which seemed not to meet the earthquake resistance standards which were revised in 2000. We suppose that the old buildings on the mountainside were designed before 1981 and they only meet the earthquake resistance standards established in 1981, which means that they will probably be destroyed if the Kokura-higashi fault becomes active. After the field survey, we made an original hazard map of Kitakyushu. The map shows the classification of the buildings according to the degree of risk of destruction. We can see from the map that we have not prepared enough for strong earthquakes which might happen in the near future. The hazard map we made is useful for “shudangeko” (when students going home from school in groups) and “yobikake” (calling local residents’ attention to natural disasters). We are planning to share the survey results with the local government of Kitakyushu and encourage them to revise and make use of the hazard map. We also conducted a questionnaire survey at two other high schools, one in Fukushima, which experienced the 2011 off the Pacific coast of Tohoku Earthquake, and one in Kumamoto, which experienced the 2016 Kumamoto Earthquake. As a result, it became clear that the Meiji Gakuen students’ disaster prevention consciousness was lower than that of students from the other schools.
Analysis of Problems and Issues Since it is located on the Sea of Japan side, Kitakyushu is at little risk of tsunami. So are Fukushima and Kumamoto, both of which are located inland. However, the result of the survey, conducted on the high school students in the three different areas, shows that many more students in Kitakyushu have a fear of tsunami than in the other two areas. We conclude that the students in Kitakyushu have a big fear of tsunami because they have little knowledge of earthquakes and tsunami and do nothing for disaster prevention. So, we thought it is necessary that more people have knowledge, and consciousness and prepare for disaster prevention.
Action Plan Through the questionnaire survey at the three different high schools in different areas, we found that students in Kitakyushu were not well-informed about the inland active fault type earthquakes. We suppose that is because they have not experienced earthquake and tsunami disasters. In order to have a strong disaster prevention consciousness, we are planning to discuss the issue of disaster prevention with many people. We are planning to hold a symposium next spring and listen to scientists’ lectures on active faults. We are going to invite some administrative officers working for disaster managements and people who have experienced earthquakes to attend a meeting for discussion. Our action plan will make up for the lack of earthquake experience and improve Kitakyushu students’ awareness of disaster prevention. We also believe our action plan would be effective in countries all over the world to improve the disaster prevention awareness of students without earthquake experience.
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- 66 - Presentation Japan Fukuoka Presentation Japan Okinawa Summary Summary D-3 Meiji Gakuen Senior High School D-4 Okinawa Prefecture Yaeyama High Shcool Planning to discuss the issue of disaster prevention with many The necessity of preparation for a tsunami people and to hold a symposium
Content and Results of Detailed Surveys There are a lot of active faults in Japan, and, several M>7 earthquakes have occurred along the faults recently. There Content and Results of Detailed Surveys is a risk of these earthquakes causing terrible damage. For example, the 2016 Kumamoto Earthquake occurred along the Futagawa-Hinagu fault, and Kumamoto and Mashiki suffered a lot of damage. Kitakyushu, where Meiji Gakuen On the 24th of April in 1771, an earthquake of a magnitude between 2 and 3 hit Ishigaki Island and all of the stands, is located on the Sea of Japan side of Japan. It is thought that the amount of tsunami damage from a plate Sakishima islands. The number of victims reached 13000 people. The The worst affected area was Shiraho. Of the border type earthquake such as the Nankai Trough Earthquake would be relatively small on the sea of Japan side 1574 residents, only 28 survived. when compared with the Pacific side. Therefore, when we study about disaster prevention of earthquakes and tsunami, the risk of inland active fault type earthquakes is easier for us to predict than the risk of plate border type earthquakes. In addition, induced earthquakes frequently happen in Japan. Nearby inland active faults caused them under the influence of the 2011 off the Pacific coast of Tohoku Earthquake. So, we conducted a survey about disaster prevention consciousness and knowledge of inland active fault type earthquakes in order to prepare for possible induced earthquakes caused by the Nankai Trough Earthquake. Analysis of Problems and Issues First, we plotted the Kokura-higashi fault on a map of Kitakyushu, and conducted a field survey. Through fieldwork, we found out how old the buildings along Kokura-higashi fault are, and evaluated the risks of building ① People are not aware of tsunamis enough destruction based on the data. Then, we did a questionnaire survey to compare the awareness of disaster prevention ② Information on tsunamis is not widespread in society. between students in Kitakyushu and students who have recently experienced an earthquake. Finally, we compared ③ The community is not well equipped for tsunamis. what local governments around Kitakyushu do to prevent earthquake and tsunami damage. (For example) In general, local residents are not willing to participate in disaster drills. In the field survey, we found more wooden houses on the mountainside along the Kokura East fault than in the city What needs to be done： center of Kitakyushu. We also found many old buildings which seemed not to meet the earthquake resistance How can we reduce the damage of tsunami disasters： standards which were revised in 2000. We suppose that the old buildings on the mountainside were designed before ① We should prepare supplies at the regional evacuation center. 1981 and they only meet the earthquake resistance standards established in 1981, which means that they will ② We should implement disaster plans probably be destroyed if the Kokura-higashi fault becomes active. After the field survey, we made an original hazard (For example) How to deal with Tsunami situation for foeringers/travelers map of Kitakyushu. The map shows the classification of the buildings according to the degree of risk of destruction. We can see from the map that we have not prepared enough for strong earthquakes which might happen in the near future. The hazard map we made is useful for “shudangeko” (when students going home from school in groups) and Action Plan “yobikake” (calling local residents’ attention to natural disasters). We are planning to share the survey results with the local government of Kitakyushu and encourage them to revise and make use of the hazard map. Make posters and display them We also conducted a questionnaire survey at two other high schools, one in Fukushima, which experienced the ① 2011 off the Pacific coast of Tohoku Earthquake, and one in Kumamoto, which experienced the 2016 Kumamoto ② Conduct surveys to help us understand which areas need to be improved. Earthquake. ③ Ask people who went through the same situation to give us lectures As a result, it became clear that the Meiji Gakuen students’ disaster prevention consciousness was lower than ④ Make an announcement asking families to prepare emergency supplies that of students from the other schools. ⑤ The disaster situation signs should be written in either English or Chinese at various public locations
Additional steps: Analysis of Problems and Issues ⑥ Attach tipping-prevention devices to furniture ⑦ Perform tsunami evacuation drills regularly Since it is located on the Sea of Japan side, Kitakyushu is at little risk of tsunami. So are Fukushima and Kumamoto, both of which are located inland. However, the result of the survey, conducted on the high school students in the three different areas, shows that many more students in Kitakyushu have a fear of tsunami than in the other two areas. We conclude that the students in Kitakyushu have a big fear of tsunami because they have little knowledge of earthquakes and tsunami and do nothing for disaster prevention. So, we thought it is necessary that more people have knowledge, and consciousness and prepare for disaster prevention.
Action Plan Through the questionnaire survey at the three different high schools in different areas, we found that students in Kitakyushu were not well-informed about the inland active fault type earthquakes. We suppose that is because they have not experienced earthquake and tsunami disasters. In order to have a strong disaster prevention consciousness, we are planning to discuss the issue of disaster prevention with many people. We are planning to hold a symposium next spring and listen to scientists’ lectures on active faults. We are going to invite some administrative officers working for disaster managements and people who have experienced earthquakes to attend a meeting for discussion. Our action plan will make up for the lack of earthquake experience and improve Kitakyushu students’ awareness of disaster prevention. We also believe our action plan would be effective in countries all over the world to improve the disaster prevention awareness of students without earthquake experience.
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- 66 - - 67 - Presentation Tuvalu Funafuti & Vaitupu Islands Summary D-5 Motufoua Secondary School & Fetuvalu Secondary School Mitigating the Likely Impacts of Tsunamis in Flat and Low-Lying Atoll Island Countries Affected By Climate Change and Sea-level Rise Resulting from Global Warming.
Content and Results of Detailed Surveys
• All nine islands of Tuvalu are flat coral atolls that rise not more than 3 meters above sea level at their highest points. • Throughout the known history of the Prefecture of Funafuti and Vaitupu Islands, no island has ever been hit by a tsunami. • No island amongst the two atolls of the Funafuti and Vaitupu Prefecture has traditional skills or a culture for mitigating any tsunami disaster. • The threat of a Tsunami strike is a new concept to the people of these two islands’ Prefecture. • Most of the people of the Prefecture do not have an understanding of the tsunami concept, let alone the immense danger and damages it poses for the lives of all living things including humans on its path.
Analysis of Problems and Issues
• The people of the Funafuti and Vaitupu Islands’ Prefecture do not know that a tsunami strike threat is a real possibility for them as well as the whole of Tuvalu. • The lack of awareness of the Tsunami concept and the danger it could cause to all lives on the Prefecture is one enormous problem that needs to be addressed. • The Tuvalu Participants to the 2017 WTAD Workshops have a huge responsibility to learn as much as possible so as to enable them provide the core awareness mechanism to promote and to keep the Tsunami Awareness campaign in the country alive, workable and sustainable when they return home.
Action Plan
UPON RETURNING FROM THE WTAD WORKSHOPS IN OKINAWA/JAPAN • The six students’ WTAD participants and their teacher will hold weekly Tsunami Awareness workshops beginning with their own schools upon their return from Japan. • The six local 2017 WTAD participants will visit one local school a week to make an awareness presentation to promote pupils/students’ understanding of the issue. • The 2017 WTAD participants and enlightened students at enlightened schools to make a Tsunami awareness presentation to the local Disaster Unit to enhance their awareness and to solicit their support in promoting the concept nationwide. • The WTAD participants, in close partnership with members of the Local Disaster Unit help to form a national Tsunami Preparedness Committee at the beginning of 2018. • The Tsunami Preparedness Committee secures funding to sustain tsunami awareness workshops and implement the policy annually. • Get the support and means to keep the Tsunami Awareness Programme annually alive and sustainable.
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- 68 - Presentation Tuvalu Funafuti & Vaitupu Islands Presentation Republic of Seychelles From Different Districts/Villages Summary Summary Praslin Secondary, Belonie Secondary, Mont Fleuri Secondary, D-5 Motufoua Secondary School & Fetuvalu Secondary School D-6 Plaisance Secondary, Pointe Larue Secondary, English River Secondary Mitigating the Likely Impacts of Tsunamis in Flat and Low-Lying Atoll We the Youth of Seychelles are working towards becoming tsunami Island Countries Affected By Climate Change and Sea-level Rise ready or seychelles is working toward becoming tsunami ready Resulting from Global Warming.
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
• All nine islands of Tuvalu are flat coral atolls that rise not more than 3 meters above sea level at their highest 1. Disaster risk preparedness history (influenced by Tsunami event in 2004, looking at other natural disasters points. such as coastal flooding due to heavy rainfall, mention that most schools are near the coast and there was a • Throughout the known history of the Prefecture of Funafuti and Vaitupu Islands, no island has ever been hit by need to prepare for tsunami and coastal flooding (topography in brief when describing this part) a tsunami. 2. Workshops organized since 2006 up to date • No island amongst the two atolls of the Funafuti and Vaitupu Prefecture has traditional skills or a culture for 3. Development of emergency and disaster plans (National and school) mitigating any tsunami disaster. 4. Implementation of the plans including monitoring and evaluation (actions taken before, during and after • The threat of a Tsunami strike is a new concept to the people of these two islands’ Prefecture. disasters namely tsunami/coastal flooding) • Most of the people of the Prefecture do not have an understanding of the tsunami concept, let alone the immense danger and damages it poses for the lives of all living things including humans on its path.
Analysis of Problems and Issues Analysis of Problems and Issues
• The people of the Funafuti and Vaitupu Islands’ Prefecture do not know that a tsunami strike threat is a real Natural events – change in rainfall patterns due to changing climate, sea level rise, possibility for them as well as the whole of Tuvalu. Infrastructure- lack of proper drainage systems, schools too close to coastal areas/river/wetlands, lack of funding • The lack of awareness of the Tsunami concept and the danger it could cause to all lives on the Prefecture is to improve certain infrastructure, irregularities with certain infrastructure (such as drainage system, buildings, road one enormous problem that needs to be addressed. network, entries), need to establish a proper national guideline for construction of schools which are safe, blends • The Tuvalu Participants to the 2017 WTAD Workshops have a huge responsibility to learn as much as possible in with surrounding environment, prevent and mitigate potential risks and be resilient to disasters so as to enable them provide the core awareness mechanism to promote and to keep the Tsunami Awareness Limitations of the school emergency and disaster plans- competing priorities (such as too many educational campaign in the country alive, workable and sustainable when they return home. programmes) at school prevents the effective implementation and monitoring of plan, lack of qualified personnel to implement and monitor the plans, lack of resources (such as emergency kit and PA system) National initiatives- to familiarize members of the public with procedures in the likely event of a disaster, continued support from a technical team to liaise with schools in their disaster and risks preparedness plans and drills, education and awareness among all stakeholders (such as families and agencies) Action Plan
UPON RETURNING FROM THE WTAD WORKSHOPS IN OKINAWA/JAPAN Action Plan • The six students’ WTAD participants and their teacher will hold weekly Tsunami Awareness workshops beginning with their own schools upon their return from Japan. National Campaign on Tsunami involving schools and related agencies – Getting ready, signs and symptoms, • The six local 2017 WTAD participants will visit one local school a week to make an awareness presentation to evacuation, promote pupils/students’ understanding of the issue. Training of more teachers and students for emergency preparedness (ongoing in 2018 but start in April 2018) • The 2017 WTAD participants and enlightened students at enlightened schools to make a Tsunami awareness Production of materials to support learning on tsunami preparedness and management (TSUNAMI READY) e.g presentation to the local Disaster Unit to enhance their awareness and to solicit their support in promoting the posters, leaflets and booklets concept nationwide. Drills at school level and national simulation exercises • The WTAD participants, in close partnership with members of the Local Disaster Unit help to form a national Promotion of the campaign through media involvement nationally, i.e television, radio, newspaper and social Tsunami Preparedness Committee at the beginning of 2018. media • The Tsunami Preparedness Committee secures funding to sustain tsunami awareness workshops and Project will be implemented by Ministry of Education and Human Resource Development in collaboration with implement the policy annually. Department of Risk and Disaster Management, Seychelles Fire and Rescue Services Agency and Red Cross Society • Get the support and means to keep the Tsunami Awareness Programme annually alive and sustainable. of Seychelles. Time-frame: April to December 2018
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- 68
- - 69 - Presentation Republic of Peru Callao Summary D-7 Colegio San Antonio IHM Getting Our Local Community Prepared in Case of a Tsunami
Content and Results of Detailed Surveys
The survey was taken by the students, teachers, workers and parents from the school. The main purpose of this was to know how much our school community knows about the natural disasters that they could face and if they are truly prepared. Regarding the results, more than 80% of the school community knows about the action plan for facing disasters and about 60% of parents, students and teachers have already organized action plans within their families. On the other hand, less than 40% of students, parents and workers know about the map that illustrates how much territory would be affected in case of a tsunami in Callao.
Analysis of Problems and Issues
The Constitutional Province of Callao is the largest port of entry to Peru. It is located in western Peru and in the central coast of the Peruvian littoral. The land in this zone is very vulnerable and is constantly exposed to hazards, due to the existence of nearly tectonic plates. On October 28, 1746, a tsunami caused by a Lima–Callao earthquake destroyed the entire port of Callao. For this reason, it is necessary to be aware of any future tsunami and to inform people in order to be well prepared for facing this kind of natural disaster.
$FWLRQ3ODQ
We intend to make more people aware of the importance of knowing about tsunamis, to improve their knowledge about natural disaster risks and how to get ready in order to protect themselves and their families and to react appropriately in case it happens. This action plan has already been in effect for two years at school where risks have been analyzed and evaluated, for the purpose of identifying dangers, possible threats and vulnerable factors to organize people in specific tasks, and to plan a series of actions that permit a quick and orderly movement of all the members of the school community to keep their lives safe. That is why we are frequently participating in evacuation drills, considering the time it takes us to get to the secure area of the patio, then moving together with our younger brother or sister in order to facilitate movement to the highest parts of our buildings. The students and teachers are organized in security brigades in order to help others during the evacuation. Executing these actions provides us confidence in how we will react facing a natural disaster. In addition, the students have already talked to the authorities to know how they deal with the population and to strengthen their work in the preparedness phase in case of a tsunami. For example, we have realized how well the District of Ventanilla is prepared for any coming tsunami. There are evacuation roads, and people are always given information about what to do in case of a tsunami. We have interviewed different governmental authorities and we have gotten information about the work they do with people from our district: Callao. The Callao Regional Emergency Operations Center operates 24 hours a day. There are organizations in charge of ensuring the welfare of the population in a joint work with the State, SINAGER, INDECI, CENEPRED, GORE, and municipalities. They have their functions, objectives, proposals, solutions, in order to ensure a rapid response to the casualties.
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- 70 - Republic of Peru Callao Presentation １３．Report from Workshops Summary D-7 Colegio San Antonio IHM Getting Our Local Community Prepared in Case of a Tsunami E Group
Workshop Field: Content and Results of Detailed Surveys To prepare for disasters
The survey was taken by the students, teachers, workers and parents from the school. The main purpose of this was to know how much our school community knows about the natural disasters that they could face and if they are truly prepared. Regarding the results, more than 80% of the school community knows about the action plan for facing disasters and about 60% of parents, students and teachers have already organized action plans within their families. On the other hand, less than 40% of students, parents and workers know about the map that illustrates how much territory would be affected in case of a tsunami in Callao. Moderator Name of School Region/Country Presentation Title
Fujimigaoka high school for girls Tokyo, Japan To make people familiar with the Tokyo Analysis of Problems and Issues Metropolitan Earthquake which is said to hit Tokyo someday The Constitutional Province of Callao is the largest port of entry to Peru. It is located in western Peru and in the central coast of the Peruvian littoral. The land in this zone is very vulnerable and is constantly exposed to hazards, Senri International School Osaka, Japan Movie Triangle Project for Disasters of Kansei Gakuin due to the existence of nearly tectonic plates. On October 28, 1746, a tsunami caused by a Lima–Callao earthquake destroyed the entire port of Callao. Kochi Prefectural Kochi, Japan We are Sossenjas – using For this reason, it is necessary to be aware of any future tsunami and to inform people in order to be well Susaki High School “NIGETORE”application. prepared for facing this kind of natural disaster. Kochi Prefectural Kochi, Japan REIHOKOTTO –Providing a Food Structure- Reihoku High School $FWLRQ3ODQ ★ Nukutere College Cook Islands Beware of the Waves Mangaia School To prepare for disasters(For example, We intend to make more people aware of the importance of knowing about tsunamis, to improve their Araura College education to reduce risks of disasters, knowledge about natural disaster risks and how to get ready in order to protect themselves and their families and Titikaveka College building up disaster-resistant communities. to react appropriately in case it happens. Enuamanu School (Tsunami) This action plan has already been in effect for two years at school where risks have been analyzed and evaluated, for the purpose of identifying dangers, possible threats and vulnerable factors to organize people in specific tasks, Central School Republic of Vanuatu Appeal on Tsunami Preparation -design a and to plan a series of actions that permit a quick and orderly movement of all the members of the school poster- community to keep their lives safe. That is why we are frequently participating in evacuation drills, considering the time it takes us to get to the secure area of the patio, then moving together with our younger brother or sister in Sman 6 Banda Ache Republic of Indonesia Mitigation, Preparedness and Lessons order to facilitate movement to the highest parts of our buildings. The students and teachers are organized in Learned of Earthquake and Tsunami security brigades in order to help others during the evacuation. Executing these actions provides us confidence in Disasters how we will react facing a natural disaster. Streeranong School Kingdom of Thailand Activities and Movements to Build Tsunami In addition, the students have already talked to the authorities to know how they deal with the population and to Sikaoprachaphadungwit School Risk Awareness and Preparedness in the strengthen their work in the preparedness phase in case of a tsunami. For example, we have realized how well the Lantarachprachautit School Communities : Problems and Solutions District of Ventanilla is prepared for any coming tsunami. There are evacuation roads, and people are always given Thaimuangwittaya School information about what to do in case of a tsunami. La-ngupittayakhom School We have interviewed different governmental authorities and we have gotten information about the work they do Phuketwittayalai School with people from our district: Callao. The Callao Regional Emergency Operations Center operates 24 hours a day. There are organizations in charge of ensuring the welfare of the population in a joint work with the State, SINAGER, INDECI, CENEPRED, GORE, and municipalities. They have their functions, objectives, proposals, solutions, in order to ensure a rapid response to the casualties.
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- 70 - - 71 - Presentation Japan Tokyo Summary E-1 Fujimigaoka High School for Girls To make people familiar with the Tokyo Metropolitan Earthquake which is said to hit Tokyo someday
Content and Results of Detailed Surveys
Fieldwork in Kamaishi, Iwate Prefecture- ①Students went there to listen to and see how devastating the Earthquake and tsunami which hit east Japan on March 11th, 2011 was. The words, “One day we will be the victims” and “The Tokyo Metropolitan Earthquake will surely come someday” reminded us to be aware of the disaster. ②Visiting Ikebukuro disaster prevention center- We experienced a seismic intensity of 6-7. Everyone was surprised at how terrifying it was. The short movie“Saving Your Life” made us think how important the preparation for the earthquake is. ③Disaster Prevention Information(the website by Tokyo Metropolitan government) the Estimation of the earthquake damage is the following: a magnitude 7.3 would kill over 9,700 people and would lead to the destruction of buildings and serious fires. A tsunami would cause a relatively small disaster, but in some areas, the flooding could be a major problem.
Analysis of Problems and Issues
The simulations and data by Tokyo Metropolitan Government seem unfamiliar and very unrealistic even though we all know a massive earthquake will hit Tokyo. We changed our minds after visiting Kamaishi. The experience at Kamaishi made us think of how we can prevent a huge disaster and we imagined what we should do to prepare for the disaster.
Action Plan
By writing down our own original story, we will create an image of the earthquake which will eventually hit Tokyo someday. The story will make us ourselves, our family and the people around us learn and understand that we need to be serious about the earthquake and tsunami. Our parents will have an opportunity to listen to our stories in a parent meeting. We will ask them to give comments. These comments will make our stories better. At the same time, we will give them our own guidebook for preparing for the disasters. This guidebook shows what to put in emergency bags.
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- 72 - Presentation Japan Tokyo Presentation Japan Osaka Summary Summary E-1 Fujimigaoka High School for Girls E-2 Senri International School of Kwansei Gakuin To make people familiar with the Tokyo Metropolitan Earthquake Movie Triangle Project for Disasters which is said to hit Tokyo someday
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
Fieldwork in Kamaishi, Iwate Prefecture- We searched the information on earthquakes and the education for disaster prevention: ①Students went there to listen to and see how devastating the Earthquake and tsunami which hit east Japan on 1.From existing results of questionnaires March 11th, 2011 was. The words, “One day we will be the victims” and “The Tokyo Metropolitan Earthquake will 2.By interviewing our school’s students. surely come someday” reminded us to be aware of the disaster. From these, we found that the government makes evacuation drills in schools obligatory. ②Visiting Ikebukuro disaster prevention center- Nevertheless, students have no interest in disaster prevention and there are few students who learn about We experienced a seismic intensity of 6-7. Everyone was surprised at how terrifying it was. earthquakes. The short movie“Saving Your Life” made us think how important the preparation for the earthquake is. ③Disaster Prevention Information(the website by Tokyo Metropolitan government) the Estimation of the earthquake damage is the following: a magnitude 7.3 would kill over 9,700 people and would lead to the destruction of buildings and serious fires. A tsunami would cause a relatively small disaster, but in some areas, the flooding could be a major problem. Analysis of Problems and Issues Analysis of Problems and Issues Students don't take the time to think about the disaster because they don't have any interest. Even when they know that an event about disaster prevention is being held, they don't participate in it. The simulations and data by Tokyo Metropolitan Government seem unfamiliar and very unrealistic even though As a result, we realized that we should make a plan so that everyone can join with interest and we also think that we all know a massive earthquake will hit Tokyo. We changed our minds after visiting Kamaishi. The experience at it’s effective to use smart devices for meeting the needs of the times. Kamaishi made us think of how we can prevent a huge disaster and we imagined what we should do to prepare for the disaster.
Action Plan Action Plan
By writing down our own original story, we will create an image of the earthquake which will eventually hit Tokyo someday. The story will make us ourselves, our family and the people around us learn and understand that we Movie Triangle Project for Disasters need to be serious about the earthquake and tsunami. Our parents will have an opportunity to listen to our stories in a parent meeting. We will ask them to give comments. These comments will make our stories better. At the Learning same time, we will give them our own guidebook for preparing for the disasters. This guidebook shows what to 1, To learn from movies. Learning put in emergency bags. 2, Researching by yourself. 3, To use “EDSG”(Evacuation Drill Simulation Game).
Experience 1, Join a workshop for disaster prevention. 2, Participate in a fire drill run by firefighters. 3, Train for swimming in clothes with a life saver. Spreading Experience
Spreading 1, Make a Movie* based on what you learned in Learning and Experience.
Movie* 1, Create the movie with the theme “Tsunami”. 2, The winning movie will get support and be released publically!!! By making a movie by themselves, knowledge about disaster management is acquired. It is used for the next cycle and it continues indefinitely.
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- 72 - - 73 - Presentation Japan Kochi Summary E-3 Kochi Prefectural Susaki High School We are Sossenjas – using “NIGETORE”application.
Content and Results of Detailed Surveys
・ What we have been working on so far. 1.We have tsunami drills twice a year. 2.All the students have special lessons to get basic and advanced life-saving certifications. 3.We have secured furniture at residents’ houses. 4.We also put up signboards showing the evacuation road. 5.We kept the roads in good condition. 6.We worked on “custom-made” evacuations together with residents near our school. Here, we planned the most suitable evacuation according to each resident’s situation. 7.We developed our “custom-made” evacuation and took surveys in the community using a smartphone application called “NINGTORE”. “NIGETORE” means “Evacuating Training”.
Analysis of Problems and Issues
We went to five areas to conduct survey. Using “NIGETORE”application, we had tsunami drills with residents and checked how long it took for them to evacuate and if there were dangerous spots along the evacuation roads.
Action Plan
We’d like to think about the ways to deepen the residents’ awareness all over the city and to raise the residents’ participation rate to tsunami drills. We’d like to think of the ways to have more practical drills and suggest them to the Mayor or the leaders of disaster prevention organizations.
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- 74 - Presentation Japan Kochi Presentation Japan Kochi Summary Summary E-3 Kochi Prefectural Susaki High School E-4 Kochi Prefectural Reihoku High School We are Sossenjas – using “NIGETORE”application. REIHOKOTTO –Providing a Food Structure-
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
・ What we have been working on so far. ・Watching the presentations of the World Tsunami Summit in 2016. 1.We have tsunami drills twice a year. ・Hearing stories of what people were in need of and what roles high school students play after the Great Tohoku 2.All the students have special lessons to get basic and advanced life-saving certifications. tsunami of 2011. 3.We have secured furniture at residents’ houses. ・Hearing a lecture to learn how tsunamis would occur plus what characteristics they had and how we should 4.We also put up signboards showing the evacuation road. escape from tsunamis. 5.We kept the roads in good condition. We learned of the situation of disaster stricken areas were more miserable than we had thought. Our assumptions 6.We worked on “custom-made” evacuations together with residents near our school. Here, we planned the most did not prepare us for how much more serious and devastating the damage would be. We thought the first suitable evacuation according to each resident’s situation. priority was food. It is important to provide food capable of being safely eaten in case of a disaster, food that 7.We developed our “custom-made” evacuation and took surveys in the community using a smartphone would not require much time and effort to make, and suitable as an emergency ration. application called “NINGTORE”. “NIGETORE” means “Evacuating Training”.
