標(biāo)題: Titlebook: Education for Sustainable Development and Disaster Risk Reduction; Rajib Shaw,Yukihiko Oikawa Book 2014 Springer Japan 2014 Community base [打印本頁] 作者: malignant 時間: 2025-3-21 16:15
書目名稱Education for Sustainable Development and Disaster Risk Reduction影響因子(影響力)
書目名稱Education for Sustainable Development and Disaster Risk Reduction影響因子(影響力)學(xué)科排名
書目名稱Education for Sustainable Development and Disaster Risk Reduction網(wǎng)絡(luò)公開度
書目名稱Education for Sustainable Development and Disaster Risk Reduction網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Education for Sustainable Development and Disaster Risk Reduction被引頻次
書目名稱Education for Sustainable Development and Disaster Risk Reduction被引頻次學(xué)科排名
書目名稱Education for Sustainable Development and Disaster Risk Reduction年度引用
書目名稱Education for Sustainable Development and Disaster Risk Reduction年度引用學(xué)科排名
書目名稱Education for Sustainable Development and Disaster Risk Reduction讀者反饋
書目名稱Education for Sustainable Development and Disaster Risk Reduction讀者反饋學(xué)科排名
作者: GRIN 時間: 2025-3-21 22:02 作者: 減少 時間: 2025-3-22 01:50 作者: NOCT 時間: 2025-3-22 07:36 作者: 離開就切除 時間: 2025-3-22 09:36 作者: omnibus 時間: 2025-3-22 16:21
https://doi.org/10.1007/978-3-642-57201-2e points are raised in this chapter; Tsunami on coastal region, land slide in inland suburbs caused by post-war residential development and “stranded commuters”. For the contents of Education for Recovery, recovery of coastal forest and homestead woodland are suggested. Examples of Kesennuma city is作者: omnibus 時間: 2025-3-22 19:46 作者: 赤字 時間: 2025-3-22 22:52 作者: 逃避責(zé)任 時間: 2025-3-23 04:54 作者: quiet-sleep 時間: 2025-3-23 09:10
Book 2014 chapters provide an overview of the ESD–DRR linkage, ESD and its evolution, DRRE and Climate Change Education. These are followed by case studies from ESD practices in Japan, in schools, universities and communities..The primary target groups for this book are students and researchers in the fields作者: 挫敗 時間: 2025-3-23 09:49 作者: forecast 時間: 2025-3-23 14:25 作者: Condescending 時間: 2025-3-23 18:17 作者: PANT 時間: 2025-3-24 00:03 作者: 交響樂 時間: 2025-3-24 03:41
View on Education for Disaster and Recovery: Example of R.C.E. Greater Sendai,e points are raised in this chapter; Tsunami on coastal region, land slide in inland suburbs caused by post-war residential development and “stranded commuters”. For the contents of Education for Recovery, recovery of coastal forest and homestead woodland are suggested. Examples of Kesennuma city is作者: NORM 時間: 2025-3-24 09:08
ESD and Education for Disaster Risk Reduction (DRR) at Schools: Changes in DRR Education After Greacs and becoming more systematic. Great East Japan Earthquake has accelerated such trend. Since the ability required for DRR education can be developed through ESD, linkages between DRR education and ESD should be further strengthened. Further development of DRR education can be achieved through prom作者: 頌揚(yáng)本人 時間: 2025-3-24 12:54 作者: 遭遇 時間: 2025-3-24 18:02
Education for Sustainable Development and Disaster Risk Reduction978-4-431-55090-7Series ISSN 2196-4106 Series E-ISSN 2196-4114 作者: 協(xié)議 時間: 2025-3-24 19:55
A Model of the Writing Process,s, scientific and social literacy, and commitment to engage in responsible individual and co-operative actions. On the other hand, disasters are among the biggest obstacles to achieving the UN’s Millennium Development Goals for poverty reduction. Thus, reducing disaster risks and their impact has be作者: HOWL 時間: 2025-3-25 01:24 作者: NAVEN 時間: 2025-3-25 06:53
https://doi.org/10.1007/0-387-31262-5impact of natural hazards and through the evolution of the international discussion on DRR. DRRE (DRR education) is local, and should be customized based on the local conditions. Some examples cited in the chapter shows innovations in DRRE. All the examples point out that there is need for a facilit作者: 集中營 時間: 2025-3-25 08:41 作者: 空氣 時間: 2025-3-25 14:53
