The Yonmenkaigi System Method for Disaster ... - Science Direct

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ScienceDirect Procedia - Social and Behavioral Sciences 218 (2016) 76 – 84

11th International Conference of The International Institute for Infrastructure Resilience and Reconstruction (I3R2) : Complex Disasters and Disaster Risk Management

The Yonmenkaigi System Method for Disaster Restoration of a Local Community in Korea Jong-il Naª* ª Assistant Professor Department of Management of Social Systems and Civil Engineering, Tottori University Tottori 680-8552, Japan Abstract This paper introduces the Yonmenkaigi System Method for creating collaborative action plans for community building to improve disaster restoration at the local community level using a participatory method. A Yonmenkaigi system method workshop was carried out in the Garisan-ri community, County of Inje, Province of Gangwon, Korea in 2012. The Garisan-ri community case shows how inhabitants who was damaged caused by the flood disaster in 2006 can collaboratively develop action plans of the Garisan-ri disaster education camp for their community restoration. The Yonmenkaigi System Method, originally designed in a local community in Japan, comprises four stages: clarifying the main theme by SWOT analysis, drawing up a Yonmenkaigi chart by four groups, debating to improve the implementation of collaborative action plans among four groups, and presenting joined-up action plan of the groups. A participatory workshop by the Yonmenkaigi System Method be summarized as follows; 1) Making collaborative action plans to carry out community building activities for disaster restoration, 2) Providing a sharing space between local community and local government, 3) Sharing vision among local community people for community building from the flood disaster, 4) Improving capacity of human resources in a local community. © Elsevier Ltd. Thisby is an open access under the CC BY-NC-ND licenseunder organizing committee of I3R2 2015 ©2016 2015Published Jong-ilbyNa. Published Elsevier Ltd.article Selection and/or peer-review (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Dept of Transportation Engineering, University of Seoul.

Keywords: the Yonmenkaigi System Method (YSM); participatory method; community building;

1. Introduction

In order to promote the restoration and reconstruction of areas affected by the Great East Japan Earthquake that occurred on March 11, 2011, support is provided for the restoration, development, and repair of facilities by central government, local government, local community, residents, and nongovernment organizations presently. And it is important that the local community fulfill their role in the future restoration by making use of the resources that exist in their local area. In the case of the 1995 Great Hanshin Awaji Earthquake Disaster, the communities were repeatedly disrupted in the reconstruction process, and the foundation of household/individual self-reliance (jijo in Japanese) and community self-reliance (kyojo in Japanese) was weakened. As a result, the community recovery had to rely on the administrative authorities [1]. After the 1995 Great Hanshin Earthquake Disaster, participatory methods provided as a support tool for the improvement of community restoration in communities of Japan [2]. However, most current participatory methods for disaster reduction focus on personal rescue and relief activities immediately after a disaster, rather than on restoration actions medium to long term at the community level after a disaster. *

Corresponding author. Tel.: +81-857-31-5743; fax: +81-857-31-0882. E-mail address: [email protected]

1877-0428 © 2016 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Dept of Transportation Engineering, University of Seoul. doi:10.1016/j.sbspro.2016.04.011