Analysis of Problems and Issues Analysis of Problems and Issues
We went to five areas to conduct survey. Using “NIGETORE”application, we had tsunami drills with residents and It is said that we should aim to store 3 days worth of necessary food and drinking water. However when a previous checked how long it took for them to evacuate and if there were dangerous spots along the evacuation roads. earthquake occurred in our prefecture, seawater flowed from the broken embankment and the town was flooded for a month. Under these circumstances we are not sure if it is possible to take foods out from the places where we store them and use them when tsunamis occur. When we learned about tsunamis and discussed what we could do to prepare for them, we thought we can supply food with *PPAP because we live in the mountains, which is 247m above sea level. We do not have to worry about tsunamis and we can make potatoes and store them and Action Plan help people with them.
We’d like to think about the ways to deepen the residents’ awareness all over the city and to raise the residents’ *PPAP stands for Potato Planting Action Plan, which is a plan to plant potatoes on higher ground where tsunamis participation rate to tsunami drills. cannot reach. It was proposed last year by a teacher in our prefecture to secure food all through the year. We’d like to think of the ways to have more practical drills and suggest them to the Mayor or the leaders of disaster prevention organizations.
Action Plan
To provide a food structure capable of being hygienically eaten and suitable as an emergency ration. We will plant potatoes at school and in our neighborhood through Potato Planting Action Plan. We will cook by ourselves, develop recipes and make our own products connecting people around us. We would like to consider measurements needed to provide our produce named “Reihokkoto” to disaster stricken areas.
To secure food all through the year, we will: ・Plant potatoes, sweet potatoes, pumpkins and so on and harvest them. ・Discuss which method was best to cook potatoes. ・Present our sample recipes to people from various fields and arrange them. ・Hold sampling parties of our own recipes and ask for help for our project. ・Learn about food hygiene, coloring and texture and develop recipes. ・Plan to make pouched packs of our produce, store them in our school and deliver them in a time of disaster.
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- 74 - - 75 - Presentation Cook Islands Summary Nukutere College, Mangaia School, Araura College, E-5 Titikaveka College, Enuamanu School To prepare for disasters(For example, education to reduce risks of disasters, building up disaster-resistant communities. (Tsunami)
Content and Results of Detailed Surveys
Field area study is conducted at areas of concern around Rarotonga. Two school sites were selected namely Arorangi school and Papaaroa School. Arorangi School is built on the very close to the high tide mark and is vulnerable to the threat of tsunami and cyclones. Rutaki is also the in the same situation with Arorangi school. The students will interview teachers, students and parents about their knowledge of the school evacuation plan and what schools have in place when a disaster occurs.
Analysis of Problems and Issues
Once we completed the interviews we will then discuss about the problems and issues and then plan a course of action
Action Plan
we will focus on the following
Community awareness program(Parents) Parents awareness program on the threat of Tsunami. The team will design a “Family Tsunami Survival Kit.” Which will be distributed to students in the two schools The Tsunami survival Kit will feature
1. Parents Information Parents home/ work Phone Number(Updated every Year) Address/emergency contacts Emergency contact number.
2. School Information: Principal/School phone number Location of safe area for students pick up in case of a Tsunami/Hurricane Location of evacuation routes and shelters closest to school or residential area.
3. EMCI- Emergency Cook Islands: Contact Number and location Description of siren sound for Tsunami/hurricane warning
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- 76 - Presentation Cook Islands Presentation Republic of Vanuatu Shefa Province Summary Nukutere College, Mangaia School, Araura College, Summary E-5 Titikaveka College, Enuamanu School E-6 Central School To prepare for disasters(For example, education to reduce Appeal on tsunami preparation -design a poster- risks of disasters, building up disaster-resistant communities. (Tsunami)
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
Field area study is conducted at areas of concern around Rarotonga. Two school sites were selected namely 1. Interviews to the Ministry of Education and Meteorology and Geo – Hazard Arorangi school and Papaaroa School. Arorangi School is built on the very close to the high tide mark and is Department. vulnerable to the threat of tsunami and cyclones. Rutaki is also the in the same situation with Arorangi school. 2. Lecture run by the Meteorology and geo – hazard department officer. The students will interview teachers, students and parents about their knowledge of the school evacuation plan 3. Internet research: and what schools have in place when a disaster occurs. • Visit for the Tsunami, study about the Tsunami, the mechanism and the history of tsunami in our country. • Signs of tsunami: - Strong Earthquake, sea water recedes along the coasts, a deep roaring sound from the sea and animals behave strangely. • Majority of schools around the country, in the secondary ( senior), are mostly more well briefed than the primary (junior) because the lack of the Geography subject in all classes from Pre-school to year 10. Analysis of Problems and Issues • Disaster Management concept is not understood well because most Ni-van are not Tsunami expert.
Once we completed the interviews we will then discuss about the problems and issues and then plan a course of action Analysis of Problems and Issues
• Majority of schools around the country, in the secondary ( senior), are mostly more well briefed than the primary (junior) because the lack of the Geography subject in all classes from Pre-school to year 10. Action Plan • Disaster Management concept is not understood well because most Ni-van are not Tsunami expert. • Ni- Vanuatu has the habit of carrying out last minute activities according to tsunami awareness throughout the we will focus on the following country.
Community awareness program(Parents) Action Plan Parents awareness program on the threat of Tsunami. The team will design a “Family Tsunami Survival Kit.” Which will be distributed to students in the two schools <1st priority > Design posters on how to survive/evacuate from the tsunami evacuation zone The Tsunami survival Kit will feature Purpose: Send out tsunami awareness by designing and displaying posters. 1. Parents Information Time frame in carrying: Parents home/ work Phone Number(Updated every Year) • October 2017 Address/emergency contacts submit action plan (this) and design the draft posters Emergency contact number. • November 2017 participate the Tsunami summit, do presentation and get more ideas through the summit 2. School Information: • (Around) February 2018 Principal/School phone number After coming back from school holiday, report the experience (presentation as well) and ideas of the posters Location of safe area for students pick up in case of a Tsunami/Hurricane to the school. (school chairman, teachers including school disaster committee) Location of evacuation routes and shelters closest to school or residential area. • After the report and proposal were approved, the posters can be printed out andpasted around the school campus, class rooms 3. EMCI- Emergency Cook Islands: • Give an oral presentation on the information from the summit presentation to the school Assembly attended Contact Number and location by teachers and students. Also, the posters will be introduced during this timing. Description of siren sound for Tsunami/hurricane warning Also as some other action plans to have been discussed
• The curriculum development unit (C.D.U) in ministry of education should publish text books which include disaster risk reduction {how to survive from a natural disaster}, beginning from grade one up to senior grade • Receive special training to teachers on how to evacuate students from a danger zone • In case of emergency alert, when the Metrology and Geo-hazard department sends out the warnings usually through network companies, there is no guarantee that students will be available to use their phones during class to receive the information. So, what can be done, is that the school administrator can ring the school bell’s in a way that the students know immediately what to do.
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- 76 - - 77 - Presentation Republic of Indonesia Aceh Summary E-7 Sman 6 Banda Aceh Mitigation, Preparedness and Lessons Learned of Earthquake and Tsunami Disasters
Content and Results of Detailed Surveys
1. Disaster awareness program at BNPB Aceh Province give knowledge and training to community in the affected districts about earthquake and tsunami. Photos of tsunami simulation, handling injured victim, and process of evacuation. 2. Badan SAR Nasional Aceh Province give knowledge about actions should be taken after disasters to evacuate people, organizing victims to save places, and establishing shelters for victims. 3. Local NGO data and documents about trauma healing activities and teaching learning activities for children in the camps. 4. Escape Building provide surrounding community a save place after tsunami, train the community how to escape to the building, how to organize themselves in the building before evacuation process 5. Tsunami Museum gives specific data about number of victims, number of injured victims, total lost and damage, documents and photos of people and town after tsunami.
Analysis of Problems and Issues
The community do not have enough knowledge abaout disasters. Some people may have no preparation to face disaster, they may loose control and do not know what to do. At the same time they may forget evacuation route and the nearest escape building.
Action Plan
To increase students awareness and preparation for disaster we will organize regular socialization and discussion in schools. For students who have experienced tsunami themselves will may have understand what it is and how to deal with it. But for those who are born after the reconciliation and rehabilitation process may perhaps have no idea about the issue. They are mostly students of junior high schools and elementary schools. Those children will be targeted as participants of our regular socialization and discussion. The discussion groups and the socialization will become a media to transfer knowledge, share experiences, and train skills. Team will design audio visual media about how a tsunami occurs, signals before occurrence, evacuation route, and escape building.
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- 78 - Presentation Republic of Indonesia Aceh Presentation Kingdom of Thailand Ranong , Phang-Nga, Krabi, Phuket, Trang and Satun Summary Summary Streeranong School, Sikaoprachaphadungwit School,, Lantarachprachautit School, E-7 Sman 6 Banda Aceh E-8 Thaimuangwittaya School, La-ngupittayakhom School, Phuketwittayalai School Mitigation, Preparedness and Lessons Learned of Earthquake Activities and Movements to Build Tsunami Risk Awareness and Tsunami Disasters and Preparedness in the Communities : Problems and Solutions
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
1. Disaster awareness program at BNPB Aceh Province give knowledge and training to community in the Simple Surveys and interviews had been conducted in order to find out the community awareness on tsunami risk. affected districts about earthquake and tsunami. Photos of tsunami simulation, handling injured victim, and Unsurprisingly, It was found that one of the main causes of the great damage by the 2004 tsunami is awareness process of evacuation. of the risk of tsunamis. However, the very fundamental factors to build the awareness are knowledge and 2. Badan SAR Nasional Aceh Province give knowledge about actions should be taken after disasters to evacuate understanding of the risk of this disaster. The lack of tsunami risk understanding will undoubtedly lead to people, organizing victims to save places, and establishing shelters for victims. negligence and non-surveillance behaviors of the individuals and communities. Moreover, the rareness of tsunami 3. Local NGO data and documents about trauma healing activities and teaching learning activities for children in in our country keeps the people away from tsunami risk awareness. This is why we have found a very small the camps. number of tsunami risk awareness activities or movements in the areas. Therefore, it is not easy to build individual 4. Escape Building provide surrounding community a save place after tsunami, train the community how to and community tsunami risk realization in the communities. Apart from the federal government policy and escape to the building, how to organize themselves in the building before evacuation process campaigns on tsunami risk awareness, the local organizations will definitely play a big part, and most importantly, 5. Tsunami Museum gives specific data about number of victims, number of injured victims, total lost and school’s education and activities on tsunami awareness will become greatly effective in long term. damage, documents and photos of people and town after tsunami.
Analysis of Problems and Issues Analysis of Problems and Issues
The community do not have enough knowledge abaout disasters. Some people may have no preparation to face 1. The people’s understanding and awareness on tsunami risk has to be urgently improved . disaster, they may loose control and do not know what to do. At the same time they may forget evacuation route This is because : and the nearest escape building. -Education in and off school on tsunami risk is not sufficient -Tsunami is rare and far beyond the people’s thought. 2. Activities or movements on tsunami preparedness in the communities has not been organized as often as they should be. This might be partially because of the inadequate promotion and support from the federal Action Plan and local governments 3. Public cooperation is always needed to prepare their communities for the disaster whereas non-surveillance To increase students awareness and preparation for disaster we will organize regular socialization and discussion and negligence of the people on tsunami risk are still common. in schools. For students who have experienced tsunami themselves will may have understand what it is and how 4. Financial supports both from public and private sectors in needed by the communities. to deal with it. But for those who are born after the reconciliation and rehabilitation process may perhaps have no idea about the issue. They are mostly students of junior high schools and elementary schools. Those children will be targeted as participants of our regular socialization and discussion. The discussion groups and the socialization will become a media to transfer knowledge, share experiences, and train skills. Team will design audio visual Action Plan media about how a tsunami occurs, signals before occurrence, evacuation route, and escape building.
1. Surveys and interview conducted to find out the level of tsunami risk understanding and awareness of the people in the communities. 2. Surveys to collect both previous and current tsunami-connected activities, happenings, and movements in the areas. 3. Data and problems discussion among group members 4. Brainstorming and Working out for better solutions 5. Conclusion 6. Making a presentation to public 7. New ideas and suggestions from public and community members
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- 78 - - 79 - １３．Report from Workshops
F Group
Workshop Field: To prepare for disasters
Moderator Name of School Region/Country Presentation Title
Shizuoka Prefectural Shizuoka, Japan How to pervert tsunami from attacking nuclear Ikeshinden High School power plant.
Kobe University Hyogo, Japan Disaster Reduction Education to Prevent Future Secondary School Disasters
Wakayama Prefectural Wakayama, Japan The first step to save the precious lives. KushimotoKoza High School
Wakayama Prefectural Wakayama, Japan Taikyu High School
Wakayama Prefectural Wakayama, Japan Hidaka High School
King George V & Elaine Republic of Kiribati A tsunami-resistant island. Bernacchi School
Leulumoega Fou College Independent State Being prepared/Preparations "We want to protect of Samoa peoples lives"
Ratu Kadavulevu School Republic of Fiji Disaster Preparation – Local Community
★ Pohnpei Islands Federated States Preparing for Disaster Central School of Micronesia
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- 80 - Japan Shizuoka １３．Report from Workshops Presentation Summary F-1 Shizuoka Prefectural Ikeshinden High School How to pervert tsunami from attacking nuclear power plant. F Group
Workshop Field: To prepare for disasters Content and Results of Detailed Surveys
1. Hamaoka nuclear power plant observation-We went to see how the wave barrier is made and controlling tsunami monitoring system. 2. We researched about tsunami and the record of the past tsunami in our city. 3. What should we prepare when disaster comes 4. About the “Orange flag”. Moderator Name of School Region/Country Presentation Title
Shizuoka Prefectural Shizuoka, Japan How to pervert tsunami from attacking nuclear Ikeshinden High School power plant.
Kobe University Hyogo, Japan Disaster Reduction Education to Prevent Future Analysis of Problems and Issues Secondary School Disasters Hamaoka nuclear power plant has many amazing ideas to stop tsunami etch… Wakayama Prefectural Wakayama, Japan The first step to save the precious lives. However, they are primarily for protecting the power plant, not for protecting the local residents. According to the KushimotoKoza High School engineers working there, the 22 meter wall will effectively stop or weaken tsunami. Therefore, we have to be prepared for tsunami. Wakayama Prefectural Wakayama, Japan Taikyu High School
Wakayama Prefectural Wakayama, Japan Hidaka High School
King George V & Elaine Republic of Kiribati A tsunami-resistant island. Bernacchi School Action Plan Leulumoega Fou College Independent State Being prepared/Preparations "We want to protect 1.What should students in Omaezaki city do when tsunami comes? of Samoa peoples lives" ・School visiting to elementary and junior high school students. Ratu Kadavulevu School Republic of Fiji Disaster Preparation – Local Community We go to elementary school or junior high school and teach the students what we should do when tsunami comes. ★ Pohnpei Islands Federated States Preparing for Disaster For example, we can teach them how to read a hazard map and think about where to go or where not to go. Central School of Micronesia Another example is that we can tell them how to escape from the tsunami. In addition, we can tell what “Orange flag” is.
2.Students in Omaezaki city should join “Disaster Volunteer” (Saigai volunteer). ・High school students can join volunteer during the disaster. There are many works such as, →collecting money or fund raising →You can also call for the “blood donation” and post it in a safe blog. It is important to let many people know about this. →You can cook for emergency rice feeding. →Sorting relief supplies to people. →Clean dirty houses and remove rubbles. →Lead the victim to the shelter.
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- 80 - - 81 - Presentation Japan Hyogo Summary F-2 Kobe University Secondary School Disaster Reduction Education to Prevent Future Disasters
Content and Results of Detailed Surveys
Ｄisaster Ｍitigation Action Card Game is a teaching material for disaster prevention and decreasing that was created on a thought of wanting children to protect their own lives when a disaster occurs. In this game, a situation during a disaster is given, and you have to choose the appropriate movement to take then from 27 pictures within 3 seconds and explain why you chose that picture. In this school, we conduct a disaster reduction education program using this game in an elementary school nearby and our school.
Analysis of Problems and Issues
The problems of Disaster Mitigation Action Card Game are that it takes time, it can’t be played alone and it takes place. In result, it is hard to be played by junior high and high school students who don’t have an abundant amount of time. Therefore, there needs to be an idea that solves these problems.
Action Plan
Our suggestion is to create a poster derived from this game. There are two main reasons to this. One is to improve the problems above and make it even easier to learn about what action to take during a disaster. Another is that it’s content is practical and can be smoothly done by us high school students. In detail, it’s action plan is to select or add cards with situations that are thought to be in houses during a disaster, and create a poster that can be shown in familiar places-like on a wall of a toilet. For example, think about putting the following question on the poster – “You are in your room of your house. It is shaking a lot because of an earthquake. What will you do?” In the cards of which you can choose from, there are call someone, hide below table, go outside and more. The person who is looking at the poster has to choose one from the cards. What is important here is that there are multiple answers. Since there is a chance of getting injured, a tsunami coming, being locked in a room, there are also as many patterns of actions taken. Details like these will be written on the bottom of the poster. Also, you can divide this part from the question, and put it up on separate places. Other than this, we can leave a strong impression by putting pictures of when a disaster happened. However, the disadvantage to this plan is that the rule to have to choose cards within 3 seconds is not satisfied. This is something I can improve upon.
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- 82 - Presentation Japan Hyogo Presentation Japan Wakayama Summary Summary Wakayama Prefectural KushimotoKoza High School, Wakayama Prefectural F-2 Kobe University Secondary School F-3 Taikyu High School, Wakayama Prefectural Hidaka High School Disaster Reduction Education to Prevent Future Disasters The first step to save the precious lives.
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
Ｄisaster Ｍitigation Action Card Game is a teaching material for disaster prevention and decreasing that was Content : Questionnaires on sense of disaster prevention for students and local residents. created on a thought of wanting children to protect their own lives when a disaster occurs. Examining maps for times of emergency In this game, a situation during a disaster is given, and you have to choose the appropriate movement to take Reviewing each school’s disaster preventions drill. then from 27 pictures within 3 seconds and explain why you chose that picture. In this school, we conduct a Inquiring surveys for disaster preventions section of town offices. disaster reduction education program using this game in an elementary school nearby and our school.
Analysis of Problems and Issues Analysis of Problems and Issues
The problems of Disaster Mitigation Action Card Game are that it takes time, it can’t be played alone and it takes ① Disaster prevention training between high school students and their community is necessary. place. In result, it is hard to be played by junior high and high school students who don’t have an abundant ② Sense of disaster prevention is better among some students than others. amount of time. Therefore, there needs to be an idea that solves these problems.
Action Plan Action Plan
Our suggestion is to create a poster derived from this game. There are two main reasons to this. One is to Our action plan consists of three steps. improve the problems above and make it even easier to learn about what action to take during a disaster. Another is that it’s content is practical and can be smoothly done by us high school students. The main topic of our action plan is practical disaster prevention trainings, which is suitable for the characteristics In detail, it’s action plan is to select or add cards with situations that are thought to be in houses during a disaster, of each school. They are carried out after HUG game. and create a poster that can be shown in familiar places-like on a wall of a toilet. Participants make use of experiences that they have gained through HUG game. For example, further disaster For example, think about putting the following question on the poster – “You are in your room of your house. It is prevention drills with local people, distributing leaflets based on post-HUG-game discussion, or making portable shaking a lot because of an earthquake. What will you do?” In the cards of which you can choose from, there are toilets. call someone, hide below table, go outside and more. The person who is looking at the poster has to choose one from the cards. What is important here is that there are multiple answers. Since there is a chance of getting In HUG game, high school students and local residents simulate the management of evacuation sites. They get injured, a tsunami coming, being locked in a room, there are also as many patterns of actions taken. cards about situation and circumstances of evacuees. Then they put them correctly on papers which represent Details like these will be written on the bottom of the poster. Also, you can divide this part from the question, and institutions. Through HUG game, high school students and local residents are able to communicate with each put it up on separate places. Other than this, we can leave a strong impression by putting pictures of when a other. disaster happened. However, the disadvantage to this plan is that the rule to have to choose cards within 3 seconds is not satisfied. This is something I can improve upon. Before HUG game, public relations activities are carried out. Those activities enables more local residents come to know our actions plan. For example, making use of SNS, posting information about our activity in school homepages, and cooperating with media. Since those three ways can be seen easily by a lot of people, they are effective.
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- 82 - - 83 - Presentation Republic of Kiribati Tarawa Summary F-4 King George V & Elaine Bernacchi School A tsunami-resistant island.
Content and Results of Detailed Surveys
- An island is long, flat and has no high ground. - An island has no shelter to avoid or reduce the effect of an incoming tsunami. - An island has coral reefs. - An island is vulnerable to tsunami.
Analysis of Problems and Issues
- Barriers of any kinds are needed to reduce the effect of an incoming tsunami around the island or near coastal areas.
Action Plan
‐ Many mangroves are needed to be planted near coastal areas to act as barriers to reduce the effect of an incoming tsunami. ‐ Many big trees are needed to be planted near coastal areas to act as barriers too. ‐ Maintain the healthiness of coral reefs. Coral reefs also helps to reduce tsunami incoming effect by absorbing the first shock of the tsunami. ‐ Sea walls and wave breakers can also be built as barriers at coastal areas to slow and minimize the tsunami incoming effect. ‐ Conduct and increase awareness to the public on the importance and roles of mangroves, trees living in coastal sites and coral reefs in relation to tsunami. ‐ Introduce and include tsunami in the school curriculum. ‐ Encourage communities to plant and look after mangroves and big trees near coastal areas.
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- 84 - Presentation Republic of Kiribati Tarawa Presentation Independent State of Samoa Summary Summary F-4 King George V & Elaine Bernacchi School F-5 Leulumoega Fou College A tsunami-resistant island. Being prepared/Preparations “We want to protect peoples lives”
Content and Results of Detailed Surveys Presentation Summary
- An island is long, flat and has no high ground. 1. Introduction - An island has no shelter to avoid or reduce the effect of an incoming tsunami. 2. Definitions of key terms: - An island has coral reefs. Tsunami is a Japanese word which illustrated by Harbour Waves - An island is vulnerable to tsunami. Tsunami are giant waves caused by earthquakes or volcanic eruptions under the sea. Out of the depths of the ocean, Tsunami waves do not dramatically increase in heights. But as the waves travel inland, they built up the higher heights as the depth of the ocean decreases. Is a series of large waves generated by an abrupt movement on the ocean floor that can result from an earthquake, an underwater landslides a volcanic eruption. 3. SLIDE SHOW OF OUR SCHOOL CAMPUS AND THE WARNING SYSTEMS IN PLACE Analysis of Problems and Issues 4. AWARENESS PROGRAMS AND THE IMPORTANCE OF DRILLS. Preparing Emergencies Services And having them available - Barriers of any kinds are needed to reduce the effect of an incoming tsunami around the island or near coastal -PLAN transport systems aside for emergencies areas. *As an example, helicopter, trucks and other type of vehicles must available to do their services they offer for our people. - SET UP medical services when disasters occur *Ambulance, nursery, first aid kit, fire trucks. Construct buildings and roads to withstand earthquakes - MORE MENTAL based buildings, strong and stable walls of building *In Samoa the majority of our people lived in Samoan House, they can’t afford to build European house. Setting up monitoring systems using new technology -IMPORT seismometer into places where Tsunami usually occur. Action Plan *Places nearby the sea are easily affected -SET UP SIREN systems around the suburbs for easily notice of all the communities. *Currently, we already have alarm system in some places which was affected but not for all of Samoa, only 4 ‐ Many mangroves are needed to be planted near coastal areas to act as barriers to reduce the effect of an siren alarm system per district but not around Samoa. We need your help to provide incoming tsunami. more for us to keep us protect. ‐ Many big trees are needed to be planted near coastal areas to act as barriers too. Preparing Evacuation plan and organising transport accommodation for those who need to be moved. ‐ Maintain the healthiness of coral reefs. Coral reefs also helps to reduce tsunami incoming effect by absorbing -USE roads to go on higher grounds and inform people by using posts, signs where to go, everyone must stay the first shock of the tsunami. fit so that they can run as they could for safety and have a high self-esteem to control yourself. ‐ Sea walls and wave breakers can also be built as barriers at coastal areas to slow and minimize the tsunami 5. The Importance of self-confidence and high self-esteem in times of disasters will be addressed. incoming effect. 6. HIGH SELF- ESTEEM ‐ Conduct and increase awareness to the public on the importance and roles of mangroves, trees living in High Self Esteem is your overall opinion of yourself, how you feel about your abilities and limitations, when coastal sites and coral reefs in relation to tsunami. you have a healthy self-esteem, you feel that good about yourself and see yourself as deserving the respect of ‐ Introduce and include tsunami in the school curriculum. others. When you have low self-esteem, you put little value on your opinions and ideas. All your preparation ‐ Encourage communities to plant and look after mangroves and big trees near coastal areas. are well prepared but if you don’t have a high self-esteem, that will change your mind into worried, rushed, busy and uncertain. You need to believe that you can do it, have more confidences. The Samoan people always busy every time, doing this, that, rushing around and didn’t focus what he or she does. The most powerful weapon of our people is to pray and kneel to our Lord. Your faithfulness and hopeful will determined yourself to do everything possible. The Awareness Programs that takes out in villages will never cure the majority of people will lost their lives if they are pressured, worried and uncertainly. Currently our people are encourage to have enough exercise daily to stay fit and healthy so that they can run as fast as they can in time of disaster( Zumba) HIGH SELF-ESTEEM leads with a positives thoughts to control yourself in both good and bad times. 7. People MUST keep fit and stay healthy. MAIN MESSAGE: BE PREPARED ALL THE TIMES…
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- 84 - - 85 - Presentation Republic of Fiji Tailevu Summary F-6 Ratu Kadavulevu School Disaster Preparation – Local Community
Content and Results of Detailed Surveys
1) Local community: 2 coastal villages, our school and a village which is about 400 meters from the coast;
2) Population: 2,100 people – 30% over 40 years, 70% below 40 years
3) Major Threat: i. Physical damage of cyclones; and ii. Coastal flooding due to high tide.
Analysis of Problems and Issues
Coastal villages suffer problems of; a) Flooding of villages due to high tide; b) Gradual damages to existing sea wall; c) Flooding(from sea water) during cyclones and physical damages
Action Plan
1) The school –Ratu Kadavulevu School is to be our main evacuation center as it is located on high ground – about 50 to 60 meters above sea level; 2) Our school church building is to be our main evacuation area. It is large enough to cater for the whole population and is located on top of the highest point of the school compound – about 100 – 110 meters above sea level; 3) Suggest the repair of existing sea wall on both coastal villages; 4) Conduct awareness programs in all villages about the threat of coastal waves; 5) Form a Disaster Awareness and Management Committee to coordinate with our school principal, village
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- 86 - Presentation Republic of Fiji Tailevu Presentation Federated States of Micronesia Pohnpei State Summary Summary F-6 Ratu Kadavulevu School F-7 Pohnpei Islands Central School Disaster Preparation – Local Community Preparing for Disaster
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
1) Local community: 2 coastal villages, our school and a village which is about 400 meters from the coast; Establishing and improving a unified incident command system and alarm Make sure everyone is aware and know the sound of the alarm 2) Population: 2,100 people – 30% over 40 years, 70% below 40 years Build a disaster preparedness group with respond measures in the community
3) Major Threat: i. Physical damage of cyclones; and ii. Coastal flooding due to high tide.
