Disaster Resilienceand Social Innovation

Disaster Resilienceand Social Innovation

Basic specialized courses (Specialization-related courses)

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School of Economics and Management／School of Social Information Science

All

IA9991GCA1

2.00Credits

講義 (Lecture)

Fall semester 2026

(Fall semester)

AOTA Ryosuke

Graduate School of Disaster Resilience and Governance

English

3／10／11／16

After this class, until the next one class will be started

ryosuke_aota@drg.u-hyogo.ac.jp

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4-1◎

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(Purpose)
Japan is prone to natural disasters. It is important to make disaster resilient society to recover and B.B.B.(Build Back Better) from past disasters as well as to prepare for future ones. Not only government but also private sector (volunteer, NPO  and community) are key actors to give support to affected people. The purpose is to understand collaboration by “self, mutual and public support”, which could lead to social innovation.

(Targets)
 I expect you to you will finally speak and write your view about disaster resilient society in English.

Sub title: Knowing disaster cycle (mitigation, preparation, response, recovery and B.B.B.) from the viewpoint of social science
Key words: Support to disaster victims, sharing experience and lesson from disasters, Top-down and bottom-up approach

(Content)
I introduce some big disasters mainly in Japan and explain key issues to consider disaster resilient society. I especially focus on cooperation and coordination activities by both public (ex. government) & private sectors (ex. citizens) to prepare for, respond to and recover from disasters. I also show you some cases of “social innovation” to ger over such difficulties.
(Plan)
(1) Introduction (Japan, a disaster country, 5 key words to consider disaster resilience)
(2) Lesson from the 1995 Great Hanshin Awaji Earthquake (Damage by an earthquake disaster, evacuation shelter, temporary and permanent housing)
(3) Lesson from the 1995 Great Hanshin Awaji Earthquake (Volunteer activities, self, mutual and public support)
(4) Lesson from the 2005 Chuetsu Earthquake (Community empowerment and local revitalization in rural area)
(5) Preparing for heavy rainfall disasters (Evacuation and caring for vulnerable people)
(6) Group discussion
(7) Disaster resilient society in the world (ex.2004 Tsunami in Sri Lanka)
(8) Disaster resilient society in the world (ex.2015 Nepal Earthquake)
(9) Short test
(10) Lesson from the 2011 Great East Japan Earthquake (Housing reconstruction and relocation)
(11) Lesson from the 2011 Great East Japan Earthquake (Industry regeneration)
(12) Lesson from the 2011 Great East Japan Earthquake (Evacuees caused by Fukushima Nuclear Power Plant Accident)
(13) Considering disaster resilient society from the 2024 Noto Peninsula Earthquake
(14) Preparing for future Nankai Trough Earthquake (Government countermeasure and public awareness)
(15) Group Discussion

Evaluation 

In-person

• In-person classes only
• Not subject to the cap on distance-education credits

Fully permitted

In this course, the use of generative AI is fully permitted for all activities, including in-class work, preparation, review, and the creation of deliverables such as reports. While there are no restrictions on its use, students must not submit AI-generated output as their own assignments or reports without modification. It is crucial to verify the factual accuracy of any AI-generated content and to confirm or add appropriate citations and references. Regarding whether to disclose the use of generative AI in your reports, please follow the specific instructions provided by the instructor.

Handout will be distributed for each class.

Disaster Management in Japan, Cabinet Office Disaster Management - Cabinet Office

Preparation by making use of handouts and relevant materials (30 hours)
Reviewing the course material and to deepen understanding about disaster resilient society (30 hours)

Group discussion to seek for solution when we face with challenges in emergency times

(Criteria for evaluation)
  Based on capability (knowledge, skill, consideration, judgement and expression) to accomplish purpose and target of this lecture, I evaluate by score (S (over 90), A (80-89), B(70-79), C (60-69)).

(Methodology for evaluation)
I evaluate your scores from total point of view including quiz (short test 30%), periodic exam (60%) and active participation (10%).

I will show you my comment about scores on teacher's column in the result of questionnaire of students' evaluation about this class. 

【生成AIの利用について】
生成AIの利用については教員の指示に従うこと。研究の事前・事後学習や事例検索、翻訳等に補助的に生成系AIを利用しても良い。ただし、生成系AIによる出力結果をそのまま課題レポートとして提出してはいけない。生成系AIによる出力をそのまま提出したことが判明した場合は単位を認定しない、又は認定を取り消すことがある。

You should follow my instruction when you make use of AI (please ask how to use it). You are allowed to use AI for preparation & review for the class, case search and translation as auxiliary means. However, you are prohibited to submit a report which is just output from AI. If it is found out, I cannot approve the credit and can cancel it.      

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