Jong-il Na / Procedia - Social and Behavioral Sciences 218 (2016) 76 – 84

However, most current participatory methods for disaster reduction focus on personal rescue and relief activities immediately after a disaster, rather than on restoration actions medium to long term at the community level after a disaster. The general objective of a participatory workshop is to provide a space for residents to share risk awareness and to communicate between participants. Risk awareness, discussed in these workshops, does not certainly lead to action plans for disaster restoration activities from either the local community or the personal point of view. During these workshops, facilitators determine the disaster scenarios and the roles of community participants. Therefore, these workshop methods are unable to adequately reflect the view of local communities. A workshop facilitator considers a hypothetical situation rather than the local context. A detailed comparison of several workshop methods is reported by Na, J., Okada, N., & Fang, L. [2]. Participatory workshop approaches are widely used to encourage the involvement of those directly affected. A participatory workshop basically is an organized space which brings a small group of people together to share their knowledge, create their ideas, and to solve problems in a collaborative situation. In order to progress community building after the impact of a disaster in a local community, it is necessary to develop collaborative action plans and conduct the action plans sustainably considering changes of the current condition in a community. Participatory workshops can help to bring very effective people together, from members of local communities to non-government organizations (NGOs) and local governments. It needs to forge the partnership between a local community and support organizations as local governments and NGOs for community restoration [3]. It requires that people from local government, local community, residents, and NGOs work together. When people at local government, local community, and NGOs have the opportunity to learn and to work together collaboratively, there can be better co-ordination of activities. The workshops for disaster restoration can raise risk awareness of disasters, as well as develop knowledge, skills and attitudes related to disaster restoration. Particularly, a workshop method, called the Yonmenkaigi System Method (YSM) has been offered to make collaborative action plans for improving restoration capacity in communities by workshop participants. The Yonmenkaigi System Method has two objectives. First, knowledge and information are gained from each participant to understand the current situation of a local community for achieving the goal. Second, collaborative action plans for building community restoration in the local area are established [4]. Participants can obtain enhanced management processes and improved collaborative communication. The Yonmenkaigi System Method was originally designed and improved to develop collaborative action plans for a small group in community-citizen vitalization initiatives called machizukuri in a municipality of Chizu-cho, Tottori prefecture, Japan in 1991 [5]. In this paper, a Yonmenkaigi System Workshop carried out in the Garisan-ri community, County of Inje, Gangwon Province, Korea, is presented as a case study to demonstrate the improvement of collaborative action plans for disaster restoration at the community level after the flood disaster. 2. The Yonmenkaigi System Method 2.1. Participatory workshops for community building in Japan

Participatory workshops have been suggested as one participatory approach to discuss, analyze, and solve common problems among residents, local community, and local government [6][7][8][9][10]. The term workshop means that citizens engage in experiences that provide an opportunity for learning about human relations. Learning is most functional when it grows out of personally involving experiences that require reflecting, developing, and testing of new insights and approaches to problem solving. Workshops are an effective means for achieving face-to-face interaction between citizens as they share in decisions that determine the quality and direction of their lives[6]. For Japan, the workshop was first introduced during the IFEL (The Institute For Educational Leadership: IFEL) courses as training for teachers in the education sector by IFEL from USA in 1948. By IFEL, workshop is widely defined as implementation research to solve a problem by a small group, which consists of less than 10 persons used as a training method in Japan [7]. a workshop approach has been used as participatory method since the 1980s in a sector of community building (machizukuri in Japanese). Participatory workshops are widely accepted for learning and creation. Workshop means

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a particiipatory and experientiall group worrk-based sty yle for learn ning and creeation. Learn ning and expressinng will be acctivated in th he group, whiich shares a place p and ex xperiences [88]. Worksshop methodds in disasterr restoration hhave helped to boost motivation for ddisaster resto oration in local coommunity. The T participaants gain knnowledge ab bout disasterr restorationn, express th heir own opinionss and hear oppinions of oth her participaants about dissasters restorration in theiir community y through workshoops. Participaants could haave a new int nterest regard ding disaster restoration tthat they did not have until now w. Expansionn of such intterest could llead to carry ying out of diisaster restorration activitties in the future. P Participatory workshops to learning are active ap pproaches th hat encouragge people to think for themselvves. The Y Yonmenkaigii System Meethod as a p articipatory workshop method m preseented here, developed d for comm munity-basedd disaster resstoration, is cconsidered useful. u Howeever, it is nott yet completely clear whether such commoonly used methods m adequuately serve the purpose and if so, hhow effectivee they are w, specificallyy, they should be used. T This paper iss based on th he premise thhat commun nity-based and how action pllans can onlyy become litterally actionnable, and th herefore execcutable, if acction plans drafted d by local peoople are collaaboratively developed d annd executed together. t If local people ccollaborativeely create an actionn plan for disaster restorration in theeir local com mmunity leveel, commitm ment to impleement the plan by llocal people is significan ntly improvedd. 2.2. Fram mework of the Yonmenkaigi System Methood

