PERFORMANCE AND EVALUATION OF DISASTER IMAGINATION GAME (DIG) IN CHILE
PERFORMANCE AND EVALUATION OF DISASTER IMAGINATION GAME (DIG) IN CHILE
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灾害想象游戏（DIG）在智利的表现和评估
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
F. Miura
中科院分区：
文献类型：
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作者：
M. Reyes;F. Miura
灾害想象游戏（DIG）作为防灾教育和/或实践的实践活动之一，在日本经常进行。DIG是一种简单的防灾培训方法，即使是非专业人员也可以使用地图进行规划和操作。已改进了DIG，以便有效和实际地使用，以提高地方防灾能力。我们将DIG引入智利，并在四个城市进行了测试：塔尔卡瓦诺市，2010年马乌莱地震引发的海啸造成了严重破坏;伊基克市，2014年遭受地震和海啸袭击;以及瓦尔帕莱索和维纳德尔马尔，预计未来会发生海啸灾害。首先，我们重新安排了适用于智利社会的方法，并制定了一个计划，即，选择参与者，制定情景，确定如何评估效果。第一次《土著人民对话》在塔尔卡瓦诺市举行，约有150名公民参加，其中包括该市许多社区的领导人。他们被分为两个主要群体，A组和B组，每个群体又根据居住地区分为七个或八个亚组。每个小组由大约10名成员组成。每个小组分两个主要阶段练习。在第一个中，他们在地图上寻找安全的地方，以及海啸袭击的危险地方，如何从那里撤离，如何帮助他人，特别是儿童，老人和残疾人等，一边在各自的区域地图上写字，一边交换意见。演出结束后，大家就疏散障碍的原因、解决方法等进行了交流和讨论。第二阶段是在灾害信息相继提供的情况下进行角色扮演。他们必须做出决定，并对信息做出回应。演出结束后，再次进行了讨论和评价。他们中的大多数人都经历过2010年的海啸灾难，所以他们能够认真思考情况，并认识到这种模拟的重要性，尽管这只是一种想象。在瓦尔帕莱索，DIG会议的目标是完善在塔尔卡瓦诺会议之前编写的指南。为此目的，该方法适用于人数较少的群体，主要是高中学生和教师。这允许给一个详细的介绍的危险条件，并在最后进行了富有成效的讨论。在伊基克和比尼亚德尔马进行了类似的表演。根据表演，我们制定了智利DIG的指导方针。内容如下：第一章：什么是DIG，第2章：我们准备什么，第3章：如何执行，第4章：评估，第5章：DIG在其他灾害中的应用。我们将在智利传播DIG。
As one of the practical performances of disaster prevention education and/or practice, Disaster Imagination Game (DIG) is frequently performed in Japan. DIG is a simple disaster prevention training method that can be planned and operated even by non-professionals using maps. DIG has been improved to be used effectively and practically to enhance local disaster prevention capability. We introduced the DIG into Chile and performed it in four cities: Talcahuano city where severe damage was caused by the tsunami due to the 2010 Maule earthquake; Iquique city, stroke by an earthquake and tsunami in 2014; and Valparaíso and Viña del Mar where tsunami disaster is anticipated in the future. First, we rearranged the method to be applicable in the societies in Chile and made a plan, i.e., selecting the participants, making scenario and determining how to evaluate the effect. The first DIG was performed in Talcahuano city, where about 150 citizens participated, including among them many leaders of communities in the city. They were divided into two main groups, Group A and group B, and each group was divided into seven or eight subgroups based on their residence areas. Each subgroup consists of about 10 members. Each group practiced in two main stages. In the first one, they work over a map searching for safe places as well dangerous places against tsunami attacking, how to evacuate from it, how to help others especially children, old people and handicapped persons, etc., while writing onto their area maps with exchanging their opinions. After the performance, they discussed and shared information, such as what were the causes of obstacles for evacuation and how to solve the problems and so forth. In the second stage, they did the role playing under the situation that disaster information was given to them one after another. They had to make decisions and respond to the information in succession. At the end of the performance, discussion and evaluation were made again. Most of them experienced the 2010 tsunami disaster, so they could seriously think about the situation and recognized the importance of such kind of simulation even though it was just an imagination. In Valparaiso, the target of the DIG session was to refine the guide that was prepared before Talcahuano’s sessions. For that purpose, the method was applied for a reduced group or persons, mainly high school students and teachers. This allows giving a detailed introduction of the hazard conditions, and a fruitful discussion at the end. Similar performances were carried out in Iquique and Viña del Mar. Based on the performances, we made a guideline of DIG in Chile. The contents are as follows; Chapter 1: What is DIG, Chapter 2: What we prepare, Chapter 3: How to perform, Chapter 4: Evaluation, Chapter 5: Application of DIG to other disasters. We are going to disseminate the DIG in Chile.