Analysis of Problems and Issues Analysis of Problems and Issues
Coastal villages suffer problems of; Medical supplies won’t be enough to treat everyone a) Flooding of villages due to high tide; Food supplies won’t be enough for everyone b) Gradual damages to existing sea wall; Roads would be damaged causing problems for transportations c) Flooding(from sea water) during cyclones and physical damages Many families could lose hope and are in delusional stages Homes, government buildings, and properties will be damaged
Action Plan Action Plan
1) The school –Ratu Kadavulevu School is to be our main evacuation center as it is located on high ground – Set up community awareness programs and prepare the community when disaster strikes about 50 to 60 meters above sea level; - Check and make sure that there is a working command center with an alarm that everyone can hear 2) Our school church building is to be our main evacuation area. It is large enough to cater for the whole - Set up clubs and groups that could go out into the communities and present the importance of preparedness population and is located on top of the highest point of the school compound – about 100 – 110 meters above - Post signs, posters, and fliers all around the community which show how each and everyone should be disaster sea level; prepared 3) Suggest the repair of existing sea wall on both coastal villages; - Go out into schools and teach the kids on what they are going to do when the alarm goes off 4) Conduct awareness programs in all villages about the threat of coastal waves; - Set up songs and skits as other means to convey community preparedness 5) Form a Disaster Awareness and Management Committee to coordinate with our school principal, village - Make sure all schools and churches have a in- place escape plan in which they are going to practice occasionally - verify and make sure that there are emergency kits in the schools, churches, and also areas accessible to everyone - Build signs for escape routes and hide-out on high grounds - Post signs on the streets that direct everyone to the escape routes
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- 86 - - 87 - １３．Report from Workshops
G Group
Workshop Field: Actions after disasters
Moderator Name of School Region/Country Presentation Title
UWC ISAK Japan Nagano, Japan Spreading WTAD around the world for the resilient unity
Hirano Senior High School Osaka, Japan ‘TASUKEAI MAP’ system to help the young who Attached to help the elderly Osaka Kyoiku University
Shizuoka Prefectural Shizuoka, Japan Information gathering system using smartphones Susono High School in case of a disaster.
Kochi Prefectural Kochi, Japan Making Shelters “HOME” for Evacuees Kochi Otemae High School
Kochi Prefectural Kochi, Japan How to Solve Food Troubles at the Evacuation Kochi Nishi High School Shelters
Fukuoka Prefectural Fukuoka, Japan Increasing the support from High School students Kurate High School
Okinawa Prefectural Okinawa, Japan Proposal of evacuation guide / evacuation route Mirai Technical High School inquiry application and disaster drone
Le Lycee Abdoulhamid Union of Comoros Actions after disaster ～What the role of de Moroni everybody at school is in case of disaster?～
★ Southlands College, Galle Democratic Socialist Replanting of mangroves in the coastal area Richmond College Republic of Sri Lanka along the Gintota bridge in Galle district, Sri Mahinda College Lanka. Sangamitta Balika Vidyalaya
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- 88 - Japan Nagano １３．Report from Workshops Presentation Summary G-1 UWC ISAK Japan Spreading WTAD around the world for the resilient unity. G Group
Workshop Field: Actions after disasters Content and Results of Detailed Surveys
We surveyed 170 international students in our school to determine tsunami awareness. 36 countries were represented in the response. Majority of people from Asia have heard about the Great Eastern Japan Earthquake, although the majority of those from the place far from Japan and rarely having earthquakes knows little about the earthquake. Public media played an important role in conveying the story of tsunami disaster Moderator Name of School Region/Country Presentation Title
UWC ISAK Japan Nagano, Japan Spreading WTAD around the world for the resilient unity
Hirano Senior High School Osaka, Japan ‘TASUKEAI MAP’ system to help the young who Analysis of Problems and Issues Attached to help the elderly Osaka Kyoiku University - People from outside of Asia have less knowledge of tsunami disasters and it is harder to spread information harder, which is likely to be affected by what public media reports in each country. Shizuoka Prefectural Shizuoka, Japan Information gathering system using smartphones - When people have no recent experience of tsunamis, they tend to be less educated and about the incident. Susono High School in case of a disaster.
Kochi Prefectural Kochi, Japan Making Shelters “HOME” for Evacuees Kochi Otemae High School
Kochi Prefectural Kochi, Japan How to Solve Food Troubles at the Evacuation Kochi Nishi High School Shelters Fukuoka Prefectural Fukuoka, Japan Increasing the support from High School students Action Plan Kurate High School Our data suggests that tsunami awareness is significantly influenced by where people are from. However, tsunami Okinawa Prefectural Okinawa, Japan Proposal of evacuation guide / evacuation route and other natural disasters can happen anytime, anywhere. Mirai Technical High School inquiry application and disaster drone Therefore it is vital for us to spread the awareness around the globe by promoting World Tsunami Awareness Day. Our school, UWC ISAK Japan is consisted of 172 students from more than 50 countries and we first would like to Le Lycee Abdoulhamid Union of Comoros Actions after disaster ～What the role of de Moroni everybody at school is in case of disaster?～ hold a workshop in our school. We are seeking for diverse style of promotion such as theatre, storytelling, stand up comedy and presentations. This will enhance the educational understanding of our audience. ★ Southlands College, Galle Democratic Socialist Replanting of mangroves in the coastal area Our school is a member of United World Colleges that has 17 colleges around the world. Richmond College Republic of Sri Lanka along the Gintota bridge in Galle district, Sri We will collaborate with schools around the world to spread the event. Mahinda College Lanka. High school students play an important role in supporting others. By providing prior knowledge and involving Sangamitta Balika Vidyalaya them in the global movement, it will allow them to act effectively in the recovery phase of disasters.
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- 88 - - 89 - Presentation Japan Osaka Summary G-2 Hirano Senior High School Attached to Osaka Kyoiku University ‘TASUKEAI MAP’ system to help the young who help the elderly
Content and Results of Detailed Surveys
Today, officials have some plans for disasters. One is to distribute disaster management maps. When we saw the current map, we thought that it’s difficult for those weak in disasters, for example the elderly, to look at the details of maps because the characters are too small, and it’s too colorful to judge where to shelter swiftly. We can say the plans for disasters prevention by officials are not perfect. To help more lives of elderly, improved map is necessary, which leads the elderly to sheltering easily. We focused on the current hazard map near our school, and went to a nursing house to listen to feedback on the current maps. In the nursing house, many of them said it was difficult to look at because of the colors and small characters, as we had expected. Moreover said they gave up sheltering alone because of weakness of their legs.
Analysis of Problems and Issues
The research shows many elderly people gave up sheltering by themselves, which indicates we couldn’t protect their lives even if we made a simple map. We decided to change the focus of this study. What has to be considered is not how the elderly can survive by using easy maps but how the young neighbors can safely help the elderly. In addition today the bond of local community becomes weaker and weaker ,which means the young often don’t know who to help. So we should have a system to lead better understandings of their neighbors and help each other in disasters.
Action Plan
Our plan is to introduce ‘ the system to help the young who help the elderly’: TASUKEAI MAP TASUKEAI means helping each other in Japanese. To make TASUKEAIMAP, the elderly or their family members fill out the paper ‘TASUKEAI sheet’. A leader of a town distributes to each family in the town. The contents to fill out are the elderly person’s name ,address, house layout, and disabilities or handicaps they have, which are expected to cause some troubles. After filling out it, they submit the paper to the leader. When the leader finish making the map, using this information, the local community divide the sheet into three color coded levels, which enables young neighbors to know who to help and where such people live . So young neighbors can help them shelter efficiently. The local official divides the levels based on how much help such people need. Those need help the most are coded as red, next are yellow and green. After making the map, the leader distributes the map to each family in his town. By using TASUKEAI MAP, the citizens know who to help, so they can judge how to help efficiently and swiftly, even if the bond of the local community becomes weaker and weaker. TASUKEAI MAP can realize helping each other. To protect each personal information, in the map we can see only color coded levels, so we can’t see house layouts, or disabilities. Only the local leader know such information. In time of a disaster, the leader tell such information to the helpers to help efficiently. Moreover, to use it properly, and not to forget how to use, the leader annually checks whether information that is in the map is correct and retells how to use.
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- 90 - Presentation Japan Osaka Presentation Japan Shizuoka Summary Summary G-2 Hirano Senior High School Attached to Osaka Kyoiku University G-3 Shizuoka Prefectural Susono High School ‘TASUKEAI MAP’ system to help the young who help the Information gathering system using smartphones in case of a elderly disaster.
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
Today, officials have some plans for disasters. One is to distribute disaster management maps. We tried to use the web-mapping service which is developed by Shizuoka pref. When we saw the current map, we thought that it’s difficult for those weak in disasters, for example the elderly, to Normally, the map is shared by people who would like to show pictures of Mount Fuji. We asked the officers to look at the details of maps because the characters are too small, and it’s too colorful to judge where to shelter develop an “emergency mode” and we tried to get information by smartphone for the official disaster drill. When swiftly. We can say the plans for disasters prevention by officials are not perfect. To help more lives of elderly, information is gathered , we tried to use it for volunteers to arrange the necessary help. improved map is necessary, which leads the elderly to sheltering easily. We focused on the current hazard map near our school, and went to a nursing house to listen to feedback on the current maps. In the nursing house, many of them said it was difficult to look at because of the colors and small characters, as we had expected. Moreover said they gave up sheltering alone because of weakness of their legs. Analysis of Problems and Issues
Analysis of Problems and Issues Originally, it was a system for sharing photos of Mount Fuji taken in Shizuoka pref. Technically, it is possible to link with Twitter and to update automatically. The research shows many elderly people gave up sheltering by themselves, which indicates we couldn’t protect However, there were regulations. Pictures were sent from the website only, so it was difficult to send information their lives even if we made a simple map. We decided to change the focus of this study. What has to be via applications smoothly. The staff members at a volunteer center highly evaluated the possibility of using the considered is not how the elderly can survive by using easy maps but how the young neighbors can safely help system in a disaster. the elderly. In addition today the bond of local community becomes weaker and weaker ,which means the young Since high school students use smartphones daily, we can gather local information in the event of a disaster which often don’t know who to help. So we should have a system to lead better understandings of their neighbors and the mass media cannot. help each other in disasters.
Action Plan Action Plan
Our plan is to introduce ‘ the system to help the young who help the elderly’: TASUKEAI MAP ① To make this website easy to use. For example, when posting an activity, a marker is placed on the map. TASUKEAI means helping each other in Japanese. To make TASUKEAIMAP, the elderly or their family members fill ② We would like to change the editing contents on this website regarding changes of stricken areas and when out the paper ‘TASUKEAI sheet’. A leader of a town distributes to each family in the town. The contents to fill out correcting mistakes from posters. are the elderly person’s name ,address, house layout, and disabilities or handicaps they have, which are expected ③ We also would like pins to appear when viewed in the street view mode automatically. to cause some troubles. After filling out it, they submit the paper to the leader. When the leader finish making the map, using this information, the local community divide the sheet into three color coded levels, which enables young neighbors to know who to help and where such people live . So young neighbors can help them shelter efficiently. The local official divides the levels based on how much help such people need. Those need help the most are coded as red, next are yellow and green. After making the map, the leader distributes the map to each family in his town. By using TASUKEAI MAP, the citizens know who to help, so they can judge how to help efficiently and swiftly, even if the bond of the local community becomes weaker and weaker. TASUKEAI MAP can realize helping each other. To protect each personal information, in the map we can see only color coded levels, so we can’t see house layouts, or disabilities. Only the local leader know such information. In time of a disaster, the leader tell such information to the helpers to help efficiently. Moreover, to use it properly, and not to forget how to use, the leader annually checks whether information that is in the map is correct and retells how to use.
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- 90 - - 91 - Presentation Japan Kochi Summary G-4 Kochi Prefectural Kochi Otemae High School Making shelters “home” for evacuees.
Content and Results of Detailed Surveys
Survey 1: Interviews with Kochi Prefectural Office government officers and Kochi City Hall government officers. Interviewees: A: Kochi Prefecture Crisis Management Office, Nankai Trough Earthquake Policy Division B: Kochi City Hall Disaster Prevention and Control Office, Dept of Local Disaster Management
Learning from The Great East Japan Earthquake, the two main issues in evacuation shelters were 1) protecting privacy and 2) shortages of daily products. To understand and solve these problems, we asked these questions to interviewees.
Q: Within Kochi prefecture, what measures will be taken for after-the-earthquake? A : Each shelter in the prefecture has been or are now being reinforced against earthquakes. An evacuation shelter manual has been prepared for operating shelters after the disaster. Q: How will evacuation shelters be operated? What measures will be taken for privacy? B : In the manual, space allotment is clearly defined so that people can have their individual space. However nothing has really been done to protect evacuees’ privacy in their space allotment.
Survey 2: Questionnaire on students’ knowledge and interest of the Nankai Earthquake and Tsunami Interviewees: The number of students who answered: 754 / 780 Q1: Are you aware of the potential damage in your local community? Answer Yes 43% No 57% Q2: Have you ever joined a disaster drill in your local community? Answer Yes 39% No 61% Q3: If you actually had to live in the evacuation center at Otemae High School, what would you do for other evacuees? Answer: 20 % Doing small things, e.g. checking on someone, asking how they are, making casual conversation, and helping with directions in the building 12% Vague answer, e.g. doing things they can do 33% No Answer
Analysis of Problems and Issues
1) Learning from our interviews, high school students can improve privacy at the shelters, which is our priority through their own efforts. They can do this by creating walls, breast feeding areas, and separate bathroom areas to help people after the disasters. 2) From the survey, we learned students in our school don’t really care about disaster impact or preparation. In addition they aren’t able to think about how they will help themselves and others after the disaster. The reason is lack of knowledge due to lack of interest in evacuation procedures. We think students can learn from the students who experienced 2011 earthquake. At school, in addition, we can be taught about disaster management and things we can make from things around us to help ourselves and others. Learning from the similar generation can inspire their interest and it can make them confident.
Action Plan
Our goal is to make shelters “home” for each evacuee. To realize it, protecting privacy and supplying people with hygiene products are essential. We will make partitions and toilets from cardboard and maintain them. We will also make hygiene products to give to people. To make this action more effective, we will show how to make them everything to evacuees.
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- 92 - Presentation Japan Kochi Presentation Japan Kochi Summary Summary G-4 Kochi Prefectural Kochi Otemae High School G-5 Kochi Prefectural Kochi Nishi High School Making shelters “home” for evacuees. How to Solve Food Troubles at the Evacuation Shelters
Content and Results of Detailed Surveys Content and Results of Detailed Surveys Survey 1: Interviews with Kochi Prefectural Office government officers and Kochi City Hall government officers. During our research trip in Tohoku, we learned from the victims of the Great Tohoku Earthquake that the most Interviewees: A: Kochi Prefecture Crisis Management Office, Nankai Trough Earthquake Policy Division effective way to prepare for the next earthquake is to take into consideration the “human factors” at the B: Kochi City Hall Disaster Prevention and Control Office, Dept of Local Disaster Management evacuation shelters. Among such factors, what was the most common in 2011 was a series of troubles over food.
Learning from The Great East Japan Earthquake, the two main issues in evacuation shelters were 1) protecting privacy and 2) shortages of daily products. To understand and solve these problems, we asked these questions to interviewees.
Q: Within Kochi prefecture, what measures will be taken for after-the-earthquake? A : Each shelter in the prefecture has been or are now being reinforced against earthquakes. An evacuation shelter manual has been prepared for operating shelters after the disaster. Analysis of Problems and Issues Q: How will evacuation shelters be operated? What measures will be taken for privacy? B : In the manual, space allotment is clearly defined so that people can have their individual space. However Our research question is how we can anticipate and prevent such food troubles from nothing has really been done to protect evacuees’ privacy in their space allotment. happening.
Survey 2: Questionnaire on students’ knowledge and interest of the Nankai Earthquake and Tsunami Interviewees: The number of students who answered: 754 / 780 Q1: Are you aware of the potential damage in your local community? Answer Yes 43% No 57% Q2: Have you ever joined a disaster drill in your local community? Answer Yes 39% No 61% Q3: If you actually had to live in the evacuation center at Otemae High School, what would you do for other evacuees? Answer: 20 % Doing small things, e.g. checking on someone, asking how they are, making casual conversation, Action Plan and helping with directions in the building 12% Vague answer, e.g. doing things they can do In our quest to get the best solutions for securing the well-being of residents and 33% No Answer enhancing their sense of autonomy, we put more value on hands-on experience with community members to deepen our understanding. One possible action is to hold a series of workshops with local community members to produce a realistic list of “what to do in Analysis of Problems and Issues emergencies.”
1) Learning from our interviews, high school students can improve privacy at the shelters, which is our priority through their own efforts. They can do this by creating walls, breast feeding areas, and separate bathroom areas to help people after the disasters. 2) From the survey, we learned students in our school don’t really care about disaster impact or preparation. In addition they aren’t able to think about how they will help themselves and others after the disaster. The reason is lack of knowledge due to lack of interest in evacuation procedures. We think students can learn from the students who experienced 2011 earthquake. At school, in addition, we can be taught about disaster management and things we can make from things around us to help ourselves and others. Learning from the similar generation can inspire their interest and it can make them confident.
Action Plan
Our goal is to make shelters “home” for each evacuee. To realize it, protecting privacy and supplying people with hygiene products are essential. We will make partitions and toilets from cardboard and maintain them. We will also make hygiene products to give to people. To make this action more effective, we will show how to make them everything to evacuees.
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- 92 - - 93 - Presentation Japan Fukuoka Summary G-6 Fukuoka Prefectural Kurate High School Increasing the support from High School students
Content and Results of Detailed Surveys
In 2011 the Tsunami of the Great East Japan earthquake (Tidemark: 40.5m, The toll of dead and missing : Over 18,000 people) Through asking our senior who went to the raining in Fukushima about the tsunami from the Great East Japan earthquake, reading date and searching on the Internet, we found that support from high school students has lacking.
Analysis of Problems and Issues
Problem: Lack of support from high school students Causes: (1) They don’t know what kind of support they can provide after a disaster happens (2) They don’t have much knowledge about the tsunami or the coast disaster (3) Many people regard about the tsunami or the coast disaster as other people’ affairs ↓ By setting our action plans to solve these three causes and act upon these, we suppose that we can increase the support from high school students.
Action Plan
We have two big plans. One is to understand. The other is to take action.
①We have to understand more about the disaster if we are to support the victims affected by the tsunami. In order to do that, we propose “Meeting to be held by the school council”. Actually, we will hold such a meeting about twice a year. Every student can discuss the same theme together. It’s so important for us to make such an opportunity. Through the meeting, we can understand the problem deeply.
②The action that we can do after disaster. We can run the activity of gathering money donations. Shopping and sightseeing in disaster area is so nice. The money will help improve the area and support the victims economically. We can promote the gathering of money donations at school. Last year we gathered money for the disaster in Kumamoto. This activity makes us get more informatin about the disaster. We can join the volunteer activity. We support more victims by preparing a meal, by patrolling the area and so on. We can engage in recreational activities for from young people to elderly people. Our words can set their mind at rest. We will communicate to victims by calling, sending a mail, talking on Skype and so on. This plan is easy to do for high school students. We can guess that is has merit.
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- 94 - Presentation Japan Fukuoka Presentation Japan Okinawa Summary Summary G-6 Fukuoka Prefectural Kurate High School G-7 Okinawa Prefectural Mirai Technical High School Increasing the support from High School students Proposal of evacuation guide / evacuation route inquiry application and disaster drone
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
In 2011 the Tsunami of the Great East Japan earthquake (Tidemark: 40.5m, The toll of dead and missing : Over We have found that high school students have limitations helping people when a disaster occurs. For example, 18,000 people) students can only do volunteer jobs (bringing foods, cleaning, helping adults) and little things. So we decided to Through asking our senior who went to the raining in Fukushima about the tsunami from the Great East Japan focus on what we can do with modern technology during our high school years. We decided to propose an earthquake, reading date and searching on the Internet, we found that support from high school students has evacuation route indication method which any age and anyone can recognize visually at a glance. We’ll be lacking. considering on building/making the application and drone within 3 years.
Analysis of Problems and Issues Analysis of Problems and Issues
Problem: Lack of support from high school students · There are only few things that students can do when a disaster occurs. Causes: (1) They don’t know what kind of support they can provide after a disaster happens · Foreigners do not know what to do and where to go. (2) They don’t have much knowledge about the tsunami or the coast disaster · Evacuation routes and safe places (evacuation points) are dangerous and difficult to find when a disaster occurs. (3) Many people regard about the tsunami or the coast disaster as other people’ affairs ↓ By setting our action plans to solve these three causes and act upon these, we suppose that we can increase the support from high school students.
Action Plan Action Plan
We have two big plans. One is to understand. The other is to take action. Our team proposes the development of “Evacuation notification/Evacuation Route Inquiry Application System” and “Guidance Drone”. It will be linked with familiar map information. ①We have to understand more about the disaster if we are to support the victims affected by the tsunami. Also, a GPS navigation system will be provided in the app. The GPS will be linked to utility poles. During an In order to do that, we propose “Meeting to be held by the school council”. Actually, we will hold such a meeting earthquake, it will guide the people depending on the damage conditions the utility poles. The Drone will also be about twice a year. Every student can discuss the same theme together. It’s so important for us to make such an linked to the app. opportunity. Through the meeting, we can understand the problem deeply. Application and Drone Explanation ②The action that we can do after disaster. 1. Our team proposes the development of “Evacuation notification/Evacuation Route Inquiry Application System” We can run the activity of gathering money donations. Shopping and sightseeing in disaster area is so nice. The and “Guidance Drone”. money will help improve the area and support the victims economically. 2. The application will be in various languages (English, Japanese, Chinese, Korea and much more). The We can promote the gathering of money donations at school. Last year we gathered money for the disaster in application will be provided with Maps, GPS navigation, drone information and disaster information. Kumamoto. This activity makes us get more informatin about the disaster. 3. The application will be linked with familiar map information. The map shows the location where the We can join the volunteer activity. We support more victims by preparing a meal, by patrolling the area and so earthquake occurred, the place of the evacuation center and the sea level of the surrounding area. It will also on. We can engage in recreational activities for from young people to elderly people. Our words can set their show the nearest and safest route to the Evacuation zone. mind at rest. We will communicate to victims by calling, sending a mail, talking on Skype and so on. This plan is 4. The application is also provided with a GPS navigation system. easy to do for high school students. 5. The GPS will guide the people/victims to the nearest Evacuation zone. We can guess that is has merit. 6. The GPS data will be linked with the utility poles. The poles will guide the GPS by using the sensor that attached to it. The utility pole will tell the GPS whether it is safe to pass or not depending on its state. If they collapse during the earthquake it means that the path is blocked by debris. If it isn’t, it means that the path is safe to pass. 7. The Drone will be linked to the app. The drone will be controlled by the nearest control center. The drone will fly above the Evacuation zone (safe zone). It will flash lights during the night and ignite smoke during the day. 8. All of this will be funded by donation or a fund raising event that will be held if the application is approved.
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- 94 - - 95 - Presentation Union of Comoros Summary G-8 Le Lycee Abdoulhamid de Moroni Actions after disaster ～What the role of everybody at school is in case of disaster?～
Content and Results of Detailed Surveys
- We met Colonel Mouignidaho Ismael (Head of COSEP) and talked about the way COSEP works - We talked to the men of fields about their lifestyle - And the ambassador of Comoros in China and the South east Asia - We interviewed the meteorological director in Comoros about how they collaborate with COSEP as far as Tsunami is concerned (COSEP is in charge of civil protection in case of disaster) COSEP: Centre des Opérations de SEcours et de la Protectioncivile
Analysis of Problems and Issues
The meteorological system has different multiple technical difficulties caused by a lack of finances and appropriate equipment. Moreover, the recovery of the whole devastated area of the islands will definitely cost a lot of money. Comoros being financially dependent on foreign countries won’t be able to come back to their initial activities immediately after the hazard. The service of meteorology should have their own system of alert on Tsunami like the one they have on volcanic eruption.
Action Plan
There is COSEP which is a governmental service that provides all the necessary equipment to find and rescue victims that couldn’t get away during the hazard. DGSC owns tents and matrasses for more than 3000 families whom they can feed daily after a disaster. Comoros is a very poor country which most of the time has to rely on financial help from abroad. We will invite COSEP/service of meteorology to come to our school for a simulation of Earthquake: All the teachers of the school has been informed of this simulation but we don’t tell them when. The purpose is to prepare our students psychologically for this eventuality. So there will be a special ring tone of the bell as an alert and everybody must play their role as if there was an earthquake. Last but not least we do think that ‘’Environment’’ should be a new syllabus taught from the first year of High School Junior up to end of High School Senior. DGSC: Direction Générale de la SécuritéCivile
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- 96 - Presentation Union of Comoros Presentation Democratic Socialist Republic of Sri Lanka Southern Province Summary Summary Southlands College, Galle, Richmond College, Mahinda College, G-8 Le Lycee Abdoulhamid de Moroni G-9 Sangamitta Balika Vidyalaya Actions after disaster ～What the role of everybody at school Replanting of mangroves in the coastal area along the Gintota is in case of disaster?～ bridge in Galle district, Sri Lanka.
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
- We met Colonel Mouignidaho Ismael (Head of COSEP) and talked about the way COSEP works Mangroves prevent erosion by stabilizing sediments with their root system acting like a living barrier. - We talked to the men of fields about their lifestyle Maintain water quality and clarity, filtering pollutants and trapping sediments originating from land. - And the ambassador of Comoros in China and the South east Asia Most important role of mangroves is that they protect vulnerable coastal area from wave actions because they - We interviewed the meteorological director in Comoros about how they collaborate with COSEP as far as hold soil together and prevent coastal erosion. Mangrove forest provides homes and food for several species of Tsunami is concerned (COSEP is in charge of civil protection in case of disaster) plants and animals. COSEP: Centre des Opérations de SEcours et de la Protectioncivile The beautiful natural coastal area of the country is vastly destructed due to disposal of garbage by the hotel industry and the local and foreign tourists, spilling of oil and chemicals by the boat, various unauthorized constructions at the edge of the coast line and at the mouth of rivers, and deforestation along the coastal line. So this project will answer to all those problems Analysis of Problems and Issues
The meteorological system has different multiple technical difficulties caused by a lack of finances and appropriate Analysis of Problems and Issues equipment. Moreover, the recovery of the whole devastated area of the islands will definitely cost a lot of money. Comoros Following inconvenience and struggles faced in from the beginning to end of the project. being financially dependent on foreign countries won’t be able to come back to their initial activities immediately 1. Finding of suitable mangrove species. after the hazard. 2. Preparation of nursery according to the relevant condition. The service of meteorology should have their own system of alert on Tsunami like the one they have on volcanic eruption. 3. Lack of the support from the village community. 4. Lack of awareness among the people about the project.