As exxplained in Section 1, the t objectivee of the Yo onmenkaigi System Metthod is to develop d a collaboraative action plan for com mmunity resttoration copin ng with diffiiculties of a local commu unity in a workshoop based on cooperation n of participaants. In ordeer to reach the objective ve, firstly participants grasp thee current situuation and prroblems of a local comm munity for shaaring their coommunity reestoration vision am mong all paarticipants. Secondly S parrticipants dev velop collaborative actioon plans for building communnity restoration in the lo ocal communnity based on n obtained knowledge k aand informattion from participaants. Particippants can leearn improvved managem ment processses and enhhanced collaborative communnication throuugh the Yonm menkaigi Syystem Method d. This m method to deevelop action n plans preseents four view wpoints of management, m public relatiions (PR) and information, sofft logistics, an nd hard logi stics. These four viewpo oints (roles) aare regarded essential T time fraame of eachh perspectiv ve is also factors rrequired for implementaation of futuure action. The postulateed. In a Yonm menkaigi wo orkshop, partticipants fulffill the roles of both plann nners and exeecutors of the actioon plans. A Yonmenkaig gi workshop provides a platform forr face-to-facce communiccation for participaants to becom me aware of the concernss of others, to o discuss thee current statte of their co ommunity and to m make an collaaborative actiion plan. The reegular process of the Yo onmenkaigi ssystem meth hod is groupeed in four steeps: (1) perfforming a SWOT (Strengths, Weaknesses, Opportunitties and Th hreats) analysis [11] connsidering thee current situationn, (2) compleeting a Yonm menkaigi Chhart for actio on plans of each e group, ((3) debating g between groups ffor collaboraative action plans, p and (44) presenting an integrateed group actiion plan, as shown in Fig. 1.

Fig. 1. Staandard processs of the Yonm menkaigi Systeem Method


The Yonmenkaigi system method starts with a SWOT analysis. During this step, a pilot survey of their local community is carried out by the participants. Town watching is one of the methods used for conducting this type of pilot survey. Knowledge and information about the present situation of the community is essential in order to identify its strengths and weaknesses and to make an action plan for it. Participants are to utilize The SWOT analysis as sharing their views and information about the current situation of the local community. Considering the shared current conditions of the community with the SWOT analysis, participants decide the theme and goal of the workshop, Afterwards, the participants divided into four groups, each of which takes on one of the four roles, i.e., management, public relations (PR) and information, soft logistics, and hard logistics. To achieve a particular theme/goal, actions on the four broad aspects of management, PR & information, soft logistics, and hard logistics are generally required. However, these aspects may be modified/redefined depending on specific circumstances of a workshop. Workshop participants propose specific action items and tasks for action plan according to their assigned role by making colored cards use of applying to each group/role in a specially designed the Yonmenkaigi Chart, as shown in Fig. 2. The action components for each of the aspects are divided or compartmentalized in a time frame. For example, the action components of each group can be scaled as within 1 month, within 3 months, within 6 months in Fig. 2. Participants discuss within their groups and plan the actions for the assigned aspect accordingly. The collaborative action plan is a coordinated combination of the action plans developed through these four aspects.

Group C (Soft Logistics)

Plana Planc

Theme

Pland

Within 6 Months

Planb

Within 3 Months

Group D (Hard Logistics)

Group A (Management)

Within 1 Months

Group B (PR, Information)

Fig. 2. The framework of the Garisan-ri Yonmenkaigi chart in 2012

The next step of the Yonmenkaigi system method is debating between groups. The Yonmenkaigi system method provides two types of debating—general debating and inverse debating. General debating involves inter-group debating, whereas inverse debating involves exchanging the roles of two groups facing each other across the Yonmenkaigi Chart in Fig. 2. If Group A criticizes the ideas of Group B and the two groups debate with each other, then it is called a general debate. On the other hand, if Group A moves from its original role (management) to the role of Group B (PR & information) and Group B (PR & information) moves to the role of Group A (management) and both groups start to debate according to their new roles (Group A: PR & information, Group B: management), such a debate is called inverse debating. Debating between groups provides an effective platform for combining different ideas or views and strategically processing those ideas and knowledge to create new knowledge. Debating allows each group and each participant to express and defend their views and ideas and to criticize others. Through this step, communication is enriched between groups as well as between participants who observe and listen to each other’s ideas and views. Action plan components are rearranged by a time frame and the roles of the four groups (management, PR & information, soft logistics, and hard logistics. In this step of presenting an integrated group action plan, the participants decide and prioritize the action plans based on a time scale. Prioritization is conducted on a timeline basis depending on the time scale, for example, within

