Efforts Toward Recovery and Reconstruction from the Great East Japan Earthquake

2018 ◽  
Vol 13 (7) ◽  
pp. 1247-1256
Author(s):  
Hiroaki Maruya ◽  
Yasunari Watanabe ◽  
◽  
Keyword(s):  
Disaster Management ◽  
Lessons Learned ◽  
Great East Japan Earthquake ◽  
Future Generations ◽  
Town Development ◽  
Miyagi Prefecture ◽  
The World ◽  
Evacuation Drills ◽  
Iwate Prefecture ◽  
Software Measures

Six and a half years after the 2011 Great East Japan Earthquake (GEJE), recovery and reconstruction have been steadily progressing in terms of infrastructure and town development. However, it is a fact that there are still many problems to be tackled in some areas. In addition, communicating the lessons learned from the GEJE is important and should be promoted to improve disaster management in Japan and overseas. The Tohoku Regional Development Bureau (TRDB) held a symposium, “Efforts for Recovery and Reconstruction from the GEJE,” at the World Bosai Forum (WBF) on November 27, 2017. Mayors from the disaster areas, Rikuzentakata city in Iwate prefecture, Ishinomaki city in Miyagi prefecture, and Shinchi town in Fukushima prefecture, and a director of the TRDB presented their projects aiming to “build back better,” and they discussed how they had made efforts toward recovery and reconstruction, mainly in terms of infrastructure and town development. It was confirmed in the discussion that for the reconstruction, steadily advancing safe and secure town development, including multiple defense, was necessary. In addition, software measures, such as disaster education and evacuation drills, are important, as are hardware improvements through reconstruction. Both hardware and software countermeasures should be like a two wheels. It was also asserted that passing down the memories and the lessons of the disaster, not allowing their memories to fade away with time, was important. The speakers showed a variety of approaches to transmitting their memories to future generations in their areas or projects. Then, they emphasized that if people prepared for disaster based on these lessons in advance, there would surely be less damage. Finally, speakers shared the recognition that to realize the above, many actors in the Tohoku district should mutually cooperate to transmit the situation of reconstruction and the lessons of the GEJE.

scholarly journals The Hyogo Framework for Action and its implications for disaster management and reduction in Africa

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Dejo Olowu
Keyword(s):  
Risk Reduction ◽  
Disaster Management ◽  
Disaster Risk Reduction ◽  
Disaster Risk ◽  
Lessons Learned ◽  
Global Policy ◽  
The World ◽  
Hyogo Framework For Action ◽  
Economic Assets ◽  
Policy And Planning

At the World Conference on Disaster Reduction, Hyogo, Japan, in January 2005, the international community adopted a 10-year plan to make the world safer from disasters. The resultant Hyogo Framework for Action is the global blueprint for disaster risk reduction with the goal of substantially reducing disaster losses in human lives and socio-economic assets. What is the signi!cance of the HFA for the adoption of disaster prevention, management and risk reduction frameworks in African States? Since 2005, what has been the attitude of African States to the promise of the HFA? In terms of policy and planning, how should African States engage the HFA towards securing human lives and properties against natural and human-induced disasters? With the myriad challenges of mass poverty and underdevelopment across Africa, what implications does the HFA hold for disaster risk reduction and management in African States? This article attempts to address this plethora of questions, drawing on lessons learned in Africa and beyond. The article examines the background of the HFA and its progress in shaping the global policy agenda towards disaster management and reduction. While the article acknowledges some of the inherent weaknesses in the promise of the HFA, it nonetheless accentuates its inimitable implications for broad legal and policy strategies towards ameliorating the usual horrific aftermath of disasters in Africa.

scholarly journals The 2011 Great East Japan Earthquake and Tsunami: A Message from Japan to Thailand

