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JDR Vol.9 No.2 pp. 176-187
(2014)
doi: 10.20965/jdr.2014.p0176

Paper:

Systematization and Sharing of Disaster Management Literacy by DMLH

Reo Kimura*1, Haruo Hayashi*2, Shingo Suzuki*2,
Kosuke Kobayashi*3, Kenshin Urabe*3, Satoshi Inoue*3,
and Takahiro Nishino*4

*1School of Human Science and Environment, University of Hyogo, 1-1-12 Shinzaike-honcho, Himeji, Hyogo 670-0092, Japan

*2Disaster Prevention Research Institute, Kyoto University, Gokasho, Uji, Kyoto 611-0011, Japan

*3GK Kyoto Inc., Kyoto, Japan

*4R2 Media Solution Inc., Kyoto, Japan

Received:
January 3, 2014
Accepted:
February 10, 2014
Published:
March 1, 2014
Keywords:
disaster management literacy, instructional design, competency for disaster responses, learning objectives, education and training, life reconstruction support system
Abstract

The concept we propose for a disaster management literacy hub (DMLH) involves systemizing and generalizing disaster management literacy (DML) and discussing how to design such a DMLH where the general public and disaster responders share materials on DML. In the early 21st century, measures against large-scale earthquakes should essentially include both hardware disaster mitigation measures like the construction of appropriate structures and software measures like disaster preparedness among people and organizations such as the general public, disaster responders and related organizations. We define knowledge about disaster response management and competency as DML. Our analysis of documents on the incident command system (ICS), an emergency response system under the United States Federal Emergency Management Agency (FEMA), found 56 positions of disaster responders in ICS defined by 35 actions required for four types of disaster response competency. The above analysis led us to propose that DML consist of three elements: knowledge for learning about disaster management and mitigation, skills required for effective disaster response, and basic competency and attitudes for coping with disasters. For conceptual DMLH design based on the Instructional Design (ID), we propose three types of learning:
1 The general public and disaster responders learn audiovisually using training videos and materials and review tests on learn from videos.
2 People who want to provide education and training at schools or in regions or municipalities with school teacher guidance/teaching plans learn how to do so.
3 People learn DML by posting or searching for (collecting and arranging) materials.
We discuss how to publish such learning programs, taking as a specific example a life reconstruction support system (to put disaster victims’ lives back in order) based on victims’ master database.

Cite this article as:
Reo Kimura, Haruo Hayashi, Shingo Suzuki,
Kosuke Kobayashi, Kenshin Urabe, Satoshi Inoue, and
and Takahiro Nishino, “Systematization and Sharing of Disaster Management Literacy by DMLH,” J. Disaster Res., Vol.9, No.2, pp. 176-187, 2014.
Data files:
References
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  2. [2] FEMA, “ICS All-Hazard Core Competencies-Final,” 2007 (last updated),
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  7. [7] K. Tamura, M. Inoguchi, R. Kimura, T. Furuya, and H. Hayashi, “Supporting Life Recovery Process with the Management System Based on the Victims Master Database – A study of Crisis Management Following Tokyo Metropolitan Near Field Earthquake Disaster –,” 15th World Conference on Earthquake Engineering Conference Proceedings, CD-ROM (7pp.), 2012.
  8. [8] R. Kimura, K. Tamura, M. Inoguchi, K. Horie, and H. Hayashi, “Method of Designing Training Programs for Disaster Responders Based on Instructional Design (ID) Theory in the Case of Life Reconstruction Support for Disaster Victims of Tokyo Metropolitan Government,” Journal of Social Safety Sciences, No.17, 2012 (in Japanese).

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Last updated on Mar. 05, 2021