Spatial information integration of earthquake disaster prevention and reduction based on SOA

<p>Under the influences of natural disasters, disabled people are often the majority of sufferers when a serious disaster happens. Third UN World Conference on Disaster Risk Reduction (3WCDRR) calls for agencies of the United Nations system, academia, the private sector, civil society, and people with disabilities to integrate the issue of the physically and mentally disabled into the new global framework for disaster reduction. Taiwan is one of the regions in the world where earthquakes occur very frequently. According to the statistics of the Taiwan Central Weather Bureau, an average of 23,000 earthquakes occurs in Taiwan each year, including about 1,000 sensational earthquakes. Earthquake prevention is therefore the essential task for campus disaster prevention and rescue programs. The school should recognize different evacuation abilities for students in special education classes, and know their special needs in earthquake disaster drills and emergency response ability.</p><p>In this study, four special education classes in elementary schools were selected as examples to understand the current situation in the engagement with earthquake drills by way of interviews and questionnaires. The evacuation abilities of students in special classes are classified into four categories based on the issues of physical environment, manpower arrangement, and both students&#8217; and teachers&#8217; educations in earthquake prevention. On the basis of the results, the conclusions regarding to those three issues can be drawn as follows. For the first issue concerning the physical environment, the teaching space for special education classes should consider the students&#8217; evacuation abilities. Second, both internal and external support manpower should understand the students' evacuation capabilities and give different assistance based on their abilities. Last, the education goals in earthquake disaster prevention for students in different categories should be different. The earthquake drills should be well arranged in the aspects of time, place, equipment, and manpower assistance. It is important to note that special education teachers and assistants should have good knowledge in earthquake disaster prevention, understand the appropriate response to earthquake disaster, and strive to ensure the safety of students and themselves in the evacuation process.</p>

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Development of Urban Disaster Prevention Systems in Japan – from the Mid-1980s

Journal of Disaster Research ◽

10.20965/jdr.2006.p0046 ◽

2006 ◽

Vol 1 (1) ◽

pp. 46-71 ◽

Cited By ~ 4

Author(s):

Itsuki Nakabayashi ◽

Keyword(s):

Disaster Management ◽

Urban Areas ◽

Local Governments ◽

Large Scale ◽

Lessons Learned ◽

Disaster Prevention ◽

Earthquake Disaster ◽

Tokyo Metropolitan ◽

Metropolitan Government

This treatise outlines developments in disaster management focusing on earthquake disaster measures taken by the Japanese and Tokyo Metropolitan Governments since the 1980s. The 1978 Large-Scale Earthquake Measures Special Act on conditions for predicting the Tokai Earthquake significantly changed the direction of earthquake disaster measures in Japan. The Tokyo Metropolitan Government undertook its own earthquake disaster measures based on lessons learned from the 1964 Niigata Earthquake. In the 1980s, it began planning urban development disaster management programs for upgrading areas with high wooden houses concentration - still a big problem in many urban areas of Japan - which are most vulnerable to earthquake disasters. The 1995 Great Hanshin-Awaji Earthquake in Kobe brought meaningful insight into both to earthquake disaster measures by the Japanese Government and by the Tokyo Metropolitan Government and other local governments nationwide. Long-term predictions concerning possible earthquake occurrence have been conducted throughout Japan and new earthquake disaster measures have been adopted based on this long-term prediction. The Tokyo Government has further completely revised its own earthquake disaster measures. As a review of measures against foreseeable earthquake disasters based on developments in disaster management measures, this treatise provides invaluable insights emphasizing urban earthquake disaster prevention developed in Japan over the last 30 years that readers are sure to find both interesting and informative in their own work.

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Development of J-SHIS and Applications Using API

Journal of Disaster Research ◽

10.20965/jdr.2013.p0869 ◽

2013 ◽

Vol 8 (5) ◽

pp. 869-877 ◽

Cited By ~ 1

Author(s):

Hiroki Azuma ◽

◽

Shinichi Kawai ◽

Hiroyuki Fujiwara

Keyword(s):

Seismic Hazard ◽

Disaster Prevention ◽

Earthquake Disaster ◽

Further Development

The J-SHIS seismic hazard information station is an openWeb systemas a public portal for sharing seismic hazard information for all those concerned with earthquake disaster prevention across Japan. Its further development is seen such as newly released J-SHIS Web APIs and J-SHIS applications. An overview and an objective of J-SHIS are shown as the leading platform of seismic hazard information. Furthermore, how J-SHIS services are developed for providing its data, and results of the application’s publications are described.

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A Primary Assessment of Society-Based Earthquake Disaster Mitigation in Kabul City, Afghanistan

Journal of Disaster Research ◽

10.20965/jdr.2017.p0158 ◽

2017 ◽

Vol 12 (1) ◽

pp. 158-162

Author(s):

Mohammad Kazem Naseri ◽

◽

Dongshik Kang ◽

Keyword(s):

Public Awareness ◽

Disaster Mitigation ◽

Capital City ◽

Earthquake Risk ◽

Disaster Prevention ◽

Earthquake Disaster ◽

Prevention Education ◽

Private And Public ◽

Disaster Education ◽

School Curricula

A questionnaire-based survey was carried out in the 13th district of Kabul, the capital city of Afghanistan. For this purpose, 10 high schools, both private and public, were selected randomly. A total of 324 participants responded to the questions in the questionnaire. From the total respondents, 127 (39.2%) were female and 197 (60.8%) male; all were in the 15 to 25 age range. Most of the students (75%) had experienced an earthquake, but their perceptions and knowledge about earthquake mitigation were not good as over 50% did not know what to do during an earthquake. Regarding the current situation, 64% responded that disaster education had not been included in their school curricula. The wide participation and strong interest of the students in this survey are expected to foster further research and investigation, as the majority of them (70%) were in a position to transfer their knowledge about earthquake disaster mitigation to their families. Based on the survey findings, despite the contribution of students who had already experienced disaster education outside of Afghanistan, students’ disaster mitigation knowledge was undeniably poor. There is a clear need to establish and plan for the disaster prevention education system in Afghanistan. There is a lack of understanding regarding effective behaviors, attitudes, and knowledge. This problem was probably caused by the absence of disaster education, teaching materials, and expert staff. Therefore, it is highly recommended to integrate disaster prevention education into school curricula, reduce the earthquake risk by sharing disaster information through students’ parent council meetings at schools, and improve public awareness in order to create a society that is resilient to earthquakes.

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