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Conference Agenda

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Session Overview
TUE7.4: Education and capacity building
Time: Tuesday, 28/Aug/2012: 6:10pm - 7:30pm

Poster Session


Preparation of school disaster safety plans and simulation

Nimal Piyasiri BANDARA

Disaster Management Centre of Sri Lanka, Sri Lanka, Democratic Socialist Republic of

Preparation of school safety plan and setting up an evacuation models are in priority concerns at the current world in considering the disaster risk exist at many schools in Kegalle District in Sri Lanka. In the process of setting up school safety plans these given circumstances are some of priority attention. Display maps of classroom, school and surroundings, pictures or site plans with evacuation routes. The school evacuation map should be displayed in each classroom and in other common places where it can be seen easily. The school safety team should study the emergency plan carefully and make sure they understand all aspects of the plan. The warning team must decide on the mode of alarm and let all persons know the form of the alarm. The evacuation team must designate the safe areas and evacuation routes according to the type of disaster, i.e. when bomb blast occurs outside it is safe inside; when it occurs inside the school then it is safe outside. These details must be made available to all by means of maps displayed at prominent locations. All the staff and students must know what they have to do once they hear the alarm. Parents must be made aware of the process so they do not interfere in the safe evacuation. The outside agencies such as police, local administration, DMC, etc. must be informed of the mock drill and sometimes asked to be present during the drill. In an evacuation, first priority should be given to the junior classes and physically challenged persons as they are most vulnerable. No one will run, turn back or shout. This is important to prevent panic and stampede. If there are injured students who are unable to leave on their own, those should take the priority in evacuation.

Voluntary Community-Based Preventive Public Education(VCBPPE) before the disasters: a model to facilitate and expedite emergency treatment and improvement public health after disasters


1Hormozgan Province Red Crescent Society of Iran; 2Member Board of Directors of Nursing Council of Bandar Abbas city and suburbs; 3Ma student of Family Counseling of Hormozgan University Campus In Qeshm free area; 4Hormozgan Province Red Crescent Society of Iran; 5University of Medical Sciences of Hormozgan Province of Iran

Providing effective and timely emergency treatment services after disasters can largely reduce mortality, other adverse consequences and public health risks after disasters. In addition to adequate knowledge and skills of members of emergency treatment teams, being higher average of public health level disaster prone areas than other areas - the index is generally lower in developing countries - among is the important parameters involved in fewer vulnerabilities and improve the quality of public health and to facilitate and accelerate faster emergency treatment and prevention of secondary health risks of disasters in this region for example Aids. Promotion of public health in disasters prone areas depends on many factors. Providing the preventive public education in community-based approaches and also based on voluntary services engaged in community-based organizations like the national Red cross and red crescent societies in disaster prone areas, is one of the important factors in this regard. This article seeks to provide an applied simple model with a local structure for public education that developed the preventive and ameliorative knowledge, awareness and skills of disaster prone residents. This local model can also enhance the average of public health, reduce health risks and facilitate and accelerate the realization of functions of emergency treatment teams after disasters. VCBPPE is a voluntary local structure composed of several local committees of volunteer citizens. These local committees in mutual interaction with the national societies and their scientific, technical and financial support for content production and determination of chapter and costs of required training creates valuable learning opportunities for residents of disaster prone communities. VCBPPE has been based on community-based management experiences of relief and rescue operation of Qeshm Island earthquakes (southern Iran) on November 27, 2005 and September 10, 2008. It also provides a structured substrate for the voluntary participation of citizens with emergency health teams after disasters.

Engineering education and the need to address some challenges of the 21st century, in terms of training transformation

Khedidja ALLIA

USTHB, Algeria, People's Democratic Republic of

As we know, many of engineering issues interact closely with society, and public sector they can not be solved without a full knowledge of social and political dimensions. Examples abound, as energy supply, clean water and its conservation, pollution mitigation of air and land, health care, global warming, and use of the potential of biotechnology to agriculture, food and medicines. Many of these questions are so complex that they must be treated by teams with skilled members in a wide variety of disciplines, each member being aware of concepts and approaches of other members. In addition, with globalization, engineering has become a worldwide profession, requiring an understanding of other cultures, conjunctures, and circumstances. The highly technical and narrow engineering seems to be surpassed and the necessity for a major change in engineering education is a crucial need. Therefore, a recurring theme for those interested in engineering education reform, is that the complex challenges of the coming century will require more creative, innovative, and holistic solutions, which will need a new paradigm for preparing pre-professional undergraduate. Actually, in developed and emerging countries and more or less in the developing world, reforms were undertaken, both to restructure the architecture of training in general and engineering, in particular, in order to prepare future generations for the challenges of 21st century. The aim of this paper is to summarize and discuss ways used to translate into programs, some of the challenges of the 21st century, such as the liability to technical risk and the green economy, to which should meet engineering.

