Chapter 7 Implementation Tools for Disaster Education
Chapter 7 Implementation Tools for Disaster Education
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第七章 灾害教育实施工具
DOI：
10.1108/s2040-7262(2011)0000007013
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
R. Shaw
中科院分区：
文献类型：
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作者：
F. Mulyasari;Y. Takeuchi;R. Shaw
在兵库行动框架通过之后，各种被称为“工具”的灾害教育材料（UN/ISDR, 2006）以各种形式被开发出来，如印刷材料（小册子、传单、教科书、手册/指南和海报）和非印刷材料（活动、游戏和实践）。这些工具在通过正规、非正规和非正规教育向公众传播灾害教育方面具有重要作用，这些教育可能在学校、家庭和/或社区内进行。此外，媒体也可以作为一种沟通工具。Talero（2004）提出，当今的现代通信为公众对相关信息日益增长的需求提供了信息，这些信息可以作为教育辅助工具，减少科学知识与公民意识之间的差距。
Following the adoption of the Hyogo Framework for Action, various disaster educational materials (UN/ISDR, 2006) that are described as “tools,” taken in various forms such as in printed materials (booklets, leaflets, textbooks, handbooks/guidebooks, and posters) and nonprinted materials (activities, games, and practices) were developed. These tools have an important function in communicating the disaster education to the public via formal, non-formal, and informal education, which may take place at school, at home, and/or within the community. In addition, media may also serve as a communication tool. Talero (2004) proposed that the modern communications nowadays have provided information for the growing public demand for related information, which can be used as educational aids to reduce the gap between scientific knowledge and civic awareness.
教育在减少灾害风险中的作用
DOI：
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发表时间：
2016
期刊：
影响因子：
--
作者：
佐藤健;桜井愛子;佐藤翔輔;村山良之;北浦早苗;Aiko Sakurai
通讯作者：
Aiko Sakurai