Action Plan
Action Plan Since this was a practical project I had to occupy an efficient team to make the project a success. 1. By the support of Mr. Kalupahana person who is near the relevant area, we brought some species of mangroves There is COSEP which is a governmental service that provides all the necessary equipment to find and rescue considering following factors, victims that couldn’t get away during the hazard. I. Mangrove species DGSC owns tents and matrasses for more than 3000 families whom they can feed daily after a disaster. II. Type of substrate Comoros is a very poor country which most of the time has to rely on financial help from abroad. III. Depth of water We will invite COSEP/service of meteorology to come to our school for a simulation of Earthquake: All the IV. Salinity teachers of the school has been informed of this simulation but we don’t tell them when. The purpose is to V. Associate vegetation prepare our students psychologically for this eventuality. So there will be a special ring tone of the bell as an alert and everybody must play their role as if there was an earthquake. 2. Constructed an artificial nursery with supporting elements to grow the tender plants up to certain extent. Last but not least we do think that ‘’Environment’’ should be a new syllabus taught from the first year of High 3. I selected 50m area of the coastal line along the Ginthota Bridge in Galle. School Junior up to end of High School Senior. 4. The date we arranged according to our action plan, we went to the site and planted the mangroves with expert DGSC: Direction Générale de la SécuritéCivile support of Mr. Jagath who is a fisherman of a traditional fishing community. 5. After completion of plantation I talked with the villages and inculcated them the importance of this project and asked them to help me to keep mangrove tender plants without any destructions, asked them to appoint to group to keep the plants under their supervision in regular intervals. they agreed and I followed the routine. (annex 01)
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- 96 - - 97 - １３．Report from Workshops
H Group
Workshop Field: Actions after disasters
Moderator Name of School Region/Country Presentation Title
Hyogo Prefectural Amagasaki Hyogo, Japan Let’s walk! Oda High School
Nara Prefectural Unebi High Nara, Japan What can Nara, an inland prefecture, do to School support tsunami victims ?
Okayama Prefectural Okayama, Japan Enjoyable Workshops with People From Tamashima High School Overseas
Kochi Prefectural Nakamura Kochi, Japan Young Powers for Natural Disasters High School
Tosajuku Senior High School Kochi, Japan Realize and take action ～”disaster prevention” we, high school students, think about～
★ Okinawa Prefectural Okinawa, Japan Sending Necessary information on Safety Naha Kokusai High School through modern technology.
Nauru Secondary School Republic of Nauru Post Tsunami Action Plan
Queen Elizabeth College Republic of Mauritius Actions after a cyclone College du Saint Esprit Royal College Curepipe GMD Atchia State College Notre Dame College Royal College Port Louis
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- 98 - Japan Hyogo １３．Report from Workshops Presentation Summary H-1 Hyogo Prefectural Amagasaki Oda High School Let’s walk! H Group
Workshop Field: Actions after disasters Content and Results of Detailed Surveys
A large earthquake, Nankai Trough is expected to happen within 30 years. The possibility of this is said to be 70 percent. The area around our school is just outside of the anticipated affected area. We are concerned about supporting foreigners in disasters. In the Great Hanshin-Awaji Earthquake, there was not enough disaster support for foreigners. For example, translation banks were not set up. Moderator Name of School Region/Country Presentation Title We went to Amagasaki City Hall to interview about this support for foreigners. We found out Amagasaki City makes a Disaster Prevention Book and provides information in several languages cooperating with Hyogo Disaster Hyogo Prefectural Amagasaki Hyogo, Japan Let’s walk! Oda High School Prevention Network. They also have the information of volunteer interpreters, who can help foreigners communicate during crisis. Nara Prefectural Unebi High Nara, Japan What can Nara, an inland prefecture, do to We interviewed several foreigners living around Amagasaki city. We asked them if they know how to evacuate and School support tsunami victims ? what would be difficult during an evacuation. We found that they have little knowledge about disasters, because they have never experienced disasters in their country. Okayama Prefectural Okayama, Japan Enjoyable Workshops with People From Tamashima High School Overseas
Kochi Prefectural Nakamura Kochi, Japan Young Powers for Natural Disasters Analysis of Problems and Issues High School We found three problems through the interview at Amagasaki City Hall. First, Amagasaki City doesn’t provide Tosajuku Senior High School Kochi, Japan Realize and take action ～”disaster prevention” information in simple Japanese in the Disaster Prevention Book. In our interview with foreigners, we found that we, high school students, think about～ some non-native English speakers can understand simple Japanese, rather than English. Also, necessary detailed information for each foreign residents is not provided. ★ Okinawa Prefectural Okinawa, Japan Sending Necessary information on Safety Second, the shelters which can give foreigners support, such as interpreters, are not provided. Naha Kokusai High School through modern technology. Third, Amagasaki City doesn’t take enough action in disaster prevention drills for local residents to take part in. For example, in disaster prevention drills, when people speak over the intercom, it is always in Japanese. Nauru Secondary School Republic of Nauru Post Tsunami Action Plan In interviews with local foreigners, they don’t have knowledge about what to do during disasters and how to properly prepare for disasters before they happen. Also, they can’t recognize the Japanese map signs. Queen Elizabeth College Republic of Mauritius Actions after a cyclone College du Saint Esprit Royal College Curepipe GMD Atchia State College Notre Dame College Action Plan Royal College Port Louis When a natural disaster strikes, foreigners are more difficult than us, Japanese, to get information about disasters. We will make a detailed map for foreigners living in Amagasaki. This map will focus on the neighborhoods that lack hazardous information. We plan to include a section for the personal information, seismic intensity scale. We will make the map easy to understand for non-native English speakers in easy Japanese, such as Hiragana and Katakana.
Through researching the problems of disasters and interviewing several foreigners, we found the importance of community support. After making the map, we will walk the mapped areas and find what difficulty foreigners will have and what is needed for them during a natural disaster. We want to help them understand what to do during a disaster.
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- 98 - - 99 - Presentation Japan Nara Summary H-2 Nara Prefectural Unebi High School What can Nara, an inland prefecture, do to support tsunami victims ?
Content and Results of Detailed Surveys
・Content ① A close examination of the situation on the logistical support and temporary housing provided after the Great East Japan Earthquake ② A close examination of Nara Prefecture’s disaster prevention plan ③ A close examination of the necessary conditions and infrastructures needed to set up the logistical support base and temporary housing ・Results ① The support base in Tono-city, Iwate Prefecture, worked very effectively after the Great East Japan Earthquake. Nara Prefecture, which is also located inland and therefore will not be affected by the tsunami, can provide suitable places to set up the logistical support base and temporary housing if the Nankai Trough earthquake happens and the coastal areas on Kii Peninsula are devastated. ② Many victims of the Great East Japan Earthquake did not leave their hometown because of their love for their hometown. More importantly, they were afraid that they would not be able to find a job if they leave their hometown. ③ Nara Prefecture has included plans to accept and support evacuees from other prefectures in its disaster prevention plan, but sufficient measures to provide jobs to these people are not included. ④ In Nara, we have large open fields such as Nara Park, Heijoukyuseki, and Fujiwarakyuseki, which can be used to set up the logistic support base and temporary housing. In order to take advantage of these places, Nara prefecture should build indispensable infrastructures such as water supply and sewer systems in preparation for the disaster .
Analysis of Problems and Issues
・ Measures for the employment of the evacuees are not included in Nara Prefecture’s disaster prevention. ・ If Nankai Trough earthquake happens, Nara Prefecture is expected to provide a support base and play an important role in accepting the evacuees of the earthquake, but the plan and preparation are not sufficient.
Action Plan
・ We propose that Nara Prefecture establish the infrastructures such as water supply and sewer systems which are indispensable to manage the support base and temporary housing smoothly in case of disasters. ・ We propose Nara Prefecture include measures to provide jobs to the evacuees in the disaster prevention plan.
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- 100 - Presentation Japan Nara Presentation Japan Okayama Summary Summary H-2 Nara Prefectural Unebi High School H-3 Okayama Prefectural Tamashima High School What can Nara, an inland prefecture, do to support tsunami Enjoyable Workshops with People From Overseas victims ?
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
・Content ① A close examination of the situation on the logistical support and temporary housing provided after (1) Population distribution and tsunami arriving times in Kurashiki. the Great East Japan Earthquake (2) Interviews with people working at institutions such as kindergartens, elementary schools, hospitals, and social ② A close examination of Nara Prefecture’s disaster prevention plan welfare facilities. ③ A close examination of the necessary conditions and infrastructures needed to set up the logistical We found that these institutions have systematic evacuation plans and have evacuation drills many times as a support base and temporary housing precautionary measure for earthquakes and tsunami. ・Results ① The support base in Tono-city, Iwate Prefecture, worked very effectively after the Great East Japan (3) Questionnaire about natural disasters given to people from overseas. Earthquake. Nara Prefecture, which is also located inland and therefore will not be affected by the We noticed that people from overseas don’t have as much knowledge about earthquakes and tsunami. tsunami, can provide suitable places to set up the logistical support base and temporary housing if Furthermore, we found that some of them even have incorrect knowledge about disasters and can’t take the Nankai Trough earthquake happens and the coastal areas on Kii Peninsula are devastated. proper measures for disasters. ② Many victims of the Great East Japan Earthquake did not leave their hometown because of their love for their hometown. More importantly, they were afraid that they would not be able to find a job if they leave their hometown. ③ Nara Prefecture has included plans to accept and support evacuees from other prefectures in its Analysis of Problems and Issues disaster prevention plan, but sufficient measures to provide jobs to these people are not included. ④ In Nara, we have large open fields such as Nara Park, Heijoukyuseki, and Fujiwarakyuseki, which can As a result of several interviews with people at various institutions, we found that people have already learned be used to set up the logistic support base and temporary housing. In order to take advantage of about natural disasters and know what to do when disasters happen. these places, Nara prefecture should build indispensable infrastructures such as water supply and In contrast to this, some visitors or some people from overseas don’t know about “The Great East Japan sewer systems in preparation for the disaster . Earthquake” in 2011 or “Nankai Trough,” which will occur in the near future. There are even some people who think Okayama is a safe place and they won’t be damaged by disasters as long as they live in Okayama. We suppose there are some people from other countries who have not experienced Japan’s natural disasters, and that they tend to have incorrect knowledge about these disasters. Therefore, we concluded that we should tell Analysis of Problems and Issues people from overseas about “The Great East Japan Earthquake,” and have them acquire the right knowledge about natural disasters. ・ Measures for the employment of the evacuees are not included in Nara Prefecture’s disaster prevention. ・ If Nankai Trough earthquake happens, Nara Prefecture is expected to provide a support base and play an important role in accepting the evacuees of the earthquake, but the plan and preparation are not sufficient. Action Plan
(1)To invite people from overseas and hold workshops about natural disasters. Action Plan This kind of workshop is liable to feel like we are forcing knowledge on them, so we will have workshops about disasters as a part of enjoyable activities, such as singing songs, cooking Japanese food, or experiencing ・ We propose that Nara Prefecture establish the infrastructures such as water supply and sewer systems which are Japanese culture. They can acquire the right knowledge about disasters and learn what to do in case a disaster indispensable to manage the support base and temporary housing smoothly in case of disasters. happens. ・ We propose Nara Prefecture include measures to provide jobs to the evacuees in the disaster prevention plan. (2)To make a poster using an area map, which shows each district’s tsunami arriving times and evacuation sites to people from overseas. We will have as many posters as possible put up on bulletin boards in the places that people from overseas usually visit, and therefore posters will be more likely to come to their notice. The most important point is that we are prepared for disasters because we learned from “The Great East Japan Earthquake,” but people from overseas did not. This is also true of the next generation in Japan, so we should pass this knowledge on to our younger generations.
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- 100 - - 101 - Presentation Japan Kochi Summary H-4 Kochi Prefectural Nakamura High School Young Powers for Natural Disasters
Content and Results of Detailed Surveys
We conducted a survey asking the student in our school how they feel about Tsunamis and earthquakes in our area. ① Are you concerned about disaster such as Tsunami and earthquake? ② Where do you get your information about Tsunami and earthquake? ③ Do you know a tsunamis height and arrival time in your area? ④ Are you worried about a Tsunami or earthquake in our area? ⑤ Do you think we have enough preparation for disasters in our school?
Result : ① 86.2% student answered “Yes” ② The most common answer was “From TV and radio programs” 65.1％ “From activities in our school” 9.6% ③ 57.8% student answered “Don’ t know“ ④ 90.5％ student answered “Strongly yes“ ⑤ 40.8％ student answered “I don’ think so“
Analysis of Problems and Issues
Students are concerned most of all with Tsunamis and earthquakes. However, most of them don’t have much information. From these results, we found that our school has not taken much action, and students have low awareness level.
Action Plan
Main Action Plan: We will exert all our effort to improve the awareness of self defence as members of our region. With the cooperation of the Disaster Prevention Division of Shimanto City, and people in our area, we are planning to create a manual for using our school as a shelter. Other Plans: We organized a self defence team named NDSD. We are going to introduce our activities and what we learned this summit to a many people. In addition, we will hold a lecture for students in our school and people in our community informing them about first aid treatment
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- 102 - Presentation Japan Kochi Presentation Japan Kochi Summary Summary H-4 Kochi Prefectural Nakamura High School H-5 Tosajuku Senior High School Young Powers for Natural Disasters Realize and take action ~”disaster prevention” we, high school students, think about~
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
We conducted a survey asking the student in our school how they feel about Tsunamis and earthquakes in our We inspected our school’s disaster prevention warehouse and checked whether there were enough emergency area. provisions and water or not. ① Are you concerned about disaster such as Tsunami and earthquake? There were enough amount of emergency provisions and the water past the expiration dates weren’t disposed of ② Where do you get your information about Tsunami and earthquake? to be used as life water. ③ Do you know a tsunamis height and arrival time in your area? ④ Are you worried about a Tsunami or earthquake in our area? ⑤ Do you think we have enough preparation for disasters in our school?
Result : ① 86.2% student answered “Yes” ② The most common answer was “From TV and radio programs” 65.1％ Analysis of Problems and Issues “From activities in our school” 9.6% ③ 57.8% student answered “Don’ t know“ There are some possibilities that our school becomes isolated when earthquake occurs because our school is ④ 90.5％ student answered “Strongly yes“ located on the top of the mountain. ⑤ 40.8％ student answered “I don’ think so“ Some emergency supplies have no instruction manuals in English.
Analysis of Problems and Issues Action Plan Students are concerned most of all with Tsunamis and earthquakes. However, most of them don’t have much information. From these results, we found that our school has not taken much action, and students have low awareness level. The plan we make after we checked our disaster prevention warehouse:
1. We are currently working to acquire other emergency food which have more nutrients. 2. We will make instruction manuals in English for each emergency supply for foreigners. We will also make illustrations and videos because it will make it easier for foreigners to understand how to use them. The explanations will be installed in each teacher’s tablet to be used in any emergency situations. Action Plan We will pass out questionnaires to the whole school as a survey of attitude toward disaster preventions. We will Main Action Plan: We will exert all our effort to improve the awareness of self defence as members of our region. devise how to perceive disaster as our own problem. With the cooperation of the Disaster Prevention Division of Shimanto City, and people in our area, we are planning to create a manual for using our school as a shelter. Other Plans: We organized a self defence team named NDSD. We are going to introduce our activities and what we learned this summit to a many people. In addition, we will hold a lecture for students in our school and people in our community informing them about first aid treatment
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- 102 - - 103 - Presentation Japan Okinawa Summary H-6 Okinawa Prefectural Naha Kokusai High School Sending Necessary information on Safety through modern technology.
Content and Results of Detailed Surveys
◯How social media can help us in times of disasters. ・Safety confirmation→Twitter, Facebook ・volunteering、asking for donations→yahoo, etc ・We will be able to check information near our areas→ Setting up an account per local Government; using hashtags ・Personally request for help.
Analysis of Problems and Issues
Our consideration on the issues ・Ways to make a foreigner-friendly community ① ・How to deal with misinformation and hoaxes ② ・Is there anything we can do for the victims at this point? ③
Action Plan
The local government will decide whether or not the information is accurate and reliable., Once it is determined as accurate they will post it on their SNS account in multiple languages,aimed at foreigners within close proximity to the disaster. Local High Schoolers can help spread that information via sharing in order to warn those in nearby towns or cities
How to deal with false information. After the disaster occurs, local high schoolers will send accurate information to each other through SNS, and spread it to the surrounding areas.
What high schoolers can do in these situations = spread information
Q Who would release accurate information and deal with misinformation? --- The Local Government. (The origin of the Date)
How to also make it foreigner-friendly When the information is deemed accurate , the local government would post it on their SNS account, in both English and Japanese and spread it through sharing etc.
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- 104 - Presentation Japan Okinawa Presentation Republic of Nauru Yaren District Summary Summary H-6 Okinawa Prefectural Naha Kokusai High School H-7 Nauru Secondary School Sending Necessary information on Safety through modern Post Tsunami Action Plan technology.
Content and Results of Detailed Surveys Content and Results of Detailed Surveys
◯How social media can help us in times of disasters. From our detailed survey, we found out that most people on Nauru know what is a tsunami. Although they do not ・Safety confirmation→Twitter, Facebook ・volunteering、asking for donations→yahoo, etc know the Tsunami Alert Code system for Nauru and other countries. Most people do not know the government ・We will be able to check information near our areas→ Setting up an account per local Government; using evacuation system during a tsunami warning. hashtags ・Personally request for help.
Analysis of Problems and Issues Analysis of Problems and Issues
Our consideration on the issues Most people on Nauru do not understand the Tsunami Alert Code system and not enough information is ・Ways to make a foreigner-friendly community ① provided. Nauru is a small island with most people living or working on the coast. From their surveys, they do not ・How to deal with misinformation and hoaxes ② feel safe if a tsunami was to hit Nauru. ・Is there anything we can do for the victims at this point? ③
Action Plan Action Plan
The local government will decide whether or not the information is accurate and reliable., Educational presentation for tsunami awareness, explaining the code system to the students and the Once it is determined as accurate they will post it on their SNS account in multiple languages,aimed at foreigners community: within close proximity to the disaster. Local High Schoolers can help spread that information via sharing in order Inform public on causes of a tsunami through brochures, posters and short messages on the to warn those in nearby towns or cities television and radio Seek assistance for evacuation sign/sea wall construction to be a government priority How to deal with false information. Educate people of their responsibilities during tsunami warning, to be alert and not panic After the disaster occurs, local high schoolers will send accurate information to each other through SNS, and Liaise with Nauru Emergency Services (NES) to conduct a tsunami evacuation drill a least once spread it to the surrounding areas. a year in school/ communities and provide more information on tsunami as a natural disaster Seek assistance to provide designated areas for evacuation in the different districts and let What high schoolers can do in these situations people know = spread information Progress made…. Q Who would release accurate information and deal with misinformation? While nothing on the action plan has commenced yet we feel that the people on Nauru need to be --- The Local Government. better informed. The Nauru Emergency Services (NES) which is a government department has (The origin of the Date) commenced by providing an evacuation site at one of the highest point on Nauru (Buada District). They have also put up signs on evacuation routes, in case of a tsunami alert. The schools need to liaise How to also make it foreigner-friendly with NES more, or in other words it would be beneficial for this department to be out in schools and When the information is deemed accurate , the local government would post it on their SNS account, in both the community to educate students and community members in case of any natural disasters English and Japanese and spread it through sharing etc. occurring on Nauru.
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- 104 - - 105 - Presentation Republic of Mauritius Summary Queen Elizabeth College, College du Saint Esprit, Royal College Curepipe, H-8 GMD Atchia State College, Notre Dame College, Royal College Port Louis Actions after a cyclone
Content and Results of Detailed Surveys
1. Geography 2. Natural threats 3. The National Disaster Risk Reduction and Management Council
Analysis of Problems and Issues
1. The cyclonic season 2. Severe cyclones of the past 3. The warning system
Action Plan
Actions taken after the passage of a cyclone (in the context of the passage of a cyclone, submitted in October 2017) 1. The all-clear communiqué from the Mauritius Meteorological Services 2. Police communiqué on status of roads/bridges 3. Ministry of Health communiqué on water consumption 4. Resumption of public transport 5. Survey of Refugee Centres, power & telephone lines 6. Resumption of economic activities 7. Survey of the status of the infrastructure of schools 8. Resumption of schools
OR In this 2nd option Action Plan is interpreted as actions the team will initiate after the High School Summit Action Plan of the 6 students who participate in the High School Summit: Dec. 2017: Meeting with the Mauritius Ministry of Education and the National Disaster Risk Reduction and Management Centre (NDRRMC) to share the knowledge acquired during the summit. Jan. 2018: Each student presents (1) The High School Summit and (2) Tsunami Preparedness in his respective school. Feb. 2018: All 6 students and leader meet representatives of 20 secondary schools for a presentation of (1) The High School Summit and (2) Tsunami Preparedness. Mar. – June 2018. All 6 students participate in Tsunami simulations planned by the NDRRMC
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- 106 - Republic of Mauritius Presentation 14．Ambassadors’ Note Summary Queen Elizabeth College, College du Saint Esprit, Royal College Curepipe, H-8 GMD Atchia State College, Notre Dame College, Royal College Port Louis Actions after a cyclone
Content and Results of Detailed Surveys
1. Geography 2. Natural threats 3. The National Disaster Risk Reduction and Management Council
Analysis of Problems and Issues
1. The cyclonic season 2. Severe cyclones of the past 3. The warning system
Action Plan
Actions taken after the passage of a cyclone (in the context of the passage of a cyclone, submitted in October 2017) 1. The all-clear communiqué from the Mauritius Meteorological Services 2. Police communiqué on status of roads/bridges 3. Ministry of Health communiqué on water consumption 4. Resumption of public transport 5. Survey of Refugee Centres, power & telephone lines 6. Resumption of economic activities 7. Survey of the status of the infrastructure of schools 8. Resumption of schools
OR In this 2nd option Action Plan is interpreted as actions the team will initiate after the High School Summit Action Plan of the 6 students who participate in the High School Summit: Dec. 2017: Meeting with the Mauritius Ministry of Education and the National Disaster Risk Reduction and Management Centre (NDRRMC) to share the knowledge acquired during the summit. Jan. 2018: Each student presents (1) The High School Summit and (2) Tsunami Preparedness in his respective school. Feb. 2018: All 6 students and leader meet representatives of 20 secondary schools for a presentation of (1) The High School Summit and (2) Tsunami Preparedness. Mar. – June 2018. All 6 students participate in Tsunami simulations planned by the NDRRMC
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- 106 - - 0 - Nov. 7, 2017 Okinawa Convention Center
Nov. 8, 2017 Ginowan Tropical Beach
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- 102 - The World Tsunami Awareness Day was adopted at the United Nations General Assembly, and correspondinglyThe World the High Tsunami School Awareness Students DaySummit was on adopted “World at Tsunami the United Awareness Nations GeneralDay” in Assembly, and Kuroshio wascorrespondingly held in Kochi the Prefecture, High School where Students The Kuroshio Summit Declaration on “World Tsunamiwas adopted. Awareness And this Day” in year, we gatheredKuroshio here was in held Okinawa, in Kochi which Prefecture, is symbolized where Theby the Kuroshio phrase Declaration“Bankoku Shinryo was adopted.” (the And this bridge to allyear, nations), we gathered and successfully here in Okinawa, conducted which the isHigh symbolized School Students by the phrase Islands “Bankoku Summit Shinryoon ” (the World Tsunamibridge Awareness to all nations), Day and2017 successfully in Okinawa. conducted the High School Students Islands Summit on Year by year,World as Tsunaminatural disaster Awareness threats Day around 2017 inthe Okinawa. world increase, after going through tragic experiencesYear the by severe year, earthquakeas natural disaster survivors threats and the around tsunami the survivorsworld increase, are making after goingtheir b throughest tragic endeavorsexperiences to overcome the their severe pain andearthquake recover. survivors and the tsunami survivors are making their best endeavors to overcome their pain and recover. Corresponding to the last year’s Kuroshio Declaration, based on the contents of the declaration we have designatedCorresponding today the to action the last plans year’s which Kuroshio we willDeclaration, bring back tobased our home on the to contents implement of thein our declaration we own communities.have designated These action today plans the action are summarized plans which in we the will booklet bring backof “Ambassadors’ to our home toNote implement”. This in our booklet representsown communities. our sincere These hope actionto protect plans and are save summarized life of our inloved the bookletones and of people“Ambassadors’ in our Note”. This communities.booklet We willrepresents know the our threats sincere of hopetsunamis, to protect prepare and to save prevent life ofthe our damages, loved ones and and people in our implementcommunities. what we can doWe on will our know own. the threats of tsunamis, prepare to prevent the damages, and implement what we can do on our own. Through our participation in this summit, we have learned together and shared our own ideas on what must Throughbe done ourin order participation to prepare in thisourselves summit, to wereduce have the learned risks oftogether disasters. and Weshared hereby our own ideas on declare thatwhat we mustbring bethis done common in order production to prepare of “Ambassadorsourselves to reduce’ Note” the back risks to ourof disasters. countries, We hereby consider others’declare matters that we as bring our own,this common and also production design and of implement “Ambassadors the action’ Note” plans back as to weour work countries, firmly togetherconsider with others’people mattersin our respective as our own, communities. and also design and implement the action plans as we work firmly together with people in our respective communities. To know about past cases and the lessons To know about past cases and the lessons Group Ａ : Learning from the past to protect our future Group Ａ : Learning from the past to protect our future Group B : Your life's first YLF Group B : Your life's first YLF To prepare for disasters To prepare for disasters Group C : Knowledge comes first, Action comes next ! Group C : Knowledge comes first, Action comes next ! Group D : AWARENESS TO PREVENTION IN THE HANDS OF THE YOUNG GENERATION Group D : AWARENESS TO PREVENTION IN THE HANDS OF THE YOUNG GENERATION Group E : Awareness and preparedness is the key to our success, our happiness Group E : Awareness and preparedness is the key to our success, our happiness Group F : STAY FIT AND HEALTHY AND BE PREPARED AT ALL TIME Group F : STAY FIT AND HEALTHY AND BE PREPARED AT ALL TIME Actions after disasters Actions after disasters Group G : Protect the nature, nature will protect us Group G : Protect the nature, nature will protect us Group H : Act now! Let's not regret later Group H : Act now! Let's not regret later
High School Students Islands Summit November 8, 2017 on World TsunamiHigh School Awareness Students Day Islands 2017 Summit in Okinawa November 8, 2017 on World Tsunami Awareness Day 2017 in Okinawa 3
- 103 - ,ZDWH3UHIHFWXUDO.DPDLVKL +LJK6FKRRO “Spread Kamaishi’s uniqueness as a universality” We share our lessons and experiences from the Great East Japan Earthquake through presentations and leaflets. 【The contents of presentations and leaflets】 1.How we survived the Great East Japan Earthquake and Tsunami. 2. What is necessary to build back our lives from the disaster.
0L\DJL3UHIHFWXUDO7DJDMR +LJK6FKRRO First, to continue setting up signs, we will interview neighborhood residents and companies. Having multiple sources enable us to set up more signs accurately. Second, to make the machi-aruki more effective, we plan to also show cultural or historical sites and hand out a questionnaire. Songs or poetry monuments can be used.
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- 104 - 6DLWDPD3UHIHFWXUDO)XGRRND +LJK6FKRRO Activities to raise disaster awareness of local inhabitants and the state of one’s attitude are necessary. For example, local inhabitants always conceptualize evacuation zones. One of the ways to raise disaster awareness is transmitting and spreading information using social media, YouTube and so on. A lot of people can know information quickly by using the internet.
6DJD3UHIHFWXUDO6DJD$JULFXOWXUDO+LJK6FKRRO We'll visit our town mayor and make a presentation about “Liaison and TEC-FORCE” in case natural disasters happen. We’ll invite the staff or town government and the residents of our town to our school recital and tell them the importance of preparation with the “Liaison and TEC-FORCE.”
2NLQDZD3UHIHFWXUDO.\X\R +LJK6FKRRO We did a survey on disaster prevention awareness for freshman at Kyuyo high school. We chose what actions to take when an earthquake and tsunami occur. We will make a poster and display the poster at school.