Multilayer disaster education through collaboration between a disaster education centre and a local university


Kansai University, Japan

Osaka, the second largest city in Japan, is facing threats of earthquake and tsunami disasters. In terms of the tsunami, an ocean-trench earthquake called Nankai earthquake is anticipated to occur in the first half of the 21st century. In addition to the tsunami, Osaka is also facing a threat of high tide water as the elevation of Osaka is low.

It has been becoming a common sense in disaster management field that collaboration between experts and the public is a key for reducing damages by disasters. However, in terms of disaster education, most of the practices are still a single way of knowledge transfer that is there is no collaborative work. It is not easy to find an example of collaborative disaster education between experts and the public in Japan.

Osaka prefectural government established the tsunami and high tide disaster reduction centre in 2009. It is opened as a disaster education centre. However, the centre so far provides a single way of learning; hence the visitor can just get some information from exhibits or lectures.

Based on the mentioned above idea regarding disaster education, the centre and Faculty of Safety Science, Kansai University have started collaboration last year. Kansai University sends some students as volunteers to the centre, and the centre gives the student a chance becoming guiders. Students are expected to become not only guiders but also intermediates between the centre and the public.

Through the collaboration between the learning centre and the local university, multilayer disaster education is expected to realise. The visitors and the staff members of the centre are expected to learn from the collaboration. In addition to this, the students should also learn from their experience as volunteers. The details of this practice will be introduced in the presentation.

Educating preschool children on earthquakes using simulators


International Institute of Earthquake Engineering and Seismology (IIEES), Iran, Islamic Republic of

Children are considered as one of the vulnerable groups of the society in most natural and man-made disasters. Due to the children's dependence on their families, they usually suffer physical and mental problems in confronting disasters. Although this can happen to other groups of the society, however children's problems can bring discomfort to them in their future life. Therefore, special attention should be made to this group and try to provide appropriate measures in order to reduce their anxiety and fear related to probable disasters. In this regard, teaching preschool children on earthquakes and related issues can reduce their vulnerability to some extent. On this basis, in this paper, a review on the role which simulators can play in teaching earthquake issues to children as well as helping in dissemination of the safety culture in families are addressed. A suggestion has been also proposed in regard to one kind of simulator which can be useful in making children sensitive in perceiving earthquakes.

Capacity building of school children- case study from India


Government of Jammu & Kashmir,Government of India

Children are the future of any society, therefore it is important to train these young minds to able to handle any crisis emanating due to natural disasters without fear and with a high dosage of confidence!

Located in Jammu & Kashmir, in Katra at over 4,000 feet sea-level is a small government run primary school that comprises students from poor families. The school has classes from Kindergarten- Class 8.A total of 100 students are enrolled in the school and receive education in Maths, Science & Social Sciences.

The state is prone to earthquake; cloud bursts therefore the, Shrine Board under which the school falls undertook proactive steps by providing hands on capacity building exercise to the children .It also ensured Disaster Management gets included in their curriculum so that minimum loss of life occurs in case of any emergency and children are used in the best possible way as effective agents of social change while complying the HFA principles!

Community resilience - expanding grass roots approach to develop capacity and sustainability

Gavin John LOVE

WorleyParsons, United States of America

The international community has made advances in the rapid response to humanitarian crises. However too often we are faced with the inability of the individual or community to respond and recover themselves because of a lack of education, involvement or preparedness; or ineffective measures being implemented relating to preparedness, mitigation, response and recovery activities. To overcome this perceived disconnect between preparedness and response, international development programs have been focussing more on developing grass roots capacity for individual and community resilience than ever before.

Governments and businesses are focussing more on the notion of resilience and how it can be developed and measured. Rather than focussing on assessing a community, nation or organization and applying an arbitrary number dependant on an assessment made in a point of time, perhaps we should be looking and the key successes of community capacity building programs and extending them to organizations and nations.

Resilience in today’s complex world requires the integration and involvement of all the stakeholders that influence the ability of an individual, community, organization or government to recognize their strengths and weaknesses. Resilience requires us to take account of what all the stakeholders in the community can provide and how, even at the most basic level, they can be relied on to assist in on-going resilience. Resilience is an outcome of a well-developed, implemented, integrated and communicated program. It is on-going and changes due to interactions with the environment.

