scholarly journals PRACTICAL STUDY OF EXTENSION OF THE DISASTER PREVENTION EDUCATION EFFECT FROM AN ELEMENTARY SCHOOL IN THE HILLY RURAL AREA TO THE REGIONAL COMMUNITY - CASE STUDY AT TOKIWA-HIGASHI ELEMENTARY SCHOOL, OKAZAKI, JAPAN -

2015 ◽  
Vol 71 (2) ◽  
pp. I_161-I_168 ◽  
Author(s):  
Norimitsu KOIKE ◽  
Ayumi HATTORI ◽  
Masatoshi MORITA
Keyword(s):  
Elementary School ◽  
Rural Area ◽  
Disaster Prevention ◽  
Prevention Education ◽  
Education Effect ◽  
Regional Community

Disaster prevention education through learning about past heavy rainfall and debris flow damage

2020 ◽  
Author(s):  
Banshoya Shogo
Keyword(s):  
High School Students ◽  
Debris Flow ◽  
Heavy Rainfall ◽  
Heavy Rain ◽  
Aerial Photographs ◽  
Disaster Prevention ◽  
School Students ◽  
Prevention Education ◽  
The Past

<p>This study is an introduction to disaster prevention education for high school students, which aims to raise disaster prevention awareness by learning about disasters that occurred in the past. We live in Hiroshima, Japan. There are many fan-shaped regions in this area, and when heavy rain falls due to the rainy season or typhoons, it is easy for debris flow disasters to occur. The most recent damage was caused by a heavy rain in July 2018. On July 7, 2018, 250 to 300 mm of rain fell in one day. As a result, debris flow damage occurred, greatly affecting the students’ life. Debris flow damage is said to occur repeatedly in the same place. Therefore, I think that learning from the past damage will help students learn about future disaster prevention. </p><p>My students have studied the following 1 and 2 since April 2019. And we worked with graduate student and a professor at Hiroshima University.</p><p>1: Case study of debris flow damage caused by a typhoon (Makurazaki-typhoon) that occurred in 1945.</p><p>A huge typhoon occurred in September 1945, causing heavy rainfall and a debris flow disaster. Then our area was very confused. (Because, just after the war, only one month had passed since the atomic bomb was dropped). Therefore, details of the debris flow damage caused by the typhoon are not known.</p><p>So, we analyzed the aerial photographs taken after the disaster and clarified the extent of the damage. We examined the Kirikushi district in Etajima City, Hiroshima Prefecture, Japan as a case area.</p><p> </p><p>2: Case study of debris flow damage through fieldwork.</p><p>We went to the area we studied in 1. We talked with people who were once affected by debris flow damage in 1945.<span>  </span>As a result, we were able to clarify the situation immediately after the occurrence of debris flow.<span>  </span>And we also asked about the debris flow damage in 2018 and compared the two damages.</p>

scholarly journals Application of eBooks in Elementary School Disaster Prevention Education

2016 ◽  
Author(s):  
Chao-nan CHEN ◽  
Yung-chin CHEN ◽  
Chi-wen YU ◽  
Zeng-wei HONG ◽  
Jung-jie HUANG ◽  
...  
Keyword(s):  
Elementary School ◽  
Disaster Prevention ◽  
Prevention Education ◽  
School Disaster

Importance of Video Aids’ Usage in Teaching and Learning Process of English Language Classes

2015 ◽  
Vol 1 (3) ◽  
pp. 160 ◽  
Author(s):  
Eriselda Vrapi ◽  
Xhevdet Zekaj
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Main Hypothesis ◽  
Communicative Skills ◽  
English Curriculum ◽  
9Th Grade ◽  
8Th Grade

This study aims to explore the use of video in English language teaching (ELT) elementary school (grades 8 to 9)... In addition, the thesis aims to find out how videos in English lessons helped to achieve the goals of English curriculum. The main hypothesis was that teaching with video would develop pupils’ communicative skills and, therefore, was appropriate for the communicative approach to ELT. The study addressed five research questions regarding the use of videos in English lessons in the case study school: why the teachers used videos in ELT, what kinds of videos were used in English lessons, how and how often videos were used, what was taught and learned through the use of videos and, finally, what the teachers’ and pupils’ attitudes to lessons with videos were. The research was performed as a case study at an Elbasan elementary school. The data for the research was obtained through the use of mixed methods: qualitative, in the form of interviews with four English teachers and observations of three of the interviewed teachers’ lessons with videos, and quantitative, in the form of a pupil questionnaire answered by 105 pupils from two 8th grade and two 9th grade classes.

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