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1 month, within 3 months, within 6 months. Based on the action plan chart, the participants are requested to make a presentation using the roles and timelines of their entire action plan to participants who has been directly involved in making the plan. 3. The Garisan-ri Yonmenkaigi System Method workshop for disaster restoration 3.1. The flood disaster of Garisan-ri village in 2006 and the Garisan-ri disaster education camp

The County of Inje is located in the northern mountainous region of the Province of Gangwon, Korea. The longitudinal distance of the county is 72.1 km and the latitudinal distance is 51.5 km [12]. As of February 2015, there were 32,983 residents covering an area of 1,646.36 square kilometers, 94.7% of which is forests and fields. Disaster damages caused by debris flows during the heavy rainfalls at the County of Inje in July 2006 killed 29 people and caused an estimated 0.43 billion USD damage [13]. The village of Garisan-ri is a typical mountainous community where approximately 170 people (75 households) live. In the Garisan-ri village in Inje, 7 people were killed and 113 people became to the sufferers of this disaster and 45 houses were damaged (the expenditures of 11.8 million USD for disaster reconstruction was incurred) by this flood disaster in 2006, as shown in Fig. 3. Due to the influence of the huge disaster damage in 2002, 2003, the Government of Korea has organized the Citizen Corps Active in Disaster (CAIND) to support disaster reduction activities at the local community level since 2005. However, the main education programs for improving activities of CAIND relay on the training of rescue activities based on members’ disaster experiences. The CAIND of Inje County has been activities for disaster prevention since 2008. The Garisan-ri community has conducted some projects for their community restoration after the disaster in 2006 and the Garisan-ri disaster education camp is their main activity of these projects as community businesses. The Garisan-ri community planned their community restoration process though the establishment of the Garisan-ri disaster education camp for disaster prevention that people can experience disaster prevention drills and learn knowledge of emergency preparedness and response utilizing the flood disaster experiences of the Garisan-ri community in 2006. The Garisan-ri disaster education camp, which is operated in the two-day course, consists of various kinds of practice methods, such as first aid, workshops for disaster prevention education, listening to disaster experiences of 2006, survival skills and crossing of a stream drills. Participants of the Garisan-ri disaster education camp can learn disaster prevention knowledge and experience activities related to disaster response while lodging at accommodations of the Garisan-ri community. The Inje government have taken the leading role in planning for the Garisan-ri disaster education camp's success in the future. But the sharing of vision and plan for realization of the Garisan-ri disaster education camp project was insufficient between local government and local community. The local government of Inje County have carried out the training programs of residents capacity building for opening and management of the Garisan-ri disaster education camp during the agricultural off-season (to February from December) since December of 2010. However, the education contents of this training program have not included management education contents about preparation and operation of the Garisan-ri disaster education camp.

Fig. 3. Damage in the Garisan-ri village by a flood disaster in 2006 (from the Garisan-ri community)


