Titlebook: Education for Sustainable Development and Disaster Risk Reduction; Rajib Shaw,Yukihiko Oikawa Book 2014 Springer Japan 2014 Community base

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ESD and Education for Disaster Risk Reduction (DRR) at Schools: Changes in DRR Education After Greaof education have been taking initiatives in promoting DRR education in line with the guidance by MEXT. There are significant differences of DRR education in different regions in the country. Since Kanto, Tokai regions as well as Kansai region have significant risks of future earthquakes, schools in

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City Level Response: Linking ESD and DRR in Kesennuma,the East Japan Earthquake and Tsunami (EJET), linking Education for Sustainable Development (ESD) and Disaster Risk Reduction (DRR). Firstly, the chapter analyzes the ESD background of Kesennuma City and the damaged situations of the city and schools in Kesennuma City after EJET immediately. It also

Mingle

Towards the Establishment of Sustainable Campus,ies have taken lead in the campus sustainability initiatives. In Japan, the initiative started after G8 summit of Hokkaido, which led infra/facility based approach. This gradually changed to softer aspects with involvement of students, faculty members and incorporation in curriculum. A network calle

CRP743

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过剩

Exchange and Sharing of Experiences of ESD-DRR: An International Workshop for Asian Youth,E framework was used to analyze the students comments to see the ESD elements as they felt by them. The chapter concludes with recommendation to utilize international ESD activities to foster local ESD-DRR in for youth as global citizen.

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https://doi.org/10.1007/0-387-31262-5ernment, which can take forward these activities in future. DRRE is not a stand-alone topic, it needs to be linked to the education governance. The chapter provides some examples of education governance and its measurement over a period of time. That helps in prioritizing the activities of the local education board base don the local conditions.

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指耕作

Towards the Establishment of Sustainable Campus,iversity is presented to highly campus sustainability initiative. Finally, the GET (Governance-Education-Technology) framework is presented to highlight the holistic approach of campus sustainability.