2021 ◽  
Vol 16 (6) ◽  
pp. 908-913
Author(s):  
Natt Leelawat ◽  
Ampan Laosunthara ◽  
Jing Tang ◽  
Anawat Suppasri ◽  
Anat Ruangrassamee ◽  
...  
Keyword(s):  
Indian Ocean ◽  
Research And Development ◽  
Lessons Learned ◽  
Great East Japan Earthquake ◽  
Indian Ocean Tsunami ◽  
Development Programs ◽  
2004 Indian Ocean Tsunami ◽  
Related Research ◽  
Tsunami Disaster ◽  
The World

Thailand was among the countries that suffered losses and damage as a result of the 2004 Indian Ocean tsunami disaster. Ten years have passed since the 2011 Great East Japan earthquake and tsunami. The various lessons learned and research on the 2011 disaster in Japan have reached Thailand. This can be seen in the numerous interactive activities associated to the World Tsunami Awareness Day, as well as several tsunami-related research and development programs applied to the country. This article summarizes those activities and highlights key examples. It also acts as a conduit for related communication between the two countries, Japan and Thailand.

Lessons learned from mega-disasters and future policy development on water-related disaster management in Japan

Water Policy ◽  
2015 ◽  
Vol 17 (S1) ◽  
pp. 25-40 ◽  
Author(s):  
Kenichiro Tachi
Keyword(s):  
Disaster Management ◽  
Policy Development ◽  
Lessons Learned ◽  
The Past ◽  
Japanese Water ◽  
The World ◽  
Low Probability ◽  
Future Policy ◽  
Management Approaches ◽  
Distinct Features

Japanese disaster management approaches have been enhanced and strengthened through repeated experiences of disasters in the past. The report presents lessons learned from the Great East Japan Earthquake and Tsunami, a disaster caused by a low-probability but extremely large hazard, and introduces the distinct features of Japanese water-related disaster management, including those enhanced and strengthened based on the recent lessons. Finally, drawing from Japan's experiences, messages to be sent to the world from the water-related disaster community are proposed.

The Instruments of the Stabilization Fund: The Experience and Prospects

2004 ◽  
pp. 65-75 ◽  
Author(s):  
Mst. Afanasiev
Keyword(s):  
Economic Growth ◽  
Oil Prices ◽  
Federal Budget ◽  
Future Generations ◽  
The World

Сreation of the stabilization fund has become the main feature of the Russian federal budget for 2004. This instrument provides the opportunity to reduce the dependence of budget incomes on the fluctuations of oil prices. The accepted model does not consider the world experience in building of such funds as the "funds for future generations", and the increase of other revenues from the growing oil prices as well. That can lead to shortening and immobilization of the financial basis of economic growth.

THE LAPBOOK AS A DIDACTIC TOOL TO IMPLEMENT INTEGRATED TRAINING IN NATURAL SCIENCE AND TECHNOLOGY AND ENTREPRENEURSHIP AT PRIMARY SCHOOL LEVEL

2018 ◽  
Vol 28 (3) ◽  
pp. 959-963 ◽  
Author(s):  
Yordanka Peycheva ◽  
Snezhana Lazarova
Keyword(s):  
Natural Science ◽  
Lessons Learned ◽  
Point Of View ◽  
School Level ◽  
Integrative Approach ◽  
Educational Goals ◽  
Knowledge And Skills ◽  
Global Issues ◽  
Highly Active ◽  
The World