2NLQDZD3UHIHFWXUDO0L\DNR +LJK6FKRRO Leaflets should be made to educate the residents on how to deal with tsunami it should contain information on the danger of tsunamis and how to deal with tsunamis. We will put up pictures of disasters which had occurred to show how dangerous tsunamis can be and to warn people to prepare emergency supplies, we hope that the contents of the leaflets will also give people an opportunity to discuss about evacuation places. We will put the leaflets and pictures up in stores, educational institutions, hotels, and the city hall. The leaflets will be written in English and Japanese, Korean, Chinese [ Simple / Traditional ] 5
- 105 - 1LXH+LJK6FKRRO To develop a more safe environment for future generations based on past experiences. Educating students in Niue about Tsunamis thus creating awareness and building understandings of how to minimize environmental, social and economic effects. Promote a deeper understanding of tsunami awareness for the island. To work with Niue’s National Disaster Council in preparing mock exercises for Disaster Risk Reduction – International Day for Disaster Reduction - October 13 – and include lessons learnt from the summit in Japan
0LQGV]HQW\ +LJK6FKRRO Raise awareness of the threat a typhoon can pose for Palau. Petition government to create a typhoon awareness day and invite peoples and nations to participate and learn more about typhoons and its effects. Encourage schools to participate in school wide drills. Initiate programs and train individuals of ways to acquire fresh water through distilling, reverse osmosis, etc. Initiate program where special training is given to responsible community members in cases of emergency.
/DXSDKRHKRH &RPPXQLW\3XEOLF&KDUWHU6FKRRO
To spread awareness about tsunamis in today’s world we should communicate through digital media. Reaching out on the school and community level: A section in the newsletter that prompts people to never forget. Reaching out on the school/community (and potentially on the state level): creating digital content in the forms of videos, pictures and such. This way we can communicate to a wider audience of people who may not have senses like hearing and touching and to foreigners who don’t speak the language.
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- 106 - +RNNDLGR8UDNDZD+LJK6FKRRO We will go to kindergartens and nursery schools to teach children actions that should be taken at the time of a disaster. We will make and distribute disaster preparation cards which show evacuation routes, in addition to your name, address and phone number.
0L\DJL3UHIHFWXUH6HQGDL'DLLFKL+LJK6FKRRO We suggest to hang up a card somewhere easy to find as a token that shows we already evacuate. The purpose is to indicate if the house is vacant or still occupied, and make it easier confirm for rescuers to find someone who is still in a house because of some reasons and shrink the time for rescue.
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- 107 - 2VDND3UHIHFWXUDO6HQERNX +LJK6FKRRO We launch the website of the Great East Japan Earthquake, where we post and update the current situations regularly. For example, we recommend a new spot built in the damaged area or we introduce delicious local fresh foods in four seasons. We encourage tourism industries in Tohoku. Additionally, it reminds people of the disasters and lets them know those who make every effort for living reconstruction, and then they might donate funds again and again. Moreover, by regularly updating the website, we can prevent from people losing their interests on the Tohoku region.
2LWD3UHIHFWXUDO2LWD8HQRJDRND +LJK6FKRRO Disaster preventing committee at our school. 1st We make posters about oral traditions, which prevent us from suffering disasters. (Not only in the school but in the local area) 2nd At the fire drills, we have students and local people know about the oral traditions using quiz and so on. 3rd Members of disaster preventing committee give a lecture on preventing disaster in their classes and in their local elementary schools and middle schools. 4th The members visit the damaged area and learn the situation there. And they pass on the lesson learned.
2NLQDZD3UHIHFWXUDO.R\R+LJK6FKRRO We will create a hazard map and present it to our audience. In this way, I believe that we can heighten awareness of disaster prevention and implement our drills more effectively.
9
- 108 - 2NLQDZD3UHIHFWXUDO $VVXPSWLRQ6FKRRO After running seminars in each schools a follow up Post- Survey which have the same questions as Pre-Testing will be distributed again to each schools and the results will be compiled and compared. Along with the seminars simple illustrative brochures will be shared with posters to each schools. High school students who are involved in the seminars will be able to express their knowledge in arts as well (e.g Songs, drawings, poetry, short video clips etc..). 6RJHUL 1DWLRQDO+LJK6FKRRO Awareness for coastal villages to plant deep-rooted tall trees and coconut trees on the beaches so in the event of tsunamis young adults and children can climb to safety. Replanting of the trees as they are being washed away by the sea. 10 - 109 - /LFHR 3DEOR1HUXGD Plan to Investigate and analyze tsunamis at global and national levels, action plans and proficiency of them. Provide people with information on evacuation plans that would help population protect themselves from danger. Through the use of multimedia, brochures, tutorial: etc. 11 - 110 - 7R\RXQLYHUVLW\8VKLNX 6HQLRU+LJK6FKRRO We will have elementary school students, junior high school students and senior high school students reply to a questionnaire about the 3.11 earthquake and disaster prevention. Teach students who do not think about them. Have them talk about disaster prevention with each other. Make some posters about it by themselves and stick them in school. 12 - 111 - 7DLVHL+LJK6FKRRO At our school festival, we will tell Taisei students that although Aisai City is far from the coastline, tsunamis pose a high flood risk, so we have to keep in mind the danger of tsunamis. Also, Aisai City has the seventh highest percentage of elderly citizens in Aichi Prefecture, and many of them need help with evacuation during a disaster. Finally, we will appeal to students to participate in the Disaster Prevention Leadership Seminar or the disaster drills organized by the Disaster Relief Organization. 2LWD3UHIHFWXUDO6DLNLNDNXMR +LJK6FKRRO Draw lines on the main roads to show the height from the sea. If every road has the color to show the height from the sea, we can see which way is higher and everyone, even children or foreigners can escape instantly. For example, roads from the sea 1～5 meter have a red line, 5～10 orange, 10～15 yellow, 15～20 yellow-green, more than 20 meter from the sea level green. 0$36&ROOHJH 0$36,QWHUQDWLRQDO+LJK6FKRRO • Evacuation Maps: Local media, social media • Outreach education materials: Billboard, roadside, educational signs, local media, social media • Every four months’ outreach activities: Door to door safety campaigns targeted to people leaving or working in the disaster hazard zone and Partner with local merchants to set up an emergency kit display area in their store. 13 - 112 - +RQLDUD6HQLRU+LJK6FKRRO 1.Implement Disaster-risk and management program in +RQLDUD6HQLRU+LJK6FKRROthe school curriculum. 2.Form disaster management 1.Implementcommittees in Disaster the schools-risk andto conduct management disaster program in theawareness, school curriculum. exercises and2.Form drills. disaster 3.Educate management school committeeschildren and in communities the schools livingto conduct in tsunami disaster risk zones to awareness,create hazard exercises maps showing and drills. risk 3.Educate areas, create school childrensignposts and and communities posters to show living safe in tsunami evacuation risk zonesroutes to createand safe hazard zones. maps 4.Work showing in partnership risk areas, with create our National signpostsDisaster Council and posters office to(NDC) show to safe carry evacuation out Disaster routes Risk andReduction safe zones. (DRR) 4.Work programs in partnership in both primary with ourand National Disastersecondary Council schools office and (NDC)communities to carry in out disaster Disaster risk Risk Reductionzones in our (DRR) provinces. programs in both primary and secondary schools and communities in disaster risk 7RQJD+LJK6FKRROzones in our provinces. We will work very hard towards raising greater awareness on 7RQJD+LJK6FKRROthe importance of being prepared for natural disasters in Tonga. We will startwork invery hard towards raising greater awareness on the1) Putting importance up posters of being on preparedtsunami information for natural disastersand other in natural Tonga. Wedisaster will start facts. in 1)2) PuttingCoordinating up posters and carry on tsunami out evacuation information drills and (earthquake, other natural disastercyclone, facts.tsunami.. etc) regularly. 3)2) FormingCoordinating partnerships and carry first out with evacuation our neighbouring drills (earthquake,schools (onecyclone, high tsunami.. school, threeetc) regularly.primary schools) to know our 3) evacuationForming partnerships routes as there first with would our be neighbouring more than 2400schools students(one high and school, 200 threeteachers primary involved. schools) These to knowpartnerships our will involveevacuation regular routes meetings, as there drills, would exchange be more ofthan ideas 2400 with their administrators,students and 200 teachers teachers and involved. students. These partnerships will involve regular meetings, drills, exchange of ideas with their administrators, teachers and students. +DLQDQ0LGGOH6FKRRO 1. Start from here: share the reference brochure with every +DLQDQ0LGGOH6FKRROclass in our school and ask every class of Senior 1 and 2 1. toStart take from part here: in a handshare- drawnthe reference illustration brochure competition. with every 2. Spreadclass in knowledgeour school andphrase ask I: every organize class a ofknowledge Senior 1 and 2 competitionto take part inabout a hand disaster-drawn prevention illustration at competition. school. 2.3. Spread knowledge phrase II:I: organize Invite some a knowledge students who tookcompetition part in theabout first disaster and second prevention activity at to school. join us and 3. prepareSpread knowledgea display board. phrase Then II: Invite we take some the students display boardwho totook local part primary in the firstand andsecondary second schools. activity to We join explain us and to studentsprepare a about display the board. contents Then on we the take display the boarddisplay and board shareto local the primary reference and brochuressecondary andschools. other We relevant explain to materialsstudents about with local the contentsstudents on– simplified the display versions board andfor primaryshare the school reference students brochures and original and other version relevant for secondarymaterials with school local students. students – simplified versions for primary school students and original version for secondary 14school students. - 113 - 7RN\R*DNXJHL 8QLYHUVLW\,QWHUQDWLRQDO 6HFRQGDU\6FKRRO Emergency food will be supplied in commonly used and religion-based facilities. These include Japanese dried and canned food, which can be used in our daily lives. Multicultural food will be available, which will contain a symbol for emergency food on its package. Our goal is that “easy access leads to success” for all foreigners during natural disasters. .DQVDL6RND 6HQLRU+LJK6FKRRO We create a character to improve the awareness of the disaster prevention in our school. The name is "Namazun" (Namazu is catfish). We use him to give an impression on students and teachers in every activities we do to raise the awareness against disasters. 16 - 114 - 0HLML*DNXHQ 6HQLRU+LJK6FKRRO In order to have a strong disaster prevention consciousness, we are planning to discuss the issue of disaster prevention with many people. We are planning to hold a symposium next spring and listen to scientists’ lectures on active faults. We are going to invite some administrative officers working for disaster managements and people who have experienced earthquakes to attend a meeting for discussion. 2NLQDZD3UHIHFWXUDO 0RWXIRXD 6HFRQGDU\6FKRRO )HWXYDOX 6HFRQGDU\6FKRRO • The six students’ WTAD participants and their teacher will hold weekly Tsunami Awareness workshops beginning with their own schools upon their return from Japan. • The six local 2017 WTAD participants will visit one local school a week to make an awareness presentation to promote pupils/students’ understanding of the issue. • The 2017 WTAD participants and enlightened students at enlightened schools to make a Tsunami awareness presentation to the local Disaster Unit to enhance their awareness and to solicit their support in promoting the concept nationwide. • The WTAD participants, in close partnership with members of the Local Disaster Unit help to form a national Tsunami Preparedness Committee at the beginning of 2018. 17 - 115 - 3UDVOLQ6HFRQGDU\ %HORQLH 6HFRQGDU\ 0RQW)OHXUL 6HFRQGDU\ 3ODLVDQFH 6HFRQGDU\ 3RLQWH/DUXH6HFRQGDU\ (QJOLVK5LYHU6HFRQGDU\ National Campaign on Tsunami involving schools and related agencies – Getting ready, signs and symptoms, evacuation, • Training of more teachers and students for emergency preparedness (ongoing in 2018 but start in April 2018) • Production of materials to support learning on tsunami preparedness and management (TSUNAMI READY) e.g posters, leaflets and booklets • Drills at school level and national simulation exercises • Promotion of the campaign through media involvement nationally, i.e television, radio, newspaper and social media &ROHJLR 6DQ$QWRQLR,+0 We are frequently participating in evacuation drills, considering the time it takes us to get to the secure area of the patio, then moving together with our younger brother or sister in order to facilitate movement to the highest parts of our buildings. The students and teachers are organized in security brigades in order to help others during the evacuation. Executing these actions provides us confidence in how we will react facing a natural disaster. 18 - 116 - )XMLPLJDRND +LJK6FKRROIRU*LUOV By writing down our own original story, we will create an image of the earthquake which will eventually hit Tokyo someday. The story will make us ourselves, our family and the people around us learn and understand that we need to be serious about the earthquake and tsunami. Our parents will have an opportunity to listen to our stories in a parent meeting. We will ask them to give comments. These comments will make our stories better. At the same time, we will give them our own guidebook for preparing for the disasters. This guidebook shows what to put in emergency bags. 20 - 117 - 6HQUL ,QWHUQDWLRQDO6FKRRORI.ZDQVHL *DNXLQ Movie Triangle Project for Disasters; [Learning] 1.To learn from movies. 2.Researching by yourself.To use “EDSG”(Evacuation Drill Simulation Game). [Experience] 1.Join a workshop for disaster prevention. 2.Participate in a fire drill run by firefighters. 3.Train for swimming in clothes with a life saver. [Spreading] 1.Make a Movie* based on what you learned in Learning and Experience. [Movie] 1.Create the movie with the theme “Tsunami”. 2.The winning movie will get support and be released publically!!! .RFKL3UHIHFWXUDO6XVDNL +LJK6FKRRO We’d like to think about the ways to deepen the residents’ awareness all over the city and to raise the residents’ participation rate to tsunami drills. We’d like to think of the ways to have more practical drills and suggest them to the Mayor or the leaders of disaster prevention organizations. .RFKL3UHIHFWXUDO5HLKRNX +LJK6FKRRO To provide a food structure capable of being hygienically eaten and suitable as an emergency ration. We will plant potatoes at school and in our neighborhood through Potato Planting Action Plan. We will cook by ourselves, develop recipes and make our own products connecting people around us. We would like to consider measurements needed to provide our produce named “Reihokkoto” to disaster stricken areas. 21 - 118 - 1XNXWHUH &ROOHJH 0DQJDLD 6FKRRO $UDXUD1XNXWHUH&ROOHJH&ROOHJH 0DQJDLD7LWLNDYHND6FKRRO&ROOHJH $UDXUD(QXDPDQX&ROOHJH6FKRRO 7LWLNDYHNDCommunity awareness&ROOHJH program(Parents) (QXDPDQXParents awareness6FKRRO program on the threat of Tsunami. CommunityThe team will awareness design a “Familyprogram(Parents) Tsunami Survival Kit.” ParentsWhich will awareness be distributed program to students on the threat in the oftwo Tsunami. schools The Tsunamiteam will survivaldesign a Kit “Family will feature Tsunami Survival Kit.” Which1. Parents will beInformation distributed to students in the two schools The2. School Tsunami Information survival Kit will feature 1.3. EMCIParents- Emergency Information Cook Islands: 2. School Information 3. EMCI- Emergency Cook Islands: &HQWUDO6FKRRO Design posters on how to survive/evacuate from the &HQWUDO6FKRROtsunami evacuation zone. Send out tsunami awareness Designby designing posters and on displaying how to survive/evacuate posters. from the tsunamiAfter coming evacuation back from zone. school Send holiday, out tsunami report awareness the byexperience designing (presentation and displaying as posters.well) and ideas of the Afterposters coming to the back school. from (school school chairman, holiday, report teachers the experienceincluding school (presentation disaster committee)as well) and . ideas Give anof theoral posterspresentation to the on school. the information (school chairman, from the teacherssummit includingpresentation school to the disaster school committee) Assembly attended. Give an by oral presentationteachers and onstudents. the information from the summit presentationAlso, the posters to the will school be introduced Assembly during attended this bytiming. teachers and students. Also, the posters will be introduced during this timing. 6PDQ %DQGD$FHK We will organize regular socialization and discussion in 6PDQschools.%DQGD$FHK For students who have experienced tsunami Wethemselves will organize will may regular have socialization understand andwhat discussion it is and how in schools.to deal with For it. students But those who who have are experienced born after the tsunami themselvesreconciliation will and may rehabilitation have understand process what perhaps it is and have how tono deal idea with about it. theBut issue.those whoThey are are born mostly after students the of reconciliationjunior high schools and rehabilitation and elementary process schools. perhaps Those have nochildren idea aboutwill be the targeted issue. asThey participants are mostly of students our regular of juniorsocialization high schools and discussion. and elementary The discussion schools. Thosegroups and childrenthe socialization will be targeted will become as participants a media to of transfer our regular socializationknowledge, share and discussion. experiences, The and discussion train skills. groups Teams and thewill socializationdesign audio willvisual become media a aboutmedia how to transfer a tsunami knowledge,occurs, signals share before experiences, occurrence, and evacuation train skills. route, Teams willand designescape audio building. visual media about how a tsunami occurs, signals before occurrence, evacuation route, and escape building.22 - 119 - 6WUHHUDQRQJ 6FKRRO 6LNDRSUDFKDSKDGXQJZLW 6FKRRO /DQWDUDFKSUDFKDXWLW 6FKRRO 7KDLPXDQJZLWWD\D 6FKRRO /DQJXSLWWD\DNKRP 6FKRRO 3KXNHWZLWWD\DODL 6FKRRO 1.Surveys and interview conducted to find out the level of tsunami risk understanding and awareness of the people in the communities. 2.Surveys to collect both previous and current tsunami- connected activities, happenings, and movements in the areas. 