Richard H. Enns,George C. McGuirerthquake and their recovery process. The purpose of this paper is, based on the records of the East Japan Earthquake and Tsunami, to present universal information for local disaster prevention..First, this paper categorically summarizes the information gathered immediately after the quake and the ts作者: vanquish 時間: 2025-3-25 18:22
https://doi.org/10.1007/b138898onal Implementation Scheme (hereafter “IIS”) and on the reality of Japan. It is needless to say that as ESD concerns the learners at all stages of life and also mobilizes the formal and non-formal education, it involves various factors other than school systems and requires the new model of governan作者: 禮節(jié) 時間: 2025-3-25 22:58
https://doi.org/10.1007/978-3-642-57201-2 Greater Sendai is a regional network of organisations that promotes ESD and was recognised as one of the first RCE in 2005 by United Nations University. RCE Greater Sendai currently links four cities (Sendai, Kesennuma, Osaki and Shiroishi/Shichigashuku), their local government, universities, other作者: MEN 時間: 2025-3-26 03:38
Parametric Systems of Linear Congruences,with message exchange and second in an international workshop. The international workshop was designed and implemented with DRR education in synergy with ESD. This chapter introduces how such workshop provided a learning experience for students and teachers to broaden the scope of DRR education. HOP作者: 多嘴 時間: 2025-3-26 04:46 作者: 吹牛大王 時間: 2025-3-26 11:12
Isabella Poggi,Francesca D’Erricothe 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作者: Debility 時間: 2025-3-26 13:16
Vergleich der Animationstechniken,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作者: 我怕被刺穿 時間: 2025-3-26 18:01 作者: 有機(jī)體 時間: 2025-3-27 00:58
Rajib Shaw,Yukihiko OikawaConstitutes the first attempt, at the 10th year of the decade of ESD and HFA [Hyogo framework for Action], to analyse these two sectors together.Comprises a combination of theory, case study and analy作者: 時代錯誤 時間: 2025-3-27 02:59
Disaster Risk Reductionhttp://image.papertrans.cn/e/image/302480.jpg作者: Altitude 時間: 2025-3-27 06:47 作者: REP 時間: 2025-3-27 11:24 作者: 連系 時間: 2025-3-27 16:59 作者: 分貝 時間: 2025-3-27 18:40
Climate Change Education: Recent Trends and Future Prospects,ect to current and future impacts of climate change. In this chapter, we will review the status of CCE in the Philippines and Vietnam, two of the countries that are most at risk to climate threats. In order to address the complex climate change problem, CCE curricula should be informed by dialogue b作者: 飛來飛去真休 時間: 2025-3-27 22:13 作者: aggrieve 時間: 2025-3-28 02:59
Governance and Policy on ESD,onal Implementation Scheme (hereafter “IIS”) and on the reality of Japan. It is needless to say that as ESD concerns the learners at all stages of life and also mobilizes the formal and non-formal education, it involves various factors other than school systems and requires the new model of governan作者: 虛弱 時間: 2025-3-28 08:46 作者: 圣人 時間: 2025-3-28 13:41 作者: 阻止 時間: 2025-3-28 17:17
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作者: Guaff豪情痛飲 時間: 2025-3-28 19:19
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作者: Mingle 時間: 2025-3-29 02:28
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作者: CRP743 時間: 2025-3-29 04:09 作者: PET-scan 時間: 2025-3-29 10:23 作者: 過剩 時間: 2025-3-29 13:28
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.作者: 四海為家的人 時間: 2025-3-29 17:25
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.作者: RECUR 時間: 2025-3-29 20:21 作者: Enteropathic 時間: 2025-3-30 02:49 作者: 指耕作 時間: 2025-3-30 05:21
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.