3.2. The Garisan-ri Yonmenkaigi Workshop for community disaster restoration in 2012

In order to develop a collaborative action plan for establishing the Garisan-ri disaster education camp so as to improve roles and activities of the Garisan-ri community, a Yonmenkaigi workshop was carried out on January 4, 5, 2012 at the village of Garisan-ri by the name of the Garisan-ri community. The major reasons for conducting the Yonmenkaigi System Method in the Garisan-ri community in 2012 are: (1) The Garisan-ri community has tried to build the Garisan-ri disaster education camp since 2008 and therefore the residents training programs has been provided to local people of the Garisan-ri community in 2010, 2011 by the Inje government in order to help the establishment of the Garisan-ri disaster education camp. The purpose of this the training programs was to support the Garisan-ri residents as instructor candidates for management of the Garisan-ri disaster education camp. However, the training programs of the Inje government did not include any content for disaster prevention education until the implementation of a Sandankai workshop [12] for disaster scenario imagination in February 2011. The author of this paper, who served as the facilitator in the Sandankai workshop, introduced also the Yonmenkaigi System Method as a participatory workshop method to the participants. (2) The Inje government and the Garisan-ri community were interested in making an action plan for the Garisan-ri disaster education camp. Therefore, the Yonmenkaigi System Method was suggested a suitable participatory method to improve the activity of the Garisan-ri disaster education camp in the Garisan-ri community. Participants of the Garisan-ri Yonmenkaigi workshop in 2012 were participated members of the Garisan-ri community (7 people), Inje County CAIND (2 people), and a staff of Inje County(1 person). As the results of the SWOT analysis, the participants decided that the theme of the development of the Garisan-ri disaster education camp. The Garisan-ri Yonmenkaigi Workshop in 2012 was carried out basically by the basic procedure of the Yonmenkaigi System Method, as shown Fig. 1. The workshop participants decided on the theme of the development of action plans to establish the Garisan-ri disaster education camp. They determine a six-month period from February to July 2012 as a realistic time frame for opening of the Garisan-ri disaster education camp. The time frames and the actions of the roles of the Garisan-ri Yonmenkaigi workshop are shown in Fig. 2 as: within 1 month (February 2012), within 3 months (April 2012), and within 6 months (end of July 2012). An assessment was made as follows: 1) It is necessary to develop action plans for management of the Garisan-ri disaster education camp that consider the local features of the Garisan-ri and the characteristics of participants of the Garisan-ri disaster education camp. 2) The organization of the Garisan-ri disaster education camp will be used to discuss both roles and functions of the Garisan-ri residents. Based on the results of the SWOT analysis, the strategy as compiled is shown in Table 1. Table 1. Theme gathered from the SWOT analysis in The Garisan-ri Yonmenkaigi workshop in 2012 Major theme Contents Objective Developing action plans to establish the Garisan-ri disaster education camp Time frame Six months (from plan to implementation) Target CAIND, Students, Local Leaders, Local Government Participants & Executor Residents of the Garisan-ri community The ten participants were divided into four groups to play the roles of organization management (Top-management) , information and communication to other organizations related to the Garisan-ri disaster education camp (PR & information) , fostering human resources (Soft logistics) , and getting of physical resources (Hard logistics) . Each of them worked collaboratively to complete the main theme/goal of the workshop as determined in the earlier process. Note that the whole process of the Garisan-ri Yonmenkaigi Workshop was divided into two stages, one that coped with SWOT analysis and the second that coped with making the collaborative action

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plan. Thhe goals of thhis collaborattive action pllan are to esttablish the Garisan-ri G dissaster education camp in the G Garisan-ri villlage. The Garisan-ri G coommunity will w announcee start of thhe Garisan-rii disaster educatioon camp to related r disasster preventiion organizaations, schoo ol and prepaare a follow-up plan. After som me revisionss of action plan p compon ents among each group through debaating, the acction plan in the Yoonmenkaigi chart as show wn in Fig. 4 was accomplished. In thee Garisan-ri Yonmenkaigi Workshopp, four grou ups of top-m management, information n, human resourcees, and physiical resource 22, 35, 19, and 25 actio on item card ds, respectiveely, for a total of 101 action pllan items in the t Yonmenk kaigi chart affter debating g as shown in n Table 2. The collaborative action planss are compoosed of 1) managing m of the t organizat ation manageement for

Fig. 4. Piicture of the in ntegrated Yonnmenkaigi chaart in the Garisan-ri YSM W Workshop 201 12

the Gariisan-ri disastter education n camp, 2) developing the contentss of disasterr education programs p considerring the locaal features ass disaster exxperience ed ducation prog grams. For eexample, participants developeed the actionn componen nts of carryinng out trainiing on the Automated A E External Deffibrillator (AED) (Top-managgement), inviting masss media to o the Garisanri disastter educatio on camp ors for survvival skills and evacuaation drills (Human reesources), (Informaation), trainiing instructo preparing the camerra and video o recorder, reeplenishing emergency food f when ppracticing ev vacuation drills (Phhysical resouurces) for deeveloping off the Garisan n-ri disaster education ccamp during debating process oof the Garisaan-ri Yonmen nkaigi Workkshop. Table 2. Action plann items after debating d in T The Garisan--ri Yonmenkaigi workshoop in 2012 Roles W Within 1 Month Withiin 3 Month Within 6 Month M Tootal Top-mannagement 16 1 5 222 8 22 5 Informattion 335 11 6 2 Human rresources 19 9 10 6 Physicall resource 225 44 39 18 Total 1001 3.3. The M Meaning of thhe Yonmenkaig gi System Metthod workshop p in the Garisan-ri Communnity