3.Data and problems discussion among group members 4.Brainstorming and Working out for better solutions 23 - 120 - 6KL]XRND3UHIHFWXUDO,NHVKLQGHQ +LJK6FKRRO We go to elementary school or junior high school and teach the students what we should do when tsunami comes. For example, we can teach them how to read a hazard map and think about where to go or where not to go. Another example is that we can tell them how to escape from the tsunami. In addition, we can tell what “Orange flag” is. .REH8QLYHUVLW\6HFRQGDU\6FKRRO Our suggestion is to create a poster derived from this game. There are two main reasons to this. One is to improve the problems above and make it even easier to learn about what action to take during a disaster. Another is that it’s content is practical and can be smoothly done by us high school students. In detail, it’s action plan is to select or add cards with situations that are thought to be in houses during a disaster, and create a poster that can be shown in familiar places-like on a wall of a toilet. 24 - 121 - :DND\DPD3UHIHFWXUDO.XVKLPRWR.R]D +LJK6FKRRO :DND\DPD3UHIHFWXUDO7DLN\X +LJK6FKRRO :DND\DPD3UHIHFWXUDO+LGDND+LJK6FKRRO The main topic of our action plan is practical disaster prevention trainings, which is suitable for the characteristics of each school. They are carried out after HUG game. Participants make use of experiences that they have gained through HUG game. For example, further disaster prevention drills with local people, distributing leaflets based on post-HUG-game discussion, or making portable toilets. .LQJ*HRUJH9 (ODLQH%HUQDFFKL 6FKRRO Conduct and increase awareness to the public on the importance and roles of mangroves, trees living in coastal sites and coral reefs in relation to tsunami. Introduce and include tsunami in the school curriculum. Encourage communities to plant and look after mangroves and big trees near coastal areas. /HXOXPRHJD )RX &ROOHJH USE roads to go on higher grounds and inform people by using posts, signs where to go, everyone must stay fit so that they can run as they could for safety and have a high self-esteem to control yourself. 25 - 122 - 5DWX .DGDYXOHYX 6FKRRO Conduct awareness programs in all villages about the threat of coastal waves. Form a Disaster Awareness and Management Committee to coordinate with our school principal, village headman and elders to draw up an evacuation plan for concerned community. 3RKQSHL ,VODQG&HQWUDO6FKRRO Set up community awareness programs and prepare the community when disaster strikes.- Set up clubs and groups that could go out into the communities and present the importance of preparedness- Post signs, posters, and fliers all around the community which show how each and everyone should be disaster prepared - Go out into schools and teach the kids on what they are going to do when the alarm goes off- Set up songs and skits as other means to convey community preparedness. 26 - 123 - 8:&,6$.-DSDQ It is vital for us to spread the awareness around the globe by promoting World Tsunami Awareness Day. Our school, UWC ISAK Japan is consisted of 172 students from more than 50 countries and we first would like to hold a workshop in our school. We are seeking for diverse style of promotion such as theatre, storytelling, stand up comedy and presentations. This will enhance the educational understanding of our audience. Our school is a member of United World Colleges that has 17 colleges around the world. We will collaborate with schools around the world to spread the event. +LUDQR6HQLRU+LJK6FKRRO$WWDFKHGWR 2VDND.\RLNX 8QLYHUVLW\ Our plan is to introduce ‘the system to help the young who help the elderly’: TASUKEAI MAP. By using TASUKEAI MAP, the citizens know who to help, so they can judge how to help efficiently and swiftly even if the bond of the local community becomes weaker and weaker. Moreover, to use it properly, and not to forget how to use, the leader annually checks whether information that is in the map is correct and retells how to use. 28 - 124 - 6KL]XRND3UHIHFWXUDO6XVRQR +LJK6FKRRO We have to improve the application’s ease of use. ①To make this website easy to use. For example, when posting an activity, a marker is placed on the map. ②We would like to change the editing contents on this website regarding changes of stricken areas and when correcting mistakes from posters. ③We also would like pins to appear when viewed in the street view mode automatically. .RFKL3UHIHFWXUDO.RFKL2WHPDH +LJK6FKRRO Our goal is to make shelters “home” for each evacuee. To realize it, protecting privacy and supplying people with hygiene products are essential. We will make partitions and toilets from cardboard and maintain them. We will also make hygiene products to give to people. To make this action more effective, we will show how to make them everything to evacuees. .RFKL3UHIHFWXUDO.RFKL1LVKL+LJK6FKRRO In our quest to get the best solutions for securing the well-being of residents and enhancing their sense of autonomy, we put more value on hands-on experience with community members to deepen our understanding. One possible action is to hold a series of workshops with local community members to produce a realistic list of “what to do in emergencies.” 29 - 125 - )XNXRND3UHIHFWXUDO.XUDWH +LJK6FKRRO We propose a “Meeting to be held by the school council.” We will hold such a meeting about twice a year. Every student can discuss the same theme together and understand the problem deeply. We can run the activity of gathering money donation. Shopping and sightseeing at the disaster area is so nice. The money will help improve the area and support the victims economically. We can promote the gathering of money donation at school too. We can join a volunteer activity. We support more victims by preparing a meal, by patrolling the area and so on. 2NLQDZD3UHIHFWXUDO0LUDL 7HFKQLFDO+LJK6FKRRO Our team proposes the development of “Evacuation notification/Evacuation Route Inquiry Application System” and “Guidance Drone”. It will be linked with familiar map information. Also, a GPS navigation system will be provided in the app. The GPS will be linked to utility poles. During an earthquake, it will guide the people depending on the damage conditions the utility poles. The Drone will also be linked to the app. /H/\FHH$EGRXOKDPLGGH0RURQL We will invite COSEP/service of meteorology to come to our school for a simulation of Earthquake: All the teachers of the school has been informed of this simulation but we don’t tell them when. The purpose is to prepare our students psychologically for this eventuality. So there will be a special ring tone of the bell as an alert and everybody must play their role as if there was an earthquake. We think that ‘’Environment’’ should be a new syllabus taught from the first year of High School Junior up to end of High School Senior. 30 - 126 - 6RXWKODQGV&ROOHJH*DOOH 5LFKPRQG&ROOHJH 0DKLQDGD &ROOHJH 6DQJDPLWWD %DOLND 9LG\DOD\D We brought some species of mangroves and constructed an artificial nursery with supporting elements to grow the tender plants up to certain extent. I selected 50m area of the coastal line along the Ginthota Bridge in Galle, and planted the mangroves with expert support of a fisherman of a traditional fishing community. After completion of plantation I talked with the villages and inculcated them the importance of this project and asked them to help me to keep mangrove tender plants without any destructions, asked them to appoint to group to keep the plants under their supervision in regular intervals. they agreed and I followed the routine. 31 - 127 - +\RJR3UHIHFWXUDO$PDJDVDNL2GD +LJK6FKRRO We will make a detailed map for foreigners living in Amagasaki. This map will focus on the neighborhoods that lack hazardous information. We plan to include a section for the personal information, seismic intensity scale. We will make the map easy to understand for non-native English speakers in easy Japanese, such as Hiragana and Katakana. 1DUD3UHIHFWXUDO8QHEL 6HQLRU+LJK6FKRRO We propose that Nara Prefecture establish the infrastructures such as water supply and sewer systems which are indispensable to manage the support base and temporary housing smoothly in case of disasters. We also propose Nara Prefecture include measures to provide jobs to the evacuees in the disaster prevention plan. 32 - 128 - 2ND\DPD3UHIHFWXUDO7DPDVKLPD +LJK6FKRRO To invite people from overseas and hold workshops about natural disasters. This kind of workshop is liable to feel like we are forcing knowledge on them, so we will have workshops about disasters as a part of enjoyable activities, such as singing songs, cooking Japanese food, or experiencing Japanese culture. They can acquire the right knowledge about disasters and learn what to do in case a disaster happens. .RFKL3UHIHFWXUDO1DNDPXUD+LJK6FKRRO We will exert all our effort to improve the awareness of self defence as members of our region. With the cooperation of the Disaster Prevention Division of Shimanto City, and people in our area, we are planning to create a manual for using our school as a shelter. 7RVDMXNX 6HQLRU+LJK6FKRRO We will make English instructions for each emergency supply that we have to make it easier for foreigners to understand how to use them. Also we will make a simple video showing how to use emergency supplies. In addition, the explanations will be stored in each teacher’s tablet so that teachers can access them in any emergency conditions. By doing these precautions we can be more prepared when disasters occur. 2NLQDZD3UHIHFWXUDO1DKD.RNXVDL +LJK6FKRRO The local government will decide whether or not the information is accurate and reliable. Once it is determined as accurate they will post it on their SNS account in multiple languages,aimed at foreigners within close proximity to the disaster. Local High Schoolers can help spread that information via sharing in order to warn those in nearby towns or cities. 33 - 129 - 1DXUX6HFRQGDU\6FKRRO Educational presentation for tsunami awareness, explaining the code system to the students and the community: Inform public on causes of a tsunami through brochures, posters and short messages on the television and radio. Seek assistance for evacuation sign/sea wall construction to be a government priority. Educate people of their responsibilities during tsunami warning, to be alert and not panic. Liaise with Nauru Emergency Services (NES) to conduct a tsunami evacuation drill a least once a year in school/ communities and provide more information on tsunami as a natural disaster. Seek assistance to provide designated areas for evacuation in the different districts and let people know. 4XHHQ(OL]DEHWK&ROOHJH &ROOHJHGX6DLQW(VSULW 5R\DO&ROOHJH&XUHSLSH *0'$WFKLD 6WDWH&ROOHJH 1RWUH'DPH&ROOHJH 5R\DO&ROOHJH3RUW/RXLV We will propose through the Mauritius Ministry of Education to the Mauritius National Disaster Risk Reduction and Management Council the creation of a Facebook account for communication among all secondary schools students (in the first phase, the second phase will include students of the tertiary education sector and the third phase pupils of the primary education sector) on issues pertaining with disaster risk reduction. 34 - 130 - Participating countries in the high school summit 36 - 131 - Workshop Group A Region/Country School Name Student Name Shigeru Sato Iwate, Japan Iwate Prefectural Kamaishi High School Rion Tomehata Yota Chiba Miyagi, Japan Miyagi Prefectural Tagajo High School Kenta Goto Miki Hayashi Saitama, Japan Saitama Prefectural Fudooka High School Mizuki Minezaki Hiroto Kokonoe Saga, Japan Saga Prefectural Saga Agricultural High School Taishi Noda Yuya Tsuruda Manaka Ishikawa Okinawa, Japan Okinawa Prefectural Kyuyo High School Meiri Itokazu Takumi Uezu Haruka Shimoji Okinawa, Japan Okinawa Prefectural Miyako High School Shohei Tokuyama Maxine Loine Lyniza-Ann Kose Edwards Harriet Tingi Moka Lou Sionetama Kathleen Finelosa Jullian Sionetuato Niue Niue High School Raquel Keani-Leigh Nevine Tanaki Shayleen Hegafanogo Gasisitupe Tohovaka Tamihana Mahakileo Fatiniu Vaha Melemalt Ernest Benedict O'Keef Rengiil Kokichi Charles Jake Humilde Patris Republic of Palau Mindszenty High School Dawn Oluchel Rechelulk Dinaly Dilsikt Remoket Iramk Ricardo Sungino Royce Shawn Baun Ariana Kayla Solis Jabilona Marriene Rose Vinluan Jabilona United States of America Laupahoehoe Community Public Charter School Irish Bayani Marzan Gabriel Barrientos Navalta Neil Phillip Patino Navalta Workshop Group B Region/Country School Name Student Name Nana Ogiya Hokkaido, Japan Hokkaido Urakawa High School Mebae Ozora Kokoro Sawaguchi Tomoyo Kusaka Miyagi, Japan Miyagi Prefecture Sendai Daiichi High School Risa Saito Tota Shimao Reina Mae Osaka, Japan Osaka Prefectural Senboku High School Haruka Miyazaki Kyosuke Goto Oita, Japan Oita Prefectural Oita Uenogaoka High School Yuuta Takahashi Kaho Agarie Okinawa, Japan Okinawa Prefectural Koyo High School Yume Kinjo Souka Oota Shinzan Ito Okinawa, Japan Okinawa Prefectural Youmei Senior High School Makino Shimajiri Aliciya Kassandra Jo Ackley Kathleen Debrum Junior Philmar Heine Solo Republic of the Marshall Islands Assumption School Juliana Joseph Barton Jaki Kaios Niro Joji Tareo Niapun Mirrian Dua Emma Kererembo Independent State of Papua Margaret Marka Sogeri National High School New Guinea Isaac Larsen Nindil Kayan Pokanau Jethro Seth Adela Carolina Cabello Molina Lorenzo Enrique Espinoza Mesina Yasiry Fabiana Figueroa Munoz Republic of Chile Liceo Pablo Neruda Sebastian Andres Gaete Barra Alexandra Andrea Henriquez Maldonado Michael Andres Sepulveda Vera 37 - 132 - Workshop Group C Region/Country School Name Student Name Nanako Inai Ibaraki, Japan Toyo university Ushiku Senior High School Harutaka Saito Risa Takeuch Yokohama Municipal Yokohama Science Frontier High Erika Matsumoto Kanagawa, Japan School Yoshiki Mori Rino Ueda Aichi, Japan Taisei High School Mitsuki Nakamura Hazuki Narita Oita, Japan Oita Prefectural Saikikakujo High School Mikio Okada Hajime Sugaya Yumnu Adnan Aishath Fithura Fazeel Halaf Ali Hylum Republic of Maldives MAPS College (MAPS International High School) Aminath Zein Ismail Zeek Hamdhoon Mohamed Mohamed Ibrahim Shasha Peter Boe Filia Charles Fox Inifi ri Jerad Newton Ka'Abe Solomon Islands Honiara Senior High School Regina Mary Loli Gloria Uzomo Piasi Janice Erynna Margaret Suri Salanave Faka’Anaua ‘Oliveti Kemueli Holi Tala ‘O Falefa Lupemeitakui Kefu Tiueti Justin Alisandre Aquitanine ‘Otuhouma Kingdom of Tonga Tonga High School Willis Ke Aloha Ofa Mei Wilson Tu’Ipulotu Selesia Foukihalaunga Funaki Saafi Uele Asena Lolohea Ula Quanxi Jian Shanlan Lin Pingyuan Liu People's Republic of China Hainan Middle School Jingdan Mei Zheng Meng Fangding Yao Workshop Group D Region/Country School Name Student Name Nana Inoue Tokyo, Japan Tokyo Gakugei University International Secondary School Amy Michael Kana Seiki Kiyomi Ito Osaka, Japan Kansai Soka Senior High School Ayumi Otsuji Marine Uemura Ryu Matsuoka Fukuoka, Japan Meiji Gakuen Senior High School Hime Minato Hanaka Sano Haruna Nakada Okinawa, Japan Okinawa Prefectural Yaeyama High School Marin Takemoto Vivian Toyokawa Alice Naslina Teitala Ailesi Fetuvalu Secondary School Filipepe Osea Piulani Fouala Tumua Tuvalu Soana Eli Motufoua Secondary School Taunoa Afele Kitiona Latisha Telina Belonie Secondary Jamelia Mary Gonzalves English River Secondary Joshua Andrews Jules Agyei Mont Fleuri Secondary Adele Louisa M-J. Angele Pillay Republic of Seychelles Plaisance Secondary Daryl Antoine Joseph Adolphe Pointe Larue Secondary Nasha Elvina Zialor Praslin Secondary Betty Lisa Constance Marjurie Belen Huapaya Vilcherres Ana Paula Motta Bejarano Mariana Paola Paredes Vilchez Republic of Peru Colegio San Antonio IHM Gianella Paola Rojas Chavez Alessandra Ximena Soto Sagastegui Ana Fatima Villafana Mendoza 38 - 133 - Workshop Group E Region/Country School Name Student Name Akari Nakamura Tokyo, Japan Fujimigaoka High School for Girls Miku Oki Momoko Honda Osaka, Japan Senri International School of Kwansei Gakuin Hiroto Tamura Manami Wada Masanori Hamaguchi Kochi, Japan Kochi Prefectural Susaki High School Yuka Momota Momoka Nagayama Manami Hara Kochi, Japan Kochi Prefectural Reihoku High School Sakura Wada Araura College Kayla Mahiana Lillian Amoa Enuamanu School Jacques Keti Jnr Boaza Mangaia School Albertto Matangaro Josh Arokapiti Cook Islands Koizumi Henry Nukutere College Naomi Teataiariki Titikaveka College Heimata Ellginie Lahapa Tinipese Kietonga Geoff Kalmet Kalsrap Ray Manuel Lo Meriam Mariki Republic of Vanuatu Central School Georgeline Thompsen Berna Cliff Vatoko Merryn Vurobaravu Nurul Bariq Ahmad Zaki Marjan Nazhatul Mazalis Republic of Indonesia Sman 6 Banda Aceh Muhammad Aidul Ridha Afra Zulfi ra Rustam Gaby Citami Suna La-ngupittayakhom School Rawanda Resan Lantarachprachautit School Watchara Krombuapha Phuketwittayalai School Patirat Jirakranwong Kingdom of Thailand Sikaoprachaphadungwit School Mingkwan Hassakhon Streeranong School Arya Wongaree Thaimuangwittaya School Thiwakorn Chapalee Workshop Group F Region/Country School Name Student Name Saori Aimoto Shizuoka, Japan Shizuoka Prefectural Ikeshinden High School Kanta Aoki Nao Miyake Hyogo, Japan Kobe University Secondary School Ayane Yamaizumi Rin Fujisaki Wakayama Prefectural KushimotoKoza High School Ami Imori Miku Osaki Wakayama, Japan Wakayama Prefectural Taikyu High School Yoshiki Takeda Arisa Kobayakawa Wakayama Prefectural Hidaka High School Mitsuho Nakai Tiaon Ataata Tawerio Etekia Tumai Kataebati Republic of Kiribati King George V & Elaine Bernacchi School Mwekura Kirata Moutu Blake Nantenikoria Kaaroma Tamoaieta Tijuana Ailepata Leuta Faasalia June Faresa Giovanni Matalevai Laufi so Independent State of Samoa Leulumoega Fou College Waingawa Manava Iuogafa Reupena Sevealii Dorothy-Haianam Julia Sua Niko Rokobo Bobi Eparama Nadru Anare Qalivutu Republic of Fiji Ratu Kadavulevu School Christopher Paul Rakai Sekonaia Bulu Taganekurukuru Amani Turaganibuli 39 - 134 - Elpirihte Ilai Harvey Kerson Platon Pelep Federated States of Micronesia Pohnpei Island Central School Raeann-Marie Rettin Nihlo Samuel Heinrick Walder Simram Workshop Group G Region/Country School Name Student Name Vichearith Meas Nagano, Japan UWC ISAK Japan Yutaro Shimizu Ayana Shirai Rika Akiyama Hirano Senior High School Attached to Osaka Kyoiku Param Kim Osaka, Japan University Ayano Ode Kana Yamaguchi Akiha Iizuka Shizuoka, Japan Shizuoka Prefectural Susono High School Taku Katsumata Mayu Oishi Kochi, Japan Kochi Prefectural Kochi Otemae High School Satsuki Onishi Rin Hideshima Kochi, Japan Kochi Prefectural Kochi Nishi High School Nami Higashiyama Aika Kusaba Fukuoka, Japan Fukuoka Prefectural Kurate High School Taishi Yahiro Taito Akamine Okinawa, Japan Okinawa Prefectural Mirai Technical High School Akira Fujii Shinjiro Matayoshi Younes Said Ali Bourhane Soilihi Hichma Union of Comoros Le Lycee Abdoulhamid de Moroni Benamad Kader Houssein Ali Youmna Mohamed Janaice Moinafatima Allaouia Mohamed Ali Mahinada College Irosh Eranga Withana Tharusha Sachinthana Liyanagamage Richmond College Democratic Socialist Republic Thisara Rukmal Udalamaththa Gamage of Sri Lanka Sangamitta Balika Vidyalaya Devdini Senara Rathnayake Kaori Thamayo Hettiarachchi Southlands College, Galle Dileesha Thisarangi Loku Narangoda Ge Workshop Group H Region/Country School Name Student Name Mizuki Morimatsu Hyogo, Japan Hyogo Prefectural Amagasaki Oda High School Kyoko Narukawa Takuto Hayashi Nara, Japan Nara Prefectural Unebi Senior High School Masayuki Ikai Akiko Ishizaki Okayama, Japan Okayama Prefectural Tamashima High School Nao Kaneda Ami Kitakaze Miki Hatakenaka Kochi, Japan Kochi Prefectural Nakamura High School Mika Okazaki Nana Fukuda Kochi, Japan Tosajuku Senior High School Kasumi Miyake Yuri Shiba Kohnosuke Aoki Reika Heshiki Okinawa, Japan Okinawa Prefectural Naha Kokusai High School Konan Iwakuma Jasmine Lynn McHugh Hisane Uechi Illandson Adam Devine Agir Wina Amram Republic of Nauru Nauru Secondary School Xia-Xiang Daoe Darnel Diema Hannah Joram College du Saint Esprit Jason Li Wan Po GMD Atchia State College Lakshana Simrane Hurrymun Notre Dame College Zareenah Bibi Taher Republic of Mauritius Queen Elizabeth College Couzhani Pillay-Ponisamy Royal College Curepipe Moonish Kumar Abheemaun Royal College Port Louis Asil Shakhun 40 - 135 - １５．