By Rikkyo students lecture Report!
university-wide curriculum
Disaster recovery support from the perspective of community welfare
Contact: Makoto Matsuyama Professor
Reporter:College of Community and Human Services Department of Social Work 1st year Asami Ono
College of Community and Human Services Did you know that Japan is continuing its reconstruction support activities after the Great East Japan Earthquake? The faculty's support for disaster recovery is an unparalleled effort by other universities.
Early two years from the Great East Japan Earthquake that occurred on March 11, 2011. The flow of time is quick, and the memory of the earthquake may be gradually weathered for us who live university life away from the disaster area. However, that earthquake disaster reconstruction is not yet over.
“Earthquake disaster recovery support from community welfare” College of Community and Human Services Activities university-wide curriculum"of discipline As a student belonging to any faculty / year of Rikkyo University taking a course can.
this class The big feature of each is from the disaster area guest speaker Is invited, lecture Is to do. College of Community and Human Services It is a very valuable opportunity for people from various positions in the disaster-stricken area, which is the base of our activities, to come and hear their voices.
To hear directly from local people about the situation at the time of the earthquake, the current situation and issues of the disaster-stricken area, the road to recovery and the feelings from the disaster to the recovery, what we have seen and heard through media such as mass media Differently, it has a reality and resonates strongly. Also, lecture Every time guest speaker Because there are lecture It is one of the attractions that you can touch the thoughts of many people through.
I this class In addition to learning about the reality of the Great East Japan Earthquake, I was able to deepen my understanding of the conflicts and efforts of the people in the disaster area and the reconstruction support that they really needed. I was also reminded of the disaster recovery support and volunteering.
By learning what we can do for university students, specialization It was an opportunity to think about how sexuality can contribute to the disaster-stricken area, and I felt that my interest in earthquake disaster recovery support has started, and I have been encouraged by the first step of participating in support activities.
“Earthquake disaster recovery support from community welfare” feels that the Great East Japan Earthquake is not a human resource, but a problem that must be considered together by the same Japanese, and feels closer to the affected area and feels connected Can be meaningful class is.
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- Coverage day: July 9, 2013 (Tuesday) 09:00 to 10:30
- Classroom:Niiza Campus N431 classroom
class Overview (2013 academic year(From syllabus)
class Goals
Recognize and have an interest in the current situation of the stricken area and the Great East Japan Earthquake support activities that are underway as a faculty. Undergraduate specialization Understand the characteristics of students and teachers working together, taking advantage of their nature. Participate actively in future activities.
class Contents of
After April 2011, College of Community and Human Services Summarizes the Great East Japan Earthquake reconstruction support activities that have been implemented by the Understand the characteristics of the damage situation and recovery path directly from the parties about Kesennuma Oshima, Miyagi Prefecture, Rikuzentakata City, Iwate Prefecture Minamisanriku Town, Tokyo, Niiza City, and Iwaki City, Fukushima To do. So every time from the disaster area guest speaker As an opportunity to gain a better understanding of the local situation and listen to the live voice of the local community. In addition, students will learn about necessary support activities while introducing undergraduate activities at each base. Teachers in charge, from local guest speaker I would like to promote the support activities of the faculty by debating the students who participated in the activities, and by actively participating the students who attended the activities.