3. CASiFiCA MEXT - Nexus-idrim.net

Case station/ Field Campus 

MEXT Japan research grant-in-aid 

April 2005-March 2007 

• Concept and Project 

• Evolving of the concept 

– Several major disasters in the past 

– DPRI-IIASA Session in Ravello 2004 

– WCDR Kobe 2005 

– MEXT Japan research grant-in-aid

What makes CASiFiCA different 

and unique? 

• Continuous monitoring (from Pre- to Post disaster time) 

• Cross-referencing (Multilateral Monitoring, from region to 

region) and Collaborative monitoring 

• Adaptive Management for Field-Based Disaster Research 

(starting from a small but testable research piece) 

• Time-bound (three years) 

• Practice-bound (Policy-makers, Practitioners, End-usersinvolved 

) 

• Benchmarking for research outcomes

Place 

A 

B 

C 

Typical Conventional Case Study Approach 

START END 

● 

Disaster A 

NO CROSS-PLACE REFERENCE 

retroactive 

non-continuity 

START END 

● 

Disaster B 

NO CROSS-PLACE 

REFERENCE 

START END 

● 

Disaster C 

Time

Problems in conventional 

disaster risk case studies 

• case studies focus on the past, not the 

present or future 

• isolation from both global and local 

communities limits contextual base and 

access to knowledge 

• are time- and location-specific

Problems in conventional disaster 

risk case studies (2) 

• ignore potential for participative approach to 

“social co-learning” among potential stakeholders 

• fail to provide for continuous monitoring as part of 

a proactive, anticipatory approach 

• identify learning points, but are not designed to 

convert learning to knowledge that leads to action 

• research driven by narrow academic agenda, not 

broader need for knowledge that will benefit 

actual communities

Place 

START 

A 

START 

B 

START 

C 

>>> 

● 

Disaster A 

>>>>>>>>>>>> 

Case Station Approach 

● 

Disaster B 

>>>>>>>>>>>>>>>>>>>>>> 

● 

Disaster C 

Time 

CROSS-PLACE 

REFERENCE

Social Co-learning Process 

= Multilateral Knowledge Development 

Stakeholders 

Academics 

Time 

Community 

People 

Administrators 

NGO’s

Academic Co-learning and Life-cycle Process 

= Multilateral Human Resource Development 

Academic Agents 

Students (Local) 

Time 

Students (Global) 

Scientists (Local) 

Scientists (Global) 

(a) Students as Future Scientists 

(b) Students as Future Practitioners 

(c) Students as knowledge-carriers, spirit-holders, capacitydisseminators

Essential components of a case station 

Hinterland 

Community 

CASE STATION 

Academic institution 

• a degree of political / decision-making autonomy 

• exposure to preferably two or more natural hazards 

• a school 

• some emergency services 

• some planning “issues” 

• a medical facility (need not be a large hospital) 

• willingness to participate in an international project 

• no cash required (at the moment) – DPRI will act as 

secretariat 

• linkage to a university and/or research institution

CASiFiCA-MEXT 

Definition and Qualification 

• Case station and Field campus are a set of each 

CASiFiCA Country sub-project. 

• The case station is an organ of research function. 

• The field campus(es) is (are) field work place where 

PhD and postdoc-level students work with practioners, 

and write a thesis, guided by (a) local supervisor(s) and 

international/interdisciplinary supervisor(s). 

• The NEXUS-IDRiM community is a primary source of 

international/interdisciplinary supervisor candidates.

NEXUS-IDRiM Charter 

Academic Initiative Network Community oriented 

towards Implementation Science for Integrated 

Disaster Risk Management (IDRiM) 

Whereas, the world is afflicted by continuing 

disasters of greater and greater severity, and 

Whereas, the key to reducing the impacts of disasters 

and advancing progress in our societies is growth 

and sharing of knowledge, and 

Whereas, the academic community is the nexus for 

knowledge, therefore

• We agree to launch an academic community for 

implementing Integrated Disaster Risk Management 

(IDRiM). 

• The community seeks to create success models for 

implementation of disaster science, research and 

education in real-world localities, varying in geographic, 

climatic, political, cultural and social systems. 

• Implementation of IDRiM should be continuously 

monitored, reviewed and adapted according to 

performance criteria. 

• Members enter the community on a voluntary basis, 

serve as individuals, and agree to commit in their own 

capacity to the formation and growth of the community.

• As one nexus for the community, IDRiM Forums 

will be held annually under DPRI-Kyoto University 

and IIASA initiative, with additional endorsement 

by host Members. 

• Other nexus will be case stations and field campuses 

for young researchers to implement IDRiM in 

disaster-prone regions. 

• General secretariat for Nexus-IDRiM will reside in 

the Okada laboratory of Disaster Prevention 

Research Institute, Kyoto University, with further 

assistance provided by Members to be identified.

Case Station/ Field Campus 

Prioritize Actions 

Advocates 

Change Agents 

Advocacy 

Motivational Tools 

Learning and 

Implementation Process 

Case Studies 

Best Practices 

Institution / Organization 

Case Station 

Field Campus

Year 1 (April 2005-March 2006) 

Budget (ca. 5.6 million yen) 

• Establishing the context 

• Brain-storming workshop 

• Overall framework development 

• Establishing of case station/ field campus 

• Publication


Budget 4.2 million yen 

• Implementing research 

• Exchange visits 

• Internet forum 

• Workshops and publication


Budget 3.3 million yen 

• Implementing research 

• Exchange visits 

• Evaluation 

• Symposium and publication 

• Future actions

Year 1 

• Five target case stations/ Field Campus 

Asian Focus 

– China 

–India 

– Japan 

–Nepal 

–Turkey 

• Other potential targets 

-Europe (UK?, Switzerland?, 

Italy?, Portugal?) 

-Asia (Iran?, Indonesia?) 

– South Africa? 

– South America? 

– North America?

Issues to Discuss 

- Issues related to case stations 

o Which case study areas? 

Over what period of time?: minimum three years 

o On which aspects of management or monitoring? 

o By whom? 

SShould be mutually beneficial 

-

Issues related to field campus 

• Research programs 

• Local students identified 

• Student exchange and international students to be 

sent 

• Research and higher education policy 

• Plan of action for the 1st year 

• Administrative issues 

• Financial issues

CASIFICA Matrix 

Station RISK 

Mitigation 

Fields 

Education Tools 

H E V 

S L O RT 

A 

B 

C 

D 

E 

etc 

H=hazard, E=Exposure, V=vulnerability 

S =structure, L=location, O=operation, RT=risk transfer

Which case study areas? 

o 

- Nepal: Building code implementation 

School safety program 

Hospital safety 

Training and teaching 

- India: Tsunami shelter policy 

Uttaranchal project / school ? 

Orissa community activities 

Gujarat reconstruction project

- 

Over what period of time?

On which aspects of management or 

monitoring? 

Pre-disaster mitigation 

Local community capacities 

Indigenous knowledge 

Local policy interventions 

Receptiveness 

Actual actions 

Changes in the local policies 

Changes in the local academic agencies

Future prospect 

• More grant application initiatives by other countries. 

• In collaboration with Kyoto University-DPRI. 

• From mid-term (three years) to long-term (five to ten 

years). 

• From a pilot to formal CASiFiCA enterprise. 

• More volunteers? 

• Strategic linkage to the development of the NEXUS- 

IDRiM. 

• Let us agree on our principles and framework of the 

CASiFiCA.

3. CASiFiCA MEXT - Nexus-idrim.net

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