3DUWLFLSDQWV4XHVWLRQQDLUH 参加者アンケート3DUWLFLSDQWV4XHVWLRQQDLUH概要 $JJUHJDWH5HVXOWV The questionnaire was given to 92 overseas participants (76 students / 16 teachers) and 149 domestic participants (106 students / 43 teachers), 323 in total, and responses were received from 245 of them (response rate: 75.9%) Table 1 – Summary of questionnaire lists the questions, which are divided into ‘Outcomes of participating in High School Students Summit’ and ‘Activities after the summit.’ In terms of knowledge about disaster prevention, the responses to the questions on whether they deepened knowledge about ‘damages which are expected in the area where you live’ and ‘disaster prevention measures in the area where you live’ (question (2) and (3)) show that 97.5% answered ‘Yes’ on knowledge about damages and 96.7% on disaster prevention measures by adding ‘Yes, very much’ and ‘Yes, to a certain degree’. Furthermore, the responses to the questions on whether they deepened knowledge about disasters and disaster prevention measures of other regions and countries (question (4) and (5)) show that 96.7% answered ‘Yes’ on disasters and 96.7% on disaster prevention measures by adding ‘Yes, very much’ and ‘Yes, to a certain degree’. Regarding the responses to the question on whether they had a new finding or notice from other schools’ presentations, the total of ‘Yes, very much’ and ‘Yes, to a certain degree’ amounted to 95.1%. There were some comments from the participants like “I found not only the people from some regions but also people around the world were suffering from disasters through the presentations by the students from other regions, so I realized that we need this kind of opportunity to share the information.” To the question about the importance of disaster prevention (Question (7)), 81.8% answered ‘Yes, very much’ and 16.9% answered ‘Yes, to a certain degree.’ The effects of making the students aware of disaster prevention are shown in the comment, “I could learn a variety of things such as what kind of disaster can occur to my region, what measures we should take and what measures we are missing through the pre-learning and realized how important taking disaster prevention measures was.” In terms of developing global networks, 99.6% of the response by teachers to Question (8) ‘Do you think interaction with students of other schools and countries was useful one for your students?’ answered ‘Yes’ by adding ‘Yes, very much’ and ‘Yes, to a certain degree’. 61.3% of student participants answered they exchanged e-mail addresses or other contact information with 7 or more students. Such a comment as ”I could communicate with foreign students, testing my English skills and deepen understanding of different cultures as well as learn disaster prevention. I’d like to report and do presentations as a Youth Ambassador for World Tsunami Awareness Day at my school, utilizing my experience in this summit to call for disaster prevention.” shows that they could deepen exchanges to build networks. The participants’ active attitude can be seen in their responses to the questions about concrete activities after the summit. In terms of continuance of learning, 98.3% show their will to continue, 94.6% are positive to participate in awareness creating activities regarding disaster prevention and 96.7% are positive to participate in reconstruction activities for the area affected by disaster. Concerning the action plans which each school presented at the summit, 28.2% answered ‘to be implemented within 3 months.’ 28.6% ‘to be implemented within a half year,’ and 27.8% ‘to be implemented within 1 year.’ This means that the aggregated ratio of 84.6% express their will to implement them within 1 year. Also in regard to cooperation with other schools or countries, 77.8% answered ‘Yes, very much’ and 20.1% answered ‘Yes, to a certain degree’ and totally 97.9% shows their high motivation to cooperate. The comment, “I’d like to report and do presentations as a young tsunami ambassador at my school, utilizing my experience in this summit to call for disaster prevention.” shows that high school students’ experience in this summit has linked to creating their awareness of disaster prevention. The summary of the questionnaire suggests that the summit successfully accomplished its objective of fostering leaders of disaster prevention in the next generation from the viewpoint of acquiring knowledge, creating awareness of disaster prevention, network development, and promotion of activities. - 136 - - 0 - １５．3DUWLFLSDQWV4XHVWLRQQDLUH １５．3DUWLFLSDQWV4XHVWLRQQDLUH 参加者アンケート3DUWLFLSDQWV4XHVWLRQQDLUH概要 $JJUHJDWH5HVXOWV 6XPPDU\RITXHVWLRQQDLUH 㻿㼡㼎㼠㼛㼠㼍㼘㻌㼛㼒 The questionnaire was given to 92 overseas participants (76 students / 16 teachers) and 149 domestic 㻰㼛㼙㼑㼟㼠㼕㼏㻛㼛㼢㼑㼞㼟㼑㼍㼟 㻳㼞㼍㼚㼐㻌㼀㼛㼠㼍㼘 participants (106 students / 43 teachers), 323 in total, and responses were received from 245 of them 㼜㼍㼞㼠㼕㼏㼕㼜㼍㼚㼠㼟 㻰㼛㼙㼑㼟㼠㼕㼏 㻻㼢㼑㼞㼟㼑㼍㼟 㼀㼛㼠㼍㼘㻌㼛㼒㻌㼠㼑㼍㼏㼔㼑㼞㼟㻛 㼀㼛㼠㼍㼘㻌㼛㼒㻌㼠㼑㼍㼏㼔㼑㼞㼟㻌㼍㼚㼐 (response rate: 75.9%) 㼜㼍㼞㼠㼕㼏㼕㼜㼍㼚㼠㼟 Subtotal㼜㼍㼞㼠㼕㼏㼕㼜㼍㼚㼠㼟 of 㼟㼠㼡㼐㼑㼚㼠㼟 㼟㼠㼡㼐㼑㼚㼠㼟 Table 1 – Summary of questionnaire lists the questions, which are divided into ‘Outcomes of Domestic/overseas Teachers StudentsparticipantsTeachers Students Teachers StudentsGrand Total Rank/% ％ participating in High School Students Summit’ and ‘Activities after the summit.’ 㼃㼔㼕㼏㼔㻌㼍㼏㼠㼕㼢㼕㼠㼕㼑㼟㻌㼐㼕㼐㻌㼥㼛㼡㻌㼒㼕㼚㼐㻌㼙㼛㼟㼠㻌㼎㼑㼚㼑㼒㼕㼏㼕㼍㼘㻫㻌㻼㼘㼑㼍㼟㼑㻌㼟㼑㼘㼑㼏㼠㻌㼒㼕㼢㼑㻚 Domestic Overseas Total of teachers/ Total of teachers and participants participants students students 㻝㻚㻌㻸㼑㼍㼞㼚㼕㼚㼓㻌㼕㼚㻌㼜㼞㼑㼜㼍㼞㼍㼠㼕㼛㼚㻌㼒㼛㼞㻌㼜㼞㼑㼟㼑㼚㼠㼍㼠㼕㼛㼚㼟エクセルから入れる 㻟㻝 㻤㻠 㻝㻡 㻡㻞 㻠㻢 㻝㻟㻢 㻝㻤㻞 㻠㼠㼔 㻣㻡㻚㻞㻑 Teac Stud Teac Stud Teacher 㻞㻚㻌㻼㼞㼑㼟㼑㼚㼠㼕㼚㼓㻌㼍㼠㻌㼟㼡㼎㼏㼛㼙㼙㼕㼠㼠㼑㼑㻌㼙㼑㼑㼠㼕㼚㼓㼟 㻟㻣 㻥㻝 㻝㻝 㻠㻤 㻠㻤 㻝㻟㻥 㻝㻤㻣 㻟㼞㼐 㻣㻣㻚㻟㻑 hers ents hers ents s Students Total Rank/% ％ 㻟㻚㻌㼀㼔㼕㼚㼓㼟㻌㼔㼑㼍㼞㼐㻌㼍㼠㻌㼜㼞㼑㼟㼑㼚㼠㼍㼠㼕㼛㼚㼟㻌㼛㼒㻌㼛㼠㼔㼑㼞㻌㼟㼏㼔㼛㼛㼘㼟㻌㼍㼠 㻟㻟 㻥㻢 㻝㻢 㻡㻤 㻠㻥 㻝㻡㻠 㻞㻜㻟 㻝㼟㼠 㻤㻟㻚㻥㻑 (1) Which 㼟activities㼡㼎㼏㼛㼙㼙 㼕did㼠㼠㼑㼑 you㻌㼙㼑 㼑find㼠㼕㼚㼓 㼟most beneficial? Please select five. In terms of knowledge about disaster prevention, the responses to the questions on whether 㻔㻝㻕 1. 4Learning. Discuss inio npreparations at subcom formit presentationstee meetings 㻟㻠 31 㻥㻝84 14㻤 51 㻡㻡 45 㻠㻞 135㻝㻠㻢 180 㻝㻤㻤 4th㻞㼚㼐 75.6%㻣㻣㻚㻣㻑 they deepened knowledge about ‘damages which are expected in the area where you live’ 2.㻡㻚㻌㻴㼕㼓㼔㻌㼑㼘㼑㼢㼍㼠㼕㼛㼚㻌㼐㼕㼟㼍㼟㼠㼑㼞㻌㼐㼞㼕㼘㼘㼟 Presenting at subcommittee meetings 㻜 37 㻜91 10㻝㻜 48 㻠㻠 47 㻝㻜 139 㻠㻠 186 㻡㻠 2nd㻤㼠㼔 78.2%㻞㻞㻚㻟㻑 and disaster prevention measures in the area where you live (question (2) and (3)) show that 3.㻢㻚㻌㻿㼠㼡㼐㼥㻌㼠㼛㼡㼞 Things heard at presentations of other schools at 㻞 㻣 㻝㻡 㻢㻠 㻝㻣 㻣㻝 㻤㻤 㻣㼠㼔 㻟㻢㻚㻠㻑 ‘ ’ 33 96 15 56 48 152 200 1st 84.0% subcommittee㻣㻚㻌㻿㼡㼎㼏㼛㼙㼙㼕㼠㼠㼑㼑㻌㼞㼑㼜㼛㼞㼠㼟 meetings 㻞㻞 㻡㻣 㻠 㻞㻡 㻞㻢 㻤㻞 㻝㻜㻤 㻢㼠㼔 㻠㻠㻚㻢㻑 97.5% answered ‘Yes’ on knowledge about damages and 96.7% on disaster prevention measures by 㻤㻚㻌㻰㼑㼏㼘㼍㼞㼍㼠㼕㼛㼚㻌㼙㼍㼐㼑㻌㼠㼛㻌㼠㼔㼑㻌㼣㼛㼞㼘㼐㻌㼍㼟㻌㼍㻌㼔㼕㼓㼔㻌㼟㼏㼔㼛㼛㼘 㻝㻢 㻡㻣 㻢 㻟㻞 㻞㻞 㻤㻥 㻝㻝㻝 㻡㼠㼔 㻠㻡㻚㻥㻑 adding ‘Yes, very much’ and ‘Yes, to a certain degree’. 4.㼟㼠㼡㼐㼑㼚㼠㻌㼟㼡㼙㼙㼕㼠 Discussions at subcommittee meetings 34 91 8 52 42 143 185 3th 77.7% Furthermore, the responses to the questions on whether they deepened knowledge about disasters 5. 㻥㻚㻌㻻㼠㼔㼑㼞High elevation disaster drills 㻤 0 㻞㻟 0 9㻜 41 㻜 9 㻤 41 㻞㻟 50 㻟㻝 8th㻥㼠㼔 21.0%㻝㻞㻚㻤㻑 㻰㼕㼐㻌㼥㼛㼡㻌㼐㼑㼑㼜㼑㼚㻌㼥㼛㼡㻌㻔㼥㼛㼡㼞㻌㼟㼠㼡㼐㼑㼚㼠㼟㻕㻌6. Study tour 㼗㼚㼛㼣㻙㼔㼛㼣㻌㼍㼎㼛㼡㼠㻌㼜㼛㼠㼑㼚㼠㼕㼍㼘 2 7 14 61 16 68 84 7th 35.3% and disaster prevention measures of other regions and countries (question (4) and (5)) show that 㼐㼍㼙㼍㼓㼑㻌㼠㼛㻌㼠㼔㼑㻌㼞㼑㼓㼕㼛㼚㻌㼕㼚㻌㼣㼔㼕㼏㼔㻌㼥㼛㼡㻌㼘㼕㼢㼑㻌㼠㼔㼞㼛㼡㼓㼔㻌㼠㼔㼑㻌㼜㼞㼑㼜㼍㼞㼍㼠㼛㼞㼥 7. Subcommittee reports 22 57 4 25 26 82 108 5th 45.4% 96.7% answered Yes on disasters and 96.7% on disaster prevention measures by adding Yes, very 㼘㼑㼍㼞㼚㼕㼚㼓㻫 ‘ ’ ‘ 8. 㻰㼑㼑㼜㼑㼚㼑㼐㻌㼏㼛㼚㼟㼕㼐㼑㼞㼍㼎㼘㼥Declaration made to the world as a high school student summit 㻝㻜 16 㻢㻟57 㻝㻢6 29 㻡㻥 22 㻞㻢 86㻝㻞㻞 108 㻝㻠㻤 5th㻢㻜㻚㻥㻑 45.4% much and Yes, to a certain degree . Regarding the responses to the question on whether they had a 㻔㻞㻕 㻥㻣㻚㻡㻑 ’ ‘ ’ 9. 㻰㼑㼜㼑㼚㼐㼑㼐㻌㼟㼛㼙㼑㼣㼔㼍㼠Other 㻞㻥 8 㻟㻥23 0㻝 0 㻞㻜 8 㻟㻜 24 㻡㻥 32 㻤㻥 9th㻟㻢㻚㻢㻑 13.4% new finding or notice from other schools’ presentations, the total of ‘Yes, very much’ and ‘Yes, to a 㻰㼕㼐㻌㼚㼛㼠㻌㼐㼑㼑㼜㼑㼚㻌㼜㼍㼞㼠㼕㼏㼡㼘㼍㼞㼘㼥 㻞 㻠 㻜 㻜 㻞 㻠 㻢 㻞㻚㻡㻑 (2) Did you deepen you (your students) know-how about potential 㻞㻚㻡㻑 㻰㼕㼐㻌㼚㼛㼠㻌㼐㼑㼑㼜㼑㼚㻌㼍㼠㻌㼍㼘㼘 㻜 㻜 㻜 㻜 㻜 㻜 㻜 㻜㻚㻜㻑 certain degree’ amounted to 95.1%. There were some comments from the participants like “I found not damage to the region in which you live through the preparatory only the people from some regions but also people around the world were suffering from disasters 㻰㼕㼐㻌㼥㼛㼡㻌㼐㼑㼑㼜㼑㼚㻌㼥㼛㼡㻌㻔㼥㼛㼡㼞㻌㼟㼠㼡㼐㼑㼚㼠㼟㻕㻌learning? 㼗㼚㼛㼣㻙㼔㼛㼣㻌㼍㼎㼛㼡㼠㻌㼐㼕㼟㼍㼟㼠㼑㼞 㼏㼛㼡㼚㼠㼑㼞㼙Deepened㼑㼍㼟㼡㼞㼑㼟㻌㼒㼛㼞㻌㼠㼔㼑㻌㼞㼑㼓㼕㼛㼚㻌㼕㼚㻌㼣㼔㼕㼏㼔㻌㼥㼛㼡㻌㼘㼕㼢㼑㻌㼠㼔㼞㼛㼡㼓㼔㻌㼠㼔㼑 considerably 10 63 15 57 25 120 145 60.7% through the presentations by the students from other regions, so I realized that we need this kind of 㻝 㼜㼞㼑㼜㼍㼞㼍㼠㼛㼞㼥㻌㼘㼑㼍㼞㼚㼕㼚㼓㻫 97.5% 㻌 Depended somewhat 29 39 1 19 30 58 88 36.8% opportunity to share the information.” To the question about the importance of disaster prevention 㻔㻟㻕 㻰㼑㼑㼜㼑㼚㼑㼐㻌㼏㼛㼚㼟㼕㼐㼑㼞㼍㼎㼘㼥 㻝㻠 㻢㻡 㻝㻟 㻠㻥 㻞㻣 㻝㻝㻠 㻝㻠㻝 㻡㻤㻚㻤㻑 㻭 1 Did not deepen particularly 2 4 0 0 2 4 6 2.5% 㻥㻢㻚㻣㻑 (Question (7)), 81.8% answered ‘Yes, very much’ and 16.9% answered ‘Yes, to a certain degree.’ The 㼎 㻰㼑㼜㼑㼚㼐㼑㼐㻌㼟㼛㼙㼑㼣㼔㼍㼠 㻞㻠 㻟㻢 㻠 㻞㻣 㻞㻤 㻢㻟 㻥㻝 㻟㻣㻚㻥㻑 2.5% Did㻰㼕㼐㻌㼚㼛㼠㻌㼐㼑㼑㼜㼑㼚㻌㼜㼍㼞㼠㼕㼏㼡㼘㼍㼞㼘㼥 not deepen at all 㻞 0 㻟 0 0㻜 0 㻝 0 㻞 0 㻠 0 㻢 0.0%㻞㻚㻡㻑 effects of making the students aware of disaster prevention are shown in the comment, “I could learn a 㼛 㻟㻚㻟㻑 A (3) Did you㻰㼕㼐㻌㼚㼛㼠㻌㼐㼑㼑㼜㼑㼚㻌㼍㼠㻌㼍㼘㼘 deepen you (your students) know-how about disaster 㻜 㻞 㻜 㻜 㻜 㻞 㻞 㻜㻚㻤㻑 variety of things such as what kind of disaster can occur to my region, what measures we should take 㼡 countermeasures for the region in which you live through the 㼠 b 㻰㼕㼐㻌㼥㼛㼡㻌㼐㼑㼑㼜㼑㼚㻌㼥㼛㼡㻌㻔㼥㼛㼡㼞㻌㼟㼠㼡㼐㼑㼚㼠㼟㻕㻌㼗㼚㼛㼣㻙㼔㼛㼣㻌㼍㼎㼛㼡㼠㻌preparatory learning? 㼐㼕㼟㼍㼟㼠㼑㼞㼟㻌㼕㼚 and what measures we are missing through the pre-learning and realized how important taking 㼛㼠㼔㼑㼞㻌㼞㼑㼓㼕㼛㼚㼟㻛㼏㼛㼡㼚㼠㼞㼕㼑㼟㻫 㻌 Deepened considerably 14 65 12 48 26 113 139 58.9% disaster prevention measures was.” o 㻰㼑㼑㼜㼑㼚㼑㼐㻌㼏㼛㼚㼟㼕㼐㼑㼞㼍㼎㼘㼥 㻝㻞 㻡㻥 㻝㻟 㻡㻠 㻞㻡 㻝㻝㻟 㻝㻟㻤 㻡㻢㻚㻤㻑96.6% 㼟 㻔㻠㻕 Depended somewhat 24 36 4 25 28 61 89 37.7% 㻥㻢㻚㻣㻑 In terms of developing global networks, 99.6% of the response by teachers to Question (8) ‘Do you 㼡 u 㻰㼑㼜㼑㼚㼐㼑㼐㻌㼟㼛㼙㼑㼣㼔㼍㼠 㻞㻢 㻠㻡 㻟 㻞㻟 㻞㻥 㻢㻤 㻥㻣 㻟㻥㻚㻥㻑 Did㻰㼕㼐㻌㼚㼛㼠㻌㼐㼑㼑㼜㼑㼚㻌㼜㼍㼞㼠㼕㼏㼡㼘㼍㼞㼘㼥 not deepen particularly 㻞 2 㻞 3 0㻝 1 㻞 2 㻟 4 㻠 6 㻣 2.5%㻞㻚㻥㻑 think interaction with students of other schools and countries was useful one for your students?’ 㼙 t 3.4% 㻟㻚㻟㻑 Did㻰㼕㼐㻌㼚㼛㼠㻌㼐㼑㼑㼜㼑㼚㻌㼍㼠㻌㼍㼘㼘 not deepen at all 㻝 0 㻜 2 0㻜 0 㻜 0 㻝 2 㻜 2 㻝 0.8%㻜㻚㻠㻑 answered ‘Yes’ by adding ‘Yes, very much’ and ‘Yes, to a certain degree’. 61.3% of student participants 㼙 㼕 (4)㻰㼕㼐㻌㼥㼛㼡㻌㼐㼑㼑㼜㼑㼚㻌㼥㼛㼡㻌㻔㼥㼛㼡㼞㻌㼟㼠㼡㼐㼑㼚㼠㼟㻕㻌㼗㼚㼛㼣㻙㼔㼛㼣㻌㼍㼎㼛㼡㼠㻌Did you deepen you (your students) know-how㼐 about㼕㼟㼍㼟㼠㼑 㼞disasters in answered they exchanged e-mail addresses or other contact information with 7 or more students. other regions/countries? 㼠 s 㼏㼛㼡㼚㼠㼑㼞㼙㼑㼍㼟㼡㼞㼑㼟㻌㼕㼚㻌㼛㼠㼔㼑㼞㻌㼞㼑㼓㼕㼛㼚㼟㻛㼏㼛㼡㼚㼠㼞㼕㼑㼟㻫 Such a comment as ”I could communicate with foreign students, testing my English skills and deepen 㻌 Deepened㻰㼑㼑㼜㼑㼚㼑㼐㻌㼏㼛㼚㼟㼕㼐㼑㼞㼍㼎㼘㼥 considerably 㻝㻞 12 㻠㻣59 12㻝㻠 52 㻠㻢 24 㻞㻢 111 㻥㻟 135 㻝㻝㻥 56.5%㻠㻥㻚㻜㻑 㻔㻡㻕 96.7%㻥㻢㻚㻣㻑 understanding of different cultures as well as learn disaster prevention. I’d like to report and do 㼛 u Depended㻰㼑㼜㼑㼚㼐㼑㼐㻌㼟㼛㼙㼑㼣㼔㼍㼠 somewhat 㻞㻣 26 㻡㻣45 3㻟 22 㻞㻥 29 㻟㻜 67 㻤㻢 96 㻝㻝㻢 40.2%㻠㻣㻚㻣㻑 㻰㼕㼐㻌㼚㼛㼠㻌㼐㼑㼑㼜㼑㼚㻌㼜㼍㼞㼠㼕㼏㼡㼘㼍㼞㼘㼥 㻞 㻞 㻜 㻟 㻞 㻡 㻣 㻞㻚㻥㻑 presentations as a Youth Ambassador for World Tsunami Awareness Day at my school, utilizing my 㼡 m Did not deepen particularly 2 2 1 2 3 4 7 2.9% 㻟㻚㻟㻑 㼠 㻰㼕㼐㻌㼚㼛㼠㻌㼐㼑㼑㼜㼑㼚㻌㼍㼠㻌㼍㼘㼘 㻜 㻜 㻜 㻝 㻜 㻝 㻝 㻜㻚㻠㻑 3.3% experience in this summit to call for disaster prevention.” shows that they could deepen exchanges to m Did not deepen at all 1 0 0 0 1 0 1 0.4% 㼏 build networks. (5)㻰㼕㼐㻌㼥㼛㼡㻌㻔㼥㼛㼡㼞㻌㼟㼠㼡㼐㼑㼚㼠㼟㻕㻌㼔㼍㼢㼑㻌Did you deepen you (your㼍㼚 students)㼥㻌㼚㼑㼣㻌㼐㼕㼟 㼏know㼛㼢㼑㼞㼕-㼑how㼟㻌㼛㼞㻌 about㼞㼑㼍㼘㼕㼦㼍 㼠disaster㼕㼛㼚㼟 㼛 i 㼒㼞㼛㼙㻌㼠㼔㼑㻌㼜㼞㼑㼟㼑㼚㼠㼍㼠㼕㼛㼚㼟㻌㼍㼚㼐㻌㼍㼏㼠㼕㼛㼚㻌㼜㼘㼍㼚㼟㻌㼛㼒㻌㼛㼠㼔㼑㼞㻌㼟㼏㼔㼛㼛㼘㼟㻫countermeasures in other regions/countries? 㼙 t 㻔㻢㻕 Deepened㻵㻌㼔㼍㼐㻌㼙㼍㼚㼥 considerably 㻞㻝 12 㻢㻝47 13㻝㻠 46 㻡㻜 25 㻟㻡 93㻝㻝㻝 118 㻝㻠㻢 49.4%㻢㻜㻚㻝㻑 㼑 96.7%㻥㻡㻚㻝㻑 Depended㻵㻌㼔㼍㼐㻌㼟㼛㼙㼑 somewhat 㻝㻢 27 㻠㻝57 3㻟 26 㻞㻡 30 㻝㻥 83 㻢㻢 113 㻤㻡 47.3%㻟㻡㻚㻜㻑 㼟 㻵㻌㼐㼕㼐㼚㻓㼠㻌㼞㼑㼍㼘㼘㼥㻌㼔㼍㼢㼑㻌㼙㼍㼚㼥 㻠 㻠 㻜 㻠 㻠 㻤 㻝㻞 㻠㻚㻥㻑 Did not deepen particularly 2 2 0 3 2 5 7 2.9% 㻠㻚㻥㻑 The participants active attitude can be seen in their responses to the questions about concrete o 㻵㻌㼔㼍㼐㻌㼚㼛㼚㼑 㻜 㻜 㻜 㻜 㻜 㻜 㻜 㻜㻚㻜㻑 3.3% ’ Did not deepen at all 0 0 0 1 0 1 1 0.4% activities after the summit. In terms of continuance of learning, 98.3% show their will to continue, u 㻰㼕㼐㻌㼥㼛㼡㻌㻔㼥㼛㼡㼞㻌㼟㼠㼡㼐㼑㼚㼠㼟㻕㻌㼏㼛㼙㼑㻌㼠㼛㻌㼔㼍㼢㼑㻌㼍㻌㼟㼠㼞㼛㼚㼓㼑㼞㻌㼟㼑㼚㼟㼑㻌㼛㼒㻌㼠㼔㼑 (6)㼕㼙㼜㼛Did㼞㼠㼍 㼚you㼏㼑㻌 㼛(your㼒㻌㼐㼕㼟 㼍students)㼟㼠㼑㼞㻌㼜㼞㼑㼢 㼑have㼚㼠㼕㼛㼚 any㻫 new discoveries or realizations 94.6% are positive to participate in awareness creating activities regarding disaster prevention and from the presentations and action plans of other schools? t 㻵㻌㼢㼑㼞㼥㻌㼙㼡㼏㼔㻌㼒㼑㼘㼠㻌㼠㼔㼕㼟 㻞㻡 㻤㻢 㻝㻢 㻣㻝 㻠㻝 㻝㻡㻣 㻝㻥㻤 㻤㻝㻚㻤㻑 96.7% are positive to participate in reconstruction activities for the area affected by disaster. 㻔㻣㻕 I had many 21 61 13 48 34 109 143 59.8% 㻥㻤㻚㻤㻑 c 㻵㻌㼒㼑㼘㼠㻌㼠㼔㼕㼟㻌㼠㼛㻌㼟㼛㼙㼑㻌㼑㼤㼠㼑㼚㼠 㻝㻡 㻝㻣 㻝 㻤 㻝㻢 㻞㻡 㻠㻝 㻝㻢㻚㻥㻑95.0% Concerning the action plans which each school presented at the summit, 28.2% answered to be I had㻵㻌㼐㼕㼐㻌㼚㼛㼠㻌㼜㼍㼞㼠㼕㼏㼡㼘㼍㼞㼘㼥㻌㼒㼑㼑㼘㻌㼠㼔㼕㼟 some 㻝 16 㻞41 3㻜 24 㻜 19 㻝 65 㻞 84 㻟 35.1%㻝㻚㻞㻑 ‘ 㻝㻚㻞㻑 o I didn’t㻵㻌㼐㼕㼐㻌㼚㼛㼠㻌㼒㼑㼑㼘㻌㼠㼔㼕㼟㻌㼍㼠㻌㼍㼘㼘 really have many 㻜 4 㻜 4 0㻜 4 㻜 4 㻜 8 㻜 12 㻜 5.0%㻜㻚㻜㻑 implemented within 3 months.’ 28.6% ‘to be implemented within a half year,’ and 27.8% ‘to be 5.0% implemented within 1 year. This means that the aggregated ratio of 84.6% express their will to m 㻰㼛㻌㼥㼛㼡㻌㼎I㼑 had㼘㼕㼑㼢㼑 none㻌㼑㼤㼏㼔㼍㼚㼓㼑㻌㼣㼕㼠㼔㻌㼟㼠㼡㼐㼑㼚㼠㼟㻌㼒㼞㼛㼙㻌㼛㼠㼔㼑㼞㻌㼟㼏㼔㼛㼛㼘㼟㻌㻛 0 0 0 0 0 0 0 0.0% ’ 㼏㼛㼡㼚㼠㼞㼕㼑㼟㻌㼣㼍㼟㻌㼎㼑㼚㼑㼒㼕㼏㼕㼍㼘㻌㼒㼛㼞㻌㼟㼠㼡㼐㼑㼚㼠㼟㻫 implement them within 1 year. Also in regard to cooperation with other schools or countries, 77.8% e (7) Did you (your students) come to have a stronger sense of the importance㻵㻌㼟㼠㼞㼛㼚㼓㼘㼥㻌㼎㼑㼘㼕㼑㼢㼑㻌㼠㼔㼕㼟 of disaster prevention? 㻟㻟 㻥㻥 㻝㻣 㻣㻢 㻡㻜 㻝㻣㻡 㻞㻞㻡 㻥㻟㻚㻜㻑 㻔㻤㻕 㻥㻥㻚㻢㻑 answered ‘Yes, very much’ and 20.1% answered ‘Yes, to a certain degree’ and totally 97.9% shows their s I very㻵㻌㼎㼑㼘㼕㼑㼢㼑㻌㼠㼔㼕㼟㻌㼠㼛㻌㼟㼛㼙㼑㻌㼑㼤㼠㼑㼚㼠 much felt this 㻤 25 㻢86 15㻜 68 㻞 40 㻤 154 㻤 194 㻝㻢 81.5%㻢㻚㻢㻑 98.7% high motivation to cooperate. The comment, “I’d like to report and do presentations as a young 㻵㻌㼐㼛㼚㻓㼠㻌㼜㼍㼞㼠㼕㼏㼡㼘㼍㼞㼘㼥㻌㼎㼑㼘㼕㼑㼢㼑㻌㼠㼔㼕㼟 㻜 㻜 㻝 㻜 㻝 㻜 㻝 㻜㻚㻠㻑 I felt this to some extent 15 17 1 8 16 25 41 17.2% 㻜㻚㻠㻑 tsunami ambassador at my school, utilizing my experience in this summit to call for disaster I did㻵㻌㼐㼛㻌㼚㼛㼠㻌㼎㼑㼘㼕㼑㼢㼑㻌㼠㼔㼕㼟㻌㼍㼠㻌㼍㼘㼘 not particularly feel this 㻜 1 㻜 2 0㻜 0 㻜 1 㻜 2 㻜 3 㻜 1.3%㻜㻚㻜㻑 1.3% prevention.” shows that high school students’ experience in this summit has linked to creating their 㻰㼕㼐㻌㼥㼛㼡㻌㼑I 㼤did㼏㼔㼍 not㼚㼓㼑 㻌feel㼑㼙㼍 this㼕㼘㻌㼍㼐 㼐at㼞 㼑all㼟㼟㼑㼟㻌㼛㼞㻌㼏㼛㼚㼠㼍㼏㼠㻌㼐㼑㼠㼍㼕㼘㼟㻌㼣㼕㼠㼔㻌㼠㼔㼑 0 0 0 0 0 0 0 0.0% 㼟㼠㼡㼐㼑㼚㼠㼟㻌㼒㼞㼛㼙㻌㼛㼠㼔㼑㼞㻌㼟㼏㼔㼛㼛㼘㼟㻌㼣㼔㼕㼏㼔㻌㼥㼛㼡㻌㼙㼑㼠㻫 awareness of disaster prevention. (8) Do you believe exchange with students from other schools / 㻱㼤㼏㼔㼍㼚㼓㼑㼐㻌㼣㼕㼠㼔㻌㻝㻜㻌㼛㼞㻌㼛㼢㼑㼞 㻞 㻟㻥 㻣 㻠㻥 㻥 㻤㻤 㻥㻣 㻠㻝㻚㻟㻑 㻔㻥㻕 countries was beneficial for students? 㻢㻝㻚㻟㻑 The summary of the questionnaire suggests that the summit successfully accomplished its objective of 㻱㼤㼏㼔㼍㼚㼓㼑㼐㻌㼣㼕㼠㼔㻌㻣㻌㼛㼞㻌㼛㼢㼑㼞 㻠 㻞㻝 㻢 㻝㻢 㻝㻜 㻟㻣 㻠㻣 㻞㻜㻚㻜㻑 I strongly believe this 33 99 16 73 49 172 221 92.9% fostering leaders of disaster prevention in the next generation from the viewpoint of acquiring 㻱㼤㼏㼔㼍㼚㼓㼑㼐㻌㼣㼕㼠㼔㻌㻟㻌㼛㼞㻌㼛㼢㼑㼞 㻣 㻟㻢 㻞 㻝㻞 㻥 㻠㻤 㻡㻣 㻞㻠㻚㻟㻑99.6% I believe this to some extent 8 6 0 2 8 8 16 6.7% 㻟㻤㻚㻣㻑 knowledge, creating awareness of disaster prevention, network development, and promotion of activities. 㻰㼕㼐㻌㼚㼛㼠㻌㼑㼤㼏㼔㼍㼚㼓㼑 㻞㻝 㻥 㻞 㻞 㻞㻟 㻝㻝 㻟㻠 㻝㻠㻚㻡㻑 I don’t particularly believe this 0 0 1 0 0 1 1 0.4% 0.4% I do not believe this at all 0 0 0 0 0 0 0 0.0% - 137 - (9) Did you exchange email addresses or contact details with the students from other schools which you met? Exchanged with 10 or over 2 39 7 47 9 86 95 41.1% - 0 - 61.0% Exchanged with 7 or over 4 21 5 16 9 37 46 19.9% １５．3DUWLFLSDQWV4XHVWLRQQDLUH 㻿㼡㼎㼠㼛㼠㼍㼘㻌㼛㼒 㻰㼛㼙㼑㼟㼠㼕㼏㻛㼛㼢㼑㼞㼟㼑㼍㼟Subtotal of 㻳㼞㼍㼚㼐㻌㼀㼛㼠㼍㼘 Domestic/overseas㼜㼍㼞㼠㼕㼏㼕㼜㼍㼚㼠㼟 㻰㼛㼙㼑㼟㼠㼕㼏participants㻻㼢㼑㼞㼟㼑㼍㼟 㼀㼛㼠㼍㼘㻌㼛㼒㻌㼠㼑㼍㼏㼔㼑㼞㼟㻛Grand Total㼀㼛㼠㼍㼘㻌㼛㼒㻌㼠㼑㼍㼏㼔㼑㼞㼟㻌㼍㼚㼐 㼜㼍㼞㼠㼕㼏㼕㼜㼍㼚㼠㼟 㼜㼍㼞㼠㼕㼏㼕㼜㼍㼚㼠㼟 㼟㼠㼡㼐㼑㼚㼠㼟 㼟㼠㼡㼐㼑㼚㼠㼟 Domestic Overseas Total of teachers/ Total of teachers and TeachersparticipantsStudents TeachersparticipantsStudents TeachersstudentsStudents Total studentsRank/% ％ 㻰㼛㻌㼥㼛㼡㻌㼣㼕㼟㼔㻌㼠㼛㻌㼘㼑㼍㼞㼚㻌㼙㼛㼞㼑㻌㼍㼎㼛㼡㼠㻌㼐㼕㼟㼍㼟㼠㼑㼞㻌㼜㼞㼑㼢㼑㼚㼠㼕㼛㼚㻫 Stude Teach Stude nts ers nts Teachers Students Total Rank/% ％ 㻵㻌㼟㼠㼞㼛㼚㼓㼘㼥㻌㼣㼕㼟㼔㻌㼠㼛 㻞㻞 㻣㻝 㻝㻢 㻢㻠 㻟㻤 㻝㻟㻡 㻝㻣㻟 㻣㻝㻚㻤㻑 (1) Do you wish to learn more about disaster prevention? 㻥㻤㻚㻟㻑 㻔㻝㻕 㻵㻌㼣㼕㼟㼔㻌㼠㼛㻌㼟㼛㼙㼑㻌㼑㼤㼠㼑㼚㼠 㻝㻣 㻟㻞 㻝 㻝㻠 㻝㻤 㻠㻢 㻢㻠 㻞㻢㻚㻢㻑 㻵㻌㼐㼛㼚㻓㼠㻌㼜㼍㼞㼠㼕㼏㼡㼘㼍㼞㼘㼥㻌㼣㼕㼟㼔㻌㼠㼛I strongly wish to 㻝22 71㻟 15 㻜 61 㻜 37 㻝 132 㻟 169 㻠 71.3%㻝㻚㻣㻑 98.3%㻝㻚㻣㻑 㻵㻌㼐㼛㼚㻓㼠㻌㼣㼕㼟㼔㻌㼠㼛㻌㼍㼠㻌㼍㼘㼘I wishエクセルから入れる to some extent 㻜17 32㻜 1 㻜 14 㻜 18 㻜 46 㻜 64 㻜 27.0%㻜㻚㻜㻑 I don’t particularly wish to 1 3 0 0 1 3 4 1.7% 㻰㼛㻌㼥㼛㼡㻌㼣㼕㼟㼔㻌㼠㼛㻌㼞㼑㼢㼕㼑㼣㻌㼍㼚㼐㻌㼞㼑㼢㼕㼟㼑㻌㼠㼔㼑㻌㼜㼞㼑㼜㼍㼞㼑㼐㼚㼑㼟㼟㻌㼒㼛㼞㻌㼐㼕㼟㼍㼟㼠㼑㼞㼟 1.7% 㼛㼒㻌㼥㼛㼡㼞㻌㼛㼣㼚㻌㼔㼛㼡㼟㼑㼔㼛㼘㼐㻫I don’t wish to at all 0 0 0 0 0 0 0 0.0% (2) Do㻵㻌㼟㼠㼞㼛㼚㼓㼘㼥㻌㼣㼕㼟㼔㻌㼠㼛 you wish to review and revise the preparedness for 㻝㻞 㻡㻤 㻝㻡 㻡㻥 㻞㻣 㻝㻝㻣 㻝㻠㻠 㻡㻥㻚㻤㻑 㻔㻞㻕 㻥㻡㻚㻡㻑 disasters㻵㻌㼣㼕㼟㼔㻌㼠㼛㻌㼟㼛㼙㼑㻌㼑㼤㼠㼑㼚㼠 of your own household? 㻞㻠 㻠㻞 㻞 㻝㻤 㻞㻢 㻢㻜 㻤㻢 㻟㻡㻚㻣㻑 㻵㻌㼐㼛㼚㻓㼠㻌㼜㼍㼞㼠㼕㼏㼡㼘㼍㼞㼘㼥㻌㼣㼕㼟㼔㻌㼠㼛I strongly wish to 㻟12 58㻡 14 㻜 58 㻝 26 㻟 116 㻢 142 㻥 59.9%㻟㻚㻣㻑 95.4%㻠㻚㻡㻑 㻵㻌㼐㼛㼚㻓㼠㻌㼣㼕㼟㼔㻌㼠㼛㻌㼍㼠㻌㼍㼘㼘I wish to some extent 㻝24 42㻝 2 㻜 16 㻜 26 㻝 58 㻝 84 㻞 35.4%㻜㻚㻤㻑 I don’t particularly wish to 3 5 0 1 3 6 9 3.8% 㻭㼞㼑㻌㼠㼔㼑㼞㼑㻌㼐㼕㼟㼍㼟㼠㼑㼞㻌㼐㼞㼕㼘㼘㼟㻌㼕㼚㻌㼠㼔㼑㻌㼍㼞㼑㼍㻌㼕㼚㻌㼣㼔㼕㼏㼔㻌㼥㼛㼡㻌㼘㼕㼢㼑㻘㻌㼟㼏㼔㼛㼛㼘㻘㻌㼑㼠㼏㻚㻫 4.6% I don’t wish to at all 1 1 0 0 1 1 2 0.8% 㻔㻟㻕2 㼅㼑㼟 㻠㻜 㻝㻜㻞 㻝㻝 㻠㻠 㻡㻝 㻝㻠㻢 㻝㻥㻣 㻤㻝㻚㻣㻑 㻤㻝㻚㻣㻑 (3) Are there disaster drills in the area in which you live, school,㻺㼛 etc.? 㻜 㻠 㻢 㻟㻠 㻢 㻟㻤 㻠㻠 㻝㻤㻚㻟㻑 㻝㻤㻚㻟㻑 㻰㼛㻌㼥㼛㼡㻌㼎㼑㼘㼕㼑㼢㼑㻌㼠㼔㼍㼠㻌㼠㼔㼑㻌㼍㼞㼑㼍㻌㼕㼚㻌㼣㼔㼕㼏㼔㻌㼥㼛㼡㻌㼘㼕㼢㼑㻌㼛㼞㻌㼟㼏㼔㼛㼛㼘㻘㻌㼑㼠㼏㻚㻌Yes 㼣㼛㼡㼘㼐 40 102 10 41 50 143 193 81.4% 81.4% A 㼍㼏㼠㼕㼢㼑㼘㼥㻌㼣㼕㼟㼔㻌㼠㼛㻌㼜㼍㼞㼠㼕㼏㼕㼜㼍㼠㼑㻌㼕㼚㻌㼐㼕㼟㼍㼟㼠㼑㼞㻌㼐㼞㼕㼘㼘㼟㻌㼕㼒㻌㼠㼔㼑㼟㼑㻌㼣㼑㼞㼑 No 0 4 6 34 6 38 44 18.6% 18.6% 㻞 b 㼍㼢㼍㼕㼘㼍㼎㼘㼑㻫 㻌 (4) Do you believe that the area in which you live or school, 㻔㻠㻕 㻵㻌㼟㼠㼞㼛㼚㼓㼘㼥㻌㼎㼑㼘㼕㼑㼢㼑㻌㼠㼔㼕㼟 㻞㻞 㻡㻠 㻝㻠 㻠㻟 㻟㻢 㻥㻣 㻝㻟㻟 㻡㻡㻚㻠㻑 㻭 o etc. would actively wish to participate in disaster drills 㻥㻠㻚㻢㻑 if㻵㻌㼎㼑㼘㼕㼑㼢㼑㻌㼠㼔㼕㼟㻌㼠㼛㻌㼟㼛㼙㼑㻌㼑㼤㼠㼑㼚㼠 these were available? 㻝㻢 㻠㻡 㻟 㻟㻜 㻝㻥 㻣㻡 㻥㻠 㻟㻥㻚㻞㻑 㼎 u 㻵㻌㼐㼛㼚㻓㼠㻌㼜㼍㼞㼠㼕㼏㼡㼘㼍㼞㼘㼥㻌㼎㼑㼘㼕㼑㼢㼑㻌㼠㼔㼕㼟I strongly believe this 㻝22 54㻣 13 㻜 42 㻡 35 㻝 96 㻝㻞 131 㻝㻟 55.5%㻡㻚㻠㻑 㼛 94.5%㻡㻚㻠㻑 㼡 t 㻵㻌㼐㼛㻌㼚㼛㼠㻌㼎㼑㼘㼕㼑㼢㼑㻌㼠㼔㼕㼟㻌㼍㼠㻌㼍㼘㼘I believe this to some extent 㻜16 45㻜 3 㻜 28 㻜 19 㻜 73 㻜 92 㻜 39.0%㻜㻚㻜㻑 㼠 㻰㼛㻌㼥㼛㼡㻌㼎㼑㼘㼕㼑㼢㼑㻌㼠㼔㼍㼠㻌㼠㼔㼑㻌㼍㼞㼑㼍㻌㼕㼚㻌㼣㼔㼕㼏㼔㻌㼥㼛㼡㻌㼘㼕㼢㼑㻌㼛㼞㻌㼟㼏㼔㼛㼛㼘㻘㻌㼑㼠㼏㻚㻌I don’t particularly believe this 㼣㼛㼡㼘㼐 1 7 0 5 1 12 13 5.5% 5.5% 㻌 㼣㼕㼟㼔㻌㼠㼛㻌㼍㼏㼠㼕㼢㼑㼘㼥㻌I㼏 do㼍㼘㼘㻌 㼒not㼛㼞㻌㼠 believe㼔㼑㻌㼕㼙㼜㼘 㼑this㼙㼑㼚 at㼠㼍 㼠all㼕㼛㼚㻌㼛㼒㻌㼐㼕㼟㼍㼟㼠㼑㼞㻌㼐㼞㼕㼘㼘㼟㻌㼕㼒 0 0 0 0 0 0 0 0.0% p 㼠㼔㼑㼟㼑㻌㼣㼑㼞㼑㻌㼚㼛㼠㻌㼍㼢㼍㼕㼘㼍㼎㼘㼑㻫 㼜 (5) Do you believe that the area in which you live or school, 㼛 㻔㻡㻕o etc.㻵㻌㼟㼠㼞㼛㼚㼓㼘㼥㻌㼎㼑㼘㼕㼑㼢㼑㻌㼠㼔㼕㼟 would wish to actively call for the implementation 㻝㻟 㻠㻞 㻝㻝 㻠㻝 㻞㻠 㻤㻟 㻝㻜㻣 㻠㻡㻚㻝㻑 㼟 㻥㻜㻚㻟㻑 s of㻵㻌㼎㼑㼘㼕㼑㼢㼑㻌㼠㼔㼕㼟㻌㼠㼛㻌㼟㼛㼙㼑㻌㼑㼤㼠㼑㼚㼠 disaster drills if these were not available? 㻞㻝 㻠㻣 㻢 㻟㻟 㻞㻣 㻤㻜 㻝㻜㻣 㻠㻡㻚㻝㻑 㼠 㻵㻌㼐㼛㼚㻓㼠㻌㼜㼍㼞㼠㼕㼏㼡㼘㼍㼞㼘㼥㻌㼎㼑㼘㼕㼑㼢㼑㻌㼠㼔㼕㼟I strongly believe this 㻠13 42㻝㻟 11 㻜 39 㻠 24 㻠 81 㻝㻣 105 㻞㻝 45.1%㻤㻚㻥㻑 㻙 t 90.1%㻥㻚㻣㻑 I believe this to some extent 21 47 5 32 26 79 105 45.1% 㼟 㻵㻌㼐㼛㻌㼚㼛㼠㻌㼎㼑㼘㼕㼑㼢㼑㻌㼠㼔㼕㼟㻌㼍㼠㻌㼍㼘㼘 㻜 㻞 㻜 㻜 㻜 㻞 㻞 㻜㻚㻤㻑 - I don’t particularly believe this 4 13 0 4 4 17 21 9.0% 㼡 㻰㼛㻌㼥㼛㼡㻌㼣㼕㼟㼔㻌㼠㼛㻌㼜㼍㼞㼠㼕㼏㼕㼜㼍㼠㼑㻌㼕㼚㻌㼑㼚㼘㼕㼓㼔㼠㼑㼚㼙㼑㼚㼠㻌㼍㼚㼐㻌㼑㼐㼡㼏㼍㼠㼕㼛㼚 9.9% 㼙 s 㼍㼏㼠㼕㼢㼕㼠㼕㼑㼟㻌㼞㼑㼘㼍㼠㼑㼐㻌㼠㼛㻌㼐㼕㼟㼍㼟㼠㼑㼞㻌㼜㼞㼑㼢㼑㼚㼠㼕㼛㼚㻫I do not believe this at all 0 2 0 0 0 2 2 0.9% 㼙 u (6) Do㻵㻌㼟㼠㼞㼛㼚㼓㼘㼥㻌㼣㼕㼟㼔㻌㼠㼛 you wish to participate in enlightenment and 㻝㻠 㻠㻣 㻝㻣 㻢㻞 㻟㻝 㻝㻜㻥 㻝㻠㻜 㻡㻤㻚㻢㻑 㻔㻢㻕 education activities related to disaster prevention? 㻥㻠㻚㻢㻑 㼕 㻵㻌㼣㼕㼟㼔㻌㼠㼛㻌㼟㼛㼙㼑㻌㼑㼤㼠㼑㼚㼠 㻞㻞 㻡㻜 㻜 㻝㻠 㻞㻞 㻢㻠 㻤㻢 㻟㻢㻚㻜㻑 m 㼠 㻵㻌㼐㼛㼚㻓㼠㻌㼜㼍㼞㼠㼕㼏㼡㼘㼍㼞㼘㼥㻌㼣㼕㼟㼔㻌㼠㼛I strongly wish to 㻠14 47㻢 16 㻜 59 㻞 30 㻠 106 㻤 136 㻝㻞 57.9%㻡㻚㻜㻑 㻌 94.5%㻡㻚㻠㻑 m 㻵㻌㼐㼛㼚㻓㼠㻌㼣㼕㼟㼔㻌㼠㼛㻌㼍㼠㻌㼍㼘㼘I wish to some extent 㻜22 50㻝 0 㻜 14 㻜 22 㻜 64 㻝 86 㻝 36.6%㻜㻚㻠㻑 㼍 I don’t particularly wish to 4 6 0 2 4 8 12 5.1% 㼏 i 㻰㼛㻌㼥㼛㼡㻌㼣㼍㼚㼠㻌㼠㼛㻌㼜㼍㼞㼠㼕㼏㼕㼜㼍㼠㼑㻌㼕㼚㻌㼞㼑㼏㼛㼢㼑㼞㼥㻌㼍㼚㼐㻌㼞㼑㼟㼠㼛㼞㼍㼠㼕㼛㼚㻌㼍㼏㼠㼕㼢㼕㼠㼕㼑㼟 5.5% 㼒㼛㼞㻌㼐㼕㼟㼍㼟㼠㼑㼞㻌㼦㼛㼚㼑㼟㻫I don’t wish to at all 0 1 0 0 0 1 1 0.4% 㼠 t 㼕 (7) Do㻵㻌㼟㼠㼞㼛㼚㼓㼘㼥㻌㼣㼕㼟㼔㻌㼠㼛 you want to participate in recovery and restoration 㻞㻝 㻣㻤 㻝㻡 㻢㻠 㻟㻢 㻝㻠㻞 㻝㻣㻤 㻣㻠㻚㻞㻑 㻔㻣㻕 activities for disaster zones? 