The obbjective of thhe Yonmenk kaigi workshhop in the Gaarisan-ri com mmunity in 2 012 was to develop d a collaboraative action plan for creating the Gaarisan-ri disaaster educatio on camp as w well as for managing m the Garissan-ri educattion camp so o as to improvve roles and activities forr communityy disaster resstoration. (1) M Making collabborative actio on plans to c arry out com mmunity building activitiees for disasteer reestoration


The Garisan-ri community made a collaborative action plan as a total plan for future activities of the Garisan-ri disaster education camp not as a onetime event though a Yonmenkaigi Workshop. Since the establishment of the Garisan-ri disaster education camp project, residents could have their first step of activities for developing the Garisan-ri disaster education camp. The Garisan-ri community could also have the opportunity to know what divisions of activities should be and what kind of roles they have. With the purpose of making the Garisan-ri disaster education camp, residents have to consider and discuss: what they should do, what they can do, and how they can collaborate together. (2) Providing a sharing space between a local community and a local government The Garisan-ri Yonmenkaigi workshop provided a sharing space of awareness of the problem for community restoration between the Garisan-ri community and the Inje government. Residents and the staff member of Inje government, for the first time, discussed management of the Garisan-ri disaster education camp together. There was gap of perception about activities of the Garisan-ri disaster education camp between residents and the staff member because the staff member and residents did not have an opportunity to share their management policy of the Garisan-ri disaster education camp since the start of the training programs of 2010 by the Inje government. When information and perception are being shared between the Garisan-ri community and the Inje government, residents are not one person of participants in a workshop; they are the end-users of that information and perception for managing of the Garisan-ri disaster education camp. (3) Sharing vision among local community people for community restoration from the flood disaster The management of the Garisan-ri disaster education camp is not so easy to imagine because it is dependent on the personal experience and knowledge of workshop participants. Most important of all, residents need to share the vision of the Garisan-ri disaster education camp as community restoration before developing action plans. In the Yonmenkaigi workshop, residents shared their vision about community restoration by activities of the Garisan-ri disaster education camp. The Yonmenkaigi system method can help participants to achieve community planning activities and to proactively operate the Garisan-ri disaster education camp for disaster restoration at the local community level. (4) Improving capacity of human resources in a local community Through running of the Garisan-ri Yonmenkaigi workshop, a community was able to find their human resources for future leaders and facilitators of their organization of the Garisan-ri disaster education camp. The Garisan-ri Yonmenkaigi Workshop demonstration by new female leaders and a positive response from participants made the entire workshop strategy to be considered effective. The next task is not only the finding of human resources but also application of human resources for community restoration based on residents of the local community. 4. Conclusions

A Yonmenkaigi System Method Workshop carried out in Garisan-ri community, Country of Inje, Gangwon Province, Korea, is presented as a case study to demonstrate the development of collaborative action plans for community restoration after a disaster at the local community level. Through a Yonmenkaigi workshop, the people could discuss both the management to solve the problems and the communication to promote cooperation with others. The Yonmenkaigi System Method can be provided not only development of the Garisan-ri disaster education camp but also a sharing space for overcoming these difficulties and achieving for community restoration. Community participation using participatory methods such as the Yonmenkaigi System Method is the starting point for community disaster restoration in Korea. The Garisan-ri disaster education camp

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project is now clearly demonstrating the potential power of community participation for community restoration towards sustainable community development after a disaster. It is required to continue to carry out the collaboratively work for improving of residents' capacity building process between a local government, a local community, and a researcher. Most important work is to carry out the vision of community restoration that is made together by the Garisan-ri community. Actually the Garisan-ri disaster education camp was opened in June 2012 after four months of the Garisan-ri Yonmenkaigi workshop. Specially, Students and teachers from the Inje South elementary school carried out a Yonmenkaigi workshop for solving the problems of “Bullying at school” as one of activities of the Garisan-ri education camp in June 2012. CAINDs of many areas in Korea also have participated in the Garisan-ri disaster education camp for training emergency capacity building of their CAIND members since June 2012 until now. The Garisan-ri community was awarded the Prime Minister's prize at the Best Village Competition 2014 for disaster prevention activities by the National Emergency Management Agency (NEMA) in Korea in May 2014 by means of continuous activities of the Garisan-ri disaster education camp for community restoration. References [1] [2] [3] [4]

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