To effectively understand resilience is to effectively develop a framework for sustainability. Through the use of a case study, the development of a community wide resilience program will be discussed and advantages highlighted.

A Development Cooperation Erasmus Mundus Partnership for Capacity Building in Earthquake Mitigation Science and Higher Education

Marco FAGGELLA1, Giorgio MONTI1, Franco BRAGA1, Rosario GIGLIOTTI1, Enrico SPACONE2, Michelangelo LATERZA3, Thanasis TRIANTAFILLOU4, Humberto VARUM5, Mohammad Dost SAFI6,18, Jishnu SUBEDI7, Amod DIXIT8, Sarosh LODI9, Zillur RAHMAN10, Suchart LIMKATANYU11, Yan XIAO12, Li YINGMIN13, Hari KUMAR14, Walter SALVATORE15, Alberto CECCHINI16, Panitan LUKKUNAPRASIT17, Mattea CAPELLI1

1Sapienza University of Rome, Italy, Republic of; 2University “G.D’Annunzio”, Chieti-Pescara, Italy; 3University of basilicata, Matera, Italy; 4University of Patras, Patras, Greece; 5University of Aveiro, Aveiro, Portugal.; 6Nangarhar University, Jalalabad, Afghanistan; 7Tribhuvan University, Katmandu, Nepal; 8National Society for Earthquake Technology, Katmandu, Nepal; 9NED University of Engineering and Technology, Karachi, Pakistan.; 10University of Dhaka, Dhaka, Bangladesh; 11Prince of Songkla University, Hat Yai, Thailand; 12Hunan University, Changsha, China; 13Chongqing University, Chongqing, China; 14Geohazards Society, Delhi, India.; 15Italian Association of Earthquake Engineering, Rome, Italy.; 16Rotary International District 2080 Lazio-Sardegna, Rome, Italy.; 17Chulalongkorn University, Bangkok, Thailand.; 18Rotary International Club of Jalalabad, Jalalabad, Afghanistan.

Successful practices have shown that a community’s capacity to manage and reduce its seismic risk relies on capitalization on policies, on technology and research results. An important role is played by education, than contribute to strengthening technical curricula of future practitioners and researchers through university and higher education programs. EU-NICE is a European Commission funded higher education partnership for international development cooperation with the objective to build capacity of individuals who will operate at institutions located in seismic prone Asian countries. The project involves five European Universities, eight Asian universities and four associations and NGOs active in advanced research on seismic mitigation, disaster risk management and international development. The project consists of a comprehensive mobility scheme open to nationals from Afghanistan, Bangladesh, China, Nepal, Pakistan, Thailand, Bhutan, India, Indonesia, Malaysia, Maldives, North Korea, Philippines, and Sri Lanka who plan to enroll in school or conduct research at one of five European partner universities in Italy, Greece and Portugal. During the 2010-14 time span a total number of 104 mobilities are being involved in scientific activities at the undergraduate, masters, PhD, postdoctoral and academic-staff exchange levels. Researchers, future policymakers and practitioners build up their curricula over a range of disciplines in the fields of earthquake engineering, seismology, disaster risk management and urban planning.

Comparative study of rural people’s attitudes towards risk in an earthquake-prone area: the case of rural high school students and head of households in Avaj County, Qazvin, Iran

Roghaieh SOLAIMANI1, Seyed Ali BADRI2

1Payame Noor University, Iran, Islamic Republic of; 2University of Tehran, Iran, Islamic Republic of

The aim of this study is to compare the perception of earthquake risk in two groups: rural high school students and their parents in a rural area located on the earthquake prone zone of Iran. To determine the attitude of two different groups on the perception of earthquake risk, a questionnaire with 20 items was administered to them. The questionnaire divided to four dimensions include the origin of earthquake, preparation practices, social impact of earthquake, and development outcomes, The data obtained were analyzed with SPSS Software. The first study group of the research is composed of 190 high school students from rural areas of Avaj County, Qazvin province in 2011 – 2012 academic year, 79.8% of the study group are girls, 20.2% are boys. The study was limited to rural boarding schools located in the city. The second one is 113 head of households settled in the area that have at least one high school child. They are composed of 7 women and 106 men that have a very low literacy and education levels. The results show that there are meaningful differences between the perceptions of earthquake risk of two groups. The research highlights the attitude to earthquake of people in a seismically risky region of Iran. The results of this study can contribute to the development of disaster plans and preparedness in rural areas of Iran. This study aims to raise awareness of rural people to reduce the impact of an earthquake on rural area.

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