The formation of comprehensive and in-depth notions of objects and phenomena in the world can be achieved when the mastery of knowledge and skills is carried out in a system realized in the context of integration of different scientific directions. One of the main issues in modern education is related to the contradiction - on one hand between the need to form the skills necessary for the orientation and adaptation of the personality in the dynamics of the globalizing world and on the other - the education which is largely based on unilateral acquiring of knowledge and skills within the different subject areas. This influences the development of a worldview and the formation of an adequate attitude towards the problems under consideration and the world as a whole. The knowledge and skills acquired today are often “locked” in the respective direction. The cross-curricular unity in the curriculum is of a recommended nature, but even if it is realized, it does not fully meet the need for a comprehensive and multifaceted consideration of global issues, as a result of which the student not only understands, reflects, but also applies the lessons learned in the process of creating a product - ideal or material. Combining the intellectual nature of the cognitive process with the practice activity are conditions in which the students are highly active and achieve better learning outcomes. Therefore, it is expedient for the different directions to correspond more closely to each other and to carry out effective cross-curricular integration. The concept of applying an integrative approach in the current paper is based on the idea of creating pedagogical conditions for reconciling the goals and expected outcomes of technology and entrepreneurship and natural sciences studied at the initial stage of the primary education. Integration can take place on two levels - knowledge and skills. We believe that the lapbook as an innovative didactic tool contains the necessary potential for effective realization of the educational goals in both directions in terms of achieving the expected results. In the course of its elaboration, new information is acquired in the field of engineering and technology, specific skills underlying the curricula of technology and entrepreneurship programs are developed. At the same time, a number of subjects from the learning content, which are considered from the natural science point of view, are enriched and perceived in a technological way, after which they find place in an attractive book - a lapbook, made by the students themselves. Its utilitarian value is multiplied by the personal contribution to its creation - not only as an object but also as content. The main topics that are of interest to the students are exploring and preserving nature, jobs, modern technical achievements, holidays and customs. As a result of the adequate integration of competences, tailored to curricula, a number of skills are formed, such as: skills for searching on their own, systematization and presentation of information, and application of the lessons learned in a new situation.

How India Fights with COVID-19 with Learning from Highly Affected Countries

2020 ◽  
Vol 15 ◽  
Author(s):  
Pooja Sharma ◽  
Karan Veer
Keyword(s):  
Risk Assessment ◽  
Gene Sequencing ◽  
Lessons Learned ◽  
World Health ◽  
Global Risk ◽  
The World ◽  
Global Risk Assessment ◽  
Health Organization ◽  
Very High ◽  
Breathing Problem

: It was 11 March 2020 when the World Health Organization (WHO) declared the name COVID-19 for coronavirus disease and also described it as a pandemic. Till that day 118,000 cases were confirmed of pneumonia with breathing problem throughout the world. At the start of New Year when COVID-19 came into knowledge a few days later, the gene sequencing of the virus was revealed. Today the number of confirmed cases is scary, i.e. 9,472,473 in the whole world and 484,236 deaths have been recorded by WHO till 26 June 2020. WHO's global risk assessment is very high [1]. The report is enlightening the lessons learned by India from the highly affected countries.

Effective Altruism

2019 ◽  
Keyword(s):  
Animal Welfare ◽  
Poverty Alleviation ◽  
Future Generations ◽  
Global Poverty ◽  
Global Community ◽  
Helping Others ◽  
The World ◽  
Different Types ◽  
Effective Altruism

The effective altruism movement consists of a growing global community of people who organize significant parts of their lives around two key ideas, represented in its name. Altruism: If we use a significant portion of the resources in our possession—whether money, time, or talents—with a view to helping others, we can improve the world considerably. Effectiveness: When we do put such resources to altruistic use, it is crucial to focus on how much good this or that intervention is reasonably expected to do per unit of resource expended (for example, per dollar donated). While global poverty is a widely used case study in introducing and motivating effective altruism, if the ultimate aim is to do the most good one can with the resources expended, it is far from obvious that global poverty alleviation is highest priority cause area. In addition to ranking possible poverty-alleviation interventions against one another, we can also try to rank interventions aimed at very different types of outcome against one another. This includes, for example, interventions focusing on animal welfare or future generations. The scale and organization of the effective altruism movement encourage careful dialogue on questions that have perhaps long been there, throwing them into new and sharper relief, and giving rise to previously unnoticed questions. In the present volume, the first of its kind, a group of internationally recognized philosophers, economists, and political theorists contribute in-depth explorations of issues that arise once one takes seriously the twin ideas of altruistic commitment and effectiveness.

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