2:30 PM - 2:45 PM
[HDS08-04] How to communicate risk and benefit on active fault to inhabitants? - Activities and Challenges in Atera fault area -
★Invited Papers
Keywords:community building, active fault, social education, roadside station
While active faults cause earthquakes, they also provide benefits. Interest in active faults can lead to increased disaster awareness and scientific literacy. Furthermore, we believe that a correct understanding of the existence and characteristics of active faults can contribute to better regional development. I will present my activities and challenges over the past 13 years on the Atera Fault.
Junior and senior high school students are learning about the Atera Fault and communicating it to the public. In 2010, we conducted a project for first-year junior high school students to learn about the location and characteristics of the Atera Fault near their school in a fun way. Five students who became interested in active faults among the participants studied the Atera fault as part of their summer vacation research the following year. In addition, the junior high school students supported fault study sessions for elementary school students and guided public tours of the fault. Third-year junior high school students visited the Atera fault in another region and presented their research results at a special exhibition at a museum. Although they were from different high schools, they spent their holidays investigating the Atera Fault, making models, and planning and organizing public tours. As described above, the students have grown to learn, deepen, and communicate about the Atera Fault, and to play a role in local activities. Now as adults, they are active community leaders, supporting local high school students in their exploratory studies using the Atera Fault and explaining the Atera Fault at online workshops of the Japanese Society for Active Fault Studies (hereafter, JSAF).
Next, I introduce the efforts of elementary school students. Since 2017, efforts to have sixth-grade students learn about and communicate about the Atera fault have continued. By looking at the topography and geology showing the Atera fault, we also learn about the historical, cultural, natural, and other benefits related to the active fault. Such content is learned by elementary school students, and signs and pamphlets are made, posted, and distributed.
Finally, I will introduce the efforts targeted at residents. The science café was held twice a month in 2017 at a roadside station where the displacement topography of the Atera fault can be viewed. This café is a place where residents can casually discuss active faults. It was also an opportunity to see and learn more about active faults. The participating disaster prevention specialists then organized a lecture on the disasters and blessings brought by the Atera fault. The expert is participating in an active fault online workshop organized by JSAF.
I believe that it is important to promote the above activities and to increase the number of people of various generations who can explain about active faults and related disasters, culture, and nature in the region in order to create a better region. In the future, I hope to see more activities by young people, such as university students, who are less likely to participate.
Junior and senior high school students are learning about the Atera Fault and communicating it to the public. In 2010, we conducted a project for first-year junior high school students to learn about the location and characteristics of the Atera Fault near their school in a fun way. Five students who became interested in active faults among the participants studied the Atera fault as part of their summer vacation research the following year. In addition, the junior high school students supported fault study sessions for elementary school students and guided public tours of the fault. Third-year junior high school students visited the Atera fault in another region and presented their research results at a special exhibition at a museum. Although they were from different high schools, they spent their holidays investigating the Atera Fault, making models, and planning and organizing public tours. As described above, the students have grown to learn, deepen, and communicate about the Atera Fault, and to play a role in local activities. Now as adults, they are active community leaders, supporting local high school students in their exploratory studies using the Atera Fault and explaining the Atera Fault at online workshops of the Japanese Society for Active Fault Studies (hereafter, JSAF).
Next, I introduce the efforts of elementary school students. Since 2017, efforts to have sixth-grade students learn about and communicate about the Atera fault have continued. By looking at the topography and geology showing the Atera fault, we also learn about the historical, cultural, natural, and other benefits related to the active fault. Such content is learned by elementary school students, and signs and pamphlets are made, posted, and distributed.
Finally, I will introduce the efforts targeted at residents. The science café was held twice a month in 2017 at a roadside station where the displacement topography of the Atera fault can be viewed. This café is a place where residents can casually discuss active faults. It was also an opportunity to see and learn more about active faults. The participating disaster prevention specialists then organized a lecture on the disasters and blessings brought by the Atera fault. The expert is participating in an active fault online workshop organized by JSAF.
I believe that it is important to promote the above activities and to increase the number of people of various generations who can explain about active faults and related disasters, culture, and nature in the region in order to create a better region. In the future, I hope to see more activities by young people, such as university students, who are less likely to participate.