㻥㻢㻚㻣㻑 㼢 㻵㻌㼣㼕㼟㼔㻌㼠㼛㻌㼟㼛㼙㼑㻌㼑㼤㼠㼑㼚㼠 㻝㻟 㻞㻢 㻞 㻝㻟 㻝㻡 㻟㻥 㻡㻠 㻞㻞㻚㻡㻑 I strongly wish to 21 78 14 62 35 140 175 74.2% 㼕 a 㻵㻌㼐㼛㼚㻓㼠㻌㼜㼍㼞㼠㼕㼏㼡㼘㼍㼞㼘㼥㻌㼣㼕㼟㼔㻌㼠㼛 㻡 㻝 㻜 㻝 㻡 㻞 㻣 㻞㻚㻥㻑 96.6% I wish to some extent 13 26 2 12 15 38 53 22.5% 㻟㻚㻟㻑 㼠 c 㻵㻌㼐㼛㼚㻓㼠㻌㼣㼕㼟㼔㻌㼠㼛㻌㼍㼠㻌㼍㼘㼘 㻝 㻜 㻜 㻜 㻝 㻜 㻝 㻜㻚㻠㻑 㼕 I don’t particularly wish to 5 1 0 1 5 2 7 3.0% t 㻰㼛㻌㼥㼛㼡㻌㼎㼑㼘㼕㼑㼢㼑㻌㼕㼠㻌㼣㼕㼘㼘㻌㼎㼑㻌㼜㼛㼟㼟㼕㼎㼘㼑㻌㼠㼛㻌㼕㼙㼜㼘㼑㼙㼑㼚㼠㻌㼠㼔㼑㻌㼍㼏㼠㼕㼛㼚㻌㼜㼘㼍㼚㼟 3.4% 㼑 㼜㼞㼑㼟㼑㼚㼠㼑㼐㻫 I don’t wish to at all 1 0 0 0 1 0 1 0.4% 㼟 i (8) Do㻼㼛㼟㼟㼕㼎㼘㼑㻌㼣㼕㼠㼔㼕㼚㻌㼠㼔㼞㼑㼑㻌㼙㼛㼚㼠㼔㼟 you believe it will be possible to implement the 㻝㻜 㻟㻠 㻝 㻞㻝 㻝㻝 㻡㻡 㻢㻢 㻞㻤㻚㻞㻑 㻔㻤㻕 action plans presented? v 㻼㼛㼟㼟㼕㼎㼘㼑㻌㼣㼕㼠㼔㼕㼚㻌㼟㼕㼤㻌㼙㼛㼚㼠㼔㼟 㻢 㻝㻥 㻝㻞 㻟㻜 㻝㻤 㻠㻥 㻢㻣 㻞㻤㻚㻢㻑 㻤㻠㻚㻢㻑 Possible within three months 10 34 1 21 11 55 66 28.7% 㻼㼛㼟㼟㼕㼎㼘㼑㻌㼣㼕㼠㼔㼕㼚㻌㼛㼚㼑㻌㼥㼑㼍㼞 㻝㻟 㻞㻢 㻟 㻞㻟 㻝㻢 㻠㻥 㻢㻡 㻞㻣㻚㻤㻑 i Possible within six months 6 19 12 29 18 48 66 28.7% 84.3% 㻼㼛㼟㼟㼕㼎㼘㼑㻌㼍㼒㼠㼑㼞㻌㼙㼛㼞㼑㻌㼠㼔㼍㼚㻌㼍㻌㼥㼑㼍㼞 㻥 㻞㻞 㻝 㻠 㻝㻜 㻞㻢 㻟㻢 㻝㻡㻚㻠㻑 㻝㻡㻚㻠㻑 t Possible within one year 13 26 2 21 15 47 62 27.0% 㻰㼛㻌㼥㼛㼡㻌㼣㼍㼚㼠㻌㼠㼛㻌㼎㼑㻌㼍㼏㼠㼕㼢㼑㻌㼕㼚㻌㼍㼏㼠㼕㼢㼕㼠㼕㼑㼟㻌㼏㼛㼘㼘㼍㼎㼛㼞㼍㼠㼕㼚㼓㻌㼣㼕㼠㼔㻌㼛㼠㼔㼑㼞 i 㼟㼏㼔㼛㼛㼘㼟㻌㼛㼞㻌㼏㼛㼡㼚㼠Possible㼞㼕㼑㼟㻘㻌㼑㼠㼏㻚㻫 after more than a year 9 22 1 4 10 26 36 15.7% 19.4% (9) Do you want to be active in activities collaborating with e 㻵㻌㼟㼠㼞㼛㼚㼓㼘㼥㻌㼣㼕㼟㼔㻌㼠㼛 㻞㻝 㻤㻝 㻝㻠 㻣㻜 㻟㻡 㻝㻡㻝 㻝㻤㻢 㻣㻣㻚㻤㻑 㻔㻥㻕 other schools or countries, etc.? 㻥㻣㻚㻥㻑 㻵㻌㼣㼕㼟㼔㻌㼠㼛㻌㼟㼛㼙㼑㻌㼑㼤㼠㼑㼚㼠 㻝㻡 㻞㻟 㻟 㻣 㻝㻤 㻟㻜 㻠㻤 㻞㻜㻚㻝㻑 s I strongly wish to 21 81 13 67 34 148 182 77.4% 㻵㻌㼐㼛㼚㻓㼠㻌㼜㼍㼞㼠㼕㼏㼡㼘㼍㼞㼘㼥㻌㼣㼕㼟㼔㻌㼠㼛 㻟 㻝 㻜 㻝 㻟 㻞 㻡 㻞㻚㻝㻑 97.9% I wish to some extent 15 23 3 7 18 30 48 20.4% 㻞㻚㻝㻑 㻵㻌㼐㼛㼚㻓㼠㻌㼣㼕㼟㼔㻌㼠㼛㻌㼍㼠㻌㼍㼘㼘 㻜 㻜 㻜 㻜 㻜 㻜 㻜 㻜㻚㻜㻑 I don’t particularly wish to 3 1 0 1 3 2 5 2.1% 2.1% 㻭㼒㼠㼑㼞㻌㼥㼛㼡㼞㻌㼞㼑㼠㼡㼞㼚㻌㼠㼛㻌㼟㼏㼔㼛㼛㼘㻌㼣㼕㼘㼘㻌㼥㼛㼡㻌㼓㼕㼢㼑㻌㼍㻌I don’t wish to at all 㼜㼍㼞㼠㼕㼏㼕㼜㼍㼠㼕㼛㼚㻌㼎㼞㼕㼑㼒㼕㼚㼓㻌㼛㼞 0 0 0 0 0 0 0 0.0% 㼜㼞㼑㼟㼑㼚㼠㼍㼠㼕㼛㼚㻌㼛㼚㻌㼠㼔㼑㻌㻴㼕㼓㼔㻌㻿㼏㼔㼛㼛㼘㻌㻿㼠㼡㼐㼑㼚㼠㼟㻌㻵㼟㼘㼍㼚㼐㼟㻌㻿㼡㼙㼙㼕㼠㻌㼛㼚㻌㼠㼔㼑 㼃㼛㼞㼘㼐㻌㼀㼟㼡㼚㼍㼙㼕㻌㻭㼣㼍㼞㼑㼚㼑㼟㼟㻌㻰㼍㼥㻌㻞㻜㻝㻣㻫(10) After your return to school will you give a participation briefing or presentation on the High School Students 㻔㻝㻜㻕 Islands㻵㻌㼍㼘㼞㼑㼍㼐㼥㻌㼔㼍㼢㼑㻌㼜㼘㼍㼚㼟㻌㼠㼛 Summit on the World Tsunami Awareness Day 㻞㻞 㻡㻣 㻝㻞 㻠㻢 㻟㻠 㻝㻜㻟 㻝㻟㻣 㻡㻥㻚㻝㻑 2017?㻵㻌㼔㼍㼢㼑㻌㼚㼛㼠㻌㼥㼑㼠㻌㼙㼍㼐㼑㻌㼜㼘㼍㼚㼟㻘㻌㼎㼡㼠㻌㻵㻌㼐㼑㼒㼕㼚㼕㼠㼑㼘㼥㻌㼣㼕㼘㼘 㻠 㻟 㻝 㻝㻤 㻡 㻞㻝 㻞㻢 㻝㻝㻚㻞㻑 㻥㻡㻚㻟㻑 㻵㻌㼣㼛㼡㼘㼐㻌㼘㼕㼗㼑㻌㼠㼛㻌㼕㼒㻌㼜㼛㼟㼟㼕㼎㼘㼑I already have plans to 㻤22 57㻟㻟 11 㻠 43 㻝㻟 33 㻝㻞 100 㻠㻢 133 㻡㻤 58.3%㻞㻡㻚㻜㻑 㻵㻌㼣㼕㼘㼘㻌㼚㼛㼠㻌㼐㼛㻌㼟㼛I have not yet made plans, but I definitely will 㻠 4 3㻢 1 㻜 18 㻝 5 㻠 21 㻣 26 㻝㻝 11.4%㻠㻚㻣㻑 95.2%㻠㻚㻣㻑 I would like to if possible 8 33 4 13 12 46 58 25.4% I will not do so - 138 -4 6 0 1 4 7 11 4.8% 4.8% - 2 - １５．Participants Questionnaire &RPPHQWVIURP3DUWLFLSDQWV Although we have received many impressions and opinions, only some of them are posted due to the limited space. We appreciated your cooperation. I have really enjoyed my time at the summit. I have learned a lot to be ready for the disasters that will come in the near future. I gained a lot of interesting things about other countries due to tsunami drills and awareness they have in their countries (Cook Islands) The world Tsunami awareness day program was one of best youth programs that I have attended. It helps us to prepare and take measures towards natural disasters in our countries. And to learn and gain ideas from other countries on how to take measures for disasters. And say, Japan is also the best country to do the summit. The world Tsunami Awareness day in Japan has benefited in giving me ideas to prepare for natural disasters in the Solomon Islands. (Solomon Islands) My impression as a participant for this summit is very educating for me, giving me knowledge for what I am going to do and help my school and my communities about tsunami preparations learned from other participants with different many good action plans, for me that help me to be a good youth leader having an active mind to help my country from disasters (tsunamis). (Republic of Nauru) It was an extremely beneficial experience for me in many ways. The activities and drill and preparation conducted during the summit was also immensely informative. Being a participant in the summit, I fully realized the importance of early preparation for unforeseen natural disasters, not only tsunamis, which are inevitable. I also realized the extent in which my country needed assistance from other technologically advanced countries in terms of early warning systems, for example, the tsunami warning system installed in the coastal regions of Japan which will no doubt be used to save lives from disasters. By listening to the other participants and conversing with them, I believe all of us understood that by sharing vital information on mutual disasters, it could help preparing for natural disasters. The experience, all-in-all was indeed a blessing, and I would be honored to take part in similar events and collaborate with people from other countries to absorb as much information as I can in order to help those people in my own country. (Independent State of Papua New Guinea) I was very impressed with the high level of professionalism and urgency of the summit, especially on its focus to empower young people with the knowledge and skills to be “disaster ready” or “tsunami ready” in order to be actively prepared personally and to prepare their/our community for tsunamis and other disasters. (Republic of Fiji) The summit was very memorable and life-changing experience. I had the opportunity to learn about other countries’ disaster action plans, some of which I can attempt to implement in my country. I also met many students from other countries who proved themselves to be bright, young adults who will bring many positive changes to the world. (Republic of Marshal Islands) - 139 - - 3 - １５．Participants Questionnaire I had learned many ways of how to be prepared and stand against disasters. I had a wonderful and great time. It was a honor to be part of the summit for I learned that all the world is facing the disasters. With this, I had already know how to take a quick step for a disaster. (Federated States of Micronesia) I think this summit is very important to us to improve our abilities and international relationships. I got many experiences from this valuable summit. Also after the presentations we discussed about many solutions. I met many foreign friends during this programme. That was grate chance for improve our international relationships. so, I think participation in this summit is very valuable for my life and future path. (Democratic Socialist Republic of Sri Lanka) It was a very nice experience because I learned a lot of important things about tsunami and evacuation drill in Japan also many things about this object. I saw the actions plans of other countries so now I know how I can improve the action plan of our country with the ideas I got during this summit. And I met a lot of people from many islands, every day I am talking with those guys via internet. As you can see I am very happy and I hope that this experience in this summit will be a good tuition for me and all of the participants. Thank you so much for all of your effort and for this amazing trip. See you and miss you, Japan and the students of other countries. (Union of Comoros) I really enjoyed participating in the summit and learning about the different disaster preventions and action plans implemented. I also enjoyed meeting students from all around the world learning about their countries. (United States of America) Firstly, it's my honor to participate in the summit held in japan. From the summit, not only did I meet many friends from 26 countries, but also understood disaster prevention knowledge. Besides, I learned about Japanese culture and surprisingly found that it is quite similar to Chinese culture in some ways. It's my duty to spread disaster prevention knowledge and be the leader in preparing for disasters. I have given a presentation in my class about what I have learned in Japan. And this is just a start. I will keep learning and do such meaningful things like this. Overall, it was a special experience and I had a great time while staying in Japan. (People's Republic of China) I in the personal, the summit went a unforget experience, a experience that will come with me everylife. To begin with, from the arrival to the end they treated us very well, they induced us the Japanese culture in a way impossible to reject, in addition that everything was linked to the prevention of disasters, it was educational and interactive at the same time. Also the information given is easy to understand and apply, even amazing for its effectiveness. What I would like to emphasize is that the summit should be more days, either to enjoy more of the great country that is Japan, and also to receive more knowledge about tsunamis and how to act before them.(Republic of Chile) - 140 - - 4 - １５．Participants Questionnaire First of all, thank you all very much for the opportunity gave me to travel Japan and explain about what is happening in my country, what do we order to face a natural disaster in this case tsunami. The idea of this summit for me was wonderful because with this you are making the future generation to be more aware about tsunamis and know about them because we have more influence because of the internet and technology. The study tours was very interesting because you showed us what the tsunami can do and how to be ready, and how the constructions are built and what it have inside to survive a tsunami. We had the chance to tell the other groups what Peru is doing to face a natural disaster and to recollect all the ideas of the different countries and implement it in ours to make a better for the community and all people´s lives and reduce the number fatalities of the natural disasters. (Republic of Peru) I really love it when I was in Okinawa. The activities were very well-planned and beneficial. I was also impressed with the presentations from the other countries and making new friends. The tsunami awareness activities in different places presented were very interesting. I got a lot of new ideas to apply in my school and area. Thank you. (Kingdom of Thailand) I understood there are disaster prevention and reduction methods different than ours through exchanging with other high school students of the same generation in Japan and foreign countries. I also could know the level of my English ability, so I would like to keep studying English more to improve it. At this summit, we could make our presentation by ourselves. I hope to make the use of this experience in my life. If there is such opportunity, I would like to participate in it willingly.(Japan) By discussing disaster prevention with high school students in the world, I could gain knowledge or ideas that I can‘t get in Japan. Also, it was meaningful for me to know about disasters which happened in Japan or other countries and the evacuation situations at those times. I believe that thinking about action plans led to the attitude to actively involve in disaster prevention. This summit was a very good experience because we, high school students, could increase awareness to spread about disaster prevention and gain the chance to interact with many people. (Japan) I could capture it as a worldwide issue by communicating with people in the countries who saw Tsunami damage with their own eyes. Everyone hopes to minimize the damage. It would be great if I can share the common hope with more people. To do it, I would like to improve my language skill and think about ideas for Tsunami more deeply. (Japan) I could spend very fulfilling 2 days because I could have the valuable experience that high school students from many countries got together and communicated in English. I was very happy that our action plans which we had researched so far were well-received. I enjoyed this event because I made a lot of friends from other prefectures or other countries, and it is not too much to say that this event was the most impressive event in my high school life. I felt as if my world was opened all at once by listening to the current situations in the world, which I can't learn in my usual school life, through fresh voice of the same generation. It was sometimes difficult to understand each other because we have totally different culture, social system, or the environment, but we could accept our differences and think solutions during discussion. Although I am not good at English, I am filled with a feeling of accomplishment because I had a strong feelings to tell, overcame national boundaries and language barriers and could face the same theme "disaster prevention for future" together with them. I promised to see Japanese and foreign friends who met during the summit again within a few years. With the inspiration that I got during this summit, I would like to have responsibility as "Future Young Disaster Ambassador" and make my best effort for it in future. I am very glad that I could participate in this summit. (Japan) - 141 - - 5 - １５．Participants Questionnaire I have obtained three learning outcomes at “Tsunami summit.” First of all, I talked a lot with overseas high school students. As many of them participated in the summit from countries I have never heard of, it was a very precious experience for me having such opportunities to talk with the students whom I would rarely have a chance to meet with in my life. Secondly, I have come face-to-face with Tsunami. Even though I had known that my residential area was at high risk of Tsunami, I rarely gave my attention to Tsunami. I have known damages of Tsunami across the world and countermeasures against it through the Tsunami summit this time, however, I have come to face-to-face with it more seriously again. Thirdly, I have been inspired by high school students from across the country and overseas as well. They have better skill of English than me and positively worked on the project. I felt some inability in myself seeing their activities. The Tsunami summit was really a great event that gave me an opportunity to exercise my ability and to notice my immaturity as well. Anyway, it was a really precious experience for me that I will not be able to go through many times in my life. (Japan) This is the second time for me to participate in the event and I think I could learn a lot from the activities including discussion as I worked on more positively than last year. I believe it was extremely effective to negotiate action plans by small divided groups after making respective presentations within a group of section meeting. I think I was able to talk voluntarily because I was put under a situation with no choice for me but to make some remarks. I felt somehow happy and honored when I got on the stage with all other members of our group at the general meeting to make a report on our achievement. I have keenly realized again on the summit that the whole world has to work on disaster prevention as one. I would like to tell what I realized to local residents at first based on the experience in the summit. (Japan) My consciousness for behavior against disasters have greatly changed compared with that before participating in the Tsunami summit. One of reasons for the meaningfulness of the declaration as a high school summit toward the world is creation of a sense of determination to do it “on our own”. I would like to work on evacuation training and disaster prevention activities taking the lead without hesitation. In addition, I was able to have a wider view than ever by communicating in English with various students from other schools and overseas. (Japan) I felt that this summit was very high level. I was overwhelmed often at first because I didn't know many things about Tsunami, earthquake or their damage and words about disaster prevention. However, as I spent more time, I got used to listening to them, and I could feel my listening skill got better and could have confidence in myself at little. Through this summit, I could know not only the topics of disaster prevention or reduction but also the importance of involving with foreign people, so it was really a good experience for me. (Japan) It was a very precious experience for me to be able to participate in as one of 255 students. From pre- learning, I could deepen the knowledge of natural disaster, and through the research for my presentation, I could know about disaster or the measures in my region or country. I believe that my view became wide by actually discussing at the subcommittee and listening to actions plans for disaster preparation in other regions or countries. "We got together from different country, different culture and different way of raising, but we can do anything if we are united." (Japan) - 142 - - 6 - １５．Participants Questionnaire To participate in this summit, I could learn deeply about efforts for disaster in my hometown and other regions. The group discussion turned to be a great opportunity to know about disaster or the prevention other than Japan and Okinawa. Also, I could interact with many people from other prefectures and countries, so I could have wider view. I am very glad that I could exchange contact information with some participants to keep the connection that I had during this summit. This summit was a great event which will connect for my future and made me think about disaster prevention at my family or school or effort for disaster once again. Not keeping what I learned at the summit as my knowledge, but I would like to try to spread it from my close people. Thank you very much for letting me participate in this wonderful event. (Japan) Having participated in the World Tsunami Summit, I was able to deepen my understanding about not only my town, Japan's disasters, disaster prevention measures but also disasters all over the world through prior research and joining a sub-committee. Not only did I learn about disasters, but I was able to meet foreign high school students and test my English skill as well as deepen my understanding of foreign cultures. Through my experience going to the summit, as a young Tsunami ambassador, I would like to report and present to the school and call for disaster prevention awareness.(Japan) Through the Island Summit, I was able to gain valuable experience which you would normally not be able to have. I was able to hear real voices about other countries' disasters and measures being taken which you cannot know from the internet and it was really fun to be able to mix with various people from overseas. I felt three days was not enough and more time would have been nice. If the duration was longer you would be able to learn more new things and gain a deeper understanding of disasters.(Japan) I also felt the kindness of overseas people. I would like to spread the word about disaster prevention. (Japan) I have never experienced native English so to hear them speak was really exciting. I would like to try harder to be more fluent with my English. I would like to visit Okinawa again when I become an adult to see the trees that we have planted. (Japan) Through prior learning I was able to learn various things including what kind of disasters can occur in my region, the measures to be taken and what measures are still not being taken and hence I found out the importance of disaster prevention measures. Even though I felt my English skill lacking in the discussion at the sub-committee, I tried my best to relay my message. By participating in the Island Summit, I have started to think more seriously about disaster prevention and I have been stimulated to study English even more. (Japan) - 143 - - 7 - REPORT: High School Students Islands Summit on World Tsunami Awareness Day 2017 in Okinawa Date of Issue: February, 2018 Published by Disaster Prevention and Crisis Management Division, Executive Office of the Governor, Okinawa Prefectural Government 1-2-2 Izumizaki, Naha, Okinawa 900-8570, Japan TEL：+81-98-866-2143 ©Okinawa Prefectural Government Printed in Japan REPORT : Hg colSuet sad umto WrdTuaiAaeesDy21”in Okinawa “World Tsunami Awareness Day 2017” High School Students Islands Summit on REPORT Okinawa Prefecture